Dark Emporer and Other Poems of the Night

Poetry Workshop

Dark emperor & other poems of the night

Written by Joyce Sidman

Illustrated by Rick Allen

Published by Houghton Mifflin Books for Children, 2010.

Lyrical, visual/imagery, scientific, rich in vocabulary, biology

 Awards:

• Newbury Honor Book 2011  
• Lee Bennett Hopkins Poetry Award Honor Book
• Boston Globe/Horn Book Award Honor Book
• Cybils Poetry Award Finalist
• NCTE Notable Children's Book in the Language Arts
• Chicago Public Library Best Book of the Year
• NSTA-CBC Outstaning Science Trade Book
• Eureka! Nonfiction Children's Book Award
• Horn Book Fanfare
• Bulletin Blue Ribbon
• Booklist Editor's Choice
• CBC Bank Street Best Book of the Year (starred)
  

Summary:  

Like Sidman's Caldecott Honor Book, Song of the Water Boatman and Other Pond Poems (2005), this picture book combines lyrical poetry and compelling art with science concepts. Here, poems about the woods at night reveal exciting biology facts that are explained in long notes on each double-page spread. In a poem about crickets, lines describe “the raucous scrape / of wing against wing,” while a prose passage explains that the cricket's wing has a serrated “file,” which the cricket rubs against a hard “scraper” on its other wing to attract a mate, creating a sound called “stridulation” that can swell to deafening levels. The facts are further reinforced in the accompanying picture, which shows the small file on a cricket's wing. In an opening note, Allen explains his elaborate, linoleum-block printmaking technique, and each atmospheric image shows the creatures and the dense, dark forest with astonishing clarity. Looking closely at a picture of a snail, for example, readers will see the physical detail, described in an adjacent poem, in the small animals' moist, sluglike bodies, “riding on a cushion of slime.” The thrilling title poem captures the drama of predator and prey: a mouse in the undergrowth flees an owl's “hooked face and / hungry eye.” A final glossary concludes this excellent, cross-curricular title. Grades 3-6. --Hazel Rochman - Booklist

Reading Level: Lexile Framework 1020,
Grade 8.6 (interest level 3-5, so make it a read aloud for middle grade!)

Suggested Delivery: Read aloud, poetry workshop

Description: Poetry anthology

Key Vocabulary (by page number): forage (6), whorls (8), sherbet (10), pollinating (10), preen (12), raucous (20) ... there is also a glossary of 20 words in the back of the book.

Teaching Suggestions:

1. This book is rich in biology vocabulary. Be sure to focus on this vocabulary before, during, and after reading so that students understand the book.
2. This book is the perfect supplement to a science lesson on creatures of the night, biology, nocturnal creatures, etc. due to its lengthy nonfiction notes on the topics discussed in the book. 
3. Students who enjoy Joyce Sidman's book about the creatures of the night may also enjoy the following titles by her: 

Comprehension Strategies

Pre-Reading- Before reading, individuals should each be assigned a vocabulary word in the book and work it out in a graphic organizer for the whole class to see. A way to do this is in a Verbal and Visual Word Association map, similar to a Frayer model. The organizers could be copied and binded into mini dictionaries for students. 

During Reading- When it comes to poetry, some students may lose focus due to the rhythmic nature, not focusing on the words being said. A way to promote attention and comprehension of the poetry would be to have students create their own hand motions to go along with a reading of the poem. For example, as one student reads "Oak After Dark," students could decide to brush their knee off at the phrase "...as nighttime rustles at my knee...".

Post-Reading-  After reading, pairs should pick one of the animals in the book and research it.Students could represent their knowledge in several ways, such as with a PowerPoint presentation, a Prezi, a poster, or diagram.

Writing Activity: Students could each write their own poem about either about the night, or about an animal that they know in their own lives. Observation is key here. Students should be instructed to observe their surroundings. For example, a student could watch their little brother's bedtime routine or their dog as it gets ready to sleep.

 

Vocab Gal is a great resource for all teachers!

Electronic Resources:

Vocab Gal 
When looking for vocabulary resources, I discovered Vocab Gal, a blogger with so many resources for vocabulary instruction! To get her handouts, you just need to provide your email address and they will be emailed to you. A personal favorite is "think tac-toe."



Verbal and Visual Word Association
Here is the link to the graphic organizer, verbal and visual word association map.

Sidman, J., & Allen, R. (2010). Dark emperor & other poems of the night. Boston : Houghton Mifflin Books for Children.

Forces and Motion

This book is in the Science Detective Investigates Series

Forces and Motion

Written by Katie Dicker

Published by Windmill Books, 2011

Nonfiction, Science, Physics, Relatable to reader's daily lives, interactive  

Summary:   

Tackles the topics of the science curriculum with accessible self-contained spreads. Each book contains questions experiment panels and fact boxes. An extensive project spread builds on the information in the book with a practical experiment. Children are encouraged to experience science in action and learn from their own results and conclusions. - Amazon.com

Reading Level: Lexile Unavailable, but Dewey 530, Grade 5.9

Suggested Delivery: Independent research, text book supplement

Description: Nonfiction, Science

Key Vocabulary: forces, gravity, friction, resistance, pulley, inertia

Teaching Suggestions:

1. There are several scientific "investigation" questions throughout the book that focus around students' literal and inferential comprehension. The teacher should have students discuss these questions as an entire class.
2. There is a "final project" in this book involving all concepts from the book, such as friction, inertia, and levers. Students should be encouraged to work on this project. Perhaps students could be split in half and there could be a competition for the finest project!
3. Science is hard for some students, who may have trouble relating science to daily life. While this book focuses around real world instances, it would still help students to pause while reading and have students provide their own examples.

Comprehension Strategies

Pre-Reading- Before reading, students should be given time to do a picture walk of the book. Discussion time should be set aside to discuss the many text features that are prominent in this book, such as the table of contents, index, timeline, and the places where key vocabulary words are highlighted. This way, students will be prepared to read the text as smart readers.

During Reading- While reading, students should keep a graphic organizer to help them keep track of the content. I found this graphic organizer on Pinterest, which leaves room for students to list three facts, two questions they have, and one thing they found interesting. If collected, teachers could even use this organizer as an informal assessment. 

Post-Reading- There is a saying that the best way to learn something is to teach it to others. Students should be assigned into groups to cover various concepts from the book, such as "inertia" "force" and "friction." In groups, students will present the different concepts in a way that their classmates can understand. With the teacher's help, they should also be able to perform an activity that shows their concept, such as rubbing feet against the carpet and then feeling for heat for friction.

Writing Activity: This book contains several inferential and literal comprehension questions. In fact, there is one on each age of the book. As individuals, students should write a one paragraph response to a question of their choice, using vocabulary words and examples from the text in their response. 

Electronic Resources:

Force in Action

Science for Kids, a New Zealand based website, has so many fun games and interactives that help kids to understand scientific concepts. "Forces in Action" allows students to measure the distance that a truck goes when it contains different weights, ad has parachutes attached. The interactive involves math as well, with students being asked to fill out a table of their experiments, one that eventually shows a pattern in the distance that the truck travels.

Force and Motion Flash Cards
Fifth graders should start to experience secondary teaching methods in order to make their transition easier. This link brings students to flash cards about the vocabulary found in the book that they can use to review for a quiz, or just to practice.

Dicker, K. (2011). Forces and motion. New York, NY: Windmill Books.

How Did Tea and Taxes Spark a Revolution?

This book is a part of the Six Questions of American History series.

How did tea and taxes spark a revolution?: 
and other questions about the Boston Tea Party

Written by Linda Gondosch

Published by Lerner Publications, 2011

Nonfiction, Historical, Revolutionary war, covers women's and men's issues, kid-friendly  

 Awards:

• 2011 Award Winner -"Honor Book" in the Social Studies--Grades
  K-6 category of the Society of School Librarians International 2011 Book Awards
• SSLI Book Award

Summary:  

On a cold evening in December 1773, a group of men climbed aboard three ships docked in Boston Harbor. Armed with hatchets, the men began breaking into the ships' valuable cargo--342 crates of tea. They dumped the tea into the black water of the harbor and then marched back home through the city streets. This "Boston Tea Party" was a bold act of protest by American colonists against British rule. It pushed the colonies and Great Britain a step closer to war. But who were these protestors? Why would they risk angering the powerful British government? And how did the British respond? Discover the facts about the Boston Tea Party and the colonists' struggle for independent rule. - Amazon.com

Reading Level: Lexile Framework 850L, Grade 4.6

Suggested Delivery: Independent research, text book supplement

Description: Nonfiction

Key Vocabulary: colonies (6), representation (8), taxation (8), boycott (10), smuggling (14), monopoly (22)

Teaching Suggestions:

1. Students would benefit from
2. Students could relate the phenomenon of Superman during the Great Depression to our obsession with Iron Man and the Avengers today. Why do students think this is? What are our superheroes fighting today? Discuss.
3. Who do students find to be an "superhero" in their own lives? Students could write thiank you notes to "every day superheroes."

Comprehension Strategies

Pre-Reading- Before reading, students should be given time to do a picture walk of the book. Discussion time should be set aside to discuss the many text features that are prominent in this book, such as the table of contents, index, timeline, and the places where key vocabulary words are highlighted. This way, students will be prepared to read the text as smart readers.

During Reading- As they read, students should work in pairs on vocabulary, as the historical words such as "taxation" "representation" and "boycott" are necessary to understand to get the concept of the Boston Tea Party. A great way to help students really get the vocabulary is to have them fill out Frayer models. See below for an example Frayer model.

Post-Reading- Six questions chunk the book into sections, such as "What incident in Boston cost the lives of five people and pushed the colonists closer to rebellion?" and "who was given the title the father of the American Revolution?" Students should work in groups to create posters that answer these questions, using images and facts that they research on the internet to answer the question, as well as quotes from the text.

Writing Activity: There are several primary sources provided in the book. Students should write their own "primary documents" from the Boston Tea Party. For example, students could write letters to family members about what they saw during the Boston Tea Party, what it was like to raid the ship, or how surprised they were as a British soldier to see the tea tossed.

Electronic Resources:

Frayer Model 
This link brings you to a Frayer model worksheet creator. Frayer models help students to understand because they have to provide the definition, characteristics, examples, and non-examples of the words that they look up. A good differentiation to use with Frayer models is to have struggling students draw pictures of the vocabulary words rather than non-examples.

Lerner Resources
The publisher of this book provides several resources on their website that go along with this book, such as CCSS that go along with the book, crossword puzzles to give students, and even a teacher's guide! All resources can be downloaded as a PDF if you sign up as a member of the publisher's website.

Gondosch, L. (2011). How did tea and taxes spark a revolution?: and other questions about the Boston Tea Party. Minneapolis: Lerner Publications.

Swindle

Book Club Pick!  #3

Ms. Beckman's Book Club: Some books are better taught in small groups due to student interest or specific goals for certain class groups. This book is a book club pick because it will not interest everyone, but can make all the difference in a group that is interested!  This book would be a great suggestion for a group of students who claim that they do not like to read, especially those who like action movies.

Swindle
Written by Gordon Korman

Published by Scholastic, 2008

Action, Teamwork, Humor, Heist, Friendship  

 Awards:

• Rhode Island Children's Book Award 2010
  

Summary:  

Ocean's 11... with 11-year-olds, in a super stand-alone heist caper from Gordon Korman!

After a mean collector named Swindle cons him out of his most valuable baseball card, Griffin Bing must put together a band of misfits to break into Swindle's compound and recapture the card. There are many things standing in their way -- a menacing guard dog, a high-tech security system, a very secret hiding place, and their general inability to drive -- but Griffin and his team are going to get back what's rightfully his . . . even if hijinks ensue. This is Gordon Korman at his crowd-pleasing best, perfect for readers who like to hoot, howl, and heist. - Amazon

Reading Level: Lexile Framework 710L, Grade 4.4

Suggested Delivery: Independent read, reader's discussion group

Description: High-action Fiction

Key Vocabulary: gastric (53), antiseptic (114), consolation (145), ad-lib (195), prototype (210), indignant (217)

Teaching Suggestions:

1. Have students keep a list of who Griffin's heist mates are and what their skills are. This will provide students with a frame for comprehension.
2. Some students may struggle with this story because of the number of characters. Provide students with a graphic organizer to combat this issue. See below for an example. 
3. This novel may be controversial for some teachers, as it is about students successfully pulling off a heist and, arguably, being rewarded for it. Be sure to debrief students on how unrealistic the novel is so that they can distinguish the difference between fact and fiction.
   

Comprehension Strategies

Pre-Reading- It is imperative that students understand what "swindle" means before beginning so that they can understand the plot. Students could write a definition in their own words on a bookmark that is to be used during reading.

During Reading- As they read, students should be asked the following question: Pretend you are Griffin Bing. Justify two reasons why you decided to pull of the heist. A fish bowl discussion with each reading group getting a turn in the "bowl" would be an efficient way to do this.

Post-Reading- After reading, students should be asked this question: Pretend you are the cops. Justify two reasons why Griffin should not have pulled off a heist. This is a very similar question to the during reading question, but is from the opposite point of view. This question could also be addressed in a fish bowl, and help students to see two sides of an issue.

Writing Activity: After reading, students can write an opinion piece about Griffin's heist, being asked the following question: Do you think Griffin went too far? Why or why not? Explain to students that their opinion is informed, since they examined both sides of the issue during and after reading. 

Electronic Resources:

Make Me A Sandwich
 Some students may struggle with summarizing this novel because of how many characters are involved. Provide students with a fun graphic organizer to combat this issue. This organizer is shaped like a sandwich.

Top Ten Most Valuable Baseball Cards
To give students a real world perspective of this novel, show students this article, which describes the top ten most valuable baseball cards in history, and what they are worth.

Korman, G. (2008). Swindle. New York: Scholastic Press.

The Watcher

"That first night, Jane lay awake listening to new sounds- the croak of a frog, the hum of crickets, the laugh og a hyena, the hoot of an owl- and looking up at the stars. She knew she was home." 

 

 

 

 

The watcher: 

Jane Goodall's life with the chimps

By Jeannette Winter

Published by Schwartz & Wade Books, 2011

Biography, environmental protection, adventure, sacrifice, dedication  

 Awards:

•  A Best Book of the Year by  Boston Globe, and the Bank Street College of Education.
• Booklist 2011 Editors' Choice, Books for Youth, Nonfiction, Middler Readers
•  2011 Top 10 Books for Youth, Biographies
• Booklist Top 10 Books for Youth, Science & Health
•  Kirkus Reviews Best Children's Books of 2011
• Booklist Lasting Connections of 2012, Science
•  Outstanding Science Trade Books for Students K-12: 2012
•  ALA Notable Children 's Book 2012, Middle
•  Booklist Top 10 Books for Youth 2012, Environment

 

Summary:  Acclaimed picture book biographer Jeanette Winter has found her perfect subject: Jane Goodall, the great observer of chimpanzees. Follow Jane from her childhood in London watching a robin on her windowsill, to her years in the African forests of Gombe, Tanzania, invited by brilliant scientist Louis Leakey to observe chimps, to her worldwide crusade to save these primates who are now in danger of extinction, and their habitat. Young animal lovers and Winter's many fans will welcome this fascinating and moving portrait of an extraordinary person and the animals to whom she has dedicated her life. - Amazon.com

Reading Level: Lexile Framework AD820, Grade 3.2

Suggested Delivery: Read aloud

Description: Biography, environmental protection

Key Vocabulary: observe, dwelling, malaria, swagger, poachers, extinct, deforestation

Teaching Suggestions:

1. This read-aloud would be an easy tie-in to a science lesson on observation. Students could keep an observation journal about the world around them, perhaps by observing animals in the classroom. Students could even observe other students who are at recess (not during their recess of course, but during another classroom's block).
2. After watching Jane Goodall's address to children (see below), students could decide as a class on an activity to do as a class to help the environment.
3. Going along with the idea of having students helping the environment, students could write persuasive letters to the principal to incorporate one of these ideas school wide.

Comprehension Strategies

Pre-Reading- Before reading, students should be introduced to the science process standard, observation. The vocabulary word could be discussed as a class in a KWL chart.

During Reading- Jane discovered a lot of information about chimps that no one would have known if they had not taken the time to observe. To help students understand this, pause at certain intervals in the story when Jane discovers something, and discuss the fact that the way she found these things out was by observing the animals. For example, it says that "she watched David Greybeard [the chimp] eat meat. Before this, everybody thought chimps only ate plants."

Post-Reading-  As a class, students could research the other aspects about Jane Goodall that were not talked about in the read-aloud. For example, Jane's husband, son, mother, and her work saving the chimps from extinction are discussed in the end note as important to Jane's life. Assign groups topics to research, along with some websites that they can look the information up on. See below for an example.  

Writing Activity: Whether or not students are keeping observation journals, they could also write a descriptive paragraph about the world around them. Students could focus on the senses, and on details that they usually do not notice. For example, students could watch a pet eat dinner, or watch their sister get ready for work, etc.
 

Electronic Resources:

Jane Goodall's Message to Children
Jane Goodall focuses a lot of her efforts in educating children on their importance to the world. This YouTube video is of Jane Goodall speaking directly to children about their importance, as well as explaining to them their role in helping the environment and animals. Students would be inspired to watch this video, its not every day that they are addressed by a celebrity.

The Jane Goodall Institute
At the end of the book, the author suggests going to this website, Jane's kid-friendly website that contains a biography, facts, and current events going on in Jane's life and work. As of today, the website is under construction, but the group also has a Facebook page with daily updates that can be accessed. 

Other resources include:

Winter, J. (2011). The watcher: Jane Goodall's life with the chimps. New York: Schwartz & Wade Books.

Boys of Steel: The Creators of Superman

"No matter the obstacle, Joe found a way to draw. When his family couldn't afford art paper, he made do with wrapping paper from the butcher or the back of discarded wallpaper. In winter, because the Shuster's apartment had no heat, he drew while bundled in several sweaters, one or two coats- even gloves."

Boys of Steel: The Creators of Superman 

Written by Marc Tyler Nobleman

Illustrated by Ross MacDonald

Published by Alfred A. Knopf, 2008

Biography, Inspiring, Overcoming obstacles, Special interest, Friendship  

 Awards:

• NCSS Notable Social Studies Trade Books for Young People 2009, Biography

Summary:  

Boys of Steel is the story of Jerry Siegal and Joe Shuster, the writer and creator of Superman! The story chronicles their "underdog" tale from being two high school boys in the Great Depression to two creators of the greatest superhero of all time: superman. The story is followed by an appendix entitled "The Greatest Superhero of All Time" which goes into the legal issues that the creators faced with DC Comics, when they were not given any credit for their creations (which was eventually resolved).

Reading Level: Lexile Framework 760L, Grade 4.6

Suggested Delivery: Read aloud, independent research

Description: Biography

Key Vocabulary: "pulp" magazine, rousing, mousy, syndicate, serials, debuted

Teaching Suggestions:

1. In the book, the author points out that heroes were really needed during the Great Depression, and WWII. Students could do research projects on other WWII "heroes", such as other comic book heroes, actresses, actors, and comedians. 
2. Students could relate the phenomenon of Superman during the Great Depression to our obsession with Iron Man and the Avengers today. Why do students think this is? What are our superheroes fighting today? Discuss.
3. Who do students find to be an "superhero" in their own lives? Students could write thiank you notes to "every day superheroes."

Comprehension Strategies

Pre-Reading- Before reading, students should be given time to brainstorm the qualities of a superhero (for example, alter ego, strength, etc.). Do students notice any patterns in the qualities of a superhero? The teacher can then introduce the book, saying that these are the men who created that "archetype."

During Reading- As they read, students should be debriefed about the underlying message of the story, the fact that the boys came from meager upbringings and yet by working hard, they achieved their dreams. Students can really find meaning in a message like this. Some places where a teacher could pause to discuss this idea are on pp. 4 (where Jerry's father is murdered) and 9 (Joe's house had no heat).

Post-Reading- After reading, students could present their own superhero concepts, just as Jerry and Joe did. Using their notes from the writing activity (see below), students could work in groups or as individuals to make the cover of a comic book, write down adjectives that their character personifies, and describe an overall plot.

Writing Activity: There is a section of the book in which Jerry is depicted as brainstorming Superman, scribbling down the details that would pop into his head while in bed, details that eventually turned into the concept of Superman. Students should be given the opportunity to devise their own concept. Have students brainstorm like Jerry did. After jotting down notes, students should be invited to create their own comic book hero, whether in groups or as individuals.

Electronic Resources:

Marvel Comic Book Creator
 Marvel Comics has created a comic strip/book creator that students could use to make their own comic book- one that could be up to 22 pages! This interactive works a lot like I imagine adobe Photoshop Jr, would work, with students able to add Marvel characters to varying pages with all the "pow" and "booms" they like. Writer Andrew Kardon wrote a great review on the interactive for the blog, GeekDad, if you would like more information.

How Comic Books Can Change the Way Our Student's See Literature: One Teacher's Perspective

This article, written by Rocco Versaci, shows one teacher's perspective about how comic books can revolutionize some student's outlook on literacy, improving their skills and interest in school.

Nobleman, M. T., & MacDonald, R. (2008). Boys of steel: the creators of Superman. New York: A.A. Knopf.

A Poke in the I

Poetry Workshop

A Poke in the I 

Edited by Paul Janesczko

Illustrated by Chris Raschka.

Published by Cadlewick Press, 2001

Lighthearted, humorous, a novelty for students, thought provoking, requires imagination  

 Awards:

• Publishers Weekly Cuffie Award Winner: Best Book of Poems 
• New York Times Best Illustrated Children's Book
• An ALA Notable Children's Book
• Bank Street College Best Children's Book of the Year
• Bulletin of the Center for Children's Books Blue Ribbon Winner 
• School Library Journal Best Book of the Year - 2001
• American Library Association Notable Book for Children - 2002
• Emphasis on Reading Award - 2002

 

Summary:  

A Poke in the I is the poetry anthology that you hand to the child who claims to hate poetry. This anthology of concrete poems introduces children to the medium in a unique way, spanning various types of ways to write the poems with amusing illustrations included. One poem describes a swan, and is written in the shape of a swan. Another is simply the word "cat" conveniently placed in an armchair drawn by the illustrator. For anyone who wants to teach concrete poetry, this book should be required reading.

Reading Level: Lexile Framework NP, Grade 5.1

Suggested Delivery: Read aloud, poetry workshop

Description: Poetry anthology

Key Vocabulary (by page number): concrete poem (1), smitten (8), stowaway (9), queue (14), ruralities (16),  pauillac (16), goring (23)

Teaching Suggestions:

1. Students should be given time to express their opinion about concrete poems. Perhaps they could do this by writing an opinion piece!
2.  Some students may benefit from a graphic organizer when completing the "during reading" activity. Advanced students would benefit by creating their own. Struggling students would benefit from a template.
3. Teachers should make the rest of the books in this trilogy: A Foot in the Mouth: Poems to Speak, Sing, and Shout and A Kick in the Head: An Everyday Guide to Poetic Forms by the same editor and illustrator, available to students.

Comprehension Strategies

Pre-Reading- Since concrete poetry is so different from the poetry that students are familiar with, they should be given time to discuss in class what they think about concrete poetry before reading. Do students like it, hate it? Why?

“Balloon” by Colleen Thibaudeau

During Reading- As they read, Have students categorize the poems within the book. This can be done in many ways, but here is an example: those that are one word poems, those that are shaped like the subject of the poem, ones where word size emphasizes meaning, etc. Students should be allowed to come up with their own categories so that the activity is more meaningful.

Post-Reading-  Host a poetry reading! The community, another class, or even the principal could be invited to join students in a regular poetry reading, giving students pride in their own writings.

Writing Activity: Students could each write their own concrete poem. Since concrete poem's are imaginative and follow no rules, students should be encouraged to use photos, art supplies, anything they want to represent their concrete poem. Here is an example concrete poem that I created (using the electronic resource below) that could be made in the shape of a star:

Star.
Five pointed yellow,
hot bright light,
make a wish.
 

Electronic Resources:

Poetry Box Rules 
This  resource provides students with an introduction to writing poetry, tools and form. The way it is written is like a set of guidelines for writers, which will help students to feel like just that- writers.

"Theme Poem" Interactive
This online interactive is a great starting point for students to write concrete poems, taking them through the drafting process. The manipulative provides students with shapes, has them brainstorm adjectives about the shape, and then prompts students to write using their adjectives as abase for their poem.

Janeczko, P. B., & Raschka, C. (2001). A poke in the I. Cambridge, MA: Candlewick Press.