Bibliography

Title: Who was Harriet Tubman?

Author: Yona Zeldis McDonough
Illustrator: Nancy Harrison
Publisher: Grosset & Dunlap
Year: 2002
Pages: 106
Grade: 3+
Characteristic of Diversity: African-American Legacy; Southern Life
McDonough, Y. Z., & Illustrator Harrison, N. (2002). Who was Harriet Tubman? New York,
NY: Grosset & Dunlap
Summary
In this book, one reads the story of Harriet Tubman: slave, Underground Railroad
conductor, union army spy, and social justice advocate. The reader follows her journey from the
south, to the north, and back again as she escapes slavery and works to save her family and
friends from the same fate that many had faced: enslavement until death. In the end she managed
to assist in the freedom journey of hundreds of families and friends from the south, and
eventually assisted the north in freeing the rest of the slaves. Fortunately, she did not stop there,
and began to champion for the rights of the newly freed slaves, which allowed for the future
leaders of the civil rights movement a foothold to stand in.
Personal Response
At first I wasnt really sure what to expect from the story. I had heard of Harriet Tubman,
but never really took the time to look into her story, and of course I had heard of the
Underground Railroad, but, again, never really took the time to look into specifics about what
happened or who was all involved. Therefore, sitting down and reading this book was an eye
opening experience. Piecing together the story from the south to the north and back was really
beneficial in my understanding of where the civil rights movement had its beginning and what
was really going onfrom another perspective. Overall, I am glad I picked this book as my
biography selection, because it has opened up my mind to new ideas and avenues of discovery
for new faces to read about and events to dig into.
Strengths/Weaknesses
The major strength of this book is the succinct and direct writing. There is not a lot of
fluff within the confines of the story, it progresses smoothly and quickly through the book.
This allows the reader to easily track events and follow the progression of the story.
Additionally, it is written in such a way that makes it easy to understand whats going on; there
is not a lot of technical, or extra, words to bog down the reading. Plus, it is written like a
narrative, rather than a biography. So, having a narrator conduct the story makes it a little easier
to follow as well. Sometimes, having a lot of first person perspective, dialog, and other
biographical techniques disallows for an easy engagement with the text for younger students.
On the other hand, there are some text features that can be distracting, and interrupt the
flow of the story. For instance, in every chapter there is a page of supplemental information
regarding something that was brought up in the previous pages: abolitionists, Quakers, vigilance

committees, and even Fredrick Douglas. All of these things are beneficial to understand, but
placing them in the middle of a chapter about Harriet Tubman could make it more difficult to
read, or distracting.
Likewise, the illustrations are a little distracting as well, in that they dont really add a lot
of the telling of the story. Granted, some students will find the pictures helpful, if they have no
prior knowledge about what working on a farm, or picking cotton, or the dress of the era was.
Therefore, this could go either way in terms of strength or weakness. However, overall, I feel as
if this is a well-rounded book, with a lot of great modes for application.
Practical Use (how, age, why?)
There are any number of ways to use this book in a classroom: library material, African
American studies, civil rights movement, famous American women, the underground railroad,
slavery, plantation life, and the list goes on. Almost any unit of study can be touched on by the
story of Harriet Tubman, which makes this a very versatile and useful tool within the classroom.
Starting in 3rd grade, students can learn about any piece of the content that relates to this story.
However, they may not be ready for fully discussing the slave trade or other aspects of the
content, their attention can be drawn to the role of women, the life in the south during the time,
and such. As they get older this book could be revisited from different perspectives, and placed
more fully into the big picture of what was/is happening in our country. Therefore, I feel as if
this is a valuable resource for 3rd graders and higher.

Math Text
Title
How Long or How Wide? A Measuring Guide
Author and Illustrator:
Brian P. Cleary & Brian Gable (Illustrator)
Publisher, Year Published and pages
Millbrook Press, Inc., 2007, 32 pages
Summary:
This book steps through the basic measuring increments of, both, the American system
and the international system. It starts with inches, feet and yards, but then finishes with
millimeters, centimeters and decimeters. With some rhymes and colorful illustrations,
this basic book provides some examples of when these measurements might be used and
their relationship to each other (1 yard = 3 feet = 36inches).
Related CCSS or Professional Standard:
CCSS.Math.Content.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
CCSS.Math.Content.2.MD.A.2
Measure the length of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the unit chosen.
CCSS.Math.Content.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.
Age/ Grade Level and How It Would Be Used:
Considering the math standards that most closely match the content of this book, I would
have to say the use of this book in 2nd grade would be most appropriate. It is not too
complicated, and the pictures and rhyming schemes found within will allow a younger
group of kids to learn the content without realizing that they are learning it. As such, I
would pair this book with an investigation center, or some other type of inquiry learning
activity where the students have to figure out the best means to measure a variety of
objects. This would include a variety of tools as well: meter sticks, rules with just inches,
metric rules, tape measures, etc. Additionally, this book could be read aloud prior to the
inquiry center, just to make sure all of the students are on the same page of understanding
as far as the content goes. It would not be a drop the book on them, type of situation.
There would be some planning, just like with all of the non-fiction content. A lot of the
students might not have any prior knowledge about measuring things, so the teacher has
to support them in the exploration.

Science Text
Title
The Case of the Vanishing Little Brown Bats: A Scientific Mystery
Author and Illustrator

Sanda Markle
Publisher, Year Published and pages
Millbrook Press, 2015, 48 pages
Summary:
Like the title suggests, the Little Brown Bats of North America have begun to die off and
the scientists dont know why. This book takes the reader through the scientific inquiries
that lead to the knowledge of what is killing off the Little Brown Bats. In hopes of saving
the species, the new found knowledge has lead scientists to work towards developing
preventative steps to protect the further loss of the species, thus protecting the broad
interests that humans have in having such animals around: pest control.
Related CCSS or Professional Standard :
3-LS4-2.
Use evidence to construct an explanation for how the variations in characteristics among
individuals of the same species may provide advantages in surviving, finding mates, and
reproducing. [Clarification Statement: Examples of cause and effect relationships could
be plants that have larger thorns than other plants may be less likely to be eaten by
predators; and, animals that have better camouflage coloration than other animals may be
more likely to survive and therefore more likely to leave offspring.]
* I related the text to this standard because the text focuses on the cause and effect of the
fungus had on the bats, even though not all of them were affected by itso the different
traits of the animals plays a role in survival.
Age/ Grade Level and How It Would Be Used:
I would use this book I a couple of different ways: 1) as a classroom library book for
those who would be interested in reading about bats; and 2) As a part of a science inquiry
station, session, or lesson. Specifically, this would be reserved for 3rd grade and above,
due to the content-specific vocabulary and more difficult subject matter. Younger grades
can understand inquiry based activities, but they might not realize that they are partaking
in such activity. However, the two-fold approach is due to both the content and the way
the material is laid out.
The content is specific to the disappearance of bats, which may intrigue some of the
readers in the classroom, so having it available to read would pique some interest and
reading as well as feed their interest in scientific inquiry, which is the second part. The
book is laid out as a sequence of trial and error approaches to figuring out what is
happening to the bats. Using this as a framework for solving other scientific mysteries
would be a good way to introduce an inquiry center. In order to think like scientists we
have to know how they think to begin with, which is laid out nicely in this book. We
could then solve our own mystery or the students could design their own experiment. The
possibilities are endless, but can all be tied back to the mystery of the vanishing bats.
Social Studies Text Characteristic of Diversity: Global Immigration
Title
Zakerys Bridge: Childrens Journeys From Around The World to Iowa
Author and Illustrator

Kay Fenton Smith & Carol Roh Spaulding

Publisher, Year Published and pages
Shrieking Tree, 2011, 120 pages
Summary:
This book recounts the stories of nine children who immigrate to the United States, more
specifically to Iowa, from all over the world: Sudan, Israel, Palestine, Mexico, and
others. Each story is unique, but is always told from the perspective of the child.
Recounting stories from their home country and the trials and tribulations that they faced
in making their way to Iowa. From survival to economic opportunities, they came to
Iowa from all over, with many different reasons, but that was just the beginning of their
stories, where they end up is yet to be determined.
Related CCSS or Professional Standard :
SS.35.PSCL.5
Essential Concept and/or Skill: Understand the role of the United States in current world
affairs.
Age/ Grade Level and How It Would Be Used:
I would utilize this book with 3rd through 5th graders in various social studies units. It
could be implemented with the study of any of the countries explored through the stories,
or in an overarching theme of immigration or youth of the world. It could also be placed
in the class library for those students who are independently interested in the subject, but
I feel as if it would be too much to work through as a large class. There are nine different
stories and it has a lot of information in it, so using it as a read aloud book would be
rather difficult. However, using interest or learning centers with this book as guidance
material would be another way to creatively implement the book in the classroom. This is
especially true since each of the youth in the book are interested in different things, and
have come to Iowa for a variety of reasons: stories, farming, soccer (football), job
opportunities, escaping war, etc. Each of the stories could be developed into individual
units of study for the class or small groupseither assigned for picked. Depending on the
age, some of the topics would probably be left out, but each story has something
meaningful to be offered to the learning environment.

Science
Opossums
By: Jack Prelutsky
Opossums at times take a notion to drop
Whatever theyre doing and come to a stop.
Its called playing possum, and clearly its why
Theyre mostly ignored by the folks passing by.
When theyre playing possum, opossums dont stir,
They dot move a muscle or ruffle their fur.
Upon these occasions opossums are prone
To lie on the ground and resemble a stone.
When theyre playing possum, opossums dont sense
The coming and goings of current events.
Their energys focused on trying to strive
To make you believe that they arent alive.
When theyre playing possum, opossums appear
to be unaware that theres anyone near.
They never revive till youre well on your way
When theyre playing possum, opossums dont play.
Why was it included?
Often times it hard to find poems that relate to science that can be engaging. Often times
they make remarks about nature scenes or magical frogs who grant wishes. So, in finding a poem
that is informative in terms of accurate information, but also can be used in a cross-curricular
way is key in properly engaging them with science content. Even if the students dont know what
an Opossum is, they can connect with some of the ways the animal is reacting to the world
around it. This would serve as a good introduction to the animal and others like it. Engaging, or
introducing, science content through a poem is an interesting way to draw connections between
content areas as wellpossibly fueling a student interest in science or literacy.
How would it be used? Who would it be used with?
Like mentioned above, this poem can be used in a variety of ways. One of the more
creative ways to use this poem in a classroom would be to have them read it, naturally, however
to bring the poem to life through dramaby acting out the various scenes of the poem.
Depending on the age of the students (likely 2nd thru 4th grade) this could be a lot of fun, it could
also be used as an introduction to a unit about animals that use camouflage or other survival
tactics. It provides a clear picture of how the Opossum does it, but what about other animals?
This could also lead into students researching other animals and writing their own poems about
what they find out about the creatures.
Prelutsky, J., & Illustrator Stevenson, J. (1994). Opossums. In A pizza the size of the sun (p. 8687). New York, NY: Greenwillow Books.
Language Arts

Used Book Shop

By: X. J. Kennedy
Stashed in attics,
Stuck in cellars,
Forgotten books
Once big best-sellers
Now hopefully sit
Where folks, like cows
In grassy meadows,
Stand and browse.
In a yellowed old history
Of Jesse James
Two earlier owners
Had scrawled their names.
I even found
A book my dad
When he was in high school
Had once had.
And a book I found
This is really odd
Was twice as much fun
As my new iPod.
I always get hooked in this dusty shop.
Like eating popcorn,
Its hard to stop.
Why was it included?
I chose this poem to represent the area of Language Arts because it paints of the picture
of Books are Awesome. This is the message that we really want students to come away from
when it comes to reading and writingits awesome. You can go anywhere with a book, become
anything, learn anything, and connect to other people on a different level. It is through books that
we engage in conversation with the world, and this is the heart of this poem. Searching for a
book, and finding whole worlds inside. This is what I want to teach my future students, and I feel
as if this poem is a good place to start that conversation.
How would it be used?
For starters, I think it would be powerful to have this on a poster in the classroom library
as a reminder of what getting into a book can do for a studentas a reminder that books are
awesome. In addition to this, it could be used a jumping off point into a much larger literacy unit.
This unit could include such skills as book selection, evaluation, comprehension and writing. It is
important to explicitly teach students how to choose books: what to look for in a potential book,

how to gauge difficulty, etc., and this poem is all about exploring books and learning from the
stories that they have to tell beyond the words on the page. Its a multi-faceted piece that can be
applied in a lot of different ways. Since this piece is so versatile it could really be used from K12 as a tool for exploring the world of books. It is a conversation starter, and unfortunately the
conversation surrounding books generally dies once the students hit 5th/6th grade. We assume
they know how to read and all that goes into it, so having a poetic reminder of the power of
books to pass along would be beneficial to teachers and students like.
Kennedy, X.J. (2010). Used book shop. In E. Paschen (Ed.), Poetry Speaks: Who I Am (p.108109). Naperville, IL: Sourcebooks Jabberwocky.
Math
Arithmetic
By: Carl Sandburg
Arithmetic is where numbers fly like pigeons in and out of your head.
Arithmetic tells you how many you lose or win if you know how many you had before you lost
or won
Arithmetic is seven eleven all good children go to heavenor five six bundle sticks.
Arithmetic is numbers you squeeze from your head to your hand to your pencil to your paper till
you get the answer.
Arithmetic is where the answer is right and everything is nice and you can look out of the
window and see the blue skyor the answer is wrong and you have to start all over and
try again and see how it comes out this time.
If you take a number and double it and double it again and then double it a few more times, the
number gets bigger and bigger and goes higher and higher and only arithmetic can tell
you what the number is when you decide to quit doubling.
Arithmetic is where you have to multiplyand you carry the multiplication table in your head
and hope you wont lose it.
If you have two animal crackers, one good and one bad, and you eat one and a striped zebra with
streaks all over him eats the other, how many animal crackers will you have if somebody
offers you five six seven and you say No no no and you say Nay nay nay and you say Nix
nix nix?
If you ask your mother for one fried egg for breakfast and she gives you two fried eggs and you
eat both of them, who is better in arithmetic, you or your mother?
Why was it included?
When it comes to Mathematics, it is generally hard to get excited. Additionally, finding
ways to integrate other content areas into math, or vice versa, is not always the easiest task to
undertake. Finding a poem specifically about math seemed like a natural causeway for
integration. It brings math into the realm of poetry, and poetry into the realm of math, which is
what we have here. This is the main reason why it was included in this collection, because it
builds a bridge between math and poetry. However, on a deeper level, I think the author gets at
some of the intricacies of math that make it a difficult subject to deal with, and provides some
humor around it.
How would it be used?

I think this would be a poem to bring out when students are struggling with math,
especially with 2nd and 3rd graders who are beginning to learn the more complicated math
concepts; it would serve as a brain break of sorts and a reminder that math doesnt have to be
really serious. When they hear the lines about the animal crackers, or the pushing the numbers
out of your head to your pencil, it allows some personal connections to the content in a different
light. By providing time and space for the students to connect with a content area outside of its
kill and drill environment they will, hopefully, build an appreciation for the subject matter. Or
at least get them smiling a little bit during a harder discipline to master.
Sandburg, C. (2010). Arithmetic. In E. Paschen (Ed.), Poetry Speaks: Who I Am (p.108-109).
Naperville, IL: Sourcebooks Jabberwocky.
Social Studies
The Delight Song of Tsoai-Talee
By: N. Scott Momaday
I am a feather on a the bright sky
I am the blue horse that runs in the plain
I am the fish that rolls, shining, in the water
I am the shadow that follows a child
I am the evening light, the lustre of meadows
I am an eagle playing with the wind
I am a cluster of bright beads
I am the farthest star
I am the cold of dawn
I am the roaring of the rain
I am the glitter on the crust of the snow
I am the long track of the moon in a lake
I am a flame of four colors
I am a deer standing away in the dusk
I am a field of sumac and the pomme blanche
I am an angle of geese in the winter sky
I am the hunger of a young wolf
I am the whole dream of these things
You see, I am alive, I am alive
I stand in good relation to the earth
I stand in good relation to the gods
I stand in good relation to all that is beautiful
I stand in good relation to the daughter of Tsen-tainte
You see, I am alive, I am alive.
Why was it included?
At first I included this poem because it the title caught my eye and made me think of
Native American storiesthe imagery of the feathers, the animals, the nature scenes, etc. This
was what first caught my eye, but then I really wanted to know what the poem was about so I
decided to look up the author. Once I looked up the back story of the author I realized that it was

a sort of autobiographical piece, where he was communicating his heritage and such through his
poetry. Drawing upon the connections to the imagery and eventually the story of the author, I felt
that this was a strong piece that could be connected to many different content areas as well as
investigative activities.
How would it be used?
Like stated above this could be connected to a lot of different content areas. However, I
think the main use of this piece would be to provide a foundation for an in-depth investigation
into the images and stories surrounding this poem. Some students could look into the author,
others could pick a piece of the poem and look into the historical, cultural or even spiritual
connections people have with these parts. For instance, the line I am a feather on the bright
sky, could prompt the question why a feather? This could then lead into an investigation into
the significance of feathers in different cultures and across time. The same with meadows,
eagles, wolves, mother earth, and all other lines in the poem. Considering this poem is full of
metaphors and imagery, I would hesitate to ask younger students to investigate the meaning of
these words, but would rather use this poem with 4th grade social studies students. That way we
there can be a little more in depth conversation about what could be going on, and they might
have more background knowledge to connect to the material being presented.
Momaday, N. S. The delight song of Tsoai-Talee. In E. Paschen (Ed.), Poetry Speaks: Who I Am
(p.20). Naperville, IL: Sourcebooks Jabberwocky.

Art/Music
The Weary Blues
By: Langston Hughes
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor an of old gas light
He did a lazy sway.
He did a lazy sway.
To the tune o those Weary Blues.
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming from a black mans soul.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan

Aint got nobody in all this world,

Aint got nobody but ma self.
Is gwine to quit ma frownin
And put ma troubles on de shelf.
Thump, thump, thump, went his foot on the floor.
He played a few chords than he sang some more
I got de Weary Blues
And I cant be satisfied.
Got de Weary Blues
And cant be satisfied
I ain happy no mo
And I wish that I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed.
While the Weary Blues echoed through his head
He slept like a rock or a man thats dead.
Why was it included?
This piece was included because it paints a powerful picture of one of the most influential
musical stylesthe blues. Additionally, it tells a story and includes a lot of vocabulary that could
be potentially difficult for the students (depending on the age) to comprehend. This combines to
provide a great opportunity to learn a lot of new information and interesting historical facts. The
ability to use a single poem to teach about a lot of different subjects is powerful, and another
reason why this was included. It allows connections to Langston Hughes, the music known as
blues, the history of the music, the connection the music had to the people, dealings in the south
through time, and any number of other subject areas.
How would it be used?
Unlike the previous poems in this collection, I think there would have to be some more
careful planning around the use of this poem due to some of the words and the connotations
found within the verses. As such it would be most appropriate to use this piece with 5th grade
students, or slightly older. It is a fairly heavy poem to deal with in a casual sense, so I would
incorporate this poem into an ongoing unit, using it as a tool or foundation of discussion as it tied
into something we were already talking about. For instance, if we were talking about the
southern states and connected to the music, we could then branch off and talk about the blues
genre, which would allow for the poem to be utilized in the exploration. It would bring up such
questions as, why is the poem so sad/dark; what is so hard about living in the south; does the
music match the time frame? It would serve as a supplemental discussion piece, rather than the
focal point of study.
Hughes, L., & Illustrator Pinkney, B. (1994). The weary blues. In The dream keeper and other
poems (p. 30-31). New York, NY: Alfred A. Knopf.
Health
Rat for Lunch!

By: Jack Prelutsky

Rat for lunch! Rat for lunch!
Yum! Delicious! Munch munch munch!
One by one or by the bunch
Rat, oh rat, oh rat for lunch!
Scrambled slug in salty slime
Is our choice at breakfast time,
But for lunch, we stay to you,
Nothing but a rat will do.
Rat for lunch! Rat for lunch!
Yum! Delicious! Munch munch munch!
One by one or by the bunch
Rat, oh rat, oh rat for lunch!
For our snack each afternoon,
We chew bits of baked baboon,
Curried squirrel, buttered bat,
But for lunch it must be rat.
Rat for lunch! Rat for lunch!
Yum! Delicious! Munch munch munch!
One by one or by the bunch
Rat, oh rat, oh rat for lunch!
In the evening we may dine
On fillet of porcupine,
Buzzard gizzard, lizard chops,
But for lunch, rat is tops.
Rat for lunch! Rat for lunch!
Yum! Delicious! Munch munch munch!
One by one or by the bunch
Rat, oh rat, oh rat for lunch!

Rat, we love you steamed or stewed,

Blackened, broiled, or barbecued.
Pickled, poached, or fried in fat,
There is nothing like a rat.
Rat for lunch! Rat for lunch!
Yum! Delicious! Munch munch munch!
One by one or by the bunch

Rat, oh rat, oh rat for lunch!

Why was it included?
This poem was included because it is fun. There are rhyming schemes, patterned words,
and repeated phrases that combine to make it a poem that is fun to read. In addition to the
inherent humor in the idea of eating a rat for lunch, there are also a lot of different avenues of
inquiry that could be explored after introducing and studying this piece: eating habits of animals;
nutritional values of different foods; exploring different foods from different cultures; having a
world food party; and the list goes on. Food is a universal that all students can relate to, on some
level, and it is also a good means of exploring different cultures and allowing students to
participate in both their classroom and their families at the same time.
How would it be used?
Like state above, there are a lot of ways this poem could be used. One particular method
of implementing this into a classroom, that I find most exiting, is developing a unit of study
about world foods with kindergarten thru 5th grade students. In some countries, they actually eat
rat for lunch, so exploring the different food cultures from around the world is an interesting way
to go about studying people. This also allows students to bring in a part of their own culture and
share it with their classroom. Additionally, this allows for a great deal of differentiation in
instruction and activity. Some of the students could read books, explore the internet for facts,
create dishes, and any other means of coming up with a presentation or understanding of what is
going on around the world in terms of food.
Prelutsky, J., & Illustrator Stevenson, J. (1994). Rat for lunch. In A pizza the size of the sun (p.
126-127). New York, NY: Greenwillow Books

Bibliography
Title: Golden Tales: Myths, Legends, and Folktales from Latin America (Collection)
Individual Myth: How the Rainbow Was Born
Author: Lulu Delacre
Illustrator: Lulu Delacre
Publisher: Scholastic
Year of Publication: 1996
Pages: 74
Characteristic of Diversity: Nation of Origin (Latin America)
Summary
As a whole, this is a collection of myths and folktales from Latin America. Throughout
the book, there are four groups of people represented: Taino, Zapotec, Muisca, and Inca
civilizations. Expanding from these civilizations, the representation covers thirteen different
countries. Much like the variety in representation, the stories are also varied. They cover
everything from cultural myths of creation to social morals and values being represented through
the tales. Overall, it pains a vivid picture of the foundation for life in Latin America, considering
some of the stories stem from civilizations that have long since passed. They have a lasting effect
on the region as well as influence on the rest of the world.
This myth is a story of how rainbows came to be. Before there was light, the God of
lightening was kind of malevolent, but held the elements of the storm secure in clay pots (clouds,
lightening, hail and wind). That was until one day he decided to let the guardians of the pots
release their contents into the world below. Needless to say they did, and a huge storm inflicted
much grief on the humans living below, which did not sit well with the other deities were not
pleases, especially not the sun. So, when the same came out and the wind was released from its
pot, the storm cleared. In the end, as a sign of good faith between the people and the sun, the sun
deity created a multi-colored bridge between itself and the earththe rainbow.
Personal Response
Overall, I find myths and legends from other cultures very fascinating. It is interesting to
trace the connections between regions and peoples. Everybody has ideas about where people
come from, how the world works, and what our role in the world is, but to see the similarities
and differences come to life in words make it that much more meaningful in my mind. However,
at the same time, there is a cultural bias to be dealt with, considering we tend to buy into the
stories of our ancestors, countries and people. So, there is an internal struggle that comes with
reading the stories of other places as well.
Furthermore, I wasnt sure that I was going to be very intrigued with this particular story.
Having familiarized myself with a few creation stories, I am usually apprehensive about what is
going to happen in these types of stories. However, this one was different, because it seemed to
flow with factual information about how a rainbow is actually created, but merely put in the
scope of the powers of gods, since there was likely not a firm understanding of weather patterns.
In that light, it is fascinating to read how closely people get to the truth of a phenomena without
knowing the physics behind it. Thus, after reading it, my mind began wandering through the
possibilities of application, and my interest was piqued to learn more about some of the creation
stories of this region (some of which are found in this collection as well.)

Strengths/Weaknesses
Like mentioned above, this legend is fairly close to actual information about the
formation of a rainbow: the combination of water, sun, and storms makes it applicable across
content areas. The connections between social studies and science are naturally formed here.
However, the issue with this story is that it is rather short, and may cause problems with the idea
of multiple gods ruling the universe type setting. Even though it is written in a specific context,
from a specific region, there would still need to be some unpacking of the themes and ideas
presented in the story so that students are not uncomfortablemore so their parentsdepending
on the classroom climate. Overall, I feel as if both this collection and this individual piece would
be well worth exploring for more connections between content areas and regions of the world.
Practical Use (how, age, why?)
Like stated above, some of the themes and concepts presented in these stories can be
somewhat problematic for students, which makes me think that the upper grades might be more
keen to investigating this material. With that being said, I feel as if 4th and 5th graders, should be
able to handle this material, and they are getting closer in content sophistication where they can
start thinking critically about different cultures. Comparing and contrasting myths from different
regions, finding connections between myths and science, and even developing their own myths
and legends along the lines of what has been studied. With all of these options in play, this
story/collection could be used in any number of ways: read aloud, investigation center, inquiry
center or classroom library resource. It is important to have enough time to really discuss the
content and allow the students to explore the many facets of the stories: morals, values,
applications, people, places, ideas, etc.

Bibliography
Title: Mirrormask
Author: Neil Gaiman & Dave McKean
Illustrator: Dave McKean
Publisher: HarperCollins Publishers
Year: 2005
Pages: 80
Grade: 5+
Characteristic of Diversity: Families in Transit; Alternative Occupation (Circus Performers)
Gaiman, N., & McKean, D. (2005). Mirrormask. New York, NY: HarperCollins Publishers.
Summary
This is the story of a young girl who was raised in a circus family; however she has
grown disdainful of the life that she has been forced to lead. She dreams of a life that is more
normal, but has no means of escaping the world of the circus, until she hears some strange
music that lures her into a magical world of her own imagining. While in the other world, her life
was stolen by a doppelganger and havoc was being reeked in both worlds. In order to get her life
back, Helena had to squelch the darkness in the magical realm, as well as find a way back into
her own life before it was too late, and her access to her own world was destroyed forever.
Personal Response
At first I was drawn to the books merely because I am a fan of the author and illustrator;
together they do some pretty awesome work. However, after reading the description I wasnt so
sure that I really understood what the book was going to be about. Needless to say I read it, and
found that I thoroughly enjoyed the story line. It isnt every day that a girl gets swept up into a
magical world that she has created on her bedroom walls, gets her life stolen by a doppelganger,
and has to fight an evil queen to regain access to her original life. Overall, it was worth the read!
Strengths/Weaknesses
There are many strengths to this book, which include the telling of the story from the first
person. There is no guessing who is talking in the story, Helena is telling her own story as it
happens, which makes it easier to follow and keep straight in ones head. Additionally, the
striking visuals created by the art of Dave McKean really makes the story come to life. If it were
written as non-illustrated book I think it would be harder to really follow the story and
understand the complexity of the worlds involved.
One aspect of the book that is both a strength and weakness is the way the text is
displayed on the pages. There are pages where it loops around the pictures and juts in weird
angles. I say this is a strength because it provides another avenue of engagement. If the reader is
following the words with the story and the pictures it adds another layer of information that
could be easily overlooked. On the other hand, struggling readers might be really interested in
the book, but have a hard time following the text as it loops and swirls all over some of the
pages.
In addition to the text being unconventional, the illustrations could also present some
issues for some of the readers. As an adult reader I appreciate the variety and depth of the
illustrations, but some of them could be quite distracting for readers. The magical creatures and

the odd designs could catch some eyes and not let them continue reading the story. It is also
possible that they could be a little scary. Some of the fantastic moments are accompanied by
some images that might be a little much for some readers to be comfortable with.
Practical Use (how, age, why?)
Even though there are some dark themes in this book, which are accompanied by difficult
text and images, I feel as if there are a lot of conversations that could be had with older students
(5th grade or higher). When thinking about some of the things that could be discussed the
following come to mind: families in transit, powers of authority, development of worlds (cities,
states, countries), the growing-up process, and the list goes on. All of these things are areas of
concern for most youth and this book provides and interesting and engaging foundation for
entering into those conversations.
Additionally, introducing Dave McKeans art and Neil Gaimans writing into a
classroom, I feel, is never a bad thing. They are both highly acclaimed in their respective fields,
and have worked together a lot. So, a teacher could also form a book club based on
authors/illustrators. This would then allow for the practice of comprehension strategies: making
connections, questioning the author, questioning the illustrator, etc.
Lastly, if students struggle with the text features of this book, it is not so difficult to
follow that with some guidance the student could successful complete the book. It is a way to
break the mold of what a book needs to be, in terms of form and function. The text can tell a part
of the story just as much as the words and pictures. Breaking out of the traditional literary mold
is a must for this book, and I think it would be beneficial for students and teachers alike.

Bibliography
Title: Kindred Souls
Author: Pactricia MacLachlan
Publisher: HarperCollins Publishing
Year: 2012
Pages: 119
Grade: 3.5+
Characteristic of Diversity: Elderly, Death, Rural Families
MacLachlan, P. (2012). Kindred souls. New York, NY: HarperCollins Publishing.
Summary
Kindred Souls is the story of a grandson, Jake, and granddad, Billy. They live with their
family on a farm where all of them were raised. However, Billy used to live in a sod house that
was built beyond the barn on top of the hill. When Billy gets sick, Jake is tasked with building
his grandfather a sod house to live in once again. At first, Jake didnt want to, but as Billy
transitioned into the hospital Jake became more enthusiastic about the task. The question
remained, would he get the house done in time?
This is a story of the bond that brings a family together, and as they deal with life
circumstances that effect everybody at some point in time: growing older and dealing with the
transition from life.
Personal Response
This book was suggested by a friend of mine when I was looking for books to use for this
project. At first I wasnt sure that I really wanted to read it. Considering its a story about a little
boy building a house for his elderly grandpa, that doesnt sound all that interesting. However,
once I started reading it I quickly find myself entwined with the struggle that Jake faced as his
grandpa ended up in the hospital and the task of building the sod house weighed on him heavily.
As quick of a read as it was, it was a very moving novel that really made me think about my
family and the connections that we have, or dont have, as compared to the family in the story. It
made me think, and made me take a good look what I want my family to be like.
Strengths/Weaknesses
When considering the strengths and weaknesses of this book they are all on a similar
plain. Each of the strengths could be considered weaknesses depending on which angle
somebody is looking at it. For instance, like mentioned above it is a simple read; kind of short
and easy to follow. For some this is what they need, especially if they are struggling readers or
have a hard time with longer books. At the same time, since it is an easy read the need to think
about what is happening in the book is greatly reduced. As an adult reader I can read this text in
a single, short, setting but still have the mind to think about the progression of the characters.
However, I am not sure a younger reader would do the same.
Other than that, I feel as if the book deals with the issue of death, and the elderly in such
a way that it is not offensive or startling. It is very nicely done as a transition from life to notlife, but it is not the focus of the story either. The story is wrapped up in the family coming
together to build the sod house for Billy, instead of focusing on the idea that hes 88 and in the
hospital, which is good for younger readers as well.

Practical Use (how, age, why?)

If I were to use this book in the classroom, I would do a few different things with it: 1)
have I the class library; 2) do an interactive read aloud; and 3) have it be a part of a book club or
group. I realize that having the book in the class is so many ways might be overwhelming, but
depending on the needs and abilities of the students it would be used in different ways.
Firstly, I feel as if this is a solid piece of literature that a lot of students could relate to, as
death and elderly relatives are a part of everybodys life in some way or another. So, having it
available to read on their own is a good way for them to explore the books available on the
subject.
Second, if they could not handle the book on their own, for whatever reason, or they were
not able to read it in such a way to actively engage with the depth of meaning, I would read it to
them. This way I could stop and review the parts where the meaning might be hidden, or easily
overlooked. By working through the book as a whole group, we could then work to build a
stronger community around the book and themes found within.
Lastly, I like the idea of book clubs, where students read the same book and come
together and talk about it. This would be done with older students, because I feel they would be
able to read the book and have a meaningful conversation about itwith guidance of course.
This would allow for a small group of students who were interested in the book to bring those
interests to the table in order to draw connections and relate to the others around the themes in
the book.
Again, depending on the age of the students, each of these activities could be
implemented. Specifically, I feel as if it would be appropriate for older 3rd graders and up. Just in
case their reading abilities and maturity levels were not quite as high as may be needed, I
wouldnt introduce this book at the beginning of 3rd grade.

Bibliography
Title: The Boy in the Striped Pajamas
Author: John Boyne
Publisher: David Fickling Books
Year: 2006
Pages: 218
Grade: 5/6+
Characteristic of Diversity: Religion/Faith, War, Nationalism
Boyne, J. (2006). The boy in the striped pajamas. New York, NY: David Fickling Books.
Summary
This is the story of a boy named Bruno. Hes 9 years old, the son of a Nazi commander
during World War II, and has no idea whats going on in the world around him. He is taken from
his friends in Berlin to live near a concentration camp where he is left alone to explore as do as
he wishesas long as he doesnt get caught. It is ignorance of the situation that allows him to
befriend a boy who wears striped pajamas on the other side of a giant fencehe found it while
exploring. The rest of the story is the development of that relationship as Bruno and the boy
become friends and try to educate either other about their mutually exclusive lives that have
crossed paths.
Personal Response
Wow. I had heard about this story as people started watching the movie and having
strong reactions to it. However, I had never cave to peer pressure to watch it, so instead I waited
a long time and read it for the purpose of these annotations. I didnt realize that there could be
such power in the perspective of a 9-year old voice. Having the story of transition from urban
Berlin to the outskirts of Auschwitz from that perspective was rather eye opening. People had no
idea what was going on, but for some ignorance wasnt bliss, which is the case for Bruno. He
was ignorant, but didnt want to be; he was an explorer and wanted to know what was so special
about the people in the striped pajamas, and why he couldnt play with his friend. In the end,
there is no real resolution to the story, not in the way that most people would want anyway.
However, the setting is a concentration camp during World War II, so Im not sure what
resolution I would have expected, other than what happened (no spoilers here!).
Strengths/Weaknesses
I feel as if the major strength of this book is the perspective of the narrator. It is hard
enough to comprehend the happenings of World War II as adult, so having the material presented
in a meaningful way in a childrens book is nearly impossible to comprehend. So, having the
story from a 9-year old is helpful in allowing students to connect with the story, even if they
dont know the depth of the events. Additionally, it is not a gruesome tale either. It is framed in
the scope of an adventure, of making friends, of figuring out life as a young boy who as lost
his life he once lived (on both sides of the fence).
However, as nicely as the story is packaged, the content is still about the concentration
camps of WWII, which is not easy content for young people to wrestle with. Unless there is
explicit instruction and guidance in dealing with the content at hand. Therefore, I feel as if the

major weakness of this story is merely the difficulty of the content behind the story. Granted, it
could be read as a quasi-nice youth story, but that would be missing the point, I feel.
Practical Use (how, age, why?)
When it comes to using this book in the classroom, I feel as if I would need to be very
intentional about how I used it. For this reason, I feel as if it would only be appropriate to use
with much older students, or students who have displayed a high level of maturity and could
handle the content. With this in mind, I could see using the book as a read aloud book, so that
there could be a guided exploration/introduction to the content. It could also be used as the basis
for an exploration of the happenings of WWII: the students could look at the lives of children
during the war, in order to compare and contrast the happenings in the story with what really
happened. It would also be made available in the classroom library for those interested. Again, if
it were to be used as an instructional tool, I feel as if the more explicit the instruction the better.
Plus, it would probably be a good idea to contact parents, and let them know how we are going
to be using the bookjust in case there are any objections or issues. Overall, I think it could be
used in a variety of ways with students later in 5th/6th Grade and higher. It is readable, but due to
the content it should be reserved for the older students.