I Yam a Donkey! Written and Illustrated by Cece Bell

 I Yam a Donkey! written and illustrated by Cece Bell

DESIGN A MINI GRAMMAR POSTER (a humorous introduction to the different tenses of the auxiliary verb "to be.") After reading the book, give each student a 3X5 card. Ask them to draw a picture of an animal of his/her choice. Have the student identify the drawing with a singular pronoun (I, you, he, she). On the back of the card, the student writes a sentence using the proper subject verb agreement with the pronoun selected (I am, you are, he is, she is). After a second reading of the book, do the same with plural pronouns (they, we, you). The students will draw more than one animal for this illustration. Note that the singular and plural use of the pronoun you have the same verb, are. Comment on this observation: “no wonder that poor donkey in the book was confused!”. THE MORAL OF THE STORY IS…. The moral of a story teaches a lesson or conveys a message, usually in the form of a maxim or saying. Use the last page of the story to highlight the word moral and link to fables such as “The Ant and the Grasshopper”, “City Mouse and Country Mouse”, “King Midas and the Golden Touch”, “The Tortoise and the Hare”, and “The Boy Who Cried Wolf”. With humorous results, Candace Fleming’s book, The Fabled Fourth Graders of Aesop Elementary School, carry the meaning of moral to a level that will be recognized by both students and teachers in the elementary school grades. An excellent read aloud to connect with expectations and school behavior. There is also a sequel, The Fabled Fifth Graders of Aesop Elementary School.

ONLINE ACTIVITIES for I Yam a Donkey! Author/ Illustrator Website: https://cecebell.wordpress.com/ Book Trailer/Author interview: https://www.youtube.com/watch?v=jax87nJ-eJQ https://www.youtube.com/watch?v=BjnHI3JtamE

1  This Book Just Ate My Dog! written and illustrated by Richard Byrne

RAVENOUS BOOKS – On a sheet of paper in landscape orientation, students create a drawing. Fold the paper in half (portrait orientation) with the picture on the outside. Place the folded drawing inside a blank piece of paper, which is also folded in half, and staple to make a book cover. When the students open their book, it will appear that the book is “eating” their picture. Give the book a title such as “This Book Just Ate My _____” with the student’s name as the author and illustrator.

PARTS OF A BOOK – Before reading the book, discuss the parts of the book. Locate the front cover, the back cover, and the spine. Discuss how a book is read from the front to the back. Refer to where you open the book (opposite the spine) as the “mouth” of the book. To encourage students to place books on shelves with the spine showing, use the connection to the “mouth” of the book that “may want to eat you”. Place books on the shelf with the “mouth” pointing to the back of the shelf. Reading This Book Just Ate My Dog will highlight this protocol for proper book placement.

WHAT DO YOU THINK? - This Book Just Ate My Dog is a perfect book for predictions. Before turning the page, ask the students to predict what the book may eat next and the justification for their prediction. Ask “what do you think happened to the characters while they were trapped in the gutter of the book? “ Remind them that a prediction cannot be wrong. It is just thinking out loud or “in your brain”.

A LETTER OF ADVICE – Following proper letter writing format with a salutation and a closing, students write a letter to the “book”. The letter should contain advice about how to behave properly. Offer reasons such as people may not want to read the book if it has naughty behavior.

FOLLOWING DIRECTIONS- Use the “Dear reader” page to teach how to follow directions. Note the diagram that Bella drew to explain the directions.

ONLINE ACTIVITIES for This Book Just Ate My Dog! Author/ Illustrator Website: http://www.richardbyrne.co.uk/ Activity guide: http://us.macmillan.com/thisbookjustatemydog/richardbyrne

2 Wolfie the Bunny written by Ame Dyckman and illustrated by Zachariah OHora

CAUSE AND EFFECT Create cause and effect sentences to expand the meaning of the story.  The reason Mama made Wolfie a bunny outfit is so he would ______.  Dot needed to go to the Carrot Patch because ______.  At first the bear was not afraid of Dot since ______.  When Dot went to her friends’ houses to play, Wolfie ______.

WOLVES AND RABBITS/ SAME OR DIFFERENT: Using the following website, research information about wolves and record the information on the chart.

http://www.onekind.org/education/animals_a_z/wolf_grey/ Using the following website, research information about rabbits and record the information on the chart. http://www.onekind.org/education/animals_a_z/rabbit/

wolves rabbits herbivore, list food choices list food choice carnivore, omnivore habitat family life Use the information recorded on the chart to determine what changes the rabbit household would have to create in order to accommodate the needs of Wolfie as he grows older.

WHAT ARE YOUR THOUGHTS? / POINT OF VIEW

Have students take on the roles of one of the book characters (Dot, Mama and Papa, Dot’s friends). The students discuss the pros and cons of having a wolf in the family. Apply research information in the discussion. This is also a wonderful book to discuss adoption and what it means to be adopted.

3 ONLINE ACTIVITIES for Wolfie the Bunny Book trailer: https://www.youtube.com/watch?v=Y3lg694PuLQ How to Draw Wolfie the Bunny: https://www.youtube.com/watch?v=Eub8t9Y0B8g Author read aloud: http://kidlit.tv/2015/09/read-out-loud-ame-dyckman-reads-wolfie-the-bunny/ Author’s website: http://amedyckman.com/home.html

Illustrator’s website: http://www.zohora.com/

 Take Away the A written by Michael Esoffier with illustrations by Kris DiGiacomo

CREATE A “TAKE AWAY” BOOK Using the list below, write one word on a 3X5 card. Give one word to each student to “take away a letter”. Following the pattern of the book, create a page for each word. (Without the E…….cape becomes a cap.) After the “take-away” sentence has been written, students copy the sentence on other sheet of paper and illustrate. word take word take word take awa away away y cape e ache h shop s stop s slice s hill h read a lice l tone e heat e salt l plate p bunt t tent final t tired d hall h fund d sand s kite e rode e cloud c open o farm f wine e hate h park p fine e

4 ship s east s drive r spring sp train t pitch p hunt n pride p made e

ONLINE ACTIVITIES for Take Away the A Book reading: https://www.youtube.com/watch?v=PGcZNAFbDnM . Author’s website: http://michaelescoffier.com/

Illustrator’s website: http://krisdigiacomo.com/

 Last Stop on Market Street written by Matt De La Pena with illustration by Christian Robinson

REMEMBERING THE TRIP ON MARKET STREET After reading the story, copy the flyleaf pictures. Using the illustrations, recall the events in the story to which they are related. (coin: gift from the bus driver, given to the guitar man on the bus for playing a song)

THE WISDOM OF NANA (NANA SAYS) Throughout the story, Nana has words of advice for CJ. Use these sentences to discuss the meaning of Nana’s words.

1. When CJ complains about waiting for the bus in the rain, Nana says ______.

2. When CJ whines about not owning a car, Nana says ______.

3. When CJ comments that his friends get to play after church, Nana says ______.

4. When CJ notices that the man with the spotted dog can’t see, Nana says ______.

5. When CJ wishes that he had an iPod like the boys on the bus, Nana says ______.

6. When CJ observes the dilapidated conditions near the mission, Nana says ______.

5 MISSION ACCOMPLISHED Communicate with your local homeless mission about how your school may help. Collecting school supplies, books for recreational reading, or toiletries for the children in the shelter are examples of how to contribute to the shelter.

YOU HAVE A CHOICE Complete the chart to show the choices CJ and Nana made in the story. problem choice

Not owning a car

Walking in the rain

Not having an iPod

Distaste for the decrepit conditions of the inner city

“WHAT DO YOU KNOW ABOUT SEEING?” Use Nana’s comment in the story to explore the five senses. Ask children to sit with their heads down and eyes closed. Use an electric popcorn popper to prepare a batch of popcorn. Have students listen to the sounds and describe what they hear. As the smell of the popcorn begins to fill the air, ask students what they smell. When students have identified the smell as popcorn, have them open their eyes. Place the popcorn in a small cup for each child. Ask students to touch the popcorn and to describe what they feel. Next, have the students taste it and describe the taste. As students eat the popcorn, talk about how they used all five senses to identify and enjoy this snack.

6 THE MAGIC OF MUSIC Work with your music teacher to acquire a selection of music that could be used to create a picture in the minds of the students just as “the rhythm lifted CJ out of the bus and out of the busy city”. Play the music for the students. Reread the specific page in the book and note how the illustrator drew the ideas that CJ pictured while listening to the guitar music. Give each child drawing materials to create a picture of what they saw in their minds while listening to the music.

WHY DID IT WIN? Collect and display a sampling of books that have won the Newbery Award in the past. Share with the students that this year a picture book won the award. It is a bit unusual for a picture book to be selected for the distinguished Newbery award. After sharing this information with your fourth and fifth grade students, read the story without showing the illustrations. Read it all the way through the first time without stopping to discuss what is happening in the story. On the second reading, stop and allow discussion. On the third reading, show the illustrations. Ask the students to answer these two questions: What made Last Stop on Market Street distinguished? Why do you think it won the Newbery?

ONLINE ACTIVITIES for Last Stop on Market Street Author interview on writing his chapter books: http://www.randomhousekids.com/brand/matt-de-la-pena/ Newbery acceptance speech for Last Stop on Market Street: http://www.hbook.com/2016/06/news/awards/2016-newbery-acceptance-by-matt-de-la- pena/ Illustrator interview: http://www.readbrightly.com/meet-illustrator-christian-robinson/

 Shh! We Have a Plan written and illustrated by Chris Haughton

PLAN A PLAY Because of the simple text and repetitive phrases, this would be an excellent book for a Readers Theater. Create simple pictures of the characters (the four friends, the bird, and the squirrel). These could be stapled on headbands, mounted on dowel rods, or worn on a

7 string around the neck. The dialog is simple. The three largest friends say “Look! A bird!” The smallest friend says “hello birdie”. Then the larger three people say “SHH! We have a plan. Ready one, ready two, ready three… GO!” These phrases are repeated throughout the story along with simple motions (tiptoeing, climbing, paddling) which the children could act out.

PLAN THE EQUIPMENT/ Sequence Complete the chart to detail the plan to catch the bird. Problem Plan 1 Plan 2 Plan 3 Plan 4 Solution

Have the students insert the following words in the chart to sequence the story. (use a ladder/ use a cage/ use a log/ use bread crumbs/ makes friends with the bird/ capture a bird)

WE HAVE A PLAN (PART 2)/ Writing a sequel Students create and write about a plan to capture the squirrel. Following the format of the story, there needs to be at least four plans (examples: using a net, cutting down the tree where the squirrel is living, trapping the squirrel, scattering bird seed)

PETS VS WILDLIFE Have a discussion about how domesticated pets are different from wild animals. What exactly makes an animal a pet? Why is it not a good idea to try to keep wildlife as pets? Use these links to research the problems with adopting a wild animals. http://wildliferehabinfo.org/LawsAbtWL_WildPets.htm http://www.chintiminiwildlife.org/living-wild-animals-not-pets.htm http://www.humanesociety.org/issues/exotic_pets/facts/ Create a mini poster illustrating one or more of the reasons stated on the websites that a wild animal should not be a pet.

ONLINE ACTIVITIES for Shh! We Have a Plan

8 Download a coloring poster and a cut-out to make a bird activity sheet http://www.chrishaughton.com/downloads Activity kit https://www.scribd.com/doc/245132422/Shh-We-Have-a-Plan-Activity-Kit YouTube video https://www.youtube.com/watch?v=Z1hCOEQEJDk

 Creature Features written and illustrated by Steve Jenkins and Robin Page

UNUSUAL ANIMAL RESEARCH REPORTS Use this book as a motivator to further research the animals in the book. http://www.factmonster.com/spot/unusualanimals1.html Fact Monster presents facts on unusual animals. Each student selects an animal to research. Use one of the following template to record notes. Apply the information to create an unusual animal mini report.

Report Template I

Sample report based on notes taken

To see a meagapode, I would need to travel to Australia or southwest Pacific Ocean to find one. It is tiny at birth because it weighs about 1 pound. It eats both meat and plants. It is an omnivore. It must be a bird because it has feathers. I think that it is very smart because it has instincts that tell the baby meagapode how to take care of itself as soon as it is born. In the wild, its dad made its nest. It was a huge pile of leaves and sticks.

9 https://www.google.com/search? q=baby+megapode

Sample report based on notes taken

Report Template II

WHERE IN THE WORLD? The last two pages of the book identify the geographical location of each of the featured animals. Students select an animal to research and to become an expert on their habitat. Suggested website to use: http://www.skyenimals.com/browse_habitat.cgi When a habitat has been researched, use the following pattern to create a mini report.

EXPAND THE KNOWLEDGE Have students select an animal NOT in the book. After researching the selected animal, each student writes a question and corresponding answer, following the format of the book.

10 THAT’S GROSS! Using the chart below, record the reason for the gross and disgusting adaptations presented in the text. animal adaptation reason

EX: Egyptian vulture no feathers on the is a scavenger/ feathers would restrict its face feeding on dead animals

CREATURES IN THE NEWS Using a Readers Theater format, have one student act as the news reporter and interview each of the featured animals asking the questions from the text. Other students will read the response (from the text). Masks for some the animals may be found at this website to be used in the “newscast”. www.scribd.com/doc/235639250/Creature-Fea-tures- Mask-Kit ONLINE ACTIVITIES for Creature Features Author’s explanation of how the book was created: http://www.stevejenkinsbooks.com/creaturefeatures/

 Rex Find an Egg! Egg! Egg! written and illustrated by Steven Weinberg

CREATE A MOVIE Have students select three or four main events in the story to make into a movie. The events will be a summary of the story. Use this template to sequence the events through illustrations.

11 GIVE IT THE PUNCTUATION TRY! The speech bubbles in the story are perfect for practicing inflection and expression. How would the word be read followed by a period? How would the same word be read followed by a question mark? How would the word be read followed by an exclamation mark? Can a punctuation mark change the meaning of the same word? Invite the students to reread the story aloud experimenting with the use of punctuation to change the meaning of the words. THE SOUNDS AROUND Throughout the story, the author incorporates “sounds” into the illustrations to explain an event taking place. Complete the chart to describe the event. SOUND WORD EVENT onomatopoeias EXAMPLES grumble (beginning of Volcano erupting story) thunk Falling into the water chomp Dinosaurs eating trees thud Egg dropping

grumble (end of story) Hungry stomach

GOOD BETTER VERB BEST VERB VERB (examples) (examples) glides drifts floats swoops lunges plunges slides slips slithers tumbles summersaults cart-wheels

12 bounces springs leaps

GOOD, BETTER, BEST The text is rich for vocabulary skills. Assist the students in understanding the meaning of the text through locating verbs that describe the same action by creating this chart. Provide the “good verb” from the text. Allow the student to locate synonyms (use a thesaurus) to complete the chart. Reread the story substituting the different verbs.

GOOD VERB BETTER BEST VERB VERB (examples) (examples ) finds discovers locates

run chase race

loves adores treasures

see observe detect rolls reels whirls found discovered located

ONLINE ACTIVITIES for Rex Find an Egg! Egg! Egg! The flyleaf of the book displays sketches various dinosaurs. This book could lead to further discussion about dinosaurs. A comprehensive dinosaur website is https://www.uky.edu/KGS/education/dinosaurs.htm It provide at least 20 links about fossils and Earth history. An interview with the author/illustrator:

http://www.bkmag.com/2015/02/05/steven-weinberg-on-his-childrens-book-rex-finds-an- egg/ Author’s website: http://www.stevenweinbergstudio.com/rex-finds-an-egg-egg-egg

 What Do You Do with an Idea? written by Kobi Yamada and illustrated by Mae Besom

13 WRITER’S WORKSHOP The format of a Writer’s Workshop is to have multiple drafts going at the same time. This book supports that philosophy. It is difficult to write a draft, revise, and edit all in one work session. Students need time. When they put aside a project and return to their draft, they will see it in a different perspective, just like in the story. Use this story to support the habit of coming back to a project again and again. MY IDEA After reading the story, ask “What is your big idea?”. Set ground rules for the idea. RULE 1. The idea cannot be a toy. RULE 2. It will help “change your world”. The students write about the “big idea” that they would create for themselves or others and explain why they would want it. Next they draw a picture of their “big idea”. Use this template to write. I, ______, (student name) am a ______and _____ person (two adjectives to describe him/herself). Therefore, I need ______(a description of the “big idea”). It would ______(how the “big idea” would be helpful and “change their world”). EXAMPLE: I, Elizabeth, am a playful and friendly person. Therefore, I need a hang-up clothing device. It would put away all of my clothes. It would change my world so that I would have more time to play with my friends, and my mom would be happy that my room was neat and clean. DO YOU KNOW AN INVENTOR? / RESEARCH Use the “big idea” in the story to introduce a research project on inventors. (For a list of possible inventors to research, see appendix) Facts the students will need to research are:

1. Full name of the inventor 2. Name of the invention 3. Date of invention 4. Reason this invention is important 5. Picture of the invention (drawn or photo) Inventor facts https://kidskonnect.com/science/inventors-inventions/ Inventor’s Biographies http://www.kidinfo.com/american_history/inventors_inventions.html List of Inventors http://encyclopedia.kids.net.au/page/li/List_of_inventors A FIGURATIVE IDEA The illustrator draws the idea as an egg. An idea is really a bit abstract for younger students to comprehend. Help with the understanding of the book by using a few of the following discussion questions. Why was the child embarrassed by the idea? Why did it take so long for the child to share the idea with the world? Can ideas follow us around? Where do ideas come from? Do ideas help make our lives better? What would a world without ideas be like? Is an idea the same as an invention?

QUERY BOOKS This activity has been stolen from Isaac Newton. He kept query books (question books) for his scientific and mathematical ideas. He observed his world and asked questions as he worked. He recorded his questions and observations so that he could return to them later. Some of his query books resulted in new avenues of scientific and mathematical thinking. Give the students small blank books to use as a “query book”. Ask them to record their ideas. No

14 idea is considered bad. That is the beauty of an idea. By writing down their ideas, the students are creating the habit of paying attention to their thinking, and their ideas will be remembered. Hopefully, this will grow creative thinkers as the student evaluate and reflect on their ideas. This could be incorporated into a daily journal. The “idea” could be a new word discovered while reading, or the student would write a question that they would like to research.

IT IS REALLY MINE! Use this opportunity to explore the concept of Intellectual Property! (to communicate “copyright” to even very young children: have them make a drawing or some item that they take care with—a building project or art project, something that they create and value. Then assign the name of a classmate and put that name on the objects—and praise the NAMED classmate, rather than the CREATOR of the object. Discuss how the students feel about not getting credit for something that they put a lot of thought, time, and effort into creating…)

ONLINE ACTIVITIES for What Do You Do with an Idea? YouTube video of the book: https://www.youtube.com/watch?v=0a5BhTpb3_k Illustrator’s website: http://www.illustrationweb.us/artists/MaeBesom/view

 Found written and illustrated by Salina Yoon

LOST AND FOUND Create a flyer to describe a found item. Included in the flyer should be

1. a description of the found item (color, size, name of the item- action figure, stuffed animal, sports equipment, clothing). Include a drawing or a photo. Discuss why being specific in the description would be important.

2. contact information

15 A VARIATION ON LOST AND FOUND (FOUND A GOOD BOOK TO READ) Create a flyer for a book that the student would recommend to read. Included in the flyer should be

1. a one sentence summary of the “found” book

2. a drawing or photo of the book

3. contact information (the name of the student who is recommending the book)

4. tear-off strips at the bottom of the poster with the recommending student’s name When the posters are displayed in the classroom or library, a student interested in reading the book would tear off the contact information form at the bottom of the poster. The interested student would use that information to locate the person who recommended the book. That person will help him/her locate the book in the classroom or the library. FINDING THE HUMOR The end papers of the book contain a collection of “lost” posters. Although the plot of the story is a good match for the younger readers, older students will appreciate the humor illustrated thought metaphors (LOST train of thought) and references to historical events (LOST Amelia Earhart). FINDERS KEEPERS? Use this book as an opportunity to discuss what “good citizens” do when items of value are found that are not readily identifiable as the rightful owner- like money or jewelry. What do you do?

ONLINE ACTIVITIES for Found author/illustrator Salina Yoon’s web site: http://www.salinayoon.com

APPENDIX INVENTORS TO RESEARCH

16  Mary Anderson- windshield wipers

 Eli Whitney- cotton gin

 Richard Drew-scotch tape

 Thomas Edison-light bulb, motion picture camera

 Benjamin Holt-tractor

 Henry Ford- Model T automobile

 Alexander Graham Bell- telephone

 Orville and Wilbur Wright- airplane

 Ruth Wakefield- chocolate chip

 Joseph-Michel and Jacques-Etienne Montgolfier- hot air balloon

 Tim Berners-Lee- World Wide Web

 George Eastman- hand held camera

 Levi Strauss- blue jeans

 Elias Howe- sewing machine

 Johannes Gutenberg- printing press

 Benjamin Franklin—bifocals

 Elijah McCoy- lubricating oil cup for machine parts

 George Washington Carver- 300 uses for peanuts

 Galilei Galileo- thermometer

 Richard Goddard- modern fuel rocket