In The Classroom: A Nest Is Noisy by Dianna Hutts Aston

A Nest Is Noisy by Dianna Hutts Aston
Chronicle Books © 2015

Guided Reading Level R
Lexile® Measure NC1120L

CCSS.ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Suggested Delivery: Partner Read

Summary:

 

Building Schema:

 

Vocabulary:

decompose (verb) – to break down through chemical change; rot

diameter (noun) – the measure of a straight line passing through the center of a figure or body

spawn (verb) – to deposit or fertilize eggs

fry (noun) – recently hatched or young fish

male (adjective) – of, relating to, or being the sex that produces gametes which fertilize the eggs

female (adjective) – of, relating to, or being the sex that bears young or produces eggs

larva (noun) – a young wingless often wormlike form (as a grub or caterpillar) that hatches from the egg of many insects; an early form of any animal that at birth or hatching is very different from its parents

Before Reading Activity:

 

During Reading Activity:

 

After Reading Activity:

 

Writing Activity:

In The Classroom: Fish In a Tree by Lynda Hunt

Fish In a Tree by Lynda Hunt
Penguin Random House © 2015

Lexile Measure 550L
DRA Level 60

CCSS.ELA-LITERACY.RL.6.6 – Explain how an author develops the point of view of the narrator or speaker in a text.

Suggested Delivery: Independent Read

Summary:

Ally has bounced around to a lot of different schools and had a lot of different teachers in her day.  She has the same problems with each one, and often gets labeled as a troublemaker.  The truth is that Ally has a big secret, she can’t read, or at least not very easily.  When her newest teacher, Mr. Daniels, recognizes her dyslexia, Ally gets to see reading in a whole new light.

Building Schema:

Vocabulary:

dyslexia (noun) – a condition in the brain that makes it hard for a person to read, write, and spell

flustered (adjective) – upset or nervous

overwhelming (adjective) – used to describe something that is so confusing, difficult, etc., that you feel unable to do it

persevere (verb) – to continue doing something or trying to do something even though it is difficult

ruthless (adjective) – having no pity; cruel or merciless

sympathy (noun) – the feeling that you care about and are sorry about someone else’s trouble, grief, misfortune, etc.

Before Reading Activity:

Have students complete a Reading Interest Survey, like this one from Scholastic.  Use the information to determine which students would want to read Fish In A Tree.  This book would likely be enjoyed by students who like contemporary fiction, and especially students who are self-aware of their own reading difficulties, as they may relate to the main character, Ally.

During Reading Activity:

Have students play the Questions Game, where they develop three of their own discussion questions.  Students then use these questions to engage in discussions with a partner or small group.

After Reading Activity:

In a literature discussion setting, have students discuss how Ally’s point of view impacts how the story is told.  How might the story be different if it was told from another character’s point of view?

Writing Activity:

Have students read the quote that many believe was said by Albert Einstein,

Everybody is a genius, but if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.

Write what you think this quote means to Ally.

In The Classroom: The Worst Class Trip Ever by Dave Barry

The Worst Class Trip Ever by David Barry
Disney Press © 2015

Lexile Measure 770L
Accelerated Reader Level 4.7

CCSS.ELA-LITERACY.RL.4.4 – Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Suggested Delivery: Independent Read

Summary:

The Worst Class Trip Ever by David Barry is told by Wyatt, an eighth-grader at Culver Middle School.  Wyatt and his friends endure an unexpected series of adventures and sticky situations during their class trip to Washington D.C. (a frightening plane ride, a kidnapping, and a run-in with some world leaders).  The story Wyatt tells explores peer relationships, making decisions, following your instincts, and rethinking first impressions and prejudices.

Building Schema:

Before reading, take your students on a virtual tour of Washington D.C.  There are quite a few out there to choose from, but I’ve listed these which are more relevant to what is mentioned in the story:

Boy Scout Monument

Capitol Hill

Lincoln Memorial

Jefferson Memorial & Washington Monument

The White House

Vocabulary:

allegedly (adverb) – being accused but not proven or convicted

ally (noun) – one associated or united with another for some common purpose

ambassador (noun) – an official representative or messenger

amendment (noun) – a change in the words or meaning of a law or document (such as a constitution)

constitution (noun) – the system of beliefs and laws by which a country, state, or organization is governed

diversion (noun) – the act or an instance of diverting or turning aside

execute (verb) – to put into effect; to carry out (a plan)

monument (noun) – something that serves as a memorial; especially :a building, pillar, stone, or statue honoring a person or event

privilege (noun) – a right or benefit that is given to some people and not to others

rebel group (noun) – people forming a group to fight against the government

speculate (verb) – to think, wonder, or guess about a subject

terrorism (noun) – the use of violent acts to frighten the people in an area as a way of trying to achieve a political goal

Before Reading Activity:

I have found this text to be a great resource for studying vocabulary.  There is quite a bit of descriptive context around unfamiliar words in this book that make excellent teaching moments for word study.

This skill can be modeled for students in the first chapter of the book (pages 22 & 23). There is a dialogue between Wyatt and Matt discussing how the men behind them are looking at aerial photographs of the White House.  The word aerial may be unknown to 4th grader.  When you reach this word, stop and model the following:

• point out that it is unfamiliar
• mark it with a flag
• make a prediction using strategies (aer- sounds like air)
• keep reading to look for clues

The following quotes can be highlighted to make meaning for the word aerial:

“Like, I dunno, they’re tourists, and they’ll be walking around the White House area, and they want to see what’s around there, from the air.” (p. 22)

And Matt was right: It was a photo of the White House, taken from the air. (p. 23)

Modeling these strategies for students will help them perform their own word studies.

During Reading Activity:

Once students have learned strategies of studying words, they can keep a log or journal of unfamiliar words or phrases in their reading.  Throughout the reading, students can identify and flag unfamiliar words, make predictions about their meaning, look for context clues, and ultimately define them.  Dictionary use is another skill that can be utilized in this activity if the definition is still unclear after using context clues.  A graphic organizer like the one below can be used to keep track of vocabulary.

After Reading Activity:

Students can work with a partner or in groups to discuss their vocabulary findings and examples of figurative language.  Students will discuss these findings, and how studying them helped them better understand the plot.

Writing Activity:

After reading, logging, and discussing, students will write a dictionary of words and phrases from The Worst Class Trip Ever.  Each page will include:

• The word or phrase
• Part of speech (words) or type of language (phrases)
• The sentence quote and page number in the book
• A definition and explanation of the full context with the word or phrase.

In The Classroom: The Whole World’s Crazy by Jimmy Gownley

The Whole World’s Crazy by Jimmy Gownley
Atheneum Books for Young Readers © 2009

CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Suggested Delivery: Independent Read, Book Clubs

Summary:

The Whole World’s Crazy is the first of the Amelia Rules series.  We meet fourth-grader Amelia McBride as she is about to begin her first year at a new school.  Her parents are recently divorced, and she and her mom are now living with her aunt, Tanner.   Amelia initially struggles with making friends, has trouble with her teachers, and often finds herself resentful toward her family.  Through her adventures with her new friends, and some harsh reality-checks, Amelia learns to appreciate what she has.

Building Schema:

For students who are reading graphic novels for the first time, it may be beneficial to give students a “how-to” on reading graphic novels.  Below are a series of links for comic strips, or funnies, that students can explore on their own to get a feel for how to read graphic novels before a formal introduction.

Garfield Daily Comic Strip

Peanuts Comic Strips

If students are already familiar with simple comic strips, there are also e-versions of comic books that they can explore before jumping into full graphic novels.

DC Kids

Key Vocabulary:

femininity (noun) – of, relating to, or suited to women or girls

dread (verb) – to fear something that will or might happen

stifle (verb) – to not allow yourself to do or express something

futile (adjective) – having no result or effect; pointless or useless

nefarious (adjective) – evil or immoral

incoherent (adjective) – not able to talk or express yourself in a clear way that can be easily understood; not logical or well-organized; not easy to understand

wrath (noun) – extreme anger

exaggerate (verb) – to think of or describe something as larger or greater than it really is

resentment (noun) – a feeling of anger or displeasure about someone or something unfair

latch key kid (noun) – a child who returns from school to an empty home because their parent or parents are away at work; a child who is often home with little supervision

Before Reading Activity:

Before students read The Whole World’s Crazy, engage in a read-aloud, using a comic book or other graphic novel.  I like how the comics are displayed  on the Marvel HQ page, because icons and panels are displayed one at a time in the order they should be read.  This can help students to visually understand the order in which we read graphic novels. Nonetheless, a print version would also work for the purpose of this activity.

While performing the read-aloud, be sure to highlight the different features of the graphic novel an what they signify (art, panels, gutters, balloons), and the order in which to move through these features in order to best understand the story that is being told.

During Reading Activity:

Throughout students’ reading, have them keep journals and respond to certain prompts.  these may include:

• Can you find an example of each of the text features in The Whole World’s Crazy? (panels, captions, word balloons, sound effects, bold words)
• Can you find an example of when Amelia was happy? Angry? Sad? Surprised? Worried?  What is it about the text or pictures that helps you understand how Amelia is feeling?
• Write down words that you like, are new, or maybe confusing. Predict what these words might mean.

Make sure that with each example, students write down page numbers.  These journal notes can then be used in small group discussions after reading.

After Reading Activity:

Using the notes gathered in students’ reading journals, students can engage in a book club style discussion.  During this discussion, the teacher acts as a facilitator, prompting questions about the texts.  These prompts may begin with contributing something from students’ reading journals, and then move on to topics which have not yet been discussed.  Some of these discussion prompts may include:

• How did some of Amelia’s friendships change throughout the story?
• How did Amelia’s attitude change in the chapter “Amelia McBride and the Other Side of Yuletide?”
• What are some things you noticed about how the pages looked? Were they ever different? Hint* Think about different characters’ word bubbles, differences in the images to show past/present, what the panels look like when Reggie is explaining something.  Why do you think the author/illustrator made these choices? How did it affect the way you read?

The extent of the teacher’s role as a facilitator will depend on the group’s experience with book club discussions.  Groups that have less experience with book club discussion may need more prompts and redirecting/refocusing.  Groups that have previously shown successful book club discussions may be more successful with a peer-lead discussion, as students tend to have deeper and more personal discussions in the absence of a teacher.  It may be useful to audio-record peer-lead discussions for the purpose of assessment.

Writing Activity:

Students will respond to the following prompt:

A few times in The Whole World’s Crazy, Reggie explains and defines words with pictures and diagrams. (Examples on pages 24, 65, and 120).  Identify a word or phrase from the text that you found confusing, and draw a diagram/write a definition to explain it like Reggie.

 

In The Classroom: Little White Duck, A Childhood in China by Na Liu and Andrés Vera Martínez

Little White Duck, A Childhood In China by Na Liu and Andrés Vera Martínez
Lerner Publishing Group © 2012

CCSS.ELA-LITERACY.RL.5.7 – Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Lexile Measure 710
Guided Reading Level V

Suggested Delivery: Small-Group Read

Summary:

Little White Duck, A Childhood In China is a memoir of the author, Na Liu’s childhood.  In this graphic novel, Na Liu tells 8 short stories which revolve around Chinese traditions and celebrations, differences in social class, and dealing with death.  These stories help the reader look into what it was like to be a child in China in the 1970s.

Building Schema:

Crash course on the Cultural Revolution in China, 1960s

The Four Pests Campaign

New York Times article on the death of Mao Zedong, September 1976

One man’s account of China’s Great Famine

Traditions of Chinese New Year

Vocabulary:

earnestness (noun) – being serious and sincere; not lighthearted or playful

rural (adjective) – of or relating to the country and the people who live there instead of the city

prosper (verb) – to become very successful usually by making a lot of money

famine (noun) – a situation in which many people do not have enough food to eat

harvest (verb) – to gather (a crop)

humble (adjective) – not proud; not thinking of yourself as better than other people

selfless (adjective) – having or showing great concern for other people and little or no concern for yourself

wreak (verb) – to cause (something very harmful or damaging)

havoc (noun) – a situation in which there is much destruction or confusion

defeat (verb) – to cause (someone or something) to fail

preserve (verb) – to prevent (food) from decaying

symbolize (verb) – to represent, express, or serve as a symbol of

comrade (noun) – a close friend or associate

hardship (noun) – something that causes pain or loss

Before Reading Activity:

Ask students the following question to guide purposeful learning:

How do illustrations and other visual media contribute to the meaning, tone, and beauty of a text, still image, or video?

Use examples of visual media for modeling and guided practice before applying this guided reading question to Little White Duck: A Childhood in China.

During Reading Activity:

Perform a think-aloud for a small group while reading a section of the text modeling metacognition strategies:

• First only read the text from a section out loud to students without them seeing the images.
• Then go back and take a “picture walk” through the section you will be reading, describing what you notice (facial expressions, colors, labels, content of the images)
• Then go back to the beginning to read the text together, students will have their books open to follow along and see the corresponding illustrations.
• Stop to point out examples of how the images give the text meaning.

This activity will help students notice the importance of visuals in graphic novels.

After Reading Activity:

Students discuss the following essential questions in the form of literary discussions:

• What is the mood being portrayed in this story?
• What is the author’s tone?
• Why is it important for the illustrations in graphic novels to have an element of beauty?

Writing Activity:

Students write a memoir from their own childhood in the form of a graphic novel, being mindful of how the visual elements of their own graphic novel contributes to the meaning, tone and beauty.

In The Classroom: Lincoln and His Boys by Rosemary Wells

Lincoln and His Boys by Rosemary Wells
Candlewick Press © 2009

Lexile Measure 730L
ATOS Reading Level 4.4

CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Suggested Delivery: Independent Read

Summary:

Lincoln and His Boys by Rosemary Well tells the story of Abraham Lincoln’s presidential election and first years in office, from the point of view of his sons, Willie and Tag.  The first half of the story is told by Willie, who is outspoken and very curious about his father’s political career.  Willie tends to be overprotective of his younger brother Tag, who has difficulties with his speech after being born with a cleft palate.  So when Willie “is gone to the house of the angels,” it is up to Tag to find a new level of independence.  The rest of the story, told from Tag’s perspective, deals with his family’s loss of their son and brother, all while his father is leading the union in the Civil War.

Building Schema:

Vocabulary:

fretful (adjective) – upset and worried

kin (noun) – a person’s relatives

inauguration (noun) – to introduce (someone, such as a newly elected official) into a job or position with a formal ceremony

rebel (noun) – a person who opposes or fights against a government

union (noun) – a group of states or nations that are ruled by one government or that agree to work together

treason (noun) – the crime of trying to overthrow your country’s government or of helping your country’s enemies during war

mourning (noun) – the crime of trying to overthrow your country’s government or of helping your country’s enemies during war

Before Reading Activity:

Choose a non-fiction book about Abraham Lincoln and read it to students.  Then use the information in the book to create/model a timeline with students.  Include dates from Lincoln’s early and later years as well as important dates from when he was in office and running for office that are relevant to Lincoln and His Boys.

During Reading Activity:

Students will engage in REAP activities in order to support comprehension using this graphic organizer.

At various points throughout the reading students can complete this activity in order to make connections between knowledge that they are gaining from this narrative history and knowledge that they have from expository texts about Abraham Lincoln.

• Read – Write down the title and author: Lincoln and His Boys by Rosemary Wells
• Encode – Put the main ideas into your own words
• Annotate – Summarize the main text and connect to knowledge about Abraham Lincoln
• Ponder – Students think about new knowledge and what they still want to learn

After Reading Activity:

Students will tie together information from the before and during reading activities to decide how the story Lincoln and His Boys fits into a timeline of Abraham Lincoln’s life.  Students will write a new timeline, adding events from the story into the existing timeline.  In the timeline students will summarize events from the story and discuss the overlap of the original timeline with events in the book.

Writing Activity:

Have students research a historical event from Lincoln’s life that takes place during the book and write about it from Lincoln’s perspective, being sure to include details from Tad or Willie’s account of the event.

 

 

 

In The Classroom: The Magical Ms. Plum by Bonny Becker

The Magical Ms. Plum by Bonny Becker
Random House Inc. © 2009

Lexile Measure 670L
DRA Level 34

CCSS.ELA-LITERACY.RL.3.3 – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

CCSS.ELA-LITERACY.RL.3.4 – Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Suggested Delivery: Small group read

Summary:

It is the beginning of another new school year, and Ms. Plum is excited as ever for her new class of third graders.  Her new students are just as excited.  Everyone knows that there’s something especially magical about being in Ms. Plum’s class, but no one knows exactly what it is.  During the school year in this unpredictable and hilarious classroom, Ms. Plum’s students overcome many of their own struggles in a path to self-realization.

Building Schema:

Key Vocabulary:

beckoning (verb) – to signal (someone) with your arm or hand in order to tell that person to come closer or follow

majestic (adjective) – large and impressively beautiful

wary (adjective) – not having or showing complete trust in someone or something that could be dangerous or cause trouble

weary (adjective) – lacking strength, energy, or freshness because of a need for rest or sleep

astonished (adjective) – feeling or showing great surprise or wonder

ovation (noun) – an occurrence in which a group of people at a play, speech, sporting event, etc., show enthusiastic approval or appreciation by clapping their hands together over and over

Before Reading Activity:

Create character traits and emotions anchor charts with students using categorization strategies and shades of meaning.  Build categories of positive and negative character traits along with different umbrellas of emotions.

Character Traits Example –

Positive Traits

• helpful
• courteous
• clever
• generous
• courageous

Negative Traits

• impolite
• dishonest
• thoughtless
• cruel

Emotions Example – 

Happy

• satisfied
• pleased
• delighted
• cheerful
• elated

Mad

• annoyed
• frustrated
• angry
• outraged
• furious

Sad

• discouraged
• gloomy
• sorrowful
• miserable

Scared

• nervous
• alarmed
• terrified
• panicked

Use familiar texts while working with students to form these lists.  Continue to build upon them while reading The Magical Ms. Plum.  Use this activity as an opportunity to introduce new vocabulary relating to the text.

During Reading Activity:

Working with groups, students can map characters’ thoughts, quotes, actions, goals, and traits.  Students can use this collected information along with answers to prompts relating to how characters solve problems in order to build a better understanding for how character actions impact the story’s plot.

This Character Consideration Graphic Organizer from the Florida Center of Reading Research is a useful tool for this activity.

After Reading Activity:

Students will engage in literary discussions.  Ask students to think about which character they relate to the most.  Think about the characters’ traits, thoughts, and actions, and use this to determine which you are most similar to.  Students will also discuss whether they agree or disagree with the assumed traits of specific characters.

Writing Activity:

Students will respond to the following prompt:

At the end of the story, Ms. Plum says into the closet “My best class ever.”  Do you agree or disagree that this was a great class?  Use what you know about the students’ character traits and their actions to answer this question.

In The Classroom: The Birthday Ball by Lois Lowry

The Birthday Ball by Lois Lowry
Houghton Mifflin Harcourt © 2010

CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.L.3.4.A Use sentence-level context as a clue to the meaning of a word or phrase.

Lexile Measurement 810L
Accelerated Reader Level 5.2

Suggested Delivery: Interactive Read-Aloud

Summary:

It is six days before her 16th birthday ball, where Princess Patricia Priscilla must choose a suitor to marry.  Tired of her boring life as a princess, Patricia Priscilla disguises herself as Pat, a peasant girl, and enrolls herself in the village school.  Through her adventures in her new identity, Patricia Priscilla gains an appreciation for the simpler things in life.  Albeit, she still must make a decision.

Building Schema:

Some of these suggested videos can help students understand class-structure and life for children during Medieval times.  Have a KWL discussion with students about life for children during Medieval times, and after watching the videos, have them think about and discuss if it was better to be nobility or a peasant.

Vocabulary:

Vicious: violent or cruel

Affectionate: feeling or showing love

Delineated: to clearly show or describe

Resented: to be angry or upset about

Hesitation: stopping briefly before doing something, usually if you are nervous or unsure

Solemn: very serious or formal

Diligent: careful hard work; continued effort

Misconduct: wrong behavior; sometimes breaking a law or rule

Affability: being friendly and easy to talk to

Apprenticeship: a period of time where someone is learning a job or skill

Tedious: boring and too slow or long

Inauspicious: not showing or suggesting that future success is likely; not promising

Rapture: a feeling of great hapiness

Suitor: a man who wants to marry a certain woman

Before Reading Activity:

[Note] If delivering this text in a read-aloud, I would suggest breaking it up into seven sessions: Chapter 1-4, 5&6, 7-9, 10-13, 14&15, 16&17, 18&19.  This would provide a 20-30 minute read-aloud each session, and nicely chunks up the plot.

This book is full of rich new vocabulary for third (or even fourth or fifth) graders.  For this reason, at the beginning of each read-aloud, have students engage in a word study.  Write a selected list of vocabulary words (2-5) on chart paper or a white board for the whole class to see.  Have students turn and talk to one another and make predictions of what the words mean using different strategies.  Have students share these predictions in a whole group discussion.

During Reading Activity:

After read-aloud sessions, students makes a prediction of what they think is going to happen next.  In some of the earlier chapters, some guiding questions might include:

• How do you think these different characters will tie together? (Patricia Priscilla, Rafe, and Tess)
• Why is the princess disguising herself?
• Where do you think the princess is going?

In some of the middle or later sections, questions could include:

• Do you think the princess is going to get caught sneaking out to school?
• What do you think will happen at the birthday ball?
• Which suitor will the princess choose?

Students can turn and talk to a partner about their predictions.  Monitor whether students are making predictions based on details from the story.

After Reading Activity:

After selected read-aloud sessions, have students discuss whether or not their plot predictions were right.  How might they adjust their predictions moving forward?

Students can also revisit their vocabulary word studies to monitor whether their predictions were correct.  After hearing the words in context, students can compose their own sentences using these words.

Writing Activity:

Students will use a graphic organizer to write their predictions and then write what really happened.  Using graphic organizer C.042.SS3 from the Florida Center for Reading Research, students can collect their prediction writing.  At the end of the story students will refer to the information they collected to write a summary of the story and how their prediction did or did not come true.

 

In The Classroom: Inside Out & Back Again by Thanhha Lai

Inside Out & Back Again by Thannha Lai
HarperCollins © 2011

RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story.

Guided Reading Level U
Lexile Measure 800L

Suggested Delivery: Reader’s Theater

Summary:

Inside Out & Back Again is a poetry collection which tells the story of ten-year-old Hà and her family who immigrate to the United States from Vietnam during the Vietnam war.  In her new home, Hà faces challenges with the new language, making friends, her missing father, and embracing American culture.  We get to watch Hà grow during her first year in this brand new world.

Building Schema:

Time Magazine article explaining the Fall of Saigon and how it relates to more recent events:
Lessons of the Fall of Saigon

Students can also explore this interactive map to learn more about where Hà and her family used to live, and where they traveled on their way to the U.S.

National Geographic Interactive World Map

Key Vocabulary:

communism (noun) – a type of government system where major productive resources are owned by the government and wealth is divided among citizens.

impressed (adjective) – deeply or markedly (usually positively) affected or influenced

implore (verb) – to make a very serious or emotional request

inspire (verb) – to move someone to act, create, or feel emotions

refugee (noun) – someone who has been forced to leave a country because of war or for religious or political reasons

tangible (adjective) – able to be touched or felt

translate (verb) – to change words from one language to another

Before Reading Activity:

Students can participate in a modified “Book in a Day” study, where instead of groups being assigned portions of a text book, they are assigned categories related to the Vietnam War and the fall of Saigon.  These categories may include why the Vietnam War started, a Vietnam War Timeline, Vietnamese Refugees, or The Vietnamese New Year,Tết.  Students then present what they learned to the rest of the class.

This activity will help build schema for those students who are not familiar with Vietnamese culture or the events of the Vietnam war, which are both major elements of Inside Out & Back Again.

During Reading Activity:

Students can engage in REAP activities throughout portions of the book, where they: Read, Encode, Annotate, and Ponder (Allen, J., Tools for Teaching Content Literacy, 2004).  This process creates an avenue for students to put the poetry in this novel into their own words.  Depending on the level of the student, this may be a beneficial tool to use after just a few poems, or after each of the four parts of the book.

After Reading Activity:

Prepare SPAWN questions for your students to discuss.

• Special Powers: You have been granted the special power of time travel.  You use them to go back to 1975 when Hà’s family is preparing to leave Saigon.  What would you tell Hà or any of her family members to prepare them for what is to come?
• Problem Solving: Hà deals with a lot of bullying during her first year at her new school.  If you were one of Hà’s classmates, what would you do to help her solve this problem?
• Alternative Viewpoints:  If this story was told from Hà’s mother’s perspective, how do you think the poems and story would sound? More hopeful? Serious? Sad? Why do you think this?
• What if: What if there were other Vietnamese refugees at Hà’s school? How might her experience have changed if she had classmates who spoke her language and understood her culture?
• Next: If you and your family had to leave the U.S., and now you went to a school where you didn’t speak the language and no one understood you, what would you do? How would you feel? What steps would you take next?

Writing Activity:

After finishing reading Inside Out & Back Again, discuss with students how Hà’s experiences are very similar to children today who are refugees of the Syrian War.  Have students research different refugee experiences, and write a poem from a refugee’s perspective.

 

In The Classroom: Because of Mr. Terupt by Rob Buyea

Because of Mr. Terupt by Rob Buyea
Random House Children’s Books © 2011

CCSS.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Suggested Delivery: Shared/Performance Reading in Small Group

Summary:

Mr. Terupt is the fun new fifth grade teacher at Snow Hill School.  His students have a colorful range of personalities, which we learn about as we hear the events of the school year from each of their perspectives.  The students in Mr. Terupts class explore differences of other students, cope with tragedy, and learn responsibility.

Building Schema:

Vocabulary:

Ostracize: to exclude from a group by common consent

Retaliate: to get revenge by returning like for like

Genuine: being actually what it seems to be

Collaborative: to work cooperatively with others (as in writing a book)

Endure: to remain firm under suffering or misfortune without yielding

Tolerate: to allow something to be or be done without making a move to stop it; to put up with

Before Reading Activity:

Students will complete a “Knowledge Rating” activity for new vocabulary

During Reading Activity:

Literature Circles, addressing vocabulary, character analysis, and connections.

After Reading Activity:

Students will compare/contrast the traits and actions of different characters in the story, addressing how different characters perceive the same events differently.

Writing Activity:

Write a chapter of the book from your own perspective as if you were a student in Mr. Terupt’s class.