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In this humorous book Jimmy Fallon expresses his gratitude more than 200 things ranging from light bulbs to the F12 button on his computer's keyboard. I think this would be a great mentor text for modeling text structure and expository writing, and it would definitely inspire kids to write their own list of thank you notes.

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The Book of Bad Arguments by Ali Almossawi

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The Book of Bad Arguments by Ali Almossawi

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This book provides explanations of different fallacies and other common attempts at reasoning that contain weaknesses. These weaknesses in logic and argument are demonstrated by cute animals that commit common fallacies. This would be a great way to introduce critical thinking for use in argumentative writing.

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The Dangerous Book for Boys by Conn and Hal Iggulden

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The Dangerous Book for Boys by Conn and Hal Iggulden

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This book is a collection of expository writing intended to teach boys skills to keep from being bored. This is a good example of expository text that demonstrates several text structures, and I think this book would appeal to my case study student. He is a 9th grade boy who likes biking and playing outside with his friends.

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Students could read Chapter 1 of Milkweed and discuss memories and memoir writing. Students can use this text to plan their own memoirs based on a specific memory from their past or current life.

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My case study student intends to join the Marines after high school, so I thought he might enjoy this text. It is a graphic novel about two childhood friends who enlist together to fight in World War I. The illustrations tell just as much of the story as the text so this will appeal to many of my striving readers.

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This wordless graphic novel portrays the sometimes frightening experiences of an immigrant as he tries to adapt to his new surroundings and a strange culture. The only writing is an invented alphabet, which helps show how immigrants must feel when they encounter a strange new language and way of life. Many ethnicities are represented in this story and it promotes caring for others, regardless of race, age, or background.

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This graphic novel that portrays the experiences of many adolescent Chinese-Americans through three separate but interwoven stories. This novel will appeal to my case study student as well as other students since it is told from the point of view of a teenage boy who experiences racism and bullying. My striving readers will appreciate the graphic aspects and all of my students will learn something about a different culture.

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Jaqueline Woodson writes in the voice of Teeka in this picture book; many students can relate to having dinner with quirky family members and could create their own similar voice in a picture book. Woodson combines the modes of image, written language, and layout to tell the story, so this book also demonstrates elements of a multimodal text.

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The One and Only Ivan by Katherine Applegate 

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The One and Only Ivan by Katherine Applegate 

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Told from the point of view of Ivan, a captive gorilla, this text demonstrates a voice that many students will empathize with. My case study student likes animals, so I though he would enjoy this text. Students could practice writing from any animal's point of view.

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My case study student has a clever sense of humor and would find this story amusing. I think this fun story explicitly demonstrates a different point of view and can help develop students' understanding of the different points of view in literature.

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Girls Think of Everything: Stories Of Ingenious Inventions by Women by Catherine Thimmesh

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Girls Think of Everything: Stories Of Ingenious Inventions by Women by Catherine Thimmesh

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This expository text features inventions and innovations by women and can provide an opportunity for students to search for the 5 W's as they find out what inspired these women, and how they turned their ideas into realities.

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Harry Potter and the Sorcerer's Stone by J.K. Rowling

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Harry Potter and the Sorcerer's Stone by J.K. Rowling

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Any of the Harry Potter books can be used as a mentor text for beautiful descriptive writing. This text could also be used to teach the semicolon since Rowling is a master in its use.

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This informative book about losing weight by making simple food swaps demonstrates comparison contrast text structure.

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Cause & Effect-      "My Watch: An Instructive Little Tale" by Mark Twain 

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Cause & Effect-      "My Watch: An Instructive Little Tale" by Mark Twain 

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This humorous account of one man's struggle to have his watch repaired is an excellent model of cause and effect, as well as sequence, text structures. Students can mimic Twain's structure in their own writing.

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My beautiful new watch had run eighteen months without losing or gaining, and without breaking any part of its machinery or stopping. I had come to believe it infallible in its judgments about the time of day, and to consider its constitution and its anatomy imperishable. But at last, one night, I let it run down. I grieved about it as if it were a recognized messenger and forerunner of calamity. But by and by I cheered up, set the watch by guess, and commanded my bodings and superstitions to depart.

Next day I stepped into the chief jeweler's to set it by the exact time, and the head of the establishment took it out of my hand and proceeded to set it for me. Then he said, "She is four minutes slow - regulator wants pushing up." I tried to stop him - tried to make him understand that the watch kept perfect time. But no; all this human cabbage could see was that the watch was four minutes slow, and the regulator MUST be pushed up a little; and so, while I danced around him in anguish, and implored him to let the watch alone, he calmly and cruelly did the shameful deed.

My watch began to gain. It gained faster and faster day by day. Within the week it sickened to a raging fever, and its pulse went up to a hundred and fifty in the shade. At the end of two months it had left all the timepieces of the town far in the rear, and was a fraction over thirteen days ahead of the almanac. It was away into November enjoying the snow, while the October leaves were still turning. It hurried up house rent, bills payable, and such things, in such a ruinous way that I could not abide it. I took it to the watchmaker to be regulated. He asked me if I had ever had it repaired. I said no, it had never needed any repairing. He looked a look of vicious happiness and eagerly pried the watch open, and then put a small dice box into his eye and peered into its machinery. He said it wanted cleaning and oiling, besides regulating - come in a week.

After being cleaned and oiled, and regulated, my watch slowed down to that degree that it ticked like a tolling bell. I began to be left by trains, I failed all appointments, I got to missing my dinner; my watch strung out three days' grace to four and let me go to protest; I gradually drifted back into yesterday, then day before, then into last week, and by and by the comprehension came upon me that all solitary and alone I was lingering along in week before last, and the world was out of sight. I seemed to detect in myself a sort of sneaking fellow-feeling for the mummy in the museum, and desire to swap news with him. I went to a watch maker again. He took the watch all to pieces while I waited, and then said the barrel was "swelled." He said he could reduce it in three days.

After this the watch AVERAGED well, but nothing more. For half a day it would go like the very mischief, and keep up such a barking and wheezing and whooping and sneezing and snorting, that I could not hear myself think for the disturbance; and as long as it held out there was not a watch in the land that stood any chance against it. But the rest of the day it would keep on slowing down and fooling along until all the clocks it had left behind caught up again. So at last, at the end of twenty-four hours, it would trot up to the judges' stand all right and just in time. It would show a fair and square average, and no man could say it had done more or less than its duty. But a correct average is only a mild virtue in a watch, and I took this instrument to another watchmaker. He said the kingbolt was broken. I said I was glad it was nothing more serious. To tell the plain truth, I had no idea what the kingbolt was, but I did not choose to appear ignorant to a stranger.

He repaired the kingbolt, but what the watch gained in one way it lost in another. It would run awhile and then stop awhile, and then run awhile again, and so on, using its own discretion about the intervals. And every time it went off it kicked back like a musket. I padded my breast for a few days, but finally took the watch to another watchmaker. He picked it all to pieces, and turned the ruin over and over under his glass; and then he said there appeared to be something the matter with the hairtrigger. He fixed it, and gave it a fresh start. It did well now, except that always at ten minutes to ten the hands would shut together like a pair of scissors, and from that time forth they would travel together. The oldest man in the world could not make head or tail of the time of day by such a watch, and so I went again to have the thing repaired.

This person said that the crystal had got bent, and that the mainspring was not straight. He also remarked that part of the works needed halfsoling. He made these things all right, and then my timepiece performed unexceptionably, save that now and then, after working along quietly for nearly eight hours, everything inside would let go all of a sudden and begin to buzz like a bee, and the hands would straightway begin to spin round and round so fast that their individuality was lost completely, and they simply seemed a delicate spider's web over the face of the watch. She would reel off the next twenty-four hours in six or seven minutes, and then stop with a bang.

I went with a heavy heart to one more watchmaker, and looked on while he took her to pieces. Then I prepared to cross-question him rigidly, for this thing was getting serious. The watch had cost two hundred dollars originally, and I seemed to have paid out two or three thousand for repairs. While I waited and looked on I presently recognized in this watchmaker an old acquaintance - a steamboat engineer of other days, and not a good engineer, either. He examined all the parts carefully, just as the other watchmakers had done, and then delivered his verdict with the same confidence of manner.

He said:

"She makes too much steam - you want to hang the monkey-wrench on the safety-valve!"

I brained him on the spot, and had him buried at my own expense.

My uncle William (now deceased, alas!) used to say that a good horse was a good horse until it had run away once, and that a good watch was a good watch until the repairers got a chance at it. And he used to wonder what became of all the unsuccessful tinkers, and gunsmiths, and shoemakers, and engineers, and blacksmiths; but nobody could ever tell him.

*This file was originally marked up using the Text Encoding Initiative XML markup language for use in the Infomotions Alex Catalog of Electronic Texts ( http://infomotions.com/alex/) by Eric Lease Morgan on 2005-01-25 for the purpose of freely sharing, distributing, and making available works of great literature. Its Infomotions unique identifier is twain-my-640. It was placed in the public domain (June 1993) and is made available here under the GNU Public License.

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Douglas Stuart, Renaissance Watch Repair ©2002-2017.

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My beautiful new watch had run eighteen months without losing or gaining, and without breaking any part of its machinery or stopping. I had come to believe it infallible in its judgments about the time of day, and to consider its constitution and its anatomy imperishable.

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Comparison & Contrast- "Ain't I a Woman?" by Sojourner Truth

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Comparison & Contrast- "Ain't I a Woman?" by Sojourner Truth

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This historical speech is a great model of comparison/contrast text structure. Students find Truth's diction more relatable and  her message inspirational. The text could serve as a model for similar writing.

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Symbols, Characterization & More-Lord of the Flies by William Golding

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Symbols, Characterization & More-Lord of the Flies by William Golding

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Golding's writing demonstrates symbolism very clearly. This text is also excellent for teaching theme, allegory, and characterization. The language in the text lends itself to analytical writing.

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Poetry Analysis-"The Eagle" by Alfred Lord Tennyson

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Poetry Analysis-"The Eagle" by Alfred Lord Tennyson

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This short poem is jam packed with figurative language and sound devices. It is great way to introduce the analysis of poetry devices.

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Poetry Analysis Through Song- "Robbery" by Juice Wrld

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Poetry Analysis Through Song- "Robbery" by Juice Wrld

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This talented rapper demonstrates numerous poetic devices in his hit song "Robbery." Students already know and love this song, but will be engaged on a more literary level when asked to analyze the artist's use of language. Student's could write their own lyrical poem with an extended metaphor.

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Irony & 1st Person Point of View-"The Cask of Amontillado" by Edgar Allen Poe

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Irony & 1st Person Point of View-"The Cask of Amontillado" by Edgar Allen Poe

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This is a great story for demonstrating the unreliability of a first person narrator. It is laced with dramatic, situational, and verbal irony. Students can write traditional analysis of the story or create cartoon strips demonstrating examples of irony in the text, or show Montresor's true thoughts as he tells his version of the story.

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Yummy: The Last Days of a Southside Shorty by Gregory Neri

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Yummy: The Last Days of a Southside Shorty by Gregory Neri

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This graphic novel tells the true tragic story of a young gang member. The images in the text can be used for analysis and multimodal writing.

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How to Write a Memoir by William Zinsser

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How to Write a Memoir by William Zinsser

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This is a combination memoir and guide on how to write a memoir. Using an excerpt from this book can provide good advice for students on how to write their own memoir.

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This memoir is about Manzano’s journey to becoming Maria on Sesame Street. It also demonstrates the plight of Puerto Rican immigrants attempting to make a new start in America. Students could follow the author's example and practice writing from their own younger perspectives.

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Excerpts from these personal essays about the author's experience working in Macy’s as an elf in Santa’s workshop. can inspire students to write about their own observations of everyday occurrences in their own lives.

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Informational Graphic Novel-Drowned City: Hurricane Katrina & New Orleans by Don Brown

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Informational Graphic Novel-Drowned City: Hurricane Katrina & New Orleans by Don Brown

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This graphic novel gives an excellent objective account of Hurricane Katrina and its aftermath. The images in this texts can be used for analysis and multimodal writing activities or the novel can just be a very engaging, instructive read for a reluctant reader.

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This checkbook, published in 1932, can be a very engaging way to teach inferencing. Students can work cooperatively to interpret the story of Lawrence Exeter Sr. & Jr. and create a timeline of events based on their interpretation of the checkbook using apps like Padlet or Canva.

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The Mysteries of Harris Burdick by Chris Van Allsburg

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The Mysteries of Harris Burdick by Chris Van Allsburg

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This illustration-based book can be used by students to make inferences and write an accompanying story.

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Meter & Sound Devices-There's a Wocket in My Pocket and other stories by Dr. Seuss

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Meter & Sound Devices-There's a Wocket in My Pocket and other stories by Dr. Seuss

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Dr. Seuss demonstrates meter in a way that students can easily understand. Students can write their own poetry with meter and sound devices.

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Dr. Seuss Ft. Migos & Drake - Wocket In My Pocket  (Official Video)

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Description and Cause & Effect- "The First Appendectomy" by Dr. William Nolen

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Description and Cause & Effect- "The First Appendectomy" by Dr. William Nolen

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This nonfiction account of a surgeon's first appendectomy is another great mentor text for demonstrating text structure and descriptive writing that students could imitate.

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"I pressed down hard on the knife and suddenly we were not only through the fat but through the fascia as well. My greasy fingers simply would not perform"

The Appendix Is Where You Find It

William A. Nolen

"I pressed down hard on the knife and suddenly we were not only through the fat but through the fascia as well. My greasy fingers simply would not perform"

Surgeons are made-not born. The man who deftly removes a gall bladder, performs a tracheotomy, or perhaps repairs a damaged heart wasn't always a cool, confident, competent operator.

At some time in the past, when he began his career as a surgeon, he was a shaky, scared intern, fresh out of medical school. He couldn't cut his way out of a paper bag.

The transformation of an inept intern into a capable surgeon is a gradual process, requiring five or six years of surgical training; but there is one event, early in his career, that represents a major step in this transformation. It occurs on the day or night the intern performs his first operation.

Until he has actually taken the scalpel in his hand and cut into the abdomen, the intern is "just a doctor"; after he has done it he's a "surgeon."

It's a stimulating experience; but it's also a frightening and enlightening one. And the man who walks out of the operating room after performing his first operation is not the same man who walked in.

It was on the third month of my surgical internship that I underwent this baptism of fire. By that time I had assisted in perhaps sixty operations, had learned how to clamp bleeding vessels, to tie sutures, to put in stitches. I had sewn up a few lacerations in the emergency room and I had opened an abscess or two. I had reached the stage where I had become critical of the way some of the junior residents, a year or two farther along in their training, operated. I had watched the big boys, the senior residents, work, and was sure I could do the job as well. Surgery looked easy to me.

The patient, or better, victim, of my first major surgical venture was a man I'll call Mr. Polansky. He was fat, he weighed a hundred ninety pounds and was five feet eight inches tall. He spoke only broken English. He had a sore abdomen with all the classical signs and symptoms of appendicitis for twenty-four hours before he came to the city hospital where I was interning.

I was delighted to see him. An appendectomy is usually the first major operation an intern is allowed to perform, and I had been promised the next one admitted to Ward L4. I had been afraid that no case would come in during the week I had remaining there. We interns "rotated" from ward to ward every six weeks. So when Mr. Polansky arrived I greeted him like a long-lost friend. He was overwhelmed at the interest I showed in his case. He probably couldn't understand why any doctor should be so fascinated by a case of appendicitis. Wasn't it a common disease? It was just as well that he didn't realize my interest in him was so personal. He might have been frightened, and with good reason.

At any rate I set some sort of record in preparing Mr. Polansky for surgery.

He had arrived on the ward at four o'clock. By six I had examined him, checked his blood and urine, taken his chest X-ray and had him ready for the operating room.

The senior resident on call that night, a doctor named George Walters, was to "assist" me during the operation.

George was older than the rest of us. I was twenty-five at this

Notice to the A.M.A.: this is not Dr. Nolen. This is an Esquire illustration. Dr. Nolen had nothiyig to do yvith it.

time and he was thirty-two. He had taken his surgical training in Europe, and was spending one year as a senior resident in an American hospital to establish eligibility for the American College of Surgeons. He had had more experience than the other residents and it took a lot to disturb his equanimity in the operating room. As it turned out, this made him the ideal assistant for me.

It was ten o'clock when we wheeled Mr. Polansky to the operating room. At our hospital, at night, only two operating rooms were kept open-there were six or more going all day-so we had to wait our turn. In the time I had to myself before the operation I had reread the section on appendectomy in the Atlas of Operative Technique in our surgical library, and had spent half an hour tying knots on the bedpost in my room. I was, I felt, "ready."

I delivered Mr. Polansky to the operating room and started an intravenous going in his arm. Then I left him to the care of the anesthetist. I had ordered a sedative prior to surgery, so Mr. Polansky was drowsy. The anesthetist, after checking his chart, soon had him sleeping.

Once he was asleep I scrubbed the enormous expanse of Mr. Polansky's abdomen for ten minutes. Then, while George placed the sterile drapes, I scrubbed my own hands for another five, mentally reviewing each step of the operation as I did so. Donning gown and gloves I took my place on the right side of the operatingroom table. The nurse handed me the scalpel. I was ready to begin.

Suddenly my entire attitude changed. A split second earlier I had been supremely confident; now, with the knife finally in my hand, I stared down at Mr. Polansky's abdomen and for the life of me I could not decide where to make the incision. The "landmarks" had disappeared. There was too much belly.

George waited a few seconds, then looked up at me and said, "Go ahead."

"Make the incision," said George.

"Where?" said George with a puzzled look. "Where?"

"Yes," I answered, "where?"

"Why here, of course," said George, and he drew an imaginary line on the abdomen with his fingers.

I took the scalpel and followed where he had directed. I barely scratched Mr. Polansky.

"Press a little harder," George directed. I did. The blade went through the skin to a depth of perhaps a sixteenth of an inch.

"Deeper," said George.

I cut down into the fat. Another sixteenth of an inch.

"Bill," said George, looking up at me, "this patient is big. There's at least three inches of fat to get through before we even reach the fascia.* At the rate you're going we won't be into the abdomen for another four hours. For God's sake, will you cut?"

I made up my mind not to be hesitant. I pressed down hard on the knife and, suddenly, we were not only

* There are five layers of tissue in the abdominal wall, skin, fat. fascia (a tough membraneous tissue). muscle and peritoneum (the smooth, glistening, transparent inner lining of the abdomen).

(Continued on page 183)

(Continued from page 97)

through the fat but through the fascia as well.

"Not that hard," shouted George, grabbing my right wrist with his left hand while with his other hand he plunged a gauze pack into the wound to stop the bleeding. "Start clamping," he told me.

The nurse handed us hemostats and we applied them to the numerous vessels I had so hastily opened. "All right," George said, "start tying."

I took the ligature material from the nurse and began to tie off the vessels. Or rather I tried to tie off the vessels, because suddenly my knot-tying proficiency had melted away. The casual dexterity I had displayed on the bedpost a short hour ago was nowhere in evidence. My fingers, greasy with fat, simply would not perform. My ties slipped off the vessels, the sutures snapped in my fingers, at one point I even managed to tie the end of my rubber glove into the wound. It was, to put it bluntly, a performance in fumbling that would have made Robert Benchley blush.

Here I must give my first paean of praise to George. His patience during the entire performance was nothing short of miraculous. The temptation to pick up the catgut and do the tying himself must have been strong. He could have tied off all the vessels in two minutes. It took me twenty.

Finally we were ready to proceed. "Now." George directed, "split the muscle. But gently, please."

I reverted to my earlier tack. Fiber by fiber I spread the muscle which was the last layer but one that kept us from the inside of the abdomen.

Each time I separated the fibers and withdrew my clamp the fibers rolled together again. After five minutes I was no nearer the appendix than I had been at the start.

George could stand it no longer. But he was apparently afraid to suggest I take a more aggressive approach, fearing I would stick the clamp into, or possibly through, the entire abdomen. Instead he suggested

that he help me by spreading the muscle in one direction while I spread it in the other. I made my usual infinitesimal attack on the muscle. In one full swoop George spread the rest.

"Very well done," he complimented me. "Now let's get in."

We each took a clamp and picked up the tissue-paper-thin peritoneum. After two or three hesitant attacks with the scalpel I finally opened it. We were in the abdomen.

"Now," said George, "put your fingers in-feel the cecum [the portion of the bowel to which the appendix is attached] and bring it into the wound."

I stuck my right hand into the abdomen. I felt around-but what was I feeling? I had no idea.

It had always looked so simple when the senior resident did it. Open the abdomen; reach inside; pull up the appendix. Nothing to it. But apparently there was.

Everything felt the same to me. The small intestine, the large intestine, the cecum, how did one tell them apart without seeing them?

I grabbed something and pulled it into the wound. Small intestine. No good. Put it back. I grabbed again. This time it was the sigmoid colon. Put it back. On my third try I had the small intestine again.

"The appendix must be in an abnormal position," I said to George. "I can't seem to find it."

"Mind if I try?" he asked.

"Not at all," I answered, "I wish you would."

Two of his fingers disappeared into the wound. Five seconds later they emerged, cecum between them, with the appendix flopping from it.

"Stuck down a little," he said kindly. "That's probably why you didn't feel it. It's a hot one," he added. "Let's get at it."

The nurse handed me the hemostats and one by one I applied them to the mesentery of the appendix- the veil of tissue in which the blood vessels run. With George holding

the veil between his fingers l had no tx-ouble; I took the ligatux*es and tied the vessels without a single error. My confidence was coming back.

"Now," George directed, "put in your purse string." (The cecum is a portion of the bowel which has the shape of half a hemisphere. The appendix projects from its surface like a finger. In performing an appendectomy the routine procedure is to tie the appendix at its base and cut it off a little beyond the tie. After doing this the stump which is

left is inverted into the cecum and kept thex-e by tying the purse-string stitch. This was the stitch I was now going to sew.)

It went horribly. The wall of the cecum is not very thick-perhaps oneeighth of an inch. The suture must be placed deeply enough in the wall so that it won't cut through when tied, but not so deep as to pass all the way through the wall. My sutures were alternately too superficial or too deep, but eventually I got the job done.

"All right," said George, "let's get the appendix out of here. Tie off the base."

I did.

"Now cut the appendix off."

At least in this, the definitive act of the operation, I would be decisive. I took the knife and with one quick slash cut through the appendix-too close to the ligature.

"Oh oh, watch it," said George. "That tie is going to slip."

It did. The appendiceal stump laid

there, open. I felt faint.

"Don't panic," said George. "We've still got the purse string. I'll push the stump in-you pull up the stitch and tie. That will take care of it."

I picked up the two ends of the suture and put in the first stitch. George shoved the open stump into the appendix. It disappeared as I snugged my tie. Beautiful.

"Two more knots," said George. "Just to be safe."

I tied the first knot' and breathed a

sigh of relief. The appendiceal stumps remained out of sight. On the third knot-for the sake of security -I pulled a little tighter. The stitch broke-the open stump popped up-the cecum disappeared into the abdomen. I broke out in a cold sweat and my knees started to crumble.

Even George momentarily lost his composure. "For Chrissake, Bill," he said, grasping desperately for the bowel, "what did you have to do that for?" The low point of the operation had been reached.

By the time we had retrieved the cecum Mr. Polansky's peritoneal cavity had been contaminated. My selfconfidence was shattered. And still George let me continue. True, he all hut held my hand as we retied and resutured, but the instruments were in my hand.

The closure was anticlimactic. Once I had the peritoneum sutured things went reasonably smoothly. Two hours after we had begun, the operation was over. "Nice job," George said, doing his best to sound sincere.

"Thanks," I answered, lamely.

The scrub nurse laughed.

Mr. Polansky recovered, I am happy to report, though not without a long and complicated convalescence. His bowel refused to function normally for two weeks and he became enormously distended. He was re-

ferred to at our nightly conferences as "Doctor Nolen's pregnant man in Ward L4." Each time the reference was made, it elicited a shudder from me.

During his convalescence I spent every spare moment I could at Mr. Polansky's bedside. My feelings of guilt and responsibility were overwhelming. If he had died I think I would have given up surgery for good.

He, on his part, thought I vras wonderful. He referred to me as "My doctor" and during his recuperation he told all the neighboring patients, in his broken English, what a wonderful surgeon I was, how I ltad saved his life-and advised them to try and get me to do their surgical work.

I never was obtuse enough to pretend to myself that his praise was justified, but listening to him at least gave me enough self-confidence to believe I might someday make a surgeon.

I've done more than three thousand cases since that first appendectomy fifteen years ago. It would be easy to begin to accept each problem as routine, to develop a complacent attitude toward the challenges of surgery. Some surgeons do. When I find myself falling into this trap I have only to remember Mr. Polansky. And iny humility returns. -HF

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The Appendix Is Where You Find It | Esquire | NOVEMBER 1968

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"I pressed down hard on the knife and suddenly we were not only through the fat but through the fascia as well. My greasy fingers simply would not perform" The Appendix Is Where You Find It William A. Nolen "I pressed down hard on the knife and suddenly we were not only through the fat but through the fascia as well.

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The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The African by Olaudah Equiano

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The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The African by Olaudah Equiano

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This text gives students a very descriptive window into the horrors of slavery and the Middle Passage. This rich text can be used in both language arts and social studies classes.

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The Interesting Narrative Of The Life OF OLAUDAH EQUIANO Or GUSTAVUS VASSA THE AFRICAN

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Mentor Texts by The Learning Network at NY Times

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Mentor Texts by The Learning Network at NY Times

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This is a new feature from the Learning Network that will showcase published resources to help teach young people how to write. There will be new mentor texts and writing prompts featured every week.

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We've been welcoming student writers to our site for years, inviting them to post thoughts to our daily prompts, analyze multimedia compositions in our live-moderated forums, and submit formal work to our many annual contests.

But there has long been a missing piece. Though we've provided plenty of places to practice, we've only occasionally published resources to help teach young people how to write.

This school year, we're making up for that gap with a new series called Mentor Texts.

If the term is new to you, here is how the National Writing Project defines it:

Mentor texts are pieces of literature that you - both teacher and student - can return to and reread for many different purposes. They are texts to be studied and imitated ... Mentor texts help students to take risks and be different writers tomorrow than they are today. It helps them to try out new strategies and formats. They should be [texts] that students can relate to and can even read independently or with some support.

And of course, a mentor text doesn't have to be in the form of a book - a mentor text might be a poem, a newspaper article, song lyrics, comic strips, manuals, essays, almost anything.

Thanks to the 1,000-plus fresh articles published every week on NYTimes.com, we're in no danger of running out of possible material. In fact, the hardest part of creating this series may be choosing from among too many good options.

In general, though, each edition in the series will ...

Spotlight an excellent piece of writing published in The New York Times, whether on the front page or from sections like Opinion, Arts, Science, Sports, Business, Food, Travel or Style.

Try to demystify for students the effective craft moves writers make, then provide exercises that invite them to try those same moves in their own work.

Show students how the writing genres they study in school can be used in real-world contexts.

You can find the whole series in this column, beginning with several intended to support narrative writing. We've created these - on telling short, memorable stories; using details to show rather than tell; crafting a narrative arc; and more - to accompany the first unit of our yearlong Writing Curriculum, which will culminate in a Personal Narrative Essay Contest for students. Over the course of the school year, we'll also be creating Mentor Text editions to support argumentative, informational and analytic writing, among other genres.

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We've been welcoming student writers to our site for years, inviting them to post thoughts to our daily prompts, analyze multimedia compositions in our live-moderated forums, and submit formal work to our many annual contests. But there has long been a missing piece.

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Visit my Peartree to see a collection of multicultural texts and ideas for teaching and writing.

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Multicultural literature, adolescents

ED350619 - A Multicultural Approach to Writing Assignments., 1992-Mar. In the many different stages of the writing process, teachers of composition need to be sensitive toward cultural differences which may exist between them and their students. Large numbers of foreign students participate in writing courses in American colleges, and research indicates that the minority student population will increase sharply in the coming years. Numerous scholars are calling for a revision of the canon taught by English faculty to reflect multicultural trends in American society itself.

Multicultural considerations apply specifically to writing classes also. Teachers and students can benefit from the realization that all cultures contribute to knowledge, and that students should participate in the making of knowledge in the classroom. The type of writing that focuses on the student as maker of knowledge has been labelled "expressive. " Writing in Multicultural Settings | Modern Language Association. The twenty essays and four responses ("cross-talks") in this volume, the fifth in the Research and Scholarship in Composition series, confront the challenges presented by the racial, ethnic, class, gender, religious, age, and physical-ability differences among today's writing students.

The contributors, who teach in classrooms and writing centers at a variety of private and public institutions, discuss their immersion in students' discourses and cultures and balance descriptions of their teaching experiences with careful and critical reflection. The volume begins and ends with sections examining the tensions and conflicts in the classroom; the two sections in between focus more specifically on texts and curricula and on teaching English as a second language. The cross-talk that concludes each section synthesizes and critiques the essays. Multicultural creative writing workshop. The Multicultural Creative writing workshop, coordinated by Corina Moscovich, ... is for students/academic related people and potential writers with a thoughtful writing purpose who want to develop their potential through a series of workshops and individual projects in a multicultural setting.

Its main goal is to help and guide students to give shape to a literary project (poetry, prose, etc). Students will work through a syllabus of short readings and practical exercises in class. Most advanced work will be accomplished through individual projects and work. Persistence, self-improvement, attendance and individual and shared reading will be highly valued. Www.corinamoscovich.blogspot.com twitter: @MoscovichCorina Instagram: @corinamoscovich When: 27/2, 13/3, 27/3, 10/4, 24/4, 8/5, 15/5, 22/5, 5/6, 19/6 | 6:00-7:30pm Where: Campus Kirchberg | Former library For further information & registration. Multicultural lessonplans. Best 25+ Multicultural activities ideas on Pinterest ... Multicultural Archives.

The Expanding Canon: Teaching Multicultural Literature - Lesson Plans. Author: Pat Mora Title of work: My Own True Name Overview Alfredo Lujan uses a reader-response approach to explore the poetry of Pat Mora. The students write and present their own poems in response to the works in Mora's collection My Own True Name. By arranging for students to share their poetry at a local café, Lujan honors their writing as a way to communicate with each other as well as with the larger community. Preparation To prepare for the lesson, view The Expanding Canon video program 1, Part I. Online, review the Session 1 theory overview, strategies, information about the authors and literature, resources, and the downloadable print guide. Also read Pat Mora's My Own True Name -- selected poems available in the print guide. Materials Teachers will need the following supplies: Summary 1. 2. 3. 4. 5. 6. 7. Popular Multicultural Fiction Books - Goodreads.

50 Multicultural Books Every Child Should Read. This list of must-have multicultural books was originally compiled by the Cooperative Children's Book Center, School of Education, University of Wisconsin-Madison, and is reprinted here with their permission. Preschool What a Wonderful World by George David Weiss and Bob Thiele, illustrated by Ashley Bryan. Atheneum, 1995. (Multi-ethnic) One Afternoon by Yumi Heo. Ages 5-7 Drumbeat... Ages 7-9 My Name Is Maria Isabel by Alma Flor Ada. Ages 9-12 Through My Eyes by Ruby Bridges. Multicultural Books - Middle School Reading. Sag Harbor by Colson Whitehead. For grades 8+. A humorous but touching coming-of-age novel set in the 1980s about two brothers spending a summer in the African-American resort of Azurest in Sag Harbor, Long Island.

After a year spent in New York at a posh, mainly-white private school, Azurest means freedom, time-honored rituals, and parent-teenager tensions that every teenager can relate to. The Watsons Go to Birmingham - 1963 by Christopher Paul Curtis. Feathers by Jacqueline Woodson. The Skin I'm In by Sharon Flake. Locomotion and Peace, Locomotion by Jacqueline Woodson. Sarah Phillips* by Andrea Lee. Monster *by Walter Dean Myers. Betsey Brown *by Ntozake Shange. For Colored Girls Who Have Considered Suicide When the Rainbow is Enuf* by Ntozake Shange. Lucy* by Jamaica Kincaid. Brown Girl, Brownstones by Paule Marshall. Tituba of Salem Village by Ann Petry. Lensey Namioka. Pegi Deitz Shea. Millicent Min, Girl Genius by Lisa Yee. Stanford Wong Flunks Big Time by Lisa Yee.

Amy Tan. The Best Multicultural Books for Kids (Montessori Inspired) - Natural Beach Living. We love learning geography and lately we have been getting more into studying culture and the world around us. For the past couple of years we have read many great Multicultural Books for kids and have added a lot of them to our home library. Here are some of our favorites. Multicultural Books for Kids If you are interested in the definition for Multicultural it is: of, relating to, reflecting, or adapted to diverse cultures. *Found in the Merriam Webster Dictionary You can also check out great ways to incorporate Cultural learning into your homeschooling on Montessori Geography and Culture and Easy Ways to Teach Montessori Culture. Children Just Like Me: A Unique Celebration of Children Around the World.

Children Just Like Me: Celebrations! A Life Like Mine: How Children Live Around the World A School Like Mine: A Unique Celebration of Schools Around the World. One World, One Day . Around the World We Go! Global Babies This is such a sweet board book. Pin It! You Are Also Going to Love: Multicultural Literature: Definition, Books & Importance. Award Winning Books - Multicultural and Diverse Children's Literature - LibGuides at Michigan State University Libraries. American literature - Multicultural writing. Multicultural Comics. [Skip to Content] No institutional affiliation browse or menu Advanced Search Browse MyMUSE Account Log In / Sign Up Change My Account User Settings Access via Institution MyMUSE Library Search History View History Purchase History MyMUSE Alerts Contact Support Multicultural Comics: From Zap to Blue Beetle In this Book Additional Information Buy This Book in Print summary Multicultural Comics: From Zap to Blue Beetle is the first comprehensive look at comic books by and about race and ethnicity.

Table of Contents Foreword; Or Reading Withing the Gutter pp. ix-xi Download | Save <a class="save_content" href="/account/save/chapter:11064/non_js">Save</a> Multicultural Comics Today: A Brief Introduction pp. 1-25 Download | Save <a class="save_content" href="/account/save/chapter:11065/non_js">Save</a> Part I: History, Concepts, and Methods pp. 26-26 Chapter One: Race and Comix pp. 27-38 Download | Save <a class="save_content" href="/account/save/chapter:11067/non_js">Save</a> PART II.

Download No. Multicultural Literature. There is no single definition of the term "multicultural literature" as it is applied to books for children and young adults. At the CCBC, we use the term to mean books by and about people of color and First/Nation Nations . All children deserve books in which they can see themselves and the world in which they live reflected. Multicultural literature belongs in every classroom and library -- on the shelves and in the hands of children, librarians, and teachers. The challenge for librarians, teachers and others is identifying authentic, reliable books by and about people of color and First/Native Nations. This page is designed to provide resources to aid in that search.

The CCBC compiles annual statistics on the number of books published annually by and about people of color. Over the years, we've seen those numbers grow, but multicultural literature still represents a small percentage of the overall number of books published for children and teenagers. CCBC Resources Recommended Links. Multicultural Literature. Jump to navigation Jump to Content Multicultural Literature It's important for children and teens to have access to books that reflect their experiences, as well as the experiences of their classmates. Take a look at our booklists and author interviews to learn more about books representing diverse cultures and backgrounds, along with guidelines for selecting appropriate titles for libraries and classrooms. Cover Image: Book Fiesta by Pat Mora. Illustration by Rafael López. Featured Articles See More Related Video Joseph Bruchac: Poetry and Music Joseph Bruchac: The Story Behind the Stories Joseph Bruchac: Becoming a Writer Joseph Bruchac: Early Years and Education Joseph Bruchac: Choosing Authentic American Indian Literature Diversity in Children's / YA Literature #WeNeedDiverseBooks PrevNext Research and Reports The Importance of Diversity in Library Programs and Material Collections for Children Recommended Resources Multicultural children's book awards Latino/Latin American/Caribbean Experience.

Multicultural Literature: Definition, Books & Importance - Video & Lesson Transcript. Role of Multicultural Literature. Appropriate content is one of the major elements of multicultural/diverse perspective instruction (Banks, 1990). Literature, a major carrier of content, is a powerful medium for understanding the world. Young children find it easier to assimilate new information when this information is presented within the structure of a story (Wells, 1986). Cultural Authenticity Experts in multicultural education frequently emphasize the importance of using literature to increase cultural awareness (Piper, 1986; Tway, 1989). The literature used should accurately portray the history, customs, values, and language of a particular cultural group (Sims, 1982). Improves Self-Concept Students also benefit from reading literature that reflects their own ethnic and cultural background.

Promotes Understanding Among Cultures Go on to Strategies to Support Multicultural Instruction Back to What is Multicultural Instruction? Reading/Language Arts Center | Professional DevelopmentEducation Place | Site Index. How to Choose Outstanding Multicultural Books. How do you know if a children's book you're about to share with your students accurately portrays the culture of its characters? Are there warning signs to look for? Are there telltale things that mark an outstanding multicultural book? To answer these questions, Scholastic Teacher magazine invited five children's literature specialists to give us their candid advice on selecting books about or related to Native Americans, Latinos, African Americans, Jews, and Asian Americans. Within each section of this article, you'll find: Reviews of ten great children's books suitable for grades K-8Essential advice from a children's author or illustrator: Joseph Bruchac, Gary Soto, Floyd Cooper, Patricia Polacco, Yumi HeoKey criteria to use when selecting booksA list of notable authorsAnd more!

Our experts also helped us compile an extensive list of other multicultural resources for teachers and their classrooms. Native Americans: Let Our Words Be Heard By Peggy K. 10 Great Children's Books Keep in Mind. Diversity Book Lists & Activities for Teachers and Parents - Multicultural Children's Book Day. Welcome! The following is a downloadable/clickable "List of Lists" designed so that parents, teachers, and caregivers can find the multicultural and diverse book titles for kids that they are in need of. These lists are broken down into easy-to-find topics and themes.

Every blue title is a link to more book lists on that topic. Here are some examples of some of our lists that are in high demand right now: Anti-Racist Books and Resources Imagination Soup: Anti-Racist Books for Kids Ages 8 - 12 The Conscious Kid: Critical Conversations PragmaticMom: White Privilege Books for Kids Feminist Books for Kids: 9 Children's Books About Police Brutality Imagination Soup: Picture Books That Teach Kids About Prejudice, Inclusion, and Kindness PragmaticMom: How To Teach Kids About Microaggressions InCulture Parent: 6 Children's Books to Celebrate Juneteenth Colours of Us: 37 Children's Books to help talk about Racism & Discrimination PragmaticMom: Children's Books about Skin Color And so many more!

NEW! Save. CCBC Booklists. Compiled by Kathleen T. Horning, Carling Febry, Merri T. LIndgren and Megan Schliesman At the CCBC, we define "multicultural" literature as books by and about people of color and First/Native Nations individuals: African and African Americans, American Indians, Asian/Pacific and Asian Pacific Americans, and Latinos. This listing introduces 50 essential books and a range of authors and illustrators for children. Preschool Ada, Alma Flor. This list may be reproduced and distributed by educational and/or nonprofit organizations so long as credit is given to the Cooperative Children's Book Center, School of Education, University of Wisconsin-Madison. Multiculturalism. Multiculturalism is the cultural diversity of communities within a given society and the policies that promote this diversity. As a descriptive term, multiculturalism is the simple fact of cultural diversity and the demographic make-up of a specific place, sometimes at the organizational level, e.g., schools, businesses, neighborhoods, cities, or nations.

As a prescriptive term, multiculturalism encourages ideologies and policies that promote this diversity or its institutionalization. In this sense, multiculturalism is a society "at ease with the rich tapestry of human life and the desire amongst people to express their own identity in the manner they see fit."[1] In different countries[edit] Multiculturalism can refer to a demographic fact, a particular set of philosophical ideas, or a specific orientation by government or institutions toward a diverse population. Australia[edit] Argentina[edit] Canada[edit] Continental Europe[edit] Bulgaria[edit] Popular Multicultural Books. Multicultural Literature: Reflecting Diversity in Literature for Youth. Multicultural Books. The Importance of Reading Multicultural Literature in the ...

Multicultural Literature - Kid World Citizen. Multicultural Literature and Response: Affirming Diverse Voices (9781598844740): Lynn Atkinson Smolen, Ruth A. Oswald Ph.D.: Books. Strategies To Support Multicultural Instruction. Multicultural Literature. Teaching Multicultural Literature : A Workshop for the Middle Grades.

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ED350619 - A Multicultural Approach to Writing Assignments., 1992-Mar. In the many different stages of the writing process, teachers of composition need to be sensitive toward cultural differences which may exist between them and their students. Large numbers of foreign students participate in writing courses in American colleges, and research indicates that the minority student population will increase sharply in the coming years.

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A Collection of Books About Hope & Perseverance

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A Collection of Books About Hope & Perseverance

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This is a collection of books I have put together that all share a common theme about hope and perseverance and should appeal to a diverse audience.

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TEDx Talk: Reading Texts About Hope and Perseverance Inspire Us to Keep Going When Times Are Tough

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Amazingly Simple Graphic Design Software - Canva