Sarah+Trimpe



1. Book Title (1pt): **//Kick//**

2. Genre: **Contemporary Realistic Fiction**

3. Author (1pt.): **Walter Dean Myers and Ross Workman**

4. Date of Publication (1pt.): **February 1, 2011**

5. Give a brief summary of the book. Do NOT give the ending away. (3 pts.)


 * Kevin Johnson is a 13 year old boy who plays soccer. One night, he crashes a car belonging to the father of his friend, with his friend in the passenger seat. He is arrested, but will not tell officers why he was driving the car out of loyalty to his friend. Sergeant Gerald Brown takes an interest in the case after finding out that Kevin’s father was a police officer killed in the line of duty.**


 * As Sergeant Brown tries find out the truth about the night of the accident, he also takes an interest in Kevin’s soccer playing. Sergeant Brown then tries to help Kevin turn his life around—both his personal life and his life on the soccer field as Kevin’s team is competing for the state championship. As Sergeant Brown and Kevin form a relationship, Kevin becomes willing to tell Sergeant Brown what really happened that night.**

6. What did you like about the book? What did you dislike? (3 pts.)


 * I thought //Kick// was an interesting book. I liked how real the characters and their relationships felt. It is told from an alternating point of view—first Sergeant Brown’s, then Kevin’s—back and forth, a chapter at a time, throughout the whole book. I thought this was a effective way to tell the story and gave more background knowledge, thoughts, and feelings of each of these characters. It was a quick read for me and I can really see it being a hit with one of my students who is a soccer player.**


 * However, I felt let down when I discovered why Kevin had been driving the car belonging to his friend’s father. I felt like the event seemed a little forced and pretty anti-climatic. I don’t feel like I can get into specifics because it will be a “spoiler”, but when I read that section of the book, I felt the authors didn’t really go into as much depth as I think a situation that serious warranted. It just seemed to me that the book could have been about 20 pages longer instead of getting wrapped up so quickly.**

7. Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. (6 pts)


 * 1. Describe the parallels between what happens in Kevin’s personal life and Kevin’s life on the soccer field.**


 * 2. Kevin felt that driving Christy’s father’s car that night was his only option because of the situation she was in. Do you agree? Have you ever been in a situation where you felt like you needed to do something against the rules to help someone else?**


 * 3. At the end of the story, Kevin missed an important soccer kick. If you had been the author, would you have written that scene the same way? If not, what you would have written?**

Comprehension Activity:

Create a “FakeBook: (not Facebook) page for the main character or one of the main characters from your Contemporary Realistic Fiction Book. Use the instructions provided in a separate attachment to help you. When you’ve finished your work online, copy and paste the URL for your Fakebook page below (15 points).


 * I created a FakeBook page for Kevin, the main character. It can be found at: []**


 * PS- I had a lot of trouble with the comments on my FakeBook page. I'm sorry all of the comments on the very bottom post have the same picture. I have tried to edit them several times and every time I save, it goes back to all being the police officer. So, just pretend that those pictures are 13 year old kids. ;)**



1. Book Title (1 pt.) **//Girl, Stolen//**

2. Genre: (1 pt) **Adventure-Survival**

3. Author (1 pt.) **April Henry**

4. Date of Publication (1 pt) **September 28, 2010**

5. What did you like about the book? What did you dislike? (5 pts.)


 * I loved this book! I started reading it, and I couldn’t put it down. I liked the relationship between Cheyenne and Griffin and how it went from carjacker and victim to an almost friendship. I really liked the part when Cheyenne decided to escape because she, even though sick and blind, was a strong character who took charge of her destiny instead of waiting for someone to come rescue her. I also loved the writing during the escape. Since Cheyenne is blind, she couldn’t see what was happening around her, which meant we, as readers, didn’t know either. I was on the edge of my seat wondering if she was going to succeed!**


 * There really wasn’t anything in this story that I disliked. I will admit that when I found out Cheyenne was sick and blind, I thought it seemed a little “hokey”. But, the author really did a great job of creating a believable. And, having Cheyenne be blind did make the story much more dramatic.**

6. Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. (6 pts)


 * 1. Tell three ways the book would have changed if Cheyenne hadn’t been blind?**
 * 2. Explain how Griffin and Cheyenne’s relationship changes as the book progresses. Do you think Griffin and Cheyenne have the same feelings toward each other? Give some examples that illustrate why or why not.**
 * 3. At the end of the book, Cheyenne “took a deep breath and thought about her answer.” If you were going to write another chapter in this book, how would you have Cheyenne answer Griffin’s question?**

Comprehension Activity: (15 pts).

Choose five artifacts that you believe represent the main character of your novel (or one of the main characters in your novel) and provide an explanation for choosing each. Avoid making all obvious choices, but instead, get creative and think outside the box!

Artifact #1 - ** Dog ** I chose this because. ** .. Cheyenne is blind and has a seeing eye dog named Phantom. Griffin’s dog, Duke, is also an important part of the story because Cheyenne tries to use him to help escape. **

Artifact #2 ** – Cadillac Escalade ** I chose this because... ** Cheyenne was in her family’s Escalade when it was stolen by Griffin. **

Artifact #3 - ** Nike symbol ** I chose this because... ** Cheyenne’s dad is the president of Nike. When hearing this, Griffin’s dad realizes that Cheyenne isn’t just a stolen girl that they need to get rid of, she is a way for him to get out of his current lifestyle and “retire” on the beach by collecting ransom money. **

Artifact #4 - ** Piece of broken glass ** I chose this because... ** Cheyenne breaks a drinking glass and keeps a piece of it in the hopes that it will help her escape. I think this part of the book is where Cheyenne first begins to take matters into her own hands and find ways to get herself out. **

Artifact #5 - ** Prescription pill bottle ** I chose this because... ** Griffin tried to help Cheyenne get better by giving her some expired antibiotics that he found in his cupboard. This showed us that Griffin was beginning to really care about Cheyenne and that he was on “her side”. **



//1.// Book Title (1 pt.) **//Shiver//**

2. Genre: **Fantasy**

3. Author (1 pt.) **Maggie Stiefvater**

4. Date of Publication (1 pt.) **August 1, 2009**

5. Write a brief summary of the book you read without giving away the ending! (3 pts.)


 * Grace is a teenager who was attacked by wolves as a young child. However, she is not afraid of the wolves. In fact, she is drawn to them-- especially to the yellow-eyed wolf she sees in the woods every winter. She refers to this wolf as “her wolf”. Then, she meets Sam, a teenage boy with the same yellow eyes. She knows he must be her wolf, and she spends all of her time with him. But, Sam will not stay in his human form as winter nears. Will Sam and Grace be separated again? Will be it forever?**

6. What did you like about the book? What did you dislike? (3 pts.)


 * I thought this was a good book. I felt like the story line was well written. I was right there in the story with the characters. I also thought it was an interesting plot line that would be popular with teenage girls. It struck me as “Twilight-ish”. I thought the character development seemed a little shallow. I did not feel a huge connection with them. I also thought it was a little unbelievable that Sam was basically living at Grace’s house for a while, but her parents had no idea. I understand that they were quite neglectful, but you would think they would at least notice another person in their house.**

7. Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. (6 pts)


 * 1. Two of the wolves in the story view being a wolf in very different ways: Sam wants to prevent it; Olivia embraces it. Why do you think they have these very different viewpoints?**
 * 2. Sam did not agree with Beck’s decision to create new, young werewolves. Do you agree with Beck or with Sam? Explain your reasoning.**
 * 3. Grace’s parents are not involved in her life. In fact, they are pretty neglectful. Give three specific examples of how the story may different if they were actively involved in her life.**

Comprehension Activity:

Write a newspaper article about someone or something that happened in the story. NOTE: this is NOT a book report! Review a few newspaper articles to get the "feel" of the format. What would the headline say? Was anyone interviewed for the story? Who are the sources of information? Are there quotes from characters? Be creative! (15 pts).

__**Tragedy in Mercy Falls**__


 * Mercy Falls, Minnesota teen, Jack Culpepper’s body was found on the edge of Boundary Woods. Based on his injuries, it is assumed that Culpepper was attacked and killed by the wolves that live in those woods. The community of Mercy Falls is mourning his death, and students at Mercy Falls High School continue to wear black in his honor.**


 * Teenager Grace Brisbane, also from Mercy Falls, was attacked by these same wolves seven years ago after going into the woods behind her family’s home. Even after enduring such a horrific event, Brisbane doesn’t believe the wolves are a danger to the community of Mercy Falls. Brisbane says, “It’s a tragedy that Jack died, but I don’t think killing the wolves is the answer. I think we need to just leave them alone. Let them live their lives and we live ours.”**


 * However, not everyone is as forgiving as Brisbane. Tom Culpepper, Mercy Falls lawyer and father of Jack Culpepper, says, “These wolves are very dangerous and need to go. No one should have to suffer the same tragedy that my family is going through.” Tom Culpepper has scheduled a hunt to kill the wolves next week.**



1. Book Title (1 pt.) **//Matched//**

2. Genre: **Science Fiction**

3. Author (1 pt.) **Ally Condie**

4. Date of Publication (1 pt.) **November 30, 2010**

5. Write a brief summary of the book you read without giving away the ending! (3 pts.)


 * Imagine a world with no choices. This is the world in which Cassia lives. In this society, all decisions are made by the officials: what people eat, where people live, where people work, and even who they will love. During her matching ceremony, the identity of the young man to whom she will be married is identified. To Cassia’s surprise and joy, it is one of her best friends, Xander. Most people are matched with complete strangers. After the Match Ceremony, she views a microcard of information about Xander, but another boy’s picture shows up on the screen—another boy she knows, a boy named Ky. She is told there was a mistake in the Matching Department, and that her match truly is Xander. Cassia tries to forget about it and move on, but she can’t help but wonder about Ky. In fact, she is starting to fall in love with him. Cassia begins to question the Society’s infallibility and wonders if it’s possible to make her own choice somehow.**

6. What did you like about the book? What did you dislike? (3 pts.)


 * I really enjoyed this book. I thought the author did a good job of describing the society because I felt like I was really there. I could picture the scenes perfectly, even though there were things that do not exist in our society.**


 * I don’t really like how it ended. It's not that I disliked the actual plot, I disliked how it ended abruptly without closure. I understand that it was written as a trilogy and the author wanted to make us want to read the next book. But, I tend to enjoy books that have a nice wrapped-up ending, which it did not. I do plan to read books 2 and 3 to see how Cassia’s story continues.**

7. Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. (6 pts)


 * 1. Think about a society where no one has any choices, except for the officials. Do you think it would create a more orderly, more equal world? Why or why not? Give some examples from the book to support your answer.**


 * 2. Cassia’s grandfather had specific wishes for his tissue after his death. He also introduced Cassia to a forbidden poem. What do you think these actions tell us about his attitude toward the Society? What do you think he would advise Cassia to do, if he were still living, at the end of the book?**


 * 3. At the end of the book, we can see that there is more to Cassia’s story. Make a prediction about what will happen after she has moved to Farmlands.**

No comprehension assignment this week. You deserve a little bit of a break


 * Thanks!**



1. Book Title (1 pt.) //**Hotel on the Corner of Bitter and Sweet**//

2. Genre: **Historical Fiction**

3. Author (1 pt.) **Jamie Ford**

4. Date of Publication (1 pt.) **October 6, 2009**

5. Write a brief summary of the book you read without giving away the ending! (4 pts.)


 * Henry Lee sees a crowd of people at the Panama Hotel, which has been boarded up for decades. The new owner has discovered the belongings of dozens of Japanese American families that were put into the hotel for safe-keeping when the families were sent to internment camps during World War II. Henry wonders if the parasol being taken out of that hotel could have belonged to his childhood friend, Keiko. This draws Henry back into his past- the childhood of a Chinese American boy growing up in a very traditional Chinese family. Keiko is a Japanese American, and Henry’s father sees the Japanese people as the enemy of both China and America. But, Henry and Keiko form a very close friendship, regardless of Henry’s father, that revolves partly around jazz music. They are inseparable until Keiko and her family are sent to an internment camp. Henry tries to stay in touch with Keiko, but how can these two young teenagers overcome the barbed wire of an internment camp and the clashing cultures of their ancestors? The book alternates between the 1940’s (Henry’s youth) and the 1980’s (Henry’s present-day life) throughout the book, showing the parallels between the world where Henry used to live and the world in which he lives now.**

6. What did you like about the book? What did you dislike? (4 pts).


 * I had a hard time getting into this book. I thought the jumping back and forth between time periods was confusing in the beginning. But, once I got into the book, I loved it. I even grew to love the alternating time periods. I don’t know if the story could have been told as strongly if it had been written chronologically. I think the alternation helped really show the connections and parallels between Henry’s childhood and adult life.**


 * I really liked how descriptive this book was. I felt like the author did a great job describing the different areas of the city and the internment camp. It was very easy for me to visualize what these places looked like.**

7. Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. (6 pts)


 * 1. Compare and contrast the lives of Henry in this book and Junior in //The Absolutely True Diary of a Part Time Indian//. Use some specific examples from each of the books to show how their experiences as the only non-white student in their respective schools shaped their adult lives.**
 * (If it’s not okay for me to pull my question from two books, let me know and I’ll write another one. I was just struck by the similarities between Henry and Junior as I was reading this book.)**


 * 2. Henry’s son, Marty, brought home his girlfriend, Samantha, to meet Henry. After Henry told Marty that he liked Samantha and that Marty “did good”, Marty replied, “I’m glad you approve, Pops. You know, you surprise me.” What surprises did Marty learn about his father? How do you think Marty’s perception of Henry changed from when he was a young**


 * 3. When Henry went to visit Sheldon toward the end of the book, Sheldon told him, “I think it’s time you fixed it, Henry. But, I wasn’t talking about that old record.” What do you think Sheldon was referring to and what do you think he wanted Henry to do?**

Comprehension Activity: Choose Your Own Activity – Choose one of the four project ideas below (15 points).


 * I created a Shutterfly photo album. The URL is:** []**.**


 * I did my booktalk on the book Girl, Stolen by April Henry. The passages I read were on page 10 and page 99 (on my nook- I am not sure if they are the same as the print pages). The direct link to the video on YouTube: []**.

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1. Book Title (1 pt.) **//Mistaken Identity: Two Families, One Survivor, Unwavering Hope//**

2. Genre: (1pt) **Non-Fiction**

3. Author (1 pt.) **Don and Susie VanRyn and Newell, Colleen, and Whitney Cerak**

4. Date of Publication (1 pt.) **March 25, 2008**

5. Write a brief summary of the book you read without giving away the ending! (4 pts.)


 * This story is a true account of mistaken identity. A semi hits a college van on the interstate, killing 5 people. One of the dead is identified as Whitney Cerak. A survivor in very critical condition is identified as Laura VanRyn. Whitney’s family has a funeral and mourns their loss. Laura’s family sits in the hospital day and night, keeping vigil over Laura as she is in a comatose state. But, after five weeks, the error is discovered—the girl recovering in the hospital is actually Whitney, which means Laura had been killed in the accident. This is the story of how these two families survived during this unthinkable tragedy.**

6. What did you like about the book? What did you dislike? (4 pts).


 * I liked that this book was an easy read. I got through the book very quickly. I enjoyed getting to know the families and seeing how they dealt with the unbelievable situation. I felt like the book had a ton of characters, and that I didn’t ever really connect with any of them. I felt like I was on the outside looking in on this story, not right there in the middle of it like I’ve felt about most of the books I’ve read for this class.**

7. Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. (6 pts)


 * 1. It seemed like there were a lot of clues along the way that the comatose girl wasn’t actually Laura. Why do you think it took her family so long to make that realization?**


 * 2. What similarities and differences do you see between the VanRyn and Cerak families?**


 * 3. What character traits did you see in Whitney Cerak that helped her in her recovery? How did they help her? Did you see character traits that may have hindered her recovery? What were those traits and how did they hinder her?**

Comprehension Activity:


 * For the story //Mistaken Identity: Two Families, One Survivor, Unwavering Hope//, you will be doing a group presentation. Please see the instructions below:**


 * Who? You, as a part of a small group. This group will be chosen for you by the teacher.**


 * What? Create a talk show presentation. Your talk show must have a host and 3 or 4 people from the book as interviewees. As a group, discuss the following questions: who are the people from the book that would be best to choose as interviewees? What are some questions a talk show host would have for those people? How would they answer those questions? Make sure that your questions and answers are factual and connect to the book.**


 * After your discussion, each group member needs to choose a person to be during the presentation. Decide how your talk show will progress and practice asking and answering the questions your group generated. Your presentation should resemble a real talk show and needs to be 10 to 15 minutes in length. Your presentation will be scored on the attached rubric.**


 * Where? Our classroom**


 * When? The talk show presentations will be given to the class on Friday.**


 * Why? This activity will allow you to show your knowledge of the book //Mistaken Identity: Two Families, One Survivor, Unwavering Hope.//**


 * || **Group Talk Show** ||  ||


 * **CATEGORY** || **4** || **3** || **2** || **1** ||
 * **Connection to Literature** || All important parts of story were included and were accurate. The plot of the book is clear. || Almost all important parts of story were included and were accurate. Most plot details were clear. || Quite a few important parts of story were included and were accurate. Some of the plot details were clear. || Much of the story was left out or was inaccurate. The details of the plot were unclear. ||
 * **Questions & Answers** || Excellent, in-depth questions were asked by host and excellent answers supported by facts were provided by all talk show members. || Questions requiring factual answers were asked by the host and correct, in-depth answers were provided by all talk show members. || Questions requiring factual answers were asked by the host and correct answers were provided by several of the talk show members. || Answers were provided by only 1-2 talk show members. ||
 * **Character/ Acting** || The actor stays in character throughout the whole skit, even if he is not always on stage. The actor's behaviors and lines are consistent with the behavior of the character. The performance really adds to the enjoyability of the scene. || The actor stays in character throughout the whole skit, even if he is not always on stage. The actor's behaviors and lines are consistent with the behavior of the character. || The actor stays in character throughout almost the whole skit, even if he is not always on stage. The actor's behaviors and lines are generally consistent with the behavior of the character. || The actor stays in character throughout at least one half of the skit, even if he is not always on stage. AND/OR The actor's behaviors and lines may not consistent with the behavior of the character. ||
 * **Preparedness** || Group is completely prepared and has obviously rehearsed. || Group seems pretty prepared but might have needed a couple more rehearsals. || Group is somewhat prepared, but it is clear that rehearsal was lacking. || Group does not seem at all prepared to present. ||



1. Book Title (1 pt.) **//What They Found: Love on 145th Street//**

2. Genre: (1pt) **Short Stories**

3. Author (1 pt.) **Walter Dean Myers**

4. Date of Publication (1 pt.) **February 10, 2009**

5. Write a brief summary of the book you read without giving away the ending! If you are writing about a collection of stories or poems, you need to talk specifically about 2-3 of the selections in the book. (4 pts.)


 * //What They Found// is a collection of short stories that center around the 145th block of Harlem. We meet many different characters from this neighborhood. These stories tackle real life problems-- teen pregnancy, war, death. But instead of being dark or sad, these stories show how people in these situations can love, sometimes in very unlikely places.**


 * In “The Fashion Show, Grand Opening, and Bar-B-Que Memorial Service”, Daddy is dying of cancer, but he has a big idea. Instead of a funeral, he wants his wife and daughters to hold a giant celebration that combines his funeral ceremony, the grand opening of the family beauty parlor, and a barbeque. Will his wife and daughters go through with it? Is it possible to turn dying into a celebration? And, what will the community think?**


 * “Madonna” is the story of Leetha, a young teenage mother who is struggling to provide even the basic necessities for her infant son, Amiri. Billy Carroll, an artist who paints, offers her $40 to be a model for him. Leetha wonders if Billy has ulterior motives, but desperately needs the money. Leetha learns a lot about herself after seeing Billy’s completed painting.**


 * Curtis Mason is a soldier fighting in the war in Afghanistan in the story “Combat Zone”. Curtis has seen a lot of death and destruction. Then, he meets Marian. Is it possible to find love in the middle of war?**

6. What did you like about the book? What did you dislike? (4 pts.).


 * I liked how the stories were inter-related. Characters from the different stories ended up in other stories. It really showed the connectedness of the 145th neighborhood. I also like how the stories focus on real life situations and problems. I think that a lot of teenagers could really relate to these characters.**


 * There is nothing specific about this book that I disliked; however, I tend to not enjoy short stories as well as novels. I feel like they are just too short. I want to be able to lose myself for hours in a plot, not have it end in 15 minutes.**

7. Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. This week, I want you to write questions strictly //for discussion// here – not project ideas (you’ll see why below). (6 pts)


 * 1. In “The Fashion Show, Grand Opening, and Bar-B-Que Memorial Service”, Daddy is dying and wants his funeral to be a celebration. Do you think it’s possible to turn a funeral into a happy celebration? Why or why not?**


 * 2. In “Madonna”, Leetha said that “there was something else in the picture, almost like Billy had seen something that I couldn’t see. I tried to fix my face like the me he had painted, but it was still different.” What do you think Billy saw in Leetha that she could not see in herself?**


 * 3. Curtis and Marian go through a very traumatic situation together in “Combat Zone”. This situation seems to have pulled them closer together than any normal situation ever could. Why do you think they feel so close to each other after going through that together?**

8. How can you see this book being used in the curriculum? For what grade level would it be most appropriate? Give a specific example of how you as a teacher might use the book as part of the taught curriculum. What specifically would you use it to teach and what would you have students do with it? (7 pts.)


 * I can see this book being used in a high school class. I think the subjects it tackles are too mature for middle school students. This book could be taught in a unit about the theme of love. It could be paired with other more traditional love stories to show that love is a tricky emotion that can be found in many different situations.**


 * Some specific things that come to my mind are: have the students create a character map to show how the characters in these stories were connected, ask students to write about the specific types of love each main character showed/received, and have the students choose one character and write about how they can relate to that character and his/her situation.**