A Bad Case of Stripes The Little Engine That Could On...

Table of Contents

Historical Fiction

Sam the Minuteman Google and find 3 facts about the American Revolutionary War

John Philip Duck Raise a duck, talk about developmental changes

Good-bye, Charles Lindbergh Change and create a different ending to story

Molly Bannaky Take field trip to farm

Noah’s Ark Students put on a play for faculty and parents

January’s Sparrow Create a PowerPoint

Fantasy

A Bad Case of Stripes Write a summary, identify title, and author/illustrator

One hundred hungry Ants Discuss if book is fantasy or real, created laminated ants

The Little Engine That Could Predict what is going to happen in story

On Top of Spaghetti Write a list of ingredients for spaghetti

Red Mittens Students create a timeline

Isla Complete worksheet with Spanish words

Multi-Cultural

Shades of People Mix different shades of paint to create a certain color

Grandfather’s Dream Pretend and act like cranes, guess habitat of animals

Hooray, a piñata! Students create piñatas

The Hard-Times Jar Grow plants. Keep record of progress

Hannah is my Name Write poem on immigration

Atlas of People Create map of community

Realistic Fiction

Bridge to Terabithia Create a poster that shows difference real and fantasy

The Hundred Dresses Write in a journal about how the story makes them feel

Non-Fiction

George Washington Carver: The Peanut Wizard Find compound words, separate them

Thank you, Mr. Falker Explain lesson of story

Teeth are not for biting Create a model of teeth out of clay

The Way I feel Create faces out of macaroni. Show different emotions

Thunder Cake Create book that talks about a special person

Eddie Enough! List definition, symptoms, causes, treatments for ADHD

Fiction

Somebody and the Three Blairs Compare similarities and differences between this book and

Goldilocks and the 3 bears

Lydia Bolls

Title of book: A Bad Case of Stripes

Author’s name: David Shannon

Copyright year: 1998

Genre: Fantasy

Number of pages: 32

Synopsis of story: This book was about a little girl named Camilla Cream who loved lima beans

but would never eat them because all of her friends thought they were nasty. When it was the

first day of school, Camilla could not find anything to wear because she wanted to impress so

many people. So she put on a red dress and looked in the mirror and noticed she had rainbow

colored stripes all over her body. Her parents called some doctors to come over and check

Camilla out but they couldn’t figure out what was wrong with her. Camilla got made fun of at

school until the principal told her parents she wasn’t allowed to come back because she was

causing a distraction, so Camilla went home. One day a little old lady came and brung Camilla

some Lima beans and Camilla pretended like she didn’t like them. So the lady turned to leave

and Camilla told her to come back, she ate the lima beans and turned back to normal.

Activity: (Original Source). I will bring in a copy of A bad case of stripes for each of my

students. We will do shared reading. I will read from the book at the front of the class and have

the students follow along in their own books. When we are done with the book, each student will

receive a worksheet that has blank spaces they must fill in identifying the title of the book, and

who the author/ illustrator is. The students will also write a summary of the story.

Indiana Academic Standard: English/language arts

Reading: Comprehension and Analysis of Nonfiction and Informational Text

1.2.1

Structural Features of Informational Materials:

Identify the title, author, illustrator, and table of contents of a reading selection.

Title of book: One Hundred Hungry Ants

Author’s name: Elinor J. Pinczes


Genre: Fantasy

Number of pages: 32

Synopsis of story: This story was about how 100 ants smelled food coming from a picnic. So

they decided to go and get some of the food because their tummies were hungry. They started off

in one line but then the smallest ant stopped all of them and told them they were moving too

slowly and that they would get their quicker if they divided into 2 lines with 50 ants in each one.

On the way to the picnic, they saw other animals carrying foods away. The bunny rabbit was

carrying a jar of mustard and a sandwich, so once again the smallest ant stopped and made them

all get into 4 rows of 25, then 5 rows of 20, then 10 rows of 10. Every time they divided up into

different rows the ants would yell out “a hey and a hi dee ho” and by the time they had arrived

all of the food was gone. They all ended up being mad at the little ant that made them keep

dividing into rows.

Activity: (Original Source). The class will read the book aloud. I will bring in already cut-out

ant-shaped, laminated pieces of paper. I will give each student 100 ant-shaped pieces of

laminated paper. I will go over counting and writing numbers up to 100 with the students. I will

have my students write the numbers 1-100 on each of the laminated ants. I will then have my

students orally discuss if they think what happened in the book is real or fantasy. They will then

explain why. We will post ants up on bulletin board to go back and reference when we are

practicing numbers 1-100.

Indiana Academic Standard: Math/ Reading

Number Sense:

1.1.1

Count, read, and write whole numbers up to 100.

Reading: Comprehension and Analysis of Literary Text

1.3.4

Distinguish fantasy from reality.

Title of book: The Little Engine That Could

Author’s name: Watty Piper


Genre: Fantasy

Number of pages: 37

Synopsis of story: The little train that could was a book about a train that was carrying tons of

gifts for all of the good little boys and girls on the other side of the mountain. It carried, dolls,

little toy engines and airplanes, picture puzzles, books, and even food. All of a sudden, the happy

little train stopped and she could not move. Then the funny little clown that was on the train

jumped off and told everyone that he could see a shiny new train heading their way and that he

was going to ask for help. The little clown and all of the toys jumped off the train and asked the

shiny new train but he said no. So they were all so sad because more and more trains passed by

but they all kept saying no. Finally, one train came pass and decided to help all of the toys over

the mountain so they could be with all of the little boys and girls.

Activity: (Original source). In the story every time a train would come by, all of the toys would

stop and ask the train if they would help them pull them over the mountain so that the little boys

and girls could play with the them and each time the trains would say no and explain their

answer of why they couldn’t. So as I am reading the book, I will have my students write down

what they think each train is going to say or do each time. Each student then stands up one by

one and tells the class one of their answers. Students will create a train out of boxes.

Indiana Academic State Standard: English/ Language Arts

Reading: Comprehension and Analysis of Literary Text

2.3.5

Confirm predictions about what will happen next in a story.

Title of book: On Top of Spaghetti

Author’s name: Katherine Tillotson


Genre: Fantasy

Number of pages: 30

Synopsis of story: On top of spaghetti was about a little girl who was about to eat her spaghetti

when she sneezes and the meatball rolls off the table and onto the floor. She chases after the

meatball as it rolls outside, into the garden, and then under a bush. She was sad because now the

meatball was just mush. By early the next summer the meatball had grew into a meatball tree

with huge meatballs all over it. Then at the end of the book, the little girls explains that when

you’re eating spaghetti and meatballs with lots of cheese to hold on to your meatball and never

sneeze.

Activity: (Original source). I will ask my students if they know what ingredients are. I will then

have them each write a list of ingredients of how they like their spaghetti the best. They can have

things like meatballs, cheese, sausage and other items that they like. They will then post their

lists up on a cork wall. They will then have to create a menu as if they had their own restaurants.


Writing: Processes and features

Organization and Focus:

2.4.1

Create a list of ideas for writing.

Title of book: Red Mittens

Author’s name: Laura Bannon


Genre: Fantasy

Number of pages: 31

Synopsis of story: Red Mittens was about a little boy named Joe who had thought he lost a pair

of red mittens that his mother had knitted for him. Joe never went anywhere without his mittens.

He kept them tied around his neck on the front of his overalls. Then one day he noticed that the

mittens were not around his neck so he looked outside by all the animals. He saw Hen and his cat

and asked if they had seen his mittens, and they all said no but that they could help him find

them. So they all looked around and then a cow came along and said that he would help little Joe

find his mittens. They looked low, in the middle and up high, but no mittens, then the cow

realized that the mittens when on little Joes back wrapped around his neck.

Activity: (Original source). The students will create a timeline of events that happened in the

story. The timeline has to have at least five events that happened in the story and students will

turn assignment in and be assessed by completion.


Writing: Applications

2.5.1

Write brief narratives based on experiences that:

• move through a logical sequence of events (chronological order, order of importance).

• describe the setting, characters, objects, and events in detail.

Title of book: Shades of People

Author’s name: Shelley Rotner and Sheila M. Kelly


Genre: Multi-cultural

Number of pages: 30

Synopsis of story: Shades of People is a book about all the different shades of people.

Some of the shades mentioned were peach, sandy, creamy, ivory, coffee, cocoa, almond, pink

and rose. The book teaches children that you can’t tell what a person is like by their skin color.

Our skin is sort of like our wrapping paper. It explained that there could also be different shades

even in the same family.

Activity: (Original source). I would have my students see if they could create the shade of their

best friend by mixing different color paints together. Each child would get one blank white sheet

of paper, a small paint brush and different colored paints. The child would then have to orally

explain why their best friend is so important to them and why the shade/color of a person does

not matter to them.

Indiana Academic State Standard: Fine Arts/ visual arts

Creating Art: Studio Production: Develop a range of subject matter, symbols, and ideas for

artwork and utilize skills of critique, reflection, and revision

1.6.2

Create artwork about self, family, and personal experiences.

Title of book: Grandfather’s Dream

Author’s name: Holly Keller


Genre: Multi-Cultural

Number of pages: 29

Synopsis of story: This story was about a little boy named Nam and his family that lived in

Vietnam. His grandfather believed that all of the cranes that had been recently living there would

come back after leaving because of the Vietnam War. His grandfather and the villagers believed

that the cranes brung them good luck. Every day the grandfather would get up early to see if the

cranes had come back, but they still hadn’t, so the village committee decided that if they didn’t

come back by the end of the next rainy season that the land in the reserve would be planted with

rice. So grandfather became really sad because everyone kept on saying it was just a silly dream

of his. Then one day Nam’s dogs came running with a bird in its mouth and the family went over

the bridge and towards the dikes and they seen more than 200 cranes.

Activity: (Original source). The students will learn about cranes. They will then have the chance

to act like a crane. Everyone in the room will stand up and close their eyes for a couple seconds

and think about what it would be like to be a crane. After a while the teacher will tell them to

open their eyes and pretend that they are all cranes. They will have to try and guess the habitat of

the bird and act it out.


Creative Process

1.8.2

Imitate or create people, creatures, or things based on observation.

Title of book: Hooray, a piñata!

Author’s name: Elisa Kleven



Number of pages: 28

Synopsis of story: Hooray, A piñata! was about a little girl named Clara whose birthday was

coming up. So Clara, her mom and her friend Samson decided to go buy a piñata for her party.

Clara found a puppy piñata that she fell in love with. She took the puppy everywhere; to the

park, to school, played with it at her grandmother’s house, and on a merry-go-round. Then on the

day before her party Samson came over to help her stuff the piñata with candy but Clara had

become too attached to it. On the day of her party Samson showed up with another piñata from

the store that they had seen and they bust it open at the end of her party and got lots of candy.

Activity: (Original source). The teacher would bring in supplies to have the students create

piñatas. The students will be divided into groups. Each group will receive glue, newspaper,

balloons and scissors. Each group will then create one piñata. Their balloon will be blown up by

the teacher. The students will then be told to cut out many sheets of newspaper and dip them in

the glue and water. They must then stick it all on the balloon and allow it to dry. After they have

all dried the students can decorate them anyway they would like. They will be hung up around in

the classroom.


Responding to Art: History and Culture: Understand art in relation to history and past and

contemporary culture

1.1.1

Explore ways that art reflects a culture.

Title of book: The Hard-Times Jar

Author’s name: John Holyfield



Number of pages: 30

Synopsis of story: This book is about a little girl named Emma who wanted to someday own a

store bought book. Her family were migrant workers and didn’t have much money but they had a

jar called the hard-times jar which they saved for important/hard times. Sometimes Emma would

sit and write her own stories and whenever her mom would want her to do something she would

threaten to take away her pencil and paper. Then one day her mother sat her down and told her

that she wouldn’t be helping pick fruits and vegetables but that she would be starting school, so

Emma became very worried because the money that she was making from working was going

towards her buying a store bought book. On the first day of school, Emma went into class and

didn’t see any chocolate brown skinned children like her, they were all white.

There was a library inside the school that Emma went to everyday; Emma’s mama noticed how

good that Emma was doing that she decided to give Emma money out the hard-times jar to go

and by herself a store bought book.

Activity: (Original source). I would teach my students how to plant things pertaining to planting

and growing crops. We would start off with something simple like planting some seems. The

students will have the choice of either planting tomato seeds, or beans. We will watch the crops

as they grow. The children will keep notes/records on the progression of the plants growth.

Indiana Academic State Standard: Science

The Nature of Science and Technology

3.1.3

Keep and report records of investigations and observations using tools, such as journals,

charts, graphs, and computers.

Title of book: Hannah is my Name

Author’s name: Belle Yang



Number of pages: 24

Synopsis of story: This book is about a little girl named Na-Li from Taiwan. When her family

decides to move to the U.S. her name gets changed to Hannah. Hannah doesn’t understand much

of how things work in the new country. Hannah or her family do not have green cards and one

day some police officers burst into the place where Hannah’s father is working but a man hurry’s

and tell the family to run and hide because they aren’t suppose to have jobs. One day when

Hannah comes home her parents are cooking some of her favorite foods and tell her to open the

package with the ribbon on it and there lays their green cards.

Activity: (Original source). I will have a lesson over immigration and explain to my students

what an immigrant is. I would then have them write a poem about immigration.


Listening and Speaking: Skills, Strategies, and Applications

1.7.6

Speaking Applications:

Recite poems, rhymes, songs, and stories.

Title of book: Bridge to Terabithia

Author’s name: Katherine Paterson

Copyright year:

Genre: Realistic fiction

Number of pages: 144

Synopsis of story: This book was about a young eleven-year-old boy named Jess who loves to

run and hopes to one day become the fastest runner in the fifth grade. Jess has five sisters and he

is hoping that this will get him some attention from his father who is always working. Then a

new girl moves in next door to Jess and she runs really fast too. They become good friends and

build a secret fantasy land across the creek which is called Terabithia. One day his friend Leslie

dies by drowning in the creek and Jess becomes devastated.

Activity: (Original Source). After reading the book as a class, the students will create a poster

that shows the difference between what is real and what is fantasy. The students can use words,

pictures or anything of their choice. They will be assessed on if the poster actually shows the

difference between the two topics. We will go over different types of examples of what is fantasy

and what is reality.

Indiana Academic Standard: English/ Language Arts

Reading: Comprehension and Analysis of Literacy Text

2.3.6

Recognize the difference between fantasy and reality

Title of book: The Hundred Dresses

Author’s name: Eleanor Estes


Genre: Realistic fiction

Number of pages: 88

Synopsis of story: The story The Hundred Dresses was about a lady named Wanda Petronski

who doesn’t have any friends. She goes to school every day telling her classmates that she has

one hundred dresses at home. People at school do not believe her because she wears the same

blue dress every day. Finally when her father is sick of his daughter being made fun of, he takes

her out of school and they move away to a big city. This makes one of the girls in Wanda’s class

sad because she stood there and let the others laugh and make fun of Wanda so she decides to

leave and go look for Wanda and her family.

Activity: (Original Source). I will have my students write in a journal every day after reading the

book The Hundred Dresses. They will write about what they read or about how they feel about

what is going on in the story. Every day they will trade with another student to have them proof

read and make corrections of their work.


3.4.7

Proofread ones own writing, as well as that of others, using an editing checklist or list of

rules.

Title of book: Sam the Minuteman

Author’s name: Nathaniel Benchley


Genre: Historical fiction

Number of pages: 53

Synopsis of story: This book was about a little boy named Sam Brown who lived with his

parents in Lexington, Massachusetts which is near Boston. During this time, America was not a

country of its own it had belonged to England. Sam always helped his father on the small farm

that they had and his mother worked inside. They made, grew and cooked everything for

themselves. One day Sam was awakened in the middle of the night and his father told him to get

his gun, the British had left Boston and were coming right towards them. Eight Minutemen were

shot and killed; even Sam’s friend shot had gotten hurt. This had made Sam very angry so

became brave and shot many men, and then him and his father went home and went to bed. This

was the beginning of the American Revolution.

Activity: (Original Source). I will bring in a copy of Sam the Minuteman into the classroom. I

will read the story aloud to the students. We will have a grand discussion about the story. Our

main focus will be on the American Revolution that lasted eight years. We will then go into the

computer lab and I will have them type the words American Revolution in Google’s search

engine. They will have to find three different facts about the War. Each student will write them

down and turn in at the end of class. They also have the choice of finding books in the library for

information.


Writing: Processes and Features

1.4.5

Identify a variety of sources of information (books, online sources, pictures, charts, tables

of contents, diagrams) and document the sources (titles)

Title of book: John Philip Duck

Author’s name: Patricia Polacco



Number of pages: 48

Synopsis of story: This story is about a little boy named Edward who found a tiny duck and

decided to take care of it. He snuck his tiny duck into the hotel where he was working with his

father. Many people in the hotel knew about Edwards duck and kept his secret safe. One day the

hotel manager found John Philip Duck in the fountain of the hotel and became very upset. So

Edward decided to show Mr. Schutt what great things his duck could do. So he explained to the

manager that if they had ducks in the fountain all the time that he could show them how to do the

tricks also. Mr. Schutt decided to let the ducks stay at the hotel and march.

Activity: (Original Source): After reading the book to the class I will ask students if they have

ever found any pets before. We will then go on to discuss ducks and the habitats they live in,

what they eat and many other different things about them. I will bring a baby duck into the

classroom and we will raise it. The students will learn how to feed it and that the duck must stay

warm to survive. Every day they will record progress of the ducks development and changes that

they notice.

Indiana Academic Standard: English/ Language Arts, Science

Writing: Applications

1.5.2

Write brief expository (informational) descriptions of a real object, person, place, or

event, using sensory details.

Life Science

2.3.1

Observe closely over a period of time and then record in pictures and words the changes

in plants and animals throughout their life cycles-including details of their body plan,

structure and timing of growth, reproduction and death.

Title of book: Good-bye, Charles Lindbergh

Author’s name: Louisa Borden



Number of pages: 40

Synopsis of story: This book was about a little boy named Gil who was riding his horse one day

and discovered a plane flying over the creek. Gil had always loved airplanes. He and his horse

followed the plane to see where it was headed. Once the plane had landed Gil found out that the

pilot was Charles Lindbergh. This was the most exciting thing that had ever happened to Gil.

Activity: (Original Source). The students will read the book as a class. Once the story is over we

will discuss what happens in the book. They will then have to change the ending of the story and

create their own ending that has a problem and a solution.



2.3.2

Create different endings to stories and identify the problem and the impact of the

different ending.

Title of book: Molly Bannaky

Author’s name: Alice McGill



Number of pages: 32

Synopsis of story: The Molly Bannaky book was about a seventeen year old girl named Molly

Walsh whose job was to milk the cows every morning and take the pail of milk up to the manor

house. One day after milking the cow, she sneezed which made the cow jump and kick over the

pail of milk. This accident sent Molly to court where she stood in front of the jury. The normal

punishment for stealing was death but since none of the others could read so she was sent to

serve in a colony across the ocean for seven years. After serving the seven years working, she

found a slave by the name of Bannaky and decided to marry him.

Activity: (Original Source). The class will have a grand discussion after reading the book Molly

Bannaky. We will discuss the lesson learned from the book. We will talk about how at the end of

the story it mentioned Benjamin Bannaky. I will ask students if any of them had ever heard of

him and if so what have they heard. If none of the students have heard of him, I will give them

some information on him and what he did. I will schedule a field trip to a farm to give the

students an opportunity to milk a cow.



2.3.7

Identify the meaning or lesson of a story.

Title of book: Noah’s Ark

Author’s name: Jerry Pinkney



Number of pages: 40

Synopsis of story: This book was about how God was not happy with the people on earth

because they didn’t care for one another or the land that God had created for them. So God

decided to destroy every living thing. One day a guy named Noah had spoken to God and God

told him to make an ark out of wood and to bring two of every living thing. He also told him to

bring food for the animals and for himself for he would be destroying every living thing on earth.

So Noah created the arc and two of every animal got on the ship and the door closed, soon it

began to rain and storm. So after forty days and forty nights the rain had finally stopped falling,

Noah and his family were safe, and God set a rainbow in the sky promising to never destroy the

earth again.

Activity: (Original Source). I will read this book to the class aloud. We will then go on to discuss

if they had ever heard the story before. I will inform the students that we would be putting on a

play for parents and other teachers. Students will get their parts and we will work on rehearsing

every week for about 2 weeks and then the students will perform. The students will be assessed

on participation.


Listening and Speaking: Skills, strategies and applications

2.7.13

Recite poems, rhymes, songs, and stories.

Title of book: George Washington Carver: The peanut wizard

Author’s name: Laura Driscoll


Genre: Non-fiction

Number of pages: 32

Synopsis of story: This book was about the life of George Washington Carver and how he used

peanuts in many recipes and household items used around the house. It talks about how George,

his mom and brother were all slaves and owned by the Carvers. One day George’s mother got

kidnapped and sold by some slave robbers. So the Carvers raised George and his brother Jim as

if they were their own. George loved working in the garden and taking care of sick plants.

George started college when he was thirty-three years old and he learned a lot about plants and

discovered peanut butter. There are peanuts in some shampoos, lotions, glue, paint, laundry

detergent and coffee.

Activity: (Original Source). George Washington Carver: the Peanut Wizard will be read aloud to

the students. The students will have a grand conversation about George Washington Carver. The

students will then have to find at least 20 different compound words in the book. After they

choose the compound words that they want to use, they must separate them into the two different

words. The students will write them down on a sheet of paper and turn it in for a completion

grade.


Reading: Word Recognition, Fluency, and Vocabulary Development

1.1.16

Read and understand simple compound words (birthday, anything) and contractions

(isn't, aren't, can't, won't).

Title of book: Thank you, Mr. Falker



Genre: Non-fiction

Number of pages: 40

Synopsis of story: Thank you, Mr. Falker was about a little girl named Trisha who was having

trouble learning to read but she was really good at drawing. She was always behind in her

reading compared to everyone else in her classroom and she got made fun of all the time. Her

mother received a new job in California, so her and her brother had to move away from the farm

they had in Michigan. Trisha started school and had a new teacher named Mr. Falker who helped

Trisha learn to read. He spent extra time every day after school with her and Trisha learned to

love school.

Activity: (Original Source). The story Thank you, Mr. Falker will be read aloud to the students in

the classroom. Students will then take out a sheet of paper and explain the lesson of the story.

There is a part in the story where her grandfather explains the importance of learning to read and

getting an education. They must also write how they feel about education. They would answer

questions about if they like coming to school to learn about different subjects. They can also

write about their favorite subject and why.



2.3.7

Identify the meaning or lesson of a story.

Title of book: Teeth are not for biting

Author’s name: Elizabeth Verdick


Genre: Non-fiction

Number of pages: 24

Synopsis of story: Teeth are not for biting is about how children start teething when their teeth

are growing in. It talks about how teeth are strong and sharp. Teeth help us chew but not for

biting other people. It gives children other things to do rather than to bite other people. It tells

children to bite on chew toys, take a nap, drink something cold, or to hug someone to get

comforted. At the back of the book it gives parents some tips for when their child is teething.

Activity: (Original Source). Students will be read to. Teacher will explain to students the

importance of having teeth and how to keep them healthy. After the book is done, students will

try and create a teeth model out of clay. Clay will be provided. The students may use any color

clay they would like to use to make activity more creative.

Indiana Academic Standard: Fine Arts/ Visual Arts

Creating Art: Studio Production: Develop a range of subject matter, symbols, and ideas for


K.4.2

Respond to art based on personal preference.

Title of book: The Way I feel

Author’s name: Janan Cain


Genre: Non-fiction

Number of pages: 32

Synopsis of story: This book talks about different feelings and emotions. The Way I feel explains

each emotion and things that make children feel these ways. It shows the picture of each emotion

and or feeling. It teaches children how to deal with their emotions and explains that everyone has

feelings. At the end of the book there is even a note to parents that help them to deal with talking

to their children about feelings and emotions.

Activity: (Original Source). The Way I feel will be read aloud to class. Students will then create

faces out of macaroni/un-cooked spaghetti. The faces will show the emotions and feelings

learned in the book. Under each face that they make, they will write which emotion it. The

vocabulary words in the book will be discussed every time we come across the word when the

teacher is reading the book aloud. Each student then needs to talk about something that makes

them feel that certain way, for example when they can’t do something they get frustrated.

Macaroni, un-cooked spaghetti, glue and construction paper will be provided.

Indiana Academic Standard: Fine Arts/ Visual Arts

Creating Art: Studio production: Develop a range of subject matter, symbols, and ideas for


1.6.2

Create artwork about self, family, and personal experiences.

Title of book: Thunder Cake



Genre: Non-fiction

Number of pages: 32

Synopsis of story: Thunder Cake was about a little girl who was scared when it was thundering

and lightening. Every time she heard the thunder she would run and hide under the bed. So one

day her grandmother told her to get from under the bed so that they could bake a thunder cake.

She got brave and went with her grandmother to retrieve all of the ingredients to make the cake.

Her grandmother taught her how to count to see how far the storm was away. They baked the

cake just in time and as soon as the rain started pouring, her grandmother cut the cake and they

sat down to eat it. The little girl was never scared of thunder again.

Activity: (Original Source). After reading Thunder Cake, students will have to create a book.

The book must be about a time that some special person has helped them to overcome a fear.

They must include a cover, pictures, a back to the book, and a story talking about a time

someone or something has helped them to overcome a fear. Student must turn in book for grade.

We will follow the recipe for the thunder cake and make one.


Writing: Processes and features

3.4.1

Organization and Focus:

Find ideas for writing stories and descriptions in conversations with others; in books,

magazines, or school textbooks; or on the Internet.

Title of book: Somebody and the Three Blairs

Author’s name: Marilyn Tolhurst


Genre: Fiction

Number of pages: 24

Synopsis of story: The book Somebody and the Three Blairs was about a family whose house

had gotten broken into. Mr. Blair, Mrs. Blair, and baby Blair had decided to go to the park and

feed the birds because it was such a nice day outside. When they left, a bear by the name of

Somebody had come into their house. He ate their food and trashed the kitchen, he flooded the

bathroom, he broke baby Blair’s high chair and then went to sleep in baby Blair’s crib. When the

family got back, they noticed the huge mess and looked around the house to see who could have

done it. When baby Blair went upstairs, he found Somebody in his crib. So he woke him up and

Somebody climbed out of the window before Mr. and Mrs. Blair could call police.

Activity: (Original Source). Before the book Somebody and the three Blairs is read aloud to the

class, the teacher will ask the students if they know the story of Goldilocks and the three bears.

Once the class has a discussion about the story and recap on what happened, the teacher will read

Somebody and the three Blair. After the book is over, the students will discuss the similarities

and the differences between the two books. They will also answer questions like who the main

character was, what happened in the story, where did the story take place and so forth.


Reading: Comprehension and Analysis of Nonfiction and Informational Text

1.2.7

Relate prior knowledge to what is read.

Listening and Speaking: Skills, Strategies, and Applications

1.7.7

Retell stories using basic story grammar and relating the sequence of story events by

answering who, what, when, where, why, and how questions.

Title of book: Atlas of People

Author’s name: Scholastic


Genre: Multi-cultural

Number of pages: 20

Synopsis of story: This book talks about different places like Europe, the Middle East, the Far

East, Southern Asia, Northern Asia, Africa and many other places. It shows maps and has many

facts about all of the places mentioned. The book also talks about activities that people do in

other countries. It talks about the different foods that are eaten in China, Russia, America, and

Bolivia. It even talks about the education in other countries. It shows much diversity and it is

very informational.

Activity: (Original Source). After Atlas of people is read to the class aloud, students will create a

map of their community. The map must include buildings and signs. We will also discuss the

similarities and the differences between our culture and other different cultures.

Indiana Academic Standard: Social Studies

Geography

1.3.7

Human Systems: Draw simple maps using symbols that show how space is used in the

classroom, in the school and in the neighborhood.

1.3.8

Human Systems: Compare cultural similarities and differences, such as family traditions

and customs, and the traditional clothing and food of various ethnic and cultural groups

found in Indiana.

Title of book: January’s Sparrow



Genre: Historical Fiction

Number of pages: 96

Synopsis of story: This story was about a little girl named Sadie Crosswhite, whose family is

owned by Master Francis Giltner. Her and her family witnesses her older brother get brutally

beaten for trying to run away and it breaks Sadie’s heart. After her brother January is beaten,

everyone assumes that he is now dead. So Sadie and her family want to escape these slave

owners and head to Canada before one of them gets beaten like January was. In the middle of the

night they pack some of their things and run to a boat that takes runaway slaves across the Ohio

River to a safer area called Marshall, Michigan. As they get closer to the boat, Sadie realizes that

she left behind the wooden sparrow that January had carved for her. It is too dangerous to go

back, so she must continue running with her family.

Activity: (Original Source). Each student will receive a copy of January’s Sparrow. After each

student has finished reading the book, they will search the internet and find someone to do an

activity on. They must create a PowerPoint that goes more into depth on a person that made a

difference or some huge event that happened during the Civil War.

Indiana Academic Standard: Social Studies

History

4.1.7

The Civil War Era and Later Development: 1850 to 1900. Explain the roles of various

individuals, groups and movements in the social conflicts leading to the Civil War.

Title of book: Isla

Author’s name: Arthur Dorros


Genre: Fantasy

Number of pages: 40

Synopsis of story: Isla was about a little girl who was exploring an island with her grandmother.

Her grandmother sits and tells the little girl stories and she imagines that they can fly during

story time. She imagines that they are flying over an island called la Isla. They see people,

buildings, forest, animals and many other things. The little girl learns a lot about her family

background and some of the traditions they have. The book also teaches children different

Spanish words and phrases.

Activity: (Original Source). Isla will be read aloud to students. Before the teacher starts to read,

he/she will provide students with a worksheet. The worksheet will have Spanish words on it. As

the teacher is reading the book, the students must match the Spanish words on the paper with

what the teacher is reading aloud from the book. Students will turn paper in for grade.


Reading: Word Recognition, Fluency, and Vocabulary Development

1.1.1

Concepts about Print:

Match oral words to printed words

Title of book: Eddie Enough!

Author’s name: Debbie Zimmett


Genre: Non-fiction

Number of pages: 40

Synopsis of story: Eddie Enough is about a little boy named Eddie that is always getting into

things. The kids at school always make fun because he’s always knocking things over, bumping

into things, moving around too much and never really paying attention. One day his parents

decide to take him to come doctors and they figure out that he has AD/HD. Eddie has to start

going to the library to take medicine everyday and the students start to treat him better.

Activity: (Original Source). Students will create a brochure that explains what AD/HD is and

ways to try and deal with it. Students must list the symptoms, the definition of it, some causes,

and treatments. This brochure is to inform people of AD/HD and also so students will not get

made fun of like the kid in the book did.


Writing: Processes and Features

6.4.3

Write informational pieces of several paragraphs that:

• engage the interest of the reader.

• state a clear purpose.

• develop the topic with supporting details and precise language.

• conclude with a detailed summary linked to the purpose of the composition.

Reading: Comprehension and Analysis of Nonfiction and informational Text

6.2.4

Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or

reports.

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