Wonder

Title: Wonder

Author: R.J. Palacio

Target Age Range: 9-12

Genre: Realistic Fiction

"My name is August. I won't describe what I look like. Whatever your thinking, it's probably worse." -August

August, also called Auggie, is not your average 10 year old. He eats ice cream, plays video games, and is a huge Star Wars fan, however he was born with a facial abnormality. Home-school for his educational career, he will now get to go to a regular school. His life has never been normal and he dreads going to school. He wonders if he will make any friends and if the people who see him will get to know him past his appearance.

About the author: 

Raquel Jaramillio, or R.J. Palacio, is an art director and book jacket designer in both fiction and nonfiction. She has designed for over 20 years. Wonder was her first novel.

What inspired R.J. Palacio to write Wonder?

"About five years ago I took my son's for ice cream, and while my older son went inside to buy us our milk shakes, my younger son and I waited on the bench outside. My younger son was only about 3 years old at the time, and he was in his stroller facing me while I sat on the bench. At a certain point I realized that sitting right next to me was a little girl with a severe craniofacial difference, her friend (or sister), and her mother. When my younger son looked up and saw her, he reacted exactly the way you might think a three-year old would react when seeing something that scared him: he started to cry—pretty loudly, too. I hurriedly tried to push him away in the stroller, not for his sake but to avoid hurting the girl's feelings, and in my haste I caused my older son to spill the shakes, and, well, it was quite a scene—the opposite of what I had hoped for. But as I pushed my younger son’s stroller away I heard the little girls’ mom say, in as sweet and calm a voice as you can imagine: “Okay, guys, I think it’s time to go.” And that just got to me.

    For the rest of the day, I couldn’t stop thinking about how that scene had played out. It occurred to me that they probably went through something like that dozens of times a day. Hundreds of times. What would that be like? What could I be teaching my children so they could understand how to respond better next time? Is “don’t stare” even the right thing to teach, or is there something deeper? All this stuff was flying through my head, and I realized that I was disappointed in myself because I had missed a good teaching moment for my kids. What I should have done, instead of trying to get my kids away and avoid the situation, was engage the girl and her mother in conversation. If my son cried, so be it: kids cry. But I should have set a better example for him, and shown him there was nothing to fear. Instead I panicked. I simply didn't have the wherewithall to know what to do in that situation."

Discussion Questions:

1. What is the definition of normal?
2. How does the character August view himself?
3. Why does the book have the quote, "Don't judge a boy by his face" on the back cover?
4. How do people react to seeing Auggie for the first time?
5. What mental picture do you have of Auggie's face based on the description in the book?
6. How does Auggie change over the course of the book?
7. What is the main theme of this book?
8. After reading Wonder, how do you feel about seeing people that are different?

Motivational Activity

• Students make an I Wonder... statement before reading the book as a predictive writing assignment.
• Read aloud as a Literature Unit with daily classroom discussion on structural elements and themes, especially character development and conflict.
• Students can keep a reflective daily journal on the emotions felt throughout the book.
• At the end of the novel unit, students can think back to a time they saw someone different than they were and write a narrative on their experience and how they would've acted differently since they read the novel.
• Students complete a "kindness matters" service project where they can have the opportunity to read to students with disabilities. 

Other books by R.J. Palacio:

365 Days of Wonder: Mr. Browne's Book of Precepts

The Julian Chapter: A Wonder Story

Other books about disabilities:

Out of My Mind by Sharon M. Draper

Special People Special Ways by Arlene Maguire and Sheila Bailey

A Friend Like Simon by Kate Gaynot

Rules by Cynthia Lord

Palacia, R.J. (2013). Wonder. London, England: Corgis Childrens,Randomhouse

I Survived True Stories: Five Epic Disasters

Title: I Survived True Stories: Five Epic Disasters

Author: Lauren Tarshis

Target Age Range: 7-10

Genre: Nonfiction

The New York Times bestselling I SURVIVED historical fictional series expands to include this thrilling nonfiction exploration of five true stories in a narrative nonfiction companion that explores the real names behind history's greatest disasters: Tsunami, Blizzard, Tornado, Flood, and the Titanic. Each book features a real kid who has lived through

some of history's most intense and terrifying events. 

Including:

Into the Black Water: The Titanic, 1912

The Wave: The Japanese Tsunami, 2011

Out of the Tornado: Henryville, Indiana, 2013

The Great Molasses Flood of 1919

In the Path of the Avalanche! 

About the Author Lauren Tarshis:

Lauren Tarshis is the author of the I Survived  historical fiction series. She is also the author of critically acclaimed Emma-Jean Lazarus Fell Out of a Tree and Emma-Jean Lazarus Fell in Love. She is the editor of Scholastic's STORYWORKS magazine and group editorial director for language arts for Scholastic classroom magazines.

Discussion Questions:

1. What makes this book nonfiction?
2. How does this I Survived  book different from the historical fiction series?
3. What is a primary source?
4. What point of view is a primary source given?
5. How does the point of view change from a primary source to a secondary source?
6. In your opinion, which disaster would be the most terrifying? Use text evidence to support your answer.
7. What type of characteristics does it take to survive a disaster?
8. How do the conflicts build suspense in the book?

Motivational Activities:

• Conduct a character study with emphasis on overcoming challenges faced during the disasters.
• In small groups students choose another historical fiction book from the I Survived series and conduct research on primary sources of that event.
• Students collaborate on words and use the dictionary to determine unfamiliar words based on the context used in the sentence. Create a student-made dictionary.
• Students can present a PowerPoint presentation on a disaster in history that is interesting to them including media from discovery education (i.e. pictures, video clips).

Other Books by Lauren Tarshis

The Great Chicago Fire, 1871

True Stories: Five Epic Disasters

The Destruction of Pompeii, AD 79

The Nazi Invasion, 1944

The Japanese Tsunami, 2011

The Battle of Gettysburg, 1863

The Attacks of September 11, 2001

The Sinking of the Titanic, 1912

The Shark Attacks of 1916

Hurricane Katrina, 2005

The Bombing of Pearl Harbor, 1941

The San Francisco Earthquake, 1906

Tarshis, Lauren. (2014). I Survived True Stories: Five Epic Disasters. New York, NY: Scholastic, Inc.

Baloney, Henry P.

Title: Baloney, Henry P.

Author: Jon Sciezka

Illustrator: Lane Smith

Target Age Range: 2-5 years

Genre: Science Fiction, Fantasy, Picture Book

Baloney, Henry P. is a picture book for young audiences that will have them laughing by the use of language to explain away his excuses for being late to class. When Henry is threatened with permanent, lifelong detention, he needs to come up with one very good excuse. This alien schoolkid gives the reader an unbelievable trip into a wild, creative universe of deep space excuses for late attendance to class.

About the Author Jon Sciezka

Jon is the author of several bestselling children's books including The Skinky Cheese Man and The True Story of the Three Little Pigs. "I read everything — comic books, newspapers, cereal boxes, poems — anything with writing on it. My favorite things to read are fairy tales, myths, and legends. When I'm not reading, I listen to music, watch cartoons, and sit in my chair and just think about stuff. I've always thought about being an author. One of the first books I read was Green Eggs and Ham, by Dr. Seuss. It made me realize that books could be goofy. It's the book that made The Stinky Cheese Man possible!

My motto in writing is: “Never underestimate the intelligence of your audience.” Kids can be silly and smart!

About the Illustrator Lane Smith

Lane Smith is an American illustrator and author. He is most noted for his work on children's books. Smith has illustrated works by Florence Parry Heide, Judith Viorst, Bob Shea, Dr. Seuss, Jack Prelutsky, Eve Merriam, Roald Dahl and George Saunders.  He is also known for several children's picture books created with the writer Jon Scieszka. 

Discussion Questions:

1. What inference can you make with the illustration on the cover?
2. Why is Henry in trouble?
3. How does his explain his lateness to class?
4. Does the language make sense to the reader?
5. How do context clues help us understand the alien words like zimulus and torraku?
6. How do the illustration help us understand the alien language?
7. What is the main theme in the text?
8. Does the title suit the story?

Motivational Activities

• Students list each word that is in the alien language and with collaborative groups discuss what they mean.
• As a class, create your own language by substituting words for pencil, desk, chalkboard, homework, and book. Think of other words that you want to use. Students will use creativity to explain why they have no homework for class.
• Individually, students write a paragraph that informs the reader about the characters and summary of the book. Create an illustration.

 

Other books by Jon Scieszka and Lane Smith

Knights of the Kitchen Table

Math Curse

Science Verse

Squids Will Be Squids

The Stinky Cheese Man and Other Fairly Stupid Tales

The True Story of the Three Little Pigs

Scieszka, Jon. (2005) Baloney, Henry P. New York, NY: Puffin Books.

Coraline

Title: Coraline

Author: Neil Gaiman

Illustrations: Dave McKean

Target Audience: 8-12

Genre: Fantasy, Horror

Coraline is a creepy fantasy about a bored little girl who finds an opening in a brick wall through a locked door of her brand new house. When she goes through the wall, she finds her mother and father referenced as her "other mother" and "other father." Things at first seem better in this world, she gets everything she wants, gets more attention from her mother, until when Coraline wants to leave and her other parents try to keep her there starting with sewing buttons in her eyes. She also must rescue her real parents and free the souls of other children taken by the "others" in this alternate reality.

About the Author Neil Gaiman:

Neil Richard MacKinnon Gaiman is an English author of short fiction, novels, comic books, graphic novels, audio theatre and films. His notable works include the comic book series The Sandman and novels Stardust, American Gods, Coraline, and The Graveyard Book. He has won numerous awards, including the Hugo, Nebula, and Bram Stoker awards, as well as the Newbery and Carnegie medals. 

About the Illustrator Dave McKean:

David McKean is an English illustrator, photographer, comic book artist, graphic designer, filmmaker and musician. His work incorporates drawing, painting, photography, collage, found objects, digital art and sculpture.

             

Discussion Questions:

1. What type of character is Coraline? Name her character traits.
2. How was Coraline treated by her parents?
3. How was Coraline treated by her "other" parents?
4. Have you ever done something you know you were not supposed to do? How did you feel?
5. What special powers does Miss Spink and Miss Forcible's stone have?
6. What is the purpose of the cat in the story?
7. Why is the challenge Coraline makes with the "other mother" risky?
8. What does Coraline learn from her experience in the other world?

Motivational Activity

• Students create a journal entry for each chapter as if they were Coraline. Focus should be on character development and emotions felt throughout the book.
• Based on the illustrations in the text, students create their own text from the point of view of Coraline.
• In small groups, students create a reader's theater of a chapter in Coraline and present it to the class.
• Create a persuasive essay on how to get the "other" mother to let you go back to your world.

If you liked Coraline try these:

Clockwork: or All Wound Up by Philip Pullman

Curses, Inc by Vivian Vande Velde

Dollhouse Murders by Betty Ren Wright

The Folk Keeper by Franny Billingsley

Skellig by David Almond

The Thief Lord by Cornelia Funke

Other books by Neil Gaiman:

Stardust

The Graveyard Book

The Wolves in the Walls

Gaiman, Neil. (2002). Coraline. New York, NY: HarperCollins.

Lon Po Po: A Red-Riding Hood Story from China

Title: Lon Po Po: A Red-Riding Hood Story from China

Author/Illustrator: Ed Young

Target Age Range: 4-8

Genre: Picture Book, Folklore, Fable, Myth, Multicultural

Lon Po Po: A Red-Riding Hood Story from China presents three girls, Shang, Tao, and Paotze who are left alone by their mother who has gone to visit their grandmother. When wolf-grandmother comes to their door is was quite a surprise. Once they realize that it is the neighborhood wolf, they attempt to lure the wolf away and together they vanquish the wolf villain who was very smart, but not as clever as three little girls.

Ed Young made this dedication in the book: 

To all the wolves of the world

for lending their good name

as a tangible symbol 

for our darkness

About the Author/Illustrator: Ed Young

Ed Young, winner of the 1990 Caldecott Medal, has illustrated over 40 books for children, four of which he has also written. He cites the philosophy of Chinese painting as his inspiration. 

“A Chinese painting is often accompanied by words,” explains Young. “They are complementary. There are things that words do that pictures never can, and likewise, there are images that words can never describe.”

“I feel the story has to be an exciting and moving experience for a child,” Young explains. “Before I am involved with a project, I must be moved, and as I grow, I try to create something exciting. It is my purpose to stimulate growth in the reader as an active participant.”

Ed Young was born in Tienstin, China. He grew up in Shanghai and later moved to Hong Kong. He came to the United States as a young man on a student visa. A graduate of the Los Angeles Art Center, Young has since taught at the Pratt Institute, Yale University, Naropa Institute, and the University of California at Santa Cruz. 

His watercolors and pastels are the real star of this story, evoking dark danger in their richness and honoring ancient Chinese panel art at the same time. He presents a gather-around-the-campfire good ghost story, with a live-to-see-the-light-of-day ending.

Discussion Questions

1. Where is China located on the map?
2. How is the location of China different from the United States?
3. Why does the title mention Red-Riding Hood?
4. How is this folktale similar and different from the more traditional version of Little Red-Riding Hood?
5. What feelings do the illustrations add to the text?
6. Do you think this story would be as entertaining without the illustrations?
7. What is the theme of this book?
8. How do the sisters work together to rid themselves of the wolf?

Motivational Activity

• Before reading have students use watercolors to paint their vision of the Red-Riding Hood Story. Compare their illustrations with Ed Young's.
• Pair students together and have them create a different version of Red-Riding Hood.
• List together words in the text that are from another culture (i.e. ginko, hemp) and discuss their significance in multicultural literature. Why does the author use words the reader may be unfamiliar with?
• Compare and contrast Lon Po Po with Little Red Riding Hood using a graphic organizer.

Other books by Ed Young:

Seven Blind Mice

Cat and Rat: The Legend of the Chinese Zodiac

The Lost Horse: A Chinese Folktale

Young, Ed. (1989) Lon Po Po: A Red-Riding Hood Story from China. New York, NY: Philomel Books

Esperanza Rising

Title: Esperanza Rising

Author: Pam Munoz Ryan

Target Age: 10-13

Genre: Historical Fiction; Multicultural Fiction

Esperanza Rising is a multicultural, historical fiction book for pre-teen readers. Esperanza lives on a ranch in Mexico with her rich family. She thought that her life would always be surrounded by big family gatherings and fancy dresses, servants, and her beautiful home. Her father's lessons on respect for the earth and respect for others aids her when tragedy strikes her family. Esperanza and her Mama have to flee to California during the Great Depression and settle in a camp for Mexican migrant workers. Financial difficulties, horrible working conditions, and rejection from others aids her in yielding the strength that is needed to survive in America as a young inexperienced immigrant. She must remain hopeful in her journey.

About the Author: Pam Munoz Ryan

Pam Munoz Ryan is a Mexican American writer. She was born in Bakersfield, California in the San Joaquin Valley of California. She began writing when she was encouraged by a professor during graduate school. "It took me a number of years to make that leap of faith," she states when commenting on becoming a full time writer. She published her first picture book in 1994.

Discussion Questions: 

1. How does the character Esperanza develop throughout the book?
2. What does the statement (pg 14) "There is no rose without thorns" mean?
3. What does the Spanish word "esperanza" mean in English?
4. Why does Esperanza have to leave Mexico?
5. Compare and contrast life in Mexico to life in California.
6. What lessons of respect* does Esperanza's father teach her before he died?
7. What is the theme of Esperanza Rising
8. Does the title suit the book?

Motivational Activities:

• *Respect- Have students list lessons they have learned about respecting others and the earth. Help them organize their thoughts and present for class discussion. Use a rose petal for each lesson and create a classroom rose to resemble Esperanza's father's rose and lessons of respect.
• Create a Venn diagram comparing and contrasting her life in Mexico and her life in California.
• Discuss immigration and the challenges that immigrants face in their new home. Use paired passages to stimulate learning. Ask students to create an informative essay to explain the hardships that immigrants have to overcome and the challenges they face upon moving to a different place.

Other books by Pam Munoz Ryan:

Riding Freedom

Amelia and Eleanor Go for a Ride

Becoming Naomi León

Paint the Wind

Other books about Survival and Hope:

Homeless Bird by Gloria Whelan

Shabanu: Daughter of the Wind by Suzanne Fisher Staples

Island of the Blue Dolphins by Scott O'Dell

*Respect: Animated in the spirit of Jesus Christ, we value all individuals' unique talents, respect their dignity and strive to foster their commitment to excellence in our work. Our community's strength depends on the unity and diversity of our people, on the free exchange of ideas and on learning, living and working harmoniously. http://saintleolions.com/about/corevalues/index

Ryan, Pam Munoz (2000). Esperanza Rising. New York, NY: Scholastic Press.

Journey

Title: Journey

Author/Illustrator: Aaron Becker

Target Audience: 4-9

Genre: Picture book, Fantasy

Journey takes a lonely, bored girl on a drawing adventure when she draws a magic door on the wall of her bedroom and enters a world of wonder, adventure, and even danger. With her red marker, she creates a boat, a balloon, and a flying carpet that takes her on a fantastical journey. It is when she is captured that she is faced with her destiny. Themes of courage, kindness, and friendship are explored.

Follow a girl on an elaborate flight of fancy in a wondrously illustrated, wordless picture book about self-determination — and unexpected friendship.

About the Author/Illustrator:

Aaron Becker has worked as an artist for such film studios as Lucasfilm, Disney, and Pixar, where he helped define the look and feel of characters, stories, and the movies they become a part of. With Journey, he has created characters and worlds of his very own, using traditional materials and techniques. Aaron Becker lives in Amherst, Massachusetts, with his wife, daughter, and cat. This is his first book.

"I’ve made several memorable journeys in my lifetime. I’ve lived in rural Japan and East Africa and backpacked through the South Pacific and Sweden. But to this day, my favorite destination remains my imagination, where you can often find me drawing secret doorways and magic lanterns." — Aaron Becker

Discussion Questions:

1. Why did the girl feel bored and lonely at the beginning of the book?
2. How do you know the feeling that the girl experiences?
3. What colors are used for what, and when?
4. When are the pictures tinted grey?
5. When are the pictures tinted purple?
6. What effect does the red have?
7. What effect does the purple have?
8. How does the character feel at the end of the book? How do you know?

Motivational Activities:

• Teachers will promote discussion and reaction during the page to page journey.
• Students can make predictions as the story progresses in a journal style text.
• Students will have a 2 page spread on their desk and will create text based on the pictures. The focus will be feelings and dialogue.
• Small groups can create a wordless book to share with the class focusing on color and feelings.
• Classes can incorporate a composition with words and/or instruments to accompany the pictures presented in the book.

More books in the Journey Series

Quest

If you like wordless picture books, try one of these:

Bill Thompson's Chalk
Barbara Lehmen's The Red Book
Barbara Lehmen's Rainstorm

Becker, Aaron. Journey. Somerville: Candlewick, 2013. Print.

 

 

Chasing Linclon's Killer

Title: Chasing Lincoln's Killer

Author: James L. Swanson

Target Audience: 10+

Genre: Nonfiction, Biography, Autobiography, Informational

Chasing Lincoln's Killer is an upper elementary to middle grade nonfiction book for readers with a passion for history. This is a great enrichment for 5th grade literature circles or advanced gifted curriculum.

                                               

 

Based on rare archival material, obscure trial manuscripts, and interviews with relatives of the conspirators and the man hunters, Chasing Lincoln's Killer is a fast-paced thriller about the pursuit and capture of John Wilkes Booth: a wild twelve-day chase through the streets of Washington, D.C., across the swamps of Maryland, and into the forests of Virginia. A thrilling tale of enigma and intrigue that follows through primary sources the very hour by hour happenings of the Lincoln assassination that is fast-paced and written in a way that readers will be able to experience the action via accounts from those who encountered Booth on his escape.






Excerpt from the book: "In that crowd standing below Lincoln was John Wilkes Booth.  He turned to his companion, David Herold, and objected to the idea that blacks and former slaves would become voting citizens.  In the darkness Booth threatened to kill Lincoln: "Now, by God, I'll put him through." And as Booth left the White House grounds he spoke to companion and co-conspirator, Lewis Powell:"that is the last speech he will ever give." (Swanson)

About the author:

James L. Swanson is the author of the New York Times bestseller Manhunt: The 12-Day Chase for Lincoln's Killer. He is an attorney who has written about history, the Constitution, popular culture, and other subjects for a variety of publications, including the Wall Street Journal, American Heritage, Smithsonian, and the Los Angeles Times. Mr. Swanson serves on the advisory council of the Ford's Theatre Abraham Lincoln Bicentennial Campaign and is a member of the advisory committee of the Abraham Lincoln Bicentennial Commission.

 

 

 

 

 

 

Discussion Questions:

1. Why was the author captivated by the assassination of Abraham Lincoln?
2. What is a primary source?
3. What types of primary sources did the author use in the book?
4. What is the difference between a firsthand and secondhand account?
5. How does the author use the prologue to introduce the story?
6. Did John Wilkes Booth plan his escape carefully? Why did he have so much difficulty?
7. What happened to John Wilkes Booth in the end? What were his last words?
8. How has he been immortalized in Washington, D.C., as well as Lincoln himself?

Motivational Activities

• Students use a chronology graphic organizer to chart the events that happen in the text.
• Using the graphic organizer, students can develop a timeline of events.
• Students will choose ten primary sources that would tell about their lives for a future generation. In an informational essay, the students will explain what information the sources reveal.
• In a group setting, students can collaborate on the question: Did John Wilkes Booth accomplish his goal?
• Students create a powerpoint presentation of primary sources and their significance to nonfiction.

Other books by James L. Swanson:

"The President Has Been Shot!": The Assassination of John F. Kennedy

Bloody Times: The Funeral for Abraham Lincoln and the Manhunt for Jefferson Davis

Manhunt: The 12-Day  Chase for Lincoln's Killer

Swanson, James. (2009). Chasing Lincoln's Killer. New York, NY. Scholastic Press.

 

 

 

 

 

The Year of the Dog

Title: The Year of the Dog

Author: Grace Lin

Target Audience: 8-12

Genre: Realistic Fiction, Multicultural Fiction

The Year of the Dog celebrates the Chinese Year of the Dog by introducing Pacy Lin, an American girl with Taiwanese heritage who is trying to discover who she is. The story follows her through a year of her life, starting with the first day of the Chinese New Year; the Year of the Dog. At school, Pacy goes by her American name of Grace, and is excited when another Taiwanese-American student, Melody, moves to town. Grace then has a friend who shares her culture and who she has quite a bit in common with. Grace’s story is interspersed with stories told to her by her family members, who have had similar trials and tribulations to her own. Her adventure takes her through struggles to find her talent, making friends, and an exploration of luck. Universal themes of friendship, family, and finding one’s passion in life make this novel appealing to readers of all backgrounds. A cleverly written book that enmeshes culture (i.e. foods, holidays, traditions), Lin uses cartoon drawings to illustrate Taiwanese culture for readers to visualize an unfamiliar world.   

"It’s not fair. To Americans, I’m too Chinese, and to Chinese people, I’m too American. So which one am I supposed to be?” -Grace

                                   

 "You can't fill the tray with M&M," she told me, "It's a Chinese tray, only Chinese candy is suppose to go in it."
  "But there's not enough Chinese candy to fill it, "I told her.
  We both looked at the tray. We couldn't decide if it was better to have the tray be half empty with Chinese candy or full with Chinese and American candy.
  Mom was frying food , so we took the tray to Dad. He scooped up a big handful of Chinese candy and M&M's and ate it.
  "This way is good," he said, "We should have both Chinese and American candy for the new year. It's just like us--Chinese American. I think it's going to be a very sweet year!"

About the Author:

"Growing up Asian in a mainly Caucasian community was not a miserable and gloomy existence. But it was different. I wrote The Year of the Dog, because I felt that it was important to have a book that addressed those differences in a real and upbeat way. I wrote it because it was the book I wished I had had when I was growing up, a book that had someone like me in it." Grace Lin

Grace Lin is an American author and illustrator. Her parents were immigrants to the United States from Taiwan.

Discussion Questions:

1. How do we celebrate New Years in America? How is this different than other cultures?
2. Why is the character Grace different from her peers?
3. How does Grace merge her two cultural backgrounds?
4. What are Grace's hopes for the new year?
5. How are Grace and Melody similar?
6. What themes are introduced in The Year of the Dog?
7. What are some of the Taiwanese traditions introduced in the book?

Motivational Activities:

• Using a Venn Diagram graphic organizer, compare and contrast American and Taiwanese culture.
• Discover Chinese calligraphy through a writing activity.
• Students can research the Chinese New Year and the Year of the Dog to learn more about the topic of the book.
• Learn about the Chinese Zodiac. Based on the year of their birth, students will deliver a presentation on their character attributes using the Chinese Zodiac.
• Students reflect upon their past year in a writing activity that will enable them to learn about creating a memoir.
• Students discover their heritage through family history. With parental support, students will find cultural heritage within their family tree and make a poster of the traditions of their culture. Students will be engaged in learning about their heritage and listen respectfully to others as they present this activity. This activity can foster the core value *Respect by teaching students that we are a unified classroom, all learning the same standards and course content, yet we have differences in beliefs, practices, and customs. Everyone can learn together regardless of their heritage.

Other books by Grace Lin:

The Year of the Rat (A Pacy Lin Novel)

Dumpling Days (A Pacy Lin Novel)

The Ugly Vegetables

Where the Mountain Meets the Moon

Lin, Grace. (2007). The Year of the Dog: A Pacy Lin Novel. New York, NY: Little, Brown Books for Young Readers.

*Respect - Animated in the spirit of Jesus Christ, we value all individuals' unique talents, respect their dignity and strive to foster their commitment to excellence in our work. Our community's strength depends on the unity and diversity of our people, on the free exchange of ideas and on learning, living and working harmoniously. http://saintleolions.com/about/corevalues/index

Runny Babbit: A Billy Sook

Title: Runny Babbit: A Billy Sook

Author/Illustrator: Shel Silverstein

Target Age Range: 7+

Genre: Poetry

Runny Babbit: A Billy Sook is authored and illustrated by the creative mind of Shel Silverstein. Join Runny Babbit, Toe Jurtle, Skertie Gunk, Rirty Dat, Dungry Hog, and Snerry Jake in a world of nonsensical words where Pea Soup is Sea Poup and snow boots are bnow soots. Other than speaking only in spoonerisms, Runny is a normal child. He has many friends, and two loving parents, his "dummy and mad," who often remind him to "shake a tower," "dash the wishes," "tush your breeth," "rean your cloom,"and other chores. In the forest that Runny Babbit lives in, each character switches the letters of the consonants of nearby words. With simple black ink paired with humor, Shel delivers a compilation of poetry that is fun for all ages.

"Runny Hets Gandsome"

Runny bought a wurly cig.
And tuck it on with star.

Runny thought, “Now I look like

A handsome stovie mar.”
But the tair it got all hangled
In the twicket and the thigs.
Runny said, “I guess some folks
Just don’t look wood in gigs.”

 

 

 

 

 

About the author/illustrator:

Sheldon Allan "Shel" Silverstein was an American poet, singer, songwriter, cartoonist, screenwriter, and author of Children's books. Silverstein believed that written works needed to be read on paper—the correct paper for the particular work. Being a book collector, he took seriously the feel of the paper, the look of the book, the fonts, and the binding. Most of his books did not have  paperback editions because he did not want his work to be diminished in any way. He encouraged readers to catch the moon or invite dinosaurs to dinner.

 

 

 

Discussion Questions:

1. What type of poetry does Silverstein use in Runny Babbit?
2. How is Runny Babbit’s way of speaking different from the way we speak?
3. Why do you think Shel Silverstein made his characters speak this way?
4. How is poetry different from drama and prose?
5. What themes are introduced in the collection of poetry?
6. How do the illustrations add to the quality of the poems?
7. How would the humor change if Silverstein would have used language correctly?

Motivational Activities:

• Students collaborate in groups by selecting a poem and translating back to the English language. Untangle Runny's funny words. They discuss the difference between the two versions and the impact that Silverstein's switched consonants have on the reader.
• Practice fluency and expression with partners. Each student can pick a poem and recite to a partner. Students work on clarity and enunciation of the words while having fun.
• Create your own Silverstein poem using the rhyme scheme ABCB. Challenge students by asking them to use Silverstein's nonsense language.

Other Books By Shel Silverstein:

A Light in the Attic
Where the Sidewalk Ends
The Giving Tree

Silverstein, Shel. (2005). Runny Babbit: A Billy Sook. New York, NY: HarperCollins.

Gregor the Overlander

Title: Gregor the Overlander

Author: Suzanne Collins

Target Age: 10-13

Genre: Fantasy, Action/Adventure

Gregor the Overlander introduces the reader to a world called the Underland. Book 1 in The Underland Chronicles, Gregor a quiet 11 year old, follows his sister Boots into an underground world when she falls through the air vent in their apartment in New York City. He finds himself hurling through never ending darkness and finally to the dark world of rodents and insects miles under the city. Although Boots is excited about the new world, Gregor wans to escape and return. The Underlanders reveal information that compels Gregor to continue on his quest: the prophesy that he is the great warrior and his father who had disappeared has been taken prisoner of the rats in the Underland. Bursting with suspense, action, and adventure, this thrilling series begins an epic fantasy with bizarre creatures, dream-like settings, and amazing skills. Follow Gregor on his quest of good versus evil to rescue his father in a strange world of bloodthirsty rats who are at war against the Underlanders.

 

This book series is perfect for pre-teen readers unsure of the future but compelled to continue almost blindfolded into the strange world of young adulthood. Although highly fantastical, readers can relate to the challenges of bravery and courage and recognize themes of war and overcoming evil. Teachers in intermediate levels can use this series as a read aloud to inspire greatness in their classrooms through discovery of the self.

 

 “You see, I tired of constant fear, so I made a decision. Every day when I wake I tell myself that it will be my last. If you are not trying to hold on to time, you are not so afraid of losing it.”  -Gregor

 

“Even if times got bad, he would never again deny himself the possibility that the future might be happy even if the present was painful. He would allow himself dreams.”   -Gregor

 

 



Discussion Questions

1. How would you react to falling into the Underland?
2. Would you try to escape the Underland?
3. What are some examples of familiar creatures and familiar settings found in the Underland?
4. Describe how the author uses fantasy versus realism.
5. What is the main theme in Book 1?
6. Describe the comparisons between the Overland and the Underland.
7. Determine the most monstrous character in the Underland.
8. Do you think that Gregor is a warrior? Why or Why not?

Motivational Activities

• Students will complete a literature circle/book club using Gregor the Overlander. Each student in the group will be responsible for a job or role: Summarizer, Vocabulary Finder, Question Writer, Story Mapper. The roles will rotate daily so that students are able to participate and discuss different aspects of the novel.
• Use a book critic response sheet and have students write a book recommendation for the book that will allow students to reflect upon the readings.
• Develop a powerpoint by assigning small groups to discuss the story elements: characters, settings, events, and theme.

About the Author:

Suzanne Collins was inspired to write her first novel while thinking one day about Alice in Wonderland. What would happen if a modern, urban child fell down a mysterious hole? Where would he or she end up? That was the genesis of Gregor the Overlander, the first book in her best-selling, five-part fantasy series for middle-grade readers: The Underland Chronicles.

Finish the Series:

Gregor and the Prophecy of Bane

Gregor and the Curse of the Warmbloods

Gregor and the Marks of Secret

Gregor and the Code of Claw

Other fantasy series for children:

Harry Potter

Chronicles of Narnia

Artemis Fowl

 

Collins, S. (2003). Gregor the Overlander. New York, NY: Scholastic Inc.

 



Cheyenne Again

Title: Cheyenne Again

Author: Eve Bunting

Illustrator: Irving Toddy

Target Age Range: 5-10

Genre: Multicultural Fiction, Historical Fiction

Cheyenne Again is an intriguing story of a 10 year old Cheyenne Native American boy named Young Bull who is taken from his parents and forced to attend the Carlisle Boarding School in the late 1880s. He leaves behind his family, his language, and his heritage to be imprisoned in the ways of the white man. Stripped from his Native American clothing and tribal hair, the history of his people seems lost and so far away. It is his memories of home that ultimately give him the strength to be Cheyenne on the inside; never letting go of his heritage. Exploring themes of fear, loss, prejudice, and betrayal, this multicultural fiction book told in Young Bull's point of view is primarily for readers ages 5-10. Thoughtful conversation on the hardships of Native American enforcement to live in a white man's society is gently introduced to younger readers from a child's perspective. The illustrations add to the emotion of the story and children are able to visualize the opposition that faces Young Bull throughout his transformation from Native American to "white man" in society.

"The Indian in us must disappear, they say. It must be tamed." (quoted from Cheyenne Again)

About the author:

Eve Bunting's sensitive and poetic text recreates an experience shared by many Native American children in the late nineteenth and early twentieth centuries.

 

About the illustrator:

Irving Toddy's dramatic paintings capture the beauty and color of the world Young Bull has left behind- and the vivid memories he preserves in his ledger drawings.

Discussion Questions

• What inference can you make from the cover of the book?
• What gives a person identity?
• Do you have an ethnic identity?
• What makes you different from others?
• Why is Young Bull taken from his family?
• What are the key differences in the reactions of the mother and father when Young Bull was taken?
• Why does Young Bull rebel against the white man's ways?
• How does the character Young Bull change throughout the book?
• What themes are introduced in the story?
• How do these themes help the reader understand the story?

 

Motivational Activity

Students will turn and talk to their partner about what identity means to them. Teachers will fingerprint each student's thumb while listening to ideas. After talking about identity, students will write a descriptive paragraph about who they are on their fingerprinted paper. The focus should be on the memories of their past which would give them strength to endure going to a boarding school away from their parents. Complete the project by having volunteers share the writing activity.

Other books by Eve Bunting with multicultural focus:

A Day's Work
One Green Apple
How Many Days to America

Resources:
Bunting, Eve. (1995). Cheyenne Again. New York: Clarion Books.