Michelle Isabella Suarez

CIE 680 1001

November 20, 2022

Application Assignment #2:

Creating Text Sets for your Community

 The research question I have been exploring this semester is: What does current research

say about depicting mental health/illness and learning challenges in children's literature? The

intended audience would be upper elementary school students primarily ages 8-12. I focused

primarily on 5th grade leveled texts to best align with our fifth grade level standards but I also

incorporated some lower lexile leveled text to accommodate other upper elementary grade level

readers.

My text set is organized by one anchor text and subsequent supporting texts. They are

aligned by associated Nevada 5th Grade Health Standards. They are separated by the different

mental health topics, learning disorders, or common challenges they address, including but not

limited to: Anxiety, Autism, Depression, Dyslexia, OCD, and ADHD. The overall conceptual

idea surrounding these children’s books is the intention to address emotional, behavioral and

learning challenges children face, expose students to these realities, and provide positive

reflections for students that may be dealing with these challenges themselves.

Many of these topics can be connected to either a specific grade level health standard or a

grade level reading standard. The texts will be used across subjects but primarily in health and

reading. To name a few: For Marvin's Monster Diary: ADHD Attacks (But I Rock It, Big Time),

I would connect it to my reading standards about point of view in literature and drive into first

person point of view. For The Science of Breakable Things I would connect it to our Science

lesson about gravity and force since the main character is entering an egg drop contest. For Last

to Finish, A Story About the Smartest Boy in Math Class I would connect it to our 8 Standards

for Mathematical Practice since students are encouraged to make sense of problems and

persevere in solving them.

 During the first application assignment, I found that the research shows available texts

covering the topic of mental health and mental illnesses were often inaccessible

comprehension-wise to readers reading at a lower comprehension level. Readers that are unable

to decipher the text, do not get the opportunity to be exposed to this important content. As a

school, we are currently at a 18.6% ELA proficiency rate so I wanted to be very intentional about

prioritizing grade appropriate texts while still providing opportunities for diverse readers to

access these topics at their own level. Our students are also roughly 90% students of color so I

wanted to look for books that appealed to their cultural context. Unfortunately, I found that the

books available on the topic were more geared towards older readers which was disappointing

but I am hoping in the future, it will be easier to access this representation in books geared

towards elementary school.

To ensure that I kept the criteria for the quality of literature high, I ensured that the

author’s were respected in their field either academically or via endorsement. When reading the

author's biographies, I looked for mentions of graduate education in psychology, psychiatry,

childhood development, education, etc. I also cross examined that the books were available or

endorsed by respected organizations such as the American Psychological Association or by

psychologists themselves. Most importantly, I wanted to highlight the authors that wrote inspired

by their own experiences and knowledge. Many of the authors in the list compiled have had their

own experiences with mental health, and learning challenges either personally or peripherally

through a close friend, family member, or patient.

Title/Author Summary Topic/Theme Add. Info

ANCHOR TEXT Fish in a Tree is a In the story, the main Lexile Level:

Fish in a Tree (2015) novel about a middle character Ally is diagnosed 550L

By: Lynda Mullaly Hunt schooler named Ally, with Dyslexia. The story

who is very intelligent touches themes beyond that Page Count:

but has difficulty including family, bullying, 288

reading and writing financial struggles, and of

due to her disability. course learning challenges

The story follows as due to her dyslexia. Even

Hunt, L. M. (2015). she enters a new though the central topic is

Fish in a tree. Nancy school and finds a Ally and her dyslexia, it is

Paulsen Books, an supportive teacher ultimately a story about

imprint of Penguin named Mr. Daniels. fitting in, and coping with

Group (USA). challenges.

If You’re So Smart, This book follows The story talks about the Lexile Level:

How Come You Can’t Katie, a third grader, history and realities of 750L

Spell Mississippi (2013) who recently learned Dyslexia. This is presented

By: Barbara Esham her father is dyslexic. through the research of Page Count:

She seeks to learn how Katie who seeks to 32

her dad can be smart understand her dad better,

and a successful explaining the learning

 lawyer even though he challenges and personal

can not spell very well. stressors that can come

from dyslexia. She uses this

new knowledge to help a

student in her class that she

Esham, B. (2018). thinks is experiencing

If You're So Smart, something similar so

How Come You ultimately this story is

Can't Spell about empathy and

Mississippi. Little acceptance.

Pickle Press.

Finding Perfect (2016) Finding Perfect guides This story talks about Lexile Level:

By: Elly Swartz us through Molly’s Obsessive-compulsive 550L

journey as she disorder through the lenses

develops obsessive of 12 year old Molly. Molly Page Count:

tendencies, deals with is experiencing separation 296

familial instability and from a parent due to a new

ultimately finds job, hardships in school,

Swartz, E. D.
supports to cope with and trying to understand
(2016). Finding
these challenges. these new feelings and
Perfect. Farrar,
compulsions. Ultimately,
Straus Giroux.
the story is about coping
 with anxious thoughts, and

overcoming hardships.

A Whole New Ballgame This story follows two This story is ultimately Lexile Level:

By: Phil Bildner (2015) best friends, Rip and about coping with changes 540L

Red, as they navigate and coming of age. All

fifth grade and have a students can relate to this Page Count:

new teacher/basketball and this reality is 256

coach. These changes exemplified through Red

are challenging for who is on the Autism

Red, who is on the Spectrum. This story is also

Bildner, P., &
autism spectrum, and about teamwork and
Probert, T. (2015).
is not too keen on Mr. friendship since Rip and
A Whole New
Acevedo’s Red find the best ways to
Ballgame: A Rip
unconventional ideas. help each other stay calm
and Red Story.
and preserve.
Farrar Straus

Giroux.

Armond Goes to a Party The story follows In the story, the main Lexile Level:

By: Nancy Carlson and Armond, who is character Armond has 450L

Armond Isaak (2014) worried about going to Asperger's which makes it

Felicia’s birthday party difficult to socialize. Page Count:

because of the noises, Armond is able to cope with 32

 smells, and other this challenge and have fun

overloading stimuli. at the party. Armond comes

His friend Felicia and to terms with the fact that

her mom, help him to things can be difficult and

have fun at the party. uncomfortable even but

Carlson, N. L., & you’ll be proud of yourself

Isaak, A. (2014). after you’ve faced the

Armond goes to a challenge and it can be

party: A book made even easier with good

about Asperger's friendships and support.

and friendship.

Free Spirit

Publishing, Inc.

Stanley Will Probably The story follows Stanley has a Lexile Level:

Be Fine (2018) middle schooler and sensory-processing disorder 600L

By: Sally J. Pla comic book enthusiast, and experiences anxiety

Stanley Fortinbras, as which makes it challenging Page Count:

he tries to complete a to complete this scavenger 280

comic book scavenger hunt. He ends up having the

hunt through San “most epic, overwhelming,

Diego. challenging” day ever

showing that things can be

 difficult and uncomfortable
Pla, S. J. (2018). Stanley
but ultimately fun. With the
Will Probably Be Fine.
help of his friend Liberty,
Harper Collins
he is able to learn to
Children's Books.
gradually self regulate and

calm himself enough to

achieve his goals.

Last to Finish, A Story The story follows This book highlights Max Lexile Level:

About the Smartest Boy Max, a third-grader and his developed math 770L

in Math Class (2016) who enjoys math but anxiety. It provides students

By: Barbara Esham begins feeling anxious with a model that being the Page Count:

when his teacher starts fastest doesn’t equate to 32

timing their work being the smartest. It also

during class. addresses bullying and peer

relationships that are

affected by the anxiety Max

Esham, B. (2018). is feeling about his timed

Last to Finish, a assignments even though he

Story About the understands the topic well

Smartest Boy in and is on the Math team.

Math Class. Little

Pickle Press.
The Science of This story follows This story is about Lexile Level:

Breakable Things seventh grader, friendship, family, and 840L

(2018) Natalie, as she tries to coping with Depression.

By: Tae Keller win an egg drop This story is told through Page Count:

contest in order to help Natalie’s point of view as 304

her mother (who is she tries to understand and

struggling with “fix” her mom’s depression.

depression). She thinks Ultimately she learns that

that by using the prize the best way to help others

Keller, T. (2018). money to acquire a struggling with sadness is to
The Science of rare orchid for her provide love, and support;
Breakable Things. mom, it will snap her and that science can not
Random House. out of her depression. always give us answers

about matters of the heart.

Marvin's Monster Diary: This story follows This story touches on Lexile Level:

ADHD Attacks (But I Marvin (a sweet themes of mindfulness 680L

Rock It, Big Time) monster who loves to and provides strategies

By: Raun Melmed play guitar) who has a for helping with Page Count:

(2016) serious case of ADHD. concentration and ADHD. 152

The book provides skills
His diary details how
and tools to cope with the
his teachers and family
 do not always challenges that may come
Melmed, R.
understand how he with ADHD in order to
(2016). Marvin's
thinks and how to best overcome them and
monster diary:
support him. triumph.
Adhd attacks! (but

I rock it, big time).

Familius LLC.

Where My Mind Goes The story follows a This story focuses on Lexile Level:

During Science Class fourth grader named Attention, Distraction, and 860L

(2013) Emily whose teacher Creativity. It shows that

By: Barbara Esham catches her ADHD comes with its Page Count:

daydreaming and gives challenges but can also be 32

her a notebook to write channeled into full, creative

her thoughts down in. thought. Emily is

After realizing that her empowered about how her

“off-topic” thoughts brain works and is able to

Esham, B. (2018). are actually very use her new skills to

Free association creative and moderate her thinking

where my mind surprisingly rooted in productively.

goes during scientific thinking, the

science class. teacher gives a

Little Pickle Press. notebook to everyone.
Lesson Plan #1

Subject: Writing (Grade 5) Book: Fish in a Tree By Lynda Mullaly Hunt

Learning Objective:

• I can identify decoding strategies and write an opinion piece to argue which strategies are

effective.

Standard:

• W.5.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure

in which ideas are logically grouped in paragraphs and sections to support the writer’s purpose.

Materials:

• Pencil

• Journal

• Chromebook

• “Fish in a Tree” Text

Engage:

1. Introduce/review the meaning of dyslexia.

2. Have students log on to www.pbs.org/wgbh/misunderstoodminds/experiences/readexp1b.html

on their chromebooks to experience what it may be like to have dyslexia.

3. Prompt students to have a discussion about that experience with a partner, whole group, or in a

journal depending on teacher preference.

Investigate:

1. Have students research different decoding strategies at

www.pbs.org/wgbh/misunderstoodminds/readingstrats.html
2. Have them pick three strategies they think would be effective in helping someone with

dyslexia to write on a piece of paper or journal and list reasons why they think it is effective.

3. Prompt students to have a discussion about what they have selected with a partner, or whole

group depending on teacher preference.

Act:

1. Review the definition of an opinion.

2. Review formatting requirements that include 5 paragraphs, indenting, proper letter heading

and closing.

3. Instruct students to write a letter of advice to Mr. Daniels or Ally's mom with the three

strategies they think will help Ally.

4. Take volunteers to share their letters and ideas.

Lesson Plan #2

Subject: Science (Grade 5) Book: The Science of Breakable Things by Tae Keller

Learning Objective:

• I can describe material properties and determine the necessary materials needed to make an egg

drop device.

• I can define and identify the forces of gravity.

Standard:

• 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is

directed down. [Assessment Boundary: Assessment does not include mathematical

representation of gravitational force.]

Materials:

• Toothpicks

• String

• Paperclips

• Straws

• Cotton Balls

• Pipe Cleaners

• Rubber Bands

• Paper

• Eggs

• Balloons

• Popsicle Sticks
• The Science of Breakable Things by Tae Keller

Engage:

1. Define gravity. Ask students what they think might happen if the gravitational force of Earth

was not there.

2. Watch a video of an egg drop experiment. https://www.youtube.com/watch?v=HeNBef3IQEI

3. Discuss Natalie’s design. Have students share what they thought worked well in her design

and what did not.

Research:

1. Discuss Natalie’s design from the story. Have students share what they thought worked well in

her design and what did not.

2. Have students work in teams to draw a design and collect materials.

Act:

1. Have students build egg drop devices.

2. After allotted time, have students present their devices and test egg drop devices

3. Wrap up discussion about gravity's effect on the build devices

4. Review the functional parts of each design and ways to improve future attempts.
 Work Cited

Hunt, L. M. (2015). Fish in a tree. Nancy Paulsen Books, an imprint of Penguin Group (USA).

Esham, B. (2018). If You're So Smart, How Come You Can't Spell Mississippi. Little Pickle Press.

Swartz, E. D. (2016). Finding Perfect. Farrar, Straus Giroux.

Bildner, P., & Probert, T. (2015). A Whole New Ballgame: A Rip and Red Story. Farrar Straus

Giroux.

Carlson, N. L., & Isaak, A. (2014). Armond goes to a party: A book about Asperger's and

friendship. Free Spirit Publishing, Inc.

Pla, S. J. (2018). Stanley Will Probably Be Fine. HarperCollins Children's Books.

Esham, B. (2018). Last to Finish, a Story About the Smartest Boy in Math Class. Little Pickle

Press.

Keller, T. (2018). The Science of Breakable Things. Random House.

Esham, B. (2018). Free association where my mind goes during science class. Little Pickle

Press.

Melmed, R. (2016). Marvin's monster diary: Adhd attacks! (but I rock it, big time). Familius

LLC.