Troublemaker

Troublemaker

Bibliographic Information

Evanovich, Janet; Evanovich, Alex. Troublemaker. Dark Horse Books, Milwaukie, OR. 2010.

Plot Description

Alex Barnaby, A.K.A. Barney is a NASCAR mechanic and spotter for the Metro Motor Oil Team. She once stole an eighteen-wheeler and her friend Felicia helped her hide it. Her friend Rosa helped her remove the dead body that was in the storage compartment. Alex didn’t kill him, she just found him. Alex receives a Voodoo doll that looks like Rosa with a note attached “I’ve got the floozy, her blood will be on your hands. You have three days”.  With the help of Sam Hooker (handsome NASCAR driver, also Alex’s boyfriend) they need to figure out who took Rosa and find her fast. What does the kidnapper want? Will they find Rosa in time?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 5.1

Flesch-Kincaid Reading Ease: 81.2

ATOS Level: 5.5

Qualitative Reading Level

Meaning: Middle Low. Text contains single complex layer of meaning.

Structure: Middle Low. The narrative structure is largely simple, more explicit than implicit and is largely conventional. Narration does not shift in point of view. The order of events is chronological, there is some use of flashbacks.

Language: Middle Low: Text contains use of figurative language or irony. The language is largely contemporary, familiar, conversational language that is explicit. The text is rarely unfamiliar, archaic, domain-specific or overly academic.

Knowledge Demands: Middle Low. Explores a single complex theme, experiences portrayed are common to many readers. There is no use of intertexuality. The text requires some cultural/literary knowledge. 

Content Area

English, Art

Subject Area Tag

English, Art, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

NYS Art Standards

Standard 1—Creating, Performing, and Participating in the 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.

Standard 2—Knowing and Using Arts Materials and Resources

2. Students will and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

New York State Content Area Standard (Grades 6-12)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical,  connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Compare and contrast a graphic novel mystery with a standard mystery
• Use as an example for an art class

Links to Supporting Digital Content

Author website

http://www.evanovich.com/

*obtained photo from Goodreads

Heck: Where the Bad Kids Go

Heck: Where the Bad Kids Go

Bibliographic Information

      Basye, Dale E. Heck: Where the Bad Kids Go. Random House, New

      York. 2008.

Plot Description

Milton had spent most of his time trying to avoid trouble. On the other hand, his older sister Marlo, lived for it; which is how Milton wound up in an unfortunate situation, cornered by mall security in front of a twenty-foot, marshmallow-covered bear. Unfortunately, Damian (the school bully) was there. And he was planning the best prank of all: to blow up the marshmallow bear.  The same bear that Marlo and Milton were standing next to. Milton heard a faint sizzling sound coming from the bear. When the sizzling stopped the bear exploded, covering Marlo and Milton in flaming, sweet goo. The next thing they knew, they were in Heck. Not H-E double hockey sticks. But the place that bad kids go until they turn eighteen. But, why was Milton there? He was a good kid. According to the Heck principle Bea “Elsa” Bubb he must have done something terrible in the last few moments of his life. Milton and Marlo knew they had to get out of Heck. But it wasn’t going to be easy, if it was even possible at all.

Quantitative Reading Level

Flesch-Kincaid Grade Level: 7.6

Flesch-Kincaid Reading Ease: 69.5

ATOS Level: 8.5

Qualitative Reading Level

Meaning: Middle Low. Text contains single complex multiple layer of meaning.

Structure: Middle Low. The narrative structure is largely simple, more explicit than implicit and is largely conventional. Narration does not shift in point of view. The order of events is chronological, there is some use of flashbacks.

Language: Middle High/Low: Text contains use of figurative language or irony. The language is largely contemporary, familiar, conversational language that is explicit. The text is rarely unfamiliar, archaic, domain-specific or overly academic.

Knowledge Demands: Middle Low/High. Explores a single complex theme, experiences portrayed are common to many readers or obviously fantasy. The use of intertexuality and numerous allusions to cultural elements requires some level of cultural and literacy knowledge. 

Content Area

English

Subject Area Tag

English, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Hero myth
• Use in conjunction with other texts mentioned/Dante’s Inferno
• Use as pleasure reading

Links to Supporting Digital Content

Book Blog:

http://wherethebadkidsgo.wordpress.com/

*photo obtained from Goodreads

The Naked Roommate: And 107 Other Issues You Might Run Into in College

The Naked Roommate: And 107 Other Issues You Might Run Into in

College

Bibliographic Information

Cohen, Harlan. The Naked Roommate: And 107 Other Issues You Might Run Into in College. Sourcebooks, Inc., Naperville. 2005

Description

The Naked Roommate is a complete guide to pretty much everything you will encounter in college. Everything from horrible roommates to sex to drinking, it’s all here. Not only are the major college issues covered, but even the small things like getting lost on campus and laundry are discussed. In addition to the advice, there are stories from real-life college students about their great and not-so-great college experiences.

Quantitative Reading Level

Flesch-Kincaid Grade Level: 7.3 

Flesch-Kincaid Reading Ease: 76

ATOS Level: 10.0

Qualitative Reading Level

Purpose: Low. The purpose is explicitly stated.  

Structure: Middle Low. The organization is simple, there are explicit connections between ideas and conforms to the conventions of the genre.  Text features are used to help the reader understand content but are not essential. The use of graphics is simple and not necessary for understanding the text, however they do provide valuable information.

Language: Low/Middle Low. The language used is contemporary and conversational. It is clear, explicit, easy-to-understand, and rarely discipline-specific and overly academic.

Knowledge Demands: Low/Middle Low. Subject matter knowledge requires only everyday, practical knowledge and familiarity with conventions of the genre. There are references to other texts but they refer the reader to other helpful sources.  

Content Area

Health

Subject Area Tag

Health, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

Learning Standards for Health, Physical Education, and Family and Consumer Sciences

Standard 1: Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Standard 2: A Safe and Healthy Environment.

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Standard 3: Resource Management.

Students will understand and be able to manage their personal and community resources.

Curriculum Suggestions

• Use in health class for seniors as graduation approaches to help them prepare for the transition to college. 

Links to Supporting Digital Content

College senior advice to freshman

http://thoughtcatalog.com/celia/2013/12/22-college-seniors-on-their-advice-to-college-freshmen/

Book website

http://www.nakedroommate.com/

*photo obtained from Goodreads

Numbers

Numbers

Bibliographic Information

Ward, Rachel. Numbers. Chicken House, New York. 2010.

Plot Description

Jem is a fifteen-year old girl living in England. Her mother died and she has been in and out of foster homes ever since. However, Jem is special. When she looks at people she sees eight numbers: month, day, and year. It is the date of their death. Because of this Jem avoids getting too close to people, she can barely look them in the eye. It is burden for Jem; it prevents her from developing relationships. When she meets Spider, that all changes. She sees his death date, and it’s coming up soon. She tries to stay away, yet she is drawn to him. Jem and Spider are in London when there is a bombing. They are in the wrong place at the wrong time, and now the police are looking for them.

Quantitative Reading Level

Flesch-Kincaid Grade Level: 4.1

Flesch-Kincaid Reading Ease: 84.5

ATOS Level: 4.4

Qualitative Reading Level

Meaning: Middle Low/high. Text contains multiple layers of meaning.

Structure: Middle Low/High. The narrative structure is largely simple, more explicit than implicit and is largely conventional. Narration does not shift in point of view. The order of events is chronological, there is some use of flashbacks.

Language: Middle Low/High: Text contains use of figurative language or irony. The language is largely contemporary, familiar, conversational language that is explicit. The text is rarely unfamiliar, archaic, domain-specific or overly academic.

Knowledge Demands: Middle Low. Explores a single complex theme, experiences portrayed are common to many readers.The text requires some cultural/literary knowledge.

Content Area

English

Subject Area Tag

English, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

New York State Content Area Standard (Grades 6-12)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical,  connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Use as suggestion for pleasure reading
• Hero myth. Is Jem a hero, victim or both?

Links to Supporting Digital Content

Author website

http://www.rachelwardbooks.com/

*photo obtained from Goodreads

The Gollywhopper Games

The Gollywhopper Games

Bibliographic Information

Feldman, Jody. The Gollywhopper Games. Greenwillow Books, 2008.

Plot Description

All sixth grader 6th grader Gil Goodson wants is to win the Gollywhopper Games. His dad was arrested for stealing money from Golly Toy and Game Company where he was a vice president. Even though Gil’s dad was found not guilty; Gil is picked on and shunned in school. His dad said that if Gil can win the Gollywhopper Games they can move. Gil waits in line overnight and is one of forty-five hundred kids in line that is guaranteed admission. While waiting in line Gil meets Bianca, a fifteen year old girl that wants to be a model. Together they begin playing the Gollywhopper Games. Even though others are cheating, Gil and Bianca play fair. All they want is to win the game. For Gil it means a new beginning in a town where no one knows about what happened with his dad. Will Gil be able to outsmart and out play all of the other kids to win the Gollywhopper Games?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 6.8

Flesch-Kincaid Reading Ease: 72.7

ATOS Level: 8.0

Qualitative Reading Level

Meaning: Middle Low. Text contains single layer of complex meaning.

Structure: Middle Low. The narrative structure is largely simple, more explicit than implicit and is largely conventional. Narration does not shift in point of view. The use of flashbacks is used but there are no major shifts in time. 

Language: Middle Low: Text contains subtle use of figurative language or irony. The language is largely contemporary, familiar, conversational language that is explicit. The text is rarely unfamiliar, archaic, domain-specific or overly academic.

Knowledge Demands: Middle Low. Explores a single complex theme, experiences portrayed are common to many readers. The use of intertexuality and allusions to cultural elements requires some level of cultural and literacy knowledge. The text requires some cultural/literary knowledge; there are few references to other texts.

Content Area

English

Subject Area Tag

English, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Use as pleasure reading recommendation
• Compare to other books: hero quest

Links to Supporting Digital Content

Book website

http://www.gollywhoppergames.com/

Author website

http://jodyfeldman.com/

Dorothy Canfield Award

https://sites.google.com/a/cesuvt.org/dcf-award/

Optional:

This book was recommended by the children’s librarian at my local library because it was one of the finalists for the Dorothy Canfield Fisher Children’s Book Award (2010). Since 1956 Vermont children have voted for their favorite book in a program designed to help them become enthusiastic readers and to honor Vermont author Dorothy Canfield Fisher. It is the second oldest child-selected book award in the country.

*photo obtained from Goodreads

The Little House

The Little House

Bibliographic Information

      Burton, Virginia Lee. The Little House.HMH Books for Young Readers. 2009. Kindle edition.

Plot Description

Once upon a time there was a Little House way out in the country. She loved being in the country. There she could watch the sun rise and set and the moon go through its phases. She could see the lights of big city way out in the distance. Slowly, the lights of the big city came closer and closer to the little house. Will anyone save her form the big, loud and bright city.

Quantitative Reading Level

Flesch-Kincaid Grade Level: 5.2

Flesch-Kincaid Reading Ease: 91.5

ATOS Level: 4.0

Qualitative Reading Level

Meaning: Low. Text contains a single level/layer of simple meaning. 

Structure: Low. The narrative structure is mostly simple and is more explicit than implicit and is largely conventional. Narration does not shift in point of view. The order of events is chronological.

Language: Low: Text contains little or no use of figurative language or irony. The language is contemporary, familiar, conversational language that is explicit, literal and easy-to-understand.

Knowledge Demands: Low. Requires only everyday, practical knowledge.  No references to other texts. 

Content Area

English

Subject Area Tag

English, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Use ad a book for story time
• Use as a pleasure reading book
• Discuss the difference between rural and urban areas

Links to Supporting Digital Content

Other books by this author

http://www.houghtonmifflinbooks.com/features/mike_mulligan/books.shtml

The Little House – Read aloud

https://www.youtube.com/watch?v=YqlOJKt4-RA&safe=active

Optional:

I chose this book because it is a classic and was one of my favorites as a child.

*photo obtained from Goodreads

Choppers and Custom Motorcycles

Choppers and Custom Motorcycles

Bibliographic Information

      Mitchel, Doug. Choppers and Custom Motorcycles. Lincolnwood:

      Publications International. Ltd., 2008.

Description

If you love choppers, this is the book for you. It is filled with facts and full color pictures of some great bikes. And let’s face it, who doesn’t love a chopper with a flame throwing skull!!! The book is divided into six chapters. Each chapter features a specific type of chopper such as early choppers or radicals. Each chapter starts with a description of that particular type of bike. There are beautiful photos of each individual chopper. Along with the pictures is the story of the bike as well as the specifications and description. In the back of the book reader will find a glossary. Although the glossary is not extensive, it does provide explanation of some key terms.

Quantitative Reading Level

Flesch-Kincaid Grade Level: 8.7

Flesch-Kincaid Reading Ease: 68.1

ATOS Level: 10.0

Qualitative Reading Level

Purpose: Low. The purpose is explicitly stated.  

Structure: Low. The organization is simple, there are explicit connections between ideas and conforms to the conventions of the genre.  Text features are essential to help the reader understand content.  The use of graphics is necessary for understanding the captions.  However, the structure of the book still remains low since it is book about choppers. It is basically a book with pictures that have captions. The captions would mean nothing without the pictures, but the picture can function alone. The graphics do not add complexity.

Language: High. The language used is contemporary and conversational. It is clear and explicit. However, it is discipline-specific. Even with the pictures, reader that are not familiar with motorcycles will have difficulty with the text.

Knowledge Demands: Middle High. Subject matter knowledge requires moderate levels of discipline- specific content knowledge. There are no references to/citations of other texts or outside ideas or theories. 

Content Area

Auto Collision Repair, Auto Custom Painting and Graphics, Auto Technician Training, Art               

Subject Area Tag

Auto Collision Repair, Auto Custom Painting and Graphics, Auto Technician Training, Art, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

NYS Learning Standards for Career Development and Occupational Studies at Three Levels

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success  in the workplace.

Standard 3b: Career Majors

Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress towards gainful employment, career advancement, and successful in postsecondary programs.

Automotive Collision Repair

This program will cover the total process of auto body restoration: metal straightening, glass and panel replacement, fiberglass repair and all painting preparation and finishing techniques. 

Auto Custom Painting and Graphics

The Custom Painting and Graphics program focuses on specialized painting and vinyl graphics used in automotive refinishing, sign shops, and the textile industry.  Upon successful completion of the program, students will have acquired skills and knowledge necessary for enrollment in post-secondary education or entry level positions in the custom painting and graphics field.

Auto Technician Training

This program is certified through the National Automotive Technician Education Foundation (NATEF). It provides an excellent foundation for students looking to enter an automotive college program or the entry-level workforce. Students are trained on the latest technical equipment by instructors that are Automotive Service Excellence (ASE).

Curriculum Suggestions

• Use in art class to demonstrate art in everyday life, or possible art careers
• Use in an auto class to discover ways of remodeling a motorcycle
• Use in auto class as an example of custom painting

Links to Supporting Digital Content

Orange County Choppers

http://www.orangecountychoppers.com/

Count Kustoms

http://www.countskustoms.com/

Chip Foose

http://www.chipfoose.com/ws_display.asp?filter=Home

Optional:

NYS offers Career and Technical Education through BOCES. These programs are available to high school students. They range from aviation technology to baking and pastry arts. I included the class descriptions because the curriculum is not available to me. 

*photo obtained from William K. Sanford Library search

Beezus and Ramona

Beezus and Ramona

Bibliographic Information

Cleary, Beverly. Beezus and Ramona. New York: Harper Collins Publishers, Reissue edition (October 6, 2009), Kindle.

Plot Description

Most kids know how annoying a little brother or sister can be and Beatrice “Beezus” Quimby is no different. Even though Beezus tries to be patient, her little sister Ramona can be very difficult. Beezus tries to help by taking Ramona to the library or to the park, but Ramona always seems to cause trouble for Beezus no matter where they go. Ramona has a talent for ruining Beezus’ day. But what happens when Ramona jeopardizes Beezus’ birthday!? Will Ramona get her way as usual? 

Quantitative Reading Level

Flesch-Kincaid Grade Level: 8.1

Flesch-Kincaid Reading Ease: 72.2

ATOS Level: 6.5

Qualitative Reading Level

Meaning: Low. Text contains a single level/layer of simple meaning. 

Structure: Low. The narrative structure is simple, explicit and chronological.

Language: Low. Text contains little or no use of figurative language or irony. The language is contemporary, familiar, conversational language that is explicit, literal and easy-to-understand.

Knowledge Demands. Low. Text explores a single theme. A single perspective is presented and everyday experiences are portrayed that are common to most readers. Text requires only common, everyday cultural/literacy knowledge. There are no references or allusions to other texts or cultural elements.

Content Area

English, Health

Subject Area Tag

English, Health, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Health Standard 2—A Safe and Healthy Environment: Family and Consumer Sciences, Elementary

1. Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.

Curriculum Suggestions

• English: use as pleasure reading, or have students share their favorite books.
• Health: use to help kids understand that they are not alone, everyone can have annoying siblings at times

Links to Supporting Digital Content

Author website

www.beverlycleary.com

Optional:

I chose this book because I loved the Ramona books growing up. I actually loved anything by Beverly Cleary. I was excited to reread this and I’m looking forward to reading this to my kids over the summer. 

*photo obtained from Goodreads

Harry Potter and the Goblet of Fire - Audio Book

Harry Potter and the Goblet of Fire

Bibliographic Information

Dale, Jim; narrator, Rowling, J. K.; author, Harry Potter and the Goblet of Fire Unabridged Audio Book, Random House, Inc. 2000

Plot Description

It is year four at Hogwarts and it begins with a dream. Harry is dreaming of Voldemort, and even worse, his scar is hurting; not a good sign. Shortly after the Quiditch World Cup is interrupted by the Death Eaters, Lord Voldemort’s followers, Harry and his friends return to Hogwarts. Upon returning to school, the students at Hogwarts find out that they will be hosting the Triwizard Tournament. One champion from each school will be selected by the Goblet of Fire. Mysteriously, Hogwarts has two champions, Cedric Diggory and Harry Potter. Even more mysterious is the fact that Harry never entered his name into the goblet in the first place. Someone entered Harry into the tournament, but who? Sirius warns Harry to be careful, whoever put Harry’s name into the goblet is up to no good. Harry is able to complete the first two tasks in the tournament. The third task goes terribly wrong and someone dies. Even worse....Voldemort is back!

Quantitative Reading Level

Flesch-Kincaid Grade Level: 9.8

Flesch-Kincaid Reading Ease: 63

ATOS Level: 7.9

Qualitative Reading Level

Meaning: Middle Low. Text contains single layer of complex meaning.

Structure: Middle Low. The narrative structure is largely simple, more explicit than implicit and is largely conventional. Narration does not shift in point of view. The use of flashbacks is used but there are no major shifts in time. 

Language: Middle Low: Text contains subtle use of figurative language or irony. The language is largely contemporary, familiar, conversational language that is explicit. The text is rarely unfamiliar, archaic, domain-specific or overly academic.

Knowledge Demands: Middle High. Explores a single complex theme, experiences portrayed are common to many readers (school) and it is clearly fantasy. The use of intertexuality and allusions to cultural elements requires some level of cultural and literacy knowledge. The text requires some cultural/literary knowledge; there are references to other texts. Knowledge of the three previous books is really essential to completely understanding The Goblet of Fire. You could read this as a stand-alone book, but reading the series would most definitely enhance the text.

Content Area

English

Subject Area Tag

English, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

New York State Content Area Standard (Grades 6-12)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical,  connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Hero myth, compare Harry to classical and current heroes

Links to Supporting Digital Content

Author website

http://www.jkrowling.com/en_US/

Narrator website – Jim Dale

http://www.jim-dale.com/

Harry Potter Official Website

http://harrypotter.warnerbros.co.uk/games/home.html

Mugglenet

http://www.mugglenet.com/

Optional

I chose this audiobook because this was the first harry Potter book I listened to. The narration of Jim Dale is perfect. He transports you into Harry’s world. I could not imagine anyone else other than Dale trying to sound like Hermione. I have all of the audio books in this series and have come to love Jim Dale as the story teller. 

*photo obtained from Goodreads