Mexico: Exploring Countries Collection

Mexico: Exploring Countries Collection
Written by: Colleen Sexton
Published by: Bellwether Media 2011
Grades: 4-6
Genre: Nonfiction, Multicultural

Synopsis: This book is an educational information book exploring different countries.  It looks at the land, wildlife, the people, daily life, school, work, play, food, holidays, and land contrasts.  It provides fast facts about the country and a glossary of terms for children to learn.  It also provides a list of websites to visit with more information and information on where to learn more.  It has vocabulary words bolded throughout the books for children to learn as well when they are learning about the country. 

Theme/Skill:  Mexico, Geography, Work, Education, Holidays, Wildlife, Daily Life.  Researching skills are looked at as well as vocabulary and facts.

About the Author: Colleen Sexton
Colleen Sexton has published books including Teaching Science for All Children: Inquiry Methods for Constructing Understanding (4^th Edition), Teaching Science for All Children (5^th Edition), and Teaching Science for All Children: Inquiry Lessons for Constructing Understanding (3^rd Edition).  She is the author of many informatinal books including biographies of J.K. Rowling, Jackie Robinson, and Arnold Schwarzenegger and books about puffins, space shuttles, squids, ducklings, and lionfish.
 
Source used: http://www.jacketflap.com/colleen-sexton/209116

Pre-Reading Activity:  Put the word Research on the board.  Make a web chart with the class and ask them what comes to mind with the word research.  Tell them that they research to obtain information about certain topics to find out more about them.  Then separate the children into pairs and then explain to children what they will be doing with the books and researching.  Hand out a sheet of paper that is broken up by categories.  At the top of the paper will be the title of their country they are exploring.  Then underneath will be subcategories, including geography, daily life, holidays, education, work, wildlife, food.  Underneath each category they need to come up with one fact that describes it from the book with their partner.

Post-Reading Activity: After reading, they will create an artifact that they will present to the class along with their facts.  The pair can choose any category to go more in depth.  They can either create a game from the country the class can play, a food the class can taste, a shoe diorama that shows the life of the people, or a poster that shows the geography of the land.  They will be given 2-3 days in class and at home to prepare their presentation to inform the other students.  They will be graded on information, preparedness of material, and creativity of project.   

Reflection:  These informational books about culture really caught my attention.  Most books that are nonfiction contain tons of information that is too complex for kids to pick apart and understand.  This series does a great job having visuals that pop out on the page and a good word to page ratio.  It contains just enough information for children to understand and uses bold words that show important vocabulary words for them to know.  I love how it provides a table of contents in the front which makes it easier for children to locate information.  The only thing that would be difficult about these books would be using them in a whole group instruction.  They would be best used in small groups or pairs that would allow them to research and then present to the rest of the class.

Nine Days to Christmas

Nine Days to Christmas
Written by Marie Hall Ets and Aurora Labastida
Published by: The Biking Press 1987
Grades: 2-4
Genre:Multicultural, Picture Book
Award: Caldecott Medal

Synopsis: This book tells the story of a little girl Ceci and the Christmas tradition that she follows in Mexico.It tells about how she is now old enough to celebrate her first ever posada.In the nine days before Christmas, a party is given each night in the Mexican Christmas celebration. In the days leading up to the festival she gets to participate in many traditions.Ceci gets to pick out a piñata which will be used during the party.She chooses a star shaped one which she becomes to love.When it is time for her and her guests to break it she becomes dismayed and wants to leave her piñata the way it is.When the piñata breaks she is upset, but sees the real star that it turns into.The star turns out to be Ceci’s gift to the world.

Theme/Skill: Traditions, Mexico, Christmas, Family, Hispanic Heritage.Good things are worth waiting for.

About the Author: Marie Hall Ets

Marie Hall Ets was born in North Greenfield, Wisconsin.She went to college in Appleton, WI at Lawrence College and attended art institutions in Chicago, New York, and London.In November 1917, she married Milton Rodig.She worked as an artist after she moved to San Francisco.When her husband died a year later, she pursued a career as an author and illustrator of children’s books in the Midwest.In 1960, she won the Caldecott Medal for Nine Days to Christmas.She is also the author and illustrator of books including Play With Me, In the Forest, Just Me, andGilberto and the Wind.She passed away in 1984.

Source used: http://www.bookrags.com/biography/marie-hall-ets-dlb/

About the Author: Aurora Labastida

Information unable to be found.

Pre-Reading Activities: Bring in a piñata for the class to look at.Ask them when the use piñatas and what they associate it with.Have the students look at a map of Mexico and read about what posada are and why they use piñatas for them.Have the students write down three facts from what they read such as what are piñatas and where can you find them.

Post-Reading Activities: Students will write down what is at their Christmas party or any party that they have in general such as food and decorations. Then have them compare and contrast it to Ceci’s posada in a Venn Diagram to partner share when they are finished. Then create your own posada in class and fill the piñata you showed in the pre-reading activity. They can sing songs and play games to crack open the piñata.

Additional ideas to use: http://books.google.com/books?id=_Ifn-0yUkI8C&pg=PA87&lpg=PA87&dq=nine+days+to+christmas+summary&source=bl&ots=APhEzy-0EX&sig=5Jf5gcPJbHVdTJ1urrQ6XGDqyxo&hl=en&ei=12LZTtbRIcXe0QHv_uz2DQ&sa=X&oi=book_result&ct=result&resnum=4&ved=0CEQQ6AEwAw#v=onepage&q=nine%20days%20to%20christmas%20summary&f=false

Reflection: Although this book was published over 40 years ago, it still can be used in the classroom for a variety of things.  Although it is older, it still helps children learn about other cultures that are similar and different to theirs.  I think the illustrations help children follow along and capture the real essence of holiday traditions in Mexico.  I think that the most classic books that have been around for years are just as necessary as new and up to date books to use in the classroom.  Thus, using this book and then experiencing the traditions themselves in class will help them appreciate them more. 

Domitila

Domitila
Written by: Jewell Reinhart Coburn
Illustrated by:  Connie McLennan
Published by: Shen Books 2000
Grades: 2-4
Genre: Fairy Tale, Fiction, Multicultural

Synopsis: Coburn adapted the story of Cinderella and put a Mexican tradition twist on it.  Domitila works as a cook in the governor’s house to raise money for her father and sick mother.  She cooks her famous nopales for Timoteo, but unexpectedly needs to leave because her mother dies.  Timoteo searches for her because he knows she is the one and they end up living happily ever after.

Theme/Skill: Themes such as work, poverty, death, and love.  It talks also about the Mexican tradition.  It deals with skills such as sequence, cause and effect, analyzing story elements.

About the Author: Jewell Reinhart Coburn

Coburn has many experiences with diverse cultures since she has studied and lived abroad.  Coburn has a doctorate in Higher Education administration and two honorary degrees.  Not only has she written Domitila: A Cinderella Tale from the Mexican Tradition but also two other books similar to this including Angkat, The Cambodian Cinderella and Jouanah: La Cenicienta Hmong.  She currently lives in Santa Barbara, California with her husband Bill.

Source used: http://www.goodreads.com/author/show/88708.Jewell_Reinhart_Coburn

 

About the Illustrator: Connie McLennan

Connie grew up in Yreka, California.  She started painting and drawing at an early age by working on projects with her mother constantly.  She graduated from California State University, Sacramento with a degree in journalism.  Then she attended the Academy of Art in San Francisco.  She worked as a freelance illustrator in 1982 and then illustrated for advertising, institutional and editorial projects, and illustrated for 13 children’s books.  She attended painting workshops to better enhance her illustrations. 

Source used: http://ckmclen.fineartstudioonline.com/about

                                            
Pre-Reading Activities:  In order to start off on a more simple idea, students will compare and contrast an apple and orange.  As a whole-group students will create a Venn Diagram taking turns coming up to the board and writing down something similar or different in the correct place.  Explain that just like comparing an apple and an orange you can also compare different versions of books and movies to one another.  Explain you will compare the American Version of Cinderella to a Mexican version entitled Domitila.  We will then watch the movie Cinderella and map out the main ideas of it. 

Post-Reading Activities:  After we read Domitila, we will map out the main ideas of it just like we did for Cinderella.  Both charts will be hung up in front of the class side by side for each child to see. Then in small groups, children will look at both charts, and compare and contrast the two versions using a Venn Diagram.  Students will come together when they are finished and share with the entire class. This can also be expanded by drawing further upon cultures by seeing how they are similar and different. 

Reflection: I love this story and how students and the audience can make connections from this book to other books, especially to the traditional version, Cinderella. I think it is a good story to work on story elements with children especially characters, setting, plot, climax, and resolution. Although it is a lengthier story, a teacher could break it down into different parts for students to read. On each section, the teacher could come up with an activity to focus on. This would allow students to work on a variety of skills using the same book. I think the illustrations also help to depict the Mexican culture and the similarities and differences it has to Cinderella. I love this rendition and the connections it makes to my all time favorite fairy tale, Cinderella.

Link to further activities: http://www.hbavenues.com/highpoint/library/pdf/HP_LL_TG_B4_2.pdf

How I Learned Geography

How I Learned Geography
Written and Illustrated by: Uri Shulevitz
Published by: Farrar, Straus, and Giroux 2008
Grade Levels: 2-5

Genre: Picture Book, Multicultural, Biography

Caldecott Medal Honor Book

Theme/Skill: It talks about refugees, maps, geography, Uri Shulevitz, survival, and hospitality. 

Synopsis:  This book is based on Uri Shulevitz childhood memories as little boy and tells the story of his family who had to flee their homeland to live in another country during the war.  At the time the food is very scarce and the family does not have a lot of money to buy anything.  One day, the father spends his money on a map rather than bringing home food for his family to eat.  The boy ends up using the map and studying it.  It takes his mind off of being hungry and allows him to visit in his mind every place that he studies on the map.  In the end, the boy uses the map as a form of survival by traveling to places using his imagination and going to places he would have never dreamed of. 

About the Author and Illustrator: Uri Shulevitz
Uri Shulevitz was born on February 27,1935 in Warsaw, Poland.  When he was only four, the Warsaw Blitz occurred and his family had to flee their homeland.  After eight years, the family eventually ended up in Paris in 1947.  Ever since he was young, he had a fascination for drawing and in Paris created comic books just like the French ones.  Two years later, in 1949, the family moved to Israel.  There he worked numerous jobs including a rubber-stamp apprentice, a carpenter, and a dog-license clerk at Tel Aviv City Hall. In Tel Aviv, he studied literature, anatomy, and biology at the Teachers' Institute.  He also studied at the Art Institute of Tel Aviv.  In 1959, he studied painting at the Brooklyn Museum Art School in New York City and drew illustrations for Hebrew books.  He published his first book in 1963 entitled, The Moon in My Room.  Since then he has become known as an illustrator and author and published many children's books.  He is also a Caldecott Medal Winner for The Fool of the World and the Flying Ship and honors for The Treasure, Snow, and How I Learned Geography.  He currently lives in New York City. 

Source used:   http://us.macmillan.com/howilearnedgeography/UriShulevitz

Pre-Reading Activities:

In pairs, have children complete the Anticipation Guide that is attached by answering true or false to the questions.  Remind them that these are simply what they think and it will not be graded.  In their pairs, have them discuss what they think the answer is and then come to an agreement and right true or false.  This anticipation guide talks about war and map skills.  Then when you are reading the book aloud, remind them to look at their answers and decide if they were right or wrong.  Then talk about Uri Shulevitz the author, and who he was.  Show them a picture of him when he was young and explain that the book is based on his childhood memories and something that really happened to him.  Talk about World War II and the effects it had on him in Poland when he was just a little boy.  Then start to read the book. 

Go to Attachment A

Post-Reading Activities: First ask questions about the text in general about Uri Shulevitz such as: Why did he have to move? What was his life like? What kind of places did he go to? What did he use to help distract him from hunger? Create a web diagram with the name Uri Shulevitz in the middle and record the answers to the questions down.

Then give pairs a couple minutes to make sure their new answers for the Anticipation Guide are correct. Then go over the answers and have students hand in their completed sheet.

After this take out a real map and hang it on the board. Explore the different things that children see on a map like cities, water, countries, mountains, deserts, etc. Then give each of them a picture that relates to the book and have them come locate it on the map. Students will learn how to relate photographs to places on the map and be able to learn how to locate them. When this is done students will share with their partner which place they would most want to go visit and why.

Lessons plans cited from:https://childrenslit-socialstudies.wikispaces.com/How+I+Learned+Geography+Reinforcing+Activity

Reflection:  I think that this book has such beautiful illustrations.  It allows children to imagine the places he goes to as well with the details of each picture on the page to go with it.  I think that it has a variety of uses in the classroom that allow teachers to use it for number of different grade levels.  The grade level would depend on what topic the teacher would relate the book to, whether it be older grades to talk about geography and war or younger grades where they would be learning map skills.  The text delivers such an important message using simple sentences that allow younger students to understand the story and what is going on.  I would definately use this book in my classroom!