Diary of a Wimpy Kid

Diary of a Wimpy Kid

By: Jeff Kinney

Published by Amulet Books, 2007

Comedic, Relatable, Witty, Graphic Novel, Real-Life Issues, Sarcastic

Awards: 

• Borders Original Voices Award for YA or Independent Reader (2007)
• West Australian Young Readers' Book Award for Young Readers (2009)
• Dorothy Canfield Fisher Children's Book Award (2009)
• ALA Teen's Top Ten (2008)

Summary: Greg Heffley has just begun middle school. His "diary" or journal as Greg prefers to call it, chronicles his day to day life. He is viewed as a "wimpy" kid by his peers and makes many efforts to change their opinion of him. His best friend Rowley, doesn't help his case too much because he doesn't exactly understand what it means to be "cool." Greg also notes the pains of his life at home: An older brother obsessed with heavy metal music, a younger brother who always tattles and parents who just don't understand. This is a fun, relatable novel for fifth or sixth grade students. Author Jeff Kinney does a great job recalling the many hardships that kids face in their every day lives while also providing the reader with a lot of laughs.

Suggested Delivery: Independent Read or independent read within a small group

Grade Level: Lexile Framework, 950L, Grade 5.3

Key Vocabulary: (by page number) gimmicks (19), "mopping the floor" (27), blubbering (36), fabrications, (48), legitimate (59), mooch (75), singlets (80), regimen (88), well-rounded (96), degrading (104), ad-libbing (109), piddly (160), ironic (164), culprit (186), foil (203), taunting (209)

4 Teaching Suggestions:

1. Use this text to further improve students inferential comprehension. The comics drawn throughout the text is mostly where students will be need to infer.
2. Use this text to allow students to develop their text-to-self connections. Greg discusses many real-life issues that kids deal with at some point in their childhood. Take advantage of this opportunity to give students their own diary/journal where they can express their thoughts and how they relate to the events in the story.
3. Although this novel is humorous, there are still a significant amount of themes carried throughout the novel. Have students determine those themes that were most powerful and discuss how they drove the plot of the novel.
4. This novel is written differently than most other novels that students have read. Use this story to allow students to get creative and design their own short comics.

Before Reading: Prior to reading this text either create your own anticipation guide or use an anticipation guide similar to this one - Anticipation Guide. By using this it will allow teachers to gain insight to the students perspectives regarding certain situations and utilizes the students problem solving and decision-making skills.

During Reading: Throughout the novel, Jeff Kinney uses a lot of "expressions," some of which students may be unfamiliar with. Have students make note of the expressions used that they do not understand. If they had to guess what do they think it means? Allow students to either research or discuss with others what they think it means. 

After Reading: Upon completion of the novel, have students go back to a part of the story where they believe that Greg made the wrong decision. Either have them redraw the comic (if there was one drawn for the event) or have them create a comic in which he is doing "the right thing."

Writing: Greg is not always treating his best friend Rowley very nicely. Write an essay about what it means to be a "good friend." Describe why Greg was not a good friend to Rowley and how he could have been a better friend to him. Give examples.

2 Electronic Resources:

1. FunBrain: This website provides great resources for teachers and students. There is a variety of math and reading games as well as a large amount of comic strips to read. Diary of a Wimpy Kid initially began on this website so it gives students the opportunity to compare and contrast the web version and the print version.
2. Comic Generator: This is a quick and simple comic creator that students can use for their "After Reading Activity" or to create their own comic entirely!

AND DON'T FORGET! THIS BOOK HAS BEEN MADE INTO A MAJOR MOTION PICTURE!

So if you get the opportunity... Check it out! 

Kinney, J. (2007) Diary of a wimpy kid. New York: Amulet Books

Sharing The Seasons: A Book of Poems

Sharing The Seasons: A Book of Poems

By: Lee Bennett Hopkins 

Illustrated by: David Diaz

Published by Margaret K. McElderry Books, 2010

Bright, Whimsical, Entertaining, Informational, Bold, Beautiful Artistry

Awards:

• California Collections
• Young Hoosier Book Award Master List (IN)

Summary: A collection of diverse poems and quotations from a variety of writers about each of the four seasons, accompanied by colorful and vivid illustrations. 

Grade Level: Lexile Framework: NP, Grades 3-6

Suggested Delivery: Read Aloud

Key Vocabulary: (by page number) fledgling (3), fiddleheads (6), unfurl (6), polliwog (9), slithery (15), perspiration (23), turrets (26), damsels (26), bungalows (32), strum (34), maracas (35), disbelief (42), forlorn (44), feisty (50), criticize (50), whittling (51), scuttling (53), evident (55)

Spring 

3 Teaching Suggestions: 

1. Use this text to teach students (younger) about the various aspects of the four different seasons.
2. Use this text to teach students about the different types of poems there are and the different literary devices that poets use: rhyme, alliteration, metaphor, simile, onomatopoeia, personification, etc. 
3. Use this text as inspiration (and a framework) for students to create their own poem about their favorite season.

Before Reading: Prior to reading this text, it is important to introduce students to the many different kinds of poems that there are: haiku, couplet, limerick, free verse, acrostic, diamante, etc. The older the students are, the more complex poems can be introduced. Be sure to provide them with several examples of the different poems and allow them to practice writing some so they get a better understanding. 

OR 

If the teacher feels that his or her students are up to the challenge, introduce (or review) the different types of literary devices that poets use when writing. Give students practice reading different poems and picking out all of the different elements!

*For younger students, give them a sheet of lined paper and a sheet of printer paper. Ask students to write about their favorite time of the year: Spring, summer, fall, winter. Provide reasons as to why they like that time of year best. Ask them to draw a picture to accompany their description.

Summer

During Reading: There are 12 poems for each of the 4 seasons. Read each of the 12 poems in sync with the seasons. For example: Read the fall poems during the fall, the winter poems during the winter, etc. (Read the summer poems at the end of the school year). Read one poem per day for twelve days. While the teacher reads the poem aloud, students will listen attentively (and take notes if they choose to). After the teacher has finished reading the poem the students and teachers will discuss:

• What type of poem is it?
• Are there any literary devices use? What are they?
• What is the poet talking about? (Specifically)
• Are there any words you do not recognize/understand?

After Reading: After completing a season, students will select one poem from that section that stood out to them most. They will then write a reaction/response to only this poem. Their reaction should describe how the poem makes them FEEL, not what they think about it. After writing their reaction, they will explain why they chose this poem. Can they relate to it? Was it their favorite poem or their least favorite? What do they like/not like about this poem?  

Writing Activity: Students will pick their favorite season and write their own poem. They can choose the type of poem they want to write. Older students must use a literary device in their poem. After writing their final draft, students will be asked to type it up and draw an illustration to go along with their poem. All poems will be bound and made into a "Classroom Book of Original Poems!"

Fall/Autumn 

2 Electronic Resources: 

Winter 

1. Poems For Kids: This link is very helpful to use when teaching children about the different types of poems there are. This website introduces the simplest of poems and provides examples for each. There are also additional resources after each example that provides more information about that particular type of poem. This resource is best to review prior to reading the text, but is helpful to review when students are asked to write their own poem.
2. Learning To Write Poetry: This tool is most helpful for teachers. It explains different methods of teaching poetry to students as well as how to teach students to write poetry. There are several other resources located at the bottom that offer further tips on teaching students how to write poems. This is especially great for those teachers who seem to be having difficulty in teaching this subject. Also, this website has a list of the different types of poems as well if students are searching for more examples. 

Hopkins, L.B. (2010) Sharing the seasons: a book of poems. New York: Margaret K. McElderry Books

Far From Shore

Far From Shore: Chronicles of an Open Ocean Voyage

By: Sophie Webb

Published by Houghton Mifflin Books for Children, 2011

Intriguing, Beautifully Illustrated, Educational, Nonfiction through Storytelling, Marine Biology

Awards:

• 2012 Orbis Pictus Recommended Book
• Outstanding Science Trade Books for Students K-12, 2012
• 2012 CCBS Choices

Summary: Written in diary-like entries, Sophie Webb, a field biologist and naturalist specializing in seabirds, documents her fourth month long trip in the Eastern Tropical Pacific Ocean. In this part of the Pacific the ocean waters are very deep, making it difficult for scientists to learn about the creatures who inhabit this part of the ocean. But together with her fellow shipmates they do their very best to gather as much data as possible by counting and collecting samples. Long term field work is the only way to gain more knowledge about marine wildlife in the ETP so we can better protect them.

Reading Level: Lexile Framework, 1030L, Grades 5-8

Suggested Delivery: Read Aloud

Key Vocabulary: biologist, naturalist, mammal, ecosystem, ecology, oceanography, latitude, longitude, habitat, purse-seining, overfishing, pollution, climate, transect, dorsal fin, odontocetes, species, equator, flying fish, beaked whale, sampling, invertebrates, cirrus, stratus, and cumulus clouds, biopsy, DNA, bioluminescence, echolocate, chlorophyll, keratin, fluke, plankton, salinity, scrimshaw

3 Teaching Suggestions:

1. Use this text in a science unit about ocean wildlife. Teach students about the many different types of marine species there are. (Specifically in the Eastern Tropical Pacific Ocean).
2. Use this text to teach students the high importance of maintaining a safe and clean ecosystem. Teach them ways in which they can help to improve our ecosystem and protect our oceans.
3. Use this text to help students to understand the jobs of scientists and how important they are to society. Through this text students can learn how lengthy and in depth research projects can be and how it is critical that we have people in our world who dedicate their lives to collecting scientific data.

A spinner dolphin

Before Reading: Prior to reading this text, it is extremely important to review and introduce some vocabulary used in the novel. There is a high likelihood that students do not know a significant amount of the vocabulary in this text. Don't feel the need to review the names of the marine animals, only vocabulary that is crucial to their understanding and comprehension of the text.

During Reading: While reading this text, either on large chart paper or the white board, keep a running tab of all of the animals that Sophie describes and illustrates in the text. Try your best to

A beaked whale

organize them into groups such as "Sea Birds," "Whales," "Dolphins," "Other fish," etc.  

After Reading: Student's will go back to that long list of animals compiled in their "During" activity and choose one marine bird or animal. Have them perform research on that particular bird or animal, along with any information they learned from the text. Along with a drawn illustration, ask students to share all that they have learned about their animal with their fellow classmates.

Writing Activity: In this nonfiction text, Sophie describes three major problems that are affecting our oceans and marine wildlife. Have students identify what these three issues are (Overfishing, Pollution and Climate Change). Once students have identified the three issues, allow them to read up on them. After the students have learned more about these issues, have them write a letter to Sophie telling her the different ways in which these problems can be solved and what they will do to contribute to the cause. 

2 Electronic Resources:

1. National Geographic: This is a link to the "Animal" section of the National Geographic website. Students can use this website as a source to further investigate the animal of their choosing in the "After Reading" Activity. There is a substantial amount of animals listed on this website along with information regarding each one. It's a simple website to navigate and a trusted website for accurate information.
   
2. WWF: The World Wildlife Fund is an organization dedicated to improve our planet's ecosystems and the wildlife living in those ecosystems. This link will take you directly to an article all about pollution in our oceans and how it is harmful to marine life. There are other tabs on the left handed side that explain several other problems that are occurring in our oceans whether they are natural or caused by humans. This will educate students further on the problems affecting our oceans and what they can do to help prevent it from getting any worse. Listed below is another source that discusses the same issues:
• Ocean Awareness

Webb, S. (2011). Far from shore: chronicles of an open ocean voyage. New York: Houghton Mifflin Harcourt

Star in the Storm

Star in the Storm

By: Joan Hiatt Harlow

Published by Margaret K. McElderry Books, 2000

Courageous, Historical-Fiction, Heartwarming, Thrilling, Adventurous, Bravery, Heroism

Awards:

• The Michigan Reading Association 2002 Reader's Choice Award
• Spring 2000 Kids Pick of the Lists
• Disney Adventures Book Award, Best Adventure Book of 2000
• Henry Bergh Children's Book Award

Summary:
This book is about a dog name Sirius and his owner, 12 year old Maggie Wells. The story is set back in the year 1912, (only a few months after the Titanic tragedy) in a little village called Bonnie Bay located on the coast of Newfoundland.  Recently a law was passed that the only dogs families could own were sheepherding dogs. After discovering this, Maggie makes sure to hide Sirius where no one will be able to find him.
But when a boat crashes into an iceberg and it slowly begins to sink with all passengers on board, Maggie must make the toughest decision of her life. Does she risk Sirius' own life to help rescue all the stranded passengers on board? 

Reading Level: Lexile Framework, 600, Grades 4/5

Suggested Delivery: Small Group Read

Key Vocabulary (by page number): pishogues (1), quidnunc (2), yean (9), shrill (11), crosscacklin' (14), constable (14), schooner (15), gunwale (19), brooch (28), pious (32), scrimshank (33), convulsion (36), expedition (47), tumultuous (53), gansey (65), arduous (69), binicky (85), tuckamore (91), conglomerate (95), gale (98), nor'easter (99), slicker (119), breeches buoy (121), bannikin (134), gommel (142)


3 Teaching Suggestions:

1. Use this novel in Language Arts and focus on recognizing central themes of the novel. Help students learn to identify themes within chapters and within the text as a whole.
2. Use this novel in Language Arts/Social Studies to teach students about the concept of heroism and what it means to be a hero.
3. Use this novel in Social Studies to further student's interest in the history of the Titanic. Have them share what they already know regarding the tragedy and ask them to perform further research about the event and any other similar tragedies that have occurred. 

Before Reading: Give students approximately 15-20 minutes to write a paragraph or two on someone who they consider to be courageous. It can be a family member, a friend, another adult, or someone they never even met. Use the following prompts to make them expand and give reasons of why they think this person is courageous: What makes this person courageous? What does he/she do or say that demonstrates courage? When is he/she most courageous? After allowing them time to write down their response, explain to them that they will be reading a book that demonstrates several courageous acts throughout. Discuss their short responses that they previously wrote to see what they perceive as courageous.

During Reading: While reading Star in the Storm, have students keep track of all of the courageous acts that are performed by the characters in the novel. Create individual charts for the students and have them write down the name of the character who performed the courageous act, briefly describe the event, and write down the page number.

After Reading: (Do not read the Afterward yet!) After completing the novel, allow for an open discussion between students and yourself. Provide questions that will prompt answers and keep students on track, but try to allow students to run the discussion themselves. For example: What did you like about the novel? What did you not like about the novel? Was it a realistic story? What parts of the story do you think were true? What did the author make up? Are there multiple heroic characters? What would you have done if you were in this situation? Which character can you relate most to? What other themes were present in this novel? Etc.

Proceed to read the Afterward following the discussion. Have students share their reactions upon reading it. 

Five ravens in flight

Writing Activity: In the novel they discuss a lot about superstitions, especially regarding ravens. Explain how this superstition played into the story and the importance of it. Did seeing these ravens affect her decision making? Did she act more cautious? Each time she saw a certain number of ravens... Did it come true? Why did the author include the idea of superstitions? 

2 Electronic Resources:

1. National Geographic: This link will take you to an educational page all about icebergs. National Geographic has infinite amount of resources regarding icebergs, Newfoundland and the Titanic. Kids should feel free after navigating to this page, to do further research if they still have questions. This article does a good job of explaining what icebergs are and how they form. There are also great photographs to show students what an iceberg looks like. The article also goes on to state that there have been drastic technological advances made to prevent tragedies such as the Titanic from happening again. 

   

   An iceberg - What it looks like above water & under water

2. News For Kids: This website is very child friendly and explains the tragedy of the Titanic in simpler terms. It explains that to this day we are still studying the tragedy to see what else we can learn as well as what we have already learned with the extra technology we have in this day and age. There are a handful of outside resources located at the bottom of the page for students to go to if they want to learn even more about the 1912 sinking of the Titanic. 

   
   

   The sinking of the Titanic
   
   
   
   
   
   
   

   Harlow, J.H. (2000) Star in the storm. New York: Margaret K. McElderry Books

Butterflies and Moths

Butterflies and Moths

By: Nic Bishop

Published by Scholastic, 2009

Captivating, Informational, Compare & Contrast, Visual, Circle of Life

Awards: 

• Booklist's 2009 Top Ten Sci-Tech Titles for Youth 
• Cybils Award Nominee, 2009
• Junior Library Guild Selection, 2009
• Booklist Editor's Choice, 2009
• School Library Journal Best Books of the Year, 2009
• Book Links Lasting Connections, 2009
• Chicago Public Library Best of Best List, 2009
• Capital Choice List, 2010
• Maryland Blue Crab Young Reader Award - Honor Book, Transitional Non-Fiction, 2010

Summary:

Butterflies and Moths is the third installment in Nic Bishop's series of nonfiction children's books. He once again combines his writing talent and photography talent to produce a fascinating book for elementary aged children. This text does a great job of explaining the life cycle of butterflies and moths as well as they many differences between them. He also goes on to explain the habitats of some butterflies and moths, as well as certain adaptations and predators they have. With crystal clear, breathtaking images, students are introduced to the wonder and beauty of these amazing insects.

Reading Level: Grades 3/4

Suggested Delivery: Read-Aloud

Key Vocabulary: tinsel, hue, wingspan, spin silk, glands, prolegs, molt, predators, pupa, cocoon, metamorphosis, scales, compound eyes, antennae, thorax, proboscis, nectar, fertilize

3 Teaching Suggestions:

1. Use this text to teach students the life cycle of both butterflies and moths. Help them to understand the different stages that they must go through before reaching their adult form.
2. Use this text when teaching a science unit on insects. Have students compare and contrast butterflies and moths. Extend this by reading books about other insects and asking them to compare butterflies and moths to the them as well.
3. Use this text to monitor students understanding and comprehension of a nonfiction text. Ask them both literal and inferential questions to test both comprehensions.

Blue Morpho Butterfly

Before Reading: Prior to reading this text, activate the students' background knowledge. Ask students to share what they already know about butterflies and moths. List all that the students know on large chart paper or on the whiteboard. 

After this activity, show students the text that you will be reading them. Read the inside flap to them aloud. What new things do they think they will learn while reading this text? What are they hoping to learn from the text?

During Reading: Give each student a chart with these different categories listed for both butterflies and moths: Appearance, Diet, Habitat, Life Cycle, Adaptations, Predators (categories may be added). While the teacher reads the text out loud, ask students to gather information for each category and write it down in their chart.

Also, while reading, ask students to participate openly. Take a break after every page or so to allow students the opportunity to write down information in their charts as well as to ask any questions, especially regarding vocabulary. Take the time to discuss words that students do not recognize and help them to come to a reasonable definition. Keep a running tab of the vocabulary and create a list for students future reference.

After Reading: After reading, ask students if they have any remaining questions that they want answered about butterflies or moths. After all questions have been answered and any confusion clarified, students will be asked to expand their knowledge and gather further information about the habitat, diet, appearance, etc of a particular butterfly or moth. It can be a butterfly or moth that was listed in the book, or they can pick a new species entirely. After gathering as much research as possible about their butterfly or moth, have them share what they have learned with their classmates. Ask them to include a picture of their chosen insect as well.

Writing Activity: Students can either work individually or in pairs for this activity. Allow students to use their imagination and have them create their own adventurous story about either a butterfly or a moth. Have them describe "A day in the life of..." While they can be creative with this story, they must also take what they have learned from the text and apply it to their story. They must eat the proper food and live in the correct environment. Questions to help guide their reading will include: What do they eat? Where do they live? Make sure they are using information from the text as well as their own research to make it sound more realistic. However, allow room for some creativity, such as: Do they have friends? What do they do in their spare time?

2 Electronic Resources:

1. Butterflies & Moths: This link will bring you to a kid friendly website that has an abundance of printable worksheets for students. The worksheets that I found to be most helpful for teachers are the reading comprehension worksheets which can help students further understand the life cycle of butterflies and moths as well as the differences between butterflies and moths. Aside from comprehension worksheets, this website offers coloring pages, crossword puzzles, word searches, arts and crafts activities, and additional reading material about butterflies and moths.

   

   A Monarch Butterfly
   
   

2. Enchanted Learning: This website provides even MORE worksheets and printable activities for students. The information regarding butterflies and moths is broken down into a simple to navigate table of contents. All students would have to do is click on what it is they want to learn more about and they will be automatically taken to that information. One of the most helpful links on this site is the "Illustrated Butterfly Dictionary." There are over 300 entries about butterflies, moths and key terms.

   

   Luna Moth

Bishop, N. (2009) Butterflies and moths. New York: Scholastic Nonfiction

Reaching For Sun

Reaching For Sun 

By: Tracie Vaughn Zimmer

Published by Bloomsbury Children's Books, 2007

Beautiful, Heartfelt, Unique style, Friendship, Strength, Inspirational

Awards:

• Schneider Family Book Award for Middle School Book (2008)

Summary:

Written in free-verse poetry, this story is told from the perspective of Josie Wyatt - a 7th grade girl with cerebral palsy. She lives with her mother and grandmother on their family farm that continues to be bought by developers year after year. At school she is isolated by all her peers because she is "different." Her mom is hardly ever home, due to the fact that she works and goes to school full time. But when she is home she relentlessly dwells on Josie's disability and forces her to do her exercises. When a new boy, Jordan moves into the neighborhood, they quickly form a friendship that continues to blossom as time goes on. Josie feels as though she can be herself around Jordan. She forgets about her differences from everyone else and is able to just enjoy being a kid. Although the novel is short, the author takes us through an entire year of Josie's life and we as readers are able to see the drastic development of her character through the beautifully intertwined lines of  free verse poetry.

Reading Level: Lexile Framework N/A, Grades 5/6

Suggested Delivery: Independent Read or Small group read

Key Vocabulary: (by page number) Special ed (4), occupational therapist (6), cerebral palsy (6), heirloom (29), foliage (43), Boll weevil (47), tuberous (56), whirligig (65), spores (68), dollops (72), metronome (87), akimbo (97), morse code (101), caustic (128), fandangled (168)

3 Teaching Suggestions:

1. Use this novel to introduce the students free verse poetry to students. Or introduce them to the concept of free verse poetry being used throughout an entire novel to an in depth story. 
2. Use this text to teach students about different disabilities  (specifically cerebral palsy) and how it is important to treat everyone, no matter what the differences are, with respect and kindness. 
3. Use this book as an extension on a plant or gardening science unit/lesson.

Before Reading: Practice reading poetry (including free verse poems), prior to reading this novel. Have students practice reading as well as writing free verse poetry so they feel comfortable with it. Use the Comprehension - Understanding Poems chart (found in the electronic resources section), to help students dissect the many different poems they read.

During Reading: While students are reading the text, have them keep an ongoing journal. After each day of reading ask students to pick the poem that they thought was their favorite. Write a short journal entry explaining why they chose this poem as their favorite, what Josie is talking about in the poem and how it contributes to the story. 

After Reading: After reading this text, spark a class discussion. How do you personally relate to this text? How did Josie's character change throughout the story? What did you learn about cerebral palsy? Was there ever a time you didn't feel accepted?  Do you think it was a good choice by the author to write this story in the style of free - verse? If there are any students who do not feel comfortable sharing any of their answers, ask them to journal their responses.

Writing Activity: The entire text is told through the eyes of only one character, Josie. Have the students experiment and get creative by writing 2 or 3 poems through another character's point of view, (Jordan, Grams, Mom). The students can choose a poem from the story for guidance. They can choose to write a poem that would fit in at any point during the novel, or they can choose to write a poem about what they think happens after the story is over. The whole point of the assignment is to be creative! (But also have fun)! Use good vocabulary words and try your best to make it sound like the character you have chosen!

2 Electronic Resources:

1. United Cerebral Palsy: This website contains information all about the disability, cerebral palsy. If students have any questions about the disability this is a great source for them to access so they can have a better understanding of cerebral palsy.
   
   
   
   
   
   
   
   
   
   2. Lesson Ideas & Discussion Guide: This link brings will bring you to a blog created by Tracie Vaughn Zimmer herself. She provides countless discussion questions and activities for teachers to use in their classroom. A lot of the questions are great for writing prompts or simply to discuss the book further in depth so students have a better understanding of the story. I believe this link is most helpful if teacher's are having difficulty coming up with activities to do with their students before, during or after reading this text.

   

   Author Tracie Vaughn Zimmer
   
   
   
   
   
   

   
   

   
   

   
   

   
   

   
   

   Zimmer, T. V. (2007). Reaching for sun. New York: Bloomsbury Children's Books

No Ordinary Day

No Ordinary Day

By: Deborah Ellis

Published by Groundwood Books, 2011

Inspirational, Adversity, Enlightening, Acceptance, Survival, Well-developed characters, Selflessness

Awards:

• South Asia Book Award Nominee for Grades 6 & Above (2012)
• Governor General's Literary Awards Finalist (2011)
• Golden Oak Award Finalist (2012)

Summary:

Young Valli lives in the poor village of Jhari, India. She spends her days picking up coal in order to make money to feed her family. However, her family is very cruel to her with her cousins often threatening her with the "monsters" who live on the other side of the tracks. She finds out shortly after that the people she is living with isn't really her family; they took her in after her mother died and her grandparent's couldn't care for her any longer. Upon finding this out, she decides to run away. So she hitches a ride on a truck that takes her into the city of Kolkata and she has no choice but to live on the streets. Being barefoot, she often hurts her feet, however, she claims to not feel any pain making them, "magic feet." One day she meets a very kind doctor who brings her to the hospital to treat her injured feet. She learns that she has a disease called leprosy and that those "monsters" living on the other side of the tracks also suffered from the disease, which is why they looked the way they looked. Although scared at first, Valli learns to accept the disease she has and chooses to get the treatment the kind doctor offers her. 

Author Deborah Ellis

Reading Level: Lexile, 580L, Grade 5/6

Suggested Delivery: Small group read

Key Vocabulary: (by page number) saris (25), pakoras and bhaji (31), namaste and cheroot (39), roti and dal (43), Bollywood (46), rupees and rickshaws (61), ghat (78), cremating (80), stethoscope (94), leprosy (98), oath (130), malnourished (141), roti chart (149)

4 Teaching Suggestions:

1. Use this text to teach the students about the country of India. Expose them to their culture and ways of life and how they are different from our culture.
2. Use this text to teach students the importance of not judging a person by their appearance. Write the word stereotypes on the board and ask students what it means and the different types of stereotypes there are. 
3. Use this book as a link between fiction and the real world. Discuss real world issues (such as poverty, disease, stereotyping, etc). Ask them to propose solutions or what they can do as individuals to help improve these issues.
4. Use this text to teach students about how lucky and blessed they are to be living in this country. Discuss with them all of the privileges they have that they take for granted. Ask them to think about how different their lives would be if they lived in a third world country.

Before Reading: Perform an activity with the students regarding stereotypes. Ask students what stereotypes are and to provide examples. How do stereotypes make them feel? Slowly begin to bring in some stereotypes from the texts, so students are familiar with them when they come upon them while reading.

During Reading: After completing each chapter of the text, have students write in a journal. Let them know that they can write down anything they want to, whether it's questions, personal thoughts and feelings, etc. If they feel comfortable sharing their journal with their peers allow them to do so.

After Reading: Two of the main topics discussed throughout this novel are homelessness and disease. Ask students how Valli overcomes these obstacles and how she managed to survive against the odds. After having this discussion, create a large chart and ask the students to come up with ideas of how they could help with these causes. What could the contribute? Allow them to do some independent research. 

Writing Activity: Students will be asked to make a text-to-self connection. They will pick one experience they have had involving stereotypes, whether it was them who was stereotyped or they know someone affected by stereotyping. Have them describe their experience as well as their personal feelings. If they could go back and change something about the situation, would they? How are they going to try and improve stereotyping in our society?

2 Electronic Resources

1. World Health Organization: The World Health Organization, (WHO), has a website that provides all the facts regarding the disease, leprosy. It provides descriptions of the different symptoms and explains that there is a cure and treatment for those who suffer from it. The website also gives a history about the disease and WHO explains what they are constantly doing to help those who suffer from it. This is a good resource for students who have questions regarding the disease and need to educate themselves about it. It is a good website to review before or during the reading of this text.
   
   
   
   
   
2. Teaching About Homelessness: This link will bring you to site where you will find a whole list of lesson plans regarding the sensitive topic of homelessness. The Illinois State Board of Education compiled this list and with the significant number of lessons on this website it is certain that there will be one that will work for your classroom or that will compliment the text, No Ordinary Day.

Ellis, D. (2011) No ordinary day. Toronto: Groundwood Books

Ninth Ward

Ninth Ward

By: Jewell Parker Rhodes

Published by Little, Brown and Company, 2010

Strength, Inspiring, Coming of age, Historically relevant, Demonstrates resilience

Awards:

• Dorothy Canfield Fisher Children's Book Award Nominee (2012)
• Goodreads Choice Award Nominee (2010)
• Coretta Scott King Award for Author Honor (2011)
• The Judy Lopez Memorial Award for Children's Literature Honor (2011)

Summary:

Lanesha, a twelve year old girl, lives in a small neighborhood in New Orleans with her loving caretaker, Mama Ya-Ya.  Mama Ya-Ya is especially wise and has the ability to foresee future events. When she has a vision of a powerful storm - Katrina - fast approaching, Lanesha must stir up all the hope and courage she has to help them both survive this monstrous hurricane. This story demonstrates the true meaning of friendship, family and the strength of love.

Reading Level: Lexile, 470L, Grade 3.3

Suggested Delivery: Small group read, Whole class instruction

Key Vocabulary: (by page number) caul (1), synopses (5), clodhopper (12), fortitude (25), unfathomable (70), indigents (118), loitering (125), omen (125), sirens and banshees (129), bittersweet (145), siphoning (148)

3 Teaching Suggestions:

1. Use this text to explain (in depth) the concept of character development. Help students to explore this concept by guiding them through the development of the main character, Lanesha.
2. Throughout the text, there are a significant amount of vocabulary words that Lanesha uses. Choose a new word everyday and have a short discussion about what they think it means. When they have decided on a definition, ask them to write a sentence using it and then share their sentence with a peer or with the rest of the class.
3. Use the text to teach students what a tragedy is. Explore/research other tragedies that have occurred in American history. How would they feel if some sort of tragedy happened to them? What can we do to help others affected?

Before Reading: Create a large K-W-L chart and place it in the front of the classroom. Ask students to share what they already know about Hurricane Katrina or hurricanes in general. Then ask them what they would like to learn about hurricanes and Hurricane Katrina. Then have the students make predictions about the book. 

During Reading: Have students keep a list of all of the vocabulary words that Lanesha uses throughout the text. If Lanesha provides them the definition ask them to write the definition provided. If the definition is not given, ask students to use context clues and write down their best guess. Then have students look up the definition in a dictionary to see how accurate their guess was. Make sure to set aside several minutes to discuss why this particular word is important to the story.

After Reading: Go back to the K-W-L chart that students created before reading the novel and have them complete the (L) section of the chart. This can either be done as a whole class or students can do this in pairs. Upon completion of the chart, create an open discussion with the students by asking questions such as: What is it about Lanesha that makes her so special? How do you think this contributed to her being so heroic? What do you consider to be special about yourself? What skill or quality makes you unique from others? 

Writing Activity: Fortitude is a word used quite often in the text and carries much meaning. How does Lanesha, Tashon, or Mama Ya-Ya demonstrate fortitude? Ask students to support their short answer with an example from the book.

OR

Have students create newspaper articles about the devastation caused by Hurricane Katrina. Allow students to do research on the event and write an article including details about the hurricane, the devastation it caused and what other's can do to help those that were affected by it.

2 Electronic Resources:

1. Kidsites: This website provides a list of outside links to child friendly websites regarding all subject matters. However, one of the science topics listed is all about hurricanes. By clicking on these links students can learn the history behind hurricanes and how they are formed. Teachers are encouraged to use this website for all subjects, not only science!
   
   
   
   
   
   
   
   2. Scholastic News: This link goes to a website which has several articles written by both children and teachers about the great tragedy, Hurricane Katrina.  Within the articles they list all the ways that they were able to contribute and help those in need. Students can visit this website to gain more insight to the horrible tragedy as well as to understand how their newspaper article should be written. Also, a list of charities is posted on the website. Students can visit these charities websites to see what exactly each charity does. 
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   

Rhodes, J.P. (2010) Ninth ward. New York: Little Brown and Company