Firebird by Misty Copeland

Firebird (2014)
Written by: Misty Copeland 
Illustrated by: Christopher Myers
G.P. Putnam's Sons, New York, NY

Heartfelt, Metaphorically & Artistically Illustrative, Matriarchal, Expansive, Limitless

Suggested Delivery: whole class read aloud

Electronic Resources to Support Reading:

         1.  All About Misty Copeland 

              This website provides an in depth glimpse into Misty Copeland's ballet career and passion, complete with photographs, videos of Misty dancing, her social media sites, as well as upcoming performances.

         2.  All About Christopher Myers 

              This is the website of Caldecott Honoree's Christopher Myers.  Students may explore other artwork Myers has done and his current projects he is working on.  There is also a blog in which Myers expands on his inspirations and thought process that influence his beautiful creations.

Key Vocabulary:

• arabesque - a ballet position in which the dancer stands on one foot and holds one arm forward while the other arm and leg are held out behind 
• barre - a stationary handrail that provides support, used commonly in ballet
• pas de deux - of French origin, literal meaning 'step of two', a dance for two people
• pirouette - spinning on one foot with the raised foot touching the knee of the supporting leg
• pointe - dance performed on the tips of the toes, usually ballet
• vibrant - full of energy and enthusiasm

Before Reading:  Introduce students to the theme of Firebird before beginning reading.  Having passion and drive for an activity you love is most important while doing that activity or hobby, and hard work pays off.  Students will write about an activity/hobby that they love to do, how it makes them feel, and how they work to improve upon it and get better everyday.

During Reading:  Metaphorically rich, the text offers readers many connections and comparisons, linking the words in the text to invoke complex feelings and emotional response.  Students will choose a metaphor that they especially enjoyed, were inspired by, or connected with and create a metaphor poster.  The phrase will be written on the board as well as an illustration that depicts any feelings or thoughts that come to mind when reading the metaphor.  Students are encouraged to be as creative as possible without any thought of what this may look like to someone else viewing their poster board.  

After Reading:  Students will work in small groups of 3-4 to discuss Firebird.  They will work together to complete a comprehension check worksheet that asks questions such as, "What emotions and reactions did this story cause in you?  What emotions were similar in your group?  Were any emotions or reactions different among your group members?"  "Did this story inspire you?  How did it inspire you?"  "Why is it important to Misty Copeland to create this book for young readers like you?  Why did she want to tell this story?"  "How did the use of metaphors in the story contribute to your understanding and visualization?"

Writing Activity:  Using Story Bird, an online technology website that allows users to write their own stories, complete with unique, beautiful illustrations, students will compose their own stories.  Students will be asked to compose a story in which they inspire the audience and inform them of a passion that they personally have, such as sports, dance, music, singing, art, writing, etc.  They must use rich language such as metaphors and similes, similar to Misty Copeland's writing in order to create a magical reading experience for their audience.  Similar to the pre-reading activity they completed before reading Firebird, they may revise their original piece to make it more literally rich, gaining inspiration from Copeland, or start a new piece if they choose.

Wild About Bears by Jeannie Brett

Wild About Bears (2014)
Written and illustrated by: Jeannie Brett 
Charlesbridge, Watertown, MA
Lexile: 1070L
Accelerated Reader: 0.5

       

Informational, Variety of Text Features, Vivid Illustrations, Captivating, Succinct

Suggested Delivery: whole class read aloud

Electronic Resources to Support Reading:

       1. Explore Bears

           This National Geographic site supports learning with more information about the different bear species with real life, close-up photographs of the various species.  

        2. Bear Videos  

             This website provides information about bear species and photographs of each bear in their natural habitats.  Videos are also provided for students to watch bears in the wild.   

Key Vocabulary:

• hibernate - sleeping through most of the winter to conserve energy when food is scarce
• subspecies - a smaller type of a bigger species (Kermode, or spirit bear, is a subspecies of a North American black bear)
• buoyant - able to stay afloat in water
• plantigrade - those who walk with the entire soles of their feet on the ground, as humans and bears do
• omnivore - those who consume a variety of both plants and animals
• carnivore - those who consume only a diet of animals
• herbivore - those who consume only a diet of plants 
• nocturnal - active at nighttime

Before Reading:  Preview the format of the book with students, as it's a nonfiction text and written very differently than a narrative.  Point out the various text features that are helpful in reading nonfiction, such as the glossary at the back of the book and the diagram that displays where the different bear species live on Earth, as well as the captions that accompany many of the pictures.  New vocabulary terms may be introduced and pre-taught in order to conceptualize and synthesize the presented information.  Students will fill out a KWL chart in order to prepare for learning about bears and what they would be interested in learning more about. 

During Reading:  While reading, write down unknown vocabulary on chart paper while students record the words on clipboards.  Students will be asked to define three words they learned while reading the book and share those words with a partner.  The other partner will share their learned vocabulary and definitions.  Students will also check in with KWL charts and see if what they wanted to know is being answered and if they have come up with any new questions while reading.  

After Reading:  Students will fill out bear booklets that explain and summarize each species.  These graphic organizers will synthesize the information that's being learned and students will fill out facts on each bear species such as where it lives, what its diet is, and other individual physical characteristics.  

Writing Activity:  What bear species was the most interesting to learn about?  Why was that type of bear most interesting to you?  Students will support their opinion of their favorite bear with facts they learned from Wild About Bears.  

The Evolution of Calpurnia Tate by Jacqueline Kelly

The Evolution of Calpurnia Tate (2009)
By: Jacqueline Kelly
Henry Holt and Company, LLC, New York, NY
Cover Image by: April Ward
Lexile: 830L
Accelerated Reader: 12.0

Captivating, Innocent, Scientific, Soul Searching, Honest

Suggested Delivery: small group reading

Electronic Resources to Support Reading:

      1.  Charles Darwin 

           Students may explore this website to gain a deeper understanding of Charles Darwin and his innovative work, The Origin of Species, in which excerpts are published at the beginning of each chapter.  Students will be able to relate Darwin's ideologies to Calpurnia's and her grandfather's; therefore, this website should be explored during the reading of the story.

       2.  Fentress, Texas  

             This website provided by the Texas State Historical Association will provide students with a glimpse into Fentress, TX during the late 19th century.  It provides information about important landmarks during this time, such as the San Marcos River, where Callie and her grandfather regularly explore, and insight into the schooling and stores of the town during this time period.

Key Vocabulary:

• evolution - change in biological traits that occur over generations
• family - used in biology to classify living organisms; family comes above genus and is therefore a broader category that contains more organisms 
• genus - used in biology to classify living organisms; genus comes above species and below family.
• naturalist - one who believes that Nature governs the flow and cycle of all life forms.
• chagrined - humiliated or distressed
• tetchy - irritable or cranky
• dyspeptic - short-tempered or irritated
• primitive - not developed, in the first stages of growth

Before Reading:  Calpurnia is just shy of 12 years old, living in rural, undeveloped Texas right before the turn of the 20th century, the one girl of seven children.  Students will research what typical life consisted of back then, in terms of the way the household was set up, chores and work needing to be done, overall lifestyle, (i.e. customs and traditions), schooling, what major inventions emerged, and what kids did for fun. 

During Reading:  Calpurnia writes all of her observations and ideas about the different organisms and species she sees around her house in her Notebook.  Similar to Callie's Notebook, the whole class will venture out around the paths in the woods behind the school to record observations in their notebooks.  Students should use all of their five senses to make observations and also pose questions about things they observe that seem puzzling or interesting.

After Reading:  Students will work in groups of 4-5 to discuss a series of questions about the book.  Most of the questions are not a "right or wrong" but encourage the students to discuss and debate with each other using evidence from the story.  For example, "Do you think Callie's mother is justified in thinking that science is of no use to a girl in 1899 and she should instead focus on sewing and cooking?"  And... "Daily life was vastly different in this time period than it is currently.  Are you at all envious of the simplicity of this lifestyle?  Are you happy your lifestyle is very different now than it was for Callie and her family?"  Questions are meant to invoke discussion among group members and the ability to put themselves in others' point of views.

Writing Activity:  Students will compose a narrative piece in which they continue the story where it leaves off.  Will the family dynamic and other things change as it is now 1900?  Will Callie and her grandfather continue their scientific quests of discovery, or will she surrender to her womanly duties of learning to sew and cook?  Will she and Lula maintain their friendship despite their differences in interests and abilities?  These are some questions meant to inspire students' narratives, but not limited to these ideas.

Where the Mountain Meets the Moon by Grace Lin

Where the Mountain Meets the Moon (2009)

By: Grace Lin

Little, Brown Books for Young Readers, New York, NY

Cover Image by: Alison Impey

Lexile: 810L

Accelerated Reader: 7.0

Inspiring, Adventurous, Culturally rich, Family oriented, Spiritual 

Suggested Delivery: small group reading

Electronic Resources to Support Reading: 

     1.  Interactive Activities

          This is the author Grace Lin's website, complete with many interactive activities for students to complete that are directly related to Where the Mountain Meets the Moon upon finishing the story.  Students may use mathematical computation and refer back to the story to figure out roughly how old Dragon is using "peach math"and matching the corresponding symbols to the scene in the story, along with many other interesting activities that enrich this reading experience.

    2.  Japanese Folktales

         This website provides many classic examples of exceptional Japanese folktales, very similar to the many tales told throughout Where the Mountain Meets the Moon.  Students may explore different tales that include a lesson or moral in order to become more familiar with the art of the folktale and to prepare themselves in order to compose their own folktale.

Key Vocabulary:

• magistrate - a high ranking, powerful government official 

• sheepish - appearing embarrassed or ashamed 

• barren - lifeless, land that is unable to produce vegetation

• enthralled - fascinated, captured attention 

• dumbfounded - astonished or amazed

• placidly - calmly, peacefully, even-tempered

Before Reading:  Grace Lin The whole class will watch a short video clip in which Grace Lin discusses aspects of her story and inspirations, character traits, and how the character of Minli came into fruition.  Students will gain insight into the importance of different aspects such as how the author was inspired by different Asian cultures and lessons in writing the book.

During Reading:  Students will complete an ongoing timeline complete with a chronological sequence of events that Minli takes during the course of the story.  Characters encountered during each event will also be recorded with a brief description of their importance or relation to the story.   

After Reading:  Students will independently create their own version of an Asian folktale, inspired by the numerous Asian folktales they read throughout the story.  Their folktale may include any character or animal, but it must present a dilemma and suggest a lesson or moral of the story.  

Writing Activity:  It took Minli to leave home in search of The Old Man of the Moon for Ma to realize all of her blessings, more importantly her loving family, and realize she was "rich" in a different sense of the word.  Students will write about a time in their life when they lost something or something was taken away, and it made them realize how lucky and grateful they were to have had it.  What did this experience teach them, and was it similar at all to Minli and Ma's experience?  Was it different?