One Hen

Inspirational, Revolutionary, Memorable, Empowering, Impressionistic

One Hen by Katie Smith Milway
Illustrated by Eugene Fernandes

Published by Kids Can Press Copyright 2008

2009 Children's Choice Winner 

This true story told by author, Katie Smith Milway, shows readers the power and determination of one small boy, Kojo, who lived in Ghana, Africa.  This story begins with a simple loan Kojo requests to buy a hen.  The single hen quickly shows Kojo that he can buy more hens and use the money from the eggs he sells to go to school and college.  Eventually he creates a poultry farm that he can pass down to his family.  His farm is so successful that neighboring countries contribute to the selling and manufacturing of his product.  The taxes Kojo pays as a entrepreneur improves conditions for his country because the government is able to build roads, schools, and health clinics.  In this memorable story, Kojo recognizes the power of microfinance and how investing his money in other ways can help not only change life for Kojo's own family, but begin to alter his community, his town, and his country.

Reading Level: Lexile Framework 810L, Grade 3/4

Suggested Delivery: Read Aloud

Description: Non-fiction, Diversity

Electronic Resources:
Book Website
This is a link to the official One Hen interactive website, designed for children.  Students can navigate to a summary of the text, view a video of Kwabena, take quizzes that check for understanding, and interact with activities such as a maze or memory game.  The site also gives students information about real people and their lives in Africa.  This source also has lesson plans for teachers and other activities and information that parents can access. 

Kid Can Press
This is a link to the publishing company of One Hen.  Located on this site is a book trailer, a link to a PDF teaching guide, and information about the author and illustrator.

Key Vocabulary:  Capital Resources, Entrepreneur, Loan, Natural Resources, Opportunity Costs, Scarcity

Teaching Suggestions:

1. Use the text to in math to explore how loans work and the actual calculations required to successfully establish the business Kojo created. 
2. Use the text to in social studies to compare and contrast life in Ghana versus America.  How are people's lives different?
3. Use the text to explore geography.  Have students identify on a map where Ghana and other parts of Africa are in relation to the United States.

Comprehension Strategies

Pre-Reading- Display the key vocabulary words.  Have students conduct word sorts to categorize these terms.  Explain the connection of the terms to their financial denotation.  This is key because most of these terms may be unfamiliar, but understanding their denotation is essential to the inferential and literal comprehension of the text.

During Reading- Have students complete a sequence chart to organize the events in the text.  Students should recognize the steps Kojo followed in order to achieve his success at the end.  For example, students should record that Kojo used a loan to buy one hen.  After the hen laid eggs, he sold those and bought more hens.  Have students complete the sequence chart with as much detail as possible to demonstrate their understanding of the process.

Post-Reading- Have students contact the real Kojo
(Kwabena Darko) by email.  More information about Darko is in the end pages of the text.  Students can ask Darko questions about the process to extend their comprehension.  Some suggested questions include:

1. How did you feel when you realized you had made such a difference?
2. Were you ever afraid your business might not be successful?
3. What did you really expect was going to happen when you bought that first hen?

Students could also contact the author, Katie Smith Milway and ask her why she chose to write this book.

Writing Activity: Students can pretend that they are like Kojo and they also want to make a difference.  They can write a persuasive letter to a bank owner asking for a loan.  In their letter they should explain what they will use the loan for and how it will gradually benefit more and more people the way that Kojo's single hen eventually changed his community.

Milway, K. S., & Fernandes, E. (2008). One hen: how one small loan made a big difference. Toronto: Kids Can Press.

Rosa

Informational, Inspiring, Historical, Revolutionary, Educational 
Rosa by Nikki Giovanni
Illustrated by Bryan Collier

Published by Henry Holt and Company Copyright 2005

2006 Caldecott Honor Book for Illustration

2006 Coretta Scott King Award Winner
2006 Teacher's Choice Winner

In this beautifully illustrated expository text by Nikki Giovanni, Rosa tells the real-life story of American heroine and Civil Rights activist, Rosa Parks.  The story begins on December 1, 1955 when Rosa Parks was returning home from a long day at work. When the bus driver recognized that the "White's Only" seats were full and he demanded that the black men and women move to the back, Rosa courageously refused to give up her seat.  The story continues by describing what happened to Rosa Parks and the impact her defiance had on the rest of the black community.  The murder of Emmett Till, the Montgomery Bus Boycott, and the support of leader, Martin Luther King Jr. are all historically tied into the text showing the challenges and progression of the Civil Rights Movement. 

Reading Level: Lexile Framework 900L, Grade 3

Suggested Delivery: Read Aloud

Description: Non-fiction, Historical, Diversity, Civil Rights

Electronic Resources: 
Montgomery Bus Boycott
This is a link to a site that offers additional sites related to the Civil Rights Movement.  It has worksheets and other supplementary materials, primary source documents, and includes videos and lectures regarding the Montgomery Bus Boycott.

Meet Rosa Parks
This is a link to a brief video clip that describes Rosa Parks' life.  The biography, complete with photographs, can help visual and auditory learners comprehend the text. 

Key Vocabulary: Alterations, Civil Rights, Furtively, Inherently, Justice, Lynch, Mutter, Neutral, Seamstress, Supervisor, Trespassing, Vicious

Teaching Suggestions:

1. Use this text in social studies to introduce students to Rosa Parks and the Civil Rights Movement.
2. Read the text as a part of a collection of read-alouds during a lesson on American heroes and heroines.
3. Use the text to support Black History Month in February.

Comprehension Strategies
Pre-Reading- Have students complete the K and W portions of a KWL chart to activate prior knowledge and explore what they want to learn about Rosa Parks.

During Reading- Pause after Rosa refuses to give up her seat even though the bus driver demands she does and threatens to call the police.  Ask students what courage and bravery mean in this context.  Have students make text-to-self connections by asking what they would do if they were Rosa.  Would they follow the law or choose to stand up for what they believe is right?

Post-Reading- Students should complete the KWL chart with the L section.  Have students create found poems using duplicate pages from the text.  Students deliberately cross out words to leave the remaining, meaningful words as the text for their own poem that describes Rosa Parks or the courage that she had.

Writing Activity: Have students write a letter to Rosa Parks asking her about her life and why she chose to be brave that fateful day.

Giovanni, N., & Collier, B. (2005). Rosa. New York: Henry Holt.

Redwoods

Informational, Innovative, Imaginative, Extraordinary, Picturesque

Redwoods Written and Illustrated by Jason Chin

Published by Flashpoint/Roaring Brook Press Copyright 2009

"A contagious celebration of the relationship between information and imagination, the pure joy of learning" - Horn Book

This vivid and alluring description of the astounding Redwood trees by Jason Chin, gives readers insight to the beauty and majesty found in nature.  The story's inventive format and unique blend of non-fiction and fiction uses illustrations to invite readers to activate their imagination and explore what the Earth and its creations have to offer.  The story begins using illustrations before the text is even introduced.  A boy finds this text on a bench and as he opens it and begins to read, he leaves New York City and is transformed to the amazing forest.  The text provides detailed information and facts about Redwood trees, their history, environment, and their purpose to other organisms.  The book concludes as the main character accidentally leaves behind this text.  Another child finds is and begins her own journey through the pages. 

Reading Level: Lexile Framework NC1100L, Grade 5/6

Suggested Delivery: Read Aloud

Description: Blend of Non-fiction with Fiction

Electronic Resources:
Book Website
This is the link to the official Redwoods website.  The site contains information about the author and what he had do when he conducted his research for this text.  There is also a link to Redwood Facts, a brief synopsis of the text, and links to teacher resources that include sample lesson plans.  

Redwood National and State Parks Site
This is a link to the United States National Park Service website that provides additional background information about Redwood trees.  The site contains expository articles to further explain the scientific background of these trees and their climate.  There are also many pictures, teacher resources, and opportunities for students to get more involved in the preservation and protection of the National Parks.  

Key Vocabulary: Ancestors, Condense, Diameter, Endangered, Epiphytes, Evaporation, Fungal, Infestation, Jurassic, Penetrate, Sapling, Sprout, Tannin

Teaching Suggestions:

1. Use this text in science during the study of populations and ecosystems.
2. Use this text in social studies to review that Redwood trees have their own past and historical significance especially in United States, where they are predominately found.  Discuss how they impacted Native Americans, the Gold Rush, and Teddy Roosevelt's plan for conservation of natural wildlife. 
3. Use the illustrations in this text to support literary elements of circle stories in which the story begins and ends in the same place. 

Comprehension Strategies
Pre-Reading- Show students a picture of a Redwood tree by itself.  Ask students what they know about the tree.  Then show them another picture that provides greater perspective because people or objects next to the tree demonstrate the grandeur and size of Redwoods.  Also, pre-teach the vocabulary words using vocabulary cards and images.  While the text itself only requires literal comprehension, the content-specific vocabulary must be introduced before reading so students can make the connections and understand what the author is trying to say about Redwood trees.  

During Reading- Have students use split-page note taking to record the information and facts that are presented in the text.  One side of their notes should contain a question and the other side will answer that question.  See the example below:

How long can Redwoods live?                            More than 2,000 years

How tall can Redwood trees be?                        Usually more than 200 feet tall

What kinds of animals/insects                           Bald eagles, ospreys, 

live in Redwoods?                                                    woodpeckers, flying squirrels,
                                                                                          beetles, yellow banana
                                                                                          slugs, etc.
                                                                            
Post-Reading- Students can demonstrate their comprehension of the text and the information by participating in a Professor Know-It-All dialogue, in which they share everything they learned from the text. 

Writing Activity: Have students write an expository poem about Redwood trees.  Students can focus on Redwood trees' history, their environment, their purpose, or simply their beauty.  Specific details and facts should be included to support the accuracy of the poem.  Students can then illustrate their poem.  

Ms. Belcher took a trip to Muir Woods in Northern California, Jan 2011

Around the trunk of a Redwood tree

Ms. Belcher showing how little she looks next to a Redwood!

Chin, J. (2009). Redwoods. New York: Flashpoint/Roaring Brook Press.

14 Cows For America

Uplifting, Genuine Friendship, Generosity, Compassionate, Evocative

14 Cows For America
Written by Wilson Kimeli Naiyomah with Carmen Agra Deedy

Illustrated by Thomas Gonzalez 

Published by Peachtree Publishers Copyright 2009

"A stirring, heartwarming tale that made headlines when it happened-and is now, thankfully, preserved on the page for children." - Kirkus 

This true account of compassion, co-written by Wilson Kimeli Naiyomah and Carmen Agra Deedy, illustrates how one tribe in Kenya demonstrated their generosity after the September 11th attacks on the United States.  The story reflects on Kimeli's return to his native land where he welcomed back by the Maasai.  Traditionally, they were warriors, but now they are cattle herders who rely on their cows for everything.  When they ask Kimeli to share stories about his life in New York, he feels compelled to share the horrific and tragic events that occurred on September 11th.  Kimeli's reflection of the events is emotionally stirring.  As a result, he decides to give his only cow to America.  After hearing what happened and recognizing Kimeli's actions, the elders also show sympathy and want to help by offering 13 more cows, because "to the Maasai, the cow is life."  This vibrant story shows the cross-cultural connections, the generosity, and the support that nations can provide to one another.   

Reading Level: Lexile Framework AD540L, Grade 3/4

Suggested Delivery: Read Aloud
Description: Non-fiction, Diversity, Cross-Cultural Connections 

Electronic Resources:
Official Book Website
This is a link to the official website which offers additional information about the story, an overview of the two authors and illustrator, helpful sites to increase understanding of the Maasai people, and details about the significance of the cow to the Massai.  The site also includes links to teacher sources and guides that can enhance the use of this text in the classroom.

Student Guide
This is a link to a PDF student guide.  The guide provides author and illustrator background information, key vocabulary and definitions, pre-reading activities, discussion questions, writing activities, and extensions of the text.

14 Cows For America Video
This video clip introduces students to additional background information about the text and the publicity the real event received.  Students can also meet Wilson Kimeli Naiyomah, the real Kimeli, and hear his story about presenting the United States with 14 cows.

Interview with Wilson Kimeli Naiyomah
This is a link to an interview conducted with Wilson Kimeli Naiyomah.  Students can discover what Kimeli believes being a Maasai warrior means, why he felt he needed to share the story of September 11th with his people, and what his reactions were to their act of generosity.

Key Vocabulary: 
Diplomat, Embassy, Fierce, Injustice, Kenya, Marvel, Mournful, Nomadic, Ritual, Sacred

Teaching Suggestions:  

1. Use this text in social studies to review September 11th and the impact it had not only on the United States, but also on the world.
2. Use this text in social studies to compare and contrast the lifestyle and culture of the United States to Kenya.
3. Use this text in reading and language arts to discuss what symbolism means in terms of literature and in real events.  Have students analyze what the cows symbolize.  Have students make text-to-self connections by establishing what their own symbol would be.

Comprehension Strategies
Pre-Reading- Review the events and impact that September 11th had on the United States as a whole.  Provide students with a KWL chart to demonstrate their prior knowledge about September 11th and what they hope to learn from the text.

During Reading- Pause during the reading, and have students make predictions about what the Maasai people's reactions are and why they feel that way.

Post-Reading- Students should complete the L section on their KWL charts.  Have students conduct a Popcorn Review.  Students should make text-to-self and text-to-world connections with the story.  Ask students the following questions:

1. How did this story make you feel about the way other countries/people treat each other? 
2. What do you think America was feeling after the September 11th attacks and then after they received 14 cows?
3. Is there anything in America that we could give to other nations to show our support the way the Maasai did?

Writing Activity: Have students write a Poem for Two Voices.  One student can represent the Maasai and another can represent the United States.

Deedy, C. A., Naiyomah, W. K., & Gonzalez, T. (2009). 14 cows for America. Atlanta: Peachtree Publishers.

Thomas Edison: A Brilliant Inventor

Informational, Inspiring, Historical, Revolutionary, Determined

Thomas Edison: A Brilliant Inventor
by the Editors of Time For Kids with Lisa DeMauro

Published by HarperCollins Publisher Inc. Copyright 2005

Written by the team from Time For Kids, this expository text explores the great American inventor, Thomas Edison.  The book is divided into chapters based on different parts of Edison's life.  It begins with a brief narrative introduction about the first time Edison flipped the switch for all to see that he had created a lightbulb that actually worked.  It then follows Edison's life chronologically, focusing on when he became interested in electricity and how he was determined and persistent in all of his attempts.  The text is enhanced with numerous photographs, captions, and sidebars keep readers engaged and help guide their reading and understanding of the format. 

Reading Level: Lexile Framework 680L, Grade 4

Suggested Delivery: Independent Read

Description: Non-fiction, Historical

Electronic Resources:
Thomas Edison Video
This is a link to a video on the History Channel website that discusses Edison's experiences as the inventor of the lightbulb and how this impacted the rest of society.

Thomas Edison
This is a link to a website that offers an additional biography to supplement the text and a gallery of photographs.

Electricity Games for Kids
This is a link to a site that students and teachers can explore.  It offers interactive games and activities for students to become more familiar with circuits, lightbulbs, and electricity.  The site also contains sample lesson plans, experiments, and teaching ideas that can be incorporated into the science curriculum.

Key Vocabulary: Carpenter, Discourage, Filament, Literature, Morse Code, Patent, Phonograph, Telegraph

Teaching Suggestions:

1. Use this text in science to enhance a unit on electricity and the creation of circuits. 
2. Use this text in social studies to explore great American inventors, their past, and their contributions. 
3. Use this text in reading and language arts as a model expository piece of writing to demonstrate the structure and format of this kind of text.  Teach students how to guide their reading and effectively use the text by looking at the table of contents, chapter titles, bold headings, sidebars, photographs, and captions.  It can also be used to model how biographies are structured and the kinds of details and information that should be included. 

Comprehension Strategies
Pre-Reading- Have students complete a KWL chart about Thomas Edison.  The K and W sections of the chart will help activate students' prior knowledge and also set a purpose for reading.

During Reading- Have students use a graphic organizer such as a time line or sequence chart to help them visualize the events in Thomas Edison's life and actively engage with the text. 

Post-Reading- Have students complete the L section of the KWL chart.  They can then create a timeline illustrating key events in Edison's life.

Writing Activity: Have students pretend they are newspaper reporters from the 19th century.  Have them write about one of Edison's new inventions.  They should discuss what it is, what it does, and how it will impact society.  They should also write about Edison's process of creating the invention:

• How long did it take?
• What was the trial and error process like?
• How did he figure out what made it eventually work? 

DeMauro, L. (2005). Thomas Edison: a brilliant inventor. New York: HarperCollins.

Amelia Earhart: This Broad Ocean

Informative, Inviting, Simple, Unique, Engaging

Amelia Earhart: This Broad Ocean by Sarah Stewart Taylor and Ben Towle

Published by Disney/Hyperion Books Copyright 2010 

"Women must try to do things as men have tried.  When they fail their failure must be but a challenge to others." - Amelia Earhart

Written by Sarah Stewart Taylor and illustrated by Ben Towle, this exciting graphic novel demonstrates not only the drive historic figure, Amelia Earhart had, but also the struggles she encountered along the way.  The story begins in Trepassey, Newfoundland in 1928, where many pilots started their journey because it was the end of the continent and the best place to begin flight across the Atlantic Ocean.  Grace, a local aspiring reporter, writes for The Trepassey Herald.  When she discovers that a female is going to attempt to fly across the ocean, she begins to make an appearance every time Amelia Earhart gets in her plane.  However, Amelia Earhart feels the pressure of competition as other women like Mabel Boll and Thea Rasche race to be the first women in aviation to fly across the Atlantic.  Amelia also experiences uncontrollable challenges with the weather and cannot seem to make her plane leave the water, but she does not give up.  While reporters and the local community begin to lose faith in Amelia, Grace stands by her side and earns the opportunity to interview Amelia.  Grace learns how Amelia became involved with planes and how she feels about her role as a female pilot in a predominately male field.  The story concludes as Amelia finally takes off, proving that she was the first woman to cross the Atlantic.  While the end shows Grace several years later still struggling to achieve her own goals, the message illustrates that both Amelia and Grace refuse to let men hold them back from their dreams.

Reading Level: Lexile Framework GN, Grade 5/6

Suggested Delivery: Independent Read

Description: Graphic Novel, Blend of Non-fiction and Fiction

Electronic Resources:
Discussion Guide
This is a link to a site that provides a discussion guide.  Select Amelia Earhart: This Broad Ocean to open the PDF.  The guide offers discussion questions to aid in comprehension as well as project ideas across all content areas.  There is also additional information about the authors and illustrators. 

Story Structure
This is a link to a site that describes in detail the structure of Amelia Earhart: This Broad Ocean.  It breaks down the images and provides an explanation of their purpose in the text.  This site also addresses the format and argues that the text has three acts.  It is very useful especially if students are struggling to make all of the connections and interpret the images.

Key Vocabulary: Ambition, Aviation, Humble, Obstacle, Petrol, Plagued, Promoter, Telegram, 

Teaching Suggestions:

1. Use the text in social studies to discuss women's rights during the 20th century.
2. Use this text in math to calculate how much fuel was needed to fly across the Atlantic.  Discuss why Amelia had to reduce the amount of fuel she could take and how this was risky.
3. Using this text as inspiration and as a model, have students create comic strips.  In pairs, have each partner intrepret the story to demonstrate their ability to make meaning from the images using inferential comprehension.

Comprehension Strategies
Pre-Reading- Have students complete a KWL chart about what they already know and what they want to know about Amelia Earhart.  This will activate prior knowledge and set a purpose for reading.  

During Reading- Have students use a story map to outline the events in the book.  This will encourage students to interpret the images because there is very little text to aid in comprehension.

Post-Reading- Have students use a Venn diagram to compare and contrast the goals and dreams of Grace and Amelia Earhart.  Students will be able to identify the real aspirations of Amelia Earhart with the fictional character, Grace to demonstrate how Amelia Earhart impacted women.  At that time many people agreed with Grace's mother who stated, "Seeing that woman pilot's put ideas in your head" (Taylor 11).  However, Amelia inspired women, like Grace, to achieve their goals. 

Writing Activity: Have students pretend they are reporters like Grace.  They can write an article about Amelia Earhart before, during, or after she crossed the Atlantic.  Students should include a headline, image, and full descriptive article.  Students may need to conduct some research outside of the text to validate the historical facts they include.
 

Taylor, S. S., & Towle, B. (2010). Amelia Earhart: this broad ocean. New York: Disney/Hyperion Books.

Crash

Entertaining, Hilarious, Empathetic, Relatable, Touching 

Crash by Jerry Spinelli

Published by Yearling Copyright 1996

 

Written by Jerry Spinelli, Crash explores what friendship really means.  John "Crash" Coogan earned his nickname when he received his first football helmet as a kid and charged into his cousin, knocking her over.  Ever since, Crash has been a star football player and the popular kid in the whole seventh grade.  He relies on the price of his clothes, his stellar football performance, and his best friend, Mike Deluca to maintain his status.  However, his popularity also stems from picking on his nerdy neighbor, a Quaker and a vegetarian, Penn Webb.  The two boys have known each other since first grade.  Since then, things had always stayed the same: his parents worked seventy hour weeks and were barely home, his younger sister Abby was eclectic, and he was the best at everything.  However, as Crash reevaluates the way he treats people, he soon recognizes the  reality of both bullying and stereotypes, and instead begins to value a new friendship. 

Reading Level: Lexile Framework 560L, Grade 5/6 

Suggested Delivery: Small Group Read
Description: Fiction, Bullying, Friendship

Electronic Resources:
Study Guide
This is a link to a PDF that provides a series of discussion questions, vocabulary, and writing prompts broken down in sections by chapters.

Flash Cards
This interactive site gives students practice with some of the key vocabulary words.  There are games, spelling activities, and basic flashcards to help students become more familiar the terminology. 

Key Vocabulary: Bamboozle, Caper, Claptrap, Conestoga, Erosion, Torment, Vermin, Wince 

Teaching Suggestions:

1. Use this text in the beginning of the school year to discuss how people should be treated and how bullying and stereotypes can hurt others.
2. Use this text to discuss how authors incorporate flashback in their writing and inform readers of the past. 
3. Use this text in social studies to explore state nicknames.  Penn tells Crash that he is from North Dakota which is the Flickertail State.  Have students research their own state and find out what its nickname is and how it got that name.

Comprehension Strategies
Pre-Reading- Provide students with an Anticipation Guide that highlights the main themes such as bullying, stereotypes, and friendship to introduce students to these concepts.  

During Reading- Have students participate in Fishbowl Discussions.  They should address the main events in each chapter to aid in literal comprehension, discuss character development, and review any questions or concerns they may have.  By including open-ended questions in the discussion, students will also have an opportunity to make text-to-self, text-to-text, and text-to-world connections.  Some suggested discussion questions are as follows:

1. Why do you think Crash treats Penn the way he does?
2. What do you think about the way Penn's family lives?
3. Predict what you think will happen between Crash and Penn?
4. How does family play a role in this story?
5. How does Crash begin to change?

Post-Reading- Have students create a Voki for either Crash, Penn, Abby, or Deluca, demonstrating how the characters have evolved throughout the text.  Students should create a monologue from one of these perspectives and describe some of the things they do, their beliefs, and their feelings.  This activity will help students study a character in depth and recognize the main attributes of a character.  

Writing Activity: Have students write a narrative essay about which character they relate to the best and why.  Students should explore the themes in the text and also the changes some characters experience.

Spinelli, J. (1996). Crash. New York: Yearling.

Everything for a Dog

Enchanting, Heartfelt, Surprising, Dynamic, Delicately Interlaced

Everything for a Dog by Ann M. Martin

Published by Feiwel and Friends Copyright 2009

"This is a sensitive, gentle read that surrounds its occasional heartbreak with plenty of hope and warm feelings." - Booklist 

Told from three different perspectives, Everything for a Dog written by Ann M. Martin, follows Bone, a homeless runaway dog who has recently been separated from his sister, Squirrel; Henry, a child who can only dream of having a dog; and Charlie, a boy whose family has experienced grief and great trauma after his older brother, RJ accidentally falls from a tree and dies. The only comfort Charlie finds is in his dog, Sunny, until yet another tragedy occurs. The story evolves as each narrator's path surprisingly crosses, showing that their own happiness depends on the connections they establish with each other. Through this moving tale, the narrators realize that they need each other and must rely on one another, despite their hardships and struggles along the way. Be sure to read the companion book A Dog's Life to find out what happened to Squirrel.

Reading Level: Lexile Framework 890L, Grade 5/6

Suggested Delivery: Small Group Read
Description: Fiction, Companionship

Electronic Resources:
Study Guide
This is a link to a PDF file.  It provides an overview of the author and discussion questions and activities to increase engagement with the text.


Meet Ann M. Martin
This is a link to a brief video clip that introduces readers to the author.  Ann M. Martin discusses her book, how she creates characters, her writing process, and the connections Everything for a Dog has to the companion book, A Dog's Life.



Key Vocabulary: Ajar, Dolefully, Exuberant, Haughtily, Meander, Mundane, Nuisance, Predator, Tantalizing, Ventilated

 Teaching Suggestions:

1. Use this text in reading and language arts to discuss how authors use perspective to tell the story.
2. Use this text in reading and language arts to explore simultaneous stories that join together in the end.  Another example of this is Holes by Louis Sachar (1998).
3. Use this text in social studies to discuss animal rights and abandoned animals.  

Comprehension Strategies
Pre-Reading- Provide students with an Anticipation Guide to prepare them for the themes in the text.

During Reading- Have students participate in Fishbowl Discussions to enhance their comprehension of the text.  The discussions are important because there are three different stories occurring at the same time and students may have difficulty understanding what is happening to each character and how their stories will eventually unite.  Some suggested discussion questions are as follows:

1. Which character do you feel the most empathy for? Why?
2. Which character's story do you enjoy reading about most? Why?
3. Do you think that it is fair that Henry's dad will not allow Henry to own a dog? 
4. Do you think Bone enjoys the freedom of living on his own or does he want a family?
5. Why might the author use different perspectives?
6. How do you think the characters stories will come together? Make a prediction.
7. Although Bone, Henry, and Charlie experience different stories, what goals and dreams do they share?

Post-Reading- Have students create a Voki, in which students write a monologue representing the thoughts and feelings of either Bone, Henry, or Charlie. 

Writing Activity: Have students pretend they are Bone.  Writing from his perspective in journal entries, have them describe what life is like as a dog.  What do they see, hear, smell, feel and so on?

Martin, A. M. (2009). Everything for a dog. New York: Feiwel and Friends.

Ninth Ward

Memorable, Sensational, Heroic, Suspenseful, Luminous 

Ninth Ward by Jewell Parker Rhodes

Published by Little, Brown and Company Copyright 2010

2011 Coretta Scott King Award Winner

"An enjoyable, satisfying novel about the magical spirit of a young girl navigating her way through an American tragedy." - Author Christopher Paul Curtis

Jewell Parker Rhodes invites readers to share a moving and memorable experience that so many victims of Hurricane Katrina had to endure.  Set in the Ninth Ward of New Orleans, LA in 2005, this book tells the story of Lanesha and her "grandmother," Mama Ya-Ya.  The connection Lanesha has to her only supporter, Mama Ya-Ya, gives her hope.  However, Mama Ya-Ya is not a typical woman: she can predict the future.  Also, Lanesha already is different because she does not live with her birth family and longs to be accepted by them.  While Lanesha is thankful that Mama Ya-Ya raised her and took care of her, Mama Ya-Ya's gift makes forming friendships and living a normal life even harder.   But as Hurricane Katrina begins to approach the Ninth Ward, Lanesha discovers she has to be brave, reverse roles, and start taking care of Mama Ya-Ya in order to fight for her survival.

Reading Level: Lexile Framework HL470L, Grade 4

Suggested Delivery: Small Group Read
Description: Realistic Fiction, Diversity

Electronic Resources:
Author's Site
This is a link to the author's site.  Here there is additional information about Jewell Parker Rhodes, her decision to write about Hurricane Katrina, links to other sites to inform students and teachers about the hurricane, and before and after pictures of the Ninth Ward in New Orleans.

Study Guide
This is a link to a PDF file.  It provides discussion questions, a reproducible vocabulary chart, and ideas to connect the text to the other content areas.

Hurrican Katrina Video
This is a link to a documentary about the effects of Hurricane Katrina and the devastation is brought to New Orleans.  

Key Vocabulary: Caul, Devastating, Defiant, Evacuate, Exasperated, Fortitude, Loitering, Omen, Quantity, Transparent, Suspension Bridge, Unfathomable, Velocity

Teaching Suggestions:

1. Use this text in social studies to review Hurricane Katrina as a past event in American history.  Students can also research New Orleans and create a timeline of its history.
2. Use this text in science to supplement a unit on natural disasters.
3. Use this text to teach students about community service and the importance of people supporting others during difficult times.  If New Orleans is too far away to interact with, find a local food bank or shelter that students can help support to teach the value of offering help.
   

Comprehension Strategies
Pre-Reading- Activate prior knowledge by asking students what a hurricane is and if they recognize Hurricane Katrina.  Explain to students that Hurricane Katrina was a devastating storm that impacted families for a very long time.

During Reading- Have students participate in small group discussions.  Some suggested discussion questions include:

1. What is Lanesha's life like with Mama Ya-Ya in New Orleans?
2. What is an "outsider"? How is Lanesha treated like an outsider?
3. Why does Lanesha keep talking about her other family?  Who are they?
4. Why do some people stay in New Orleans while others leave when the hurricane is about to arrive?
5. How do you think Lanesha was feeling when she had to start taking care of Mama Ya-Ya?

Post-Reading- Have students make text-to-self connections by thinking about a time when they did not have power during a storm or have access to food or water.  Have students write journal entries comparing their situation to Lanesha's.   

Writing Activity: Have students write letters and cards to Hurricane Katrina survivors.  If this is not possible, find other survivors from more recent weather-related catastrophes so students can show their support.

Rhodes, J. P. (2010). Ninth Ward. New York: Little, Brown and Co.

Reaching For Sun

Encouraging, Captivating, Heartwarming, Sincere, Graceful Prose

Reaching For Sun by Tracie Vaughn Zimmer

Published by Bloomsbury U.S.A. Children's Books Copyright 2007

2008 Schneider Family Book Award Winner

"Readers living with a disability or trying to understand others seem like the target audience, but Josie’s voice has a universal appeal." - Kirkus

12 year-old Josie knows she is different in more ways than one.  She lives in an old farmhouse with her mother and Gran behind the new developments where the mansions and rich kids live.  She does not know her father, does not have any brothers or sisters, and her mother rarely has time to spend with her as she juggles waiting tables and earning her associates degree.  Josie wanders the hallways at school without friends.  But her biggest challenge is her lifelong disability - cerebral palsy.  The only thing that seems to give her strength is her garden that she tends to with her Gran.  However, when Jordan appears in her backyard one day, she discovers she may not have only found someone who appreciates her the way she is, but she has also made her first friend.  Written by Tracie Vaughn Zimmer, Reaching for Sun is an inspiring story about being different and the challenges people face.  Readers of all ages can learn from this encouraging story.

Reading Level: Lexile Framework NP, Grade 5 

Suggested Delivery: Independent Read

Description: Diversity, Disabilities 

Electronic Resources:
Discussion Questions
This is a link to a blog that has several comprehension questions and discussion questions that take the reader through each season in the text.  The blog also includes activities to extend the learning and cross other content areas.  Additionally, there is an extensive portion designated to poetry in general, which includes an overview of poetic elements like metaphor, simile, and alliteration, as well as questions to help students analyze different parts of a poem.

Free Verse Poetry  

This is a link to a site that explains what free verse poetry is, who writes it, how it is significant, and how people can write this kind of poetry.  This is a helpful site for students when they begin to explore writing their own free verse poem after reading Reaching for Sun. 

Cerebral Palsy
This is a link to the official Cerebral Palsy website.  It provides information about the causes, signs and symptoms, treatment, and different therapy options.  This is an excellent source to provide background information to students about the disorder.

Key Vocabulary: Caustic, Chaplain, Cerebral Palsy, Crimson, Divinity, Foliage, Fluorescent, Metronome, Occupational Therapist

Teaching Suggestions:

1. Use this text in reading and language arts as a model for free verse poetry.
2. Use this text in social studies to discuss how others should be treated.
3. Use this text to introduce students to disabilities and to help them recognize the world has different people in it.  Have students make text-to-self connections by reflecting on themselves by identifying what they struggle with and what they excel at to show students that everyone has challenges, not just people with visible, physical disabilities. 

Comprehension Strategies
Pre-Reading- Have students complete a KWL chart about Cerebral Palsy.  Many students may not have ever heard of this condition, but to understand Josie and what she experiences aside from her physical challenges, students need to have a full understanding of what this condition is.

During Reading- Have explore the text features of the free verse poems.  Does Tracie Vaughn Zimmer include any poetic elements?  Students should analyze the format of the book and record any elements Zimmer incorporates to enrich the text.  

Post-Reading- Have students create a Wordle about how Josie feels at the end of the story or about life with Cerebral Palsy.  Using this technological source, students can express these feelings or experiences using words, but represent them in a visually enticing way.  

Writing Activity: Have students write their own free verse poem about something in their life like Josie writes about her life.  It could be about a triumph, a concern, or a struggle.

Zimmer, T. V. (2007). Reaching for sun. New York: Bloomsbury Children's Books.  

Day of Tears: A Novel in Dialogue

Empowering, Profound, Factual, Unforgettable, Stirring

Day of Tears: A Novel in Dialogue by Julius Lester

Published by Hyperion Books for Children Copyright 2005

 2006 Coretta Scott King Award Winner

Told from multiple points of view, this text, by Julius Lester, gives readers insight to a slave auction in Savannah, Georgia that took place from March 2-3, 1859.  It was the largest auction of slaves in United States history.  The text is expressed in dialogue from the perspective of slaves, masters, auctioneers, and run-away slaves to show what each person was feeling and experiencing.  This era was considered "The Weeping Time," because so many families and friends were torn apart by the auctions.  To compliment these emotions, the author uses rain in all of the tragic and dismal circumstances that occur throughout the auction and the aftermath to symbolize the crying and mourning.  While most of the characters are fiction, Julius Lester does include statistical information about the number of slaves sold and the price for them.  Pierce Butler, the main master of the text, also is portrayed as a historically accurate character.  Providing an unforgettable account, the text gives readers a mix of emotions and a sense of the heroism that slaves displayed.  

Reading Level: Lexile Framework NP, Grade 5/6

Suggested Delivery: Small Group Read

Description: Historical Fiction, Diversity, Slavery

Electronic Resources:

Student Guide
This PDF file serves as a guide for students.  It contains discussion questions that measure literal and inferential comprehension.  It also includes key vocabulary activities, True/False assessments, grammar and punctuation activities, and open-ended questions for research projects and writing assignments.

Book Trailer
This brief video clip gives students an overview of the book that is complimented by quotations from the text, period illustrations, and voice-over.  This video can help students imagine the impact of the largest auction of slaves in American history.



Key Vocabulary: Bureau, Commission, Gangrene, Hoarse, Infernal, Installment, Prosperous, Reprimand, Sentiment, Unscrupulous

Teaching Suggestions:

1. Use this text in reading and language arts to discuss point of view.
2. Use this text in reading and language arts to demonstrate the author's use of symbolism with the rain.  Have students identify other elements in the text that are symbolic.
3. Use this text in social studies during a unit on slavery to show how slaves and their masters felt, what they experienced, and how it impacted them. 

Comprehension Strategies
Pre-Reading- This text requires significant preparation due to the mature content.  Prepare students by teaching a lesson about slaves and plantation owners during the 19th century.  Before reading, have students write down everything they know about slavery in America.  Have them record their feelings, comments, and questions about it.  As they begin reading, students can refer to their lists and adjust their response as they become more familiar with the content.

During Reading- Have students meet for literature circles frequently to answer discussion questions based on each chapter.  The small group discussions can help students reflect on the text as well as clarify any misconceptions or confusion about the text and improve comprehension.  Some suggested questions include:

1. Describe the relationships between Mattie, Will, and Pierce Butler.
2. Why does Pierce Butler have to sell his slaves?
3. What are the differences in attitude between the older slaves versus the younger slaves?

Post-Reading- Conduct a Reader's Theater.  Assign students different characters from the text and have them read their sections out loud.  Have them explain how they feel portraying these roles.  What are the differences between how the student reading Master Pierce Butler's lines feel versus the student reading the slaves, Emma or Will's, lines?

Writing Activity: Ask students to imagine that they are slaves.  Have them write a monologue about their experiences and feelings.  Be sure to have them include what their day is like, such as their chores and the labor, how their living circumstances are, and what they think about.  Do they imagine what freedom is like?  Is it attainable?  Have students share their monologues with a partner and discuss any similarities or differences they wrote about.

Lester, J. (2005). Day of tears: a novel in dialogue. New York: Hyperion Books for Children. 

Shiloh

Heartwarming, Powerful, Suspenseful, Riveting, Upholds Integrity

 Shiloh by Phyllis Reynolds Naylor

Published by Atheneum Books for Young Readers Copyright 1991

1992 Newbery Medal Award Winner
American Library Association Notable Children's Book

"A moving and powerful look at the best and worst of human nature." - Booklist

11-year-old Marty Preston lives in West Virginia and has always wanted a dog.  When he discovers a beagle in his yard, he names him Shiloh and desperately wants to keep him.  However, Marty soon realizes that Shiloh already has an owner, Judd Travers.  This abusive alcoholic who hunts out of season and mistreats animals makes it impossible for Marty to keep Shiloh.  Marty's parents do not tolerate Travers' behavior, but they also remind Marty Shiloh belongs to Travers.  When Shiloh repeatedly runs away from Travers, Marty is determined to not only keep Shiloh, but keep it a secret from everyone.  The story unfolds as Marty finds himself telling lies and stealing in order to keep Shiloh out of Travers' hands.  Soon the secret is out, and Marty must decide whether he should return Shiloh to Travers or admit the truth and courageously fight for Shiloh!  Be sure to read the sequels, Shiloh Season (1996) and Saving Shiloh (1997) by Phyllis Reynolds Naylor for the dramatic conclusion of the series.

Reading Level: Lexile Framework 890L, Grade 4

Suggested Delivery: Small Group Read
Description: Fiction, Morals, Animal-Human Relationships

Electronic Resources:
Discussion Questions
This is a link to discussion questions that can guide students in their small group meetings.  It also offers teachers possible answers to each of the questions, a summary of the text, and background information on the author.

Study Guide
This is a link to a PDF file that provides in depth discussion questions as well as printable concept maps and graphic organizers to enhance the discussion of the text and serve as resources for during reading activities.  There are also vocabulary activities and writing prompts.

Scholastic
This is a link to Scholastic that provides discussion questions with an emphasis on literal and inferential comprehension, higher level thinking skills, literary elements, and personal response.

Key Vocabulary: Abandoned, Commence, Feeble, Grovel, Jowls, Jubilation, Omission, Sickle, Suspicions, Turpentine

Teaching Suggestions:

1. Use this text to discuss ethical decision making.
2. Use this text to explore animal rights.
3. Use this text in reading and language arts to analyze how Shiloh is a Coming of Age text.  How has Marty changed from the beginning to the end?  What did he learn?  What other stories show the protagonist has grown and learned considerably?

Comprehension Strategies
Pre-Reading- Provide students with an Anticipation Guide.  The statements should focus on the main themes.  See the example below:

• If you find something you should be able to keep it.  Finder's Keepers! (True / False)
• Telling the truth is always important. (True / False)
• Sometimes keeping a secret can be better for everyone. (True / False)
• The positive results always outweigh the consequences of our actions. (True / False)
• If you try hard enough, you will always succeed. (True / False)
• Enemies can learn to be friends. (True / False)

During Reading- Have students complete a cause and effect concept map to explore how Marty's decisions and the choices he makes all have consequences.  This will help students recognize the impact of actions and how they shape the climax of this text.

Post-Reading- Have students participate in a Popcorn Review to discuss the main themes in the story.  Some suggested questions include:

1. Why does Marty love Shiloh so much?  Can you relate to Marty's feelings in any way?
2. In the end, Judd Travers seems to be different.  How would you describe this other side? Did you find that your opinion of him had changed?  Why or why not?
3. What do you predict for Marty and Judd Travers' future? Do you think they might become real friends?
4. How did you feel when Marty's family was able to keep Shiloh? Is the ending what you expected?
5. What did Marty learn from this whole experience?  Did he change in any way?

Writing Activity: Have students write a persuasive essay about one choice Marty made and whether they believe he made the right or wrong choice.  Students can use their cause and effect concept map to help explore the relationship between choices and consequences.  Students should include textual evidence to support their argument.

Naylor, P. R. (1991). Shiloh. New York: Atheneum.

America At War

Informational, Authentic, Historical, Patriotic, Vivid

America At War Poems selected by Lee Bennett Hopkins
Illustrated by Stephen Alcorn

Margaret K. McElderry Books Copyright 2008

Selected by poet, Lee Bennett Hopkins, America At War is a collection of patriotic poems that illustrate America's past and present involvement in war and revolution.  The chronological progression of poems begins with The American Revolution and ends with the current Iraq War.  Other poems included in the collection represent The Civil War, World War I, World War II, The Korean War, The Vietnam Conflict, and The Persian Gulf War.  The poems vary in structure and style.  For example, some include redundant stanzas while others are simply free verse.  Poetic elements such as alliteration, simile, metaphor, symbolism, and juxtaposition are included throughout the collection.  While some poems are anonymous, others are written by well-known poets like Walt Whitman, E.E. Cummings, Langston Hughes, and Jane Yolen.  The poems found in this collection and their captivating illustrations paint America's past in a vivid and alluring way that shows readers the impact of war, while paying respect to those who courageously served for this nation.     

Reading Level: Lexile Framework NP, Grade 4/5

Suggested Delivery: Read Aloud

Description: Non-fiction, Historical, Patriotic

Electronic Resources:
American Wars Timeline
This is a link to a timeline that provides a brief overview about each of the wars discussed in the text.  It can help provide students with the background information they need in order to understand the poems.

ReadWriteThink.org
This is a link to ReadWriteThink.org that provides teachers resources for teaching and including poetry in the classroom.  It offers suggestions and ideas to help teachers spark creativity in their students' exploration of poetry.

Reading Rockets
This is a link to an article that provides teachers reasons why they should include poetry in the classroom.  For example, poetry in the upper elementary grades can help students learn about the uses of figurative language, which they can then apply to their own writing. 

Poetry in the Classroom
This is a link to a video that supports poetry in the classroom.  The video can help teachers recognize what they can do to enhance their reading and language arts curriculum by incorporating poetry.

Key Vocabulary: Communist, Fatalities, Infantry, Kristallnacht, Lusterless, Ominous, Peril, Propaganda, Ration, Regiment, Sublime, Sweltering, Tremulous 

Teaching Suggestions:

1. This text is versatile and can be used in social studies to enhance topics ranging from 18th century America, to European affairs, to the Middle East conflict.   
2. This text can be used to study other works of specific poets like Walt Whitman or Jane Yolen.
3. This text can be used in reading and language arts to examine poetic elements and compare and contrast how different poets include or exclude them from their work. 

Comprehension Strategies

Pre-Reading- Ask students to respond to the following prompt in their journals to set a purpose for reading: What does America mean to you?  How does its involvement in war shape your image of America?

During Reading- While reading the poems aloud, pause and ask students what elements the poets have included (such as alliteration, symbolism, simile, metaphor, etc.).

Post-Reading- Ask students to identify the poem they felt most connected to.  Have students complete a poetry explication, in which they break the poem down by stanzas, lines, or phrases and describe what the meaning is.  To fully dissect the poem, students should focus on identifying and describing the intended meaning as well as the discussing the inclusion of poetic elements.  

Writing Activity: 
Have students create their own poem about the current War on Terrorism.  They can write about how it impacts them personally or how it affects the United States as a whole.  Students can choose what format that want to use, but should express feelings, facts, or hopes they have regarding the War.  Be sure to consider how this assignment might impact students.  Depending on the students' background, some may find this task too difficult if their parents, family, or friends are involved in the War.  To make necessary accommodations, have students write about a different war.  

Hopkins, L. B., & Alcorn, S. (2008). America at war. New York: Margaret K. McElderry Books.