Rla 526 maines literary explorations

S. Maines
RLA 526/ Spring 2013

Definition of Relationship:
The theme that I chose for this project was relationship. According to the 1828 edition of
Webster's American Dictionary of the English Language, relationship is defined as,
RELA'TIONSHIP, n. The state of being related by kindred, affinity or other alliance.
[This word is generally tautological and useless.]
(on-line version, http://1828.mshaffer.com/, 2013)
I think that many would agree with this definition. In its true essence, relationship is something
kind, something good, something to be desired. Yet, all too often it is used casually as a way to
describe a situation (i.e. my relationship with my mother) and, therefore, has lost much of its true
meaning.
My hope with this project is to guide students through a genuine exploration of this theme.

According to the Centers for Disease Control and Prevention (CDC) (2013), students in fifth
grade (ages 9-11) are undergoing many developmental changes. Some of these are emotional
and social changes, such as becoming more interested in friendships and peer relationships,
being more affected by peer pressure, and seeking more independence from their family.
Additionally, they are undergoing changes in their thinking and learning skills, such as the ability
to face more academic challenges, an increased attention span, and the ability to start to see
things from other people‟s point of view.
For more information, visit:
http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html
As a teacher, I feel that it is part of my job to help students navigate their way through these
changes.

Literature provides an excellent opportunity for students to explore different scenarios, exposes
them to different types of relationships, and allows them to see things from the different
perspectives of individual characters.
With the following common core standard in mind:
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to challenges or how the speaker in a
poem reflects upon a topic; summarize the text.
I developed this unit with the goal of (1) increasing awareness in students as to the different
types of relationships that exist and (2) to create a deeper understanding in students as to the
value of certain relationships.
My hope is that students will be motivated to apply this knowledge to their own lives. By
valuing relationships, and by having the ability to see things from other people‟s perspectives
and effectively communicate their side of things, students will surely have a more meaningful
life.

I carefully selected 27 books that I felt would explore this theme in a meaningful way. One
criterion for my selection process was to choose several books by well-known authors. Another
criterion was to select a range of books that are below, at, and above grade level. Additionally, I
tried to include a wide range of formats, genres, and publishing dates for these books.
Further, in order to address this theme more effectively, I narrowed it down into six categories.
The types of relationships that I chose to concentrate on were child-parent(s), child-
grandparent(s), sibling, friend/peer, with nature or animals, and with the place that you live. The
following chart shows the breakdown of these subcategories.

Middle
Grade
Non-
Fiction
Antho
logy
Poetry Picture
Book
After
2000
Affirm
Diversity
Fantasy/
Sci-Fi
Clas
sic
Folk
lore
Audio
1   
2   
3   
4     
5 
6  
7   
8  S  
9    
10  
11 
12    
13   GN  
14 
15   
16    
17   
18   
19   
20    
21   
22  
23  
24  
The following chart shows the breakdown of many of these considerations.
GN= Graphic Novel S= Survey

Grade Level Equivalent: 4.5
Lexile Measure: 810L
Genre: Realistic Fiction
Delivery Format: Independent Read, Read Aloud
Creech, S. (2003). Granny Torelli makes soup. London: Bloomsbury Children's.
Connection to theme:
There are two featured relationships in this book. The first is between Rosie and her Granny
Torrelli, who acts as the voice of wisdom. The second is a friendship between Rosie and Bailey,
which faces many obstacles. Students will be able to identify important lessons about life and
friendship exemplified in these two relationships.
Questions to Use with Students:
Give an example of how Granny Torrelli gives Rosie advice without telling her exactly
what to do.
How does Granny‟s friend, Pardo, relate to Rosie‟s friend, Bailey?
Do you agree or disagree with Bailey when he got mad at Rosie for learning Braille?
Why?
What might happen if either Bailey or Rosie moved away?
At the end of the Gattozzi baby story, Granny says, “I felt as if my life was bigger now.”
What do you think Granny meant by that statement?
Suggested Writing Experience:
Pretend that you are Granny (or Grampy) Torelli. Create, or retell a story from your childhood,
that could help a friend navigate through a difficult situation.

Grades: 4-7
Delivery Format: Independent Read, Read Aloud
Lord, C. (2006). Rules. New York: Scholastic Press.
The central relationship in this story is between Catherine and her brother, David. David has
autism and is often a source of embarrassment and misunderstanding in front of Catherine‟s
friends. This book should raise questions in students about their own relationships with their
siblings and help to create a clearer definition for what a true friend is.
What are the big ideas in the novel Rules?
What does the author want you to believe about autism? Disability?
Why do you think Catherine hides when she sees Kristi on the boardwalk? How do you
think Jason would feel if he knew that she hid?
What would this story be like if it were told from another characters point of view?
David‟s? Jason‟s? What do you think they would say about some of Catherine‟s actions?
How has your view of people who have a sibling with a disability changed?
Create your own list of rules of expectations that you have for your parent(s), your sibling(s), or
your friend(s). Share this list with a small group. Consider which „rules‟ are realistic and which
ones are out of your control.

Grades: 3-4
Genre: Historical Fiction
Delivery Format: Independent Read
Warner, G. C. (1977). The boxcar children. Chicago: Albert Whitman.
After becoming orphaned, these four siblings rely solely on one another for all of their basic
needs (food, water, shelter). They are eventually reunited with their warm and loving
grandfather who happens to be wealthy. Students may consider what it would be like to be
without their parents or their homes, what it would be like to depend on your siblings (or close
friends for students who are only children), and what they think about the resolution to the
orphans situation.
Give an example of how each child contributes to the well-being of all four siblings.
How does the author portray the relationship between the four siblings? Do you think
this is a realistic sibling-relationship?
How does the author portray the grandfather? What do you think the children might have
done if the grandfather had not been warm and loving?
What would be another alternative ending for this book?
Rewrite the story as if it were happening in present day. Consider the baker‟s reaction to the
children arriving on the doorstep, where the children would be staying, and how the children
would be getting along with each other. Add details that describe the time period.

Grade Level Equivalent: 6.3
Genre: Biography, Poetry and Verse
Delivery Format: Pair Read. Independent Read for Advanced
Readers
Levy, D. (2010). The year of goodbyes: a true story of friendship, family and
farewells. New York: Disney-Hyperion Books.
This book highlights the relationships between Jutta and her friends and family through entries in
her posiealbum, or autograph book. These entries are juxtaposed with verse that details the Nazi
advancement in 1938 Germany and the family‟s desperate escape to America. Jutta is forced to
say good-bye to friends, family, her home, and everything she knows. This powerful book
should encourage students to reflect upon their own relationships as they consider the events and
relationships of Jutta‟s life.
What do you think about what happened to Jutta and her family?
What else do you want to know about Jutta and her friends? How could we find out that
information?
What is Jutta‟s view on Judaism? How do you know? Is this important to her story?
What do you notice about the entries as the year progresses? What topics are the
classmates writing about? Can you infer any emotion from these topics?
How would you feel if this happened to your family? What item would you choose to
take from your home?
Suggested Writing Experiences:
Make a class posiealbum. What is the most important comment or piece of advice that you can
write to a classmate. Consider the classmates personality when choosing your words.
Write a dialogue for Jutta and her friends that could have taken place at their reunion. What do
you think the friends would have talked about after so many years? What would they say about
the importance of family? Friends? Things?

Grades: 3-4
Lexile Measure: NA
Delivery Format: Independent Read for Struggling Readers
Wrightson, P., & Cox, D. (1991). The Sugar-Gum tree. New York, N.Y.:
Viking.
The main relationship in this story is between Sarah Bell and Penny May who are best friends,
but are constantly getting into fights. The two girls have quite stubborn personalities which are
usually at the center of their conflicts. Students can reflect on their own personality traits that
can cause conflicts within their relationships.
Give an example of a personality trait that causes conflict between the two main
characters.
What does the author want you to believe about the meaning of friendship? What do you
believe?
In what way would the girls‟ relationship change if they acted differently? How could
they act differently?
When has a similar situation happened between you and one of your friends/siblings?
Rewrite the final fight in first person perspective. Choose either Sarah Bell or Penny May‟s
perspective and include what that character would be thinking as the fight occurred, as the fire
department came, and after the fight was over.

Grade level Equivalent: 4.2
Lexile Measure®:710L
Genre: Folklore
Delivery Format: Read Aloud, Small Group Read
Peck, J., & Root, B. (1998). The giant carrot. New York: Dial Books for Young
Readers.
This is a straightforward tale about each family member‟s unique contribution and the
importance of working together. It would work well for opening up discussions about
cooperation and individual contributions.
What is the moral of the story?
What would happen if one of the family members was removed from the story?
Is it always true that each person makes a unique contribution? Give examples.
Can you think of an example when many people were necessary for completing a task?
What do you think about Isabelle‟s contribution? Why is it necessary?
Rewrite the tale as a song or poem. How would you make Isabelle‟s personality show through in
this form?

Grades: 3 – 5 Grades: 2-4
Grade Level Equivalent: 4.1 Lexile Measure: NA
Lexile Measure: NA
Genre: Non-fiction
Delivery Format: Read Aloud
Locker, T. (2002). Walking with Henry: based on the life and works of Henry
David Thoreau. Golden, Colo.: Fulcrum Pub..
Locker, T. (2003). John Muir, America's naturalist. Golden, Colo.: Fulcrum
Pub..
Both of these books focus on the two men‟s strong connection to nature and their appreciation
for where they live. The dream-like paintings further illustrate the poetic quality of this
relationship. These books can be used to introduce many science concepts and open discussions
with students about their connections with nature and the places they live.
What do you think that the author meant when he said “John Muir‟s years of wandering
in the wilderness led him to a deeper way of seeing Nature” (Muir, p. 30)?
Explain what you think about “Near his home, he planted an acorn in case he would ever
need another walking stick” (Thoreau, p. 28).
Why do you think that some people, like Muir and Thoreau, are so connected to nature?
What do you think the country would be like if there weren‟t people like Muir and
Thoreau?
Choose an event or occasion that you feel you cannot live without (i.e. karate class,
Thanksgiving dinner, etc.). Imagine that it is about to be canceled. Write a letter to the editor
that will convince readers why it is important, how it should be protected, and how others benefit
from it.

Grades: 4-6
Lexile Measure NA
Genre: Informational Text/ Survey
Delivery Format: Independent Read, Small Group Read
Banes, G. (2012). The Kingfisher Encyclopedia of Life: Minutes, Months,
Millennia- How Long is a Life on Earth? . New York: Kingfisher.
This book is a survey book about the life-span of many microorganisms, plants and fungi,
invertebrates and vertebrates. Through colorful images, interesting and quirky facts, and helpful
timelines and coding systems, this book shows how interconnected all the inhabitants of Earth
are. By exploring the concept of time and life span, students will better understand the “breadth”
of their life on Earth.
Why do you think that the author chose to organize this encyclopedia by lifespan and
time?
How does this method relate us (humans) to them (other life forms)?
What can you conclude about the human lifespan?
What does this tell you about your own lifespan on Earth? How does this make you feel?
In what way would your opinion about life change if it were shorter? If it were longer?
Make a list of things you would do if you had the life span of a mayfly (1 day), a chameleon (1
year), or a red-eyed tree frog (5 years).
Choose a perfect life-span (how many years?). Why? Explain the pros and cons of living that
long.

Grade level Equivalent: 3.3 Grade level Equivalent: 2.4
Lexile Measure®: 520L Lexile Measure®: AD830L
Genre: Fantasy
Penn, A., Harper, R. E., & Leak, N. M. (1993). The Kissing hand. Washington,
D.C.: Child Welfare League of America.
Penn, A., & Gibson, B. (2004). A pocket full of kisses. Washington, D.C.: Child
& Family Press.
These two books focus on a mother‟s love and sibling jealousy. These books can be used to
begin a discussion on family relationships.
What does the author want you to believe about a mother‟s love? Is this always true?
What do you believe?
What feelings/ emotions do you think Chester feels towards his younger brother?
What would you have to do for your mother to stop loving you?
Do mothers treat siblings exactly the same when they love them the same amount? Why
might they treat siblings differently?
Rewrite a section of one of these stories as a puppet show to teach younger students about the
book‟s theme. Make changes to the story to reflect your beliefs, but keep them appropriate for
your audience.

Lexile Measure®: 410L
Wyeth, S. D., & Soentpiet, C. K. (1998). Something beautiful. New York:
Doubleday Books for Young Readers.
This story is about a young girl‟s dedication to her neighborhood, in which she identifies the
beautiful and the troubling parts. She then takes the initiative to clean things up and make them
better. This story can lead to discussions about taking responsibility for the place you live.
What does this story say about beauty?
Give some reasons why there is trash and graffiti on city streets.
Can you think of examples where trash and graffiti are found in our town?
What might happen if people took more action to prevent “ugliness”? Do you think it is
important?
Develop a game of charades that focuses on things that are beautiful or ugly in our town. Make
sure that these people, places, or things can be acted out.
Alternative: Create a “Catch Phrase” type game, where players give clues for a word.
Make a list of five hints for each word that players may not use as clues; these may include
rhyming words, synonyms or obvious characteristics.

Delivery Format: Read Aloud, Independent Read for
Struggling Readers
Henkes, K. (1986). Gandpa & Bo. Hong Kong: Greenwillow Books.
This story is about a boy and his grandfather who are making the most of the summer they are
spending together. Students can share their different family traditions and how much time they
spend with different relatives.
What is the main point of this story?
What support can you find for this?
Give an example of when you spend time with a relative. How often does this happen?
Is it ideal like it is in the story? How are your experiences similar to the story? How are
they different?
Write a letter to a family member that you don‟t see as much as you would like. Include what
you want to do together the next time you see them. Mail the letter.

Grades: 1-3
Lexile Measure: AD100L
Genre: Fantasy
Silverstein, S. (1976). The missing piece. New York: Harper & Row.
Silverstein, S. (1981). The missing piece meets the Big O. New York, NY:
Harper & Row :.
These two stories can be described as stories about friendship, in which you have to find the right
fit and sometimes you have to move on and do things on your own. Students can use the
abstracts of these books to apply meaning to their own relationships.
What are the big ideas in these stories? Is Shel Silverstein only talking about a
piece?
Why do you think that this could be a story about friendship? What evidence is
there in the text?
How are the ideas in the two stories similar? How are they different?
What does the author say about hopelessness? What other emotions are expressed
in this story?
Make up a “lost and found” poster for the Missing Piece. List the emotional characteristics
described in the book. Refer to the animated versions for additional insight.
Animated versions available on Youtube:
The Missing Piece http://www.youtube.com/watch?v=mT0wKeJQvGk
The Missing Piece Meets the Big O http://www.youtube.com/watch?v=xhN4qasx7Rk

Grade Level: 5 - 7
Lexile Measure: GN440L
Genre: Fantasy
Delivery Format: Independent Read, Reluctant Readers
Watterson, B. (1992). The indispensable Calvin and Hobbes: a Calvin and
Hobbes treasury. Kansas City: Andrews and McMeel.
Calvin and Hobbes explore many of the ups-and-downs of friendship, as well as, the relationship
between parents and children in a quick, humorous format. Students will be eager to read these
comics and this book can be used as starting points for many discussions.
Give an example of Calvin being a good friend to Hobbes.
Do you think that Calvin acts like a “normal” kid to his parents?
What does the author want you to believe about friendship?
Would the message be as clear (or clearer) in another format? What would happen to
Calvin if Hobbes was a real kid?
Create a comic strip with you and one of your friends in the place of Calvin and Hobbes. What
are the “ups-and-downs” that you face in your friendship?

Genre: Historical Fiction
Delivery Format: Read Aloud, Independent Read
Yolen, J., & Cooney, B. (1992). Letting Swift River go. Boston: Little, Brown
and Company.
This is another story that focuses on the relationship between people and the place that they live.
Based on historical events, a town has to decide if their town should be flooded and turned into a
reservoir. Discussions can focus on whether or not students would make the same choice as the
town people and how they would get everyone in a town to agree.
Summarize the events of the story. How did the town come to the decision that it did?
Explain what you think about this type of decision. Do you think that it is fair?
What does the author want you to believe about the decision? Does the title give you a
clue?
How would this story be viewed through the eyes of the developers?
How would you feel in this situation? What side would you be on?
Imagine that this situation is happening in your town today. Pick a side and develop a plan for
how you are going to convince your neighbors to side with you. How are you going to get
people together? How are you going to deliver your message so that people will listen?

Lexile Measure®: 560
Genre: Nonfiction
Delivery Format: Read Aloud, Independent Read for
Struggling Readers
Calmenson, S., & Sutcliffe, J. (1994). Rosie, a visiting dog's story. New York:
Clarion Books.
This story highlights the unique ability of service dogs to help people of all ages and abilities.
Discussions can focus on what animals can do for humans, what the relationship between people
and animals can provide to humans and whether or not service dogs see any differences in the
people they visit.
Give an example of how Rosie helps people. What emotions or feelings might these
people experience because of Rosie?
Why do you think that this experience helps people?
What do you think Rosie‟s point of view is? Do you think that she sees these people as
“different”?
The author says that Rosie is a good friend. Do you agree/disagree?
What might happen if people viewed each other the same way that Rosie views them?
In what ways would relationships change if this happened?
Write a letter of appreciation to Rosie for all of her service. Ask her any questions that you may
have about her job or her point of view. Share your thoughts about what you can learn from her
perspective.

Grades: K-2
Lexile: 830L
Genre: Nonfiction
Obama, B., & Long, L. (2010). Of thee I sing: a letter to my daughters. New
York: Alfred A. Knopf.
This story is in the format of a letter that the President wrote to his daughters. It exemplifies a
father‟s love for his kids (despite setting some high expectations). It can be used to discuss
parental love and make connections between individuals and the rest of the country.
What is the main point of this story?
Why do you think that the President would choose to publish this as a book rather than
keep it a private letter?
What does the story say about the connection between kids and the historical figures that
were featured?
What feelings or emotions might a letter like this have on the reader?
Choose one of the historical figures that Obama included. Research the facts about this person‟s
life and the contributions that they made to the country. Pick 10 adjectives to describe this
person besides the one that Obama chose.

Grades Levels 3–5
Lexile Measure NA
Genre: Poetry and Verse
Delivery Format: Small Group Read
Wissinger, T. W., & Cordell, M. (2013). Gone Fishing: A Novel in Verse. New
York: Houghton Mifflin Harcourt.
This book focuses on the special bond between father and son and how that bond can be
interrupted by a sibling. Discussions can focus on accepting siblings and favorite family past
times.
Explain what you think about Lucy going on the fishing trip. Should it have been just a
father/son trip?
Why do you think Sam felt the way he did? At what point does his attitude change?
What is the reason for the change?
How would the story be different from Lucy‟s point of view? What about Dad‟s point of
view?
How do you feel about the form of the story? Do you think that it made the story better
or worse?
Write a poem about a favorite activity that you do with a family member. Are there any conflicts
that occur? Consider the different forms for poetry and decide which one will help to tell the
story.

Grades: 3 – 5
Genre: Historical Fiction/ Fantasy
Delivery Format: Read Aloud, Independent Read
Giff, P. R. (2013). Gingersnap. New York: Wendy Lamb Books.
This story focuses on Jayna‟s journey to find a living family member after her parents die and
her brother is MIA in WWII. She is guided on her journey by a wise spirit. Discussions can
focus on the loss of family, why it would be important to find a blood-relative, and what students
would do if they were in that situation.
Why do you think that it is so important to Jayna to find her grandmother?
How do you think the fact that Elise is not Jayna‟s grandmother affects their
relationship?
What do you think the author is trying to say about the role of family?
What do you think about Jayna‟s spirit guide? Do you believe that this could be true?
Think of a time when you were feeling strong emotions. What was the reason for these
emotions? Create a soup recipe like Jayna‟s in which you capture the feeling of that experience.

Grades: 5 – 9
Genre: Biography
Delivery Format: Read Aloud, Pair Read
Grandin, T., & Montgomery, S. (2012). Temple Grandin: How the Girl who
Loved Cows Embraced Autism and Changed the World. Boston: Houghton
Mifflin Harcourt.
Temple‟s relationship with animals, horses and cows primarily, allowed her to overcome many
of the obstacles she faced during her life. People often misunderstood her due to her autism, but
this gave her a stronger understanding of the animals. This book can lead to discussions about
the relationship between humans and animals and how we view people with “disabilities.” This
book could be used in combination with Rosie: A Visiting Dog’s Story.
What does the term autism mean? Is it a disability or a difference?
How do you feel about Temple‟s dad? Why do you think he acted the way he did?
How does Temple feel about the killing of cows for meat? Do you agree with her or do
you disagree?
What are some other perspectives on the meat industry?
What might happen if people understood autism better?
Write an apology letter to Temple from the viewpoint of one of her high-school bullies. Pretend
that you have grown up and feel bad for the things you said and did. What would you include in
the letter? What successes would you compliment Temple on?

Genre: Fantasy
Delivery Format: Audiobook, Independent Read for Advanced
Readers
Wrede, P. C. (1990). Dealing with dragons. San Diego: Jane Yolen Books.
Audiobook version available from Listening Library with
full-cast performed by the Words Take Wing Reparatory
Company
The main character, Princess Cimorene, must navigate her way through many relationships in
this tale: from her parents‟ strict expectations, to befriending dragons, to outsmarting wizards.
Cimorene‟s characteristics of intelligence and independence are what guide her through this
journey.
Give an example of an expectation that Cimorene‟s parents have for her. Why does
Cimorene disagree with this expectation?
List several of Cimorene‟s characteristics. How do these characteristics help her
throughout the story? How do they get her into trouble?
What do you think the author is trying to say about gender?
What might happen if you took Cimorene‟s relationships and transferred them into a
more realistic setting? How could we do this? What would her parents‟ expectations be?
Who would be the dragons? Who would be the wizards?
Write a biography for Cimorene. What do you think happened during her early childhood years?
How did her decision to live with dragons affect the course of her life? How did it affect her
outlook on life? What happened to Cimorene after the conclusion of the book?

Genre: Classic Fiction
Delivery Format: Read aloud, Audiotape assistance for
struggling readers
Lowry, L. (2008). The Willoughbys. Boston: Houghton Mifflin.
Audiobook version available by Listening Library, read by
Arte Johnson
Four siblings devise a plan to get rid of their lackluster parents, while at the same time their
parents are plotting against them. This humorous tale has relationships at the heart of every twist
and turn, from parental-relationships, to sibling-relationships and more.
What do you think the author wants us to believe about family?
What assumptions are being made about parents? About siblings? Is this always true?
The author uses the children‟s actions to move the story along and does not describe their
emotions very often. What types of emotions do you think each of the children would
have? How do you think this might change the telling of the story if the emotions were
included?
What would be an alternative ending for this story?
Lowry connects the Willoughbys‟ story to many other classic stories about orphans (Anne of
Green Gables, James and the Giant Peach). Create a list of “read-alikes,” stories that someone
may want to read if they liked this book. Consider similarities between relationships. You may
include any of the books we have read together in class.

Grades 3-4
Lexile Measure: NA
Genre: Fantasy
Delivery Format: Independent Read for Struggling Readers
Jacobs, S. K., & Johnson, P. (1991). Song of the giraffe. Boston: Little, Brown.
Kisana uses her strong relationship with nature in order to help out her village with one of its
most basic needs, water. Discussions can focus on the magical qualities of nature and the
definition of what is a family. In this case the whole village acts as a family and Kisana longs to
fit in despite her different appearance.
Why do you think Kisana is concerned about her appearance?
In what ways does Kisana define family?
How would Kisana‟s appearance be viewed from her parents‟ perspective? A friend‟s
perspective?
What causes the change in Kisana‟s view of herself? Is it just one thing? Is it many?
In what ways would the story change if it was told as an American story?
Create a Tagxedo that defines family.

Grades 1-3
Lexile Measure: NA
Genre: Folklore
Delivery Format: Read Aloud, Pair Read
Grimm, W., Sendak, M., Manheim, R., & Tehon, A. (1988). Dear Mili: an old
tale. New York: Michael di Capua Books :.
This tale features a little girl who is sent into the woods by her mother in order to escape the war.
While she thinks that she is there for only three days, it turns out that her whole life has passed
by. This story can lead to discussions about if and when it is okay to send a child away, or about
how short life can be. It can be connected to the book, A Year of Goodbyes when discussing
issues of war (noting the German overlap) or to The Encyclopedia of Life, when talking about the
length of the girl‟s life. Note: This book does contain references to religion.
What do you think the main point of the story is?
How do you think the mother felt as she sent her child into the woods? Do you think she
made the right decision?
How are these ideas like other fairytales you know? How are they different?
What conclusions can you make about the author‟s view of life and death?
Persuade an audience to read, or not read, this story. How does the plot and meaning of the story
contribute to your argument?

Grades 5-8
Genre: Contemporary Fiction
Delivery Format: Independent Read for Advanced Reader,
Reluctant Reader
Paulsen, J., & Paulsen, G. (2013). Road trip. New York: Wendy Lamb Books.
This story centers on the complicated relationships between a teenage boy and his dad, his
friends, and his love of dogs. It pushes the boundaries of what is acceptable for middle school
novels just enough to motivate reluctant readers. It addresses many of the real-life issues that
students face and should spark interesting dialogue.
This book is written by a father and son. How do you think that affected the story?
What message do you think these authors are trying to convey?
What role do the border collies play in the story? What might happen to the message of
the story if they were omitted?
How can we find out how Ben really feels about his dad? What information do the
authors give us?
Pretend that you are writing a play. Create your own cast of oddly-matched characters. What
circumstance brings them together? Is there a conflict they must resolve? What characteristics
will each member contribute to the group?

http://polkdhsd7.sharpschool.com/staff_directory/p_b_s_behavior_interv
ention
This website provides many resources for
teachers to gain information about the many
complex issues that are at the heart of this
theme.
Questions/ Activities to Use with Students:
* Select a behavior. Which story provides the most accurate
representation of this behavior?
* Summarize what (behavior) is.
* Choose a behavior and give an example of when this behavior is
appropriate. Give an example of when it is inappropriate.
* Create a list of how these behaviors effect others.
http://www.kidsmatter.edu.au/families
This website provides many informational
sheets in which scenarios are presented and
helpful solutions are given. They can be
used as a guide for discussions about family
and peer relations.
Questions/Activities to Use with Students:
* What is meant by difference?
* What does the term mental health mean?
* What feelings or emotions may have caused __________?
* What would be an alternative solution to this problem?

http://www.teacherplanet.com/resource/friendship.php
This site provides lesson plans and activities
for building friendships within your
classroom.
Questions/ Activities to Use with Students:
* What conclusions can you make from this activity?
* What has it helped you to learn about other perspectives?
* What feelings or emotions are explored in these activities?
* What are the effects of these activities on you? On others?
http://www.homebaseprogram.org/community-
education/~/media/Files/toolkits/Classroom%20activities.pdf
This program was developed by educators
and guidance counselors in Massachusetts's.
It contains many activities that can be used
in the classroom.
Questions/Activities to Use with Students:
* What conclusions can you make from this activity?
* What has it helped you to learn about other perspectives?
* What feelings or emotions are explored in these activities?
* What are the effects of these activities on you? On others?

Videos that Explore Technologies Impact on
Relationships
Is Technology ‘Dumbing Down’ Kids?
http://www.youtube.com/watch?v=LRW5lHvLyc8
(teacher version)
Online Relationships
http://www.schooltube.com/video/25cd3e07870be848632c/Online%20Relationships
(student version)

This is only a small selection of books that address
this theme of relationships.
Although they do cover many of the types of
relationships that students encounter, it falls short of
addressing all of the complex issues that are
contained within these types of relationships. Issues
such as abuse and neglect have not been addressed in
this unit.
If I were to expand this book list, I would try to
explore more of these complexities that occur in
real-life and effect so many students.

Rla 526 maines literary explorations

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