Fudge-A-Mania

Fudge-A-Mania

Written by Judy Blume

Genre: Realistic Fiction

Award: Sunshine State Award Winner (1992-1993)

Suggested Grade Levels:

2nd to 5th; The content in this book is relevant to the lives of elementary students and the vocabulary is manageable. It may be more suitable to read aloud to 2nd grade students (or even 1st) because it is somewhat long.

Summary:

It’s the summer before sixth grade and Peter Hatcher (main character) is expecting to have a normal break now that he’s back in New York City. But when his family tells him at Tico-Taco that they will be staying in a house in Maine for three weeks and Sheila Tubman will be next door, Peter, filled with dread and disgust, falls flat on his face. Sheila Tubman is Peter’s enemy and the last person he would ever want to spend part of his summer with. To make matters worse, Fudge, his five year-old brother, has plans to marry Sheila! Fudge already pesters Peter, calling him Pete, and constantly gets him into unfortunate situations, so Peter can only picture that this trip will be disastrous. Throughout the vacation, Peter and Sheila battle it out as Peter falls for a cute girl and gets teased, Sheila gets paid to watch Fudge, and they both meet a new, very interesting neighbor. It is a bumpy road to Maine and the trip is eventful (with humorous events throughout the plot), making this book a relatable and enjoyable book for young readers.

How Fudge-A-Mania can be used in the classroom:

In a language arts lesson (4th-5th grade), students can write a few sentences about getting along with someone who is different from them. Students may write about how it made Peter feel and/or how it made them feel. Was it difficult? Why? Is that okay? For 2nd-3rd grade students that read this book, a key area to focus on may be vocabulary development. Encouraging students to create picture word cards, during their reading, of words they are not familiar with in each chapter (“parlor,” “myna,” ect.) would be advantageous because it would give them a purpose for reading and establish new words with meaning. If the entire class reads Fudge-A-Mania, students could be allotted time to share their picture word cards from a specific section of chapters with one another. Because several cities and states are mentioned in the book (New Jersey, New York, Maine), a mini-lesson on maps and locations could be led for the students.

ESOL strategies/applications/accommodations:

Before reading this book, the teacher could lead a discussion about what vacations students have been on to invoke interest in the book. ESOL students will benefit by using their own experience to connect with the book. In a small heterogeneous group, students could compare and contrast Peter and Sheila after reading the entire text. ESOL students should be mixed with native speakers so comprehension and perspectives of characters is more thorough.

Suggested Read Aloud pages:

If time permits, I would suggest reading aloud the entire book to a class, asking supporting questions and giving mini reviews each day. Because this book is so relatable and the chapters are relatively short, Fudge-A-Mania will keep students interested from day to day readings. (I suggest reading a chapter or two a day while students are packing up at the end of the school day.)

My Opinion of Fudge-A-Mania:

Personally, I love Judy Blume books, especially the Fudge series. The funny antics, embarrassment, and subtle friendship that unfolds between the characters is one worth reading about that makes readers of all ages wanting to keep reading. The personable style of writing and Peter’s point of view makes the reader feel as if they are as much a part of the vacation as Peter. Fudge-A-Mania definitely deserves a Sunshine State Award.

Mogo, The Third Warthog

Mogo, The Third Warthog

Written by Donna Jo Napoli

Illustrated by Lita Judge

Genre: Fantasy/Fiction

Award: Sunshine State Award Winner

Suggested Grade Levels:

3rd-6th; This book would be appropriate for 3rd-6th grade students because of the content of talking animals would appeal to younger grades, while at the same time, the lengthiness of the story would be better suited for older students. Overall, upper elementary would appreciate this book and manage the vocabulary best.

Summary:

Told from the perspective of the runt of the litter, Mogo the warthog tells his story. In the beginning, Mogo is told he has to leave home and live on his own in the African savannah, to make way for new siblings. But Mogo is terrified and teased by his two brothers as a “scaredy.” He is a worry wart by all means and encounters various animals on the savannah, from lions to cheetahs to wild dogs. He eventually befriends a baboon who is on his own as well, which brings in the theme of comradery and friendship as they strive to make it in the wild. The unexpected events in the plot are suggested by the clever chapter titles making the book easier to follow for readers. In the conclusion, Mogo learns not only what survival is, but what the value of life is.

How Mogo, The Third Warthog could be used in the classroom:

Using the table of contents at the beginning of this book, students could practice making predictions based on the seventeen chapter titles. Students may make a prediction about what the entire story is about using the cover illustration, chapter titles, and a few illustrations in the book. During reading, students may consider using sticky notes to track some of the moods and emotions that Mogo feels towards the events, characters, and encounters in the story. At the end of reading certain divisions (perhaps every 3 chapters), the teacher can collect the students’ sticky notes to post on a character chart (posterboard). By the end of the book, students can visually see the changes in attitudes that Mogo goes through, as evidence for character development. Through this, students may also see how readers’ perspectives can change the perspective of the character’s attitude sometimes.

ESOL strategies/applications/accommodations:

The teacher may instruct ESOL students to draw their own illustrations as visuals of the settings that Mogo goes through for greater comprehension. Because the chapters are not overly lengthy, students may summarize in one or two sentences the events in the story. After reading the entire text, students can compile their sentences so they have detailed outline of the story in the order of the story.

Suggested Read Aloud Pages:

Pages 1-14; I would read aloud these first two chapters because it sets the mood of the story through describing the setting and introducing the reader to the characters. After reading these pages, students can be prompted to make predictions and write them down, or describe how they would feel at this point in the story as Mogo (best for younger grades).

My Opinion of Mogo, The Third Warthog:

Personally, I loved this book because of the silliness of the characterization of the animals and the themes of valuing and enjoying life that are woven throughout. As Mogo strives to overcome life on his own, we see a heartwarming tale unfold as he triumphs obstacles with his friend the baboon.

The Talking Eggs

The Talking Eggs

Written by Robert D. San Souci

Illustrated by Jerry Pinkney

Genre: Folklore

Awards:

Coretta Scott King Honor Illustrator (1990) Caldecott Honor

Suggested Grade Levels:

2-5th; I would suggest this book for students in grades 2-5 because of the length of the text, the various characters that must be followed for full comprehension, and the mature nature of parts of the plot.

Summary:

This folktale tells the story of two sisters named Rose and Blanche. The beginning of the tale introduces Rose as selfish, lazy, and cruel, acting as if the world revolved around her. Blanche, however, was described as kind, sweet, and obedient, doing all the cleaning and serving in the house. Their mother treated Blanche terribly, beating her and scolding her when she tarried. One day, Blanche meets an older woman to takes her to her home to be her servant. After being beaten by her mother, Blanche accepts the offer in tears and serves the woman with complete submission. The woman rewards Blanche by letting her keep four talking eggs, that bring her great rewards (including diamonds and gold). The climax of the tale occurs when Blanche returns home to show her mother and sister the great things she received so that they will love her and cherish her. However, the mother and sister become jealous, and Rose is sent out in search of more rewards. Does Rose receive the same rewards as Blanche? What happens to Blanche and her relationship with her family? Read The Talking Eggs to find out!

How The Talking Eggs could be used in the classroom:

For fifth grade students, this folktale would lend itself great to comparing and contrasting the differences among translations and versions of similar tales. The students could read other books and variations of The Talking Eggs from different cultures to see which elements are the same across all versions. After reading this story, students can utilize their writing skills to make predictions about what might have happened to each character fifteen years later. Students may also use their predictions to write an additional chapter or sequel to the folktale. Younger grade level students may write a short paragraph about how they would feel if they were Blanche in the beginning of the story. At the end of the story, students can write or draw what they would hope to be in the eggs if they were in Blanche’s shoes.

ESOL strategies/applications/accommodations:

Students can compare and contrast the two sisters (Rose and Blanche) using a Venn diagram to understand the characters. Students may act out or read aloud this folktale using Readers’ Theater to engage and help with following the story. Readers Theater would provide concrete, more focused reading of the story so ESOL students can track the plot.

Suggested Read Aloud Pages:

If time permits, I would read the entire book for students because it would be difficult to separate specific portions. The entire tale should be told so students see the full effect and can grasp the meaning and themes. Doing think-alouds, while allowing students to make predictions, as the text is read would be beneficial for students’ understanding and give a purpose for listening.

My Opinion of The Talking Eggs:

Because I was not used to a folktale like this one, this story was interesting and unpredictable. The themes of relationships, obedience, respect, and magic make the tale even more riveting keeping the audience engaged until the end. The illustrations are unique and enhance the quality of the tale by conveying the moods that are described in the text through colors and lines.

Shadow Of A Bull

Shadow Of A Bull

Written By Maia Wojciechowska

Genre: Historical Fiction

Award: Newberry Medal Award (1965)

Suggested Grade Level:

3rd – 6th; Because of the integration of Spanish words and unknown bullfighting terms in this novel, I would suggest this book for upper elementary students. The presence of some violence and gore as they talk about the killing of bulls would also require a more mature audience who can understand the culture.

Summary:

As the son of the greatest matador in Spain, main character Manolo Oliver is forced to assume his father’s role in fighting bulls. But Manolo is terrified not only of the idea of fighting a bull, but heights, cars, and letting down society. As he feels the pressures from his friends and family, he realizes he doesn’t have the “aficion,” the love for bullfighting, that everyone else does, particularly his best friend Juan Garcia. Manolo, rather, desires to be a doctor to save people’s lives, not to risk his own life. The climax of the story doesn’t come until the end, when he is strained to make a decision and to please the people at the fight. Will Manolo fight the bull or convince the Count to let Juan have the chance to fight?

How Shadow Of A Bull could be used in the classroom:

This novel could be used in a social studies lesson or a Spanish lesson to teach about the culture of Spain and bullfighting. The teacher can guide students to understanding that bullfighting is a sport in Spain, just as America has many of their own traditions and customs in sports. Students could practice their writing skills as they learn to write and address a letter to Manolo Oliver in the story, telling him of their advice of what he should do. Students may advise him to put down his fears and fight the bull, or that he should forsake others’ dreams of him and pursue his own dream of being a doctor. Creating a character development chart of Manolo or Juan Garcia by drawing a picture of him and adding words and descriptors around him in the first half of the book, and then at the end of the book would help students recognize how the character changes.

ESOL strategies/applications/accommodations:

Students may enhance comprehension by completing a Venn diagram comparing and contrasting Manolo Oliver and his father, Juan Oliver. Students may address the characters’ feelings that are described in the text, their appearance, their dreams, their characteristics, and personality. Students can use a story map to follow the events of the story more completely to aid in comprehension. The teacher may provide visuals so ESOL students can see what is being referred to in the text. This may help ESOL students to recall facts because there was a concrete image of the story, if they have not mentally made the image from solely reading. Students can be encouraged to use the glossary at the end of the novel and other dictionaries to look up terms they are unfamiliar with for vocabulary development.

Suggested Read Aloud Pages:

Pages 1-7; I would read aloud pages 1-7, which is all of chapter one because it provides a detailed description of the main character and what he will face in the novel. Manolo is relatable, with reasonable fears and peer pressures, that students will feel compassion for as they relate to his feelings.

My Opinion of Shadow Of A Bull:

Shadow of A Bull was definitely a unique experience into the culture of Spain and its bullfighting tradition. It describes the relationship among society and the pressures and fears that young matadors must face and conquer to prove themselves to their people. The suspense and historical accuracy in the plot made this book a must read for older elementary students, who desire to be submerged into a diverse culture.