Showing posts with label Random House. Show all posts
Showing posts with label Random House. Show all posts

Monday, October 10, 2011

THE PINSTRIPE GHOST


By David A. Kelly
Publisher: Random House
ISBN: 978-0-375-86704-0

FROM THE FLAP: What’s the most famous ballpark in America? Yankee Stadium! And Mike and Kate are going there for three whole days. But even before the first pitch, the cousins hear a strange rumor—Babe Ruth’s ghost is haunting the new stadium. Chilly air comes blasting down a service hallway before every home game. The gusts are followed by a series of thumps and bumps. Is it the Babe searching for his missing locker?

Catch all the Ballpark Mysteries!

KATE’S TAKE: The Yankees and ghosts! This autumn dynamic duo is a must have for the primary classroom.

GHOST STORIES Verbal/Linguistic and Visual/Spatial

During writer’s workshop, ask students to craft their own ghost story. When they’re finished ask them to make an illustration for their story.

HOMER HITTERS Logical/Mathematical and Visual Spatial

Ask students to make a graph of how many home runs five of the Yankee’s starters hit in 2010. Then find the maximum, minimum, range, mean, median, and mode.

Robinson Cano 29
Curtis Granderson 24
Alex Rodriguez 30
Nick Swisher 29
Mark Teixeira 33

PINSTRIPE MAKE-A-WORD Verbal/Linguistic

At one of your reading stations, give students the letters that make the word, “pinstripe.” Challenge them to make as many words as possible by mixing up the letters. Then ask them to sort the words into two groups, those with the short i sound, and those with the long i sound.

PINSTRIPE PATTERNS
Visual/Spatial and Logical/Mathematical

Ask each student to draw a picture of him or herself wearing a pinstripe shirt. Challenge them to use complex patterns such as ABBA, ABBB, or ABBC.

VENDOR MATH Logical/Mathematical and Interpersonal

For one of your reading stations, have students pretend to be running a hot dog stand. They’ll need to decide what items are for sale and how much they cost. In order to keep the activity accessible for all students, set a price limit such as $5. Then, give each student money and have them buy items from the stand. Give them challenges such as buy as many items as possible, spend exactly $4.50, save a dollar and so on.

BOOK BUDDIES

-The Astro Outlaw by David A. Kelly
-Babe & Me: A Baseball Card Adventure by Dan Gutman
-Babe Ruth and the Baseball Curse by David A. Kelly
-The L.A. Dodger by David A. Kelly
-The Fenway Foul-Up by David A. Kelly

Monday, November 22, 2010

CLEVER JACK TAKES THE CAKE


Written by Candace Fleming
Illustrated by G. Brian Karas
Publisher: Random House
ISBN: 978-0-375-84979-4

FROM THE FLAP: What would you do if you were invited to the princess’s tenth birthday party but didn’t have money for a gift?

Well, clever Jack decides to bake the princess a cake.

Now he just has to get it to the castle in one piece.

What could possibly go wrong?

Here’s a deliciously fresh and funny picture book by the creators of the bestselling Muncha! Muncha! Muncha!

KATE’S TAKE: Sometimes a book makes me want to jump for joy, which is exactly what I did after I read this book.

FRACTION CAKES: Interpersonal and Logical/Mathematical
Cut out several different colored, large circles. Cut each one into different fractions such as: ½, 1/3, ¼, 1/5. Give each child a slice of cake. Then ask them to walk around the room and find the rest of their cake. When all the cakes are whole, ask them to line up in order from the smallest piece of cake to the largest piece of cake. Point out how with fractions the larger the number in the denominator, the smaller the fraction or the slice of cake is.

READER’S THEATER: Verbal/Linguistic and Interpersonal
If you’re looking for a story to act out as a class, this is a great pick. There’s a role for everyone and the dialogue is short and snappy.

STORY ELEMENTS LAYER CAKE: Verbal/Linguistic and Visual/Spatial
Give each child four strips of lined paper. Each strip of paper should have one of four story element headings: main character, setting, problem, and solution. Ask the children to write the appropriate information onto each strip of paper. Then, have them arrange these strips, the cake layers, in order from top to bottom on a piece of construction paper. With their pencils, they can outline each cake layer and top it off with a strawberry. Finally, they can outline their cakes with black markers.

THE TROLL’S BRIDGE: Interpersonal, Kinesthetic, Logical/Mathematical
Jack has to pay the troll, half of his cake, to cross the bridge. Set-up a small balance beam or a line of duck tape that crosses the classroom rug. Ask one student to be the troll. Give other students play coins that add up to a dollar. If you don’t have enough play coins, you can make them out of construction paper and write Q for quarter, D for dime, P for penny, and N for nickel, on each coin. Then have each student ask the troll how much money he or she needs to pay to cross the bridge. After the student pays the troll and the troll returns the correct amount of change, the student may cross the bridge.

WALTZING WITH BEARS: Kinesthetic, Musical, and Interpersonal
When Jack stops to dance with a bear, he loses his gift for the princess—his cake. Usually though dancing is a cause for celebration, not mourning. Show students the basic waltz step and ask them to dance around the classroom, or better yet, the gymnasium, while playing Priscilla Herdman’s “Waltzing with Bears.” Here’s the musician’s site http://www.priscillaherdman.com

BOOK BUDDIES:
-Happy Birthday to You by Dr. Seuss
-Jack and the Beanstalk by John Cech
-Read-Aloud Rhymes for the Very Young by Jack Prelutsky
-The Three Billy Goats Gruff/Los Tres Chivitos by Carol Ottolenghi
-The Lion's Share by Matt McElligott

Monday, November 1, 2010

ANNA MARIA'S GIFT


By Janice Shefelman
ISBN: 978-0-375-95881-6
Publisher: Random House

FROM THE FLAP: After her father’s death, Anna Maria is sent to the Pieta, an orphanage in Venice. She misses her father, but at least she will always have the violin he made for her. When she plays it, she hears his voice.

Luckily, the Pieta is not just any orphanage. It’s also a famous music school, and the teacher there is the great composer Antonio Vivaldi. Anna Maria quickly becomes his favorite student. But not everyone at the Pieta likes Anna Maria. Soon she has a rival—the talented, cruel Paolina, who throws Anna Maria’s violin into a canal. With the help of her beloved teacher, and new friends, Anna Maria searches Venice’s bridges, streets, and canals. Will Anna Maria find her father’s violin? Can she ever be happy in Venice without it.

Inspired by a real orphanage, this lyrical story by Janice Shefelman perfectly captures the beauty of Venice, the joy of music, and the way a little kindness can help make a scary new place feel like home.

KATE’S TAKE: Great characterization, and a peek inside Italy’s impressive musical culture.

FOUR SEASONS SKITS Musical, Intrapersonal, and Verbal/Linguistic

Divide the class into four groups, one for each season. Have each group listen to The Four Seasons by Vivaldi. Then, ask each group to design a two to three minute skit that’s inspired by the music. If you have any musicians in the class, they might choose to play musical accompaniment for their group’s skit.

GREAT GONDOLAS: Visual/Spatial, Logical/Mathematical and Interpersonal

Ask students to work in pairs and give each pair a 10x10 sheet of aluminum foil. Ask them to construct boats out of the tinfoil. Then place pennies inside each boat to determine which boat is the strongest. Boats with the most surface area are able to hold the most pennies.

INSTRUMENT-SHAPED POEMS Verbal/Linguistic and Visual/Spatial

Have students write a poem about an orchestra instrument. Then have them outline the shape of the instrument on the paper. Next have them copy their poem along the outline of the instrument.

SILVIA OF THE CELLO PARAGRAPHS: Verbal/Linguistic and Intrapersonal

Author Janice Shefelman explains that most of the orphans did not have last names. So, they were given the last name of whatever instrument they played. Ask students to think about a talent or a hobby that best describes them. Ask them to write a paragraph explaining why they chose this last name.

VENICE VIEWS: Visual/Spatial

Anna Maria thinks the city of Venice floats on a lagoon, but her guardian informs her that Vienna stands on thousands of posts set on the bottom of the lagoon. Give each student a blue 11x18 sheet of construction paper. Ask them to cut out different shaped houses from various shades of construction paper and make views of Venice.

BOOK BUDDIES

-Gabriella’s Song by Candace Fleming
-I, Vivaldi by Janice Shefelman
-Mole Music by David McPhail
-Zin! ZIn! Zin! A Violin by Lloyd Moss
-Zoe Sophia’s Scrapbook: An Adventure in Venice by Claudia Mauner

Wednesday, September 22, 2010

INTERVIEW WITH COME FALL AUTHOR, A.C.E. BAUER

1. Your characters are so deep and complex. Please tell us how you get to know your characters so well.

Thank you, Kate. When I start writing a story, I usually begin with the characters. I have a general idea about the kind of person I want to write about, but to make that person come to life, I conduct an interview. That is what I did for Lu and Salman, two of the main characters in Come Fall. I asked them a whole lot of questions and I let myself write pages and pages to explore where they were coming from. Most of that material didn’t get used in the book, but it did provide the basis for a few scenes.

I didn’t interview Blos, at first, because I thought he was going to be a minor character. I modeled him on several people I had known at various points in my life, and his personality came to me almost whole. I knew he lived by rules and parameters he had set for himself, and so I was able to fit him in situations following those rules. It wasn’t until I began redrafting that I realized how important he was to the story, and that is when I asked him questions.

Puck was altogether different. Like Blos, he had a minor part in the story at first. As his part grew, I envisioned him acting the way he did in A Midsummer Night’s Dream. So I reread Shakespeare’s play, as well as Kipling’s Puck stories and other authors’ take on the character. Then I imagined what it must be like to be a servant to two extremely strong-willed and powerful sovereigns. His character came quickly after that.

2. Since you know your characters so well, they each have a distinctive voice. Please tell us how you honed each character’s voice.

Blos’ voice actually arrived whole. I found his to be the easiest to write—I knew him the minute I started writing about him, perhaps because I have known people like him in real life. My main objective was to keep him consistent and in character. For example, he was not good at recognizing other people’s emotions, and so I had to be careful when he observed people’s reactions.

Puck, too, arrived whole, but for a different reason. I stole him from Shakespeare. My challenge was to keep him playful and trickster-like while staying out of trouble with the king and queen. My favorite passages were when he lied by misdirection yet spoke the literal truth.

Lu and Salman required more work. Their interviews gave me their initial voices. As I wrote their scenes, I tried to keep the observations, the tone, the manner of speech consistent with each of their points of view. What matters to a boy who has spent his life in foster care will be different from what matters to a girl who feels like she has too many brothers. I tried to let each character tell the story in the way which made sense to them.

3. In a Blos Pease way, I counted how many chapters each character had, and looked to see if there was a pattern that dictated when you switched voices, but I couldn’t find one. Please talk about how you organized Come Fall.

You didn’t find a pattern because there really wasn’t one. Initially, I chose a voice for a particular chapter based upon what made the most sense for that scene. When several characters were featured in the same scene, I chose a voice different from the one the reader had last heard, to mix it up.

Once I had a working draft of the book, I created an outline—one sentence per chapter—and noted which voice I used for each chapter. That’s when I consciously balanced the voices. I wanted the reader to hear from each of the characters in the beginning. I had written fewer chapters with Blos’ and Puck’s voices, so I made sure these were spaced somewhat evenly throughout the story. And then I considered whether I had too many scenes in a row in Salman’s or Lu’s voice, and how best to balance their points of view without confusing the reader or slowing the pace of the novel.

Although I did count the chapters each character had, I didn’t use any mathematical formula. I built the novel like a musical composition, or a painting—I was balancing almost by feel.

4. This novel is a tribute to gardeners, bird-watchers, and forest lovers. Do you have a special affinity for gardens, birds, and/or forests?

I am a terrible gardener. I cannot exaggerate how bad I am at caring for plants, which is why I consider a beautiful and bountiful garden to be magical. But I have a lifelong love of forests—I spent large portions of my childhood in the wilds of Quebec, and I go back there as often as I can.

Although I find all birds interesting, I am particularly enamored by crows. I enjoy watching them squabble around our backyard bird feeder. They can be noisy and bullies, but they are some of the most intelligent birds around. They are capable of solving problems and in some cases using tools, and have been known to befriend people.

5. Is there anything else you’d like to share with us?

I rewrote the novel a great deal. Although the interviews were helpful to start me off, I had to reconsider my characterizations and my structure with each rewrite. My editor had a great deal of input. Some characters, like Queen Titania, didn’t quite settle into who they needed to be until the last few drafts.

The rewriting stages are when I truly craft a novel. The first draft is just a structure to hang characters on. As I rewrite, I make more sense of the order of things, the way the story best unfolds, and the way I want to introduce the characters to the reader.

Thank you so much for inviting me to be interviewed. You had some very interesting questions!

Monday, September 20, 2010

COME FALL


By A.C.E. Bauer
Publisher: Random House
ISBN: 978-0-375-85825-3

FROM THE FLAP: Heading back to school is never easy, but it’s especially difficult when you are doing it alone.

Lu Zimmer—kind of pretty and very quiet; this year a little lost now that her best friend has moved away.

Salman Page—knows how to stay under the radar at a new school, a lesson he had to learn early as a foster kid.

Blos Pease—literal to a fault. He gets queasy when things aren’t “just so.”
Puck—the mischievous messenger of the faerie realm who likes to meddle in the human world.

Bird—a large black crow whose attraction to shiny things brings them all together.

Three very real kids, a very unreal spirit, and a wily crow spring from the pages in this feel-it-in-your-heart-tale of finding and losing friends. A.C.E. Bauer has once again created complex and absorbing characters, all trying to define themselves as they navigate the fragile beginnings of friendship.

KATE’S TAKE: A magical romp through the woods complete with student writing prompts and samples.

A MIDSUMMER NIGHT’S DREAM Verbal/Linguistic and Interpersonal
Split students up into small groups and ask them to act out scenes from A MIDSUMMER NIGHT’S DREAM.

BOOK BUDDIES Verbal/Linguistic and Interpersonal
In Come Fall, the characters meet each other through a designated buddy program. Pair up your student with a book buddy-another student in a younger classroom. This is a great way to build school community, and increase student confidence.

ORIGAMI DREAMS Visual/Spatial and Intrapersonal
Give each student a piece of origami paper. Ask him or her to write one of their dreams on the white side of paper. Have them fold the paper into a bird. Hang the birds up around the classroom.

PHOTOS PLEASE Visual/Spatial, Verbal/Linguistic, and Naturalist
Take a nature walk with the class and ask each student to take a photo with a digital camera. Ask them to write a poem about their picture.

RUMINATION AND WRITING WITH MRS. R. Verbal/Linguistic and Intrapersonal
Ask students to complete one of Mrs. R.’s writing assignments from the book. The great thing is you can use the character’s writing samples to provide scaffolding for your students.

BOOK BUDDIES:
-A Backyard Vegetable Garden for Kids by Amie Jane Leavitt
-A Midsummer Night’s Dream by Shakespeare
-A Place for Birds by Melissa Stewart
-Shakespeare’s Secret by Elise Broach
-I Must Go Down to the Beach Again by Karen Jo Shapiro