Andy tackles his guilt and grief in the first book of Sharon M. Draper's award-winning Hazelwood High trilogy, now in trade paperback with a new cover. Tigers don't cry--or do they? After the death of his longtime friend and fellow Hazelwood Tiger in a car accident, Andy, the driver, blames himself and cannot get past his guilt and pain. While his other friends have managed to work through their grief and move on, Andy allows death to become the focus of his life. In the months that follow the accident, the lives of Andy and his friends are traced through a series of letters, articles, homework assignments, and dialogues, and it becomes clear that Tigers do indeed need to cry.
Known for her commitment to excellence in education, Sharon Draper was named National Teacher of the Year in 1997. In 1994 her first novel, Tears of a Tiger, was published, and since then she has written more than fifteen books for middle and high school readers. Tears of a Tiger received the John Steptoe Award for New Talent, and her novels Forged by Fire and Copper Sun have both won the Coretta Scott King Award. Most of her books have been featured on the American Library Association Best Books list, their Top Ten Quick Pick list, and IRA's Young Adult Choice list. In Sharon M. Draper: Embracing Literacy, author KaaVonia Hinton reveals how Draper became an exceptional teacher and writer, and how she uses her writing to urge young people to embrace literacy. Hinton also explores how Draper has made a lasting contribution to the field of young adult literature. This book-length study examines both her life and work and will benefit all students, teachers, and scholars in the field of young adult literature.
Using Great Literature with Children and Young Adults
Author: Claire Gatrell Stephens
Publisher: Libraries Unlimited
Lists and describes award winners through 1999, provides selected bibliographies of winning authors and illustrators, and offers classroom applications of selected fiction titles, with vocabulary lists, study questions, worksheets, and activities.
Sharon Draper is a celebrated educator and author. Her readers, from elementary school children to young adults, connect with her characters, who often face real-world challenges such as addiction (in 1995's Tears of a Tiger) and cerebral palsy (in 2010's Out of My Mind). Full of fascinating details, full-color photographs, and insightful quotations from Draper, this simple yet informative text will show readers how a love of books from an early age inspired a young girl to become a writer and teacher who has touched the lives of millions of young people around the world.
How to Teach Differentially, Assess Effectively, and Manage a Classroom Ethically in Ways That Are
Author: Sandra Vavra
Our goal in writing this book was to validate teachers for strong efforts in their life’s work. We often observe teachers’ frustrations with what they perceive to be a multitude of different “hot topics” in education that they must attend to now, but which they expect to come and go, like the last “hot topics.” So, we wanted to help readers see similarities between many of these “hot topics”—differentiation, multiple intelligences, culturally responsive teaching, “brain-friendly” strategies, authentic assessment, and ethical classroom management—which we feel are not “flashes in the pan.” And we trust that serious practitioners will not oversimplify the findings of neuroscientists and their application to education. Reading studies and books by scientists, a number of which are user-friendly, can help ensure that teachers separate the hype from credible information. We have seen this professionally judicious approach in the work of graduate students (Kolinski, 2007) in adopting “brain-friendly” strategies. We have intentionally packed both theoretical/research-based and practical information in this book because professional educators want to know why they should use certain approaches, models, and strategies. In turn, as professionals, we should be able to explain why we teach the way we do–not to justify, but to educate others about our knowledge-based, reflective, decision-making processes and the impact on student learning. Thus, it is important to read Chapter 1 because it lays a foundation. Each succeeding chapter (2–6) has unique and compelling twists and turns—chock full of ideas to use or to adapt. It is possible to gain lots of ideas, processes, and strategies from reading and implementing (or adapting) even one of the unit chapters, or a part of it. While some of the units are explicitly about literacy, others focus on content using reading, writing, speaking, and listening as critical in the learning process. Thus, literacy skills are reinforced and strengthened. Additionally, some of our colleagues and public school partners have given us feedback that they wanted to implement some of the units and activities themselves. So, feel free to use this book for self-exploration and professional development.