Lesson Plan #5: Renewable vs. Non-Renewable Energy

Subject Areas: Science & Language Arts
Grade Level: Grade 6 to 8
Unit Title: Energy & Earth’s Resources
Lesson Title: Renewable vs. Non-renewable Energy

Teaching Standards:

• California Science Standard, Grade 6
• Resources: Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:
• 6.a - Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.
• 6.b. - Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable
• National Language Arts Standards, Grades 6 to 8
• Standard 7 - Students gather, evaluate, and synthesize data from a variety of sources.
• Standard 8 -Students use a variety of technological and information resources to create and communicate knowledge.

Performance Objectives:

Upon completion of this lesson, the student will be able to...

• Identify and differentiate between renewable and non-renewable resources
• Write a research paper on a particular resource using a variety of sources

Materials:

• Books:
• Drummond, A. (2011). Energy Island: How one community harnessed the wind and changed their world. New York, NY: Farrar, Straus and Giroux. ISBN: 978-0-374-32184-0
• Overhead projector
• Pictures of different resources (renewable and non-renewable), how they are gathered, and their benefits or detriments to the environment.
• Pictures of different ways in which we utilize energy (such as cars, lights, and machines)

References:

The components included in this lesson plan were modified from the lesson plan “Natural Resources: Renewable vs. Nonrenewable” by Gaucin retrieved August 2, 2011 from LessonPlansPage.com.

Preparation

• Read Energy Island (2011) to the class in order to focus the student’s attention on renewable and non-renewable resources.

Presentation

• Discuss and define what natural resources, renewable resources, and non-renewable resources are.
• Discuss as a class or in small groups how and where students use these resources in their daily lives.
• What would happen if the resource ran out?
• Discuss some of the ways that the most common resources are created, harvested, and converted for human consumption.

Application:

• On the overhead, draw one column titled “Renewable” and one titled “Non-renewable”
• Divide the class into two groups.  Have the groups alternate naming different resources.  Then have the groups alternate identifying those resources (and some extras provided by the teacher) as being renewable or non-renewable.
• Give the students a point for each right answer to turn this into a quick game

Evaluation:

• Evaluate how well the class was able to recall and identify the resources presented during the discussion and in the book.
• Evaluate how well students were able to identify in what ways they use resources in their daily lives and what effects on the environment or future they have.

Closure & Assigned Student Work:

• Resource Research Paper
• Each student will research and write about a particular resource which:
• identifies that resource as being renewable or non-renewable and why;
• summarizes how that resource is gathered, manufactured and used;
• benefits or detriments of using this resource;
• and what continued use of this resource could mean to Earth’s future
• Students will locate and use at least one source of information from the Internet, one from a book, and one from a magazine or journal.  

Harry & Hooper

Wild, M. (2011). Harry & Hopper. New York, NY: Feiwel and Friends. ISBN: 978-0-312-64261-7

Author: Margaret Wild
Website: No Author Website
Illustrator: Freya Blackwood
Website: http://www.freyablackwood.net/

Media Used: Laser print on watercolor paper with watercolor, gouache, and charcoal.

Summary: Harry and Hopper, a boy and his dog, are the best of friends.  Until one day Harry comes home to find out that Hopper isn't there.  This is the comforting story of healing after the loss of a beloved pet. 

Personal Thoughts: The loss of a beloved pet can be a hard thing for a person of any age to deal with.  This book captures the feelings and memories of growing up with a dog - raising it from a puppy to a grown dog - and dealing with its unexpected (or possibly expected) loss.  Harry copes with Hopper's loss by sleeping on the sofa (since his bed reminds him of Hopper).  At night he dreams that his dog has come to visit him one last time - running and playing.  The illustrations, with the charcoal sketchy lines, capture the mood and tones of the story wonderfully.  A great book for anyone dealing with losing a pet, or the possibility of losing one.

Energy Island: How one community harnessed the wind and changed their world

Drummond, A. (2011). Energy island: How one community harnessed the wind and changed their world. New York, NY: Farrar, Straus and Giroux. ISBN: 978-0-374-32184-0

Author & illustrator: Allan Drummond
Website: http://www.allandrummond.com/

Media Used: Ink and wash illustrations

Summary: This is the true story of how an ordinary island decided to do something extraordinary and become almost completely energy independent by utilizing renewable energy sources such as sunlight, rivers, biofuels, and wind.

Personal Thoughts: This book is a great way to introduce what renewable energy is and how it can be implemented in real life.  The fact that it is based on a real island, rather then on theory, makes it so much more interesting.  The book really stresses that the reason that the island of Samso has been able to reduced its carbon emissions by 140 percent in just ten years is because every person on the island is contributing in a small or large way.  The green sidebars contain wonderful information that expands or defines different energy topics mentioned in the story text, such as global warming, renewable energy, and nonrenewable energy.  The illustrations are light and colorful, which capture the constant wind present on Samso. 

Lesson Plan #5: Renewable vs. Non-Renewable Energy

Curricular Connection: Grade 6 Science
California Standard: Resources 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:

a. Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.

b. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.

Lesson #4: Segregation

Subject Areas: American History, English-Language Arts, & Mathematics

Grade Level: Grade 7 to 12

Unit Title: Segregation in America

Lesson Title: Baseball & the Negro League

Teaching Standards:

• California Education History-Social Science Standard, Grade 8
• 8.11.3: Understand the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and "Jim Crow" laws.
• Measurement & Geometry, Grade 7 - 1.0 Students choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems:
• 1.1 Compare weights, capacities, geometric measures, times, and temperatures within and between measurement systems (e.g., miles per hour and feet per second, cubic inches to cubic centimeters).
• 1.2 Construct and read drawings and models made to scale.
• National Language Arts Standards, Grades 9 to 12
• Standard 7 - Students gather, evaluate, and synthesize data from a variety of sources.
• Standard 8 -Students use a variety of technological and information resources to create and communicate knowledge.

Performance Objectives:

Upon completion of this lesson, the student will be able to...

• Utilize research skills to gather information about segregation in America and baseball’s Negro League from various in-class, book, and internet resources.
• Create a timeline illustrating major milestones and events related to segregation in America and baseball’s Negro League.
• Use what they have learned from researching to participate in a class discussion about segregation, Satchel Paige, baseball (past and present), and current social injustice.

Materials:

• Books:
• Sturm, J., & Tommaso, R. (2007). Satchel Paige: Striking out Jim Crow. New York, NY: Jump at the Sun/Hyperion Books for Children. ISBN: 978-0-7868-3900-1
• Overhead projector
• Satchel Paige biography handout
• Such as the one provided by Teacher Created Resources, Inc. Retrieved July 29, 2011 from: http://www.teachervision.fen.com/tv/printables/TCR/1576901009_138.pdf
• Butcher Paper
• Yard Stick
• Drawing Supplies

References:

The components included in this lesson plan were modified from the lesson plan provided by the Center for Cartoon Studies and created by Tracie Vaughn Zimmer (Retrieved July 29, 2011 from: http://a.dolimg.com/explore/PMPages/DCOM/books/catalog/Printable/Satchel-Paige.pdf) as well as the free lesson plan provided by Teacher Created Resources, Inc. (Retrieved July 29, 2011 from: http://www.teachervision.fen.com/tv/printables/TCR/1576901009_138.pdf).

Preparation

• Students will read Strum and Tommaso’s Satchel Paige: Striking out Jim Crow prior to class.
• Have student’s locate one resource about Satchel Paige, segregation, the Negro League, or baseball history as it relates to minority player accomplishments.

Presentation

• As a class, lead a discussion about the book in order to start students thinking using the discussion questions provided by Zimmer or located in the back of the book.
• Have students quickly share the information resource that they located.
• Present information about segregation, Satchel Paige and other baseball players, the Negro League, and major league baseball.

Application:

• Students will create a timeline depicting major events in baseball from the 1860s to 2000.
• Index cards containing basic information about certain events in the history of baseball and segregation will be passed out to each student randomly. 
• Each student will draw a picture depicting their event.
• As a group, students will need to determine an appropriate ratio of measurement (inches/feet/centimeters) to time (years/months/days) in order to create a linear timeline that will fit on the group’s piece of butcher paper and includes each of the student’s individual events. 

Evaluation:

• Evaluate how well each group was able to create a timeline to scale.
• Groups should provide the ratio of distance to time used.
• Each student’s event (drawing and index card information) should be included on the timeline.
• Evaluate how well each student was able to depict the index card event in their drawing.

Closure & Assigned Student Work:

• Group timelines will be taped up onto the classroom walls.
• Students will write 2 to 3 paragraphs comparing and contrasting baseball during segregation times to baseball today.

Ray Bradbury's Fahrenheit 451: The Authorized Adaptation

Hamilton, T. (Adapter), & Bradbury, R. (Author) (2009). Ray Bradbury's Fahrenheit 451: The authorized adaptation.  New York : Hill and Wang. ISBN: 978-0-8090-5101-4

Author: Ray Bradbury
Website: http://www.raybradbury.com/


Adapter & illustrator: Tim Hamilton
Website: http://hamilton-tim.pair.com/


Media Used: Ink and full color illustrations.

Summary: Montag is a fireman, one of those who enforce the government's band on books by burning them.  But certain circumstances awaken Montag to the evil of government controlled thought and the beauty that can be found in books.

Personal Thoughts: I really enjoyed this rendition of Bradbury's classic novel.  Hamilton does a wonderful job of capturing the mood and tone of the novel.  The young girl Clarisse is pictured as both knowledgeable and a little crazy all at the same time.  Montag's transformation from happy fireman to a conflicted person to finally a person standing up for what he has decided to believe in is well portrayed throughout the images.  I definitely think that this adaptation did well because of Bradbury's support and input into its creation.

The 9/11 Report: A Graphic Adaptation

Jacobson, S.(Editor) (2006). The 9/11 report: A graphic adaptation. New York, NY: Hill and Wang. ISBN: 0-8090-5738-7

Editor: Sid Jacobsen
Website: No author website
Illustrator: Ernie Colón
Website: No illustrator website

Media Used: Mixture of pen, pencil, ink and color illustrations.

Summary: Based on the final reports of the National Commission on Terrorist Attacks Upon the United States, this graphic adaptation attempts to make the findings contained within the report more accessible to all.

Personal Thoughts: Couldn't read this book without remembering where I was that day, what I was doing, and how I was feeling.  It was such a tragic moment in history.  This graphic adaptation does a wonderful job presenting information.  I learned a lot of back history that I was previously unaware of - too young and carefree to be paying much attention to politics at the time.  My favorite section of the book was the four parallel time lines showing the sequence of events for the four airplanes.  My next favorite section was Chapter 9: Heroism and Horror which talks about some of the ground response events.  Probably my least favorite section was the "National Crisis Management" which describes how unprepared agencies were to handle this kind of emergency, especially in terms of communication.  A great book - A Must Read - and a wonderful way to introduce the 9/11 report and events to a wider audience.

Brothers in Hope: The Story of the Lost Boys of Sudan

Williams, M. (2005). Brothers in hope: The story of the lost boys of Sudan. New York, NY: Lee & Low Books. ISBN: 1-58430-232-1

Author: Mary Williams
Website: No author website
Illustrator: R. Gregory Christie
Website: http://www.gas-art.com/

Media Used: Illustrations were rendered in acrylic and the text set in Gill Sans.

Summary: Based on true events, this book tells the story of 8 year old Garang who, out tending the cattle, survives his village's destruction and joins a thousand other orphaned boys walking, from Sudan to Ethiopia to Kenya, seeking safety.

Personal Thoughts: I think this is a truly inspirational story about the human will to survive.  The boys in this story band together to help, feed, and protect one another.  They divide up responsibilities and make the decision to travel to Ethiopia as a group by pulling their information.  When I looked at the map at the end of the book, all I could think of was how very far those young boys had to travel - some as young as 5!  In a society that rarely walks more then a block when we can drive, it is hard to fathom.  I really appreciated the Afterward which spoke a little about how the boys were adjusting or struggling in the United States.  I couldn't help but ask myself about all the things I take for granted everyday - like having shoes - and how capable I would be if our roles were reversed.  Great book.

The Enemy: A Book About Peace

Cali, D. (2009). The enemy: A book about peace. New York, NY: Schwartz & Wade Books. ISBN: 978-0-375-84500-0

Author: Davide Cali
Website: http://www.davidecali.com/
Illustrator: Serge Bloch
Website: http://www.sergebloch.net/

Media Used: Illustrations were rendered in China ink on paper and photography

Summary: Two soldiers wait for each other in separate holes on a battlefield.  The soldiers have been told that they are enemies and that the other will kill them.  If only they could end the war...

Personal Thoughts: This is a very thought provoking type of book.  The drawings are very simple - a mixture of doodle like drawings (reminiscent of Shel Silverstein) and photos with splashes of army green and red. As a result, I thought that the story and text was going to be something simple or that there would be a funny twist in the end.   But this book really tried to explain the pointlessness in war.  While there was some humor to be found - the soldier dressed as a bush hiding from the "lion" - it didn't belittle war.  Instead the actions of the soldier being mimicked by the other soldier showed how alike two parties at war can be - in their actions and in their thinking.  The soldier thoughts about hoping the war will end, protecting his family, and what he would do if the enemy surrendered are insightful.  The final scene, is so hopeful, yet fragile - will the enemy get the message? A great opening introduction into a discussion about war.

Lesson Plan #3: Hurricane Katrina

Subject Area: English-Language Arts & Life Science

Grade Level: Grade 9 to 12

Unit Title: Natural Disasters

Lesson Title: Hurricane Katrina

Teaching Standards:

• California Education History-Social Science Standard, Grade 11
• U.S. History & Geography, 11.11 - Students analyze the major social problems and domestic policy issues in contemporary American society.
• National Language Arts Standards, Grades 9 to 12
• Standard 6 -Students apply knowledge of language structure, language conventions, and genre to create, critique, and discuss print and non-print texts.
• Standard 7 - Students gather, evaluate, and synthesize data from a variety of sources.
• Standard 8 -Students use a variety of technological and information resources to create and communicate knowledge.

Performance Objectives:

Upon completion of this lesson, the student will be able to...

• Use their knowledge of current events and teacher provided articles/resources to participate in
  a class discussion about the facts surrounding Hurricane Katrina.
• Utilize research skills to gather information about the Gulf Coast Region and Hurricane Katrina
• Use what they have learned from researching to participate in a class discussion related to the
  history, topography, economics, and demographics of the Gulf Coast Region/New Orleans.

Materials:

• Books:
• Neufeld, J. (2009). A.D.: New Orleans after the deluge. New York, NY: Pantheon Books. ISBN: 978-0-307-37814-9
• Movie:
• Towers Productions Inc. for National Geographic Channel. (2006). Inside Hurricane Katrina [DVD] Burbank, CA: Warner Home Video.
• Pictures of New Orleans and the surrounding areas before and after the hurricane.
• Overhead projector

References:

This lesson plan is modeled after the PBS Teacher Source Lesson Plan, “The Gulf Coast Region: Geography, Demographics, and the Effects of Hurricane Katrina” by Lisa Prososki. (Retrieved July 27, 2011): http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/katrina.html

Preparation

• Learn from students what prior knowledge they have of Hurricane Katrina’s effects. 
• Find out if any of the students have been directly or indirectly affected by this disaster.  Such as if any of the students’ family or friends was involved. 
• If so then it might be a good idea to see if any of those involved would be willing to speak in class about their first hand experiences.
• Prior to the class have each student research and present one resource about Hurricane Katrina and one about the Gulf Coast region. 

Presentation

• In class, show some clips from the movie in order to review the events that happened during Hurricane Katrina.
• Share and discuss in class some of the before and after pictures of New Orleans.
• Share and discuss some of the ways in which the topography, economics, and demographics of the Gulf Coast Region (particularly New Orleans) were affected by the hurricane. 

Application:

• Have students write 2 to 3 paragraphs describing the events of Hurricane Katrina based on the information they found, provided in class, and in the movie.
• Have students write 2 paragraphs outlining how they would react during such a disaster.  Would they evacuate at the first sign of trouble? Would they stay behind?  Would some of their family go and some stay behind?  Where would they go if they had to evacuate out of the city? The county? What are the reasons for their answers?
• Make a chart comparing the number of students who would stay behind, the number of students who would evacuate early, and the number of students who would evacuate at the last minute.

Evaluation:

• Evaluate how well each student was able to synthesis the events of Hurricane Katrina and their ability to view themselves in a similar situation.

Closure & Assigned Student Work:

• Have students read A.D.: New Orleans after the deluge.
• Afterwards have students reflect on whether they would do anything differently compared to their first response about evacuating.
• Have students write about which character’s actions they related to the most and why?
• During the next class, break students into groups and provide each group with a different discussion question.  Afterwards, each group will present their response to the rest of the class. 

Age of Bronze: Volume 1. A Thousand Ships

Shanower, E. (2001). Age of bronze: Volume 1. A thousand ships. Orange, CA: Image. ISBN: 1-58240-200-0

Author & Illustrator: Eric Shanower
Website: http://ericshanower.com/

Media Used: Black pencil on a white background

Summary: Following the events leading up to the Trojan War, this graphic novel introduces those involved such as Paris, the lost prince raised as a cowherd; Helen, a beauty that none can resist; and other kings and heroes.

Personal Thoughts: I remember reading the Odyssey and Iliad at a very young age because of an interest in the Greek gods.  I was kind of disappointed that Shanower decided to not include the gods in this graphic novel.  The closest to a god that is represented in the book is the nymph Oenone who is actually portrayed more as a human priestess.  But at the same time, Shanower portrayed those involved in a more human and realistic way which I also appreciated.  The characters had a personality and dept to them that may have made you like or hate them - but regardless made you form some sort of opinion of them.  Very three dimensional versus the flat fairytale like figure that sometimes is represented.  Some of the scenes are definitely not appropriate for younger readers (more sex then violence).  I would suggest for an 18 & over reader or possibly some mature 16 year old.

Gandhi: His Life, His Struggles, His Words

Lambilly-Bresson, E. (2010). Gandhi: His life, his struggles, his words. New York, NY: Enchanted Lion Books. ISBN: 1-59270-094-2

Author: Élisabeth de Lambilly
Website: No author website
Illustrator: Severine Cordier
Website: http://zoezoe.ultra-book.com/

Media Used: Mixed media including but not limited to: black & white photographs, pencil, pen, ink and brush, full color comic illustrations, and computer graphics.

Summary: Gandhi, trained as a lawyer, stood up against human suffering, intolerance, and injustice through non-violent methods. He believed every human being had the right to dignity and freedom and lead the people of India in their fight for independence.

Personal Thoughts: This book uses a mixture of photographs, drawings, and comic panels to tell Gandhi's life story.  The comic panels, 11 pages long, open the book and describe Gandhi's arrival in South Africa and his being removed from a train because of his race.  The comics then briefly show Gandhi's development as he starts to speak out against different injustices; his speaking up at the Indian Congress against British taxes; the British attempt to keep Gandhi from arriving by ship in South Africa after visiting India; an attack on him by protesters; the building of his first ashram; his vow of non-violent methods; and his prison protest fast against the requirement that Indians carry identity cards or face imprisonment.  The rest of the book is mostly text that go more in detail about some of the different ways that Gandhi made a difference.  Interwoven into the text are illustrations and photographs depicting different events.  I found this book in the children's graphic novel section of my local library.  The graphic novel portion of this book is smalled compared to the non-fiction information included, but the comic does a wonderful job of encouraging the reader to absorb that non-fiction information.  This format works well, since the goal of most of the curricular connected graphic novels that I've read seek to introduce the reader to a topic and hopefully encourage them to read more detail about it in another book. 

Non-fiction in Graphic Novel Format

Lesson Plan #2: Nature Journal

Subject Area: English-Language Arts & Life Science

Grade Level: 7^th Grade

Unit Title: Birds

Lesson Title: Nature Journal

Teaching Standards: 

• National Language Arts Standards, Grades 5 to 12
• Standard 6 -Students apply knowledge of language structure, language conventions, and genre to create, critique, and discuss print and non-print texts.
• Standard 7 - Students gather, evaluate, and synthesize data from a variety of sources.
• Standard 8 -Students use a variety of technological and information resources to create and communicate knowledge.
• National Science Education Standards, Grades 5 to 12
• Content Standard A - As a result of activities, students develop an understanding of scientific inquiry and abilities necessary for scientific inquiry.
• Content Standard C - As a result of activities, students develop an understanding of life science.
• California Education Standards, Grade 7
• Structure and Function in Living Systems #5 - The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function.

Performance Objectives: 

Upon completion of this lesson, the student will be able to...

• Use scientifically descriptive words when observing animals and plants in nature
• Use a journal format to gather data from real life observation as well as from observation through digital media
• Identify how the certain structures of a bird’s anatomy are linked to a particular function (i.e.: shape of the beak allows for the consumption of certain foodstuffs).

Materials: 

• Books:
• Davies, J. (2004). The boy who drew birds: a story of John James Audubon. Boston, MA: Houghton Mifflin Co. ISBN: 0-618-24343-7
• Photocopy or overhead print of one of Audubon’s journal entries
• Overhead projector
• Pictures of 4 different birds

References: 

This lesson plan is modeled after the “Introduction to the Nature Journal” lesson plan #1 provided by the Smithsonian Institute (Retrieved July 26, 2011):

http://www.smithsonianeducation.org/educators/lesson_plans/journals/smithsonian_siyc_fall06.pdf

Preparation

• Share with students the picture book The boy who drew birds in order to introduce who John James Audubon was.
• Explain how Audubon wrote in his journal everything he observed about birds and nature, as well as his questions about them.

Presentation

• Together, on the overhead, read an excerpt of one of Audubon’s journal entries and discuss how Audubon describes his surroundings, his use of wordage, and his use of sketches and samples.

Application:

• Four different birds will be presented on the overhead projector
• Students will be given 5 minutes.  They each will choose one bird to describe in two or three sentences using descriptive words.
• The goal is to provide enough details so that another student will be able to identify which bird was being described.
• Afterwards the descriptions will be collected and redistributed to another student at random.
• That student will try to guess which bird is being described and circle those descriptive words that were most helpful.
• As a class, students will list on the board the descriptive words that were most helpful in describing each bird. 

Evaluation:

• Evaluate how well each student was able to describe and identify the different birds.

Closure & Assigned Student Work:            

• Nature Journal
• Students will keep a nature journal for one week.  Providing at least one entry per day that is one paragraph in length.
• In their journal, students will provide a description of a nature related subject that they have observed in person during their daily activities.  Some examples can include animals they’ve observed (wild or pets) or plants (such as trees, grass, or flowers) or landscapes (sky, sun, moon)

Trickster: native American Tales: A graphic collection

Dembicki, M. (Editor). (2010). Trickster: Native American tales: A graphic collection. Golden, CO: Fulcrum. ISBN: 978-1-55591-724-1

Editor: Matt Dembicki
Website: http://matt-dembicki.blogspot.com/

Illustrators: There are 45 total illustrators involved in the creation of this collection.  For more information, check out the "contributors" section at the back of the book.

Media Used: Full color illustrations were created using a mixture of styles and techniques, including but not limited too: pen, pencil, ink, brush, watercolor, and computer graphic.

Summary: 21 Native American trickster tales, presented by a variety of artists in this graphic novel collection, tell of the different mischievous activities that different tricksters (coyote, raccoon, raven, rabbit) get in and out of. 

Personal Thoughts: I love trickster tales because they are usually a perfect mixture of humor and teaching.  Sometimes these tales teach about creation (ex: how the stars were put in the sky), about animals (ex: how alligator got his skin), or about morals (ex: why you shouldn't steal from the dead or why you should help a stranger in need).  Some of the tales in this collection I've heard before (Rabbit and the Tug-O-War) and some were new to me (Azban and the Crayfish).  The different styles of illustration work wonderfully to make each story stand out on its own while the trickster theme helps make the stories work together.  I think the use of a graphic novel format really helps the reader visualize what is happening in the stories and helps to move the stories forward.  It's too hard for me to choose my favorite trickster! but its a close race between coyote and rabbit.  A Must read for children, teens, or adults - there's bound to be at least one story in there for a reader to enjoy. 

The Hobbit: An Illustrated edition of the fantasy classic

Dixon, C. (Adapter), & Tolkien, J.R.R. (Author) (1990). The hobbit: An illustrated edition of the fantasy classic. New York, NY: Ballantine Books. ISBN: 0-345-44560-0

Author: J.R.R. Tolkien
Website: http://www.tolkienestate.com/

Adapter: Charles "Chuck" Dixon
Website: http://www.dixonverse.net/
Adapter: Sean Deming
Website: No adapter website

Illustrator: David Wenzel
Website: http://www.davidwenzel.com/
Media Used: Combination of classic pen and watercolor techniques.

Summary: This is a tale of middle earth. A tale of a wizard, 13 dwarves, and one special hobbit, Bilbo Baggins, who go on an adventure to retrieve a horde of treasure that was stolen by the dragon, Smaug.

Personal Thoughts: Tolkien's middle earth is a fully realised world that is one of the fantasy genre's biggest gems.  A few years ago, I read almost all of the books (from The Hobbit to the Lord of the Rings series to the Histories of Middle Earth series) at the insistence of a good friend and was glad I did.  This book tells the tale of Bilbo Baggins (Frodo's uncle) and how he got caught up in an adventure with Gandalf and 13 dwarves who were on an adventure to reclaim the dwarves' mountain from the dragon Smaug.  Along the way Bilbo meets many different characters mentioned or alluded to in the Lord of the Rings series. 

Fiction in Graphic Novel Format

Smile

Telgemeier, R. (2010). Smile. New York, NY: Graphix. ISBN: 978-0-545-24182-3

Author: Raina Telgemeier
Website: http://goraina.com/
Color by: Stephanie Yue
Website: http://jellycity.com/
Media Used: Pencil drawing outlines (done in a cartoon style) with full color illustrations

Summary: Starting in sixth grade when Raina falls and injures her two front teeth and ending in tenth grade when her braces finally come off, this graphic novel tells the very true tale of a normal girl growing up.

Personal Thoguhts: I really like that this book discusses real worries and issues that teens have when growing up.  Based on the author's real like experience, Raina severly damages her two front teeth which then take years of dental work to correct.  No teenager likes being made different.  Raina struggles with physical changes (teeth, acne, puberty) as well as social ones (making and breaking friendships, boyfriends, bullying).  This story brought back my own memories about having braces. A great story to share with any tween, teen or adult.

The Boy Who Drew Birds: A Story of John James Audubon

Davies, J. (2004). The boy who drew birds: A story of John James Audubon. Boston, MA: Houghton Mifflin Co. ISBN: 0-618-24343-7

Author: Jacqueline Davies
Website: http://www.jacquelinedavies.net/

Illustrated by: Melissa Sweet
Website: http://melissasweet.net/
Media Used: Illustrations are made from mixed media using Twinrocker handmade papers, collage, and found objects.  The story text is set in Regula and the display type is Escrita.

Summary:  Sent to America by his father, John James befriends a pair of nesting birds and devises a way to answer whether those same exact birds will return to the same spot after leaving for the winter.

Personal Thoughts: A great biography book about John James Audubon.  This book captures a child's wonder and interest in the workings of nature.  Certain daily or reoccurring events that are often taken for granted (the birds returning in the spring - the sun rising from the east) are what intrigued some of our greatest scientist into beginning their investigations.  I would include this book in a Science or History lesson as an introduction to Audubon and bird watching and migration.  Davies website includes a helpful teacher's guide with lots of classroom suggestions.

Lesson Plan #2: Nature Journal

Curricular Connection:

• National Language Arts Standards, Grades 5 to 12
• Standard 6 -Students apply knowledge of language structure, language conventions, and genre to create, critique, and discuss print and non-print texts.
• Standard 7 - Students gather, evaluate, and synthesize data from a variety of sources.
• Standard 8 -Students use a variety of technological and information resources to create and communicate knowledge.
• National Science Education Standards, Grades 5 to 12
• Content Standard A - As a result of activities, students develop an understanding of scientific inquiry and abilities necessary for scientific inquiry.
• Content Standard C - As a result of activities, students develop an understanding of life science.
• California Education Standards, Grade 7
• Structure and Function in Living Systems #5 - The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function.