c web viewnew york: clarion books. grimes, n. (2001). ... it begins with students learning the...

Multicultural Author Nikki GrimesResource Packet

By Christine ColenbaughRLA 527: Multicultural Literature for Children and Young Adults

Dr. Susannah Richards

TABLE OF CONTENTS

Nikki Grimes (Author)

Biography

Bibliography and Websites

Awards and Reviews

Learning Activities

Grade 3: Barack Obama – Son of Promise, Child of Hope

Grade 3: Shoe Magic

Grade 3: Danitra Brown

Grade 4: Aneesa Lee and the Weaver’s Gift

Grade 5: Thanks a Million

Grade 5: Planet Middle School

Grade 5: Talkin’ About Bessie – The Story of Aviator Elizabeth Coleman

Grade 5: Bronx Masquerade

Nikki GrimesBiography

Nikki Grimes is an African American author who was born in Harlem on October 20, 1950. She is a distinguished author who has received the NCTE Award for Excellence in Poetry for Children, the Coretta Scott King Award in 2003 for Bronx Masquerade and she has received the Coretta Scott King Author Honor Book Award 4 times!

Nikki Grimes had a very difficult and dangerous childhood. She uses these experiences as inspirations for her writing. Each novel she has written has elements of her childhood in it; however, she says, “So far, none of my characters have been through half of what I have” (Grimes, http://www.nikkigrimes.com/hspeak1.html, n.d.). She is a Christian woman which is evident in her writing, although she writes hoping to reach all children. She has also written articles for magazines including Essence, Today's Christian Woman, Book Links, and Image, Journal of Arts & Religion.

The Historically Speaking section of her website gives an overview of the difficulties she faced. Very briefly, Nikki Grimes watched her parents separate and get back together repeatedly before finally divorcing, lived with relatives, foster parents, and ultimately moved back with her mother who had remarried. She often lived in dangerous neighborhoods where she wondered if she would survive, and has the scars to prove it. After her father’s death she found comfort from one of her teachers who helped guide her to focus on her future. She spent her college years gaining experiences that focused her writing and gave her additional points of view from which to write.

Nikki Grimes began writing at the age of six in order to make sense of her life. By the time she was a teenager, she had already decided to become a writer. She gave her first poetry reading at the age of 13 at Countee Cullen Library in Harlem. She was first published in literary journals and magazines while a student in high school.

Because writing helped her overcome adversity, she encourages children to become writers. In order to assist teachers in introducing children to poetry and other literature, she has included a Teacher Tips page on her website that provides a teacher’s guide, multiple intelligence projects, a comprehension guide and story pyramid for most of her books.

Grimes, N. (n.d.) Historically Speaking. Retrieved from http://www.nikkigrimes.com/hspeak.html.

Nikki GrimesBibliography and Websites

Common Core State Standards Initiative | Home. (n.d.). Common Core State Standards Initiative

| Home. Retrieved October 10, 2011, from http://corestandards.org

Grimes, N., & Lilly, C. (1977). Growin'. New York: Dial Press.

Grimes, N., & Feelings, T. (1978). Something on my mind. New York: Dial Press.

Grimes, N. (1992). Malcolm X: a force for change. New York: Fawcett Columbine.

Grimes, N., & Joysmith, B. (1993). From a child's heart. New York: Just Us Books.

Grimes, N. (1994). Portrait of Mary. ed: Harcourt Brace & Co..

Grimes, N., & Cooper, F. (1994). Meet Danitra Brown. New York: Lothrop, Lee & Shepard.

Grimes, N., & Cummings, P. (1995). C is for city. New York: Lothrop, Lee & Shepard Books.

Grimes, N., & Bryant, M. (1996). Come Sunday. England: William B. Eerdmans Pub..

Grimes, N., & Ford, G. (1997). Wild, wild hair. New York: Scholastic.

Grimes, N. (1998). A dime a dozen. New York: Dial Books For Young Readers.

Grimes, N. (1998). Jazmin's notebook. New York: Dial Books.

Grimes, N., & Lagarrigue, J. (1999). My man Blue: poems. New York: Dial Books For Young

Readers.

Grimes, N., & Morin, P. (1999). At break of day. Grand Rapids, MI: Eerdmans Books For Young

Readers.

Grimes, N., & Rosales, M. (1999). Hopscotch love: a family treasury of love poems. New York:

Lothrop, Lee & Shepard Books.

Grimes, N., & Widener, T. (2000). Shoe magic. New York: Orchard Books.

Grimes, N., & Steptoe, J. (2001). A pocketful of poems. New York: Clarion Books.

Grimes, N. (2001). Stepping out with Grandma Mac. New York: Orchard Books.

Grimes, N., & Lewis, E. B. (2002). Talkin' about Bessie: the story of aviator Elizabeth Coleman.

New York: Orchard Books.

Grimes, N., & Cooper, F. (2002). Danitra Brown leaves town. New York: HarperCollins

Publishers.

Grimes, N. (2002). Bronx masquerade. New York: Dial Books.

Grimes, N. (2005). Dark sons. New York: Jump At The Sun/Hyperion Books for Children.

Grimes, N., & Frampton, D. (2005). At Jerusalem's gate: poems of Easter. Grand Rapids, MI:

Eerdmans Books For Young Readers.

Grimes, N., & Lewis, E. B. (2005). Danitra Brown, class clown. New York:

HarperCollins/Amistad.

Grimes, N., & Benny, M. (2008). Oh, brother!. New York: Greenwillow Books.

Grimes, N., & Collier, B. (2008). Barack Obama: son of promise, child of hope. New Yourk:

Simon & Schuster Books for Young Readers.

Grimes, N. (2009). Out of the dark. New York: Richard C. Owen Publishers, Inc..

Grimes, N., & Christie, R. G. (2009). Make way for Dyamonde Daniel. New York: G.P.

Putnam's Sons/Penguin Young Readers Group.

Grimes, N., & Christie, R. G. (2009). Rich: a Dyamonde Daniel book. New York: G.p. Putnam's

Sons.

Grimes, N., & Christie, R. G. (2010). Almost zero: a Dyamonde Daniel book. New York: G.p.

Putnam's Sons.

Grimes, N. (2011). Planet Middle School. New York: Bloomsbury.

It's raining laughter. (1997). New York: Dial Books For Young Readers.

Lambert, J. (1993). A review of Malcom X: A Force for Change. School Library Journal, 39(8),

196.

Nikki Grimes children's book author poet teacher children's literature young adultsCoretta Scott

King award. (n.d.). Nikki Grimes children's book author poet teacher children's

literature young adultsCoretta Scott King award. Retrieved October 10, 2011, from

http://nikkigrimes.com

SDE: Social Studies. (n.d.). Connecticut State Department of Education. Retrieved October 10,

2011, from http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320898

Tai chi morning: snapshots of China. (2004). Chicago, Il: Cricket Books.

Unknown. (1978). A review of Growin'. Bulletin of the Center for Children's Books, 31(8), 127.

APA formatting by BibMe.org.

Nikki GrimesAwards and Reviews

Nikki Grimes was the Coretta Scott King Award Winner in 2003 for

Bronx Masquerade

She also received the Coretta Scott King Author Honor Book Award 4 times!

2006 2003 1999 2007

In 2006 she was the Winner of NCTE Award for Excellence in Poetry.

http://www.ala.org/ala/mgrps/rts/emiert/cskbookawards/index.cfm

http://www.ncte.org/awards/poetry

Barack Obama: Son of Promise, Child of HopeWritten by Nikki Grimes, Illustrated by Bryan Collier

3rd Grade Activity

In this activity, the teacher will have a whole group discussion about Barack Obama to assess prior knowledge of Barack Obama and his life growing up. Then he/she will read the book Barack Obama: Son of Promise, Child of Hope to introduce children to his life.

Children will then break into groups of two or three to discuss main themes within the book (CC.3.SL.3.2.) and write those themes on the graphic organizer provided. Students will then discuss similarities and differences between their own lives and what they have learned about Barack Obama. These ideas will be written on the graphic organizer in section two (SL.3.1) and later discussed as a whole group.

Students will then join together for a whole class discussion led by the teacher to allow students to explain their own ideas and understanding (SL.3.1.)

This activity addresses the Common Core Standards for Comprehension and Collaboration SL.3.1 and SL.3.2.

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

o Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

o Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

o Explain their own ideas and understanding in light of the discussion.

SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

REFERENCES Common Core State Standards Initiative | Home. (n.d.). Common Core State Standards Initiative | Home.

Retrieved October 10, 2011, from http://corestandards.org

http://www.corestandards.org/

Barack Obama: Son of Promise, Child of Hope

Written by Nikki Grimes, Illustrated by Bryan Collier

What are the main ideas in this book?

My life is like Barack Obama’s because: My life is different than Barack Obama’s because:

Graphic Organizer

Shoe MagicWritten by Nikki Grimes, Illustrated by Terry Widener

3rd Grade Activity

This activity begins with a whole class reading of the book Shoe Magic by Nikki Grimes, followed by a whole class discussion allowing students to each have a turn saying which shoes they would choose and why. The teacher will lead the discussion by asking questions that help students describe the shoes they would be wearing.

Students would then work individually to draw a picture illustrating what their shoes will look like. Students will use these drawings in order to write a story. The story can be written as a future story, or as if the story has already happened. Complete descriptions of their shoes and the events that unfold in the story will be required.

A graphic organizer that simply states story beginning, then what happened, and how did it end can be used to help students who require guidance in sequencing events.

Students will show their pictures and read their stories (or have the teacher read their story) to the class. After all have been read, discussion will center around the similarities and differences in each person’s story to help children celebrate each person’s individuality. The pictures and their stories will be displayed on a bulletin board to encourage pride in their work.

This activity addresses the following standard:

W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

o Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

o Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

o Use temporal words and phrases to signal event order.

o Provide a sense of closure.




Meet Danitra BrownWritten by Nikki Grimes, Illustrated by Floyd Cooper

3rd Grade Activity

This activity begins with the teacher introducing double bubble map to describe characters in a book. Children will individually read Meet Danitra Brown by Nikki Grimes. Once all children have completed the book, they will work in groups of three or four to create double bubble maps to identify common characteristics between the two main characters, Zuri Jackson and Danitra Brown.

This activity addresses the following standards:


W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Develop the topic with facts, definitions, and details.



Danitra Brown

Zuri Jackson


Aneesa Lee and the Weaver’s GiftWritten by Nikki Grimes, Illustrated by Ashley Bryan

4th Grade Activity

Students begin this activity by choosing a reading partner. Students will take turns reading poems from Aneesa Lee and the Weaver’s Gift. When all students have finished reading the poems, the teacher will discuss the idea that weavings should be, "Computed inch by inch, / Not left to chance" (Grimes, n.d.). This will introduce a lesson about line segments, rays, angles and the relationship of lines in two-dimensional figures. Students will then be allowed to create their own designs using protractors, rulers and colored pencils. Angles created in the design will be measured and labeled.


4.G.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.



Retrieved October 10, 2011, from http://corestandards.org.

Nikki Grimes children's book author poet teacher children's literature young adultsCoretta Scott King award. (n.d.). Nikki Grimes children's book author poet teacher children's literature young adultsCoretta Scott King award. Retrieved October 10, 2011, from http://nikkigrimes.com

http://corestandards.org/


Thanks a MillionWritten by Nikki Grimes, Illustrated by Cozbi A. Cabrera

4th Grade Activity

This activity is based on two activities presented by Nikki Grimes on her website. It begins with students learning the American Sign Language (ASL) sign for please, thank you, and friend.

Next, students will read the poems presented in Thanks a Million by Nikki Grimes. As a whole class, students will discuss what the poems mean. Students will then discuss things that they are thankful for in groups of 3 to 4 and write them in a list. A whole class discussion will provide opportunities for those interested in sharing to offer their lists or personal items. Following this lesson, the students will have a homework assignment to interview friends and family members to find out what they are most thankful for and present the answers in a graph that identifies the frequency for answers given.

After the homework assignments are completed, students will present their graphs to the class and create a graph using all of the data collected by the students.


RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.

REFERENCES

Common Core State Standards Initiative | Home. (n.d.). Common Core State Standards Initiative | Home. Retrieved October 10, 2011, from http://corestandards.org.

Nikki Grimes children's book author poet teacher children's literature young adultsCoretta Scott King award. (n.d.). Nikki Grimes children's book author poet teacher children's literature young adultsCoretta Scott King award. Retrieved October 10, 2011, from http://nikkigrimes.com

Friend

http://corestandards.org/


Planet Middle SchoolWritten by Nikki Grimes

5th Grade Activity

This activity is taken directly from the Teacher’s Guide for Planet Middle School that can be found at http://www.nikkigrimes.com/teacher/tgplanet.pdf.

After students have completed reading the book Planet Middle School, they will be given the task of creating a collage that represents Joylin’s story using pictures from magazines, the internet, or drawings made by students. Students will write an explanation describing their reasoning for image choice and placement in the collage, and provide a list of sources for their images.

Students will present their collages to the class and explain their rationale for their choices. After all students have presented their collages, they will be displayed on a bulletin board in the classroom. Throughout the following week students will be responsible for viewing the collages to reflect on other students’ interpretations of the book. At the end of that week, a whole group discussion will allow students to share their reflections.

The following standards are addressed in this activity:

W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

o Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

o Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).


Talkin’ About Bessie: The Story of Aviator Elizabeth ColemanWritten by Nikki Grimes, Illustrated by Bryan Collier

5th Grade Activity

This activity requires that students have a basic understanding of the civil rights issues that were prevalent in the early 1900’s including the Jim Crow Laws, the storyline and main characters of Uncle Tom’s Cabin, and civil rights workers such as Booker T. Washington, Paul Lawrence Dunbar Ida B. Wells, Madame C.J. Walker, Mary Church Terrell. The teachers may use whole group instruction to remind students about these concepts and key historical figures.

Students will individually gather information from the book Talkin’ About Bessie, and other resources, to write a newspaper article about one of Bessie Coleman’s life. They will then be divided into groups of 3 or 4 students to discuss the information they found, with a focus on how things have changed, or haven’t changed in current day America. Once information has been shared among the group, students will work independently to write their own newspaper articles focusing on the facts and their own reflection about how things have changed or remained the same in America. Students will then be divided into pairs for peer editing. After all corrections have been made, the articles will be published in a class newspaper.

This activity is based on the verbal/linguistic Multiple Intelligence Project found on Nikki Grimes’ website (http://www.nikkigrimes.com/teacher/bessmip.html) and addresses the following standards:

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. o Introduce a topic clearly, provide a general observation and focus, and group related information logically; include

formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.o Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to

the topic.o Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast,

especially).o Use precise language and domain-specific vocabulary to inform about or explain the topic.o Provide a concluding statement or section related to the information or explanation presented.

Connecticut Social Studies Curriculum Framework Grades PK-12

SDE.2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of history and social studies issues.


Retrieved October 10, 2011, from http://corestandards.org SDE: Social Studies. (n.d.). Connecticut State Department of Education. Retrieved October 10, 2011, from

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320898

http://www.nikkigrimes.com/teacher/bessmip.html


http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320898

Bronx MasqueradeWritten by Nikki Grimes

5th Grade Activity

In this activity, students will focus on the similarities and differences among characters in the Coretta Scott King Award Winner Bronx Masquerade by Nikki Grimes. It is based on the Multi-intelligence activity recommended by Nikki Grimes found at http://www.nikkigrimes.com/teacher/bronxmip.html.

This activity begins after all students have read the book Bronx Masquerade. Students will choose two characters from the book, and consider all aspects of their lives. Grimes suggests considering “home, family, appearances, relationships, dreams, conflicts, how others describe them, even the poetry they write”.

Next they will complete a Venn Diagram that includes three intersecting circles where information can be written to demonstrate similarities between their two selected characters and themselves as pictured below:

The small triangle in the middle will contain aspects of the character’s and student’s lives that they all have in common.

The larger rounded shapes that show intersection between only two characters will contain aspects of their lives that only the two adjacent characters/students have in common.

The largest section that does not intersect with other circles will contain aspects of the individual’s life that is not common to any other character in the diagram.

The size of the areas that intersect can be changed based on the amount of information that is common to the student and characters to fit the required information.

This activity allows students to reflect on their own personal experiences, while offering them an opportunity to reflect on the lives of the characters and the story they read.

Character 1

Character 2Student


W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

o Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).




c web viewnew york: clarion books. grimes, n. (2001). ... it begins with students learning the...

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