Traditional Literature
Bagels from Benny - Aubrey Davis
Reading level - 3.0; Interest level - K-5
from Angela Burgess
It could always be worse - Margot Zemach
Reading level - 4.9; Interest level - 2nd-4th
from Nicole Guifarro
Fantasy
Stellaluna - Janelle Cannon
Reading level - 4.9; Interest level - pre K - 5th
from Kammie Ruth
Runaway Ralph - Beverly Cleary
Reading level - 4.1; Interest level - 3rd-5th
from Jessica Williams
Oh my, Baby Bear! - Audrey Wood
Reading level - 4.5; Interest level - K-2nd
from Roxi Harp
Multicultural
My diary from here to there - Amada Irma Perez
Reading level - 4.0; Interest level - K-5th
from Frances Phan
First day in grapes - L. King Perez
Reading level - 3.2; Interest level - 2nd-6th
from Keri Bass
Dona Flor - Pat Mora
Reading level - 3.6; Interest level - K-2nd
from Angie Selig
Realistic fiction
Love, Ruby Lavender - Deborah Wiles
Reading level - 4.2; Interest level - 3rd-5th
from Laura Cochrane
Junie B., First Grader: Aloha-ha-ha! - Barbara Park
Reading level - 1.9; Interest level - K-2nd
from Cindy Brown
Biography
Helen Keller: Her life in pictures - George Sullivan
Reading level - 5.8; Interest level - 2nd-5th
from Melinda McLaughlin
Informational
Rain and shine: A first look at seasons - Sara Lynn and Dianne James
Reading level - 3.8; Interest level - K-6th
from Kristy Hollar
The Bermuda Triangle - Aaron Rudolph
Reading level - 5.0; Interest level - 5th-8th
from Angie Blair
Showing posts with label Realistic Fiction. Show all posts
Showing posts with label Realistic Fiction. Show all posts
Thursday, August 7, 2008
Wednesday, July 30, 2008
Junie B., First Grader (at last!)
Author: Park, Barbara
Title: Junie B., First Grader (at last!)
Book Genre: Realistic Fiction
Publishing Info: Random House,
Inc., 76pp.
Summary: After our class book talks, I was inspired to read a book from the Junie B. Jones series. This book gave the accounts of Junie B. as she apprehensively begins first grade. This was a very humorous story, especially Junie’s unique views of herself, her classmates, and her teacher. Not only is Junie having difficulty adjusting to her new first grade class, but also begins to realize that she is experiencing problems with her vision. Everything begins to work out for Junie B. as she makes a few “real” friends, and she gets glasses that allow her to view the world in a different way. Junie B. learns the valuable lesson of change not always being a bad thing, and realizes that first grade will be as good as she makes it. I think this is a great story in which many readers could relate and enjoy.
Personal rating: ****
Rationale: Well-written; detailed plot; great characters and situations in which students can truly relate; illustrations which serve as visual cues of particular text
Reading level: 2.6 Interest level: 1st-5th
Thematic Areas: Identity; self-esteem; friendship; life changes; social interactions; diversity; humor
Content Areas: Social development and experiences
Potential Problems or Difficulties: N/A
Possible use in classroom: Each student could create their own mystery literacy box, in which they place the answers to comprehension questions asked after the read aloud of each chapter; students could cut out pictures that they feel relate to the story from magazines, pasting them on construction paper and sharing these with the class; using the Junie B. face mask printable online, students could cut out and color their mask, so they will look like the character as they retell the story to the class
Title: Junie B., First Grader (at last!)
Book Genre: Realistic Fiction
Publishing Info: Random House,
Inc., 76pp.
Summary: After our class book talks, I was inspired to read a book from the Junie B. Jones series. This book gave the accounts of Junie B. as she apprehensively begins first grade. This was a very humorous story, especially Junie’s unique views of herself, her classmates, and her teacher. Not only is Junie having difficulty adjusting to her new first grade class, but also begins to realize that she is experiencing problems with her vision. Everything begins to work out for Junie B. as she makes a few “real” friends, and she gets glasses that allow her to view the world in a different way. Junie B. learns the valuable lesson of change not always being a bad thing, and realizes that first grade will be as good as she makes it. I think this is a great story in which many readers could relate and enjoy.
Personal rating: ****
Rationale: Well-written; detailed plot; great characters and situations in which students can truly relate; illustrations which serve as visual cues of particular text
Reading level: 2.6 Interest level: 1st-5th
Thematic Areas: Identity; self-esteem; friendship; life changes; social interactions; diversity; humor
Content Areas: Social development and experiences
Potential Problems or Difficulties: N/A
Possible use in classroom: Each student could create their own mystery literacy box, in which they place the answers to comprehension questions asked after the read aloud of each chapter; students could cut out pictures that they feel relate to the story from magazines, pasting them on construction paper and sharing these with the class; using the Junie B. face mask printable online, students could cut out and color their mask, so they will look like the character as they retell the story to the class
Tuesday, July 29, 2008
A Letter to Amy
Author: Ezra Jack Keats
Title: A Letter to Amy
Book Genre: Realistic Fiction
Publishing Info: Harper Collins, 30 pp
Summary: Peter decided that he wanted to write his friend Amy a letter as an invitation to his party on Saturday. As soon as he took the letter outside to mail it, a nasty storm came and blew it away. Peter chased the floating letter all the way down the street. In a great hurry while chasing the letter, Peter bumped right into Amy on the street. He caught the letter before she could see it was to her. Because Peter grabbed the letter from Amy, her feelings were hurt. Saturday came and Amy did not show up to the party – or so he thought until she busted in the door with a huge “HAPPY BIRTHDAY, PETER”.
Personal rating: ****
Rationale: Children would love this book. It involves friends and parties. The illustrations are great with a very believable story.
Reading level: 1.8
Interest level: K-4th
Thematic Areas: friendship; family; excitement; weather
Content Areas: science; language
Potential Problems or Difficulties: No potential problems or difficulties.
Possible use in classroom: This would be a great book to read and assign students pen pals – in another classroom or school. Children could make class mailboxes so that they could write each other letters in free choice centers. For exercise, children could play hopscotch outside during recess (like Peter did in the book).
Title: A Letter to Amy
Book Genre: Realistic Fiction
Publishing Info: Harper Collins, 30 pp
Summary: Peter decided that he wanted to write his friend Amy a letter as an invitation to his party on Saturday. As soon as he took the letter outside to mail it, a nasty storm came and blew it away. Peter chased the floating letter all the way down the street. In a great hurry while chasing the letter, Peter bumped right into Amy on the street. He caught the letter before she could see it was to her. Because Peter grabbed the letter from Amy, her feelings were hurt. Saturday came and Amy did not show up to the party – or so he thought until she busted in the door with a huge “HAPPY BIRTHDAY, PETER”.
Personal rating: ****
Rationale: Children would love this book. It involves friends and parties. The illustrations are great with a very believable story.
Reading level: 1.8
Interest level: K-4th
Thematic Areas: friendship; family; excitement; weather
Content Areas: science; language
Potential Problems or Difficulties: No potential problems or difficulties.
Possible use in classroom: This would be a great book to read and assign students pen pals – in another classroom or school. Children could make class mailboxes so that they could write each other letters in free choice centers. For exercise, children could play hopscotch outside during recess (like Peter did in the book).
Hatchet
BOOK ENTRY FORMAT FOR GENRE PROJECT
Information for students
Author: Gary Paulsen Title: Hatchet
Book Genre: Realistic Fiction Publishing Info:
Summary: Thirteen-year old Brian Robeson is flying through the Canadian wilderness to visit his father when the only pilot of his small plane has a heart attack and dies. It is up to Brian to fly the plane but when it runs out of gas, the plane crash lands in a lake. Somehow, Brian survives the crash and is now all alone in the Canadian wilderness with nothing but the clothes on his back and a hatchet on his belt, which was a gift from his mother. Brian builds a shelter and eventually learns how to find food and build a fire. However, Brian faces many challenges, including encounters with wild animals and surprise storms. When the tail end of the plane finally floats up to the water’s surface, Brian is able to retrieve the survival pack and unwittingly turns on the emergency transmitter that allows help to arrive and rescue him
Personal rating: ****
Rationale: well-written plot, believable characters and situations, interesting story
Information for teachers
Reading level: 6.3 Interest level: 6th-8th
Thematic Areas: adventure, survival, family, relationships, values, secrets, change, courage
Content Areas: science, nature, geography
Potential Problems or Difficulties: references to characters swearing
Possible use in classroom: determine the location of the plane at the time of the heart attack and again at the place where the plane went down; make a guidebook to help others identify animals and/or plants in the Canadian wilderness, be sure to include fish, bear, grouse, choke cherries, porcupines, snapping turtles, skunks and moose; build a model of Brian's shelter out of natural materials such as rocks, sticks, leaves, and dirt; research how long a person can go without food and water and research the possible reasons for drinking the lake water; make a tornado using soda bottles; make a 'missing person' poster for Brian and include such important information as his physical description and where he was last seen; sketch a map of the area and label locations mentioned in the story (i.e., site of crash, where first shelter built).
Our Only May Amelia
Author: Jennifer L. Holm
Title: Our Only May Amelia
Book Genre: Realistic Fiction/Historical
Publishing Info: Harper Collins, 251, pp
Summary: Poor little twelve-year-old May Amelia, the only female sibling out of eight.
Well actually, she is the only female who has been born in Nasal. Everyone is always telling her she needs to be a fine young lady but she refuses. She wants to do all the fun things boys get to do especially if her seven brothers are her only friends. May learns about life when she is presented with responsibility after her mother bears little Amy Alice Jackson and becomes ill. Her and her closest brother Wilbert set out to Astoria to live and see things they would never see in their little town, Nasal River. May Amelia was always ready for a challenge! This book is a great adventure. This story was actually inspired by the authors great-aunt’s diary writings that were found in a old suitcase at her grandmother’s house. I believe this book would be suitable for 5th-8th grade.
Personal Rating: ****
Rationale: Believable characters; Great plot; good historical background; Some of the punctuation and use of quotation marks were hard to follow, but the story line kept you intrigued.
Thematic Areas: Finnish culture; history; survival; farm life; 1899 lifestyle; death
Content Areas: Language Arts, Social Studies, History
Reading Level: 6.5 Interest Level: 5th-8th
Possible problems or difficulties: There is a very vivid description of a death of a Indian woman written in this story. There is also a death of a young infant.
Possible uses in the classroom: Language Arts: Have the students do a history search on their ancestors and living family members. Have them conduct interviews with their family members and also allow them to do internet research.
Geography: In part with the language arts activity, after they have researched their family history have each student draw a map including the origin of their family and where they migrated and where his/her family live now.Art: Have the students make dolls like May Amelia had (rag dolls) and have some students lake ships out of materials such as popsicle sticks or any other supplies provided, and hold a contest of the dolls and the ships.
Title: Our Only May Amelia
Book Genre: Realistic Fiction/Historical
Publishing Info: Harper Collins, 251, pp
Summary: Poor little twelve-year-old May Amelia, the only female sibling out of eight.
Well actually, she is the only female who has been born in Nasal. Everyone is always telling her she needs to be a fine young lady but she refuses. She wants to do all the fun things boys get to do especially if her seven brothers are her only friends. May learns about life when she is presented with responsibility after her mother bears little Amy Alice Jackson and becomes ill. Her and her closest brother Wilbert set out to Astoria to live and see things they would never see in their little town, Nasal River. May Amelia was always ready for a challenge! This book is a great adventure. This story was actually inspired by the authors great-aunt’s diary writings that were found in a old suitcase at her grandmother’s house. I believe this book would be suitable for 5th-8th grade.
Personal Rating: ****
Rationale: Believable characters; Great plot; good historical background; Some of the punctuation and use of quotation marks were hard to follow, but the story line kept you intrigued.
Thematic Areas: Finnish culture; history; survival; farm life; 1899 lifestyle; death
Content Areas: Language Arts, Social Studies, History
Reading Level: 6.5 Interest Level: 5th-8th
Possible problems or difficulties: There is a very vivid description of a death of a Indian woman written in this story. There is also a death of a young infant.
Possible uses in the classroom: Language Arts: Have the students do a history search on their ancestors and living family members. Have them conduct interviews with their family members and also allow them to do internet research.
Geography: In part with the language arts activity, after they have researched their family history have each student draw a map including the origin of their family and where they migrated and where his/her family live now.Art: Have the students make dolls like May Amelia had (rag dolls) and have some students lake ships out of materials such as popsicle sticks or any other supplies provided, and hold a contest of the dolls and the ships.
Monday, July 28, 2008
Amazing Grace
Information for students
Author: Mary Hoffman Title: Amazing Grace
Book Genre: Realistic fiction Publisher: Dial Books
Summary: Grace was a little girl who loved stories and loved to act them out. Grace learned that her class was going to present Peter Pan and she knew that she would make a good Peter Pan. Her classmates told her that she could not play the part because Peter Pan was not black.
Personal rating: *****
Pages: 32
Rationale: liked this book, easy to read, great illustrations, teaches equality
Information for teachers
Reading level: 3.5 Interest level: Ages 4-8
Thematic Areas: discrimination, emotions, encouragement, growing up
Content Areas: social studies, language arts
Potential Problems or Difficulties: I do not foresee any problems
Possible use in classroom:
· Give certain journal prompts for the student to write like, “A Dream Can Come True If,”, “Going to the Ballet would be…”; “Someone is called amazing if…”
· Have students to list three things they want to be now or when they grow up
· Compare another self-concept book to this one , for instance “Rainbow Fish”
· Tell students that they are capable of accomplishing their dreams and goals no matter what others say, if they put their minds and hearts into it. It does not matter what race or gender they are, they need to be proud of themselves and believe that can do whatever they want to. Have a discussion regarding this topic.
Author: Mary Hoffman Title: Amazing Grace
Book Genre: Realistic fiction Publisher: Dial Books
Summary: Grace was a little girl who loved stories and loved to act them out. Grace learned that her class was going to present Peter Pan and she knew that she would make a good Peter Pan. Her classmates told her that she could not play the part because Peter Pan was not black.
Personal rating: *****
Pages: 32
Rationale: liked this book, easy to read, great illustrations, teaches equality
Information for teachers
Reading level: 3.5 Interest level: Ages 4-8
Thematic Areas: discrimination, emotions, encouragement, growing up
Content Areas: social studies, language arts
Potential Problems or Difficulties: I do not foresee any problems
Possible use in classroom:
· Give certain journal prompts for the student to write like, “A Dream Can Come True If,”, “Going to the Ballet would be…”; “Someone is called amazing if…”
· Have students to list three things they want to be now or when they grow up
· Compare another self-concept book to this one , for instance “Rainbow Fish”
· Tell students that they are capable of accomplishing their dreams and goals no matter what others say, if they put their minds and hearts into it. It does not matter what race or gender they are, they need to be proud of themselves and believe that can do whatever they want to. Have a discussion regarding this topic.
Saturday, July 26, 2008
Names Will Never Hurt Me
Information for Students
Author: Jaime Adoff Title: Names Will Never Hurt Me
Genre: Realistic Fiction Publishing Info: Dutton pp. 186
Summary: Four totally different high school students share their deepest feelings and fears as they go through a day of high school. There is Kurt the “freak” who listens to loud music and is always getting bullied, Tisha the biracial girl who is always feeling out of place, Ryan the star football player who is very popular but is hiding a horrible secret, and Floater who has power and authority over his peers because he is the principals eyes and ears. As the day unfolds tension rises and emotions reach the breaking point will the four teenagers come together and survive the day?
Personal Rating: ****
Rationale: Well written, emotional and eye-opening plot, relatable characters, and realistic problems that take place everyday in the halls of any high school.
Information for Teachers
Reading Level: 3.7 Interest Level: 7th-12th
Thematic Areas: Racism; friendship; belonging; abuse; bullying; socializing; acceptance; survival; identity; violence
Content Areas: Psychology; sociology; peer pressure; adolescent tribulations
Potential Problems or Difficulties: Harsh view of a life of a teenager, swearing, and explicit sexual overtones
Possible use in classroom: Have a specialist on violence and bullying come into the classroom and talk to the students about this issue. Have students search the internet (Google) schools that have dealt with violence in schools and discuss discoveries. Divide students into groups of four and assign each group one of the teenagers’ characters portrayed in the book. In groups students will choose a scene from the book related to their character and perform a skit. Students should discuss why they choose that scene and share their feelings about the scene. Groups should write down their characters strengths and weakness and discuss them with the class.
Author: Jaime Adoff Title: Names Will Never Hurt Me
Genre: Realistic Fiction Publishing Info: Dutton pp. 186
Summary: Four totally different high school students share their deepest feelings and fears as they go through a day of high school. There is Kurt the “freak” who listens to loud music and is always getting bullied, Tisha the biracial girl who is always feeling out of place, Ryan the star football player who is very popular but is hiding a horrible secret, and Floater who has power and authority over his peers because he is the principals eyes and ears. As the day unfolds tension rises and emotions reach the breaking point will the four teenagers come together and survive the day?
Personal Rating: ****
Rationale: Well written, emotional and eye-opening plot, relatable characters, and realistic problems that take place everyday in the halls of any high school.
Information for Teachers
Reading Level: 3.7 Interest Level: 7th-12th
Thematic Areas: Racism; friendship; belonging; abuse; bullying; socializing; acceptance; survival; identity; violence
Content Areas: Psychology; sociology; peer pressure; adolescent tribulations
Potential Problems or Difficulties: Harsh view of a life of a teenager, swearing, and explicit sexual overtones
Possible use in classroom: Have a specialist on violence and bullying come into the classroom and talk to the students about this issue. Have students search the internet (Google) schools that have dealt with violence in schools and discuss discoveries. Divide students into groups of four and assign each group one of the teenagers’ characters portrayed in the book. In groups students will choose a scene from the book related to their character and perform a skit. Students should discuss why they choose that scene and share their feelings about the scene. Groups should write down their characters strengths and weakness and discuss them with the class.
Angie Blair
Monday, July 14, 2008
The Wall
Information for students
Author: Bunting, Eve Title: The Wall
Book Genre: Realistic Fiction Publishing Info: Clarion Books; 42 pp.
Summary: A boy and his father visit the Vietnam Veterans Memorial in Washington, D.C. to find the grandfather’s name on the wall. It is intriguing to observe the actions of other visitors who pass by.
Eve Bunting gingerly explores the feelings of war and its consequences through the eyes of this young boy. You will feel as if you are right there with the young boy as he questions if his grandfather will know who he is by the picture he leaves for him. The Wall is a story of honor.
Personal rating: ****
Rationale: suitable topic for the intended audience; interesting story; credible plot; convincing characters; no stereotyping; theme emerges naturally; worthwhile theme
Information for teachers
Reading level: 3.1 Interest level: 3rd-5th
Thematic Areas: symbols; flags; monuments; grief; death; Vietnam War
Content Areas: social studies
Potential Problems or Difficulties: strong emotional content
Possible use in classroom: use in a social studies unit about the Vietnam War; name rubbing in art; do an author study on Eve Bunting; locate Vietnam on a map, identify the continent it is on, do a quick continent/map review; discuss the reasons countries go to war and what they can do to settle their own differences; discuss the importance of honoring soldiers (Veteran’s day, Memorial Day); write a thank you letter to a decided upon veteran; read on Veteran’s Day and/or Memorial Day
Author: Bunting, Eve Title: The Wall
Book Genre: Realistic Fiction Publishing Info: Clarion Books; 42 pp.
Summary: A boy and his father visit the Vietnam Veterans Memorial in Washington, D.C. to find the grandfather’s name on the wall. It is intriguing to observe the actions of other visitors who pass by.
Eve Bunting gingerly explores the feelings of war and its consequences through the eyes of this young boy. You will feel as if you are right there with the young boy as he questions if his grandfather will know who he is by the picture he leaves for him. The Wall is a story of honor.
Personal rating: ****
Rationale: suitable topic for the intended audience; interesting story; credible plot; convincing characters; no stereotyping; theme emerges naturally; worthwhile theme
Information for teachers
Reading level: 3.1 Interest level: 3rd-5th
Thematic Areas: symbols; flags; monuments; grief; death; Vietnam War
Content Areas: social studies
Potential Problems or Difficulties: strong emotional content
Possible use in classroom: use in a social studies unit about the Vietnam War; name rubbing in art; do an author study on Eve Bunting; locate Vietnam on a map, identify the continent it is on, do a quick continent/map review; discuss the reasons countries go to war and what they can do to settle their own differences; discuss the importance of honoring soldiers (Veteran’s day, Memorial Day); write a thank you letter to a decided upon veteran; read on Veteran’s Day and/or Memorial Day
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