It's Raining Cupcakes

 A darling middle-grade book which you just can't help but gobble up in one bite! My daughter and I both loved this story...    TVZ


It’s Raining Cupcakes
by Lisa Schroeder


Author Interview:

1.Can you describe how this story about Isabel was mixed together?

    I came up with the idea for the book when I was driving home on a gloomy day     and I had this strong desire to write about something happy. I started brain-
    storming topics that would make people smile at just the mention of a word.
    When cupcakes came to mind, I thought, what fun it would be to write a book
    set in or around a cupcake shop! When I started writing, the character of Isabel     came to me as a girl who enjoyed baking and dreamed of traveling. Sometimes
    I have to work at developing my characters, but Isabel came to me just like that,
    and since I had similar interests and dreams at her age, she was easy to write.

2.What ingredients about writing do you like the best? What makes you pucker?

    I really love playing around in the first draft. I especially love it when I get lost
    in the story and the words come easily to me. Plotting the book is probably the
    hardest part of writing a book for me. If I can get it right the first time, great,
    but if I don’t, and I have to fix it in revisions, it can be really hard! Of course,
    revisions are necessary to make the book sparkle and shine, but revisions seem
    more like work to me, whereas writing the first draft is like playing in a
    sandbox and just having fun.

3.Did you use this book as an excuse to bake? How much fun was it to come up with the cupcake recipes?

    I love to bake, and although it was fun coming up with the recipes, it was also     kind of difficult. I had to try a few different ones before I finally got it right.
    My editor was the one who suggested coming up with some cupcake recipes
    so after kids read the book, they could make cupcakes if they were suddenly     hungry for them. It’s also fun for book clubs to have a recipe they can make and     serve the day they are discussing the book!


    About the author:

 Lisa Schroeder is a native Oregonian, which means her childhood summers were spent camping, fishing, reading books, and playing in the sun, when it finally came out. These days, Lisa spends her summers, and every other part of the year, sharing all the wonderful things Oregon has to offer with her husband and two sons. Besides It’s Raining Cupcakes she is also the author of three verse novels for young adults published by Simon Pulse - I Heart You, You Haunt Me, an ALA 2009 Quick Pick for Reluctant Readers, Far From You, a Texas Tayshas selection, and Chasing Brooklyn.

Pre-reading:

What are your favorite things to do with your mom? Would it still be fun if you turned it into a business?

Discussion questions:

1.After reading chapter one, list everything you already know about Isabel and her family. What does she want?
2.Describe how Isabel’s life has changed since her mom began pursuing her dream. Make a list of what’s good and bad about it. How would you feel in Isabel’s shoes?
3.How is Isabel trying to earn some money for the summer? What does she want to use it for? Is babysitting a good way to make money or not? Like Isabel, do you feel stuck where you live or do you feel like you belong?
4.How does Sophie change Isabel’s summer in a New York minute? What kind of contest would you consider entering?
5.Why is Isabel upset when her mom insists she make a cupcake recipe for the contest entry? Describe Isabel’s relationship with her mom.
6.Explain what mistake Isabel made while babysitting Lucas and Logan. What consequences does she face because of this one error? Do you think the boys’ mom acted fairly or not? Why?
7.Why haven’t Isabel and her parents traveled anywhere? Do you, like Isabel, want to travel too? Where would you go?
8.Why does Isabel end up on the fire escape? Would you rather face your dad or the sidewalk?
9.Why must Isabel choose between her own happiness and her mom’s? What does she decide to do about the contest?
10.What is Beatrice’s Brownies? Why will her mom take this so hard? How do they handle it?
11.What type of advice does Grandma dispense? What do you think she would think of Isabel’s decision about the contest?
12.How are things between Isabel and Sophie after spending most of the summer apart? Why can it sometimes be difficult for Isabel to be friends with Sophie? Do all friendships face these struggles?
13.Do you think Sophie was being a good friend to Isabel or not? What about the other way around? Why? Can a best friend still irritate you? How would you handle it?
14.Do you think Isabel needs distance from her small town in Oregon or her tumultuous relationship with her mom? Predict how they will get along in five years.
15.What do Lana and Isabel do together? How does this help mend things with Sophie?
16.What does Isabel figure out about the cupcake shop? How can this lesson about appreciating the treasure apply to your own story?
17.What surprises does Isabel create for her mom? Is it worth the effort?
18.How was Isabel rewarded by all her hard work creating the perfect recipe? What surprise does she find out about the contest?
19.How does Isabel change over the book? How does a reader get to know a character? Of all the characters in the book which ones did you like the best?
20.What chapter in the book was your favorite? Which relationship reminded you of one of your own?


Projects:


Reading:
Because good readers always make predictions as they read, stop at the end of each chapter of It’s Raining Cupcakes and use a sticky note to create a prediction about what you think will happen next in the story. Also, add a note as to what clues made you believe this.


Writing:
Write a letter from one character to another at an important part of the story. Share with a friend who has also read the book and have them answer as that character.

-or-

Write a scene between two characters that either did not make it into the story (but could have) or one that could happen after the story closes. Be inspired by Lisa Schroeder’s style!


Art:
Create a mural (on large butcher paper or even a cheap white flat sheet) that you would put in your very own shop. Or, create a finger-painting masterpiece just for fun.

Music:
Can you write a jingle or tune for an advertisement for the opening of Caroline’s shop, It’s Raining Cupcakes?

-or-

Find  a song that you think would work for the soundtrack of the movie. Which scene would you pick to play it behind? Why? Create a playlist that should be running at the cupcake shop.

Math:
Find your favorite recipe for a dessert and add up the price of all the ingredients to create a batch. Then, figure out how much you would have to sell each item for to make a profit. Make and share the desserts if you can!

-or-

Plan a trip to a fantastic location like New York City. Research at least three places or things you’d like to do when you got there. How much would it cost to fly? Drive? Create a pamphlet describing all the fantastic possibilities for your trip!

Business:
Design your own business. What would you sell? What would you name your shop or service? How much would you charge? What would be your color theme? Would you deliver? How much money would it cost to get it started? Where would it be located? Design a storefront with a shoebox!

Stella Stands Alone

Stella Stands Alone

by A. LaFaye

About the book:

When her father is murdered and her mother succumbs to yellow fever, fourteen-year-old Stella Reid finds herself orphaned—and her beloved home in jeopardy. Because of her age and her gender, Stella has no claim to her family’s plantation. She might have a chance if only her father, and his progressive ideas about slavery, hadn’t alienated the Reids from their neighbors but now the bank has repossessed Oak Grove. Even though Stella and the folks who work the plantation have few rights in the antebellum South, Stella fights against incredible odds in order to preserve the only home she’s ever known.

A.LaFaye (the A is for Alexandria) holds a BA in history from the University of Minnesota, an MA in English from Minnesota State University, Mankato, an MA in children’s literature from Hollins University and an MFA in creative writing from the University of Memphis. Her most recent book, Worth, was awarded the Scott O’Dell Award for Historical Fiction. She lives in Cabot, Arkansas. Visit her at www.alafaye.com.

Pre-reading:

Read the letter from the author at the beginning of the book. Then, discuss the idea of alternative history. What American or worldwide events from history would you most like to change? What would the domino effect of that decision be? Why do you think the author chose to write this story with an alternative historical approach? Predict what you think will be most important about using this literary device.

Discussion Guide:

1. After reading the first chapter, fill out the following graphic organizer:

Main Character	Conflict	Setting	Prediction

2. Explain why Stella’s upbringing is extraordinarily different from most daughters from that time period and location. Why is she so peculiar with some people even calling her “touched?” How does it add to her conflicts with those around her?
3. Do you think Hattie’s problem is even worse than Stella’s? Why or why not? What about Miss Rosie? What memories haunt her? Whose shoes would you least like to be inside? Why?
4. What promise had Stella’s father made to the folks who worked at Oak Grove? Why couldn’t he keep that promise? Is it better to break a promise or never to have made one in the first place?
5. What plan do the people of Oak Grove make to stay on the land? How is cooperation imperative for this to work? What could go wrong with the plan? How does Stella plan to keep her home? What would you do to keep yours?
6. How is the money Stella finds “blood money?” Do you think there is ever a circumstance where blood money should be used? What would you do if you found yourself in possession of something that had been gotten through the suffering of others? What would you do?
7. What happened to Mr. Reid and Mr. Beeman? Were they targeted? Why? Do people still act out in violence against those with whom they disagree?
8. Mr. Vinson suspects that Stella might try to outbid the folks on the fallow land. Why does he have no trust in Stella? How is trust developed? How is it fixed when damaged? Have you ever had to rebuild trust?
9. Richardson is a formidable antagonist and adversary to Stella. What has he done to hold Stella and the folks of Oak Grove down? How did things sour between the Reids and the Richardsons? What events can be traced back to Richardson? Why was Stella’s family targeted?
10. Stella is stumped on the combination to daddy’s safe. Is she ever able to find out what’s inside? Does it solve her problems? What numbers would be important to you or your family?
11. How does cousin Mertle come to aid Stella? Why does she choose to get involved? Who would you turn to if your needed help? Can you imagine Stella living inside Miss Mertle’s world or not? Why?
12. Stella listens to the voice of God to lead her actions as she prays for advice. How does she show her faith? What solace does it bring her?
13. Why is Stella’s plan to use a Yankee such a bold move against the community? Why are Yankees so hated in the south? How does Mr. Dooley aide Stella? What does he expect in return? Do the people of Oak Grove fair well in the auction or not?
14. “I’ve always been one to follow my own path—cutting through the woods while most people take the road, using an open window rather than a door, sitting on a roof ‘stead of a porch. …I followed my mind.” (p. 13) Do you, like Stella, care little for what others think you should do or do you feel bound by expectations? Do you think Stella’s ways hinder or help reach her goals?
15. How do the day-to-day operations at Oak Grove work? How is it not what Mr. Dooley expected? Contrast it to the way most plantations in the Delta were run during this period.  In the end what happens to Oak Grove?
16. Why do you think the author decided to write this novel with an alternative history approach? How does it lend itself to new perspectives on the time period? What setting would you choose for an alternative history story that you might write? Why?
17. What weapon does Richardson use against Oak Grove and the folks on it? What techniques do they have to fight against fire in this time? Besides fire, what other forms of intimidation do they use? Would you be scared enough to fall in line given similar circumstances? What are the long-term effects for both land and people?
18.  Miss Rosie lost all three of her sons- not to death, but slavery. How does this haunt her? In the end is she able to reconnect with any of them? How difficult would it be for former slaves to find each other?  Without literacy how could people reconnect?
19. How are matters of ownership of Oak Grove finally figured out? What happens to Mr. Dooley? Why has Mr. Dooley felt like a failure despite his wealth and opportunities? How is Hattie’s contract finally resolved? How were African American people often controlled despite the end of slavery?
20. LaFaye’s language is both rich and lyrical, “Day hadn’t even shaken the night out of his coat”(p. 20) as well as colloquial, “ That man had him more secrets than a family of five daughters.” (p. 191) Find your favorite examples of both and discuss what the language contributes to story.

Project

History:

Research the sharecropping system of the post Civil War era in America. How did the economic system work? Create a poster about what you learned.

Math:

The folks on Oak Grove would only be paid $2.50 a week by the time the upkeep of the cabins and the fees for a teacher were deducted from their pay. Research the cost of typical goods and services of that time period and create a budget based on this wage. How could people survive?

Oak Grove  (1700 acres and all buildings p. 125-126) sold for a whopping 56,000 just after the Civil War. How much would a property like this cost today? Create a chart that shows the inflation of real estate in the United States in the last 100 years.

Reading:

As you read Stella Stands Alone write a prediction at the end of each chapter about what you think will happen next. Be sure to use clues from the story and what you know about novel structure to make your predictions logical. Remember though that being right is less important than being an active reader (after all, readers love to be surprised too!)

Writing:

Write a short story which is based on an alternative historical event. Play master to the past! Then, as a class, discuss which story would have the most repercussions to modern society.

Resources on the Web:

http://www.besthistorysites.net/USHistory_SouthSlavery.shtml

http://www.hist.unt.edu/web_resources_mil/pre_civil_war.htm

http://www.libraries.rutgers.edu/rul/rr_gateway/research_guides/history/civwar.shtml

Searching for Candlestick Park

Searching for Candlestick Park

by Peg Kehret

About the book:

It is not easy for a twelve-year-old boy to travel from Seattle to San Francisco on a bicycle, especially when he’s carrying a cat. And it is not easy to find a father with no known address or telephone number. Spencer Atwood is trying to do both.

About the guide:

This guide includes discussion questions and projects appropriate for children’s book clubs, literature circles, and classroom discussions. It is intended to provoke thought and insight into the themes of this book which include parent relationships, facing one’s problems, animal rights and self sufficiency.

Author Interview:

1.      Spencer feels strongly about becoming a vegetarian. Did you have similar feelings as a kid? What and when did you decide what to do?

2.      How do you create your likeable, yet flawed characters?

3.      When did you become involved with animal welfare?

4.      Do you outline your novels or follow where they lead?

5.      What other writers have influenced your work?

Pre-reading:

Read the “About the book” aloud to students. Predict what obstacles Spencer will have to face on his journey. Why do you think he’s running away? Will he make it to San Francisco? Will his cat survive the trip? Will he be able to find his father without any contact information? How? What will he learn on his journey?

Discussion Guide:

1.      How difficult would it be to live with the financial stress Spencer and his mom must feel? What, do you think, would be the hardest part? Why? Where are they going to live? Why?

2.      Are animals often abandoned like Foxy when family circumstances change? Why?  How can you help? What does Spencer do?

3.      Why is Spencer’s plan flawed? What things does he not consider about his journey? What will go wrong?

4.      How does Spencer know that his dad lives in San Francisco? What does his mother think he should do with money instead of buy tickets? Do you agree?

5.      Do you think Spencer is justified in his plan for leaving his mom? Who is more wrong in this situation? Should kids ever run from home? Why or why not?

6.      Spencer takes things that aren’t his along the way. What does he take and how does he deal with his guilt?  Does he intend to pay back the items? How do you know? Is stealing ever justified? If so, when?

7.      Unlike many novels, the setting for this one changes over the course of the events. How does that add tension to the story? Of the places that Spencer stops along the way which one is the scariest to you? Which one has the most promise? What does he learn at each stop?

8.      Spencer does some reckless acts out of his desperation to get closer to San Francisco. What are they? Which do you think is the most worrisome? What does he learn?

9.      When Spencer’s mom tried to tell him that most animals were raised to become meat, that it was their purpose, he disagreed. . “ Animals feel pain and fear, just like we do.” (p.83) With whom do you agree? Have you ever thought about becoming a vegetarian? Why or why not?

10.  Who is Hank Woodworth? How does Spencer know he is worthy of trust? How do you ever know whether to trust someone or not? What does he do for Spencer? Do you think Spencer would’ve made it without his help? Why does he help Spencer?

11.  How does Spencer’s dad react to their reunion? Is it all Spencer hoped for? Why or why not? Why can’t Spencer live with his dad? What does he realize about their relationship?

12.  In the end what happens to Spencer, Foxy and his mom? How do you think Spencer’s journey will have changed him? Was he right to have left after all? What could’ve been the outcome of his actions?

Projects:

Language Arts:

Rewrite one scene through the eyes of another character (even Foxy)! Take into consideration not just their point of view and opinions but also what knowledge they have and don’t have about other characters and conflicts.

Art:

Create a collage using images from the book that you either find from magazines or other print materials or create yourself. Think about each part of Spencer’s journey as you create the piece. Explain it on the back.

Music:

Create a soundtrack for the movie release of the film. What songs would you choose? Why? Create a cover and list the titles of the songs. Include a brief journal about why you chose these songs to represent this book.

Social Studies:

In groups of no more than three research information on child runaways. Present your findings in a brief presentation to the class. You must brainstorm at least three questions that you’d like to know the answers to and have at least three resources (only two may be websites).

Science:

Study the science of vegetarians. Research the foods that have the most nutrients per serving and how to get protein without consuming animal products. What foods would you have to add to your diet if you made this decision? How would you maintain your health?

Internet Resources:

http://www.nrscrisisline.org/

National Runaway Switchboard- great resources for both kids and parents.

http://www.nn4youth.org/site/PageServer

National Network for Youth- terrific information about what it means to be a homeless teen.

Runt

Runt

By Marion Dane Bauer

Prediction Guide:

Pre-Reading:

What is a runt? Would you like to be called Runt? Why or why not? What do you think this book will be about? Where do you think it might take place? Why do you think so?

Great readers keep themselves involved in the story while they’re reading by making predictions about what they think may happen next. They look for clues to help them make these guesses. As you read Runt answer these questions AS YOU GO and don’t worry whether your answers are right or not. Also, create at least one prediction or question by the end of each chapter with one of these phrases:

“I wonder whether…”

“I think that Runt will probably…”

“I think the next obstacle may be…”

Chapter 1

1. Will Runt thrive? Will he keep his name? What makes you think this?

Chapter 2

1. What else will matter to Runt?

Chapter 3

1. “Runt refused to worry, though. He would find his gift one day. He knew he would.” (p.23) What do you think his gift will be? Why?

Chapter 4

1. Will Runt find his way home? What will King and his mother say?

Chapter 5

1. Will Runt tell anyone the truth about Bider? Why?

Chapter 6

1. Will his father agree with the new name Brave One? Why?

Chapter 7

1. Was Runt brave or foolish? Will King find out that Bider call him coward? What would he do?

Chapter 8

1. Will he die? What will the humans do?

Chapter 9

1. Will he return home? What else could he do?

Chapter 10

1. How will what Runt learn from Goldie change him?

Chapter 11

1. What will happen to Thinker? Will he go to the humans for help too?

Chapter 12

1. How will the others treat Runt now? What should he do?

Chapter 13

1. Will Runt finally be able to prove himself? How?

Chapter 14

1. Will he find Bider? Explain how they might be successful.

Chapter 15

1. What will happen between Bider and King? Who will Runt choose?

Chapter 16

1. Will King want to listen to Runt now? What will happen next?

Chapter 17

1. How will Runt try to prove himself next?

Chapter 18

1. Where do you think Bider is going? What will he do?

Chapter 19

1. Should Runt follow? Will the pack find food?

Chapter 20

1. How would Runt save himself? What can he do on his own?

Chapter 21

1. Is Raven right about King too? Will Singer be happy?

Comprehension Check:

1. Who names Runt and why is he given this name?
2. What are two mistakes Runt makes during the novel?
3. Why does Runt start to question the actions of his father?
4. Describe Bider and what happens to him.
5. How does Runt change over the course of the novel?

Discussion Guide:

1. Runt tries to prove himself to his family again and again to gain their approval and acceptance. Do people ever behave this way too? In what ways? Why do we sometimes feel it necessary to act like this?

2. What does it mean to be brave? Who in the pack displays bravery? Is it ever brave to choose to do nothing? When?

3. After a few incidents, Runt’s siblings avoid him. Are they justified in acting this way? Why or why not? Does he deserve this treatment? Does anyone ever deserve to be ostracized from his or her own family?

4. Discuss this quote: “Perhaps the truth was that humans were a mixture, aggressive and kind, greedy and generous. Like wolves.” (p. 127) Do you agree with Runt’s assessment? Why or why not. Give examples from the text that support your point of view.

5. Read and discuss the Afterword by the author. What was the most surprising fact that you learned? What misconceptions have people long held about wolves? Why do you think people accepted these mistruths? What other animals have been characterized as evil by people but probably are not? Why, do you suppose, this happens to some creatures and not others?

Projects:

Science:

Create a poster that shows the food chain in a woodland setting. How important are the larger predators to the chain? What happens if one of the members is destroyed?  Research at least one other climate and a food chain for it.

-or-

Research another predator of your choice. Find out: range of location, diet, mating habits, gestational period and length of its childhood, solitary or pack animal, a list of its enemies, and its current status in the wild. Be sure to paraphrase this information (do NOT just print out the information) and create a pamphlet about your animal.

History:

Create a timeline for the history of wolves and their involvement with humans. Or create one based on a predator of your choosing.

Math:

Create a chart (pie, graph, or bar) that reports population information about wild wolves or other predators.

Language Arts:

Thomas Jefferson once said, “The most valuable of talents is never using two words when one will do."  Marion Dane Bauer’s spare yet captivating writing would certainly match Mr. Jefferson’s definition. One way she accomplishes this is by using action verbs that add meaning to each sentence. Reread one chapter of Runt, and write down several words and phrases that you think are particularly well-crafted. Share your list with a partner and discuss. Then, on your own, write a description of an animal that is inspired by what you learned from the author.

Reaching for Sun

Reaching for Sun

by Tracie Vaughn Zimmer

Reading Group Guide

1. Reaching for Sun is a story about a girl who is like most girls—she fights with her mother, has a crush on a boy, and feels bullied by the popular girls.  In what ways do you personally relate to Josie, and in what ways is she different from you?  How do these differences make you feel?

2. What did you know about cerebral palsy before reading this book?  After?  In what ways does Josie’s cerebral palsy challenge her, and in what ways does it make her stronger?

3. Josie likes to eat breakfast for dinner.  What is your favorite meal?  What makes it so special?

4. Josie, along with her mother and grandmother, has a special connection to her family’s land.  Does your family have a special place—a summer cottage, vacation spot, or even the house you live in year round—that has an important meaning to you?  Why do you feel so connected to this place?

5. Reaching for Sun is divided into four sections based on the seasons of the year.  In what season is Josie happiest?  How do Josie’s relationships with her mother, her grandmother, and her friend Jordan change over the course of the year?

6. Josie wants her summer “to be a wildflower-seed mix (pg. 81).”  What do you think Josie means by this?

7. Josie and her grandmother dream of going to Paris.  If you could travel anywhere in the world, where would you go and why? 

8. Josie likes to visit the Lazy Acres nursing home with her grandmother.  Why?  Where do you feel most accepted?

9. Josie uses images from the natural world to describe her own emotional and physical growth, comparing herself to flowers and other plants.  For example, she doesn’t “want to be pruned or pinched back/like a wilting petunia” when her mother nags her about therapy (p. 80).  Which flower, plant, or tree best represents you and why?  How does your favorite flower or tree make you feel?

10. Josie and Jordan are best friends who meet under a willow tree and discover their mutual interes

Voice:
Reaching for Sun is written completely in Josie’s voice. Experiment with voice by writing a few free verse poems through the eyes of Jordan. It can be any part of the novel or even set after it is over. Think about what types of words Jordan would use to describe an event and what types of things he might compare something to.
Comprehension:
Reread any poem in the story and answer the following questions about it: Who is it about? What happens in the poem? Where does it take place? What poetic language does the author use? Why did you choose this poem?
Fluency:
Free verse poetry is a great form to build student fluency- with it’s generous white space it doesn’t intimidate and it is written to flow off the tongue. Have students tape themselves reading a poem and then practice reading it silently (or under their breath) and then re-tape their reading. Students will be impressed by their marked improved performance.
Vocabulary:
As you read find ten words that you wouldn’t usually use in your everyday conversations. Then, try to use them as you go through your day. Write a brief journal about how this word experiment went.
Science:
Three Feet Square
Josie and Jordan tape off a small section of the garden and then study it over the course of the summer. You could do the same (and choose an even smaller border). Count insects, take pictures, study the plants and the soil conditions over time.
Health:
Learn more about cerebral palsy or another common disability. Research the causes, the impairments it can cause, the treatments, and how you can help. Create a pamphlet about what you learned.
Art:
Create a piece of collage or sculpture inspired by Josie’s story.  Use any media you like but explain it in a brief artist’s statement that you turn in with the piece (an index card works nicely).
Cooking:
Gran’s Divinity Recipe   (from the author’s grandmother’s kitchen)

Poetic Elements

Reaching for Sun

By Tracie Vaughn Zimmer

Poets use word tools to make their language stand out from regular prose. This poetic language is called figurative and it has many types. Read the definitions of these tools and then find an example of each in the novel. Then, try your own!

Types of poetic language:	An example from the novel:	An example of your own:
ALLITERATION:  Repeated consonant sounds  " lovely, leafy lettuce”
ASSONANCE:  Repeated Vowel sounds  "The June moon loomed over the horizon"
IMAGERY: Creating pictures for the senses “First day of school smells like new books”
METAPHORS: Comparing two things by saying something IS something else: “the ocean is a bowl of dreams”
SIMILE:  A comparison using the words "like" or "as."  "He smells like a gym shoe.”
PERSONIFICATION:  Making an object act or look like a person or animal  "The storm danced across the sky”

©2007 Tracie Vaughn Zimmer

 

 

 

Character Chart

Reaching for Sun
Tracie Vaughn Zimmer
     

Readers learn about characters in four ways: what they say, what they do, what they look like, and what others think and say about them. Find details about each character that helps you understand them from the book.

                                     Appearance             Actions                          Words                     Others

Josie
Gran
Jordan
Mom
Natalie

 

 

COMPREHENSION
Making Connections:

Good readers make connections as they try to understand a story. They think about how the story reminds them of other stories, how it relates to their own life and to the world around them. Tuck this chart in the book so you can make notes about what you’re thinking as you read the novel. Try to make at least one of each type of connection for each season in the book.

Chapter & p. #	Text to text	Text to self	Text to world
Definitions:	Tell how this book reminds you of another in plot, content, style or structure	Relate what you just read to an experience or memory from your own life	Show how the book relates to events from the real world, or facts and info. that you know
Examples:	This book reminds me of LOVE THAT DOG by Sharon Creech because it is written in poem	Like Josie I’ve been teased at school though not as often.	I wonder if Josie can be cured of cerebral palsy or if she’ll always have it.
Winter
Spring
Summer
Fall

COMPREHENSION
Understanding Poems

Sometimes readers get confused when they read poems because of the fancy language or how few words are used to tell a story. Practice your understanding of poems by thinking about the five “W’s” as you read: who, what, when, where, and why.

Title of poem: _____________ page______

Who is this poem about?

Where does this poem take place?

What happens in the poem?

When is it happening?

Why is this poem important?

Title of poem: _____________ page______

Who is this poem about?

Where does this poem take place?

What happens in the poem?

When is it happening?

Why is this poem important?

Lucy Rose Series

Lucy Rose

 About the series:

Lucy Rose is very unique, except she’d be the first to tell you that is not the right thing to say because you either are unique or not but you can’t be very unique— though if someone would qualify Lucy Rose would be it. First, there’s Lucy Rose’s fashion sense. She likes color- pink, orange, yellow green it all looks good on her, especially on the same day. Plus, she likes words. Lucy Rose collects palindromes and words that knock her colorful socks off. But Lucy Rose is worried about some things too, like the fact that her parents are separated and how she lives in Washington, D.C. 500 miles away from her dad and old friends. Plus it’s not easy being the new girl or trying to make new friends but Lucy Rose is a girl that will face the challenge with her red boots on!  Melonhead, one of Lucy Rose’s new friends, begins his own series through the crazy antics that only nine-year-old boys are capable of creating!

Here’s the Thing About Me:

In the opening book in the series we meet Lucy Rose who is spunky, a smart cookie, and maybe just a little bit of a handful! She’s just moved to Washington, D.C. but only with her mom since her parents have decided to separate. She’s not thrilled about that idea, at all. But Lucy is making the best of it with her one-of-a-kind spark.

Pre-reading: Lucy has just moved. Have you ever had to move? What do you think are the most difficult things about moving away? Is there any way to make it easier on kids?

During reading:

1. List five things that you think are most important to know about Lucy Rose.

2. Create a character map with these parts: family, friends, description, what she says, what she does. At the end of each chapter add more to the chart and then discuss it as a class.

3. Write a letter to a friend (or to your teacher) about the story. Would you like to be friends with Lucy Rose? What

After reading:

Brainstorm a list of things Lucy Rose learns during her first year in Washington, D.C.

Make a list of things you’ve learned this year at school, too.

Lucy Rose writes emails and letters to her dad and grandmother. Write an email or letter to someone in your family about Lucy Rose or some other topic that is important for you.

 Big on Plans:

It is summer and Lucy Rose is trying to fill her days by making a lanyard keychain and solving her grandfather’s problem with squirrels. But there’s an even bigger problem that goes by the name of Ashley, the new girl who is so snarky! Plus, Lucy is trying to stop her parents from deciding on a divorce. That is a whole lot of problems for one girl in one summer but Lucy Rose will give it her all!

Pre-reading: What activities do you most like to do in the summer? Do you ever get bored in the summer?

During Reading:

1. Fill out the following chart about the characters from Lucy Rose: Big on Plans

Character:	Most Important Thing to Know About this person:	How you learned it And what page:
Lucy Rose
Mom
Dad
Madam
Pop
Jonique
Melonhead
Ashley

2. As you read, make a list of the words that are new to you. Then try to use them as you are speaking that day or even in a sentence that you write. Or make a chart where you rate the words: never heard it, sounds familiar, could give a definition, could use in a sentence.

3. Lucy Rose, Melonhead, and Jonique are trying to solve Madam and Pop’s ultimate squirrel problem in the apricot tree. As you read, place a sticky note over the cause and effects of this adventure. Remember that everything that has an action has a reaction. Discuss the results as a class

After reading:

Create a Venn diagram that compares Ashley to Lucy Rose. What (if anything) do they have in common? How are they different?

Keep a journal inspired by Lucy Rose’s. Record at least one entry for each day. Don’t just describe what you did (though that’s a nice start!) but what you think, feel, remember, and wonder, too!

Busy Like You Can’t Believe:

It’s the beginning of 4^th grade for Lucy Rose and that comes with lots of new adventures including trying to get along with Ashley and trying out for the play of Annie. And while she’s certain she’ll get the lead in the play (she has red hair after all, not to mention wads of talent) she’s not sure she can get along with that Ashley! One thing Lucy is sure of is that she wants to know what is going on and she has figured out a most excellent way of knowing: eavesdropping.

Pre-reading:

Do you know what eavesdropping is? Do you think it is a good idea or not?

During Reading:

Good readers always make predictions about what will happen next in a story. They base those predictions on what they know about stories, the characters, and thinking about the clues that have been given. At the end of each chapter of Lucy Rose write a prediction about what you think might happen next. Remember that it is not important that you’re right (after all readers love to be surprised!) but it’s important to try to figure it out!

Create a bookmark by folding a piece of paper in half lengthwise (or use an index card). On it list all the things Lucy learns while she’s eavesdropping on her mom and friends.  At the end of the novel, go back through and decide what Lucy Rose learned in the end about all those pieces of information!

Inspired by Adam Rex’s illustrations create a sketch of another scene in the novel. On the back explain why you picked this scene.

After reading:

Write a short reader’s theater script from your favorite scene in the book and act it out for the class. (Lucy Rose would be so impressed!)

Create a poster (like the one Lucy Rose made about the play!) only make this one about the book! Convince readers why they would like this story with your poster.

Working Myself to Pieces and Bits

Lucy Rose is one smart cookie or maybe even a cupcake! Jonique’s family is getting ready to open a bakery only it is a lot more work and money than they ever expected. What will they do?  Leave it to Lucy Rose to come up with a plan to Save the Day! While Lucy Rose does everything she can to raise money for the cause, Ashley does everything she can to make Lucy Rose miserable, especially calling her Mrs. Melonhead! How will Lucy handle Ashley and the pressure to succeed?

Pre-reading:

Have you ever tried to raise money? How can kids earn money? How do you think Lucy Rose might attempt it?

During reading:

1. As you read find quotes that you think are important to understanding the story or the characters. On the left hand side add the quote and on the right add your response. Think about connections to your life or other books, memories, your thoughts about the writing itself or to things you’ve learned. Ex: “Grown-ups can be a disappointing lot” (p. 123)
2. A summary is a short statement about the most important parts of a story. After you read each chapter write a short summary about what happened during that chapter. Be sure to focus on only the most important parts of the story.
3. Make a list of all the ways people earn money in the story. Then discuss which jobs or schemes you’d most like to get involved in.

After reading:

Write a letter to Katy Kelly about what you learned by reading Lucy Rose’s stories. How did you feel about Ashley’s behavior? How would you try to raise money for friends? Would you have refused to walk with Melonhead too?

Lucy Rose makes Mrs. Hennessy a “Things to Remember” book with important pictures. Create a similar book for Alzheimer’s patients in your own town or come up with another idea that will amuse retired friends in a home. (Ex: write your own books or have a performance for them)

Create a piece of art that you think Lucy Rose would love. You can use any media you prefer (sculpture, paint, chalk, etc.) but you need to explain your choice of material, color and shape in a brief artist’s statement you turn in with the project.

Melonhead

Lucy Rose, one of Adam Melon’s good friends, gave him his preferred nickname: Melonhead. And while Melonhead’s mom is not thrilled about it he certainly is! Melonhead loves shortcuts, snakes, and inventing though all three get him into some interesting situations, and maybe a wee bit of trouble, too. And Melonhead is having some trouble trying to decide what type of contraption might win him a trip to the Challenge America finals for an original invention reusing everyday materials- if it doesn’t get him grounded first!

Pre-reading:

Have you ever tried to invent something? What do you think are the steps to making an invention?

During reading:

1.Readers get to know characters by studying what they say, what they do, how others react or talk to them, and what they look like. Fill out the following chart about Melonhead himself!

Description	What he says	What he does	How others react

2. Create a diagram or chart which lists the experiments and what Sam and Melonhead learned from each attempt for the Challenge America contest.

3. Since good readers always make predictions about what is going to happen next, write a question at the end of each chapter about what you hope will be answered. For example: I wonder if Melonhead will get out of the tree?

After reading:

Why, try a Challenge American invention for yourself, of course! Remember what Mr. Santalices said: try to create something new, original, and useful.

Melonhead wants to keep the snake he found but he’s not even sure what it needs at first to survive. Research the needs of your dream pet and calculate how much it would cost to not only purchase the pet but provide for him for one year.

Diaper Science: Get a variety of diaper brands and reenact the experiment that Sam and Melonhead conduct in the bathroom. What are your findings?