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Children of Exile
Published September 13th, 2016 by Simon & Schuster for Young Readers

Children of Refuge
Published September 12th, 2017 by Simon & Schuster for Young Readers

Author: Margaret Peterson Haddix

Children of Exile Summary: For the past twelve years, adults called “Freds” have raised Rosi, her younger brother Bobo, and the other children of their town, saying it is too dangerous for them to stay with their parents, but now they are all being sent back. Since Rosi is the oldest, all the younger kids are looking to her with questions she doesn’t have the answers to. She’d always trusted the Freds completely, but now she’s not so sure.

And their home is nothing like she’d expected, like nothing the Freds had prepared them for. Will Rosi and the other kids be able to adjust to their new reality?

Children of Refuge Summary: After Edwy is smuggled off to Refuge City to stay with his brother and sister, Rosi, Bobo, and Cana are stuck alone—and in danger—in Cursed Town in the thrilling follow-up to Children of Exile from New York Times bestselling author, Margaret Peterson Haddix.

It’s been barely a day since Edwy left Fredtown to be with his parents and, already, he is being sent away. He’s smuggled off to boarding school in Refuge City, where he will be with his brother and sister, who don’t even like him very much. The boarding school is nothing like the school that he knew, there’s no one around looking up to him now, and he’s still not allowed to ask questions!

Alone and confused, Edwy seeks out other children brought back from Fredtown and soon discovers that Rosi and the others—still stuck in the Cursed Town—might be in danger. Can Edwy find his way back to his friends before it’s too late?

ReviewOne thing you can always guarantee when you read a Haddix book is that it will suck you in and will be super unique! The Children of Exile series did not disappoint. I will admit, it is really hard to review either of the books without spoiling. The summaries above both did a really great job, but everything that happens after that suspense-building summary happens would spoil something for you. But I will promise you these things:

  • You will be on the edge of your seat and not be able to figure out what is going on for 90% of the first book.
  • You will be disgusted by the treatment of the children once they are returned to their parents.
  • You will want to help Edwy and his friends so badly throughout the entire second book.
  • You will have to stop reading when the reveal happens in the first book just to process it. Then you’ll reread. Then you’ll text someone who has read it.
  • You will want to know more than book 2 tells you, so we’ll all be waiting impatiently for #3.
  • You will realize that these books are actually a bit older and darker than they first seem.

Teachers’ Tools for Navigation: Like other Haddix books, you will find the best home for these books in the hands of kids. They are going to be talking about these books after they read them!

Discussion Questions: Discussion questions are available on Haddix’s website.

Flagged Passages: “‘Remember to be good little children!’

Good little children, good little children, good little children…

I saw children crying and clinging to their Fred-parents’ legs. I saw men yanking babies from their Fred-parents’ arms. I turned my back to my own Fred-mama and Fred-daddy — maybe to grab them as hard as I could — but the crowd surged just then, pushing Bobo and me up the stairs. I couldn’t see my Fred-parents anymore. I hadn’t even had a chance to tell them a proper good-bye.” (Children of Exile, Chapter 3)

“I’d been counting on being able to run fast enough no one caught up.

‘Good,’ an oily voice whispered in my ear. ‘Now you understand that screaming is useless.’

‘No, I was just–‘ Before I could add deciding what to scream next, a thick hand slid over my mouth. It smelled of onions and sweat and mud and, I don’t know, maybe puke as well.” (Children of Exile, Prologue)

Read This If You Love: Knife of Never Letting Go by Patrick Ness, Tesla’s Attic by Neal Shusterman, Masterminds by Gordon Korman, Spillzone by Scott Westerfeld

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**Thank you to Casey at Media Masters for providing copies for review!**

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The Misadventures of Max Crumbly: Locket Hero
Author: Rachel Renee Russell
Published: June 7, 2016 by Aladdin

A Guest Review by Emily Baseler

GoodReads Summary: Max Crumbly is about to face the scariest place he’s ever been: South Ridge Middle School. There’s a lot that’s great about his new school, but there’s also one big problem—Doug, the school bully whose hobby is stuffing Max in his locker. If only Max could be like the hero in his favorite comics. Unfortunately, Max’s uncanny, almost superhuman ability to smell pizza from a block away won’t exactly save any lives or foil bad guys. But that doesn’t mean Max won’t do his best to be the hero his school needs!

Review: This book is the beginning of a soon to be very popular series. I suggest you purchase a copy of this book for your classroom library while you still can. In June, the 2nd book will be released and I have a feeling it will not be available on the shelf for long. This book has a very similar style to the “Dairy of a Wimpy Kid” series which children across grade levels love. This book introduces relevant themes to a middle grade reader such as peer conflict, coping with bullying, pop culture, relationships, friendship, surviving middle school, and learning to laugh at yourself. This book was an easy ready and would be ideal for a more reluctant reader or to read for pleasure.

Teachers’ Tools for Navigation: This book is one of the rare few written in second person. Max Crumbly, the narrator, is writing journal entries addressing the reader as “you.” “The Adventures of Max Crumbly” would be an interesting text to explore point of view with your students. You could also use the text to highlight the use of exclamation and variation of font. Additionally, the text could be a resource when reviewing the writing process. There are entire sentences scratched out, arrows redirecting the narrative, edits, revisions, and inclusions in the final text.

Discussion Questions: Is this style of writing something you think you would be able to create?; How does the point of view of the narrator impact your perceptions as a reader?; What value did the illustrations add to the text—if any?; Are there any themes or topics in which you can identify/connect with?

Book Trailer: 

Online Resource: http://maxcrumbly.com/

Read This If You Loved: Dork Diaries series by Rachel Renee Russell, Dairy of a Wimpy Kid series by Jeff Kinney

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Thank you, Emily!

RickiSig

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Nonfiction Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

March Trilogy
Author: John Lewis and Andrew Aydin
Illustrator: Nate Powell
Published 2013, 2015, & 2016 by Top Shelf Productions

Summary: Congressman John Lewis (GA-5) is an American icon, one of the key figures of the civil rights movement. His commitment to justice and nonviolence has taken him from an Alabama sharecropper’s farm to the halls of Congress, from a segregated schoolroom to the 1963 March on Washington, and from receiving beatings from state troopers to receiving the Medal of Freedom from the first African-American president.

Now, to share his remarkable story with new generations, Lewis presents March, a graphic novel trilogy, in collaboration with co-writer Andrew Aydin and New York Times best-selling artist Nate Powell (winner of the Eisner Award and LA Times Book Prize finalist for Swallow Me Whole).

March is a vivid first-hand account of John Lewis’ lifelong struggle for civil and human rights, meditating in the modern age on the distance traveled since the days of Jim Crow and segregation. Rooted in Lewis’ personal story, it also reflects on the highs and lows of the broader civil rights movement.

Book One: Begins with John Lewis’ youth in rural Alabama, his life-changing meeting with Martin Luther King, Jr., the birth of the Nashville Student Movement, and their battle to tear down segregation through nonviolent lunch counter sit-ins, building to a stunning climax on the steps of City Hall.

Book Two: After the success of the Nashville sit-in campaign, John Lewis is more committed than ever to changing the world through nonviolence – but as he and his fellow Freedom Riders board a bus into the vicious heart of the deep south, they will be tested like never before. Faced with beatings, police brutality, imprisonment, arson, and even murder, the young activists of the movement struggle with internal conflicts as well. But their courage will attract the notice of powerful allies, from Martin Luther King, Jr. to Attorney General Robert F. Kennedy… and once Lewis is elected chairman of the Student Nonviolent Coordinating Committee, this 23-year-old will be thrust into the national spotlight, becoming one of the “Big Six” leaders of the civil rights movement and a central figure in the landmark 1963 March on Washington for Jobs and Freedom.

Book Three: Fall 1963, the Civil Rights Movement is an undeniable keystone of the national conversation, and as chair of the Student Nonviolent Coordinating Committee, John Lewis is right in the thick of it. With the stakes continuing to rise, white supremacists intensify their opposition through government obstruction and civilian terrorist attacks, a supportive president is assassinated, and African-Americans across the South are still blatantly prohibited from voting. To carry out their nonviolent revolution, Lewis and an army of young activists launch a series of innovative projects, including the Freedom Vote, Mississippi Freedom Summer, and a pitched battle for the soul of the Democratic Party waged live on national television. But strategic disputes are deepening within the movement, even as 25-year-old John Lewis heads to Alabama to risk everything in a historic showdown that will shock the world.

Many years ago, John Lewis and other student activists drew inspiration from the 1950s comic book “Martin Luther King and the Montgomery Story.” Now, his own comics bring those days to life for a new audience, testifying to a movement whose echoes will be heard for generations.

Review: No matter what I say in this review, I am not going to give this trilogy justice. I mean, Book Three won the National Book Award, Sibert Medal, Printz Award, Coretta Scott King Award, YALSA Excellence in Nonfiction, and the Walter Dean Myers Award. And it had SIX starred reviews, Book Two had FOUR starred reviews, and Book One had FIVE starred reviews. That is FIFTEEN between the three! And they all deserve whatever praise or recognition they have received.

John Lewis’s story included many aspects of the Civil Rights movement I did know about; however, it gives insight into these events that no one else could give us as Lewis is the last of the March on Washington speakers to be with us. It also addresses aspects of the movement that are not taught in history books because it is ugly. Our history is ugly, but that is exactly why it needs to be talked about. There were times when reading where I had to put the book down (especially in Book Three) because this truth was harder to read than just any fiction I’ve encountered. These were my tweets as I was reading (read bottom to top):

But it is because of the shocking nature of our history that we must speak and read and learn about it. We are supposed to keep moving forward, and the only way to make sure we know which way that is, is to learn about what was in the past. John Lewis, with the help of his co-writer Andrew Aydin and the illustrator Nate Powell, have given us a gift with these books. A gift of a look into the past through the eyes of an insider.

I’d also like to share how amazing it was to see John Lewis at ALA Annual in Chicago! I had the honor of hearing him speak twice: once at the Coretta Scott King Award breakfast and once in the Library of Congress pavilion. I also got to shake his hand (though the picture didn’t come out–boo!), thank him, and get my book signed by him and Nate Powell. I am still in awe of the experience!

Teachers’ Tools for Navigation: PLEASE put these in classrooms! U.S. History teachers, use these as your resource for teaching about Civil Rights. ELA teachers, use these as a nonfiction text in any unit. Anyone with a library for young adults, please put them in your collection. Everyone, read these with a young adult or get them to a young adult. Learning about John Lewis’s truth is how we keep history from repeating itself.

Discussion Questions: 

March Book One Teaching Guide

March Book Two Teaching Guide

March Book Three Example Lesson Plan

Flagged Passages: 

Here are three passages I took photos of because it shocked me how relevant they are to our society today. They may not be the best representation of John Lewis’s narrative; however, they do show the beautiful format and artwork as well as touch on some of the events in Book Three.

Read This If You Love: Just read these. I promise.

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The Wonderful Things You Will Be
Author: Emily Winfield Martin
Published: August 25, 2015 by Random House

A Guest Review by Jennifer Zafetti

Summary: This heartwarming picture book is from the point of view of a parent who is eager to see the development of their child. The parent questions who their child will become and what interests they will possess. In the end, there are endless possibilities that the future has to offer to the child.

Review: This is a great book to give to a parent with a small child! The Wonderful Things You Will Be would make for a soothing bedtime story. The sweet message of the story is that a child can be anybody that they want to be. There are no expectations set for a child to adhere to so their future is an empty canvas waiting to be painted! The book, using second person, discusses the uniqueness of you and the wonderful attributes you have to offer to the world. There are many “what if” questions that will get the reader thinking about all the wonderful things that they can do with their life.

Teachers’ Tools for Navigation: The Wonderful Things You Will Be is an engaging children’s book that encourages the reader to embrace the future. There are beautiful illustrations to accompany the text. The teacher can use this book to discuss rhyming words, as well as point of view.

Discussion Questions: What are some rhyming words that you noticed in the story? How do the illustrations enhance the text? What do you want to be when you grow up?

Flagged Passage: 

Read This If You Loved: Giraffes Can’t Dance by Giles Andreae, and If Animals Kissed Good Night by Ann Whitford Paul

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Thank you, Jennifer!

RickiSig

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Grandma in Blue with Red Hat
Author: Scott Menchin
Illustrator: Henry Bliss
Published April 14, 2015 by Abrams

Guest Post by: Sarah Mangiafico

Summary: When a young boy learns about what makes art special—sometimes it’s beautiful, sometimes it’s funny, sometimes it tells a story—he realizes that these same characteristics are what make his grandmother special, too. As a result, he finds the inspiration to create his own masterpiece that’s one of a kind.

Christopher Award–winning author Scott Menchin and New York Times bestselling illustrator Harry Bliss have teamed up for a celebration of the power of art and expression, and the extraordinary love between grandparent and child.

Review: I love how this book expresses the different feelings that art can evoke in someone, along with the meaningful moments that it can capture. Sometimes something can be art simply for being funny or for making you feel nice; art does not have to be complicated to be art. This is a powerful message to share with readers, since many people often think that art needs to have many different meanings and lots of creativity in order to be art. The art that the boy makes about his grandma clearly shows the feelings and thoughts that can inspire someone to make art. The art that he makes about her is also very touching, and is a great ending to the book that leaves readers (including myself) ready to go out and create their own meaningful art pieces.

Teachers’ Tools for Navigation: Grandma in Blue with Red Hat is a wonderful book that can show students how “Anything can be in an art exhibition,” and can teach them how anything that they create can be considered art (Menchin 3). This is a great book to introduce students to what art is, and can motivate kids to want to create their own art pieces for a “class art museum.” After creating their pieces, students can walk around the “class art museum” and write down why they think each piece is art. Grandma in Blue with Red Hat is a sure way to get students interested in art, and to create art that is meaningful to them in some way.

This book is also a wonderful book to share with students because the art pieces shown in the book are real and famous pieces of art. Reading this book as a read aloud can introduce students to these pieces and can lead to a more in-depth class study of them and the artists that made them. A variety of cultures are represented in the art pieces shown in the book as well, which makes this book culturally relevant.

Discussion Questions: What is art? Why did the boy in the story decide to use his grandma as an inspiration for his art? What are some things that you could make an art piece about? What makes you choose those things?

Flagged Passages: “Grandma is beautiful. Grandma is different. Grandma is funny. Grandma tells me stories. Grandma comes from far away. Grandma makes me feel good” (p. 17).

Read This If You Loved: Draw! by Raúl Colón, Maybe Something Beautiful by F. Isabel Campoy and Theresa Howell, My Pen by Christopher Myers

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The Fourteenth Goldfish
Author: Jennifer L. Holm
Published: April 5, 2016 by Yearling

A Guest Review by Kelsey Iwanicki

Summary: The Fourteenth Goldfish follows the story of Ellie, an 11-year-old girl, who is currently struggling to find her passion, especially following the gradual drop off with her one and only friend, Brianna. However, everything changes when her mother brings home a quirky and crabby 13-year-old boy, Melvin. Ellie notices striking similarities between Melvin and her seventy-something year-old grandfather until he comes clean and tells her that they are in fact the same person. Melvin has worked on developing a drug to reverse the signs of aging, which has successfully worked on himself.

As Ellie and Melvin get closer, they also form an unlikely friendship with a goth student, Raj. Together they give Melvin advice about being a teenager, such as giving him acne medicine and hair elastics. They also help Melvin eventually, after a few failed attempts, steal the same compound that reversed his age. Melvin’s original plan was to steal the gene so he could share it with the world and receive the Nobel Peace Prize. However, Ellie persuaded him not to on the grounds of moral ethics and how scientific impacts can be both positive and negative. Due to this, Melvin flushes the compound down the drain and starts to tour the country. Thanks to her time with her grandfather, Ellie is able to discover his passion in science and also gain a few friends along the way, Raj and Momo.

Review: What I liked most about this book was its quirkiness, mostly exemplified through Melvin. Although the relationship between Ellie and Melvin is untraditional, you can also get glimpses of a typical relationship between a grandfather and granddaughter is like, one that isn’t usually written about. The majority of characters are nontraditional, such as Raj, who is explicitly written as goth; Ellie, a girl scientist (although this is becoming more popular, usually boys are the ones in the STEM fields); and Melvin, as a grumpy 13-year-old.

What I didn’t like about the book was the build-up. Although they failed multiple times at stealing the compound, there was no suspense for when Melvin actually succeeded. Rather, he just came home one day with it. The climax actually was when Ellie had a self-realization that science has both positives and negatives, which honestly was kind of a let down because the plot had focused around getting the compound from the lab. Ultimately, it was a good theme because Ellie realizes there are good and bad things with any passion.

All in all, I did like the book, I think it could appeal to students who are interested in science and realistic fiction books.

Teachers’ Tools for Navigation: This book should definitely be included in a classroom library for independent reading because I think it would appeal for students because it is a little quirky and has some interesting characters. It could also prompt some interesting discussions for literature circles because students could discuss the ethics behind using a compound to reverse aging.

A teacher could also use it as a read aloud for a few reasons. It would be interesting to consider the other perspectives of characters such as Melvin or Melissa, Ellie’s mother. Additionally, they could talk about the character traits and what makes Melvin and Ellie such strong characters. Or, they could talk about science and ethics behind what scientists release.

Discussion Questions: If you had a compound that could reverse aging, would you take it? Why or why not?; If you discovered a compound that could reverse aging, would you deliver it to the public? Why or why not?; What do you think will happen to Ellie and Brianna’s friendship? Ellie and Momo’s?; What do you think the side affects are from taking the compound? / What do you think happened to Melvin?; Put yourself in Ellie’s shoes, how would you feel if your grandfather attended the same school as you?; What is the importance of the fourteenth goldfish?

Flagged Passage: “Average people just give up at the obstacles we face every day. Scientists fail again and again and again. Sometimes for our whole lives. But we don’t give up, because we want to solve the puzzle” (p. 47).

Read This If You Loved: El Deafo by Cece Bell; Fish in a Tree by Lynda Mullaly Hunt; Out of My Mind by Sharon Draper; Rain Reign by Ann M. Martin; Unusual Chickens for the Exceptional Poultry Farmer by Kelly Jones

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Thank you, Kelsey!

RickiSig

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Nonfiction Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

Hazardous Tales: Alamo All-Stars
Author and Illustrator: Nathan Hale
Published March 29th, 2016 by Abrams Books

Summary: “Remember the Alamo!” That rallying cry has been a part of Texas lore for generations. But who were the ragtag group of adventurers behind the famous slogan, and how did they end up barricaded in a fort against a Mexican army? Who survived, who died, and how? This sixth book in the bestselling Hazardous Tales series tracks the Lone Star State’s bloody fight for independence from the Mexican government. It features the exploits of the notorious Jim Bowie, as well as Stephen Austin, Davy Crockett, and other settlers and soldiers who made the wild frontier of Texas their home—all told with the inimitable style and humor for which Nathan Hale is known.

Teaching Guide with Discussion Questions and Activities from Abrams by ME!, Kellee Moye: 

How to use this guide

  • For Alamo All-Stars, opportunities to have discussions and complete activities across different content areas are shared. In the “Fun Across the Curriculum” section, these activities and discussion questions are split into subject areas and are written as if they are being asked of a student.
  • At the end of the guide, Common Core State Standards and Next Generation Science Standards are listed that can be met when the books are extended using the activities and discussion questions.

Fun Across the Curriculum

  • Language Arts
    • The title page and the cover show two different illustrations of the Alamo. Compare and contrast the illustrations. Using information from the text, when is the cover illustration from, and when is the title page illustration from?
    • Why would Alamo All-Star need two narrators, Nathan Hale and Vincente Guerrero, while all of the other Hazardous Tales books only needed Hale? How would the story have differed if only Hale had narrated the book? What about only Guerrero?
    • On page 10-11, Guerrero uses the metaphor of a set table to describe Texas in the 1820s. Why does he use this metaphor to describe the state of Texas at this time?
    • On page 18, Hale uses another metaphor of an explosive barrel to illustrate the situation Austin and his settlers were in. How does an explosive barrel and Austin’s situation relate to each other?
    • After researching cholera (science section), look at Hale’s personification of the disease on page 37. Why did he choose this creature to embody cholera?
    • Many different events and problems caused Santa Anna’s army to be able to easily defeat the Texans at the Battle of the Alamo. Create a cause/effect graphic organizer showing the correlation between different events leading up to the Battle of the Alamo and the fall of the Alamo.
      • For example:
    • Much of what happened at the Alamo during the infamous battle as well as stories about Davy Crockett and Jim Bowie have become an American legend. What is a legend? Why has some parts of the story of the Alamo become a legend and not a complete factual part of history?
    • Throughout the book, Hale includes direct quotes from primary sources. How do these quotes enhance the story? How are primary sources more reliable when sharing historical events than secondary sources?
  • History/Social Studies
    • The page of Texas on the end sheets shares the different battles during the Texas revolution. Using Alamo All-Stars, convert the map into a timeline by graphing each battle on the date/year they were fought.
    • Using the text feature on pages 10-11 that shared the 1820s Texas settlers, answer the following: how did each settler threaten each other? Why was Texas such a treacherous place at this time? Who was the rightful settler of Texas?
      • Then, split the class up into 8 groups and assign a group of settlers to each group of students. They then should research the group, and determine how they ended up in Texas, why they felt they deserved to stay in Texas, etc.
    • Page 12 defines a filibuster and gives an example of one. What other famous filibusters have happened in history? Use the Wikipedia article “Filibuster (military)” and its resources to learn about other filibuster expeditions. Unlike the James Long Expedition, were any successful?
    • Throughout the book, Mexico goes through different types of governments: a monarch (inferred from p. 16), a republic (mentioned on p. 17), and a despotic (mentioned on p. 40). Compare and contrast the similarities and differences of the different types of governments.
    • Page 88 shows one of the many flags that have flown over Texas. Using the Texas State Historical Information article “Flags of Texas” and the Flags of the World website, learn about all of the different flags that Texas has flown. Why have so many flown over Texas? Where does the phrase “six flags of Texas” come from?
    • On page 104, Santa Anna compares himself to Napoleon. How are the two men similar? How do they differ?
    • On page 113, Hale jokes, “Don’t feel bad. Everyone forgets about Goliad.” Why do you think the Battle of the Alamo is remembered by so many while the massacre at Goliad is not?
    • Why are Travis, Seguin, Bowie, and Crockett pictured on the front of Alamo All-Stars? Is this who you would consider the all-stars of the Alamo? If not, why not? If so, what did they do to deserve that title? Is there anyone else you would consider an Alamo all-star?
  • Science
    • Cholera killed tens of thousands in the summer of 1833 including Bowie’s wife and her family. What is cholera? How does it spread? Why did Bowie’s family try to travel north to escape it?
    • On page 47, Noah Smithwick was quotes sharing that one member of the Gonzales army had a nose bleed; however, he used scientific terms such as nasal appendage and sanguinary fluid. What do these terms mean?
  • Math
    • On page 31, Rezin Bowie mentions that they were outnumbered 14 to 1 during the battle. Using the illustrations and clues in the “Jim Bowie and the Lost Mine” section to determine how many men were on Bowie’s side and how many men they fought and defeated.
    • Santa Anna’s army outnumbered the Texans by a large amount. Using the information shared about the number of men in each side of the battle, determine an approximate ratio of the battle.
      • After you estimate using Alamo All-Stars, research the actual number of men at the battle and determine the ratio. How close was your estimate?
  • Foreign Language (Spanish and French)
    • Throughout the text, different Spanish words are used, many of which can be defined using context clues or connecting to the English language because they are cognates with a word you already know. Look through the book, and try to define all foreign language vocabulary. Some words throughout the book:
      • El Gran Libro Enorme de la Historia Mexicana (p. 6)
      • ejercito de las tres garantias (p. 9)
      • empresario (p. 12)
      • mucho (p. 16)
      • viva la revolución (p. 21)
      • fantástico (p. 31)
      • Dios y libertad (p. 36)
      • alcalde (p. 45)
      • fandangos (p. 72-84)
      • voy a firmarlo (p. 98)
      • mes amis (p. 103 | French)
        • Which words were easier to define? Why were they easier?
  • Music
    • At the Battle of the Alamo, both Santa Anna’s army and the Texas army played music (p. 91). Research to determine what music was played at the battle. Why would they play music while preparing for a battle?

The teaching guide, along with the other books in the series, can also be viewed at: https://www.scribd.com/document/326377929/NathanHale6-TeachingGuide or http://www.abramsbooks.com/academic-resources/teaching-guides/

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