Daniel M. Jason
EDG 535
Professor Dimon
Literacy Cards
Van Allsburg, C. (1986). The Polar Express. Boston: Houghton Mifflin. Grades 1-4.
Award: Caldecott Medal
Subject Area: Language Arts
Genre: Fantasy
Summary: This is a story about a small boy who boards a mysterious train, The Polar Express,
on Christmas Eve. The train takes him to the North Pole where Santa greets him and offers the
child any present he desires. The boy surprisingly asks for a bell from the harness of a reindeer,
however on the way home the bell is lost. On Christmas morning the bell is found under the
tree. His mother admires the bell, but says it is broken. However, the boy, a true believer in the
magic of Christmas can hear the sound of the bell which only believers can hear.
Focusing Event: It is important to believe in the mystery and awe of a holiday such as
Christmas. People should learn that sometimes the simplest gifts are the most meaningful and
that anything is possible for those who have faith.
Initiating Questions and Activity
Questions: Have you ever imagined of going to the North Pole and what it would be like to meet
Santa Claus? What would you have asked as a gift from Santa? Have you ever been given a
special gift that although is simple is really special to you? Why has someone else not
understood something that you believed in?
Activity: Discuss with the class the mystery of holidays and what makes them special. Then talk
to them about the importance of an imagination and believing that their wildest dreams are
possible. Students will be encouraged to predict what they think will happen during the story
and discuss how they feel at the end of the book.
Culminating and Extending Questions
Questions: What was your favorite part of the story? What was the reaction of the boy when he
saw the bell on Christmas morning? Why could his mom not hear the sound of the bell, but the
boy could?
Activity: After the reading the students may have a discussion with a partner about the above
questions. They may like to brainstorm times when they felt like the boy; times when they felt
really good inside and why? and include this in a concept map/graphic organizer.
Petersham, M. (1973). The Rooster Crows: A Book of American Rymes and Jingles. New York:
Macmillan. Grades 2-4.
Award: Caldecott Medal
Subject Area: Language Arts
Genre: Poetry
Summary: This book creatively and colorfully introduces some of the greatest and most classical
American nursery rhymes and jingles. It includes well known counting games, skipping-rope
songs, finger games, and other poetic sayings that have been passed on through the centuries. It
is a great resource for some fun and tradition of what it means to be a child in America.
Focusing Event: Tradition is an important part of any culture. Through the saying and playing
of games in a book like this our own culture can be more understood and better appreciated.
Initiating Questions and Activity
Questions: Which nursery rhymes and jingles do you know? Which ones have meaning for you
and why?
Activity: Discuss with the class how it is important to know about a culture by understanding
traditions and even childish stories and jingles. Then talk about how our country has a rich
tradition and how these nursery rhymes, jingles, and games have been passed on for years.
Key Vocabulary Words to define/discuss: Rhyme, Tradition, Culture
Culminating and Extending Questions
Questions: What was your favorite nursery rhyme or jingle? Why did you like it and if you
heard it before, who taught it to you? Have you ever talked to your parents or grandparents
about games and nursery rhymes that they learned growing up?
Activity: Have the students discuss in their small groups their responses to the above questions.
Stress the importance of them sharing with one another other traditional sayings or stories that
are important to their heritage so they can learn from one another and become aware of other
important cultural things.
Thurber, J. (1970). Many Moons. Orlando: Harcourt Brace Jovanovich. Grades 1-3.
Award: Caldecott Medal
Subject Area: Language Arts
Genre: Folktales, Fiction
Summary: This is a favorite story of many over the years about a little princess Lenore who
desired the moon and eventually got it. This tale with its entire interesting cast of characters
including the perplexed counselors, furious king, the very clever jester, and the persistent
princess herself will keep the reader on their toes as Lenore solves the key problems to acquire
the moon.
Focusing Event: As people we sometimes want things in order to feel better, however at times
what we want could be unrealistic. It is important to have desires and wants, but we should not
want things that are too grand. Parents always try to make their kids happy and will do all they
can to get them what they need or desire.
Initiating Questions and Activity
Questions: Have you ever wished for something that was really grand? How did you feel when
you asked your parents or someone else for something so grand? Were they able to get what you
wanted?
Activity: Discuss with the class the above questions before reading the story. Explain how we
often do feel better when we get what we want, however we cannot always get everything we
desire all the time. Students will be encouraged to ask questions and predict what will happen in
the story throughout the reading of the text.
Key Vocabulary Words to define/discuss: Royalty/Royal, Royal Court, Majesty, Jester, Princess,
King, Counselors, expectations
Culminating and Extending Questions
Questions: What was your favorite part of the story and why? How did you feel for the princess
who was sick? Did you really think that she was going to get the moon? Which character was
your favorite and why? Who do you think helped the girl get what she desired the most?
Activity: After the book is read, the class will write a short response to the story about how they
feel. They will be able to use the above questions to guide their responses and can explain a time
when they were sick and desired something and what happened. They may also use the initiating
questions discussed before the reading to help formulate a response. The students should
organize their thoughts by making a graphic organizer or Ven Diagram.
Greenfield, E. (1997). For the Love of the Game: Michael Jordan and Me. New York: Harper
Collins. Grades 3-6.
Awards: Harper Trophy
Subject Area: Language Arts
Genre: Motivational Realistic Fiction
Summary: Sports stars like Michael Jordan can inspire others to “fly” and be great despite their
background or harsh upbringing. Despite ones twisted path and naysayers in their life people can
rise above and overcome all odds to be great in life. Each person has a power within themselves
to “fly” like MJ and be the best for themselves and others.
Focusing Event: Many times kids come from tough neighborhoods or feel like the world is
against them. Despite these feelings and hardships, we as people can overcome anything if we
give our best effort every day and have a little inspiration from others.
Initiating Questions and Activity
Questions: Have you ever felt like the whole world was against you? How did you respond?
Were you determined to overcome the tough breaks in life or did you give up?
Activity: Share with the students a personal story from my own life where I was feeling down
and rose above the odds. Open up the floor for members of the class to talk about their own
experiences if they like. Give them a few minutes to think about the above questions.
Key Vocabulary Words to define/discuss: inspiration, naysayers, motivation,
Culminating and Extending Questions
Questions: What touched you about this story? Do you have a favorite athlete, movie star, or
role model that inspires you to be great? How can you use the encouraging words in the story to
change some of ways you approach hard times in the future?
Activity: Do a free write about how this story motivated you? Think about the questions that
were asked to help guide your response and how you feel about your own life. When you go
home, thank at least one person if there is one in your life who has supported you and try to help
a friend next time he or she is in need.
Cronin, D. (2004). Duck for President. New York: Simon & Schuster Books for Young
Readers. Grades 1-5
Awards: Caldecott Honoree
Subject Area: Social Studies/Politics
Genre: Fiction
Summary: A motivated Duck makes his way from being a humble resident of a small town pond
to eventually become head of our nation. Travel with Duck as he makes his way up the ranks on
a journey to become farmer, governor, and eventually President of the United States; the final
step a job that he learns is not all that easy and has great responsibility.
Focusing Event: We each have a role in our community and within society. We often wonder
what it is like to be someone of great importance, however we should always remember that
what can make our country great is if we each live out our own role the best we can. Our
government is one important piece of making our country a wonderful place and we should
always remember to vote for the President who will help us and our nation the most.
Initiating Questions and Activity
Questions: Have you ever thought about what it would be like to be the president? Would you
want to be the president and if yes, why? What is your role and how can you be the best citizen
for our country?
Activity: Discuss with the class the different roles in society that people have and how each is
important. Talk to them about the different parts of government, local, state, and federal levels
(depending upon their grade level determine the detail).
Key Vocabulary Words to define/discuss: government, citizen, vote, election, registration, poll,
politician, ballot, governor, President
Culminating and Extending Questions
Questions: What did you learn about the government and voting from this story? Do you think
that it is important to vote and should just anyone be elected as president? How can you do
better with your role as a student and as a citizen to be more for your country?
Activity: Have students discuss the above questions and talk about their own responses. One
useful project would be to have the students construct a poster board on the different parts of
governments and where they as a student stand within that government (their role).
Speare, E. G. (1986). The Witch of Blackbird Pond. Boston: Houghton Mifflin. Grades 5-6.
Awards: Newberry Medal
Subject Area: Language Arts
Genre: Historical Fiction
Summary: This book reveals the story of a high-spirited young girl named Kit who rises above to
resist bigotry and her very difficult surroundings. Her unconventional upbringing and
flamboyant style of dress mark her as an outcast in the household of her aunts’ Puritan Family.
Kit must do all she can to make at least one good friend, Nicholas, whom she helps to learn how
to read. In return he will help her along the way in the greatest ordeal of her life.
Focusing Event: It is not easy being an outcast in society and being different from everyone
around you, let alone those people you live with who are family. Making friends and helping
them out will often come back around as ones good merit and kindness will come back to them
in return. Society is not always accepting of people who are different, yet we must always try to
be tolerant of others.
Initiating Questions and Activity
Questions: Have you ever felt like an outcast? How did you feel when everyone around you was
different than you were? What did you do about this feeling and situation?
Activity: Discuss with the class how at certain time in our lives we can all feel a bit
uncomfortable or unwelcome. Help the students realize that we should do our best to at least
tolerate those who are different from us and that it is good to learn from them.
Key Vocabulary Words to define/discuss: Puritan, outcast, ostracized, boisterous, merit,
downtrodden
Culminating and Extending Questions
Questions: After reading this story what are you feeling, what are your emotions? What could
the characters in the story have done to make Kat feel more welcome and accepted. Should Kit
have changed her ways to fit in? Should we as people change our ways when we are different or
should people be more accepting of others overall within society, especially when people are
different than us?
Activity: After reading this book students could learn a great deal from writing up a report based
on these focus questions above. Their report should summarize the key events in the story, the
overlying message of the story, and include personal examples from their own life when they
reached out to someone else, were an outcast, or treated others poorly who were different. In
addition, it would be great to also do a field trip to a Puritan Village museum center so they can
learn more about the Puritan way of life and get a firsthand experience of it. Also, it would be a
great opportunity after the story is completed to do a service project with the students where
through their volunteerism they can see the value in helping others, whether it be the elderly, the
sick, or younger children to emphasize reaching out to those in need.
Burden-Patmon, D. (1992). Imanis Gift at Kwanzaa. New York: Simon & Schuster Books
for Young Readers. Grades 2-4.
Awards: None
Subject Area: Multicultural
Genre: Historical Fiction
Summary: Kwanza is a seven day long African American Celebration that begins on December
26th . This week long holiday allows African Americans, like the young girl named Imani who is
celebrating in this book, to remember ancestors and commemorate the cultural values that are so
important for bonding their community.
Focusing Event: This book allows children who are unfamiliar with other traditions around
Christmas time to learn more and be diversified. Specifically, Kwanza, an African American
week long celebration is portrayed through the lens of a young girl, as it is important for students
to understand more about other cultural celebrations.
Initiating Questions and Activity
Questions: Have you ever heard of Kwanza before? If so, do you know anyone who celebrates
Kwanza? Why do you think it is good to learn more about other traditional celebrations around
the holidays?
Activity: Prior to reading the story have the students think about the above questions and discuss
them with the entire class. Explain how it is important to be open minded and willing to learn
about other customs that people celebrate other than our own during the holidays. Bring in some
traditional garments, toys, or other objects related to Kwanza and other celebrations such as
Hanukah (dradel, manora).
Key Vocabulary Words to define/discuss: Kwanza, Kuumba (creativity), Habari gani (a greeting
meaning “What’s the good news?”), Karamu (feast), watoto (children), Umoja (unity).
Culminating and Extending Questions
Questions: What was your favorite part of the story? What is one thing that you learned about
Kwanza that you did not know before reading this book? How is Kwanza similar and/or
different than the holiday or customs that you celebrate around Christmas time?
Activity: After reading have the students answer the first two questions shown above in a small
paragraph. Next, have the class continue to work individually on making a compare/contrast
chart where they list at least three similarities and three differences between Kwanza and the
traditional holiday that they celebrate around Christmas time. Developing a graphic organizer as
a class for the native words and their definitions related to Kwanza would be very enriching as
well.
Sendak, M. (1963). Where the Wild Things are. New York: Harper & Row. Grades K-2.
Awards: Caldecott Medal
Subject Area: Language Arts
Genre: Fiction/Folktale/Picture Book
Summary: This short picture book takes children on a fantasy journey through a little boy’s
imagination. Max goes from inside his room waiting for his supper into a mystical place where
“the Wild Things are” to become King of their land. After taming the beasts he becomes friends
with these gigantic creatures.
Focusing Event: Using one’s imagination and creativity is an important part of life. Day
dreaming and fantasizing about things is something that allows one’s creativity to come to life.
Initiating Questions and Activity
Questions: Have you ever had a dream or thought about a fantasy land? Who would be in your
imaginative place? What kinds of things would you do there?
Activity: Have the students think about the above questions and discuss as a whole class,
allowing each to share about his or her fantasy land or dream.
Key Vocabulary Words to define/discuss: mischief, “Wild Thing,” terrible, frightened, roar
Culminating and Extending Questions
Questions: What was your favorite part of the story? Would you have been scared of the “Wild
Things” or been brave like Max? What would you like your bedroom to transform into?
Activity: Have the students write a couple sentences (depending upon grade level) in response to
the questions above. Have them then draw a picture of their fantasy land. Have them write who
is there and what is happening below the picture. Also have students act out being the wild
things (physical activity) on the playground or outside, especially if they need some movement.
Spier, P. (1977). Noah’s Ark. Garden City: Doubleday. Grades K-2.
Awards: Caldecott Medal
Subject Area: Religion/Science
Genre: Non Fiction-Historical (Biblical)/Picture Book
Summary: This well illustrated children’s book tells the story of Noah’s Ark and allows kids to
learn about all of the different kinds of animals that are in the world.
Focusing Event: (Catholic/Christian School) God created all the world and all of the animals in
it. He made sure that two of every kind would enter Noah’s Ark so that they would live on after
the flood for us to enjoy today. Noah was a faithful and good man who helped God.
Initiating Questions and Activity
Questions: What animal do you think is most important? Why do you think that God chose
Noah to build an Ark? How bid do you think that the Ark had to be to fit so many animals?
Activity: Prior to reading/looking at the pictures of the animals in the book and explaining/asking
the name of each, have the students contribute their responses one at a time. Enforce again the
importance of every animal and being faithful and loving the way Noah was.
Key Vocabulary Words to define/discuss: Ark, Noah, pair, fierce, obey
Culminating and Extending Questions
Questions: Why did God have Noah build an Ark? Why did it rain for so many days? What was
your favorite animal on the Ark? Why is it important to obey your parents and obey God?
Activity: After reading and going through the story/pictures discuss with the students the above
questions. Next, have them draw and color a picture of the Ark and their favorite animal(s) on it.
If time permits have them make an Ark or their favorite animal out of Play Doh to share.
Ets, M.H. (1987). Nine Days To Christmas. New York: Viking Press. Grades 1-3.
Awards: Caldecott Medal
Subject Area: Multi Cultural
Genre: Historical Fiction
Summary: For the first time this year, five year old Ceci is old enough to have her own special
party known as a posada. Ceci, a Mexican girl celebrates with her posada on one of the nine
nights before Christmas, as it is her native tradition. Everyone from her town is going to be at
the party and she will even be able to choose a special piñata!
Focusing Event: Traditions around the holidays are important for many cultures and peoples of
the world. It is good to learn about what others do to celebrate in different ways from our own
traditions. Mexicans have their own rich traditions just as Americans do.
Initiating Questions and Activity
Questions: Have you ever been to a Mexican fiesta? Have you ever participated in hitting a
piñata? What do you think will be different and/or the same between Ceci’s party and your own
parties around the holidays?
Activity: Before reading the story, go over the above questions as a class and include your own
experiences of traveling to Mexico and different countries. Help the class realize the importance
of learning about new places, customs, and cultural traditions.
Key Vocabulary Words to define/discuss: Posada (party), fiesta (celebration), piñata (cultural
decoration hanging), tortillas (corn flour pancakes)
Culminating and Extending Questions:
Questions: What was your favorite part of the story and why? What is one thing that you learned
from hearing this story about the Mexican girl named Ceci? Why are piñatas so important for
Ceci’s culture and traditional posada during the Nine Days to Christmas?
Activity: Discuss the above questions or have the class write a short response to each question
(depending upon grade level). Have them get into groups and have them draw their own piñatas.
As a class work on constructing a few piñatas to be broken at your classes’ own Mexican fiesta.
Will and Nicholas.(1951). Finders Keepers. San Diego: Harcourt Brace Jovanovich. Grades K-2.
Awards: Caldecott Medal
Subject Area: Language Arts
Genre: Fiction/Picture Book
Summary: Two dogs named Winkle and Nap both dug and dug and finally found a bone. Nap
and Winkle both thought it was theirs and they did not want to share. They asked around the
farm for some help and to see whose bone it would be. In the end they share it so that another
bigger dog doesn’t spoil their prized possession.
Focusing Event: Sharing is something that is good to do. It is always nice to be kind to others
and to give them so of what you have, especially when you have more than what you need.
Sharing is one of the best ways to make friends.
Initiating Questions and Activity
Questions: Have you ever wanted something else that someone had? Did they share it with you?
If they did share or if they did not how did you feel? When you share with others how does it
make you feel?
Activity: Prior to reading the book discuss the questions as a class. Reinforce why it is important
to share and to always ask nicely if you would like something that someone else has.
Key Vocabulary Words to define/discuss: share, mine, wagging (tail wags),
Culminating and Extending Questions
Questions: Which character in the story was your favorite and why? Do you think it is a good
idea to share after hearing this story? Why do you think that the two small dogs Nap and Winkle
decided to share the bone in the end? What would you have done if you were Nap or Winkle?
Activity: After the book is complete have the students discuss with you the above questions. In
addition, have them make a list, graphic organizer, or Webb of some things that they can share
with friends or their brothers and sisters. Also have them write down some things they would
like others to share with them.
Fox, P. (1973). The Slave Dancer. Scarsdale, NY: Bradbury Press. Grades 5-6.
Awards: Newberry Medal
Subject Area: Social Studies (History)/Language Arts
Genre: Historical Fiction
*Although this text is not a true picture book it is something that has such rich material and as a
future teacher I thought it would be an enriching book to do a literacy card on. The book is one
that I would definitely use in my 5th or 6th grade class room, hence why I chose it for the
assignment because of the opportunity to teach kids a powerful message.
Summary: When he was only thirteen years old, Jessie Bollier a native of New Orleans was
kidnapped and taken across the ocean to the African coast. Jessie, a young boy who loved to
play the fife found himself on board a slave ship called The Moonlight. In order to keep the
slaves muscles strong during the voyages, Jessie was forced to play his instrument for the slaves
who were made to dance by their owner. This story explains this young man’s tough experience
and the realities of a slave ship.
Focusing Event: Slavery is a wrong and cruel practice that was eventually outlawed in the United
States after the Civil War; however it unfortunately occurs in some places to this day. Treating
people like objects, abusing them, and forcing them to do labor for no pay is something that is a
heinous crime and a brutal offense against humanity.
Initiating Questions and Activity
Questions: Do you know anyone whose grandparents or great grandparents had a relative who
was a slave? If so what did they tell you it was like? Why do you think that slavery was legal in
the past, but is not today? Why do you think that at times human beings take advantage of and
treat others who are different than them, especially those who are of a different race or ethnicity?
Activity: After introducing the topic of slavery and human rights, but before students read this
book, have them get into small groups to discuss the above questions. Have them generate a
small response to these questions based on their discussion.
Key Vocabulary Words to define/discuss: slavery, slave, fife, master, trade, outlawed, uncivil,
bigotry, racism
Culminating and Extending Activity
Questions: What do you think it would have been like to be Jessie and to be taken from your
home as a thirteen year old? What kind of emotions and feelings such as worries and fears
would you have had if you were in Jessie’s “shoes” on that slave ship? How does reading this
book and learning more about the realities of slavery and human inequality make you desire to
advocate for equality and fair treatment of others in your own school and neighborhood?
Activity: After students read this book independently, have them write a 3-4 page report based
on the above questions. Have them focus primarily on placing themselves in the “shoes” of
Jessie in the first part of their paper where they should talk about the conditions, how they felt,
their fears, worries, thoughts, etc. In the second part of the essay have them write how they can
advocate for equality and fair treatment of those who are seen as outcasts or different than them
in their own school or neighborhood. Also give students an option on a set day to bring in their
favorite instrument to share with the class and to play (physical component) as if they were
Jessie.
Fritts, M. B. (1992). The Memory Box. Morton Grove, Ill.: Albert Whitman Prairie. Grades 1-4.
Awards: None
Subject Area: Health/Language Arts
Genre: Realistic Fiction
Summary: Zach is very happy to be at his grandparents house for the next three weeks where he
will fish with his Gramp and eat his Gram’s food. After his first day which is a lot of fun, his
Gramp calls it a “Memory Box” day. Zach eventually realizes that his grandpa has a terrible
disease known as Alzheimer’s and that in order to remember special times he has to keep a
memory box. Both work together to form new memories and recall old ones for Gramp.
Focusing Event: It is important for us to realize that there are certain diseases that people get,
especially as they get old that make life difficult. Being aware of these and helping and
supporting those we love makes things better for them and makes them much happier during the
toughest times.
Initiating Questions and Activity
Questions: Do you know anyone who has a disease and if so what is it? How does this sickness
effect their life? Do you do anything extra to help them or others when they are ill?
Activity: Before reading the story aloud, have students who want to share their experiences to
these questions with the class. Reinforce why it is good to be aware of the health of others and
why it is good to help them with things when we can. During the reading explain some of the
details more where necessary.
Key Vocabulary Words to define/discuss: Alzheimer’s, disease, memory, fogetfulness
Culminating and Extending Questions
Questions: Why do you think that Gramp got Alzheimer’s disease? What would you have done
if your grandma or grandpa was losing their memory or was sick? What is one of your favorite
memories that you have had with a grandparent, parent, or older adult?
Activity: After the story, have the students write a short response to the above questions. Over
the next few weeks have them work with an older relative, grandparent, or parent to make their
own memory box to share with the rest of the class.
Burton, V. L. (1969). The Little House. Boston: Houghton Mifflin. Grades K-1.
Awards: Caldecott Medal
Subject Area: Science/Social Studies
Genre: Realistic Fiction/Picture Book
Summary: This story takes one through a clever representation on the season in the country, the
new advancements in architecture and technology, as well as the ever growing population of the
city and the fast paced life style which takes place there.
Focusing Event: This detailed picture book nicely portrays and introduces some key concepts for
youngsters to learn about. By explaining the seasons and the styles of life in the country versus
the city, one can understand more about how we as people have somewhat different lives based
on where we live.
Initiating Questions and Activity
Questions: Where do you live? Do you live in the city, the suburb, or in the country? What do
you like most about where you live and why?
Activity: Have the class discuss these questions out loud and share their answers before reading
the book. While reading, explain the pictures and the different things that might be familiar to
them and those things that they might not have seen or be so familiar with.
Key Vocabulary Words to define/discuss: the country, city, seasons, Spring, Summer, Fall,
Winter, harvest, apartment houses, pace of life,
Culminating and Extending Questions
Questions: What is your favorite part about where you live? Do you ever wish you lived in a
different place, maybe in the country if you live in a city or the city if you live in the country?
What is your favorite Season and why? What do you like to do where you live during that time
of year and why do you like to do it?
Activity: After reading discuss where you live and what you like to do during your favorite
season. Give examples from your own life by answering the questions and then invite the
students to share. Also, have the students collect items from home or their community that
represent where they live and what they most like to do during their favorite season. These show
and tell items will be shared as a class on a set day.
James, S. (1999). Days Like This. Cambridge, MA: Candlewick Press. Grades K-3
Awards: None
Subject Area: Language Arts/Science
Genre: Poetry/Picture Book
Summary: This book is a compilation of poems and illustrations that covers many aspects of life
from the delight of picnicking on a beach to the excitement of bouncing on a bed. Overall, these
poems and their pictures reveal a sense of wonder and awe for children.
Focusing Event: Every child should have a sense of what a poem is and how to express his/her
ideas through poetry. It is important for kids to express their wonder and imagination through
words and pictures.
Initiating Questions and Activity
Questions: What is your favorite thing to do on a free day or weekend? Why do you like to this
particular thing? What makes this activity so special? Do you do it by yourself or with a friend
or family member?
Activity: Prior to reading the poems aloud and discussing the pictures, go over the above
questions and call on a few students to share their experiences, as well as sharing your own with
the class.
Key Vocabulary Words to define/discuss: adventure(s), different, hobby, fun
Culminating and Extending Questions
Questions: What was your favorite poem about and why? Did hearing any of these poems or
seeing an illustration make you think of something else that you like to do? What is one new
activity thing that you want to try sometime soon?
Activity: After reading list these questions on the board and have the students respond in a short
writing assignment (length depending on grade level). For second and third graders, have them
create their own poems about their favorite activity and have them draw a picture to represent it.
(K-1 have them just draw a picture to share with the class).
Baum, L. F. (1982). The Wizard of Oz. New York: H. Holt. Grades 2-5
Awards: None
Subject Area: Language Arts
Genre: Fiction/Folklore
Summary: The classic Story of The Wizard of Oz is one that is rich in folk history and meaning.
The inhabitants of Oz including Scarecrow, Tin Wood-man, and the Cowardly Lion are soon
joined by a young girl named Dorothy who is swept up from the plains of Kansas and all go in
search of the Wizard of Oz. This favorite fairy tale captures the imagination of children and
adults alike through its humor and good message.
Focusing Event: Courage, having a heart, and a brain are all important parts of being a complete
person. Through this story children can learn some great life lessons including kindness,
adventure, going after what you desire, and using what one has.
Initiating Questions and Activity
Questions: What are some of the positive/good characteristics that you have? What are some
different positive/good characteristics that your friends have? Why do you think that it is
important to help others, especially when they are searching for something that they want to
become a better person?
Activity: Prior to reading the text, introduce these key concepts in the focusing event to the class.
Go over the questions by having them brainstorm their answers in small groups and then share
by making a graphic organizing web as a class.
Key Vocabulary Words to define/discuss: coward, courage, having a “heart,” “OZ,” mystical
Culminating and Extending Questions
Questions: What was your favorite event in the story and why? What character do you feel most
represents yourself? Why do you feel like you can identify with that character?
Activity: After the text is complete re-emphasize the focusing event. Depending upon grade
level, have students work together in groups to make a project either board game version of the
story, a cast of characters description with illustrations for each ones characteristics, a short story
of their own true or made up where they worked with someone else to help them find what they
desired, how they felt when doing so, and how their friend felt whom they helped.
Lofting, H. (1988). The Voyages of Doctor Dolittle. New York: Dell. Grades 4-6
Awards: New Berry Medal
Subject Area: Language Arts/Science
Genre: Fantasy/Fiction
Summary: This story, narrated by a 9 year old boy name Tommy Stubbins, crewman and future
naturalist, will take you on a wild ride. Doctor Dolittle’s adventure leads him to Spidermonkey
Island as he survives a wild shipwreck with some of his closest friends, Polynesia the parrot and
Chee-Chee the monkey. The Doc and his friends find a mysterious sea snail on the Island who
holds the greatest mystery ever to be known.
Focusing Event: Adventure and keeping an imagination along with have faithful friends is
something to always be remembered. Never forget to be creative and have fun when learning
about new things with others.
Initiating Questions and Activity
Questions: Who are some of your most faithful friends? Why would you choose these people
and what makes them stand out? What is something adventurous that you have done or would
like to do with these special people? What do you think is going to happen in the story and what
secret/mystery do you think the snail holds on the island?
Activity: Before reading this book with students (independently at times and as a class) have
students write a two paragraph essay response to these questions. Have them focus on the
importance of good friendship, the good characteristics of their friends, and having adventurous
fun while possibly learning something new at the same time.
Key Vocabulary Words to define/discuss: island, deserted, jungle, voyage, native,
Culminating and Extending Questions
Questions: What did you like about the story and what did you not like about the stories
outcome? Were you surprised at the mystery that the snail held, was it what you predicted?
What would have been the coolest part of being on the island with Doctor Dolittle?
Activity: After reading have students answer these questions in small groups and compile
thoughts in a graphic organizer. Option #1 Have students in a well written five paragraph essay
write about their own fantasy adventure on a deserted island. Who is there with you? Why did
you land there in the first place? What are your emotions, feelings, thoughts? What are you
searching for on that island? What are some things that you learned while on the island and what
were you most appreciative to get when you returned safely home? (These questions are to be
used as guidelines for constructing the essay). Option #2 Have Students work with a partner to
do a small research report on an island that they are interested in learning more about. Have
them include the native plants, population, animals, climate, and other interesting facts about the
island to share with the class.
Steig, W. (1969). Sylvester and the Magic Pebble. New York: Simon & Schuster. Grades K-1.
Awards: Caldecott Medal
Subject Area: Language Arts
Genre: Fantasy/Fiction/Picture Book
Summary: A silly donkey named Sylvester owns a prized magic pebble that can turn him into
anything he desires. One day Sylvester becomes scared and in his moment of fright he wishes to
be made into a rock. The only problem is because he is a rock he cannot hold the pebble to wish
himself to turn back into a donkey.
Focusing Event: When we are scared we might want to hide, run away, or turn into something or
someone else. However, it is most important to give it our best and try to not be afraid, but if we
are scared we should know that it is ok. If we are in danger we must tell an adult or get help fast!
Initiating Questions and Activity
Questions: When was a time when you were afraid? What did you do? Did you wish you could
hide and that they scary thing would go away? Should you have done something different?
Activity: Bring in an object you carry that makes you feel secure and brave to. Before reading,
talk with the class about telling a grown up when they are scared or someone older than them.
Help them know that it is ok to be scared. Share examples from your own life when you were
scared and have a few volunteers do the same.
Key Vocabulary Words to define/discuss: magic, disappear, frightened/scared,
Culminating and Extending Questions
Questions: What was your favorite part of the story? Did Sylvester do the right thing when he
was scared or could he have done something else? Who should we tell when we are scared or
something bad happens?
Activity: After discussing the story and the above questions as a class, have the kids draw a
picture about what they wish they could turn into when they were scared and then have them act
it out. Have them write one important person or place they can contact below the picture if an
emergency happens or when they feel afraid and have them share that with the class. Also, have
the students each bring in one object that they have at home or that they carry in their pocket that
makes them feel better to share with the class! Bring in your own object to share prior to reading
the story to reinforce the focusing event.
Girard, L. W. (1991). Alex, the Kid with AIDS. Morton Grove, Ill.: Albert Whitman Prairie.
Grades 3-6.
Awards: None
Subject Area: Health/Science
Genre: Realistic Fiction
Summary: Alex is no different than any of the other kids in the class other than he has AIDS.
The kids in his class do not want to be around him until the nurse explains that they can’t catch
AIDS just by being near Alex. In time, Alex makes some friends and becomes one students best
friend for just being himself.
Focusing Event: It is important to not stigmatize others because they are different or have a
disease. Everyone should be accepted for who they are as a person and no one should be judged
or cast out because they have a physical impairment or sickness. It is vital to get to know
someone first before passing judgment on them.
Initiating Questions and Activity
Questions: Have you ever felt like an outsider? How did this make you feel? What hurt your
feelings the most in during this time?
Activity: Prior to reading the story, have the students research a little about AIDS and some other
common diseases. Make them aware of the realities of such diseases, the safety precautions, but
most of all reinforce the focusing point that all people should be treated the same with kindness
and respect.
Key Vocabulary Words to define/discuss: AIDS, stigma, outcast, avoid, tolerant,
Culminating and Extending Questions
Questions: After reading/listening to the story how do you feel about being friends with a person
with AIDS? Does someone having AIDS or another disease make them less important, less cool,
or less human? Why must we be kind to others, especially those who are being treated
differently in our schools and neighborhoods?
Activity: Have your students write a few sentences explaining their responses to the story and the
questions above. As a class compile thoughts in a graphic organizer/word Webb on the board.
Next, if possible, work with them to write friendly letters (pen pal type community builder)
and/or make cards a few times throughout the year, especially during holidays for some of the
sick children in your local hospitals or community. Enforce that being kind and doing what we
would want others to do for us is something we can remember with random acts of kindness.
****IMPORTANT NOTICE****
Do to the fact that I desired to challenge myself more with this project and develop a
strategy for teaching/using non picture books, I chose three books (non picture books) of
the eighteen to include that would be extremely enriching, provide fun activities for the
students, engage them, and allow them to really use their creativity even more so. It would
have been easier to have used three other picture books instead, but in attempting to
prepare for the future as a potential teacher, I decided that it was in my best interest to
breech out and create activities and classroom discussion questions that would both
challenge students help them explore new ways for using their imagination and/or talents,
and assist my own personal desire to improve. Therefore, this is why three books are not
traditional picture books in this set of literacy cards. (The Slave Dancer, The Voyages of
Doctor Dolittle, and The Witch of Blackbird Pond)