BDA: The Afterlife

Here are Before, During, and After activities for The Afterlife by Gary Soto:

Before You Begin Reading…
Complete one of the following activities.

1. How would you like to be remembered by people? What would you like to accomplish in your life? Write at least half a page.


2. What do you think about suicide? Write a letter to someone who is thinking about committing suicide.


3. Write at least half a page describing a person who means a lot to you. What is special about this person? What are his or her best qualities?


4. Has anyone close to you died? What happened? How do you feel now? Complete at least half a page.

While You Are Reading…
Complete one of the following activities.

1. Write at least a sentence that each character might say at Chuy’s funeral. You can use the following format.
   

   Character’s Name:
   Relationship to Chuy:
   What he or she might say at the funeral:



2. Create a map of Chuy’s travels.


3. Elisabeth Kubler-Ross believes that there are 5 stages that a person goes through when someone close to them dies:
   
   Denial – it didn’t happen
   Anger or resentment
   Bargaining
   Depression
   Acceptance
   
   Create a chart with character names written on the rows of the first column and with Kubler-Ross' 5 stages as column headings. Check off the stage box or boxes for each character showing what stages they go through after Chuy dies.


4. Make a list of all the lessons that Chuy learns in the story.

When You Have Finished Reading…
Complete one of the following activities.

1. “Death makes a person appreciate life more.” Would the author agree or disagree with this statement? Write a paper, using at least 3 examples from the book, to support your argument.


2. Why do you think Chuy faded away slowly instead of disappearing all at once? Write a paper, at least 2 pages in length, explaining your thoughts.


3. What do you think of the author’s representation of death? If you had written the story, how would you have represented death? Explain why. Write at least 2 pages.


4. What clues in the book point to Chuy being killed? Write an epilogue chapter solving Chuy’s murder.


5. Write at least 5 poems about both Gary Soto’s and your ideas about the afterlife. Write a minimum of 2 sentences explaining each poem.


6. Create a poster or picture that represents the afterlife. Write at least a page explaining your poster or picture.


7. What do you think about what Crystal did? Do you think she regrets her decision? Write a paper about how you feel about Crystal’s suicide and her afterlife.


8. Research the topic of suicide. Then do one of the following with the information you learn:
   
   • Make a pamphlet or handout
   
   
   • Make a poster
   
   
   • Give an oral report

BDA: Tuck Everlasting

These are some Before, During, and After activities for Tuck Everlasting by Natalie Babbitt:

Before You Begin Reading…
Complete one of the following activities.

1. Write a poem or a song on the topic of life or death or about both life and death. Write a minimum of half a page.


2. Divide a poster into two sides. Use words and pictures to decorate one side, so it represents “life.” Decorate the other side, so it represents “death.”


3. What would you like on your tombstone? What would you like it to say? What do you want to be remembered for? Design your own stone.


4. Fill out this Anticipation Guide. Write "+" or "-" or "=" next to each item listed below, based on if you believe it is a positive thing (+), a negative thing (-), or it could it be both (=).
   
   • A messy room
   
   
   • Eating fish
   
   
   • Making money
   
   
   • Killing people
   
   
   • Touching toads
   
   
   • Dying

While You Are Reading…
Complete one of the following activities.

1. Personification is giving human attributes to objects, animals, ideas, and other things. Create a log with the following column headings. Then, fill in the columns as you read.
   
   • Object
   
   
   • Human Characteristic
   
   
   • Chapter #


2. The characters in the book are compared to many objects, animals, etc. through the use of similes and metaphors. As you read, write down the names of the characters and the objects and animals each character is compared to.


3. As you read, pretend you are Winnie, and keep a journal of the important events that happen to her as well as the thoughts and ideas she has.


4. While you read, draw a map of Treegap and the surrounding area. Make sure you include Winnie’s cottage, the gate, the road, the toad, Tuck’s house, the jailhouse, the gallows, the pond, the tree, the hill, the spring.


5. The author uses foreshadowing in the book to give you a hint at what might happen next. At the end of each chapter, write a paragraph describing what you think will happen next.

When You Have Finished Reading…
Complete one of the following activities.

1. Would you have made the same choices Winnie did? Why or why not? What would you have done? Write at least one page.


2. Imagine you were born at the same time as Winnie in 1870, and you drank the water. Create a scrapbook of the highpoints of your life. Be creative. Include important historical events.


3. Write a poem describing life from the point of view of Winnie’s friend the toad.


4. Compare Tuck’s and Jesse’s views on the water. Why do you think they each feel the way they do? Whom do you identify with more?


5. Winnie thinks a lot about the rightness and wrongness of things. What do you think about the rightness and wrongness of the following: keeping a messy room, eating fish, making money, killing people, touching toes, and dying?

BDA: The True Confessions of Charlotte Doyle

Here are Before, During, and After activities for The True Confessions of Charlotte Doyle by Avi:

Before You Begin Reading…

Complete one of the following activities.

1. You are the only passenger on a ship in 1832, sailing from Liverpool, England to Providence, Rhode Island. The captain has told you the crew is dangerous. The crew has told you the captain is dangerous. Whom do you believe? Why? Write a minimum of half a page.


2. Divide a page into two columns: Boys, Girls. Under the column headed “Boys,” list things you know about boys that are not true about girls. Under “Girls,” list traits specific to girls. Did you have many differences to list? Were these differences good or bad? What do you think about your list? Would others agree with what you have listed? Write a paragraph answering these questions.


3. Think of an activity that you thought you couldn’t do but for some reason tried and realized that you could do it. Describe what happened. Are there other things that you were unsure about that you might try now? Write a minimum of half a page.


4. Has anyone ever told you that you couldn’t do something because of your age? gender? race? class? How did it make you feel? Write a minimum of half a page.

While You Are Reading…

Complete one of the following activities.

1. Divide a page into 4 columns creating a table with the following labels. Fill in a row at the end of each chapter. If you or Charlotte are unsure, write “unsure” in the proper column and explain why.
   
   • Whom do I trust?
   
   
   • Why?
   
   
   • Whom does Charlotte trust?
   
   
   • Why?


2. Draw a picture of one of the book’s main characters as the voyage begins. Then draw a second picture of the same character at the end of the voyage. Use at least 3 details from the book. (Character examples: Captain Jaggery, Charlotte, Zachariah)


3. As you read, write down unfamiliar words. Make a crossword puzzle with at least 10 of these words using their definitions as clues.


4. Choose a character. Explain how this character’s race, gender, age, and class influence how the other characters react toward him or her. You may write a paper or use a chart format.

When You Have Finished Reading…

Complete one of the following activities.

1. After returning home from Rhode Island, if you were Charlotte, would you have chosen to do something different? Rewrite the last chapter of the book.


2. Write a ballad recounting the events that took place on the voyage of the Seahawk from the point of view of any of the characters.


3. Write a letter from Charlotte’s mother, father, sister, or brother to Charlotte describing how she/he feels about how Charlotte has changed since she/he last saw her.


4. Do you think events described in the book are realistic? Why or why not? Write a minimum of one page. Be persuasive.

BDA: The Wave

Here are some Before, During, and After Reading Activities for the book The Wave by Todd Strasser:

Before You Begin Reading…

Complete one of the following activities.

1. What do you think about cliques and groups in school? Is there a group you would like to be in? If so, why?


2. Do you know any kids who get picked on? Why do you think they get picked on? What do you think could be changed, so they wouldn’t get picked on?


3. Do you think everyone should be treated exactly the same no matter what? Why or why not? What would be the benefits of this? What would be the drawbacks?


4. Fill out this Anticipation Guide. Write "+" or "-" or "=" next to each item listed below, based on if you believe it is a positive thing (+), a negative thing (-), or it could it be both (=).
   
   • Belonging to a Group
   
   
   • Getting Picked On
   
   
   • Everyone Getting Treated Exactly the Same
   
   
   • Making Difficult Decisions
   
   
   • Following a Leader
   
   
   • Nazism

While You Are Reading…

Complete one of the following activities.

1. Keep a chart on the following information about the book characters:
   
   • Character Name
   
   
   • Character Traits
   
   
   • Initial Feelings About The Wave
   
   
   • Do His/Her Feelings About The Wave Change? If so, why?


2. Keep a personal journal as you read the book. At the end of each chapter, answer the following questions:
   
   • What are the benefits, if any, of The Wave?
   
   
   • What are the drawbacks, if any, of The Wave?
   
   
   • How do you feel about The Wave? Why?


3. As you read, write newspaper-style editorials on the topic of The Wave for The Gordon Grapevine, the school paper. Write one at least every 4 chapters.

When You Have Finished Reading…

Complete one of the following activities.

1. Research for more information about the experiment the book is based on. Write a paper or create a presentation based on the facts you discover.


2. Create a poster or another piece of artwork showing both the positive things groups of people have accomplished and the negative things.


3. Investigate cults and/or gangs and why people join them. Create a poster and a presentation.


4. Create a brochure or another type of handout that educates people about cults, gangs, hate groups, etc. and how to protect themselves from getting involved in these types of organizations. You may include a list of “danger signs” that a group isn’t good to join or stay in.


5. Read more about Adolph Hitler and how he became a leader. Create a paper or presentation describing his rise to power.


6. Write an editorial or essay on one of the following topics:
   
   • The Power of Belonging to a Group
   
   
   • Why People Get Picked On and How They Can Stop Being Targets
   
   
   • The Injustice of Everyone Getting Treated Exactly the Same
   
   
   • Making Difficult Decisions Versus Following a Leader
   
   
   • How to Decide if You Should Join a Group or Not

BDA: The Pigman & Me

Here are Before, During, and After activities for The Pigman & Me by Paul Zindel:

Before You Begin Reading…

Complete one of the following activities.

1. What is a big change that you have gone through in your life? Moving? A new school? Parents’ divorce? Making new friends? Describe what happened. How did you feel? How did you deal with the big change in your life? Write at least half a page.


2. Is there a person in your life whom you like or admire? Why do you like or admire this person? Describe this person’s qualities, and give examples of things this person has done. Write at least half a page.


3. Draw a floor plan of your home and a map of your neighborhood. Label interesting places and where interesting people live. Create a key that explains why these places and people are interesting.


4. Make a list of at least 15 things you have learned in your life. These should be things that you would help another person if you shared your tips with them.

While You Are Reading…

Complete one of the following activities.

1. Paul Zindel uses the technique of “foreshadowing” a lot in this book. Foreshadowing is giving hints about what is going to happen later in the story. Create a table including the following columns and fill in examples of foreshadowing as you read:
   
   • Example of Foreshadowing
   
   
   • Page Number
   
   
   • What do you think this foreshadowing is hinting at? What will happen next?


2. Nonno Frankie uses puns a lot to make the people around him laugh. Puns are a play on words that sound alike but mean different things. Keep a log of Nonno Frankie’s jokes. Write an explanation of each pun including definitions of the words used.


3. Make a scrapbook of this year in Zindel’s life, including important events from the book. Create this scrapbook from any of the character’s point of view: Nonno Frankie, Jennifer, Mother, Betty, Connie.


4. Create a booklet of advice including the best information from the book. Write one page describing why you chose to include the advice you did.

When You Have Finished Reading…

Complete one of the following activities.

1. Think of an interesting event from your childhood. Write this event up as a chapter in the style of Paul Zindel.


2. Do as Nonno Frankie describes in the last chapter of the book. Describe what you learn at the top of the volcano. Write at least one page.


3. Now that you know what a pigman is, do you have one in your life? Describe your pigman and how you met him or her. What have you learned from your pigman? Write at least one page.


4. Write a poem based on your reading. Your poem could be a summary of the story, a description of one or many of the characters, a list of wise words or punny jokes, a retelling of one of the events in the book, or something else from The Pigman & Me.

BDA: Seedfolks

Before, During, and After Reading activities for the book Seedfolks by Paul Fleischman.

Before You Begin Reading…
Complete one of the following activities.

1. Do you know the people in your neighborhood? Why or why not? Do you do any activities with your neighbors? Describe the people who make up your neighborhood. Write at least half a page.


2. What does “community” mean to you? Create a poster illustrating what you think makes up a community. Use words, drawings, and/or cut-out pictures from magazines.


3. Have you ever grown a flower a plant, a tree? Describe what you had to do to take care of it. How often did you water it, fertilize it? Did you place it inside or outside? Was it in the sun or a shady space? How did it grow? Write at least half a page.


4. Write a poem about one of the following topics: community, neighborhood, gardens, farming.

While You Are Reading…
Complete one of the following activities.

1. Create a map of the community garden. Include who is gardening in each spot and what they are growing. Where are the gardeners from?


2. Make a chart and fill in the following information for each character:
   
   • Name
   
   
   • Describe his or her personality traits.
   
   
   • Where is he or she from? (history)
   
   
   • What is he or she growing?
   
   
   • Why is he or she growing that?
   
   
   • How does he or she feel about the other people?
   
   
   • How does the garden change this person?


3. The characters learn a lot about growing flowers and vegetables in the garden. Create a booklet of growing tips for Chicago. Include all the information from the book.


4. The gardeners have come to Chicago from many different places. On a map of the world, label each place with the person’s name and the approximate date they moved to Chicago. Include the people who moved from another state to Illinois.


5. Plant and grow a seed of your own in a paper cup or outside. Write a daily journal describing how you care for the plant and how it grows.

When You Have Finished Reading…
Complete one of the following activities.

1. Create a poster promoting community gardens. Make it clear how they benefit neighborhoods. Give tips for starting a community garden.


2. Write at least one page describing how the garden changed the lives of at least 5 people. Can you see a community garden changing the lives of people in your community or your school’s community?


3. Gardens are a metaphor for community and connection to the planet and one another. Write at least one page explaining these metaphors. Give examples from the book.


4. Write a song or a poem about at least 5 characters in the book and how the community garden changed their lives.

BDA: The Hitchhiker's Guide to the Galaxy

BDA stands for Before, During, and After.

I've created some BDAs with activities students can complete before, during, and after reading books. I've tried to create activity options that appeal to different intelligences. (Howard Gardner's Multiple Intelligences theory)

The first BDA I'm posting is for Douglas Adam's The Hitchhiker's Guide to the Galaxy:

Before You Begin Reading…

Complete one of the following activities.

1. Are we alone in the universe? Do you think there is life on other planets? If so, do you think there are aliens that are more intelligent than people on Earth? Write at least 1 page, discussing what you think. Give reasons for your positions.


2. If you met an alien from another planet at a party, and it asked you to describe your home planet, what would you say? Write at least one page, providing details about Earth.


3. Imagine your perfect planet. What would it look like? Draw pictures of at least 5 views of your planet. Write captions for each picture.


4. Pretend you are an alien. Describe Earth from the perspective of someone/something from another planet. Remember that it may not be familiar with things like cars, planes, sports, buildings. Write at least a page.

While You Are Reading…

Complete one of the following activities.

1. Write diary entries for one of the characters. Make sure you write an entry for each of the memorable moments.


2. Make a scrapbook of pictures, newspaper clippings, momentos for one of the characters.


3. Complete a chart of character traits for 8 characters in the book.


4. Choose at least 15 difficult vocabulary words from the book. Create a crossword puzzle using these words. Make sure you include an answer key.

When You Have Finished Reading…

Complete one of the following activities.

1. Write your own Hitchhiker's Guide to the Galaxy based on your reading. Include at least 15 entries for important people, places, objects, and events.


2. What do you think Adams is trying to say about the meaning of life? Why do you think this? Give examples from the book. What do you think is the meaning of life? Write at least three pages.


3. There are many items advertised in the book. Create an advertisement for at least 5 items. Here are some examples you might choose from: The Hitchhiker's Guide to the Galaxy, Encyclopedia Galactica, Pan Galactic Gargle Blaster, the Heart of Gold, Vogon poetry, Infinite Improbability Drive, Sirius Cybernetics Corporation robot with the new GPP feature, Magrathea planets.


4. Write 5 stories for a galaxy newspaper using important events from the book.

Poetry Unit Wrap-Up Activity 8: Sharing with an Audience

Students could share their poetry with a variety of audiences by:

• Visiting a school or class of younger students and reading poems to the kids there.


• Taking a field trip to a retirement home and presenting poems to the residents.


• Taking a field trip to the children's ward of a hospital and acting out poems for the patients.


• Having a poetry slam that includes several classes or several schools in the area.

Think about your individual community and what is possible. Think about who might benefit from the poetry readings (in addition to your students, of course). Brainstorm audience ideas with your classes.

If there is a community service component to the school's curriculum, groups of students could visit different locations in the community, based on their interest.