Moon Over Manifest

Title: Moon Over Manifest

Author: Clare Vanderpool

Publisher: Delacorte Books for Young Readers

Copyright: 2010

Reading Level: Lexile 800

Summary:

This book is about a twelve year old girl named Abilene Tucker and her experience in a new town, Manifest during the depression. After Abilene cut her knee and had a near fatal three-day infection, Gideon, her father, decided to send her away where she can be better taken care off. Once in Manifest, she was welcomed by Shady, her father’s friend and Hattie Mae, the town’s reporter. With the help of two classmates, Ruthanne and Lettie, the towns diviner, Miss Sadie, and a box of forgotten artifacts, Abilene begins her journey into her father’s hometown past.

Suggested Delivery:

Independent reading followed by popcorn discussion.

Electronic Resources:

1- Clare Vanderpool- This website can be of use by both students and teachers after the reading. It includes a summary of the book, information about the author, activities and much more.

2- Your world- Useful for students to use during the reading. The book does not mention much about World War 1 but using this website can provide valuable information.

Teaching Suggestions:

1- Vocabulary- Depression, Satchel, Autumnal, Awnings, Diviner, Sycamore

2-Reading Strategies-

Before Reading: Have students complete a vocabulary card for each word. They should write the word on one side and on the other side have them write their own definition and draw a visual. Encourage students to do vocabulary cards throughout the reading to enhance their comprehension.

During Reading: Group students depending on their reading level. Every night, assign students to read two or three chapters and to write a reflection about what they read. The reflection should include what they learned and what they have questions about. In class, have students do a popcorn discussion about their reflection. Guide students and if necessary provide some modeling instruction.

After Reading: Provide students with the text from the back of the book and a black marker. Students will be using the found poems activity to create a poem that will explain something about the book. The poem can be about the main character, a scene they can imagine from the book or anything they found critical about the book.

3- Writing Activity- Have students rewrite their found poems. Have them explain why they chose those words or phrases and why they chose that topic.

The Grand Mosque of Paris

Title: The Grand Mosque of Paris

Author: Karen G. Ruelle and Deborah D. Desaix

Publisher: Holiday House

Copyright: 2009

Reading Level: Lexile 1090

Summary:

This book tells the story of how French Muslims dedicated their time to save the lives of many Jews during the Holocaust. Courage, strong faith and devotion to social justice were the tools Muslims used to save people of all ages, including children. Jews found refuge in an unlikely place where it was not only a place of worship but also a community center. “Save one life, and it is as if you’ve saved all of humanity.”

Suggested Delivery:

Read aloud followed by group discussion.

Electronic Resources:

1- More For You- This website is a great tool for students to utilize after the reading. This website includes a 3D tour of The Grand Mosque, activities and extra useful information.

2- Kidskonnect- A great resource tool for students to view before the reading. It includes important fast fact about the Holocaust that can help set the stage for the book.

Teaching suggestions:

1- Vocabulary- Allah, Mecca, Mosque, Souk, Synagogue, The Holocaust

2- Reading Strategies-

Before Reading: Have students complete an entrance slip. They should write everything they know about the Holocaust, Muslims, Jews and/or The Grand Mosque of Paris. In addition, have students write five questions they have about the topics. After, collect the entrance slips and write down the top ten questions on the white board.

During Reading: Students will be using the split-page note taking activity to enhance their comprehension level. For the left hand side, have students write the ten questions and as you read, the answers on the right hand side.

After Reading: As the last activity, have students be the professor know-it all. Divide the students into groups of five and have each student answer two questions. They should gather facts to support their answers from the book and the websites.

3- Writing Activity- Students should write in their journal what they learned from another professor - and anything they found interesting from the reading.

After Ever After

Title: After Ever After

Author: Jordan Sonnenblick

Publisher: Scholastic Press

Copyright: 2010

Read Level: Lexile 820

Summary:

Jeffrey Alper was diagnosed with cancer when he was just four years old. Jeff started his chemotherapy treatment but the after math caused him attention and learning challenges. Tad, Jeff’s best friend, decides they can help each other graduate eighth-grade. Tad was going to help Jeff with his school work and Jeff was going to help Tad with his physical therapy. Unfortunately, one of them does not make it to their graduation day.

Suggested Delivery:

Independent reading followed by think-pair-share.

Electronic Resources:

1- Jordan Sonnenblick- This is the author's webpage and it is a useful tool for students before the reading. As a good reader, it is important to find out who the author is and his/her style of writing. When you know more about the author, you comprehend the book better.

2- Captain Chemo- This website is a tool that students can use to better understand Cancer and Chemotherapy treatment with a game. They can utilze the website to learn morea about the topic in an engaging manner.

Teaching suggestions:

1- Vocabulary- Relapse, Treatment, Chemotherapy, Leukemia,  Interrogation, Marrow

2- Reading Strategies-

Before Reading: Have students look through the book. Ask them to write in their journals what they think the book will be about based on the front and back cover. Ask them to write down everything they know about Cancer, Friendship, and Family. Introduce new vocabulary and encourage students to keep a section in their journal with vocabulary words.

During Reading: As students read the book, they must write the vocabulary words down and have a definition based on context clues. They should also write down questions about the reading.

After Reading: Have students pair up and share their opinions, questions and vocabulary words. Together, students should come up with two questions, two opinions, and three vocabulary questions they have from the whole book. Once that is completed, have students write them down on the white board.

3- Writing Activity- Students should select two questions, two opinions and two vocabulary questions to answer in their journal. This will be their exit ticket and used as an assessment. 

Dear Primo: A Letter to My Cousin

Title: Dear Primo: A Letter to My Cousin

Author: Duncan Tonatiuh

Publisher: Abrams Books for Young Readers

Copyright: 2010

Reading Level: Lexile 610

Summary:

This short read is about two cousins, or primos, who write letters to each other about their daily lives. Charlie is American and his cousin Carlitos is Mexican. They write about their home environment, methods of transportation, favorite sports, food and cultural traditions. The book exposes the readers to some Spanish words and amazing pictures that were influenced by the art of the Mixtecs.

Suggested Delivery:

Read aloud along with class discussions.

Electronic Resources:
1- Duncan Tonatiuh- This is the author's webpage and it is a useful resource for students to view after the reading. The website includes illustrations, the author's biography, and other interesting activities for young readers.

2- Your Dictionary- This website can be utilze by both the students and teacher during and after the reading. It is easy to navigate and has a lot of activities that can enhance student's Spanish vocabulary.

Teaching Suggestions:

1- Vocabulary- Skyscrapers, Subway, Dribbles, Papalote, Cohetes, Reatas

2- Reading Strategies-

Before Reading: Ask students to make predictions about the book based on the cover page. Ask them what they know about Mexico and write it down on a white board.

During Reading: As you come across the vocabulary words, ask students to use context clues and visualization to identify the definition of the word. Create a graphic organizer with the student’s definition. Add a picture next to the Spanish words to help struggling students.

After Reading: Ask students to talk about the book using the new vocabulary words. They can talk about what they liked or disliked about the book, the illustrations, their feelings, prior experience, etc. Make sure students are using the new vocabulary appropriately.

3- Writing Activity- Ask students to write a letter to their foreign cousin. As in the story, have students write about their home environment, methods of transportation, favorite sports, food and cultural traditions here in the United States. If they do not have a foreign cousin, have them write a letter to Carlitos.

Case Closed? Nine Mysteries Unlocked by Modern Science

Title: Case Closed? Nine Mysteries Unlocked by Modern Science

Author: Susan Hughes

Publisher: Kids Can Press

Copyright: 2011

Reading Level: Lexile 1000

Summary:

Historians and experts from various fields, such as medicine, space and archaeology, worked collectively to resolve nine cases that have puzzled them for years. Each chapter provides the reader with background information about the mystery, how modern science helped solve the mystery and any questions that remain to be solved. With amazing illustrations, the mystery cases include famous bodies that have been identified, lost cities, and puzzling journeys that have been mapped.

Suggested Delivery:

Read aloud followed by think-pair-share.

Electronic Resources:

1-Susan Hughes- This website can be used my teachers and students during and after the reading. The author's website includes a summary about the book, pictures, information about the author and many more activities.

2- Children's Museum- A great tool for students to use after the reading. It includes various activities that involve science and technology. I also includes other useful websites about science that can be of use for the student's writing activity.

Teaching Suggestions:

1-Vocabulary- Anthropologist, Data, DNA, Evidence, Forensic Anthropologist, Glaciologist

2-Reading Strategies- (Think-Pair-Share)

Before Reading: Show students the front and back cover of the book. Give them about 3 minutes so they can share their predictions with another classmate. Ask them to collectively come up with one prediction to share with the class and write it down on the white board. Introduce new vocabulary.

During Reading: Each chapter or case is about three or four pages long. When you finish one case, have students think about what they learned and liked about the case. Next, have them pair up with another classmate and share their thoughts with each other. Select certain students so they can share their opinion with the rest of the class.

After Reading: Have a class discussion about the book. Ask students if their predictions changed and how. If there predictions did not changed, ask them to use evidence from the book to support their answer. Next, ask students to choose the mystery case they liked the most and explain to the class why they liked it.

3-Writing Activity- As students finish the last reading activity, have them pair up with a student they have not worked with. As their writing activity, students will have to create their own mystery case that will be solved by another group.The mystery case must provide:

        1- Background information about the person, city or object missing.
        2- Where and when it was last seen?
        3- Who saw it last time?
        4- Any extra clues that can lead the detectives to the answer.

Hush

Title: Hush

Author:  Eishes Chayil (pseudonym)

Publisher: Walker Publishing Company

Copyright: 2010
Reading Level: Approximately Grade 6

Summary:

The story takes place in a Brooklyn Hasidic community where the rules of life are very clear. When Gittel was just a child, she witnessed a tragic event that changed her perspectives on people, life and religion. After ten years, the reader discovers that Gittel’s best friend, Devory, committed suicide because she was raped by the person she most trusted, her brother. Gittel wants the community to find out what happened but everybody around her persuaded themselves to believe nothing happened. Obligated to remain silent, Gittel starts to question the rules of life.

Suggested Delivery:

The best delivery methods for this book is silent reading followed by a jigsaw puzzle to finish the book.

Electronic Resources:

1. The Real Eishet Chayil- This website can be used before the reading so students can create their journal's cover. The website includes information about Jewish culture, such as songs and Holidays. This is also a great tool to use to find out more about Jewish woman and current issues related to Jewish.

2. Review- A great tool for teachers and students to utilize after the reading. This website includes a brief book review and other book titles that can be of interest for students.

3. Darkness- This website is mostly for parents and teachers to utilize. It is an informative website related to sexual abuse and how to deal with it after is has occur.

Teaching Suggestions:

1. Vocabulary- Gentile, Unfathomably, Goy, Ecstatically, Furtively, Uncomprehendingly, Pseudonym

2. Reading Strategies-

Before Reading: Pair up students and give them some time to use the computers to find out more about Jews and their culture. Based on their research, have them create their journal’s cover page. For the first journal entry, have them write predictions about what the book might be about and opinions about the cover page image. Introduce new vocabulary and encourage students to keep a section in their journal where they can keep vocabulary questions.

During Reading: Teachers will assign reading every night and for every reading students have to write a journal entry. They have to write their opinions, thoughts, feelings and vocabulary questions. In that journal entry, students should also write five questions they have about the reading that needs clarification. Instead of traveling into the book, students will write a short story (second part of the book) in which the narrator travels out of the book into today’s world. The main point of the made up story is to talk about how culture and life rules have changed from the narrator's time.

Collect journals and choose five questions you think students are struggling with the most. Divide the class into five groups and assign each group a question (jigsaw puzzle activity). They must provide evidence from the book to support their answer.  Students should also become familiar with the answer because each group will be taking turns presenting their answers to the class.

After Reading: Using their journal, students will have a silent conversation activity with a partner. Basically, students write a reflection about the book on their journal. The reflection should include:

         - What they have learned from the book

         - What part was most shocking to them and why?

         - Did they liked or disliked the book and why?

Once the journal entry is completed, they will exchange it with another student who will then respond to the first student’s reflection.

3. Writing activity- Instead of traveling into the book, students will write a short story in which the narrator travels out of the book into today’s world. The main point of the made up story is to talk about how culture and life rules have changed from the narrator’s time.

Rules

Title: Rules

Author: Cynthia Lord

Publisher: Scholastic, Inc.

Copyright: 2006

Reading Level: Lexile 780

Summary:

Catherine is a twelve-year old girl who only wishes to have a normal life, but is it almost impossible since she has an autistic brother and a family that revolves around his disability. To help control David’s embarrassing behaviors, Catherine spends years teaching him basic and complex rules, such as “no toys in the fish tank” and “some people think they know who you are, when really they don’t.” Unfortunately, Catherine’s negative behavior towards Jason, a boy who is also disabled and Kristi, the next-door friend she always wished for, forces her to think twice about what normal really is.

Suggested Delivery:

To deliver this book, use supported sustained silent reading (SSSR). Have a class discussion to finalize the book.

Electronic Resources:

1- Cynthia Lord- The author's website is a useful tool for teachers and students to utilize before or after the reading. It contains information about the author, the books she wrote, quotes and other helpful resources for young authors.

2- Learning About Autism- This website includes important information about autism that can be use by students, teachers and parents. It is a great resource for students to use before the reading to familiarize themselves with the disability.

Teaching Suggestions:

1. Vocabulary- Autism, billowing, blotchy, normal, disability, rules.

2. Reading Strategies-

Before Reading: Ask students to make predictions about the book based on the front and back cover, what can they say about the book? what do they think the book will be about? Next, introduce the vocabulary. Ask students questions about each word until the whole class comes up with one definition for each word (make sure to write the definitions down). Ask students about the word "rules." Ask students what are some rules they have at home? In school? With friends?

During Reading: As a journal entry, provide students with the following questions:

1-   What is Catherine’s main problem? Have you encounter anything like it? Is so, how did you react to it?

2-   What is David’s condition? How does it affect Catherine? What is the relationship between David and Catherine?

3-   Why does Catherine hide David from Kristi? What would you have done in her situation?

4-   Do you agree or disagree with Catherine’s rules? If so, which ones and why?

After Reading: Have students extend the end of the story. Ask them to answer the following questions and have them answer them based on the reading.

1-    What is going to happen to Catherine and Kristi? Catherine and Jason?

2-    Will Catherine keep hiding her brother David from future friends?

3-    Did Catherine learn a valuable lesson? If so, what did she learned?

3. Writing activity- Have students work in groups to create one rule. They must explain the following:
      1- Why they created that rule?
      2- Who should follow that rule?
      3- What is the punishment if anybody violates the rule?
      4- How does it affect you? your classmates? teachers? family? 

Hitler Youth: Growing up in Hitler’s Shadow

Title: Hitler Youth: Groming up in Hitler's Shadow

Author:  Susan Campbell Bartoletti

Publisher: Scholastic Inc.

Copyright: 2005
Reading Level: Lexile 1050

Summary:

First of all, it is important to make it clear that the book, Hitler Youth: Growing up in Hitler's Shadow is not about Hitler but of the youth that followed him. The book talks about twelve young individuals and their dramatic experience in Germany during the Holocaust. The pictures used in the book bring the reader closer to the experiences these young individuals had to go through as they followed Hitler and fought for the Nazis. The young individuals, both girls and boys, explain how the leader they most trusted betrayed them and used them for evil.

Suggested Delivery:

The best delivery methods for this book can be independent reading along with small group discussions.

Electronic Resources:

1. The History Place- This website can be referred to after the reading, by both the students and the teacher. Students can make use of the website as a tool to enhance their comprehension of the book. Teachers can utilize it to organize and present the main topics of the book in a manner which suits his/her students.

2. History on the Net- This website is a great tool for struggling readers and English Language Learners. The website includes pictures with brief descriptions and important information about the book. It is easy to read and to navigate through. Teachers can use it to assist struggling readers because of the various activities presented.

Teaching Suggestions:

1. Vocabulary- Communist, Relinquish, Nazis, Holocaust, Anti-semitism, Euthanasia

2. Reading Strategies- KWL chart

Before Reading: In small reading groups, ask students what they know about Hitler. Have students fill out the "K" section of the KWL chart as a group. As a teacher, make sure you pay close attention to misconceptions and other misleading information they might provide. Present the new vocabulary words and ask student to fill out the "W" section of the KWL chart. Before students began reading the book, make it clear that the book is about the Youth during Hitler's time and not about Hitler.

During Reading: Have students answer some of the questions they had for the "W" section of the KWL chart. Instead of having group discussion, have students write a journal each day answering a question from the chart. As a teacher, this writing assignment will be a helpful tool to assess students' comprehension level.

After Reading: Provide students with both electronic resources and have them navigate the websites. In small reading groups, ask students to fill out the last section of the KWL chart, "L". Discuss their feelings and opinions about the book.

3. Writing Activity- Since the book focused on the Youth that followed Hitler, have students write a letter to one of the children who participated in the Holocaust. The writing activity should include their opinions, reactions, feelings and any questions they might have about Hitler and the Holocaust. Students should also write what they would have done differently if they were growing up in Hitler's shadow.