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Looking Past the Cover • Children's Book Publishing • Diversity and Race • Conversation The blog of independent children's publishing company Lee & Low Books, The Open Book talks about publishing, books, library and school news, race and gender, discrimination and diversity, and more.
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1. The Problem with Ethnic Heritage Months

Diversity 102November is Native American Heritage Month, which is as good a time as any to discuss the slight issue we have with observance months. Native American Heritage Month and Black History Month, for example, were established to celebrate cultures that otherwise went ignored, stereotyped, or otherwise underappreciated. Educators often use these months as a reason to pull titles by/about a particular culture off the shelf to share with students.

While we can generate a recommended reading list just as well as the next publisher, the problem we find with Native American Heritage Month is that it puts Native American books—and people—in a box. The observance month can easily lead to the bad habit of featuring these books and culture for one month out of the entire year. Ask yourself: Have we ever taken this approach with books that feature white protagonists?

On the other hand, observance months can definitely do some good: they remind educators to highlight the achievements of particular cultures, and can make students from those cultures feel acknowledged and appreciated. But wouldn’t it be better if that feeling and effort could be maintained all twelve months of the year?

brochure/all inclusive reading poster

brochure/all inclusive reading poster

For us, featuring diverse books throughout the year is second nature. Our approach is to dig deeper and go beyond just one month. We identify the various ways our books can apply to everyday, universal experiences and communicate this as widely as possible. We developed a ten-step process for becoming a more inclusive reader, part of a brochure that folds out to a poster (see right).

Educators stuck in the heritage month mindset can instead use the recommended book lists for those months as a jumping-off point to permanently diversify their collections. If you use particular books during a heritage month, ask yourself: What other themes does this book touch upon? How can I connect it to other parts of the curriculum or use it to teach additional skills?

Buffalo Song

Our book Buffalo Song by Joseph Bruchac is often included in roundups and recommendations for Native American Heritage Month. The book is a biography of Walking Coyote, who brought the buffalo herds of the American West back from the brink of extinction. While this book is certainly a good fit for Native American Heritage Month, it can also be used to teach about many other things, such as:

• Environmental conservation
• Nonfiction and biography
• Core values like perseverance and respect

Our literacy specialist even details ways it can be used in conjunction with trips to state and national parks.

Now here’s a challenge for you: Take the books used this month to celebrate Native American Heritage Month and brainstorm ways that they can be used throughout the year. We’d love to hear your thoughts in the comments below.


Filed under: Diversity 102, Diversity, Race, and Representation Tagged: African/African American Interest, Asian/Asian American, diversity, Educators, Latino/Hispanic/Mexican, Native American

2 Comments on The Problem with Ethnic Heritage Months, last added: 11/25/2014
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2. 5 Ways to Differentiate Assignments & Tasks: Part 2

Differentiated, or tiered, assignments provide students opportunities for individual understanding and growth in learning. differentiation part 2 copyActivities, projects, and tasks that educators create for their students can be used with flexible groups to address common learning needs.

Based on students’ diverse needs, educators differentiate by manipulating one or more of the following: content (what students learn), process (how students learn it), and product (what students create to demonstrate their learning).

Within those three domains, educators can differentiate based on challenge, complexity, resources, process, and product. We will tackle 5 ways to differentiate assignments using the Adventures Around the World series by Ted and Betsy Lewin.

Differentiate by Challenge Level:

We use Bloom’s Taxonomy as a guide to develop instructional tasks with differing degrees of challenging demands. Based on the rigor and complexity of what is being taught, we can design and categorize assignments using the following classifications from Bloom’s levels of higher thinking: recall, understand, apply, analyze, evaluate, and create.

Example: Top to Bottom: Down Undermain_toptobottom_cover

Recall: List the different types of wildlife that live in northern and southern Australia, and classify them as mammals, reptiles, birds, amphibians, or fish.

Understand: Identify and explain the adaptations of the platypus or echidna in their habitats.

Create: Design a new Australian animal incorporating the characteristics of two animal classifications (mammal, reptile, amphibian, bird, fish) and a written explanation supporting your reasons.

Differentiate by Complexity:

Increasing the complexity of an assigned task involves differentiating the content, or an introductory vs a more advanced activity focus. This involves strategically developing learning objectives and understanding what students should be able to do. Again, Bloom’s Taxonomy can help guide the development of least, more, and most complex tasks for your students.

In the following example, all of the students are required to write an informational essay, but the lens of their research differs in complexity.

Example: Horse Song: The Naadam of Mongoliamain_horsesong_pb_cover

Least complex: Write an informational essay about the tradition of the Naadam horse racing in Mongolia.

More complex: Write an informational essay about the tradition of the Naadam horse racing in Mongolia and evaluate the pros and cons.

Most complex: Write an informational essay about the tradition of the Naadam horse racing in Mongolia and determine your opinion, presenting a convincing argument either for or against the horse races.

Differentiate by Resource:

Differentiating by resource should be approached with thoughtful consideration of students. This requires thinking about their reading strengths and needs, as well as students’ interest in and prior knowledge about a topic. Differentiating by resource may involve selecting supplementary reading materials, such as articles, magazines, and primary documents, and using visual aids, including videos, charts, and graphic organizers. Offering all students opportunities to engage with different resources and assigning age-appropriate materials to groups of students supports collaboration and inclusion of readers of all levels.

Example: Gorilla Walkmain_gorillawalk_cover

Lower-level readers: Provide supplementary informational texts or materials about the endangered mountain gorilla on a lower reading level, such as a pre-reading guide/outline for Gorilla Walk, an audio recording of Gorilla Walk to listen to as students read along, or a graphic organizer to record notes as students read.

Advanced readers: Provide challenging supplementary articles or texts about the endangered mountain gorilla or animal habituation and critical-thinking questions to answer as students read the text.

Differentiate by Process:

When students are expected to achieve similar outcomes, such as understanding new vocabulary words, teachers often differentiate assignments by how students will achieve expected learning objectives. Therefore, how students engage with the content involves considering how challenging and complex the process or strategy is for the student, as well as offering varying and supplementary resources.

Example: Elephant Questmain_elephantquest_cover

Vocabulary words: delta, protrude, submerge, matriarch, bounding, intent, emerge

  • Frayer Model: Students will use the Frayer model to: define the word in their own words, list essential characteristics of the word/concept, and provide both examples and nonexamples.
  • LINCS strategy: (on an index card)

L: List the word + definition

I: Identify a reminding word

N: Note a LINCing story

C: Create a LINCing picture

S: Self-test

Differentiate by Product:

When students are all provided with the same materials, educators may decide to differentiate the assignment by outcommain_pufflingpatrol_covere, or what students are expected to be able to do in order to demonstrate gained knowledge. Differentation by product is valuable in encouraging student success and practice in other areas of thinking and learning.

Example: Puffling Patrol

Visual/Spatial: Create an informational video advertisement persuading people to join the Puffling Patrol on the island of Heimaey.

Verbal/Linguistic: Create an informational brochure persuading people to join the Puffling Patrol on the island of Heimaey.

For further reading on differentiation:

  • 5 Harmful Differentiation Myths: Part 1
  • Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and teach all learners. Minneapolis, MN: Free Spirit Publishing, Inc.

Veronica SchneiderVeronica has a degree from Mount Saint Mary College and joined LEE & LOW in the fall of 2014. She has a background in education and holds a New York State childhood education (1-6) and students with disabilities (1-6) certification. When she’s not wandering around New York City, you can find her hiking with her dog Milo in her hometown in the Hudson Valley, NY.


Filed under: Common Core State Standards, Educator Resources Tagged: Educators, ELA common core standards, literacy, teaching resources

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3. What Daniel Handler’s National Book Award Comments Say About Publishing

Last night, the National Book Awards (NBA) ceremony took place here in NYC. There were many things to celebrate at the event, including Jacqueline Woodson’s NBA win for her book Brown Girl Dreaming, First Book Founder Kyle Zimmer being honored for Outstanding Service to the American Literary Community, and Ursula K. LeGuinn’s terrific acceptance speech.

But the event took a bad turn when the MC for the night, Daniel Handler (better known as Lemony Snicket), followed up Woodson’s acceptance speech with these comments:

Handler: I told you! I told Jackie she was going to win. And I said that if she won, I would tell all of you something I learned this summer, which is that Jackie Woodson is allergic to watermelon. Just let that sink in your mind.

And I said you have to put that in a book. And she said, you put that in a book.

And I said, I am only writing a book about a black girl who is allergic to watermelon if I get a blurb from you, Cornell West, Toni Morisson, and Barack Obama saying, “this guy’s ok! This guy’s fine!”

Video here (those comments start at about 39:00)

Author David Perry does a good job on his blog explaining why Handler’s comment is so problematic, so I won’t go into that too deeply. If you’re curious about the history of the watermelon stereotype and why it’s racist, this Atlantic article linked by Perry gives a good rundown. Suffice it to say,  it’s not a nice thing to make jokes about, and particularly not a nice thing to make jokes about in reference to a very talented author when you’re a white man hosting an award ceremony. In front of a huge audience.

But what I really want to talk about is not Handler himself (who, yes, has issued a short apology via Twitter, the first choice Apology Outlet for all those who have made tasteless jokes) but the larger publishing community. Because the joke may have been Handler’s, but the environment which made a joke like that permissible is everyone’s problem and responsibility. It’s well known and well documented that publishing is, to put it lightly, homogenous. According to Publisher Weekly’s most recent salary survey, around 89% of publishing staff identifies as white/caucasian. That means, in a country where nearly 40% of the general population is comprised of people of color, only 11% of publishing staff are—and, I’d venture a guess, probably even less when you start looking at management roles.

Publishing is also notorious for being totally out of touch with diversity and race issues. Take a look at the low numbers of books published by/about people of color over the last 18 years:

Diversity in Children's Books

Yet, in this year’s salary survey, almost 40% of respondents were neutral or actually disagreed with the statement, “The publishing industry suffers from a lack of racial diversity.” As my grandma likes to say, Denial ain’t just a river in Egypt.

Publishing routinely treats people of color poorly in so many ways: limiting the number of diverse books they will acquire, giving those books meager marketing budgets, whitewashing covers, creating all-white lineups at major book events…the list goes on and on. So it’s really no surprise that Handler would feel that his joke might play well to the largely white and racially unaware audience sitting in that room. And he was right, because people laughed (and, hey, The New York Times even called him “edgy”! Thanks, New York Times!)

An apology from Handler is nice, but that won’t stop this kind of thing from happening again. What is required is a true commitment from publishing: to right wrongs, to make concrete and sustainable efforts to be inclusive, to educate staff on the nuances of racism and privilege and to move toward a state of deeper understanding. There are certainly many individuals within publishing who are already committed to these things. But whether the industry as a whole will ever commit, and what it will take for them to do so, is a question I just don’t know the answer to.

In the meantime, readers and authors aren’t willing to wait, and that’s one big reason why the We Need Diverse Books campaign has done so marvelously. As of today, the campaign has raised over $108,000 to fund various projects that will increase diversity in books. That money is proof that a lot of people care and won’t let the publishing status quo, which hurts so many, reign supreme. I hope publishers will be willing to work with them on many of the initiatives they’ve developed.

In a great speech on sexual abuse in the military, Army chief Lt. Gen. David Morrison said, “The standard you walk past is the standard you accept.” I think that goes for all of us. Hey, publishing, we’ve all walked past a lot of things. Let’s not walk past this too.


Filed under: Diversity 102, Diversity, Race, and Representation Tagged: national book award, NBA

10 Comments on What Daniel Handler’s National Book Award Comments Say About Publishing, last added: 11/21/2014
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4. Books to Celebrate and Teach about Adoption

Adoption image

National Adoption Day this November 22 and National Adoption Month this November afford a time to share experiences and reflect on families. Whether you have students who have been adopted or are part of a family considering adopting a child into your home, all children can benefit from learning about adoption. Children are very curious about each other’s families, quick to categorize into groups, and intent to define what makes a family, well, a family.

Picture books provide a medium to discuss, celebrate, and learn about adoption and exploring the definition of “family.”

Book recommendations:

Bringing Asha Home

Journey Home

The Best Thing

Chinatown Adventure

Discussion Questions during and after reading:

  • What does “family” mean to you? How might the word mean something different to people?
  • What does it mean to be adopted? What might be some challenges for a family with an adopted child or for a child who is adopted? What might be some benefits for a family who adopt a child or for a child who is adopted?
  • How is this character’s family similar to and different from your own family?
  • How do this character and family share and have fun together? What do you enjoy doing with your siblings and family members?
  • How does the character feel at the beginning, middle, and end of the story? How does the main character change from the beginning to the end of the story?
  • How would you describe this character’s relationship with his/her parent in the story?

Activities:

  • Learn more about the country from which the character is adopted. On which continent is the country located? What countries border this country? What language is spoken there? How many people live in that country? Who are some famous people from that country? Find a recipeof a food from this country to make.
  • Share and reflect on this list of famous adoptees or adopters from TeacherVision by Beth Rowen.
  • Draw a family portrait of your own family.
  • Write a paragraph describing what makes your family unique and why you are proud of your family.

Further reading about adoption:

Jill EisenbergJill Eisenberg, our Senior Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators. 


Filed under: Common Core State Standards, Educator Resources, Holidays and Celebrations Tagged: Adoption, children's books, diversity, Educators, holidays, multicultural books, Multiracial, Reading Aloud, reading comprehension, Transracial adoption

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5. Out Today: Rose Eagle

The prequel to the award winning Killer of Enemies is finally here! Rose Eagle by Joseph Bruchac is Tu Books’ first e-novella.

Ten years before the events in Killer of Enemies, before the Silver Cloud, the Lakota were forced to work in the Deeps, mining for ore so that the Ones, the overlords, could continue their wars. But when the Cloud came and enveloped Earth, all electronics were shut off. Some miners were trapped in the deepest Deeps and suffocated, but the Lakota were warned to escape, and the upper Deeps became a place of refuge for them in a post-Cloud world.

In the midst of this chaos, Rose Eagle’s aunt has a dream: Rose will become a medicine woman, a healer. She sends Rose into the Black Hills on a quest to find healing for their people.

Gangly and soft-spoken, Rose is no warrior. She seeks medicine, not danger. Nevertheless, danger finds her, but love and healing soon follow. When Rose Eagle completes her quest, she may return with more than she ever thought she was looking for.

Rose Eagle is available directly from our website, and from your favorite ebook retailers, including Amazon, Barnes & NobleGoogle Play Books, and iTunes!


Filed under: Book News, Dear Readers, Diversity in YA, New Releases, Tu Books Tagged: diversity, e-novella, Joseph Bruchac, Killer of Enemies, Native American, native american heritage month, Native American Interest, prequel, rose eagle, sci-fi, stacy whitman, Tu Books

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6. 5 Harmful Differentiation Myths: Part 1


The learning differences, preferences, and varied backgrounds existent in the classroom present teachers with a challenging-POPyes task: help every student become a successful learner. How can teachers support all students’ diverse needs? Much confusion and fear have surrounded differentiated instruction and its use in the classroom.

Myth #1: Differentiation = Individualization
Differentiation doesn’t mean individualizing the curriculum for each student. Yes, when teachers meet one-on-one and conference with students, modifying instruction to best suit the student’s needs, both individualization and differentiation are taking place. However, writing an individual lesson plan for every student in the classroom is NOT differentiating (it’s insanity). Instead, differentiation involves using quality and effective instructional practices to strategically address groups of students based on various levels of learning readiness, interests, and learning styles.

Contentsgdfgfdfdghghjgh copyMyth #2: Every student should be doing something different
Teachers should consider each student’s strengths and areas that need support, but that does not mean 30 students are engaged in 30 different activities. Instead, teachers use differentiation to provide a range of activities and assignments that challenge and offer variety in students’ learning opportunities. This includes flexible grouping, or organizing students by ability, learning styles, and academic needs. Students may work individually, in pairs, collaborative groups, or as a class based on learning objectives and their individual needs and preferences. For example, one group may be practicing math skill fluency while another group is applying this skill within more challenging settings. Differentiation also involves modifying the content (the what), process (the how), and product (the end result). Using assessment to inform instruction, providing leveled reading books, increasing or decreasing task complexity, and assigning tasks based on visual, auditory, and kinesthetic learning preferences all support such differentiated learning opportunities.

Myth #3: Test prep doesn’t allow you to differentiate
Differentiation’s first objective is to help students deeply understand the content. This is essential to encourage the progressive achievement of a desired level of mastery in preparation for students’ successful careers and futures. Differentiated instruction better prepares students for standardized tests through authentic learning experiences that exercise higher-order, critical thinking skills and encourage the development of strong conceptual understanding. Secondly, differentiation aims to prepare students for varied forms of assessment, including group projects and research papers, as well as multiple-choice questions on a standardized test. Therefore, using standardized testing preparation to assess and monitor students’ progress and understanding is important, but it is only one of the many types of assessment teachers use. Undifferentiated or standardized assessments should be provided along with authentic and performance-based assessments.

Myth #4: There is no time to differentiate
Differentiation doesn’t have to be thought of as separate from instruction. The key is to treat differentiation as a core part of the lesson and unit plan, rather than as an afterthought. The best answer is to start small, such as differentiating one subject or unit at a time by modifying the plans and materials you already have. Even though a teacher may feel he/she has little control over the content, differentiating instruction can support how he/she will teach it.

Myth #5: Differentiation is the end-all-be-all solution for academic achievement
Differentiation is one way to help all students of varying abilities, learning styles, interests, and background experiences meet or exceed grade-level expectations. Parent engagement, assessment, reflection, professional development, and content and grade-level collaboration are all part of the toolbox schools and teachers need to proactively anticipate and appropriately respond to students’ continuously changing needs.

What does differentiation look like in action? This is Part 1 of 2 posts about differentiation and how it is used in the classroom.

Cash, R. M. (2011). Advancing differentiation: Thinking and learning for the 21st century. Minneapolis, MN: Free Spirit Publishing, Inc.

Veronica SchneiderVeronica has a degree from Mount Saint Mary College and joined LEE & LOW in the fall of 2014. She has a background in education and holds a New York State childhood education (1-6) and students with disabilities (1-6) certification. When she’s not wandering around New York City, you can find her hiking with her dog Milo in her hometown in the Hudson Valley, NY.


Filed under: Common Core State Standards, Educator Resources Tagged: CCSS, Educators, ELA common core standards, guided reading, teaching resources

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7. Big News in Diversity: Big Hero 6 Tops Box Office

Diversity 102This past weekend, Disney released its newest action-comedy, Big Hero 6. The movie chronicles the special bond that develops between plus-sized inflatable robot Baymax and prodigy Hiro Hamada, who  team up with a group of friends to form a band of high-tech heroes.

Big Hero 6 has been getting tons of great reviews, and earned an impressive 88% fresh rating from Rotten Tomatoes. Perhaps most impressively, it beat out Christopher Nolan’s highly buzzed-about sci-fi epic Interstellar at the box office, taking an an estimated $56.2M in its first weekend. That makes it the second best cartoon opening of the year, trailing only The Lego Movie.

Big_Hero_(film)_poster

This isn’t just a win for Disney and Big Hero 6—it’s a win for diversity, and those who make the argument that diversity sells. Big Hero 6 takes place in a future “San Fransokyo” and features an extremely diverse cast of characters: Go Go Tomago, Tadashi, Wasabi, Honey Lemon, and Fred. And, unlike some cartoons, it doesn’t whitewash its casting: the voices behind the characters are just as diverse as the characters themselves. Hiro, Tadashi, and Go Go are all voiced by Asian American Actors (Ryan Potter, Daniel Henney, and Jamie Chung, respectively) and the diverse cast is rounded out by Damon Wayans Jr. (Wasabi), Genesis Rodriguez (Honey Lemon), and Maya Rudolph (Cass).

Big Hero 6 Heroes

That means, of the 10 top billed characters in the movie, 6 are voiced by people of color. That’s significantly higher than Hollywood’s standard dreary stats of underrepresentation. It also means that a movie featuring people of color in the top roles earned more money than a major blockbuster film starring several Oscar-winning actors and directed by one of the most famous directors in Hollywood. And not a very diverse one, I would add.

How’s that for proof that diversity sells?

Not everyone loves Big Hero 6. Some fans of the original comics were disappointed to see that while the characters in the original comic were all Japanese, Disney chose to recast some of the characters in the movie as other races. You can see more about the changes they made here. Was Disney afraid that a cast of all-Japanese characters might scare off the American moviegoing audience? We’ll never know.

Diversity done well can be hard, but it’s worth celebrating the wins even when they’re complicated. You may have noticed the Diversity 102 logo at the top of this blog post. From here on in, we’re going beyond the Diversity 101 story that everyone tells: there’s not enough diversity, there’s nothing out there, diversity doesn’t make money, people don’t care. It’s important to acknowledge that there’s work to be done, but the story goes deeper than that. There are many exciting things happening, and we want to spotlight them.

So, are you going to see Big Hero 6 this weekend? Did you see it already? What did you think?


Filed under: Diversity 102, Diversity, Race, and Representation, Lee & Low Likes, The Diversity Gap Tagged: Big Hero 6, Disney, diversity in Hollywood, movies

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8. Native American Heritage Month: 10 Children’s Books By Native Writers

November is Native American Heritage Month! Native American Heritage Month evolved from the efforts of various individuals at the turn of the 20th century who tried to get a day of recognition for Native Americans. In 1990, President George H.W. Bush approved a resolution that appointed November as Native American Heritage Month. You can learn more about Native American Heritage Month here.

For many years, Native people were silenced and their stories were set aside, hidden, or drowned out. That’s why it’s especially important to read stories about Native characters, told in Native voices. Celebrate Native American Heritage Month with these great books by Native writers:

Biographies

Quiet Hero by S.D. Nelson – Ira Hayes grew up on the Gila River Indian Reservation in Arizona. When he was in his late teens, World War II raged, and Ira Hayes joined the Marine corps. Eventually they were sent to the tiny Japanese island of Iwo Jima, where a chance event and an extraordinary photograph catapulted Ira to national awareness and transformed his life forever. 

Crazy Horse’s Vision by Joseph Bruchac, illustrated by S.D. Nelson – Crazy Horse, whose childhood nickname was “Curly,” defies traditional custom and risks his own life by running away, up to the hills, to seek a vision.

Jim Thorpe’s Bright Path by Joseph Bruchac, illustrated by S.D. Nelson –  While Jim Thorpe struggled at school, he excelled at sports. He later went on to win several Olympic medals.

Fiction

Home to Medicine Mountain by Chiori Santiago, illustrated by Judith Lowry – Two Native American brothers are sent to a strict, government-run boarding school. There, they are forced to speak English and to unlearn their Native American ways. Inspired by their dreams of home and the memories of their grandmother’s stories, the boys embark on an adventurous journey from the harsh residential school to their home in Susanville, California.

Sky Dancers by Connie Ann Kirk, illustrated by Christy Hale – John Cloud’s father is in New York City, far away from their Mohawk Reservation, building sky scrapers. One day, Mama takes John to New York City and he sees his Papa high on a beam, building the Empire State Building.

Kiki’s Journey by Kristy Orona-Ramirez, illustrated by Jonathan Warm Day –  Kiki is a city girl that calls Los Angeles her home. Her family left the Taos Pueblo reservation when she was a baby, so it doesn’t feel like home. How will it feel to revisit the reservation?

 

Stories for Teens

Rattlesnake Mesa by EdNah New Rider Weber, photographs by Richela Renkun – When EdNah’s beloved grandmother dies, she is sent to live on a Navajo reservation with a father she barely knows. Once EdNah finds herself getting used to her new life, she is sent to a strict government-run Indian boarding school.

Wolf Mark by Joseph Bruchac – When Luke King’s father, a black ops infiltrator, goes missing, Luke realizes his life will never be the same again. Luke sets out to search for his father, all the while trying to avoid the attention of the school’s mysterious elite clique of Russian hipsters, who seem much too interested in his own personal secret

Killer of Enemies by Joseph Bruchac – In a future where technology has failed, Lozen has been gifted with a unique set of abilities magic and survival skills that she uses to hunt monsters for the people who kidnapped her family. As the legendary Killer of Enemies was in the ancient days of the Apache people, Lozen is meant to be a more than a hunter. Lozen is meant to be a hero.

Rose Eagle by Joseph Bruchac – Several years before Killer of Enemies, the Lakota are forced to mine ore for the Ones, their overlords. Rose Eagle’s aunt has a vision of Rose as a healer. She sends Rose on a quest to find healing for their people.

 

What other books by Native American authors and illustrators do you recommend?

 

 


Filed under: Book Lists by Topic, Diversity 102, Diversity, Race, and Representation, Lee & Low Likes, Race Tagged: book list, booklist, Crazy Horse, diversity, Ira Hayes, Jim Thorpe, Joseph Bruchac, Lee & Low Books, Native American, native american heritage month, Tu Books

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9. First Look, Second Look, Third Look: Close “Reading” with Book Art

I’ll admit it: I was looking for a Native American book by a Native American author to write about in light of Thanksgiving and National American Indian Heritage Month as many teachers do this time of year.

This Land is My LandThis led me to reread and re-experience the Children’s Book Press treasure, This Land is My Land, by artist George Littlechild. As winner of the 1994 Jane Addams Picture Book Award and 1993 National Parenting Publications Gold Medal, This Land is My Land is a notable treat for students and readers of all ages.

The book features 17 of the artist’s mixed media paintings organized to portray Native American history in North America and Littlechild’s own heritage and childhood. As I studied Littlechild’s paintings and read his accompanying essays about each, I felt as if I were on a gallery walk with my own earbud connected to the artist.

Although this picture book would make a great counterpoint to many Thanksgiving books out there, This Land is My Land is valuable beyond the Thanksgiving-relevant content. It is a great example of how art is a powerful medium for critical thinking development and can be integrated into literacy instruction (not just the assigned art block a couple times a week).

Click on the image to read the text

So, what does close reading (or “looking?”) look like with art?

Like a text, a piece of art is another place for students to engage with multiple times and each time diving into another level of meaning and interpretation. Using art in the classroom relates to the reading standard 7 of the Common Core, Integration of Knowledge and Ideas. Additionally, many of these questions are questions we would use with students in the close reading of a text.

Below is an example of how students can progress with their observations and thinking. I separated levels of questions into three viewings based on level of complexity, but of course one could (and should) return to a worthwhile painting many, many times.

First look (literal comprehension/understanding)

  • What is happening?
  • What patterns do you see? What images, colors, and symbols do you see repeated or used most often in this painting or across paintings?
  • What materials does Littlechild use?
  • How does Littlechild use positive or negative space?
  • How does Littlechild use the foreground and background?
  • Who is the narrator?
  • What are some common ideas or events portrayed in his artwork?
  • What is the central idea of the painting? What is the central idea of the paintings taken altogether? What makes you think so?

Second look (higher level thinking/interpretation of meaning)

  • What effect do repeated colors, images, patterns, or symbols have on his art and the central idea?
  • What effect does a specific material, such as shells or sequins, have on his art and the central idea?
  • What does “Indian” mean to Littlechild?
  • How does Littlechild’s background (childhood, heritage, identity, family relationships) affect the subjects, themes, and materials of his paintings?
  • What has Littlechild learned from his elders? What does he want viewers to learn from or think about events in the past and our heritages?
  • What is the mood of one piece of the artwork or the collective body of artwork? What makes you think so? What colors, patterns, materials, or images does he use to convey mood?
  • What is the purpose of his art? Why would Littlechild create this painting or assemble these paintings into a collection? Why talk about these events and his heritage and childhood at all?
  • Who do you think is the intended audience of This Land is My Land? What might Littlechild want them to do with this narrative and perspective?
  • How does Littlechild demonstrate pride in and appreciation for his heritage? How does he convey pain in Native American history? How does he convey the closeness of his community?

Third look (higher level thinking/analysis of artist’s craft/structure/methods)

  • Why does Littlechild choose to start the book with a dedication to his ancestors and include their photographs?
  • How is the collection of paintings organized? How does the chronological structure convey or confirm his central idea? How does this mixed media collection compare to a biography in book form?
  • Why does Littlechild choose the title and painting for the book cover: This Land is My Land? He doesn’t like the song, “This land is your land, this land is my land,” or its meaning; so, why does it fit as the title and cover painting for the book? What does this choice tell us about the central idea of the book? What message does he want to convey to viewers?
  • Why does Littlechild use photographs in the painting, instead of just drawing the figures? What effect do the photographs have on the story he is telling and on the painting itself? (Repeat this question for feathers, sequins, shells, and feathers)
  • Why do you think the artist chooses to use the motif of stars? What do a “star” mean in this context? the number four? horses?
  • Why does Littlechild choose art/mixed media collage to represent events in his own life and convey his the central idea?

For further reading on integrating the Arts with the Common Core, check out these fantastic resources:

How are you integrating art with the Common Core? What tips do you have for choosing high quality art to teach? What art are you using already? Let us know!

Jill EisenbergJill Eisenberg, our Senior Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators. 


Filed under: Common Core State Standards, Educator Resources Tagged: art education, CCSS, children's books, close reading, Educators, ELA common core standards, guided reading, literacy, Native American, reading comprehension

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10. Illustrator Frank Morrison takes us behind the art of Little Melba and Her Big Trombone

SONY DSCReleased in September, Little Melba and her Big Tromboneis the story of Melba Liston, a little-known but trailblazing jazz musician who broke racial and gender barriers to become a famed trombonist and arranger. We asked illustrator Frank Morrison to take us behind the scenes for creating the art work used in Little Melba and her Big Trombone. 

Illustration Process

  1. After reading the manuscript for Little Melba and her Big Trombone, I immediately searched for references that could help me  bring the story to life. This included clothing from the time period and a trombone, which I have never painted before. I was fortunate enough to find a CD by Melba titled, “Melba Liston and her Bones” as well.  After gathering all of my materials my studio begins to sound like a jazz session as I begin reading.
  2. I make thumbnails sketches and jot down notes on the sides of the manuscript while the Be Bopping is blaring from the speakers. My sketches are loose like a trombone’s slide and they take about a minute each. thumbnails for cover resize
  3. When the thumbnails are completed I being drawing defined sketches from them and at the same time placing them in page order. Sometimes I may have two or three different ideas for a page as shown in the cover sketches.  1st cover sketch resizepage 10-11 sketch  resize
  4.  Once my sketches are approved, I transfer the final drawings to an illustration board. This, of course, is done after I’ve measuring the dimensions and taped off the edges, which includes a half-inch border.2nd cover sketch resize
  5. I spray a fixative on the drawing so it won’t smudge then coat it with a clear gesso. Next I tape the image to a wooden board. The board allows me to work sitting down at my art table or placing the painting on my easel. page 10 -11 gesso resize
  6. Finally I use a lot of jazz music, dancing and oil paints to finish the final art.

melbas cover  resize

PAGES 10-11 resize


Filed under: Art and Book Design, Book News, Cover Design, Dear Readers, Interviews with Authors and Illustrators, Lee & Low Likes, New Releases Tagged: African/African American Interest, art, diversity, Frank Morrison, illustration, illustrations, jazz music, Katheryn Russell-Brown, Little Melba, Little Melba and her Big Trombone, melba liston

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11. Dream Casting for Our Favorite YA Novels

One of the fun things about reading fiction is imagining what the characters would look like, sound like, and act like in real life. And with the recent spike in YA-novels-turned-movies, it’s not a stretch to wonder who might be cast to play some of our favorite characters. There have been some great movies recently based on YA novels, but few of them have featured diverse casts or characters. So we thought we’d give Hollywood a little help and showcase a few of our favorite movie-worthy YA novels, and how we’d cast them:

Aristotle and Dante Discover the Secrets of the Universe, by Benjamin Alire Saenz 

What it’s about: This tender novel looks at the deep and evolving friendship between two teen boys in 1980s El Paso.

Why it should be a movie: Although it’s not action-packed, the space this book gives to the quiet moments shared between Aristotle and Dante would make it a great character study. It won a Printz Award Honor and in the hands of a capable filmmaker definitely has potential to win awards on the movie side as well.

Who we’d cast: 

Aristotle:

Diego Boneta

Ari is sensitive and introspective but also big and strong, and he has a melancholy side that comes out sometimes too. We’d cast Diego Boneta as Ari.

Dante:

Tyler Posey

 

Dante is endearing and earnest, even when he’s struggling with his feelings. He can be full of angst without being angsty. We think Teen Wolf’s Tyler Posey could bring to life Dante’s charm.

Eleanor and Park, by Rainbow Rowell

Eleanor and Park cover

What it’s about: A story of first love that follows two teenagers in 1980s Nebraska who help each other through difficult circumstances.

Why it should be a movie: Actually, Dreamworks jumped on the movie rights early, so Eleanor and Park is headed to the big screen already. But some readers fear that in the hands of Hollywood, Eleanor and Park could change. In the book, Eleanor is overweight and Park is half Korean, two characteristics not often seen among leading men and ladies onscreen. In a Hollywood is notorious for whitewashing, casting this movie accurately would be nothing short of groundbreaking.

Who we’d cast:

Eleanor:

Emma Kenney

So few women are allowed to appear onscreen overweight that it was really tough just to find someone who might resemble Eleanor. We thought Emma Kenney could be a good fit (though she’s skinnier than Eleanor) but perhaps there’s a great unknown actress out there waiting to be discovered, too.

Park:

Sam TanSo few Asian actors are given big parts that it wasn’t easy to find a potential Park. But we think maybe Sam Tan could pull off that goth exterior and super-sweet center that make Park irresistible to Eleanor.

Killer of Enemies, by Joseph Bruchac

Killer of Enemies coverWhat it’s about: In the post-apocalyptic Southwest, Apache teenager Lozen works as a monster hunter in order to keep her family safe.

Why it should be a movie: Killer of Enemies is action-packed so it could pull in a wide audience, and the fight scenes between Lozen and the genetically-engineered monsters she hunts would be incredibly fun to watch. Plus, what’s the last movie you watched with a Native main character?

Who we’d cast: 

Lozen:

Amber MidthunderIf finding other casting options with hard, finding a Native actress to play Lozen was near impossible. But since Hollywood has a long history of whitewashing Native characters (Johnny Depp as Tonto, we’re looking at you) it’s extra-important that Lozen be played by a Native actress. We thought Amber Midthunder, who is an enrolled member of the Ft. Peck Sioux Indian Reservation, could be a good choice. But it would be nice if she weren’t the only choice.

The model who posted for the front cover could be a pretty good Lozen, too:

Killer of Enemies cover image

Hussein:

Avan JogiaLozen’s love interest Hussein is a musician, a sensitive listener who’s a good counterpart to Lozen’s stoic strength. We could see Avan Jogia balancing Lozen out pretty well.

What books are you hoping to see as movies? Who’s your dream cast? Let us know in the comments!

 


Filed under: Diversity 102, Diversity, Race, and Representation, Tu Books, TV Tagged: diversity in Hollywood, Hollywood, movies

4 Comments on Dream Casting for Our Favorite YA Novels, last added: 11/6/2014
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12. Reading Paired Texts to Increase Student Engagement

In the fall of 2012 a news story emerged that astronomers had discovered a planet largely made out of diamond. Third grade at my school spent the first two quarters studying the solar system; therefore, this news was received with irrepressible glee in my classroom. Although the media nickname “Lucy” was lost on my students (as in the Beatles’ “Lucy in the Sky with Diamonds”), the wonderment and rejuvenated commitment to the content was obvious.

Seeing that scientists were still studying and discovering facts about our solar system and distant others was exciting to my students and made them feel like they were on the frontier learning alongside real astronomers. Pairing the news article with The Magic School Bus: Lost in the Solar System spurred very creative journal entries throughout the unit, including envisioned future discoveries of all sorts of substances for planets: kitten fur, gold, bubbles.

Incorporating current events and news stories into the classroom can engage students with a renewed sense of purpose and interest. Pairing a news article with a book on a similar topic or theme offers students greater context and a sense of relevancy for the content they are learning, and perhaps a jolt to the creeping apathy over a curriculum students had little input in selecting.

Seven Miles to Freedom (1)So, what does it look like to use paired texts in the classroom?

One example is using the picture book biography, Seven Miles to Freedom: The Robert Smalls Story. In May 2014, the National Oceanic and Atmospheric Administration (NOAA) announced it had discovered the Civil War ship of Robert Smalls. Pairing one of the articles with the picture book biography provides students opportunity to practice comprehension and the third component of the Common Core reading standards: integration of knowledge and ideas.

Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

The following example can be adapted for grades 3–7. Read the picture book, Seven Miles to Freedom, aloud to the whole group or have students read to themselves depending on their reading level. Focus questions may look like this:

  1. How does the picture book describe Robert Smalls?
  2. What character trait would best describe Robert Smalls based on what he says, does, thinks, feels and what other characters say and think about him?
  3. Why do you think the author of the picture book wants to share this story with young people?
  4. How does this story help us better understand the events in Robert Smalls’ life?

Read the news article second. If the news article is above students’ reading level, read the article aloud as they follow along with individual copies. The questions for the article will mirror those questions for the picture book:

  1. How does the article describe Robert Smalls?
  2. What character trait would best describe Robert Smalls based on what he says and does and what other people quoted say and think about him in this article?
  3. Why do you think the NOAA’s Maritime Heritage Program wants to find and rescue the ship/signify the ship’s location now after all these years?
  4. How does this news article help us better understand the events in Robert Smalls’ life and the picture book Seven Miles to Freedom?

 

Follow up questions looking at both texts together:

  1. What events and details do both texts agree on?
  2. Create a timeline of events using both the picture book and news article.
  3. How are these texts both examples of nonfiction? What sub-genres of nonfiction are they? How do they present information similarly and differently?

 

Resources about Robert Smalls:

  • Explore a reading guide and learning activities for Seven Miles to Freedom from OurStory, a website created by the Smithsonian’s National Museum of American History to encourage adults and children in grades K–4 to read historical fiction and biography together
  • Read about Robert Smalls’ ship, Planter, and a report about the discovery from the Voyage to Discovery, a multi-media initiative to highlight African American maritime history from the NOAA’s Office of National Marine Sanctuaries’ Maritime Heritage Program and the National Association of Black Scuba Divers

 

Resources for connecting Lee & Low titles with news:

 

Bonus: A fragment from Amelia Earhart’s airplane was recently identified. What book would you want to pair with this news story for students? Share with us!

Jill Eisenberg

Jill Eisenberg, our Senior Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators. 


Filed under: Common Core State Standards, Educator Resources Tagged: CCSS, children's books, close reading, Educators, ELA common core standards, guided reading, Reading Aloud, reading comprehension

2 Comments on Reading Paired Texts to Increase Student Engagement, last added: 11/3/2014
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13. Sweet News in Diversity

Happy Halloween everyone! We’ve got something even better than treats today: great news in diversity!

Appltim cooke CEO Tim Cook recently came out in an editorial published by Bloomberg Businessweek, saying that he is “proud to be gay,” and making him the first openly gay leader of a major U.S. company. This was the first time Cook addressed his orientation publicly, saying, “I don’t consider myself an activist, but I realize how much I’ve benefited from the sacrifice of others,” Cook wrote. “So if hearing that the CEO of Apple is gay can help someone struggling to come to terms with who he or she is, or bring comfort to anyone who feels alone, or inspire people to insist on their equality, then it’s worth the trade-off with my own privacy.” With more states and people accepting gay marriage and supporting LGBTQ rights, Cook’s move is inspirational and will hopefully lead to more acceptance within the workplace.

Marvel announces next phase of superhero movies

From left: Robert Downey Jr. (Iron Man), Chadwick Boseman (Black Panther), and Chris Evans (Captain America) at a Marvel event in Hollywood

Marvel just recently announced their next phase of superhero movies and we’re excited to see that it’s going to include a Black Panther movie! The Black Panther (T’Challa) was the first black superhero in American comics. We’re also looking forward to seeing Jason Momoa as Aquaman and Gal Gadot as Wonder Woman! DC announced that Momoa would be playing Aquaman in the highly anticipated “Batman vs. Superman: Dawn of Justice,” and the Wonder Woman movie will premier in 2017.

Have you heard more good news in diversity? Let us know in the comments!

 

 


Filed under: Diversity, Diversity, Race, and Representation, Lee & Low Likes, Musings & Ponderings Tagged: apple, apple ceo, aquaman, batman vs superman, black panther, dawn of justice, DC, gal gadot, jason momoa, marvel, superheroes, tim cook, wonder woman

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14. Mix it up! 15 Books about Kindness and Giving

Today is Mix It Up At Lunch Day, an annual day started by Teaching Tolerance over a decade ago to encourage kindness and reduce prejudice in schools by encouraging students to sit and have lunch with someone new, one day out of the year. Teaching Tolerance offers some great resources to help schools celebrate Mix It Up At Lunch Day, and we thought we’d add our own list of recommended books that encourage kindness, giving, bravery and open-mindedness!

15 Books About Kindness and Giving

  1. Lend a Hand: Poems About Giving written by John Frank and illustrated by London Ladd- A collection of poems showing the many ways individuals can make differences.
  2. Antonio’s Card written by Rigoberto González and illustrated by Cecilia Álvarez – Antonio’s classmates make fun of Leslie, Antonio’s mother’s partner because of her paint-spattered overalls. Antonio decides to make a card for his mother and her partner.
  3. First Come the Zebra by Lynne Barasch –  Abaani, a Maasai boy, sees a Kikuyu boy, Haki, tending a new fruit and vegetable stall alongside the road and they take an immediate dislike to each other.  A short while later, a dangerous situation arises near Haki’s stall and Abaani and Haki must overcome their differences and work together.
  4. King for a Day written by Rukhsana Khan and illustrated by Christiane Krömer – Malik wants to become the king of the kite festival, Basant. Using his kite Falcon, Malik becomes the king of Basant! When he sees a bully take a kite from a girl, Malik uses Falcon to give her a nice surprise.
  5. Grandfather Counts written by Andrea Cheng and illustrated by Ange Zheng – Gong Gong, Helen’s grandfather who only speaks Chinese, moves in with her family. Helen is worried about not being able to speak to him. She hears him counting train cars in Chinese, and she reciprocates by showing him how to count in English.
  6. Sam and the Lucky Money written by Karen Chinn and illustrated by Cornelius Van Wright and Ying-Hwa Hu – Sam  receives lucky money–red envelopes called leisees (lay-sees), from his grandparents that he can spend any way he wants. When he doesn’t have enough money to buy what he wants, Sam instead decides to give his money to a homeless man.
  7. Birthday in the Barrio written by Mayra Lazara Dole and illustrated by Tonel – Chavi’s friend Rosario wants to have a quinceñera (sweet 15), but her family can’t afford it. Chavi gathers people in the barrio (neighborhood) and throws Rosario a birthday party in the community center.
  8. Brothers in Hope written by Mary Williams and illustrated by R. Gregory Christie – When eight-year-old Garang’s village in southern Sudan is destroyed, he walks thousands of miles with many other boys to seek safety. The boys face numerous hardships and dangers along the way, but their faith and mutual support help keep the hope of finding a new home alive in their hearts.
  9. Destiny’s Gift written by Natasha Anastasia Tarpley and illustrated by Adjoa J. Burrowes – Destiny’s favorite place to be is Mrs. Wade’s bookstore; she helps out every Saturday. When Mrs. Wade tells Destiny she has to close the bookstore, Destiny organizes her community to protest.
  10. Passage to Freedom written by Ken Mochizuki and illustrated by Dom Lee – Chiune Sugihara, the Japanese diplomat to Lithuania, helped thousands of Jewish people escape the Holocaust by giving them visas to Japan.
  11. Goldfish and Chrysanthemums  written by Andrea Cheng and illustrated by Michelle Chang – Nancy’s grandmother, Ni Ni, finds out that her childhood home in China is being torn down. After winning two goldfish at the fair, Nancy keeps Ni Ni’s memories of her garden alive by recreating it in their backyard.
  12. Irena’s Jars of Secrets written by Marcia Vaughan and illustrated by Ron Mazellan – Irena Sendler, a Polish social worker, witnesses the injustices committed against Jewish people in Warsaw during WWII. First, she smuggles things they need into the Warsaw ghetto, and then, using false documents, she smuggles Jewish children out of the ghetto. She keeps jars with their information, hoping to reunite them with their families.
  13. Puffling Patrol by Ted and Betsey Lewin – Every April, the Westman Islands off the coast of Iceland become home to hundreds of thousands of puffins, small black-and-white seabirds with colorful bills. When the young puffins, called pufflings, are ready to make their way into the sea, they’re helped by the Puffling Patrol, children who help guide the pufflings to the ocean.
  14. Rent Party Jazz by written William Miller and illustrated by Charlotte Riley-Webb – Rent day is coming, and Sonny’s mama has lost her job. Sonny isn’t sure what to do, but a jazz musician named Smilin’ Jack hosts a party to help Sonny and his mama raise money for their rent.
  15. Aani and the Tree Huggers written by Jeannine Atkins and illustrated by Venantius J. Pinto – While Aani sits under her favorite tree, she hears men coming in to cut down the trees, despite protest from the women in the village. When the men return to cut the trees, Aani hugs a tree to prevent them from cutting it down, and the rest of the people in her village follow suit, saving the forest.

For more information about Mix It Up at Lunch Day and how to participate, click here!


Filed under: Activities and Events, and Representation, Book Lists by Topic, Diversity 102, Lee & Low Likes Tagged: African/African American Interest, Asian/Asian American, bilingual books, Book Lists by Topic, Children's Book Press, Latino/Hispanic/Mexican, LGBT, multicultural books

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15. How to Teach Close Reading Using a Recipe

What happens if we don’t follow a recipe? Potentially, a disaster. Recipes require careful reading and we can literally taste the consequences of our failure to do so. In this way, a recipe is fantastic for small group instruction, such as guided reading, and for parent-child practice because it is grounded in real world applications and requires multiple re-readings to grasp the information.

For guided reading, there were only a dozen or so book sets that I used with my students because those available to me were dated in content (think: Pluto is still a planet) and image, worn out from being shared across the whole school, and unreliable in student engagement. On one of my monthly trips to a Friends of the Library book sale, where I often scrounged, hunted, and bargained, I discovered a milk crate full of the children’s literary magazine, Cricket. As these were used periodicals, they were available for free. I remember the award-winning magazine as a child myself and quickly discovered that the wide variety of high-quality texts would be perfect for guided reading, including the recipes and craft instructions.

Recipe post (3)Young readers can use recipes to analyze an author’s choices, such as the order of steps, choice of ingredients, and ingredient amounts. Recipes provide hands-on experience at home while building critical background schema and additional practice with a nonfiction text. Recipes are great for teaching close reading because they:

  • naturally engage students with the content (yum!)
  • create real-world connections for why we learn to read and the skill of close reading (look—even adults do it!)
  • provide a small amount of text which can be read in one sitting but requires several re-readings to understand it fully (perfect for 20-25 min. periods)
  • allow students to interpret and solve new words in context
  • require students to visualize and analyze how the individual parts create the final product

As you read and carry out each step of a recipe, students can think about the author’s choices along the way. Why would the author want only ¼ tsp of salt? What would happen if we added 2 tsp instead? Why is salt needed in this recipe in the first place? Why do we need to add the salt before we boil? And so on.

Below is an example of questions for close reading using the recipe included at the end of the story, Sweet Potato Pie.

Read and follow along with the full Mama’s Sweet Potato Pie recipe.

First reading: (Literal questions to understand the information)

  1. What are we making? What is the central idea of this text?
  2. How much vanilla do we need?
  3. What are the general steps we need to do to make a sweet potato pie?
  4. What do we have to do first? (This is tricky because you have to make the pie crust before you can do the filling even though it is ordered in reverse)
  5. How will we know the pie is finished?
  6. Why do we use a fork to press down around the rim of the pan?
  7. What step is for attractiveness and not necessary?

Second reading: (Higher level/open-ended questions to infer significant ideas)

  1. Why should we cut the potatoes into chunks before boiling? What would happen if we put in the whole potato to boil instead?
  2. Why does the author say only use ¼ tsp of salt? What would happen if we added 1 tsp of salt instead? What would happen if we didn’t add any salt at all?
  3. Why does the author tell us to mash the potatoes AFTER boiling the potatoes and draining the water in, not before?
  4. Why does the author state, “children will need adult help”? Which step should adults do or supervise? Why?

Third reading: (Higher level/open-ended questions to analyze author’s methods, craft, and text structure)

  1. What is the meaning of the word preheat in Step 1 (Preheat the oven to 350 degrees)? What is the meaning of the prefix pre-?
  2. What is the meaning of the world except in Step 4 (Add all remaining ingredients except cinnamon and beat sweet potato mixture until smooth)?
  3. What is the author’s purpose of this text (persuade, explain, entertain, inform)? How do you know?
  4. How is the text organized? Why would the author organize the information as a list of steps? Why would the author separate the steps for the pie crust and filling within the same recipe?
  5. What features shows this text is a recipe? How are this text’s format and features different from other nonfiction texts’ format and features? How does this text compare to the story that precedes it?
  6. What type of sentence is used throughout the recipe (declarative, imperative, interrogative, exclamation)? How do you know? Why would the author choose this type of sentence?
  7. Why does the author put the “children will need adult help” note at the beginning of the recipe?

Book in basketWhere can you find child-friendly recipes and craft instructions? Many food-centric books, such as Sweet Potato Pie, Cora Cooks Pancitand Rainbow Stewwill include the recipe at the end of the book. Children’s magazines, like Cricket and Highlights, have user-submitted recipes and craft ideas with easy to follow steps. Finally, children’s cookbooks are widely available.

How does close reading look in your classroom? Any tricks and tips to share?

Jill Eisenberg

Jill Eisenberg, our Resident Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators. 


Filed under: Common Core State Standards, Educator Resources, ELL/ESL and Bilingual Books Tagged: CCSS, children's books, close reading, Educators, ELA common core standards, guided reading, reading comprehension

0 Comments on How to Teach Close Reading Using a Recipe as of 10/26/2014 9:18:00 AM
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16. Diversity News Roundup

Though the weather outside has been dreary, some of this diversity news has been anything but!

This week, the We Need Diverse Books campaign announced that they’re naming an award in honor of the late, great Walter Dean Myers! They are currently raising money through their IndieGoGo campaign and the hashtag #SupportWNDB.

School Library Journal and #WNDB also announced their collaboration. The collaboration will include a diversity-themed event at the 2016 ALA Midwinter conference and support for the diversity-themed festival to be held in the Washington, D.C. area in 2016.

We’re also excited to see all of the diverse movies being released: 

The Book of Life, the Mexican-themed fantasy-adventure was released last week! Manolo, an adventurer, travels through magical worlds to rescue his one true love and defend his village from death!

Dear White People, the comedy-satire that started as a Youtube concept trailer premieres today. Dear White People was the winner of the 2014 Sundance Film Festival’s Special Jury Award for Breakthrough Talent. This comedy is a clever satire of race relations in the age of Obama.

Disney’s next heroine will be Moana. The eponymous film will be about a teenaged explorer from Oceania who travels the ocean with a demigod named Maui in search of an island.  It’s set to be released in 2016!

Have you seen any great news about diversity this week?

 


Filed under: Diversity 102, Diversity, Race, and Representation, Lee & Low Likes, Musings & Ponderings Tagged: African/African American Interest, animated films, dear white people, diversity news, Latino/Hispanic/Mexican, movies, news roundup, the book of life, we need diverse books

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17. A Visit With the Open Book Foundation

Guest blogger iconIllustrator Frané Lessac shares a recent school visit that she and her husband, author Mark Greenwood, did in Washington, D.C. with An Open Book Children’s Literacy Foundation

One of the highlights of our recent US tour was our visit to Washington, D.C. and our Open Book Foundation day, working with three second grade classes at Savoy Elementary.

The foundation’s mission is to promote literacy among disadvantaged children and teens in the greater Washington, D.C. area by giving books to students and providing access to authors and illustrators – and what a unanimously positive experience it is for all involved!

Frané and Mark at Savoy Elementary

Frané and Mark at Savoy Elementary (image courtesy of An Open Book Foundation)

We conducted a ‘Meet the Author and Illustrator’ presentation followed by an art activity. At the conclusion of each presentation, the Open Book Foundation gave each student a copy of our book, Drummer Boy of John John, to take home, signed and personalized by the people who actually wrote and illustrated it.

Frané Lessac demonstrating the illustration process

Frané Lessac demonstrating the illustration process (image courtesy of An Open Book Foundation)

Here are a few of the student reactions we received:

“You mean we get to keep the book? We don’t have to bring it back?”

“I can keep this book for my entire life. Even when I grow up?”

Wow! While the students might still be talking about the experience, so are we! The Open Book program is as uplifting and rewarding for authors and illustrators as it is for students. We will never forget the look of joy on the faces of the students, who couldn’t wait to take their new books home and share the experience with their families.

Creating art during the visit

Creating art during the visit (image courtesy of An Open Book Foundation)

The fabulous Open Book experience breathes life into writing and art and the process of bookmaking, and opens up the world of reading to students. The Savoy Elementary students were so excited to leave each of our sessions clutching their very own book.

We cannot express our gratitude enough to the Open Book Foundation for the joy and excitement they bring to disadvantaged children. The Foundation’s program of bringing authors and illustrators to their schools, and providing books for their students, classrooms and libraries, is a wonderfully positive step to introduce a lifelong love of books and reading.

Frané and Mark with some happy readers

Frané and Mark with some happy readers (image courtesy of An Open Book Foundation)

To learn more about An Open Book Children’s Literacy Foundation, visit their website.

Frané LessacMark GreenwoodFrané Lessac has illustrated more than thirty-five books for young readers, several of which she has also written. Her husband, Mark Greenwood, is the author of numerous children’s books published in both the United States and his native Australia. They live in Fremantle, West Australia.


Filed under: Activities and Events, Educator Resources, Guest Blogger Post Tagged: An Open Book Foundation, literacy, nonprofits, Washington D.C.

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18. Recap: Horn Book’s Mind the Gaps Colloquium at Simmons College

On October 11, 2014, I attended a colloquium called Mind the Gaps, hosted by The Horn Book at Simmons College in Boston. There was an all-star line up consisting of Peter Brown (Mr. Tiger Goes Wild), Gene Luen Yang (Boxers and Saints), Andrew Smith (Grasshopper Jungle), and Steve Sheinkin (The Port Chicago 50), to name a few. Roger Sutton, Editor in Chief of The Horn Book, played a big part in pulling all these folks together for a day.

One of the highlights was the keynote by author/librarian Vaunda Micheaux Nelson (No Crystal Stair). Here’s a snippet from her speech:

Vaunda Micheaux Nelson

Keynote speaker, Vaunda Micheaux Nelson. Photo credit: Shara Hardeson

“We are here at Simmons trying to solve this problem while one of the biggest stories in the news is that Apple released a new iPhone. Yet ALA struggles to get a one-minute spot on one network to announce the nation’s most prestigious children’s book awards. Is this our world now? To quote one of my favorite library patrons, ‘Have we dumbed down society so much that what is truly significant is not considered important?’ This conversation is significant. So how do we make it important?”

I participated in was called Publishing for the Gaps. The other panelists were Arthur Levine, publisher of Arthur A. Levine Books at Scholastic but more famously known for bringing Harry Potter to the United States, and Ginee Seo, children’s book director of Chronicle Books. The moderator was Roger Sutton. We covered a lot of ground, from the acquisition process to responding to Roger’s charge that publishers often put out “derivative crap” (Roger’s words, not mine) when it comes to blatantly duplicating what works. This statement was met with Arthur’s vehement defense that he sorely doubted that publishing executives would order their editors to make “more derivative crap!”

While I have been on many panels over the years, what was nice about this one was that the audience of 150 was predominately white. Non-diverse audiences like this usually benefit from hearing about the diversity problem, since some may be hearing about it for the first time. Publishing for the Gaps for me is about publishing the stories about people who are left out, which are most often people of color. I discussed LEE & LOW’s efforts to offer clarity and perspective, to help define the scope of why diversity is met with obstacles across most media channels, and how this remains a society-wide problem.

Arthur Levine, Jason Low

(L-R) Arthur Levine, Jason Low. Photo credit: Shara Hardeson

From the editorial side, the lack of representation can be greatly improved by decision makers who feel a personal stake in publishing diverse books. Ginee, as one of the few Asian American women at an executive level, can and does make a difference. Arthur Levine remarked that it was a part of who he is (as an openly gay and Jewish man) to publish inclusively.

The panel was recorded and is an hour. Note: Since the video is stored on Simmons College’s Google drive you’ll have to log in to view it. I also apologize in advance for the sound quality.

When the colloquium was over, I asked one of the moderators, Nina Lindsay, how she thought the day went. She said, “I was pleased with the colloquium, but feel like we just got the conversation started, then everyone went home. I’m hoping the momentum continues to build on this, and that we don’t all suddenly assume we’re enlightened and part ways.”

Recap of Publishers Weekly Diversity Panel, October 16, 2014


Filed under: Activities and Events, Diversity, Race, and Representation, Fairs/Conventions, recap post Tagged: diversity, multicultural books, Race issues

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19. An Interview with Lin Oliver on SCBWI’S Emerging Voices Award

On this blog we’ve often discussed our own New Voices and New Visions awards for unpublished authors of color. Today we wanted to spotlight another great award specifically for authors of color: the On-The-Verge Emerging Voices Award from the Society of Children’s Book Writers and Illustrators (SCBWI).

scbwi Emerging Voices Award

The On-The-Verge Emerging Voices Award is a grant created to “foster the emergence of diverse voices in children’s books.” It offers two writers or writer/illustrators from under-represented backgrounds the chance to receive:

  • An all-expense paid trip to the SCBWI Summer Conference in Los Angeles August 1-4, 2015 (transportation and hotel)
  • Tuition to the SCBWI Summer Conference
  • A manuscript consultation at the Summer Conference with an industry professional
  • An additional meeting with an industry professional
  • Tuition to the Summer Conference Writers or Illustrators Intensive
  • A press release

We interviewed Lin Oliver, Executive Director of SCBWI, about the creation of the award and the role of SCBWI in diversifying the world of children’s book publishing.

When was the Emerging Voices Award established?

The SCBWI Emerging Voices Award was established in 2012, with funding from Martin and Sue Schmitt of the 455 Foundation.  The grant was created to foster the emergence of diverse voices in children’s books. Each year, we select two writers or writer-illustrators for an all expense paid trip to the summer SCBWI conference, which includes a manuscript consultation and additional mentoring.  Qualified applicants must be from an ethnic or cultural background that is under-represented in children’s literature in America, such as Black or African-Americans, Latinos, Pacific Islanders, American Indians or Asian-Americans.

Why did the SCBWI decide to establish the award?
The SCBWI is committed to encouraging the creation of a diverse body of literature for children. We believe that all children should be able to see themselves on the page and all readers will benefit from participating in diverse experiences through literature.  The representation of many cultures of ethnicities is vastly under-represented in today’s marketplace, and we hope this Award is a step to correcting that situation.

Have any past Emerging Voices winners gone on to receive publication contracts or publish books?

The award is still very young—there were three winners in 2012, and two in 2013.  As of now, all five winners are having their work-in-progress shared with editors and agents in the field.  There are no sales to report yet, but we feel confident that their work is in professional hands and receiving every possible consideration.

Emerging Voices Award winners

From L to R: Martin Schmitt, award winner Jennifer Baker, award winner Dow Phumiruk, and Sue Ganz-Schmitt

How do you perceive the SCBWI’s role in the greater movement for more diverse children’s books?

As the largest organization of children’s book writers and illustrators, we believe we play a leadership role in the movement to increase diversity in our field. We always make sure that the faculties of our national conferences include publishers, agents, authors and illustrators of diverse backgrounds.  We encourage our members to support and promote books from these publishers, authors and illustrators.  We often publish articles and papers about the role of diversity in children’s books, and work with other organizations such as the Children’s Book Council, First Book and We Need Diverse Books who are involved in this important initiative.

We all acknowledge the need to support aspiring authors of color, but their eventual success will be determined by the marketplace.  It is crucial that the these books prove to be not only artistic and social successes, but also commercially viable.From your perspective at the SCBWI, what are a few of the biggest obstacles that you see aspiring authors of color facing?

We all acknowledge the need to support aspiring authors of color, but their eventual success will be determined by the marketplace.  It is crucial that the these books prove to be not only artistic and social successes, but also commercially viable.  This is a challenge not just for children’s books but for our whole society—-we need to all show interest in and embrace all the diverse cultures that make up America.

Has the SCBWI taken any other steps to promote diversity among its membership?

In addition to the Emerging Voices Award, we have a special category in our Work in Progress Awards for multi-cultural books.  Many of our scholarships have been awarded to students of color. And our Amber Brown Grant sends authors to low-income schools who have never been able to afford an author visit.

How can publishers and the SCBWI work together to create a more inclusive industry?

In the past year, the We Need Diverse Books campaign has done a wonderful job of creating awareness of the lack of diversity in our field. That is the first step. The SCBWI will continue to provide opportunities for publishers to discover new talent. The publishers need to put forth their best effort to publish those books, and together, the SCBWI and the publishing community need to market those books and help bring them to the forefront in the consumer consciousness.

More information about The Society of Children’s Book Writers and all of its programs can be found at scbwi.org.  Please visit us.


Filed under: Awards, Diversity 102, Diversity, Race, and Representation, Publishing 101, Writer Resources Tagged: Emerging Voices Award, SCBWI, writers of color, writing contests, writing resources

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20. A Win for Diversity in the News

It finally feels like autumn is here and if you don’t mind us saying, we’ve been “fall-ing” for all the diversity-related stories that have been in the news recently! Here are a few that we were especially excited to read:

Malala Yousafzai and Kailash SatyarthiMalala Yousafzai, the Pakistani teen who was shot in the head by the Taliban for advocating for girls’ rights to education, and Indian children’s right activist Kailash Satyarthi, both won the 2014 Nobel Peace Prize for their fight against the oppression of children and young people, and for the right of all children to education. In light of the recent violence that has broken out between India and Pakistan along the border of the disputed, mainly Muslim region of Kashmir, the Nobel Peace Prize committee said it was an “important point for a Hindu and a Muslim, an Indian and a Pakistani, to join in a common struggle for education and against extremism.”

In the entertainment industry, we’ve been seeing more positive changes when it comes to representation and shonda rhimes the hollywood reporterdiversity in television and movies. Shonda Rhimes, creator of the popular TV shows Grey’s Anatomy, Private Practice, and Scandal, was featured on the cover of The Hollywood Reporterwhere she talked about her success and what she’s learned from previous on-set controversies. Rhimes is also executive producer of the new TV show, How to Get Away with Murder, which just recently got a full season order from ABC along with Black-ish. Sullivan & Son, a TV show that is written by and stars Steve Byrne, is also renewed for its second season. Steven Byrne is an Irish-Korean American, one of a handful of writers of color that has found success in Hollywood. The fall television programming this year has been great for diverse representation, which is a breath of fresh air considering an infographic we did on the Emmy Awards.

On the movie front, Lionsgate is teaming up with Women in Film to create a series of short films based on the Twilight franchise. According to the Geena Davis Institute on Gender and Media and USC’s Annenberg School for Communication and Journalism, only 7% of major film directors around the world are women. Whether you’re a fan of the Twilight series or not, we love the fact that an effort to get more female directors out there is a good thing!

There’s no denying the fact that computer science is a popular field to get into; however, Google recently looked over their annual diversity reports and found that 70% of their workforce is male, with 61% being white. In an effort to get more women to take an interest in coding, Google announced that they were launching a new program called Made with Code that “includes a mix of coding projects, partnerships with youth organizations, and $50 million in funding Google says will help get more females involved in the field of computer science.”

Some of the Girls at Made to Code from Tarrant County

See any stories that we missed? Feel free to share them in the comments! Happy Friday everyone!


Filed under: Dear Readers, Diversity 102, Diversity, Race, and Representation, Lee & Low Likes, Musings & Ponderings, TV Tagged: computer science, diversity, google, how to get away with murder, kailash satyarthi, made with code, malala yousafzai, nobel peace prize, scandal tv show, shonda rhimes, twilight series, women in film

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21. Teaching Cinderella Stories from Around the World

CINDERELLA world hands smallerWith the welcoming of ghoulish decoration displays and the buzz of Halloween costume ideas, the streets will soon be filled with candy-hungry witches, superheroes, and beloved fairy tale characters. Of all the many treasured fairy tale characters that come and go in popularity, none seems to be more resilient than Cinderella. But this Halloween, Cinderella doesn’t have to just mean the classic blue ballroom gown and glass slippers…

Whether you are planning your Cinderella unit this time of year or are brainstorming with young readers on Halloween costume ideas, Lee & Low Books is proud to present the Cinderella Around the World series. This collection of five diverse Cinderella stories from our Shen’s Books imprint features stories of Cinderella from several different cultural perspectives. Cinderella has been told for centuries across many distant lands and cultures from around the world. Readers will discover a range of settings, cultures, traditions, and characters as they explore Cinderella tales from Southeast Asia, India, and Mexico.

CINDERELLABLOGPOSTIMAGEOn our Cinderella Around the World webpage, you will find recommendations for classroom-tested, educator-created resources to utilize with this five-book series collection. We are grateful to the educators at ReadWriteThink.org and EDSITEment from the National Endowment for the Humanities (NEH) for sharing exemplary lesson plans for teaching diverse Cinderella stories.

But the resources don’t stop there! Check out our Cinderella Around the World Pinterest board to discover more ways to teach these treasured retellings, where we are compiling the most extensive collection of related content, enriching activities, and instructional plans for teaching Cinderella both in the classroom and at home.

We believe that collaboration and sharing of resources is key to furthering a more global mindset and education. Therefore, if you are interested in connecting with our broader educator and parent community through collaboration on Pinterest or know of even more high-quality resources to share on our webpage, please contact us at curriculum@leeandlow.com.


Filed under: Common Core State Standards, Educator Resources Tagged: cinderella, diversity, Educators, ELA common core standards, halloween, holiday, literacy

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22. Thirteen Scary YA Books: Diverse Edition

Thirteen Scary YA Books (diverse edition)
Halloween is right around the corner. There’s no better way to celebrate than by reading books that will scare you to pieces! Here’s a lucky thirteen list of our favorites (all featuring diverse characters or by diverse authors):

  1. Half WorldHalf World by Hiromi Goto – Melanie Tamaki lives with her mother in abject poverty. Then, her mother disappears. Melanie must journey to the mysterious Half World to save her.
  2. Vodnik by Bryce Moore – Sixteen-year-old Tomas moves back to Slovakia with his family and discovers the folktales of his childhood were more than just stories.
  3. The Immortal Rules by Julie Kagawa – Allie Sekemoto survives by scavenging for food by day. She hates the vampires who keep humans like cattle for their food. Until the day she dies and wakes up as a vampire.
  4. Liar by Justine Larbalestier – Micah is a liar; it’s the only thing she’ll tell you the truth about. But when her boyfriend Zach is murdered, the whole truth has to come out.
  5. Battle Royale by Koushan Takami – A group of junior high school students are sent to an island and forced to fight to the death until only one of them survives.
  6. Summer of the Mariposas by Guadalupe Garcia McCall – Odilia and her sisters discover a Wolf Mark coverdead man’s body while swimming in the Rio Grande. They journey across Mexico to return his body in this Odyssey-inspired tale.
  7. Devil’s Kiss by Sarwat Chadda – Zombies, ghouls, and vampires all make appearances in the story of Bilquis SanGreal, the youngest and only female member of the Knights Templar.
  8. Panic by Sharon Draper – Diamond knows better than to get into a car with a stranger. But when the stranger offers her the chance to dance in a movie, Diamond makes a very wrong decision.
  9. Ten by Gretchen McNeil – Ten teens head to a secluded island for an exclusive party…until people start to die. A modern YA retelling of Agatha Christie’s And Then There Were None.
  10. Wolf Mark by Joseph Bruchac – Inspired by the Abenaki skinwalker legend, this YA thriller is Burn Notice with werewolves.
  11. The Girl From The WellThe Girl from the Well by Rin Chupeco – A dead girl roams the streets, hunting murders. A strange tattooed boy moves to the neighborhood with a deadly secret.
  12. 172 Hours on the Moon by Johan Harstad –  Three teenagers win the vacation of a lifetime: a week-long trip to the moon. But something sinister is waiting for them in the black vacuum of space.
  13. Anna Dressed in Blood by Kendare Blake – Cas Lowood is a ghost hunter, called to Thunder Bay, Ontario to get rid of a ghost the locals call Anna Dressed in Blood, who has killed every person who has stepped foot in the house she haunts.

What else would you add to the list?


Filed under: Diversity in YA, Diversity, Race, and Representation, Lee & Low Likes, Tu Books Tagged: African/African American Interest, Asian/Asian American, Book Lists by Topic, diversity, halloween, Joseph Bruchac, Latino/Hispanic/Mexican, list, Multiracial, Native American, Science Fiction/Fantasy, Teens/YA, Tu Books

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23. Recap: Diversity Panels at New York Comic Con 2014

Stacy Whitman photoStacy Whitman, Publisher of the Tu Books imprint of LEE & LOW BOOKS, gives us a recap of the 2014 New York Comic Con (NYCC) event and two big panels on diversity.

The #WeNeedDiverseBooks and #geeksofcolor hashtags were well represented at Comic Con this year, with three panels discussing diversity and several more panels where the subject came up. Publishers were showcasing their diverse titles among their frontlist promotions. And panels about diversity topics, even those held in large rooms at inconvenient times, were standing room only all weekend—a clear sign to me that this subject is on the minds of more and more people lately.

I missed the #WeNeedDiverse(Comic)Books panel, but you can see a recap of it here. Read on for recaps of the panels I attended:

Geeks of Color Go Pro panel

I arrived early, wanting to be able to get a good seat, and only two people were waiting in line—which made me nervous. Last year, the Geeks of Color panel was packed full. Would they repeat that this year the 8pm Thursday time slot, which admittedlywas less than ideal?

I needn’t have worried. Soon the room filled to capacity, perhaps 400-500 people, mostly people of color who were fans, interested in writing or illustrating themselves, or who had family members interested. Diana Pho, an editor at Tor, moderated the panel. Panelists were LeSean Thomas (BLACK DYNAMITE: THE ANIMATED SERIES; THE LEGEND OF KORRA; THE BOONDOCKS), Tracey J. John (MTV.com; Gameloft), Alice Meichi Li (Dark Horse), Daniel José Older (Author, HALF-RESSURECTION BLUES); and I. W. Gregorio (Author, #WeNeedDiverseBooks).

Geeks of color go pro panel

from L to R: Diana Pho, LeSean Thomas, Alice Meichi Li, Daniel José Older, I.W. Gregorio, and Tracey J. John

Most of the time was taken with each panelist sharing their story of how they went pro. Their answers for how they became an animator, a writer and editor, an illustrator, a video game writer, and a surgeon and writer were as diverse as the panelists themselves, showing how many paths there are to a professional creative career. For example, Boondocks and Legend of Korra animator LeSean Thomas grew up in the projects and never attended college, but instead got into comics because the materials to draw were pretty cheap, he said. He found opportunities when he showed his work to his boss at a sports store where he worked after high school, and learned as he worked his way up.

Daniel José Older, on the other hand, was a paramedic and antiracist organizer. Getting published took him six years. “The publishing industry will make you learn patience,” he said.

I.W. Gregorio wanted to become a writer but followed the path to becoming a doctor because that was what one did in her family. But one day, someone told her, “you’ll never become a writer,” and that, she said, ticked her off enough to want to prove them wrong. She also mentioned that her job as a surgeon makes her writing career possible and gives her stories to tell.

Others spoke of internships, art classes, balancing day jobs, getting master’s degrees, and community building.

Tracey John, when asked what she wished she knew when she began, said that she wished she had known to challege the status quo. Now, she’s more willing to ask tough questions, she said—such as “why does Princess Peach need saving?”

Older suggested that writers of color need to “reimagine what success means for each of us” and to build community “rather than think of it as networking.” For people who are getting started, he suggested to find people who are willing to ground you and challenge you.

Alice Meichi Li said that “you are an average of the five people you interact with most in your life,” so look for people who fit three categories: an older mentor, an equal, and someone you can mentor, because you learn a lot from teaching.

The big question of the night came from one of the last audience members to ask a question: Why are we still having this conversation? When will we not need a geeks of color panel at 8:00pm in the corner? Diana Pho replied that she thinks we’ll need such panels until we hit critical mass—not just at Comic Cons, but in all of pop culture, of people who believe diversity matters. We here at LEE & LOW agree with Older’s concluding remark: the more people speak up, the less circular the conversation will be, and we can push the conversation forward.

Women of Color in Comics panel

Friday was the Women of Color in Comics panel, which I was thrilled to see was an equally packed room. Moderated by Regine Sawyer of the Women in Comics Consortium, this panel also featured Alice Meichi Li (Dark Horse), Alitha Martinez (penciler and inker for Marvel), Jamila Rowser (Girl Gone Geek blog), Juliana ‘Jewels’ Smith (comics artist, (H)AFROCENTRIC), Barbara Brandon-Croft (cartoonist), Geisha Vi (cosplay model), and Vanessa Verduga (actor, writer, producer).

A packed audience for the Women of Color in Comics panel

A packed audience for the Women of Color in Comics panel

From L to R:

From L to R: Geisha Vi, Barbara Brandon-Croft, Jamila Rowser, Vanessa Verduga, Alice Meichi Li, Juliana ‘Jewels” Smith, Alitha Martinez, Regine Sawyer

The moderator, Regine, started out by asking what drew the panelists to comics and how they got started. Again, a diverse range of answers—from family influence to students introducing their teacher to comics, to a natural desire to draw as a child—led to a diverse range of paths into their professional work.

The panel also discussed the ongoing harassment issue in comics as well as genre and gaming. Young women are the fastest growing demographic, changing the base of the comics industry. The panelists were asked how they address feminine issues in their work. Alice Meichi Li (who was on the Geeks of Color panel), said that she loved how panels such as these were getting bigger. She addresses feminine mythology, the heroine’s journey, in her work, and argued that visibility made all the difference for readers. She told a story of reading Wizard magazine growing up, where the list of top ten writers in the back of the magazine were all white guys every time, except occasionally Jim Lee. To be able to see all kinds of people creating comics helps create demand from more diverse readers.

Jamila Rowser from the Girl Gone Geek blog said that from a fan perspective, the changing face of the industry shows the demand and the need for representation of women, particularly accurate representation of women of color. “When you don’t see people like you doing things you love, it’s discouraging,” she said.

The panelists also spoke of how sometimes they might feel invisible in the industry—Alitha Martinez, who has worked at major comic book houses as an artist, including work on a Batman comic, said that she’d been mistaken for cleaning staff before when arriving for a panel or other major professional event. Vanessa Verduga mentioned that sometimes she feels an expectation to whitewash herself, to fit within an expected personality structure rather than to be herself.

When asked why diversity was important in the first place, Jamila Rowser answered that a lack of diversity can stop readers’ enjoyment, but it can also discourage future creators, and stories set in the future with no diversity “erase our presence in the future.”

Alitha Martinez noted that women of color can’t remain on the fringes, shouting from the outside. She said that women tend not to approach editors at Marvel and DC, and that those are the places where change needs to happen most because they’re the biggest. In addition, Alice Meichi Li said that if we want to see change, as readers, we need to support that change with our wallets. “Ignoring creations by women and people of color is ignoring community,” she said. “Find your audience, know your community, know how to speak to them, and create your own niche.”

Throughout the weekend, I saw a widely diverse audience excited about comic books, animation, science fiction, fantasy, and games. Cosplayers were in abundance, including people of color. Here are a couple of my favorites:

baby captain america

iron man storm cosplay

Korra cosplay

NYCC is a great example of why #WeNeedDiverseBooks, like those we publish!


Filed under: Diversity 102, Diversity in YA, Diversity, Race, and Representation, Fairs/Conventions, recap post Tagged: Comic Con, comics, cosplay, NYCC

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24. Inspiring the Next Architects: Children’s Books About Design, Building, and Architecture

Celebrate architecture and design for Archtober with students!

October, or “Archtober” as it is called, marks the 4th annual month-long festival of all things architecture and design in New York City.

Architecture Children's BooksRecommended reading to teach about architecture for students:

Dreaming Up: A Celebration of Building

Sky Dancers

The East-West House: Noguchi’s Childhood in Japan

 Shapes Where We Play

STEM + Literacy Activities:

1. Encourage students to examine the differences between architecture and engineering. How do these two fields depend on each other? What is unique about each field? What do architects contribute to building a structure? What do engineers contribute? For a simplified breakdown of the duties of an architect and an engineer, the New School of Architecture + Design has a clear infographic.

2. Have students in small teams research a well-known structure in their community, city, or state (such as a museum, performing arts center, or place of worship). Who built it and when? For what is the structured used? Where is it located? What is it made of? Why were those materials used? What is special about the design? What challenges did the architect have in creating this structure? In addition to online and print resources, students can interview someone who works at the structure, if possible. After research is complete, students can create a model of the structure, design a poster advertising it to tourists, or write and present a report on the structure to the class.

3. Ask students to imagine that they are architects assigned to design a new school. Describe the materials you will need and what the building will look like. As you think about the design and materials needed, consider the types of spaces children in the school will need to learn, read, eat, study; what you will need to make the building safe and sturdy; and what will make it an attractive place in which to learn.

4. Set up a hands on, or sensory, station with materials from home or a local hardware store that are used to build structures. Examples could be a wood spoon for wood, a cooking pot for steel, etc. Have students touch and record the characteristics of each sample material. Why might an architect use steel instead of wood, or bamboo instead of concrete? Students can make a chart of popular building materials to compare the advantages and disadvantages of each. Have students study the physical characteristics (based on sight, touch, sound, and even smell) of brick, wood, bamboo, clay, concrete, steel, glass, iron, rock, straw, recycled materials, and more. For advanced or older students, topics to compare include cost of the material, availability, resiliency in natural disasters, typical lifetime, flexibility and ability to shape the material, environmental friendliness, and beauty/appeal.

5. Have students study the roles that appeal/beauty, safety, and function/purpose play in the design of a structure. Is one preferable over the other? Why? Do these factors all work together or can they be in conflict with one another? Students can look at one specific structure to see how the architect addressed each of these issues. If possible, ask a local architect or professor from an area college to discuss these factors.

6. Watch PBS’s “Building Big,” a five-part miniseries on bridges, domes, skyscrapers, dams, and tunnels. Each one-hour program explores the different type of structures and what it takes to build them. An educator’s guide of activities from PBS is available online.

7. Lead students in a step-by-step activity to create their own geodesic dome, sandcastle, toothpick structure, or floor plan. Instructions can be found online at the archKIDecture website.

Jill Eisenberg

Jill Eisenberg, our Resident Literacy Specialist, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators.


Filed under: Educator Resources, Holidays and Celebrations Tagged: architecture, book activities, children's books, Educators, STEM

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25. Paula Yoo on Muhammad Yunus, Banking Smarter, and Managing Finances

paula yooPaula Yoo is a children’s book writer, television writer, and freelance violinist living inGuest blogger Los Angeles. Her latest book, Twenty-two Cents: Muhammad Yunus and the Village Bank, was released last month. Twenty-two Cents is about Muhammad Yunus, Nobel Peace Prize winner and founder of Grameen Bank. He founded Grameen Bank so people could borrow small amounts of money to start a job, and then pay back the bank without exorbitant interest charges. Over the next few years, Muhammad’s compassion and determination changed the lives of millions of people by loaning the equivalent of more than ten billion US dollars in micro-credit. This has also served to advocate and empower the poor, especially women, who often have limited options. In this post, we asked her to share advice on what’s she’s learned about banking, loans, and managing finances while writing Twenty-two Cents.

What are some reasons why someone might want to take out a loan? Why wouldn’t banks loan money to poor people in Bangladesh?

PAULA: People will take out a loan when they do not have enough money in their bank account to pay for a major purchase, like a car or a house. Sometimes, they will take out a loan because they need the money to help set up a business they are starting. Other times, loans are also used to help pay for major expenses, like unexpected hospital bills for a family member who is sick or big repairs on a house or car. But asking for a loan is a very complicated process because a person has to prove they can pay the loan back in a reasonable amount of time. A person’s financial history can affect whether or not they are approved for a loan. For many people who live below the poverty line, they are at a disadvantage because their financial history is very spotty. Banks may not trust them to pay the loan back on time.

In addition, most loans are given to people who are requesting a lot of money for a very expensive purchase like a house or a car. But sometimes a person only needs a small amount of money – for example, a few hundred dollars. This type of loan does not really exist because most people can afford to pay a few hundred dollars. But if you live below the poverty line, a hundred dollars can seem like a million dollars. Professor Yunus realized this when he met Sufiya Begum, a poor woman who only needed 22 cents to keep her business of making stools and mats profitable in her rural village. No bank would loan a few hundred dollars, or even 22 cents, to a woman living in a mud hut. This is what inspired Professor Yunus to come up with the concept of “microcredit” (also known as microfinancing and micro banking).

In TWENTY-TWO CENTS, microcredit is described as a loan with a low interest rate. What is a low interest rate compared to a high interest rate? 

PAULA: When you borrow money from a bank, you have to pay the loan back with an interest rate. The interest rate is an additional amount of money that you now owe the bank on top of the original amount of money you borrowed. There are many complex math formulas involved with calculating what a fair and appropriate interest rate could be for a loan. The interest rate is also affected by outside factors such as inflation and unemployment. Although it would seem that a lower interest rate would be preferable to the borrower, it can be risky to the general economy. A low interest rate can create a potential “economic bubble” which could burst in the future and cause an economic “depression.” Interest rates are adjusted to make sure these problems do not happen. Which means that sometimes there are times when the interest rates are higher for borrowers than other times.

confused about money

What is a loan shark?

PAULA: A loan shark is someone who offers loans to poor people at extremely high interest rates. This is also known as “predatory lending.” It can be illegal in several cases, especially when the loan shark uses blackmail or threats of violence to make sure a person pays back the loan by a certain deadline. Often people in desperate financial situations will go to a loan shark to help them out of a financial problem, only to realize later that the loan shark has made the problem worse, not better.

Did your parents explain how a bank works to you when you were a child? Or did you learn about it in school?

PAULA: I remember learning about how a bank works from elementary school and through those “Schoolhouse Rocks!” educational cartoons they would show on Saturday mornings. But overall, I would say I learned about banking as a high school student when I got my first minimum wage job at age 16 as a cashier at the Marshall’s department store. I learned how banking worked through a job and real life experience.

TWENTY-TWO CENTS is a story about economic innovation. Could you explain why Muhammad Yunus’s Grameen Bank was so innovative or revolutionary?

PAULA ANSWER: Muhammad Yunus’ theories on microcredit and microfinancing are revolutionary and innovative because they provided a practical solution on how banks can offer loans to poor people who do not have any financial security. By having women work together as a group to understand how the math behind the loan would work (along with other important concepts) and borrowing the loan as a group, Yunus’ unique idea gave banks the confidence to put their trust into these groups of women. The banks were able to loan the money with the full confidence in knowing that these women would be able to pay them back in a timely manner. The humanitarian aspect of Yunus’ economic theories were also quite revolutionary because it gave these poverty-stricken women a newfound sense of self-confidence. His theories worked to help break the cycle of poverty for these women as they were able to save money and finally become self-sufficient. The Nobel Committee praised Yunus’ microcredit theories for being one of the first steps towards eradicating poverty, stating, “Lasting peace cannot be achieved unless large population groups find ways in which to break out of poverty.”

twenty-two cents: muhammad yunus and the village bankTwenty-two Cents: Muhammad Yunus and the Village Bank is a biography of 2006 Nobel Peace Prize winner Muhammad Yunus, who founded Grameen Bank and revolutionized global antipoverty efforts by developing the innovative economic concept of micro-lending.


Filed under: Guest Blogger Post, Lee & Low Likes, Musings & Ponderings Tagged: bangladesh, banking, banks, Economics, grameen bank, loan shark, loans, microcredit, money, Muhammad Yunus, nobel peace prize, Paula Yoo, poverty

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