Asking Questions

Nina: Jazz Legend and Civil-Rights Activist Nina Simone by Alice Brière-Haquet

by
Share

nfpb2017

Nonfiction Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

Nina: Jazz Legend and Civil-Rights Activist Nina Simone
Author: Alice Brière-Haquet
Illustrator: Bruno Liance
Published December 5th, 2017 by Charlesbridge Publishing

Summary: “To be young, gifted, and black.”

A stunning picture-book biography of the High Priestess of Soul and one of the greatest voices of the 20th century.

With evocative black-and-white illustrations and moving prose, readers are introduced to Nina Simone, jazz-music legend and civil-rights activist. Shared as a lullaby to her daughter, a soulful song recounts Simone’s career, the trials she faced as an African American woman, and the stand she took during the Civil Rights Movement. This poignant picture book offers a melodic tale that is both a historic account of an iconic figure and an extraordinary look at how far we’ve come and how far we still need to go for social justice and equality. A timeless and timely message aptly appropriate for today’s social and political climates.

Review: Although Nina is just a taste into who Nina Simone was as it only introduces her talent as a pianist and shares her beliefs in regards to civil rights. Set up as a lullaby that Nina is singing to her child, the story recounts her love of music and learning about the racism within our nation as well as a story where she stood up to inequality at one of her piano concerts. The lyrics and illustrations are dreamy and perfectly fit the purpose of the story: to introduce and intrigue the reader when it comes to Nina Simone.

Teachers’ Tools for Navigation: I do wish that there had been back matter that went more in depth into Simone’s contribution to jazz and civil rights; however, without them existing, this nonfiction picture book allows for a perfect change for inquiry. Now that students have been introduced to Nina, have stations/centers focusing on different parts of her life, jazz, or the Civil Rights Movement.

Discussion Questions: 

  • How does the illustration on the bus use the idea of the piano to symbolize the relationship between White and Black citizens in the early 1900s?
  • What techniques do the author and illustrator use to make the book seem lullaby-eque?
  • How did the imagery of the single black chair symbolize the racism that occurred at Simone’s concert?
  • How does the author tie in Martin Luther King, Jr. and the Civil Rights Movement?

Flagged Passages: 

“‘The white keys are whole notes and the black keys are flats, or half notes,’ my teacher explained.

I asked why.

‘Because that’s just the way it is.’

Yes, that’s the way it was. White was whole. Black was half. It was that way everywhere and for everyone.

I could have held it against people. Or worse, I couldn’t believed I was worth less than other people.

Black people were nothing but half notes on a huge ivory keyboard.

But no. I did not agree with this.

The notes had to mingle and dance together in the air so these lies would disappear.”

Read This If You Love: Andrea Davis Pinkney picture book biographies, Jazz, Learning about the Civil Rights Movement

Recommended For: 

classroomlibrarybuttonsmall closereadinganalysisbuttonsmall  

Signature

Teaching Guide with Activities and Discussion Questions for Charlie and Mouse and Grumpy by Laurel Snyder

by
Share

Charlie & Mouse & Grumpy
Author: Laurel Snyder
Illustrator: Emily Hughes
Published October 3rd, 2017 by Chronicle

Summary: In this heartwarming sequel to Laurel Snyder’s beginning chapter book Charlie & Mouse, the two brothers enjoy a special visit from their grandpa, Grumpy. Follow along as they discuss being medium, pounce each other, sing the wrong songs, build blanket forts, and more. Paired with effervescent illustrations by Emily Hughes, this touching, funny celebration of imagination and bonding will enchant readers young and old.

View our post about Charlie and Grumpy book one (with teaching guide) here!

Activities include: 

Bedtime Songs

Grumpy doesn’t know the right bedtime song to sing for Charlie and Mouse, so he tries to guess. Using the clues he gave, we can assume he was talking about “Circle Game” by Joni Mitchell, “Hush, Little Baby,” and possibly “Jump in the River” by Sinead O’Connor. Play these three songs for your students.

  • Which do you like the most? Why?
  • Which do you think would be the best bedtime song? Why?

After Grumpy guesses, Charlie sings the right bedtime song to Grumpy.

  • We don’t know what song Charlie sang, but what song would you have sung to Grumpy?

After gathering all of the bedtime songs discussed as a group, have students analyze the different songs (theirs and the three Grumpy mentioned) by having them (in groups or independently):

  • Identify rhyming words within the songs.
  • Does the author repeat any words? Why did the author choose to repeat these words?
  • How does the author supply rhythm in the song?

Infer

There are a few times in the book that the text doesn’t tell you what happened, but you can infer from the illustrations what occurred such as p. 17, p. 27, and p.37. Have students use the illustrations to see how each of these chapters concluded and have them write out what they see in the illustrations.

Rain

In the final chapter, it is raining while Charlie and Mouse say good-bye to Grumpy. Even though the rain seems to be happening because of the mood of the chapter, rain actually occurs because of the water cycle. After discussing the mood of the chapter (see discussion question), share the scientific reason for rain by sharing the water cycle. One activity that could be done to help students understand the water cycle is the “Simple Water Cycle in a Bag” experiment: http://www.rookieparenting.com/what-is-water-cycle/.

Discussion Questions include: 

  • The text never says that Grumpy is Charlie and Mouse’s grandfather, but you can infer he is. What clues from the text and illustration help you know that he is their grandfather?
  • In the final chapter, the author chose to have it be raining. Why does this type of weather make the most sense for this final chapter? What mood does it set for the chapter?
  • Using the clues throughout the book, how many days and nights did Grumpy stay with Charlie and Mouse? How did you know?

Teaching Guide Created by Me (Kellee): 

You can also access the teaching guide through Chronicle’s website here.

Recommended For: 

readaloudbuttonsmall classroomlibrarybuttonsmall closereadinganalysisbuttonsmall

Kellee Signature

Teaching Guide with Activities and Discussion Questions for Maya Lin: Thinking With Her Hands by Susan Goldman Rubin

by
Share

Nonfiction Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

Maya Lin: Thinking With Her Hands
Author: Susan Goldman Rubin
Published November 7th, 2017 by Chronicle

Summary: In the tradition of DELICIOUS, WIDENESS & WONDER, and EVERYBODY PAINTS!, this is Susan Goldman Rubin’s extensively researched and very accessible biography of civic activist Maya Lin, most famous for her design of the Vietnam Veterans Memorial. The Vietnam Veterans Memorial in Washington, D.C., is one of the most famous pieces of civic architecture in the world. But most people are not as familiar with the reserved college student who entered and won the design competition to build it. This accessible biography tells the story of Maya Lin, from her struggle to stick with her vision of the memorial to the wide variety of works she has created since then. Illustrated extensively with photos and drawings, the carefully researched text crosses multiple interests–American history, civic activism, art history, and cultural diversity–and offers a timely celebration of the memorial’s 35th anniversary, as well as contributing to the current, important discussion of the role of women and minorities in American society.

Activities include: 

Pre-Reading

  • Building Historical and Scientific Background Knowledge: To better understand much of Maya Lin’s extensive work, background knowledge of certain historical and scientific events are needed. Before reading Maya Lin’s biography, separate the class into five groups and assign each group one of these events:
    1. Vietnam War
    2. Civil Rights Movement
    3. Chinese-American Immigration
    4. Endangered and threatened animals
    5. Lewis and Clark’s expedition and the effect on the Indigenous People of Washington State

    Have each group create a timeline using an interactive timeline creator that showcases their event chronologically.  Within the timeline, the students should not only have important dates but they should incorporate visuals, the impact of each event on history/science, and any other supplemental information/media that will increase the knowledge of their event.

    Students then will present their timelines to their classmates to allow for all students to possess knowledge of all five historical and scientific events before beginning Maya Lin’s biography.

Post-Reading

  • Symbolism: Unlike traditional minimalists, Maya Lin uses symbolism in her work. Begin with working with students on symbolism within familiar stories they know. Show students What is Symbolism? at https://www.youtube.com/watch?v=8Vwek28P9Gk then read the Story of William Tell (http://www.mainlesson.com/display.php?author=baldwin&book=fifty&story=tell) and discuss what the apple symbolizes. After this discussion tell students that symbolism in art is the same–symbolism is when a piece of art or an aspect of a piece of art represents something more than its literal meaning.Then, have students analyze her pieces of work for symbols within them. Students should then create a symbolism T-chart showing their found symbolism.Some examples:
    The ark shape of the Riggio-Lynch Chapel Symbolizes that the chapel is a safe place just as Noah’s Ark was.
    The water on the Civil Rights memorial Symbolizes the justice rolling down like waters and righteousness like a mighty stream mentioned in “I Have a Dream” speech by Martin Luther King, Jr.
  • Cumulative Writing Assignment: Legacy
    Maya Lin states, “You need to see me whole as an artist. What I’m doing is art, architecture, and memorials.” Have students write an informative essay explaining how Lin has fulfilled her legacy as an artist, architect, and memorial designer. Have students use evidence from the text, as well as other provided resources if you choose, to support their claim.Other resources:
    http://www.whatismissing.net/
    http://www.mayalin.com
    http://www.biography.com/people/maya-lin-37259
    http://www.theartstory.org/artist-lin-maya.htm

Discussion Questions include: 

  • From a young age, Maya Lin did not like the color red. Why does she not like the color red? What does red represent to her? The color red was included in the Museum of Chinese in America, however. Why was the color included in this project even though Maya Lin does not like it?
  • After completing the Vietnam War Memorial, Lin felt like she was boxed in as a “monument designer,” and refused many invitations to complete more memorials. Why do you think the Civil Rights Memorial was the work that she finally agreed to complete?
  • Maya Lin’s message of sustainability (avoiding the depletion of natural resources to maintain a balance within nature) reaches us through not only her What is Missing? project but through many of her other pieces of work. She states, “A lot of my work is not very glorious. If I succeed, you may never know I was here.” How did Maya Lin’s message of sustainability come through her works?
  • Susan Goldman Rubin’s chapter titles are very specific word choices. Looking at the titles (Clay, Granite, Water, Earth, Glass, Celadon, Dunes and Driftwood, Wood, and Memories), why do you believe the author choose these words to title each chapter?

Teaching Guide Created by Me (Kellee): 

You can also access the teaching guide through Chronicle’s website here.

Recommended For: 

readaloudbuttonsmall classroomlibrarybuttonsmall closereadinganalysisbuttonsmall

Kellee Signature

Living Things and Nonliving Things: A Compare and Contrast Book by Kevin Kurtz

by
Share

nfpb2017

Nonfiction Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

Living Things and Nonliving Things: A Compare and Contrast Books
Author: Kevin Kurtz
Published September 10th, 2017 by Arbordale Publishing

Summary: Using a wide variety of stunning photographs, author Kevin Kurtz poses thought-provoking questions to help readers determine if things are living or nonliving. For example, if most (but not all) living things can move, can any nonliving things move? As part of the Compare and Contrast series, this is a unique look at determining whether something is living or nonliving.

Author Information: Award-winning author Kevin Kurtz holds degrees in English literature and elementary education and started his career by working at a marine biology lab. Since then, he has combined all of these experiences by working as an environmental educator and curriculum writer for organizations such as the South Carolina Aquarium, the Science Factory Children’s Museum, and the Center for Birds of Prey. Kevin has authored A Day in the Deep, A Day on the Mountain, and A Day in the Salt Marsh for Arbordale. Kevin also wrote Uncovering Earth’s Secrets after spending eight weeks as the Educator at Sea aboard the marine geology research vessel JOIDES Resolution. Visit Kevin’s website for more information.

Review: Living Things and Nonliving Things is a great introduction to what makes something living. Kevin Kurtz uses bright photographs to illustrate his different points that will start great scientific conversations about different things in our world and what makes them living or nonliving. This text is going to be wonderful in classrooms within early STEAM lessons.

Teachers’ Tools for Navigation: Kurtz includes backmatter with permission to photocopy for class use which includes a glossary, discussion questions, an activity, and a “Living or Nonliving Checklist” all which are great resources for classrooms.

Arbordale Publishing also includes a 30-page cross curricular teaching activity guide available for the book:

Additionally, there is an interactive ebook available that reads aloud in English or Spanish and includes word highlighting and interaction with the animals.

Discussion Questions: 

  • What characteristics do living things have?
  • What are the differences between a living and nonliving thing?
  • What are some examples of nonliving things that include characteristics that living things have?

Flagged Passages: 

Read This If You Love: Science, Animals

Recommended For: 

classroomlibrarybuttonsmall closereadinganalysisbuttonsmall

Signature

**Thank you to Heather at Arbordale Publishing for providing a copy for consideration!**

Discussion Guide for Brave Red, Smart Frog: A New Book of Old Tales by Emily Jenkins

by
Share

Brave Red, Smart Frog: A New Book of Old Tales
Author: Emily Jenkins
Illustrator: Rohan Daniel Eason
Published September 5th, 2017

Summary: Step into a wintry forest where seven iconic fairy tales unfold, retold with keen insight and touches of humor.

There once was a frozen forest so cold, you could feel it through the soles of your boots. It was a strange place where some kisses broke enchantments and others began them. Many said witches lived there — some with cold hearts, others with hot ovens and ugly appetites — and also dwarves in tiny houses made of stones. In this icy wood, a stepmother might eat a girl’s heart to restore her own beauty, while a woodcutter might become stupid with grief at the death of his donkey. Here a princess with too many dresses grows spiteful out of loneliness, while a mistreated girl who is kind to a crone finds pearls dropping from her mouth whenever she speaks. With empathy and an ear for emotion, Emily Jenkins retells seven fairy tales in contemporary language that reveals both the pathos and humor of some of our most beloved stories. Charming illustrations by Rohan Daniel Eason add whimsical details that enhance every new reading.

Discussion Questions include: 

  • “Snow White”
    • At the beginning of the story, dwarves are included with witches and sprites, making them feel villainous. How is this
      different from the seven dwarves we meet later in the story? Do they fit the negative connotation or are they different
      from what the villagers assume?
  • “The Frog Prince”
    • After the frog leaves, Crystal is looking for him. Why does she miss his company? How is his company different from those of her ladies-in-waiting and family?
  • “Red Riding Hood”
    • What information that Red shared does the wolf use to his advantage? Do you think he would have successfully been
      able to get into Grandmother’s house without this information?
  • Author’s Note
    • Emily Jenkins explains her intention behind rewriting these stories in the simple way that she did. How did she adhere
      to the traditional stories while also putting her own spin on them?
  • Entire book
    • Consider the names of the characters throughout the book. How does each name give a clue to the character’s
      personality or looks?

Discussion Guide Created by Me (Kellee): 

You can also access the teaching guide through Candlewick’s website here.

Recommended For: 

readaloudbuttonsmall classroomlibrarybuttonsmall litcirclesbuttonsmall closereadinganalysisbuttonsmall

Kellee Signature

Earth! My First 4.54 Billion Years by Stacy McAnulty

by
Share

nfpb2017

Nonfiction Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

Earth! My First 4.54 Billion Years
Author: Stacy McAnulty
Illustrator: David Litchfield
Published October 24th, 2017

Summary: “Hi, I’m Earth! But you can call me Planet Awesome.”

Prepare to learn all about Earth from the point-of-view of Earth herself! In this funny yet informative book, filled to the brim with kid-friendly facts, readers will discover key moments in Earth’s life, from her childhood more than four billion years ago all the way up to present day. Beloved children’s book author Stacy McAnulty helps Earth tell her story, and award-winning illustrator David Litchfield brings the words to life. The book includes back matter with even more interesting tidbits.

Review: Wow! This book went above and beyond my expectations! Think of it as Earth’s humorous autobiography. The voice that Stacy McAnulty gave Earth is perfect, and you learn things too! Although the book is silly and is told from Earth’s point of view, it is still a book that should be taken seriously because the knowledge it (and the back matter) holds is tremendous. It goes through the history of Earth is a truthful yet understandable way. Kids will leave the book knowing more than they did before but also really interested in learning more. Stacy McAnulty’s narrative with David Litchfield’s cartoonish illustrations lends itself to the perfect picture book for entertainment and information. Just check out the flagged passages to see why I say this is a must-get book!

Teachers’ Tools for Navigation: When Earth’s history is first introduced in elementary school, Earth! would be the perfect introduction book because it goes over the entire history in a way that students will pay attention to but also without dumbing down any of the information.

Discussion Questions: 

  • How did the author use text features throughout the book?
  • How did the author’s use of an unconventional narrator help you understand the history of Earth better?
  • What humorous parts of the book were your favorite? Why?
  • Using the ruler visual within the book, how much of Earth’s history have human’s inhabited? What else do you learn from this visual?
  • Read the back matter of the book. What else did Stacy McAnulty teach you in the back of the book?
  • What is something new you learned about Earth or the solar system in Earth!?
  • Would you classify the book as fiction or non-fiction? Why?

Flagged Passages: 

Read This If You Love: Science, Space, Picture books with humorous narrators like It’s Not Jack and the Beanstalk by Josh Funk & Nothing Rhymes with Orange by Adam Rex

Recommended For: 

classroomlibrarybuttonsmall closereadinganalysisbuttonsmall

Signature

**Thank you to Kelsey at MacMillan for setting up the blog tour for Earth!**

National Geographic Kids: What Would Happen? by Crispin Boyer

by
Share

nfpb2017

Nonfiction Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

National Geographic Kids: What Would Happen? 
Author: Crispin Boyer
Published July 11th, 2017 by National Geographic Society

Summary: Ever wondered what would happen if some cool or crazy things were possible? Like what would happen if: you got sucked into a black hole; dinosaurs still existed; humans could fly; you could communicate with dolphins; or you could dig a hole through to the center of the Earth?

Get ready to explore all kinds of scenarios that would or could happen if the world was just a slightly different place. Each scenario is examined with real scientific, historical, and cultural facts in mind. This out-of-the-box book encourages readers to cultivate a better understanding of the world as it is – and as it could be!

Review: A favorite book of mine and my husband’s that we read years ago was Why do Men have Nipples?, and we really loved getting answers to questions that you may not even know to ask yet are really intriguing. What Would Happen? is the middle grade equivalent! So many interesting questions are answered! Do you want to know about global warming? Honeybees? Time machines? You will find answers in this book. Each question’s answer is set up to give the reader background knowledge, potential outcomes, extenuating circumstances, etc. to fill in any blanks and curiosities there may be. And as with all National Geographic books, the photographs are superb!

Teachers’ Tools for Navigation: I love that so many of the National Geographic books touch on such a variety of topics, but also in the books that are like What Would Happen?, the information only touches the surface. This book would be a perfect jump start to passion or inquiry projects. What do students want to learn more about? They can start by reading the spread in What Would Happen? then research more to prepare a presentation about everything they learn.

The book also definitely has a place in libraries: school, classroom, and home. It is a wonderful book filled with questions that kids will love to learn the answers to!

Discussion Questions: Every page in this book has a discussion question!

Flagged Passages: 

Read This If You Love: Getting answers to burning questions

Recommended For: 

classroomlibrarybuttonsmall closereadinganalysisbuttonsmall

Signature

**Thank you to Karen from Media Masters Publicity for providing a copy for review!**