Michelle+R.

=Book Summaries:.=

Name: Michelle Rehbein_


 * 1) Book Title; __Wish You Were Dead__
 * 2) Author: Todd Strasser
 * 3) Date of Publication: 2009


 * 4. What is the book about? Give brief plot summary in your own words.**

Madison, a popular senior at Soundview High School, is frantic to find out the truth as to why her friends are disappearing. An unknown blogger, calling themself Str-S-d, has wished these teens were dead. However, numerous alarming comments have been made by several of Madison's classmates to make her wonder if they are apart of her friends disappearing. Will she find out who is responsible for the disappearances?


 * 5. How could a teacher use this book in the classroom? What instructional strategies might you choose to incorporate with this particular title?**

Text to Self comparisons could be made using a Venn diagram. Students could choose a character of their choice to compare themselves to.

Students could complete an on-going prediction journal as to they think the kidnapper/s is/are?

After completion of the book students could write an alternative ending to Chapter 21 or 22?

Students could create their own blog name to communicate with the teacher on a designated blog about this book.


 * 6. Write three higher level thinking questions that you might use in a culminating discussion of this book.**

What character did you most identify with? Why?

What did you determine to be the best way on how to treat people?

If this book were made into a movie would you view it? Why or why not?

Name__: Michelle Rehbein____

2. Author: Sarah Dessen
 * 1) Book Title; __Along For The Ride__

3. Date of Publication: 2009

4. What is the book about? Give brief plot summary in your own words.

Auden, a recent high school graduate decides to live in Colby, a small beach community, with her father, stepmother, and baby stepsister. Auden is hoping to reconnect with her father. Auden has trouble sleeping and roams the streets of Colby, where she meets Eli. Eli is a past performer on the bike circuit and is now somewhat of a loner. He too has trouble sleeping. During these late night/early morning meetings Eli helps Auden to complete her quests of events she did not experience growing up. Her visit to Colby also allows her to form friendships with girls her age. How could a teacher use this book in the classroom? What instructional strategies might you choose to incorporate with this particular title?

Students could journal their post graduation plans. The teacher could then require the student to select one item to write an action plan for to help the student follow through with their plan.

Have students write about one skill they wish they had been able to do better as a child and why? This gives students an opportunity to reflect on their childhood.

Teachers could use this book to form various discussion groups to allow students to make connections with their classmates. The following are just a few group ideas: students of divorced parents, college bound students, students who have trouble sleeping, quests to complete, etc.

Write three higher level thinking questions that you might use in a culminating discussion of this book. Do you think Auden made a good choice to spend the summer in Colby? Why or Why not?

What dorm choice would you have made if you were Auden? Why ot Why not?

In the story (p.299) it reads "It's the things you fight for and struggle with before eaning that have the greatest worth." Do you agree with Auden? Why or why not

Name Michelle Rehbein

Book Title: __Chains__

Author: Laurie Halse Anderson

Date of Publication: 2008


 * What is the book about? Give brief plot summary in your own words.**

Isabel and her younger sister Ruth have been sold, immediately after the death of their first owner, to an English couple, the Locktons. They then travel from Newport to New York below the deck of the ship with the animals. Chains is all about Isabel's fight to survive during this time of the Revolutionary War. On several occassions she has to decide whether or not to share information with the rebels. Isabel also forms a friendship with Cuzon, a male slave, who is owned by a rebel family. Their relationship could prove to be life threatening.


 * How could a teacher use this book in the classroom? What instructional strategies might you choose to incorporate with this particular title?**

Have students use technology to research a letter, news article or recipe from the time period of May, 1776 - January, 1777. Students will then write an additional passage for the book //Chains,// supporting the letter, news article or recipe they have researched. Students will also need to think about appropriate placement of their passage and state where it fits best and why.

Chains is an excellent choice for a historical fiction Read Aloud in Social Studies class when the American Revolution is being taught. Students will be able to learn about the American Revolution through a young African-American female's point of view. Illustrations of various events in the book could be drawn to show comprehension.

//Chains// is filled with similes. For a writing activity have students select one and describe why it was used in the story. This activity could be used as an assessment to check for understanding of similes.

A perfect math lesson would be teach students Roman Numerals so they can read the chapter numbers.


 * Write three higher level thinking questions that you might use in a culminating discussion of this book.**

Put yourself in Isabel's shoes. What would you be thinking about while standing in the corner of Mr. Lockton's study in order to stay quiet and focused? Why?

If you were Isabel would you give information to the Americans knowing the danger you could be in? Why or Why not?

What do you think are some of the negative consequences of slow communication on the war front during the Revolutionary War?

Name_Michelle Rehbein

Book Title; __Lock and Key__

Author: Sarah Dessen

Date of Publication: 2008

What is the book about? Give brief plot summary in your own words. Ruby, a senior in high school, is abandoned by her mother. She has to go live with her sister, Cora, who she has not seen in ten years. Ruby learns to adapt to a totally different lifestyle with her sister and brother in-law. Ruby eventually forms a close bond with the neighbor boy, Nate, who deals with some family issues of his own. She also learns to accept love and give love. Ruby's employer, a jewelry designer, is inspired by the key Ruby wears around her neck everyday. The new line of key jewelry immediately becomes popular.

How could a teacher use this book in the classroom? What instructional strategies might you choose to incorporate with this particular title? 1. As a classroom teacher I would duplicate the assignment Ruby's teacher gave her. Have students randomly draw one word out of a hat to write a defintion for. (What it is?, What it is not?) Students must ask others what their definition of the word is also. Students could then be creative about how they prsent the definition of that word. Possibilities of presentation could be power point, poetry, essay, glogster, etc. Examples of words: family, respect, friendship, love, life, hope, etc 2. Character maps comparing two characters, showing how their paths change and intertwine throughout the story. Choices of character pairs to compare: Ruby and Nate, Cora and Jamie, Olivia and Gervas, or Harriet and Reggie. 3. At Ruby's new school students are always raising awareness/money for a charity. I would have students research a charity they would want to raise money for. Next step, plan a fundraising event for the charity they researched. Final step, implement the fundraiser. 4. A vocabulary journal would be good to have close by so students could write down words they were not familiar with as they read. Students would then go back and define the word to clarify understanding of the text. 5. Lock and Key could be a fun read aloud in Calculas class because the subject matter comes up so often.

Write three higher level thinking questions that you might use in a culminating discussion of this book.

What is your definition of family? What key that you posess is the most important to you and why? What does that key represent for you? If you have a friend that is in a similiar situation Nate is in, what would you do for that friend?

Name__Michelle Rehbein

Book Title; __Mistaken Identity - Two Families, One Survivor, Unwavering Hope__

Author:Don and Susie VanRyn and Newell, Colleen and Whitney Cerak with Mark Tabb

Date of Publication:2008

What is the book about? Give brief plot summary in your own words. Mistaken Identity is an incredible non-fiction book about God's grace. This story shares two families' experiences of coming to grip with a new reality after a terrible van versus semi-truck accident. A mistake has happened in identifying two of the victims. One family shares how they dealt with the loss of their daughter/sister. The other family shares the trials and tribulations of their daughter's recovery process. For both families, it is their faith in God that gets them through their situation one day at a time.

How could a teacher use this book in the classroom? What instructional strategies might you choose to incorporate with this particular title? Have students create a time-line of events summarizing what both families went through simultaniously. Each student could write their own mock obituary, reflecting on their life accomplishments, interest and family' thus far. Students could also write a pretend obituary, setting their death age to be 100 years old. Then they could share what they hope it is they have accomplished, interest they pursued and family members they were related to. This activity would be sort of like a text to self connection. I would inform students to take this assignment seriously and write about how they would want others to remember them. Students could write a reflection after reading the story about what it is they think the author wanted us to learn about how to live life. Students could then write their personal philosophy on how to best live life. Students could keep a scripture log of Bible versus shared in the story. Write three higher level thinking questions that you might use in a culminating discussion of this book. "What are positive qualities you possess? How do you want to be remembered after you die?" What/Who would get you through a tragic event in your life? Why? What acts of kindness could you do for a family in need?