My Reading Club

Amy Stucker
Mrs. Bartley
EDUC 388
28 May 2014

Amy Stucker
Lemons and Lemonade: A Book About Supply and Demand
Author: Nancy Loewen
Illustrator: Brian Jensen
Genre: Fiction
NCSS Theme: Production, Distribution, and Consumption
IN Standards:
o Social Studies 5.4.7: Predict the effect of changes in supply and
demand on price.
o Math 5.7.2: Decide when and how to break a problem into simpler
parts.
Summary:
Lemons and Lemonade: A Book About Supply and Demand is a very
beneficial book for teaching across the curriculum with Social Studies and Math. In
this book, one explores economics concepts such as supply and demand, capital,
monopoly, gross and net profit, and much more. Each term is introduced and
followed by a simple and easy-to-understand explanation. For example, Karly
discovers that she no longer has a monopoly when some boys across the street open
their own lemonade stand.
This book looks at Karlys journey into the lemonade business, with her
business-smart mother right by her side. When Karly earns or loses money, her
mom explains what factors might cause such changes in economical terms. Karly
learns that lemonade is best for hot days when a lot of people are around.
Eventually, she learns that adapting to each days situation is a big part of running a
successful lemonade stand. This book is great to teach students simple economic
concepts and problem solving.
Extension Activities:
During Reading:
Pause at economics terms and review their meanings. Have students write
these vocabulary words in their Social Studies journals.
o Capital (pg. 5) the money or goods used to start and run a business
o Gross Profit (pg. 8-9) total amount of money earned
o Net Profit (pg. 9) the money left after subtracting your capital and
expenses from your gross profit
o Demand (pg.13) what consumers are willing and able to buy
o Supply (pg. 15) what producers are willing and able to buy
o Monopoly (pg. 16-17) having the only business that sells a certain
product
After Reading:
How much did you make? (Activity at the back of the book pg. 22)
Lemonade Stand Project (Online)
o https://www.omsi.edu/exhibits/moneyville/activities/lemonade/le
monadestand.htm
o Partner up and see which team makes the most after 7 days!

Amy Stucker
The School is not White!: A True Story of the Civil Rights Movement
Author: Doreen Rappaport
Illustrator: Curtis James
Genre: Biography
NCSS Themes:
o Time, Continuity, and Change
o People, Places, and Environments
o Power, Authority, and Governance
IN Standards:
o Social Studies 4.1.16: Identify different opinions in historical
documents and other information resources and identify the central
question each narrative addresses.
o ELA 4.5.2: Write responses to literature that:
Demonstrate an understanding of a literary work.
Support statements with evidence from the text.
Summary:
In The School Is Not White!: A True Story of the Civil Rights Movement, the
Carter family faced a major battle when they sought a better education. Mae Bertha
and Matthew Carter spent their days in the cotton fields, and they wanted a better
life for their children. So, they decided to send them to an all-white school. In this
decision, their entire lives were shaken.
Even before their first day of school, the Carter family faced gunshots and
riots outside of their house. After enduring bullying and isolation all day at school,
the eight Carter children came home to find that they were kicked out of their house
on the plantation. The family moved, but school did not get better. These children
persevered, though, and reached graduation despite the ridicule and trying times.
They found the better life that mama and papa had always wanted for them.
Extension Activity:
After Reading:
Write a journal from the perspective of one of the Carter children. Really put
yourself in their shoes. Think about these questions as you write your journal
about a typical day at school:
o How do you feel?
o What is school like?
o How do the other students treat you?
o What helps you when you dont feel like pressing on?
o Why is it important for you to attend a good school?

Amy Stucker
The Haitian Earthquake of 2010
Author: Peter Benoit
Genre: Non-fiction (Informational)
NCSS Themes:
o Culture
o People, Places, and Environments
o Individuals, Groups, and Institutions
o Production, Distribution, and Consumption
o Global Connections
IN Standards:
o Social Studies 6.2.6 Identify and describe the functions of
international political organizations in the world today.
o Science 4.2.3: Describe how earthquakes, volcanoes and landslides
suddenly change the shape of the land
Summary:
The Haitian Earthquake of 2010 summarizes the disaster that struck Haiti
with simple descriptions and accurate pictures. This informational book begins by
describing the poor economic conditions in Haiti before the major earthquake in
early 2010. The author, Benoit, goes on to describe the severity of the earthquake
and the shocking amount of damage it caused in taking lives and destroying homes.
He also briefly describes the aid that came from other countries, mentioning the
delay in such aid because of damages to roads and the only international airport in
Port-au-Prince.
Benoit goes on to talk about the cholera epidemic shortly after the
earthquake because of limited access to clean water. In addition to this, looting
began to endanger many more lives when people became desperate. Riots ensued,
and the president could do little to keep the peace. In fact, the next presidential
election was a struggle in itself. Benoit ends the book on a hopeful note, with
information about the next steps for recovery in Haiti.
Extension Activities:
Pre-Reading:
Show some pictures of the destruction in Haiti (without telling kids where
the pictures are from) and have students discuss in groups and describe out
loud what they see in the pictures.
After a few minutes of discussion, explain that these are pictures I took in
Haiti, where I spent 3 months teaching. Explain about a few of my
experiences in the land and how the destruction from the earthquake is still
affecting life in Haiti now.
Introduce the book.
After Reading:
Have students split into groups and discuss solutions to the ongoing
problems in Haiti. They will form a brief plan and present their ideas to the
class, in a simpler version of a model UN. They will make a Prezi or
PowerPoint for their solution.

Amy Stucker
Being Trustworthy: A Book About Trustworthiness
Author: Mary Small
Illustrator: Stacey Previn
Genre: Fiction
NCSS Themes:
o Individual Development and Identity
o Civic Ideals and Practices
IN Standard:
o Social Studies 1.2.4: Define what a citizen is and describe the
characteristics of good citizenship.
Summary:
Being Trustworthy: A Book About Trustworthiness is an excellent book for
young children to learn about what it means to be trustworthy. Each page reveals a
different example of an individual who is trustworthy and how he or she is
displaying that character trait. For example, Sally watches her friends bike to show
her trustworthiness. Paul returns money that an elderly woman drops on the
ground to exhibit that he is trustworthy.
In each of these examples, more civic responsibilities can be revealed than
just trustworthiness. Honesty, responsibility, and integrity are just a few of the
character traits that are indirectly referenced in this book. For example, Heather
doesnt cheat in a game when no one else is looking. This action shows both
trustworthiness and integrity. This simple and easy to understand book is perfect
for teaching children simple ways to be trustworthy.
Extension Activity:
After Reading:
Create index cards with scenarios that exhibit trustworthiness and scenarios
that do not show trustworthiness.
o Example of Trustworthiness: Billy borrowed a pencil from Andy and
returned it to him at the end of the day like he said he would.
o Example of Not being Trustworthy: Billy saw Andy drop his pencil on
the ground, so Billy decided to take the pencil and put it in his own
desk.
Have students gather in the center of the room. Label one side of the room
Trustworthy and the other side of the room Not Trustworthy. Draw a
scenario card and have students decide which side of the room (trustworthy
or not trustworthy) matches the scenario.
Whether students pick the same side or not, have a few students from each
group explain why they chose the side that they did. Summarize student
answers on the flipchart.
Repeat until all the scenarios have been read.

Amy Stucker
When You Meet a Bear on Broadway
Author: Amy Hest
Illustrator: Elivia Savadier
Genre: Fiction
NCSS Themes:
o Culture
o People, Places, and Environments
IN Standards:
o Social Studies 2.3.4: Compare neighborhoods in your community
with those in other parts of the world.
o Social Studies 2.3.5: On a map, identify physical features of the local
community.
Summary:
When You Meet a Bear on Broadway is a cute instructional book about what
to do when you encounter a bear on Broadway in New York City. While this event
may be unrealistic, this fictional piece dives into the imagination of a young girl who
explains exactly what to do to help a bear find its mother. Through lots of
questioning and dead ends, this girl discovers just how hard it might be to complete
this task.
This book begins with the girl running into a small cub that is lost on the
streets of New York. She places the reader in the story by placing by asking what
you would do and telling you what to say. She follows the bear around and asks
many details about the cubs mother. They travel through the streets and pause on a
bench. They venture through rows of buildings and peer out over a river. They
finally discover a park, where the mother bear has been searching too. After the
mother bear and cub are reunited, the little girl runs back to her own home to her
mother.
Extension Activity:
During Reading:
Guided Reading
Pause at each new location in New York City. Discuss the similarities and
differences between these neighborhoods and our own neighborhoods in
Indiana. Allow students to share their thoughts on these similarities and
differences.
After Reading:
New York City Scavenger Hunt
Using maps of New York City, have students search for key locations:
o Examples:
Central Park
Times Square
Hudson River
Brooklyn Bridge

Amy Stucker
H is for Hoosier: An Indiana Alphabet
Author: Cynthia Furlong Reynolds
Illustrator: Bruce Langton
Genre: Non-fiction (Informational)
NCSS Themes:
o People, Places, and Environments
o Individuals, Groups, and Institutions
IN Standards:
o Social Studies 4.1.17: Construct a brief narrative about an event in
Indiana history using primary and secondary sources.
o ELP 4.7.15: Advanced (Level 4): Prepare and deliver an organized
oral presentation with a main idea and use volume, timing, and
gestures to support message.
Summary:
H is for Hoosier: An Indiana Alphabet is a wonderful book that can be read all
at once or in small chunks. This book explores the beauty and rich history of
Indiana, featuring important people, places, and specific items. The stanzas of each
page help the book flow from one concept to another. The illustrations also do an
incredible job of grabbing the readers attention. In addition to the short
descriptions for each letter, a longer informational section on each key element can
be found on the sides of each page.
Reynolds walks the reader from A to Z in Indiana terms. A is for the Amish
communities spread throughout Indiana, while B is for the rich basketball history
associated with Hoosiers. K is for Kokomo, and L is for Abraham Lincoln. M is
for the motor speedway, which hosts the Indy 500. W is for Wyandotte Cave, and
Z is for Zionsville. There is so much information for each letter and description,
which makes this book a great supplementary material for the 4th grade classroom.
Extension Activities:
After Reading:
A Hoosier Wagon Full of Facts
Use the questions from this fact page in the back of the book as a quiz bowl
competition.
Or, if I have multiple copies of the book, have students travel around the
room in pairs or groups to each of these questions I have posted around the
room. They will find the answers in the book and write them down on their
own sheets of paper.
After Reading:
As a research activity, have students draw a letter out of a hat. They will then
do research on that person, place, or thing associated with their letters. They
will spend time doing research and create a poster board with facts and
pictures to present to the class.

Amy Stucker
If a Bus Could Talk: The Story of Rosa Parks
Author and Illustrator: Faith Ringgold
Genre: Historical Fiction
NCSS Themes:
o Time, Continuity, and Change
o People, Places, and Environments
o Individuals, Groups, and Institutions
o Power, Authority, and Governance
IN Standards:
o Social Studies 4.1.7: Explain the roles of various individuals, groups,
and movements in the social conflicts leading to the Civil War.
o ELA 4.7.12: Make informational presentations that:
Focus on one main topic.
Include facts and details that help listeners focus.
Incorporate more than one source of information (including
speakers, books, newspapers, television broadcasts, radio
reports, or Web sites).
Summary:
If a Bus Could Talk: The Story of Rosa Parks is a book about a fictional
character named Marcie who sits down on a bus and receives much more than a bus
ride. She steps on the bus to discover it there is no driver, but before she can get off,
she is thrown into a seat as the bus propels forward. The seat beneath her begins to
talk to her, telling her all about Rosa Parks. While scared, Marcie listens carefully as
the bus speaks about Rosa Parks life.
The bus first tells about Rosas young life and how she received her high
school diploma because of hard work and support from her family. As Rosa started
working, she became very tired each day. The bus explained that it got to know Rosa
on her bus rides home from work. It explained that one day, Rosa refused to give her
seat up to a white person, and she was arrested. This started a reaction, where other
leaders helped to start bus boycotts in Montgomery. The bus further explained
about how segregation laws on the buses were eventually lifted and Rosa Parks was
honored. By the end of the bus ride, Marcie discovers that the bus is a tribute to
Rosa Parks and is celebrating Rosa Parks birthday. Marcie hops off the bus and
excitedly enters school so that she can tell her class all about Rosa Parks.
Extension Activity:
After Reading:
Make a Talking Bus
Students will use Animoto or another video-making tool to create a virtual
bus ride. Using the book and approved websites, students will research 10
facts about Rosa Parks. They will record these facts through their own
narrations. They will give tours of Montgomery on their bus by narrating
these facts. They will present their videos to the class.

Amy Stucker
The Cats in Krasinski Square
Author: Karen Hesse
Illustrator: Wendy Watson
Genre: Historical Fiction
NCSS Themes:
o Culture
o Individuals, Groups, and Institutions
o Power, Authority, and Governance
o Global Connections
IN Standards:
o Social Studies 6.1.20: Analyze cause-and-effect relationships,
keeping in mind multiple causations, including the importance of
individuals, ideas, human interests, beliefs and chance in history.
o ELA 6.3.4: Define how tone or meaning are conveyed in poetry
through word choice, figurative language, sentence structure, line
length, punctuation, rhythm, alliteration, and rhyme.
Summary:
The Cats in Krasinski Square takes an interesting perspective on a fictional
character of Warsaw during World War II. As the context of this book is set during
the Holocaust, the topics discussed in this book are most suitable for 6th grade
classrooms and beyond. The young girl in this story has apparently escaped from
the Ghetto, but is still concerned about the people she knows are left behind. She
observes the cats in the streets as she tries to blend in to the Polish ways.
In this poem story, the girl and her sister and friends risk getting caught in
order to provide food for their friends that are still in the Ghetto. They use the cats
as a distraction for the dogs are ready to attack them for smuggling food. The cats
escape through the repeated cracks in the wall, and the bags of food are pushed over
and under the wall. In the midst of the suffering, a glimmer of hope is seen at the end
of this book.
Extension Activity:
Pre-Reading:
Review Key Vocabulary words, such as:
o Ghetto
o Warsaw
o Gestapo
o Smuggle
After Reading:
Review the elements of the poem
Students will write their own poems about the Holocaust, conveying tone
and meaning through their use of word choice, figurative language, sentence
structure, line length, punctuation, rhythm, alliteration, and/or rhyme.

Amy Stucker
Around the World with Money
Author: Jason Cooper
Genre: Non-fiction (Informational)
NCSS Themes:
o Culture
o Production, Distribution, and Consumption
o Global Connections
IN Standards:
o Social Studies 4.4.6: List the functions of money and compare and
contrast things that have been used as money in the past in Indiana,
the United States and the world.
o Math 4.5.10: Determine the amount of change from a purchase.
Summary:
Around the World with Money is an informational book about how goods are
traded throughout the world with all kids of different currency. The pictures in this
book are perfect for showing similarities and differences in all kids of money. It
mentions that here in the United States, we have our own basic units of money.
However, in Europe, many different countries have their own forms of currency.
The book further explains that with all these different forms of currency,
there has to be an exchange rate so that trades are fair. Important concepts like
commerce and trading are also discussed briefly in this book. Through simple
definitions and explanations through pictures, this book reveals many good
concepts in money. Students can learn what money in other countries looks like and
how it matches up to the US dollar.
Extended Activities:
Pre-Reading:
Pass around Goudes and 100 Goudes to have students estimate how much
they are worth in US dollars.
Question students on why they guessed the amounts they did. Use critical
thinking.
After Reading:
Make a class Venn diagram, comparing and contrasting US dollars and Euros
on the flipchart.
Additionally, have students practice converting amounts of currency from
other countries into US dollars.

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Amy Stucker
Francis Scott Key and The Star-Spangled Banner
Author: Lynea Bowdish
Illustrator: Harry Burman
Genre: Biography
NCSS Themes:
o People, Places, and Environments
o Civic Ideals and Practices
IN Standard:
o Social Studies 1.1.3: Identify American songs and symbols and
discuss their origins.
Summary:
Many times, students do not know the origin of some very important songs in
our country. The book, Francis Scott Key and The Star-Spangled Banner is perfect
for helping students understand the background of our countrys national anthem.
This book explains that this is not just a song that we sing, but instead, it is an
anthem of our pride for our country.
After a brief review of when we sing The Star-Spangled Banner, this book
dives right into War of 1812, focusing on Francis Scott Key and Dr. William Beanes.
They both were being held on a British ship while the British attacked the American
army at Baltimore. After a long battle, Francis Scott Key saw the American Flag
waving proudly amongst the smoke. At that moment, he wrote what is now The
Star-Spangled Banner and our national anthem.
Extension Activity:
After Reading:
Learn and sing The Star=Spangled Banner
Possibly perform this at a special ceremony or event at the school

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