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.

Ella Enchanted By Gail Carson Levine

Book Overview:  Some would say she it was a gift, and some would say it was a curse. When Ella was born, she was blessed with obedience. She had to obey every command given to her. Througout the story she is commanded to give away her things, go to finishing school, lose her friends, and not to marry Char. Ella and Char love one another, but her stepsister commands her not to marry her. Read this novel to find out what obstacles Ella goes through to get through the curse and to what she wants!

Teaching Suggestions:

Key Vocabulary:
Curse
Enchanted
Magical
Obedience

Before Reading: This novel, Ella Enchanted, would be another popular book within the classroom library. Children can read this during free time or during IRW (independent reading workshop). When a child chooses this book, ask them:
"Judging by the title, what do you think this book could be about?"
"Does the cover illustrations give any clues to what the story may be about?"

During Reading: Students can make connections to Ella's life and their own. Maybe they've felt bullied around as Ella does with her curse of obedience. Perhaps they have felt love, sadness, desire, etc.

After Reading:  Students will receive the prompt, if you could be blessed with any gift/curse, like Ella's obedience, what would it be? Describe what consequences or benefits this gift/curse may bring to your life.

Extra Resources:
Classroom Discussion Guides for Ella Enchanted
Gail Carson Levine's Blog!

Gail Carson. Ella Enchanted. New York: Avon Books, 2003.

The Giver By Lois Lowry

Brief Overview:
In a future-like world, everything seems perfect with set routines, jobs, no hate, no choice, no suffering, and no fear. When Jonas goes through the twelve ceremony, his whole world changes and takes on a bigger responsibility he never knew existed. He soon experiences the feeling of choice, fear, joys, and life itself. Life is no longer black and white, but also shades of grey (and color).

Teaching suggestions:

Key vocabulary:
Ceremony
Community
Committee
Courage
Elders
Freedom
Individuality
Integrity
Wisdom

Before Reading:  While introducing this novel to the class, discuss how different it is from the society we live in. Ask the students what elements or characteristics a "perfect society" may consist of and do they think it's possible that such a society could ever exist?

During Reading: While the children read throughout the novel, have them keep a journal and record the following things:
For each chapter, write a brief summary. Write a reflection to what has happened and any connections (text to self, world, or text). Encourage them to connect with how Jonas may be feeling throughout the novel. They should also include any questions, comments, and write any words they may not know. Then to sum it up, the children will write a prediction of what will happen next. (In the next journal entry, students can reflect back on their previous predictions and whether or not their predictions were correct.)

Also for discussion, ask students as you proceed through the chapters:
"Have you changed your mind about what a "perfect world" could be like?"
"What are some elements you would change from your previous thoughts?"

After Reading: The ending of this novel can seem unclear as to whether or not Jonas and Gabriel survive. Since students have been predicting throughout, also have students build off the ending of the novel and create their own endings to The Giver giving a more clear but captivating ending!

Extra Resources:http://www.loislowry.com/giver.html
http://www.shmoop.com/the-giver/summary.html


Lowry, Lois. The Giver. Reissue ed. New York: Delacorte Books For Young Readers, 2006.

Counting on Grace By Elizabeth Winthrop

Book Overview: In this novel, based on a true story, Grace is 12 years old when she is taken out of school and begins working in a textile mill with her family. Her and another boy, Arthur, are the smartest students within her classroom and causes the teacher to be upset with them leaving. Miss Lesley, the teacher then starts holding Sunday classes for the students, which is their only day off and has them write a letter to the National Child Labor Committee. With these letters, a man comes to document and photograph children's life in the mills. Life in the mills was difficult for Grace being a left handed person, while Arthur was angered with working in the mill at all. Read this book to find out what these children and their families go through and the consequences of writing to the National Child Labor Committee caused them.

Teaching Suggestions:

Key Vocabulary:
Textile Mills
National Child Labor Committee
Child Labor
Immigrants

Before Reading: Introducing the novel, any unfamiliar vocabulary pertaining to the child labor laws should be discussed before reading the novel. Have a discussion with the students about how they would feel if they had to work to help support their families.

During Reading: While the students are reading the novel, they should also be taking notes about life in the mills. These notes will be helpful when they are writing their journal entries they will create after reading.

After Reading: After reading this novel, students will write journal entries pretending to be a child during the early 1900s working in the textile mills to help support their families. They need to demonstrate their knowledge of the struggles these children went through and how child labor laws came about. Were children or their family members injured? Who was able to have jobs in the mills? Why did some people lose their jobs?

Extra Resources:
Reading and Discussion Guide for Teachers
All about Elizabeth Winthrop

Winthrop, Elizabeth. Counting on Grace. New York: Yearling, 2008. Print.

Disasters: Natural and Man-Made Castrophes Through the Centuries By Brenda Guiberson

Brief Overview: Within this nonfiction novel on catastrophes, it describes and illustrates ten major catastrophes that have happened throughout the world. Through hurricanes, floods, sicknesses, fires, etc., it shows the consequences and devastations of each. As the novel is read, man-made and natural disasters are described, who was afftected by each one, and what was the outcome.

Teaching Strategies:

Key Vocabulary:
Catastrophe
Devastation
Survivors
Each section read will have their own key vocabulary:
For example the chapter on smallpox would have words such as: smallpox, pockmarks, virus, parasite, epidemic, etc.
The other chapters include:
The Great Chicago Fire
Johnstown Flood
San Francisco Shaking
Triangle Shirt Factory Fire
Titanic
Pandemic Flu
Dust Bowl
Hurricane Katrina

Before Reading:  Start a discussion brainstorming with the students what they think disasters are and some examples. This will make it possible to determine student's background knowledge. Throughout this discussion, a word wall should be created, and vocabulary should be defined. Ask students questions such as:
"What is a disaster?"
"What makes a disaster? How? What caused it?"
"Are there any disasters you know of or have heard of?"
"What is the difference between natural and man-made disasters?

Do a book walk to briefly introduce the catastrophes they will come across. Can they describe any similarities described within the book?

During Reading:As students read throughout the disasters, connections should be made to each. (Text to world, text to self, and text to text.) The students should have split note taking where they write about the disaster on the left side and their connections, questions, and comments on the right hand side.

There are also many films that could be shown to give the children visuals and further connections!! (For example, we all know of the film Titanic!)

After Reading: At this point, the students have been familiarized with many disasters and should know the difference between natural and man-made. Students should research a disaster not listed in the book nautral or man-made. After researching, children can get into small groups to write and act out small skits. Their skits should describe the disaster, who was involved, where it was, and the consequences. Having the children act out the event can be fun and give them the experience of connecting to themselves acting it out.

Extra Resources:
National Science Foundation
Infoplease

Guiberson, Brenda Z.. Disasters: Natural and Man-Made Catastrophes Through the Centuries. New York: Henry Holt And Co. (Byr), 2010.

To Dance: A Ballerina's Graphic Novel By Siena Cherson Siegel

Brief Overview: This beautifully illustrated graphic novel depicts the story of a young girl who aspires to live the life of a dancer. Her mother supports her and moves her to some of the best dance schools to fulfill her dreams. She continues to study at the School of American Ballet where she learns from some of the best dancers and grows as a dancer herself, but also faces some obstacles with her home life as her parents are constantly fighting. This graphic novel contains fantastic illustrations and the story of a young girl trying to reach her goals and dreams.

Teaching Strategies:

Key Vocabulary:
School of American Ballet
Divorce
Determination
Choreography
(dance terms such as barre and plie)

Before Reading:  Start off a discussion by asking students to come up with a list of things they enjoy doing. For example dance, baseball, basketball, football, drawing, etc. Then introduce the novel as a dream of a young girl who wants to be a dancer. This will provide students with a connection of their dreams and the text.

During Reading: As students are reading, students should be paying attention to how a graphic novel is written and be getting ideas of constructing their own. As students read, they will be able to connect with the happiness of succeeding and moving forward and also the sadness of life struggles, such as parents getting divorced.

After Reading: Students should create their own comics that will illustrate a dream or goal they have. The comics should include both illustrations and captions. Their comics should also show any obstacles or struggles they may face in order to get to their goals.

Extra Resources:
Interview with Siena Cherson Siegel
To Dance Book Reviews

Siegel, Siena Cherson. To Dance: A Ballerina's Graphic Novel. New York: Atheneum/Richard Jackson Books, 2006. Print.