December 19, 2014

Background Information
It is important to have a good understanding of what it means for childrens
literature to be high quality. Whether it is a picture book or a chapter book, it is important
for the book to incorporate a diverse representation of characters. Children use books to
learn about themselves and the outside world, so if their race or gender is not
incorporated into the books they read, they may feel like they are not important in society
or that they are limited to certain things in life. In addition, the books should relate to the
students life because it allows the students to take more interest in the book. Whether or
not the book has won an award is important to look at because awards are carefully
chosen for different reasons. For example, the Newberry award is given to the author of
the most distinguished contribution to American literature for children ("Welcome to the
Newbery Medal Home Page!"). When looking at childrens literature that are picture
books, it is important to look at the quality of the pictures and to see if there is a
connection between the text and pictures. In addition, looking at the authors credentials
for any book is important because it allows you to know if the author has done the
research necessary to create the book or is part of that background or culture they are
writing about. Lastly, high quality childrens literature books need to incorporate
opportunities for critical literacy. Critical literacy hold high importance in literature
because it allows students to analyze the world in which they live in and be able to
understand how to approach different situations in the world.
In order to explore high quality childrens literature, I have created three units,
each with a different theme that incorporate three to five high quality childrens books.
Unit 1 Exploring Differences
The theme for the unit is differences. Our eyes are naturally drawn to differences.
Its not something we can just ignore; differences stand out to us. We are taught to point
differences when we do comparisons in school. Since students are taught to point out
differences, it is essential for them to learn that differences do not determine ones value
in life. In this unit, the students will explore a variety of differences people can have and
how those people accept their differences to better their lives.

The essential questions that we will focus on throughout this unit are:

What does it mean to be different?

Is being different a bad thing?
How can people use their differences to their advantage?
What can be done to make the connotations associated the topic of difference
among people be more positive?

We will explore the answers to these questions by reading Neil Armstrong is My

Uncle and Other Lies Muscle Man McGinty Told Me by Nan Marino, Runt by Nora
Raligh Baskin, Julie of the Wolves by Jean Craighead George, and Wonderstruck by Brain
Selznick.
In Neil Armstrong is My Uncle and Other Lies Muscle Man McGinty Told Me
Tamara is determined to show others the lies Muscle Man McGinty, a new orphan on the
street who lives where here previous best friend lived, tells people. Tamara eventually
warms up to Muscle Man McGinty when she realizes what hes been through and how
nice he is being to her. Tamara clearly has a difference of opinion on Muscle Man
McGinty compared to the rest of her friends, which is something all kids can relate to.
People have different opinions. This book will help students understand that it is
important to get to know someone else and what they been through before forming a
opinion about them.
In Runt, Elizabeth lives with her mother who runs a dog kennel in their house.
Sixth grade is tough for her when Maggie creates a website that makes fun of her for
smelling and it is tough for Mathew who gets suspended for punching Stewart in the face
after Stewart had peed on him for wearing his basketball shoes during school. Elizabeth
is different in how she smells, how she doesnt fit in with a group of friends, and how she
takes a different view on how to write poetry. Mathew is different because he decides to
wear his basketball shoes during school even though Stewart specifically told him to
change them. Children recognize differences between them and their classmates
automatically and make choices based off of these differences. In this book, the students
will see how bullying can happen because you think someone is different from you,
whether that be how you smell or be because of the abilities you have. Students will also
see how your differences can be attractive to other people. Elizabeth realizes a girl she
knows really likes dogs, just like she does.

In Julie of the Wolves Julie gets lost in the Artic and has to survive by befriending
a pack of wolves. She has to decide whether to go to San Francisco or to live the
Eskimos traditional ways, which is ultimately what she decides. In this book, students
will see that people have different ways of living by learning about Julies tradition of
living of the land. This is completely relatable to students because everyone goes about
their life in a different manner. Some may prefer to be like Julie in the sense they rather
be camping and outdoors all of the time and others may depend on their elegant house
and all of the things in it. There could still be another person who doesnt have all of
those fancy things, but still likes the house they live in. People have different ways of
living whether that is the traditions they follow or clothes they wear; it is their way of
life.
In Wonderstruck, one story is told through pictures about a deaf girl, Rose, who
grows up wanting to explore New York 50 years ago, but her parents think it is not safe
for a deaf girl and the other story is told through words about a boy, Ben, whos born deaf
in one ear, but becomes deaf in both ears whose mother dies and tries to find his father
who he never met. These stories intertwine in the end by Rose being Bens grandma on
his fathers side. This story explores deeper issues of differences. Some people are born
with physical or mental differences. Students take notice of other kids in their classroom
with differences like this. In this book, students will learn about differences by reading
and watching how being deaf affects the way Rose and Ben grow up.
All of these books bring multiple opportunities to address critical literacy. Each
book allows the students to explore multiple perspectives, challenge common
assumptions, and examine power relationships. These books will help us focus on
multiple perspectives. Each books gives the students a different perspective on what is it
is like to be different. Neil Armstrong is My Uncle and Other Lies Muscle Man McGinty
Told Me allows the students to compare perspectives between Tamara and Muscle Man
McGinty and how each of them feels about their differences. Runt will allow students to
explore the perspectives of two bullies and two victims. Julie of the Wolves will allow
students to explore the perspective of keeping with tradition versus conforming to new
ways. Wonderstruck allows students to explore what life is like while having a disability.
These books will help students explore common assumptions such as differences are bad

and people who are different dont have normal lives. Students will be able to see that
what is normal for one person is not normal for another in Julie of the Wolves by
comparing Julies way of life to their own way of life. In addition normal is different for
every different character in each of the books. Elizabeth normal is taking care of dogs.
Bens normal changes from living life with some ability to hear to no ability to hear.
Lastly, power is examined throughout these books by observing who has the power
instances of differences and if there is a choice of who can hold the power. Runt shows
the students how the bullies typically have the power, but the victims can hold power in
the way they chose to react to the bully. Wonderstruck shows the shift in power from the
parent to the child.
Connection to My Philosophy
My philosophy of childrens literature impacted my selection of these four books
for this unit in different ways. I picked these books for their diverse representation and by
looking at awards they won. For example, Julie of the Wolves won the Newberry Award
and opens the door for children to understand the Eskimo culture. In addition, accurately
expressing the differences was a concern of mine as well. Nathenson-Meja and
Escamilla state, We rejected books that we felt were stereotyping, condescending, or
inaccurate (108). As I was reading the books, it was important for me to see if they were
condescending or inaccurate and if they were I took the book out of the unit. Not only
that, but these books are all about differences and I think that is something every student
can relate to because everyone points out differences about themselves by comparing
themselves to their peers. This set of books is one that I strongly propose taking action,
which is part of critical literacy. Ching states, Such books commemorate the community
that has persevered before and, by imparting the memory of this struggle to the child,
affirms that childs participation in the communitys future (134). The book Runt does
just this by touching on issues of bullying because of our differences. This gives the
students the opportunity to connect school issues to the books they read.
Unit 2 Fairy Tales

The next theme is fairy tales. Children relate to fairy tales easily because they are
creative and make use of the imagination. They make students use and stretch their own
imagination. Fairy tales also allow children to examine differences between cultures.
The essential questions we will be focusing on in this unit are:

What can fairy tales teach us?

What can we learn about different cultures from fairy tales?
How do fairy tales from different cultures differ?
How are fairy tales from different cultures similar?
Why are fairy tales written?

We will explore the answers to these questions by reading Rapunzel by Raul O.

Zelinsky, Blue Frog by Dianne de Las Casa, The Great Treasure by Demi, Son of an
Otter, Son of a Wolf from the collection of stories Tales from Old Ireland by Malachy
Doyle, Niamh Sharkey, & Maura OConnell, and Princess Mala and the Tree Spirit from
the collection of stories Indian Tales by Shenaaz Nanji & Christopher Corr.
Rapunzel is about a girl named Rapunzel after her mother who ate Rapunzel, the
herb, and gave her to the sorceress who had allowed the mother to have the herbs and hid
Rapunzel in a tower. A prince came, they fell in love, but the sorceress was furious and
banished the girl and sent the boy away blind. They eventually found each other and was
able to see again. This is the first book of the fairy tale unit because most of them will
have heard about or seen the Disney movie Tangled, so they will compare the two stories
as an introduction into the unit. Rapunzel originally came from German culture.
Blue Frog is about a Mexican tale of how chocolate was brought to the Earth. A
blue frog, the wind God, told the humans the hidden secret of where the sun God kept his
hidden treasure, chocolate. This fairy tale incorporates the Spanish language throughout
the story teaching students different words.
The Great Treasure is about a rich man named Pang who was annoyed with a
man, Li, who continuously plays the flute, so Pang gives his some of his gold to keep him
occupied. Li eventually realizes that he must give the money back to Pang so he can play
his flute for his family again and he gives flutes to Pang and his family. This story allows
students to explore the Chinese through the vivid pictures.
Son of an Otter, Son of a Wolf is about a kings daughter who disobeys him and
ends up giving birth to a boy, Lorcan, with father of an otter who ends up forcefully

taking his fathers crown. The king married a girl before he died and she gave birth to a
boy, Aidan, was able to plan a way to take the crown back. This fairy tale allows students
to explore culture from Ireland.
Princess Mala and the Tree Spirit is about a Princess, Mala, who gets stuck in a
rainstorm outside, but a peepul tree promises to protect her. Eventually it is time for her
to chose a prince and the prince she wants ends up being cursed as the tree and her tears
cures him of his curse. This book gives students the opportunity to explore Indian culture.
The fairy tale unit gives opportunities to address critical literacy. These books will
help us focus on challenging common assumptions. They will act as a gateway to
learning about other cultures and challenging the common assumptions we may have
about them. The tale from Ireland gives the students the common assumption that people
of Ireland are very big on keeping their word. The Indian tale gives the students the
common assumption that people believe that nature has a way of coming to life.
Rapunzel gives the students the common assumption that love will conquer all. The
Greatest Treasure gives students the common assumption the Chinese people believe
happiness is the key to life. Blue Frog gives the student the common assumption that the
people from Mexico believe in the idea that wealth should be shared with everyone.
Power can also be explored within each of the fairy tales. Blue Frog shows the power
Gods have over others and shows how that power can be used for greed or to help others.
The Greatest Treasure shows that power and money dont always correlated. Son of an
Otter, Son of a Wolf shows that the power lies with the person who has good intentions.
Looking at fairy tales that have been written about different cultures shows multiple
perspectives.
Connection to My Philosophy
My philosophy of childrens literature impacted my decision of these books in
two different ways. When it comes to fairy tales, they are typically picture books, so I
focused on choosing books that would allow the students to gain a deeper understand of
the fairy tale by the way the pictures were drawn. Blue Frog uses vibrant colors to draw
the eye to the picture. In addition, the story uses lots of curvy lines to represent that it is
just a fairy tale and not necessarily accurate. With all of these books chosen, the pictures

and text go together. In some cases, there are no words a page of the book. Picture This,
explains Picture books have been described as stories told twice, once through the text
and once through illustration (Prior, Willson, Martinez 196). The story told through the
pictures is just as important as the story told through the text. Rapunzel allows the student
to create a continuation of the story on their own by deliberately not including text on
some pages. In addition, these books were chosen because of the authors credentials. An
article explains how White teachers cannot understand the experience of being a Black
child in a White school (Landa 11). This directly relates to the author writing about
any different race or culture. If they are not from there of havent done the research on
the particular race or culture then they do not truly understand. When writing about
different cultures, it is very important to have accurate information. For example, in the
Indian Tales collection the authors background is given explaining how her parents were
from India and she has a background of multiple cultures (Nanji & Corr).
Unit 3 Making a Difference
The theme for the last unit is making a difference. A part of critical literacy is
taking action, but students cannot take action unless they are aware of some of the issues
within society. This unit is to show that there are many ways one can make a difference
and that there are many areas that have opportunities for change and opportunities for
them to take a chance to make a difference.
The essential questions that we will focus on throughout this unit are:

What does it mean to make a difference?

How can people make a difference? Are there simple ways to make a

difference? Are there more complex ways to make a difference?

How many people does it take to make a difference? Do you think just one
person can make a difference?

We will explore the answers to these questions by reading The Report Card by
Andrew Clements, Flush by Carl Hiaasen, and The One and Only Ivan by Katherine
Applegate.
The Report Card is about Nora who is a genius who has hid it from everyone until
fifth grade because she wants to be normal. She purposely gets bad grades and with help
from Stephen, her friend, they devise a plan to expose the lack of importance of grades,

but realize there are other ways to go about it. This book is very relatable to students
because a lot of students can relate to worrying about grades and being compared to
others in their grade. This book shows that little things can make a difference in a
persons life by ending the book being glad she had the time to talk to his friend just one
on one. In this book, the students will understand how little things can make a difference,
like the support of a friend.
Flush is about Paine Underwood, the father of Noah and Abbey, decides that
Dusty Muleman, an owner of a gambling yacht shouldnt be dumping the waste into the
bay contaminating the water. He sinks his yacht and goes to jail for it determined to get
people to see the horrible actions of Dusty, but no one believes him. Underwoods
children devise a risky plan that proves Dusty is guilty. This book goes into
environmental issues occurring in the world in an interesting crime solving way to keep
students interest. In this book, the students will learn why they should be concerned with
environmental issues, while at the same time learning how those issues can be avoided.
The One and Only Ivan is about Ivan, a gorilla, and Stella, an elephant, are part of
a show at the Big Top Mall and Video Arcade. When Ruby, a baby elephant, Ivan
promises Stella that he will give her a better life than she has there and Julia helps post
Ivans drawing he made of the zoo so everyone could see, which leads to them being
taken to the zoo. This book explores the issues of animal cruelty in a kid friendly way. It
explores the way the animals would feel about the situations humans put them in. In this
book, students will understand how some humans take advantage of animals.
These books allow opportunities to explore critical literacy. The focus of this unit
will be exploring power. With environmental issues and issues regarding animals, both
Flush and The One and Only Ivan show how all of the power is in the hands of the
humans. The environment and the animals do not have the ability to help themselves. The
Report Card shows that there is an imbalance of power between adults and children. It
shows that the power can shift depending on how the people chose to use it. These books
give students common assumptions to challenge. The Report Card challenges the
concepts of the importance of grades. Students could take action by coming up with their
own ideas of how the should be graded which would allow them to explore their own
meaning of school and they could write a letter to the principal or school board. Multiple

perspectives can be developed by looking deeper into Flush by understanding that some
humans are more focused on money, where as some are more concerned with the well
being of the environment. The One and Only Ivan explores the multiple perspectives of
the humans feeling and the animals.
Connection to My Philosophy
My philosophy on childrens literature impacted my selection of books in a very
specific way. The Report Card is purposely picked to be the first book in this unit because
I wanted to give the students something they could relate to. I wanted them to take
interest in the unit right away. After all, Hefflin and Barksdale-Ladd state, One primary
motivation for reading fiction involves the pleasure that can be taken in relating to
characters, their lives, their problems, and their experiences (810). Why not give the
students a book that directly relates to their school life then? In addition, I decided on
these books for the major role in critical literacy. These books invite the students to
explore different perspectives, challenge common assumptions, examine the power
structures in their life, and take action on social justice issues. A recent notable social
justice issue is about the harm humans do to the environment. Ladson-Billings says that
childrens books should include issues and topics of interest that capture students
interests as they participate in the world around them can and should be used as text to
build a curriculum that has significance in their lives (2). This is exactly what these
books do. They take issues going on around them and make the students aware of them in
a kid friendly way.
Example Mini Lesson
Lastly, it is important to take a closer look at how to get the students involved in
critical literacy by explaining class activities that would be completed with the book
Wonderstruck. I plan to be teaching 5th grade. I will be on my 1st unit of people with
difference and accepting differences. Wonderstuck by Brian Selznick will be the 4th book
in the unit. The students will have already explored other differences humans can have
from one another, including different life styles or ways of living. The social justice issue

our class would be focus on is including people with disabilities. We would start by
reading the following passage on page 366 369:
The boy smiled a lopsided grin. He took the green knapsack off his shoulders
and unzipped it. He pulled out the museum box and handed it to Ben, who hugged it to
his chest. The boy was still talking, and Ben could tell he was supposed to answer a
question he had asked, but he had no idea what the question was.
Ben interrupted. Why did you pick this diorama to meet me at?
Then he watched helplessly as the boy answered. Ben stared at his lips and his
pointing hands, trying desperately to figure out what he was saying. Before the lightning
strike, every now and then he would cover his good ear and try to lip-read. He was never
able to do it, unless the words were very simple. Ben kept staring at the boy's mouth. He
repeated his question.
The boy cocked his head and squinted at Ben. His mouth moved some more, and
then he pointed to the diorama.
Ben nodded.
With exaggerated slowness, the boys hand extended forward and pulled the
museum box from Ben. He pointed to the engraving of the wolf on the lid, then back to
the wolves in the diorama.
Of course! The wolves on the box had given the boy the idea to meet him here!
An old woman with long white hair walked up to the diorama and stood right net
to the boys. She smiled kindly in their direction, without really looking at them, then
stared into the moonlit diorama. Ben and the boy waited for her to leave, but she just
stood there, looking at the wolves, and the trees, and the curtain of lights in the painted
sky.
The boy pulled Ben away from the glass to let the old woman have her time with
the wolves. He led Ben down the hall to the mountain goat diorama.
Ben closed his eyes for a moment and leaned against the wall. When he opened
them again, the boys mouth was moving, and his hand was beside Bens head, making a
snapping motion, just as the nurse had done in the hospital. The boy reached into a pocket
and pulled out a little spiral-bound notebook and a green pen.

He wrote something and handed the notebook to Ben, who read the words: Are
you deaf?
Reluctantly, Ben nodded.
No wonder you ignored everything I said!
Ben shrugged.
Motioning toward the old woman, the boy wrote, Shes here all the time. Then
he pointed to himself and wrote, Jamie.
Im Ben.
Jamie started making strange shapes with the fingers of his right hand. When Ben
didnt respond, Jamie wrote, Dont you know sign language? I learned the alphabet in
school.
Ben shook his head.
Why not?
Ben touched his ear. Its only been a month, he said.
What happened? Jamie asked.
Ben read his lips. Lightning, he answered.
Lightning?
Ben nodded.
After reading the passage, I would separate the class into four different groups.
Each group would be making a concept map of one characters feelings based on the
passage we read a loud. One group would be assigned Jamies feelings before he knew
Ben was deaf. One group would be assigned Bens feelings before Jamie knew he was
deaf. One group would be assigned Jamies feelings after realizing Ben was deaf. One
group would be assigned Bens feelings after Jamie realized Ben was deaf. Each group
will be given a big piece of paper and markers to write or draw their findings. Each group
would present their findings and show what part of the passage supports their reasoning
for a feeling they mentioned at least once throughout their presentation of the concept
map. This activity is focused on the students understanding multiple perspectives. This
activity allows the students to gain an understanding of some of the different characters in
the book by specifically relating it to the disability highlighted in the book.

After presenting, I would spark a conversation about the different structures of

power presented in this passage. This will happen to cover power and common
assumptions. The following are some discussion starters I would include:

Lets take a look a Bens feelings before Jamie knows he is deaf. I wonder

if Ben feels like he has any control in the situation. What do you all think?
How do you know?
Now lets think about Jamies feelings. I wonder if he feels like he has any

control in the situation. What you do all think?

How do you know?
What do you notice that the book is saying about control and people with
disabilities?

Ching states, The awareness of power is equally important, for it pushes beyond
racial harmony and explores issues of power that help us understand why heated social
issues often divide schools, communities, and nation (135). This book presents
multiple opportunities for power to be addressed; this passage is just one opportunity. It is
important to have a discussion on it so the students start to realize that these power
structures exist in the real world. In addition the way these questions are worded are
important for the students learning. The article Opening Spaces for Critical Literacy,
discusses different prompts for extending meaning, which includes questions and
statements that give the language of possibility by using I wonder, the language of
evidence by using how do you know, and the language of noticing and naming by saying
what do you notice (Labadie, Wetzel, Rogers 123). These prompts are powerful for the
students learning because they invite students to consider a new piece of information or
to think about the scenario from different perspectives (Labadie, Wetzel, Rogers 123). I
will point out that the students have already discussed some of the common assumptions
regarding disabilities by examining power. I will mention that the ones without a
disability are typically seen as people with more control. This will lead me into my next
statement that revisits the passage. I will say to my students, Remember when Jamie
found out that Ben was deaf, he automatically started to use sign language? What dos
this tell us about deaf people? This will hopefully lead to the common assumption that if
you are deaf you must know sign language, which will open up the door to taking social
action in our school.

For the class activity I would have the students research sign language. They
would decide what they think is the most important words for people to know to be able
to communicate with deaf people. I would ask the students what they say to their friends
as they pass them in the hall. Some ideas I would hope they come up with are hello, how
are you, hope your day is going well, etc. We would compile a class list of words and
phrases that would be beneficial to know how to sign to be able to interact with the deaf
more deeply. Then students would break into groups and pick the phrases they want to
show. They would figure out the proper way to sign this. Then they would make a poster
on the computer to be hung around the school that shows their phrase or words. They can
take pictures of themselves doing the motion and upload it to the computer. The posters
would be hung around the school.
Now the students have explored different perspectives, power, common
assumptions, and taken action in their very own school. I feel that the activities have
really allowed my students to open their minds to new possibilities and ideas.

Works Cited
Applegate, Katherine. The One and Only Ivan. New York: Harper, 2012. Print.
Baskin, Nora Raleigh. Runt. N.p.: n.p., n.d. Print.
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Gretna: Pelican Pub., 2011. Print.
Ching, Stuart H. D. Language Arts. Multicultural Childrens Literature as an Instrument
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"Welcome to the Newbery Medal Home Page!" Association for Library Service for
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<http://www.ala.org/alsc/awardsgrants/bookmedia/newberymedal/newberymedal
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