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.

13 Words

Snicket, L. (2010). 13 words. New York, NY: HarperCollins. ISBN: 978-0-06-166466-3

Author: Lemony Snicket
Website: http://www.lemonysnicket.com/

Illustrated By: Maira Kalman
Website: http://www.mairakalman.com/
Media Used: Oil painted illustrations

Summary: 13 words are woven into a tale about a "despondent" bird and the dog who tries to cheer her up.  The story is then followed by a short song that retells the story using the 13 words.

Personal Thoughts:  The words in this story range from simple ( ex: baby, bird, cake) to sophisticated (ex: despondent, haberdashery, panache).  The story's plot is simple enough - the dog wants to cheer up his friend bird who is sad - but the way the language is used makes it appropriate for older readers as well as young.  The way the book is presented reminded me of the story of how/why Seuss created Green Eggs and Ham - because of a wager in which he was challenged to write a book using only 50 words.  While there are far more then just 13 words used in Snicket's book, there is still the sense of challenge in its composition. 

Lesson Plan Idea (under construction): A great writing exercise for older readers would be having them select a certain number of words from a box and then have to write a story using those words.  This book, as well as Seuss's, could be used to introduce the concept.

The Composer is Dead

Snicket, L. (2009). The composer is dead. New York, NY: HarperCollins. ISBN: 978-0-06-123628-0

Author: Lemony Snicket
Website: www.lemonysnicket.com/

Illustrated by: Carson Ellis
Website: www.carsonellis.com/
Media Used: Ink and Watercolor

Summary: The composer is now decomposing and it is up to the Inspector to found out who killed him.  Was it the strings, brass, woodwinds, percussion section, or the conductor?

Personal Reaction: A little bit of humor helps to introduce the different instruments that make up an orchestra.  The Inspector reminds me a little of the inspector in the pink panther - just a little slow behind the rest but determined to solve the case.  This would be a great book to read in a music class.  In an advanced class, you could have the appropriate instrument play when they are being discussed.  My version of the book also came with a CD.  On the musical CD, you had the option of listening to the story being narrated with music or just the instrumental background.  I particularly liked the shadow images that depicted the different instruments as well as the orchestra's reply that all musicians "butcher" a composer now and then, but that they also keep them alive.

It's a Book

Smith, L. (2010). It's a book. New York, NY: Roaring Brook. ISBN: 978-1-59643-606-0
Author & illustrator: Lane Smith
Website: http://www.lanesmithbooks.com/

Media Used: Illustrations were done in brush and ink.  The textures were created using oil paints on a hot press illustration board which were then sprayed with acrylic spray.  Images were scanned into Photoshop for final touches.

Summary: While a monkey is reading a book, a jackass comes along and wonders what it is by comparing the book to modern digital media such as blogging and texting.

Personal Reaction:  "Can it text? No. Tweet? No. Wi-Fi? No."  I love the inqusitive jackass's questions as he trys to figure out what a book is by comparing it to the popular digital media that he is familiar with.  His questions could be those of any small child, trying to relate the unfamilar to the familar.  The big monkey is extremely patient (much like an older family member) with the jackass, saying simply that "It's a book."  I think in order to appreciate the humor of the book you need to be older (5th grade & up).  Though we have 5 copies at my local library, so maybe there are lots of parents out there that enjoy reading it?  Defintely check it out - whether you have a kid to read it too or not.  

Hereville: How Mirka Got Her Sword

Deutsch, B. (2010). Hereville: How Mirka got her sword. New York, NY: Amulet. ISBN: 978-0-8109-8422-6
Book Website: http://www.hereville.com/

Author & Illustrator: Barry Deutsch
Website: http://www.amptoons.com/

Colors By: Jake Richmond
Website: http://jake-richmond.livejournal.com/

Media Used: Images were drawn and colored on a computer using Photoshop and a Cintiq tablet.

Summary: Eleven year old Mirka would rather fight dragons then knit. But before she can get the sword she needs, Mirka will need to first dodge bullies, a talking pig, and a witch.

Personal Thoughts:  This adventure/fantasy book was unique in that it was about a girl's life in an Orthodox Jewish village.  Mirka's relationship with her step-mother is healthy - they argue constantly but in a good natured way.  The way her and her mother debate issues teaches Mirka to think fully about the decisions she makes and to defend her choices.  Mirka also stands up to the bullies that are harassing her little brother in a very real way.  Actually most of the book is a wonderful blend of realism and fantasy.  The village, the knitting, and the bullies act in very normal human ways.  The witch, the talking pig, and the trolls are added in a way that makes you wonder if in was a dream or if it really happened.

Thoreau at Walden [The graphic novel]

Thoreau, H. D. (Author), & Porecellino, J. (Adapter) (2008).  Thoreau at Walden. New York, NY: Hyperion. ISBN: 978-1-4231-0038-6
Author: Henry David Thoreau
Website (Wikipedia): http://en.wikipedia.org/wiki/Henry_David_Thoreau

Adapted & Illustrated By: John Porcellino
Website: http://www.king-cat.net/index.html

Media Used: Pen on a white and light brown background.

Summary: Using Thoreau's own words, from Walden, Civil Disobedience, Walking, and his journals, this graphic novel tells the story of Thoreau's two years living in the woods and the night he spent in jail.

Personal Thoughts: This book flowed really well.  Since the words were all taken directly from Thoreau, the book read like a journal.  Short sentences introduced Thoreau's ideas and thoughts in a way that worked well in the graphic novel format.  The illustrations were done with a light hand.  Clear solid pen lines on a white background were paired with splashes of brown to add contrast.  The drawing style reminded me of Kinney's Diary of a Wimpy Kid - simple and too the point, which makes for easy reading.  While I found this book in the Young Adult graphic novel section of my library, the format makes this material more accessible to a younger audience (5th grade or up) then the original writings by Thoreau would be (high school level).  Created in part by the Center for Cartoon Studies, like the Satchel Paige: Striking Out Jim Crow book, the panel discussion questions provided in the back of the book make this book a great resource for classroom use. 

Lesson Plan (under construction): Living life without modern technology.  Getting back to nature discussion.  Could you survive one day without technology? Journal assignment.

Robert Louis Stevenson's Treasure Island: The Graphic Novel

Stevenson, R. L. (Author), & Hamilton, T. (Adapter) (2005). Robert Louis Stevenson's treasure island: The graphic novel. New York, NY: Puffin. ISBN: 0-14-240470-5

Author: Robert Louis Stevenson
Website (Wikipedia): http://en.wikipedia.org/wiki/Robert_Louis_Stevenson

Adapted By: Tim Hamilton
Website: http://hamilton-tim.pair.com/CUTBLEED/

Media Used: Pencil, Bristol board, India ink, metal pen nibs, brushes (old & new), grease crayon, carved wooden stick.  Pages were then scanned into a computer and gray tone were added to the art using Photoshop.

Summary: Jim Hawkins, son of an innkeeper, finds a map hidden in a deceased guest's belongings and with pirates and danger everywhere is caught up in the search for the treasure it leads to.

Personal Reaction: I have had the pirate's song ("yo ho ho and a bottle of rum") stuck in my head since reading this graphic novel yesterday.  Not having read this book as a teen, my brain keeps wanting to override the books view of pirates with Disney's Pirates of the Caribbean.  Overall the story adapted well to a graphic novel format and made the novel more accessible to reader.  The dark shadowy faces help add to the feeling of suspense and danger.  The text was well suited to a younger 5th to 7th grade audience despite the use of some Old English - which could be used as a great vocabulary builder.   

Fiction in Graphic Novel Format

I See the Promised Land: A life of Martin Luther King, Jr.

Flowers, A. R. (2010). I see the promised land: A life of Martin Luther King, Jr.. [Chennai], India: Tara Books. ISBN: 978-93-80340-04-3

Author: Arthur Flowers
Website: http://aalbc.com/authors/arthurflowers.htm

Illustrator: Manu Chitrakar
Website: No illustrator website

Design By: Guglielmo Rossi
Website: http://guglielmorossi.com/

Media Used: Painted using traditional Bengali scroll art

Summary: Oral storytelling meets traditional Bengali scroll art to create this graphic novel which tells about the life of Martin Luther King Jr. - the Baptist preacher, Nobel Peace Prize winner, African American civil rights leader - who was assassinated in 1968.

Personal Reaction: Since the text was created by a blues singer who is also a master oral storyteller, I really shouldn't be surprised that the text in this book was so wonderfully put together.  The rhythm of the words draw the reader in with its distinct beat.  You can see Flowers perform excerpts of the book here.  At first I thought that the different font sizes and scattered text would interrupt the flow of my reading, but it had the opposite effect.  The way the text was laid out on the page enhances the rhythm of the story.  The 2 page spreads with large white text on a black background make you sit up and take notice of the direct quotes from King. The artwork is wonderfully done, helping to drive the story forward, and depicting scenes the struggles of the time.  A wonderfully book that is an easy edition to any classroom or school library. 

Use of Rhythm: The entire book is set to a particular rhythm making it a good choice for reading aloud.

Curricular Connection: 7th to 12th grade - Civil Rights History & the life of Martin Luther King Jr.

Lesson Plan (under construction): talk about the civil rights movement.

Lesson Plan #1: Haiku

Subject Area: English-Language Arts & Reading

Grade Level: 5^th to 6^th Grade

Unit Title: Poetry [Composition & Analysis]

Lesson Title: Japanese Haiku

California Standards:

• Grade 6 English-Language Arts - 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
• Grade 6 to 12 Reading [Poetry] - Includes classical through contemporary works and the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics by writers which represent a broad range of literary periods and cultures.

Performance Objectives:

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

• Understand syllabication
• Write a haiku

Materials:

• Books:
• Wardlaw, L. (2011). Won-Ton: A cat tale told in haiku. New York, NY: Henry Holt. ISBN: 978-0-8050-8995-0
• Nishimoto, K. (1998). Haiku picturebook for children. Torrance, CA: Heian International. ISBN: 0893469165
• Kobayashi, I. (2007). Today and today. New York, NY: Scholastic Press. ISBN: 9780439590785
• Practice Worksheets
• Overhead Projector

References:

Lesson plan is model from the free haiku lesson plan found at ReadingA-Z.com. Retrieved July 12, 2011 from: http://www.readinga-z.com/poetry/lesson_plans/haiku/haiku_print.html

Preparation

• Share with students the picture book Won-ton in order to demonstrate the use of a collection of haiku to tell a story.

Presentation

• Review to make sure students understand what a syllable is and how to determine how many syllables are in a word.
• Introduce to students what a haiku is
• A Japanese poem generally written about nature.
• Most commonly consisting of three separate lines with a total of 17 syllables broken down into 5-7-5 format.

Application:

• Have students complete an in-class worksheet in which:
• They separate the syllables and line breaks in a haiku which is provided.
• They can select which of the poems provided are and are not a haiku.
• They complete a haiku by adding words with the appropriate number of syllables (like the mad gabs game).
• They compare in-class their mad gab haiku to another students.

Evaluation:

• Evaluate student’s worksheets to see if the concept of haiku subject matter and syllabication is being properly understood.  If not, do some more practice review on the overhead. 

Closure & Assigned Student Work:  

• Have students read a haiku out loud to the class from either Nishimoto’s (1998) or Kobayashi’s (2007) book.
• Students will pull from a box the subject of nature about which they will write a haiku (ex: wind, water, storms, fire, etc.). 
• Afterwards, students will read their poems aloud to the class with proper fluency, rhythm, and expression.