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This book is a cautionary tale of how important it is to follow not only laws and rules, but also socially acceptable "hidden" rules that when followed keep control and less chaos. So after reading this book, which is very funny in some parts. We would talk about the vocabulary words: consequences, rules, cause and effect. Then we will fill out the sheet below as a class on cause and effect. The culminating activity would be to make a class book about our classroom rules. First we brainstorm some important classroom rules and then turn them into opposite rules. For example: Walk in the classroom would be turned into run in the classroom. We would talk about what the consequence would be if everybody was running in the classroom. Our class book would have some students writing or filling in a sentence frame then illustrating the cause while other students take the effect page. Depending on how many students you have and how you divide them you can do about 5 classroom rules.

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I thought this was such a great book. The illustrations are amazing and there is something everyone can relate to in this book. I attached an activity that is simple, but meaningful. This book could be used at any time in the classroom. Before reading the book discuss with the class what love is. Then read the book and ask the question again. Pay attention to how the answers change.

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Love, by Matt de la Pena: An Absolutely Gorgeous Picture Book About Love

I started class with a fill in the blank question. "Love is [your answer here]."

Hands shot in the air like wildfire.

"Awesome," said one.

"Powerful," said another.

"Yucky," said a third, to which the room erupted in giggles.

We talked then about descriptive language, how to tap into a reader's emotions, and how to convey feelings through imagery. Then we read Matt de la Pena's newest book, LOVE, exquisitely illustrated by Loren Long, and my students were mesmerized.

Awestruck.

They even started clapping when the last page of the book was turned. What a moment. And so well-deserved.

Why is LOVE is getting so much love?

LOVE is a meditation on love- that transcendent, all encompassing, powerful emotion so integral to who we are as humans, one so easy to feel but so difficult to adequately express in words. Leave it to this dynamic duo, though, to not just convey the meaning of love, but to show it so remarkably that every spread makes your chest tighten and your eyes brim and leaves you whispering "yes, yes..." as you turn each page.
The prose is poetry in its purest form, the message is timeless, and the notion that love can be found in both the familiar and the unexpected is masterful.
Even better? The stunning illustrations will be mirrors for kids worldwide, making this a compelling and compassionate book for children everywhere.

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A Stunning Picture Book About Love: LOVE, by Matt de la Pena

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I started class with a fill in the blank question. "Love is [your answer here]." Hands shot in the air like wildfire. "Awesome," said one. "Powerful," said another. "Yucky," said a third, to which the room erupted in giggles. We talked then about descriptive language, how to tap into a reader's emotions, and how to convey feelings through imagery.

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Attached below is a link to a slide show created by author Aisha Saeed. The slide show is one a teacher or LMS could use to book talk and introduce Amal Unbound or it could be used more extensively for a book study with a small group or whole class. The slide show starts by introducing the cover and blurb on the back, with prompts to encourage students to use that as information to get a sense of what the book is going to be about. The slideshow also includes a picture of the author, a YouTube video and maps showing Pakistan, vocab words, discussion questions, and big ideas and essential questions. This slideshow and others like it can be found on TeachingBooks.net on the FPS Resource Page.

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My idea for a lesson for The Night Diary was to try to build the historical context of the story. I used the educator's guide by Penguin books as a starting point but I thought I would the following resources:

1) BrainPop. I know that Fargo Schools does not have accounts for BrainPop but some individual teachers do. BrainPop has a five-minute video about Mahatma Gandhi that would be worth showing to help set up the context of The Night Diary. (This is the video but you cannot watch it without an account: https://www.brainpop.com/socialstudies/famoushistoricalfigures/mahatmagandhi/)

2) I Am Gandhi. This book is from the Ordinary People Change the World series. It is a quick read in kid-friendly language that delves right into the issues in a respectful kid appropriate manner.

3) Author Conversation. In this video, the author explains the premise of the story and how Partition affected her own father when he was a boy. This video can also be used to introduce the book and provide some visuals for what it looked like back in that time.

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by Ellen Javernick
This is a great story to use during Morning Meeting at the beginning of the year.  It shows students the consequences of our actions in a cautionary tale about making responsible choices. My lesson has students focus on following rules that keep us safe since our school is a better place when everyone takes personal responsibility for our actions. Attached is a tic tac toe activity that has students reviewing rules and working together to win a game of tic tac toe.

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I included a link below where I got most of my ideas for this lesson. I was inspired by a discussion I had with Brenda.

A lot of students are interested in graphic novels these days, especially some of the more reluctant readers. Graphic novels tend to have fewer words to read but take a sophisticated understanding of the medium in order to follow the story.

Because of this, I was thinking it would be nice to have a lesson about how to read a graphic novel. My thought was that the teacher would read a graphic novel, such as Cardboard Kingdom, aloud to the class using a document camera while discussing the following elements of the medium:

Color: Pay attention to the way that color is used in a graphic novel. What does it say about the message that the creator is trying to get across? What kind of feeling are they trying to invoke? (Superhero comics were traditionally in bright primary colors, originally because it kept the cost of printing low. It also emphasized the action and the heroism of the characters. Modern day superhero comics tend to be more drab as the storylines have become more gritty.) In Cardboard Kingdom, the colors lean toward bright and cheerful, but some of the stories/panels have darker colors matching their mood.

Panels and Gutters: (The panel is a segment of the story, usually defined by a box but not always, while the gutter is the space in-between panels.) What kind of borders do the panels have? Are some bigger than others? Why do you think that is? How do you know how much time has passed from one panel to the next? (The gutter is typically used to convey the passage of time but not always. The reader has to pick up on visual cues to tell how much time has passed.)

Composition: What is in the center of the panel? What is at the bottom? The top? Why did the creator make these choices?

Speech Balloons / Captions: What is the difference between a speech balloon and a caption? What does it mean when the creator uses different colors and fonts for the words? How do you know what to read first?

Sound Effects / Motion Lines: How does the creator convey sound? Action? Does it work?

I don't have this lesson organized in a chronological order because it would be determined by the order the elements appear in the graphic novel. It is also something that could be split up over multiple days so you don't spend more time discussing the elements than just enjoying the story. The Cardboard Kingdom is good for this because of its episodic nature.

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This story is amazing! I loved how clever it was and how it's all about interpreting things. Making predictions of what is going to happen. Making assumptions on what we think or already know about things. I also think that this would be a great writing activity that you could do with making predictions with your students. I could plan to read part of the story and have them finish with what they THINK or INFER will happen. OR I could turn it towards misunderstandings. This could be how people misunderstand things so frequently and how things could look or sound differently than what the person meant to say or do. We could write about a time that we were either misunderstood or a time that we misunderstood someone else. With making predictions and inferences being a 2nd grade standard, this would be a great connection.

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This book consists of 13 very short stories about 13 American women that helped change the world. Some of the women include Harriet Tubman, Helen Keller, and Oprah Winfrey. Who are very well-known to most people. However, what I found to be really interesting was the women that I had never heard of; for example Claudette Colvin, who refused to move from her seat on the bus before Rosa Parks. Colvin was Parks inspiration. Another was Clara Lemlich; she was able to get better pay for both men and women in a tailor factory. I would use this book to introduce a unit on biographies with my students. I would read these stories to get the students interested and start to generate questions. Then students would choose a person to research and create their report. :) Submitted by Deborah King

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Claudette Colvin (born Claudette Austin; September 5, 1939) is an American pioneer of the 1950s civil rights movement and retired nurse aide. On March 2, 1955, she was arrested at the age of 15 in Montgomery, Alabama, for refusing to give up her seat to a white woman on a crowded, segregated bus. This occurred nine months before the more widely known incident in which Rosa Parks, secretary of the local chapter of the National Association for the Advancement of Colored People ( NAACP), helped spark the 1955 Montgomery bus boycott.

Colvin was one of four plaintiffs in the first federal court case filed by civil rights attorney Fred Gray on February 1, 1956, as Browder v. Gayle, to challenge bus segregation in the city. In a United States district court, she testified before the three-judge panel that heard the case. On June 13, 1956, the judges determined that the state and local laws requiring bus segregation in Alabama were unconstitutional. The case went to the United States Supreme Court on appeal by the state, and it upheld the district court's ruling on November 13, 1956. One month later, the Supreme Court affirmed the order to Montgomery and the state of Alabama to end bus segregation. The Montgomery bus boycott was then called off after a few months. Ultimately, the Supreme Court declared segregation on public transportation to be unconstitutional, thanks in part to Browder v. Gayle.

For many years, Montgomery's black leaders did not publicize Colvin's pioneering effort. Colvin has said, "Young people think Rosa Parks just sat down on a bus and ended segregation, but that wasn't the case at all." Colvin's case was dropped by civil rights campaigners because Colvin was unmarried and pregnant during the proceedings. It is now widely accepted that Colvin was not accredited by civil rights campaigners at the time due to her circumstances. Rosa Parks stated: "If the white press got ahold of that information, they would have [had] a field day. They'd call her a bad girl, and her case wouldn't have a chance."

The record of her arrest and adjudication of delinquency was expunged by the district court in 2021, with the support of the district attorney for the county in which the charges were brought more than 66 years before.

Claudette Colvin was born Claudette Austin in Montgomery, Alabama, on September 5, 1939, to Mary Jane Gadson and C. P. Austin. When Austin abandoned the family, Gadson was unable to financially support her children. So, Colvin and her younger sister, Delphine, were taken in by their great aunt and uncle, Mary Anne and Q. P. Colvin whose daughter, Velma Colvin, had already moved out. Colvin and her sister referred to the Colvins as their parents and took their last name. When they took Claudette in, the Colvins lived in Pine Level, a small country town in Montgomery County, the same town where Rosa Parks grew up. When Colvin was eight years old, the Colvins moved to King Hill, a poor black neighborhood in Montgomery where she spent the rest of her childhood.

Two days before Colvin's 13th birthday, Delphine died of polio. Not long after, in September 1952, Colvin started attending Booker T. Washington High School. Despite being a good student, Colvin had difficulty connecting with her peers in school due to grief. She was also a member of the NAACP Youth Council, where she formed a close relationship with her mentor, Rosa Parks.

In 1955, Colvin was a student at the segregated Booker T. Washington High School in the city. She relied on the city's buses to get to and from school because her family did not own a car. The majority of customers on the bus system were African American, but they were discriminated against by its custom of segregated seating. Colvin was a member of the NAACP Youth Council and had been learning about the civil rights movement in school. On March 2, 1955, she was returning home from school. She sat in the colored section about two seats away from an emergency exit, in a Capitol Heights bus.[citation needed ]

If the bus became so crowded that all the "white seats" in the front of the bus were filled until white people were standing, any African Americans were supposed to get up from nearby seats to make room for whites, move further to the back, and stand in the aisle if there were no free seats in that section. When a white woman who got on the bus was left standing in the front, the bus driver, Robert W. Cleere, commanded Colvin and three other black women in her row to move to the back. The other three moved, but another black woman, Ruth Hamilton, who was pregnant, got on and sat next to Colvin.

The driver looked at the women in his mirror. "He asked us both to get up. [Mrs. Hamilton] said she was not going to get up and that she had paid her fare and that she didn't feel like standing," recalls Colvin. "So I told him I was not going to get up either. So he said, 'If you are not going to get up, I will get a policeman.'" The police arrived and convinced a black man sitting behind the two women to move so that Mrs. Hamilton could move back, but Colvin still refused to move. She was forcibly removed from the bus and arrested by the two policemen, Thomas J. Ward and Paul Headley. This event took place nine months before the NAACP secretary Rosa Parks was arrested for the same offense. Colvin later said: "My mother told me to be quiet about what I did. She told me to let Rosa be the one: white people aren't going to bother Rosa, they like her". Colvin did not receive the same attention as Parks for a number of reasons: she did not have "good hair", she was not fair-skinned, she was a teenager, she was pregnant. The leaders in the Civil Rights Movement tried to keep up appearances and make the "most appealing" protesters the most seen.

When Colvin refused to get up, she was thinking about a school paper she had written that day about the local customs that prohibited blacks from using the dressing rooms in order to try on clothes in department stores. In a later interview, she said: "We couldn't try on clothes. You had to take a brown paper bag and draw a diagram of your foot ... and take it to the store". Referring to the segregation on the bus and the white woman: "She couldn't sit in the same row as us because that would mean we were as good as her".

"The bus was getting crowded, and I remember the bus driver looking through the rearview mirror asking her [Colvin] to get up for the white woman, which she didn't," said Annie Larkins Price, a classmate of Colvin. "She had been yelling, 'It's my constitutional right!'. She decided on that day that she wasn't going to move." Colvin recalled, "History kept me stuck to my seat. I felt the hand of Harriet Tubman pushing down on one shoulder and Sojourner Truth pushing down on the other." Colvin was handcuffed, arrested, and forcibly removed from the bus. She shouted that her constitutional rights were being violated. Colvin said, "But I made a personal statement, too, one that [Parks] didn't make and probably couldn't have made. Mine was the first cry for justice, and a loud one."[citation needed ]

The police officers who took her to the station made sexual comments about her body and took turns guessing her bra size throughout the ride. Price testified for Colvin, who was tried in juvenile court. Colvin was initially charged with disturbing the peace, violating the segregation laws, and battering and assaulting a police officer. "There was no assault", Price said.

She also said in the 2009 book Claudette Colvin: Twice Towards Justice, by Phillip Hoose, that one of the police officers sat in the back seat with her. This made her very scared that they would sexually assault her because this happened frequently. A group of black civil rights leaders including Martin Luther King, Jr., was organized to discuss Colvin's arrest with the police commissioner. She was bailed out by her minister, who told her that she had brought the revolution to Montgomery.

Through the trial Colvin was represented by Fred Gray, a lawyer for the Montgomery Improvement Association (MIA), which was organizing civil rights actions. She was convicted on all three charges in juvenile court. When Colvin's case was appealed to the Montgomery Circuit Court on May 6, 1955, the charges of disturbing the peace and violating the segregation laws were dropped, although her conviction for assaulting a police officer was upheld.

Colvin's moment of activism was not solitary or random. In high school, she had high ambitions of political activity. She dreamed of becoming the President of the United States. Her political inclination was fueled in part by an incident with her schoolmate, Jeremiah Reeves; his case was the first time that she had witnessed the work of the NAACP. Reeves was found having sexual intercourse with a white woman who claimed she was raped, though Reeves claims their relations were consensual. He was executed for his alleged crimes.

Together with Aurelia S. Browder, Susie McDonald, Mary Louise Smith, and Jeanetta Reese, Colvin was one of the five plaintiffs in the court case of Browder v. Gayle. Jeanetta Reese later resigned from the case. The case, organized and filed in federal court by civil rights attorney Fred Gray, challenged city bus segregation in Montgomery as unconstitutional. During the court case, Colvin described her arrest: "I kept saying, 'He has no civil right... this is my constitutional right... you have no right to do this.' And I just kept blabbing things out, and I never stopped. That was worse than stealing, you know, talking back to a white person."

Browder v. Gayle made its way through the courts. On June 5, 1956, the United States District Court for the Middle District of Alabama issued a ruling declaring the state of Alabama and Montgomery's laws mandating public bus segregation as unconstitutional. State and local officials appealed the case to the United States Supreme Court. The Supreme Court summarily affirmed the District Court decision on November 13, 1956. One month later, the Supreme Court declined to reconsider, and on December 20, 1956, the court ordered Montgomery and the state of Alabama to end bus segregation permanently.

The Montgomery bus boycott was able to unify the people of Montgomery, regardless of educational background or class.

Colvin gave birth to a son, Raymond, in March 1956. Colvin left Montgomery for New York City in 1958, because she had difficulty finding and keeping work following her participation in the federal court case that overturned bus segregation. Similarly, Rosa Parks left Montgomery for Detroit in 1957. Colvin stated she was branded a troublemaker by many in her community. She withdrew from college, and struggled in the local environment.

In New York, Colvin and her son Raymond initially lived with her older sister, Velma Colvin. In 1960, she gave birth to her second son, Randy. Claudette began a job in 1969 as a nurse's aide in a nursing home in Manhattan. She worked there for 35 years, retiring in 2004. Raymond Colvin died in 1993 in New York of a heart attack at age 37. Her son Randy is an accountant in Atlanta and father of Colvin's four grandchildren.

Colvin was a predecessor to the Montgomery bus boycott movement of 1955, which gained national attention. But she rarely told her story after moving to New York City. The discussions in the black community began to focus on black enterprise rather than integration, although national civil rights legislation did not pass until 1964 and 1965. NPR's Margot Adler has said that black organizations believed that Rosa Parks would be a better figure for a test case for integration because she was an adult, had a job, and had a middle-class appearance. They felt she had the maturity to handle being at the center of potential controversy.

Colvin was not the only woman of the Civil Rights Movement who was left out of the history books. In the south, male ministers made up the overwhelming majority of leaders. This was partially a product of the outward face the NAACP was trying to broadcast and partially a product of the women fearing losing their jobs, which were often in the public school system.

In 2005, Colvin told the Montgomery Advertiser that she would not have changed her decision to remain seated on the bus: "I feel very, very proud of what I did," she said. "I do feel like what I did was a spark and it caught on." "I'm not disappointed. Let the people know Rosa Parks was the right person for the boycott. But also let them know that the attorneys took four other women to the Supreme Court to challenge the law that led to the end of segregation."

On May 20, 2018, Congressman Joe Crowley honored Colvin for her lifetime commitment to public service with a Congressional Certificate and an American flag.

Colvin at the San Francisco Public Library, January 2005.

Colvin speaking at Bethany Baptist Church for Women's History Month, 2014.

Colvin has often said she is not angry that she did not get more recognition; rather, she is disappointed. She said she felt as if she was "getting [her] Christmas in January rather than the 25th."

I don't think there's room for many more icons. I think that history only has room enough for certain-you know, how many icons can you choose? So, you know, I think you compare history, like-most historians say Columbus discovered America, and it was already populated. But they don't say that Columbus discovered America; they should say, for the European people, that is, you know, their discovery of the new world.

Colvin and her family have been fighting for recognition for her action. In 2016, the Smithsonian Institution and its National Museum of African American History and Culture (NMAAHC) were challenged by Colvin and her family, who asked that Colvin be given a more prominent mention in the history of the civil rights movement. The NMAAHC has a section dedicated to Rosa Parks, which Colvin does not want taken away, but her family's goal is to get the historical record right, and for officials to include Colvin's part of history. Colvin was not invited officially for the formal dedication of the museum, which opened to the public in September 2016.

"All we want is the truth, why does history fail to get it right?" Colvin's sister, Gloria Laster, said. "Had it not been for Claudette Colvin, Aurelia Browder, Susie McDonald, and Mary Louise Smith, there may not have been a Thurgood Marshall, a Martin Luther King or a Rosa Parks."

In 2000, Troy State University opened a Rosa Parks Museum in Montgomery to honor the town's place in civil rights history. Roy White, who was in charge of most of the project, asked Colvin if she would like to appear in a video to tell her story, but Colvin refused. She said, "They've already called it the Rosa Parks museum, so they've already made up their minds what the story is."

Colvin's role has not gone completely unrecognized. Councilman Larkin's sister was on the bus in 1955 when Colvin was arrested. In the 2010s, Larkin arranged for a street to be named after Colvin. Later, Rev. Joseph Rembert said, "If nobody did anything for Claudette Colvin in the past why don't we do something for her right now?" He contacted Montgomery Councilmen Charles Jinright and Tracy Larkin, and in 2017, the Council passed a resolution for a proclamation honoring Colvin. March 2 was named Claudette Colvin Day in Montgomery. Mayor Todd Strange presented the proclamation and, when speaking of Colvin, said, "She was an early foot soldier in our civil rights, and we did not want this opportunity to go by without declaring March 2 as Claudette Colvin Day to thank her for her leadership in the modern day civil rights movement." Rembert said, "I know people have heard her name before, but I just thought we should have a day to celebrate her." Colvin could not attend the proclamation due to health concerns.

In 2019, a statue of Rosa Parks was unveiled in Montgomery, Alabama, and four granite markers were also unveiled near the statue on the same day to honor four plaintiffs in Browder v. Gayle, including Colvin

In 2021 Colvin applied to the family court in Montgomery County, Alabama to have her juvenile record expunged. Daryl Bailey, the District Attorney for the county, supported her motion, stating: "Her actions back in March of 1955 were conscientious, not criminal; inspired, not illegal; they should have led to praise and not prosecution". The judge ordered that the juvenile record be expunged and destroyed in December 2021, stating that Colvin's refusal had "been recognized as a courageous act on her behalf and on behalf of a community of affected people".

Cover of Hoose's Twice Towards Justice

Former US Poet Laureate Rita Dove memorialized Colvin in her poem "Claudette Colvin Goes To Work", published in her 1999 book On the Bus with Rosa Parks; folk singer John McCutcheon turned this poem into a song, which was first publicly performed in Charlottesville, Virginia's Paramount Theater in 2006.

Young adult book Claudette Colvin: Twice Toward Justice, by Phillip Hoose, was published in 2009 and won the National Book Award for Young People's Literature.

A re-enactment of Colvin's resistance is portrayed in a 2014 episode of the comedy TV series Drunk History about Montgomery, Alabama. She was played by Mariah Iman Wilson.

In the second season (2013) of the HBO drama series The Newsroom, the lead character, Will McAvoy (played by Jeff Daniels), uses Colvin's refusal to comply with segregation as an example of how "one thing" can change everything. He remarks that if the ACLU had used her act of civil disobedience, rather than that of Rosa Parks' eight months later, to highlight the injustice of segregation, a young preacher named Dr. Martin Luther King Jr. may never have attracted national attention, and America probably would not have had his voice for the Civil Rights Movement.

The Little-Known Heroes: Claudette Colvin, a children's picture book by Kaushay and Spencer Ford, was published in 2021.

In 2022, a biopic of Colvin titled Spark written by Niceole R. Levy and directed by Anthony Mackie was announced.

Phillip Hoose. Farrar, Straus and Giroux (BYR), Claudette Colvin, Twice Toward Justice. (2009). ISBN 0-374-31322-9.

Taylor Branch. New York, Simon & Schuster Paperbacks, Parting The Waters - American in the King Years 1954-63. (1988). ISBN 0-671-68742-5.

The Other Rosa Parks (Colvin interview with Democracy Now!)

She had a Dream

Daybreak of Freedom: The Montgomery Bus Boycott (Preface)

Daybreak of Freedom: The Montgomery Bus Boycott (Excerpt)

"Browder v. Gayle: The Women Before Rosa Parks", Tolerance

Vanessa de la Torre, "In The Shadow of Rosa Parks: 'Unsung Hero' of Civil Rights Movement Speaks Out", The Cardinal Inquirer, January 20, 2005

"She Would not be Moved", The Guardian

"An asterisk, not a star, of black history", Pulsejournal

Let us Look at Jim Crow for the Criminal he is - Rosa Parks' bus stand and the long history of bus resistance The Rebellious Life of Mrs. Rosa Parks, Rosa Parks Biography by Jeanne Theoharis, Say Burgin, and Jessica Murray, City University of New York

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Claudette Colvin (born Claudette Austin; September 5, 1939) is an American pioneer of the 1950s civil rights movement and retired nurse aide. On March 2, 1955, she was arrested at the age of 15 in Montgomery, Alabama, for refusing to give up her seat to a white woman on a crowded, segregated bus.

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In this story, two boys share the same name, but have very different personalities, interests, and behaviors. Big Bob is a stereotypical boy. He like trucks and physical activity. He is loud and messy. Little Bob is quiet and calm. He likes to play with dolls, wear feminine clothing, and create art. Both Bobs have a hard time forming a friendship because of their differences. One of the things I liked best about these characters is that neither one criticized the other for their choices, despite the fact that they were quite sure how to play together. At the end of the story, a female character is introduced, and she is not interested in the stereotypical girl things. She criticizes Little Bob about the way he is playing. Big Bob stands up for Little Bob and says that he can play however he wants. In the end, all three kids are able to come together and find a way to form a friendship and play. Each one brought their own unique ideas to the group. I love this story because it shows that children can have so many different interests and yet still find a way to be friends. I also appreciate that neither of the boys were critical of one another, and Big Bob even stood up for Little Bob when the little girl criticized him. I've attached a blog page with several discussion questions to use in class, including "What is a bystander?" and an activity that teaches that boys and girls can do anything.

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A small number of the picture books used in the No Outsiders scheme are now out of print so I have replaced them with new books that fit the No Outsiders ethos.

Tell the children, there is one part of the story where someone could be a bystander but they choose not to be. At the end of the lesson you will ask for children to identify that part.

How does Big Bob respond when Blossom says boys do not play with dolls? Why do you think Big Bob has changed his mind?

Why do you think Little Bob asks Blossom to play? What have Big Bob and Blossom learned in this story?

Put a truck in the middle of the floor and ask a girl to pick it up. Ask a child to act as Big Bob and say to the girl, "Girls don't play with trucks; trucks are for boys!" Now ask someone to step forward and use their pupil voice to explain to that person what we say at our school. Repeat with a boy playing with a doll. What other games or activities do some people say are for boys or for girls? Repeat the exercise with other examples. Praise the class for not being bystanders and using their pupil voice.

Why doesn't Little Bob keep quiet and follow what Big Bob says?

In what part of the story does someone choose not to be a bystander? (Big Bob when he tells Blossom that boys can do whatever they want) What is the consequence?

Big Bob could have chosen to be a bystander and not say anything to Blossom; how would the ending have changed?

"No Outsiders in our school: teaching the Equality Act in primary schools" by Andrew Moffat

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No Outsiders: Big Bob, Little Bob - James Howe

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A small number of the picture books used in the No Outsiders scheme are now out of print so I have replaced them with new books that fit the No Outsiders ethos. Tell the children, there is one part of the story where someone could be a bystander but they choose not to be.

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I absolutely adored this book. I found this link on TPT. The worksheets include missing words, vocabulary and synonyms. I think that I would also want to add an interactive activity. I thought it would be fun to set up a scavenger hunt within the classroom with clues. Students would work in teams to solve the mystery. The other activity I thought would be fun to create our own mystery story and have detective dog solve the mystery. I have done stories like this before in class, having each student contribute to the story. I think that this would be an engaging way to get everyone involved in story making.

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Worksheets for THE DETECTIVE DOG by Julia Donaldson - Comprehension & Vocab

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This resource consists of six pages of varied activities, specifically related to the book The Detective Dog by Julia Donaldson. This PDF file contains worksheets that are primarily comprehension and vocabulary based. This enables teachers to provide students with meaningful experiences with the t...

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Interrupting Chicken by David Ezra Stein

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Interrupting Chicken by David Ezra Stein

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I do a folktales characteristics unit with second grade as part of my library standards that includes fairy tales. This book would be perfect to include with that unit as a new way to look at fairy tale stories that may already be familiar to the students. I would start with reviewing characteristics of fairy tales and then reviewing the fairy tales used in the story, just in case there were any unfamiliar to some students. I would also probably try to pair it with reading one or more of the originals in the story. After the story we would do some partner discussion of the story and then I would include a writing activity. I would have students start their own fairy tale and then stop at an exciting part. They would then pair up with another student and "interrupt" the other's fairy tale and write an ending with their interruption, similar to chicken in the story. I found a great template on Teachers Pay Teachers to use for the writing portion. I think it would also help that many students are familiar with this story and so if I wanted to take it one step further we could read the second book and talk about the element of surprise in stories.

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Just a quick, fun writing activity to go with the book "Interrupting Chicken!" Have one student write a story (their own or a familiar fairy tale) up to the problem...then have the partner 2 "interrupt" and write the rest! ...

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Interrupting Chicken and the Elephant of Surprise, by David Ezra Stein.

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Interrupting Chicken and the Elephant of Surprise, by David Ezra Stein.

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This story would be great to use in your classroom. First graders are familiar and love Interrupting Chicken as we have and have read the first story in our class. Before I even began reading, students were excited, because they knew what fun this character would bring them. Knowing this, they will be hooked and engaged before the story even begins.
This way I plan to use this story is as a writing mentor text and incorporate it with our Lucy lessons. I think it would be a great way to work with transitions and introduce the element of surprise. This mentor text may take a re-read or two to dive deeper into how this can mirror the students writing. I found an activity titled "Every Good Story Has One" that provides students with the opportunity to find the element of surprise in each of the sub-stories that Papa is telling. This could be certainly done as a We-do activity. I think after using this activity, and we could also take time to identify the words that transition us to that element of surprise, and then, suddenly, etc, with hopes that students will take that back to their own writing during writing workshop time.

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Interrupting Chicken and the Elephant of Surprise by Stein 19 Activities NO PREP

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Chicken and her Papa are back in this delightfully surprising story! Chicken comes home from school and tells Papa all about the "Elephant of Surprise." This is the point in every story that makes you go "WHOA!" Papa tries to explain that this is actually called the element of surprise, but Chicken ...

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Six Dots:  A Story of Young Louis Braille           

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Six Dots:  A Story of Young Louis Braille           

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I chose this story to use in my classroom this year because it goes perfectly with a week of our Journey's Reading curriculum. In second grade, we learn about the life and challenges of Hellen Keller and how she overcame being deaf and blind. We read about her life in whole group and also students read about her teachers and family in their small groups as well. I'm always surprised how well students respond this week to her story; they are fascinated! They are often wanting more books about her from the library and asking a lot of questions about braille. I notice them seeing braille around the building and wanting to understand it more. This book shares the story of the boy who invented braille. I found a cute activity where students can put their names in braille, make a picture of Hellen Keller and write a story. There is a also a graphic organizer to share facts about her and a word search.

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Helen Keller is a perfect role model to discuss during Women's History Month. In this packet, you'll find a braille activity, word search, writing paper with line options, graphic organizers, and a craft to display student writing. Curious? Learn more about this product by clicking here to read abou...

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In the story, “The Girl Who Made Mistakes” by Mark Pett and Gary Rubinstein a little girl named Beatrice is used to being perfect.  She does everything just right and it is obvious that she feels this is expected of her.  One day she is cooking with her friends at school and she almost drops the eggs.  She thinks about her “almost mistake” all day and becomes fearful that it could turn into a real mistake.  This makes her nervous about the talent show.  Her fear becomes a reality and she ends up making a mistake onstage in front of everyone.  What I loved about this book was that she ended up laughing about it and the whole auditorium laughed with her instead of at her.  From that day on Beatrice was not afraid of making mistakes or taking risks.

I think this would be a great book for the beginning of our school year.  Last year we were expected to do SEL lessons so this year so many of the books I am connecting to those lessons.  It is important for our students to know that everyone does make mistakes including their teacher, their parents, olders siblings, and etc…..  I think this would be a great book to use for an SEL lesson at the start of the year.  I would love for my students to know that taking risks and making mistakes helps us to learn. I also think it is good for them to note how Beatrice overcame it, laughed it off, and she soon began to embrace making those mistakes.  When students can connect to the idea they will be more empathetic when they and others make a mistake.  I think this would also tie in nicely with how do we use positive self talk when things don’t go as expected.

There are all kinds of great extensions and activities on Teachers Pay Teachers but the ones I attached or found were ideas that were free.  I hope that you will be able to use them if this is a book you would like to start your school year with.

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Trudy's Big Swim: How Gertrude Ederle Swam the English Channel and Took the World by Storm by Sue Macy

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Trudy's Big Swim: How Gertrude Ederle Swam the English Channel and Took the World by Storm by Sue Macy

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Every other year I do a project called People Who Make a Difference. This book would be an excellent addition to this project. I am always on the lookout for biographies of people (especially lesser known ones) that exemplify the characteristics of persistence, determination, generosity, innovation, etc.
I would use this book in the beginning part of the project when students are doing research on people who have made a positive influence on the world or have overcome personal or societal obstacles. The students use a template to create a slide show about their person and the character traits they display. We then look for common traits among the featured people and use those to look for people in our community/own lives who we want to nominate as a Person Who Makes a Difference.
There are some book specific lesson plans that I found that would be useful if you wanted to use this as a stand alone book/lesson.

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By Arree Chung

Mixed is the story about three colors, red, yellow and blue who all have a particular positive trait.  They all lived in harmony until they  decided each of them are the best.  The colors moved into separate  parts of the city. Blue and yellow eventually get together and have a child, green, whom everyone is fascinated with.  The other colors started to see new possibilities and a new city that was full of color was rebuilt.  This books is a great and gentle transition into talking about differences in race and other ways to show tolerance.  I found a wonderful resource that has many ideas for using this book.  I would start by asking students what they know about mixing colors and have them predict what the story may be about.  After reading I would focus on the character traits of the colors, the author's purpose and a couple of the stories themes.

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by Elana K Arnold

A Boy Called Bat is about a young boy with autism who wants to prove to his mom that the pet skunk kit she brought home would make the perfect pet.  The story would make a great read aloud to discuss how we can help others and embrace each others differences. The publisher of this book, Walden, put out a great educator's guide! This book is also a part of a series, so students who enjoy the read aloud can continue reading the other books in the set.

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By David Ezra Stein

Interrupting Chicken is about a little chicken who is constantly ruining her Papa's story time with her interrupting.  This is a great book to use at the beginning of the year to talk with students about hand signals.  When they should raise their hand and when they can talk out.   Also we will talk about guided reading and when it's okay to interrupt me at the guided reading table. (Anchor Chart) Another area I will discuss is how after and during read aloud time there will be turn and talks, so they should keep their comments to themselves until then.

Following this discussion and going over rules.  I would do the directed draw with students.  After all it’s the beginning of the year and this is a time to build stamina.  Once they have drawn their chicken I will have them make a goal that they have for the year on interrupting.  We will then complete the lesson by doing the response to reading.  The anchor chart will be good resource to pull out in the middle of the year when some students need a little refresher.

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Interrupting Chicken- Behavior Basics Book Club

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The behavior basics book club was created to help teach students the basics of behavior through childhood classic books. Each book has activities to start the discussion and teach the behaviors to create a strong foundation in your classroom. Use this book club activity to teach students the impor...

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Every year when introducing growth mindset with my students, I like to use mentor texts where the main character perseveres and overcomes challenges without giving up. I was able to use The Most Magnificent thing as one of my mentor texts, and was able to find this activity on TPT to go along with it. The activities and think aloud provided are totally worth the $3.50 I spent. Included in this activity students are asked to reflect and write about how they can overcome hard things. I have also used this book as a mentor text for our recycling/STEM activity where students are asked to build something 'magnificent' out of items others would consider trash.

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The Most Magnificent Thing: Interactive Read-Aloud Lesson Plans Activities 1-2

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Teach growth mindset! This read-aloud pack includes rigorous text dependent questions, differentiated graphic organizers, response to text writing activities including a craftivity, and detailed lesson plans to help you meet several core standards while maintaining your tradition of reading aloud fo...

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Front Desk by Kelly Yang (Lesson Plan by Mark Seeba)

At the beginning of each school year I do an American Pie activity with my students where I give them a few days to ask their parents if they know what country(ies) their ancestors came from. Often times there are many students with quite a mix but more and more you are seeing first or second generation Americans. Reading the book “Front Desk” by Kelly Yang would make for a great read aloud while doing this activity. Students would also be able to share of any struggles they or their ancestors had that were similar to the struggles that the novel’s main character and narrator MIa Tang experienced.

The “American Pie” activity is pretty simple. Once students have found out their ancestry they would create a pie chart on a regular 9” by 12” sheet of construction paper. There pie chart’s sections would be divided based upon what approximate fraction/percentage of each nationality they are. They would then have to decorate each section with objects that would represent that nationality. My rule is that they should have 12 objects on the entire chart. So, for example, if they are 50% of one nationality and 50% of another they should have 6 items for each. If they are 100% of a certain nationality then they wouldn’t have to divide their pie, but they would have to find 12 items that would represent that nationality.

Even though everyone’s pies would be unique all of the students would decorate their names at the top in red, white, and blue. This shows that we are all equally American even though we have our differences. I believe the message in the novel “Front Desk” would fit perfectly with this activity. Mia and her best friend Lupe are both 100% Chinese and Hispanic respectively and deal with the daily struggles of discrimination. An activity like  “American Pie” would be intended to foster acceptance in my students.

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Six Dots:  A Story of Young Louis Braille

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Six Dots:  A Story of Young Louis Braille

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by Jen Bryant
In 2nd grade, one of our Journey's texts is titled, "Helen Keller."  In that text, we learn about the life of Helen Keller and the challenges she faced growing up without sight or hearing.  I picked "Six Dots" in the hopes that it would be a good companion text for "Helen Keller" and this story did not disappoint.  "Six Dot" is the story of Louis Braille and the challenges he faced growing up without sight.  It was these challenges that led him to develop the Braille Alphabet, a system of raised dots that is still used today.  After reading both texts, we would work on comparing and contrasting Helen Keller and Louis Braille.  Since students get very excited about experiencing braille for the first time (for most), students will have a chance to write their name in braille using the attached template and a collection of small gems.

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I found an activity on TPT that goes along with this book. It ties into the vocabulary words and finding synonyms for the words throughout. It has questions that focus on comprehension of the story but it can also be something fun that you can do in a small group setting.
Another thing that I thought would be fun would be to create a scavenger hunt or mystery game for younger grades to be detectives around our building library or even the school. This will help them become familiar with things that they are new to. I think that by having different things set up throughout the library for them to find and do and then also tie in the school would be great! This would be something that you would need to plan ahead of time, obviously, but also have supporting teachers and staff members to help.
I have attached the link to the TPT pages that were great.

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Worksheets for THE DETECTIVE DOG by Julia Donaldson - Comprehension & Vocab

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This resource consists of six pages of varied activities, specifically related to the book The Detective Dog by Julia Donaldson. This PDF file contains worksheets that are primarily comprehension and vocabulary based. This enables teachers to provide students with meaningful experiences with the t...

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by Mo Willems and Amber Ren

"Because a man named Ludwig wrote beautiful music..."  This book explores cause and effect relationships in the world around you.  It is interesting to think that one small thing that you do, can change someone else's path around you.  I would use this book with my older music students to discuss you we respond to music.  We would listen to some different styles of music, and then make our own "because" timeline.  I would encourage them to research into the past - especially looking for connections between composers and performers.  I also want them to imagine future scenarios.  They would not have to put themselves into the timeline, but I would encourage them to think about it. I have included a link to the website myhistoro.com where you can create a personal timeline. This timeline can include pictures and audio clips. It would be fun for kids to incorporate technology into their timeline.

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It says my name and then the title. You might think I'm talking about myself :-) but this is a picture book about a girl who is always perfect. She once almost made a mistake and was very upset. She performed in a talent show and made a funny mistake during her juggling act. She wasn't sure what to do but then laughed. After that, she was much more relaxed and had more fun. I can see classroom teachers using this as a read aloud talking that it is okay to make mistakes and mistakes are part of learning. I might use it as  part of a social skills lesson. Students could brainstorm what thoughts she might have and practice flipping them to positive thinking The student or teacher could write a thought bubble with  a fixed mindset thinking on one side and a growth mindset thinking on the other side. "I'm horrible at performing!" versus "This trick didn't go as I planned it, but this is really funny!" Here is a link to activities to go along with the book and some discussion questions.

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by Ellen Javernick

What if Everybody Did That? is a great book to use at the beginning of the school year. A boy does things that seem innocent until someone asks "What if everybody did that?" For example, the boy blurts out while the librarian reads a story; one comment would not cause a huge disruption, but if everyone did that it would create chaos. Not all of the examples in the book are related to school, but the book opens a great discussion for your students about why we have rules and how their purpose is not to irritate students but to help them have a positive school experience.

Attached is a document that has activities about why school rules are important, examples of good choices and bad choices as a sort, and a sheet that asks students to illustrate what would happen if "everybody did that." These resources accompany the book well and could be used across many grade levels. Since this is a story you would read at the beginning of the year, you could also use the activities to introduce different materials and how to use them correctly.

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by Laurie Berkner

Laurie Berkner is known for creating many songs for children. Her songs are fun to use with Kindergarten and 1st grade. She has an unique style of composing songs for kids that keep them fresh and engaging unlike some other composers of music for children. Her song "We are the Dinosaurs" was created into a book with illustrations by Ben Clanton. The song has many uses with primary grades in music class. The lyrics naturally lend themselves to being acted out through movement. It is also very contrasting musically with the marching part being heavy and loud while the soft parts happen when the dinosaurs break to eat or sleep. Works well to expose students to the musical opposites of legato/smooth and staccato/separated music. Kindergarten and 1st grade teachers might also enjoy using this book/song to add some music to a dinosaur lesson.

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The Laurie Berkner Band - We Are The Dinosaurs

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by Charlotte Milner

This book is a very comprehensive non-fiction text about bees. It is divided into 46 different subtitles including everything you’d want to know about bees. This would be a wonderful detailed book to initiate a class PBL on bees.
Students will show their learning using a variety of technology to differentiate needs and to introduce students to new ways to display their knowledge while engaging in the 4 Cs;             a.  Flipgrid:  Video record yourself describing: “How do honeybees talk to each other?”

b.Chatterpix: Draw a picture of an animal that eats honey bees. Create an audio recording and have the animal you chose tell 10 facts about honey bees.

c.  Seesaw: record yourself reading about bees

d. Seesaw: draw a picture about bees and write a paragraph

e.Touchcast: Create a Green Screen video of you as a bee going into your beehive… describe where it might be, what it would look like, and what would you do there.

f.   Edpuzzle: watch videos and answer questions/quiz throughout the video

g.  Youtube videos: On Google Slides of Science, Social Studies, and Engineering Songs- link videos for students to watch at home or in school

h. Quizlet: flashcards, games, reading, writing, and spelling challenges with honey bees … available to practice in whole group settings, small group settings, or on their own

i.  Google Slideshow: Research and create: each student will take a topic about bees and create a slide to have a complete slideshow when done

j. Kahoot: Whole group setting individually or in pairs to answer questions about bees.

k.Google Hangout connecting with students from other parts of the country/world about what they can share with us about bees (many ag schools, STEAM related schools, or rural schools would have better access to this type of collaborative access)

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by Ellen.Potter

A delightful story that has many laugh aloud parts that would humor both students and adults (1st-3rd grade level). This would be a great story to use to teach “narrative writing.”  The first chapter is detailed with a wonderful exposition within the Plot Structure, highlighting characters and the setting. The setting is so polar opposite of the lives of our students living in North Dakota (going to school by boat and wearing a life jacket) The author paints a beautiful picture of unique and somewhat romantic feel of their life living on an island. Connecting the story with Science and the Square of Life Project will allow students to explore hands on activities and learn about others' experiences around the country/world.

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Here is the template we used for class book.

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This is the class book we made after reading the story.

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This is a great story to use for social skills lessons. It normalizes and celebrates how mistakes can turn into something unexpected.

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This is a Google Slide Show with links to activities for a 6 week reading of Refugee for last year's Global Read Aloud.

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This document is a structure I had students fill out before recording their Flipgrid Book Talk. They used it like a script.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Mia is an inspiring character with lots of spunk.  She is a great problem solver.  I would like to use Front Desk as part of the Global Read Aloud.  The link below has additional information about GRA.  I plan to find a partner class and connect with them using a Padlet Board.

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The project was created in 2010 with a simple goal in mind; one book to connect the world. From its humble beginnings, the GRA has grown to make a truly global connection with milllions of students having participated.

What is it?

The premise is simple; we pick a book to read aloud to our students during a set 6-week period and during that time we try to make as many global connections as possible. Each teacher decides how much time they would like to dedicate and how involved they would like to be. Some people choose to connect with just one class, while others go for as many as possible. The scope and depth of the project is up to you. While there are commonly used such as Skype, Twitter, Padlet, or Flipgrid, you choose the tools that will make the most sense for you. Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year.

When is it?

Once a year, starting in early October and running through mid-November. Due to the time commitment, this is only a once a year project, however, two fantastic spin-off projects run at other times; the New Zealand Read Aloud and the French version of GRA, Ecouter Lire le Monde.

I have questions as a Participant

Please see " For Participants" to have all of your questions answered.

I have questions as an Author

Please see "For Authors" to have all of your questions answered.

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To see the blog with the latest news and ideas, go here. To join our Facebook Community, go here - this is how you sign up The project was created in 2010 with a simple goal in mind; one book to connect the world. From its humble beginnings, the GRA has grown to make a...