Mrs. Katz and Tush
Summery:
This picture book is about a young boy who finds a cat and wants his neighbor to adopt it but he doesn't know her very well. She agrees on one thing, he must help her take care of the cat. The little boy who is African American slowly gets to know his neighbor Mrs. Katz who is an immigrant from Poland. As they get to know each other Larnel realizes the hardships that Mrs. Katz has gone through as she has immigrated has a lot of similarities to African Americans history. As the story goes on, we see Larnel see the similarities between him and this old polish lady named Mrs. Katz.
This picture book is about a young boy who finds a cat and wants his neighbor to adopt it but he doesn't know her very well. She agrees on one thing, he must help her take care of the cat. The little boy who is African American slowly gets to know his neighbor Mrs. Katz who is an immigrant from Poland. As they get to know each other Larnel realizes the hardships that Mrs. Katz has gone through as she has immigrated has a lot of similarities to African Americans history. As the story goes on, we see Larnel see the similarities between him and this old polish lady named Mrs. Katz.
Why I love it:
I think that this book is a wonderful example of different cultures being so similar. I want to use it because I think that it will show students that there are many more similarities between them, than differences. I also think that this book will show that everyone has a history and until you get to know someone you don’t know what they have been through.
I think that this book is a wonderful example of different cultures being so similar. I want to use it because I think that it will show students that there are many more similarities between them, than differences. I also think that this book will show that everyone has a history and until you get to know someone you don’t know what they have been through.
My objectives:
During this lesson plan the students are seeing that some cultures although look so different are actually incredibly similar. To see if students are fully grasping the concept of this I would make students write a paper on two cultures that seem different but are actually similar. I will determine if students are competent if they find can find two cultures that on the surface look different.
During this lesson plan the students are seeing that some cultures although look so different are actually incredibly similar. To see if students are fully grasping the concept of this I would make students write a paper on two cultures that seem different but are actually similar. I will determine if students are competent if they find can find two cultures that on the surface look different.
Lesson plans:
At this website there are many things that I would like to use ass lesson plans. One of them was that in the book Mrs. Katz talks about how her people were bound in slavery just like that of Larnels. I would like to study the history of both Jewish people and African Americans. I think that this would show that although some cultures seem so different there really are a lot of similarities between them. This will also show the hardships that are in some peoples past so without knowing them and the hardships that they have endured you cannot judge them.
http://www.delightfullearning.net/2011/04/mrs-katz-and-tush-fiar.html
At this website there are many things that I would like to use ass lesson plans. One of them was that in the book Mrs. Katz talks about how her people were bound in slavery just like that of Larnels. I would like to study the history of both Jewish people and African Americans. I think that this would show that although some cultures seem so different there really are a lot of similarities between them. This will also show the hardships that are in some peoples past so without knowing them and the hardships that they have endured you cannot judge them.
http://www.delightfullearning.net/2011/04/mrs-katz-and-tush-fiar.html
About the author: She was born in Michigan. She has a lot of cultural background as she has family that are Irish and more that are Jewish. Her great grand parents are also immigrants from Soviet Georgia. With all of this cultural background she found it easy to draw upon this knowledge when writing this book.
Other useful resources:
A place to buy the book-- https://www.amazon.com/Mrs-Katz-Tush-Reading-Rainbow/dp/0440409365
A summery about the book-- http://www.umich.edu/~childlit/KatzTush/katzframeset1.htm
A place to buy the book-- https://www.amazon.com/Mrs-Katz-Tush-Reading-Rainbow/dp/0440409365
A summery about the book-- http://www.umich.edu/~childlit/KatzTush/katzframeset1.htm
Molly's Pilgrim by Barbara Cohen
Summery:
This book is about how Molly's family came to America from Russia so that they could practice their religious freedom of Judaism. Molly is having a hard time in school since she cannot speak English very well. She wont raise her hand in class because when she does get called on and talks people laugh, especially Elizabeth. The teacher wont tolerate that though and stares at Elizabeth until she stops but that doesn't stop her from making fun of Molly on the playground where there are no teachers to come to her aid. When Thanksgiving rolls around, Molly is asked to make a pilgrim for the class activity. Molly is eager to participate and asks her mother for help. Her mother makes a doll that looks exactly like Molly before leaving Russia with a headscarf and long skirt. Molly knows she's going to be teased because her doll looks different. She is until the teacher steps in and shows Molly is a modern day pilgrim and there is no difference between her and the pilgrims that came so long ago.
This book is about how Molly's family came to America from Russia so that they could practice their religious freedom of Judaism. Molly is having a hard time in school since she cannot speak English very well. She wont raise her hand in class because when she does get called on and talks people laugh, especially Elizabeth. The teacher wont tolerate that though and stares at Elizabeth until she stops but that doesn't stop her from making fun of Molly on the playground where there are no teachers to come to her aid. When Thanksgiving rolls around, Molly is asked to make a pilgrim for the class activity. Molly is eager to participate and asks her mother for help. Her mother makes a doll that looks exactly like Molly before leaving Russia with a headscarf and long skirt. Molly knows she's going to be teased because her doll looks different. She is until the teacher steps in and shows Molly is a modern day pilgrim and there is no difference between her and the pilgrims that came so long ago.
Why I loved it:
I loved that this shows that even though Molly is migrating now to the United States it's just like the pilgrims so long ago when they came. It draws comparisons to modern day immigrants and pilgrims that everyone thinks are brave for coming to America for their religion. I also loved that this teaches us to not bully those that don't speak our language, instead we should celebrate that they can teach us something about another culture that we did not know before.
I loved that this shows that even though Molly is migrating now to the United States it's just like the pilgrims so long ago when they came. It draws comparisons to modern day immigrants and pilgrims that everyone thinks are brave for coming to America for their religion. I also loved that this teaches us to not bully those that don't speak our language, instead we should celebrate that they can teach us something about another culture that we did not know before.
My objectives:
Since the lesson is comparing Molly’s family to the traditional pilgrim family, I will determine if students have understood the concept by what they use in their Venn Diagrams. If students are placing most of Molly’s hardships with a traditional pilgrim then they see that Molly is just a modern day pilgrim.
Since the lesson is comparing Molly’s family to the traditional pilgrim family, I will determine if students have understood the concept by what they use in their Venn Diagrams. If students are placing most of Molly’s hardships with a traditional pilgrim then they see that Molly is just a modern day pilgrim.
Lesson plans:
1. Students create a Venn Diagram of comparing Molly's family to the traditional pilgrim family.
After this, they then complete a worksheet in pairs, sighting all sources. -- http://www.learnnc.org/lp/pages/3946
2. In this lesson (the last of several listed) the objectives stated are: To appreciate the significance of being a Pilgrim. To understand how hurtful others may be. In this lesson students are led through a series of questions to understand the objective. This could be done in pairs, groups, or as a whole class. These questions are designed to make students think before judging others. -- http://www.broward.k12.fl.us/esol/Eng/Multicultural/PDF/Molly's%20Pilgrim.pdf
1. Students create a Venn Diagram of comparing Molly's family to the traditional pilgrim family.
After this, they then complete a worksheet in pairs, sighting all sources. -- http://www.learnnc.org/lp/pages/3946
2. In this lesson (the last of several listed) the objectives stated are: To appreciate the significance of being a Pilgrim. To understand how hurtful others may be. In this lesson students are led through a series of questions to understand the objective. This could be done in pairs, groups, or as a whole class. These questions are designed to make students think before judging others. -- http://www.broward.k12.fl.us/esol/Eng/Multicultural/PDF/Molly's%20Pilgrim.pdf
About the Author: Born in New Jersey, her whole family was jewish. Since she was jewish she felt isolated from other children which made her grow close to her brother, sister and many many books. She has won many awards with her books.
For more infomation about the author go to https://jwa.org/encyclopedia/article/cohen-barbara
For more infomation about the author go to https://jwa.org/encyclopedia/article/cohen-barbara
I lived On Butterfly Hill by Marhorie Agosin
Summery:
Celeste Marconi is a 11 year old girl when the book starts. She has a soft heart and big dreams. She lives with her grandmother, Delfrina someone her mother hired to do housework but now has become family, and her parents who are well known doctors for helping the poor. There are elections being held, the man that wins promises to help the poverty stricken, however, people think that he is changing things to fast and there is an uprising and "The Dictator General" takes over. The General hunts down, imprisons and even kills anyone that has supported the old leader. Celeste is heart broken when some of her friends at school turn against her, but what breaks her the most is when people start to go missing including her friends. Her parents go into hiding and her grandmother decides that it is too dangerous for her so she goes to live with her aunt in America. When she gets there it is winter, she doesn't know much English so all of her new schoolmates make fun of her. Eventually she becomes friends with a girl named Kim who is also an immigrant that has fled Korea because of the political turmoil. Everything goes fine until Kim and her family leaves without a word. Celeste is again heartbroken but her classmates that used to be mean now comfort and befriend her. Celeste then hears that the Dictator General has been killed and Chile will once again have Democracy. She heads out immediately. She gets there and hunts down her father, her mother shows up at the house and there is a family reunion. New elections are held and a woman named Monica is elected. As part of her vow of healing the country she asks that students write their dreams for their country. Celeste does and wins a full ride to go to college. Why I loved it: There were many good messages in this book and many different ways that it could be used. I want to focus primarily on the fact that when Celeste got to America everyone made fun of her English. They didn't say good job for learning another language but laughed that she didn't know the one that they knew. I want to use this to show students that they’re the student that they may be bullying for not knowing English could be going through something. That the student that is quiet in the back didn't want to move here but had to for their safety. That every person has a past and because you do not know the road that they have walked you cannot possibly judge them. So, be kind, be positive, and do not let someone’s differences from you make it impossible to see to their soul.
My objectives: I want my students to see what was wrong in the book about the students laughing and mocking her for not knowing English. I will determine if they have learned this by having them write three paragraphs telling something good about the story, something bad about the story, and if they were the American students would they do the same thing now that they know how bad it feels?
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Lesson plan:
The lesson plan that I thought has struck the most points in this was found at https://www.teachingbooks.net/media/pdf/PuraBelpre/LivedOnButterflyHill.pdf Some of the main ideas that I loved were having the class discuss these questions: What do you love about where you live? Why? How would you feel if one day your whole world turned upside down? Explain? How will you change the world? Describe the differences in cultures between living in Chile and living in the United States. What is one change that you would want to see your government make? How does Marjorie Agosin’s word choice help the readers to visualize the locations of the story as well as the events that are occurring? How do the illustrations enrich the story? Discuss the bonds Celeste has with her friends. How do their friendships change throughout the story? Who is Delfina? How does Celeste feel when she realizes her parents cannot come to the United States with her? What gift does Abuela Frida give to Celeste when she returns to Chile? How has Butterfly Hill changed when Celeste returns? How does Celeste make Chile a better place by the end of the story? What is it like when Celeste begins school in America? Explain Celeste’s struggles that she must overcome? Discuss Celeste’s bravery and perseverance throughout the novel. After this is finished I would have the students do any of these activites to solidify their knowledge of being kind to people that are different then them: Create a map of the city of Valparaiso, Chile. While students are reading they could mark the location on this map in order to visualize the town Celeste lives in Chile. This could be done using an application such as Educreations or white construction paper. Compare the government take-over in Chile to the Nazi’s taking over Germany. Students can use a Venn Diagram or 3 Column T chart to complete https://www.eduplace.com/graphicorganizer/pdf/venn.pdf Keep a notebook- similar to Celeste’s notebook. Students can use this notebook to write predictions, questions, or thoughts they have while reading the book. Compare and contrast the cultures of Chile and living in the United States. Write a diary entry from another character’s point of view of the events happening in Chile. Complete a figurative language scavenger hunt. Try to find a variety of examples of different types of figurative language. Explain their meaning. Illustrate favorite scene from the book. Create a timeline of the events in Celeste’s life. This can be done on paper or through interactive sites such as https://www.eduplace.com/graphicorganizer/pdf/venn.pdf Write a letter to the President the way Celeste does to say what you would want to improve in your country. |
About the Author:
She was an immigrant from Chile herself. Because she was raised Jewish, she has a unique experience of mixing both Chile culture with her Jewish Culture. Her family and her escaped from South America to the United States when the Pinochet was taking over her country. She has written several award winning books as well as does humanitarian work for women of Chile.
She was an immigrant from Chile herself. Because she was raised Jewish, she has a unique experience of mixing both Chile culture with her Jewish Culture. Her family and her escaped from South America to the United States when the Pinochet was taking over her country. She has written several award winning books as well as does humanitarian work for women of Chile.