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. 

Rosa

Written by Nikki Giovanni

Published by Henry Holt & Company in 2005

"They decided they would stand under the umbrella of courage Rosa Parks had offered, keeping off the rains of ear and self disgust."

Summary: Through beautiful illustrations and powerful language, this picture book tells the true story of Rosa Parks and her courage. With one simple "No", Rosa challenged racism and started a city-wide movement in Montgomery, Alabama. Readers will learn about Rosa's story through the eyes of the discriminated, and step back in history to witness a Civil Rights Movement that changed history.

Awards: 

• 2006 Caldecott Honor Book
• 2006 Coretta Scott King Award for Illustration
• 2006 Teacher's Choice Winner

Reading Level: Lexile Framework: 900L Grade Level: 3-4

Suggested Delivery: Read-Aloud

Description: Biography, Historical Non-Fiction, PIcture Book, Diversity

Key Vocabulary: Civil Rights, Inherently, Justice, NAACP, neutral section, integrity, Brown v. Board of Education

Vocabulary that MUST be addressed: lynched

Teaching Suggestions:

1. Use Rosa to support Black History month in February. This book can be used for more than just Rosa's story; it features other historical events (Brown V.Board of Ed, NAACP, Jim Crow Laws) and emphasizes the overall theme of inequality and diversity.
2. While reading, give students opportunities to react to the powerful subject matter. Encourage discussion, journal entries, think-pair-share, etc.... anything to get students thinking and open up about this very important topic.
3. Introduce the book by asking students what they think "courage" means. Have students write a short response in which they define what courage means to them, or give examples of someone they think is courageous.

Comprehension Strategies:

Before Reading: Before reading this novel, it is necessary that students have some background knowledge of Rosa Parks. Post a K-W-L chart on the board and ask students to share what they know about her. Then, have students break into pairs and spend some time int he library/computer lab to generate some more entries for the K column as well as some questions for the W column. 

During Reading: While reading, stop when another historical event is mentioned. In this book, there are references to Jim Crow Laws, NAACP, 1954 Brown v. Board of Education, Emmett Till's lynching and the Civil Rights Movement as a whole. These are important topics which must be addressed. Compile a list of these events and then, after reading, divide students into small groups to conduct some additional research. Have group share their findings with the class.

After Reading: In addition to completing the L section of the K-W-L chart, and having students conduct additional research on more historical events mentioned in the book, students will participate in student book talks. This will be an opportunity for students to discuss, in small groups, their reactions to the events in the book and the topic of Civil Rights overall.

Writing Activity: Students will write a letter to Rosa Parks giving their reactions to her actions that day on the bus. Remind students of the prejudices of the time, and how much courage it takes for one person to stand up to societal norms. Propose questions to students such as "Why do you think Rosa decided to be brave that day?" "Do you think she was scared?" etc.

Electronic Resources:

The Story Behind the Bus

This website is about the real bus Rosa sat on which now sits at an exhibit in the Henry Ford Museum in Dearborn, Michigan.

The Civil Rights Movement: A Short Video Clip

This video gives an overview of the Civil Rights Movement with all of its important events and figures. 

Giovanni, Nikki. (2005). Rosa. New York: Henry Holt and Company.

Milton Hershey: Hershey's Chocolate Creator

Written by Joanne Mattern

Published by ABDO Publishing Company in 2011

"Eventually, Hershey's company perfected its milk chocolate formula. Soon, Hershey bars were sold all around the country." (17)

Summary: This short biography is a great way to introduce students to the genre with a well-known, interesting, and likable historical figure! The biography chronicles Hershey's early years, successful business and legacy through 12 two-page chapters. The book includes essential text features such as a table of context, glossary, index, timeline, and bolded vocabulary terms. 

Reading Level: Grades 4-5

Suggested Delivery: Individual Read

Description: Biography

Key Vocabulary (by page number): Mennonite (4), apprentice (6), paraffin (8), refinery (22), exported (26)

Teaching Suggestions:

1. Make this lesson on biographies fun by allowing students to bring in one of their favorite Hershey's treats! (Check with school administration and parents about any food allergies before bringing candy into the classroom.)
2. Ask students if anyone has been to Hershey, Pennsylvania. If so, ask them to share their experiences, pictures, etc. If not, do some research to pull up some pictures and information about the town. This is an important part of Hershey's legacy and will help students to understand his relevance while reading.
3. Give students information on the other biographies in the "Food Dudes" series. Some titles are Ben & Jerry: Ice Cream Manufacturers, The Kellogg Family: Breakfast Cereal Pioneers, and Robert Cade: Gatorade Inventor. Present these as options for any further biography studies if the structure and/subject matter of this book appeals to students.

Comprehension Strategies:

Before Reading: "Walk Through" the book, showing students its' essential text features. Have students practice using the table of contents, glossary, index, etc. Emphasize that these are important features of non-fiction books.

During Reading: Read-Write-Pair-Share. After every few chapters, have students stop and take 5-10 minutes to write down reactions, questions, thoughts, points of interest, etc. Then, have students pair up and share their writing. This will help to break up the reading and give students time to talk with their peers. Encourage students to discuss the book as a biography, in other words, focus on the information key to a biography. 

After Reading: Use exit slips. It is not essential here that students remember every aspect of Hershey's life. They should, however, have picked up on several features of biographies. As the lesson wraps up, give students 5-10 minutes to write down at least 4 features of a biography.

Writing Activity: Using the four key features of a biography that students provided on their exit slips, ask students to interview a classmate and write a short (1-2 page) biography on that person. Compile the results from the exit slips on the board as a reminder for students, and display several biographies for reference of text features and organization. 

Electronic Resources:

The Story of Hershey's

This link provides a timeline which chronicles the events in the book. 

Biographies for Kids

This PDF Link provides a wide variety of biographies for kids. Organized by grade level with summaries and publishing information. 

Mettern, J. (2011). Milton Hershey: Hershey's Chocolate Creator. Edina: ABDO Publishing Company.

One Hen

Written by Katie Smith Milway

Published by Kids Can Press in 2008

"Bit by bit, one small hen is making a difference." (11)

Awards: 

• U.S. Children's Africana Book Award, 2009
• US Board of Books for Young People's "2009 Outstanding International Book List"
• Children's Choice Winner, 2009

Summary: Kojo is a poor boy growing up in a small village in Ghana. After his father's death, Kojo had to quit school to help his mother earn money. But Kojo is not alone; in his community, everyone helps each other out. One day, after receiving a small loan from the community, Kojo buys a hen in hopes of harvesting and selling eggs to support his family. In time, Kojo raises enough money to buy more hens, and even start his own business.With his determination and new found success, Kojo can give back to the community that had helped him get his start.

Reading Level: Lexile Framework: 810L Grade Level: 3-4

Suggested Delivery: Read-Aloud

Description: Picture Book, Based on a True Story, Diversity

Key Vocabulary (by page number): fufu cooking (5), region (7), profit (7), loan (7), enclosure (12), parasites (15)

Teaching Suggestions:

1. Display a map of Africa while reading. Point out Ghana and other African locations mentioned in the story.
2. Before reading, show students the features of this text; there is a glossary, a page about the real Kojo, information on how to get involved, and a list of resources. 
3. Have students do some small research on Ghana. Allow students library and/or computer lab time to learn about life in a small African village. This will help students to better understand Kojo's poverty and inability to attend school in the book.

Comprehension Strategies:

Before Reading: Students should be introduced to the concept of a loan. This can be done through a math mini-lesson in which students practice borrowing and paying back money, and making profit. After a basic introduction, divide students into groups in which one/two student(s) are the bankers and the rest of the group needs a loan. Each borrower must monitor his/her spending and profits. After the mini-lesson, ask who profited, who lost out, and why.

During Reading: Students should keep a vocabulary journal of words/terms they are unfamiliar with. There are many terms which are culture-based that students may be unfamiliar with. The read-aloud should periodically stop to answer questions about unfamiliar terms/concepts. This can be done through a whole-class discussion, think-pair-share, or a fishbowl discussion.

After Reading: Have students read the section in the end of the book entitled "A Real Kojo". Then, have students question the author (this may be a formal writing exercise, or a more informal discussion). Generate questions such as, "Were you ever discouraged by your circumstances and felt like giving up?" "What inspires you to give loans to other people?" etc.

Writing Activity: Students will write a letter to a bank trying to convince the bank to give them a loan. The students must provide the reason for their loan, how this will help the community, and how they will profit/pay back the loan. Encourage students to use persuasive language and realistic expectations of a loan and small business.

Electronic Resources:

One Hen's Microfinance for Kids

This site allows users to meet real people like Kojo, play games, donate to a cause and write to the author.

The Good Garden

The Good Garden introduces kids to the global food crisis and helps us learn what we can do to help. 

One Hen: A Short Video Clip

This short video introduces viewers to the story of Kojo and how "change can happen, one kid at a time."

Milway, K.S. (2008). One Hen: How One Small Loan Made a Big Difference. Toronto: Kids Can Press.

January's Sparrow

Written by Patricia Polacco

Published by Philomel Books in 2009

“'All the fish on the Kentucky side ain’t free… but on the Indiana side they is!’ the boat lifter crowed. ‘Pretty soon you’ll be as free as them fish!’” (24)

Acclaim: “This moving account effectively highlights a significant instance of nonviolent community resistance to injustice.” --School Library Journal

Summary: In the middle of the night, Sadie Crosswhite and her family flee their slave plantation en route to freedom in Canada. After many nights on the run, they reach Marshall, Michigan, a free town, and are taken in by a kind family who is part of the Underground Railroad. After feeling safe for several years, Sadie finds a note on her doorstep that reads “I found you.” Have the slave catchers finally caught up with the Crosswhite family? Will they ever know true freedom?

Reading Level: Lexile Framework: 760L Grades 3-4

Suggested Delivery: Read-Aloud and Whole Class Discussion

Description: Historical Fiction based on a true story and real events; picture book

Key Vocabulary (by page number): prologue (4), paddy rollers (6), smote (8), boat lifters (22), defiantly (74), composure (74), magistrate (74), fugitive (80)

                Key terms that MUST be addressed: Negroes (72), lynched (80)

Teaching Suggestions:

1. Before and during reading, take some time to discuss the Southern dialect used in the story. Ask students to notice differences in the characters’ speech from their own. Take note of patterns (such as dropping of the ‘g’ at the end of ‘-ing’ words) and emphasize the historical and cultural significance of the characters’ dialect.
2. By third or fourth grade, most students will know a little something about the Underground Railroad. But, before reading, provide a refresher through class discussion or some small research. It may be beneficial to create a K-W-L chart for students and fill in the last column after reading.
3. Provide a Civil-War Era map of the United States for students to look at while they read. This map should clearly define the slave states from the free. While reading, students can locate the Ohio River, Kentucky and Michigan, all important locations in the story.

Comprehension Strategies:

Before Reading: Students will be divided into small groups to research the Fugitive Slave Act of 1793. Understanding this act will lead to greater comprehension of the events and locations in the story. Give students the opportunity to share their findings with the class however they would like. Some options are: a poster/visual representation, a short skit, a poem, etc.

During Reading: While reading, have students keep a vocabulary journal of words/phrases that they haven’t heard/don’t know the meaning of. To assist this activity while reading, stop and “think-aloud” after reading words you feel the students may not know, asking questions like “Hmm.. I wonder what that saying means?” There are a lot of southern phrases and sayings in this novel which may be unfamiliar to children but add to the meaning of the dialogue. Some examples, by page number are: paddy rollers (6), boat lifters (22), slap mud (27), fever dreamin’ (29), attic eaves (68).

After Reading: Have students write “Poems for Two Voices”. In the book, Sadie’s mother Sarah raised the slave master’s son, David, as her own. But later in the story, David tried to capture Sarah and bring her back into slavery. Have students write a poem from either Sarah’s or David’s perspective. Get students thinking by asking them questions such as: What was at risk for David if he disobeyed his slave master father? Do you think it was hard for him to turn on Sarah? Why was Sarah willing o raise her slave master’s baby in the first place?

Writing Activity: Students will receive a writing prompt which asks them the following question: “In the time that this story takes place, it was illegal to help a runaway slave. If you did, you could be put in jail or even killed. But, many people still participated in the Underground Railroad, even if meant risking their own lives. Why do you think people were still willing to help runaway slaves? What would you do if you had the opportunity to help a runaway slave, but knew you may be caught and punished?” Assure students that there is no right or wrong answer, but they must justify their opinions.

Electronic Resources:

The Underground Railroad: An Interactive Journey

This activity puts users in the position of a runaway slave and the difficult decisions he/she must make along his journey. Throughout this interactive trek, users decide whether to go, or stay, risk danger or hide in the woods, and who to follow.

The Underground Railroad: An Interactive Map

This map allows users to highlight free and slave states, choose the quickest routes to freedom and view cities that were part of the Underground Railroad, all with the click of a mouse.

Video: A Brief History of the Underground Railroad

This video provides students with a short history of the Underground Railroad, including traditional songs, map views, mention of significant historical figures, and real pictures from the era. 

Polacco, P. (2009). January's Sparrow. New York: Philomel Books.

Amelia Earhart: This Broad Ocean

Written by Sarah Stewart Taylor and Ben Towle

Published by Hyperion Books in 2010

“She’ll be the first woman to make the Atlantic crossing by air… if she does it soon.” (6)

Awards:   

• Nominated for the 2011 Will Eisner Comic Industry Awards in the Best Publication for Kids Category
• Booklist 2010 Top 10 Books for Youth, Biography

Summary: In 1928, Amelia Earhart arrives in Trepassey, Newfoundland with hopes of becoming the first woman to fly over the Atlantic. There, she meets a spirited young girl named Grace who documents Amelia’s story for the local newspaper. Amelia’s successful flight thrills the world, but it means much more than an exciting headline; Amelia is paving the way for women to be recognized in a male-dominated society. As Grace ages, she must use her courage and spirit, just like Amelia, to break down gender barriers.

Reading Level: Lexile Framework: GN1080L Grade Level: 3.7

Suggested Delivery: Small Group Read, Small Group Discussion/Activities

Description: Graphic Novel, Historical Fiction, Biography

Key Vocabulary (by page number): ambition (5), telegram (20), tension (23), moxie (32), fiancé (38), exclusive (39), petrol (45)

Teaching Suggestions:

1. Introduce the genre of graphic novels and allow students to skim through a few. Discuss with the class that, in graphic novels, both the pictures and the text are important to the story. Try reading a few pages of a graphic novel aloud. Then, repeat the reading while displaying the pictures on the page via an overhead projector. Ask students which version of your story-telling they liked best and why? Which version gave them a greater understanding of the story?
2. Read the introduction, written by Eileen Collins, aloud to the class. The intro is very wordy and therefore is not suggested for children’s independent reading. But, it provides some important background information on Amelia and should be shared before reading.
3. Introduce students to basic concepts of aviation at the time the novel takes place (the 1920’s and 30’s). This can be done through short video clips on the history of flight. Video segments will help children to picture what airplanes looked like back then and will also help them better visualize the story when reading… even if it is a graphic novel.

 Comprehension Strategies:

Before Reading: A major theme in this novel is gender inequality. Have students research in small groups some gender-norms of the time (the 1920’s and 30’s). Some sample research questions are: What type of jobs did women hold? How were women expected to act? How were men expected to act? Reconvene as a whole class and discuss findings. Then, discuss how these findings are different or similar to gender-norms of today. The teacher can compile the discussion results into a Venn diagram on the board. Emphasize the importance of gender-norms of the 1920’s and 30’s in contributing to Amelia Earhart’s story.

During Reading: The novel spans over a period of almost 10 years, and it is not always sequential. While reading, have students create a timeline, done either individually or in small groups, of Amelia’s life within the novel. They may also want to include aspects of Grace’s life on their timeline. This will help students to better visualize the sequence of events and clear up any confusion while reading.

After Reading: Visit the New England Air Museum! Located at Bradley International Airport in Windsor Locks, CT, the New England Air Museum offers flight simulations, scavenger hunts, a kid-sized airport replica and exhibits dedicated to women in aviation.

Writing Activity: Have students write their own front-page newspaper article about a major event in Amelia Earhart’s life (her first flight, her disappearance, etc.). Students should put themselves back in time and imagine as if the event had just happened, and they need to spread the word! Encourage students to use their imagination but remember to stay true to the facts. Students can then type their article into a template to make it look like a real front-page story!

Electronic Resources:

The New England Air Museum's Website

Even if you’re not planning a field trip to the museum, the website offers some great pictures of exhibits and a lot of information ont eh history of aviation.

Amelia Earhart: The Official Website

Amelia’s official website offers a short biography, pictures from her life, little known facts about her, and speculations on what happened to her after she disappeared. This website would be useful for students to skim before they read, or as a suggestion for students who show a heightened interest in the story.

“Amelia” (movie) Directed by Mira Nair in 2009

This recent film chronicles Amelia Earhart’s life and disappearance. It is rated PG and is therefore appropriate for students who would be reading this novel. It would be most time-efficient to only show certain clips of the movie, but it will allow students to better visualize what airplanes, people, clothes, etc. of Amelia’s time would have looked like. 

Taylor, S.S. & Towle, B. (2010). Amelia Earhart: This Broad Ocean. Hong Kong: Hyperion Books. 

The Van Gogh Cafe

Written by Cynthia Rylant

Published by Scholastic, Apple Paperbacks in 1995

“Things are always changing at the Van Gogh Café, and something new is sure to happen soon. Perhaps when lightning strikes…” (11)

Awards: 

• An ALA Notable Children’s Book 
• 1996 Pen USA West Children’s Award
• Cynthia Rylant is also the author of one Newbery medal winning book, one Newbery-honor book and two Caldecott honor Picture books.

Summary: 

Ten-year-old Clara and her father Marc own the Van Gogh Café, where something magical is always happening. From food that cooks itself to poems that tell the future, the mysterious happenings at the Van Gogh café touch every person, and animal, in Flowers, Kansas. Even on seemingly normal days when the old phonograph plays the same old tune, Clara just knows something magical will happen soon…

Reading Level: Lexile Framework: 810L Grade Level: 4.5

Suggested Delivery: Independent Read, Whole Group Discussion

Description: Fantasy, Short Stories/Vignettes

Key Vocabulary (by page number): picturesque (4), phonograph (5), omens (20), speculation (20), wayward (40), scuffling (45), revelation (53)

Teaching Suggestions:

1. Each chapter in The Van Gogh Café ends with an uncompleted sentence followed by an ellipsis (the purpose of the grammatical element can also be discussed). The sentence includes the name of the next chapter, therefore creating a “to be continued” effect for readers and a smooth transition. Talk with students about Rylant’s writing technique at the end of each chapter and how they feel this affects their reading.
2. Discuss with students the role of short stories in a cohesive novel and how they all contribute to one larger story. To clarify, students may be asked to share two-three small events from their day, and then identify how all these small events contribute to one another and finally to one bigger picture.
3. The Van Gogh Café is a book about magic that can happen even in the most ordinary of places like Flowers, Kansas. Have students discuss within small groups if they believe in “magic” and how the idea of a “magical” event can mean different things to different people (i.e. it’s not always a “magical creature” or fairytale character).

Comprehension Strategies:

Before Reading: Before reading The Van Gogh Café, students should research two literary genres: Fantasy and Short Stories. The class can be divided in half for research and then the teacher will compile the results in a T-chart on the board. Identifying elements of these two genres will help the students better understand the book’s fictional elements and it’s carrying topics from chapter to chapter.

During Reading: After discussing the “to be continued” effect at the end of each chapter (as mentioned above) have students stop reading before each new chapter and make predictions based on the unfinished last sentence and the next chapter title. Encourage students to use their imagination and make their predictions based off the “magical” theme of the book. Have students share/record their predictions and reflect on them after each chapter.

After Reading: At the end of the novel, a man referred to only as “The Writer” enters the Van Gogh Café. This man has a real passion for writing but none of the publishing companies seem to like his work. As he experiences a revelation, “He remembers that the artist for whom this café is named sold only one painting his entire life.” (53). Have students discuss in small groups the significance of the comparison between the writer and the artist Van Gogh. What greater meaning does this comparison have? Students can even do some research on the artist Van Gogh to find significant similarities between him and the struggling writer.

Writing Activity: Give students an open-ended sentence, like the ones at the end of each chapter in The Van Gogh Café. Try to create at least 5-6 for some variety. Students will choose their story starter at random and then have to create a story just from that! Encourage students to use their imagination and writing techniques that Cynthia Rylant uses (like suspense, visual details, etc.)

Electronic Resources:

Meet The Artist Job Application

This fun worksheet is formatted like a job application but aids in research on the life of Vincent Van Gogh. Students will have to fill in “Did your parents or relatives teach you art, or where did you go to school?”, “List the artwork you have created”, etc.

Vincent Van Gogh: A Short Biography

This web page delivers an easy-to-read bio on Van Gogh providing vital information on his life without being too wordy or difficult to navigate.

Story Starters for Kids

If you’re having trouble creating some fun, suspenseful story starters for the writing activity, this website will create them automatically! 

Rylant, C. (1995). The Van Gogh Cafe. New York: Scholastic, Inc.