Teach What It’s About? Click HERE for the full lesson on Teachers Pay Teachers

When Stars are Scattered is about two young refugees who were driven from their home. Most of the graphic novel takes place in a refugee camp in Kenya. They have lost their parents and are trying to make it on their own by taking care of each other. Omar and his younger brother Hassan go with little to no food and no access to healthcare. Omar knows that going to school could change his future, so he embraces the challenge and works hard to get good grades. For this reason, he is able to migrant himself and his brother to the United States where they begin a new life. It is a heart-wrenching story with light humor to make it palpable to read. The characters are endearing, and the artwork is breath-taking. Such an important story to teach in the classroom. This blog post teaches one how to read a graphic novel but the lesson on Teachers Pay Teachers includes everything you need to teach the book.

When Stars are Scattered Victoria Jamieson Graphic Novel: 5 Characteristics of Graphic Novels

5 characteristics of graphic novels are essential to teach students prior to reading the graphic novel. What is a graphic novel? A graphic novel is a compilation of graphics and text structured on pages at the length of a novel. How long are graphic novels? Anywhere from 100-500 plus pages. The difference between a graphic novel and a novel is that the graphic novel has graphics (images). The difference between a graphic novel vs comic book is the length. Graphic novels text features are different than a novel just like nonfiction text features. The 5 characteristics of a graphic novel are: shapes, perspective of frame, angles, structure, and layout.

When Stars are Scattered Victoria Jamieson: Graphic Novel Arguments Against GN

There are arguments against graphic novels. However, I have found that I can refute those arguments. The main argument is that students are not able to use their imagination to picture characters and setting. However, there are activities that can be supplemented to fulfill this standard. For example, providing text for a scene in a graphic novel and having students create an image of the scene based on text description. Another argument is that the length of words is to short in the graphic novel. However, Students can read more graphic novels, which beats the alternative of not reading at all.

How do graphic novels work? When teaching a graphic novel, it is essential to teach students the basics. I pass out a graphic organizer and use a PowerPoint to go over the 5 characteristics of graphic novels

When Stars are Scattered Victoria Jamieson Graphic Novel: Characteristics of Graphic Novels

The first out of the 5 Characteristics of Graphic Novels is:

Basic Shapes

1. Basic Shapes

Vertical=signals strength 

Horizontal=a calm and stable atmosphere 

Circles=signal unity 

Movement Triangle=a stable and unified atmosphere

Whole Diagonals=signal action

The second of the 5 characteristics of graphic novels is:

When Stars are Scattered Victoria Jamieson Graphic Novel: Perspectives of Frame

2. Perspectives of Frame

Close ups=establish an emotional relationship between the viewer (you) and represented subjects or characters

Medium Shot=establishes objective (without judgment) relationship between viewer (you) and represented characters or subjects.

Long shot=a long shot establishes a relationship between represented figures or characters and surrounding environment

The 3rd of the 5 characteristics of graphic novels is angles:

When Stars are Scattered Victoria Jamieson Graphic Novel: Angles

3. Angles

Vertical Angle=situates the reader (you) and the subject/character on an equal level.

Low angle=situates represented subjects or characters in position of power. Imagine being down low, looking up high.

High angle=situates the reader in a position of power, omniscient view-point. Imagine being up high looking down as we are in the image above. We are situated as the “all-knowing” figure to what is happening on campus.

The 4th out of 5 characteristics of graphic novels is:

When Stars are Scattered Victoria Jamieson Graphic Novel: Structure

4. Structure

Left-Right Structure

Given=information that is known to the reader, and taken for granted or not given much thought. An example would be the main character in “Smile” having braces in her mouth. This is not a surprise because we/the audience accompanied her to the dentist.

New=information that is previously unknown to the reader and therefore catches the readers attention. For example, when George Takei’s family is picked up by the American police and placed in a concentration camp in, “They Called US Enemy”. This would be new information in the book.

The 5th out of 5 characteristics of graphic novels is

When Stars are Scattered Victoria Jamieson Graphic Novel: Layout

5. Layout

Layout Panel:

A distinct segment of the comic, containing a combination of image and text in variety. Most graphic novels have consistent panels with mixed-in-single panels.

When Stars are Scattered Victoria Jamieson Graphic Novel: Panels

Panels: offer a different experience than simply reading text:

-The spatial arrangement allows an immediate juxtaposition of the present and the past. On one page we can see a character thinking about the past while being in the present, and looking forward to the future.

-Unlike other- visual media, transitions are instant and direct, but the exact timing of the reader’s experience is determined by focus and reading speed. In the traditional novel we have foreshadowing and hints of what is to come in the future, whereas in a graphic novel, at times we can see what is coming right around the corner, even when a character cannot. This is really helpful for struggling or young readers.

When Stars are Scattered Victoria Jamieson Graphic Novel: Frames

Frame:

The lines and borders that contain the panels; akin to a picture frame that lines around a picture.

Gutter

Gutter:

The space between framed panels. The thin space that separates the frame or metal from the actual picture. In the case of an actual picture, this would be the cardboard space.

Bleed

Bleed:

An image that extends to and/or beyond the edge of the page, this can include a single image on one page.

Foreground

Foreground:

The panel closest to the viewer. The author may structure the foreground in relation to importance of what he wants the audience to focus on. The background may contain the small details, less important to the plot.

Midground

Midground:

Allows centering of image by using a natural resting place for the reader’s vision. The artist deliberately decides to place the image where a viewer would be most likely to look first. Placing an image off-center or near the top or bottom can be used to create visual tension but using the midground permits the artist to create a more readily accepted image.

Background

Background:

Provides additional, sub-textual information for the reader. For example the way characters may be described by how they look in the background. A class-clown wearing a hat sideways, a unique character holding a dummy, etc.

Graphic Weight

Graphic weight:

A term that describes the way some images draw the eye more than others, creating a definite focus using color and shading in various ways including: The use of light and dark shades; dark-toned images or high-contrast images draw the eye more than light or low-contrast images do.  Colors that are more brilliant or deeper than others on the page.

Figures Faces

Figures Faces:

Faces can be portrayed in different ways. Some depict an actual person, like a portrait; others are iconic, which means they are representative of an idea or a group of people. Other points to observe about faces include:  They can be dramatic when placed against a detailed backdrop; a bright white face stands out. They can be drawn without much expression or detail; this is called an “open blank” and it invites the audience to imagine what the character is feeling without telling them.

Hands/Feet

Hands/Feet:

The positioning of hands and feet can be used to express what is happening in the story.

Examples:

–Hands that are raised with palms out suggest surprise or confusion.

–The wringing of hands suggests obsequiousness or discomfort, or confusion.

-Hands over the mouth depict fear, shame, shyness or surprise.

–Turned in feet may denote embarrassment-think Goofy in most pictures.

–Feet with motion strokes can create the sense of panic, urgency, or speed, example, Speedy Gonzalez.

Text Captions

Text Captions:

These are boxes containing a variety of text elements, including scene setting, description, etc.

Speech Balloons

Speech balloons:

These enclose dialogue and come from a specific speaker’s mouth; they vary in size, shape, and layout and can alternate to depict a conversation.

Types of speech balloons: External dialogue, which is speech between characters Internal dialogue, which is a thought enclosed by a balloon that has a series of dots or bubbles going up to it

Special-effects Lettering

Special-effects lettering:

This is a method of drawing attention to text; it often highlights onomatopoeia and reinforces the impact of words such as bang or wow.

After Filling Out Notes on Graphic Novels

Upon completion of the graphic organizer to fill in the graphic novel information above, we use this organizer to analyze various scenes in the graphic novel. In addition, I created When Stars are Scattered discussion questions to keep students on their toes. You can practice inference; you make copies of a scene and block out the dialogue asking students to fill it in. You can give a scene cut out and mixed up and have students put it in chronological order. There are so many things you can do with a graphic novel! And it’s so much fun! Click HERE for the full lesson for When Stars are Scattered Graphic Novel lesson on Teachers Pay Teachers. When Stars are Scattered question and answer section with chapter-by-chapter questions.

In Conclusion

By teaching some basics: basics of shapes, perspectives of frames, angles, hands and faces, structure, layout panels, and text captions, students and teachers alike can effectively complete a graphic novel unit. If you teach students and teachers the basics the graphic novel experience can be a great one!

I would love to hear about your favorite graphic novels! I’m always looking for the next graphic novel read. Please share in the comments below! To learn more specifics about the popular graphic novels mentioned above check out my blog on the top 15 teen reads.

For I Survived the Sinking of the Titanic, 1912, click https://wordpress.com/post/teacher-for-inclusion.com/3771

The Fort Gordon Korman is a coming-of-age novel about a group of boys who are unique in their own ways. These boys are friends and have discovered an underground bunker which they turn into a sanctuary where they can escape. For the full lesson on Teachers Pay Teachers click HERE. One friend in particular is known for being accident prone. The reader and his friends discover he is being physically abused by his stepfather. The boy eventually ends up hiding in the bunker from his family. The novel explores topics of abuse, friendship, survival, bullying, and family.

The Fort Gordon Korman: 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.

The Fort Gordon Korman: 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.

The Fort Gordon Korman: 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.

The Fort Gordon Korman: 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.

The Fort Gordon Korman: Connections

I like to take connections with the book a step further because it is important to engage 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.

The Fort Gordon Korman: 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!

The Fort Gordon Korman: Sentence Starters

The next assignment I have students complete throughout the reading utilize 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…

The Fort Gordon Korman: Expository 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 “Parents should enocurage their kids to participate in a sport” then the evidence to back it up.

The Fort Gordon Korman: 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.

The Fort Gordon Korman: 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 how our ancestors and the time period affect our identity. 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 Fort” 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.

Lunch Box Notes Emojis for Boys and Girls by Teacher for Inclusion (teacherspayteachers.com)

They Both Die at the End by Adam Silvera is a story about the future and the possibility that we will receive a phone call telling us we will die tomorrow. For the full lesson on Teachers Pay Teachers click HERE. Mateo and Rufus, having both received this call, go on a journey together that will change their lives. By the end they fall in love but only one of them is spared.

They Both Die at the End Adam Silvera: 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.

They Both Die at the End Adam Silvera: 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.

They Both Die at the End Adam Silvera: 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.

They Both Die at the End Adam Silvera: 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.

They Both Die at the End Adam Silvera: Connections

I like to take connections with the book a step further because it is important to engage 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.

They Both Die at the End Adam Silvera: 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!

They Both Die at the End Adam Silvera: Sentence Starters

The next assignment I have students complete throughout the reading utilize 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…

They Both Die at the End Adam Silvera: Expository 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 “Parents should enocurage their kids to participate in a sport” then the evidence to back it up.

They Both Die at the End Adam Silvera: 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.

They Both Die at the End Adam Silvera: 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 how our ancestors and the time period affect our identity. 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 “They Both Die at the End” 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.

Lunch Box Notes Emojis for Boys and Girls by Teacher for Inclusion (teacherspayteachers.com)

We Beat the Street is a story about three friends who grew up in a bad neighborhood with gang violence and drugs. Their friendship pact kept them from getting into trouble and led them all to success. Click HERE for the full lesson on Teachers Pay Teachers.

We Beat the Street Sharon Draper: 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.

We Beat the Street Sharon Draper: 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.

We Beat the Street Sharon Draper: 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.

We Beat the Street Sharon Draper: 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.

We Beat the Street Sharon Draper: Connections

I like to take connections with the book a step further because it is important to engage 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.

We Beat the Street 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!

We Beat the Street Sharon Draper: Sentence Starters

The next assignment I have students complete throughout the reading utilize 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…

We Beat the Street Sharon Draper: Expository 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 “Parents should enocurage their kids to participate in a sport” then the evidence to back it up.

We Beat the Street 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.

We Beat the Street Sharon Draper: 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 how our ancestors and the time period affect our identity. 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 “We Beat the Street” 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.

Lunch Box Notes Emojis for Boys and Girls by Teacher for Inclusion (teacherspayteachers.com)

The Epic Fail of Arturo Zamora full unit can be found on Teachers Pay Teachers by clicking HERE . Arturo is a young man aged 13 who is trying to find a way to save his Abuela’s restaurant, town while living a normal teenage life trying to do well in school and get a girl to notice him. He spends his afternoons in Miami working at Abuela’s restaurant. An outside developer comes in to try and tear down the restaurant. The book shows how one young man’s strength can make a big difference.

The Epic Fail of Arturo Zamora Pablo Cartaya: 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.

The Epic Fail of Arturo Zamora Pablo Cartaya: 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.

The Epic Fail of Arturo Zamora Pablo Cartaya: 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.

The Epic Fail of Arturo Zamora Pablo Cartaya: 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.

The Epic Fail of Arturo Zamora Pablo Cartaya: Connections

I like to take connections with the book a step further because it is important to engage 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.

The Epic Fail of Arturo Zamora Pablo Cartaya: 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!

The Epic Fail of Arturo Zamora Pablo Cartaya: Sentence Starters

The next assignment I have students complete throughout the reading utilize 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…

The Epic Fail of Arturo Zamora Pablo Cartaya: Expository 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 “Parents should enocurage their kids to participate in a sport” then the evidence to back it up.

The Epic Fail of Arturo Zamora Pablo Cartaya: 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.

The Epic Fail of Arturo Zamora Pablo Cartaya: 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 how our ancestors and the time period affect our identity. 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 Epic Fail of
Arturo Zamora” 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.

Lunch Box Notes Emojis for Boys and Girls by Teacher for Inclusion (teacherspayteachers.com)

Wonder R.J. Palacio click HERE for the full lesson on Teachers Pay Teachers. Auggie was born with a facial difference that his 5th grade classmates cannot seem to get passed. He has had 27 operations when he has to face that he will always look different. He is bullied and it is an extraordinary story of bravery and overcoming differences.

Wonder R.J. Palacio: 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.

Wonder R.J. Palacio: 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.

Wonder R.J. Palacio: 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.

Wonder R.J. Palacio: 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.

Wonder R.J. Palacio: Connections

I like to take connections with the book a step further because it is important to engage 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.

Wonder R.J. Palacio: 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!

Wonder R.J. Palacio: Sentence Starters

The next assignment I have students complete throughout the reading utilize 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…

Wonder R.J. Palacio: Expository 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 “Parents should enocurage their kids to participate in a sport” then the evidence to back it up.

Wonder R.J. Palacio: 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.

Wonder R.J. Palacio: 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 how our ancestors and the time period affect our identity. 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 “Wonder” 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.

Lunch Box Notes Emojis for Boys and Girls by Teacher for Inclusion (teacherspayteachers.com)

Navigating Early by Clare Vanderpool click HERE for the full lesson on Teachers Pay Teachers. Navigating Early is a coming-of-age story about a boy in 8th grade who loses his mother. His father is in the military so now he must go to Boarding school where he meets a true friend named Early. Early is socially awkward and not the typical kind of friend Jack would choose but he ends up being what Jack needs to help him heal from the grief of his mother dying. The two boys take adventures to find Early’s brother Fisher who ends up being alive at the end-one that was not expected.

Navigating Early Clare Vanderpool: 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.

Navigating Early Clare Vanderpool: 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.

Navigating Early Clare Vanderpool: 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.

Navigating Early Clare Vanderpool: 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.

Navigating Early Clare Vanderpool: Connections

I like to take connections with the book a step further because it is important to engage 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.

Navigating Early Clare Vanderpool: 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!

Navigating Early Clare Vanderpool: Sentence Starters

The next assignment I have students complete throughout the reading utilize 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…

Navigating Early Clare Vanderpool: Expository 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 “Parents should enocurage their kids to participate in a sport” then the evidence to back it up.

Navigating Early Clare Vanderpool: 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.

Navigating Early Clare Vanderpool: 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 how our ancestors and the time period affect our identity. 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 “Navigating Early” 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

Lunch Box Notes Emojis for Boys and Girls by Teacher for Inclusion (teacherspayteachers.com)

Brown Girl Dreaming Jacqueline Woodson click HERE for the full lesson on Teachers Pay Teachers. Brown Girl Dreaming is a memoir written by Jacqueline Woodson in the format of autobiographical poetry. It is an inspiring book about personal empowerment, poverty, loss, and family. Brown Girl Dreaming is a 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.

Brown Girl Dreaming Jacqueline Woodson: 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.

Brown Girl Dreaming Jacqueline Woodson: 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.

Brown Girl Dreaming Jacqueline Woodson: 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.

Brown Girl Dreaming Jacqueline Woodson: 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.

Brown Girl Dreaming Jacqueline Woodson: Connections

I like to take connections with the book a step further because it is important to engage 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.

Brown Girl Dreaming 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!

Brown Girl Dreaming Jacqueline Woodson: Sentence Starters

The next assignment I have students complete throughout the reading utilize 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…

Brown Girl Dreaming Jacqueline Woodson: Expository 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 “Parents should enocurage their kids to participate in a sport” then the evidence to back it up.

Brown Girl Dreaming 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.

Brown Girl Dreaming Jacqueline Woodson: 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 how our ancestors and the time period affect our identity. 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

Lunch Box Notes Emojis for Boys and Girls by Teacher for Inclusion (teacherspayteachers.com)

An Elephant in the Garden Michael Morpugo click HERE for the full lesson on Teachers Pay Teachers.

An Elephant in the Garden by MIchael Morpugo is about a family living in Germany during WWII who own an elephant (the mom is a zookeeper). The zoo was going to put Marlene to sleep before the Russians killed her with their bombs; instead, this family saved her by keeping her in their garden. Unfortunately, the family is uprooted from their homes because it was bombed. The mom travels with two young children and an elephant through the forest in the snow encountering several different people and adventures-some wonderful and some dangerous.

An Elephant in the Garden Michael Morpugo: 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.

An Elephant in the Garden Michael Morpugo: 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.

An Elephant in the Garden Michael Morpugo: 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.

An Elephant in the Garden Michael Morpugo: 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.

An Elephant in the Garden Michael Morpugo: Connections

I like to take connections with the book a step further because it is important to engage 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.

An Elephant in the Garden Michael Morpugo: 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!

An Elephant in the Garden Michael Morpugo: Sentence Starters

The next assignment I have students complete throughout the reading utilize 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…

An Elephant in the Garden Michael Morpugo: Expository 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 “Parents should enocurage their kids to participate in a sport” then the evidence to back it up.

An Elephant in the Garden Michael Morpugo: 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.

An Elephant in the Garden Michael Morpugo: 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 how our actions affect others. 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 “An Elephant in the Garden” 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

Lunch Box Notes Emojis for Boys and Girls by Teacher for Inclusion (teacherspayteachers.com)

We Dream of Space Erin Entrada Kelly click HERE for the full lesson on Teachers Pay Teachers.

If you were around when the Challenger Shuttle fell out of the sky, you remember exactly where you were when it happened. This book examines the emotional effects the story has on an elementary student who is studying space at the time it went down and is invited by one of the teachers to watch the space shuttle take off. As this was an emotional experience for many, so was it for Bird, one of several siblings in the story. Although Bird is hurt it brings the somewhat broken family together-at least the siblings in the end.

We Dream of Space Erin Entrada Kelly: 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.

We Dream of Space Erin Entrada Kelly: 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.

We Dream of Space Erin Entrada Kelly: 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.

We Dream of Space Erin Entrada Kelly: 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.

We Dream of Space Erin Entrada Kelly: Connections

I like to take connections with the book a step further because it is important to engage 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.

We Dream of Space Erin Entrada Kelly: 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!

We Dream of Space Erin Entrada Kelly: Sentence Starters

The next assignment I have students complete throughout the reading utilize 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…

We Dream of Space Erin Entrada Kelly: Expository 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 “Parents should enocurage their kids to participate in a sport” then the evidence to back it up.

We Dream of Space Erin Entrada Kelly: 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.

We Dream of Space Erin Entrada Kelly: 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 how our actions affect others. 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 “We Dream of Space” 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

Lunch Box Notes Emojis for Boys and Girls by Teacher for Inclusion (teacherspayteachers.com)