Author of such titles as Minnie's Boys, Feathers, Locomotion, and After Tupac and D Foster, Jacqueline Woodson won the National Book Award for Young People's Literature for Brown Girl Dreaming in 2014. She is also a recipient of a Newbery Honor, a Coretta Scott King Award and a Margaret Edwards Award.
Read aloud the poem “February 12, 1963,” the first poem in Brown Girl Dreaming, and encourage students to use Woodson’s free verse style to write a poem commemorating their own birthday or the birthday of a friend or relative.
After students draft a collection of images and ideas, encourage them to use the Line Break Explorer to experiment with ways to arrange their words for aural and visual effect. Students can also use the Acrostic Poems or Diamante Poems interactives to find other ways to represent a birthday through verse.
Jacqueline Woodson’s official site offers tips for readers, teachers, and caregivers to get the most out of the resources it offers.
This thirteen part interview also includes a transcript and other reader resources.
This page on the National Book Foundation site includes video of Sharon Draper presenting the National Book Award to Woodson’s acceptance speech and a reading from Brown Girl Dreaming.
John Venn the notable English logician, philosopher, mathematician and most notably the creator of the Venn Diagram was born on this day in 1834. In the diagram, circles are used to visually and logically sort groups to illustrate their relationships to each other. The creation is used in the fields of mathematics, psychology, literature, logistics, statistics, probability, but most significantly it used in school classrooms around the world.
Build a community within your classroom using Venn Diagrams.
Group Activity – Print out copies of the 3 Circle Venn Diagram graphic organizer. Arrange students into groups of three and supply them with the graphic organizer. Have students talk in their groups about themselves and the things they like to do. After a brief discussion, students document ways in which they are alike, ways in which they are like others in their small group, and ways in which they are totally unique. Have students display their diagrams and share them with the entire class.
Partner Activity – Print out copies of the 2 Circle Venn Diagram graphic organizer, or if students have access to a mobile device, download the Venn Diagram Mobile App. Arrange students into pairs within the classroom. Using the graphic organizer or mobile app have the students share information about themselves and their likes and dislikes.
This website provides a short biography, honors, pictures, and the obituary of John Venn.
This website provides a short biography about John Venn.
Laurie Halse Anderson, the New York Times-bestselling author who is known for tackling tough subjects with humor and sensitivity, was born on this day in 1961. Her work has earned numerous national and state awards, as well as international recognition. Two of her books, Speak and Chains, were National Book Award finalists. Laurie was honored with the 2009 Margaret A. Edwards Award given by YALSA division of the American Library Association for her “significant and lasting contribution to young adult literature…”.
In the novel Speak by Laurie Halse Anderson, the main character lists "the first ten lies they tell you in high school":
1. We are here to help you.
2. You will have time to get to your class before the bell rings.
3. The dress code will be enforced.
4. No smoking is allowed on school grounds.
5. Our football team will win the championship this year.
6. We expect more of you here.
7. Guidance counselors are always available to listen.
8. Your schedule was created with you in mind.
9. Your locker combination is private.
10. These will be the years you look back on fondly.
Discuss with the students if some of these "lies" were similar to the ones they have heard, as well as how they are different. Then, ask students to brainstorm their own personal list of "ten lies they tell you in high school," complete with the truth, or their views on the truth.
Have students share, as a class, the "lies" they have been told in high school and how they've learned differently. Consider publishing a handmade classroom book with the lists of ten lies created by each student, and using it as a "guide to high school" for future students.
Laurie Halse Anderson's site has information on her life, books, and censorship, among other resources.
This site contains biographical information and an interview with the author.
Anderson's playful side emerges when she looks at real history and women who played a role in it.
Groundhog Day is observed each year on February 2. The famous groundhog Punxsutawney Phil is pulled from his simulated burrow in Punxsutawney, Pennsylvania to make the most anticipated weather forecast of the year. The legend says that if the groundhog sees his shadow, there will be six more weeks of winter. If Punxsutawney Phil does not see his shadow, spring is just around the corner.
Observe Groundhog Day in your classroom with your own shadow-watching activity.
Begin by bringing in a stuffed animal to stand in as the "groundhog." Have students select a name–something catchy–such as "Fairview Fred" or "Springfield Sal." Then plan a Groundhog Day celebration by choosing a location on school grounds and inviting other classes to attend the event.
Model your celebration after the annual event in Punxsutawney by including a variety of activities such as a scavenger hunt, storytelling, and games. Punxsutawney residents always include music in their celebration. Invite your school's band or chorus to provide live entertainment. At a predetermined time, have your "groundhog" look for his shadow, and then make the official announcement.
Later, have students watch or listen to news reports describing what happens in Punxsutawney on Groundhog Day and compare it with their predictions. Then, watch the calendar to see if your forecast is accurate!
This page from the Stormfax Weather Almanac offers information about the origins of Groundhog Day. There is also a record of past Groundhog Day predictions and information about the Groundhog Day film starring Bill Murray.
Check out the area for Teachers to find activities, lesson plans, and games to share with students during your Groundhog Day festivities. Students can even submit poetry or video for inclusion on the site.
Students can read weather-related folktales and proverbs at this American Folklore website.
Students can meet real groundhogs from Lums Pond State Park in Delaware at this rich multimedia site. The site includes basic information about groundhogs, as well as audio, video, and images.
César Chávez led the efforts to improve working conditions for California's migrant farm workers and formed the United Farm Workers Union. Chávez was committed to non-violent protest. He conducted several fasts and led a number of strikes and grape boycotts to further the cause of field workers.
Chávez was able to accomplish a great deal in his lifetime, promoting the civil rights and improving the working conditions of migrant farm workers. Have your students name other leaders who, like Chávez, have used non-violent means to achieve their ends. Some examples could include Martin Luther King, Jr., Mohandas Gandhi, or Susan B. Anthony.
Then, have students work in small groups to research one of these civil rights leaders. Students should find information about the leader's philosophy, the social cause for which he or she was fighting, and some of the specific methods he or she used for peaceful protest. Next, have students work, in their groups, on a creative writing piece. Have students imagine how history might have been different if this person had never lived, or had held a different philosophy. Then ask them to write a short story (or alternately, a play or poem) about this imagined history.
The Library of Congress offers this brief description of César Chávez' work. The page includes a timeline and links to related information.
This resource, based on the PBS film The Fight in the Fields, provides information on Chávez' struggle. Features include information about the film, a timeline, and links to related resources.
This biography, from the California Department of Education, is intended for intermediate students. The detailed account includes related images.
This Internet activity from SCORE encourages upper grade students to select from 11 American labor leaders, including Chávez, and to create museum exhibits highlighting their accomplishments.
Each year, the American Library Association recognizes a multitude of books and authors for their quality and impact. Ranging from awards for young children's books such as the Caldecott and Newbery Medals, to the Belpré award for books celebrating Latino culture, to the Sibert Medal for distinguished informational books, the ALA recognizes a wide range of outstanding material for children, young adults, and adults.
The American Library Association Book, Print, and Media Awards for Children and Young Adults include:
- John Newbery Medal
- Randolph Caldecott Medal
- Coretta Scott King Author and Illustrator Awards
- Michael L. Printz Award
- Margaret A. Edwards Award
- Andrew Carnegie Medal
- Robert F. Sibert Informational Book Medal
- Pura Belpré Award
- Mildred L. Batchelder Award
- Schneider Family Book Award
Visit the ALA pages for each award. Select from the list above the award most relevant to your students' ages and interests. Have your students select a winning author or illustrator from the award set you have selected, and instruct them to complete one of these activities:
- Write or illustrate a story in your chosen author/illustrator's style.
- Conduct Internet research on your author/illustrator and then stage a mock interview based on your research.
- Present a book review of one of your chosen author/illustrator's "must-read" titles.
This Scholastic webpage includes links to past winners of ALA awards. Many titles offer links to additional resources, including author biographies, discussion guides, and more.
This booklist includes 100 top recommendations from the National Public Radio for children and young adults.
New Hampshire Public Television provides videos and teacher guides for 27 books, which have won either the Caldecott or the Newbery Medal.
Illustrator Mary Azarian won the 1999 Caldecott Medal for Snowflake Bentley, written by Jacqueline Briggs Martin. Azarian is a skilled woodcut artist who is strongly influenced by her love of gardening. You can enjoy additional examples of her work in A Gardener's Alphabet, Farmer's Alphabet, and Barn Cat, written by Carol P. Saul.
There are ways to bring snow to your students regardless of the weather outside your classroom. If you're fortunate enough to have a supply of snow outside your window, take a mini field trip outside with your students. Have them each hold a piece of black paper to "catch snowflakes" for inspection. Be sure to have magnifying glasses available so students can take an up-close look. Ask students to sketch some of the structures they observe and then compare their drawings to identify both similarities and differences among snowflakes.
If you're located in a warm winter climate, you can still offer a snowflake experience to your students. The SnowCrystals.com website offers a tutorial for Growing Your Own Snow Crystals. (Use caution as this experiment uses dry ice.) These homegrown snow crystals can be closely examined by students using magnifying glasses or microscopes.
This website provides snow-related data and resources, including images, data sets, articles, and more. Students can use the information found here for activities such as research projects or creating snow quizzes and snow books.
Students can access stunning microscopic images of snow crystals on this page. Connect a study of geometry and art by having students create their own unique snowflake designs.
This website provides an informative look at the science of snow. It suggests experiments and activities, and also offers a snowflake guide and frequently asked snow questions.
This interactive resource allows users to create original snowflakes.
After nearly a century of advocacy, National American Indian Heritage Month was first recognized through joint resolution by Congress in 1990. Now recognized annually, November is a time to learn more about the history and heritage of Native American peoples.
Engage your students in an exploration of Native American heritage through a study of Native American pourquoi tales. Pourquoi tales explain why something or someone, usually in nature, is the way it is. Have your students read a variety of Native American pourquoi tales, explore the cultural origins and signficance of these stories, and share similar stories from their own cultures.
This First People website includes a selection of tales, including many pourquoi tales. After reading these tales and identifying pourquoi story elements, brainstorm with the class a list of animals with distinctive features or a list of natural events such as lightning, rain, or snow, and then have students write original pourquoi tales for how they came to be. When students finish, they can publish their tales using the ReadWriteThink Printing Press. The "booklet" option allows students to add additional pages to accommodate longer stories. After printing the finished product, students can add illustrations to their stories.
This website offers an extensive list of resources related to Native American heritage and culture. Teachers and students can find links to Internet resources, selected Smithsonian online exhibits, and recommended reading.
This radio series, available in audio and text, features elders, historians, storytellers, artists, and leaders from thirteen American Indian Nations along the Lewis and Clark trail. These elders share their history, stories, culture, and music in a series of hour-long radio broadcasts.
In June 1829, the British Parliament established Greater London's Metropolitan Police, popularly known as "bobbies." Scotland Yard, the site of their first headquarters, opened on September 29, 1829, and eventually became the official name of the force.
Visit Scotland Yard's Crime Prevention Page and check out pages with advice on such topics as driving, mobile phones, and personal safety. Explore the resources on the Scotland Yard site and ask students to compare the advice given to London's citizens to the advice and tips available from your local police department. Ask students to hypothesize the reasons for the differences that they see-are the differences due to the different laws in the different countries, or something else?
After learning about Scotland Yard, encourage students to read fiction, such as the books listed in the text section below, in which Scotland Yard is featured. Students can use the interactive Mystery Cube to analyze the mystery book they read or to plan their own mystery story. More tips are available for the Mystery Cube.
In the history section of the Scotland Yard site, students can read about the establishment of one of the world's most well-known police departments.
This collection of stories from Scotland Yard includes details on famous cases. Be sure to review the collection to find stories that are appropriate for your students.
Part of the Crime, Punishment and Protest through Time collection, this question-and-answer style site provides details on such topics as why citizens originally opposed the founding of Scotland Yard.
F. Scott Fitzgerald began writing at an early age and published his first novel at the age of 23. He is best known for his novel The Great Gatsby, considered one of the great classics of twentieth-century literature, as well as the globe-trotting and ultimately tragic lifestyle he lived with his wife Zelda.
After reading The Great Gatsby, explore the novel's point of view with your students. Ask students to consider how the story, told from the point of view of the narrator Nick Carraway, might be different from another perspective. For instance, how might the novel change if it were retold from Gatsby's point of view? If it were retold from Daisy Buchanan's or Myrtle Wilson's point of view?
Have students work in pairs. Each pair of students should select a chapter from the novel, and then rewrite the chapter from the point of view of a different character. When they've completed their retellings, ask each pair to compare and contrast their papers. How were their chapters different? Similar? How did their chapters compare to the original?
Bring the class together and lead a discussion about the role of perspective in The Great Gatsby, and why Fitzgerald may have chosen the perspective he used in writing the novel.
The page from the University of South Carolina includes complete texts, articles, essays, and images from Fitzgerald's scrapbook.
This PBS resource offers information about both Fitzgerald and his wife, Zelda. Included are images and biographical information.
This University of Adelaide Library e-text features links to each chapter of The Great Gatsby. A link to the complete text is also found on this page.
This Library of Congress literature unit explores primary sources from the 1920s in the context of Fitzgerald’s novel and then has students create a newspaper inspired by both the primary sources and fictional events from the novel.
This video, Part 1 of 2, provides students with some help in understanding the major plot lines of The Great Gatsby.
This video, Part 2 of 2, provides students with some help in understanding the major plot lines of The Great Gatsby. If you watch it on YouTube, take note of the "spoiler alert" for students.