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Cultural Autobiography Submission link 📌  (Sep 19, 2022 at 11:29 AM).MOV

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Questions for discussions:
How do you define multi?
How is literature multi-cultural?
Define culture
Farmer duck example
Seperate section for multicultural literature?

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This activity relates to cultural authenticity by asking students to do the research to both sides of the story and form their own opinion. Especially when it comes to older history with slavery and discrimination people need to read both sides to get a full story. Having culturally correct authors is important so they can tell their truths and not have it through a false lens.

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This can support ELL students by having them practice pronouncing words as well as building classroom culture.

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Elementary Reader's Theater

by Jane Volen

PARTS: (4)   NARRATOR 1         NARRATOR 2            JEREMY          GRANDMA


NARRATOR 1: ON MONDAY, JEREMY MADE A FORTRESS IN THE SAND. IT HAD 3
		TOWERS AND A MOAT. IT HAD A POINTED STICK AND A SEAWEED
		FLAG. IT HAD A DRAGON TRYING TO GET IN AND 2 KNIGHTS
		TRYING TO GET OUT. IT HAD A KING.

NARRATOR 2: JEREMY STEPPED ON THE KING. IT MADE HIS FOOT HURT.

JEREMY: 	MY FOOT HURTS!

NARRATOR 2: SAID JEREMY TO HIS MOTHER WHEN IT WAS TIME TO GO TO
		BED.

JEREMY: NO BATH TONIGHT!

NARRATOR 1: ON TUESDAY, JEREMY PICKED BERRIES. HE FOUND 153
		BLUEBERRIES. HE ATE 97. HE FOUND 13 OLD RASPBERRIES. THEY
		MADE GREAT INK... SQUISHED!

NARRATOR 2: HE WROTE HIS NAME ON HIS PALM. THEN HE SAT DOWN ON A
		PRICKER BUSH.

JEREMY: IT HURTS THERE...

NARRATOR 1: SAID JEREMY TO HIS FATHER AT BED-TIME.

JEREMY: 	NO BATH TONIGHT!

NARRATOR 2: ON WEDNESDAY JEREMY PLAYED BASEBALL AND TRIPPED OVER
		HOME PLATE, AND HURT HIS NOSE.

JEREMY: 	(WITH PLUGGED NOSE) MY DOSE HURDS!

NARRATOR 1: SAID JEREMY TO THE SITTER AT BED TIME.

JEREMY: 	(WITH PLUGGED NOSE) DO BADT TODIGHT!

NARRATOR 2: ON THURSDAY JEREMY PAINTED DINOSAURS. HE ALSO PAINTED
		HIS TOES, ONE KNEE AND HALF AN ELBOW. HE WAS GETTING
		READY TOPUT AWAY THE EASEL AND IT SNAPPED SHUT ON HIS
		FINGER.

JEREMY: 	MY HAND HURTS!

NARRATOR 1: HE SAID TO HIS FATHER AT BED TIME.

JEREMY: 	NO BATH TONIGHT!

NARRATOR 2: ON FRIDAY JEREMY HELPED MOW THE LAWN. HE STEPPED ON A
		BEE; IT STUNG HIM.

JEREMY: MY BEE STING HURTS! NO BATH TONIGHT!

NARRATOR 1: ON SATURDAY JEREMY MADE A SANDWICH WITH A KNIFE. HE
		CUT HIS FINGER.

JEREMY:	MY FINGER HURTS. NO BATH TONIGHT!

NARRATOR 2: ON SUNDAY JEREMY'S GRANDMOTHER CAME FOR A VISIT AND
		THEY HAD TEA.

GRANDMA:	LET'S LOOK IN THE TEACUP AND READ THE LEAVES.

JEREMY:	I CAN READ PRINTING BUT I CAN'T READ LEAVES.

GRANDMA:	I'LL TEACH YOU BUT FIRST I'LL TEACH YOU HOW TO READ KID
		LEAVES.

JEREMY:	KIDS DON'T HAVE LEAVES.

GRANDMA:	COME UPSTAIRS AND LET'S MAKE SOME KID TEA.

NARRATOR 1: GRANDMA PUT JEREMY IN THE TUB.

NARRATOR 2: THE WATER BEGAN TO CHANGE COLOR.

GRANDMA:	(STUDYING THE WATER) I SEE YOU MADE A FORTRESS IN THE
		SAND, PICKED BERRI-ES, SLID INTO HOME PLATE, Hmmmmm,
		PAINTED PICTURES,  (PAUSE)  AND, OH, YES, YOU CUT YOURSELF.

JEREMY:	YOU FORGOT ONE THING, THE BEE STING.

GRANDMA: 	(PAUSE WHILE AGAIN STUDYING THE WATER) OH, YES, (POINT AT
		WATER)   THERE IT IS, UNDER THAT SOAP BUBBLE.

NARRATOR 1: SHE LET OUT THE WATER IN THE TUB AND IT LEFT A RING.

GRANDMA: I ALSO SEE CLEAN CLOTHES, A WALK IN THE PARK, AN ICE-CREAM
		SODA, AND A LONG, LONG STORY AT BEDTIME, AND ...

JEREMY: 	AND WHAT, GRANDMA?

GRANDMA:	(SMILING) NO BATH TONIGHT!




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Elementary Reader's Theater by Jane Volen PARTS: (4) NARRATOR 1 NARRATOR 2 JEREMY GRANDMA NARRATOR 1: ON MONDAY, JEREMY MADE A FORTRESS IN THE SAND. IT HAD 3 TOWERS AND A MOAT. IT HAD A POINTED STICK AND A SEAWEED FLAG. IT HAD A DRAGON TRYING TO GET IN AND 2 KNIGHTS TRYING TO GET OUT.

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Would Voices in the Park qualify as quality diverse picture book? Just your position based on research findings.
I would classify this book as a quality diversity book because it does address socioeconomic status that a lot of books do not. The article argued that the use of gorillas was inappropriate, however, I do not think the use or gorillas should be read into that much in this book. I did not see any use of race that was purposefully intending to put others down. I found the picture's and change of font adorable and made it easy to tell who was who.

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1. Empathy in YA novels
2. Stereotypes in Children's literature

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1. Empathy sources
=Panfile, T. M., & Laible, D. J. (2012). Attachment Security and Child’s Empathy: The Mediating Role of Emotion Regulation. Merrill-Palmer Quarterly, 58(1), 1–21. =http://www.jstor.org/stable/23098060
https://webster.austincollege.edu/login?url=https://www.jstor.org/stable/24573560
2. Stereotypes
=https://webster.austincollege.edu/login?url=https://www.jstor.org/stable/24871348

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Page last updated: July 2018

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Off-Campus Login (Local Access Only Subscriptions)

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Off-Campus Login for Access to Subscription Databases [Use your TAB key to move from the first box to the next. You must login first before you can use subscription resources. Use the LOGIN button below to finish.] George T. and Gladys H. Abell Library Center Barbara Cornelius, College Librarian 900 N.

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1.  If you were in their situation in the protest, do you think you would join in to get out of class? How would you react once you found out the real reason for the protest?
2. On page 186, one of the girls from Williamson said "White people do stupid shit sometimes." Do you think she was out of line for saying that just to connect to Staar? Have you ever heard anyone say things such as that to feel connected to someone of a different race by putting down their own race?
3. Why do you think the cops made Staar's dad get on the ground and pat him down?
4. Do you think the curfew was a good idea? Do you think it applies to everyone in the city or only a few?
What do you think will happen to Mr. Lewis for snitching on drug lords?
5. The end of the chapter left us on a cliffhanger, what do you think will happen next?

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The Absolutely True Story of a Part-Time Indian Critique

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The Absolutely True Story of a Part-Time Indian Critique

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This activity is one that can be used to help students narrow down internal and external qualities of a character as we did for Junior.

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1. https://www.ala.org/tools/atoz/bibliotherapy#:~:text=Bibliotherapy%3A%20The%20use%20of%20selected,personal%20problems%20through%20directed%20reading.
2. https://journals.sagepub.com/doi/abs/10.1177/002246698702100211?journalCode=seda
3. Olsen, H. D. (1975). Bibliotherapy to Help Children Solve Problems. The Elementary School Journal, 75(7), 422–429. http://www.jstor.org/stable/1000766
4. Martin, M., Martin, D., & Porter, J. (1983). Bibliotherapy: Children of Divorce. The School Counselor, 30(4), 312–315. http://www.jstor.org/stable/23900485
5. Manning, D. T., & Manning, B. (1984). Bibliotherapy for Children of Alcoholics. Journal of Reading, 27(8), 720–725. http://www.jstor.org/stable/40032628
6. Jalongo, M. R. (1983). Bibliotherapy: Literature to Promote Socioemotional Growth. The Reading Teacher, 36(8), 796–803. http://www.jstor.org/stable/20198329

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1. Briefly describe the resource. (What does it offer? How is it used?)

The Kindness Challenge allows schools to participate in nationwide challenges to grow kindness in their schools and around the country. It is an anti-bullying program.

1. What is the targeted age/grade level?

The target can be any schools that can participate. Especially elementary and middle schools

1. Address if this resource/ideology could be adapted to other texts (YA literature). If so, what text would you use?

I would say no. It is more of a application of anti-bullying. It could be applied if they were reading a book about bullying it could be applied.

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Educators love it because it's... Free Easy Proactive Positive Bullying Prevention PreK-12 ...and it creates a culture of kindness! Our Impact Over 19 million students 19,367,024 Over 39 thousand schools 39,068 Over 950 million acts of kindness 968,351,200 Over 110 countries 115

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This can be useful to use in a classroom to teach children empathy as well as how students can connect with each other to better understand that we all come from different backgrounds.

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This could be useful to show your students how everything is interrelated especially useful with this book. It shows how themes can be seen in real life and not only for books.