Theme: Culture and Tradition, Generosity, Compassion, Helping Others, Trading/Bargaining, Friendships, Latino/Hispanic American, American Indians, Chinese/Asian Americans
Synopsis: Whatever we feel — happy or sad, excited or wishful, proud or lonely — our faces mirror our emotions. In this contemporary yet timeless collection, sixteen evocative poems are brought to life in diverse and detailed faces that reveal the universal feelings we all share. These characters invite us to experience their world, understand their lives, and find connections that bring us together.
Teacher Tips: You might use the poems, High in the Sky and/or Me x 2 book during Hispanic Heritage Month which is celebrated from September 15 through October 15. In May, you can introduce Asian Pacific American Heritage Month by reading the poems, My Chinatown and Living Above Good Fortune. The themes of generosity and caring also make the book an appropriate beginning-of-school selection.
Poetry Activities
Read a poem aloud to your students several times. Have them draw a picture to go along with the poem. Also, talk about how the title can help figure out the main idea behind the poem. Compile the activities into a booklet. Use the poems as read alouds, creative writing/drawing, rhyming words, handwriting, etc…
Activity #2: Introduce your students to poetry by reviewing familiar nursery rhymes such as those by Dr. Seuss. Finish off the poetry activity with by reading My People by Langston Hughes.
Activity #3: Break students into small groups. Let them choose a topic and build a poem about it using a series of prepositional phrases and closing with a verb phrase. There is a sample template attached that you may use. After making sure each group has satisfied the grammar and built their poem, give them chart paper and markers. Have them copy the poem onto the chart paper and illustrate it. For example:
Topic: The Park
Student #1 writes: at the park
Student #2 writes: among many people
Student #3 writes: under the clouds
Student #4 writes: with my dog
Student #5 writes: in the beautiful sunshine
Student #6 writes: is my favorite place to relax!
Exploring the Book
Point to the names of the author and illustrator. Ask students if they have ever read any books by Lee Bennett Hopkins or Chris Soentpiet. What books were they?
Vocabulary
Write the following words from the story on the chalkboard. After discussing each word and its meaning, have students take turns using the words in sentences. Then suggest that students use at least five of the words in a short story.
amazing • abuela • mischief • lullaby • triumphant • stratosphere • beautiful • fabric • strength • courage • thoughts • pride
Discussion Questions
After students have read the book, display the book and read aloud its title. Ask students what they think of the front cover illustration. What are the emotions of the people on the cover? What emotions are the characters displaying on each page of the book. Write down a list of what they are feeling: happiness, fear, surprise, sadness, disgust, anger, anticipation, surprise. Discuss these emotions as you review each page.
ELL/ESL Teaching Strategies
The following activities may be used with students who speak English as a second language:
- Make key words as concrete as possible by pointing to objects in the illustrations or the classroom.
- Use a hand mirror so students can see their mouths as they attempt new words. Offer frequent praise and support.
- Build esteem by asking Spanish speakers to begin a glossary based on the Spanish words in the book. Suggest that students add other words related to the story as well. Encourage students to teach words from the glossary to the rest of the class.
Interdisciplinary Activities
To help students integrate their reading experiences with other curriculum areas, introduce some of the following activities:
Social Studies
Using the poem, Me x 2, ask students if they have tried Mexican food before. What would they order? Talk about how Mexican food differs from foods they typically eat. If possible, visit a nearby Mexican restaurant or try to arrange for students to see a Mexican dance ensemble.
With the poems, My Chinatown and Living Above Good Fortune, see if students can visit a nearby Chinatown, or try to recreate Chinatown storefronts in the classroom. What do they see, smell and hear? Prompt them to describe things that are different from their normal lives – new foods, exotic clothes, foreign sounds?
In discussing Aunt Molly Sky, ask if there are any American Indians (aka: Native Americans) in the class. Did they experience racism? Talk about traditional American Indian dance. What is a powwow? If possible, arrange for a parent, physical education teacher, or dance teacher to lead the class in learning a typical American Indian dance.
