Picture Book on an Historical Topic: Child of the Civil Rights Movement by Paula Young Shelton & Raul Colon

Bibliographic information: 

Shelton, P. Y. (2013). Child of the Civil Rights Movement. Dragonfly Books.

Plot description:

Paula Young Shelton is the daughter of civil rights activists Andrew Young and Jean Childs Young. In Child of the Civil Rights Movement she reveals intimate family moments as well as sweeping political atrocities and triumphs she and her family witnessed as they worked and lived alongside Dr. King and the other social activists in the 1960s.  Shelton shares her family's call to action, when they left their relatively safe home in New York to return to the Jim Crow South to participate in the march from Selma to Montgomery.  The known historical events are juxtaposed with warm memories of  Shelton's "civil rights family" - home-cooked dinners and trips to the pool with "Uncle Martin" and other members of the movement.  The book ends with Paula's family reacting to watching President Johnson sign the Voting Rights Act of 1965 on TV, and with a solemn vow from Paula to "march on" after her parents are no longer able.

 

Quantitative reading level:

ATOS Book Level: 7
Interest Level: Ages 5-8
Lexile Measure: AD960L

 

Qualitative reading analysis: 

Child of the Civil Rights Movement is told from the perspective of the author when she was a young girl.  The pages are not text-heavy, so that young readers/listeners can spend plenty of time pouring over the beautiful, soft illustrations. The book is made of six chapters that each relate a single story from the author's childhood.    At the end of the book, the author provides short biographies of the men and women who made up her "civil rights family."

The story is linear and follows a narrative flow that is easy to follow.  Particularly young readers/listeners will need help with some of the terminology used to reference the civil rights movement, though Shelton does a wonderful job introducing the topic in a gentle, childlike way.  The sentences are quite long, though they are broken up on the page like prose.

No previous knowledge is needed to understand the story, though teachers would do well to offer students a brief introduction/recap of the civil rights movement and what brought it about. Child of the Civil Rights Movement is an ideal book to read aloud to young children, since it will doubtlessly encourage questions and discussion. 

Content area:

 

• English
• Social Science: U.S History, Civil Rights Movement

 

Content area standard:

CCSS.ELA-Literacy.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

CCSS.ELA-Literacy.SL.1.3
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

CCSS.ELA-Literacy.RI.1.1
Ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RI.1.2
Identify the main topic and retell key details of a text.

CCSS.ELA-Literacy.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.

  

Curriculum suggestions:  

Child of the Civil Rights Movement is an ideal companion to a unit on the Civil Rights Movement.  Shelton's narrative allows children to put themselves in her shoes so that they can experience a more personal connection to the Civil Rights Movement.  Students can reflect on the book through drawing or writing.  They might draw a memory of a time when they were treated unfairly - who did they ask for help in that situation?  These experiences can be related to the experience Shelton shares in the book, and the importance of the Civil Rights Movement and the people behind it.

 

Supporting digital content:

Classroom resources: http://www.tolerance.org/classroom-resources

Doing justice to Martin Luther King, Jr. Day in the classroom: https://www.teachingforchange.org/doing-justice-to-mlk-day

Awards:

 

• Cooperative Children’s Book Center Choices WINNER 2011
• New York Public Library 100 Titles for Reading and Sharing WINNER
• Bank Street Child Study Children’s Book Award FINALIST 

 

Other titles to consider:

 

 

Ellington was not a Street by Ntozake Shange and Kadir Nelson

 
Ron's Big Mission by Rose Blue and Corinne Naden

 

 

 

 

 

Historical Fiction Novel: Code Name Verity by Elizabeth Wein

Bibliographic information:

Wein, E. (2012). Code Name Verity (First Edition edition). New York: Disney-Hyperion.

 

Plot description:

Queenie has been captured by Nazis in occupied France after parachuting out of the plane her best friend, Maddie, was piloting.  The two were on a Allie-led secret mission when their plane was compromised, forcing Queenie to escape before Maddie and the plane (presumably) crashed into the countryside.  Queenie finds herself imprisoned in an old hotel now overrun with Gestapo, being tortured and forced into revealing her story and her country's secrets.  She cleverly weaves her tale in a way that not only satisfies, but enchants her captors, allowing Queenie to extend her life a little longer.  Meanwhile, Maddie begins her own French adventure, which ultimately leads her to the Resistance, and then back to her dear friend Queenie, for one beautiful, catastrophic moment.

 

Quantitative reading level:

ATOS Book Level: 5.6
Interest Level: Grades 9-12
Lexile Measure: 1020L

 

Qualitative reading analysis: 

The first half of the book is presented as Queenie's "confession" to the Gestapo.  She alternates between her present day reality as a prisoner of the Nazis, her life in the days before her involvement in the war as she was getting to know her best friend Maddie, and the actual events leading up to her capture in occupied France.  The second half is written from Maddie's point of view, revealing her experience after the plane crash-landing and ending with her eventual return to England.

Queenie's narrative is presented in both first and third person.  Her story line is non-linear and demands particular attention to language nuances and hints.  While the language itself is not complex, the way in which Weir plays with Queenie's narrative could be confusing for less sophisticated readers. A working knowledge of the events surrounding World War II is essential to truly grasp the plot and underlying meaning of Code Name Verity. 

This novel is only appropriate for competent, mature readers.  High school students who are avid readers and have a known interest in history will reap the significant rewards of diving into this fantastic text.  Readers who struggle with complex structure or who are weighed down by excessive detail (which requires close attention) will quickly become disinterested in this novel.

Content area:

 

• English
• Social Science: British and French History, 1939-1945.  World War, 1939-1945.  Holocaust.  Nazis.

 

Content area standard:

 

CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-Literacy.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

  

Curriculum suggestions:  

The ideal classroom situation for Code Name Verity would be in an accelerated Humanities class where both the structure of the novel and the content of the text could be analyzed.  This book would be an excellent addition to curriculum surrounding World War II and the Holocaust.

 

Supporting digital content:

 

Study Guide: http://www.teachingbooks.net/media/pdf/SingleBGs/CodeNameVerity.pdf

British Air Transport Auxiliary: http://www.airtransportaux.com/

WWII memories, collected by the BBC: http://www.bbc.co.uk/history/ww2peopleswar/ 

 

Awards:

 

• UK Literary Association Award Winner
• Edgar Award Winner
• Printz Honor Book
• Boston Globe/Horn Book Award Honor Book
• Shortlisted for the 2013 CILIP Carnegie Award
• Golden Kite Award Honor Book
• Shortlisted for the Scottish Children's Book Award
• Catalyst Book Award Winner (East Lanarkshire County Council, Scotland)

 

Series information:

 

Code Name Verity is part of the "Young Pilots" series, which also includes Rose Under Fire and Black Dove, White Raven.  All titles in the series are authored by Elizabeth Wein.

Poetry for youth for K-5 students: Go!: Poetry in Motion by Dee Lillegard and Valeri Gorbachev

Bibliographic Information:

Lillegard, D. (2006). Go!: Poetry in Motion. New York: Knopf Books for Young Readers.

 

Plot description:  

There are so many things that go - garbage trucks, school buses, police cars and jets.  Lillegard has created a series of short, catchy poems about the countless things that children encounter in their lives that move, slip, fly and turn.  She includes things that kids might see in the summer (ferris wheel and lawn mowers) and those that are most common in winter (skis and sleds).  Anything that a child can think of that moves around them during their days, is most likely included in this cute collection.  Coupled with the poems are Valeri Gorbachev's charming illustrations; a cow mows the lawn, while pigs, ducks and foxes get on the school bus.  The illustrations give a friendly, warm impression that will resonate with the youngest of listeners/readers.  The book radiates positivity and energy, that will surely inspire kids and adults alike to get on the move!

Quantitative reading level:

ATOS Book Level: 2.3
Interest Level: Grades K-2

 

Qualitative reading analysis: 

Go!: Poetry in Motion consists of 34 short poems ranging from three to five lines, each with a bold title.   The lines of the poem are each between two and seven words.  Each poem conveys a simple idea about the item - the wheelbarrow carries stones, the ice skates slip and slide, and the speedboat sprays and splashes.  Small children will love the lilting tone of the poems, while new readers will appreciate the rhymes that help them make it to the end of the poem.  Some of the words might be challenging for new readers, but particularly adventurous learners will have fun with the clever word couplings.  Both new readers and those who have yet to master the task will enjoy Gorbechev's lively illustrations.  The pages practically vibrate with the dynamic and exciting energy that the pictures provide.

Content area:

English - Poetry

Content area standard:

CCSS.ELA-Literacy.RL.1.1
Ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-Literacy.RL.1.3
Describe characters, settings, and major events in a story, using key details.

CCSS.ELA-Literacy.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

CCSS.ELA-Literacy.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

CCSS.ELA-Literacy.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.

CCSS.ELA-Literacy.RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade

 

Curriculum suggestions: 

Go!:Poetry in Motion would be a perfect introduction to poetry for K-2nd grade students.  Children will be motivated to come up with their own rhymes about the the familiar things in their lives.  Since Gorbachev's drawings are such literal translations of the poems, young learners will be able to connect the visual aspects with the written word, and can be encouraged to do so as well.

 

Supporting digital content:

10 Ways to Use Poetry in Your Classroom: http://www.readingrockets.org/article/10-ways-use-poetry-your-classroom
Poetry Lessons for Kids: http://www.poetry4kids.com/blog/lessons/poetry-writing-lessons/

 

Personal thoughts:

This collection of short poems has broad appeal.  Students who are interested in things that go - cars, buses, airplanes - will delight in the fun, upbeat tempo of the book.  Students who love learning new words and trying them out will adore the bite-sized poems that are never overwhelming or too wordy.  This book is a great addition to any classroom or library that serves young children, and would work particularly well as a read-aloud book.

 

Hook:

Dee Lillegard's cheerful poems will have kids clamoring to talk about all of the things in their lives that GO!  Valeri Gorbechev's lively illustrations are perfect companions to these short poems and will keep kids engaged as they enjoy the experience of connecting with poetry. 

Classic/Contemporary Novel: Frankenstein and Teen Frankenstein

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Bibliographic Information:

Shelley, M. (1707). Frankenstein (Penguin Classics) Reissue edition by Shelley, Mary (2003) Paperback (Reissue edition edition). Penguin Classics.

 

Plot description: 

Near the end of the 18th century, Robert Walton and his crew are in the midst of a long journey, trying to find a passage from Russia to the Pacific Ocean.  They happen upon Victor Frankenstein, near death from his arduous trek that has culminated in the Arctic circle.  When Walton brings him aboard, Victor tells his remarkable and chilling tale.  He created a "monster" from the body parts of several corpses.  The realization of what he had done forced Victor to flee his home and the monster.  The monster committed several atrocious crimes, including the murders of Victor's brother and his new bride, in revenge for being abandoned and alienated by his creator.  The only thing that the monster asked of Victor was for him to create a companion for him, which Victor promises to do but later changes his mind.  Walton learns that Victor is currently chasing the monster, wanting to end the wretched being's life.  The monster eventually appears and tells Walton his story.  When Victor eventually dies, the monster despondently disappears into the Arctic wild.

 

Quantitative reading level:

ATOS Book Level: 9.8
Interest Level: Grades 9 and up.
Lexile Measure: HL510L

 

Qualitative reading analysis: 

Frankenstein has a structure that demands that the reader is paying attention.  The book begins Robert Walton's letters home, in which he relates his initial meeting with Victor Frankenstein.  From there, the novel is split into chapters devoted to Victor telling his own story in a first person narrative.  Near the end of the book, Walton resumes his letter writing.  He relates the story of his meeting with the monster, who tells his own story to Walton.

This structure, which at some points is a story within a story within a story, will be lost on readers who are unused to sophisticated plot construction.  The language, though certainly of its time, is still accessible to the average reader.  As long as competent teen readers take the text slowly, they will get swept up in the story.  The structure lends itself to the themes of the novel in a way that will intrigue precocious readers. 

Content area:

English

 

Content area standard:

CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

CCSS.ELA-Literacy.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Curriculum suggestions: 

Frankenstein offers a rich background for discussions about alienation and nature v. nurture. Other novels to couple with Frankenstein are Invisible Man by Ralph Ellison, Catcher in the Rye by J.D. Salinger and The Stranger by Albert Camus.  Students can explore the different things that lead to alienation - race, losing one's country, gender, adolescence, etc.  How does Shelley use language to convey alienation?  How does the format of the novel add to the theme?

 

Supporting digital content:

Lesson plan ideas - http://www.webenglishteacher.com/shelley.html
Talking 'Bout Regeneration - http://learning.blogs.nytimes.com/2002/09/24/talking-bout-regeneration/

 

Personal thoughts:

Frankenstein is a book that will resonate with almost any teenager who is brave enough to tackle the text.  While it might take readers (even advanced readers) a while to grasp the writing and the plot, once they do they will find the themes of loneliness and alienation deeply affecting.

 

Subjects and themes: 

Science
Scientists
Regeneration
Alienation
Loneliness
Revenge
Family
Language

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Bibliographic Information:

Baker, C. (2016). Teen Frankenstein: High School Horror. New York: Feiwel & Friends.

 

Plot description: 

Tor Frankenstein likes to experiment.  A true scientist at heart, just like her late father, Tor lives for figuring things out and conducting wild tests with her best friend, Owen.  They have had some minor successes in their attempts to reanimate small rodents.  When Tor hits and kills a mysterious young man with her car one dark and stormy night, she makes the rash decision to bring him back to life.  Tor is completely unprepared for the repercussions of her monstrous creation.  Her life gets infinitely more complicated when she and Owen decide to bring the monster - "Adam" - to school with them. Only as Adam begins to come to grips with what has happened to him does Tor truly begin to understand the impact of her actions.

Quantitative reading level:

ATOS Book Level: 7.4
Interest Level: Grades 8-12
Lexile Measure: 1040L

 

Qualitative reading analysis: 

Teen Frankenstein is broken up into 40 short chapters.  Each chapter begins with one of Tor's scientific ideas or findings.  The book is entirely written in the first person, and the narrative has a chatty, natural tone.  The language is accessible and straight-forward.  Baker holds the reader's hand through plot twists and turns so that even those unfamiliar with the Frankenstein story will stay connected to the plot.  The qualitative level matches the quantitative level; the average 9th grader would have no problem navigating this text.  While this book would work best in tandem with Frankenstein, it has its own charm.  Kids who like campy horror and sci-fi will find this book attractive.

 

Content area:

English

 

Content area standard:

CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

CCSS.ELA-Literacy.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

  

Curriculum suggestions:  

Students should read Frankenstein first and then tackle Teen Frankenstein.  What are the common threads that run through each novel?  Do the two novels connect on a deeper level than clever plot symmetry?  Are there novels that better speak to the themes of isolation, loneliness and revenge that run through Frankenstein?  Was Baker successful in relating to modern readers, or was Shelley, an author writing nearly 200 years ago, better able to relate to the struggles of today's young adult?

 

Supporting digital content:

14 YA re-stagings of classic literature - http://www.bustle.com/articles/19564-14-ya-restagings-of-classic-works-of-literature
Are books about alienation just for boys? - http://www.theguardian.com/uk/2006/apr/06/books.booksnews

 

Personal thoughts:

There is no getting around the fact that Teen Frankenstein is vastly inferior to Frankenstein.  However, this can lead to discussions about what makes a young adult novel work or not work.  What is lost in translation when things are written through the young adult lens?  Who are some authors who are successful?  Is this book successful?  Did the author succeed in paying homage to the original?

 

Hook:

Being a teenager isn't easy for Tor Frankenstein.  She misses her late father, who was a kindred scientist, and she isn't interested in the normal high school activities.  In fact, she and her best friend Owen have been experimenting with reanimating dead rodents.  They are content with their small tests, until Tor hits and kills another teenager with her car.  Things get really interesting when Tor's grand experiment - her "Adam" - starts attending the same high school as her.