Table of Contents

Historical Fiction Sam the Minuteman Google and find 3 facts about the American Revolutionary War John Philip Duck Raise a duck, talk about developmental changes Good-bye, Charles Lindbergh Change and create a different ending to story Molly Bannaky Take field trip to farm Noah’s Ark Students put on a play for faculty and parents January’s Sparrow Create a PowerPoint

FantasyA Bad Case of Stripes Write a summary, identify title, and author/illustrator One hundred hungry Ants Discuss if book is fantasy or real, created laminated ants The Little Engine That Could Predict what is going to happen in story On Top of Spaghetti Write a list of ingredients for spaghetti Red Mittens Students create a timeline Isla Complete worksheet with Spanish words

Multi-Cultural Shades of People Mix different shades of paint to create a certain color Grandfather’s Dream Pretend and act like cranes, guess habitat of animals Hooray, a piñata! Students create piñatas The Hard-Times Jar Grow plants. Keep record of progress Hannah is my Name Write poem on immigration Atlas of People Create map of community

Realistic Fiction Bridge to Terabithia Create a poster that shows difference real and fantasy The Hundred Dresses Write in a journal about how the story makes them feel

Non-Fiction George Washington Carver: The Peanut Wizard Find compound words, separate them Thank you, Mr. Falker Explain lesson of story Teeth are not for biting Create a model of teeth out of clay The Way I feel Create faces out of macaroni. Show different emotions Thunder Cake Create book that talks about a special person Eddie Enough! List definition, symptoms, causes, treatments for ADHD

Fiction Somebody and the Three Blairs Compare similarities and differences between this book and

Goldilocks and the 3 bears

Lydia Bolls Title of book: A Bad Case of Stripes Author’s name: David ShannonCopyright year: 1998Genre: FantasyNumber of pages: 32

Synopsis of story: This book was about a little girl named Camilla Cream who loved lima beans but would never eat them because all of her friends thought they were nasty. When it was the first day of school, Camilla could not find anything to wear because she wanted to impress so many people. So she put on a red dress and looked in the mirror and noticed she had rainbow colored stripes all over her body. Her parents called some doctors to come over and check Camilla out but they couldn’t figure out what was wrong with her. Camilla got made fun of at school until the principal told her parents she wasn’t allowed to come back because she was causing a distraction, so Camilla went home. One day a little old lady came and brung Camilla some Lima beans and Camilla pretended like she didn’t like them. So the lady turned to leave and Camilla told her to come back, she ate the lima beans and turned back to normal.

Activity: (Original Source). I will bring in a copy of A bad case of stripes for each of my students. We will do shared reading. I will read from the book at the front of the class and have the students follow along in their own books. When we are done with the book, each student will receive a worksheet that has blank spaces they must fill in identifying the title of the book, and who the author/ illustrator is. The students will also write a summary of the story. Indiana Academic Standard: English/language arts Reading: Comprehension and Analysis of Nonfiction and Informational Text

1.2.1 Structural Features of Informational Materials:

Identify the title, author, illustrator, and table of contents of a reading selection.

Title of book: One Hundred Hungry Ants Author’s name: Elinor J. Pinczes Copyright year: 1993Genre: Fantasy Number of pages: 32

Synopsis of story: This story was about how 100 ants smelled food coming from a picnic. So they decided to go and get some of the food because their tummies were hungry. They started off in one line but then the smallest ant stopped all of them and told them they were moving too slowly and that they would get their quicker if they divided into 2 lines with 50 ants in each one. On the way to the picnic, they saw other animals carrying foods away. The bunny rabbit was carrying a jar of mustard and a sandwich, so once again the smallest ant stopped and made them all get into 4 rows of 25, then 5 rows of 20, then 10 rows of 10. Every time they divided up into different rows the ants would yell out “a hey and a hi dee ho” and by the time they had arrived all of the food was gone. They all ended up being mad at the little ant that made them keep dividing into rows.

Activity: (Original Source). The class will read the book aloud. I will bring in already cut-out ant-shaped, laminated pieces of paper. I will give each student 100 ant-shaped pieces of laminated paper. I will go over counting and writing numbers up to 100 with the students. I will have my students write the numbers 1-100 on each of the laminated ants. I will then have my students orally discuss if they think what happened in the book is real or fantasy. They will then explain why. We will post ants up on bulletin board to go back and reference when we are practicing numbers 1-100. Indiana Academic Standard: Math/ ReadingNumber Sense:

1.1.1 Count, read, and write whole numbers up to 100.

Reading: Comprehension and Analysis of Literary Text

1.3.4 Distinguish fantasy from reality.

Title of book: The Little Engine That Could Author’s name: Watty PiperCopyright year: 1978Genre: Fantasy Number of pages: 37

Synopsis of story: The little train that could was a book about a train that was carrying tons of gifts for all of the good little boys and girls on the other side of the mountain. It carried, dolls, little toy engines and airplanes, picture puzzles, books, and even food. All of a sudden, the happy little train stopped and she could not move. Then the funny little clown that was on the train jumped off and told everyone that he could see a shiny new train heading their way and that he was going to ask for help. The little clown and all of the toys jumped off the train and asked the shiny new train but he said no. So they were all so sad because more and more trains passed by but they all kept saying no. Finally, one train came pass and decided to help all of the toys over the mountain so they could be with all of the little boys and girls.

Activity: (Original source). In the story every time a train would come by, all of the toys would stop and ask the train if they would help them pull them over the mountain so that the little boys and girls could play with the them and each time the trains would say no and explain their answer of why they couldn’t. So as I am reading the book, I will have my students write down what they think each train is going to say or do each time. Each student then stands up one by one and tells the class one of their answers. Students will create a train out of boxes.

Indiana Academic State Standard: English/ Language Arts Reading: Comprehension and Analysis of Literary Text

2.3.5 Confirm predictions about what will happen next in a story.

Title of book: On Top of Spaghetti Author’s name: Katherine Tillotson Copyright year: 1996Genre: Fantasy Number of pages: 30

Synopsis of story: On top of spaghetti was about a little girl who was about to eat her spaghetti when she sneezes and the meatball rolls off the table and onto the floor. She chases after the meatball as it rolls outside, into the garden, and then under a bush. She was sad because now the meatball was just mush. By early the next summer the meatball had grew into a meatball tree with huge meatballs all over it. Then at the end of the book, the little girls explains that when you’re eating spaghetti and meatballs with lots of cheese to hold on to your meatball and never sneeze.

Activity: (Original source). I will ask my students if they know what ingredients are. I will then have them each write a list of ingredients of how they like their spaghetti the best. They can have things like meatballs, cheese, sausage and other items that they like. They will then post their lists up on a cork wall. They will then have to create a menu as if they had their own restaurants.

Indiana Academic State Standard: English/ Language Arts Writing: Processes and features

Organization and Focus:2.4.1

Create a list of ideas for writing.

Title of book: Red Mittens Author’s name: Laura Bannon Copyright year: 1946Genre: Fantasy Number of pages: 31

Synopsis of story: Red Mittens was about a little boy named Joe who had thought he lost a pair of red mittens that his mother had knitted for him. Joe never went anywhere without his mittens. He kept them tied around his neck on the front of his overalls. Then one day he noticed that the mittens were not around his neck so he looked outside by all the animals. He saw Hen and his cat and asked if they had seen his mittens, and they all said no but that they could help him find them. So they all looked around and then a cow came along and said that he would help little Joe find his mittens. They looked low, in the middle and up high, but no mittens, then the cow realized that the mittens when on little Joes back wrapped around his neck.

Activity: (Original source). The students will create a timeline of events that happened in the story. The timeline has to have at least five events that happened in the story and students will turn assignment in and be assessed by completion.

Indiana Academic State Standard: English/ Language Arts Writing: Applications

2.5.1 Write brief narratives based on experiences that:

• move through a logical sequence of events (chronological order, order of importance). • describe the setting, characters, objects, and events in detail.

Title of book: Shades of People Author’s name: Shelley Rotner and Sheila M. Kelly Copyright year: 2009Genre: Multi-cultural Number of pages: 30

Synopsis of story: Shades of People is a book about all the different shades of people. Some of the shades mentioned were peach, sandy, creamy, ivory, coffee, cocoa, almond, pink and rose. The book teaches children that you can’t tell what a person is like by their skin color. Our skin is sort of like our wrapping paper. It explained that there could also be different shades even in the same family.

Activity: (Original source). I would have my students see if they could create the shade of their best friend by mixing different color paints together. Each child would get one blank white sheet of paper, a small paint brush and different colored paints. The child would then have to orally explain why their best friend is so important to them and why the shade/color of a person does not matter to them.

Indiana Academic State Standard: Fine Arts/ visual artsCreating Art: Studio Production: Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision

1.6.2 Create artwork about self, family, and personal experiences.

Title of book: Grandfather’s Dream Author’s name: Holly Keller Copyright year: 1994Genre: Multi-Cultural Number of pages: 29

Synopsis of story: This story was about a little boy named Nam and his family that lived in Vietnam. His grandfather believed that all of the cranes that had been recently living there would come back after leaving because of the Vietnam War. His grandfather and the villagers believed that the cranes brung them good luck. Every day the grandfather would get up early to see if the cranes had come back, but they still hadn’t, so the village committee decided that if they didn’t come back by the end of the next rainy season that the land in the reserve would be planted with rice. So grandfather became really sad because everyone kept on saying it was just a silly dream of his. Then one day Nam’s dogs came running with a bird in its mouth and the family went over the bridge and towards the dikes and they seen more than 200 cranes.

Activity: (Original source). The students will learn about cranes. They will then have the chance to act like a crane. Everyone in the room will stand up and close their eyes for a couple seconds and think about what it would be like to be a crane. After a while the teacher will tell them to open their eyes and pretend that they are all cranes. They will have to try and guess the habitat of the bird and act it out.

Indiana Academic State Standard: Fine Arts/ visual arts

Creative Process 1.8.2

Imitate or create people, creatures, or things based on observation.

Title of book: Hooray, a piñata! Author’s name: Elisa Kleven Copyright year: 1996 Genre: Multi-Cultural Number of pages: 28

Synopsis of story: Hooray, A piñata! was about a little girl named Clara whose birthday was coming up. So Clara, her mom and her friend Samson decided to go buy a piñata for her party. Clara found a puppy piñata that she fell in love with. She took the puppy everywhere; to the park, to school, played with it at her grandmother’s house, and on a merry-go-round. Then on the day before her party Samson came over to help her stuff the piñata with candy but Clara had become too attached to it. On the day of her party Samson showed up with another piñata from the store that they had seen and they bust it open at the end of her party and got lots of candy.

Activity: (Original source). The teacher would bring in supplies to have the students create piñatas. The students will be divided into groups. Each group will receive glue, newspaper, balloons and scissors. Each group will then create one piñata. Their balloon will be blown up by the teacher. The students will then be told to cut out many sheets of newspaper and dip them in the glue and water. They must then stick it all on the balloon and allow it to dry. After they have all dried the students can decorate them anyway they would like. They will be hung up around in the classroom.

Indiana Academic State Standard: Fine Arts/ visual arts Responding to Art: History and Culture: Understand art in relation to history and past and contemporary culture

1.1.1 Explore ways that art reflects a culture.

Title of book: The Hard-Times Jar Author’s name: John Holyfield Copyright year: 2003Genre: Multi-Cultural Number of pages: 30

Synopsis of story: This book is about a little girl named Emma who wanted to someday own a store bought book. Her family were migrant workers and didn’t have much money but they had a jar called the hard-times jar which they saved for important/hard times. Sometimes Emma would sit and write her own stories and whenever her mom would want her to do something she would threaten to take away her pencil and paper. Then one day her mother sat her down and told her that she wouldn’t be helping pick fruits and vegetables but that she would be starting school, so Emma became very worried because the money that she was making from working was going towards her buying a store bought book. On the first day of school, Emma went into class and didn’t see any chocolate brown skinned children like her, they were all white. There was a library inside the school that Emma went to everyday; Emma’s mama noticed how good that Emma was doing that she decided to give Emma money out the hard-times jar to go and by herself a store bought book.

Activity: (Original source). I would teach my students how to plant things pertaining to planting and growing crops. We would start off with something simple like planting some seems. The students will have the choice of either planting tomato seeds, or beans. We will watch the crops as they grow. The children will keep notes/records on the progression of the plants growth.

Indiana Academic State Standard: Science The Nature of Science and Technology

3.1.3 Keep and report records of investigations and observations using tools, such as journals,

charts, graphs, and computers.

Title of book: Hannah is my Name Author’s name: Belle Yang Copyright year: 2004Genre: Multi-Cultural Number of pages: 24

Synopsis of story: This book is about a little girl named Na-Li from Taiwan. When her family decides to move to the U.S. her name gets changed to Hannah. Hannah doesn’t understand much of how things work in the new country. Hannah or her family do not have green cards and one day some police officers burst into the place where Hannah’s father is working but a man hurry’s and tell the family to run and hide because they aren’t suppose to have jobs. One day when Hannah comes home her parents are cooking some of her favorite foods and tell her to open the package with the ribbon on it and there lays their green cards.

Activity: (Original source). I will have a lesson over immigration and explain to my students what an immigrant is. I would then have them write a poem about immigration.

Indiana Academic State Standard: English/ Language Arts Listening and Speaking: Skills, Strategies, and Applications

1.7.6 Speaking Applications:

Recite poems, rhymes, songs, and stories.

Title of book: Bridge to Terabithia Author’s name: Katherine Paterson Copyright year: Genre: Realistic fiction Number of pages: 144

Synopsis of story: This book was about a young eleven-year-old boy named Jess who loves to run and hopes to one day become the fastest runner in the fifth grade. Jess has five sisters and he is hoping that this will get him some attention from his father who is always working. Then a new girl moves in next door to Jess and she runs really fast too. They become good friends and build a secret fantasy land across the creek which is called Terabithia. One day his friend Leslie dies by drowning in the creek and Jess becomes devastated.

Activity: (Original Source). After reading the book as a class, the students will create a poster that shows the difference between what is real and what is fantasy. The students can use words, pictures or anything of their choice. They will be assessed on if the poster actually shows the difference between the two topics. We will go over different types of examples of what is fantasy and what is reality. Indiana Academic Standard: English/ Language Arts Reading: Comprehension and Analysis of Literacy Text

2.3.6 Recognize the difference between fantasy and reality

Title of book: The Hundred Dresses Author’s name: Eleanor Estes Copyright year: 1974Genre: Realistic fiction Number of pages: 88

Synopsis of story: The story The Hundred Dresses was about a lady named Wanda Petronski who doesn’t have any friends. She goes to school every day telling her classmates that she has one hundred dresses at home. People at school do not believe her because she wears the same blue dress every day. Finally when her father is sick of his daughter being made fun of, he takes her out of school and they move away to a big city. This makes one of the girls in Wanda’s class sad because she stood there and let the others laugh and make fun of Wanda so she decides to leave and go look for Wanda and her family.

Activity: (Original Source). I will have my students write in a journal every day after reading the book The Hundred Dresses. They will write about what they read or about how they feel about what is going on in the story. Every day they will trade with another student to have them proof read and make corrections of their work.

Indiana Academic Standard: English/ Language Arts 3.4.7

Proofread ones own writing, as well as that of others, using an editing checklist or list of rules.

Title of book: Sam the Minuteman

Author’s name: Nathaniel Benchley Copyright year: 1969Genre: Historical fiction Number of pages: 53

Synopsis of story: This book was about a little boy named Sam Brown who lived with his parents in Lexington, Massachusetts which is near Boston. During this time, America was not a country of its own it had belonged to England. Sam always helped his father on the small farm that they had and his mother worked inside. They made, grew and cooked everything for themselves. One day Sam was awakened in the middle of the night and his father told him to get his gun, the British had left Boston and were coming right towards them. Eight Minutemen were shot and killed; even Sam’s friend shot had gotten hurt. This had made Sam very angry so became brave and shot many men, and then him and his father went home and went to bed. This was the beginning of the American Revolution.

Activity: (Original Source). I will bring in a copy of Sam the Minuteman into the classroom. I will read the story aloud to the students. We will have a grand discussion about the story. Our main focus will be on the American Revolution that lasted eight years. We will then go into the computer lab and I will have them type the words American Revolution in Google’s search engine. They will have to find three different facts about the War. Each student will write them down and turn in at the end of class. They also have the choice of finding books in the library for information. Indiana Academic Standard: English/ Language Arts Writing: Processes and Features

1.4.5 Identify a variety of sources of information (books, online sources, pictures, charts, tables

of contents, diagrams) and document the sources (titles)

Title of book: John Philip Duck Author’s name: Patricia Polacco Copyright year: 2004Genre: Historical fiction Number of pages: 48

Synopsis of story: This story is about a little boy named Edward who found a tiny duck and decided to take care of it. He snuck his tiny duck into the hotel where he was working with his father. Many people in the hotel knew about Edwards duck and kept his secret safe. One day the hotel manager found John Philip Duck in the fountain of the hotel and became very upset. So Edward decided to show Mr. Schutt what great things his duck could do. So he explained to the manager that if they had ducks in the fountain all the time that he could show them how to do the tricks also. Mr. Schutt decided to let the ducks stay at the hotel and march.

Activity: (Original Source): After reading the book to the class I will ask students if they have ever found any pets before. We will then go on to discuss ducks and the habitats they live in, what they eat and many other different things about them. I will bring a baby duck into the classroom and we will raise it. The students will learn how to feed it and that the duck must stay warm to survive. Every day they will record progress of the ducks development and changes that they notice. Indiana Academic Standard: English/ Language Arts, Science Writing: Applications

1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or

event, using sensory details. Life Science

2.3.1 Observe closely over a period of time and then record in pictures and words the changes

in plants and animals throughout their life cycles-including details of their body plan, structure and timing of growth, reproduction and death.

Title of book: Good-bye, Charles Lindbergh

Author’s name: Louisa Borden Copyright year: 1998Genre: Historical fiction Number of pages: 40

Synopsis of story: This book was about a little boy named Gil who was riding his horse one day and discovered a plane flying over the creek. Gil had always loved airplanes. He and his horse followed the plane to see where it was headed. Once the plane had landed Gil found out that the pilot was Charles Lindbergh. This was the most exciting thing that had ever happened to Gil.

Activity: (Original Source). The students will read the book as a class. Once the story is over we will discuss what happens in the book. They will then have to change the ending of the story and create their own ending that has a problem and a solution. Indiana Academic Standard: English/ Language Arts Reading: Comprehension and Analysis of Literacy Text

2.3.2 Create different endings to stories and identify the problem and the impact of the

different ending.

Title of book: Molly Bannaky

Author’s name: Alice McGill Copyright year: 1999Genre: Historical fiction Number of pages: 32

Synopsis of story: The Molly Bannaky book was about a seventeen year old girl named Molly Walsh whose job was to milk the cows every morning and take the pail of milk up to the manor house. One day after milking the cow, she sneezed which made the cow jump and kick over the pail of milk. This accident sent Molly to court where she stood in front of the jury. The normal punishment for stealing was death but since none of the others could read so she was sent to serve in a colony across the ocean for seven years. After serving the seven years working, she found a slave by the name of Bannaky and decided to marry him.

Activity: (Original Source). The class will have a grand discussion after reading the book Molly Bannaky. We will discuss the lesson learned from the book. We will talk about how at the end of the story it mentioned Benjamin Bannaky. I will ask students if any of them had ever heard of him and if so what have they heard. If none of the students have heard of him, I will give them some information on him and what he did. I will schedule a field trip to a farm to give the students an opportunity to milk a cow.

Indiana Academic Standard: English/ Language Arts Reading: Comprehension and Analysis of Literacy Text

2.3.7 Identify the meaning or lesson of a story.

Title of book: Noah’s Ark

Author’s name: Jerry Pinkney Copyright year: 2002Genre: Historical fiction Number of pages: 40

Synopsis of story: This book was about how God was not happy with the people on earth because they didn’t care for one another or the land that God had created for them. So God decided to destroy every living thing. One day a guy named Noah had spoken to God and God told him to make an ark out of wood and to bring two of every living thing. He also told him to bring food for the animals and for himself for he would be destroying every living thing on earth. So Noah created the arc and two of every animal got on the ship and the door closed, soon it began to rain and storm. So after forty days and forty nights the rain had finally stopped falling, Noah and his family were safe, and God set a rainbow in the sky promising to never destroy the earth again.

Activity: (Original Source). I will read this book to the class aloud. We will then go on to discuss if they had ever heard the story before. I will inform the students that we would be putting on a play for parents and other teachers. Students will get their parts and we will work on rehearsing every week for about 2 weeks and then the students will perform. The students will be assessed on participation.

Indiana Academic Standard: English/ Language Arts Listening and Speaking: Skills, strategies and applications

2.7.13 Recite poems, rhymes, songs, and stories.

Title of book: George Washington Carver: The peanut wizard

Author’s name: Laura Driscoll Copyright year: 2003Genre: Non-fiction Number of pages: 32

Synopsis of story: This book was about the life of George Washington Carver and how he used peanuts in many recipes and household items used around the house. It talks about how George, his mom and brother were all slaves and owned by the Carvers. One day George’s mother got kidnapped and sold by some slave robbers. So the Carvers raised George and his brother Jim as if they were their own. George loved working in the garden and taking care of sick plants. George started college when he was thirty-three years old and he learned a lot about plants and discovered peanut butter. There are peanuts in some shampoos, lotions, glue, paint, laundry detergent and coffee. Activity: (Original Source). George Washington Carver: the Peanut Wizard will be read aloud to the students. The students will have a grand conversation about George Washington Carver. The students will then have to find at least 20 different compound words in the book. After they choose the compound words that they want to use, they must separate them into the two different words. The students will write them down on a sheet of paper and turn it in for a completion grade.

Indiana Academic Standard: English/ Language Arts Reading: Word Recognition, Fluency, and Vocabulary Development

1.1.16 Read and understand simple compound words (birthday, anything) and contractions

(isn't, aren't, can't, won't).

Title of book: Thank you, Mr. Falker

Author’s name: Patricia Polacco Copyright year: 1998Genre: Non-fiction Number of pages: 40

Synopsis of story: Thank you, Mr. Falker was about a little girl named Trisha who was having trouble learning to read but she was really good at drawing. She was always behind in her reading compared to everyone else in her classroom and she got made fun of all the time. Her mother received a new job in California, so her and her brother had to move away from the farm they had in Michigan. Trisha started school and had a new teacher named Mr. Falker who helped Trisha learn to read. He spent extra time every day after school with her and Trisha learned to love school.

Activity: (Original Source). The story Thank you, Mr. Falker will be read aloud to the students in the classroom. Students will then take out a sheet of paper and explain the lesson of the story. There is a part in the story where her grandfather explains the importance of learning to read and getting an education. They must also write how they feel about education. They would answer questions about if they like coming to school to learn about different subjects. They can also write about their favorite subject and why.

Indiana Academic Standard: English/ Language Arts Reading: Comprehension and Analysis of Literacy Text

2.3.7 Identify the meaning or lesson of a story.

Title of book: Teeth are not for biting Author’s name: Elizabeth Verdick Copyright year: 2003Genre: Non-fiction Number of pages: 24

Synopsis of story: Teeth are not for biting is about how children start teething when their teeth are growing in. It talks about how teeth are strong and sharp. Teeth help us chew but not for biting other people. It gives children other things to do rather than to bite other people. It tells children to bite on chew toys, take a nap, drink something cold, or to hug someone to get comforted. At the back of the book it gives parents some tips for when their child is teething.

Activity: (Original Source). Students will be read to. Teacher will explain to students the importance of having teeth and how to keep them healthy. After the book is done, students will try and create a teeth model out of clay. Clay will be provided. The students may use any color clay they would like to use to make activity more creative.

Indiana Academic Standard: Fine Arts/ Visual Arts Creating Art: Studio Production: Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision

K.4.2 Respond to art based on personal preference.

Title of book: The Way I feel Author’s name: Janan Cain Copyright year: 2000Genre: Non-fiction Number of pages: 32

Synopsis of story: This book talks about different feelings and emotions. The Way I feel explains each emotion and things that make children feel these ways. It shows the picture of each emotion and or feeling. It teaches children how to deal with their emotions and explains that everyone has feelings. At the end of the book there is even a note to parents that help them to deal with talking to their children about feelings and emotions.

Activity: (Original Source). The Way I feel will be read aloud to class. Students will then create faces out of macaroni/un-cooked spaghetti. The faces will show the emotions and feelings learned in the book. Under each face that they make, they will write which emotion it. The vocabulary words in the book will be discussed every time we come across the word when the teacher is reading the book aloud. Each student then needs to talk about something that makes them feel that certain way, for example when they can’t do something they get frustrated. Macaroni, un-cooked spaghetti, glue and construction paper will be provided.

Indiana Academic Standard: Fine Arts/ Visual Arts Creating Art: Studio production: Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision

1.6.2 Create artwork about self, family, and personal experiences.

Title of book: Thunder Cake Author’s name: Patricia Polacco Copyright year: 1990Genre: Non-fiction Number of pages: 32

Synopsis of story: Thunder Cake was about a little girl who was scared when it was thundering and lightening. Every time she heard the thunder she would run and hide under the bed. So one day her grandmother told her to get from under the bed so that they could bake a thunder cake. She got brave and went with her grandmother to retrieve all of the ingredients to make the cake. Her grandmother taught her how to count to see how far the storm was away. They baked the cake just in time and as soon as the rain started pouring, her grandmother cut the cake and they sat down to eat it. The little girl was never scared of thunder again.

Activity: (Original Source). After reading Thunder Cake, students will have to create a book. The book must be about a time that some special person has helped them to overcome a fear. They must include a cover, pictures, a back to the book, and a story talking about a time someone or something has helped them to overcome a fear. Student must turn in book for grade. We will follow the recipe for the thunder cake and make one.

Indiana Academic Standard: English/ Language Arts Writing: Processes and features

3.4.1 Organization and Focus:

Find ideas for writing stories and descriptions in conversations with others; in books, magazines, or school textbooks; or on the Internet.

Title of book: Somebody and the Three Blairs Author’s name: Marilyn Tolhurst Copyright year: 1990Genre: Fiction Number of pages: 24

Synopsis of story: The book Somebody and the Three Blairs was about a family whose house had gotten broken into. Mr. Blair, Mrs. Blair, and baby Blair had decided to go to the park and feed the birds because it was such a nice day outside. When they left, a bear by the name of Somebody had come into their house. He ate their food and trashed the kitchen, he flooded the bathroom, he broke baby Blair’s high chair and then went to sleep in baby Blair’s crib. When the family got back, they noticed the huge mess and looked around the house to see who could have done it. When baby Blair went upstairs, he found Somebody in his crib. So he woke him up and Somebody climbed out of the window before Mr. and Mrs. Blair could call police.

Activity: (Original Source). Before the book Somebody and the three Blairs is read aloud to the class, the teacher will ask the students if they know the story of Goldilocks and the three bears. Once the class has a discussion about the story and recap on what happened, the teacher will read Somebody and the three Blair. After the book is over, the students will discuss the similarities and the differences between the two books. They will also answer questions like who the main character was, what happened in the story, where did the story take place and so forth.

Indiana Academic Standard: English/ Language Arts Reading: Comprehension and Analysis of Nonfiction and Informational Text

1.2.7 Relate prior knowledge to what is read.

Listening and Speaking: Skills, Strategies, and Applications 1.7.7

Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

Title of book: Atlas of People Author’s name: Scholastic Copyright year: 1994Genre: Multi-cultural Number of pages: 20

Synopsis of story: This book talks about different places like Europe, the Middle East, the Far East, Southern Asia, Northern Asia, Africa and many other places. It shows maps and has many facts about all of the places mentioned. The book also talks about activities that people do in other countries. It talks about the different foods that are eaten in China, Russia, America, and Bolivia. It even talks about the education in other countries. It shows much diversity and it is very informational.

Activity: (Original Source). After Atlas of people is read to the class aloud, students will create a map of their community. The map must include buildings and signs. We will also discuss the similarities and the differences between our culture and other different cultures.

Indiana Academic Standard: Social Studies Geography

1.3.7 Human Systems: Draw simple maps using symbols that show how space is used in the

classroom, in the school and in the neighborhood. 1.3.8

Human Systems: Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana.

Title of book: January’s Sparrow Author’s name: Patricia Polacco Copyright year: 2009Genre: Historical Fiction Number of pages: 96

Synopsis of story: This story was about a little girl named Sadie Crosswhite, whose family is owned by Master Francis Giltner. Her and her family witnesses her older brother get brutally beaten for trying to run away and it breaks Sadie’s heart. After her brother January is beaten, everyone assumes that he is now dead. So Sadie and her family want to escape these slave owners and head to Canada before one of them gets beaten like January was. In the middle of the night they pack some of their things and run to a boat that takes runaway slaves across the Ohio River to a safer area called Marshall, Michigan. As they get closer to the boat, Sadie realizes that she left behind the wooden sparrow that January had carved for her. It is too dangerous to go back, so she must continue running with her family.

Activity: (Original Source). Each student will receive a copy of January’s Sparrow. After each student has finished reading the book, they will search the internet and find someone to do an activity on. They must create a PowerPoint that goes more into depth on a person that made a difference or some huge event that happened during the Civil War.

Indiana Academic Standard: Social Studies History

4.1.7 The Civil War Era and Later Development: 1850 to 1900. Explain the roles of various

individuals, groups and movements in the social conflicts leading to the Civil War.

Title of book: Isla Author’s name: Arthur Dorros Copyright year: 1995Genre: Fantasy Number of pages: 40

Synopsis of story: Isla was about a little girl who was exploring an island with her grandmother. Her grandmother sits and tells the little girl stories and she imagines that they can fly during story time. She imagines that they are flying over an island called la Isla. They see people, buildings, forest, animals and many other things. The little girl learns a lot about her family background and some of the traditions they have. The book also teaches children different Spanish words and phrases.

Activity: (Original Source). Isla will be read aloud to students. Before the teacher starts to read, he/she will provide students with a worksheet. The worksheet will have Spanish words on it. As the teacher is reading the book, the students must match the Spanish words on the paper with what the teacher is reading aloud from the book. Students will turn paper in for grade.

Indiana Academic Standard: English/ Language Arts Reading: Word Recognition, Fluency, and Vocabulary Development

1.1.1 Concepts about Print:

Match oral words to printed words

Title of book: Eddie Enough! Author’s name: Debbie Zimmett Copyright year: 2001Genre: Non-fiction Number of pages: 40

Synopsis of story: Eddie Enough is about a little boy named Eddie that is always getting into things. The kids at school always make fun because he’s always knocking things over, bumping into things, moving around too much and never really paying attention. One day his parents decide to take him to come doctors and they figure out that he has AD/HD. Eddie has to start going to the library to take medicine everyday and the students start to treat him better.

Activity: (Original Source). Students will create a brochure that explains what AD/HD is and ways to try and deal with it. Students must list the symptoms, the definition of it, some causes, and treatments. This brochure is to inform people of AD/HD and also so students will not get made fun of like the kid in the book did.

Indiana Academic Standard: English/ Language Arts Writing: Processes and Features

6.4.3 Write informational pieces of several paragraphs that:

• engage the interest of the reader. • state a clear purpose. • develop the topic with supporting details and precise language. • conclude with a detailed summary linked to the purpose of the composition.

Reading: Comprehension and Analysis of Nonfiction and informational Text 6.2.4

Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports.