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.