Terrorists, Tornados and Tsunamis: How To Prepare for Life’s Danger Zones

Terrorists, Tornados and Tsunamis: How To Prepare for Life’s Danger Zones

Bibliographic InformationOrndorff, Lt. Colonel John, C.; Harper, SuzanneTerrorists, Tornados and Tsunamis: How To Prepare for Life’s Danger Zones Abrams Books for Young Readers, 2007
 DescriptionTerrorists, Tornados and Tsunamis, provides sensible advice for tweens/teens about how to deal with disasters, both natural and otherwise. The book begins with an introduction advising readers that they should not live in fear; instead, they should learn what steps to take to be prepared for danger. Some of the disasters covered are, hurricanes, terrorism, crime, floods and winter storms. Some important topics also covered are how to stay safe in school and on the internet. The book provides explanations of disasters, and what to do to either avoid or prepare for them or what you should in case it happens. Very important advice is offers about developing a family action plans, as well as what items you should have in your emergency and first aid kits. The conclusion once again reminds readers to not let fear stop them from making the most of every opportunity life has to offer. Following the conclusion a list of additional websites and books available on terrorism, crime and natural disasters.

Quantitative Reading Level
Flesch-Kincaid Grade Level: 8.9
Flesch-Kincaid Reading Ease: 57.4
ATOS Level: 8.8

Qualitative Reading Level
Purpose: Low. The purpose is explicitly stated.


Structure: Middle Low/Middle High/ High. 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 navigate and understand content and greatly enhance the readers understanding of the content. The graphics are mostly simple and sometimes unnecessary to understand the text. However some graphics supplement the text while others contain information that is not in the text.

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


Knowledge Demands: Middle Low. Subject matter knowledge requires everyday, practical knowledge.  There are few references to/citations of other texts or outside ideas or theories. 

Content Area
Health: Safety

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

Content Area Standard
NYS Health Standards
Standard 2— A Safe and Healthy Environment: Health Education, Intermediate and Commencement
1. Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them.
Standard 2—A Safe and Healthy Environment: Family and Consumer Sciences, Intermediate and Commencement
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

• What do you do if there is an emergency?

• Create a family action/emergency plan

• What would you put in your emergency and first aid kit?

• What would you do in the event of a natural disaster?

Links to Supporting Digital Content

Family emergency plan
http://www.ready.gov/make-a-plan

Natural Disasters
http://www.ready.gov/natural-disasters

Build a Disaster Supply Kit
http://www.ready.gov/natural-disasters 

Optional
I saw this book while browsing the non-fiction books in my library. The title caught my eye. I thought it would be an interesting read.

*photo obtained from Google

The Cartoon Guide to the Environment

The Cartoon Guide to the Environment

      Bibliographic Information

Gonick, Larry and Alice Outwater. The Cartoon Guide to the Envinroment. Collins Reference, New York. 1996.

Description

The Cartoon Guide to the Environment provides a fun and easy way to learn about the environment. The journey begins with the story of Easter Island, the water cycle, and why trees are so important. From there, we learn about the Gaia Hypothesis, which states that the living systems of Earth act as environmental regulators. This means that whenever something begins to get out of hand, the planet responds in some way that remedies the situation. But what happens when we do so much damage that these living systems cannot repair themselves? This brings us back to Easter Island and the irreversible damage that humans can inflict upon an ecosystem. Throughout the book, that is the main focus. We come to understand why what we do (factory farming, pollution, etc.)  has an impact, and what that impact is. Through the study of chemical cycles, life communities, food webs, agriculture, human population growth, sources of energy and raw materials, waste disposal and recycling, cities, pollution ,deforestation, ozone depletion, and global warming the authors show us the impact that humans have on this planet.

Quantitative Reading Level

Flesch-Kincaid Grade Level: 8.2

Flesch-Kincaid Reading Ease: 64.6

ATOS Level: 7.9

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 essential in understanding the content. The use of graphics is essential in understanding the text. The author obviously relies on text features and graphics to explain environmental science concepts because this is a cartoon guide. This does not make the structure highly complex. This is why I have classified the structure as Middle Low.

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

Knowledge Demands: Middle Low. Subject matter knowledge requires everyday, practical knowledge and some discipline-specific content knowledge. There are few references to/citations of other texts or outside ideas or theories. 

Content Area

Science: Earth Science

Subject Area Tag

Science, Weekly Requirements

Content Area Standard

NYS Science Standards

Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2: Students will access, generate, process, and transfer information, using appropriate technologies.

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning

Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Curriculum Suggestions

• What are some solutions to fix some of the damage that we have inflicted on the planet (pollution, global warming, oil consumption etc.)
• Does the Earth have the capability to fix the damage that we are causing? How could that happen?

Links to Supporting Digital Content

Free eBook:

http://ebookbrowsee.net/apes-cartoon-guide-to-the-environment-pdf-d469931653

Author website

http://www.larrygonick.com/

*photo obtained from Google

Hardwear: Jewelry from a Toolbox

Hardwear: Jewelry from a Toolbox

      Bibliographic Information

      Rogge, Hannah. Hardwear: Jewelry from a  Toolbox. Stewart, Tabori & Chang, New York.  2006.

Description

One winter author Hannah Rogge was looking for Christmas gifts for her friends. She didn’t have a lot of money to spend. While at the hardware store she came up with an idea. She was going to make jewelry for her friends out of items from the hardware store. Hardwear: Jewelry from a Toolbox has twenty four projects that you can make in under an hour and for less than $15. The jewelry ranges from belts to earrings and the hardware ranges from washers to electrical tape. The projects are simple and the instructions are clear. No major tools are required to make the jewelry and almost everything can be found in the hardware store, with the exception of things like clasps and French earring wires. There is also a glossary in the back that describes all of the parts and tools needed to make the jewelry in this book.

Quantitative Reading Level

Flesch-Kincaid Grade Level: 6.4

Flesch-Kincaid Reading Ease: 85

ATOS Level: 7.0

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 used to help the reader navigate and understand content but are not essential. The use of graphics is necessary for understanding the instructions.  However, the structure of the book still remains low since it is a craft book, and graphics are necessary when providing instruction or showing the finished product. The graphics do not add complexity.

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 no references to/citations of other texts or outside ideas or theories. 

Content Area

Art

Subject Area Tag

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

Content Area Standard

NYS 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.

Curriculum Suggestions

·         Use as a project incorporating everyday items (hardware) into art.

Links to Supporting Digital Content

Interview with the author

http://makezine.com/craft/interview_with_hannah_rogge_au/

Author’s portfolio

http://www.hannahrogge.com/site/HANNAH_ROGGE.html

Optional:

I chose this book because it caught my attention on the shelf. I really liked the fact that it wasn’t a book full of cheezy projects. It also included some duct tape projects; and duct tape craft projects are huge right now. 

*photo obtained from Goodreads

The Kind Diet

The Kind Diet

Bibliographic Information

Silverstone, Alicia. The Kind Diet: A Simple Guide to Feeling Great, Losing Weight, and Saving the Planet.  Rodale, 2011. eBook.

Description

Alicia Silverstone is well-known for her animal activism and vegan lifestyle. In this book she shares her journey to becoming vegan and how you can do the same. Alicia discusses the reasons why changing to a plant-based diet is healthy, and can help with weight loss, acne, fatigue, and digestion, just to name a few benefits.  She has come up with three phase plan for switching to a kinder diet. First readers can experiment by flirting with a vegan diet. Flirts try new vegan foods and make a conscious effort to reduce animal consumption by increasing intake of plant-based foods. The next level is Vegan where readers will reap the benefits of adopting a plant-based diet. Moving beyond Vegan is Superhero. Superheroes, move away from processed vegan foods like ‘fake’ cheeses and meats and include more whole foods. The Superhero diet is loosely based on the Macrobiotic Diet.  Alicia has also included a number of recipes that range from Chocolate Peanut Butter Cups to Quinoa with Basil and Pine Nuts.

Quantitative Reading Level

Flesch-Kincaid Grade Level: 7.7Flesch-Kincaid Reading Ease: 68.1

ATOS Level: 8.3

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 used to help the reader navigate and understand content but are not essential. The use of graphics are simple and not necessary for understanding the text, however they do provide additional 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 few references to/citations of other texts or outside ideas or theories. 

Content Area

Health

Subject Area Tag

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

Content Area Standard

Standard 1—Personal Health and Fitness

1. Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

Intermediate & Commencement Family and Consumer Sciences

2. Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

3. Students will understand the influence of culture, media, and technology in making decisions about

personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.

Curriculum Suggestions

• Use as an option a unit on healthy eating or lifestyle
• Use as an example of celebrity influence

Links to Supporting Digital Content

The Kind Diet website

http://thekindlife.com/

Physician’s Committee for Responsible Medicine, Dr. Neal Barnard (wrote forward and mentioned in the book)

http://www.pcrm.org/health/diets/kickstart/kickstart-programs

Forks Over Knives, Dr Esselstyn and Dr. Campbell (mentioned in the book)

http://www.forksoverknives.com/

Optional

I chose this book because I happened to be reading it during the semester. I thought that this would be a great addition to a school library because of the laid back nature of the book. Some books about vegan diets can be quite graphic when discussing factory farming. While she does give some detail, it is presented in a very gentle manner.

FYI – The Pumpkin Bread with macadamia nuts and chocolate chips is awesome!!!

*photo obtained from Goodreads

Kill Me Softly

Kill Me Softly

Bibliographic Information

      Cross, Sarah. Kill Me Softly. New York : Egmont USA, 2012. eBook.

Plot Description

Mira is going to turn sixteen in just a few days. Her godmothers want to make her birthday a big celebration.  What they don’t know is that Mira won’t be there for her birthday. Mira is going to Beau Rivage, the city where she’d been born, the city where they’d buried her parents. The one place her godmothers had forbidden.

Once in Beau Rivage, Mira becomes friends with some of the locals. Although she was never a fan of fairy tales, she can’t help but notice some of the similarities like Viv who is pale white, has red lips and a jealous stepmother and Freddie who is charming and waiting to help a damsel in distress. In Beau Rivage fairy tales and curses are real. Is this why she has been forbidden to go to Beau Rivage? As Mira’s sixteenth birthday quickly approaches she learns that not all fairy tales have a happy ending.    

Quantitative Reading Level

Flesch-Kincaid Grade Level: 7.1

Flesch-Kincaid Reading Ease: 75.1

ATOS Level: 7.9

Qualitative Reading Level

Meaning: Middle High. Text contains multiple layers of meaning.

Structure: Middle High/Low. The narrative structure contains some complexities, more implicit than explicit and some unconventionality. Narration does not shift in point of view. The order of events has occasional use of flashbacks and 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. Text explores a single complex theme, experiences portrayed are fantasy and but can be easily understood by the common reader. The use of intertexuality and allusions to cultural elements requires some level of cultural and literacy knowledge. Even though Kill Me Softly requires knowledge of Grimm’s fairy tales (not the Disney versions), I would still classify this as Middle Low because the author includes explanations of some of the key fairy tale elements.

Content Area

English

Subject Area Tag

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

Content Area Standard

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

• Pair with Grimm’s Fairy Tales
• Discuss the Disneyization of Grimm’s Fairy tales

Links to Supporting Digital Content

Grimm’s Fairy Tales:

http://www.gutenberg.org/files/2591/2591-h/2591-h.htm

Author website:

http://www.sarahcross.com/

Optional

I chose this book because it was a YALSA 2013 Teens’ Top Ten Book. 

*photo obtained from Goodreads

Al Capone Does My Shirts

Al Capone Does My Shirts

Bibliographic Information

Choldenko, Gennifer. Al Capone Does My Shirts. G.P. Putnam’s Sons, 2004

Plot Description

It’s January in 1935 and Matthew Flanagan, or Moose as everyone calls him, is moving to Alcatraz Island. His dad got a job as a guard/electrician on Alcatraz so that his autistic sister Natalie can go to the Esther P. Marinoff Boarding School. His mother is obsessed with caring for Natalie and it is obvious Moose comes second. His father is a caring person that tries to be the best father he can be to both of his children. It is a difficult move for Moose, he doesn't really want to move and he missed his best friend. There are other kids on the island, most notably Piper, the warden’s daughter. She is trouble and Moose knows it, yet he can’t seem to stay away from her even after she gets him in trouble. When Natalie doesn't get into Esther P. Marinoff, Moose is forced to give up playing baseball (the only thing he loves doing) and care for Natalie; while his mother works to pay for Natalie’s “lessons” with Mrs. Kelly. Mrs Flanagan is hoping that Mrs. Kelly will help Natalie with her second try at getting into Esther P. Marinoff. Help for Moose and Natalie comes late in the game and from a very unlikely person.

Quantitative Reading Level

Flesch-Kincaid Grade Level: 7

Flesch-Kincaid Reading Ease: 75.1

ATOS Level: 7.1

Qualitative Reading Level

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

Structure: Middle 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 has occasional use of flashbacks and 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. Text explores a single complex theme, experiences portrayed can be easily understood by the common reader. Some cultural/literacy knowledge is required.  

Content Area

English, Social Studies: American History

Subject Area Tag

English, History, Weekly Requirement

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.

Common Core Reading Standards for Literacy in History/Social Studies (Grade 5-8)

1. Cite specific textual evidence to support analysis of primary and secondary sources.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered).

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

8. Distinguish between fact, opinion, and reasoned judgment in a text.

9. Analyze the relationship between a primary and secondary source on the same topic.

10. By the end of grade 8, read and comprehend history/social studies texts in the grades 5-8 text complexity band independently and proficiently.

Curriculum Suggestions

• Have students learn about Alcatraz and the some of the famous inmates.
• Have the students focus on Natalie and learn about Autism

Links to Supporting Digital Content

Author website:

http://www.choldenko.com/

Book website:

http://www.alcaponedoesmyshirts.com/

Free eBook and mp3:

http://getebook.org/?p=245756

*photo obtained from Goodreads

Candor

Candor

Bibliographic Information

     Bachorz, Pam. Candor. New York: Egmont USA, 2009. eBook.

Plot Description

Candor, Florida is the perfect town. Families move to Candor when they have problems, most notably teen problems. Every teen that comes to Candor amazingly becomes the perfect child; striving to better their community, get straight A’s, and be just like Oscar Banks, the son of the town’s founder. Oscar, however, knows the town’s secret: subliminal messages. Once kids move to Candor they are subjected to subliminal messages that mold them into the perfect child and erase who they were before they came to Candor; everyone except for Oscar, who has discovered how to fight the messages. The newest Candor resident is Nia, and Oscar is immediately drawn to her. Can he save her from the messages?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 2.6

Flesch-Kincaid Reading Ease: 90.6

ATOS Level: 4.0

Qualitative Reading Level

Meaning: Middle High. Text contains multiple layers of meaning.

Structure: Middle High/Low. The narrative structure contains some complexities, more implicit than explicit and some unconventionality. Narration does not shift in point of view. The order of events has occasional use of flashbacks and no major shifts in time.  I would classify the structure overall as Middle High and Low because although the time and point of view are low, the narrative structure is high. 

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. Text explores a single complex theme, experiences portrayed are fantasy and but can be easily understood by the common reader. The use of intertexuality and allusions to cultural elements requires some level of cultural and literacy knowledge. Because the wide range of knowledge demands I would classify the structure overall knowledge demands as Middle High because Candor contains elements from Middle Low, Middle High and High.

Content Area

English, Science: Biology

Subject Area Tag

English, Science, Weekly Requirement

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.

NYS does not have a Core Curriculum for Biology
http://www.p12.nysed.gov/ciai/mst/sci/ls.html

Curriculum Suggestions

·   Pair with a classic novel such as Brave new World by Aldous Huxley.

·   Ask students to create a virtual tour their own perfect town and compare to what they think their parents/guardians would want in a perfect town.

·   The possibilities of applying the science of subliminal messages in Candor. Is it a reality? Do we use these ideas today?

Links to Supporting Digital Content

Author site:

http://www.pambachorz.com/candor/

Digital and Audio Options (not free):

http://www.amazon.com/Candor-Pam-Bachorz/dp/1606841351

*photo obtained from Goodreads