Anna+LeBlanc

=**Children's Literature**=
 * ECD 418 Signature Assignment**
 * Anna LeBlanc**

**__Children’s Fiction__**
 **1.** Blumenthat, D. (1996). **The Chocolate-Covered-Cookie Tantrum**//.// Houghton Mifflin Company. 32 pages. Balsz Elementary Library.

**__Summary:__**

//The Chocolate-Covered-Cookie Tantrum// tells the story of a young girl who sees another child with a chocolate covered cookie and wants one just like it. After asking her mother for one, her mother informs her of the several reasons that she cannot have one. This leads to a tantrum of yelling, kicking, and screaming. After a long tantrum she suddenly stops and asks simply for her blanket. Upon getting home she curls up and falls asleep, forgetting completely about the situation.

**__Integration:__**

This story identifies a situation that occurs frequently with children, when they want something they cannot have. It shows the reaction that comes from many children, when in this situation, and shows how little of a difference this reaction made in meeting this young girl’s desires. Through this book children can not only identify how they feel when they are in this sort of situation (AZ ELS- Social Emotional- Strand 1- Concept 2b) but also discuss better ways to respond to disappointment, than the way of this young girl (AZ ELS- Approaches to Learning- Strand 2- Concept 2b). Appropriate language and social rules can also be taught to children, when they are trying to express their ideas, feelings, and needs to others and in different settings (AZ ELS- Language and Literacy- Strand 1- Concept 2e).

 **2.** Butterworth, N. (1993). **Making Faces.** Candlewick Press. 26 pages. Personal Collection.

**__Summary:__**

//Making Faces// is a book that begins with the idea that we see faces everywhere: on people, animals, and even on cars. It encourages children to read and make faces of their own by giving various scenarios where different faces would be appropriate. For example it gives the scenario of a young boy preparing to take a spoonful of medicine and asks, “What does your disgusting medicine face look like?” The illustrations give examples of what these faces might look like and then offers the reader the opportunity to mimic these faces or make a face of their own, with the mirror that is provided at the end of the book.

**__Integration:__**

This book is a fun and creative way to study faces and how faces express emotions (AZ ELS- Social Emotional- Strand 1- Concept 2a). But not only can this book teach young children about facial expressions but it can also be used to encourage drama as you allow children to create and reenact the scenarios in this book using props and costumes (AZ ELS- Approaches to Learning- Strand 4- Concept 1a/ Fine Arts- Strand 3- Concept 1). Through this book children can also investigate the physical features of various geographic locations, presented in this book, such as the beach, jungle, and space (AZ ELS- Social Studies- Strand 2- Concept 3).

 **3.**Cain, J. (2000). **The Way I Feel.** Parenting Press. 30 pages. Chandler Public Library.

**__Summary:__**

//The Way I Feel// is a book that investigates feelings using short scenarios that are put to rhyme. From silly to angry this book uses various fonts and colors to illustrate the emotions that are being felt on each page. Looking at the illustrations, that use a range of methods to convey the feeling being described, children can get a clear glimpse of the 13 feelings that are portrayed in this book.

**__Integration:__**

Due to the vivid portrayal of all 13 emotions children can have a chance to practice drawing conclusions about what feeling they believe is being portrayed, using the clues from the illustrations (AZ ELS- Approaches to Learning- Strand 5- Concept 1a). Also, due to the fact that this story utilizes rhyme, children can begin to explore the world of rhyming through this book (AZ ELS- Language and Literacy- Strand 2- Concept 3b&c).

 **4.** Curtis, J. L. (1998). **Today I Am Feeling Silly and Other Moods That Make My Day.** Harper Collins. 32 pages. Balsz Elementary Library.

**__Summary:__**

//Today I Am Feeling Silly and Other Moods That Make My Day// is a book that centers around a curly-red haired girl who experiences the typical mood swings a child may experience. Through the bright illustrations and the rhyming words the reader comes to an understanding of why this young girl feels the way she feels, on these various days. From angry to joyful and even confused, the reader is led through 13 emotions and the reasons this girl may be experiencing these emotions.

**__Integration:__**

Through this book children can come to a better understanding of their emotions that are likely to go up and down, and learn of this natural process in life (AZ ELS- Social Emotional- Strand 1- Concept 2). Preschool teachers can also utilize this book to teach children numbers, as they go through this sequence of 13 emotions (AZ ELS Mathematics- Strand 1- Concept 1). Additionally, teachers may use the rhyming nature of this book to teach children about rhyming words (AZ ELS- Language and Literacy- Strand 2- Concept 3b&c).

 **5.** Freymann, S., & Elffers, J. (2004). **How** **Are You Peeling? Foods with Moods.** Scholastic Press. 42 pages. Balsz Elementary Library.

**__Summary:__**

//How Are You Peeling? Foods with Moods// is a book that creatively uses fruits and vegetables to portray different moods. The illustrations show fruits and vegetables that have been carved in such a way to appear as faces portraying different moods. These foods with moods have not only been creatively fashioned but are quite entertaining to look at. The book presents many questions to the reader in order to find out the way they respond to the moods they experience.

**__Integration:__**

By reading this book children can distinguish faces that portray different emotions and connect with the moods that are depicted in this book. Also because this book depicts both small and large vegetables and fruits preschool children can explore the idea of size and compare the sizes of the food they see on the pages (AZ ELS Mathematics- Strand 3- Concept 3a). Teachers may also choose to bring real or fake fruit and vegetables in the class in order to practice classifying objects based on size, color, or even shape (AZ ELS Mathematics- Strand 3- Concept 1). This can also provide an opportunity to explain the importance of healthy eating and how to maintain a healthy body by eating nutritious foods (AZ ELS Health and Safety- Strand 2- Concept 1). This may even lead into an investigation of where food comes from (how it is grown, sold, and bought) (AZ ELS- Strand 2- Concept 2c).

**6.** Henkes, K. (1990). **Julius: The Baby of the World.** Scholastic Inc. 30 pages. Personal Collection.

**__Summary:__**

//Julius: The Baby of the World// centers around a young rat named Lilly who has just become a big sister. While in her mother’s stomach Lilly loved her baby brother Julius but the reality of having him in her world has now changed her feelings towards him. While her parents try desperately to give Lilly the love, care, and attention she needs, Lilly is not happy with the realities of sharing so much of what is hers with him. Her dislike for him is quite evident and is portrayed in many humorous ways. In celebration of Julius’ birth Lilly’s parents throw a party for him and it is during this party that a cousin makes some mean remarks about Julius. Through these remarks the love and pride that have been hidden deep inside Lilly rise to the surface, as she defends her brother and declares that, “Julius is the baby of the world.” From that day on that was exactly what he was to her, “the baby of the world.”

**__Integration:__**

This book does a great job at confronting the emotions that often face children who have just had a new sibling join their lives (AZ ELS- Social Emotional- Strand 1- Concept 2). This story provides an awesome opportunity for children to open up and share their own experiences of having to share their lives with a new baby and how their feelings were similar or different than Lilly’s (AZ ELS Language and Literacy- Strand 3- Concept 1). Also because this story includes a reciting of the ABC’s and the counting of numbers, these subjects can be touched on as you read this story (AZ ELS- Mathematics- Strand1- Concept 1b, AZ ELS Language and Literacy- Strand 2- Concept 4).

**7.** Henkes, K. (1991). **Chrsanthemum.** Scholastic Inc. 30 pages. Personal Collection

**__Summary:__**

//Chrysanthemum// is a story that centers around a young rat named Chrysanthemum. Her name, which she grew to be proud of, in every way, becomes the nightmare of her school experience. From the first day of school, when she introduces herself, her name becomes the focus of teasing and ridicule. She dreads going to school and despite the comfort her parents give her she continues to suffer from anxiety over the teasing that comes, as a result of her unique name. Then one day everything changes when the class learns their music teacher also has a very long name and is considering the name Chrysanthemum for her baby. This moment sparks confidence in Chrysanthemum once again and extinguishes the all teasing from that day forward.

**__Integration:__**

This fictional story connects well with a young audience as they learn the effects that teasing has on someone’s feelings and confidence (AZ ELS- Social Emotional- Strand 1- Concept 2). Because this book focuses on Chrysanthemum’s name it can be an opportunity to highlight the significance of our names. Children often exhibit pride in their name so this can be an opportunity to encourage children in recognizing and writing their names (AZ ELS- Language and Literacy- Strand 3- Concept 1d). Also, like Chrysanthemum’s peers did in the story, children can count the letters in their names and even determine the other children in the class with the same number of letters in their name (AZ ELS- Mathematics- Strand 1- Concept 3a/ Strand 3- Concept 1a).

**8.** Holmes, M. M. (2000). **A Terrible Thing Happened.** Magination Press. pages. 31. Balsz Elementary Library.

**__Summary:__**

//A Terrible Thing Happened// is a story that touches on the topic of children who are or have experienced a traumatic situation. The story begins with a young raccoon named Sherman who has just seen a ‘terrible thing’. As the book moves forward, Sherman begins to experience different emotions such as anger and fear that are all linked to this unpleasant situation. Sherman tries different ways to fix the way he is feeling but nothing seems to bring relief. He expresses that he often has bad dreams and at times is not hungry because of this experience.

Sherman’s emotions continue to build throughout the book and he begins to get into trouble at school because of his angry out lashes. Eventually he is brought to a woman named Ms. Maple who talks with Sherman and uses drawing to help Sherman express what it is that has caused these unpleasant emotions. The book ends with Sherman feeling better and being able to function despite the reality of what he has been through.

**__Integration:__**

This book offers a great opportunity for children to learn to empathize with those expressing their emotions in a negative way (AZ ELS- Social Emotional- Strand 1- Concept 2d). This can also provide an opportunity for teachers to introduce art as a method for expression (AZ ELS- Fine Arts- Strand 1- Concept 1). Through art children can exercise their fine motor skills through drawing, coloring, cutting, gluing, and more (AZ ELS Physical and Motor – Strand 1- Concept 2).

**9.** Lester, H. (2004). **Hurty Feelings.** Houghton Mifflin Company. 32 pages. Basha Public Library

**__Summary:__**

//Hurty Feelings// is a story about a hippo named Fragility that was very insecure and sensitive. Compliments that she received from her friends would be perceived as insults, in her own mind, causing her to weep and sulk. These fits of sadness eventually kept her friends from saying anything to her, out of the fear of hurting her. One day, while playing soccer, she was confronted by an elephant that began to insult her. Instead of simply accepting these insults she turned around and insulted him back with these same words. Upon realizing that these insults were true the elephant broke down and began to cry. Fragility, feeling the pain that the elephant was now experiencing, ended up comforting him and sharing that she understood how he was feeling. From that day on she learned to take a compliment and not be so sensitive.

**__Integration:__**

This book clearly portrays the ability we all have to show empathy towards others’ hurt feelings (AZ ELS- Social Emotional- Strand 1- Concept 2d). Through this book children can learn how to be careful with the words they use with their friends and how to respond when they have hurt someone. Due to the fact that this book is a bit more advanced, it can also be used to introduce new vocabulary to children (AZ ELS- Language and Literacy- Strand 1- Concept 3). It also touches on the scientific concept of sinking and floating, when describing the hippo Fragility’s large size, so this may provide an opportunity to explore this concept with children (AZ ELS- Science- Strand 1- Concept 4).

**10.**Viorst, J. (1972). **Alexander and the Terrible, Horrible, No Good, Very Bad Day.** Macmillan Publishing Company. 24 pages. Personal Collection.

**__Summary:__**

//Alexander and the Terrible, Horrible, No Good, Very Bad Day // is a book that follows Alexander’s terrible day. From morning to evening, Alexander’s day is filled with unfortunate events and dissappointments. Alexander wakes up with gum in his hair and from that moment forward nothing seems to bring joy to Alexander’s day. The illustrations, which are black and white pencil drawings, also work to communicate the dreariness of Alexander’s day. Altogether this book tells the truth that some days are just not the best, no matter where you live.

**__Integration:__**

This book offers a looks into many minor dissappointments and unfortunate events that children may face, throughout their day, and helps them to understand that other children face these same sorts of situations ( AZ ELS- Social Emotional- Strand 1- Concept 2). Because this book follows Alexander throughout his day many other topics related to the cirriculum may arise such as your community and those who work within your community (AZ ELS- Social Studies- Strand 2- Concept 2).

**__Children’s Non Fiction__**
**11.** Frost, H. (2001). **Feeling Happy.** Capstone Press. 24 pages. Chandler Public Library.

**__Summary:__**

//Feeling Happy// is a simple book about happiness, what makes you happy, and how to share happiness. With each turn of the page the reader gets a look at one picture and a sentence that states the meaning behind that picture. Each picture depicts children who are happy and simply seeing the joy on these faces is sure to bring a smile to any reader’s face. At the end of the book it also provides vocabulary words that can be found throughout the book and other books and internet resources that help to teach about the emotion of happiness.

**__Integration:__**

This book is a simple way to teach children about the feeling of happiness. While most children experience this emotion, learning about it allows them to better recognize it in themselves and others (AZ ELS- Social Emotional- Strand 1- Concept 2). Also learning what makes you happy can help you find ways to make others happy. The small size of this book makes it a great book for a child to practice their book handling skills with (AZ ELS- Language and Literacy- Strand 2- Concept 2) and the real life photographs of children can help teach the difference between non-fiction and fictional stories (AZ ELS- Language and Literacy- Strand 2- Concept 5g).

**12.** Frost, H. (2001). **Feeling Angry.** Capstone Press. 24 pages. Chandler Public Library.

**__Summary:__**

//Feeling Angry// is one of four books in a series about emotions that children experience on a daily basis. //Feeling Angry// looks into the emotion of anger, what makes you angry, being angry, and controlling anger. Each page gives a simple statement and a picture to illustrate this statement. It shows children’s negative reactions, when feeling anger, and then offers more controlled solutions to anger.

**__Integration__**__:__

This short book about anger is one that depicts relatable situations of children dealing with anger. One of the situations in the book touches on the idea of equality and depicts one child with more ice cream than another child. This situation can provide the opportunity to discuss the idea of comparing two sets of objects (AZ ELS- Mathematics- Strand 1- Concept 4) and can even move into the topic of non-standard and standardized measurement (AZ ELS- Mathematics- Strand 3- Concept 3).

**13.** Frost, H. (2001). **Feeling Sad.** Capstone Press. 24 pages. Chandler Public Library.

**__Summary:__**

//Feeling Sad// is a short book that does not only discuss the realities of sadness and how it is caused but also gives children practical solutions to find joy at the end of their sadness. //Feeling Sad// covers the topics of: sadness, what makes you sad, feeling sad, and feeling better in a very simplistic way. This book is an easy and quick read for especially young children, and can even be attempted to be read by advanced readers in preschool and kindergarten.

**__Integration:__**

Because this book is short and uses many simply CVC words, it can be a great book to begin pointing out initial letters in words and their sounds (AZ ELS- Language and Literacy- Strand 2- Concept 4). Not only can these letters and words be pointed out but children can begin to attempt at forming these simple words, such as sad, in order to refine their writing skills (AZ ELS Language and Literacy- Strand 3- Concept 1).

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.5in;">**14.** Frost, H. (2001). **Feeling Scared.** Capstone Press. 24 pages. Chandler Public Library.

**__Summary:__**

//Feeling Scared// is written to confront an emotion every child faces, fear. It covers the topics of feeling scared, what makes you scared, and dealing with fear. This book recognizes that fear is not always a bad emotion and is sometimes a way to warn you of danger, but it also challenges the unnecessary fears that children have and gives children ways to conquer these fears.

**__Integration:__**

This short book can be used as a connection to times in the past where the children were scared (AZ ELS- Social and Emotional- Strand 1- Concept 2). They can connect to these personal experiences, where they felt afraid, and practice writing their thoughts, feelings, and experiences down (AZ ELS Language and Literacy- Strand 3- Concept 1). They might even author their own book that sequences a scary situation they were part of, to further develop their understanding and appreciation of books (AZ ELS- Language and Literacy- Strand 2- Concept 2).

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.5in;">**15.** Parr, T. (1999). **Things That Make You Feel Good/ Things That Make You Feel Bad.** Little, Brown and Company. 26 pages. Chandler Public Library.

**__Summary:__**

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Things That Make You Feel Good/ Things That Make You Feel Bad //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> is a small book with bright annimated pictures of things that make children feel good and bad. On each turn of the page the reader is faced with something good on one page and something bad on the other page. These two things are relatable and are often opposites of each other, such as friends and bullies. The bright pictures are sure to capture the attention of the listener and these common good and bad things are sure to relate to any audience of children.

**__Integration:__**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-bottom: 0in; text-indent: 0.5in;">Though this book chooses things that are most comonly seen as making children feel good and bad, they may not be true for every child. In this case teachers may take surveys of the class to determine what makes children feel good and bad and teach the children how to display this data on charts or graphs (AZ ELS Science- Strand 1- Concept 3). In the course of this book a number of ideas concerning health and proper hygene are touched on (bubble baths- stinky feet). Teachers may use this opportunity to discuss and teach about ways to keep our bodies clean and healthy (AZ ELS- Health and Safety- Strand 2- Concept 1). In addition to these, topics about animals, bugs, and other parts of nature arise through this book and can create avenues of discussion and learning.

**__Teacher Resources__**
<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.5in;">**16.** Berendes, M. (2008). **Feelings: Las Emociones.** The Child's World Inc. 24 pages. Chandler Public Library.

**__Summary:__**

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Feelings: Las Emociones //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> is a simple bilingual book that goes through 21 different emotions. Each page has the name of an emotion written on it and other words that are synonyms to that emotion. All of these words are written in both english and spanish and coincide with a picture of a person who illustrates that specific emotion. The bright illustrations make it an inviting book that is sure to capture the attention of young readers.

**__Integration:__**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-bottom: 0in; text-indent: 0.5in;">This book can not only be a book that children can browse through but is also a great resource for preschool teachers, especially those who are teaching English Language Learners. Using both the english and spanish may facilitate the teaching of these feeling words to students who do not speak english and can also expand the spanish vocabulary of english speakers (AZ ELS- Language and Literacy- Strand 1- Concept 3). Also this book may be used to teach letter recognition, considering that many of the words are printed in large font and are a focal point on each page (AZ ELS- Language and Literacy- Strand 2- Concept 4).

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.5in;">**17.** Cain, B. (2001). **Double Dip Feelings: Stories to Help Children Understand Emotions.** Magination Press. 32 pages. Basha Public Library.

**__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Su __****__mmary:__**

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Double Dip Feelings: Stories to Help Children Understand Emotions //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> is a great book about children experiencing two different emotions at the same time. Throughout the book the reader is presented with scenarios of children who are dealing with two, often conflicting, emotions. This simple scenarios offer a quick look into various childhood exeriences that are likely to connect with any group of children.

**__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Integration: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-bottom: 0in;"> This book can be a helpful resource for teachers as they teach children about feelings. Teachers may use the simple scenarios from this book to build larger, more complex stories to tell. These simple scenarios may also be used as the foundation for stories that the children could come up with, on their own, about double-dip feelings (AZ ELS- Language and Literacy- Strand 3- Concept 1). Also, because this book displays children from various cultures it can be a book to introduce topics surrounding the idea of cultures and their differences and similarities (AZ ELS- Social Studies- Strand 2- Concept 1).

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.5in;">**18.** Feeney, K. (2002). **Feel Good: Understand Your Emotions.** Capstone Press. 24 pages. Sunset Public Library.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Summary: __**

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Feel Good: Understand Your Emotions //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> is a n informational text about emotions. It covers feeling happy, sad, scared, angry, and jealous. It also covers topics such as: sharing your feelings, handling disagreements, and feeling good. On various pages the author provides fun facts about different emotions, solutions to negative emotions, or definitions of words used in the text. Altogether this book provides information in a well organized and fun way.

**__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Integration: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Due to the content of this book, I feel that this would be a wonderful resource for teachers who are teaching children about feelings. The intersting facts and solutions to negative emotions give teachers ideas to build lessons around. For instance, on the page about feeling happy it gives the fact that "eating healthy food makes your mind and body feel good." This fact can springboard into discussing the importance of healthy eating (AZ ELS Health and Safety- Strand 2- Concept 1). Additionally, on the page about feeling angry the book offers the solution of counting to ten before saying or doing anything that may hurt others. This can lead into counting practice and other lessons surrounding numbers (AZ ELS Mathematics- Strand 1- Concept 1). Altogether this book offers many ideas surrounding feelings that can also integrate various parts of preschool standards.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;">**19.** Modesitt, J. (1992). **Sometimes I Feel Like a Mouse .** Scholastic Inc. 26 pages. Chandler Public Library.

**__Summary:__**
//Sometimes I Feel Like a Mouse// is a beautifully illustrated book that compares human feeling to the actions of various animals. For instance the book compares feeling bold to a stomping elephant and feeling happy to a singing canary. Throughout this book the author makes many creative connections and expands the idea of human feelings.

**__Integration:__**

This book would be a great resource for any teacher who is teaching feelings, especially if they strive to make creative connections to these feelings (AZ ELS- Social and Emotional- Strand 1- Concept 2). These connections can teach children about comparing, as the book does between human feelings and animals (AZ ELS Science- Strand 1- Concept 1). But even more obvious are the ideas this book provides for incorporating music and movement to the idea of feelings (AZ ELS Fine Arts- Strand 2- Concept 1).

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.5in;">**20.** Morris, A. (1990). **Loving.** Harper Collins. 29 pages. Balsz Elementary Library.

**__Summary:__**

//Loving// is a book that gives the reader a glimpse beyond the typical middle class American family into the lives of various cultures and religions. Through this book's brilliant pictures the reader is able to take a quick peek into the everyday lives of these children and their mothers, fathers, sisters, and brothers. These bright, clear photographs show us the different ways in which we show love and care for each other. From a Jewish father reading the Torah with his son to a young Asian girl watching her sister, each photo depicts the title of this book in a unique way.

**__Integration:__**

This fairly short read-aloud can turn into hours of discussion and lessons for a classroom of young learners, as you begin to take a peek at the various cultures that make up the society around us. Though children can see the simple ways that children's physical and emotional needs are met they can also begin to delve deeper into these various cultures. For teachers, this book will inspire lessons about different ways of life for children, who may live next door to you or around the other side of the world (AZ ELS Social Studies- Strand 1&2- Concept 1 ). Teachers can use this book to begin teaching children about geography and how geography often shapes a culture (AZ ELS Social Studies- Strand 2- Concept 3). Also this book can be used as a springboard when teaching children about the daily lives and schedules of both themselves and children in others places and cultures (AZ ELS Social Studies- Strand 3- Concept 1).