Latosha Bacon

Reading Log 1
June 4, 2010
Traditional Literature
Book 1
Author: Retold by Margaret Hodges
Illustrator: Trina Schart Hyman
Title: Merlin and the Making of the King, 2004
Genre: Legend
Format: Chapter Book
Award: none

Summary
This legend chronicles the life of Arthur as he rises from infant to king. Merlin the
magician requests Arthur prior to his conception. Once Arthur is born, his mother
immediately gives him to Merlin. Arthur is mad king, despite the wishes of many. As
king, he is injured and betrayed by those he loved and trusted. He is protected by Merlin
the magician and his sword, Excalibur. In an attempt to reconcile with his traitor-friend
Mordred, he meets a fatal blow and takes his rest at the lake.

Strategies
Previewing the text:
Prior to reading the book, students will view the title, the blurb, captions, and
graphics to make a logical assumption about the book’s contents. In small groups,
students will share their predictions. After reading the story, the students will discuss
their predictions and the actual outcome of the story.

Sociogram:
While reading the story, the class will complete a sociogram. Using the Promethean
board, the teacher will place the central characters (Merlin and Arthur) in the center of a
PowerPoint slide. Other characters will then take their respective places on the diagram.
Their physical distance on the slide will reflect their distance from the main characters.
Their sizes will also represent their importance. Substantiated relationships will be
connected by a solid line and inferred/minor relationships by a broken line. Characters
that support the main character on one side of a dividing line, and antagonistic characters
will be placed on the other side.

Treasure Box:
After reading the story, the students will create a King’s treasure box. The
students will work in groups to create a collection of artifacts for Merlin. Using book,
students will decide which items the King might have considered precious enough to
leave for future generations who may study his life. They will attach a written
explanation for choosing each item included in their boxes.
Latosha Bacon
Reading Log 1
June 4, 2010
Book 2
Author and Illustrator: Leonard Everett Fisher
Title: Thessues and the Minotaur, 1988
Genre: Myth
Format: Picture Book
Award: none

Summary
Theseus, son of King Aegus, grows strong enough to gain access to his father’s
sandals and sword. He slays strong, cruel robbers to reunite with his father. When he
reaches his father’s palace he must face the only person who stands in his way, his evil
majestic stepmother. Queen Madea. The queen wishes to kill Theseus so that her own
son, Medus, may become King. When Aegus discovers her plan, he banishes her and
Medus. Theseus volunteers to become one of the fourteen sacrifices sent to be eaten by
the Minotaur. With the help of Ariadne, his newfound love, he kills the Minotaur.
Though he saves thirteen lives, he loses the two people dearest to him.

Strategies
Think aloud:
Prior to reading the story, the teacher will explain how a think aloud works. After
reading the first two pages of the text, the teacher will model a think aloud. As the story
continues, the teacher will pause to allow students an opportunity to think aloud. Students
will be allowed opportunities to respond to others and ask questions that deepen their
understanding of the story.

Response to Literature:
After reading the story, the female students will create a letter written from
Ariadne to Thesseus telling him how she feels about Dionysus. The male students will
write a letter to Ariadne from Thessues explaining why he had to abandon her and ask for
her forgiveness.

Rewriting the story:

In an effort to get students to understand the importance of plot, they will choose
one pivotal point in the folktale’s plot. They will rewrite the outcome of that particular
event as well as the characters’ motivations, actions, and reactions. As a result students
should learn how plot alters the outcome of a story.
Latosha Bacon
Reading Log 1
June 4, 2010
Book 3
Author: Retold by Verna Aaderma
Illustrator: Lisa Desimini
Title: Anansi does the Impossible, 1997
Genre: Folktale
Format: Picture Book
Award: none

Summary
Despite the advice of his wife, Anansi attempts to buy the tales for the Sky God.
The Sky God offers the tales for the price of a live python, a real fairy, and forty-seven
stinging hornets. When he returns and tells his wife of the cost, she assists him in
collecting what is needed to purchase the tales.

Strategies
Vocabulary Preview:
Prior to reading the tale, students will review onomatopoeia. They will be given a
list of actions (laughter, whispering, quick movement, etc.) for which they should create a
word that captures the sound. The students will then be given the list of terms from the
text and asked to match them with the actions they have been provided. The students will
then imitate the sounds to improve comprehension and fluency when reading the tale.

Art:
After reading the folktale, the students will create an original piece of art that
reflects its theme. They may choose produce a drawing, a painting, a dance, a short
musical score/composition, a collage, or any other art form.

Seguel or prequel:
Individually, students will determine if what happened before or after the story is
more important. Once they decide, they will be placed in groups according to their
decisions. Those who believe what happens after Anansi purchases the tales will write a
sequel. The other groups will write a prequel that clearly explains why Anansi wanted
the tales. Students will be encouraged to include details and a moral for their tales.
Latosha Bacon
Reading Log 1
June 4, 2010
Book 4
Author: Virginia Hamilton
Illustrator: by Leo and Diane Dillon
Title: The People Could Fly: The Picture Book, 2004
Genre: Folktale
Format: Picture Book
Award: none

Summary
The whispers of Old Man Toby holds the rhythm to a song that allows those who
can to fly. Beginning with Sara and the baby she carries strapped to her back as she picks
cotton in the fields, Toby sings the song to freedom. First, one by one, then several at a
time, the slaves whose wings disappeared on the cramped slave ships remember how to
fly to freedom. Those who can not fly are bade farewell and told to wait for another form
of freedom.

Strategies
Outline:
Students will identify the main ideas and restate them in their own words in their
won words. The ideas will be outlined in a beginning, middle, and end format. Once the
outline is complete, students will put the ideas together. The students will then write a
summary using the details from the outline to develop a deeper understanding of the text.

Contextualizing:
Students studying slavery in America will review the time period during which
slavery occurred. They will detail the things that happened during slavery and explain the
significance of the story as it pertains to the real occurrences they have studied.

Response to Literature:
After reading the story and discussing escape of slavery, particularly the
Underground Railroad, each student will write a folktale that explains the disappearance
of slaves. Using their imaginations, students will give the slaves powers that allow them
to escape the cruelties of slavery.
Latosha Bacon
Reading Log 1
June 4, 2010
Book 5
Written by Jon Scieszka and Lane Smith and illustrated by Molly Leach
Title: Squids Will be Squids, 1998
Genre: Fable
Format: Picture Book
Award: none

Summary
This book of fables offers present day situations and stories that most children
have or will experience. It offers a fresh look at the things children do through the lives of
animals.

Strategies
Pre-writing:
The teacher will provide a list of animals from the book. The students will choose
one animal to compare-contrast with children in a Venn diagram. They will then share
their comparisons within a group. After reading, the children will decide whether their
characterization is similar or different to the ones made in the book.

Publishing:
After reading the morals, students will create an “adults will be adults” book of
morals. Each student will write one piece in which adults will be characterized as
animals. The teacher will compile the selections and provide each student with a copy.

Characterization:
The students will be asked to describe how squids “children” are depicted in the
fable. Are they depicted positively or negatively? What references are positive or
negative? The students will express their opinions of the characterizations, tell whether
they agree or disagree, and offer explanations.
Latosha Bacon
Reading Log 1
June 4, 2010
Modern Fantasy

Book 6
Author: Hans Christian Andersen
Illustrator: Lisbeth Zwerger
Title: The Little Mermaid, 2004
Genre: Modern Fantasy
Format: Picture Book
Award: none

Summary
This is the story of five young mermaids each awaiting her opportunity to
journey to the top of the sea. On her fifteenth birthday, the youngest mermaid rescues a
young prince who is drowning. She sells her voice to the witch in exchange for legs and
must gain the affections of the prince in order to become an immortal. Her sisters,
longing for her return sell their hair for her return. She refuses their method of escape and
gains a reward for her good deeds.

Strategies

Pre-reading:
Prior to reading the book, students will be asked to place value on love. The
students will be asked about the things they value the most and that make them unique.
Once the students explain what they value and/or love about themselves, they will basked
if they are willing to part with it for someone they love. After reading the story students
will respond about the mermaid’s choice to give her voice and live in pain for the man
she loves.

Reciprocal Teaching:
Students will be placed in groups of four. Each student will receive one index
card identifying his or her unique role (summarizer, questioner, clarifier, and predictor).
Students will read a few paragraphs of the assigned text selection. Stopping at points
assigned by the teacher, the summarizer will highlight the key ideas up to this point in the
reading. The Questioner will then pose questions about the selection (unclear parts,
puzzling information, connections to other concepts already learned, motivations of the
agents or actors or characters, etc). The Clarifier will address confusing parts and attempt
to answer the questions that were just posed. The Predictor will offer guesses about what
the next events in the story will be. The roles in the group then switch one person to the
right, and the next selection is read. Students repeat the process using their new roles.
This continues until the entire selection is read.

Creative writing:
After reading the story, the students will complete one original piece of writing
that is inspired by the story. It may be a poem, short story, short drama or section of
dialogue, or review. They may choose to write about love, the mermaid’s loss of her
voice, her new role as a daughter of the air. The students will share their responses.
Latosha Bacon
Reading Log 1
June 4, 2010

Book 7
Author: Beverly Cleary
Title: Ralph S. Mouse, 1982
Genre: Modern Fantasy
Format: Picture Book
Award: none

Summary: Ralph S. Mouse has always lived at the Mountain View Inn. He owns a
precious motorcycle that enjoys riding through the lobby of the inn when everyone is
asleep. Recently, he has grown tired of sharing his motorcycle with his little cousins and
siblings. He is also afraid that his friend, Matt, will lose his job if the mice continue
leaving their droppings around the place. Ralph decides to move to his young friend,
Ryan’s school where he can enjoy his motorcycle in solitude. When Ryan’s classmates
and teacher, Mrs. K, discover Ralph the adventure begins. Ralph becomes the star of the
classroom and even becomes a hot topic for the town’s newspaper. In the process, Ralph
loses his beloved motorcycle, but Ryan finally finds a friend. In the end, Ralph and Ryan
gain more than they could have ever wished.

Strategies

K-W-L Chart:

Before reading, students fill in the “know” column with words, terms, or phrases
from their background or prior knowledge about mice. Then, students will predict what
they might learn or “want” to learn about the topic. This helps set their purpose for
reading and focuses their attention on key ideas. After reading, students should fill in
their new knowledge gained from reading the content in the “learned” area of the chart.
They can also clear up misperceptions about the topic which might have shown up in the
Know column before they actually read anything.

Music, Music, Music:

Students will choose three characters from the novel and find fitting song lyrics
for each one of them. They will scan or type out the song lyrics and annotate the lyrics
for writer’s craft as well as an explanation as to why they chose that particular song for
the character. They will create a CD of the songs and create a CD cover that illustrates a
major motif or theme of the story.

RAFT:

After reading the story, the students will complete a RAFT paper using the
following guidelines:

Role: Mouse

Audience: Scientists
Latosha Bacon
Reading Log 1
June 4, 2010
Format: Persuasive Essay

Topic: Discontinuing the use of mazes to test the intelligence of mice.

Latosha Bacon
Reading Log 1
June 4, 2010
Book 8
Illustrator: David Wiesner
Title:Free Fall, 1988
Genre: Modern Fantasy
Format: Picture Book
Award: Caldecott Honor

Summary
This story captures the dream of a young boy without words. He goes falls to
sleep reading a book and dreams of the adventures of his readings. In his dream, he finds
himself in Medieval Times. He becomes a giant, rides piggyback, and goes to the land of
a giant breakfast. He flies on cranes, who return him safely to his bed. When he awakens,
he sees the pigeons, fish, and croissants that were all apart of his dream.

Strategies
Creative Writing:
As the book does not contain any words, students will be asked to create words
for each page of the book based on their own interpretations. At the end of class,
students will share their version of the story with the class.

Artistic Expression:
Upon completion of the book, the students will visualize one of their recent
dreams. They will draw their dreams. Once the illustrations are complete, the students
will select a partner to write the stories for their illustrations.

Letter to the Author:

Students will write letters to the author asking him to answer specific questions
they have about the book. They may also choose to ask why he chose not to include
words. The students will also offer a brief summary of their interpretations for the
author’s approval.
Latosha Bacon
Reading Log 1
June 4, 2010
Book 9
Author: James Thurber
Illustrator: Marc Simont
Title: Many Moons, 1990
Genre: Modern Fantasy
Format: Picture Book
Award: none

Summary
When young Princess Lenore becomes ill, her father asks her what she desires to
feel better. Lenore requests the moon. After the King’s wise men including the Lord High
Chamberlain, Royal Wizard, and Mathematician made many excuses and no attempts to
attain the moon, the King calls the Jester forth to play him a sad song. The Jester asks the
Princess about the moon and has the jeweler to make a moon and a necklace so that the
Princess may wear it around her neck. The King then facing the dilemma of hiding the
“real” moon from his daughter once again seeks the advice if his wise council. Their
ridiculous suggestions cause the king to once again summon the Jester. The Jester again
speaks with the Princess who explains why the moon was able to shine both on her neck
and in the sky.

Strategies
Anticipation Guide:
Prior to reading the story, students will be given a teacher created anticipation
guide. The guide will include statements related to the text. (Everything in life is only as
large or small as you make it. Smart people are those who have the best jobs.) Students
will be asked to agree or disagree with the statements. They will be allowed to discuss
and defend their beliefs with a partner. After reading the text, students will return to their
guides to compare their beliefs with those implied or stated in the text.

Word Map:
While reading, students will identify words they do not know or understand. They
will write the words in the center of the page. Using the dictionary, the students will write
the definition on the top left corner of the page. To the right of the definition, the student
will include a synonym. An antonym will be placed to the bottom left of the word.
Opposite the antonym, the students will write a sentence using the word or create, draw,
or select an image that expresses the term.

Response to Literature:
Immediately after finishing the book, students will write for about 15 minutes on
everything that comes to mind. The writings can be personal reactions, observations, and
interpretations of what they've just seen. They may write down questions they have about
the story and would like to discuss in class.
Latosha Bacon
Reading Log 1
June 4, 2010
Book 10
Written by Ferida Wolff and Illustrated by Katie Keller
Title: Seven Loaves of Bread, 1993
Genre: Modern Fantasy
Format: Picture Book
Award: none

Summary
Two sisters, Milly and Rose, live on a farm. Milly makes seven loaves of bread
each morning. She understands the importance of each animal and person in her life. She
prepares a loaf of bread for each of them. When Milly falls ill, Rose must make the bread.
Rose, who doesn’t like to work any harder than she has to, is too tired to make the
prescribed seven loaves chooses to make less than Milly. Rose soon learns that it is easier
to make seven loaves of bread than to do the work of those who eat the loaves.

Strategies
Story Mapping:
As they read, students will map the events of the story. They will begin by
identify the characters and setting. Using the book, they will identify the problem and
solution in the story. In the center of the map, students will write a theme for the story.

Text Connections
Students will be given a worksheet with three overlapping circles. Each circle will be
labeled as text, world, or self. Students will be asked to write the essential question at the
top of the page. Once they have written the question, they will be asked to fill in each
area of the circle and overlapping areas with ideas that connect:
1. text to the essential question
2. world to the essential question
3. self to the essential question
4. self and events from the world
5. text and events from the world
6. text and self
7. text, self, and events from the world

Think-Pair-Share:

The students will be asked is to THINK about Rose’s dislike of working harder
than she has to. What would have happened if Milly had not fallen ill? What lesson does
Rose learn? Using designated partners, students will PAIR up to talk about the answer
each came up with. They compare their mental or written notes and identify the answers
they think are best, most convincing, or most unique. After students talk in pairs for a few
moments, they will be asked to SHARE their thinking with the rest of the class.
Latosha Bacon
Reading Log 1
June 4, 2010
Resources

During the completion of this assignment several websites were researched. Some of the
strategies located in the research were adapted to suit the contents of the books read.

Websites:

Greece Central School District’s website: http://www.greece.k12.ny.us

Panhandle Area Educational Consortium’s website:

http://www.paec.org/david/reading/general.pdf

McDougal Littell: http://www.classzone.com