I n tegrating Award Winning Diverse Literature into Content Area Reading

1. Integrating Award Winning Diverse Literature into Content Area Reading The Arts

2. Core Standards

3. Reading Standards • Topic • E. General Reading Comprehension: • Students will use a variety of strategies to understand what they read (construct meaning). • Indicator • 1. Develop and apply comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts • Objectives • Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background • Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres • Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations

4. Indicator- Before Reading Strategies • 2. Use strategies to prepare for reading (before reading) • Objectives • Survey and preview the text by examining features such as the title, illustrations, photographs, charts, and graphs • Set a purpose for reading the text • Make predictions and ask questions about the text • Make connections to the text from prior knowledge and experiences

5. Indicator – During Reading • 3. Use strategies to make meaning from text (during reading) • Objectives • Reread the difficult parts slowly and carefully • Use own words to restate the difficult part • Read on and revisit the difficult part • Skim the text to search for connections between and among ideas • Make, confirm, or adjust predictions • Periodically summarize while reading • Periodically paraphrase important ideas or information • Visualize what was read for deeper understanding • Use a graphic organizer or another note-taking technique to record important ideas or information • Explain personal connections to the ideas or information in the text

6. Indicator- After Reading Strategies • 4. Use strategies to demonstrate understanding of the text (after reading) • Objectives • Identify and explain the main idea • Assessment limit: Of the text or a portion of the text • Identify and explain what is directly stated in the text • Assessment limit: In the text or a portion of the text • Identify and explain what is not directly stated in the text by drawing inferences • Assessment limit: From the text or a portion of the text • Draw conclusions or make generalizations about the text • Assessment limit: From the text or a portion of the text • Confirm, refute, or make predictions and form new ideas • Assessment limit: The development, topics, or ideas that might logically be included if the text were extended • Paraphrase the main idea • Assessment limit: Of the text or a portion of the text • Summarize • Assessment limit: The text or a portion of the text • Connect the text to prior knowledge or personal experience • Assessment limit: Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text

7. Social Studies Content Standards: Grade 5: Standard 2.0 Peoples of the Nation and World Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective Topic C. Conflict and Compromise Indicator 1. Analyze factors that affected relationships in the colonial period Objectives Analyze how conflict affected relationships among individuals and groups, such as early settlers and Native Americans, free and enslaved people Provide the examples of conflicts and compromises among differing groups of people during the Constitutional Convention http://mdk12.org/instruction/curriculum/social_studies/standard2/grade5.html

8. Objectives • Students will read and discuss in small inquiry based cooperative groups, a person from a different culture and how their life and the conflicts they lived through during their life made an impact on others. • Students will apply what they read to their own life by developing a brief narrative about someone that has had a significant impact on them. • Students will present their text to the class based on the facts they collect from reading the texts. • Students will work cooperatively in small groups to collaborate and discuss factual information to show their comprehension of a nonfiction picture book. • Students will be able to tell the main ideas of the texts provided • for the activity

9. Award Winning Books Implemented in the Unit

11. Born about 1800 • Spent most of his life in a rural South Carolina famous for its • stoneware. • His creations included mammoth storage pots, some more than 2 • feet tall and 6 feet around, finished with elegantly molded mouths • and earth-tone glazes. • The most distinctive feature of Dave’s work was the mark he left below a pot’s lip. Sometimes he signed his name and put the date. Other times he wrote verse, usually a short rhyme. “I wonder where is all my relation / friendship to all — and, ­every nation.” The last of his surviving poems dates to 1862, in the midst of the Civil War: “I, made this Jar, all of cross / If, you dont repent, you will be, lost.”

14. Levine, Ellen—Henry’s Freedom Box A True story of a slave that mailed himself to freedom

15. A true story of a gift of Love and compassion from the Maasai people to the United States, in honor of those who died September 11 attacks.

16. In 2004 WangariMutaMaathai became the first African woman to win the Nobel Peace Prize

17. A nonfiction story with true facts about the Korean mask dancing tradition

18. A story of Invisible People, the reality of homelessness

20. *http://teacher.scholastic.com/products/westonwoods/study_guides/*http://teacher.scholastic.com/products/westonwoods/study_guides/ henryfreedombox.pdf (literature guide – pdf version) * http://www.edhelper.com/books/Henrys_Freedom_Box_MixedHTMLReview.htm (have to join to get activities, but edhelper is a wonderful resource and well worth the money) http://www2.scholastic.com/browse/collateral.jsp?id=38913_type=Book _typeId=4492 (scroll to bottom for activity list – these activities are for older students) http://www.afb.org/braillebug/RCActivities.asp?bookid=42 (questions – open response) http://schoolwires.henry.k12.ga.us/we/cwp/view.asp?A=3&Q=312623 (click on January book activities) http://www.wfu.edu/~garaam5/diversity/multiculturallesson.pdf (lesson plan outline -states it is for first graders – a little difficult, however) http://www.ncslma.org/BookCompetitions/NCCBA/NCCBABooklet2009.pdf (page 8 of activity book-other pages are activities for other books) http://www.nationalgeographic.com/features/99/railroad/j1.html (Underground Railroad Search) * http://www.nps.gov/history/NR/travel/underground/states.htm (visit historical places along the underground railroad route) *Reader’s Theatre Handout Subjects: Brown, Henry Box, fugitive slaves, slaves (biography), Underground Railroad Henry’s Freedom Boxby Ellen Levine

21. Resources : http://www.123rf.com/photo_13133120_group-of-four-children-of-different-races-jumping-happily-watercolored-illustration.html http://www.carolhurst.com/titles/flyawayhome.html http://www.amazon.com/Behind-Mask-Yangsook-Choi/dp/0374305226 http://alex.state.al.us/lesson_view.php?&print=friendly&id=9685