Multicultural Picture Book

Fifty Cents and a Dream: Young Booker T. Washington

Fifty Cents and a Dream: Young Booker T. Washington

By: Jabari Asim

Illustrated by: Bryan Collier

Background Preparation of the Picture Book Read Aloud and Vocabulary Presentation

1. A Determined young individual

The Challenges faced by Booker T. Washington

From illegal to read to going to a special school

Unable to afford an education

The rewards of effort and the help of others

2. Vocabulary

Trudged- walked slowly and with heavy steps, typically because of exhaustion or harsh conditions.

synonyms:plod, tramp, tromp, drag oneself, walk heavily, walk slowly, plow, slog,toil, trek

Linger- stay in a place longer than necessary, typically because of a reluctance to leave.

synonyms:wait around, stay, remain, wait, stay put


I will ask the students what they think the word means using context clues then we will look at the definition.

The students will come up with a synonym for each of the two vocabulary words and write them on a piece of notebook paper

Reflection

Respond to these prompts:


· Why was this particular book selected? How did it “match” the funds of knowledge of this particular class/group of students?

I selected this book in particular due to the cultural and ethnic diversity of my class. I believed this to be a good opportunity to show the students who were not aware of Booker T. Washington and his contributions to America, education, and African Americans in particular a chance to learn more about the history of education in America relating to African Americans. I selected this book because about one third of the class is African American, so the students can relate to the African American culture of their classmates. It also gives students another role model to look to for perseverance in learning. The subject matched the students well, because it was teaching a lesson regarding a young man near to their age whose greatest desire was to read and to help others learn to read.



· What were the strengths of the read aloud/the picture book/vocabulary teaching presentation?


The strengths of the read aloud were the ability to convey feeling and meaning through the words. My strength lies in reading the emotion of the text into the manner I convey the story. The picture book was excellent, in that it kept the attention of most of the students looking at what was happening in the story. The vocabulary teaching strengths were getting the students involved and discussing the synonyms for the vocabulary words so the students comprehended not only the meaning, but would be capable of giving a basic definition in their own words.



· What would I need to do differently next time?


Next time I would not read with the pictures of the book facing the students. I would read normally, then give 10-15 seconds showing the students the pictures before moving on. I would do this to activate their imagination and then show the pictures to confirm or help them better comprehend the story. I would also work to look at the students more, this would be better accomplished by watching the students over the book rather than looking at the book upside down and looking up at the students when I have the rest of the sentence committed to memory.



· Respond to the following open-ended statement: Implementing multicultural

children’s literature that is culturally and linguistically diverse relative to my elementary students has helped me…


Implementing multicultural children's literature has helped me to share a period of history that should be remembered and figures in history that stood out from all cultures that can be admired and emulated. It has also helped me to reaffirm my belief that each culture and ethnicity has great figures who have helped to make this country the nation is today. In this story I was inspired to learn more about Booker T. Washington outside of the assignment. I was amazed to learn that there were a number of famous quotes I recognized which were actually his.

In addition this helped me to portray to the students who did not understand that some of the most basic freedoms and rights we have today are due to men like Booker T. Washington who struggled for his dream. This also helped to remind me that each time has men and women who become heroes for future generations, not because they set out be this, but because they had something they wanted to achieve and were willing to reach for their dreams. Books like this also help to humanize cultural figures so we are able to realize if we have something we are passionate about it is possible to become someone like these heroes of time passed in our current age.

Seth Hornbaker

Isely Traditional Magnet School

Grade 4

Mrs. Daniel's Class

Jabari Asim at Enoch Pratt Free Library 2.22.13
Bryan Collier with Jabari Asim at Enoch Pratt Free Library 2.22.13

Read Aloud Rubric

CI 402E Multicultural Picture Book Read Aloud/Vocabulary Presentation Rubric

Name ____________________________________ ____50 points

KEY Indicators

Rating of 1 point

Rating of 5 points

Rating of 8 points

General information about book and grade level of children for read aloud presentation

Smore handout is missing key information for three of the four categories identified in rating of 8 points.

Smore handout shows some of the key general information, but not all. For example, handout may ONLY show grade level of children hearing the read aloud presentation, but not the author and illustrator

Smore handout clearly shows (1) picture of picture book, (2) title of the picture book, (3) author and illustrator information, and (4) grade level of children hearing the read aloud presentation

Research of picture book: Gaining cultural knowledge

Smore handout does not present cultural information related to the picture book.

Smores handout presents few details about cultural knowledge related to the picture book, but information is weak or vague.

Smore handout presents cultural knowledge gained by researching the picture book: author, illustrator, customs/traditions, history, etc.

Inclusion of three criteria of quality multicultural literature

Visual evidence of three criteria for selection of picture book was not observed ; relationship of book to field placement was not observed; Evidence of examination of picture book in terms of quality multicultural literature was not evident

Some visual evidence of examination of literature in terms of criteria for quality multicultural literature observed; less than three criteria were explained in relationship to selected picture book; relevance to field placement was somewhat explained or evident

Visual evidence of examination of literature in terms of criteria for quality multicultural literature observed; three criteria are explained in relationship to selected picture book; relevance to field placement (See attached criteria.)

Strategies for teaching selected vocabulary

Smore handout does not identify vocabulary being taught or indicates less than two words; Handout does not demonstrate effective vocabulary teaching strategies; Handout does not communicate visuals used in teaching vocabulary.

Smore handout identifies vocabulary but does not reflect teaching strategies for the vocabulary; Activities for teaching vocabulary may reflect one of the following concerns: lack of contextual information of students; alignment to developmental levels of students; and/or visuals for teaching may be inappropriate.

Smore handout identifies at least TWO vocabulary words and strategies for teaching the selected vocabulary; Teaching strategies INCLUDE visual word cards and interactive activities; Vocabulary selected to be taught show relevance to literacy content, students’ contextual factors, etc.

Sample questions before, during, and after read aloud presentation

Smore handout shows less than two questions or questions that are not appropriate for the read aloud presentation

Smore handout shows some questions but questions are not indicated as before, during, and after reading possibilities; questions observed all reflect lower-level thinking or recall/knowledge

Smore handout lists at least five (total) possible questions before, during, and after the book; Questions must include higher level thinking questions (open-ended and thought provoking)

Reflective response to picture book and read-aloud event (after the read aloud event)

Smore handout does not show reflectiveness or only addresses one of the five prompts; Multiple convention errors with Standard English are evident in writing

Smore handout shows some reflection, but not all four prompts reflect a depth of personal analysis; Reflection shows multiple written convention errors.

Smore handout describes response to teaching event with correct Standard English conventions and addresses: (1) Why was this particular book selected? How did it “match” the funds of knowledge of this particular class/group of students? (2) What were the strengths of the read aloud/the picture book/vocabulary teaching presentation? (3) What would I need to do differently next time? (4) Respond to this in writing: Implementing multicultural children’s literature that is culturally and linguistically diverse relative to my elementary students has …

Cooperating teacher signature: __________________/2 pts.

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