We Are The Ship

We Are The Ship: The Story of Negro League Baseball

Written and Illustrated by: Kadir Nelson

Published by Jump at the Sun/Hyperion Books for Children in 2008.

Coretta Scott King Award Winner in 2009.
 
Summary:
This book is about the Negro Baseball League. It begins by talking about the discrimination against Negros and therefore Negroes started Negro only teams. It talks about how Negro baseball was different from regular baseball because in Negro baseball it was more of an anything goes type of play. It talks about how traveling was difficult because there were many places that would not serve Negros food or let them stay at hotels. It talks about how Negro team owners did not make much and it was more a hobby of theirs rather than a career. The Negro League would play the Major League in the off season. After WWII, although the Negro League had lost some players to the war, popularity went up. The Major Leagues wanted some of the really good Negro players, but wouldn't admit it until Jackie Robinson. This was a victory for the Negros, however, it led to the demolish of the Negro Baseball League. The Major Leagues started signing more and more Negroes after Jackie Robinson.

Reading Level:
Lexile Measure: 900L
Grade Level Equivalent: 6.2
Interest Level: Grades 3-5

Electronic Resources:
We Are The Ship
This link leads to the book's official website. It has an about the author, about the book, making of the book, and traveling exhibit sections. This is useful to both students and teachers who are interested in this book.

Kadir Nelson
This link leads to a youtube video about the book. Nelson talks about the first painting he did about the Negro Baseball League, which was his inspiration for writing the book. This is useful for students who are looking to learn more about the book and Nelson's view on his own writing.

Teaching Strategies:
Teachers can use this story to teach students about social studies history and the separation between whites and blacks.

Suggested Delivery:
I would use this book as a read aloud because some of the concepts may be difficult for students to understand especially for students who know nothing about baseball.

Key Vocabulary:
Wit, Genuine, Consistently, Precision, Unsavory, Barnstormed

Reading Strategies:

Before Reading:
Have students fill out the K and W sections of a KWL chart about what they know and want to know about the negro baseball league and segregation.

During Reading:
Have students look at the pictures to help guide and understand the reading.

After Reading:
Have students fill out the L section of the KWL chart about what they learned about the negro baseball league and segregation.

Writing Strategies:
Have each student choose a photograph to research and write about additional information not told in the story.

The Great Migration

The Great Migration: Journey to the North

Written by: Eloise Greenfield

Illustrated by: Jan Spivey Gilchrist

Published by Amistad in 2011.

Educational, Engaging, Historical, Informative, Intriguing

Summary:
This story is about the Great Migration of African Americans from the south to the north. It is told from many points of view such as a man's, woman's, girl's, boy's.

Reading Level:
Lexile Measure: 730L
Grade Level Equivalent: 4.5
Interest Level: Grades 1-4

Electronic Resources:
Poetry at Play
This link tells about Greenfield and her writing style and where it comes from. There is also a interview with Greenfield about writing children's poetry. This is useful for students who would like to learn more about how to write poetry.

Poetry for Children
This link gives a summary of the book and medals it has won. It also gives prereading questions, suggests for reading poems out loud, activities for the subject areas of math, social studies, and writing, and finally it has a list of related books. This is useful for teachers to help them plan lessons based on this book and book topic.

Teaching Strategies:
Teachers can use this story to teach a social studies history lesson about the Great Migration.

Suggested Delivery:
I would use this book as a read aloud. This book has a lot of emotion and would be great for demonstrating to students how to read with expression.

Key Vocabulary:
Ku Klux Klan, Complaint, Newcomers, Courage, Conductor, Seperate

Reading Strategies:

Before Reading:
Have students fill out the K and W sections of a KWL chart about what they know and want to learn about the Great Migration.

During Reading:
Have students look at the pictures. How do they help enhance the understanding of the poems?

After Reading:
Have students fill out the L section of the KWL chart about what they learned about the Great Migration.

Writing Activity:
Have students write a poem about the Great Migration. It can be a summary of the story or an add on to the story.

A Full Moon is Rising

A Full Moon is Rising

Written by: Marilyn Singer

Pictures by: Julia Cairns

Published by Lee & Low Books in 2011.

Diverse, Discriptive, Insightful, Magnificent, Thought-Provoking

Summary:
This book is a group of poems put together. Each poem is about the full moon and how it is viewed by different people and cultures around the world.

Reading Level:
Lexile Measure: 625
Grade Level Equivalent: 3.5
Interest Level: 1-4

Electronic Resources:
Marilyn Singer
This link leads to Singer's website. It categorizes her books by poetry, picture, fiction, non-fiction, and novels. You can search all her books under these categories. It gives a blurb next to the picture of each book. It also has a biography about Marilyn. This is useful for students who are looking to learn more about Singer and read more of her books.

Moon Phases
This link leads to a diagram of the phases of the moon along with an explanation of the diagram. It gives information about what causes a full moon. This is useful to students who are looking to learn more about the moon, the topic of the book.

Teaching Strategies:
Teachers can use this story to teach science and about the full moon and why everyone in the world sees the same moon, but at different times of the day.
Teachers can use this story to teach social studies and about how different cultures view the same thing, the full moon, differently.

Suggested Delivery:
I would use this book as a read aloud because there may be many questions about the story especially about the new concepts and tier 3 vocabulary. This would lead to a continual discussion throughout the story.

Key Vocabulary:
Debut, Lunar Pull, Sukkah, Fragrant, Astronomer, Silhouetted, Satellite

Reading Strategies:

Before Reading:
Have students fill out the K and W sections of a KWL chart about what they know and want to know about full moons and cultures around the world.

During Reading:
Have students look at the pictures in order to help their understanding of the poems and the difficult vocabulary.

After Reading:
Have students fill out the L section of the KWL chart about what they learned about full moons and cultural reactions to the full moon.

Writing Activity:
Have students write their own poem about the full moon and their reactions to it.

Not My Dog

Not My Dog

Written by: Colby Rodowsky

Illustrated by: Thomas F. Yezerski

Published by Farrar Straus Giroux in 1999.

Charming, Heartfelt, Evolving, Inspirational, Realistic

Summary:
This story is about a girl named Ellie who really wanted a puppy, but her parents wouldn't let her have one until she was nine. A few months before she turned nine, all excited for her new puppy, her parents tell her that her Great Aunt Margaret needs to give up her dog and that will be Ellie's. Ellie was heartbroken. She wanted her own puppy, not a hand-me-down dog. However, she gets to know the dog and learns to love him.

Reading Level:
Lexile Measure: 770L
Grade Level Equivalent: 6.2
Interest Level: 3-5

Electronic Resources:
Colby Rodowsky Review
This link leads to a review of Colby Rodowsky as a writer and her style of writing. There are also individual reviews of each of Rodowsky's books. This is useful for students who like Rodowsky's writing.

Not My Dog Summary
This link leads to a summary of the book. This summary is better than the cover. The cover does not tell much about the story, but this summary is in depth. This is useful for students who want to learn about the book before they read it.

Teaching Strategies:
Teachers can use this story to show how people change based on events.

Suggested Delivery:
I would use this book as an independent read. This book with an introduction of vocabulary would be an easy read. Most of the difficult context of this book has to do with knowledge about dogs.

Key Vocabulary:
Ruffling, Rehearsal, Scowl, Pavilion, Hymn, Snarling

Reading Strategies:

Before Reading:
Have students look at the cover and the title and flip through the pictures and make a prediction about what they think the book will be about.

During Reading:
Have students make five discussion questions about the story.

After Reading:
Have students get into small groups and have a literacy discussion about the story.

Writing Activity:
Have students write about a time they were in a similar situation as Ellie with not recieving something that was not exactly what they wanted. Did they handle the situation the same as Ellie or not?

Paths to Peace

Paths to Peace: People Who Changed the World

Written by: Jane Breskin Zalben

Published by Dutton Children's Books in 2006.

Teacher's Choice Award in 2007.

Educational, Fascinating, Historical, Informative, Insightful

Summary:
This book is about sixteen people in chronological order and how their lives led to a more peaceful world. Each person has a page written about them. The page begins with a setting of the time period and place. It tells about the person and what they did to make the world more peaceful. The sixteen people include: Ralph Waldo Emerson, Mahatma Gandhi, Albert Einstein, Eleanor Roosevelt, Ralph Bunche, Mother Teresa, John Fitzgerald Kennedy, Anwar El-Sadat, Cesar Chavez, Elie Wiesel, Martin Luther King Jr., Anne Frank, The Dali Lama, Wangari Maathai, Aung San Suu Kyi, and Princess Diana.

Reading Levels:
Lexile Measure: 1150L
Grade Level Equivalent: 9.5
Interest Level: Grades 6-8

Electronic Resources:
Kids Need to Read
This link leads to a site that has quotes about peace from famous peace activists, like the one in this book. It also gives titles of other books about peace. This is useful for students who are interested in learning about peace.

Jane Breskin Zalben
This link leads to the author's website. She gives a blurb for all her books. She also has activities on writing, illustrating, and making poetry. This is useful for students who are interested in learning to write and like her writing style and for students who would like to read more of her books.

Teaching Strategies:
Teachers can use this story for social studies as a lesson about people who made the world more peaceful.

Suggested Delivery:
I would use this book as a read aloud because there are many difficult concepts that may need to be further explained.

Key Vocabulary:
Transcendentalism, Philosophy, Resonates, Nuclear, Encapsulated, Humanitarian

Reading Strategies:

Before Reading:
Have students discuss who and how people changed the world through peace. Can they think of any people on the top of their head? Did they think of some people that are not in the book?

During Reading:
Have students discuss how the quote relates to the page on each person. How does the quote specifically describe the famous person?

After Reading:
Have students discuss all the ways that people changed the world through peace. Are there some people that they think affected the world more positively than others?

Writing Activity:
Have students pick a person from the book and research more information about them. Write a paper about the person using information they have found without plagiarising that was not in the book.

When You Reach Me

When You Reach Me

Written by: Rebecca Stead

Published by Wendy Lamb Books in 2009.

Newbery Medal Winner in 2010.

Addictive, Futuristic, Intriguing, Memorable, Unexpected

Summary:
This story is about a girl, Miranda, who looses her best friend, Sal, after he is punched in the stomach by some kid, Marcus. She then starts to get letters sent to her. They tell her what will happen in the future, and then the things do occur. She is concerned and confused by these letters, but does not tell anyone about them. Through a long series of events with an unexpected ending, the letters make sense and Miranda and Sal become friends again.

Reading Level:
Lexile Measure: 750L
Grade Level Equivalent: 4.6
Interest Level: Grades 6-8

Electronic Resources:
Rebecca Stead Website
This link leads to Rebecca Stead's website. It tells her how to contact her, has a link to her blog, has other books she has written, gives blurbs about her books and what awards they have won, and leads to a site where you can buy educator guides. This link would be useful for students who are interested in learning about other books she has written and useful for teachers who want and are willing to buy educator guides.

Rebecca Stead Talks
This link leads to a youtube video of Rebecca Stead talking about the book. First she gives a summary, then she talks about an author she met and liked, then she talks about how she writes, then she talks about the setting and why it was set in NYC, finally she talks about her favorite places in NYC. This would be useful to students who want to learn more about the author and her thought process as she writes.

Teaching Suggestions:
Teachers can use this story to show students a writing that is not realistic fiction.

Suggested Delivery:
I would have students read this book independently. This book is an easy read with easy to understand concepts. Any difficult concepts are explained thoroughly.

Key Vocabulary:
Theories, Gagged, Unpredictable, Perspective, Teleportation, Hypnotizing

Reading Strategies:

Before Reading:
Have students talk about the quote by Albert Einstein that is in the beginning of the book. What do they think it means? How do they think it will relate to the book based on the back cover summary?

During Reading:
Have students make predictions throughout the book. Have them fix predictions as they learn new information and make new predictions as they continue to read.

After Reading:
Have students discuss the ending of the story and how it related to topic throughout the story. Did they notice the foreshadowing as they read?

Writing Activity:
Have students write about a time in there life where one event lead to a bunch of other events. Relate it back to the story and how the one punch lead to the almost death of Sal and the actual death of the laughing man.

The Dreamer

The Dreamer

Written by: Pam Muñoz Ryan

Illustrated by: Peter Sís

Published by Scholastic Press in 2010.

The Pura Belpré Award Winner in 2011.


Diverse, Heart-Wrenching, Insightful, Intense, Thought-Provoking,

Summary:
This story is about a boy named Neftalí who lives in Chili. He has a father that has a my way or the highway attitude. He must do everything his father tells him even though his father tells him that his passions are rediculous. His father gives him harsh punishment if he does not follow his rules. Neftalí still thinks his father is a good father until he forces him and his sister into the ocean everyday to make them stronger, and everyday they almost die. After this, Neftalí is stubborn like his brother and does not care if his beliefs go against his fathers. Neftalí works with his uncle and writes articles speaking out agianst the views of his father and the view of the majority of people. He refuses to give up his writing despite his father's threats and punishments. In the end, Neftalí writes in secret.

Reading Level:
Lexile Measure: 650L
Grade Equivalent: 3.7
Interest Level: 6-8

Electronic Resources:
Pam Munoz Ryan Website
This link leads to Pam Muñoz Ryan's website. This website gives a biography of the author, other books she has written, advice for children and adults, and contact information if you would like to write her. This is a good link for both teachers and students who want to learn more about her and her writing and who would like to write to her.

The Dreamer Teaching Ideas
This link leads to a journal article about ways to reflect and extend learning of students based on this book. These strategies are for students grades five through nine. This would be extremely helpful for teachers.

Teaching Suggestions:
Teachers can use this story to show how different types of writing can fit into one story.
Teachers can use this story to show students a different kind of life and culture.

Suggested Delivery:
I would use this book as a read aloud. There is a lot of dialogue and emotion in the dialogue. This would be good in teaching students expression when reading. I would also read it aloud to discuss the poetry because it is difficult to understand.

Key Vocabulary:
Loitered, Luminescent, Sputtered, Tandem, Ransacked, Invigorating

Reading Strategies:

Before Reading:
Have students read the question on the back of the book and answer what they think it means and how they think it will relate to the story.

During Reading:
Have students discuss how the poetry in each chapter relates and enhances the story.

After Reading:
Students will discuss how Neftalí's life is different from their own.

Writing Activity:
Students will write about how Neftalí changed and the reasons why he changed and how they beileve Neftalí will continue to change. What will happen next in his life?

Because of Mr. Terupt

Because of Mr.Terupt

Written by: Rob Buyea

Published by Delacorte Books for Young Readers in 2010.

Engaging, Gripping, Realistic, Surprising, Touching


Summary:
This story is told from seven different students points of view. Jeffrey, Luke, Anna, Jessica, Danielle, Alexia, and Peter are all in Mr. Terupt's fifth grade class. Mr. Terupt touches the hearts of each of these seven students and causes them to all change for the better. When a snowball thrown by Peter puts Mr. Terupt into a coma, the students are devastated. However, through this experience they learn a lot about each other and Mr. Terupt. In the end, Mr. Terupt comes out of the coma and forgives Peter. It is a happy ending for all.

Reading Level:
Lexile Measure: 560L
Grade Level Equivalent: 3.2
Interest Level: Grades 4-6

Electronic Resources:
Rob Buyea Official Website
This link leads to Rob Buyea's Official Website. This is about his book, Because of Mr. Terupt and Mr. Terupt falls again. It gives blurbs about what each book is about, an about the author section, and frequently asked questions. It tells how Buyea came up with the characters. It also has an educators guide for teachers. This would be a good website for both teachers and students who want to learn more about the writing of the stories.

Because of Mr. Terupt Teachers Guide
This link leads to a website that rates the book, says the best way for it to be read, gives a brief overview of what the students will learn from this book to help teachers decide if they want it to be read, gives an in depth summary of the book that includes the emotions children should feel as they read this book, and has a list of discussion questions. This site would be extremely helpful for students.

Teaching Suggestions:
Teachers can use this story to show how characters and people change over time.
Teachers can use this story to show how students can connect to a book using text-to-self connections.

Suggested Delivery:
I would have students read this book independently. It is not a difficult read so students should have no problem reading this book on there own.

Key Vocabulary:
Puttered, Organisms, Looming, Anxiously, Hyperventilating, Patient

Reading Strategies:

Before Reading:
Have students read the back cover and then flip through the story. Talk about how the story will be told. Who are the narrators?

During Reading:
Have students make predictions about what they think will happen in the story. Throughout their reading have them change their predictions and make new ones.

After Reading:
Have students get into seven groups. Each group will be a different character. Have each group discuss how their character changed throughout the book. Then have each group share with the class.

Writing Activity:
Have students write about which character they think they are most like and why. At what points in the story are they most like their character. Give specific examples.

Heart and Soul

Heart and Soul: The Story of America and African Americans

Writen and Illustrated by: Kadir Nelson


Published by Harper Collins Publishers in 2011.


The Coretta Scott King Author Award Winner in 2012.

Educational, Engaging, Evolving, Historical, Informative

Summary:
This story is about American history told from the perspective of African Americans. It beings with the Declaration of Independence and slavery and goes through the Civil Right Movement. This book is told from a different perspective than most history books are told from. The African American perspective is important for children to hear.

Reading Level:
Lexile Measure: 1050L
Grade Level Equivalent: 6.0
Interest Level: Grades 3-6

Electronic Resources:
Nelson talking about Heart and Soul
This link leads to a youtube video of Nelson talking about why he wrote Heart and Soul, how he created the pictures, and his inspirations for writing the book.
This will help students in understanding the importance of reading this book.

Interview with Nelson
This link leads to an interview with Nelson about the Coretta Scott King Award his book received. Nelson talks about all the work he does when creating a book. He also talks about other books he has written. This is good for students who like Kadir Nelson's writing.

Teaching Suggestions:
Teachers can use this story for social studies to show history from an African American point of view.

Suggested Delivery:
I would use this book as a read aloud. Therefore, class discussion can be had while the book is being read. Also, students may have many questions about the concepts motioned in this book.

Key Vocabulary:
Mason-Dixon Line, Emancipation Proclamation, House of Representatives, Reconstruction, Strike, Jim Crow

Reading Strategies:

Before Reading:
Have students complete the K and W of a KWL chart on American history and African American history. This will get students thinking about the topic This will also help students relate what they are about to learn to their prior knowledge.

During Reading:
Students will have discussions after each chapter. They will talk about their reactions to this new information, what is similar to what they already know, and if anything contradicts what they have already learned.

After Reading:
Have students complete the L section of the KWL chart. This will help students to reflect back on the story and what they learned from it.

Writing Activity:
Have pairs of students pick one picture to write about. They will research the concept that the picture is depicting. They will then write, without plagiarising, a paper with additional information that the book did not give.

To Dance

To Dance: A Ballerina's Graphic Novel

Memoir by: Siena Cherson Siegel

Artwork by: Mark Sigel

Published by Atheneum Books for Young Readers in 2006.

Insightful, Realistic, Simple, Unexpected, Relatable

Summary:
This story is about a girl who follows her dream to become a ballerina. She worked hard and spent many hours practicing. She got into prestigious schools. Meanwhile, her parents marriage was ending. She focused even more on dancing so that she did not have to deal with her parents failing marriage. In the end, she got injured and decided to go to college instead of becoming a ballerina. However, she still danced for fun.

Reading Level:
Lexile Measure: 610L
Grade Equivalent: 3.5
Interest Level: Grades 6-8

Electronic Resources:
School of American Ballet
This link leads to the School of American Ballet website. This school is the main settings in the book. This link will help children to understand where she went and how prestigious the program was that she was in.

Graphic Novels
This link leads to information of on genre of graphic novels. It also gives titles and summaries about other graphic novels that are out there. This link will be helpful for students who are interested in reading more graphic novels.

Teaching Suggestions:
Teachers can use this story to show students a different types of book and a different style of writing.

Suggested Delivery:
Students should read this book independently. This book is a short, and easy read.
 
Key Vocabulary:
Performance, Leotards, Audition, Administrators, Rehearsals, Composition

Reading Strategies:

Before Reading:
Have students look at the front cover and flip through the story and look at the pictures. What do they think the story will be about? What do they think will happen in the story?

During Reading:
Have students look at the pictures as they read. How do the pictures help move the story along? Could the text stand alone, without the pictures there as a guide?

After Reading:
Have students discuss one thing that they could relate to that happened in the main character's life.

Writing Activity:
Have students create their own mini graphic novel about an ambition they have and the steps they have taken to achieve it. Did they achieve what they set out to?

Everything for a Dog

Everything for a Dog

Written by: Ann M. Martin

Published by Feiwel and Friends in 2009.


Addictive, Believable, Emotional, Heart-Wrenching, Tragic


Summary:
Everything for a Dog is about a boy named Henry who really wants a dog, but his parents won't let him get one. He doesn't understand why until he learns about the death of his dad's dog. Henry understands why his dad does not want him to have dog, but when a stray dog comes into town he can't help but fall in love with him. Through a series of events, Henry and his family fall in love with the stray dog and end up giving him a home.

Reading Level:
Lexile Measure: 890L
Grade Level Equivalent: 5.7
Interest Level: Grades 3-5

Electronic Resources:
Ann Martin Interview
This link leads to an interview with Ann Martin about her book. She talks about how she came up with the idea for writing the book and what her inspirations were. She also talks about her writing process and what difficulties she had in writing Everything for a Dog.

Timeline
This link leads to an interactive timeline. You can click on the dots on the timeline and a description of what happened at that time pops up. This is helpful in sequencing the events in the story.

Teaching Suggestions:
Teachers can use this story to teach students how to compare and contrast characters.
Teachers can use this story to teach students that there are many different points of view.

Suggested Delivery:
Students will read independently. This book has easy concepts and is an easy read. Also, reading independently allows students to think for themselves before they share their ideas.

Key Vocabulary:
Nuisance, Humiliation, Cautiously, Tentatively, Companion, Atmosphere

Reading Strategies:

Before Reading:
Students will read the back cover of the book. From the back cover, they will write down questions that they have about the book. These questions should be able to be answered as the students read.

During Reading:
Students  will answer the questions that they made in the before reading. They will also make five discussion questions for their literary groups about the book. The questions will have to evoke thought. They should be inferential questions.

After Reading:
Students will have a literacy discussion based on their discussion questions. The conversation should flow naturally, not just a question then an answer.

Writing Activity:
Students will compare and contrast the events the three main characters went through and the feelings the characters had throughout the book.

Balloons Over Broadway

Balloons Over Broadway


Written and Illustrated by Melissa Sweet


Published by Houghton Mifflin Books for Children in 2011

Robert F. Sibert Informational Book Medal Winner in 2012

Educational, Fascinating, Informative, Insightful, Inspiring

Summary:
This book is about Tony Sarg and how he invented the balloons that fly over Broadway every year during the Macy's Thanksgiving Day Parade. Tony had always been good at making inventions and marionettes. This was the perfect combination and he was just the person to call when Macy's had the idea for a parade. Throughout the years, Tony improved his inventions until he came up with the balloons we still see today. This book is inspiring. It shows students to never give up and improvements can always be made.

Reading Level:
Lexile Measure: 1000L
Grade Level Equivalent: 5.4
Interest Level: Grades 1-4

Electronic Resources:
Interview with Melissa Sweet
This link leads to an interview with the author of the story. The interviewer asks her questions such as why she was interested in Tony Sarg and how did she make the illustrations for her book.

Photographs of Early Balloons
This link leads to some photographs of the first balloons created by Tony Sarg. One of these pictures are in the book, but the others are not.

Teaching Suggestions:
Teachers can use this story for social studies as a history lesson about the Macy's Thanksgivig Day Parade.

Suggested Delivery:
Students will read in small groups because there is some difficult vocabulary in the story. Students will understand the concepts of the vocabulary words by looking at the pictures. The students in the groups can help each other to understand the concepts and talk through what they are learning from the pictures.

Key Vocabulary:
Marionette, Department Store, Pulleys, Immigrants, Helium

Reading Strategies:

Before Reading:
Have students complete the K and W sections of a KWL chart about the Macy's Thanksgiving Day Parade. This will help students to relate what they are about to learn to their prior knowledge. It will also get students to think about what they do not already know, but would like to know.

During Reading:
Students will look at the pictures for a better understanding of the text. They will discuss the pictures and how it relates to the text throughout the reading.

After Reading:
Students will complete the L of their KWL charts. This will help students to recall what they have learned from the reading. Their L should answer questions they had in their W. Have them correct any information that they thought they knew in their K, but was actually a misconception.

Writing Activity:
Students will write about a time when they did not give up and they kept trying to improve what they were working on just like Tony Sarg did. They will relate their story to Tony Sarg. How did they feel throughout the process of improving their work? How do they think Tony Sarg felt?

How to Get Rich on the Oregon Trail

How to Get Rich on the Oregon Trail: My Adventures Among Cows, Crooks & Heroes on the Road to Fame & Fortune by William Reed

Written by Tod Olsen, Afterward by Marc Aronson

Illustrated by Scott Allred and Gregory Proch

Published by National Geographic in 2009

Teachers' Choice Award 2010

 

Adventurous, Educational, Fascinating, Historical, Informational

Summary:
This book is the account of William Reed's journey across the Oregon Trail. He discusses his fears, the "road" they traveled, what they encountered, and both spending and earning money. This account may or may not have actually happened, but either way it is historically accurate. It gives a good insight into what life was for the emigrantes.

Reading Level:
Lexile Measure: 1020L
Grade Level Equivalent: 5.6
Interest Level: Grades 4-8

Electronic Resources:
The Trail for Kids
This link is for students and teachers. It has additional information about the Oregon Trail including frequently asked questions. It also has crossword puzzles with vocabulary words about the Oregon Trail. For teaching resources it has math exercises pertaining to trading posts and money.

The Oregon Trail 
This link has interactive information and more links for students to learn more about the Oregon Trail. It tells about the hardships, supplies, and the route of the Oregon Trail. It also tells about the life of the travelers, what they wore, what they did, and how they lived.

Teaching Strategies:
Teachers can use this story for social studies as a history lesson about the Oregon Trail.
Teachers can use this story to show forms of communication and travel during the western migration in the 1850s.

Suggested Delivery:
I would recommend this book be read in small groups because there are many vocabulary words that are pertinent to understanding the book that the students most likely have not yet encountered. The students can work together to figure out the meanings.

Key Vocabulary:
Forebears, Melancholia, Emigrants, Contraption, Cholera, Vengeance, Treacherous, Ramshackle, Smitten, Unmolested, Specimen, Yoke, Mormons, Inferior, Maelstrom, Profit, Missionaries, Outskirts, Speechifying, Anvil

Reading Strategies:

Before Reading:
Have students complete the K and W in a KWL chart about the Oregon Trail. This will get them thinking about what they already know, their prior knowledge, and get them to go beyond that and think about all the information they don't know, but would like to learn. This will prepare them for their reading.

During Reading:
Stop half way through the book and have students reflect on what has been read and make predictions on what will happen in the last half of the book.

After Reading:
Have students complete the L in their KWL chart. This will help to recount the information they have learned about. Have them correct any information that they thought they knew in their K, but was actually a misconception.

Writing Activity:
Have students draw on the book and other information they learned about the Oregon Trail and create a journal account of their journey on the Oregon Trail.

Diary of a Wimpy Kid

Diary of a Wimpy Kid

Written by: Jeff Kinney

Published by Amulet Books in 2007

Addictive, Amusing, Entertaining, Hilarious, Realistic



Summary:
This book is Greg Huffley's diary where he talks about his life experiences in case one day he becomes famous he will have an account of his life. Greg Huffley is your average middle school student with the normal problems. This book is very easy for the average middle school guy to relate to. Greg talks about his home life, being in school, bullies, and friends. His life is complicated and he spends much of his time looking for where he belongs in life.

Reading Level:
Lexile Measure: 950L
Grade Level Equivalent: 5.3
Interest Level: Grades 3-5

Electronic Resources:
Book's Website
This link leads to the official website. It gives information about the author, other books in the series, the next book that is coming out, the movie, and how to make cartoons.

The Book
This link leads to an interactive free version of the book. It tells you how many days Greg has been writing for. You can jump around the pages by choosing whatever date you want to read with the interactive calender.

Teaching Strategies:
Teachers can use this story to make students aware that bullying occurs.
Teachers can use this story to show about bullying and why it is an issue and should not take place.

Suggested Delievery:
This book should be read independently. It is an easy read with concepts that are familiar to students of this age.

Key Vocabulary:
Gimmicks, Campaign, Fabrications, Degraing, Mentioning, Considerate

Reading Strategies:

Before Reading:
Talk and make a list about what they believe are the trials and tribulations of the average middle school student. What problems do they deal with on a daily basis?

During Reading:
Jot down predictions throughout the story. There is a lot of foreshadowing in this story. What do they think is the deal with the cheese? What do you think will happen with the friendship between Greg and Rowley?

After Reading:
Have students revisit the list they made before reading the book. Where their problems that they did not think of?

Writing Activity:
Write about how you can relate to things that Greg has gone through. How is your life and Greg's life similar or different? Have students make connections back to specific events in the story.

The Higher Power of Lucky

 

 

The Higher Power of Lucky by Susan Patron

 

Illustrated by Matt Phelan

 

Published by Atheneum Books for Young Readers in 2006

 

Newbery Medal Recipient in 2007

 

 

 

Captivating, Engaging, Entertaining, Heart-Wrenching, Riveting

Summary:
This story is about a girl named Lucky who is looking for her Higher Power as she tries to figure out what her future will bring. Lucky lives in the small town of Hard Pan with her guardian Brigitte. Her mother passed on and her father never wanted kids. Brigette was only supposed to be her guardian temporarily until her father could find a foster home for Lucky. Lucky worries that at any moment Brigette will leave her and return to France and Lucky will have to go to an orphanage and she will have to leave behind her dog, HMS Beagle. Lucky eavesdrops on anonymous meetings for drug addicts, alcoholics, over eaters, etc. They all talk about finding their higher power and how it has helped them change their ways. Lucky believes that if she finds her higher power, she won't have to fear what will happen in her future. However, she did not expect that it would be a dust storm that would show her she has nothing to worry about.

Reading Level:
Lexile Measure: 1010L
Grade Level Equivalent: 5.5
Interest Level: Grades 3-5

Electronic Resources:
Lesson Plan Suggestions
This link leads to classroom activities that the Susan Patron put together for her book. It has vocabulary words the students reading this book may not know, discussion questions, further reading, activities that go into all categories of learning, and links to other pages. One can learn about the weather, the International Guild of Knot Tyers, and the U.S. Department of Agriculture.

Dust Storms
This link tells kids about dust storms. It tells how dust storm starts, the history of dust storms, and give pictures of what a dust storm looks likes. It gives insight to children who have never seen or heard of a dust storm.

Teaching Suggestions:
Teachers can use this story to show different types of families.


Suggested Delivery:
Read this book aloud. There are adult concepts in the book that may be difficult for children who are only in fifth grade. This way when questions arise, the teacher can answer them and explain the concepts the book is mentioning.

Key Vocabulary:
Anonymous, Surplus, Specimens, Commodities, Enzymes, Urn

Reading Strategies:

Before Reading:
Have students discuss in small groups what they know about guardians and orphanages. What do they think of them? Have each student write down what their beliefs and then have a whole class discussion. Does everyone have the same view?

During Reading:
Many concepts in this book are difficult to understand. Have students write down concepts that they think are confusion. Then have them discuss their list with other students. Have the students discuss what they believe the concept means. Then explain to them what it really means.

After Reading:
Have students have group discussions about Lucky's higher power. Did she find her higher power and if so what was her higher power? Is there something in life that they feel they need a higher power for? How do they think they can find their higher power?

Writing Activity:
Have students pretend that they are like Lucky and they want to set up a museum exhibit. Have them draw pictures that show events that occurred in the book. Under the pictures, have students write captions for their pictures. Students will create a small museum booklet about the book.