Re-made in Japan

Smithsonian.com-- “Remade in Japan”

Journalist: Tom Downey

Published: April 2014

In his article, “Re-made in Japan,” Tom Downey showcases how Japan has taken staples of American culture—bourbon, workwear, jazz, shirts and burgers—and improved their quality. The Japanese accomplish this by applying their ability “to perfectly imitate—and even improve upon” things they appreciate. The Japanese’ talent for perfection is a result of the cultural emphasis on beauty through balance and simplicity. Downey, using Japan as an example, highlights the “globalization of taste, culture, [and] cuisine.” He argues that Japan, with its talent for enhancing the quality of these typically American products, has more reverence for these U.S. products that the United States. As he puts it, “they [the Japanese] know us better than we know ourselves.”

Quantitative: Flesch-Kincaid grade level--11.8 (Transcript of the segment was scored by Readability-score.com). No Lexile Level or ATOS available.

Qualitative: This article earned a Flesch-Kincaid reading ease score of 48.3 and would be best for students in the upper grades. The article is logically organized with an introduction, sections listed by the product of examination, and a compulsion. Where the article gets difficult is in the language. Japanese locations and vocabulary are used throughout the piece. The artisans’ names may also prove difficult for students to pronounce. Because the first portion of the article focuses on bourbon, this would be a section that I would recommend to leave out.

Content Area: English; Social Science--U.S. History; Art; Economics

Curriculum Suggestions: When I first read this article, I saw it being used in conjunction with a unit on World War II. This article could serve as a juxtaposition to compare American perceptions of Japan in the 1940s. Additionally, the article also brings to light America’s attention to detail. What are American’s doing well? What have we “perfected”? What have other countries taken the lead in innovation and artistry? What is America making? When thinking about globalization, students could examine American influences in other counties and determine the implications for those influences. These are broad areas, but if done thoughtfully, students could create budgets or speak to experts regarding these overarching questions.

Common Core Standards: RH.11/12.1-6

Additional/Digital Content:

• “Re-made in Japan”-- http://www.smithsonianmag.com/travel/how-japan-copied-american-culture-and-made-it-better-180950189/?no-ist

• Globalization 101--http://www.globalization101.org/

*Meets the “Media Items” requirement

Ted

Ted

By Tony DiTerlizzi   

A Laura Geringer Book (1998) ISBN:006026686

Ted is an enchanting story about the power of imagination. Ted, a raspberry colored imaginary friend, visits his boy friend on his birthday. Since it is the boy’s birthday, Ted presents lots of fun and often messy forms of play. From drawing a mural on the house’s walls to creating an indoor swimming pool, Ted inspires one unique idea after another. With each antic, the boy’s father becomes less amused finally forbidding the boy from playing with Ted. Upset by this, the boy runs away to join Ted at his home, the old playground. It is there that Ted reveals a huge secret--Ted knows the boy’s dad. The two used to play together long ago. Back then Ted went by Ned, and together “Ned” and the boy’s dad played space pirates with an Atomic Blaster. When the boy’s father arrives at the old playground, the boy shares his father’s secret. Surprised, the father’s imagination awakens with the mention of the Atomic Blaster. In the end, all three play “one mean game of space pirates-Monopoly-Twister.”

Quantitative: Lexile Level--570; ATOS--.5

Qualitative:  This story is not one of much complexity. What it does touch on is the power of one’s imagination to create something that is real and shared. It may be hard for students to identify with an imaginary friend, especially since technology makes it easy to get sucked into instantaneous entertainment rather than creating amusement.

Content Area: English; Art; Physical Education

Common Core Standards: RL.1.3; 6

Curriculum Suggestions: Ted emphasizes the importance of letting go and having fun--tapping into our inner child and not forgetting to “play”. The concept of “play” ties in nicely to what the library has to offer. The book offers a springboard for thinking creatively and coming up with all the different ways students can “play” and learn at the same time. This could be applied in any subject area, but subjects like art, science, English, and math would most likely have the best results for such an activity. Let the students play in class as long as it connects to the content. Let the students imagine ways to have fun with what they’re learning.

Additional/Digital Content:

• School Library Journal, an article about play pavilions-- http://www.slj.com/2013/08/standards/early-learning/design-to-learn-by-dynamic-early-learning-spaces-in-public-libraries/#_

• Create a Makerspace--http://makerspace.com

• Pinterest, makerspace ideas-- http://www.pinterest.com/cari_young/library-makerspaces/

*Meets the “Reading for Pleasure Picture Book” requirement

Francine Francine the Beach Party Queen!

Francine Francine the Beach Party Queen!

By Audrey Colman Frog, Ltd. (2003) ISBN: 158394074X

Francine is a spunky dog that lives with her owners, the Crabapple family. Francine, a fun dog, feels like she doesn’t fit in with her boring family. She complains about her owners don’t let her play, run around, and basically just be a dog. Francine, fed up with the Crabapple’s lack of acceptance, runs away. She meets new dog friends and she eventually wanders into the “Dance Fools Studio.” There, she is able to dance and express herself without fear of being judged.

Quantitative: Flesch-Kincaid Grade Level--3.6; Flesch-Kincaid Easy--86.4

Qualitative:  Francine’s story is an excellent selection for the younger grades. Francine Francine the Beach Party Queen! could be shared with students as young as kindergarten. However, when examining the story’s message, students that are around 3rd grade would be able to connect with the themes of the book with greater ease. To tell Francine’s story, Colman uses a basic rhyme scheme that makes reading fun and lyrical for both the teacher and the students.

Content Area: English; Health--Prejudice; Health-Self-Esteem; Physical Education--Dance; Art

Common Core Standards: RL3.1-4

Curriculum Suggestions: This book allows teachers and students to learn about their own identity and individuality. Since the book  promotes self-expression, teachers could have students work artistically to express themselves while developing and strengthening self-esteem.

Additional/Digital Content:

• Exploring Dance: Movement, Space, & Poetry-- https://www.teachingchannel.org/videos/elementary-school-dance-curriculum

• Encouraging Self Expression Through Art--http://www.pbs.org/parents/education/music-arts/encouraging-self-expression-through-art/

Personal Thoughts: One element of the book that bothers me is that Francine runs away from her family. Yes, she is a dog, but I feel that having her run away doesn’t show young readers the value of communicating one’s feelings, especially when it relates to one’s identity. As a reader, I would have preferred that Francine somehow made it back to the Crabapples to share what she learned from running away and meeting others that love her and accept for who she is. This type of encounter is not uncommon for students, especially as they enter junior high and high school, to have with their parents.

*Meets the “Reading for Pleasure Picture Book” requirement

Newsela

Newsela

URL: http://www.newsela.com/

This site allows teachers and librarians to curate non-fiction, informational texts for their classes. Most of Newsela’s articles come from national newspapers or news sources. This comprehensive database enables teachers to tailor informational texts for their classes, including differentiating for reading level. Binders can be filled with articles that directly link or support the curriculum content. Students, when given a class access code, have remote access to classroom material. This is a great way for teachers to flip their classroom.

Quantitative: Lexile Level--NA; ATOS--NA

Quantitative reading level depends on the article chosen. Each article provides a lexile level. Teacher can even choose the lexile level they desire.

Screenshot #1-- “MAX” lexile level

Screenshot #2--570L lexile level

 Qualitative:  Although the lexile and grade level indicators make it helpful for teachers and teacher librarians when compiling texts appropriate to students, this should not be the only determinants of a complex text appropriate for their students. The genre of informational texts is not something totally new to students; students have been interpreting historical background piece, maps, charts, etc. in their classes but defining the genre is a new concept for both teachers and students.  By examining form, structure, and text features of informational texts, students will begin to gain an understanding of what constitutes an informational text and what makes them informational. Topics, access points, cultural and background knowledge will be the most influential areas that will determine a text’s complexity when using Newsela.

Content Area: English; Social Science--US History; Social Science--World History; Science; Government, Ethics, Economics, Geography, Health, Art.

Curriculum Suggestions: Curriculum suggestions are endless with this resource. As the CCSS push informational texts, college and career readiness, and 21st century skills, I believe the best way to incorporate this resource into one’s curriculum is to use it as a major source for flipping the classroom. Teachers could assign students to read a specific article in the course binder for homework. This could be done as:

• An anticipatory set—Student get an introductory piece that requires them to think about the topic and generate questions for discuss.

• An “into” activity—Once beginning a unit, students may read an article that connects to various themes or access points. After students read the article and generate questions to ask in class, students can discuss the connections the article makes with the content being covered in class.

•   A “beyond” activity—Students can use Newsela to find an article that goes beyond what is covered in class. Perhaps that’s a connection to the real-world or a link to an idea, concept, or philosophy that addresses an element not directly touched upon in the formal unit.

Common Core Standards: RIT.9/10 and 11/12.1-8

Additional/Digital Content: All of the resources below connect to either discussion or flipped classroom tools that enhance the reading from Newsela.

• Generate Socratic discussions—Socrative.com

• Create engaging discussions for online content-- http://nowcomment.com/

• Take notes—Evernote.com

Personal Thoughts: I like the simplicity and easy of Newsela. The topic and subject diversity articles provide make it a helpful tool for teachers looking to engage students with texts beyond mandatory classroom materials.

Art & Max

Art & Max

By David Wiesner      Clarion Books (2010)           ISBN: 9780618756636

Wiesner shares a charming story about two lizards that experience artistic differences. Max, a novice artist, asks his friend, a serious painter, if he can paint him. Max then proceeds to drench Art with paint, covering him from head to toe in rainbow colors. Upset, Art demands that Max turn him back to his true color. In response, Maz gives Art water, which then makes Art disappear!! It is then up to Max to bring Art back to his true form. In the end, Art becomes whole again, but this time, he is just as colorful as his pal, Max.

Quantitative: Lexile Level--BR (Beginning Reader); ATOS--0.5

Qualitative: The structure of Art & Max resembles that of a graphic novel. Because this is a book designed for beginning readers, some of the boxed illustrations contain dialog while others are left to interpretation. The illustrations without dialog allows for the reader to play the role of the narrator to interpret the actions of both characters.

The book only offers two voices--Max’s voice, distinguished with green, italicized font, and Art’s voice, distinguished by plain, black font. The color of the font represents Max and Art’s personalities--Art is more uptight and rigid whereas Max is more mischievous and playful. Although this books lacks language, a beginning reader would need to have enough language to fill in the narrative gaps. Since this book plays with the literal and figurative meanings of what it means to “paint someone,” this book could easily be appropriate for students in kindergarten through 2nd grade.

The illustrations contain the richness of this story. When looking closely at the lizards, a reader will notice how distinct all of them are, with the exception of Art. It isn’t until the end of the story that Art receives his new markings. This book touches on themes of creativity and individuality that makes it accessible for all ages.

Content Area: English; Health--Relationships; Art.

Common Core Standards: RL.2.2-3

Curriculum Suggestions: This book could be used as a teaching tool to discuss creativity, individuality, and friendship. It could be used in isolation at the lower grade levels or it could serve as an introductory or supplemental text when addressing the same concepts in the upper grades.

Additional/Digital Content:

• David Wiesner’s home page--http://www.hmhbooks.com/wiesner/art-max.html

• Art & Max: Story Mountains--

    http://www.coetail.com/middletonb/2011/03/27/art-max-story-mountains/

• Art & Max coloring book--http://www.hmhbooks.com/wiesner/coloringbook.html

Personal Thoughts: This book was a joy to read and is meaningful for anyone.

*Meets the “Reading for Pleasure 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