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Table of Contents
Wordless 1. Weisner, David. Tuesday2. Mayer, Mercer. Frog Goes to Dinner
Picture Story1. Woodson, Jacqueline. The Other Side
African American2. Say, Allen. Grandfather’s Journey
Asian-American3. Soto, Gary. Chato and the Party Animals
Hispanic-American4. Bruchac, Joseph. Navajo Long Walk: The Tragic Story of a Proud People’s Forced March
from Homeland Native American
5. Ammon, Richard. An Amish Year Religious Cultures
6. Uhlberg, Myron. Dad, Jackie and Me. Physical/Mental Challenges
7. Falconer, Ian. Olivia Forms a Band8. McClowsky, Robert. Blueberries for Sal9. Howitt, Mary. The Spider and the Fly10. Mayer, Mercer. There’s a Nightmare in My Closet11. Van Allsburg, Chris. Jumanji12. Sendak, Maurice. Where the Wild Things Are
Realistic Fiction1. Creech, Sharon. Walk Two Moons2. Naylor, Phyllis Reynolds. Shiloh3. Bang, Molly. When Sophie Gets Angry, Really, Really Angry4. Hoff, Syd. The Lighthouse Children5. Polacco, Patricia. Chicken Sunday
African-American
Historical Fiction1. Curtis, Stephen Paul. Elijah of Buxton2. Speare, Elizabeth George. The Witch of Blackbird Pond3. MacLachlan, Patricia. Sarah Plain and Tall4. Gerstein, Mordicai. The Man Who Walked Between the Two Towers5. Say, Allen. The Bicycle Man
Japanese culture
Fantasy1. DiCamillo, Kate. The Tale of Despereaux2. Louie, Ai Ling. Yeh-Shen: A Cinderella Story from China
Chinese culture3. Babbitt, Natalie. Tuck Everlasting4. Cronin, Doreen. Click, Clack, Moo: Cows That Type5. Weisner, David. Flotsam
Nonfiction1. Freedman, Russell. Children of the Great Depression2. Edwards, Pamela Duncan. The Bus Ride That Changed History: The Story of Rosa Parks
African-American3. Knight, Margaret. Fashion Through the Ages: From Overcoats to Petticoats4. Bare, Colleen Stanley. Never Kiss an Alligator
Biography1. Freedman, Russell. The Voice That Challenged a Nation: Marian Anderson and the Struggle
for Equal Rights African-American
2. Isadora, Rachel. Young Mozart3. Mayo, Margaret. Brother Sun, Sister Moon: The Life and Stories of St. Francis4. Stanley, Diane. Michelangelo
Poetry1. Hoberman, Mary Ann. You Read to Me, I’ll Read to You2. Frost, Robert. Stopping by Woods on a Snowy Evening3. Silverstein, Shel. Where the Sidewalk Ends: The Poems and Drawings of Shel Silverstein
Author: David WiesnerTitle of Book: TuesdayGenre: modern fantasy; picture bookPublication Year/Publisher: 1991/New York: ClarionAwards: Caldecott Medal, ALA, Notable Children’s Book, American Bookseller, Pick of the Lists, Bulletin for the Center for Children’s books, Blue Ribbon, Kentucky Blue Ribbon ward, Library of Congress, Best Books for Children, New York Public Library, 100 Title for Reading and Sharing, Parenting Magazine, Ten Best Books of the Year, Publishers Weekly, Best Books of the Year, School Library Journal, Best Books of the Year, Young Hoosier Picture Book AwardGrade/Range: K-2Multicultural Category: N/A
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Brief Summary of Content: Frogs on their lily pads mysteriously and magically lift off a pond one Tuesday night and fly all over town, cruising past people in their homes and alarming dogs and birds.
Literary Devices: point of view
Style and Media: realism, watercolor
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Extension Activity:
1. Read Tuesday aloud to class.2. Have students discuss Tuesday in small groups, speculating about what Wiesner could have
written to go along with the pictures3. Divide the book into smaller sections, so each group of students has a small portion of the
story. 4. Working together, students will write words to accompany illustrations for their section.5. Put all the sections together and read the story with the student’s writing aloud to the class.
Author: Mercer MayerTitle of Book: Frog Goes to DinnerGenre: modern fantasy; picture bookPublication Year/Publisher: 1974/New York: The Dial PressAwards: N/AGrade/Range: K-2Multicultural Category: N/A
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Brief Summary of Content: A family gets dressed for dinner at a fancy restaurant. The little boy in the family sneaks his pet frog into his pocket. At dinner, the frog gets loose and creates havoc for the other patrons.
Literary Devices: foreshadowing
Style and Media: realism, pen and ink
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Extension Activity:
1. Read Frog Goes to Dinner aloud to class before lunch one day.2. Discuss manners and specifically how people are expected to act at the dinner table and at
restaurants.3. Students will work in small groups to brainstorm about manners, citing examples of both good
and bad manners. 4. Teacher will list students’ examples on the board, making additions as necessary.5. Teacher will encourage students to practice good manners that day in the lunchroom.
Author: Jaqueline WoodsonTitle of Book: The Other SideGenre: contemporary realistic fiction; picture bookPublication Year/Publisher: 2001/New York: PutnamAwards: American Library Association Notable Children’s Book, Notable Children’s Book in the Language Arts, National Council for the Social Studies, School Library Journal Best Books, Teacher’s Choice AwardGrade/Range: K-2Multicultural Category: African-American
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Brief Summary of Content: A little African-American girl lives on one side of a fence and is told by her family not to ever cross it. A little white girl moves into the house on the other side and sits on the fence watching the African-American girl playing with her friends. Eventually they get to know each other and become friends.
Literary Devices: metaphor, symbolism, point of view
Style and Media: realism, watercolor
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Extension Activity:
1. Read The Other Side aloud to the class.2. Discuss how The Other Side is told from Clover’s viewpoint. 3. Students will work with a partner to discuss what they think the character Annie was thinking.
How would the story be written from her viewpoint? 4. Students will share their ideas with the class.
Author: Allen SayTitle of Book: Grandfather’s JourneyGenre: historical fiction fiction; picture bookPublication Year/Publisher: 1993/Boston: Houghton MifflinAwards: American Library Association Notable Children’s Book, Boston Globe/Horn Book Award, Randolph Caldecott Award, Notable Children’s Book in the Language Arts, National Council for the Social StudiesGrade/Range: K-2, 3-4Multicultural Category: Asian-American
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Brief Summary of Content: The story of a young man who leaves his native Japan and travels to America to work and raise a family and the conflicting feelings he experiences as he enjoys his new homeland but also misses his old one.
Literary Devices: atmosphere, foreshadowing, irony, paradox, parallel story, symbolism
Style and Media: impressionism, expressionism, folk, watercolor
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Extension Activity:
1. Read Grandfather’s Journey aloud to the class.2. Students will discuss what it would be like to travel to another part of the world to live.3. In small groups, students will work together to research life in Japan, using the Internet and
other resources at the library. Topics to be researched include: food, holidays, history, recreation.
4. Students will share this information with the class.
Author: Gary SotoTitle of Book: Chato and the Party AnimalsGenre: modern fantasy; picture bookPublication Year/Publisher: 2000/New York: PutnamAwards: American Library Association Notable Children’s Book, Pura Belpre AwardGrade/Range: K-2Multicultural Category: Hispanic-American
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Brief Summary of Content: Chato decides to throw a birthday party for his new friend Novio Boy who has never had a birthday party because he came from the pound. Chato gets so excited planning the party that he forgets to invite Novio Boy.
Literary Devices: personification, dialogue
Style and Media: expressionism, acrylic on scratchboard
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Extension Activity:
1. Read Chato and the Party Animals aloud to the class.2. Have students discuss Chato and the Party Animals in small groups.3. Students will work in groups to come up with one or two sentences about what it means to be
a friend.4. Students will share their ideas with the class.
Author: Joseph BruchacTitle of Book: Navajo Long Walk: The Tragic Story of a Proud People’s Forced March from HomelandGenre: historical fiction; picture bookPublication Year/Publisher: 2002/Washington: National GeographicAwards: N/AGrade/Range: 3-4, 5-6Multicultural Category: Native American
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Brief Summary of Content: The tragic true story of how the United States government, in the 1860s, forced thousands of Navajos off their land on a forced walk to a remote reservation 400 miles away.
Literary Devices: mood, tone
Style and Media: impressionism, acrylics on clay board
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Extension Activity:
1. Read Navajo Long Walk: The Tragic Story of a Proud People’s Forced March from Homeland aloud to the class.
2. Have students discuss the book in small groups. Provide each group with a map that charts the route the Navajos followed to reach the reservation. Have students calculate how many days they think it took the Navajos to walk the 400 miles to the reservation.
3. Allow each group to discuss its findings to the class.4. Take the class outside for a walk around the school or track, if available. Point out how many
more laps would have to be walked to equal the amount of walking forced on the Navajos by the U.S. soldiers.
Author: Richard AmmonTitle of Book: An Amish YearGenre: contemporary realistic fiction; picture bookPublication Year/Publisher: 2000/New York: AtheneumAwards: National Council for the Social StudiesGrade/Range: K-2Multicultural Category: Religious Cultures
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Brief Summary of Content: A year in the life of a young girl living in an Amish community.
Literary Devices: tone, mood
Style and Media: Realism, pastels
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Extension Activity:
1. Read An Amish Year aloud to the class.2. In small groups, students will compare and contrast their lives with the Amish childrens’ lives.
What would they like about being Amish? What would they dislike?3. Students will share responses with the class.
Author: Myron UhlbergTitle of Book: Dad, Jackie and MeGenre: historical fiction; picture bookPublication Year/Publisher: 2005/Atlanta: Peachtree PublishersAwards: Notable Children’s Book in the Language Arts, Teacher’s Choice AwardGrade/Range: 3-4, 5-6Multicultural Category: Physical/Mental Challenges
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Brief Summary of Content: A young boy and his father enjoy following the Brooklyn Dodgers. It is 1947 and Jackie Robinson is the the first black player in Major League Baseball. The boy’s father, who is deaf, gets them tickets to a game.
Literary Devices: tone, simile
Style and Media: realism, watercolor
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Extension Activity:
1. Read Dad, Jackie and Me aloud to the class.2. Discuss what it means to be deaf, what causes deafness, how people who are deaf cope, etc.3. In small groups students discuss what it would feel like to be deaf and how society can help
those who can’t hear.4. Students share their ideas with the class.
Author: Ian FalconerTitle of Book: Olivia Forms a BandGenre: modern fantasy; picture bookPublication Year/Publisher: 2006/New York: SimonAwards: N/AGrade/Range: Pre-K, K-2Multicultural Category: N/A
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Brief Summary of Content: Olivia decides to form a band to accompany the evening’s fireworks show using everyday household items to make music.
Literary Devices: metaphor, simile, mood, dialogue
Style and Media: cartoon, charcoal and gouache
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Extension Activity:
1. Read Olivia Forms a Band aloud to the class.2. Discuss the four families of instruments that make up an orchestra (strings, woodwinds,
percussion, brass) and also the keyboard or piano, and how those instruments work.3. Divide the class into four groups - one for each family of instruments - and have them
brainstorm how they could duplicate the sounds for their instrument family with everyday objects like Olivia did. Also, can they think of words that describe how the instruments sound?
4. Share each group’s ideas with the class.
Author: Robert McClowskyTitle of Book: Blueberries for SalGenre: contemporary realistic fiction; picture bookPublication Year/Publisher: 1948/New York: VikingAwards: Randolph Caldecott Honor BookGrade/Range: K-2Multicultural Category: N/A
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Brief Summary of Content: Little Sal and her mother go to Blueberry Hill to pick blueberries to can and store for winter. At the same time, a mother bear and her cub go to Blueberry Hill to fill up on blueberries for their winter hibernation. Little Sal and the cub wander off and start following the wrong mothers.
Literary Devices: alliteration, dialogue, personification,
Style and Media: realistic, lithography
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Extension Activity:
1. Read Blueberries for Sal aloud to the class.2. Present a jar of blueberries (or blue colored marbles!) to the class and have them estimate how
many they think are in the jar.3. Divide the class into small groups. Give each group a portion of the blueberries to count.4. Add all the groups blueberry counts together to discover the correct answer.
Author: Mary HowittIllustrator: Tony DiTerlizziTitle of Book: The Spider and the FlyGenre: modern fantasy; poetry; picture bookPublication Year/Publisher: 2002/New York: SimonAwards: American Library Association Notable Children’s Book, Randolph Caldecott Honor Book, School Library Journal Best BooksGrade/Range: K-2; 3-4Multicultural Category: N/A
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Brief Summary of Content: A cunning spider lures a naive fly into his lair through the use of flattery.
Literary Devices: metaphor, simile
Style and Media: expressionism, gouache
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Extension Activity:
1. Read The Spider and the Fly out loud to the class.2. Discuss how The Spider and the Fly is an example of a fable, the definition of a fable, how it
is used.3. Students will discuss how the spider tricked the fly and what they think this fable is trying to
teach.4. Students will try to write their own fable.
Author: Mercer MayerTitle of Book: There’s a Nightmare in My ClosetGenre: modern fantasy; picture bookPublication Year/Publisher: 1969/New York: DialAwards: N/AGrade/Range: Pre-K; K-2Multicultural Category: N/A
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Brief Summary of Content: A little boy decides to get rid of the nightmare monster in his closet but instead ends up tucking him into bed.
Literary Devices: flashback
Style and Media: cartoon, pen and ink
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Extension Activity:
1. Read There’s a Nightmare in My Closet aloud to the class.2. With a partner, students will describe their idea of a nightmare. Partner will take notes and ask
questions and then draw what the partner’s nightmare would look like. 3. Students will rotate roles.
Author: Chris Van AllsburgTitle of Book: JumanjiGenre: modern fantasy; picture bookPublication Year/Publisher: 1981/Boston: Houghton MifflinAwards: American Library Association Notable Children’s Book, Boston Globe/Horn Book Honors Award, Randolph Caldecott Award, School Library Journal Best BooksGrade/Range: 3-4Multicultural Category: N/A
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Brief Summary of Content: Two young children, a brother and sister, find a board game under a tree with a note saying that once started, the game must be finished. As they play, the game comes to life, bringing adventure and danger, until the game is over and everything goes back to normal.
Literary Devices: foreshadowing
Style and Media: surrealism, conte dust and conte pencil
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Extension Activity:
1. Read Jumanji aloud to the class.2. Divide the class into small groups and give them age-appropriate board games.3. Allow them to play the games, practicing patience, turn-taking, sportsmanship, etc.4. After game time have them write in a journal, expressing whether or not they would
recommend the game to other children their age.
Author: Maurice SendakTitle of Book: Where the Wild Things AreGenre: modern fantasy; picture bookPublication Year/Publisher: 1963/New York: Harper CollinsAwards: American Library Association Notable Children’s Book, Lewis Carroll Shelf Award, Library of Congress Children’s Books, New York Public Library’s “One Hundred Titles for Reading and Sharing,” Boston Globe-Horn Book Award, Randolph Caldecott Award, New York Times Best Illustrated BookGrade/Range: K-2Multicultural Category: N/A
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Brief Summary of Content: Max is being naughty and is sent to bed without supper where he imagines that his room has become a forest full of giant, wild animals, “The Wild Things.” Max becomes the king of the wild things until he starts to feel lonely and hungry and goes home to find his dinner waiting.
Literary Devices: Hyperbole, inference
Style and Media: colored pen and ink
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Extension Activity:
1. Read Where the Wild Things are aloud to the class.2. Students will draw pictures and write descriptive sentences about what their own “wild things”
would look like and what types of activities they would do together.
Author: Sharon CreechTitle of Book: Walk Two MoonsGenre: contemporary realistic fiction, junior novelPublication Year/Publisher: 1994/New York: HarperCollinsAwards: American Library Association Notable Children’s Book, Notable Children’s Book in the Language Arts, John Newberry Medal, State Awards - Oklahoma, School Library Journal Best booksGrade/Range: 5-6; 7+Multicultural Category: N/A
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Brief Summary of Content: Thirteen-year-old Salamanca goes on a cross-country trip with her grandparents. Along the way she tells them the story of her friend Pheobe and reveals details about the disappearance of her mother.
Literary Devices: simile, metaphor
Literature Set: 1. Bruchac, J. (1996). Four Ancestors: Stories, Songs, and Poems from Native North America.
New York: Bridgewater. A collection of traditional Native American tales celebrating the wonder and mystery of the natural world, arranged under the categories “Fire,” “Earth,” “Water,” and “Air.”
2. Brown, L. (1996). When Dinosaurs Die: A Guide to Understanding Death. London: Little Brown. Explains feelings people have when a loved one dies.
3. Highwater, J. (1977). Anpao: An American Indian Odyssey. New York: Harper Collins. Anpao journeys across the history of Native American traditional tales in order to search for his destiny.
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Extension Activity:
1. Students read Walk Two Moons independently.2. Discuss the Native American tradition of the pow-wow.3. Put students into groups and have them form their own tribe, including name, dress, customs,
etc. Provide materials so they can make headdresses, etc.4. Have a pow-wow in school where tribes can introduce themselves to each other.
Author: Phyllis Reynolds NaylorTitle of Book: ShilohGenre: contemporary realistic fiction, junior novelPublication Year/Publisher: 1991/New York: AtheneumAwards: American Library Association Notable Children’s Book, John Newbery Medal, Teacher’s Choice Award, State Awards - Arizona, Arkansas, Connecticut, Delaware, Hawaii, Illinois, Indiana, Illinois, Kansas, Massachusetts, Maine, Missouri, North Dakota, New Hampshire, New Mexico, Nevada, Ohio, Oklahoma, Pennsylvania, Pacific Northwest, South Dakota, Texas, Vermont, Wisconsin, West Virginia, Wyoming, Grade/Range: 3-4; 5-6Multicultural Category: N/A
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Brief Summary of Content: A young boy finds a lost beagle that belongs to a grouchy man in his town. When the boy realizes the man mistreats the dog, he decides to keep it and hide it in the woods near his home.
Literary Devices: point of view, metaphor, simile, tone
Literature Set: 1. DiCamillo, K. (2000). Because of Winn Dixie. United States: Candlewick Press.
A ten-year-old girl named Opal Buloni describes her summer and all the good things that happen to her because of her dog Winn Dixie.
2. Rawls, W. (1961). Where the Red Fern Grows. New York: Random House. The adventures of Billy and his coonhound in the Ozarks of Oklahoma and the tragedy and understanding that Billy experiences with the death of his dog.
3. Gipson, F. (1956). Old Yeller. New York: HaperCollins. The Coates family, settlers in Texas, take in a stray dog who becomes a beloved pet.
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Extension Activity:
1. Independently read Shiloh. 2. Have students discuss moral dilemmas and what it means to do the right thing, even if it
involves breaking the rules, like Marty did when he hid Shiloh from Judd. Is it ever OK to break the rules? How do you know?
3. Students will develop a short skit, dramatizing a time it is appropriate to break the rules in order to do the right thing.
4. Students will perform skits in front of the class.
Author: Molly BangTitle of Book: When Sophie Gets Angry - Really, Really AngryGenre: contemporary realistic fiction, picture bookPublication Year/Publisher: 1999/New York: Blue SkyAwards: American Library Association Notable Children’s Book, Randolph Caldecott Honor Book, Jane Addams Book HonorGrade/Range: K-2Multicultural Category: N/A
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Brief Summary of Content: Sophie gets really angry when it is her sister’s turn to play with the toy gorilla. She kicks and screams and then finally runs out of the house through the woods to be alone and calm down before coming back home.
Literary Devices: metaphor
Style and Media: expressionism, gouache
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Extension Activity:
1. Read When Sophie Gets Angry - Really, Really Angry aloud to the class.2. Lead a whole-class discussion about anger, asking students to volunteer and tell about things
that make them angry. Discuss how anger makes you feel.3. Divide students into small groups, asking them to come up examples of things that could make
them angry, and the appropriate vs. inappropriate ways to handle it.4. Students will create an “Angry Book” with pictures and words describing how they’ve felt
when someone or something has made them mad.
Author: Syd HoffTitle of Book: The Lighthouse ChildrenGenre: contemporary realistic fiction, picture bookPublication Year/Publisher: 1994/New York: HarperCollinsAwards: N/AGrade/Range: K-2Multicultural Category: N/A
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Brief Summary of Content: Sam and Rose live alone in a lighthouse by the sea but are not lonely because they have sea gulls to keep them company. When a big storm hits the lighthouse and they have to move away from the sea, they find a way to reconnect with their birds.
Literary Devices: dialogue, metaphor
Style and Media: cartoon, acrylics
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Extension Activity:
1. Read The Lighthouse Children aloud to the class.2. List the seagulls names on the board in a random order and assign several names to each
student.3. Students will work in pairs coming up with additional names that rhyme with the ones they
were assigned.4. Each pair will share names with the entire class.
Author: Patricia PolaccoTitle of Book: Chicken SundayGenre: contemporary realistic fiction, picture bookPublication Year/Publisher: 1992/New York: Philomel BooksAwards: N/AGrade/Range: 3-4; 5-6Multicultural Category: African-American
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Brief Summary of Content: A young girl befriends two brothers who are neighbors and spend time with the boys’ grandmother, especially Sundays, when they go to church and eat a big lunch together. The children decide to dye eggs in the Russian tradition to sell to buy a new hat for grandmother for Easter.
Literary Devices: dialogue, simile, metaphor
Style and Media: realistic, pencil and wash
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Extension Activity:
1. Read Chicken Sunday aloud to the class.2. Students will work in small groups to brainstorm how they could earn extra money, like the
three children did in the book.3. Students will write about what how they could earn extra money and how they would use it.
Author: Stephen Paul CurtisTitle of Book: Elijah of BuxtonGenre: historical fiction, junior novelPublication Year/Publisher: 2007/New York: ScholasticAwards: Coretta Scott King AwardGrade/Range: 3-4; 5-6; 7+Multicultural Category: African-American
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Brief Summary of Content: Elijah is a first-generation free-born child in the town of Buxton, a haven for newly-freed slaves in Canada. A corrupt preacher steals money from a man who was saving to buy his own family’s freedom, which sends Elijah on a mission to America to get the money back.
Literary Devices: mood, tone, metaphor, illusion
Literature Set: 1. Johnson, D. (1994). Seminole Diary: Remembrances of a Slave. New York: Macmillan.
Libbie, a slave in 1834, writes about her life in the form of a diary and describes how she escapes from slavery and meets the Seminole Indians.
2. Pearsall, Shelley. (2002). Trouble Don’t Last. New York: Knopf. Samuel, an eleven-year-old Kentucky slave, and Harrison, the elderly slave who helped raise him, attempt to escape to Canada via the Underground Railroad.
3. Greenwood, B. (1999). The Last Safe House: A Story of the Underground Railroad. New York: Scholastic. The dramatic story of the Underground Railroad as seen through the eyes of two young girls: Eliza, a runaway slave, and Johanna, whose family gives her refuge.
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Extension Activity:
1. Read Elijah of Buxton independently.2. Lead a group discussion with the class about the class, including the history of slavery in
America.3. Have students write a journal entry, pretending they are slaves and writing how they feel.
Author: Elizabeth George SpeareTitle of Book: The Witch of Blackbird PondGenre: historical fiction, junior novelPublication Year/Publisher: 1958/Boston: Houghton MifflinAwards: American Library Association Notable Children’s Book, John Newbery MedalGrade/Range: 5-6Multicultural Category: N/A
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Brief Summary of Content: Sixteen-year-old Katherine Tyler (Kit) leaves her home in Barbados to live with her aunt and uncle in a small Puritan community. When Kit befriends an old Quaker woman who has been banished by the community for being a witch, Kit is also accused of witchcraft.
Literary Devices:
Literature Set: 1. Rees, C. (2001). Witch Child. New York: Candlewick.
In 1659, fourteen-year-old Mary Newbury keeps a journal of her voyage from England to the New World and her experiences living as a witch in a community near Salem, Massachusetts.
2. Wilson, L. (1997). The Salem Witch Trials. City: Lerner. This book discusses the witchcraft trials in Salem in 1692, the events leading up to them, and how the trials have been viewed by different historians since then.
3. Starkey, M. (1973).The Visionary Girls: Witchcraft in Salem Village. New York: Little, Brown. A look at the Salem witchcraft trails from the perspective of the accusers.
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Extension Activity:
1. Independently read The Witch of Blackbird Pond.2. Discuss the life of the Puritans and how they came to view suspicious or confusing behavior as
a sign of witchcraft.3. Divide the class up into several groups and have them simulate a witchcraft trial, with students
deciding who will play the role of judge, accuser and accused.4. Have students perform their trial in front of the class.
Author: Patricia MacLachlanTitle of Book: Sarah Plain and TallGenre: historical fiction, junior novelPublication Year/Publisher: 1985/New York: Harper CollinsAwards: American Library Association Notable Children’s Book, State Awards - Kansas, Golden Kite Award, National Council for the Social Studies, John Newbery MedalGrade/Range: 3-4Multicultural Category: N/A
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Brief Summary of Content: The father of two young children living on a prairie seeks a new wife after their mother dies. The new wife, Sarah, is homesick for Maine and the children worry that she will leave them.
Literary Devices: flashback, metaphor, foreshadowing, symbolism
Literature Set: 1. MacLachlan, P. (1994). Skylark. New York: Harper Collins.
This sequel to Sarah Plain and Tall is about a drought on the prairie and how it worries the children that it will cause Sarah to want to leave.
2. Bawden, N. (1979). The Robbers. New York: Lothrop. When nine-year-old Phillip’s dad decides to remarry, he must leave his grandmother’s house and adjust to a new life with his father and stepmother.
3. Kurtz, J. (1995). Pulling the Lion’s Tail. New York: Simon. A young Ethiopian girl struggles to get to know her stepmother so her grandfather devises a clever way to help her.
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Extension Activity:
1. Read Sarah Plain and Tall independently.2. Discuss the book in class and explain how to write a newspaper want ad.3. Pass around examples of newspaper want ads.4. Students will work with a partner to write a newspaper ad for a stepmother.
Author: Mordicai GersteinTitle of Book: The Man Who Walked Between the Two TowersGenre: historical fiction, modern fantasy, picture bookPublication Year/Publisher: 2002/Boston: HoughtonAwards: American Library Association Notable Children’s Book, Boston Globe/Horn Book Award, Randolph Caldecott Award, School Library Journal Best BooksGrade/Range: 3-4; 5-6Multicultural Category: N/A
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Brief Summary of Content: The story of Philippe Petit, a French aerialist who walked, danced and performed tricks on a tightrope between the world trade center towers in 1974.
Literary Devices: personification, allusion,
Style and Media: cartoon, ink and oil paint
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Extension Activity:
1. Read The Man Who Walked Between the Two Towers aloud to the class.2. Discuss the book.3. Students will write a letter to their parents, as if they were on the street below Philippe,
describing what they saw and how they felt.
Author: Allen SayTitle of Book: The Bicycle ManGenre: historical fiction, picture bookPublication Year/Publisher: 2003/Oakland: Houghton MifflinAwards: International Reading Association Children’s Book AwardGrade/Range: 3-4; 5-6Multicultural Category: Japanese culture
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Brief Summary of Content: Allen Say writes about a memory from his childhood, when two American soldiers show up at his school in Japan on Sportday, when the children compete in races. One of the soldiers begins to ride the principal’s bicycle, performing tricks.
Literary Devices: imagery, metaphor, simile
Style and Media: cartoon, watercolor
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Extension Activity:
See Formal Lesson Plan
Author: Kate DiCamilloTitle of Book: The Tale of DespereauxGenre: modern fantasy, junior novelPublication Year/Publisher: 2003/Cambridge: CandlewickAwards: American Library Association Notable Children’s Book, State Awards - Arkansas, State Awards - Delaware, State Awards - Kentucky, State Awards - MaineGrade/Range: 5-6Multicultural Category: N/A
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Brief Summary of Content: The story of Despereaux Tilling, a tiny mouse with big ears who is different from the rest of the mice, falls in love with a princess, and is therefore banished to the dungeon where he meets a rat named Roscuro, and the servant girl Miggory Sow.
Literary Devices: personification, point of view
Literature Set: 1. Osborne, P. and Pope, M. (2000). Knights and Castles. New York: Random House. Jack and
Annie look at knights, armor and life in a castle.2. Spires, E. (1999). The Mouse of Amherst. New York: Farrar. When she moves into Emily
Dickinson’s bedroom, Emmaline the mouse discovers her own propensity for poetry.3. Yolen, J. (1972). The Girl Who Loved the Wind. Springfield: Crowell Publishers. Though her
father tries to protect her from all unpleasant things, a young princess is intrigued by the voice of the wind that tells her of worlds beyond the palace walls.
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Extension Activity:
1. Read The Tale of Despereaux independently.2. Discuss in a group the main characters in the book3. In small groups, students discuss their favorite character and why.4. Students write a continuation of the book, focusing on what happens to their favorite character
in the future.
Author: Ai Ling LouieTitle of Book: Yeh-Shen: A Cinderella Story from ChinaGenre: traditional fantasy, picture bookPublication Year/Publisher: 1982/New York: Philomel BooksAwards: American Library Association Notable Children’s Book, Boston Globe/Horn Book Honors Award, School Library Journal Best BooksGrade/Range: 3-4; 5-6Multicultural Category: Chinese culture
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Brief Summary of Content: A version of the traditional Cinderella story set in China. The main character, Yeh-Shen, is raised by her cruel stepmother, who kills her only friend, a fish. Yeh-Shen keeps the fishes bones, which have magical powers and becomes her version of a fairy godmother.
Literary Devices: point of view, symbolism
Style and Media: impressionism, watercolor
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Extension Activity:
1. Read Yeh-Shen: A Cinderella Story from China aloud to the class to coincide with the start of the Chinese New Year and as part of a unit on this holiday.
2. Discuss the significance of the Chinese New Year, what it means, and how it is celebrated.3. Distribute handouts to the class listing and summarizing the different animals of the Zodiak.4. Students work in groups to discuss their Zodiak sign and write short essays on where or not
they think they have some of the characteristics of their sign.5. For an at-home activity, students go home and discover the Zodiak signs for the members of
their families.6. Teacher charts the different signs on a bulletin board, with other information about the Chinese
New Year.
Author: Natalie BabbittTitle of Book: Tuck EverlastingGenre: modern fantasy, junior novelPublication Year/Publisher: 1975/New York: FarrarAwards: American Library Association Notable Children’s BookGrade/Range: 5-6Multicultural Category: N/A
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Brief Summary of Content: A young girl Winnie, becomes friends with the Tuck family and learns about their secret of immortality. When Mae Tuck kills a man who uncovers their secret, she is sent to jail and sentenced to death. Winnie helps the Tucks escape to another town so their secret will not be revealed. Winnie is given the option of drinking the magic water that would make her immortal, but decides not to and dies at the age of 87.
Literary Devices: symbolism, simile, metaphor
Literature Set: 1. Varley, S. (1984). Badger’s Parting Gifts. New York: Lothrop.
Badger’s friends are sad when he dies, but they treasure the legacies he left them.2. Sleator, W. (1999). Rewind. New York: Dutton.
Eleven-year-old Peter learns that he is adopted and is then hit by a car. He is then given several chances to alter the events that could lead to his death.
3. Carey, J. (2002). Wenny Has Wings. New York: Atheneum. Will has a near-death experience during an accident that kills his younger sister. To cope, Will writes her letters.
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Extension Activity:
1. Students read Tuck Everlasting independently.2. In pairs, students calculate how old they would be today if they had drank from the spring of
eternal life the same time as the Tucks, in 1793. In 1995? In 2075?3. Students write a brief essay explaining what age they would want to drink from the spring
water if they had the chance? How old would they like to be forever and why?
Author: Doreen CroninTitle of Book: Click, Clack, Moo: Cows that TypeGenre: modern fantasy, picture bookPublication Year/Publisher: 2000/New York: SimonAwards: American Library Association Notable Children’s Book, Randolph Caldecott Honor Book, State Awards - Maryland, Notable Children’s Book in the Language Arts, School Library Journal Best BooksGrade/Range: K-2Multicultural Category: N/A
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Brief Summary of Content: Cows on a farm find an old typewriter and begin making requests from the farmer. When he won’t agree to their demands, they go on strike until he will give them what they want.
Literary Devices: inference, personification
Style and Media: cartoon, watercolor
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Extension Activity:
1. Read Click, Clack, Moo: Cows that Type aloud to the class during the first day of school.2. Explain how the cows used the typewriter to get what they needed, but in class there are other
ways for students to ask the teacher for things they need.3. Discuss with the class the procedures students use to get what they need during the school day.
For example, using the restroom, sharpening pencils, getting water, etc.4. With a partner, have students brainstorm for other types of needs that could come up during
the school year.5. Students share ideas with the class, and teacher provides answers to potential needs.
Author: David WeisnerTitle of Book: FlotsamGenre: modern fantasy, picture bookPublication Year/Publisher: 2006/New York: ClarionAwards: American Library Association Notable Children’s Book, Randolph Caldecott AwardGrade/Range: K-2; 3-4Multicultural Category: N/A
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Brief Summary of Content: A young boy finds an old camera that has washed up on the beach. He develops the photographs and discovers that the camera has been used by many other children.
Literary Devices: imagery, mood
Style and Media: realism, watercolor
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Extension Activity:
1. Read Flotsam aloud to the class.2. Give each student a disposable camera. Take the class outside and let students photograph the
campus.3. After the photos are developed, have students select their favorite photo and write a brief story
to go with it.4. Students will share stories with the class.
Author: Russell FreedmanTitle of Book: Children of the Great DepressionGenre: informational book, picture bookPublication Year/Publisher: 2005/New York: ClarionAwards: American Library Association Notable Children’s Book, Golden Kite Award, Orbis Pictus Award for Outstanding Nonfiction for Children, Teacher’s Choice AwardGrade/Range: 5-6; 7+Multicultural Category: N/A
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Brief Summary of Content: Photos and simple text describe this time in America’s history and how it affected by children and adults.
Literary Devices: imagery, mood, allusion
Style and Media: realism, photographs.
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Extension Activity:
1. Read Children of the Great Depression aloud to the class.2. In small groups, students discuss what it must have been like to live through the Great
Depression.3. Students will write a fictional journal entry, pretending they are children living in families that
are struggling because of the depression.4. Students will volunteer to share their stories with the class.
Author: Pamela Duncan EdwardsTitle of Book: The Bus Ride that Changed History: The Story of Rosa Parks Genre: informational, poetry, picture bookPublication Year/Publisher: 2005/New York: Houghton MifflinAwards: N/AGrade/Range: K-2; 3-4Multicultural Category: African-American
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Brief Summary of Content: Retraces the events that paved the way for the civil rights movement, starting with what happened when Rosa Parks refused to give up her seat on the bus.
Literary Devices: dialogue, allusion
Style and Media: cartoon, pen and ink and watercolor
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Extension Activity:
1. Read The Bus Ride that Changed History: The Story of Rosa Parks aloud to the class.2. Discuss the concept of fair v. unfair.3. Read aloud the Civil Rights Act of 1964.4. Divide the class into small groups. Students will discuss how implications of the law, in terms
of what is fair and unfair treatment.
Author: Margaret KnightTitle of Book: Fashion through the Ages: From Overcoats to PetticoatsGenre: historical fiction, modern fantasy, picture bookPublication Year/Publisher: 1998/City: VikingAwards: N/AGrade/Range: K-2; 3-4; 5-6; 7+Multicultural Category: N/A
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Brief Summary of Content: An illustrated, lift-the-flap book describing different clothing styles through history.
Literary Devices: tone
Style and Media: realistic, watercolor
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Extension Activity:
1. Divide the class into small groups.2. Give each group a copy of Fashion through the Ages: From Overcoats to Petticoats.3. Students will read the book in their group.4. Students will share their favorite clothing style with the class.5. Students will design their own clothing, making sketches of their ideas.
Author: Colleen Stanley BareTitle of Book: Never Kiss an AlligatorGenre: informational, picture bookPublication Year/Publisher: 1989/New York: CobblehillAwards: National Science Teachers AssociationGrade/Range: K-2; 3-4Multicultural Category: N/A
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Brief Summary of Content: Description of alligators, including how they are different from crocodiles, their habits, etc.
Literary Devices: mood
Style and Media: realism, photographs
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Extension Activity:
1. Read Never Kiss an Alligator aloud to the class.2. Discuss other animals in nature that live near our homes, schools and work that are wild and
how we should treat them. Animals could include coyote, hawks, foxes, possum, deer, etc.3. Divide students into small groups. Assign each group a wild animal to research.4. Students will use the Internet and library to discover information about their animal.5. Students will present information to the class.
Author: Russell FreedmanTitle of Book: The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal RightsGenre: biographyPublication Year/Publisher: 2004/New York: Clarion BooksAwards: American Library Association Notable Children’s Book, National Council for the Social Studies, John Newbery Honor Book, Parent’s Choice Silver Honors, School Library Journal Best BooksGrade/Range: 7+Multicultural Category: African-American
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Brief Summary of Content: The story of Marian Anderson, a famous African-American singer who was denied the right to perform in Constitution Hall because of her race and so therefore performed on the steps of the Lincoln Memorial.
Literary Devices: flashback, mood, tone, imagery
Literature Set:
1. Rappaport, D. (2007). Free At Last! Stories and Songs of Emancipation. New York: Candlewick. A book about the experiences of African-Americans in the South, from emancipation in 1863 to the 1954 Supreme Court decision that declared school segregation illegal.
2. Bausum, A. (2006). Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement. New York: National Georgraphic. Describes the courage and determination of the young people who risked danger and even death to participate in the civil rights movement.
3. Manheimner, A. (2005). Martin Luther King, Jr.: Dreaming of Equality. New York: Lerner. The life of Martin Luther King, Jr. and his role in the civil rights movement.
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Extension Activity:
1. Read The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights independently.
2. Students will listen to a recording of Marian Anderson performing.3. Students will discuss Marian Anderson and her music.4. Students will write an essay about whether or not they agreed with how Anderson handled not
being able to sing in Constitution Hall and why or why not.
Author: Rachel IsadoraTitle of Book: Young MozartGenre: biography, picture bookPublication Year/Publisher: 1997/New York: PenguinAwards: N/AGrade/Range: Pre-K; K-2Multicultural Category: N/A
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Brief Summary of Content: The story of Mozart with special focus on his childhood.
Literary Devices: mood, atmosphere
Style and Media: impressionism, watercolor
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Extension Activity:
1. Read Play, Mozart, Play aloud to the class.2. Play a CD of Mozart’s most famous compositions and let the students dance.3. Start with “Twinkle, Twinkle Little Star,” Mozart’s 12 variations on the melody. Other pieces
to play could include Rondo Alla Turca,
Author: Margaret MayoTitle of Book: Brother Sun, Sister Moon: The Life and Stories of St. FrancisGenre: biography, picture bookPublication Year/Publisher: 2000/Italy: Little, BrownAwards: N/AGrade/Range: 3-4; 5-6Multicultural Category: religious cultures
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Brief Summary of Content: The life and time of St. Francis of Assisi, the patron saint of nature and animals.
Literary Devices: symbolism, mood, atmosphere
Literature Set: naive, painterly
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Extension Activity:
1. Read Brother Sun, Sister Moon: The Life and Stories of St. Francis aloud to the class.2. Discuss what it means to protect the environment.3. Divide the class into small groups to brainstorm ways students in the school could do more to
protect the environment.4. Put ideas together and make presentation to the principal to see if ideas can be implemented.
Author: Diane StanleyTitle of Book: MichelangeloGenre: biography, picture bookPublication Year/Publisher: 2000/Hong Kong: HarperCollinsAwards: School Library Journal Best Books, National Council for the Social Studies, Orbis Pictus Honor BookGrade/Range: K-2Multicultural Category: N/A
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Brief Summary of Content: An description of Michelangelo, his many accomplishments, and his life in 15th and 16th Renaissance Italy.
Literary Devices: allusion, tone
Style and Media: realism, watercolors, colored pencil, gouache, digital art
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Extension Activity:
1. Read Michelangelo independently.2. Discuss what it means to be a “Renaissance Man.”3. Divide students into groups to discuss what a modern “Renaissance” man or woman would be
able to do.4. Independently, have students write what a type of art they wish they could excel at and why,
such as painting, drawing, writing, sculpture, cooking, gardening, etc.
Author: Mary Ann HobermanTitle of Book: You Read to Me, I’ll Read to YouGenre: poetry, picture bookPublication Year/Publisher: 2001/New York: Little, BrownAwards: American Library Association Notable Children’s Book, Notable Children’s Book in the Language Arts, Teacher’s Choice AwardGrade/Range: K-2; 3-4Multicultural Category: N/A
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Brief Summary of Content: Brief stories and poems intended for more than one reader about mice, hat, hopping and skipping, a snowman, a dime, a snake, the telephone, a puppy, a bear, friends
Literary Devices: dialogue, alliteration, personification, point of view
Style and Media: cartoon, ballpoint pen, watercolor, and dry pastel on watercolor paper
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Extension Activity:
1. Read You Read to Me, I’ll Read to You aloud to the class, using volunteers to play the additional role.
2. Put students in pairs. Students will work together to come up with their own version of a poem with two speakers.
3. Students will present poems to the class.
Author: Robert FrostTitle of Book: Stopping by Woods on a Snowy EveningGenre: poetry, picture bookPublication Year/Publisher: 1978/New York: DuttonAwards: American Library Association Notable Children’s BookGrade/Range: K-2Multicultural Category: N/A
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Brief Summary of Content: Robert Frost’s famous poem combined with stunning illustrations.
Literary Devices: mood, atmosphere, tone, symbolism
Style and Media: realism, pen and ink and gauche
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Extension Activity:
1. Read Stopping by Woods on a Snowy Evening aloud to the class.2. Divide class into small groups. 3. Go to the library and computer lab so students can research Robert Frost and find additional
poems to share with the class.4. Have students present information and read other works aloud to the class.
Title of Book: Where the Sidewalk Ends: The Poems and Drawings of Shel SilversteinGenre: poetry, picture bookPublication Year/Publisher: 1978/New York: DuttonAwards: American Library Association Notable Children’s Book, State Awards - WisconsinGrade/Range: K-2; 3-4; 5-6; 7+Multicultural Category: N/A
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Brief Summary of Content: A collection of poems and drawings by Shel Silverstein.
Literary Devices: mood, tone, alliteration, symbolism, allusion, personification
Style and Media: cartoon, pen and ink
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Extension Activity:
1. Read two or three poems from the book Where the Sidewalk Ends: The Poems and Drawings of Shel Silverstein aloud to the class.
2. Give each student a copy of Shel Silverstein’s poetry collection.3. Students will independently read through the poems, selecting their favorite.4. Students will create a poster, including the poem and original drawings.5. Students will present their posters to the class.
Unique Learner for Second - Fourth Grade:Central Auditory Processing Disorder or CAPD
Central auditory processing disorder affects about five percent of school-aged children.
These students cannot process information they hear in the same way as others because their ears
and brain don’t fully coordinate. It is as if there is a disconnect between what the child hears and
how the brain processes the information, specifically as it relates to speech.
Children with CAPD don’t often recognize the subtle differences between sounds in
words and may have trouble understanding any speech presented under less than optimal
conditions, i.e. where distracting background noises are not present. Some other symptoms
include:
• Trouble paying attention and remember information
• Problems carrying out multi-step information
• Poor listening skills
• Need more time to process information
• Have low academic performance
• Have behavior problems
• Have language difficulty
• Have difficulty with reading, comprehension, spelling and vocabulary
Teachers can help students with CAPD by:
• Seat the child in the front of the classroom and away from distractions, like an open
door or window.
• Try to face student while talking.
• Get the student’s attention before asking a question or giving an explanation.
• Eliminate competing distractions.
• Simplify instructions or have them provided in writing.
• Always have the student rephrase instructions to make sure he/she understands.
(Source: National Institute on Deafness and Other Communication Disorders, (nidcd.nih.gov), www.bbbautism.com, and kidshealth.com)
Future Reading Plan
Part I: Who Am I As a Professional Reader?
As a lifelong reader, I have always enjoyed reading for its own sake. No matter how busy or hectic my life gets, there is always a new book on my nightstand every month. In addition, as a parent, I have always made reading a priority and do not feel a day is complete unless we have enjoyed at least one book together. This class, however, has opened my eyes to a new way to look at books, including new genres to explore and how to evaluate and appreciate literary devices. Most importantly, I feel I now have a better understanding of what constitutes quality children’s literature. If only I had the money and could go back in time and re-stock my children’s library of books! Because now I would know exactly what to buy!
Part II: Reading Goals Along with this new knowledge of children’s literature, I now realize I need to really bone up on several genres to become a more well-rounded reader. For example, I have not read nearly enough children’s biography, historical fiction or poetry. I tend to stick to one genre - fiction - and have overlooked lots of great books in the process. Also, I would like to read more award-winners because there are a great source of quality children’s books. To further these objectives, and to enhance my education as I pursue a K-6 certification, I have the following goals:
Goal 1: Read all the Newbery Award and Caldecott Medal winners and honor books. Purchase as many as I can afford or at least my very favorites.
Goal 2: For each book I select above, alternate with a quality biography or historical fiction selection, again using awards as my guide. This will keep my reading over the next year more balanced.
Goal 3: Add to my literature extension file for each title, continuing to organize the books according to genre and specifying age targeted, as well as creating activities and lesson plans for each book. This will be a great tool to keep in my classroom.
With the above goals, I feel confident I can further my knowledge of quality children’s literature, and by the time I have my own classroom I should have an extensive file on books of all genres for all ages of elementary school students.
