Can't a Girl Get a Break?! It's Ramona Quimby, Age 8

Poor Ramona. She thought third grade was going to be perfect: she gets to ride the bus alone and she likes her teacher, Mrs. Whaley, but things never go as planned. Ramona's family is having troubles, with her dad going back to college, and Ramona's school life is not reassuring. She has to go to Howie's house after school which means Willa Jean will be there, this egg-crack fad landed her with yolk stuck in her hair, her teacher thinks she's a nuisance, and to top is off Ramona did the "most terrible, horrible, dreadful, awful thing" and threw up in front of everyone. However, even through all her mix ups and blunders, Ramona finds the positive and manages to survive third grade.

Cleary, Beverly. Ramona Quimby, Age 8 (Avon Camelot Books). 1981. Reprint. New York: HarperTrophy, 1992. Print. 


Before Reading: Discuss what's the most embarrassing thing that's ever happened to you.

During Reading: Make a character map of Ramona. The character map included in the link has a section for 'how others react to this character' which, in this book's case, can be useful and give insight to the students.

Vocabulary: admired, inspiration, obedient, genuine, dreaded, and astonished

Web Links:

Into the World of Beverly Cleary

Lesson Plan Linking Ramona to Map Skills

Porcupine Neckties and Ukuleles

Stargirl by Jerry Spinelli is the story about a boy and a girl. Not just any girl though--Stargirl. She is a new student at Mica High and the subject on everyone's mind. Who is she? Where did she come from? Stargirl is unlike anybody else these students have ever seen and from the time Leo Borlock first sees her, he knows he wants to know her. Stargirl steals the hearts of not only Leo, but of the entire school. Then everything changes; Stargirl is shunned for her actions and for what makes her who she is. Scared of losing Leo, Stargirl attempts to be what she was not meant to be: a typical Mica High student, even if it means losing herself in the process. Eventually, Stargirl returns to her true form, to the dismay of Leo, and eventually Leo abandons her as well. The reader is with Leo every step of the way, examining his thoughts and his actions, but by the time he realizes his mistakes, it is too late.

 

Spinelli, Jerry. Stargirl. New York: Random House, 2000. Print. 

Before Reading: Discuss the book's cover; why is the title not printed? Based on the cover, what do you think the book will be about?

During Reading: How did the first chapter, when Leo receives the anonymous necktie, foreshadow other events in the book?

 

Writing: After reading the section about Leo and Kevin's interview, ask students what questions they would like to ask Stargirl.

 

Vocabulary: vague, ultimate, perpetual,  elusive, noteworthy, dramatic, acquainted, detached, flustered, verdict, shunned, hostility, oblivious,

Web Links:

Teacher Lesson Plan

Additional Activities and Ideas

Be sure to read the squeal to Stargirl...

Love, Stargirl 

Who Knew a Mouse, a Princess, Some Soup, and a Spool of Thread Could be Such an Adventure

The Tale of Despereaux by Kate DiCamillo is an adventure story about a brave little mouse with over sized ears who loves music and the princess Pea, a servant girl named Miggery Sow who is sold by her father and only wants one simple thing: to be a princess, and a rat named Roscuro who does not want to be in darkness anymore, but rather in the light where he is not necessarily what one wants to see. The book is divided into four books; the first three follow the individual characters, while the fourth ties the characters together and places them into each others life where they belong.

Before Reading: This book is told using an omniscient narrator. Ask students to research to find out what that means. How do you think this will effect reading?

After Reading: Discuss the genre of the book. The Tale of Despereaux has been called a fairy tale. In what ways is it a fairy tale? In what ways is it not a fairy tale? Also, continue to talk about the style that DiCamillo used and how she often directly comments to the reader. What effect did that have on the story? How does that compare to how you thought it would be?

Watch The Tale of Despereaux (2008) movie and discuss the similarities and differences.

Vocabulary: adieu, outlaw, satisfied, dungeon, empathy, furlough, perfidy, portentous, ominous, aspirations, covert, diabolical, despicable, and remorse

Web Links:

Discussion Questions

What Would it be Like to Have Despereaux as a Pet?

Because of Winn-Dixie and Tiger Rising are two other books by Kate DiCamillo

Always Sisters, Forever Friends

A sister is a little bit of childhood that can never be lost.  

~Marion C. Garretty

In Sweetgrass Basket by Marlene Carvell, two sisters, Mattie and Sarah, are sent away from their home with the Mohawk tribe to the Carlisle Indian Industrial School in order to be trained so they can "make their way in the world", as one of their teachers put it. There's only one problem: the girls just want to go home to their father and to where they feel they belong. Mattie and Sarah promised their father that they would be good and behave, but it proves to be very difficult; Mattie speaks her mind and is very protective of what she believes in, while Sarah just wants to disappear and be off the radar. The bond between these sisters is portrayed very realistically, both during the good times and when trouble threatens to break them apart. This book is written in prose and the alternating voices of Mattie and Sarah making it captivating and unique.

Before Reading: Discuss Indian Schools with the class--talk about why Native American children were sent to these schools and the impact it had on them.

After Reading: How did the way in which the book was written change the way it was read? Did the alternating voices contribute to the book?

Discuss the use and meaning of sweetgrass baskets in the book. What did they represent? Why was that important and Mattie and Sarah?

Vocabulary: clenched, harsh, peering, criticized, evaporate, muffled, scorn, and urging.

Web Links:

Classroom Resources to Teach About Native Americans

About Marlene Carvell

Shooting the Moon

Shooting the Moon by Frances O'Roark Dowell is a story about Jamie Dexter and how she is so excited that her brother is fighting in Vietnam; she even wishes that at the age of almost thirteen that she could join. She can't wait to start getting letters from her brother, describing the wonders of wartime. When the first message from her brother arrives though, it's not the letter she had wished for, but a roll of undeveloped film instead. Once she figures out how to develop the film, she wonders why her brother takes the pictures he does and as more rolls of film arrive, the beauty of the war fades and Jamie begins to see the terror of it. Then, Private Hollister, her friend at the rec center who plays endless gin rummy with her, may go overseas too, Jamie is determined to not let it happen. This is a story about growing up and seeing things for what they really are-- remember, things are not always as they seem.

Dowell, Frances O'Roark. Shooting the Moon. New York: Atheneum, 2009. Print. 

This book is recommended for students ages 10 and up.

Before Reading: Talk about what interests the students have, what people, places, or things do they hold most dear to them? Relate this to how Jamie feels about the Army. Inquire to students how they would feel if the thing that they treasured was not longer as good as they thought. What types of emotions would occur?

Writing: Have students write 2 journal entries: one as Jamie before the film was developed and one after. How does her mood change? What would she sound like? What emotions would she be feeling? 

Also, you could find kid-friendly pictures from Vietnam and have students write captions to them, just as if they were putting words to the pictures Jamie got.

 

Web Links

Additional Books 

Another Review 

 

Ciao!

In the book Italy by Kristin Thoennes, part of the Countries of the World series by Bridgestone Books, take a journey to Italy! This book is suitable for a vast age group since it's text is both easy to read and yet contains information that would be useful for research. It has many different sections, including sections on education, food, sports, animals, the land, and even instructions on how to play bocce. This book would be a wonderful addition to any classroom library.

Teaching Suggestion: Have students construct a KWL chart for this book. Start with what students already know about the country of Italy before the book is introduced and have them ask questions about what they would like to know. After reading and discussing the book, students can complete the 'What I Learned' column. Also, encourage students to research more into any questions they still may have about Italy or check out other books in the Countries of the World series. Such titles include books on Australia, China, Russia, India, Ghana, France, and many others.

Writing: Students can compare Italy with America; since food, school, children, and other common aspects of life are discussed, the students will be able to relate well to the text.

Web Links

Italian Tourism

Time for Kids

National Geographic 

Lily's Crossing, Lily's War

In Lily's Crossing by Patricia Reilly Giff, Lily is ready for summer of her life! She is on her way to Rockaway, her favorite summer getaway. This summer, however, will be nothing like what she expected. It's World War II and everything is different. First, her best friend, Margaret, moves away because her family needs to help the war effort in a factory town. Then, Lily's father is called overseas and Lily is going to be stuck all summer with Gram. Then something happens--a boy with darker skin and sparkling eyes moves in down the street and Lily wants to know why--maybe he's a spy! Albert is a refugee from Hungary who just wants to go home and reunite with his little sister. These two form a special friendship, complete with secrets, lies, risks, and love, that puts their lives in grave danger.

Giff, P. R. (1999). Lily's Crossing. New York: Yearling Books.

1998 Newbery Honor Book
ALA Notable Children's Book
Boston Globe-Horn Book Honor Book

Before Reading: Talk about the background of World War II in America. How do you think the war affected the American people? What was it like growing up during wartime?

Since this book is set right after D-Day, have student reserach D-Day and what it meant for America.

During Reading: Discuss friendship and what makes a good friend. Have students write a 'Character Recipe' in which they descibe the 'key ingrediants' to a good friend. Family and Guilt are two other themes that can be touched upon during reading; ask students to examine Gram and Lily's relationship. Why is their relationship strained?

After Reading: Compare Lily's friendship with Margaret with her frienship with Albert. What makes them different? What is each friendship based on?

Explore the lives of other children of the War, examine their lives with Lily.

Writing: Have students write a letter as if they were Lily to her father. What woud you say? Would you say goodbye? Be sure to include at what point in the summer the letter was written--right after her father left or later in the summer when she knows where he is located. Her voice is very different between the two times.


Teacher Resources:
Random House Guide to Lily's Crossing'
Classroom Ideas
Interviews on World War II

You're Just Jealous Because We're Young and In Love

"Poems are other people's snapshots in which we see our own lives."

--Charles Simic

I Am Wings: Poems about Love by Ralph Fletcher is a collection of poems for young adults, written about young love. The book is split up into two sections: Falling In and Falling Out. While the poems are written about a broad and popular topic, this collection is anything but typical. The poems use vivid imagery and common middle school based scenarios, such as passing a note in class, and transform it into an adolescent experience.

 This collection is best suited for older children, as it touches on emotions and feelings that may not be suitable for a younger audience. This book would be useful when discussing the different types of poems, especially when discussing that poems do not have to rhyme. Also, this collection would be an excellent choice for discussing symbolism and expressive language. For example, Fletcher uses the phrases "star-scarred sky", "prickle of heat", and "slowly bursting down the halls" to describe various scenes depicted in his poetry.

Baker, J., & Fletcher, R. J. (1994). I Am Wings: Poems About Love (Library Binding ed.). New York: Atheneum.

Before Reading: 

Discuss different types of poems and different aspects of poems with students including rhyming patterns, haikus, poems for two voices, etc. Also engage students by asking if they have ever felt connected to something--even if it is not in reference to a person it will still trigger an emotional response.

During Reading:

At the midpoint of the collection--in between "Falling In" and "Falling Out" , discuss how relationships change, both in positive and negative ways.

After Reading:

Discuss the different emotions in the poetry. Inquire to students what they would do if put into similar situations; for instance, if someone left a note for them in a book they were reading.

Writing Activity:

Ask students to write their own falling in love and falling out of love poems. These poems could be about any love--a person, baseball, soccer, boy scouts, broccoli, Willimantic... The "falling in" poem contains positive aspects of their chosen subject, while the "falling out" are the negative aspects.

Vocabulary:

prickle, steady, woven, symbolism, betrayal, mythology, crimson

Web Links!

Tips for Young Writers from Ralph Fletcher

Books for Aspiring Young Writers

Other Poem Selections:

Joyful Noise by Paul Fleischman

Beast Feast by Douglas Florian 

Secrets of a Small Brother by Richard Margolis 

Research for the Social Improvement and General Betterment of Lydia and Julie

The Popularity Papers by Amy Ignatow is a graphic novel about two best friends, Julie and Lydia, and their quest to become one of the "popular girls". The book is a collection of their notes, diagrams, thoughts, and observations as they study the 'popular girls' at their elementary school. The story follows Lydia and Julie on their mission, through the awful fashion mistakes, the botched hair dying attempt, the misunderstandings, and the transition to find what makes them happy, both with themselves and with each other.

Ignatow, A. (2010). The Popularity Papers: Research for the Social Improvement and General Betterment of Lydia Goldblatt and Julie Graham-Chang. New York: Amulet Books.

This book is most appropriate for 5-7 grade students, ages 10-13. Topics that can be linked with The Popularity Papers are overcoming differences in friendships, same gendered parents, different interests, diversity in students, auditions, class elections, and relationships.

Vocabulary Terms for Students:
mysterious, encore, audition, experiment, observation, knitting, skeins (balls of yarn)




Web Links:
Abrams Books

Review from School Library Journal

Long Live the Queen!

The book Elizabeth I: The Outcast Who Became England's Queen by Simon Adams is part of the National Geographic collection. I found it to be excellent; it contains both information regarding Elizabeth's life as well as overall time period information. Located on the bottom of the pages is a time line of important events as well from the Queen's life, summarizing the information on the surrounding pages. In addition, on almost every page there is a bubble which includes additional facts about Elizabeth or the time period. For example, in the chapter about daily life for both peasants and royalty, the bubble describes how Elizabeth's father, Henry VIII once threw a party that lasted all night and consisted of elaborate food. This information would not be normally given randomly, but as a side note it is a break from the normal text and a fun fact.

Vocabulary in Elizabeth I: The Outcast Who Became England's Queen:
 abdicate, alliance, ambassador, armada, charter, circumnavigate, class, colony, coronation, dynasty, elect, heir, invasion, joust, legitimate, rebellion, ritual, symbol, hereditary, and tutor.

Other Vocabulary that needs to be addressed, but are not "common vocabulary" are:
Catholic, Protestant, Privy Council, bodice, high treason, lady-in-waiting, Parliament, the Reformation, ruff, welfare state, adultery, galliard, orb and scepter, and smallpox

Lesson Ideas

Before Reading: Make sure students are familiar with the monarchy system and other forms of government. Ask students what they already know about the class system and monarchies of that time period. Also, go over the important vocabulary from the text to improve comprehension.

During Reading: Have students choose a selection that interests them most, such as the fashion of the times or Queen Elizabeth's mother, and have student research that area more in order to expand and enhance the reading. Students can present this information to their classmates.

After Reading: Compare and contrast monarchies and democracies or monarchies of Elizabeth's time with the monarchy England has today, using a Venn Diagram.

Writing: Students will rewrite Elizabeth's final speech to the troops in Tilbury (see Weblink for speech)

Additional Resources

Weblinks:

• This link is a speech that Queen Elizabeth I gave to her troops at Tilbury, an English town. Showing this to students is a great way to get away from facts and have students see something that came from Elizabeth.
  
  
• Get additional information about Queen Elizabeth I, including fun facts, exploration details, and the styles/dress
• This game is all about jousting in Queen Elizabeth's tournament and could be a fun activity--students learn about different types of armor and things about jousting in medieval times!

Other Books:
Grades 2-4:

• The Queen's Progress by Celeste Davidson Mannis (Viking Press, 2003)

Grades 4-6:

• Behind the Mask: The Life of Queen Elizabeth I by Jane Resh Thomas (Clarion Books, 1998)
• Elizabeth I: Red Rose of the House of Tudor, England, 1544 (The Royal Diaries) by Kathryn Lasky (Scholastic, 1999)

Before We Were Free by Julia Alvarez

Alvarez, J. (2002). Before We Were Free. New York: Random House

Before We Were Free by Juila Alvarez is a 'coming of age' story about Anita de la Torres. She is a young girl living in the Dominican Republic while it is under the rule of a dictator. One by one her family is fleeing to America and Anita wants to know why! He uncle, Tio Tony, and her father are part of the revolution for freedom and the government knows it. In this book, Anita struggles with lose--lose of her family, her friends, her childhood, and her idea of freedom, struggling with the stresses of growing up.

This book is suitable for older students, 6th grade most likely. It deals with very heavy topics and contains some very emotional and personal aspects.


Weblinks!
The website for the publisher's site contains reader's guide questions for students.
http://www.randomhouse.com/catalog/display.pperl?isbn=9780375815447&view=rg

This website all about the Mirabel sisters, who were big influences on the Dominican revolution.
http://www.learntoquestion.com/seevak/groups/2000/sites/mirabal/English/index.html


Helpful Vocabulary:
dictator, freedom, diplomatic, apprehensive, intervention, potential, contaminated, captive, revolution, ransacked, traitor, discreet, paratrooper, evacuation, accommodate

The View from Saturday

 

In E. L. Koningsburg's The View from Saturday, four sixth-grade students, Noah Gershom, Nadia Diamondstein, Ethan Potter, and Julian Singh, form an unlikely friendship which they call "The Souls." This group of students gets chosen by their teacher, Mrs. Olinsk, to compete in the Academic Bowl and end up beating the eighth graders and winning the state championship!


This book is written in a very interesting way; as a scene from the Academic Bowl unfolds and a question is posed and answered by a specific student answers, the following section of the chapter is the personal account of that student in relation to the question answered.

Konigsburg, E. L. (1998). The View from Saturday. New York: Aladdin.

Here's a lesson plan, presented in Eastern Connecticut State University format, in which students write a personal account, like the one's presented in the novel and then formulate a question to match, just as the students in  The View from Saturday:

Content Standards:  

3.1 Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task. 2.2 Students explore multiple responses to literature.

Learner Background:

Students are capable of writing essays with full and complete thoughts.

Students can support their ideas with adequate details.

Students have had experience with different kinds of writing.

Student Learning Objective(s):

-Students will read E.L. Konigsburg’s The View from Saturday

-Students will write a narrative essay in which they describe a memorable learning experience that occurred to them outside the classroom

-Students will formulate a question that precedes their essay

 Assessment:

Students will be assessed based on the complexity and depth of their essay. Students essays should also be written in first person and include details. Students should be using proper grammar, as well as proper punctuation. Student’s question should be answered in their essay.

Materials/Resources:

E.L. Konigsburg’s The View from Saturday

Learning Activities:

Initiation/Exploration:

Just as the characters in E.L. Konigsburg’s The View from Saturday gained the answer to their Academic Bowl question through a personal experience, students will also be sharing a memorable experience in which they learned something. By making a personal connection like this, students are expanding how they think about learning and seeing that learning takes place not just inside a classroom, but rather all around us, even in the most unlikely situations.

 Lesson Development/Concept Introduction or Invention:

 Students will first read E.L. Konigsburg’s The View from Saturday. After each full chapter, as a class, students will discuss how the Academic Bowl question directly related to the character’s life. This information will be charted on a T-chart for the class. At the end of the book, the teacher will present a personal example of he/she learned something interesting or important in life. As a class, the details of what a narrative essay is and how to write one will be covered. Students will then be asked to begin brainstorming their own ideas about an experience. Students will complete a graphic organizer, a main idea map type of thing, to organize their own thoughts, either by experience or by lesson learned.

Expansion/Closure:

Students will have written a complete narrative essay, complete with original thought and personal connection. Students will also better understand that characters in The View from Saturday because they will have generated a similar experience in their own writing.

In addition, here are some web resources to support the novel:

Meet E. L. Koningsburg! This website gives an interview with the author. This could be used for pre-reading, as it is important to gain a background knowledge of who wrote the book you are about to read. There is also a list of other books written by E. L. Koningsburg if students are interested in reading another book by her.

Reader's Theater! Here's a link to a Reader's Theater script, developed by Dr. Rosalind M. Flynn with Ms. Mouton’s Class at Matthew Henson Middle School in Charles County, Maryland. Reader's Theater is a great way to get student into the book and put a twist on reading. It's interactive and can engage students in a fun way.