my trade books - manchester...

My Trade Books

Abby Schwendeman

EDUC-340: Literacy Block

Professor Heather Schilling

Spring 2011

2

Table of Contents:

Multicultural Books:

Nino’s Mask (papier-mâché mask)

Bebe Goes Shopping (label in Spanish)

Yo! Yes? (rewrite the story)

Pink and Say (KWL chart)

Biblioburro (write letter)

Fantasy Books:

Woolbur (bulletin board paragraphs)

Dogzilla (write new related story)

Alligator Wedding (rhyming words poetry)

Giggle, Giggle, Quack (animal sounds)

Is Your Buffalo Ready for Kindergarten? (generate ideas, class list)

Realistic Fiction Books:

Our Tree Named Steve (measuring/identifying trees)

The Paperboy (media research paper)

Laurie (earplugs experiment)

The Lemonade Club (making predictions)

Miss Malarkey Leaves No Reader Behind (book recommendation)

Historical Fiction Books:

Virgie Goes to School with Us Boys (persuasive letter)

Potatoes, Potatoes (multiple perspectives)

Apples to Oregon (computer game)

The Memory Coat (play adaption)

Molly Bannaky (compare and contrast)

3

Table of Contents (cont’d):

Non-Fiction Books:

Local Farms and Sustainable Foods (refrigerator maps)

Some Kids Have Autism (personal narrative)

A Day in the Life of a Veterinarian (guest speaker)

What Do Astronauts Do? (diary entries)

Garbage Helps Out Gardens Grow: A Compost Story (compost pile)

Books of My Choice:

The Mine-o-Saur (posters)

Hugless Douglas (illustrations)

Duck at the Door (mini-lesson on migration)

Diary of a Worm (paragraph)

Dog Breath (dental hygiene day)

4

Multicultural Books

5

Title of Book: Nino’s Mask

Author’s Name: Jeanette Winter

Copyright Year: 2003

Genre: Multicultural

Number of Pages: 31

Synopsis of Story: Jeanette Winter’s story

Nino’s Mask is about a young boy named

Nino who is told that he is too young to wear

a mask and participate in the Fiesta. Through the bilingual story, Nino imagines

what it would be like to wear a mask, asks for help in creating a mask and

eventually makes a mask of a “perro” (dog) all by himself. As the “perro”, Nino

participates in the Fiesta and scares away the “tigre” (tiger) in a ceremonial

Fiesta story-telling tradition. After his great performance, his parents discover

that it is Nino and are very proud of their young son. Nino discovers that his

dreams can come true through his own initiative.

Activity: Students will think of an animal that they would love to be for a day.

Given appropriate materials, students will create a papier-mâché mask and

decorate it to represent the animal of their choice. The students will then

participate in a creative dramatic activity in which they depict the animal that

they have created a mask of at their own classroom “Fiesta”. Children will then

write a reflection about how they acted like their animal appropriately and

whether they enjoyed the activity.

Reference(s) for Activity: Original

Indiana State Standards Met:

Theatre 2.8.2. -- Through physical actions, depict a human or animal

character.

6

Title of Book: Bebe Goes Shopping

Author’s Name: Susan Middleton Elya



Number of Pages: 30

Synopsis of Story: This book takes a bilingual

approach to a simple trip to the grocery shop or

“supermercado.” The mother (mama) takes

her baby (Bebe) to the supermercado to buy

groceries from her list—but Bebe has other

things in mind, like buying candy (dulche)!

Bebe gets into all kinds of trouble at the grocery store, chewing on Mama’s list,

knocking things off of the shelves, and eating his animal cracker snack.

Throughout the story, the author provides context clues to help readers decode

the Spanish vocabulary heavily sprinkled into this tale of Bebe’s fantástico day

at the supermercado!

Activity: To encourage bilingualism in my classroom, I would ask students to look

up items in our classroom in Spanish/English dictionaries and label them with the

appropriate Spanish word. (Example: a pencil could be labeled “un lapiz”)



Writing 2.4.4 -- Understand the purposes of various reference

materials (such as a dictionary, thesaurus, or atlas). (Core Standard)

7

Title of Book: Yo! Yes?

Author’s Name: Chris Raschka



Number of Pages: 29

Synopsis of Story: With minimal words, Chris

Raschka tells the story of two boys and their

different cultures. Using dialects and differences in

speech, the boys demonstrate the difficulties that

can arise during intercultural communication. The

Caucasian boy is upset because he has no friends

and seems surprised when the African-American

boy shows interest in talking with him. The African-American boy asks if they can

be friends and the story ends with both boys expressing excitement at their new-

found friendship.

Activity: Students will be asked to rewrite the story using more words than the

author did. This will allow for the teacher to see the way that the student

interpreted the story and will allow for students to spell out the unsaid messages

in the book.



Reading 3.3.3-- Determine what characters are like by what they say or

do and by how the author or illustrator portrays them. (Core Standard)

Writing 3.5.7 -- Write responses to literature that:

• demonstrate an understanding of what is read.

• support statements with evidence from the text.

8

Title of Book: Pink and Say

Author’s Name: Patricia Polacco



Number of Pages: 44

Synopsis of Story: A young black Union soldier

helps a fallen young white Union soldier in this

Civil War tale. Pinkus (Pink) takes Sheldon (Say)

back to his house to stay with his mother, Moe

Moe Bay, so that he can recover in a safe

place. However, the home is invaded by

maurders and Moe Moe Bay is killed while

trying to hide the two young soldiers. Now the two Union soldiers are stuck in

Confederate territory with no protection and no place to go. The soldiers are

eventually captured and held at Andersonville prison at one of the largest

Confederate camps of the time. Sheldon (Say) was eventually released after

months of starvation and suffering, but Pinkus (Pink) was said to be hung within

hours of his capture. This book is a tribute to the heroic actions of Pinkus.

Activity: This activity would be to be done before, during, and after reading the

book “Pink and Say.” Students will participating in creating a class KWL chart

about what the students know (K), want to know (W) and learned (L) from the

story about the Civil War. Using their KWL charts, have students discuss in

partners what they have learned from the book and compare it to the

information that was given in their Social Studies textbook.

Reference(s) for Activity:

Higgins, M. (n.d.). Pink and say lesson plan. Retrieved from

http://www2.scholastic.com/browse/lessonplan.jsp?id=975


Reading 4.2.3 -- Draw conclusions or make and confirm predictions

about text by using prior knowledge and ideas presented in the text

itself, including illustrations, titles, topic sentences, important words,

foreshadowing clues (clues that indicate what might happen next),

and direct quotations.

Social Studies 4.1.7 -- The Civil War Era and Later Development: 1850 to

1900. Explain the roles of various individuals, groups and movements in

the social conflicts leading to the Civil War. (Core Standard)

9

Title of Book: Biblioburro

Author’s Name: Jeanette Winter



Number of Pages: 29

Synopsis of Story: Based on a true

story, Bilbioburro tells the story of a

man named Luis in Colombia who

loves to read. He decides to share his

love of reading with other small

villages by building book crates to hang over his donkeys’ backs and creates a

traveling library. One day on the trail to a faraway village, a bandit accosts Luis.

Luis asks him to please let him go because the children are waiting for the

books, and the bandit takes a book and allows him to pass. The children of the

village are overjoyed with the books and although the trips are hard, Luis sleeps

well at night knowing that he has spread the love of reading to Colombian

youth.

Activity: For my activity, I would have students watch the short video clip from

CNN’s Heroes collection (available online at:

http://www.cnn.com/2010/LIVING/02/25/cnnheroes.soriano/index.html?hpt=C2)

so that they understood that this is a true story of a true hero for hundreds of

Colombian children. Then students would be asked to write a letter to someone

they consider to be a hero for helping them in their educational process, such as

their parents or an older sibling who may have helped them read and do

homework. Letters will then be mailed to the “educational heroes” so they

know the impact that they have had on the students’ life.

Reference(s) for Activity: Original idea supported by…

Ruffins, E. (2010, February 26). Teaching kids to read from the back of a

burro. Retrieved from

http://www.cnn.com/2010/LIVING/02/25/cnnheroes.soriano/index.html?h

pt=C2


http://www.cnn.com/2010/LIVING/02/25/cnnheroes.soriano/index.html?hpt=C2

10

Writing 2.5.3 -- Write a friendly letter complete with the date, salutation

(greeting, such as Dear Mr. Smith), body, closing, and signature.

11

Fantasy Books

12

Title of Book: Woolbur Author’s Name: Leslie Helakoski


Genre: Fantasy

Number of Pages: 29

Synopsis of Story: Woolbur is different

from all the other sheep in his flock. He

runs with the dogs rather than playing

with his own sheep, rides on the spinning

wheel rather than spinning wool and

dyes his own wool rather than the

already-sheared wool. Woolbur is happy

to be such a free spirit, but his parents pull their own wool out at night. His

parents worry that all of his idiosyncrasies are separating him from the flock—so

they insist that Woolbur spend time with his flock and learn how to fit in. Instead

of conforming to the flock’s norms, Woolbur teaches all the other young sheep

to be just as individual and unique as he is.

Activity: “Create a bulletin board titled “This is What Makes Me Special.”

Have each child write a few sentences about a special talent or interest that

they have that the others do not know. Post pictures of the children or

illustrations of these special talents on your bulletin board” (“Woolbur Study

Guide”). Students would use an editing checklist to proofread their own short

paragraph caption and then word process the final draft on a computer before

posting it on the bulletin board.


Woolbur study guide. (n.d.). Retrieved from

http://www.spokenartsmedia.com/StudyGuides/Woolbur.pdf


Writing 2.4.5 -- Use a computer to draft, revise, and publish writing.

Writing 2.4.7 -- Proofread one's own writing, as well as that of others, using

an editing checklist or list of rules.

13

Title of Book: Dogzillq

Author’s Name: Dav Pilkey


Genre: Fantasy

Number of Pages: 29

Synopsis of Story: The mice in the city of

Mousopolis were all gathering to have their

First Annual Barbeque Cook-Off, when the

wafts of their wonderful food awaken

Dogzilla from her volcano home! The

Mousopolis army, led by The Big Cheese,

goes to work capturing the drooling beast,

but is overwhelmed by her dog breath. Dogzilla ate all of the food, chased cars

off the highway, chewed up all the furniture at the furniture store and even dug

up bones at the museum! The Big Cheese formulates a plan to chase Dogzilla

back into hiding—the threat of a bath. The plan works, but there was something

that the Mousopolis Army did not plan for—PUPPIES!

Activity: Write an original fantasy story that would have an unlikely villain, such

as a dog like “Dogzilla”. (Dav Pilkey’s book Kat Kong could also be read for

extra inspiration.)



Writing 2.3.6 -- Recognize the difference between fantasy and reality.

Writing 2.4.3 -- Research Process and Technology: Find ideas for writing

stories and descriptions in pictures or books.

14

Title of Book: Alligator Wedding

Author’s Name: Nancy Jewell


Genre: Fantasy

Number of Pages: 29

Synopsis of Story: Two alligators get

married down in the bayou and have a

raucous and roaring good time! The

author takes readers through the whole

wedding process in rhyme—from the

ceremony to the reception. After the first

kiss as a married couple, the alligators

have a huge feast of traditional Creole

foods, followed by toasts to the newlyweds. After the dinner, they cut the cake

(and feed each other with a long handled rake!) and dance the night away.

Their night is almost ruined when their honeymoon barge sinks under their

weight, until they realize that they can swim to their honeymoon because they

are alligators!

Activity: Students would be asked to identify rhyming words in the book and

write a list of rhymes that are found in the book. Then students will look at

spelling patterns that are found in the words and note differences in spelling

patterns—even between words that rhyme. Once the student has recorded the

words, have them create an original rhyming poem using the same words from

the book.



Writing 2.1.1-- Phonemic Awareness: Demonstrate an awareness of the

sounds that are made by different letters by:

• distinguishing beginning, middle, and ending sounds in words.

• rhyming words.

• clearly pronouncing blends and vowel sounds. (Core Standard)

Writing 2.1.2 -- Decoding and Word Recognition: Recognize and use

knowledge of spelling patterns (such as cut/cutting, slide/sliding) when

reading. (Core Standard)

15

Title of Book: Giggle, Giggle, Quack

Author’s Name: Doreen Cronin


Genre: Fantasy

Number of Pages: 28

Synopsis of Story: When Farmer Brown goes

on vacation and leaves his brother Bob in

charge of the farm, Duck causes mischief

by re-writing all the notes regarding the

animals’ care. Duck writes notes (with the

support of the other animals) so that the

animals get pizza for supper in the barn, the

pigs get spa-like baths, and the cows get

to choose the movie for “Movie Night.” When Farmer Brown calls to check in on

Bob and the animals, all he can hear is “giggle, giggle, quack, giggle, oink,

giggle, moo.” He then realizes that Duck has been causing trouble on the farm

while he has been away.

Activity: Review animal sounds with students. (“Old McDonald” song could be

a fun way to review.) Then ask students to complete the worksheet regarding

animal noises and the starting sounds that begin each animal noise that can be

found on page 14 of the Enrichment Guide listed below. This activity will work on

phonics, as well as checking students’ understanding of what each animal

“says.”


Grote, J, & Howe, G. (2008, October). Enrichment guide: giggle, giggle, quack.

Retrieved from http://www.firststage.org/media/pdf/Giggle_EG.pdf


English K.1.12 -- Listen to spoken sentences and recognize individual words

in the sentence; listen to words and recognize individual sounds in the

words. (Core Standard)

16

Title of Book: Is Your Buffalo Ready for

Kindergarten?

Author’s Name: Audrey Vernick


Genre: Fantasy

Number of Pages: 29

Synopsis of Story: Audrey Vernick uses the

silly premise of a buffalo going to

kindergarten to help relieve small

students’ first day jitters. The book asks

readers to determine whether the buffalo

is ready to go to kindergarten based on

how he behaves. Is a buffalo simply ready

for kindergarten because he has a

backpack? No—he also needs to learn the “Rules of Sharing and Caring” and

get along well with his classmates as well. By the end of the story, he buffalo is

having so much fun at kindergarten that he never wants to leave!

Activity: Explain how the story was written to help little kids feel less nervous

about kindergarten, as well as helping them understand what is expected of

them in kindergarten. Have students help generate a class list of the ideas from

the book as well as more ideas that would help a child know if they were

prepared for kindergarten.



Writing 2.5.7-- Write responses to literature that:

• demonstrate an understanding of what is read.

• support statements with evidence from the text.

17

Realistic Fiction

Books

18

Title of Book: Our Tree Named Steve

Author’s Name: Alan Zweibel


Genre: Realistic Fiction

Number of Pages: 30

Synopsis of Story: The book is written in

a letter format, from a father to his

children, recalling the history that they

have shared with a specific tree from

the very beginning. He tells of the

family’s visit to the site that their future

home will be on. The father explains that the trees will need to be cleared to

make room for their house, but Sari (the two year-old) cries and repeatedly says

“I love you, Steve” meaning “I love you, tree.” The other two children, Adam

and Lindsay, join in and soon enough the parents spare that tree from

destruction and it becomes the family tree in the family yard. The tree is a

source of shade, entertainment, and watches the family as they grow. The

book ends with the sad event that Steve the tree is toppled in a storm and is no

longer in the family’s yard. However the dad says that Steve will always be a

part of the family and no storm can take away the memories that Steve has

provided them with.

Activity: This book would lend itself well to supporting a mini-lesson about trees

and leaves. A number of activities could be done regarding trees, but one that

might work well because Steve was so large is measuring trees and/or

identifying different types of trees in the school yard. See

http://www.educationworld.com/a_lesson/03/lp309-01.shtml for formal lesson

plan. Leaf identification books could also be made with students, if time allows.


Education World (http://www.educationworld.com/a_lesson/03/lp309-

01.shtml)


Life Science 1.3-- Observe, describe and ask questions about living things

and their relationships to their environments.

http://www.educationworld.com/a_lesson/03/lp309-01.shtml

19

Title of Book: The Paperboy




Number of Pages: 27

Synopsis of Story: It is early in the

morning and the neighborhood is

quiet and still, all except the

paperboy—who is busy at work.

The paperboy and his dog wake up

early each morning, while his family

and neighbors are fast asleep, and

deliver the daily news. The boy is

tired, but he knows his job is

important and so he travels the

route he knows so well and gets his job done. He gets home just as his parents

and sister are awakening, but he quietly goes up to his room and slips into his

bed—which is still warm.

Activity: Because newspapers are becoming more and more obsolete, have

students brainstorm and research other ways that people receive news. Ask

students to choose one source of news (i.e. internet, television, newspapers,

radio, etc.) and then write a review of it—with benefits, drawbacks, and

interesting facts about the media.



Writing: Applications-- 3.5.2 -- Write descriptive pieces about people,

places, things, or experiences that:

• develop a unified main idea.

• use details to support the main idea. (Core Standard)

20

Title of Book: Laurie

Author’s Name: Elfi Nijssen & Eline van

Lindenhuizen



Number of Pages: 24

Synopsis of Story: Laurie is unlike anyone

else she knows. Laurie has hearing

problems, which causes her to have issues

with her peers and causes her to be unsafe

when crossing the street. She is sad

because no one wants to play with her at recess because she cannot hear

them and has to ask them to repeat things. Laurie goes to the hearing doctor

and is able to get hearing aids, which she calls her “computer friends”, which

help her to socialize better and help her live a fuller life. Laurie still can turn her

hearing aids down or off when she misses the quietness that her life was before,

but she is so happy now that she can hear and now her friends all think she is

special, rather than weird.

Activity: Have the class try to communicate with each other for about half an

hour while wearing earplugs. Have them communicate like they were at recess,

as well as trying to have them listen to a lesson. At the end of the experiment,

have a grand discussion as a class and talk about the difficulties that you had

understanding each other when you couldn’t hear well.



Listening and Speaking 2.7.1 Comprehension-- Determine the purpose or

purposes of listening (such as to obtain information, to solve problems, or

to enjoy humor). (Core Standard)

21

Title of Book: The Lemonade Club

Author’s Name: Patricia Polacco



Number of Pages: 38

Synopsis of Story: “When life gives you

lemons, make lemonade.” Miss

Wichelman’s fifth grade class learns the

true meaning of this cliché saying when

one of their students, Marilyn, is

diagnosed with leukemia. The whole

class joins together and shaves their

heads in solidarity and for support of

Marilyn as she goes through her

chemotherapy treatments. The

classroom teacher, Miss Wichelman, is personally connected to this little girl’s

struggle because she herself is struggling through cancer. The students form

“The Lemonade Club” as an afterschool support group to benefit both the

students and the teacher alike.

Activity: While reading this book aloud to the class, ask students to make

predictions as to what will happen next. For instance, ask students what they

think is wrong with Marilyn, what they think the students will do to make her feel

better, why all the students would be wearing hats, and why Miss Wichelman’s

hair isn’t growing back, etc. If needed for assessment and tracking, have the

students write down their predictions, followed by what actually happened in

the book. After predicting while reading, have students write in their writer’s

notebooks about something that happened in their life that they never could

have predicted.



Comprehension 2.3.5-- Confirm predictions about what will happen next in

a story.

22

Title of Book: Miss Malarkey Leaves No

Reader Behind

Author’s Name: Judy Finchler and Kevin

O’Malley



Number of Pages: 31

Synopsis of Story: Miss Malarkey, the

classroom teacher, is on a mission to find a

book that every student will enjoy reading.

Principal Wiggins adds extra incentive to the

program by saying that he will dye his hair

purple and sleep on the roof if the students in his school can read 1,000 books

by the end of the year. All of the students seem excited… except for our

narrator and his group of friends. Throughout the book, months fly by and slowly

but surely Miss Malarkey finds books that all of his friends enjoy and he no longer

has any friends to come over afterschool and play video games with. They all

want to read! Our narrator tries book after book, but he was unable to connect

with a book. Then, after months of trial and error, and getting to know her

student well—Miss Malarkey finds a book that she is SURE our narrator will. And

certainly enough—he does! Our narrator reads Book 1,001 and the whole

school wins the contest, but the narrator gains something even better—the

passion for reading.

Activity: Create a “Leaving No Reader Behind” bulletin board, with each

student writing a book recommendation for their favorite book, describing the

plot, characters, and genre.



Writing 4.5.2-- Write responses to literature that:

• demonstrate an understanding of a literary work.

• support statements with evidence from the text. (Core Standard)

23

Historical Fiction

Books

24

Title of Book: Virgie Goes to School with Us

Boys

Author’s Name: Elizabeth Fitzgerald

Howard


Genre: Historical Fiction

Number of Pages: 22

Synopsis of Story: Virgie is a young African-

American girl growing up during the

Reconstruction period. At this time, girls

were not schooled in a public setting—but

there was nothing that Virgie wanted more

than to go to school with her five brothers.

Her parents were hesitant, because it wasn’t normal for girls at that time and the

school was a seven mile walk from the home. But Virgie was adamant about

going and at the end of the summer was allowed to go to school with the boys.

She was in awe of the schoolhouse and all the books and the opportunity to

learn. Virgie, against all odds, had found a way to get an equal education to

her brothers’ and was able to fulfill her dream of going to school.

Activity: Students will write a persuasive argument (in letter form) from Virgie’s

point of view to her parents as to why she should be allowed to attend school

just like her brothers.



Writing 4.5.6 -- Write for different purposes (information, persuasion,

description) and to a specific audience or person. (Core Standard)

25

Title of Book: Potatoes, Potatoes

Author’s Name: Anita Lobel



Number of Pages: 37

Synopsis of Story: A long time ago,

there were two countries: one in

the west one in the east. In

between the two countries, there

lived a woman with her two sons on a large potato garden. The lady wanted to

have nothing with the feuding countries and so she separated her farm from the

world with a big stone wall. The boys, bored with the potato farm, both leave—

one going to the west and one to the east. The two boys both joined the armies

and fight each other until hunger overtakes both their armies. The brothers have

the same idea and both take their armies to eat potatoes at their mother’s

garden. They feud over the starchy vegetables until their mother is endangered

and they realize that their fighting is pointless. The two countries’ armies are

able to make amends and dine on potatoes with each other.

Activity: Have students rewrite the story from one of the brothers’ point of view.

Compare stories with other students who wrote from the other brother’s point of

view. (i.e. If you wrote from the brother who went to the east’s point of view,

get together with someone who wrote from the brother who went to the west’s

point of view.)



Reading 4.3.3-- Use knowledge of the situation, setting, and a character's

traits, motivations, and feelings to determine the causes for that

character's actions. (Core Standard)

Reading 4.2.5-- Compare and contrast information on the same topic

after reading several passages or articles.

26

Title of Book: Apples to Oregon:

Being the (Slightly) True Narrative

of How a Brave Pioneer Father

Brought Apples, Peaches, Pears,

Plums, Grapes, and Cherries

(And Children) Across the Plains

Author’s Name: Deborah

Hopkinson and Nancy Carpenter



Number of Pages: 30

Synopsis of Story: When the family decides to move from Iowa to Oregon,

following the Oregon Trail by covered wagon, Father can’t bear to leave his

precious apple orchard behind. He builds a traveling nursery and brings his

small trees and fruit plants with him! The whole treacherous journey on the

Oregon Trail is overshadowed by making sure that the plants, not just the family,

survive the long journey. The small girl, known as Luckily Delicious, understands

her father’s wants and needs to protect the plants and is overwhelmingly happy

when the family—and traveling nursery—make it to Oregon in one piece, safe

and sound.

Activity: Have students get a sense of how hard the Oregon Trail would have

been to travel by having them play the simulation computer game “The Oregon

Trail.” Then ask students whether they feel it would have been plausible for

someone to take all the plants in the traveling nursery with them. Have the

students write their responses with valid reasons in their writer’s notebooks.



History 3.1.7-- Chronological Thinking, Historical Comprehension, Analysis

and Interpretation, Research-- Distinguish between fact and fiction in

historical accounts by comparing documentary sources on historical

figures and events with fictional characters and events in stories.

27

Title of Book: The Memory Coat

Author’s Name: Elvira Woodruff



Number of Pages: 26

Synopsis of Story: Two Russian

Jewish children, Rachel and her

cousin, Grisha, immigrate with

Rachel’s family to America through Ellis Island to escape persecution in their

homeland. Rachel’s mother wants Grisha to get a new coat before the long

journey because his is so tattered, but he refuses because his coat holds too

many memories for him. Grisha falls during the journey and does not pass the

health inspection because his eye is injured. They mark his coat that he is to

return to Russia, but Rachel is not about to let her cousin get shipped back. She

takes his coat and turns it inside out—to hide the mark and to show the colorful

wool lining that his mother had sewn in. The newer looking, bright coat and a

re-inspection allow the boy to enter into the United States.

Activity: As a class, adapt the story into a play and perform to celebrate the

unique cultures that make up the United States because of immigration through

places such as Ellis Island.



Theatre 4.1.3 -- Examine the value of theatre as a means of integrating

history and culture.

28

Title of Book: Molly Bannaky

Author’s Name: Alice McGill



Number of Pages: 28

Synopsis of Story: After accidentally spilling

the milk of her lord’s cow, Molly is sent to

court where she is saved from the gallows.

Instead she is sent to the New World, where

she must work for a farmer for seven years.

After her seven years are up, Molly takes

what little she has and stakes her claim of

land. When she realizes she needs more

help on her homestead—she buys a slave man, promising him freedom when he

helps her set up her homestead and make it stable. Instead, Molly and Bannaky

(the slave man) fall in love, marry, and have children—even though it is against

colonial law. Molly and Bannaky create a large homestead and are successful

in the New World—and Molly passes on her family’s heritage and unusual history

through her children and grandchildren.

Activity: This book offers several different viewpoints to slavery, because of

Molly’s indentured servitude and Bannaky’s slavery in helping Molly set up the

homestead. Compare this book to other books regarding slavery and have

students interpret why the slavery present in this book looks so different from

slavery present in other books (i.e. Molly was a Caucasian woman, Molly loved

Bannaky, etc.). (Also make sure that students see this as a work of fiction, not

necessarily a true story down to the very last detail.) This discussion should take

place in small groups, with teacher guidance. After the discussion, students will

write an opinion piece about why they think that slavery was banned in the U.S.



Reading 6.2.7 -- Make reasonable statements and conclusions about a

text, supporting them with evidence from the text. (Core Standard)

29

Non-Fiction Books

30

Title of Book: Language Arts Explorer:

Local Farms and Sustainable Foods

Author’s Name: Julia Vogel


Genre: Non-Fiction

Number of Pages: 31

Synopsis of Story: This book takes

children on a journey through working

at a local farm and harvesting

sustainable foods. It explains the

differences between certified organic

and using organic methods. Offering

suggestions for finding organic and local foods near the readers’ home, the

book also tells benefits of eating locally rather than having food imported or

travel miles upon miles. The author then challenges readers to live a healthier

lifestyle and eat foods from local, sustainable farms.

Activity: Make a “map to your refrigerator.” Have students look in their

refrigerator and then research where those foods came from. Then have

students research and look for healthier, organic, and local options that they

could replace the food in their refrigerator with.

Reference(s) for Activity: Julia Vogel, the author, gave this idea in the back of

this book.


Earth Science 4.2.5 -- Describe methods that humans currently use to

extend the use of natural resources.

Earth Science 4.2.6 -- Describe ways in which humans have changed the

natural environment. Explain if these changes have been detrimental or

beneficial.

31

Title of Book: Some Kids Have Autism

Author’s Name: Martha E. H. Rustad


Genre: Non-Fiction

Number of Pages: 24

Synopsis of Story: This book introduces

young children to something that they

surely will see in their lifetime—autism.

The book tells children the particular

behaviors that their autistic peers may

have and urges readers to be

understanding of these differences. It also brings to attention that children with

autism need friends, too. Rustad helps children to understand the differences

that they will observe but also to be kind and open-minded when dealing with

these children with special needs.

Activity: When dealing with more sensitive material, I feel that it is imperative

that students discuss the information so that it is completely understood by all.

Students should engage in a grand discussion with the class about questions

they still have, personal experiences with children with autism, and things that

they learned. If the student does not feel comfortable participating in the

discussion, the student can talk to the teacher in private as well. After the

discussion, have students draw a picture that helps depict including EVERYONE

in the classroom.



Reading Comprehension 1.2.7-- Relate prior knowledge to what is read.

(Core Standard)

32

Title of Book: A Day in the Life of a

Veterinarian

Author’s Name: Heather Adamson


Genre: Non-Fiction

Number of Pages: 24

Synopsis of Story: This book follows the

day of Dr. Kip, a veterinarian. It shows

the time of day at the top of the page

in a clock format and shows how the

day progresses and all the different

tasks that the vet must do. The tops of the page also display questions, which

are then answered on the page, so it allows for easy reading and skimming to

find information. Adamson gives reader an overview of what veterinarians do

every day, including when there is an animal emergency, and leads the readers

through a job shadowing experience.

Activity: The class could take a field trip to a veterinarian’s office or the teacher

could organize a veterinarian to come as a guest speaker to come to the

classroom to answer any questions that the students still might not have had

answered.



Economics 2.4.6 -- Define specialization and identify specialized jobs in the

school and community. (Core Standard)

33

Title of Book: What Do Astronauts Do?

Author’s Name: Carmen Bredeson


Genre: Non-Fiction

Number of Pages: 32

Synopsis of Story: This book uses a

question and answer format to show

readers what astronauts do and how

they do it. It also includes a “fun fact”

text box on some pages to tell readers

unknown and interesting information

and trivia regarding astronauts. The book covers topics such as what do

astronauts eat, how do they shower, what do astronauts do for fun, and even

how do astronauts go to the bathroom.

Activity: I would have the students go online and look at one of the websites

listed in the back of the book to learn more about what astronauts do. Either

http://spaceflight.nasa.gov/living/index.html or

http://spaceplace.nasa.gov.en/kids/ would be acceptable for this activity.

Students will then write “diary entries” for an astronaut talking about life in

space.

Reference(s) for Activity: Carmen Bredeson, the author, gave me the idea

when she listed the websites in the back of the book.


Reading Comprehension 2.2.4 -- Ask and respond to questions (when,

who, where, why, what if, how) to aid comprehension about important

elements of informational texts. (Core Standard)

http://spaceflight.nasa.gov/living/index.html

http://spaceplace.nasa.gov.en/kids/

http://www.amazon.com/gp/product/images/0766029425/ref=dp_image_z_0?ie=UTF8&n=283155&s=books

34

Title of Book: Garbage Helps Our

Garden Grow: A Compost Story

Author’s Name: Linda Glaser


Genre: Non-Fiction

Number of Pages: 30

Synopsis of Story: This book follows

a child’s family’s compost pile

and shows how they started the

compost pile. Then the book

shows what kinds of garbage they put into the pile and how it undergoes a

change known as decay. Soon, the garbage doesn’t even look like garbage

anymore—it looks like soil! The family then plants new vegetables and fruits,

using the compost pile to act like fertilizer and soil. The book points out that

composting is not only beneficial for the earth because it helps us grow

wonderful garden, but also because it helps keep lots of trash out of landfills.

Activity: Have the class organize a compost piles for the school to use, and then

have the students help plant a community garden (using the compost to help it

grow) in the spring.



Earth Science 4.2.5-- Describe methods that humans currently use to

extend the use of natural resources.

35

Books of

My Choice

36

Title of Book: The Mine-o-saur

Author’s Name: Sudipta Bardhan-

Quallen


Genre: Fantasy

Number of Pages: 29

Synopsis of Story: The Mine-o-saur

has trouble making friends because

he is unwilling to share anything with other dinosaurs. When other dinosaurs

have something that Mine-o-saur wants, he will not think twice before he steals

what he wants and hoards it all for himself. Mine-o-saur realizes however, that

having everything isn’t much fun when you have no friends. What’s the good of

having all the blocks and building an awesome tower if you have no one to

show it to? Eventually, the Mine-o-saur apologizes and returns all the other

dinosaurs’ things that he had taken in his selfish storm. Mine-o-saur finally has

something that he has never had before—friends!

Activity: Have students work in small groups create posters to hang around the

school reminding people to take turns, share, and not to be a Mine-o-saur!



Creating Art 2.6.3 -- Create and use symbols in personal artwork to

communicate meaning.

37

Title of Book: Hugless Douglas

Author’s Name: David Melling


Genre: Fantasy

Number of Pages: 29

Synopsis of Story: A young brown bear

named Douglas wakes up from

hibernation and feels that he needs a

hug. He goes out in search of a hug in

the oddest places. He says he enjoys big

hugs, so he hugs the biggest thing he can find—a rock—but gets no satisfaction.

He says he likes comfy hugs, so he hugs a big bush, but the animals in the bush

are none too pleased. Even the sheep in the book don’t feel comfortable

giving Douglas a hug because they are too busy. After pulling a rabbit out of his

hole in search of a hug, Douglas is finally led back to a den and discovers that

the best hugs come from someone very special—his mother!

Activity: I would use this book to teach social skills to kindergarteners. After

talking with peers, students will work individually on drawing pictures of

people/things that it is appropriate to hug and people/things that it is not

appropriate to hug.


http://ncteacherstuff.blogspot.com/2010/12/hugless-douglas.html


Writing K.4.8 -- Organize and classify information into categories of how

and why or by color or size.

38

Title of Book: Duck at the Door

Author’s Name: Jackie Urbanovic


Genre: Fantasy

Number of Pages: 29

Synopsis of Story: Irene’s house is cozy

and filled with all kinds of pets, but one

snowy evening a new animal comes to

her house looking for a residence to wait

out the long weather—a duck! Max the duck explains that his whole flock

migrated south for the winter, but he thought that he could wait it out and

wouldn’t get too cold. However, Max became extremely lonely and cold and

asks if he can stay in Irene’s house over the winter. Irene, ever the sucker for

animals, agrees and Max causes all kinds of trouble trying to fit in with the other

pets. He hogs the remote, makes a mess in the kitchen trying to cook, and just

generally annoys the other animals. Spring returns and Max’s flock comes back

and Max goes back to his flock. Irene’s animals miss Max and cannot wait until

he returns next winter. Irene and her animals were not counting on Max bringing

his entire flock next winter though!

Activity: Students will participate in a minilesson about ducks and migration

patterns. A formal lesson plan for such a lesson can be found at

http://www.stoller-eser.com/nie/PDFs/Birdmigration.pdf. If possible, obtain a

LARGE map of the U.S. (some blacktops have them painted on!) and have

students show migration patterns of birds.


Bird Migration Lesson Plan

http://www.stoller-eser.com/nie/PDFs/Birdmigration.pdf


Life Science 4.3.3 -- Design investigations to explore how organisms meet

some of their needs by responding to stimuli from their environments.

http://www.stoller-eser.com/nie/PDFs/Birdmigration.pdf

39

Title of Book: Diary of a Worm

Author’s Name: Doreen Cronin


Genre: Fantasy

Number of Pages: 34

Synopsis of Story: Written in journal form, this

book shows the world from an earthworm’s

point of view. The book, while humorous in

nature and a work of fiction, teaches children

the importance of earthworms and how they

interact with our earth. Worm, the narrator,

talks about his relationship with his best friend,

Spider, why he is at a disadvantage because he has no legs, and why

hopscotch is such a terrifying game for a worm. Although he is just a worm,

Worm has some big plans for his life—he wants to be a Secret Service agent for

the President—but fears that his small stature may be a hindrance.

Activity: Students will use other non-fiction texts about earthworms to gain a

greater understanding as to what earthworms do for the ecosystem and for a

general understanding of earthworms as well. Students will then write a short

paragraph explaining why worms are misunderstood to be “scary” and how

they are actually important and “good.”



Writing 4.5.6 -- Write for different purposes (information, persuasion,

description) and to a specific audience or person. (Core Standard)

40

Title of Book: Dog Breath



Genre: Fiction

Number of Pages: 30

Synopsis of Story: Hally Tosis, the Tosis

family dog has a big problem—she has

the worst breath ever! Hally has been

known to make people pass out, skunks

plug their noses and even peel

wallpaper off the walls. Mr. and Mrs.

Tosis think that it would be best for the dog to find a new home, but the Tosis

children are determined to save their dog. They try all kinds of things to make

Hally lose her breath—breathe-taking views, movies that will “leave you

breathless” and a rollercoaster. Nothing works. The children are saddened by

the fact that their dog must leave and go to bed dejected. A miracle happens

however—Hally saves the family’s residence and reinforces their safety by

knocking out thieves who had broken into their home with her horrendous

breath! The children are overjoyed and the parents are so pleased with her

security that she is allowed to stay within the Tosis household.

Activity: As a classroom teacher, I would host a “Beat the Bad Breath” day

where students would learn about oral hygiene, why bad breath happens and

be allowed to chew minty gum while in the classroom. Students can also brush

their teeth and then chew the tablets that show where they might have missed.

Explain the importance of brushing teeth and good oral hygiene.



Health and Wellness 1.1.1 -- Explain the connection between behaviors

and personal health.

Health and Wellness 4.1.4 -- Explain ways to prevent common health

problems.

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