Miss Crandall's School for Young Ladies and Little Misses of Color

Using poetry this book tells the story of Prudence Crandall and her black students.  There are 24 sonnets that use various voices as they tell the history in Canterbury, Connecticut in the 1830’s.      

Reading Level:

     Lexile:  850

Genre/Theme:

     Nonfiction

     Poetry

     Diversity

     Racism

Subject:

     English Language Arts

     Social Studies - Prudence Crandall - 1833

Teaching ideas for a 6th Grade Classroom:

     Web Resources: http://www.ct.gov/cct/cwp/view.asp?a=2127&q=302260 – students can use this site to help further their research and understanding.  This site offers links to information on the trials, Prudence Crandall’s annotated biography, and information on all the students that attended her school.

http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=4984 – Elizabeth Alexander talks about what poetry is and what if offers to us.  This motivational speech also includes the art of writing poetry.

Suggested Delivery:  Small Groups

Before Reading:

     Vocabulary to introduce:  ignorance, pantaloons, dutiful, genealogy, valise, abdicate, alabaster, infinite

Have students watch the video from the link above to motivate students' reading and writing of poetry.

Using a KWL chart, ask students what they already know and what they want to learn about Prudence Crandall.  Write their responses.

During Reading:

Have students continue working on their KWL chart, filling in what they learned.  Have students participate in literary discussions based on the following questions:  How would this be viewed from the perspective of a Southerner?  Why do you think Prudence Crandall wanted to educate African-American girls? 

After Reading:

Have students use the following link to conduct research on Prudence Crandall and her students:  http://www.ct.gov/cct/cwp/view.asp?a=2127&q=302260 .  Have students work in pairs to write a Poem for Two Voices.  One student can take the role of Prudence Crandall while another student can take the role of one of the students or students may choose any 2 characters from the story or website.

Alexander, E., Nelson, M., & Cooper, F. (2007). Miss Crandall's school for young ladies and little misses of color: poems. London: Wordsong.

Chocolate Fever

What happens when a boy loves chocolate so much that he eats it with every meal?  He will become diagnosed with "chocolate fever" of course.  In this humorous story, Henry Green loves chocolate so much that he makes himself sick.  When he wakes up one morning with large brown chocolate-smelling spots, the school nurse takes him to the hospital where he is diagnosed with "chocolate fever".  Will this be the end of his chocolate obsession? 

Reading Level:
     Lexile: 680

Genre/Theme:
     Fiction
     Humor
    
Subject:
     English Language Arts

Teaching ideas for a 3rd Grade Classroom:
     Web Resources: http://www.mce.k12tn.net/chocolate/fever/chocolate_fever.htm  has activities and questions for students to complete.  Teachers may have students use this website to complete portions of the activities or questions online or may choose to print the questions.

http://www.scholastic.com/teachers/lesson-plan/chocolate-fever-discussion-guide gives teachers examples of questions for a literature circle guide.

Suggested Delivery:  Read aloud

Before Reading:
     Vocabulary to introduce:  predicament, infirmary, revolting, bound, desolate, keen
After showing students the cover and reading the preview, have students make predictions. 

During Reading:
Have students begin a graphic organizer that has the character, setting, conflict, and resolution.

After Reading;
Students will use their graphic organizers to write a summary of the text.

Smith, R. K. (1972). Chocolate fever. New York: Scholastic, Inc.

Eve of the Emperor Penguin

In order to save Merlin, Jack and Annie must continue their quest to find the secrets of happiness.  In this mission the Magic Tree House takes them to a place they have never visited before:  Antarctica.  It is here that they meet scientists, reporters, and penguins.  There goal is to find the Cave of the Ancient Crown.  This book was awarded Children's Choice in 2009.

Reading Level:
     Lexile: 530

Genre/Theme:
     Fiction
     Penguins
     Antarctica

Subject:
     English Language Arts
     Science

Teaching ideas for a 3rd Grade Classroom:
     Web Resources:   http://www.magictreehouse.com/#- students can use this site to create their passport, play games, or watch book trailers.

http://www.magictreehouse.com/#teachers-guide-40-penguin - teachers can use this site to get ideas that will help increase students comprehension through various activities.

http://kids.nationalgeographic.com/kids/animals/creaturefeature/emperor-penguin/ is another great website which students can use to research facts about the Emperor Penguin.

Suggested Delivery:  Small Groups

Before Reading:
     Vocabulary to introduce: cloak, enchanters, Gondwana, petrels, parkas, altitude sickness
Provide students with an anticipation guide that has the following three questions: 1) What do Jack and Annie have to look out for on Mount Erebus?  2) What scientific research station do Jack and Annie visit in Antarctica?  3) Eons ago, Antarctica broke away and drifted south from what supercontinent?

During Reading:
Have students use split-page notetaking to write down the main idea on one side and supporting details on the other.  Also, have students (after the main idea) state whether they believe this is fact or fiction.  This will help them as they conduct their research after the reading.  Have each student share their notes with their group.

After Reading:
Introduce the research guide that accompanys this book, Penguins and Antarctica.  Have students use the information from both books to conduct research about the Emperor Penguin.  Students may also use the website from above from National Geographic Kids.  Students may continue working in small groups as they take notes, write, edit, and revise their research findings.

Osborne, M. P., & Murdocca, S. (2008). Eve of the Emperor penguin. New York: Random House.

Pink and Say

This picture book takes place during the Civil War.  When 15 year-old Sheldon Curtis is wounded badly and left for dead, African-American Pinkus Aylee comes to his rescue.  Even though both boys are fighting for the Union, both are fighting for different causes. 

Reading Level:
     Lexile: 590

Genre/Theme:
     Diversity/Friendship
     Historical Fiction
     Civil War
     Courage

Subject:
     Social Studies
     English Language Arts

Teaching ideas for a 5th Grade Classroom:
     Web Resources: http://www.scholastic.com/teachers/lesson-plan/pink-and-say-lesson-plan offers a lesson plan which gives the idea for this book to be used as an initiation for the Civil War.

http://www.readwritethink.org/classroom-resources/lesson-plans/acquiring-vocabulary-through-book-170.html?tab=3#tabs also offers a lesson plan which helps students aquire new vocabulary through the reading of this book.

Suggested Delivery:  Small Groups

Before Reading:
     Vocabulary to introduce:  mahogany, winderlight, marauders, vittles, spectacles, inconsolable
Using a KWL Chart, ask students what they know about the Civil War.  Record their responses.  Ask students what they hope to learn.  Record their responses. 

During Reading:
Students should continue working on KWL Chart.  Students should use highlighting tape to mark any unfamiliar words they come across, or keep a list of unfamiliar words in their reading journals.

After Reading:
Students will complete KWL Chart.  Students will pretend to be reporters working during the Civil War.  There job is to interview either Pink or Say at Andersonville Camp.  They must ask (and answer) atleast 5 questions.

Polacco, P. (1994). Pink and Say. New York: Philomel Books.

Who's Got Game? The Lion or the Mouse?

This graphic novel is an interpretation of The Lion and the Mouse, one of the most famous Aesop fables.  The lion claims to be the baddest in the land until he steps on a thorn.  None of the other animals want to help lion except the mouse.  The mouse helps lion and then quickly feels like he is the baddest in the land.  It's at this point that lion can see how he was acting.  The last line sends the message as lion says, "Is he who wants to be a bully just scared to be himself?"

Reading Level:
     Lexile: 490

Genre/Theme:
     Graphic Novel
     Aesop's Fables
     Bullying

Subject:
     English Language Arts

Teaching ideas for a 3rd Grade Classroom:
     Web Resources:
http://authors.simonandschuster.net/tagged_assets/ak01_0743222490_648.pdf gives teaching ideas for before, during , and after reading.

http://www.hbavenues.com/highpoint/library/LevLib.asp?CollectionID=1- offers teaching strategies for cause and effect, making inferences, summarizing, and paraphrasing.

Suggested Delivery:  Paired Reading

Before Reading:
     Vocabulary to introduce:  strutting, savannah, bounded, sauntered, contraption, pestering
Have students make predictions based on the title and cover of the book.  Ask students what is meant by "got game".  Explain that it means "who's better".  Ask students what makes someone a bully.  Have them pair-share a time when they themselves were being bullied or they know someone that was being bullied.  Explain that throughout this story the characters change.  The purpose of this reading is to see if students can identify the various cause and effect relationships. 

During Reading:
Have students use a cause and effect graphic organizer.  After reading each section, students should work with their partner to identify any cause and effect relationships and fill in their chart. 

After Reading:
Have students check their predictions.  Since this story is a graphic novel, students can work in pairs to create a comic strip that explains what happened next to mouse or to lion.  Have the students share their completed comic strips with the class. http://www.readwritethink.org/parent-afterschool-resources/games-tools/comic-creator-a-30237.html offers a way for students to use technology and create their own comics.

Morrison, T., Morrison, S., & Lemaître, P. (2003). Who's got game?: the lion or the mouse?. New York: Scribner.

Library Mouse A World to Explore

Sam is a mouse that lives in the library.  He loves to read and research subjects and then write about them.  Sam quickly meets another mouse named Sarah.  She is quite the explorer. She loves to climb to the tops of shelves and explore the darkest corners of the building. Sam is too afraid to climb up far. Sarah doesn’t know much about writing or research, but could reading and research help her learn more about the places she wishes to visit?

Reading Level:
     Lexile: NC 830 - This book is ideal for students who are in 3rd grade and reading at a higher level.  The  Lexile Level is higher than the author's intended audience. 

Genre/Theme:
     Fiction
     Research/Writing

Subject:
     English Language Arts
    
Teaching ideas for a 3rd Grade Class:
     Web Resources:  http://issuu.com/hnabooks/docs/librarymousefinal offers a teaching guide including discussion questions, journal activity, and research project.

http://www.danielkirk.com/ is the author/illustrator of Library Mouse A World to Explore.  His website offers ideas such as having students create their own books.

Suggested Delivery:  Read aloud

Before Reading:
     Vocabulary to introduce:  reference books, gazing, gracefully, research, pharaohs, clenched
Ask students to brainstorm what they know about libraries.  What types of books will they find?  Introduce the text and have students make predictions based on the cover.  Introduce to students a Word Scavenger Hunt in which they are to listen for any words that relate to the library.

During Reading:
Pause throughout the reading and have students share any words they have found that relate to library. 
Have students check their predictions.

After Reading:
Have students share their responses to the Word Scavenger Hunt.  Write their responses on chart paper.  Did any of them mention research?  Sam loved to research various places and things and then write about them.  Have students choose a topic to research and write about.  Topics may include a current event, person, place, or thing.

Kirk, Daniel. (2010). Library Mouse A World to Explore. New York: Abrams Books for Young Readers.

Kakapo Rescue: Saving the world's strangest parrot

On a remote island off the coast of New Zealand live the last 91 kakapo parrots on earth. Humans brought predators to the island which has brought this species near the brink of extinction.  Now this island serves as a refuge and a team of scientists are trying to restore the kakapo population.

Reading Level:    
     Lexile: 950
   
Genre/Theme:    
     Nonfiction
     Birds

Subject:    
     Science
     English Language Arts

Teaching ideas for a 4th Grade Class:
     Web Resources:  http://www.kakaporecovery.org.nz/ is a great website for students to visit.  This website offers a Kids Track to follow the Kakapo rescue.  It also lets students meet the people who are working to save this beautiful bird. 

http://www.youtube.com/watch?v=WbQgu0ilg8U Stephen Fry offers a 2:14 minute insight to the Kakapo and Codfish Island. 

Suggested Delivery:  Read aloud

Before Reading: 

     Vocabulary to introduce:  extinction, conservationists, quarantine, autopsy, predators, incubator

Give students an anticipation guide that will have the following questions:  What makes the Kakapo the world's strangest parrot?  What are some of the reasons they are near extinction?  Where is Codfish Island?  (Locate on world map)  Where is Lisa's nest?  What is meant by "mast years"?  What are nest-minders and why are they important?

During Reading:

Have students work on anticipation guide questions.  Help students take notes by using a split-page note taking technique.

After Reading:

Have students visit the Kakapo Recovery website from above.  Students can then compare information from their split-page note taking to the actual website.  Have students write a paragraph that entails the current status of this beautiful bird.

Montgomery, S., & Bishop, N. (2010). Kakapo rescue: saving the world's strangest parrot. Boston Mass.: Houghton Mifflin Books for Children.

Little Audrey

The story is told through the eyes of 11-year-old Audrey.  Audrey is beign raised in a coal mining camp in South/West Virginia during 1948.  She wants to "live better" than she does.  It isn't until Audrey's father is killed in an automobile accident that she will have the chance to "live better". 

Reading Level:
     Lexile: 630

Genre/Theme:
     Historical Fiction
     Jewell Valley Coal Mining Camp

Subject:
     Social Studies
     English Language Arts

Teaching ideas for 6th Grade Class:    
     Web resources:  http://www.teachertube.com/viewVideo.php?title=Little_Audrey_by_Ruth_White&video_id=164399&vpkey= offers a short video to introduce the story's setting.

http://www.teachertube.com/viewVideo.php?title=Little_Audrey_by_Ruth_White&video_id=164399&vpkey= students can view actual pictures from today of Jewell Valley.

Suggested Delivery:  Independent

Before Reading:
     Vocabulary to introduce:  starch, stumped, creek, prissy, exasperating, hysterics
Have students watch one of the two videos from above to introduce the setting of this story.

During Reading:
Have students use a graphic organizer to keep track of the various characters and conflicts. 

After Reading:
Have students write a paragraph in which they Question the Author.

White, Ruth. (2008). Little Audrey . New York: Farrar Straus Giroux.

The Barefoot Book of Dance Stories

   

Combining art with storytelling, this book has eight different stories that each represent a different culture.  From witches to fairies, each story is full of adventure and mystery.  Included in the "Contents" is information on the country and dance that each story is focused around.  There is also a section on all the different dances that were represented in the book.   

Reading Level:
     Lexile:  700-1000
   
Genre/Theme:
     Diversity    
     Folktale
     Dance

Subject:
     English Language Arts
     Social Studies:  Germany, Japan, West Indies, Spain, Czech Republic, Egypt, Scotland, Mali

Teaching ideas for 4th Grade Class:
     Web Resources:  http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-world-cultures-through-91.html offers a lesson plan using folktales which could be incorporated.

http://www.myfreshplans.com/2010-12/twelve-dancing-princesses-lesson-plans/ offers ideas when using the first folktale "The Twelve Dancing Princesses".  These ideas include ways to incorporate Math, Science, and Critical Thinking skills.

Suggested Delivery:  Guided Reading

Before Reading: 
     Vocabulary to introduce:  proclomation, concealed, celestial, diabolical, spindle, tartan
Using SKYPE, students can participate in an online chat with Jane Yolen to help further their understanding of dance stories.

During Reading:
Students will participate in a jigsaw activity.  Each reading group will be responsible for reading one of the eight stories and serve as an expert in their group.

After Reading:
Students will write an exit slip answering the following:  Which folktale was your favorite and why? 
Students will then participate in Readers' Theatre in which dance can be incorporated. 


Stemple, H. E., & Yolen, J. (2009). The Barefoot book of dance stories. Cambridge: Barefoot Books.
 

A Whiff of Pine, A Hint of Skunk

 
As you turn the pages of this beautifully illustrated book of poems, you begin to take a walk through the woods through the course of the four seasons.  Each poem is told through the eyes of a different woodland character.  The poems are both humorous and clever.  

Reading Level:
     Lexile: 620
       
Genre/Theme:
     Poetry
     Seasons

Subject:
     English Language Arts
     Science

Teaching Ideas for a 3rd Grade Class:
     Web Resources: http://deborahruddell.com/whiff.htm offers ideas from the author such as having students make connections and illustrate their favorite poem from the book.

http://www.instructorweb.com/lesson/seasons.asp offers a lesson plan on the four seasons including a writing activity and printables to help students compare and contrast the four seasons.

Suggested Delivery: Pair Reading

Before Reading: 
     Vocabulary to Introduce: baffled, distinguished, grumbling, marsupial, quavery, feud
Preview text with whole class and discuss the title of each poem.  Have students make a prediction about each poem.  This book follows a natural pattern.  Have students become "poetry detectives" to see if they can "find" the natural pattern of the text:  the four seasons.

During Reading:
Students take turns reading to a partner.  Have students write the title of each poem along with the season the poem is occurring in. 

After Reading:
Have students work in small groups to discuss their favorite poem from the text.  Have them discuss why they chose that particular poem.  Do the students notice anything about the the seasons in the book?  The poems are told in the sequence of the four seasons.  Have students write and illustrate their own poem, being sure to include one of the four seasons and an animal.

Ruddell, D. and Rankin, J. (2009).  A whiff of pine, a hint of skunk: a forest of poems. New York:       Margaret K. McElderry Books.

What the World Eats

Peter Menzel and Faith D'Aluisio traveled the world to compare how different families in different countries consume food. They interviewed and photographed 25 families in 21 countries.  They stayed with each family for one week as they documented how different families get there food, what they eat, and how much the average family spends on groceries.

Reading Level:
     Lexile: 1150
    
Genre/Theme:
     Nonfiction  
     Diversity
     Food/Home/Culture

Subject:
     Social Studies
     Health
     English Language Arts
     Math

Teaching Ideas for a 6th Grade Class:
     Web Resources: 
http://www.randomhouse.com/catalog/teachers_guides/9781582462462.pdf serves as a guide for educators.  It gives teaching suggestions as well as National Standards for Math, Science, and Social Studies that can be addressed within the text. 

http://www.eusa.org/siteresources/data/files/pg_hungryplanet.pdf offers background information on each country along with their "shopping list" for a one week period.  Also gives the total cost in U.S. currency as well as the cost in each countries currency.

Suggested Delivery: Paired Reading

Before Reading: 
     Vocabulary to Introduce: undernourished, condiments, indigenous, affluent, refugee, sustainable, expenditure
Have you ever wondered what people in various countries eat?  Using a KWL chart have students state what they already know about other countries food consumption.  Ask students what they would like to learn continuing to use the KWL chart.  Have students look through some of the pictures.  Are there any families eating food that looks similar to what you would eat?  Are there any families eating food that you would like to eat?  The purpose of this book is to give the reader information about how other people consume food from all over the world.  Did you know for the first time in history, more people are considered overfed than underfed? 

During Reading:

Continue working on KWL chart.  After each country's food consumption statistics, have student locate that specific country on world map or globe.  Ask students if they think the people from this country are overfed or underfed. 

After Reading: 
Finish KWL chart and discuss with class.  Have students respond in writing to the following prompt:  Why for the first time in history are more people overfed than underfed?  Likely answer:  more people have easier access to food than ever before.  Have students work in small groups to compare and contrast one country's food consumption with that of the United States. 

Menzel, Peter, and Faith Aluisio. (2008). What the world eats. Berkeley, Calif.: Tricycle Press.

Holes

Stanley Yelnats is sent to Camp Green Lake Juvenile Correctional Facility in Texas for a crime he didn't commit. The warden makes the boys dig holes five feet wide and five feet deep.  He tells the boys this will "build character".  As Stanley makes friends, he soon realizes the warden has another motive and it's not character building.  The boys are digging the holes because the warden is searching for something.  Stanley sets out to find the truth and in doing so he must overcome being bullied.

Reading Level:
     Lexile: 660
      
Genre/Theme:
     Adventure/Mystery    
     Racism
     Bullying

Subject:
     English Language Arts

Teaching Ideas for a 6th Grade Class:
     Web Resources: 
http://www.readwritethink.org/classroom-resources/lesson-plans/cover-cover-comparing-books-1098.html
offers a lesson plan idea on comparing the book to the movie.

http://www.eduscapes.com/newbery/99a.htm offers links to everything from author connections to sample lesson plans.  It also offers links for teacher connections as well as movie connections.

http://www2.scholastic.com/browse/lessonplan.jsp?id=924&FullBreadCrumb=%3Ca+href%3D%22http%3A%2F%2Fwww2.scholastic.com%2Fbrowse%2Fsearch%2F%3FNtx%3Dmode%2Bmatchallpartial%26_N%3Dfff%26Ntk%3DSCHL30_SI%26query%3Dholes%26N%3D0%26Ntt%3Dholes%22+class%3D%22endecaAll%22%3EAll+Results%3C%2Fa%3E also offer a detailed lesson plan to compare and contrast the book to the movie.

Suggested Delivery: Small Groups

Before Reading: 
     Vocabulary to Introduce: preposterous, compound, condemned, mirage, spigot, authenticated, writhing
There is something unique about Stanley Yelnats name.  It is considered a palindrome.  This means his name is spelled the same forward as it is backwards.  Have students think of any other palindromes (i.e. mom, dad).  Ask students if they have ever been accussed of something they didn't do (looking for personal connections).  This is a story of a boy who has been bullied and now is being accussed of a crime he didn't commit.  He is sentenced to Camp Green Lake Juvenile Correctional Facility.  Have students predict what Stanley's life will be like at this juvenile facility and why the story is titled Holes in their reading logs.     

During Reading:
Students will use their reading journals to keep track of the different characters, the setting, plot events, and resolution that occur at the end of each chapter. 

After Reading: 
Sometimes there are movies based on books.  Ask students if they can recall reading a book and then watching the same titled movie.  There are always similarities and differences.  Watch the movie Holes.  Have students work in small groups comparing and contrasting the movie with the book.  Have students refer to their reading journals being sure to compare and contrast various characters, the setting, plot events, and resolution.  Students will write a persuasive essay in which they will give their opinion of which was better, the movie or the book.  They must give reasons for their response and use evidence from the book and/or movie. 

Sachar, L. (1998). Holes. New York: Scholastic Press.

Out of the Dust

This story takes place in Oklahoma in the 1930's during the Dust Bowl and is told through a series of poems.  Billie Jo Kelby is a 14-year-old girl that must deal with the drought as well as the economic depression of the time.  Billie Jo never gives up hope for a long rain and some good luck even though the future doesn't seem hopeful.  Most of all, Billie Jo must learn to forgive not only herself, but her father too.  Can she do it? 

Reading Level:
     Lexile: 850
         
Genre/Theme:
     Historical Fiction
     The Oklahoma Dust Bowl
     The Great Depression

Subject:
     Social Studies
     English Language Arts

Teaching Ideas for a 6th Grade Class:
     Web Resources:  http://www.carolhurst.com/titles/outofthedust.html provides a link to view footage from an actual dust storm.  It also offers suggestions for related books, different activities, and things to talk about. 

http://www.readwritethink.org/classroom-resources/calendar-activities/karen-hesse-author-newbery-20673.html offers many classroom activities from creating a story map to research projects that help students conceptually understand historical fictions.  It also has links to Karen Hesse's biography.  Complete lesson plans are included on this web link.

Suggested Delivery: Guided Reading

Before Reading:
     Vocabulary to Introduce:  jacks, maggoty, searing, chafed, stupor, moonshine, fare
     Prior Knowledge:  The Great Depression
This book takes place from 1920-1935.  Ask students who can remember what was happening in the United States during that time period.  Our country was in economic distress and this time period was known as The Great Depression.  Also during that exact same time period, Oklahoma was experiencing a major drought.  This drought along with the economic distress, led to the Oklahoma Dust Bowl.  This book is a historical fiction based on the life of a 14-year-old girl living in Oklahoma during The Great Depression and the Oklahoma Dust Bowl.  In a historical fiction, the author creates an authentic setting, events, and characters.  Have students brainstorm what they think it would be like to live in Oklahoma during this time period.  Using a chart, write their responses.  As students read, have them look for details in the book that seem to reflect facts.

During Reading:
Notice this book was written as a series of short poems.  After each short poem, have students look for details from the text that seem to reflect facts.  Have them write details in their journals along with the page number. 

After Reading: 
Students will work in pairs to discuss all the details they have written in their journals.  Do any of their details match their responses from the chart?  Write one detail from their journals on the chart.  Discuss why/why not their response is historical fiction.  Using their prior knowledge of The Great Depression and historical fictions, students will work in pairs to write a short poem that is a historical fiction. 

Hesse, K. (1997). Out of the Dust. New York: Scholastic Press.

How to Clean A Hippopotamus: A look at unusual animal partnerships

This is an excellent nonfiction book that helps teach lessons on symbiosis.  This book describes 50 animal partnerships and why mutualism in the animal kingdom exists.   The illustrations are colorful.  This book has been honored as a NSTA/CBC Outstanding Science Trade Book.

Reading Level:
     Lexile: 950
    
Genre/Theme:
     Nonfiction
     Diversity    
     Symbiosis/Mutualism

Subject:
     Science
     Nature
     English Language Arts

Teaching Ideas for a 4th Grade Class:
     Web Resources:  http://www.discoveryeducation.com/teachers/free-lesson-plans/body-by-design-form-and-function.cfm offers a complete lesson plan which includes objectives, discussion questions, and evaluation ideas.

http://alldunnin.net/siteoftheday/site/Entries/2009/3/6_Cant_We_All_Just_Get_Along_-_Symbiosis.html offers links to many different sites that will help students have a better understanding  with the concept of symbiosis and mutualism. 

Suggested Delivery: Read aloud

Before Reading:
     Vocabulary to Introduce:  symbiosis, mutualistic, excrete, parasites, commensualism, truce
Divide students into 6 groups.  Give each group a vocabulary word from above.  Have students use dictionaries (if necessary) to find the meaning of their groups word.  Once each group has the definition, have one person from the group state the definition in front of the class.  Ask students to group these words.  Are there any words that might mean the same?  In there groups, have students explain how they would group these words and what their reasoning is.  Next, create a K/W/L chart on the topic symbiosis.  List what the students already know about symbiosis and what they want to know.

During Reading:
After each page, ask students to predict where they might find these animals.  After reading a few pages aloud, have students write down their favorite example of symbiosis being sure to name both animals.  

After Reading: 
Can you think of any other examples of symbiosis?  What was your favorite example from the text?  Were there any partnerships that you found most unusual?  Have students write a paragraph in their journals giving an example of symbiosis and using as many vocabulary words from above as possible.  Students may choose to illustrate their example.  Share the back of the book.  It has a list of all the organisms from the book and includes their actual size, habitat, and diet.  Students can also check their predictions from where each animal can be found.  Finish the K/W/L chart having each student state what they have learned.

Jenkins, S. & Page, R. (2010). How to Clean a Hippopotamus: A look at      unusual animal partnerships. Boston: Houghton Mifflin Book for Children.

Our Only May Amelia

May Amelia Jackson is the only girl that lives on the Nasel River Settlement.  The book is set in 1899 in the state of Washington.  May Amelia is often referred to as "No Good May" and wants nothing more than a sister.  When tragedy strikes, May realizes her importance in the family, and that she is much more than "No Good May".

Reading Level:
     Lexile: 900

Genre/Theme:
     Historical Fiction

Subject:
     English Language Arts
     Social Studies

Teaching Ideas for a 5th Grade Class:
     Web Resources:  http://www.teachervision.fen.com/adventure-fiction/printable/64897.html offers a summary along with learning suggestions for before, during and after reading.  It also offers Language Arts, Social Studies, and Art ideas to incorporate.  This site ends with a 1 page interview with Jennifer L. Holm.
  
http://www.funtrivia.com/en/subtopics/Our-Only-May-Amelia-176513.html offers a 15 question quiz.  Students can either take the on-line quiz without the answers and the computer will grade it OR students can review the quiz questions with the answers to check their own understanding.

Suggested Delivery:  Small Groups

Before Reading Activites:
     Vocabulary to Introduce:  abide, dungarees, shanghaied, dysentery, verandah, slovenly, scandalous, bateau, eloped
Ask students if they would like to be the only boy/girl in our classroom?  How about the only boy/girl in our town?  Would you consider yourself to be a "miracle" if you were the only boy/girl or would you wish for a brother/sister?  I would recommend reading the first four paragraphs of the Author's Note (p. 249-250) to introduce this book.  Explain why this book is a historical fiction.  Tell students this book is about a girl named May Amelia who moved here from Finland and is the only girl, not only in her family but on her settlement.  Have student's write in their journals a prediction of what May Amelia's life will be like.  Remind students that the time period is early 1900's.   

During Reading Activies:
Have students read in small groups.  At the end of each chapter have students respond to what they have read in their reading journals.  Students may write something they found to be interesting or how they would respond if they where May Amelia, etc.  Collect their reading journals and respond back to each student by posing a question that will guide their reading for the next chapter.  For example:  After they write a response to Chapter 1, Ask students (in their journal) Do you think May Amelia is a "miracle"? why or why not.  After chapter 2, What do you think a real Chinook Indian Burial would look like?  Would they want us to witness this event?  After chapter 3, How would you feel if somebody lied to you and kept it a secret for a long time?  After chapter 4, What does it mean to have "patience"?  Do you know anyone that has patience?  After chapter 5, What does it mean to act "proper"?  What are some examples?  After chapter 6, Have you ever had bad luck?  What types of things have happened to you that are examples of bad luck?  After chapter 7, Do you think May Amelia will get her wish?  why or why not.  After chapter 8, Have you ever been blamed for something you haven't done?  If so, how did it make you feel.  If not, how do you think it would make you feel?  After chapter 9, If you could visit any relative, who would it be and why.  After chapter 10, How do you feel when you make a new friend?  Do you try to impress your new friend?  After chapter 11, What do you know about scarlet fever?  After chapter 12, Did you like this book?  why or why not.

After Reading Activities:
 Compare and contrast the varieties of English used in the story (e.g. Finnish dialect vs. English dialect)  Ask students if anyone can find an example from the text?  Have students work in small groups to discuss how characters in the story respond to challenges.  Each group will be given a different character in which they are to discuss (as a group) a challenge that character faced and how they overcame their challenge.  Have students (independently) write a narrative piece explaining what they think happened next in May Amelia's life.  Mention there is a sequal:  The Trouble With May Amelia by Jennifer L. Holm that student's might want to independently read.

Holm, J. (1999). Our Only May Amelia. NY: HarperCollins.

Dying to Meet You by Kate Klise

I.B. Grumply is an old, grouchy author who hasn't written a book in his series Ghost Tamer in over twenty-years.  When he decides to rent a house for the summer to help him overcome his writers block he ends up renting more than a house.  To his surprise, he is now responsible for an eleven-year-old boy and his cat.  Did I mention Olive the ghost?  Olive is haunting the mansion that Grumply is renting.  Through letters written by Grumply, Olive, and Seymour a relationship starts to form.  Will Grumply believe in ghosts? 
This book is a 2012 Nutmeg Book Award Intermediate Nominee.  This book is easy to read, entertaining, and funny. 

Reading Level: 
     Lexile: 730
   
Genre/Theme:
     Comedy and Humor
     Mystery and Suspense
     Series
    
Subject:
     Language Arts

Teaching Ideas for a 3rd Grade Class:
     Web Resources: http://www.youtube.com/watch?v=WY20rDrFDfo is a great video to watch as an initation.  Kate Klise discusses the essentials needed to write a good story and gives viewers an inside look at how she got the idea to write Dying to Meet You.
                        
http://jeopardylabs.com/play/enter-title42366 offers students an opportunity to test their knowledge after they have finished reading the book.  By choosing "A Creepy Address" students can answer questions "Jeopardy" style.

Suggested Delivery:  Read aloud

Before Reading Activities:
     Vocabulary to introduce:  cupola, compilers, ruminations, hallucinations, mayhem, macabre, paranormal, perilous
Introduce the term epistolary novel.  This as a novel of letters.  Ask students what are the benefits of reading an epistolary novel?  (The reader is able to see many different view points depending on who has written the letter).  Ask students if we were to write an epistolary novel today, what are some forms of writing that we could use?  (Include all forms of social networking such as emails, text messages, tweets and blogs).  Show students one of the letters on page 10 and 11.  Ask them who wrote the letter?  Explain the term letterhead.  A business or company will have their business name on letterhead.  The person who wrote the letter will sign it.  Anita Sale wrote the letter and works for the company Proper Properties. 
Ask students what it mean to have "writers block"?  Ask them if they ever suffered from writers block?  It may make you feel "Grumply" or grumpy.  Introduce the characters by viewing the first few pages of the  book.  Have students notice the characters names and ask them to predict if their names will match their personalities.  Write students predictions.  

During Reading Activities: 
Have students identify a business letter and a friendly letter.  Ask students if they notice the characters names matching their personalities.  Refer back to predictions made prior to reading.  What do you think the author meant by naming the real estate agent Anita Sale?  (I need a sale).  The publisher Paige Turner?  The 11-year-old boy Seymour Hope? (See more hope). 

After Reading Activites:
Working in Small Groups, have students create their own newspaper articles by creating a new character, adding a conflict and details.  Students can use the following interactive to create their newspaper articles:  http://interactives.mped.org/view_interactive.aspx?id=110&title=:    Have students try to give their new characer a unique name.

Klise, K. (2009). Dying to meet you.  Boston: Harcourt.

Stolen Children by Peg Kehert

When 14-year old Amy agrees to babysit 3-year-old Kendra, she has no idea that Kendra is about to be kidnapped for ransom and that she too will be kidnapped.  Amy must keep Kendra safe while thinking of ways to escape.  This book is a 2012 Nutmeg Book Award Intermediate Nominee and was given the Children's Choice Award in 2009.  It is gauranteed to keep readers at the edge of their seat.

Reading Level:
     Lexile Level:  730

Genre/Theme:
     Fiction
     Babysitting
     Kidnapping
     Mysteries

Subject:
     English Language Arts

Teaching ideas for a 5th Grade Classroom:
     Web Resources: http://www.youtube.com/watch?v=HP903vYod1U- This video would serve as an excellent initiation for the book.  It will definitely get the students' attention.

http://www.pegkehret.com/wordpress/?p=76 - Peg Kehert describes her life as a writer.  Inspirational for students to read, with a message of never stop writing.

Suggested Delivery:  Independent Read

Before Reading:
     Vocabulary to introduce:  ransom, thugs, remote, boutiques, elegant, impromptu
To increase motivation, have students watch the youtube video from above.  Have them make their own predictions based on the video.

During Reading:
Have students participate in a literary discussion.  Give students the following questions to discuss in their groups:  What does the author want you to believe is going to happen to Amy?  Kendra?  What evidence can you find for your conclusion?  What might happen if Amy trys to escape? 

After Reading:
Students will participate in SPAWN Writing.  Students will be given the Special power to change any one aspect of the story.  They must state what they changed, why they changed it, and the effects this change has had.  Next, students must write a solution to a Problem that the text posed.  Students will then write their story from an Alternative viewpoint.  Ask students "What-if Amy never fell asleep?".  Students will need to write their story based on this change.  Students will complete their writing by answering "what happened Next" in the story.  http://www.vrml.k12.la.us/cc/18str/spawn/18str_spawn.htm offers a great site for an interactive SPAWN Writing project.  Students may also use Kidspiration to create their SPAWN.

Kehret, P. (2008). Stolen children . New York: Dutton Children's Books.