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.