Multicultural Picture Book
"Me, Frida" by Amy Novesky
"Me, Frida" was illustrated by David Diaz and was published in 2010 by Abrams Books for Young Readers.
*ALA Notable Book
*FOCAL Award, Los Angeles Public Library, 2011
*Pura Belpre Honor Book, Illustration
*Best Picture Book, International Latino Book Award, 2011
*Cooperative Children’s Book Center (CCBC) Choices 2011
*SCIBA Book Award Finalist, Children’s Picture Book
Author of "Me, Frida".
Illustrator of "Me, Frida" and the Winner of the Caldecott Medal.
Cover page of the multicultural book.
1. "This book is called Me, Frida and is written by Amy Novesky. I want you to look at the cover and tell me something that you think could be important. What is something interesting about this cover?"- raise hands for responses.
2. "Think about what women in the United States dress like. Compare that to what the lady on the cover is wearing. Have students respond in color partners and then have them raise their hand to share with the class. How are they different?"
3. "Perhaps she is from another country. If she is, we can also say she is foreign." Pull out vocabulary card, explain to the class that we will be looking at two vocabulary words and show the class the word while asking them to repeat it. "Foreign means to be involved in a country other than your own or where you are from.”
4. "So what we know so far is that this woman is from a different country than she lives in. Raise your hand if you can tell me who this woman is.” If response is Frida Kahlo then elaborate. If response is just Frida because they read the title, then explain that “This woman is Frida Kahlo and she was a very famous artist in the 1900s.”
5. “She had a vision to be recognized." Pull out second vocabulary card and present to students. "What do you think vision means?"-Raise hands for response, expecting answers such as eyesight or how you see.
6. "Another way to think of vision is the vision for ourselves in the future. Such as our goals and hopes for our lives. While I am reading, I want you to remember that she is not from The United States so she is…foreign) and she has some kind of vision for herself. Think about how that is important in the story."
7. Teacher then reads story. Stop on page 1 to ask students "Where is Frida from?"- They need to bubble their answer and then share as a class: Mexico. Read until Page 4 then ask students to touch their head to answer "How does Frida feel towards San Francisco so far?"-Response: something similar to, she doesn't enjoy it there.
8. Page 6 contains our first vocabulary word, foreign. "Here is our word foreign. Does the fact that Frida is foreign change the way she feels?-Responses. How?"-Color partners and then respond to class. Responses: something similar to yes, she doesn't feel at home or comfortable.
9. On page 8 ask, "How is Frida changing?"- Touch your head to respond: something like she is feeling bolder or more comfortable.
10. Page 9 is when you will bring up the second word vision. Raise your hand, "How is Frida finding her vision?"-Response: she is painting.
11. On the final page, ask "Stand up if you think Frida accomplished her vision. How did she do it?"-Touch your head to respond: similar to yes, the American people began to notice her and her artwork.
12. After reading, ask the students "Thumbs up or thumbs down, have you ever felt the same as Frida?"-give time for responses. “Color partners- share when you have felt the same as Frida” Ask the students to raise their hands to share with the class.
13. "What you are going to do next is create a word poster of our two vocabulary words. I will split you into groups and assign you a word." Bring out teacher made example. "You need to write the word at the top, use it in a sentence and then draw a picture that helps you remember it. I want everyone participating, this is a group effort. Have posters already at desks with markers that are labeled with their group #. “When you get to your seats, I will tell you your word”.
14. Then split group by 1, 2, 3, and 4. “Walking to your seats needs to be at a level 1”. Give them time to move to correct spots. "Group 1 and 3 you have the word foreign, group 2 and 4 you have vision. Any questions before you begin?" When you have done the poster, put your hands on your head so I know you are ready to move on."
15. "After students have completed the poster, instruct them to "Now we are going to hand up, stand up, pair up. I will put your posters on the walls for reference but I want you to share your word, sentence and picture with a person in a group that had a different word than you. After you have shared your vocabulary word, you may go back to your seat. Any questions? Go".