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.

The Right Word: Roget and his Thesaurus

The Right Word: Roget and his Thesaurus by Jen Bryant and Melissa Sweet
Publisher: Eerdmans Books for Young Readers
Copyright: 2014

Citation: Bryant, J., & Sweet, M. (2014). The Right Word: Roget and his Thesaurus. Eerdmans Books for Young Readers. 

Literary Awards, Honors, and/or Nominations

1. 2015 Randolph Caldecott Medal: Honor
2. 2015 Golden Kite Award for Picture Book Illustration: Winner
3. 2015 Orbis Pictus Award 2000-2016: Honor
4. 2015 Robert F. Sibert Informational Book Medal: Winner
5. 2014 Kirkus Prize for Young Readers' Literature:  Finalist 

Reading Level:
Grade Level Equivalent: 4.1
Lexile: 590L

-Original description of the book
The way that Jen Bryant wrote this book is unique, informational, and fun for students to enjoy. The synonymous words that she uses to describe Peter Roget throughout the book and in the conceptual illustrations are a phenomenal way to increase students’ vocabulary.

-Corresponding Common Core State Standards
CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

-Suggested delivery
1) Read Aloud
2) Independent Read

-2 electronic resources
1) Jen Bryant's website for The Right Word
2) The Right Word Discussion Guide

-3 teaching suggestions for grades 4-6
1) This book can be used to show students that while Roget is most famous for his thesaurus, he also spent a majority of his life as a scientist and an inventor. Have students pair up and inquire more about Roget’s accomplishments as a scientist and inventor. Afterwards, they can present their findings to the class.

2) Students can use word webs to explore synonyms for common words, choose context appropriate synonyms, and use descriptive words in speech and writing. A ReadWriteThink lesson plan for this can be found at this website.

3) Teachers can use this book to teach students about synonyms and antonyms by using a physical activity. There is an example lesson plan found here.

-Key vocabulary
1) Thesaurus: a book that lists words in groups of synonyms and related concepts
2) Synonym: a word or phrase that means exactly or nearly the same as another word or phrase in the same language
3) Translate: express the sense of words in another language
4) Whippersnapper: a young and inexperienced person considered to be rude or overconfident
5) Grieve: deep sadness, especially that caused by someone's death
6) Timidity: lacking in self-assurance, courage, or bravery
7) Conviction: the quality of showing that one is firmly convinced of what one believes or says

-An inferential comprehension writing activity
Students will write about how they would plan a birthday party for a certain vocabulary word. They have to take into consideration what the word they have chosen means when planning the menu, activities, and decorations. Once students have written about their own word, they will be put into pairs where they will have to plan a joint birthday party with another vocabulary word. This activity will give them a deeper understanding of their vocabulary words. Once the students have written about the party, they can present it to the class.

-Before Reading Comprehension Activity: What is a thesaurus? Talk in small groups about any experiences you have had with using a thesaurus. Who do you think might need or use one? Compare and contrast a thesaurus with a dictionary. How are they alike and how are they different? When might you use one instead of the other? When might you use both?

-During Reading Comprehension Activity: Choose a simple adjective or adverb from the book (tall, thin, concisely, quickly, etc.). Create an array of words on a continuum to show shades of meaning and degrees of intensity. For example – bothered, annoyed, irritated, upset, angry, irate, furious, turbulent. Write your words on post-its or index cards for easy manipulation. Confer with a partner to gain additional ideas or words that do not belong. Illustrate or create sentences for several of the words to aid in the understanding of the subtle differences in meaning.

-After Reading Comprehension Activity: While Roget’s Thesaurus is a remarkable reference tool and testimony to the richness of language, it only presents words and phrases that are part of the English language. Discuss with your class whether one language can really express everything someone wants to say. Are there words or phrases in other languages that do a better job of capturing the nuances and connotations of meaning that one wants to convey? Have your students inquire into this matter. If they or their families speak languages other than English, have them examine the translations of words from one language to the other. Do they really convey the exact same meaning? You might also have students carry this inquiry into their foreign language classes. After conducting some research, have students create a multilingual thesaurus to use in class and possibly share in the school or local library.

-Writing Mini-Lesson: Using Synonyms for Overused Words

• The objective of this mini-lesson is to have students learn the correct ways to use a thesaurus, why it is important for writing, reading and for increasing vocabulary.

Have students meet in a place where they can all see the board and begin to discuss what the mini-lesson is going to cover. 

We are currently working on the revising stage of writing. When we revise a writing piece, we are constantly editing it by adding more details, adjectives, descriptive actions and dialogue, using similes and metaphors, and by changing any overused words. Today we will focus on the book The Right Word: Roget and his Thesaurus and how Roget used many synonyms for everyday words. To do this, let’s make a list of words that we use a lot on the board.
(Teacher and students come up with words.)

Okay now can someone tell me where I can look to find synonyms for the first word “like”? (Students may say Thesaurus or the internet.) Alright let’s look in the thesaurus for other words that mean “like”.
(As the teacher finds words in the thesaurus, add them underneath the original word and ask students for more words that might be another synonym for “like”. Examples are relish, favor, adore, cherish, desire, and wish.).

Now I am going to give you all a word and you are going to pair up and create a list of synonyms for the word that I give you. (Examples of words: yell, awesome, give, want, very, good, light, sad, big, soft, and loud.) We are going to do some exclusion brainstorming with these words. You will create your own list of synonyms and we will share the list in about 10 minutes, which you will then have to defend why you think the words you chose will show up in The Right Word and why others won’t. Once we are done, we will add these words to our word wall.

(Students will begin the exclusion brainstorming activity with another student and the teacher will walk around listening to how well the students are reasoning with one another about their own decisions.)

Now that we have added some "spicy" words to our chart, I want you to pick one of your writing pieces that you have been revising and reread it. I want you to revise words that are overused. You may share a thesaurus with your desk/table partner and resubmit the piece once you are finished.