Children s Literature Lesson Plan 1.pdf ENM2 Task 1 Western Governors University A. T

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Children s Literature Lesson Plan 1.pdf ENM2 Task 1 Western Governors University A. The children's book I chose for this task assessment was Yoko, written and illustrated by Rosemary Wells. The p... ositive diverse representation in this book is that of the main character, a little girl, Yoko who is of Japanese ethnicity in a multicultural school but she doesnt quite fit in. However, in the end she finds a friend who can accept her differences and share in her culture. B. Wells book helps students gain perspective for understanding diversity in the world by seeing that there are many children in school who have different backgrounds, ethnicities, and come from other countries who may be different, but share one thing in common: food. A cultural exchange occurs after the teacher notices that Yoko is ostracized because of the food she brings to school which is very unusual compared to the other students lunches, and the teacher wants her to feel included and not made fun of for the kind of food she eats. 1. The students in Yokos class are excited to share their cultural backgrounds with others by presenting traditional foods during an “International Food Day” at school. There are many cultures shared in the book including traditional food, dress and the countries flags such as France, Italy, Ireland, Israel, Brazil, and others, (Wells, 1998). 2. The literary theme of the book Yoko is “acceptance”. a.One example of this literary element supports the plot. The scene after lunch, where the students made f. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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