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.