Dear America Hear My Sorrow: The Diary of Angela Denoto, a Shirtwaist Worker

Dear America Hear My Sorrow: The Diary of Angela Denoto, a Shirtwaist Worker

By: Deborah Hopkinson

Published by: Scholastic Inc.

Diary, Historical Fiction

 

Angela Denoto immigrated to the United States four years ago, when she was ten from Italy. Her family moved here because, believe it or not, life was better here with more work and even running water! In the beginning of the story, Angela is still attending school, but soon has to inform her teacher that she must leave to work and help her family. Of course her teacher is disappointed, but gives Angela this diary to write in and practice her English.

Angela gets a job in a shirtwaist factory sewing the clothes. Of course, working conditions weren't great during this time period, but Angela soon finds herself involved in the labor strikes of this time. She meets a friend Sarah who also works in the factory, and they work on the strikes together. Angelas sister is not happy that she is involved in this and won't talk to her. Her parents urge her to be careful. Along with the strikes, Angela's sister passes away during the winter, and later in the story, her sister is involved in the famous Trianlge Shirtwaist Factory fire.

 

Reading Level:

     Grade Level Equivalent: 4.4

     Lexile Level: 740L

 

Suggested Delivery:

     individual read, small group read

 

Electronic Resources:

http://www.deborahhopkinson.com/Historical%20Fiction/sorrow.html

This is the author's personal website. The specific page for this book has a summary of the story, as well as links to other websites that would be helpful in teaching this and links to lesson plans for teachers.

 

http://pbskids.org/bigapplehistory/life/topic13.html

This is a real life history of the Triangle Shirtwaist Factory Fire. The article is simple for students to understand, but gives the important details of that day.

 

Key Vocabulary:

shirtwaist, hod carrier, tenement, scabs, pushcart, peddler

Comprehension Strategies:

Before Reading:
Initiate the lesson by telling students that a new rule has been passed and we will be going to school 6 days each week now. When students react, ask them how that makes them feel. Students will of course object to the new plan. Explain to them that the main character of this book is only 14 and has to work 6 days each week in a factory, sometimes until 8 o'clock at night. Explain that this was a hard period in time for many immigrants in America because they were just settling in here and had to pay rent and such.

During Reading:
Students will read independently and are encourage to look up tough words they don't know. The teacher will circulate during reading time to check on students'. In order to guide reading a bit more, provide a graphic organizer where students can keep track of the characters, and their traits, as well as events in the story.

After Reading:
Students will be asked to read the 'Historical Note' in the back of the book after finishing the story. This section gives historical information about this time period in history. After reading this, students will be asked to write an opinion piece, based on the story and the historical information, about what role they would have played, if any, in the Labor Strikes. Students will be expected to used details from the story and the 'Historical Note.'

Writing Assignment:
The tenement building Angela lives in in the story is seen in a very different light than historically correct. Students will be asked to visit different websites about these living situations and write one journal entry as Angela, simply talking about her apartment and what it was like to live in a tenement building.



 

 

Hopkinson, D. (2004). Hear my sorrow: the diary of Angela Denoto, a shirtwaist worker. New York: Scholastic.

 

Remember: The Journey to School Integration

Remember: The Journey to School Integration

By: Toni Morrison

Published by: Houghton Mifflin Company

Nonfiction, Diverse Literature

2005 Winner of the Coretta Scott King Award

 

This beautifully told tale of the integration of schools in the United States is a photographic journey of the timeline of events. The story begins with decrepit school houses for colored children only, while white children were going to school in nicer schools. The next step on the journey towards integration was the Supreme Court Decision in the case of Brown v. Board of Education. After this important decision was made, the photographs take you through the upheaval throughout the country and the protesting. The story also includes such iconic figures as Ruby Bridges and Martin Luther King Jr. Of course, at the end of the story, all children were in school together and learning amongst one another. Each photograph is accompanied by what the author, Toni Morrison, believed the people were thinking or saying. This gives an interesting perspective for children reading the story and how the story is told. 

Reading Level:
     Grade Level Equivalent: 5.7
     Lexile Level: 660

Suggested Delivery:
     read aloud, independent read, group read

Electronic Resources:
http://zinnedproject.org/posts/category/explore_by_theme/civil-rights-movements
This website would be a great resource for teachers in teaching this book. There are multiple different resources and lessons about the Civil Rights movement, including Brown v. The Board of Education, Martin Luther King Jr., and specific lessons on school integration.

http://www.multcolib.org/homework/civilrights/lessons.html
This website also had many resources and lesson plans for teachers about Civil Rights.

http://pbskids.org/wayback/civilrights/index.html
This PBS site has games, photos, important people and articles about Civil Rights and other important historical events.

Key Vocabulary:
segregation, integration, Brown v. The Board of Education, Supreme Court, NAACP, Freedom Riders, Ku Klux Klan, Little Rock Nine, Ruby Bridges, Martin Luther King Jr.

Comprehension Strategies:

Before Reading:
This book relies a lot on the photographs to tell the story, so knowing the historical background behind the photographs is important. Give students a brief lesson on some of the vocabulary and historical events they will need to know before reading.

During Reading:
During reading, remind students how important the pictures in books can be. Tell them to look carefully at each picture to see what was going on when it was taken. How would they feel if that were happening to them? Why do they think this is happening? Do they know who some of the important people are in the photographs?

After Reading:
Have the whole class work together to make a list of all the important events that happened in the story. (HINT: there is a timeline in the back of the book) Assign at least two students to each large event and have them write a newscast about the event. They can then present this to the class.

Writing Assignment:
Students can do what Toni Morrison did to write this book with their own photographs. Find photographs of this time period or another important time period for each student. Students will write a story explaining what is happening in their photograph, being sure to use all the important parts of a story.

Morrison, T. (2004). Remember: the journey to school integration. Boston: Houghton Mifflin Co..

Even an Ostrich Needs a Nest: Where Birds Begin

Even an Ostrich Needs a Nest: Where Birds Begin

By: Irene Kelly

 Published by: Holiday House

NonFiction

 

 

This short, non-fiction picture book gives the reader insight into the many different kinds of birds and their nests from around the world. Some birds build small, intricate nests out of grasses and spider webs, while other birds, like the Bald Eagle build huge nests that weigh as much as a car. Of course, there are some birds, like the Emperor Penguin who balance it on their feet and cover it with their soft belly to keep it warm. The 32 page beautifully illustrates picture book takes the reader through the many different kinds of birds and their nests, and even has a map of all of the birds from around the world!

 

Reading Level:

     Age Level: 5 and up

 

Suggested Delivery:

     Read Aloud

 

Electronic Resources:

http://www.sciencekids.co.nz/sciencefacts/animals/bird.html

This page has a list of facts about birds for kids. Also, by following other links from this page, students can learn about many other different types of animals as well.

 

http://video.nationalgeographic.com/video/kids/animals-pets-kids/birds-kids

This National Geographic link has many different videos about different kinds of birds around the world. There are videos about different kinds of birds including osprey, eagles, vultures and lovebirds. There is even a video entitled "Egg-Cellent Idea" that would go along very well with this informational story.

 

Key Vocabulary:

predator, vegetation, Potoo, Blue-Footed Booby, Murre, Atlantic Puffin, Wandering Albatross

 

Comprehension Strategies:

 

Before Reading:

Before reading the text aloud, hold up the cover of the book to the class. Ask students what comes to mind when they see the cover and what they think the book will be about. Have students brainstorm their ideas, and write them on the board. After students have brainstormed the different birds or topics they think the book will include, have students help you organize their ideas into categories.

During Reading:
As a class students and the teacher will fill out a discussion web. This type of organizer helps students categorize which facts are important and which are unimportant. Using a large piece of chart paper or the board, make two columns labeled important vs. unimportant. As you read and students hear facts in the story, have them raise their hand when they think something could go in either column.

After Reading:
After reading the story have the class work together to put the facts from the before reading strategy and the during reading strategy. Students can work in pairs to fill in a graphic organizer with all of the appropriate facts. Students need to be sure that the incorrect facts from the before reading strategy are not included in their final product.

Writing Assignment:
Choose a type of bird from the non-fiction text. The student would be responsible for learning 5 new facts about this type of bird, other than its nesting type. The student will write these facts in paragraph form and share with the class.  

 

Kelly, Irene. Even an ostrich needs a nest: where birds begin. New York: Holiday House, 2009. Print.

Dear Mr. Henshaw

Dear Mr. Henshaw

By: Beverly Cleary

Published by: Scholastic Inc.

NonFiction, Diary/journal, Read-Aloud

 

The main character Leigh Botts is a young second grade boy who writes to Mr. Henshaw for an assignment in school. When the author writes back with questions for Leigh, his mother insists he answer them, turning his school assignment into a long term pen pal relationship. Through the letters Leigh writes, the reader learns about his parents' divorce, his relationship with his father, his new school and the lunchbox theif. Mr. Henshaw encourages Leigh to start keeping a journal which he does and improves his writing with each entry. Leigh's dream is to become a writer himself one day, so any advice he gets, he takes. The story follows Leigh as he grows up and moves up in grades.

 

 

Reading Level:

     Grade Level Equivalent: 4.7

      Lexile Level: 910L

 

Suggested Delivery:

     Read aloud, guided reading

Electronic Resources:
http://www.scholastic.com/bookfairs/teachers/connections/pdf/DearMrHenshaw.pdf
This is a link to a pdf file with resources for teachers. The file has questions for students, activities for the class and different extension activities.

http://www.beverlycleary.com/
This site is the world of Beverly Cleary. There are interactive links to all the different characters from her books, including Leigh, as well as links to her books, games and a biography abot Beverly Cleary.

Key Vocabulary:
gondola, partition, forefingers, mimeographed, refinery, insulated

Comprehension Strategies:

Before Reading:
Have a conversationg with students about what a role model is. In this story, Leigh idolizes Mr. Henshaw because he wants to be a writer one day too. Have students volunteer who their role model is and why. Talk about setting goals for what they want to be when they grow up and think of who role models for these careers could be. This would be a good initiation for the story becuase Leigh wants to be a writer like Mr. Henshaw.

During Reading:
As the story is read aloud to the class, remind students that, although it is not explicitly written, Mr. Henshaw is writing back to Leigh. Students can use their inferential comprehension to try to predict what Mr. Henshaw's letters to Leigh might say.

A different part of the story that could be confusing to students is the mention of many different places where Leigh's father travels. As the story is read, have students mark on a U.S. map all the places Leigh mentions in his writing.

After Reading:
Have students write about their own role model. Students can write a letter to this role model asking for advice for their future career. Somewhat like the project Leigh had to complete in the story, students can write to this person asking for advice, then writing a report about this person and their influence on their life.

Writing Assignment:
As technology keeps advancing, the use of 'snail mail' seems to be falling by the wayside. As an extended writing assignment, set students up with pen pals from another class, another town or a class from across the country. Students will get constant practice with basic writing conventions and will always have something to look forward to!

Cleary, Beverly, and Paul O. Zelinsky. Dear Mr. Henshaw. New York: Morrow, 1983. Print.



Thunder from the Sea: Adventure On Board the HMS Defender

Thunder from the Sea: Adventure On Board the HMS Defender

By: Jeff Weigel

Published by: G.P. Putnam's Son

Graphic Novel, Historical Fiction



Jack Hoynton is only a boy when he enlists in the Royal Navy and is assigned to the HMS Defender during the Napoleonic Wars. The ship is assigned to blockade a French port to keep the French from invading England.

On the ship, Jack has trouble with the tough work at first, but is taken under the wing of a sailor Hewitt. When the men run out of drinking water on the ship, they go ashore to find more, but are attacked by French troops and have to retreat to the boat. Jack's friend Hewitt gets left behind on shore and makes a deal with the French. He tells his fellow British sailors to come ashore to attack, but when they get there the French are waiting to attack them too! When they all get put in jail, Jack makes it his duty to escape from the jail and save his mates.

 

Reading Level:

     Grade Level: 2 and up

 

Suggested Delivery:

     Individual Read, Small Group Read

 

Electronic Resources:

http://www.jeffweigel.com/

This is the official website for the author of the story. There are many different links on the page to his other books, his artwork and a bio about him.

http://encyclopedia.kids.net.au/page/na/Napoleonic_Wars

This site gives a brief overview of the Napoleonic Wars for children, including the different countries involved and what caused them.

http://en.wikipedia.org/wiki/Glossary_of_nautical_terms

This wikipedia page gives a full glossary of Nautical terms used in the book. Teachers or students can use this as a reference when reading the story.

 

Key Vocabulary:

Napoleonic Wars, Frigate, bosun, The Maritime Society, oakum, yardarm, shrouds, grog, starboard, schooner


Comprehension Strategies:

Before Reading:
Before reading the story, students will need some background information about the historical context of the story. A quick history lesson about the Napoleonic Wars would be advantageous to students. http://www.history.com/topics/napoleon This website gives a brief biography of Napolen Bonaparte and his rule. Students need to understand his rule and the reasons behind the wars in order to understand the historical content in the story.

During Reading:
Have students stop at points during the story to predict what will happen next. Students can write their prediction in a reader's journal or use a graphic organizer to organize their thoughts. There are many different points in the story where the tension rises and falls. Teachers can utilize these points to stop students in their reading to practice their comprehension skills in predicting.

After Reading:
After finishing the story, students can complete a writing assignment in which they change the story. Students must change an important turning point in the story and predict what would have happened next due to their change. What if Hewitt didn't get left on the island? What if Jack didn't escape the jail?

Writing Assignment:
The main character of the story is twelve years old, a close age to elementary students. Elementary students in the United States would not have similar experiences to Jack. For this reason, writing a journal entry from Jack's point of view would be a very different writing experience. Students would need to include nautical vocabulary and specific details from the story in their journals.

Weigel, Jeff. Thunder from the sea: adventure on board the HMS Defender. New York, NY: G.P. Putnam's Sons, 2010. Print.

Bud Not Buddy

Bud Not Buddy

By: Christopher Paul Curtis

Published by: Delacorte Press

2000 Newberry Medal Winner

 

Bud Not Buddy is the story of a young orphan boy growing up in the Great Depression. Bud lives in an orphanage and then is moved to a foster home where he is forced to sleep in a shed. Bud escapes from the foster home and begins his journey to find Herman E. Calloway, the man who he believes is his father. Mr. Calloway is a traveling musician who Bud has flyers about. Along his journey he meets many people and even stays in a Hooverville. When he finds Herman E. Calloway, Mr. Calloway is a bit stand offish with a child claiming to be his son. But Bud and Mr. Calloway soon find out that he is not his son at all, but something more!

Reading Level:
     Grade Level Equivalent: 5.2
     Lexile Level: 950L

Suggested Delivery:
     Small Group Read, Individual Read

Electronic Resources:
http://www.nashvillechildrenstheatre.org/documents/Guides/NCT_BudNotBuddyGuide.pdf
This site leads you to a literature and activity guide for teachers before taking their students to a theater version of the book. The guide includes activities about the Great Depression and different writing and classa activities.
http://www.randomhouse.com/features/christopherpaulcurtis/
This is a site from the publisher about the author, Christopher Paul Curtis. His bio and other works are included on the page.
http://www.superteachertools.com/jeopardy/usergames/Dec201048/game1291378911.php
This is a jeopardy game on chapters 1-7 of the book. Multiple teams can play at one time.

Key Vocabulary:
ilk, knickers, alias, copacetic, brute, ingratitude

Comprehension Strategies:

Before Reading:
Before reading the book, give students a short lesson on the Great Depression and how tough life was during the time in the story. http://www.wartgames.com/themes/american/greatdepression.html This site includes different web pages about the depression for kids and also has links to games students can play to learn about the Great Depression.

During Reading:
There are a lot of different characters and places to keep track of throughout the story. Give students a graphic organizer with sections to keep track of what they're reading. Being able to look back and see everything written down and laid out will help students remember and understand.

After Reading:
Have students make a timeline of all the places Bud went and the people he met along the way. This will help students to understand the time in history it took place and will complete the comprehension process in the end.

Writing Activity:
Rather than writing a typical essay about the book, students can write a letter to the author asking him about the book. Students will be required to include certain things in their letter and will be graded using a corresponding rubric.
 



Curtis, Christopher Paul. Bud, not Buddy. New York: Delacorte Press, 1999. Print.

Exploding Gravy: Poems to Make You Laugh

Exploding Gravy: Poems to Make You Laugh

By: X.J. Kennedy

Illustrated by: Joy Allen

Published by: Little, Brown and Company

Poetry Collection

 

X.J. Kennedy's poems have appeared in many different poetry anthologies and textbooks for years and have also been highligted on the Today Show and Good Morning America. So it is not a surprise that the winner of the Award for Excellence in Children's Poetry strikes again. In Exploding Gravy, X.J. Kennedy writes hilarious poems about crazy families and silly monsters. There are poems about shoelaces, and cabbage slaw, woolly mammoths and electric eels, and of course, Exploding Gravy!





Reading Level:
     Grade Level Equivalent: 4.2

Suggested Delivery:
     Read Aloud, Individual Read

Electronic Resources:

http://www.poetryfoundation.org/bio/x-j-kennedy
This is a biography on the author, X.J. Kennedy.

http://teacher.scholastic.com/poetry/index.htm
This site gives teachers some resources for teaching poetry. The Scholastic site specifically is referring to April as National Poetry Month, but the ideas from this site could be used any time of year.

Key Vocabulary:
imagery, rhyme, rhythm, simile, hyperbole, metaphor

Comprehension Strategies:

Before Reading:
Talk to students about what they think poetry is. Most students will probably say that is has to rhyme and the topics are serious. Explain to them that this is not always the case and that the poet X.J. Kennedy write funny poems, that don't always rhyme. Use the biography website to give students some background on the poet before reading.

During Reading:
As there are many different poems in the book, choose one or two to read aloud to the class. Many poems would be fitting to different times of year or could be linked to differen lessons. Have students listen carefully to the poem read aloud and have them try to picture the poem in their minds. X.J. Kennedy's poems have great imagery.

After Reading:
Have students draw a picture of what they imagined the poem to look like. Students can then share their pictures with the class. Using a venn diagram, students can compare and contrast each others drawings and put the different components into the sections of the venn diagram.

Writing Activity:
X.J. Kennedy's poems have great imagery, so students can write their own poems, making an image in their reader's head. Have students choose out of a bag a random object that they have to write a poem about. Before students begin writing, create a poem template that they will fill in to describe their object. In the poem, however, students will not reveal what their object was because the other students in the class will have to try to guess it using the imagery.

Kennedy, X. J., and Joy Allen. Exploding gravy: poems to
make you laugh. Boston: Little, Brown, 2002. Print.

We Are the Ship: The Story of Negro League Baseball

We Are the Ship: The Story of Negro League Baseball

By: Kadir Nelson

Published by: Hyperion Books for Children

Winner of the 2009 Coretta Scott King Author Award, Winner of the 2009 Sibert Award

Nonfiction

 

 

During a time in history, when Blacks were not equal to Whites, the Negro Baseball League was formed. Initially, Blacks were allowed to play in the major leagues, but were treated unfairly and finally forced out of the league. That was how the Negro League was started. The teams travelled around the country playing games, usually with nothing more than the clothes on their backs and of course their love for the game. In this story of overcoming so many hardships of segregation, hatred and horrible conditions, inspiration comes from the players in the Negro Baseball League who just loved the game. 

 

Reading Level:

     Grade Level Equivalent: 6.2

     Lexile Level: 900L

 

Suggested Delivery:

     Individual Read, Small Group Read

 

Electronic Resources:

 

http://www.wearetheship.com/

This is the official website for the book. There are links to a store, news about the book, about the author, about the book, making the book and more. Students and teachers can use this site as a resource before, during or after reading the story.

 

http://www.scholastic.com/browse/video.jsp?pID=1640149541&bcpid=1640149541&bclid=1704115771&bctid=1902520201

This is a video on the Scholastic site of the author, Kadir Nelson reading an excerpt of the book aloud. This would be a good video to show to students to introduce the story and the author.

 

http://www.suzyred.com/2009-we-are-the-ship.html

This site would be a good resource for teachers and students. There is information about the book, research links for help with the story and links to other books about baseball.

 

Key Vocabulary:

commissioner, exhibition, rivals, roster, scout, racketeers

 

Comprehension Strategies:

 

Before Reading:

Put some focus questions on the board for students to discuss and think about while reading. Before reading, work with the students to discuss the questions and explain that they should continue to think about these questions as they read.

 

During Reading:

Have students write down the focus questions from the board. As they read, students can write down thoughts and ideas they have regarding the main idea questions. These can then be used after reading for a writing activity.

 

After Reading:

After students have finished the story, using the focus question ideas, they can make a concept map of the main ideas in the story. Sometimes by seeing all of the main ideas mapped out in front of them, students can better understand what they have read.

 

Writing Activity:

Students will choose an event or person from the story to further research. They will use different books and websites to learn more about their topic, and present it to the class. Students will have their choice of writing a report, making a poster or dressing up as their person to present to their peers.  

Nelson, Kadir. We are the ship: the story of Negro League baseball. New York: Jump at the Sun/Hyperion Books for Children, 2008. Print.

Heart and Soul: The Story of America and African Americans

Heart and Soul: The Story of America and African Americans

By: Kadir Nelson

Published by: Balzer + Bray

Coretta Scott King Book Award 2012: Author Winner & Illustrator Honor

Informational

 

 

This story, written and illustrated by Kadir Nelson, tells the story of African Americans in America. Much like a timeline, the story follows the life and roles in society of African Americans from the beginning of our country. The story is told from the point of view of an African American woman who's ancestors can be traced back many generations in this country. Through the many different times of hardship and injustice, readers can also read and learn about the undying determination of African Americans in this country for their freedom and equality. As much as it is a historical reference, the story is also a tale of hope and inspiration.

Reading Level:
     Grade Level Equivalent: 6.0
     Lexile Level: 1050

Suggested Delivery:
     Individual Read, Small Group Read

Electronic Resources:

http://www.kadirnelson.com/Books.html
This is the personal website of the author and illustrator of the book. There are tabs on the page to a store, his commisioned artwork, books, about the artist and news. Students can even contact the author and illustrator if they wish. This site could be used before reading to learn more about the author and his background.
http://www.harpercollinschildrens.com/books/Heart-Soul-Kadir-Nelson/?isbn13=9780061730740&tctid=120
This is a page from the publishing company about the book. There is a downloadable audio excerpt, as well as a video, a note from the author, a teacher's guide and a look at Nelson's artwork. This site could be used before reading to get some background information about the book. It could also be used during or after reading in order to enhance the story using the audio or video downloads.

Key Vocabulary:
lynch, Jim Crow, Mason Dixon Line, factory porters, suffrage, draft, Emancipation Proclamation

Comprehension Strategies:

Before Reading:
This book would accompany a Social Studies lesson during black history month very well. Before reading this story, have student fill out a K-W-L chart, either in pairs or on their own. Obviously before reading the story, students can only fill in the "K" and "W" columns. If you have been studying the topic in your class recently, students will have an easier time filling in the "K" column, otherwise there might be more questions they want answered in the "W" column.

During Reading:
Have students use the questions they had about the story to guide their reading. After students have come up with their "want to knows" about the story, type them up into question form to hand out to each student. As they read, students will be like detectives trying to find the answers.

After Reading:
Since students have been answering all of their questions along the way, filling in the "L" column on the chart should be fairly simple. Using all they learned, students can make a timeline with the important events from the story. Since this is a true historical timeline, they could be hung up in the classroom to reference back to during Social Studies lessons.

 

Writing Activity:
Have students write a letter to Abraham Lincoln during the war. Students can choose what side they want to be on and then encourage the President to take their side. Have them use specific details from the story.



Nelson, Kadir. Heart and soul: the story of America and African Americans. New York: Balzer + Bray, 2011. Print.

 



Nurse, Soldier, Spy: The Story of Sarah Edmonds, a Civil War Hero

Nurse, Soldier, Spy: The Story of Sarah Edmonds, a Civil War Hero

By: Marissa Moss & John Hendrix

Published by: Abrams Books for Young Readers

Teachers' Choice List 2012

Biography

In this historical biography we learn about Sarah Edmonds who changes her identity to a man named Frank Thompson to fight for the Union in the Civil War. Sarah Edmonds had already been dressing as a man for three years to escape an arranged marriage, so this would be easy. She signed up and was assigned to Company F, Second Michigan Volunteer Infantry of the Army of the Potomac. First, Sarah was a private in the army, fighting alongside the other men in the ar. Then, Sarah became a nurse in the field, pulling injured men out of the war zone and healing their wounds. However, the most important job Sarah had was a spy for the Union. She dressed as a slave and went into a Confederate camp to learn their tactics. After working with the slaves for a few days, she went back to her camp and reported what she had found. She, a woman, had just done one of the hardest jobs in the war, and still everyone thought she was a man!

 Reading Level:

     Grade Level: 2-6

Suggested Delivery:

     Read Aloud

Electronic Resources:

http://www.californiayoungreadermedal.org/ResourceGuide2012-2013/6PBOR.pdf
This link brings you to a PDF full of ideas and activities for this story. The info in this PDF would be helpful to teachers teaching this book. There is info about the author and the illustrator, along with a plot summary, hooks for the class, connections to be made and a script for a readers' theater. There is also a list of writing prompts to go along with the story.
http://womenshistory.about.com/od/civilwar/a/sarah_edmonds.htm
This site gives a little more background information about Sarah Edmonds. The biography gives her birth and death dates, along with a brief summary of her life.
http://womenshistory.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=womenshistory&cdn=education&tm=22&gps=82_4_1280_651&f=10&tt=14&bt=0&bts=0&st=24&zu=http%3A//userpages.aug.com/captbarb/femvets2.html
Obviously, Sarah Edmonds' involvement in the war was unconventional for a woman, but women were still involved in other ways. This site gives many famous examples of women who were involved in the Civil War.
http://www2.lhric.org/pocantico/civilwar/cwar.htm
This site is all about the Civil War. The site was made by a class in New York who was learning about the Civil War as well. Before reading this story, it is important for students to understand at least the basic facts about the war. This site has a timeline, the north and south informations, the Gettysburg Address, the Emancipation Proclomation and more!

Key Vocabulary:
Minie ball, anesthetic, Confederate, The Union, dolt, picket, forifications, sentries


Comprehension Strategies:

 

Before Reading:

Going over some of the harder vocabulary from the story will ensue a quick history lesson about the Civil War. Having some background knowledge about the Civil War is important for students to understand what is going on in the story. Post all of the Civil War related words on the board to begin a discussion about the words. Have students share their knowledge of each word to try to 'decode' the meanings. Introducing the story will be easier now by explaining to the students that the story is of an unconventional soldier in the war.

 

During Reading:

While reading the story aloud to students, have students try to put themselves in Sarah's shoes. What do they think it was like to be a girl in an all male army? What pride do they think she must have felt when she succeeded on her spy mission?

After Reading:
After reading students can discuss how difficult it must have been for her and how they felt, imagining themselves in her position. After getting to hear one experience of a soldier in the Civil War, the class can read a play together in reader's theatre to emphasize the importance and different view points of the war. The following link includes a play with a basic plot about the Civil War. http://www.civilwar.org/education/teachers/lesson-plans/civil-war-play/civil-war-play-lesson-plan.html

Writing Activity:
Have students think about the emotions Sarah Edmonds must have felt in her experiences during the Civil War. Have students write a journal entry as if they were Sarah, with details from the story.

 

Moss, Marissa, and John Hendrix. Nurse, soldier, spy: the story of Sarah Edmonds, a Civil War hero. New York: Abrams Books for Young Readers, 2011. Print.

Energy Island: How One Community Harnessed the Wind and Changed Their World

Energy Island

By: Allan Drummond

Published by: Farrar Strauss Giroux

Teachers' Choice List 2012

Science Nonfiction

On a small island in Denmark called Samso, lives a group of people who found a way to create their own energy. The island was using energy like everyone else in the world: oil for houses and cars, and electricity for lights. Soon this would change when the Danish Ministry of Environment and Energy chose the island to become independent of nonrenewable energy. The people on the island all worked together to come up with ways to create their own energy. Of course because the island was so windy, the number one way they did was through wind turbines. Sometimes the island harnesses enough wind to send some back to the mainland in Denmark!

This book is a real life story to show children how important and fragile our world is. Throughout the book, there are side columns explaining things like nonrenewable resources and global warming. This would be a great choice for Earth Day or to learn about helping our planet.

Reading Level:

     Grade Level: 1-5

Suggested Delivery:

     Read Aloud, Individual Read

Electronic Resources:

http://www.alliantenergykids.com/EnergyandTheEnvironment/RenewableEnergy/index.htm
This site gives definitions and examples of all different kinds of renewable energy sources. Many were mentioned in the book, like wind, biomass and solar. There is a link to 'Fun and Games' where students can "test their energy smarts" or find projects to try at home. This site would be a good way for students to look at the information from the story in a different light and maybe even apply what they learned in a practical way.
http://www.allandrummond.com/
This is the author, Allan Drummond's personal website. He writes about the different books he has written and is currently working on. He also has links to his portfolio and a biography section. This would be a nice site for students to learn a little more about the author.
http://www.kids.esdb.bg/basic.html
This is another informational site for students with facts about all different kinds of energy. There are sections about what energy is and the different places it can come from. There is also a games tab and a tab titled "New Energy" which gives information about the types of energy from the story.
http://us.macmillan.com/FSGYoungReaders.aspx
This is the website for the publisher of the book. The site has many tabs for their books and authors, as well as a link for teachers and librarians.

Key Vocabulary:
energy, nonrenewable energy, energy-independent, renewable energy, turbine, biomass, canola, fossil fuels, global warming

Comprehension Strategies:

Before Reading:
Doing a vocabulary lesson before reading the story would be helpful to students' comprehension because the new vocabulary words are content specific to energy. The vocabulary list above gives a good sample of the "energy" words from the story. Have the class sit together and simply discuss what they think these words might mean. Some are harder concepts than others, but the teacher can help explain these harder words, while with the easier concepts, students will be able to generally explain.

During Reading:
While reading the story aloud to the class, making sure everyone is understanding these new concepts in context is important. Encourage students to raise their hand at any point if they do not understand a concept. By stopping the story to explain, it will allow that student to understand, while also reinforcing the idea with the rest of the class.

After Reading:
After reading the story, have students predict what will happen next. Will the rest of the world try to use renewable resources like the island did? Why do you think we haven't done such extreme projects in our town? (Cost?)

Writing Activity:
Have students use their imaginations to apply this idea to their community. Write about how their community could use renewable resources instead of oil and gas. Have students write their plan for how the community would switch over and how they would convince citizens of the town to agree to it.

Drummond, Allan. Energy island: how one community harnessed the wind and changed their world. New York: Farrar, Straus and Giroux, 2011. Print.

Surviving Hitler: A Boy in the Nazi Death Camps

Surviving Hitler: A Boy in the Nazi Death Camps

By: Andrea Warren

Published by: Harper Collins Publishers

Biography, Nonfiction

This intriguing true story follows Jack Mandelbaum through the trials and tribulations of being a fifteen year old Jewish boy during the Holocaust. Jack is torn from his well-to-do family one member at a time, until he is finally on his own in the Nazi death camps. The story takes the reader through Jack's journey through different concentration camps and making it through the war. Jack's only goal is to make it out alive and see his family again. But will they be there in the end to see him?

Reading Level:

     Grade Level Equivalent: 6.2

     Lexile Level: 820L

Suggested Delivery:

     Small Group Read

Electronic Resources:

http://www.ushmm.org/

Students can navigate through the United States Holocaust Memorial Museum website to discover more about the Holocaust. There is an education link on the website with a section for students. Students can look at the museum's online exhibitions and even look at Auschwitz prisoner lists.

http://dornsife.usc.edu/vhi/survivorexhibit/vhfmain.htm

Recommended in the 'multimedia recommendations' portion of the book, this website is an interactive storybook that follows real people through their journey in the war. Upon entrance into the site, click on one of the four people to see, hear and read their story.

Key Vocabulary:

anti-semitism, kapo, dysentery, Joint Distribution Committee, liberation, SS(special forces), typhus, Yiddish

Comprehension Strategies:

Before Reading:

Have students look at the cover photo and the different photos scattered throughout the book. Have them predict what the story will be about.

During Reading:

During reading the story, sutdents can record anything they relate to. When this happened to Jack he was about the students' ages. When the students are done reading, they can write about how they would try to survive if they were Jack. Using the things they relate to from the story in their writing will be helpful.

After Reading:

Students can research the history of the war and compare it to the first hand account of the story. Make a venn diagram for the comparison.



Writing Activity:

Pretending they are Jack, students can write two journal entries. The first one will be after Jack's first day in the concentration camps, while the second one will be from the day Jack was freed from the camps.



Warren, Andrea. Surviving Hitler: a boy in the Nazi death camps. New York: HarperCollinsPublishers, 2001. Print.

Moon Over Manifest

Moon Over Manifest

By: Clare Vanderpool

Published by Delacorte Press, 2010

Recipient of the 2011 Newberry Medal

Historical Fiction

Without many answers, Abilene Tucker is put on a train to Manifest, Kansas by her father for the summer. Knowing her father had lived in this town for a part of his life, Abilene makes it her mission to find out about her father's childhood. The town is the epitome of a dustbowl town and is not what Abilene was expecting. To her surprise though, Abilene finds a box of mysterious treasures under a floorboard in her room; sending her on a hunt for a spy named Rattler. On her journey she learns about the history of the town and of her father. And of course who the Rattler was.

Reading Level:

     Grade Level Equivalent: 5.3

     Lexile Level: 800L

Suggested Delivery:

     Read aloud, Small group read

Electronic Resources:

http://www.clarevanderpool.com/moonovermanifest.html

This is the author's personal website with a page about 'Moon Over Manifest.' The website has links to information about the book, a bio on the author and even teaching resources for teaching the book in the classroom.

http://history.knoji.com/facts-about-the-dust-bowl/

This site explains why Manifest, Kansas was so dusty and dry. In 1936, the Dustbowl was in full swing and Manifest was right in the middle of it. This site will help students understand why Abilene was so dissapointed at the sight of Manifest and the many references to water and heat throughout the story.

http://library.thinkquest.org/07aug/00841/GREAT%20DEPRESSION/facts%20on%20the%20great%20depression.htm

This site gives students simple straight forward facts about the Great Depression. The story is not onlt set in the portion of the country that suffered from the dust bowl, but the Great Depression is going on as well. 

Key Vocabulary:

perdition, auxiliary, libations, serendipity, prohibition, depression

Comprehension Strategies:

Before Reading:

In order to understand the historical references in this story, it is important for students to know the history of the time the story is set in. The story has two parts: the present, which takes place in 1936, and the past, which takes place in 1918. Put students in pairs or small groups to research the historical significance of these time periods. Have students present to the class some highlights of these periods and record them on chart paper for future reference.

During Reading:
Keep track of Abilene's journey and the stories Miss Sadie tells. Each chapter not only has a title, but a date. With the date, have students write a few sentence summary of the chapter and plot it on a timeline. There will be two timelines: one for Abilene's story and one for the stories Miss Sadie tells.

After Reading:
Continue the story. After Hattie Mae retired from her newspaper column, Abilene took over for her. Predict what happened in Manifest after the story was over and write two more columns for the local newspaper.

Writing Activity:
Students can write the story that Abilene was assigned to write by Sister Redempta. Although it might be a very similar story to the storyline of the book, it will force students to put it into their own words and condense it into the important things.

Vanderpool, Clare. Moon over Manifest. New York: Delacorte Press, 2010. Print.





The Shadow Children

The Shadow Children

By: Steven Schnur

Illustrated by: Herbert Tauss

Published by Scholastic Inc. 1994

Recipient of the 1994 Sydney Taylor Book Award

Historical Fiction





Every summer Etienne travels to his grandfather's farm in Mont Brulant for a summer of relaxation away from the city. However, this summer, Etienne discovers something in the small town's past that seems to have been a sadly kept secret. During World War II, Jewish children from all over traveled to this small town for safe hiding, but when the Nazis threatened the citizens lives over the children, the townspeople gave the children up. The 'shadow children' now hide in the woods near the train tracks that took them away, but what Etienne can't understand is that these children are just ghosts. Why is he the only one who can see them?

Reading Level:

     Grade Level Equivalent: 5.1

     Lexile Level: 850L

Suggested Delivery:

     Small Group Read

Electronic Resources:

http://www.museumoftolerance.com/site/c.tmL6KfNVLtH/b.5759983/k.6B50/Children_of_the_Holocaust/apps/nl/newsletter2.asp

This website allows students to read about the histories of real life children from the Holocaust. By clicking on a child's name, you are lead to a small biography about that child. Although the children in the story are fictional, being able to see that this did happen to real children will help students understand the historical aspect of the story.

http://www.pocanticohills.org/amprogress/holocaust.htm

This is a very simplified version of why and what the Holocaust was. Although the story centers around World War II, it takes place after without giving much detail on what and why the war exactly happened. As part of a class project, this website was written by a student making it even more easily understood for students.

Key Vocabulary:

refugee, bookbinder, guilt, cattle car, Monsieur, embankment

Comprehension Strategies:

Before Reading:

Before reading, students need to familiarize themselves with the history behind the story. Have students read and research online the Holocaust and write down two reasons why it happened, two important things about the war and two reasons why it ended. Discuss as a group everyone's answers and decide which are truly the most important.

During Reading:

Have students try to make connections with the text as they read. At the end of each chapter have students write a paragraph about something they connected with in that chapter. Obviously the connections may be very simple at times, but being able to feel a part of the text will make students more apt to read the story.

After Reading:

We only know what happened with the children during the war from stories Etienne was told. Use these stories and write a newspaper article about what Mont Brulant was like during the war. Some students could write about when the refugee children first came and other could write about what happened when the Nazis came and the children were given up.

Writing Activity:

Imagine you are Issac, the schoolteacher who Grand Pere had a great bond with. Issac went with the children to the Nazi camp and died. Write a letter to Grand Pere from the future. What would Issac say?

Schnur, Steven, and Herbert Tauss. The shadow children. New York: Morrow Junior Books, 1994. Print.

Hana's Suitcase

Hana's Suitcase

By: Karen Levine

Published by Second Story Press, 2002

Nonfiction, Historical Fiction

The Tokyo Holocaust Center received a mysterious suitcase to put on display in 2000. This true story follows the investigation of Fumiko Ishioka into the life of Hanna Brady, the owner of the suitcase. As the reader follows Fumiko's investigation, we also follow the life of Hanna Brady and her family, Jews in the Holocaust.
The story allows the reader to get a first hand account of what the Holocaust was like. With alternating chapters of Fumiko's point of view and then Hanna's it is easy to feel like you're truly there.

Reading Level:

     Grade Level Equivalent: 5.2

     Lexile Level: 730L

Suggested Delivery:

     Small Group Read

Electronic Resources:

http://www.hanassuitcase.ca/

This resource is the Brady Family website. The site offers a plethora of information about Hana Brady's life and family. With links to a family tree, a timeline of her life and memories of her life, students have the opportunity to learn more about the main character of the story. For teaching purposes, students could use this resource before reading to learn some history of Hana Brady or during reading to expand upon what they read.

http://www.cbc.ca/documentaries/doczone/hanassuitcase/experience/index.html

This is an interactive website for students to learn more about Hana and Fumiko's stories. The website is not only based off of the book, but a documentary made in 2011 called Inside Hana's Suitcase. The site could be used by students to build on their reading as a during reading activity. The site allows students to navigate through their environment and click on glittering images to hear a story with pictures.

Key Vocabulary:

ghetto, Holocaust, refugee, Zyklon B, Theresienstadt, Terezin

Comprehension Strategies

Before Reading:

The different places in the story can be very confusing to sort out in the reader's head. Have students find on a map where Tokyo, Japan, Nove Mesto, Czechoslovakia, Terezin, Prague and Toronto, Canada are. Print pictures of what these places looked like during the time period of the story and attach them to the map as well. Have this map displayed in the classroom throughout the reading of the story so students can refer back to where these places were.

During Reading:

As students read the story, have them plot the important events on a timeline. In order to help students understand the two timelines in the story (Fumiko's in 2000 and Hana's in the 1930's and 40's) students will have two seperate timelines of events. At the end of each chapter, students will decide which events are most important and plot these on the appropriate timelines.

After Reading:

Students could work together to think of questions to ask Fumiko and her students at the Tokyo Holocaust Center. The students could write a letter to the center and send it to Japan for more information about Hana Brady and the story.

Writing Activity:

Students can pretend to be Hana Brady and write a journal entry as if they were her. The portion of the story told about Hana is not told from her point of view, giving students the opportunity to spin the story this way. Have students include historic details from the story. By having them write what they think Hana may have been feeling, they will show their true understanding of the story.

Levine, Karen. Hana's suitcase: a true story. Morton Grove, Ill.: Albert Whitman, 2003. Print.