Full Show Me Activity Packet - Missouri Association of School

Dear Colleague,
The Show Me Readers Award committee members are pleased to present this packet of
ideas to you. We hope, the lesson suggestions, correlated Common Core State
Standards, book lists and websites will aid you in preparing your presentation and lessons
for the Show Me Readers Award books for 2014-2015.
Members of our committee worked diligently to design activities that you could
implement with minimal preparation. Time seems to be in short supply for all media
specialists and teachers. Please share these ideas with the colleagues in your school.
We welcome your suggestions concerning this activity packet, or the program, to
promote the Show Me Readers Award. We strive to improve our service to you in order
to benefit our student readers throughout our state.
Thanks you for your continued support.
Mindy Moats
Vice Chair
Show Me Readers Award Committee
Readers Award
Committee
2013-2014
Chair
Karen Rumker
Logan-Rogersville Primary School,
Rogersville
Past Chair
Teresa Campbell
Vineland Elementary, DeSoto
Vice-Chair
Mindy Moats
Henderson Elementary, St. Charles
Secretary
Pat Williams
East Buchanan C-1 School District, Gower
Member
Debbie Bicket
Rose Acres Elementary, Maryland
Heights
Member
Terri Broz
Jonesburg Elementary School, Jonesburg
Member
Kara Elliott
Maple Grove Elementary, Warrensburg
Member
Susan Ferguson
Fairway Elementary, Wildwood
CSRT Member
Karen Young
St. Louis Public Library, St. Louis
Credits
Activities contributed through the collective genius of Show Me Readers Award
committee members.
Copyright
© Missouri Association of School Librarians (MASL) 2014. The Missouri Association of
School Librarians is happy to offer this activity packet as a catalyst for creative ideas.
Feel free to adapt it to suit your needs.
Information
Additional information about the Show Me Readers Award may be found on the
Missouri Association of School Librarians’ website at
http://www.maslonline.org/?page=showme_readers.
Creepy Carrots!
Written by Aaron Reynolds
Illustrated by Peter Brown
Published by Simon & Schuster Books for Young Readers
The carrots that grow in Crackenhopper Field are the fattest and crispiest around and Jasper Rabbit
cannot resist pulling some to eat each time he passes by, until he begins hearing and seeing creepy
carrots wherever he goes.
Communication Arts
 Write a short story about what might happen if your favorite food came to life. (W.1.3, 2.3,
3.3)
 Jasper’s parents don’t believe that creepy carrots are real. Pretend you are Jasper and write a
letter to your parents to convince them that creepy carrots are real. (W.1.1, 2.1, 3.1)
 Jasper Rabbit is scared of creepy carrots. How do we know he is scared? What do the author
and illustrator do to show us how Jasper is feeling? (RL.1.4, 3.3)
 Do you think creepy and scary mean the same thing? Describe something that is creepy.
Describe something that is scary. (L.1.5, 2.5, 3.5)
Mathematics
 Survey students about their favorite foods, create a graph. (2.MD.10), (3.MD.3)
 Calculate the area of Crackenhopper field and the length of the fence Jasper built (perimeter).
(2.G.2), (3.MD.5), (3.MD.8)
 On graph paper, design your own fence and moat. What shape is your fence? What shape is
your moat? (1.G.1), (2.G.1), (3.G.1)
Science
 Do rabbits actually eat carrots? Research rabbits, their habitats and what they like to eat.
(W.1.7, 2.7, 3.7)
 When people feel scared, what can they do to help them calm down? Consult a book or
interview your parents, guardians or other adults about what they do to calm down when they
feel scared or nervous. (W.1.8, 2.8, 3.8)
 Grow a carrot. Keep a journal of written and drawn daily observations. (W.1.7, 2.7, 3.7),
(SL.1.5)
Social Studies
 Plan a community garden. How can different members in your community contribute to the
garden? (SL.1.1, 2.1, 3.1)
 Map Jasper’s route home from school. Include a title and key for your map and don’t forget to
include Crackenhopper Field! (SL.1.5)
 Where in the world do carrots grow? Consult the charts, maps and graphs available at the
World Carrot Museum website: http://www.carrotmuseum.co.uk/worldcarrots.html (RI.1.6,
2.7, 3.7)
Fine Arts
 Peter Brown uses a primarily monochromatic color scheme in his illustrations for Creepy
Carrots!. Discuss monochromatic color schemes and create a drawing or collage that employs
a monochromatic color scheme.
 Discuss how colors can set a “mood”. Look at images or short clips from classic horror films;
The Creepy Carrot Zone video (available at http://vimeo.com/43773523) uses several gradelevel appropriate (not-too-scary) examples. Create a drawing or collage that has a scary
mood. (RL.1.7, 2.7, 3.7)
 Jasper Rabbit thinks he sees creepy carrots everywhere, even when they aren’t there. Discuss
optical illusions and look at several examples (some available at:
http://www.exploratorium.edu/exhibits/postcard_illusions/). Create your own optical illusion
by making a thaumatrope (instructions available at: http://www.wikihow.com/Make-aThaumatrope).
Suggested works to complement this book:
 Holub, Joan, and Anna DiVito. Why Do Rabbits Hop?: And Other Questions about Rabbits,
Guinea Pigs, Hamsters, and Gerbils. New York: Dial for Young Readers, 2003. Print.
 Howitt, Mary Botham, and Tony DiTerlizzi. The Spider and the Fly. New York: Simon &
Schuster for Young Readers, 2002. Print.
 LaRochelle, David, and Jeremy Tankard. It's a Tiger! San Francisco: Chronicle, 2012. Print.
 Snicket, Lemony, and Jon Klassen. The Dark. New York: Little, Brown, 2013. Print.
 Willems, Mo. Leonardo the Terrible Monster. London: Walker, 2008. Print.
 Willems, Mo. That Is Not a Good Idea! New York: Balzer Bray, 2013. Print.
Websites:
http://www.teachingbooks.net/tb.cgi?tid=31958&a=1#ActivityGuides
http://vimeo.com/43773523
http://www.peterbrownstudio.com/
http://www.aaron-reynolds.com/
http://www.carrotmuseum.co.uk/
Each Kindness
Written by Jaqueline Woodson
Illustrated by E.B. Lewis
Published by Nancy Paulsen Books
Maya is the new girl at school and no one wants to play with her. She doesn’t fit in because she
wears hand-me down clothes and plays with old-fashioned toys. After many attempts by Maya of
saying “Hi” and trying to join others at recess, Chloe and her friends begin laughing and making fun
of Maya every chance they get. One day Maya does not show up to school and the teacher
announces that Maya has moved away. A lesson is taught about kindness and how it has a ripple
effect. Chloe soon regrets the missed opportunity she had to show kindness to Maya.
Communication Arts
 Make an oath to do an act of kindness today and write about it. (W.1.5, 2.5) (SL.2.4, 2.6)
(W.3.4)
 Discuss aspects of friendship. Is it hard to make new friends? How do you make new friends?
(SL.1.1, 1a, 1b, 1c, 2.1, 2a, 2b, 2c, 3.1, 3a, 3b, 3c, 3d)
 Describe and compare the traits, motivations, and feelings of Maya and Chloe in the story.
(RL.1.3, 1.9, 2.3, 2.9, 3.3, 3.9) (SL.1.4)
 Draw and/or write about your feelings if you were Maya or Chloe. (SL.1.5, 2.4, 3.6)
Mathematics
 Make a graph of the different types of kindness acts performed by the class. (1.MD.C.4),
(2.MD.D.10), (3.MD.B.3)
 Create a computer graph to chart individual acts of kindness for a month. Commit to doing at
least one kind act each week. (W.1.6, 2.6, 3.6)
Science
 Learn about surface tension. With a bowl of water, use a variety of objects to see which will
float, sink, or ripple the water: pebble, stone, feather, paper, foam ball, leaf, bubble, marble,
bottle cap, etc. Predict which objects will cause ripples in the water.
 After sharing an act of kindness, throw pebbles of different sizes representing smaller and
larger acts of kindness into a large-wide mouthed bucket of water. Discuss the ripples made
by the pebbles. (SL.1.1, 1a, 2.1, 2.1a, 3.1, 3.1b)
Social Studies
 Read Each Kindness and The Hundred Dresses and compare how actions of bullies have
changed and/or stayed the same throughout history. (RL.1.9, 2.9, 3.9)
Fine Arts
 Write “YOU” with a paint pen on a small river rock to keep as a reminder to be kind.
 Hold a “Kindness Card Day”. Have a random drawing in your classroom and think of a nice
thing to say about that student and create a card to give to them. (W.1.6, 2.6, 3.6)
Suggested works to complement this book:
 Estes, Eleanor, and Louis Slobodkin. The Hundred Dresses. New York: Harcourt, Brace and,
1944. Print.
 Howard, Elizabeth Fitzgerald., and Earl B. Lewis. Virgie Goes to School with Us Boys. New
York: Simon & Schuster for Young Readers, 1999. Print.
 Kids' Random Acts of Kindness. Berkeley, CA: Conari, 1994. Print.
 Ludwig, Trudy, and Abigail Marble. My Secret Bully. Berkeley, CA: Tricycle, 2005. Print.
 O'Neill, Alexis, and Laura Huliska-Beith. The Recess Queen. New York: Scholastic, 2002. Print.
 Rath, Tom, and Maurie Manning. How Full Is Your Bucket?: For Kids. New York: Gallup, 2009.
Print.
 Seuss, and Seuss. Horton Hears a Who! New York: Random House, 1954. Print.
 Sornson, Robert, and Shelley Johannes. Stand in My Shoes: Kids Learning about Empathy.
Golden, CO: Love and Logic, 2013. Print.
 Stover, Jo Ann. If Everybody Did. New York: D. McKay, 1960. Print.
 Surat, Michele Maria., and Mai Vo-Dinh. Angel Child, Dragon Child. Milwaukee: Raintree,
1983. Print.
 Thong, Roseanne, and Eujin Kim Neilan. Fly Free! Honesdale, PA: Boyds Mills, 2010. Print.
 Wallace, Nancy Elizabeth. The Kindness Quilt. New York: Marshall Cavendish, 2006. Print.
Websites:
Jaqueline Woodson Website: www.jacquelinewoodson.com
E.B. Lewis Website: www.eblewis.com
Interviews and extension ideas: www.teachingbooks.net/tb.cgi?tid+31660&a=1
Ideas for Acts of Kindness: www.randomactsofkindness.org/kindness-ideas
Anti-bullying Website: www.iu1.k12.pa.us/iss/bullying/eslessons.shtml
Helen’s Big World the Life of Helen Keller
Written by Doreen Rappaport
Illustrated by Matt Tavares
Published by Disney Hyperion Books
Blind, deaf, and unable to speak from toddlerhood, young Helen Keller lived in a dark, silent world
until an unrivaled teacher, Annie Sullivan, came into her life.
Communication Arts
 Learn the sign language alphabet. Students will sign simple words and read words other
students sign to them. (RF.1.4, 2.4, 3.4), (W.1.3, 2.3, 3.3)
 Learn the Braille alphabet. Student can attempt to read and write words in Braille. (RF1.4,
2.4, 3.4), (W.1.3, 2.3, 3.3)
 Learn what a biography is. Read biographies about Louis Braille and Helen Heller. (RI.1.1,
2.1, 3.1)
 After reading Helen’s Big World, students discuss Helen’s disabilities and how their life would
change if they had just one of Helen’s disabilities. (RL.1.1, 2.1, 3.1), (SL.1.1, 2.1, 3.1)
Mathematics
 Students can use the time line in the back of the book to determine Helen’s age. (1.MD.B.3),
(2.MD.C.7), (3.MD.A.1)
 Student’s can learn sign language numbers and take turns signing simple math problems to
each other. (K.CC.4.5)
 Student sort objects into like groups using only their sense of touch by being
blindfolded.(1.MD.C.4, 2.MD.D.10)
Science
 Discuss the five senses and what senses Helen lost and what senses she had to rely on.
(SL.1.1, 2.1, 3.1)
 Using illustrations in the book; discuss what senses Helen is using to explore her world.
(RI.1.7, 2.7, 3.7), (SL.1.1, 2.1, 3.1)
 Students will use their sense of smell to identify smells on cotton balls the teacher provides.
 Students use their sense of touch to identify objects placed in a sock or bag.
 Research how the eye works. (W.1.7, 2.7, 3.7) (RI.1.5, 1.10, 2.5,2.10,3.5, 3.10), (W1.8)
http://kidshealth.org/kid/htbw/eyes.html
 Research how the ear works. (W.1.7, 2.7, 3.7) http://kidshealth.org/kid/htbw/ears.html
Social Studies
 After reviewing the time line of Helen’s life in the back of the book, students create a time line
of their life. (1.MD.B.3), (2.MD.C.7), (3.MD.A.1), (RI.1.3, 2.3, 3.3)
 Explore and discuss the daily challenges Helen had and other people with disabilities. (SL.1.1,
2.1, 3.1)
 Research why Alabama might have put Helen Keller on the back of their quarter. (W.1.7, 2.7,
3.7)
 Research some of the 39 countries Helen visited in her life. Locate them on a map.
 Discuss why Helen would be mute. Why she didn’t talk. (SL.1.1, 2.1, 3.1)
Fine Arts
 Research on line how with vibrations, a deaf person could listen to music. (W.1.7, 2.7, 3.7)
 Using touch only (student blindfolded and with earphones) see if students can identify another
student by touch only.
 Create a Braille book mark. Place dots for the word READ, then carefully place a dot of glue
on each dot and let dry.
Suggested works to complement this book:
 Cline-Ransome, Lesa. Helen Keller: The World in Her Heart. New York: Harper Collins, 2008.
Print.
 Cottin, Menena. The Black Book of Color. New York: Groundwood Books, 2008. Print.
 Davidson, Margaret. Louis Braille: The Boy Who Invented Books for the Blind. New York:
Scholastic, 1991. Print.
 Fain, Kathleen. Handsigns: A Sign Language Alphabet. San Francisco: Chronicle Books,
1993. Print.
 Hurwitz, Johanna. Helen Keller: Courage in the Dark. New York: Random House, 1997.
Print.
 Lakin, Patricia. Helen Keller and the Big Storm. New York: Aladdin, 2001. Print.
 Lundell, Margo. A Girl Named Helen Keller. New York: Cartwheel, 1995. Print.
 Miller, Sarah. Miss Spitfire: Reaching Helen Keller. New York: Atheneum, 2010. Print.
 Rankin, Laura. The Handmade Alphabet. London: Puffin, 1996. Print.
 Smith, Kristie. Dottie and Dots See Animal Spots: Learning Braille with Dots and Dottie.
Bloomington, iUniverse, Inc., 2007. Print.
Websites:
Helen Keller lesson plans: http://www.lessonplanet.com/search?keywords=helen+keller
Helen Keller museum for kids. Louis Braille: http://braillebug.afb.org/
Braille translator: http://pbskids.org/arthur/print/braille/
Helen Keller’s birthplace website: http://www.helenkellerbirthplace.org/
Helen Keller quotes: http://www.quotationspage.com/quotes/Helen_Keller/
Helen Keller lesson plans and video: http://www.brainpop.com/educators/community/bp-jrtopic/helen-keller/
American sign language alphabet and numbers:
http://www.iidc.indiana.edu/cedir/kidsweb/amachart.html
Braille alphabet and numbers:http://braillebug.afb.org/braille_print.asp
Youtube video Animated Hero Classic Helen Keller:
http://www.youtube.com/watch?v=1xvy6m2t9Bc
How your ears work: http://kidshealth.org/kid/htbw/ears.html
The House on Dirty-Third Street
Written by Jo S. Kittinger
Illustrated by Thomas Gonzalez
Published by Peachtree Publishers
A mother and her daughter work to turn a hopeless, rundown and dirty old house into a loving family
home with hard work, faith and the support of their new friends and neighbors.
Communication Arts
 Using a Venn diagram, compare and contrast The House on Dirty-Third Street with A Castle on
Viola Street. (RL.1.9)
 Explore simile and metaphor using the following examples from the book: “The pile in front of
the house became a mountain” and “Our house looked like an ant hill.” (RL.1.4, 2.4, 3.4)
 On the first page, the main character describes an imaginary tropical adventure; ask the
students to write and illustrate a narrative of their own imaginary adventure. (W.1.3, 2.3, 3.3)
 There are several opportunities to practice making inferences in the text. What are the girl and
her mom going to do on the first page? Why hadn’t the neighbor trusted anyone for years and
what does that say about the previous neighbors? What happened to the flowers that used to
bloom on “about every porch?” Why didn’t the flowers still bloom? (RL.3.1)
Mathematics
 Practice measuring pieces of board with a construction measuring tape and other tools.
(1.MD.A.1) (2.MD.A.1)
 Calculate the number of 1’x1’ floor tiles needed to replace the tiles in various sized rooms.
(3.MC.C.6)
 Create word problems using the number of plants planted in flower beds or at each house on
the street. (1.OA.A.2) (2.OA.A.1)
Science
 Research community waste disposal systems and write an informative/explanatory text on
your findings. (Rl.1.1, 2.1, 3.1) (W.1.2, 2.2, 3.2)
 Research recycling and create a presentation using digital publishing tools. (W.1.6, 2.6, 3.6)
 Write and illustrate the steps for planting flowers on ABCYA Paint or Microsoft Paint. (W.1.6,
2.6, 3.6)
Social Studies
 Research and write an informative/explanatory text about carpenters, trash collectors,
plumbers and other community helpers. (W.1.2, 2.2, 3.2)
 Discuss various ways students can contribute to the community. Select one of the ideas for a
classroom service project. (SL.1.1, 2.1, 3.1)
 Share about a time when you worked hard over a length of time to accomplish a goal. (SL.1.4,
2.4, 3.4)
Fine Arts
 Create a collage out of discarded items that might otherwise be thrown in the dumpster.
 Give each child a square of paper to decorate. Display them in rows to create a classroom
community cooperation quilt.
Suggested works to complement this book:
 Disalvo, DyAnne. 2001. The Castle on Viola Street. Harper Collins. Print.
 Edwards, Pamela Duncan. 2007. The Old House. Dutton Children’s Books. Print.
 Jeffers, Susan. 2008. My Chincoteague Pony. Hyperion Books. Print.
 Minden, Cecelia. 2001. Kids Can Recycle. Cherry Lake Publishing. Print.
 Muth, Jon J. 2003. Stone Soup. Scholastic Press. Print.
 Stewart, Sarah. 1997. The Gardener. Farrar-Straus-Giroux. Print.
Websites:
www.jokittinger.com
www.epa.gov/osw/education/teach_curric.htm
www.scholastic.com/teachers/unit/recycling-everything-you-need
www.abcya.com
I Need My Own Country
Written by Rick Walton
Illustrated by Wes Hargis
Published by Bloomsbury
You never know when the situation might arrive that you might need to create your very own
country. A humorous step-by-step guide to creating your own country!
Communication Arts
 Discuss the four story elements: characters, setting, problem, solution. (RL.1.3, 2.3, 2.7, 3.3)
 Predict what the story is about by reading the title and looking at the illustration on the cover
and title page. (RL.2.7, 3.7)
 Identify the purpose of the story. Discuss why the author wrote the story. (RI.2.6)
 Create a book trailer for the story by using I-Movie or PuppetPals. (SL.2.4, 2.5, 3.4, 3.5)
 Have students write letters persuading their parents to let them create their own country.
(W.1.1, 2.1, 3.1)
 Have a class write a letter to the principal persuading him to let them create their own country
in their classroom. (W.1.1, 2.1, 3.1)
 Before reading, predict why a child might want to create their own country. (SL.1.1, 2.1, 3.1)
Write what might happen next if the story was to continue? (SL.3.1)
 Students write a “How To” paper with steps. (W.2.3, 3.3)
 Do an author study and read other books by Rick Walton. (RL.3.9)
Mathematics
 Survey students and ask students their favorite country. Create a bar graph to compare
responses. (2.MD.D.10), (3.MD.B.3)
 Survey students about their favorite national symbol (eagle, flag, Liberty Bell, White House).
Create a bar graph to compare responses. (2.MD.D.10), (3.MD.B.3)
 Identify a penny, nickel, dime, and quarter. Ask the students to figure out all the different
ways to add the coins and get 25 cents or 50 cents. (2.MD.C.8)
 Measure the dimensions of a flag using inches and centimeters. (2MD.A.1), (2.MD.A.4),
(3.MD.B.4)
Science
 Research Eagles. Compare characteristics of an eagle to another type of bird. (RI.3.7) (W.1.7,
2.7, 3.7)
 Draw a picture of an eagle’s habitat. Then write a description of the habitat and include facts
about eagles. (W.1.7, 2.7, 3.7)
Social Studies
 Locate the United States on a world map. Locate another country. Write step by step
instructions on how to travel to the other country. Let another student try to follow your
directions on a map that isn’t labeled. (RI.2.7, 3.7) (W.2.3)
 Research a country and create a word cloud at http://www.abcya.com/word_clouds.htm.
(RI.1.10)
 Students work in small groups and “create” a country. Identify the location of their country
and develop a flag, song, bird, etc. Students should be able to justify their choices based on
why they are important to them. (SL.1.1, 2.1, 3.1)
 Using the Comic Life computer program or Comic Book! app on the iPad, create a comic book
strip where each square identifies a different symbol of the United States: our flag, our bird,
the White House, etc. (SL.2.4, 3.4)
 Using Comic Life computer program or Comic Book! app on the iPad, create a comic book strip
which has three squares and explain each branch of government. (SL.2.4, 3.4)
 Compare two different countries using a Venn diagram or a T Chart. (RL.1.9, 2.9, 3.9)
Fine Arts
 Design a flag to represent a country they create.
 Draw the flag of their assigned country. Present flag to class explaining various elements of
the flag and what they represent.
Suggested works to complement this book:
 Eldridge, Alison, and Stephen Eldridge. The American Flag: An American Symbol. Berkeley
Heights, NJ: Enslow Elementary, 2012.
 Eldridge, Alison, and Stephen Eldridge. The Bald Eagle: An American Symbol. Berkeley
Heights, NJ: Enslow Elementary, 2012.
 Eldridge, Alison, and Stephen Eldridge. The Liberty Bell: An American Symbol. Berkeley
Heights, NJ: Enslow Elementary, 2012.
 Gasper, Joe. The Flag. New York: PowerKids Press, 2014.
 Gasper, Joe. The National Anthem. New York: PowerKids Press, 2014.
 Keenan, Sheila. O, Say Can You See?: American Symbols, Landmarks, and Inspiring Words.
New York: Scholastic, 2004.
 Monroe, Tyler. The Pledge of Allegiance. Mankato, MN: Capstone Press, 2014.
 Monroe, Tyler. The Star-Spangled Banner. Mankato, MN: Capstone Press, 2014.
 Thames, Susan. Our American Symbols. Vero Beach, FL: Rourke, 2007.
Websites:
http://www.kbears.com/continents.html
http://bensguide.gpo.gov/3-5/government/branches.html
http://rickcreation.com/rickwalton/
http://kids.clerk.house.gov/grade-school/lesson.html?intID=17
http://www.sciencekids.co.nz/sciencefacts/countries.html
http://www.timeforkids.com/around-the-world
http://kids.nationalgeographic.com/kids/places/find/
Jangles a BIG Fish Story
Written and Illustrated by David Shannon
Published by Blue Sky Press
A father relates to his son the tale of his encounter---and friendship---with a gigantic trout whose
enormous jaw is covered with so many lures and fish hooks that he jangles when he swims, but who
has never been caught.
Communication Arts
 Discuss page 2 with students and have them pick out the adjectives. (L.1.1f, 2.1e, 3.1g)
 Onomatopoeia words – rattled, clinked, clattered, tinkle, dingle, tingle, jingle. (L.2.3, 3.3a)
 Discuss the lesson learned in the story: Do the right thing. (RL.1.2, 2.2, 3.2)
 Before reading the last page, have students predict how the father could prove he caught
Jangles. (RL.2.5)
 Have students write a BIG fish tale. (W.3.10)
 Write a persuasive letter to your parents asking them for a fish. (W.1.1,2.1,3.1)
Mathematics
 Cut out different fish shapes and have students measure the lengths. (1.MD.A.2), (2MD.A.1)
 Find real pictures of fish and write their weight and length on each one. Have students
arrange them from lightest to heaviest or shortest to longest. (1.MD.A.1), (2.MD.A.4),
(3.MD.A.3)
Science
 Research different types of fish and/or endangered fish. (RI.1.10, 2.10, 3.10)
 Make a diorama of a fish habitat or draw a picture. Then write a description of the habitat and
include facts about fish. (W.1.7, 2.7, 3.7)
 Take a field trip to a fish hatchery. (SL.1.3, 2.3, 3.3)
 Research the water cycle. (RI.1.10, 2.10, 3.10)
Social Studies
 Discuss water pollution and its effect on fish. What can they do to help? (W.1.7, 2.7, 3.7)
 Discuss the bodies of water that fish can be found. (W.1.7, 2.7, 3.7)
Fine Arts
 Fish crafts. http://www.dltk-kids.com/animals/fish.html
 More fish crafts. http://www.deepspacesparkle.com/category/art-lessons/fish-and-sea-life/
Suggested works to complement this book:
 Clements, Andrew, and Yoshi. Big Al and Shrimpy. New York: Simon & Schuster for Young
Readers, 2002. Print
 Ehlert, Lois. Fish Eyes: A Book You Can Count on. San Diego: Harcourt Brace Jovanovich,
1990.
 Hanson, Anders, and Anne Haberstroh. Lone Shark. Edina, MN: Abdo Pub., 2007.
 Lionni, Leo, and Leo Lionni. Swimmy. New York: Pantheon, 1963.
 Scillian, Devin, and Tim Bowers. Memoirs of a Goldfish. Ann Arbor, MI: Sleeping Bear, 2010.
Websites:
http://dsc.discovery.com/tv-shows/life/videos/flying-fish-fly.htm
http://tinyurl.com/n5m56a5
http://tinyurl.com/knz98wu
http://www.scholastic.com/teachers/contributor/david-shannon
https://www.youtube.com/watch?v=W_yBT4Aeez8
http://tinyurl.com/n58d3g8
Lost and Found
Written by Bill Harley
Illustrated by Adam Gustavson
Published by Peachtree
Justin has lost the special hat his grandmother made for him and she is coming to visit next
weekend. He has looked everywhere he can think of to find it. Everywhere, that is, except the
dreaded Lost and Found at school. This meant paying a visit to Mr. Rumkowsky, the grumpy old
custodian, whom everyone was afraid of, including Justin. He finally musters up the courage to go
down the dark and mysterious hallway to the janitor’s office. When rummaging through the giant box
of lost and found, Justin finds some rather unusual items and his search gets even weirder the closer
he gets to the bottom of the box. What exactly does Justin find? Will he find his special hat?
Communication Arts
 Write about something you lost. What was it? How did you feel about losing it? Did you find
it? (W.1.8, 2.3, 2.8, 3.3)
 Predict what Justin might find in the Lost and Found box. (SL.1.1, 2.1, 3.1)
 Pick an item from the lost and found box and discuss or write a short story from the point of
view of the lost item. (Rl.1.6), (RL.2.6, 3.6), (W.3.3b)
 Tell your own story, titled “The Discovery”, which is inspired from the last three pages of the
book. (W.1.5, 2.5, 3.4, 3.5)
 Interview the person in charge of the school’s lost and found. What is the most unusual thing
in the lost and found? What happens to things left too long in the lost and found? (W.1.5, 2.5,
3.4, 3.5)
Mathematics
 Predict and make a graph of some lost and found items at your school. (1.MD.C.4),
(2.MD.D.10), (3.MD.B.3)
Science
 Define an archaeologist. Talk about how Justin was like an archaeologist digging through the
lost and found box at school and finding historical things relating to past students. Pick an
object Justin found in the box and write what could be the history behind it. (W.1.5, 2.5, 3.4,
3.5)
Social Studies
 Discuss the different jobs people do at your school (custodians, cooks, secretaries, etc.).
What important services do they provide? Make a computer generated thank you card to give
to one of them. (SL.1.1b, 2.1b, 3.1b), (W.1.6, 2.6, 3.6)
 Read a book about pioneer school children. Compare what would be inside their lost and
found box to a school today. (RL.1.9, 2.9, 3.9)
Fine Arts
 Try knitting or crocheting a few stitches to understand the time and work it takes to make a
hat. www.knittinghelp.com
 Make a pom-pom ball from yarn like the red ball on top of Justin’s knit hat.
http://www.youtube.com/watch?v=fjxJFcm16r0 or
http://www.marthastewart.com/913926/good-thing-how-make-mini-yarn-pom-poms
Suggested works to complement this book:
 Bernheimer, Kate, and Chris Sheban. The Lonely Book. New York: Schwartz & Wade, 2012.
Print
 Blos, Joan W., and Stephen Gammell. Old Henry. New York: Morrow, 1987. Print.
 Clement, Rod. Grandpa's Teeth. New York: HarperCollins, 1997. Print.
 Hopkinson, Deborah, and Steven Guarnaccia. Knit Your Bit: A World War I Story. New York:
G.P. Putnam's Sons, 2013. Print.
 Jenkins, Emily, and Alexandra Boiger. The Little Bit Scary People. New York: Hyperion for
Children, 2008. Print.
 Kellogg, Steven, and Steven Kellogg. The Missing Mitten Mystery. New York: Dial, 2000. Print
 Soto, Gary, and Martinez. Too Many Tamales. New York: Putnam, 1993. Print.
 Thomson, Bill. Chalk. New York: Marshall Cavendish Children, 2010. Print.
 Wiesner, David. Tuesday. New York: Clarion, 1991. Print.
Websites:
Bill Harley’s Website: www.billharley.com
Adam Gustavson’s Website: www.adamgustavson.com
Bill Harley sharing how to tell a story: www.youtube.com/watch?v=B6NCF391SXO
Basic Knitting Instructions: www.knittinghelp.com
Instructions for making a pie chart: www.ehow.com/how_2342864_make-pie-chart.html
One Cool Friend
Written by: Toni Buzzeo
Illustrated by David Small
Published by Dial Books for Young Children
Elliott, a very proper young man, feels a kinship with the penguins at the aquarium and wants to take
one home with him.
Communication Arts
 Why did Elliott’s Dad think Elliott could buy a penguin for $20? Find the picture clue that will
help answer this question. (RL.4.3)
 Read book reviews to the students. Have students create a book review. (W.3.4)
 Write lyrics to a familiar tune that re-tells the story in sequential order. (W.3.6)
 Elliott’s Dad’s favorite animal is a turtle. Ask students to list specific details from text and
picture clues that defend that statement. (RL.4.3)
Mathematics
 What are some items that could be bought in the aquarium gift store? Make a poster of 6 of
those items listing prices. Add all of the prices together. (2.OA.1)
 Would $20 be enough money to buy a penguin? Use the tax rate chart for your town to find
out the real price of merchandise. (2.OA.1)
 Survey class and graph their favorite aquarium animal. (2.MD.D.10), (3.MD.B.3)
Science
 Captain Cook (Dad’s turtle) came from the Galapagos Islands. What scientist made the
Galapagos famous? What did he study? Why was his study important? (W.1.7, 2.7, 3.7)
 Using two sources, explain the biggest environmental threats to Magellan Penguins? (RI.4.9)
 Research methods people can implement to protect nature? Make a poster of three ideas.
(RI.4.2)
Social Studies
 What is the meaning of the term etiquette? What connection can be made between etiquette
and this book? (RI.3.4)
 Magellan was named after Ferdinand Magellan. Who was Ferdinand Magellan and what part
did he play in history? (W.1.7, 2.7, 3.7)
 Where are Magellan Penguins found in nature? (RI.3.3)
Fine Arts
 Draw different cover art for the book “One Cool Friend” depicting an important detail from the
story. (RI.3.2)
 David Small is the illustrator of many picture books. Study his artwork and discuss how his
illustrations compliment the story lines. (RI.3.7)
Suggested works to complement this book:
 Alborough, Jez. Cuddly Dudley. Cambridge, MA: Candlewick, 1993. Print.
 Cuyler, Margery, and Will Hillenbrand. Please Say Please!: Penguin's Guide to Manners. New
York:Scholastic, 2004. Print.
 Lang, Aubrey, and Wayne Lynch. Baby Penguin. Markham, Ont.: Fitzhenry & Whiteside,
2001. Print
 Lester, Helen, and Lynn Munsinger. Tacky the Penguin. Boston: Houghton Mifflin, 1988. Print.
 Portis, Antoinette. A Penguin Story. New York: HarperCollins, 2009. Print.
 Todd, Frank S. The Sea World Book of Penguins. New York: Harcourt, Brace, Jovanovich,
1981. Print.
 Wood, A. J., and Stephanie Boey. The Little Penguin. New York: Dutton Children's, 2002.
Print.
Websites:
http://www.tonibuzzeo.com/bio.html
http://www.tonibuzzeo.com/HOME.html
https://www.kirkusreviews.com/book-reviews/toni-buzzeo/one-cool-friend/
http://studysc.org/picture-sc-book-awards/2013-2014-sc-picture-book-awardnominees
http://davidsmallbooks.com/books.php
Some Cat!
Written by Mary Casanova
Illustrated by Ard Hoyt
Published by Farrar Straus Giroux
This book is about Violet, a thin little cat at an animal shelter. Violet thinks she is “queenly.” The
problem is; every time someone comes to look at her, Violet royally hisses at them. The perspective
owners always walk away saying, “That’s some cat,” and then choose a kitten over Violet. One day
an older couple stops by the shelter. They are not fooled by Violet’s antics and decide to take her
home. This is the same animal loving couple that took in the stray Zippity in Mary Casanova’s
previous book Some Dog! (Farrar, 2007) Violet quickly shows George and Zippity who is in charge.
When three stray dogs invade Violet’s kingdom, she runs for her life. It is George and Zippity who
come to her rescue. This is a fun read aloud with all of its “Meowwws,” “Ya-yippitys” and “Wa-rooroo-roos.” It is sure to spark discussions about animal shelters and pets.
Communication Arts
 Compare the stray dogs to George and Zippity using a venn diagram. (RL.1.9, 2.9, 3.9)
 Tell how Violet’s character changed in the story using a T–chart (RL.1.3, 1.7, 2.3, 3.3)
 Using a document camera, SmartNotebook or overhead projector – project pages of the book
and have students circle the nouns and underline the verbs in the story. Take it a step further
if desired and distinguish between common, proper and possessive nouns. For 2nd grade do
adjectives and adverbs. For 3rd grade have students explain the functions of the different
parts of speech in the sentences. (L.1.1, 2.1, 3.1 )
 Using a projector, project sentences from the story without their punctuation. Have 1st grade
students add the correct punctuation to the end of the sentence. For 2nd grade type
sentences that contain contractions leaving out the apostrophe. Have 2nd graders add
apostrophes where needed. For 3rd grade type sentences that contain dialogue omitting the
punctuation. Have 3rd graders add the correct punctuation and quotation marks in the
dialogue. (L.1.2, 2.2, 3.2)
 Have students write letters persuading their parents to let them adopt a pet from the shelter.
(W.1.1,2.1,2.2,3.1)
 Have students respond to a writing prompt or have a writing journal for the Show-Me’s.
(RL.1.2, 2.2)
 Have students answer “I Can” statements about the story elements on a Powerpoint or
SmartNotebook presentation. I can tell you who is in the story. I can tell you where the story
took place. I can tell you how the character changed. I can tell you what happened in the
beginning, middle and end. (RL.1.1, 2.1, 3.1)
 There are several examples of onomatopoeia in the book (meowwww, wa-roooo, and yayippity, etc.). Have students identify them. Ask students to look for others or come up with
some on their own. (L.2.4)
Mathematics
 Survey students and have them graph their favorite pet. (1.MD.C.4), (2.MD.D.10), (3.MD.B.3)
 Have students solve word problems based on the story. When Violet was adopted there were
already some dogs living in the house. How many dogs lived there? One afternoon, Violet
was awoken by some stray dogs in the yard. How many strays were there? How many dogs
are there all together in this story? How many pets do the man and woman who adopt Violet
have before they adopt her? How many do they have after they adopt Violet? (1.OA.A.1),
(1.OA.A.2), (2.OA.A.1), (2.OA.B.2)
Science
 Research your favorite breed of dog or cat. Tell why they would or would not make a good
pet? (W.1.7, 2.7, 3.7)
 Research the animal shelters in your area. What kind of animals do they care for? What kind
of help can they use from the community? (W.1.7, 2.7, 3.7)
Social Studies
 Discuss community helpers. What do veterinarians provide us? How do animal shelter
workers help our community? Do animal shelters use/need volunteers? How do you get to be
a volunteer? (SL.1.1, 2.1, 3.1)
 Discuss ways you can get students at your school to help with a local animal shelter. (SL.1.1,
2.1, 3.1)
Fine Arts
 Make a cat hand puppet. http://www.dltk-kids.com/animals/pets-cats.html
 Make a dog hand puppet http://www.dltk-kids.com/animals/pets-dogs.html
Suggested works to complement this book:
 Casanova, Mary. The Day Dirk Yeller Came to Town. New York: Farrar, 2011. Print.
 Casanova, Mary. Dog-Napped!. New York: Aladdin, 2006. Print.
 Casanova, Mary. One-Dog Canoe. New York: Square Fish, 2009. Print.
 Casanova, Mary. One-Dog Sleigh. New York: Farrar, 2013. Print.
 Casanova, Mary. Some Dog!. New York: Farrar, 2007. Print.
 Casanova, Mary. Utterly Otterly Night. New York: Simon & Schuster, 2008. Print.
 Cassidy, Anne. Jasper and Jess. New York: Picture Window Books, 2002. Print.
 Lindbergh, Reeve. Homer, the Library Cat. New York: Candlewick Press, 2011. Print.
 Mader, Roger. Lost Cat. New York: Houghton Mifflin, 2013. Print.
 Woodson, Jacqueline. Each Kindness. New York: Nancy Paulsen Books, 2012. Print.
Websites:
http://www.marycasanova.com/journal/2013/the-author-illustratorcollaboration-creating-with-ard-hoyt-again/
http://www.marycasanova.com/
http://www.adoptmo.com/
http://www.animalrescueproject.org/
http://www.hsmo.org/
http://www.cmhspets.com/
The Quiet Place
Written by Sarah Stewart
Illustrated by David Small
Farrar, Straus and Giroux Books for Young Readers
When Isabel and her family move to the United States from Mexico, Isabel misses all the things she
leaves behind, especially her Aunt Lupita. To help her cope with her new country and changes in her
life, Isabel constructs her own quiet place, where she keeps her books and toys, and writes letters to
Aunt Lupita to practice her English.
Communication Arts
 Learn how to use, or practice using, an online dictionary:
http://www.merriam-webster.com/dictionary/
Learn the definition of antidote and trustworthy before beginning the story. Discuss the
importance of a dictionary, with audio, in learning a different language. (L.2.4, 3.4)
 Discuss foreign languages. Learn how to use a Spanish/English Dictionary (book, online, or
app). (SL.1.1, 2.1, 3.1)
 If you have any ESL students at your school, invite them to share their language and how they
feel about learning a new language. (SL.1.1, 2.1, 3.1)
 Explain how the illustrations can aid in further understanding of the story. Take a picture walk
before and after reading the story. Be sure to include the illustrations on the end papers.
(RL.2.5,1.7, 2.7, 3.7)
 Study letter writing. Discuss the elements of a friendly letter. Have students write a letter.
After noting the time period (1957), discuss how we might communicate today – text &/or
email – and compare and contrast with letter writing. (SL.1.1, 2.1, 3.1)
 In one illustration, Isabel is studying a book to learn how to make origami. (RL.1.7, 2.7, 3.7)
Discuss the importance of precise directions in informational content. Have students write
directions about planning a birthday party, baking a cake, or creating a quiet place. (L.2.3,
3.3), (SL.1.1, 2.1, 3.1), (W.1.7)
 Compare and contrast with The Gardener. (RL.1.9, 2.9, 3.9), (SL.1.1, 2.1, 3.1)
Mathematics
 Examine a calendar from 1957.
http://www.timeanddate.com/calendar/
Discuss calendars and how to write dates. (L.1.2, 2.2) Find, and circle on the calendar, the
dates Isabel wrote her letters. Have students pretend to be Isabel, pick a date, and write (in
letter format) what Isabel might do or learn on that particular date. Ex: November 28, 1957
(W.1.5, 2.5, 3.5)
 Calculate how many days Isabel had been in the USA when each letter was written. (1.NBT.1)
 Create a table showing the dates and Isabel’s activities and emotions. (RL.1.1, 2.1, 3.1)
(RL.1.3, 2.3, 3.3) Discuss how time lapse and activities can allow our feelings and attitudes to
change. (RL.3.5), (SL.1.1, 2.1, 3.1)
Science
 Find yearly weather charts for Mexico and the USA. Compare and discuss temperature
differences. Discuss the snow on April 14th. Would this have been an important event to
Isabel? (SL.1.1, 2.1, 3.1)
 Read: The Magic School Bus Gets Baked in a Cake. Bake a cake and discuss the changes in
matter that take place. (SL.1.1, 2.1, 3.1)
Social Studies
 Study families and their differences. Explain who would be an aunt. Discuss: Why do you
think an aunt is the person Isabel misses the most? What special connection did Isabel have
with her aunt? Do you have any special connections with family members? Do you think
Isabel had other family members left behind in Mexico? Why or why not? (RL.1.1, 2.1,
3.1,1.3, 2.3, 3.3), (SL.1.1, 2.1, 3.1)
 Research and study the country of Mexico: location, people, languages, foods, holidays
(especially birthdays). (RL.1.7, 2.7, 3.7) Compare to your family.
 Use a map to track the path Isabel’s family might have taken. Look for clues in the book:
border crossing, through blue flowers, industrial city (illustration), Lake Michigan. Predict
where Isabel’s family might be living. (RL.1.1, 2.1, 3.1)
 Research and study immigration. Read an informational text about immigration (If Your Name
was Changed at Ellis Island or Coming to America) to learn more about immigration. (RI.2.10,
3.10) Have students research their family history to learn their country of origin.
 With a mature group of students, you might discuss the social issues of immigration today.
(RL.1.2, 2.2, 3.1), (SL.1.1, 2.1, 3.1)
 List the different emotions Isabel had throughout the book. Chart the emotions and the
reason for them. Why do you think Isabel felt safe and comforted in her quiet place? Let
students who have moved, share their thoughts and feelings, both positive and negative.
Create a list of ways we might help others who are struggling because of changes in their
lives. (L.1.6, 2.6, 3.6), (RL.1.1, 2.1, 3.1, 1.2, 2.2, 3.1,1.3, 2.3, 3.3), (SL.1.1, 2.1, 3.1)
Fine Arts
 Do an extended Spanish study (If you do not know Spanish, use a parent, high school
students, or online program).
 Provide a large assortment of boxes and other materials. Let students create their own
miniature quiet place diorama. (VA1/FA1)
 Secure a refrigerator (or other large) box and have students work together to create a
classroom quiet place. (VA1/FA1)
 Study a book or app to learn how to create origami. (RI.1.7, 2.7, 3.7) Create origami art.
 Learn the Mexican birthday song in Spanish. (MU1/FA1) (MU9/FA5)
http://gomexico.about.com/od/historyculture/qt/mananitas.htm
Suggested works to complement this book:
 Bunting, Eve, and Ted Lewin. One Green Apple. New York: Clarion, 2006. Print.
 Levine, Ellen, and Wayne Parmenter. --if Your Name Was Changed at Ellis Island. New York:
Scholastic, 1993. Print.
 Maestro, Betsy, and Susannah Ryan. Coming to America: The Story of Immigration. New York:
Scholastic, 1996. Print.
 Polacco, Patricia. The Keeping Quilt. New York: Simon & Schuster for Young Readers, 1988.
Print.
 ulver obin and t phanie oth isson. Thank You, Miss Doover. New York: Holiday House,
2010. Print.
 Recorvits, Helen, and Gabi Swiatkowska. My Name Is Yoon. New York: Frances Foster, 2003.
Print.
 Say, Allen. Grandfather's Journey. Boston: Houghton Mifflin, 1993. Print.
 Stewart, Sarah, and David Small. The Gardener. New York: Farrar Straus Giroux, 1997. Print.
 Williams, Karen Lynn, and Khadra Mohammed. My Name Is Sangoel. Grand Rapids, MI:
Eerdmans for Young Readers, 2009. Print.
Websites:
http://www.merriam-webster.com/dictionary/
http://www.timeanddate.com/calendar/
http://www.spanishdict.com/translation
http://1happybirthday.com/mananitas.php
http://davidsmallbooks.com
http://www.publishersweekly.com/pw/by-topic/childrens/childrens-authors/article/53558-q-awith- sarah-stewart-and-david-small.html
http://www.youtube.com/watch?v=tYl15bl87vU&feature=player_embedded
Free Apps:
Learn Spanish by MindSnacks (MindSnacks)
Oxford First Words Spanish (Once Upon an App)
Kid Origami (Kids Games)
Kids Origami Free (Centerwave)
Google Earth (Google, Inc)