I Was a Third Grade Science Project by Mary Jane Auch and Herm Auch

Hilarious. Sarcastic. Trouble-Makers. Scientific. Silly.

I Was a Third Grade Science Project

Written by Mary Jane Auch. Illustrated by Herm Auch.

Published by Holiday House, 1998.

Auch, 1998.

Auch, 1998.

"Auch's wise-cracking third-graders and superb comic timing will have readers rolling around on the floor." -Booklist

From Publishers Weekly
Three boys create mayhem while scrambling for their science fair project. "Auch fuels her novel with funny, flippant dialogue and clever one-liners," said PW. Ages 7-10. (Oct.)

Nominated for Land of Enchantment Book Award, 2002.

Nominated for the New York State Charlotte Award, 2000.
Nominated for the Texas Blue Bonnet, 1999-2000.

With it's humorous and sarcastic dialogue and hand-drawn, cartoonish illustrations, it’s that time of year when Mrs. Metz’s introduces to her third graders that they are able to enter their own science fair projects into the Ontario Elementary Science Fair. The exciting thing is… whoever is the first place winner, they will win free passes to Wonderland Lake. Josh is thrilled because he knows that his best friend and soon-to-be science fair partner, Brian is the smartest kid in the class, basically a GENIUS! Later that day, Brian and Josh have a sleepover and Brian explores and thinks of different science fair project ideas. However, in this odd predicament, Brian thinks of hypnotizing his dog Arful into being a cat as the science fair project. Thinking how impossible and outrageous this experiment is, Josh goes along with the project idea knowing that he and Brian will not be winning those tickets to Wonderland Lake... Who will be the winners of the third grade science fair? Will Brian and Josh’s experiment work? Who is actually getting hypnotized?

Auch, 1998.

Extras: Mary Jane Auch's I Was a Third Grade Science Project is a funny and exhilarating book that will engage and possibly provoke new project ideas for your student's upcoming science fair. The text is very personable and it might remind you of some of the students in your class. Hand-drawn illustrations by Mary Jane's husband, Herm, are included in the book to motivate the student's imagination. Reviews from Publisher Weekly and Booklist and recommendation of other books are also provided.

Literary Genre: Science Fiction

Reading Level: Lexile Framework 600L, Grade 4/5

Suggested Delivery: Independent Read or Small Group Read
ISBN-13: 978-0440416067

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Teachers... Here are some resources to help 

you teach I Was a Third Grade Science Project

Auch, 1998.

Electronic Resources:

Auch Books: Author & Illustrator - This link provides information about the author and illustrator and how they became the people who they are today. This source also includes a variety of teaching resources that go hand-in-hand with Auch's book. In addition, teachers could book the Auch's to visit the school and to have them teach students how to write stories. Great to review before or during reading as a way to interest and engage students.

Author: Mary Jane Auch - This link provides information about Mary Jane Auch and why she became a young children author. Auch makes personal connections and experiences to her writing. She also discusses how she is interested in illustrating.

Science Kids - This link is an interactive science website just for students! Great for students and teachers to review during or after reading. The source includes fun science experiments that will motivate, engage and interest students, cool facts, free online games and activities, science fair project ideas, quizzes, science videos and photos. Teachers, you could also visit this site for science lesson plans.

Auch, 1998.

Science for Kids! - This link is another interactive science website for students, focusing primarily on Chemistry. Great for students and teachers to use during or after reading. Students are able to view the periodic table and engage in a variety of activities that explore the planet earth, human body, motion and energy, and many more. Teachers are also able to use this source for teaching chemistry and other educational resources.

Science News for Kids - This link provides "intelligent, accessible and award-winning coverage" about the science field just for kids. The science articles are very diverse which will hook student's interest. Great for students to review after reading especially if they are interested in science.

Key Vocabulary: announcement, experiment, observations, originality, frantically, psychiatrist, hypnotize

Teaching Suggestions:

1. Use this text in Science as a supplement when introducing the Scientific Method or as a motivator when students have to enter or create their own Science Fair Project.
2. Use this text in Reading and Language Arts to discuss narrative elements such as point of view. Was this book written in the first, second or third person? How does that effect the perspective of the story?
3. Use this text to explore the difference between real or fantasy. Ask students if the science project that Brian and Josh are doing is a credible experiment; can this be real or fake? Teachers could make a list of real or fake experiments and have students differentiate them into those categories.

Comprehension Strategies:

Auch, 1998.

• Before Reading: 
• Have students do a Think-Pair-Share or Text Impressions. Ask students to think/predict "Why the title of the book is called I Was a Third Grade Science Project?" What do you think the story could be about based off the title? What is the science project?" This individual part will give the student time to gather their thoughts. Then have students pair up with another student so both can share what they are reflecting and expand each others thinking. Next, have a spokesperson speak for each group on what they thought about the book; this allows the spokesperson to not only share his or her own thoughts, but also his/her partner's as well. After, have students to keep their predictions in their head until they finish, then ask students if their prediction was right.
• During Reading: 
• Have students boost their metacognitive skills in their reading by using sticky notes. On the board, write prompts that will help the student monitor their comprehension when reading. Each sticky note should have one prompt, i.e. "Do I understand this? What is the main point I should remember? Why did this happen? Is this important or not important?" Having this tool for students is vastly important during reading because it allows the student to pause and reflect about their reading. Students could also make self-to-text connections while reading as well.
• After Reading: 
• Have students split into small groups. Each group will participate in Reader's Theatre; they will be able to pick a passage within the story that they will like to act out. This is an excellent strategy to assess student's comprehension and fluency because the characters in the book are humorous and sarcastic, thus students must depict these characteristics in their acting.

Auch, 1998.

Student Writing Activity: Set up a small table with different types of objects that allow students to make several observations. Like Brian in the story, he wrote down many observations that he noticed when he was experimenting hypnosis with his dog. Have students record 10 observations that they find and explain why they made that observation based on the object given. Students will also draw a picture of the object as another way of explaining what they saw.

Auch, M. J., & Auch, H. (1998). I was a third grade science project. New York: Holiday House.

Who was Anne Frank? by Ann Abramson and Nancy Harrison

Inspirational. High- Spirited. Meaningful. 
Realistic. Admirable.

Who was Anne Frank?

Written by Ann Abramson.
Illustrated by Nancy Harrison.

Published by Penguin Young Readers Group, 2007.

"In spite of everything I still believe that people are really good at heart."
-Anne Frank

Inspired by Anne Frank's diary, this motivating and easy-to-read bibliography for young readers introduces readers to a young Jewish girl name Anne Frank and her family. Anne's life is known to the world because of her diary that was saved and published so that people could hear her story. Set during World World II primarily in Europe, Jewish families, including Anne Frank's family, were condemned for their religious and cultural background by German Führer, Adolf Hitler. Although forced to be captured by Nazi soldiers and sent away to concentration camps, Frank's family, accompanied by family friends, resort to hiding from the Nazis in the Secret Annex. Hidden for almost two years and living in complete silence, Frank and other families were unfortunately uncovered by unknown witnesses and were sent to Auschwitz. Anne and her sister and mother died, leaving Otto Frank the only survivor of the family. Left with no family, he was, however, given Anne's diary from Miep Gies, who saved her diary found in the Secret Annex. Anne Frank desired to be a journalist and hoped that her diary would be published for everyone to see. As her wishes, her father published her diary, being "one of the best-loved books in the world" (Abramson, ). Even though Frank, in her last years of hiding, suffered through many challenges that no normal child would, she still believed that, "people are really good at heart" (Abramson, ).

Extras: The bibliography includes black and white illustrations, maps, and diagrams that gives students a visual image of when and where the book was set. Who was Anne Frank? is also a part of a Who was Series, published by Penguin Young Readers Group, which are books that provide informational bibliographies of a variety of past and current, prominent and interesting figures. All these series include fun and visual illustrations that depict the figure. For more information, click here.

Literary Genre: Diversity, Nonfiction, History & Social Studies
Reading Level: Lexile Framework 660L, Grade 3
Suggested Delivery: Independent Read or Small Group Read
ISBN-13: 978-0448444826

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Teachers... Here are some resources to help 

you teach Who was Anne Frank?

Back of the Secret Annex

Electronic Resources:

Official Homepage of the Anne Frank House - This link is an excellent source that discovers the inside life of Anne Frank and her family. One can view the background and history of Anne Frank and her family, receive a virtual tour of the Secret Annex, book tours to visit the Anne Frank Museum, view the timeline of Anne Frank's life and the events in world, read parts of her diary, and view photographs of the victims during the hiding. Great to review during or after reading so that students are able to visualize the conditions that Anne Frank and her family endured.

PBS: The Diary of Anne Frank - This link provides a more in-depth view of the movie, The Diary of Anne Frank, based on Anne Frank's diary. It also provides a bibliography of Anne Frank; book reviews on how Anne Frank was a writer, who cast the characters in the movie, and a variety of teaching resources. Great to review after reading.

More Info: Anne Frank - This link provide students more information about Anne Frank and her family during World War II. Great for students to review during or after reading.

United States Holocaust Memorial Museum - This link is an excellent source that uncovers the unfortunate event: the Holocaust during World War II, but also commemorates the victims that suffered through it. It also provides teachers information on how to book tours to visit the museum and a variety of teaching resources on how and why to teach about the Holocaust. Great for teachers to review before reading so that teachers are confident and aware of what to teach about the Holocaust.

Map of Germany

Research Tools: WWII & Holocaust - This link provides a variety of resources for teachers to educate about the Holocaust during World War II. Great for teachers to review before reading.

Key Vocabulary: frenzy, outspoken, spoil, mild-mannered, synagogue, Hanukkah, menorah, World War I & II, Nazi, socialists, democracy, resentful, government, Anti-Semitism, pectin, constellation, tolerance, justice, resistance, ghettos, concentration camp, spectacles, Jewish, curfew, annex, bare, foreign, quarrels, clattered, scarce, prime minister, coordinate, polio, publishers

Teaching Suggestions:

1. Use this text to develop understanding of tolerance in people's culture, background, heritage, race and ethnicity; to show that people are diverse.
2. Use this text in Social Studies to compare and contrast events in Germany and the United States. Was any of the events in Germany happening within the United States?
3. Use this text in Geography to pinpoint where Anne Frank and her family moved to hide from the Nazis.

Comprehension Strategies:

• Before Reading: 
• Introduce to students that they will entering a topic that is very sensitive to some people and to history itself. Briefly have students preview the suggested online sources to have students familiarize with Anne Frank and to grab their interest. Ask students if they ever heard these topics or have them participate in a Think-Pair-Share. Also, discuss with students the vocabulary words that will be used in the story. Although the text is easy to read, introducing content-specific vocabulary will give student's a better understanding of the meaning of the text. This will also activate student's prior knowledge.
• During Reading: 
• Have students create a timeline of the events that occur in Anne Frank's life and the world. Have student make text-to-world connections of the importance of the events in the world during this time period and how each event effected Anne Frank and her family's life, and overall, the Jewish population.



Anne Frank's Diary - "Kitty"

• After Reading: 
• Have students watch "The Diary of Anne Frank" movie. After watching the movie, ask students to compare and contrast how accurate the information is in the movie versus the bibliography. Have students split into small groups and discuss if it was an accurate portrayal of Anne Frank and her life. In addition, have the small group analyze how Anne Frank might have felt when being an outcast and having to hide because of one's religious or ethnic background. Encourage students to use examples from the movie, i.e. facial expressions or gestures.

Student Writing Activity: Students will imagine that they are Anne Frank and that she is still alive after World War II. They have been receiving letters from people all over the country because of her published diary. Many of the people wrote to her asking her to describe her life in the Secret Annex. Thus, students will pretend to be Anne Frank and describing the life that Anne Frank endured during her time in hiding. Provide students with a set of key vocabulary words to use in their writing.

Anne Frank and her family. 
From right to left: Margo, Otto, Anne, and Edith Frank

Abramson, A., & Harrison, N. (2007). Who was Anne Frank?. New York: Penguin Young Readers Group.

When You Reach Me by Rebecca Stead

Around the World. Acknowledging Diversity. 
Personable. Friendly. Imaginative.

Stead, 2009.

Stead, 2009.

When You Reach Me

Written by Rebecca Stead.

Cover illustrations by Kate Gartner.

Published by Wendy Lamb Books, 2009.

Absorbing. — People Magazine

"Every word, every sentence, has meaning and substance ... [in this] smart and mesmerizing book." — The New York Times Book Review

"Readers ... are likely to find themselves chewing over the details of this superb and intricate tale long afterward." — The Wall Street Journal

"No detail is small, no character minor, in this intricately plotted novel in which the nature of time emerges as the most compelling mystery of all." — The Washington Post

"[T]een readers will circle back to the beginning and say, ‘Wow...cool.’” — Kirkus Reviews, Starred

"Closing revelations are startling and satisfying, but quietly made." — The Horn Book Magazine, Starred

"[Q]uite wonderful … [j]ust as Miranda rereads L’Engle, children will return to this." — Booklist, Starred

“This unusual, thought-provoking mystery will appeal to several types of readers.” — School Library Journal, Starred

“It’s easy to imagine readers studying Miranda’s story as many times as she’s read L’Engle’s.” — Publishers Weekly, Starred

Winner of the 2010 John Newbery Medal

Nominated for the Andre Norton Award, 2009

The New York Times Notable Book, 2009

Kirkus Reviews Best Children's Books, 2009

Publishers Weekly Best Children's Book of the Year, 2009

School Library Journal Best Book of the Year, 2009

Booklist Editors' Choice, 2009

Horn Book Fanfare, 2009
Parents' Choice Gold Award Winner, 2009

ALA Notable Children's Book, 2010

Nominated for the Indian Paintbrush Book Award, 2011

Winner of the Massachusetts Children's Book Award, 2012
A Book Sense Children's Summer Pick
A Junior Library Guild Selection
A Bank Street College of Education Best Children's Book of the Year - Outstanding Merit 

Written by a John Newbery Award Medalist and New York Times seller, Rebecca Stead introduces a story that is mind-blowing and out of this world. Miranda's adventure in finding her answers are suspenseful and page-flipping that you will not want to stop reading. When You Reach Me is set during the late 1970s where many events occurred during this time such as the Vietnam War and the Fall of Saigon. The story opens up with a young girl named Miranda, who lives in a small apartment complex in New York City with her mother. Miranda has a decent life. Her mother is chosen to play in The $20,000 Pyramid, which is a game show to win BIG MONEY. Her best friend Sal are closest as they could ever be, and her mother's boyfriend Richard treats her with the utmost respect and teaches her how to tie intricate sailor knots. However, as time swings by, mysterious and odd events start to occur in her life:

1. Her best friend Sal is attacked by the boy in the green army jacket named Marcus...
2. After the attack, Sal refuses to speak to Miranda and thus, they no longer are friends...
3. Miranda's apartment has been broken into and their hidden key and one of Richard's shoe are stolen...
4. There is a looney man called the "laughing man," who sleeps on the corner of their street under a mailbox that creepily looks and repeats... "bookbag, pocketshoe" to Miranda and lastly... (Stead, )
5. Miranda has been receiving small little pieces of letters in random places from an anonymous writer that talks about things in her life before she even knows! 

Overwhelmed by these stressful situations, Miranda reflects to herself and tries to understand the deeper meaning of everything that is going on. As she does this, she also creates and mends new friendships, helps her mother practice for the game show, develop the understanding of complex theory of time travel, bonds with Richard, works at Jimmy's with a couple of schoolmates, and learns more about this "laughing man" and the person who punched Sal than she ever would. Readers will fly through this story and watch Miranda grow as she lifts her veil to "see the world as it really is," and her true self (Stead, ).

Extras: In When You Reach Me, on the back jacket cover, there are reviews for this John Newbery Award Winning book from the prestigious School Library Journal, Publishers Weekly, and Voice of Youth Advocates. Great for students and teachers to view so that both know that this book is high-quality literature. In the inside jacket, there is a brief summary of the story and how it is a Junior Library Guild Selection. The book also includes a brief summary of the author and an acknowledgment page where she expresses her gratitude to the people who supported/inspired her.

Literary Genre: Historical & Science Fiction, Young Adult

Reading Level: Lexile Framework 750L, Grade 4/5

Suggested Delivery: Independent Read or Small Group Read

ISBN-13: 978-0385737425

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Teachers... Here are some resources to help 

you teach When You Reach Me

Electronic Resources:

Author's Site: Rebecca Stead - This link is a great source for teachers and students. Great to use before and during reading so that teachers and students will understand who the author is and why she is writing such novel or how she was inspired to write the novel. Provided are a biography of the author and what influenced her to become a writer, a blog that discusses her upcoming events, a collection of books that the author wrote and reviews that prestigious journals have written, links to another website that focuses on her novel First Light and educator guides, and the ability to invite the author to your school or to contact her.

Q&A Video: Rebecca Stead - This source is a great link for teachers and students as it shows a Question and Answer with Rebecca Stead talking her book When You Reach Me and how she came about writing this novel. Great for students and teachers to view before reading so that both have an idea of what the book will be about and to engage and interest students.

Audio Interviews with Rebecca Stead - Great website for student and teachers who are interested in learning about this fabulous John Newbery Award Winner. There are several questions that are asked and you will be able to hear her answers by clicking the link. Great to view before, during, or after reading so that students or teachers could learn more about the author and what her next book will be about. Also a way to interest and engage students and to hear who the actual writer is.

Junior Library Guild: Teacher's Guide - This link is another great source for teachers as it provides before, during, and after reading activities, how these activities correlate to the national standards, biography of the author, step-by-step activities for each chapter, worksheets, vocabulary terms, suggestions for further reading and many more. Great to review before having students read and for teachers to gain lesson plan ideas.
Random House: Educator's Guide - This is another great educator's guide for teachers, especially if they still need more ideas for their lesson plan. Included in this teacher's guide are summaries of the book and the author, Q&A with the author, great curriculum connections, discussion questions that go through the different themes within the story, recommendations of other Newbery Medal Winner/Honor books, and credible book reviews from prestigious reviewers. Great for teachers to view before reading.

Scholastic Teacher Resource for When You Reach Me - This link is another great source for teachers as it provides two end of novel project choices that relate to the story. Great to use for after reading and a way to enhance or create more options for the lesson plan. These projects may also be used as extra credit in your classroom.

Albert Einsetin's Big Idea - Watch the video above to learn more about Einstein's Big Idea on the theory of relativity or the ability to move through time.

Key Vocabulary: omen, fundamental, clomps, repulsive, burden, tenant, stark, scoured, terse, prosecutor, shorthand, et cetera, epilepsy, velour, oblivious, teleportation, allegations, origami, relativity, Shakespeare, paralegal, processed food, radiator

Teaching Suggestions:

1. Use this text in Social Studies to learn more about the American culture and what the norms of society were during the 1970s. Have students interview people who lived during that time period to get different perspectives. Then, have students compare and contrast the culture now to then.
2. Use this text in Science to explore more topics on Time Traveling or Time on Earth or Space. Who were the first people to pioneer these theories or topics? How does time affect people in Earth and Space? By clicking this link, it will bring you to a short video by PBS that talks about time in its "true nature."
3. Use this text in Political Science to discuss the Miranda Rights that appeared in Things You Hide. Discuss with students how this type of civil action came about and why Miranda mother's decided to name Miranda after this law? Who uses the Miranda Rights and why is it important for these people to recite them? What did Miranda originally think she was named after?
4. Use this text in Art to learn how to tie and untie different types of Sailor Knots. What were the purpose of sailor knots and how do they help sailors? Have students research and demonstrate an activity where they will teach the class how to do a certain knot.

Comprehension Strategies (You do not necessarily have to do all the activities, they are just suggestions):

• Before Reading: 
• A great way to introduce this novel to students is to have students participate in a Text Impressions. Have students take a look at their copy of When You Reach Me and ask them what they believe the book will be about. Have students look closely at the illustrations on the cover and the title of the book. What do those images represent or might represent. What does the title mean... when you reach me where? Who? How? Also, have students look through the headings of each chapter. What does "Things You Keep in a Box" mean to the student (Stead, )? This will help students generate questions and hopefully answer their questions while they read. Moreover, provide an excerpt so that students can also grab a sense of what the writing/language style and what the book may be about. Moreover, have students do a Think-Pair-Share and write their prediction down in their student journal. When they read, have students check their old predictions to see if they agree or disagree if with their prediction.
• Introduce to students that they will be reading about a young girl who goes under tremendous amounts of thinking, but to help her think, she does an activity. Ask students to list some activities that they do to think. Later in the story, ask students what Miranda does to think by completing an Exit Slip.
• During Reading: 
• Students will notice that there are many references to Madeline L'Engle's Wrinkle in Time, which is Rebecca Stead's and Miranda's favorite book. While reading, have students make text-to-text connections by asking why the author included certain parts throughout the story and how it connects to When You Reach Me. Ask the students if the two books have similar themes, main ideas, settings or story plots. Are they both fictional stories? Also, ask students if the characters Meg and Miranda have similar or dissimilar goals and characteristics. What is Meg and Miranda's major conflict that they both have to solve or discover in each of their story? How does Miranda reading Wrinkle in Time help her solve her problems?
• Friendship is an important theme in this story. Miranda, in this case, has lost her true best friend, but gained new friendships. Have students take a look at Miranda and Sal's relationship. Have them compare and contrast Miranda and Sal's friendship using a Venn Diagram. Have students think about how these characters transformed throughout this story? How has their friendship changed from the beginning to the end? What did they both gain or lose in their friendship? How did Miranda and Sal both deal with their friendship situation? What did they learn about each other? 
• Students may also compare and contrast the other characters, such as Richard and Miranda's Mother, Miranda and Annemarie, Miranda and Colin, or Miranda and Julia. Students could use a T-Chart to analyze these character's relationship. Have students think about what their feelings were toward each other in the beginning and how it has changed toward the end? What factors cause the both characters to change? For either comparisons, have students use examples from the text to support their Venn Diagram/T-Chart.
• Readers will read how Jimmy, the owner of his sandwich store, expresses his negative feelings to Julia and that he does not want her stepping her feet in his store. Moreover, when Jimmy's Fred Flintstone bank container is stolen, Jimmy makes a comment to Colin, Miranda, and Annamarie about who may have stole his bank container. Ask students: what does Jimmy mean by..."Some things are in the blood. All the money in the world can't change a person's blood" (Stead,) Who is Jimmy referencing to? Why do you think Jimmy think it is this person who steals the bank and not anybody else? Is this considered discrimination? Have students make a list of other times people are discriminated in the story, not only by race, but other contributing factors as well. After, have students make text-to-self connections by reflecting if they have ever been accused of doing something (because of your race, sex, etc.) and to have them describe their emotions.
• After Reading: 
• Have students create their own version of The $20,000 Pyramid Game Show. Have students create the Speed and the Winner Circle round. Encourage students to make the cards creative and challenging. Students, who are having a difficult time with the vocabulary in the story could create cards with those words and practice them until they fully know it. This is an interesting and engaging way for students to enjoy the book when they finished reading it. Also, students will understand how it feels to be put under pressure and to work with their partners: be a team player. In addition, students will learn to be quick and use their prior knowledge to connect the concepts when guessing the word or creating the clue for the partner. Divide the students into small groups and within the group, create their cards, then have the group switch their cards to another group so that they are not familiar with their own cards and are challenging themselves.
• Have students participate in Reader's Theatre. Have students select a scene that they are interested in, particularly scenes that have plenty of dialogue, and to act it out. This after-reading strategy is a great way to assess if students understand and develop the perspective of the character and that they are able to put themselves in the character's personality. Also, to evaluate if they are comprehending the particular scene and what the setting or conflict is presented.
• Throughout the novel, Miranda is badgered with many mysteries. What were some of those mysteries? For example, one mystery is, who is Miranda writing to... who is You? or why does the laughing man repeat..."book bag, pocketshoe..." over and over again (Stead, )? Have students create a list of the mysteries and have students compare and contrast their lists with other students. After, have students answer or solve the mysteries by using evidence from the story.

Student Writing Activity:

• At the end of novel, readers will see that Miranda is relieved that she knows who had been writing those secretive letters to her. She also decides to write the letter and to hand it to Marcus. However, what does she mean when she says on page 197, "He'll understand. He's a smart kid," when she wants to give her letter to Marcus? Have students use examples from the book to show that students can support their answers and to assess they are comprehending and making connections to the story.
• The topic of time traveling is heavily referred in When You Reach Me. It helps Miranda solve one of her biggest conflicts, which is to show that Marcus is the "laughing man," who travelled back in time to save one of Miranda's friend. However, why does Miranda believe that the laughing man and Marcus are the same person, in which she gives the finished letter to Marcus? How does she connect these two together? What about the laughing man's drawing with the woman? How is she connected to Julia? Have students complete either activity in a student writing journal.
• Students may create an Acrostic Poem of their favorite characters or a Poem for Two Voices.

Stead, R. (2009). When you reach me. New York: Wendy Lamb Books.