The Higher Power of Lucky

Written by Susan Patron

Published by Atheneum Books for Young Readers in 2006

“Being ten and a half, Lucky felt like she had no control over her life – partly because she wasn’t grown up yet – but that if she found her Higher Power it would guide her in the right direction.” (5)

Summary: Lucky, ten years old and full of questions, is searching for her Higher Power. Lucky spends her days collecting specimens in the desert, eavesdropping on Anonymous meetings, and preparing a survival backpack, in case she finds herself left alone. An orphan after her mother died, Lucky is looked after by her Guardian, Brigitte. But one day when Lucky finds Brigitte’s bags packed, she decides that running away is her only choice. But as Lucky and her dog HMS Beagle venture into the desert during a dust storm, Lucky’s plan is derailed. Will she find her Higher Power? Will she ever be more than just a girl with a Guardian?

Awards and Acclaim:

• 2007 Newbery Award Winner
• "Lucky's mix of meanness and big-heartedness makes her a multi-dimensional character whose predicament is compelling." Children's Literature

Reading Level: Lexile Framework: 1010L Grade Level: 5

Suggested Delivery: Independent Read

Description: Fiction, Chapter-book, Award-Winner

Key Vocabulary (by page number): eavesdropping (1), envisioned (13), specimen (26), rummaging (54), surplus (57), essential (75), insight (79), discouraged (107), adaptable (118)

Teaching Suggestions:

1. Before presenting this book to a class, read up on the controversy surrounding the novel. One word in particular (“scrotum” on page 1) has created a lot of buzz and likewise has caused many readers, parents and critics to criticize the novel. See the article link below in “Electronic Resources” for more information.
2. Lucky often mentions Charles Darwin in the story. Before his name comes up in the novel, take time to discuss with students who he was and what he did. Give students a brief overview of Darwin’s life, work and ideas, or let them research this on their own!
3. Lucky is an adventurous girl with a lot of questions! She ponders complex concepts like “Hitting rock bottom”, “a Higher Power”, “her meanness gland”, “her brain crevices”, etc. While or after reading, ask students to think about what these complex ideas mean to them. Emphasize that abstract topics such as these can have different meanings to everyone. What are some things that your students wonder about the world around them? How do they attempt to answer these complex questions?

Comprehension Strategies:

Before Reading: The setting (a desert mining town in California) is a very important part of this story. Before reading, have students research the types of wildlife, plant life, climate, landscape, etc. that exist in Californian deserts. Students should create a type of profile of how they think the setting of the novel will be. Then, students should brainstorm how the setting may affect the lives of the people who live there. How would the weather, location, wildlife, landscape, etc. of a harsh desert change the lifestyles of people who live there? Students may want to consider this setting in comparison to where they are used to living.

During Reading: Patron uses a lot of Tier III vocabulary words in her novel that students may be unfamiliar with. Students should keep a vocabulary journal while reading.  Ask students to write down words they have not seen before or do not know the meaning of and their respective page numbers. When students come to a stopping point (for example, at the end of each chapter), they should look up the definition of the words they have written down. Then, they should go back and re-read the sentence the word was used in. For further enrichment, hold a brief discussion with the class during which students share the words they found, their definitions and ask each other if anyone else wrote down the same words. You can even create a word wall with this new vocabulary!

After Reading: After reading, divide students into small groups and give each group a piece of paper with a different aspect of Lucky’s life written on it. Some examples are “Lucky’s house”, “Lucky’s town”, “Lucky’s family”, “Lucky’s friends”, etc. Students should compile a list of features of this topic, organized in any format they like (a Venn Diagram, T-chart, written paragraphs or even an artistic display).  Once put all together, this will create a sort of character profile for the class. Discuss the completed character profile. Then, ask students to individually brainstorm ways in which their life is similar to and different from Lucky’s life. They should record these ideas in a similar fashion.

Writing Activity: After reading, students will be provided with a writing prompt about Lucky’s Higher Power. An example of such a prompt can be, “Throughout the story, Lucky is searching for her Higher Power. What does this term mean to Lucky? What does this term mean to you? Do you think Lucky found her Higher Power by the end of the story?” Encourage students to discuss their ideas with classmates before and/or after their response. 

Electronic Resources:

Controversy  A New York Times article about the controversy surrounding the novel.

Teacher's Guide Taken from Susan Patron’s website, this teacher’s guide provides additional ideas for discussion topics, writing prompts, art and science projects. 

Patron, S. (2006). The Higher Power of Lucky. New York: Atheneum Books for Young Readers

All The Broken Pieces

Written by Ann E. Burg

Published by Scholastic Press in 2009

“Whether we went,/ or whether we stayed,/ the war changed us all.” (109)

Summary: Matt Pin was ten years old when he was airlifted out of worn-torn Vietnam and adopted into an American family. After witnessing bombings, deaths, and his own baby brother step on a bomb, Matt has nightmares and trouble adjusting to his new life. Even though he has a caring new family, these nightmares, and the unanswered questions about his American soldier father, haunt him. Matt doesn’t talk to his new family about his life in Vietnam, that is, until he meets a Veteran who gives him piano lessons and encourages him to open up. But Matt fears that after he shares his story, the kids at school will outcast him even further. Will Matt find the courage to speak up? Or will he continue trying to cope in silence?

Awards and Acclaim:

•  “Graceful symmetries between brother and brother, father and son, past and present, guilt and forgiveness shed light on the era and the individual.” –Kirkus’ Reviews
• Cybils Award Nominee for Middle Grade Fiction (2009), Dorothy Canfield Fisher Children's Book Award Nominee (2011)

Reading Level: Lexile Framework: 680L Grade Level: 5-6

Suggested Delivery: Small Group Read

Description: Poetry/Prose, Historical Fiction, Diversity

Key Vocabulary (by page number): shrill (2), alcove (61), medic (97), veterans (100), heave (13), divisive (144), remission (217)

Teaching Suggestions:

1. Before reading, invite students to share any personal stories they have about the current war in the Middle East. Do they know someone who has been affected by it, either here or overseas? Hold a respectful and sensitive discussion on the topic.
2. Throughout the novel, Matt is picked on by his peers. After discussing the history of the Vietnam War (see Before Reading Strategy), briefly discuss how Vietnamese children were often judged and discriminated against in America. Discuss the conditions under which they were out casted and ask students to think about how this may have made them feel.
3. Provide a map of Vietnam on the board for students to reference as they read.

Comprehension Strategies:

Before Reading: Before Reading this novel, students should have a basic understanding of the Vietnam War. In order to learn about the time period, divide students into small groups and give each group a different topic related to the war. Use important dates, figures, places, etc. Then, students will use internet and library resources to research their topic. After collecting basic information, students will share their findings with the class. Lastly, invite students to contribute to a class-wide timeline on which students will write where their various topics fall within the context of the war. This will help students learn about different aspects of the war without being overwhelmed, as well as providing them with a visual reference while reading.

During Reading: Throughout the novel, Matt holds on to broken pieces of things, most notably, broken pencils and an unwound baseball. Matt says, on page 59, “Even the broken pieces/ are worth something/ to me.” Prompt students to think about this idea and why Matt likes to hold onto broken things. What type of metaphor does this create? Encourage students to connect this statement not only to Matt’s life right then in American, but his past in Vietnam. This question could be used as a writing prompt or a small group discussion.

After Reading: Towards the end of the novel, Coach Williams makes the team participate in an activity where one partner is blind-folded and the other partner must lead them. After Rob is paired up with Matt, he insists on remaining silent and refusing to let Matt help him. Rob repeatedly says “My brother died/ because of you” (188). Suddenly, Matt opens up and talks about his own baby brother and Rob has compassion for him. Briefly discuss with students why the coach initiated this activity, how it helped Matt and Rob and what it meant that they opened up to each other. Then, have your won students do this activity! Choose the partners so the social circles are mixed up a bit and have students hare their findings afterwards. Did they find it useful? Did they have a similar or different experience from Matt and Rob?

Writing Activity: Throughout the novel, Matt talks about how “his” Vietnam (war-torn and gray) is different from the one describes by other Vietnamese-Americans (culture-filled and vibrant). Ask students to think about how experiences shape perspectives on a place. Then, ask students to write about a place and how they view it, but how others may view it differently. It can be positive or negative, but it should include perspective and personal experience.

Electronic Resources:

Vietnam Memorial Vietnam Veterans Memorial Fund, where users can view The Memorial Wall in Washington D.C. and learn about all other aspects of the war.

Discussion Questions Additional discussion questions for the novel.

Burg, E. (2009). All the Broken Pieces. New York: Scholastic Press. 

Seedfolks

Written by Paul Fleischman

Published by HarperCollins Publishing Inc. in 1997

“The garden was a copy of the neighborhood. I guess I shouldn’t have been surprised.” (33)

Summary: In one poor neighborhood of Cleveland Ohio, there lies a vacant, garbage-filled lot. One day, a poor Vietnamese girl plants some seeds in the lot, and a new neighborhood is born. Seedfolks chronicles the story of hope within a community, told through 13 unique voices.  Readers see the vacant lot flourish into a community garden, tended to by people of all races, ages and backgrounds.

Awards and Acclaim:

• ALA Best Book for Young Adults
• School Library Journal Best Book
• Publishers Weekly Best Book
• “Each voice sings with the rhythm of culture and personality. Fleischmans book captivates.” –Children;s Book Review Magazine

Reading Level: Lexile Framework: 710 L Grade Level: 5-6

Suggested Delivery: Independent read, small-group discussions

Description: Fiction, Diversity

Key Vocabulary (by page number): vacant (4), suspiciously (7), bodega (18), obituaries (24), spigot (32), obliged (6), haphazard (61), pantomime (64), foes (72)

Teaching Suggestions:

1. Before reading, introduce or review the concepts of point of view, voice and perspective. This novel is told through 13 unique voices, all telling their perspective on the same event.  Make sure students understand this concept (see Before Reading strategy below) and remind students to look out for varying perspective/points of view throughout the story.
2. Have students construct a neighborhood profile in small groups. Ask them to include what type of people live in their neighborhood, what areas need improving, how involved people are in group events, etc. While reading, ask students to silently compare their own neighborhood profile with the one given in Seedfolks.
3. Before reading, read students a summary of the book. Then, lead a book walk-through. Be sure to point out the titles of each chapter which are the names of characters, the small pictures included and the images on the cover. Ask students to predict why there are so many different characters, and how they will all intertwine.

Comprehension Strategies:

Before Reading: Before reading, conduct an activity on perspectives. This will be done by giving students one word, idea or image and having them write down what first comes to mind. For example, you could write the word “Family” on the board. Then, each student will have a certain amount of time to write down what family means to them. Emphasize that there is no right or wrong answer, only different perspectives. Explain that personal experiences shape how we view things. This concept will be applied to Seedfolks as 13 different people all see the same vacant lot, but experience it very differently.

During Reading: While reading each chapter, have students write down actions each character makes. For example, one of the first actions on their list should be when Kim planted the bean seeds. It may be necessary to stop after each chapter and discuss the characters’ actions in small groups. After adding new actions, students should review all they have listed and define cause-effect relationships. Did one action by one character cause another action by a different character? Did this effect then cause yet another action? Students can trace these relationships by drawing connecting lines and arrows on their list. While there may be a few varying connections, in the end, this activity should encourage students to conclude that one small action leads to many other bigger consequences.

After Reading: Discuss the concept of a metaphor. If students are unfamiliar with this term, you may want to take time to create a few mini-lessons to introduce the concept. Otherwise, briefly brush up on this concept and, through a whole-class discussion, talk about how the garden becomes a metaphor for the community itself. Students will divide into small groups and conduct a booktalk in which they come up with ways to defend this metaphor. The groups will then be encouraged to share their ideas with the class. Allow students to be creative! Some students may want to create a visual representation of the metaphor, some may want to devise a skit, while others can present their findings in a traditional t-chart format. 

Writing Activity: Ask students to think about an area in their community that could use some improvement. It may be a part of their school, town, or even their home. Students should realistically brainstorm how this problem could be addressed. Then, they will write a letter to someone in power proposing their idea for change. Students should make sure to emphasize how this change would help all members of the community.

Electronic Resources:

Point of View Activity  Several different activities on perspective and point of view for students.

Author's Website Students may want to check out the author’s website, especially the Q&A section which can be very insightful to aspiring writers. 

Fleischman, P. (1997). Seedfolks. New York: HarperCollins. 

Call Me Maria

Written by Judith Ortiz Cofer

Published by Orchard Books in 2004

“I confess, / I had to steal English/ because what I had/ was never enough.” (125)

Summary: Maria, a 15-year-old native of Puerto Rico is struggling to find her identity in New York City. After moving to the mainland with her father, Maris finds that some days she is sad, triste, while other she is happy, alegre. Some days Maria embraces her Purto Rican heritage, wishing she were back on the sunny shores of her island, while other days she just wants to lose her thick accent. Maria feels stuck between two cultures, languages and parents. Soon, Maria will have to choose to stay in America and form a new identity, or fly back home to where she is safe, comfortable, and warm. In this novel written in letter, poems, and prose, Maria tells readers her story.

Reading Level: Lexile Framework: 970L Grade Level: 6

Suggested Delivery: Small Group Read

Description: Poetry/Prose, Fiction, Diversity

Key Vocabulary (by page number): penance (4), decrepit (17), descendants (19), repertoire (35), surname (66), melodramatic (94), demise (102), impeccable (121)

Teaching Suggestions:

1. The poems in this novel often use Spanish words or phrases. While the meaning of most can be deduced form context clues, students may find it useful and interesting to have a few English-Spanish dictionaries handy while reading.
2. Introduce students to the concept of speaking in third person. Often times throughout the novel, Maria refers to herself this way. Discuss with students how this change in voice can hint at how Maria is feeling.
3. This novel deal heavily with identity and finding oneself. Before reading, ask students to brainstorm some words/phrases that define their identity. Tell them these lists will be kept private. Getting them thinking about this topic before and during reading will help them with the poem writing activity later on. 

Comprehension Strategies:

Before Reading: Ask students to brainstorm what they know about poetry. Ask them to think back on the characteristics of poems they have read in the past . List their ideas on the board (some examples are imagery, rhythm, metaphor, rhyme, etc.). Then, read the first poem in the novel , entitled “Call Me Maria” aloud to the class and ask them to follow along. Now, ask students to look closely at this poem and find any characteristics already listed, or find new ones. Encourage students to continue this close reading throughout the novel and keep track of any new poetry features they may find. (Note: If your students haven’t yet done many units on poetry, this introduction to the novel may be confusing. Adjust according to your class’ prior knowledge).

During Reading: Throughout the novel, Maria refers to herself in two ways: Maria Triste (sad) and Maria Alegre (happy). While students read, they should keep track of the differences/similarities between Maria Triste and Maria Alegre. Some aspects of these two personas to notice might be the language used her feelings at the time, which setting she is in, etc. Students should choose how they wish to keep track of their findings; however some effective suggestions might be a Venn diagram or T-chart.

After Reading: On page 14, Maria says that she has to decide between “parents, languages, climates, futures”. Using this quote as inspiration, conduct a fishbowl discussion. Divide students into small groups and give each group a chance to be in the center of the ‘fishbowl’ while the rest of the class looks on. Provide each group with a different prompt for discussion concerning this quote. After that group is finished, other student may chime in. Some example prompts are “Describe some other ways in which Maria is torn between two worlds/identities.;  Why do you think Maria chose to live in New York? Was this the right decision?; Is it okay to have two different identities? Why or Why not?” etc.

Writing Activity: Give students a writing prompt in which they are asked to write a poem about themselves entitled “Call Me_____”. Hold a brief discussion in which the class pools their thoughts concerning what Maria wrote her poems about (family, friends, culture, language, etc.). Encourage students to take some of these important topics as well as things that are important in their own lies and incorporate them into their poems.

Electronic Resources:

Puerto Rico's History This website provides a history of Puerto Rico in a kid-friendly way. Topics include Puerto-Rican-USA relations, the history of its peoples, culture, and wildlife.

Bio Poem Lesson  A readwritethink lesson plan for a bio poem. If students re unfamiliar with bio poems or are simply having trouble starting their poems, this is a great way to get them thinking!

Cofer, J.O. (2004). Call Me Maria. New York: Orchard Books

The Jacket

Written by Andrew Clements

Published by Simon & Schuster Books for Young Readers in 2002

“I’m prejudiced, and I didn’t even know it.” (38)

Summary: It all starts when Phil’s little brother forgets his lunch money. As Phil is scanning the halls for him, he spots his little brother’s jacket. But there’s one problem, his little brother isn’t the one wearing it. Instead, it’s worn by Daniel, a black student Phil had never seen before. After falsely accusing Daniel of stealing the jacket, Phil beings to notice for the first time, the differences between black and white. He notices that his neighborhood is made up of almost entirely white people, that the black kids ride a different bus home, and even that his own father seems to be racist. As Phil starts to notice the world around him, he begins to wonder, is he prejudiced?

Awards and Acclaim:

• Bank Street College Best Children’s Books
• The Best Children's Books of the Year, 2003

Reading Level:  Lexile Framework: 640L, Grade Level 3-4

Suggested Delivery:  Independent Read

Description: Fiction, Diversity, Prejudice and Tolerance

Key Vocabulary: instinctively (18), prejudiced (37)

Teaching Suggestions:

1. Before reading, ask students what the word “prejudiced” means to them. This can be done through short, times, writing, small-group discussions or other formats. Have students share their ideas. This will be an appropriate and open-minded introduction to the novel.
2. Ask students to reflect on a time they had a misunderstanding. This can be done before, during or after reading. Have students write about their misunderstanding by chronicling the disagreement itself, the climax and the resolution, if there was one. Encourage students to share how this misunderstanding made them and others feel, and how/if it could have been avoided.
3. Although Phil becomes the main focus of the story, his parents also play a role in the idea that he may be prejudiced.  After conducting the discussion going along with the After Reading activity listed blow, briefly talk about Phil’s parents responses to his ideas about prejudiced. Do his parents seem to be racist themselves? Do they seem to play a role in Phil’s fear that he may be prejudiced?

Comprehension Strategies:

Before Reading:  Have students complete an anticipation guide. Read students the summary on the back of the book. Then, using what they have discussed about the word prejudiced and misunderstandings have them anticipate what might happen. Encourage them to flip through the book, focusing on chapter titles and images. Students should include a conflict and potential resolution in their anticipation guides.

During Reading: Students will complete a sequence chain. This will chronicle the sequence of events in the story, connecting cause and effect relationships. Help  students get started by filling in the first spot on the sequence chain with “Phil’s brother forgets his lunch money. Phil goes looking for him. He spots Daniel wearing his brother’s jacket”. Remind students to focus on main events, not small details. Students will complete the rest of the sequence chain on their own.

After Reading: Throughout the novel, Phil wonders if he would have treated Daniel differently if he was white. Ask students whether or not they think Phil is really prejudiced. Divide students into small groups and ask them to cite at least 5 pieces of evidence from the story to support their opinion. Then, reconvene as a whole group and compare the arguments for and against the idea that Phil is/is not prejudiced.

Writing Activity: At the end of the story, Phil apologizes to Daniel for making assumptions and gives him the jacket back. Then, they have lunch together but don’t speak much. They only exchange brief words as Lucy brings Phil home. Have students write another chapter to The Jacket. Will Phil and Daniel have a relationship now? What will it be like at school for them? Will Daniel wear the jacket now? Encourage imagination and creativity!

Electronic Resources:

• Teaching Guide A reading and Discussion guide to The Jacket.
• Author's Website Andrew Clements’ website includes his bio, reading guides for all of his books and additional information the author and his work.

Clements, A. (2002). The Jacket. New York: Simon & Schuster Books for Young Readers.

Anne Frank

Written by Joe Dunn, Illustrated by Ben Dunn

Published by Magic Wagon in 2008

"I do not understand. Why am I so mistreated?" (20)

Summary: This graphic novel chronicles the life of Anne Frank from her birth in post-WWI Germany to her death in the Bergen Belsen concentration camp. Readers learn about important historical events such as The Nazi occupation, Anti-Jewish laws and the systematic deportation of Jews to labor camps. In this graphic novel biography, Anne Frank's story sheds light on a major world event through colorful and realistic images. 

Reading Level: Lexile Framework: 639 Grade Level: This book is written at a 3rd grade reading level. However, the content may be more suitable for grades 5-6. 

Suggested Delivery: Independent Read

Description: Graphic Novel, Biography, Historical Non-Fiction

Key Vocabulary (by page number): Jude (5), Treaty of Versailles (7), National Socialist German Workers Party (7), dictator (8), summoned (14), occupation (18), optimism (26), Allies (26), Normandy (26)

Teaching Suggestions:

1. Take advantage of the text features which include a table of contents, timeline, glossary, further reading, and index. Introduce these features to students before reading and encourage them to use them during and after reading.
2. Make sure students have a broader picture of World War II and The Holocaust before reading. Without background on the topics, students may find Anne's story to be shockingly unfair and confusing. Include this book as part of a social studies unit including the historical context of Anne Frank's life.
3. Display a timeline of WWII, Anne Frank's life, or both on the board while students read. Briefly explain the events included on the timeline and invite students to add any events they feel are important while reading. This will give students an opportunity to place events in context as they read. A succinct timeline of Anne Frank's life is provided at the end of this book. It may also be helpful to display a WWII-era map of Europe. 

Comprehension Strategies:

Before Reading: Write-Pair-Share. Write the word "prejudice" on the board and give students opportunities to look up the definition of the word. Then, have students create their own definition of what the word "prejudice" means to them. Encourage students to include examples they have experience, seen or heard about, how these times made them/others feel and what can be done to ease/eliminate discrimination. After writing their responses, students will find a partner and hare their ideas. 

During Reading: After all students have read chapter 4, "Fear of Discovery", ask students to stop reading. Briefly review how there were many people who helped the Frank family when they were in hiding. Divide the class into two groups; one group will be those who risked their lives to help Jews in hiding. The other group, also non-Jews, chose not to take the risk and did not help Jews. Each group must come up with at least 4 reasons defending their position. After sharing their ideas with the whole class, students may chose which hypothetical group they would belong to. 

After Reading: Unfortunately, Anne Frank did not survive the Holocaust, but there were Jews who lived to tell of their experiences. Individually or in pairs, have students research the story of a Holocaust survivor. Students should present their findings to the class, chronicling the life of the survivor before, during and after the Holocaust. To extend this activity, students may want to write a letter the the survivor. 

Writing Activity: Provide students with a writing prompt asking them to imagine they are in hiding. An example prompt may be... "Imagine you are a Jew living during WWII and, just like Anne Frank, you must go into hiding. Now, write a diary entry in which you talk about a day in hiding. Include how you are feeling (bored, scared, etc.), what your day consists of (food, entertainment, etc.), who you are with, and what you miss about your old life." Provide more or less prompt details depending on grade level of students. Encourage students to transport themselves back in time and write a thoughtful diary entry. 

Electronic Resources: 

1. Children of the Holocaust This website provides links to names of children who lived during the Holocaust. Upon clicking on each name, users will read a brief overview of the child's life before and during the Holocaust and their fate. 
2. Anne Frank's life: An Overview A student made video, this short clip provides an overview of Anne's life before, during and after hiding. It incorporates kid-friendly language and explanations with real images. 

Dunn, J. (2008). Anne Frank. Edina: Magic Wagon Publishing. 

Survival at 40 Below

Written by Debbie S. Miller

Published by Walker Publishing Company in 2010

"Inch by inch, the layer of snow deepens with each winter storm. On a frigid January day, the temperature plummets to 40 below zero."

Summary: In The Gates of the Arctic National Park and Preserve, winter lasts for months on end as harsh winds, feet of snow and below-zero temperatures cause the ground to freeze solid. The Tundra is a harsh place; but many animals have amazing ways to adapt to the freezing temperatures, and survive through the winter.

Awards and Acclaim: 

• A Teacher's Choice Book
• "A fascinating look at the great diversity of animal adaptations, as well as an introduction to some lesser-known species."—Kirkus Reviews

Reading Level: Grades 3-4

Suggested Delivery: Independent Read

Description: Non-fiction, Picture book, Science-based

Key Vocabulary: tundra, cache, morsels, larvae, glucose, duff, torpor, insulated, lethal, dormant

Teaching Suggestions:

1. Have students practice using the glossary in the back of the book. This can be done before, during and after reading as they encounter unfamiliar terms. 
2. Make sure students are familiar with the climate and seasons of Alaska. One concept in particular is "endless days" where the sun does not set. This ca be done through a short discussion or some brief research.
3. Introduce students to The Gates of the Arctic National Park and Preserve. Show students a map and have them look up some basic information about the park.

Comprehension Strategies:

Before Reading: Give students a brief summary of the book (read the inside cover, use the one above, or make your own!). After doing so, ask students to complete an anticipation guide. This should include their general predictions of the book, any background knowledge they have on the topic and any questions they have.

During Reading: While reading, have students complete a concept map. In the center of their map, they should write the main idea of the book (tundra, The Gates of the Arctic National Park and Preserve, Alaskan wildlife, etc.). While reading, students should extend their map with details and supporting facts.

After Reading: Students will compare the tundra to other climates through a Venn Diagram. If this is the first climate discussed in class, have students compare it to what they know about their own climate where they live. They should focus on temperatures, wildlife, daylight, seasons, etc.

Writing Activity: After visiting Debbie S. Miller's website (listed below) and reading the author's note in the back of the book, have students "Question the Author". Students will write to Debbie Miller asking her questions about her book, her experiences, or The Gates of the Arctic National Park and Preserve. 

Electronic Resources:

Debbie Miller's Website

The author's site provides links to all of her books as well as information on her travels in the Arctic.

DVD: Gates of the Arctic

Use this DVD to support the book by giving students a real look into The Gates of the Arctic National Park and Preserve!

Miller, D.S. (2010). Survival at 40 Below. New York: Walter Publishing Company, Inc. 

Good Masters! Sweet Ladies! Voices from a Medieval Village

Written by Laura Amy Schlitz

Published by Candlewick Press in 2007

"I don't know why the fields have the right to rest when people don't" (10)

Summary: Set in England on a Medieval Manor in 1255, this book chronicles life in Medieval times through  23 characters' voices. Monologue and Dialogue help readers learn about society in Medieval England, from lords to peasants. The book also provides asides which give readers some historical information on the three-field system, the Crusades, various religious groups, and town life. 

Awards: 

• 2008 Newbery Medal Award Winner

Reading Level: Lexile Framework: NP Grade Level: 5.6

Suggested Delivery: Individual and/or Small-group Read, Read-Aloud and Act Out by Students

Description: Monologue/Dialogue, Historical Fiction

Key Vocabulary (by page number): manor (1), fatigue (3), forge (6), amiss (15), pilgrimage (23), miller (28), chivalry (34), conscience (73), farthing (79), relic(80).

[Note: There are dozens of words in this book which may be unfamiliar to students. Most of them are names of social classes, plants, medicinal practices, locations, etc. of Medieval times which are now obsolete. Take time to pick out the most important words which add to the meaning of the story and will be useful to students in future reading.]

Teaching Suggestions:

1. Before Reading, students should have a basic understanding of Medieval society. Use the video listed below for a brief overview, or allow students to do some of their own research on Medieval life.
2. This book is written in dialogue and monologue and therefore meant to be read aloud/ acted out! Before assigning characters to students, model one or two monologues to encourage proper pacing, tone, and prosody. Then, carefully assign characters based on students' reading ability and interests. 

Comprehension Strategies:

Before Reading: Once students have been assigned their character, have students perform a character analysis. They will work individually or in pairs depending on if they have a monologue or dialogue. Prompt their analysis with questions like, "What emotions is your character feeling?", "What place does he/she have in society?", "Where does the monologue/dialogue take place?" etc.

During Reading: While allowing students to perform their monologues/dialogues out loud, stop at each section of the book entitled "A Little Background". These sections provide general information on Medieval times. The teacher can read these sections aloud so that each students hears all of them. Then, generate a small discussion or have students take notes on the historical facts they are learning. 

After Reading: Through a fishbowl discussion, have students connect the characters in the story. Many of the characters relate to another in some way. Start by having one students go in the middle of the circle/class and share a general overview of his/her character's relationships. Then, have any student who connects to this character jump in. When there are no more connects, start over with someone new. 

Writing activity: From their character analysis and read-aloud, students will turn their monologue/dialogues into a diary entry. While the content will be similar, the students will showcase their understanding of their character through adapting the poem into a first-person perspective narrative. 

Electronic Resources:

Video Clip: A Brief Overview of Medieval Society

This video clip shows reenactments to take viewers through different social classes in a Medieval village. 

A Teacher's Guide

This guide provides more ideas for teaching, discussing and writing about Good Masters! Sweet Ladies! 

Schultz, L.A. (2007). Good Masters! Sweet Ladies! Voices from a Medieval Village. Cambridge: Candlewick Press.

Love to Langston

Written by Tony Medina

Published by Lee & Low Books in 2002

"Jim Crow Jim Crow /not allowing us / to grow/ Jim Crow Jim Crow/ don't put us in a /Jim Crow Row."

Summary: Love to Langston is a biography of the poet Langston Hughes told through a collection of poems. The poems tell readers about Langston's experiences with childhood loneliness, racism, JIm Crow Laws, Harlem, and his love of jazz and poetry. 

Acclaim: 

• "The events of Langston Hughes's life inspire 14 impressionistic, free-verse poems." -- Publisher's Weekly
• "In this collection of original poems, Medina honors the groundbreaking poet of the Harlem Renaissance." --School Library Journal

Reading Level: Lexile Framework: NP Grade Level: 3-4

Suggested Delivery: Read-Aloud, Small-groups

Description: Biography, Poetry Collection, Historical Non-fiction, Picture Book

Key Vocabulary: Jim Crow, sonnets, John Brown and Harper's Ferry, strife, muse, hypnotizes, urban, cabaret

Teaching Suggestions:

1. Use this book to support Black History Month in February. It provides vital historical facts, events, and figures in a unique format.
2. Have students keep a vocabulary journal of words they are unfamiliar with in the text. Make sure to guide these journals by pointing out some unfamiliar words and important concepts like Jim Crow Laws and John Brown.
3. Before Reading, discuss some aspects of poetry with the students and ask them to keep an eye out for these types of literary techniques, for example, alliterations, repetition, similes, etc. (See During Reading Comprehension Strategy).

Comprehension Strategies:

Before Reading: Model a book "picture-walk". Slowly flip through the pages allowing students to view the powerful and interesting illustrations in this book. Then, ask for students reactions, predictions and questions on each page. Spark discussion with questions like, "What types of emotions do the character's faces show here?", "Where does this picture look like it is taking place?" etc.

During Reading: Divide students into groups and assign one literary element of poetry to each group. For example, one group will be the "simile detectives", another group can be the "repetition detectives", etc. Make sure each group knows what they are looking for while they listen to the story, then have them raise their hands when they hear their respective literary element. This will allow students to learn about features of poems without overwhelming them with too many things to listen for.

After Reading: After Reading the book out loud to students, discuss which poems students felt were the most powerful, or which ones they had questions about. According to feedback and interests, choose 5-6 poems for readers' theater. Students may choose to read one stanza, one line, or an entire poem. Remind students to think about the emotions the poem is portraying and adjust their read-aloud voice accordingly. 

Writing Activity: Discuss with students the major themes of the poems in this book and list them on the board. (Some themes are, childhood memories, inequality, favorite places, traveling, hobbies, etc.) Have students chose one major theme and write a poem reflecting this theme as it pertains to an event in their lives. Remind students of the literary elements of poetry and encourage them to include some of these elements.

Electronic Resources:

A Classroom Guide for Love to Langston

A Classroom Guide for teachers including vocabulary words, discussion questions, reading strategies and additional links. 

Langston Hughes Biography

A comprehensive and short bio on Langston Hughes which can be shared with students before or after reading. 


Medina, T. (2002). Love to Langston. New York: Lee & Low Books, Inc.