2017 May Hill Arbuthnot Honor Lecture
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Another Brooklyn 2
A TEACHER’S GUIDE TO “How do you begin to tell your own story?” HarperAcademic.com A TEACHER’S GUIDE TO JACQUELINE WOODSON’S ANOTHER BROOKLYN 2 Contents About the Book 3 About the Author 3 Guided Reading Questions 4 Chapter 1 4 Chapter 2 4 Chapter 3 4 Chapter 4 4 Chapter 5 5 Chapter 6 5 Chapter 7 5 Chapter 8 5 Chapter 9 6 Chapter 10 6 Chapter 11 6 Chapter 12 6 Chapter 13 6 Chapter 14 7 Chapter 15 7 Chapter 16 7 Writing Prompts 7 A TEACHER’S GUIDE TO JACQUELINE WOODSON’S ANOTHER BROOKLYN 3 About the Book With her first adult novel in twenty years, Jacqueline Woodson’s Another Brooklyn tells the story of August, Sylvia, Gigi, and Ange- la—four friends growing up girl in Brooklyn. Throughout a novel that blends memory and moment, we follow August as a chance meeting floods her with memories of friendship, love, loss, triumph, and heartbreak. A coming of age story about what it means to be a girl and what it means to be themselves in an ever-changing neighborhood, the lives of August, Sylvia, Gigi, and Angela will resonate with students in classrooms from grades 9-12 through college. About the Author National Book Award-winner Jacqueline Woodson is the author of the New York Times bestselling memoir Brown Girl Dreaming. Woodson was recently named the Young People’s Poet Laureate by the Poetry Foundation. She is the author of more than two doz- en award-winning books for young adults, middle graders and children. -
Nagroda Im. H. Ch. Andersena Nagroda
Nagroda im. H. Ch. Andersena Nagroda za wybitne zasługi dla literatury dla dzieci i młodzieży Co dwa lata IBBY przyznaje autorom i ilustratorom książek dziecięcych swoje najwyższe wyróżnienie – Nagrodę im. Hansa Christiana Andersena. Otrzymują ją osoby żyjące, których twórczość jest bardzo ważna dla literatury dziecięcej. Nagroda ta, często nazywana „Małym Noblem”, to najważniejsze międzynarodowe odznaczenie, przyznawane za twórczość dla dzieci. Patronem nagrody jest Jej Wysokość, Małgorzata II, Królowa Danii. Nominacje do tej prestiżowej nagrody zgłaszane są przez narodowe sekcje, a wyboru laureatów dokonuje międzynarodowe jury, w którego skład wchodzą badacze i znawcy literatury dziecięcej. Nagrodę im. H. Ch. Andersena zaczęto przyznawać w 1956 roku, w kategorii Autor, a pierwszy ilustrator otrzymał ją dziesięć lat później. Na nagrodę składają się: złoty medal i dyplom, wręczane na uroczystej ceremonii, podczas Kongresu IBBY. Z okazji przyznania nagrody ukazuje się zawsze specjalny numer czasopisma „Bookbird”, w którym zamieszczane są nazwiska nominowanych, a także sprawozdanie z obrad Jury. Do tej pory żaden polski pisarz nie otrzymał tego odznaczenia, jednak polskie nazwisko widnieje na liście nagrodzonych. W 1982 roku bowiem Małego Nobla otrzymał wybitny polski grafik i ilustrator Zbigniew Rychlicki. Nagroda im. H. Ch. Andersena w 2022 r. Kolejnych zwycięzców nagrody im. Hansa Christiana Andersena poznamy wiosną 2022 podczas targów w Bolonii. Na długiej liście nominowanych, na której jest aż 66 nazwisk z 33 krajów – 33 pisarzy i 33 ilustratorów znaleźli się Marcin Szczygielski oraz Iwona Chmielewska. MARCIN SZCZYGIELSKI Marcin Szczygielski jest znanym polskim pisarzem, dziennikarzem i grafikiem. Jego prace były publikowane m.in. w Nowej Fantastyce czy Newsweeku, a jako dziennikarz swoją karierę związał również z tygodnikiem Wprost oraz miesięcznikiem Moje mieszkanie, którego był redaktorem naczelnym. -
ALISE 2011 Annual Conference
Preliminary Conference at a Glance (as of January 7, 2014) Tuesday, January 21, 2014 Time Event 8:00 a.m. - 6:00 p.m. Registration 8:00 a.m. - 6:00 p.m. Internet Cafe 8:00 a.m. - 8:00 p.m. Placement Services 10:00 a.m. – Noon WISE Pedagogy Pre-conference Workshop: Designing Online Courses for Diverse Communities of Learners Moderator: Nicole A. Cooke, University of Illinois at Urbana-Champaign Presenters: Lilia Pavlovsky, Rutgers University; Michael Stephens, San Jose State University; and Jill Hurst-Wahl, Syracuse University 12:30 p.m. - 4:30 p.m. ALISE Academy: MOOCs, Venture Creation and Education: Educational Entrepreneurship and the LIS Educator Sponsored by The H. W. Wilson Foundation 1. “MOOCs in Modern Online Education” Workshop Leader: Karl Okamoto, Drexel University 2. “The Promise of Educational Entrepreneurship for LIS Education” VIRTUAL CONFERENCE Workshop Leaders: Mike D’Eredita, John Liddy, and Marcie Sonneborn, Syracuse University 1:00 p.m. - 4:00 p.m. Curriculum Vitae and Portfolio Review 1:00 p.m. - 4:00 p.m. ALISE Board of Directors Meeting 4:30 p.m. - 5:30 p.m. ALISE Leadership Orientation 5:00 p.m. - 5:30 p.m. Set-up for Works in Progress Poster Session 5:30 p.m. -6:30 p.m. ALISE Committee Meetings 5:30 p.m. – 6:30 p.m. 2014 and 2015 ALISE Program Planning Committees Joint Meeting 6:30 p.m. – 9:00 p.m. Opening Reception/Works In Progress Poster Session VIRTUAL CONFERENCE (Hors d’oeuvres and Cash Bar) Wednesday, January 22, 2014 NOTE: Presentations designated as “Featured Presentation” were selected based on reviewers’ scores and comments. -
View Results Here In
225 Michigan Ave., Suite 1300 Telephone 312 944 6780 Chicago, Illinois 60601 Fax 312 440 9374 USA Toll Free 800 545 2433 Email: [email protected] http://www.ala.org ALAAmericanLibraryAssociation NEWS For Immediate Release Contact: Macey Morales January 25, 2021 Deputy Director, CMO 312-280-4393 [email protected] ALA announces 2021 Youth Media Awards CHICAGO - The American Library Association (ALA) today announced the top books, digital media, video and audio books for children and young adults – including the Caldecott, Coretta Scott King, Newbery and Printz awards – at its Midwinter Meeting & Exhibits taking place virtually from Chicago, Illinois. A list of all the 2021 award winners follows: John Newbery Medal for the most outstanding contribution to children's literature: “When You Trap a Tiger,” written by Tae Keller, is the 2021 Newbery Medal winner. The book is published by Random House Children’s Books, a division of Penguin Random House. Five Newbery Honor Books also were named: “All Thirteen: The Incredible Cave Rescue of the Thai Boys’ Soccer Team,” written by Christina Soontornvat and published by Candlewick Press; “BOX: Henry Brown Mails Himself to Freedom,” written by Carole Boston Weatherford, illustrated by Michele Wood and published by Candlewick Press; “Fighting Words,” written by Kimberly Brubaker Bradley and published by Dial Books for Young Readers, an imprint of Penguin Random House; “We Dream of Space,” written by Erin Entrada Kelly, illustrated by Erin Entrada Kelly and Celia Krampien and published by Greenwillow Books, an imprint of HarperCollins Publishers; and “A Wish in the Dark,” written by Christina Soontornvat and published by Candlewick Press. -
Brown Girl Dreaming Is an Award Winning Memoir Written in Verse
10. How do you think this book is relevant in today’s social climate? Is it relatable for young readers today? If so, which themes from the book con- tinue to be relevant in the lives of young children in the United States? 11. Do you think it’s important for people who don’t necessarily identify with Jacqueline’s specific experience to read this book? Why or why not? 12. While growing up, Jacqueline lived in the American North and South at different seasons in her life. How were her relationships, her experiences, and her sense of self shaped by differences in her locations? Discussion Questions “Ms. Woodson writes with a sure understanding of the thoughts of young people, offering a poetic, eloquent narrative that is not simply a story . but a mature exploration of grown-up issues and self-discovery.” - The New York Times kpl.gov/book-club-in-a-bag Source: LitLovers.com Jacqueline Woodson, one Discussion Questions of today’s finest writers, tells the 1. Brown Girl Dreaming is an award winning memoir written in verse. Do moving story of her childhood in you enjoy this format for an autobiography? Even though each chapter/ mesmerizing verse. verse is short, do you feel that you got a good sense of the setting or mo- Jacqueline Woodson’s awards ment that the author was trying to convey? include 3 Newbery Honors, a Coretta Scott King Award and 3 2. Jacqueline shares her childhood experiences amidst the backdrop of Coretta Scott King Honors, 2 the Civil Rights movement. What role does history play in this book? What National Book Awards, a Margaret can we learn from this first-person perspective of American history? A. -
BROWN GIRL DREAMING by JAQUELINE WOODSON ANCHOR TEXT Brown Girl Dreaming
TEACHER RESOURCE FOR BROWN GIRL DREAMING BY JAQUELINE WOODSON ANCHOR TEXT Brown Girl Dreaming This resource with its aligned lessons and texts can be used as a tool to increase (Order Copies from CCS Book Warehouse) student mastery of Ohio’s Learning Standards. It should be used with careful SHORTER LITERARY TEXTS Available HERE consideration of your students’ needs. The sample lessons are designed to target INFORMATIONAL TEXTS Available HERE specific standards. These may or may not be the standards your students need to MEDIA/VISUAL TEXTS Available HERE master or strengthen. This resource should not be considered mandatory. OHIO’S LEARNING POWER STANDARDS RESOURCE FOCUS W.9-10.3, W.9-10.9, RL.9-10.1, RL.9-10.2, Student learning will focus on the analysis of language, character, structure, and themes in Woodson’s Brown Girl Dreaming as a mentor text that will guide students in their own narrative and informational compositions. Students will analyze and draw RL.9-10.3, RL.9-10.4 evidence from several exemplar texts to support their own narratives of real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. SAMPLE LESSON 1 SAMPLE LESSON 2 SAMPLE LESSON 3 SAMPLE LESSON 4 Prior to Reading Part I Part II Part III LEARNING FROM LANGSTON I AM BORN RIBBONS BELIEVING VOCABULARY LIST VOCABULARY LIST VOCABULARY LIST SAMPLE LESSON 5 SAMPLE LESSON 6 SAMPLE LESSON 7 SAMPLE LESSON 8 Part IV Part V After Reading Extension of Standards to New Material SOMEONE WHO LOOKED LIKE ME HAIKUS THEME CLUSTERS THERE WAS A CHILD WENT FORTH VOCABULARY LIST VOCABULARY LIST VOCABULARY LIST WRITING/SPEAKING PROMPTS (TASK TEMPLATES AND RUBRICS: LDC 2.0, LDC 3.0, ARGUMENT RUBRIC, INFORMATIONAL RUBRIC, NARRATIVE RUBRIC, LDC SPEAKING & LISTENING, SPEECH) Argument Informative/Explanatory Narrative -The significance of a title such as The Adventures of Huckleberry Finn is easy to -After reading Woodson’s editorial entitled “The Pain of the -Although the memoir focuses on Woodson’s experiences, she does discover. -
Guide to the Zena Bailey Sutherland Papers 1953-2003
University of Chicago Library Guide to the Zena Bailey Sutherland Papers 1953-2003 © 2007 University of Chicago Library Table of Contents Acknowledgments 3 Descriptive Summary 3 Information on Use 3 Access 3 Citation 3 Biographical Note 3 Scope Note 4 Related Resources 5 Subject Headings 6 INVENTORY 6 Series I: Biographical Materials 6 Series II: Graduate Library School 7 Series III: General Files 7 Series IV: Correspondence 11 Series V: Writings, Speeches and Publications 25 Subseries 1: Books 25 Subseries 2: Articles 28 Subseries 3: Presentations 31 Subseries 4: Correspondence with Publishers 32 Series VI: Subject and Clipping Files 33 Series VII: Audio-Visual Materials 37 Series VIII: Restricted Materials 38 Descriptive Summary Identifier ICU.SPCL.SUTHERLAND Title Sutherland, Zena Bailey. Papers Date 1953-2003 Size 16 linear feet (32 boxes) Repository Special Collections Research Center University of Chicago Library 1100 East 57th Street Chicago, Illinois 60637 U.S.A. Abstract Zena Bailey Sutherland (1915-2002) (AB 1937, AM 1958 University of Chicago) was associated with the University of Chicago Graduate Library School throughout her career as faculty and as editor and reviewer for the Bulletin of the Center for Children's Books from 1958 to 1985. Over the course of her career, she reviewed more than 30,000 children’s books, for the Bulletin and as children’s book editor for the Saturday Review and the Chicago Tribune. She authored six editions of the classic text Children and Books The Sutherland Papers consist of materials from work in the Graduate Library School, papers regarding her service on the Newbery, Caldecott, and other children’s literature award committees, speeches and writings, biographical materials, and correspondence related to her professional work at the University and as editor and author for children’s literature. -
2018 Children's Literature Legacy Award Acceptance Speech
CHILDREN’S LITERATURE LEGACY AWARD ACCEPTANCE SPEECH On Remembering—Everything And you wait, are awaiting the one es and thoughts about how it should thing be brought to the English language, that will infinitely increase your life; the essence of the poem remains the the powerful, the uncommon, same. Each translator having a deep the awakening of stones, respect for what the poet is saying depths turned toward you. and what the poet wants us to feel. Rilke was a writer of his time. Sent Dimly there gleams on the book- to military school as a young boy, shelves he was rescued by an uncle who saw the volumes in brown and gold; him for who he was—a gifted child, and you think of lands traveled a lyrical poet. I think often about what it means to be a writer of one’s Photo Credit: Carlos Diaz through, of paintings, of the garments time. Especially, now—during this of women found and lost again. time we’re living in when there are Jacqueline Woodson received the days, as the writers and artists in this 2018 Children’s Literature Legacy room know, when we wonder if we And all at once you know: that was it. Award for her significant and will ever be able to create again at all. lasting contribution to literature You rise, and there stands before you And when we finally do—because for children. She delivered her a bygone year’s anguish the truth of it is—of course we will. acceptance remarks at ALSC’s and form And prayer. -
WOW Stories Volume VIII Issue 2
ISSN 2577-0551 WOW STORIES CONNECTIONS FROM THE CLASSROOM VOLUME VIII, ISSUE 2 Winter 2020 Global Literacy Communities: Building Bridges of Understanding across Cultures wowlit.org WOW Stories: Vol. VIII, Issue 2, Global Literacy Communities: Building Bridges of Understanding across Cultures Winter 2020 WOW Stories: Volume VIII Issue 2 Global Literacy Communities: Building Bridges of Understanding across Cultures Winter 2020 Table of Contents Introduction and Editors’ Note 2 Bridging the Gap: Embracing Difference in the Pacific Northwest 4 Exploring Global Texts with Picturebook Codes in Elementary Classrooms 20 Creando comunidad através de la literatura global en español/ Building 32 Community through Global Literature in Spanish Children’s Literature as Cultural Content in a Spanish Language Immersion 40 Program 49 Engaging Readers in Global Literacy at Civic Center Secondary 53 Affirming Cultural Identity and Diversity through Children’s Literature Integrating Global Literature into the Curriculum 64 Contributors to this Issue: Desiree Cueto, Western Washington University, Bellingham, WA Randy Cueto, Bellingham, WA Kaitlynn DeMoneym, Bellingham, WA Courtney Kooy, Everson, WA Alexandra Hammond, Antioch, TN Denise Lancaster, Antioch, TN Molly Miller, Antioch, TN Kahla Smith, Antioch, TN Elizabeth Weisenfelder, Antioch, TN Jeana Gilliam Fair, Lipscomb University in Nashville, Nashville, TN Christina P. DeNicolo, Wayne State University, Detroit, MI Cristal Herrera, Lakeside, CA Rosario Obregón, Lakeside, CA Kay Hones, San Francisco, CA Teresa Johnston, West Valley City, UT Donnette Mickelson, Barron, WI Editors: Kathy G. Short, Guest Editor, University of Arizona Production Editor: Aika Adamson, University of Arizona, Tucson, AZ WOW Stories, Volume VIII, Issue 2 by Worlds of Words is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. -
Annotated Bibliography: Storytelling
IS 245 Information Access / Maack MELISSA ELLIOTT Annotated Bibliography Page 1 of 5 ANNOTATED BIBLIOGRAPHY Storytelling has a rich heritage in every culture and every era. It is, or should be, a part of the training of children’s librarians for both public and school libraries; this bibliography of resources, consisting of “how to find material” (which oftentimes includes some of the material itself), and also “how to do it” should prove useful for librarians, teachers, and possibly dedicated parents interested in expanding their ability to “tell me a story.” Books These books were culled from bibliographic sections at the end of each chapter of The Storyteller’s Start-up Book, by Margaret Read MacDonald, and also from a search for “storytell?” on Librarians Index to the Internet (http://LII.org) and on the LAPL website. 1. MacDonald, Margaret Read. The Storyteller’s Sourcebook: A Subject, Title, and Motif-Index to Folklore Collections for Children. Detroit: Neal-Schuman / Gale Research, 1982. This massive work indexes 556 folktale collections and 389 picture books, which encompass all folktale titles in Children’s Catalog 1961-1981 plus all folktale titles mentioned in Booklist reviews 1960-1980. It is the first reference tool to bring together from children’s collections variants of each folktale and to supply descrip- tions of them. It is broken down into four indexes: Motif, Tale Title, Subject, and Ethnic/Geographic. The Motif Index makes use of Finnish folklorist Antti Aarne’s 1910 numbering system according to Type and Motif. The tales are also categorized in sub-topics: for instance, Cinderella + glass slipper + cruel stepmother, etc., which follows 1932 Indiana University folklorist Stith Thompson’s classifications (though not in such minute detail). -
Lesson Plans and Resources for Another Brooklyn
Lesson Plans and Resources for Another Brooklyn Table of Contents 1. Overview and Essential Questions 2. In-Class Introduction 3. Common Core Standards Alignment 4. Reader Response Questions 5. Vocabulary + Sample Sentences 6. Literary Log Prompts + Worksheets 7. Suggested Analytical Assessments 8. Suggested Creative Assessments 9. Online Resources 10. Songs and Television Clips 11. Print Resources - About the Author - Book Review from The Guardian - Book Review from The Irish Times These resources will all be available online at the beginning of the One Book season at: www.freelibrary.org/onebook Please send any comments or feedback about these resources to [email protected]. OVERVIEW AND ESSENTIAL QUESTIONS The materials in this unit plan are meant to be flexible and easy to adapt to your own classroom. Each chapter has discussion questions provided in a later section. Through reading the book and completing any of the suggested activities, students can achieve any number of the following understandings: - Memory is not automatic – humans make conscious and unconscious choices about how they remember the past. - Identity is formed in contrast and reaction to other people. - The dead are lost twice – once when they die, and once when they are forgotten. Students should be introduced to the following key questions as they begin reading. They can be discussed both in universal terms and in relation to specific characters in the book: Universal - What do you choose to remember about your past, and why? - Who influenced you to become -
This Summer, Take a Break and Read! Simple and Fun Suggestions for a Sizzling Summer of Reading
Resources for Book Clubs included! This Summer, take a Break and Read! Simple and Fun Suggestions for a Sizzling Summer of Reading A Guide for Parents, Caregivers, Teachers, Librarians, and Booksellers Penguin Young Readers Group www.penguin.com/summerreading · www.penguin.com/teachersandlibrarians ThiS Summer, Take a Break and Read StudentS who read during the Summer perform better in the fall. veryone looks forward to summer—to warm weather, This guide is designed to provide book recommendations Evacations, much-earned relaxation, and spending by grade, reading level, and theme that adults across the free time with family and friends. If you’re a teacher, country—teachers, librarians, booksellers, parents, and librarian, bookseller, parent or caregiver, you know that caregivers alike—can use to help the children in their lives the summer months are the most crucial connection on a participate in (and actually look forward to summer reading). child’s path to a successful school year. Students who read All titles featured are excellent choices for independent regularly during the summer avoidocumented reading reading selections and also fit well into national standard achievement losses in the fall. By dedicating time to books curriculums, making them perfect for required and during the summer months and demonstrating the impor- suggested summer reading lists and back-to-school tance of reading at home, you can help your child maintain assignments. Also included in this guide are tips to help the literacy skills he or she developed during the school make reading a fun, positive experience, attract reluctant year, gain additional ground in reading comprehension readers to books, easily incorporate reading into your during time away from the classroom, and start school in child’s daily summer routine, and bridge the transition the fall as a confident and eager reader.