Where the Sidewalk Ends, Pancake?

Where The Sidewalk Ends

Pancake?, pg. 34.

Author: Shel Silverstein

Copyright 1974

Evil Eye Music Inc.

Cooky - Upbeat - Creative - Jingly 

Interest Level: Grades 3 – 5

Reading Level

Grade Level Equivalent: 3.9

DRA: 40

Guided Reading: Q

Delivery: whole group read-aloud and individual (for those who want to look through further poems.)

Summary:

Pancake?

Who wants a pancake,

Sweet and piping hot?

Good little Grace looks up and says,

“I’ll take the one on top.”

Who else wants a pancake,

Fresh off the griddle?

Terrible Theresa smiles and says,

“I’ll take the one in the middle.”

Electronic Resources:

To create their own “talking poem” : http://www.voki.com

Vocabulary:

1.    Griddle: heated cooking surface.

ELA Teaching Suggestions

Comprehensions

Before Reading:

-After students have started their poetry unit.

-Tell students you are going to be reading aloud an example poem.

-Show students the page in the book that you will be reading
 -Point out the title of the poem and the picture to go with the verses.

-Literal Question: Since the title of the poem is Pancake?, what do you think this is? (point to drawn stack of pancakes on the page)

During:

-Go over the concept of “rhyme” and word patterns.

-Have students tally and keep track of words that rhyme and sound similar.

-Pause at words and phrases that students may struggle with such as: “piping hot” and “griddle.”

After Reading and Writing Activity:

-Explain to students that they are going to construct their own short poem.

-Students will write their poem down and draft it twice, to lead to a final copy.

-Then after constructing their poem, they must use Voki, to give their poem a face and voice.
Poem Guidelines: 
-Students are given the option to create a "found poem from a page of their favorite book." (Page will be photocopied.)
-Poem must be at least 5 lines long. 
-Voki character must relate to poem. 

Breaking Stalin's Nose

Breaking Stalin’s Nose

Author: Eugene Yelchin

Copyright 2011

Henry Holt and Company

Newberry Honor Award

Military - Suspenseful - Dumbfounding - Culturally Shocking - Sad 

Interest Level: Grades 4 – 7

Reading Level

Grade Level Equivalent: 4.2

Lexile: 670L

DRA: 40

Genre: Historical Fiction

Delivery: Independent or small group “book club.” 

Summary:

In the Stalinist era of the Soviet Union, ten year old Sasha idolizes his father, a devoted Communist, but when the police take his father away and leave Sasha homeless, he is forced to examine his own perceptions, values and beliefs.

Vocabulary:

1.    Comrade: a person who shares in one’s activities.

2.    Capitalist: a person who has money invested in business used to produce more money.

3.    Purging: the rid of the undesirable.

4.    Communal: used or shared in common by a group of everyone.

5.    Legion: a large military force.

6.    Interrogating: questioning.

ELA Teaching Suggestions

Comprehension

Before Reading:

-Explain to students the time period and the differences between Capitalism and Communism. (Make a chart.)

-Inform students who “Stalin” is and why he is such an important character.

During:

-Have students write down important instances where our main character, Sasha, goes through changes in his thought about Communism. (Character growth.)

Ex.

-Specific events that happen. (When Sasha is made fun of because his mother is American.)

-When Sasha writes a letter to Stalin. (His “written” thoughts.)

After Reading:

-Have students make a media of some sort that shows the character growth of Sasha.

Ex.  A infographic timeline, a written timeline, powerpoint, Prezi.

Writing Activity:
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

-Have students write a 2-3 paragraph letter from Sasha’s perspective to his father in prison.

-Encourage students to use specific details from the story as he recalls what took place after his father was arrested and what Sasha plans to do next. <- Students can make up their own plan for Sasha and predict what would have happened next.

Heart of a Samurai

Heart of a Samurai

Author: Margi Preus

Copyright 2010

Amulet Books

Newberry Honor Award

Witty - Self-Reflective - Courageous 

Interest: Grades 5 – 8

Reading Level

Grade Level Equivalent: 5.4

Lexile: 760L

DRA: 60

Genre: Adventure, Historical Fiction.

Delivery: Independent or small group, “book club.”

Summary:

In 1841, rescued by an American whaler after a terrible shipwreck that leaves him and his four companions castaways on a remote island, fourteen year old Manjiro, who dreams of becoming a samurai, learns new laws and customs as he becomes the first Japanese person to set foot in the United States.

Electronic Resources:

Webiste: Kids Discover: Samurai

http://www.kidsdiscover.com/shop/issues/samurai-for-kids/

Short video clip on samurai. History.com

http://www.history.com/topics/samurai-and-bushido/videos/samurai

Vocabulary:

1.    Sutra: a Buddhist text or prayer.

2.    Ambergris: a waxy brow or gray substance produced in the large intenstine of a sperm whale and used as a fixative in perfumes.

3.    Halyards: ropes of lines used to lift sails.

4.    Mutiny: an open rebellion against a ships captain.

5.    Bushido: the way of the samurai: code of honor.

6.    Okachan: “mother,” or more informal, “mama.”

ELA Teaching Suggestions

Comprehension

Before Reading:

Have students create a KWL booklet where they can write down pre questions about the book only by looking at the title and the cover of the book.

During:

Students will refer to their KWL booklet where they can record information as they read.

After Reading:

Students will create an infographic that aids in further comprehension and uses technology.

Ex. Infographic.

We Are The Ship

We Are The Ship

Author: Kadir Nelson

Copyright 2008

Hyperion Books For Children

Artistic - Interactive - Attractive - Historic - Iconic 

Interest Level: Grades 3 – 5

Reading Level

Grade Level Equivalent: 5

Lexile: 900L

DRA: 60

Guided Reading: W

Theme: Baseball/Segregation and Integration

 Delivery: Whole group Read-Aloud (for specific sections.) Independent if student wants to dig deeper or focus on a specific time period or player.

Summary:

In this artistic and inviting book, noted artist Kadir Nelson tells the story of baseball’s most commonly unrecognized heroes. In such novel, Nelson tells that story of Negro League baseball from its openings in the 1920’s and up until its ultimate decay after Jackie Robinson entered the major leagues in 1947.

Electronic Resources

“We Are The Ship” : Kadir Nelson, Youtube Video.

https://www.youtube.com/watch?v=j1OqigCq8H4&list=PLyijIHyqjoJYLHgsNq3KmSE-CYzbJ3TOc

Followed by online read-aloud:

https://www.youtube.com/watch?v=xGB79PEAkF0&list=PLyijIHyqjoJYLHgsNq3KmSE-CYzbJ3TOc&index=5

Vocabulary:

1.    Commissioner: sport official executive.

2.    Debut: first appearance.

3.    Eloquent: expressing emotion clearly, speaking clear and beautifully.

4.    Legendary: something famous.

5.    Recruits: the new member.

6.    Roster: list of names.

ELA Teaching Suggestions:

Comprehension

Before Reading:

-Show students the cover of the book and briefly talk to students of what they believe the book will be about.

-Hand out an anticipation guide for students to quickly go through and check/write quick responses to 5 simple questions.

1. T/F – Jackie Robinson was the first African American to play baseball in the major league.

2. T/F – Professional baseball was desegregated until Jackie Robinson.

3. Do you know any other famous African American baseball players from the 1900’s, other than Jackie Robinson?

4. Just by looking at the title and cover, what do you think the book is going to be about?

5. What year do you think the “Negro Baseball League” began?

-Read-aloud Ch.1. Beginnings.

During:

-Thoroughly explain to students what “negro” means and the many denotations/connotations of the word.

-Pause to point out all the different players when their names come up in the chapter.

After Reading:

-Have students read through their anticipation guide and on the other side of the chart, fill out the “after reading” section with the same questions.