Baseball Saved Us- Historical Fiction

Baseball Saved Us
By: Ken Mochiszuiki

Shorty and his family are Japanese Americans living in the United States during World War II. After the attack on Pearl Harbor, the family is sent to an interment camp, along with thousands of other Japanese Americans. Shorty and his father decided to build a baseball field, in hopes of raising the spirits of their fellow internees. Shorty is angry at himself for being a mediocre player, and when he sees the guard, he becomes angry at him, too. However, he is able to refocuses his anger into improving his game. Shorty hits the game-winning homerun for his team, and gains the self-respect that he has been searching for. Upon his return home, after the war, Shorty continues to play baseball, while being the subject of racial taunts. However, Shorty is able to overcome this, by again putting his anger into something positive- baseball.

I would use this story as a read aloud, in my future classroom, to supplement history instruction. Before reading, I would provide the students with background information on Japan's attack on Pearl Harbor. After reading the story, I would discuss the racism that the Japanese Americans experienced in the United States during and postwar. I would have the students imagine that they were journalists during WWII, and had visited the internment camp that Shorty and his family were living at. They would have to write a newspaper article describing Shorty's game-winning homerun. They would be responsible for describing the camp and baseball field, and for explaining why the teams were playing. The students should also include a picture with their article. When the students had finished, we would soak their articles in tea to make them appear to look old and worn. I would hang the articles outside the room for others to enjoy.

Walk Two Moons- Realistic Fiction

Walk Two Moons
By: Sharon Creech

Salamanca Tree Hiddle, an adolescent girl who prefers to go by Sal, and her father had recently moved to Idaho, after her mother's passing from a train accident. Hoping to see her mother's grave before her birthday, Sal and her grandparents take a road trip. To pass the time, Sal begins to tell a story about her friend Phoebe. The story begins by introducing Phoebe, then as the trip continues, it delves deeper into her life. Phoebe is certain that their is a connection between Ms. Cadaver (the neighbor), strange notes that appear on her doorstep daily, and a boy she calls a lunatic who shows up at her house one day. After Phoebe's mother goes missing, the girls begin to investigate for clues. During the investigation, they discover two stories that will change their lives forever. When Phoebe's mother returns home, she informs the family that she has an illegitimate son, the lunatic. The girls also discover that Ms. Cadaver and her mother had been friends on the wrecked train, and she was the lone survivor. Ms. Cadaver tells Sal about the last minutes of her mother's life. Along the journey, Sal's grandmother is bitten by a snake, rushed to the hospital, and soon dies. Sal continues the journey to her mother's grave, stopping to see the wrecked train, which had been abandoned. After nearing arrest for trespassing, the officer drives Sal to see her mother's final resting place. When she returns home, her grandmother is buried, and Sal finally has closure and acceptance of her mother's death.

Throughout the novel, there were five messages left at the Winterbottom's house. After reading the novel with my class, I would split them into five groups. Each group would be responsible for interpreting, representing, and presenting one message. They could do this however they wished (a skit, mural or painting, 3-D model, etc.). Along with the representation, the group must submit a written report detailing their interpretation of the message, explaining the impact that the message had on the theme of the novel, connecting the message with their lives, and discussing why their project was an appropriate representation of the message. Each would also be responsible for presenting their project with the class.

The True Story of the Three Little Pigs- Folk Literature

The True Story of the Three Little Pigs
By: John Scieszka

Everyone knows the story of The Three Little Pigs from the pigs' perspective. This story details the events that occurred the day that they pigs' homes were destroyed, through the wolf's point of view. One day, Al Wolf was baking his grandmother a birthday cake and suddenly realized that he was out of sugar. He went from house to house to borrow some from his neighbors. He was sick with a cold that kept him sneezing,which was the real reason that the three pigs' home were knocked down. The wolf did not want to let good meat go to waste, so he ate the pigs, since they were already dead, due to the sneeze. At the end of the story, the reader learns that the wolf is telling his story from jail, because he was framed.


Before reading this book, I would have read the original The Three Little Pigs. We would have discussed the events of the story, as well as their causes and effects. Then, I would tell the class that we are going to read a different version of the same tale. I would let them know that the original story was told by the pigs, themselves, and that this version is shared from the wolf's point of view. I would read The True Story of the Three Little Pigs and then discuss how the events were different in the story. We would discuss that the story changed based on who was telling it because they had different perspectives of what had happened that day that the houses were blown down. I would then have the students rewrite a fairy-tale of their choice based on the "bad guy's" point of view. For example: The students imagine how the evil stepmother would explain what happened to Snow White. I would let the students share their new fairytales with the class. 

Lily's Crossing- Historical Fiction

Lily's Crossing
By: Patricia Reilly Giff

Lily is a stubborn, twelve year old, girl growing up in the United States during World War II . But the summer of 1944, changes life as she knows it, when her dad is drafted to war and is required to fight in France. The same summer, Lily meets Albert, a curious Hungarian that flees to the United States, after the Nazi's invaded his house, leaving him and his sister orphaned. His sister was left behind in Hungary because she had measles, and is afraid that he will never see her again, the same feelings that Lily has about her father. Once realizing that they both have loved ones fighting overseas in the war, their friendship quickly blossoms. Lily tells Albert that she will help him find his sister, one of the numerous lies that she tells that summer. So, they set out on a rowboat to cross the Atlantic Ocean. Lily's lie, almost costs Albert his life, when he is knocked overboard and cannot swim. Lily admits to Albert that she has lied, and been selfish the whole summer. He understands because he, too, has been the same way. Lily is reunited with her father, and Albert with this sister. Albert returned to Europe to be with his mother.

I would use this story as a read aloud, or for literacy circles, as a supplement to a social studies unit. This book shows the students the wartime effects that WWII had on families in the United States and in Europe, as well. I would start by having the students compare and contrast the two main characters, Lily and Albert, by using any graphic organizer that they feel would be appropriate (preferably a Venn diagram or Double Bubble map). This would be an ongoing activity throughout the novel, so by the end of the story, their maps should be full of ideas. We would discuss their similarities and differences throughout the novel, and at the end, to see if we can use the information to draw conclusions about the characters. I would then have the students write a letter to one of the characters, either Lily or Albert. The students could ask them questions about their feelings, talk to them about the importance of being honest and telling the truth, or give them advice about what they would have or could have done differently. This activity is really an open response to the novel, but it will require student to think critically about the characters.

Rules- Realistic Fiction

Rules

By: Cynthia Lord

Catherine is a twelve-year-old girl that longs for a normal life. However, because her brother, David, has autism, her life is anything but normal. She is constantly embarrassed by David, so she creates rules for him to follow to help her avoid humiliation. Catherine meets Jason, a deaf boy bound to a wheel chair, at David’s clinic, who can communicates through the use of word cards. She quickly becomes friends with him. However, that summer she meets her new next-door neighbor, Kristi, the kind of friend Catherine has always wished for. Not wanting to be embarrassed about David or Jason’s disabilities, and wanting her new neighbor to think of her as normal, Catherine tries to hide this part of her life from Kristi. But how long can she keep this up? This forces Catherine to consider David and Jason’s point of view, and she must decide which is worth the risk of being “normal?" But when Kristi invites Catherine to a community dance, she is challenged whether or not to invite Jason, because Kristi does not know about his disability. After hurting Jason's feelings, Catherine learns that even with his disability, Jason is one of the best friends that she could ask for.   

This would be a good read aloud to do at the beginning of the year to help build a classroom community. The book shows the importance of the acceptance of others, despite their differences. Each student comes into a classroom different from everyone else. We would discuss that everyone is unique, and that we should accept people for the way that they are. We would also discuss the rules that Catherine made for David, and I would have the students create rules and tips for themselves about how to treat their classmates. The students would be held accountable of ensuring that they followed their rules about respecting their peer.

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Alexander and the Terrible, Horrible, No Good, Very Bad Day- Realistic Fiction

Alexander and the Terrible, Horrible, No Good, Very Bad Day

By: Judith Viorst

Alexander woke up one morning with gum in his hair, and he could knew that it would be a horrible day. His day continued to get worse during breakfast, the ride to school, in art, singing, and math. His mother did not pack dessert in his lunch box, and the dentist found a cavity. He got in trouble at his father’s office, and his night-light burned out. Many times Alexander threatened to move to Australia. But his mom said that "some days are like that, even in Australia."

This book can serve as great read aloud for elementary students in all grades. I would read this book at the beginning of the year, as a tool to help build classroom community. I would let the students know that it is okay for them to have bad days sometimes. Things happen to make a good day turn bad, and this will probably happen a few times during the year. I would have them write a story about a time when they had a very bad day, in which everything seemed to go wrong. The students would then present their stories with the class. 

Cenrdillon- Multicultural and International Literature

CendrillonA Caribbean Cinderella

By: Robert D. San Souci

Nannin’ was a washerwoman in the Caribbean. Before her mother died, she left her with one thing: a wand of mahogany. Whenever she tapped the wand three times, one thing would change into another. One of her bosses, made Nannin’ the godmother of her baby, Cendrillon. The mother died, the father remarried a heartless woman, and the two had another daughter. The stepmother made Cendrillon work like a servant, and forbade her from going to the birthday ball for the Monsieur’s son. Knowing that the ball meant so much to Cendrillon, Nannin’ used her magic wand to help her. Cendrillon went to the dance, and fell in love with the Monsieur’s son. When rushing to return home before the magic wore off, she lost her pink slipper. The son vowed to find the owner of the shoe, for he had fallen in love with her. After much trouble, he found Cendrillon, and the two were soon married.

I would use this story in my during a literacy unit on cultures' influence on writing and stories. I would have the students read Cendrillon and the classic Cinderella. We would discuss how the two stories differ, and how they are alike. The students would make a Venn diagram showing the similarities and differences of the two versions of the fairytale. Then I would have the students create their own version of Cinderella. This would be an open assignment, where the students could choose to make a comic strip, song, poem, or play detailing their story. The students would then share their new versions with the class.  

Who's That Stepping on Plymouth Rock?- Non Fiction

Who's That Stepping on Plymouth Rock?
By: Jean Fritz

Plymouth Rock first became "famous" in 1620, when the Mayflower, along with the Pilgrims, needed a place to land as they approached the bay of Plymouth, Massachusetts. It had a quiet life, until 121 years later, when it became the center of conversation. In 1741, a wharf needed to be built where the rock was, but this led to controversy. It was believed that the rock was too important of a landmark in American history, because the Pilgrims had to have stepped on it, to just build a wharf over it. Over the course of the next 230 years, citizens moved and moved the rock, debating on the perfect place for the rock to kept safely, It was dropped and broken twice. The people finally agreed on a location, the waterfront, and made the perfect monument for the rock. The monuments opening day was on the 350th anniversary of the Mayflower's landing.

I would use this book to teach across subjects in the classroom. I would use this book for a read aloud and connect it with the social studies curriculum. In fifth grade, the students learn about the history of the United States. I would read it when discussing the pilgrims' landing on Plymouth Rock. I would implement a "Talking Back" strategy, and have the students ask the rock questions to generate their thinking about what the rock would have had to say about its journeys, if it could talk. Then the students would write a story, explaining these events from the Plymouth Rock's point of view and perspective, detailing how they think the rock would have felt when it was being moved and broken.

Kat & Mouse: The Ice Storm- Realistic Fiction (Graphic Novel)

Kat & Mouse: The Ice Storm
By: Alex de Campi

This book, part of a series, tells the story of two friends Kat, and Mee-Sheen, also known as Mouse. Kat and Mouse, who both at the bottom of the social ladder at their school, have made few enemies, known as the "Chloettes", a trio of snobby girls. A mysterious thief, The Artful Dodger, has been stealing valuables around their school, and Kat and Mouse have promised to reveal the thief's identity. This is where the story begins. The school is having a "Heaven on Earth" themed dance, and the "Chloettes" are in charge of it. But, because one of the mean girls, Chloe, is failing science, she cannot go. Kat hesitatingly offers to help tutor her, so that she can pull her grade up and attend the dance. With Kat's help, Chloe raises her grade, and is able to attend the dance. Despite Kat's help, Chloe and her posse continue to be mean and rude to her and Mouse. However, when The Artful Dodger strikes again at the dance, stealing Chloe's diamond necklace, she decides that she needs Kat's help, again. Will Kat and Mouse rise to the occasion to help identify The Artful Dodger and get Chloe's necklace back, even after the "Chloettes" made fun of them? You will have to read the next book to find out!

I had never read a graphic novel before this one. It was very interesting to see how the story unfolded through the use of little words and detailed pictures. I would use this graphic novel for literacy circles. Through the use of this book, and series, the students would learn about making inferences. After reading this book, I would have them predict what would happen next in story. The students would be responsible for making a comic strip, much like what is presented in the book, detailing what they think will happen next in the series. After each one is completed, I would have the students pass around their comics to their peers in the group, so that they can see how each other would finish the story.

The BFG- Modern Fantasy

The BFG
By: Roald Dahl

Sophie, an orphan, who has problems sleeping at night. She gets out of bed and sees a strange giant blowing something in the windows. When the giant, known as the BFG (Big Friendly Giant) comes to her window, he kidnaps her and her away to Giant Country. She learns that the BFG's job is to collect and deliver sweet and pleasant dreams to children. That evening, she joins him as he makes his nightly deliveries. However, they encounter problems, when they discover that the mean giants are following them and are planning to eat the children. Sophie comes up with a plan to create a dream to tell the queen of England to expose the mean giants' plans. With the help of the queen and and the military, they decide to capture the giants while sleeping and carry them away. They are forced to stay in a pit and eat disgusting vegetables, while the BFG and Sophie live happily in houses next to the castle.

I would use this book for literature circles in my future classroom. It is a great book to study authors themes and intentions for the books that they write. This book will keep the students interested and engaged, while eliciting a sense of wonder in them. This is done by the nonsense words that Dahl uses frequently throughout the novel. At the end of the novel, I would lead the students in a discussion about Dahl, and I would have them think of words to describe him as an author, in which they would have to support with the text. I would be sure to share my ideas to, portraying him as imaginative and inventive due to the words that the creates in the story. This would be an introduction to the activity. We would then move into a discussion about the words, and create a "Class Dictionary for The BFG."The students would find the nonsense words and use the context clues to develop a meaning for them. We would record the words and the student generated definitions. I would also let the students make up their own words and definitions to add to the dictionary. This activity would be a really engaging and fun wrap-up for the students, on this novel.

How Rabbit Lost His Tail- Traditional Literature

How Rabbit Lost His Tail
A Traditional Cherokee Legend
By: Deborah L. Duvall

Rabbit, whose Cherokee name is Ji-Stu is known for his beautiful long tail. Ji-Stu is very proud of it, and loves to show it off at the forest dances. All the other animals marvel at it and all the girl animals love to dance with Ji-Stu. One night, Otter comes to the dance, and all the animals' attention shifts to the Otter's magnificent coat, forgetting about Ji-Stu and his tail. The animals plan a council to determine who in the forest owns the most beautiful coat. Ji-Stu has to find a way to steal Otter's coat, in order to win the contest. In the end, Ji-Stu's trickster ways and dishonesty cause him to loose his pride, and his beloved tail.

Before introducing this book to the class, I would teach them about legends and folktales. We would discuss the different types of both, including Pourquoi tales, which lends itself to many Native American tales explaining animal features. After reading this book to the class, we would discuss the reasons that this story can be considered a Pourquoi tale. I would have the students then create their own Pourquoi folktales. They would have to choose an animal, and then write a tale about why it has a certain feature. After the students finish, I would have a "Story Party" day, where I split the class into groups for each person to share their creative tales. The reader would get to sit in a chair sharing their stories, and the other students in the group would form a semi-circle around the chair and listen.

Pájaro Verde- Multicultural and International Literature

Pájaro Verde
The Green Bird
As told by: Joe Hayes


Many years ago, there lived a mother who had nine daughters. The oldest sister had nine eyes, the second had eight eyes, third had seven eyes, and so on. The youngest sister had only one eye. One day, the sister with two eyes, Mirabel, noticed a bright green bird singing a beautiful song. The bird asked Mirabel to marry him, and without hesitation she said yes. When she told her sisters, they all mocked her and laughed at her. Mirabel learned that the bird was named Prince Pájaro Verde. The prince took Mirabel to his castle that had nine rooms with nine windows. At nine o'clock the bird sang in every window. When he finished, he turned into a prince and the spent the night with his wife. This was a secret, and the prince gave her a potion to sprinkle on the bed of any visitor, so they would not learn about him. Mirabel's mother and sisters became suspicious of the Prince and the mother sent the sisters to spy on her. For every sister, she sprinkled the potion on their pillow, and they returned to the house with no information, except for the youngest. She discovered the Prince's secret and returned home to share it with the rest of the family. The next night, Prince Pájaro Verde became weaker and weaker until he could not sing at all. He was taken away from Mirabel by a black raven. She learned that her prince could not be cured unless she could find him and cover him with the blood of the little birds. When she found him he was at at the king's castle, Mirabel poured the blood over her dying husband, and he soon began to gain strength. The king built a castle for the Prince and Mirabel, and lived happily together. 


This book is a Spanish folk tale that I would use to help my students learn about the Spanish culture. In my classroom, I would read this book to my students as a read aloud. After we discussed the book, I would split the students into five groups. I would then give each group a different aspect of the book (setting, theme, characters, plot, and illustrations). Each group would be responsible for researching the Spanish culture and relating what they learned to the literary component that their group had. In other words, they will research to see how the Spanish culture influenced the setting, theme, characterization, plot, and illustrations of the book. The students will then "Jigsaw" and share with their peers from the other groups. This activity is an interesting way for the students to learn about another culture through studying the literary elements of a book. 

Snow White and Rose Red- Folk Literature

Snow White and Rose Red
By: Jakob and Wilhelm Grimm

Once upon a time, a poor widowed mother and her two daughters, Snow-White and Rose-Red, lived at the edge of the woods. One stormy winter night there was a knock at the door, and when they girls opened it, there stood a bear. Snow-White and Rose-Red took pity on the bear, as he was covered in snow and half frozen. The girls and the gentle bear became friends and he visited them many times that winter, but disappeared in the spring. One day while in the forest, the girls came across a gnome that was distressed. When they tried to help him, they were surprised at the little man's ingratitude. This happened three different times, and on each occasion the gnome was very unappreciative of the sisters' help. One day, the girls came across the gnome staring at his jewels and gems. Suddenly a bear came up to the gnome and struck him dead, after he begged the bear to eat the two girls instead. The frightened girls then recognized the bear's voice, and when they looked up they saw a handsome prince. The prince told them that a long time ago, the gnome turned the prince into a bear and stole all his jewels. Only the death of the gnome would set him free. Years later, Snow-White married the prince, and Rose-Red married his brother.
I would use this story for a read aloud in my classroom. After reading the fairytale, I would have the students pretend that they are writing a diary entry by either Snow-White, Rose-Red, the gnome, or the Bear. The writing in the entry should explain an event that happened in the story from the chosen character's perspective. The students will be encouraged descriptive words when writing. I would hang up the diary entries in the hallway for everyone to enjoy.

El Chino- Multicultural Literature

El Chino
By: Allen Say

Bong Way Wong, also known as Billy, was a Chinese boy that was born in Arizona. All Billy wanted to do was play basketball, but he was too short and there were not any famous Chinese athletes. One year, Billy went on vacation to Spain. There, he fell in love with bullfighting. When he saw the matador, he was impressed because the Spaniard was shorter than he was. He called his family and said that he was not coming home, but instead he was going to school to become a matador. He was excelled at this sport, just like he did at basketball. But again, people doubted him because he was Chinese and not Spanish. The ranchers turned him down, time and time again because of his ethnicity. He decided not to give up, though, He bought a Chinese costume, and when he put in on he felt empowered as he walked down the street, and people began to call him "El Chino." Then, he went to another ranch, and this time he was hired as a matador. Due to Billy's perseverance and dedication, he became the first Chinese matador.

I would use this book in my classroom to discuss the importance of perseverance. I would lead the students in a discussion about how Billy continued to reach for his dreams, despite being told that he was not good enough or that he would never succeed. Even though Billy did not have his family's support and was told "no" numerous times, he kept trying and trying, eventually becoming the first Chinese matador. After this discussion, I would have the students write in their journals detailing a time when they were able to accomplish something that others believed would not happen. This assignment requires the students to make connections with the text and engage in reflective thinking, two things that promote comprehension.

Gracias, the Thanksgiving Turkey- Multicultural Literature

Gracias, the Thanksgiving Turkey
By: Joy Cowley

One day, Miguel receives a package from his father, who is a trucker that drives all across America. When the boy opens his present, he finds a turkey that his dad sent him to fatten before Thanksgiving. Miguel names the turkey Gracias, and takes him home. He and the turkey become great friends, and he soon realizes that it would not be fair to eat her on Thanksgiving after all the adventures and trouble that the two had encountered. One day, Miguel forgot the put Gracias in her cage before going to church. The turkey follows them and interrupts Padre Jaime's prayer. The Father then blessed Gracias. The family decided that it would not be right to cook and eat a blessed turkey. Therefore, that year at Thanksgiving dinner, the family ate a chicken!

I believe that the students in my future classroom would really enjoy this story. It would be a great read aloud to do before the Thanksgiving break. The story uses simple Spanish words and phrases, to blend the culture into the reading. I would take time to review the Spanish terms with my students, as read the story, and have them use the context clues to determine the meaning of the word. After reading the story, the students would have a creative writing assignment. The prompt would be:
Imagine that you get a large box in the mail. When you looked in it you saw an animal that was sent to you from a relative. What animal was it? Write an imaginative story detailing the adventures and troubles that you and your new pet experienced. 
I would encourage them to be very creative with this assignment, and to think beyond animals that make typical pets (such as dogs, cats, hamsters, birds). They would also be responsible for drawing a picture of themselves with their new pets, and then presenting their illustrations and stories with the class.