Lesson Plan: Fabulous! A Portrait of Andy Warhol by Bonnie Christensen

Includes the book: Fabulous! A Portrait of Andy Warhol by Bonnie Christensen

Teacher: Art teacher

Subject area: Art

Grade level: 6

California State Standard: (http://www.cde.ca.gov/be/st/ss/vagrade6.asp)

Visual Arts: Grade Six

2.0 CREATIVE EXPRESSION

Creating, Performing, and Participating in the Visual Arts

Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Communication and Expression through Original Works of Art

2.5 Select specific media and processes to express moods, feelings, themes, or ideas.

Name of Lesson: Expressive self portrait

Overview:

Personality can be expressed through artwork using symbols, color choices, and layout

Objectives:

Students produce a piece of artwork expressing mood, feeling, and theme

Students gain a deeper understanding of themselves

Description:

Students complete an interpretive and expressive self portrait conveying their personality though use of symbols, color choices, and layout

Time needed for lesson:

Three lessons, approximately 50-60 minutes in length

Procedure:

Lesson one

Teacher reads aloud and discusses two books with the students: Fabulous! A Portrait of Andy Warhol by Bonnie Christensen and Action Jackson by Jan Greenberg and Sandra Jordan. Discussion centers on each man’s life, their artwork, and how they expressed themselves through art.

Lesson two

Teacher leads “I am…” discussion quickly listing 10 things that relate to the life of  a 6^th grade student. Teacher creates this list of a composite student on the white board as students offer 10 things that might relate to their day-to-day life or dreams.

Students make their own “I am” list of 10 things representing themselves. The list is written on an index card. Students are given two minutes to think before creating the list and three minutes to write the list.

Teacher explains that they are using this list to create a self portrait expressing their personality through symbols, color choices, layout, and media. The self portraits are contained within tracings of the left and right hands, placed next to each other on the page, fingers wide open.

Students help each other trace their hands on 20” x 16” piece of paper (vertically)

Lesson three

Students complete self portraits

Materials:

Books: Fabulous! A Portrait of Andy Warhol by Bonnie Christensen and Action Jackson by Jan Greenberg and Sandra Jordan.

6” x 4” index card for each student

Pencil for each student

Water colors and brushes

Tempra paints and brushes

Colored paper for creating collages, including opaque paper such as construction paper and translucent paper such as tissue paper

Magazines to cut images from

Found objects such as buttons, twigs, string, bottle caps, feathers, etc

Glue

Colored pencils

Scissors

Student evaluation:

Student completed a list of “Ten Things about Me”

Student completed the self portrait

Student was engaged in discussion after presentation of the two books

Student was engaged in the creation of her/his portrait

Lesson evaluation:

Were the students engaged and interested by the lesson?

Was students’ knowledge of art extended by the lesson?

Was the lesson allowed enough time? Too much time? Was more time needed?

Additional resources:

Art from Her Heart: Folk Artist Clementine Hunter by Kathy Whitehead

Diego: Bigger Than Life by Carmen T. Bernier-Grand

Frieda Kahlo: The Artist Who Painted Herself by Margaret Firth and Tomie dePaola

Extension of lesson:

Present an art show of the work created in this lesson. Invite second grade students to the show. Each artist stands by their self portrait. Second grade students tour the room and discus the art work with the artist.

Create a self portrait after the style of a particular artist; e.g., a self portrait in the style of Monet would have an impressionist form, a self portrait in the style of Salvador Dali would take the form of surrealism

Alternative lesson, create the self portrait using a computer program that facilitates creation of art work and graphics

Field trip to an art museum: Los Angeles County Museum of Art, The J. Paul Getty Museum, or Norton Simon Museum

Lesson Plan: A Kick in the Head by Paul B. Janeczko and Won Ton by Lee Wardlaw

Includes the books:

A Kick in the Head: An Everyday Guide to Poetic Forms selected by Paul B. Janeczko

Won Ton: A Tale Told in Haiku by Lee Wardlaw

Teacher: Language arts teacher

Subject area: Literature

Grade level: 5-6

California State Standard:

Reading Standards for Literature K-5

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Common Core Standard:

Common core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Appendix A: Research Supporting Key Elements of the Standards, Glossary of Key Terms (http://www.corestandards.org/assets/Appendix_A.pdf)

Narrative Writing

“Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that that provide insight  into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense . . . (page 23).”

“The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion (page 23).”

Unit: Poetry

This unit might be presented during National Poetry month (http://www.poets.org/page.php/prmID/41).

The unit introduces poetry forms and techniques. The unit’s introduction is done through class visits to the library where the librarian reads aloud a variety of poems representing different poetry styles. Discussion follows each reading, examining the poem’s style, meaning, and poetic characteristics. Students are encouraged to check out poetry books. The teacher checks out a variety of poetry books to be used in the classroom for lessons, browsing, reference, and independent reading. Later in the classroom, students gain a deeper knowledge of poetry through in-class lessons with their language arts teacher. Students explore poetry by reading a variety of age appropriate poetry anthologies. The teacher reads many styles of poetry. Discussion follows each reading. Through these activities students are introduced to and instructed in the various definitions of poetry: concrete, haiku, ballad, couplet, etc.

Lesson title: Haiku.

This is one lesson within the poetry unit.

Lesson overview:

Haiku poetry offers a means for students to construct poetry using specific word counts and syllable counts. Haiku usually describes a nature scene, while senryu, a type of haiku, describes human nature. Students will write haiku or senryu poems based on personal experience connected to everyday life. Both haiku and senryu poetry use three unrhymed lines that include 17 syllables that follow a 5-7-5 syllable format.

Objectives:

The student will be able to identify a work of haiku

The student will be able to define haiku style poetry

The student will be able to define senryu style poetry

The student will create a haiku poem

Description: Create a work of haiku

Time needed for lesson:

Four lessons, 40-50 minutes in length

Procedure:

Lesson one

Teacher leads a discussion about haiku using the book A Kick in the Head: An Everyday Guide to Poetic Forms selected by Paul B. Janeczko. The poems found on pages 14 and 16 are read aloud by the teacher and discussed with the class. The definitions of haiku and senryu found on page 56 are read aloud by the teacher and discussed with the class. Teacher also reads aloud Won Ton: A Cat Tale Told in Haiku by Lee Wardlaw including the author’s note found on the copyright page that explains senryu. Teacher leads a discussion about this book. Teacher explains that the class will created a haiku poem.

Lesson two

Teacher explains and examines haiku poetry construction with students. The class looks at three examples examining the three unrhymed lines, 17 syllables, and 5-7-5 syllable format. Teacher explains that students will be writing a haiku poem or a senryu poem. For inspiration, students and teacher walk around the school grounds with journals, observing nature and taking notes. They are instructed to look for details they can see, hear, smell, and touch and describe; for example, e.g., chirping of birds, azure sky dotted with white clouds, etc. Homework is to complete the same journaling exercise at home, either indoors or outdoors; looking at the natural world or human nature.

Lesson three

Use the “Haiku Starter” worksheet available from the National Council of Teachers of English (NCTE) website (http://www.ncte.org/). Worksheet is available at http://www.readwritethink.org/files/resources/printouts/30697_haiku.pdf Students begin creating their poem using the worksheet.

Lesson four

Students complete and polish their poem. Students are invited to share their poetry with the class, if they would like to present. To close the lesson, teacher reads aloud one or more haiku poems from the book Guyku: A Year of Haiku for Boys by Bob Raczka.

Materials:

A Kick in the Head: An Everyday Guide to Poetic Forms selected by Paul B. Janeczko

Won Ton: A Cat Tale Told in Haiku by Lee Wardlaw

Guyku: A Year of Haiku for Boys by Bob Raczka.

A variety of poetry books and anthologies featuring haiku poetry

Journal for each student

“Haiku Starter” worksheet for each student available at http://www.readwritethink.org/files/resources/printouts/30697_haiku.pdf

Paper and pen/pen or access to computer with word processing program

Student evaluation:

Student kept a journal of ideas used to prepare a haiku poem

Student completed a haiku poem following the prescribed format

Student is able to explain haiku format

Lesson evaluation:

Were the students engaged and interested by the lesson?

Was students’ knowledge of haiku extended by the lesson?

Was the lesson allowed enough time? Too much time? Was more time needed?

                                          

Additional resources:

The Haiku Society of America available at http://www.hsa-haiku.org/

Extension of lesson:

Illustrate the poem

Create a classroom book that includes copies each student’s poem and accompanying illustration

Celebrate haiku by hosting a Japanese tea ceremony where the students dress in traditional Japanese clothing and present their poetry to other classes or their parents

Teach 4^th grade students how to write haiku

Invite Lee Wardlaw, author of Won Ton, to visit the class; via skype, conference phone call, in person, etc.

Visit the Japanese American National Museum in Los Angeles http://www.janm.org/

Read Love that Dog by Sharon Creech

Lesson Plan: Duel! Burr and Hamilton’s Deadly War of Words by Dennis Brindell Fradin

Includes the book: Duel! Burr and Hamilton’s Deadly War of Words by Dennis Brindell Fradin

Teacher: Librarian and classroom teacher

Subject area: History / Social Studies

Grade level: 5

California State Standard:

History-Social Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade 5 Standards: 5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.

Unit: People and events associated with the development of the U.S. Constitution

Teacher is conducting a study unit about people and events surrounding the creation of the United States Constitution. The librarian supports the study unit.

Lesson overview: This is one lesson of several that extend knowledge gained through studies about Revolutionary America, establishment of the United States, and the creation of the United States Constitution; specifically men who played important roles in the time period. Other lessons in the unit include studying the lives of Ben Franklin, George Washington, James Madison, and Jonathan Dayton. (Note: It is assumed that a regular discussion and examination of current events are part of the 5^th grade curriculum.)

Lesson title: Alexander Hamilton, creator and signer of the U.S. Constitution

Time needed for lesson:

Time in library: 1 hour

Time in classroom: Two sessions; one lesson that is 20 minutes long, another lesson that is 1 hour in length

Objectives:

The student will gain deeper knowledge of Alexander Hamilton

The student will compare and contrast Alexander Hamilton and Aaron Burr

The student will contrast the war of words between Hamilton and Burr with current war of words in today’s political arena

In-library materials:

Book: Duel! Burr and Hamilton’s Deadly War of Words by Dennis Brindell Fradin

Smart board or white board

Computer with internet access, projector and screen

In-class materials:

Paper and pencil/pen or computer with word processing capability

Smart board

Procedure:

In library

Librarian reads the book aloud to class.

Librarian and teacher lead a class discussion about the book’s contents relating to and expanding on information previously learned and information learned from this book.

Using the smart board, students create a list comparing and contrasting each man.

Teacher and librarian lead a discussion centered on war of words in today’s political climate.

Librarian leads the class in completing the “Dueling Logic” quiz as a group. The quiz is available at teachinghistory.org: National History Education Clearinghouse, “Dueling Logic” http://teachinghistory.org/history-content/quiz/24220

In classroom

Lesson one: 20 minutes

Teacher continues and expands upon the discussion centered on war of words in today’s political climate. This raises awareness of the power of words both during the time of Hamilton and Burr and in today’s political arena.

Lesson two: One hour

This session is broken into two consecutive 30 minutes sessions. During the first thirty minutes, each student writes a journal entry. Six students each write from one of the following perspectives:

You were an eye witness to the duel between Hamilton and Burr. Describe the event in your journal.

You are Hamilton’s wife. Describe the event in your journal.

You are Burr. Describe the event in your journal.

George Washington died in 1799, before the duel between Hamilton and Burr. Both men were his aides during the Revolutionary War. You are George Washington. What would you think about the duel? Explain as a journal entry.

During the next 30 minutes the students are arranged in six groups of four. They share and discuss their journal entries.

Extension of lesson:

Teacher presents open-ended questions to the students. Students break into groups and discuss. The groups share ideas with the class. Examples of open-ended questions:

How did this duel affect history?

Was the duel a success?

Who won the duel?

Why did each man feel he had to fight?

Was Burr fairly treated after the duel?

Put yourself in one of the men’s place. What would you have done?

What would have happened if Burr had died?

What would have happened if both men had died?

What would have happened if both men had lived?

Class discussion of conflict resolution

Stage a mock trial putting Burr on trial for murder

Create a news broadcast interviewing each man before the duel

Student evaluation:

Did the student participate in group activities?

Did the student participate in oral discussions?

Did the student complete writing assignment?

Lesson evaluation:

Were students engaged and interested by the lesson?

Was students’ knowledge of historical events and people expanded by the lesson?

Was the lesson allowed enough time? Too much time? Was more time needed?

Additional internet resources:

“Burr-Hamilton Duel.” Teachinghistory.org: National History Education Clearinghouse. Available at http://teachinghistory.org/history-content/ask-a-historian/24404

“The Duel: A look back at a once legal method of resolving disputes.” GWlaw school: A Magazine for Alumni and Friends, Fall 2005. Available at http://www.gwu.edu/~magazine/archive/2005_law_fall/docs/feat_duel.html

“Duel!: Defenders of honor or shoot-on-sight vigilantes? Even in 19^th-century America, it was hard to tell.” Smithsonia.com. Available at http://www.smithsonianmag.com/history-archaeology/duel.html

Lesson Plan: Twelfth Night adapted by Richard Appignanesi

Includes the book: Twelfth Night  adapted by Richard Appignanesi

Teacher: Secondary humanities teacher / Literature

Subject area: Literature

Grade level: 11-12

California State Standard:

Reading Standards for Literature 6-12, Grades 11-12 Students

7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.). http://www.scoe.net/castandards/agenda/2010/ela_ccs_recommendations.pdf

Unit: Works of William Shakespeare

Students are reading, examining, and analyzing works by William Shakespeare

Lesson overview: Students have completed reading and analyzing Twelfth Night by William Shakespeare. They read the original version in class, read the manga version as homework, and viewed one of the professionally produced movie versions of the play in class. They have participated in guided analysis of the work. Part of the guided analysis was to compare and contrast the original work with the two different interpretations. This lesson is a culminating activity. Creativity and personal expression are the foundation of this lesson applied to critically understanding Twelfth Night.

Lesson title: Twelfth Night by William Shakespeare

Description: Create tableaux similar to the Pageant of the Masters in Laguna Beach, California (http://www.foapom.com/) showcasing various scenes from Twelfth Night manga style.

Time needed for lesson:

Three classes, 50 minute periods

Objectives:

The student will be able to interpret a scene from Twelfth Night in manga-like fashion displaying a deep understanding of the scene selected for interpretation

The student will participate in a presentation of a scene from Twelfth Night

Materials:

Costumes and props – supplied by students

Procedure:

Students work in groups, presenting a scene of their choice based up Twelfth Night by William Shakespeare.

Previous to class:

Teacher requires class to bring their copies of Twelfth Night by Shakespeare and their copy of Manga Shakespeare: Twelfth Night adapted by Richard Appignanesi with them to the next class.

Class one:

Teacher explains the project, sets timeline, and explains how the project will be evaluated. When the tableau is presented, the actors do not state the scene they are recreating. The audience deduces which scene was recreated. A successfully presented scene is one which the audience can determine the scene found in the original work by Shakespeare.

Include a brief overview of tableaux created at the Pageant of the Masters in Laguna Beach, California (http://www.foapom.com/). Teacher posts this URL to the class website for reference.

Explain that students will work in groups to create a tableau showcasing Twelfth Night.

Include a brief overview of manga icons found at “Manga iconography.” Wikipedia. Available at http://en.wikipedia.org/wiki/Manga_iconography Teacher posts this URL to the class website for reference.

Class breaks into groups and begins planning

Each group must select a different scene. Groups have scenes approved by the teacher by the end of first class

Assigned homework – continuation of project planning

Class two:

Class breaks into groups and continues planning.

Homework – continue project planning as necessary

                  

Class three:

Presentation of tableaux

Student evaluation:

Students evaluate each group member’s participation privately, using a rubric created by the teacher

Teacher evaluates individuals based on participation

Teacher evaluates group’s understanding of the original premise of the scene

Teacher evaluates group’s use of manga icons

The teacher is encouraged to create a rubric to guide and evaluate students

Lesson evaluation:

Students evaluate lesson’s meaningfulness using a SurveyMonkey survey created by the teacher

Teacher reflects: how interested were the students; was the lesson too long or too short; were students engaged; did learning occur; were students able to demonstrate knowledge of the scene selected and identify other scenes when presented

Extension of lesson:

Will Geer Theatricum Botanicum visits the school and presents a play by Shakespeare accompanied by analysis; http://www.theatricum.com/teacherinfo.htm

Field trip to Will Geer Theatricum Botanicum http://www.theatricum.com/

Presentation of tableaux the entire student body

Make a video of the tableaux presentation and broadcast it on student television station

Perform scenes from Twelfth Night as written by Shakespeare

Perform the play – manga style; in class or as part of a presentation by the drama department

Create manga style art for a scene from another Shakespearean play

Take pictures of the tableaux and include in student newspaper along with an article explaining the project

Lesson Plan: Energy Island by Allan Drummond

Includes the book: Energy Island: How One Community Harnessed the Wind and Changed Their World by Allan Drummond

Teacher: Science teacher and librarian

Subject area: Science

Grade level: 6 - 7

Standards:

National Science Teachers Association (http://www.nsta.org/?lid=logo)

The following quotation was retrieved from http://www.nsta.org/about/positions/environmental.aspx?lid=ms

NSTA Position Statement

Environmental Education

Introduction

“NSTA strongly supports environmental education as a way to instill environmental literacy in our nation's pre-K–16 students. It should be a part of the school curriculum because student knowledge of environmental concepts establishes a foundation for their future understandings and actions as citizens. Central to environmental literacy is the ability of students to master critical-thinking skills that will prepare them to evaluate issues and make informed decisions regarding stewardship of the planet. The environment also offers a relevant context for the learning and integration of core content knowledge, making it an essential component of a comprehensive science education program.”

The National Academy of Sciences suggests content standards for grades 5-8 that include the study of “Science in Personal and Social Perspectives: Populations, resources and environments” (page 110). “By grades 5-8, students begin to develop a more conceptual understanding of ecological crises. “For example, they begin to realize the cumulative ecological effects of pollution” (page 167).

Common Core Standards (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)

Writing Standards 6-12

Grade 6 students: Research to Build and Present Knowledge

7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Grade 7 students: Research to Build and Present Knowledge

7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Unit: Understanding Earth’s Energy Sources

Lesson title: Wind energy

This lesson is part of a larger unit focusing on energy sources, both renewable and nonrenewable.

Objectives:

Students will examine and understand how wind is used.

Students will examine renewable energy and non-renewable energy sources

Description: Conduct inquiry regarding energy sources and share information with class through a PowerPoint presentation

Lesson overview:

Librarian and teacher work together to prepare a finder’s guide to be used when answering questions provided by the teacher. Students are expected to find relevant, fact-based answers, not write an expository paper. Students create an MLA style reference list. Working in groups of three, the class visits the school library, receives instruction from the librarian, and completes the inquiry. Each group presents their findings to the class using a PowerPoint presentation.

Time needed for lesson:

Preplanning: 30-45 minute meeting between teacher and librarian to discuss the project, the library’s resources, the teacher’s needs, and the student’s needs

Six lessons, 50 minutes each

Procedure:

Prior to lesson, the science teacher and librarian meet. Science teacher discusses objective of lesson and works with librarian to create a pathfinder for student use. Resources may include books, reference books, vetted internet sources, and online subscription databases. Librarian creates pathfinder for students. It is available on the library website and the science teacher’s class website. Note: This lesson presupposes that students are familiar with creating a PowerPoint presentation.

Lesson one: 50 minutes

Teacher introduces the lesson by leading a discussion using the questions listed below. As ideas and answers are offered, the teacher uses Inspiration to record discussion. This allows the teacher to assess students’ current knowledge of energy and wind energy. It also creates a benchmark for the students marking their knowledge at the beginning of the lesson. At the end of the lesson the class revisits this list and discusses. Teacher saves the Inspiration document for use later in the lesson.

1. What does “sustainability” mean?

2. What is the difference between renewable and non-renewable energy?

3. Why have coal, oil and natural gas been used in the 20th century to produce electricity?

4. What will happen if we keep using nonrenewable energy? Explain.

5. Do you think renewable energy would be better for our planet? Why or why not?

6. What do you know about wind energy? Explain.

Watch the video “Wind Energy: Energy That’s Blowin’ in the Wind” which is available from BrainPOP subscription database http://www.brainpop.com/ (free trial subscriptions are available).

Lesson two: 50 minutes
Teacher reads aloud Energy Island: How One Community Harnessed the wind and Changed Their World by Allan Drummond and discusses the book with the class.

Teacher explains students will complete an inquiry project using library resources. They will be divided into eight groups of three students. Each group will be assigned one of the following questions for inquiry. Students are expected to find relevant, fact-based answers, not write an expository paper. They are expected to keep an MLA style reference list. The class will use a path finder of preselected resources to answer their query. The information will be complied into a five-slide PowerPoint presentation. The first slide contains the question. Each member of the group is responsible for creating one slide that responds to some aspect of the question. The fifth slide is the reference list. The entire group is responsible for the cohesiveness of the presentation and participating in the creation of the reference list.

Teacher divides class in groups and assigns each group one of the following questions:
1. How is wind energy used in California to produce electricity?
2. What are some ways that we use wind energy in California?
3. What are the advantages of wind farms? What are the drawbacks of wind farms?
4. Where are wind farms located in California? Why is this good location? Where are wind farms located in other areas of the United States? Why are these good locations? 
5. Briefly define and explain the following types of power:  solar, wind, geothermal, biomass, and hydropower.
6. What types of energy will be available in the future? Give examples of their use. 
7. What are some examples of fossil fuels? Are they renewable? Is the supply plentiful? Do they create pollution?
8. Give three examples of renewable energy. Can they be depleted? Do they create pollution?

Teacher and class go to the school library where the librarian gives a presentation about using library resources, specifically the pathfinder created for this class. If time allows, students begin their inquiry.

Lesson three: 50 minutes

Students and teacher visit the library. Students conduct their inquiry, gathering facts and information. Librarian and teacher work with students offering guidance as necessary. Note: If students did not finish the inquiry, further investigation can be assigned as homework.

Lesson four: 50 minutes

Students create PowerPoint presentation in class.

Lesson five: 50 minutes

Students present PowerPoint presentations.

Lesson 6: 40 minutes

The teacher leads a discussion looking back at the Inspiration chart created at the beginning of the lesson. What have the students learned? Have their answers changed?

Teacher leads the class in a final discussion - Do you think renewable energy would be better for our planet than non-renewable energy? Why or why not?

Materials:

Classroom computer with projector and Inspiration program

Computers available in the classroom for student use; PowerPoint program is available on computers

Subscription to BrainPop database (http://www.brainpop.com/) available in the classroom

Student evaluation:

Each student is evaluated on class participation, group participation, and individual presentation. Each group is evaluated on overall quality of presentation; facts presented, pertinence of information, and reference list formatting. 

The teacher is encouraged to create a rubric reflecting expectations for student outcomes.

Lesson evaluation:

Were the students engaged and interested by the lesson?

Was students’ knowledge of wind energy extended by the lesson?

Was the lesson allowed enough time? Too much time? Was more time needed?

Additional resources:

American Wind Energy Association http://www.awea.org/

National Renewable Energy Laboratory http://www.nrel.gov/wind/

Samsø Energy Agency http://www.seagency.dk/

Wind-Works.org http://www.wind-works.org/articles/SamsoeRenewableEnergyIsland.html

Extension of lesson:

• Continue the discussion of overusing natural resources. As a class read and discuss the book Common Ground: The Water, Earth, and Air We Share by Molly Bang
• Visit the wind farm in North Palm Springs, California http://www.southpoint.com/states/ca/windmills.htm
• Watch this YouTube video about the San Gorgonio Pass Wind Farm North of Palm Springs, CA
• http://www.youtube.com/watch?v=lJ_bHVJfHrs
• Invite a representative from a wind farm to visit the class; via skype, in person, or conference all
• Invite a representative from the Samsø Energy Agency to skype with the class
• Conduct an experiment. Map wind speeds at school. Could the school’s energy supply be supplemented by a wind mill? If so, would that be practical? Why or why not?

Basketball Belles: How Two Teams and One Scrappy Player Put Women's Hoops on the Map

Author:  Sue Macy

Illustrator: Matt Collins

Peach’s Picks Rating:

 

Year of publication: 2011

City of publication: New York

Publisher: Holiday House

ISBN: 978-0-8234-2163-3

Author website: http://suemacy.com/

Illustrator website: http://www.mattcollins.com/

Media used for illustrations: Corel Painter

Annotation: This informational picturebook tells the story of the first intercollegiate women’s basketball game. It is narrated in first person by Agnes Morley, a Stanford University player, who grew up in New Mexico.

Personal reaction to the book: The first women’s intercollegiate basketball game was played in 1896 in San Francisco. Today’s well-established rivals, Stanford University and University of California, faced off in the exciting match lasting 40 minutes and ending with Stanford winning 2-1. The story is told in present-tense, first person through Agnes Morley. She grew up on a ranch in New Mexico and attended Stanford University where she played basketball. The author cleverly weaves the history of women’s basketball and the differences between men’s and women’s basketball into the exciting narrative; for example the reader learns that “Women [players] are assigned to a section, and they have to stay there. In the men’s game, players are allowed to run all over the court” (page 6). The photorealistic illustrations draw the reader into the action and help explain historical aspects of women’s basketball. Pages 7-8 offer readers an interesting perspective as running legs clad in bloomers cross the court. The illustrator further draws the reader into the action on pages 11-12 when two players from each team fall to the floor tussling over possession of the ball. Finally, the game ends with the reader engulfed by Stanford’s cheering team (pages 25-26). Look closely at the basketball net found on page 20. Notice that it has a closed bottom. The ball must be released by a drawstring. Drawstring baskets are explained in the “Timeline of Women’s Basketball” at the end of the book. The illustrator included this information in the pictures to provide facts and emphasize authenticity. Another illustration that pulls the reader into the story is found on pages 1-2 where Miss Morley excitedly runs to the stadium while holding onto her hat. She has wide grin on her face and her eyes are filled with excitement. The color palette is strong and color saturates each illustration. From a bird’s eye view, the wrap-around cover show Miss Morley and a University of California player going up for the ball. Two players in the background guard one another as they watch the action. Back matter rich in information and fact include an “Author’s Note” offering information about women’s basketball, Agnes Morley, and the Stanford University team. An excellent “Timeline of Women’s Basketball” is also included as well as a list of resources, a list of places to visit, a photograph of the 1896 Stanford team, and “Acknowledgements”. This excellent book offers succinct, accessible information about the history of women’s basketball that is suitable for all ages.

General curricular connections:

• Women’s basketball
• Sports
• History of women’s basketball
• Agnes Morely Cleveland
• Biography

Recommended grade levels:

School Library Journal recommends this book for use with grades 2-5

Booklist recommends this book for use with grades 3-5

Peach’s Picks recommends this book for use with grades 2 and up

Awards/Recognitions:

Booklist starred review

Junior Library Guild Selection

Note: This entry applies to the assignment criteria to review books published during 2010-2011. The title was selected from the list of the Association for Service to Children/ALA Notable Children’s Books – Nominated Titles for Discussion, 2011 Annual Conference - New Orleans, Informational picture books.

Symbolism: Pages 3-4; The illustrator places San Francisco icons and landmarks in the pictures – cable car, Alcatraz Island, Lombard Street

Symbolism: Page 9; Players with “U C” on their blouses. The letters represent “University of California”

Symbolism: Pages 19-20; Blue and gold banners drape the stadium symbolizing University of California’s school colors

Symbolism: Pages 25-26; Red and white banners drape the stadium symbolizing Stanford University’s school colors

Book cover picture retrieved from http://suemacy.com/books

Dark Emperor & Other Poems of the Night

-----------------------------------

Recipient of Peach’s Picks Award

Top Ten Favorite Books

Summer 2011

Author: Joyce Sidman

Illustrator: Rick Allen

Peach’s Picks Rating:

 

Year of publication: 2010

City of publication: Boston, MA

Publisher: Houghton Mifflin Books for Children

ISBN: 978-0-547-15228-8

Author website: http://www.joycesidman.com/

Illustrator website: http://www.kenspeckleletterpress.com/

Media used for illustrations: Quotation about the creative process was from retrieved from the book’s copyright page: “The prints in this book were made by the process of relief printing. A drawing or sketch is transferred onto a block of wood or, in this instance, a sheet of linoleum mounted on wood, and the drawing is then cut and carved away using a variety of tools. The areas left uncut are covered with ink and printed on paper by hand or on a press; a number of blocks can be cut and then successively printed in different colors, with the different blocks being “registered” or aligned to create a multicolored print. The prints for Dark Emperor were each printed from at least three blocks (and in some instances as many as six) and the hand-colored with a strongly pigmented watercolor called gouache.”

Annotation: A picturebook collection of twelve poems celebrating the night forests of North America. Factual information is offered for each poem complementing the poem’s subject.

Personal reaction to the book: This book is filled with lovely poems as well as interesting facts; for example, a baby porcupine is called a porcupette. Another interesting bit of information, “…a scientist named a. E. Dolbear worked out a formula to calculate outside temperature based on how fast a tree cricket trills” (page 21). That and more can be learned while enjoying the lyrical poems, informational facts, and stunning illustrations found in this book. It is a beautifully designed picturebook containing twelve poems as well as facts about night creatures including owls, crickets, and raccoons. Also, several poems discuss plants found in the forest. The setting is a forest in North America, most probably a forest in Minnesota, the home state of the author and illustrator. The twelve poems included in the book reflect different styles of poetry including a ballad (page 24, “Ballad of the Wandering Eft”), a concrete poem (page 12, “Dark Emperor”), and ubi sunt verse (page 28, “Moon’s Lament”)*. The striking book design includes an illustrator’s note explaining his creative process, a table of contents, pagination, and a glossary. Each poem is featured on a double-page spread. The poem is placed on the left opening accompanied by a complementary illustration. The main illustration is placed on the right opening which also includes a sidebar with factual information about the subject of the poem. The poems are printed against a white background that extends to the right page, framing the main illustration and providing the background for the sidebar. The illustrator accentuates the scenes by using dark lines in the prints. The earth tone palette offset by deep blue and black gives the impression of viewing the forest at night. The pictures show creatures hidden in night shadows and the darkness of the forest. The book introduces the reader to the forest night beginning with a wordless double-page spread of an owl swooping through the countryside as the sun sets. It ends with a wordless double-page spread of the same countryside with the owl sitting in a tree looking at the reader as the sun rises. The wrap-around cover shows a large owl sitting on a tree branch looking down on the reader. A moon is in the dusky blue sky behind him where bats and another owl are flying. The book reads well aloud. The illustrations are best enjoyed individually or in a small group so details can be appreciated. Use this book in conjunction with the author’s other poetry books that have nature themes.

General curricular connections:

• Poetry
• National Poetry Month
• Science / habitat study / study of North American forest animals and plants

Recommended grade levels:

School Library Journal recommends this book for use with grades 3-6

Booklist recommends this book for use with grades 3-6

Peach’s Picks recommends this book for use with grades 1-6

Awards/Recognitions:

Booklist starred review

Bulletin of the Center for Children’s Books starred review

Publishers Weekly starred review

Junior Library Guild Selection

Boston Globe-Horn Book Award, Honor Book, Picture Book category, 2011

Newbery Medal Honor book, 2011

ALA Notable Children’s Books, All Ages, 2011

Notable Children’s Books in the English Language Arts, 2011

Outstanding Science Trade Books for Students K-12, Life Science, 2011

Note: This entry applies to the assignment criteria to review books published during 2010-2011. *For those unfamiliar with ubi sunt verse, a definition may be found at http://www.britannica.com/EBchecked/topic/612335/ubi-sunt

Rhythm: The poem titled “Welcome to the Night” found on page one has an iambic metre

Rhyme: The poem titled “Welcome to the Night” found on page one has an AAAB rhyme scheme

Repetition: The poem titled “Welcome to the Night” found on page one repeats the line “Welcome to the night.”

Repetition: An eft is found in the illustrations of each poem

Simile: Page 5; “Evening unfolds like a primrose”

Alliteration: Use of “s” in the poem “Snail at Moonrise” found on page 3

Personification: Page 13; in the poem “I Am a Baby Porcupette” where the line reads “we mew and coo a soft duet”

Book cover picture retrieved from http://www.juniorlibraryguild.com/books/view.dT?isbn=9780547152288