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:
Why was the author captivated by the assassination of Abraham Lincoln?
What is a primary source?
What types of primary sources did the author use in the book?
What is the difference between a firsthand and secondhand account?
How does the author use the prologue to introduce the story?
Did John Wilkes Booth plan his escape carefully? Why did he have so much difficulty?
What happened to John Wilkes Booth in the end? What were his last words?
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 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:
How do we celebrate New Years in America? How is this different than other cultures?
Why is the character Grace different from her peers?
How does Grace merge her two cultural backgrounds?
What are Grace's hopes for the new year?
How are Grace and Melody similar?
What themes are introduced in The Year of the Dog?
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 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:
What type of poetry does Silverstein use in Runny Babbit?
How is Runny Babbit’s way of speaking different from the way we speak?
Why do you think Shel Silverstein made his characters speak this way?
How is poetry different from drama and prose?
What themes are introduced in the collection of poetry?
How do the illustrations add to the quality of the poems?
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 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
How would you react to falling into the Underland?
Would you try to escape the Underland?
What are some examples of familiar creatures and familiar settings found in the Underland?
Describe how the author uses fantasy versus realism.
What is the main theme in Book 1?
Describe the comparisons between the Overland and the Underland.
Determine the most monstrous character in the Underland.
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 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.
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.
