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.