Stop Pretending by Sonya Sones - Poetry

Stop Pretending is a creatively written book written by Sonya Sones that tells a story, written through poetry on each page. Stop Pretending focuses around the narrator's older sister who suffers from a mental breakdown on Christmas Eve forcing her to be hospitalized. Through her hospitalization, we see the narrator depict different days during her sister‘s placement in a mental-ward, describing how her family is dealing with it, and the struggles that it is bringing. Through its free verse the reader gets the chance to enjoy a uniquely written story with a depiction of how to deal with different stress’ that arise throughout one’s life.

Reading Level: 6.4

Vocabulary: Gauze, Omaha, weep, rambling, totaled (a car), confide, willow and synchronized.

Readers: Below are a few websites that could assist in the learning and teaching of this book!

This would be a great website to use with your students as it talks about the author and the book. One thing that I really liked is that it provided a button which lets you quickly add it to your “book list” online. This would be a great way to integrate technology and have students keep a record or log online of all the different books that they have read!

This website can provide the students with knowledge about the author along with the different types of books that she has written. Students might find that if they enjoyed this book, then they might find other books by her enjoyable as well and this would be a great website to have them connect with to learn more! 

Activities:

Pre-Reading:

Before reading “Stop Pretending” students should discuss with the teacher what a “free verse” is and how it makes it different than a regular poem. Students should have prior knowledge of poems and different techniques that are used such as metaphors and similes. 

During Reading:

While independently reading, students can take note of the different metaphors and similes that Sonya added throughout her book. After writing these techniques down, students can reflect on if they felt this helped strengthen the poem, and why.

After Reading:

Once finished, students can make a text-to-self connection and choose a story in their own life, and follow the writing format that Sonya did. Students can first write it out as a short narrative and then change it into 2-3 different poems, making sure they are telling the same story.

Sones, S. (2001). Stop pretending: what happened when my big sister went crazy / by Sonya Sones.. New York: Harpertempest.

Speak - Laurie Halse Anderson Read-a-loud 5-6

“Speak” is Anderson best known book winning many awards for her ability to talk about subjects that many other adults would not dare to talk about. Growing up Anderson has dealt with her own struggles, and her writings serve as a form of therapy for her to express herself and her thoughts. Throughout her books we can see her give her main characters similar therapeutic devices, such as Melinda in “Speak” who learns to express herself through her artwork. Depression, seclusion, and sexual assault are just some of the topics that come up throughout this book that the main character is struggling with. As Melinda learns to deal with these dark topics we see her find her voice and speak out and stand up for herself by the end of the book making it a great book for all students to read and learn that there is always hope.

Reading Level: 6.6

Vocabulary: Wheezes, waste case, orthodontia, indoctrination, fondly, morphing, monarch, and inconspicuous.

Readers: Below are a few websites that could assist in the learning and teaching of this book!

This is an excellent website the provides all different types of information on the book including the characters, and setting. Through the different links on the page, students can click on “theme” or “characters” and use this information to strengthen their knowledge and understanding of the text!

This is also a great website to use in your classroom if your looking to extend the text. It talks about the author and other books that she has written, providing a link you can click on to gain more information. This would be a great website to use during an activity where students look at the writing style and voice that the author uses throughout her books.

Activities:

Pre-Reading:

Before students read “Speak” an initiation should be done where the student and teacher talk about the vocabulary and discuss it’s meaning in context to the book. Students could create a vocube to help themselves better understand what they will be reading.

During Reading:

While students are independantly reading, they can look for different ways that the main character is dealing with the stress in her life. Students can be scaffolded with questions such as “how does art play an important role in the book,” and “how do her friends help her overcome her obstacles?”

After Reading:

Once finished, students can make a text to self connection, and have an activity where they illustrate and depict a situation that they were once in that left them feeling stressed. How they dealt with it, can be compared to how Melinda dealt with her problems in “Speak.”

Anderson, L. H. (2006). Speak (Platinum ed.). London: Penguin Group.

Crispin: The Cross of Lead - Read a Loud

This story is about a 13 year old boy, Crispin, who is left alone in his village once his mother dies. During this time on his own, he turns to others to help him through this difficult time. His first friendship is with the priest of the village, who he turned to for help once he was accused of theft. Promising to help him, the priest handed him a lead cross that belonged to his mother and promises to tell him who his real father is. Before he can do that though, he is killed and Crispin is forced to flee the village in order to stay alive. Once he is in the woods he meets “Bear” who stays with him throughout his journey and helps protect him against Aycliff, and is the one to kill him in the end, letting Crispin let go of his burden and leave his mother’s cross on his grave.

Some vocabulary that might need to be pre-taught include alb, beseech, crone, hag, hoist, kin, putrid, screed, sustenance and wager.

This would be a good website to use in your classroom as it discusses the major themes, setting, and characters that come up throughout the book. This would allow you to be able to assist your students in better understanding what they are learning.

This is a great website that helps “extend” what your students read in class. It gives certain questions and activities that you can use with your students that would allow them to apply their knowledge and what they just learned while reading this book.

Pre Reading:
Students can talk about what a burden is and what it feels like to be “left alone.” This would give your students the opportunity to understand the feelings of the main character before they even begin reading.

During Reading:
Students can independantly read and write down how they see Crispin struggling, and who they see helping him through out the story. This would require your students to read carefully and analysis the chapters to understand what is going on.

After Reading:
For an after reading activity teacher’s can have their students work together to create a cartoon character online in which they can describe a certain scene or event that happened in the story. Also, to extended this, students could be asked to think how this story would have been different if it was told from another characters perspective, and to express their answer through a cartoon drawing as well.

Reading Level: 4.4

Crispin: the cross of lead. (2002). New York: Hyperion Books for Children.

Happy face by Stephen Emond – Graphic Novel

Happy Face is a creatively written graphic novel that comes in the style of a “Diary” written by the main character, who is never actually given a name. Throughout the story we learn of his emotional baggage such as his alcoholic parents and the death of his brother. Through these events we see him become emotional de-attached from people, until he learns to confront his problems. Through his confrontation we see him break out his shell and turn his frown upside down, landing him the nickname of “Happyface!” Emond’s creative writing style and catchy book cover makes this an easy book to want to read, and continue reading!

Reading Level: 6.1

Readers: Below are a few websites that could assist in the learning and teaching of this book!

This is a great website that could be used in the classroom to assist the teaching of this book. It gives a quick overview, and summary of the book which could serve as a review for your students and it also provides different peoples opinions of the book. This would definitely help in a discussion that you are having of the book and keep the students focused.

This also is a great website to use in the classroom, as it gets your students interacting with text online and shows them how to create a blog, and how blogs can accomplish different things. This would be a great website to use as an initiation before having your students write their own summary of the book.

Some vocabulary that might need to be pre-taught include Juvenile, alcoholic, alienation, distance (in context), reinvent, judgment, and revealed.

Activities:

Pre-Reading:

Before reading it would be beneficial to talk with your students about different transitions such as moving from one place to another, or moving from middle school and high school. Through this discussion you can talk about what they might worry about and then explain that this is what the character in Happyface is facing.

During Reading:

While independently reading, students can look for the different themes that exist throughout the book and what has happened that is making it difficult for “Happyface” to be happy. Ask you students to look for, and take note of what changes, allowing the main character to finally be happy at the end.

After Reading:

After students have read the book, students can use the notes they took during the during reading activity and come up with three questions. Once these three questions are made, they can swap papers with a partner and answer the new questions that were made. This gives the students the opportunity to make questions, and answer them in the same lesson! 

Emond, S. (2010). Happyface. Boston: Little, Brown And Co..

Out of my Mind by Sharon Draper - Choice List

This story follows Melody Brooks, a fifth grader who suffers from cerebral palsy. Due to her condition we see her struggle throughout her middle school years and learn to deal with the circumstances that this disability has left her with. With limited mobility and verbal capabilities, Melody has difficulties expressing herself but through her loving parents, and special education teacher, Mrs. V, we see Melody gain a voice through her new “medi-talker.” Through this device, Melody is allowed to come out of her shell and express herself in a way never possible to her before and prove that she is just as strong as anyone else, despite being labeled as disabled.

Reading Level: 4.2

Readers: Below are a few websites that could assist in the learning and teaching of this book!

This is a website that should be looked at by the teacher and students before reading the book. It talks about what cerebral palsy is, and will be able to help your students better understand what Melody, the main character is going through.

Here is another great website that can be used in the classroom. This gives a short review of what happened in the story and then provides several links that can lead the reader to lesson plans, reviews, and autobiographical information on the author herself!

Some vocabulary that might need to be pre-taught include Agenda, cardinal, crumpled, evaluation, flailing, irritated, profoundly, swiftly and yakking.

Activities:

Pre-Reading:

Before reading it would be good to use the website listed above that talks about what cerebral palsy is, and have a discussion with your students about it. This website can be projected onto the screen and students can ask questions on things that they might not understand about this disability.

During Reading:

While your students are independently reading they can do a “compare and contrast” list where they can look at how Melody was before her medi-talker, and how she changed after her medi talker.

After Reading:

Once students are finished reading the book they can write a story called “in her shoes” where they extended their knowledge that they learned through reading Out of my Mind, and apply it to a short story where they write about how they think they would react and feel if they were in Melody’s shoes.

Draper, S. M. (2010). Out of my mind. New York: Atheneum Books for Young Readers.

Turtle in Paradise by Jennifer Holm - Choice List

Turtle in Paradise is a book taking place in 1935 during the great depression that focuses around the main character, Turtle, who struggles with the circumstances that this time era has placed her in. Due to shortages of jobs, her mother is forced to take almost anything that is offered to her. This creates a problem when she is hired to be a housekeeper, but is told that kids are not allowed. From this situation, Turtle finds herself moving in with her relatives in Florida where she has to learn to fit in and become acquainted with new surroundings. Through moving, we see Turtle begin to “come out of her shell” as she experiences things she could have never imagined!

Reading Level: 3.6

Readers: Below are a few websites that could assist in the learning and teaching of this book!

This is a great website that could be used in the classroom as it offers several other links that go into depth and discuss the characters, themes and value of the book.

This also would be a great website for a teacher to look at when interested in teaching a lesson regarding this book as it suggest ideas and different questions that you can ask your students. Also, it gives you different ideas on how you can extended this lesson into another subject with links that can lead you to specific lesson plans on Turtle in Paradise.

Some vocabulary that might need to be pre-taught include battered, blobs, exterior, fraying, fella, heap, hinges, slugged, and vines,

Activities:

Pre-Reading:
An activity that should take place before reading this story would be to talk with your students and figure of what they know about the great depression. A good way to reinforce this would be to create a KWL chart and have students write on the board what they “know” and what they “want to learn.”

During Reading:
Students can read independantly chapter by chapter and be asked to write down specific things that they learned. These can then be added to their KWL chart after they are done reading the book!

After Reading:
Pairs of students can be given a big sheet of paper along with markers and colored pencils and be told to write their KWL chart here along with pictures that might be appropriate. After this activity is done, each pair can share what they did with the class, and these can be hung up around the rooms for all to see!

Holm, J. L. (2010). Turtle in paradise. New York: Random House.

The Firefly Letters by Margarita Engle - Diversity

"Diversity is the one true thing we all have in common. Celebrate it every day."

This was a great book that focuses around three girls journey during the 1850’s to try and achieve freedom for themselves. Engle gives us different perspectives as it starts off with Fredrika who is the main character of the story, and then Elena, the daughter of the magistrate who is hosting Frederika, Cecilia who is the young slave and lastly, Beni who is Cecilia's husband. Through their journey in Cuba the reader can see how three very different girls break the walls of language and cultures to become friends with each other, helping one another grow in the process! A great message for all of this books readers to benefit from J

Reading Level: 4.4

Readers: Below are a few websites that could assist in the learning and teaching of this book!

- This would be a good website to use in the classroom to help explain to students how back 100/200 years ago, women did not have as many freedoms as men. This website would be able to describe the women’s movement and would be a great pre-teaching website to use in a lesson before reading the book.

 - This is also a good website to use with your students as it can be a review of what they learned after reading the book. It has different questions along with a summary which can help keep them on tract!

Vocabulary:

Activities:

Pre Reading:

The teacher and students can talk about what rights and privileges everyone has now-a-days and how that wasn’t always the case for those who lived before us. The website that I listed above would be a good reference to use in this discussion!

During Reading:

Students will independently read and write down different liberties that they see Fredrika and the other characters not have that they have today (this can then lead into the after reading activity.)

After Reading:

Students can choose two or three of the freedoms that they noticed didn’t exist “back in the day” and research how they came to be freedoms that they have. This would be a great learning experience for the students and could cross over to be used as a history lesson as well!

Engle, M. (2010). The firefly letters: a suffragette's journey to Cuba. New York: Henry Holt And Co..

Reaching for Sun by Tracie Zimmer - Diversity

“Embrace what makes you who you are”

I loved the set-up that Tracy Zimmer wrote this book in! The story is written through poems that link together to tell a story of a young girl, Josie, who struggles to accept the differences that exist around her. Growing up, she never knew her father and her mother was hardly ever around either. As if having both parents be non-existent would be hard enough, Josie also suffers from cerebral palsy as well which makes school and making friends even harder! As the story continues though, the reader learns of a character named Jordan, who becomes a new neighbor to Josie, and befriends her, despite her differences and helps her learn to love herself for who she is.

Reading Level: 4.6

Readers: Below are a few websites that could assist in the learning and teaching of this book!

 - This would be a good website about what cerebral palsy is. It would be good to review with your students before talking / reading “Reaching for the Sun.” It would allow them to better understand what is happening in the story and what the main character is dealing with.

 - This is a great website that could also be used in the classroom. It discusses the author and what her background is, along with reviews of this book and other books that she has written.

Vocabulary: Some words that might need to be pre-taught include Beakers, crochet, chintz, dollops, Formica, genus, fan dangled, metronome, python and whirligig.

Activities:

Pre Reading:

A good pre reading activity would be to have students do a KWL chart as to what they know about cerebral palsy. This would also allow you to bring in the website listed above, and help them learn something new before they even start reading!

During Reading:

Students will independently read and can be asked to write in their journal and reflect on the poems, and style of writing that the author chose to convey this story in. They can express whether or not they felt like this style made it easier or more difficult for them to understand the book.

After Reading:

To extend the lesson students can pair off and be asked to write their own “short stories” by connecting three or four poems. Each group can think of one story to write about and one student can be responsible for the beginning of the story while the other would be responsible for the end.

Zimmer, T. V. (2007). Reaching for sun. New York: Bloomsbury Children's Books.

The Dreamer by Pam Munoz Ryan - Diversity

“Shoot for the moon, and if you miss you’ll land among the stars”

This was a great book which again caught my attention as it focuses around Netfali, an aspiring writer and poet who has to face his physically and mentally abusive father, but prevails to become one of the world’s greatest poets! Throughout the book we learn of Netfali’s family life and struggle with his father and how his father wants him to follow in the footsteps of the Chilean Andes. Unfortunately, Netfali chooses otherwise and decides to leave for a university in Santiago to continue on his aspiring path to become a writer and poet. We see how Netfali struggles to hold strong onto his dream through his father‘s persist comments for him to give up and to get a “real job.” Through the help of his stepmother and uncle though he is able to stand up to his father and pursue his dreams, which lead him farther than he would have ever imagined!

Reading Level - 5.3

 - This is a great review of the book that could be used in the classroom! It talks about the main themes that came up throughout the book and how to address that with your students.

 - This website reviews the main points of the book and gives the reader questions that can be asked regarding the story. Some of these questions can be used as a discussion guide in a classroom to get students talking about the story!

Vocabulary - Some words that might need to be pre- taught include ballast, cavern, elation, feeble, girth, luma, preen, swashbucklers, and wallowed.

Activities:

Before Reading:

A good before reading activity to this book would be to talk with your students about their own culture and ask them questions such as what makes them unique and special.

During Reading:

While the students are independently reading this book, have them write down several traits that make Netfali unique and why they think it might be difficult for him to be leaving his culture.

After Reading:

Once finished with reading the story, the teacher can extend this lesson by bringing in different cultures (ie: maybe the cultures that exist in the classroom) and have the students do a small research assignment on one of them to become more aware of diversity and the different cultures that exist in the world.

Ryan, P. M., & Sís, P. (2010). The dreamer. New York: Scholastic Press.

Mockingbird by Kathryn Erskine - Read a Loud

“Beauty is in the eyes of the beholder”

Mockingbird is a story told from the perspective of the main character Caitlin, who suffers from aspergers and has to learn to deal with the emotional pain of losing her brother to a school shooting. This is a wonderfully written book that shows us Caitlin’s difficulties relating with other people, especially her father. Once the only person who understands her is killed though, we see Caitlin transform and start to “rebuild” the relationship that she has with him (pun - intended J ) We see their relationship grow stronger as she makes an effort to work with her father to finish a chest that her brother and father was working on. The ending really makes the whole story so beautiful!

                                                                                                             

Reading Level: 4.8

Readers- Below are a few links that can help you teach this book to your own class or child!

- This is a create website that talks about the themes that exist throughout the book, and what each of them mean. While discussing the different themes, it also makes you use some critical thinking as it asks questions such as “what would you do in this situation.”

- This is a great article and website that can be read in the classroom to expand the knowledge and lessons that were just learned in the reading of Mockingbird. It talks about what causes school’s to have shooting and what precautions students can make and different help lines that are out their if one is feeling overwhelmed.

Vocabulary: Some words that might need to be pre-taught include Principal, Principle, Effusive, Extroverted, Gregarious, Introverted, Woodworking and Router.

Activities:

Before Reading:

Talk with the students about what a school shooting is, along with what it means if someone had asbergers. Understanding these two things before reading the book wil help the students better comprehend what is going on through out the story.

During reading:

Have the students idependently read and write down different ways they see Caitlin trying to cope with the lose of her brother, and the different ways she tries to express herself.

After Reading:

Each student can read aloud the techniques they saw Caitlin use to try to deal with the stress she was dealing with. Once each student has had the opportunity to read what they write, have each student brainstorm an activity for themselves that would help them de-stress in a situation where they, themselves feel overwhelmed.

 

Erskine, K. (2010). Mockingbird (Mok'ing-bûrd). New York: Philomel Books.

Noah Webster : Weaver of Words by Pegi Deitz Shea - Non fiction

“Words Talk”

Shea, P. D., & Vachula, M. (2009). Noah Webster: weaver of words. Honesdale: Calkins Creek.

As an English major, this book caught my attention right away! I love words, and what is a better book to be reading than a book about the man himself who logged all of them into one place, which we know as the dictionary J This book talks about Noah’s life growing up and his struggles in school. Ironically enough though, Noah’s dislike of school was not because it was to hard, but was actually because it was to easy! The reader learns that once he attended Yale University he excelled in the challenging work that faced him and in fact enjoyed every second of it! From there he, as we know became the first person ever to write the dictionary and even opened a school where he believed everyone had the right to attend.

Reading Level - 3.4

Readers: Below are a few websites that could assist in the learning and teaching of this book!

 - While sometimes we can use things without even realizing the genesis of it, bringing up this website and having students use it to find words and explain to them that the man that they just read about was the first one to create something like this could really impact them. Its important to understand how things came about and who invented it!

- This website provides activities (including jigsaw puzzles) and fun things that a teacher could use in her classroom when discussing and teaching students about Noah Webster! Definitely something I would suggest people to check out!

Vocab - Some words that might need to be pre-taught include: Weaver, dictionary, type writer, university, Yale and profession.

Activities:

Before reading:

Discussing with the students about what a dictionary is and asking if anyone knows the relationship between a dictionary and Webster could be the first step to seeing how much your students know about this topic which will allow you to adjust your teaching.

During reading:

Have the students write down things that they find to be “important” and have them explain what makes them think that!

After reading:

If allowed, it would be great to have the students be able to go to the museum where they can visual see, feel and touch the information that they just learned while extending their knowledge and even being able to learn more!

 

The Secret World of Walter Anderson by Hester Bass - Non Fiction

“There is beauty Everywhere”

This is a nonfiction book which depicts the life of Walter Anderson. Through reading it we learn of this amazing artist (Walter Anderson) who stayed undiscovered for quite some time. From Horn Island to the Mississippi gulf coast, Anderson spent most time by himself where he would sketch and draw the beautiful things that surrounded him. His true dedication to the arts comes out as the reader learns of his willingness to go through storms and face bouts of lack of food, just so he could continue painting. Now that’s dedication!!!

Reading Level - 3.1

Readers: Below are a few websites that could assist in the learning and teaching of this book!

- This is a website which helps student learn about what the book will be about before they start reading. It gets them engaged and excited to learn about such an important person.

- This website is full of Anderson’s accomplishments and drawings that he has completed throughout to life. Having students look at these after they are done reading will serve as a visual aid, and be able to reinforce the talent that this man had and the dedication he put into his work.

Vocabulary - Some words that might need to be pre-taught to your students include auxiliary, craven, disdain, distraught, grossly, haggard, insolent, lurched.

Activities:

Before Reading:

I would discuss with students what a “Non fiction” book is, and how it differs from other books. After we discuss the difference I would have them write down a few books that they have read in the past and have them clarify it as fiction or non fiction to make sure they have comprehend what was being taught.

During Reading:

While reading this book in groups I would have the students stop after a few pages and discuss what they learned with a partner. By working together they can make sure that the other one is on task, while sharing new knowledge with a fellow classmate

After Reading:

After reading the book, students can draw a picture of  something that is important to themselves and then write how they think Walter Anderson would describe it, and the importance and beauty he would see in it!

B. (2009). The secret world of Walter Anderson. Cambridge : Candlewick Press.

The Cupcake Thief by Ellen Jackson - Historical Fiction

“There is a lesson in everything, you just need to find it.”

This book was fantastic! The title alone caught my attention (who doesn’t like cupcakes??) This is really one of my favorite books that I have had the pleasure to read for this blog. It starts off with a typical scenario where Zach’s cupcake is missing and is found in his fellow classmates desk, Tyler. While most teachers would take this as a point to scold one of the children, instead we see the teacher turn their sixth grade class into a court room with judges and jurors. It really shows a fellow reader (that is a teacher) that you can almost take anything that happens in a classroom, and with a twist of creativity can get the students involved and hands on in learning about something. Through discussion and debates, the final outcome of the story is that Zach’s cupcake was not stolen in fact, but was in Tyler’s desk by mistake. Again, loved the theme of this book! Highly recommend it.

Reading Level - 3.1

Readers: Below are a few activities that you could us in your classroom to help reinforce what was learned in this book.

-This website is full of questions and activities that you could use when reading this book. It also has standards that these activities meet which I think is wonderful!

-This is a website which is about the author and list many of her other books that she wrote I find it important for students to learn about the author and their background as it makes the author “more human” to the students and allows them to look at other books that they might enjoy reading if they enjoyed this one!

Vocab -  Some of the vocabulary that might need to be pre-taught includes: Court, Eye witness, Jury, Juror, Judge, Lawyer, and Supreme Court.

Activities:

Before Reading:

Before the start of the book I would have a discussion with the class and talk about what a “court” and “jury” is. It is important that students understand the relationship between them and how they work together.

During Reading:

Students can read in groups and write down in there journals new things that they are learning and the relationships and connection that there new knowledge has! (Ie: How does a jury relate to a court, what purpose does it serve?)

After Reading:

An excellent after reading activity would be to have a Jury and court case in your own classroom! This would really liven the students up and allow them to show off there new skills, knowledge, and words that they learned from reading this book!

Jackson, E. B., & Sims, B. (2007). The cupcake thief. New York city: Kane Press.

Hope Was Here by Joan Bauer - Newbury

 “You leave a little piece of you behind, everywhere you go."

　
Hope Yancy finds herself living with her Aunt Addie at a very early age due to her birthmother’s inability to feel that she would “be able to raise her on her own.” This book takes us on a whirlwind of events as Hope and Addie move from place to place, and work diner to diner, just to support themselves. Finally being able to settle down, they find themselves in a small town in Wisconsin and at just sixteen years of age, Hope becomes intertwined in the politics and emotions that come along with learning about her co-workers fight against leukemia.

Reading Level: 5.7

This is a website from Joan he
rself and it includes several discussion guides and questions that can be used while reading this book.

This is an awesome website that is sort of like an “online flashcard” where students can learn the definitions of new words that might arise in this book!
 
Vocabulary: Some words that might need to be pre-taught to your students include coalition, discernable, dilapidated, effervescent, puny, shrewd, synergy and vindication.

Activities:
Before Reading:Have the students research the author and learn about her lifestyle. After this is discussed have them predict what might happen in the book and have them explain there reasoning.

During Reading: Throughout the book, there are many quotes that help Hope push through. Have the students independently read and write down several quotes that they like and have then write one - two paragraphs about what it might mean and why it was able to give hope the motivation to continue.

After Reading: After the book is read. Have the students work with a peer and together, write down the themes that they thought played out throughout the book. Have them include an important scene where they really felt that the theme came through!

Hope was here. (2003). SAXDSA: Random House/Listening Library.

The Wednesday Wars by Gary D. Schmidt - Newbury

     “What doesn’t kill you, Only makes you stronger.”

The Wednesday Wars is a story told in first person by the main character, Holling Hoodhood taking place in the years 1967-1968 during the Vietnam war. Through this book we learn of Hollings struggle with his dad, friends, and family, and how through these experiences he learns to “find himself” and comes to be his own person. Facing a very strict father and a somewhat rebellious sister, Holling does not find himself short of experiences, that at the time, only create tension and arguments. Through these though, we see Holling learn to cope with the cards that he has been dealt and turn into an extremely mature character, which shines though from his final passage at the end of the book!

Reading Level: 5.9
　
Readers- Below are a few links that can help you teach this book to your own class or child!

This link gives a quick overview of what the book was about and actual provides a quiz online! It’s a fun and interactive way for students to use technology and be learning as well.


Scholastic is a fantastic website which offers different lesson plans and activities that can be used while teaching this book in your classroom! 

Vocabulary: Some words that might need to be pre-taught to your students include asbestos, begrudge, coagulated, emporium, intransitive, nefarious, reconnaissance, unalloyed, vengeance and yarmulka.

Activities:
Before Reading: Have each student make a prediction as to what the story might be about. A lot of times the title and cover foreshadow what might happen throughout the book. Discuss any ideas and encourage any suggestions!

During Reading: While independently reading the book, students can periodically summarize what they have learned and express how they feel about the events that took place.

After Reading: Students can work with a partner and discuss how Holling coped with the stress in his life, and what he did to help himself manage it. Taking this further, the students can think of a time when they, themselves were in a stressful situation and what they did to lessen that.

Schmidt, G. D. (2007). The Wednesday wars. New York: Clarion Books.