BDA: Journey to Jo’Burg

These are some Before, During, and After activities for Journey to Jo’Burg: A South African Story by Beverley Naidoo:

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

1. Make a list of everything you know or have heard about South Africa.


2. Write a definition of “discrimination.” What does it mean? Give an example.


3. Have you ever witnessed inequality? Describe what happened. Write a minimum of half a page.


4. How do you feel about prejudice and discrimination? Write at least half a page.


5. Write a poem about discrimination.


6. Draw a picture or a make a poster depicting how you feel about prejudice and discrimination.

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

1. During the story, Naledi learns a lot about the South Africa that exists beyond her village. As you read, describe what happens to Naledi and what she learns from each experience. You may use a table answering the questions below or answer the questions in a paragraph.
   
   • Chapter #
   
   
   • What happens?
   
   
   • What does Naledi learn?


2. At the end of each chapter, write a letter to one of the characters discussing what happened in the chapter and how you feel about it.


3. As you read, create a map of the journey. Label your map with illustrations that represent each event in the book.

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

1. Research the history of South Africa. Write a report describing how apartheid began in South Africa and how it ended.


2. Make a tape or CD of songs that Naledi and Tiro might have enjoyed on her journey. Include a page listing the song titles and why you chose them for Naledi and Tiro.


3. Research the history of apartheid in South Africa and create a poster and pamphlets that describe this history.


4. Create and present a performance illustrating the journey to Jo’burg. Write half a page explaining how your performance shows the story events.


5. Is there another country that supports inequalities similar to apartheid in South Africa? Research the discrimination problem in that country. Create a report or a poster or a speech. Describe the problem clearly and provide possible solutions.


6. Talk to at least one other person about the events in Journey to Jo’burg. Record the discussion or write a paper describing the conversation(s) you had. How were your views the same or different?

BDA: Hoot

Here are some Before, During, and After activities for Hoot by Carl Hiaasen:

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

1. What do you know about endangered species? What are they? What are some reasons they become endangered? What are some things being done to protect endangered species? Write at least half a page.


2. Is there a cause that you think is worth fighting for? How far would you go for your cause? Some people commit crimes for something they believe in. How far is too far? Complete at least half a page.


3. Make a poster showing what you know about endangered species. You do not have to do any research for this project.

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

1. Some of the book characters change their opinion about the new Mother Paula’s All-American Pancake House. For each character who changes his or her mind, answer the following:
   
   • A. Character Name:
   
   
   • B. When character changed his or her mind about the pancake house:
   
   
   • C. Why the character changed his or her mind:


2. The author uses a lot of similes and metaphors in Hoot. Keep track of all of them in a table with the following information:
   
   • page #
   
   
   • This thing is compared to
   
   
   • this other thing.
   
   
   • Is it a metaphor or a simile?


3. Write a Trace Middle news story for each chapter, describing just the information that is common knowledge to the students.


4. Illustrate a scene for at least 12 of the book’s chapters. Write a caption for each drawing.

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

1. Write a report about burrowing owls in the United States.


2. Make a poster and/or a brochure explaining an environmental concern.


3. Make a scrapbook of newspaper and magazine articles about an endangered species. Write one page describing what you learned from the articles.


4. Write a minimum of five poems about animals that are in danger of becoming extinct.


5. Describe one of the scenes that took place at the construction site from the owl’s point of view.


6. What do you think happened to Mullet Fingers? Write at least two pages.


7. Predict where at least 7 of the following characters might be 10 years from now. Write at least one paragraph for each character.
   
   • Roy
   
   
   • Dana Matherson
   
   
   • David Delinko
   
   
   • Curly
   
   
   • Garrett
   
   
   • Miss Hennepin
   
   
   • Beatrice Leep
   
   
   • Mullet Fingers
   
   
   • Chuck Muckle
   
   
   • Mother Paula (Kimberly Lou Dixon)
   
   
   • Kalo
   
   
   • Lonna Leep

BDA: Goodbye, Vietnam

Here are some Before, During, and After activities for Goodbye, Vietnam by Gloria Whelan:

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

1. What is a superstition? Give at least two examples of superstitions. Do you believe in superstitions? Why or why not? Write a minimum of half a page.


2. If you had to leave suddenly and could only four things with you, what would they be? Explain why you would choose each of the four things. Write a minimum of half a page.


3. What does "immigration" mean? What do you know about immigration laws? What else do you know about immigration? Write a minimum of half a page.


4. Do you feel like your parents or grandparents treat you and your brother or sister differently? Explain any differences in the way you are treated. Why do you think you are treated differently? Write at least half a page.

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

1. As you read, write down all the superstitions that are mentioned in a format like the one below. Answer all the following questions for each superstition.
   
   • Who mentions the superstition?
   
   
   • How does Mai feel about the superstition?
   
   
   • What do you think about the superstition?


2. As you read, fill in a chart like the one below, showing the differences between the way girls and boys are treated in the book. (see example below)
   
   
   
   
   
   
   
   
   
   
   
   
   

   Type of Difference	Girls	Boys
   Clothing	Blouses	Shirts and Ties



3. As you read, make a list of characters and their physical and personality traits.


4. Draw two scenes for each section of the book. You should make a total of eight drawings. Write a minimum of two sentences to describe each picture you create.

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

1. Research and make a poster on one of the following topics.
   
   • Growing rice
   
   
   • Vietnamese history
   
   
   • Sampans
   
   
   • Buddhism
   
   
   • Tet (the holiday)
   
   
   • The Vietnam War
   
   
   • Refugees in Hong Kong


2. What did you think about the way Mai’s family and other refugees were housed in Hong Kong? Write a letter to the Hong Kong government explaining the problems and suggesting solutions.


3. Research the holiday of Tet. Plan a Tet celebration for the class.


4. Try growing rice and write a short paper about the experience.

BDA: Flush

Here are some Before, During, and After activities for Flush by Carl Hiaasen:

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

1. What do you know about pollution? What types of things pollute? Who is hurt by pollution? What are some things being done to decrease pollution? Write at least half a page.


2. Is there a cause that you think is worth fighting for? How far would you go for your cause? Some people commit crimes for something they believe in. How far is too far? Complete at least half a page.


3. Make a poster showing what you know about pollution. You do not have to do any research for this project. Just use what you know from your experience.


4. Have you ever had to help a family member who was in trouble? Is there someone in your family that you would do anything for. Describe the person you have helped or someone you would help. Describe why you would help this person. Write at least half a page.

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

1. Keep a chart of all the characters from the book that includes the following information:
   
   • Name:
   
   
   • Description of the person:
   
   
   • How this person is involved with The Coral Queen:
   
   
   • What you think about this character:


2. Write a news story for each chapter, describing just the information that is common knowledge to the public.


3. Illustrate a scene for at least 12 of the book’s chapters. Write a caption for each drawing.


4. Make a list of at least 20 words you are unfamiliar with as you read the story. Complete the following for each word:
   
   • Word
   
   
   • Definition
   
   
   • Page #

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

1. Write a report about one of the following:
   
   • Gambling laws
   
   
   • Pollution laws
   
   
   • Eco-terrorism


2. Make a poster and/or a brochure explaining an environmental concern.


3. Make a scrapbook of newspaper and magazine articles about pollution. Write one page describing what you learned from the articles.


4. Write a minimum of five poems about pollution.


5. Predict where at least 7 of the following characters might be 10 years from now. Write at least one paragraph for each character.
   
   • Dusty Muleman
   
   
   • Noah Underwood
   
   
   • Paine Underwood (Dad)
   
   
   • Donna Underwood (Mom)
   
   
   • Abbey Underwood
   
   
   • Mr. Shine
   
   
   • Jasper Jr.
   
   
   • Bull
   
   
   • Lice Peeking
   
   
   • Shelly
   
   
   • Grandpa Bobby
   
   
   • Luno

BDA: Down the Rabbit Hole

Here are some Before, During, and After activities for Down the Rabbit Hole by Peter Abrahams:

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

1. What do you know about the book Alice in Wonderland? Who are the characters? What happens to Alice? Write at least half a page.


2. What sports do you play? Describe a great moment you had competing in a sport. Describe a disappointing moment. Complete at least half a page.


3. Describe any problems you have had getting along with your brothers or sisters. Why do you think you have trouble? Write a minimum of half a page.


4. Have you ever kept a secret? How did it feel to keep the secret? Were you tempted to share the secret? What was the secret about? Is keeping a secret always the best thing to do? Why or why not? Write at least half a page.

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

1. Ingrid likes to notice “the trifles” about people. Keep track of specific details about each character as you read the book. What do you think each trifle might mean?
   
   • Character Name
   
   
   • Trifles (details) about the character
   
   
   • What the trifles might mean


2. Fill out a chart with the following information as you read the story:
   
   • Vocabulary Word
   
   
   • How does the word relate to the story?


3. As you read the story, keep a Clue Journal. Make a list of all the clues. Then, at the end of each chapter, write at least a paragraph about what you think the clues might mean. Explain your reasoning.


4. Pretend you write for the school newspaper. Write stories for at least 7 important events/issues in the book. You can write about sporting events, local mysteries, school issues, local events, etc.


5. If you were in Ingrid’s position, would you choose to do the same things that she chooses? At the end of each chapter, describe the problem Ingrid is faced with. What would you have done if you were in the same situation?

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

1. Investigate one of the following topics and create a poster, give an oral report, or write a report.
   
   • Sports and Pressure to Perform
   
   
   • Why Art is Important to My Community
   
   
   • Sherlock Holmes
   
   
   • Commercial Development vs. Natural Environment: Pros and Cons to Development
   
   
   • Socioeconomic Issues in My Community


2. Write an alternate ending to the book. Write your own chapters 29 and 30.


3. Research the poems used in the book. Make a display that answers the following questions for each poem:
   
   • What is the name of the poem?
   
   
   • Who is the author?
   
   
   • When was the poem written?
   
   
   • What is the poem about?
   
   
   • Why do you think Peter Abrahams used this poem in the book?
   
   
   • Did you learn any other interesting facts about the poem?


4. Write a letter to one of the main characters discussing what you think about one of the following issues:
   
   • Commercial Development
   
   
   • Money Issues
   
   
   • Sports Pressures
   
   
   • Rules


5. Pretend you are the producer/director of the movie adaptation of this book. Choose actors to play each role. Choose locations for shooting the movie. Make at least 2 movie poster mock-ups. Write a short paper describing why you chose the actors and locations that you did.

BDA: Crusader

These are Before, During, and After activities for Crusader by Edward Bloor:

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

1. Think of a problem that you have had or you have in your life. Describe the problem. How did you feel about the problem? What did you do about the problem? How do you feel about what you did? Write at least half a page.


2. What is the best advice someone has given you? What was helpful about this advice? Did you listen? Write a minimum of half a page.


3. Describe a person in your life who is a role model to you. What are his or her best qualities? How does this person make you a better person? Write at least half a page.


4. What do you think about arcade games? How are they good and/or bad? Complete at least half a page.


5. What is prejudice? Give examples of prejudice. Write at least half a page.

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

1. Keep a chart of all the characters from the book that includes the following information:
   
   • Name
   
   
   • Job
   
   
   • Place where he or she works
   
   
   • First description of the person
   
   
   • New information about the person


2. Roberta tries to solve two mysteries in the book. Keep track of the clues in a chart including the following columns:
   
   • page #
   
   
   • Clue
   
   
   • What I think it means…


3. Roberta tells a lot of lies in the book. Keep track of the lies in a chartincluding the following columns:
   
   • page #
   
   
   • Lie
   
   
   • Why she told this lie…


4. There are several direct and indirect references to discrimination, stereotypes, and prejudice in the book. Keep track of these references in a chart including the following information:
   
   • page #
   
   
   • Who made the reference?
   
   
   • What did he or she say?
   
   
   • Why?

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

1. Research one of the following topics. Then write a report or a make a poster with the information you learn:
   
   • Muckrakers
   
   
   • Talk shows and society
   
   
   • Videogames and violence: are they linked?
   
   
   • Suicide
   
   
   • The mall in American towns
   
   
   • Hate crimes, atrocities, prejudice (Holocaust, Serbia, KKK, skinheads, etc.)


2. “You can’t judge a book by its cover.” Roberta learns new information about some of the characters and has to completely change the way she looks at them. Write a paper showing the different facets of at least three of the characters.


3. Roberta quotes a lot of Dr. Seuss. Write a summary of Crusader in the style of Dr. Seuss.


4. Several of the characters contemplate suicide. Write a letter giving reasons for not giving up.


5. Roberta is told to be a “survivor” by Mrs. Weiss What qualities does a survivor have? Give examples of survivors from your own life and/or from history.


6. Write a minimum of 5 poems on the topic of surviving and survivors.


7. Design a proposal for a videogame that promotes good values and character traits. Your proposal should include a description of the game, screen shots, how it will be promoted, etc.


8. Sam and Roberta agree that history has more than one side and more than one description. Read about two sides of any controversial historical event. Prepare an oral presentation or a poster showing both sides.


9. Interview “a survivor.” Either write up a report of your interview or edit a videotape of your interview.

BDA: The Clay Marble

These are Before, During, and After activities for The Clay Marble by Minfong Ho:

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

1. Make a list of everything you already know about Cambodia.


2. Write a definition for the word family. Give examples of different kinds of families. Write at least half a page.


3. Is you family non-traditional? Maybe a grandparent lives with you or you live with just one parent. What is it like being part of a non-traditional family? Write a minimum of half a page.


4. Have you ever had to leave your home because of an emergency? Describe what happened. How did you feel? Write at least half a page.


5. Write a poem about your family.

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

1. During the story, Dara asks the clay marble to grant her wishes. Answer the following questions each time she makes a wish:
   
   • Describe the situation.
   
   
   • What does Dara wish?
   
   
   • What happens?


2. Create pictures or 3-D representations of Dara’s family and their temporary homes in different stages of change.


3. Dara learns about survival during her adventures. As you read, write a manual of survival skills including necessary supplies.

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

1. Make at least three toy artifacts such as the ones described in the book.


2. Create a poster describing current events and issues in Cambodia.


3. Research and write a report about an issue in Cambodia.


4. Write a two poems or songs about the clay marble or another topic from the story.


5. Make a scrapbook of Dara’s family members and their adventure. Write captions for pictures.

BDA: So Far From the Bamboo Grove

These are Before, During, and After activities for So Far From the Bamboo Grove by Yoko Kwashima:

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

1. Write down everything you know about Japan (history, location, culture, pop culture). Write a minimum of half a page.


2. What do you know about Japan’s role during World War II? Write a minimum of half a page.


3. Have you ever had to move to a new city or town? Describe what happened. Why did you move? Where did you move? How different was the new place? How did it feel to move? Write a minimum of half a page.


4. Think of a family member (or another person) who you know you can always count on. What makes you feel like you can count on this person? Write a minimum of half a page.


5. Have you ever had to be very brave? What were the circumstances? What happened? Write a minimum of half a page.

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

1. Write a journal entry from Ko’s point of view at the end of each chapter. Do you think Ko saw events differently than Yoko?


2. Draw a map of Japan and Korea. As you read, plot the story events where they occurred on the map.


3. Make a historical timeline of world events affecting Yoko’s family (Japan ruling Korea, World War II, etc.). Plot events from the book on the timeline.


4. Create a postcard at the end of each chapter that represents what happened or how the characters are feeling. You can draw a card or make a collage from pictures and words you cut out. Write a minimum of two sentences explaining each postcard.


5. Keep a Reading Reaction Journal. At the end of each chapter write at least half a page discussing what you think about what happened.

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

1. Research and write a report on one of the following. The report should be a minimum of two pages.
   
   • Japan’s colonization of Korea
   
   
   • The Korean War
   
   
   • Japanese traditional dance
   
   
   • Japan after World War II


2. Haiku are Japanese poetry. Usually they are written about nature. Write a minimum of 5 haikus about the events in the story.
   

   The form of haiku is:
   1st line – 5 syllables
   2nd line – 7 syllables
   3rd line – 5 syllables



3. Research and perform a traditional Japanese dance.


4. Write a possible next chapter for the story.


5. Write an obituary for each character that died in the story. (An obituary is a brief biography of the deceased.)

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: 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.

Poetry Unit Starter 5: Web Activities

Sign up the class for the computer lab. Visit a poetry website where students can either find a poem they want to share with the class or where students can complete poetry activities (such as www.gigglepoetry.com or www.poetry4kids.com).

First Day Activities 5

Some activities are all about serious information gathering than.

1. Contact and Other Information - Have students give you the following information: 1) name; 2) nickname; 3) father’s and mother’s (or guardians’) names; 4) home address; 5) home phone number for father; 6) home phone number for mother; 7) work phone number for father; 8) work phone number for mother; 9) birth date; 10) favorite subject; 11) what he or she would like to learn in this class this year; 12) any other important information he or she thinks it would be helpful for you to know.


Pros: This is the best day to get real, honest parental contact information, not on the day that a kid knows you need to call home to discuss behavior problems. Get as many phone numbers for parents that you can on the first day.

Cons: Most teachers require students to fill out this kind of information on an index card. It's not original and students may be bored with this activity. You might want to add a few odd questions to keep them awake such as "What's your favorite jelly bean flavor?" or "What's your favorite book or movie?"


2. Strengths and Weaknesses - Have students chart their strengths and weaknesses in general skills or specific subject-related skill sets on a line sectioned into the following: can help others, can help others sometimes, comfortable, need help sometimes, need help.


Pros: It helps to know where students think their skill levels are. This can point to actual problems or mental blocks. Also a great way to find out what strengths your students have.

Cons: Students may not give accurate feedback, but these charts can be a good jumping off point for discussing strengths and weaknesses with students.


3. Person Goals - Have students make a list of four personal goals for themselves for the class. What would they like to know about the subject at the end of the year?


Pros: If there is class follow-up throughout the year with free choice projects, students can experience what it is to direct their own learning.

Cons: Some students may not be familiar enough with the subject - or like the subject enough - to come up with any personal goals on the first day of class. In that case, a sheet for personal goals could be kept in a class binder/notebook/folder, and students could return to the sheet and add goals later during the first quarter.

First Day Activities 4

I've done this interviewing activity many a time on the first day of college and grad school classes. (Education professors seem to like us to show us what an activity is like from actual experience with that activity.)

Students divide up into pairs. Each student interviews the other for 5 minutes. Then students switch roles. Finally, each student introduces his or her partner to the entire class.

For class numbers that aren't even, one group of three may be used. Or one student can be paired with the teacher.

Pros: Good get to know you activity. Involves speaking/presentation, interviewing skills.

Cons: Each student only gets to know one student well, but it's on a deeper level than he or she would participating in a scavenger hunt activity, for example.

First Day Activities 3

Scavenger Hunt

A good get-to-know-you activity. Students circle the room finding classmates who match statements on their list.

Example Sheet:

First Day Scavenger Hunt

Directions: You will have 10 minutes to get as many items as possible on this sheet signed. To get a signature, you must find a person who matches the statement. You may only get one signature from each person.
_______ 1. Person is ambidextrous.

_______ 2. Person listens to jazz music.

_______ 3. Person has red hair.

_______ 4. Person can draw cartoons.

_______ 5. Person plays a musical instrument.

_______ 6. Person has dyed his or her hair.

_______ 7. Person is on a baseball team.

_______ 8. Person has baked a cake.

_______ 9. Person has sung in public.

_______ 10. Person knows origami.

_______ 11. Person has more than 3 siblings.

_______ 12. Person can use chopsticks.

_______ 13. Person is the youngest member of his or her family.

_______ 14. Person has broken more than one bone.

_______ 15. Person is an only child.

_______ 16. Person has been in an ambulance.

_______ 17. Person's favorite color is purple.

_______ 18. Person can draw people's faces.

_______ 19. Person has traveled to a continent outside North America.

_______ 20. Person can speak more than one language.

_______ 21. Person has relatives in New York.

_______ 22. Person has been in a wedding.

_______ 23. Person has more than four pets.

_______ 24. Person can do a hand stand.

_______ 25. Person’s family owns a motorcycle.

_______ 26. Person has had his or her picture in the newspaper.

_______ 27. Person has been on a boat.

_______ 28. Person is left-handed.

_______ 29. Person likes to eat mushrooms on his or her pizza.

_______ 30. Person can rollerskate or rollerblade.

_______ 31. Person lives in a brick home.

_______ 32. Person has met a celebrity.

_______ 33. Person likes to read mystery books.

_______ 34. Person has twins in his or her family.

_______ 35. Person reads comic books.

_______ 36. Person wears contact lenses.

Pro: Gets students moving around, interacting, and learning about each other.

Cons: The activity can become more about getting signatures than getting to know people. Needs supervision to make sure students don't get too rambunctious.

First Day Activities 2

Sometimes you can kill two birds with one stone.....get to know your students with a first day activity and decorate the classroom bulletin boards/walls at the same time.

Here are a few such activities:

1. Have each student create a bio-poem to read out loud and then place on the wall of the classroom.



Bio-Poem Format

Line 1: Your first name only
Line 2: Four adjectives that describe you
Line 3: Sister/brother/son or daughter of …
Line 4: Lover of … (three nouns—things, people, or ideas)
Line 5: Who feels … (three items)
Line 6: Who fears … (three items)
Line 7: Who would like to see … (three items)
Line 8: Resident of … (city, country, or street)
Line 9: Your last name only




2. Have each student create a poster describing him- or herself for the classroom wall.


3. Have each student create a coat of arms to put up on the wall. Students can be given a paper with a shield-shape on it, divided into quadrants.




Directions for Coat of Arms Activity: Complete the coat of arms below. In the upper left quadrant draw a picture that represents yourself and write four words that describe you. In the upper right quadrant draw pictures and write four words that describe your family and friends. In the lower left quadrant draw pictures and write four words that describe your hobbies and other things you like. In the lower right quadrant draw pictures and write four words that describe what you expect and how you feel about this school year and this class. Decorate your coat of arms, so it represents you!

Pros: Students feel pride seeing their work decorating the classroom walls. It makes them feel involved. Students enjoy reading each other's bio-poems or looking at each other's artwork regularly. It's a nice visual way to learn about your students - and have them learn about each other.

Cons: Some students don't want to be so vulnerable with their classmates, so they won't put much information on their poster. Also, you need to watch for vandalism and graffiti on any of the posters. Sometimes kids can be cruel to one another.

First Day Activities

I know that many school years have just ended or are about to end, but it's never too early to start thinking about the next school year.

Coming up with interesting first day activities can be a challenge.

Over the next few days, I'll be listing some that I have collected while teaching and while in grad school - including any pros and cons that I'm aware of.

1. Friendly Letter

Have students write you a friendly letter introducing themselves. You may want to ask them to include answers to specific questions.

Pros: Nice way to get to know more about students, see their writing skills, and review friendly letter writing form. Students also really enjoy receiving replies to their letters. I actually had a real mailbox in my room to hold our correspondence back and forth.

Cons: Keeping up with writing reply letters to students is time consuming - especially if you have a lot of students. Some students may not express very much in their first day letter.

Variation: Have students pretend that they are a friend or a family member. Have them write a letter to you as that friend or family member. He or she should tell you what that student’s strengths and weaknesses are, how he or she feels about the subject, how he or she feels about school, what kind of student he or she is, etc. (This might make it easier for students to share information about themselves.)