The Littlest Pumpkin by R.A. Herman

Click the link below to view a prezi on The Littlest Pumpkin.



http://prezi.com/wa9hrva7q9qg/the-littlest-pumpkin/

It's Halloween and before I take my class to the pumpkin patch to pick out a pumpkin I will read The Littlest Pumpkin. We will discuss afterwards how the students think the pumpkin feels after several people have walked by and not picked her. We will make connections to similar occurances that may happen in school or outside of school. The Littlest Pumpkin shows that it doesn't matter what size or shape a pumpkin is, it can still be turned into a jack-o-lantern.

Hank The Cowdog: The Fling by: John R. Erickson (Chapter Book)

While rounding up steer for a auction in town, Hank the Cowdog accidentally finds himself riding with them in the cattle truck. Jimmy Joe the dogcatcher finds Hank rummaging through some trash cans and quickly snatches him up into the cage on his truck. After a bit Hank realizes he is in the cage with an old pal, Dogpound Ralph. Little does Hank know Ralph knows how to escape from the cage and loves to go on a "Fling." Hank decides to join Ralph and they set out for a "Fling" on the town. They will cause trouble but of course they'll get away with it. See what Ralph has up his sleeve before Hank decides to make the long trek back home to the ranch.

After reading this book to the class, I would have them imagine they were Hank the Cowdog and predict what his next "case" would be. They would write a short description and include some dialogue that might would take place on his mission. Once they have finished they will each share their predictions with the class. I will collect them and post them on the wall outside our classroom for everyone to see.  

edward's eyes by: Patricia MacLachlan (Chapter Book)

Click the link below to view a Wordle document about edward's eyes.

http://www.wordle.net/show/wrdl/3257445/edward%27s_eyes

After reading this book with my class, I will ask the students to make a list of connections they can make to anything that happened in "edward's eyes." The students will then pick one of their connections and write about it in their journal's. I will collect the journal's once they are finished. This will help me get to know the students and will be especially helpful towards the beginning of the school year.

The Not-So-Jolly Roger by: Jon Scieszka (Science Fiction/Modern Fantasy)

Take a trip back in time with Joe and his two friends (Sam and Fred) as their curiosity about a "magic" book gets the best of them sending them to a desert island. They find themselves in the company of Mr. Blackbeard who they convince that they have "magic" powers so he won't kill them. The only way the boys can go back home is if they find the "magic" book. The trio eventually ends up on the plank waiting for the ship full of pirates to push them overboard to swim with the sharks. Just in the nick of time a British ship is spotted off in the sea. The pirates scramble to get ready for attack as they push Sam, Fred, and Joe under the deck. Will they escape and find their way back home? Read and find out!

After reading this book with my class, we'll have a discussion about what the students learned about pirates. To practice writing to a specific audience and connecting text to visuals I will ask the students to pretend they are pirates and write post cards to their families letting them know they are safe. They will design the front from a scene from their "voyage" and write a short message on the back. Once they have finished they will share their post cards with the class.

Nancy Drew: #15 Tiger Counter by: Stefan Petrucha & Sarah Kinney (Graphic Novel)

Nancy Drew is at it agian finding a mystery to solve. Nancy and her two best friends (George and Bess) have been volunteering at River Heights Animal Protection Center when things start to get a bit fishy. They've always wondered what the huge crates are for and Jack Kingsley has always given a weak answer when asked about them. When they were called out to rescue a cat that had been attacked by a coyote pieces of the puzzle started to fall together for Nancy Drew. Find out what Jack's big secret is as you follow Nancy, George, and Bess on their cat adventure.

Need a way to capture your students attention while teaching sequence of events? Nancy Drew's graphic novel is a book for you. To include the students in the reading of this book during class, I would split the pages up among the students and assign them a character. Not only are the students engaged in the reading but as we read the book as a class we will stop for discussion to talk about the events that take place along the way. After we have finished reading, the students will write a journal entry stating why having a sequence of events is important and how the interest level of this book would be effected if the events were out of order or didn't lead up to one another.

What do you do with a kangaroo? by: Mercer Mayer (Science Fiction/Modern Fantasy)

What do you do if it's late at night but all snuggled up where you always sleep is a Camel, a Moose, a Llama, an Opossum, a Tiger, a Raccoon, and a Kangaroo? And all at once they say to you, "We're very sorry if you want to sleep, but as you can see there's no more room. So make some warm milk and bring us a glass, find some more blankets - it's chilly in here - and remember the chocolate chip cookies." Now i'll say agian, what do you do? This funny story will have your kids laughing as they try to imagine running into these animals in their own house. Find out why all these animals end up in the little girls bed during her adventure through the house.

This book will get your kids imagination going. After reading this book to my class, I would have the students come up with their own animals and write their own version of "What do you do with a kangaroo?". Once they have finished they will share their stories in small groups. Then they will vote on who out of their group was had the best story and that person will get to share theirs with the class.

Boycott Blues: How Rosa Parks Inspired a Nation by: Andrea Davis Pinkney (Historical Fiction)

Rosa Parks is known for the stand she took on the bus during the time of segregation. She refused to give up her seat just so a white man wouldn't have to stand. Due to segregation, the police were called and she was arrested. It was then that the blacks decided to take a stand together. They decided to walk to their destinations instead of riding the bus. Eventually white people as well as others joined them to show their support. The people walked for so many days that giving in and riding the bus again was very tempting. Walk with the people as you read the Boycott Blues.

After reading this book to the class, I would take them outside and we would walk for about a mile around the school. Once we finished walking, we would return to the classroom and discuss the hardships the blacks faced during their time of taking a stand. I would then have them imagine having to walk for more than 1 mile (comparing longer distances to what they walked) and ask the students to write in their journals about their thoughts on the situation. I would then collect their journals to take home to read.

Magic Tree House #2: The Knight at Dawn by: Mary Pope Osborne (Science Fiction/Modern Fantasy)

Click the link below to view a comic strip about The Knight at Dawn.

http://www.toondoo.com/cartoon/2894756

After reading this book to my class, I will show them my comic strip. We will then discuss the importance of a sequence of events. The students will then proceed to create their own comic strip abou their favorite part of the book. Once they have finished they will present their comic strips to the class.

Mrs. Katz and Tush by: Patricia Polacco (Multicultural)

                                                                            
Larnel didn't know Mrs. Katz very well until he asked her to adopt an unwanted kitten. He went to visit her everyday after and she loved sharing stories about her belated husband as well as how she came to America from Poland. Mrs. Katz explained her Jewish ways and made connections to the similarities of Larnel's "people." She talked about how they both used to be slaves in search of freedom. Larnel became very fond of Mrs. Katz and kept in touch with her even when he grew up and had a family of his own.

 After reading this book to the class, students would split up into groups of four to have written discussions. Each student in the group would write a couple sentences about themselves and a tradition their family has. After 3 minutes they will pass their paper clockwise and then the students will be given another 4 minutes to make a connection to the statement at hand or tell about how they differ. The written discussion will make a full circle twice and then we will discuss as a class things they learned, similariteis, and differences.

             

Coming on Home Soon by: Jacqueline Woodson (Historical Fiction)

 Ada Ruth's mom decides to go to Chicago for a job washing train cars since they are hiring colored women because all the men are off fighting at the war. She tells Ada Ruth that she is going to make money to send back home to her. Ada Ruth is sad to see her mom leave. A snow front comes and brings a cat to her door. Since her mom is still not back yet, her Grandma allows the cat to stay for the time being. Day after day the mailman walks by without stopping until one day he finally dropped off an evelope filled with money. Ada Ruth knew it wouldn't be long before her mom came home.

I would use this book to lead a discussion in class about people going off to war and how the times of present and future are different. After reading this book to the class, I would discuss with the students the emotions families expereience when a loved one is called off to war. Also, we would discuss how times used to be (as exemplified by the book) and how times have changed today. After our discussion, students will write a reflection on what they have learned and provide their own opinions of the matter.

A Boy Called Slow by: Joseph Bruchac (Multicultural/International Literature)

Slow earned his name due to the way he acted when he was young. It was a custom of the Lakota people, but anyone could earn a new name by doing a brave deed or having a powerful dream. Slow desperately wanted to this vision of bravery to come to him so he could prove to his people that he earned a different name. Around the age of 17, he was known as one of the strongest boys and could ride a horse as if they were one. One evening he heard that his father and some other men were going to ride out against the Crow (enemies) and Slow jumped at the chance to go. That night Slow earned a new name, one of his fathers, and he is now known as Sitting Bull.

I would use this book as a tool to help children understand that just because someone might have a learning disability or doesn't grasp material as quickly as others do doesn't mean that they can't succeed. After reading this book to the class, we will discuss what happened throughout the story and make connections to real life expereineces. 

No Talking by: Andrew Clements (Realistic/Historical Fiction/Chapter Book)

While researching for a social studies project, Dave discovered a man named Mahatma Gandhi. For one day each week Gandhi decided not to talk because he believed it was a way to bring order to his mind. After reading this bit of information, Dave decided he'd give it a shot. Eventually, with the help of Lynsey  Burgess, the whole "Unshushable" 5th grade was involved in a 3 word max to all school staff members only no talking rule. It started out as a boy vs. girl competition which made it interesting to see how well they all worked together. Some teachers were frustrated and some were simply amazed, but they both adapted their teaching to the circumstances to create productive learning environments. Embark on a fascinating learning experience as Dave partakes in his own experiment based on the information he found while researching for his project.

I would challenge students during a math lesson or a literature lesson to have a 3 word max discussion. For math, the students will discuss how they got their answers using only 3 words at a time and through representation to provide a visual. During literature, students will have a debate on different genres to define and distinguish their similar and different characteristics. After each lesson, I will discuss with the class as a whole about what was difficult for them and they liked about only being able to use 3 words at a time.  



Safely to Shore: America's Lighthouses by: Iris Van Rynbach (Non-Fiction)

Many keepers of America's lighthouses were challenged by storms, shipwrecks, and the upkeep of their lighthouse. Some of the keepers were unable to see their families for years because it was too much of a risk for them to live in such locations. Travel through the many different lighthouses to find out the obstacles these keepers faced. People at sea relied on the bright light or the sound of the fog cannon, for when fog was to thick to see light, for guidance. Over time the use of lighthouses has changed in many ways. Some are still under operation while others serve as tourist attractions.

I would ask the class to pick a lighthouse of their choice and create a brochure telling about the lighthouse. They are to include the significance of their lighthouse, background information (when, where, and how it was built), information on the keeper(s), occurrences that stand out in history involving their lighthouse, and a few interesting facts. "Safely to Shore" would be a great resource to get students started along with the aid of other lighthouse books and Internet research. Once students have completed their brochure, they will present them to the class.

Wildlife Gardening by: Martyn Cox (Non-Fiction)

 

Make it. Watch it. Grow it. "Wildlife Gardening" is filled with much knowledge and plenty of fascinating activities. Children that read this book will want to grow plants, build habitats, and find all sorts of animals. Make wildlife feel right at home as you learn how to create their living environment.

This would be a great source for a teacher to use in the classroom. I would use this book to help students understand the life cycle by allowing them to create an environment for a plant or animal and watching it grow as the class takes cares of it. Each student would get a chance to participate in the creation as well as taking care of it. I would alternate between "jobs" (feeding, watering, etc.) each day so the each student would have a chance to help out. Creating and taking care of an environment not only helps demonstrate the life cycle process but also portrays responsibility.

Saturday Markey by: Patricia Grossman (Multicultural/International Literature)

People from far away begin to travel by the moonlight to reach the market before dawn. Everyone pitches in and brings their "wares" to sale. Miguel brought chile peppers, Carmen brought rebozos, Diego brought parrots, and so on. Pedro sales rugs that his family has woven. With each rug comes a story about the Mayan people that Pedro eagerly shares with each tourist that stops at his stall. After a long day at the market, people stop to share the purchases of their new belonging with Ana who cooks tortillas from dawn to dusk.

After reading this story to the class, I would discuss the different things that could be found at the "Saturday Market" and what they might be used for. Following the discussion, I would have students to create one of the "wares" that we discussed from the book by using materials provided. Once they finish, I will group them by their creations into a market like scenerio. At this time I might would ask a few staff members (principal, librarian, guidance counselor, etc.) to step in a take a walk through our class market. The students can then present their "wares" and try to "sale" them.

Judy Moody Was in a mood. Not a good mood. A bad mood. By: Megan McDonald (Chapter Book)

It's time to start another year of school and Judy Moody is already in a bad mood. She's not excited about her new 3rd grade teacher or her new classroom. She predicts that she will have seat on the front row away from her best friend Rocky so they can't secretly pass notes. She knew she did not want to sit next to Frank Eats-Paste Pearl. Judy Moody does not like to express when she is in a happy mood with the exception of a few moments throughout the book. The first assignment Judy receives is a Me collage which she is responsible for creating. For the next month of school many incidents happen that contribute to the collaboration of the Me collage of Judy and her friends as well.

I would read this book to the class at the beginning of a new school year. This read aloud will last over the period of time of a week or two. After the Me collage is introduced in the second chapter, I will prompt the students to create their own Me collage. They will include the same things as Judy Moody is required to include in her Me collage. Students will be able to work on it during class as well as asked to work on it at home. By the time I finish reading "Judy Moody..." the students will have finished their Me collage's and will present them to the class.

Martina the Beautiful Cockroach by: Carmen Agra Deedy (Folk Literature)

Martina is a beautiful cockroach who is now 21 days old and ready to find her husband. But Abuela, her Cuban grandmother, didn't want her to pick the wrong suitor so she asked her to put each guy that asked to "The Coffee Test." Martina didn't understand at first, but once suitors started asking for her "leg" in marriage she was grateful of her Abuela's tactic. Little did Martina know that the perfect little suitor to be her husband had been there all along and he too had a Cuban grandmother.

After reading this book to the class, I would split the students up into groups of 6 (one member for each character). The groups will then decide who will be which character and practice acting out the story. After about 15 minutes, each group will act out this Cuban Folktale as I narrate.

Fairytale News by: Collin & Jacqui Hawikins (Folk Literature)

Mother Hubbard and her son Jack one day find that they have no money and their cupboard is empty. Jack is sent into town to find a job. Mrs. Tattle just so happened to be looking for a paperboy so off Jack went delivering the "Fairytale News." He had many stops to make including The Three Little Bears and Red Riding Hood's house. His most interesting stop soon became Mr. Giant's castle at the top of the enormous beanstalk that appeared in his garden after his encounter with "the fast-talking stranger." Jack and Mr. Giant became best friends sharing a cup of juice and discussing the "Fairytale News" each morning after he had completed his paper route. To find out what happened on the Jack's first day as a paperboy, read your very own "Fairytale News" newspaper located in the back of this book.

After reading this book and the "Fairytale News" newspaper to the class, I would split the students up into groups of 4 or 5. Each group will be instructed to use their imaginations to create their own tall tale newspaper. Each member will be required to draw and label a picture that goes along with the story they are to write. The group will then proceed to arrange and decorate their newspaper to match the theme they have chosen. Once they have finished, they will leave their newspaper at their table and will rotate clockwise as a group every 5 - 7 minutes to view the other newspapers created by their classmates until they return back to their newspaper. I will then collect them.

Dona Flor by: Pat Mora (Folk Literature)

Dona Flor is a giant woman that lives in a tiny village where she has many friends. One day her neighbors hear a horrifying noise that sounds like a big animal just outside their village. They become terrified and tend to stay hidden in their homes. With the help of her animal friends, Flor sets out to find the source of the horrifying noise. She soon finds and shares with her friends that there is nothing to be scared of.

Side Note: The text of this book occasionally introduces a few Spanish words and phrases throughout the book. With the help of context clues, one can easily figure out the meaning of these words. This book would be a good way to show students that there are other languages.

After reading this tall tale to the class, I would have them imagine that they are a giant person with tiny animal and village friends. I would prompt them to use their imagination and create their own tall tale. Once they have finished writing, I would have them draw and color a picture to help illustrate their tall tale. Each student will then share their tall tale with their picture to the class.

Harvest of Light by: Allison Ofanansky (Non-Fiction)

A little girl shares her first experience of harvesting olives for Hanukkah. She is thoroughly excited that she gets to help her parents this year! This little girl has a lot to learn about the different stages of the olives (green and black). Some are picked to eat, for Hannukkah decorations, and to make oil. Which is which? The little girl finds out each step of the way.

This would be a great book for exploring different cultures. After reading this book to the class I would have them draw and label each stage of the harvesting process of the olives. They will draw and color their pictures and then provide one or two sentences describing each process in the labeling of the picture. Not only will this assignment show their reflection of the book, but it will also work on sequencing by the students showing the steps in the correct order.