The Dog Days of Charlotte Hayes

2010 Children's Choice List Book
Author: Marlane Kennedy
Copyright: Marlane Kennedy, 2009
Publisher: Scholastic Inc.

Reading Level:
     Ages: 8-12
     Grade Level Equivalent: 5.2
     Lexile Measure: 790L

5 Keywords/Phrases to Describe the Book:
Responsibility, Pet/Owner bond, being courteous, making new friends, hard work

Suggested Delivery: Individual read

Summary: Charlotte Hayes' father bought a purebred Saint Bernard at quite a bargain, and could not be happier. Even though he is ecstatic about the deal he made, this doesn't quite reflect in the car provided for this dog, who he named Killer. Before she knows it, Charlotte is responsible for taking care of the dog - including feeding him, bathing him, picking up after him, and giving him the love and affection none of the other family members seem to give him. She isn't a fan of the name Killer, so she starts to call the dog Beauregard, and quickly becomes his sole caretaker. Fed up with this responsibility, Charlotte becomes desperate to find Beauregard a new home. Through a series of failed plans and foiled attempts to get rid of the dog, Charlotte builds a bond with Beauregard that she does not expect. Students will love to see if Charlotte will be able to find Beauregard a new home that is suitable for him and make herself happy at the same time.

Vocabulary:
1) Spigot (page 3)
2) Postpartum Depression (page 6)
3) Repulsed (page 15)
4) Bonafide (page 16)
5) Neglected (page 19)
6) Devious (page 68)
7) Beautician (page 143)
8) Dumbfounded (page 145)
9) Ornate (page 165)
10) Gruff (page 168)
11) Gait (page 175)
12) Gurney (page 198)
13) Compensated (page 209)

Electronic Resources:
Book Trailer - This book trailer to The Dog Days of Charlotte Hayes could be used for a brief introduction to the book to catch students' interest. It gives students enough information about the book to catch their attention, but doesn't give too much away, which will make students' want to learn what happens. It can also be used as a great before reading activity, as described below.

Marlane Kennedy - This is Marlane Kennedy's official website. Students and teachers can go bere to learn more about the author, her other book (since she only has two on there), and how they can have her as a guest speaker at their school. Viewers can also read book reviews and honors she has received for her books.

CT Humane Society - Because The Dog Days of Charlotte Hayes mentions animal shelters and animal adoptions numerous times throughout the novel, students may become interested in volunteering at animal shelters or even adopting from a shelter to rescue a pet. The Connecticut Humane Society website is a great place for students to go to research how to get involved, how to adopt, or to donate.

Comprehension Strategies:
Before: Show students the book trailer mentioned above, and use the Think-Pair-Share method to have students predict what Charlotte's plan is to find Beauregard a new home. What do they think an eleven-year-old can do to find a new home for her dog? Is it realistic?

Teachers can also have a group discussion with students to connect the novel to their own lives. This discussion could address who in the classroom has a pet (especially since they're more common these days), what kind of pet they have, who takes care of their pets, and how much work that is. This will get students to think about how much work Charlotte and her family may or may not be putting into taking care of Beauregard.

During: In their writing journals, students should create a T-chart to record the actions that show Charlotte is a dog person versus the actions that show she isn't a dog person. Students should record the evidence in the story to support either position and record the page number they found this evidence on.

After: Based upon their T-chart they created during reading the novel, students will take a stance. Do they believe Charlotte is or isn't a dog person? Why or why not? Students will write this short, one-paragraph response in their writing journals also.

Another after reading option is to have students create an acrostic poem. Using the word "Beauregard" for their acrostic, their poem should describe Beauregard and his relationship with Charlotte.

Writing: Students will write a letter to Charlotte as if they were Beauregard in his new home. Although dogs can't actually write, students should write this letter to Charlotte from his point of view, describing his new life and his feelings about new his life.

Citation:
Kennedy, M. (2009). The dog days of Charlotte Hayes. New York: 
          Scholastic Inc..

Prince Puggly of Spud and the Kingdom of Spiff

Poetry Novel
Author: Robert Paul Weston
Copyright: Robert Paul Weston, 2013
Publisher: Razor Bill, an imprint of The Penguin Group (USA) Inc.

Reading Level:
     Ages: 8-12
     Grade Level Equivalent: 4.3
     Lexile Measure: Not yet rated

5 Keywords/Phrases to Describe the Book:
Fun, fairytale, encouraging, acceptance, "don't judge a book by its cover."

Suggested Delivery: read aloud, preferably with each student having their own copy of the book to see how the poetry is written with visual effects

Summary: Once, long ago, in a faraway land, there existed many kingdoms that had their own kings who had their own rules that everyone in the kingdom had to follow. The Kingdom of Spiff was the most luxurious kingdom, with all its inhabitants dressed to the nines, except for the King's daughter, Frannie. On the other hand, the Kingdom of Spud was more relaxed, and the King let his people wear whatever they wanted. When the King of Spud resigns and leaves the kingdom to open a barber shop, the Kingdom of Spud is left kingless, and must find someone quick. Puggly was chosen to be the next King, but he preferred prince instead, so he became Prince Puggly of Spud. Throughout this beautifully crafted poetry novel, readers discover that Frannie and Puggly may have more in common than they think, despite their completely opposite kingdoms. Readers will love this story and may learn a moral or two along the way.

Vocabulary:
1) Gilt (page 2)
2) Sumptuous (page 5)
3) Uncouth (page 8)
4) Shaman (page 18)
5) Capricious (page 25)
6) Sojourn (page 42)
7) Vociferously (page 75)
8) Hors d'oeuvres (page 86)
9) Cynical (page 102)
10) à la mode (page 115)
11) Obsolete (page 121)
12) "Go on the lam" (page 134)
13) Abyss (page 135)
14) Abdicate (page 158)
15) Relinquished (page 160)
16) Beguiled (page 166)
17) Coif (page 198)

Electronic Resources:
Robert Paul Weston - This is the author, Robert Paul Weston's, official website. I find it to be very impressive in the way it is set up both structurally and visually. His website would appeal to both adults and students alike. Viewers can go to this site to discover other books by this author, read his blog, research presentation he gives about his books, and find out how to contact him. Viewers can also look at pictures, videos, and listen to audio recordings by the author.

Zorgamazoo - Zorgamazoo is another novel written by Robert Paul Weston that students may also like if they liked Prince Puggly of Spud and the Kingdom of Spiff. This website is dedicated to that novel, and is an interactive way to learn about the story and the characters. Students can refer to this website before reading Zorgamazoo to determine whether or not it is a book they are interested in.

Comprehension Strategies:
Before: In groups, have students write down what they know about poems in verse. Have students research poems written in verse and take note of when this type of poetry is typically used and the "rules" regarding poetry written in verse. Additionally, have students write what impact they think using creative formatting and different typefaces throughout the novel has on the reader's ability to read and understand the novel.

During: In their writing journals, have students create a venn diagram of the Kingdom of Spud vs. the Kingdom of Spiff. The items listed in their venn diagrams should include what the kingdoms are like, what the inhabitants are like, and the different rulers/characters mentioned from each kingdom. As always, the center of the venn diagram should contain what the two kingdoms have in common.

After: Have a class discussion centered around the following questions: "Who sent the invitation to Prince Puggly? Who is determined to be the writer of the novel? How do you know this? What evidence can you use from the novel to support this? What is the moral or message of the story?"

Writing: Students will write a poem in verse with creative formatting and different typefaces to emphasize emotions and ideas, such as Prince Puggly of Spud and the Kingdom of Spiff does. The places where students use the creative formatting and different type faces should be strategically placed to convey meaning.

Citation:
Weston, R. P., & Rivas, V. (2013). Prince Puggly of Spud: and the
           Kingdom of Spiff. New York: Razorbill.

The Secret Life of Ms. Finkleman

5th-6th Grade Read Aloud Book
Author: Ben H. Winters
Copyright: Ben H. Winters, 2010
Publisher: Harper, an imprint of Harper Collins Publishers

Reading Level:
     Ages: 11-14
     Grade Level Equivalent: 7
     Lexile Measure: 910L

5 Keywords/Phrases to Describe the Book:
Mysterious, determination, sense of community, secrets, musical

Suggested Delivery: read aloud for 5th-6th graders

Summary: Bethesda Fielding is a very conscientious student who always tries her best. So when Mr. Melville assigned his special project to solve a mystery, Bethesda was excited to find the best mystery she could find. This just happened to be Ms. Finkleman, the quiet and reserved chorus teacher that all the students thought was super boring. However, Bethesda thinks there's more to this music teacher than meets the eye, and makes it her personal mission to find out about Ms. Finkleman's secret life. When she figures out the mystery and reveals it to her class, and ultimately the whole school, Ms. Finkleman's life is turned upside down, and blames Bethesda for the chaos that ensues. Can Bethesda make it up to Ms. Finkleman?

Vocabulary:
1) Obscurity (page 2)
2) Ambiguity (page 7)
3) Impishly (page 10)
4) Trounced (page 16)
5) Appellate litigation (page 44)
6) Quixotic (page 53)
7) Emo (page 65)
8) Unyielding (page 91)
9) Picayune (page 98)
10) Consternation (page 120)
11) Inexorably (page 136)
12) Surreptitious (page 159)
13) Surfeit (page 177)
14) Ominous (page 200)
15) Culpability (page 207)
16) Festooned (page 226)
17) Mea culpa (page 240)
18) Incorrigible (page 244)

Electronic Resources:
Ben H. Winters - This is the author, Ben H. Winters', official website. Students, and adults, can go here to learn more about the author and his bodies of work. He has sections for children's books as well as his adult books. Viewers can see his new releases and look up where he will be making appearances. If students liked The Secret Life of Ms. Finkleman, they can go here to read about Ben's second book that takes place at Mary Todd Lincoln School, that has been recently released, and decide if this second book is something they would want to read.

Hidden Objects Game - This is a game provided by the publishing company, Harper Collins, that correlates to the story. There are plenty of mysteries and hidden secrets throughout the story, and this game is no different. Students must find all the hidden objects in the classroom and rack up points before time runs out. This is a fun activity for students to do in their free time at home.

Comprehension Strategies:
Before: Students will participate in a Think-Pair-Share prediction about the book. They must predict what they think will happen in the story based off of the title and cover. What do they think is Ms. Finkleman's secret life?

During: Throughout the novel there are a multitude of other little mysteries, besides the big one about Ms. Finkleman, that aren't solved right after they are mentioned. Once a new mystery presents itself, stop reading and have students predict the result of this mystery in their writing journals and label it "predicted solution." Once the solution to the mystery is mentioned in the story, have students write the solution underneath their prediction in their writing journals and label it "actual solution."

After: Students will complete an exit slip centered around the question, "Why did Ms. Finkleman lie about being Little Miss Mystery? Could you forgive her for this if you were one of her students? Would this lie cause you to look at her differently?"

Writing: Have students research their own mystery for homework. They should write about what the mystery is, the steps they took to solve the mystery, and the solution they came to about the mystery.

Citation:
Winters, B. H. (2010). The secret life of Ms. Finkleman. New York: Harper.

Runaway Twin

2010 Children's Choice List Book

Author: Peg Kehret

Copyright: Peg Kehret, 2009

Publisher: Puffin Books, an imprint of Penguin Group (USA), Inc.

Reading Level:

     Ages: 10 and up

     Grade Level Equivalent: 4.7

     Lexile Measure: 740L

5 Keywords/Phrases to describe the book:

Suspenseful, adoption, heart-wrenching, perseverance, determination

Suggested Delivery: Individual read

Summary: Sunny Skyland has been in and out of foster homes since age 3. When her Grandma and Mama died in a car accident, Sunny and her twin sister, Starr, were separated, and have not seen each other since. Longing to find and reconnect with her Twin, and with her only clue being an old photograph from days before the accident, Sunny leaves the best foster home she has ever been placed in to complete a cross-country journey to find her twin. Sunny endures an intense trip, all to find her twin sister who she misses very much. Is it all worth it when she reaches her destination? Students will love this suspenseful book, and won't stop talking about the ending that shocks everyone.

Vocabulary:
1) Foster family (page 4)
2) Relished (page 5)
3) Uncanny (page 16)
4) Inconspicuous (page 24)
5) Arbitrarily (page 46)
6) Rural (page 56)
7) Dilapidated (page 64)
8) Desolate (page 83)
9) Intangibles (page 103)
10) Pseudonym (page 106)
11) Apprehensive (page 169)
12) Fraternal twins (page 173)
13) Affidavit (page 178)
14) Scathing (page 190)

Electronic Resources:
Tornado Simulation - This is a short video that shows what would happen if a tornado came through an area next to a house. In the story, Sunny narrowly survives a tornado by hiding next to a tree in an open field. Students may not understand how amazing it is that Sunny survived simply by reading the text. This simulation takes the viewers through the different stages a tornado can be, and shows what would happen to a house and a car if that strong of a tornado went by these objects. This visual may give students a better idea of what Sunny endured to survive.

Book Trailer - This YouTube video is the book trailer for Runaway Twin. It can be used to introduce students to the book, and make them want to read it. The storyline itself is already engaging and draws readers in; but adding this book trailer will only make them more interested to read the book. It's two minutes long yet provides the reader with just enough information to be intrigued.

Peg Kehret - This is the author's official website that can be used for many purposes. Peg provides many resources for both students and teachers. Students can find the other books she's written, view photos, and see what's new and upcoming from Peg. She also provides resources for teachers to use with her books, such as discussion questions and teacher guides. Additionally, she provides a link to her blog, for those who are interested in her life and what she has to say. 

Comprehension Strategies:
Before: Have students look at the front cover of the book and use the Think-Pair-Share strategy to predict what the book will be about. Give students a few minutes to think to themselves while looking at the front cover; then have students pair up with a partner and share what they think the book will be about. Finally, have partnerships come up with a prediction they agree upon, and share it with the class. Record class predictions on a sheet of large paper to look back on after reading.

During: Throughout the story, Sunny encounters plenty of challenges and obstacles - both before and after finding her sister. Have students keep a running list in their writing journals of the obstacles and challenges Sunny has to overcome along her journey. This will give students insight into how dedicated Sunny is to find her twin.

After: Have a group discussion with the class centered around the questions: if you were Sunny, would you try to contact Starr again? Why or why not? How would you feel if you got the reaction that Sunny got from Starr? What is the meaning of the symbolism at the end of the book? (When Sunny writes a story called Runaway Twin)
Also, have students reflect on their initial predictions and comment on what was right or wrong about their predictions.

Writing: Have students respond to the following questions in their writing journals, directly after their list of the obstacles and challenges that Sunny had to overcome throughout the story: Considering all that Sunny went through, was the reaction she got from Starr "worth it" in the end? Explain.

Citation:
Kehret, P. (2009). Runaway twin. New York: Puffin Books.

Red Thread Sisters

Diversity Book
Author: Carol Antoinette Peacock
Copyright: Carol Antoinette Peacock, 2012
Publisher: The Penguin Group

Reading Level:
     Ages: 11-13
     Grade Level Equivalent: 5.0
     Lexile Measure: 700L

Five keywords/phrases to describe the book:
Friendship, love, acceptance, adoption, determination

Suggested Delivery: Small group read

Summary: After being abandoned at an orphanage in China by her mother, Wen finds comfort in her best friend at the orphanage, Shu Ling. They make a promise to each other that if one of them gets adopted, they will find an American family for the other to come live with as well. To Wen's surprise, she is the first to get adopted, and has a hard time adjusting to her new life in America, especially without Shu Ling around. Wen makes it her personal mission to find a family to adopt Shu Ling so they can both live the American life. Planning to ask her own family to adopt one more child for Shu Ling's sake, Wen feels like everything is falling into place. That is, until her father loses his job, and money becomes tight. On top of that, Wen is informed that once Shu Ling reaches age 14, she will no longer be adoptable by Chinese law. This gives Wen a little over 5 weeks to find Shu Ling a home in America. Students will love the suspense of wondering if Wen is able to find Shu Ling a family in time.

Vocabulary:
1) Gully (page 4)
2) Empress (page 27)
3) Interspersed (page 28)
4) Peonies (page 31)
5) Gratitude (page 44)
6) Billowing (page 80)
7) Loot (page 99)
8) Thermostat ( page 110)
9) Grimaced (page 136)
10) Forlorn (page 146)
11) Sallow (page 146)
12) Malnourished (page 156)
13) Murky (page 158)
14) Disposition (page 160)
15) Lilt (page 175)
16) Advocate (page 187)
17) Admonished (page 205)

Electronic Resources:
Book Trailer - This is a short, one minute book trailer for this novel. It explains the Chinese myth of the red thread and gives students a quick preview of what the book is about. This book trailer would be a great tool to use to spark students' interest in reading the book and get them engaged and hooked right away.

Carol Antoinette Peacock - This is the author's personal website that students, or teachers, can go to in order to learn more about the author and her work. Exploration of this website includes other books the author has written, the author's biography, pictures, events she will be appearing at, and how to contact her. Those who enjoyed reading Red Thread Sisters could use this site to find other works by this author that may also be interesting to them. They can also find out where Carol will be presenting, if they are interested in seeing her speak.

Comprehension Strategies:
Before: Write the word "sister" on the board and ask students what it means to them to be a "sister." Make sure students are considering what qualities and characteristics a "sister" would have. For those students who do not have a sister or are an only child, emphasize that they should be listing things they would ideally want in a sister if they had one.

During: Throughout the novel, Wen experiences many different emotions that are sometimes overwhelming, and often don't last long due to a new emotion surfacing. Have students keep a feelings journal of Wen's feelings. When Wen experiences a new feeling, have students write it down in their feelings journal and what caused this emotion. At the end of the book, students will be able to look back at the emotional journey that Wen experienced and may be able to "put themselves in Wen's shoes."

After: Have students fill out an exit slip with the question, "When they were in the airport at the end of the novel, Wen saw that Shu Ling used a red thread to tie her braid back. What is the symbolism behind Shu Ling using a red thread?" Once all students have completed their exit slip, have a brief class discussion to ensure that all students understood this symbolism.

Writing: After Wen is adopted and is settled in her American home, she writes letters to Shu Ling, who is still in China. Have students put themselves in Wen's shoes, and write a letter to a friend or family member that they miss dearly. They should include all the parts of a letter and fill this person in on what has been happening in their own lives.

Citation:
Peacock, C. A. (2012). Red thread sisters. New York: The Penguin Group.

Dexter the Tough

Read Aloud for Grades 3-4
Author: Margaret Peterson Haddix
Illustrator: Mark Elliot
Copyright: Text - Margaret Peterson Haddix, 2007
Illustrations - Mark Elliot, 2007
Publisher: Simon & Schuster Books for Young Readers

Reading Level:
     Ages: 7-10 years old
     Grade Level Equivalent: 4.4
     Lexile Measure: 690L

Five keywords/phrases to describe the book: Emotional, friendship, relatable, family, health issues

Suggested Delivery: Read aloud

Summary: Dexter has recently moved in with his grandmother who lives in Bellgap, Kentucky. Leaving Cincinnatti behind, Dexter's parents have gone to Seattle for his father to get treatment for his illness, forcing Dexter to stay with his grandmother. On the first day of school, Dexter is given a writing assignment where he can write about anything he chooses. Dexter writes, "I'm the new kid. I am tuf. This morning I beat up a kid." Mrs. Abbott, Dexter's teacher, makes it her mission to find out the truth behind Dexter's tale, through a series of revisions that provoke a confession from Dexter. What truly happened on Dexter's first day of school? Did he really hit a kid? Why did he hit him? Is Dexter really as tough as he claims? Students will love following this story and finding out the truth about Dexter.

Vocabulary:
1) Sissy (page 10)
2) Scrawny (page 15)
3) Dutifully (page 20)
4) Heaving (page 32)
5) Drowsily (page 36)
6) Warbling (page 36)
7) Self-sufficient (page 52)
8) Flubbed (page 72)
9) Chemo (page 95)
10) Fortress (page 109)
11) Eavesdropped (page 123)
12) Therapeutic (page 126)
12) Curlicue (page 130)

Electronic Resources:

Margaret Peterson Haddix - This is the author's official website. Students can go here to find out more about the author, other books she has written, or if she will be making an appearance somewhere near them. Sometimes students love a book so much that they want to know more about the author and their other works, thinking they would love to read her other books just as much as the first one. They can also follow her news posts and see when she will be releasing new books. Students can find out why Margaret wrote Dexter the Tough, and teachers can view a discussion guide provided by the author.

Bullying - This information on bullying, provided by PBS, is a great resource for teachers to use to reinforce that bullying of any kind is not acceptable. This website tells students what a bully is, the different kinds of bullying, how to handle bullying, and what bully-free zones are. There is also a section titled, "Are you a bully?" for students to use to see if they are practicing bullying behavior. This informational website can be used to hopefully prevent bullying before it begins.

Comprehension Strategies:
Before: Make a class list of appropriate ways and inappropriate ways to deal with your anger or sadness. By putting this in a T-chart form, students will be able to easily see how to deal with these emotions, compared to how not to deal with them. Teachers could also keep this chart up in the classroom for students to refer to when they're having a bad day in school.

During: Have students mark off the ways Dexter deals with his anger on the class list that was compiled before reading the book. If Dexter exhibits one or more of these actions, have students point it out, and mark a check next to the action. If Dexter exhibits an action that is not on the list, have students point it out, and add it to the list with a different color.

After: Have students summarize the story to a partner. Make sure they include the main events of the story and what fueled these events. If necessary, prompt students with the questions: "Why did Dexter truly hit Robin on his first day of school? Was Dexter actually tough?"After students are done discussing, choose two or three to share their summary with the class.

Writing: Dexter chooses to write his story about the time he was so mad that he hit someone he didn't know. Have students write a story about a time they were just as mad as Dexter was. Students should include why they were so mad, what made them so mad, and how they handled this anger. If they handled it in an inappropriate way, have students include how they would change their actions if they could go back in time.

Citation:
Haddix, M. P., & Elliott, M. (2007). Dexter the tough. New York: Simon & 
          Schuster Books for Young Readers.

Anything But Typical

Diversity Book
Author: Nora Raleigh Baskin
Copyright: Nora Raleigh Baskin, 2009
Publisher: Simon & Schuster Books for Young Readers

Reading Level:
     Ages: 10 and up
     Grade Level Equivalent: 4.1
     Lexile Measure: 640L

Five keywords/phrases to describe the book:
"Treat others how you want to be treated," family, acceptance, inclusion, love

Suggested Delivery: Individual read

Summary: Jason is a 12-year-old boy living with autism in the town of Weston, Connecticut. He is unable to live his life on a daily basis without something going wrong each day, leaving Jason feeling partially responsible but without knowing why. Feeling unable to connect with what he calls the "neurotypical" world, Jason finds solace in writing stories, and posting them to a website for others to read. Through this process, Jason finds comfort in a new friend, PhoenixBird, as she calls herself online. By forming a connection with PhoenixBird, also known as Rebecca, Jason feels close to her in a way he is not used to feeling. However, Jason is sure he can never meet Rebecca, even if that means giving up the one thing he's always wanted - to go to the Storyboard convention. Terrified by Rebecca's reaction to him if they were to meet face to face, Jason is faced with a dilemma. Readers will follow Jason through this engaging story told from Jason's point of view, which gives them great insight to what goes on in the mind of a child with autism.

Vocabulary:
1) Neurotypical (page 1)
2) Abstract (page 17)
3) Fontanelle (page 24)
4) Bytes (page 28)
5) Resonance (page 48)
6) IEP (page 58)
7) Regurgitate (page 60)
8) Defective (page 73)
9) Inclusionary (page 105)
10) Virtually (page 133)
11) Appendectomy (page 138)
12) Ricochet (page 142)
13) Autistic (page 151)
14) Mezzanine (page 181)

Electronic Resources

YouTube Video - This 15 minute video will give students a better look into autism and how it affects people who have it. Told by a young girl named Rosie, viewers are able to see how she deals with her autism, as well as other children who have it. They share their experiences, how certain things make them feel, and will give students' an idea of what it is like to have autism.

Nora Raleigh Baskin - This is the author's official website. Students can go here to learn more about the author, find other books she has written, and learn about appearances, author visits, and how to contact her. Teachers can also use this site as Nora provides teacher guides for each of her books.

Comprehension Strategies:
Before: Have a group discussion with the class centered around the question, "What is diversity? Are any two people in the world the same? How can two or more people be different from one another?" Sparking this discussion with students will hopefully make them realize that no two people are alike and there are many, many ways they can be different from one another.

During: Throughout the story, random words just pop into Jason's head out of nowhere, even if he doesn't know what the words mean. Have students compile a running list of the words that appear in Jason's mind throughout the book. Each time a new word comes up, students should also find the definition to write next to the word. Students should keep this list for after they've finished the book.
Note for the teacher: the list of words includes: confluence, adjudicate, halogen, lexicon, vizcaíno, serendipity, placate, Jaba Chamberlain

After: Have students fill out an exit slip with the following two questions on it:
1) After finding all the definitions for the words that appear in Jason's head, why do you think these words were the ones to randomly appear? Do you think they have meaning to Jason and/or his life? Why or why not?
2) How is Bennu related to Jason? Why do you think Jason wrote this story? Why do you think he changed the ending to the story?

Writing: Jason writes a story throughout the book about Bennu, a dwarf who is given the opportunity to have surgery to make him like everyone else, to "fix" him. Ultimately, Bennu represents Jason and how everyone around him wants to "fix" him, but he is just happy being himself. Have students write a short story about a fictional character that is meant to represent themselves and their experiences in life. After each student has written their story, the teacher will read them to the class, and the class will have to guess which story belongs to each student in the class.

Citation:
Baskin, N. R. (2009). Anything but typical. New York: Simon & Schuster 
          Books for Young Readers.

Titanic: Voices from the Disaster

Nonfiction Book
Author: Deborah Hopkinson
Copyright: Deborah Hopkinson, 2012
Publisher: Scholastic Press, an imprint of Scholastic Inc.

Reading Level:
     Ages: 8 and up
     Grade Level Equivalent: 8.3
     Lexile Measure: 1040

Five keywords/phrases to describe the book:
Eye-opening, tragic, heart-wrenching, devastating, historical

Suggested Delivery: Read aloud

Summary: This well-put together, informational text provides a detailed account of what truly happened on April 15, 1912 - the night the Titanic sank. Although many have heard this story before, I don't think most can say they've heard it like Deborah Hopkinson tells it. The 1997 movie Titanic tells the story from the point of view of the infamous couple, Jack and Rose. However, this novel tells the story from the point of view of the captain's crew, the stewards and stewardesses, and other brave souls who helped to save as many of the Titanic's passengers as possible. Although none of us could ever begin to imagine what these people experienced, this book does a great job of making the reader feel as if they were there that fateful night through detailed accounts and quotes from the survivors.

Vocabulary:
1) Transatlantic (page 3)
2) Accommodations (page 3)
3) Stewards/Stewardesses (page 10)
4) Promenade (page 13)
5) Unobtrusively (page 16)
6) Culmination (page 16)
7) Astern (page 18)
8) Briny (page 23)
9) Unenviable (page 57)
10) Pneumatic (page 59)
11) Phosphorescent (page 61)
12) Complacency (page 68)
13) Purportedly (page 80)
14) Roused (page 98)
15) Sublime (page 129)
16) Catastrophic (page 134)
17) Foundering (page 142)
18) Precarious (page 144)
19) Stupefying (page 150)
20) Unfathomable (page 151)
21) Peril (page 174)
22) Destitute (page 208)
23) Negligence (page 212)
**Additional vocabulary relating to the boat and its parts are provided in a glossary in the back of the book for students to refer to if necessary.

Electronic Resources:
Titanic Interactive - This is a great interactive experience for students to complete after reading Titanic: Voices from the Disaster. Provided by the History Channel website, this interactive experience allows students to explore the Titanic in a fun and more detailed way. Students can choose to explore the construction of the Titanic, the disaster itself, and the aftermath. This interactive experience includes pictures, exploration of the boat's components and rooms, and even a video of how the Titanic most likely struck the iceberg.

Deborah Hopkinson - This link will take students specifically to the Titanic: Voices from the Disaster section of Deborah Hopkinson's website. If students want to learn more about Deborah herself, they can go to her home page from this link. However, this part of her website will show students the awards this book has received, give links to reviews of this book, and provides additional resources for both students and teachers.

Comprehension Strategies:
Before: Prior to reading this book, have students complete a vocabulary search in which they find the definitions of the words listed above. There are quite a bit of words in this book that students may need to know the definitions of in order to understand the book. Therefore, by finding the definitions to the vocabulary provided prior to reading, students will be able to have a master list to refer to while reading to ensure comprehension.

During: Have students construct a timeline of the events leading up to the Titanic's voyage, during the voyage, and after the voyage. Students should include the dates, but also the times provided in the book, as most of the book takes place on April 15-16, 1912. Constructing a timeline will allow students to see how quickly things turned bad, and how quickly the Titanic sank.

After: Have students create an acrostic poem using the word "Titanic" to describe that awful night. Students should complete this individually in order to reflect their own point of views of that night and their understanding of the events that took place. After completing, have students share their poems with the class. After all students have shared, hang these poems in the classroom for students to see and be proud of.

Writing: Have students imagine that they are a survivor of the Titanic, and are currently sitting on the Carpathia. Students will be writing a letter to home or to a loved one that tells them about their journey on the Titanic. Students should be including details of their first few nights of the ride, of hitting the iceberg, of the Titanic sinking, and of their long-awaited rescue by the Carpathia.

Citation:
Hopkinson, D. (2012). Titanic: voices from the disaster. New York: 
          Scholastic Press.

Witches! The Absolutely True Tale of Disaster in Salem

Nonfiction Book
Author: Rosalyn Schanzer
Copyright: Rosalyn Schanzer, 2011
Publisher: National Geographic Society

Reading Level:
     Ages: 10 and up
     Grade Level Equivalent: 5 and
     up
     Lexile Measure: NC1190L

Five keywords/phrases to describe the book:
Paranoia, suspicion, supernatural, betrayal, mass hysteria

Suggested Delivery: Small group read, with teacher guidance

Summary: This informational book centers around Salem, Massachusetts in the late 1600s and early 1700s. Two girls from this colonial village fall ill, and society is quick to blame witchcraft. A domino effect takes place, and soon almost everyone in town, as well as surrounding towns and states in New England, is accusing someone else of being a witch. Afraid of being condemned to death, some confess their practice with witchcraft knowing that confessing is the only thing that will save them from dying. With no physical evidence linking the accused with the Devil, the town is unsure of what to do. This well written story takes readers through the journey of what it was like to live in Salem during this time, and the outcome will surprise all.

Vocabulary:
1) Horrid (page 11)
2) Vestments (page 13)
3) Seraphs (page 14)
4) Elixir (page 22)
5) Convulsions (page 23)
6) Contortions (page 23)
7) Pious (page 25)
8) Prodigious (page 25)
9) Imps (page 26)
10) Mulatto (page 42)
11) Cantankerous (page 43)
12) Deluge (page 55)
13) Apparition (page 64)
14) Fervently (page 65)
15) Conjurer (page 66)
16) Rapt (page 70)
17) Unvarnished (page 77)
18) Condemned (page 82)
19) Abolish (page 89)
20) Gallows (page 93)
21) Recant (page 96)
22) Unheeded (page 101)
23) Malicious (page 105)
24) Scrutinized (page 109)
25) Embittered (page 117)
26) Restitution (page 120)

Electronic Resources:

Interactive Activity - National Geographic provides an interactive activity for students to use to see what it would feel like to be a part of the Salem Witch Trials through the eyes of an accused witch. The activity provides information and scenarios that were common to most people during this time period, and students can choose to either confess or stay true to their innocence. This is a fun activity that can take the so-called "boredom" out of reading an non-fiction book.

YouTube Video - This 23 minute-long documentary helps solidify the severity of the events that happened in Salem. This video could be used before reading, to help introduce the concepts and events, which will make the book easier to read for students. Students tend to learn a subject more efficiently if they are interested in what they are learning. Incorporating a video into this lesson could help ensure student comprehension.

Comprehension Strategies:
Before: Prior to reading this book, have a class discussion about what students think a "witch" is. Have students draw what they think a witch looks like on their own. After they're done drawing, have students share their drawings with the class and start a class discussion. Ask them to describe what characteristics a witch has, how they act, and why they think they look like how students' drew them.

During: Throughout the story, the author provides pictures for students to look at and refer to in order to depict the current situation. In their small reading groups, have students use sticky notes to caption these pictures. The captions should reflect what they think is going on in the picture, as well as the story text itself.

After: In their small reading groups, have students pick a main character featured in the book. On a sheet of giant poster paper, students should draw a picture of what they think this character looks like, include important facts about the person, their relatives, their role in the Salem Witch Trials (accuser, accused, etc), the outcome they faced, and any important dates in this person's life. Students will share their poster with the class upon completion.

Writing: There are a lot of theories on what caused the Salem Witch Trials. Some believe it was truly the Devil, while others believe the girls' were experiencing some other sickness, and were peer pressured into blaming witches. Have students complete a short writing prompt centered around the question, "What do you think truly caused the Salem Witch Trials? Why do you think this?" Students will hand this prompt in for teacher review.

Citation:
Schanzer, R. (2011). Witches!: the absolutely true tale of disaster in 
          Salem. Washington, D.C.: National Geographic Society.

Return to Sender

Diversity Book
Author: Julia Alvarez
Copyright: Julia Alvarez, 2009
Publisher: Alfred A. Knopf, an imprint of Random House Children's Books, a division of Random House Inc., New York

Reading Level:
     Ages: 10 and up
     Grade Level Equivalent: 5.6
     Lexile Measure: 890L

Five words/phrases to describe the book:
Bravery, survival, enlightening, friendship, morality and right versus wrong

Suggested Delivery: Read aloud

Summary: Tyler is an eleven-going-on-tweleve year old that lives on a farm with his family in a small town in Vermont. After his father is injured in a farming accident, his family is faced with a difficult decision: either hire Mexican workers to help save their farm, or shut down the farm for good. Because the farm has been in their family for years, they decide to hire Mexican workers to help with the farm chores. They come to live on the farm, along with three little girls, who Tyler sparks a particular interest in. Tyler is having a hard time understanding why the Mexicans are there, and wonders if they're legal or not. As his friendship grows with Mari, the oldest daughter, he realizes her struggle of being proud of her Mexican heritage, but loves living on the farm with Tyler's family. With Mari's family living in constant fear of being discovered by the police, Mari and Tyler start a friendship that proves to last through anything. This heartwarming novel tells the story about immigration through the eyes of the immigrants, as well as the American employers, and shows readers the struggles and hardships they must endure.

Vocabulary:
1) Migrants (page 6)
2) Extraterrestrials (page 15)
3) Deport (page 18)
4) Serpents (page 27)
5) Converse (page 34)
6) Reluctance (page 42)
7) Stave (page 47)
8) Piddly (page 52)
9) Raid (page 59)
10) Immigration (page 61)
11) Malady (page 69)
12) Remorse (page 86)
13) Stellar (page 91)
14) Alms (page 102)
15) Vehement (page 119)
16) Culpable (page 121)
17) Oppressed (page 160)
18) Premises (page 187)
19) Treason (page 188)
20) Vigilant (page 239)
21) Solemn (page 245)
22) Welter (page 257)
23) Coalesces (page 263)
24) Exemplary (page 282)
25) Incarnations (page 302)

Electronic Resources:

Julia Alvarez - This is Julia Alvarez' official website. Of all the author's websites I've seen so far, this is one of the more impressive ones. It is easy for both students and teachers to navigate, with a menu going down the side of the page. Viewers can learn more about the author, her books, news regarding her and her books, appearances she will be making, and a few other little surprises that readers will love. By clicking on the Return to Sender portion of the website, the author provides her motivation for writing the novel, resources for teachers to use with her book, and awards the book has received. This website is very informative and a great resource for all.

Book Trailer - This is a short, 2 minute video that introduces the book to readers prior to reading. This video is great to catch readers' attention and make them want to read the book to find out what happens to Mari and her family, as well as Tyler and the fate of his family's farm. Using this video as an introduction to the novel gives students an idea of what the book will be about and some of what to expect while reading.

Comprehension Strategies:
Before: Because Mari and her father and uncles are from Mexico, they use a lot of Spanish words integrated into their English sentences throughout the novel. This may be confusing for fifth or sixth graders because they may not have been exposed to another language yet. Therefore, have students as a class with the teacher's guidance do a Spanish vocabulary search. Using a Spanish/English dictionary, and the internet, have students find meanings for the Spanish words provided below. The teacher will make a class master list to put up next to their "reading area" where this book will be read to the class so that students can refer to it if they do not understand the Spanish words being used.
Spanish Vocabulary: Tío, papá, mamá, dinero, bueno, señora, gringo, por favor, abuelita/abuelito/abuelota/abuelote, coyote, patrón (patrones), la migra, quinceañera, hermanita, familia, hola

During: This is a very long book, with very long chapters that students can get lost in if they are not paying attention, which is why I suggested it be delivered through a read aloud. Therefore, after each chapter is read aloud by the teacher, have students write a brief summary in their journals about the chapter that was just read. Therefore, students will have a collective summary if they forget something that happened once we get further into the book.

After: Have a group discussion with the class. In the book, Tyler faces a moral dilemma of whether to support his family in hiring the Mexicans to save their farm, even though he knows they're illegal, or to not support them because he knows it is illegal and hates that he is breaking the law. The class discussion should center around the question, "What would you do?" Have each student put themselves in Tyler's shoes. How would they feel if they were in his position and why?

Writing: Throughout the novel, Mari writes letters to inform family members of what has been occurring, and to just get her feelings out, since she feels as if she has no one to talk to. She mainly writes letters to her mother who has been taken hostage by coyotes, or to her family back in Mexico. Have students write a letter to a loved one that they miss. This person can be someone who has passed, someone who is no longer in their lives, or who they simply haven't seen in a while.

Citation:
Alvarez, J. (2009). Return to sender. New York: Alfred A. Knopf.

Everything on a Waffle

2002 Newbery Medal Honor Book
Author: Polly Horvath
Copyright: Polly Horvath, 2001
Publisher: Scholastic, Inc.

Reading Level:
     Ages: 10-14
     Grade Level Equivalent: 5.9
     Lexile Measure: 950L

Five keywords/phrases to describe the book:
Hope, inspirational, friendship, family, entertaining

Suggested Delivery: Individual read

Summary: This novel is set in a small fishing village in Canada, and centers around an eleven-year-old girl, Primrose Squarp. Her parents are lost at sea during a typhoon, and Primrose refuses to believe that they are dead, regardless of what the rest of the community is telling her. After living with her elderly neighbor, Miss Perfidy, for a while after her parents' disappearance, custody of Primrose is changed to her Uncle Jack, with whom Primrose has a limited relationship. Busy spending his time trying to turn this small village into real estate gold, Jack does not have much time for Primrose, which pushes her to hang out at a local eatery, The Girl on the Red Swing, where each item on the menu is served on a waffle. Primrose befriends the owner, Kate Bowzer, and spend a lot of her time in the restaurant, sharing her life's troubles and struggles with Kate. Following a series of unfortunate accidents involving Primrose, she is removed from Uncle Jack's custody and placed with an elderly couple, still patiently awaiting her parents' return. As the community becomes more concerned about Primrose's emotional state of mind, she never loses hope that her parents will return. Following Primrose on this journey is both heartbreaking and exciting, and students will love the surprise ending that no one saw coming.

Vocabulary:
1) Typhoon (page 3)
2) Summon (page 9)
3) Fortuitous (page 9)
4) Imposition (page 11)
5) Bereavement (page 14)
6) Pacifist (page 18)
7) Pell-mell (page 31)
8) Discombobulated (page 33)
9) Repertoire (page 38)
10) Fatal (page 52)
11) Convalesce (page 71)
12) Encumbrance (page 74)
13) Stymied (page 102)
14) Notoriously (page 104)
15) Anaphylactic shock (page 111)
16) Guffawed (page 120)
17) Sentiment (page 132)
18) Emaciated (page 144)

Electronic Resources:

Polly Horvath - This is the author, Polly Horvath's, official website. Students can visit this site if they want to learn more about the author. They can read about the author, her other books, and awards that her books have won. Students can also browse photos, read about recent news pertaining to Polly Horvath, and have access to contact information for Polly Horvath. If students loved Everything on a Waffle this is a great place for them to go to learn more.

Quiz - This is a short, 25 questions quiz that teachers can have students take after reading Everything on a Waffle to see if students understood the story and its plot. Teachers can administer this as an informal assessment just to assess comprehension, or can use it as a grade in their grade books. The easy, multiple choice question format provides clarity and should be easy for students to complete if they read the book as assigned.

Comprehension Strategies:
Before: Have students complete a vocabulary search prior to starting the book. This can be done as a class, in small groups, or independently. Have students look up the words provided above in the dictionary, and write down their definitions to refer to during reading. This may help them comprehend a sentence or paragraph that they would not be able to understand without knowing the definition.

During: Each chapter in this book has an interesting and unique title. These titles relate to what happens in the chapter, and give you a preview of what's to come. After each chapter in the book, have students write a short explanation as to why the chapter is titled the way that it is. This will ensure that students understood what happened in each chapter, and collectively, what is happening throughout the story.

After: Have students fill out an exit slip before transitioning into the next book. The title, Everything on a Waffle, suggests the story is about waffles. Although everything on at The Girl on the Red Swing is served on waffles, that is not exactly why the book is titled as it is. There is an underlying meaning to the title, and the exit slip students will fill out will center around the question, "Why do you think the book is called Everything on a Waffle?" After students fill out their exit slips and hand them in, have an open class discussion on some of the answers the class provided.

Writing: Throughout the book, Primrose provides recipes for different food items she encounters. In order to replicate the food item, a recipe has to be followed exactly, and in order for it to be followed exactly, the author needs to write a clear but precise recipe for the chef to follow. Have students go home and find a recipe, either online, from a cookbook, or from a family member, to bring into class. Then, in class, in their own words, have students write down their recipe and instructions to follow to make it. They can then decorate the page and even draw a picture of their food item. Compile these recipes into a classroom cookbook for students to take home and make with their families.

Citation:

Horvath, P. (2001). Everything on a waffle. New York: Scholastic, Inc..

Because of Winn-Dixie

2001 Newbery Medal Honor Book
Author: Kate DiCamillo
Copyright: Kate DiCamillo, 2000
Publisher: Candlewick Press

Reading Level:
     Ages: 8-10
     Grade Level Equivalent: 4.1
     Lexile Measure: 610L

Five keywords/phrases to describe the book:
Fate, friendship, love, acceptance, heartwarming

Suggested Delivery: Individual read

Summary: Opal Buloni and her father, who is a preacher, have recently moved from Watley, Florida to Naomi, Florida. Leaving her whole life behind, ten-year-old Opal misses her friends, who make up for the absence of her mother, who walked out on the family. When her father sends her to the grocery store for some groceries, Opal returns with a beat up dog - and no groceries. Naming the dog Winn-Dixie after the grocery store in which she found him, Opal quickly learns that this dog may be the best friend she's ever had. He introduces her to new friends, helps her establish relationships, and brings her father out of his "turtle shell," as Opal calls it. Throughout the story, readers will be excited to learn about all the things that happen in Opal's life because of Winn-Dixie.

Vocabulary:
1) Constellations (page 28)
2) Peculiar (page 47)
3) Pathological (page 75)
4) Ignorant (page 91)
5) Vermin (page 106)
6) Sorrow (page 114)
7) Melancholy (page 121)
8) Idle (page 125)

Electronic Resources:

Winn-Dixie Quiz - This is a short, ten question quiz that students can take after reading the book to ensure complete comprehension of the story. Teachers can choose to use this as a graded quiz, or just for a simple self-check to see if all students understood the book. With the quiz being online, students receive instant feedback, with their scoring popping up once they hit submit. Correct answers are also provided for questions that were answered incorrectly.

Kate DiCamillo - This is Kate DiCamillo's website that readers can go to if they want to know more about this author, or want to read more of her books because they liked Because of Winn-Dixie. Her child-friendly website is very colorful, and very easy to navigate.

Because of Winn-Dixie Movie - Like most great novels, Because of Winn-Dixie was turned into a movie in 2005. This can be used as an extra resource on a half-day or on a day that the teacher may be unexpectedly absent from the classroom. Children love to put a visual to the story they imagined in their head, which also may help reinforce the story and help students remember it. This could also spark a class discussion about the differences between the movie and the book. This specific resource is on Netflix, for those teachers who have a Netflix account. Teachers who do not have an account may have to reach out to another video source (such as Blockbuster or RedBox), or even the town library for a copy of the movie.

Comprehension Strategies:
Before: Have students complete a vocabulary search before reading this story. Teachers will give students the list of vocabulary words needed to understand this story with their corresponding pages. Students will then search for the word, read the sentence that contains it, and write their own definition that they have constructed from seeing the word in context. Once students have done this for all 8 words, they will then go find the dictionary definitions of each word, and write them down on a master sheet. Therefore, they will have this sheet to refer to while reading the story.

During: The title of the book is Because of Winn-Dixie. In order to ensure comprehension throughout the story, have students write down everything that happens in the book because of Winn-Dixie. If students are comprehending and understanding the story, they will have a complete list of what happens in Opal's and her friends' lives because of Winn-Dixie.

After: Have a group discussion with the class as a whole centered around the questions, "What is the special ingredient in a Littmus Lozenge? Can everyone taste it? Why or why not?" This concept within the story is more of an abstract concept and may be harder for students to understand. Therefore, a class discussion will clear up any confusion students may have had about this topic while reading.

Writing: In the story, Opal has a habit of making a list of ten facts about people, and memorizing them. She does this with the information about her mother that her father provides, and with what she knows about Winn-Dixie. Have students write ten things that people should know about each of them when they first meet someone. Students can make a rough draft for teacher approval, then construct a master copy full of color and decoration that reflects who they are as a person.

Citation:

DiCamillo, K. (2000). Because of Winn-Dixie. Cambridge, Mass.: 
          Candlewick Press.

When You Reach Me

2010 Newbery Medal Winner
Author: Rebecca Stead
Copyright: Rebecca Stead, 2009
Publisher: Wendy Lamb Books, an imprint of Random House Children's Books, a division of Random House Inc., New York

Reading Level:
     Ages: 8 and up
     Grade Level Equivalent: 4.6
     Lexile Measure: 750L

Five keywords/phrases to describe the book:
Mysterious, curious, fun, entertaining, unrealistic

Suggested Delivery: Individual read

Summary: Miranda is a twelve-year-old girl living in the 1970s with her single mother, who is a paralegal and has been chosen as a contestant on the show The $20,000 Pyramid. While facing the struggles of a "latchkey kid," as Miranda calls herself due to the fact she has to hang out at school or other spots in town until her mother gets home from work, her life changes before her eyes. Her best friend for years, Sal, suddenly decides he does not want to be her best friend anymore, and Miranda is left feeling confused and seeking comfort in new friends, and even the laughing man, the homeless man who hangs out on their street. While helping her mother practice for the game show, Miranda is left a series of notes from a mysterious "you," as she refers to the sender, telling her to write him/her a letter. Miranda is forced to deal with her adolescent drama, help her mom train, and figure out who "you" is and what this person expects in the letter. With someone's life hanging in the balance, this mysterious novel will keep students on the edge of their seats from beginning to end.

Vocabulary:
1) Paralegal (page 10)
2) Cacao chocolate (page 34)
3) Café au lait (page 34)
4) Physics (page 52)
5) Epilepsy (page 92)
6) Truce (page 147)
7) Torment (page 158)

Electronic Resources:

Rebecca Stead - This is Rebecca Stead's personal website that is full of fun graphics that students will love. Students can go to this site to learn more about the author, view her other books, or even visit her blog. Teachers can also use this site to have Rebecca visit their school or library, or for book talks or educator guides.


Time Travel - This article, featured on CNN.com, discusses time travel and if it is possible or not. Since the plot of the book centers around time travel, with both Miranda and Marcus' conversations and the ending of the book, students may have questions about time travel and how realistic it is. Students can read this article from CNN and learn all about time travel and how possible it truly is.

Comprehension Strategies:
Before: Students will be using journals throughout the book to record their thoughts. Before starting the book, have students read the summary provided by the author on the inside cover of the book. Based off of this summary, have students write any predictions they can think of for the book. They should predict things they think may happen in the storyline, and they will reflect on these predictions later on.

During: Throughout the story, Miranda refers to a mysterious "you" that she is writing her letter to. With the first mention of "you," have students write in their journals who they think this "you" may be. Then, throughout the story, if their opinion of who "you" may be changes, have them record the page number that they changed their mind, and who they think this person may be. Additionally, have students write a sentence or two as to why their opinion changed with supporting evidence from the story.

After: Have a group discussion with the class as a whole. This discussion should center around the questions, "Who did Miranda end up writing her letter to? Does this agree with your journal predictions? When did you know this is who Miranda was writing her letter to? What gave this away?" Students will be able to share when they figured it out and how, and communicate with others about their opinions of the book.

Writing: In their journals, have students extend the story. The story ends with Miranda thinking to herself about how she will give Marcus the letter, but never reveals her doing so. Have students respond to the question, "How do you think Marcus will react to the letter? Why do you think this? Use details from the story to support your answer." Students should have a 1-2 paragraph response to conclude their journals and hand in for grading.

Citation:
Stead, R. (2009). When you reach me. New York: Wendy Lamb Books.

The Boy Who Dared

Historical Fiction
Author: Susan Campbell Bartoletti
Copyright: Susan Campbell Bartoletti, 2008
Publisher: Scholastic Press

Reading Level: 
     Ages: 11 and up
     Grade Level Equivalent: 4.6
     Lexile Measure: 760L

Five keywords/phrases to describe the book:
"Curiosity killed the cat," bravery, morality, eye-opening, political

Suggested Delivery: Small group read

Summary: This is a novel that is based on a true story of a Hitler youth. Helmuth is a young boy who is struggling to find the balance between his beliefs and the rules that come with living in Nazi Germany. He listens to the BBC news on an illegal short-wave radio, and realizes that the government is lying to the people of Germany. Helmuth is faced with the moral dilemma of sharing his discovery or obeying the law. In a series of leaflets, Helmuth and two friends decide to anonymously inform the public. However, they get caught, and are arrested. Helmuth is tried for treason, and while sitting in a jail cell awaiting his fate, tells his story through a series of flashbacks that leave you wanting more than anything to know the real story.

Vocabulary:
1) Executioner (page 3)
2) Opalescent (page 6)
3) Artillery (page 8)
4) Jews (page 14)
5) Swastika (page 19)
6) Communists (page 21)
7) The New Reich (page 21)
8) Chancellor (page 22)
9) Decree (page 25)
10) Nazi (page 26)
11) Guillotine (page 36)
12) Truncheon (page 36)
13) Fürher (page 37)
14) Aryan Race (page 48)
15) Gestapo (page 52)
16) Zealous (page 53)
17) Infantry (page 73)
18) Propaganda (page 74)
19) Atrocities (page 76)
20) Concentration Camps (page 141)
21) Treason (page 151)

Electronic Resources:

Susan Campbell Bartoletti - This is Susan Campbell Bartoletti's personal website. It includes her biography, other books she's written, and new releases that reader's can expect from her. This is a great place for students to go if they liked reading this book, because they can find other books by the same author.

Video - This is a video by the author, Susan Campbell Bartoletti, which introduces the novel and gives a brief summary. This video could be used before reading to engage the students and grab their attention, making them interested in reading the story before they even start. It will also help students to understand the story as they read, as the flashback setup of this story may make it a little confusing.

Comprehension Strategies:
Before: Have students make a KWL chart as a class about Hitler, Hitler Youth, and Nazi Germany. Before reading, have students fill out the K and W section of the chart. This information may be something they have learned in class, or it may be something they know from an outside source, such as parents, TV, etc.

During: Have students create character maps within their small groups on large chart paper. Starting with the main character, Helmuth, have students write the character's name, age (if given), and any important information that will help students remember who they are. When a new character pops up in the story, the students will repeat this process. Additionally, if any characters are linked in some way (such as siblings, parents, etc.) then have students draw a line between the two characters, with the relationship written on the line.
**Because a KWL chart was made before reading, students should also be looking for answers to their questions that they posed in the W section of the chart.

After: Have a group discussion with the class as a whole. The ending of the book does not say, but rather implies, what happens to Helmuth with a metaphor. Talk about what the metaphor means with students. Students should be able to tell the class how they know this and support their assumption with evidence.
**Because a KWL chart was made before reading, students should also fill out the L section of the chart, discussing what they've learned about Nazi Germany and any answers to questions they may have posed in the W section of the chart.

Writing Activity: Have students write in their writing journals a short, one paragraph response to this question: "If you were Helmuth, would you have gone against the Nazi Party like he chose to do, or follow their rules even though you didn't agree with them? Why or why not?" Once completed, have students share their responses with the class. This will promote open discussion and listening to others' viewpoints and opinions.

Citation:
Bartoletti, S. C. (2008). The boy who dared. New York: Scholastic Press.

Amelia Earhart: This Broad Ocean

Graphic Novel

Author(s): Sarah Stewart Taylor and Ben Towle with an introduction by Eileen Collins

Copyright: Center for Cartoon Studies, 2010

Publisher: Disney/Hyperion Books

Reading Level:
     Ages: 8-11
     Grade Level Equivalent: 4
     Lexile Measure: 1080L

Five keywords/phrases to describe the book:
Bravery, determination, encouraging, following your dreams, mystery

Suggested Delivery: Small group read

Summary: This graphic novel tells the story of Amelia Earhart's historic crossing of the Atlantic Ocean by plane in 1928. The story centers around a young girl, named Grace, who is in charge of writing the Trepassey Herald, the local newspaper. Fueled by her duties as a writer, and her own curiosity of a woman with enough drive to follow her ambitions, Grace follows Amelia's story closely. Through Grace's eyes, the readers are exposed to the events that led up to Amelia's flight, ending with the mystery that surrounds Amelia's travels on this significant day.

Vocabulary:
1) Trepassey, Newfoundland (page 2)
2) Charles Lindbergh (page 11)
3) Telegram (page 20)
4) Tension (page 23)
5) Moxie (page 32)
6) Petrol (page 45)

Electronic Resources:

All About Amelia - This website, the official website of Amelia Earhart, is a place for students to go if they would like to learn more about Amelia Earhart. Students are able to read Amelia's biography, facts about Amelia and her achievements, and famous quotes once said by this brave woman. They can also look at photos and watch videos pertaining to Amelia and her experiences.

Sarah Stewart Taylor Interview - This website contains an interview with the author of Amelia Earhart: This Broad Ocean, conducted by Comic Book Resources (CBR). Students who are interested in learning more about the author can go to this website and read the interview. They will learn about her life as a cartoonist and teacher, why she chose to write about Amelia Earhart, and how she wrote the book and decided on its components, among other things.

Comprehension Strategies:
Before: Eileen Collins wrote a short introduction that is in the beginning of this book that gives readers an insight into Amelia's life. Have students read the introduction with a partner, and construct a web describing Amelia Earhart and her life. Have students include things such as her life events, characteristics of Amelia, etc. This will give students some background on Amelia Earhart before reading.

During: Have students construct a timeline in their small reading groups of important dates throughout the story. Each mark on the timeline should include the date of the event, with a small description of the event itself. This will give students an idea of how the events played out in real time.

After: Grace is a young girl who is in charge of writing the local newspaper in Trepassey. As students read, they follow Grace on her journey of reporting about Amelia Earhart. Have students create a classroom newsletter in their small groups which reports on a topic that they find to be important to their classroom, school, or town. Students will then share their classroom newsletters with the rest of the class.

Writing Activity: Have students create their own ending to the story. At the end of the story, the ending is left open-ended because Amelia disappears while flying her plane. Have students complete a small writing prompt based on the question, "Why do you think Amelia Earhart got swallowed up in the South Pacific? What could have caused this? How or why? Support your answer with examples from the story."

Citation:
Taylor, S. S., & Towle, B. (2010). Amelia Earhart: this broad ocean. New 
          York: Disney/Hyperion Books.