Polar Bears By Sandra Markle

Brief Overview:
Within this nonfiction book, children can explore the world of polar bears. Discover where polar bears live, what they eat, how they hunt, physical characteristics, and many other interesting facts! This book could be utilized by teachers to provide examples of predators and prey for students.

Teaching Strategies:

Key Vocabulary:
Arctic
Environment
Predator
Prey

Before Reading: Word walls are a great way of displaying new key vocabulary. Go over the new vocabulary provided on the word wall so the students are aware of the word meanings as they come across them in the novel. The book also reviews the definitions for the students as well at the beginning of the novel. The teacher can guide a book walk so the children can read the title, see pictures, and brainstorm and discuss what they already know about polar bears.

During Reading: As students read throughout the book on polar bears, they can take notes about predators and their prey, specifically using examples on polar bears from the book. As students learn about predator and prey, they can construct a concept map from the notes they have written.

After Reading: After students read the book, the children can display their knowledge of predator and prey by looking up another animal of their choice that is a predator and what they prey on. Students will then write how their new animal is also a predator, the enviorment they live in, the food they eat, and any facts the students find interesting. Using these two animals, they can list what makes an animal a predator and a prey.

Extra Resources:
http://www.polarbearsinternational.org/polar-bears/bear-essentials-polar-style
http://kids.nationalgeographic.com/kids/animals/creaturefeature/polar-bear/

Markle, Sandra. Polar Bears (Animal Predators). New York: First Avenue Editions, 2004.

Children's Choice 2005.

I and You and Don't Forget Who: What is a Pronoun? By Brian P. Cleary

Brief Overview: This book is a fun way to introduce pronouns to the class. Not only will students be learning what words replace a noun (pronoun), but also enjoy the flow of words and illustrations the book contains. The book highlights pronouns in different colors to introduce what they are, and then moves on to let the reader distinguish which words are the pronouns on their own.

Teaching Strategies:

Key Vocabulary:
Noun
Pronoun

Before Reading: Before reading to the class, have a discussion with the students that reviews the purpose of nouns. Ask the students, based on the title of the book, what do you think a pronoun might be?

During Reading: While children read the book, independently or with a read aloud, have them make a list of the pronouns they come across while reading or listening so they will have the list to go back to if necessary. Have them write any questions or comments they may have about pronouns for a discussion after reading the book, as well.

After Reading: Have a review about pronouns, so children know what pronouns are and how they are used. After the discussion, children will then write a short story or poem (their choice) displaying how pronouns are used (making sure children are not just repeating the noun over and over again).

Extra Resources:
http://www.terriebittner.com/language_arts/What_is_a_pronoun.html -> Reviews what a pronoun and gives examples of how to use them.
http://www.youtube.com/watch?v=yg9MKQ1OYCg ->Fun video on pronouns!
http://www.grammarbook.com/grammar/pronoun.asp ->Rules to using pronouns.


Cleary, Brian P.. I and You and Don't Forget Who: What Is a Pronoun? (Words Are Categorical). Minneapolis: Carolrhoda Books, 2004.

Children's Choice 2005.

Rainbow Soup: Adventures in Poetry By Brian P. Cleary

Brief Overview: The book provides children with a fun introduction to poetry using silly rhymes and puns. This provides children an opportunity to be more interested in poetry with some fun and imagination! As the children read through the fun and quirky poems, the book also includes poetry vocabulary and it's definitions!

Teaching Strategies:

Key Vocabulary:
Poetry
Rhyme
Verse
Stressed and Unstressed syllables

Before Reading: Before reading the book, introduce the lesson of poetry with the key vocabulary words above using a word wall. As children learn more about poetry, they will see their word walls grow. Discuss to the children that there are many forms of poetry but they mostly see rhyming poetry and puns throughout this silly book.

During Reading: As the students read through, have them notetake some patterns they may have noticed about poetry while reading. They will go through and write down any stressed and unstressed syllables they may come across. Students should pick out their favorite poems to discuss with the class and why it's their favorite.

After Reading: Students will write their own rhyming poems and try to distinguish between stressed and unstressed syllables within their own writing.

Extra Resources:
http://www.gigglepoetry.com/ -> Fun poetry for children to enjoy.
http://www.poetryarchive.org/childrensarchive/home.do -> Children can read poetry, about poets, and submit their own poetry as well!

Cleary, Brian P.. Rainbow Soup: Adventures in Poetry. Minneapolis: Carolrhoda Books, 2004.

Poetry Collection 2004.

Celebrate!: Connections Among Cultures By Jan Reynolds

Brief Overview: Throughout this picture book, it displays many different cultures. Although each culture is unique with their own traditions, this book illustrates how cultures also have many similarities. The main focus is celebrations. Although each culture may celebrate different traditions, it shows that each culture acts as a community, celebrating with music, food, decorations, etc.

Teaching Strategies:

Key Vocabulary:
Celebration
Culture
Diversity
Tradition

Before Reading: Before reading, students should have an understanding of culture and what makes a culture. Have students fill out the (K) of a K-W-L chart to show what they know about culture and the (W) for what they want to know or learn about culture. Have a discussion asking children what they believe a culture is and what it consists of including the key vocabulary words. *If you have a diverse classroom, asking parents to come in as a guest speaker would be helpful for students to realize that there are even cultures that differ from their own within their very own class, but also have many similarities as well! Children would be able to have a better connection of diversity to have an actual person come in and speak of diversity and their own culture and traditions.*

During Reading: While children read and see the pictures of different cultures, they will get a broader idea of what culture includes (dress, food, music, gathering, etc). They can brainstorm similarities they see throughout the book to their own culture.

After Reading: After reading, the students should fill out the (L) what they learned section of their graphic organizers. Students should know what culture is and what makes a culture. Have students break into small groups to brainstorm ideas to make up their own culture based on what they know makes culture (food, music, language, dress, traditions, etc).

Extra Resources:
What is culture?
Culture on Youtube

Reynolds, Jan. Celebrate!: Connections Among Cultures. New York: Lee & Low Books, 2010.

Reflects Diversity.

Glass Slipper, Gold Sandal: A Worldwide Cinderella By Paul Fleischman

Brief Overview: Within this picture book, a new, but similar version of the Cinderella story we know comes to life. It has the same tale of a young girl's father remarrying to an awful woman who becomes her stepmother. She is mistreated and is forced to clean and take care of her step-mother and step-sisters. Then she meets the prince at a beautifl ball where they fall for one another. Cinderella leaves in a hurry leaving behind her glass slipper, or in this case, a gold sandal. This version of the novel combines tales from many countries including Mexico, Iran, Korea, Russia, Appalachia, India, Iraq, and more. Although the story is similar, it represents each cultures differences with illustrations and descriptions of the different food and dresses as she travels throughout the book.

Teaching Suggestions:

Key Vocabulary:
Culture
Diversity
Pan dulche
Magistrate
Scorpion
Figs
Sugarcane

Before Reading: Before reading this particular Cinderella story, ask the students to tell you about the Cinderella story they heard growing up. This book is a good representation of how cultures, although very different, can also have many similarities as well, such as a fairy tale.

During Reading: As Cinderella travels through the book, also have a map or globe handy to point out the many places the Cinderella story is told. Throughout the novel, children should be connecting (text to text, self, and world) with Cinderella and how the details of the story or similar to the one they know.

"What is different about this Cinderella?"
"What kind of clothes is she wearing?"
"How is she treated?"
"What happens when she meets the prince?"
-With these questions, they can compare the worldwide Cinderella to the Cinderella story they know.

After Reading: After reading, students should write a reflection on what they have learned about culture, diversity, and how each culture is similar or different to their own. How did they feel about the book? Did they enjoy it? Why or why not?

Extra Resources:
All about Paul Fleischman
Paul Fleischman Interview

Fleischman, Paul. Glass Slipper, Gold Sandal: A Worldwide Cinderella. New York: Henry Holt And Co. (Byr), 2007.

Dicey's Song By Cynthia Voigt

Book Overview: Dicey is a thirteen year old girl with three siblings she has had to care for ever since she could remember. They are abandoned when their mother puts herself into a mental instituition. The children travel to their grandmother's and hope she will take them in. While staying with their grandmother they experience what it's like to have a home and to be loved. They are all very supportive of one another and Dicey and the oldest brother get a job to help with the family. As they go to school, they realize that there are more struggles within life then just surviving. Failing grades, making friends, and bullying classmates all factor into the obstacles of their life. Will they find happiness and build a family that they can hold onto?

Teaching Suggestions:

Key Vocabulary:
Adoption
Civilization
Responsibility

Before Reading: This book could be utilized within the classroom library for IRW (independent reading workshop). When a student moves on to a new novel, this one for example, they should read the first few pages to the teacher. The teacher should ask the student questions such as:
"What made you choose this book? What interested you about it?"
"Do you think this book is too easy for you to read? To hard?"
"From reading the first few pages, do you think this will be a book you will enjoy reading?"

During Reading: Within IRW, students should write down any words they may come across within their book that they may not know. They can build their vocabulary by looking up these words in the dictionary at a later time.

After Reading: Within this book, the Tillerman children faced many struggles and obstacles to become a family. Write a letter to one of the Tillerman children telling them about a time in your life where you were determined to succeed. Write about your struggles, but also how you made it through! Also include any questions you may have towards the Tillerman children.

Extra Resources:
Read Homecoming to find out what happened before Dicey's Song.
All about Cythia Voigt

Voigt, Cynthia. Dicey's Song (The Tillerman Series #2). New York: Aladdin, 2003

Getting Away With Murder: True Story of the Emmett Till Case

Book Overview:  Within this novel, the events of the terrible kidnapping and murder of Emmett Till is told. Emmett Till was 14 years old visiting family in Mississippi where Jim Crow laws were much worse than in Chicago, where Emmett lived. When Emmett Till said a comment to a white woman (nobody is sure exactly what was said) she became offended and told her husband about it. This novel describes the trial, kidnapping, murder, and his body being thrown into the Mississippi river. Everyone knew who the murders were but the two men responsible were declared not guilty by 12 white jury men.

Teaching Suggestions:

Key Vocabulary:
Civil Rights Movement
Brown vs. Board of Education
Jim Crow Laws
Segregation

Before Reading: Introduce to the students that they will be reading a novel about an African American boy during the Civil Rights Movement. Have students fill out the (K) and (W) of a K-W-L chart about Civil Rights Movement, Segregation, and the Jim Crow Laws. This will provide the teacher with the student's backgroung knowledge of this topic.

During Reading: Students will fill out their column (L) of their charts as they read and learn more about Emmett Till and the Civil Rights Movement. Students should also write down any questions they may have. There will be frequent discussions throughout the novel so children can ask these questions and correct any misconceptions the students may have.

After Reading: Students will research more about the Civil rights Movement then write and act out the court case with an alternative ending. The two men responsible for Emmett Till's death will be found guilty and the students will use their reading and research to fight for his case.

Extra Resources:
Civil Rights Movement
Emmett Till

Crowe, Chris. Getting Away With Murder: True Story of the Emmett Till Case. New York: Dial Books For Young Readers, 2003.