Jamie+Riggs

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 * Feelings and Emotions Bibliography  ||
 * Signature Assignment  ||
 * **Jamie Riggs** ||
 * **10/15/2014** ||
 * **10/15/2014** ||



**//The Grouchy Ladybug//** **by Eric Carle** **The Grouchy Ladybug** starts at night, with fireflies dancing around the moon. Then morning comes and two ladybugs, the friendly one and the grouchy one, want the same aphids for breakfast. The friendly ladybug offers to share the aphids, however, the grouchy ladybug does not want to share them. He wants to keep them all for himself. They begin to fight, but the grouchy ladybug runs away, saying the friendly ladybug is not big enough for him to fight. He then runs into a yellow jacket and asks it if it wants to fight. It says yes, but the grouchy ladybug gets scared and says it is not big enough to fight. The grouchy ladybug then runs into a stag beetle and asks if it wants to fight. It also says yes, but again, the grouchy ladybug says it is not big enough to fight. This continues as the grouchy ladybug runs into a praying mantis, sparrow, lobster, skunk, boa constrictor, hyena, gorilla, rhinoceros, elephant, until he encounters a whale. The grouchy ladybug asks the whale if it wants to fight him, as he has done to every animal he has encountered throughout the book, but it does not answer him. He begins flying down the length of the whale, stopping three times to ask the whale’s body if it wants to fight him. When he gets to the tail, it hits him so hard that he is thrown all the way back to the leaf it started at. Now it is dinnertime, and the friendly ladybug is still there. There are still aphids left on the leaf, the friendly ladybug offers them to the grouchy ladybug for dinner. He thanks the friendly ladybug and eats them. The book concludes with the leaf thanking the ladybugs and them going to sleep as the fireflies come back out to dance around the moon. The book is relevant to the study because it is about being grouchy, an emotion. This book can be integrated into curriculum for science and for math. This book can be used in an animal unit, or a unit about animal habitats. There are more than ten types of animals in this book, ranging from land, to sea, to air. In preschool, students can classify animals according to where they live, or what type of animal they are. It can also be used to talk about sizes of things, and proportions. Preschoolers can use basic measuring skills to compare and contrast sizes and shapes of animals.
 * //__Children’s Fiction__//**
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Carle, E. (1977). **The Grouchy Ladybug.** Scholastic. 46 pages. Personal collection.

**//Today I Feel Silly//** **by Jamie Lee Curtis**

This book can be integrated into curriculum for writing/math and self-awareness. The illustrations in the book are focused on color, linking red to anger and blue to sadness. Preschoolers can explore early literacy, writing and math (colors) using this book’s illustration as a guide. They can explore how different colors help them feel, and draw a picture about it. It can also be used to help students become more self-aware and focus on their feelings. There can be a class “feelings wall” where each morning when the preschoolers come in, they take their nametag and put it under their emotion for the day. This helps the teacher with attendance as well as prompting the students to think about how they’re feeling and put a word/picture to it.
 * Today I Feel Silly** showcases many different emotions. It follows the life of a little girl who feels a different way every day. The emotions she feels are real, but the reason she feels that way are sometimes a stretch, making the book realistic fiction rather than nonfiction. The words used through the book are easy to understand and young children can connect to them. The vocabulary is specific and is shown in the illustration. For example, one page re ads “Today I am angry. You’d better stay clear. My face is all pinched and red ear to ear. My friends had a play date. They left me out! My feelings are hurt. I want to shout!” Another example is “Today I am sad, my mood’s heavy and gray. There’s a frown on my face and it’s been there all day. My best friend and I had a really big fight. She said that I tattled and I know that she’s right.” Throughout the book, she feels silly, bad (grumpy, mean), angry, her feelings get hurt, joyful, confused, quiet (depressed), excited, loved, cranky, lonely, happy, discouraged, frustrated, heavy, great and glad. At the end, she talks about how she has a lot of feelings and how her feelings are different each [[image:https://eed418.wikispaces.com/site/embedthumbnail/placeholder?w=325&h=275 width="325" height="275" align="left" caption="http://ecx.images-amazon.com/images/I/51tl9EDnmmL._SX258_BO1,204,203,200_.jpg"]]day. She says she’d rather feel good than bad, but stresses that no matter how the reader is feeling, it is okay. This book is relevant to the study because it is about a variety of emotions.
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Curtis, J. (2007). **Today I Feel Silly.** HarperCollins LLC. 38 pages. Balsz Elementary School Resource room.

**//Mean Soup//** **by Betsy Everitt**

soup”. The last page says “And they stood together, stirring the bad day away.” The premise of the story is that by making mean soup with his mother, Horace was about to rid himself of his bad day. Throughout the book, the words take a backseat to the illustrations. They are very modern and impressionistic, and they work well with the humor in the story. The illustrations tell most of the story, and the words help bring structure to the illustrations. This book is relevant to the study because it is about feeling bad and feeling mean. This book can be integrated into curriculum for writing, adaptive skills and art. The book is all about making soup, which leads into a natural discussion about cooking. The book can lead to informational text, such as lists or recipes. Preschool classrooms can draft a recipe or a list together, then follow the steps to create a final piece. It can also lead into a discussion about art and shapes. The illustrations in the book are unique and modern. Preschoolers will be intrigued by it and may want to try and create it on their own, leading to a rich discussion filled with new vocabulary.
 * Mean Soup** is about a boy named Horace who is having a bad day. School was rough and then to make it worse, Miss Pearl picked him up. She almost killed three dogs and Horace too! He was in such a bad mood that he stepped on flowers, and hissed and growled at his [[image:https://eed418.wikispaces.com/site/embedthumbnail/placeholder?w=325&h=361 width="325" height="361" align="left" caption="http://ecx.images-amazon.com/images/I/515xVU50zHL._SX258_BO1,204,203,200_.jpg"]]mother. She just suggested they make soup. Horace refused, but she still boiled water and threw in salt. She started by screaming into the pot. Horace did too. Then, he growled, bared his teeth and stuck out his tongue more than twenty times. He hit the pot with a wooden spoon and breathed his dragon breath on it. The water began to boil very rapidly and Horace just smiled. He asked his mother what kind of soup they made, and she smiled and told him “mean
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Everitt, B. (1992). **Mean Soup.** Voyager Books. 30 pages. Balsz Elementary School Resource room.

**//The Lonely Scarecrow//** **by Tim Preston**

**The Lonely Scarecrow** starts in spring with a scarecrow in a field who has a scary face, but wishes the animals would be his friends. The animals are afraid of him, so the scarecrow has to watch them live and play from far away. The animals watched him too, but they never went near him. In the summer, as the wheat in his field grew taller, he was able to see less and less animals. Tractors then came to cut the wheat, and the animals ran away to hide. As fall came and went and the field was empty, the animals grew more afraid of the scarecrow, now daunting, so they stayed away. The scarecrow grew lonelier. The cold began approaching and the scarecrow grew sad, for he realized he would be alone all winter. One evening, it snowed so much that the whole Earth was covered by snow. The scarecrow was gone; all that was left was a jolly snowman! The animals laughed and played with the snowman all day, not realizing he was the scary scarecrow. The scarecrow was happy and joyful that day. Soon, the scarecrow began to grow fearful. He knew the snow would melt and he wondered what would happen to the animals who were now his friends. As the snow melted, the animals saw that the snowman was really the scarecrow, and they were no longer afraid of him. They stayed with him, even when the snow was all gone. He was never lonely again. This book is relevant to the study because it about the feeling of loneliness. This book is relevant to the study because it is about loneliness. This book can be integrated into curriculum for agriculture, science and seasons. In the book, the scarecrow is guarding a field of wheat. Wheat is a major food source for humans. Preschoolers can explore this by looking at wheat in different forms (flour, pasta, bread, etc.) and comparing and contrasting them. This book can also be used to explore science and seasons. The book effortlessly flows through spring, summer, fall and winter. Preschoolers can explore the changes in the seasons from the illustrations, then track the changes happening around their school, collecting evidence like scientists.
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Preston, T. (1999). **The Lonely Scarecrow**. Scholastic.24 pages. Balsz Elementary School Resource room.

**//Scaredy Cat//** **by Joan Rankin**

watercolor allows the illustrations to be somewhat vague at times, really adding to the scare-factor of the book. This book is relevant to the study because it is about being scared. This book can be integrated into curriculum for writing and for art. Everyone has fears, and that can be used in a discussion about things we have been scared of that turned out to be nothing, just like in the book. Preschoolers can create playdough “monsters” of their fears, and talk about their creation with a peer and the teacher. The watercolor in the book also serves as a great basis for teaching watercolor to students. Preschoolers can explore watercolor and use it as a way to learn about colors and blending.
 * Scaredy Cat** is a kitten who loves with his cat mom, Mama Meow, and his owner, Auntie B. He is scared of everything, even things that aren’t really scary. He doesn’t like giants, but it’s only Auntie B. He’s frightened of crocodiles, but it’s really just shoes. He’s scared of wiggly thingamajigs, but it’s only hands. He’s terrified of the screaming sucking monster, but it’s just a vacuum. Then, he gets scared by a dark, hairy forest. He jump onto Auntie B’s lap and she tells him it’s only Scratchpooch, but he doesn’t know what that is. He looks out and sees a little spider. He bonks it on the head, and the spider yelps and runs away. Scaredy cat had no idea the spider was really Scratchpooch the dog’s nose and whiskers. Something a lot bigger than him [[image:https://eed418.wikispaces.com/site/embedthumbnail/placeholder?w=375&h=375 width="375" height="375" align="left" caption="http://ecx.images-amazon.com/images/I/51V0YSJJFQL._SL500_AA300_.jpg"]]ended up being very scared of him. At the end of the book, there is an illustration of Scaredy Cat scaring Scratchpooch the dog. The text in this book is dynamic and reflects the nature of the words. For example, the words “screaming sucking monster are large, black and bolded, while the words around it are normal sized. This adds to the interest of the book. The illustrations complement this well. They are done using watercolor, and the free-nature of the
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Rankin, J. (1996). **Scaredy Cat.** Scholastic. 32 pages. Personal collection.

**//My Friend Is Sad//** **by Mo Willems** **My Friend Is Sad** begins with Piggie saying “My friend is sad.” There is an elephant sitting in the background behind him. His name is Gerald. Gerald looks nervous and twitchy. Piggiethen says confidently, “I will make him happy!” and comes marching in as a cowboy. Gerald is thrilled for a moment, and is sad again. Piggie then comes in as a clown. Gerald is again elated for a moment, and is then sad again. Piggie tries one last time as a robot. Gerald is very happy about the robot for a moment, but then becomes sad again. Piggie comes back without a costume. He apologies to Gerald, telling him that he was trying to make him happy, but that Gerald is still sad. Gerald says “I am not sad now. I am happy!” Piggie is confused. Gerald tells Piggie that now that Piggie is there, he is so happy. Gerald explains that when he saw the cowboy, the clown and the robot, he was happy because he loves them, but he was sad because Piggie was not there to enjoy them with him. Piggie tries to explain that it was him in costume the whole time, but Gerald keeps interrupting him and Piggie never gets the chance he decides not to tell him, but instead, tells Gerald that he needs new glasses. Gerald tells Piggie all he needs are his friends. The words in this book are minimal and so are the illustrations. Much of the story is imaginative, which provides a lot of room for interpretation and discussion. This book is relevant to the study because it is about sadness and about caring. This book can be integrated into curriculum for science and for literacy. Because the illustrations and words are minimal in this book and there is so much room for discussion, teachers can use this book for science by analyzing thing that are real and things that are not real. In the book, the elephant and pig talk, the pig and the elephant are the same size, and the elephant wears glasses. These things are not real. Preschoolers can begin classifying real and not real things. This book can also be used for literacy by introducing the words “fiction” and “nonfiction” as well as “real” and “not real” or “fake”.
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Willems, M. (2007). **My Friend Is Sad.** Scholastic. 57 pages. Balsz Elementary School Resource room.

**//The Way I Feel//** **by Janan Cain**
 * //__Children’s Non-Fiction__//**

**The Way I Feel** is about many different types of emotions. The book draws the readers in with an appealing front cover, then keeps the reader engaged using rhythmic, sing-song grouping of words. The text is written in first person throughout the book, making it more personal to the reader and easier to connect to. Each two-page panel of the book is about a different emotion. The emotion is written on a page, there is a large illustration of a scene that depicts the emotion that spans both pages, and the characteristics of the feeling are discussed in a way young readers will understand. For example, on pages 16 and 17, the book discussed the emotion “frustrated”. The illustration is of a girl who cannot tie her shoes. The lines are hard and the colors are dull and cool, emphasizing the way frustration feels. The text reads “Frustrated. I’m frustrated because I can’t do it. It’s hard and I want to cry. I don’t know whether to give it up, or to give it another try.” The text and illustration complement each other by letting the illustration depict the scene and using the text to put into words how the emotion feels, rather than explaining the illustration. This is consistent throughout the book. Other emotions that are discussed are silly, scared, disappointed, happy, sad, angry, thankful, shy, bored, excited, jealous and proud. This book is relevant to the study because it is about a plethora of emotions. This book can be integrated into curriculum for writing and for self-awareness. The book discusses many emotions, using deliberate illustrations to match. Preschoolers can begin to explore their own emotions and decide how that emotion feels to them. They can transition this into writing by creating illustrations of how each emotion feels to them and whay they think it looks like.
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Cain, J. (2000). **The Way I Feel.** Parenting Press. 32 pages. Balsz Elementary School library.

**//The Wild Boy//** **by Mordicai Gerstein** his time with Victor, which later became famous and the basis for Maria Montessori’s methods. This book is relevant to the study because it is about loneliness and feelings in general. This book can be integrated into curriculum for geography and for science. In the book, Victor lives in many different places. He is in the mountains, a river, a school, and then a house. Preschoolers can talk about what different places look like and what the characteristics of each place are. This book can also be used to explore the idea of science and what scientists do. The dramatic play are can be changed to feature outfits and tools for scientists, and the teacher can have daily science experiments that the students do.
 * The Wild Boy** is based on the true story of the wild boy of Aveyron, France. The book starts with the background of the boy and how he is “wild”. It explains that he has no family and he lives in the woods. He didn’t know about anything or how to do anything except survive alone in the woods as an animal. Hunters spotted him one day and captured him. He was given to scientists who studied him extensively. They then declared him “hopeless” and lost interest in him. Jean-Marc Itard, a young doctor at the Institute for Deaf-Mutes saw a pitiful little boy and decided to civilize him on his own. Doctor Itard and his housekeeper, Madame Guerin named the wild boy Victor, and cared for him. They immersed him in “human culture”; giving him warm baths, letting him feel fabrics, making him feel comfortable, letting him make decisions, and finally, teaching him to play. Victor could learn to do everything but speak. One day, the Doctor got frustrated and yelled at Victor, telling him he would never learn and that he should go back to the woods and live with the animals again. Immediately after he said it, Victor began to cry, forcing Doctor Itard to realize that although Victor could not speak and was not completely civilized, he still had feelings and they could be hurt, too. Doctor Itard never spoke another ill word to Victor, but Victor never learned to speak either. In the back of the book, there is an author’s note. It states that Victor, the wild boy, was captured in January of 1800, and that he was classified as “animal-like” and “hopelessly retarded”. It also states that Doctor Jean-Marc-Gaspard Itard wrote two reports about
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Gerstein, M. (1998). **The Wild Boy.** Douglas & McIntyre. 40 pages. Crockett Elementary School Library.

**//Learn the Value of Caring//** **by Elaine Goley**

e examples are “Caring is playing quietly when Mom isn’t feeling well”, “Giving Grandma a big hug when she comes to visit shows her you care”, “You care for the cat when you clean her basket”, and “Telling your dad you’re glad to see him when he comes home from work is caring.” Each sentence in the book gives another example of caring that is different from the rest in the book, giving children a better understanding of the emotion. On the last page, the book says “Caring is thinking of others.” It is essentially the definition. By ending the book in this manner, the author gives the reader a concrete definition to clarify exactly what caring is. Throughout the book, the word “caring” or any variation of it (care, cared) is bolded. This is beneficial because it keeps the focus of the book on caring and brings everything back to it. In the end pages of the book, there are two mini stories. They are scenarios depicting the emotion caring. There are also two questions that follow, “How did __ show they cared?” and “What would you have done if you were __?” These can be used to check for understanding or to simply generate a discussion about the emotion caring. This book is relevant to the study because it about the caring. This book can be integrated into curriculum for families and for pets. Many of the actions in this book are caring actions family members do for each other. Teachers can use this to discuss family structures and cultures. Preschoolers can have a show-and-tell day, where they bring in a photo of their family and tell the class about theirs. This book can also be used to learn about pets. In the book, the family has a cat. Preschoolers can talk about what animals make good pets and what animals do not make good pets. They can also talk about what humans do for pets that they can’t do for themselves.
 * Learn the Value of Caring** is about the emotion caring. It starts out by asking the reader if they know what caring is. On each page, the book states a different way a person can care about someone or something. The book gives examples that can relate to every type of child. Som

Goley, E. (1987). **Learn the Value of Caring.** Rourke Enterprises. 32 pages. Crockett Elementary School library. **//Happy to be Me// by Bobbie Kalman**

h passage in the book is done in this manner. The book includes passages about the following topics: liking oneself, trying your best, love, taking pride in your work, vanity, change, arrogance, lifelong learning, feelings, responsibilities, and aspirations. This book is relevant to the study because it is about a variety of emotions. This book can be integrated into curriculum for social skills and for community helpers. Many, if not all, of the passages in the book can be used to explore social skills. A desired passage from the book can be read to a preschool class and discussed together. From this can come dramatic plays and one-on-one discussions. It can also be used to learn about community helpers and careers. The last passage in the book discussed aspirations and dreams, asking the reader what they would like to be when they grow up. The dramatic play area can be changed up to feature outfits and costumes of community helpers and careers discussed in the passage.
 * Happy to be Me** is a collection of 13 passages that talk about oneself. The book is a larger book, about 12 inches by 12 inches. This allows for the entire lengthy passages to fit along one side of a double page spread, and for the rest of the area to be a detailed, colorful illustration depicting the passage, but with key details that provoke thought and curiosity. The passage from this book that is relevant to this unit is on pages 22 and 23 is called “I have many feelings.” As the title suggests, the passage is about a little boy and his feelings. The passage starts by the boy telling the reader about some emotions he’s felt. Then he tells the reader a story about when he felt embarrassed. As he is telling the reader the story, one that involved him riding his bicycle into a fruit stand, the reader is exposed to many different feelings, such as the boy being embarrassed, the shop owner being angry, the shop owner’s wife feeling sorry for the boy, the [[image:IMG_0545.jpg]]boy’s friends laughing and the boy’s mother feeling relief that he wasn’t hurt. The accompanying illustration is bright and very detailed. The illustration perfectly matches the passage, bringing it to life in a bright and colorful manner. The illustration adds to the passage with it’s fine details, making the experience more rich and memorable. Eac

Kalman, B. (1985). **Happy to be Me.** Crabtree Publishing Company. 32 pages. Crockett Elementary School library.