The Book Nook : 2016

Wednesday, March 30, 2016

Index

1. A Tangle of Knots

Newbery Award
Children's choice reading list
Read aloud book
During reading strategy

2. Dead End in Norvelt

Infographic
Newbery Award

3. Flora and Ulysses: The Illuminated Adventures

Graphic novel

4. Judy Moody and the Bad Luck Charm

Blabberize
Children's choice reading list

5. Liar & Spy

Web 2.0
Children's choice reading list

6. One Crazy Summer

After reading strategy
During reading strategy
Historical fiction
Diverse title

7. Out of My Mind

Before reading strategy
After reading strategy
Diverse title

8. Outside the Box

Web 2.0
Voki
Poetry

9. Pandas and Other Endangered Species

Before reading strategy
Nonfiction

10. Separate is Never Equal

Before reading strategy
During reading strategy
After reading strategy
Nonfiction
Diverse title
Read aloud book

11. Super Sniffers: Dog Detectives on the Job

Before reading strategy
During reading strategy
After reading strategy
Nonfiction
Teacher's choice reading list

12. The Lost Boy

Children's choice reading list
Graphic novel

13. The Mostly True Adventures of Homer P. Figg

Before reading strategy
After reading strategy
Newbery Award
Historical fiction

14. The One and Only Ivan

During reading strategy
Newbery Award
Read aloud book

15. Women Who Broke the Rules: Judy Blume

Before reading strategy
Nonfiction

Tuesday, March 22, 2016

Liar and Spy

Original, Imaginative, Intriguing, Funny, Courageous

Liar and Spy by Rebecca Stead

Georges isn’t very excited about moving into a Brooklyn apartment building. To make things worse his dad recently lost his job, his mom is always working at the hospital, and Georges is the victim of a bully at school. Soon after he moves into the apartment building he is recruited into the Spy Club run by twelve-year-old Safer. Georges is happy that he has a new a friend, but quickly has second thoughts about the spy games that Safer is making him play.

Grade level: 4

Lexile Measure: 670L

Description: Fiction

Suggested delivery: Independent read

Electronic Resources:

Book Summary Video

Students can watch this video which includes a book summary and analysis to gain background knowledge about the book before reading. They can also use it to make their own book trailers after reading.

Author's Website

Students can visit Rebecca Stead's website to learn about the author through a short biography and interviews. They can also read summaries of all of her books including Liar and Spy to find new reading material if they like this book.

Teaching Strategies

Key vocabulary:

· Premonition – a feeling that something is going to happen when there is no definite reason to believe it will

· Furtive – secretive

· Espionage – the things that are done to find out secrets from enemies or competitors

· Modicum – a small amount of

· Morality – beliefs about what is wrong behavior and what is right behavior

· Stamina – great physical or mental strength that allows you to continue to do something for a long time

Before reading: Have a class discussion about bullying. Ask students to share examples of bullying that they have experienced and what they can do about it. Explain how the character in the story is often bullied in order to help students relate to Georges and see from his perspective as they read the book.

During reading: Have students create a storyboard as they read, mapping out important events that occur in chronological order.

After reading: Have students create their own book trailer for the book using https://animoto.com/. They can follow these guidelines from readwritethink.org:

· http://www.readwritethink.org/files/resources/lesson-docs/30914ScriptChecklist.pdf

· http://www.readwritethink.org/files/resources/lesson-docs/30914TrailerChecklist.pdf

Writing activity: In the book Mr. Landau is teaching the class about taste and asks them to write an essay using a metaphor of taste, or an experience from their life that they may describe with that taste. Georges is assigned bittersweet. Have students write an essay that Georges may write at the end of the novel that expresses his understanding of bittersweet.

Stead, R. (2012). Liar & Spy. New York, NY: Wendy Lamb Books.

Monday, March 21, 2016

Dead End in Norvelt

Humorous, Entertaining, Unique, Suspenseful, Different

Dead End in Norvelt by Jack Gantos

Jack Gantos’ summer does not end up like he imagined it to be. After getting grounded for life by his parents, he spends his days helping his neighbor, Miss Volker, with the unusual activity of writing obituaries. Despite her peculiar habits, Jack soon finds a friend in Miss Volker. As he learns about the original “Norveltors” and the town’s history, he finds himself in the middle of a possible real-life murder mystery.

Grade level: 6

Lexile Measure: 920L

Description: Fiction

Suggested delivery: Group read

Electronic Resources:

Book Trailer
Students can watch this book trailer to obtain background information on what the book will be about.

Author's Website

Jack Gantos’ website is good resource for students and teachers. It contains teaching guides for some of his book, including Dead End in Norvelt. It features a list of all of his books with excerpts that students can read if they are interested in reading more by the author. Students can also read his biography on this website to get to know what the real Jack Gantos is like. This will help them understand that the main character in the story is based on the author.

Teaching Strategies

Key vocabulary:

· Delusional – a belief that is not true

· Abscond – to escape from a place secretly

· Contempt – a lack of respect for something

· Incredulous – not willing to believe something

· Willful – intentional, done on purpose

· Ingrate – a person who does not show proper appreciation for something

Before reading: Have students research the 1960s, including the differences between communism and our government, using credible websites. There are historical aspects to the story that students need to understand in order to comprehend parts of the book, particularly on pages 54-56. You can also show students this info graphic of what life was like when the story took place:

Link to Infographic

During reading: Encourage students to write down unfamiliar words that they come across in the book and try to figure out their meanings using context clues.

After reading: Have students note the ways in which Jack has changed throughout the story. Some ideas include his priorities, his responsibilities, his maturity, and relationships. They can organize their ideas in a chart comparing Jack in the beginning and the end of the book.

Writing activity: Write a response to the questions, “How does Jack’s friendship with Bunny change throughout the course of the story? How does his relationship change with Miss Volker? Is there a correlation between the two?”

Gantos, J. (2011). Dead End in Norvelt. New York: Farrar Straus Giroux.

Flora and Ulysses: the Illuminated Adventures

Exciting, Creative, Quirky, Original, Funny

Flora and Ulysses: the Illuminated Adventures by Kate DiCamillo

Ten-year-old Flora Buckman lives a pretty average life, spending all of her free time reading comic books. It isn't until she witnesses a squirrel getting sucked up into a vacuum cleaner that her life gets a little more exciting. She names the squirrel Ulysses, who becomes her superhero sidekick, and together they spend their days fighting off evil. Ulysses ends up changing Flora's life in more ways than she had originally thought.

Grade level: 4

Lexile Measure: 520L

Description: Fiction, Graphic novel

Suggested delivery: Independent read

Electronic Resources:

Book Website

This website is a good resource for students to look at before reading the book. They can watch a book trailer, read an excerpt from the book, and read a Q&A with the author. This site also includes resources for teachers such as discussion guides.

Interview with the Author

Students can watch this video interview with the author to further their understanding of the book. She talks about how she came up with ideas for the book and explains some of the symbols in the story.

Teaching Strategies

Key vocabulary:

· Cynic – a person who has negative feelings about other people

· Illuminated – lit by bright lights or to make something easier to understand

· Defiance – a refusal to obey something or someone

· Cognition – conscious mental activities such as thinking

· Indomitable – impossible to defeat

· Malfeasance – illegal or dishonest activity

· Foreboding – a feeling that something bad is going to happen

Before reading: Share the title and the cover of the book with students. Discuss the meaning of the word “illuminated” and have students make predictions of what the book will be about. Write their responses in the reading notebooks.

During reading: Have students keep track of the characters by filling out a character chart for each as they are introduced throughout the story.

After reading: After students finish reading, have them come up with their own name for the book and explain why this would be a good alternate title.

Writing activity: Have students write a character analysis about Flora. In what ways has Flora changed throughout the duration of the story? Why do you think these changes occurred? Use specific examples/quotes from the book.

DiCamillo, K., & Campbell, K. G. (2013). Flora & Ulysses: The Illuminated Adventures. Somerville, MA: Candlewick Press.

Monday, March 7, 2016

Separate is Never Equal

Diverse, Informative, Realistic, Artistic, Cultural

Separate is Never Equal by Duncan Tonatiuh

When Sylvia Mendez and her family move to Westminster, California, she is exciting to start school. However, when her aunt goes to the local public school to enroll her and her siblings, they inform her that she cannot attend the school. They would have to attend the Mexican school instead. The Mendez family decides to take matters into their own hands and take the case to court with one goal in mind – desegregation.

Grade level: 5

Lexile Measure: AD870L

Description: Nonfiction

Suggested delivery: Read aloud

Electronic Resources:

Civil Rights Article

This kid-friendly website describes the basics of the Civil Rights Movement and Jim Crow Laws. It also includes links to other related articles such as Civil Rights leaders, major events, and a timeline. It can be used for students to do research on the Civil Rights movement to help with their comprehension of the book.

Mendez vs. Westminster Video

This is a video about the Mendez vs. Westminster court case. It includes interview footage with Sylvia Mendez explaining her experiences with case. This can be shown to before reading to go along with their research about the Civil Rights Movement. It can also be shown after reading to aid comprehension of the book and help students understand that the events and people in the book are real.

Teaching Strategies

Key vocabulary:

· Inferior – of lesser quality

· Ethnicity – a group of people who share common cultural traditions

· Testify – to talk and answer questions about something in court

· Petition – a written document that people sign to show that they want a person or organization to change or do something

· Injustice – unfair treatment

· Segregation – the practice of keeping people of different races or religions separate from each other

· Lineage – a person’s family background

· Ruling – a court decision

Before reading: Have students complete an anticipation guide that includes information presented in the book. The guide should include statements which students can agree or disagree to in order to find out what they already know about the topic and what they need to learn.

During reading: Have each students write down notes in their journals in a split-page note taking format. The three sections should be main ideas, details, and summary.

After reading: Use their notes to fill out a graphic organizer explaining the pros and cons of segregation using examples found in the book..

Writing activity: Consider the question, “What do you think of the parents who didn’t sign the petition? Do you agree or disagree with them? Use specific examples from the text to support your answer. Have students write about a page response to this question.

Tonatiuh, D. (2014). Separate is Never Equal. New York, NY: Abrams Books for Young Readers.

Monday, February 29, 2016

Out of My Mind

Powerful, Heartwarming, Hopeful, Inspirational, Engaging

Out of My Mind by Sharon Draper

Eleven-year-old Melody has never spoken a word in her life – she can’t walk, talk, or even feed herself. She is diagnosed with cerebral palsy. However, her condition doesn’t stop her from being the smartest kid in her school, but nobody knows it. She’s stuck in room H-5 at school sitting through preschool level alphabet lessons. It isn’t until one day when she discovers a machine that will finally let her have a voice.

Grade level: 4-5

Lexile Measure: 700L

Description: Realistic fiction

Suggested delivery: Group read

Electronic Resources:

Book Trailer

Students can watch this book trailer before they begin reading to spark interest in the book. It will also give them a little preview of what the book will be about.

Author's Website

This a good website for both students and teachers to use. It includes a list of all of Sharon Draper’s books, a biography, an interview, and reading guides for some of her books, including “Out of my Mind.” It offers several discussion questions and activities to go along with her books.

Teaching Strategies

Key vocabulary:

· Limitation – something that controls what a person is able to do

· Burden – something or someone that is very difficult to accept or deal with

· Uproar – a situation in which many people are upset, angry, or disturbed by something

· Inclusion – to make someone a part of something, to include everyone

· Indignation – anger caused by something that is unfair or wrong

· Anticipation – a feeling of excitement about something that is going to happen

Before reading: Model a think-aloud to students while reading a summary of the book to them. This will show students how to make predictions and how to engage with the text while reading.

During reading: After reading the first chapter, have students make predictions about the narrator of the story, Melody, using techniques that were modeled in the think-aloud.

After reading: Have students fill out an opinionnaire expressing their opinions/views on the different characters in the story and how Melody was treated.

Writing activity: Have students write a journal entry written from Melody’s perspective describing a typical day in her life.

Draper, S. M. (2010). Out of My Mind. New York: Atheneum Books for Young Readers.

Monday, February 15, 2016

Outside the Box

Funny, Clever, Imaginative, Entertaining, Inventive

Outside the Box by Karma Wilson

Illustrated by Diane Goode

This Shel Silverstein-inspired book is filled with hundreds of amusing and creative poems about everything imaginable, from puppies and hippos to aliens and vampires!

Grade level: 3

Lexile Measure: NP

Description: Poetry

Suggested delivery: Independent read

Electronic Resources:

Author's Website

This website includes information about the author and all of her other books that students can look at for more book ideas if they enjoy her writing style. It offers a teacher resource page with teaching activities for some of her other children’s books. There is also a place for kids to submit their own silly poem to the author.

Shel Silverstein's Website

This book is inspired by another children’s author, Shel Silverstein. His website has lots of resources for teachers including discussion questions, writing activities, and Poetry Month event kits with tons of activities for students. The website also includes some information on Shel and his books.

Teaching Strategies

Key vocabulary:

· Impenetrable – impossible to pass or see through

· Obscene – disturbing or shocking

· Flaunt – to show off something

· Pillaged – to take things from a place by force

· Bedeck – to decorate

· Abide – to accept and be guided by something

Before reading: Discuss and define the different characteristics of poetry such as rhyme, repetition, personification, and imagery.

During reading: Have students mark in a chart the different characteristics that they find throughout the book with sticky notes and note topics that they might enjoy writing about.

After reading: Talk about how poems use a lot of details and description to help us visualize what the poem is about. Come up with a class word wall using https://padlet.com/ of good descriptive words to use that students can refer to while writing their own poem.

Writing activity: Have students write their own poem using the style from the book. They should include at least two of the elements (rhyme, repetition, personification, imagery) that they learned in their poem. Once they have finished writing have students create a Voki of themselves (or a character that relates to their poem) reading their poems aloud.

Wilson, K., & Goode, D. (2014). Outside the Box. New York: Margaret K. McElderry Books.

Women Who Broke the Rules: Judy Blume

Inspiring, Important, True, Witty, Honest

Women Who Broke the Rules: Judy Blume by Kathleen Krull

Illustrated by David Leonard

Judy Blume faced many obstacles on her journey to becoming a writer, but that didn’t stop her from doing what she loved. She was determined to help kids feel comfortable confronting their everyday concerns and questions. In this biography, we learn her inspirations, beliefs, and struggles that she endured in order to become one of the most beloved and influential children’s author.

Grade level: 3

Lexile Measure: N/A

Description: Biography

Suggested delivery: Independent aloud

Electronic Resources:

Judy Blume's Website

This a good website for students to visit either before or after they read the book to learn a little bit more about Judy Blume and her own books. The site includes a short biography, her views on writing and a list and summary of all of her books, and many more resources.

Interview with Judy Blume

This interview is something students can read if they are interested in learning more about Judy Blume. She talks a lot about her books, her life, and how she comes up with her ideas. She also offers some writing strategies that students can use in their own writing.

Teaching Strategies

Key vocabulary:

· Stifling – not allowing something to be done or expressed

· Outlet – something that people use to express their emotions or talents

· Regulation – an official rule or law that says how something should be done

· Oracle – a person who has a lot of knowledge about something and whose opinions and advice are highly valued

· Squelch – to stop something from continuing by saying or doing something

· Confide – to tell something that is secret or private to someone you trust

Before reading: Ask students if they have ever read any books by Judy Blume and what they know about her and her stories. Introduce some of her books to students who may be interested. By having some knowledge about what she writes about, it will help students better understand some of the criticism she faced addressed in her biography.

During reading: Have students write down any comments, questions, or vocabulary words that they would like to have clarified in their reading notebooks.

After reading: Have students create a mock twitter account for Judy Blume which includes at least 3 tweets, a profile, and an image.

Writing activity: Have students write a paper in the form of a diary entry relating to Judy Blume’s experience as an author. She continued writing and doing what she loved despite the constant criticism and disapproval that she received. Recall a time in your life where you faced a similar problem.

Krull, K. (2015). Women Who Broke the Rules: Judy Blume. New York, NY: Bloomsbury.

Wednesday, February 10, 2016

Pandas and Other Endangered Species

Educational, Fun, Interesting, Informative, Helpful

Pandas and Other Endangered Species by Mary Pope Osborne and Natalie Pope Boyce

This Magic Tree House Fact Tracker book showcases tons of photos, illustrations, information, and fun facts as it explores some of the world’s most endangered animals. All of Jack and Annie’s questions about pandas and endangered species are answered in this nonfiction companion to Mary Pope Osborne’s “A Perfect Time for Pandas.”

Grade level: 4

Lexile Measure: 880L

Description: Nonfiction

Suggested delivery: Independent aloud

Electronic Resources:

Video Preview

Students can watch this short video clip to get an idea of the things they will read about in the book. It may help them decide if this book is something they would be interested in reading.

Magic Tree House Website

This is a good website for students to visit if they are interested in the series. The site includes lots of information about the author and the books. They can preview some of the books and find a list of every book in the series if they want to read more. The website also includes a “Fact Tracker Showdown” trivia game on some of the nonfiction books in the series.

Teaching Strategies

Key vocabulary:

· Species – a group of plants or animals that are alike in certain ways

· Conserve – to keep something safe from being damaged or destroyed

· Habitat – places where certain plants and animals live

· Pollution – the process of making land, water, and air dirty and not safe or suitable for use

· Endangered – used to describe a plant or animal that has become very rare and could die out completely

· Extinct – no longer existing

· Hibernate – to spend the winter sleeping or resting

· Omnivore – an animal that eats both plants and other animals

· Nutrients – a substance that plants, animals, and people need to live and grow

Before reading: Have students create a KWL chart either about pandas or endangered animals in general. They should fill out the “Know” and “Want to know” sections before they start reading.

During reading: Give students a list of important vocabulary words that appear in the book. As students read, have them fill out the definitions to create their own glossary for the book. Some definitions are clearly stated in the book while others must be determined using context clues or prior knowledge.

After reading: Have students complete their KWL charts by filling in the “Learned” section about pandas and endangered animals using information that they have acquired from the book. Put students in small groups and use the Socrative Student app to have students compete in a "space race" using vocabulary words from the book.

Writing activity: Sometimes animals become endangered due to changes on the planet or natural selection, but often their endangerment is caused by humans. Have students write an article for an environmental magazine about ways we can help endangered animals and prevent animals in the future from becoming endangered or extinct. They can use information from the book or do additional research on their own. There are several books and websites provided at the end of the book that may be useful.

Boyce, N.P., Osborne, M. P. (2012). Pandas and Other Endangered Animals. New York, New York: Random House.

Tuesday, February 9, 2016

One Crazy Summer

Diverse, Enlightening, Captivating, Unexpected, Cultural

One Crazy Summer by Rita Williams-Garcia

Sisters Delphine, Vonetta, and Fern, set off on an adventure to Oakland, California to stay with their mother for the summer—the mother who abandoned them when they were babies. As soon as they arrive they know they are not welcomed there. Cecile makes them eat Chinese takeout every night and sends them to a summer camp run by the Black Panthers. Despite her secretive behaviors and resistance to show love, Delphine and her sisters end up learning a lot about their mother than they thought they would.

Grade level: 5

Lexile Measure: 750L

Description: Historical fiction

Suggested delivery: Group read

Electronic Resources:

Video of Author

Rita Williams-Garcia talks about her book, “One Crazy Summer” at Vermont College of Fine Arts in this video. She talks about how the story relates to her own life which may help students make their own connections. She also explains how she got ideas for the personalities of her characters and what she wants readers to get out of the story. This would be a good video to show students after they have finished reading the book.

Black Panther Party Article

This is an article about the Black Panther Party from an encyclopedia made for kids. This would be a good resource for students to look at before they start the reading so they can acquire some background information that will help with comprehension. The article is written at an age-appropriate level and contains several links to information on important people that were involved and related topics.

Teaching Strategies

Key vocabulary:

· Scrutiny – the act of carefully examining something in a critical way

· Infiltrate – to secretly enter or join

· Riot – a public act of violence by an unruly mob

· Militant – showing willingness to use strong or forceful methods to achieve something

· Revolution – a drastic change in ways of thinking

· Excursion – a short trip especially for pleasure

Before reading: Since culture is the backbone to this story, have students do a little bit of research on the Black Panther Party and the civil rights movement before reading the book. Having this background knowledge will aid their comprehension as they read the story.

During reading: Have students separate into three groups to participate in a "jigsaw". Each group will be responsible for analyzing a different aspect of the story: characters, plot, and setting. Once each student has acquired enough information about their topic they will go to different groups and tech them the material.

After reading: Have students get into their small groups to practice and perform this reader's theater script:

http://c.ymcdn.com/sites/www.oklibs.org/resource/resmgr/imported/Sequoyah_2013_RT_One_Crazy_Summer.pdf

Writing activity: Students should pay attention to ways they can relate to the story as they read. They should use either the text-to-self, text-to-text, or text-to-world model. Have students write a short paper going into detail about their connections. They should refer to specific examples from the story as well as specific examples from their life, other books, movies, etc.