the text - canyons district english language...

**Honors students MUST receive extensions and supplements to the core. These are suggested ways to accomplish this requirement.

Unit 1

Supplemental (paired/outside) texts

Extended Learning Activity

Research and Inquiry Integration

Project Based Learning Question

Outside Project Supplemental Assignments

See Honors Book List below.

Newsela.com for non-fiction resources at adjustable Lexile levels.

Teacher Choice- focused on speaking and listening skills

*See Mirrors and Windows Exceeding the Standards supplemental guide.

● Dictionary/Glossary

● SPQ3R (Survey, Predict, Question, Read, Recite, Review

● Newspaper/Newsletter

● Electronic Media

● Illustration/Caption

Gather, analyze, and organize multiple information sources and report. This is a first trimester project.Example- Country Report

Read a supplemental text and do a book report project on it. Teacher discretion for genre and book report expectations.

Write multi-paragraph composition for specific purpose, focus, voice, tone, and audience.


Unit 2







Newsela.com for non-fiction resources at adjustable Lexile levels.

Fishbowl - How can we learn to appreciate our similarities and differences through literature.

*See Mirrors and Windows Exceeding the Standards supplemental guides.

● Internet search● Parts of a book● Textbook● Illustration/

Caption

Gather, analyze, and organize multiple information sources and report. This is a first trimester project.Example- Country Report

Read a supplemental text and do a book report project on it.Teacher discretion for genre and book report expectations.

Illustrate how multiple themes (historical, geographic, social) may be interrelated.

Don't Tap on The Glass: Making Fishbowl Discussions Work for You

This activity requires 30-45 minutes. Purpose:

Fishbowl activities force participants to listen actively to the experiences and perspectives of a specific group of people. A student fishbowl gives teachers an opportunity to hear the experiences, ideas, and feedback of students while giving the students an opportunity to be active in the dialogue.

Preparation:

The most important step to a successful fishbowl discussion is modeling and establishing expectations. The more time you spend on this, the happier you will be with your discussions. Modeling and showing students what to do is not a 5-minute process. Plan an entire day to prepare your students; it does take that long. You will not be doing the actual fishbowl discussion on the same day you prepare for it. Additionally, on the day of the discussion, you may want to review the expectations and procedures before they begin the conversation. So how do you prepare?

● Begin by introducing the concept of fishbowl discussions.

● Show them the video of an 8th grade class doing a fishbowl discussion. The link below is a discussion on assisted suicide and comes from the “Word Generation” website (http://wg.serpmedia.org/video_debate.html). Before showing the clip, ask students to pay attention to what students both inside and outside the circle are doing. Show clip #2.

● At the end of the clip, ask students to point out what they saw. ● What did students inside the circle do? ● What were the students outside the circle doing? ● Did the students outside the circle speak? ● When did they speak and what did they speak about?

● What did students inside the circle speak about? ● What phrases did they hear inside the circle that indicated whether a student agreed or disagreed with another one? ● What was the teacher expecting them to do? ● What two questions did she ask them? ● You may want to make a list of their responses on the board. Show clip #3 to illustrate how the next group makes

improvements on what their peers have previously done. Notice the sign that the teacher has hanging in her room: “We strive for authentic conversations that are academically rich.” Discuss what that phrase means.

● Hand out the paper where students will take notes the next day. Explain each section of the paper and what you expect from them. Have them practice the academic sentence starters with their partner so they get a feel for them. I usually collect this paper at the end of the day and pass it out the next day when we do the discussion.

Instructions for the Fishbowl Discussion Day:

The following steps will set the ground rules and review the expectations from the previous day’s preparation.

1. One important ground rule must guide the participation of the observers: During the course of the fishbowl, observers are not allowed to speak. Their job is to listen and learn from the fishbowl students. Mention that the observers will have an opportunity to discuss any issues that emerge later when they are asked to assess the discussion.

2. If possible, assign one of the fishbowl students the role of facilitator. It will be her or his responsibility to ask questions, facilitate the fishbowl discussion, and make sure everyone has an opportunity to talk. If necessary, you can play the role of facilitator, but the discussion will be more authentic if you expect the students to conduct it themselves.

3. Time the rounds for the discussion – about 5 minutes each. Once the round of discussion is stopped, ask the fishbowl observers to explain what they saw as far as academic and authentic conversation is concerned.

4. Switch roles. Have those inside the fishbowl sit out, and those outside the fishbowl come to the inside circle. This is easily facilitated if you divide your number of students by 8 and then put them in that many groups (for example, if you have 32 students, you will have 8 groups of 4). Prior to the fishbowl discussion, have smaller groups meet to discuss the issue you would like them to discuss, then when they get their turn in the larger fishbowl discussion, they will have something to say.

5. Repeat this process until everyone has had a chance to participate inside the circle. If you have an odd number of students, you can always leave a few chairs open for roving fish to swoop in and out of as they have a relevant point to share.

Assessing and Using Fishbowls in Your ClassroomAttached you will find a Common Core aligned rubric for assessing discussion within the fishbowl. This could be used by the teacher, peers, or the students themselves.

There are so many ways to use this technique! Here are some ways we have used it:

● To discuss a topic for argumentative writing as a prewriting activity.● To discuss a novel when we’re half way through and predict what will happen next.● To discuss a novel at the end. The teacher and students submit questions into a pile. Students inside the fishbowl draw a

question, discuss it, then draw another one until their allotted discussion time is up.● With literature circles, one literature circle is inside a fishbowl, another is observing, and then they switch. This allows

students to give feedback on how their peers’ literature circle discussions are going. This also allows multiple fishbowl discussions to happen at the same time and gives more students an opportunity to respond.

● As a way to explore multiple sides of an abstract idea with informational text. Divide the class into 8 different groups. Have each group read a different piece of informational text on the same idea. (For example, the concept of courage.) Have students read and annotate the text within their groups, answer the same general question. (“What are the characteristics of courage? How does this article demonstrate that?”) Then have the students choose one person from each group to be inside the fishbowl to discuss. This discussion lasts longer – about 25 minutes. In that time, students from the group must tap their group member on the shoulder to tag them out, and join the discussion. Everyone in the group is required to tag in at least once when they have something to add.

We are sure there are many more ways you can find to use this! And students BEG us to do it again!

●


Unit 3







Newsela.com for non-fiction resources at various Lexile level.

Fishbowl (see Unit 2 for detailed instructions on Fishbowl)-How does discovery and/or innovation bring about change in society?

*See Mirrors and Windows Exceeding the Standards supplemental guides.

● Advertisement● Skim and Scan● Itinerary● Library

Database● Graphics/

Symbols

Select or devise an approach among many alternatives to research a novel problem. This is a second trimester project.Example- Problem Solution Project

Read a supplemental text and do a book report project on it. Teacher discretion for genre and book report expectations. .

Describe, compare, and contrast solution methods.


Unit 4








Socratic Seminar-How can we apply problem solving strategies to real-life situations?


● Instruction Manual

● Magazine/Periodical

● Thesaurus● Graphs

Select or devise an approach among many alternatives to research a novel problem. This is a second trimester project.Example- Problem Solution Project


Gather, analyze, and organize multiple information sources.

Socratic Seminar Resources

Dialogue Versus Debate Crucial to successful Socratic Seminars is an understanding of the difference between dialogue and debate. Both the leader and the participants must be able to make this distinction. More importantly, students must understand why we value the dialogue that we seek through Socratic Seminars. The purpose of the seminar is to expand our ideas and deepen our thinking, not to come to a particular conclusion or any conclusion at all. Use the table below to lead a discussion of the difference between these two concepts.

The Elements of Socratic SeminarsA good seminar consists of four interdependent elements: (1) the text, (2) the question, (3) the seminar leader, and (4) the participants. A closer look at each of these elements helps explain the unique character of a Socratic Seminar.

The TextSocratic Seminar texts are chosen for their richness in ideas, issues, and values, and their ability to stimulate extended, thoughtful dialogue. A seminar text can be drawn from readings in literature, history, science, math, health, or philosophy, or from works of art or music. A good text raises important questions in the participants’ minds, questions for which there are no right or wrong answers. At the end of a successful Socratic Seminar, participants often leave with more questions than they brought with them.

The QuestionA Socratic Seminar opens with a question either posed by the leader or solicited from participants as they acquire more experience in seminars. An opening question has no right answer; instead, it reflects a genuine curiosity on the part of the questioner. A good opening question leads participants back to the text as they speculate, evaluate, define, and clarify the issues involved. Responses to the opening question generate new questions from the leader and participants, leading to new responses. In this way, the line of inquiry in a Socratic Seminar evolves on the spot rather than being predetermined by the leader.

The LeaderIn a Socratic Seminar, the leader plays a dual role as leader and participant. The seminar leader consciously demonstrates habits of mind that lead to a thoughtful exploration of the ideas in the text by keeping the discussion focused on the text, asking follow-up questions, helping participants clarify their positions when arguments become confused, and involving reluctant participants while restraining their more vocal peers.

As a seminar participant, the leader actively engages in the group’s exploration of the text. To do this effectively, the leader must know the text well enough to anticipate varied interpretations and recognize important possibilities in each. The leader must also be patient enough to allow participants’ understandings to evolve and be willing to help participants explore nontraditional insights and unexpected interpretations.

Assuming this dual role of leader and participant is easier if the opening question is one that truly interests the leader as well as the participants.

The ParticipantsIn Socratic Seminar, participants share with the leader the responsibility for the quality of the seminar. Good seminars occur when participants study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas.

Participants acquire good seminar behaviors through participating in seminars and reflecting on them afterward. After each seminar, the leader and participants discuss the experience and identify ways of improving the next seminar. Before each new seminar, the leader also offers coaching and practice in specific habits of mind that improve reading, thinking, and discussing. Eventually, when participants realize that the leader is not looking for the “right” answers but instead is encouraging them to think out loud and to openly exchange ideas, they discover the excitement of exploring important issues through shared inquiry. This excitement creates willing participants, eager to examine ideas in a rigorous, thoughtful manner.

Socratic Seminar in ActionThe following video shows an actual socratic seminar in action, along with descriptions of each step of the process. https://www.youtube.com/watch?v=oG64GWpE9Jo

Questions Planning Template

Opening Questions Core Questions Closing Questions

Critiquing or Debriefing the SeminarSpending some time after the seminar to critique, debrief, and evaluate the process is critical. This reflection allows for the growth of the skills necessary to achieve quality seminars and high levels of thinking. The following questions may be asked of both participants and observers in the outer circle to help evaluate the seminar process.

Did the participants . . .● speak loudly and clearly?● cite reasons and evidence for their statements?● use the text to find support?● listen to others respectfully?● stick to the subject?● talk to each other, and not just the leader?● paraphrase accurately?● ask for help to clear up confusion?● support each other?● avoid hostile exchanges?● question each other in a civil manner?● seem prepared?

Did the leader . . .● engage participants early? How?● make sure that the questions were understood?● ask questions that led to further questions?● use answers as the basis of disagreements?● allow for discussion of disagreements?● listen carefully to participants’ statements?● accept participants’ answers without judgment?● keep attention on ideas in the text being

discussed?● correct misreading of the text?● allow time (pauses) for thinking?● draw out of reasons and implications?● draw in all participants?

In the course of the seminar . . .● what was the most interesting questions?● what was the most interesting question?● what was the most interesting idea to come from a participant?● what was the best thing that you observed?● what was the most troubling thing that you observed?● what do you think would be done differently in the next seminar?

Socratic Seminar Arrangements:

Inner/Outer Circle or Fishbowl: Arrange students in inner and outer circles (a "fishbowl") where the inner circle engages in a dialogue and the outer circle observes, taking notes on the seminar process and new understandings about the text. The outer circle can share their observations as part of the debriefing process, with the teacher guiding how to offer constructive criticism rather than judgments. Students in the outer circle can keep track of comments/points made to which they would like to respond if the circles switch places or as part of the debrief. Members of the outside circle can also use the “Socratic Seminar Observation Checklist” or the “Socratic Seminar Observation Notes” form to monitor student participation in the inner circle. These tools provide structure for listening and give the outside students concrete details to use when they share observations in the debrief.

Triad: Arrange students so that each individual student in the inner circle (called a “pilot”) has two “co-pilots” that sit behind and on either side of him/her. The pilot and two co-pilots form the triad. Pilots are in the inner circle and speak; co-pilots are in the outer circle and only speak duringconsult times. The seminar proceeds as normal, writing and sharing questions, discussion, etc. At a certain point during the discussion, the leader pauses the conversation and directs the triads to talk to each other. Sometimes they talk about something that is being discussed in the circle and needs more depth. Sometimes the triads talk about a question posed by the leader. Sometimes the leader asks the triads to come up with a new question or direction for the seminar--it just depends on how things are progressing in the seminar. Anytime the triads are speaking, they can move seats and one of the co-pilots can move into the pilot seat. But only during that time is switching seats allowed. This variation is helpful because it gives students who may not yet have the courage to speak in a large group the chance to practice in a triad. It also involves the whole class, as opposed to the inner/outer circle which may not include all students speaking in one seminar sitting

Simultaneous Seminars: Arrange students in a few small group circles as far from one another as possible in the classroom (to cut down on noise interference from groups speaking at the same time). Adhering to all of the regular guidelines and expectations of Socratic Seminar, students engage in their small group dialogues. Simultaneous seminars are usually done with experienced students who are able to maintain their own discussions with minimal teacher assistance. This is an especially good structure to use if the teacher wants to engage the class in exploring multiple texts around a core topic or concept. Each small group might have a different text as the focus of their Socratic Seminar. This also creates the opportunity for a larger Socratic Seminar that then discusses how the texts resonate with one another.

Arrangement for Mapping (a debrief process)

Mapping the seminar: One way to process the seminar dynamic is to assign a student to map the seminar prior to beginning. This student uses either a large sheet of paper that can be displayed on the wall or a regular sheet of paper that can be displayed on a document camera to keep track of the flow of the dialogue in the seminar. The student draws a large circle and an X or little boxes to indicate each student in the speaking circle. As the dialogue starts, the student draws a line from the first speaker (who asks the opening question) to the second speaker, the third, and so on.

He/she continues to draw the lines through the whole seminar. At the end, the class analyzes the map and makes observations. They determine patterns: who has the most lines (did they dominate the conversation?); who has the least lines; are there many lines back and forth between two people; etc. Based on the map, students can set goals for the next seminar.

Mapping the dialogue: Another option, in addition to mapping the flow of the conversation, is to assign students in an outside circle to keep track of what is actually said. One outer student can be responsible for scripting the dialogue of one or two inner students. This allows the class to analyze the quality of the dialogue.

Socratic Seminar: Participant Rubric “A” Level Participant

● Participant offers enough solid analysis, without prompting, to move the conversation forward● Participant, through her comments, demonstrates a deep knowledge of the text and the question● Participant has come to the seminar prepared, with notes and a marked/annotated text● Participant, through her comments, shows that she is actively listening to other participants● He/She offers clarification and/or follow-up that extends the conversation● Participant's remarks often refer back to specific parts of the text “B” Level Participant

● Participant offers solid analysis without prompting● Through his/her comments, participant demonstrates a good knowledge of the text and the question● Participant has come to the seminar prepared, with notes and a marked/annotated text● Participant shows that she is actively listening to others. He/She offers clarification and/or follow-up “C” Level Participant

● Participant offers some analysis, but needs prompting from the seminar leader● Through her comments, participant demonstrates a general knowledge of the text and question● Participant is less prepared, with few notes and no marked/annotated text● Participant is actively listening to others, but does not offer clarification and/or follow-up to others' comments● Participant relies more upon her opinion and less on the text to drive her comments

“D” or “F” Level Participant

● Participant offers little commentary● Participant comes to the seminar ill-prepared with little understanding of the text and/or questions● Participant does not listen to others; offers no commentary to further the discussion


Unit 5








Philosophical Chairs - How are acts of courage revealed in literature and informational text.

*See Mirrors and Windows supplemental guide.

● Print Sources● Note Taking● Diagram/Scale

Drawing● Outline

Articulate a new voice, alternate therme, new knowledge or perspective.This is a third trimester project.Example- Write a story from a revolutionist perspective.


Explain how concepts or ideas specifically relate to other content domains or concepts.

Philosophical Chairs

In theory, learning happens when students use critical thinking to resolve subsequent conflicts, which arise when presented with alternative perspectives, ideas or contradictions to what they have previously learned or believed. “Philosophical Chairs” is a technique to allow students to critically think, verbally ponder and logically write their beliefs.

Procedure:

The following video shows philosophical chairs in action in a 6th grade ELA classroom, along with descriptions of each step of the process. https://www.youtube.com/watch?v=U0XTkCSb6a8

Procedure:● Students read, prior to coming to class, a newspaper article, short story, essay or literary selection, taking notes as they read; bring those

notes to class.● After reading and taking notes students are presented with a second or third level question that will elicit thought and discussion.

Teacher can provide question for first few discussions and may allow students to collaborate to create future questions if so desired. (Example questions following)

● The chairs are then placed in a horseshoe seating arrangement, with the two ends longer than the back. (Illustration following)● Students are told they will argue the merits of the question and that their choice of seat during the discussion will illustrate their

position. If they believe the answer to the question is “yes,” they should sit on the right, if they believe the answer to the question is “no,” they should sit on the left, and, if they are “undecided,” they should sit at the back of the horseshoe. They will have the opportunity to move as their minds change.

● Choose a student moderator whose job is to see that everyone gets a chance to speak.● To gain full credit, a student must speak at least two times.

Tips for the Task Master:● Set ground rules about the discussion before it starts. (Sample rules following)● Set a time limit for the discussion.● Require students to summarize the previous speaker before they are allowed to present their arguments.● Teacher should moderate the first and, if needed, the second time.● If class has too many students to engage them all, you can have a subsection “take the stage” and have that group take notes and then

debrief the rest of the class as to who had the “pivotal point(s)” that ultimately persuaded adoption of one side or the other.

● If all students have not read the material and taken notes, have a section of the room where they must go and cannot join the discussion until they have the notes. They also cannot be full group members so a hot seat is placed in the horseshoe to allow those members who have finished their notes to make a statement and then move out of the group. They cannot participate any further.

● Moderator keeps track of students who have spoken and the number of times they did so.

Evaluation:● Students write a metacognitive reflection responding to questions either related to the material read or to the technique of

“Philosophical Chairs” (Evaluation sheet for “Philosophical Chairs” following)● Simple rubric and score sheet for student speeches (Rubric and score sheet following)

Question Levels and Sample Questions/Opening Statements Question Levels

Level One Questions Will :Define, Describe, Identify, List, Name, Observe and Recite

The above should not be used in forming questions for “Philosophical Chairs.” The debate will not flow nor will there be the conflict needed to have a successful experience.

Level Two Questions Will: Analyze, Compare, Contrast, Group, Infer, Sequence, Synthesize and Speculate

Level Three Questions Will: Apply a principle, Evaluate, Hypothesize, Imagine, Judge, Predict and Speculate

The above should be used in forming questions. They allow for more ideas and different beliefs to be expressed more freely, which is what the debate wants.

Sample Questions/Opening Statements

While reading Hamlet by William Shakespeare:In Act V scene 2, Fortinbras Says: “Let four captainsBear Hamlet like a soldier to the stage,For he was likely, had he been put on,To have proved most royal; and for his passage, The soldier’s music and the rite of warSpeak loudly for him.”Fortinbras feels that Hamlet would have made a good soldier. What he does not know is that Hamlet was at war with his Uncle and had acted as a soldier. Evaluate this statement by agreeing or disagreeing with it.

While reading “Civil Disobedience” by Henry David Thoreau:“The government is best which governs least”If acts of civil disobedience do not harm the government or its people, then jailing those who commit those acts is useless.

While reading To Kill a Mockingbird by Harper Lee:In chapters 1 through 6, we meet Jem, Scout, Atticus and Dill, as well as other members of Maycomb community. The children, Scout, Jem and especially Dill, are obsessed with the Finch’s neighbor Boo Radley. The obsession creates problems for both Boo Radley and the Finches. The need to know is more important than personal privacy.

After listening to/reading Colin Powell’s speech before the United Nations on February 5, 2003:War with Iraq is necessary to maintain the peace and stability in the world.

More Topics for Discussion1. Most people care enough about the environment to make personal sacrifices to save it.2. The United States should not sell arms to any foreign country.3. Students should be able to select their own teachers.4. Children should never be physically punished.5. Unclaimed animals in the pound should be used for medical research.6. It was easier to grow up when my parents were kids than it is for me now.7. Legalization of drugs would result in less crime.

8. It is the duty of the United States to send money to foreign countries suffering from poverty and lack of food.9. Any censorship of music or act is wrong.10. Rock music contributes to a rebellious attitude in some teenagers.11. Nuclear arms are necessary.12. Every student has the opportunity to succeed in our school.

Philosophical Chairs: Rules of Engagement

● Read the material for the debate and the opening statement carefully; be sure you understand it● Listen to the person who is speaking● Understand the person’s point of view● Contribute your own thoughts, offering your reasons as succinctly as possible● Respond to statements only, not to the personality of the person giving it● Change your mind about the statement as new information or reasoning is presented● Move to the opposite side or to the undecided chairs as your thinking grows and changes● Support the Mediator in maintaining order and helping the discussion to progress● Reflect on the experience via the closing activity or assignment

Seating Chart “yes”

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX X X X “undecided”

“hot seat” X XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX “no” Philosophical Chairs - Written Evaluation Sheet

Please respond candidly and specifically to the following questions:1. What was the most frustrating portion of the exercise?2. What was the most successful portion of the exercise?3. What was said that caused you to change your seat, or what was said that caused you not to change your seat?4. What conclusions can you draw about how you form your beliefs?5. What conclusion can you draw about the nature of forming beliefs as it might relate to this activity?

“Philosophical Chairs” Speech Rubric

Summary of Previous Speech:1. Not Used = Did not do any summary2. Little Used = Had a reference but not information3. Acceptable Use = Made reference and included facts4. Excellent Use = Restated arguments and included facts5. Outstanding Use = Restated arguments and all facts

Thoughtful Reflection:1. Not Used = Did not have understanding of the topic2. Little Used = Had superficial understanding of the topic3. Acceptable Use = Understood topic well enough to explain own argument4. Excellent Use = Explained most of complexity of the topic5. Outstanding Use = Complexity of the topic explained and used argumentation

Use of Specific Examples:1. Not Used = No examples from the text2. Little Used = One example from the text3. Acceptable Use = Several examples from the text with some explanation4. Excellent Use = Examples from the text with each explained5. Outstanding Use = Examples from the text with each explained and extended to fit the argument

Usage and Grammar:1. Not Used = Errors in agreement and non-standard English2. Little Used = Informal English and words like “you know” and “thing”3. Acceptable Use = Standard English usage and complete ideas4.Excellent Use = Standard English usage with no mistakes and with use of some allusions5. Outstanding Use = Standard English usage with no mistakes and with the use of allusions and precise references to develop arguments

”Philosophical Chairs” Score SheetName _______________________________________ Evaluator ________________ Date_______________Topic ________________________________

Speech 11 = Not Used 2 = Little Use 3 = Acceptable Use 4 = Excellent Use

5 = Outstanding Use

Summary of Previous Speech 1 2 3 4 5

Thoughtful reflection 1 2 3 4 5

Use of Specific Examples 1 2 3 4 5

Usage and Grammar 1 2 3 4 5

TOTAL

Speech 21 = Not Used 2 = Little Use 3 = Acceptable Use 4 = Excellent Use5 = Outstanding Use

Summary of Previous Speech 1 2 3 4 5

Thoughtful reflection 1 2 3 4 5

Use of Specific Examples 1 2 3 4 5

Usage and Grammar 1 2 3 4 5

TOTAL


Unit 6






See Honors Teacher Choice- ● Follow and Articulate a new Read a supplemental Analyze

Book List below.


focused on speaking and listening skills


Clarify Directions

● Map/ Globe/ Atlas

● Poster/ Announcement

voice, alternate therme, new knowledge or perspective.This is a third trimester project.Example-Write a story from a revolutionist perspective.

text and do a book report project on it.Teacher discretion for genre and book report expectations.

complex/abstract themes, perspectives, concepts

6th Grade Honors Book List

Approved Text Author

Esperanza Rising Munoz-Ryan Hatchet Paulsen

Phoenix Rising Hesse Island of the Blue Dolphins O’Dell

Something Upstairs Avi Holes Sachar

Roll of Thunder Hear my Cry Taylor The Witch of Blackbird Pond Speare

A Wrinkle in Time L’Engle After the Dancing Days Rostkowski

The White Mountains Christopher Shadow of a Bull Wojciechowska

Dark is Rising Cooper Banner in the Sky Ullman

Dragon Wings Yep From the Mixed up Files of Mrs. Basil E. Frankweiler

Konigsburg

Black Ships Before Troy Sutcliff The Christmas Box Evans

The Giver Lowry The Secret Garden Burnett

The Star Fisher Yep My Side of the Mountain George

The Only Alien on the Planet Randle Rascal North

Bronze Bow Speare The Dark is Rising Cooper

The Light in the Forest Richter King of the Wild

The Gift of Magi O’Henry James and the Giant Peach Dahl

Canyons Paulsen Snow Treasure McSwigan

Tuck Everlasting Babbit Heroes Don’t Run Mazer

Number the Stars Lowry Hiroshima Laurence Yep

Call of the Wild London Midnight Magic Avi

The Westing Game Raskin The Cay Taylor

Slave Dancer Fox True Confessions Doyle

Watsons go to Birmingham Paul Phantom Tollbooth Juster

Stargirl Jerry Spinelli

Walk Two Moons Creech

No Way Out Kern

What Happened in Hamelin Skurzynski

Lion, Witch and the Wardrobe Lewis

the text - canyons district english language...

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