A Light in the Attic

A Light in the Attic

By: Shel Silverstein
Genre: Poetry
Age Range: 6 - 8 years
Grade Level: 1 - 3
Hardcover: 176 pages


A light in the attic is a collection of poems that are funny, witty, dark, and supernatural. This book became part of a controversial due to the dark poems claiming that the poem "How Not To Have To Dry The Dishes" encourages messiness and disobedience. The other poem that caused controversy is "Little Abigail and the Beautiful Pony" which describes the death of a girl after her parents refuse to buy her a pony.

 

 

 

 

Poems

1. A Light in the Attic
2. How Many, How Much
3. Moon-Catchin' Net
4. Hammock
5. How Not to Have to Dry the Dishes
6. Stop Thief!
7. The Sitter
8. Prayer of the Selfish Child
9. What Did?
10. Shaking
11. Signals
12. Picture Puzzle Piece
13. Put Something In
14. Monsters I've Met
15. Rock 'n' Roll Band
16. Something Missing
17. Memorizin' Mo
18. Somebody Has to
19. Reflection
20. Fancy Dive
21. Here Comes
22. The Dragon of Grindly Grun
23. Blame
24. Messy Room
25. Never
26. Day After Halloween
27. Wavy Hair
28. Longmobile
29. Backward Bill
30. Mr. Smeds and Mr. Spats
31. Snake Problem
32. Bear in There
33. Superstitious
34. The Pirate
35. Hurk
36. Anchored
37. Unscratchable Itch
38. Squishy Touch
39. Important?
40. Thumb Face
41. Eight Balloons
42. Ations
43. Musical Career
44. Anteater
45. Buckin' Bronco
46. Snap!
47. Overdues
48. Wild Strawberries
49. How to Make a Swing With No Rope or Board or Nails
50. Gumeye Ball
51. Hot Dog
52. Adventures of a Frisbee
53. Come Skating
54. The Meehoo with an Exactlywatt
55. Cloony the Clown
56. Tryin' On Clothes
57. Shapes
58. Tired
59. Prehistoric
60. My Guitar
61. Spelling Bee
62. Always Sprinkle Pepper
63. Peckin'
64. It's Hot!
65. Turtle
66. Crowded Tub
67. Channels
68. Hippo's Hope
69. Whatif
70. Sour Face Ann
71. The Climbers
72. Rockabye
73. The Little Boy and the Old Man
74. Surprise!
75. Ticklish Tom
76. The Nailbiter
77. The Fly Is In
78. Strange Wind
79. One Two
80. Tusk, Tusk
81. Captain Blackbeard Did What?
82. Magic Carpet
83. Outside or Underneath?
84. It's All the Same to the Clam
85. Hula Eel
86. Bored
87. Standing Is Stupid
88. Who Ordered the Broiled Face?
89. The Man in the Iron Pail Mask
90. Gooloo
91. Headache
92. Quick Trip
93. Little Abigail and the Beautiful Pony
94. Hiccup Cure
95. The Painter
96. Nobody
97. Zebra Question
98. The Sword-Swallower
99. Arrows
100. The Toad and the Kangaroo
101. Play Ball
102. Friendship
103. Poemsicle
104. Senses
105. Hinges
106. Fear
107. Batty
108. Union for Children's Rights
109. Hitting
110. Deaf Donald
111. Have Fun
112. Dog's Day
113. Skin Stealer
114. Ladies First
115. Frozen Dream
116. The Lost Cat
117. God's Wheel
118. Shadow Race
119. Clarence
120. Rhino Pen
121. Push Button
122. Kidnapped!
123. Suspense
124. Dinner Guest
125. In Search of Cinderella
126. Almost Perfect
127. Pie Problem
128. The Oak and the Rose
129. They've Put a Brassiere on the Camel
130. This Bridge

Bibliography:

Silverstein, S. (2006). A light in the attic. New York, NY: Harper & Row.

 

Anne Frank, The Diary of a Young Girl

Anne Frank

 

The Diary of a Young Girl

 

Genre: Non-Fiction

Author: Anne Frank

Translator: B.M. Mooyaart

Introduction by: Eleanor Roosevelt

 

The diary of Anne Frank is about a girl during the holocaust who hid in an "annex" but after two years was found and died at a concentration camp. The diary tells her thoughts through her journey between hiding, going through puberty, liking a boy, and finding a truest friend.

 

In Anne's original diary she addressed her book as Dear Kitty. 

The Diary of Anne frank was always a controversial book in school. When I attended Junior High School in public school (1995) we read The Diary of Anne Frank in English class. It was truly heartbreaking to hear her story and the horrors of the holocaust. The book gives a kid’s perspective and helps us understand the tragic loss from that era. Through her diary it allowed me to understand her view from living in the “annex”. This book was banned from Culpepper county public schools because of inappropriate sexual and homosexual content. There is a new edited book allowed for English classes. I believe the benefits for this book to continue to be at the school is to give a first look of a child’s experience during the holocaust. Personal stories seem to be the best way to allow students to feel what the writer expresses. I think this book should not be censored, some schools still teach sex education so this book goes hand and hand with learning about puberty and all you face as a child. I think this book helps children to become self-aware and courageous knowing that it is ok to feel the emotions they feel during their teens. Her famous line in her diary “still I believe in spite of everything…people are really good at heart.” Knowing everything she has been through and that she eventually dies, she is truly inspiring to young children everywhere. This book is recommended for grades 5 – 9.

   

 

 

 

Bibliography:

Frank, A. (1993). Anne Frank: diary of a young girl. New York, NY: Bantam/Doubleday.

 

Where the Sidewalk Ends

Where the Sidewalk Ends

 

 

Author/Illustrator: Shel Silverstein

Genre: Poetry

 

 

This book is filled with short expressive poems. Some poems have multiple meanings, some are funny, heartwarming and each have a unique drawing along with it. The book is full of poetry with rhythm and rhyme which children love.

 

The illustration is line drawing and is simple but grasp the attention of the reader.

 

 

 

 

 

 

Questions:

What's your favorite poem?

Which poem do you relate to most?

 

Activity:

Have students sketch a picture from a poem they choose.

 

 

 

 

 

 

 

 

 

Biblography:

Silverstein, S. (2014). Where the sidewalk ends: the poems & drawings of Shel Silverstein. New York: HarperCollins.

Lola at the library

Lola at the Library

By: Anna McQuinn
Illustrator: Rosalind Beardshaw

Genre: Fiction
Multi-Cultural / Picturebook
Grade level: Pre-K - 1st

Lola at the library is about an African- American little girl and her mom who make trips every Tuesday to the library each week. Lola loves the library and sees it as a special magical place.

The illustrations are bright and inviting.


Questions:
What are some things that Lola does at the library?
What do you like best about going to the library? 
What's your favorite part of the story?

Activity:
Take a pre-k-1st grade class to the library and do all the activities that Lola does, like read aloud and sing songs so each kid to experience the magic of the library.   

 

 

 

Bibliography:

 

McQuinn, Anna (2006). Lola at the Library. Watertown, MA: Charlesbridge.

 

Stranded

Stranded

                                                   
                                                                                                                                                   

 

 

By: Jeff Probst and Chris Tebbetts              

Genre: Fiction                                                    

 

 

Four kids set sail with their uncle to try and help blend their family after their parents are married and on their honeymoon. A huge storm separates the captain and co-captain from the kids and so their journey begins.

 

Benjamin "Buzz" Diaz is 11 years old and is Vanessa's younger brother. He has shaggy jet black curls like his father and he's husky. He likes watching tv and is not very sure of himself.

Carter is also 11 years old with a sandy hair cut short and is muscley. Vanessa says he's part one bulldog and one part mule. He is stubborn and hard headed. Jane is 9 years old and tiny, she is Carter's younger sister. Dex is the uncle and the Captain of the boat. Joe is the co-captain. Vanessa Diaz is 13 years old and calls the boys "the twins" since they are both 11 but they are completely opposite.

 

The problem in the story is that the parents left on their honeymoon and wished for the kids to bond since they were blending their family. Uncle Dex took the kids out to sea and on the fourth day a storm separated the adults Dex and Joe from the 4 kids.

 

I believe the author wrote this book to inspire families to be adventurous, take chances and live. He is also the host of the show Survivor. I don't think I have been more intrigued in a book series that wasn't a movie. I am now ordering the remaining books to see what happens and my children are excited to read it after me.

 

 

 

 

 

 

Questions:



What is your favorite part of the story?

What do you think happens next?

Who is your favorite character? Why?

 

Activity:

Students can create a different ending.

Bibliography:
Probst, J., & Tebbetts, C. (2013). Stranded. New York, NY: Scholastic. 

Nappy Hair

Nappy Hair

By: Carolivia Herron, Joe Cepeda (Illustrator)
Genre: Multi-Cultural fiction
Children's Literature



Nappy Hair is a multi-cultural picture book I received when I was a young girl from my uncle who is a teacher because he knew I had low self esteem because of my nappy hair. The book sends a message to love yourself and be proud of who you are. The book is full of beautiful colorful images that grab children's attention.

The story is about a little girl named Brenda who has hair that is always "knotted-up, twisted, nappy hair." Throughout the story her family makes describes her hair in a funny way but at the same time enjoys the beauty and meaning of African American hair and the way God intent's the hair to be.

The dialogue is displayed in different font sizes and styles to show emotion and tone throughout the book. The rich and rhythmic language of the text makes this an ideal book for reading aloud. Because the author uses the “call and response” style that is often used in African American storytelling and song, this is a perfect book for engaging the entire class in “performing” the story in art.

In addition to the obvious strength in language, Nappy Hair also asks readers to think about the themes of family, cultural diversity, stereotypes and prejudices, pride, and a sense of self.

This book became a controversy in the public school system when a teacher read it to a class and the parents found out and became upset not truly understanding the meaning behind the book.

 

 

 

 

FAMILY–Ask students to write their definition of family. How do they know Brenda is close to her family? Discuss the difference between an immediate and an extended family. Have students draw and label a picture of their extended family at a special family gathering. Give them the opportunity to share their picture and tell about their family.

CULTURAL DIVERSITY–Brainstorm things that all children have in common regardless of race or culture. What might Brenda teach someone from another culture
who feels different? Have students research the many different cultures that exist in the United States. How does cultural diversity make our nation a better place?

STEREOTYPES/PREJUDICE–Engage the class in a discussion about the meaning of the words stereotype and prejudice. Encourage students to talk with their parents or other adults about common stereotypes (e.g., “dumb blonde”). Is Brenda’s “nappy” hair a stereotype or a characteristic? Why is it wrong to stereotype people? How can that lead to prejudice? How can knowing a person from the inside change attitudes about stereotypes?

PRIDE–Ask students to locate places in the book that indicate Brenda is proud of her African heritage. She feels that her hair is a very special part of her culture. How do you know that she is not interested in changing her hair? Pride comes from within a person. How can a person outwardly show pride? Allow students time to share something about themselves that makes them proud.

SENSE OF SELF–Ask each student to draw a self-portrait. Then pair the students and have them draw a picture of their partner. When finished, have students compare and contrast their self-portrait and the picture drawn by their partner. Engage the class in a discussion about whether their self-portrait or the picture drawn by their partner reveals how they may be feeling

CONNECTING TO THE CURRICULUMLANGUAGE ARTS–The text in Nappy Hair is written in dialect. Have the class rewrite a portion of the text in Standard English. How does this change the flavor and tone of the book? What does Uncle Mordecai mean when he says that Brenda “talks the king’s English”? As author Carolivia Herron notes, this is one of the most important pages of the text for teachers: “Here is a man who obviously cannot speak standard English, and he’s praising someone who can speak standard English.”

Almost everyone has tangled hair at some time. Uncle Mordecai says that combing Brenda’s hair is like “crunching through snow.” Ask each student to write a simile that best describes combing his or her tangled hair. Make a bulletin board titled “Tangled Hair” and feature the similes written by the students.

ART–Ask students to study the illustrations in the book. How do the color tones change in the scenes of Africa? How does the artist show that Brenda is having a rollicking good time at the family picnic? Tell how the motion and movement of the illustrations resemble a dance.

Sometimes artists use exaggeration to draw the readers’ focus to a specific place on the page. Locate places in the book where Joe Cepeda uses exaggeration in his illustrations. What is a caricature? Ask students to create a caricature from their self-portraits. Then have them explain the exaggeration they featured in their caricature.

SCIENCE–Have students examine one of their hairs under a microscope or with a magnifying glass, asking them to describe the shape of the hair follicle. Then allow students time to examine the hair follicles from their classmates. What conclusion can be drawn from such an experiment?

MUSIC–Have the class listen to a blues song. Then discuss how the music makes them feel. How does the text of Nappy Hair remind them of a blues song?
Talk with the class about the development of rap music. Divide students into small groups and ask them to perform the text of the book as a rap.

THEATER/CREATIVE DRAMA–Explain that Nappy Hair is written as African American call and response. This type of storytelling was created by slaves in the 1800s. Participants would use their voices to express how they were feeling at that moment, changing the volume or rhythm to fit the mood.

 

I love this book!

Bibliography:
Cepeda, J., & Herron, C. (1999). Nappy hair. New York, NY: Knopf.

Work Cited:
http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780679894452&view=tg

My Five Senses

My Five Senses

 

By: Aliki Brandenberg 

Genre: Non-fiction/Informational 

Childrens literature 

Recommended for ages k-2nd grade 

This beautifully illustrated children's picturebook talks about the five senses: see, hear, smell, taste, and touch. This book is utilized to educate on the five senses with beautiful pictures that give children a better understanding. The author tells the reader how we use our senses in our daily lives. 

I really love the child like illustrations and the picture chart on the back of the book that shows what we can do in the five senses.

Beautiful, colorful, vivid images.

Questions:

What is your favorite part of the story?
What happens if we lose one of our senses?

Activity: 

Utilize the pictures to discuss the Senses in groups. 

Break class into 5 groups and have them create a list of what they can do with their groups sense.

Bibliography:
Brandenberg, A. (2015). My Five Senses. New York, NY: Harper.

Are You My Mother?

Are You My Mother?

Written by: P.D. Eastman
Genre:  picture books
Recommend ages 3-5 years old

Are You My Mother? is a picturebook fiction story about a hatchling bird. His mother, thinking her egg will stay in her nest where she left it, leaves her egg alone and flies off to find food. The baby bird hatches and does  not understand where his mother is so he goes to look for her. Since he's a new bird he doesn't know how to fly so he walks and in his search, he asks a kitten, a hen, a dog, and a cow if they are his mother, but none of them are. He refuses to give up and continues his search. In desperation, the hatchling cries out  "I want my mother!." At that moment, the Snort which is a crane drops the hatchling into his nest, and his mother returns. The two are united and the baby bird recounts to his mother the adventures he had looking for her.

The art is illustrated by P.D. Eastman and is considered line art which is simple and attractive for young readers.

Questions:

What is your favorite part of the story?
Why do you think the baby bird could not fly?
Would you have waited or gone searching if you were the baby bird?

Activity:

Have children discuss the dangers that the baby bird could have faced for leaving the nest to early.

Have children draw a picture of their mother. (attachment enclosed)
Have children draw a line to match the Mother. (attachment enclosed)

 

 

Bibliography:

Eastman, P. D. (1998). Are you my mother? New York, NY: Random House.

 

 

Cinderella - The Brother's Grimm

 Cinderella

The Brother's Grimm

 

 Genre: Fairytale

Jacob and Wilhelm Grimm known as The Grimm Brothers were born at Hanau in Hasse-Kassel, Germany. Jacob Grimm the second son, was born on January 4, 1785 and Wilhelm Grimm the third son, was born on February 24, 1786. The Grimms were a large family of nine children, eight boys and one girl. Their father was a lawyer and after his death they set out to Kassel to attend law school and to follow in their father’s footsteps.
The Grimms had been collecting fairy tales from the people of Hesse since the early 1800’s.

 

In this version of Cinderella The Grimm brother’s tell a similar story with a darker ending leaving the step-sisters blind for mistreating Cinderella.

 

 

A rich man’s wife became ill and died. He later remarried a woman with two daughters. The daughter’s were cruel and mean to Cinderella. Cinderella wept and prayed at a tree where a white bird granted her wishes. The king had a 3 day festival for his son to find a bride and invited all the ladies of his land but the two stepsisters and her stepmother did not allow her to go She wept at the tree and the white bird threw down a beautiful dress  each day for the festival and slippers embroidered with silk and silver.  She danced each day with the Prince  but each evening ran back home. On the 3rd night the Prince set up a trap and her left slipper got stuck on the stairs.  The Prince told his father that no woman shall be his wife except for the woman who fit the golden shoe.

The step-sisters were happy to hear this and one cut off her toe and one cut off her heel so fit the shoe but when the Prince noticed the blood coming out of the shoe he left them behind. The Prince asked the father if he had another daughter and he said just a deformed daughter from my previous wife. The Prince insisted on seeing Cinderella and having her try on the shoe. The shoe fit and he carried her off to marry her. The two step-sisters arrived to the castle for the wedding to use her good fortune but the birds were upset with their falsehood and pecked their eyes out.

 

 

 

 

Provoking Questions:

 

 

Do you think the way the step-sisters treated Cinderella is considered bullying?

 

What do you think the father should have done differently to help Cinderella?

 

How would you describe the step-mother?

 

What was your favorite part of the story?



 

Activity:

 

Have students write their own version of  Cinderella.

 

 

Work Cited: 

Grimm, Jacob and Wilhelm. "Cinderella." 1999. National Geographic.com. 3 July 2003 http://www.nationalgeographic.com/grimm/cinderella.html

INFOSIS (2014). Cinderella, The Brother’s Grimm.

http://www.fairytalescollection.com/TheGrimmBrothers/Cinderella.aspx

Bibliography:
Grimm, J., Grimm, W., & Owens, L. (1996). The complete Brothers Grimm fairy tales. New York, NY: Gramercy Books.

Cinderella by by Ruth Sanderson

Cinderella

 

 

 

 

Genre: Fairytale

By: Ruth Sanderson

32 pages

 

Recommended for grades K and up

The story retold by Sanderson is a blending of different Cinderella stories featuring a magical hazel tree, a special white bird that changes into the beautiful fairy godmother complete with fairy wings, and all the other more familiar elements including pumpkins, lizards, and mice that go through their magical transformations.

This is a picture book and the illustrations are beautiful oil paintings.

 

In this version the story ends, in a dark twist, where the birds who Cinderella hand fed are found pecking the step-mother and sister's violently every time they attempt to leave the house, and so they remain permanently trapped there for mistreating Cinderella.

 

Cinderella was mistreated by her step mother And step sisters. The Prince was having a fancy ball to meet all the ladies in the kingdom in hopes to find a bride. Cinderella wanted to attend the ball but her step-mother did not allow her to go and so her fairy god mother transformed from a bird and appeared to fulfill her wish. She turned her rags into beautiful clothing and turned a pumpkin into a carriage. She danced with the Prince and he fell in love with her but at the stroke of midnight , Cinderella had to return home where she is dressed in rags.  She lost her shoe rushing home from the ball.  The Prince sets out to look for the girl who fits the glass slipper to whom he wishes to marry. He finds Cinderella after searching the kingdom, they get married and live happily ever after.

 

 

There are so many different versions for Cinderella but each story I have encounter have the same moral:

In my opinion the fairy tale teaches about respect and treating everyone fairly. Cinderella was mistreated and not respected by her family even though she was kind to everyone. In the end Cinderella got her happily ever after. This can also be a benefit to teach about bullying.  

 

Lessons for school use:

Cinderella Folk Texts: Differing stories of Cinderella from different countries.

Cinderella Activity: Students demonstrate perspective when identifying responses to the familiar storyline.

Cinderella: A Mirror of a Culture: Folklore mirrors the culture—understanding comes from knowledge of the culture.

Fairy Tale Comparison: Students identify elements and origins of fairy tales and compare.

Cinderella retold by Marcia Brown: Vocabulary, sequencing, writing and comprehension. Print and use pages.

Exploring the World of Cinderella Tales: Students will read three versions of Cinderella, and then compare using a Venn diagram.

Cinderella Variations: Students will list essential plot characteristics, provide examples of plot variations, and write a narrative.

Behind the Scenes with Cinderella: A lesson plan to help students think critically.

Cinderella Page: Students read different version of Cinderella each day and keep a journal about their thoughts and constructive thinking.

Discussion Provoking Questions:

 

How did it make you feel the way the step-sisters treated Cinderella?

What was your favorite part of the story?

 



Bibliography:
Sanderson, R. (2014). Cinderella. Northampton, MA: Crocodile Books, USA, an imprint of Interlink Publishing Group, Inc.