The Arrival

(Tan, S. (2007). The arrival. New York: Arthur A. Levine Books.)

Summary: This graphic novel, using no words and only images, traces the journey of an immigrant from his homeland to the United States. It describes the hardship, frustrations, and perils of finding a new life in America in the late 1800s/early 1900s and the struggles that come with separating from his wife and child to look for new opportunities.  

Reading Level: Ages 9-12

Key words/phrases:

1.      Immigration & emigration

2.      Family

3.      Ellis Island

4.      New communities and environment

5.      Graphic Novel

Suggested Delivery: Small group

Electronic Resources:

1. The Statue of Liberty-Ellis Island Foundation, Inc.: This site has depth information on Ellis Island, including history, immigration experience, and photos.
2. Shaun Tan’s Website offers information on The Arrival, as well as his other books, information on the dramatization of The Arrival, and background information on the author.

Teaching Suggestions:

Key Vocabulary: There are no words in this book; therefore there are no vocabulary words which would need to be mastered.

Reading strategies to increase comprehension:

         Before: Before students read this book, give students an anticipation guide to check their beliefs about immigration.

1.      All immigrants are illegal.

2.      Immigrants must be inspected before they can enter the country.

3.      All immigrants are rich.

4.      Immigrants have a hard time finding work when they arrive in America.

5.      Immigrants often leave family behind when they immigrate.

6.      The U.S. is familiar and comforting to new immigrants.  

Have students defend and explain there beliefs to in a small group before reading.

         During: Have students write in their reading journals comments and questions in response to the book which arise during reading. These questions and comments would be discussed while meeting in a small group with the teacher and peers.

         After: The student should outline the different struggles the main character faces in the story.

  

Writing activity demonstrating inferential comprehension: Students in a small group can write and perform a reader’s theater of the book (On the process of Reader’s Theatre: http://teacher.scholastic.com/products/instructor/readerstheater.htm). Students should write the script outlining an immigrant’s journey from their homeland to America and the struggles they faced arriving in America, coming though Ellis Island, finding work and shelter, facing persecution, etc. The play should have at least four characters (main immigrants, official at Ellis Island shopkeeper, second immigrant, for example).

Shaun Tan



The Starplace

 

(Grove, V. (1999). The starplace . New York: Putnam's Sons.)

Summary: Frannie accepted her town as it was until Celeste, an African-American, moves with her family to the white part of town and Celeste attends the all white school. Frannie resists being friends with Frannie but a shared hideout and membership in a special choirs brings them together and reveals to Frannie the ugly past, in some cases not too past, of her hometown.

Reading Level: Ages 10-14, Lexile 1000L

Key words/phrases:

    1. Ku Klux Klan

    2. Racism

    3. Early 1960s Oklahoma

    4. Desegregation

    5. Interracial middle-school friendship

Suggested Delivery: Whole class read aloud

Electronic Resources:

    1. PBS Kid’s Go! School Desegregation provides information on the Little Rock Nine as well as the history of the desegregation movement.
    2.  History of the Ku Klux Klan for Kids provides background information on the Ku Klux Klan.

Teaching Suggestions:

Key Vocabulary: Mimosa tree, Opera, Riffles, Manacles, Vamoose, Rickety, Segregation.

Reading Strategies to increase comprehension:

         Before: To have students better understand this book, historical background knowledge should be built on school segregation and the laws and controversy surrounding it, as well as the environment and political climate of the 1950s and 1960s in the United States. This can be accomplished by wither reading several shorter picture books, such as The Story of Ruby Bridges by Robert Coles, and having students watch clips of actual historical events in this time period, such as students desegregating the schools, political leaders and their opinions on desegregation, and the peaceful protests . Some examples are:

1.      “Berkeley Public School Desegregation: Gabrielle” This video Highlights the role Carol Sibley had as a member of the Board of Education in desegragating the Berkely Public Schools, as told by Gabby Morris who was the PTA president during this time. http://www.youtube.com/watch?v=-aw194sEeCQ

2.      “Desegregating Baltimore City Schools” This is A longer video which gives the perpectives of vaiorus people who experienced the desegrefation of the Baltimore Schools. It gives backgorund on  Baltimore beofre degregation and history of the process of degsegration.  http://www.youtube.com/watch?v=mzfg0RGJnV8

3.      “School Desegregation” This video begins with Martin Luther King Jr, but tehn branches out to focus on the role students had in ending desegration and the reaction of the public to the desegregation.  http://www.youtube.com/watch?v=_UHWtwW8Qh0&feature=related

4.      “1960-Civil Rights Movement” This video essay focuses on the desgration of schools and includes similar material as the above video but alos incldues a more broader perepstive on the civil rights movement in general  which would build general backgorund helpful to seeing the enviroment in desgeration was ocuring. http://www.youtube.com/watch?v=MGihycVy0B4&feature=fvsr

         During:  Have students record on a sheet (their “moral compass”) whether they would do what Frannie did. Have the student record the important decisions Frannie made and then write whether they would make the same decision as Frannie did. A column for character motivation can be used to explain what motivated Frannie in each situation. Before students are given the assignment, outline examples of such events to ensure that the students have a complete understanding of the assignment.

What Frannie Choose to Do (Action)	Why did Frannie do what she did? (Motivation)	What would I do? (Action)	Why? (Motivation)

         After: Have students fill out a Book Frame outlining the main ideas and the essential details and summarizing the stories big idea (http://www.adlit.org/pdfs/strategy-library/frameroutine.pdf )

Vicki Grove

Writing activity demonstrating inferential comprehension: Create a Voki (http://voki.com/) as either Frannie or Celeste summarizing the story, or as themselves describing the event in the story sticks with the students the most? How do they connect this event with experiences they have had? Or does this event not connect with your experiences?



The Brixton Brothers: The Case of the Case of the Mistaken Identity

(Barnett, M., & Rex, A. (2009). The case of the case of mistaken identity. New Yourk: Simon & Schuster Books for Young Readers. )

Summary: Steve Brixton is a 12 year old who aspires to be a detective. His mom’s boyfriend, a police officer, doesn’t believe in Steve’s abilities even though Steve solves a troubling mystery of the boyfriends in minutes at the dinner table. Steve’s innocent school research project then hurtles him head first into a mystery involving librarians who are really secret service agents and books on that hold national secrets. He is wanted by the police and on the run trying to prove his own innocence. It’s Steve’s dream come true.

 

Reading Level: Ages 9-12, Lexile 590L

Key words/phrases:

1.      Detective

2.      Mystery

3.      Adventure

4.      Friendship

5.      Librarians as secret agents

Suggested Delivery: Third Grade Read Aloud

Electronic Resources:

1.   "The Home of the Brixton Brothers Detective Agency": this website is the home site of this book series. It includes material and pages for kids, as well as a link to “Tips and tricks on writing your own suspenseful mystery!”.
2.   The “Anatomy of a Mystery” would be helpful for teachers when preparing students during the “Before” activity and when assisting students in writing their own mysteries:

Teaching Suggestions:

   Key Vocabulary: gingerly, greasepaint, library of congress, walkie-talkie, elated

   Reading strategies to increase comprehension:

         Before: Discuss the components of a mystery novel and brainstorm with the students parts of a mystery novel. Create a chart outlining these parts before reading.

Story Parts	How story parts are used in a mystery	Examples from books
Characters
Setting
Plot
Problem
Solution

         During: Have students mark book with Thinkmarks (http://in2books.epals.com/content/strategy.aspx?caid=Reading_Strategy&plankid=2&divid=Thinkmarks) as the book is being read. On the Thinkmarks, the students can jot down any questions, comments, or noting an interesting phrase or sentence, in general, or which adds to the genre of mystery. The students can then share their Thinkmarks with a partner, or the whole class at designated times (such as when you are done reading for the day). During the reading of this book, the students can add examples and parts of the mystery genre that arise unmentioned in the “Before” activity.

         After: Have the students create a story map of the book outlining the major characters and events in the story and showing the progression of the story from beginning to end. The students’ story map can take any form, such as a chart, drawing, collage, or mural.



Mac Barnett



Writing activity demonstrating inferential comprehension: After the class has read several other books which fall into the genre of mystery, have students complete a comparison matrix.

	The Case of the Case of the Mistaken Identity	Book #2	Book #3
Characters
Setting
Plot
Conflict
Solution

The matrix will be used to help students write their own mystery story. One suggestion is to have students take a central theme from each of the mysteries highlighted and imitate it. For this book, they could take something ordinary (for this book, the Library of Congress call numbers) and changing the reason for it. The students should be encouraged to use the “before” chart, the story map, and the story comparison matrix in the formation of their story. They could also use the planning your mystery chart form Scholastic (http://printables.scholastic.com/printables/f.jsp?id=41122) to help them map out their story. The “Tips and tricks on writing your own suspenseful mystery!” from the Brixton Brothers website (http://www.brixtonbrothers.com/extras.php) would also be helpful for the students while brainstorming ideas or for imitating the language used in this book.



After Ever After

(Sonnenblick, Jordan. After ever after . New York: Scholastic Press, 2010. Print.)

Summary: In the sequel to Drums, Girls, and Dangerous Pie, Jeffrey is an eighth grader in remission. In the aftereffects of treatment, Jeffrey struggles with school (especially math), and to walk without limping (but finds great joy in riding his bike). His parents are worried about him and his older brother, Steven, Jeffrey's main support system and confidant, has taken off to Africa to "find himself"  while drumming. Jeffrey is also dealing with his best friend, Tad, who is hatching a secretive plan while hiding a life changing secret from Jeffrey and he has met a new girl from California who is, surprisingly to Jeffrey, interested in him.

Reading Level: Ages 11-14, Lexile 940.

Key words/phrases:

    1. Cancer

    2. Best Friends

    3. Academic Struggles – Middle School

    4. Overcoming Physical Challenges

    5. Death of a friend

Suggested Delivery: Small Group: Independent read / small group

Electronic Resources:

    1. Scholastic After Ever After Video Booktalk is a video which could be used before students read tghe book to see if they might be interested in reading it.

2. Kids Health For Kids What is Cancer? is a website whihc provides information on cancer aimed at kids which would help the student gain a better understanding of the experience Jeffrey is going through. It would also give additional information to students who are interested in learning more about cancer.

Teaching Suggestions:

   1. Key Vocabulary: Remission, lymphocyte lymphoma, radiation, chemotherapy,

   2. Reading Strategies to increase comprehension:

         Before: Begin by giving a book talk summarizing the prequel, Drums, Girls, and Dangerous Pie. Explain who Jeffrey is, who the other characters are that are related to After Ever After (his parents, brother Steven, Stevens teachers) and the key events that happen to Jeffery in this story. Then have students make individual KWL charts filling in what they know about Jeffrey, his experience with cancer, and cancer in general, and what they want to find out about Jeffrey and his life by reading the book.

         During: After each chapter, or couple of chapters, have students fill out the What They Learned column and write answers to the areas or questions they had in their Want to Learn column.
        After: Students in a small group can discuss the events that Jeffrey went through, how Jeffrey dealt with Tad's death, how they felt when Tad died, and how they would have dealt with the death of Tad. Have student check if everything from their Want to Learn column was brought up and answered in the book. If it was not, discuss why the author may have decided not to mention a topic or only focused on certain areas. Compare to the areas the author did focus on and discuss why.  Have students discuss how they feel about the events of the story as they unfolded and the ending. Is this a hopeful story or a sad story?  

   3. Writing activity demonstrating inferential comprehension: Have students create a Voki (http://www.voki.com) as one of the main characters (Jeffrey, Tad, Lindsey, for example). The students Voki would create a reading hook written from their chosen characters point of view. Before they create the Voki, they should write out what their Voki is going to say using a graphic organizer. Their summary should include the who, what, where, when, and why of the story as well as a final hook statement which would draw in other reader. All Voki's should be previewed by the teacher before publishing. The other students can then watch the Voki to see if they want to read the book.

Road to Revolution

(Mack, S., & Champlin, S. (2009). Road to revolution!. London: Bloomsbury.)

 

Summary: Unlikely friends, Penny and Nick join forces as spies during the American Revolution on the side of the Colonists. From participating in fighting to eavesdropping on British captains to being chased by angry British, this book is narrated with engaging illustrations and text.

Reading Level: Ages 9-12, Lexile 430L

Key words/phrases:

1.      Graphic Novel

2.      American Revolution

3.      Boston 1775 -1783

4.      Friendship

5.      Teenage Adventure

Suggested Delivery:  Individual

Electronic Resources:

1.  Liberty! The American Revolution by PBS provides in depth information on the American Revolution for students as well a teacher's guide and additional resources for teachers.
2. Stan Mack’s Website provides information about the author and resources for teachers to use such as a teachers guide and Smart board activities.

Teaching Suggestions:

Key Vocabulary: Blockading, grooms, street urchin, flogging, riffraff, standoff, traitor, withdrawal

Reading strategies to increase comprehension:

         Before: Have the student read the Prologue and look at the ‘The Main Characters’ page and ‘The Town of Boston 1775’ map. Students should ask any questions that these pages make them think of such as “Who was Dr. Warren?” or “If Britain wasn’t wanted, why didn’t they just leave?” These questions can be written down and be answered while reading the book.

         During: Using the pictures and text, have students make inference, conclusions and answer questions such as:

            -Should Penny have stood up for herself or was her father right? (p. 10)

            -Why would Penny help Nick? (p.13)

            -What do Penny and Nick agree to do? (p. 33)

            -What are the British planning on doing? (p. 36)

            -What problems does the Committee of Safety have in relation to the volunteers? (p. 66)

            -Did Penny really get permission from her parents to leave with Mr. Revere? (p. 77)

            -Why do the soldiers have different accents? (p. 77)

-Do you think at the actual battle soldiers felt it was their destiny or were they more ‘in the moment’? (p. 102)

            -What decision does Penny make when her family moves to the Ohio Valley? (p. 113)

         After: Have the students create a timeline, adding important events from the story such as Penny meeting Nick, and Penny and Nick deciding to become spies. The students can decorate it with drawings or pictures and it will then be displayed in the classroom to encourage other students to read the book.

Dr. Warren

Writing activity demonstrating inferential comprehension:

Have students draw and write text for a comic strip which continues Penny and Nick’s adventures. Their comic should include about 100-250 words of text, including conversation, thoughts of their characters, and narrative. Can think of such questions as: Where do Penny and Nick go? Do they fight in battles? Do they encounter other key parts of the American Revolution? Do they meet new people (i.e. Characters)? Students can use a Comic Creator online (http://www.readwritethink.org/files/resources/interactives/comic/) or they can draw the comic themselves in a blank comic strip (http://www.hooverwebdesign.com/free-printables/comics/blank-comic-book-pages.html).

One Crazy Summer

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

Summary: Delphine has high hopes when her father and her grandmother send her and her two sisters to Oakland, California from Brooklyn to visit their mother, Cecile, who abandoned them seven years earlier. During this summer, Delphine takes care of her sisters, learns about her mother, and attends summer camp run by the Black Panthers, receiving a radical education and gaining new, and sometimes scary, experiences. 



 

Women outside the Black Panther headquarters in Oakland,California 



Reading Level: Ages 9-12, Lexile 750L



Key words/phrases:

    1. Civil Rights Movement

    2. 1968 Oakland California

    3. Black Panthers

    4. Summer Vacation

    5. African Americans

Suggested Delivery: Small group

Electronic Resources:

1.    MIA: History: USA: The Black Panther Party details the Black Panther party and its history in Oakland, California.

2.    The 1968 Exhibit outlines The 1968 Project and provides a blog and a timeline which outline important events that occurred on a national and international level.  It also provides educator resources such as classroom supports and standards connections.

3.   This book is available to purchase as an audio book at The Audio Book Store.
4.   Pan-African News Wire Blog: “Oakland Origins of The Black Panther Party for Self-Defense” gives the background on the Black Panthers in Oakland, California.

Teaching Suggestions:

Key Vocabulary: Hippies,  Infiltrate, Stucco, Migrant, Washboard, Perfectionist, COINTELPRO (Counter Intelligence Program)

Reading Strategies to increase comprehension

   Before: Background should be provided to the student about Oakland, California and the nation in general in 1968. The above websites would be helpful in providing background information and having the students gain understanding of the feelings in this time. After looking at the websites, students can predict what they think will happen in the book. 

During: Provide the student with the reading guide below to help the student focus on important aspects of the story. Have the students jot down their thoughts in a reading journal to discuss when meeting in a small group with the other students who are reading this book.

1.      After reading page 29: What is Delphine expecting when she is about to meet her mother? Do you think her mother will meet her expectations or disappoint her?

2.      After reading page 48: Do you agree with Delphine’s opinion that her mother is crazy? Do you think Delphine’s expectations of Cecile make Cecile seem crazier or perhaps prejudged to be crazy by Delphine?

3.      After reading pg. 49: Do you think inside Delphine is less practical, strong and matter-of-fact as she declares? What do you think Cecile has in the kitchen? Would you go to the Center if you were Delphine and her sisters?

4.       After reading page 67: Do you think it matters that Fern’s doll doesn’t look like her? Is Crazy Kelvin right?

5.      After reading page 79: Why do you think Cecile is worried about the FBI and the COINTELPRO?

6.      After reading page 85: Why do you think Delphine feels so strongly about her name? Do you agree with her feelings about names being important?

7.      After reading page 87: Why does Delphine’s opinion about the center change?

8.      After reading page 91: Why does Vonetta not stand up to the Ankton sister but instead sides with them?

9.      After reading page 94: Does your opninon of Cecile change after she breaks up the fight? Why doesn’t Delphine break up the fight?

10.  After reading page 110: Do you agree with Cecile’s description of Delphine?

11.  After reading page 120: Does Cecile listen to the sisters when she gives them the radio? What might her motivation be for giving them the radio?

12.  After reading page 125: Why doesn’t Papa tell Big Ma what happened? What might make you think Big Ma already knows? How \would she already know?

13.  After reading page 132: What is the significance of “Dry your eyes”?

14.  After reading page 135: How does Delphine describe her mom’s voice? But how does she describe her on the next page?

15.  After reading page 149: What do you think Cecile’s poem means?

16.  After reading page 155: Does Cecile’s comment show’s she cares?

17.  After reading page 158: What do you think Fern saw?

18.  After reading page 167: Why do you think Cecile was arrested?

19.  After reading page 169: Why would Cecile deny them? Why does Delphine go along with it?

20.  After reading page 179: Why doesn’t Delphine want to leave Oakland?

21.  After reading page 181: Do you think Fern seeing something has to do with crazy Kelvin?

22.  After reading page 198: What was Kelvin’s secret? Were you surprised? Why does he act like he does earlier in the story then?

23.  After reading page 201: Do you sense a shift in feelings toward Cecile by Delphine and her sisters?

24.  After reading page 215: What was the thing that they all needed from their mother?

   After: In a small group, discuss the changes Delphine and Cecile’s relationship underwent. Would the students have predicted this changed form the first couple of chapters? What choices and events by both characters helped them change? Also discuss whether the book title (One Crazy Summer) is appropriate for this book and how.

 Rita Williams-Garcia

Writing activity demonstrating inferential comprehension: Students can write a letter either from the perspective of Cecile to Delphine, or from the perspective of Delphine to Cecile, dated one year from the end of the story. The students will answer and reflect on the following questions: What do you imagine their relationship to now be like? Will they have visited each other since the summer in the book ended? Will their relationship have gotten better or worse? Make references to events in the story and events that you think might happen during this year in your letter.