Look at the Weather Lesson Activity
Look at the Weather Summary
What do you wonder about the weather? How does it make you feel? These questions engage the reader throughout this gorgeous book about the elements. Look at the Weather reads like a meditative narrative. Facts mix with wonder and sensations to explain the sun, rain, snow, ice and extreme weather. Striking illustrations alongside the text capture the colors in our world.
This is not your typical nonfiction text. The meditative feel of this book is unencumbered by bold words, captions and diagrams. Instead, textured images illustrate the nuances of weather. Readers can refer to a glossary at the end of the book to clarify meaning.
Look at the Weather Lesson Activity
AASL Standards Framework for Learners: Explore/Share V.C.1 Learners engage with the learning community by expressing curiosity about a topic of personal interest or curricular relevance.
This lesson in contemplative art invites learners to consider how weather impacts their feelings.
- Find a place to observe the weather.
- Ask learners to take a close at the weather. What do they notice? What do they wonder? How does it make them feel?
- Explain that the author, Britta Teckentrup, appreciates how weather connects with human emotions. She recognized artists who modeled this connection with their art. Tell learners that they will observe the weather. They will illustrate what they see and feel as they create.
- Invite learners to close their eyes. Take a few deep breaths and relax their bodies. Concentrate on the breath to clear the mind. Ask learners to open their eyes and notice the weather. What do they see? How does it make them feel? What questions do they have?
- Tell learners they will illustrate their feelings, thoughts and questions as they observe the weather. They can illustrate with an art form that is comfortable to them: doodles, words, drawings, or sculpture.
- Supply drawing and coloring materials along with paper and sticky notes. Give learners an opportunity to share their work when complete.
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Dreamers Lesson Activity
Dreamers Summary
Yuyi Morales reminds us how important libraries are in her book Dreamers. When Morales first arrived in America with her young son, she didn’t know how to speak English. She was afraid and unsure of her new surroundings. One day, she visited the library. Picture books captured her attention. Morales discovered she could read the illustrations and understand the storyline. The language difference was no longer a barrier. She learned to read, speak and write in English by spending hours exploring books. This beautiful story weaves words of poetry with compelling illustrations. Each page holds layers of meaning. Readers will enjoy exploring fascinating details in this gorgeous book.
Lesson Activity for Dreamers
AASL Standards Framework for Learners: Explore/Think V.A.1 Learners develop and satisfy personal curiosity by reading widely and deeply in multiple formats and write and create for a variety of purposes.
Morales is a self-taught artist. She spent hours copying illustrations from picture books. Her story of independent exploration and creativity will inspire learners to delve into art.
- Ask learners to share titles of their favorite picture books. Invite them to turn and talk about why those books speak to them.
- Introduce Dreamers by Yuyi Morales. Explain that her favorite picture books compelled her to create. She copied illustrations to learn art techniques.
- Watch Live Art: Yuyi Morales by the New York Times. This video clip is on Facebook. If your district blocks Facebook, listen to Morales speak on the podcast Is There Someone You Need to Thank? by Public Radio International (PRI). Learners will hear how grateful she is that a librarian welcomed her in the library.
- Read Dreamers. Invite learners to collect picture books that compel them to create. Give learners time to explore the illustrations and consider their favorite mediums. Ask them to make a list of the materials they’ll need to recreate their favorite illustrations.
- Set up art stations for the next class visit. Stock the stations with needed art supplies. Encourage learners as they work with different mediums. Display work with books when finished.
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A Big Mooncake for Little Star by Grace Lin
A Big Mooncake for Little Star Summary
A mooncake is a Chinese pastry that is popular during the Mid-Autumn Festival. The festival celebrates the harvest when the moon is full. The combination of the moon and the mooncake inspired Grace Lin to write A Big Mooncake for Little Star. This fantastic folktale explains why the shape of the moon changes. The setting takes place in outer space. A little girl and her mother bake in their celestial kitchen. The girl, Little Star, wears black pajamas with a star print. Her mama wears the same outfit. Together, they make a mooncake and place it in the night sky to cool. Little Star can’t resist sneaking nibbles from the delicious mooncake. Every night she eats a little more until only a sliver of the cake remains. Mama smiles when she sees what’s left of the pastry. The story ends as it begins, with the pair making a mooncake.
A Big Mooncake for Little Star Lesson Activity
AASL Standards Framework for Learners: Explore/Think V.B.2 Learners develop and satisfy personal curiosity by reflecting and questioning assumptions and possible misconceptions.
This book lends itself to 4 different exploration scenarios. Learners may want to explore some of these questions:
- What ingredients are in a mooncake? How do you make them? What is the history behind the mooncake?
- What is the Mid-Autumn Festival? How is it celebrated? Where and when does the festival take place?
- What are the phases of the moon? How do they happen?
- What are the elements of a folktale? What other folktales center around the moon?
Invite learners to explore a topic of interest. Prepare for independent learning sessions by passing out Know, Want to Know, How Will I Learn It, Learned (KWHL) worksheets from Education World. Instruct learners to fill out the first three columns of their worksheet. Collect worksheets and identify needed resources. Gather books and online resources for learners to explore. Enlist the help of volunteers to support young learners as they research their topic.
If you are looking for Moon resources, try these online resources:
- Generation Genius: This subscription database offers a 14 day free trial. Visit the Moon and Its Phases lesson. It includes a movie clip, a lesson plan, discussion questions, vocabulary, a DIY project and assessments.
- READY JET GO! Why Does the Moon Change Shape?: Astronomer Amy Mainzer explains why the moon looks like it changes shape.
- Moon Phases: Act out the Moon phases with this demonstration from NASA’s Jet Propulsion Laboratory.
My Books
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Wild Buildings and Bridges: Architecture Inspired by Nature
Wild Buildings and Bridges Inspired by Nature Summary
Are you planning a STEAM challenge? Does it involve design and construction? If so, read Wild Buildings and Bridges: Architecture Inspired by Nature. In this book, author Etta Kaner explains how nature influences design. She draws the ideas from her experience as a classroom teacher to deliver this information. Kaner engages the audience with thought provoking questions and illustrated examples. Step-by-step directions invite learners to experiment with architecture. Readers will feel compelled to study nature after reading this intriguing book.
Wild Buildings and Bridges Lesson Activity
AASL Standards Framework for Learners: Explore/Create: V.B.2 Learners construct new knowledge by persisting through self-directed pursuits by tinkering and making.
- Prepare for lesson by creating three design stations based on the experiments in Wild Buildings and Bridges. Provide directions and materials at each station.
- Station 1: “Test a Truss”
- Station 2: “Why are Honeycombs Made of Hexagons?”
- Station 3: “Making Water in the Desert”
- Read the directions for each station with learners. Invite them to choose a station to explore.
- Provide books on bridges, honeybees and plants and animals of the desert for further study. Offer graph paper and pencils to design a structure based on nature.
- Enrich learning by following the Where’s Rodney by Carmen Bogan activity.
Share your designs with #AASLstandards!
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Big Machines: The Story of Virginia Lee Burton Lesson Activity
Big Machines: The Story of Virginia Lee Burton Summary
Think of a favorite author who is also an illustrator. Do you ever wonder about their process? Do they write the story and then work on the illustrations? For Virginia Lee Burton, the illustrations took center stage. Big Machines: The Story of Virginia Lee Burton is a biography that reads like a Disney movie. The vivid colors and imaginative drawings invite us to see “Jinnee” at work. She moves through the pages as if she is performing a ballet about her life as an illustrator. Children will enjoy reading the inspiration behind Burton’s classics with this beautiful book.
Big Machines: The Story of Virginia Lee Burton Lesson Activity
AASL Standards Framework for Learners: Explore/Share: V.C.1 Learners engage with the learning community by expressing curiosity about a topic of personal interest or curricular relevance.
- Collect copies of Virginia Lee Burton’s books. Show learners the covers and ask what they notice. Some will notice all books were written and illustrated by the same author.
- Vote on a book to read aloud. After the reading, ask learners what questions they have about the author. Write questions on chart paper.
- Say, “I have a biography about Virginia Lee Burton. Let’s read it to see if we can find some of the answers to your questions.”
- Read Big Machines: The Story of Virginia Lee Burton by Sherri Duskey Rinker and John Rocco. Refer to the chart paper when questions are answered.
- Ask learners to share the names of authors and illustrators they are curious about.
- Demonstrate how to search for biographies with the online catalog.
- Introduce the following blog posts and website to learn about other authors:
- 18 Best Videos to Get to Know Children’s Authors and Illustrators
- Scroll down the webpage to see the videos
- Great Websites for Kids
- Video Interviews with Top Children’s Authors & Illustrators
- 18 Best Videos to Get to Know Children’s Authors and Illustrators
- Celebrate National Author’s Day by inviting learners to write a note to their favorite author. They could write a formal letter, or post a note on social media. National Author’s Day occurs every November 1st. It’s a day to thank authors for sharing their work with us.
Online Resources:
Great Websites for Kids:
http://gws.ala.org/category/literature-amp-languages/authors-illustrators
Video Interviews with Top Children’s Authors and Illustrators:
http://www.readingrockets.org/books/interviews
18 Best Videos to Get to Know Children’s Authors & Illustrators:
https://honorsgradu.com/18-best-videos-to-get-to-know-childrens-authors-illustrators/
My Books
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Someone New Lesson Activity
Someone New Summary
Imagine you have a learner in your classroom from another country. They speak their native language. How do you include them in your conversations to learn their perspective? Someone New illustrates how to welcome diverse learners in the classroom. Three different scenarios describe what it looks like and feels like to see a new student. American children tell their stories with open honesty. We hear ideas that readers can connect with. The narrators notice that the new students are uncomfortable, but they don’t know how to help. Because they are empathetic, they find ways to talk with their new friends. The casual narration invites readers to see what the children think. We see them process their thoughts. The illustrations add depth to the story by helping us read emotions. This relevant story deserves a prominent place in any collection.
Someone New Lesson Activity
AASL Standards Framework for Learners: Include/Grow II.D.2 Learners demonstrate empathy and equity in knowledge building within the global learning community by demonstrating interest in other perspectives during learning activities.
- Ask learners to think about a time when they were in a group discussion. Did they notice someone sitting quietly? What did they do to include them in the conversation?
- Introduce the story Someone New by Anne Sibley O’Brien. Explain that while you read, their job is to notice how the children in the book engage with the new students.
- Ask learners why it’s important to make connections with other students. What can we learn from other people? Why do different opinions matter?
- Explain that sometimes, people don’t share their opinions during group discussions. Ask why that might be. Brainstorm ideas to make sure everyone contributes in a discussion. Think about different ways people can contribute without using words. Develop strategies to listen to different opinions and add to the discussion.
Extend this lesson by reading I’m New Here by Anne Sibley O’Brien. It’s the same story as Someone New. However, this time, immigrants tell the story. Children will hear a different perspective and build empathy after reading this relevant book.
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Snails Are Just My Speed! Lesson Activity
Snails Are Just My Speed Summary
Do you have the book Snails Are Just My Speed! by Kevin McCloskey in your collection? If not, I highly recommend getting a few copies. Learners and educators are going to love this book. As the stamp on the left-hand corner of the cover implies, you’ll hear giggles while reading this Toon Book. The presentation of information is quite remarkable. My favorite page is an infographic of sorts that shows different animals moving as if they are in a race. A fly is in the lead, while a snail hitches a ride with a tortoise in last place. Each animal tells how much faster they are than the animal directly behind them. Math mixes with science to engage readers on this double-page spread. The illustration may inspire learners to design a pictograph with this format.
What page is your favorite? Please share in the comment box below.
Snails Are Just My Speed! Lesson Activity
AASL Standards Framework For Learners: Inquire/Think I.A.1 Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
- Draw a large snail on chart paper. See directions at the end of Snails Are Just My Speed! by Kevin McCloskey.
- Ask learners what they wonder about snails. Direct them to write their questions on sticky notes and place them on the chart paper. Read the questions to the whole group.
- Ask the following questions as you read the book:
- What can we expect from this book? (cover)
- Here the author compares a snail to a camper. How are they the same? How are they different? What questions do you have about snail’s shells? (pg. 1)
- Here the author points out how fast animals are in a fascinating way. What do you notice about how he shares this information? (pgs. 2-3)
- What questions do you have about predators? (pgs. 4-5)
- What questions do you have about mucus? (pgs. 8-9)
- How does mucus help snails? (pgs. 10-15)
- Here the author compares the mucus of a snail to that of a person. What is different? What is the same? (pg. 16)
- What questions do you have about farming snails? (pg. 18)
- What do you notice about where snails live? (pgs. 20-21)
- The author is comparing snails to different objects. What is the same? What is different? (pgs. 22-23)
- Why do you think the author used the title “Map of a Snail” for this page? (pg. 24)
- What information can you gather from the illustration of a snail reading an eye chart? (pg. 25)
- Ask learners to turn and talk with their neighbor about a fun fact they learned from the book.
- Tell learners that they will draw a snail and illustrate what they learned from the story. They can use any text feature they want to share information. Some may want to find a picture of a snail using Photos for Class (an AASL Best Website for Teaching and Learning). They can upload the picture to an app like SeeSaw (an AASL Best App for Teaching and Learning) to add text bubbles and labels.
Check out Toon Books’s website for more teaching ideas and fun activities for learners (http://www.toon-books.com/).
Mentioned Resources
Photos for Class (https://www.photosforclass.com/)
SeeSaw (https://web.seesaw.me/)
Toon Books (http://www.toon-books.com/)
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Alabama Spitfire: The Story of Harper Lee and To Kill a Mockingbird Lesson Activity
Alabama Spitfire: The Story of Harper Lee and To Kill a Mockingbird Summary
How many times have you read To Kill A Mockingbird? At least once, right? It’s amazing to consider how one book continues to touch so many lives. What does it take to write the great American novel? In Alabama Spitfire, readers get an idea of what makes an author noteworthy. Young Nelle Harper Lee was a reader, a writer and an observer. She watched her father, a lawyer, fight cases in the courthouse. She wondered about her reclusive neighbors and wrote stories about them. These childhood experiences prepared Lee to write a book we all know and love. Children will appreciate the illustrations that have a cinematic feel to them. The interesting storyline will compel readers to make observations and write. Who knows, maybe one day they will write the next great American novel!
Alabama Spitfire: The Story of Harper Lee and To Kill a Mockingbird Lesson Activity
AASL Standards Framework For Learners: Curate/Think IV.A.2 Learners act on an information need by identifying possible sources of information.
- Introduce Alabama Spitfire by asking the following questions:
- What is your favorite book? Do other people love the book as much as you do? How do you know? What do you know about the author of your favorite book?
- Explain that you are going to read a picture book about a noteworthy author. Point to her name in the title. Tell learners that Harper Lee wrote a book that’s pretty famous. Read the subtitle and state the name of the notorious book.
- Tell students that while you read, they have a job to do. They need to consider what made Lee such a great writer.
- Write “Nelle Harper Lee” on a piece of chart paper after reading. Ask learners what Harper did to become such a great writer. Record responses on the chart paper.
- Ask students if they would like to learn about other authors.
- Model how to search for biographies about a favorite author using the online catalog. Look at the results of the search together and ask what they notice. Identify the books to read. Point out call numbers and the titles. Model how to check if books are available. Tell learners they will need to record the title and the call number so you can help them find the book in the library.
- Locate the books and give learners time to read.
- Divide students into groups and invite everyone to share what they learned. Learners will consider any similarities between the authors. Next, they will write the author’s name on a sticky note and include what made them a writer. Post all sticky notes on a poster with the title “What Makes a Great Writer?” Invite learners to organize the sticky notes in a fashion that makes sense to them.
My Books
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The Boo-Boos That Changed the World: A True Story About an Accidental Invention (Really) Lesson Activity
The Boo-Boos that Changed the World Summary
When you cut yourself, what’s the first thing you do? Reach for a Band-Aid, right? Before the 1920s, Band-Aids did not exist. Josephine Knight was accident prone and needed to save her cuts from infection. Her husband, Earle Dickson, wanted to help. He applied his background knowledge with cotton to solve the problem. The Boo-Boos That Changed the World delivers an interesting narrative about Band-Aids. Children will enjoy the comical way the author pretends to end the story when there is more to tell. The cartoonish illustrations add to the story of this great invention known worldwide.
The Boo-Boos that Changed the World Lesson Activity
AASL Standards Framework for Learners: Curate/Think IV.A.2 Learners act on an information need by identifying possible sources of information.
- Read The Boo-Boos That Changed the World: A True Story About an Accidental Invention (Really) by Barry Wittenstein.
- View old Band-Aid commercials and images by searching the online resources located at the end of the book.
- Tell learners that you need their help finding information about other great inventions that solved a problem. Where would they find this information? What word(s) would they use in their search?
- Model how to use the online catalog. Demonstrate how to identify available books and record the call number and title. Explain that you can help them find their books with that information. Tell learners to summarize the books they read.
- Model how to use the library databases to find articles about inventions. Demonstrate how to read through the article and summarize what the article tells the reader.
- Ask learners to curate their favorite resources about one invention by creating a flyer for patrons. Explain that you will give the flyers to learners who ask about the invention.
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Islandborn Lesson Activity
Islandborn Summary
How do we keep our family history alive? In this insightful and poignant book, Junot Diaz examines just how we keep our stories alive. In an age when immigration is a debate in our nation and tops the headlines each day, we consider the story of Lola, who immigrated as a baby. She cannot remember “The Island” that she came from, since she left when she was a baby.
To bridge the past with the present, Lola’s family brings the “The Island” to her, by sharing all kinds of memories – from the wonderful to the heartbreaking. It is a story of sharing, imagination and the importance of our stories.
Throughout this story, Lola starts to understand the truth of her abuela’s words: “Just because you don’t remember a place doesn’t mean it’s not in you.”
Note: This book is also available in Spanish under the title “Lola”.
Islandborn Lesson Activity
AASL Standards Framework for Learners: Explore/Think V.A.3 Engaging in inquiry-based processes for personal growth.
How much do we really know about our family history? How far back in history can we imagine? How is the story of your family history conveyed over time?
- Invite learners to begin an inquiry process with their own family members to understand the story of their own family.
- Suggest that learners interview members of their family and friends they have known over time to unfold deeper understandings.
- Provide learners with books and technology to research a country of origin to investigate how their family story connects with information from that culture, geographical region and societal norms.
- Invite learners to share this information with one another or to another family member to continue their own story.
- Learners can consider how their history might shape their future. Ask the question, “How can your history influence your future?” and “How will you continue to share your story?”
- Invite learners to explore how we can begin to understand “our own story” when we may not have family to share with us. What steps might they take?
My Books
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