Kakapo Rescue: Saving the World's Strangest Parrot

Kakapo Rescue: Saving the World’s Strangest Parrot by Sy Montegomery
Publisher: Houghton Mifflin Harcourt
Copyright: 2010

Citation: Montgomery, S., & Bishop, N. (2010). Kakapo Rescue: Saving the World's Strangest Parrot. Boston, MA: Houghton Mifflin Books for Children.

Literary Awards, Honors, and/or Nominations

1. 2011 Robert F. Sibert Medal Award: Winner
2. 2012 Dorothy Canfield Fisher Children's Book Award: Nominee

Reading Level:
Grade Level Equivalent: 7.4
Lexile: 950L
DRA: 60
Guided Reading: W

-Original description of the book
Kakapo Rescue: Saving the World’s Strangest Parrot is about the endangered Kakapo parrot in New Zealand and the mission of a fourteen person team to save the last of these rare birds. The story continues with the team taking turns watching over different Kakapo parrots and their chicks. This books shows the joy of learning that the endangered parrot is growing in number, and there is hope for the future of the species. Sy Montgomery does a fantastic job writing this book because it keeps the reader interested in the journal-like entries, and also includes extra facts alongside the pages, such as New Zealand’s isolation and relevant events that are added in like “A Night with Sirocco”. Nic Bishop uses extremely close-up and detailed pictures with captions about the people, animals, and what is occurring in the photos and places these photos in a strategic way that keeps the reader’s attention. This is such a great book for students to read because it is unlike the typical nonfiction and informational texts that they read.

-Corresponding Common Core State Standard
CCSS.ELA-LITERACY.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
CCSS.ELA-LITERACY.RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.


-Suggested delivery
1) Read Aloud
2) Independent read

-2 electronic resources
1) Kakapo Resources
2) Sy Montgomery interviews

-3 teaching suggestions for grades 4-6
1) This book is perfectly written to encourage students to research endangered species in groups. Animals are becoming endangered sooner than expected, and it could hurt our planet and our ecosystems. Students can pick an animal and research information about them (i.e. What do they eat?, Where do they live?, Can we save them? If so how?, etc.). Students may work in pairs and present their findings to the class. Teachers can us the Scholastic Endangered animals: Student Research Unit plan which teaches three lessons about endangered animals and extinction, use New Zealand resources if students require them, use these ideas for an endangered species project, or use the BrainPOP Jr. Extinct and endangered species video/lesson to motivate students about endangered species.

2) Teaches can also use this story to teach students about Kakapo parrots. The Kakapo parrots are a rare breed of parrots that students will find interesting. People have kept them as pets, their feathers smell like honey, and can live to be at least 70 years old. Here are some broad Parrot facts that students can use along with Kakapo parrot facts. If desired, students can learn about conserving the Kakapo as well.

3) This books also provides the opportunity to have students compare and contrast the Kakapo parrot to other parrots. Using the fact hyperlinks above, students can use this parrot species comparison chart and write the differences between the two.

-Key vocabulary
1) Kakapo: the rarest and heaviest parrot in the world
2) Perverse: turned away from or rejecting what is good, right, normal, etc.
3) Infrared: producing or using rays pf light that can’t be seen
4) Downy: covered in small, soft feathers
5) Extinction: the process of becoming extinct; a coming to an end or dying out: the extinction of a species.
6) Breed: to produce (offspring); procreate; reproduce
7) Maori: the original people living in New Zealand
8) Superlative: surpassing all others
9) Predator: an animal that lives by killing and eating other animals
10) Raptor: a bird (such as an eagle or hawk) that kills and eats other animals for food
11) Airborne: in the air; moving or being carried through the air

-An inferential comprehension writing activity
Students will write two letters-one to Sy Montgomery and another to the Kakapo Recovery organization. In the letter to Sy, the students must include their thoughts, reactions, and/or feelings about the endangered species, what they thought about her book, and how or if they would like to help save these animals. In the letter to the Kakapo Recovery organization, the students must write an opinionated letter that discusses saving the endangered species and what they can do to create an awareness program and alert other about the Kakapo parrots.

-Before Reading Comprehension Activity: Students will use prior knowledge and background experiences to connect the author's writing with a personal picture. The teacher will begin to read Kakapo Rescue, share with the students the image that was created in their mind, and then discuss about the words that helped build that specific picture. Then, talk with the students about how making mental images can help them understand what’s happening in the story. Continue to read the story and then after a descriptive passage, ask a few students to describe what their picture looks like, feels like, smells like, etc. and which words helped them make their mental picture. When pictures differ, talk about why that could be.

-During Reading Comprehension Activity: Students can use the Kakapo Rescue vocabulary web chart to map out what the definition is, synonyms, antonyms, and more. When students come across a word that they don’t know, they can use this web to understand the word and use it in different way.

-After Reading Comprehension Activity: Teachers can give the students this Kakapo Rescue discussion guide and students could use it as they are reading through this book. It provides a chart of the different Kakapo parrots mentioned in the book, different facts about the Kakapo parrot, inferring what changed their population, the food chain, and more.

We Are the Ship: The Story of Negro League Baseball

We Are the Ship: The Story of Negro League Baseball by Kadir Nelson
Publisher: Jump at the Sun/Hyperion Books for Children
Copyright: 2008

Citation: Nelson, K. (2008). We are the ship: The story of Negro League baseball. New York, NY: Jump at the Sun/Hyperion Books for Children.

Literary Awards, Honors, and/or Nominations

1. 2009 Robert F. Sibert Medal Award: Winner
2. 2009 Coretta Scott King Award: Winner
3. 2009 NAACP Image Award for Outstanding Literary Work- Children's: Nominee
4. 2009 Coretta Scott King Award for Illustrators: Nominee

Reading Level:
Grade Level Equivalent: 5
Lexile: 900L
DRA: 60
Guided Reading: W

-Original description of the book
Kadir Nelson’s book describes the story of gifted African American athletes, racial discrimination and international sportsmanship, triumphs and defeats on and off the field, and more about the Negro Leagues. He focuses on how these players overcame segregation, prejudice, and unfair pay just to play baseball. The book starts in the 1920s and includes when Jackie Robinson joined the Major leagues in 1947. When you read this book, the voice is so well written that you feel as if you are in that time period. Kadir’s oil painted illustrations are phenomenal and show the most incredible details.

-Corresponding Common Core State Standard
CCSS.ELA-LITERACY.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (Activity that addresses the standard: After Reading Comprehension Activity)

-Suggested delivery
1) Independent read
2) Read aloud

-2 electronic resources
1) We Are The Ship website
2) Kadir Nelson Read Alouds and Interviews

-3 teaching suggestions for grades 4-6
1) Kadri Nelson describes the hardships and triumphs that African American baseball players had to go through in order to play this favorite American pastime. We are the Ship is just one of many books that can be used to teach students of all ages about segregation and integration. Students should learn about segregation and integration of not just African Americans, but also Native Americans and other ethnicities because it plays a large role as the history of the United States. Here are some links that can help with teaching segregation in an elementary classroom, creating a classroom segregation experience, and an example of a segregation lesson plan.

2) This book also includes a lot about the history of baseball, and how it progresses over the years. Students can research more about how baseball started (where, when, what was used, etc.) and how it has changed to fit today’s expectations. Where there originally nine innings or the seventh inning stretch? Who decided that mascots were needed? Students and teachers can find more information by looking at the online Negro league baseball museum, baseball history, math games, biographies and lesson plans, and looking at a variety of baseball history lesson plans.

3) We are the Ship also shows how African Americans dealt with the prejudice white Americans showed them. Being tolerant towards peoples’ beliefs, whether they are just or not, has helped African Americans prove themselves as higher than what they were being stereotyped for. Teaching students about the tolerance that they showed and teaching them about how being tolerant can be beneficial in the real world can make a difference. I have provided some resources that can help teaching prejudice in America, provides a variety of grade appropriate activities and Black History Month lessons and activities, and Diversity lesson plans and activities for an elementary classroom.

-Key vocabulary
1) Wit: mental ability
2) Prohibit: command against
3) Migration: the movement of persons from one locality to another
4) Dignity: the quality of being worthy of respect
5) Unsavory: morally offensive
6) Inexplicable: unable for being explained
7) Segregation: a social system with separate facilities for minority groups
8) Integration: incorporating a racial or religious group into a community
9) Mediocre: moderate to inferior in quality
10) Thrive: make steady progress
11) Epithet: an offensive or abusive word or phrase
12) Debut: the act of starting something new

-An inferential comprehension writing activity

After reading the excerpt below from We Are the Ship, do you agree or disagree that the Negro League players were treated fairly? State your opinion, and explain the reasons for your opinion. Use evidence from the text to support your answer. Students will need to: introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose; provide reasons that are supported by facts and details; link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition); and provide a concluding statement or section related to the opinion presented.

"Most of the owners didn’t make much money from their teams. Baseball was just a hobby for them, a way to make their illegal money look good. To save money, each team would only carry fifteen or sixteen players. The major league teams each carried about twenty-five. Average salary for each player started at roughly $125 per month back in ‘34, and went up to $500–$800 during the forties, though there were some who made much more than that, like Satchel Paige and Josh Gibson. The average major league player’s salary back then was $7,000 per month. We also got around fifty cents to a dollar per day for food allowance. Back then you could get a decent meal for about twenty-five cents to seventy-five cents.  Some of the owners didn’t treat their players very well. Didn’t pay them enough or on time. That’s why we would jump from team to team. Other owners would offer us more money, and we would leave our teams and go play for them. We were some of the first unrestricted free agents.  There were, however, a few owners who did know how to treat their ballplayers. Cum Posey was one of them. He always took care of his ballplayers, put them in the best hotels, and paid them well and on time. Buck Leonard said Posey never missed a payday in the seventeen years he played for the Grays."

-Before Reading Comprehension Activity: The teacher will model how to do a think-aloud and encourage students to join in the think aloud. Write down or mark the page where new vocabulary words or unusual sentences appear. Create opportunities where students can practice doing a think-aloud and give feedback on how students can better their own think-aloud. Engage students with questions such as:
   -What do I know about this topic?
   -What do I think I will learn about this topic?
   -Do I understand what I just read?
   -Do I have a clear picture in my head about this information?
   -What more can I do to understand this?
   -What were the most important points in this reading?
   -What new information did I learn?
   -How does it fit in with what I already know?

-During Reading Comprehension Activity: As they are reading, students can chose to create a character map, visual vocabulary definitions, different point of views, examples of integration or segregation to support their reading. Here are some We are the Ship storyboard examples that can be used to show students how their own storyboard could look like.

-After Reading Comprehension Activity: Once students are done reading We are the Ship, they will pair up to create a presentation that focuses on what they learned from this book. The presentation could be a slide show, timeline, essay, etc. as long as the students include the major events that occurred. Students should also use other resources, such as newspaper articles or books, to look up more information about the time period.

Serafina's Promise

Serafina’s Promise by Ann E. Burg
Publisher: Scholastic Press
Copyright: 2013

Citation: Burg, A. E. (2013). Serafina's promise: A novel in verse. New York, NY: Scholastic Press.

Literary Awards, Honors, and/or Nominations

1. Fall 2013 Parent's Choice Gold Award
2. NAACP Image Award: Nominee
3. 2014 ALA Notable Children's Book

Reading Level:
Grade Level Equivalent: 5
Lexile Measure: 590L
DRA: 40
Guided Reading: S

-Original description of the book
Ann Burg tells this amazing realistic fiction book in verse, which I believe can help pique the interests of students who don’t like reading as much. The way that Ann splits this book into three different parts is a great way to show the different hardships Serafina had to overcome and each section showed the reader how much she has grown in such a short time. Serafina’s Promise also has great analogies and metaphors that would help the students relate to the feeling, and even the situation. This book also helps give students a view of what is happening in other countries and cultures and how different they are to ours. It helps students gain a multi-cultural perspective. Ann also uses at least three different languages in the book that shows students that in some countries people have to learn at least 2-3 different languages to be social in that country. In this book, Ann uses English, Creole and French and at the end of the book she gives us the Haitian Creole Alphabet and Pronunciation Guide along with a Glossary of Foreign Phrases that she uses throughout the book. This was a good thing to add in because a lot of students who will read this may not know how to say these words and will be able to help them say the words the right way

-Corresponding Common Core State Standard
CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (Activity that addresses the standard: After Reading Comprehension Activity)

-Suggested delivery
1) Read Aloud
2) Independent Read

-2 electronic resources
1) Earthquakes
2) Compassion Kids Magazine

-3 teaching suggestions for grades 4-6
1) One way to use Serafina’s Promise to the class is to teach about homelessness and poverty. Be compassionate about it and try to answer as many questions as you can without making other students uncomfortable.

2) Another way you can use this book in the classroom is to teach about different cultures and their values/languages. Students this young might not be able to see beyond their own four walls and teaching them about different cultures and perspectives will help them become more accepting to diversity and understanding of the different cultural values.

3) A third way that Serafina’s Promise can be used in the class is to stress the importance of determination and perseverance that occurs in this book. Serafina wanted to go to school to become a doctor and had to work very hard to get her wish. This will help young students understand that if they want something, they will have to work for and the reward will be much more satisfying when the students know that all of their hard work paid off.

-Key vocabulary
1) Ravine: a deep narrow gorge with steep sides
2) Chamber pots: pots that were used as toilets at night in the Victorian times
3) Tonton Macoutes: created in 1959 by dictator Francois ‘Papa Doc’ Duvalier because he believed that the actual Haitian military was a threat to his power
4) Poverty: the condition of having little to no goods, money or support; a condition of being poor
5) Amaranth: an imaginary, undying flower
6) Perseverance: constant persistence in doing something that has a purpose regardless of any difficulties, obstacles or discouragement

-An inferential comprehension writing activity
In order to check if the students are using their inferential comprehension, have the students write their own story in verse, not necessarily as long, but have them write about something they went through in life that caused them to persevere in hard times. If students haven’t had that opportunity, encourage the students to think of someone they know who has gone through a hard time and persevered through it. This might be a parent, friend, grandparent, aunt or anyone who the student sees and has some type of relationship with.

-Before Reading Comprehension Activity: Ask students what they think the book is about based on the title, cover, and front matter. Have students write down their predictions on a piece of paper, which will be used as their hypothesis for their book report.

-During Reading Comprehension Activity: While the students are reading, have the students take notes on the events that happen throughout the book. They will use this as cited information for their book reports and how it relates to their hypothesis.

-After Reading Comprehension Activity: Once the students finish the book, they will write a summary of the book in their own words using their predictions on what will happen and the information they got from the book. This will show the teacher who fully comprehends the book and who are still struggling with the concepts of the book.

El Deafo

El Deafo by Cece Bell
Publisher: Amulet Books
Copyright: 2014

Citation: Bell, C., & Lasky, D. (2014). El Deafo. Amulet Books. 

Literary Awards, Honors, and/or Nominations

1. 2015 John Newbery Award: Winner
2. 2015 Eisner Award for Best Publication for Kids (ages 8–12): Winner

Reading Level:
Lexile: 420L
Grade Level Equivalent: 3.4

-Original description of the book
Cece Bell did an amazing job transferring her experiences into a graphic novel that is appropriate and entertaining for students of all ages. She also used her experiences to help other students, who are struggling to adapt into a new community or culture, relate to the problems she had to be accepted, happy and maintain a good friendship. The graphics that were used in this book were also very “kid friendly”, and were sometimes explained with captions or notes. This book also shows that any child can be born with some type of disability or might not develop one until they grow older. El Deafo also helps students who were born ‘normal’ to look at life through someone else’s eyes while enjoying a good book at the same time.

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

-Suggested delivery
1) Independent Read

-2 electronic resources
1) Hearing Loss Simulator
2) Cece Bell talks about El Deafo
3) Tamara video

-3 teaching suggestions for grades 4-6
1) One way to use El Deafo in the classroom is to have students read this and teach them about different points of perspectives. Then the teachers will pick students at random to pretend to be deaf by covering their ears with earmuffs, etc. and talk to students how they could go about the school day being deaf. Although it may only be in the classroom, this activity will affect the students and help show them how they can help other students who may be deaf.

2) Another way teachers can use this book in their classroom is to include this into their non-fiction/biography literature and show students how one person overcame their fear and shame about being different and ask why students might be ashamed of those. Afterwards, have the students make a list of ideas that can help other students accept themselves and how other students can help support that person.

3) Another way to use El Deafo in the classroom is to use it for a health/wellness lesson to teach students about hearing impairments.

-Key vocabulary
1) Perspective: a mental view; the state of one's ideas
2) Meningitis: a sickness caused by a bacterial or viral infection and characterized by high fever, severe headache, and stiff neck or back muscles
3) Definite: having fixed limits; positive; for sure
4) Fussing: an excessive display of anxious attention or activity; to annoy or bother
5) Phonic: relating to speech sounds
6) Clarify: to make (an idea, statement, etc.) clear or intelligible; to become clear, pure, or intelligible

-An inferential comprehension writing activity
For a writing activity that helps promote students’ inferential comprehension, click on the following link to see different writing prompts for different content areas, along with the Common Core Standards: El Deafo Teaching Guide

-Before Reading Comprehension Activity: Ask students what they know about deafness and people who are deaf. Find out what their misconceptions are. What type of life can deaf people live? Can they have jobs? Can they go to school? What can be done so deaf people can learn? Are there varying degrees of deafness? Questions like these will help students engage their schema and can help clear up any misconceptions students may have.

-During Reading Comprehension Activity: Write about a time in your life when you didn't feel like you fit it or like someone left you out of a conversation. How did it make you feel? What did you do about it?

-After Reading Comprehension Activity: Encourage students to go to Wordle and create their own individual Wordles based on the knowledge that they learned about from El Deafo. The students must have at least 10-15 words, phrases and/or ideas that support the main theme of this book. Once completed, we will print them out and hang them outside and around our classrooms to help teach other students about deafness.

-Reading Mini-Lesson: Comparing Graphic Novels to Text-written Novels

• The objective of this mini-lesson is to have students compare and contrast the different characteristics that graphic novels and fictional novels have.  This will help them understand how to read a graphic novel and how to interpret the different components.

We have been reading El Deafo by Cece Bell and today, we are going to discuss how a graphic novel is different than a novel. First, let’s create a mind map specifically for El Deafo. What characteristics make up a graphic novel? (Answers should be characters, setting, genre, illustrations, and format/layout.) 

Alright so now let’s fill this map in. (Teacher will then proceed to ask students about what could be put in the different characteristics ‘bubbles’.) Now that we have finished our graphic novel mind map, let’s work on making a text-written novel mind map. (Can vary based on what book is being read as a read aloud.) Who would like to come up and start making our novel mind map? (Teacher will call up various students by repeating the same process as above.)

I noticed that while these two types of genres share a lot of characteristics, they both of differences that make them each unique. Since we learned about the characteristics of two genres, let’s go back to our desks and write about which book we all would like to read based on what our mind maps are showing us.

Pancho Rabbit and the Coyote

Pancho Rabbit and the Coyote by Duncan Tonatiuh
Publisher: Abrams Books for Young Readers
Copyright: 2013

Citation: Tonatiuh, D. (2013). Pancho Rabbit and the Coyote: A Migrant's Tale. New York, NY: Abrams Books for Young Readers. 

Literary Awards, Honors, and/or Nominations

1. 2014 Tomás Rivera Mexican American Children’s Book for Younger Children: Winner
2. 2014 Pure Belpre Honor for Narrative: Honor

Reading Level:
Interest Grade Level: 1-4
Lexile: 680L
Flesch-Kincaid: 1.98-5.34
Fountas and Pinnell: I-P

-Original description of the book
Duncan Tonatiuh does a phenomenal job writing about immigration using a fable and folk tale feel. He shows the struggles that migrants face when leaving their home country and shows this in a child-friendly book. The illustrations in this book are incredibly unique and looks like what is similar to the art in Hispanic culture. He also integrates some Spanish words which is useful because he has created the illustrations to have these words in them, along with placing a glossary for the words in the back of the book.

-Corresponding Common Core State Standard
CCSS.ELA-LITERACY.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Activity that addresses the standard: After Reading Comprehension Activity)

-Suggested delivery
1) Read Aloud
2) Independent Read

-2 electronic resources
1) Duncan Tonatiuh blog
2) Audio reading of Pancho Rabbit and the coyote

-3 teaching suggestions for grades 4-6
1) This book is all about the Hispanic/Latino Culture. Teachers can find different lesson plans and activities where students can actively learn about this culture at this online resource that includes multiple elementary and middle school lessons and activities.

2) Pancho Rabbit and the Coyote can also be used as an introductory segue into learning about the history of the US and Mexico. Here are a few websites that have different links to learn about immigration, the Spanish-American War, the history of El Camino Real de Tierra Adentro, and facts about Mexico: Mr. Donn's American History, History of El Camino Real, and National Geographic Kids.

3) This book uses mostly English words but also integrates some Spanish language. Students can learn more about the Spanish language at Spanish4Teachers, Free Spanish Units, and Free Spanish lessons for kids.

-Key Vocabulary
1) Rancho: ranch
2) Fiesta: party
3) Aguamiel: a drink made from the sap of the maguey plant
4) Papel picado: perforated paper that is hung as a decoration
5) Mochila: backpack
6) Panchito: a word used on someone who you care for

-An inferential comprehension writing activity
If Pancho’s family does have to move to the U.S., what advice would you give him that would help him adapt to life in the U.S.? Imagine Pancho joins your class. How would you help him adjust? What things may be difficult for him to adapt to? What could you do to make the transition easier? What do you think Pancho would be feeling during his first week as a member of your class, in a new school, in a new country?

-Before Reading Comprehension Activity: Pique students’ interest, activate prior knowledge, and introduce the book through a picture walk. Show students the front and back cover of the book. Ask them to predict what they think the story will be about. Then, slowly flip through the pages of the book without reading any of the words. Ask students questions about each picture they see, guiding them to make inferences based upon what they see. Focus on who, what, when, where, why and how questions such as: “What is happening here?” “What will happen next?” “Who do you think this is?” “How does this character feel?” “How does this picture make you feel?” “Where does the story take place?” “How do you think the story will end?” Once students have read the book, return to their thoughts and predictions, comparing them to the actual events of the story.

-During Reading Comprehension Activity: As a class, students will engage in a whole class activity with guided reading questions. Have students answer and discuss the following questions as the book is being read aloud or read independently.
   -Why do the animals leave to go north? What do they hope they will be able to do? Make a personal connection: Have you ever known anyone who had to leave their home, city, or country to find work?
   -Where do you think the story is set? Use details from the story and illustrations to explain your answer.
   -What does the Spanish word fiesta mean? Encourage students to use context clues in surrounding sentences and illustrations to determine the meaning if they are unfamiliar with Spanish.
   -Do you think it’s a good idea for Pancho Rabbit to leave on his own? Why or why not? What could happen to Pancho Rabbit while he’s travelling alone?
   -Who agrees to help Pancho Rabbit get to El Norte to find his father? Make an inference: Do you think the coyote is trustworthy? Why or why not? Make a prediction on what may happen on their journey?
   -What is it like crossing the desert?
   -Think about what happened both to Pancho Rabbit and Papá Rabbit. Is it easy or safe to cross the desert to El Norte? What is the return trip like? What are the risks of these trips?

-After Reading Comprehension Activity: Differentiation- Highly able activity, Below level activity, Grade level activity

Teachers can use this book to explain and discuss what the meaning of allegory is. While Pancho Rabbit and the Coyote: A Migrant’s Tale is a fable, it is also an allegory. Review the definition of an allegory with students (Allegory: a story, poem or picture that can be interpreted to reveal a hidden meaning, typically the characters and events are symbols that stand for ideas about human life or for a political or historical situation). Reread the story looking for the elements of allegory. Students will answer the following questions and then create their own allegory on Storyboardthat:
   -What political and/or historical situation is represented in the story? What groups are represented by the different characters in the story? 
   -Why choose a coyote as the character to guide Pancho Rabbit to El Norte? Are coyotes generally good or bad characters in stories and cartoons? What is the double meaning of coyote?
   -Who do you think the snakes represent? Look at their caps. What do these remind you of? Why choose snakes as the guards of the border? Are snakes generally trustworthy characters in stories and cartoons?
   -Who do Papá Rabbit, Señor Rooster and Señor Ram represent? Pancho Rabbit? Use details from the story and illustrations to support and explain your answers. 
   -What is the hidden meaning or the moral of the allegory? What larger statement or message do you think the author is trying to make through the allegory?

Students can use this book to review what elements are in a fable, along with the moral this book has and how it compares to another fable.  Ask students:
   -What elements of Pancho Rabbit and the Coyote: A Migrant’s Tale make it a fable?
   -In what ways do the animals act like people?
   -What is the main problem in the story?
   -All fables have a moral or lesson to be learned. What do you think is the moral of Pancho Rabbit and the Coyote: A Migrant’s Tale? Explain your answer using details from the story.
   -Compare and contrast the story with other fables you’ve read. Choose one fable you remember. Create a Venn Diagram to chart your information. What does the other fable have in common with Pancho Rabbit and the Coyote: A Migrant’s Tale? How are the two fables different? Using your Venn Diagram, write a short essay comparing and contrasting the two fables. 

Teachers can have students retell the sequence of events and use their inferential comprehension to answer questions about Pancho and how he would feel if he moved to the U.S., how the students could help him, and how the media discusses immigration has impacted their opinions and thoughts about immigrants.
   -Describe the different parts of Pancho Rabbit’s trip to find his father. What different things must he do in order to get to El Norte? Is this a dangerous trip to take?
   -If Pancho’s family does have to move to the U.S., what advice would you give him that would help him adapt to life in the U.S.? Imagine Pancho joins your class. How would you help him adjust? What things may be difficult for him to adapt to? What could you do to make the transition easier? What do you think Pancho would be feeling during his first week as a member of your class, in a new school, in a new country?
   -Think about what you’ve read or seen in the media or heard friends or family say about immigrants. In what ways are immigrants presented in the media? In what ways does the story counter what is often presented in the media about immigration and migrants? What are the reasons given for why people immigrate to the United States? 

Wonder

Wonder by R.J. Palacio
Publisher: Alfred A. Knopf, Rand House Children's Books
Copyright: 2012

Citation: Palacio, R. J. (2012). Wonder. Alfred A. Knopf, Rand House Children's Books.

 
Literary Awards, Honors, and/or Nominations

1. 2012 NAIBA Book of the Year Award: Winner
2. 2013 ALA Notable Children’s Book: Winner
3. 2013 IRA Teacher's Choice Award: Winner 
4. 2015 Mark Twain Award: Winner
5. 2015 Junior Young Reader's Choice Award: Winner

Reading Level:
Lexile: 790L
DRA: 40
Guided Reading: U-V
GLE: 4

-Original description of the book
Wonder prepares students to deal with uncomfortable and difficult situations with clarity and maturity. The book also gives students a good sense of how to be more sensitive to people who are different, but more importantly, we see how important simple kindness is. For some students, this book might be easy to relate to, while for others it will hold their interest. I found this book very interesting and truly inspirational. 

-Corresponding Common Core State Standard
CCSS.ELA-LITERACY.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). (Activity that addresses the standard: Inferential Writing Comprehension Activity)

-Suggested delivery
1) Independent read

-2 electronic resources
1) Information about birth defects
2) Quotes about courage and bravery

-3 teaching suggestions for grades 4-6
1) Teachers can use this book to teach students about diversity and how people will have different appearances on the outside but on the inside they are still human and have feelings. Since someone’s face in the main picture that others associate them with, appearances are a huge theme in Wonder. For students around this age, students aren’t used to seeing a person whose appearance is totally different than theirs and it will be a nerve-wracking experience. Teachers can use this book to teach students how to deal with this and whatever fears they have and talk to them about what might cause a physically difference/deformity.

2) Teachers can also use this book to help students who are struggling to find their identity. A lot of students this age will be dealing with some type of peer pressure and/or bullying and this book can be helpful for those students reading what Auggie had to go through, like trying to bridge the gap between what kind of person he thinks he is and what kind of person the world sees him as.

3) Another way teachers can use this book in a classroom is by teaching students about courage. In Wonder, there are many different types of courage that was shown: the courage to attempt something terrifying, the courage of taking a risk and going against what’s normal, and the courage of persevering even when it’s hard to do. Teaching students about courage will help them become better people as they get older and will also help them become better friends towards each other.

-Key Vocabulary:
1) Ordinary: The expected or common condition or situation
2) Extraordinary: beyond what is ordinary or usual, highly unusual or exceptional
3) Cleft: a split or indentation in something
4) Precept: Rule of personal conduct
5) Contagious: (of disease) capable of being transmitted by infection
6) Accommodate: have room for, hold without crowding

-An inferential comprehension writing activity:
Throughout the story, readers do not get a clear image of what the main character looks like. Have students write their own descriptions of August and what his feelings about himself are. What did the students think he looked like? What words of the author helped to get a clear image of what the boy looked like?

-Before Reading Comprehension Activity: Share the book trailer with your students. This will help students who may have struggled better understand the meaning of the text and what the story is truly about.

-During Reading Comprehension Activity: Have the students conference after finishing a chapter. Allow students to discuss important parts of the past section they read, as well as anything new they may have learned about our protagonist. Ask questions such as:
   -Does Auggie’s attitude toward his appearance change throughout the story?
   -As you read Wonder, do your definitions of ugly versus beautiful change?
   -Why do you think Auggie wears the helmet every day?
   -How has Auggie defined himself in younger years and how does that change as he becomes a regular school kid?
   -What role do masks play in the concealing and revealing of identity?
   -Which aspects of his identity are most important to Auggie? Which elements can he create or destroy? Which are unchangeable?
   -What aspect of her identity does Via struggle with throughout Wonder? How about Miranda?

-After Reading Comprehension Activity: Have students write down what they would do if a student like Auggie came into their class. Ask students to write what they would have down before they read the book, what they would do now that they have read the book and what this book taught the students.