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Historical Fiction for Children

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Dawn Poitras

on 21 July 2014

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Transcript of Historical Fiction for Children

Historical Fiction
for Children

This genre focuses on stories that are written to inform children about a specific
time period, a historical event or a historical figure.

American Historical

World History
1929-Early 1940s
American History
Early America
Early American Wars
American History
World War II
Where the Buffaloes Begin
Lexile: 990L
Audience: 3rd-4th Grade
Delivery: Read Aloud, Integration into 4th Grade Social Studies Unit on Native Americans

Baker, Olaf, Stephen Gammell, and Kathleen Westray. Where the buffaloes begin. New York: Frederick Warne, 1981. Print
Sarah, Plain and Tall
Lexile: 560L
Audience: 3rd-4th Grade
Delivery: Whole Group-3rd Grade; Small Group Instruction-4th Grade

MacLachlan, P. (1985). Sarah, plain and tall. New York: Harper & Row.
Little House on the Prairie
Lexile: AD630L
Audience: 3rd-4th Grade
Delivery: Read Aloud-3rd Grade, Small/Whole Group Instruction- 4th Grade

Wilder, L. I., & Williams, G. (1953). Little house on the prairie. New York: Harper & Bros.
Coming To America
Lexile: AD890L
Audience: 3rd-4th Grade
Delivery: Read Aloud

Maestro, B., & Ryan, S. (1996). Coming to America: the story of immigration. New York: Scholastic.
Hard Gold
Lexile: 740L
Audience: 6th-8th Grade
Delivery: Read Aloud or Small Group Instruction-6th Grade

Avi. (2008). Hard gold: the Colorado gold rush of 1859, a tale of the Old West. New York, N.Y.: Hyperion Books for Children
Fever 1793
Lexile: 580L
Audience: 5th-6th
Delivery: Read Aloud 5th-6th Grade

Anderson, L. H. (2000). Fever, 1793. New York: Simon & Schuster Books for Young Readers
Blood on the River
Lexile: 820L
Audience: 5th and up
Delivery: Read Aloud-4th, Small/Whole Group- 5th, 6th

Carbone, E. L. (2006). Blood on the river: James Town 1607. New York: Viking.
Pink and Say
Lexile: 590L
Audience: 3rd-5th Grade
Delivery: Read Aloud

Polacco, P. (1994). Pink and Say. New York: Philomel Books.
Johnny Tremain
Lexile: 840L
Delivery: Small/Whole Group Instruction-5th-6th Grade, Social Studies Integration

Forbes, E., & Ward, L. (1943). Johnny Tremain: a novel for old & young. Boston: Houghton Mifflin Company.
Sophia's War
Lexile: 730L
Audience: 5th-6th Grade
Delivery: Read Aloud, Whole Group Instruction, Social Studies Integration into 5th Grade Unit

Avi. (2012). Sophia's war: a tale of the Revolution. New York: Beach Lane Books.
The Mostly True Adventures of Homer P. Figg
Lexile: 950L
Audience: 4th-6th Grade
Delivery: Read Aloud, Whole/Small Group 5th-6th

Philbrick, W. R. (2009). The mostly true adventures of Homer P. Figg. New York: Blue Sky Press.
Lexile: 780L
Audience: 5th-6th Grade
Delivery: Read Aloud-5th, Small/Whole Group Instruction 5th-6th Grade

Anderson, L. H. (2008). Chains. New York: Simon & Schuster Books for Young Readers.
Al Capone Does My Shirts
Lexile: 600L
Audience: 3rd-5th Grade
Delivery: Read Aloud- 3rd, Small/Whole Group 4th, Independent Reading, Small Group 5th

Choldenko, Gennifer. Al Capone does my shirts. New York: G.P. Putnam's Sons, 2004. Print.
Hattie Big Sky
Lexile: 700L
Audience: 5th and up
Delivery: Read Aloud-5th, Small/Whole Group 6th

Larson, K. (2006). Hattie Big Sky. New York: Delacorte Press.
A Storm in the Barn
Lexile: GN430L (Graphic Novel)
Audience: 4th-6th Grade
Delivery: Independent reading, small group reading

Phelan, M. (2009). The storm in the barn. Somerville, Mass.: Candlewick Press.
A Storm in the Barn
The Great Depression
Esperanza Rising
Lexile: 750L
Audience: 4th-6th Grade
Delivery: Read aloud-3rd, Small/Whole Group 4th-5th, Ind. Reading-6th

Ryan, P. M. (2000). Esperanza rising. New York: Scholastic Press.
Bud, Not Buddy
Lexile: 950L
Audience: 4th-6th grade
Delivery: Read Aloud 4th, Whole/Small Group 5th-6th, Ind. Reading, 5th-6th

Curtis, C. P. (1999). Bud, not Buddy. New York: Delacorte Press.
Civil Rights
The Watsons Go To Birmingham
Lexile: 1000L
Audience: 5th-6th Grade
Delivery: Read Aloud-5th, Small/Whole Group-6th

Curtis, C. P. (1995). The Watsons go to Birmingham--1963. New York: Delacorte Press.
Roll of Thunder, Hear My Cry
Lexile: 920L
Audience: 5th-6th Grade
Delivery: Independent reading, small/whole group-6th Grade

Taylor, M. D. (1976). Roll of thunder, hear my cry. New York: Dial Press.
One Crazy Summer
Lexile: 750L
Audience: 3rd-5th
Delivery: Small/Whole Group Instruction- 4th/5th, Independent Reading 3rd, 4th

Garcia, R. (2010). One crazy summer. New York: Amistad.
The Story of Ruby Bridges
Lexile: AD730L
Audience: 3rd-4th Grade
Delivery: Read Aloud

Coles, R., & Ford, G. (1995). The story of Ruby Bridges. New York: Scholastic.
Henry's Freedom Box
Lexile: AD380L
Audience: 2nd-5th Grade
Delivery: Read Aloud, 3rd-5th

Levine, E., & Nelson, K. (2007). Henry's freedom box. New York: Scholastic Press.
Number the Stars
Lexile: 670L
Audience: 3rd-5th Grade
Delivery: Small/Whole Group Instruction, Independent Reading- 5th

Lowry, L. (1989). Number the stars. Boston: Houghton Mifflin Co.
The Devil's Arithmetic
Lexile: 730L
Audience: 5th and up
Delivery: Small/Whole Group- 4th, Independent Reading, Small/Whole Group 5th-6th

Yolen, J. (1988). The devil's arithmetic. New York, N.Y., U.S.A.: Viking Kestrel.
World History
Sadako and the Thousand
Paper Cranes
Lexile: 630L
Audience: 3rd-4th Grade
Delivery: Independent Reading, 3rd-4th, Small group-4th Grade

Coerr, E., & Himler, R. (1977). Sadako and the thousand paper cranes. New York: Putnam.
Star of Fear, Star of Hope
The Book Thief
Nine-year-old Helen is confused by the disappearance of her Jewish friend during the German occupation of Paris.
Lexile: 730 L
Audience: 6th and up
Delivery: Read Aloud-6th

Zusak, M. (2006). The book thief. New York: Alfred A. Knopf.
Lexile: 490L
Audience: 4th-6th Grade
Delivery: Read Aloud

Hoestlandt, J., Polizzotti, M., & Kang, J. (1995). Star of fear, star of hope. New York: Walker.
Lexile: 780L
Audience: Grade 4 and up
Delivery: Read Aloud-4th, Ind. Reading 5th-6th

Avi. (2002). Crispin: the cross of lead. New York: Hyperion Books For Children.
Snow Treasure
Lexile: 690L
Audience: 3rd-5th
Delivery: Read aloud 3rd-4th, Independent, Small/Whole Group Read- 5th

McSwigan, M., & LaBlanc, A. (1942). Snow treasure. New York: Scholastic.
Lexile: GN200L
Audience: 6th and up
Delivery: Independent Reading- 6th Grade

Jablonski, C., & Purvis, L. (2011). Resistance. New York: First Second.
Paul and Marie’s bucolic French country town is almost untouched by the ravages of WWII, but the siblings still live in the shadow of war. Their father is a Prisoner of War, kept hostage by the Germans. When their friend Henri’s parents disappear and Henri goes into hiding because of his Jewish ancestry, Paul and Marie realize they must take a stand. But how can they convince the French Resistance that even children can help in their fight against injustice?
Photos from: Burgas, G. (2010, June 8). [Web log message]. Retrieved from http://goodcomics.comicbookresources.com/2010/06/08/a-review-a-day-resistance-book-1/
Photos taken from: Danielson, J. (2009, September 15). [Web log message]. Retrieved from http://blaine.org/sevenimpossiblethings/?p=1790
"Follow Little Wolf to the fabled lake in the south where the buffaloes begin. Watch the huge beasts surge out of the water and onto the prairie, as Little Wolf leads them to a victory against the enemies of his people."
1986 Newbery Medal, 1986 Scott O'Dell Award
Coming to America tells the story of how immigrants created the land we call, "America" today. From the Native Americans to Christopher Columbus in 1492, this story illustrates the millions of stories of immigration from the past to the present.
This story follows the journey of Samuel Collier as becomes Captain John Smith's page on his journey to the new world. Through his journey he learns how to avoid conflict and control his "rough and tumble" ways by interacting with the ship's crew. Once he arrives, he continues to learn about culture, perspective and the value of making great choices.
Carbone, E. (2013). Blood on the river discussion guide. Retrieved from http://www.scholastic.com/teachers/lesson-plan/blood-river-discussion-guide
Curriculum Integration:
1. Students can create a pen pal exchange between fellow students in the class as the characters in the story.
2. Students can write a journal entry as Sarah or Jacob after the story ends as the wedding approaches.
3. Where does Sarah, Plain and Tall take place? How does the author tell the reader this?
Anna and Caleb lose their mother and their father, Jacob places an ad in a newspaper for a wife. Sarah begins writing them and soon after arrives to stay with the family. After settling in Sarah confesses she misses her home in Maine but she finds ways to make this her new home with her new family.
When Laura Ingalls and her family set out for Kansas, they travel for many days in their covered wagon until they find the perfect place to call home. Pioneer life is sometimes hard, but Laura and her family are busy and happy building their new little house.
Curriculum Integration:
1. Students can create an imaginary journal as if they were traveling in a covered wagon. They can include details about the traveling conditions, weather, sickness, food, etc.
2.Describe some of the things the children did to pass time on the journey.
3.Describe the challenges and dangers the family faced during their travels.**
Curriculum Integration:
1. This text can be an addition to the 4th Grade social studies unit on Native Americans.
2. Students will read this text to understand the importance of buffalo to the lives of the Native American of the Plains.
3.Students will develop a time line to show the decline of the
buffalo. Students will journal on how the decline of the buffalo would be an obstacle to their success as a community.**
Curriculum Integration:
1. Students can write a journal entry imagining they were an immigrant coming to America for the first time.
2. When did immigrants first come to America?
3. Students can research their own ancestry.
Amazon. (n.d.). Little house on the prairie. Retrieved from http://www.amazon.com/Little-House-Prairie-Full-Color/dp/0061958271/ref=sr_1_4?s=books&ie=UTF8&qid=1362778472&sr=1-4&keywords=little house on the prairie
Curriculum Integration:
1. Students will create a journal as a character in the story and write about their journey to the New World
2. Describe the three ships that are mentioned in the text.
3. Each chapter begins with a quote from the writing of real settlers. Choose one from the text and explain its relevance to the text/chapter. Why did the author choose to begin each chapter in that way?**
Fever 1793 is the story of a young girl, Mattie, living in Philadelphia with her mother in 1793. Rumors begin around the town of a fever and soon thousands of people die from the sickness. Mattie and her family eventually get the fever and the plot plays out as a coming of age story.
Book Rags. (2005-2006). Fever 1793 study guide & plot summary. Retrieved from http://www.bookrags.com/studyguide-fever-1793/
Curriculum Integration:**
1. Students will keep a journal of their own during the reading of the text. Just like the text, students must begin each journal entry with a quote from someone famous or widely known.
2. Students will describe the life that Matilda dreams for herself (beginning of the story).
3. Students will complete a RAFT assignment at the conclusion on the story.
Curriculum Integration:
1. Compare and contrast Pink's point of view and Say's point of view.
2. Why do you think the author included the last two pages in the text?
3. Describe why Pink wanted to touch Say's hand one last time.
Revolutionary and Civil War
Set during the Civil War, soldier Sheldon Russell Curtis is found in a field by fellow soldier Pinkus Alylee, after being injured. Pink leads Say to safety and eventually to his home with his mom, Moe Moe Bay. Say is cared for until marauders come and kill Moe Moe Bay and take the boys away to a Confederate camp. The story ends with the boys being seperated at the camp and the author asking the reader to never forget Pinkus Alylee.
"The Year: 1773. The place: Boston. Johnny Tremain is fourteen and apprenticed to a silversmith. He is gifted and lords his skills over the other apprentices, until one day his hand is horribly burned by molten silver. Johnny’s dreams of silversmithing are over.A depressed Johnny finds work as a dispatch rider for the Committee of Public Safety, a job that brings him in touch with Boston patriots—and the excitement that will lead to the Tea Party and the Battle of Lexington."
Amazon. (n.d.). Johnny tremain. Retrieved from http://www.amazon.com/Johnny-Tremain-Esther-Hoskins-Forbes/dp/0547614322/ref=sr_1_1?ie=UTF8&qid=1362791752&sr=8-1&keywords=johnny tremain
Curriculum Integration:**
1. (Before reading) Students have a discussion about pride, create a T-chart, listing the positive and negative affects of pride. Students read to find out about the theme of pride in Johnny's life.
2. How might you react if in Johnny's situation? What advice would you give him?
3.Compare and contrast the daily lives of teenagers in Johnny’s world with the lives of teenagers in your own community
"Through a series of fascinating events, Homer's older brother has been illegally sold to the Union Army. It is up to Homer to find him and save him. Along the way, he encounters strange but real people of that era: two tricksters who steal his money, a snake-oil salesman, a hot-air balloonist, and finally, the Maine regiment who saved Little Round Top at the Battle of Gettysburg and won the war for the Union."
Lexile. (2013). The mostly true adventures of homer p. figg: Summary. Retrieved from http://www.lexile.com/book/details/9780439668187/
"A young boy heads for the Rocky Mountains in search of his missing uncle. Early Wittcomb's Uncle Jesse claims to have struck gold near Pike's Peak, but his life is now in danger."
Lexile. (2013). Hard gold. Retrieved from http://www.lexile.com/book/details/9781423105190/
Curriculum Integration:
1. There are many obstacles that the family has to overcome in this story. Write about an obstacle you or someone you know has had to overcome.
2. Students take on the role of a reporter and given a topic to focus on during their reading. Students will then report about the conditions during their travels. Their report will be published in their classroom/school newspaper.**
3. Use Google Maps to track the families' journey.
A story of a young girl, Isabel, determined to be free and promised freedom upon the death of her owners but in a "cruel twist of fate" she then becomes property of a "malicious" couple. Set during the Revolutionary War, Isabel befriends another slave tied to the Patriots who encourages Isabel to spy on her owners, who have ties to the British.
Lexile. (2013). Chains. Retrieved from http://www.lexile.com/book/details/9781416905868/
Curriculum Integration: **
1. Compare this text to Sophia's War and generate similarities and differences.
2.How does the title Chains connect to this book? Can you think of any alternative titles that could have been used?
3.Why would some colonists label themselves Loyalists and others claim themselves as Patriots? What side would you have chosen and why?
Curriculum Integration:**
1.(Literature Circles) Telling lies comes easily to Homer. Find two examples in the novel when Homer lies. In these instances, why does he lie?
2.The Mostly True Adventures of Homer P. Figg includes many serious topics like death, war, and slavery, yet at the same time the book has a lot of humor. Which episodes or characters in the book did you find funny? Why do you think the author, Rodman Philbrick, wrote the book to be both serious and funny at the same time?
3. Compare this text to another text of the Civil War era (Pink and Say)
Amazon. (2016). Sophia's war:a tale of the revolution. Retrieved from http://www.amazon.com/Sophias-War-A-Tale-Revolution/dp/1442414413/ref=sr_1_1?ie=UTF8&qid=1362928584&sr=8-1&keywords=sophia's war
Set in 1776, during the Revoluationary War, a young girl, Sophia, becomes a spy. She discovers a plan that would be devastating to the American side if carried out. When she tells others of the plans, no one believes her and she decides to stop the plan on her own.
Curriculum Integration:
1.Compare this text to Chains and generate differences and similarities.
2.When the story opens on September 22, 1776, Sophia is a surprise witness to a hanging. Explain Sophia’s situation and that of her family. How does the hanging affect her?
3.Find an instance in Avi’s writing of how his attention to detail and his research adds to our knowledge of the time and place.
Set in 1935 on the island of Alcatraz, Moose Flannagan moves to the island with his family, prison guard father and austistic sister, Natalie. Life on prison island proves to be difficult when Moose meets the Warden's daughter and Natalie has an increasingly difficult time living on Alcatraz. "(This) novel brings humor to the complexities of family dynamics and illuminates the real struggle of a kid trying to free himself from the "good boy" stance he's taken his whole life."
Lexile. (2013). Al capone does my shirts. Retrieved from http://www.lexile.com/book/details/9780399238611/
Curriculum Integration: **
1. Students will conduct research about Alcatraz and the families that lived there. Students will compare and contrast the text to their research.
2.If Moose believes that Al Capone is responsible for Natalie’s admission into the
school, how would he thank him? If he wrote a letter to Capone, what would he say?
Write a thank you letter from Moose to Capone.
3. Students will generate questions about the criminals mentioned in the text. Students will research to find answers to those questions and then write a journal entry that would have appeared in the criminal's journal.
Newbery Honor Medal 2005
Scott O'Dell Award 2009
Caldecott Honor 1982
Newbery Medal 1944
Newbery Honor 2010
"When orphaned sixteen-year-old Hattie inherits her uncle's Montana homestead, she jumps at the chance to finally have a home of her own. Hattie must "prove up" the claim, however, by fencing off and cultivating the land within ten months-or she'll lose everything."
Junior Library Guild. (2013). Hattie big sky. Retrieved from http://www.juniorlibraryguild.com/books/view.dT/0385903324
Newbery Honor 2007
Curriculum Integration:
1.Imagine that you were Hattie and you were responsible for your own home. Create a plan on how you will keep the land.
2. Why did Hattie leave her family in Iowa?
3. In the text, what does it mean to be a "Loyal" American?
Scott O' Dell Award 2010
Curriculum Integration:
1. A Storm in the Barn is a Graphic Novel. Choose another story you enjoy and illustrate an important scene from that text.
2.Although it tells a complex story, this graphic novel uses very little text. How does the author convey so much feeling with so few words? Can drawings be more eloquent than dialogue? Would Jack’s story be fundamentally different if it were written as a conventional novel?
3.Explore the geography of the Dust Bowl. In what part of the country did it occur? Which states did it affect? How populated is the area today? (tie into 4th Grade Social studies unit about American regions)
Curriculum Integration:
1. Using Google Maps, students can track Bud's travels from the beginning of the story to the end
2. Students can create their own "Rules and Things for Having a Funner Life" list
3. Why is Bud so protective about his name?
Newbery Medal 2000, Coretta Scott King Award 2000
"Esperanza thought she'd always live with her family on their ranch in Mexico--she'd always have fancy dresses, a beautiful home, and servants. But a sudden tragedy forces Esperanza and Mama to flee to California during the Great Depression, and to settle in a camp for Mexican farm workers. Esperanza isn't ready for the hard labor, financial struggles, or lack of acceptance she now faces. When their new life is threatened, Esperanza must find a way to rise above her difficult circumstances--Mama's life, and her own, depend on it."
Lexile. (2013). Esperanza rising. Retrieved from http://www.lexile.com/book/details/9780439120425/
Pura Belpre Award 2001
Curriculum Integration:
1. Students will discuss the title of the story and how it relates to the events in this story as they read.
2. Students will describe the Hispanic culture as it relates to this text. Students will compare and contrast the differences and similarities of the culture they are reading about and their own.
3.Describe the event that caused Esperanza and her mother to leave California.
"A wonderful middle-grade novel narrated by Kenny, 9, about his middle-class black family, the Weird Watsons of Flint, Michigan. When Kenny's 13-year-old brother, Byron, gets to be too much trouble, they head South to Birmingham to visit Grandma, the one person who can shape him up. And they happen to be in Birmingham when Grandma's church is blown up."
Lexile. (2013). The watsons go to birmingham 1963. Retrieved from http://www.lexile.com/book/details/9780385321754/
Newbery Honor 1996, Coretta Scott King Award 1996
Curriculum Integration:**
1. Students choose an event from the story and create the front page of a newspaper.
2. Use Google Maps to track the Watson's journey to Birmingham.
3.Why do you think Christopher Paul Curtis chose to include the bombing of the Sixteenth Street Baptist Church, something
that really happened, in a book that is mostly fictional?
**Griffin, A. (2003). A reading guide to the watsons go to birmingham—1963 by christopher paul curtis. Retrieved from https://www.scholastic.com/kids/homework/pdfs/watsons.pdf
Curriculum Integration: **
1. How do you feel about the way black children were educated in the 1930s?
2.What is boycotting? What was is it's purpose?
3.Why will boycotting the Wallace store be dangerous?
"The vivid story of a black family whose warm ties to each other and their land give them strength to defy rural Southern racism during the Depression. . . . Entirely through its own internal development, the novel shows the rich inner rewards of black pride, love, and independence despite the certainty of outer defeat." —Booklist (starred review)
Penguin Books. (2013). Roll of thunder, hear my cry. Retrieved from http://www.us.penguingroup.com/nf/Book/BookDisplay/0,,9780140384512,00.html
Newbery Medal 1977
Newbery Honor 2011, Coretta Scott King Award 2011, Scott O'Dell Award 2011
This story follows three young girls, Delphine, Vonetta and Fern as they travel to visit their mother in Oakland, California in 1968. Cecile left the family when Fern was a baby and the girl's are determined to find out why. When they arrive they begin to realize that Cecile is involved with the Black Panther movement and they, too, begin to learn and involve themselves in the changing times.
Curriculum Integration:
1. Students can keep journal entries, that might have appeared in one of the character's diaries.
2. Students will research the Black Panthers and seek to answer questions about the Civil Right Movements.
3. Just like Vonetta, students will create a poem to express their feelings about the events happening around them
The Story of Ruby Bridges illustrates life for 1st grader, Ruby Bridges, in the year 1960. A judge ordered Ruby to attend the local school. White families protested and kept their children at home every day. Ruby passed a group of angry protesters every morning on her way to school. Soon white children began to join her.
Curriculum Integration:
1.Students will complete a jounral entry imagining they came to school one day in the same way Ruby came to school every day.
2.Describe the kind of person Mrs. Henry was and why she helped Ruby.
3. Why was Ruby the only child in her class?
Caldecott Honor 2008
Curriculum Integration:
1.Create a RAFT assignment as one of the characters in the story (Henry, Dr. Smith, Nancy).
2. Why did Henry mail himself in a box?
3. How do you think Henry felt while he was in the box?
"Hannah dreads going to her family's Passover Seder--she's tired of hearing her relatives talk about the past. But when she opens the front door to symbolically welcome the prophet Elijah, she's transported to a Polish village in the year 1942, where she becomes caught up in the tragedy of the time."
Lexile. (2013). The devil's arithmetic. Retrieved from http://www.lexile.com/book/details/9780140345353/
Curriculum Integration:
1. Students will keep a journal written as the character Hannah.
2.Students will research and discuss the possible motivations behind Hitler and the Nazi movement and the effect on the people in the camps.
3.Explain the illustrator's picture for the cover.
"Set during World War II in Germany, Markus Zusak's groundbreaking new novel is the story of Liesel Meminger, a foster girl living outside of Munich. Liesel scratches out a meager existence for herself by stealing when she encounters something she can't resist-books. With the help of her accordion-playing foster father, she learns to read and shares her stolen books with her neighbors during bombing raids as well as with the Jewish man hidden in her basement before he is marched to Dachau."
Lexile. (2013). The book thief. Retrieved from http://www.lexile.com/book/details/9780375831003/
Curriculum Integration:
1.Compare and contrast the lives of Liesel and Max Vandenburg. How does Max's life give Liesel purpose? At what point do Liesel and Max become friends? Max gives Liesel a story called "The Standover Man" for her birthday. What is the significance of this story?
2. Students will compare this text to another text about the Holocaust (Number the Stars, The Devil's Arithmetic).
3. Students will identify the elements of the story's plot using a plot map.**
Amazon. (2013). Star of fear, star of hope. Retrieved from http://www.amazon.com/Star-Fear-Hope-Jo-Hoestlandt/dp/0802775888/ref=sr_1_1?ie=UTF8&qid=1362939573&sr=8-1&keywords=star of fear star of hope
Curriculum Integration:
1.Describe the narrator's point of view and how she feels about losing her friend.
2.Imagine a time where you have lost something or someone you cared about. Describe your feelings and compare them to the narrator's.
3. Where did Helen's friend go?
Newbery Medal 1990
Number the Stars is a story of a young girl, Annemarie and her non-Jewish family living in Denmark during World War II. They watch as the Nazis slowly begin to take over Denmark. The family helps out a Jewish family by taking them up north. Both Annemarie and her family must be courageous to pass all of the Nazi forces along the way. In the end, Annemarie completes an act of courage so big that she does not realize it herself until it is over.
Sadako is a young girl living in Japan with her family. Her passion is running for her school's team and one day she becomes dizzy. Scared that it might be the "atom bomb disease" she hides her dizziness from her family. Finally she ends up in the hospital and is diagnosed with leukemia, a directly result of the atom bomb dropped on Hiroshima. Her friend visits with a legend that if someone who is ill folds one thousand paper cranes they are healed.
"The only reason I write,” he said, “is to say something. I’ve forsaken adults because they’re not going to change, though they may try awfully hard. But children can and do change.”

-Scott O'Dell
Wesselhoeft, C. (2010, December 16). Becoming a writer: how scott o’dell changed my life. Retrieved from http://adiosnirvana.com/?p=172
Amazon. (1996-2013). Where the buffaloes begin. Retrieved from http://www.amazon.com/Where-Buffaloes-Begin-Picture-Puffins/dp/0140505601/ref=sr_1_1?ie=UTF8&qid=1363006448&sr=8-1&keywords=where the buffaloes begin
**Nichols, S. (n.d.). History of the bison 3 rd grade instructional unit plan. Retrieved from http://moh.tie.net/content/docs/HistoryoftheBison.pdf
**Hicks, B. (2006). Little house on the prairie discussion questions. Retrieved from http://www.cape.k12.mo.us/blanchard/hicks/reading Pages/Little House/Little House.pdf
**Sheldon, M. (2012, April 26). Gold fever: 1859. Retrieved from http://www.coedu.usf.edu/we/lessonplans/view-lesson-plan.cfm?LessonPlan=472
**Senninger, K., & Gulledge, C. (n.d.). Cross circular literature unit for blood on the river. Retrieved from http://www.sdcoe.net/colonial/cwti/BLOOD_ON_RIVER.pdf
**Gilbert, K. (2010). Fever 1793 unit lesson plan. Retrieved from http://www.kathryngilbert.net/uploads/7/0/9/1/7091805/final_fever_unit.pdf
Denega, D. (2004). A reading guide to sarah, plain and tall by patricia maclachlan. Retrieved from http://www.scholastic.com/Kids/homework/pdfs/Sarah_Plain_and_Tall.pdf
**Glencoe. (n.d.). Study guide for johnny tremain. Retrieved from http://www.glencoe.com/sec/literature/litlibrary/pdf/johnny_tremain.pdf
Scholastic. (n.d.). Literature circle guide to the mostly true adventures of homer p. figg by rodman philbrick. Retrieved from http://teacher.scholastic.com/clubs/pdfs/litcircles/homerfigg.t.pdf
Simon and Schuster. (n.d.). A reading group guide for sophia’s war: A tale of the revolution. Retrieved from http://books.simonandschuster.com/Sophia's-War/Avi/9781442414419/reading_group_guide
**Bilski, S. (2009, December 10). Chains: Decreasing marginalization and increasing awareness. Retrieved from http://madwomanintheforest.com/pdfs/tg-chains-bilski.pdf
**Scholastic. (n.d.). Literature circle questions. Retrieved from http://www.scholastic.com/teachers/lesson-plan/collateral_resources/pdf/c/clubs_pdfs_new_alcaponedoesmyshirts_q.pdf
Scholastic. (n.d.). Hattie big sky. Retrieved from http://www.scholastic.com/teachers/book/hattie-big-sky
In 1937, families are leaving a small Kansas town after 4 years of no rain. Jack's family is leaving soon and then Jack discovers something in an abandoned barn. He might be on to something or he might have "dust dementia".
**Candlewick. (n.d.). Candlewick teacher's guide. Retrieved from http://www.candlewick.com/book_files/0763636185.btg.1.pdf
Bud is an orphan who lives in a home for orphan children. His mother died when he was 6 and he never met his father. After he is placed in a foster home with another boy he beats him and then decides to leave and find his father. Set in the depression era, the story follows his journey to find where "the man on the blue flyer" is and if he is Bud's father.
**Scholastic. (n.d.). Roll of thunder, hear my cry discussion guide. Retrieved from http://www.scholastic.com/teachers/lesson-plan/roll-thunder-hear-my-cry-discussion-guide
Henry's family grew up as slaves and Henry was a slave. When his master dies, he sells Henry to his son. Henry grows up and meets his wife, marries and starts a family. Soon, his family is sold in the slave market and Henry devises a plan to escape slavery once and for all.
**Zusak, M. (n.d.). The book thief: Lesson ideas. Retrieved from http://thebookthiefyalit.blogspot.com/p/lesson-plan-ideas.html
Curriculum Integration:
1. Students will create a RAFT writing assignment writing as a character in the text (Sadako, her family, her classmates, Kenji).
2. Students will research and present the information about the bombing of Hiroshima or the teacher can front load the information before reading this text.
3. What does the gold crane represent in the story?
Amazon. (n.d.). Resistance: Book 1. Retrieved from http://www.amazon.com/Resistance-Book-1-Carla-Jablonski/dp/1596432918/ref=sr_1_1?ie=UTF8&qid=1363026920&sr=8-1&keywords=resistance book
Curriculum Integration:
1.Resistance is a Graphic Novel. Choose another story you enjoy and illustrate an important scene from that text.
2.Paul and Marie were courageous in the text. Describe a time where you were courageous and brave.
3.Students will use the comic strip format to examine the plot of the story.
Curriculum Integration:
1. In the story, an entire town pulls together to accomplish a goal. Think of a time where you've worked together with someone or a group to accomplish something.
2. Compare and contrast this story to Johnny Tremain.
3. What were the children trying to accomplish? Do you think this story could be true?
Scholastic. (2013). Snow treasure discussion guide. Retrieved from http://www.scholastic.com/teachers/lesson-plan/snow-treasure-discussion-guide
"A daring adventure based on a true story about a group of Norwegian children who smuggled nine million dollars in gold past Nazi sentries during World War II. "A story of courage and wits and grim determination."--"The New York Times."
Lexile. (2013). Snow treasure. Retrieved from http://www.lexile.com/book/details/9780590425377/
Newbery Medal 2003
Curriculum Integration:
1. Throughout the book, Crispin tries to attain freedom. Describe how the meaning of freedom changes for Crispin throughout the story.
2. Continue the story for another page. What became of Crispin? Describe what his life might have been like after the story ended.
3. Create a journal entry that would have appeared in Crispin's journal in a significant part in the story.
Hyperion. (n.d.). Crispin: The cross of lead by avi. Retrieved from http://www.btsb.com/libcorner/lp/CrispinCrossofLeadGuide.pdf
Accused of a crime he did not commit, Crispin has been declared a "wolf's head." That means he may be killed on sight, by anyone. If he wishes to remain alive, he must flee his tiny village.
Lexile. (2013). Crispin: The cross of lead. Retrieved from http://www.lexile.com/book/details/9780786808281/
“I have a sincere feeling that I am able to say something to children, that someone is listening. I am not just entertaining them; I hope somewhere in each of my books there is something they will take away from it that is important to them as a person.”
-Scott 0'Dell

Scholastic. (n.d.). About scott o'dell. Retrieved from http://www.scholastic.com/kids/homework/pdfs/Island_of_pt1.pdf
Shmoop. (2013). Number the stars. Retrieved from http://www.shmoop.com/number-the-stars/summary.html
Curriculum Integration:
1. Explain what Henrik means when he says, "It is easier to be brave if you do not know everything" (page 76).
2. Compare and contrast Ellen and Annemarie. How are they different? How are they alike?
3. Students can write a RAFT assignment writing as one as one of the characters in the story (Annemarie, Henrik, Annemarie's mother, Ellen)
Florida Center for Instructional Technology. (1997-2013). Number the stars,by lois lowry.. Retrieved from http://fcit.usf.edu/holocaust/activity/35plan/number1.htm
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