TG Template Amazing Faces 2016 - rif.org · Amazing Faces edited by Lee Bennett Hopkins ... , scamper, erase, sadness, commands, instant, shimmering, tourists, fortune, heartbreaking,

TEACHER’SGUIDELEE&LOWBOOKS

Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.

[Issue]::[Title]SYNOPSISAmazing,yourface.

Amazing.

Inthiscontemporaryyettimelesscollection,acclaimedanthologistLeeBennettHopkinsbringstogethersixteenevocativeselectionsthatrevealthroughpoeticwordimagerythecommonuniversalemotionsandfeelingsweallhave,whethertheybehappy,excited,wishful,proud,sad,orlonely.

Thepoemsasawholereflectthegreatvarietyofpeopleinoursociety,bringingchildrenoftodayintofocusastheymeetwithchildhoodexperiencesandalsointeractwithadultsintheirworld.Girlsandboys,womenandmeninviteustoexperiencetheirworld,understandtheirlives,andfindtheconnectionsthatbringustogether.

Themovingandinsightfulverses—morethanhalfofwhichwerecommissionedspecificallyforthiscollection—werecreatedbymanywell-knownwriters,includingJosephBruchac,RebeccaKaiDotlich,NikkiGrimes,LeeBennettHopkins,CaroleBostonWeatherford,JaneYolen,PatMora,andJanetS.Wong.GlowingillustrationsbyChrisSoentpietinfusethepoemswithlife,exquisitesettings,andatmosphere.Readersofallageswillwanttofeasttheireyesonthesecaptivatingpoemsandimagesagainandagain.

AmazingFaceseditedbyLeeBennettHopkinsillustratedbyChrisSoentpiet

AbouttheBookGenre:Poetry

*ReadingLevel:Grade3

InterestLevel:Grades1–8

GuidedReading:P

AcceleratedReader®Level/Points:N/A

Lexile™:NP*ReadinglevelbasedontheSpacheReadabilityFormula

Themes:CulturalDiversity,UniversalExperiences,Families,

Pride,Identity,Feelingsand

Emotions,SocialIssues,Similarities

andDifferences,Optimismand

Enthusiasm,Pride,Confidence,

Dreams&Aspirations,Childhood

ExperiencesandMemories,United

States,Poetry,MultiethnicInterest

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BACKGROUNDBehindthepoems:LEE&LOWBOOKSinterviewedseveralofthepoetswhocontributedtoAmazingFacesforthestoriesbehindtheirpoems.ReadmorefromJaneYolenon“KarateKid,”RebeccaKaiDotlichon“AmazingFace,”MaryCroninon“FirefighterFace,”PatMoraon“HighintheSky,”JanetS.Wongon“LivingAboveGoodFortune,”CaroleBostonWeatherfordon“WhichWaytoDreamland?”andJudeMandellon“I’mtheOne.”CheckouttheirresponsesatTheOpenBookblog(http://blog.leeandlow.com/2010/05/25/amazing-stories/).

DiversityintheUnitedStates:AccordingtothePewResearchCenterreport(2014),TheNextAmerica,demographicsintheUnitedStatesarechangingdramatically.In1960,thepopulationoftheUnitedStateswas85%white;by2060,itwillbe43%white:“Wewereonceablackandwhitecountry.Now,we’rerainbow.Ourintricatenewracialtapestryisbeingwovenbythemorethan40millionimmigrantswhohavearrivedsince1965,abouthalfofthemHispanicsandnearlythree-in-ten[are]Asians.”Readthefullreporthere:www.pewresearch.org/next-america/.AsreportedbyEducationWeekonthechangingdemographicsofAmerica’sschools,“Forthe2014–2015schoolyear,America’spublicschoolsachievedademographicmilestone:Forthefirsttime,amajorityofstudentsinK–12schoolsischildrenofcolor.TheoverallnumberofLatino,AfricanAmerican,andAsianstudentsinpublicK–12schoolssurpassedthenumberofwhitestudents.”Readthefullreporthere:www.edweek.org/ew/projects/changing-demographics.html.

UniversalityofFacialExpressions:Facialexpressionsareatypeofbodylanguageandanimportanttypeofnonverbalcommunication.Readingfacialexpressionscanhelppeoplegaugesomeone’semotions.ALiveSciencearticleexplainsthatcategorizing“facialexpressionsofemotionmaybeusefulinstudyinghumanbrainandsocialcommunication”(www.livescience.com/44494-human-facial-expressions-compound-emotions.html).Arefacialexpressionsuniversalorculturallyspecific?

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CharlesDarwin(1872)wasthefirsttosuggestthatemotionsareuniversalandnotparticulartoaculture.AccordingtotheAmericanPsychologicalAssociationin“ReadingFacialExpressionsofEmotion,”manystudieshaveconcludedthatindeedthesamefacialexpressionsofemotionsappearindistinctanddisparatecultures.“Thereisstrongevidencefortheuniversalfacialexpressionsofsevenemotions—anger,contempt,disgust,fear,joy,sadness,andsurprise”(www.apa.org/science/about/psa/2011/05/facial-expressions.aspx).Studentscanseehowstrongtheyarein“reading”facialexpressionswithUniversityofBerkeley’sGreaterGoodEmotionalIntelligencequiz(http://greatergood.berkeley.edu/ei_quiz),orscrolloverpopularemotionstoseeMassachusettsInstituteofTechnology’sKismet’sfacechange(www.ai.mit.edu/projects/sociable/facial-expression.html).

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BEFOREREADINGPrereadingFocusQuestions(ReadingStandards,Craft&Structure,Strand5andIntegrationofKnowledge&Ideas,Strand7)

Beforeintroducingthisbooktostudents,youmaywishtodevelopbackgroundandpromoteanticipationbyposingquestionssuchasthefollowing:

1. Takealookatthefrontandbackcovers.Takeapicturewalk.Askstudentstomakeaprediction.Doyouthinkthisbookwillbefictionornonfiction?Whatmakesyouthinkso?Whatcluesdotheauthorsandillustratorgivetohelpyouknowwhetherthisbookwillbefictionornonfiction?

2. Whatdoyouknowaboutpoetry?Whatarethetypicaltextfeaturesofpoetry?Areallpoemswritteninthesameformat?Doallpoemsrhyme?Whataresomethingsthatyoumightnotfindinpoetry?

3. Whydoyouthinksomeauthorswritebooksinverse?Howdoyoutheirreasonsdifferfromauthorswhowriteprose?

4. Whatdoyouknowaboutfeelings?Describesomedifferentkindsofemotions,orfeelings,peoplehave.Whatkindsofthingscanchangeourfeelings?Describeatimeyoufeltlonely,proud,excited,shy,relived,brave,orsafe.

5. Howdoesaperson’sfacechangetoreflecthowheorshefeels?Whatmakesafacelookhappy,sad,scared,andsoon?Whyisitimportantforustoshowhowwefeel?

6. Whatdoesthewordempathymean?Whatdoesitmeanforapersontoshowunderstandingtowardsomeoneelse?Whataresomewaysapersoncanshowempathyintheirfamily,school,andcommunity?Whyisempathyanimportantskilltolearnanduse?

7. WhydoyouthinkIchosethisbookforustoreadtoday?

ExploringtheBook(ReadingStandards,KeyIdeas&Details,Strand1,Craft&Structure,Strand5,andIntegrationofKnowledge&Ideas,Strand7)

Readandtalkaboutthetitleofthebook.Askstudentswhattheythinkthetitle,AmazingFaces,means.Thenaskthemwhattheythinkthisbookwillmostlikelybeaboutandwhothebookmightbeabout.Whatemotionsandexperiencesmightbetalkedaboutinthetext?Whatdoyouthinkmighthappen?Whatinformationdoyouthinkyoumightlearn?Whatmakesyouthinkthat?

VOCABULARY(LanguageStandards,VocabularyAcquisition&Use,Strands4–6)

Thestorycontainsseveralcontent-specificandacademicwordsandphrasesthatmaybeunfamiliartostudents.Basedonstudents’priorknowledge,reviewsomeorallofthevocabularybelow.

Encourageavarietyofstrategiestosupportstudents’vocabularyacquisition:lookupandrecordworddefinitionsfromadictionary,writethemeaningofthewordorphraseintheirownwords,drawapictureofthemeaningoftheword,createaspecificactionforeachword,listsynonymsandantonyms,andwriteameaningfulsentencethatdemonstratesthedefinitionoftheword.

ContentSpecificcarousel,lullaby,Chinatown,

dreamland,crustacean,boyish,

vapor,antiques,stratosphere

Academicamazing,alone,thoughts,scamper,

erase,sadness,commands,instant,

shimmering,tourists,fortune,

heartbreaking,grin,exhales,

strength,triumphant,pride,distant,

legends,aglow,courage,profile,

mischief,beautiful

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AFTERREADINGDiscussionQuestionsAfterstudentshavereadthebook,usetheseorsimilarquestionstogeneratediscussion,enhancecomprehension,anddevelopappreciationforthecontent.Encouragestudentstorefertopassagesand/orillustrationsinthebooktosupporttheirresponses.Tobuildskillsinclosereadingofatext,studentsshouldciteevidencewiththeiranswers.

LiteralComprehension(ReadingStandards,KeyIdeas&Details,Strands1–3)

1. Whichpoemsuserhyme?Whatistherhymepattern(everytwolines,everyotherline,etc.)?

2. Whichpoemsuserepetition?Howisrepetitionusedineach?Howdoesrepetitionaffectthemeaningandfeelingyougetfromeachpoem?

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3. Foreachpoem,whatisthepoemabout?Whatisthemessageofthepoem?Whatistheemotionthispoemisillustrating?

4. Severalofthepoemsaretoldwithfirstpersonnarration.Doallthesepoemshavethesamenarrator?Whydoyouthinkso?Whatcluesindicatewhothenarratorisofeachpoem?

5. In“Mex2,”howcanthegirldoeverythingtwicecomparedtomostpeople?Whataretheadvantagesofspeakingandknowingtwolanguages?

6. In“MissStone,”whydoesthegirlwishtherewasnorecess?Whatmightmakeherfeelbetterabouthavingrecess?

7. In“I’mtheOne,”whatisthecauseofthechild’ssadness?Whatcoulderaseorremovethatsadness?

8. WhatisthecentralideaoftheentirecollectionofpoemsinAmazingFaces?

Extension/HigherLevelThinking(ReadingStandards,KeyIdeas&Details,Strands2and3,Craft&Structure,Strands4–6,andIntegrationofKnowledgeandIdeas,Strand7)

1. Whichpoemdoyouidentifywiththemost?Why?

2. Foreachpoem,whatemotionwouldyoulabelasthetitle?Ifyouhadtopickoneemotion,orfeeling,thatthepoemdescribes,whatwoulditbe?Whatcluesinthepoemhelpyoumakeyourchoice?

3. Whydoyouthink“amazing”isagoodwordtodescribeourfaces?

4. Howdoyoufeelwhilereadingeachpoem?Doyouthinkthatishowthepoetwantstoreact?Whyorwhynot?Isthereatimethatsomethingsimilarhappenedtoyou?Howdidyoufeelthen?

5. Comparethepoems,“MissStone”and“I’mtheOne.”Howaretheysimilar?Howaretheydifferent?Howislonelinessdescribedineachpoem?Whatmessage(s)dotheyshareaboutlonelinessandfriendship?

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Takestudentsonabookwalkanddrawattentiontothefollowingpartsofthebook:frontandbackcovers,endpapers,dedicationsandacknowledgements,titlepage,andillustrations.Asyoushoweachoftheillustrations,askstudentstopredictwhatemotionthepoemwillmostlikelybeaboutandwhataboutthecharacter’sfacerevealsthisemotion.

SettingaPurposeforReading(ReadingStandards,KeyIdeas&Details,Strands1–3)

Havestudentsreadtofindout:

• thetypesofemotionshumansexperience• howallhumanshavesimilaremotionsregardlessof

background• howourfaceschangetoexpress,orshow,howwe

arefeeling• thediversityoftheUnitedStates• therangeandfeaturesofpoeticformats• towhatthetitle,AmazingFaces,refers

Encouragestudentstoconsiderwhytheeditorandpoet,LeeBennettHopkins,wantstosharethesepoemswithyoungpeopleandwhytheparticipatingwriterswanttocontributetheirpoemstothisanthologyforyoungpeople.

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6. EditorLeeBennettHopkinstitlesthecollectionAmazingFacesandorganizesthecollectionsothatthefirstpoemis“AmazingFace.”WhydoyouthinkhechoosesthetitleAmazingFacesfortheoverallcollectionofpoems?Whydoyouthinkhechoosesthepoem,“AmazingFace,”asthefirstpoem?Howdoesthispoemsetthetonefortherestofthecollection?

7. Eachpoemexploresdifferentemotionspeoplefeel.Howarefacesconnectedtoemotions?Howcanfacesrevealhowsomeoneisfeeling?Howdoourfaceschangewhenweareexcitedorangry?

8. Whyisitimportantforourfacestorevealhowwefeel?Howdoesthisaffecthowweinteractwithotherpeople?

9. Inthepoem,“Mex2,”poetJaneMedinapresentsherpoemfirstinEnglishandtheninSpanish.WhydoyouthinktheinclusionoftheSpanishversionisappropriatefortheoverallmessageandmeaningofthepoem?

10. In“HamburgerHeaven,”thepoemisformattedsothatthereaderreadsthelineslefttorightratherthanjusttoptobottomasintheotherpoems.Whyisthisstructurefittingforthecontentofthepoem?Howdoesthisstructurecontributetothemeaningofthepoem?

11. Howdoestheillustrator,ChrisSoentpiet,drawtheviewer’seyetothemaincharacterineachillustration?Howdoesthestronglightsourceoneachfacehighlightoraffectthemoodoftheimage?

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12. Afterreadingallsixteenpoems,thinkaboutwhyeditorLeeBennettHopkinsincludesthemtogetherasacollection.Whatdotheyallhaveincommon?Howdotheycomplementandbuildoffoneanother?Whatlessondoyouthinkhewantsreaderstolearnfromthesesnapshotsandexperiences?

Reader’sResponse(WritingStandards,TextTypes&Purposes,Strands1and2andProduction&DistributionofWriting,Strand4)(LanguageStandards,ConventionsofStandardEnglish,Strands1and2andKnowledgeofLanguage,Strand3)

Usethefollowingquestionsandwritingactivitiestohelpstudentspracticeactivereadingandpersonalizetheirresponsestothebook.Suggestthatstudentsrespondinreader’sresponsejournals,essays,ororaldiscussion.Youmayalsowanttosetasidetimeforstudentstoshareanddiscusstheirwrittenwork.

1. Withwhichpoem(andillustration)doyoumostcloselyidentify?Whataboutthenarrator,action,feeling,orsituationresonateswithyou?Whydoyouthinkthisisanimportantexampleormessagetosharewithothersaboutfeelings?

2. Ifyoucouldpickonlyonepoemtogivesomeonetoteachthemaboutfeelings,whichpoemwouldyouchooseandwhy?Howisthispoemaneffectiveormeaningfulexampleofempathy?

3. Inthepoem“MyHero,”thegirldescribesherbrotherasherhero.Heisherrolemodel.Whatisarolemodel?Describetheresponsibilitiesofarolemodel.Whoinyourlifeisyourrolemodelorfor

“...The16poemsinthisanthologycelebratetherichdiversityofAmericankids....Agreatcollectionforsharingathomeandintheclassroom.”–Booklist

“Thisappealingpackageofpoetryandideaswillbeenjoyedbychildren,parents,andteachers.Therearemanybitstosavor.”–SchoolLibraryJournal

★“Soentpiet’sastonishingwatercolorsunifythebook’stheme....Hispaintingsarelifelike,fullofshadowsanddepth,astonishinglyprecise.”–PublishersWeekly,starredreview

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whomareyouarolemodel?Whydoyouadmirethispersonorwhydoyouthinksomeoneadmiresyou?Whathasyourrolemodeltaughtyouorwhathaveyoulearnedinbeingarolemodelforsomeoneelse?

4. EachAprilisNationalPoetryMonth.WhatfeaturesorthemesofAmazingFacesmakethisbookaleadingexampleforaNationalPoetryMonthreadaloud?

ELL/ESLTeachingStrategies(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3andPresentationofKnowledge&Ideas,Strands4–6)(LanguageStandards,VocabularyAcquisition&Use,Strands4–6)

ThesestrategiesmightbehelpfultousewithstudentswhoareEnglishLanguageLearners.

1. AssignELLstudentstopartner-readthebookwithstrongEnglishreaders/speakers.Studentscanalternatereadingbetweenpages,repeatpassagesafteroneanother,orlistentothemorefluentreader.StudentswhospeakSpanishcanhelpwiththepronunciationsofthewordsinthepoem,“Yox2,”theSpanishversionofthepoem,“Mex2.”

2. Haveeachstudentwritethreequestionsaboutthetext.Thenletstudentspairupanddiscusstheanswerstothequestions.

3. Dependingonstudents’levelofEnglishproficiency,afterthefirstreading:•Reviewtheillustrationsinorderandhavestudentssummarizewhatishappeningoneachpage,firstorally,theninwriting.•Havestudentsworkinpairstoretelleithertheplotofthebookorkeydetails.Thenaskstudentstowriteashortsummary,synopsis,oropinionaboutwhattheyhaveread.

4. Havestudentsgiveashorttalkaboutwhichpoemandmessagetheyidentifywithmostandremindsthemofamomentintheirlives.

5. Thestorycontainssomecontent-specificwordsthatmaybeunfamiliartostudents.Basedonstudents’priorknowledge,reviewsomeorallofthevocabulary.ExposeEnglishLanguageLearnerstomultiplevocabularystrategies.Havestudents

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makepredictionsaboutwordmeanings,lookupandrecordworddefinitionsfromadictionary,writethemeaningofthewordorphraseintheirownwords,drawapictureofthemeaningoftheword,listsynonymsandantonyms,createanactionforeachword,andwriteameaningfulsentencethatdemonstratesthedefinitionoftheword.

INTERDISCIPLINARYACTIVITIES(IntroductiontotheStandards,page7:Studentwhoarecollegeandcareerreadymustbeabletobuildstrongcontentknowledge,valueevidence,andusetechnologyanddigitalmediastrategicallyandcapably)Usesomeofthefollowingactivitiestohelpstudentsintegratetheirreadingexperienceswithothercurriculumareas.Thesemayalsobeusedforextensionactivities,foradvancedreaders,andforbuildingahome-schoolconnection.

SocialStudies/Mathematics(ReadingStandards,IntegrationofKnowledge&Ideas,Strand7)(WritingStandards,ResearchtoBuild&PresentKnowledge,Strands7–9)(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1and2)

1. Encouragestudentstostudythedemographicsoftheircommunityorstate.Whatkindofdiversityisaroundthem?Withstudents,checkouttheCensusFactFinder’sCommunityFactswhereyoucantypeinatownorzipcodetogetinformationaboutgender,age,andrace,aswellaspovertyandeducationlevels(http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml).Howdoesthisinformationcomparetothedemographicsofyourschool?Encouragestudentstopresentthisdateinabargraphorpiechart.

2. HavestudentsstudythePewResearchCenterreport(2014),“TheNextAmerica,”specificallylookingatthegraphcalled“ChangingFaceofAmerica”in“TheNewUs”chapter(www.pewresearch.org/next-america/#Americas-Racial-Tapestry-Is-Changing).

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AwardsandHonorsBestChildren’sBooksoftheYear,BankStreetCollegeofEducation

TexasBluebonnetAwardMasterlist,TexasLibraryAssociation(TLA)

GreatLakesGreatBooksAwardNominee,MichiganReadingAssociation

ReadingProgram,UnitedMethodistWomen

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HowmanypeopleintheU.S.willbepeopleofcolorby2020?StudytheEdWeektimelinetoseehowdemographicshavechangedovertime(www.edweek.org/ew/section/multimedia/timeline-demographic-changes-in-schools.html).WhatisoneofthecausesofdemographicchangesinclassroomsintheUnitedStates?Discusswhatmightbesomebenefitstohavingamoreraciallyandethnicallydiversepopulation.Discussalsowhatmaybesomechallenges.

EnglishLanguageArts(ReadingStandards,Craft&Structure,Strands4and5andIntegrationofKnowledge&Ideas,Strands7and9)(WritingStandards,TextTypes&Purposes,Strands1–2,Production&DistributionofWriting,Strand4,andResearchtoBuild&PresentKnowledge,Strands7–9)(LanguageStandards,ConventionsofStandardEnglish,Strand1)

1. Onposterpaperorawhiteboard,makeaclasslistofthefeelingsandemotionsexpressedinthepoems.Encouragestudentstoaddotherfeelingsandemotionstothelistaswell.ThenchallengestudentstowritetheirownpoemstoaddtotheAmazingFacesanthology.Intheirpoems,studentsshouldtrytoconveyoneormoreofthefeelingsandemotionsonthelist.Whatsituationswouldmakesomeonefeeltheemotiontheyhavechosen?Considercreatingaclassbookwithallthestudents’poemstopresenttotheirfamilies,theschoollibrary,orayoungergrade.

2. Havestudentsanalyzethedifferentpoeticformatsusedthroughouttheanthology.Whatfeaturesmakethesepoems,infact,poems?Howarethepoemsdifferentfromoneanother?Whatdoesthecollectiondemonstrateaboutthediversitywithinthepoetryformat?Inaparagraph,havestudentsdescribewhatapoemisandhowsomeonecanidentifytheyarereadingapoem.Inanadditionalparagraph,havestudentsarguewhichpoemtheylikethemostbasedonitsparticularfeatures.

3. Thepoemsinthisbookofferagreatopportunitytoteachabout/reviewdifferentpoeticdevices.Askstudentstomakeachartwithacolumnforthefollowingliterarytechniques:simile,metaphor,personification,imagery,rhyme,onomatopoeia,

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repetition,andalliteration.Revieworteacheachoftheseliterarydevicesanditspurpose.Inthechart,havestudentsfindandrecordanexampleofeachthattheyfindinAmazingFaces.Fordefinitionsoftheliterarydevices,startwithhttp://literarydevices.net/andwww.poets.org/poetsorg/onteaching/poetry-glossary.

4. Havestudentsinpairsselectoneofthecontributingpoetsinthebooktoresearchfurther.Whatotherbookshasthispoetwritten?Whattypesoftopicsandcharactersdoesthispoetusuallywriteabout?Whatawardshasthepoetwonforhisorherwork?Fromwhatorwhomdoesthepoetdrawinspirationforhisorherwork?Basedontheirfindings,whatadvicewouldstudentsgivetosomeonewhowantstobecomeapoetorwriter?Helpstudentsgetstartedwithpoetbiosatwww.poetryfoundation.org/.

5. EncouragestudentstoreadadditionalbooksbysomeoftheauthorsfeaturedinAmazingFaces.Whatisthecentralideaofthebook?Isthebookwritteninverseorprose?Howdoesthetopic,characters,andtextstructurecomparetotheauthor’spoeminAmazingFaces?

• For“WhichWaytoDreamland”byCaroleBostonWeatherford,tryJuneteenthJamboree(www.leeandlow.com/books/2417)orJazzBaby(www.leeandlow.com/books/2410).

• For“MissStone”byNikkiGrimes,tryPoemsintheAttic(www.leeandlow.com/books/2881).

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• For“HighintheSky”byPatMora,tryYum!¡Mmmm!¡QuéRico!Americas'Sproutings(www.leeandlow.com/books/2477),Confetti:PoemsforChildren(www.leeandlow.com/books/2378),LovetoMamá:ATributetoMothers(www.leeandlow.com/books/2424),WaterRolls,WaterRises/Elaguarueda,elaguasube(www.leeandlow.com/books/2865),orGracias•Thanks(www.leeandlow.com/books/2711).

• For“AuntMollySky”byJosephBruchac,tryCrazyHorse’sVision(www.leeandlow.com/books/2380),JimThorpe’sBrightPath(www.leeandlow.com/books/2411),orBuffaloSong(www.leeandlow.com/books/2511).

6. Seeifyourtown,oronenearby,participatesinthePoetryinMotion®projectwhichplacespoetryintransitsystemsthroughouttheUnitedStates(www.poetrysociety.org/psa/poetry/poetry_in_motion/).ExploretheAtlastofindacitynearyourschoolanddiscoverwhichpoemsareused(www.poetrysociety.org/psa/poetry/poetry_in_motion/atlas/).Havestudentsselectoneofthepoemsfeaturedandtalkaboutwhattheythinkthepoemmeans,itscentralidea,andwhyitmighthavebeenselectedfortheprojectandthiscity.

7. Havestudentsconsiderwhattheworldwouldbelikeifwecouldnotusefacialexpressionstoexpresshowwefeel.Inastory,havestudentswriteaboutwhataworldwithnofacialexpressionswouldbelike.Howwouldwecommunicatewithoneanotheraboutourfeelings?Whatimpactwouldhavingnofacialexpressionshaveonoursenseofcommunity,ifany?

8. CheckouttheLibraryofCongressPoetLaureate(www.loc.gov/poetry/).Findoutifheorshehaschildren’spoems.Manypoetlaureatescreatenewwaystobringpoetrytochildren,includingthePoetry180Project(www.loc.gov/poetry/180/).

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Science/Anatomy(ReadingStandards,IntegrationofKnowledge&Ideas,Strand7)(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1and2)

Withstudents,explorethestructureandphysicalfeaturesoftheface.Whathappenstotheeyes,lips,andfacialmuscleswhenwearehappy,sad,andangry?Howmanymusclesdoesthehumanfacehave?Foryoungerstudents,identifythenose,mouth,eyes,andears,anddiscussthepurposeofeach.Forolderstudents,identifysomeofthemusclesonthefacethatareusedinmakingfacialexpressionsanddiscusshowtheychangefordifferentexpressions.Withmirrors(ifpossible),havestudentspracticedifferentfacialexpressionstoseehowtheirfaceschange.

UsetheInnerBodyExplorerfora3-Ddisplayoftheheadandneckwithmusclesandbones:www.innerbody.com/anatomy/muscular/head-neck.

Art(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1and2)1. Providewatercolorortemperapaintsforstudents

touse.Allowstudentstostudyaphotographorclippingofafaceandthentrytopaintit.Alternatively,providestudentswithmirrorsandhavethemusethemirrorstosketchandthepainttheirownfaces.

2. Havestudentstrytwodifferentmethodsofpaintingwithwatercolorpaints.First,havestudentspaintwithwatercolorsondrypaper(asnormal).Thenhavethemtrypaintingwithwatercolorsonasecondpieceofpaper,“painting,”itfirstwithwaterandthenpaintingonthewetpaper.Comparethetwomethodsandhowthepaintbehavesondryversuswetpaper.

3. Encouragestudentstosketch,draw,orcollectimagesfrommagazines,catalogs,ornewspapersthatshowthewaystheyfeelwhentheyarewiththeirfamilyandwhentheyareatschool.

4. IllustratorChrisSoentpietusesverystrongdirectionallighttodrawattentiontothemaincharactersandfacialdetailsinhispaintings.Havestudentsstudytheirownfacesinamirrorand

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Additionaltitlestoteachaboutpoetry:

AmazingPlaceseditedbyLeeBennettHopkins,illustratedbyChristyHaleandChrisSoentpietwww.leeandlow.com/books/2908

IandIBobMarleywrittenbyTonyMedina,illustratedbyJesseJoshuaWatsonwww.leeandlow.com/books/2702

LendaHand:PoemsAboutGivingwrittenbyJohnFrank,illustratedbyLondonLaddwww.leeandlow.com/books/2849

InDaddy’sArmsIAmTall:AfricanAmericansCelebratingFatherswrittenbyvariouspoets,illustratedbyJavakaSteptoewww.leeandlow.com/books/2408

WaterRolls,WaterRises/Elaguarueda,elaguasubewrittenbyPatMora,illustratedbyMeiloSowww.leeandlow.com/books/2865

AFullMoonisRisingwrittenbyMarilynSinger,illustratedbyJuliaCairnswww.leeandlow.com/books/2741

iseetherhythmwrittenbyToyomiIgus,illustratedbyMicheleWoodwww.leeandlow.com/books/2787

YoungCornrowsCallin’OuttheMoonwrittenbyRuthForman,illustratedbyCbabiBayocwww.leeandlow.com/books/2905

ChessRumblewrittenbyGregNeri,illustratedbyJesseJoshuaWatsonwww.leeandlow.com/books/2374

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sketchtheirfacesunderdifferentlightingconditions(softlight,brightlight,lightfromabove,lightfrombelow,andsoon).Discusshowthefacechangeswithoverheadclassroomlightversusaflashlightunderthechinoradesklamppointedtowardthesideoftheface.Whichprovidesthemostdramatic,friendly,andscaryviews?Howdoeslightingchangethemoodortoneofanimage?

Home-SchoolConnection(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3andPresentationofKnowledge&Ideas,Strand4)(ReadingStandards,IntegrationofKnowledge&Ideas,Strand7)(WritingStandards,TextTypes&Purposes,Strands1and2,Production&DistributionofWriting,Strand4,andResearchtoBuild&PresentKnowledge,Strand7)

1. Havestudentsinterviewaparentorcaregiverabouthisorherfavoritepoem.Thepoemcanbeinanotherlanguage(andencouragetheadulttotranslateorprintoutatranslationforthestudenttobringtoclassalongsidetheoriginalpoem).Whatmakesthispoemspecialtotheparentorguardian?

2. Assignstudentstoselectapoemoftheirchoicetomemorizeandpresentinclass.Allowstudentsonetotwoweekstopracticeathomebeforepresentingthepoeminclass.

3. Encourageparentstostartanightlypoemreadingathome.TwoliteratureconsultantswiththePoetryFoundationsuggestessentialchildren’spoetrycollections:www.poetryfoundation.org/resources/children/articles/detail/68630.

4. Createafamilypoetrynight!Inviteparentsandcaregiverstojoinyouwiththeirchildrenatalocalpoetryevent.Poets.orgoffersthePoetryNearYoudatabase(www.poets.org/poetsorg/poetry-near-you)tofindlocaleventsandbesuretoreachouttopubliclibrariansforpoetryprogramming.

5. Withtheirfamilies,encouragestudentstowritetoapoet—eitheroneofthefeaturedpoetsinAmazingFacesorsomeonefromanotherpoetrycollection.Poets.orgfeaturesseveralresourcestohelpstudentsengagewithpoets.Checkout“DearPoetProject”:www.poets.org/national-poetry-month/dear-poet-project.Intheirletters,students

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maywishtodescribewhichpoemtheyconnectedtothemostandwhy,howpoetryismeaningfulinschooltoday,andanyquestionstheyarecuriousaboutconcerningthepoet’slifeandwork.

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AmazingFaces

LEE&LOWBOOKS


BookInformationforAmazingFaces

$11.95,PAPERBACK978-1-62014-223-340pages,11X9-3/4*ReadingLevel:Grade3*ReadinglevelbasedontheSpacheReadabilityFormulaInterestLevel:Grades1–8GuidedReadingLevel:PAcceleratedReader®Level/Points:N/ALexile™:NPTHEMES:CulturalDiversity,UniversalExperiences,Families,Pride,Identity,FeelingsandEmotions,SocialIssues,SimilaritiesandDifferences,OptimismandEnthusiasm,Pride,Confidence,Dreams&Aspirations,ChildhoodExperiencesandMemories,UnitedStates,Poetry,MultiethnicInterest

RESOURCESONTHEWEB:LearnmoreaboutAmazingFaces at:https://www.leeandlow.com/books/2713

ORDERINGINFORMATIONOntheWeb:www.leeandlow.com/contact/ordering(generalorderinformation)www.leeandlow.com/books/2713(secureonlineordering)ByPhone:212-779-4400ext.25ByFax:212-683-1894ByMail:Lee&LowBooks,95MadisonAvenue,NewYork,NY10016

ABOUTTHEEDITORLeeBennettHopkins,acclaimedpoetandwriter,hascreatednumerousaward-winningpoetryanthologiesforyoungreaders.Heistherecipientofthe2009NCTEAwardforExcellenceinPoetryforChildren,whichhonorshisbodyofwork.HealsofoundedtheLeeBennettHopkinsPoetryAward(presentedannuallysince1993)andtheLeeBennettHopkins/IRAPromisingPoetAward(presentedeverythreeyearssince1995).Hopkins’bookshavewonmanyaccolades,includingALANotableBooks,NotableSocialStudiesTradeBooksforYoungPeople,Children’sChoices,AmericanBooksellerPickoftheLists,NationalChildren’sBookWeekPoet,NewYorkPublicLibraryBestChildren’sBooks,ChristopherAward,andGoldenKiteHonor.Inearly2015,athirdawardwasestablishedinhisname:TheLeeBennettHopkinsSCBWIPoetryAward,to“recognizeandencouragethepublicationofanexcellentpoetrybookoranthologyforchildrenand/oryoungadults.”HelivesinFlorida.Visithimonlineatleebennetthopkins.com/.

ABOUTTHEILLUSTRATORChrisSoentpietistheillustratorofseveralhighly-praisedpicturebooks.Hehaswonmanyawardsforhiswork,includingtheNAACPImageAward,SocietyofIllustratorsOriginalArtShowGoldMedal,ALANotableBooks,IRAChildren’sBookoftheYear,JaneAddamsBookAward,Parents’ChoiceAward,andNotableBooksforaGlobalSociety.SoentpiethasalsoreceivedaGoldMedalfromtheSocietyofIllustrators,anhonorbestowedonanartistbyfellowillustrators.HelivesintheNewYorkCityarea.

Allguidedreadinglevelplacementsmayvaryandaresubjecttorevision.Teachersmayadjusttheassignedlevelsinaccordancewiththeirownevaluations.

ABOUTLEE&LOWBOOKSLEE&LOWBOOKSisthelargestchildren’sbookpublisherspecializingindiversityandmulticulturalism.Ourmotto,“abouteveryone,foreveryone,”isasurgenttodayasitwaswhenwestartedin1991.Itisthecompany’sgoaltomeettheneedforstoriesthatchildrenofcolorcanidentifywithandthatallchildrencanenjoy.Therightbookcanfosterempathy,dispelstereotypes,promptdiscussionaboutraceandethnicity,andinspirechildrentoimaginenotonlyaworldthatincludesthem,butalsoaworldwheretheyaretheheroesoftheirownstories.Discovermoreatleeandlow.com.

Documents

TG Template Amazing Faces 2016 - rif.org · Amazing Faces edited by Lee Bennett Hopkins ... , scamper, erase, sadness, commands, instant, shimmering, tourists, fortune, heartbreaking,