Brittney+Shaw

**Title:** The Earth, My Butt and Other Big Round Things APA CITATION & ISBN Mackler, C. (2003). //The Earth, my butt and other big round things//. New York, NY: Candlewick Press//. 978-0-7636-5979-0// CCR: 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. Students will be able to identify aspects of text’s structure. Students will be able to identify order of events in text. Students will be able to describe the effect such as, mystery, tension and surprise, the author uses. Students will be able to analyze how author’s choice of plot structure creates an effect, order of events within a text creates an effect, and manipulation of time creates an effect. Activity: Strategy 18 Connect to it. Page 133 of developing content area literacy. Students will have a graphic organizer activity where they connect the text to themselves. They will plot the following.
 * Author:** Carolyn Mackler
 * Award** Printz Award
 * Genre: Realistic Fiction**
 * Summary**: This book is about a teenage girl named Virginia Shreeves. She lives with her mother and father, feeling like she doesn’t really fit in with her family of overachieving health fanatics. Her mother is an adolescent psychologist, and throughout the book Virginia deals with a lot of issues, such as her weight, changes in relationships, life changes and family drama. Her brother is expelled from school for date rape, her sister leaves the country to join the peace corps, and her best friend moves for a year. During the book Virginia develops the “Fat Girl Code of Conduct” which most of her actions are based upon.
 * Curriculum Connection…**
 * Grade level:** 9-10
 * Standard:** Analyze how an author’s choices concerning how to structure a text, order events within it (e.g. parallel plots), and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise.
 * Displays:** Reasoning.

Text to World
 * || Connection to something happening around you, someone you know, in your community, the school, etc. ||

Text to Text
 * || What other books have you read with similarities? What are those similarities? ||

Text to Self **Author:** Roland Merullo Students will complete an activity where they read a passage of the text, during this time they will jot down questions or statements they feel are important or they have about the text and they will also convey visuals they get while reading by creating visual images in their notes. This could be of an event in the book, vocabulary used, etc. Afterwards we will use their questions and visual aids to better understand the text and meet the above learning targets
 * || How you relate personally to the text. ||
 * Title:** The Talk Funny Girl
 * Title:** The Talk Funny Girl
 * Award:** Alex Award
 * APA CITATION & ISBN** Merullo, R. (2011.) //The talk funny girl.// Crown Publisher, New York//.// 978-0-307-45292-4
 * Genre:** Realistic Fiction
 * Summary:** This is a story of a “backward” girl named Marjorie who lives in a very secluded part of her town with her abusive parents who are controlled by the church. She talks very odd, switching her words around where it doesn’t make sense, this is the same way her father and grandfather talk. Marjorie is 17 and goes to work as a stone mason. Her Aunt Elaine who isn’t really her aunt is her “savior” who helps her with money and protects. She eventually goes to live with her Aunt, and her mother goes into labor and dies and her father is convicted of murder for the girls that have been going missing. Marjorie in the end marries the man she works for and raises her sister who eventually gets sent away due to her behavior.
 * Curriculum Connection:** CCR: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 * Grade level**: 8
 * Standard:** Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
 * Displays**: Reasoning.
 * Students will be able to** define (compare/contrast, analogies, categorization), identify, (individuals, events, ideas) within a text.
 * Students will be able to** compare how, individuals, ideas and events are connected including classification and analogies.
 * Students will be able to** contrast the distinctions between, individuals, ideas and events within a text including classification and analogies.
 * Activity:** Strategy 15 Jots and Doodles. Page 108 of developing content area literacy.

CCR: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Displays Reasoning Students will be able to apply reliable sources of information, appropriate inquiry methods to conduct a research project, multiple avenues of exploration (technology library skills, etc.) Students will be able to determine which facts/examples best answer a question, draw conclusions about the validity of sources, formulate questions, either verbally or written, that would allow for other avenues of exploration. **Title**: Where Things Come Back Students will be able to describe elements of a story or drama, identify changes in elements of the story or drama, and identify interactions between elements. Students will be able to, analyze how a change in one element shapes another, analyze how elements of a story or drama interact. **Title** Ghetto Cowboy **Title:** Bootleg, Murder, Moonshine and the Lawless Years of Prohibition. Students will be able to identify the central idea within a text, identify specific details that support the development of the central idea, as it emerges, is shaped, and is refined, provides an objective summary. Students will be able to analyze how the central idea of a text emerges, is shaped and refined by specific details, interpret how the text supports key ideas with specific details, and provide an objective summary that includes how the central idea emerges, is shaped, and refined by specific details. **Title:** How They Croaked **Title: The Shakespeare Stealer** The student will be able to identify the author’s ideas or claims, and determine the structure/text features of an informational passage. The student will be able to analyze how the author uses particular, sentences, paragraphs or larger portions to develop or refine ideas or claims. **Title: The Summer I Turned Pretty** **Title** Anna and the French Kiss
 * Title:** The Long Road to Gettysburg.
 * Author** Jim Murphy
 * Award** Margaret A. Edwards Award
 * APA CITATION & ISBN** Murphy, J. (1992.) The Long road to Gettysburg. //Clarion Books, New York// 978-0-618-05157-1
 * Genre:** Historical Fiction
 * Summary:** This book is about the events leading up to the battle of Gettysburg, the battle itself, and the events and meeting after the battle including the Gettysburg address. There are profiles and information on the roles of Abraham Lincoln, Edward Everett, Lieutenant John Dooley and Robert E. Lee among others. This book is full of maps and stories about the battles and the marches that occurred during the time.
 * Curriculum Connection**
 * Grade Level** 8
 * Standard:** Conduct short research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
 * Activity:** Strategy 34, Shared Pen. Found on page 234 of developing content area literacy. For this book I would have students create a project based upon one of the various sub-topics found in the text. It would be done as a collaborative peer project, so I would utilize the shared pen activity.
 * Author** John Carey Whaley
 * Award** William C. Morris Award
 * APA CITATION & ISBN** Whaley, J. (2011.) Where things come back. //Atheneum//. 978-1-4424-1333-7
 * Genre**
 * Summary** Where things come back begins as a tale by Cullen Witter about his life at age 17. Cullen lived in a small town that he said people never seemed to get out of. The book begins with Cullen identifying the body of his cousin, then through a series of events including a misfortunate date with an older girl, his brother disappears and a man named John Barling says that he saw a woodpecker that was thought to be extinct in the town of Lilly, making them a media sensation. The book also has a second story of Benton Stage who is working on winning his father’s approval while he spreads the word of God. The two stories come together in the end, when you realize that Cullen’s brother, Gabriel was abducted by Benton’s friend Cabot. Cabot thought Gabe was Cullen, who was dating Cabot’s ex-wife. In the end we learn that things happen for reasons unknown, the great woodpecker is not the bird they thought and Gabriel returns home.
 * Curriculum Connection** CCR: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 * Grade Level** Seventh
 * Standard:** Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot.)
 * Activity:** Strategy 7 of Developing Content area Literacy, Paired Reading. Students will read the book in pairs and then have small book talks to discuss the book, and answer questions both formulated by themselves and teacher generated.
 * Author** G. Neri
 * APA CITATION & ISBN Neri**, G. (2011.) Ghetto cowboy. //Candlewick Press.// 978-0-7636-4922-7
 * Genre** African American Fiction
 * Summary** Cole is a young teen who lived with his mother all his life in the city. He gets into trouble and his mother decides that she can no longer handle him, so she drives him to live with his father in Philly. When he gets there he finds that the place is similar to the area he was raised except there are cowboys and horses everywhere. He reluctantly lives there and then begins to develop a relationship with not only his father but a horse named Boo. Later in the book, the city takes the horses saying they are being neglected, Cole doesn’t want the horses to be slaughtered, so he along with his cousin Smush and friend Snappers, go an “steal” the horses. Cole and his father Harper then organize a group of Cowboys to face down the city when they come to clear the stables and force them to move the horses. They eventually win the rights to keep the horses and the stables and Cole’s mother comes back. He then spends the time he is in school with his mother and his summers with his father.
 * Curriculum Connection** CCR Analyze how and why individuals, events and ideas develop and interact over the course of a text.
 * Grade Level** 7
 * Standard** Analyze the interactions between individuals, events and ideas in a text (e.g. how ideas influence individuals or events, or how individuals influence ideas or events).
 * Activity:** Strategy 28 Academic Controversy. Students will read the book and once this is complete they will then engage in a debate, where they have to take a side to an issue in the book (e.g. Should Cole’s mother have made him go live with his father?) Each small group will cover a different issue as selected by the teacher. They will then give their final arguments to the whole class for a large debate on multiple issues.
 * Author:** Karen Blumenthal
 * Award** YALSA Award for Excellence
 * APA CITATION & ISBN** Blumenthal, K. (2011.) Bootleg, murder, moonshine and the lawless years of prohibition. //Roaring Book Press, New York.// 978-1-59643-449-3
 * Genre** Historical Fiction
 * Summary** Bootleg, is a book about the years leading to prohibition, the era of prohibition and post prohibition. The book begins with the St. Valentines Day massacre. There are some black and white photos included with the text, it moves into the discussion of Morris Sheppard, a.k.a. “the Father of Prohibition” and how he got the prohibition act started, it then moves on to discuss the political movements, the resistence such as speakeasies, bootleg bath tub gin, etc. Then came the introduction of the family temperance pledge, and the moral and physical thermometer that was used to show the influence that alcohol had on people. The next section of the book was the introduction and discussion of Al Capone and his impact on prohibition and the lawless years of shootings, bribes and drinking. The book ended with the elections of Hoover and Roosevelt who reformed the prohibition movement, followed by the founding of Mothers Against Drunk Driving and finally it gives a glossary to help with terms and information in the text.
 * Curriculum Connection** CCR: determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.
 * Grade Level** 9-10
 * Standard** Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * Activity** Strategy 13, Imagination Recreation. Students will take information from the reading to recreate it either through, posters, power points, plays, etc.
 * Author:** Georgia Bragg
 * Award** Bluegrass Award for Middle School
 * APA CITATION & ISBN** Bragg, G. (2011.) How they croaked, //Walker and Company, New York//. 978-0-8027-9817-6
 * Genre** Realistic/Historical
 * Summary** This book is an interesting book that details the life and ultimately the death of 19 famous people including but not limited to, Pocahontas, Christopher Columbus, Cleopatra, Queen Elizabeth I, Caesar and Edgar Allen Poe. The book is written in a way that young adults would appreciate with uncomplicated wording and comparisons to things they would understand today. At the end of each section there are fun facts, and information related to the topic, for example at the end of the section on King Tut, they discuss mummification and what it consists of, etc.
 * Curriculum Connection:** Gather relevant information from multiple print and digital sources, asses the credibility of each source, and integrate the information while avoiding plagiarism.
 * Grade Level** 8
 * Standard** Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of other while avoiding plagiarism and following a standard format for citation.
 * Activity** Strategy 11, Interactive Think-Alouds. The students will read the text then brainstorm with a partner about their strategies to infer or predict, they will then write down what they have learned from the text and each other and turn it in at the end of class.
 * Author Gary Blackwood**
 * Award EBook**
 * APA CITATION & ISBN Blackwood, G. (1998.) The Shakespeare stealer.** //Puffin-EBook//
 * Genre Theatre Fiction**
 * Summary This is a book about an orphaned boy named Widge. He lives in an orphanage until he is 14. While he is in the orphanage, he is taught a form of shorthand called characters, by Dr. Bright. He is then taken/bought by a man named Mr. Bass, for the purpose of stealing Shakespeare’s play Hamlett. He is caught at the theatre, but is thought to want a role in the play, so he is allowed to stay, over time he becomes part of the crew, but his new master comes back to get the book, in the end Widge stays with the play company and does not give the book to Mr. Bass.**
 * Curriculum Connection** CCR: 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.
 * Grade Level** 9-10
 * Standard** Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions or a text (e.g. a section or chapter).
 * Activity** Strategy 36 Talking around the text
 * Author: Jenny Han**
 * Award EBook**
 * APA CITATION & ISBN:** Han. J. (2009)The Summer I turned pretty. Simon and Schuster EBook**.**
 * Genre: realistic fiction**
 * Summary**: The Summer I Turned Pretty is the story of a sixteen year old girl named Belly and the Summer she spends at the Beach House with her mother, her brother Steven, her mother’s best friend Susannah and Susannah’s sons Conrad and Jeremiah. Belly has developed a crush on Conrad over the years. During the book Belly struggles with her emotions toward Conrad and the changes that she sees in him, she also feels left out when the boys don’t include her in their fun. Her brother leaves early to visit colleges with his father, and Belly eventually tells Conrad how she feels, all the while Jeremiah tells her that he loves her. It all comes down to a heated argument, where there is relationship and life changes including them finding out that Susannah is sick with cancer. In the end Belly and Conrad develop a relationship, but the level of the relationship is left uncertain for a later book.
 * Curriculum Connection** CCR Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 * Grade Level** 8
 * Standard** Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
 * Activity** Strategy 19, Quick Writes. Student will read and as they read they will complete quick write activities about what they have read. This is where they will be given five to ten minutes to put in their own words the most important details about the story and their thoughts about the book.
 * Author** Stephanie Perkins
 * Award** Bluegrass Award for High School
 * APA CITATION & ISBN** Perkins, S. (2010) Anna and the french kiss. //Penguin Group//. 978-0-14-241940-3
 * Genre** Romantic fiction/realistic fiction
 * Summary:** This book is about Anna who until now has lived in Atlanta with her family, until her father decides that a boarding school in Paris is the experience that she needs. While there she faces her first time being “All grown up” She encounters some people that she quickly becomes friends with and although she struggles with some things, romantic thoughts aren’t one of them. She soon develops a crush on a boy who isn’t exactly available, Anna comes home for a visit only to discover that her friend is now dating the boy at home who she had, had a crush on for quite some time. Once back at boarding school, Anna’s relationship with St. Clair develops into a real and lasting relationship where St. Clair goes to Berkeley so he can be closer to Anna.
 * Curriculum Connection** CCR Analyze how and why individuals, events, and ideas develop and interact over the course of a text**.**
 * Grade Level** 9-10
 * Standard** Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connetions that are drawn between them.
 * Activity** Strategy 14 Conflict Dissection Students will look at the internal and external struggles and identify, who it impacted, what was the motivation, what was the conflict and how was it or could it have been solved?