George

George by Alex Gino
Publisher: Scholastic Press
Copyright: 2015

Citation: Gino, A. (2015). George. Scholastic Press.

Literary Awards, Honors, and/or Nominations

1. 2015 Goodreads Choice Awards Best Middle Grade and Children's: Nominee

Reading Level:
Grade Level Equivalent: 6
Lexile: 790L
DRA: 60
Guided Reading: X

-Original description of the book
Alex Gino does a phenomenal job writing about the problems that transgender children struggle with on a daily basis. Yet while this book talks about a serious matter, Alex Gino goes about this matter in an engaging and funny way by making the reader become an ally to George.

-Corresponding Common Core State Standard
CCSS.ELA-LITERACY.RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.3: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

-Suggested delivery
1) Independent Read
2) Read Aloud

-2 electronic resources
1) Alex Gino Interview
2) Alex Gino talks about Wonder and more

-3 teaching suggestions for grades 4-6
1) George introduces the LGBT issues that face many people throughout our community. Bringing up these conversations aren’t very common in a classroom, but it could work with older students. However, it is important that the students understand that people who are lesbian, gay, bisexual, or transsexual are a community and a group of people who can relate and support one another. It is also important for students to understand that talking about this topic can keep people safe. Some websites that describe how to discuss this topic are: Edutopia, Lifeway, Teaching Tolerance, and Human Rights Campaign.

2) George also brings up the problem that students have with bullies. It is important to talk to students and have them understand what bullying is. Knowing what bullying is can help students because they will know what to look for if they know someone who is being bullied or how they can help someone who is being bullied. By discussing this topic, students may feel more comfortable talking with their parents or someone they trust about any problems they might be having at school. There are some really well written websites that clearly state what bullying is, how to prevent and stop it. I have listed three websites that do this: Stop Bullying Homepage, How to talk about bullying, Parental Information.

3) This book largely focuses on friendship. Students who are part of the LGBT community and are going through hardships struggle finding a steady support system. By teaching students about the skills and choices they can make to be a good friend can give these students a support system in and out of school. Here are a few online resources that describe how students can do this: Being a good friend, learning positive friendship skills, Friendship activities.

-Key vocabulary
1) Transgender: denoting or relating to a person whose self-identity does not conform unambiguously to conventional notions of male or female gender
2) Melancholy: a feeling of pensive sadness, typically with no obvious cause
3) Incredulously: unwilling or unable to believe something
4) Transitioning: the process of changing one's gender presentation permanently to accord with one's internal sense of one's gender
5) Ebullience: the quality of being cheerful and full of energy
6) Indignant: feeling or showing anger or annoyance at what is perceived as unfair treatment
7) Sesquipedalian: characterized by long words; polysyllabic

-An inferential comprehension writing activity
Have students create a character diary and have them write in it once a major event occurs to their character of choice. Students must keep in mind that their character’s thoughts and emotions are needed for a well-written diary entry. Students will write about the event and mark down where it occurs in the book (What chapter or page(s) does the event(s) happen on?).

-Before Reading Comprehension Activity: Students will engage in a first line reading activity. The first line of George will be read and the students must make predictions about what the book is about and what might happen in the book. Here is a brief explanation about the activity and how to use first lines.

-During Reading Comprehension Activity: Have the students pick chapters randomly and have them create a synopsis of what happened in their specific chapter(s). Students will present their chapters, in numerical order, to the class once they are finished.

-After Reading Comprehension Activity: The students will create a collage or poster that consist of pictures, 3-D items, and/or self-made items that are related to the book. The students will have to write at least two sentences about what that item is and how it is related or significant to the book or main character.

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.

Out of my Mind

Out of my Mind by Sharon Draper
Publisher: New York: Atheneum for Young Readers
Copyright: 2010

Citation: Draper, S. M. (2010). Out of my mind. New York, NY: Atheneum Books for Young Readers.

Literary Awards, Honors, and or Nominations

1. 2011 NAACP Image Award for Outstanding Literary Work- Youth/Teens: Nominee
2. 2010 Goodreads Choice Awards Best Middle Grade & Children's: Nominee

Reading Level:
Lexile: 700L
Guided Reading: S
GLE: 4.3
DRA: 40

-Original description of the book
This book is a true eye opener that describes the challenges that students who have disabilities and are extremely gifted have to go through on a daily basis. Sharon Draper wrote this book and filled it with many different emotions that I felt as I read. Her point of view is also interesting because she writes this book through the eyes of Melody, the main character. This book will also help students understand what students with disabilities want in terms of being in school and treated differently. Out of my Mind is also a great book to show students that no matter how many times you are let down, you should always get up and try again and to be the bigger person in difficult situations. 

-Corresponding Common Core State Standard
CCSS.ELA-LITERACY.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (Activity that addresses the standard: After Reading Comprehension Activity)
-Suggested delivery
1) Read Aloud
2) Small Group Reading

-2 electronic resources
1) A Character Education Novel Unit
2) Go to Kids Health-Cerebral Palsy and then discuss with students about cerebral palsy. This website can be projected onto the screen and students can ask questions on things that they might not understand about this disability

-3 teaching suggestions for grades 4-6
1) One way teachers can use this book in the classroom is to help students understand the different challenges that people may face during their life and overcoming obstacles. Students will most likely have to face different challenged in their life but the severity of those challenged will vary depending on their life choices. Giving students the knowledge on how to overcome challenges will help them be prepared when they first have to overcome one. This book gives great examples about the different challenges Melody has to overcome and shows the students that it is never easy.

2) Another way to use this in the class is to show students that people’s family life might be different than their depending on the family’s situation. Opening students’ minds about different home lives will help them to be more open-minded and understanding towards students with disabilities. It also shows the students that everyday things for them are harder for students with disabilities.

3) A third way that teachers can use this book in the classroom is to introduce the different disabilities that students can have. It is also important for students to understand that not everyone is born with a disability and that it might occur while they are growing up and that it doesn’t make that person different. This will also help students understand what people with cerebral palsy go through and get an overall understanding on how students with disabilities want to be treated.

-Key vocabulary
1) Convulsion: a sudden, violent, irregular movement of a limb or of the body, caused by involuntary contraction of muscles and associated with brain disorders
2) Indignation: anger or annoyance caused by unfair treatment
3) Cerebral Palsy (Spastic Bilateral Quadriplegia; limits body not mind): chronic disorders that impair control of movement due to damage to the developing brain
4) Petulant: childishly sulky or bad-tempered
5) Curvature: the fact of being curved or the degree to which something is curved
6) Diagnosis: the process of determining by examination the nature and circumstances of a diseased condition
7) Seizure: physical findings or changes in behavior that occur after an episode of abnormal electrical activity in the brain; often used interchangeably with "convulsion."
8) Synesthesia: a condition where one sense is simultaneously perceived by one or more senses; joined perception

-An inferential comprehension writing activity
The students can complete the Edhelper-Out of my Mind Comprehension Guide as a writing activity that will help students use their inferential comprehension skills throughout this book. 

-Before Reading Comprehension Activity: Invite students to share their feelings on words. Ask, "What role do words play in our lives?" "Are words valued more verbally or written?" "What makes you say this?" This can be a journal topic and a pre-reading activity for students to start thinking about how we use words. Additionally ask the question, "If you could not talk or hardly move your body, how would you communicate your words?"

-During Reading Comprehension Activity: While the students are independently reading they can do a “compare and contrast” list where they can look at how Melody was before her Medi-Talker and how she changed after her Medi-Talker.

-After Reading Comprehension Activity: Once students are finished reading the book, they can write a story called “In Her Shoes” where they extended their knowledge that they learned through reading Out of my Mind and apply it to a short story where they write about how they think they would react and feel if they were in Melody’s shoes.

In Andal's House

In Andal’s House by Gloria Whelan
Publisher: Sleeping Bear Press
Copyright: 2013

Citation: Whelan, G., & Hall, A. (2013). In Andal's house. Ann Arbor, MI: Sleeping Bear Press.

 
Reading Level:
Interest Level: Ages 7-10
Reading Level: Grade 5
Lexile: 790

-Original description of the book
The incredible folk art illustrations that are a combination of crayon and watercolor ink are perfect for In Andal's House, creating the bright, smooth look and is an approach to illustration that Amanda Hall developed herself. The result reflects the color and vibrancy of not just the Diwali festival but of everyday life in India as well. The story of Kumar and Indian culture is a powerful and moving story that shows how life in India differs from life in the United States.

-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: Inferential Writing Comprehension Activity)

-Suggested delivery
1) Read Aloud
2) Independent read

-2 electronic resources
1) Teaching about different cultures of the world is important because it shows students that there are many more types of cultures and celebrations than they have experienced. The following lesson will support the teaching of different cultures and let students pick and investigate the culture of their choice.
2) This ReadWriteThink website has a detailed lesson plan that teaches students about different cultures through Folk Tale literature.

-3 teaching suggestions for grades 4-6
1) I would use this book as a history review about the caste-system that had always existed in India until reformers like Mahatma Gandhi and B.R. Ambecker helped eliminate the discriminatory system. From there, students could look at the different hierarchies that countries had and how, or if, they were abolished.

2) In Adal’s House, Gloria Whelan and Amanda Hall have created a book that imitates the Diwali celebration. Teachers can take this book and introduce students to the many types of celebrations that are experienced in different countries.

3) This book also brings up prejudice issues that Kumar has to face. Student can look at America’s history and discuss the many different prejudices that immigrants, Native Americans, African Americans, and more ethnicities had to face while living in the United States.

-Key vocabulary
1) Diwali: an official five-day holiday celebrated in India; also called the “Festival of Lights”; there are fireworks and the lighting of little clay lamps, a symbol of the victory of light and goodness over darkness and evil
2) Dowry: a gift given by the family of a bride to the family of the groom
3) Monsoon: a storm with powerful wind and rain that occurs from June through October
4) Caste: a social rank or division into which Hindu society is divided
5) Brahmin: the highest Hindu caste
6) Rangoli: an ancient art of India, and a Diwali tradition, where colored powders, grains, or beads are used to form designs on floors or sidewalks
7) Sari: a long length of cloth, wrapped to make a skirt and then draped over the should and the head

-An inferential comprehension writing activity
Students will pick a character from the book and create a character map that shows how characters reacted to the events and changed. If the story doesn’t show the reaction of the character in the events, have the students write how their character would have reacted and how that may or may not have changed their character.

-Before Reading Comprehension Activity: Using an anticipation guide students can activate their prior knowledge and build curiosity about the book. Before reading, students listen to or read several statements about key concepts presented in the text.

-During Reading Comprehension Activity: Students can free write their thoughts and emotions to the events or people that are in the book. By doing this, students can create text-to-self connections by what is occurring in the book.

-After Reading Comprehension Activity: To assess students’ comprehension when finished with the book, have students create their own story on Storyboardthat that is similar to In Andal’s House. Students can research real life events or people if they decide to base their story on real life events.

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.