Jordan+Martin

ECD 418 Chinese New Year Bibliographies Signature Assignment Jordan Martin February 27, 2014

1) Compestine Chang, Ying. 2006. //D is For Dragon Dance//. Holiday House Inc. 31 Pages. Tempe Public Library. D is for Dragon Dance is a colorful picture book that incorporates everything you need to know about the Chinese New Year! From writing Chinese characters, making dumplings to eat, and honoring family, this book identifies all traditions that are incorporated in the celebration of the New Year. The author uses the alphabet letters as a guide to teach the reader about the Chinese holiday. For example; C is for Calligraphy, D is for Dragon Dance, F is for firecrackers, etc. The illustrations are colorful and really bring the text to life. Along with social studies, this book could be used in many areas of curriculum such reading, writing, and language. This book is great practice for students who are learning the English language because it identifies all the letter of the alphabet from A-Z. It familiarizes children with the sound letters make as well as the structure of each letter. Phonemic awareness is presented throughout the entire book the author uses words that start with the beginning sound of each letter. The letters are printed large and bold so they are easy for children to decipher and identify. Have students orally pronounce the letter sounds and letter names, or have the practice writing the letters as a whole group. This book is perfect for early readers. 2) Demi. 1997. //Happy New Year!/Kung-His Fa-Ts’ai//. Crown Publishers, Inc. 33 Pages. Tempe Public Library. This book is a very kid friendly overview of the Chinese New Year. It gives children an insight to the many honored traditions of the holiday, including what needs to be done in order to prepare for the holiday. Demi highlights the importance of preparing for the holiday and what steps need to be taken in order to be ready for the arrival of the New Year. She explains the importance of self-cleanliness as well as the cleanliness in your environment. This book can be integrated into a health and well-being curriculum as well as a science curriculum. Since the books focuses of the important of cleanliness in order to prepare for the New Year, have students learn about the importance of self-cleanliness and how hygiene is important no matter the time of the year. Have students identify ways they practice good hygiene throughout the day and share ideas why hygiene is important to maintain. Science can be incorporated in this book by explain cause and effect. Have students talk about the cause and effect of good hygiene. Students can work together as a whole group to collaborate ideas about how practicing or not practicing good hygiene can affect a person’s health. 3) Hou-tien, Cheng. 1976. //The Chinese New Year//. Holt, Rinehart and Winston. 28 Pages. Tempe Public Library. The Chinese New Year, written by Cheng Hou-tien, is an informative book about the chronological order of Chinese New Year. This book breaks down individual days included in the holiday starting from the New Year’s eve, and working its way to the lantern festival which occurs 10 days after the New Year. The author describes the order in which the Chinese celebrate the holiday based on the day(s) of the holiday. The Chinese celebrate the New Year for five complete days. During these five days, the Chinese people do certain things on particular days to help celebrate the New Year. This book teaches children who are unfamiliar with the holiday all about the timeline in which it is celebrated. This book could be integrated into mathematics as well as reading. Since the book is in chronological order, math can be integrated into this curriculum because it relates to time. The book states that certain events take place at certain times during the day. Telling time is an important concept of the Chinese New Year because certain things are supposed to happen at a certain time of day. Without understanding time, people would not be able to actively practice or celebrate the holiday properly. Reading is also integrated into the curriculum because students are introduced to new vocabulary or words that they are unfamiliar with. Teachers can go through the story and find words that students may not know or have heard from before. Not only are there unfamiliar English words in the book, there are also a significant amount of Chinese words as well. Teach the students the meanings of the Chinese words to help build a more concrete vocabulary. 4) Kelley, Emily. 1984. //Happy New Year//. Carolrhoda Books, Inc. 48 pages. Tempe Public Library. Emily Kelley’s children’s book, Happy New Year, is an introductory piece of literature that explores the New Year celebrations of different countries around the world. This book educates readers about common customs and traditions in many different cultures during the New Year. It touches on particular Chinese traditions such as dragon parade and the lantern festival. Although the content is brief, it is an excellent book to introduce the idea that there are many different ways to celebrate the New Year around the world. Along with the social studies aspect of celebrating the Chinese New Year, Happy New Year is an excellent tool for other curriculum areas such as writing and art. This book has a very broad range of ways to celebrate the New Year in many different countries around the world. That being said, not one country has a significant amount of in depth detail about the holiday. This allows children to understand an over view of New Year celebrations in the most simple way possible. Teachers could use this book as a writing prompt during writer’s workshop by asking the children which New Year celebration they liked learning about the best and why. Incorporating art into their work would be beneficial as well because the book has very detailed drawings that represent each country’s New Year. Have the children create an illustration that describes their favorite New Year celebration.
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<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5) Chin A., Steven. 1993. //Dragon Parade//. Raintree Steck-Vaughn Publishers. 32 Pages. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Norman is a young Chinese-American man who lives in Chinatown, San Francisco. Originally from China, Norman looks to settle down in Chinatown because it reminds him of home. Here, he opens a grocery store in town so he can provide for his family. Realizing the New Year is coming up, Norman prepares for the Chinese New Year in his new home by inviting the people of Chinatown to help him celebrate. Together they clean their homes, put up paper lanterns, pay off money they owed, and go to the temple to pay respects to their ancestors. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book does a wonderful job showing relationships between people in a community. Along with this social studies aspect, mathematics is also highlighted in the story. The book highlights the Chinese calendar. Have students learn about their calendar and about the Chinese calendar. Explain that every 12 months there is a new year and in the Chinese culture, one of twelve animals are named for the year. Reading and writing can be incorporated into this curriculum as well because students can read more about the animals and what they represent. Have students pick a zodiac animal to draw and have them explain why they picked their animal. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">6) Chinn, Karen. 1995. //Sam And The Lucky Money//. Lee & Low Books, Inc. 29 Pages. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">On the Chinese New Year, a little boy by the name of Sam receives money from his grandparents to represent good luck and fortune for the year. He takes his money into Chinatown in hopes to buy things he wants from the story. Unfortunately for Sam, he does not have enough money to buy the things he had hoped to buy and becomes ungrateful for his gift. Sam meets a man begging for money, and realizes there are people worse off than himself, so he shares his money with the poor man because he realized he needed it more. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Mathematics can be used in this curriculum because the book talks about spending money in the market. In order to spend money, children must know basic math facts such as addition and subtraction so they can analyze how much money they can afford to spend or how much more money they need to spend. A writing activity would also be beneficial for this book. Put the students in Sam’s shoes. Have them write about what they would do with their New Year money and why. Have some students share their writing once everyone is finished with the activity. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">7) Choi, Yangsook. 2006. //Behind The Mask//. Frances Foster Books. 30 Pages. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">As Halloween approaches, Kimin, a Chinese-American boy prepares for the holiday with his classmates by making a Chinese dragon mask his grandfather had taught him to create. Although the other children in the class do not understand why Kimin wants to dress up as that, Kimin continues to create the perfect mask and discovers more about his family’s past and traditions along the way. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Social studies are a very important aspect of this story because it focuses on family traditions and cultures. Have students think about their families and what traditions they practice that other families might not. This guided discussion allows students to learn about different cultures in the classroom. Writing could be incorporated into the curriculum by having students write about what traditions their families practice for the holidays. Give an example and model it on the board so children can visually see what is expected. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8) Gower, Catherine. 2005. //Long-Long’s New Year//. Tuttle Publishing. 28 Pages. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Long-Long’s New Year is a story about a little boy named Long-Long who sets out to the town with his grandfather in hopes to make money for the upcoming New Year by selling cabbages to the townspeople. During the course of his journey, Long Long encounters some troubles that test his will-power to spend money in the market instead of making money. Once all the cabbages are sold, Long-Long and grandfather have enough money to buy what they need for the New Year spring festival. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book could be used to integrate mathematics because the book incorporates saving money. Teach students about the different values of coins and dollars. Have students practice counting money by creating a class store or market. Price items in the market and have students use their money to figure out what they can afford to buy or how much more money they need in order to purchase something from the store. Another subject that could be integrated is writing. Have students write about a time they have gone to the store with a relative and what they bought. Prompt students to write about something they would want to buy at the store and why. After students are finished writing, allow some students to share their work with the class by reading their work aloud. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">9) Katz, Karen. 2004. //My First Chinese New Year//. Henry Holt and Company. 27 Pages. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book is exceptional for the early learner because it teaches children about a little girl and how she welcomes the New Year. The little girl receives a new haircut, helps grandma make soup, eats rice dumplings, and receives money as gifts from her mom and dad for good luck in the New Year. The brightly colored illustrations bring the story to life and really capture the attention of young children. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Since this book is directed towards early childhood, I think art ties into the curriculum perfectly for this story. Have students create a plate of food by drawing pictures of their New Year’s meal. Using their critical thinking skills, have students talk about unfamiliar words in the story. Reading can be incorporated by teaching the meaning of the new vocabulary. Have students say the sounds of the words and try to write them on their own. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">10) // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lewin, Ted. 2002. //Big Jimmy’s Kum Kau Chinese Take Out//. Harper Collins Publishers. 31 Pages. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Big Jimmy’s Kum Kau Chinese Take Out is a descriptive and detailed book that teaches children about traditional Chinese food that is prepared and eaten during the Chinese New Year. Although the story is fiction, the restaurant in which the story takes place, Kum Kau, is an actual restaurant in Brookyln, NY. The book includes traditional Chinese recipes at the end of the book which allows children to choose to try out the recipe with their families. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Since this book is all about food, I would integrate a health unit to teach children about the food pyramid and what foods we need to eat to make sure our bodies grow big and strong. I would also incorporate a writing unit by having the students create a recipe page for a classroom cookbook. Students would type up a recipe page of a food their families make during the New Year. Encourage parent involvement by sending out letters home to the parents to help their children come up with a delicious dish for the classroom cook book! //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">11) // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Low, William. 1997. //Chinatown//. Henry Holt and Company, Inc. 29 Pages. Tempe Public Library. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Chinatown //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> shows what the Chinese New Year looks like through the eyes of a young child in Chinatown. While traveling the streets of Chinatown, the boy and his grandma find a spot in the street to watch the New Year’s Day festivities such as the dragon parade. The elaborate paintings used to illustrate the book help bring the dragon parade to life. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">For this story, I would incorporate physical education through dance and song in the curriculum so that students could march to the beat of the drums, just like the boy does in the story. Find a drum beat online and have students stomp/dance to the beat. I could also integrate vocabulary into the curriculum by having students write sentences using new vocabulary from the book in the correct context. This may be too advanced for the early childhood grades so modifying the lesson would be crucial. Have students practice writing the sounds of the words they hear. Encourage them to write a sentence using their new words. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">12) // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Politi, Leo. 1960. //Moy Moy//. Charles Scribner’s Sons, NY. 30 Pages. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Moy Moy describes the anticipation and excitement of the upcoming Chinese New Year. He is nervous for the dragon parade because he thinks there will be a real dragon at the parade! Throughout the story, Moy Moy experiences different customs and traditions affiliated with the holiday. He learns how to dance in the parade, which colors of clothing to wear in the dragon parade, and about money offerings for the dragon. Moy Moy then comes to find out that there is no reason to be afraid of the dragon because it is not real; it is merely a handmade representation of a dragon. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book not only incorporates social studies but also art, music and movement (physical education). Have students create their own dragon masks using tissue paper, markers, crayons, glue, and glitter. Once children create their own dragon masks, put on a classroom dragon parade. Introduce authentic Chinese parade music to students and have them dance around the room while wearing their dragon masks. This promotes kinesthetic learning and allows students to explore the Chinese culture through dance and song. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">13) // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wang, Fang. 2001. //Li’s Chinese New Year.// Mantra Lingua. 30 Pages. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Fang Wang’s children’s book //Li’s Chinese New Year// is an interesting and educational book for students who are unfamiliar with the Chinese New Year. The book is about a young, Chinese boy named Li who is uncertain about which animal he wants to be in his school assembly. The animals he has to decide between are one of the twelve zodiac animals used to celebrate the Chinese New Year. This book introduces the twelve zodiac animals that represent ancient Chinese culture. The text is simple and the illustrations of the zodiac animals are colorful and detailed which provides a concrete understanding of each animal and its meaning. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book can be integrated into a few possible areas of curriculum. Along with social studies and literature, this book can be used for math, and for writing. The book’s main focus is directed towards the 12 zodiac animals represented in the Chinese New Year. For younger grades, this book can be used to help children rote count the numbers 1-12 while incorporating a historical aspect to the mathematics. The text is simple and easy to read, so this book could also be used as an early reader book during free choice reading in a class library.
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//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">14) // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wong, Janet S. 2000. //This Next New Year//. Frances Fosters Books, NY. 30 Pages. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This Next New Year is about a little boy who is preparing to celebrate the Chinese New Year. The little boy feels an aura of good luck surging through his body, giving him high hopes for the New Year. He explains how he plans on preparing for the New Year; cleaning the house, collecting crickets for good luck, washing his hair, and cutting his nails. He talks about certain traditions that his family do on the New Year, and how he will be brave for the dragon parade and fireworks. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In this book, the little boy showed the importance of being prepared for the New Year. Along with social studies, I would incorporate writing to help organize my student’s thoughts. Have students make a list of things they need to do to prepare for their New Year. Collaborate to set a class goal and then have students set a personal goal. Create a poster board and name it a “goal” board. Call on students to write their goals on the goal board. Hang it up in the classroom so that students can work to achieve their goals all year.
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<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">15) Goldsmith-Hoyt, Diane. 1998. //Celebrating Chinese New Year//. Holiday House Inc. 31 Pages. Tempe Public Library <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A young American-Chinese boy by the name of Ryan Leong shares what he and his family do to welcome the Chinese New Year. They go to Chinatown to shop for food, visit graves of their ancestors, and watch the dragon parade. Ryan breaks down the New Year by explaining what him and his family do starting from New Year’s eve, and then on into the week of the New Year. His family’s traditions and customs are all very important during this time of the year. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Writing would be a great way to implement a lesson. Have the Chinese Characters displayed on a table. Have students write their name using the Chinese Characters. Once everyone has written their names, have students write a journal entry about their struggles creating their name. How are the two languages different? For early childhood, I could incorporate a math game by having the students stomp to the beat of the music while counting to 100. Stepping to a beat and chanting numbers would be a great movement activity for them but it would also help students memorize numbers 1-100. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">16) Robinson, Fay. 2001. //Chinese New Year; a Time for Parades, Family, and Friends//. Enslow Publisher Inc. 48 Pages. Tempe Public Library <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book is an excellent tool for a teacher resource book! It is filled with the ins and outs of the Chinese New Year. The books covers the dragon parade, the history behind the holiday, symbols and beliefs, traditions and customs during the holiday, Chinese words to know for the holiday, and lists additional resources about the New Year at the end of the book. It’s easy to understand and has real-life pictures to better understand the holiday. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book allows you to incorporate all subject areas in the curriculum. Geography, math, can all easily be incorporated. For older grades, have students do a mini research project on a particular aspect of the holiday. Assign a topic for students to research, then have them write a paragraph or one page response on what they found. Students will orally share their projects once all students finish. For younger students, have them make a craft such as a paper lantern. Have students write about what they learned about Chinese New Year in a journal entry. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">17) Simonds, Nina, Swartz, Leslie, The Children’s Museum. 2002. //Moonbeams, Dumplings, & Dragon Boats; A Treasury of Chinese Holiday Tales, Activities & Recipes.// Gulliver Books Harcourt, Inc. 74 Pages. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book is another great teacher resource book because it provides so much information about the holiday. Not only does it provide knowledgeable information about the history of the Chinese New Year, it provides many recipes for traditional Chinese food eaten during the holiday, as well as instructions to create crafts to decorate for the holiday. This book also has old Chinese tales that are authentic to Chinese history. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This books has so many delicious looking recipes for authentic Chinese foods, I think that students should be able to taste such an important part of the culture. That being said, I pick a recipe from the book, and have the students make a food. Students will use math to measure out the amount of ingredients needed to make their Chinese Dish. Not only will they have to solve fractions and measure out ingredients, they will also have to follow a set of instructions in a chronological order. This integrates reading as well because the students need to be reading the recipe to ensure that their food turns out correctly. This would be a lot of work and the teacher would need to model/do the recipe with the students, but it would be a great way for students to taste food from a different culture all while using math and reading skills. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">18) Turnpike, Sherman. 1997. //Fiesta: China//. Grolier Educational Inc. 32 Pages. Tempe Public Library. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book is an awesome teacher resource because it is filled with informational text and pictures about the Chinese holiday. It gives a great explanation behind the zodiac animals in the calendar, as well as lists specific dates. It also gives step by step instructions about making Herbal Sachets and other crafts displayed during the holiday. Lastly, it shares old Chinese legends to capture children’s attention about the holiday’s history. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I would incorporate reading to the curriculum because I feel it would be interesting for students to read about. I would make copies of one or two of the legends and pass them out to my students. In a whole group setting, or in partner reading, students could take turns reading the legend. After the reading the legend, students could fill out a timeline of the story. This would integrate math by have students draw what happened first, in the middle of the story, and what happened at the end (chronological order).
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