A Year Down Yonder by Richard Peck

Published by: Dial Books for Young Readers

Set during the Great Depression, fifteen year old Mary Alice Dowdel, leaves her city life to stay in a rural town with her Grandmother, one with quite the reputation in her town. Living in a very different town then what she is used to, she learns more about country life, her grandmother, and herself. After her stay, she contemplates going back to live in Chicago.

Suggested Delivery: Independent Read

Reading Level: Lexile: 610L

Vocabulary: privy, conniption, cipher, celluloid, dropsy, clabber, spectacles, vittles, rapscallion, rickrack, transfixed, simper, chink, chenille, wattle, burgoo, brazen, preen, chancel, bridle, squall, myrrh, frankincense, benediction, sidle, prow, dubious, cruet, petrified, deacon, variegated, annihilate, dervish, valedictorian. 

Vocabulary Activity: Introduce the vocabulary to students, explain that many of the words in the text relate to the Great Depression. Have the students create vocabulary cards for these words. The students will reference these vocabulary words as they read as well as familiarize themselves with the words prior to reading. Explain with each word that refers to the Great Depression why it does so and what it means according to this time. 

Teaching Strategies:

Pre-reading: 

Discuss with students the Great Depression. Ask questions to assess their prior knowledge on the subject such as: what do they know about it? When did it occur? How did it effect people? Show them a timeline of the Great Depression accessed through this site: http://library.thinkquest.org/J001569/timeline.html Explain to the students what happened during the Great Depression, answer any questions the students may still have and clarify some misconceptions. 

Have students complete an anticipation guide prior to reading the text; adapt or use form from: http://novelinks.org/uploads/Novels/AYearDownYonder/Anticipation%20Guide.pdf

During Reading: 

Have students write about a time when they were in a new place or situation (moving, new school, unknown place, etc). Have them answer questions and address questions such as: how did it make them feel? Where did they have to go and why? Would they do it again? Discuss how this activity relates to the text and Mary Alice's feelings about moving. Why does Mary Alice have to leave? How does she feel in this new place? 

After Reading: 

Have students get into discussion groups to discuss various themes and answer questions concerning the book. Prompts for the discussion can be accessed through this site: http://www.multcolib.org/talk/guides-year.html Have students complete an exit slip related to the reading: list three things you have learned from the text: about the characters, the text, and the Great Depression. 

Web Resources: 

Various website links to lessons and guides for the text:

http://ethemes.missouri.edu/themes/143

Literature review with recommendations for teachers:

http://yareviews.wikispaces.com/A+Year+Down+Yonder+by+Richard+Peck

Information on the author:

http://us.penguingroup.com/nf/Author/AuthorPage/0,,1000025091,00.html

Peck, R. (2000). A year down yonder. New York: Dial Books For Young Readers.

Mockingbird by Kathryn Erskine

Published by: Philomel Books

Caitlin, an eleven year old girl suffering with Aspergers, tells a story of dedication, suffering, and the will to succeed. After a tragic loss, Caitlin finds ways to discover closure in her life. She expresses her talents and is proud of who she is and what she has done. From her viewpoint, readers will sympathize with her, will understand Aspergers, and learn the importance of family and friends in the grieving process.

Suggested Delivery: Independent Read

Reading Level: Lexile: 630L

Vocabulary: Aspergers, cavernous, superfluous, chambers, aorta, atria, ventricles, veins, arteries, valves, effusive, extroverted, gregarious, empathy, finesse. 

Vocabulary Activity: Explain to students that in the book one of Caitlin's "friends" is a dictionary. Caitlin has a vast knowledge of vocabulary and often uses words they may not be familiar with. Provide the students with the vocabulary before reading and introduce them to the terms and their definitions. Explain that some of the terms are related to the heart and this is something that is an important aspect in the book. We will review briefly these parts of the heart in relation to a diagram of a human heart. 

Teaching Strategies:

Pre-reading: Discuss with students what Aspergers is. Explain to them how common it is, what it means to have Aspergers, and how it does not make one different or "special." Clarify to the students that it is not the same as Autism.  Introduce the students to the main character, explain that Caitlin suffers with Aspergers. We will see how hard it is to have Aspergers and how one is mistreated by others because of it. 

During Reading: Students will complete a graphic organizer on the character Caitlin, they will include descriptions as to who she is as a character, her qualities, characteristics, and actions. They will include things such as: who does she refer herself as? is she a strong or weak character? how is she treated by others and how does that make her feel? what was her relationship with her brother and how is she effected by his loss? 

After Reading/Writing: Students will write a letter to Caitlin explaining how they reacted from her story. Including things such as: how did it make them feel? would they do the same if they were her? how do they view her as a character? They will include details from the story in these letters. 

Web Resources: 

Video about book: 

http://www.youtube.com/watch?v=jCj6fxz6bYk&feature=player_embedded#!

Author Website: 

http://www.kathyerskine.com/Kathryn_Erskine/Home.html

 Erskine, K. (2010). Mockingbird (Mok'ing-bûrd). New York: Philomel Books.

One Crazy Summer by Rita Williams Garcia

Published by: Harper Collins 


Set in 1968, Delphine, an eleven year old girl, hopes to get to know her mother. With her two sisters, Vonetta and Fern she will travel from her home in Brooklyn, NY to Oakland, CA to do just this. Once in Oakland, Delphine and her sisters finally see are reunited with their mother and realize she does not want anything to do with them. Their mother Cecile sends them to a summer camp, where they will learn more about themselves, the world around them, and their mother.

Suggested Delivery: Small-group read

Reading Level: Lexile: 750L

Vocabulary: dispatched, reverberated, deceived, fugitive, ambushed, dispersed, stucco, revolution, flummoxed, sullenly, oppressed, indignant, racism, protestors, Freedom Fighter, begrudgingly, Political Fighter, Black Panthers. 

Vocabulary Activity: Once the words have been defined, have students relate the vocabulary to the Civil Rights Movement. As a class, discuss each term to clarify its meaning and to address it in relation to the movement. 

Teaching Strategies (adapted from HarperCollins): 

Pre-reading: Discuss the Civil Rights Movement with students. Address their questions and misconceptions. Create a KWL chart about this movement. Address questions such as: Why did it occur? Who was involved? What resulted from it?

During Reading: Have students compare and contrast the characters Cecile and Delphine in a Venn Diagram. Discuss with the students: how are these characters similar and different? 

After Reading: Have students locate and write down some of the many metaphors in the story. They will list these metaphors as well as address the meaning of these in relation to the story. 

Writing: Have students write as a journalist and research the Black Panther movement. Students will write a newspaper or magazine article about the group from Delphine's perspective. 

Web Resources: 

Ideas for lessons: http://www.the-best-childrens-books.org/One-Crazy-Summer-ideas.html

Literature Unit: http://www.edhelper.com/books/One_Crazy_Summer.htm

HarperCollins Teaching Resource: http://files.harpercollins.com/PDF/TeachingGuides/0060760885.pdf

Author's Website: http://www.ritawg.com/

Garcia, R. (2010). One crazy summer. New York: Amistad.

Before John was a Jazz Giant by Carole Boston Weatherford

Published by: Henry Holt and Company, LLC

Based on the story of John Coltrane, a saxophonist in the 1930s, this moving poem by Weatherford will inform students about jazz as well as introduce them to the time period.

Suggested Delivery: Read-aloud

Reading Level: Lexile: AD1090L

Vocabulary: Whistling, jitterbuggers, Bojangles, jazz, saxophone, phonograph, ukelele, warbling, scoutmaster, sermon, phonograph. 

Vocabulary Activity: Introduce and relate vocabulary to jazz for the students to understand the terms. Have the students address and relate the words to the book and to jazz music. 

Teaching Strategies: 

Pre-Reading: Discuss with students the time period; what was occurring in the 1930s? Who was John Coltrane? Why is he famous? What is jazz? Play a sample of jazz music for the students to hear.

During Reading: Stop during reading and address various aspects of John's life prior to playing jazz. Why does he choose to play jazz? what kinds of influences did he have in his life? 

After Reading: Discuss what students have learned about John Coltrane and jazz music ( as well as his contribution). Have students provide examples from the book. Introduce students to some of John's music. Inform them of the various other African American musicians of his time. 

Web Resources: 

Activity Guide: http://media.us.macmillan.com/activityguides/9780805079944AG.pdf

Information on John Coltrane: http://www.johncoltrane.com/

Book Review: http://thebrownbookshelf.com/2008/04/21/book-report-before-john-was-a-jazz-giant/

Reading of Book: http://www.teachingbooks.net/book_reading.cgi?id=3127&a=1&crc=1

Author's Website: http://www.caroleweatherford.com/

Weatherford, C. B., & Qualls, S. (2008). Before John was a jazz giant: a song of John Coltrane. New York: Henry Holt.

The Scrambled States of America by Laurie Keller

Published by: Henry Holt and Company, LLC


This whimsical story begins with Uncle Tom introducing us to the characters, the Fifty States of America. Readers will be engaged by the interesting, silly, dilemma faced by the states, as well as Keller's depiction of the states as individual characters. The states are bored with their current location and decide to change places and are faced with the consequences of this action.

Suggested Delivery: Read-Aloud

Reading Index: Lexile: 510L

Vocabulary: Position, moaned, bicker, shrieked, wacky, accordion, committee, giddy,  arrangement, interaction, jabbing. 

Vocabulary Activity: Students can complete a vocabulary self awareness chart prior to listening to the read-aloud. For the words they are unfamiliar with, they will look up the meaning (dictionary) and write this meaning down for reference when reading and to become familiar prior to reading.

Teaching Strategies: 

Pre-Reading: Discuss with the students the fifty states and what they already know about them, referring to a map. Model and provide the students with a map filled out correctly and labeled correctly. Provide the students with a map of the United States and have them label this map with the names of the states. 

During Reading: Have the students discuss the feelings of the states. Why did they want to move? What were some of the reasons for why the states wanted to move? Have them provide examples.

After Reading/Writing: Have the students take the place of one of the states in the book. Have them write from the perspective of this state: before they moved and after they moved. How did they feel? Why did they not want to stay? 

Web Resources: 

Activities for the book: http://www.lauriekeller.com/schoolstuff_scrambled.html

The Scrambled States of America Game: http://www.gamewright.com/gamewright/index.php?section=games&page=game&show=93

Movie via Netflix: http://movies.netflix.com/Movie/The-Scrambled-States-of-America/60034656

Author Website: http://www.lauriekeller.com/

Keller, L. (1998). The scrambled states of America. New York: Henry Holt.

Amelia Earhart: This Broad Ocean by Sarah Stewart Taylor

Published by: Hyperion Books 


This graphic novel is based upon the story of Amelia Earhart, her inspiration on others, and her determination as a female pilot. Set in 1928 in Trepassey, Newfoundland, Amelia visits the town in hopes to fly across the Atlantic. With her strong aspiration, she inspires a writer, Grace, to fight for her rights as a woman writer. As the graphic novel progresses we see the many accomplishments and conflicts inflicted upon the characters.

Suggested Delivery: Independent Read


Reading Index: Lexile: GN1080L


Vocabulary: Trespassey, continent, lousy, technically, kraut, tension, airborne, moxie, promoter, exclusive, offload, easterly, dandy, navigator, and newsreel. 


Vocabulary Activity: 
Students will find the vocabulary words in the text, define them, and create vocabulary cards for these words. They will study these vocabulary cards and use them as a resource while reading. 


Teaching Strategies: 


Pre-Reading: 
Students will complete an anticipation guide. Included in this guide will be questions such as: Who is Amelia Earhart? Why is she famous/ what is she known for? What was going on at the time Amelia aspired to fly across the Atlantic? What were women's roles during the time? Did she succeed? 


During Reading: 
Students will complete a concept map about the characters in the text ( Amelia and Grace). Who are they? what role do they play in the story? How do they compare and contrast? This will be done in a Venn Diagram. 


After Reading/ Writing:
Students will create their own newspaper article from the viewpoint of Grace or as a woman at the time. They will include their view of Amelia, her impact on them, and information they had learned from the text. They may incorporate vocabulary words into this activity. 


Web Resources:
Official Amelia Earhart Website: http://www.ameliaearhart.com/


Biography of Amelia Earhart: http://www.biography.com/people/amelia-earhart-9283280


Timeline of Amelia Earhart: http://www.history-timelines.org.uk/people-timelines/25-amelia-earhart-timeline.htm


Author's Website: http://www.sarahstewarttaylor.com/

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

A Family of Poems by Caroline Kennedy

Published by: Hyperion Books for Children 

A collection of poems perfect for children. These poems range from; but are not limited to categories such as: About Me, That's So Silly, Animals, The Seasons, and The Seashore. These are poems perfect to read to children and for children to reflect upon. Authors included in this book are Robert Frost, and T.S. Eliot.

Suggested Delivery: Read-aloud

Reading Index:
Lexile: N/A;
Grades 4-7 (Booklist)

Vocabulary:
The vocabulary in this book ranges, as there are several poems. An example of the vocabulary is : dawn, willow, aspen, boughs, perches, abash, extremity, impassable, fen, linnet, trodden, erroneously, and posies.

Vocabulary Activity:
Have students choose a poem. After choosing a poem have them pick out unfamiliar vocabulary. The students will then look up the meaning of these unfamiliar vocabulary words and write out definitions. These will be shared to their classmates. A copy of these will be made for each poem discussed and provided to the students for reference.

Teaching Strategies:

Pre-Reading:
Discuss poetry with students. Include the structure, what students already know about poetry, and how one can derive meaning from poetry.  Introduce the author of the passage read as well as the topic covered in the passage or the title. Relate this to the category in which this passage is placed in the book.

During Reading:
Have students read a passage chosen. Give students discussion questions to discuss in small groups. Questions will include: what is this poem about? what images did you think of while reading? did you like/dislike this poem? how does the title reflect the idea of the poem?

After Reading/Writing:
Have students choose a poem that has been discussed. Students will then write about this poem and their reactions to it, answering questions such as: How did it make you feel? What did it make you think of? and What do you think about it?

Web Resources:
Information on author:
http://www.jfklibrary.org/About-Us/The-JFK-Library-Foundation/Board-of-Directors/Caroline-Kennedy.aspx

Biography of Caroline Kennedy:
http://www.biography.com/articles/Caroline-Kennedy-204598

Information on the book:
http://www.time.com/time/magazine/article/0,9171,1098929,00.html

Kennedy, C., & Muth, J. J. (2005). A family of poems: my favorite poetry for children. New York: Hyperion/Hyperion Books for Children.

Eleven by Patricia Reilly Giff

Published by: Wendy Lamb Books

Sam Bell will be turning eleven, he believes this age will be no different, but to his surprise this is not true. Sam discovers a newspaper article in his grandfather, Mack's attic, providing Sam with new knowledge and fear. Dreams haunt Sam's sleep and cause him to be even more fearful and doubtful about his current life. Is he who he thinks he is? Who is his grandfather? Sam must recruit the help of his friend Caroline to determine what the truth is and who Sam really is.

Suggested Delivery: Independent Read

Reading Index:
Lexile Range: 600L

Teaching Suggestions:

Vocabulary: turrets, rummaged, bedraggled, muskies, squire, varnished, kiln.

Vocabulary Activity:
Have students find passages including the vocabulary words. Students will determine the meaning of these words by use of a dictionary. They will then work with a partner to create sentences with these words.

Teaching Strategies:

Pre-Reading:
Discuss with students the importance of identity. What makes up your identity? How would you feel if you found out you were a different person than you believed you were? Have students get into small groups to discuss their answers.

During Reading:
After reading a chapter, have students write a reflection on what has occurred in the chapter. Students will be provided with comprehension questions to answer pertaining to that chapter. They may reflect on what Sam has done, the progress Sam has made in his discovery, etc.

After Reading/Writing:
Have students write their own version of Sam's story in which they discover a mysterious fact about themselves. Have students present these to the class. In conclusion to the story, meet with the class as a whole group to discuss the story, the themes, characters, etc.

Web Resources:

Video Clip about Eleven :
http://www.schooltube.com/video/f746cfe5bb8f815abe5f/Eleven-Book-Trailer


Further information on the author:
http://www.randomhouse.com/features/patriciareillygiff/http://www.randomhouse.com/features/patriciareillygiff/

Giff, P. R. (2008). Eleven. New York: Wendy Lamb Books.

The King Who Barked: Real Animals Who Ruled by Charlotte Foltz Jones

Published by: Holiday House

This amusing, witty, story tells of the many different animal rulers all around the world from past to present. Students will be captivated by the many different rulers and be tied in to the interesting stories of these dictators. From the United States to the Roman Empire, children will see the many different areas for rulers and the many different ways in which they ruled.

Suggested Delivery: Small group read-aloud

Reading Index:
Lexile Range: 900L

Teaching Suggestions:

Vocabulary: captivity, fowl, homage, unanimous, fortified, compound, jackal, brocade, barges, primary election.

Teaching Strategies:


Pre-Reading:
Discuss with students the different societies that existed/ have existed. Discuss the importance of a ruler/leader and the different rulers that have been relevant in our past, have students provide names of rules they are familiar with. Provide students with examples of current rulers.

During Reading:
Students will read about a certain ruler with a partner. Will answer provided questions about that ruler and will create a list of important facts related to this ruler. We will then as a class meet and discuss what each group has discovered and each will present their answers.

After Reading/ Writing:
Have students write what animal they would want to rule the United States and why? What makes a good ruler and what would this animal do that would provide this? We will then meet as a whole group and discuss what animal students liked best and what they have learned from the reading.

Web Resources:
http://www.amazon.com/King-Who-Barked-Animals-Ruled/dp/0823419258


Jones, C. F. (2009). The king who barked: real animals who ruled. New York: Holiday House.

Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford

Published by: Hyperion Books

This poetic, illustrated, captivating book tells the brave story of Harriet Tubman and her continuous efforts in the Underground Railroad and her fight against slavery. This informative, inspiring book assists children's knowledge of Harriet Tubman as well as her strong will to succeed. Readers will be inspired, informed, and captivated by Harriet Tubman.

Suggested Delivery: Small group read-aloud
Reading Index:
Lexile Range: AD660L

Teaching Suggestions:

Vocabulary: master, indigo, whippoorwill, chariot, plantation, refuge, haven, conductor.

Vocabulary Activity:
Have students address the vocabulary in relation to slavery. If students need to conduct research on these vocabulary words they may do so. Students will write on the definition of the terms and explain to a partner the meaning. Meet as a whole group to discuss these terms, their meanings, and their relation to slavery.

Teaching Strategies:

Pre-reading:
Create a KWL chart about Harriet Tubman and the Underground Railroad. Address questions such as: Who was Harriet Tubman? Why was she so important to slavery and African Americans?

During Reading:
Stop after reading some pages and discuss the meaning of these pages, what is the significance? What are the consequences for Harriet's actions? Create a list of these as well as important information learned about Harriet.

After Reading/ Writing:
Students will write from Harriet's point of view or to Harriet from the point of view of a slave. Have students address the many concerns and issues related to the text and addressed in the text as well as new information learned.

Web Resources:
PBS Biography of Tubman : http://www.pbs.org/wgbh/aia/part4/4p1535.html

Harriet Tubman Website:  http://www.harriettubman.com/

National Geographic Underground Railroad: http://www.nationalgeographic.com/railroad/

Author's Website: http://www.caroleweatherford.com/

Weatherford, C. B., & Nelson, K. (2006). Moses: when Harriet Tubman led her people to freedom. New York: Hyperion Books for Children.

Brooklyn Bridge by Lynn Curlee

Published by: Atheneum Books for Young Readers

This informational, fact filled picture book gives interesting insight on the construction of the Brooklyn Bridge. From who created it, to why it was created, readers will better understand this monument in Brooklyn, NY. Built more than 100 years ago, this bridge has a great deal of rich history behind it and readers will feel part of it as soon as they open to the first page.

Suggested Delivery: Small group read-aloud
Reading Index:
Lexile: 1160L; Ages: 8-12

Teaching Suggestions:

Vocabulary: monumental, bristles, caisson, bedrock, insidious, anchorage, pulley system, recluse, dignitaries, recuperate, cradles.

Vocabulary Activity:
Students will draw their own bridge and include vocabulary in this drawing. They will point/arrow to the parts in the drawing as well as define the terms in relation to bridges and their structures.

Teaching Strategies:

Pre-Reading:
As a whole group, we will discuss the Brooklyn Bridge, why it is important, where it is located in relation to a map, and our prior knowledge of this bridge. We will present our vocabulary activities in which each student will show their drawings and refer to a master copy of a bridge and the terminology in reference to this bridge.


During Reading:
Students will write a list of facts in reference to the Brooklyn Bridge and will answer questions provided in relation to the story.

After Reading:
We will create a timeline of the creation of the bridge as addressed in the text, as whole class.

Writing Activity:
Students will write a short paragraph of what they have learned about the bridge, relating to what has been discussed in the book. They will include information on the creator of the bridge and his life as discussed in the text.

Web Resources:

Information on the book:
http://books.simonandschuster.com/Brooklyn-Bridge/Lynn-Curlee/9780689831836

Interactive Map of Brooklyn Bridge Park:
http://www.brooklynbridgeparknyc.org/visit/interactive-map/

Author's Website:  
http://www.curleeart.com/


Curlee, L. (2001). The Brooklyn Bridge. New York: Atheneum Books for Young Readers.

An American Plague by Jim Murphy

Published by: Clarion Books 


Beginning on August 3, 1793, this Nonfiction novel depicts the horrors experienced in Philadelphia, Pennsylvania during the epidemic of Yellow Fever. Telling the story of what it was like to live during such a terrifying experience, the novel examines life at the time and the conditions of the cities during an epidemic. Readers get a glimpse of how it is to live in an epidemic as well as the idea of the fast spread of disease.

Reading Index: Lexile: 1130L; Ages: 10-14

Suggested Delivery: Independent read or small-group read.

Teaching Suggestions:


Vocabulary:
Epidemic, Yellow Fever, plague, scavengers, meteorite, scourge, privy, bleeders, inquietude, fugitives, irrational. 

Vocabulary Activity: 

Have small groups of students research terms in relation to the Yellow Fever. Have these small groups then present to the class the terms, introducing the students to the concepts addressed in the novel. 

Teaching Strategies:


Pre-Reading: 

Create a KWL chart relating to the Yellow Fever and the history during the time of this epidemic.

During Reading: 

Have students answer questions concerning the information addressed in the book created by the teacher such as: what was the yellow fever? why and where did it happen? how did it affect people? what was going on in the world at the time? Have a discussion related to these questions. 

After Reading Activity/ Writing:

Students will write a narrative journal account as if they are present during this epidemic. They will address feelings and experiences similar to what has been expressed in the novel. The students will also explain what they would do in such a situation.

Students can also create a timeline of what occurred during the Yellow Fever. 

Web Resources: 


Resources/Activities: 
http://www.highsmith.com/pdf/librarysparks/2010/lsp_jan10_ll.pdf

Scholastic:

http://www2.scholastic.com/browse/article.jsp?id=3751212

Description of Yellow Fever:

http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002341/

Timeline of Yellow Fever in America:

http://www.pbs.org/wgbh/amex/fever/timeline/

More About the Author and Novel:   

http://jimmurphybooks.com/americanplague.htm

Murphy, J. (2003). An American plague: the true and terrifying story of the yellow fever epidemic of 1793. New York: Clarion Books.

The Higher Power of Lucky by Susan Patron

Published by: Atheneum Books for Young Readers

Lucky Trimble is ten years old, living in Hard Pan, California, and dealing with the difficult task of finding herself. A story of courage and self-reliance, The Higher Power of Lucky tells the account of a girl's difficult life and her search for her "higher power." Her two friends Miles and Lincoln, play a strong role in her life, as Lucky does not have the presence of her parents in her life. With the loss of her mother two years ago and the abandonment by her father, Lucky is placed under the control of her father's ex-wife Bridgette. Lucky deals with many complications and difficulties throughout the novel, but does not quit in her search to find herself.

Reading Index: Lexile: 1010L; Ages 9-11

Suggested Delivery: Independent Read

Teaching Suggestions:

Vocabulary: mangled, enzymes, drastic, creosote, resign, decipher, anonymous, sinister.

Vocabulary Activity: Have students create original sentences with the vocabulary words.

Teaching Strategies:

Pre-Reading: Discuss as a whole class what it means to discover a "higher power" in yourself as well as finding yourself. Have students write an example of when they have trouble finding themselves and how they dealt with this process.

During Reading: Have students discuss in small groups the many challenges Lucky faces in the novel. Have students compile a list of these challenges and how she deals with these challenges.

After Reading: Have students write to Lucky regarding their reactions to her story and her life. They will include: how did they feel about the book? who was Lucky as a character? how did Lucky handle various challenges in her life?

Web Resources:

Review of the book and concepts covered in the book:
http://www.kidsreads.com/reviews/1416901949.asp

Author's website:
http://susanpatron.com/

Patron, S., & Phelan, M. (2006). The higher power of Lucky. New York: Atheneum Books for Young Readers.

The Boy Who Dared by Susan Bartoletti

Published by: Scholastic Press

Helmuth Hubener, a young boy growing up in Nazi Germany clues readers in to the views of youth during Hitler's reign. Helmuth expresses great heroism and courage, as he stands up for what he believes in and is willing to fight for these beliefs. He is truly effected by the actions of the Nazis, as he sees the pain and suffering done to the Jewish community. Helmuth illegally investigates the Nazis and is faced with dire consequences.

Reading Index: Lexile: 760; Ages 9-12
Suggested Delivery: Independent Read

Teaching Strategies:

Vocabulary: Nazi, revelers, Communism, regime, swastika, gestapo, leaflet, Hitler.

Vocabulary Activity: Students will discuss each word and its significance to the Nazi Party. They will then get into a small group and discuss the meaning of each word. They will compile a list of the word and its definition, this list will be given to all the students.

Pre-reading Activity: Students will create a KWL chart with knowledge of the Nazis, Hitler, as well as what was going on at the rise of the Nazi party.

After Reading/Writing Activity: Have students first free write, writing down their ideas and descriptions of Helmuth as a character. Students will then write a letter to Helmuth explaining their point of view and how they perceive him as.

Web Resources:
Timeline of the Nazi Party's Rise to Power: http://fcit.usf.edu/holocaust/timeline/nazirise.htm

Discussion Guide:http://www.scholastic.com/teachers/lesson-plan/discussion-guide-boy-who-dared

Scholastic Activities: http://www.scholastic.com/bookfairs/teachers/connections/pdf/TheBoyWhoDared.pdf

Author's Website:
http://www.scbartoletti.com/

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

Walk Two Moons by Sharon Creech

Published by: HarperCollins

Salamanca Tree Hiddle, or who we will learn to call Sal is a thirteen year old girl living in Bybanks, Kentucky. Sal takes a trip with her grandparents in hopes to see her mother. As her trip to Idaho goes on, we learn many things about Sal, her family, and her best friend Phoebe Winterbottom. We learn about who Sal is, why this trip is significant in her life, and the importance of family and friendship.

Reading Index: Lexile: 770L; Ages 12 and up
Suggested Delivery: Independent Read

Teaching Suggestions:

Vocabulary:
Lunatic, nonchalantly, taunted, defiance, sullen, agenda, intrigue, accumulate, rummage, malevolent, cavort, deprive, cantankerous.

Vocabulary Activity:
Have students choose a vocabulary word from list. Once they have chosen a vocabulary word they will find the definition in a dictionary and write an original sentence with this vocabulary word. A list of these sentences and definitions will be compiled for students to refer to while reading.

Teaching Strategies:

Pre-Reading Activity:
Discuss the phrase "Walk Two Moons" with the students. Ask students to get into small groups and discuss whether they have ever gone on a road trip and what that experience was like for them. If students have not, have them discuss where they would like to go. Have them then write about this experience; how they felt, what they did and relate this to the text. Inform students that Sal will be going on a roadtrip as well.

Writing Activity:
Have students write their own journal entry as Sal has done in the story. The students will write from Sal's point of view and will choose at what time in the story they will set their writing to.

Web Resources:

HarperCollins Teacher Resource: http://files.harpercollins.com/PDF/TeachingGuides/0064405176.pdf

Activities: http://www.ncsu.edu/globalbookclub/moons.html

Scholastic Lesson Plan: http://www.scholastic.com/teachers/lesson-plan/walk-two-moons-lesson-plan

Literature Activities: http://www.isaacschools.org/district/curriculum_maps/novelunits6/walk/wlk_two_moons.pdf

Show students a map of where Sal lives (Ohio) and where she plans to arrive at the end of her roadtrip (Idaho).

http://www.ohio-mapsite.com/us_oh_euclid.html

http://www.enchantedlearning.com/usa/states/idaho/

Author's Website:
http://www.sharoncreech.com/


Creech, S. (1994). Walk two moons. New York: HarperCollins.