Look Both Ways: A Tale Told in Ten Blocks

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

What is a stereotype? How do stereotypes affect society? How can we instead choose different perspectives?

Teaching Suggestion: In several stories in the novel, students face stereotypes and defy them. Exploring existing stereotypes and their prevalence in our society can prompt reflection and connection to the novel during reading, especially to the theme of The Power of Perspective. Discussing ways to fight against stereotypes can help readers see characters more accurately and apply that lesson beyond the novel. Readers might begin with the Kids Help Phone resource on recognizing types of stereotypes and then analyze commercials, print ads, film clips, and other media sources to identify stereotypes and discuss effects.

• With “Talking to Kids About Gender Stereotypes,” Media Smarts presents some ways to talk about stereotypes in the media. (Teacher-appropriate; not student-facing)
• “Understanding Stereotypes, Prejudice and Discrimination” from Kids Help Phone presents different types of stereotypes and their effects; the resource also explains the difference between these terms.

Short Activity

Characters in the book Look Both Ways: A Tale Told in Ten Blocks experience a variety of conflicts and concerns. Work in a small group to research and present 6-8 pieces of factual information about one of the following issues.

• Sickle cell anemia
• Cancer
• Foster care
• Bullying
• Divorce
• Anxiety

Teaching Suggestion: Due to the sensitive nature of these topics, students may prefer to work independently or research a topic of their own selection such as the author’s biography or multiple viewpoints in storytelling. Discussing some of the large issues in the novel before reading can be an opportunity to offer support and build expectations for the class to approach the book and their peers with sensitivity. Depending on the goals of the activity, offering choice in topic can increase interest and autonomy, but assigning topics might help ensure that all are covered. One resource for each issue is linked here; students might also find their own resources, providing further research opportunities.

• “Learn More About Sickle Cell Disease” from the CDC discusses causes, treatment, and personal stories of sickle cell anemia.
• “What Is Cancer?” from the National Cancer Institute presents information about cancer’s effects, different types, and other facts about the disease.
• “Foster Care” from the US Department of Health and Human Services and the US Children’s Bureau explains the purpose and goals of foster care and includes many linked resources. (Teacher-appropriate; not student-facing due to complexity and content)
• This resource from StopBullying.gov includes an overview and explanation of different types of bullying.
• In “Coping With Divorce (for Kids),” Nemours KidsHealth presents suggestions that can help young people with regard to divorce.
• This resource from WebMD explains definitions of different types of anxiety disorders and possible treatments.

Differentiation Suggestion: Students with attentional or executive function differences might benefit from a list of questions to answer regarding their topic.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

What do we owe our neighbors? Explain your reasoning.

Teaching Suggestion: The interwoven stories develop different answers to this question. Reflecting on the question before reading can guide students to more complex analysis during reading. Discussing the definition of “neighbor” may be an important place to begin. The class might build a common definition, or students might develop individual meanings. Then, they can apply their definitions to the larger question.