Ida B : --and her plans to maximize fun, avoid disaster, and (possibly) save the world

(Hannigan, Katherine. Ida B: --and her plans to maximize fun, avoid disaster, and (possibly) save the world. China: Greenwillow Books, 2004. Print.)

Summary:  Ida B is the only child of Ida and Evan Applewood. She is homeschooled and feels most at home exploring the woods around her house, nature and her apple trees, not in a classroom with other students and no control or knowledge of her plans for the day. When her mother becomes sick with cancer, her father has to sell part of the land she treasures so much and her mother no longer has the energy to teach Ida B. She is sent to school, where in Ms. Washington’s class she is the angriest and meanest student they have ever seen. Through tutoring another student in math, running races, reading aloud, and being asked everyday if there is anything she want to talk about by the persistent Mrs. Washington, Ida B. slowly breaks out of her shell. But what happens when she’s mean to the most popular girl in school who just happens to be moving onto Ida B’s old land?

Reading Level: Ages 9-12

Key words/phrases:

1.      Cancer

2.      Nature

3.      Homeschool

4.      Family

5.      Friendship

Suggested Delivery: Individual, but other students are reading the book at the same time.

Electronic Resources:

1. "Resources for Educators, Kids, and Just About Anybody” is a page by the author which provides additional resources such as websites, books, and movies which supplement the book Ida B.
2. “What You Can Do” provides over twenty tips that the reader can live out in relation to the environment and sustainability that relate to the book Ida B.

Teaching Suggestions:

   Key Vocabulary:  Nugget, muster, will, mildly, propulsion, ambush

   Reading strategies to increase comprehension:

         Before:  Students will read the book jacket, read the back of the book as well as the inside flap and pose open ended questions about the book that they think will be answered when reading the book.

         During: Students select a passage that they find challenging, interesting, or confusing while they read reading and write an response to the passage, including questions and opinions. They then share their response to the text with a partner after the partner has read up to that point. The partner will then write a response offering further insights or questions that they too have.

         After: After students have complete the entire book, they will answer the open ended questions that were posed before reading, connecting the text to prior knowledge, sharing feelings and justifying opinions. If there are still questions left over from the during reading activity dialogue, the students can share the passage they analyzed, their opinions and questions, and have the rest of the group add their own insight.



Katherine Hannigan



Writing activity demonstrating inferential comprehension:

Student will create a wordle. They will first create a paragraph defining the characters, plot, setting, conflict, resolution, and theme. They will type this paragraph then copy and paste it into http://www.wordle.net/create and then create their wordle. The students will analyze their Wordle and see if the most important concepts are the biggest concepts that they want to present in the wordle. If they are not then they can add the words they feel are most important more often to have the world represent their understanding of the book.

There Once Was A Sky Full Of Stars

(Crelin, B. (2003). There once was a sky full of stars. Cambridge, Mass: Sky Pub.)

Summary: This book brings to attention the problem of light pollution through poetry and illustrations. It begins describing how the night used to be without light pollution, continues to describe how light pollution affects the night sky, animals, trees, and humans, and concludes with solutions to the problem.

Reading Level: Ages 4-8

Key words/phrases:

1.      Light Pollution

2.      Humans

3.      Environmental Concerns

4.      Solutions

5.      Night Sky

Suggested Delivery: 3^rd grade read aloud

Electronic Resources:

1. Too Much Light Means Stars Out of Sight by National Geographic Kids provides information on light pollution and additional resources such as games, stories, and photos which the students can use.
2.Bob Crelin's website provides multiple resources.links, and programs which teachers can use in relation to this book and light pollution.

Teaching Suggestions:

Key Vocabulary: Milky Way, Falter, rearranged, universe, belfries, galaxy, light-years.

Reading strategies to increase comprehension:

         Before: Build prior knowledge by introducing the concept o pollution and different types of pollution. Have students brainstorm what they know about pollution in general and light pollution specifically to check background knowledge and to engage the students prior knowledge in preparation for reading this book.

         During: Using the Questioning the Author method, build comprehension of the author’s message while reading. Focus on: “What is the author trying to tell us?” and “Why does the author feel this is important?”

         After: Using the graphic organizers, have students outline the main ideas in the book. The graphic organizer from the following site (http://www.teachervision.fen.com/tv/resources/PDF/GOOD_TV_K_2_pdf_s/62176_InRCd_83.pdf) can be used three times to graph "Before Light Pollution", "Impact of Light Pollution", and "Solutions".



Bob Crelin



Writing activity demonstrating inferential comprehension:Have students write letters to a political figure of their choosing promoting light pollution awareness, stating its importance, how it impacts our lives, and suggestions for the government to reduce light pollution.  

Oceans: Dolphins, Sharks, Penguins, and More!

(Rizzo, J., & Earle, S. A. (2010). Oceans: dolphins, sharks, penguins, and more! : meet 60 cool sea creatures and explore their amazing watery world. Washington DC: National Geographic.)

Summary: This National Geographic Kids book presents 60 sea creatures and provides information on their habitat and lifestyle. It provides additional information on extremes in the ocean and tips for protection the ocean, set up in an engaging and eye catching format.

Reading Level: Grades 4-6, Lexile NC1190L

Key words/phrases:

1.      Ocean

2.      Marine Biology

3.      Animals

4.      Informational text

5.      National Geographic

Suggested Delivery: Individual

Electronic Resources:

1. National Geographic The Ocean website provides multitudes of information on the ocean including animals, problems related to the ocean (overfishing, impact of seafood), photo galleries, and quizzes about the ocean.

2.  Oceana website provides information about protecting the world's oceans and provides information on marine wildlife, marine places, and marine science.

Teaching Suggestions:

Key Vocabulary: breeching, acrobats, tentacles, digestive, track, polyp, chromataphores, bulbous

Reading strategies to increase comprehension:

Before: Lead the student in a chapter tour. Begin by looking at the table of content and seeing how the book is divided by animals and “ocean extreme” sections. Analyze the format to find what the green boxes tend to focus on, and what the purpose of the headings, pictures, and bright colors serve. Explore the index and the glossary in the back and model how to use them by asking the student for a search term or having them find a word they don’t know the meaning of.

During: Complete the following graphic organizer for two animals, such as comparing whales and sharks.

	Whales	Sharks
Types
What they eat
Size
Food
Unique Fact

After: Have students share how they completed the graphic organizer. Did they use the table of contents find where their chosen animals were in the book? Did they use the glossary to look up words they didn’t know? Did the headings or green boxes help them find the information more easily?

 

Writing activity demonstrating inferential comprehension: The students pick one of the “20 Ways You Can Protect the Earth”. The students will explain what the tip means, how it relates to protecting the ocean and how it will impact the animals they learned about.

The Westing Game

(Raskin, E. (1978). The Westing game. New York: Dutton.)



Summary: Upon Samuel W. Westing’s death, a game begins between the sixteen residents of the Sunset Towers. They are paired up and given scraps of appear with words written on them. The pairs work together to decipher their own clues and attempt to gain other people’s clues as well. This story progresses to be about more then just the puzzle itself and the resulting inheritance as family members and neighbors work together and come to conclusions that are larger then the game itself.

Reading Level: Ages 10 -12, Lexile 750L

Key words/phrases:

1.      Mystery

2.      Puzzle

3.      Death

4.      Family

5.      Heirs

Suggested Delivery: Small Group

Electronic Resources:

1.  This Prezi on The Westing Game provides the student with information on this book which might help hook them into reading it.
2. The Westing Game Manuscript provides information of the writing of The Westing Game which would be of interest during or after reading this book to see the process of writing a novel.

Teaching Suggestions:

   Key Vocabulary: mimicked, will, heir, ulcer, embalmed, stock market

Reading strategies to increase comprehension:

         Before: Introduce the book to a small group though a book talk, explaining the characters, the problem, and the basic plot. Outline the characters and give at least one identifying attribute for each character. The chart can serve as a reference for when the students are reading.

As the story is read students can add more derails about the characters.

Main Characters	Description
Sam "Windy" Windkloppel	Samuel W. Westing's birth name
Sam Westing	Self-made millionaire and started Westing Paper Products Corporation
Otis Amber	Delivery boy for Sunset Towers
Flora Miller Baumbach	A dressmaker
Judge Josie-Jo Ford	Judge who resides in Tenant in 4D
George Theodorakis	Owner of the coffee shop in the lobby
Catherine Theodorakis	Runs the coffee shop with her husband George
Theo Theodorakis	older son of George and Catherine , a high school senior who wants to be a writer, friends with Douglas Hoo
Christos "Chris" Theodorakis	Younger son of George and Catherine, he suffers from a neurological disease which confines him to a wheelchair.
Sydelle Pulaski	the secretary to the president of Schultz Sausages
Jake Wexler	a podiatrist who keeps his office on the first floor
Grace Windsor Wexler	a social climber and self-professed decorator
Angela Wexler	Older daughter of Jake and Grace, known for her beauty and her engagement to Denton Deere.
Turtle Wexler	Younger daughter of Jake and Grace, Interested in the stock market.
Denton Deere	A medical intern engaged to Angela Wexler
Barney Northrup	Realtor who convinces most of the residents to move into Sunset Towers
James Shin Hoo	owner of Shin Hoo's Restaurant on the fifth floor
Sun Lin Hoo	James' second wife, she came from China to marry and wishes to return to her homeland. She begins the novel unable to speak English.
Douglas Hoo	son of James and stepson of Sun Lin, he is a talented  high school runner, friends with Theo Theodorakis
Julian R. Eastman	Newly-elected chairman of Westing Paper Products Corporation
Berthe Erica Crow	Tenant in the maid's apartment on the fourth floor
Alexander "Sandy" McSouthers	Doorman at Sunset Towers

         During: Have the students participate in a regular small group literary discussion where they will discuss the text. They will discuss the plot, the events that occurred, the motivations, for the characters actions, and how the characters are all related. This time should also be used by the students to clarify any parts of the text that are confusing, relying on other students interpretations to create clearer meaning.

         After: Discuss with a partner the role Sandy played in the book, especially with solving the puzzle. Also reflect on the character of Sam Westing and how the multiple characters he assumed influenced the events that occurred. Then share their reflections with the whole group.

Ellen Raskin



   Writing activity demonstrating inferential comprehension: Have students respond to the following writing prompt: What do you think Samuel W. Westing set out to accomplish with the game? Do you think he accomploshed it? Do you think he was happy with the end results?

Henry's Freedom Box



(Levine, E., & Nelson, K. (2007). Henry's freedom box. New York: Scholastic Press.)

Summary: Henry Brown was born into slavery. He married his love and they had three children. Henry yearned to be free but saw no easy way out. After Henry’s wife and children are sold away from him, Henry’s sadness fuels his imagination and he finds a very creative way to freedom.

Reading Level: Ages 4-8, Lexile AD380L

Key words/phrases:

1.      Slavery

2.      Freedom

3.      Creativity

4.      Family

5.      African Americans

Suggested Delivery: Read aloud

Electronic Resources:

1.  National Geographic The Underground Railroad: This interactive website guides you though the journey of a slave traveling through the underground railroad to freedom.
2. Henry Box Brown Event video and gives background and provides a reenactment of Henry's experience.



Map of the Underground Railroad



Teaching Suggestions:

   Key Vocabulary: master, slave, quilt, factory, mistress, slave market, warehouse, oil of vitriol, baggage car.

   Reading strategies to increase comprehension:

Before: Have the students make predictions about the book based on the title, subtitle, and the front cover. Then read the back jacket and have students add to revise their predictions.  Predictions will be written on the board with a reason to justify their answer. They will be revisited after reading the book to see which predictions were correct/incorrect and what assumptions the ones which were incorrect were based on.  

During: Have students focus on the imagery used in this text and how it helps the reader understand the depth of Henry’s feelings. Fill in the first column of the chart while reading.

Phrase	Emotion	Why is the phrase powerful?

After:  Fill in the second two columns, revising the phrase and analyzing the emotion that the phrase is expressing and why the phrase is so powerful. Why is it more powerful than directly stating the emotion, such as just saying “I was sad”?

  

Ellen Levine

Writing activity demonstrating inferential comprehension: Have students think of an emotion they have felt in the past couple of days. The students will then describe this emotion in one sentence without directly stating what the emotion is. Students will share their description with a partner and have the partner guess the emotion they are describing. Revise the phrase until the partner is able to guess the emotion.