Collaborating+With+Parents+and+Communities+Children's+Literature

Collaborating With Parents and Communities Children's Literature

== ==

Family Involvement
Children

Mayer, E. (2007). Tomasito's mother comes to school. Cambridge, Massachusetts: electronic publication by Harvard Family Research Project at the Harvard School of Education.


 * Tomasito's Mother comes to School**


 * Summary:** Second grader Tomasito loves his family and his school, however, one day when Tomasito forgets to bring his library book from the car his mother and little brother need to rush in to deliver his book. Tomasito is embarrassed and angry when his Spanish speaking mom comes running down the hall and into his classroom with his book. Tomasito gives his mother such a mean look that she leaves before Ms. Wilson, Tomasito's teacher, could even say hello. That night Tomasito tells his mother that she should only come to school for Parent Open Houses and Parent Teacher Conferences and not speak Spanish when she is at school. Tomasito is angry and his mother is frustrated because she would like to be more involved in his class. Lucky for Tomasito, Ms. Wilson, his teacher, knows just what to do. The next day at school Ms. Wilson asks Tomasito to help her write a letter inviting his mother to come into the class in the morning when she brings Tomasito to school. Although still a bit unsure as to how this will work, just knowing that his mom is welcome at school makes Tomasito feels better immediately. Tomasito thrives as his teacher and mother get to know each other and are both involved in his progress at school.


 * Analysis:** Tomasito was both embarrassed and angry with his mother for coming to school unexpectedly. He felt that she was not only treating him like a baby, but he was also embarrassed that she came into his class uninvited by his teacher and speaking a mixture of Spanish and English. Ms. Wilson does all the right things with Tomasito. Ms. Wilson shows great respect toward Tomasito's mom when she tells him how sorry she was that they were not able to talk the day before when his mother came in. Ms. Wilson also asks Tomasito for his help writing a letter inviting his mother to come into the classroom whenever she would like when she brings him to school. Tomasito is still unsure how this meeting will go but is quickly reassured when he sees his mom and his teacher both working at communicating with one another and both caring about his work. Tomasito goes from having two separate and non-overlapping lives, one at home and one at school, to a classroom that repect his family and invites his home life into his school life.


 * Questions for Discussion**

1. Why did Tomasito get mad when his mom came into school? Why did he want his mom to only come in for open house and conferences?

2. Why did Tomasito's mom want to come into school? Would your family also want to come into school and get to know your teacher and find out about how you are doing at school?

3. Why did Ms. Wilson write Tomasito's mother a letter? Why did Tomasito have to help her? Ho did this letter make Tomasito feel? How did the letter make Tomasito's mother feel?

4. What happened after Ms. Wilson invited Tomasito's mom to come into class? How did this make Tomasito feel? How do you know?

5. Do you think you might be embarrassed if your family came into our class unexpectedly? Why?

6. When would you like your family to come into class? For what activities? What are some of the things that your families could share with us in our class?

7. How can we make our family members and members of our community feel welcome in our class?

8. What might be another title for this book?


 * Activities**

//**Class Read Aloud and Partner Read Aloud**//

Reading this story aloud to the class in both English and Spanish would be a wonderful way to reach out to English Language Learners and at the same time expose native English speakers to another language. If there are other languages spoken at home by the students in your class, having the story translated into their language if possible would be a great way to introduce the rich background of languages in the classroom community. After classroom discussion about the story, students could be broken out into small groups containing both English Only and Bi-lingual readers for small group reading if the children are comfortable with this --so that the story could be read in both English and Spanish ( or another language if translated). Another activity might be to have the children identify certain words in both English and Spanish.


 * //Family Welcome Wall / Center in the Classroom//**

Have the children brainstorm ideas on how to make the classroom more inviting for all their families. Encourage them to think about how they might make each of their families welcome in the classroom. Let the children implement their ideas, maybe making a family welcome wall in a variety of languages, having family stories included in the classroom library. Once the Family Welcome ideas have been completed by the children, create invitations to send home welcoming their families to the classroom and asking them to come in and share something with the class.

Created by Lisa Hatfield 2/22/09

Author and Illustrator: Patricia Palacco Copyright: September 2007 ISBN-13:
 * The Lemonade Club**


 * Summary:** This very inspirational book, by Patricia Polacco, relates the challenges that students, as well as, teacher may face. //The Lemonade Club//, is about two best friends, Marilyn and Traci, and their favoriete teacher, Miss. Wichelman. In the story, Marilyn is diagnosed with Leukemia, and after many chemo treatments, starts to loose her hair. Traci and Miss. Wichelman continue to be very supportive of Marilyn through this long jouney. When Marilyn finally returns to schools, she finds that not only have Traci and Miss. Wichelman been very supportive, but her entire fifth grade class has been rooting for her! So as Miss. Wichelman says, "When life hands you lemons, Make Lemonade!"


 * Analysis:** Throughout this entire story there are many inspirations. Marilyn is very relieved to find out that her best friend Traci is going to continue to support her throughout her journey, her journey with Leukemia. Marilyn is both embarrassed and nervous about returing to school after her chemo treatments. Marilyn is not sure how all the students in the class will react to her having no hair. After returing to school and finding out that all the students in the classroom have shaved their heads, so that they look just like here, she is very releived. I think that this situation gives Marilyn a sence of comfort and support from her teacher and friends!

1. How do you think Marilyn felt after being diagnosed with Lukemia? 2. How do you think that Marilyn's family delt with this difficult situation? 3. Have you ever had anything like this happen in your life? How did you deal with it? 4. How do you think that Marilyn felt after returning to school and finding her entire 5th grade class supporting her?
 * Questions:**

1. This is a great book to teach children about real challenges that people face. //The Lemonade Club//, is also a great way to start a conversation with students in your classroom, or with your family at home. This book does an excelent job in showing children that even though things may not go the way that you think they should, there is always a way to make that experience, a hopeful and positive experience! 2. In addition to reading this book you could also have students do additional research on other obstacles that students in the classroom may face. I think this is a great way to make students aware of the things that anyone, including themselves, could encounter.
 * Activities:**

So...**"When life hands you lemons, Make Lemonade!"**

Created by Casey Davis 2/28/09

Author: Nancy Poydar Copyright: 1999 ISBN: 082341437

Summary: This is a fun, exciting book about the first day of school. Throughout this book students, teachers, parents, and bus drivers get ready for the first day of school! The book starts out with students school shopping, all the students are very excited about the first day of school. Miss Wheeler, the bus driver was thinking about her new bus route and Mr. Handy, the janitor was getting the school nice and clean for the first day. At home Ivy was starting to get very nervous about the first day, she started asking her mother a lot of questions about the classroom that she would be in. Ivy was very concerned that she may forget where her class is, or she may not know anyone in the class. The book then talks about what everyone is doing on their last day of summer vacation. Ms. Bell finally had her classroom ready! Mr. Masters' and Mr. Handy were hanging out with their family. Miss. Wheeler, the bus driver, was talking a long relaxing bath. Ivy was putting on her pajamas and getting ready for bed. Of course, right before bedtime, Ivy had just a few more questions about her first day of school, her parents were very thoughtful and made sure that she was prepared and at ease before she driffted off to sleep. The book then goes along to talk about the exciting first day that everyone had! Ivy found all her classroom. Miss. Wheeler did not miss one stop. Mr. Masters and Ms. Bell were ready to greet all the students as they came into the school! Now, all the students, teachers, and parents can rest easy because school has finally began!

Analysis: As you can see this book takes us through the lives of may different people in the school. I think that this is a great way for students to see that they are not the only people who are nervous about the first day of school. I love the way that the book shows parents, teachers, students, bus drivers, and even janitors thinking about the first day of school. I think that this would be a great book to read on the first day of school, and even better, the night before the first day of school. I really think that it is important for parents to ease every childs mind about the first day of school, and that is exactly what this book does! This book is a great way to give parents, teachers, and students a comforting feeling on that first day of school! Questions: 1. How do you feel when you think about your first day of school? Are you scared, anxious, excited, nervous? 2. Why do you think the book took you through the lives of teachers, students, and parents? 3. What kinds of dreams have you had the night before school started? 4. In what ways do you think that Ivy was or was not prepared for the frist day of school? 5. What expereinces have you had with the first day of school? Activites: I think that this is a great book to read for fun on the first day of school. I think that it is important for students to realize that they are not alone when feeling nervous about the first day of school. I think that this is also a great way to start a journal entry. Students could share the things that they did to get ready for school, I bet that they would find that they had a lot in common. Another great idea I have for this book is to read this at orientation. I think that this is a fun way to get parents involved. This book would show parents that their children are going to be very nervous and excited about the first day of school, but also show the parents ways in which they can ease the students minds. I think this is a great way to collaborate teacher, students, and parents!

Casey Davis created March 28, 2009

Dooley, N. (2002). Everybody brings noodles. Minneapolis, Minnesota: Carolrhoda Books, Inc.
 * Everybody Brings Noodles **

**Summary:** Author Norah Dooley incorporates many of the stories and recipes of her former neighbors from Cambridge, Massachusetts in this wonderful story of a “melting pot” neighborhood’s block party. Illustrator, Peter Thornton using many of the faces and places from his hometown of Providence, Rhode Island. Even the beautiful cover painting is inspired from the view outside his Providence home.  Everyone is excited about the neighborhood block party, especially Carrie, who came up with the idea. Young Carrie loves noodles and loves to talk with her friends and neighbors. She comes up with the block party as a way to celebrate both. Carrie’s excitement of the day is also accompanied by a little anxiety about not having a talent to perform in the talent show portion of the party. As Carrie works to check off all her “to do” items, she talks with her family, friends, and neighbors about her feelings and is finally comforted by her elderly neighbor and friend, Mrs. Max, to join her in being the “audience” and not to worry about being in the talent show.

“Everybody Brings Noodles” takes us through a neighborhood filled with many different types of people all sharing a friendship and their individual cultures. Carrie has asked everyone to bring a type of noodle dish to the block party. Neighbors bring their favorite noodle dish to the party to create a taste around the world party right in their own neighborhood. Carrie helps her mom make the fresh pesto for her favorite pasta, Carrie’s friend and neighbor, Mei-Li, is bringing sesame noodles in her wok, college students John and Anna-Eleni Stephanopolis are bringing Greek Orzo noodles with feta cheese, Tendra and Tito are bringing their grandmother’s famous macaroni salad from Puerto Rico, new neighbors, the Shinzawas, are bringing zaru soba, a cold buckwheat noodle dish, and Mrs. Max, Carrie’s elderly neighbor friend, is bringing sweet Kugel noodles for dessert. As Carrie goes around checking on all the details for the party we see that her friends are from all different backgrounds and all different ages. Although Carrie was so worried she did not have a talent for the show, she ends up loving being part of the audience with her family and Mrs. Max, and at the end of the show Carrie finally realizes, with the help of her neighbors and friends, that her true talent is friendship. After all the thank yous have been said, Carrie is brought to the stage to be thanked by everyone for bringing them all together!  **Questions for Discussion**
 * Analysis:** Carrie is both excited and anxious about the big block party. Although she is excited to have all her friends and neighbors of all shapes, sizes, ages, and backgrounds come together for a noodle celebration bar none, she was worried that she did not have a talent to share at the party talent show. With the help of her family and her elderly neighbor Mrs. Max Carrie feels better being part of the audience and is able to enjoy getting all the party details together and enjoy the party. "Everybody Brings Noodles" clearly demonstrates how people of different ages and different backgrounds have unique ways of looking at things and that sometimes it takes an older person can be your friend and help you with a problem. "Everybody Brings Noodles" also clearly demonstrates how much richer and more fun life can be when we take time to get to know the people in our community, whether it is in our neighborhood like this story, or in our school community. The story also shows how we can share common interests, like noodles, to get to know each other and experience something special from each other’s culture. How boring it would have been if everyone brought the same type of noodle dish, but having a variety of cultures, experiences, and traditions, made the celebration special.

1. Why did Carrie wake up excited? What special thing was happening today? 2. Why did Carrie want all her neighbors to bring noodles to the block party? Did they all bring the same type of noodles? What were some of the different type of noodle dishes the neighbors prepared? Did it make the party more fun to have different types of dishes to eat and try? Why? What is one of your family’s favorite noodle or pasta dishes?

3. Why was Carrie a little worried? What were her friends doing as part of the block party talent show?

4. What did Carrie and Mrs. Max talk about? Did Carrie feel better after they talked, why? Are Carrie and Mrs. Max friends? Do you have a friend in your life that is much older than you? Why do you like to talk with that person?  5. Were all of Carrie’s friends the exactly like her? What were some of the things that might have been different? Did they have fun together? Do you and your friends have everything in common – or are you a bit different also? How? What things do you like to do together? 6. What was Carrie’s very special talent? Do you think her neighborhood was more fun to live in because all the neighbors started talking with each other? Do you take the time to talk to lots of different people in the class? At school? At home?

7. What do you think we can do in our class to get to know each other a bit better? How can we get to know each other’s families a bit better? 8. What might be another title for this book?


 * Activities**


 * //Class Read Aloud, Partner Read Aloud and Interview, Walk-About//**

Reading this story aloud to the class and then discussing the questions above together in a group would get the students thinking about how much fun Carrie and her friends were having because they took the time to get to know each other. Following the group read aloud, either ask the children to pair off with someone they do not know very well in class, or assign these types of groups, have them partner read the story. Then ask them to interview their partner and find out one thing their partner likes to do, a talent, and their favorite pasta or noodle dish, or a different type of dish if they do not like pasta. After the pairs are finished, have the pairs write down the name of the person they interviewed, their talent or hobby, and their favorite dish on construction paper of all colors. Hang the construction papers around the room and have a walk about the classroom so that students may learn about each other.
 * //Family Noodle Day or Bread Day Luncheon in the Classroom //**

Have the children brainstorm ideas on how to they may get to know each other and each other’s families better. Suggest having a noodle luncheon, similar to the block party, in the classroom, if the children do not think of this or a similar idea. Discuss how they might make each of their families welcome in the classroom. Let the children plan the event, create invitations for their family, decide on what recipes will be brought in and what they will do after they eat, for example a talent show, or a walk-about the classroom for their families. Make certain to have the students include a thank you portion of their luncheon. The day after the luncheon have the children write about what they learned and enjoyed planning and celebrating the Noodle Day luncheon with their class. Created by Lisa Hatfield 3/01/09

**Yoon and the Jade Bracelet**
Written by Helen Recorvits and Illustrated by Gabi Swiatkowska This wonderful book is the third one in a group written by Recorvits (a second-grade teacher) about a girl named Yoon. Yoon has moved from Korea to the United States and is the new girl at school. She watches the girls on the playground at school as they jump rope and wants very much to join in. However, she has not received an invitation, so she is left alone to watch. For her upcoming birthday, Yoon is hoping for a jump rope so that she can join in the fun. However, when her birthday arrives, she receives two presents and neither is a jump rope. Her mother gives her a Korean storybook about a little girl getting tricked by a tiger. In addition, Yoon’s mother gives her a beautiful jade bracelet that was given to her by her mother, Yoon’s grandmother. She even had the characters representing Yoon’s Korean name – Shining Wisdom – etched inside the bracelet. The next day at school an older girl admires the bracelet and invites Yoon to jump rope with her. She then convinces Yoon that, because they are now friends, Yoon should let her wear her jade bracelet – promising to give it back the next day. When the next day comes, however, the girl does not give the bracelet back and Yoon realizes she has been “tricked by a tiger” just like the girl in her storybook. The teacher sees that there is a problem and intervenes. Yoon is able to prove that the bracelet belongs to her by telling the teacher about the inscription inside the bracelet, then goes home to tell her mother of a story where a tiger is tricked by a little girl.


 * Analysis**: This story portrays the fictional account of an issue that seems like it would be prevalent within immigrant children. Yoon desires to take part in the “American culture” of her fellow classmates and is disappointed by her mother’s lack of recognition of that. While Yoon is appreciative of the birthday gifts she receives, she is disappointed that they seem more likely to keep her firmly in the Korean world rather than helping her enter the American one. Yoon wants so much to fit in and become a part of the culture of her school that she is willing to let go (temporarily) of something precious to her and her family – the jade bracelet. She soon realizes, however, that getting to jump rope and be part of the culture of the playground is not the most important thing. It is far more important to value her own family and culture. She also realizes that she can learn many important lessons from her Korean heritage and should embrace those.


 * Questions:**
 * 1. Why did Yoon feel that she couldn’t jump rope on the playground? What could the other children have done to change that? **
 * 2. Why do you think Yoon didn’t ask her parents for a jump rope for her birthday? Why were the gifts Yoon’s mother did give her so special? **
 * 3. What do you think made the girl ask Yoon to jump rope? Did you think she was trying to be Yoon’s friend? **
 * 4. Should Yoon have told her mother what really happened? Do you think her mother understood why Yoon let the girl where her bracelet? Why did Yoon say that she had been “tricked by a tiger?” **

This would be a great book to do as a read-aloud to the class, particularly if there were students who were new to the school. I could do a week-long project based on the themes of the book.
 * Activities:**
 *  __Monday__ – Read the book and discuss it.
 *  __Tuesday__ – Break the students up into groups. Each group would be given a different hypothetical problem, similar to the one Yoon experienced with her bracelet, and asked to come up with 3 or 4 ways they could solve it as well as how they would involve their parents and teacher. Once they had 3 or 4 choices, I would have them choose the best one and plan to act out in front of the class.
 * <span style="font-size: 110%; font-family: Arial,Helvetica,sans-serif;"> __Wednesday__ – Groups would act out their problem and chosen solution. Following each group’s presentation, we would discuss the problem and their solution as a class. For homework, the students would interview a parent (or other adult living in the home) about a time they had a problem at school and the resulting action (or inaction).
 * <span style="font-size: 110%; font-family: Arial,Helvetica,sans-serif;"> __Thursday__ – Students would work on a narrative based on their interviews and illustrate it. They would complete this for homework.
 * <span style="font-size: 110%; font-family: Arial,Helvetica,sans-serif;"> __Friday__ – Students would present their interview-based narratives in class. We could discuss some of the problems and results as a class.

<span style="font-size: 110%; font-family: Arial,Helvetica,sans-serif;">Added by Leslie Johnson on 3/14/2009

**Mr. Lincoln’s Way**
<span style="font-size: 110%; font-family: Arial,Helvetica,sans-serif;">Written and Illustrated by Patricia Polacco A page on Polacco’s website dedicated to this text is available online at []

<span style="font-size: 110%; font-family: Arial,Helvetica,sans-serif;">Mr. Lincoln is an elementary school principal. He goes out of his way to develop relationships with his students and their families. The only student at the school that seems to dislike Mr. Lincoln is Eugene or “Mean Gene” as the kids call him. Eugene seems mad at the world and bullies everyone in school. Mr. Lincoln is determined to find some way to reach Eugene and notices that he seems to have an interest in birds. Mr. Lincoln discovers that Eugene’s grandfather taught him about birds when Eugene lived with him on the farm. Now, Eugene lives with his father. Together, Mr. Lincoln and Eugene work on the school atrium and create a beautiful sanctuary for birds. Eugene seems happier than he has ever been and has even stopped bullying the smaller kids. Things are going great until one day when there is a problem in the lunchroom. It seems Eugene has said some very unkind things to some students from Mexico. Determined to understand, Mr. Lincoln talks with Eugene and discovers that his father has many prejudices and was angry with Eugene for helping Mr. Lincoln who was not their “kind.” He tells Mr. Lincoln that his father has “an ugly name for just about everybody that’s different from” them. His grandfather was not like that but he no longer gets to see him. Mr. Lincoln and Eugene agree that the name-calling and unkind behavior will stop. Mr. Lincoln eventually is instrumental in bringing Eugene and his grandfather together again. Eugene promises to make Mr. Lincoln proud. (The author’s note tells us that this was based on a true story and the real Eugene became a 4th-grade teacher.)


 * Analysis**: Polacco’s depiction of bullying and racism here go along with those topics she frequently speaks about. She describes racism as an “adult form of teasing.” Although Mr. Lincoln is an African-American man, he does not look at his students in terms of color or ethnicity. He looks at them as children and loves them all. When he finds out about Eugene’s father’s prejudices, he takes Eugene to look at all of the birds – cardinals, wrens, finches, mallards. They all look different but each one is special in their own way. Mr. Lincoln encourages Eugene to become involved with something he enjoys and to cultivate his relationship with his grandfather, who has had a positive effect on him. Mr. Lincoln not only helps Eugene to see beyond a person’s exterior, he also helps him to embrace that exterior and not be afraid of it.


 * Questions:**
 * 1. Why did Mr. Lincoln take Eugene to look at the birds in the atrium when they were talking about Eugene’s father? Do you think those birds have anything to do with our school? Why? **
 * 2. What type of prejudice did Eugene show in this story? What are some other kinds of prejudice? Why do you think prejudice exists? **
 * 3. Was there ever a time when you felt like someone had a prejudice against you? What did you do? What else could you have done? **
 * 4. If our parents, or grandparents, seem to be prejudiced against someone or a group of people, should we talk to them about that? What could we say? **
 * 5. Do you think Mr. Lincoln was right to contact Eugene’s grandfather? Is Eugene’s father a bad person? Why or why not? **

This book would obviously be a great starting point for an in-depth discussion on racism and prejudice. The fact the Eugene and Mr. Lincoln find something they can share shows that we all can do that. One great activity to do would be to choose 4 or 5 birds that are very different. Have each of the students choose the bird that they feel best describes them or is similar to them in some way. (You could coordinate this with a science lesson, if possible.) Go over the traits of the birds with the class. Once the students have chosen their birds, have them draw a picture of the bird and label it with those characteristics they identify with most. Do not have them put their names on the pictures. When all the pictures are finished, hang them together in groups by type of bird. Talk about how many of each type of bird there are and how the labeled traits differ and are similar. Talk more about how even though there are several kinds of birds, they are all birds. Use this to discuss ethnicities and how even though there are many differences, there are also many similarities. If you put the 4 or 5 birds on a handout, you could send that home with the students and have them ask a parent or grandparent to choose a bird. The child would then ask why they chose it and see what similarities and differences exist even within their own home. The students could report their findings the next day in class.
 * Activities:**

Added by Leslie Johnson on 3/15/2009.

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=The Drinking Gourd: a Story of the Underground Railroad= By : F.N. <span class="wiki_link_ext">Monjo Illustrated by: Fred Brenner (1993) 1) What do you think it would have been like to be a slave? 2) Do you think that you would have tried to escape? 3) Do you think you would have been scared? 4) What kind of choices do you think you would have to make while escaping? 5) What is the “drinking gourd”? 6) How would the runaway families use the Big Dipper to help them? 7) Listen to the lyrics of the song? [|**http://www.teachersfirst.com/share/ugrr/ftdg.html**] 8) What do the lyrics mean? Begin discussion about folk songs and different songs from different heritages. Discussion of African American spirituals, Jazz, Mexican, Native American and Hmong music -making sure to include any cultures that are in the classroom. 9) Do you have any songs that are meaningful to your family or from your culture? Students will be asked to bring in music from their cultures and the class will spend time learning about different kinds of music. The class will have an afternoon of music and invite parents in for a family music day. Students will write in journals about what they think it would be like to be a slave.
 * Summary: ** Tommy Fuller gets in trouble during church on Sunday morning. He is told to go straight home by his father, Deacon Fuller. Tommy wanders into the barn; where he finds a family of runaway slaves. Tommy that his family does not believe in slavery and have become a stop on the Underground Railroad. The slave family has followed the Big Dipper to Deacon Fuller’s home. That night Tommy helps his father transport the family to their next stop on the Underground Railroad in the family’s wagon. The runaway family is hiding beneath a mound of hay. Deacon Fuller has gone into the woods to check on the next stop on the Underground Railroad. While he is gone, Tommy is questioned by a group of men on horseback who are looking for the slaves. The young boy quickly tells the men that he has stolen the wagon and has run away from home. He is recognized by the men who had been at church that morning and is told to go home. The young boy’s quick witted thinking allows the family to move on to the next checkpoint without having their wagon to be searched. The family is now on their way down the river to the next checkpoint.
 * Analysis: ** This book is a simplified story of the problems that would be faced by a runaway slave family and the families hiding them on the Underground Railroad. The book portrays feelings of fear and how scary it could be to be a runaway slave. The story can open many discussions about slavery, feelings of fear and prejudices. Discussion could also include traveling at night and only following the stars, and how songs have been used for generations to tell stories.
 * Questions for discussion: **
 * Activities: **

Lesson Plans: Catch a Falling Star [] Travel the Underground Railroad: [] submitted by: Peggy Wellmon

By: Peter and Connie Roop Illustrated by: Kevin Smith (1998) 1) What are some traditions in your family? 2) How did your parents choose your name? 3) What type of celebrations does your family have? 4) Students will bring an item to school to share that is important to their family? 5) Discussion of food and different traditions while eating. 1) Students will make up names and assign meanings to them. 2) Class will discuss table manners and customs of other countries. Online quiz- [] 3) Students will take a tri-fold board (science board) and will create a display to share traditions and history of their family. Students will be allowed to use any type of media- clip art, pictures, paint or their own drawings. 4) Parents will be invited to the school and asked to bring their favorite food to share. The class will have the opportunity to taste foods from many cultures. Scholastic Reading Program: [] IMA Hero Cherokee in depth-[] submitted by: Peggy Wellmon
 * If You Lived With the Cherokee **
 * Summary: ** The story is about the lives of Cherokee past and present. The book is in question form-Who are the Cherokee? The answers then follow on each page. After reading the book, students will have a better perception of daily life for the Cherokee. The story includes daily activities, ceremonies, worship, celebrations and practices the Cherokee had during times of sickness.
 * Analysis: ** The book has been checked on the website [] of books to avoid and is not listed there. While the book does not appear on the suggested reading list there does not appear to be any stereotyping in the book.
 * Questions for discussion: **
 * Activities: **



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