Balloons over Broadway

Sweet, M. (2011). Balloons over Broadway: The true story of the puppeteer of Macy's parade. New York: Houghton.

Tony Sarg is a puppeteer who creates the first Macy's Day Parade.  It tells how he uses his knowledge of marionettes to create the big balloons that float down the parade route.  Tony starts small, but by the end he has created the big balloons of today.  Illustrations in this book are eye catching colleges that give details to the story.

Lesson plan for Balloons Over Broadway:
After reading the story to the students discuss how Tony Sarg developed his balloons over the years and talk about what a parade route is.  Have students pull up Google maps on the iPads and get a map of their town or city.  Plan a 2.6 mile route (like Macy's) through their town.  Make sure to mark where the beginning and end of the route is, and where the best place to view the parade is. 
More lesson plans for this book at:  http://www.rif.org/documents/us/Balloons-Over-Broadway_RIF-Extension-Activities-for-Educators.pdf

5)  Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:

(B)  use a scale to determine the distance between places on maps and globes;

(C)  identify and use the compass rose, grid system, and symbols to locate places on maps and globes; and

(D)  create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system.

The Three Pigs

Wiesner, D. (2001). The three pigs. New York: Clarion.

This story begins like any other Three Little Pigs story, but once the wolf starts blowing down the first pig's house the story takes a surprising turn of events.  The pigs run out of one story and into another and the characters from the other story joins the pigs to defeat the big bad wolf.

Lesson Plan for The Three Pigs.

After reading the book to students, discuss the different fairy tale characters that the pigs saved and brought home with them.  Talk about what other fairy tale characters the pigs could have saved.  Then have the students write a story on how the pigs would save them.
More ideas at:  http://www.vickiblackwell.com/lit/threepigs.html

(17)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);

(B)  develop drafts by sequencing ideas through writing sentences;

(C)  revise drafts by adding or deleting a word, phrase, or sentence;

(D)  edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and

(E)  publish and share writing with others.

It's a Book

Smith, L. (2011). It's a book. New York: Roaring Brook.

This is a simple book about reading a book.  It doesn't do anything fancy, it doesn't talk to you or you can't listen to it, you just have to read it.



Lesson Plan for It's a Book.

This would be a good book to introduce kindergarten students on how to treat a book, the different parts of a book, how to turn the pages and to follow the text from top to bottom and left to write.  After going over the different parts of the book, then I would have the students working with partners use the iPads to take pictures of each part of the book and upload it into Duddle Buddy and then write on each picture which part it is.

(1)  Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:

(F)  hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and

(G)  identify different parts of a book (e.g., front and back covers, title page).

Mirror, Mirror

Singer, M. (2010). Mirror, Mirror. New York: Dutton.

A book of poems written from top to bottom and then bottom to top makes for a interesting read.  These are fairy tales written in poem form, then written again from the bottom to create a whole different meaning.  The illustrations go along with the poem in both forms.


Lesson Plan for Mirror, Mirror:

First read the book to the students.  Then discuss which fairy tales are included in the book and how the meaning was changed from one to the other. Choose a Shel Silverstein poem book or have a copy of different poems for each group. Pass out one poem to each group and let them write the reverse for it and illustrate their poems. Have them share and discuss the ease or difficulty of doing it.

(7)  Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.

Where the Wild things Are

Sendak, M. (1963). Where the wild things are. New York: HarperCollins.

Max is being wild and misbehaving, so mother sends him to bed with no supper.  Max's room slowly changes to an island where there are wild creatures and Max becomes the leader.  He gets tired and hungry so he wants to go home, but the wild creatures didn't want him to.  He returns to his room to something good and hot.


If you liked this book, then you might like these:

Brown, M.W. (1947). Goodnight moon. New York, NY: Harper & Row Publications, Inc.




Johnson, C. (1955). Harold and the purple crayon. New York, NY: HarperCollins Publishers




Viorst, J. (1972). Alexander and the terrible, horrible, no good, very bad day. New York, NY: Aladdin Paperbacks.

The Invention of Hugo Cabret

Selznick, B. (2007). The invention of Hugo Cabret. New York: Scholastic.

This book is about 600 pages long with about half of those pages being artwork.  The artwork is very important in this story since it connects the written pages together.  The story begins with Hugo being taken in by his uncle and learns how to keep the clocks in the train station, in Paris, working. His uncle passes away and now Hugo must continue his work, but he also wants to fix the automaton his dad was working on before the fire. Will Hugo get it to work?  Why does the old man at the toy store want his notebook?


Lesson Plans for The Invention Hugo Cabret:

Since this book contains many pictures and won the Caldecott Medal, this would be a great way to introduce the award to the students.  Pull other books that have also won the Caldecott and go over why they think these books have won the award.  Have them choose a picture from one of the books to look at and draw.  Make sure they include the title of the book and the illustrator on their work.  Create a bulletin board of favorite illustrations and hang up their drawings.
More lesson plans at: http://librarysparks.com/pdf/librarysparks/2008/lsp_nov08_LL_hugo_cabret.pdf 

(4)  Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

(A)  identify general intent and expressive qualities in personal artworks; and

(B)  apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.

Good Masters, Sweet Ladies

Schlitz, L. A. (2007). Good masters, sweet ladies. Boston, MA: Candlewick Press.

This book is written in the form of a play.  It is set in a Medieval Village with children from upper to lower class.  It starts out with Hugo, who is the Lord's son, he must hunt the boar he saw in the woods or be flogged by his uncle for running from his tutor. The story continues introducing a new character and how it is connected to the last be they rich or poor.


Lesson Plan for Good Masters, Sweet Ladies:

Since this book is written in the form of a play, it would be great for the students to act it out.  Before students will be able to read this story they need to have a better understanding of the time period. First read the book to the class.  Take some words from the book, such as: tanner, miller, apprentice, falconer, crusade, and lambing or others that the teacher sees fit.  Have the students work in groups to come up with a definition, a sentence and a picture to show they understand those words.  Next talk about the time period, the dialect and the community from the medieval time.  Finally let them practice their parts and then perform it for other classes.
More ideas at:  http://www.socstrpr.org/files/Vol%204/Issue%203%20-%20Winter,%202010/Features/4.3.10.pdf

(10)  Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text.
(12)  Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and locate the author's stated purposes in writing the text.

Bridge to Terabithia

Paterson, K. (1972). Bridge to Terabithia. New York: Crown.

Jess wanted to be the fastest fifth grader this year in school, so he would get up before chores had to be done and run in the field.  In August Leslie moved in next door and eventually became Jess' best friend.  They would go on adventures together in the woods behind their houses and created the world of Terabithia.  During a rain storm a tragic event took place and now Jess had to face being alone once again.


If you like this book, then you may like these:

L'Engle, M. (1962). A wrinkle in time. New York, NY: Square Fish





Lowry, L. (1989). Number the stars. New York, NY: Houghton Mifflin Books for Children.





Sachar, L. (1998). Holes. New York, NY: A Yearling Book.

We are the Ship

Nelson, K. (2008). We are the ship. New York: Hyperion.

We are the ship is set up in nine innings, it begins back in the 1800's when baseball was just beginning, talking about how the blacks moved north so they could play baseball.  Mr. Nelson talks about the hardships, the conditions, and the joys these players went through just to play.



A lesson for We are the ship:

After reading the story, write down all the places the teams played in. You can choose to limit the number of places depending on your group of students.  Print out US maps with states to be labeled by students and set up a legends for how many miles in an inch.  Then have students draw the lines from one place to another and figure out how many miles the team would travel in a year.
More ideas here: http://www.teachingbooks.net/tb.cgi?tid=10325

b)  Knowledge and skills.

(1)  Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A)  apply mathematics to problems arising in everyday life, society, and the workplace;

(B)  use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution and evaluating the problem-solving process and the reasonableness of the solution;

A Big Guy Took My Ball!

Willems, M. (2013). A big guy took my ball! New York: Hyperion.

Piggie is playing with a ball, until this big guy takes it away.  Piggie runs to Gerald to ask him to get his ball back.  Gerald goes to get the ball and meets the big guy and runs back saying he can't the ball back the guy is to big.  In the end they are all friends.

The book trailer can be found here:   https://www.youtube.com/watch?v=UsHzU7Y-_ag

Rules

Lord, C. (2008). Rules. New York: Scholastic.

Catherine has a brother, David, who is autistic. She is embarrassed by him when he acts or says the wrong things in public.  She writes down several rules for him to follow, but he has a hard time remembering those rules.  Catherine is a very good artist and through her art and the clinic, she meets Jason.  They become friends, but Catherine is embarrassed when she meets her new neighbor while she is with Jason.  Does she learn some compassion for others who are different than her?

If you liked this book, you may also like these: 

Cole, H. (2010). A nest for Celeste. New York, NY: Katherine Tegen Books.

O'Connor, B. (2010). The fantastic secret of Owen Jester. New York, NY: Frances Foster Books.





Watts, J. (2012). Kizzy Ann stamps. Somerville, MA: Candlewick Press.

Skulduggery Pleasant

Landry, D. (2007). Skulduggery Pleasant. New York: HarperCollins.

Stephanie, a 12 year-old girl, just lost her rich uncle.  When the will is read her uncle leaves her his house and everything inside and outside.  The first night she stays at the house, she is attacked, but then saved by the man she sees at the funeral and at the reading of the will.  Turns out he is a skeleton with powers and a detective and the adventures are just beginning.

The book trailer can be found here:  https://www.youtube.com/watch?v=girNpdCQFv8

Lunch Lady

Krocoszka, J. (2012). Lunch Lady. New York: Random House.

Something is wrong with the librarians.  They are acting strange and unlike themselves.  Even the breakfast club can't get them to laugh.  So the Lunch Lady is on the job trying to solve the mystery behind this funny caper.

If you like this book, you may like the following:





Holm, J. L. & M. (2011) Squish brave new pond. New York, NY: Random House.








Harper, C. M. (2005). Fashion Kitty. New York, NY: Hyperion Paperbacks for Children.

Cammuso, F. (2008). Knights of the Lunch Table. New York, NY: Scholastic, Inc.

This Is Not My Hat

Klassen, J. (2012). This is not my hat. Boston, MA: Candlewick.

Little fish admits to stealing a hat from a big fish, who happens to be asleep.  Little fish says he won't notice and swims away as fast as he can.  Read to see if the big fish notices his hat has disappeared.

The book trailer can be found here: https://www.youtube.com/watch?v=IhbYyEdYWY8

Diary of a Wimpy Kid

Kinney, J. (2007). Diary of a wimpy kid. New York: Amulet Books.

Greg writes in his diary (I mean journal), everyday.  Telling of things that happen to him at home, school or even at a friend's house.  He starts with the beginning of school and is giving advice on how to pick you desk so you are sitting by the people you want to be sitting by, but he gets stuck between to "dorks" as he put it. Even though Greg is not laughing all the time, you will be after reading this story.

The book trailer can be found here:  http://www.schooltube.com/video/0b6f38e96ccbb623ff13/Diary%20of%20a%20Wimpy%20Kid%20Book%20Trailer

Babymouse

Holm, J & M. (2011). A very Babymouse Christmas. New York: Random House.


All Babymouse can think of this Christmas is a Whiz-Bang.  She doesn't care about decorating, eating traditional foods or singing Christmas Carols; all she wants are presents, one in particular.  Will she get her Whiz-Bang?  Read to the end to find out.

If You like this book, here are others you might like too:






Giff, P. R. (2010). Big whopper. New York, NY: A Yearling Book.









Holm, J. L. & M. (2011). Babymouse mad scientist. New York: Random House.

Gutman, D. (2011). Mrs. Lilly is silly! New York, NY: HarperCollins Children's Book

It's So Amazing

Harris, R. (1999). It's so amazing. Boston, MA: Candlewick Press.

Need a book to talk to your children about the birds and the bees?  It's so Amazing is the book; Ms. Harris writes so children can understand why their body changes, how it changes and how babies develop inside the mother.The pictures are detailed enough to go along with the text.


Book trailer can be found here:  https://www.youtube.com/watch?v=qFWQsZGwXyo

Rapunzel's Revenge

Hale, S. (2008). Rapunzel's Revenge. New York: Bloomsbury.

Rapunzel was taken from her real mom when she was a little girl because her parents owed a dept to Mother Gothel.  Rapunzel finds out the truth and is locked away in a tree tower where her hair grows and grows. She finally escapes and is helped by Jack to seek revenge on Mother Gothel to free the people of the mines and to find her real mother.

Book trailer can be found here:    https://www.youtube.com/watch?v=Q4_Slu5J67M

Rosa

Giovanni, N. (2005). Rosa. New York: Holt.

We all know the story of Rosa Parks and the bus ride, but did you also know that she was a seamstress, a mother and a wife?  I didn't know this until after I read Mr. Giovanni's book Rosa.   This is a book that could lead to many discussions of equality and segregation.

Lesson Plans for Rosa:

Read Rosa to the class, also have available other short stories about Rosa Parks, Martin L.King, Jr. and other books from that time period.  Divide the class into two groups; stickers and non-stickers, brown eyes and other color eyes.  Treat one group with respect, give them lots of praises, etc. and the other group ignore them, don't let them talk, etc.  Then switch the groups.  After the second time have students write down how they felt in both groups and discuss the positive changes that have occurred because of Rosa Parks.

(13)  Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:

(A)  identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;

Magic Windows

Garza, C. L. (1999). Magic windows. San Francisco, CA: Children's Book Press.

Ms. Garza wrote and illustrated this book.  All the illustrations are cut-paper art, depicting her family, her life in Mexico and legends from the Aztec life.  The writing is done in both English and Spanish telling a beautiful story of her life.

If you liked this book, you may like these:

Garza, C. L. (1999). Making magic windows: creating papel picado/cut-paper art with Carmen Lomas Garza. San Francisco, CA: Children's Book Press.

Garza, C.L. (1996). In my family/En mi familia. San Francisco, CA: Children's Book Press.

Garza, C. L. (1999). Family pictures, 15th anniversary edition/Cuadros de familia, edicion quinceanera. San Francisco, CA: Children's Book Press.

The Graveyard Book

Gaiman, N. (2008). The graveyard book. New York: HarperCollins.

An infant boy walks out of his house as his family is being murdered and wonders to the graveyard, where the ghosts protect him from the murderer, Jack.  Bod grows up in the graveyard and learns many things from his guardian and the ghost who surround him.  He has many great adventures, but his biggest adventure comes at the end when Jack is still looking for him.

If you liked this book, try these:




Gaiman, N. (2002). Caroline. New York, NY: Harper.






Gaiman, N. (1999). Stardust. New York, NY: HarperTEEN.









Pratchett, T. (2003). The Wee Free Men. New York, NY: HarperCollins Publishers.

Out of My Mind

Draper, S. (2010). Out of my mind. New York: Atheneum.

Melody has cerebral palsy.  She is not able to walk, talk or control her actions, but she is very bright.
Through out this story she is trying to communicate with people, but since she can not talk or do things for herself they treat her as if she knows nothing. She finally receives a computer to help her communicate with others and they are all surprised at what she knows.  Even after all this her classmates still do things that hurt her.

 If you liked this book, check out these:




Applegate, K. (2012). The one and only Ivan. New York, NY: HarperCollins Children's Book.

Buyea. R. (2010). Because of Mr. Terupt. New York, NY: A Yearling Book.

Palacio, R. J. (2012). Wonder. New York, NY: Random House.

The Legend of the Bluebonnet

dePaola, T. (1983). The legend of the bluebonnet. New York: Putnam.

This is an old time favorite. A story that is read during March when all the bluebonnets are out in Texas.  It is a very moving story about an orphan girl who gives up her most loved possession for the people who have taken care of her.


This is a link to the book trailer:
http://vimeo.com/42407045

Martina the Beautiful Cockroach

Deedy, C. A. (2007). Martina the beautiful cockroach. Atlanta, GA: Peachtree.

Martina is a cockroach who is looking for love and marriage.  Many different suitors come calling and she doesn't know how to pick the correct one.  But, Grandmother cockroach has the perfect solution to Martina's problem.  Will Martina listen to her grandmother and find her true love?


Lesson Plans for Martina the Beautiful Cockroach:
After reading this folktale to the class, have them work in pairs and read other folktales from different countries and make a poster to compare and contrast at least 3 other folktales.
More ideas here:  http://www.vaasl.org/pdfs/Conference_Handouts/2010/Raspen%20-%20VRC%20Extensions%20part%203.pdf

(5)  Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A)  paraphrase the themes and supporting details of fables, legends, myths, or stories; and

(B)  compare and contrast the settings in myths and traditional folktales.

The Watsons go to Birmingham, 1963

Curtis, C.P. (1995). The Watsons go to Birmingham, 1963. New York: Delacorte.

Kenny and his family live in Flint, Michigan.  Feels like the coldest place on Earth, according to mother, who is from Alabama.  Mother and father plan a trip to Birmingham, Alabama, because they don't know what to do with Byron, Kenny's older brother.  He is always in trouble and according to Kenny and juvenile delinquent.   While in Birmingham something terrible happens that affects the Watson family, but mainly Kenny.


If you like this book, check out these:







Ryan, P. M. (2000). Esperanza rising. New York, NY: Scholastic, Inc.

Curtis, C. P. (1999). Bud, not Buddy. New York, NY: A Yearling Book.










Williams-Garcia, R. (2010). One crazy summer. New York, NY: Amistad.