The Lion, The Witch, and The Wardrobe by C.S. Lewis

(courtesy of amazon.com)

Title: The Lion, The Witch, and The Wardrobe

Author: C.S. Lewis

Lexile: 940L

Genre: Fantasy

Summary:

The story of four siblings who on a boring day in the summer of 1940 find themselves stumbling into the land of Narnia, a magical kingdom ruled by a tyrannical White Witch, through the wardrobe of their country home. In the land where the children of eden are rounded up, and an eternal winter has been cast about the land, the four children must go on a grand adventure to find Aslan, the lion god, and save Narnia from the White Witch. 

Selling Tool:

Book talk  https://youtu.be/pbWpgukywW8

Activity: Asynchronicity plays an important plot device in this story, the wardrobe that leads to Narnia, or the london lamppost that  sits in the Narnian forest which marks the pathway in. Students will reflect on how juxtaposition of imagery can be used for a powerful effect and illustrate this in either story of setting or a drawing of setting.

Learning Standard: 

CCLS.R.G5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Learning Goal: 

Students will understand the nuances plot device of juxtaposition.

Learning Objective:

Students will use juxtaposition of imagery in setting to develop a drawing or narrative.

Learning Outcome:

Students will create a narrative or drawing that displays juxtaposition.

You wouldn't want to be on Apollo 13!: A mission you'd rather not go on, by Ian Graham

Graham, Ian. You wouldn't want to be on Apollo 13!: A mission you'd rather not go on. 
Lexile Level: 940L

Selling Tool: Comic Strip, view on Pixton.com: https://www.pixton.com/schools/comic/2ti7gh2o

Learning Activity:


Learning Standard: 
CCSS.ELA-LITERACY.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Learning Goal: 
Students will create a timeline of events on the Apollo 13 mission from the text and from the 1995 Movie Apollo 13 starring Tom Hanks.

Learning Outcome: 
Students will compare the timelines presented from in the text with that in the film.

Learning Objective:
Students will create a timeline of events based on the text, You wouldn't want to be on Apollo 13 and based on the 1995 film Apollo 13 and will contrast the two in a class discussion.

I, Galileo by Bonnie Christensen

Christensen, Bonnie. I, Galileo. Knopf Books for Your Readers, 2012.

Lexile Level: 940L

I, Galileo, by Bonnie Christensen, is a wonderful biography about the scientist Galileo Galilei. The book is told from the perspective of Galileo himself, an old man living out his final years under house arrest, as he recounts the events of his life that have led to this point. He tells us of his childhood, during which he learned about music and mathematics from his father, as well as observing the phenomena of the world around him. These observations would hint at the discoveries that he would make later in his life. Galileo is not shy about his tendency to get himself into trouble either. Having left college without finishing, Galileo still managed to be invited back only a few years later, to serve as a professor. Almost immediately, Galileo turned his nose up at the idea of wearing the traditional professorial robes. This kind of behavior eventually led to Galileo being forced out of his teaching job. Galileo was undeterred however, continuing his experiments without hesitation. Eventually, he makes what is perhaps is finest invention, as well as his finest discovery. But you'll have to read I, Galileo, in order to find out what they are!

I, Galileo also features fun, engaging illustrations that depict Galileo's world as he unravels its mysteries. His numerous experiments are shown by the illustrator, giving the reader a better idea of exactly what Galileo was up to. This, combined with the energetic narration from Galileo, add up to an excellent biography that is well worth a read. Definitely recommended.

Learning Activity

I would use this book as part of a lesson on the solar system. Galileo is responsible for proving that the planets in our solar system revolve around the sun, rather than the Earth, as was believed at the time. For this activity, I would ask the students to draw a diagram of the solar system as we know it today. I would read the book aloud to the class, focusing primarily on the end of the book, during which Galileo makes his discovery, and subsequently gets punished for it. Afterward, students would draw a second diagram, depicting the solar system as it was believed to exist in Galileo's time. We would then discuss the differences between the two, and how Galileo was able to discover the true nature of the solar system.

Learning Standards

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Goal

Students will learn how a great discovery changes our understanding of the world around us.

Objective

Students will be able to identify and illustrate the difference between the former and current models of our solar system, as well as identify how Galileo was able to prove which model was accurate.

Outcome

Students will be able to exhibit their creativity and understanding of the history of our interpretation of the solar system.

ESCAPE! The Story of the Great Houdini by Sid Fleischman

Fleischman, Sid. ESCAPE! The Story of the Great Houdini. Greenwillow Books, 2006

Lexile Level: 940

Book Selling Tool: Infographic

SUMMARY: Harry Houdini had an amazing and yet difficult life. This chapter book by Sid Fleischman shares many truths about Houdini, from where he was really born, to what his childhood was like, and how his success really came about. It is told through humor, anecdotes, and utilizes many rare photographs of Harry.

LEARNING ACTIVITY: Harry Houdini, born as Ehrich Weiss, was a legendary magician, upon other things. Students will read the text as a class, focusing on how some of the information in this text may be different from what they had thought was true. Students will discuss examples of Houdini’s magic skills and his showmanship throughout his life.

After reading, students will individually decide whether they think Houdini’s success and fame was due to his showmanship or his skills as a magician, and which was more important. Students will write a short essay discussing their argument, and include at least three pieces of evidence from the text to support it. The class will then split into two groups based on their position and debate using the pieces of evidence they cited in their essays.Students will be judged based on a rubric, requiring facts, their own opinion, and grade level conversation skills.

*Extension, students could research their facts further using other resources such as a history textbook.

GOAL: Students will understand that there are often multiple perspectives to any situation or person, and that both can tell the truth of that situation or person.

OBJECTIVES:

Students will be able to construct a one to two page essay to demonstrate their judgement on Houdini, including their own position on the issue and three details from the text that support their position.

Students will be able to debate this issue following grade level expectations with their peers, citing details from the text as examples to prove their point.

OUTCOME: Students will write an essay including their argument or position on the topic and at least three pieces of evidence to support it. They will be able to debate the issue appropriately with peers by using their details.

STANDARDS:

CCSS.ELA-LITERACY.RI.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.5.8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

CCSS.ELA-LITERACY.SL.5.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.W.5.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.