Presentacin de PowerPoint

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Bibliotherapy Lesson Celebrating Differences
Blanca Maritza Nunez SPED 620 April 13, 2005

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Materials

• Cannon, Janell, (1993). Stellaluna. New York, NY
  Scholastic Inc.
• Classic Music
• Candle (mango fruit scented)
• Stellaluna puppet.

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Synopsis

• A baby fruit bat is separated from her mother
  after an owl attack. Since she is still very
  young and unable to fly, Stellaluna lands into a
  nest where three baby birds are awaiting for
  food. Stellaluna is adopted by the mother bird
  who raises her as one of her own. Stellaluna
  must follow the rules and way of life of her
  foster family. She must eat live bugs and worms,
  sit in the nest instead of hanging upside down
  and sleep at night. She adapts very obediently
  to this new way of life- even though it is
  sometimes difficult for her-so she could fit in.
  Once Stellaluna learns to fly, she has chance to
  soar at night. This allows her to meet other
  fruit bats, who make fun of her strange customs.
  She follows them and is finally reunited with her
  own mother who explains that her ways of doing
  things is appropriate for fruit bats.
  Stellaluna feels happy to find this out and
  learns the ways of bats. She returns to her
  adoptive family to show her step-brothers and
  sisters what she has learned. She invites her
  friends to visit her true family. The birds tried
  the ways of bats and recognized that bat behavior
  was not appropriate for their species. Finally,
  Stellaluna and her bird stepbrothers and sisters,
  realize that despite the huge differences in
  their ways of life, they can still be friends.

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Goal

• To help children appreciate differences among
  people, and value the rights and cultural
  diversity of others.

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Overview

• This Bibliotherapy lesson provides an opportunity
  for students to reflect upon and personally
  relate to a story, read by the teacher, by having
  students reflect on similar situations or
  emotions in their own lives.
• This is a positive way to acknowledge individual
  differences of people, especially friends and
  peers.
• With a beautiful language, and exquisite
  illustrations, Cannon portrays how the norms
  learned in a social group may differ from those
  practiced in other groups.
• As a consequence, familiar behaviors tend to be
  viewed as good and accepted while that of the
  others are less good and rejected. This tendency
  leads to make prejudicial judgments about others
  and exhorting discriminatory behaviors.

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Overview

• The main character of the book portrays the
  psychological stages through which a person
  advances during an intercultural encounter.
  Stellaluna experiences several emotional
  reactions when she is forced to behave
  differently. Then she adapts to a new way of life
  and finally she, and her siblings, experience a
  significant personal change, becoming more
  complex thinkers as a consequence of such
  intercultural experience
• As the cover of the book illustrates, Stellaluna
  is trapped between two worlds the world of the
  birds above and the world of the bats below Two
  creatures that are alike and yet so different.
  An allegory for accepting differences we are
  alike in some ways, but we are different in
  others.

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Overview

• This story is especially important for children
  who are not being raised in the style of the
  majority of the population . If children are
  comfortable with being different, then they can
  help their peers be comfortable with these
  differences as well.
• This fable also proves the importance of finding
  true roots. Stellaluna feels happy when she
  finds out that her strange ways are normal for
  the one of her species

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• How can we be so different and feel so much
  alike?, mused Flitter.
• And how can we feel so different and be so much
  alike?, wondered Pip
• I think this is quite a mystery, Flap
  chirped.
• I agree, said Stellaluna. But we are
  friends. And thats a fact .

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Wrong for a Bird, but not for a Bat!
Justification
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Themes/Key Concepts

• Accepting differences
• Appreciation of cultural diversity
• Tolerance
• Friendship
• Responsibility
• Accepting rules
• Identity crisis
• True roots
• Adoption
• Feelings love, fear, loneliness, sadness,
  confusion, embarrassment, relief , happiness
• Adaptation

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From Theory to Practice

• Bibliotherapy is defined by Riordan and Wilson as
  "the guided reading of written materials in
  gaining understanding or solving problems
  relevant to a person's therapeutic needs"
  (Riordan and Wilson, 1989, p. 506).
• "Through Bibliotherapy," children have an
  opportunity to identify, to compensate, and to
  relive in a controlled manner a problem that they
  are aware of" (Olsen, 1975). Olsen (1975)
  compares Bibliotherapy to prevention of a
  disease, and suggests that, because books help a
  child develop his or her self-concept, the child
  will be better adjusted to trying situations in
  the future.

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From theory to Practice

• One long-term goal in education is for
  individuals to become broader, more complex
  thinkersStrategies designed to increase
  cognitive sophistication have been shown to have
  a positive impact on prejudice. (Cushner, et al.
  2003)
• Pettegrew(1981)established that the more
  confident a person is in his own sense of
  identity and competence, the lower is that
  persons degree of prejudice

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From Theory to Practice

• Simulations, acting out plays and writing stories
  that characterize acts of prejudice are
  excellent tools for helping children become
  sensitive to others who look and act different
  (Shaver Curtis,1981).
• Children co-construct knowledge during social
  exchanges that occur among and between
  individuals in a setting.(J. Bruner, 1985)
  Social interactions allow children to extend
  their thinking and prolong their involvement with
  the text.

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Objectives
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Objectives
Derived from Colombian Social Studies Standards
for Grades 1-3

• Strand Relation with History and Cultures
• The learner will
• Identify some physical, social cultural and
  emotional characteristics that describe him or
  her or as a unique human being.
• Identify some physical, social cultural and
  emotional Characteristics of other members of his
  own community and members from other communities.

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Objectives

• Strand Ethical and Political Relations
• The learner will
• Identify the characteristics of the basic social
  organizations in his community.
• Strand Communicating in social Sciences
• The learner will.
• Communicate in written and oral form
• Work with others to gather information

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Objectives

• Strand Development of Personal and Social
  commitments
• The learner will.
• Recognize and respect different points of view
• Respect individual physical features and that of
  the others
• Recognize that rules are basic agreements that
  look for the well-being of the community

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Specific Objectives

• At the end of this Bibliotherapy lesson Children
  will be able to
• Recognize and accept that each person is unique
  and special.
• Describe how she/he is alike as well as different
  from others.
• Verbalize a personal traits or behavior that
  she/he likes about self.
• Respond to reading, listening, viewing
  experiences orally, artistically, dramatically
  through various formats.

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You are teaching my children bad things!
The Lesson
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Grade Level

• This book is exceptional for
• First Grade
• (6-7 years old)
•   This Bibliotherapy Lesson could be part of a
  Long term project on multi-cultural awareness.

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Classroom Setting

• This lesson could be used, after several
  activities have helped develop inclusion for
  everyone in the group, and when conflicts begin
  to arise.
• Shared Reading time with whole class.
• Children are gathered close to the text, so they
  can see the print.
• The book is on an easel.
• The teacher sits on a low chair.

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Estimated Lesson Time

• Two 30-minute sessions on consecutive days which
  will allow children to explore the main goal of
  the lesson Accepting Differences
• Session I
• Read aloud Session 15-20min.
• Discussion Questions 10 min.
• Session II
• Revisiting the Book 5 min.
• Venn Diagram Activity 5 min.
• Individual work 10
• Sharing Activity 10

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Introductory Activities

• Play classic music, turn of lights and light a
  mango fruit scented candle.
• Invite children to sit around you on the carpet,
  by holding the book in an inviting way.
• Build on students prior knowledge by asking them
  what animal they see on the cover of the book.
  Invite a few children to give some
  characteristics of bats.
• Ask children to anticipate what the book will be
  about after looking at the picture in the cover
  and after reading the title.
• Read the book Stellaluna, displaying emotions and
  interest as you read. At appropriate parts, ask
  children to predict what might happen.

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Preparing the Environment for Discussion Questions

• Session I
• After Book has been read Sequence the story
  events with the help of children.
• Introduce the Stellaluna puppet.
•  The puppet will share with children how the
  feelings of being judged for not being like the
  others and how she felt to find out that what she
  was doing was right for the ones of her species.
  The puppet will also recognize the that it is
  alright to have friends that look and behave
  differently.
• Explain to children that the puppet will be
  asking them some questions.

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Discussion Questions

• In what ways was I (Stellaluna) like the birds?
• In what ways was I (Stellaluna ) different from
  the birds?
• Do you (children) think people are like me
  (Stellaluna), and my friends? Alike in some ways
  and different in other ways ? How?
• What did Mama Bird do when she saw me
  (Stellaluna) sleeping upside down? Why did Mama
  Bird act this way?
• Do you feel is alright to say that somebody is
  bad because he or she acts differently? Why?
• How did I (Stellaluna) feel when I (Stellaluna)
  was forced to do things I(Stellaluna) was not
  used to?
•    

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Discussion Questions

• 7. Could you describe a situation in which you
  have experienced a similar emotion or situation
  as I (Stellaluna) did in the story? How did
  you feel?
• 8. How did I (Stellaluna) feel when
  I(Stellaluna) found my real (Stellalunas)
  family?
• How Did I (Stellaluna) feel when I saw that my
  (Stellalunas) bird brothers were not able to do
  the things I was able to do?
• How did I (Stellaluna) and my (Stellalunas) bird
  brothers solve the problem?
• What is the most important message that this
  story tells you?

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Session II Activity

• Session II
• Create, with childrens input, a Venn diagram
  showing the similarities and differences between
  bats and birds. List only the facts highlighted
  in the book.
• After the Venn diagram has been completed, have
  the children think of the ways that they are
  different/special. Children draw pictures of the
  things that make them special. (favorite foods,
  toys, games, etc.).
• Pair children and ask them to compare their
  likenesses and differences. Each pair of students
  will share his/her picture with the class telling
  one of the ways that he/she is different that
  makes him/her special.

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Follow-up Activities

• Children Reenact crucial scenes in the book.
• Children draw pictures of things they like to do
  together with friends.
• Children collaboratively create a mural
  Different but the Same, using their pictures.
• Children write their reflections on the story in
  their Reading Response Journals.
• Children prepare questions and interview a member
  of the community that has a different
  nationality, religion, or ethnic background.
• Children learn the poem Same but Different and
  celebrate what they have learned presenting this
  chant to the community during an school assembly.

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Cross Curricular Activities

• Technology Children use the electronic version
  of the children's story of the same title,
  designed to help them with word recognition,
  reading comprehension, and computer literacy.
• Writing Children create a similar story line
  but using different animals as the main
  characters, such as a fish and a dolphin.
• Science Children research to find other bat
  facts and comparethem with what is known about
  birds.
• Math Children create bar graphs to explore
  favorite foods, pets, toys, TV programs etc.

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Extensions

• Read other books about accepting people and
  celebrating our differences Whoever You Are,
  Fox Fish is fish, Leoni People, Spier.
• Participate in a global education project through
  websites such as The Global Schoolhouse
  (http//www.gsn.org/), that promotes
  multicultural awareness by connecting classroom
  teachers and students around the world.

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Assessment

• Each student's understanding of likenesses and
• differences will be evident in the conversations
  that
• take place during the activity and in the sharing
  of
• same and different exchanges.
•  

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References

• Cannon, Janell, (1993). Stellaluna. New York, NY
  Scholastic Inc.
• Cushner , K. et. Al., (2003). Human Diversity in
  Education an Integrative Approach. 4th ed. New
  York, NY Mc Graw Hill
• M.E.N. (2004) Estandares Basicos de Competencias
  en Ciencias Naturales y Ciencias Sociales.
  Ninisterio de Educacion Nacional Republica de
  Colombia.
• http//falcon.jmu.edu/ramseyil/bibliotherapy.htm