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This touchstone book is recommended for ages 2-4 years old. It has a lexile reading level of 600 which focuses on grade level 1-2. This picture book is classified as a children’s literature genre as it is acknowledged as being awarded as a touchstone book.

Part two:This amazing children’s literature book is known for being a classic. This book offers a traditional plot structure. It demonstrates value of love between a child and it’s mother. In the beginning you can clearly identify the problem. Where the young bunny begins to question being a bunny or venturing off as other creatures. While reading this book there are several prompts to be addressed as great discussion topics for early readers. As this book offers a variety of adventures and lessons that can be shared amongst the class. The plot of this book deals with a small rabbit who decides to take an adventure without it’s mother. As the mother warns it’s baby not to run off because as any mother, you would chase after your child. The bunny tells it’s mother that he will transform into a fish, and as the mother explains I will still follow after you as a fisherman. As the story continues to unfold as the bunny tries to state that he will become anything to run away. The bunny decides to test the mother’s love as she follows after her heart. The story offers the importance of how it is important to remain yourself and grow as an individual with your mother’s everlasting love.

Part three: As I criticize this illustration book you can identify the animals throughout the book. I like how it leads you to further questions and vocabulary terms that the reader may not be familiar with. I would have liked the story to go further into transforming into a fish so the students can explore the daily life of each sequence. Overall the readers can identify the bunnies curiosity of exploring their individuality.

Part four:

CCSS.ELA-LITERACY.W.2

Lesson Objective: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

At the conclusion of this lesson, the student’s will be able to have discussion amongst their peers. What they appreciate about themselves. This would be a form of expression as they begin to evaluate the things in life they love so dearly. In this lesson students will be able to write a sentence about the illustration. I would ask the students to draw a picture of what they would be if they could transform into anything other than human and write a sentence of that animal or object.

Questions used for the lesson: As I ask the class “How much can a thing change before it is something else?” Next, I would ask the class “If they will be the same as they grow up?” as well as “Which of the following will remain the same?” 1. Your hair, your head, your mouth, etc.

Outside references:

https://www.teacherspayteachers.com/Browse/Search:the%20runaway%20bunny

https://shop.scholastic.com/parent-ecommerce/books/the-runaway-bunny-9780064430180.html

https://www.rif.org/literacy-central/book/runaway-bunny

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Yolen, J., & Schoenherr, J. (2013). Owl moon. NY, NY: Puffin Books.

This Caldecott book is recommended for ages 3-7 years old. It has a lexile reading level of 550L which focuses on grade level 2. This picture book is classified as a children’s literature genre as it is acknowledged as being awarded as a Caldecott book.

Part two:

This charming children’s literature brings the family closer together. When a father and his daughter go on a magical walk in winter as they bundle up for the cold night adventure. This classic book won several awards and appeared on Reading Rainbow. The water color illustrations brings life in this children’s literature book. As the daughter and father venture off for a late night walk they encounter a great horned owl. During this adventure the two stumble upon several animals like a fox, raccoon and field mouse.

Part three:

Throughout these marvelous illustrative children’s book, we come across a variety of water color images that touch your heart. As I criticize this book I can’t say there is anything negative as it becomes a classic to read to the family, bundled up by the fire. It holds a traditional plot structure as the underlying message in this book shows importance of the bond between a child and their father. It is clear in the beginning of the two main characters that are identified as they move throughout the woods. The style of the text uses a wide variety of vocabulary. "It was late one winter night, long past my bedtime, when Pa and I went owling." The author brings out the story through the illustrations as it guides the reader through a late night adventure.

Part four:

CCSS.ELA-LITERACY.W.1.2

Lesson Objective: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Students will be able to write about the two characters and where they were going. As well as a brief sentence or two about what they liked most about the story during their adventure. Students will also learn facts about owls.

Questions used for the lesson:

Do owls have eyes that face forward? Are they like other birds who have eyes on the sides of their head? How can an owl turn it’s head all the way around?

Outside references:

https://www.scholastic.com/teachers/blog-posts/erin-klein/owl-moon-printable-lesson-plans-engage-young-writers/

https://www.brighthubeducation.com/lesson-plans-grades-1-2/74107-owl-moon-lesson-plan-and-activities/

https://www.teacherspayteachers.com/Product/Owl-Moon-Citing-Evidence-and-Figurative-Language-Common-Core-Aligned-387789

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Carmi, D., & Lotan, Y. (2002). Samir and Yonatan. New York: Scholastic Signature.

This book is a winner of the Mildred Batchelder Award. It is recommended for ages 12 and up. It has a lexile reading level of 810 which focuses on grade levels 7- 6. This book is classified under realistic fiction genre as it is acknowledged for it’s cultural value.

Part two:

This story is about a young Palestinian boy who has a fractured knee and is taken to a Jewish hospital for surgery. He is unable to have the support from his family as they are not able to stay with him for the operation. As he awaits an American doctor to operate on him, he feels unsure if he fits in among the Jewish children. This beautiful story shares conflict within oneself as Samir begins to wonder if he can become friends with a Jew. As the story unfolds revealing a complex and yet difficult emotions as he expresses his entire experience in this ward. This book is appropriate for children 12 years and up. As the language throughout the text is mature as it reveals various cultures in society. The message here that I would like to share with the class is regardless of your culture and background, you can make friends even in the midst of feeling alone.

Part three: As I criticize this book based on various components and issues that revealed itself during the read, I came across a moral of the story. As many students struggle with fitting in, whether it’s a new school or a new team they are joining. It’s important to have an open mind. The style of this book shows so much character to the reader as you want to continue reading to see if Samir is able to make friends from a different culture.

Part four:

CCSS.ELA-LITERACY.W.7.2

Lesson Objective:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Students will begin a discussion within their groups and organize ideas based off the text as they define culture and create a chart of various cultures as well as identifying the connection each of us have. Regardless of the background we come from.

Questions used for the lesson: Some discussion questions would be “What kinds of things do you think they lived through at the hospital?,” “What issues do you think the children faced?” “How did the two become friends through such cultural differences?”

Outside references:

https://www.teacherspayteachers.com/Product/Samir-and-Yonotan-Novel-Study-Sheets-344667

https://www.scholastic.com/teachers/books/samir-and-yonatan-by-daniella-carmi/

https://www.teachingbooks.net/tb.cgi?tid=15920

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Steptoe, J. (2000). Stevie. New York: HarperCollins.

This realistic fiction book is recommended for ages 4-8 years old. It has a lexile reading level of 580 which focuses on grade level 2. This picture book is classified as a children’s literature genre as it is acknowledged as being awarded as a notable book for the portrayal of the black in children’s literature.

Part two:

This story is about an only child by the name of Robert. Who is close to his mother. She begins to babysit another child by the name of Stevie. As with any children, there seems to be a sense of jealousy with Robert’s new friend. This children’s book shares the experience of sibling rivalry and resentment with new comers. This story offers children an opportunity of growth at an early age. In the beginning the plot introduces the two characters as strangers while Robert begins to realize he now has a companion, maybe even a friend to spend time with. This story reveals a lesson, you never know what you have until it’s gone. As Robert’s friend was forced to move with his family, the two part and Robert now realizes that he is back to being a lonely child.

Part three: As I read through this book the plot presented itself, I came across a valuable lesson for most children to learn at an early age. The appreciation of one another, and growth with maturity along the way. It’s something that everyone in the family can take away from. The only thing I realized throughout the story was the illustrations. They were creative but it definitely showed low quality as I read about the author who began his books at the age of 19.

Part four:

CCSS.ELA-LITERACY.W.2.2

Lesson Objective: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Students will consider various perspectives by utilizing the characters in the book. Students will also identify examples from the text and reflect. “Since he was littler than me, while I went to school he used to stay home and play with my toys” How might this make Robert feel? I would have the students write about the characters points of views as they share their thoughts and feelings.

Questions used for the lesson: As Robert constantly complains about Stevie. Consider this “In what ways might it be hard for Stevie?” When Robert yells at Stevie throughout the text “What can you tell about Robert and Stevie’s relationship?” “What moral of the story did you understand from the text?”

Outside references:

http://www.readwritethink.org/resources/resource-print.html?id=30792

https://www.teachingbooks.net/tb.cgi?go=1&searchbox_level=0.24&keyword_type1=title&boolean=AND&keywords1=stevie

https://www.teacherspayteachers.com/Product/Visualizing-the-plot-Stevie-by-John-Steptoe-1475700

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Bell, C. (2017). El deafo. Place of publication not identified: Publisher not identified.

This Graphic novel is recommended for children the ages of 8-12 years old. It has a lexile reading level of 420 which focuses on grade level 2. This fantastic book is classified as graphic novel. As it acknowledges a disability that young readers can be exposed to hearing impairments.

Part two:

In this young adult graphic novel, Cece is a student who struggles to balance her childhood with her deafness. As the story begins Cece is a four year old rabbit who comes from a loving family and has a happy life. Her best friends name is Emma and they enjoy spending time with one another. As Cece continues on her happy life she is struck with an illness. Meningitis, as this quickly takes a toll on her health this illness soon leads to deafness. Cece is then stuck with a hearing device that makes her stand out from the rest. As the story continues to unfold Cece has to learn to adjust to special education courses in her kindergarten class. Later down the line, Cece and her family move and her biggest challenge now is making new friends at her new school. As this story continues Cece invents a super hero alter ego “El Deafo” who possesses super hearing powers! Cece finally begins to find herself as she accepts her hearing as one with her personality as she feels accepted and liked and for once feels normal and super at the same time.

Part three: This book is an important read as this novel helps students and adults to understand the various challenges that a person with hearing loss deals with on a daily basis. It changes ones life to where the communication becomes limited, but it is an opportunity to have patience an understand how this may impact a child’s life. The plot of this book is extremely important to pay attention to as it shares complex emotions as student’s struggle with fitting in. The settings are rich with text as Cece describes her encounters with new friends, the good , the bad and the ugly. Some of the passages include “ Ginny, is kind enough, but she is overly sensitive to Cece’s deafness. She speaks loudly and slowly. She also introduces Cece to everyone as her “deaf friend,” which ultimately wears thin on Cece.”

Part four:

CCSS.ELA-LITERACY.W.2.3

Lesson Objective: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. In this lesson, I would have the class focus on writing about Cece’s transition from feeling like a normal rabbit to later becoming hearing impaired. I would ask the class to focus on specific details that Cece experienced in school and what she might have been feeling.

Questions used for the lesson:

“How could becoming deaf change your life?” “What challenges would you face starting a new school with this diagnosis?” “What is something positive you take away from this story?”

Outside references:

https://www.scholastic.com/teachers/books/el-deafo-by-cece-bell/

https://www.teacherspayteachers.com/Product/El-Deafo-Comprehension-Packet-3478503

https://www.teachingbooks.net/tb.cgi?tid=40736&s=i

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Stein, R. (n.d.). (July 1992) Welcome to Dead House.

This young adult book is recommended for ages 8-12 years old. It has a lexile reading level of 470 which focuses on grade level 3-7. This book is classified as a young adult fiction genre and R.L Stein is acknowledged for over hundreds of series.

Part two:

As the story opens up about a young teenager by the name of Amanda Benson who moves to a new town with her family. This industrial town seemed much more than just gloomy. As the family passes by through the town they soon realize that the Dark Falls chemicals had a plywood sign that read “Dark Falls Chemicals Closed! Danger!” Their father soon tells them that the town lost it’s chemical industry. Due to this chemical spill more mysterious began to arise for this new family. As they soon discover that there are not imaginary people roaming around the woods near their home. That it’s actually real people! Soon they discover a rotting hand reaching out to them from their porch. The family soon discovers their house is haunted and it’s not the kids imagination. The book offers mature language and the predictions to come are unexpected. The author did an amazing job by keeping the reader interested.

Part three: As I was intrigued by this book it revealed a lot of mystery, excitement and even a few terrifying moments. The plot is introduced in the first few pages. As the two siblings learn more each day about the new town, and the potential danger their family could be in. “Dark Falls chemicals wasn’t just a closed off sections!” There’s more to discover as the setting reveals the haunting of those that were impacted by the chemical spill. Even though this text did not have illustrations, the imagery was definitely set for the reader to envision.

Part four:

CCSS.ELA-LITERACY.W.7.1

Lesson Objective: Write arguments to support claims with clear reasons and relevant evidence. I would ask the students to begin to summarize what caused the chemical spill and gather into groups of four as they each begin to brainstorm various parts from the text. I would ask the class to begin to create road maps from the story as they pick apart the story and the events.

Questions used for the lesson:

“How did Amanda come across the ghost of the imaginary girl?” “How did the chemical spill impact the town?” ”What evidence can they utilize from the text to prove this claim?”

Outside references:

https://www.scholastic.com/teachers/books/gb-01-welcome-to-dead-house-by-r-l-stine/

https://www.teacherspayteachers.com/Product/Goosebumps-WELCOME-TO-DEAD-HOUSE-Discussion-Cards-2835157

https://www.rif.org/literacy-central/book/classic-goosebumps-welcome-dead-house

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Holm, J. L. (2013). Turtle in paradise. Livonia, MI: Seedlings Braille Books for Children.

This Newbery Honor award book is recommended for ages 8-12 years old. It has a lexile reading level of 610 which focuses on grade level 3-7. This book is classified as a historical fiction novel as it is acknowledged as being awarded from New York Times.

Part two:

This story is based off an eleven year old girl who is forced to live with her Aunt Minnie who lives in the Key West. As new changes begin to unfold, Turtle struggles with making new friends as she doesn’t fit in with other children. As the story continues turtle meets her cousins Beans, Kermit and Buddy. Turtle finally finds warmth in being welcomed by Kermit. Sadly an unexpected twist reveals Turtles families true colors as their aunt throws her out. So it’s up to Turtle turns to begin to join a Diaper Gang that runs a babysitting business for candy. As the adventure begins to lead the children to an Island, this text provides so much adventure you want to keep reading the journey of Turtle as she prevails through various obstacles. The text is inviting as the author uses a wide variety of text to portray impossible ideals that Turtle may not live up to.

Part three: I would criticize this book as one that expresses a time during The Great Depression. It offers the readers a bit of history and reflection. It offers adventure and builds up character as Turtle discovers herself in Florida. You can easily identify the relationship between Turtle and her mother as aloof. Someone who is not very stable as she drags her daughter around with unrealistic changes in her personal life.

Part four:

CCSS.ELA-LITERACY.W.4.1

Lesson Objective:

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. I would ask the class to begin sharing their ideas of how the relationship is with Turtle and her mother. As the class reads through the text I would like for them to create a bubble map of different reasons that would support their opinion.

Questions used for the lesson:

“Do you think the relationship between Turtle and her mother is ideal? Why or why not?”  “What are the new changes that forced their family to move?” “How do you think the move to Florida impacted Turtle?” “What are some reasons as to why Turtle began to discover herself and come out of her shell?”

Outside references:

https://www.scholastic.com/teachers/books/turtle-in-paradise-by-jennifer-l-holm/

https://www.teacherspayteachers.com/Product/Turtle-in-Paradise-Novel-Study-Book-Unit-851731

https://www.teachingbooks.net/tb.cgi?a=1&tid=20495&s=n

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Bintz, W. (2015). Using paired text to meet the Common Core: Effective teaching across the K-8 curriculum. New York, NY: The Guilford Press.

This informational text is recommended for the ideal professional teacher. As if offers effective practices to incorporate in the classroom.

Part two: This informational text is extremely beneficial with it’s demonstrations and the use of children’s literature. I found useful sample worksheets that I can easily incorporate into the classroom. For example one of the worksheets is a “Connection sheet” This entails how the student breaks down the book, like a novel for instance. There are 3 boxes as one the first box indicates “Text 1” from the book and then leads you to the “connection” part and lastly leads you to “Text 2” This offers students the opportunity to write down key terms used in the text, useful information that may be of help later and it prepares them for the upcoming exams.

Part three: As I criticize this book, I found that it was extremely straight forward. It offers you a variety of options as in worksheets, handouts and how you can pair the common core standard using a text book. One section I enjoyed the most was the definition of “Paired text” You want to introduce your class to a theme, or topic of a book and it explains how you can help your student understand the connection of the book along with their past experiences. This lesson would be “Seeing and thinking differently” As it is appropriate for grades 3-8. As each student has a different background, they can apply their knowledge and experience with the given topic, inferential thinking and making the connection across the text.

Part four:

CCSS.ELA-LITERACY.W.2.2

Lesson Objective: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

One mini lesson I would take away from this informational text would be using the Ven Diagram. Where you have three bubbles that share a common area. This is for the student to make the connection from their personal experience as it relates to the book.

Questions used for the lesson:

“I would like you to show me all the possible relations between the text and your life experience” “Write details that tell how the subjects are different in the outer circle” “Write details that tell the subjects that are alike where the circles overlap”

Outside references:

http://www.corestandards.org/ELA-Literacy/W/2/

https://www.guilford.com/books/Using-Paired-Text-to-Meet-the-Common-Core/William-Bintz/9781462518982/course-use

https://leopac.ulv.edu/search~S3