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Literature Cluster Theme: Friendship Grade: Kindergarten Objective: To bring students to understanding of the commonalities that exist among different types of friendships and to instill in them the qualities that it takes to be a friend while teaching across the Kindergarten ACOS curriculum areas of Language Arts, Visual Arts, Science, Social Studies and Math. Rationale: “What does it mean to be a friend?”, “What different types of friendships do you have?” and “What can you do to be a good friend to everyone?” are questions that my literature cluster addresses. Kindergarten is a transitional time when children are learning the social skills needed to make friends and the meaning behind friendship. For these reasons, I chose the theme of „friendship‟ to use in a Kindergarten classroom for my literature cluster. My book selections cover various genres and many can be categorized as having more than one genre. They are as following: Caldecott Award-Winning, fiction, fantasy, fables, traditional and concept. Many of the books in my cluster are picture books that deal with the lower-level simplistic joys of friendship with a focus on sharing, helping and having common interests. Other books focus on learning to understand differences among sexes and mental capabilities. Different types of friendships that exist outside of school such as girl and horse, boy and dog and grandparent and grandchild are also portrayed in my books. I have also included entertaining and lighthearted chapter books that I will read aloud to the class. All of my books contain valuable lessons on friendship. Ideas of respect, honesty, gossip, integrity and trust are addressed. My aim in addressing this theme in a Kindergarten class is to establish a whole-room feeling of connectedness and to also instill basic social skills that will serve them throughout the rest of their lives. I would bring in this literature cluster during the first week or second week of school. It would also be something that I would bring out if a new child were to join the classroom or if I noticed behavior problems were arising. ACOS Objectives used: Activities that meet ACOS standards are included throughout this paper. I have developed activities that cover the areas of the ACOS curriculum in Language Arts, Arts Education, Math, Science and Social Studies in a Kindergarten curriculum. I will reference them again when appropriate. They are as following: Language Arts (K) 5.) Demonstrate listening comprehension of passages, including retelling stories and answering questions. Language Arts (K) 11.) Follow one- and two-part oral directions. Arts Education: Visual Arts (K) 18.) Use a variety of three-dimensional production methods and materials. Science (K) 9.) Identify seasons of the year.

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Math (K) 10.) Complete data displays such as single-loop Venn diagrams and yes/no charts using real objects, concrete representations, or pictorial representations. Math (K) 5.) Replicate patterns using concrete objects. Social Studies (K) 6.) Identify vocabulary related to location and direction. Core/Introductory book

1. Barrett, J. (2009). The marshmallow incident. New York, NY: Scholastic. Developmentally Appropriate Age: Independent Reading (1st-2nd grade); Readaloud (K-5th) Genre: Fantasy, Picturebook Awards: Judi Barrett is the author of many well-loved books for children, including New York Times Best Illustrated Book of the Year, Cloudy With a Chance of Meatballs, and the sequel book, Pickles to Pittsburgh. The Marshmallow Incident is Barrett‟s most recent release. Barrett also won the Colorado Children‟s Book Award, Georgia Children‟s Book Award and The Golden Sower Award (NE) for Cloudy With a Chance of Meatball. Why I chose this book: The Marshmallow Incident is a story about one town with two sides-The Town of Left and The Town of Right. It‟s divided by a dotted yellow line and no one can remember how it got to be that way. The dotted line is guarded by the “Ambidextrous Knights”. One day when an unlucky citizen crosses the border, the knights are forced to take order, but the only ammunition they have is 50,000 boxes worth of marshmallows. At the end of the story the two towns come to an understanding that being divided is crazy and decide to remove the line forever! I chose this book because it showcases the elements of good literature/illustrations and would work well for storytelling. It is one of my new favorite books as well. This story shows how people can become divided over minor and insignificant differences and would be a good jumping off point for a discussion on silly arguments that can arise in a classroom. Kindergartners would be able to relate the moral of this story to their own silly feuds with friends and siblings. If I used this book in an older classroom I would use it in social studies while studying a unit on war to simplify ideas behind political and religious division in a country. This humorous story is a good introductory book to a theme on friendship and ties in well with other stories on

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friendship and virtues. It also gives a broad, symbolic basis of the importance of getting along others. ACOS Objectives: Language Arts (K) 5.) Demonstrate listening comprehension of passages, including retelling stories and answering questions. Math (K) 5.) Replicate patterns using concrete objects. Extensions: 1.) I would read this book aloud and let children discuss the silly kinds of arguments that can develop between friends and make a list on the board. Let the class decide which kinds of arguments are worth having and which ones are not. 2.) I would use this story when developing classroom management for the school year. I would draw a parallel between our classroom and the town in the story. I would tell the students that our classroom is like a town in many ways and that we must work together to make things work well. I would introduce classroom jobs after reading the story. 3.) For a math activity, I would bring in multi-colored marshmallows in large and small sizes and let students practice sorting by color and size. 4.) For a visual arts project, students would create three dimensional marshmallow sculptures using glue as an adhesive. Connections to other books: Evie & Margie and Chester’s Way both show how friends can become divided over silly differences.

2. Hubery, J. (2006). A friend for all seasons. New York, NY: Atheneum. Developmentally Appropriate Age: Independent Reading (1st-2nd); Read aloud (K2nd) Genre: Fantasy, Concept, Picturebook Why I chose this book: A Friend for All Seasons is a story about a little raccoon named Robbie who experiences his first fall and winter. Robbie loves an Oak Tree and is captivated and puzzled by the fact that it is losing its leaves, mistaking it for feeling sad and cold. The animals work together to try to help the tree by covering up its base with leaves to warm it and by giving it a hug to make it happy. Robbie‟s mom enters and explains to the little ones that the tree is not crying, but is preparing for winter, just like animals must do. This is a perfect book to use in a classroom to

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introduce seasonal changes. It explains the natural process of the seasonal changes for animals and plants. The relationship between the main character and the tree/animals demonstrates ideas of friendship and helping one another. ACOS Objectives: Science (K) 9: Identify seasons of the year. Social Studies (K) 8.) Describe effects of different seasons on self and family. Extensions: 1.) After reading the story, we would have a group discussion about the seasons that were represented in the story and discuss the friendship elements in the story. Since summer is not referenced in the book, I will show them photos of summer activities and discuss summer. I would create a word web on the board with “Fall”, “Winter” , “Spring” and “Summer” labeled and write in the elements from the story that match each season. 2.) I will address how seasons affect people (wearing a coat in winter, going swimming in the summer). I will make a poster of the seasons to hang in the classroom. I will have a matching game of pictures to go with the poster. Along with the poster I will have photos of clothing items and outside elements pertaining to each season. 3.) Students will play “Seasons Bingo”. I will give them each a bingo card and each square will demonstrate a picture representation/word of something related to a particular season. Connections to other books: Help! A Story of Friendship children will draw parallels between the animals and their dilemma in both stories. Both books demonstrate animals working together.

3. Lewis, R. (1999). Friends. New York, NY: Henry, Holt and Company. Developmentally Appropriate Age: Independent Reading (K-1st grade); Read aloud (K-1st) Genre: Fantasy, Concept, Picturebook

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Awards: This book has been recommended by Booklist, Horn Book, Publishers Weekly and School Library Journal. Why I chose this book: Friends is story about a little boy who goes out to make new friends, but doesn‟t care much for anyone he meets because they have different interests from him. He comes to realize that he has to take part in their interests in order for them to take part in his. It showcases how in order to get something in return, we must also be willing to give something. It also shows a celebration of differences by sending the message of “It‟s okay to be different” or “Everyone is different and it‟s okay”. ACOS Objectives: Math (K) 10.) Complete data displays such as single-loop Venn diagrams and yes/no charts using real objects, concrete representations, or pictorial representations. Extensions: After reading this story I would give students a list of student interests with picture references in the form of a yes/no chart. The question “Do you like to do this?” will be at the top. It would include hobbies and interests swimming, painting, drawing, basketball, reading, scrapbooking, helping mom cook, ballet, etc. and a blank for “other”. Students will write, „yes‟ or „no‟ to each question or fill in the “other” blank. Afterwards, I will gather the sheets and tally up how many students are interested in which activities in diagram form and show the class. Through this extension students will learn how to gather small amounts of data and show data results in a simplistic chart form. Connections to other books: Ties in well with the Tales of Winnie the Pooh and the Autism Picture Book. In Winnie the Pooh all of the characters are very different from one another but still live with one another in harmony. All of these stories would be good picks to showcase a celebration of differences. Evie & Margie and Chester’s Way also tie into this book because they showcase children who are friends despite having different interests and talents.

4. Waber, B. (2003). Evie & Margie. New York, NY: Houghton-Mifflin.

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Developmentally Appropriate Age: Independent Reading (1st-2nd); Read aloud (K2nd) Genre: Fantasy, Picturebook Awards: Bernard has won numerous awards for his writings such as But Names Will Never Hurt Me selected among Child Study Association's Children's Books of the Year, 1976; Lewis Carroll Shelf Award, 1979, for Lyle, Lyle, Crocodile; International Reading Association's Children's Choice designation, 1979, for The Snake: A Very Long Story. Why I chose this book: The story of Evie & Margie depicts two best friends who do go out for the same lead role in the class play, Cinderella. When one of the girls gets the role, it causes jealous feelings to arise in the other. It showcases the jealous feelings that can arise between friends and what it takes to overcome those feelings and replace them with empathy, love and admiration. The illustrations and writing is reminiscent of Kevin Henkes light-hearted Lilly stories. ACOS Objectives: Language Arts (K) 11.) Following one-and two-part oral directions. Extensions: I would read this book aloud to the class and discuss jealousy and discuss alternative options for being jealous. After reading the book, I will give students two options for response writing/drawing to the story. Students will write a postcard to a character in the story. They include: Choice 1.) From Evie to Margie-Students will write/draw a “Get Well Soon” card to Margie from Evie wishing her to get well soon. Choice 2.) From Margie to Evie-Students will write/draw a “Good Luck!” post card to Evie, from Margie wishing her good luck on playing the lead role. Connections to other books: The Marshmallow Incident, Chester’s Way & Children’s Book of Virtues.

5. Keller, H. (2007). Help! New York, NY: Harper Collins.

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Developmentally Appropriate Age: Independent Reading (K-1st); Read aloud (K) Genre: Fantasy, Pictureboook Awards: Fanfare Honor Book, Horn Book, and Reading Rainbow Review Book, both 1991, both for Horace; Children's Book of the Year, Library of Congress, 1983, for Ten Sleepy Sheep; Children's Choice and Child Study Association Children's Book of the Year, both 1987, both for Goodbye, Max. Why I chose this book: Mouse, Hedgehog, Rabbit, Squirrel and Snake are friends. Mouse hears that Snake is not trustworthy. Mouse is so worried about Snake, he falls down a hole. Now he needs Snake's help to get out, if only he trusted snake! This book ties into my friendship theme because children can identify with the idea of gossip and trusting a friend. This lesson would lead into a discussion on how sometimes people or things that we think are scary are really just in our imagination. Extensions: Students will look for examples of friendship behaviors in magazines and cut them out. They will use the pictures to create a classroom collage. Connections to other books: Friends and Children’s Book of Virtues

6. Alemagna, B. (2005). My friend. New York, NY: NorthSouth Books. Developmentally Appropriate Age: Independent Reading (K-1st); Read aloud (K) Genre: Fantasy, Concept, Picturebook Awards: Beatrice Alemagna is one of the most well known contemporary children's book illustrators in France today. Winner of numerous prestigious awards, including the Baobab prize (2005, 2006) and a special mention at the Bologna Rgazzi awards (2007), her books have been translated into more than 10 languages and she has published over 20 works with leading French publishers. Why I chose this book: This story follows a creature that is always being mistaken for a dog or a pigeon or a lion, and the reader never finds out if this creature is a certain animal; but it finds another special creature at the end - a friend. Alemagna‟s illustrations are created using fabric pieces and buttons. This story would be a

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perfect tool to show how we can make our own books in class using fabric. It sends the message that friends come in all shapes and sizes. Extension: Students will create their own book of what friendship means to them using fabric swatches and buttons. Connections to other books: Friends and Evie & Margie

7. Silverman, E. (2008). Cowgirl kate and cocoa: rain or shine. Orlando, FL: Harcourt. Developmentally Appropriate Age: Independent Reading (1st); Read aloud (K-2nd); Genre: Fantasy, Picturebook Awards: Cowgirl Kate and Cocoa is an award-winning series. The series was a the 2006 Notable Children‟s Book Awards and received a Theodor Seuss Geisel Award Nominee (2006).Illustrated by Caldecott Honor recipient Betsy Lewin. Why I chose this book: This is a good imaginative story for young children. It explores the dynamic friendship of Kate and Cocoa which is similar to what a child would experience with their own pet. This book is also developmentally appropriate for reading in a 1st grade classroom which employs the 3 R‟s (Rhyme, Repetition and Rhythm). It would serve as a good independent read. Extensions: I would use this book to lead a classroom discussion on the relationship that exists between a child and their pet. I would also use this book while teaching a farm and ranch unit. It gives examples of what goes into taking care of a farm. Connections to other books: This book could be paired with the books from the Henry & Mudge series. They are both developmentally on the same level and depict the friendship that exists between a child and his or her pet.

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8. Willems, M. (2008). I will surprise my friend. New York, NY: Hyperion Books. Developmentally Appropriate Age: Independent Reading (K-1st); Read aloud (K) Genre: Fantasy, Concept Awards: Mo Willems is an Emmy Award-winning television writer, animator, and author. Willems spent a decade working as a writer and animator for Sesame Street and is the creator of more than 100 short films. He is the author of a number of picture books including the Caldecott Honor Book Don't Let the Pigeon Drive the Bus! , The Pigeon Finds a Hot Dog! , and Knuffle Bunny: A Cautionary Tale. Why I chose this book: This is a funny and imaginative story that shows Mo Willem‟s classic style. I like how the character‟s body language and expressions carry the story. This is a simplistic read of two friends playing a silly game together that shows what fun two friends can have by just being together. This would be a great read aloud in a classroom because there is so much humor and drama in the story. Plus, children love Mo Willems and his style of writing and illustrating. Extension: I would use this book as a lead into a discussion “surprises”. I would have students draw a picture of a time that they “surprised” a friend or family member, then they will share it with the class. Connections to other books: Friends, Evie & Margie and My Friend

9. Gammel, S. (2008). My friend, the starfinder. New York, NY: Atheneum Books. Developmentally Appropriate Age: Independent Reading (K-1st); Read aloud (K1st)

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Genre: Fiction Awards: This book is most well-recognized for it‟s beautiful illustrations. Stephen Gammell is the beloved illustrator of more than fifty books for children, including Song and Dance Man by Karen Ackerman, which received the Caldecott Medal, and two Caldecott Honor Books, The Relatives Came by Cynthia Rylant and Where the Buffaloes Begin by Olaf Baker Why I chose this book: This book is a beautifully written and illustrated story about the relationship between a little girl and an old man who tells fascinating and imaginative stories. One story was about finding a falling star when he was a young boy, and another about walking to the end of the rainbow. The book is illustrated with black pen and watercolors characterized by bright colors and high contrast. The book shows the larger than life relationship that can exist between the young and old. It also shows the lasting effects that stories have on children and their imaginations. Extensions: After reading this book, I would let kids share any special relationships or stories that they have with an older person (grandparent or neighbor). I would pair this book with a story called Draw Me a Star by Eric Carle that is not featured in my literature cluster. It is a book about a falling star. I would read both of these books during a time period when a meteor shower is occurring. I would let children practice drawing the “star” shape. I might create an entire literature cluster around “Stars” and use this book. I would discuss the order of colors in a rainbow (ROYBGIV). We would then do an art project by incorporating the star shape into a painting using black ink for the outline of the star and rainbow, then paint over it with watercolors in the correct order. I would model the activity for the students. Connections to other books: I would pair this book with Chicken Sunday because they both depict relationships between the young and old.

10. Bloom, S. (2005). A splendid friend, indeed. Pennsylvania: Boyds Mill Press. Developmentally Appropriate Age: Independent Reading (K-1st); Read aloud (K)

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Genre: Fantasy, Picturebook Awards: Bloom travels around the country speaking to elementary schools and preschools about her writing. Some of her achievements include the 2006 Theodor Geisel Seuss Honor Book Award & 2006 Teacher Librarian Best, Notable & Recommended Children‟s Book. Why I chose this book: Duck is very anxious to have fun. Whatever Bear is doing, Duck wants to join in. Bear wants to read and write and Duck joins in, annoying Bear. Duck writes Bear a letter about how Duck likes Bear and how Bear is Duck's special friend. Bear is sad that he was mad at Duck and ends up sharing a great big hug with his splendid friend. This book shows the minor annoyances that can occur in friendships through a simplistic story. Extensions: After reading this book aloud the class could have a discussion, without using names, about how friends can be fun and also how friends can be annoying. Another topic could be how friends can show each other respect. Students could also draw a picture or write a letter to a “splendid friend” telling them how much they like being friends. Connections to other books: I would pair this book with Friend or Fiend? with the Pain & the Great one because they both teach the importance of getting over minor annoyances with a friend or sibling.

11. Blume, J. (2009). Friend or fiend? with the pain & the great one. New York, NY: Random House. Developmentally Appropriate Age: Independent Read (2nd-3rd); Read aloud (K3rd) Genre: Fiction, Picturebook Awards: Judy Blume is one of America‟s most well-recognized children and young adult fiction authors. She has received many awards for her books including the 2005 Time-Magazine All-Time 100 Novels for Are You There God? It’s Me Margaret.

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Friend or Fiend with the Pain & the Great One received the 1984 Young Reader‟s Choice Awards by the Alabama Library Association. Why I chose this book: I chose this book because it demonstrates the feelings of friendship and jealously that siblings can have with one another using humor and satire. I would use this book to demonstrate the friendship that exists between siblings and would spin the book into a unit on “Family”. I would pair this book with Julius, Baby of the World by Kevin Henkes to further show sibling relationships and rivalry. This book would be a great first chapter book for a child to read when they are ready for it because the characters are interesting and easy to understand. Because it is too difficult for Kindergarten independent reading, I would use this book as a read aloud in class. Extension: I would have students talk and write about the good and bad qualities of their siblings. Connections to other books: A Splendid Friend Indeed

12. Wells, Rosemary (2002). Yoko’s world of kindness. New York, NY: Hyperion Books. Developmentally Appropriate Age: Independent Reading (1st-2nd); Read aloud (K2nd) Genre: Fantasy, Picturebook Awards: Rosemary Wells has won many major awards Among the numerous stories she has written and illustrated are the Max and Ruby books and three titles about Edward the Unready. The American Library Association (ALA) gave Notable Book citations to Noisy Nora, Benjamin and Tulip, Morris's Disappearing Bag, Max's Breakfast, Max's Christmas, Max's Chocolate Chicken, and Max's Dragon Shirt Why I chose this book: This book should be a staple in every Kindergarten classroom. It is a compilation of stories about Yoko (the teacher) and her classroom. Each story aims to teach a moral to promote classroom harmony. Some of the issues dealt with are separation anxiety from a parent, building confidence and learning skills, teasing, differences, and about making and keeping friends. Each story is told in light-hearted prose and fits perfectly with my other books on friendship.

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Extensions: I would put up a laminated poster in the room titled “Acts of Kindness” with laminated Velcro labels of each student‟s name nearby. When someone is caught doing something kind, I would place their name on the board for the day. Each day I will tally up how many students were caught exhibiting kind behavior and place the same amount of pennies in a jar at the end of the day. When the penny jar is completely filled up, the class will receive a pizza or popcorn & Coke party. Connections to other books: I would pair this book with The Children’s Book of Virtues and The Marshmallow Incident.

13. Rylant, C. (1987). Henry and mudge: the first book. New York, NY: Simon & Schuster. Developmentally Appropriate Age: Read aloud (K-2nd); Independent Reading (1st2nd) Genre: Fiction, Picturebook Awards: Cynthia Rylant‟s work has been honored with numerous awards, including both a Newbery Medal (Missing May,1993) and a Caldecott Award (The Relatives Came,1986). Rylant writes both picture books and novels for older readers. The first annual Theodor Seuss Geisel Award has been awarded to author Rylant and illustrator Suçie Stevenson for Henry and Mudge and the Great Grandpas. Why I chose this book: I chose this book because the Henry and Mudge series is my favorite series for early readers. The First Book really gives insight into how Henry and Mudge became friends and what their friendship is all about. Any child who has a dog can relate to the adventures of Henry and Mudge. These stories would be good for guided reading in a Kindergarten class towards the end of the school year and would serve as good preparation for 1st grade reading. Extensions: I would give children a worksheet containing three squares that are numbered from 1 to 3. Students would draw and write a scene from the story in each block in the correct order that they happened. I would have students draw a picture of a new adventure for Henry and Mudge.

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Connections to other books: I would pair this story with Cowgirl Kate and Cocoa Rain or Shine or more stories from the Henry & Mudge series.

14. White, E. B. (1980). Charlotte’s web. New York, NY: Harper Collins. Developmentally Appropriate Age: Independent Reading (3rd-6th), Read aloud (K6th) Genre: Fiction Awards: E.B. White has received much recognition and many awards for Charlotte’s Web including the Newberry Honor Award, ALA Notable Children‟s Book Award & Lewis Carroll Shelf Award. Why I chose this book: The story of Charlotte’s Web is that of a little girl, Fern and her friendship with a small pig, Wilbur, whose inevitable fate is to become bacon! Through Wilbur‟s friendship with a wise spider named Charlotte, and the assistance of a slew of other farmyard animals, his life is saved and changed forever. I chose this book because the friendship dynamic between the characters is amazing and truly demonstrates how many different types of personalities can live together in harmony. There are also many acts of courage, loyalty and helping one another that are revealed through the acts of all of the characters in the story. Because this story takes place on a farm I might read it during a unit on farm life and pair it with Kate and Cocoa. This would be used as read aloud only in a Kindergarten class. Extensions: I would have children make a DAP ABC book of Charlotte’s Web. This activity would help students to relate letters of the alphabet to images and words from Charlotte’s Web. I will pass out 26 pieces construction paper and have students write a different letter on each sheet and write a character‟s name or word from the book that begins with that particular letter. For example,”B” is for barn or “C” is for Charlotte. If I were to use this activity in a lower level grade, students would only paste a picture to the page to go with the letter. In an older grade, students would write an important fact from the book about the character on the page. After they have completed each sheet, I will bind the pages to make an ABC book. Connections to other books: I would connect this book to The Tales of Winnie-thePooh because so much can be discussed about the relationships between animal to animal (Wilbur and Charlotte or Winnie-the-Pooh and Piglet) or animal to child (Fern and Wilbur or Winnie-the-Pooh and Christopher Robin) from both stories.

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15. Cleary, B. (1965). The mouse and the motorcycle. New York: NY: Harper Trophy. Developmentally Appropriate Age: Independent Reading (3rd-5th); Read aloud (K6th) Genre: Fantasy Awards: The Mouse and Motorcycle was most recognized as a Caldecott Award Winner (2004), ALA Notable Children‟s Book, Association Young Reader's Choice Award and Great Stone Face Book Award (New Hampshire) Why I chose this book: I chose this book because it is a silly and fantastical story about a mouse named Ralph who rides a motorcycle and his friendship with a boy named Keith. Children will be captivated by the idea of the boy and mouse being able to communicate with one another and will love that Ralph drives a motorcycle! I chose this book because it sheds comical and fantastical light on friendship. The true friendship that exists between Ralph and Keith fits in perfectly with a theme of friendship. Extensions: I would use this book to talk about motorcycles and bicycles (past vs. present). Motorcycles are a modernized version of the bicycle. I would show the class enlarged photos of a bicycle and a motorcycle so that they can compare and contrast them. I would then give them a list that includes parts of a motorcycle. Students would create their own motorcycle by cutting out the parts and gluing them in the correct position. We would also discuss the elements of friendship that exist between Ralph and Keith. Connections to other books: I might connect this book to Charlotte’s Web or The Tales of Winnie-the-Pooh .

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16. Polacco, P. (1992). Chicken sunday. New York, NY: Babushka Inc. Developmentally Appropriate Age: Independent Reading (1st-2nd); Read aloud (K3rd) Genre: Fiction; Picturebook Awards: 1992 Society of Children‟s Book Writers and Illustrators Golden Kite Award for Illustration for Chicken Sunday. Why I chose this book: This book is about a little girl who gains a "second family" in a Southern African American family. She goes to church with them and eats fried chicken Sunday dinners with them. The book tells the story of how the little girl and her “brothers” work to get money to buy an Easter bonnet for their “grandmother”. I chose this story because of it‟s endearing portrayal of friendship between family members and an outside member. It has a great moral lesson of the benefits of working together and overcoming diversity. It also demonstrates interracial friendship and the moral that sometimes “family” is merely a group of people who are your very dear friends. Extensions: This would be a good story to read around Easter and would open up a discussion on southern rituals since the southern tradition of fried chicken dinner is portrayed. I would start a discussion of things that are “southern” in Alabama and have students make a poster of images that represent southern traditions. They will cut out images from magazines. We would also read Y is for Yellowhammer. Prior to reading aloud the text, I will ask students to give me any questions they have based on the cover picture which I will write on the board. As I read aloud, I will stop about half way through the book and have students give me more questions and I will write them. After I finish reading, I will have students list any further questions they have. As a class, we will chart the questions on paper, and determine if they can be answered by the text, by background knowledge, by making inferences, or not at all. I would bring in “fried chicken” for the students to try and discuss Southern food traditions.

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This book would lead into discussion of unconventional forms of family, like neighbors, godparents or family friends. I would let students draw and write an entry in their journal about the book. Connection to other books: Connects to My Friend, the Starfinder.

17. Milne, A. A. (1926). The complete tales of winnie-the-pooh. New York, NY: Dutton Children‟s Books. Developmentally Appropriate Age: Independent Reading (1st-2nd); Read aloud (K1st) Genre: Fantasy; Traditional Awards: National Education Association Teacher‟s Top 100 Books for Children (1999-2000) Why I chose this book: I chose this book because the classic story of Winnie-the Pooh and friends has been one of my favorites since my own childhood. There is wisdom to be found behind the characters and their friendship dynamics at any age. This book is a compilation of the complete tales. Extensions: Discuss the idea of Friendship. Talk about about Piglet and Winnie‟s friendship. What made it special? What do you think it means to be a good friend? Create an acrostic poem using descriptive words for a good friend. EXAMPLE: P ays attention to what I say O bservant to my feelings O pen to new ideas H elpful when I need him/her Create a place for “Poohism‟s” in a corner of the room. Each week, I will write a different quote from Winnie-the-Pooh on the board that relates to friendship. I.e. “If the person you are talking to doesn‟t appear to be listening be patient. It may simply be that he has a small piece of fluff in his ear.” and “It‟s so much more friendly with two.”

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Connections to other books: Connects well with Charlotte’s Web.

18. Bennett, W. (1993).The children’s book of virtues. New York, NY: Simon & Schuster Developmentally Appropriate Age: Independent Reading (1st-4th); Read aloud (K4th) Genre: Traditional; Fables Awards: 1930 Newberry Award Winner Why I chose this book: I chose this book because it includes some of the most beloved and prized fables of the century for children. It is a classic book that teaches children character building skills that will stick with them for the rest of their lives. I feel that this book should be integrated into a classroom on a weekly basis. Extension: Each Monday we would play a game where I call out a behavior and they will tell me whether it is a behavior that demonstrates good character or bad character. After we play the game I would read an excerpt from the story, and write a “Virtue of the Week” on the board. Connections to other books: I would pair this book with Yoko’s World of Kindness

19. Shally, C. (2007). Since we’re friends: an autism picture book. Arkansas: Awaken Specialty Press. Developmentally Appropriate Age: Independent Reading (1st-2nd); Read aloud (K2nd)

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Genre: Fiction Awards: Reviewed for the Dolly Grey Award Why I chose this book: Since We’re Friends is a story about a young boy who is friends with an autistic child. The story references that one of the children has autism but glosses over the fact that he is different from other children. The story concentrates on portraying the similarities that exist between children with autism and non-autistic children. It is a celebration of differences. This book is an excellent book to aid in teaching about friendship, especially in a classroom where an autistic child is present, because it makes autism less scary and easier for children to understand. Extension: I would begin a discussion with students about what they look for in a friend and the unique qualities that set people apart from one another. Since I can not explicitly teach about differences due to disabilities, I will discuss unique/special qualities among all students. I will make a t-chart on the board and students to tell me a unique or special quality about their appearance. For example, “I use a wheelchair” or “I have curly hair” or “I wear glasses” or “I have short hair”. Students will also tell me what they like about their unique quality. I will also have students tell me why they admire other people‟s unique qualities. Next, I will take headshots of all students and put them on a bulletin board that reads “I am unique”. I will type up the children‟s responses about themselves and their classmates and place them on the bulletin board. This extension builds appreciation for each child‟s unique qualities and helps build positivity and confidence in each child. I would most especially use this extension in a classroom where there is diversity. Connections to other books: I would connect this book to Friends and The Children’s Book of Virtues.

20. Henkes, K. (1988) .Chester’s way. New York, NY: Greenwillow Books. Developmentally Appropriate Age: Independent Reading (K-2nd); Read aloud (K-1st) Genre: Fantasy;Picturebook Awards: ALA Notable Children's Book; Keystone to Reading Book Award (Pennsylvania)

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Why I chose this book: This is a story by one of my favorite author‟s Kevin Henkes. This story depicts a little boy named Chester who is stuck in his ways. Chester‟s best friend Wilson also does things “Chester‟s Way”. When new girl, Lily, with wacky behavior moves into the neighborhood, the boys‟ worlds are turned upside down! Initially they hate Lily, but eventually learn to let go of their prejudices and habits and become a best friend trio. This book demonstrates the prejudices that girls and boys can have against one another at a young age. It offers a light-hearted lesson on tolerance and being a friend. Extensions: We will generate a list of the ways that Lily, Chester and Wilson were friends with one another. We will generate a list of prejudices that girls have against boys and ones in which boys have against girls, then disprove as many of those prejudices as possible. Lily, Chester and Wilson‟s friendship towards one another changed drastically as the story progressed. Students will write an entry in their journal from the point of view of Lilly, Wilson or Chester. I will ask students if they have ever experienced being “the only girl” or “the only boy”, and if so, how did they deal with the situation? Maybe a student is a girl with all brothers or a boy with all sisters. Students will share with the class how they dealt with the situation.