Lesson Plan: Courage (1st & 2nd Grades)

Lesson: Courage

Grade: 1st & 2nd

Content Objectives:

  • Students will discuss what it means to have courage.
  • Students will analyze the pros and cons of taking risks.
  • Students will make text-to-self connections.
  • Students will make text-to-text connections.
  • Students will practice using KidPix and saving content onto their H: drive.

Readalouds:

Owen by Kevin Henkes

Courage by Bernard Waber

Video: (if time allows)

Scaredy Squirrel by Mélanie Watt http://bkflix.grolier.com/lp/node-33981/bk0097pr

Before the read-alouds/video:

  1. Discuss being courageous/brave with students. Define what it means to have courage and ask students about times in their lives where they have chosen to be courageous even when they felt scared inside. Brainstorm with students about different times and reasons people choose to be brave or not. Are there pros and cons to being brave?  Can being courageous/brave be dangerous at times?  Record students’ ideas on the whiteboard.  (Text-to-self connections)
  2. Tell students that we are going to read a couple of stories about courage, and watch a video about a squirrel who is terrified of everything. Encourage students to watch and listen for ways that his life is positive because he doesn’t do anything, and the way it’s negative because he doesn’t do anything.

Read-alouds (+ video, if time)

Computer: KidPix — have students draw a picture of a time when they were courageous.  Demo this on Smartboard.

Exit ticket (if time allows): Have kids complete the following sentence (either with words or drawing) – “Courage looks like…” on a post-it and post it to the whiteboard as they line up.  Read a couple of them while we wait for the teacher.

Work Samples:

CAM01282

“Courage is…going up to the water slide for the first time!”

CAM01283

“Courage is…dancing on stage.”

"Courage is...swimming underwater."

“Courage is…swimming underwater.”

 

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Hush: Eishes Chayil (aka Judy Brown)

Hush

Author: Eishes Chayil (also known as Judy Brown)

Publisher: New York : Walker

Publication Year: 2010

Brief Summary: Haunted by memories of her childhood friend’s rape and suicide, Gittel begins to question the close-knit religious community she has grown up in and overcomes her own guilt and fears by finally breaking her silence.  Based on true events and Brown’s own experience of growing up in the Chassidic sect.

Awards, Honors and Prizes:

Personal Comments:  The beginning chapters — filled with Yiddish vocabulary and detailed explanation of the religion and its history — might be hard for some readers to get through.  Those who persevere are rewarded with a powerful and well-written story about child abuse, religious fanaticism, fear and intolerance, friendship, and human courage.  Parents with young children might find this book especially difficult to read — Brown does not soften the harsh realities brought on by sexual molestation, the suffering and shame of victims, the frustrations, the desperation, helplessness, and anger they feel, etc.  Readers are forced to examine ourselves — because at the end of the day, this is not just a story about one specific community or religion, but one that can be told about any community we might find ourselves in and about any issue that we might be denial about, be it sexual abuse, eating disorders, bullying, etc.  Are we doing enough to speak for those who can’t speak for themselves?  Are we willing to shine a light on darkness even if it means going out of our comfort zone or going against what our family or friends expect of us?  Are we going to choose silence or follow blindly out of fear, or stand up and advocate for others with “valor”?  (Eishes Chayil means woman of valor.)

Near the end of the book, Gittel has just started her fight against the religious leaders of her community (as well as her family) in an effort to bring awareness to the problem of sexual abuse.  Her sister calls to scream at her.  How dare she speak against the rabbis?  How dare she speak about something that happened ten years ago and people have forgotten about?  How dare she put her family to shame and destroy all of their reputations by breaking her silence?  The sister forbids Gittel to go near her children with “that garbage mouth of [hers]”.  There are many great lines and passages in Hush (including Gittel’s letter to Devory that she sends in to the community paper); this was the one that opened the floodgate of tears.  After Gittel’s sister slams the phone down, Gittel begins to weep.  Yankel, her newlywed husband — whom she’d only met for 20 minutes before becoming engaged to him, at the age of 18, whom grew up in the same community where no one questions the rabbis or the religious teachings — comforts Gittel by saying this:

You are the Eishes Chayil…  You are the real one.  You are the only one protecting the children, and that is what a real mother does.

Audience: Due to the disturbing/graphic nature of this book, I would recommend this book to mature readers high school and older.  High school English classes might consider doing this as a class read-aloud or book project.

Helpful Links:

  • Eishes Chayil’s Huffington Post article on Orthodox Jewish child abuse
  • Author’s note about the writing of Hush (the same that was included at the end of the book)
  • Article from the Jewish Week about sexual abuse in the Orthodox community
  • Review in Jewish Action (Magazine of the Orthodox Union)
  • Hush pathfinder, developed by Sarah Hannah Gomez at Simmons College

Other notes:

  • The only thing I didn’t particularly like about Hush is the appearance of Devory’s “ghost” as she haunts Gittel and finally implores her into revealing the truth.  This is probably because I have just recently read Wintergirls by Lori Halse Anderson, a book also featuring two best friends separated by death and ghostly visits.  I feel Brown could have easily relayed the idea of Gittel’s guilt and anguish without these almost cliched hauntings.

Excerpts from Professional Reviews…

The story and the writing bring light to the nuances of the issues with insight and sensitivity. The development of the main character, the sense of place of the Chassidic community, and the ending, which brings closure without being unrealistically happy or trite, are all handled well. While intrinsically Jewish, this book could just have easily been written about another insular group or the Catholic priest scandal. Hush is highly recommended for mature teen readers. (Association of Jewish Libraries Newsletter)

Family and social life within today’s Chassidic community are portrayed with affection for the warmth and the enduring values but with a clear eye for the vulnerability of the young and the hurt. When Gittel finally does try to tell her friend’s story, she comes up against the powerful men of the community. It is fitting that it is through the written word that both Gittel and the author are able to speak for the Devorys of the world. (School Library Journal)

Gripping, fascinating and poignant, the book is bravely written. …An extremely well-crafted story that keeps you turning pages. (Teenreads.com)

It is not always a pleasant or easy read, but it is a powerful, gripping young adult novel that demonstrates that sexual abuse can happen anywhere, even in an insular, devoutly religious community. (Children’s Literature)

For the reader who is willing to stick with this complex novel, it will strike a deep emotional chord. (VOYA)

Accessed at: Personal Library

Homeless Bird: Gloria Whelan

Homeless Bird

Author: Gloria Whelan

Publisher: HarperCollins

Publication Year: 2000

Booktalk:

Imagine marrying a person you’ve never met.

Imagine finding out that your new husband is very sick.

Imagine that when he dies, just a few weeks after your wedding day, you become a nobody… someone who is considered unlucky, someone that no one would ever dare to love again.

Imagine being abandoned in a strange city, with a …imagine having to survive on the streets, with just a sleeping roll and $1 – just one dollar! – in your hand.

Now imagine that all of this happens before your 14th birthday.

Set in India, Gloria Whelan’s Homeless Bird tells the story of Koli, a girl whose family considered her a burden.  At 13, she is married off to Hari in an arranged marriage.  Only after the wedding did she find out that the groom – a boy about her age – is dying, and that her in-laws wanted her only for what little dowry she could bring.  They use the money to travel to the holy waters of the Ganges, which they believe would miraculously heal Hari.

When Hari and his dad die, and his younger sister is married herself, her mother-in-law does what is many do with “unlucky” widows – she abandons Koli in a city called Vrindavan, where thousands of widows like her (young or old) live out the remainder of their lives on the streets, struggling to survive.

Whelan’s story paints a vivid, and oftentimes heartbreaking, story of Koli’s short-lived marriage, her friendships with the most unlikeliest people, her strained relationship with her mother-in-law, her despair after becoming homeless, and her will to survive.  What do you guys think you would do, if you were in her shoes?  What do you think happens to her?  Find out, when you take home Gloria Whelan’s Homeless Bird.

Awards, Honors and Prizes:

Ideas for using this book in classroom or library; brief notes on curriculum connections/content learning standards/Common Core/etc.

  • Discussions on India: geography, history, culture/customs, etc.  What are some problems it is facing today?  What are some of its accomplishments?  Discuss the caste system in Inida — what does it mean?  how does it work?  How might the caste system dictate how people’s lives turn out?
  • Discuss child marriages in India (as well as other countries such as Ethiopia) and its implications (girls who are forced into child marriages often lose their chance to become educated, etc.)  What are some ways you, as a student in America, can bring about positive changes for girls in a different country?  Older students can explore different ways to get involved in advocacy — through literature, visual arts, music, film, photography, drama, etc.
  • We might not have “child marriages” in the US, but what are some ways that prevent children in getting an education here?
  • Watch clips from the film “Girl Rising” and discuss.  (Another clip about child marriages/education — this one about a girl in Ethiopia — can be seen here.)  What is it like for girls in some of the countries in the film?  How are their lives different from those of girls in America?  (Some scenes/content can be disturbing…use clips according to the school’s guidelines/rules.)
  • What were some things Koli did in order to survive?  How did she use her skills/resources to build a life for herself?
  • Link to discussion guide.  
  • Recommended for readers 10 and up.  Will primarily appeal to girls, students interested in India, and reluctant/struggling readers.  Would work well as a class read-aloud as a way of introducing a different culture, world issues such as poverty, women’s right to education, women’s equality movement, etc.  Could be an inspiration for kids who want to change the world.

Accessed at: Personal Library

Listening for Lions: Gloria Whelan

Listening for Lions

Author: Gloria Whelan

Publisher: HarperCollins

Publication Year: 2005

Brief Summary: This historical novel tells the story of 13-year-old Rachel, whose missionary parents died in the 1919 influenza epidemic of East Africa.  Orphaned and alone, she is tricked into living a lie by the Pritchards, who forced Rachel to assume the identity of their dead daughter in order to receive a handsome inheritance.  Rachel has dreams of her own — including returning to Africa as a woman doctor.  Will she outsmart the Pritchards and their wicked scheme, or is she doomed to become prey to others’ traps?

Awards, Honors and Prizes:

Great Lakes Great Books Award, 2007 Honor Book Grades 4-5 Michigan
Best Children’s Books of the Year, 2005 ; Bank Street College of Education
Booklist Book Review Stars , May 15, 2005 ; American Library Association
Children’s Books 2005: One Hundred Titles for Reading and Sharing, 2005 ; New York Public Library
Children’s Catalog, Nineteenth Edition, 2006 ; H.W. Wilson
Middle and Junior High School Library Catalog, Supplement to the Ninth Edition, 2006 ; H.W. Wilson Company

Ideas for using this book in classroom or library; brief notes on curriculum connections/content learning standards/Common Core/etc.

  • Discussion of British colonialism in Africa.  What does this mean for the Brits?  For the natives?  What are some of its implications?  Older students can do further research about the history of colonialism in Africa and discuss this part of history from different perspectives.
  • Discuss the theme of “freedom” and what it may mean to various characters in the book.  What kind of metaphors for freedom can you find in the book?
  • Discuss the history of women in medicine…why do you think women were not allowed to practice medicine earlier in history?  The book discusses some of the reasons…do you agree with these or not?  Hold a mock debate with students researching and arguing from both sides.
  • What are some ways Rachel is able to overcome the adversity in her life?  Discuss goal-setting and practical ways to achieve your goals.
  • What lessons does Rachel learn about truth vs. dishonesty?  How did she feel when she pretended to be Valerie?  How did she feel when she finally revealed the truth?
  • Students may be encouraged to do further research on one of the animals/plants mentioned in this book.  The class could read the novel together and go onto do individual research projects on animals/plants in Africa/Britain…perhaps discussing how animals/plants are same/different in Africa and Britain (due to climate, habitat, people’s philosophies, etc.).  For example, animals roam free in Africa but are held captive in Britain; flowers grow wild in Africa vs. formal English gardens; flowers that grow in Britain cannot survive in Africa, etc.  How does Whelan use these differences to support the themes in this book?
  • Students can be encouraged to read other orphan stories or other stories about Africa.
  • Author’s note and glossary are included in the back of the book.
  • Link to HarperCollins teaching guide.  
  • Recommended for readers 10 and up.  Will primarily appeal to girls, students interested in Africa, students who like mysteries/suspense, and reluctant/struggling readers.  Would work well as a class read-aloud.

Gentle, nostalgic, and fueled with old-fashioned girl power, this involving orphan story will please fans of Frances Hodgson Burnett’s classic The Secret Garden (1912) and Eva Ibbotson’s The Star of Kazan (2004). (Booklist)

Listening for Lions is a quiet story that roars in its ability to help readers make sense of hardships that befall humankind. It speaks softly but leaves a lasting impression of strength of character and the wisdom of following one’s dreams. It will have lasting appeal and a ready audience. (VOYA)

Whelan’s formidable and appealing heroine will keep readers rooting for her dream of a home with the lions of Africa. (Publishers Weekly)

Accessed at: Personal Library