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Transcript of Kite Runner Book
1
PreK-12th Grade Resources for
Khaled Hosseini’s The Kite Runner
ONE BOOK
ONE BUCKS COUNTY 2006
A Project of the Bucks County Free Library
2
About the One Book • One Bucks County project…. The "One Book" initiative is a nationwide effort to broaden and deepen an appreciation of literature. The intent is to bring people of all backgrounds and ages together to foster unity and literacy through sharing books and discussing the important issues raised by their reading. For the second year of this program in Bucks County, the Bucks County Free Library has chosen the novel, The Kite Runner, by Khaled Hosseini. During April 2006, the library and its partners will be sponsoring discussion groups, film showings, workshops, exhibits, panel discussions, lectures, and many other programs related to the novel and its themes. Secondary schools are asked to include the reading and discussion of The Kite Runner in their classrooms where appropriate so Bucks County teens will be active participants in this project. Elementary and Middle Schools are asked to use this resource guide to begin discussions of the themes of The Kite Runner with their students. Copies of the book are available for borrowing at all Bucks County public libraries and at many school libraries. The Kite Runner and younger children…. While adults may have concerns about sharing the specific content and some of the themes of The Kite Runner with younger children many of its themes are highly appropriate, and in fact, important, for sharing with children. This resource guide has been prepared by librarians, teachers, and literacy professionals from Bucks County in order to provide appropriate materials, websites, and activities that are based on the themes in the book for preschoolers through twelfth graders so they may also share in the One Book One Bucks experience.
3
Preschool-12th Grade Resources for The Kite Runner
About the One Book One Bucks County Project 2
The Kite Runner and Younger Children 2
About this resource guide 5
About Khaled Hosseini 6
About The Kite Runner 6
The Kite Runner programming resources
KITES 7
Kite Facts 7
Booklist Bookmark Template 8
Library Program – Preschool 10
Classroom Lessons Grades K-4 11
Parent-Child Activities 13
AFGHANISTAN AND THE MIDDLE EAST 14
Booklist and Web Resources 14
School Library/Public Library Cooperative Program 16
Classroom Lesson Grades K-4 18
Classroom Lesson Grades 5-9 20
Classroom Lesson Grades 10-12 27
Parent-Child Activities 29
IMMIGRATION 30
Booklist Bookmark Template 30
Library Program – Family Storytime 32
Lesson Plans and Curriculum Support Resources 33
Parent-Child Activities 34
4
FRIENDSHIP 35
Booklist Bookmark Template 35
School Library/Public Library Cooperative Program 37
Lesson Plans and Curriculum Support Resources 39
Parent-Child Activities 40
This guide and a calendar of events for the One Book One Bucks County project can be found at http://www.buckslib.org.
5
About this resource guide…. This guide is intended to aid librarians, teachers, community leaders, and parents in using Kite Runner-based themes in their libraries, classrooms, centers, and homes. Because these environments vary widely, the guide must, of necessity, be somewhat general, offering adults the opportunity to adapt the ideas to their specific needs. Although there are many themes worthy of discussion in The Kite Runner four were chosen for this guide. There will be overlap between the topics so several of them may be used together to create an entire program. All books included are available at libraries throughout Bucks County and the activities require little or no money. We hope that librarians, teachers, community leaders, and parents in our area will participate in this project by doing the following:
read the book! promote the reading of The Kite Runner to teenagers and adults incorporate the themes into lessons or activities with younger
children
The Bucks County Free Library in cooperation with the Bucks County Intermediate Unit and VITA is providing this resource guide for librarians/teachers/community leaders/parents to use. Any part of the guide may be reproduced for educational purposes. The guide is also available online at http://www.buckslib.org.
6
About Khaled Hosseini…. The oldest of five children, Khaled Hosseini was born in 1965 in Kabul, Afghanistan. Hosseini’s father was a diplomat and when posted to the Afghan Embassy in Paris in 1976 moved with his entire family. Political asylum was granted to the Hosseini family by the United States in 1980 following the 1978 coup and Russian invasion of Afghanistan. Hosseini has lived in California since then. He is currently an internist and is married with two children. About The Kite Runner…. (from Penguin Group Reading Guide http://www.penguinputnam.com/static/rguides/us/kite_runner.html) Khaled Hosseini's stunning debut novel The Kite Runner follows a young boy, Amir, as he faces the challenges that confront him on the path to manhood—testing friendships, finding love, cheating death, accepting faults, and gaining understanding. Living in Afghanistan in the 1960s, Amir enjoys a life of privilege that is shaped by his brotherly friendship with Hassan, his servant's son. Amir lives in constant want of his father's attention, feeling that he is a failure in his father's eyes. Hassan, on the other hand, seems to be able to do no wrong. Their friendship is a complex tapestry of love, loss, privilege, and shame. Striving to be the son his father always wanted, Amir takes on the weight of living up to unrealistic expectations and places the fate of his relationship with his father on the outcome of a kite running tournament, a popular challenge in which participants must cut down the kites of others with their own kite. Amir wins the tournament. Yet just as he begins to feel that all will be right in the world, a tragedy occurs with his friend Hassan in a back alley on the very streets where the boys once played. This moment marks a turning point in Amir's life—one whose memory he seeks to bury by moving to America. There he realizes his dream of becoming a writer and marries for love but the memory of that fateful day will prove too strong to forget. Eventually it draws Amir back to Afghanistan to right the wrongs that began that day in the alley and continued in the days, months, and years that followed.
7
Kite Facts
Kites made from split bamboo and silk were flown as early as 1000 B.C. in China.
Ancient Polynesian fishermen made simple kites from a leaf and a few sticks. Launched over the water, the kite could carry a fishing line with a bone hook far out into the deep water, improving their catch.
In Thailand there is a kite-fighting tournament each March. There are two sides to the playing field. On one side, a large, human-shaped kite called a chula is launched. On the other side are five diamond-shaped kites called pakpao. On each pakpao is a loop of string. On each chula are six long barbs. Each side tries to ensnare the other.
In India, kite fighting takes place at the Winter Solstice. Small diamond-shaped kites are made of bamboo and tissue paper. The purpose is to saw through other peoples’ kite strings. To increase their advantage, some of the kites have ground glass glued to the upper part of the kite string.
Roman soldiers flew dragon-shaped windsocks as they marched into battle. The windsocks told the archers which way the wind was blowing. They also frightened the enemy as they writhed and slithered overhead.
Ben Franklin, as we all know, flew a kite to experiment with electricity.
When the bridge was built over the Niagara Falls between Canada and the United States, a kite carried the first cable across the gorge.
In England in 1853 George Cayley put two kites together to develop a glider. He launched it with his coachman on board. This was the first manned flight that went a reasonable distance.
The shape of the Wright Brothers’ airplane was based on a box kite.
When inventor Gugliermo Marconi planned a radio transmission from England to Canada, he used a kite to raise his antenna.
This information is taken from The Great Kite Book, by Norman Schmidt. [Sterling, 1997.]
8
Kit
e R
unne
r re
late
d re
sour
ces
for
child
ren
and
teen
s…
Non
fict
ion
Boo
ks: A
bout
Kit
es
J
629.
133
D
Dem
i K
ites:
Mag
ic W
ishe
s th
at F
ly U
p to
the
Sky
This
pic
ture
boo
k co
mbi
nes
info
rmat
ion
abou
t ki
tes
with
an
intr
igui
ng fi
ctio
nal s
tory
of h
ow
kite
s m
ight
hav
e or
igin
ated
. J
629.
113
E
Max
wel
l, E
den
The
Mag
nific
ent B
ook
of K
ites:
Exp
lora
tions
in
Des
ign,
Con
stru
ctio
n, E
njoy
men
t, an
d Fl
ight
E
very
thin
g yo
u w
ante
d to
kno
w a
bout
kite
s an
d m
ore!
(S
ee th
e sh
elf l
ocat
ions
J 6
29.1
33 a
nd J
796
.15
for
mor
e tit
les)
Fic
tion
Boo
ks: A
bout
Kit
es
Ber
enst
ain,
Sta
n
Th
e B
eren
stai
n B
ears
and
the
Big
Red
Kite
Th
e fa
mou
s be
ars
are
back
in th
is e
asy
read
ing
kite
adv
entu
re.
Com
pest
ine,
Yin
g C
hang
The
Stor
y of
Kite
s Pi
ctur
e bo
ok ta
le o
f how
the
first
kite
s w
ere
crea
ted
in C
hina
als
o in
clud
es d
irec
tions
for
kite
mak
ing
and
flyin
g.
Em
met
t, Jo
nath
an
Som
eone
Big
ger
Eve
n th
ough
Jon
atha
n’s
kite
is r
eally
big
, he
turn
s ou
t to
be ju
st th
e ri
ght s
ize.
Kit
e R
unne
r re
late
d re
sour
ces
for
child
ren
and
teen
s…
Non
fict
ion
Boo
ks: A
bout
Kit
es
J
629.
133
D
Dem
i K
ites:
Mag
ic W
ishe
s th
at F
ly U
p to
the
Sky
This
pic
ture
boo
k co
mbi
nes
info
rmat
ion
abou
t ki
tes
with
an
intr
igui
ng fi
ctio
nal s
tory
of h
ow
kite
s m
ight
hav
e or
igin
ated
. J
629.
113
E
Max
wel
l, E
den
The
Mag
nific
ent B
ook
of K
ites:
Exp
lora
tions
in
Des
ign,
Con
stru
ctio
n, E
njoy
men
t, an
d Fl
ight
E
very
thin
g yo
u w
ante
d to
kno
w a
bout
kite
s an
d m
ore!
(S
ee th
e sh
elf l
ocat
ions
J 6
29.1
33 a
nd J
796
.15
for
mor
e tit
les)
Fic
tion
Boo
ks: A
bout
Kit
es
Ber
enst
ain,
Sta
n
Th
e B
eren
stai
n B
ears
and
the
Big
Red
Kite
Th
e fa
mou
s be
ars
are
back
in th
is e
asy
read
ing
kite
adv
entu
re.
Com
pest
ine,
Yin
g C
hang
The
Stor
y of
Kite
s Pi
ctur
e bo
ok ta
le o
f how
the
first
kite
s w
ere
crea
ted
in C
hina
als
o in
clud
es d
irec
tions
for
kite
mak
ing
and
flyin
g.
Em
met
t, Jo
nath
an
Som
eone
Big
ger
Eve
n th
ough
Jon
atha
n’s
kite
is r
eally
big
, he
turn
s ou
t to
be ju
st th
e ri
ght s
ize.
Kit
e R
unne
r re
late
d re
sour
ces
for
child
ren
and
teen
s…
Non
fict
ion
Boo
ks: A
bout
Kit
es
J
629.
133
D
Dem
i K
ites:
Mag
ic W
ishe
s th
at F
ly U
p to
the
Sky
This
pic
ture
boo
k co
mbi
nes
info
rmat
ion
abou
t ki
tes
with
an
intr
igui
ng fi
ctio
nal s
tory
of h
ow
kite
s m
ight
hav
e or
igin
ated
. J
629.
113
E
Max
wel
l, E
den
The
Mag
nific
ent B
ook
of K
ites:
Exp
lora
tions
in
Des
ign,
Con
stru
ctio
n, E
njoy
men
t, an
d Fl
ight
E
very
thin
g yo
u w
ante
d to
kno
w a
bout
kite
s an
d m
ore!
(S
ee th
e sh
elf l
ocat
ions
J 6
29.1
33 a
nd J
796
.15
for
mor
e tit
les)
Fic
tion
Boo
ks: A
bout
Kit
es
Ber
enst
ain,
Sta
n
Th
e B
eren
stai
n B
ears
and
the
Big
Red
Kite
Th
e fa
mou
s be
ars
are
back
in th
is e
asy
read
ing
kite
adv
entu
re.
Com
pest
ine,
Yin
g C
hang
The
Stor
y of
Kite
s Pi
ctur
e bo
ok ta
le o
f how
the
first
kite
s w
ere
crea
ted
in C
hina
als
o in
clud
es d
irec
tions
for
kite
mak
ing
and
flyin
g.
Em
met
t, Jo
nath
an
Som
eone
Big
ger
Eve
n th
ough
Jon
atha
n’s
kite
is r
eally
big
, he
turn
s ou
t to
be ju
st th
e ri
ght s
ize.
9
Lin,
Gra
ce
K
ite F
lyin
g Th
e w
hole
fam
ily g
ets
invo
lved
with
m
akin
g an
d fly
ing
kite
s in
this
col
orfu
l pi
ctur
e bo
ok.
McC
augh
rean
, Ger
aldi
ne
K
ite R
ider
In
13t
h cen
tury
Chi
na, 1
2-ye
ar-o
ld
Hao
you,
find
s ad
vent
ure
as a
kite
flye
r in
a ci
rcus
. M
urph
y, S
tuar
t
Le
t’s F
ly a
Kite
A
bab
ysitt
er h
elps
two
squa
bblin
g si
blin
gs
lear
n ab
out s
ymm
etry
in th
is m
ath
less
on
pres
ente
d in
a p
ictu
re b
ook
form
at.
Park
, Lin
da S
ue
The
Kite
Fig
hter
s Th
e N
ew Y
ear k
ite-fi
ghtin
g co
mpe
titio
n be
com
es p
artic
ular
ly r
ough
for a
pai
r of
riva
lrou
s si
blin
gs in
Kor
ea in
147
3.
Rey,
H. A
. C
urio
us G
eorg
e Fl
ies
a K
ite
Eve
ryon
e’s fa
vori
te m
onke
y ca
n’t s
tay
out
of tr
oubl
e, e
ven
whe
n he
’s fly
ing
a ki
te.
Spal
ding
, And
rea
The
Mos
t Bea
utifu
l Kite
in th
e W
orld
In
stea
d of
the
beau
tiful
sto
re-b
ough
t kite
sh
e w
ante
d, J
enny
get
s a
hand
mad
e on
e an
d a
less
on in
per
seve
ranc
e in
this
pi
ctur
e bo
ok.
Will
iam
s, V
era
B.
Luck
y So
ng
Evi
e ha
s a
very
luck
y da
y w
hen
her
gran
dpa
mak
es a
kite
for
her a
nd h
er
fath
er h
elps
her
fly
it.
Lin,
Gra
ce
K
ite F
lyin
g Th
e w
hole
fam
ily g
ets
invo
lved
with
m
akin
g an
d fly
ing
kite
s in
this
col
orfu
l pi
ctur
e bo
ok.
McC
augh
rean
, Ger
aldi
ne
K
ite R
ider
In
13t
h cen
tury
Chi
na, 1
2-ye
ar-o
ld
Hao
you,
find
s ad
vent
ure
as a
kite
flye
r in
a ci
rcus
. M
urph
y, S
tuar
t
Le
t’s F
ly a
Kite
A
bab
ysitt
er h
elps
two
squa
bblin
g si
blin
gs
lear
n ab
out s
ymm
etry
in th
is m
ath
less
on
pres
ente
d in
a p
ictu
re b
ook
form
at.
Park
, Lin
da S
ue
The
Kite
Fig
hter
s Th
e N
ew Y
ear k
ite-fi
ghtin
g co
mpe
titio
n be
com
es p
artic
ular
ly r
ough
for a
pai
r of
riva
lrou
s si
blin
gs in
Kor
ea in
147
3.
Rey,
H. A
. C
urio
us G
eorg
e Fl
ies
a K
ite
Eve
ryon
e’s fa
vori
te m
onke
y ca
n’t s
tay
out
of tr
oubl
e, e
ven
whe
n he
’s fly
ing
a ki
te.
Spal
ding
, And
rea
The
Mos
t Bea
utifu
l Kite
in th
e W
orld
In
stea
d of
the
beau
tiful
sto
re-b
ough
t kite
sh
e w
ante
d, J
enny
get
s a
hand
mad
e on
e an
d a
less
on in
per
seve
ranc
e in
this
pi
ctur
e bo
ok.
Will
iam
s, V
era
B.
Luck
y So
ng
Evi
e ha
s a
very
luck
y da
y w
hen
her
gran
dpa
mak
es a
kite
for
her a
nd h
er
fath
er h
elps
her
fly
it.
Lin,
Gra
ce
K
ite F
lyin
g Th
e w
hole
fam
ily g
ets
invo
lved
with
m
akin
g an
d fly
ing
kite
s in
this
col
orfu
l pi
ctur
e bo
ok.
McC
augh
rean
, Ger
aldi
ne
K
ite R
ider
In
13t
h cen
tury
Chi
na, 1
2-ye
ar-o
ld
Hao
you,
find
s ad
vent
ure
as a
kite
flye
r in
a ci
rcus
. M
urph
y, S
tuar
t
Le
t’s F
ly a
Kite
A
bab
ysitt
er h
elps
two
squa
bblin
g si
blin
gs
lear
n ab
out s
ymm
etry
in th
is m
ath
less
on
pres
ente
d in
a p
ictu
re b
ook
form
at.
Park
, Lin
da S
ue
The
Kite
Fig
hter
s Th
e N
ew Y
ear k
ite-fi
ghtin
g co
mpe
titio
n be
com
es p
artic
ular
ly r
ough
for a
pai
r of
riva
lrou
s si
blin
gs in
Kor
ea in
147
3.
Rey,
H. A
. C
urio
us G
eorg
e Fl
ies
a K
ite
Eve
ryon
e’s fa
vori
te m
onke
y ca
n’t s
tay
out
of tr
oubl
e, e
ven
whe
n he
’s fly
ing
a ki
te.
Spal
ding
, And
rea
The
Mos
t Bea
utifu
l Kite
in th
e W
orld
In
stea
d of
the
beau
tiful
sto
re-b
ough
t kite
sh
e w
ante
d, J
enny
get
s a
hand
mad
e on
e an
d a
less
on in
per
seve
ranc
e in
this
pi
ctur
e bo
ok.
Will
iam
s, V
era
B.
Luck
y So
ng
Evi
e ha
s a
very
luck
y da
y w
hen
her
gran
dpa
mak
es a
kite
for
her a
nd h
er
fath
er h
elps
her
fly
it.
10
Library Program – Preschool: KITES (approximately 45 minutes with craft)
Decorations: Use the patterns at the website to decorate a calendar for the month of April: http://www.fastq.com/%7Ejbpratt/education/theme/kitecalendarpieces.pdf Opening: Traditional storyhour opening fingerplay, song, or other activity Read: The Wind Blew by Pat Hutchins Fingerplay Or Song: Pick one of the fingerplays or songs from:
http://www.preschooleducation.com/skite.shtml Read: Curious George Flies a Kite by H. A. Rey Fingerplay Or Song: Pick one of the fingerplays or songs from:
http://www.preschooleducation.com/skite.shtml Read: Lucky Song by Vera Williams Closing: Traditional storyhour closing fingerplay, song, or other activity Craft: 1. For the adventurous:
Centipede Kite for Flying or Display For details see article: http://www.bhc.com/Dancingfrog/centipede.html
2. For the not-so adventurous: Kite Decorations
a. Cut out kite shapes from heavy white paper using Ellison Dye or pattern found at: http://www.fastq.com/%7Ejbpratt/education/theme/kitepatterns.pdf
b. Have children decorate kites using crayons or markers c. If not using Ellison Dye, have children create tail by poking hole in
bottom of kite, attaching yarn which they’ve added paper “bows” to d. Hang from the ceiling
11
Classroom Lessons Grades K-4: KITES All Grades: Catch the Wind! All about Kites by Gail Gibbons This book is a wonderful non-fiction introduction to kites of all sorts: their different shapes, materials, and uses. There are instructions for building a kite at the end of the book. Have your students search the school library for more information on kites. Make use of
• General Encyclopedias • Non-fiction books • Internet sources
Pair this factual material with any of the read-alouds listed below: Classroom Lessons Grade K: Lucky Song by Vera B. Williams Summary Evie, who wants something new to play with, flies a kite made by her grandfather, and then goes home to the warmth and love of her family. Suggested Activity There is a pattern in the structure of this story. On each page, there is a cause [Evie wanted, Evie shouted] and an effect [her grandpa made it for her, her mother ran to look.] Construct a similar story with the children as a group, writing it on chart paper. Classroom Lesson Grades 1-3: The Story of Kites by Ying Chang Compestine Summary In old China, three brothers are given the job of scaring birds away from the family’s rice fields. Tiring of running after the birds, the boys attempt to make wings, but realize they are too heavy to fly. Further experimentation leads to the creation of kites. These kites, equipped with flutes, scare away the birds. Suggested Activities Have the children design their own beautiful bird or insect kites.
12
Classroom Lesson Grades 1-3 (cont): Discuss the way human need leads to invention. What problems do the students have that could be solved with a good invention? The kites in the book are equipped with noisemakers. An author’s note tells of a number of ways to add sound to kites. Make kites with your students, or encourage them to make kites of their own. Experiment with adding the element of sound. Classroom Lesson Grades 2-4: Kites: Magic Wishes That Fly Up to the Sky by Demi Summary It is customary in old China to show the gods a picture of what you want. A woman asks a painter for a picture of a dragon, to show the gods that she wants her son to grow strong. However, she proposes that the picture be made in the form of a kite, so that she can send it up to the heavens where the gods will surely see it. Many other people like her idea, and they request kites of every shape and description. The book gives many examples of kites made to resemble birds, insects, people, gods, and objects, and explains the meaning of each one. This is given as the origin of the Festival of Kites, which takes place on the ninth day of the ninth month. Directions for making a kite are given at the end of the book. Suggested activities There are a vast number of different kites illustrated in the book, each with its own special meaning. Ask each child to select a kite pattern that has meaning for him/her, and draw his/her own personal kite. Children may wish to add embellishments or noisemakers to their pattern, as described in the book. Make kites with your class. Each child may decorate his/her kite based on the design developed above. Topics for discussion 1. The book tells of letting go of troubles by sending them away with the cut of a kite string. What troubles would the children send away with their released kite? 2. The book says “On this day, kite-flying is taken as a symbol of rising higher and higher, being better and better, stronger, smarter, and finer in everything one does.” Do we have a festival that encourages us in a similar way? If not, should we create one? Find more information and activities at the Community Learning Network: http://www.cln.org/themes/kites.html or Education World: http://www.education-world.com/a_lesson/lesson056.shtml
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Parent-Child Activities: KITES
Online activities: http://www.first-school.ws/activities/onlinestory/animals/spotwindyday.htm Go to the First School website and read an online version of the book Spot’s Windy Day by Eric Hill. Find discussion questions, crafts and other activities for families with preschool-age children. http://www.first-school.ws/activities/occasions/kiteday.htm This First School website section lists all sorts of activities related to kites and the history of kite making and flying for families with school-age children. Includes links to directions for several easy-to-make kites http://www.skratch-pad.com/kites/fly.html Read this simple explanation of how kites fly. Craft:
Draw a fish shape on a paper plate (as large as possible). Allow the child to cut out the shape and decorate it using crayons, tissue paper, sequins, etc. The child can also glue two or three 12” long pieces of party streamers to the tail of the fish plate. Punch a hole in the nose (front) of the paper plate and tie a piece of yarn through the hole. Tape and then wind the other end of the yarn to a craft stick.
Literacy Activities:
The word “kite” starts with the letter “k.” Draw a capital and lowercase “k” on a piece of paper and let the child trace the letters with her finger and then practice writing them. Talk about other words that start with the letter “k.”
Pre-math Activities:
Matching: Cut kite shapes out of different colored paper or paper with different designs (such as wallpaper samples or tissue paper). Have the child match each shape with its partner.
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Afghanistan and the Middle East
Booklist - Nonfiction (see the shelf location 958.1) Benke, Alison Cooking the Middle Eastern Way Boaz, John (Ed.) The US Attack on Afghanistan Einfeld, Jann (Ed.) Current Controversies: Afghanistan Harik, Ramsay Women in the Middle East: Tradition and Change Haskins, James Count Your Way Through the Arab World Marchant, Kerena Muslim Festival Tales Nye, Naomi Shihab 19 Varieties of Gazelle: Poems of the Middle East Stewart, Gail Life Under the Taliban
Booklist – Fiction
Ellis, Deborah The Breadwinner Parvana, an eleven-year-old, masquerades as a boy to help her family during the oppressive rule of the Taliban. Ellis, Deborah Parvana’s Journey In this sequel to The Breadwinner, Parvana, now 13, must again disguise herself as a boy so she can reunite her family. Ellis, Deborah Mud City Parvana’s (from the first two books in The Breadwinner trilogy) friend, Shauzia, dreams of a life in Paris far different from the one she is living in while in an Afghani refugee camp in Pakistan. Kimmel, Eric Three Princes: A Tale from the Middle East The prince who finds the most precious treasure gets to marry the princess. Nye, Naomi Shihab Habibi 14-year-old Liyana and her younger brother gain first-hand knowledge of Arab-Jewish relations when their Palestinian born father moves the family from St. Louis to Israel.
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Shah, Indries The Old Woman and the Eagle This Sufi tale tells of an old woman who tries to change an unfamiliar eagle into a more familiar bird, a pigeon, with mixed results. Staples, Suzanne Fisher Shabanu: Daughter of the Wind Growing up is never easy, but it’s particularly difficult for Shabanu a young Pakistani girl. Staples, Suzanne Fisher Haveli In this sequel to Shabanu, Shabanu and her daughter flee the home of their husband/father and his other three wives. Staples, Suzanne Fisher Under the Persimmon Tree The stories of an Afghani refugee and an American woman both living in Pakistan intertwine in this tale of war and its aftermath.
Internet Resources – Including Lesson Plans
Afghanistan Online http://www.afghan-web.com/ Discovery School 9th-12th Grade World History Lesson on Afghanistan http://school.discovery.com/lessonplans/programs/afghanistan/ Discover School 10th-12th Grade Mathematics Lesson on Algebra http://school.discovery.com/lessonplans/programs/algebra/ Discover School 9th-12th Grade Science Lesson on Desert Dwellers http://school.discovery.com/lessonplans/programs/desertdwellers/ National Geographic: Afghanistan – Land in Crisis http://www.nationalgeographic.com/landincrisis/ PBS: American Responds to 9/11 http://www.pbs.org/americaresponds/educators.html EdSITEment: Arabic Poetry: Guzzle a Ghazal http://edsitement.neh.gov/view_lesson_plan.asp?id=388 High school language arts lesson on form of Arabic poetry. Afghan I Stand: Learning and Teaching About the History and Culture of Afghanistan from the NY Times. http://www.nytimes.com/learning/teachers/lessons/20011003wednesday.html?pagewanted=print&searchpv Exploring the Islamic Religions a lesson from CNN.com http://cnnstudentnews.cnn.com/2001/fyi/lesson.plans/09/28/islamic.explainer/
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School Library/Public Library Cooperative Program: AFGHANISTAN AND THE MIDDLE EAST
Grades 5-8: Explore Afghan Culture Through Story Age Group: Grades 5-8
Students should have some experience in searching the library catalog and the Internet.
Objectives: Expose students to the universal tradition of storytelling. Give students the opportunity to sharpen their research skills. Lesson Plan: Public Librarian at the School Library: Read tales from Afghanistan and explore with students the similarities of these tales to others they have already read. Have Aesop’s Fables available to read some examples. School Librarian: Review with students how to search the library catalog and the Internet to find similar tales. Give students time to research other tales. Public + School Librarians at the School Library: Work with students in groups to chart the similarities of the tales. Public + School Librarians at the Public Library: The Public Librarian could host a “multicultural tasting” at the library. The Public Librarian and the School Librarian would each share 1-2 stories from different countries. International refreshments would be served. Parents would be encouraged to share an appetizer or dessert from the country of their heritage.
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School Library/Public Library Cooperative Program (cont) Resources: Cook, Deanna. The Kids’ Multicultural Cookbook. Williamson Publishing Co.,
1995. D’Amico, Joan. The Coming to America Cookbook. Wiley, 2005. Forest, Heather. Wisdom Tales From Around the World. August House, 1996.
“Sufi Stories of Mulla Nastudin.” McCaughrean, Geraldine. Starry Tales. Margaret McElderry Books, 1998 “The Giant Who Stole the Sun.” Shah, Idries. Pleasantries of the Incredible Mulla Nasrudin. Octagon Press,
1977. Yolen, Jane. Mightier Than the Sword: World Folktales for Strong Boys.
Harcourt, 2003. “Hired Hands.” Websites: www.afghan-web.com/culture Short Wisdom Stories, Proverbs
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Classroom Lessons: AFGHANISTAN AND THE MIDDLE EAST
Grades K-4: The Librarian of Basra by Jeanette Winter Summary “In the Koran, the first thing God said to Muhammad was ‘Read.’” From the New York Times, July 27, 2003 So begins the true story of Alia Muhammad Baker, a librarian in the Iraqi port city of Basra. Her library is a meeting place for all who love books. Now that war is surely coming, Alia fears that the library, and the thousands of ancient and modern books within it, will be destroyed. When the governor denies her permission to move the books, Alia takes responsibility to save the books herself. With the help of brave friends and neighbors, Alia secretly removes thousands of books from the library building. Within days the library building is destroyed. Alia and her friends take care of the books, hoping for the war to end, and dreaming of peace and a new library. This story was told to New York Times reporter, Shaila Dewan, who reported it in the New York Times on July 27, 2003. Preparing for the Story
1. Locate Iraq on a world map or globe. Locate Basra on a map of Iraq (in southern Iraq, near Kuwait and the Persian Sea).
a. What do you know about Iraq? 2. Talk about libraries:
a. What do people do at the library? b. What does a librarian do? c. What do you find in a library?
3. Show the front and back covers of the book. Read the story
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Questions for discussion: Discuss as a large group, or break up in smaller groups. Use large paper and markers to write important thoughts and ideas. If this is done in smaller groups, at the close, share what was said with each other. Who is the story about? Why is Alia worried? When the governor won’t help Alia, what does she do? Who helps her? Why are books important? Why was it so important to Alia and her friends to save the books? Why do you think the governor didn’t help her? How do you think Alia feel at different points through the story?
• when she went to the governor? • when she decided she was going to save the books? • when her friends agreed to help her? • when she was moving the books? • when the library building was burned?
How do Alia and her neighbors feel about the war? Why is Alia hopeful? What is a hero? Do you think Alia is a hero? Why? Why not? Alia worried about the safety of the books in her library. Are there things that you are worried about? What are they? Toward the end of the story, Alia dreams of a new library and of peace. What are your dreams of the future? What qualities do Alia and her friends have that enabled them to make a difference? Have you ever done something that made the world better? (If students can’t think of anything, remind them that little things count- like helping around the house, or being kind to others.) What qualities do you have that enable you to make a difference? Listen to an interview with Jeanette Winter talking about this book at http://www.npr.org/ Other books to check out:
Alia’s Mission: Saving the Books of Iraq by Mark Alan Stamaty.
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Classroom Lesson: AFGHANISTAN AND THE MIDDLE EAST
Grades 5-8 The Breadwinner by Deborah Ellis The Breadwinner by Deborah Ellis is set in Afghanistan in about 1996. It takes place in Taliban-controlled Kabul, and is the story of an eleven-year-old girl who must be the mainstay of her family after the arrest of her father. Below is a teacher’s guide to the book The Breadwinner. It includes a synopsis of each chapter, vocabulary words, and questions for discussion and understanding. Background Information Afghanistan has a long history of invasion by other countries. It is located to the south of the former Soviet Union, with Iran to the west, Pakistan to the east and south, and China to the northeast. In 1979, the Soviet Union invaded the country and waged a destructive war from 1970 to 1989. After the Soviet troops withdrew, the Taliban took control of the county. The Taliban restricted the freedom of individuals, especially women. After the 9/11 terrorist attacks in New York, the United States helped to drive the Taliban out of power. Right now the country is under a transitional government. At the end of the text of The Breadwinner is a glossary of unfamiliar words. Vocabulary words are noted in the chapter where they first occur. Student preparation Before reading the story, have your students look at a map of Afghanistan and its surrounding countries. Locate Kabul, where the story takes place. What do they students know about Afghanistan? Chapter 1 This chapter sets the scene and provides background information. Parvana’s father, once a high school teacher, sits in the market in Kabul each day, reading and writing letters for the local people, and selling small household objects. Parvana, his 11-year-old daughter, goes with him each day to guide his steps, because he lost a leg in a bombing attack. Parvana must always keep herself covered by her burqua and chador, and must never speak. Parvana has never known life without war. The other members of the family never go outside at all.
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Vocabulary Kabul chador burqua
Taliban, Talib Dari Pashtu
Questions 1. What do we know about the history of Afghanistan from this first chapter? 2. Compare the life of Parvana’s family before and after the coming of the war. 3. How is Kabul different since the advent of war? [Consider the physical
conditions, the political situation, and personal freedoms of the inhabitants] 4. What happened to Father’s false leg? Why was he willing to sell it? 5. Who are the Taliban? Go to an encyclopedia and get a brief description of the
group. What are their goals in ruling the country of Afghanistan? How are these goals carried out? Start a list of things that are allowed and not allowed in Afghanistan under their rule.
Chapter 2 We learn of Parvana’s home life. There is no running water in their apartment. They store the water that Parvana fetches from a communal tap down the street in a metal drum. The family cooks on a small propane stove. Parvana’s mother and siblings never go outside at all. Parvana’s mother and older sister Nooria spend a lot of time cleaning, and finding small items that they can sell from the items that they have left. Mother decides to put Parvana’s good clothing up for sale. Father tells the story of the girl heroine Malali. Taliban soldiers come and drag Father away. Vocabulary toshak shalwar kameez Eid
nan platform toilet - A hole in the floor with footholds on each side.
Questions 1. What additional things do you learn about living conditions in this chapter? 2. Why did the Taliban soldiers take Father away? 3. How does Parvana stop the soldiers from finding Father’s English books? 4. Why does Father call Parvana “my Malali” as he is dragged away? What do you
think he expects of her? 5. Who was Hossain? What happened to him? 6. Add to your list of things that are not allowed by the Taliban. Chapter 3 The family cleans up most of the mess left by the soldiers, and then goes to bed. No one sleeps well. The next morning Parvana and her mother go to the jail. The guards ignore their repeated cries for Father’s release. Finally the soldiers beat Mother and knock Parvana down. Vocabulary toshak
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Questions 1. There is only one small window in the apartment. Why has Father chosen to
defy the Taliban rule to paint it black? 2. Why does Nooria write a note for her Mother and Parvana to take with them? 3. Mother shows Father’s picture to everyone they meet. What will be the Taliban’s
response if she is caught doing this? 4. It is a long way to the prison. Why don’t the two women ride the bus? 5. How does Parvana rescue the small pieces of her father’s picture? Chapter 4 Parvana and her mother return home. Their feet are badly torn and blistered from the unaccustomed walking. Mother cries herself to sleep. Nooria tends to Mother, while five-year-old Maryam washed Parvana’s wounds. Mother falls into deep depression and will not get up or communicate. The girls are afraid to go outside. They do not wash the diapers, and the room begins to smell. Ali becomes withdrawn. When all of the food is gone, Nooria tells Parvana that she must go and get more. Questions 1. Mother and Father have very different viewpoints as to the situation in
Afghanistan. Why has Father chosen to stay in the country? What is mother’s point of view? Why has she refused to go outside all of this time? Why will she not write about what is happening? Compare their two points of view.
2. Nooria urges Parvana to go and get some food. Why is it less dangerous for Parvana to go outside than for Nooria?
3. What is happening to Ali? If the situation continues, what might be the result in his life?
Chapter 5 Parvana goes out for food. She buys some nan, and then is chased by Taliban soldiers for not wearing her burqua. As she runs she crashes into Mrs. Weera, a physical education teacher from her old school. Mrs. Weera comes to the apartment with Parvana. She rouses Parvana’s mother, and gets her washed and dressed. Questions 1. What are the rules for women who wish to shop under Taliban rule? 2. Why do the Taliban soldiers chase Parvana? 3. How does Mrs. Weera know Parvana’s mother? 4. What is Mrs. Weera’s attitude? How does she get the family up and functioning
again? 5. Why is it so important to boil water before drinking it? Imagine having to boil
all the water you drink. Chapter 6 The decision is made to dress Parvana as a boy. Her hair is cut off, and she wears her dead brother’s clothes. Parvana goes shopping, and is successful. Mother is upset when she sees Parvana in Hossain’s clothing, and becomes depressed again.
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Vocabulary Pakul Questions 1. Why does Mrs. Weera ask Parvana to agree to the cutting off of her hair, instead
of just forcing the issue? 2. As soon as Nooria sees Parvana in Hossain’s clothing, she insults her. What is
her real reason for doing this? 3. Mother slips back into depression again. What two events bring on this
behavior? 4. Nooria suggests that Parvana stay dressed as a boy all of the time. Why is this a
good idea? Chapter 7 Parvana goes to work, doing her father’s job as a writer and reader of letters. A Talib approaches her with a letter from Germany, written to his dead wife. Parvana reads him the letter, and for the first time sees a member of the Taliban who seems to have the same feelings as other people. Parvana sells her fancy shalwar kameez. Questions 1. Father always chose the same spot in the marketplace. Why did he do this? 2. What is Parvana’s cover story? What is she to say about herself? What is she to
say about her father? 3. Why does the Talib want to know the contents of the letter from Germany? What
is his reaction when Parvana reads it? 4. Why does Parvana go home before the day is over? Chapter 8 Mrs. Weera moves in. The other children venture outside for the first time. Parvana gets a mysterious gift from someone in the building behind her pitch. She encounters another girl who is masquerading as a boy. Vocabulary karachi Questions 1. There is a big change in Mother. What has Mrs. Weera persuaded her to do? 2. Parvana helps Mrs. Weera move her possessions to the apartment. Of what item
is Mrs. Weera most proud? Consider how much Afghanistan has changed since she won that medal.
3. Why does Parvana decide to take Maryam outside? Why is it now relatively safe to do so?
4. How does Parvana’s disguise as a boy change life for Maryam, Ali and Nooria? 5. What encouragement does Parvana receive from the man she mistakes for her
father? 6. Describe the gift that falls onto Parvana’s blanket. 7. What shock does Parvana receive at the end of the chapter?
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Chapter 9 Parvana has a new friend. A girl from her class, Shauzia, is working as a tea boy. Mrs. Weera and Mother are going to write articles for a magazine, telling what conditions are in Afghanistan. Mrs. Weera plans to start a small secret school. Parvana receives another gift from the Window Woman. Shauzia suggests a different line of work. Questions 1. Where is Pakistan in relation to Afghanistan? Why choose Pakistan as a place to
smuggle stories? 2. What is Shauzia’s suggestion of a way to make more money? 3. What is Shauzia’s home situation? Compare it to Parvana’s. 4. How does the prospect of a secret school change Nooria? 5. What is the new gift from the Window Woman? Why do you think she is
dropping gifts for Parvana? 6. What might the new kind of work be? Chapter 10 Parvana and Shauzia take a new job that pays more money, but is very unpleasant. They dig up bones from a graveyard and sell them to a bone broker. The girls plan to give part of their wages to their families, and save the rest to buy trays so they can sell things in the market. Questions 1. Describe the cemetery where the girls go to work. Why is it easy to get the bones
from the ground? 2. What role is given to Mr. Skull? 3. How do the girls solve the problem of going to the bathroom? What is the danger
in going into abandoned buildings? 4. How do the girls deal with their feelings about the unpleasant task they are
doing? 5. Parvana hopes to save some of the money she has earned. Do you think she will
earn enough to get a tray? Chapter 11 Parvana comes home from a day of bone digging. She is so upset by the experience that she cries and tells her family everything. Mother thinks that Parvana should not go back, but Nooria and Mrs. Weera support her decision to make money any way she can. Shauzia and Parvana save enough money to buy trays. They start selling gum, cigarettes, and matches. One day they follow a crowd of men into a stadium. They think they are going to a soccer game. Instead, they witness the punishment of four thieves: their hands are cut off. The girls are shocked. Questions 1. How does Mrs. Weera say that the bones are used? 2. Why do the girls choose the items they will sell? 3. How is Parvana’s relationship with Nooria changing? What might be some
reasons for this change?
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4. Why do you think the Taliban forced the men to come to watch the punishment of thieves?
Chapter 12 Parvana wants a break from bad things. She stays home until the food runs out, and then goes back to work. Parvana expands her inventory to include food. Shauzia shares her dream of going to France. Parvana tells Shauzia about the Window Woman. Questions 1. Compare Shauzia’s dream of a good life with Parvana’s. Which girl’s dream
better reflects how you would feel in her place? 2. Look at a map. Trace Shauzia’s proposed path to get to France. Would her idea
work? 3. Shuzia beats a rhythm on the wall. Why does Parvana stop her? 4. What has Parvana added to her inventory of wares? Chapter 13 Nooria has received a marriage proposal. The family will travel north to Mazar-al Sharif to see her married. They decide to leave Parvana behind with Mrs. Weera. This is the safest way to keep her status as a girl a secret. Parvana buys Nooria a gift. After the family leaves, Parvana, Mrs. Weera, and her grandchild have the room to themselves. Mrs. Weera trusts Parvana to make her own decisions. One afternoon Parvana goes into a building to escape a rainstorm, and hears crying. Questions 1. Look on the map. Where is Mazar al-Sharif? 2. What are the benefits to Nooria in moving to Mazar, and getting married? 3. Why does Parvana fight so hard to stay in Kabul? Why does Mother agree to let
her stay behind? Chapter 14 In the abandoned building, Parvana has found a hungry, frightened woman with no burqua or chador. The two wait until dark, then creep to Parvana’s home. Mrs. Weera helps the woman to wash and change her clothes. Soon she tells her story. Her name is Homa. She tells them that the Taliban has taken over Mazar, where she lived. She witnessed the killing of her family, and fled the city on a truck. Parvana is terrified for her family, and lies down until Shauzia comes and urges her to go back to work. Father is brought home. Questions 1. What is Homa’s story? What part of her story is particularly shocking and
upsetting to Parvana? 2. What does Parvana fear has happened to her family? How does she react to this
new shock?
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Chapter 15 Father has come home. The Taliban threw him out of prison, and two men found him lying on the ground. They brought him to the apartment. Father is weak. Mrs. Weera nurses him and puts poultices on the wounds on his back. Shauzia tells that she must leave before her father’s family finds her a husband so they can get the bride-price. Mrs. Weera hears that many people who left Mazar are in refugee camps. Parvana and her father decide to go looking for the rest of the family. Mrs. Weera announces that she is going to Pakistan to a refugee camp. Homa will go with her. Parvana plants a flower to say goodbye to the Window Woman. Questions 1. What circumstances force Shauzia to make a move to leave her family? 2. Why does Mrs. Weera choose to go to Pakistan? What does she plan to do there? 3. Why does Parvana choose to plant a flower at the base of the wall? 4. An old man helps Parvana plant her flower. Why, according to him, don’t people
appreciate what she is doing? 5. Mrs. Weera shows Parvana a copy of the magazine. What does she expect to
happen as a result of its publication? 6. What is Shauzia’s escape plan? 7. How do Parvana and Shauzia plan to keep in touch? 8. How do you feel at the end of the book? Do you think Parvana and her father
have any chance of finding their family? Do you believe Shauzia will be successful?
9. What is life like in Afghanistan today? Are girls able to go to school now? Are there still restrictions on women, or are they free to live as they please?
Following the reading of this book, some students might be interested in the other two books in the trilogy. Parvana’s Journey by Deborah Ellis follows Parvana, now 13, as she searches for her family. She takes with her three children she finds on her travels, each one with a story of struggle and survival. Mud City by Deborah Ellis is Shauzia’s story. She has reached Pakistan, and met Mrs. Weera in a refugee camp. She decides to strike out on her own, dressed as a boy. She finds life extremely hard as she tries to make her own way. For another view of the refugee camps, there is a mention of them in Will Hobbs’s book Jessie’s Wild Seattle, in which the parents of the main character are in Pakistan working at a refugee camp as part of the group Doctors without Borders. For information about one new school in Kabul, go to www.sparksacademy.org
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Classroom Lesson: AFGHANISTAN AND THE MIDDLE EAST
Grades 10-12, Language Arts Kite Runner by Khaled Hosseini
Introduction The Kite Runner is a beautifully-written novel whose action takes place in the country of Afghanistan. The Kite Runner was written by Khaled Hosseini who was born in Afghanistan and moved to the United States at the age of 15 when his family was granted political asylum. This novel, the author’s first, includes family relationships, friendship, commitment, and betrayal set among the tumultuous changes occurring in Afghanistan during the last thirty years of the twentieth century. It offers a perspective on the struggles of a country which has often been misunderstood or ignored. This novel gets its name from the Afghan custom of competing with kites. Kite flying is a complicated sport, involving strings with glass embedded in them to cut the strings of other kites. The winner of the competition is the one with the last kite flying, but also the one who catches the last cut kite: the kite runner.
Objectives
to consider the meaning of what seems to be a simple title; to discover the theme which follows from the sport of kite running; to relate kite running to the main characters activities and relationships.
Assumption: The teacher will assume that all students in the class will have read The Kite Runner so that accurate, insightful discussion can occur.
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Study Questions (obtained from published sources)
1. What is the significance of the novel’s title? What might the fighting tournament symbolize? Does the competition’s combination of physical brutality and aesthetic beauty parallel any other aspects of the book? 2. The author begins and ends the novel with Amir’s favorite pastime, kite flying. At the novel’s beginning, Amir, while looking for Hassan who is “running” his kite, witnesses a horrible tragedy. At the conclusion of the novel, Amir is once again flying kites, this time with Hassan’s son. Why do you think he chooses to bookend the novel with kite flying? 3. One website notes that using glass on the strings of kites to cut down your opponent’s kite and the subsequent race for the downed kites in not only an Afghan hobby but also a metaphor for the violent tribal, religious, and government fighting throughout Afghanistan’s history. It wasn’t until the Taliban assumed power that kite flying was banned. Why? How is the kite flying episode in the first third of the novel different than the one in the last third? What does that suggest about the author’s hope for the future of Afghanistan? 4. Were you satisfied with the novel’s ending? Does it resolve the conflicts which had developed throughout the entire novel?
Evaluation and Assessment After discussion of these questions and the way in which they relate to the title of The Kite Runner, it would be very appropriate to require students to write a composition combining their answers to the four questions above. Assessments of these compositions can be adjusted for the level of ability represented in each class. Specific information about characters’ names and personalities should be used in the most thorough compositions. In addition, specific references to events which occurred in the novel would add depth and quality to these written compositions.
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Parent-Child Activities: AFGHANISTAN AND THE MIDDLE EAST
Online Activities for elementary school age children and up: CIA World Factbook http://www.odci.gov/cia/publications/factbook/geos/af.html Look up current information about Afghanistan in the online. National Geographic http://news.nationalgeographic.com/news/2004/11/1117_041117_afghan_treasure.html Read an article about recently discovered ancient Afghan treasures. Great photos. Afghan Web http://www.afghan-web.com/index.html Afghan Web features information on all aspects of life in Afghanistan including food, culture, and history. Afghani Recipes http://asiarecipe.com/afghanistan.html Try making a traditional Afghanistan dish with one of the recipes that can be found at this website. Also includes information about the culture of Afghanistan, parables, superstitions, and general information about the food of the county. Afghanistan in Photos http://www.canajun.com/rmcguire/travel/asia/afghanistan/ Get a look at traditional life in Afghanistan in the early ‘70s thanks to the photographs on this website.
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W
e Ar
e Am
eric
ans:
Voi
ces o
f the
Imm
igra
nt E
xper
ienc
e J 3
04.8
73 S
Sa
ndle
r, M
artin
W.
Isla
nd o
f Hop
e: T
he S
tory
of E
llis I
slan
d an
d th
e Jo
urne
y to
Am
eric
a (S
ee o
ther
boo
ks in
cal
l num
bers
J 30
4.87
3 an
d J
973.
049)
Fict
ion
Boo
ks: A
bout
Im
mig
ratio
n
Auc
h, M
ary
Jane
As
hes o
f Ros
es
16-y
ear-
old
Ros
e fin
ds h
er n
ew li
fe in
Am
eric
a ve
ry
diffi
cult.
A
vi
Sile
nt M
ovie
Ill
ustra
ted
in th
e st
yle
of a
sile
nt m
ovie
, thi
s pic
ture
boo
k is
th
e ta
le o
f Sw
edis
h im
mig
rant
fam
ily a
nd th
eir n
ew li
fe in
A
mer
ica.
B
arto
letti
, Sus
an C
ampb
ell
Dea
r Am
eric
a: C
oal M
iner
’s B
ride
This
Pen
nsyl
vani
a au
thor
brin
gs h
ome
the
expe
rienc
es o
f a
Polis
h gi
rl br
ough
t to
the
Uni
ted
Stat
es to
wed
a c
oal m
iner
.
Kit
e R
unne
r re
late
d re
sour
ces
for
child
ren
and
teen
s…
N
onfic
tion
Boo
ks: A
bout
Imm
igra
tion
J 3
04.8
73 C
C
ollie
r, Ch
risto
pher
A
Cen
tury
of I
mm
igra
tion,
182
0-19
24
J 304
.873
H
Hoo
bler
, Dor
othy
W
e Ar
e Am
eric
ans:
Voi
ces o
f the
Imm
igra
nt E
xper
ienc
e J 3
04.8
73 S
Sa
ndle
r, M
artin
W.
Isla
nd o
f Hop
e: T
he S
tory
of E
llis I
slan
d an
d th
e Jo
urne
y to
Am
eric
a (S
ee o
ther
boo
ks in
cal
l num
bers
J 30
4.87
3 an
d J
973.
049)
Fict
ion
Boo
ks: A
bout
Imm
igra
tion
A
uch,
Mar
y Ja
ne
Ashe
s of R
oses
16
-yea
r-ol
d R
ose
finds
her
new
life
in A
mer
ica
very
di
fficu
lt.
Avi
Si
lent
Mov
ie
Illus
trate
d in
the
styl
e of
a si
lent
mov
ie, t
his p
ictu
re b
ook
is
the
tale
of S
wed
ish
imm
igra
nt fa
mily
and
thei
r new
life
in
Am
eric
a.
Bar
tole
tti, S
usan
Cam
pbel
l D
ear A
mer
ica:
Coa
l Min
er’s
Brid
e Th
is P
enns
ylva
nia
auth
or b
rings
hom
e th
e ex
perie
nces
of a
Po
lish
girl
brou
ght t
o th
e U
nite
d St
ates
to w
ed a
coa
l min
er.
Kit
e R
unne
r re
late
d re
sour
ces
for
child
ren
and
teen
s…
N
onfic
tion
Boo
ks: A
bout
Imm
igra
tion
J 3
04.8
73 C
C
ollie
r, Ch
risto
pher
A
Cen
tury
of I
mm
igra
tion,
182
0-19
24
J 304
.873
H
Hoo
bler
, Dor
othy
W
e Ar
e Am
eric
ans:
Voi
ces o
f the
Imm
igra
nt E
xper
ienc
e J 3
04.8
73 S
Sa
ndle
r, M
artin
W.
Isla
nd o
f Hop
e: T
he S
tory
of E
llis I
slan
d an
d th
e Jo
urne
y to
Am
eric
a (S
ee o
ther
boo
ks in
cal
l num
bers
J 30
4.87
3 an
d J
973.
049)
Fict
ion
Boo
ks: A
bout
Im
mig
ratio
n
Auc
h, M
ary
Jane
As
hes o
f Ros
es
16-y
ear-
old
Ros
e fin
ds h
er n
ew li
fe in
Am
eric
a ve
ry
diffi
cult.
A
vi
Sile
nt M
ovie
Ill
ustra
ted
in th
e st
yle
of a
sile
nt m
ovie
, thi
s pic
ture
boo
k is
th
e ta
le o
f Sw
edis
h im
mig
rant
fam
ily a
nd th
eir n
ew li
fe in
A
mer
ica.
B
arto
letti
, Sus
an C
ampb
ell
Dea
r Am
eric
a: C
oal M
iner
’s B
ride
This
Pen
nsyl
vani
a au
thor
brin
gs h
ome
the
expe
rienc
es o
f a
Polis
h gi
rl br
ough
t to
the
Uni
ted
Stat
es to
wed
a c
oal m
iner
.
31
Coh
en, B
arba
ra
Mol
ly’s
Pilg
rim
Th
e Pi
lgrim
dol
l tha
t Rus
sian
-Im
mig
rant
Mol
ly m
akes
is
diffe
rent
from
eve
ryon
e el
se’s
in h
er c
lass
and
eve
n m
ore
spec
ial.
Dan
ticat
, Ed
Behi
nd th
e M
ount
ains
13
-yea
r-ol
d C
elia
ne fl
ees H
aiti
afte
r a b
omb
near
ly k
ills h
er
mot
her a
nd h
erse
lf.
Giff
, Pat
ricia
Rei
lly
Mag
gie’
s Doo
r Th
is fo
llow
-up
to N
ory
Ryan
’s S
ong
finds
Nor
y an
d Se
an
head
ed to
Am
eric
a.
Giff
, Pat
ricia
Rei
lly
Nor
y Ry
an’s
Son
g Th
e Ir
ish
pota
to fa
min
e le
ads 1
2-ye
ar-o
ld N
ory
to fi
nd o
ut
wha
t she
’s m
ade
of.
Na,
An
A St
ep fr
om H
eave
n K
orea
n-bo
rn Y
oung
Ju fi
nds l
ife in
Am
eric
an b
oth
exci
ting
and
stra
nge.
Po
lacc
o, P
atric
ia
The
Kee
ping
Qui
lt Th
is p
ictu
re b
ook
tale
of P
olac
co’s
gre
at-g
rand
mot
her’
s ar
rival
in th
e U
S.
Shaw
, Jan
et B
eele
r K
irst
en: A
n A
mer
ican
Girl
R
ead
the
serie
s of b
ooks
abo
ut im
mig
rant
Kirs
ten.
V
ecia
na S
uare
z, A
na
The
Flig
ht to
Fre
edom
Li
fe in
Com
mun
ist C
uba
beco
mes
too
diffi
cult
for
teen
ager
, Yar
a, a
nd h
er fa
mily
and
they
are
forc
ed to
flee
.
Coh
en, B
arba
ra
Mol
ly’s
Pilg
rim
Th
e Pi
lgrim
dol
l tha
t Rus
sian
-Im
mig
rant
Mol
ly m
akes
is
diffe
rent
from
eve
ryon
e el
se’s
in h
er c
lass
and
eve
n m
ore
spec
ial.
Dan
ticat
, Ed
Behi
nd th
e M
ount
ains
13
-yea
r-ol
d C
elia
ne fl
ees H
aiti
afte
r a b
omb
near
ly k
ills h
er
mot
her a
nd h
erse
lf.
Giff
, Pat
ricia
Rei
lly
Mag
gie’
s Doo
r Th
is fo
llow
-up
to N
ory
Ryan
’s S
ong
finds
Nor
y an
d Se
an
head
ed to
Am
eric
a.
Giff
, Pat
ricia
Rei
lly
Nor
y Ry
an’s
Son
g Th
e Ir
ish
pota
to fa
min
e le
ads 1
2-ye
ar-o
ld N
ory
to fi
nd o
ut
wha
t she
’s m
ade
of.
Na,
An
A St
ep fr
om H
eave
n K
orea
n-bo
rn Y
oung
Ju fi
nds l
ife in
Am
eric
an b
oth
exci
ting
and
stra
nge.
Po
lacc
o, P
atric
ia
The
Kee
ping
Qui
lt Th
is p
ictu
re b
ook
tale
of P
olac
co’s
gre
at-g
rand
mot
her’
s ar
rival
in th
e U
S.
Shaw
, Jan
et B
eele
r K
irst
en: A
n A
mer
ican
Girl
R
ead
the
serie
s of b
ooks
abo
ut im
mig
rant
Kirs
ten.
V
ecia
na S
uare
z, A
na
The
Flig
ht to
Fre
edom
Li
fe in
Com
mun
ist C
uba
beco
mes
too
diffi
cult
for
teen
ager
, Yar
a, a
nd h
er fa
mily
and
they
are
forc
ed to
flee
.
Coh
en, B
arba
ra
Mol
ly’s
Pilg
rim
Th
e Pi
lgrim
dol
l tha
t Rus
sian
-Im
mig
rant
Mol
ly m
akes
is
diffe
rent
from
eve
ryon
e el
se’s
in h
er c
lass
and
eve
n m
ore
spec
ial.
Dan
ticat
, Ed
Behi
nd th
e M
ount
ains
13
-yea
r-ol
d C
elia
ne fl
ees H
aiti
afte
r a b
omb
near
ly k
ills h
er
mot
her a
nd h
erse
lf.
Giff
, Pat
ricia
Rei
lly
Mag
gie’
s Doo
r Th
is fo
llow
-up
to N
ory
Ryan
’s S
ong
finds
Nor
y an
d Se
an
head
ed to
Am
eric
a.
Giff
, Pat
ricia
Rei
lly
Nor
y Ry
an’s
Son
g Th
e Ir
ish
pota
to fa
min
e le
ads 1
2-ye
ar-o
ld N
ory
to fi
nd o
ut
wha
t she
’s m
ade
of.
Na,
An
A St
ep fr
om H
eave
n K
orea
n-bo
rn Y
oung
Ju fi
nds l
ife in
Am
eric
an b
oth
exci
ting
and
stra
nge.
Po
lacc
o, P
atric
ia
The
Kee
ping
Qui
lt Th
is p
ictu
re b
ook
tale
of P
olac
co’s
gre
at-g
rand
mot
her’
s ar
rival
in th
e U
S.
Shaw
, Jan
et B
eele
r K
irst
en: A
n A
mer
ican
Girl
R
ead
the
serie
s of b
ooks
abo
ut im
mig
rant
Kirs
ten.
V
ecia
na S
uare
z, A
na
The
Flig
ht to
Fre
edom
Li
fe in
Com
mun
ist C
uba
beco
mes
too
diffi
cult
for
teen
ager
, Yar
a, a
nd h
er fa
mily
and
they
are
forc
ed to
flee
.
32
Library Program – Family Storytime: IMMIGRATION (approximately 45 minutes with craft)
Advance Preparation: Have at least one large globe or world map on hand. Read: My Name is Yoon by Helen Recorvits Pretend that Yoon lives somewhere in Bucks County. Have one child find Bucks County on the map or globe and have another one find Korea. Ask if any of the participants know anything about life in Korea. Read: Apple Pie and Onions by Judith Caseley Grandma calls Russia the “Old Country.” Find Russia on the globe or map. Is it close to Korea? Allow participants who know where their families came to the United States from time to go up to the map or globe and find their country (countries) of origin. Activity: Family Coat of Arms Materials: Coat of Arms patterns (see below for sources) Crayons or markers Books on Heraldry Have the families talk together about their history and where they came from. Allow them time in the entire library to find out about their county (countries) of origin and pick out several symbols that they can use to create a coat of arms for their family using the pattern found on page 217 of the 2005 Summer Reading Club manual or at: http://www.scholastic.com/dearamerica/activities/crafts/coatofarms.pdf. For an excellent resource for European heraldry symbols, see the Fleur de Lis design website: http://www.fleurdelis.com/meanings.htm
33
Lesson Plans and Curriculum Support: IMMIGRATION Electronic Field Trips – Ellis Island http://commtechlab.msu.edu/sites/letsnet/noframes/Subjects/la/b1u1.html Middle School – High School, 5 days minimum Tied to national social studies standards Discussing Immigration through Literature http://www.intranet.csupomona.edu/%7Etassi/immigrate.htm Elementary School lesson using the books: Coming To America by Betsy Maestro, The Lotus Seed by Sherry Garland, and Grandfather's Journey by Allen Say Cross-curricular activities tied to standards Scholastic Teacher’s Guide for Immigration http://teacher.scholastic.com/activities/immigration/index.htm Elementary School Includes virtual tour of Ellis Island, stories from real immigrants, and activities using maps, charts, and graphs. Internet Lesson Plan – Ellis Island http://www.libsci.sc.edu/miller/EllisIsland.htm Middle/High School lesson plan written by Elizabeth Miller Kennedy Center Arts Edge http://artsedge.kennedy-center.org/content/2315/ Immigration unit for grades 3-4 using photographs to investigate the immigrant experience in 8 – 45 minute class periods. American Immigration Law Foundation http://www.ailf.org/pubed/tc_lessonplans.asp#FIRST Links to lesson plans for second through twelfth graders. Education World http://www.education-world.com/a_lesson/lesson204.shtml Links to immigration units for kindergarten through twelfth graders. Library of Congress http://lcweb2.loc.gov/ammem/ndlpedu/features/immig/immigration_set2.html Immigration resources for teachers
34
Parent-Child Activities: IMMIGRATION Online Activities: History Channel’s Ellis Island Online Exhibit http://www.historychannel.com/ellisisland/index2.html Visit the museum from the comfort of your house or the library by taking this virtual tour. Digging Up Our History http://www.cesa8.k12.wi.us/teares/it/summer2001/immigration/immigrationindexc.htm Help children discover their family history by using the variety of activities provided on this website. Immigration Word Search http://its.guilford.k12.nc.us/webquests/immigration/WordSearch.htm Print out this page and see if you can find all of the words. Games: Words: Many words we use in English actually come from other languages (see the list below). How many more can you find? algebra (Arabic) tea (Chinese) canoe (Native American)
cinnamon (Hebrew) circus (Greek) pony (Irish)
Cooking: Teach your child a family recipe or go to the library and look through international cookbooks to find a new “family” recipe. Try the 641.5 section or ask your librarian. Crafts: Find a variety of ideas for multicultural art projects in your library in the 372.5 or 745 sections or try an online site like: Kinderart - http://www.kinderart.com/multic/
35
Kit
e R
unne
r re
late
d re
sour
ces
for
child
ren
and
teen
s…
N
onfic
tion
Boo
ks A
bout
Fri
ends
hip
J 3
02.3
4 C
C
risw
ell,
Patti
Kel
ley
Smar
t Gir
l’s G
uide
to F
rien
dshi
p Tr
oubl
es
J 811
.008
V
Very
Bes
t (Al
mos
t) Fr
iend
s: P
oem
s of F
rien
dshi
p
Fict
ion
Boo
ks A
bout
Fri
ends
hip
Bea
umon
t, K
aren
Be
ing
Frie
nds
This
pic
ture
boo
k pe
rfect
ly c
aptu
res w
hat i
t fee
ls li
ke to
m
ake
your
firs
t frie
nd.
Bot
tner
, Bar
bara
W
alla
ce’s
Lis
ts
In th
is p
rictu
re b
ook,
Wal
lace
and
Alb
ert a
re c
ompl
ete
oppo
site
s and
still
the
best
of f
riend
s. B
rash
ares
, Ann
Si
ster
hood
of t
he T
rave
ling
Pant
s ser
ies
In th
ese
nove
ls fo
r old
er te
ens,
noth
ing
com
es b
etw
een
four
gi
rls, n
ot e
ven
a pa
ir of
per
fect
jean
s. C
alet
ti, D
eb
Hon
ey, B
aby,
Sw
eeth
eart
Te
enag
er R
uby
finds
frie
ndsh
ip w
ith th
e C
asse
role
Que
ens,
a bo
okgr
oup
for s
enio
rs in
this
teen
nov
el.
Dee
ver,
Julie
Ree
ce
Say
Goo
dnig
ht, G
raci
e M
orga
n fin
ds h
erse
lf w
ith o
nly
half
a fri
ends
hip
whe
n Ji
mm
y di
es a
nd m
ust o
verc
ome
her g
rief t
o m
ove
on w
ith
her l
ife in
this
nov
el fo
r tee
ns.
Kit
e R
unne
r re
late
d re
sour
ces
for
child
ren
and
teen
s…
N
onfic
tion
Boo
ks A
bout
Fri
ends
hip
J 3
02.3
4 C
C
risw
ell,
Patti
Kel
ley
Smar
t Gir
l’s G
uide
to F
rien
dshi
p Tr
oubl
es
J 811
.008
V
Very
Bes
t (Al
mos
t) Fr
iend
s: P
oem
s of F
rien
dshi
p
Fict
ion
Boo
ks A
bout
Fri
ends
hip
Bea
umon
t, K
aren
Be
ing
Frie
nds
This
pic
ture
boo
k pe
rfect
ly c
aptu
res w
hat i
t fee
ls li
ke to
m
ake
your
firs
t frie
nd.
Bot
tner
, Bar
bara
W
alla
ce’s
Lis
ts
In th
is p
rictu
re b
ook,
Wal
lace
and
Alb
ert a
re c
ompl
ete
oppo
site
s and
still
the
best
of f
riend
s. B
rash
ares
, Ann
Si
ster
hood
of t
he T
rave
ling
Pant
s ser
ies
In th
ese
nove
ls fo
r old
er te
ens,
noth
ing
com
es b
etw
een
four
gi
rls, n
ot e
ven
a pa
ir of
per
fect
jean
s. C
alet
ti, D
eb
Hon
ey, B
aby,
Sw
eeth
eart
Te
enag
er R
uby
finds
frie
ndsh
ip w
ith th
e C
asse
role
Que
ens,
a bo
okgr
oup
for s
enio
rs in
this
teen
nov
el.
Dee
ver,
Julie
Ree
ce
Say
Goo
dnig
ht, G
raci
e M
orga
n fin
ds h
erse
lf w
ith o
nly
half
a fri
ends
hip
whe
n Ji
mm
y di
es a
nd m
ust o
verc
ome
her g
rief t
o m
ove
on w
ith
her l
ife in
this
nov
el fo
r tee
ns.
Kit
e R
unne
r re
late
d re
sour
ces
for
child
ren
and
teen
s…
N
onfic
tion
Boo
ks A
bout
Fri
ends
hip
J 3
02.3
4 C
C
risw
ell,
Patti
Kel
ley
Smar
t Gir
l’s G
uide
to F
rien
dshi
p Tr
oubl
es
J 811
.008
V
Very
Bes
t (Al
mos
t) Fr
iend
s: P
oem
s of F
rien
dshi
p
Fict
ion
Boo
ks A
bout
Fri
ends
hip
Bea
umon
t, K
aren
Be
ing
Frie
nds
This
pic
ture
boo
k pe
rfect
ly c
aptu
res w
hat i
t fee
ls li
ke to
m
ake
your
firs
t frie
nd.
Bot
tner
, Bar
bara
W
alla
ce’s
Lis
ts
In th
is p
rictu
re b
ook,
Wal
lace
and
Alb
ert a
re c
ompl
ete
oppo
site
s and
still
the
best
of f
riend
s. B
rash
ares
, Ann
Si
ster
hood
of t
he T
rave
ling
Pant
s ser
ies
In th
ese
nove
ls fo
r old
er te
ens,
noth
ing
com
es b
etw
een
four
gi
rls, n
ot e
ven
a pa
ir of
per
fect
jean
s. C
alet
ti, D
eb
Hon
ey, B
aby,
Sw
eeth
eart
Te
enag
er R
uby
finds
frie
ndsh
ip w
ith th
e C
asse
role
Que
ens,
a bo
okgr
oup
for s
enio
rs in
this
teen
nov
el.
Dee
ver,
Julie
Ree
ce
Say
Goo
dnig
ht, G
raci
e M
orga
n fin
ds h
erse
lf w
ith o
nly
half
a fri
ends
hip
whe
n Ji
mm
y di
es a
nd m
ust o
verc
ome
her g
rief t
o m
ove
on w
ith
her l
ife in
this
nov
el fo
r tee
ns.
36
Flei
schm
an, S
id
The
Whi
ppin
g Bo
y A
n un
likel
y fri
ends
hip
bloo
ms b
etw
een
a br
atty
prin
ce a
nd
his w
hipp
ing
boy
in th
is h
isto
rical
nov
el fo
r chi
ldre
n.
Fox,
Mem
W
ilfri
d G
ordo
n M
cDon
ald
Part
ridge
W
hen
Wilf
rid’s
frie
nd, M
iss N
ancy
lose
s her
mem
ory,
yo
ung
Wilf
rid h
elps
her
get
it b
ack
in th
is p
ictu
re b
ook.
K
omai
ko, L
eah
Anni
e Ba
nani
e - B
est F
rien
ds to
the
End
Ann
ie a
nd L
ibby
rem
ain
best
frie
nds d
espi
te th
e cr
azy
situ
atio
ns th
ey th
emse
lves
in in
this
eas
y ch
apte
r boo
k.
Pete
rs, J
ulie
Ann
e D
efin
e N
orm
al
Two
seem
ingl
y op
posi
te te
en g
irls n
ot o
nly
lear
n to
tole
rate
ea
ch o
ther
, the
y be
com
e cl
ose
frien
ds.
Roc
kwel
l, Th
omas
H
ow to
Eat
Fri
ed W
orm
s Tr
ue fr
iend
s will
do
anyt
hing
for e
ach
othe
r, in
clud
ing
eatin
g w
orm
s. R
ylan
t, C
ynth
ia
Hen
ry a
nd M
udge
serie
s N
o on
e co
uld
be c
lose
r frie
nds t
han
a bo
y an
d hi
s dog
in
this
serie
s of e
asy
read
ers
Van
Dra
anen
, Wen
delin
Sw
ear t
o H
owdy
R
usty
and
Joey
hav
e th
e be
st su
mm
er e
ver u
ntil
thei
r fri
ends
hip
is te
sted
afte
r a tr
aged
y in
this
nov
el fo
r old
er
child
ren.
W
illia
m, M
o Le
onar
do th
e Te
rrib
le M
onst
er
Try
as h
e m
ight
, Leo
nard
just
can
’t sc
are
anyo
ne b
ut th
at
does
n’t m
ean
he c
an’t
find
a fri
end
in th
is pi
ctur
e bo
ok.
Flei
schm
an, S
id
The
Whi
ppin
g Bo
y A
n un
likel
y fri
ends
hip
bloo
ms b
etw
een
a br
atty
prin
ce a
nd
his w
hipp
ing
boy
in th
is h
isto
rical
nov
el fo
r chi
ldre
n.
Fox,
Mem
W
ilfri
d G
ordo
n M
cDon
ald
Part
ridge
W
hen
Wilf
rid’s
frie
nd, M
iss N
ancy
lose
s her
mem
ory,
yo
ung
Wilf
rid h
elps
her
get
it b
ack
in th
is p
ictu
re b
ook.
K
omai
ko, L
eah
Anni
e Ba
nani
e - B
est F
rien
ds to
the
End
Ann
ie a
nd L
ibby
rem
ain
best
frie
nds d
espi
te th
e cr
azy
situ
atio
ns th
ey th
emse
lves
in in
this
eas
y ch
apte
r boo
k.
Pete
rs, J
ulie
Ann
e D
efin
e N
orm
al
Two
seem
ingl
y op
posi
te te
en g
irls n
ot o
nly
lear
n to
tole
rate
ea
ch o
ther
, the
y be
com
e cl
ose
frien
ds.
Roc
kwel
l, Th
omas
H
ow to
Eat
Fri
ed W
orm
s Tr
ue fr
iend
s will
do
anyt
hing
for e
ach
othe
r, in
clud
ing
eatin
g w
orm
s. R
ylan
t, C
ynth
ia
Hen
ry a
nd M
udge
serie
s N
o on
e co
uld
be c
lose
r frie
nds t
han
a bo
y an
d hi
s dog
in
this
serie
s of e
asy
read
ers
Van
Dra
anen
, Wen
delin
Sw
ear t
o H
owdy
R
usty
and
Joey
hav
e th
e be
st su
mm
er e
ver u
ntil
thei
r fri
ends
hip
is te
sted
afte
r a tr
aged
y in
this
nov
el fo
r old
er
child
ren.
W
illia
m, M
o Le
onar
do th
e Te
rrib
le M
onst
er
Try
as h
e m
ight
, Leo
nard
just
can
’t sc
are
anyo
ne b
ut th
at
does
n’t m
ean
he c
an’t
find
a fri
end
in th
is pi
ctur
e bo
ok.
Flei
schm
an, S
id
The
Whi
ppin
g Bo
y A
n un
likel
y fri
ends
hip
bloo
ms b
etw
een
a br
atty
prin
ce a
nd
his w
hipp
ing
boy
in th
is h
isto
rical
nov
el fo
r chi
ldre
n.
Fox,
Mem
W
ilfri
d G
ordo
n M
cDon
ald
Part
ridge
W
hen
Wilf
rid’s
frie
nd, M
iss N
ancy
lose
s her
mem
ory,
yo
ung
Wilf
rid h
elps
her
get
it b
ack
in th
is p
ictu
re b
ook.
K
omai
ko, L
eah
Anni
e Ba
nani
e - B
est F
rien
ds to
the
End
Ann
ie a
nd L
ibby
rem
ain
best
frie
nds d
espi
te th
e cr
azy
situ
atio
ns th
ey th
emse
lves
in in
this
eas
y ch
apte
r boo
k.
Pete
rs, J
ulie
Ann
e D
efin
e N
orm
al
Two
seem
ingl
y op
posi
te te
en g
irls n
ot o
nly
lear
n to
tole
rate
ea
ch o
ther
, the
y be
com
e cl
ose
frien
ds.
Roc
kwel
l, Th
omas
H
ow to
Eat
Fri
ed W
orm
s Tr
ue fr
iend
s w
ill d
o an
ythi
ng fo
r eac
h ot
her,
incl
udin
g ea
ting
wor
ms.
Ryl
ant,
Cyn
thia
H
enry
and
Mud
ge se
ries
No
one
coul
d be
clo
ser f
riend
s tha
n a
boy
and
his d
og in
th
is se
ries o
f eas
y re
ader
s V
an D
raan
en, W
ende
lin
Swea
r to
How
dy
Rus
ty a
nd Jo
ey h
ave
the
best
sum
mer
eve
r unt
il th
eir
frien
dshi
p is
test
ed a
fter a
trag
edy
in th
is n
ovel
for o
lder
ch
ildre
n.
Will
iam
, Mo
Leon
ardo
the
Terr
ible
Mon
ster
Tr
y as
he
mig
ht, L
eona
rd ju
st c
an’t
scar
e an
yone
but
that
do
esn’
t mea
n he
can
’t fin
d a
frien
d in
this
pict
ure
book
.
37
School Library/Public Library Cooperative Program: FRIENDSHIP
Age Group: Grades 3-4 (could be adapted for any age) Objective: Through literature, poetry, and plays, students learn ways in
which friendship can be demonstrated. Lesson Plan: Public Librarian: First visit:
• Visits the school library and shares reading stories and poems about friends with the school librarian.
Second visit:
• Participates in a discussion about friendship/bullying with classes and school librarian.
• Helps school librarian to choose students who will be in the play about friendship.
• The school and public librarian also choose which students will read poems and which students will read what they wrote about friendship.
In the classroom: Classroom Teacher:
• Given a prompt, students write about what friendship means to them. School Librarian:
• Gathers stories, poems, and plays about friendship. • Participates during both visits by Public Librarian. • Works with the students selected to be in the play during their lunch recess.
Provides the classroom teacher with materials for the classroom to support the project.
• Helps publicize the play and is present when it is performed at the public library.
In the Music Room: Music Teacher:
• Sing the songs based on the book If You’re Angry and You Know It!
38
School Library/Public Library Cooperative Program (cont) Resources: Bauer, Caroline Feller. Presenting Reader’s Theater; Plays and Poems to Read Aloud. New York: H. W. Wilson, 1987. “Dragons and Giants” Danziger, Paula. Amber Brown Goes Fourth. New York: Putnam , 1995. DeRegniers, Beatrice Schenk. A Week In the Life of Best Friends and Other Poems About Friendship. New York: Atheneum, 1986. Giff, Patricia Reilly. All About Stacy. New York: Young Yearling Book, 1988. Imtiaz, Razna. A Gift of Friendship. Islamic Foundation, 1997. Kaiser, Cecily. If you’re Angry and You Know It! New York: Scholastic, Inc., 2004. Lobel, Arnold. Frog and Toad Are Friends. New York: Harper Collins, 1970. Martin, Ann, et al. Friends: Stories About New Friends, Old Friends, and Unexpectedly True Friends. New York: Scholastic, Inc., You Can Choose Series # 9, “Being Friends.” San Francisco, CA: Live Wire Video (www.goodcharacter.com/YCC/YouCanChoose.html) Websites: www.goodcharacter.com/YCC/BeingFriends.html www.Idonline.org/Id_indepth/teaching_techniques/childlit_socskills.html www.sdcoe.k12.ca.us/score/frog/frogtg.html
39
Lesson Plans and Curriculum Support: FRIENDSHIP A to Z Teacher Stuff http://www.atozteacherstuff.com/pages/320.shtml Kindergarten lesson on the book, Do You Want to Be My Friend? by Eric Carle. EdSITEment http://edsitement.neh.gov/view_lesson_plan.asp?id=346 A lesson for elementary school age children using quilts to discuss friendship In the Mix http://www.pbs.org/inthemix/educators/lessons/schoolviol2/ Lesson for 9-12 graders that examines friendships versus cliques. PBS Kids http://pbskids.org/mayaandmiguel/english/parentsteachers/lessonplans/language.html Lesson for 1-4 graders related to the PBS Maya & Miguel series. Tied to national curriculum standards. Opening Doors to Social Studies with Children’s Literature http://teacherlink.ed.usu.edu/tlresources/units/byrnes-literature/PALAZZ%7E1.HTM Uses the book, Wilfrid Gordon McDonald Partridge by Mem Fox for several lessons for 1-2 graders including one on friendship. Education World http://www.educationworld.com/a_lesson/03/lp294-03.shtml Lesson on acceptance and being open to new people adaptable for kindergarten through eight grades and tied to national curriculum standards. Actvity Idea Place http://www.123child.com/selfconcept/friend.html Lots of great activities, rhymes, and songs for preschool age children. edHelper.com http://www.edhelper.com/books/Frog_and_Toad_Are_Friends.htm Frog and Toad are Friends by Arnold Lobel form the basis for many lessons appropriate for 1-3 graders.
40
Parent-Child Activities: FRIENDSHIP Crafts: Go to the website - http://www.makingfriends.com/f_Friends.htm There are patterns for paper doll “friends” that can be printed out, cut out and assembled by preschool/elementary school age children with help. Make a friend collage: http://pbskids.org/lions/parentsteachers/activities/friend-collage.html Reading: Read the book Do You Want to Be My Friend by Eric Carle and talk to your child/children about what they think the qualities of of being a good friend are. Information for Parents: Read the packet from Penn State Extension about bullying here: http://pubs.cas.psu.edu/freepubs/pdfs/ui368.pdf