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Courage by Bernard Waber

Courage

Written and Illustrated by Bernard Waber

Published in 2002 by HMH Books

ISBN: 0618238557

Grades: K - 3

  There are many different types of courageous acts. Firefighters who rescue people from burning buildings show courage. Police officers who fight crime also show courage. There are also everyday kinds of courage that normal, ordinary people exhibit on a daily basis; riding a bike without training wheels, going to sleep without a nightlight, and jumping off a diving board. These kinds of courage seem simple, but they’re actually pretty big deals.

  Adversity is defined as difficulties or misfortunes that one may face. In order to overcome adversity, one must have courage…courage to do the big things and the small things in life…courage to take something that is difficult and make it better. Bernard Waber teaches us to be courageous and to celebrate the hero in each and every one of us.

  Reflection: 

Courage comes in all shapes and sizes for people, especially children. Some children are courageous because they working on sleeping without a nightlight. Other children are courageous because they are battling a disease or dealing with mom or dad fighting overseas. No matter how big or how small a situation is, we must muster up an ounce…or a gallon…of courage and believe in ourselves. As teachers, we must help our students be courageous. They may need to muster up the courage to start a new type of story in writer’s workshop. They may need to muster up the courage to take a test. We must teacher our students that situations come in all shapes and sizes and being courageous isn’t always easy, but it will make things easier.

  Classroom Applications: 

Connect: Was there ever a time when you had to be courageous? Why did you have to be courageous? Were you scared at all? How did you overcome the situation that you were in?

Write: Create a story about a character that exhibited courage in an everyday situation.

Discuss: Why is it important to be courageous? Is it always easy? What are ways in which we can encourage our classmates to be courageous? 

Follow this link to see more ways in which you can use this book in your classroom: http://www.teachertreasures.com/uploads/courage_BIU.pdf

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At the Crossroads by Rachel Isadora

At the Crossroads

Written and Illustrated by Rachel Isadora

Published in 1994 by Greenwillow Books

ISBN: 0688131034

Grades: K - 3

  After ten months of not seeing their fathers due to their work in a mine, a group of young South African children eagerly await their homecoming. The children prepare all day for their fathers and they wait at the crossroads for their arrival. The children end up waiting all night and into the next morning, and when the men finally make it home, the children are overjoyed.

    Reflection: 

As a little girl, I remember waiting patiently for my dad to arrive home from work every evening. Some nights he would come home later than others, but he always came home. I can’t even imagine not seeing my father for a few days, let alone ten months. As a teacher of students in a diverse school district, I’ve learned that not all of my students have the luxury of coming home to both of their parents every day. Many families are split between the United States and their home country. Many parents have to work long hours each day in order to make enough money to provide for their children. How does the effect the students that I teach? Does it make them sad because they don’t see their parents very often? Do they know any differently? Not only does this book help children to understand that families are all different but also it helps me, as a teacher, understand what my students may be going through if their parents aren’t always present.

    Classroom Applications: 

What’s your Family Like?: Encourage students to share information about their families. Who is in their family? What do mom and dad do for work? What kind of home do they live in? Students can orally share, write, or draw about this topic.

Write: Have you ever had to wait for something? What were you waiting for? How did you feel while waiting? How did you feel when you no longer had to wait?

As a Teacher…Discuss: In order to truly know our students, it’s important that we talk to them and take interest in their lives. We can also talk to the parents of our students to learn more.

Follow this link to see other ways in which you can use this book in your classroom: http://www.ngreach.com/leveledbookfinder/pdfs/reach/e/pdf/rch_e_lessons_1_a_fwo.pdf

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Chrysanthemum by Kevin Henkes

Chrysanthemum

Written and Illustrated by Kevin Henkes

Published in 2008 by Mulberry Books

ISBN: 0688147321

Grades: K - 3

  Chrysanthemum thought that her name was absolutely perfect…until she started Kindergarten. Her classmates giggle when they hear her name read aloud. Some even note that her name is 13 letters long, which is half the letters in the alphabet and that she was named after a flower. Chrysanthemum’s parents try their hardest to cheer her up and reassure her that her name is absolutely perfect, but it doesn’t work. Finally, Mrs. Twinkle, the music teacher, puts a stop to the teasing when she tells her students that she’s also named after a flower and if she has a baby girl, she’s going to name her Chrysanthemum. The students in the class quickly turn their actions around and grow to love Chrysanthemum’s name, which makes her feel much better about herself and about school.

  Reflection: 

Kevin Henkes has always been one of my favorite authors because he writes about real life occurrences through made up mice characters. Children of all ages can connect with the characters and the hardships that they deal with. Chrysanthemum is no exception; many students have been teased by their classmates before about their names, their clothing, or for some other reason. This is a great book to read on the first day of school because it allows for children to see that they shouldn’t make fun of others because they’re different. Instead, they should welcome and celebrate each other’s differences. As a child, I didn’t like my name because it was different. However, now that I’m older, I enjoy that my name is different than the people that I know. It’s important that children value their differences and recognize that they’re special no matter what.

  Classroom Applications: 

What’s Your Name?: For children in younger grades, they can practice writing their names and counting the number of letters. For children in older grades, they can research the meaning of their names and ask their parents why they chose the name that they did for them.

Companion Text: Read The Name Jar by Yankgsook Choi with your students. How are Chrysanthemum and Unhei similar? How are they different?

Bucket Fillers: Teach your students about being “bucket fillers” and “bucket dippers” and discuss how students can fill the buckets of their classmates. Being “bucket fillers” can help to create a safe and caring classroom!

Teachers…Think About It: As teachers, it’s important that we build caring classroom communities. How is your classroom environment caring and safe for students? What could you do to create an even more caring and safe environment? How do you foster differences in your classroom!

Follow this link to see more ways in which you can use this book in your classroom: http://www.pinterest.com/explore/chrysanthemum-activities/

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Henry's Freedom Box: A True Story from the Underground Railroad by Ellen Levine

Henry’s Freedom Box: A True Story from the Underground Railroad

Written by Ellen Levine

Illustrated by Kadir Nelson

Published in 2007 by Scholastic Inc.

ISBN: 9780439777339

Grades: 4 - 8

  Separated from his mother as a boy, Henry Brown grows up working for his master in a tobacco factory. He doesn’t know how old he is or when his birthday is. All he knows is that he wants to be free someday. While working in the tobacco factory, he meets and marries another slave and they eventually have three children together. Henry is devastated when his wife and children are sold at the slave market and he has to watch them disappear down the road, away from him and the life that they once knew together. Henry decides that he must find freedom, and with the help of an abolitionist doctor, he mails himself in a shipping crate to the North where there are no slaves. He travels by horse-drawn carriage, steamboat, and train before being placed on the porch of freedom.

  Reflection: 

People always joke about stowing away in someone’s suitcase on their vacation, but no one actually does it. Henry, however, figured that stowing himself away in a box was the only way he would ever be free from a life of cruelty and hardship. I could never imagine living a life like Henry and other slaves lived, and I don’t think that I would’ve had the courage that Henry had…the courage to go after he was separated from his mother, the courage to work in such awful conditions, the courage to go on after his family was taken away, or the courage to find freedom and a new life. It’s important that children of all ages learn to be courageous and Henry teaches them that being courageous is important and can even save your life. Not only does this story teach children about slavery but also it teaches children that they can overcome hardships that they may face.

    Classroom Applications: 

Write: The reader never learns about Henry’s life as a free man. Students can extend the story by writing about Henry’s life after he becomes free. Does he reconnect with his family? Does he get a job? Does he have a house of his own?

Research: Students can research the topic of slavery. What was slavery like? What were masters like? What did slaves do? What slaves sought freedom and were they successful?

Extend & Connect: What other groups of people in the history of our country struggled for justice like slaves? How was their struggle similar to that of the salves’ struggles? How was their struggle different?

Read: Students can read other stories about slaves and slavery. How are the stories similar to one another? How are they different?

Follow this link for more ways in which you can use this book in your classroom: http://www.scholastic.com/teachers/lesson-plan/henrys-freedom-box-lesson-plan

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Brothers in Hope: The Story of The Lost Boys of Sudan by Mary Williams

Brothers in Hope: The Story of the Lost Boys of Sudan

Written by Mary Williams

Illustrated by R. Gregory Christie

Published in 2005 by Lee & Low Books

ISBN: 1584302321

Grades: 2 - 6

  After a civil war destroys villages and kills millions of people, a group of approximately 30,000 Sudanese boys, ages 8-15, band together and walk nearly 1,000 miles to find safety at a refuge camp in Ethiopia. Here, they meet a man named Tom who helps them. However, as soon as they feel safe, they must flee again due to outbreaks of violence in Ethiopia. Tom travels with them to Kenya, but when he finally leaves, the boys face many difficulties. Thirteen years later, after telling the boys’ story in the United States, Tom finally returns to the camp where the boys are and shares the good news with them…they will all have a home in the United States.

    Reflection: 

Teaching history lessons on war-torn countries doesn’t always stick with young students, but reading a story generally does…especially a story about children who are similar ages to the readers. It’s hard for children who were born and raised in the United States to understand the impact that wars have on a country and the people who live there. It’s even sometimes hard for me, as an adult, to understand this concept. What would it be like for me to leave my house and worry about if I would make it back to my house later that day? What would it be like to hear bombs going off in the distance? I will hopefully never know the answers to these questions, but many people who live in other countries aren’t so lucky. This fictionalized story helps people of all ages to understand the effects that the civil war had on the country of Sudan and the people who live there. It’s a powerful story that students of various ages will help students better understand devastation, war, and the feeling of hope.

  Classroom Applications: 

Research: Allow students to research the war in Sudan and wars in other countries. How were the people of these countries affected? Where are The Lost Boys now?

Connect: Have you ever gotten lost and couldn’t find your parents or whoever you were with? How did you feel? What did you do? Put yourself in the shoes of The Lost Boys. How do you think they felt? How would you have felt it you were one of The Lost Boys? What would you have done?

Write: Pick and research a topic similar to the war in Sudan and The Lost Boys. Write a fictional story about the topic.

Follow this link to see more ways in which you can use this book in your classroom: http://www.leeandlow.com/images/pdfs/brothers.pdf

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Wonder by R.J. Palacio

Wonder

Written and Illustrated by R.J. Palacio

Published in 2013 by Corgi Children’s

ISBN: 0552565970

Grades: 5 - 12

  August “Auggie” Pullman is a young boy who has undergone countless surgeries for his cranio-facial distortion. Home schooled all of his life, he begins middle school with much reluctance and fear of how his classmates will react to him and what they might say. Although many children are put off by his looks, Auggie does make friends. Despite many trials and tribulations, Auggie eventually grows more comfortable with himself and how he looks, and his classmates learn to see him for what’s inside his heart rather than for how he looks.

  Reflection: 

  I wasn’t able to put this book down and while reading, I felt every emotion possible…I was nervous as Auggie entered school for the first time, I was disgusted and sad for how he was treated, I was proud as he overcome a variety of obstacles. Most of all, I was humbled by Auggie’s character and the way he handled himself.

  We are all different in our own ways. Most of us aren’t as different as Auggie is, but that isn’t to say that we don’t face our own obstacles. R.J. Palacio made me feel angry, happy, sad, disgusted, and a variety of other emotions throughout her 322-page book. All students should be encouraged to read this brilliant story because in some way, they will be able to connect to it and they will be able to understand that it’s important to accept everyone, no matter what.

  Classroom Applications: 

Connect: What makes you different? How do you feel about being different? Have you ever had to overcome an obstacle because of said difference?

Literature Circles: Students should have the opportunity to read, discuss, and respond to this poignant piece of literature. Sharing their reactions, asking questions, and closely reading and discussing different passages from the text will help students to delve deeper in order to develop a better understanding of Palacio’s novel.

Create Your Own Precepts: Using Mr. Brown’s precepts as models, create your own. What significance does your precept have? Why did you choose to write it?

Discuss: What is bullying? What forms can bullying take? What can you do to stop bullying? What can you do if you or someone you know is being bullied?

Follow this link to see how one teacher created a visual guide to Wonder: http://www.helpreaderslovereading.com/2012/03/wonder-by-r-j-palacio.html

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Testing the Ice: A True Story about Jackie Robinson by Sharon Robinson

Testing the Ice: A True Story about Jackie Robinson

Written by Sharon Robinson

Illustrated by Kadir Nelson

Published in 2009 by Scholastic Inc.

ISBN: 9780545052511

Grades: 2 - 5

  Jackie Robinson retires from playing Major League Baseball and moves his family to a house on the lake in Connecticut. Surrounded by his children and the other neighborhood kids, Jackie tells stories of his early days as a baseball player and how African-Americans weren’t originally allowed to play in the MLB and instead had to play in the Negro League. Jackie tells the children of his hard work and determination, which eventually paid off. One wintry afternoon, the children ask Jackie to take them ice skating on the lake. Reluctantly, Jackie agrees, but insists on testing the ice before the children go out onto it despite not being able to swim. Jackie shows the children, through his stories and his actions, that hard work, determination, and bravery are incredibly important qualities to have.

    Reflection: 

  Jackie Robinson reminds me of my father, not because my father was a Major League Baseball player but because my father’s hard work, determination, and bravery has gotten him incredibly far in his life. My father, like Jackie, stands up for what he believes in and works hard to achieve all that he has. Jackie instilled said qualities in his children from an early age and my father has done the same. I admire people like Jackie and my father, and as a teacher, I hope that I can be a role model for my students, as Jackie was to his children and my father is to me. It’s important for students to have role models like Jackie in their lives in order to help to instill hard work, determination, and bravery, among other qualities, in them.

  Classroom Applications: 

Connect: When have you had to be brave? Were you nervous? How did you overcome your fear and why?

Research: Students can research the adversity that African American athletes faced long ago. What are some adversities that athletes still face today? What can be done to help?

Compare & Contrast: What was life like for professional athletes around the time that Jackie Robinson played? What is life like now for professional athletes? How are things the same? How are they different?

Mentor Text – Writing Flashbacks: Students can use this story as a mentor text for writing flashbacks, such as the one that Jackie has when telling his children and the neighborhood children about when he first began playing baseball professionally. Students can also analyze how the element of flashbacks add to a story and make it more interesting for readers.

Follow this link to watch a video of the author and illustrator discussing the book: http://www.scholastic.com/teacher/videos/teacher-videos.htm#3193873256001/45575667001

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Ruth and the Green Book by Calvin Alexander Ramsey and Gwen Strauss

Ruth and the Green Book

Written by Calvin Alexander Ramsey

Illustrated by Gwen Strauss

Published in 2010 by Scholastic

ISBN: B00GIRTWNA

Grades: 1 - 4

  Ruth’s father purchases a new 1952 Buick, which was incredibly rare for African American families during this time, for their drive to Chicago to Alabama. They’re off to visit Ruth’s grandmother and they’re all very excited! However, while traveling, they encounter many restrooms, restaurants, hotels, and gas stations that are for “white only.” Discouraged and scared, Ruth’s family reluctantly continues on their journey until they come across a kindhearted stranger who works at a gas station. He shows the The Green Book, which lists all the places that welcome African American travelers. Ruth and her family finish their journey safely and happily all because of the kindness of a stranger.

  Reflection: 

  It’s strange to think that not very long ago, our country and the people who lived here were divided by race and skin color. As a teacher in a diverse school district, it would be strange for me to walk into a classroom that wasn’t full of students who all looked differently. It’s important that our students understand that not everyone was accepted for how they looked or where they came from and there was a lot of negativity towards those who weren’t white. This story shows that being kind to everyone, no matter what they look like, is important and welcomed by all.

    Classroom Applications: 

Connect: Have you ever felt mistreated? How were you mistreated? How did it make you feel? Did you stand up for yourself or encounter kindness from others?

Research: Students can research topics such as segregation, the Jim Crow Laws, and Black History Month to find out more about what families like Ruth’s dealt with during this time in history.

Mentor Text – Historical Fiction: Students can use this text as a mentor when writing their own historical fiction texts.

Compare & Contrast: Students can compare and contrast Ruth’s fictional story to non-fiction stories from this period in history. What is similar? What is different?

Follow this link to find more ways to use this book in your classroom: http://suzyred.com/2012_Ruth_and_the_Green_Book.html

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"Could Be Worse!" by James Stevenson

“Could Be Worse!”

Written and Illustrated by James Stevenson

Published in 1977 by Mulberry Books

ISBN: 0688070353

Grades: K - 2

  Mary Ann and Louie think their grandpa is incredibly boring. No matter what takes place, he always says the same thing…”Could be worse.” However, one day, he surprises them with a story so outstanding, but the kinds can only say one thing…”Could be worse.”

  Reflection: 

  This story is funny and unusual, but it teaches people of all ages a great lesson…things “could be worse.” As teachers, we don’t want to make light of the way students are feeling or the situations that they are dealing with in their lives. However, it’s important that we teach them not to cry and get upset if their pencil breaks or if another child doesn’t feel like playing. In those situations, things “could be worse.”

  Classroom Applications: 

Connect: Have you ever gotten so upset over something very small? Why did you get upset? What made you realize that it “could be worse”?

Mentor Text: Use this story to elicit a sense of imagine in your student-writers. Encourage students to make up characters, settings, and events.

Study the Illustrations: How are the illustrations in this book different from other books we’ve read? Recreate your own comic-like illustrations that go along with your story.

Dialogue: Study how the author uses “unconventional speech bubbles” – there are words, but no bubbles around the words.

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By My Brother's Side by Tiki and Ronde Barber

By My Brother’s Side

Written by Tiki and Ronde Barber

Illustrated by Barry Root

Published in 2004 by Simon & Schuster

ISBN: B0069C2RVI

Grades: 2 - 5

  Tiki and Ronde Barber were attached at the hip, like most twins. They were also dare devlils, like most young boys. One day, Tiki and Ronde decided to ride their bikes up a steep and dangerous hill. Ronde was successful, but Tiki fell and hurt his knee so badly that the doctor thought that he’d never play sports again. Despite Tiki’s disappointment over not being able to play, both Tiki’s mom and brother encouraged him every day and reminded him that he was always able to do whatever he set his mind to. Eventually, Tiki was out of his leg brace and able to start being active once again. Tiki and Ronde work together in each of their football games, leading the team to win the championship. The boys make a pact that one day, if they work hard enough, they’ll make it to the NFL and play in the Super Bowl.

   Reflection: 

I believe that it’s important for children to see that professional athletes started as young children who had a passion for the sport they played, who worked hard and persevered through any obstacle thrown their way. Oftentimes, becoming like a professional athlete, actor, or musician seems incredibly far-fetched for children, but it’s important for them to know that the professionals started out like everyone else. Through hard work and determination, the Barber brothers overcome the obstacles that came their way. They didn’t give up and they made sure to set their goals high and to work to achieve them. It’s important that children set these kinds of goals, too, and work to achieve them. It’s also important that we, as teachers and parents, support our children in achieving their goals. If we don’t believe in them, who else will?

  Classroom Applications: 

Research: What other professional athletes had to overcome obstacles? What were those obstacles and how did they overcome them?

Connect: Have you ever had to overcome an obstacle? What was it? What did you do to persevere?

Be a Dialogue Detective: By My Brother’s Side is full of different types of dialogue. Study the different types of dialogue (continuation, no-said, simple) and find examples of these types in the book.

Writing Extension:Use the types of dialogue that you studied and found in the book in your own writing piece!

Follow this link for other ways to use this book in your classroom: http://www.scholastic.com/teachers/lesson-plan/homophone-pairs

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Thank you, Mr. Falker by Patricia Polacco

Thank you, Mr. Falker

Written & Illustrated by Patricia Polacco

Published in 1998 by Babushka Inc.

ISBN: 0399257624

Grades: 2 - 5

  Trisha is so excited to start school and to learn how to read. However, when she tries to read, she learns that it doesn’t come easy for her because the letters and words blur together. To make matters worse, her classmates make fun of her instead of helping her. Finally, in fifth grade, Trisha receives the help in reading, and the support and encouragement, that she really needs from a new teacher.

    Reflection: 

As teachers, we often have students who struggle in our classes - they read at a level much lower than other students, they struggle with writing or with math. It’s important that these students know not to give up and to continue to try their hardest in school. It’s also important that they know that we, their teachers, care about them as people and as students. We need to help students reach their fullest potential and in order to do so, we must believe in them. Whether you struggled in school or not, you had a teacher like Mr. Falker. My “Mr. Falker” teachers made me want to become a teacher so that I could help children love school and learning and work to their greatest potential.

  Classroom Applications: 

Connect: Have you ever felt out of place like Trisha? Has something ever been difficult for you? How did it make you feel? What did you do to overcome this obstacle?

Mentor Text – Autobiographies: Patricia Polacco wrote this story from an experience that she once had. As writers, students use their personal experiences all the time to create stories. Polacco’s story can serve as a mentor text and guide for student writers of all ages.

Connect:Have you ever had a teacher like Mr. Falker? What did that teacher do for you that stands out in your mind? How did he/she make you feel?

Close Reading: Students can closely read the illustrations to determine how the characters are feeling. 

Follow this link to learn more about how to develop students' comprehension through text-to-self connections using Thank you, Mr. Falker: http://www.readwritethink.org/classroom-resources/lesson-plans/digging-deeper-developing-comprehension-826.html

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Peter's Chair by Ezra Jack Keats

Peter’s Chair

Written & Illustrated by Ezra Jack Keats

Published in 1967 by Scholastic

ISBN: 978-0-439-11425-7

Grades: 1 - 3

  Peter is less than happy about the arrival of his new baby sister. Everything has changed in his house – he has to play quietly so that he doesn’t wake his sister, his parent’s painted his old cradle, high chair, and crib pink. Peter is incredibly upset about the changes being made, so when he sees that his old chair has yet to be painted, he carries it off to his room. Peter decides to run away and takes his chair with him. However, when he tries to sit in it, he realizes that he doesn’t fit in it any longer. He then decides that his sister should have the chair and it should be pink.

Reflection: 

Peter reminds me of myself when I found out that my parents were going to have a third child. I wasn’t happy about how everything would change – I would have even less of my parents attention than I did before and I was going to have to share a room with my sister when my brother arrived. However, like Peter, I slowly came around to the arrival of my new baby brother and instead of getting upset about the changes, I decided to help my parents create those changes. I admire Peter for being such a helpful and caring brother because it’s not always easy to do so!

  Classroom Applications: 

Connect: Have you ever been in Peter’s situation? How did you feel when you found out your parents were going to have another baby? Did you help your parents get ready for the baby’s arrival or were you upset like Peter was?

Mentor Text – Personal Narratives: Peter’s Chair is a great mentor text for personal narrative (small moment) writing. Peter’s story is considered a “small moment” because it’s about one part of the existence of his baby sister – the part where his parents keep altering his items. Students can model their own personal narratives after Peter’s.

Mentor Text – Sound Words: When discussing how to add sound words to stories, examine the word “CRASH!” in this story. The word is written in uppercase letters so that it stands out among the rest of the text.

Follow this link for more ways to use this book in your classroom: http://www.scholastic.com/teachers/lesson-plan/peters-chair-teaching-plan 

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Sixteen Years in Sixteen Seconds by Paula Yoo

Sixteen Years in Sixteen Seconds: The Sammy Lee Story

Written by Paula Yoo

Illustrated by Dom Lee

Published in 2005 by Lee & Low Books

ISBN: 1600604536

Grades: 3 - 6

In 1932, people of color were only allowed to swim in publics pools on Wednesdays. Hot from the California sun, Sammy Lee stood near the fence of the pool as he watched a diver jump off the diving board and land in the water below. From that point forward, Sammy vowed that he'd be able to dive just like that someday. That Wednesday, Sammy was the first one on the diving board. He, however, didn't have as much success as the diver he had watched. His landing wasn't graceful and he splashed everyone in the pool. With help from his friend, Sammy learned how to be a better diver and from that point on, all he wanted to do was practice. His father, however, wanted him to forget about sports and concentrate on becoming a doctor, especially since their family had left Korea in search of a better life in America. 

Sammy's goal was to make it to the Olympics, so he decided to find a diving coach to help him practice and improve. Seeing as how Sammy could only swim in the local pool on Wednesdays, his new coach, Jim Ryan, had him dig a large hole in his backyard and they installed a diving board so that Sammy could practice diving every day. Not only was Sammy an accomplished diver but also he was an incredibly good student. Despite such successes, Sammy still faced discrimination. 

Eventually, Sammy Lee became a doctor in the Army, but still found time to dive. Still facing discrimination, Sammy decided that he'd prove his worth at the Olympic Games in 1948, qualifying at the age of 28. He came away with a bronze medal as well as a gold medal, receiving a perfect score from one of the judges. Despite his ethnicity and the discrimination that he faced, Sammy Lee proved to everyone in the world that he could accomplish anything that he set his mind to and worked for. 

Reflection: 

As teachers, we constantly ask students to set goals in subject areas such as reading, writing, and math. Children are also asked to set goals for themselves in the sports that they play. How can students set goals if they don't have examples of goal setting shown to them? Students may also not know the purpose of setting goals until they see their dreams come to fruition. It's important that students see characters in books setting goals and achieving their dreams. If students see this when they read, they may strive to be like the characters in the books that they read. Sammy Lee is proof that setting goals is the first step to achieving a dream and when hard work and perseverance is added in, anything is possible.

Classroom Applications: 

Interview: If you were to sit down with Sammy Lee, what questions would you ask him? Why?

Research the Olympic Games

Connect: What if you were told that you couldn't participate in the sport that you love? How would you feel? What would you do?

Follow this link to find out more ways to use this book in your classroom: http://www.leeandlow.com/images/pdfs/sixteen.pdf

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Rosa by Nikki Giovanni

Rosa

Written by Nikki Giovanni

Illustrated by Bryan Collier

Published in 2007 by Henry Holt and Company

ISBN: 0312376022

Grades: 1 - 3

After a day of work as a seamstress, Rosa Parks stepped on the bus to head home; she entered the bus to pay her fare and got back off to enter the bus in the back, where the blacks had to sit. Rosa saw that the whole section was full, so she decided to sit in the section that both black and white people could sit in. In the middle of a daydream, Rosa is startled as the bus driver began to yell at her, insisting that she give up her seat to white people who were getting onto the bus. Rosa refused to move from her seat, despite the fact that the bus driver called the police. 

As Rosa waited for the police to arrive, she thought of all of the brave men and women who fought for their rights despite the inequality they were shown. She also thought about how tired she was of always putting white people first. When the police finally arrived and asked Rosa if she was going to move from her seat, she simply said “no,” and was arrested. People rallied together and joined Rosa in the fight for equality. Dr. Martin Luther King Jr. even joined in the movement of non-violence. Finally, on November 13, 1956, nearly a year after Rosa was arrested, the Supreme Court ruled that segregation on buses, like in schools, was illegal. The quiet strength that Rosa showed inspired a great mass of people to join in the fight for equality.

Reflection: 

Rosa Parks is a perfect example that one doesn’t have to be violent in order to effect change. Rosa fought for what she believed in and inspired others to fight too. Most importantly, she inspired others to fight peacefully. It's important that students stand up for what they believe in, but they must do so peacefully. The story of Rosa Parks is an inspiration for everyone, especially for teachers, and teaches us to stand up for our students and for what we believe in. What would the world be like today if people didn't take a stand?

Classroom Applications:

Black History Month: Have students research Rosa Parks in greater depth - students can complete a biography study on her or reenact her fight for equality to better understand her situation.

Take a Stand: If you were Rosa Parks, what would you have done? Would you have gotten up out of your seat to give the white people a spot to sit or would you have said “no” like Rosa? Why?

Follow this link to hear Rosa by Nikki Giovanni read aloud: https://www.youtube.com/watch?v=Pyy1WFn-Zi4

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Wilma Unlimited by Kathleen Krull

Wilma Unlimited: How Wilma Rudolph Became the World's Fastest Woman

Written by Kathleen Krull

Illustrated by David Diaz

Published in 2000 by HMH Books for Young Readers

ISBN: 0152020985

Grades: 1 - 3

Born at only four pounds, no one thought that Wilma would see her first birthday. However, with a loving family of 19 older brothers and sisters, Wilma did make it to her first birthday. She also learned how to walk, but preferred to run and jump instead. As a young child, Wilma was always sick; if one of her siblings had a cold, she caught it too. Wilma's mother would always nurse Wilma back to health because doctors were expensive and only one doctor in their town would treat colored people. Right before her fifth birthday, Wilma grew so sick that not even her mother could help her. While she was sick, her left leg twisted inward and wouldn't move. The doctor determined that Wilma had Scarlet Fever and Polio. The doctor said that Wilma would never walk again. 

Wilma didn't let this news stop her, though; she hopped around on one leg, helped her mother do chores, volunteered at the hospital, and worked on her leg exercises. Wilma's spirit remained strong, but she was still incredibly sad that she couldn't do most of what she really wanted to. One day at church, Wilma decided to take her leg brace off. Sure enough, with much determination, Wilma walked down the aisle! 

By the age of twelve, Wilma was free of the leg brace and she truly felt like her life was beginning all over again. In high school, Wilma played basketball and was scouted by a college coach who wanted her to run track and field at Tennessee State University, where she ended up receiving a full athletic scholarship. Not only was Wilma the first person in her family to attend college but also she had so much success in college that she represented the USA at the Olympic Games in 1960, winning three gold medals and becoming the fastest woman in the world. 

Reflection: 

For a child who was told she'd never walk again, Wilma Rudolph beat the odds through perseverance, determination, and hard work. Wilma didn't let anyone tell her that she couldn't achieve, and she worked to prove people wrong. Everyone has obstacles to overcome at different times in their lives, and it's important that we share how we overcame these obstacles and worked to persevere with our students - it makes us human and teaches our students that we can overcome. It's important that children of all ages are taught to persevere and work hard. Many of the students that we teach in our classrooms each year are fighting their own battle; it's important that we support them in their fight and help them to overcome their obstacles. 

Classroom Applications:

Black History Month: Use Wilma Unlimited when studying Black History Month. Have students research Wilma Rudolph and read other books written about her.

Writing Prompt: Has there ever been something that you were told you could never achieve? How did that make you feel? Did you prove people wrong? How so? How did it feel?

Follow this link for a sample lesson on introducing biographies to students using Wilma Unlimited by Kathleen Krull: http://www.kimskorner4teachertalk.com/readingliterature/genres/biography/wilma_unlimited.htm

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My Brother Martin by Christine King Farris

My Brother Martin: A Sister Remembers Growing Up with the Rev. Dr. Martin Luther King Jr.

Written by Christine King Farris

Illustrated by Chris Soentpiet

Published in 2006 by Aladdin

ISBN: 0689843887

Grades: 1 - 6

Christine King, Martin Luther King Jr.’s older sister, recounts the days of their youth along with their younger brother, Alfred Daniel and growing up in Atlanta, Georgia. They were ordinary kids who played pranks on others and listened to stories told by their grandmother. Christine recounts the time period that they grew up in and how unfair the laws were for people of color and because these laws were in place, the King family didn’t get to enjoy everything that we now take for granted.

The King children played with two White boys from across the street and never did they think of not playing with them because they were different. Eventually, however, the White boys weren’t allowed to play with the Kings because they were “Negroes.” The Kings were so disappointed, and when they asked their mother why white people treat colored people so differently she responded, “Because they just don’t understand that everyone is the same, but someday it will be better.” From that day forward, Martin decided that he would devote himself to “turning this world upside down.” Martin dedicated his life, and ultimately died, fighting for equality. Martin dreamed a dream, and he did indeed turn this world upside down.

Reflection:

Martin Luther King Jr. is such an inspiring figure that helped to shape our country’s history. Christine King Farris gives readers insight into Martin’s earlier days, which allows for young children to relate to him. Martin’s perseverance, determination, and need to change the world is inspiring, and it’s important for children to know that they have the power to change the world in any way that they choose.

Classroom Applications:

Black History Month: Explore Martin Luther King Jr.’s life and work during Black History Month. Have students read and interact with, as well as respond to, various texts about MLK Jr.

Imagine: What would life be like today if people of color weren’t allowed to with others? What would our schools be like? How would you feel if our world was this way?

Follow this link for other ways to use My Brother Martin by Christine King Farris in your classroom: http://www.readwritethink.org/classroom-resources/lesson-plans/martin-luther-king-identifying-257.html?tab=4

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The Name Jar by Yangsook Choi

The Name Jar

Written & Illustrated by Yangsook Choi

Published in 2003 by Dragonfly Books

ISBN: 0440417996

Grades: K - 2

Unhei leaves Korea with her family and comes to America where she starts a new school with people that she's never met before. Everyone in her school knows one another, but no one knows Unhei and she knows no one either. On the bus, students are friendly and ask what her name is, but when she tells them, they start to pronounce it in funny ways and tease her. When Unhei gets to school and her teachers asks her what her name is so that he can introduce her to everyone, she tells him that she hasn't chosen her name yet and she'll let them know when she figures it out. At home that afternoon, Unhei's mother asks her how school was. Unhei doesn't say much, but she does tell her mother that she'd like to choose an American name. Her mother isn't fond of this idea and tells Unhei that being different is a good thing, but Unhei doesn't think so.

Unhei "tries on" many different American names, but nothing sounds right to her. When she arrives to school for her second day, there's a class jar on her desk with names written on piece of paper inside. Her classmates decide to help her choose a name. This makes Unhei feel special. One weekend, Joey, one of her classmates, finds out what Unhei's name really is and he thinks it's beautiful! On Monday when Unhei arrives at school, the name jar is gone and there's a piece of paper with a name on her desk; the paper reads "Unhei." She decides that she's ready to share her name with her class and she teaches them how to say it in English and Korean. Everyone is so excited and eager to say Unhei's name. Joey is so excited that he picked a Korean name out for himself...."Chinku" or "friend".

Reflection:

My name (Kori) is not a name that is heard often. The spelling of my name is also very different, and most people don't spell it correctly. When I was younger, I didn't like my name because it wasn't a "normal" name and it wasn't like the names that my friends had. As I've grown older, however, I've grown to appreciate my name and how different it is. It's nice to not be like everyone else and to be told that my name is interesting.

Most classrooms, especially in diverse areas, are full of students with a variety of names. Most of these "different" names are passed down from generation to generation or have significance in a certain culture. It's important that we honor students' names and celebrate their differences. It would be quite boring if everyone had generic names!

Classroom Applications:

Where Did You Get Your Name?: Students can interview their parents (or whoever they live with) to see why they chose their name when they were born. What does it mean? Does anyone else in the family have the same name? Why is it special?

New Name Writing Prompt: If you had to pick a new name, what would it be? Why would you pick that new name? Would you want to keep that name forever or would you want it to be temporary? How do you think your family would feel if you chose a new name?

Get Creative: In the book, Unhei has a special symbol for her name. What would your symbol be for your name? Design one!

Compare and Contrast: Some students' names are similar and some are different. Compare and contrast the names of students in your class.

Another Language: Celebrate the different cultures in your room by asking students who know another language to say a word in their language. What does the word mean? How does it sound the same as the word in English? How does it sound different?

Follow this link to find other ways to use The Name Jar by Yangsook Choi in your classroom: http://www-tc.pbskids.org/lions/parentsteachers/pdf/RABC2-TheNameJar.pdf