Abstract: The need for global literature is growing as the society rapidly becomes more diverse. This study documented American children’s responses to global literature when it was paired with a home country book. The data were collected in a third grade classroom in a midwestern state. The results showed that in paired book reading, the children naturally compared two books and analyzed the characters’ problems by comparing them with their situations. The children did not discuss the foreign settings in global literature unless they were prompted to talk about them. They also did not treat the main character in global literature as a foreigner. The results suggested that pairing global literature with a home country book may be helpful for children to understand the global literature. However, the teacher needs to intentionally direct students’ attention to global settings and the foreign character’s experiences and culture, otherwise, children may miss an opportunity to discuss those topics emerging from the global literature.
Diversity is an important topic that preservice teachers need to explore a great deal before they launch their career. The state of Minnesota recognizes the importance of understanding diverse learners in education and lists it in standard 3 in Minnesota Standards of Effective Practice for Teachers (see: MN Standard of Effective Practice for Teachers. Standard 3. diverse learners: A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities). As expected teacher behaviors, the standard 3 states that, teachers need to “understand the contributions and lifestyles of the various racial, cultural, and economic groups in our society” and pay “attention to a student’s personal, family, and community experiences” (Minnesota Department of Education). My college, where I have taught a diversity class and children’s literature class, emphasizes recognizing and appreciating diversity in many forms. We also try to develop students’ awareness of diversity through classes in our teacher education program. Students also have other opportunities to be exposed to LGBT (Lesbian, gay, bisexual, and transgender) related issues through university-wide events, such as seeing LGBT-themed films, listening to a guest speaker, discussing LGBT issues, and participating a LGBT conference. Continue reading →
Every semester I tell my students that I learned from them, and I’m sure this is something that most teachers say, or at least think, at the end of the semester. This last semester, Fall 2014, I thought my students should take this to the next level by writing their own pedagogical essays. The logic being, since we all learn from our students, why not tap directly into them as a resource and see how they would teach us to teach material to other students? They were all part of a topics English class focused on banned books and censorship. When I was constructing the book list for the class, I really struggled with the confines of the 15 weeks that I had at Minnesota State University. There was a whole unit on young adult literature or children’s literature that I simply couldn’t fit into the class, so I made that the focus of these pedagogical essays. Students had to choose a young adult or children’s book that had been banned, challenged, or censored, and come up with a way to teach this to a particular audience. I let them choose what that audience was, essentially which grade to teach this book to, and left them to their own devices to come up with a method for teaching that book. As usual, I was pleasantly surprised, and greatly impressed, at what they came up with.
What follows this short introduction are three of essays from that class. One essay is dedicated to Roald Dahl’s Charlie and the Chocolate Factory, one on Shel Silverstein’s The Giving Tree, and one on Maurice Sendak’s In the Night Kitchen. Each essay takes a unique approach and offers practical activities that can be directly applied to any classroom. The essays follow a standardized format: an introduction and overview, summary and background about the book and the challenges against it, and suggestions for teaching the book. The hope is that by using this standardized format, that instructors can navigate to the sections that are most relevant to them. Beyond the direct benefit of the lessons themselves, however, I believe the true gift of these essays is an opportunity to see these texts, and our classrooms, through a fresh set of eyes. Students teaching teachers to teach students. Enjoy.
The struggle is real. Defending the significance of using literature across the curriculum is something many instructors face—especially teaching “kid’s books.” Lessons, moral or academic, can be gained from any type or genre of literature. Children’s books specifically, even those as perceivably simplistic as works by authors like Seuss and Silverstein, hold a valuable and relevant place in the instruction of high school and even college-age students in a context not limited to Children’s Literature courses. Continue reading →
Every child has their favorite fantasy book that mom and dad read every night five times before they can actually fall asleep. Maurice Sendak’s book In The Night Kitchen is a fantastical story that parents actually enjoy reading because of Sendak’s clever rhymes and other-worldly, yet relatable illustrations. The story is about a boy who falls asleep until he hears a noise that jolts him awake. He falls out of bed, out of his pajamas, and in to the Night Kitchen. There he meets three bakers who stir him in to cake batter, thinking he is milk. He tells them that he is not milk, but he can get some milk for their batter! He jumps out of the cake, covered in batter, and in to bread dough which he kneads in to the shape of an airplane. He uses the airplane to get in to the extremely large milk bottle sitting in the Night Kitchen. Once in the bottle, he loses his batter coating, grabs a pitcher of milk for the batter and brings it down to the bakers, where they bake their cake. The story ends, “And that’s why, thanks to Mickey we have cake every morning” (Sendak, 40). I will discuss the publication history of In The Night Kitchen and why it has been widely banned, and then I will offer a two-part lesson plan informed by the book focused on discussing both graphic novel terminology and censorship. Continue reading →
Charlie and the Chocolate Factory was one of the most popular children’s books in the last 50 years. The following essay is about certain options of how this book can be used in a teaching context. In the beginning I will focus on some theoretical background knowledge and why this book was challenged, and I give a quick summary of the plot. I will then follow with one possible lesson plan for a 45 minute class and give some more ideas how the material can be used for teaching. Continue reading →