Breaking Stalin's Nose by Eugene Yelchin

Truth. Full of Challenges. 

Denial. Self-Development. Father and Son.

Yelchin, 2011.

Breaking Stalin's Nose

Written and illustrated by Eugene Yelchin.

Published by Henry Holt, 2011

Yelchin, 2011.

“Mr. Yelchin has compressed into two days of events an entire epoch, giving young readers a glimpse of the precariousness of life in a capricious yet ever-watchful totalitarian state.” –Wall Street Journal

“A miracle of brevity, this affecting novel zeroes in on two days and one boy to personalize Stalin's killing machine of the '30s. …black-and-white drawings march across the pages to juxtapose hope and fear, truth and tyranny, small moments and historical forces, innocence and evil. This Newbery Honor book offers timeless lessons about dictatorship, disillusionment and personal choice.” –San Francisco Chronicle

"The cat-and-mouse chase that pits Sasha’s whole world against him will rivet middle-grade readers, but this title will hold special appeal for older students whose grasp of content outstrips their reading proficiency." –BCCB

"Picture book author/illustrator Yelchin (Won Ton) makes an impressive middle-grade debut with this compact novel about a devoted young Communist in Stalin-era Russia, illustrated with dramatically lit spot art." –Publishers Weekly

“…this brief novel gets at the heart of a society that asks its citizens, even its children, to report on relatives and friends. Appropriately menacing illustrations by first-time novelist Yelchin add a sinister tone.”–Horn Book, starred review

“Yelchin’s graphite illustrations are an effective complement to his prose, which unfurls in Sasha’s steady, first-person voice, and together they tell an important tale.” –Kirkus Review

"Yelchin skillfully combines narrative with dramatic black-and-white illustrations to tell the story of life in the Soviet Union under Stalin.” –School Library Journal

Yelchin, 2011.

2012 Newbery Honor Book

One of Horn Book’s Best Fiction Books of 2011

Written by a Newbery Honor Winner, Eugene Velchin's opens the story with Sasha Zaichik, a yearning Young Pioneer, who waits patiently for his father. He sits at his desk, writing a letter to his leader, Comrade Stalin, praising him for his great leadership and gratitude. His father finally comes home, but is eventually arrested during the night. Leaving Sasha an orphan, his father told him to go to Aunt Larisa's home and to become a Young Pioneer who is dedicated to Communism and its leaders. However, as Sasha reflects and thinks about what has happened to his father, the breaking of Stalin's nose, the arresting of Four-Eyes, and learning that Vovka's father was executed, Sasha learns that he does not want to be part of the Young Pioneers or any part of the hostile environment that the "grateful" and "fortunate" Comrade Stalin has exposed over the people. He chooses what is most important to him and waits... in the freezing cold and drops everything that he ever once wanted... to find his father, himself, and overall, he learns "the cynicism of the system he trusted" (The Horn Book Magazine, starred review).

Extras: Included in this novel is an author's note, short biography of the author, link to the author's official homepage,  praise and reviews, brief summary of the novel, and beautifully illustrated black and white drawings that will have young readers engaged and excited to read this novel about a young boy who finds himself and the truth about his country.

Literary Genre: Historical Fiction

Reading Level: Lexile Framework 670L, Grade 4/5

Suggested Delivery: Small group read

ISBN-13: 978-0805092165

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Teachers... Here are some resources to help 

you teach Breaking Stalin's Nose!

Author of Breaking
Stalin's Nose.

Electronic Resources:
Eugene Yelchin's Books - This is an interactive and exemplary source for students because they are able to receive an inside look of the main character's life, filled with information and graphic photos. Students are able to learn about who Sasha's mother and father are, a deeper look at the Young Soviet Pioneers, the inside of Sasha's school, Comrade Stalin, enemies of the people, inside of Lubyanka prison, and many more. Great for students to review before reading as a way to engage and interest student's. Also, so that students can increase their schema and connect ideas while reviewing this and then reading.

Youtube: Eugene Yelchin accepts the Newbery Honor... - This is a Youtube of Eugene Yelchin thanking the John Newbery Award committee for honoring him this award.

Teacher's Guide - Included in this great discussion guide for teachers are a biography about the book, pre-reading activities that activate student's prior knowledge, vocabulary words, link to the author's website, chapter by chapter comprehension questions, discussion/short answer questions, essay topics (for older students), other possibly essay topics (the levels for these essays vary), language art connections, advanced literary techniques, advanced study (for older students), book reviews and praise, and a brief biography of the author. Perfect for teachers to review and to add to their lesson plans or activities.

Yelchin, 2011.

Additional Resources - The Classroom Bookshelf is a blog written to "posts an entry on a recently published book for children or young adults. Each entry includes three sections: Book Review, Teaching Invitations, and Further Explorations. Our goal is to identify books that can be used in k-8 classrooms in a variety of ways" (Mary Ann Cappiello, Erika Thulin Dawes, & Grace Enriquez, 2012). Great for teachers to review before reading so that they can include these additional resources to their lesson plan or activity.

Kids Britannica: Soviet Union Facts for Kids - This is a credible source for students to research the former Soviet Union before reading. Included in this great source at facts and the history of the Soviet Union, people and culture, plants animals, the economy during that time, war, and many more. There are also photos of the leaders that controlled Russia as well.

Soviet Union flag.

National Geographic for Kids: Facts about Russia - This is a great source for students to review before, during, after reading because it will give students a purpose for reading and to give them background information about the setting of the novel. If students are interested more about Russia, they are able to read more here. Included in this link are facts and photos, videos, maps, e-cards, and the ability to print the resources so that students and teachers could have a copy at hand.

Forms of Government - This link is a great source for students to view about the different types of governments that countries use to run their country. Great way to give students prior knowledge before reading and to correct misconceptions about certain forms of government.

Key Vocabulary: communist, communism, democratic, democracy, progressive, vigilant, capitalist, communal, infiltrating, rations, synagogue, mausoleum, traitor, defaced, reliable, conspirators, heinous, treachery, proverb, terrorism, executed, orphanage, comrade, complacent, naive, solemnly, renounce, faltered, 

Teaching Suggestions:

1. Use this text in Social Studies as a supplement to explore and teach about the Cold War and World War II.
2. Use this text to discuss how certain countries persecute and discriminate people by their race and religion. Have students make text-to-world connections to reflect what countries in the past went through this type of horror that they read in other articles, news, etc.
3. Use this text in Geography to locate the country of Russia and to outline the major cities, rivers, and other geographical features.
4. Use this text in Science to discuss the type of climate, topography, etc. that Russia endures and compare and contrast it to the United States.

Yelcin, 2011.

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

• Before Reading: 
• This book delves into the topic of communism in the former Soviet Union. Students will not understand communism, but educating the basic concept of what communism is and its characteristics will give students prior knowledge to understand the concepts while reading in the book. Introducing vocabulary will also help with student's ability to construct meaning.



Yelchin, 2011.

• Also, have students read the Author's Note that is provided in the back of the book and discuss with the students why the author chose to leave his country and what were the reasons? How does writing this novel reflect his childhood and leaving his old country? What was his purpose of writing the novel? To educate who?
• Discuss the basic concept of communism and democracy. Educate to students that communism and democracy are two forms of governments. Countries follow the principles of these concepts and model their government by it. Have students use a Venn Diagram to organize and compare and contrast. A great way to relate this concept is how student follow principles or rules in their school, i.e. responsive classroom, positive behavior, traditional style, etc.
• Discuss the culture and history of the former Soviet Union which represents the setting of the novel. Explore the traditions, education, language, clothing, religion, or examine the Soviet Union flag and what it symbolizes during that time period.
• Research the communist leader Joseph Stalin. Who was Joseph Stalin and how did he play a significant role in the Soviet Union.
• During Reading: 

• Discuss with students the literary term: foreshadowing. Ask students what they think this terms means and how it portrays in this novel. Model to students the characteristics of foreshadowing and how to interpret it. Give students this example from the book, "Anything ever happens to me, go to Aunt Larisa. She'll put you up!" on page 18 (Yelchin, 2011). Ask students why this is foreshadowing and have students predict what will possibly happen to the Sasha? Why did the father say that to him? Is he going to leave Sasha? What are other examples of foreshadowing in the story? Remind students to provide evidence, i.e. page numbers, paragraph number, etc.
• There is a letter that Sasha writes to Stalin in the beginning of the story. He expresses his gratitude to his leader and how fortunate he is to have someone that is looking over the Russian people. When Sasha writes, "I am fortunate to live in the Soviet Union, the most democratic and progressive country in the world...," ask students why he wrote democratic and progressive country when the Soviet Union was really a communist country. Discuss that the characteristics of a communist country do not reflect democracy or progressivism. Discuss the irony or misrepresentation in this situation. Why do you think the author had the character write this? What was its purpose?
• Also, have students monitor their reading by providing students bookmarks that have metacognitive and vocabulary strategies and a writing journal. This book has difficult concepts and it is significant to encourage students that it is okay if they do not understand and realize that they do not know. Thus, this is a great way for students to have a list or marks of what they do not know or predictions so that they could discuss with other students that may have answers or the same concern. It will give students time to discuss and have students build connections with one another. Also, it gives them the option to look up certain topics online so that they will be able to understand and further expand their learning.
• Provide discussion questions to use during small group sessions - Why does Sasha decide not to join the Pioneers? Why is his dad being arrested, will Sasha ever see him again? Why was it significant in trying to find the person who broke Stalin's nose? What is the importance of the red scarf? Why does Vovka act up in class? What changed him from being top of his class to the lower? Why are they giving Sasha a chance to be in the Young Pioneers even though Sasha's dad is put in to prison? How do the State Security have people confess even if some of the people do not do the crime? What is the point of the Young Pioneers?
• What does Luzhko mean when he said, "is that when we blindly believe in someone else's idea of what is right or wrong for us as individuals, sooner or later our refusal to make our choices could lead to a collapse of the entire political system" (Yelchin, 2011). Does what he say apply to how the Soviet Union citizens live everyday under the rule of Stalin? Does Stalin dictate what is right and wrong that there is no individuality? Have students discuss this concept and how it plays an important role in the story. Also, how it shapes Sasha's beliefs in his country.
• After Reading: 

• After reading the story, provide students either an exit slip or Reader's Response as a way for students to express their thoughts or feelings about the book they read, overall, to make text-to-self connections, other connections to similar books or to society. For their journal, ask student how they felt if they were misrepresented, guided in the wrong directions, or been accused of something that they did not do. How do these actions impact one's lifestyle? How does it feel to live in fear all the time and have to watch every word or action you do? Is this type of environment healthy? How would it feel if the United States were under a communist form of government, instead of a democratic system? Is Russia still undergoing the negative stigma of living in the past or have they pressed on? Why or why not?
• Have students produce a timeline of Sasha's characteristics and views of his country from the beginning to the end of the story. How does he view the system of government and the people in control in the beginning to the end? How and what caused him to change? Is he a static or dynamic character? Provide examples to support the timeline.
• Have students research what happens to the Soviet Union after Comrade Stalin is no longer in power. Is the government placed in order or is it chaos?

Student Writing Activity (You do not necessarily have to do all the activities, they are just suggestions):

• Have students create a Poem for Two Voices/Acrostic Poem/Haiku for the two forms of government: communism and democracy.
• Have students reread the first letter that Sasha had wrote about his country and how fortunate he is to have a leader like Joseph Stalin. Then have students rewrite the letter on how Sasha actually really feels about his country and the "great" leader that he once valued and sought after. Have students provide examples from the text. What would Sasha write to Stalin now? Does it describe his love or hatred for him?
• Have students develop a different title for Breaking Stalin's Nose and book jacket. Then, have students write an expository letter (persuasive letter) to the Publishers defending or explaining why their title and book jacket would be best for the book rather than the original. Why would it bring attention or interest to other students to read this novel? Students could also include their own summary (evaluate their ability to retell the story) and book review within the book jacket.
• Ask students if they were ever given a chance to interview Eugene Yelchin, what interview questions would they ask him about. Thus, have students create a list of interview or discussion questions that they would ask Eugene Yelchin about his life living in the Soviet Union and why he chose to emigrate Soviet Union and immigrate in to the United States and not any other country?

Yelchin, E. (2011). Breaking Stalin's nose. New York: Henry Holt.

Everything on a Waffle by Polly Horvath

Teller of the Truth. Full of Challenges. 

Bitter Sweet. Humorous. Peculiar.

Chicken Fried Steak with gravy on a waffle.

Everything on a Waffle

Written by Polly Horvath.

Published by Farrar Straus Giroux, 2001.

Strawberries and blueberries on a waffle.

From Publishers Weekly
Horvath (The Trolls) delivers another hilariously puckish read with this tale of a (possibly) orphaned girl from a small Canadian fishing village. Eleven-year-old Primrose Squarp refuses to attend the memorial service for her parents after they disappear at sea. "Haven't you ever just known something deep in your heart without reason?" she demands of all and sundry, convinced her parents are still alive. Meanwhile, she is shuffled from the custody of her elderly neighbor Miss Perfidy to her likable but somewhat feckless Uncle Jack. Not unlike another beloved red-haired Canadian heroine, Primrose whose own hair is "the color of carrots in an apricot glaze (recipe to follow)" attracts trouble like a magnet. In addition to singeing the fur on the class guinea pig, she manages to lose a baby toe and part of a finger in chapters entitled "I Lose a Toe" and "I Lose Another Digit" accidents that land her in the foster care of an older couple whose stature and girth give them the look of "kindly old hard-boiled eggs." Primrose's lively recital of her misadventures comes complete with recipes, pungent descriptions ("the feeling of joy swept through my soul like fire up a vacuum") and memorable characters, among them the tough-talking, golden-hearted owner of a local restaurant that serves everything (even fish and chips) on waffles. A laugh-out-loud pleasure from beginning to triumphant end. Ages 10-up.
Copyright 2001 Cahners Business Information, Inc.

"Witty, clever, and involving." -Booklist

“In [Horvath’s] capable hands the dilemma of Primrose Squarp is revealed with hilarity and buoyant good nature. . . . Subtlety and slapstick is a challenging combination; Horvath pulls it off beautifully.”—The Horn Book Magazine, Starred Review

“Horvath delivers another hilariously puckish read with this tale of a (possibly) orphaned girl from a small Canadian fishing village. . . . A laugh-out-loud pleasure from beginning to triumphant end.”—Publishers Weekly, Starred Review

“The story is full of subtle humor and wisdom, presented through the eyes of a uniquely appealing young protagonist.”—School Library Journal

“. . . a deeply touching novel about irrational faith.”—Orlando Sentinel

“Delightful. Hilarious. Entertaining. Insightful. These adjectives don’t even begin to describe a novel I simply couldn’t put down. . . . You’ll love it.”—The Syracuse Post-Standard

Newbery Medal (Nominated, 2002) 

Boston Globe-Horn Book Awards (Nominated, 2001) 

Wyoming Indian Paintbrush Book Award (Nominated, 2005) 

Iowa Children's Choice Award (Nominated, 2004) 

Colorado Children's Book Award (Nominated, 2004) 

Massachusetts Children's Book Award (Nominated, 2005) 

Young Reader's Choice Award (Nominated, 2004) 

American Library Association Notable Books for Children (Won, 2002) 

Manitoba Literary Awards - Young Readers Choice Award (Nominated, 2003) 

Dorothy Canfield Fisher Children's Book Award (Nominated, 2003) 

William Allen White Children's Book Award (Nominated, 2004) 

West Virginia Children's Book Award (Nominated, 2004) 

Nene Award (Nominated, 2004) 

CLA Book of the Year for Children Award (Nominated, 2002) 

Sheila A. Egoff Children's Prize (Won, 2002) 

Mr. Christie's Book Awards (Won, 2002)

"One June day a typhoon arose at sea that blew the rain practically perpendicular to" all the houses in Coal Harbour (Horvoth, 2001). A mother leaves her daughter, Primrose, at Miss Perfidy's house so that she can find her husband, who has not come back from his daily fishing trip. She sets out to sea in a skiff and... unfortunately, the skiff... does not come back... the fishing boat... does not come back... which means only one thing... that her parents may be dead. Townspeople believe that both wife and husband are lost at sea and sadly, a funeral is held for them. However, Primrose, who believes in her heart, knows that her parents will come back and does not believe that they are... DEAD. She has this deep feeling in the pit of her stomach that makes her know she is right. To prove this, she does not even attend her own parent's funeral. Although she believes this, the townspeople and especially her guidance teacher are outraged at her behavior and are ashamed that she is not mourning her parents. In addition, Primrose is constantly chased by her classmates almost everyday after school filled with questions that involve asking about her parents and her odd behavior. Swiftly, she escapes to The Girl on the Red Swing, which is a restaurant that serves almost about ANYTHING on a WAFFLE. Mrs. Bowser, the owner, takes her in and does what she can for Primrose. Unlike Primrose's Uncle Jack, who is now her primary caretaker, but rarely connects with her, is focused on trying to make Coal Harbour is a tourist area. However, when all else fails, Primrose brings along a dog that Uncle Jack bought for her and sits on the dock daily, reminiscing for her father and mother to come home so she can go back to her old home and have everything back to the way it is. Readers will enjoy this story about a young girl who undergoes a humorous journey to find her true self, to reflect upon for her beliefs, and to observe and to understand the townspeople's antics that she encounters everyday.

Extras: Included in this novel is a brief summary and biography of the author, an author's note, a list of books that the author has written, and a review of her book, The Trolls, on the back cover.

Literary Genre: Fiction

Reading Level: Lexile Framework 950L, Grade 6

Suggested Delivery: Independent Read

ISBN-13: 978-0374322366

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Teachers... Here are some resources to help 

you teach Everything on a Waffle!

Polly Horvath, author of Everything
on a Waffle

Electronic Resources:
Author's Site: Polly Horvath - Welcome to the Polly Horvath's Office Homepage! Included in this great resource for educators and readers are photos, a biography of the author, books that the author have written, awards, news, contact information, upcoming books, and many more. Great to review before reading so that teachers and readers are able to engage and to get to know the author a little better. Also, readers are able to view other books that the author have written if they are interested in Everything on a Waffle.

Discussion Guide: Everything on a Waffle - This is a great source for teachers to use for their lesson plans or for small group discussions. Included are a list of discussion questions that can be given to students to answer and a brief summary of the novel.

Everything on a Waffle Youtube Book Trailer - Have students watch this quick Youtube book trailer about Everything on a Waffle as a way to engage and to have students predict what the story will be about.

Teacher's Resource: Everything on a Waffle - Another great resource for teachers who need additional resources for their lesson plan or activities. Included in this source is a short synopsis of the book, reviews, author information, discussion questions, and activity suggestions as well.

ReadWriteThink: Figurative Language Lesson Plan - Great lesson plan to help students expand their knowledge in figurative language, including metaphors, similes, personification, etc. Great for students to use before they start reading so that students are familiar with the figurative language and are able to notice these elements in the story while they read.

Teacher's Guide: Everything on a Waffle - This is a great source for teachers who needs additional resources for their lesson plans. Included in this teacher's guide are discussion questions to use during whole, small or independent discussions, activity suggestions, biography of the author, links, and a brief introduction of the novel.

Key Vocabulary: bereavement/bereaved, pacifists, hearth, peripheral, heathens, cowering, anecdote, foreclosure, heap, perpetrator, discombobulated, fingering, repertoire, vivisecting,  perilously, ventured, sotto voce, jovially, comatose, concussion, convalesce, seance, cumbrance, discomfiture, bedraggled, fastidiously, speculatively, nonsensical, solarium, stipulation, reveries, accumulated, macrame, emaciated, skiff, jettisoned

Teaching Suggestions:

1. Use this text in Geography and Social Studies to locate the setting of the story and as a supplement to learn more about Canada's culture and history.
2. Use this text in Reading and Language Arts to explore literary elements and figures of speech in depth in other types of quality literature.
3. Use this text in Social Studies to explore how some countries in the world rely on tourism to maintain one's economy. Name some of these countries. What does the United States rely on?
4. Use this text in Science to advocate the endangerment of whaling and fishing and how this depletion impacts the environment and circle of life. What are the pros and cons?

Comprehension Strategies:

• Before Reading: 

• The author provides an author's note and it states: "Although Coal Harbour is a real place, I've changed the geography of it to suit my story" (Horvoth, 2001). Ask your students where Coal Harbour really is located. What do you think it is known for? Why do you think the author did not choose any other area for the setting and place? Have students research on the internet and then to locate Coal Harbour on a map. After students read a few chapters in the story, have students estimably locate the area on the map in the book and compare the distance with the real Coal Harbour area.
• Write this statement/question on the board and have students discuss what they think it means to them: "'Haven't you ever just known something deep in your heart without reason'" (Horvoth, 2001). Have students particpate in a Think-Pair-Share by having students think about the question, pair with another partner or student, and have them share their thoughts. This activity is great especially before reading because it will have students think about the question when they are reading the story and it will give them the ability to hear other student's responses to the question.
• Discuss with students the term self-esteem. Ask students what it means to have self-esteem and have students make text-to-self connections if they have any experiences where they relied on their self-esteem. Then, link the term to how they believe the character in the story have or does not have self-esteem. Again, it is a great way for students to think about the concept and to tap their prior knowledge so that they will be able to connect to the text better.
• During Reading: 
• After reading the first chapter, have students predict if Primrose's parents are really dead or if they are still alive? How can they tell? Then at the end of the story, ask students if their prediction was correct or not.
• Miss Honeycut is known to speak "exclusively in anecdotes" (Horvoth, 2001). Discuss the concept of anecdotes and how they are used throughout the story and in other contexts. What are the purpose of anecdotes in literature? Then, have students search through the book and record several of the anecdotes. Have students explain how each pertains to the story. To format this, model to students the split-page note taking style. Have the anecdote one side of the notebook page and then the explanation on the other side. This will keep students organized and be able to interpret the information in a clear and concise way.
• Throughout the novel, there are many examples of similes and metaphors. Discuss what similes and metaphors are and how they are portrayed in writing. Then ask students what the purpose of similes and metaphors are in literature? While students are reading, have students record several similes and metaphors in their notebook or writing journal. Have students set this format in a split-page note taking style and have them write the simile or metaphor on one side and on the other side, have students discuss with a partner and write the meaning of the comparison. For example, a similie... "his eyes were fizzing like he was a Coke can someone had shaken up" (Horvath, 2001).
• After Reading: 

• Have students write a response to this question: What item does Primrose acquire from her mother before she leaves to find her father? What does she do to connect with her mother? Ask students what they to do connect with their families that are alive or possibly decease. Have students write about this item and have a show and tell where students are able to express their items to the class. Then take a picture of the student and their writing and post it on a bulletin board to showcase.
• Provide students a set of discussion questions so that students are able to participate in a fishbowl discussion. The purpose of this activity is to have students communicate and cooperatively answer questions that will evaluate student's literal and inferential comprehension. 
• Some examples of these questions could be:
• Who are the dead whalers?
• What makes Primrose believe that parents are still alive? Why is she not mourning?
• Primrose is subject to be an orphan? How do you think Primrose feels about it?
• How do you think Primrose feels about moving to house to house after her parents "supposely" passes away?
• What do you think happened to Primrose's sweaters?
• Why do the townspeople think that Uncle Jack is developer?
• Why are the townspeople so concerned about Primrose?
• Why do the townspeople think Primrose is sucidial even though she kept telling people that she did not know the truck was coming?
• What is Mrs. Bowser's role in Primrose's life?
• Why does Mrs. Bowser believe that Primrose's parents are true lovers and she would only find a person with that much love?
• What does Primrose do to keep her head up, even though people are pulling her down?
• What does Primrose do every evening? Who does she hope to see?
• Why does The Girl on the Red Swing cook everything on a waffle?
• How did Primrose lose her toe?
• How did the hamster catch on fire?
• What was everybody's expression when Primrose's parents were alive?
• Did Coal Harbour turn into huge tourism? Why not?

Student Writing Activity:

• After the end of every chapter, there is a recipe. What is the significance of the recipe? Do you have a recipe that is special to you? Or like to make? What is the recipe for that? Have students write the answers in their student writing journal, then have students create a recipe card and have them share their recipe with everyone in the class. Further after, post everyone's recipe on a bulletin board including the ones that are in the story to hightlight each student's recipe and to connect it to the story.

Horvath, P. (2001). Everything on a waffle. New York: Farrar Straus Giroux.

Piper Reed, Navy Brat by Kimberly Willis Holt

Spunky Girls. Imaginative. 

Full of Knowledge. Sisterly-Love. Militaristic Lifestyle.

Pg. 50-51. Piper Reed eating with her cousins and sisters (Holt, 2007).

Piper Reed, Navy Brat

Written by Kimberly Willis Holt. Pictures by Christine Davenier

Published by Square Fish, 2007.

Pg. 46. Piper Reed on a horse (Holt, 2007).

“Filled with warm, realistic family situations mixed with humor, this chapter book deserves a special flyover by the Blue Angels.”—The Horn Book Magazine

“This entertaining read will appeal to fans of Judy Moody and Ramona Quimby.”—School Library Journal

“...award-winning author Holt tells a lively family story that draws on her experiences of growing up a Navy brat.”—Booklist

“Crisp writing from a National Book Award winner...”—Publishers Weekly

“Piper’s lively imagination, wholesomeness and moments of ‘sister magic’ are likable and believable. This easy chapter book, based on Holt’s own experiences, is spot on with the details of roving family life. Davenier’s fluid black-and-white drawings fit the mood and characters . . . Launching a new series, Piper’s foray sets sail with verve, fun and spunk.”—Kirkus Reviews

Piper Reed Bookmarks

Florida Sunshine State Young Readers Award Master List

Minnesota Maud Hart Lovelace Book Award Master List

Oregon Beverly Cleary Children's Choice Award Master List

South Dakota Prairie Pasque Children’s Book Award Master List

Texas Bluebonnet Award Master List
Kids' Wings Award for Outstanding Literature

The Reed family is not any ordinary family, but a Navy family. Piper Reed's father is enlisted in the Navy, who undoubtly protects one's nation from harm. However, one consequence about being in the Navy is that they will have to relocate one's family to a new location within one or two years. This means... new home, new friends, new tree house, new shopping area, and new everything. What will Piper Reed and her family do now?!

Extras: This novel is part of the Piper Reed series. Therefore, if one is interested in reading this series, they should look for other stories to continue their journey of reading about the Reed family. Also included in this novel are Q&A with the author, Kimberly Willis Holt describing how and why she wrote Piper Reed, Navy Brat, a brief biography of the author and the illustrator, and a summary about the book.

Literary Genre: Fiction

Reading Level: Lexile Framework 610L, Grade 3

Suggested Delivery: Independent Read

ISBN-13: 978-0312625481

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Teachers... Here are some resources to help 

you teach Piper Reed, Navy Brat!

Author of Piper Reed, Navy Brat

Electronic Resources:
The Official Homepage of Kimberly Willis Holt - This is the official Kimbery Willis Holt homepage. Included in this great source are a list of the Piper Reed books, a biography of the author, the ability to have the author come for a school visit or conference, writing tips, FAQ, links, contact information and schedules, awards and honors, what's new, list of novels and pictures book the author wrote, and many more! Great for students and teachers to view before reading as a way to engage and to know the author more.

Piper Reed Series - This link is a great source for students who are in love with the Piper Reed chapter books or are starting to read them. Included in the novel are a list of the Piper Reed books, a letter from the author and a biography, the ability to receive a membership certificate, start a club, view Piper's travel, word searches, moon missions, character maps, crosswords, talent show!, and a curriculum guide for teachers to use in their classroom or lesson plans.

Additional Resources - This link provides additional resources for teachers including interviews from the author, a link to the author's blog, grade level and themes attached, and many more. Great for students to view the audio interviews so that they can hear how the author became a writer today and what perspectives she brings about writing.

Discussion Questions for Teachers - Provided in this link is a list of discussion questions that can be integrated into a lesson plan. Perfect for teachers who needs another activity or a reading strategy to use while reading this story. Great for teachers to review before, but to use during or after reading.

Sibling Rivalry - This link is a brief link about article about sibling rivalry from PBS kids. Great to review before reading so that students understand what sibling rivalry is and how it relates to the story.

Learn about the Navy - This link is a great source for students and teachers who do not know the culture or history of the Navy. Also, one is able to read articles about the Navy, how to join the Navy, and many more. Great to review before, during, or after reading as a purpose for learning and to have prior knowledge.

Key Vocabulary: gypsy, threatened, dramatic, enlisted, prodigy, juniper, blubbering, handkerchief, glimpse, horizon, waddled, dyslexia, commissary, nauseous, lieutenant, saluted, naval, aviation

Teaching Suggestions:

Map of the Navy bases in the United States.

1. Use this text in Social Studies to learn and explore more about the military and how the military impacts one country, culture, lifestyle, etc.
2. Use this text in Geography to explore where the Navy and other military bases are in the world and why those bases are there. Have students look at the location, the resources provided and other variables. Also ask questions such as what are the purpose of military bases or what do they hold? Possibly have students locate the different types of colleges that accommodate and educate soldiers, such as West Point, Coast Guard Academy, etc. 
3. Use this text in Reading and Language Arts to learn the literary element of first, second, and third person point of view. Have students dissect the story on why it may be Piper Reed's point of view than the other characters. How would have the story changed or how would the attitude of the book be if it were someone else telling the story? 
4. Use this text to explore the topic of family and what families are and the values that they up hold. Ask students to compare and contrast their families with other families in the classroom. How are they similar or how are they different? What constitutes a good or bad family? Can your friends be considered your family?
5. Use this text to explore the topic of Gypsies as this concept is used throughout the story. Have students research the history of Gypsies.
6. Use this text to explore the topic of dyslexia and what dyslexia is. 

Comprehension Strategies:

• Before Reading: 
• Introduce to students that they will be reading about a family who moves at least once or twice every two years. Ask students around the classroom to see how long they have lived in their house. Have students raise their hands if they lived in their house less than two years. Then, have students participate in a Think-Pair-Share. Ask these students to make text-to-self connections on how it feels to move from your old home to the new one? How does it feel to have to adjust to a new living environment, new school, new friends, and overall, new home? While reading the story, have students record how the characters in the family feels when they have to leave.



Gypsies.

• You can also have students use this worksheet as a way for students to answer the questions about moving by clicking here, just as a way have students make text-to-self connections.
• Have students research the culture and history of the Navy as they will be reading a story about a family who is from the Navy. Ask students to make text-to-self connections if they are from a Navy family or if they know someone who is from the Navy. Have students discuss the militaristic lifestyle and how it impacts their daily activity. Also, discuss how the military tells time and what the purpose of the Navy is when supporting and protecting our country.
• Ask students if they are a middle child or if they know anyone who is a middle child. Discuss what a middle child is and ask students how it feels to be the middle child? How does it feel to be the oldest or the youngest child? Is there any sibling rivalry? Record the characteristics down for these types of siblings on the board. The purpose of this discussion is so that students can make text-to-self connections before and when they are reading so that they can relate to any of the character's personality or characteristics and put themselves in their shoes. Also, have students read the article above about sibling rivalry.
• During Reading: 

• Have students compare and contrast the three sisters: Tori, Sam, and Piper. How are the three sisters similar or different to each other? Have students use a Venn Diagram or a T-Chart so that they are able to make comparisons and encourage students to use examples from the story to support their comparisons.
• While students read, have students map where the family is moving from to their new home. Then, have students measure the distance of how far they traveled. Where is their new home now? This is a great activity for students to know the geography/setting/place, and so that students are able to connect to the story by imagining themselves traveling with the family to their new home, while they read.
• Discuss how rigid and structured Piper's family lifestyle is. Ask students to give examples of how it is rigid and structured. Have students make text-to-self connections if they know anyone who has a similar lifestyle or if they are currently experiencing this.
• After Reading: 
• Have students participate in Response Writing by answering this question: At the end of the story, Tori, Sam, and Piper were singing and dancing to the “Johhny B. Goode” song while getting soaked from the sprinkler (Holt, 2011). Piper said that people might think that they look silly, but to them… “it was sister magic” (Holt, 2011). What does Piper mean by sister magic? What does it symbolize? Why? Was there sister magic in other parts of the story? Provide examples to support your response.
• Piper uses the saying, "Get off the bus!" What does she mean when she says that? Is it literal or figurative language? Do you have a saying that you say with your friends? Have students make text-to-self connections.
• Have students participate in Reader’s Theatre by having small groups of students pick out a scene with dialogue so that students can practice their fluency. Also, it will give the students the ability to put themselves in the character’s shoes and to fully understand the personality or characteristics of the character.

Student Writing Activity:

• Have students write an alternate ending or an additional chapter for the story. Ask students what they think should be added into the story? Or, how would the story be like if the Chief did not leave for the Navy? What would the family dynamic be like? This activity gives students the ability to increase their writing skills, creativity, and to evaluate their comprehension.
• Piper is an imaginative girl and imagines and thinks about certain topics to herself. Have students draw a picture of Piper and have them create a thought bubble. Have students think of a thought that Piper would probably come up with and to write it in the bubble. This activity is a great way to assess if the students truly know who Piper is and how imaginative she is.

Holt, K. W., & Davenier, C. (2007). Piper Reed, Navy brat. New York: Square Fish.

Ella Enchanted by Gail Carson Levine

Happily Ever After Ending. Full of Challenges. 
Bitter Sweet. Survival. Romance.

Ella (Anne Hathaway) and Prince Char (Hugh Dancy)
from Ella Enchanted the Movie.

Ella Enchanted

Written by Gail Carson Levine.

Published by Harper Collins Publishers, 1997.

From Publishers Weekly
This lighthearted fantasy and recent Newbery Honor book re-invents the Cinderella story. "A winning combination of memorable characters and an alluring fantasy realm," said PW in a starred review. Ages 8-12.
Copyright 1998 Reed Business Information, Inc.

“As finely designed as a tapestry, with a heroine so spirited that she wins readers’ hearts.”
— ALA Booklist (Starred Review)

"This refreshing take on one of the world's most popular fairy tales preserves the spirit of the original but adds plenty of humorous twists and a spunky, intelligent female lead." -The Kirkus Reviews

Newbery Honor Book
California Young Reader Medal
Dorothy Canfield Fisher Children’s Book Award (Vermont)
Iowa Teen Award
Maryland Black-Eyed Susan Award
Arizona Young Readers’ Award
Young Hoosier Book Award (Indiana)
ALA Notable Children’s Book
ALA Best Book for Young Adults
Maine Student Book Award
Rebecca Caudill Young Readers’ Book Award (Illinois)
ALA Quick Pick for Reluctant Young Adult Readers
ALA Booklist Editors’ Choice
IRA/CBC Young Adults’ Choice
Publishers Weekly Best Book
California Young Reader Medal
Dorothy Canfield Fisher Children’s Book Award (Vermont)
Iowa Teen Award
Maryland Black-Eyed Susan Award
Arizona Young Readers’ Award
Young Hoosier Book Award (Indiana)
ALA Notable Children’s Book
ALA Best Book for Young Adults
Maine Student Book Award
Rebecca Caudill Young Readers’ Book Award (Illinois)
ALA Quick Pick for Reluctant Young Adult Readers
ALA Booklist Editors’ Choice
IRA/CBC Young Adults’ Choice
Publishers Weekly Best Book

When Ella of Frell was born, she had the presence of a fairy godmother. Usually, having a fairy godmother at these wonderful occasions is special and honorable. However, Lucinda, Ella’s fairy godmother, was not a fairy that you want near. Lucinda believes that she bestows magnificent and heartwarming gifts to families and people she meets; though they are not gifts, they are curses. When she heard Ella cry “inconsolably through [her] first hour of life,” she gave Ella the gift of obedience and having this gift, Ella will obey (Levine, 1997). Growing up with this horrible and life-threatening lifestyle, Ella must obey all orders that people say or give to her. Even if it means to STOP running from human eating ogres, TELL a friend that she can no longer be friends, or GIVE away a precious heirloom, she must complete the task even if it hurts the people she loves or if it puts herself in danger. What must Ella do to get rid of this dreadful curse? Who must she find and whom will she encounter during her journey? Readers will enjoy this magnificent story about a young girl who explores to find her inner strength, travels distances to find answers, experiences true love, meets her true self, and overall, live happily ever after...

Extras: Included this is novel is brief summary of the novel so that students or teachers can sense what the book will be about, a biography of the author, which talks about Ella Enchanted being her first novel, and on the back cover, there are reviews from Karen Cushman and Sarah Creech, both Newbury Medal winners, and the Kirkus Reviews.

Literary Genre: Fairy Tale, Fantasy

Reading Level: Lexile Framework 670L, Grade 5

Suggested Delivery: Independent Read
ISBN-13: 978-0375858475

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Teachers... Here are some resources to help 

you teach Ella Enchanted!

Electronic Resources:

Author's Site: Gail Carson Levine - This resource is a great link for teachers or students to review. Included in the source is a biography of the author and how she became a writer today, a variety of books that she written, a blog that she posts daily, news about her books and writing, how to meet Levine in person at school, conference, or a summer workshop, videos of the author at a bookshop, the ability to buy her books, provides links to picture and fairy tale books as well, and a guestbook where anyone could share their thoughts and comments about her books or how wonderful of an author she is. Great for students and teachers to review before, or after reading, especially to learn more about the author and if students are interested in reading other types of books from this same author.

A Reading Guide to Ella Enchanted - This is a great resource especially for teachers who are looking for activities for a lesson plan with this book. Included in the reading guide are a biography of the author, the thought and writing process of Ella Enchanted, interview from the author, discussion questions for each chapter, theme discussions, activities to develp the setting/time and place of the story, reviews about the book, glossary, related reading and many more activities.

Another Reading Guide for Ella Enchanted - This is another great teacher resource for educators who may not have a lesson plan or activity organized. Included in reading guide are a summary of the book, discussion questions for whole or small group activity, links to the author's website and biography, interviews with the author, essays pertaining to the novel, reading guides, and many more.

Scholastic: Ella Enchanted Resources - Another great source for educators as it includes free teaching resources, which are links to an Ella Enchanted discussion guide, Ella Enchanted extension activity, and Ella Enchanted lesson plan. Teachers could also view the interest level of this book, the reading level, genre, and the theme/subject it pertains to.

Discovering Fairy Tales - This link is an informational link that could be view by students or teachers. Primarily students because it describes what fairy tales, myths, and folktales are and how they were first developed or written. Great to review before reading as a way to engage or interest students or to tap student's prior knowledge.

Teacher's Guide for Myths, Folktales & Fairy Tales - This is a great source for teachers when educating about the genre: myths, folktales and fairy tales. It ties in with Ella Enchanted because this story is considered to be a fairy tale/fantasy. Included in this website is how to teach this genre in different grade levels, assesments and evaluation, how it meets the national standards, description and objectives, how to set the classroom to perform this activity, additonal resources, and related reading.

Key Vocabulary: oaf, mince, donned, bailiff, menagerie, ferocity, morsel, haughty, disdainful, punctual, deprived, remnants, embroidery, impertinence, plaited, stupor, epithets, carpetbag, condescension, odious, malice, acquit, paltry, askew, besotted, cotillion, obstinate, scullery, pantomimed, gaily, incantations, gavotte, chicanery

Teaching Suggestions:

1. Use this text to explore the difference between reality and fantasy.
2. Use this text to compare and contrast a variety of stories that have the Cinderella theme and discuss how Ella Enchanted is considered a Cinderella theme story.
3. Use this text in Social Studies to research when the period or time the story is written. Have students use the cover of the text to make their prediction or observe how the language in the story is written, i.e. have students look at the vocabulary: king, queen, knight, prince, manor, dame, innkeeper, finishing school, cotillion, maiden, majesty, happily ever after, princesses, etc.
4. Use this text to discuss the structure of the Royal Family or any family that is royalty. What is the hierarchy or line of succession to the throne?
5. Use this text in history to discover how ogres, gnomes, fairy godmother, fairies, centaurs, and other fairy tale creatures were established.

Comprehension Strategies:

• Before Reading: 

• Introduce to students the type of genre, which will be fantasy or fairy tales, that they will be reading. Ask students if they ever read any books about fantasy or fairy tales and discuss with students elements and characteristics that are included in this type of story. Also have students discuss the type of stories that they read that relate to this genre. If students are unsure what tales are, provide student examples of fairy tales. This will have students brainstorm and tap into their prior knowledge. Some fairy tale examples that you could relate to your students are Cinderella, Gingerbread, Shrek, Beauty and the Beast, Snow White and the Seven Dwarfs, Rapunzel, Sleeping Beauty, or the British couple that could be compared/described as a modern fairy tale: Prince William and Princess Kate Middleton.
• Discuss the meaning of the word "obedient." Ask students what they believe the word obedient means and discuss the word in many contexts by providing examples in sentences or actions. Have students make text-to-self connections if they ever have to obey orders and if they did, were they praised for it? Or if they did not obey orders, what were the consequences? Also, ask students where they have to obey orders such as in schools, military, parents, etc. Who else obey orders or do all people obey orders such as the President? Who does he takes orders from?
• During Reading: 
• Examine the relationship between Ella and her father or Ella and her mother. Who was more of a parent to Ella and why? How are Ella and her father alike and how are they different and vice versa with the mother. Have students use examples from the book to provide support and use a comparison chart to develop these ideas.
• Provide students a set of discussion questions, while they are reading, that will evaluate student's literal and inferential comprehension.
• Some examples of these questions could be:
• Why was Ella given the obedience curse?
• Why does Ella's father want her to go to finishing school? Why does Ella refuse?
• What did Ella's father mean "Dame Olga is titled and rich" on page 31?
• What does Ella's father do for a living or as an occupation or job?
• Why must Ella not tell anyone of her curse? What is her curse?
• What is bogweed and why did she place it in Hattie's bouquet when they were in the garden? What was the purpose and how did she know it was bogweed?
• Why does Hattie admire Ella and why does Ella not admire Hattie?
• Why must Ella find Lucinda?
• Why did Ella take Hattie's wig?
• Why do you think Hattie is torturing Ella? Is it considered torturing or playful?
• How did Prince Char and his knights fight the ogres without being cast under their spell?
• How did Ella tame the Ogres?
• What were some challenges that Ella had to face reaching Uaaxee's house?
• What examples from the story tell you that Prince Char is fond of Ella?
• Why does Lucinda think her gifts are a blessing? What do the characters really think of them? 
• Why won't Lucinda help Ella take her gift away?
• Who is Lela?
• How did Ella break her curse?
• After Reading: 



Ella Enchanted, the movie starring
Anne Hathaway as Ella.

• Have students watch the Disney movie Ella Enchanted. After watching the movie, have students compare and contrast the movie with the novel, using a Venn Diagram or T-Chart, that they just finished reading. Ask students if the plot of the movie was similar or dissimilar to the story. What events or parts of the movie was similar or dissimilar? What about the characters and setting? Was the dialogue the same as well? Why do you think some parts were not the same? This is a great way to evaluate student's ability to compare and contrast a story that is depicted in different media and to assess if students understood the story's main ideas, plot, etc.
• Divide students into small groups, where students will participate in a Professor-Know-It-All activity, in which they will share everything that they learned after reading the novel to the group. Before introducing this activity, make sure that you model how to do a Professor-Know-It-All so that students understand the goals and procedure, and how to fully gain the most knowledge from this strategy.

Student Writing Activity:

• Have students write an alternate ending or sequel for the story. This will boost student's writing skills and the ability to use their creativity.
• Have students create an Acrostic Poem for the heroine, Ella.
• Have students create a WANTED poster for Lucinda. Ask students why she is WANTED and what they will reward to the person who finds her. Have students draw a picture of Lucinda, based on descriptions and how they perceive Lucinda in the book. Make sure students are using the currency that the novel is using as well.

Levine, G. C. (1997). Ella enchanted. New York: HarperCollinsPublishers.