The Music of Dolphins

“I don't know what I am thinking. But I am alone. I am trapped in the net of the room. In the net of humans. I think maybe I am drowning in the net of humans.”


The Music of Dolphins
Written by Karen Hesse
Published by Scholastic, Inc., 1996

Family, Nature, Ocean, Dolphins, Wild Child

Awards:
Mark Twain Award (Nominated, 1999)
Sunshine State Young Reader's Book Award (Nominated, 2001)
Virginia Reader's Choice Awards (Nominated, 2000)
Golden Kite Awards (Nominated, 1996)
Black-Eyed Susan Book Award (Nominated, 1999)
Golden Sower Award (Nominated, 2000)
Massachusetts Children's Book Award (Nominated, 1999)
Young Reader's Choice Award (Nominated, 1999)
Nutmeg Children's Book Award (Nominated, 2000)
Dorothy Canfield Fisher Children's Book Award (Nominated, 1998)
Iowa Teen Award (Nominated, 2000)
Publishers Weekly Best Books of the Year (Won, 1996)
Great Stone Face Children's Book Award (Nominated, 1998)
Beehive Children's Fictional Book Award (Nominated, 1999)
Nene Award (Nominated, 2002)

Summary:
This fictional novel is about a little girl, Mila.  However, according to Mila, she is a little dolphin.  Mila is what we consider a wild child.  She was found in the ocean, after being raised by dolphins her entire life.  Now with the support of psychologists, readers witness the mental and emotional development of this beautiful little girl

Reading Level: Lexile Measure: 560L
Suggested Delivery: Independent reading and Small group work 

Key Vocabulary: Socialization, Cay, Orca, Nuzzle, Slundings, Pod

 

Teaching Strategies:
a) Have someone else do the hard work for you, at high quality! Use a “Listening Library” audio recording to read parts of the novel in class. You could still ask the students to read for homework and play the novel in class to reinforce the content.

b) This novel could easily be incorporated into Science.  Discuss dolphins and threats to dolphins, such as tuna catchers etc. 

c) The book often describes dolphin noises that Mila makes.  Many students may have never heard a dolphin speak before.  Play them either an audio recording of dolphins.

Comprehension Strategies:

Pre-Reading:
Before beginning the novel, play the video “Secrets of a Wild Child” This is about a well-known girl named Genie.  She was considered a wild child too, isolated by her abusive father, forced to sit on the toilet without any socialization.  Genie’s story contains some controversial subject matters and should be only used as a gateway into the mind of a wild child. 

During reading:

To get students thinking like Mila, have them participate in some of the activates she does in the novel!  For example listen to Mozart, and ask students to write down their feelings as they listen.  Do their “legs and arms swim in the music” and do they feel the music “in every little place inside of me” as Mila describes?

Post Reading
After reading the entire novel from Mila (a human’s point of view), discuss with students what it must be like for animals to be taken from their natural homes for case studies, every day.

Writing Activity

As suggested by the “Listening Library Study Guide” (link found below), “
 Have students describe an everyday activity, such as watching television, riding in a car, or going to a restaurant from the point of view of someone like Mila who has never seen or heard of these things.”  This will assess their informal comprehension, seeing if they can apply what they read about how Mila interprets the world to objects outside of the novel.

Electronic Resources

The “Listening Librbary” audiobook can be ordered online.  Even listen to an excerpt on the webpage.

http://www.randomhouse.com/audio/listeninglibrary/catalog/display.php?isbn=9780307705945&view=author

 

The “Listening Library Study Guide” can be found at the link below:
http://a1018.g.akamai.net/f/1018/19024/1d/randomhouse1.download.akamai.com/19024/bot/teachers-guides/9780307705952_Music%20of%20Dolphins.pdf

Hesse, Karen, and Karen Hesse. The music of dolphins. New York: Scholastic Press, 1996. Print.

Number the Stars

“Ellen had said that her mother
was afraid of the ocean, that it was too cold and too big. The sky was, too, thought Annemarie. The whole world was: too cold, too big. And too cruel. ”

Number the Stars
Written by Lois Lowry
Published by Random House Children's Books, 1989

Occupation, Denmark, Jewish, Star of David, Family

Awards:
Newbery Medal (Won, 1990)
Mark Twain Award (Nominated, 1992)
Jane Addams Children's Book Award (Nominated, 1990)
Golden Archer Award (Wisconsin) (Won, 1990)
Golden Archer Award (Wisconsin) (Won, 1998)
Maine Student Book Award (Won, 1991)
Dorothy Canfield Fisher Children's Book Award (Won, 1991)
Great Stone Face Children's Book Award (Won, 1992)
Rebecca Caudill Young Reader's Book Award (Won, 1992)
New York State Charlotte Award (Won, 1992)
Sydney Taylor Book Award (Won, 1989)

Summary:
This Newberry award-winning novel illustrates the time when the Nazis invaded Denmark and began “relocating” Jews.  The Danish resistance’s efforts saved many people and this book proves it.  Annemarie’s family attempts to help their Jewish Ellen.  Can they keep her true identity hidden from the daunting Nazis?  

Reading Level Lexile Measure: 670L
Suggested Delivery: Independent reading


Key Vocabulary: Occupation, Rabbi, Synagogue, Relocate, Typhus, Tantalize

Teaching Strategies

a) Incorporate this novel into discussions of diversity, including diversity.

b) The history of Jewish people is taught to students during their lessons on World War II.  This novel provides students with the story from a girl about the same age as them.  Ask them to read this novel for Social Studies, you can still be reading a novel in Language Arts too!

c) Spend time on the characters in this novel.  What is the nature of Annemarie and Ellen’s friendship before the occupation, after?

Comprehension Strategies:
Pre-Reading
Note the title of the novel, Number the Stars, and the picture of the little girl on the cover.  What do you think the title and the Star of David.  What do you know about the significance of this object? Examine the titles of each chapter, what do they tell you this little girl with the Star of David is going to have to overcome/endure?

During reading

The Danish people played such an important role in the history of Jewish people.  The Danish Resistance smuggled nearly 7,000 people.  Why did they choose to do this? Explore all the types of people they helped to protect.

Post Reading

Incorporate a Social Studies element by examining maps of pre and post war Germany.  Draw the lines of travel that the Jewish people took for safe refuge in Denmark.  Also, draw
in the Berlin wall.

Writing Activity
Since this novel deals with sensitive topics, focus student’s exploration by asking them to answer questions related to the story.  Example questions include:

-How can Annemarie do what she had to do?

-Where did she get her strength? Notice her use of Kirsti as a role model.

-This king in the novel is portrayed as saddened and brave as his country

     fell under the Nazi shadow. Which countries had kings then? Which ones still do?

-What is Lois Lowry Saying about soldier in general by making the Nazi

     soldier stroke Kirsti’s hair?

Electronic Resources:

The Glencoe Literature Library published this comprehensive compliment to the novel.  Including discussion prompts and background information about the author.
http://www.glencoe.com/sec/literature/litlibrary/pdf/number_the_stars.pdf

 

This is the link to a high quality web quest, intending to educate your students about the Holocaust through the lens of the novel, Number the Stars.

http://www.bgsu.edu/colleges/library/crc/webquest/number%20the%20stars/Homepage.html

 

Lowry, Lois. Number the stars. Boston: Houghton Mifflin Co., 1989. Print. 

Sadako and One Thousand Paper Cranes

Sadako and One Thousand Paper Cranes
Written by Eleanor Coerr
     Illustrated by Ronald Himler
Published by Random House Children's Books, 1977

Perseverance, Friendship, Courage, Origami, Cranes

Summary

This novel is the biography of a young girl named Sadako Sasaki.  When she was a baby, living in Japan, the atomic bomb was dropped on Hiroshima.  In life, Sadako had not been affected by this catastrophic event, until she fell ill with leukemia.  This is the story of her battle against leukemia and her relentless hope and positivity throughout the entire journey. 


Key Vocabulary: Parasols, Leukemia, Radiation,Transfusions, Kimono, Atom bomb

Teaching Strategies

a) This novel is a biography.  Reasearch Sadako on the website listed below, to prove to students that Sadako Sasaki was a real girl and this is a true account of her life. 

b) Explore the country and people of Japanese including the climate, housing, food and clothes, schools, culture, language, history, sports, government, and economy.

c) There are multiple copies of picture books which are also biographies of Sadako, which you could implement to differentiate for ELL or low-level students. 

Comprehension Strategies:

Pre-Reading
To understand the impact of the atomic bomb, explore multiple primary and secondary sources with students.  These include, the decision to drop the bomb, news reports, a timeline of the war, President Truman’s speech after the bombing of Hiroshima, the blast effect, and photos of Hiroshima before and after the attack. 

During reading

In order to personally connect with Sadako and her story, as well as to experience the labor involved in order to fold just one crane, have your students make their own!  On the wings ask students to write their own wish and another wish the Earth would make if it had a voice.

Post Reading
Watch the film, “Sadako and the Thousand Paper Cranes” and ask students to take notes, comparing and contrasting the film and novel.  Entertain class discussion asking which version of her story was more powerful? Why is this?

Writing Activity
Sadako folded the cranes according to a Japanese legend told in the story.  Explore more legends and folk tales.  Provide students with a list of moral lessons and ask them to choose one to write their own short legend. 

Electronic Resources:

This website is all about Japan! From the food and the people to the climate and government.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&ved=0CCcQFjAB&url=http%3A%2F%2Fwww.activityvillage.co.uk%2Fsadako_sasaki.htm&ei=X4WZUIjcObCL0QHixoCoCQ&usg=AFQjCNFQSsO_tfjC4EErRWqIrTXKy-TUnw
 
 

A short version of Sadako Sasaki’s story can be found at this website.  Providing readers with primary sources of photo’s and information. 

http://www.activityvillage.co.uk/sadako_sasaki.htm

 
This video is a student’s Claymation film summarizing Sadako’s life.  This short video reinforces the content in the text.

 

Coerr, E., & Himler, R. (1977). Sadako and the thousand paper cranes. New York: Putnam.

Shiloh

Shiloh
Written by Phyllis Reynolds Naylor
Published by Atheneum, 1991
 
Companionship, Love, Friendship,
     Man's best friend, Loyalty

Awards
Newbery Medal (Won, 1992)
Mark Twain Award (Won, 1994)
Flicker Tale Children's Book Award (Won, 1994)
Land of Enchantment Book Award (Won, 1994)
Golden Archer Award (Wisconsin) (Won, 1992)
Buckeye Children's Book Award (Won, 1995)
Massachusetts Children's Book Award (Won, 1994)
Young Reader's Choice Award (Won, 1994)
Nutmeg Children's Book Award (Won, 1994)
Maine Student Book Award (Won, 1993)
Dorothy Canfield Fisher Children's Book Award (Won, 1993)
Sequoyah Book Award (Won, 1994)
Prairie Pasque Award (Won, 1994)
William Allen White Children's Book Award (Won, 1994)
Bluebonnet Award (Won, 1994)
Great Stone Face Children's Book Award (Won, 1993)
Rebecca Caudill Young Reader's Book Award (Won, 1994)
West Virginia Children's Book Award (Won, 1994)
Nene Award (Won, 1994)
Summary:
In this heatwarming novel about a boy named Marty who finds a dog.  This is the story of their friendship, with Marty as a protector of Shiloh against his abusive past owner. 

Reading Level: Lexile Measure:
Suggested Delivery: Independent reading


Key Vocabulary: Abandoned, Gunnysack, Blackmail, Turpentine, Jubilation, Quavery
 

Teaching Strategies
a) As Shiloh is the 65^th book written by Naylor, I believe it is important to pay homage to this famous author.  A written biography, along with multiple videos interviewing Naylor will thoroughly inform students of the author and her successful writing process.  Following these videos, students should write three interview questions they would like to ask Naylor.  Create practical meaning by emailing the questions to the author looking for responses, you’re students would be thrilled!

 

 http://www.readingrockets.org/books/interviews/naylor/

b) Incorporate this novel into your science lessons on the animal kingdom.  Where do dogs lie on the food chain? Are they vertebrates or invertebrates? Etc. 

c) Ask students to research endangered animals, using the Webquest “Follow an Endangered Species Through Time” the students will get to choose an animal and follow it’s possible path to extinction.

Comprehension Strategies:
Pre-Reading
-As this novel brings about the topic of animal abuse, it is important for the teacher to address this as well.  Provide students with a list of ways kids can help animals.  Explain to them that doing the opposite of any one of these guidelines would be animal abuse.  

During reading

You will find you’re students really want to talk about the novel. They will want to express their opinions about the abuse Shiloh endures, and the lies that Marty must tell in order to “do right.”  Since there is no holding them back, ask the students to participate in “Say Something.”  In pairs the students will discuss the novel at climactic stopping points.

Post Reading

To foster their interest in reading, have students investigate the other two novels in the Shiloh series, Saving Shiloh and Shiloh Season.  If possible, make these books easily accessible to them in your classroom library. 

Writing Activity
Discuss the animal-human relationships that exist in your classroom.  Ask students to write about when they first met their furry friend, their emotions, questions they had, or if they were nervous or afraid.  For those students who have never had a pet at home, they can write about their first encounter with a friend’s animal or a classroom pet. 

Electronic Resources

The webquest I mentioned about is found at this URL.  The students will follow an endangered species life through time

http://www.zunal.com/webquest.php?w=118280

 

 

This list of ways students can be compassionate to pets and animals.

http://www.pleasebekind.com/candotohelp.html

 

Naylor, P. R. (1991). Shiloh. New York: Atheneum ;.

Something Wicked This Way Comes

“He knew what the wind was doing to them, where it was taking them, to all the secret places that were never so secret again in life.”


Something Wicked This Way Comes
Written by Ray Bradbury
Published by Simon & Schuster, 1962

Age, Darkness, Youth, Carousel, Magic

Summary:
Will and Jim are excited when they learn that a carnival is coming to town! Charles Holloway, Jim’s dad, is more suspicious than excited.  The carnival is called Cooger and Dark's Pandemonium Shadow Show. Jim and Will meet Mr. Cooger and Mr. Dark and learn of the true darkness of the carnival.

Reading Level: Lexile Measure: 820L
Suggested Delivery- Read aloud


Key Vocabulary- Ironmongery, Hex, Polarity, Gesticulate, Pendulum, Transfixed

Teaching Strategies

a) Introduce this novel to your readers as a classic novel.  They need to try to understand the beauty of Ray Bradbury’s novel. 

b) This novel has fantastic imagery, make it a read aloud!

c) The title is an exact quote from Shakespeare’s play, Macbeth.  Why not use this as an outlet to briefly discuss the great works of Shakespeare! You could introduce a few poems or at least the passage where Macbeth speaks the line “something wicked this way comes”

Comprehension Strategies:

Pre-Reading:
As a whole class, read the Prologue.  Bradbury introduces readers to James and William.  What do we learn about these characters.  Make a T-chart illustrating what we know about each. 

During reading:

Mr. Bradbury did not randomly choose the character names in this novel.  While reading, complete character maps for Jim, Will, Charles Holloway, Mr. Dark and Mr. Cougar.  Discuss how their names characterize them as a person.  A character analysis can be found at: http://www.shmoop.com/something-wicked-this-way-comes/characterization.html

Post Reading

Separate the novel into sections. In small groups, assign each a section of the novel.  Ask them to illustrate the scene on a long comic strip.  Combine all of the strips like the picture on the right.

Writing Activity
Watch the 1983 motion picture remake of the novel.  Instead of comparing and contrasting the novel and film, ask students to note what they were surprised by and in what ways the film depicted the novel differently than they had pictured it. 

Electronic Resources:

The character maps I discussed to use whole reading can be found below.  The maps highlight character’s actions, words, feelings, and appearance.

http://www.educationoasis.com/curriculum/GO/GO_pdf/Character_map_boy.pdf

IMDb reviews the film and provides links to buy the film.  Us the movie descriptions as concrete ways to compare the novel and film.

http://www.imdb.com/title/tt0086336/

Bradbury, R. (1999). Something wicked this way comes. New York: Avon Books.

Tripping Over the Lunch Lady: And Other School Stories

Tripping Over the Lunch Lady: And Other School Stories

Written by Nancy Mercado

Published by Scholastic, 2004

Brief, School, Humor, Hilarious, Awkwardness

Summary:

This fun and entertaining novel will have your students laughing! To ease anxieties about middle school this novel will put a humorous spin on some of the horror stories they have heard.  The novel features multiple short stories about everything from pop quizzes, to lunchtime, to "crazy" teachers!

Reading Level: Lexile Measure: 790L
Suggested Delivery: Small heterogeneous reading groups


Key Vocabulary: Decomposition, Specimens, Reluctant, Compromise, Principle, Detached

Teaching Strategies

a) Depending on the reading level of your class, incorporate a mini-lesson on the difficult vocabulary with your students.

b) I would suggest having the students form small groups and read a short story together.  If you are reading the novel quickly, you could assign each group and story to read and have the groups participate in whole group discussion, each contributing a portion of the novel. 

c) Your classroom environment may benefit from the students sharing personal, humiliating stories about themselves.  It can form a sense of community and honesty.  Which is an excellent classroom atmosphere, keep this trend going!  At the end of the year, move the desks into a circle and ask each student title their paper with their name, then ask the students to pass the papers around the circle and write one nice thing about that person.   

Comprehension Strategies:

                                 Pre-Reading

Since this novel is composed of ten separate stories, told by ten different authors, I believe that it is important to introduce this style of novel to your students.  Some may be able to relate to reading multiple short stories before if you mention the  Chicken Soup series. But for the rest of the class, read and examine the short story Farewell to Violet, look for the elements that make up a short story.  Consider these elements of short stories, from an online resource, which you will find referenced below. 

During reading

Ask your students to create a chart, in order for them to track examples of these 8 elements, within each short story.  This will not only provide you with a form of assessment, but the students will be help accountable for completing the reading. 

Post Reading
Avi, Angela Johnson, David Lubar, James Proimos, David Rice, Susan Shreve, Terry Trueman, Rachel Vail, Lee Wardlaw and Sarah Weeks are all contributors to the novel.  Ask your students to research these authors, What background information can they find?  How do their other novels reflect their school experience?    Are their more insights into their adolescence?

                                                                                     Writing Activity

You students should now have an abundance of examples that compose a short story.  Now it is time to write their own short story as if it is another chapter in the novel! The students should reminisce and write at least one page reflection on a noteworthy experience they've had in school.  Scaffold students' organization of ideas and thought-process through the graphic organizer featured on the left. 

Electronic Resources:

The short story graphic organizer can be accessed at this URL:
http://www.google.com/imgres?imgurl=http://classrooms.tacoma.k12.wa.us/stadium/schandler/documents/short_story_graphic_organizer.bmp&imgrefurl=http://classrooms.tacoma.k12.wa.us/stadium/schandler/index.php?section%3Ddocuments&h=1700&w=2338&sz=11648&tbnid=G9KoUGFBwTUS9M:&tbnh=87&tbnw=120&zoom=1&usg=__Rtg1gn40EM3-6vRceLN6rlYaYRI=&docid=gH-VQ_Ms3fs66M&sa=X&ei=XAukUNEHr7PRAZ2JgeAB&ved=0CDEQ9QEwAA&dur=3166

This is an excellent resource for online flashcards that can be used to accompany your introduction of the novel

http://quizlet.com/13180668/tripping-over-the-lunch-lady-and-other-school-stories-flash-cards/

The short story, Farewell to Violet written by Ellen Dodson can be accessed at this URL for free!  The document also includes sample CMT questions along with genuine student responses. 
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CC4QFjAA&url=http%3A%2F%2Fjackiewhiting.net%2FAmGov%2FCAPT%2FResp%2520to%2520Lit%2520-Farewell%2520to%2520Violet.doc&ei=lwikUL2UA6SB0QH5g4CYCQ&usg=AFQjCNHDwePVi9EVGM3tGMs0yPlL26tgMw


Below is the link to the image which I used above to display the different elements of a short story. http://www.ket.org/education/guides/pd/teachingtheshortstory.pdf

 

Mercado, N. E. (2004). Tripping over the lunch lady: and other school stories. New York: Dial Books.