My Trade Books - About Manchester

Transcription

My Trade Books
Abby Schwendeman
EDUC-340: Literacy Block
Professor Heather Schilling
Spring 2011
Table of Contents:
Multicultural Books:
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
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Nino’s Mask
Bebe Goes Shopping
Yo! Yes?
Pink and Say
Biblioburro
(papier-mâché mask)
(label in Spanish)
(rewrite the story)
(KWL chart)
(write letter)
Fantasy Books:
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Woolbur
(bulletin board paragraphs)
Dogzilla
(write new related story)
Alligator Wedding
(rhyming words poetry)
Giggle, Giggle, Quack
(animal sounds)
Is Your Buffalo Ready for Kindergarten? (generate ideas, class list)
Realistic Fiction Books:

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Our Tree Named Steve
(measuring/identifying trees)
The Paperboy
(media research paper)
Laurie
(earplugs experiment)
The Lemonade Club
(making predictions)
Miss Malarkey Leaves No Reader Behind (book recommendation)
Historical Fiction Books:
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Virgie Goes to School with Us Boys
Potatoes, Potatoes
Apples to Oregon
The Memory Coat
Molly Bannaky
2
(persuasive letter)
(multiple perspectives)
(computer game)
(play adaption)
(compare and contrast)
Table of Contents (cont’d):
Non-Fiction Books:
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Local Farms and Sustainable Foods
(refrigerator maps)
Some Kids Have Autism
(personal narrative)
A Day in the Life of a Veterinarian
(guest speaker)
What Do Astronauts Do?
(diary entries)
Garbage Helps Out Gardens Grow: A Compost Story (compost pile)
Books of My Choice:
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The Mine-o-Saur
Hugless Douglas
Duck at the Door
Diary of a Worm
Dog Breath
(posters)
(illustrations)
(mini-lesson on migration)
(paragraph)
(dental hygiene day)
3
Multicultural Books
4
Title of Book: Nino’s Mask
Author’s Name: Jeanette Winter
Copyright Year: 2003
Genre: Multicultural
Number of Pages: 31
Synopsis of Story: Jeanette Winter’s story
Nino’s Mask is about a young boy named
Nino who is told that he is too young to wear
a mask and participate in the Fiesta. Through the bilingual story, Nino imagines
what it would be like to wear a mask, asks for help in creating a mask and
eventually makes a mask of a “perro” (dog) all by himself. As the “perro”, Nino
participates in the Fiesta and scares away the “tigre” (tiger) in a ceremonial
Fiesta story-telling tradition. After his great performance, his parents discover
that it is Nino and are very proud of their young son. Nino discovers that his
dreams can come true through his own initiative.
Activity: Students will think of an animal that they would love to be for a day.
Given appropriate materials, students will create a papier-mâché mask and
decorate it to represent the animal of their choice. The students will then
participate in a creative dramatic activity in which they depict the animal that
they have created a mask of at their own classroom “Fiesta”. Children will then
write a reflection about how they acted like their animal appropriately and
whether they enjoyed the activity.
Reference(s) for Activity: Original
Indiana State Standards Met:
 Theatre 2.8.2. -- Through physical actions, depict a human or animal
character.
5
Title of Book: Bebe Goes Shopping
Author’s Name: Susan Middleton Elya
Number of Pages: 30
Synopsis of Story: This book takes a bilingual
approach to a simple trip to the grocery shop or
“supermercado.” The mother (mama) takes
her baby (Bebe) to the supermercado to buy
groceries from her list—but Bebe has other
things in mind, like buying candy (dulche)!
Bebe gets into all kinds of trouble at the grocery store, chewing on Mama’s list,
knocking things off of the shelves, and eating his animal cracker snack.
Throughout the story, the author provides context clues to help readers decode
the Spanish vocabulary heavily sprinkled into this tale of Bebe’s fantástico day
at the supermercado!
Activity: To encourage bilingualism in my classroom, I would ask students to look
up items in our classroom in Spanish/English dictionaries and label them with the
appropriate Spanish word. (Example: a pencil could be labeled “un lapiz”)
 Writing 2.4.4 -- Understand the purposes of various reference
materials (such as a dictionary, thesaurus, or atlas). (Core Standard)
6
Title of Book: Yo! Yes?
Author’s Name: Chris Raschka
Number of Pages: 29
Synopsis of Story: With minimal words, Chris
Raschka tells the story of two boys and their
different cultures. Using dialects and differences in
speech, the boys demonstrate the difficulties that
can arise during intercultural communication. The
Caucasian boy is upset because he has no friends
and seems surprised when the African-American
boy shows interest in talking with him. The African-American boy asks if they can
be friends and the story ends with both boys expressing excitement at their newfound friendship.
Activity: Students will be asked to rewrite the story using more words than the
author did. This will allow for the teacher to see the way that the student
interpreted the story and will allow for students to spell out the unsaid messages
in the book.
 Reading 3.3.3-- Determine what characters are like by what they say or
do and by how the author or illustrator portrays them. (Core Standard)
 Writing 3.5.7 -- Write responses to literature that:
• demonstrate an understanding of what is read.
• support statements with evidence from the text.
7
Title of Book: Pink and Say
Author’s Name: Patricia Polacco
Number of Pages: 44
Synopsis of Story: A young black Union soldier
helps a fallen young white Union soldier in this
Civil War tale. Pinkus (Pink) takes Sheldon (Say)
back to his house to stay with his mother, Moe
Moe Bay, so that he can recover in a safe
place. However, the home is invaded by
maurders and Moe Moe Bay is killed while
trying to hide the two young soldiers. Now the two Union soldiers are stuck in
Confederate territory with no protection and no place to go. The soldiers are
eventually captured and held at Andersonville prison at one of the largest
Confederate camps of the time. Sheldon (Say) was eventually released after
months of starvation and suffering, but Pinkus (Pink) was said to be hung within
hours of his capture. This book is a tribute to the heroic actions of Pinkus.
Activity: This activity would be to be done before, during, and after reading the
book “Pink and Say.” Students will participating in creating a class KWL chart
about what the students know (K), want to know (W) and learned (L) from the
story about the Civil War. Using their KWL charts, have students discuss in
partners what they have learned from the book and compare it to the
information that was given in their Social Studies textbook.
Reference(s) for Activity:
Higgins, M. (n.d.). Pink and say lesson plan. Retrieved from
http://www2.scholastic.com/browse/lessonplan.jsp?id=975
 Reading 4.2.3 -- Draw conclusions or make and confirm predictions
about text by using prior knowledge and ideas presented in the text
itself, including illustrations, titles, topic sentences, important words,
foreshadowing clues (clues that indicate what might happen next),
and direct quotations.
 Social Studies 4.1.7 -- The Civil War Era and Later Development: 1850 to
1900. Explain the roles of various individuals, groups and movements in
the social conflicts leading to the Civil War. (Core Standard)
8
Title of Book: Biblioburro
Author’s Name: Jeanette Winter
Number of Pages: 29
Synopsis of Story: Based on a true
story, Bilbioburro tells the story of a
man named Luis in Colombia who
loves to read. He decides to share his
love of reading with other small
villages by building book crates to hang over his donkeys’ backs and creates a
traveling library. One day on the trail to a faraway village, a bandit accosts Luis.
Luis asks him to please let him go because the children are waiting for the
books, and the bandit takes a book and allows him to pass. The children of the
village are overjoyed with the books and although the trips are hard, Luis sleeps
well at night knowing that he has spread the love of reading to Colombian
youth.
Activity: For my activity, I would have students watch the short video clip from
CNN’s Heroes collection (available online at:
http://www.cnn.com/2010/LIVING/02/25/cnnheroes.soriano/index.html?hpt=C2)
so that they understood that this is a true story of a true hero for hundreds of
Colombian children. Then students would be asked to write a letter to someone
they consider to be a hero for helping them in their educational process, such as
their parents or an older sibling who may have helped them read and do
homework. Letters will then be mailed to the “educational heroes” so they
know the impact that they have had on the students’ life.
Reference(s) for Activity: Original idea supported by…
 Ruffins, E. (2010, February 26). Teaching kids to read from the back of a
burro. Retrieved from
http://www.cnn.com/2010/LIVING/02/25/cnnheroes.soriano/index.html?h
pt=C2
9

Writing 2.5.3 -- Write a friendly letter complete with the date, salutation
(greeting, such as Dear Mr. Smith), body, closing, and signature.
10
Fantasy Books
11
Title of Book: Woolbur
Author’s Name: Leslie Helakoski
Genre: Fantasy
Number of Pages: 29
Synopsis of Story: Woolbur is different
from all the other sheep in his flock. He
runs with the dogs rather than playing
with his own sheep, rides on the spinning
wheel rather than spinning wool and
dyes his own wool rather than the
already-sheared wool. Woolbur is happy
to be such a free spirit, but his parents pull their own wool out at night. His
parents worry that all of his idiosyncrasies are separating him from the flock—so
they insist that Woolbur spend time with his flock and learn how to fit in. Instead
of conforming to the flock’s norms, Woolbur teaches all the other young sheep
to be just as individual and unique as he is.
Activity: “Create a bulletin board titled “This is What Makes Me Special.”
Have each child write a few sentences about a special talent or interest that
they have that the others do not know. Post pictures of the children or
illustrations of these special talents on your bulletin board” (“Woolbur Study
Guide”). Students would use an editing checklist to proofread their own short
paragraph caption and then word process the final draft on a computer before
posting it on the bulletin board.
Woolbur study guide. (n.d.). Retrieved from
http://www.spokenartsmedia.com/StudyGuides/Woolbur.pdf
 Writing 2.4.5 -- Use a computer to draft, revise, and publish writing.
 Writing 2.4.7 -- Proofread one's own writing, as well as that of others, using
an editing checklist or list of rules.
12
Title of Book: Dogzillq
Author’s Name: Dav Pilkey
Genre: Fantasy
Number of Pages: 29
Synopsis of Story: The mice in the city of
Mousopolis were all gathering to have their
First Annual Barbeque Cook-Off, when the
wafts of their wonderful food awaken
Dogzilla from her volcano home! The
Mousopolis army, led by The Big Cheese,
goes to work capturing the drooling beast,
but is overwhelmed by her dog breath. Dogzilla ate all of the food, chased cars
off the highway, chewed up all the furniture at the furniture store and even dug
up bones at the museum! The Big Cheese formulates a plan to chase Dogzilla
back into hiding—the threat of a bath. The plan works, but there was something
that the Mousopolis Army did not plan for—PUPPIES!
Activity: Write an original fantasy story that would have an unlikely villain, such
as a dog like “Dogzilla”. (Dav Pilkey’s book Kat Kong could also be read for
extra inspiration.)
 Writing 2.3.6 -- Recognize the difference between fantasy and reality.
 Writing 2.4.3 -- Research Process and Technology: Find ideas for writing
stories and descriptions in pictures or books.
13
Title of Book: Alligator Wedding
Author’s Name: Nancy Jewell
Genre: Fantasy
Number of Pages: 29
Synopsis of Story: Two alligators get
married down in the bayou and have a
raucous and roaring good time! The
author takes readers through the whole
wedding process in rhyme—from the
ceremony to the reception. After the first
kiss as a married couple, the alligators
have a huge feast of traditional Creole
foods, followed by toasts to the newlyweds. After the dinner, they cut the cake
(and feed each other with a long handled rake!) and dance the night away.
Their night is almost ruined when their honeymoon barge sinks under their
weight, until they realize that they can swim to their honeymoon because they
are alligators!
Activity: Students would be asked to identify rhyming words in the book and
write a list of rhymes that are found in the book. Then students will look at
spelling patterns that are found in the words and note differences in spelling
patterns—even between words that rhyme. Once the student has recorded the
words, have them create an original rhyming poem using the same words from
the book.
 Writing 2.1.1-- Phonemic Awareness: Demonstrate an awareness of the
sounds that are made by different letters by:
• distinguishing beginning, middle, and ending sounds in words.
• rhyming words.
• clearly pronouncing blends and vowel sounds. (Core Standard)
 Writing 2.1.2 -- Decoding and Word Recognition: Recognize and use
knowledge of spelling patterns (such as cut/cutting, slide/sliding) when
reading. (Core Standard)
14
Title of Book: Giggle, Giggle, Quack
Author’s Name: Doreen Cronin
Genre: Fantasy
Number of Pages: 28
Synopsis of Story: When Farmer Brown goes
on vacation and leaves his brother Bob in
charge of the farm, Duck causes mischief
by re-writing all the notes regarding the
animals’ care. Duck writes notes (with the
support of the other animals) so that the
animals get pizza for supper in the barn, the
pigs get spa-like baths, and the cows get
to choose the movie for “Movie Night.” When Farmer Brown calls to check in on
Bob and the animals, all he can hear is “giggle, giggle, quack, giggle, oink,
giggle, moo.” He then realizes that Duck has been causing trouble on the farm
while he has been away.
Activity: Review animal sounds with students. (“Old McDonald” song could be
a fun way to review.) Then ask students to complete the worksheet regarding
animal noises and the starting sounds that begin each animal noise that can be
found on page 14 of the Enrichment Guide listed below. This activity will work on
phonics, as well as checking students’ understanding of what each animal
“says.”
Grote, J, & Howe, G. (2008, October). Enrichment guide: giggle, giggle, quack.
Retrieved from http://www.firststage.org/media/pdf/Giggle_EG.pdf
 English K.1.12 -- Listen to spoken sentences and recognize individual words
in the sentence; listen to words and recognize individual sounds in the
words. (Core Standard)
15
Title of Book: Is Your Buffalo Ready for
Kindergarten?
Author’s Name: Audrey Vernick
Genre: Fantasy
Number of Pages: 29
Synopsis of Story: Audrey Vernick uses the
silly premise of a buffalo going to
kindergarten to help relieve small
students’ first day jitters. The book asks
readers to determine whether the buffalo
is ready to go to kindergarten based on
how he behaves. Is a buffalo simply ready
for kindergarten because he has a
backpack? No—he also needs to learn the “Rules of Sharing and Caring” and
get along well with his classmates as well. By the end of the story, he buffalo is
having so much fun at kindergarten that he never wants to leave!
Activity: Explain how the story was written to help little kids feel less nervous
about kindergarten, as well as helping them understand what is expected of
them in kindergarten. Have students help generate a class list of the ideas from
the book as well as more ideas that would help a child know if they were
prepared for kindergarten.
 Writing 2.5.7-- Write responses to literature that:
• demonstrate an understanding of what is read.
• support statements with evidence from the text.
16
Realistic Fiction
Books
17
Title of Book: Our Tree Named Steve
Author’s Name: Alan Zweibel
Genre: Realistic Fiction
Number of Pages: 30
Synopsis of Story: The book is written in
a letter format, from a father to his
children, recalling the history that they
have shared with a specific tree from
the very beginning. He tells of the
family’s visit to the site that their future
home will be on. The father explains that the trees will need to be cleared to
make room for their house, but Sari (the two year-old) cries and repeatedly says
“I love you, Steve” meaning “I love you, tree.” The other two children, Adam
and Lindsay, join in and soon enough the parents spare that tree from
destruction and it becomes the family tree in the family yard. The tree is a
source of shade, entertainment, and watches the family as they grow. The
book ends with the sad event that Steve the tree is toppled in a storm and is no
longer in the family’s yard. However the dad says that Steve will always be a
part of the family and no storm can take away the memories that Steve has
provided them with.
Activity: This book would lend itself well to supporting a mini-lesson about trees
and leaves. A number of activities could be done regarding trees, but one that
might work well because Steve was so large is measuring trees and/or
identifying different types of trees in the school yard. See
http://www.educationworld.com/a_lesson/03/lp309-01.shtml for formal lesson
plan. Leaf identification books could also be made with students, if time allows.
 Education World (http://www.educationworld.com/a_lesson/03/lp30901.shtml)
 Life Science 1.3-- Observe, describe and ask questions about living things
and their relationships to their environments.
18
Title of Book: The Paperboy
Number of Pages: 27
Synopsis of Story: It is early in the
morning and the neighborhood is
quiet and still, all except the
paperboy—who is busy at work.
The paperboy and his dog wake up
early each morning, while his family
and neighbors are fast asleep, and
deliver the daily news. The boy is
tired, but he knows his job is
important and so he travels the
route he knows so well and gets his job done. He gets home just as his parents
and sister are awakening, but he quietly goes up to his room and slips into his
bed—which is still warm.
Activity: Because newspapers are becoming more and more obsolete, have
students brainstorm and research other ways that people receive news. Ask
students to choose one source of news (i.e. internet, television, newspapers,
radio, etc.) and then write a review of it—with benefits, drawbacks, and
interesting facts about the media.
 Writing: Applications-- 3.5.2 -- Write descriptive pieces about people,
places, things, or experiences that:
• develop a unified main idea.
• use details to support the main idea. (Core Standard)
19
Title of Book: Laurie
Author’s Name: Elfi Nijssen & Eline van
Lindenhuizen
Number of Pages: 24
Synopsis of Story: Laurie is unlike anyone
else she knows. Laurie has hearing
problems, which causes her to have issues
with her peers and causes her to be unsafe
when crossing the street. She is sad
because no one wants to play with her at recess because she cannot hear
them and has to ask them to repeat things. Laurie goes to the hearing doctor
and is able to get hearing aids, which she calls her “computer friends”, which
help her to socialize better and help her live a fuller life. Laurie still can turn her
hearing aids down or off when she misses the quietness that her life was before,
but she is so happy now that she can hear and now her friends all think she is
special, rather than weird.
Activity: Have the class try to communicate with each other for about half an
hour while wearing earplugs. Have them communicate like they were at recess,
as well as trying to have them listen to a lesson. At the end of the experiment,
have a grand discussion as a class and talk about the difficulties that you had
understanding each other when you couldn’t hear well.
 Listening and Speaking 2.7.1 Comprehension-- Determine the purpose or
purposes of listening (such as to obtain information, to solve problems, or
to enjoy humor). (Core Standard)
20
Title of Book: The Lemonade Club
Author’s Name: Patricia Polacco
Number of Pages: 38
Synopsis of Story: “When life gives you
lemons, make lemonade.” Miss
Wichelman’s fifth grade class learns the
true meaning of this cliché saying when
one of their students, Marilyn, is
diagnosed with leukemia. The whole
class joins together and shaves their
heads in solidarity and for support of
Marilyn as she goes through her
chemotherapy treatments. The
classroom teacher, Miss Wichelman, is personally connected to this little girl’s
struggle because she herself is struggling through cancer. The students form
“The Lemonade Club” as an afterschool support group to benefit both the
students and the teacher alike.
Activity: While reading this book aloud to the class, ask students to make
predictions as to what will happen next. For instance, ask students what they
think is wrong with Marilyn, what they think the students will do to make her feel
better, why all the students would be wearing hats, and why Miss Wichelman’s
hair isn’t growing back, etc. If needed for assessment and tracking, have the
students write down their predictions, followed by what actually happened in
the book. After predicting while reading, have students write in their writer’s
notebooks about something that happened in their life that they never could
have predicted.
 Comprehension 2.3.5-- Confirm predictions about what will happen next in
a story.
21
Title of Book: Miss Malarkey Leaves No
Reader Behind
Author’s Name: Judy Finchler and Kevin
O’Malley
Number of Pages: 31
Synopsis of Story: Miss Malarkey, the
classroom teacher, is on a mission to find a
book that every student will enjoy reading.
Principal Wiggins adds extra incentive to the
program by saying that he will dye his hair
purple and sleep on the roof if the students in his school can read 1,000 books
by the end of the year. All of the students seem excited… except for our
narrator and his group of friends. Throughout the book, months fly by and slowly
but surely Miss Malarkey finds books that all of his friends enjoy and he no longer
has any friends to come over afterschool and play video games with. They all
want to read! Our narrator tries book after book, but he was unable to connect
with a book. Then, after months of trial and error, and getting to know her
student well—Miss Malarkey finds a book that she is SURE our narrator will. And
certainly enough—he does! Our narrator reads Book 1,001 and the whole
school wins the contest, but the narrator gains something even better—the
passion for reading.
Activity: Create a “Leaving No Reader Behind” bulletin board, with each
student writing a book recommendation for their favorite book, describing the
plot, characters, and genre.
 Writing 4.5.2-- Write responses to literature that:
• demonstrate an understanding of a literary work.
• support statements with evidence from the text. (Core Standard)
22
Historical Fiction
Books
23
Title of Book: Virgie Goes to School with Us
Boys
Author’s Name: Elizabeth Fitzgerald
Howard
Genre: Historical Fiction
Number of Pages: 22
Synopsis of Story: Virgie is a young AfricanAmerican girl growing up during the
Reconstruction period. At this time, girls
were not schooled in a public setting—but
there was nothing that Virgie wanted more
than to go to school with her five brothers.
Her parents were hesitant, because it wasn’t normal for girls at that time and the
school was a seven mile walk from the home. But Virgie was adamant about
going and at the end of the summer was allowed to go to school with the boys.
She was in awe of the schoolhouse and all the books and the opportunity to
learn. Virgie, against all odds, had found a way to get an equal education to
her brothers’ and was able to fulfill her dream of going to school.
Activity: Students will write a persuasive argument (in letter form) from Virgie’s
point of view to her parents as to why she should be allowed to attend school
just like her brothers.
 Writing 4.5.6 -- Write for different purposes (information, persuasion,
description) and to a specific audience or person. (Core Standard)
24
Title of Book: Potatoes, Potatoes
Author’s Name: Anita Lobel
Number of Pages: 37
Synopsis of Story: A long time ago,
there were two countries: one in
the west one in the east. In
between the two countries, there
lived a woman with her two sons on a large potato garden. The lady wanted to
have nothing with the feuding countries and so she separated her farm from the
world with a big stone wall. The boys, bored with the potato farm, both leave—
one going to the west and one to the east. The two boys both joined the armies
and fight each other until hunger overtakes both their armies. The brothers have
the same idea and both take their armies to eat potatoes at their mother’s
garden. They feud over the starchy vegetables until their mother is endangered
and they realize that their fighting is pointless. The two countries’ armies are
able to make amends and dine on potatoes with each other.
Activity: Have students rewrite the story from one of the brothers’ point of view.
Compare stories with other students who wrote from the other brother’s point of
view. (i.e. If you wrote from the brother who went to the east’s point of view,
get together with someone who wrote from the brother who went to the west’s
point of view.)
 Reading 4.3.3-- Use knowledge of the situation, setting, and a character's
traits, motivations, and feelings to determine the causes for that
character's actions. (Core Standard)
 Reading 4.2.5-- Compare and contrast information on the same topic
after reading several passages or articles.
25
Title of Book: Apples to Oregon:
Being the (Slightly) True Narrative
of How a Brave Pioneer Father
Brought Apples, Peaches, Pears,
Plums, Grapes, and Cherries
(And Children) Across the Plains
Author’s Name: Deborah
Hopkinson and Nancy Carpenter
Number of Pages: 30
Synopsis of Story: When the family decides to move from Iowa to Oregon,
following the Oregon Trail by covered wagon, Father can’t bear to leave his
precious apple orchard behind. He builds a traveling nursery and brings his
small trees and fruit plants with him! The whole treacherous journey on the
Oregon Trail is overshadowed by making sure that the plants, not just the family,
survive the long journey. The small girl, known as Luckily Delicious, understands
her father’s wants and needs to protect the plants and is overwhelmingly happy
when the family—and traveling nursery—make it to Oregon in one piece, safe
and sound.
Activity: Have students get a sense of how hard the Oregon Trail would have
been to travel by having them play the simulation computer game “The Oregon
Trail.” Then ask students whether they feel it would have been plausible for
someone to take all the plants in the traveling nursery with them. Have the
students write their responses with valid reasons in their writer’s notebooks.
 History 3.1.7-- Chronological Thinking, Historical Comprehension, Analysis
and Interpretation, Research-- Distinguish between fact and fiction in
historical accounts by comparing documentary sources on historical
figures and events with fictional characters and events in stories.
26
Title of Book: The Memory Coat
Author’s Name: Elvira Woodruff
Number of Pages: 26
Synopsis of Story: Two Russian
Jewish children, Rachel and her
cousin, Grisha, immigrate with
Rachel’s family to America through Ellis Island to escape persecution in their
homeland. Rachel’s mother wants Grisha to get a new coat before the long
journey because his is so tattered, but he refuses because his coat holds too
many memories for him. Grisha falls during the journey and does not pass the
health inspection because his eye is injured. They mark his coat that he is to
return to Russia, but Rachel is not about to let her cousin get shipped back. She
takes his coat and turns it inside out—to hide the mark and to show the colorful
wool lining that his mother had sewn in. The newer looking, bright coat and a
re-inspection allow the boy to enter into the United States.
Activity: As a class, adapt the story into a play and perform to celebrate the
unique cultures that make up the United States because of immigration through
places such as Ellis Island.
 Theatre 4.1.3 -- Examine the value of theatre as a means of integrating
history and culture.
27
Title of Book: Molly Bannaky
Author’s Name: Alice McGill
Number of Pages: 28
Synopsis of Story: After accidentally spilling
the milk of her lord’s cow, Molly is sent to
court where she is saved from the gallows.
Instead she is sent to the New World, where
she must work for a farmer for seven years.
After her seven years are up, Molly takes
what little she has and stakes her claim of
land. When she realizes she needs more
help on her homestead—she buys a slave man, promising him freedom when he
helps her set up her homestead and make it stable. Instead, Molly and Bannaky
(the slave man) fall in love, marry, and have children—even though it is against
colonial law. Molly and Bannaky create a large homestead and are successful
in the New World—and Molly passes on her family’s heritage and unusual history
through her children and grandchildren.
Activity: This book offers several different viewpoints to slavery, because of
Molly’s indentured servitude and Bannaky’s slavery in helping Molly set up the
homestead. Compare this book to other books regarding slavery and have
students interpret why the slavery present in this book looks so different from
slavery present in other books (i.e. Molly was a Caucasian woman, Molly loved
Bannaky, etc.). (Also make sure that students see this as a work of fiction, not
necessarily a true story down to the very last detail.) This discussion should take
place in small groups, with teacher guidance. After the discussion, students will
write an opinion piece about why they think that slavery was banned in the U.S.
 Reading 6.2.7 -- Make reasonable statements and conclusions about a
text, supporting them with evidence from the text. (Core Standard)
28
Non-Fiction Books
29
Title of Book: Language Arts Explorer:
Local Farms and Sustainable Foods
Author’s Name: Julia Vogel
Genre: Non-Fiction
Number of Pages: 31
Synopsis of Story: This book takes
children on a journey through working
at a local farm and harvesting
sustainable foods. It explains the
differences between certified organic
and using organic methods. Offering
suggestions for finding organic and local foods near the readers’ home, the
book also tells benefits of eating locally rather than having food imported or
travel miles upon miles. The author then challenges readers to live a healthier
lifestyle and eat foods from local, sustainable farms.
Activity: Make a “map to your refrigerator.” Have students look in their
refrigerator and then research where those foods came from. Then have
students research and look for healthier, organic, and local options that they
could replace the food in their refrigerator with.
Reference(s) for Activity: Julia Vogel, the author, gave this idea in the back of
this book.
 Earth Science 4.2.5 -- Describe methods that humans currently use to
extend the use of natural resources.
 Earth Science 4.2.6 -- Describe ways in which humans have changed the
natural environment. Explain if these changes have been detrimental or
beneficial.
30
Title of Book: Some Kids Have Autism
Author’s Name: Martha E. H. Rustad
Genre: Non-Fiction
Number of Pages: 24
Synopsis of Story: This book introduces
young children to something that they
surely will see in their lifetime—autism.
The book tells children the particular
behaviors that their autistic peers may
have and urges readers to be
understanding of these differences. It also brings to attention that children with
autism need friends, too. Rustad helps children to understand the differences
that they will observe but also to be kind and open-minded when dealing with
these children with special needs.
Activity: When dealing with more sensitive material, I feel that it is imperative
that students discuss the information so that it is completely understood by all.
Students should engage in a grand discussion with the class about questions
they still have, personal experiences with children with autism, and things that
they learned. If the student does not feel comfortable participating in the
discussion, the student can talk to the teacher in private as well. After the
discussion, have students draw a picture that helps depict including EVERYONE
in the classroom.
 Reading Comprehension 1.2.7-- Relate prior knowledge to what is read.
(Core Standard)
31
Title of Book: A Day in the Life of a
Veterinarian
Author’s Name: Heather Adamson
Genre: Non-Fiction
Number of Pages: 24
Synopsis of Story: This book follows the
day of Dr. Kip, a veterinarian. It shows
the time of day at the top of the page
in a clock format and shows how the
day progresses and all the different
tasks that the vet must do. The tops of the page also display questions, which
are then answered on the page, so it allows for easy reading and skimming to
find information. Adamson gives reader an overview of what veterinarians do
every day, including when there is an animal emergency, and leads the readers
through a job shadowing experience.
Activity: The class could take a field trip to a veterinarian’s office or the teacher
could organize a veterinarian to come as a guest speaker to come to the
classroom to answer any questions that the students still might not have had
answered.
 Economics 2.4.6 -- Define specialization and identify specialized jobs in the
school and community. (Core Standard)
32
Title of Book: What Do Astronauts Do?
Author’s Name: Carmen Bredeson
Genre: Non-Fiction
Number of Pages: 32
Synopsis of Story: This book uses a
question and answer format to show
readers what astronauts do and how
they do it. It also includes a “fun fact”
text box on some pages to tell readers
unknown and interesting information
and trivia regarding astronauts. The book covers topics such as what do
astronauts eat, how do they shower, what do astronauts do for fun, and even
how do astronauts go to the bathroom.
Activity: I would have the students go online and look at one of the websites
listed in the back of the book to learn more about what astronauts do. Either
http://spaceflight.nasa.gov/living/index.html or
http://spaceplace.nasa.gov.en/kids/ would be acceptable for this activity.
Students will then write “diary entries” for an astronaut talking about life in
space.
Reference(s) for Activity: Carmen Bredeson, the author, gave me the idea
when she listed the websites in the back of the book.
 Reading Comprehension 2.2.4 -- Ask and respond to questions (when,
who, where, why, what if, how) to aid comprehension about important
elements of informational texts. (Core Standard)
33
Title of Book: Garbage Helps Our
Garden Grow: A Compost Story
Author’s Name: Linda Glaser
Genre: Non-Fiction
Number of Pages: 30
Synopsis of Story: This book follows
a child’s family’s compost pile
and shows how they started the
compost pile. Then the book
shows what kinds of garbage they put into the pile and how it undergoes a
change known as decay. Soon, the garbage doesn’t even look like garbage
anymore—it looks like soil! The family then plants new vegetables and fruits,
using the compost pile to act like fertilizer and soil. The book points out that
composting is not only beneficial for the earth because it helps us grow
wonderful garden, but also because it helps keep lots of trash out of landfills.
Activity: Have the class organize a compost piles for the school to use, and then
have the students help plant a community garden (using the compost to help it
grow) in the spring.
 Earth Science 4.2.5-- Describe methods that humans currently use to
extend the use of natural resources.
34
Books of
My Choice
35
Title of Book: The Mine-o-saur
Author’s Name: Sudipta BardhanQuallen
Genre: Fantasy
Number of Pages: 29
Synopsis of Story: The Mine-o-saur
has trouble making friends because
he is unwilling to share anything with other dinosaurs. When other dinosaurs
have something that Mine-o-saur wants, he will not think twice before he steals
what he wants and hoards it all for himself. Mine-o-saur realizes however, that
having everything isn’t much fun when you have no friends. What’s the good of
having all the blocks and building an awesome tower if you have no one to
show it to? Eventually, the Mine-o-saur apologizes and returns all the other
dinosaurs’ things that he had taken in his selfish storm. Mine-o-saur finally has
something that he has never had before—friends!
Activity: Have students work in small groups create posters to hang around the
school reminding people to take turns, share, and not to be a Mine-o-saur!
 Creating Art 2.6.3 -- Create and use symbols in personal artwork to
communicate meaning.
36
Title of Book: Hugless Douglas
Author’s Name: David Melling
Genre: Fantasy
Number of Pages: 29
Synopsis of Story: A young brown bear
named Douglas wakes up from
hibernation and feels that he needs a
hug. He goes out in search of a hug in
the oddest places. He says he enjoys big
hugs, so he hugs the biggest thing he can find—a rock—but gets no satisfaction.
He says he likes comfy hugs, so he hugs a big bush, but the animals in the bush
are none too pleased. Even the sheep in the book don’t feel comfortable
giving Douglas a hug because they are too busy. After pulling a rabbit out of his
hole in search of a hug, Douglas is finally led back to a den and discovers that
the best hugs come from someone very special—his mother!
Activity: I would use this book to teach social skills to kindergarteners. After
talking with peers, students will work individually on drawing pictures of
people/things that it is appropriate to hug and people/things that it is not
appropriate to hug.
 http://ncteacherstuff.blogspot.com/2010/12/hugless-douglas.html
 Writing K.4.8 -- Organize and classify information into categories of how
and why or by color or size.
37
Title of Book: Duck at the Door
Author’s Name: Jackie Urbanovic
Genre: Fantasy
Number of Pages: 29
Synopsis of Story: Irene’s house is cozy
and filled with all kinds of pets, but one
snowy evening a new animal comes to
her house looking for a residence to wait
out the long weather—a duck! Max the duck explains that his whole flock
migrated south for the winter, but he thought that he could wait it out and
wouldn’t get too cold. However, Max became extremely lonely and cold and
asks if he can stay in Irene’s house over the winter. Irene, ever the sucker for
animals, agrees and Max causes all kinds of trouble trying to fit in with the other
pets. He hogs the remote, makes a mess in the kitchen trying to cook, and just
generally annoys the other animals. Spring returns and Max’s flock comes back
and Max goes back to his flock. Irene’s animals miss Max and cannot wait until
he returns next winter. Irene and her animals were not counting on Max bringing
his entire flock next winter though!
Activity: Students will participate in a minilesson about ducks and migration
patterns. A formal lesson plan for such a lesson can be found at
http://www.stoller-eser.com/nie/PDFs/Birdmigration.pdf. If possible, obtain a
LARGE map of the U.S. (some blacktops have them painted on!) and have
students show migration patterns of birds.
 Bird Migration Lesson Plan
http://www.stoller-eser.com/nie/PDFs/Birdmigration.pdf
 Life Science 4.3.3 -- Design investigations to explore how organisms meet
some of their needs by responding to stimuli from their environments.
38
Title of Book: Diary of a Worm
Author’s Name: Doreen Cronin
Genre: Fantasy
Number of Pages: 34
Synopsis of Story: Written in journal form, this
book shows the world from an earthworm’s
point of view. The book, while humorous in
nature and a work of fiction, teaches children
the importance of earthworms and how they
interact with our earth. Worm, the narrator,
talks about his relationship with his best friend,
Spider, why he is at a disadvantage because he has no legs, and why
hopscotch is such a terrifying game for a worm. Although he is just a worm,
Worm has some big plans for his life—he wants to be a Secret Service agent for
the President—but fears that his small stature may be a hindrance.
Activity: Students will use other non-fiction texts about earthworms to gain a
greater understanding as to what earthworms do for the ecosystem and for a
general understanding of earthworms as well. Students will then write a short
paragraph explaining why worms are misunderstood to be “scary” and how
they are actually important and “good.”
 Writing 4.5.6 -- Write for different purposes (information, persuasion,
description) and to a specific audience or person. (Core Standard)
39
Title of Book: Dog Breath
Genre: Fiction
Number of Pages: 30
Synopsis of Story: Hally Tosis, the Tosis
family dog has a big problem—she has
the worst breath ever! Hally has been
known to make people pass out, skunks
plug their noses and even peel
wallpaper off the walls. Mr. and Mrs.
Tosis think that it would be best for the dog to find a new home, but the Tosis
children are determined to save their dog. They try all kinds of things to make
Hally lose her breath—breathe-taking views, movies that will “leave you
breathless” and a rollercoaster. Nothing works. The children are saddened by
the fact that their dog must leave and go to bed dejected. A miracle happens
however—Hally saves the family’s residence and reinforces their safety by
knocking out thieves who had broken into their home with her horrendous
breath! The children are overjoyed and the parents are so pleased with her
security that she is allowed to stay within the Tosis household.
Activity: As a classroom teacher, I would host a “Beat the Bad Breath” day
where students would learn about oral hygiene, why bad breath happens and
be allowed to chew minty gum while in the classroom. Students can also brush
their teeth and then chew the tablets that show where they might have missed.
Explain the importance of brushing teeth and good oral hygiene.
 Health and Wellness 1.1.1 -- Explain the connection between behaviors
and personal health.
 Health and Wellness 4.1.4 -- Explain ways to prevent common health
problems.
40

My Trade Books - About Manchester

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