Anno's Mysterious Multiplying Jar

Anno’s Mysterious Multiplying Jar

By Masaichiro and Mitsumasa Anno  

Paperstar Books (1982) ISBN: 069811753

This elegant picture book captures the imagination with its whimsical illustrations and the story about what’s inside a jar. It begins with simple jar that holds a “wide, deep sea.” The reader follows the journey of a boat to an island and learns all its contents. At first the reader gets pulled into the story and sees this pattern of growth. Midway, the narrative is interrupted and shifts into a mathematical explanation of factorials. The authors show how the narrative connects shows how factorials work.

Quantitative: Lexile Level--AD320L ; ATOS--N/A

Qualitative: This book is appropriate for any math level looking to understand factorials. It would best serve students in middle grades due to content; however, the shift in storyline, the connection of narrative to math, and the lengthy description of factorials at the end, make this a complex text that a teacher would have to read and explain to his/her students.

Content Area: Math--Multiplication; Math--Factorial; English Language Conventions

Curriculum Suggestions: The book directly connects to math. To go beyond just concepts, teachers could have students create their own factorial stories to demonstrate their understanding of the concept. They could use Anno’s Mysterious Multiplying Jar as an example for their own factorial (or other math concept) narrative.

Another thought is that teachers could also use the book to explain prepositional phrases. In the narrative portion of the text, all the sentences begin with “on” or “within.” It could be a way for teachers to demonstrate how prepositional phrases are used across all disciplines.

Common Core Standards: RI 6.2; Language 6.1, 3.

Common Core Math Standards Grade 7:The Number System

Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.

b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real world contexts.

c. Apply properties of operations as strategies to multiply and divide rational numbers.

d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.

Additional/Digital Content:

• Storyboard That--http://www.storyboardthat.com/

• Math games through Sumdog--http://www.sumdog.com/

• DreamBox Learning--

http://www.dreambox.com/blog/7-math-storybooks-every-child-should-read-no-7-annos-mysterious-multiplying-jar

• Other books by Masaichiro and Mitsumasa Anno:

• All in a Day
• Anno’s Journey
• Anno’s Magic Seeds
• Anno’s Math Games
• Anno’s Math Games II
• Anno’s Math Games III
• Anno’s USA

Personal Thoughts: This book presents a fun, new way to learn math and shows how math can easily display a narrative. Anno’s Mysterious Multiplying Jar would be an excellent resource for the CCSS that ties into English and math in meaningful ways

*Meets the “Math Picture Book” requirement

Greece! Rome! Monsters!

Greece! Rome! Monsters!

By John Harris The J. Paul Getty Museum (2002) ISBN: 0892366184

This book portrays the monsters, creatures, and scary figures found in Greek and Roman mythology. With colorful, beautiful illustrations that capture the unique characteristics of these mythical beasts, students really gain an idea of how strange these beings were. This book doesn’t contain any plot, but rather describes each monster and provides references to where they appear both in Ancient mythology and in modern-day vernacular.

Quantitative: Lexile Level--N/A ; ATOS--5.0

Qualitative: According to Accelerated Reader, this book is best for middle grades--grades 4-8. I suspect it received this classification due to the Greek and Roman names of the creatures that would be difficult for younger students to pronounce or understand and the references to classical literature. Because of the content, this book can be used as young as 3rd grade or as old as the high school level depending on students’ reading ability or how it may deepen understanding of Ancient mythology.

Content Area: Social Science--World History; English; Art

Curriculum Suggestions: Since this book serves to inform students about the monsters of Ancient Rome and Greece, it can be used as an informational text in the lower grades and a supplemental text in the upper grades to help with literary allusions. For the lower grades, teachers could use it to connect to the Percy Jackson series. High school teachers might want to use this as a connection text for The Odyssey. It could also serve as the starting point to explore the myths, heroes, heroines, and authors mentioned in the text. Teachers could also use the book as inspiration for students to create their own monsters.

Common Core Standards: RL.4.3

Additional/Digital Content:

• ClassMyth blogspot--

http://classmyth.blogspot.com/2010/01/monsters-of-classical-mythology.html

• Theoi Greek Mythology--http://www.theoi.com/

• Introduction to Greek Gods--http://www.youtube.com/watch?v=9oeh1NOJF3U

• The Odyssey Google Lit Trip--

http://www.googlelittrips.com/GoogleLit/9-2/Entries/2006/9/15_The_Odyssey_by_Homer.html

Personal Thoughts: Mythology always fascinates students. Thematically, teachers could easily design outside reading lists that address the themes covered by the myths. Furthermore, digital material is endless. Any unit on mythology presents opportunities for teachers to get students creating their own stories and opinions online.

*Meets the “Picture Book on History Topic” requirement

Online Shaming

Online ‘Shaming’ A New Level of Cyberbullying for Girls

Reporter: Temitayo Fagbenle

Original air date: January 7, 2013

Student reporter, Temitayo Fegbenle investigates the new phenomenon of online shaming, often referred to as “slut shaming,” where students will bully young girls via social media about their sexual exploits. Often, the cyberbullying stems from pictures or videos the young women naively send to boys they like and then those images are shared with wider audience. Many students don’t recognize the repercussions of their actions, especially from a legal standpoint. This story spotlights not only cyberbullying, but the lack of control parents and administrators have over the salacious material.

Quantitative: Flesch Reading Ease--60.5; Flesch Reading Level--8.3

Qualitative: A story for middle and high school grades (7-12), but could be used in grades 5 or 6 depending on the maturity of the students. This text isn’t overly complex, but it does discuss activity that will most likely impact an older age group. Issues like appropriate media use, student rights, and legal implications make this a text that address school board policies and even child pornography.

Content Area: English; Health--Bullying; Health--Relationships; Health--Tolerance; Government/Ethics; Information Literacy; Peer Resource.

Curriculum Suggestions: This piece could be applied to any unit on bullying. High school students could draw on the modern-day connections to The Scarlet Letter. In a government or ethics class, students might want to examine the laws the “slut shaming” violates (or not). Is this a First Amendment issue? What laws are in place that protect minors from these viral attacks? What responsibility does the school have to protecting children? The article indicates that students are not any more vicious than they were 20 years ago; the venue for the attacks have changed. A school that has a peer resource class could also devise ways to intervene when such acts occur.

Another approach might be to have students investigate other issues--related to bullying or not--on campus to produce an investigative piece just like Temitayo Fagbenle.

Common Core Standards: RI.11/12.7-8; SL.11/12.2-5; RH.11/12.1-2

Additional/Digital Content:

• NPR’s “Online ‘Shaming’ A New Level of Cyberbullying for Girls”--

http://www.npr.org/2013/01/07/168812354/online-shaming-a-new-level-of-cyberbullying-for-girls

Transcript--http://www.npr.org/templates/transcript/transcript.php?storyId=168812354

• Literature Connection→ Speak by Laurie Halse Anderson--

http://www.goodreads.com/book/show/439288.Speak

Personal Thoughts--The avenues for this hot topic are endless. Students could conduct research and even assess how their campus copes with the issue. It can be touchy, so spending time creating an open and caring environment for sharing is critical when discussing emotionally charged topics such as this one. Expect some shocking and uncomfortable conversations.

*Meets the "Media Item" requirement

Who Would Win? Killer Whale vs. Great White Shark

Who Would Win? Killer Whale vs. Great White Shark

By Jerry Pallotta Scholastic, Inc. (1996) ISBN: 9780689802072

In this fun, science book, the battle between Killer Whales and Great White Sharks is put forth with helpful graphics and scientific facts. Pollotta makes the book subject for discussion by posing questions for inquiry that require students to draw upon the facts presented. By looking at the physical composition, length, brain size, navigation capabilities, strength, and speed, a reader can answer the question, “Who would win?” with reliable information. At the end of the book, there is a checklist for students to quantify their answer.

Quantitative: Lexile Level--AD620L (Adult Directed--read to a child by an adult rather than read alone by a child); ATOS--4.1

Qualitative: This book is best served for elementary students, specifically 3rd -5th grades. This book not only teaches students about the anatomy and abilities of these two sea beasts, but also builds academic vocabulary including their scientific names and parts of their anatomy--it is truly learning in context. The illustrations are complemented by actual pictures and “life-size” representations of teeth.

Content Area: Science--Biology; Information Literacy

Curriculum Suggestions: The book can serve as a model for a mini-research project. A teacher could have students work collaboratively to create a factual presentation with graphics that examines the attributes of two animals that could potentially be adversaries. After the presentations, students would decide who would win based on the facts. This would be a great way to utilize a school’s library and its resources. Also, it could be a way to incorporate experts with the lesson by having students write to scientists or even have an expert talk to the class via Google Hangouts or Skype.

Common Core Standards: RI 4.1-4, 6-7

Next Generation Science Standards:

3. Interheritiance and Variations in Traits: Life Cycles and Traits

Students who demonstrate understanding can:

3-LS1-1.	Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]
3-LS3-1.	Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]
3-LS3-2.	Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]
3-LS4-2.	Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]

Additional/Digital Content:

• National Geographic Gallery--http://natgeotv.com/uk/killer-whale-vs-shark

• Killer Whale vs. Great White Shark video--

http://abcnews.go.com/Nightline/video/killer-sharks-killer-whales-18625402

• Wildlife Conservation Society--http://www.wcs.org/

• Jerry Pallotta “Who Would Win?” Series--

http://alphabetman.businesscatalyst.com/WhoWouldWin

Personal Thoughts: This book series presents an excellent model for encouraging inquiry and information literacy skills while teaching content. To me, under CCSS teachers will need to thoughtfully choose texts that initiate conversation and allow students to engage in with 21st Century learning skills.

*Meets the “Science Picture Book” requirement

Rats Saw God

Rats Saw God

By Rob Thomas Simon Pulse (1996) ISBN: 9780689802072

Being stoned on a daily basis was not how Steve York envisioned his senior year. Living in San Diego with his mother, Steve learns that he is danger of not graduating despite his well-documented and acknowledged intellect. During his junior year Steve fell in love, fell out of love, and failed his English class as a result. His guidance counselor, Mr. DeMouy, believes in Steve’s academic talent and asks that he write a 100-page essay in order to retrieve those lost English credits. The story flashes between Steve’s time living in Houston, Texas with his father, a former astronaut, to his current living situation in San Diego. Through his writing, Steve realizes his own contribution to his damaged relationship with his father and how he is the only one that can turn it around.

Quantitative: Lexile Level--970; ATOS--7.4

Qualitative: Even though the ATOS recommends this book for junior high students, the content and interest level is geared towards high school students. The novel touches on issues like underage drinking, drug use, academic integrity, sexual content and the allusion to a student/teacher sexual relationship. Additionally, the novel makes cultural references not only significant to mid-1990s (like Kurt Cobain’s suicide), but also historical references such as the first moon landing and Richard Nixon’s influence over the Vietnam War. Students reading this book today may get lost or confused by these references, but it does offer opportunities for research. Furthermore, the structure of the novel adds to the text’s complexity. Flashbacks, no chapters, change in font, figurative language, and vocabulary all contribute to the depth of the novel.

Content Area: English; Health--Divorce; Health--Drugs; Health--Relationships; Social Science--U.S. History

Curriculum Suggestions: Although this wouldn’t be a book that I would recommend to read as a class, it would make a good addition to any outside reading list, specifically in Health. The book’s primary focus is on a young man coming to terms with his upbringing. It could be an excellent “case study” for a health class examining healthy approaches for students dealing with divorce, rejection, first love, and substance abuse. Additionally, it would be fun to have students curate their own reading list with similar themes to this book. Books like Perks of Being a Wallflower, The Spectacular Now, or Fat Kid Rules the World.

Common Core Standards: RST 11/12.1-5

Additional/Digital Content:

• Lesson Plans--http://www.bookrags.com/lessonplan/rats-saw-god/

• Rob Thomas official site--http://www.slaverats.com/

*Meets the “Reading for Pleasure HS/MS” requirement