Elmer

Elmer

By David McKee

Genre: Fiction

Grade: pre-kindergarten to second

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About The Author

Mckee was born in South Devon, where he then went to Plymouth Art College. He got his start in college where he started selling his cartoons to news papers. McKee has illustrated many children's books along with creating his popular Elmer Series. Having his first book published in 1964, he is now one of the leading contemporary children's book creators. Click the link about to learn more and see some of McKee's works. 

About The Book

The book begins with a herd of elephants who are 'normal' looking! Except there is one elephant who stands out, and that is Elmer! Elmer is a patch work of colors, and keeps everyone happy and smiling. However, Elmer feels different because he is not like the rest, so he paints himself grey. Soon Elmer finds out that no one knows who he is, and that he is no longer a special individual. When it rains the paint watches off and happiness comes back to the herd of elephants as they laugh over Elmer scaring everyone. They day is remembered and celebrated, and all of the elephants pants themselves different colors. 

The book does a great job of showing readers that it is ok to be different. Being different is a good thing and is something to be celebrated. If we were all the same life would be rather boring. 

Lesson

Purpose: To teach Character education. Students will learn to except and respect everyones differences and explain why this is important. Students will also understand the purpose or moral of this story  and what that means. 

Pre-assessment: Discussion, ask questions such as, what does respect mean? Why is it important to be different? and why do we need to respectful others? Then ask student, what do I mean when I say the moral of this story is.....

Lesson:  After the book has been read a discussion needs to take place. Why do all the elephants like elmer, and how does he feel about being different? How do you know this?  Discuss what moral of the story means. Then ask students,  what is the moral of Elmer? When done have students turn to a partner and summarize what we just discussed. Then have students make their own Elmer, they paint it anyway they want. Once done put all of the Elmer's together and talk about why it is important to respect our differences. 

Post assessment: Students can fill out a short response about the  moral of the Elmer's story. 

My Name is Not Isabella

Sorry, pictures are not uploading!

My Name is Not Isabella

By Jennifer Fosberry

Pictures by Mike Litwin

Genre: Fiction

Grade: first to third

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Also try, www.jfosberry.com/

About The Author

Born and raised in Upstate New York, she went on a sabbatical to Costa Rica, upon her return she started to read and write. Having  now published 4 books, she was raised by librarians, but got a degree in physics. Now that Fosberry is done with all the math and science she finds herself being creative by writing children's book. Click the links above to read more!

About The Book

Where to begin...I fell in love with this New York Time Best Seller! My Name is Not Isabella, is a fun imagination filled read! Isabella is young girl who seeks adventure and does so by chaining who she is. Her first adventure is being Sally, an astronaut! Her roles take on different characters, such as Rosa an activist on a bus, or Marie a scientist. The book brings, science, history, strength and learning together. Its readers get this feeling of empowerment, allowing themselves to dream big and to take on any role they to conquer! 

Lesson

Purpose: To understand what a fiction book is while taking part in creative writing!

Pre-assessment: Have fiction written on the board and ask student what is means when a is under the genre of fiction?  Be sure to mention that today we will be focusing on fiction and creating our own fictional story with creative writing.

Lesson: After reading the book talk about the term fiction again and ask students why this is a fiction book. The have a class discussion on the different roles that Isabelle played. Afterwards have students brainstorm different roles that they can play. Then hand out a web and and let the student pick a role. Then they need to decided on plot,  characters, what they will be doing..etc. Once this is done then students can write their own creative story, then read it to the class. After wards the class can over why everyones story was fictional.

Post assessment: Look at creative paper written, and the last discussion on fictional stories.

Stuck

Stuck

By Oliver Jeffers

Genre: Fiction

Grade: Pre-kindergartn to second

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About The Author

Jeffers makes art, as it is put in his biography ( Click link above). His art work is distinctive and well known, as it has been shown in many cities.  Having illustration clients such as, United Airline, Newsweek International and even Her Royal Majesty the Queen of England, Oliver a multi-talented individual who has also written some picture books! Some of these books include: This Moose Belongs to Me, Up and Down, and The Way Back Home. Click the link to see more of his books!

About The Book

Floyd is an extremely fun character who brings life and humor to this book! It begins when his kite gets stuck in the tree, and when he realizers he can not just pull the kite out he thinks of ways to get it out. He uses a ladder, his shoe, a cat, a ship, a bucket of paint, and more! Wouldn't you think the ladder should have worked? Well....no it doesn't, but that is because Floyd keeps throwing the stuff into the tree, getting more things stuck! Eventually  Floyd gets tired and goes to sleep, but the kite is still stuck, along with all the other things Floyd used!

Lesson

Purpose: To have perseverance to solve problems, and to brainstorm how to solve problems. (Character ed)

*The book can also be used for sequence

Pre-assessment: Show students the book, and title. Ask them what they think it will be about with a title like, Stuck. Then talk about what do we do if we have problem? 

Lesson: Read the book as a class, then talk about what Floyd's problem was. Make a chart with Floyd's problem in the middle then discuss what he did to help solve it. It is important to touch on the fact that while Floyd never truly solved his problem he remained calm and kept thinking of new ideas. However be sure to explain that if you keep doing the same thing over and over again and it does not work, what should you do? Brain storm other ideas!

Write out several problems on a piece of paper and place it in bin, then have students close their eyes pick a problem. Give students a web, have them write the problem in the center then brain storm ways in which they can solve the problem. Once done students can write make their own story.

Post assessment: In a discussion ask students, how do we handle difficult situations and what should we do or how should we act? Write down responses.

No Dogs Allowed!

No Dogs Allowed!

By Linda Ashman

Genre: Fiction

Grade: Pre-kindergarten to second

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About The Author

The youngest of four children, Linda, was born in Schenectady, New York, she grew up in Flemington,  New Jersey. Ahsman  earned a B.A in economics at Rutgers University then earned a Master's Degree at UCLA in Urban Planning. Before getting her Master's Degree she worked eight years as a real estate market analyst, afterwards she then worked for social and enviromental organizations.  To get more information on Linda Ashman, click the link above!

About The book

The book is set in Paris, and we are introduced to Alberto and his new restaurant! Alberto is having an early bird special and is looking for customers, however he only wants the "right" customer, and when customers start to arrive with pets he immediately takes action. When a dog owner appears he writes on the sign, no dogs allowed. But the all sorts of pet owners come and he forced to constantly change the sign, but eventually Alberto is left with no customers. Instead the customers are conversing all around him and enjoying the other spoils of the town.

The book is about a community and Alberto's ability to expect that community. With little no words, and cartoon formatted  illustration's, the pictures tell the story more than the words. This book can also be used for students with special needs, or lower reading leveled students. 

Lesson

Purpose: Students will fill in the blanks from the pictures that do no have words. Students will be able to decipher the pictures with appropriate text to follow. 

Pre-assessment: As a class model what you want having the students help you write about the picture. Ask students what story do you think this picture is telling us? And why do you think the author used this method?

Lesson: Make groups and pick the pages that each group will complete. When students are done there will be a full story with words that can be shared with the entire class. This will allow the students to take pride in their work. Students will be practicing using pictures as comprehension cues while also engaging in writing. Students should be focusing on proper grammar and spelling, as it is a book

Post assessment: Look at group work and take notes on individual participation. Should also be looking at grammar and spelling.