War Horse

War Horse
Author: Michael Morpurgo
Published by Scholastic Press in 2007

 

Suggested Delivery: Small Group Read

Reading Level:

Grade Level: 5-6
Lexile Measure: 1090
Fountas and Pinnell: Z

Key Words:

1. War
2. Loyalty
3. Commonalities between opposing sides
4. Friendship
5. World History

Vocabulary: lunging (8), foreboding (18), peremptory (41), meticulous (50), finesse (50), Yankees (143)

Summary: Told from the perspective of a young English farm horse Joey, War Horse is the story of a young boy, Albert, and his beloved friend throughout the First World War. From early on, Joey is sold to the English Army to be used in battle. Throughout the novel, Joey serves as an inspiration for all who meet and ride him, including individuals from both sides of the battlefield, as well as Albert, who never loses hope that they will reunite once again. War Horse teaches readers about the brutality, and pointlessness of war, while showing that love and loyalty are universal values that can be found on both sides of any conflict.

Teaching Strategies

Before: Because this novel is set around the time of the First World War, students will need some background information on the conflict, in order to follow the initial layout of the story. For example, Albert tells Joey in the beginning of the novel,” Mother says there is likely to be a war. I don’t know what it’s about – something about some old duke that’s been shot at somewhere” (15). Students may be curious to know who that person is (Archduke Franz Ferdinand), and why his role is important to the causes of war. In general, students should have an idea of:

·  Alliances on each side of war (Italy, Germany and Austria-Hungary vs. Great Britain, France and Russia)

·  General reasons for fighting (territorial disputes, intricate alliances)

·  How the war ended (11 o’ clock armistice)

 

During: Throughout the book, Joey is exchanged between many owners, and eventually finds himself fighting for both the British and the Germans. Because of the intricacy of the web of owners and their personalities, students should make a timeline of Joey’s journey while reading. In their timeline, students should include where Joey is geographically, and information about who is taking care of him. More than simply recording names and dates, students should also write down personality traits and insights into the characters they meet, including both humans and horses.

After: As a group, we will review the timeline and compare and contrast Joey’s various owners. While making a list of similar character traits, students will discuss how each caretaker, despite being opposed to each other officially in war, is similar in how he/she has love and respect for each animal that they meet. To reinforce this lesson, we will discuss the scene in which the German and British soldiers speak civilly about which side will rescue Joey from the barbed wire.

Some pages to revisit and reread may include:

·  Pg. 64: Germans take Joey

·  Pg. 119: “I think if they would let you and me have an hour or two out here together, we could sort out this whole wretched mess. There would be no more weeping widows or crying children in my valley and no more in yours. If worst came to worst, we could decide it all on the flip of a coin, couldn’t we?”

·  Pg: 160: Discussion of commonalities

Writing: Throughout the novel, readers learn quite a bit about the personalities of other characters from Joey’s point of view. Instead, students should tell the story from Tophorn’s point of view. Who were Tophorn’s caretakers, and how did he get involved in the war? Upon meeting Joey, describe his personality.

Additional Teaching Recommendations:

·  Seeing how War Horse is set in war, teachers will need to consider how they want to handle the conversation about brutality and life loss that may come up. For a younger reader, teachers may need to be more adamant in delivering the inspiring qualities of Joey’s personality, over the physical consequences of battle.

Electronic Sources:

Video of World War One Information for Children:
o   http://www.youtube.com/watch?v=htyue8xRS7M
War Horse Trailer:
o   http://www.youtube.com/watch?v=xRf3SfeMRD4
Includes additional lesson plans and related activities
o   http://www.scholastic.com/teachers/book/war-horse

Morpurgo, M. (2007). War Horse. New York: Scholastic Press.

All the Broken Pieces

All the Broken Pieces
Author: Ann E. Burg
Published by Scholastic Press in 2009

Suggested Delivery: Small Group Read
Reading Level: Grade Level: 5-6
Lexile Measure: 680L
Fountas and Pinnell: Y

Key Words:

1.      Vietnam War
2.      Adoption
3.      Symbols
4.      Self-love and acceptance
5.      Bullying

Vocabulary: shrill (2), staccato (33), tamarind (41), prejudice (55), ignorance (55), divisive (144)

Summary: All the Broken Pieces follows the story of Matt Pin, a young boy who was brought to America at the age of ten, narrowly escaping the Vietnam War. Despite his supportive parents and positive living environment, Matt struggles to come to terms with his childhood before adoption. Having experienced violence, tragedy and the death of his own brother, a troubled Matt does not fit in well with his peers until he begins to take piano lessons with his tutor, Jeff, as well as join the baseball team. Through his experiences with Jeff, a fellow Vietnamese, Matt begins to confront his demons, both literally and figuratively.

Teaching Strategies

Before: Before reading this novel, students will need a basic understanding of the Vietnam War. In order to learn about the event thoroughly, students will be broken into groups that will focus on various types of information. There will be two groups for each of the following:

·  Dates and places

·  Players

·  Causes of War

·  American reaction

For the four categories, one group will utilize the school’s library books and publications for information, while the other group will utilize the Internet for their research. After gathering information, the groups will conference with each other, and present their findings to the class.

During: Throughout the novel, Matt speaks about physical symbols, which represent freedom, and his broken childhood. While reading the novel, instruct students to record the “broken pieces” Matt decides to keep with him. Examples of these include an unraveled baseball, and the “dust” of Vietnam. Questions they should consider while doing this are:

· What do the pieces make up physically?

· What do they represent to the character?

· Why does he keep them?

Additionally, Matt uses physical objects to symbolize his feelings on freedom and his own worth. For example, when writing his essay on freedom for Veteran’s Day, Matt writes, “Freedom is the color of bright read sneakers” (18).

·  Throughout the reading, have students discuss in small groups what the red sneakers symbolize, and why they have the meaning they do,

After: Children should interview a member of their family who last lived through a conflict such as the Vietnam War. During this discussion, students should ask their interviewee about specific memories of experiences in that time period. How did those experiences shape their memories? Students should present these findings in groups, and discuss what is different about their relative’s experiences, that would not necessarily be found in a textbook?

Writing: In the novel, Matt repeated distinguishes between “Vietnam” and “his Vietnam”. Because he experienced the conflict in his own land, first hand, Matt has an insight that is unknown to al but it. Imagine a place you know well. Describe it in a way that may not be obvious to a typical tourist. How have your experiences shaped your understanding of this place?

Electronic Resources:

Provides a list of possible discussion questions to extend the class’ understanding of the novel:
o  http://www.atpe.org/resources/educators/bookclubfiles/201101Grades6-8Questions.pdf
 All the Broken Pieces Book Talk
o   http://www.scholastic.com/browse/video.jsp?pID=1640149541&bcpid=1640149541&bclid=1557820328&bctid=22173406001

Burg, A. (2009). All the Broken Pieces. New York: Scholastic Press.

The Tale of Desperaux: Being the Story of a Mouse, a Princess, Some Soup, and a Spool of Thread

The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup, and a Spool of Thread

Author: Kate DiCamillo

Published by Candlewick Press in 2003

 “The world is dark, and light is precious. Come closer, dear reader. You must trust me. I am telling you a story.”

Awards: 2004 Newbery Medal Award winner

 

Suggested Delivery: Read Aloud (3^rd -4^th Grade)

Reading Level:

Grade Level: 3-4
Lexile Measure: 670L
Fountas and Pinnell: U

Key Words:

1.      Courage
2.      Mouse
3.      Light
4.      Finding oneself
5.      Adventure

Vocabulary: speculation (16), conform (25), consort (43), perfidy (45), renounce (55), prophecy (86), clout (129), aspirations (170), empathy (198)

 

Summary: In a world where speaking mice are commonplace, The Tale of Despereaux follows the romantic character of Despereaux, a mouse with ears too large for his own good. After being shunned by his original mouse family, Despereaux finds companionship in a new friend, Princess Pea. Throughout the novel, readers will follow this mighty mouse in his noble efforts to protect his princess against the seemingly evil family of rats in the dark basement. In a tale of courage, redemption, and finding oneself, Despereaux proves to be a character worth fighting for.

Teaching Strategies

Before: Throughout this novel, there are multiple illustrations in each chapter, which follow this basic plot line of the story. In order to give the students a taste of what they will be reading, we will preview the pictures together as a class and make predictions as to what the story line will be. On the board, we will create potential timelines to reference and evaluate as we progress through the reading. Potential questions to ask include:

• Look at the cover, what does Despereaux look like he is doing?
• He looks like a hero…what are some qualities of heroes that you may expect Despereaux to have?
• From the illustrations, what are some of the heroic actions you expect will take place?

During: The Tale of Despereaux is told by an interactive and personable narrator. Calling the audience, “reader”, the narrator continuously calls for class participation. Examples of his remarks involve looking for definitions to important words throughout the story, making further predictions about what will transpire between the characters, as well as giving insights to the reader as to what each person is thinking. While there are multiple narrator questions in each chapter, some important ones include:

·  “Reader, do you recall the word ‘perfidy’? As our story progresses, how does ‘perfidy’ become an ever more appropriate word” (45)?

·   “And the mouse had fallen in love with her. Will there be consequences” (153)? What will these consequences be?

In addition to answering the narrator’s questions, students will start and maintain a word web for the word “light” throughout the reading. As light is a running motif for the entire book, students will use the web to record any uses of the word light (light source, the feelings that light inspires in each character, etc.).

After: Light is something that is extremely important to many of the characters in the book. For example, Despereaux finds hope in looking at the light, and with it, has the courage to carry on in his journey. Roscuro on the other hand, is a rat that must adapt to the nature of his breed, and deny the pleasure that light gave him. Instead, he is taught to relish in the darkness. With their completed word webs for “light”, students will make conclusions about the importance of this symbol, in a class discussion.

Writing: Despereaux is a character that shows tremendous courage throughout his journey. His courageousness is inspired by the fairytales he has read, and his hopes for his future with Princess Pea. What is something that gives you courage? Is there a person or thing you would fight for with as much determination as Despereaux?

Additional Teaching Recommendations:

·  Soon after the book was published, The Tale of Despereaux was made into a children’s movie. Teachers should prepare their students for the differences between the two platforms. Make it clear that predictions should not be made based on what they may have seen in the movie.

Electronic Sources:

Includes possible activities to be used during the read aloud
o   http://www.myladibug.com/a/file/news/Tale%20of%20Despereaux.pdf
Publisher’s Teacher Reading Guide – includes discussion topics and connection charts
o   https://docs.google.com/viewer?a=v&q=cache:BsP6nGjVhfIJ:www.candlewick.com/book_files/0763617229.btg.1.pdf+the+tale+of+despereaux+teaching+guide&hl=en&gl=us&pid=bl&srcid=ADGEESgY3oF2BvhG74x0yMgftoMhof7sIvZFq_tZuMqK-SzSPk49B-qN7G1elctvO58XCO27OsP3JcjDCrmEorL3QO_SU0GXtruEeTzFGG0CGsrO6__qUJhlchLxstYehkOUWS-19B6u&sig=AHIEtbQmR2qYYqhnrRjcUj3WkQh1JY9dvg

DiCamillo, K. (2003). The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup, and a Spool of Thread. Somerville: Candlewick Press.

I Lay My Stitches Down: Poems of American Slavery
Author: Cynthia Grady
Published by Eerdmans Books for Young Readers in 2012

Awards: 2013 Notable Book for a Global Society

Suggested Delivery: Read Aloud (5th and 6th)
Reading Level:
Grade Level: 5^th - 6^th

Key Words:

1.      Slavery
2.      Quilt
3.      Poem Anthology
4.      Patterns
5.      African American history

Vocabulary: dilapidated, shrill, wren, righteous, discord, Pythagoras

Summary: In this collection of poems, Cynthia Grady chronicles the experience of an African American slave. Through her use of metaphoric quilting references, Grady exemplifies the various perspectives of house slaves, Underground Railroad fleers, and more.

Teaching Strategies

Before: Before students read this collection of poems, they should first have an understanding of what a quilt is, and what it is made with. To bridge their understanding of a basic quilt to this metaphorical collection, the teacher should read aloud Cynthia Grady’s foreword. In this explanation, she shares that she has written her poems with ten lines of ten syllables, all of which are unrhymed.More importantly, she has engaged three types of references in each poem, in order to make a unique pattern. These references include a biblical reference, a musical reference, and a sewing or fiber arts reference. Students should be broken into six groups, with two groups for each type of reference. In accordance group’s assignment, they should brainstorm and predict words that might appear in the poems they read. After, a collective list will be made for the class to serve as a visual aid throughout the readings.

During: Throughout the reading of the poems, students should be noticing words that the author specifically planted to reference to one of the three categories. These words should be added to the class list. Additionally, students should be attempting to summarize the plot line and meaning of each poem as they hear them. A couple of students should share their interpretations after every page. Once students have shared their thoughts, the teacher should read the small paragraph present on the bottom of each page, which shares the author’s intentions and insights. The students and author’s perspectives can then be compared and contrasted.

After: In order to fully understand the use of metaphor, students should pick the title of one poem and attempt to connect it to their lives. Questions to consider:

· What does this poem remind me of in my own life?

· What is the first thing that comes to mind when I read this title?

· Can I relate to the subject of the poem?

They will write about their connections in the writing assignment below.

Writing: Now that you have seen metaphor of quilting be used to describe certain aspects of slavery, it’s time to create your own poem! In 10 lines of 10 syllables each, attempt to write a poem based on one of the titles you have made connections to.

Electronic Resources:

Author’s Website: Gives deeper insight into reasons why she wrote the book.
o   http://eerdword.wordpress.com/2012/02/15/stitching-poetry-by-cynthia-grady/
Video: gives basic information about the history and nature of slavery.
o   http://www.youtube.com/watch?v=3iy8ILTwaSU

Grady, C. (2012). I Lay My Stitches Down: Poems of American Slavery. Grand Rapids: Eerdmans Books for Young Readers.

Big Nate: In a Class By Himself

Big Nate: In a Class by Himself
Author: Lincoln Peirce
Published by HarperCollins Children’s Books in 2010

Suggested Delivery: Small-group read

Reading Level:
Lexile Measure 500L
Grade Level: 4

Guide Words:
1.  Graphic Novel
2.  Humor
3.   Middle School
4.   Detention
5.   Bad Luck

Vocabulary: parental (6), destined (7), gullible (11), dynamic (67), magnetism (67), czar (80), frivolous (114), diversion (116), potential (143)

 

Summary: Nate is going to have a great day… or at least that is what his fortune cookie told him. In Big Nate: In a Class By Himself, readers follow a young boy throughout a comically eventful day. In his efforts to rise above all others, Nate finds that getting in trouble is just about the only school subject he exceeds at. Apparently, even “being awesome” can’t save Nate from detention.

Teaching Strategies

Before:  In order to read this book and comprehend efficiently, students should be appropriately introduced to the genre of graphic novels before reading Big Nate: In a Class By Himself. Points to emphasize include:

·  Picture books are not only for young children
·  Before more sophisticated writing systems, stories were told exclusively with pictures!

Because of the abundance of pictures in this graphic novel, students will begin the lesson by previewing the book’s illustrations. Things to look for include:

· Main characters
· Possible events
· Timeline of plotline

From their brief picture walk, students will make predictions about what will take place.

During: While reading the book, students should evaluate their predictions to determine which were accurate and which were not. Additionally, students should try to relate to Nate. For example, on page 10, Nate rates the different types of school days, and grades them from A+ to F. Do the students agree with his ratings? How would they restructure his list?

After: In a group discussion, students should talk to each other about why they did or did not like this style of writing. Questions to consider include:

· Are you more interested in reading when there are illustrations?
· Did the illustrations give you a better understanding of the plot line?
· Did the illustrations make the reading process more entertaining?

Writing: Throughout this novel, Nate often makes lists of his schedule or of favorite/least favorite parts of the school day. Like Nate did on page78, illustrate your daily schedule through drawings. Add commentary, or descriptions, in order to give the reader a better understanding of what you have drawn.

Electronic Sources:

Includes information on what a graphic novel is and how to read it
o  http://www.getgraphic.org/resources/HowtoReadaGraphicNovel.pdf
This website shows a preview of the books and its illustrations, and can therefore be used by a teacher to show a class or group of students an illustration at the same time. This way, group predictions can be made.
o  http://browseinside.harpercollinschildrens.com/index.aspx?isbn13=9780061944345
On the left side of this page, there is a downloadable audio excerpt that students can follow along with.
o   http://www.harpercollinschildrens.com/books/Big-Nate-Lincoln-Peirce/?isbn13=9780061944345&tctid=100

Peirce, L. (2010). Big Nate: In a Class by Himself. New York: Harper.

The One and Only Ivan

The One and Only Ivan
Author: Katherine Applegate
Published by Harper in 2012


Award: 2013 Newbery Medal Winner
Suggested Delivery: Independent Read
Reading Level:
Grade Level: 3rd -4th
Lexile Measure: 570L
 
Key Words:
1. Gorillas
2. Friendship
3. Zoo
4. Loyalty
5. Artist

Vocabulary: majestic (4), trilling (6), domain (31), juvenile (53), artistic license (163), amends (166), incompetent (185), temperamental (192)

Summary: For 27 year, Ivan has been held in captivity at the Big Top Mall on Route 8. With no companions like himself, he makes friends with Stella and Bob, an elephant and dog in the same situation. In this tale of loyalty and friendship, Ivan and his friends find creative ways to escape the home they’ve known for so long, in order to move to the Atlanta Zoo.
 
Teaching Strategies

Before: The One and Only Ivan is based loosely on a real gorilla named Ivan, who had been isolated in a mall for the first half of his life. In addition to watching the YouTube video linked below, have students do some independent research on Ivan and his transition to the Atlanta Zoo.

During: Despite being told from a gorilla’s point of view, this novel is one that explores the topic of friendship and loyalty. Students should consider why each relationship in the book works well and is valued by all the characters that share it. While reading, students should make a list of Ivan’s friends and their characteristics. In a chart, similar to the one below, record the qualities of Ivan, Bob, Stella, Ruby, and Julia.

Ivan	Bob	Stella	Ruby	Julia

 

After: After finishing the novel, add a column to the graphic organizer for your own best friend. Which qualities does he/she have that you value in your friendship. Next, highlight the qualities that are common between some/all of the characters.

Writing: From your graphic organizer, which qualities seem to make up the ideal friend? Why are they so important?

Electronic Resources:
Includes some discussion topics and potential lesson activities. Page 4 has information about the real Ivan.

o  www.teachingbooks.net/media/pdf/harpercollins/oneandonlyivanguide.pdf
Ivan the Gorilla video
o   www.youtube.com/watch?v+FF1oWHL-ISs&sns=em

Applegate, K. (2012). The One and Only Ivan. New York: Harper.