Stand Tall, Molly Lou Melon by Patty Lovell - Teaching Ideas

Molly Lou was a lot of things: short, buck toothed, bullfroggie sounding and clumsy, but none of these things stopped her from standing tall, singing loudly and believing in herself. Her grandma taught her that. So when Molly Lou had to start a new school and Ronald Durkin made fun of her, she didn't let him get her down. She showed him that just because she was different she could do some amazing things. She not only ran past Ronald on the football field to score the winning touch down but she balanced pennies on her buck teeth and cut out a beautiful paper snowflake. All these things made mean ole' Ronald Durkin double think how he treated Molly Lou Melon.

This is a great character lesson book with so many wonderful teaching opportunities, not only for character lessons but reading lessons as well. Listed below are reading skills and strategies that work great with this book.

I also created a character analysis FREEBIE to use after reading this book to your kiddos.

Reading level: 3.1

Theme/subject: bullying, confronting fears, school, pride & self esteem

Genre: Realistic fiction

Suggested Vocabulary/phrases: buck teeth, fumble fingered, shrimpo, foolish, glee, revealed

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder why Molly Lou Melon must stand tall. I wonder how big Molly Lou Melon really is.  {possible questions during} I wonder why Molly Lou had to move. I wonder how Molly Lou will be treated at her new school. I wonder why Ronald Durkin is being so mean to Molly Lou. {possible questions after} I wonder if Ronald Durkin will bully anyone else.  **Remember to have your students answer/reflect their questions.
• Author's point of view – Third. Be sure to find 3 pieces of evidence to support this (she, her).
• Author's purpose – entertain/inform {evidence} the illustrations are pretty silly. The author writes about a bully and how Molly Lou handles it. Molly Lou learns a lesson. All these things make an entertaining story that also helps you to learn about bullies and being yourself.
• Beginning, middle, end - {most important event from beginning} Molly Lou’s grandma told her to always be herself. {most important event from middle}Molly Lou moved to a new school and was teased by a bully. {most important event from end} Ronald Durkin brought Molly Lou a penny.
• Cause and effect – Why did Molly Lou’s grandma tell her to “walk as proudly as you can and the world will look up to you”? Because Molly Lou was the shortest girl in first grade. Why did Molly Lou’s grandma tell her “Smile big and the world will smile right alongside you”? Because Molly Lou had buck teeth that stuck out really far. Why did Molly Lou’s grandma tell her “Sing out clear and strong, and the world will cry tears of joy”? Because she had a voice that sounded like a bullfrog being squeezed by a boa constrictor. Why did Molly Lou’s grandma tell her “Believe in yourself and the world will believe in you too”? Because Molly Lou was a little bit of a klutz. Why did the kids at her new school think she was good at football? Because she caught the football and scored a touchdown. How come Ronald Durkin had to go to the nurse? Because he somersaulted backwards and hit his head. How come Ronald Durkin brought Molly Lou a penny? Because he was sorry for teasing her.
• Character analysis - describe Molly Lou Melon. Describe Ronald Durkin {looks like, feelings, thoughts, character}
• Classify & categorize – Classify things about you: categorize how you look and things you can do.
• Compare & contrast – You and Molly Lou Melon. Any other character that is bullied because of what he or she looks like.  
• Connections - {possible text-to-self connections} Feeling different. Being short. Being clumsy. Starting a new school. Feeling proud of who you are and what you can do.  {possible text-to-text connections} Any book with bullies and starting a new school.
• Drawing conclusions & inferencing – Why do you think Ronald Durkin gave Molly Lou a penny? {text clues} Molly Lou could do some amazing things and every time she did Ronald felt foolish. {what I know} It is hard to tease someone that can do amazing things. I know that sometimes you give someone a little gift as an apology. {my conclusion} I think Ronald gave Molly Lou a penny because it was his way of apologizing to her.
• Main idea & details - {main idea} the story is mostly about Molly Lou Melon and showing that her faults are the best things about her. {details} Molly Lou could balance pennies on her buck teeth. Molly Lou could score a touchdown when playing football by running under everyone’s legs. Molly Lou made all the kids smile when she sang.
• Plot - the turning point or climax in the story was when Molly Lou scored a touchdown and Ronald felt foolish.
• Problem & solution - {problem} Ronald Durkin teased Molly Lou. {solution} Molly Lou showed Ronald and all the other kids that she could do some amazing things.
• Sequencing – Molly Lou’s grandma told her to always stand tall. Molly Lou’s grandma told her to always smile big. Molly Lou’s grandma told her to always sing out loud and clear. Molly Lou’s grandma told her to always believe in yourself. Molly Lou had to move. Molly Lou started a new school. Ronald Durkin teased Molly Lou about being small. Molly Lou scored a touchdown. Ronald Durkin called Molly Lou “Bucky Beaver”. Molly Lou balanced pennies on her teeth. Ronald Durkin made fun of Molly Lou’s voice. Molly Lou sings and all the kids smile. Molly Lou cuts out a beautiful snowflake. Ronald Durkin gave Molly Lou a penny.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Molly Lou Melon’s grandma gave her some great advice about accepting who she was. What is some other advice you have heard that could help Molly Lou or anyone else being bullied?
• Theme – Be the best person you can be. Believe in yourself. Be proud of who you are.
• Visualize – Molly Lou showed Ronald Durkin and the other kids that the things that Ronald teased her about are all the things that made her special. Pick something unique about you and visualize how it makes you special.

 Happy planning!

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Little Ghost by Vivian French - Teaching Ideas

This is a cute little tale about a Little Ghost that wants to learn how to fly. Unfortunately for him everyone is too busy to teach him. To occupy his time he plays a rousing game of hide-and-seek with Big Mouse. As the game continues, Little Ghost is headed for a big surprise! Your students will enjoy this little story and delight in Little Ghosts big surprise!

There are many skills and strategies that work well with this book, take a look to see if there is something you can build a lesson around.

Reading level: 2.0

Theme: Halloween

Genre: holiday

Suggested Vocabulary: lamppost, swirled, heap, cookie tin, peered, trickled, wailed

Reading skills and strategies:

• asking questions - {possible questions before} I wonder what Little Ghost is going to do? {possible questions during} I wonder why the other ghosts wont help Little Ghost learn to fly? It seems like the other ghosts left Little Ghost, I wonder why they did that? {possible questions after} I wonder if that is what the other ghosts had planned all along. **Remember to have your students answer/reflect their questions.
• author's point of view - 3rd person point of view. Find 3 pieces of text evidence to support this.
• author's purpose - entertain {evidence} There are no such things as ghosts. Ghosts don't play games. It was funny when Quake floated through the wall. All these things made the story entertaining.
• beginning, middle, end - {most important event from beginning} Little Ghost asked the other ghosts to teach how to fly. {most important event from middle} Little Ghost played hide-and-seek with Big Mouse and the other ghosts. {most important event from end} Big Mouse and the other ghosts scared Little Ghost enough to make him fly in the air.
• cause and effect - Why did Little Ghost want to learn how to fly? because he didn't know how. Why did Little Ghost play hide-and-seek? because the other ghosts were too busy to teach him how to fly. Why was big mouse found when he hid? because he left his tail hanging out. Why did Little Ghost start to cry? because he couldn't find anybody. Why did Little Ghost start to fly? because the ghosts and Big Mouse scared Little Ghost and he flew into the air.
• characterization - describe Little Ghost {looks like, feelings, thoughts, character}
• compare & contrast - you and Little Ghost
• connections - {possible text-to-self connections} Needing help with something but others are too busy to help you. Playing hide-and-seek.
• predict - What do you think the story is going to be about? Will Shiver help Little Ghost learn to fly? Do you think Big Mouse and the other ghosts left Little Ghost? Do you think Little Ghost will be able to fly all the time now?
• problem & solution - {problem} Little Ghost wants to learn how to fly but everyone is too busy to help him learn. {solution} Little Ghost plays hide-and-seek instead.
• story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
• summarize - {someone} Little Ghost {wanted} wanted to learn to fly {but} but the other ghosts were too busy to help him {so} so he played hide-and-seek with Big Mouse and {then} then the other ghosts asked to play. {finally} Finally Little Ghost learned to fly when all the ghosts and Big Mouse yelled "Boo!". 

As an added bonus I have created a  FREEBIE for you and your students. This character activity will get your students thinking about Little Ghost and what kind of ghost he really is.

IT'S FREE!!

Happy reading!

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I Love You, Mom by Iris Hiskey Arno - Teaching Ideas

I Love You, Mom is the perfect read aloud for the start of whatever Mother's Day activities you may have planned for your students. It introduces students to the different jobs that moms have and what the child understands about what their mom does. It focuses on how proud the kids are about their mom and the great work they do.

I usually review a book and give you tons of ideas for teaching all the skills and strategies for that particular book, but because of the way this book was written it really didn't lend itself to that kind of review. So I decided to use this book as the inspiration for the Mother's Day activities I created. Not only will your students think and write about their mom but they will practicing reading skills and strategies at the same time...PERFECT!

Here are the skills and strategies that I did come up with for the book.

Reading level: 2.9

Theme: Holiday, Mother's Day

Genre: Holiday

Suggested Vocabulary: opera, beautician, nimble, surgeon, operates, boast, trial lawyer

Reading skills and strategies:

• characterization - describe your mom {looks like, feelings, thoughts, character}
• classify & categorize - What are things moms are supposed to do and things kids are supposed to do.
• compare & contrast - compare how you and your mom are the same and how you are different
• fact & opinion - list some facts about your mom and list some things that are your opinions about your mom.
• visualize - What your mom does that makes you proud of her.

Example of completed pages!

 IT'S FREE!!

 Leave me a note to let me know if you use this!

Happy reading!

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Franklin's Bad Day by Paulette Bourgeois - Teaching Ideas

Who doesn't love Franklin?  I sure do, and so did my kids. The great thing about Franklin is that there is a book to help with every situation and this one is no exception. This book deals with the feelings you have when a friend moves away. It starts out with Franklin being very grumpy after waking up. He doesn't want to eat, spills his juice and breaks the cup and doesn't want to go outside to play with Bear. He does end up going outside, only to have his sled stop in a dry patch on the hill. When he tried to go ice skating he couldn't because the pond was closed. Is there anything that will put Franklin in a better mood? His father figures out what is causing such a mood and helps Franklin figure out what to do to make things better.  Enjoy sharing and discussing this book with your kids as you discover the problem and solution to this horrible mood.


Here is some other info about this book that you might find useful.

Reading level: 3.0

Theme: friendship, feelings

Genre: animal stories

Suggested Vocabulary: cranky, bundled up, glided, slope, bare patch, stormed home, furious, scrapbook

Reading skills and strategies:

• asking questions - {before} Why is Franklin having a bad day? Did he crash on his sled? {during} Why was Franklin so cranky? How come Franklin didn't want to go play with Bear? Where did Otter move to? Why did Franklin throw all of his things on the floor in the house? {after} Why did writing letters to Otter make Franklin feel better?
• author's point of view - 3rd person
• author's purpose ­- entertain
• beginning, middle, end - {beg} Franklin woke up in a grumpy mood and didn't want to do anything. {mid} Bear wanted Franklin to come out and play. They tried to sled down the hill but they got stuck on a dry patch. They tried to go ice skating but the ice was too thin. Franklin went home mad. He threw his stuff on the floor and kicked over his castle. Franklin started crying. {end} Franklin told his father that he missed Otter. Franklin spent the rest of the day writing letters and drawing pictures to send to Otter. Franklin finally felt better because he knew that they could still be friends.
• cause and effect - Why was Franklin in such a bad mood? because his best friend Otter moved away.
• characterization - describe Franklin
• compare & contrast - compare you and Franklin
• connections - text-to-self - Waking up in a bad mood. Missing a friend because they moved away. Going sledding. Wanting to go ice skating but can't because the ice was too thin. Being so mad you wanted or did cry. Writing a letter to someone you miss.
• drawing conclusions & inferencing - Why was Franklin so mad that Otter moved away? {clues from text} Franklin started crying when he kicked his castle over and he told his dad that he couldn't rebuild it because Otter had moved away. {what I know} I know that when one of my friends moves away and I can't see them any more I get sad and sometimes mad. {conclusion} Franklin was really mad that Otter moved away because he won't be able to play with her again. Why did writing letters and drawing pictures for Otter make Franklin feel better? {clues from text} Franklin put envelopes in his scrapbook to Otter and wrote to Otter that if she writes to him then they can be friends forever. {what I know} I know that people can stay friends if they keep in contact with each other. {conclusion} I know that Franklin and Otter will be friends forever if they keep sending things to each other.
• main idea & details - {MI} Franklin is in a bad mood. {Details} Franklin didn't want to eat breakfast. Franklin broke his cup. He couldn't find his marbles. A puzzle piece was missing. He didn't want to go play with Bear. Their sled hit a dry patch and the skating pond was closed. He kicked over his castle and started to cry.
• predict - Why do you think Franklin was in a bad mood? What do you think will make Franklin be in a better mood?
• problem & solution - {problem} Franklin is in a bad mood and everything is going wrong for him. {solution} Franklin made a scrapbook for his friend Otter.
• sequencing - Franklin wakes up grumpy. Franklin doesn't want to eat breakfast. Franklin breaks his cup. Franklin doesn't want to go play with Bear. They walk by Otter's empty house. Their sled hits a dry spot and wont' go any further. They tried to go ice skating but the pond was closed. Franklin goes home and throws his stuff on the floor. Franklin kicks over his castle and starts to cry. Franklin makes a scrapbook for his friend Otter. Franklin thinks tomorrow is going to be a better day.
• story elements - list title, author, theme, genre, characters, setting and BME
• summarize - {somebody}Franklin {wanted} wanted his friend Otter to come back {but} but she moved away {so} so he was in a bad mood {then} then he decided to make her a scrapbook and {at the end} then at the end he realized that they would always be friends if they wrote to each other.

Enjoy the characterization freebie I created to go with this book. Have students write everything they know about Franklin and his bad day.

Click on the picture to download it.

 I also created a little larger packet of activities for sale

Included in the packet:

5 reading skills/strategies/comprehension pages
Asking Questions - before, during & after
Characterization
Character Change
True & False Comprehension
Short Answer Comprehension

2 word family/word sort activities with recording sheets
_ad & _ay Word Family Sort
Long a & Short a Word Sort

1 math (using time) activity with recording sheet.
What Time Is It?

Happy teaching!

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