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.