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1. Otis & Sydney and the Best Birthday EverAuthor: Laura NumeroffIllustrator: Dan AndreasenPublisher & Year: Dutton Children’s Books 1991Genre/Theme: Picture Story Books/FriendshipInterest Level: Primary gradesSummary: Otis and Sydney are two best friends. Otis wanted to throw a surprise party for Sydney for his birthday. He made invitations for all of their friends and started planning. On the day of the party, Otis realized that he had put the wrong date on the invitations for their friends. Sydney showed up and Otis jumped out and surprised him. Even though their friends didn’t show up Otis and Sydney played dress up, played the harmonica and the accordion, jumped on the trampoline, and played tug-of-war. Otis and Sydney realized that they didn’t need all of their other friends there to celebrate together.About the author: Laura Numeroff-- grew up in Brooklyn, New York in 1953. She has written many books, a lot of which are very popular. A few of her books that are really popular are If you give a Mouse a Cookie, If you take a Mouse to School, If you take a Mouse to the Movies, and If you give a Pig a Pancake. Some of her books are even written in different languages and read to children all over the world! Her most recent book is Would I Trade My Parents and What Sisters Do Best/What Brothers Do Best.Activity:After the teacher has finished reading the book, the children would discuss their friends and the different birthday parties they have attended or hosted. The students will create their own birthday invitations for their own birthday party or a party they can plan for a friend, whether that friend be real or made up. The students will also write a few sentences describing what they would do at the party. They will reference the different activities that Otis & Sydney did at the birthday party to brainstorm other ideas that they could plan for their own mon Core Standards:CCSS.ELA-Literacy.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.2. Young Harriet TubmanAuthor: Anne BenjaminIllustrator: Ellen BeierPublisher & Year: Troll Associates 1992Interest Level: Primary gradesGenre/Theme: Biography/MulticulturalSummary: Harriet Ross Tubman was born around 1820. She was born a slave, but had a great desire to be free. She had heard of the Underground Railroad, but knew she could not leave without being in trouble. When the time came for her to leave, she escaped and made it to Pennsylvania where slaves were free. She went back to save the rest of her family and ended up saving over 300 other slaves. After the Civil War she continued on to speak for freedom and women’s rights.About the Author: Anne Benjamin has written many biographies about powerful people from the past. A few of these books include Young Rosa Parks, Young Pocahontas, and Young Hellen Keller. There was no website for Anne Benjamin that I could find, but there many websites about the other biographies that she has written.Activity: After the teacher reads the book, the teacher will lead the students to construct a timeline of Harriet Tubman’s life based on what is described in the book. The teacher will then pass out a worksheet with a blank timeline. The teacher will ask the students to complete a timeline with at least 4 events that should be on their timeline. The teacher will also ask the students to add one more event to their timeline that they hope will happen in the mon Core Standards:CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Illinois State Standards:16.A.1a: Explain the difference between past, present and future time; place themselves in time.3. P.J. Funnybunny Camps OutAuthor: Marilyn SadlerIllustrator: Roger BollenPublisher & Year: Random House 1993Genre/Theme: Picture Story Books/Camping Interest Level: Kindergarten & 1st gradeSummary: P.J. Funnybunny and his friends decide to go on a camping trip. He and his friends tell Donna Duck and Honey Bunny that girls couldn’t go camping. When the boys go camping, they come across a few issues. When they are spooked by a few ghosts, they decide it is time to go home. P.J.’s mother asks why they came home early, as the girls walk up to the house carrying a few white sheets…About the Author: Marilyn Sadler always thought she would be an illustrator. She was given an opportunity to become a writer and that is when she realized that is what she wanted to do. She started writing books about P.J. Funnybunny and he has been a character in a Dr. Seuss Cat in the Hat book. She also wrote other books that were made into movies by The Disney Channel, such as “Zenon, Girl of the 21st Century” and “Zenon the Zequel”. In 2004 Playhouse Disney created Handy Manny which premiered in 2006. In 2009, she was nominated for an Emmy Award because of Handy Manny.Activity: After the teacher reads the book to the students, the teacher should ask the students if they have any experience camping. The teacher will allow students to share stories about camping they may have. The teacher will then pass out worksheets with an empty backpack printed on it. The teacher should tell the students to draw pictures in the backpack of what they would bring with them on a camping trip. The students will then write at the bottom of the page what they are going to bring with them camping. The teacher will then explain that for an added challenge the students are allowed to write a sentence explaining why they would need the items when they are going camping. The teacher will collect all the student’s works and combine them together into a “Camping” class mon Core Standards:CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.Illinois State Learning Standards:26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination4. The Very Cranky BearAuthor: Nick BlandIllustrator: Nick BlandPublisher & Year: Scholastic Press 2008Genre/Theme: Poetry & Drama/ FriendshipInterest Level: Kindergarten & 1st gradeSummary: There are four friends (a zebra, a moose, a lion, and sheep) who are trying to find someplace warm to stay while it is raining in Jingle Jangle Jungle. They wake up a very cranky bear and they try to find a way to make him happy again. The zebra thinks the bear needs stripes to make him happy, the lion thinks he needs a mane to make him happy, and the moose thinks he needs antlers to make him happy. They decide to put all of these things on the bear to make him happy, but instead it makes him very cranky. The sheep decides to cut off half her wool to make the bear a pillow so he could sleep and relax. The bear appreciated the pillow and went to sleep and the four friends got to play their card game in the warm cave during the storm.About the Author: Bland was born in Australia in 1973. He always thought he was going to be an author. In 1996 he finally got to do what he wanted to do. He has won six awards for his literature. He has written fourteen children’s books. He currently lives in Australia and has his books published by Scholastic Australia.Activity: There are many different activities that are appropriate for this book. teacher should lead the class in a discussion about what they noticed about some of the words in this story and how they sound alike. The teacher should explain that those words rhyme. The teacher can then ask the students to make a list of words that start with the same sound.After reading the book, the teacher should break the students into five groups. Each group will either be a zebra, a moose, a lion, a sheep, or a bear. Each student in a group will be making their own mask for each animal. The students will get a blank pattern provided from the teacher on cardstock paper and they will decorate them according to what is represented in the book. The teacher will provide the students with yarn for the lion’s mane, twigs for the moose’s antlers, construction paper for the zebra’s stripes, cotton balls for the sheep’s wool, and markers to decorate all the masks.After completing their masks, the students will act out the book to other classes. Each group of animals (students) will make animal sounds quietly when they are “speaking” in the book. The teacher will narrate the story. Common Core Standards:CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.Illinois State Learning Standards:26.B.1b Drama: Demonstrate individual skills (e.g., vocalizing, listening, moving, observing, concentrating) and group skills (e.g., decision making, planning, practicing, spacing) necessary to create or perform story elements and characterizations.26.A.1b Drama: Understand the tools of body, mind, voice and simple visual/aural media and the processes of planning, practicing and collaborating used to create or perform drama/theatre.26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.Mask outline examples follow on next pages: 5. Dear Primo: A Letter to My CousinAuthor: Duncan TonatiuhIllustrator: Duncan TonatiuhPublisher & Year: Abrams Books for Young Readers 2010Genre/Theme: Letters, Postcards, Personal Correspondence/Multicultural bookInterest Level: 1st & 2nd gradeSummary: Charlie and Carlitos are cousins. Charlie lives in New York City and Carlitos lives in Mexico. They write letters back and forth telling each other about what they see and do in their cities. They share different experiences and traditions that are popular in their own culture. They have never met each other and after writing back and forth and learning about each other, they decide that it would be a good idea to meet each other. About the Author: Tonatiuh (ton-nah-tyou) is an award winning author and illustrator. Dear Primo: A Letter to My Cousin was his first book. His book Diego Rivera: His World and Ours was the winner of the Pura Belpr? illustration award in 2012 for a work that best represents the Latino cultural experience in children’s books. He has won many other awards for his illustrations in his own books and honorable mentions for illustrations in other books. He was born in Mexico City, but he grew up in San Miquel de Allende. One interesting thing is that his website is in Spanish also. He also only written two books, but he has illustrated for other books.Activity:Since this book was written in the form of letters, the teacher should pass out paper to the students. The teacher will then prompt the students to write a letter to a child in a different country. They will be asked to write about their lifestyle in the United States and tell this other child about all the traditions, foods, toys, and the different hobbies that are present in their life. As a teacher, you will find a school in a different country that would allow you to send your letters to the children there and possibly become pen pals with the students there. The following is a helpful website to finding pen pals at schools all over the world. .For this particular activity, you would want to get a school that is in a different part of the world from where your classroom is located.A further activity you could do would be to tie in the arts into the letter or in a separate assignment. Since the illustrations in this book are also composed of different fabrics to represent the different objects in the book, the teacher should collect different fabrics or scrapbook papers of different patterns. The teacher will then have the students create a piece of work that goes with the letter they wrote to the other child. It could contain what they talked about in their letter, with the different foods, toys, traditions, and hobbies. You can either decide to have the children do the picture and send it with their letter or you can put the pictures up around the mon Core Standards:CCSS.ELA-Literacy.W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of SS.ELA-Literacy.W.1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.Illinois State Learning Standards:26.A.1e Visual Arts: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.6. BounceAuthor: Natasha FriendInterest Level: Grade 6 Chapter bookPublisher & Year: Scholastic Press 2007Genre/Theme: Fiction/Adolescent problemsSummary: Evyn Plum is a thirteen-year-old girl who is thrown into a whole different life when her father gets remarried to a woman with six other children. She is forced to move away from all of her friends and move to Maine to live with her new family. When Evyn was just one her mother passed away. Throughout the book she has conversations in her head with her mother, Stella. Evyn does not like that her new step-mother is trying to take the place of her mother. Evyn is an eighth-grader who goes through a lot of life changes that many other eighth-graders may go through such as problems with her friends, problems with growing up, major changes in her life, and learning how to deal with those problems in the best way possible.About the Author: Friend was born in 1972 in New York. Her hero is Judy Blume. In 2003 her book Perfect won the Milkweed Prize for Children’s Literature that will be published in 2004. In 2006 her next book is Lush. Her latest book For Keeps was released in 2010. She is married and has two sons and a daughter. She explains that she is like Evyn in her book Bounce because she can trick everyone into thinking she is more confident than she actually is.Activity:Since this book is about a girl who is having problems in her life dealing with the changes, have your students think of a time that their life has changed and how they dealt with that problem. The main character in this book experienced a death in her family, an extension of her family, a move, losing friends, bullying, and working on her communication skills. The teacher should lead a class discussion on the different problems Evyn had to overcome in the story and how she overcame them. Have the students write a two-page journal article about a problem that they encountered and how they overcame it. If the students are still trying to overcome this problem, have them write about what they are doing to try to overcome their problem. If your students can’t think of a major problem that they are trying to overcome, then have them write about a problem that one of their friends has had to deal with or overcome and how they overcame that problem. The student should also write about how they helped their friend overcome the mon Core Standards:CCSS.ELA-Literacy.W.6.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and SS.ELA-Literacy.W.6.2c: Use appropriate transitions to clarify the relationships among ideas and concepts.7. Me and YouAuthor & Illustrator: Anthony BrownePublisher & Year: Random House Children’s Books 2010Genre/Theme: Fairy tale/Goldilocks themed bookInterest Level: 2nd gradeSummary: This book is written in the perspective of the little bear from the original story “Goldilocks and the Three Bears”. The bear explains that he and his mom and dad go on a walk and while they are gone there is a little girl with golden hair that sneaks into their house. When the bears get back they find that someone had eaten their porridge and sat in their chairs. They found the girl with golden hair in the little bear’s bed. When they walked in she got up and ran away. About the Author: Anthony Browne is a British author and illustrator of children’s literature. His book Me and You was originally published in France in 2009. He has written and illustrated almost forty children’s books. He has won two Kate Greenaway Medals from the Library Association based on his children’s books illustrations. He was also named in the 50th anniversary of the Medal (1955-2005) for his book Gorilla that was written in 1983 to be one of the top ten winning works. Activity: While the story is being told from the perspective of the bear, there are pictures on the opposite page that are showing what the girl with the golden hair is doing while the story is being told. The story was told in a narrative style from the bear’s perspective. After reading the story as a class, talk about the original fairy tale that the students knew and talk about the similarities and differences that they noticed in the book. After discussing the books, have the students write their own story, but they are to write it from the girl’s perspective. The students will have pictures to look at while they write, but they are to write what the girl is thinking throughout the whole story. The students will then get in groups and share their mon Core Standards:CCSS.ELA-Literacy.RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or SS.ELA-Literacy.W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of SS.ELA-Literacy.W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.8. I Can Be Anything!Author: Jerry SpinelliIllustrator: Jimmy LiaoPublisher & Year: Hachette Book Group 2010Genre/Theme: Picture book/What kids want to be when they grow upInterest Level: KindergartenSummary: There is a boy who asks himself what he wants to be when he gets older. Throughout the whole book the boy thinks of all the possible jobs he could have. The jobs he names are very creative and are not normal jobs that people usually strive to do. At the end of the book the little boy decides to be all of those things.About the Author: his website! Jerry Spinelli grew up in Norristown, Pennsylvania. Jerry Spinelli married Eileen Spinelli and had six kids. His first published book was Space Station Seventh Grade. He uses the memories from his own childhood and those of his children and, now twenty-one, grandchildren as inspiration for his writing. He now has thirty published books. His books range for all different age levels. His most recent book is Hokey Pokey. He has received a Newberry Award for Maniac Magee and Wringer.Activity: After reading the book the teacher will lead the students in a discussion about whether they have ever heard of these jobs before. The teacher will then ask the students to brainstorm at least five jobs that are creative like the ones mentioned in the book. After the students have brainstormed what they want to do when they grow up, they will chose one and write in on a piece of paper. They will also draw a picture describing what job they decided on. Once all the students have created their page the teacher will collect all the pages and put them together in a book titled “We Can Be Anything”.Common Core Standards:CCSS.ELA-Literacy.W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as SS.ELA-Literacy.W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.9. Magic Tree House Fact Tracker #7: Titanic: A Nonfiction Companion to Magic Tree House #17: Tonight on the TitanicAuthor: Mary Pop Osborne and Will OsborneIllustrator: Sal MurdoccaPublisher & Year: Random House Books for Young Readers 2002Genre/Theme: Nonfiction/HistoryInterest Level: 3rd gradeSummary: This Magic Tree House book explores the story of the Titanic. Children will read along with Jack and Annie and they explore the truths behind the sinking of the Titanic. This book answers a lot of questions that children may have about the Titanic, including: What was it like to be a passenger? What happened to the people who survived? Why did it sink? Children are encouraged to explore the answers to these questions throughout the text. This Fact Tracker book expands on the original Magic Tree House series as Jack and Annie answer any questions they may have had while reading Tonight on the Titanic.About the Author: , Pope Osborne at first could not decide how to make the two children in her book go back in time. She wrote different drafts of stories where the kids would go into an enchanted cellar, an enchanted museum, or even an enchanted artist’s studio. She finally decided to use a magic tree house. All of her stories coincide with one of her interests. She writes about the things that she wants to learn more about. The first Magic Tree House book was published in 1992, Dinosaurs Before Dark. There are twenty-eight of the original Magic Tree House books and then she began writing the Merlin Mission books. These are a continuation of the Magic Tree House, but they are more challenging to readers. In 2000 she and her husband, Will, began writing the Magic Tree House Research Guides.Activity: After reading the book the teacher will review the aspects of a non-fiction text. Throughout the text the teacher should be teaching the students different non-fiction text features and reviewing what they already know about non-fiction texts. The students will then create a Titanic book. The teacher will provide the students with the instructions of how to construct their book; they will also show the students a completed example to look at while they are constructing their book. After constructing the book the students will work independently to fill out the pages of the book. There are bubble maps for the students to fill out. Each page has a title for what the children are supposed to be filling out. On the last page have the students write a conclusion about everything that they learned in the book. Common Core Standards:CCSS.ELA-Literacy.W.3.2b: Develop the topic with facts, definitions, and details.CSS.ELA-Literacy.W.3.2d: Provide a concluding statement or SS.ELA-Literacy.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.10. The Little HouseAuthor: Virginia Lee BurtonPublisher & Year: Houghton Mifflin Company, 1942Genre/Theme: Picture book/Changes & CommunitiesInterest Level: 2nd gradeSummary: This is a book about a house whose community is changing all around it. The book goes through the “life span” of the house and how the community is changing as the years go by. It is an excellent representation of the different types of communities because you see them all throughout the book. It also introduces the type of books where the narrator is an object. The house is kind of telling the story because it is telling how it feels throughout the whole book and how the different communities affect her.About the Author: The Little House won the Caldecott Medal in 1942. Virginia Lee Burton was born in 1909 in Massachusetts. She did not want to go to college; she wanted to continue studying dancing. In 1927 she decided to go to art school. She was also a swimming instructor and art counselor at a Y.M.C.A summer camp. She had two sons.Activity: After reading the book The little house to the students, the teacher will create a three-column-T-chart on the board with “urban, rural, and suburban” written at the top of the columns.The teacher will lead a discussion based off the book asking students to tell him/her about the different areas. The students should refer back to the book and give specific examples of how the community changes around the house.Once the students have come up with some ideas, the teacher will read the book again, but this time when the community changes around the house the teacher will stop reading and have the children tell him/her about it to add to the T-chart.The teacher will then pull out a United States map and ask students to brainstorm different cities and areas in the United States that represent these different types of communities. After looking at the map, the teacher will add the different towns and cities to the T-chart representing the characteristics of urban, suburban, and rural communities.The teacher will then pass out the My School graphic organizer and have the students fill them out in class. The teacher will leave the T-chart on the board so that all the students can reference the different characteristics of the different communities. The students will be given time in class to complete the graphic organizer so that they can ask any questions they may have.After the students have finished their graphic organizers, the teacher will out the My School paragraph template and the rubric that they will be assessed on. If there are any students who have not finished their graphic organizers they will be allowed to finished those. While those students are finishing their graphic organizers the other students will be allowed to begin their paragraphs so they wouldn’t have as much homework. Once all the students have finished their graphic organizers the teacher will ask the students to put their graphic organizers and their templates in their homework folders.The next day the teacher will collect the paragraph from the students and use the rubric he/she provided to the students to assess their mon Core Standards:CCSS.ELA-Literacy.W.2.5:With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and SS.ELA-Literacy.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.Illinois State Standards:17.D.1: Identify changes in geographic characteristics of a local region (e.g., town, community).3.B.1a: Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, and events).17.A.2b: Use maps and other geographic representations and instruments to gather information about people, places, and environments.Worksheets to follow:Student Name____________________________________________CATEGORY 4 3 2 1 Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Support for Topic (Content) Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. Supporting details and information are typically unclear or not related to the topic. Adding Personality (Voice) The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his/her own." The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. Graphic Organizer Graphic organizer complete (all filled out) and turned in with paragraph. Graphic organizer missing one part and turned in with paragraph. Graphic organizer missing more than one part and turned in with paragraph. Graphic organizer not turned in. My School Community RubricTotal: ________/16 ................
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