Shannon Murray

EDU 320
11/6/15
Annotated Bibliography
The Kids Around the World Cookbook
1.Robins,D.(1994).TheKidsAroundtheWorldCookbook.NewYork,NY:Kingfisher.
2. Grade level: 5
Genre: Cookbook
Content Area: History
3. This book is a great tool to integrate into the classroom during a lesson about cultures. The
cookbook is a fun way to learn about different cultures through the foods each culture eats. This
cookbook would go along with the theme, trips, because it would allow the students to learn
about multiple cultures and spark an interest in potentially travelling to that country in the future.
4. This multicultural cookbook is a fun and easy book for children to learn about different
cultures! Within this multi-cultural cookbook there are 35 recipes from 23 countries. Throughout
the book there are illustrations and cartoons to capture the young readers attention and interest.
The layout of the book is simple, which is helpful for the child and the parent to follow cooking
instructions, especially for an inexperienced cook. Some examples: cold cherry soup from
Hungary or apple pancakes from the Netherlands. Every recipe gives information about the best
way to eat the food once it is cooked and background information on the countrys customs.
5. As the unit of culture comes to a close and students are familiar with not only various cultures
and their customs, but also have an idea of the type of foods each culture enjoys, the students
will be given the following project: Each student chooses one country that they have enjoyed
learning about and would desire to take a trip to one day. All students must have a different
country from one another, if students choose the same country they can work together. (Groups
can have 2-3 children at the most). For classes with fewer students, assign each student their own
country. After the country and the groups are chosen, the students will prepare themselves for,
culture exploration day. This day will consist of each student dressing similarly to that of the
culture they chose, bringing in a snack from the culture, and having a small poster board with fun
facts about the culture. This activity enables students to express what they have learned about
multiple cultures, learn about cultures in a fun and creative way through the examples of their
peers, and taste foods from these cultures. (The snacks that are brought in do not need to be from
the original cookbook shared in class, but students could copy down recipes from, TheKids
AroundtheWorldCookbook,iftheywouldlike)

The Vanishing Pumpkin

1. Johnston, T. (1997). The Vanishing Pumpkin. New York, NY: Penguin Putnam Books.
2. Grades: K-2
Genre: Halloween fiction
3. During Fall before Halloween it is exciting for children to read Halloween stories. The
Vanishing Pumpkin is no exception to this statement. This book would be an effective tool for the
classroom, especially with younger students. During class, the teacher can read the book to the
students in a circle during story time. Together, as the teacher and students read the story they
can point out all of the people that the old couple encounter on their trip to find their missing
pumpkin.
4. The Vanishing Pumpkin is a story about an old couple who wake up on Halloween morning
desiring to make pumpkin pie. The couple walks outside to realize that their pumpkin is missing.
The story takes the reader through multiple searches and encounters with different people and
animals such as: a ghoul, rapscallion, varmint, and a wizard in order to find the missing
pumpkin. Finally the pumpkin is found, the wizard had the pumpkin and had made pumpkin pie!
All of the members who were on the journey enjoy the pie together.
5. In order for students to break down the places and the people that the old couple encounter in
this book, a timeline would be an appropriate activity for the class. Depending on the age the
students can do this activity by themselves or with the help of the teacher. For Kindergarten, the
teacher and the students should do this activity as a class. The following is an example:

Oh,

the Places Youll Go!

1. Seuss, D. (1990). Oh, the
Places Youll Go! New York: Random House
2. Grade: K-5
Genre: Rhyme
3. This book would be a great book to read to students at almost any age! This is a
motivational story and helps the child place themselves into the book as the main
character.
4. Oh the Places Youll Go! Is a story of a child, yet it places the reader/children as the main
character, as the, you. Its a motivational story about the potential that each child has to
go out into the world on adventures and succeed. In this story the young boy encounters
many great adventures!
5. As a follow- up activity for the book, Oh the Places Youll Go! Each student will write
(or in the case of kindergarten say out loud) their favorite trip they have ever been on. Ex:
vacation, the zoo, the beach, etc. And also a trip that they wish to take. This book used in

higher-grade levels could have a follow-up activity that asks the students the places they
desire to go when they are older and where they would like to travel!

A Peek Into My Church

1. Goody, W. & Kelly, V. (1998). Los Altos, CA: WhipperSnapper Books
2. Grades: K-5 (2nd)
Genre: Religion, Childrens Literature
Content area: Religion
3. This book should be used in a Catholic school, unless a public school, in an upper grade
such as 5th, is learning about multiple religions. My example is for students attending a
Catholic school. This book would be great to bring to an elementary level religion class at
a Catholic School. By reading this book in the classroom, students will be able to relate to
the main character and see a childs positive perspective on going to church!
4. The story focuses on a young girl named Liddy and her brother as they take a trip from
their house to the church. The book then explains some practices and beliefs of the
Catholic Church. The child in the book, Liddy, speaks to the reader saying, Why dont
you come into my church with me? then proceeds to lead the reader through the church

and explains different customs and beliefs such as: the sign of the cross, and the
sacrament of baptism and what a baptismal font is.
5. As a follow- up activity for this book and a review of the Catholic religion, students will
each create a steps in a process, diagram to show the steps they take each week when
they go to church. An example of a second graders work is shown below.
STEPS IN A PROCESS
STEP 1: Wake up at 8 am and eat breakfast with my family.
STEP 2: Get ready! Brush my teeth and put on my dress clothes.
STEP 3: Get in the car and go to the Church with my family.
the Church I dip my hand in the Holy water, make the sign of the cross, and genufect before I get in
STEP 5: Pray and pay attention in Mass! Jesus is there.
The Little Gingerbread Man
1. Moore, C. (2012). The Little Gingerbread Man. EBook: Award Publications
2. Grade: K
Genre: Fairy Tale
3. The Little Gingerbread Man is a great book to bring into the classroom during the
Christmas holiday season. This fairytale would be a great read for a kindergarten classes
story time.
4. The Little Gingerbread Man is a story of a little old woman who bakes for the local
children of the town, but her gingerbread men often go missing. One day after the old

woman left her kitchen, a beautiful butterfly swoops in and grabs one little gingerbread
man and takes him on an adventure where he encounters: children, a horse, a dog, and a
fox, all-attempting to eat him. The butterfly leads him through fields, streams, flies him
through the air, and finally takes him home. The little gingerbread man meets his mom
and dad and realizes he is not a gingerbread man, but a boy and stays with his family in
their gingerbread house. They all lived happily ever after. The little gingerbread man
went on many trips from: being created and staying in a man-made home, to flying
through the air, lying in fields, swimming through streams, and finally settling up in the
mountains.
5. A follow- up activity for this story is a story pyramid. After reading the story the teacher
can mention all of the places the little gingerbread man went before he got to his final
destination: home. The teacher can write on the board and make a story pyramid with the
class.

Gingerbread

Small

Fast

Fields and Sky

Gingerbread man is tasty

Butterfy takes gingerbread man away

Gingerbread is almost eaten by
characters
If You

Butterfy saves gingerbread man from the

fox

Decide to Go to

Gingerbread is safe with family at gingerbread house

the Moon
1. McNulty, F., & Kellogg, S. (2005). If You Decide to Go to the Moon.
New York, NY: Scholastic Press
2. Grade: K-2
Genre: Informational Text, Picture book
Content Area: Science
3. During a Science Lesson about space, the teacher can incorporate this fun book! Students
must have a prior knowledge of space and be familiar with the moon and the planets.
4. If You Decide to Go to the Moon, is an informational text that explains to the reader how
to get to the moon and what to do after landing. The text is written in second person,
which allows the students/ reader to feel that the character is speaking directly to them.
An example from the book for packing, dont forget your diary or food. After the liftoff
from earth the reader will learn information about space travel and information on how
the journey would look and feel.
5. As a follow-up activity, students will make a list of what they would bring with them on a
trip to space. After each student has their three items, they will turn to the student next to
them and share with one another what they would bring. Following is an example:

John Weston
Grade: 1
For my Trip to Space I am going to bring
1.My best friend Sally!
2. My action figures.
3. Cheez-its

Sally Walker
Grade: 1
For my Trip to Space I am going to bring
1. My dog Harry.
2. Peanut butter Oreos.
3. My best friend John.

A Trip to the Zoo

1. Cathey, A. (n.d.). A Trip to the Zoo.
2. Grade: 5
Genre: Poem
Content Area: English
3. As a before reading assignment, ask students to write down one trip they have gone
on, or place they have traveled to, on a sheet of paper. The next day introduce the
lesson on, poems. After students learn the key elements and components of a poem,
read, A Trip to the Zoo, as a class. Students will be randomly selected to read a
section of the poem aloud.
4.

A Trip to the Zoo is a poem about a trip the author and whoever is accompanying her
(she states, we are going to the zoo) to the zoo and all of the encounters they have
with the animals at the zoo. Every other line of the poem rhymes. It is a simple poem
that takes the reader on a journey through what a typical trip to a zoo would be like.

5. As an after reading activity, students will create a short poem on their favorite trip. It
is important that the instructor is present and available to assist students because this

will be their first time creating their own poem. This poem can be however long or
short, depending on the teachers preference. In this example, the poem is simply four
lines:

A Day at the Beach

By: Tommy Long
One day I went to the beach
I walked in the sand with no shoes on my feet
The sun was shining oh so bright
I stayed at the beach until late at night

Follow That Map!

1. Ritchie, S. (2009). Follow That Map! Tonawanda, NY: Kids Can Press.
2. Grade: 2
Genre: Storybook, Geography
Content Area: History (Geography)
3. As students learn more about the world around them, this book is a great asset for a
Geography lesson! This interactive text could be used to begin a lesson on maps.
4. Follow That Map! Is an interactive book that takes the reader through Sallys journey to
find her missing cat and dog. Along this journey, a colorful map is displayed that uses
symbols to identify places. Along the various stops throughout the journey, mapping
skills are taught. At each stop new skills are added in.
5. A follow-up activity for this book ask students to make their own map of a few places
near their home that they have travelled to. With the help of the text, students can use
symbols and colors to identify the places in their maps.

The Best Vacation Ever

1. Murphy, S. (1997). The Best Vacation Ever. New York, NY: HarperCollins
2. Genre: Education and Math Childrens book
Grades: K-1
Content Area: Math
3. As students begin to become familiar with basic math skills, the teacher can incorporate
this interactive book. While reading the book, the teacher can rewrite the charts and activities on
the board.
4.A family wants to go on vacation but they are having a difficult time deciding where to go.
Taking into consideration the needs of her mom, dad, and grandmother, the narrator gathers data
and makes a chart in order to determine a destination for vacation. The book displays problem
solving skills, sorting, and counting.
5. A follow-up activity for this book would be to plan an imaginary class picnic. With the
students help, collect data from the students about what they would like to bring to the picnic.
On the board, write down the collection of data. After all of the data is on the board, the students
can help place all of the similar snacks or items into categories. The students can then assist the
teacher in counting all of the items.

A Day with my Dad at The Beach

1. Waite, L. (2008). A Day with my Dad at The Beach. Ferndale, MI: Parents Publishing
Group, LLC; 1 edition
2. Grade: Preschool-K
Genre: Storybook, Rhythmic
3. This is a great book to start the school year off. As students come back after summer
break this story could be read to the class. This book would be read during story time
in a younger grade such as Kindergarten.
4. This story is about a surprise trip a loving father plans for his daughter. The father
takes his daughter on a trip to the beach for the day. While at the beach they build
sandcastles, play at the beach, and walk to the pier that has arcade games and rides.
After a long day at the beach the two head home and the daughter takes a bath and
then her father finishes of the great day by reading her a bedtime story until she falls
asleep.
5. After the teacher has read the book, students will be asked to draw a picture of their
favorite trip they have ever gone on. Students will then hand the picture to the teacher
and verbally explain the picture.