Everything is a Poem

Everything Is a Poem

J. Patrick Lewis

Publish date 2014

Grade NP ages 6+

Published by Creative Editions

Reading Level: NP

2 starred reviews:

“In the foreword to his latest collection, the award-winning author of 85 picture books and former economics professor admits he discovered poetry only after turning 40 and prides himself on not having a distinctive poetic style or voice.” – Kirkus Review

". can be read simply for enjoyment, or used as a springboard for classroom activities." - School Library Journal

Summary:  This is a collection of poems by J. Patrick Lewis. These cover a range of topics from nature to books. These include many different versions of poetry with free verse and rhyme. These poems also have a wide variety of literary devices with in them. There are poems about almost everything you can think of in this collection that would relate to students.

Description: Collection of Poetry

Suggested Delivery: whole group/ individual

Electronic Resources (2):

Author

            This is a link to the authors webpage. This can be used as a pre reading activity.  

Read Write Think

            This link brings you to ReadWriteThink.org. This particular page is full of online interactive tools to use for poetry that students can use.

Vocabulary:

            Speckled – covered in spots

            Miser – person who likes money and keeps it to themselves

            Promotion – getting a better job at the same place you work

            Littered – fell on, made dirty

            Voyage – trip

            Regret – feel bad

            Envy – want something someone else has

            Recalling – remembering

            Disguise – outfit

Teaching Suggestions:

·      Use this book to teach about poetry

·      Use this book to teach about how to use poetry

·      Use this book to help teach about literary devices

Pre Reading: The teacher will ask students what they know about poetry. The teacher will put students’ ideas on the board. Then as a group the students’ will decide what they really think poetry is. The students will then answer the question, “What does poetry mean to you?”

During Reading: The students will use sticky notes to note certain poems or lines in the text. The sticky notes should include but are not limited to literary devices, likes, dislikes, rhymes, and poem type.

After Reading: Students will be creating their own poetry booklet. The students will write at least six poems total. The six poems should all relate in some way. The student should pick one major topic that was used in the text.

Writing Activity: Students will write their own poem. The student can choose their own topic but must write a free verse, couplets, or in rhyme.  The students will be given the instructions for each along with an explanation of how to complete each form of poetry.

A Year in the Life of A Complete and Total Genuis

A Year in the Life of A Complete and Total Genius

Stacy Matson

Publish date 2015

Grade 5

Published by Sourcebooks Jabberwocky

Reading Level: 810L

2 starred reviews:

“Arthur Bean, a highly self-confident Canadian seventh grader, chronicles his school year through entries in his reading journal, email exchanges, and writing assignments in this humorous coming-of-age novel, Matson’s debut.” – Publishers Weekly

“A YEAR IN THE LIFE OF A COMPLETE AND TOTAL GENIUS is an enjoyable read and Arthur is a character that many middle grade readers will be able to relate to.”- KidsReads

Summary:  

`           A Year in the Life of A Complete and Total Genius, by Stacy Matson, follows Arthur Bean in his attempt to complete two goals he has set for himself. He wants to win the school writing contest and the heart of his crush, Kennedy. But he loses his mother in the midst of things. This is when Arthur makes a turn for the worst behavior wise. He becomes defiant, outrageous, and hilarious. The book takes a look at Arthur’s writing from an over his shoulder point of view. Even with everything going wrong around him, nothing can put him down or change his love for writing.

Description: Non-fiction

Suggested Delivery: Whole group, individual

Electronic Resources (2):

Pik To Chart

            This is a link to Pik to Chart. The students can use this to create a visual timeline using an interactive technology. This can be done as an after reading activity.

Reading Guide

            This is a link to a complete reading guide. This includes pre, during, and post reading activities and how they align with the Common Core State Standards. 

Vocabulary:

            Foibles – minor weakness

            Rancid – unpleasant smell

            Porridge – food made of oatmeal

            Blatant –  obvious

Conspiracy – superstitious

Doused – covered

Impertinent – intrusive person or actions

Muse – to think or meditate in silence on some subject

Overt -  open to view or knowledge

           

Teaching Suggestions:

·      Use this book to teach about writing

·      Use this book to teach about going through a rough time

·      Use this book to teach about friendship

Pre Reading:  Based on the title, what do students expect the book to be like? Will it be funny or serious? Now read the blurb on the back of the book to the class. What further information does it provide? Do they think the main character really is a “genius”? Why or why not?

During Reading: Students will be commenting on a Padlet that the teacher has set up about each chapter. The students should make at least one comment with a prediction, question, or comment about each chapter.

After Reading: There are four main ways in which an author develops a character: the physical description, what the character says, what the character does, and what others say about the character. Working as a class, create a character map of Arthur. How do the other characters view Arthur? What do their opinions say about themselves as characters? Using this exercise as a model, have each student create a map of one of the other characters. Come together as a class and have volunteers share their character maps. Which of the four categories provides the most important information about a given character? Does the style of the book make one category easier or more natural than the others?

Writing Activity: Arthur’s teacher Ms. Whitehead assigns many different writing projects over the course of the book. Working as a class, review the last page of the book and discuss the exercises listed there. Have each student select one of the assignments from Arthur’s class and complete it themselves, following the teacher’s instructions. Break students into pairs to share their work and revise it based on peer feedback before turning it in. Were any writing exercises chosen more than others? What reasons did students have for selecting the assignment they did?

Wonder

Wonder

R.J. Palacio

Publish date 2012

Grade 5

Published by Alfred A. Knopf

Reading Level: 790L

2 starred reviews:

* Starred Review, Booklist, February 1, 2012:

“Palacio makes it feel not only effortless but downright graceful, and by the stand-up-and-cheer conclusion, readers will be doing just that, and feeling as if they are part of this troubled but ultimately warm-hearted community.”

* Starred Review, School Library Journal, February 2012:

"Palacio has an exceptional knack for writing realistic conversation and describing the thoughts and emotions of the characters. Everyone grows and develops as the story progresses, especially the middle school students. This is a fast read and would be a great discussion starter about love, support, and judging people on their appearance. A well-written, thought-provoking book."

Summary:

Wonder, by R.J. Palacio follows the journey of Auggie Pullman through the next transition in his life. Auggie was born with a facial abnormality but does everything else the same way as everybody else. Auggie has been homeschooled his entire life to protect him from the cruelty of the outside world. For the first time Auggie is being sent to public school and he has been dreading it. All Auggie wants to is to be accepted by his new classmates. But can Auggie prove that besides his facial abnormality that he is ordinary just like everybody else is the true question.

Description: Diversity

Suggested Delivery: Small/Whole Group

Electronic Resources (2):

Quizlet

            This is a link to premade flash cards of the vocabulary covered in the text. This can be used as a pre, during, and after reading activity.

Padlet

            This is a link to Padlet. Either the teacher or students can create a Padlet based on the text. The students can then comment on the Padlet during a read aloud or as homework to justify that they read. This can be done as a during or after reading activity.

Vocabulary:

            Alignment – arrangement

            Decisively – displaying little to no hesitation

            Forewarned – inform someone of danger

            Exasperated – infuriate or irritate intensely

            Horrific – causing high rate of mortality

            Plague –an epidemic disease that causes high mortality

            Retrospect –looking back on things past

            Anomalies – something that is noticeable because it is different

            Biracial – representing or including people from two different races

           

Teaching Suggestions:

·      Use this book to teach about what is on the inside is all that matters

·      Use this book to learn what others with abnormalities go through

·      Use this book to teach about how to accept others for who they really are.

Pre Reading: Students will be told the title of the text, Wonder. The students will be asked to write a journal entry predicting what they believe the text will be about.
 

During Reading: Students will complete fishbowl discussions after every section. The discussions will mostly be student led regarding what they have read in the book thus far. This should include questions and comments about the book, as well as opinions.

After Reading: Students will participate in a popcorn review, as well as a small debate. The debate should be revolved around if the child would accept someone who is different from them or not with reasoning.

Writing Activity: Students will complete a reading report. This will be a short essay. This will include all the bibliographic information about the text, a summary of what happened in the text, and what the student liked/disliked about the text. The student should include if they would recommend the text, why/why not, and what was one thing that the student wishes the author did differently.