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Trade Books

Kristina Faudree

Professor Schilling

Literacy Block

March 7, 2011

Table of Contents

FantasyHow Deep is the Sea? Create own animalThe Night Before the Tooth Fairy Learning how to brush teeth with an eggSkippyjon Jones Lost in Spice Pick a planet to “travel” to and write a storyHarry Potter and the Sorcerer’s Stone Compare and contrast schoolsStellaluna Booklet about birds and bats

Multi-cultural Pierre Pidgeon Create a small boat and put it into a jarThe Girl who Loved Wild Horses Describe in a group a certain native tribeSkippyjon Jones Learn Spanish song and have a fiestaMikko’s Fortune Role-playing with Lamp as Earth and sunGrandfather’s Dream Pick a bird and observe migration

Realistic Fiction Call it Courage Picture pyramidRamona and her Father Build stilts out of cans and stringWringer Draw portrait of ideal studentDicey’s Song Create a mosaic then 2 page explanationThe Hundred Dresses Design own clothing

Historical FictionAcross Five Aprils Letter to PresidentViking Adventure Make a Viking paper dollThe Courage of Sarah Noble Template of Native AmericansIsland of the Blue Dolphins Create map of islandRoll of Thunder, Hear My Cry Diary entry

Non-FictionSt. Patrick’s Day Short story on pot of goldColumbus Day Skit Memorial Day Draw American Flag and write Pledge Three Cups of Tea Service projectDinosaurs, Dragonflies & Diamonds Trunk of Indiana traditions

OtherA Bad Case of Stripes Draw on a partner with face paintThe Upstairs Room Watch movie version; create Venn DiagramTitanic Create a gameMockingbird Mad/Emotion BoxThe True Story of the 3 Little Pigs! Comprehension Cards to use to continuation

FantasyTitle of book: How Deep is the Sea?

Author’s name: Anna Milbourne and Serena Riglietti

Copyright year: 2009

Genre: Fantasy

Number of pages: 21

Synopsis of story: This story is about a penguin named Pipkin. He is a curious penguin who decides to try and figure out how deep the sea is. In order to do this, he has to swim in the sea and ask other animals how deep it is. He first starts with a seal. The seal only responds that it is deep enough to hold a lot of fish so he can eat them. He then talks to a whale who responds that the sea is deep enough to hold a big whale like him. Pipkin then runs into a dog in a submarine who takes him down to the darker part of the sea. They run into creatures in the dark who tell them that the bottom of the sea is past the mountains. The dog and Pipkin eventually make it to the bottom and find that nothing lives there. Pipkin returns home to his mom to tell her of his adventure.

Activity: Origin of idea: Website. http://octopus.gma.org/surfing/antarctica/penguin.html Description of activity: For this activity students will learn more about penguins. They

will be read certain facts about the penguins. Before hand, they will have been at the zoo to see the penguins. After reading How Deep is the Sea? they will come up individually with an animal that would be able to live in the bottom of the sea. They will draw it and come up with a name for it. If time allows or as an alternative activity, watch either “March of the Penguins” or “Happy Feet” as a class.

Indiana Academic Standard: K.4.1. Give examples of plants and animals. This corresponds with this standard because it goes into detail of a specific animal that they would see at the zoo.

Title of book: The Night Before the Tooth fairy

Author’s name: Natasha Wing


Genre: Fantasy

Number of pages: 29

http://octopus.gma.org/surfing/antarctica/penguin.html

Synopsis of story: This story is about a boy whose tooth was very loose and about to come out. He wanted it to come out soon because he wanted the tooth fairy to visit him that night. He wanted to try everything to make sure his tooth fell out. His mom told him to eat an apple, but he didn’t want to eat the tooth. His dad told him to yank the tooth out with a doorknob and string but the boy did not want to do that. When his little brother grabbed their cat, their dog became scared and jumped and knocked over the boy. The tooth then fell out. That night after playing with his new “hole” in his mouth, the tooth fairy came. He saw the tooth fairy take his tooth and then leave him something. He then woke up with a dollar bill under his pillow. He told his family and they shared his excitement.

Activity: Origin of idea: Website: http://www.teachingheart.net/teeth.html Description of activity: In this activity the teacher will give each student an egg for the

class to observe. The teacher will compare the shell of the egg to enamel for human teeth. Next, the teacher will pour two cups of vinegar into a large jar to show every student to do the same. Then the eggs will be put into the jar and the lid will be closed for two days. Students will make predictions on what will happen to the egg. After the two days are done, students will see that the egg’s shell was ruined just like their teeth will be if they do not brush their teeth.

Indiana Academic Standard: 1.1.1 Tell how healthy behaviors impact personal health and wellness.

Title of book: Skippyjon Jones Lost in Spice

Author’s name: Judy Schachner


Genre: Fantasy

Number of pages: 30

Synopsis of story: In this story Skippyjon Jones first takes his mom’s red spice. He puts it into his bed, which then turns into Mars. He meets other animals like him, Chihuahuas, even though he is a Siamese cat. After rolling in the “spice,” he gets lost and runs into a Martian who looks like him, except green and with only one eye. When Skippyjon goes back to his friends, they are all in a frenzy because more Martians were on their way. These Martians were not nice. They took Skippyjon’s monkey. He fought with them and pulled his monkey’s arms. He pulled his arms so hard that he fell back onto Earth. He was no longer in Mars and his mom was wondering what had happened. She let him believe that he had been to Mars and would continue to daydream about being there.

Activity: Origin of idea: Original.

http://www.teachingheart.net/teeth.html

Description of activity: To help students learn the planets, they will first play a game online to learn the planets. Website (http://www.toonuniversity.com/flash.asp?err=207). Then after reading the book and other planet books to them, they will pick a planet that they would want to travel to. They will then write a short story about an adventure they would have on that planet.

Indiana Academic Standard: 3.3.2 Observe and describe that there are more stars in the sky than anyone can easily count, but they are not scattered evenly.

Title of book: Harry Potter and the Sorcerer’s Stone

Author’s name: J. K. Rowling


Genre: Fantasy

Number of pages: 309

Synopsis of story: The story begins with Harry Potter learning that he is a wizard. He is taken to Hogwarts School of Witchcraft. He meets Hermione Granger and Ronald Weasley who become his best friends. Because Harry’s parents died to save his life against Lord Voldermort, Harry has a scar on his forehead and is famous for “killing” Lord Voldermort. Harry’s first year at Hogwarts is filled with adventure and challenges. Not everyone likes him and not everyone is happy that Lord Voldermort is not a threat anymore. Harry and his friends think that someone is going to take the famous sorcerer’s stone so they go out and try to prevent this from happening. They follow the path to get to the stone and Harry ends up running into a professor who has Lord Voldermort attached to him. Harry ends up defeating both of them and the stone is saved. However, this is not the end of Lord Voldermort because he can still come back and try to hurt Harry again.

Activity: Origin of idea: Website.

http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/Sorcerer-ExploringBk.pdf

Description of activity: Before doing this activity and reading the book, check with students’ parents if they are comfortable with the reading and lesson of this book. Provide an alternative if parents do not allow this book to be read to their child. In this activity students will read the first Harry Potter book as a class and then compare and contrast their school with Hogwarts School of Witchcraft. They will first list off the differences and then they will create an example of what would happen if their school were integrated with magic.

Indiana Academic Standard: 4.2.5 Compare and contrast information on the same topic after reading several passages or articles.

Title of book: Stellaluna



http://www.toonuniversity.com/flash.asp?err=207

Author’s name: Janell Cannon


Genre: Fantasy

Number of pages: 42

Synopsis of story: This story is about a bat named Stellaluna. In the beginning she is separated from her mother because an owl attacks them. Because Stellaluna is just a baby she cannot fly and does not know what to do. She eventually lands into a bird’s nest. She learns to eat bugs and live like the other birds. When the birds and Stellaluna are old enough, they learn to fly and are able to fly around. Stellaluna gets separated from the other birds and then runs into other bats. One of them is her mother. Her mother then teachers her to eat fruit and act like a bat. She goes back to her bird family and tells them the news. Stellaluna tries to make the birds fly at night, but because they do not have night vision, they cannot do so. She then has to help them fly so they realize that even though they are different, they can still be friends.

Activity: Origin: Website. http://www.kidzone.ws/animals/bats/ws12.htm Description of activity: Using the website, teachers will print out a booklet for the

students to work on. They will fill out the questions about what they already know about bats, what they want to know, and then after reading the book, what they learned about bats. They will do the same with a bird booklet. They will then compare as a class what they learned about both animals.

Indiana Academic Standard: K.4.2. Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.

http://www.kidzone.ws/animals/bats/ws12.htm

Multi-cultural Title of book: Pierre Pidgeon

Author’s name: Lee Kingman


Genre: Multi-cultural

Number of pages: 43

Synopsis of story: A boy named Pierre who lives in Canada lives in an area where boats are always near him. His dad is a fisherman and Pierre likes to help his dad bring in the fish. While his dad is at work, Pierre goes to a store and looks at a bottle with a ship in it. One day he decides that he would like to know how the ship gets in the bottle. The store clerk does not know so Pierre decides that he wants to buy the bottle. It costs a dollar and Pierre does not have one. He asks for a dollar for his birthday but one day while working with his ox, Henri, a lady is in need of help. Pierre helps her and so she gives him a dollar. Pierre immediately goes and buys the bottle and takes it home. When he is going home, his dog gets really excited, causing Pierre to drop the bottle. Pierre is very sad but his dad tells him that he has another bottle. Pierre eventually figures out how to put boat into the bottle and keeps it as his own.

Activity: Origin of idea: Original with website. http://www.scribd.com/doc/38837877/Ships-in-

Bottle-Christopher-Columbus-Activity Description of activity: After reading the book, students will create a small boat. They

will have to scale down what a boat’s size would be and use materials given. They then will put their boat into a bottle using the same trick that Pierre used.

Indiana Academic Standard: 5.6.2. Demonstrate how geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps and stories can be used to represent objects, events and processes in the real world, although such representatives can never be exact in every detail.

Title of book: The Girl who Loved Wild Horses

Author’s name: Paul Goble



http://www.scribd.com/doc/38837877/Ships-in-Bottle-Christopher-Columbus-Activity

http://www.scribd.com/doc/38837877/Ships-in-Bottle-Christopher-Columbus-Activity

Number of pages: 26

Synopsis of story: The main character is a girl who loved horses. She understood horses in a way no one else did. One day she fell asleep listening to the horses eat and move around her. Then a storm suddenly came. She jumped on a horse and tried to get the horse to stop and turn around but it kept going. She realized that she was lost after the horses stopped running. They stayed where they were until she saw a stallion and jumped on it. After a year, the girl’s people found her riding the stallion. They ran away but eventually were caught. The girl was brought back to her family but was very sad. She missed her horses and wanted to go back to them. After a while, her parents agreed to let her go back to the horses. The girl agreed to come visit each year and to bring a colt for her parents. She did this for many years until she died to be with her horses forever.

Activity: Origin of idea: Original/Website.

http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/340/Becoming%20an%20Expert%20on%20Eastern%20Woodland%20Indians.pdf

Description of activity: Students will get into groups and each group will be assigned a specific Native American tribe. They will become experts on their tribe and write down certain activities they participated in, where they lived, what they ate, etc. Then as a group they will create a short skit to educate the rest of their class on that tribe.

Indiana Academic Standard: 3.1.1. Identify and describe Native American Woodland Indians who lived in the region when European settlers arrived.

Title of book: Skippyjon Jones

Author’s name: Judy Schachner



Number of pages: 30

Synopsis of story: This story is about Skippyjon Jones. He does not think that he is a Siamese cat but a Chihuahua. He frequently likes to act like a dog. In this story his mother yells at him for making noise and not listening to her. He then goes to his room and pretends that he is bandit. He pretends he is Mexico and the other Chihuahua’s like him need someone to save them from the Great Bumblebeeto. Skippyjon says that he will save them. They celebrate and then the next day the Great Bumblebeeto came. Skippyjon used his sword to hurt the Bumblebeeto and then beans fell out of him. Skippyjon had saved the day. His mother had heard the noise he was making and saw his mess but Skippyjon still went to bed thinking of being a bandit.

Activity: Origin of idea: Original



Description of activity: After reading the book, students will memorize the little song that Skippyjon made up. They then will point out the Spanish words in the book. Next, they will watch Dora the Explorer and learn a Spanish song that way. They will develop their Spanish vocabulary and memorize these songs. As a class, they will have a fiesta, like in the book and they will each have to bring something from the Spanish culture, either food or activities.

Indiana Academic Standard: EAAK.3.5. Sing simple developmentally appropriate songs of the target language and cultures.

Title of book: Mikko’s Fortune

Author’s name: Lee Kingman



Number of pages: 47

Synopsis of story: This story is about a boy named Mikko who lives in Finland. His father is gone at war so it is just him and his mother. Because winter is approaching his mother tells her son that they need a cow. They do not have the money for one but Mikko goes and looks for one. He does not find one. When he gets home from searching for a cow, Mikko’s mother gives him the gifts that his father left him. His father left him a long scarf, a book, and a lantern. At that time Mikko did not see the importance of those gifts. However, the next day he takes these gifts and puts them to use to find a cow. It starts to get cold and snow so Mikko gets lost but runs into three children on a boat. Using his scarf he helps the boat to shore and then leads them to their house. The father of the children is so gracious that he gives Mikko a cow for saving his children. Mikko then takes the cow to his ecstatic mother.

Activity: Origin of idea: Website. http://www.astronomy.org/programs/day-night.html Description of activity: To do this activity every student will need to learn the concept

of night and day. This correlates to seasons because the nights or days get longer or shorter during specific seasons. There will be a flashlight or lamp in the room and every student will role-play being the Earth. They do this at the same time to get the general idea. Each time the student moves or spins, it becomes night. It will be explained that whenever you move to a different area, the light will shine on a different part of the Earth. This will help students picture how exactly the light only touches part of Earth at one time.

Indiana Academic Standard: 2.3.1. Investigate by observing and then describe that some events in nature have a repeating pattern, such as seasons, day and night, and migrations.

http://www.astronomy.org/programs/day-night.html

Title of book: Grandfather’s Dream

Author’s name: Holly Keller



Number of pages: 30

Synopsis of story: This story was told in the time period after the Vietnam War. The area where Nam lived was in the wetlands of Vietnam and because during the war, the wetlands were drained, there was not a place for the cranes to stay. The wetlands were restored after the war but the cranes still did not come back. If the cranes did not come back, then the community would build more rice fields. Nam’s grandfather did not want this to happen so they would look for the cranes every day. They had almost given up hope until Nam’s two puppies carried two baby birds in their mouths. Nam saw this and told his father who realized that they were cranes. They went to where the cranes usually lived and they, in fact, were back. Nam told his grandfather and the community so they did not have to make more rice fields.

Activity: Origin of idea: Original. Description of activity: This activity will begin near the beginning of the school year so

the students can track the bird throughout a long period of time. Students will pick a bird that resides in current state. They will find them in their community and keep track of them every month. Some birds may migrate and others may not. Students will record their findings on a log sheet. By the end of the school year, they will create a presentation through either pictures or a story to present to the class of what happened to their bird.

Indiana Academic Standard: 1.1.2. Investigate and make observations to seek answers to questions about the world, such as “in what ways do animals move?”

Realistic FictionTitle of book: Call it Courage

Author’s name: Armstrong Sperry


Genre: Realistic fiction

Number of pages: 95

Synopsis of story: This story is set in the Pacific Islands and is about the story of Mafatu. Mafatu is the son of the chief of the Hikueru Island. He has a fear of the ocean because when he was younger, his mother was killed from drowning in the ocean. Because his father is the chief of the tribe, Mafatu is an embarrassment to his father so he decides one day to conquer his fear. He takes a canoe and his dog, Uri, and his albatross, Kivi and goes into the ocean. Unfortunately, a storm comes and lands the three of them on an island. Mafatu has to figure out how to take care of himself by finding shelter, preparing food, and fighting against enemies. He learns life lessons that carry on when he makes it back to his island.

Activity: Origin of idea: http://www.kamalii.k12.hi.us/Character/f1_5.htm Description of Activity: Students will learn about the leaders in their community.

After reading Call it Courage the students will already have talked about the leaders such as fire fighters, police, etc, so they will review the information they already know as a class. Then they will be assigned to create a picture pyramid. This pyramid will include pictures created by using resources representing the leaders showing an act of courage. Students are allowed to use colored pencils, markers, crayons, or any resource available. Within the pyramid the students will describe what their picture is and how it shows the leader being courageous.

Indiana Academic Standard: 2.1.3. Identify individuals who had a positive impact on the local community.

Title of book: Ramona and her Father

Author’s name: Beverly Cleary


Genre: Realistic Fiction

http://www.kamalii.k12.hi.us/Character/f1_5.htm


Synopsis of story: This book is a continuation of a series on the main character Ramona. In this book Ramona’s father loses his job. The family struggles with trying to figure out how to deal with the moneymaker of the family looking for another job. It causes turmoil with Ramona and her father’s relationship but eventually it helps make the family stronger. Ramona deals with the situation by trying to get a job as a girl on a TV commercial. Her idea is that if she is in a commercial, she will win a million dollars and help her family. Eventually her father does get a job and the family learns how to work together and become a tighter family.

Activity: Origin of idea: http://www.successlink.org/gti/lesson_unit-viewer.asp?lid=3183 Description of activity: Because this book is a read aloud book for first graders, the

activity done with this book can be after reading aloud the fifth chapter. This is the part in the book where stilts are used. Students will be given a letter to the parents asking them to bring in two tin cans, nails, twine, and a hammer. The letter will also ask that the students’ parents come in to volunteer with the students when they do this project. When the day comes for the project to be done, the students will start by making holes in the tin cans. Then the students are to thread the twine in the holes and knot the twine so it is easily held onto. The students are to then go outside and walk around in these stilts. The students will be evaluated by completion of the project. This is designed to help the parents and their children interact and also learn about science.

Indiana Academic Standard: 1.4.1 Use all senses as appropriate to sort objects as being composed of materials that are naturally occurring, human made or a combination of the two.

Title of book: Wringer

Author’s name: Jerry Spinelli




Synopsis of story: The main character of this story, Palmer LaRue, grew up in a neighborhood where the residents hold an event called Family Fest Pigeon Shooting Day. Before this event people gather a number of pigeons and put them in a crate. They then release the birds and shoot as many as they can. If the birds do not die at first, then they wring the necks to help the birds die faster. Palmer has never been a fan of this tradition. One day a pigeon knocks on his window and quickly becomes his friend. He does not tell anyone because he knows he would be an outcast if people knew. Eventually his pet pigeon, Nipper, is caught and sent to be released and shot. Palmer tries to save Nipper but he has to tell everyone why he doesn’t want the Nipper to be shot. He ends up being too late, but by the end of the book his neighbors realize that Palmer was brave to stand up for himself.

http://www.successlink.org/gti/lesson_unit-viewer.asp?lid=3183

Activity: Origin of idea: http://www.educationworld.com/a_lesson/00-2/lp2057.shtml Description of activity: In this activity the students will focus on bullying. The students

will first draw portrait of an average student in the class. Along with drawing a portrait, the students will write characteristics of an average student. They first do this individually. The next part of the activity is to put the students into groups depending on the specific characteristics each student chose. To figure out the results of this, students will create bar graphs with the results. After this has been determined, the teacher will arrange the students into groups and have the students use the information from the bar graphs to create the life-sized average student with construction paper. The teacher will assign which groups will do which gender. This helps promote good character flaws to create a mindset for students to not bully and to accept others.

Indiana Academic Standard: IR 5.4 Implement strategies to increase tolerance of individual or group differences; prevent bullying, violence, and abuse; and encourage peaceful resolution of conflict.

Title of book: Dicey’s Song

Author’s name: Cynthia Voigt




Synopsis of story: Dicey’s Song is the next book in the series that began with Homecoming. The book is about four children, Dicey, James, Maybeth, and Sammy Tillerman. In the book before this, their ill mother, Liza, leaves the children in a grocery store parking lot. They have to fend for themselves and find a new home. This leads them to their grandmother’s house in Maryland. Because the children have to adapt to the new lifestyle, they each have their own difficulties. James is put into a gifted classroom but struggles with trying to fit in and make new friends. Maybeth has the opposite problem because she struggles with school. Sammy blames his mother being sick on his acting out so he becomes a quiet child who does everything asked. Dicey, on the other hand, gets a job and focuses more on her family and her work than on school. This leads to her getting behind in school so her grandmother has to step in to help her realize school is important. At the end of the book, Dicey and her grandmother go visit Liza in the hospital, only to find out that she has passed away. They bring their mother’s cremated body back to Maryland and help the family cope.

Activity: Origin of idea:

http://www.edb.utexas.edu/resources/booksR4teens/book_reviews/book_reviews.php?book_id=25



http://www.educationworld.com/a_lesson/00-2/lp2057.shtml

Description of activity: In this activity students will put together using four to five personal items from home, a mosaic. They will first write a response to the story in a two-page paper. This response will include why they picked those specific items and how they relate to the book. They will then create the mosaic and will present them in class. The students can be as creative as they want; using the items in any way they can.

Indiana Academic Standard: 6.5.4 Write responses to literature that: o Develop an interpretation that shows careful reading, understanding, and insight.o Organize the interpretation around several clear ideaso Support statements with evidence from the text

Title of book: The Hundred Dresses

Author’s name: Eleanor Estes



Number of pages: 80

Synopsis of story: The main character, Wanda Petronski, is made fun of at school every day because she wears the same blue dress. She is teased by Peggy and Maddie so in an attempt to help the teasing end when another student wears a new dress one day, Wanda tells the class that she owns a hundred dresses. Her classmates realize she is lying so they continue to tease her. Wanda eventually moves to the city. She enters a dress design competition and then ends up really owning a hundred dresses. She wins the contest and classmates are in awe of her talent and stop teasing her.

Activity: Origin of idea: Original Description of activity: Students will design their own creation like Wanda did. They

can choose an object that they are interested in like a dress, shirt, football, etc. Depending on the students, it may work better to create an item of clothing. They will create multiple entries and as a class they will each vote for their best one. The students are allowed to use Wanda’s idea of a dress but they should push themselves to try some other object that they are interested in.

Indiana Academic Standard: 2.4.2 Respond to art based on personal preference and actively listen to others, recognizing that people have different preferences.

Historical Fiction

Title of book: Across Five Aprils

Author’s name: Irene Hunt


Genre: Historical Fiction


Synopsis of story: Jethro Creighton is the main character of this story. It takes place before the Civil War but in the beginning of the book, the war begins. The war tears his family and friends apart. Jethro’s three brothers, John, Bill, and Tom, and his cousin Eb join the war. John, Tom, and Eb join the Union side but Bill joins the Confederacy. This angers the people in Jethro’s town enough to have a group of men come share their anger, which causes Jethro’s father to have a heart attack. Jethro is then led to be the man of the house and has to take care of his family. The angry men eventually burn down Jethro’s family’s barn and put coal oil in their well. With this happening, Jethro also finds out that his brother Tom has been killed. Because Jethro is so distraught from this, he decides to write to President Lincoln for help. All of these events help him grow up into a man and eventually helps bring his family back together by the end of the war.

Activity: Origin of idea: Original Description of activity: The students will write their own letter to the president. They

will write to the president concerning a topic they care about. This may include either a war that is going on, or anything that they have heard or read about. The teacher will allow them time before hand to gain knowledge on this subject. The students will then write a letter, given instruction how to write a complete letter. They will send these letters to the president.

Indiana Academic Standard: 3.5.3 Write personal, persuasive, and formal letters, thank-you notes, and invitations that:

o Show awareness of the knowledge and interests of the audience.o Establish a purpose and context. o Include the date, proper salutation, body, closing, and signature.

Title of book: Viking Adventure

Author’s name: Clyde Robert Bulla




Synopsis of story: Sigurd is a Viking who lives in Norway. His father, Olaf the Strong, has taught Sigurd many lessons on how to be a great Viking. One of these lessons was to learn how to read and write. This is an important part of Sigurd had always wanted to go to Wineland, a land that was far away from them, so one day his father allowed him to go. Sigurd did not realize it would be as hard as it was. He had difficulty with the men on his ship and the instability of the sea. He learned to use all of the lessons his father taught him, especially the lesson about reading. He had to learn to read a map to be able to keep his ship at sea.

Activity: Origin of idea: http://www.dltk-kids.com/fantasy/mpaperviking.htm Description of activity: The students will create a paper doll of a Viking using the

template from the link above. After reading the book the students will go over what exactly a Viking looks like, including hair, clothes, accessories, etc. They will then use the template to make their own Viking. They can use materials like yarn, markers, or anything they want to make the Viking look similar.

Indiana Academic Standard: 1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.

Title of book: The Courage of Sarah Noble

Author’s name: Alice Dalgliesh



Number of pages: 55

Synopsis of story: The main character, Sarah, goes along with her father to search for their new plot of land in New Milford. When they arrive, the Indian tribe who lived there, the Schaghticoke, are there to meet them. Sarah is afraid of the Indians because she has heard stories that they are not friendly. She is shocked to find that they are very friendly to her and her father. They help them figure out where to put their new home and how to survive on that land. When her family moves there, she becomes friends with them and gives them all names that she can understand. It is a true story and it ends by telling readers that Sarah became the first teacher at New Milford.

http://www.dltk-kids.com/fantasy/mpaperviking.htm

Activity: Origin of idea: http://files.homeschoolshare.com/docs54478/sarah_noble/Indian

%20Lifestyle%20top%20tab2.pdf Description of activity: The students will use the template above and after reading the

book aloud, they will fill and cut out the worksheet. The worksheet includes filling out the homes, religion, diet, etc for the Woodland Indians in the book.

Indiana Academic Standard: 3.1.1 Identify and describe Native American Woodland Indians who lived in the region where European settlers arrived.

Title of book: Island of the Blue Dolphins

Author’s name: Scott O’Dell




Synopsis of story: This is a story that takes place in the Pacific on an island where dolphins and Indians used to live. The dolphins left and so did most of the Indians, except for a girl, Karana. She lives alone on the island waiting for the dolphins and someone to come save her. No one ever came so she had to help herself survive. She had to learn to build shelter, find food, and defend herself against enemies. She finds a puppy and makes friends with him. Eventually, her tribe comes back years later to save her and they take her and her dog to California.

Activity: Origin of idea: http://www.classzone.com/novelguides/litcons/dolphins/guide.cfm Description of activity: The students will get into small groups and create a map using

the cardinal directions of north, south, east, and west, of the Island of the Blue Dolphins. They will include any aspect of the island that they can remember. This includes landmarks like the cave, cliffs, and Karana’s home she made for herself.

Indiana Academic Standard: 1.3.1 Identify the cardinal directions (north, south, east and west) on maps and globes.

Title of book: Roll of Thunder, Hear My Cry

Author’s name: Mildred D. Taylor




http://www.classzone.com/novelguides/litcons/dolphins/guide.cfm

http://files.homeschoolshare.com/docs54478/sarah_noble/Indian%20Lifestyle%20top%20tab2.pdf

http://files.homeschoolshare.com/docs54478/sarah_noble/Indian%20Lifestyle%20top%20tab2.pdf

Synopsis of story: Cassie Logan is an African American trying to live in a white community in Mississippi during the Depression. At school Cassie and her siblings are beaten and given books that are old and battered. They are treated poorly and do not get the treatment they deserve as a student. People in the community are mean to them and try to hurt them in any way they can. They destroy their property so the Logans want to hold boycott in order to prove a point about the discrimination. There is a sequel after this book so the book ends by having one of Cassie’s brothers, T.J. being sent to jail for murder.

Activity: Origin of idea: http://www.aloha.net/~uncldon/rothmyc.htm#activities Description of activity: The students will write a diary entry. The diary entry will be

written from the perspective of after the bus crash when the men appeared at the farm but disappeared. The students will write from Cassie’s perspective an entry on what she may have been thinking about during that time. After the students are done, they will present these to the class.

Indiana Academic Standard: 4.5.1 Write narratives that:o Include ideas, observations, or memories of an event or experienceo Provide a context to allow the reader to imagine the world of the event or

experienceo Use concrete sensory details

http://www.aloha.net/~uncldon/rothmyc.htm#activities

Non-FictionTitle of book: St. Patrick’s Day

Author’s name: Joyce K. Kessel


Genre: Non-Fiction

Number of pages: 55

Synopsis of story: By the title it is obvious that the book is about Saint Patrick’s Day. The book goes into detail of the life of Saint Patrick. He was a Roman aristocrat who eventually became Ireland’s patron saint. The book explains why he is a Saint from what he did. It honors him and discusses why Ireland still celebrates him today. He had a big part of their heritage. Because his work not only was within Ireland, and because it stretched throughout the world, St. Patrick’s Day is celebrated everywhere.

Activity: Origin of idea: http://www.teachingheart.net/compiledstpatty.html Description of activity: After reading the book, the students will write a short story on

what they would do if they had a pot of gold. They can take this anyway they want. The pot of gold could have anything in it from money to other materials like toys. It is for their interpretation. These will be presented when completed.

Indiana Academic Standard: 2.5.7 Write responses to literature that: demonstrate an understanding of what is read and support statements with evidence from the text.

Title of book: Columbus Day

Author’s name: Paul Showers


Genre: Non-Fiction

Number of pages: 40

Synopsis of story: The story describes Christopher Columbus’s life and journey to discover America. Columbus was always interested in ships and sailing. His father was a weaver but he was never interested in following in his father’s footsteps. When he got older, merchants hired him to be captains of their ships on long voyages. One day Columbus had an idea and took it to

http://www.teachingheart.net/compiledstpatty.html

the King of Portugal. The King did not support his idea so Columbus went to the King and Queen of Spain. They liked his plan and allowed him to sail across the ocean to discover new land in 1492. He took two ships the Santa Maria and Pinta and a crew to go with him. Eventually he came across what is now called America. The rest of the story and its details are told within the book.

Activity: Origin of idea:

http://www.apples4theteacher.com/holidays/columbus-day/plays/christopher-columbus/ Description of activity: For this activity the students will use the above script by

Augusta Stevenson to prepare a skit for their classmates. Depending on how many characters and students are in the skit, the students will either do this as a class or separate into groups. It would be more beneficial to have the students separate but this may not be available if there are not enough students.

Indiana Academic Standard: 3.6.1 Dramatize stories using improvisation and theatre games.

Title of book: Memorial Day

Author’s name: Geoffrey Scott


Genre: Non-Fiction

Number of pages: 48

Synopsis of story: This book details the important events that helped create the day that we all celebrate, Memorial Day. It explains why Americans celebrate Memorial Day because we want to honor the soldiers who have died for our freedom and for those that are currently fighting to keep our freedom. Memorial Day is always the last Monday in May, which helps people remember the date because of its consistency. It begins by talking about the outcome of the Civil War and describing the events that occurred because of it. In 1971 Memorial Day became a set date as the last Monday of May.

Activity: Origin of idea: http://www.eduplace.com/monthlytheme/may/memorial.html Description of activity: In order to have the students learn the Pledge of Allegiance, the

students will draw/color an outline of the United States flags. They have to include the stripes and on the stripes they will write a line from the pledge. They can decorate the flag if they would like, but the point is to be able to write out the pledge on the stripes.

Indiana Academic Standard: 1.2.6 Role of citizens: Know the Pledge of Allegiance and understand that it is a promise to be loyal to the United States.

Title of book: Three Cups of Tea

http://www.eduplace.com/monthlytheme/may/memorial.html

http://www.apples4theteacher.com/holidays/columbus-day/plays/christopher-columbus/

Author’s name: Greg Mortenson & David Oliver Relin (Adapted by Sarah Thomson)


Genre: Non-Fiction


Synopsis of story: The book is a children’s version of the original book, Three Cups of Tea. The story is about Greg Mortenson who failed at his attempt to climb the mountain K2 in Pakistan. He got lost on the way down the mountain and fell upon a town called Korphe. He saw the lack of education in the town and promised to come back and build a school. Despite issues trying to raise money for the project, Mortenson eventually came upon someone who would contribute the funds and would help him create the Central Asia Institute, which he would be in charge of years later. With Mortenson in charge of Central Asia Institute, he helped build many schools all over Pakistan and other areas. He continues to do so to this day.

Activity: Origin of idea: Original

http://adr.coalliance.org/cogru/fez/eserv/cogru:35/n1_Introduction.pdf Description of activity: As a service project for the class, the students will collect old

materials they do not need in their homes. They will give these materials away to some sort of shelter around the school. Even though their project is not as big as what Mortenson did, it is still in a small scale participating in giving a part of themselves to the community.

Indiana Academic Standard: 3.2.5 Role of citizens: Explain the importance of being a good citizen of the state and the nation. Identify people in the state who exhibit the characteristics of good citizenship.

Title of book: Dinosaurs, Dragonflies & Diamonds

Author’s name: Gail Gibbons


Genre: Non-Fiction

Number of pages: 28

Synopsis of story: This book is about natural history museums. It discusses what is inside this type of museum including the history of humans and nature. In the beginning it says how the first natural history museum in the United States was in South Carolina in 1773. Today the United States has many museums all over. These museums have many different animals like birds, fish, and other wild animals. They also have displays for humans like Native Americans. The book

http://adr.coalliance.org/cogru/fez/eserv/cogru:35/n1_Introduction.pdf

also shows displays of dinosaurs. Lastly, it describes how scientists come to update the displays frequently and make sure that the museum is running well.

Activity: Origin of idea: http://indianamuseum.org/pdfs/2010-2011_k12_guide.pdf Description of activity: The students will receive as a class an educational trunk from

the Indiana State Museum. The trunk will include folk art including Indiana stories and traditions. After the students go through what is in this trunk, the next day or soon after, the students will go to the Indiana State Museum. They will test what they learned and as a class they will discover what a natural history museum is like in person.

Indiana Academic Standard: 3.1.6 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Use a variety of community resources to gather information about the regional communities.

http://indianamuseum.org/pdfs/2010-2011_k12_guide.pdf

OtherTitle of book: A Bad Case of Stripes

Author’s name: David Shannon


Genre: Fantasy

Number of pages: 32

Synopsis of story: The main character, Camilla Cream loves lima beans but she will not eat them because her friends and classmates do not like them. Camilla cares so much about what other people think about her that on the first day of school, she broke out into stripes. She did not go to school so her parents called the doctor. The doctor gave her ointment to try to get rid of the stripes. They did not help. The next day at school the stripes changed and kept changing throughout the day so the students kept making fun of her. She went back to the doctor who gave her more medicine that did not help. It eventually became so bad that Camilla was a part of her room. Suddenly an old woman came to help and fed Camilla the lima beans she had been so afraid to eat. After eating the lima beans, she was cured. She then realized that she could eat as many lima beans as she wanted.

Activity Origin of idea: http://teacher.scholastic.com/products/afterschoollearning/pdfs/new/

BadCaseExtended.pdf Description of activity: Make sure that before this activity you send a note home to the

parents. If the parents are not comfortable with the activity, provide an alternative by having the students instead painting on paper and not each other. The students will each pick a partner. They will experiment with face painting and paint stripes or other designs on each other’s face. Make sure the students are close enough to do this activity. Also make sure that students do not get anything on their clothes or use the paint against their partner. If they do not want their face painted, they can have their hand painted instead, or another small body part. They each get to do this and then come up with a reason why they turned into “a bad case of stripes.”

Indiana Academic Standard: 1.1.5 Discuss individual art experiences in daily life.

Title of book: The Upstairs Room

Author’s name: Johanna Reiss

http://teacher.scholastic.com/products/afterschoollearning/pdfs/new/BadCaseExtended.pdf

http://teacher.scholastic.com/products/afterschoollearning/pdfs/new/BadCaseExtended.pdf




Synopsis of story: This is a story about Annie de Leeuw who lived during the time when Germans occupied Holland. She and her sister were Jewish so they had to hide from the Germans. They stay with a Gentile family, the Oostervelds for two years in their farmhouse in the upstairs room. They do not leave the house very often and when two Nazis stay in the family’s bottom floor, the girls stay locked up in their closet made into their secret room. Annie has a difficult time differentiating between what really happens and what she dreams about during this time. Eventually, both girls are able to leave the room and are free.

Activity: Origin of idea: http://fcit.usf.edu/HOLOCAUST/arts/LIT/UPSTAIRS.HTM Description of activity: After reading the book, watch the movie version of The Upstairs

Room. After this, the students will use a Venn diagram to compare the characters and settings from the book and movie. They will work in groups with this activity and then present these to the class.

Indiana Academic Standard: WH.8.4 Identify and analyze the causes, events, and consequences of World War II.

Title of book: Titanic

Author’s name: Gordon Korman


Genre: Historical Fiction/Fantasy


Synopsis of story: Four different passengers, Paddy, Sophie, Juliana, and Alfie’s lives all come together on the Titanic. Little do they know that they will be linked together because of the ship. Paddy secretly got on the ship because of a past that got out of hand. The police put Sophie and her mother on the ship after being arrested. Juliana and her father are on the ship together, but she does not want to be with him because he is so crazy with his money. Alfie is also having difficulty on the ship because he is hiding a secret from everyone that could possibly get him kicked off the ship. This is the first book out of three in the series.

Activity: Origin of idea: http://library.thinkquest.org/J0113360/teacher_resources1.htm?

tqskip1=1&tqtime=0325 Description of activity: The students will read the book and then in groups of around

four, they will each create a game through the use of PowerPoint. The game will be about

http://library.thinkquest.org/J0113360/teacher_resources1.htm?tqskip1=1&tqtime=0325

http://library.thinkquest.org/J0113360/teacher_resources1.htm?tqskip1=1&tqtime=0325

http://fcit.usf.edu/HOLOCAUST/arts/LIT/UPSTAIRS.HTM

the book and the events that happened. They will have to incorporate higher-level thinking skills in order to think of questions. Students will have free reign on the game and how they want it to be done.

Indiana Academic Standard: 7.4.7 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Title of book: Mockingbird

Author’s name: Kathryn Erskine




Synopsis of story: Caitlin is a young girl who has Asperger’s syndrome. At her school, Virginia Dare Middle School two students and a teacher were shot and killed. One of those students was her brother, Devon. Because she has Asperger’s she has a difficult time trying to figure out exactly how the event happened and how to handle it. She sees things in black and white but what happened to her brother does not seem to be black and white. Her father is no help to her to get through her brother’s death so she is left to do it on her own. The book goes through her ups and downs and eventually her realizing life lessons.

Activity: Origin of idea: http://campbell.k12.va.us/tes/wpuckette/media/justforme.pdf Description of activity: The students will create a Mad Box or an Emotion Box. The

students at any time can put a picture, phrase, sentence or paragraph that they are feeling that day. No one will look at these. It will be something where students can express their feelings without worrying that someone will find out and use it against them. Students will have the option of decorating their box in any way.

Indiana Academic Standard: 4.3.21 Describe the process of grieving.

Title of book: The True Story of the 3 Little Pigs!

Author’s name: Jon Scieszka


Genre: Fantasy

Number of pages: 28

Synopsis of story: This book is about what really happened to the wolf and the three little pigs. The wolf has spent the past ten years in jail and just gets out at the beginning of the book. He

http://campbell.k12.va.us/tes/wpuckette/media/justforme.pdf

wants to prove his innocence that he did not try to hurt the three pigs. From his point of view he did not mean to knock over the houses. He had a cold and it easily fell down. Each time he went to the pigs’ houses, he sneezed and the houses came down. The wolf was looking for sugar to bake his grandmother a birthday cake. He went to go ask the pigs but he ended up knocking down their homes. By the end of the book, the wolf reveals that he has been telling the story from prison.

Activity: Origin of idea: http://alex.state.al.us/lesson_view.php?id=9699 Description of activity: After reading the book, the teacher will pass out comprehension

cards to see if the students understood what they read. They will write on them who they believe from this story. Then, they will present these to the class so every child, if they want, will share their opinion. To go further with this the student will either choose the original story or the second one and create a continuation of the story.

Indiana Academic Standard: 1.3.4 Distinguish fantasy from reality.

http://alex.state.al.us/lesson_view.php?id=9699

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