Because of Mr. Terupt

Written by: Rob Buyea

Published by Delacorte Books, 2010

Reading Level: Lexile 980

Independent Read, 6.4

 

Inspiring, Thoughtful, Awareness, Self-Reliance, Captivating

Because of Mr. Terupt, is one book you will want your student’s to read. The students are the one’s narrating the story and will offer many connections for your students. Mr. Terupt is the new guy in the building, he is now the new fifth grade teacher. But, there is something very special about him. Unlike most teachers the student’s have, Mr. Terupt, takes the time to acknowledge his student’s in a very diverse way. Peter, the trouble maker/class clown, is always up to no good, however, Mr. Terupt doesn’t just yell at him and discipline him. Mr. Terupt talks to Peter in a way where Peter acknowledges himself what he did wrong within seconds of committing the act without Mr. Terupt scolding him. Mr. Terupt is emphasizing personal responsibility among the fifth graders, in particularly seven that are narrating the book. Each chapter is a new month of the school year, within each chapter there is: Jessica-the new girl, Alexia-the mean girl, Luke-the smart one, Danielle-big heart and easily influenced, Anna-the quiet one who tries to be unnoticed, Jeffrey-a quiet boy with secrets of his own, and Peter. Throughout the book, the entire student’s are narrating the book from their own views, giving your students an opportunity to look at situations with different eyes.  However, an accident happens on one snowy winter day and leaves the characters questioning whether or not Mr. Terupt has given the student’s too much responsibility.

Key Vocabulary –

Mr. Terupt introduces to his student’s the Dollar Word Activity. Each letter of the alphabet is worth a certain amount of cents: a=1, b=2, c=3, d=4, etc. Student’s are to think of words and add up what all the letters are worth within the words to produce a dollar word. Luke comes up with the word Buttheads (b=2, u=21, t=20, t=20, h=8, e=5, a=1, d=4, s=19) which is thought of when seeing Alexia and Peter whom are always acting out in class. Use this activity as an extra credit for your students. However, they are not to use any of the dollar words used within the book. In doing this, students will be able to use their verbal/linguistic senses.

Teaching Suggestions –

Before Reading: Because of Mr. Terupt may be difficult for your students to read. An initiation that I saw done for the book at Hebron Elementary School, that I personally loved, was adults of the student’s or within the staff dressed up as the seven characters throughout the book and acted out the chapter of September. In doing this, your students are able to picture exactly who these characters are throughout the book and not confuse one with the other. It certainly helped when I read the book, and will help your students.

During Reading: A written entry in your student’s journals should be done monthly. The first entry can be, ‘Which character do you connect to the most or least and why?’ Encourage your students to use quoted support and explain the connections between themselves and the character.

After Reading: Create a two-column chart in their journal for their final entry for the book with the following headings: ‘Beginning Of School Year’ and ‘End of School Year’ Have your students choose a character from the book, and list examples of the things he/she does, thinks, and says, from the beginning compared to the end of the year.

Retrieved from: http://franklin.kyschools.us/Downloads/4th%20Grade%20BOB%20PD%20PDF.pdf

Electronic Resources –

Learnabout the Author: Rob Buyea, former educator of Connecticut for grades third and fourth, whom now lives in Massachusetts.

“Pay attention to the world around you, stories are everywhere. And if you have a story, you have something to write about.”

Sweeton Books: Site provides what you need to know prior to reading the book, summary, and discussion questions to use with your students.

 

When You Reach Me

Written by: Rebecca Stead

Published by Wendy Lamb Books, 2009

Reading Level: Lexile 1300

Independent Read, 6.7

 

Suspending, Personal, Meaningful, Mysterious, Realistic

When You Reach Me was awarded the John Newbery Medal in 2010.  For the most distinguished contribution to American Literature for Children.

 

Miranda is a twelve year old girl, living in New York City in the 1970’s. Her mother has recently received an invitation to come on the show $20,000 Pyramid. While helping her mother prepare for her appearance on the show, Miranda has a great deal of situations she must learn to deal with. Miranda is losing her best friend Sal, which she thinks is because of the time he got punched by a larger boy named Marcus. When in reality, Sal was just in the primary stage of becoming a teenage boy and didn’t want a girl as his best friend. But, at the same time, Miranda is receiving anonymous letters about what will happen within the next couple days, which becomes freakishly true. However, she is not to disclose with anyone what the letters say, she already made that mistake with the first letter. Miranda is also learning more about herself and the characters within this novel.

Key Vocabulary –

1.      Deliberately, 137

2.      Conspiracy, 166

3.      Accusingly, 174

4.      Groggy, 169

5.      Veil, 71

Teaching Suggestions –

** Read, A Wrinkle In Time, and even have your students read the book prior to reading When You Reach Me. I found it confusing to understand this novel, due to the fact, that there were so many connections and references between the two books. **

Before Reading: Set the scene for your student’s. The novel is set in the late 70’s in New York City, a very much different place and time than today. Back then kids were able to walk to and from school by themselves of walks longer than a mile, and work at the age of twelve. Two things you don’t see today! It is important for your students to understand the setting, in order to understand the character’s actions.

During Reading: How all the characters in the story are connected is important for your students to understand, in order to, understand the novel. Miranda looses Sal as a friend, engages in conversation with the young boy who had hit her best friend, becomes friends with the two most popular girls in school, and then develops a crush on a boy who now Sal hangs out with.

After Reading: Discuss who ‘the laughing man’ was. Why was he an important character throughout the novel. Discuss the remark Miranda said that was implied as racism. Friendship is highlighted throughout this novel, as well as the connections readers make while reading a book with the characters.  

Electronic Resources –

DiscussionQuestions: Questions to help your students comprehend the novel that move throughout the book. Also a great way to introduce When You Reach Me is included!

Educator’sGuide: Includes an ample amount of resources for you and your students. A site you will definitely want to look at it! Includes: Pre-Reading Activites, Use of Language, Thematic Questions on Friendship, Self-Identity, Family, Social Classes, Bullying, etc., Curriculum Connections & MORE!

 

Author: Rebecca Stead

 

 

S is for Scientists

A Discovery Alphabet

Written by: Larry Verstraete

Illustrated by: David Geister

Published by Sleeping Bear Press 2010

Reading Level: Lexile 800

Read Aloud, 4.1

Exceptional, Fascinating, Grabbing, History, Informative

S is for Scientist is a wonderfully descriptive alphabet story book for children. It gives the reader a taste of the variety of problems, discoveries, and wonders that scientists have been studying and continue to ponder. It is also a beautiful way to encourage children to begin to question the world – just as scientists do. As Verstraete states, “What scientists discover changes us all and brings more questions – some big, others small. So read their stories and wonder, too. What questions do you have? What discoveries await you?”

-          Manitoba Library Association

S is for Scientists, is a phenomenal book to share with your students. Science, is underrated as a subject compared to Language Arts and Mathematics within the Elementary Grades, however, this book displays is a wonderful tool to engage your students with the Science world. Each letter of the alphabet has a scientific term to go with it as well as a four line poem to introduce and define the word.

L is for Link

Linking computers together
                        is mighty easy and quick.
            Thanks to Tim’s great idea
                        we can do it with a mouse click.  

The side panel for each letter includes brief information with what the word coincides with. For example, Tim Berners-Lee, was a British software engineer, who looked for ways to simplify and organize his files. Thanks to Tim, ‘the World Wide Web became a reality.’

Key Vocabulary –

1.      Expedition

2.      Isolate

3.      Unearth

4.      Visualize

5.      Yield

Teaching Suggestions –

Before Reading: What can students tell you about Science? Write Science on the board and give the students three minutes to write down what comes to mind when hearing or seeing the word Science. Then, begin the book.

During Reading: After each letter, ask students whether or not they jotted down something to similar to what each word is informing us about Science. Have students use adapt in their own sentence, or give an example of a situation in which they adapted (A is for adapt) to a new situation.

After Reading: Sleeping Bear Press has created a Teacher’s Guide with multiple worksheets, activities, and experiments to do with your students after your reading. I strongly suggest you look into this site! Writing activities, true or false questions, timelines, an ample amount of work is provided for YOU! So why not USE it!

Electronic Resources –

Teacher’s Guide: An amazing resource for teachers!

Larry Verstaete: Takes us behind the book! ‘As a teacher, trying to make science real and interesting for students is a daily challenge.’ Find out what Larry has to say.

 

 

 

Marching with Aunt Susan

Marching with Aunt Susan

Written by: Claire Rudolf Murphy

Illustrated by: Stacey Schuett

Published by Peachtree Publishers, 2011

Reading Level: Lexile

Read Aloud, 3.3

 

Touching, Inspiring, Willpower, Hope, Prospect  

Bessie is the youngest child of her parents. She has two brothers, Charlie and Ernie who are able to go hiking with their father but Bessie can’t.

“Strenuous exercise is not for girls, Bessie” said, her father.

“You’re not strong enough” said, Ernie.

“It’s not ladylike” said, Charlie.

So instead Bessie stayed home with her mother who was setting up for the suffrage tea. Miss Susan B. Anthony was the guest of honor and upon Bessie meeting ‘Aunt Susan’ her life and views were changed. Bessie attends a rally on Women’s right to vote, a sewing show where women, old and young, were forced to work to help provide for their family. Bessie was forever moved. Bessie gave what little money she had, time, and all her strength into fighting for Women’s Rights.

Key Vocabulary –

1.      Strenuous

2.      Suffrage

3.      Altar

4.      Zeal

5.      Referendum

Teaching Suggestions -

Before Reading: Separate the boys and girls in the classroom. Set the scene. This story takes place in Berkeley, California in 1896. Show to the students where this is. Discuss the cover of the book and what will the book teach us.

During Reading: Discuss Bessie actions with the class. Do the boys agree with what her father and brothers said of being able to hike. How would the girls in your class feel if they weren’t able to do something with their father just because they were a girl? Discuss how Bessie and Rita’s families think and act differently. Be specific.

After Reading: Read the brief biography of Susan B. Anthony. Have your students writte 2 paragraphs on: “What would you be willing to do to stand up for something you believed in?” Students are to create an illustration to show what they would stand up for similar to the cover of the book. Hang the student’s work within the classroom or out in the hall.

Electronic Resources –

Resource: This website contains a variety of ways to introduce the book to your students. A book trailer, to find out more about the book and the artwork presented. Slideshow of images of the author Claire, with various posters.

Lesson Plan: A well detailed lesson plan provided by the Publishers (Peachtree). Contains: national Education Standards, Reviews, Themes, Background for Teachers, Before You Read, Classroom Activities for all core Subject Areas, & More Helpful Websites and Videos.

“Failure is impossible.”

-          Susan B. Anthony

Mockingbird

(mok’ing – burd)

By: Kathyrn Erskine

Published by Philomel Books, 2010

Reading Level: Lexile 1250

Independent Read, 5.6

 

 

Moving, Inspiring, Tragic, Heartbreaking, Beautiful

Caitlin is a ten year old girl caught in the middle of trying to find closure for not only herself and father for the death of their brother and son Devon, but also for the entire community! A tragic event happened at that middle school which Devon was a student of, that left the entire community saddened by the tragic events wondering why. Caitlin see’s everything as black and white and to her, colors just confuse everything. But how is Caitlin, a young girl with Asperger’s syndrome, supposed to know how to find closure for everyone including herself when she doesn’t even know how to show empathy.

Key Vocabulary –

Caitlin is a very intelligent girl who is often looking up words in the dictionary. Any new word she comes across, she immediately looks for her dictionary. Within this story, there are a variety of words which are explained within the context. The form of her vocabulary is what’s interesting. For example: CHAMbers, AORta, eLIMinate, CLOsure, effusive. Have your student’s look these words up in the dictionary and find out what similarities between the words in the dictionary are and how Caitlin writes the words within the story. 

Teaching Suggestions:

Before Reading – Show this picture (http://t3.gstatic.com/images?q=tbn:ANd9GcRdY6dzQAsIH1FO4ak84LD-zMp-F5QZ1wAcgD0iJ8QkK3sAgl2M) to the students and to write down what they think this picture is about. Give them a couple minutes and walk around to be sure each student is writing something down. Then give a brief, not gruesome, visual picture through words what happened at Virginia Tech in 2007 (which is what inspired in this book). Then move into instruction on what Asperger’s Syndrome is since Caitlin whom is the one telling the story has. Your students have to learn how a person with Asperger’s acts before reading this book to fully understand why she behaves the way she does throughout the book.

During reading: Have your students fill out a character analysis of Caitlin. The questions ask about her physical appearance, her roles (whether at home or in the classroom), problems/challenges, and major accomplishments.

After Reading: Question your students, “What has the author taught us throughout the book?” Give some examples: empathy, friendships, closure, how to work with people are who different, everyone has a unique strength to contribute to our world or groups projects. Have your student write a 1 -1/2 page of how the author has taught one of the above examples. Students are to use quotes from the book to support their thoughts.

Electronic Resources –

FurtherInstruction: Teacher Vision provides you with a Mockingbird Discussion Guide to ‘examine the complex social and emotional issues in the story of a young girl with Asperger’s syndrome dealing with the tragic loss of her brother.” The Guide also provides research ideas and activities.

Asperger's: A Site that will explain what Asperger's is and the symtoms so that your students are able to understand.

 

"This will grab you by the heart and throat, give you a good shake, and then set you cheering for the human spirit. If it doesn't become a classic, there's something wrong with all of us."

- Jim Trelease

 

 

Diary of a Wimpy Kid

By: Jeff Kinney

Published by Amulet Books, 2007

Reading Level: Lexile 950L

Independent Read, 5.2

Funny, Comical, Interesting, Relatable, Entertaining

Greg Heffley just finds himself thrown into middle school. A now new place with a very different group of kids who are much different than what Greg is used to seeing in Elementary School. Heffley is now walking the hallways of middle school with kids who are ‘taller, meaner, and already shaving.’ Greg Heffley is an average student, a middle child (one older brother Rodrick and younger brother Manny), who is always with his best friend Rowley Jefferson. Until, Gregg lets down Rowley and let’s his best friend take the blame for something he didn’t do. Gregg now has to fight for his friend’s friendship all over again, but will they become friends again?

Key Vocabulary –

Gregg is the narrative of the book and is telling his own story. Students will be able to connect easily and see what exactly middle school is like for Gregg through Kinney’s illustrations. Several words students may not know or just need a refresher of what the word means are: permanent (4), gimmicks (19), hassling (24), fabrications (48), degrading (104), ironic (164).

Teaching Suggestions:

Before Reading – Have your students fill out a KWL on what they think middle school will be like and what they want to learn to be better prepared for middle school. Middle school is a big transition for either 5^th or 6^th graders (depending on the area in which you live). They are currently in elementary school where they are still treated like babies but have slightly freedom. Students are curious to how middle school will be like and it is best to prepare for our students to the best of our abilities.

During Reading – Students will begin to write in a journal of their own just like Gregg Heffley. Students will already have a basic understanding of what is being asked and express that illustrations are more than welcomed. However, you would want to make the journal a tad more structure. Questions can be taped into the back of the journal so that students have something to refer to if they ever get stuck writing about something. They can write about the characters and their personalities, or maybe they have younger or older siblings and want to express the connections that student has made to Gregg. Feedback from you is most important. You will be able to ask your students to elaborate more on specific topics and guide their way to writing personally. Don’t make corrections and strongly stress students not to erase. You can even have your students write up their journals if they’d like and make a book out of their responses.

After Reading – Introduce your students the topic of bullying. October is bullying prevention month. Be sure to end the book within October. Bullying is an important topic that needs to be addressed early within the year. You and your students can set class rules or talk about the emotions of the bully and the one being bullied. In what ways are they similar? It is important for your classroom to be a community, and if your students don’t show respect towards one another teaching can become very difficult for you. Also, you can introduce Jeff Kinney’s other children’s books of a Diary of a Wimpy Kid.

Electronic Resources –

WimpyKid.com: For students who learn to love the Diaries of a Wimpy Kid this site has EVERYTHING! All the books, a Wimpy Kid 2013 calender, plus ‘fun stuff’ for your students.

Bullying Prevention Month: A very useful site for educators with loads of resources on Conflict Resolutions, ways to bully proof your classroom, how words can affect others. Everything you need to make your classroom a respected community.

The Poet Slave of Cuba

A Biography of Juan Francisco Manzano

By: Margarita Engle

Illustrated by: Sean Qualls

Published by Henry Holt and Company, 2006

Reading Level: Lexile 1200

Read Aloud, 6.1

 

Powerful, Heartbreaking, Amazing, Tragic, Brilliant 

 The Poet Slave of Cuba, was awarded the American Library Association’s Pura Belpré Award in 2008. The award is presented annually to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.

 

“An absolutely lovely book … that should be read by
young and old, black and white, Anglo and Latino.”
- School Library Journal, starred review

Juan Francisco Manzano was born into slavery in Cuba in 1791. He never knew any other life but the life of under a slave owner. A woman named, Dona Beatriz, who referred to Juan as the child of her old age.  Juan was to call her his Mama, even though he already knew who his real mother was. Juan’s freedom will be granted once Dona Beatriz dies and his birth mother were to be free for what was seen as a small amount of 300 pesos and all her children born after Juan were free born, but not Juan. Dona Beatriz treated Juan as her poodle, she took him wherever she went. Denied an education, Juan learned to sing and recite and was always put on display at gatherings the master took him too. At age 11 his master died, but was his freedom granted?

Note: Some of the scenes described are graphic. However, it is important for students to know that slavery was not only African Americans but Latin Americans who were considered to have dark skin color.

Key Vocabulary:

Succulent (3), Sonnets and ballads (10), inconsolable (14), vile (37), thrashed (52), shun (52), arrogantly ( 76), ominous (86) haven (131).

Spanish words are written throughout the book, however, the English translation is directly underneath it.

Teaching Suggestions –

Before Reading:  Show where Cuba is on a map, and who Juan Francisco Manzano is. It would be best to read this book during Hispanic Heritage Month, September 15th through October 15th, brief history of how the Month came about can be explained to your students. Read the first verse of the story and then have your students fill out a Bio-Poem.

Ø  AUTOBIOGRAPHICAL:  Write a poem about yourself using this form or another poetry form.

Line 1: __ Your name
Line 2: _, _, _ 3 personal characteristics or physical traits
Line 3: Brother or sister of__ or son/daughter of
Line 4: Who loves__, __, and __ 3 people, things, ideas
Line 5: Who feels__ about__1 emotion about 1 thing
Line 6: Who needs__, __, and __ 3 things you need
Line 7: Who gives __, __, and __3 objects you share
Line 8: Who fears__, __, and __3 items
Line 9: Who'd like to see, __1 place, or person
Line 10: Who dreams of __ 1 item or idea
Line 11: A student of__ your school or teacher's name
Line 12: __ Nickname or repeat your first name

http://www.kathimitchell.com/poemtypes.html

During Reading:

Split students into groups and have them research:

Ø  The emergence of slavery in Cuba.

Ø  The persecution and execution of poets during the 1840’s.

Ø  The lives and poetry of Garcilaso de la Vega, Fray Luis de Leon, Pedro Soto de Rojas, Andres Fernandez de Andrade and San Juan de la Cruz.

http://media.us.macmillan.com/teachersguides/9780312659288TG.pdf

After Reading:

Ø  Students will write a one page paper on their thought of how Juan was treated by La Marquesa de Prado Ameno. Why do you think she treated Juan this way?
What kind of person was she?

Electronic Resources -

Author’sSite: Margarita Engle is a Cuban-American poet, novelist, and journalist whose work has been awarded many awards of the Cuban lifestyle throughout history. Her powerful words will give students a different point of view.

HispanicHeritage Booklist: List of books ranging from ages to 3-12 resolved around Hispanic Heritage. Biographies, Cultural Traditions, Family Stories, the site has everything needed to diverse your students learning.