Showing posts with label Popular Now. Show all posts
Showing posts with label Popular Now. Show all posts

Thursday, December 21, 2017

Thirteen Reasons Why by Jay Asher

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Thirteen Reasons Why by Jay Asher
Asher, Jay. Thirteen Reasons Why. New York, NY: Penguin Group, 2007.

Lexile Level: 550L
Recommended For: Grades 6-12
Genre: Realistic Fiction

Summary: Clay Jensen, a senior in high school, comes home to find a mysterious package filled with thirteen cassette tapes recorded by his classmate, Hannah Baker, who committed suicide two weeks before. He spends a heartbreaking night listening to all thirteen tapes with Hannah’s voice explaining what and who lead her to suicide.

Selling Tool: Please click here for a book talk on Thirteen Reasons Why.

Standards:
AASL: 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

Common Core Standards:
CC.8.R.I.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CC.7.R.I.2 Key Ideas and Details: Determine two or more central ideas in a text and analyze their developments over the course of the text; provide an objective summary of the text.

Learning Goal: Students will use poetry as a way of relating to the characters in the novel, Thirteen Reasons Why. Throughout the book, the main character, Hannah, describes how she likes and relates to poetry. She uses several lines from Shakespeare and often speaks in a very poetic way. Students will practice writing their own poems.

Learning Objectives:
  1. Students will discuss,  in small groups, coping mechanisms and different resources available to them to deal with stress and bullying.
  2. Students will discuss, as a class, ways to help peers who are struggling emotionally and psychologically.
  3. Students will use the website www.pongoteenwriting.org to find two poems written by teens that provoke some feeling for them.
  4. Students will connect the poems they found to the text, Thirteen Reason Why and try to find connections shared with Hannah and her problems. The poem “I Just Thought You Should Know” on pongoteenwriting.org is addressed to Hannah and may be helpful.
  5. Students will pick a character from the book (either Clay, Hannah, or any of the main subjects of the tapes) and write a poem from their point of view. Students may use the writing activities on the cite as a guide.

Learning Outcome:

  1. Students will be able to identify ways to cope with stress and help peers in need.
  2. Students will understand the effects of bullying.
  3. Students will create original poetry relating to one of the characters from the book.

Monday, December 18, 2017

The War I Finally Won written by Kimberly Brubaker Bradley


The War I Finally Won
Kimberly Brubaker Bradley
HL520L

            This book is the direct sequel to The War That Saved My Life which introduces us to Ada and her family living in England during WWII. In this follow up story, we see Ada as she grows up and must deal with the war as it affects her life in a new home with her family. The story leads to a German Jewish woman refugee moving next door to Ada’s family and their interactions, opinions, and treatment of the woman while still trying to cope with the war’s effects on the country and their lives.

Learning Activity:
The student will read through The War I Finally Won and follow along the storylines involving Ruth, focusing on Ada’s thoughts compared to her actions and how they would feel if they had to leave their home because of war. The student will comment on how their relationship changes for the better as the war progresses.

Standards:
CCSS.ELA-L.RL.5.2 - Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-L.RL.5.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Goal:
The student will read the story and be able to pick out how characters act over differently over time in regard to a single storyline within the text. The student will empathize with the refugee character’s journey in the story.

Objective:
Affective -
            The student will write 1 paragraph about their thoughts on the overall storyline of Ruth’s travels to England as if they were in her place.
Cognitive -
            The student will write 1 paragraph about how they think the war and difficulties the characters experienced influenced the way they treated Ruth throughout the story.

Outcome:
The student will write 2 paragraphs describing the characters in the story and how they treat the refugee character over the course of the story. The student will write about how they feel if they were put in the disadvantaged character’s place.

Restart by: Gordon Korman



Title:  Restart

Author:  Gordon Korman













Lexile Level: 730L

Recommended for

Ages 8 - 12 Years
Third - Seventh Grade

Summary

The book titled Restart by: Gordon Korman is book that focuses on a thirteen-year-old boy named Chase. He falls off the roof  and loses his memory, including his own name.
this book focuses on Chase re-discovering himself as a person and identity of who he wants to be after the accident. This book is written in a first person narrative, which allows the reader to become engaged and understand Chase’s feelings about losing his memory and the struggles that he overcomes. In addition, this text includes  first person narratives from other characters, which allows the reader to understand the other characters’  thoughts as well as how other individuals are effected by Chase’s lose of memory, within the story.

Learning Standards

“ 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.”
Source: Reading Standards for Literature K–5: Grade 3 students)

Learning Goal

Students will identify story elements (e.g. setting, characters, etc.) and the causes and effects present in a text.

Learning Objectives

   Students will identify story elements (e.g. setting, characters, etc.) and describe characters in a text present in the text titled Restart by Gordon Korman. (Cognitive)
   Students will create a timeline in order to demonstrate their understanding of the causes and effects that are present in this text. (Psychomotor)

Learning Activity

In this learning activity, students will be in groups of three students. Each group will focus on identifying key details and events that are present in the text, relating to Chase’s memory. Students will create a timeline in order to demonstrate their understanding of the causes and effects that are present in this text. 

Students will be assessed based on their understanding of the cause and effects present in the text through the creation of their timeline, their teamwork and their creativity in the presentation of their timeline.

Learning Outcome

Students will understand the story elements and the causes and effects that occur to Chase in the text titled Restart by: Gordon Korman.

Selling Tool: Poster 

References

Korman, G. (2017). Restart. New York: Scholastic Press, p.256.

Lexile Levels Made Easy. (n.d.). Retrieved December 7, 2017, from http://www.scholastic.com/parents/resources/article/book-selection-tips/lexile-levels-made-easy


New York State P-12 Common Core Learning Standards for English Language Arts and Literacy. (n.d.). Retrieved December 9, 2017, from https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy



Saturday, December 16, 2017

The Ocean at the End of the Lane by Neil Gaiman

((courtesy of amazon.com)
Title: The Ocean at the End of the Lane
Author: Neil Gaiman
Lexile: N/A
Genre: Popular, fantasy, historical fiction
Summary:
An unusual tale, a man at his father's funeral has a mind to visit his old home and a particular farm house just down the road from it. As he comes to the pond at the end of his road he is transported back in time to the events of this childhood, when he met a witch and a monster bent on entering this world. A beautifully written book that contemplates childhood's passing in a fantastical way!

Selling Tool:
Poster Card https://www.canva.com/design/DAClWWPwwtU/share?role=EDITOR&token=WXhv6UqVjCrntyvTU4gjDg&utm_content=DAClWWPwwtU&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton

Photo credit: I Talk Cafe. Deep Sea Wallpaper. Retrieved 10/30/2017. http://italkcafe.com/data/the-deep-ocean-wallpapers.html

Activity:
This book is a fantasy, but wrapped in the fantasy is a meditation on childhood and what is lost when the child becomes an adult. Middle school students should be able to identify this central theme of the novel and identify specific examples from the novel that reinforce this central idea.

Learning Standard:
ALA Grade 7, Reading Standard: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Learning Goal:
Students will compose a short essay that identifies the theme of childhood and adulthood in juxtaposition through the book The Ocean at The End of the Lane.

Learning Objective:
(K) Students will identify and present central themes of The Ocean at The End of the Lane including the theme of transformation from child to adult.
(S) Students will create an essay that cites specific examples of the juxtaposition of childhood and adulthood in the story

Learning Outcome:
Students will understand how transformation in characters of fiction can be a central theme and plot device.

Friday, December 15, 2017

Wonder, by R. J. Palacio

Palacio, R. J. Wonder. New York, NY: Alfred Knopf, 2017.
Lexile Level: 790L
Selling Tool:
Book Review
Wonder is a book that stays with you long after you finish reading it. I first read Wonder when I was reading a children’s book group and that was chosen for our monthly read. Initially, I was a little skeptical because I hadn’t read children’s fiction much before that (since being a kid myself) but I was impressed from page one. There is something about August Pullman’s story that resonates with readers of all ages. I thought I knew what I was getting in for as soon as I read the premise of the story: a young boy who looks different struggles to fit in, but there is so much more to this book. Told from many perspectives, I got to see not only what Auggie’s friends and family were doing, but also how they were feeling. This made the story come to life and drew me into Auggies’ world. I don’t think I ever felt betrayal so strongly before I found out who was in the Star Wars costume. I didn’t hate anything about this book, and the children in my group loved it as well.
 This book is raw at times, and readers will feel the entire emotional gamut. This makes it a great book to discuss and to encourage reluctant readers because it is so REAL and therefore relatable. As explained through the mini-lecture, students will have an emotional reaction to this book. The experience is aesthetic as opposed to efferential.

Learning Activity Suggestions: 
 Art Link:
In our book group, we focused on the theme of kindness in the book, and created art based on the precepts. (also found here:http://rjpalacio.tumblr.com/post/17457757675/mr-brownes-precepts). We painted and used collage materials to decorate picture frames. We also had a discussion about the precepts each person chose, and why they were our favorites.  
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work.
 Kindness Dialog:
I would like to see children start a kindness dialog. A good place to start would be this interview between R. J. Palacio and some school children that she met with in Brooklyn.
  • This could take many directions, but one idea is to have a small lesson in activism by spreading kindness. The kids could come up with a kindness project that they could plan, implement, and enjoy.

CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  •  Additional Text Resources: (from commonlit.org)—any of these texts could be used as a jumping off point for written responses and round table discussion (possibly intergenerational)

CCSS.ELA-LITERACY.SL.5.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • “About Treacher Collins Syndrome” by commonlit
  • “The Milgram Experiment” by commonlit
  • “Why do People Follow the Crowd?” by ABC News
  • “A Teen and a Trolley Reveal Society’s Dark Side,” from Science News for Students
  • “Fish Cheeks” by Amy Tan
  • “Proposed Treatment to Fix Genetic Diseases Raises Ethical Issues,” from NPR
  • “Herd Behavior” by commonlit

Diary of a Wimpy Kid: The Getaway, by Jeff Kinney

Kinney, Jeff. The Getaway. New York: Amulet Books, 2017.
Lexile Level: 920L
Selling Tool: 

My selling tool for this book is printable, wearable buttons. The Diary of a Wimpy Kid is so popular right now that kids will clamor to collect a set of buttons featuring the lovable Heffley family. If kids started attaching these buttons to their backpacks, other kids would rush to the library to check out the book, and of course, to get their own button.


Learning Activity: Learning Activity:
This activity idea is borrowed from http://www.wimpykidclub.co.uk/wp-content/uploads/Using-Wimpy-Kid-with-Reluctant-Readers.pdf. This is a great resource for teachers and librarians. I have tailored it to fit the learning standard.

This is NOT a journal
One way to respond to literature is to create something inspired by the story.

You will create a NOT JOURNAL using photos, clippings from magazines, art materials, and writing to tell a chapter of your life. 

Your NOT JOURNAL will feature you as the main character, and can be a true story or a factitious one.
Learning Standard
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Learning Goal
Students will use multimedia to create journal that tells a story.
Learning Outcome
Students will create a journal that tells a true or fictitious story .
Learning Objective
Students will create a journal that tells a chapter of their life (real or imagined) from clippings from magazines, art materials, and writing .

Thursday, December 14, 2017

Monday, December 11, 2017

The One and Only Ivan

by Katherine Applegate

Applegate, Katherine, et al. The one and only Ivan. Harper, An Imprint of HarperCollins Publishers, 2017.


Summary:

Ivan is a silverback gorilla who has lived in a cage at the Exit 8 Big Top Mall and Video Arcade for long as he can remember. He is friends with many of the other animals that live there. Ivan is content with his life and actually draws with crayons given to him. One day a baby elephant named Ruby comes to live at the Exit 8 Big Top Mall and Video Arcade. She knows what life is like before and isn’t happy about living in a cage. As Ivan begins to see their situation, he realizes there is so much more . To help free Ruby and himself, Ivan tries to draw to bring awareness to their living conditions. Ivan’s drawings work and people begin to protest the animals’ living conditions. The fate of Ivan, Ruby and the other animals living at is about to change.

Lexile Level: 570L
Grades: 3rd and up

Domains:  Affective and Cognitive

Standards:

CCSS.ELA-LITERACY.W.4.1

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

CCSS.ELA-LITERACY.W.4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Goals:

Students will be able to write a persuasive letter expressing their thoughts and feeling about a topic clearly and coherently.

Objectives:

Students will understand the structure and format of a form letter. (Cognitive)

Students will be able write a letter, uses examples from the text, to support their argument. (Affective)

Students will research the natural habitat of a silverback gorilla. (Cognitive)

Students will compare the living conditions of a silverback gorilla in their natural habitat and the living conditions of Ivan at the Exit 8 Big Top Mall and Video Arcade. (Affective)

Outcome:

Students will write a persuasive letter to Mack explaining their feelings regarding Ivan, Lucy and the other animals living conditions and quality of life. Students will include examples from the book, The One and Only Ivan as well as information from their research.

Procedure
After reading The One and Only Ivan, students will research the natural habitats of a silverback gorilla. Using a VENN diagram, students will compare and contrast the two different living environments, the natural habitat of the silverback gorilla and the living conditions of Ivan. Students will then write a persuasive letter to the owner of the Exit 8 Big Top Mall and Video Arcade. The letter will include examples from the book, The One and Only Ivan as well as information from their research.



My Selling Tool

The official book trailer for The One and Only Ivan:

https://www.youtube.com/watch?v=UtPdqV2crQ0

oneandonlyivan. YouTube, YouTube, 30 Dec. 2011, www.youtube.com/watch?v=UtPdqV2crQ0.

The real gorilla behind the story The One and Only Ivan: https://www.youtube.com/watch?v=ly6UOKQDLvI

pauldinggov. YouTube, YouTube, 1 Feb. 2017, www.youtube.com/watch?v=ly6UOKQDLvI.






Sunday, December 10, 2017

Self-Discovery Book Talk

Self-Discovery Book Talk  
Rationale:
Children of any age often struggle to find themselves in the world. There is so much they have to deal with on a daily basis, from family to friends to school. The books I am sharing are from different areas of literature, one fiction, one fantasy, one mixed genre, and one science fiction. In each, the main character finds themselves through the course of the book, with help from friends or family. In each text this process takes time, which shows the realistic nature of figuring out who you are; it doesn’t happen in a day. Each also utilize resources to help them, Greg in Diary of a Wimpy Kid writes in a journal, Sal tells a story to her grandparents during their journey in Walk Two Moons, Milo travels to another land in The Phantom Tollbooth, and Eryn and Nick talk to each other in Under Their Skin. It is important for children to see examples of this in all types of literature. Each story takes the reader through a long period, sometimes a whole school year, for the main character(s) to make their own personal discoveries.

Critically Annotated Bibliography (Evaluative):

Creech, Sharon. Walk Two Moons. Harper Collins Publishing, 1994.
Walk Two Moons has been one of my all time favorite novels since I first read it. Sal is a strong main character, who is analytic and determined. Through her we see what it’s like to live through an unbelievably challenging experience, her mother leaving her, and how she deals with moving to a new town and making new friends. She is supported by friends, her dad, her grandparents, and meets some unusual characters along the way. This book was chosen because of how much respect you gain for Sal, she really does want to know who she is, and by the end has a pretty good idea. This book can be used in guided reading groups, whole class, or as a read-aloud with a parent. Each character brings their own unique traits and perspective that can be addressed. The author uses foreshadowing, humor, flashback, amazing descriptions, and visualization to move you through the story. This story could be for any child grades 4-8, with a lexile of 770. In the classroom the author’s craft could be analyzed, as well as character change.

Juster, Norton. The Phantom Tollbooth. Bullseye Books, 1961.
The Phantom Tollbooth is a very unusual novel, and much older than the other selections. However there is so much value in this story. It is written exquisitely, with a lexile level of 1000. It again can be used for grades 3-8 because the idea is simple, a boy is so tired and bored with his own life. He is done caring and trying. In this fantasy novel he ends up in a completely different world, meeting characters like the “Doctor of Dissonance” and the “Senses Taker” and traveling to lands like “Sea of Knowledge”, “Digitopoils” and the “Island of Conclusions” (that you obviously jump to). With this level of language multiple meaning words are an obvious teaching point, as well as analyzing each character, their purpose in the book (what they teach Milo), and how Milo changes during the novel.

Kinney, Jeff. Diary of a Wimpy Kid. Amulet Books, 2007.
Diary of a Wimpy Kid has become a phenomenon. Greg is hysterical, clever, and sometimes wimpy. This book has a lexile level of 950, and is recommended for grades 3-8. This book was chosen because children need someone like him, someone who doesn’t always get it right or learn from his mistakes the first time. I understand the adult concern for a child wanting to act like Greg when he is at his most silly and immature. But there is so much they can learn from him. Kids recognize when characters don’t do the right thing, and also when they do. We only have Greg’s perspective to go on, but children can analyze what he writes, his word choice, and the drawings he uses to elaborate on his point. In this book we get to see Greg as he goes through each year, figuring out more and more what kind of person he is, as well as the people around him. Not only does this teach the various types of writing, but it shows kids that it’s okay not to talk about everything that’s troubling them, that they have the power to learn from their experiences while writing about them.
Haddix, Margaret Peterson. Under Their Skin. Simon & Schuster, 2016.
Under Their Skin is a different novel than the other three. This novel is also for grades 3-8, with a lexile of 760. This book is told by twins, Eryn and Nick, who are average kids, get along well, and are happy with their life.  In this story, unlike the others, the problems in their life start after they find out news, their mom is getting remarried, and they learn they have step-siblings, but for some strange reason they will never meet them. In this science fiction text the children search for the truth and secrets revolving their step-siblings, while using each other as a safety net, the only one they can trust. This can be used in a classroom to study foreshadowing, prediction, and character change as well. Students can study how the new information the children learn changes how they feel and act. In addition, students can compare how the events affect each of the two children, and why.

Intended Audience: This book talk is intended for upper elementary children and their parents.
Approach: Theme and Plot Based, Variety of Genre to choose from.
  
The talk:

Have you ever felt lost or confused or just don’t care? Does the world just seem like it’s too much sometimes, juggling friends, family, and school? It’s a lot! But books can help. Today I’m going to tell you about a few books who have main characters that feel the same as you do. These books include all different genre, for whatever mood you’re in.
And if you’re a parent, these books are here as a resource to help you reach your child, especially if they seem distant or unsure of themself. Read it with them and talk about it together!

The first book is a very funny, mixed genre chapter book. Diary of a Wimpy Kid by Jeff Kinney. I know what you’re thinking- really? He’s just goofing off and writing cartoons. True, but there’s more. Greg writes down his feelings, emotions, and reflects on everyday events in this diary. He talks about his friends, family, and what he does and doesn’t like about school. Greg even reevaluates his choices, which means he thinks about whether he made the right one or the wrong on. It’s mixed genre, so he includes cartoons, ads, and even letter writing along with his diary. Throughout the year Greg learns more about the people in his life and more importantly, who he is.

Let’s say you’re more into fantasy, books that take place in other worlds, then for you I have The Phantom Tollbooth where the main character, Milo, is completely done with his everyday life. He is totally bored and has given up caring about school or the people in his life. Through an unexpected package Milo gets the opportunity to travel to a land and make new and very unusual friends. Through this he figures out a lot of things about himself, who he is and who he definitely is not. It is funny and witty and uses a ton of play on words that parents, you especially, will love.
One example of this is “Whether or not you find your own way, you're bound to find some way. If you happen to find my way, please return it, as it was lost years ago. I imagine by now it's quite rusty.” You get the point. Milo is so relatable because he doubts the people around him, just like we do. He doesn’t think they are any good to him, but in the end, learns that he does care about what happens to him and that there are people he can trust. His friends don’t change who he is, but they do help him remember who he used to be and who he wants to be now.

Not all of us like fantasy, so I also have for you a fiction novel called Walk Two Moons, and no she is not a space traveler. Sal, short for Salamanca, is a young girl feeling lost who is on a journey to figure out family secrets, which hopefully will tell her more about who she really is. It will also explain the way her father has been acting all this time, something she thinks is her fault. This story is great on many levels, because it doesn’t just tell Sal’s story of discovery.
It begins with her grandfather asking her, “How about a story? Spin us a yarn” when they start that journey. Sal thinks to herself, “I certainly do know heaps of stories, but I learned most of them from Gramps. Gram suggested I tell one about my mother. That I could not do. I had just reached the point where I could stop thinking about her every minute of every day”. So instead Sal tells the  tells the “extensively strange story” about her friend Phoebe and the lunatic. Sal doesn’t figure it all out right away, but what she learns during this book changes her life in so many ways.  

Did you pick a story yet? Maybe those weren’t the genre for you. How about science fiction? In that case I have Under Their Skin, which is a bit different from the other three. In this story we have twins, Eryn and Nick, who take turns telling their story of discovery. But here they actually start out as very normal preteens, going about their lives, until they find out their mom is getting remarried. That would have been enough, but there is a much bigger, deeper secret that even I didn’t see coming. It starts when mom says, “Michael does have kids. But don’t worry, I promise, you’ll never have to meet them”.  This will test everything they thought about who they were, and force them to decide, at twelve years old, what kind of people they want to be.

So now you’ve heard my suggestions, but why bother? Why not just write a journal like Greg or go on a journey like Milo and Sal, or work it out with someone close like twins Eryn and Nick? Because a book can take you away from your own problems, and yeah, you have to go back to them eventually. But by reading how someone else deals with feeling lost or confused or unsure, you can decide what YOU want to do. How did the character in the book do it? Did they make any good points or look at life differently than you had? It’s your story, but other characters can help you determine how to write yours!