Multicultural- Russian

Title-  Babushka Baba Yaga

Author- Patricia Polacco

Illustrator-  Patricia Polacco

Publisher- Philomel Books

Copyright Date- 1993

Number of Pages- 32

Awards- none

Reading Level- Ages 6-10

Genre- Multicultural, Folktale

Summary

Baba Yaga is a misunderstood creature in Russia, the villagers believe that she takes children and eats them.  However, Baba Yaga loves children and she just wants to be part of the community.  She decides to disguise herself and pretend to be a Babushka, or grandmother.  She finds a family to live with and a young boy to take care of.  They grow to love each other.  One day a fellow Babushka tells the tale of the horrible Baba Yaga, fearing for her safety she leaves.  Read the story to find out what happens to the young boy and to Baba Yaga.  

Teaching Idea

I would use this book to introduce or reinforce caring for each other in the classroom.  Many students are still young enough that they have caring grandmothers that are around.  If their grandmother was shunned or made to feel bad, they would be empathetic.  I think it would give young children a great personal connection to the story, at the same time reinforcing including all students at school.

After reading about half of the book, I would have students draw a picture and write a short story about how they would feel if their grandma (or grandpa, or mother etc. depending on the class) was forced to leave and not be around anymore.  Then I would finish the book, and have them re-do it with a better ending (like the book).

Rating

Element of Literature	Excellent	Average	Inadequate	Not Addressed	Rating
Plot	The plot is engaging; the reader is invested in the outcome.  Contains conflict, a climax and a resolution.    The reader buys into the story line; it is believable to the reader.	The plot is average it contains some of the essential elements such as conflict, climax and resolution.  One element is either missing or poorly developed.  The reader may or may not buy into the storyline, it is just not that believable.	Multiple essential elements, conflict, climax and/or resolution are missing or poorly developed.  It is not believable and overall a bad plot.		The plot is engaging; the reader is very invested in the outcome.  There is a clear climax, conflict and resolution.  It is believable to the reader.
Characters	Characters are unique and believable.  The characters come to life when the reader is engaged in the story.  When the book is done, the reader still connects with the characters of the book.  Characters have personalities, flaws, and feelings. There is a protagonist, possibly an antagonist and some supporting characters.	Characters are similar to other books, have little to no uniqueness.  When the reader is done with the book, they are also done with the characters, there is no lasting connection.  Characters display little in terms of personality.  There are no supporting characters, or no clear protagonist.	Characters are dull and lifeless, there is no connection to the characters.  There is no clear protagonist and no supporting characters.  The characters are too farfetched.		While the characters are similar to other books, they do have their own unique personalities, flaws, and quirks.  There is a protagonist, a small antagonist, and a great supporting character.  You develop a quick connection to the main character.
Illustrations	The illustrations share in the story telling. The pictures help to develop the characters, establish the mood, and setting.  They contain some of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures themselves may be created out of different mediums in order to support the plot.  Visual elements are used effectively (line, shape, color, texture and composition).	The illustrations support the story telling.  The pictures help with some but not all of the following, establish mood and setting, and developing characters.  They contain few if any of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures are basic and do not use visual elements effectively.	The illustrations are in conflict with the story.  The pictures do not develop or establish anything in relation to the book.  There are no additional elements in the illustrations.  Visual elements detract from the plot.		The illustrations are beautiful, and they are essential to the book.  They show hidden details, establish mood and setting.  They also show facial expressions, viewpoints and action.  The pictures are essential to the story.
Word Choice	There are a more than two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are one or two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are none of the following elements or they are not used effectively, precise vocabulary, figurative language, dialogue, and music in language.		The book contains precise vocabulary, figurative language and dialogue.

Informational - Poison

 Title- Poison

Author- Tammi Salzano and Heather Dakota

Illustrator- Multiple photographers

Publisher-  Scholastic Inc.

Copyright Date-  2008

Number of Pages- 96

Awards- none

Reading Level- Ages 7-10

Genre- Informational

Summary

Poison is a fun and informative book.  It starts out discussing exactly what poison is and how it effects animals and humans.  The book in then divided into three sections, land animals, sea animals and air animals.  Each animal has an accompanying picture, a description and facts about the animal.  Along the way the author introduces facts that relate to all animals such as “the most venomous animal on Earth lives in the sea.”  You will have to read the book to find out which creature that is. 

Teaching Idea

I would use this book for a compare and contrast activity.  Each student would have to pick one animal.  I would stick to one section at a time, for instance start with land animals.  Then they would use the book to get a basic understanding of the animal they selected.  Then I would have students get up and talk to other students in the class.  They would have to find the “animal” aka student that is the most similar to their animal and the one that is the most different.  Then I would group students accordingly for the rest of the day, either with their similar groups (i.e. snakes, spiders, and lizards), or with their opposites.

Rating

Element of Literature	Excellent	Average	Inadequate	Not Addressed	Rating
Plot	The plot is engaging; the reader is invested in the outcome.  Contains conflict, a climax and a resolution.    The reader buys into the story line; it is believable to the reader.	The plot is average it contains some of the essential elements such as conflict, climax and resolution.  One element is either missing or poorly developed.  The reader may or may not buy into the storyline, it is just not that believable.	Multiple essential elements, conflict, climax and/or resolution are missing or poorly developed.  It is not believable and overall a bad plot.	This is an informative book, there is no plot.	NA
Characters	Characters are unique and believable.  The characters come to life when the reader is engaged in the story.  When the book is done, the reader still connects with the characters of the book.  Characters have personalities, flaws, and feelings. There is a protagonist, possibly an antagonist and some supporting characters.	Characters are similar to other books, have little to no uniqueness.  When the reader is done with the book, they are also done with the characters, there is no lasting connection.  Characters display little in terms of personality.  There are no supporting characters, or no clear protagonist.	Characters are dull and lifeless, there is no connection to the characters.  There is no clear protagonist and no supporting characters.  The characters are too farfetched.	There are no characters in this book.	NA
Illustrations	The illustrations share in the story telling. The pictures help to develop the characters, establish the mood, and setting.  They contain some of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures themselves may be created out of different mediums in order to support the plot.  Visual elements are used effectively (line, shape, color, texture and composition).	The illustrations support the story telling.  The pictures help with some but not all of the following, establish mood and setting, and developing characters.  They contain few if any of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures are basic and do not use visual elements effectively.	The illustrations are in conflict with the story.  The pictures do not develop or establish anything in relation to the book.  There are no additional elements in the illustrations.  Visual elements detract from the plot.		The pictures are amazing.  They really help the reader understand a lot about the animals in the book.  They show great information.  Although they don’t portray the requirements for a 3 Book (if it were fiction).  They do support the information enough to warrant a 3 Book rating for a nonfiction book.   Without the pictures the book would be dull and lifeless.
Word Choice	There are a more than two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are one or two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are none of the following elements or they are not used effectively, precise vocabulary, figurative language, dialogue, and music in language.		The words used are precise and effective for this style of writing.  This writing style does not need figurative language, dialogue or music in the language.

Phyllis Reynolds Naylor- Biography

 Title- How I Came to Be a Writer

Author- Phyllis Reynolds Naylor

Illustrator- various sources

Publisher- Aladdin

Copyright Date- 2001

Number of Pages-  144

Awards- none -  The author has won the Newbery medal for her books.

Reading Level- Ages 9-13

Genre- Biography, Autobiography

Summary

Phyllis Reynolds Naylor writes her autobiography starting with the day she was born and continuing to present day (at the time of publishing).  She grew up in a family that loved books, in fact books were her only toys.  She was born into a poor family during the depression.   That didn’t stop her family from sharing their love of both theater and books.  Phyllis was sure she would be a teacher or an opera singer, when in fact she knew what she loved at an early age—and that was writing.  She was paid for writing at a very young age and decided maybe that would be her career.  The book follows her through multiple rejections, learning to write a story not just an event, and finding herself as a wife, mother and writer.  As you read you find out her inspiration for her Newbery award winning book Shiloh and the sequels.  You find out what haunts her when she writes and what sparks her imagination.  Her first biography is an average book, however maybe just like writing fiction books she will improve, she started out slow and became award winning.

Teaching Idea

I don’t know that I would use this book as an exemplary example of an autobiography.  I think I would use as it as an example of a fair to moderate example of an autobiography.  Much of this book concentrates on her writing, and she spends too much time sharing snippets of stories, poems and other writing she has done in the past.  Multiple pages show her book jackets, and while it is interesting it really doesn’t add much to her autobiography.   I think that students could read a good example of a biography and compare it to this book.  Then I would have them edit this book, and make suggestions to the author.  They would not necessarily be reading the entire book.  I would separate the book into three smaller chunks and have 3 groups of students.  I would have them edit independently first and turn that in.  Then I would have them come together as a group and compare and contrast their edits and make a list of the 5 most important changes for their section of the book.  Finally, the group would share their suggestions with the rest of the class.

Rating

Element of Literature	Excellent	Average	Inadequate	Not Addressed	Rating
Plot	The plot is engaging; the reader is invested in the outcome.  Contains conflict, a climax and a resolution.    The reader buys into the story line; it is believable to the reader.	The plot is average it contains some of the essential elements such as conflict, climax and resolution.  One element is either missing or poorly developed.  The reader may or may not buy into the storyline, it is just not that believable.	Multiple essential elements, conflict, climax and/or resolution are missing or poorly developed.  It is not believable and overall a bad plot.		The book is average at best.  There is some conflict and resolution depicted in her autobiography.  However, the reader just doesn’t get involved in the storyline.
Characters	Characters are unique and believable.  The characters come to life when the reader is engaged in the story.  When the book is done, the reader still connects with the characters of the book.  Characters have personalities, flaws, and feelings. There is a protagonist, possibly an antagonist and some supporting characters.	Characters are similar to other books, have little to no uniqueness.  When the reader is done with the book, they are also done with the characters, there is no lasting connection.  Characters display little in terms of personality.  There are no supporting characters, or no clear protagonist.	Characters are dull and lifeless, there is no connection to the characters.  There is no clear protagonist and no supporting characters.  The characters are too farfetched.		There is little connection to the author of the book, she starts off the book depicting her life growing up.  Then she forgets about herself and concentrates on books and pictures of books.  When the reader is done with the book they are done with the main character.
Illustrations	The illustrations share in the story telling. The pictures help to develop the characters, establish the mood, and setting.  They contain some of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures themselves may be created out of different mediums in order to support the plot.  Visual elements are used effectively (line, shape, color, texture and composition).	The illustrations support the story telling.  The pictures help with some but not all of the following, establish mood and setting, and developing characters.  They contain few if any of the following elements, hidden details, facial expressions, different viewpoints, interesting asides, action depiction, or supporting details.  The pictures are basic and do not use visual elements effectively.	The illustrations are in conflict with the story.  The pictures do not develop or establish anything in relation to the book.  There are no additional elements in the illustrations.  Visual elements detract from the plot.		The illustrations do not support the story enough.  At times they are informative, but at other times they seem to be space fillers.
Word Choice	There are a more than two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are one or two of the following elements used effectively, precise vocabulary, figurative language, dialogue, and music in language.	There are none of the following elements or they are not used effectively, precise vocabulary, figurative language, dialogue, and music in language.		In the snippets of her writing Naylor shows great examples of effective word choice.  Her fictional writing is at a higher level than her nonfiction writing.  For this category I will put her at an average marking because the book is a mixture of examples of her fiction work and at the same time is her autobiography.