You will find it necessary to narrow your topic about an object because, like any topic, you can’t say everything about it in a single speech. When you get to the dash, ask the students what they think it’s doing.The term “objects” encompasses many topics we might not ordinarily consider to be “things.” It’s a category that includes people, institutions, places, substances, and inanimate things. When students share these, praise them while reminding them of the rule for the particular punctuation mark, and keep going. Students will probably notice the capital letters, the exclamation mark, the contraction, etc. “I’m great at dinosaurs - I know all about them!” Ask the students what they notice, discuss different conventions used, and then concentrate on the dash. Pull a few of them out as mentor sentences. Sotomayor uses dashes on a few different pages. Share the difference with students, hyphens are shorter and connect without spaces, while dashes are longer and separate statements with spaces. Make sure they describe their feelings and the way people reacted to them. Have students write a personal narrative about a time they experienced something new or different. This is a good time to consider rethinking how we act. Finally, ask students how they react when others are different or doing something different from the way everyone else does it. Some examples might be going to a friend’s house for the first time, trying out for a team or production, ordering their own food, paying at a check-out counter, etc. Ask students to think of a time they had to do something different or new. In the end, Sonia describes what she does when something is different or new. Have students reflect on their own responses to the questions and then ask them how can they show tolerance to each other’s differences. If they are all comfortable with each other, they could get into groups based on similarities or differences. I would never MAKE students share their answers to each question, but I would ask them to think about it. For example, on the page where a child discusses how he has to take insulin for diabetes, the question at the bottom of the page asks if the reader needs to take medicine to be healthy. Text-to-Self Connections and Personal NarrativesĪt the end of each page it asks a question, begging the reader to connect with the child discussed on the page. In her letter to readers, she explains that she was diagnosed with juvenile diabetes when she was seven and often felt the curious stares of her classmates as she had to give herself shots of insulin.Įssential Question: What does it mean to put yourself in someone else’s shoes?Īs teachers, we play a crucial role in helping students talk openly about inequality and teaching students to be tolerant and understanding of those who are different. Sotomayor herself struggled with being different. Thousands of plants bloom together, but every flower, every berry, every leaf is different.” Though differences can be uncomfortable, they are what make the garden beautiful. Sotomayor states that “Gardens are magical places. The garden analogy is perfect for considering all the different types of students that one might find in a classroom. ![]() I loved how this book wrapped up a lot of the learning disabilities and other disabilities we see in students in our classrooms and put them all in the context of planting a garden. It’s a great book to read a few pages from and then put away, think and reflect, and then read a few more pages. Why I Finished It: I have to confess, I never “finished” it. ![]() Bonus: Sotomayor is in the Texas standards! Diversity is one of the topics we collect books on for our Newer Choices session. The title intrigued me, as did the tag line. Why I Picked It Up: I loved the colors on the front and the illustration on the cover.
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