# data[].attributes.body
​This text set is based around the topic of sisters. My focal student loves her three sisters. She has two younger sisters and one older sister. She talks to me about them during recess and whenever she gets the chance. She also consistently wears a shirt that says "sisters" with a heart. Because of this, I decided to create a text set around the theme of sisters and how sisters can be your best friend! I selected this text set to not only reflect my focal student's life but also to push her towards building closer relationships with her sisters! This text set would be engaging to my student because she is able to relate to many of the characters in these texts. She would be able to identify with characters and connect experiences of the characters to her own life. This text set is also meaningful to her in the way that it positively represents sisters and their relationship. This text set is engaging to students because it includes a variety of texts, such as picture books, a video, a live performance, and a board game. It also pushes the boundaries of what is considered 'sisters'. Diversity is represented in this text set through both characters and text forms.

# data[].attributes.body
high quality children's literature, nonfiction, diverse representation, multimodal (picture book)

# data[].attributes.body
CCSS.ELA-LITERACY.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Students could describe the connection between Venus and Serena and how their relationship helped them throughout their tennis careers.

# data[].attributes.body
This text discusses a few strong topics. First, it emphasizes the strong relationship that Venus and Serena have and that sisters can also be your best friends! Second, it shows how sisters can help you follow your dreams and achieve your wildest goals! Third, it discusses the barriers the Williams sisters faced based on their race and gender, which provides the reader with an underrepresented perspective. This text acts as a solid mirror for my focal student because she, herself, is a female of color and has sisters that she is really close with. This text ends with "family is forever", which is a main thing I really want students to learn from this text!

# data[].attributes.body
I would use this text as a whole-group read aloud because it is a higher grade level book. In the read-aloud I did with my focal student, I held a discussion around resilience, but if I were to do it again, I would like to hold a discussion about perspectives. Both White and Black perspectives are represented in this book, so I would like to lead discussions based on these more pressing and important topics. We could then do an activity focused on taking action and making change happen in the sporting industry.

# data[].attributes.body
A major shortcoming of this text is that it is a 4th grade level book, so it may be a little tough for 1st graders. Another shortcoming is that the whole book is based around tennis, which, if students aren't familiar with this sport and/or the competitions surrounding it, may cause students to be confused or lose interest. Lastly, I think the book could have gone a little more in depth about the barriers Venus and Serena faced due to not only their race but also their gender.

# data[].attributes.body
high quality children's literature, nonfiction, multimodal (picture book), poetry

# data[].attributes.body
CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

In partners, students can work together to write and draw a summarization of the poems they were assigned.

# data[].attributes.body
This text full of poems adds a sense of humor to the text set. Each poem helps form the story of Jessica and her little sister Emma's relationship and details both the ups and downs of having sisters. This text supports student learning by introducing them to the genre of poetry; it also teaches them that not all poems have to rhyme. This text supports the theme of sisters by emphasizing that sisters may not always get along but the love is always still there. It presents the perspective of a big sister, which my focal student can relate to. Students may also be able to relate to the experiences shared in this humorous story.

# data[].attributes.body
I think this book would be a perfect one to use for partners. There is a total of 33 poems in this book, so partnership would be assigned 2-4 poems. Students will be asked to read their assigned poems with their partner. After reading, students will write a summary sentence and draw a corresponding picture for each poem. Students will be asked to reflect on the characters' feelings and experiences. Students' work will then be shared with the whole class, so that students get a full understanding of what the story was about.

# data[].attributes.body
First, both the author and illustrator of this text are white, as well as both of the sisters in the story; more diverse representation would be beneficial. Second, this text may be the first time students are introduced to a poetry book, so the headings included before each paragraph may be confusing to students. Third, this text contains a lot of italics, various word layouts, and some sarcasm. These elements may make it tough for some students to fluently read the text.

# data[].attributes.body
high quality children's literature, fiction, diverse representation, multimodal (picture book)

# data[].attributes.body
CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Students can compare and contrast the journeys that both Jack and Susan experienced throughout the story. Students can also detail the emotional transitions that occurred for both characters.

# data[].attributes.body
This text meaningfully contributes to the text set by providing the perspective of both an LGTBQ+ individual and an individual navigating having a transgender sibling. I love how this book openly discusses gender and details the journey these two siblings experienced. The main thing I want students to recognize from this book is that there is nothing wrong with Jack and that gender is fluid. This text supports the theme of sisters by navigating how this relationship changed throughout Jack's transition. It emphasizes the importance of loving your siblings for who they are and appreciating them.

# data[].attributes.body
Because this text discusses a complex topic that many students may not have experience with yet, I would use this book in a whole group read-aloud setting. I would like to hold a discussion about gender and gender norms. Further, I want to do an activity with my students that pushes them to make change happen. We could make posters to hang around the school or create a video that informs others about the fluidity of gender and disrupts gender norms.

# data[].attributes.body
First, in one instance, the mom says "not wrong, Susu- just different," when addressing Jackie choosing a tie at the store. I think this could be worded better because it could be offensive to label someone as 'different'. Second, gender is seen as a binary throughout the story. I think it is important to note that gender is a spectrum. Third, the book is fiction based on research, experience, observation, and imagination; however, I think a nonfiction book based on true experiences would be more credible.

# data[].attributes.body
high quality children's literature, fiction, diverse representation, multimodal (picture book)

# data[].attributes.body
CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Students would demonstrate their understanding of the central message that family doesn't just mean blood-related. Your classmates can be your family!

# data[].attributes.body
This text is very meaningful for the text set because it expands what constitutes 'sisters' and 'family' in general. It emphasizes that the classroom community is also a family! This text supports student learning by helping them think critically about the concept of family. Students will be able to expand what they learn from this text by realizing that friends, neighbors, teachers, etc can also be considered family. This book also includes a diverse representation of characters, including diversity in race and ability.

# data[].attributes.body
I would hold a discussion with students about what it means to be 'family'. Students will most likely come up with relatives. Then, I would read this book aloud to the whole class that expands the idea of what 'family' means. Afterwards, we would make a bulletin board of our class as a family! Each student would write their name on an index card and decorate it. Each index card would be stapled to the bulletin board. Then, we would add pictures and words that describe our class as a family. We could answer the questions "how can we support each other?" and "how can we celebrate each other?".

# data[].attributes.body
First, the author of the book is white; a diverse author may help in representing more diverse characters. Second, I think it might be cool if various languages were represented in the book to demonstrate that your 'family' doesn't have to look or speak the same as you!

# data[].attributes.body
high quality children's literature, fiction, at focal student's reading level (Pre-K-2nd grade level), multimodal (picture book)

# data[].attributes.body
CCSS.ELA-LITERACY.RF.1.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Students could read this book out loud to groups and pay attention to accuracy, rate, and expression.

# data[].attributes.body
This text is really cool because it is a book that tells a different story if you flip it upside down. Reading it one way tells you what sisters do best, while reading it the other way tells you what brothers do best. This text contributes meaningfully to the text set because it represents both sisters AND brothers, so those students that don't have sisters may be able to relate to the brothers story. This text supports student learning by teaching them all the good things that siblings do!

# data[].attributes.body
Students could choose which side of the book they want to read (sisters or brothers). They could then be placed in those two groups and read their side together as a small group. Students could read one page and then pass it to the next person until the story is read. After reading, I could have students draw a picture of 'what their sibling does best'; if they don't have a sibling, they could draw a picture about a parent, grandparent, friend, etc. They could share their drawings with their peers!

# data[].attributes.body
A shortcoming is that the characters are koalas instead of humans, so it may not seem as relatable to students. Another shortcoming is that some students may find this book too easy. However, my focal student struggles with reading, so this book would be the perfect level for her to be able to read it independently. Another shortcoming is that only sisters and brothers are represented. However, some students may not have a sibling, so they might not feel involved in this lesson.

# data[].attributes.body
https://www.youtube.com/watch?v=QJ01SAMlqDc

# data[].attributes.attachment_link.title
My Sister Song | CoComelon Nursery Rhymes & Kids Songs

# data[].attributes.body
multimodal (song/video)

# data[].attributes.body
CCSS.ELA-LITERACY.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers.

Students could make their own music video about their sibling. If they don't have a sibling, they could make a song about a parent or friend.

# data[].attributes.body
CoComelon is a very entertaining and catchy show, so I thought this song and video would be something that my students may be familiar with. My focal student has both older and younger sisters and this song is from the perspective of a middle child, so she can really see herself in this text! This music video appreciates having a sister, which meaningfully contributes to the text set. This text could support student learning through a discussion about the rhyming words included in this song (ex: anyone, sun, one, fun).

# data[].attributes.body
I would use this video as an introduction to multimodal texts. In a whole class discussion, I would explain that a text doesn't just mean words on paper. It can also include videos, songs, performances, picture books, and so much more. I would show this video as an example! Then, students could engage in an activity where they make their own multimodal text about a topic of their choice. They could make a video, write a picture book, create a presentation, etc. I think this would be a very intriguing lesson for my students!

# data[].attributes.body
First, all of the characters are white, so diversity is not represented. Second, some students may find CoComelon too 'young' for them and/or they may not like or know this show. Third, the content in this song is pretty simplistic and somewhat repetitive, so a different music video may be more appropriate.

# data[].attributes.body
https://frozenthemusical.com

# data[].attributes.attachment_link.readable_text
Music and Lyrics By

Kristen Anderson-Lopez & Robert Lopez

Based on the Disney Film written by JENNIFER LEE and directed by CHRIS BUCK and JENNIFER LEE

Scenic and Costume Design

Music Supervision and Arrangements

# data[].attributes.attachment_link.title
Disney FROZEN | The Broadway Musical - Homepage

# data[].attributes.attachment_link.description
Music and Lyrics By Kristen Anderson-Lopez & Robert Lopez Based on the Disney Film written by JENNIFER LEE and directed by CHRIS BUCK and JENNIFER LEE Scenic and Costume Design Music Supervision and Arrangements

# data[].attributes.body
multimodal (live musical performance)

# data[].attributes.body
CCSS.ELA-LITERACY.SL.1.1.B Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

After watching this live performance, students could be put in small groups to discuss what they took away from the show. Students would be asked to build on what their peers are saying by adding on or asking questions. We could then gather together and have a whole group conversation.

# data[].attributes.body
One of my focal student's biggest interests is Frozen, so this live performance is perfect for her! It also meaningfully contributes to the text set because the two main characters are Elsa and Anna, who are sisters. The true love between the two sisters is what eventually saves Anna in the end. This is a great message for students! This text is also a fun and engaging way to immerse students in the topic of sisters. This text shows the perspective of both Elsa and Anna, so students have a full picture of the mutual love that the sisters have for each other, even though that love gets tested in many ways.

# data[].attributes.body
This performance would be a whole-class field trip. Before watching the musical, I could do a craft with students where they make an Olaf hat, which is a character from the movie that I am sure most students are familiar with and love! After watching the musical, I could hold a discussion with students about how the sisters' relationship helped them and eventually saved Anna.

# data[].attributes.body
First, this live performance may be more entertaining for girls, so boys may lose interest. Second, this musical may not be shown at a time and/or place that students could actually attend. Third, I would assume that this performance costs money to get into, which may not be available through the school. Students may have to bring in money for entry, and this might not be feasible for some families.

# data[].attributes.body
multimodal (board game)

# data[].attributes.body
CCSS.ELA-LITERACY.SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one
at a time about the topics and texts under discussion).

While playing this game, students must follow the agreed-upon rules of both the game and discussions, such as taking turns and speaking one at a time.

# data[].attributes.body
I thought this board game was a fun way to engage students in learning about families. In this game, players travel through life, including college, jobs, marriage, children, retirement, etc. Although this text doesn't directly relate to the text set topic of sisters, I think it relates in the way that it details ups and downs of life, similar to ups and downs of having sisters. This text supports student learning by teaching them about 'adult things' like money, jobs, making big decisions, and much more. Students will also learn how to work well in groups through playing this game with each other.

# data[].attributes.body
I would provide this game as a choice for students to play during center time. Up to 6 players can play at once. It teaches students about making their own choices and the various effects that their decisions can have. While students are playing, I, as the teacher, could ask students about why they are making the choices they are making and what consequences those choices are having. I could also ask them open-ended questions about what they are learning as they are playing.

# data[].attributes.body
First, some students may not have played this game before, so a lot of time would have to be spent explaining the rules and objective of the game. Second, this game gets into some pretty complex topics, such as stock and retirement, which may be super confusing to some students. Third, this game generally takes a while to complete, so students may not be able to finish and/or may lose interest. Fourth, this game is a competition between players, so it could lead to some arguments between students. Fifth, this game doesn't include any diverse representation (ex: boys get a wife and girls get a husband, etc), so some students' home situations may not be represented.

# data[].attributes.body
1. Be open to making changes and adjusting lesson ideas
2. Potentially add more texts depending on what type of texts students are engaging the most with
3. Let students lead the conversations about these topics
4. Really try to connect these texts to your students' lives and experiences
5. Don't rush the teaching of these texts
6. Understand that you, too, are learning throughout this process
7. Make sure you have built a positive and safe classroom community before discussing some of these deeper topics
8. Give yourself grace if you make mistakes along the way
9. Reflect on what is going well and what needs improvement
10. Have fun and be creative!