Tuesday, November 25, 2008

Dogku by Andrew Clements

A book written in haiku form! Dogku tells the story of an abandoned dog and the family he enounters. Each page is written as a haiku, but weaves together to tell a story. Will the family keep the dog?
An ingenious way to organize a story, each page is a separate hiaku that pushes the story forward until we find out if the family keeps the dog or not. Lesson Idea: Read this aloud to students and discuss the idea of haiku as an organizational writing tool for story telling. Have students practice writing haikus and then ask them to write a story in haiku form.

Saturday, November 8, 2008

A Day on the Prairie by Third Grade Students of Kildeer Countryside Elementary School

A book written and illustrated by a group of third-grade students. Dedicated to the thesaurus, the students inform us of the plants, flowers, insects, birds, and other animals that live on the prairie in a poetic tone.
Word Choice
Perfect to use for a lesson on word choice! The authors hand-picked words to accurately and poetically describe life on the prairie. A wonderful model to use to show students how word choice enhances the description of a topic and how they can be authors, too. Lesson Idea: Read aloud this text to students and have them pick out the descriptive words or phrases that they like. Create a list of adjectives to use as a resource in the classroom. Encourage students to use different descriptive words when they are writing.

Monday, November 3, 2008

Night in the Country by Cynthia Rylant

What are the sounds you hear on a dark, quiet country night? The nightime world awakens as the people in the country sleep. Listen carefully, you might miss something. Sensory Details This book uses sensory details to make you feel like you are actually in the country. Lesson Idea: Read aloud the text and model for students how to find the various sensory details the author uses to make the story "come to life." Create a chart (large enough for everyone to see) with various senses (hearing, seeing, smelling, etc.) and boxes to note the text. As you read aloud the text, stop when you come to details that make you use your senses. Write in the box for the correct sense the text that made you use that sense. Students can use the chart as a resource for their own writing.