The Popularity Papers

Social Hierarchy, Funny, Feminine, Self-Evaulation

The Popularity Papers: Research for the Social Improvement

and General Betterment of Lydia Goldblatt and Julie Graham-Chang

by Amy Ignatow

Published by Amulet Books

Copyright 2010

This story is about two fifth grade girls, Lydia and Julie, who are best friends. To prepare to enter junior high school, the girls decide they are going to examine the popular girls at their school. Lydia and Julie are very different. Julie lives with her two fathers and she likes to draw. Lydia lives with her mom and sister and she likes to sing. This story is told through the drawings of both girls and uses both of their handwriting in the text as they record their data regarding the popular girls. The girls' friendship begins to change as their journey to popularity progresses. The girls acquire new friends and new hobbies and eventually their friendship faces challenges. This girl's version of Diary of a Wimpy Kid brings readers a look at the social hierarchy of preteen girls and the difficulties of growing up.

Suggested Delivery: Independent Read

Grade Level: Lexile n/a, Ages 9-12

Key Vocabulary: revolution, vintage, infirmary, mutual, dyslexic, campaign

Teaching Suggestions:

• Before Reading: Discuss with students what it means to be popular. Is it important to be popular? Is it bad to not be popular? Why do you think people feel the need to be popular?
• During Reading: When Lydia and Julie are preparing to conduct their experiments, students will make predictions about the outcome of the experiement. Students will keep track of the proposed experiement, their predictions, and the actual outcome, on a chart.
• After Reading: Students will create their own short version of a graphic novel by choosing what they feel are the most important events in the novel. Students will draw out these events in order in comic strip form or they can use a whole sheet of paper and create a book with their drawings.

Writing Activity: Students will write about what they think it means to be popular based on their experiences at school. What is it that makes a person popular? Is it better to be known for your popularity or your personality?

Electronic Resources:

• Amy Ignatow: This is an article about the author and her journey to The Popularity Papers.
• Comic Creator: This is a website for students to create their own comic strips. They can add captions, word bubbles, and objects to their panels. Students can also choose the length of their comic by selecting the number of panels.

Ignatow, A. (2010). The popularity papers: research for the social improvement and general betterment of Lydia Goldblatt & Julie Graham-Chang. New York: Amulet Books.

March On!: The Day My Brother Martin Changed The World

Historic, Compeling, Rythmic, Landmark, Change

March On!: The Day My Brother Martin Changed The World

by Christine King Farris Illustrated by London Ladd

Published by Scholastic Press

Copyright 2008

Teacher's Choice 2009

3rd Grade Read Aloud

This book is about the March on Washington  on August 28, 1963 and Dr. Martin Luther King, Jr. It is told from the viewpoint of King's older sister. She chronicles the organization of the march, the events of this historic event, as well as how King actually designed and wrote his speech. Some of the phrases in the text are printed larger and in a different color which help when reading this book aloud. She also talks about their childhood and that they were raised to do well but not boast. The book tells about the night before the March on Washington and how King stayed up all night to work on the speech until the last minute he had. King's sister describes the march and the thousands of people who attended. She describes the leaders who showed and their platforms they were fighting for.

Suggested Delivery: Read Aloud
Grade Level (Lexile): 1070L, Ages 9-12

Key Vocabulary: protest, equality, speech, nation, liberty, freedom

Teaching Suggestions:

• Before Reading: Ask students what they know about Dr. Martin Luther King, Jr. What was the March on Washinton? What do you remember about the civil rights movement?
• During Reading: Dicuss with students the power of the illustrations. How do these illustrations tell a story along with the text? What do the illustrations tell you about Dr. King?
• After Reading: Students will discuss in small groups what they learned about the March on Washington. Students will discuss which event they think was most important. How did you feel about Dr. King's speech? Were you expecting so many people to be present for his speech?

Writing Activity: Students will research Dr. King's role in the civil rights movement and write a response about how the March on Washington and his speech that day "changed the world" as the title of the book says it did.

Electronic Resources:

• Documentary Footage: This is documentary footage of the March on Washington. People are seen marching and singing together. Students will benefit from being able to see what actually happened that day and being able to connect it to the events King's sister mentions in the book.
• Speech: This is a video of Dr. King and his "I Have a Dream" speech, August 28, 1963.

Farris, C. K., & Ladd, L. (2008). March on!: the day my brother Martin changed the world. New York: Scholastic Press.

Elijah of Buxton

Emotional, Slavery, Insight, Suspenseful, Discovery

Elijah of Buxton by Christopher Paul Curtis

Published by Scholastic Press

Copyright 2007

Coretta Scott King Award Winner 2008

Elijah Freeman is a boy who is known for being the first child born free in the Buxton Settlement in Canada. This settlement was made up of escaped salves and their children in 1860. The only experience he has with slavery or racism is secondhand stories from those at the settlement. He was also the one who vomited on the famous Fredrick Douglass. Elijah was dubbed "fragile" because he cried so much and it was hard for him to convince someone that he was ready to be a man. Elijah's friend, Mr. Leroy, gets the money from Mrs. Holton to buy his family's freedom and Mr. Leroy trusts the preacher with his money. The preacher tries to dissapear to Michigan with Mr. Leroy's money. Mr. Leroy wants Elijah to assist him in getting his money back. Elijah's journey to American, across the Detroit River, faces him with slavery and racism. Readers begin to feel what Elijah does as he faces slavery and his efforts to free victims of slavery.

Suggested Delivery: Independent Read, Small Group Read, Read Aloud

Grade Level (Lexile): 1070L, Ages 9-12

Key Vocabulary: contemplating, commence, daft, tormentation, fragile, fretting

Teaching Suggestions:

• Before Reading: Discuss with the class the Underground Railroad. Have you heard of the Underground Railroad? What did it do? Did it help anyone? Why is it called a railroad?
• During Reading: In small groups students will discuss the Preacher. Were there clues in the story that made you think he was not an honest person? Why doesn't the Preacher live in the Buxton Settlement? Why do you think Mr. Leroy trusts the Preacher? Why do you think it takes Elijah so long to admit that he knows the Preacher can't be trusted?
• After Reading: Elijah worries about being "fra-gile" throughout the book. Students will write a response detailing what Elijah means by being "fra-gile". What are some situations where Eliajh is "fra-gile"? Describe a situation where Elijah shows signs of change and of growing into a stronger person.

Writing Activity: Slavery is one of the main themes in this book because most of the characters have been affected by it. Students will write a response about how slavery has left its mark on some of the characters. What do Elijah's parents tell him about slavery and former slaves? What does Elijah learn about slavery on his own?

Electronic Resources:

• Lit Discussion: This website provides several questions that could be used for literature discussions as well as suggestions for activities using Elijah of Buxton. There is also a link to a website that gives information about the author of the book.
• Buxton Settlement: This website provides students with information about the actual Buxton Settlement in Canada. A timeline and information about  important figures from the settlement are also part of this website.

Curtis, C. P. (2007). Elijah of Buxton. New York: Scholastic Press.

Ninth Ward

Resilience, Haunting, Hope, Spiritual, Survivial

Ninth Ward by Jewell Parker Rhodes

Published by Little, Brown and Company

Copyright 2010

Coretta Scott King Honor Book 2011

This story is about a 12 year-old girl named Lanesha. Lanesha lived in New Orleans' Ninth Ward before Hurricane Katrina. She lived with a woman named Mama Ya-Ya, who delivered Lanesha as her mother passed away during the childbirth. Lanesha can see ghosts and one of them is her mother. She is teased at school because she was born with a caul over her eyes but some believe that those born this way are destined for great things. Lanesha is inspired by one of her teachers and dreams of, one day, building bridges.Mama Ya-Ya could tell the future and as Katrina approached, she sensed that something more than a little storm was on its way to New Orleans. Lanesha prepared the house for the hurricane by boarding the windows and getting food ready. During this time, Lanesha tries to derive hope from her mother's spirit. Unfortunately, the storm takes Mama Ya-Ya's life. Lanesha escapes the floods in a small boat and rescues others.

Suggested Delivery: Independent Read
Grade Level (Lexile): HL470L, Ages 9-12

Key Vocabulary: heritage, caul, Hurrican Katrina, exasperated, unfathomable, anxious, evacuate, loitering, devastating, perpendicular

Teaching Strategies:

• Before Reading: Discuss with students what they know about Hurricane Katrina. How did it effect New Orleans? How bad was tha damage? How do you think the people living in New Orleans when the hurricane hit felt when they realized what was coming?
• During Reading: In small groups, students will discuss what they know about Lanesha's gift. Do you think this gift is beneficial? Why/Why not? Do you have something special about you that is unique in your family?
• After Reading: Discuss with students hurricane aftermaths. Students will research and take notes for the answers to questions like:
• How do hurricanes start?
• What is the most devastating hurrican in U.S. history?
• What should people do to prepare for a hurricane?
• What is the "eye" of a hurricane?
• How long to hurricanes last?

Writing activity: Students will use their research and notes about hurricane to make connections with the story. Students will write a response detailing how they think the people of New Orleans felt before, during, and after Hurricane Katrina. Do you think Mama Ya-Ya's prediction was helpful? What do you think about Lanesha's efforts to try to safe others after she found refuge in a small boat? What does this say about her character?

Electronic Resources:

• Discussion Guide: This site provides teachers with discussion questions for Ninth Ward. This site has recall questions as well as a vocabulary chart that students can fill in during reading or after reading. It also provides activities that connect to science, history, and math.
• Katrina: This site provides students with information about Hurricane Katrina. This site provides graphs and facts about the storm and the devastation it caused the people of New Orleans, Louisiana. Pictures of the floods and the wreckage are present. Students will be able to look at the pictures of the city that is almost completely submerged in the floods. 

Rhodes, J. P. (2010). Ninth Ward. Boston: Little, Brown And Co..

One Crazy Summer

Memorable, Strong, Powerful, Family, Self-Sacrifice

One Crazy Summer by Rita Williams-Garcia
Published by HarperCollins
Copyright 2010
Newbery Honor Book 2011
Coretta Scott King Award Winner 2011

This story is about 11-year-old Delphine. Her mother, Cecile, abandoned her and her two younger sisters, Vonetta and Fern, 7 years ago. Delphine's father and grandmother send her and her sisters from their home in Brooklyn, New York to stay with their mother in Oakland, California for the summer. When the 3 girls arrive in California in 1968, their mother wants nothing to do with them. She tells the girls to stay away from home for as long as they can so that she can write her poetry. Cecile barely feeds the girls and prohibits them from going into her kitchen. She goes so far as to refuse to call her daughter, Fern, by her name. The girls are sent away to a summer camp that is run by the Black Panthers, a revolutionary group. The Black Panther party's main goal was to  promote Black Power in Oakland. This summer brings the three girls an opportunity to learn about revolution and family.

Suggested Delivery: Small Group Read, Independent Read
Grade Level (Lexile): 750L, Ages 9-12

Key Vocabulary: mammal, abandoned, Black Panthers, revolution, old-fashioned,

Teaching Suggestions:

• Before Reading: On an entrance slip, ask students to write about their initial reactions to the title One Crazy Summer. What might make the summer "crazy"? What is one prediction you have for the story based on the title and the front cover of the book?
• During Reading: Discuss with students the idea of racism and how predominant it was during the 1960s. Ask studenst why they think the Black Panther party might want to promote Black Power.
• After Reading: Discuss the theme of family and how it is represented in the book. Ask students to describe how family is defined in the book. How would you define family? Are the two definitions different? If so, how?

Writing Activity: Students will write a response about the theme of self-identiy by telling how they think Delphine grew as a person. What did she find out about herself during the summer? Students will use examples from the book to support their response.

Electronic Resources:

• Unit Plan: This website is a teacher's guide to a unit plan on One Crazy Summer. It includes discussion questions, links to information about the Black Panther party, and written response questions. It also includes information about the themes presented in the book and what questions a student might respond to.
• Black Panther Party: This website provides students with information about the Black Panther party. Teachers will have to assist students while reading because some of the vocabulary is content specific and might cause some students trouble. This site also provides links to their Ten Point Program description and to the list of rules for the party. Students will use this information to make connections with what Delphine might have been learning and experiencing during the summer of 1968.

Garcia, R. (2010). One crazy summer. New York: Amistad.

The Harmonica

Powerful, Realistic, Hopeful, Vivid, Music 
The Harmonica by Tony Johnston
Illustrated by Ron Mazellan
Published by Charlesbridge  Publishing
Copyright 2004
Children's Choice 2005

This story was inspired by the story of a real Holocaust survivor named Henrik Rosmaryn. It chronicles the life of a Polish boy who lives with his parents in a loving household. He wants a piano but because his family is poor, they listen and sing to a gramophone. The boy's father manages to get him a harmonica and he learned to play Schubert on it. The Nazis arrive to take him away and send him to a concentration camp. At the camp, the boy plays his harmonica to make himself feel better and to feel like there is still hope. When the commandant of the camp hears the boy playing his harmonica, he orders the boy to play for him. The boy receives bread in exchange for his music. The boy becomes ashamed that he is receiving bread while the other prisoners are starved. Later, the boy receives thanks for playing his harmonica from another prisoner. He comes to realize that his music gives hope to the other prisoners in the camp. Now, when he is ordered to play, he plays his harmonica with all his heart. Unfortunately, this book does not have a happy ending, the boy is never reunited with his parents.

Suggested Delivery: Small Group Read, Read Aloud
Grade Level (Lexile): AD620L, Ages 6-11

 Key Vocabulary: commandant, gramophone, niche, enthrall, falter, crockery

Teaching Suggestions:

• Before Reading: Discuss with students how they might feel if they were separated from their parents. What would you do to make yourself feel better? How might you find hope that you might get to see them again?
• During Reading: Discuss with students how the illustrations support the story. What colors are used? How do the colors in the illustrations tell about the boy's emotions? How do these illustrations make you feel?
• After Reading: Ask students if there has ever been a time when they felt hopeless. Was there ever a time when you knew of someone else who felt hopeless? How do you think you might bring hope to someone? Students will write breif responses to these questions and share their answers with the class.

Writing Activity: Students will write about the importance of this book. Why do you think the author chose to write about this boy? Is having hope important?

Electronic Resources:

• Responses to Literature: This website provides teachers with a unit plan for a book study about World War 2 books. It is  based on teaching and guiding students for personal responses. The types of responses include written responses, oral responses, and artwork. This unit plan uses World War 2 books to envoke passionate, thoughtful, student responses to literature.
• 5th Symphony: This is a link to a video of an orchestra preforming a version of Schubert's 5th Symphony that students can listen to in order to connect the sound of the harmonica and the music the boy might have been playing.
• Franz Schubert: This is a site that provides information about Franz Schubert. Teachers should assist students when reviewing this information because there is some content specific words students may not understand.

Johnston, T., & Mazellan, R. (2004). The harmonica. Watertown, MA: Charlesbridge.

A River of Words: The Story of William Carlos Williams

Lyrical, Stunning, Free-Verse, Rhythmic, Creative

A River of Words: The Story of William Carlos Williams by Jen Bryant Illustrated by Melissa Sweet

Published by Eerdmans Books for Young Readers

Copyright 2008

Teacher's Choice 2009
Caldecott Honor Book 2009

This book is about Willie, aka poet William Carlos Williams, who grew up in New Jersey next to the Passaic River. Willie loves to listen to the river. At first, he recreates poetry he reads by writing his own poetry and counting beats and trying to make the lines rhyme. Then, Willie begins to think about pictures in his mind that do not fit the regular, ordinary rhythms and beats. Later, he decides he should go to medical school to become a doctor just like his uncle.  Even though Wille becomes a doctor, he does not stop writing poetry. He writes on prescription pads, anywhere he can, he does. Through this biography, readers learn about William Carlos Williams's life and the process of becoming a poet. First he immitates styles he's seen, then he begins experiementing with original poetry using his own observations. The author conveys William Carlos Williams's passion for poetry. His poetry is based on ordinary, every day things, therefore young readers will not be imtimidated by the poetry in the book.

Suggested Delivery: Read Aloud, Small Group Read, Individual Read
Grade Level (Lexile): AD820L, Ages 9-12

Key Vocabulary: rhythm, rhyme, frustrated, prescription, ordinary, torrent

Teaching Suggestions:

• Before Reading: Discuss with students some things they might see or use every day. How might a poet view these things a beautiful? Students will pick an ordinary item and write a short description of this item in such a way that makes the reader see this item as beautiful.
• During Reading: Students will read the poems on the first pages of the book. Discuss with students these poems. Have you seen these poems before? Have you seen similar poems? What do you think about these poems? What is it you like best about any one of these poems? How is this poem different than poetry you have seen before?
• After Reading: Students will revisit the short description they wrote about an ordinary object before reading the book and use it to write a short poem about that object.

Writing Activity: Students will read the author's note at the end of the book and write a response. What does the author's note tell you about William Carlos Williams and the way he goes about writing poetry? Of the two poems in the back of the book, which one do you think represents William Carlos Williams the most? Give at least one reason to support your claim.

Electronic Resources:

• Activities: This website provides a list of activities teachers can use with students. It includes before and after reading activities. It also provides short descriptions about the author and the illustrator. This site provides a list of themes present in A River of Words: The Story of William Carlos Williams.
• William Carlos Williams: This site provides students with a biography about Williams and his poetry. Some of the poetry is avaiable as an audio recording and students can listen to the poetry read aloud. Here, students will benefit from hearing poetry read aloud so they can apply appropriate prosody when they read the poetry.
• Jen Bryant: This site provides a biography of Jen Bryant, author of A River of Words. It also provides links to teacher guides for her books and a Q&A about her writing process. There are several other links to pages that include information about events, other books she has written, and a way to contact her.

Bryant, J., & Sweet, M. (2008). A river of words: the story of William Carlos Williams. Grand Rapids, MI: Eerdmans Books For Young Readers.

Before John Was a Jazz Giant: A Song of John Coltrane

Subtle, Biography, Poetic, Jazz, Simple

Before John Was a Jazz Giant: A Song of
John Coltrane by Carole Boston Weatherford
Illustrated by Sean Qualls
Published by Henry Holt and Co.
Copyright 2008
Coretta Scott King Honor Book 2009
3rd Grade Read Aloud


Author Carole Weatherford writes about John Coltrane's growth into a jazz musician.  This poetic picture book explains how what Coltrane heard influenced his musical pieces he later wrote as a jazz saxophonist. Coltrane grew up in the South in the 1930s and the sounds he heard in church, on the radio, and at home, shaped him as a musician. Sean Qualls's illustrations help paint a picture of Coltrane's music as his story is narrated by the author.


Suggested Delivery: Read Aloud
Grade Level (Lexile): AD1090L, Ages 5-9

Key Vocabulary: Jazz, saxophone, hymns, sermons, phonograph, kinfolk, warbling

Teaching Suggestions:

• Before Reading: This book tells about the every day sounds Coltrane heard growing up. Ask students to close their eyes and quietly listen to the sounds they hear in and out of the classroom. After listening, ask students to identify the sounds they heard. Do you know what makes that sound? Is it a loud sound or a soft sound?
• During Reading: Discuss with students the topic of Jazz music. Have you ever heard of Jazz music? What do you know about it? What does it sound like?
• After Reading: Discuss with students the illustrations in the book. How do pictures help us read? How did these pictures help you understand John as he was growing up? Did these pictures, along with the words, help you think about what the music might sound like?

 Writing Activity: Students will listen to the music from any of the video and audio links below and write about the music. Do the sounds flow together or are they choppy? How does the music make you feel? Does the music make you want to keep listening or is it unpleasant to listen to? Students will write about their opinion of the music (i.e. Do you like this type of music? Why/Why not?)

Electronic Resources:

• Live, 1965 playing "Naima".: This is a live video and audio recording of Coltrane playing his saxophone; the song "Naima".
• On Green Dolpin Street: This is a live video and audio recording of Coltrane playing his saxophone; the song "On Green Dolphin Street".
• A Love Supreme: This is a live audio and video recording of Coltrane playing his saxophone; the song "A Love Supreme" in 1965. 
• In A Sentimental Mood: This is an audio of Coltrane playing the saxophone for the song "In A Sentimental Mood".

Weatherford, C. B., & Qualls, S. (2008). Before John was a jazz giant: a song of John Coltrane. New York: Henry Holt.

Walk Two Moons

Strength, Engaging, Metaphorical, Journey, Spiritual

Walk Two Moons by Sharon Creech

Published by HarperCollins

Copyright 1994

Newbery Winner 1995

Walk Two Moons is about a 13 year-old girl named Slamanca Tree Hiddle and her journey to see her mother. She takes a road trip with her grandparents from Ohio to Idaho to see the mother who left her more than a year ago. During her journey, she tells the story of  Phoebe Winterbottom, a girl she befriends after moving from Kentucky to Ohio with her father. Phoebe's mother mysteriously vanishes one day and Phoebe starts receiving stranges messages like "Don't judge a man before you have walked two moons in his moccasins." Underneath Phoebe's story is Salamanca's. Salamanca still believes that traveling to Idaho to see her mother will bring her back home. The journey pushes Salamnca to face the truth about her mother, who died in a bus accident in Montana. The only surviver of the accident is Margaret, the woman who was sitting next to Salamanca's mother, and who is now her father's companion.

Suggested Delivery: Independent read, small group read
Grade Level (Lexile): 770L, Age 12

Key Vocabulary: flinch, huzza, shrapnel, infinitely, quizzical, ogle, dissuade

Teaching Suggestions:

• Before Reading: Explain to students that Salamanca's story is about her 2,000 mile journey to find her mother. Students will write in their journals about a time they took an long trip. Where were you going? How did you get there? What was the purpose of the trip?
• During Reading: As Phoebe Winterbottom's story evolves with Salamanca's, students will complete a venna diagram as they read to compare and contrast the two stories.
• After Reading: Review with students the events of the whole book. Ask studens if they predicted that Salamanca's mother wouldn't be going home with her because she died. Students will complete a written response to: Knowing what you know now about Salamanca's journey and the fact that her mother has passed, do you think it would have been wise if Salamanca joined her father on his initial trip to Idaho to see her mother?

Writing Activity: Students will use their venn diagrams to write an essay that analyzes the relationship between Phoebe's story and Salamanca's story. This essay should include evidence from the text to support comparisons.

Electronic Resources:

• Lesson Guide: This website provides a whole unit on Walk Two Moons. There are lessons, intervention strategies, strategies for English Language Learners, enrichment strategies, worksheets, writing activities, etc.
• Vocabulary: This site is an interactive site that lets students match vocabulary words from the book to their definitions.

Creech, S. (1994). Walk two moons. New York: HarperCollins.

The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights

Triumphant, Eloquent, Moving, Graceful, Historic

The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights

By Russell Freedman

Published by Clarion Books

Copyright 2004

Newbery Honor Book 2005

The Robert F. Silbert Medal Winner 2005

Social Studies Non-Fiction

This book is about Marian Anderson, a talented singer who was denied the opportunity to sing at Washington's Constitution Hall because of her race. She was a famed vocialist who toured and studied all over Europe and the United States. During Anderson's carrer, the Jim Crowe laws prevented her from particpating in simple activities such as staying in hotels or walking through certain hallways. During the latter part of her carrer, Anderson felt that it was time to take a stand against segregation. She gave a milestone performance on the steps of the Lincoln Memorial, which was heard from coast-to-coast through radio links. Millions heard Anderson's performance, Easter Sunday in 1939. It is estimated that 75,000 people atteneded the live outdoor performance. Later, the Daughers of the American Revolution repealed the rule that Blacks couldn't perform at Constitution Hall. Author Russell Freedman chronicles Marian Anderson's life, her great vocal career, and her participation in the civil rights movement.

Suggested Delivery: Independent Read, Small Group Read

Grade Level (Lexile): 1180L, Ages 8-12

Key Vocabulary: soprano, contralto, timbre, obligations, hymns, amphitheater, segregation, integration

Teaching Suggestions

• Before Reading: Students will complete an anticipation guide before reading this book. It could include questions such as:
• True or False: Separate but equal is acceptable.
• What are the Jim Crow Laws?
• How would you feel if you were forced to walk through different hallways in a public building just because of your skin color?
• During Reading: After reading the first half of the book, hold a discussion about Marian and her struggle for equal rights. Students in small groups should discuss their ideas about how Marian is treated by others. Keeping in mind that the civil rights movement continued into the 1960's, do you think Marian will ever be accepted by the American people as an equal?
• After Reading: Students will revisit their answers to the anticipation guide. Discuss in small groups how their opinions have changed, if at all. How have your opinions changed? What made you go back and rethink what you wrote about "separate but equal"?

Writing Activity: Students will write a letter to Marian Anderson. This letter should address their feelings about her actions regarding her rights. The letter could answer questions like:

• Do you think Marian did the right thing by preforming on the steps of the Lincoln Memorial?
• How has reading her story made you think about the way you treat other people? (not necessarily based on race)
• Can you think of a time in your own life that you felt left out or separated from those around you?
• Now that you have read about Marian's amazing career as a singer, her dedication to her family, her struggle for equal rights, and her reserved personality, do you think she is an inspiration? Why?

Electronic Resources:

• Jim Crow: This website provides information about the Jim Crow laws and how they affected Black Americans from 1877 to the mid 1960's. Examples of laws  regarding speaking to whites and  examples of laws regarding public places such as barber shops and mental institutions are given. This site provides background information for students to understand what Marian had to endure every day. Teachers should read this information along with their students to explain and discuss some of the controversial information. Also, there is some vocabulary that students may need help with.
• Lincoln Memorial: This is a video of Marian Anderson singing "My Country tis of Thee" on the steps of the Lincoln Memorial
• Speech and Song: This is a video of pictures and an audio of the speech given on the steps of the Lincoln Memorial in 1939 and Marian singing the first part of "My Country tis of Thee". There are subtitles for the speech and for Marian's singing.
• Ave Maria: This is a video of Marian Anderson singing "Ave Maria" by Schubert.

 

Freedman, R. (2004). The voice that challenged a nation: Marian Anderson and the struggle for equal rights. New York: Clarion Books.

An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793

Devastating, Colonial, Informative, Vivid, Malignant
An American Plague: The True and Terrifying Story of the
Yellow Fever Epidemic of 1793 by Jim Murphy
Published by Clarion Books, a Houghton Mifflin
Company imprint
Copyright 2003
Newbery Honor Book 2004
The Robert F. Sibert Medal Winner 2004
Non-Fiction

This story takes place in Philadelphia, the largest city in America at the time, and begins on August 3, 1793 with an account of the weather and a description of the current living environment. There is mention of the French and George Washington's struggles with his Proclamation of Neutrality. The story progresses, telling about the current goings on in the city. August 19, 1793 marks the first mention of illness. The disease brings with it pain and suffering. Those stricken with yellow fever experience: vomiting a "foul black bile", fever, a pale yellow skin color, chills, headache, aching, and "tiny red eruptions on the skin". Some doctors believe that the disease is caused by unbalanced humors (body fluids) in the body but one doctor, Dr. Rush, believes it is a disease called yellow fever. Soon, the disease spreads. Then dozens of people at a time become infected and within a few days, die from this still unidentified disease. When the word of the malignant disease gets around town, people begin fleeing the city or locking themselves in their houses. The phenomenon becomes unbearable and unstoppable. When the doctors no longer know what to do, have fled the city , or have died from the disease, those from the Free African Society step in and take charge. Selfless, freed, African Americans risk their own lives to try to save those stricken by the disease and bury those who fall victim. The causes of the disease is are not known until a century later.

Suggested Delivery: Independent Read, Small Group Read,
Grade Level (Lexile): 1130L, Ages 10-14

Key Vocabulary: droned, haggled, refurbished, yellow fever, capitulation, refugees, folklore, amiable, camphor, diligence, unassailable, emaciated

Teaching Suggestions:

• Before Reading: Introduce students to the words plague and epidemic. Ask students what they know about these words and if they know of any plagues that occurred in American History. Using a KWL chart, ask students what they know about Yellow Fever. You might prompt students' prior knowledge with questions like: What do you know about the time period that you think Yellow Fever came about? Did it infect many people? How was America effected by Yellow Fever, if at all?
• During Reading: Discuss with students some of the text features of this story. Murphy includes many authentic newspaper excerpts, artwork that depicted specific events, photos of handwritten letters or notes, part of a 1794 list of the dead, etc. Have a discussion about how these add to how the reader actually experiences the story. Ask thought provoking questions like: Would reading the story without the artifacts be the same? What is the importance of the artifacts? Why do you think Murphy chose the specific artifacts that he did?
• After Reading: Students can research current plagues/epidemics that are devastating other places in the world. Students should pick one epidemic and compare/contrast this with Yellow Fever and how it effected America. Graphic organizers, venn diagrams, or charts can be used for this activity.

Writing Activity: After reading An American Plague, students will pick one person from the book who dies. Students will write the obituary for this person. Be sure to mention that obituaries include the person's full name, birth date and place, death date and cause of death. If this person was married, the spouse's name should be included in addition to the names of this person's parents and those he/she is survived by. Other information that can be added about this person's life. This might include his/her job, education, something significant they have done, etc. Students will go back to the book to research the information given about this person.

Electronic Resources:

• Jim Murphy :This site provides links to An American Plague summary and other Jim Murphy books and their summaries. There are links to his blog, an "about the author section", and an interview with Jim Murphy. This site would be helpful for teachers to provide students with an outlet to learn more about an author. It would also be helpful for students to research and make connections with.
• Yellow Fever :This site provides information about yellow fever. Symptoms, causes, treatment, signs and tests, and prevention are mentions. There is also links to describe the symptoms. This site would be helpful if students were using An American Plague as a supplemental text for history. This site provides research that would be beneficial when writing a history report.

Murphy, J. (2003). An American plague: the true and terrifying story of the yellow fever epidemic of 1793. New York: Clarion Books.

Love That Dog

Sweet, Endearing, Captivating, Heart-felt, Rhythmic

Love That Dog by Sharon Creech

Published by Scholastic Inc.

Copyright 2001

Poetry

Love That Dog by Sharon Creech is a story told by Jack. Jack is a boy who tells his story through poetic responses to his teacher, Miss Strechberry. This story starts at the beginning of the school year and progresses through to the end of the school year. Jack's earliest responses are short and uninspirational. As the story progresses, Jack's teacher slowly gives him some inspiration and confidence and Jack begins to feel that he is capable of writing poetry and that he really does like it. He becomes enthralled in a poem, "Love That Boy" by Walter Dean Myers. A turning point in the story is when Jack writes the poem about his dog, Sky. Jack writes a letter to Walter Dean Myers asking him to come to his school to meet his class. Walter Dean Myers does end up visiting Jack's class and he reads Jack's poems as well as those written by the other students.

Suggested Delivery: Read Aloud, Independent Read

Grade Level (Lexile): 1010L, Ages 8-12

Key Vocabulary: comet, anonymous pasture, tottery, straggly,inspired, publisher, flattered

Teaching Suggestions:

• Before Reading: Ask students what they know about poetry. Talk with them about the features of this specific genre. Discuss their experiences dealing with poetry. Have you ever read/heard a poem before? Do you have a favorite one? If so, what is it?
• During Reading: Ask students to recall that in the beginning of the story, Jack says that boys don't write poetry, girls write poetry. Ask students what they think of when they hear the word poet or who they think should write poetry. Also, discuss with students the fact that Jack is hesitant about putting his name on his work. Why do you supposed he does not want his classmates to know that the work is his? Was there ever a time when you were nervous to share your work with someone? Why?
• After Reading: Jack creates a poem that is in the shape of a dog, using words that describe the dog. Students will pick something they know well enough to write a similar poem about. Examples could include: a cat, a desk, a heart, etc.

Writing Activity: There are eight different poems at the end of the story that Sharon Creech used in writing Jack's story. In the story, Jack is inspired by Walter Dean Myers's poem "Love That Boy". Ask students to read the eight poems in the back of the book. Each student will write their own poem using one of the poems they read as inspiration. Also, at the end on their poem, students will include a short written response as to why they chose to use the poem they did and what about it inspired them.

Electronic Resources:

• Discussion Topics: This website includes discussion topics, writing activites, a short article about Sharon Creech, an interview with her, and information about all of the books she wrote. Her story Hate That Cat is also included in this site's activities which might be helpful. The activities for Hate That Cat are similar to the ones for Love That Dog but are separate, so teachers can pick and choose the resources they would like to use.
• Sharon Creech: This is Sharon's official website. It includes a biography about her, insight about her works, and some teaching suggestions and resources.

Creech, S. (2001). Love that dog. New York: HarperCollins.

Matilda

Magical, Witty, Savant, Creative, Scary
Matilda by Roald Dahl, Illustrated by Quentin Blake
Published by Puffin Books, a division of Penguin Books
Copyright 1988

Matilda by Roald Dahl is a story about a four year old girl named Matilda Wormwood, who happens to be a math prodigy. Unlike her evil parents and bratty brother, Matilda loves to read and to go to school. Upon entering school for the first time, Matilda meets Miss Trunchbull, the mean headmistress of Crunchem Hall Primary School. Miss Trunchbull frightens the students as well as the other teachers. Miss Honey is Matilda's teacher. She is quite the opposite of Miss Trunchbull. Miss Honey is sweet, loving, and kind to all of her students. One day Miss Trunchbull comes to Miss Honey's classroom for "The Weekly Test" and accuses Matilda of putting the Newt in her water jug. Matilda tries to defend herself and in the heat of the argument, she tips over the glass of water on the desk just by looking at it and concentrating on it. After discovering that she has magical powers, Matilda uses her strength for good. She frees Miss Honey from Miss Trunchbull and both Miss Honey and Matilda get a second chance at happiness.

Suggested Delivery: Independent Read
Grade Level (Lexile): 840L, Ages 8-12

Key Vocabulary: wash-out, nimble, half-witted, gormless, enlightened, formidable, pocket-money, honourable, arrogant, brogues, eccentric

Teaching Suggestions:

• Before Reading: Introduce the students to Matilda by giving them a set of questions to just think about. Questions include: Do you know anyone who is mean to others or who you would consider a bully? How do you think parents should treat their children? How do you think teachers/principals should act toward students and other teachers? Do you think you might help someone who is being bullied? How might you help them?
• During Reading: Discuss with students the topic of bullying. What makes someone a bully? Do you consider Miss Trunchbull a bully? Why? Would you consider either or both of Matilda's parents bullies? Why? 
• After Reading: Ask students to think about the way Matilda helped Miss Honey. If Matilda didn't have the power to lift the chalk and write on the board, how else might she have helped Miss Honey? How might you help someone who you thought was being bullied? Students will write their responses in paragraph form.

Writing Activity: Introduce the word "connotation" as an antonym of denotaion, the dictionary definition of something. Explain that it is an idea or an association suggested by a word. Give an example like: the connotation of home is: a place of warmth or comfort. Ask students to think of the connotations of the last names of the main characters (i.e. Wormwood, Trunchbull, Honey). Students will write a response detailing their thoughts about the connotations of these names. Also, students will include in their response how their connotations relate to the character's actual personalities. Do the connotations and personalities match? Why/How?

Electronic Resources:

•   Quiz: This website includes a quiz about the novel. These questions are geared more toward the explicit information. This quiz can be used for students who might have trouble with reading comprehension with regards to remembers what actually happened in the novel and who participated.
• Trivia & Lesson PlansThis site provides links to a film summary as well as the novel summary. It also has Matilda on a podcast so students can listen to the novel. The site also provides lesson plan suggestions, reading comprehension worksheets, a quiz about the novel, and two interactive trivia quizzes. This site would be most helpful for students who need additionl help with reading comprehension.

Dahl, R., & Blake, Q. (1988). Matilda. New York: Viking Kestrel.

Number the Stars

Memorable, Compelling, Enlightening, Moving, Suspenseful

Number the Stars by Lois Lowry

Published by Bantam Doubleday Dell Books for Young Readers

Copyright 1989

Newbery Medal Winner 1990

Historical Fiction

Number the Stars is a story told through the eyes of 10 year old Annemaire Johansen. This story takes place in Denmark in 1943, during the time when Nazi soldiers have invaded. The Nazis are posted on every street corner, poking and prodding themselves into the lives of all Danish citizens. While they have already limited their use of electricity and rationed their food, the Nazis’ main intentions are to “relocate” the Jewish people. Annemarie chronicles the journey she and her family take in order to save the lives of their friends, the Rosens. Ellen Rosen is Annemarie’s best friend. Ellen is taken in by Annemarie’s family and pretends to be their third daughter while friends of the Johansen family are plotting to save Ellen’s parents. Annemarie’s uncle has a fishing boat that he uses to hide and save Jewish families by smuggling them to Sweden, which is a country free of Nazi soldiers. Annemarie, her mother, her sister Kristi, and Ellen stay with Annemarie’s uncle. After a few days, Ellen is reunited with her parents. That night, The Rosen family and other Jewish families are taken to Annemarie’s uncle’s boat in small groups, so as to not be detected by roaming Nazis. While Ellen’s family and other Jewish families are awaiting their departure from Denmark to Sweden, Annemarie delivers a handkerchief to her uncle. This simple handkerchief is infused with dried rabbit’s blood and cocaine in order to destroy the Nazi dogs’ sense of smell so that they will not smell the people hiding below the decks of the fishing boat. The story concludes with the successful delivery of the handkerchief and the safe arrival of the Rosen family in Sweden.

Suggested Delivery: Independent Read, Small Group Read
Grade Level (Lexile): 670L, Ages 10-14

Key Vocabulary: rueful, imperious, deftly, rucksack, residential, plodding, prodded, incident, exaggerating, "Resistance", sabotage, trousseau, swastika, disdainfully, belligerently, Sabbath, synagogue 

Teaching Suggestions:

• Before Reading: Discuss the idea of a Historical Fiction novel. Explain to students that this novel is based on true events from 1943 when Nazi soldiers invaded Denmark and the Jewish people were to be "relocated". Ask students to make predictions about the novel using the illustrations on the front cover, the short summary on the back of the book, and what they already know about the events of 1943 involving Nazi soldiers. 
• During Reading: Author, Lois Lowry creates suspense in Number the Stars. Discuss with the students how suspense is used in the novel. Students will make connections to other texts that were suspenseful and made them want to keep reading. Discuss elements of a story that might keep a reader's interest and make them want to continue reading. Students will talk about examples or events in Number the Stars that keep their attention.
• After Reading: Discuss concepts like prejudice and ethnocentrism and how each relates to the novel. Discuss significant events of the story, focusing on those that depict prejudice and/or ethnocentrism. Each student will pick an event and write a short essay telling of the event and how it made them feel. Students will also mention prior experiences or other novels that may have centered around these concepts.

Writing Activity: Annemarie changed as a person throughout the book. She discovers what it means to have courage and pride; she understands the meaning of friendship. In response to the book, students will write about Annemarie's transformation with regards to the concepts of courage, pride, and friendship. Students will include examples from the text to support their writing.

Electronic Resources

• Vocabulary,Questions, Activities: This website may be helpful to teachers because it includes some of the difficult vocabulary words and their definitions. It also includes online comprehension questions that students can use to monitor their own comprehension, as well as printable questions that teachers can distribute to students. Activites for each chapter are included on the site. These activities are specific to a set of chapters. Suggestions for lesson plans are part of this site, as well as printable vocabulary practice worksheets that can also be used as quizzes.
• Study Guide: This website provides teachers with sample questions that provide students with the opportunity to write open-ended responses. These questions are in groups based on the types of responses that are required from students. Teachers will also find this site helpful because it provides sample activities such as a Double Entry Journal. This site also includes key concepts and terms so that teachers can use this novel to compare other topics like predjudice or racism.

Lowry, L. (1989). Number the stars. Boston: Houghton Mifflin Co..

When You Reach Me

Engaging, Remarkable, Puzzling, Mysterious, Intriguing
When You Reach Me By Rebecca Stead

Published by Wendy Lamb Books, an imprint of Random House Children's Books

Copyright 2009

Newbery Medal Winner 2010

When You Reach Me by Rebecca Stead is about a sixth grader named Miranda. After her best friend Sal gets punched by a kid on the street for apparently no reason at all, he stops talking to Miranda all together. He completely ignores her and she has no idea why. Soon after, Miranda’s hidden spare apartment key is stolen and a mysterious note arrives. Part of this unsigned note reads: “I am coming to save your friend’s life, and my own. I ask two favors. First, you must write me a letter.” (Page 60) Several notes follow this one and Miranda realizes that the person writing these notes knows things about her life that no one should know. Miranda starts to believe that only she can prevent a tragic death. As the story progresses, Miranda comes closer to figuring out who is writing these notes, what she is supposed to write in the letter to him, and who needs saving. Toward the end of the novel, an argument about time travel that Miranda had with Marcus, the boy who punched Sal, comes back to her and she discovers that time travel is indeed possible.

Suggested Delivery: Independent Read
Grade Level (Lexile): 750L, Ages 9-12

Key Vocabulary: omen, “Latchkey” kid, linoleum, proposal (i.e. written), velour, tesser, hypnotizing, microscopic, origami, judgmental, truce

Teaching Suggestions:

• Before Reading:Ask students to study the cover of the book. There are items including a man's shoe, a key, a mailbox with the shadow of a man, a book, bread, money, etc. Ask students what they think the importance of these items will be. Explain that the city depicted on the cover is New York City. What is the significance of the title? Do you think someone will be traveling? Where/How might they be traveling?
• During Reading: On pages 49-52 Marcus and Miranda talk about the book A Wrinkle in Time by Madeleine L'Engle and the possibility of time travel. Discuss with students their ideas about time travel. Does what Marcus says about the women; " ... they would have seen themselves get back - before they left" make sense? How would you have described time travel differently so that Miranda might have a better understanding?
• After Reading: Ask students to think about how the author portrays the setting of the novel. Are there differences in the way Miranda lived in 1979 and the way you live now? For example, Miranda gets to leave school for lunch and she walks around the city alone or with friends her age. Would that happen today? Students will write about how they think the author portrays New York City in 1979 and about the differences between Miranda's "normal" day and their "normal" day.

Writing Activity: Introduce the topic of Racism. Discuss with students the meaning of the word and how someone who is a racist might make other people feel. Ask students to write about their opinion of Jimmy. Did their opinion of Jimmy change from the beginning of the novel to the end? Also, students will think about how the way Jimmy acted toward Julia and the way Julia may have felt. Students should think about how they would react if Jimmy had insulted someone they know or even someone they don't know, and include their thoughts in this writing response.

Electronic Resources:

• Rebecca Stead: This site is a youtube.com video in which author Rebecca Stead talks about her book When You Reach Me. She also discusses her motivation behind some of aspects of the story, such as the New York City setting. Stead describes her writing style as well as key elements of her life that contributed to the way the story was written.
• Online Quiz: This site provides students with an online quiz to check their comprehension of the novel. The questions are simple recall questions about significant events in the novel.

Stead, R. (2009). When you reach me. New York: Random House.