Saturday, November 10, 2012

Who Was Daniel Boone?







Book Title: Who Was Daniel Boone?
Author:  Sydelle Kramer
Illustrator:  George Ulrich
Awards
Book Type:  Chapter
Approx. Reading Level:  3.8
Age of Content Appropriateness: grade 3 and up
Date Published:
2006
Genre and Topic: Biography, Social Studies, Frontier, Early American Exploration

Personal Rating of the Book:  4
ISBN: (13 or 10 digit) 978-0448439020
B008H1C6DI (Kindle)


Summary- This book is about one of our American legends.  It is part of a series of “Who was” books on historical figures.  The life and times of the real Daniel Boone are described here in appropriate detail for a third grade audience.  It covers his youth as a headstrong boy, determined to be outside more than he was ever inside.  He was more at home in the wilderness than any place else.  As he grew he became skilled at tracking and hunting and became known as “the great pathfinder” when he blazed the trail to what is now Kentucky and helped to build a fort at Boonesborough.  This book does a good job of covering his involvement and wars with the Shawnee Indians, his two captures by them and his dedication to the frontier. 
Ideas for using this book
·         It may be interesting to do a KWL chart to see what students know or think they know about this legend.  This book does shed light on some less well-known facts about slave ownership and other information that may be surprising to readers who think they know who Daniel Boone was.
·         Daniel Boone Show with Fess Parker- it may be interesting to have students watch part or all of an episode of the “Daniel Boone” show from the 1970s and do a compare/contrast of the facts offered in the book and the Hollywood image of Daniel.  One thing to note is that the show depicts him as having a sidekick almost who is an Indian.  While Daniel did interact with the Shawnee and lived with them for many months during his capture, he was not, according to the book, great friends with them and in fact, betrayed his word to them to defend the settlers at Boonesborough, who later tried him for treason because they thought perhaps he was siding with the Shawnee.  It was a complicated position for him but he came down decidedly in favor of the settlers. 
·         This is certainly a book that could be used during a history unit on the interactions between colonists and indigenous people during westward expansion.

Vocabulary

Frontier-(page 12-location 83) –  the extreme limit of settled land, beyond which lies wilderness, esp. referring to the western U.S. before Pacific settlement

“long hunt”- (page 17-location 104) –and Indian term for a hunting trip that lasted all fall and part of the winter

Sharpshooter- (page 20 location 119)- someone who is really good at aiming and shooting a distant target, usually in just one shot.

Blacksmith- (page 24-location 140) –the person in an early settlement who worked with metal.  This person would make any tools needed and made and attached horseshoes. 

Treason- (page 91-loation446)- a charge that a person has betrayed their country- Daniel was charged with treason by some settlers in Boonesborough who believed he was helping the Shawnee and the British to attack the settlement.  He was found not-guilty.

Trait of the 6 + 1 Traits to Highlights
I would look at the organization of this book.  The book follows a chronological order to tell about Daniel Boone’s life.  I would have students write an auto-biography of their own life and tell it in a chronological order.  I would also want to discuss other ways of telling a person’s story that might not follow this traditional model. 


Concerns with This Book: (if any) none




Sunday, November 4, 2012

Did a Dinosaur Drink this Water? non-fiction, science










Book Title: Did a Dinosaur Drink This Water?
Author:  Robert E. Wells
Illustrator:  same
Awards
Book Type:  Picture
Approx. Reading Level:  3
Age of Content Appropriateness: grade 2 and up
Date Published:
2006
Genre and Topic: Non-fiction, science, water cycle

Personal Rating of the Book:  5
ISBN: (13 or 10 digit) 978-0807588406

Summary- This is a picture book with a cartoon-like feel.  The author/illustrator did the lettering by hand.  It follows the water cycle and teaches kids about modern water treatment processes.  This book will easily teach students that we have the same water, cycling through our planet over and over since water first appeared on earth.
Ideas for using this book
·         Great introduction to the water cycle.  It can be read in whole or just parts depending on just what you are introducing.
·         Could be used as inspiration for a non-fiction cartoon explaining a concept by the students. 
·         Link to a lesson plan that uses this book- Miss Kahres page

Vocabulary

nutrients (page 3) – The small, broken down parts of food that your body needs for fuel. 

impurities- (page 9) – junk and dirt that floats in water making it unclean

compresses- (page 17)- pushing and tightening around an object and making it squish down smaller.


Trait of the 6 + 1 Traits to Highlights
I would  showcase the presentation.  The way the book is done flows very well and illustrates the way the water cycle flows around and around.



Concerns with This Book: (if any) none



Saturday, November 3, 2012

The Dish on Food and Farming in Colonial America- social studies non-fiction book










Book Title: The Dish on Food and Farming in Colonial America
Author:  Anika Fajardo
Illustrator:  
Awards
Book Type:  Non-fiction
Approx. Reading Level: 4.6
Age of Content Appropriateness: grade 3 and up
Date Published:
2012
Genre and Topic: social studies, history, food

Personal Rating of the Book:  4
ISBN: (13 or 10 digit) 978-1429672177

Summary- This book is a great one to understand how different the food we eat in modern day America is from what the colonists ate when they arrived in the New World.  With no grocery stores or fast food restaurants, colonists had to eat what was available to them.  This book covers such topics as “mealtime,” “hunting and farming,” and “cooking and preserving,”  It will be a great addition to a history unit on Colonial America.
Ideas for using this book
·         This book could be used as a jumping off point for additional research on foods readily available in nature like game or wild growing plants and berries.
·         Students can compare modern day food to Colonial foods. 
·         Students can create a poster or report about heritage recipes that their families may still make and how many generations have done so.  Lutefisk comes to mind as a food we continue to eat to celebrate Norwegian heritage but a food that really isn’t much in the taste department.  It was a way of preserving the fish before we had fast transportation and refrigeration.
·         Here is a link to more information on this subject.  Colonial & early American fare
·         Here is a link to a lesson plan I wrote for this book as part of a social studies wiki on food.  Kernels of Truth Wiki


Vocabulary

climate: (page 4) the usual weather that occurs in a place

ration: (page 11) a limited amount of something.  In this case, a limited amount of food that was given to slaves.

venison: (page 14) deer meat

root cellar: (page 22) a dirt walled and floored basement under a dwelling that kept foods at a constant temperature.  Natural refrigeration.

Triangular Trade: (page 26)  the slave trade- specifically, the boats brought slaves to America, then loaded tobacco to take to Europe and then the boats would take cloth and other goods to Africa  before loading up human cargo to start the cycle over again.





Trait of the 6 + 1 Traits to Highlights
I would look at the organization of this book.  The information follows a natural sequence that describes the environment the colonists were surrounded by and then discussed how they acquired their food and how they stored it.   It is a logical pattern and helps to illustrate the food cycle we all are part of.   There are also interesting factoids called, “fast facts” that appear throughout and are set apart in a small box.  This gives a little added trivia that students may find interesting.

“Fast Fact: Some colonists wouldn’t eat vegetables because they thought veggies were bad for them.” (page 22)

“Fast Fact: Colonist ate the brains, skin, tails and blood of pigs.” (page 11)

Concerns with this book: None