You Want Women to Vote, Lizzie Stanton?

Fritz, J., & DiSlavo-Ryan, D.  (1995). You want women to vote, Lizzie Stanton? New York:  Putnnam’s

            You Want Women to Vote, Lizzie Stanton? fits into the category of non-fiction as a biography.  The purpose of this book was to inform the reader of how Elizabeth Cady Stanton fought for the equal rights of women, specifically women’s suffrage, the right to vote.  I can also see the an underlying purpose of this book would be to entertain.  The structure of this book is in chapters and is written much like a novel of realistic fiction.  It doesn’t just give facts, it tells a story.  It starts off from the time Elizabeth was born and introduces facts as it tells the story of her life.  It introduces all of the characters as they come up in her life.  It mentions many notable figures of American history such as Frederick Douglas, Susan B. Anthony, and Abraham Lincoln.  It tells the story of her encounters with these individuals.  Susan B. Anthony plays a major role in this story as her and Elizabeth were very close friends and partners in the fight for women’s suffrage.  The theme of this book was to tell about Elizabeth Cady Stanton’s life and how she fought for women’s rights throughout her life.  The author’s style was not necessarily formal.  Facts were given but in an entertaining way. 

            This informational book was written in a way that students would be able to easily read it.  I feel that students would enjoy reading this book because it wasn’t just about facts, but about someone’s life.  It did give many facts about history and there were notes at the end of the book explaining some of them and why things were the way they were in the 1800s.  I think young girls would especially like this book because it will cause them to feel empowered.  It shows them that nothing is impossible.  No, women’s suffrage did not completely end until 1920, after Elizabeth’s death, but she is given much credit for this.  She fought her entire life for it. 

            I used the post-it note strategy while reading this book and wrote down my reactions to some of the things I read.  Since this was non-fiction, I mostly used this strategy to write down dates and important people that came up in the story and their significance.  This book did not have bolded print so I was unable to use the Mark the Bold strategy.  It did have a list of the notes at the back that could be discussed with students after reading or while reading the book.  This book is an ALA Notable Book and A Booklist Editor's Choice.

Big Question:  Would you be brave enough to stand up against your father and town for something you believe in?  How far would you go to fight for something that you believe should be in place to make sure that the world is fair for all?  What is one thing that you think needs to be changed in our current society?

Reading Log & Wiki Checklist

Reading Log

I.   Non-fiction/Informational

      1.  You Want Women to Vote, Lizzie Stanton?  By Jean Fritz, Illustrated by DyAnne DiSalvo-Ryan

      2.  Bodies from the Ash:  Life and Death in Ancient Pompeii by James M. Deem

      3.  When the Wolves Returned:  Restoring Nature’s Balance in Yellowston by Dorothy Hinshaw Patent, Photographs by Dan Hartman & Cassie Hartman

II.  Poetry

1.       Who Killed Mr. Chippendale?  By Mel Glenn

2.      A Giraffe and a Half by Shel Silverstein  (Picture Book)

III.  Modern Fantasy

1.  A Wrinkle in Time by Madeline L’Engle
2. Tuck Everlasting by Natalie Babbitt
3. Twilight by Stephanie Meyer
4. The Lion, the Witch, and the Wardrobe by C.S. Lewis
5. Harry Potter and the Sorcerer’s Stone by J.K. Rowling
6. The Mouse and the Motorcycle by Beverly Cleary
7. Miss Peregrine’s Home for Peculiar Children by Ransom Riggs
8. Green Angel by Alice Hoffman

IV.  Historical Fiction

1.      Moon Over Manifest by Clare Vanderpool

2.      Sky Boys:  How They Built the Empire State Building by Deborah Hopkinson & James E. Ransome  (Picture Book)

3.      The Silent Boy by Lois Lowry

V.  Multicultural/Traditional

      1.  Henry’s Freedom Box by Ellen Levine & Kadir Nelson  (Picture Book)

      2.  The Well by Mildred D. Taylor

      3.  Why Mosquitoes Buzz in People’s Ears retold by Verna Aardema & Illustrated by Leo and Diane Dillon  (Picture Book)

VI.  Realistic Fiction

1.  Bucking the Sarge by Christopher Paul Curtis
2. Rules by Cynthia Lord
3. Flipped by Wendelin Van Draanen
4. Walk Two Moons by Sharon Creech
5. My side of the Mountain by Jean Craighead George
6. Holes by Louis Sachar
7. Blush by Virginia Hamilton
8. Monster by Walter Dean Myers

VII.  Picture Books

1.  Seven Blind Mice by Ed Young
2. Color Zoo by Lois Ehlert
3. The Very Hungery Caterpillar by Eric Carle
4. Giggle, Giggle, Quack by Doreen Cronin & Betsy Lewin
5. Song and Dance Man by Karen Ackerman & Stephen Gammell
6. Henry’s Freedom Box by Ellen Levin & Kadir Nelson  (Multicultural/Traditional)
7. A Giraffe and a Half by Shel Silverstein  (Poetry)
8. Sky Boys:  How They Built the Empire State Building by Deborah Hopkinson & James E. Ransome  (Historical Fiction)

Wiki Checklist

1 Social Studies

1 Art

1 Reading/Language Arts

1 Physical Education

Field Experience

Field Experience

I completed my five hours for field experience with Sonji Holsclaw, my school’s School Library Media Specialist.  I obtained the five hours with her by doing various activities.  I observed and help teach a literature lesson, interviewed her about literature topics, school policies, and other things pertaining to the library, discussed literature apps for the iPad, and we worked together to pick out the 30 books that were required for reading in this class. 

May 10, 2012  (1 hour)

On this day I observed the SLMS teach a literature lesson using the book The Well.  I observed for a bit and walked around the room asking students what they were doing and why they thought it was important.  I also helped students when they needed it and made sure the expectations of the lesson were clear to them.

May 11, 2012  (1 hour)

The SLMS and I worked together to pick out the 30 books that were required for this class.  While doing this she recommended books to me that were and that weren’t on the recommended list in the textbook.  She told me why she liked them and thought they were important for students to read.  We talked about the different genres and books that were good for each category. 

May 22, 2012  (1 hour)

She told me apps for the iPad that she thought were useful for using in the classroom for literature.  Since I am a special education teacher, we made sure to take this into consideration.  She told me what apps she had on her iPad for use while students were in the library.

June 7, 2012  (2 hours)

I conducted an interview with my school’s SLMS about various topics dealing with literature and school policies.  We also discussed banned or challenged books and why some are important for students to be exposed to if their parents allow them to read them.  We discussed all of the responsibilities that SLMSs have that many people do not realize.

Kentucky Teacher Standard

            One of the Kentucky Teacher Standards that I feel I have improved upon by completing this field experience is standard 6:  The Teacher demonstrates the implementation of technology.  My school’s SLMS is very knowledgeable when it comes to technology and she has helped me greatly using the iPad.  She makes sure she knows what apps are good for what subjects and skills.  This will help me in my every day instruction in the classroom. 

            Another Kentucky Teacher Standard that I improved on by completing this field experience was standard 8:  The teacher collaborates with colleagues, parents, and others.  I spent much time collaborating with my SLMS planning literacy lessons and watching her teach literacy lessons.  There is a lot to learn from other teachers.  She was able to share with me many good ideas on how to implement different genres into my reading and writing classes. 

What I Learned

            The most important thing I learned from completing this field experience is how valuable the SLMS is.  They are very knowledgeable about genres, technology, and the copyright rules.  I spent time with her before this class and knew she was great.  It’s true that you should be friends with them because they will help you out.  If you help her with the book fair, she will make sure that you get some great new books for your classroom.  I also learned how much they really know.  They don’t just sit at a desk and check out books, they know so much about so much!  I don’t know if I can ever be that familiar with so many books. 

Sky Boys: How They Built the Empire State Building

Booktalk

Hopkinson, D., & Ransome, J. ( 2006). Sky boys: how they built the empire state building. New York: Schwartz & Wade Books.

            Have you ever seen a building so tall that it scrapes the sky?  These are called skyscrapers.  Sky Boys:  How They Build the Empire State Building by Deborah Hopkinson and James Ransome is about a very special skyscraper in New York.  Has anyone ever been to New York?  The Empire State Building was built during a very hard time for our country, kind of like now, but worse.  Many families didn’t have jobs and struggled to stay warm and keep food on the table.  This story is centered around a young boy, about your age, who walks around Manhattan searching for fire wood for his family when he notices a place where they plan to build a huge building.  He is so excited, he rushes to get his dad and ask him if he thinks they’ll be able to finish it.  His dad isn’t sure since there isn’t much money going around these days.  The boy dreams of the building, “bold, SOARING, A symbol of hope in the darkest of times.  A building, clean and simple and straight as a pencil.  And tall, so tall it will scrape the sky.”  Imagine you are way up in the sky and look down, what would you see?  Will they finish the Empire State Building?  Read Sky Boys:  How They Built the Empire State Building to find out!

          

Rules

Lord, C. (2006). Rules. New York: Scholastic Press.

            Rules fits in the genre of realistic fiction because all of the events and characters are within the realm of possibility.  These actual events have not occurred in real life, but they could.  Because this story is realistic fiction, many students will find it relatable.  I think this book could fit into the situational realism and contemporary realism categories of realistic fiction.  I think it fits into the situational realism category because this is a family story that is likely to happen to many students.  It is about a traditional nuclear family of a mom, dad, brother and sister.  The brother has autism and it goes through their lives told by Catherine, the narrator, a twelve year old girl.  The story is told in the first person.  Students will relate to this book because they will be about the same age as the narrator and since autism is becoming more prevalent, many probably have someone in their family or know someone with autism.  I think it fits into the category of contemporary realism because it deals with issues of the present day culture.  Autism is becoming more prevalent and chances are students have met someone with autism. 

The issue of people with disabilities can be a controversial topic.  Rules shows how Catherine deals with this in her daily life.  She loves her brother David, who is eight years old.  It shows how she struggles taking care of him and how sometimes she wants him to just be “normal”.  This story takes place over summer break.  Catherine goes with her mom and David to occupational therapy.  There she meets a boy named Jason, who also has disabilities.  It is never said what specific disability Jason has, just that he is in a wheelchair and has to use a communication book in order to communicate with others.  Catherine and Jason spark up a friendship and she uses her artistic skills to make him new words and pictures for his communication book. 

This book also deals with acceptance by peers because Catherine does not automatically tell her new neighbor Kristi that Jason has a disability when Kristi suggests that Catherine ask Jason to the dance.  She lies and says that she is not interested in going to the dance and that she is busy.  You’ll have to read the book to find out how Catherine solves this dilemma!  She was also embarrassed when Kristi first moved in because she feared that Kristi would not understand about David. 

As a special education teacher, I very much related to this book.  I think this would be a great book for all children to read.  It can teach them to be kind and understanding individuals.  Catherine is a great example of a kind and caring young woman.  This book also shows them that it is okay to be different and that not everyone has to be the same.  I think this book has a lot to teach young people and it will keep them interested.  I think they will find it easy and fun to read because it is written from the perspective of someone their age.  This book is also a Newberry Honor Book and Schneider Family Book Award winner.

Big Questions:  How would you handle the situation with Kristi, Jason, and the dance? 

Can you see yourself spending your summer the way Catherine did taking care of David and getting to know Jason? 

What can you do to help raise awareness and acceptance of those with disabilities? 

A Giraffe and a Half

Silverstein, S. (1964). A giraffe and a half. New York: HaprerCollins.

I chose this book because there was a Shel Silverstein book on the recommended list in the textbook, but I had already read it.  Since I had already read that book, I had my school’s SLMS recommend another one of his books to me.  This book falls into the genre of poetry because it evokes an emotion with the reader.  For most, I think it will cause them to laugh and think of other wild and crazy events on their own. 

Students will enjoy this book because it is silly and could be like something they may think up in their imaginations.  Also, this poetry book is predictable the way it follows a pattern.  I read it aloud to my 6 year old nephew and he was able to tell me that each page builds onto each other.  Every other page says the same thing and adds on a new line from the page before.  A little more than halfway through the book, the pattern reverses.  Things start going back the way they came and it goes back to the way it began. 

Students will also enjoy this book because it rhymes.  It is not every line or every other line that rhymes, the rhyming is within one line.  I think some students will be able to predict that this is a rhyming poetry book by the title, A Giraffe and a Half.  The illustrations in this book will also keep students engaged.  They depict the silly images of the poem.  There is no color in this book, just lined outline drawings of the images.  It does not seem like it is lacking though, because of the details in the pictures. 

This book has a hardcover with a dust jacket.  The front flap has a few excerpts from the book will small illustrations.  Then at the bottom, it encourages the reader to read on.  The back flap has 4 short excerpts and illustrations from some of Shel Silverstein’s other books.

Big Question:  If you had a giraffe, what would you do with it?  What other creatures might the giraffe and a half run into?  Have you ever wished that you had more of something until to find out what you had was enough?  Discuss this and how it made you feel.

Henry's Freedom Box

Levine, E. & Nelson, K. (2007). Henry’s freedom box. New York: Scholastic Press.

            Henry’s Freedom Box fits into the genre of traditional/multicultural literature.  If fits into traditional literature because Henry’s story was told by word of mouth and newspapers in the mid-1800s.  The author wrote down his story and made a picture book out of it.  It fits into multicultural literature because it is about African Americans who are a group of people that have been marginalized throughout history. 

            This is a story about a boy named Henry who was born into slavery.  He never knew his birthday because then, slaves weren’t allowed to know their birthday.  Henry always longed to be free.  He would see birds flying and think, “Free bird! Happy Bird!”  Throughout the book, birds are seen as a symbol of freedom.  The illustrator noted that the mediums of pencil, watercolor, and oil were used to create the pictures.  The illustrations in the book are with shadows and dark colors helping to set the mood of the story.  You can tell that there is sadness in the book.  Henry doesn’t want to be a slave and one day his wife and kids were sold.  This makes Henry determined to be free.  With the help of some friends, he makes a box, crate, that will be mailed to the free state of Pennsylvania.  Will Henry finally have a “birthday” and be free?  Will Henry be reunited with his family?

            Students can relate to this book because it starts off with the main character, Henry, being a young boy.  I think that this would be an interesting way for them to learn about history rather than just from a textbook.  This could lead to further research because Henry was a real person and the events in the story are true.  I chose this book because it was recommend to me by my school’s SLMS and it won the Caldecott Award.

Big Question:  How would you feel if you were taken away from your family?  How would you feel if you were owned by someone?