Robyn+Baker



Blumenthal, K. (2011). //Bootleg, murder, moonshine, and the lawless years of prohibition//. (1st ed.). New York, NY: Flash Point.


 * ISBN: ** 978-1596434493


 * Title: ** Bootleg, Murder, Moonshine, and the Lawless Years of Prohibition


 * Award: ** Nonfiction Award (finalist)

This book offers a nonfiction account of prohibition, tracing its alcohol consumption from the Pilgrims to prohibition and its contribution to organized crime. The book contains several small narratives by eye witnesses to prohibition and includes the temperance movement's connection to the women's movement. Additionally, there are numerous pictures, posters, and pamphlets reproduced to add visual appeal to the stories. The book begins with the Valentine's Day Massacre before detailing America's earliest involvement with alcohol consumption. There are numerous statistics that are shocking and sometimes amusing such as the percentage of poison contained in 500,000 gallons of confiscated liquor in one New York year and the amount of alcohol consumption during various periods of American history. At the end of the book, there is a brief section on the repeal of Eighteenth Amendment and the efforts of Mothers Against Drunk Driving, Red Ribbon Week, and the ongoing fight against alcohol.
 * Summary: **

CC.11-12.R.L.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
 * Curriculum connection: Tennessee Common Core Curriculum, 11th Grade **


 * Genre: ** Nonfiction

Using an adaptation of figure 17.4 (Antonacci, 2011, p. 128), students will create reading notes on the Single Cause (prohibition) with Multiple Effects. Using the chart below, students will find 2 examples of each of the effects to include in their reading notes. For the examples students provide in their active reading, they will include citations showing where they found their examples.
 * Classroom activity: **

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<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Omololu, C. J. (2010). //Dirty little secrets//. New York, NY: Walker Publishing Co.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">ISBN: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> 978-0802722331


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Dirty Little Secrets


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Award: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> 2012 9-12 Kentucky Bluegrass Award

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">High school junior Lucy Tompkins has spent years hiding herself, insulated from the outside world by her mother's hoarding obsession with "treasures." After spending the night with a friend, she arrives home to discover that her mother had died amidst the piles of old newspapers, magazines, rotting food, unused purchases, and debris. Afraid of having her family's secret discovered and wishing to live a normal life, Lucy tries to clean out the house before anyone finds out of her mother's death. Overwhelmed by the monumental task, she lapses into memories of her mother, siblings, and friends while reflecting on who she is as a person. As she struggles to make sense of her mother's obsession and to keep her situation from ending up on the five o'clock news, she cleans through the debris only to discover that her mother's hoarding has left her with very little means of escape. When the task becomes too much, she seeks solace in her friend and a guy who genuinely seems to like her, both of whom know nothing of her home life. Lucy is forced to make a decision of exposing her dirty little secret or destroying the evidence of it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Summary: **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Curriculum connection: Tennessee Common Core Curriculum, 12th Grade **

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">CC.11-12.W.1.e Provide a concluding statement or section that follows from and supports the argument presented.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">CU 3005.4.10 Craft an effective conclusion by answering the research question, explaining the significance of the research findings, making appropriate recommendations, and suggesting future research needs.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Genre: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Fiction

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Using an I-Chart Data Table (Antonacci, 2011, p. 145), students will create research the effects of “hoarding” on children in the United States in order to place the book in a real world context. Using the chart below, students will conduct research on the prevalence of hoarding while integrating a variety of sources. As many students have seen television programs regarding the topic, the interest level is high. Students would find the topic of conducting research on hoarding quite interesting and it would align to the literature.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Promotional activity: **

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<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Gidwitz, A. (2010). //A tale dark and grimm//. New York, NY: Puffin Books.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">ISBN: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> 978-0142419670


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> A Tale Dark and Grimm


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Award: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> 2012 6-8 Kentucky Bluegrass Award

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">The book takes a well-known fairy tale, the story of Hansel and Gretel, and weaves together an adventurous tale combining lesser-known fairy tales into one unique story. The narrative is charmingly interrupted by a first person narrator who breaks the fourth wall of fiction and speaks directly to the reader throughout the story. It incorporates the more grisly origins of fairy tales, while maintaining a humorous and sometimes lighthearted narrative. Without sermonizing or moralizing, the book provides lessons on courage, strength of character, and living with purpose. In the novel, Hansel and Gretel's story begins before they are born, beginning with the tale of their parents who have married under a curse. Throughout the story, they seek new parents, only to travel through their own familiar tale with a cannibalistic witch. Once this story ends, however, the children face a murderer, the devil, their own inner demons, guilt, remorse, and their own epic journey home to defeat a dragon who is ravaging their kingdom. While their destiny is the eventual "Happily ever after," they face each challenge while learning from their adventures.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Summary: **

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">W.8.9.a Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Curriculum connection: Tennessee Common Core Curriculum, 4-8 Grade **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Genre: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Speculative fiction

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Have students work in groups to examine the origins of the eight individual tales within the book and create a board game that takes students through the storyline.Students will need to gather background information on the other tales, develop and decorate the game board, and present their game to the class. _
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Classroom activity: **



<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Morgenstern, E. (2011). //The night circus//. New York: Random House, Inc.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">ISBN: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> 978-0385534635


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> The Night Circus


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Award: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> The Alex Award

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">A competition between two illusionists, who are pitted against each other from childhood, is framed within the black and white circus tents of Le Cirque des Reves. The competitors are given very little detail as to the nature of the game and move into position upon the orders of their instructors. Cecelia and Marco use their illusions to build and add onto the circus, while falling in love with each other and exploring their abilities. With each new attraction they create, Cecelia and Marco take more control of the circus upon themselves, balancing its weight with their magic in order to keep it running. Although at first the competition appears to be one of skill, the competitors discover that the game ends when there is only one competitor left and the other competitor surrenders. Other lives intertwined with the circus hang in the balance as Cecelia and Marco struggle to maintain enough energy to keep the circus going. As they work to escape the game, others inside of the circus are affected.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Summary: **

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">CC.11-12.R.L.3 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).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Curriculum connection: Tennessee Common Core Curriculum, 12th Grade **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">CU 3005.8.3 Analyze how plot developments determine characters' conflicts and dilemmas.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Genre: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Speculative fiction

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Using an adaptation of figure 14.1 (Antonacci, 2011, p. 104), students will dissect the conflicts and resolutions in the text. Using the chart below, students will identify 4 characters from the text and their various motives for action, presenting examples and how the conflict is resolved. Students will provide page numbers for motivations, conflicts, and the solutions. When the chart is complete, students will write a 1 page reflection assessing the outcome of the conflict.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Classroom activity: **

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> _

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Whaley, J. C. (2011). //Where things come back.// New York, NY: Atheneum.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">ISBN: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> 978-1442413337


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Where Things Come Back


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Award: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Morris Award

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">In Lily, Arkansas, where nothing important ever happens, a bird believed to be extinct is sited. Soon after its appearance is reported, Cullen Whitter's fifteen year old brother goes missing without a trace. As the family searches for traces and clues, the rest of the town is searching for the Lazarus woodpecker. Cullen, unwilling to give his brother up for dead tries to distract himself through girls, friends, and work only to be reminded of his brother everywhere he looks. Simultaneously, another man is looking for answers after his college roommate has committed suicide, getting lost along the way. Attempting to kidnap Cullen, he mistakenly kidnaps Gabriel, Cullen's brother. Although the Lazarus woodpecker has not returned, Gabriel reappears making Lily, Arkansas a place "Where Things Come Back."
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Summary: **

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">CC.11-12.R.L.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Curriculum connection: Tennessee Common Core Curriculum, 11th Grade **

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">CC.11-12.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Genre: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Fiction

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Using an the book trailer organizer (Antonacci, 2011, p. 177), students will construct a graphic organizer that includes the characters, setting, events, problems, and solutions in relation to the title of the work. I would have students draw this on large pieces of paper, working in groups to complete the assignment. The rationale for this assignment is to analyze the interplay between the title of the work and the themes within the story. They will need to include a written copy of their script as part of the assignment.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Classroom activity: **



<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Cooper, S. (1973/2001). //The dark is rising//. New York, NY: Mcelderry books.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">ISBN: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> 978-1442412538


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> The Dark is Rising


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Award: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Edwards Award

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">On the night before his eleventh birthday, just before Christmas, unusual things begin to happen to Will Stanton. He is given a mysterious ornament for his belt, animals seem unusually afraid of him, and there is a prediction of snow on the forecast. He quickly learns through the instruction of others that he is the last "Old One" and is to be a vanquisher of a dark power that is rising between Christmas and Twelfth Night. As Twelfth Night approaches, he must seek out the remaining five symbols in order to defeat the dark, learning how to use their power while keeping his family, neighbors, and the signs safe. Through his instruction, Will shifts between the past and the present learning of his powers and how to use them. As the seventh son of a seventh son, he is marked for the job and spends much of the action packed novel being instructed how to call forth the light in order to provide this protection. In the end, he is a much older eleven year old than he was at the beginning of the novel, taking on the responsibility of being a guardian of light.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Summary: **

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Curriculum connection: Tennessee Common Core Curriculum, 4-8 Grade **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Genre: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Speculative fiction

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Because this book has lots of action, numerous events, and vivid descriptions, have students storyboard the action as they read on story comic strip panels. With the shifting time between past and present, students may need to be able to visualize the action as it occurs. This is found in Content Area Reading in Strategy 15 where the text recommends using jots and doodles in order “to clarify any misunderstandings or instances when prior knowledge or mental images were incongruous with the text” (Antonacci, 2011, p. 109). When finished, students will collaborate in groups to create a larger scale storyboard of events or they may use technology to create a short animation with either their images (scanned).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Classroom activity: **

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<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Bacigalupi, P. (2010). //Ship breaker//. New York, NY: Little, Brown Books for Young Readers. <span style="font-family: 'Times New Roman',Times,serif;">** Summary: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">Nailer is a member of a crew that works to break down broken and stranded ships in order to retrieve parts for salvage. As a ship breaker, he discovers a rich girl, Nita, trapped in a wrecked clipper ship, barely alive, and afraid. He decides to help her find her family, whom she is separated from, and they head to Orleans, where her father’s associate is located. Nita is being hunted by her uncle and his crew, and it is up to Nailer to return her to safety so he can make a better life for himself with the reward she offers. When Nita is kidnapped, Nailer must track the kidnappers and rescue her being sold to her uncle. When he finds the kidnapper, he must face down the greatest challenge: standing up to his father amid the wreckage of a sinking ship.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">ISBN: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> 978-0316056199
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Ship Breaker
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Award: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Printz Award (2011)

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">CC.11-12.R.I.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Curriculum connection: Tennessee Common Core Curriculum, 11th Grade **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Genre: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Fiction

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Have students look at the pictures below of ship breaking and read the article. This will provide a real world context for type of job Nailer holds. Annotate the article and write a 1 page reflection before beginning the book. <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px; line-height: 0px; overflow: hidden;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Promotional activity: **



<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Cushman, K. (2010). //Alchemy and meggy swann// [Audiobook]. <span class="st" style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Katherine Kellgren (Speaker). <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> New York, NY: Listening library.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14.6667px;">ISBN: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> 978-0307710222


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Alchemy and Meggy Swann


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Award: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Odyssey award (2011, honor)

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">In 1573, Meggy Swann is sent to live with her father in London following her grandmother’s death, but he is disappointed to find that she is not a boy and that she requires the use of two sticks in order to walk. Unable to return to a mother who did not want her, she first finds her new surroundings disgusting, smelly, unfriendly, and frightening. Her father, who is an alchemist, abandons her in the lower level of the house to care for herself, something she is entirely unaccustomed to doing. Forced to become more independent than she has ever been before, she makes friends and she eventually acquaints herself with her father enough to begin assisting her father in his laboratory. Then she learns that her father may be involved in a murderous plot and she feels compelled to try to warn him and to protect her father as well. Katherine Kellegren provides a very nice performance with varying voices for different characters and a lovely singing voice for the songs in the novel.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Summary: **

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">L.8.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">L.8.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Curriculum connection: Tennessee Common Core Curriculum, 4-8 Grade **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Genre: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Fiction

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Listening to the audiobook as they read, students will read along with a text copy in the classroom. The book utilizes a wide variety of new vocabulary for students. Using an adaptation of figure 2.1 (Antonacci, 2011, p. 28), students will create a collection chart for unfamiliar words. Students will write the word, a pronunciation, reason for selecting the new word, its definition, and the page number where the word appears. Students will find as many new words as they can. The chart below is only to provide a visual example. The page number inclusion is so students may refer to the book again at a later date. Using the audio version along with the text will enable students to hear the word pronounced correctly within the context of the sentence.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Classroom activity: **

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> _____



<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Rowling, J.K. (2007). //Harry potter and the deathly hallows// [Audiobook]//.// Jim Dale (Speaker). New York, NY: Listening library.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14.6667px;">ISBN: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> 978-0739360385


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Harry Potter and the Deathly Hallows


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Award: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Odyssey award (Honor, 2008)

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">In the seventh and final book of the Harry Potter series, the book breaks from tradition by not centering on his activity during a school year at Hogwarts School of Witchcraft and Wizardry. Instead, the book focuses on Harry's and his friends' attempt to stop Lord Voldemort completely by destroying the magical protections he has placed on fragments of his soul, which are the only things that stand in the way of actually killing Voldemort once and for all. Narrated by the superb Jim Dale, the struggle between good and evil reaches its climactic ending in a battle inside the grounds of the school. Dale provides numerous voices, easily shifting between voices for the characters and his own natural voice narration. Dale's voice is engaging and personal as he reads, providing vivid imagery of the scenes Rowling has written. This audiobook is among the best available as Dale maintains the emotional richness of Rowling's book; he sighs, pauses, hiccups, and his voice breaks with emotion as the narration directs in order to convey the appropriate atmosphere of the reading. This audiobook is rich in its structural detail provided by Rowling, is enriched in its performance by Dale, and is perfect for slower or struggling readers.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Summary: **

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Curriculum connection: Tennessee Common Core Curriculum, 4-8 Grade **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Genre: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Speculative fiction

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">For a promotional activity, I would like to see the school library host a book character day where students dress as their favorite book characters. As this series is among the best productions of audiobooks available, I think that it would be a great idea to use them as the beginning of a collection of audiobooks available for students to check out from the school library. Before school, between classes, during lunch, etc., I would like for audiobooks to be played over speakers in the library in order for students to hear the quality of the story-telling. Once students hear what they are likely to expect, they will be more apt to check them out as an alternative to the traditional library. As part of the book character day, students in costume would naturally be invited to the library for a yearbook photo (with the book playing in the background). The library could even host a contest for best costume. Even students not in costume would have their curiosity and interest piqued. The additional benefit to this is that librarians and teachers would be able to learn more about what their students are interested in and would be able to promote audiobooks and additional pieces of literature that would correspond to student interest. Students would also benefit as they would be able to learn about other pieces of literature they might not know about from their friends' costumes.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Promotional activity: **

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<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Brewer, H. (2010). //Eighth grade bites: The chronicles of Vladimir tod// [Audiobook]//.// Kevin Pariseau (Speaker). New York, NY: Brilliance audio.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 14.6667px;">ISBN: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> 978-1441868411


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Eighth Grade Bites: The Chronicles of Vladimir Tod


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Award: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">No ALA Awards; Truman Readers Award (2009/2010)

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">At thirteen years old, Vladimir Tod has had to keep more than his share of secrets. The biggest ones are that his father was a vampire and his mother was a human before their tragic death, and that he is a little blood-thirsty. When his English teacher goes missing, he soon realizes that the new substitute is a little too interested in him. Amid the confusion of being in middle school, being hunted by bullies, being invisible to his crush, and being a half vampire, he quickly learns that there seems to be someone who knows his secret. He does his homework though, and discovers that his father’s journal holds the keys to unraveling the truth about his parents and his past. Unfortunately, while the story is entertaining, the audiobook is somewhat lacking in its performance. The reading is somewhat bland and adds nothing to an otherwise entertaining story.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Summary: **

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Curriculum connection: Tennessee Common Core Curriculum, 4-8 Grade **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Genre: **<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;"> Speculative fiction

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Using the chart below, have students look up the allusive elements in the story to find out how they relate to other texts, popular culture, and mythology. As students read, have them find 5 more allusions not on the list to include in the chart.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Classroom activity: **