Academic Honesty Statement
I have read and understand the UTA Academic Honesty clause as follows. “Academic
dishonesty is a completely unacceptable mode of conduct and will not be tolerated in
any form at The University of Texas at Arlington. All persons involved in academic
dishonesty will be disciplined in accordance with University regulations and
procedures. Discipline may include suspension or expulsion from the University.
“Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion,
the submission for credit of any work or materials that are attributable in whole or in
part to another person, taking an examination for another person, any act designed
to give unfair advantage to a student or the attempt to commit such acts.” (Regents’
Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision
3.22).”
Further, I declare that the work being submitted for this assignment is my original
work (e.g., not copied from another student or copied from another source) and has
not been submitted for another class.
L. Keri
Brooke
October 21,
2008
Nothing Here But Stones
by Nancy Oswald
2005 Winner of Willa
literary award
IRA Notable Book for
a Global Society
2005
Finalist for Spur
Award 2005
I am currently attending UTA for my initial certification in ELA/R 4-8 and hope
to teach middle school (6-8) ELA/R.
I graduated from UNT in 1989 with a BA in English Language and Composition.
My husband and I began our family and then moved to Mexico City for 8 years.
I have stayed home with our boys for 16 years. Now that they are in high
school, I am following my dream of becoming a teacher.
I plan to add Spanish 6-12 after obtaining my initial certification and perhaps
teach 8th grade Spanish I. I have taken and passed the TExES Spanish 6-12.
I have not yet taught in a classroom and therefore have not
personally used tradebooks or supplemental resources, but during
my teacher interviews they both showed me tradebooks that they
use often and gave me ideas for incorporating them into the
curriculum.
I created this critical review PowerPoint Presentation of a YA fiction novel in the Fall of 2008 for List
5326 prior to my student teaching and it shows that I have an understanding of TExES 001 (Oral
Language) by including a strategy for oral language in the application part of my PowerPoint, 003
(Word Identification and Reading Fluency) by understanding the difficulty of many of the words in
this novel and preparing strategies to help students understand those words, 004 (Reading
Comprehension) and 005 (Reading Applications) by having two sixth grade students read the novel
and incorporate what they told me into my strategy of how I would present the novel to a 6th grade
ELA/R class, and 009 (Study and Inquiry) by planning for students to use skills of inquiry in a pre
reading exercise; NMSA Standards 4 (Middle Level Teaching Fields) by creating meaningful
learning experiences about diverse cultures for a 6th grade ELA/R class, Standard 5 (Middle Level
Instruction) by understanding the need for students to have effective instruction based on research
and strategies; NCTE 2.2 by helping students become familiar with the Jewish culture, 2.5 by
making meaningful connections between the novel and the culture and society of Jewish immigrants,
2.6 by engaging students in higher level thinking skills with the use of activities which incorporates
diversity and an unfamiliar culture, 3.1.1 by designing appropriate activities to encourage language
development, 3.1.2 by demonstrating how reading, writing, speaking and listening are interrelated,
3.1.3 by demonstrating an awareness of culture on language, 3.1.5 by demonstrating my knowledge
of the historical influence of language, 3.2.2 by using writing, speaking and observation as major
forms of inquiry, 3.3.1 by responding to the novel being read and instructing students on how to read
and interpret it, 3.3.3 by using a wide variety of strategies to appreciate and understand the novel,
4.3 by incorporating integrated teaching strategies into the classroom and promoting whole class,
small group and individual work, 4.5 by engaging students in meaningful discussions using oral and
written forms of language, 4.8 by engaging students in making meaning of the novel through
personal experience.
Bibliography
Oswald, Nancy (2004). Nothing here but stones.
New York: Henry Holt and Co.
The following websites contain reviews and information:
http://www.clt.astate.edu/sparks/Volume%203/Issue%201/Nothing%20Here%20but%20Stones.htm
Arkansas State University’s Children’s Book Review Journal (Vol. 4, Issue 1) an early
childhood educator reviews the book and highly recommends it.
http://www.smarter.com/ages-9-12-kids-books/nothing-here-but-stones-a-jewish-pioneerstory/reviews/pr--ch-1--pi-1213204.html
a blog with 3 reviews listed, the book was twice rated 5/5 and once 4/5 stars
http://www.accessmylibrary.com/coms2/summary_028613760005_ITM?email=keri@thebrookefamily.org&library=Hurst%20Public%20Library
a review of the book from Stone Soup magazine at the Access My Library web site.
They also recommended it.
http://www.yabookscentral.com/cfusion/index.cfm?fuseAction=books.review&review_id=6071
reviewed at a site for young adult books by a librarian – again the review was in favor of the book
http://www.nancyoswald.com/
this is the author’s website which gives a little information about the author and the
background of the book.
Nothing Here But Stones
Product Details
Provided by amazon.com
Reading level: Ages 9-12
Hardcover: 224 pages
Publisher: Henry Holt and Co. (BYR); 1 edition
(August 12, 2004)
Language: English
ISBN-10: 0805074651
ISBN-13: 978-0805074659
Product Dimensions: 8.3 x 5.8 x 0.9 inches
Shipping Weight: 13.4 ounces
Average Customer Review: 4 ½ stars
3 Reviews
Amazon.com Sales Rank: #771,338 in Books
LC Control No.: 2003056969
LCCN Permalink: http://lccn.loc.gov/2003056969
Type of Material: Book
Personal Name: Oswald, Nancy
Main Title: Nothing here but stones / Nancy Oswald.
Edition Information: 1st ed.
Published/Created: New York : Henry Holt, 2004.
Description: 215 p. ; 22 cm.
ISBN: 0805074651 (hc : alk. paper)
Nothing Here But Stones tells the story of Emma
Lisovsky, a young Jewish Russian immigrant moving
with her father, two sisters and little brother to
Cotopaxi, Colorado in 1882. The children’s mother
had died shortly after giving birth to the youngest
child in their small home town in Russia. The father
decided to flee with a small group of Jews hoping for
a better life in America free from persecution.
The story opens with the trip across their new
country on a train. Emma relates how they had
arrived in New York City with most of their money
spent on their Atlantic crossing. Their remaining
money was sent to a caretaker in Cotopaxi for
building cabins and buying farming supplies. She
misses her home and her mom and feels like her big
sister Adar babies her.
Upon arriving in Cotopaxi, they find that their money
has been “spent” and that their cabins aren’t ready for
them. After having to live in a hotel for a few weeks,
they are forced to move into their unfinished cabins in
the mountains. Without windows or doors, the cabins
leave the family open to wandering animals – including
a bear. Emma misses her mother and their house in
Russia.
Emma befriends a horse which will play a big
role in her life in America. Although she falls in
love with the horse at first sight, she is reticent
about riding it because girls simply did not do
such things in Russia. The first time she sees
him he is tied up at the hotel. Her little sister
Ruth accepts a “ride” and gets up on top of the
horse into the saddle. Chaos ensues as the
Jewish women of the settlement are horrified
that the girls would contemplate such a thing.
Cotopaxi
Hotel
The family undergoes many trials and tribulations in
their new home with a harsh winter and little food.
Emma eventually becomes the owner of the horse
she had befriended. Having been severely injured in
an accident, he was going to be put to death.
Emma stands up for him and convinces her father
that she will nurse him back to health.
When his saddle is removed, Emma sees an
“angel” – a white area shaped like wings on his
back. She decides he is her guardian angel and
names him ‘Mazel’ – Yiddish for ‘luck’.
But one night, during a blizzard, a Native American and
her infant and son show up at their door. Emma, against
her big sister’s wishes, invites them in to share their
meager meal of watery soup. The next morning, the
small family is gone and so is Mazel.
Mazel being stolen comes on the heels of Emma’s little
brother’s accidental death. She is heartsick and
homesick and gives up hope. Struggling with her new
life in a new country, she misses her mother, her little
brother and Mazel, her horse. When her father is late
getting back to the cabin one day, Emma sets out to
look for him. Lost and with the beginnings of a late
Spring snow storm, she stumbles upon an unbelievable
sight – her horse Mazel. The Native American boy who
had come to their cabin so many months ago recognizes
her as the one who gladly opened her home and shared
her meager supply of food and quietly gives her back
the horse.
Astonished at her luck, she finds her father
who has injured his foot and lets him ride
Mazel back to their settlement. The story
ends with the entire settlement celebrating
Passover with plenty of food, friendship and
happiness. Emma finally feels at home in
America.
While I enjoyed the story, I found that it I had a hard time getting
into it initially. Written in first person and in the present tense, it is
a little difficult to connect with the characters at first.
The author did a fantastic job, however, of presenting life in the late 19th century –
especially for women! The women and girls did all of the housework, cooking, laundry
and baby care. They were not allowed to ride horses and, being Jews from Russia,
were not allowed to pick their own mates. Their new lives in America showed how
enlightened the thinking in this country can be. One of the girls from Russia was the
example the author used. Mindel changes her name to Minnie, marries the man she
fell in love with (a Jewish boy from their Russian village) instead of the man the
Matchmaker chose for her, and encourages Emma to think for herself.
Nevertheless, I honestly wish the author had explained the Yiddish words and Jewish
traditions more thoroughly. Some of the words can be guessed because of their
context, but there were 15 words I had to look up in the dictionary to understand
(such as chuppah, sefer, gevalt, tateleh, tzimmes, gefilte, and pesach to name just a
few). The U.S. Census Bureau shows that in 2004, Jewish households made up only
2.2% of the U.S. population (Table 76). Therefore, the author could have really made
a bigger impact with her story by taking this opportunity to enrich her readers with
the vibrant history, tradition and vocabulary of Judaism.
Justification For Use
While I stumbled over many of the words used in the novel, this book would nevertheless be
an excellent book to use in the Intermediate or Middle School grades. For the purpose of this
project, because I am not yet in the classroom, I will explain it’s justification for use in grade
6. Teaching this book partnered with a Social Studies unit studying Russia, pioneers, and
Judaism would enrich the students’ understanding of life in the late 19th Century in Russia
and the United States. Students could explore the differences of a country run by a Tsar vs. a
President as well as understand the freedom of religion inherent in our Constitution.
Especially interesting would be having the students apply their knowledge of what happened
to so many of the Jews in Eastern Europe and Russia during World War II. By reading this
novel students would also gain knowledge of pioneer life in the far West at a time when
supplies were not readily available and people had to depend upon themselves for the
necessities of life. Students would learn how settlers interacted with Native Americans and
their reliance upon one another during tough times. Therefore, this book also provides an
excellent opportunity to compare the plight of Native Americans with
Jewish persecution. The novel alone presents so many interesting ideas
for classroom use by simply explaining so many things
the author didn’t. The vocabulary is rich and
presents an excellent opportunity for discussion on
a diverse culture.
Justification For Use
http://www.acaje.org/assets/pdf/educationalResources/AmJHistJS.pdf
This URL discusses the importance of the immigration of Eastern European
Jews to America and the tribulations they faced when they got here. It
gives some great ideas for students to study specific Jewish immigration at
the turn of the 19th century.
http://www.pbs.org/kcts/preciouschildren/diversity/read_activities.html This
URL from PBS gives great reasons why diversity must be discussed in our
classrooms and offers suggestions on how to do so.
http://teaching.berkeley.edu/bgd/diversity.html This is an URL
from Berkeley University in California that has compiled a
wonderful list of the not only the importance of diversity in the
classroom , but strategies teachers can use with theirstudents
to increase diversification within their own classrooms.
Justification For Use
Students would employ TEKS for Grade 6:
(1) Reading/Fluency. The novel is for ages 9-12 so the students would fall into this age group.
(2) Reading/Vocabulary Development. Students would find many new words to add to their existing
vocabulary:
(A) they would be defining words based in Hebrew from the Yiddish.
(B) the would be able to decipher many meanings by the context in which they are used
(E) students would use a dictionary to define many of the words in the novel.
(3) Reading/Comprehension of Literary Text/Theme and Genre. Students will be able to analyze the cultural
and historical contexts of the novel.
(A) they will be able to understand the theme of the novel, characterization of Emma and setting of
the historical fiction
(B) students will be able to understand and determine stylistic elements the author uses in the
novel such as metaphors, similes and the Jewish folk hero Ben Shem Tov.
(6) Reading/Comprehension of Literary Text/Fiction. Students will understand and draw
conclusions about historical fiction:
(A) they will summarize the elements of plot development in the novel with the climax
of action and the conclusion
(B) they will recognize how the dialect used helps the reader to understand Jewish life.
(C) they will recognize the use of first person as the main narrative
(28) Listening and Speaking/Teamwork. Students will work productively with others in
teams in their small group discussions.
NMSA Standards:
Standard 4: I used this project to create meaningful learning experiences based on young adolescents’
competence
Standard 5: I used this project to employ effective instruction based on research and theories.
NCTE standards:
2.2 I would use this project to help students become familiar with the Jewish culture and traditions.
2.5 I would make meaningful connections between the novel and the culture and society of immigrants
to the United States
2.6 I would engage students in activities that helped them achieve higher level thinking
3.1.1 I would use my knowledge of student language acquisition to design appropriate activities that
promote learning
3.1.2 I would demonstrate how reading, writing, speaking and listening are interrelated.
3.1.3 I would demonstrate an awareness of culture on language and the impact of teaching it.
3.1.5 I would demonstrate my knowledge of the historical influence of language
3.2.2 I would use writing, speaking and observing as major forms of inquiry.
3.3.1 I would respond to the novel being read and instruct my students how to respond and interpret it.
3.3.3 I would use a wide variety of strategies to appreciate and understand the novel.
4.3 I would incorporate integrated teaching strategies into the classroom and promote whole class, small
group and individual work.
4.5 I would engage students in meaningful discussions using oral and written forms.
4.8 I would engage students in making meaning of texts through personal responses.
Student
Interviews
I chose my next door neighbor A. N. to read this book and give me his opinion. He is a
6th grader working on his Reading Merit Badge for Boy Scouts. He asked if he could read
it aloud to a friend of his, N.S. (a 6th grade female), in order to fulfill the requirements for
the merit badge. I thought that was an awesome idea and I looked forward to getting an
opinion from both genders.
Unfortunately neither of them like the book! I felt comfortable that they would not color
each others’ opinions because they are both very outspoken and self assured. They spent
one week reading the book and then reported to me separately that the book was “boring”.
When I asked why, they said they felt it was too advanced for them (even though they are
both 11 – almost 12 – and are in GT classes at school). They also said that the foreign
words were hard to understand (I had written the Yiddish expressions and words in the
back when I read the book, but they still had a hard time flipping back and forth and trying
to make sense of it all). N.S. said the plot wasn’t very exciting and both said it was just
plain too difficult to read.
When I asked, they said that if the book were presented as a class project
where they worked in conjunction with a social studies class studying Russia,
pioneers and Judaism in the late 19th Century, they might enjoy the book
more, but they would definitely not read it on their own. They both agreed
that if the book were presented with the right tradebooks which explained
the Jewish culture and traditions in better detail, they would have found it
easier to understand.
Carroll ISD
Teacher
Interview 1
I interviewed Mrs. Christensen, a 5th Grade ELA/R teacher at Durham Intermediate School.
She has approximately 2000 books in her class library which she shelves alphabetically according
to title. She says she organizes them that way because her students are 10 years old and they
typically look for a certain title (like Harry Potter) and this gives them easy access. She keeps
all of the award books in one area (Bluebonnet, Lone Star, Caldecott and Newberry). She is
able to fit all of the books into the room because she covered up one white board with book
shelves, using only the front whiteboard for instruction.
She teaches 90 minute classes which enables her to allow her students Sustained Silent Reading
for 20 minutes every day! She also has “Read-ins” once or twice a 6 weeks when she allows
students to bring pillows, blankets and snacks to class and read all period.
Carroll ISD
Teacher
Interview 1
continued
For book reports, Mrs. Christensen allows her students to pick their books by
genre. She feels that this engages the students by allowing them their own
choice. But the book must be at least 90 pages long.
She uses Discovery Streaming for book talks. This is where an author talks about
their book’s setting, historical period, etc. She has the students do book talks in
small pods of 4-5 students. The most popular books are fantasy and adventure.
To get students interested in a required reading book such as Esperanza Rising,
she discusses the history and customs of Mexico and brings in foods from the
book such as pan dulce (sweet bread). She said that
this definitely includes the use tradebooks. She
showed me how she keeps many tradebooks on or
near her desk for quick reference during a
discussion or reading.
Carroll ISD
Teacher Interview 2
I interviewed Ms. Adams, an 8th Grade ELA/R teacher at Carroll Middle School.
She has approximately 250 books in her class library consisting of YA, fiction and nonfiction;
student interests with K-12 reading ability. She told me she keeps lots of nonfiction for boys to
read – they tend to need more encouragement and having military books, How Things Work,
or Ripley’s Believe It Or Not keeps them interested. She doesn’t keep them in any special
organizational manner.
She has a check out list posted next to the shelves and has some students during Dragon Den
keep things organized for her when there’s time (which isn’t often). She has a “you lose it,
you replace it” policy and will e-mail parents when a text is lost. She figures about 200 books
have “walked away” over her years of teaching.
She uses Sustained Silent Reading on Fridays as part of a Reading Workshop program
where the students read for approximately 35 minutes. She said she will “fight to the
death” to keep that time available for SSR and wishes the kids had a specialized Reading
class in addition to the usual Language Arts of writing, speaking and listening. She and the
other Grade 8 ELA/R teacher use a Read To Win program in Dragon Dens on
Monday/Wednesday (approximately 40 minutes) where they give out small prizes for
reading a certain amount each week for being “caught” reading.
Carroll ISD
Teacher Interview 2
continued
For free reading, Ms. Adams allows her students to choose their books
For book talks she pulls books from the library and will use parents or guest speakers as she is
able to get the kids interested in a certain book. She has used the local State Representative
Vicki Truitt to come in and tell what she was reading and why. Ms. Adams will also read the
prologue to her students which can hook them into the story. She plays on the emotions of the
characters in the book as 8th graders are chock full of emotions! She has also used a game
show format, dressed as a character from the book and used video clips.
She uses tradebooks as a way to help the students further understand the subject or topic
they are studying. She plans ahead of time which ones she will use and tends to keep the
same ones handy year after year because the students in former years have responded well
to them. But she is always on the look out for new and different ones to try out and asks
other ELA/R teachers what they use when studying certain books.
Carroll ISD
Librarian Interview
I interviewed Karen Peck, the new librarian for Carroll Middle School.
She orders YA books based on awards from several located within the ALA
(American Library Assoc.) including YALSA (Young Adult Library Services Assoc.)
for nonfiction, Best Books for YA, Alex Awards (adult literature teens might find
appealing), Michael Printz Award for Excellence in YA Literature, Great Graphic
Novels for Teens and Odyssey Award for Audiobooks. She also orders all of the
current books on the Lone Star Reading List by the Texas Library Assoc.
She features new books by displaying them prominently – especially the Lone Star
books and Series books (such as the Alex Rider Series by Anthony Horowitz).
She has noticed a huge increase in circulation this year and doesn’t know if it’s due
to a class that simply reads more, or if she is more flexible than last year’s librarian
who required a pass from a teacher to check out a book. She allows students to
come in between classes or during class and quickly check one out. She ran out of
due date cards and says her shelves are half empty! Students
mostly check out fiction – lots of series books – but hardly any
nonfiction.
Activities to use in the
classroom:
Hebrew Vocabulary BINGO game: This website (http://www.chinuch.org/middle_school.php) has a fantastic
array of game ideas for the Jewish culture. In the BINGO game, each students is given a card covered with
pictures of objects such as a prayer shawl, a dreidel and a torah. Students must listen to the vocabulary
called out in Hebrew (such as ‘talit’ for prayer shawl) and be able to hear the word, define the word and pick it
out on the card. This game would be a really fun listening skill for students while strengthening their
understand of the vocabulary used in the novel. (Tchudi 306)
Poetry (speaking): Find a poem online or in the library about something from the novel. Immigration, Russia
or America at the turn of the 19th century, pioneers, or Native Americans, for example. During our Poetry
Corner day, explain why you chose the poem and then read it to the class. (Tchudi 335)
Chat Room Project – imagine that Emma has magically obtained a computer in her cabin in Cotopaxi. She
gets on the web and finds a chat room to discuss what is happening in her new life in Colorado. Describe the
type of chat room she might be interested in. What would she talk about? Write a conversation between
Emma and a fictitious friend in this chat room. Describe in detail the conversations taking place.
• this would be a post writing activity where the students would summarize plot development, discuss
in-depth characterization and describe different points of view. (Tchudi 166)
Pre Reading Activity: In your small groups, read aloud to each other the Author’s Note in the back of the
book. Discuss with your group why this book is called historical fiction. What predictions can your group
make about the novel you are about to read? What do you think the story is going to be about? What does
the picture on the cover of the book depict? How does that sway your prediction of what the book will be
about? (Hadaway/Lesson 2/Page 6)
Resources for the study of Nothing Here But
Stones
Immigrant Kids is a wonderful nonfiction tradebook by Russell Freedman that tells of
immigrant children coming to America in the late 19th/early 20th Century. There are lots of
pictures for students to visualize what life was like at that time as well as many stories that
explained the conditions of New York at the time so that students can better understand
what Emma experienced as she debarked on her way to Cotopaxi.
The poem “Steerage” by David Citino would work right alongside Immigrant Kids in explaining the conditions
on board a ship heading to New York from Europe. Very descriptive and gives rich detail of life in the
steerage part of an ocean liner full of immigrants.
The poem “The Engine” by Ella Wheeler Wilcox is an excellent poem describing a stem engine
similar to the one Emma talks about in the novel. The author of the poem lived from 1850-1919
so that puts her work right in the middle of the time the novel takes place. Plus the fact that the
author of the poem is a woman would also be a wonderful aspect of presentation to the
classroom.
101 Things Everyone Should Know About Judaism by Richard Bank is a fabulous resource to use in the
classroom to open discussions with students about Judaism, its traditions and vocabulary. Very nicely written
for quick reads and easy to have available for questions.
I Am Marc Chagall by Bimba Landmann is a wonderful fiction tradebook to use in the
classroom when studying Nothing Here But Stones as it presents the life and art of
Chagall, a Jewish artist born in a small town in Russia about the time Emma travels to
the US and whose paintings can enhance the study of Judaism as well as immigration
and tells of a childhood similar to that which Emma would have experienced.
Works Cited:
Greenberg, J. (Ed.). (2001). Heart to Heart. New York: Harry N. Abrams, Inc.
Hollander, J. (2004). American Poetry. New York: Sterling.
United States Census Bureau. Statistical Abstract of the United States: 2008.
Retrieved from
http://www.census.gov/compendia/statab/tables/08s0076.pdf - 2008-01-10