Trade Book

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Allison Robinson
Trade Books

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Title: A Sound of Thunder Author: Ray Bradbury

Publisher: Collier’s Magazine Year of Publication: 1952

Topic/Theme/Genre: Science Fiction Short Story

Author’s point of view/thesis and arguments: This short story
discusses how technology and humans can change the outcome of the
future. In the story, Eckels goes on a time travel trip to kill a
Tyrannosaurus Rex with two tour guides. The tour guides tell him
not to step off the path no matter what happens because one small
change can impact the future. Eckels gets scared and runs off the
path. When they return to the future everything is changed and it is
Eckels’ fault. This is the concept of the Butterfly Effect.

Unique Aspects of this Text: This text is unique because it talks
about humanity and technology and how technology can impact the
future.

Author’s methodology: The story is told in the third person
narrative from the point of view of Eckels. Ray Bradbury uses this text to discuss the Butterfly
Effect. The butterfly effect is when something small in the past is changed and therefore the
entire future is changed.

Suitable for Grade Levels: 6-8, 9-12

Personal Response to this text as a Reader and Teacher: This text is a bit mature in content, but it
allows for an interesting discussion about cause and effect. Eckels steps in a butterfly and ends up
changing who wins the election and much more in the future.

Curriculum Connections:
1. Lesson Idea #1- Students will write down any words unknown to them during their first
read through the story (ex: annihilate, delirium). Students will then use context clues to go through
and define these words and then re-read the story.
Related CCLS: CCSS.ELA-LITERACY.L.6.4.A
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a
sentence) as a clue to the meaning of a word or phrase.

2. Lesson Idea #2- Students will choose a topic about the change in the environment
happening now, such as drilling for more oil to lower gas prices or cutting down more trees to build
cities, and they will write a paragraph about how something like this could affect our future.
Students will make sure to think about cause and effect and can use instances in the story to
support their response.
Related CCLS: MS- ESS2-5. Collect data to provide evidence for how the motions and complex
interactions of air masses results in changes in weather conditions.
● Cause and effect relationships may be used to predict phenomena in natural or designed
systems. (MS-ESS2-5)

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Title: City of Ember Author: Jeanne DuPrau

Publisher; Random House Children's Books Year of Publication: 2003

Topic/Theme/Genre: Post-apocalyptic, science fiction, children's
literature

Author’s point of view/thesis and arguments: This book is written in
the third person. The book is about the city of Ember, a city an
underground city threatened by aging infrastructure. The
protagonist, Lena, and her friend, Doon, follow clues left behind to
find a way out of Ember. A large theme of this story is teamwork.
The entire city works together in their own ways to keep the city
running and Lena and Doon work together to follow the clues to find
a way out of Ember.

Unique Aspects of this Text: This text is unique because although
it is set in a post-apocalyptic world, the characters do not know
that they are living in a post-apocalyptic world.

Author’s methodology: The City of Ember is written in the third person with a focus on the
thoughts of Lena and Doon. The story is set in a dystopian type setting. Throughout the book
readers are able to learn that Ember was built underground after something happened to the world
that made it unhealthy. This novel inspires students to think about sustainability and electricity.


Personal Response to this text as a Reader and Teacher: This book takes an interesting look at
sustainability and what would happen if the electricity in this underground world actually stopped
working. It is also interesting because of the mystery of what could be beyond Ember. This is a
story that hooks young readers and keeps them interested.

1. Lesson Idea #1- Students will read the descriptions of the City of Ember and will work
together as a class to make a map that will be hung on the wall. Students will pay close attention to
detail and use close reading strategies to create the map.
Related CCLS: CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

2. Lesson Idea #2- Students will discuss sustainability and how Ember was able to sustain
itself, with a focus on growing food and plants. As a class we will grow bean plants from seeds.
Students will research and draw a diagram about the life cycle of plants and photosynthesis.
Students will then write what they believe would happen to all the plants in ember if the lights went
out for good.
Related CCLS: MS-ESS2-4. Develop a model to describe the cycling of water through Earth's
systems driven by energy from the sun and the force of gravity.

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Title: Alice’s Adventure in Wonderland A
uthor: Lewis Carroll
Publisher: Macmillan Publishers Year of Publication: 1865

Topic/Theme/Genre: Fantasy, Children’s Fiction, Growing up/Loss of
innocence

Author’s point of view/thesis and arguments: Alice falls down a rabbit
hole into a nonsensical world populated by strange creatures and even
stranger rules. Alice has to navigate this fantasy world and all the
challenges it throws at her. Carroll uses this fantasy world and the
changes Alice goes through to look into the idea of growing up and the
idea of a child navigating the adult world.

Unique Aspects of this Text: This text is unique because it uses a
strange world and confusing characters to think about growing up and
navigating the real world, where not everything makes sense.

Author’s methodology: The story is told from the third person limited
omniscient point of view. The narrator knows the action that Alice
knows but is still at a distance from the action. Carroll wrote this book after telling the story to
three young girls of a friend. The girls loved it and one of the girls, named Alice, asked him to write
it down for her.


Personal Response to this text as a Reader and Teacher: Most students know a version of the Alice
in Wonderland story and it would be interesting to have students compare what they know to the
original story. It is also a fun story because of the nonsensical ideas and characters throughout.

1. Lesson Idea #1- Students will create a collage of pictures and words that they believe
describes Wonderland. The students will use online resources, magazines, and other pictures or
words available to create the collage. The collage must have at least 15 pictures or words.
Related CCLS: Art Standard 1- Creating, Performing, and Participating in the Arts. Visual Arts 1.
Students will make works of art that explore different kinds of subject matter, topics, themes, and
metaphors. Students will understand and use sensory elements, organizational principles, and
expressive images to communicate their own ideas in works of art. Students will use a variety of art
materials, processes, mediums, and techniques, and use appropriate technologies for creating and
exhibiting visual art works.

2. Lesson Idea #2- In the story Alice’s Adventures in Wonderland, the Queen of Hearts has
playing cards that serve her. In this activity, students will be split into small groups and will be
given a deck of 52 cards. The Queen has ordered the cards to stack themselves as high as they can
without falling over. The students will work together in groups to create the tallest card tower they
can using only the cards given to them.
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Related CCLS: Engineering Standards:The design process is a purposeful method of planning

practical solutions to problems. Requirements for a design include such factors as the desired
elements and feature of a product or system or the limits that are placed on the design.
Title: The Road Not Taken Author: Robert Frost
Publisher: Henry Holt Company Year of Publication: 1916

Topic/Theme/Genre: Poetry

Author’s point of view/thesis and arguments: This poem
is written in the first person narrative. A man is walking
in the woods and comes to a fork in the road. He has to
choose between the two paths and the author describes
both of the paths. This can be taken as literally taking a
path in the woods or it could be taken as coming to a
fork in life and having to make a decision.

Unique Aspects of this Text: This piece is unique
because of its use of allegory and symbolism. The path
can be taken as making a big decision in life and having to weigh the two options.

Author’s methodology: This poem is written in the first person narrative. This poem is special
because it is an allegory. It has both a literal and figurative meaning. The narrator comes to a fork
in the woods and has to choose a path. This can be taken literally or figuratively, meaning making
choices in your life.

Suitable for Grade Levels:6-8

Personal Response to this text as a Reader and Teacher: “The Road Not Taken” is a classic poem. I
think having this poem in a unit to introduce poetry is a great idea. I think this poem can be easy to
decipher literally with some help and then having the students think more deeply about the
figurative meaning can help them to see that sometimes you have to dig deeper to find the greater
meaning.

1. Lesson Idea #1- This poem is about making decisions. Students will think of a time in their
lives in which they have had to make a tough decision and will write a well constructed narrative
about whether they chose the easy path or the hard path and why they made this decision. Making
text to self connections.
Related CCLS: CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.

2. Lesson Idea #2- After reading the poem, students will write the theme and choose details
from the text to support that theme.
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
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Title: Oranges A
uthor: Gary Soto
Publisher: Scholastic Paperbacks Year of Publication: 1992

Topic/Theme/Genre: Poetry, descriptive writing

Author’s point of view/thesis and arguments: This poem is
written in the first person narrative about a boy taking a walk
with a girl. The author uses colorful descriptions to narrate the
event. It also shows how much the author cares about the girl he
is walking with because he gives up one of his oranges to pay for
the chocolate she wants. He is putting her wants ahead of his
own.

Unique Aspects of this Text: This text is unique and interesting
because it uses almost all five senses to describe the event.

Author’s methodology: This poem is written in the first person
narrative. Soto uses very detailed descriptions throughout the
poem. He also uses different senses to describe his walk: hearing,
seeing, feeling.

Suitable for Grade Levels: 6-8

Personal Response to this text as a Reader and Teacher: This text is a great example of descriptive
writing. I think that using this poem in the classroom will really demonstrate to the students the
way to use all the senses to describe an event.

1. Lesson Idea #1- Students will close their eyes and listen to the teacher read the poem
aloud, trying to picture it in their heads. When finished the teacher will pass out the poem and
students will read individually. Students will then compare and contrast the experience of having
the poem read to them and reading the poem for themselves.
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing
an audio, video, or live version of the text, including contrasting what they "see" and "hear" when
reading the text to what they perceive when they listen or watch.
2. Lesson Idea #2- Students will write their own descriptive poem of an event trying to use all
five senses to describe what is happening.
Related CCLS: CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey
experiences and events.

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Title: The Collected Poems of Langston Hughes (Poem:Dreams) Author: Langston
Hughes
Publisher: Knopf Year of Publication: 1994

Topic/Theme/Genre: Poem. The importance of dreams.

Author’s point of view/thesis and arguments: This poem is
short but has a deep meaning. The poem looks at the
importance of dreams and holding on to them. Describing a
life without dreams as a bird that cannot fly or a field
frozen with snow.

Unique Aspects of this Text: Langston Hughes was
extremely influential during the Harlem Renaissance. He
was an activist and his work provides a look into the climate
of the time period.

Author’s methodology: Langston Hughes makes use of
metaphors in this poem to describe how important he believes dreams are. This poem offers a
strong message about the importance of dreams and is also a good example of metaphors.


Personal Response to this text as a Reader and Teacher: This poem is short but powerful and also
provides an opportunity to learn about the Harlem Renaissance and the 1920’s. Students can look at
how artists and people of that time period were influenced by their environment and climate and
how it was shown in their work.

1. Lesson Idea #1- Students will write a research paper about the Harlem Renaissance literary
movement of the 1920’s and how the economic climate, race, and other factors would have
influenced the artists of the movement. Students can choose to focus on one specific author or on
the movement as a whole.
Related CCLS: D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people
during different historical eras.

2. Lesson Idea #2- Students will pick 2-3 works of Langston Hughes throughout his life and
analyze how he evolved throughout the years or how his own life was depicted in his work.
Conduct short research projects to answer a question, drawing on several sources and refocusing
the inquiry when appropriate.
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Title: Where the Sidewalk Ends (Poems: Where the Sidewalk Ends, A Running Giraffe)
Author: Shel Silverstein
Publisher: Harper Collins Publishers Year of Publication: 1974

Topic/Theme/Genre: Children’s Poetry

Author’s point of view/thesis and arguments: The book
Where the Sidewalk ends is a collection of Shel Silverstein
poems. They are silly poems about made up creatures, people,
or scenarios. The poem Where the Sidewalk Ends talks about
leaving the place that is smoky and dark to a place where the
sidewalk ends. This could be interpreted as leaving the adult
world and following children into their world of imagination
where the sidewalk ends. The poem The Running Giraffe is a
silly poem about writing on the neck of a running giraffe.

Unique Aspects of this Text: Shel Silverstein writes poems
that are silly and fun for children, but many of his poems
often have deeper adult meanings and can be appreciated by
all ages.

Author’s methodology: Shel Silverstein writes the poems in a variety of points of view. Many of his
poems are nonsensical, but can have a deeper meaning. Where the Sidewalk Ends is about going to a
place that seemingly doesn’t actually exist, but it also means leaving this dark world of adults and
following children into their made up, fantastical world.


Personal Response to this text as a Reader and Teacher: I love this book and all the poems in it. I
think the variety of poems Silverstein writes is a good example of all the different types of poetry
that can be written. Where the Sidewalk Ends has stanzas and rhyming, while A Running Giraffe is
written to look like it's on the side of a giraffe’s neck. This book can inspire students to write
poetry in anyway they feel.

1. Lesson Idea #1- Students will read the two poems and describe the types of poems they
are (narrative, haiku, free verse, sonnet, etc.). Students will then take a closer look at Where the
Sidewalk Ends and write the theme of the poem and use lines from the poem to support their
writing.
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By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the
range.

2. Lesson Idea #2- Students will write their own poem, in any form, about anything they want
(as long as it is appropriate for school). If haiku is chosen they must write 2-3 haikus. The students
will review and revise their writing into a final draft that will be compiled into a class poetry book.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Title: The Giver A
uthor: Lois Lowry
Publisher: Houghton Mifflin Year of Publication: 1993

Topic/Theme/Genre: Utopian/dystopian fiction novel

Author’s point of view/thesis and arguments: An important theme in
The Giver is the importance of memory. Lowry was inspired to write
this novel after visiting her aging father who had lost most of his
long-term memory. The author realized how important the memories
were to pain and happiness. In the novel, Jonas is chosen to be the new
receiver of all the memories of his community, which changes his views
of the society.

Unique Aspects of this Text: This novel is unique because it starts off
describing the society in what the reader thinks is a utopia, but then
turns into a dystopia. The society does not seem as ideal as first
thought

Author’s methodology: This novel is written in the third person narrative whose point of view is
limited to what jonas observes and thinks.. The author uses simple, direct language throughout the
story, which is appropriate for the age group audience, but it also echoes the views of the society in
the novel.


Personal Response to this text as a Reader and Teacher: I think this book is important to teach in
middle school because students are learning about wars and other big historical events and they
should understand how history impacts us. The community in The Giver has no memories and is very
different from our own. I think this novel can get students to think critically about the importance
of both good and bad memories.

1. Lesson Idea #1- The teacher acts as the Giver and students act as the Receivers. The
students work in small groups. The teacher will give each of the groups descriptions of memories of
both positive and negative historical events like the holocaust, slavery, or the moon landing. The
students will then answer “Are the memories worth the pain?”, “Why is it important to have both
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good and bad memories?”, “How would our society be different if we forgot all the bad memories?”.
Then as a group the students will decide one memory to pass along to Jonas and explain why.
Related CCLS: D2.His.15.6-8. Evaluate the relative influence of various causes of events and
developments in the past.

2. Lesson Idea #2- Students will work together in small groups to create a video acting out
The Giver in 90 seconds. Students will include all relevant details and use props to act out scenes.
Students will also together to write a paper focusing on the theme of the book, using textual
evidence for support.
Related CCLS:CCSS.ELA-LITERACY.W.6.6
Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others.

Title: The Random House Book of Greek Myths (Daedalus and Icarus)
A
uthor: Joan D. Vinge
Publisher: Random House Year of Publication: 1999

Topic/Theme/Genre: Greek Myths

Author’s point of view/thesis and arguments: This book is a retelling
of 14 classic Greek myths. There are introductions of the Greek
Gods and Goddesses and illustrations to go along with the stories.

Unique Aspects of this Text: This is a book of some of the most
famous Greek myths compiled together. This is a good source when
discussing Greek myths of the heroes or Gods that were once
worshipped.

Author’s methodology: This is a retelling of classic myths by author
Joan D. Vinge. Vinge explains some of the background of the myths
and how they have survived.


Personal Response to this text as a Reader and Teacher: This book is a great source of myths and
the introduction of the Gods and their beginning. This book will also be helpful when reading future
works about Greek myths, like Percy Jackson and the Lightning Thief.

1. Lesson Idea #1- In a well organized paragraph, students will write the theme or central idea
of the story of Daedalus and Icarus. Students will provide details and examples to develop and
support their response.
Related CCLS:CCSS.ELA-LITERACY.RL.6.2

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2. Lesson Idea #2- Students will each be assigned a God, Goddess, Minor God, or Hero to
research. After doing research about their character, each student will have to act out their
person in front of the class. Students will make sure to use props and include important details that
will help the class to understand who they are supposed to be.
Related CCLS: 1. Students will create and perform theatre pieces as well as improvisational drama.
They will understand and use the basic elements of theatre in their characterizations,
improvisations, and play writing. Students will engage in individual and group theatrical and
theatre-related tasks, and will describe the various roles and means of creating, performing, and
producing theatre.

Title: Percy Jackson and the Lightning Thief A
uthor: Rick Riordan
Publisher: Miramax Books Year of Publication: 2005

Topic/Theme/Genre: Young Adult Fantasy-adventure novel, fiction

Author’s point of view/thesis and arguments: This novel, along with
the others in the series are written from the first person point of
view of Percy Jackson. This series is a modern reimagining of classic
Greek Mythology. The same God, Goddesses, and mythological
creatures exist as in the original myths but the have taken on a new
look. This book also reimagines the hero’s journey. Twelve-year-old
Percy Jackson discovers he is a demigod, goes to a camp for
demigods, and takes a quest to find Zeus’ stolen lightning bolt.

Unique Aspects of this Text: This text is unique because it takes the
characters of classic Greek Mythology and gives it a new, modern
makeover.

Author’s methodology: The Percy Jackson series is told from the first person point of view of
Percy. The story follows Percy on his first quest and the mythological people and creatures, both
good and bad, he comes in contact with. Rick Riordan has taken classic literature of Greek Myths
and reimagines them to keep it interesting for young readers.


Personal Response to this text as a Reader and Teacher: I read these books myself and I think it is
a great way to get young readers interested in a topic that might not originally have been on their
interest level.

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1. Lesson Idea #1- Students will learn about the theme of the hero’s journey. After reading
the novel, students will work to create a graphic organizer that outlines the hero’s journey that
Percy Jackson embarks on. Students will incorporate textual evidence to support their work.
2. Lesson Idea #2- Students will research and compare and contrast a myth, mythological
creature, or mythological person in Percy Jackson and the Lightning Thief to the original myth,
creature, or person in a short essay.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.6.9.A
Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms
or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their
approaches to similar themes and topics").

Title: Bridge to Terabithia Author: Katherine Paterson
Publisher: Crowell Year of Publication: 1977

Topic/Theme/Genre: Children’s fiction novel, friendship

Author’s point of view/thesis and arguments: The novel is written in
the third person (limited omniscient). The reader is viewing the events
from the view of Jess. The novel is about two children who become
unlikely friends and create their own magical kingdom in the woods.
There is a focus on the theme of friendship. Jess and Leslie quickly
become friends and Jess’ life is transformed, but then tragedy
strikes and Jess has to learn how to stay strong and overcome it.

Unique Aspects of this Text: This book is unique because it deals with
a tough subject, death and loss of a loved one. It allows young
students to learn about or identify with a character going through
loss.

Author’s methodology: Katherine Paterson was inspired to write this
novel by real events, after a friend of her son was struck by lightning.
The author


Personal Response to this text as a Reader and Teacher: I think this could be a good introduction to
loss. It is a good starting point to talking about death or how to mourn a loved one. It could be seen
as a controversial topic, but I think it is important to talk about and this novel can be a good
jumping off point or introduction.

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1. Lesson Idea #1- Before beginning the book, students will make predictions about it based on
the title and book cover. Students will write what they think the book is about, what they think
about the two people on the cover, why they think the characters are in the woods and other
predictions. The students will make sure to explain and give reasons why they believe these
predictions.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

2. Lesson Idea #2- After finishing the book, students will watch the film. Students will then
compare and contrast the book and the film in a 5 paragraph essay. Students will cite evidence from
book the book and the movie to support their claims.
Related CCLS:CCSS.ELA-LITERACY.RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing
an audio, video, or live version of the text, including contrasting what they "see" and "hear" when
reading the text to what they perceive when they listen or watch.

Title: Among The Hidden Author: Margaret Peterson Haddix
Publisher: Simon & Schuster Children’s Publishing Year of Publication: 1998

Topic/Theme/Genre: Young adult fiction novel, Government
totalitarianism, freedom vs. confinement

Author’s point of view/thesis and arguments: Among the Hidden is
set in a futuristic earth where overpopulation has occurred and has
dwindled food sources. A totalitarian government has taken over and
has set a two child limit to every family. Twelve-year-old Luke is a
third child and is confined to being hidden in the attic. Luke sneaks
out and meets another third child who wants to start a revolution.
When things go wrong for her, Luke is given the chance to leave his
family and start a new life. The author looks into freedom and
government control in this young adult novel.

Unique Aspects of this Text: It looks at real topics that could some
day become an issue. Overpopulation could be a problem one day and
this book gets kids thinking about that and about how that could be handled.

Author’s methodology: The book is written in the third person limited point of view of its main
character Luke. Margaret Peterson Haddix was inspired to write the book after having a discussion
with her husband about having more than two children, which led into a conversation about
overpopulation and the earth’s limited resources.


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Personal Response to this text as a Reader and Teacher: I think this novel is a good way to get
students thinking about economics and how supply and demand can impact the real world. While this
book is a fictional future, this is something that could impact our world at some point. This gets
students thinking about economics in a realistic way.

1. Lesson Idea #1-Students will write a piece about an idea to fix the dwindling food and
supply sources in Luke’s futuristic world. Students can research planting techniques and other
relevant topics. Students must give at least three reasons they believe their idea would work and
why.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
2. Lesson Idea #2- Students will think about the past of the world Luke lives in. They will
think about how the economy would have been functioning when the population started to grow.
Students will write a few paragraphs explaining how a growing population and supply and demand
would have caused changes in the economy and would have led to a two child limit in each family.
Related CCLS: D2.Eco.6.6-8. Explain how changes in supply and demand cause changes in prices and
quantities of goods and services, labor, credit, and foreign currencies.

Title: The Lottery Author: Shirley Jackson
Publisher: The New Yorker Year of Publication: 1948

Topic/Theme/Genre: Short story, fiction

Author’s point of view/thesis and arguments: This short story takes
place in a small town in which a lottery is going to take place. The
beginning of the story is almost bright and cheery, describing the
flowers blossoming and the green grass. But the mood soon becomes
somber and then tense as Mrs. Hutchinson protests. The real reason
for the lottery is finally revealed at the end, the winner must die.

Unique Aspects of this Text: This text is very Hunger Games like, in
that Someone from the town is sacrificed. But what makes this unique
is that the lottery is perceived as a good thing at the beginning but is
slowly revealed to be bad. The title is misleading because of our
knowledge and association with the lottery.

Author’s methodology: This story is written in the third person
objective narrative. The narrator is completely detached from the story. The process of the
lottery is just shown throughout the story instead of giving character thoughts. The story is
interesting because its title is misleading. Most people think of winning something good, like money,
when winning the lottery, but Jackson makes winning the lottery a negative thing.


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Personal Response to this text as a Reader and Teacher: I think that while this story may be
mature, it is beneficial to read because of the way it reveals the true meaning of the lottery. I
think this draws the reader in because of what we perceive the lottery to mean and it flips that
concept on its head.

1. Lesson Idea #1- Before reading, ask students to write how they would feel if they won the
lottery. Students will write about what they would do if they won the lottery. They will create a
story of their own about how they would act.
2. Lesson Idea #2- After reading the short story, students will write a persuasive piece in
which they have been picked for the lottery and have to convince the town to change their minds.
There must be valid reasons and explanations supporting their argument. They must remember they
are speaking to people who have done this for all their lives and don’t know any different.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Title: Journey to the Center of the Earth A
uthor: Jules Verne
Publisher: Pierre-Jules Hetzel Year of Publication: 1864

Topic/Theme/Genre: Science Fiction novel, new discoveries, survival.

Author’s point of view/thesis and arguments: This novel is written
from the point of view of Axel, the cautious nephew of Professor
Lidenbrock. Lidenbrock finds a coded message in an icelandic book
that reveals an entryway into the center of the earth. Lidenbrock,
Axel, and a tour guide venture into the center of the earth where
they face prehistoric beasts and new discoveries.

Unique Aspects of this Text: This text is unique because it imagines
a fantastical world within our world. It allows for imaginations to run
wild with what could exist in this place that Verne has created. It is
also interesting because it was inspired by the work of a Geologist.

Author’s methodology: This novel is written in the first person
narrative from the point of view of Axel. Verne originally wrote this
novel in 1864 in French and it has since been translated and made into a many movies, television
shows and inspired countless other works. Verne was inspired to write this after reading scientific
works by Geologist Charles Lyell.


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Personal Response to this text as a Reader and Teacher: I think this novel is mature, but the ideas
are childlike and interesting to young readers. Young readers can imagine this world inside a world in
which prehistoric beasts and new discoveries are lurking. It also provides a lesson on what they
earth is actually made up of and how there could not be a world like this inside of the earth.

1. Lesson Idea #1- Students will different colored play-doh or clay to construct a model of
the layers of the earth. Students will research the layers and their sizes and draw a diagram to go
along with the play-doh model. Students will also explain how mountains or valleys can be formed
because of plate tectonics.
Related CCLS: MS-ESS2-2. Construct an explanation based on evidence for how geoscience
processes have changed Earth's surface at varying time and spatial scales.

2. Lesson Idea #2- In the novel, Verne creates a world with many creatures and strange
happenings, but has creatures that did once exist. Students will create a story about what they
think could exist in unexplored parts of the world. Much of the ocean has not be explored and there
could be other parts of the world where fantastical worlds could be unfolding. Students will develop
an imagined narrative of an undiscovered world to share with the class.
Title: Tangerine A
uthor: Edward Bloor
Publisher: Harcourt Year of Publication: 1997

Topic/Theme/Genre: Fiction novel, fear, family, social class

Author’s point of view/thesis and arguments: This book is written from
the point of view of the main character, Paul Fisher. Paul and his family
move from Texas to Tangerine, Florida. After an sinkhole incident, Paul
chooses to transfers to Tangerine Middle, where he joins the soccer
team after having been denied a spot on the football team due to his
visual impairment. Paul develops friendships among the diverse
population of students and seeks to remember the source of his
blindness. Erik's delinquent behavior continues to be ignored by their
parents, even as he spirals out of control, leading to tragedy and a
rediscovered memory.

Unique Aspects of this Text: This book has some very serious content
including violence, death, assault, and injury, but it also looks complicated relationships and how
they develop throughout the story.

Author’s methodology: Bloor writes the novel from the point of view of Paul Fisher in the form of
dated journal type entries. This is an interesting way to write the story but it allows the reader to
be at the same level as Paul. The reader does not know what happened to Paul until he remembers
what his brother did to him to cause his visual impairment.
17


Personal Response to this text as a Reader and Teacher: Tangerine takes a deeper look into family,
lies and deceit, and even social class. Paul faces problems with his violent brother and his parents
overlook of the behavior. But then he also has to face the truth and the fact that his parents lied
to him about his impairment. But there is also the undertone of social class. Paul moves to a more
diverse school, where many of the students have to work to help their families.

1. Lesson Idea #1- Students will read the text and will create three open ended discussion
questions to discuss in small groups to more deeply explore the book.
Related CCLS: CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing
their own clearly.

2. Lesson Idea #2- After discussing differences of people, students will write a narrative
about the differences between them and their friends and how they accept and celebrate their
differences.
Title: Hatchet A
uthor: Gary Paulsen
Publisher: Delacorte Books Year of Publication: 1987

Topic/Theme/Genre: Young Adult Fiction, coming of age, survival.

Author’s point of view/thesis and arguments: 13-year-old Brian
Robeson is on his way to visit his father in Canada after his parents
recent divorce when his plane crashes and he is the only survivor. All
he has to survive the canadian wilderness are the clothes on his back
and a hatchet that his mother gave to him.

Unique Aspects of this Text: This text is a loss of innocence novel in
which it is man versus nature. Brian is stranded and has to learn how to
survive.

Author’s methodology: This novel is narrated in the third person,
however all of Brian’s thoughts and feelings are conveyed. Throughout
the story Brian has to learn how to survive in the wilderness, but he
also has to learn how to deal with his knowledge of his mother’s affair.
Brian struggles both physically and mentally throughout the story.


18
Personal Response to this text as a Reader and Teacher: I think this is a good book to teach during
middle school because it is a coming of age book. Brian goes through a hardship and has to learn how
to survive on his own. The students can relate to it because he is around the same age as them.
They can be asked to picture if they were in his place at that exact moment.

1. Lesson Idea #1- Students will create a storyboard that describes the story through the
major plot points. Students will use pictures and quotes from the text as support.
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a resolution.

2. Lesson Idea #2- Students will write a short essay about what they think would have
happened to brian had he found the survival kit earlier and whether he would be the same person he
become under the circumstances of the book. Students will use textual evidence to support their
argument.
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating
an understanding of the topic or text.

Title: Freedom Train A
uthor: Dorothy Sterling
Publisher: Doubleday Year of Publication: 1954

Topic/Theme/Genre: Non-fiction

Author’s point of view/thesis and arguments: Freedom Train
recounts the story of Harriet Tubman, who led hundreds of slaves
through the Underground Railroad, a complex organization of private
homes reaching from the South all the way to Canada.

Unique Aspects of this Text: This book is based on real events and
Harriet Tubman’s courage. It is an inspiring story and helps to teach
about slavery, the underground railroad, and the civil war.

Author’s methodology: This novel depicts the life of Harriet Tubman
and her life in slavery, her escape from it, and her bravery in
assisting hundreds of slave escape.


Personal Response to this text as a Reader and Teacher: This book looks at the life of Harriet
tubman and how she risked her life to help others escape slavery. This allows for a conversation
19
around slavery and also bravery. Harriet Tubman embodied altruism and that can be discussed as a
class about how people engage in selfless acts of bravery.

1. Lesson Idea #1- Students will research the life of Harriet Tubman and present their
findings in either a short story, poem, or song. Students will have details about who she was in
whatever form they choose to write.
Related CCLS: C CSS.ELA-LITERACY.W.6.9
History D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they,
and the developments they shaped, are seen as historically significant.

2. Lesson Idea #2- Students will research the underground railroad and the reasons for
helping slave escape. They will then pretend they live in that time and will write a persuasive letter
to a friend to convince them to help the people of the underground railroad.
Related CCLS: C CSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.

Title: My Brother Sam is Dead A
uthor: James Lincoln Collier & Christopher
Collier
Publisher: Scholastic Year of Publication: 1974

Topic/Theme/Genre: Historical Fiction

Author’s point of view/thesis and arguments: This novel is about how
The American Revolution was a war that divided families between
the Loyalists and the new Patriots and one of the families being torn
apart is the Meeker family. Tim sees his 16-year-old brother joining
the rebels, while his father remains loyal to the English. It is hard
for their town and the family to stay neutral as the war progresses.

Unique Aspects of this Text: This text shows the struggles of a
young boy and his loyalties to both his brother and his father all
while in the midst of war.

Author’s methodology: Young Tim is our narrator in this story. He is
faced with seeing his brother joining rebel forces and his father
staying loyal to the British. But as the story progresses Tim is torn
between wanting to side with one or the other. He is faced with hardships and soon has to take care
of his family. This shows how The Revolutionary War divided not only a nation but also families.
20


Personal Response to this text as a Reader and Teacher: This book is a very good book to use when
talking about The Revolutionary War. In history class we often talk about the dividing of the nation
due to this war but we never think about how it divided families too. I think this gives a new look to
a historic event that is talked about often.

1. Lesson Idea #1- Students will pretend to be either Tim’s Father or Tim’s Brother, Sam, and
will write a persuasive letter to Tim trying to get him to come to the side of the Loyalists or the
Patriots. Students will use prior knowledge of The Revolutionary War to complete this prompt.

2. Lesson Idea #2- Students will create a graphic organizer that separates the historical
information in the story from the imaginary information.

Title: Number the Stars Author: Lois Lowry
Publisher: Houghton Mifflin Year of Publication: 1989

Topic/Theme/Genre: Historical fiction

Author’s point of view/thesis and arguments: Number the Stars is told
from the point of view of ten-year-old Annemarie Johansen. The story
takes place in Denmark during World War 2. Annemarie’s best friend
Ellen is Jewish and her family has to flee from the Nazis and leave Ellen
to pretend to be a part of Annemarie’s family.

Unique Aspects of this Text:

Author’s methodology: This story is written from the perspective of
ten-year-old Annemarie. This story tells the tale of World War 2 and
the Nazis from from the perspective of a young child who does not
necessarily understand everything that is happening.


21
Personal Response to this text as a Reader and Teacher: This text is a different look at a very
serious historical time. The holocaust is a huge historical event and to be able to read something
from the perspective of a child gives a different perspective that might have a different impact on
the students.

1. Lesson Idea #1- Students will research the Holocaust and will write about what it must
have felt like for Jewish people during this time in history.

2. Lesson Idea #2- Students will research the holocaust and write about how this changed the
course of our history. Write about how the world was changed after this occurred.
Related CCLS: D2.His.3.6-8. Use questions generated about individuals and groups to analyze why
they, and the developments they shaped, are seen as historically significant.

Title: Daniel’s Story Author: Carol Matas
Publisher: Scholastic Year of Publication: 1993

Topic/Theme/Genre: Historical Fiction

Author’s point of view/thesis and arguments: Fourteen-year-old Daniel is
Jewish and he can’t remember having a normal life before the Nazis took
over in 1933. Daniel and his family are forced from their home to a
ghetto in Poland, and then to the Nazi death camps of Auschwitz and
Buchenwald. Daniel records the horrible acts of the Nazis with a
smuggled camera. The Nazis kill most of his family, but Daniel fights to
survive, and in the end is able to find hope and love.

Unique Aspects of this Text: Carol Matas' story goes along with the
exhibit "Daniel's Story: Remember the Children" at the United States
Holocaust Memorial Museum in Washington, D.C. While the novel is
fictional, it is based on the accounts of survivors.

Author’s methodology: This story is told from the perspective of 14-year-old Daniel about his time
growing up while under Nazi control. Daniel has seen horrible things and almost cannot remember
22
what his life was like before the horrible act of the Nazis. This novel has a young take on the
holocaust but also hits hard with the atrocity of it all.


Personal Response to this text as a Reader and Teacher: This story, like Number the Stars, is
based on very intense historical events but it needs to be talked about. Like Number the Stars,
Daniel’s Story is told from the perspective of a child. The difference with this story is that Daniel
goes through the ghettos and the death camps and makes it out alive. He sees horrible things and
has to survive afterwards.

1. Lesson Idea #1- Students will explore the United States Holocaust Memorial Museum and
will choose something from the cite to research and write a paper on. Students must make sure to
use details from the website and other sources to support their ideas.

2. Lesson Idea #2- Students will write a short paragraph about what they believe is the
biggest moment in the novel, the moment that changes the whole plot. Students will use textual
evidence to support why they believe that moment it the turning point of the story.
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a
text and contributes to the development of the theme, setting, or plot.

Title: Where the Sidewalk Ends (Poem: Band-aids) A
uthor: Shel Silverstein


Author’s point of view/thesis and arguments: The book
Where the Sidewalk ends is a collection of Shel Silverstein
poems. They are silly poems about made up creatures, people,
or scenarios. The poem Band-aids is about a child who
describes how many band-aids are all over his body and the
amount of bandaids he has just in case.

Unique Aspects of this Text: Shel Silverstein writes poems
that can be incorporated into content areas other than
English.

Author’s methodology: This poem is written from the point of
view of the boy with the band-aids. The poem describes how
many band-aids the boy has all over his body, but he does not have a cut or a sore. He is just
covered in bandages and over prepared with them.
23


Personal Response to this text as a Reader and Teacher: Shel Silverstein has poems that can be
used for many occasions. His poems can be incorporated into many content areas and it is fun to
bring poetry or art into areas that do not typically have that.

1. Lesson Idea #1- Every student will be provided with a copy of the Poem Band-aids by Shel
Silverstein. Working in pairs, students will draw trace one person on an oversized poster paper.
Students will then read the poem and count how many band-aids the speaker in the poem has. This
includes all the band-aids he is wearing and the ones he has in the box. Students will then write this
number as a fraction.
Related CCLS:6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.

2. Lesson Idea #2- Students will use the fraction found in the first lesson and divide it by ½,
¼, ⅛, and 1/16 and find out how many band-aids the narrator would have have dividing them.
Related CCLS: 6.NS Apply and extend previous understandings of multiplication and division to
divide fractions by fractions. 1. Interpret and compute quotients of fractions, and solve word
problems involving division of fractions by fractions

Title: Falling Up (Poem: One Out Of Sixteen) A
uthor: Shel Silverstein


Author’s point of view/thesis and arguments: The poem One Out of
Sixteen is named that because of the sixteen subjects/topics the
author write about, he is only good at one of them, creating the
fraction 1/16. This poem is silly but it is clever because of the title’s
relation to the lines in the poem.

Unique Aspects of this Text: The title of the poem describes what
the poem is about without actually saying it. The author is only good
at one out of sixteen things.

Author’s methodology: SHel Silverstein always write silly and clever
poems. The collection of poems in Falling Up are no different. One
Out of Sixteen is written in the first person and talks about all the subjects in school and whether
or not the author is good at them. The one subject that the author is supposedly good at is spelling
which is spelled wrong in the last line.
24


Personal Response to this text as a Reader and Teacher: I think this poem is fun because it can
combine two topics for students: poetry and math. The title of the poem is a fraction and we do not
realize what it means until we read the poem. I think this could be a fun way to incorporate poetry
into math.

1. Lesson Idea #1-
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the
range.

2. Lesson Idea #2- Students will create their own poem that incorporates fractions.
Related CCLS: 6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.

Title: You Wouldn’t Want to be an Egyptian Mummy Author: David Stewart
Publisher: The Salariya Book Company Year of Publication: 2002

Topic/Theme/Genre: Non-fiction

Author’s point of view/thesis and arguments: This book is about
mummification and Ancient Egypt. The author takes the reader on a
guided tour of your own death and burial, ancient Egyptian style.
This book uses colorful cartoons and detailed explanations to learn
about the practices of the past.

Unique Aspects of this Text: The author makes learning facts about
the rituals of the Ancient Egyptians fun with funny pictures and
interesting sidebars.

Author’s methodology: The author uses colorful pictures and funny
sidebars to teach students about mummification and interesting facts about Ancient Egyptian
rituals.

25

Personal Response to this text as a Reader and Teacher: I think this book is a good introduction to
the rituals of Ancient Egypt and the process of mummification. I would want to use this book to
explore Ancient Egypt before reading the book The Egypt Game by Zilpha Keatley Snyder.

Curriculum Connections: Students will learn about mummification
1. Lesson Idea #1- Students have learned about the mummification process and will do a an
experiment to test the mummification process. Students will mummify apples using baking soda and
salt. There will also be a control group so students can see the effects.
Related CCLS: MS-LS2-1 Analyze and interpret data to provide evidence for the effects of
resource availability on organisms and populations of organisms in an ecosystem.

2. Lesson Idea #2- Students will also have learned about pyramids. Students will compete in a
STEM challenge using 10 plastic cups, paper clips, and rubber bands to create a pyramids. Students
will work in small groups to complete this challenge. Students will then talk about the teamwork
process in both building their cup pyramid and the Ancient Egyptians building the real pyramids.
Related CCLS:6. Creative Communicator. Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and digital media
appropriate to their goals.
Engineering Concept:Standards:The design process is a purposeful method of planning practical
solutions to problems.Requirements for a design include such factors as the desired elements and
feature of a product or system or the limits that are placed on the design.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and potential impacts
on people and the natural environment that may limit possible solutions.

Title: The Egypt Game A
uthor: Zilpha Keatley Snyder
Publisher: Simon & Schuster Year of Publication: 1967

Topic/Theme/Genre: Children’s Fiction

Author’s point of view/thesis and arguments: The first time Melanie
Ross meets April Hall, she’s not sure they have anything in common. But
she soon discovers that they both love anything to do with ancient
Egypt. Melanie and April soon find a deserted storage yard to create
the Egypt Game. Soon more kids join the Egyptians, and they all meet
to wear costumes, hold ceremonies, and work on their secret code.
Everyone thinks it’s just a game until strange things start happening.

Unique Aspects of this Text: This text is unique because it has
mystery, ancient history, and imagination all working together to create
a thrilling story for young readers.

26
Author’s methodology: The story is told from the third person that sees the story as it unfolds.
This story looks at the theme of friendship. The kids in the story that play Egyptians together are
all people that would not have gotten along without the Egypt Game. This story looks at how one
common interest can bring people together. These kids bond over the game but stay together as
they form real friendships.


Personal Response to this text as a Reader and Teacher: This book shows how one common interest
can bring people together. It also teaches students about Ancient Egypt in an interesting
offhanded way. This book has mystery and excitement and keeps the attention of young readers all
the way through.

1. Lesson Idea #1- Students will research and explain how Ancient Egypt shaped the modern
world using three examples (writing, calendars, pets, etc)
Related CCLS: D2.His.14.6-8. Explain multiple causes and effects of events and developments in the
past.

2. Lesson Idea #2- Students will pick a character from The Egypt Game and will write a diary
entry as that character. They will pick one moment of the story to write about and will write three
paragraphs that explain what the character was feeling at the moment and what they feel now.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Title: Peter and the Starcatchers Author: Dave Barry and Ridley
Pearson
Publisher: Hyperion Books for Children Year of Publication: 2004

Topic/Theme/Genre: Children’s fiction novel

Author’s point of view/thesis and arguments: This story was written
by Barry and Pearson as the prequel to the Peter Pan story. It is the
story of Peter and his friends and their magical adventure that
takes Peter from an orphan boy from England to an immortal flying
boy on the magical island of Never Land.

Unique Aspects of this Text: Most people know the story of Peter
Pan and this is an interesting tale about how Peter came to be on the
island of Neverland and how became who he is.

27
Author’s methodology: This novel is written in the third person with multiple perspectives
throughout the story. This story was written by the authors as a prequel to the J.M. Barrie story
of Peter Pan. There are all new characters and conflicts and they find a way to explain how Peter
Pan became Peter Pan.


Personal Response to this text as a Reader and Teacher: I love the story of Peter Pan and I think
that this provides a very interesting story about how he became the boy in the story we all know. It
has adventure, mystery, and magic all wrapped into. It also provides opportunities for students to
use their imaginations.

1. Lesson Idea #1- Students will write a short prequel to any story they choose. They will
think about the characters in the story they pick and make sure to include descriptive details.
Prequel will end where the original story begins.

2. Lesson Idea #2- Students will create a pamphlet about Star Stuff and they side effects is
has on people and animals.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
Resources
Barry, D., & Pearson, R. (2004). Peter and the starcatchers. Hyperion Books for Children.
Bloor, E. (2008). Tangerine. Harcourt.
Bradbury, Ray. A Sound Of Thunder. 1st ed. Collier Magazine, 1952. Print.
Carroll, Lewis. (1865). Alice’s Adventures in Wonderland. Macmillan Publishers.
Collier, J. L., & Collier, C. (1974). My brother Sam is dead. Scholastic.
DuPrau, J. (2016). The city of Ember. New York: Yearling, an imprint of Random House Children's Books.
Frost, Robert. (1916). The Road Not Taken. Henry Holt Publishers.
Haddix, M. P. (2001). Among the hidden. Simon & Schuster Children’s Publishers.
Hughes, L., Rampersad, A., & Roessel, D. E. (1994). The collected poems of Langston Hughes. New York: Knopf.
28
Jackson, S. (1991). The lottery and other stories: The haunting of Hill House ; We have always lived in the castle.
New York: Quality Paperback Book Club.
Lowry, L. (1989). Number the Stars. Houghton Mifflin.
Lowry, L. (1997). The Giver. Houghton Mifflin.
Matas, C. (1993) Daniel’s Story. Scholastic Inc.
Paterson, Katherine. (1977). Bridge to Terabithia. Crowell Publishers.
Paulsen, G. (2017). Hatchet. Delacorte Books.
Riordan, R. (2010). Percy Jackson & the Olympians: Book 1. Los Angles: Miramax Books.
Silverstein, S. (1996). “One Out of Sixteen” Falling up: Poems and drawings. New York, N.Y: HarperCollins.
Silverstein, S. (2014). “Band-aids” Where the sidewalk ends: The poems & drawings of Shel Silverstein. New York:
HarperCollins.
Silverstein, S. (2014). “The Running Giraffe” Where the sidewalk ends: The poems & drawings of Shel Silverstein.
New York: HarperCollins.
Silverstein, S. (2014). “Where the Sidewalk Ends” Where the sidewalk ends: The poems & drawings of Shel
Silverstein. New York: HarperCollins.
Snyder, Z. K. (1967). The Egypt game. Simon & Schuster.
Soto, Gary. (1992). “Oranges”. A Fire in my Hands. Scholastic Inc.
Sterling, D. (1991). Freedom train: The story of Harriet Tubman. Doubleday.
Stewart, David., Antram, David, & Salariya, David. (2008). You Wouldn't Want to Be an Egyptian Mummy!:
Disgusting Things You'd Rather Not Know. Paw Prints.
Verne, Jules. (1864). Journey to the Center of the Earth. Piere-Jules Hetzel.
Vinge, J. D., & Sherman, O. (1999). “Daedalus and Icarus” The Random House book of Greek myths. New York:
Random House.
29

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Title: A Sound of Thunder Author: Ray Bradbury

Title: City of Ember Author: Jeanne DuPrau

Related CCLS: Engineering Standards:The design process is a purposeful method of planning

Publisher: Delacorte Books Year of Publication: 1987

Suitable for Grade Levels: 3-5, 6-8

Bloor, E. (2008). Tangerine. Harcourt.

Carroll, Lewis. (1865). Alice’s Adventures in Wonderland. Macmillan Publishers.

Lowry, L. (1989). Number the Stars. Houghton Mifflin.

Lowry, L. (1997). The Giver. Houghton Mifflin.

Matas, C. (1993) Daniel’s Story. Scholastic Inc.

Paterson, Katherine. (1977). Bridge to Terabithia. Crowell Publishers.

Paulsen, G. (2017). Hatchet. Delacorte Books.

Snyder, Z. K. (1967). The Egypt game. Simon & Schuster.

Soto, Gary. (1992). “Oranges”. A Fire in my Hands. Scholastic Inc.

Sterling, D. (1991). Freedom train: The story of Harriet Tubman. Doubleday.

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1

Title: A Sound of Thunder Author: Ray Bradbury

Title: City of Ember​ ​Author: ​Jeanne DuPrau

Related CCLS: Engineering Standards:The design process is a purposeful method of planning

Publisher: Delacorte Books Year of Publication: 1987

Suitable for Grade Levels: 3-5, 6-8

Bloor, E. (2008). ​Tangerine​. Harcourt.

Carroll, Lewis. (1865).​ Alice’s Adventures in Wonderland​. Macmillan Publishers.

Lowry, L. (1989). ​Number the Stars.​ Houghton Mifflin.

Lowry, L. (1997). ​The Giver.​ Houghton Mifflin.

Matas, C. (1993) ​Daniel’s Story​. Scholastic Inc.

Paterson, Katherine. (1977). Bridge to Terabithia. Crowell Publishers.

Paulsen, G. (2017). ​Hatchet.​ Delacorte Books.

Snyder, Z. K. (1967). ​The Egypt game​. Simon & Schuster.

Soto, Gary. (1992). “Oranges”. ​A Fire in my Hands.​ Scholastic Inc.

Sterling, D. (1991). ​Freedom train: The story of Harriet Tubman​. Doubleday.

You might also like

Title: City of Ember Author: Jeanne DuPrau

Bloor, E. (2008). Tangerine. Harcourt.

Carroll, Lewis. (1865). Alice’s Adventures in Wonderland. Macmillan Publishers.

Lowry, L. (1989). Number the Stars. Houghton Mifflin.

Lowry, L. (1997). The Giver. Houghton Mifflin.

Matas, C. (1993) Daniel’s Story. Scholastic Inc.

Paulsen, G. (2017). Hatchet. Delacorte Books.

Snyder, Z. K. (1967). The Egypt game. Simon & Schuster.

Soto, Gary. (1992). “Oranges”. A Fire in my Hands. Scholastic Inc.

Sterling, D. (1991). Freedom train: The story of Harriet Tubman. Doubleday.