Kelly+Everhart


 * 1. Title: ** Fever 1793

RD-08-2.0.6 Students will apply the information contained in a passage to accomplish a task/procedure or answer questions about a passage. Strategy #13 Imagination Recreation The teacher will have the students recreate different portions of the story either by creating a video of an event, constructing a map of Mattie’ journey, write a newspaper article of the events or change the stetting or place of the story.
 * Award: ** Margaret A. Edwards Award for the author (2009). According to ALA, Anderson won for “ These gripping and exceptionally well-written novels by Laurie Halse Anderson, through various settings, time periods, and circumstances, poignantly reflect the growing and changing realities facing teens. Iconic and classic in her storytelling and character development, Anderson has created for teens a body of work that continues to be widely read and cherished by a diverse audience.”
 * Summary: ** Matilda, or “Mattie” Cook lives in Philadelphia during the yellow fever epidemic of 1793. She aids her widowed mother and her grandfather in the running of a coffee house. Eliza, a former slave, assists in running the coffee house. 16-year-old Mattie has big dreams to expand the coffee house, but the yellow fever epidemic changes her perspective on life. Mattie is determined to keep everyone she loves alive as the fever spreads. Mattie travels to the country with her beloved grandfather, but along the way she gets sick. She later looses her grandfather when intruders invade the coffee house. She battles the fever, reunites with her mother and Eliza and reopens the coffee house.
 * Curriculum Connection: ** CCD RD 08-2.0.7 Students will make predictions, draw conclusions, make generalizations or make inferences based on what is read.
 * Genre: ** Historical Fiction
 * Classroom Activity Using Developing Content Area Literacy: **
 * Citation with ISBN: ** Anderson, L. H. (2000). //Fever 1793//. New York: Simon & Schuster. ISBN: 978-0-689-84891-9

Other books by Laurie Anderson: //Speak// and //Chains//


 * 2. Title: ** Looking for Alaska

*This story has been challenged in many schools
 * Award: ** Bluegrass Award Winner 9-12
 * Summary: ** Miles (Nickname Pudge) is a loner and self professed misfit who goes off to boarding school in Alabama. His sense of adventure leads him to make friends with “the Colonel,” Takima and Alaska. The group enjoys playing pranks on the “weekend warriors.” Miles falls for Alaska who sucks him into her labyrinth as he looks for his “Great Perhaps.” Life issues (drugs, sex, bullying, alcohol) play themselves out in the lives and eventual death of one of the group and how that death impacts the friends.

Standard #5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Strategy#40 Journaling- Miles experiences life through a labyrinth as he grows through the boarding school experience. Students will be able to use journaling (response journals, learning journals, or dialogue journaling) to express their personal feelings and experiences with Miles and his friends.
 * Curriculum Connection: ** Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
 * Genre: ** Realistic/contemporary Fiction
 * Classroom Activity Using Developing Content Area Literacy: **


 * Citation with ISBN: ** Green, J. (2005). __Looking for Alaska__. New York: Dutton Books. ISBN:0-525-47506-0


 * 3. Title: ** Million Dollar Throw

Standard#3:Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
 * Award: ** Kentucky Bluegrass Award 6-8
 * Summary: ** Two intertwined story follow Nate Brodie, aka “Brady” as prepares to throw a football for a million dollar prize during a New England Patriot game. One story follows Brady through his family life, father has lost his job and the family may loose their home and his friendship Abby. Abby is losing her sight and she may have to attend the Perkins School for the Blind. Brady is presented with the opportunity to win a million dollars, which will help his family. Brady wins the million dollars after words of encouragement from his idol, Tom Brady. Brady shows his selflessness when he offers the money to Abby so she can have corrective surgery to repair her eyesight after her father loses his job and health insurance.
 * Curriculum Connection: ** LA:Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 * Genre: ** Sports
 * Classroom Activity Using Developing Content Area Literacy: **

Strategy #6: Reader’s Theatre The students could write short scripts using dialogue and events from the book. This would be a great literacy activity for the Physical Education teacher to use to incorporate literacy into the curriculum.
 * Citation with ISBN: ** Lupica, M. (2009.) Million Dollar Throw. New York: Penguin Young Readers. ISBN:978-0-14-241558-0


 * 4. Title: ** Janis Joplin: Rise Up Singing

CCR: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Standard #3: Standard: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
 * Award: ** Excellence in Young Adult Non-Fiction Award
 * Summary: ** Janis Joplin, cultural rock and roll singer of the 50’s and 60’s, life is intertwined with the events happening in history. As Angel, tells the story, Joplin’s life unfolds from her high school years, through her growing years which include experimenting with drugs and alcohol, her sexual revolution with both men and women and her years as a rock star. Her insecurities are discusses; not being accepted, self-doubts about her music, and her star quality. The book is filled with black and white and color photographs as well as swirls on each page with coincide with the psychedelic period happening in the world. Music artists who have been influenced by her life and music provide insight into her songs and how it impacted other artists who came after her.
 * Curriculum Connection: English Language Arts **
 * Genre: ** Biographical
 * Classroom Activity Using Developing Content Area Literacy: **

Strategy #27 Six Thinking Hats

There are enough subjects around Janis Joplin and the era in which she lived for each student to take an aspect of her life and times to research.


 * Citation with ISBN: ** Angel, A. (2010). __Janis Joplin: Rise Up Singing__. New York: Abrams Books. ISBN: 978-0-8109-8349-6


 * 5. Title: ** Flash burnout.

LA-Gr. 9-10: Analyze how and why individuals, events and ideas develop and interact over the course of the text. Standard #3 Analyze how complex characters develop over the course of the text, interact with other characters, and advance the plot or develop the theme. Strategy #22 Digital Storytelling Students can use photography skills to take pictures, locate digital pictures online to create their own digital story.
 * Award: ** William Morris Debut Award
 * Summary: ** Blake takes pictures and like a flash burnout, his life is often out of focus. Written from a male point of view, the reader learns of Blake’s family issues, loves and friendships and all of his life altering experiences “that tattoo his heart.” Blake experiences a wide a range of emotions with these experiences and through his friendship with Marissa he learns the true meaning of life. These experiences are subjects for his photographs, and as he grows so does his photography skills until he learns to put his heart into his work. Readers will enjoy the humor woven into the story, as well as the drug abuse issues and the “birds and bees” talk from his medical examiner father.
 * Curriculum Connection: **
 * Genre: ** Realistic Fiction
 * Classroom Activity Using Developing Content Area Literacy: **
 * Citation with ISBN: ** Madigan, L.K. (2009). Flash burnout. New York: Houghton Mifflin Harcourt Publishing Co. ISBN: 978-0-547-19489-9


 * 6. Title: ** Stitches: a memoir


 * Award: ** Alex Award


 * Summary: ** David comes from an unloving family; his father is a doctor and his mother is a withdrawn unloving woman.. A sickly child, David was used to hospitals and with the fears that can run through a young child’s mind when visiting a hospital. As parents do, David’s parents keep him in the dark about his illness and his life threatening diagnosis (cancer). The author presents a ringside seat to his life as his father tries to cure his illness with radiation treatments, his hospital stay and how a simple operation leads to him being left disfigured and a mute. A complex story that draws the reader into a world of homosexuality, extreme guilt and the coming of age of a teenager shows the strength of survival.


 * Curriculum Connection: ** LA:Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Standard#3:Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)


 * Genre: ** Autobiographical Graphic Novel


 * Classroom Activity Using Developing Content Area Literacy: **

Strategy #14 Conflict Dissection

Students will locate the conflict in the story and the resolution using the Conflict Dissection strategy Chart. Class discussion will follow. Follow up using a different character in the story.


 * Citation with ISBN: ** Small, D. (2009). //Stitches: a memoir//. New York: W.W.Norton & Company. ISBN: 978-0-393-06857-3


 * 7. Title: ** We Are the Ship: The Story of Negro Baseball League


 * Award: ** Odyssey Award

Standard #5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Students will be able to analyze the social issues presented in the story and relate them to the civil rights issues that went on in the United States.
 * Summary: ** Baseball, our national pastime (sorry UK fans), is portrayed in this wok of the athletes, owners and teams of the Negro baseball league. The contrast between the Negro and white league is evident and follows what is happening in society at the time. Segregation and all of its nasty effects are skillfully woven into the story. The full-page illustrations take the reader onto the field and into the game, where most of the players played for the love of the game. A forward by Hank Aaron introduces the story to the reader and a bibliography, list of players, etc. finish the book.
 * Curriculum Connection: ** Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
 * Genre: ** Sports
 * Classroom Activity Using Developing Content Area Literacy: **
 * #28 ** Academic Controversy: Taking Sides on the Issues.
 * Citation with ISBN: ** Nelson, Kadir. __We are the ship: the story of the Negro league baseball__. New York: Hyperion, 2008. ISBN: 0-7868-0832-2


 * 8.Title: ** Ship Breaker

Standard#3:Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
 * Award: ** Printz Award
 * Summary: ** 17 year old Nailer struggles to survive in a post-apocalyptic United States. Nailer, a scavenger who searches for copper wire in wreckages, for survival. With no real family, his father is a drug addicted thug, Nailer forms close relationships with other light crew members. After another hurricane, Nailer and his friend Pima come across a ship filled with gold and other riches, which would make their lives better. Little did he know that he would have to make a life altering decision when he and Pima find a wealthy young woman who needs their assistance. While working to return Nita to her family, Nailer, Pima and Nita fight to survive the elements, his father and half-men.
 * Curriculum Connection: ** LA:Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 * Genre: ** Fantasy/Science Fiction
 * Classroom Activity Using Developing Content Area Literacy: **


 * 1) 18 Connect to It: making personal, text and world connections to the text

With the world weather situation in turmoil, hurricanes, tsunamis, etc. students will be able to make connections between the story and world events (Hurricane Katrina, etc.).
 * Citation with ISBN: ** Bacigalupi, P. (2010). //Ship breaker: a novel//. New York: Little, Brown and Company. ISBN: 978-0-316-05621-2


 * 9. Title: ** The Help

Standard #5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
 * Format: ** ebook
 * Summary: ** Eugenia aka Skeeter returns to southern Mississippi after graduating from college. Her mother wants her to get married and to settle down, but Skeeter wants to be a writer. She questions the story of why her beloved maid Constantine has left the house. Skeeter decides to find out what happens to colored maids in Mississippi; those who can raise children but can’t be trusted with the china and silver. Gaining the confidence of maids like Aibleen and Minny, took some doing, but the stories they told about the white families they worked for showed the barriers they faced in their life journey. The stories are humorous to the reader, but weren’t that humorous to the ladies of the house.
 * Curriculum Connection: ** Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
 * Genre: ** Realistic Fiction
 * Classroom Activity Using Developing Content Area Literacy: **
 * 1) 12 Inference Strategy Guide: Facilitating reading between the lines

Predictions can be made prior to reading the novel. Students can read the novel and compare the incidents in the novel to real life issues during the Civil Rights Movement in the 60’s in the south.


 * Citation with ISBN: ** Stockett, Kathryn. __The Help__. New York: G.P. Putnam & Sons, 2009. ISBN: 0-399-15534-1


 * 10. Title: ** The Hunger Games

Standard #5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Students will identify the conflict and resolution in the plot.
 * Format: ** ebook
 * Summary: ** Pitting the boys against the girls, the annual Hunger Games take place in the futuristic world of Panem, which at one time was a part of the United States. Representatives from each of the districts fight to the death; like the gladiators did in an open arena. Katniss and Peeta are the representatives from their district (she volunteered to save her sister), who fight the others. Survival skills are a must; her hunting and outdoor skills come in handy during the competition. The rules were changed to allow the two (star crossed lovers like Romeo and Juliet) to be saved at the end, but can the government and Game maker be trusted?
 * Curriculum Connection: ** Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
 * Genre: ** Science Fiction
 * Classroom Activity Using Developing Content Area Literacy: **
 * 1) 14 Conflict Dissection: Analyzing Relationships in Text


 * Citation with ISBN: ** Collins, Suzanne. __The Hunger Games__. New York: Scholastic Press, 2008. ISBN: 0-439-02348-3