Joseph Terbrack

EDU 320
Dr. Reister
October 16, 2019
Text Set Annotated Bibliography
1. Old, W. C., & Parker, R. A. (2002). To fly: the story of the Wright brothers. New York:
Clarion Books.

2. Age: 6-13
Grade: 2nd-6th
Content Area: Social Studies, English
Genre: Children’s book

3. This book would be a great way to introduce the Wright Brothers in a social studies
classroom. This book is relatively short and has some amazing illustrations. For this type of text,
I would want to introduce this book using the book walk-though strategy or the teacher read
aloud strategy. During the walk through, I would try to relate the text to the students’ life. This
book focuses on the Wright Brothers’ earlier years which would help me make connections that
are relevant to my students. I would mainly do this though a series of open-ended questions that
could lead to class discussion or, I would use think-pair-share depending on the question. The
goal of the read aloud would be to model how to approach the rest of the books in my text set.

4. This book is about the Wright Brothers’ early years leading up to their first flight. The book’s
opening pages focus on the Brother’s initial curiosity about flight and their dreams of what it
would be like to fly. Orville and Wilber were very resourceful and intelligent brothers, as well as
best friends. They worked well together building off of each other’s strengths. They opened their
own bike shop where they manufactured almost all their own parts. Their tinkering often turned
towered kites and gliders. This progressed into their first mechanically propelled “flyer.” The
book ends with the culmination of their dream with the Wright Brothers first flight at Kitty
Hawk.

5. In order to extend this text, I would take my social studies class on a field trip to Green Field
Village. (Green Field Village is a historical park that has over 100 historical buildings that have
been relocated there, including the Wright Brother’s actual family home and bicyclical shop.)
While there, we would visit the Wright Home and talk to historical reenactors playing the parts
of Orville, Wilber, and their sister Katherine Wright. We would also go to the Wright Bicyclical
Shop and look at a model of their first gliders. This would be an incredibly fun way for students
to learn more about these historic figures.
1. Niz, X., Erwin, S., Williams, K., & Barnett, C. (2007). Wright brothers and the airplane.
Mankato, MN: Capstone Press.

2. Age Range: 9-12

Grade Level: 3rd-8th
Content Area: Social Studies, English, Art
Genre: Graphic Novel

3. I would introduce this book using the Sketch-to-Stretch strategy. I would pass out the activity
and then read a quote from the book that I want them to draw and write about. At this point, I
would not show them the book. I want them to picture it for themselves, really use their
imaginations and activate prior knowledge. Once the Sketch-to-Stretch activity is complete, I
would show them this graphic novel. This would give them a great opportunity to relate their
work to that of the author. They could then compare what they drew to the illustrations in the
book and compare what they wrote to the dialog between the characters.

4. This book begins with Orville and Wilber Wright receiving a toy flying machine. This gift
sparks their curiosity about mechanics and flight. The boys grow up to build a printing press and
start their own bike shop but are still fascinated with flight. The brothers study birds in hopes of
understanding how they fly. They build a small kite and then a glider which they take to Kitty
Hawk. During their many test flights, they learn several important things about aviation and
decide to add power to their gliders. With the help of a mechanic, they build their own engine
and have the first successful mechanically propelled flight. In the months that follow they perfect
their design and try to patent their machine. They fly their machine in France and America
continuing to tweak and modify their creation. They even receive a military contract for their
flying machine. The book ends by explaining the effect that the Wright brothers had on the world
of aviation.

5. After reading this book, I would have my students complete a Story Pyramid. The reason that I
would use this activity is to show my students that they can learn from the images as if they were
reading words. Because this story is a graphic novel, students can be tempted to just look at the
pictures and not follow the story. The Story Pyramid will help to focus their comprehension on
what is happening in the story. After competing the Story Pyramid, I would ask students to create
a graphic novel of their own. We would start by outlining a basic story, then writing dialogue
and ending by having the students draw their own panels.
1. (1904, January 2). Machine that flies: What the Wright Brothers' invention has accomplished.
The Marion Star, pp. 11.

2. Age: 11-72
Grade: 5th-12th
Content Area: Social Studies, English
Genre: Newspaper Article

3. I would introduce this text using the RAFT strategy (write or learn) where student’s will create
their own newspaper articles. The instructions for this activity would be as follows: The role of
the writer (a 1904 newspaper editor), the writer’s audience (average 1904 Ohio citizen), form of
the writing being used (informative/explanatory), and the topic (inform your readers that you just
saw a plane fly for the first time!). What would you be thinking? How would you be feeling?
And how would you convey those things to your reader in an informed manner? Keep in mind
who your audience is. This activity is ideal in a social study classroom because it helps students
put themselves in the mindset of a certain historical figure. This will help them connect on a
more personal level with this event in history and hopefully make history come alive. The
student could use this text as an example of what their newspaper article might look like.

4. The author begins this article by explaining that the Wright Brothers are leading the race for
air navigation. He cites the four successful flights that recently took place in Kitty Hawk. Then
the author gives a description of the Wright Flying machine that uses canvases stretched across
frame and no air balloon. He then goes on to give a brief history of the Wright Brothers and their
flying machine. The article ends with a brief interview with Orville Wright who says that he and
his brother have perfected a flying machine.

5. As a follow up to the text and RAFT activity I would take my students to a local newspaper
office. There they could experience the process of making a newspaper and all the steps that go
into it. They would ideally be able to talk to some newspaper editors/writers and ask them what
they would do they were to write an article about the Wright Brothers. They would then be able
to tour the factory and learn about how newspapers are printed. This could be a great experience
for students to learn about how people received their news before TV, radio, and the internet.
1. Renstrom, A. G. (1975). Wilbur & Orville Wright: A chronology commemorating the
hundredth anniversary of the birth of Orville Wright, August 19, 1871. Washington:
Library of Congress.

2. Age: 12-19
Grade: 7th-12th
Content Area: Social Studies, Math, Science
Genre: Chronology/Log

3. This book is primarily filled with dates/events and flight data. I think that this would work
great as an interdisciplinary activity in a math classroom. The math teacher would use this book
to show why data collection and knowing how to interpret it is important. The students could
assume the characters of Orville or Wilber analyzing their data after a long day of experimenting
with a new glider. The students would then be given portions of this book that contains the real
data that the Wright Brothers collected. Then the math teacher could use the dates and flight data
in this book to calculate ratios and rate. The math teacher could also use the flight data for an
introductory graphing activity. Where students plotted the different distances traveled on a graph
then found the average distance traveled.

4. The book starts with a chronology of all the important events in Orville and Wilber Wright’s
lives. It is organized by year and a list of every important date and what happened that day. They
start with the birth of Wilber (4/16/1867) and end with the brother’s birthdays being declared
national aviators’ day in 1970. This chronology includes everything from when Orville receives
a china tea set, from a dying relative, to when they repaired their first propeller blade. The
second half of the book is a flight log of every Wright Brothers flight from 1900-1918. It has
records of the date, pilot, time in the air, distance traveled, altitude, and any notes/remarks about
the flights that the Wright Brothers wrote down.

5. A great follow up activity would be for students make their own model or paper airplanes.
After the planes are made, they will take their planes to the gym and throw them several times
collecting data on each flight (distance and time). Then the students will make a flight log smiler
to the Wright Brother’s that includes any relevant information about their test flights. This could
include any adjustments that they made or an observation they noticed throughout the exercise.
To conclude the activity, the students will analyze the data and create graphs showing the
average speed and distance-time traveled.
1. Bonney, W. T. (1962). The heritage of Kitty Hawk. New York, NY: Norton.

2. Age: 14-18
Grade: 8th-12th
Content Area: Social Studies, English
Genre: Chapter Book

3. Out of all the books in my text set this one has the highest level of reading difficulty. It has
several important terms and uses a lot of technical vocabulary. That is why I would introduce
this book by having my students complete a Knowledge Reading Activity. This will help them
analyze what they already know about the topic. I will collect the Knowledge Rating Activity
and provide direct instruction on the technical vocabulary that the class was unsure about. After
completing this activity, we would dive into the history of Kitty Hawk through the text.

4. This book is all about the history of Kitty Hawk, South Carolina, and the aviation wonders that
took place there. I will only be using chapters five and six from this book because even though
the Wright Brothers are talked about in other parts of this book, these chapters are primarily
about them and their endeavors at Kitty Hawk. Chapter five starts off with the Wright Brother’s
first flight at Kitty Hawk in December, of 1903. It continues with the subsequent test flights and
the different changes and calculations they made in between each one. Chapter six goes on to
explain what the Wright Brothers went on to accomplish after their first historic flights at Kitty
Hawk. This includes the creation of other models and flights at Kitty Hawk, as well as the
challenges of patenting and selling their invention.

5. As a follow up activity to this text I would take my social studies class to Kitty Hawk, SC.
There we would visit the historic Outer Banks where the Wright Brothers completed their first
flight. We would also visit the Wright Brothers National Memorial. This includes a museum that
houses life size replicas of the Wright Brothers flying Machines.