Teach The Book Thief by Markus Zusak

What It’s About? Get full lesson HERE!

Teach The Book Thief by Markus Zusak

Teach The Book Thief by Markus Zusak blogpost is an heart wrenching novel about the horrors of the Holocaust. The Book Thief is about a young man who barely survives the Holocaust amongst the many who perish in the novel and in history.

Teach The Book Thief by Markus Zusak: How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

Teach The Book Thief by Markus Zusak: How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

  1. Some of the examples are to write a letter to a character. Tell them how you are similar or different. Tell them something you admire about them and why. This puts the students through the thought process of what empathy is like.
  2. Another journal response can be to Create a mock interview between yourself and a character. Create interview questions, practice and be prepared to present in front of the class.
  3. Students can Predict what will happen in the next chapter and craft a chapter from a character’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
  4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
  5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
  6. To assess setting students can create the setting in a drawing below. Be specific with details.
  7. Lastly draw a primary character and at least one secondary character in the box below. Be accurate in your drawing.

Teach The Book Thief by Markus Zusak: How to Teach It!: Reading Comprehension

  1. Visualize-I ask students to draw a symbol that best represents the book.
  2. Summarize-Students will summarize the book, a chapter, or a section of the book.
  3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
  4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
  5. Respond-Students analyze how the author uses literary devices in the work and why.
  6. Question-Students are to make a list of questions they have for the author for further understanding.
  7. : Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

  1. Clarify
  2. Analyze
  3. Compare/contrast
  4. Evaluate
  5. Decide
  6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

Teach The Book Thief by Markus Zusak: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

Teach The Book Thief by Markus Zusak: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

  1. What are the characters’ motives or goals?
  2. What is the conflict?
  3. What am I visualizing?
  4. What is the message the author is trying to convey?
  5. What mood is the author creating?
  6. What problem is the character facing?
  7. How is the plot developing the story?
  8. Why did the author write this story?
  9. What themes are addressed in this text?
  10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of The Book Thief it brings awareness of the adversities of the Holocaust.

Teach The Book Thief by Markus Zusak: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

  1. I wonder…
  2. I was surprised that…
  3. I don’t really understand…
  4. I was reminded that…

Teach The Book Thief by Markus Zusak: Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the statement “Authoritarianism is traumatizing” then the evidence to back it up.

Teach The Book Thief by Markus Zusak: Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

Teach The Book Thief by Markus Zusak: Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

  1. What does this passage mean to you?
  2. Why do you think it is important to the text as a whole?
  3. What confuses you about the passage?
  4. Why is understanding this passage important to your response to the book as a whole?
  5. How does the passage connect to other ideas in the book?
  6. How does the author feeling about the ideas, characters or events they are presenting?
  7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
  8. What is revealed about the characters you have read in this passage?

The Book Thief: Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

  1. Paraphrase learned information in one sentence.
  2. Create a bookmark for today’s learning.
  3. Write original lyrics to a song that relates to today’s topic.
  4. Write four what if questions about the topic
  5. Create vocabulary cards for the five most essential terms
  6. Write an acrostic poem about the topic
  7. Write a letter to a family member or friend about the topic
  8. Create an analogy for today’s topic and an image
  9. Create a Venn diagram to compare and contrast information
  10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

  1. Exposition
  2. Conflict
  3. Rising action
  4. Climax
  5. Falling action
  6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is Countries should have helped to stop the Holocaust sooner. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can use the same topic from the philosophical chairs discussion.

However you teach “The Book Thief” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT. Click HERE for the full lesson. To Read a blog post on March click HERE

Teach The Boy in the Striped Pajamas by John Boyne

What it’s About? Click HERE for the full lesson!

Teach The Boy in the Striped Pajamas by John Boyne

Teach The Boy in the Striped Pajamas by John Boyne blogpost is an heart wrenching novel about the horrors of the Holocaust. A young man who is the son of a Holocaust general his rather monotonous journey during the Holocaust. Like many others he doesn’t survive amongst the many who perish in the novel and in history.

Teach The Boy in the Striped Pajamas by John Boyne: How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

Teach The Boy in the Striped Pajamas by John Boyne: How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

  1. Some of the examples are to write a letter to a character. Tell them how you are similar or different. Tell them something you admire about them and why. This puts the students through the thought process of what empathy is like.
  2. Another journal response can be to Create a mock interview between yourself and a character. Create interview questions, practice and be prepared to present in front of the class.
  3. Students can Predict what will happen in the next chapter and craft a chapter from a character’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
  4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
  5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
  6. To assess setting students can create the setting in a drawing below. Be specific with details.
  7. Lastly draw a primary character and at least one secondary character in the box below. Be accurate in your drawing.

Teach The Boy in the Striped Pajamas by John Boyne: How to Teach It!: Reading Comprehension

  1. Visualize-I ask students to draw a symbol that best represents the book.
  2. Summarize-Students will summarize the book, a chapter, or a section of the book.
  3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
  4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
  5. Respond-Students analyze how the author uses literary devices in the work and why.
  6. Question-Students are to make a list of questions they have for the author for further understanding.
  7. : Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

  1. Clarify
  2. Analyze
  3. Compare/contrast
  4. Evaluate
  5. Decide
  6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

Teach The Boy in the Striped Pajamas by John Boyne: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

Teach The Boy in the Striped Pajamas by John Boyne: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

  1. What are the characters’ motives or goals?
  2. What is the conflict?
  3. What am I visualizing?
  4. What is the message the author is trying to convey?
  5. What mood is the author creating?
  6. What problem is the character facing?
  7. How is the plot developing the story?
  8. Why did the author write this story?
  9. What themes are addressed in this text?
  10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of The Boy in the Striped Pajamas it brings awareness of the adversities of the Holocaust.

Teach The Boy in the Striped Pajamas by John Boyne: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

  1. I wonder…
  2. I was surprised that…
  3. I don’t really understand…
  4. I was reminded that…

Teach The Boy in the Striped Pajamas by John Boyne: Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the statement “Authoritarianism is traumatizing” then the evidence to back it up.

Teach The Boy in the Striped Pajamas by John Boyne: Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

Teach The Boy in the Striped Pajamas by John Boyne: Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

  1. What does this passage mean to you?
  2. Why do you think it is important to the text as a whole?
  3. What confuses you about the passage?
  4. Why is understanding this passage important to your response to the book as a whole?
  5. How does the passage connect to other ideas in the book?
  6. How does the author feeling about the ideas, characters or events they are presenting?
  7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
  8. What is revealed about the characters you have read in this passage?

The Boy in the Striped Pajamas: Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

  1. Paraphrase learned information in one sentence.
  2. Create a bookmark for today’s learning.
  3. Write original lyrics to a song that relates to today’s topic.
  4. Write four what if questions about the topic
  5. Create vocabulary cards for the five most essential terms
  6. Write an acrostic poem about the topic
  7. Write a letter to a family member or friend about the topic
  8. Create an analogy for today’s topic and an image
  9. Create a Venn diagram to compare and contrast information
  10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

  1. Exposition
  2. Conflict
  3. Rising action
  4. Climax
  5. Falling action
  6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is Countries should have helped to stop the Holocaust sooner. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can use the same topic from the philosophical chairs discussion.

However you teach “The Boy in the Striped Pajamas” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT. Click HERE for the full lesson. To Read a blog post on March click HERE

Teach Lifeboat 12 by Susan Hood

What It’s About? Click HERE for the full lesson

Teach Lifeboat 12 by Susan Hood

Teach Lifeboat 12 by Susan Hood blogpost is an heart wrenching novel about the horrors of the Holocaust. A young man on his way to what is supposed to be a brighter future ends up going down in a ship and lands on a lifeboat-Lifeboat 12. We read about his traumatizing journey during the Holocaust. He barely survives amongst the many who perish in the novel and in history.

Teach Lifeboat 12 by Susan Hood: How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

Teach Lifeboat 12 by Susan Hood: How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

  1. Some of the examples are to write a letter to a character. Tell them how you are similar or different. Tell them something you admire about them and why. This puts the students through the thought process of what empathy is like.
  2. Another journal response can be to Create a mock interview between yourself and a character. Create interview questions, practice and be prepared to present in front of the class.
  3. Students can Predict what will happen in the next chapter and craft a chapter from a character’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
  4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
  5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
  6. To assess setting students can create the setting in a drawing below. Be specific with details.
  7. Lastly draw a primary character and at least one secondary character in the box below. Be accurate in your drawing.

Teach Lifeboat 12 by Susan Hood: How to Teach It!: Reading Comprehension

  1. Visualize-I ask students to draw a symbol that best represents the book.
  2. Summarize-Students will summarize the book, a chapter, or a section of the book.
  3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
  4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
  5. Respond-Students analyze how the author uses literary devices in the work and why.
  6. Question-Students are to make a list of questions they have for the author for further understanding.
  7. : Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

  1. Clarify
  2. Analyze
  3. Compare/contrast
  4. Evaluate
  5. Decide
  6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

Teach Lifeboat 12 by Susan Hood: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

Teach Lifeboat 12 by Susan Hood: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

  1. What are the characters’ motives or goals?
  2. What is the conflict?
  3. What am I visualizing?
  4. What is the message the author is trying to convey?
  5. What mood is the author creating?
  6. What problem is the character facing?
  7. How is the plot developing the story?
  8. Why did the author write this story?
  9. What themes are addressed in this text?
  10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of Night it brings awareness of the adversities of the Holocaust.

Teach Lifeboat 12 by Susan Hood: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

  1. I wonder…
  2. I was surprised that…
  3. I don’t really understand…
  4. I was reminded that…

Teach Lifeboat 12 by Susan Hood: Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the statement “Authoritarianism is traumatizing” then the evidence to back it up.

Teach Lifeboat 12 by Susan Hood: Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

Teach Lifeboat 12 by Susan Hood: Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

  1. What does this passage mean to you?
  2. Why do you think it is important to the text as a whole?
  3. What confuses you about the passage?
  4. Why is understanding this passage important to your response to the book as a whole?
  5. How does the passage connect to other ideas in the book?
  6. How does the author feeling about the ideas, characters or events they are presenting?
  7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
  8. What is revealed about the characters you have read in this passage?

Lifeboat 12: Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

  1. Paraphrase learned information in one sentence.
  2. Create a bookmark for today’s learning.
  3. Write original lyrics to a song that relates to today’s topic.
  4. Write four what if questions about the topic
  5. Create vocabulary cards for the five most essential terms
  6. Write an acrostic poem about the topic
  7. Write a letter to a family member or friend about the topic
  8. Create an analogy for today’s topic and an image
  9. Create a Venn diagram to compare and contrast information
  10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

  1. Exposition
  2. Conflict
  3. Rising action
  4. Climax
  5. Falling action
  6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is Countries should have helped to stop the Holocaust sooner. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can use the same topic from the philosophical chairs discussion.

However you teach “Lifeboat 12” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT. Click HERE for the full lesson. To Read a blog post on March click HERE

Teach Night by Elie Wiesel

What it’s about? Click HERE for the full lesson

Teach Night by Elie Wiesel

Night by Elie Wiesel is an heart wrenching novel about the horrors of the Holocaust. Elie Wiesel’s autobiography he loses his sister, mother, and father on his traumatizing journey during the Holocaust. He barely survives and needs to pick up the pieces of a devastating war. The novel is about brutality, loss, family, and friendship.

Teach Night by Elie Wiesel: How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

Teach Night by Elie Wiesel: How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

  1. Some of the examples are to write a letter to a character. Tell them how you are similar or different. Tell them something you admire about them and why. This puts the students through the thought process of what empathy is like.
  2. Another journal response can be to Create a mock interview between yourself and a character. Create interview questions, practice and be prepared to present in front of the class.
  3. Students can Predict what will happen in the next chapter and craft a chapter from a character’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
  4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
  5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
  6. To assess setting students can create the setting in a drawing below. Be specific with details.
  7. Lastly draw a primary character and at least one secondary character in the box below. Be accurate in your drawing.

Teach Night by Elie Wiesel: How to Teach It!: Reading Comprehension

  1. Visualize-I ask students to draw a symbol that best represents the book.
  2. Summarize-Students will summarize the book, a chapter, or a section of the book.
  3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
  4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
  5. Respond-Students analyze how the author uses literary devices in the work and why.
  6. Question-Students are to make a list of questions they have for the author for further understanding.
  7. : Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

  1. Clarify
  2. Analyze
  3. Compare/contrast
  4. Evaluate
  5. Decide
  6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

Teach Night by Elie Wiesel: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

Teach Night by Elie Wiesel: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

  1. What are the characters’ motives or goals?
  2. What is the conflict?
  3. What am I visualizing?
  4. What is the message the author is trying to convey?
  5. What mood is the author creating?
  6. What problem is the character facing?
  7. How is the plot developing the story?
  8. Why did the author write this story?
  9. What themes are addressed in this text?
  10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of Night it brings awareness of the adversities of the Holocaust.

Teach Night by Elie Wiesel: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

  1. I wonder…
  2. I was surprised that…
  3. I don’t really understand…
  4. I was reminded that…

Teach Night by Elie Wiesel: Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the statement “Authoritarianism is traumatizing” then the evidence to back it up.

Teach Night by Elie Wiesel: Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

Teach Night by Elie Wiesel: Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

  1. What does this passage mean to you?
  2. Why do you think it is important to the text as a whole?
  3. What confuses you about the passage?
  4. Why is understanding this passage important to your response to the book as a whole?
  5. How does the passage connect to other ideas in the book?
  6. How does the author feeling about the ideas, characters or events they are presenting?
  7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
  8. What is revealed about the characters you have read in this passage?

Night: Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

  1. Paraphrase learned information in one sentence.
  2. Create a bookmark for today’s learning.
  3. Write original lyrics to a song that relates to today’s topic.
  4. Write four what if questions about the topic
  5. Create vocabulary cards for the five most essential terms
  6. Write an acrostic poem about the topic
  7. Write a letter to a family member or friend about the topic
  8. Create an analogy for today’s topic and an image
  9. Create a Venn diagram to compare and contrast information
  10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

  1. Exposition
  2. Conflict
  3. Rising action
  4. Climax
  5. Falling action
  6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is Countries should have helped to stop the Holocaust sooner. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can use the same topic from the philosophical chairs discussion.

However you teach “A Good Kind of Trouble” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT. Click HERE for the full lesson. To Read a blog post on March click HERE

Teach A Good Kind of Trouble by Lisa Moore Ramee

What It’s About? Click HERE for the full lesson

Teach A Good Kind of Trouble by Lisa Moore Ramee

Teach A Good Kind Of Trouble by Lisa Moore Ramee is an inspiring book about personal empowerment, racism, police brutality and activism. Shayla is struggling with the issues of middle school with the additional layer of dealing with learning about racism. It’s a beautiful coming of age novel about a young woman trying to find her place in the world.

Teach A Good Kind of Trouble by Lisa Moore Ramee: How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

Teach A Good Kind of Trouble by Lisa Moore Ramee. How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

  1. Some of the examples are to write a letter to a character. Tell them how you are similar or different. Tell them something you admire about them and why. This puts the students through the thought process of what empathy is like.
  2. Another journal response can be to Create a mock interview between yourself and a character. Create interview questions, practice and be prepared to present in front of the class.
  3. Students can Predict what will happen in the next chapter and craft a chapter from a character’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
  4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
  5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
  6. To assess setting students can create the setting in a drawing below. Be specific with details.
  7. Lastly draw a primary character and at least one secondary character in the box below. Be accurate in your drawing.

Teach A Good Kind of Trouble by Lisa Moore Ramee: How to Teach It!: Reading Comprehension

  1. Visualize-I ask students to draw a symbol that best represents the book.
  2. Summarize-Students will summarize the book, a chapter, or a section of the book.
  3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
  4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
  5. Respond-Students analyze how the author uses literary devices in the work and why.
  6. Question-Students are to make a list of questions they have for the author for further understanding.
  7. : Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

  1. Clarify
  2. Analyze
  3. Compare/contrast
  4. Evaluate
  5. Decide
  6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

A Good Kind of Trouble by Lisa Moore Ramee: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

Teach A Good Kind of Trouble by Lisa Moore Ramee: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

  1. What are the characters’ motives or goals?
  2. What is the conflict?
  3. What am I visualizing?
  4. What is the message the author is trying to convey?
  5. What mood is the author creating?
  6. What problem is the character facing?
  7. How is the plot developing the story?
  8. Why did the author write this story?
  9. What themes are addressed in this text?
  10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of A Good Kind of Trouble it brings awareness of the adversities of growing up as a young African American woman.

Teach A Good Kind of Trouble: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

  1. I wonder…
  2. I was surprised that…
  3. I don’t really understand…
  4. I was reminded that…

Teach A Good Kind of Trouble by Lisa Moore Ramee: Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the statement “Racism is traumatizing” then the evidence to back it up.

Teach A Good Kind of Trouble: Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

A Good Kind of Trouble: Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

  1. What does this passage mean to you?
  2. Why do you think it is important to the text as a whole?
  3. What confuses you about the passage?
  4. Why is understanding this passage important to your response to the book as a whole?
  5. How does the passage connect to other ideas in the book?
  6. How does the author feeling about the ideas, characters or events they are presenting?
  7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
  8. What is revealed about the characters you have read in this passage?

A Good Kind of Trouble: Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

  1. Paraphrase learned information in one sentence.
  2. Create a bookmark for today’s learning.
  3. Write original lyrics to a song that relates to today’s topic.
  4. Write four what if questions about the topic
  5. Create vocabulary cards for the five most essential terms
  6. Write an acrostic poem about the topic
  7. Write a letter to a family member or friend about the topic
  8. Create an analogy for today’s topic and an image
  9. Create a Venn diagram to compare and contrast information
  10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

  1. Exposition
  2. Conflict
  3. Rising action
  4. Climax
  5. Falling action
  6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is whether or not black people have equal rights and opportunities today. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can use the same topic from the philosophical chairs discussion.

However you teach “A Good Kind of Trouble” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT. Click HERE for the full lesson. To Read a blog post on March click HERE

Teach Blended by Sharon Draper

What it’s about. Click HERE for the full lesson.

Teach Blended by Sharon Draper

Teach Blended by Sharon Draper is an inspiring book about personal empowerment, racism, police brutality and activism. Isabella is struggling with the issues of middle school with the additional layer of dealing with learning about racism. It’s a beautiful coming of age novel about a young woman trying to find her place in the world.

Teach Blended by Sharon Draper: How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

Teach Blended by Sharon Draper. How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

  1. Some of the examples are to write a letter to a character. Tell them how you are similar or different. Tell them something you admire about them and why. This puts the students through the thought process of what empathy is like.
  2. Another journal response can be to Create a mock interview between yourself and a character. Create interview questions, practice and be prepared to present in front of the class.
  3. Students can Predict what will happen in the next chapter and craft a chapter from a character’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
  4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
  5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
  6. To assess setting students can create the setting in a drawing below. Be specific with details.
  7. Lastly draw a primary character and at least one secondary character in the box below. Be accurate in your drawing.

Teach Blended by Sharon Draper: How to Teach It!: Reading Comprehension

  1. Visualize-I ask students to draw a symbol that best represents the book.
  2. Summarize-Students will summarize the book, a chapter, or a section of the book.
  3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
  4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
  5. Respond-Students analyze how the author uses literary devices in the work and why.
  6. Question-Students are to make a list of questions they have for the author for further understanding.
  7. : Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

  1. Clarify
  2. Analyze
  3. Compare/contrast
  4. Evaluate
  5. Decide
  6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

Teach Blended by Sharon Draper: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

Teach Blended by Sharon Draper: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

  1. What are the characters’ motives or goals?
  2. What is the conflict?
  3. What am I visualizing?
  4. What is the message the author is trying to convey?
  5. What mood is the author creating?
  6. What problem is the character facing?
  7. How is the plot developing the story?
  8. Why did the author write this story?
  9. What themes are addressed in this text?
  10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of Blended it brings awareness of the adversities of growing up as a young African American woman.

Teach Blended by Sharon Draper: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

  1. I wonder…
  2. I was surprised that…
  3. I don’t really understand…
  4. I was reminded that…

Teach Blended by Sharon Draper: Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the statement “Segregation is traumatizing” then the evidence to back it up.

Teach Blended by Sharon Draper: Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

Teach Blended: Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

  1. What does this passage mean to you?
  2. Why do you think it is important to the text as a whole?
  3. What confuses you about the passage?
  4. Why is understanding this passage important to your response to the book as a whole?
  5. How does the passage connect to other ideas in the book?
  6. How does the author feeling about the ideas, characters or events they are presenting?
  7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
  8. What is revealed about the characters you have read in this passage?

Teach Blended: Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

  1. Paraphrase learned information in one sentence.
  2. Create a bookmark for today’s learning.
  3. Write original lyrics to a song that relates to today’s topic.
  4. Write four what if questions about the topic
  5. Create vocabulary cards for the five most essential terms
  6. Write an acrostic poem about the topic
  7. Write a letter to a family member or friend about the topic
  8. Create an analogy for today’s topic and an image
  9. Create a Venn diagram to compare and contrast information
  10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

  1. Exposition
  2. Conflict
  3. Rising action
  4. Climax
  5. Falling action
  6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is whether or not black people have equal rights and opportunities today. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can use the same topic from the philosophical chairs discussion.

However you teach “Blended” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT shop HERE. To Read a blog post on March click HERE

Teach Brown Girl Dreaming by Jacqueline Woodson

Teach Brown Girl Dreaming by Jacqueline Woodson

What it’s about. Click HERE for the full lesson.

Teach Brown Girl Dreaming by Jacquline Woodson which is an inspiring book about personal empowerment, poverty, family, and loss. Brown Girl Dreaming is an coming of age story told by a young girl. The story is written in verse. It discusses the author’s childhood as an African American growing up in South Carolina and New York.

Teach Brown Girl Dreaming by Jacqueline Woodson: How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

Teach Brown Girl Dreaming by Jacqueline Woodson. How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

  1. Some of the examples are to write a letter to a character. Tell them how you are similar or different. Tell them something you admire about them and why. This puts the students through the thought process of what empathy is like.
  2. Another journal response can be to Create a mock interview between yourself and a character. Create interview questions, practice and be prepared to present in front of the class.
  3. Students can Predict what will happen in the next chapter and craft a chapter from a character’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
  4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
  5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
  6. To assess setting students can create the setting in a drawing below. Be specific with details.
  7. Lastly draw a primary character and at least one secondary character in the box below. Be accurate in your drawing.

Teach Brown Girl Dreaming by Jacqueline Woodson: How to Teach It!: Reading Comprehension

  1. Visualize-I ask students to draw a symbol that best represents the book.
  2. Summarize-Students will summarize the book, a chapter, or a section of the book.
  3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
  4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
  5. Respond-Students analyze how the author uses literary devices in the work and why.
  6. Question-Students are to make a list of questions they have for the author for further understanding.
  7. : Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

  1. Clarify
  2. Analyze
  3. Compare/contrast
  4. Evaluate
  5. Decide
  6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

Teach Brown Girl Dreaming by Jacqueline Woodson: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

Teach Brown Girl Dreaming by Jacqueline Woodson: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

  1. What are the characters’ motives or goals?
  2. What is the conflict?
  3. What am I visualizing?
  4. What is the message the author is trying to convey?
  5. What mood is the author creating?
  6. What problem is the character facing?
  7. How is the plot developing the story?
  8. Why did the author write this story?
  9. What themes are addressed in this text?
  10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of Brown Girl Dreaming it brings awareness of the adversities of poverty and hopefully changes our views on how one judges another who is poor- In the simplest of terms. The bigger picture is being raised in New York during the backlash of the civil war and segregation.

Teach Brown Girl Dreaming by Jacqueline Woodson: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

  1. I wonder…
  2. I was surprised that…
  3. I don’t really understand…
  4. I was reminded that…

Teach Brown Girl Dreaming by Jacqueline Woodson: Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the stateme “Segregation is traumatizing” then the evidence to back it up.

Teach Brown Girl Dreaming by Jacqueline Woodson: Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

Teach Brown Girl Dreaming: Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

  1. What does this passage mean to you?
  2. Why do you think it is important to the text as a whole?
  3. What confuses you about the passage?
  4. Why is understanding this passage important to your response to the book as a whole?
  5. How does the passage connect to other ideas in the book?
  6. How does the author feeling about the ideas, characters or events they are presenting?
  7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
  8. What is revealed about the characters you have read in this passage?

Teach Brown Girl Dreaming: Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

  1. Paraphrase learned information in one sentence.
  2. Create a bookmark for today’s learning.
  3. Write original lyrics to a song that relates to today’s topic.
  4. Write four what if questions about the topic
  5. Create vocabulary cards for the five most essential terms
  6. Write an acrostic poem about the topic
  7. Write a letter to a family member or friend about the topic
  8. Create an analogy for today’s topic and an image
  9. Create a Venn diagram to compare and contrast information
  10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

  1. Exposition
  2. Conflict
  3. Rising action
  4. Climax
  5. Falling action
  6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is whether or not black people have equal rights and opportunities today. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can use the same topic from the philosophical chairs discussion.

However you teach “Brown Girl Dreaming” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT shop HERE. To Read a blog post on March click HERE

Teach As Brave As You by Jason Reynolds

Teach As Brave As You by Jason Reynolds

What it’s about. Click HERE for the full lesson.

Teach As Brave As You by Jason Reynolds which is an inspiring book about personal empowerment, poverty, family, and loss. As Brave As You is a story about a two young boys who stay with their grandparents while their parents go on vacation for the last time together. The main character learns about his grandfather, and other family member who was killed in the war. He sees the direct impact this has on the family and how they have suffered because of the loss.

Teach As Brave As You by Jason Reynolds: How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

Teach As Brave As You by Jason Reynolds. How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

  1. Some of the examples are to write a letter to a character. Tell them how you are similar or different. Tell them something you admire about them and why. This puts the students through the thought process of what empathy is like.
  2. Another journal response can be to Create a mock interview between yourself and a character. Create interview questions, practice and be prepared to present in front of the class.
  3. Students can Predict what will happen in the next chapter and craft a chapter from a character’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
  4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
  5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
  6. To assess setting students can create the setting in a drawing below. Be specific with details.
  7. Lastly draw a primary character and at least one secondary character in the box below. Be accurate in your drawing.

Teach As Brave As You by Jason Reynolds: How to Teach It!: Reading Comprehension

  1. Visualize-I ask students to draw a symbol that best represents the book.
  2. Summarize-Students will summarize the book, a chapter, or a section of the book.
  3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
  4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
  5. Respond-Students analyze how the author uses literary devices in the work and why.
  6. Question-Students are to make a list of questions they have for the author for further understanding.

Teach As Brave As You by Jason Reynolds: Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

  1. Clarify
  2. Analyze
  3. Compare/contrast
  4. Evaluate
  5. Decide
  6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

Teach As Brave as You by Jason Reynolds: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

Teach As Brave as You by Jason Reynolds: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

  1. What are the characters’ motives or goals?
  2. What is the conflict?
  3. What am I visualizing?
  4. What is the message the author is trying to convey?
  5. What mood is the author creating?
  6. What problem is the character facing?
  7. How is the plot developing the story?
  8. Why did the author write this story?
  9. What themes are addressed in this text?
  10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of The 57 Bus it brings awareness of the adversities of poverty and hopefully changes our views on how one judges another who is poor- In the simplest of terms. The bigger picture can be arguments about whether or not parents should encourage their kids to go into war.

Teach As Brave As You: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

  1. I wonder…
  2. I was surprised that…
  3. I don’t really understand…
  4. I was reminded that…

Teach As Brave As You by Jason Reynolds: Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the stateme “Parents should not try to control their childrens’ futures” then the evidence to back it up.

Teach As Brave As You by Jason Reynolds: Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

Teach As Brave As You by Jason Reynolds: Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

  1. What does this passage mean to you?
  2. Why do you think it is important to the text as a whole?
  3. What confuses you about the passage?
  4. Why is understanding this passage important to your response to the book as a whole?
  5. How does the passage connect to other ideas in the book?
  6. How does the author feeling about the ideas, characters or events they are presenting?
  7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
  8. What is revealed about the characters you have read in this passage?

Teach As Brave As You by Jason Reynolds: Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

  1. Paraphrase learned information in one sentence.
  2. Create a bookmark for today’s learning.
  3. Write original lyrics to a song that relates to today’s topic.
  4. Write four what if questions about the topic
  5. Create vocabulary cards for the five most essential terms
  6. Write an acrostic poem about the topic
  7. Write a letter to a family member or friend about the topic
  8. Create an analogy for today’s topic and an image
  9. Create a Venn diagram to compare and contrast information
  10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

  1. Exposition
  2. Conflict
  3. Rising action
  4. Climax
  5. Falling action
  6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is whether or not parents should influence their kid’s future. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can use the same topic from the philosophical chairs discussion.

However you teach “As Brave As You” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT shop HERE

Teach Look Both Ways by Jason Reynolds

Teach Look Both Ways by Jason Reynolds

What it’s about. Click HERE for the full lesson.

Teach Look Both Ways by Jason Reynolds which is an inspiring book about personal empowerment, poverty, bullying, family, and friendship. Look Both Ways is split up into separate chapters and stories about different people walking home by a different path and experiencing a different journey. It is an important book to teach with many inspirational messages.

Teach Look Both Ways. How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

Teach Look Both Ways. How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

  1. Some of the examples are to write a letter to a character. Tell them how you are similar or different. Tell them something you admire about them and why. This puts the students through the thought process of what empathy is like.
  2. Another journal response can be to Create a mock interview between yourself and a character. Create interview questions, practice and be prepared to present in front of the class.
  3. Students can Predict what will happen in the next chapter and craft a chapter from a character’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
  4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
  5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
  6. To assess setting students can create the setting in a drawing below. Be specific with details.
  7. Lastly draw a primary character and at least one secondary character in the box below. Be accurate in your drawing.

Teach Look Both Ways. How to Teach It!: Reading Comprehension

  1. Visualize-I ask students to draw a symbol that best represents the book.
  2. Summarize-Students will summarize the book, a chapter, or a section of the book.
  3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
  4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
  5. Respond-Students analyze how the author uses literary devices in the work and why.
  6. Question-Students are to make a list of questions they have for the author for further understanding.

Teach Look Both Ways: Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

  1. Clarify
  2. Analyze
  3. Compare/contrast
  4. Evaluate
  5. Decide
  6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

Teach Look Both Ways: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

Teach Look Both Ways: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

  1. What are the characters’ motives or goals?
  2. What is the conflict?
  3. What am I visualizing?
  4. What is the message the author is trying to convey?
  5. What mood is the author creating?
  6. What problem is the character facing?
  7. How is the plot developing the story?
  8. Why did the author write this story?
  9. What themes are addressed in this text?
  10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of The 57 Bus it brings awareness of the adversities of poverty and hopefully changes our views on how one judges another who is poor- In the simplest of terms. The bigger picture can be arguments of having easier collect acceptance rates for those who suffer from poverty etc.

Teach Look Both Ways: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

  1. I wonder…
  2. I was surprised that…
  3. I don’t really understand…
  4. I was reminded that…

Teach Look Both Ways by Jason Reynolds: Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the statement, “bullying is prevalent during after school hours” then the evidence to back it up.

Teach Look Both Ways by Jason Reynolds: Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

Teach Look Both Ways by Jason Reynolds: Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

  1. What does this passage mean to you?
  2. Why do you think it is important to the text as a whole?
  3. What confuses you about the passage?
  4. Why is understanding this passage important to your response to the book as a whole?
  5. How does the passage connect to other ideas in the book?
  6. How does the author feeling about the ideas, characters or events they are presenting?
  7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
  8. What is revealed about the characters you have read in this passage?

Teach Look Both Ways by Jason Reynolds: Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

  1. Paraphrase learned information in one sentence.
  2. Create a bookmark for today’s learning.
  3. Write original lyrics to a song that relates to today’s topic.
  4. Write four what if questions about the topic
  5. Create vocabulary cards for the five most essential terms
  6. Write an acrostic poem about the topic
  7. Write a letter to a family member or friend about the topic
  8. Create an analogy for today’s topic and an image
  9. Create a Venn diagram to compare and contrast information
  10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

  1. Exposition
  2. Conflict
  3. Rising action
  4. Climax
  5. Falling action
  6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is whether or not students are safe outside the boundaries of school. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can use the same topic from the philosophical chairs discussion.

However you teach “Look Both Ways” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT shop HERE

Teach The 57 Bus by Dashka Slater

Teach The 57 Bus

What its about? Get the full Lesson below HERE

Teach The 57 Bus is an inspiring book about personal empowerment as it relates to gender, stereotypes, and the justice system. The 57 Bus is about a transgender young adult named Sasha whose skirt is lit on fire by a young adult male. The young adult male lives in poverty in a neighborhood where he is doomed to fail. Sasha survives but will Richard survive prison being tried as an adult? The 57 Bus is an important book that should be taught in public or private schools.

Teach The 57 Bus. How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

Teach The 57 Bus. How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

  1. Some of the examples are to write a letter to Sasha or Richard. Tell them how you are similar or different. Tell them something you admire about them and why. This puts the students through the thought process of what empathy is like.
  2. Another journal response can be to Create a mock interview between yourself Sasha or Richard. Create interview questions, practice and be prepared to present in front of the class.
  3. Students can Predict what will happen in the next chapter and craft a chapter from Sasha or Richard’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
  4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
  5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
  6. To assess setting students can create the setting in a drawing below. Be specific with details. It can be the trailer, school, the restaurant, etc.
  7. Lastly possibly draw Richard or Sasha and at least one secondary character in the box below. Be accurate in your drawing.

Teach The 57 Bus: Reading Comprehension

  1. Visualize-I ask students to draw a symbol that best represents the book.
  2. Summarize-Students will summarize the book, a chapter, or a section of the book.
  3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
  4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
  5. Respond-Students analyze how the author uses literary devices in the work and why.
  6. Question-Students are to make a list of questions they have for the author for further understanding.

Teach The 57 Bus: Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

  1. Clarify
  2. Analyze
  3. Compare/contrast
  4. Evaluate
  5. Decide
  6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

Teach The 57 Bus: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

Teach The 57 Bus: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

  1. What are the characters’ motives or goals?
  2. What is the conflict?
  3. What am I visualizing?
  4. What is the message the author is trying to convey?
  5. What mood is the author creating?
  6. What problem is the character facing?
  7. How is the plot developing the story?
  8. Why did the author write this story?
  9. What themes are addressed in this text?
  10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of The 57 Bus it brings awareness of the adversities of poverty and hopefully changes our views on how one judges another who is poor- In the simplest of terms. The bigger picture can be arguments of having easier collect acceptance rates for those who suffer from poverty and the adversity suffered by the transgender population.

Teach The 57 Bus: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

  1. I wonder…
  2. I was surprised that…
  3. I don’t really understand…
  4. I was reminded that…

Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the statement, “adolescents shouldn’t be charged as adults” then the evidence to back it up.

Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

  1. What does this passage mean to you?
  2. Why do you think it is important to the text as a whole?
  3. What confuses you about the passage?
  4. Why is understanding this passage important to your response to the book as a whole?
  5. How does the passage connect to other ideas in the book?
  6. How does the author feeling about the ideas, characters or events they are presenting?
  7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
  8. What is revealed about the characters you have read in this passage?

Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

  1. Paraphrase learned information in one sentence.
  2. Create a bookmark for today’s learning.
  3. Write original lyrics to a song that relates to today’s topic.
  4. Write four what if questions about the topic
  5. Create vocabulary cards for the five most essential terms
  6. Write an acrostic poem about the topic
  7. Write a letter to a family member or friend about the topic
  8. Create an analogy for today’s topic and an image
  9. Create a Venn diagram to compare and contrast information
  10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

  1. Exposition
  2. Conflict
  3. Rising action
  4. Climax
  5. Falling action
  6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is whether or not Richard should be tried as an adult. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can do the same topic such as gun control and write an expository essay.

However you teach “The 57 Bus” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT shop HERE