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Litcamp: Ignite Your Story Power
- 1. OELMA Cbus Lit Camp April22, 2016 Ignite Your Story Power Presented by Karen Hildebrand
- 2. Karen Hildebrand hildebka@gmail.com This presentationslideshow can be visited at Slideshare:
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- 12. Page 383: “History dividedus, but through reading we can be united in story, study and remembrance. Books join us together as a global reading community, but more important, a global human community striving to learn from the past.”
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- 15. The German linerWilhelm Gustloff was about a third of the size of the Titanic, but was carrying six times as many people when she was torpedoed by a Soviet sub on Jan. 30, 1945.
- 17. Teacher resources: Video interviewfrom Penguin: http://www.teachingbooks.net/author_interview.cgi?id=21121 Background information: http://rutasepetys.com/books/salt-to-the-sea/salt-to-the-sea-resources/ Teacher Guide from Penguin: http://www.penguin.com/wp-content/uploads/2016/02/SalttotheSea_DG1.pdf Discussion Guide from LitLovers: http://www.litlovers.com/reading-guides/15-young-adult-fiction/10576- salt-to-the-sea-sepetys?start=3 Book Trailer: https://www.youtube.com/watch?v=EyswtDUSKUI A very fun interview with Ruta Sepetys: https://www.youtube.com/watch?v=EyswtDUSKUI
- 18. http://www.publishersweekly.com/pw/by-topic/childrens/childrens-authors/article/ 69192-q-a-with-marilyn-nelson.html This riveting novelin verse, perfect for fans of Jacqueline Woodson and Toni Morrison, tells the history of the Tuskegee Airmen through the eyes of a teenage boy who realizes that he has a unique connection to them
- 21. A collection ofpoems revives the long lost community of Seneca Village
- 23. Despite its shorthistory of only thirty-two years, Seneca Village should be remembered as a strong community that served as a stabilizing and empowering force in uncertain times. For example: ~In 1855, there were 2,000 African Americans in New York and only 100 were eligible to vote. ~Of those 100 residents, 10 lived in Seneca Village. ~Within Seneca Village, 50% of African-American residents owned their own land; which was five times the average ownership rate for ALL New Yorkers. ~Several Seneca Village property owners, including Albro Lyons, Levin Smith and S. Hardenburgh, were prominent in the abolitionist movement.
- 24. Lesson Plan anddiscussion guide for Nelson’s book: http://www.slj.com/2015/11/standards/marilyn-nelsons-my-seneca-village-a-lesson-plan- and-discussion-guide/ New York Historical Society: teaching guide http://sandbox.nyhsdev.org/sites/default/files/Seneca_Village_NYHS.pdf Central Park http://www.centralparknyc.org/things-to-see-and-do/attractions/seneca-village-site.html City Metric http://www.centralparknyc.org/things-to-see-and-do/attractions/seneca-village-site.html Seneca Village Project http://www.mcah.columbia.edu/seneca_village/ NPR: The Lost Village in New York City http://www.mcah.columbia.edu/seneca_village/ New York Times: A Village Dies, A Park is Born http://www.nytimes.com/1997/01/31/arts/a-village-dies-a-park-is-born.html?pagewanted=all Teacher Resources:
- 25. Shovan’s engaging, big-hearted debutis a time capsule of one class’s poems during a transformative school year. Families change and new friendships form as these terrific kids grow up and move on in this whimsical novel-in-verse about finding your voice and making sure others hear it.
- 26. My Song by TylerLa Roche New kid, new kid, What’s your name? are you cool or are you lame? Wild as a bear or calm and tame? New kid, new kid, new kid. Big guy, sky high, where you from? Mansion, farm, or city slum? Are you smart or are you dumb? New kid, new kid, new kid. Red head, white bread, why are you here? Your lunch smells funny and your accent’s weird. How about you disappear? New kid, new kid, new kid. Author’s note: Have you ever asked where your name comes from? Names are part of who We are. They can connect us with our family history. Tell the story of your name.
- 27. Kraków, 1939, isno place to grow up. There are a million marching soldiers and a thousand barking dogs. And Anna Lania is just seven years old when the Germans take her father and suddenly, she's alone. Then she meets the Swallow Man. He is a mystery, strange and tall. Over the course of their travels together, Anna and the Swallow Man will dodge bombs, tame soldiers, and even, despite their better judgment, make a friend. But in a world gone mad, everything can prove dangerous . . .
- 29. Coming from Scholasticin September ….. With candor and compassion, Ann E. Burg unearths a startling chapter of American history -- the remarkable story of runaways who sought sanctuary in the wilds of the Great Dismal Swamp -- and creates a powerful testament to the right of every human to be free. The day Grace is called from the slave cabins to work in the Big House, Mama makes her promise to keep her eyes down. Uncle Jim warns her to keep her thoughts tucked private in her mind or they could bring a whole lot of trouble and pain.
- 33. “I may be unschooled butI will not be ignorant.” If I have one wish for the new year, it is only that I will study harder, that I will be stronger that the fight will never leave me, no matter how hard it gets. ~ Clara Lemlich
- 37. Drowned city bydon brown
- 41. Ruby’s mom isin prison, and to tell anyone the truth is to risk true friendship in this novel from the author of The Summer Before Boys that accurately and sensitively addresses a subject too often overlooked.
- 43. A boy discovershis passion for dance and becomes a modern hero in this inspiring picture book biography of Robert Battle, artistic director of the Alvin Ailey American Dance Theater.
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- 51. This graphic novelis a first-hand account of Congressman John Lewis' lifelong struggle for civil and human rights, meditating in the modern age on the distance traveled since the days of Jim Crow and segregation. Rooted in Lewis' personal story. Rooted in Lewis' personal story, it also reflects on the highs and lows of the broader civil rights movement.
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- 55. This poetry collectionfocuses specifically on the march on Washington, D.C., on August 28, 1963, where Dr. Martin Luther King Jr. gave his “I Have a Dream” speech. Six fictional characters tell their tales of this historic day in cycles of linked poems that also include the perspectives of historic figures. Readers Theater and Voice From Sylvia Vardell, Booklinks: Sept. 8, 2014 Because Voices from the March: Washington, D.C., 1963 is rich with the perspectives of multiple characters, it begs to be performed “readers theater” style with individual students taking on a persona and reading those poems aloud as that character. Wearing a simple sign with their character’s name can be helpful and if simple props are available (hats, necklace, necktie, etc.) those can be fun visual aids, too. For an even more ambitious presentation, display a slideshow of images as a backdrop for the reading (and student volunteers can research images from that time period or that suit their characters; e.g., Lena Horne, Joan Baez, Coretta Scott King, Rosa Parks, Marian Anderson, Charlton Heston, Malcolm X all attended the march!) Record their readings using VoiceThread. Or look for audio and/or video recordings of performances and speeches from the march. Teaching Idea:
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- 58. Despite fierce prejudiceand abuse, even being beaten to within an inch of her life, Fannie Lou Hamer was a champion of civil rights from the 1950s until her death in 1977. Integral to the Freedom Summer of 1964, Ms. Hamer gave a speech at the Democratic National Convention that, despite President Johnson’s interference, aired on national TV news and spurred the nation to support the Freedom Democrats. Carole Boston Weatherford
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- 66. June 6, 1944with One of the World's Iconic Photographers Written by Jean-David Morvan and Séverine Tréfouël; illustrations by Dominique Bertail Photographs by Robert Capa
- 68. In the footstepsof crazyhorse Jimmy McClean is a Lakota boy-- though you wouldn't guess it by his name: his father is part white and part Lakota, and his mother is Lakota. When he embarks on a journey with his grandfather, Nyles High Eagle, he learns more and more about his Lakota heritage--in particular, the story of Crazy Horse, one of the most important figures in Lakota and American history.
- 69. Tasunke Witko, betterknown as Crazy Horse (c. 1840–1877)
- 72. Sitting bull –s.d. nelson Told through a calm but doomed first- person narrative, this biography recounts the life of the great chief and warrior Sitting Bull and the defeat of his fellow Sioux. Nelson draws upon the Ledger Book Art tradition developed by Plains Indians in the late- nineteenth century to illustrate key moments in Sitting Bull’s life. With an often shocking bluntness, heightened by a papery flatness, these colorful and dynamic drawings depict buffalo hunts, dances, and battles. A tragic true story told in powerfully subdued tones.” (Booklist)
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- 79. The debut novelLaurie Halse Anderson praised for "fearlessly laying down the truth" about friendship, poverty, and the joys of rock 'n' roll. Lewis "Shoe" Blake is used to the joys and difficulties of life on the Tuscarora Indian reservation in 1975: the joking, the Fireball games, the snow blowing through his roof. What he's not used to is white people being nice to him -- people like George Haddonfield, whose family recently moved to town with the Air Force. As the boys connect through their mutual passion for music, especially the Beatles, Lewis has to lie more and more to hide the reality of his family's poverty from George.
- 81. Tiger boy mitaliperkins Author Mitali Perkins traveled to West Bengal, meeting with experts at the Nature Environment and Wildlife Society and the Sunderbans Tiger Reserve. This thoroughly researched book will take readers on a journey proving that sometimes you have to take risks to preserve what you love.
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- 88. Migrant jose mateo AMexican boy tells of his journey to the U.S. with his family. They must face many dangers to cross the border, only to experience the uncertainty felt by all illegal immigrants. The narrative is accompanied by one long, beautifully vivid illustration reminiscent of pre-Hispanic codices. José Manuel Mateo
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- 90. Published by Abrams,it appropriates the vertical, accordion-bound form of a pre-Colombian codex to tell of a Central American family’s freight train journey to the United States. “We rode in a truck to the train tracks and waited there,” the young narrator explains. “When the train appeared, it scared us; it huffed and puffed like an animal.” The language is simple but rhythmic, a guiding companion to Martínez Pedro’s sprawling black-and-white illustration, which stretches from the boy’s rural village through Mexico to the wild, concrete jungle of Los Angeles, where he ends up.
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- 92. The Lleshis areAlbanians living in Kosovo, a country trying to fight off Serbian oppressors, and suddenly they are homeless refugees. Old and young alike, they find their courage tested by hunger, illness, the long, arduous journey, and danger on every side. Then, unexpectedly, they are brought to America by a church group and begin a new life in a small Vermont town. The events of 9/11 bring more challenges for this Muslim family. 2009
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- 96. Thanhha Lai Inspired by theauthor's childhood experience of fleeing Vietnam after the Fall of Saigon and immigrating to Alabama, this coming-of-age debut novel told in verse has been celebrated for its touching child's-eye view of family and immigration.
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- 99. Caminar skila brown Setin 1981 Guatemala, this lyrical debut novel tells the powerful tale of a boy who must decide what it means to be a man during a time of war.
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- 105. Multiple points ofview illuminate the high costs of building the Panama Canal, including the impact on the people, wildlife, and flora of the region. “The Serpent Cut”
- 106. Page 254: “Strange asit seems, the “globalization” of international trade did not begin with the Internet but was launched a century ago, when a new waterway suddenly made the world seem small.” ~ Margarita Engle California, 2014
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- 108. In this poeticmemoir, which won the Pura Belpré Author Award, was a YALSA Nonfiction Finalist, and was named a Walter Dean Myers Award Honoree, acclaimed author Margarita Engle tells of growing up as a child of two cultures during the Cold War.
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- 111. U.S. President BarackObama, center right, and his Cuban counterpart Raul Castro, center left, wave to cheering fans as they arrive for a baseball game between the Tampa Bay Rays and the Cuban national baseball team, in Havana, Cuba, Tuesday, March 22, 2016. (AP Photo | Rebecca Blackwell)
- 112. Coming in August,2016 Engle tells the story of Antonio Chuffat, a young man of African, Chinese, and Cuban descent who became a champion of civil rights. Asia, Africa, Europe—Antonio Chuffat’s ancestors clashed and blended on the beautiful island of Cuba. Yet for most Cubans in the nineteenth century, life is anything but beautiful. The country is fighting for freedom from Spain. Enslaved Africans and nearly- enslaved Chinese indentured servants are forced to work long, backbreaking hours in the fields.
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- 116. After her tribalvillage is attacked by militants, Amira, a young Sudanese girl, must flee to safety at a refugee camp, where she finds hope and the chance to pursue an education in the form of a single red pencil and the friendship and encouragement of a wise elder
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- 123. In this follow-upto the Newbery-winning novel THE CROSSOVER, soccer, family, love, and friendship, take center stage as twelve-year- old Nick learns the power of words as he wrestles with problems at home, stands up to a bully, and tries to impress the girl of his dreams. Helping him along are his best friend and sometimes teammate Coby, and The Mac, a rapping librarian who gives Nick inspiring books to read.
- 124. Like lightning/ you strike/ fastand free/ legs zoom/ down field/ eyes fixed/ on the checkered ball/ on the goal/ten yards to go/ can’t nobody stop you/ can’t nobody cop you…
- 125. Just down theroad from their families, Deo and his friends play soccer in the dusty fields of Zimbabwe, cheered on by Deo's older brother, Innocent. It is a day like any other... until the soldiers arrive and Deo and Innocent are forced to run for their lives, fleeing the wreckage of their village for the distant promise of safe haven in South Africa. Along the way, they face the prejudice and poverty that greet refugees everywhere, but eventually Deo finds hope, joining dozens of other homeless, displaced teens on the World Cup Street Soccer team--a possible ticket out of extreme hardship to a new life.
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- 128. Berry Gordy beganMotown in 1959 with an $800 loan from his family. He converted the garage of a residential house into a studio and recruited teenagers from the neighborhood-like Smokey Robinson, Mary Wells, Marvin Gaye, Stevie Wonder, and Diana Ross-to sing for his new label. Meanwhile, the country was on the brink of a cultural revolution, and one of the most powerful agents of change in the following decade would be this group of young black performers from urban Detroit. From Berry Gordy and his remarkable vision to the Civil Rights movement, from the behind-the-scenes musicians, choreographers, and song writers to the most famous recording artists of the century, Andrea Davis Pinkney takes readers on a Rhythm Ride through the story of Motown. From award-winning author Andrea Davis Pinkney comes the story of the music that defined a generation and a movement that changed the world.
- 129. Like water onstone It is 1914, and the Ottoman Empire is crumbling into violence. Beyond Anatolia, in the Armenian Highlands, Shahen Donabedian dreams of going to New York. Sosi, his twin sister, never wants to leave her home, especially now that she is in love. At first, only Papa, who counts Turks and Kurds among his closest friends, stands in Shahen's way. But when the Ottoman pashas set in motion their plans to eliminate all Armenians, neither twin has a choice.
- 130. http://librisnotes.blogspot.com/2015/01/like-water-on-stone-by-dana- walrath.html After a horrifyingattack leaves them orphaned, they flee into the mountains, carrying their little sister, Mariam. But the children are not alone. An eagle watches over them as they run at night and hide each day, making their way across mountain ridges and rivers red with blood.
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- 133. Brown Girl Dreamingis a 2014 adolescent novel told in verse by author Jacqueline Woodson. It discusses the author's childhood as an African American growing up in the 1960s and '70s in South Carolina and New York.
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- 138. Set against thebackdrop of the War of 1812, this historical novel in verse tells the story of two boys who become friends despite their very different backgrounds (the Miami tribe and a frontier family). Their bond is tested as tensions escalate and British and American armies advance.
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- 147. In the Classroom: Guidestudents in discussing the experience of reading or listening to an excerpt of the book read aloud in contrast with hearing a professional audio adaptation of the book. We can help students contrast what they “see” and “hear” when reading the text with what they perceive when they listen to a professional production. Look for these audiobook adaptations as examples: Kwame Alexander’s The Crossover, Skila Brown’s Caminar, Sarah Crossan’s The Weight of Water; Helen Frost’s Salt: A Story of Friendship in a Time of War, Nikki Grime’s Words with Wings and Planet Middle School, Thanhha Lai’s Inside Out and Back Again, Lesléa Newman’s October Mourning: A Song for Matthew Shepard, Andrea Davis Pinkney’s The Red Pencil, and Jacqueline Woodson’s Brown Girl Dreaming. Discuss the following questions with students: Does the audiobook version employ music or sound effects? What do these elements add to their understanding of the book? Is there a sole narrator, two narrators, or a full cast? How does that narrator use his or her voice to suggest character, create tension, or add emotion? How does listening to the audiobook enhance the understanding of cultural details, new names, and unfamiliar words? ~Prepared by Sylvia Vardell. Book Links. January 2015
- 148. Common Core Connections CCSS.ELA-Literacy.RL.7.7.Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.SL.7.1. Engage effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. In the Classroom: The diverse works in verse listed in the accompanying feature can provide entrée into a discussion of culture, identity, roles, and expectations as depicted in literature. Work with students to identify cultural details in a verse title that reveal specifics, such as names, language and dialect, family structure, forms of address, foods, celebrations, musical references, and religious practices. Collaborate to research background information using nonfiction literature, websites, YouTube videos, local resources, and community members. Talk about the cross section of similarities across cultures, including the students’ own as well as those they’ve read about, and encourage students to refer back to passages in the original verse titles in their discussion. Check out the discussion available on the “Official Campaign Tumblr” at the WeNeedDiverseBooks site: weneeddiversebooks.tumblr.com.
- 149. Common Core Connections CCSS.ELA-Literacy.RL.8.1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. In the Classroom: Lead students in creating a PowerPoint slide-show presentation or simple digital trailer (using Animoto, Vimeo, or other sources) of an excerpt from a selected work in verse from the accompanying bibliography. Use keywords from the text to guide the selection of pictures or images as well as the students’ interpretations of the scenes. Then add the poem text, and read the poem aloud as you view the slide show with the students. If possible, record the audio of the poem reading with a timed narration for the slide show. Consider adding relevant sound effects or a musical soundtrack as the background for a poem performance. Then play it for another class, in the library, or at an open house or similar public event, or air it on the school cable channel.
- 150. Common Core Connections CCSS.ELA-Literacy.RL.6.4.Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. CCSS.ELA-Literacy.SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. In the Classroom: Novels in verse written from multiple points of view lend themselves readily to reader’s theater adaptation. Work with students to choose crucial excerpts from a work in the accompanying bibliography for each character and then give them time to become familiar with their characters’ selections. Students read their selections aloud (with or without simple props) in sequence. Consider recording their reading in audio or video format to share with others. This is also an excellent moment for talking about “point of view,” particularly when each reader voices a different persona or character. In addition, use verse-novel excerpts with monologues or dialogues for solo and duet performances and oral-interpretation practice for students who compete in University Interscholastic League or other similar events.
- 151. Common Core Connections CCSS.ELA-Literacy.RL.6.6.Explain how an author develops the point of view of the narrator or speaker in a text. In the Classroom: Talk with students about how a novel in verse is different from a prose novel (e.g., the use of white space, line breaks, poetic forms) and why an author might choose this verse format. Rewrite a poem page to show it in prose form for contrast. In many cases, the authors of novels in verse incorporate a variety of poetic forms and types within the narrative, such as haiku, free verse, list poems, sonnets, invented formats, and more. Work with students to identify the specific type or form of a chosen verse novel(s) and talk about its distinctive features. Consider how the poem’s lines or stanzas fit into the overall structure of the poem and contribute to its meaning. Talk about why the poet might choose to include this particular form. If you have an ambitious group of students, try creating a short, collaborative verse novel together, with everyone contributing poems on the same agreed-upon event, with multiple perspectives or a chronological, sequential story with multiple authors.
- 152. Common Core Connections CCSS.ELA-Literacy.RL.7.5.Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Prepared by: Sylvia M. Vardell is a professor of children’s and young adult literature at Texas Woman’s University, the coeditor of the Poetry Friday anthology series, and the author of the Poetry for Children blog. http://booklistonline.com/Classroom-Connections-Diverse-Verse-Sylvia-M- Vardell/pid=7208787