The Stinky Cheese Man and Other Fairly Stupid Tales

Author(s): Jon Scieszka & Lane Smith

Copyright: 1992

Publisher: Viking

Scieszka, J., Smith, L., & Leach, M. (1992). The Stinky Cheese Man and other fairly stupid tales. New York, N.Y., U.S.A.: Viking.

Reading Level: 3-4

Lexile Measure: 520L

Genre: Fiction, fairy tale, myths.

Description: Imagination, amusing, cleverness, funny, creative.

Delivery Suggestion: Whole group/Read aloud.

Summary: Scieszka and Smith take classic fairy tales and twist them around to create new, unforgettable, versions. The Stinky Cheese Man deconstructs not only the tradition of the fairy tale but also the entire notion of a book. Going against the traditional ways, this book creates excitement and experiences of entertainment for readers. Jack, the narrator, pays no mind to structure, as apparent right from the start of this silly text!

Electronic Resources:

FairyTales This resource provides students with all the classic versions of the well-known fairy tales. Students can browse this website, read the tales, and become familiar with the plots of the commonly told versions.

Your Own Fairytale This resource allows students to create their own fairytales by filling in the missing pieces of the puzzle, such a ‘mad libs’. Students can get a better understanding of how fairy tales are formatted and how the events are sequenced. This website also provides them with the opportunity to become creative and have fun!

Vocabulary: Kernel, grind, dependable, sly, gagged, harvested, enchantment.

Teaching Suggestions:

-Have this text available for students to read during a free period time. It is a great way to get students who are not usually engaged in reading material to pick up a book and interact with the text, since it is viewed as a fun and humorous book.

-Use this book to supplement a fairytale, folktale, or myth unit. This book can be used as a read aloud during an initiation to such a lesson. It will grab student’s attention immediately and get them interested in learning more about classic fairytales.

-Use this book to supplement a science lesson about odors and transformation overtime. Why does cheese stink? Scientifically, is this a misconception?

Comprehension Strategies:

Before Reading: Have students read several classic traditional fairytales on their own and take notes about the characters in the tales. Have students compare the characters presented in the classic versions with the characters presented in the retelling versions. What is similar and what is different about the character traits and the situations?

During Reading: Have students engage with this text by using Readers Theatre. Students can practice their fluency skills and also interact with the different characters and narrations. This can provide students with the opportunity to relive the text several times and comprehend the story elements better.

After Reading: Have students create a venn diagram, comparing the stinky cheese versions and the classic versions. Share and display these diagrams so students can add onto their findings as well.

Writing Activity:

Instruct students to create their own fairytales. First, have students compose a fairytale that would be viewed as traditional, with the common sequencing of events, and ending. Next, have students compose a ‘twisted tale’ such as those read in The Stinky Cheese Man and Other Fairly Stupid Tales. Encourage students to be creative and use their imaginations. 

My Freedom Trip

Author: Francis & Ginger Park

Illustrator: Debra Reid Jerkins

Copyright: 1998

Publisher: Boyds Mill Press

Park, F., Park, G., & Jenkins, D. R. (1998). My freedom trip. Honesdale, Pa.: Boyds Mill Press.

Reading Level: 5-6

Lexile Measure: 510L

Genre: Historical fiction.

Description: Character, values, journey, freedom, courage.

Delivery Suggestion: Read aloud.

Summary: Soo, a child from North Korea, escapes to South Korea in the dark night. The story is written based on memories of the author’s mother. Right before the Korean War broke out, Soo secretly crosses the 38^th parallel, attempting to join her father on the other side. Her mother waits behind because it is dangerous to compete this task with more than one person. The child remembers her mother’s words, “Be brave Soo!” –even though there seems to be an enemy soldier always near her. These words from her mother stay with her for years to come.

Electronic Resources:

Korean War This kid friendly resource provides viewers with facts about the Korean War, the events that led up to it, and the events that followed it. This website can help a student gain knowledge about the time period that the story takes place in and the factors of the war the character is living through.

Geography This resource provides viewers with geographic information regarding the Koreas and Asia. It also provides visuals such as a map, which a student can use to get a better understanding of Soo’s journey.

Vocabulary: Pagoda, trembling, peasant, sorrowfully, yut, embracing.

Teaching Suggestions:

-Use this book to supplement a history lesson regarding the Korean War. Students can get a better understanding of what life was like for people living through it.

-Use this book to discuss courage. Many signs of bravery are shown during the text, especially for such a young girl during such a hard time.

-Use this book to supplement a geography lesson about Asia, specifically North Korea, and South Korea.

Comprehension Strategies:

Before Reading: Have students briefly conduct research about the Korean War, using different types of resources, such as encyclopedias, other forms of text, and online sources. Have them fill out a worksheet, which is asking the ‘who, what, where, when, why, and how’ of the Korean War. This will provide students with background knowledge that they can use while reading the story.

During Reading: Have students write down any signs or forms of courage that are displayed throughout the story. Have them include the characters involved and what they do to display acts of bravery. What words in the text signal that it was an act of courage?

After Reading: Have students work in small groups to share and discuss the different acts of courage that they noticed during the story. Have them collaborate their ideas and make a T-chart that lists the character on one side and the act on the other side.

Writing Activity:

Have students write a response in their writing journals explaining what courage means to them. Then, instruct them to include an experience where they acted with great courage or witnessed such an act. Have students share these experiences with each other in small groups. 

Claudia and Mean Janine

Author: Ann M. Martin

Copyright: 1987

Publisher: Scholastic

Martin, A. M. (1987). Claudia and mean Janine. New York: Scholastic.

Reading Level: 4-6

Lexile Measure: 650L

Genre: Graphic Novel, Fiction.

Description: Illness, responsibility, care, selfishness, family.

Delivery Suggestion: Small group or individual.

Summary: This novel is the seventh book in the Baby-sitter’s Club series. Things are not going too well in the Kishi household. Claudia feels that Janine is always diminishing her and is avoiding helping out around the house. Their grandmother, Mimi, has a stroke and requires close care. Claudia ends up dropping out of the BSC playgroup and makes adjustments to her art class so she can tend to Mimi. Meanwhile, Janine is doing her own thing and not contributing. However, Janine did try to help but Claudia always is volunteering and her parents like it. Frustration is building for Janine.

Electronic Sources:

PBS Kids: Sibling Rivalry This resource provides viewers with different situations of sibling rivalry. It also provides viewers with possible solutions and positive procedures for fixing the issue at hand. Sibling rivalry is very common in many households, as we can see in Claudia and Mean Janine.

Scholastic This resource provides viewers with information and background about the creation of the Baby-Sitters Club and the creator herself, Ann M. Martin. Students will find information about Ann, a photo album, letters from Ann, and other related novels and series. Becoming familiar with the series will provide students with a background and aid to their understanding of the text.

Vocabulary: Stroke, bouquet, gurgling, stimulation, pounced.

Teaching Suggestions:

-Use this book to discuss sibling rivalry and solution to sibling conflict.

-Use this book to discuss responsibility at home, as well as at school.

-Use this book to discuss illness and health. Mimi experiences a stroke. This may be something that students are not familiar with. Use this book to discuss such illnesses that we may see in a parent or grandparent.

Comprehension Strategies:

Before Reading: Have students compose a passage in their journal about a time that they experienced a big fight or disagreement with a sibling. If they do not have a sibling, have them think about a time with another family member such as a cousin, or a friend. Remind students to think about how the fight initiated and how it was resolved. Then, from looking at the title and the cover of the book, have students predict what they think the major conflict in the story will be.

During Reading: As students read, have them create character trait lists for Claudia and Janine. Encourage them to use their inferential comprehension skills in distinguishing the two characters personalities. Even though they are siblings, they may have very different traits. As they identify character traits for the girls, have students compare and contrast Claudia and Janine using their trait lists. What is similar about them and what is different?

After Reading: Have students create a timeline representing the unfolding of events in the story. Students can use images or illustrations to represent each event, and should include a brief description of what is occurring.

Writing Activity:

Have students create a role and responsibility list for each member in their household. Students will list the member and explain that individuals responsibilities. For example, the father of the house may be responsible for paying the bills, washing the cars, mowing the lawn, taking the trash out, etc. However, these responsibility lists should be details and written in full sentences. Encourage students to discuss this with their family members as well to assure their knowledge about the individual is correct. Students can then bring home their finished works and share them with their family.

Slob

Author: Ellen Potter

Copyright: 2009

Publisher: Philomel Books

Potter, E. (2009). Slob. New York: Philomel Books.

Reading Level: 5-6

Lexile Measure: 740L

Genre: Realistic Fiction

Description: Bullying, grief, emotions, invention, determination.

Delivery Suggestion: Individual.

Summary: Owen Birnbaum is experiencing the troubles of grief and loss, since his parents have been killed. However, this is not the only sad thing that Owen is experiencing. At school, he is constantly picked on and bullied for being really smart and overweight. Owen is determined to invent something that shows the past so he can identify who murdered his parents. Unfortunately, he is always being made fun of at school. Owens sister feels badly for him so she does something that she thinks will help Owen. However, Owen finds out about his sisters action and his hopes for his invention seem to be diminished. This emotional novel is one of the 2010 Children’s Choice winners.

Electronic Resources:

Stop Bullying This resource provides students with the opportunity to become informed about bullying with facts, prevention and reaction suggestions, games, and videos. Students need to be more aware of the impact that bullying has on their peers. Many outsiders in the story about Owen could have helped stop the harassment. Gaining knowledge on this subject can help students make the right decision.

KidsHealth This kid friendly resource allows students to read about ‘moving to middle school’ and the potential problems they may encounter when it comes to friendships, schoolwork, health, safety and more. This site also provides an audio device so students can listen to the information that is being provided. As readers are able to see during Slob, middle school can be a challenging time. Being proactive and preparing for all the possibilities can help students be happy and successful.

Vocabulary: apparatus, conceivable, primitive, olfactory, levitating, guffaw, pulverize.

Teaching Suggestions:

-Use this book as a supplement to a lesson on bullying and creating a bully-free environment.

-Use this book to discuss the troubles with grief and loss. Have students work together to generate beneficial suggestions for coping with loss.

-Have students make personal connections to Owen and the other characters present in the story. Also, encourage students to make predictions often throughout the story.

Comprehension Strategies:

Before Reading: As a class, brainstorm the crucial elements needed to create a bully-free environment. Discuss the different ways the students are bullied and the common consequences that are enforced when an individual or group of people are bullies.

During Reading: As students are reading, have them take note of specific features and elements about the environment that allow for Owen to continuously receive harassment. Students can use a T-chart format, having the location of the incident listed on one side and the factors of the situation on the other side. Students can compare T-charts with their classmates as they read the story.

After Reading: Instruct students to write a brief summary of the story. Then, using one of the graphic organizers provided from the Education Oasis site,  http://www.educationoasis.com/curriculum/GO/sequence.htm, have students fill in the sections appropriately in regards to the sequence of events from the story.

Writing Activity:

Have students write a personal narratives in which they describe a time when they witnessed, experienced, or participated in an act of bullying. Narratives should include the use of dialogue, descriptive details, sensory language, and conclusions in which students reflect upon their feelings during and after the incidents they describe. 

The U.S. Constitution

Author: Norman Pearl

Illustrator: Matthew Skeens

Copyright: 2007

Publisher: Picture Window Books

Pearl, N., & Skeens, M. (2007). The U.S. Constitution. Minneapolis, Minn.: Picture Window Books.

Reading Level: 3-4

Lexile Measure: 620L

Genre: Nonfiction, historical.

Description: Historical, factual, informational, government, constitution.

Delivery Suggestion: Individual.

Summary: This nonfiction text provides readers with historical facts about the U.S. Constitution and the government, through the voice of President James Madison. It is formatted through six short chapters, with illustrations, a table on contents, glossary, index, and other useful resources. Learn about the development of the U.S. Constitution, who was involved, where it took place, during what time period, and other important information about the government branches.

Electronic Resources:

World Almanac for Kids This resource provides students with a list of all 27 amendments. It also provides other useful outlets that can help benefit with all other disciplines.

U.S. Constitution Facts This resource, which is provided in the back of the book, provides students with great sites to benefit many educational needs, and in this case, further information regarding the U.S. Constitution. The text provides a special code: 1404826432, which will bring viewers directly to useful information pertaining to this book.

Vocabulary: Amendment, congress, delegates, democracy, national, patriotic, Revolutionary War, Executive branch, Legislative branch, Judicial branch.

Teaching Suggestions:

-Use this book as a read aloud during the initiation of history lesson regarding the U.S. Constitution.

-Use this book when teaching about different text features, such as footnotes, glossary, table of contents, index, headings, and more.

-Use this book as a supplement to lesson regarding rule following. Students can read this book at the beginning of the school year and use what they have learned to create a Classroom Constitution as a class.

Comprehension Strategies:

Before Reading: Provide students with the crucial vocabulary words that are used in the book, that they must know for comprehension purposes (such as the words listed in the glossary). Instruct students to look up the meanings of these words, define them, and create their own personal glossary for this book. Then, have students refer to the glossary provided in the text and compare their definitions. Make any changes to the definitions as needed and encourage students to refer to their glossary as they are reading.

During Reading: As students read the book, have them list down any significant name mentioned in the book. These names are all prominent individuals who contributed to the U.S. Constitution in some way. Have them include a brief description of each individual, including the individual accomplishments in regards to the development of the Constitution. Have them record this information in their writing journals so they can access it later at any time.

After Reading: Students can create a historical timeline using all the dates and significant events discussed in the text. Encourage students to refer back to the text and also to use their glossary to assure they are not leaving out any crucial information. Students can then create a personal timeline of their lives. Instruct students to include one or two sentences explaining the significance of each date/event (for the historical and personal timeline). Provide students with the opportunity to share their personal timelines with their classmates and also put them on display around on the classroom or in the school library.

Writing Activity:

Have students create a Constitution for their own homes. Instruct them to refer back to the text and make connections between the factors and personal involved in the U.S. Constitution and the factors and personal involved in their home environment. Encourage students to share these creations with their families. 

One Crazy Summer

Author: Rita Williams-Garcia

Copyright: 2010

Publisher: Amistad

Garcia, R. (2010). One crazy summer. New York: Amistad.

Reading Level: 3-5

Lexile Measure: 750L

Genre: Historical fiction, Realistic fiction.

Description: Diversity, new experiences, change, city life, courage, heartbreak, funny, family and social structures.

Delivery Suggestion: Small group or individual.

Summary: Life is not easy and we see that clearly through the lives of three young sisters who are in search of the mother who abandoned them. You would expect an eleven-year-old to be weak and dependable after her mother left her, her two younger sisters, and her father to flee across the country and basically forget about their family. It doesn’t get any easier either. However, eleven-year-old Delphine, along with her younger sisters, Vonetta and Fern, are sent by their father and Big Ma to stay with their mother who once neglected them in Oakland, California during the summer of 1968. When the girls arrive to California from Brooklyn, their mother, Cecile, still wants nothing to do with them. She makes them eat takeout dinners, doesn’t allow them to step foot in the kitchen, and wont explain the strange visitors with Afros and black berets who come to the house. Just when you thought it couldn’t get any worse, Cecile sends her three daughters to a summer camp sponsored by a revolutionary group, the Black Panthers. However, it does not turn out bad after all.

Electronic Resources:

Black Panther Party This kid friendly resource provides students with the opportunity to read and gain knowledge about the Black Panther Party. Students can browse this site to develop prior knowledge about the group, which is referenced very frequently in the story, for when they are reading the novel. The site also provides students with additional resources to further their learning about the topic.

1968 This resource provides students with detailed facts about historical events during the time period that the story takes place (1968). The information is presented in a chronological format and provides students with further reading on every specific event. This will allow students to become familiar of what it was like during this time period. They will be able to connect and relate better to the characters and understand what was happening around the girls, in the world, at this time.

Vocabulary: defiant, fugitive, dispatched, oppressed, reverberation, flummoxed, begrudgingly.

Teaching Suggestions:

-Use this book to supplement a social studies lesson about the significant historical events that were occurring during the time period that the text takes place (1968).

-Use this book to discuss diversity and acceptance. We see the hardships that these three young girls are faced with. What kind of environment would have made things easier for them at this time?

-Use this book to discuss family and social structure. It is very possible that members in the classroom come from families that are not run in a typical fashion. Provide students with the opportunity to connect to the characters experiences and discuss coping techniques for such tough situations.

Comprehension Strategies:

Before Reading: Have students list all the words that come to mind when they hear the term and think of the Black Panthers. After students are finished reading, list on the other side of the paper those words that students now include in their description of the Black Panthers.

During Reading: Have students create a character list for the following characters: Delphine, Vonetta, Fern, Cecile, Sister Mukumbu, Hirohito. As students read the novel, have them list words and descriptions for each character. This will provide students with the opportunity to “get to know” the characters and grow with them as the story develops.

After Reading: Have students participate in a pair and share activity where they share with a partner three things that they learned from reading this novel. Also, have students share and discuss the character traits they came up with for the characters in the story. Encourage students to identify any common occurrences in their findings and common themes.

Writing Activity:

Instruct students to create a diary entry from the view of Delphine. If students were in her position and experiencing the things that she was going through, how would they feel? Do they think Delphine was acting stronger than she truly was feeling at times? Have students use the appropriate voice of the character. Encourage students to really adapt to the situation and become the character for this writing activity.

Firegirl

Author: Tony Abbott

Copyright: 2006

Publisher: Little, Brown

Abbott, T. (2006). Firegirl. New York: Little, Brown.

Reading Level: 4-6

Lexile Measure: 670L

Genre: Realistic Fiction

Description: Challenges, different abilities, friendship, pride, self-esteem, overcoming fears and obstacles.

Delivery Suggestion: Individual or small group.

Summary: Jessica Feeney is not like every other seventh grader, and that becomes very noticeable to her classmates and peers when she attends a new school. Jessica is disfigured and obtains abnormalities about her appearance after suffering from sever burns in an accident. She is attending a new school, St. Catherine’s, to be closer to the hospital where she will be undergoing skin graft treatments. Jessica knew it was not going to be easy. The children react in different ways, but Jessica changes Tom’s life forever.

Electronic Resources:

Tony Abbott Books This is the link to author Tony Abbott’s website. Students can visit the site to learn more about Firegirl, and also receive an introduction to Abbott’s other novels. The site provides viewers with personal information about Mr. Abbott, a Q&A section for writers, a blog, news, and more.

Kids Against Bullying This resource provides students with the opportunity to learn how to spot and stop bullying. It also allows students to share experiences and participate in anti-bullying activities. The projecting message is, “No one should be teased for being different.” Firegirl exhibits to readers that even the smallest gestures, negative or positive ones, can have a powerful impact on someone’s life.

Kid Source This resource provides lots of helpful information about being at ease with handicapped children. Sometimes being on the outside, looking in is just as hard as being the victim. Students can read the information presented to help them identify with Jessica and become informed about how to feel when in her classmate’s situation.

Vocabulary: Skin grafts, hoarse, wince, slogan, inaudible, antiseptic, indestructible.

Teaching Suggestions:

-Use this book to exhibit that diversity and being different is OK. If a new student is attending your classroom, students can read this novel prior to get a closer look at what it is like to be unlike everyone else.

-Use this book to discuss bullying. What did Jessica’s classmates do that was not nice? What did Jessica’s classmates do that made her feel accepted? Have student identify the negative vs. positive gestures that had an impact on Jessica.

-Use this book to highlight leadership roles and what it is like to be a leader. If everyone else were afraid of Jessica, would you have the courage to become close to her? That is a leader. Stress to students the great qualities of a leader.

Comprehension Strategies:

Before Reading: After showing students the front of the book, telling them the title, and reading a brief summary, instruct students to make three main predictions about the novel. Have them generate questions that they may have about the story and keep track to see if these questions are answered as they read. Were their predictions correct? What led them to create these assumptions?

During Reading: Have students take note to Tom’s reaction to Jessica and how it changed over time. How did Tom and Jessica’s friendship build and grow? What events occur during the story to develop this friendship? Have students write a journal entry explaining a personal experience when their initial reaction to something changed overtime.

After Reading: On Tony Abbott’s webpage (listed above), he writes, “Asking questions is one of the best ways to learn anything at all.” Have students write a letter to Tony Abbott asking him any questions they may have for him as an author. Have students include their feelings toward the novel and the impact that Firegirl had on their lives.

Writing Activity:

Have students write an alternative ending for Firegirl. OR, have students imagine Jessica’s next experiences after she leaves St. Catherine’s, and write her story as a sequel to Firegirl.