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DIVERSE PERSPECTIVES BOOK #1
Book Title Happy in Our Skin
Author(s) Fran Manushkin
Book Level AD540L
Learning Standard
VA SOL English K.2 The student will expand understanding and use
of word meanings.
c) Use words to describe/name people, places, and things.
Summary Response
The story starts off talking about a baby first being born. It highlights the baby’s
“birthday suit”, and says that is how we all start out, happy in our skin. It talks about different
babies and uses colors of food to describe the babies, cocoa brown, cinnamon, honey gold,
ginger, and peaches and cream. The story goes on to talk about how things happen to our skin,
like scraps and scar, and tans when its sunny. Skin likes to be tickled and hugged. The story
talks about skin color as being bouquets of people and how we should always be happy in the
skin we have.
Personal Response
I personally love this story. I love how the story highlights all the many different colors
of skin that people have. The way it uses colors of food to describe skin color is a way for
students to relate. I like how all students will be able to relate to the story because it doesn’t
just talk about one color of skin. It talks about all colors. It is important to me as an educator
to find stories like this one to let children know that they should be proud of who they are and
embrace their differences. This is a great story for any teachers to read to younger students.
Pedagogical Response
The elementary school that I work at is a very diverse school. There are many children
that come from different backgrounds and have different color skin. It is very important,
especially in a diverse setting, that students know that they are all special no matter the color
of their skin. The book tells students that our skin is special and not just the color of it. Some
students may just think that their skin doesn’t play a big role in their bodies, but after reading
this story they will see the importance of the skin and not just the color.
Example Activity
In the story, they use certain food colors to describe peoples skin color. I will have
students do the same but using different colors of food or objects in nature to describe skin
color.
Genre Study Log: Diverse Perspectives and Realistic or Historical Fiction
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DIVERSE PERSPECTIVES BOOK #2
Book Title The Girl Who Thought in Pictures
Author(s) Julia Finley Mosca
Book Level AD680L
Learning Standard
VA SOL English 2.9 The student will read and demonstrate
comprehension of nonfiction texts.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
Summary Response
This story is about Dr. Temple Grandin, who was an amazing scientist. When she was
little, she was different. She could not talk, did not like loud noises, and did not like to be
touched. She later in her life was diagnosed with autism. She was kicked out of school and
sent to live with her aunt on a farm. She loved that the animals did not care about how her
hair looked, or the way she dressed, or acted. There she realized that she thought in pictures
and not words. At her new school she found great support from one of her teachers. She later
went on to gain three degrees and became an amazing scientist.
Personal Response
I love this story. I have worked with a few children with autism, and I relate this story
to them. I notice that every year in school, the number of children who have autism is
growing. It is an important thing to talk about and gain more resources to help these children.
They may have difficulty doing the “normal” things, so we have to find what they are good at
and enhance that, just like in the story about Dr. Grandin. I have never read this story before,
but it will now be a part of my collection of stories to read to all of my classes.
Pedagogical Response
This story is intended for second to fourth grade students. I, however, will read this
story regardless of the grade that I teach, as I feel it is an important topic for all grades. You
may have students that have a sibling or family member with autism that can relate to the
story, or you may have a student with autism in your class, and this can help the other students
see that they are different but the same in many ways. I feel like the author of the story did a
fantastic job of explaining autism to their audience.
Example Activity
After reading the story, the class will have a worksheet with three questions on it. The
first question will be, has there ever been a time where you felt different than others? The
second question will be, how did you feel, and the third question will be, what could have
been changed to make your situation better?
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DIVERSE PERSPECTIVES BOOK #3
Book Title Those Shoes
Author(s) Maribeth Boelts
Book Level AD550L
Learning Standard
VA SOL 3.5 The student will read and demonstrate comprehension of
fictional text and poetry.
e) Identify the author’s purpose.
Summary Response
The story “Those Shoes” by Maribeth Boelts is about a boy named Jeremy who really
wants a pair of shoes that all the other kids are wearing. His grandmother cannot afford the
shoes, so they go look in thrift stores where Jeremy finds a pair for $2.50. There is just one
problem with the shoes. They are too small for Jeremy’s feet. He has a friend at school name
Antonio. His friend was the only kid in class that did not laugh at the shoes that Jeremy got
from the office. One day Antonio came to Jeremy’ house to play and Jeremy noticed that
Antonio’s shoes were falling apart. Antonio sees the shoes and wonders why Jeremy does not
wear them. Jeremy knew they would fit Antonio, so he laid them at the door of Antonio’s
house and ran.
Personal Response
I can relate to this story on many different levels. I remember as child our family did
not have a lot of money. I remember things being in style that just about every kid at school
would get. I wanted those things so badly but knew that my mom could not afford the items.
I would save my money and get some of the things I wanted and that taught me a great lesson
of working hard to get what you want. Now as an adult, and having children of my own,
when I have their items that they outgrow, I take to the women’s shelter in my town. I don’t
get to see the children or women with the items but I hope that I can me a blessing to them just
as Jeremy was for Antonio in the story.
Pedagogical Response
This story is a great read for lower and upper elementary students. Many students can
relate to this story because there are always things that children have that other children want.
This story can teach students that it is not all about getting and having the coolest things.
Students can dial into the theme of the story as being kind and thoughtful and giving to others,
even when it is something you want for yourself. The standard I used for the story talks about
the author’s purpose. This is a great story for students to understand why authors sometimes
writes the stories they do. It is not all about entertaining but is about teaching lessons.
Example Activity
Students will be given a worksheet with questions about the author’s purpose and them
of the story. Students will answer multiple choice question but also have to write an
explanation as to why they chose that answer. Students can work with a partner and discuss
their answers.
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REALISTIC OR HISTORICAL FICTION BOOK #1
Book Title Molly, by Golly
Author(s) Diane Ochiltree
Book Level AD830L
Learning Standard
VA SOL 2.8 The student will read and demonstrate comprehension of
fictional texts.
e) Describe characters, setting, and important events in fiction and
poetry.
Summary Response
The story of “Molly, by Golly” by Diane Ochiltree is about the legend of Molly
Williams. Molly Williams was a black house maid for Mr. Aymar. The children would boast
about how good Molly’s cooking was. Influenza had spread through the town all while there
was a bad snowstorm outside. Many of the firefighters in town had come down with the
sickness. With the wind picking up fires spread throughout the town. With many of the fire
fighters sick, Molly stepped up to do what she had to do and helped the get the fires out.
Molly was brave and became a hero that day.
Personal Response
The story of Molly Williams is a great story. It teaches us that you can do anything
when you set your mind to it. The story also teaches us that when others are in trouble, we can
be brave and help people. I had never heard of the story “Molly, by Golly” before, but believe
this is a great story to read to my students. This is a good story to teach about historical times.
Molly was a black woman and just like many black women in those days, she was a maid and
helped out white families. It seems from the story that Molly was treated nicely and was
respected by the family she worked for.
Pedagogical Response
This story is for first through third grade. I feel that this story will appeal to black
students because Mrs. Molly was black. I feel like they can be encouraged because they have
probably heard stories of how black people were treated long ago, and to see how Mrs. Molly
was treated will give them a different perspective. I feel that all students can have a takeaway
from this story. It is encouraging and teaches that you can do anything when you need to.
Example Activity
Students will have a graphic organizer to fill out for their activity. Students will need to
write about character, setting, and problem and solution of the story. They must give details
from the story to support their answers.
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REALISTIC OR HISTORICAL FICTION BOOK #2
Book Title I Survived the American Revolution, 1776
Author(s) Lauren Tarshis
Book Level 660L
Learning Standard
VA SOL English 3.5 The student will read and demonstrate
comprehension of fictional text and poetry.
f) Ask and answer questions about what is read.
Summary Response
The story “I Survived the American Revolution, 1776” follows a young boy by the
name of Nathaniel Fox. Nathaniel is an eleven-year-old orphan boy, who lives with his mean
uncle. He runs away and finds himself in the middle of New York at the Battle of Brooklyn.
He sees what happens during the American Revolution, all while having to face very scary,
life-threatening situations. The story lays out historical facts about what happened during the
American Revolution. He comes into contact with many different historical figures from the
time and learns of bravery and the cost of freedom.
Personal Response
I personally love the “I Survived” series books. I feel that the books not only teaches
the students about certain historical time periods, but the books do it in a way that relates to
the students. When my personal children were in elementary school, every time a new book
came out in the series, my children would have to have it. I remember, listening to them in the
car talk about different historical events, just from reading these stories. I still have most of
the books from the series and I will definitely be using them in my future classrooms.
Pedagogical Response
The “I Survived’ Books appeals to upper elementary students. All of the books in the
series does a great job of not only teaching the students about important historical events, but
like I mention above, they do it in a way that really appeals to the students, and they can relate
to the story. Students can relate to the story because the main character is a kid that is around
their age. The goals of this book for students is to learn more facts about the American
Revolution, and I believe that the goal can definitely be met by students reading this book.
Example Activity
Students will work on this book a chapter at a time. When the students finish reading a
chapter, they will fill out an exit ticket. On the exit ticket there will be questions from the
chapter that they must answer correctly before they can move on to the next chapter.
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REALISTIC OR HISTORICAL FICTION BOOK #3
Book Title The Water Princess
Author(s) Susan Verde
Book Level 290L
Learning Standard
VA SOL English K.2 The student will expand understanding and use
of word meanings.
c) Use words to describe/name people, places, and things.
Summary Response
“The Water Princess” by Susan Verde is about a young African girl named Gie Gie.
Everyday Gie Gie and her mother must walk miles and miles to get drinking water. The walk
is exhausting and takes so much of their time. She dreams of one day bringing clean drinking
water to her village, so they no longer need to walk those treacherous miles to get it. The
water they bring has to be boiled in order to drink. They use the other to wash clothes and to
take a bath. In the story she continues to wish and hope that one day she will not need to make
that walk everyday.
Personal Response
The story of “The Water Princess” makes you realize how we, in America, take life for
granted. All we have to do is go turn the spigot on and get water to drink, wash dishes, wash
clothes, and take a bath. We take so much for granted in this life and forget that parts of the
world have to walk miles and miles daily just to have water. This book really puts all of that
into perspective for me. I am glad that I chose this story, because it will not only teach my
students a lesson, but it taught me a lesson as well.
Pedagogical Response
This story is great for any grade but will appeal to kindergarten through second grade.
It teaches the students what we take for granted in our world. You can teach the students that
it used to be that way here in America. We used to not have running water. We had to fetch it
just like Gie Gie in the story. Students will be taught that this still goes on around our world.
Example Activity
This class activity will be an open discussion activity. Students will come to their
carpet spots in front of the room. I will have a anchor chart on the board with Gie Gies’s name
and her mommas name Maman. We as a class will come up with words that describe the two
characters.
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References
Boelts, M. (2016). Those shoes Maribeth Boelts. Candlewick Press.
Manushkin, F., & Tobia, L. (2018). Happy in our skin. Walker Books Ltd.
Mosca, J. F., & Rieley, D. (2020). The girl who thought in pictures: The story of dr. temple
grandin. The Innovation Press.
Ochiltree, D., & Kemly, K. (2020). Molly, by Golly! Dianne Ochiltree. Astra Publishing House.
Tarshis, L., & Graham, H. (2017). The American Revolution, 1776 Lauren Tarshis. Scholastic
Audio.
Verde, S., Badaki, Y., Bacon, M., Sissoko, A., & Reynolds, P. H. (2018). The water princess.
Weston Woods ; Scholastic.
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