Tucket's Home- (1) Historical Fiction Chapter Book

Tucket’s Home

By: Gary Paulsen

Genre: Historical Fiction

Award: N/A

Grade Level: Tucket’s Home is the fifth and final book of the Francis Tucket series. This series would be appropriate for sixth graders because its historical relevance is relatable to the sixth grade curriculum. Also, when considering the detailed gruesomeness of certain events from the story, one might suggest an even higher grade level. For example, the book talks about a massacre of English men on the Oregon Trail stating “Bentley’s head [was] jammed on the end of a lance, the light from the fire giving it a hideous glow that made it look almost still alive.”

Summary: Though I did not read the entire Tucket series, I found this book to be an entertaining page turner. The beginning went into a brief overview of the story highlighting main characters Francis, Billy, and Lottie which made the story more relevant and relatable for readers who were unfamiliar with the series.  Historical themes such as the Oregon Trail, Pawnee Indians, Comancheros, Spanish conquistadors, Westward expansion, and the Mexican War were all highlighted throughout the book. Though the book did mention incidents and characters I was unfamiliar with because I have not read the previous four books, I was still able to comprehend the story. During reading I was surprised at how many conflicts the main characters could face, but was pleasantly surprised by the positive ending.

Classroom Strategies: Throughout the novel Francis, Billy, and Lottie go through many adventures based on historical facts. Instruct sixth grade students to create a new adventure the three go on during their search for Francis’ family. Make sure students base their adventure on a historical moment of the time period (U.S. early 1900s).

After reviewing historical themes from the book, such as Manifest Destiny, have a classroom discussion about the history within the book. Ask students open ended questions like “Which parts do you think are true or are based on historical fact?” “How has this book changed your perspective on the westward movement or how Indians were treated?” or “After reading this historical fiction novel, do you believe historical fiction is more fact than fiction, why?”

Gary Paulsen

ESOL: The first classroom activity utilizes ESOL strategies such as identifying main ideas and vocabulary as well as brainstorming. The classroom discussion activity utilizes compare and contrast, summarizing, and interactive language tasks.

Read Aloud: I would read the authors note, pages 89-93, aloud to a sixth grade class because it sets the background of the novel. It goes into historical detail of the West giving the reader a real look into America’s past. I also believe this will entice the students to want to read the book and series.

Personal Opinion: Though I did not read the entire series I did thoroughly enjoy this book. I did find it a bit gruesome in parts, but the author, Gary Paulsen, is amazing at describing plots so the reader feels as though he is right in the action. The characters were fully developed and the ending was unexpectedly pleasant.

Rutherford B. Hayes- (1) Biography Chapter Book

Rutherford B. Hayes

By: Debbie Levy

Genre: Biography

Award: N/A

Grade Level: The biography of Rutherford B. Hayes is a great informative biography appropriate for fourth grade students. Though the word choice may prove to be below a fourth graders reading level, the concepts and topics of this book are more appropriate for a mature audience.  

Summary: This biography was a very informative read. Its attention-grabbing began by recalling the night of the presidential election, and introduced Hayes lifestyle. Its change from describing a normal night for Hayes to an unknown victor of presidency left the first chapter on a cliffhanger enticing readers to learn more. The book continues to develop throughout Hayes’ life going into detail of his family and their losses. It emphasizes all the schooling Hayes chose to complete in order to be successful, a perfect theme for young students. Many photographs are utilized- not only of Hayes, but also of people who entered his life, allowing the reader to visualize who the book is referring to. Additionally, at the start of each chapter a quote from Hayes is listed, giving more insight to how he feels as well as giving the book personality.

Classroom Strategies: After students have read the biography of Rutherford B. Hayes, have them write a letter to him asking questions about his life and how it would be different in modern times. Instruct students to use details from the story such as “People from your family have suffered from so many health related issues, you were even sick your whole life until you were about eight years old. In today’s society our health care has changed tremendously.”

Another classroom strategy for a fourth grade classroom is having the students make an election campaign poster either for or against Rutherford B. Hayes. Instruct students to use details from the book that stood out to them as having an impact for whether they would or would not vote for Hayes. Allow students to draw pictures and be creative.

ESOL: Identifying main ideas and vocabulary, illustrating, summarizing, use student’s experiences, and brainstorming are all ESOL strategies involved with the two classroom strategies.

Read Aloud: I would read page 15 ‘Off to Boarding School’ as well as page 21 ‘Leaning Toward Leadership’ to my fourth grade classroom because it first shows how Hayes did not enjoy his schooling and often blew it off to go sledding. Page 21 then contrasts this showing that Hayes chose to further his education by attending multiple colleges in order to be successful. This can be inspiring to students to know that a president of the United States did not like school at first, but after realizing his passions in life decided to become educated about them.

Personal Opinion: This book is not as boring as I originally thought it would be. That being said I would not recommend it for a read unless a research report was involved. It was informative and written in a light-hearted tone, thus taking the dryness out of a biography. It’s obvious the author tried to spice up the details in order to keep the reader’s attention, and for me it worked. I thought it was very interesting to learn about our nineteenth president.

Siberian Huskies- (1) Informational Book

Siberian Huskies

By: Bob Temple

Genre: Informational

Award: N/A

Grade Level: Siberian Huskies is a great informative book for second grade students wanting to learn more about this breed. For the most part the word choice is reasonable for this grade level, with more complex unfamiliar words defined in the glossary of the book.

Summary: The informative tone, interesting facts, and real pictures emphasize the informational factual genre of this book. The book goes into detail about caring for huskies, their size, coat and color, and where they originate from thus showing that book is organized in a descriptive structure. The book includes a glossary defining technical vocabulary such as weaning and veterinarian. Additionally, the book lists related internet sites for more information about huskies. Each photo in the book has its own descriptive caption. Though the sentences do seem lengthy, the word choice is not overly complex. The information does seem to be presented in an intimidating manner, with a lot of information and text being on a single page. This is unattractive to students and may cause them to lose interest.  Siberian Huskies would be classified as a biological science book because it deals with living organisms.

Classroom Strategies: To engage students in this book have a classroom discussion with a KWL chart. Before reading the book, ask the students what they already know about Siberian Huskies and write replies on the board. This could include common facts such as, that they are related to wolves, or movies huskies are in like Balto.   Next, ask the students what they want to know about the bred, start them off by saying something you would want to know. Then read the book, either as a class or individually. Finally, complete the chart by asking the students what they learned about huskies from reading this book, writing answers on the board.

Another classroom strategy that can be utilized with this book is to use the websites suggested in the back of the book to gain more knowledge about dog breeds. Instruct students to visit the first site listed “Everything Husky” and look up a similar breed to the husky (the website lists information about similar breeds). Next, have them make a Venn diagram comparing the husky with the breed of their choice. This activity will allow students to restate facts they have learned about the breeds as well as comparing and contrasting them.

ESOL: compare and contrast, cooperative learning, researching, summarization, Venn diagrams, brain storming, and graphic organizers are all ESOL strategies demonstrated by the classroom strategies.

Read Aloud: If I were to read this book to a second grade classroom, I would most likely read the entire book aloud. I believe that the book may be too intimidating for students to read on their own because there is an overwhelming amount of text on each page. This could be intimidating to students and deter them from learning interesting material from this book.

Personal Opinion: I enjoyed reading this book and found it very informative. I chose this book about huskies because I own a husky myself (show in the above picture) and I just love this breed. It was interesting to compare information from the book to how my puppy behaves.

Where the Sidewalk Ends- (1) Poetry Anthology

Where the Sidewalk Ends

By: Shel Silverstein

Genre: Poetry

Award: N/A

Grade Level: I would consider this book to be appropriate for students in third grade or higher for numerous reasons. First, the advanced humor in the different poems may be beyond comprehension for younger children. Second, the use of language is not conventional and would confuse students who do not understand or are unfamiliar with poetic verses, poetic language, or poetic creativeness when considering word choice. For example, the poem “Sick” on page 59 uses words such as ‘pendix’ (appendix) and on page 95 the poem “Love” uses ‘prob’ly’ (probably) these words among others would trip up students who do not possess great reader fluency and have them struggling over the text.

Summary: Where the Sidewalk Ends is a poetry book consisting of varying types of poems and illustrations. Some poems range from four pages such as “The Long-Haired Boy” and “Peanut-Butter Sandwich” where as others are only a sentence or two like “Lazy Jane” and “A Poem on the Neck of a Running Giraffe.” Some poems rhyme, some do not, and some do not have any conventional poem format at all. The illustrations of the book are whimsical black and white sketches with bold dark lines.

Classroom Strategies: One great strategy to test students listening and comprehension skills is to ask them to sketch the image that a Shel Silverstein poem describes. For example, take his poem “Enter This Deserted House” on page 56, and read it to a third grade class (without showing the students the illustration). Next instruct them to draw the image Shel Silverstein’s poem describes and allow them to share the pictures with the class. Finally, show the students the illustration from the book to allow them to compare their own picture to the one the author chose.

Another great classroom strategy that can be used with Where the Sidewalk Ends is utilizing the poem “The Googies are Coming” with a math lesson. Read the poem and make a list on the board for the students to see how much each child costs, for example the poem states that ‘noisy ones’ are a penny, ‘clean ones’ are thirty cents, and ‘meek ones’ are one dollar etc. After reading the poem ask the students a series of word problems based on the poem. Some questions might include:  Is it more to buy a noisy one and a husky one, or a happy one and a lean one? (noisy and husky), or If you buy a clean one and noisy one, and pay with $.50, how much change will you get back? (19 cents). Questions can be on a worksheet or asked aloud in a classroom discussion. Through using poem and literature throughout the school day in expanding it through different subjects, students can appreciate literature on many different levels.

ESOL: Through the two classroom activities many ESOL strategies were utilized such as illustrations, problem solving, and summarizations.  

Read Aloud: I would read three different poems aloud to a third grade class (on different days). First, I would read “Ickle Me, Pickle Me, Tickle Me Too” as an attention getter into the unit of poetry. This is a playful and humorous poem that most students enjoy, and could show the students that poetry can be fun and not intimidating with specific rules and formats. Second, I would read “Smart” which is about a boy who trades one dollar for two quarters because two is more than one, and so one. This poem is also humorous and relatable to students and could also tie into a math unit. Finally, I would chose to read “Sick” to the students which is about a child how lists all the aliments of herself to avoid school yet when she finds out it’s Saturday she feels better. This is also a humorous relatable poem for students.

Personal Opinion: As with most of Shel Silverstein’s books, I thoroughly enjoyed Where the Sidewalk Ends. It is a great non-intimidating poetry book that plays with verse and format and allows the reader to laugh and enjoy the poems.

Hatchet- (1) Realistic Fiction Chapter Book

Hatchet

By: Gary Paulsen

Genre: Realistic Fiction

Award: Newbery Honor Book

Grade Level: When considering the tone, word choice, and length of this novel I would deem it appropriate for sixth grade. Additionally, the main character Brian is thirteen years old, closer in age to sixth graders and thus more relatable. Hatchet is a serious novel, not for the faint of heart. Students need to have background knowledge of basic survival skills, geography, and climate conditions and how they can affect survival. This book consists of many conflicts and action thus grabbing the attention of all readers, and I believe the skills discussed in the book are completely appropriate for a school setting. For example, perseverance, motivation, and creativity are a few character traits maintained throughout the story.  

Summary: Hatchet is an amazingly addictive adventure and survival story about Brian Robeson, who struggles to stay alive against the elements in an unfamiliar wilderness. The book starts by introducing Brian as a regular kid going to visit his dad over the summer, but on his way the pilot of the small plane Brian is in suffers and dies from a heart attack mid flight. Brian must then find a way to land the plane and survive until he is found. He faces many trials including injuries, wild animal attacks, elements of nature, insect infestations, the constant upkeep of a shelter and a gnawing hunger. After being trapped for fifty-four days, Brian is eventually rescued by a fur trapper, yet the life skills he learned from the wilderness will stay with him forever. The main character Brian is easily relatable because he is just a regular boy who utilizes the trial and error process to stay alive. The situational realism of this novel allows the plot to seem extremely realistic thus making the book more dramatic and interesting to readers. 

Classroom Strategies:

Though Brian is in unfamiliar territory he is not empty handed. Instruct students to list what Brian finds as he sorts through his possessions and have the make predictions about how he might use what he finds to help him survive.

Throughout the story Brian goes through many character changes. Have students construct a Venn diagram comparing and contrasting the ‘old Brian’ with the new one with specific details and quotes from the novel.  For example: the ‘old Brian’ was afraid of wolves, where as the new Brian stands, watches, and nods at wolf packs.

ESOL: Classification and categories, comparing and contrasting, identifying main ideas, summarizing, making predictions, Venn diagrams, graphic organizers, and brainstorming are all ESOL strategies identified through the classroom activities.

Read Aloud: I would read only the first chapter aloud to my sixth grade class because the whole story is set up from the first chapter. It gives slight background information about the main character, what he is doing, and keeps the reader guessing what this ‘secret is’. Simply reading the first chapter will entice students to continue to read the remainder of the book because it ends on a huge cliff hanger: the pilot of the plane that this thirteen year old boy is on just died and he must find a way to take control of the situation.  

Personal Opinion: Hatchet is one of my all time favorite novels. The setting is so realistic and the conflicts that Brian faces are all so believable and terrifying that the reader is absorbed into the story and pictures himself in those woods on the L shaped lake. The survival instincts and determination to survive allow this book to be an inspiration. Thanks to this story I will be forever scared of moose.

The Tale of Despereaux- (1) Fantasy/Science Fiction- Chapter Book

The Tale of Despereaux

By: Kate DiCamillo Illustrated by: Timothy Ering

Genre: Animal Fantasy

Award: John Newbery Medal

Grade Level: When considering the word choice and length of this novel I would consider this book to be at an appropriate reading level for sixth grade. Additionally, the concepts discussed and the dark tones paired with specific comprehension and recall of details and events makes this book at a higher reading level. The slight humor of the story can be appreciated by the older students of sixth grade. The illustrations and the animal fantasy element are still incorporated to maintain interest of the plot.

Summary: The Tale of Despereaux is a dark story about Despereaux, a particularly small mouse, and his quest to maintain courage over evil. The beginning starts out with introducing Despereaux and his dysfunctional family, who eventually get him sent to the dungeon of the castle in which they live along with Princess Pea, her father-the king, and the rats. While in the dungeon Despereaux over hears Roscuro, a sheisty rat, discussing with Miggery Sow, a servant in the castle, a plan to overtake Princess Pea’s crown and make her miserable. Being in love with the princess and determined to honor her, Despereaux, through many epic conflicts ranging from person-against-self, person-against-person and person-against-society, eventually rescues her and even mends relationships along his journey.  The personification of the animal characters in the story allows them to be identified and relatable to students. The artistic media of the illustrations found in the book consist of black and white drawings which hint at the time period of the setting.

Classroom Activities:

To identify comprehension of the symbolism utilized throughout the book, encourage students to list the symbolism they identified throughout the reading and what it could mean. For example, the color red is mentioned throughout the story from the red string around Despereaux’s neck to the table cloth traded for Miggery, which may symbolize a negative future ahead.

Many questions throughout the book go unanswered and leave the reader wondering. Have the students create additional chapters to the book by answering these questions as they see fit. For example, it is never discussed how the Threadmaster knows of fairy tales, or what ever happened to Gregory from the dungeon.

ESOL: The two classroom activities allow for showing patterns, brainstorming, problem solving, and summarization.

Read Aloud: I would read chapter 21 pages 110-113, because this is an action packed chapter where the reader finally discovers what happened to Pea’s mother, the reason bowls and spoons are all in the dungeon, why rats are so hated, and what Roscuro has against the princess. Additionally, the slight humor in the chapter will entertain the students throughout the read aloud.

Personal Opinion: Though I enjoyed reading The Tale of Despereaux, I do not believe I would utilize it in a classroom because of its subtle ending and dark undertones. I did however enjoy the plot, the relation the characters have with one another through conflict, and the personification of animal characters. Additionally, the symbolism used gives the story an insightful element paired with the mystery of unanswered questions keeps the reader guessing what will happen next.

Politeness- Concept Book 1

Politeness

By: Lucia Raatma

Genre: Concept Book

Award: N/A

Grade Level: This book would be appropriate for a first grade classroom, because the book is not too long and gets its point across swiftly. The concept being taught is politeness and its elements which is completely appropriate in the school setting. In fact, the book includes specific tips about how to be polite at school. This book is ideal because it defines larger words and includes a glossary in the back. However, the interest of students for this concept book may lack.

Summary: Politeness is a concept book giving detailed descriptions of how to act in certain situations and examples of appropriate behavior. The book starts by introducing and defining politeness and respect. The book goes into further detail about how to be polite with friends, at school, in the community, and in public. A brief history about Emily Post’s impact on politeness is discussed and an encouragement to always strive for politeness ends the book. The actual photographs depicting children being polite reinforces the reality of the book, allowing students to understand the need and factual nature of the concept.

Classroom Activities:

On page 22 of Politeness is a suggestion for a classroom activity that is completely appropriate in the context of this book. The activity includes practicing polite tips as discussed in the book, through making introductions. The class should split up into small groups (the book suggests 5 per group)  and follow the guidelines on page 22 on what to say when meeting new people. Students will be utilizing role playing as part of this activity to reinforce the reality of the concept.

On page 23 of the book lists and defines key vocabulary from the text. To ensure comprehension of the terms instruct students to create sentences incorporating the defined vocabulary.

ESOL: ESOL strategies incorporated into this book through the classroom activities include identifying main ideas and vocabulary, role play, small groups, and interactive language tasks.

Read Aloud: I would read page 13 aloud to my students because this page focuses on how to be polite at school. In addition to the suggestions on the page, a great follow up classroom discussion could involve identifying other ways to be polite in the school community. This will allow the students to become actively engaged in the book.

Personal Opinion: Though the interest for the concepts discussed in this book was not there for me, it was a well constructed book informing students about how to be polite. I liked that the book defined all of the terms used as well as gave complete examples on concepts discussed. The background information about the history of politeness will add to the students scaffolding and can even serve as an introduction into a history lesson. The final encouragement to be polite under any circumstance keeps the reader thinking about how they can be polite today.