Navada Pacheaco, Elisabeth Couch, Olivia Russell
HLED 455
Integrated Literature Resources
2-17-18
Non Fiction Book:
Sex is a funny word
Author: Cory Silverberg
Illustrator: Fiona Smyth
Publication Date: 2015
Publisher: Seven Stories Press
Description:
This book explores the topics of sex, gender, healthy relationships and related topics all from the perspective of four fictional kids- Zai, Cooper, Mimi, and Omar ranging in age from 8-10. Although the guides of this book are fictional characters, the topics they discuss and the information they provide about them are entirely factual. This book is the best for middle school aged students learning about sexual health because of several reasons.
First, the information is presented from the perspective of other kids (and because the book was written by informed adults, the information can all be trusted). Second, this book is visually engaging and interesting without being too young for 11-14 year olds. Third, the six topics of discussion are: what sex is, bodies, gender, different types of touch, how to talk about sex, and crushes, love and relationships. Each of these sections address the important roles respect, trust, joy, and justice play in all of these contexts which is very important to teach and communicate. Fourth, this book is inclusive and representative of a diverse range of people, bodies, and identities. Representation is imperative when teaching kids, as seeing people who resemble themselves will allow them to better connect to the content. Fifth, each section ends with questions for the reader to explore and think about to form their own opinions and honor their own experiences with the subject. And lastly, this book is intended to be read over time and made to be revisited at different stages in a youth’s life. This is important so that kids have time to truly think about these different topics and continually explore them over time. Sexual health is not a one day or one week commitment, and this book acknowledges that.
Core Curriculum Integration:
I would integrate this book into English Language Arts curriculum by having selected sections as reading topics followed up with writing reflection journals on those topics. These reflection journals and readings would happen continuously throughout the year. In their reflection journals, I would ask students to share at least one new thing they learned from the reading, share something that reading may have challenged their thinking or prior knowledge on, and one thing they would like to learn more about (using appropriate, related vocabulary from the book whenever possible). These aspects of the task would meet the following English Language Arts Common Core standards:
CCSS.ELA-LITERACY.WHST.6-8.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.WHST.6-8.2.F
Provide a concluding statement or section that follows from and supports the information or explanation presented.
CCSS.ELA-LITERACY.WHST.6-8.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Excerpts:
NHES:
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
4.8.2 Demonstrate refusal and negotiation skills that avoid or reduce health risks.
4.8.4 Demonstrate how to ask for assistance to enhance the health of self and others.
Links used:
English Language Arts Standard 1
English Language Arts Standard 2
English Language Arts Standard 3
Fiction Book
Being a Teen: Everything Teen Girls & Boys Should Know About Relationships, Sex, Love, Health, Identity, & More
Author: Jane Fonda
Publication date: 2014
Publisher: Random House Trade paperbacks
This book can be geared towards the middle school/junior high level. Students can read this and relate to body empowerment, meaningful relationships with others, and sex and sexuality.
Description:
This book encompasses all the things young adults should know about sexual health. It is almost like a guide that parents and young adults can read when it comes to our bodies changing and relationships. The book brings up healthy relationships and how it is important to make meaningful relationships with family, friends, partners, and many others. To create meaningful and healthy relationships, young adults must be positive and supportive. Also that when choosing partners we should choose ones we trust, and we should respect others boundaries. This books makes learning about sexual health, identity, abuse, pregnancy, and all those tough topics relatable and honest. I think it is the best book because it is honest but students will understand and possibly be able to relate to the topics discussed in the books and they can use it as a guide. Talking about many things around sexual health can be extremely uncomfortable to kids and adults, so this book is a way for students to learn about those uncomfortable topics in a fun, relatable, and less intrusive way. Students will be able to understand by the end of it that our bodies are developing and at young ages we start to learn and discover who we are, what are our values, and what we want to be.
There are many ways that I could take sections of this book and incorporate it into the core curriculum. I would first make sure all the students read the chapter or sections on healthy relationships and sexuality. One activity I would do is I would give students scenarios, and then I would have them decide if the scenarios show healthy or unhealthy relationships. For example, one scenario could show an unhealthy relationship where students have to act out one partner being very controlling of the other. Students would then have to decide whether that is a sign of a healthy or unhealthy relationship. Another way this could be incorporated is by having students write their own scenarios of healthy or unhealthy relationships and act them out. Both of these activities could be done in an English Language Arts classroom because it will involve writing their own skits and being creative with them, as well as, discussing and deciding what each skit is showing. Then, the class can decide whether they think the situation shows a healthy or unhealthy relationship. Another activity you could do is a, “What stuck with you today?” board (Example of a What stuck with you board is linked at the bottom of the assignment). Students could write excerpts or examples from the book of what stuck with them. The notes can be anonymous and then they can be up for anyone to go look at and read to see if they related to something else someone wrote.
Provide an excerpt from the book:
“Sexuality is not just about body parts, STIs, and contraception. It is also a large part of a person’s identity, and that is why this book is also about relationships and feelings. How you understand and deal with them will help form your identity…” (Fonda 2014).
“Your teen years begin at age thirteen and end around nineteen or twenty—when you have a completely adult body, though not yet a completely adult brain. The final development of your brain—the really important part in the front of your brain that handles decision making and planning—won’t be complete for a few more years, around ages twenty-four or twenty-five…” (Fonda 2014).
“Each person goes through puberty in different ways at different times, which is normal…” (Fonda 2014).
“There is no doubt the most important relationship we have is our relationship with ourselves. By that I mean having a sense of your own values; starting to have a sense of what your strengths and weaknesses are; feeling that your actions accurately reflect who you are and not just things you do because other people want you to or just to please others. There’s nothing wrong with pleasing others, but not if that betrays who you are. If you have a good relationship with yourself, it’s easier to have a good relationship with others. Later in this book we’ll talk about relationships with family and friends…” (Fonda 2014).
Fonda, J. (2014). Being a teen : Everything teen girls and boys should know about relationships, sex, love, health, identity & more (First ed.). New York: Random House.
National Health Education Standards:
- Standard 1
- 1.8.2- Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.
- Standard 2
- 2.8.7- Explain how the perceptions of norms influence healthy and unhealthy behaviors
- 2.8.8- Explain the influence of personal values and beliefs on individual health practices and behaviors
- Standard 8
- 8.8.2- Demonstrate how to influence and support others to make positive health choices
- 8.8.3- Work cooperatively to advocate for healthy individuals, families, and schools
Healthy Behavior Outcomes:
- HBO. 5- Avoid pressuring others to engage in sexual behaviors
Learning Objectives for this resource:
- Understand that our bodies are changing/developing
- To have healthy relationships students must be positive and supportive
- Sexuality is much bigger than sex, STDs, and contraception but identity as well.
Core Integration:
I would incorporate this lesson by continuing with the, “What stuck with you today?” board and have a socratic seminar. For each section of the book I would have a different board for it, and I would have students write something that really stuck with them from that section. As a class, we would then take what was written on the board and have a socratic seminar where we discuss any comments, questions, or opinions from the reading. I would also have to socratic seminar be student based, so they could learn from each other and guide their own learning. This fills English Language Literacy Common Core State Standards (CCSS.ELA-Literacy.SL.8.1, CCSS.ELA.LITERACY.SL.8.1.A, CCSS.ELA-LITERACY.SL.8.1.C, CCSS.ELA-LITERACY.SL.8.1.D) because students will have come prepared to class and have read the required parts of the book. I would have students keep these writings in a journal, so as we moved through the book their journals could build and then they would have a whole book of knowledge on identity, sexual health, and many other different topics. The journal and board could also be a place where students write their own experiences with these topics or what they are feeling. This would incorporate the CCSS. ELA- Literacy.WHST.6-8.1.A standard by having students organize and write their ideas so they can comprehend and remember what was read and discussed. Allowing students to write and have discussions on topics like healthy relationships, sexual health, development, and many others gives them the chance to build their knowledge and comfortability with it. I could pose questions to the students asking them what they learned from the discussion, reading the chapter, looking at the “What stuck with you?” board, however I think I would leave the writing open because students could have many different opinions and answers after talking with their classmates. read the required parts of the book. Then they will respond to the book, pose questions about the book, and be able to add on to their classmates own understandings from the book.
Standards:
English Language Arts
- CCSS. ELA- Literacy.WHST.6-8.1.A- Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- CCSS.ELA-Literacy.SL.8.1- Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- CCSS.ELA.LITERACT.SL.8.1.A- Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion
- CCSS.ELA-LITERACY.SL.8.1.C- Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
- CCSS.ELA-LITERACY.SL.8.1.D- Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented
Links Used:
- National Health Education Standards
- Common Core State Standards
- What Stuck With You Today
- Teaching Consent