Madeline+Davis

Madeline Davis ECD 418 Thanksgiving Unit Bibliography
 * [[file:418 Bibliograpghy .docx]]Children's Literature**

__ Summary __ This story follows the classic song, Over the River and Through the Woods. However, it tells a very different story than the original song. In this book, the characters are turkeys that are making their way through the snow to get to their grandmother's home. The big difference in this book is that a hunter and his dog are chasing them. As they run from the dog, they collide together which results in the grandmother’s pie falling to the ground. The grandmother scolds the dog, but forgives him and invites him into her home for Thanksgiving dinner. This interpretation of the famous song, ties into the Thanksgiving unit because it discusses a family’s Thanksgiving tradition of being with family and eating a feast. This book gives a comedic edge to the typical Thanksgiving book. __ Integration __ // Over the River a Turkey’s Tale // talks about how the turkeys celebrate their Thanksgiving. The book could be used in a lesson of comparing texts. There are two other “Over the River” books in this bibliography that could be the comparison, or students could compare how the turkeys celebrate versus the way humans celebrate. Additionally, this book could be used to determine the antagonist and protagonist in the story. The class could discuss how they feel about each character and then decide which one they relate to. Since most Americans do feast on turkeys, they may reason more with the hunter. However, they may decide that they like the turkeys and would rather eat an alternative meal for Thanksgiving. __ Summary __ //Happy Thanksgiving, Biscuit!// is about a girl and her dog, Biscuit. The two characters are setting up their home for Thanksgiving. While the little girl is working hard at decorating the house, baking pumpkin pie, and setting the table, Biscuit is playing and doing his own chores. Biscuit spends his time finding gifts for their neighbors, putting up the garland, spilling the flour, finding the cat’s bowl, answering the door for the grandparents, and sharing with the cat. The book ended with the little girl saying that she is thankful for her dog, Biscuit. This book works into the unit of Thanksgiving because it describes the holiday, the foods that are served at the feast, and the decorations that are set up for the celebration. Therefore, it teaches students how Americans generally celebrate Thanksgiving. __ Integration __ This book would be great for a lesson on predicting. On each page, the reader must pull open a window to see what Biscuit is doing. The lesson could be that the teacher reads the book aloud, and before he or she opens the window, they would ask the students what they think Biscuit will be doing. Furthermore, this lesson could be integrated as a writing or grammar lesson. The book follows a sentence frame of; “Thanksgiving is a time .” The students could take this sentence frame and fill in the blank. Examples might include, “Thanksgiving is a time to eat” or “Thanksgiving is a time to be with family.” __ Summary __ This interpretation of //Over the River and Through the Wood// tells the story of a modern-day family driving to their grandparent’s house. Unlike the original, they get stuck in the Macy’s Thanksgiving Day Parade. One of the children from the family sneaks out of the car window and is suddenly involved in the parade. He gets stuck in a tuba from the band, gets picked up by a monkey that is a participant in the parade, and then grasps onto a giant balloon. The balloon takes him all the way to the grandparent’s house without any of the family members realizing that he was ever missing. This book is included in the unit because it tells the story of one family’s Thanksgiving tradition and involves popular ways of celebrating the holiday. __ Integration __ This book would be a great resource for comparing pieces of literature. This bibliography has three versions of Over the River and Through the Woods, but the illustrations make it a completely new and different story. Therefore, the students could compare all of the books and categorize the sequence of events in each story. They could then discuss the differences they found in each book. Also, this book could be used when working on writing and story telling. In their draft books, the students could create a different way of telling the story using their own interpretations of the words. This could be done through drawing illustrations, dancing, or acting out a play. __ Summary __ This story is based on the classic song, Over the River and Through the Woods. The illustration stays true to the original song, in that it is following a family on a horse-led carriage through the snowy woods; only to be greeted with turkey and pumpkin pie in a warm, cozy home by grandmother and grandfather. This book was selected because there are two other “Over the River” books in the unit. Also, this book displays the way in which Americans celebrate Thanksgiving. __ Integration __ This story can be integrated in many subject areas. Since a classic song inspires it, this book could be read in a music class while learning the song. There are many books that are inspired by the song, but the illustrations within each books vary. Leading each book to tell a different story. Therefore, this book, along with the other ones that were inspired by the song, could be used in a lesson of comparing texts. Furthermore, this book and the comparison lesson could advance to a writing lesson where the students must illustrate their own book for the song. It would be interesting to see the ways in which different children interpret the song. __ Summary __ // Off to Plymouth Rock! // follows the pilgrims on their journey from England to America. It touches on the danger the pilgrims faced on the Mayflower, the hardships they suffered, the appreciation they had for the farming help they received from the Indians, and finally the joy they felt while sharing their harvest with their Indian friends on the first Thanksgiving. This book was selected because it is different than other Thanksgiving stories as it focuses more on the setting of Plymouth Rock and Plymouth Plantation than most other fictional books. __ Integration __ This book can be applied to multiple subject areas. Obviously it focuses most of its attention on Thanksgiving, the pilgrims and their journey to America. However, this book could be used in a geography lesson where the class discusses where the pilgrims came from, their route from England to America, and what they may have encountered on their journey. The book could inspire a study on transportation, and the advancements that have been made since the pilgrims came over on the Mayflower. There could be a medical or science lesson on the ailments pilgrims suffered while on the Mayflower as well. __ Summary __ // Thanks for Thanksgiving // is a rhyming book that includes creative aspects that children see as something to be thankful for. The book talks about typical things that children are thankful for, like turkey, pie and feeling smart at school. Then, it goes into more creative, kid-friendly items of thanks. The characters state that they are thankful for hopscotch and piggyback rides, sweet puppies and cats, dress-up, red shoes and big hats. This book was selected for the unit because it goes beyond stating the generic ideas of thanks. It discusses what children are more likely to say. __ Integration __ This book would clearly be a great addition to a Thanksgiving unit as it could inspire new ideas for things to be thankful for among the students. They could write in their draft books about things they are thankful for. This book could inspire new ideas for those draft books. Furthermore, this book could be used in a grammar lesson. The teacher could take sentences from the book and prompt the students to identify the parts of speech in those sentences. This book has great vocabulary and rare verbs so it would be great practice for students to look beyond their grammar comfort zone, learn new verbs, nouns, prepositions, and adjectives. __ Summary __ This story follows a class on their field trip to a turkey farm. The writing follows the pattern of //‘Twas the Night Before Christmas.// Instead of sugarplums dancing in their heads, it is drumsticks that were doing the dancing. Once the children arrive at the farm, they realize that the farmer is going to slaughter the turkeys for thanksgiving feasts. The children begin to cry, so the farmer and their teacher run up to the well to fetch the children water. As the two adults were away, the children hide the turkeys in their shirts in order to save their lives. The story ends with the children at home with their families and their new pet turkeys eating a feast of vegetables. This book was selected because it is a fun book telling a new Thanksgiving story. The book focuses more on current Thanksgiving rather than the history of Thanksgiving. __ Integration __ This book is perfect to start a discussion on Thanksgiving food and traditions. It can be used to teach a lesson on rhyming words for the younger grades and a deeper lesson on poetry in the older grades. This story can be used for a comparison lesson between ‘Twas the Night Before Christmas and this story. Finally, the illustrations in this piece of literature are similar and seem to be inspired by van Gogh’s Starry Night. Therefore, after reading this book, a lesson on art could be taught as well as an art activity where the children would create the swirly, starry night backdrop and make it into something of their own. __ Summary __ This story is about the author who is naming all of the things they are thankful for in life. The narrator talksabout things as simple as lollipops but also goes into parts of life such as family and meaningful relationships. This book was selected because the text and the pictures offer a simplicity that reaches younger ages and allows them to see the minimalism that the holiday can be. __ Integration __ This book would be useful during the autumn and Thanksgiving season in order to introduce the different things and parts of life that people are thankful for. Additionally, this could be integrated in a reading lesson by having the students identify the sight words in the text. The teacher could pull sentences from the book and have the students highlight the sight words with a SMART board highlighter. __ Summary __ // This is the Feast // uncovers words or phrases and defines them in a poetic way. They introduce each new word with “This is” or “These are”. The book covers and explains the Mayflower, the pilgrims, the Indians, various crops and foods eaten at a Thanksgiving feast. This book introduces and describes the key details of the first thanksgiving in a light and rhythmic manner. This book was selected because it does define aspects that make up Thanksgiving. Many children have heard of pilgrims, but they may need that definition in order to truly understand it. __ Integration __ This book would be excellent for young grades because it defines the aspects of the first Thanksgiving. Older grades are more likely to know about these concepts, so the younger grades would benefit from the simple definitions. //This is the Feast// has excellent vocabulary, so this book would be a great way to introduce weekly vocabulary or spelling words. Furthermore, it has beautiful painted illustrations. The illustrations could inspire an art study and activity. They could use the same process as the illustrator and paint their favorite part of Thanksgiving. __ Summary __ // Thanksgiving Is… // breaks down all of the components of the holiday. The book includes the pilgrim’s journey and struggle, the help from the Indians, and the three-day long feast. Finally, the book talks about what Thanksgiving is all about now. We remember the first pilgrims and Indians, but we now involve traditions of football, turkey, parades, and all of the present-day foods. This book is included in this Thanksgiving unit because it provides the reader with facts about the first Thanksgiving and present-day Thanksgiving. __ Integration __ This story is a Hello Reader book and is listed at level 3, which is designated for grades 1 and 2. Therefore, this book would be a good small group reading book. For younger grades, this book could be used as a read-aloud to open a discussion about the holiday. The book covers topics involving history, agriculture, geography, and cultural traditions. There could be a study on how to grow the same crops as the pilgrims did for the first Thanksgiving, the parts of the plant and what that plant requires for survival. The class could study the geography of America and where the pilgrims settled. They could compare a map of America in the 1600s to a present-day map. Finally, students could look deeper at various ways cultures celebrate and demonstrate their thanks. __ Summary __ // Thanksgiving Day // begins with a description of the first Thanksgiving and purpose behind the celebration. The author details the hardships the pilgrims faced and how the Indians helped them. In order to thank God for a plentiful harvest and to show their appreciation to their Indian friends, the pilgrims had a large feast. Then, the book explains the ways in which Americans presently celebrate thanksgiving. This book was selected because the author describes the foods, decorations, songs, and customs that accompany the holiday. __ Integration __ // Thanksgiving Day // is simple and each page has one short sentence. Therefore, this book is best suited for Kindergarten and first grade. It would be a good book to open a Thanksgiving unit plans because it gives a clear, simple breakdown of the holiday. It could also be used in small reading groups since the language is simplistic. Furthermore, the focus of this book could be more on history and the study of pilgrims and Indians. The book could be used to create a writing activity with the following sentence frames, “I am thankful for_.” or “My favorite Thanksgiving food is __.”__ __** Gibbons, Gail. 2004. //Thanksgiving Is…// Holiday House. 28. Private Collection **__ __ Summary __ At the beginning of //Thanksgiving Is…// the various ways cultures have celebrated the harvest and gave thanks is discussed. Gibbons talks about how people in the following cultures celebrated a form of Thanksgiving; Egyptians, Chinese, Greeks, Romans, Jewish, and even the English during the middle Ages. Next, Gibbons describes the journey and hardships that the pilgrims faced, the help they received from the Native Americans, and what the first Thanksgiving looked like. Finally, she details the practices of present day Thanksgiving. She reports the way in which Americans decorate their homes, what they eat, and how they celebrate the holiday of Thanksgiving. This book was selected because it does talk about how other cultures give thanks and the history behind the holiday. __ Integration __ This book can be integrated throughout different subject areas and grade levels. The first part of the book goes into greater detail about cultures and practices of the celebration. Therefore, this could be better integrated in older grades because there can be stronger connections from previous lessons on cultures, the world, traditions, and geography. When teaching younger grades, it would be a good idea to touch on the various cultural celebrations, but to mainly focus on the last part of the book. In this part, the author teaches the audience about the history and traditions of Thanksgiving. In essence, this book can be used for multiple grade levels and the book can help focus a lesson on American and World history, geography, traditions, politics, and social studies. __** Goodman, Susan E. 1999. //Pilgrims of Plymouth//. National Geographic. 16. Private collection. **__ __ Summary __ // Pilgrims of Plymouth // details the lives of pilgrims. The story talked about the journey the pilgrims experienced as they crossed the Atlantic and why they made that journey. The book touched on the various jobs the pilgrims had and how the children passed time. Near the end of the book, the relationship between the pilgrims and the Native Americans was explained. The purpose of this book was to inform the audience of the lives and struggles of the pilgrims, and why they came to America. This book was selected for the unit because it highlights the pilgrims and the reasoning behind their decision to come to America. __ Integration __ This book could be integrated in multiple subjects. It could be studied during a reading block, social studies, or writing. Students could journal as if they were young pilgrims who just came over the Atlantic to settle their new home. This book would be perfect for studying past cultures. It would also work well when comparing past and present. The comparison could be between past and present Thanksgivings, or past and present American society, and the jobs and people that make up the country. __** Rotner, Shelley and Shelia Kelly. 2000. //Feeling Thankful//. Scholastic Inc. 22. Private collection. **__ __ Summary __ // Feeling Thankful // is a simple book about giving thanks. In short sentences, the author describes the things that people can be thankful for. The list includes, family, friends, teachers, things, homes, food, animals, the moon, the rain, the morning, and the whole wide world. I chose this book because the illustrations are photographs of real children enjoying what the text states as things to be thankful for. This gives a realness to the holiday and the act of giving thanks. __ Integration __ This story talks mostly about what children are thankful for, so immediately I think that this book would be great for creating a Thanksgiving class book. The sentence frame for the students is, “I am thankful for .” To integrate this book into an art lesson, the teacher could bring their camera to school and walk around to find things that the children are thankful for. Once printed, the pictures then could be used to illustrate their Thanksgiving book. Since the book //Feeling Thankful// is illustrated by photographs, this lesson would help them understand a different form of art and book illustrations. __** Sorensen, Lynda. 1994. //Holidays Thanksgivings//. The Rourke Press, Inc. 24. Balsz Library. **__ __ Summary __ This book focuses on the holiday of Thanksgiving. While still explaining the history of the holiday, this book mainly describes how Thanksgiving in America is typically celebrated. The author details the foods that are shared at a Thanksgiving feast, the activities that are done during the day, and the decorations people will put up in their homes to demonstrate the celebration. This book was selected because it reveals how Americans celebrate the holiday in a factual way. __ Integration __ This book mainly focuses on the holiday, but it could still be applied to other subject areas. For example, after reading this book and discussing the other ways students may celebrate, the teacher could bring up holidays in other cultures that represent giving thanks. This book could be used to touch on the history of Thanksgiving and American social studies as well. Additionally, this book could be integrated in writing. Students could write about how their family celebrates Thanksgiving. Students could read their own writing to a partner and discuss the similarities and differences in the ways they celebrate. __** Warner, J.F. 1994. //Massachusetts.// Lerner Publications Company. 72. Balsz Library. **__ __ Summary __ This book is part of a collection of non-fictional books that details the states in the U.S. //Massachusetts// describes the state’s history, fun facts about the state and environmental issues. This book was chosen because the historical section talks about the pilgrim’s arrival to America on Plymouth Rock. __ Integration __ This book could be used in various lessons. //Massachusetts// is an excellent resource for teachers and students alike during a study on the United States or for a state report. Additionally, this book can be used when studying Thanksgiving because it gives facts about the pilgrims and the lives they led in the state of Massachusetts. Furthermore, this book teaches the geography, history, politics and current events of the state so it would be a resource for any of those subject areas. __** Waters, Kate. 1996. //On the Mayflower.// Scholastic Press. 40. Balsz Library. **__ __ Summary __ This story follows two young travelers on their way to America in 1620. First, the book talks about William, the apprentice of the ship’s captain. He discusses his excitement and fear of the journey without his family. He then meets a girl that is also traveling without her family. Together, they survive the struggles of sailing on the Mayflower. The book was chosen because it details the sicknesses, the loneliness and fear the pilgrims experienced on the Mayflower. __ Integration __ This book teaches the experience of traveling on the Mayflower from the perspective of young people. After reading this book, students could journal about what they thought about the story and what they would have liked and disliked about traveling on a ship. This book could be used to talk about various ways of traveling. Additionally, this book could inspire a lesson of geography. The main character is learning how to read maps, so the students could engage in an activity of reading a map that shows England and America. They would learn directions and how wind and storms can result in a boat sailing off route. They could then decide which route would be a good one to take. __** Waters, Kate. 1993. //Samuel Eaton’s Day.// Scholastic Inc. 40. Private collection. **__ __ Summary __ Samuel Eaton is a pilgrim boy helping his father harvest rye for the first time. Samuel narrates the book so the readers get a realistic idea of what a pilgrim boy does in their day and how the view their future. The story begins as Samuel wakes up in the morning. We are told what he wears, what his chores are and how he feels about harvesting for the first time. He is excited and anxious to be treated like a man and do the same work as his father. As he spends more time in the field, he discovers that the work is hard and his body begins to ache. He begins questioning if he is strong enough to do the work and worries about what that means for his future. His father reassures him that, for his age, Samuel worked extremely hard and that he is proud of Samuel. This book was selected because it provides the audience an idea of what it was like to be a young pilgrim boy. __ Integration __ This book teaches children what it’s really like to be a pilgrim. This book teaches students about the clothing that pilgrims wore, as well as the jobs they were expected to complete throughout the day. Teachers could use this book to discuss jobs and careers. This book would also work well for a writing activity. Students could write about what they thought about Samuel’s day and how it compares to their own day. How are their lives different and similar to Samuel’s? __** Waters, Kate. 1989. //Sarah Morton’s Day.// Scholastic Inc. 31. Private collection. **__ __ Summary __ Sarah Morton is a young pilgrim girl who works hard at her chores and even harder with earning her new father’s love. Her biological father died, and her mother recently married a new man. Sarah is trying hard to call him father, but is conflicted because she misses her own father dreadfully. Her new father takes an interest in Sarah’s learning. At the end of the story, her new father expresses his pride in her and the way she learns. This delights Sarah and she beings to feel better about having a new father. This book was chosen for the unit because it tells the students what it was like to be a young pilgrim girl. __ Integration __ This story is great for teaching students about how pilgrims their age spent their time. They can study the way they dressed, the chores they were expected to complete and the minimal amount of schooling they received. This book could be used to compare and contrast the similarities and differences the student observes between their own lives and Sarah’s life. This story also discusses immigration, which is something many of my students are experiencing now. Therefore, it would serve as a book that could be relatable to them as well as an opening for an immigration or culture discussion. __** Waters, Kate. 1996. //Tapenum’s Day.// Scholastic Inc. 39. Balsz Library. **__ __ Summary __ // Tapenum’s Day // follows a young Wampanoag Indian boy and his daily routine. He begins with saying how he is determined to become strong and improve his hunting skills. He talks about his disappointment in not being chosen as a warrior and advisor in his tribe. He hopes that if he works on his strength and hunting, that he will be chosen next time. This story gives great insight on what it was like to be an Indian during the times of the pilgrims and the pressures that a young Indian boy felt. __ Integration ____ This book could be used to study the lives of Indians during the time that pilgrims journeyed to America. If read with another one of Kate Water’s books, this book would allow for a comparison between pilgrims and Indians. Students could role-play acting as pilgrims and Indians. They could write about how it may feel to be either a pilgrim or an Indian. They could study the geography of the Indian’s land back in the 1600s and what has happened to that land since that time. This book could also open a conversation about pressure and self-esteem. Students could journal about the pressures in their lives and how they deal with it.
 * __ Fiction __**
 * Anderson, Derek. 2005. //Over the River A Turkey’s Tale//. Scholastic Inc. 39. Private collection. **
 * Capucilli, Alyssa Satin. 1999. //Happy Thanksgiving, Biscuit!// Harper Collins. 16. Private Collection. **
 * Catrow, David. 1996. //Over the River and Through the Wood.// Scholastic Inc. 29. Private collection. **
 * Gurney, John Steven. 1992. //Over the River and Through the Woods.// Scholastic Inc. 27. Private collection. **
 * Mackall, Dandi Daley. 2003. //Off to Plymouth Rock!// Tommy Nelson. 22. Private collection. **
 * Markes, Julie. 2004. //Thanks for Thanksgiving//. Scholastic Inc. 28. Private collection. **
 * Pilkey, Dav. 1990. ‘//Twas the Night Before Thanksgiving//. Scholastic Inc. 29. Private Collection. **
 * Sutherland, Margaret. 2000. //Thanksgiving is for Giving Thanks//. Scholastic Inc. 23. Private collection. **
 * Shore, Diane Z. 2008. //This Is The Feast//. Harper Collins Publishers. 29. Private collection. **
 * Non-Fiction **
 * Borden, Louise. 1997. //Thanksgiving Is…// Scholastic Inc. 29. Private collection. **
 * Gibbons, Gail. 1983. //Thanksgiving Day//. Scholastic Inc. 30. Private Collection. **
 * Teacher Resource Books **