Hunger Games

Collins, S. (2008). The hunger games. New York: Scholastic Press.



The setting of this book takes place in the future after the fall of North America. It's split apart into 13 districts, each by socio-economics.  Once a year they have a "reaping" where a boy and a girl, aging from 12-18, name is drawn out from each district to fight for their life in the Hunger Game.  It's told from  Katniss Everdeen's point of view.  She lives in District 12, which is one of the poorest districts.  She lives with her mother and younger sister.  She has an unexpected event to occur which changes her life compeletly.

The author symbols throughout the book. In the title as well, Hunger games, food symbolizes wealth and those who have plenty.  She also uses flashbacks and foreshadowing in the book.  These devices make the story more interesting.


This book could be connected with Social studies, it is fiction, but they could imagine what the world would be like under those circumstances.  It could also be used as a journal entry writing.

Big Question:

What would you do if your name had been drawn?
What special talent would you have that would help save your life?

The Very Hungry Caterpillar

Carle, E. (1987). The very hungry caterpillar. New York: Philomel Books.


The illustrator use bright colors and expressionistic style.  The pictures jump out on every page.

The plot in this story is the life cycle of a butterfly.  Each page the caterpillar gets closer and closer to becoming a butterfly.  The point of view is from the caterpillar's.


The curriculum connection could be used for science as it is the life cycle of the caterpillar. They can use the book to predict what is going to happen next too.

Big questions:
Why is the caterpillar eating so much?
What is going to happen to the caterpillar?

Where the Wild Things Are

Sendak, M. (1963). Where the wild things are. New York: Harper & Row.

This book is great for kids with big imaginations.

The illustrations are with cool colors and very eye catching.  Students can really jump into Max's imagination.  Even though it's his imagination, the illustrations are realistic.

The story is from Max's point of view.  He leaves his bedroom for a grand adventure in his mind!


Big Questions:
Use your imagination and write/draw where you would go and tell why.
Why do you think Max chose to go "where the wild things are"?

The Giving Tree

Silverstein, Shel. (1964). The giving tree. New York, NY: Harper Collins Publishers

This book is one of my favorites!!  

The illustrations follow the story line perfectly and he used both warm and cool colors in a cartoon style.

Shel incorporates rhyme scheme and personification in the story.  He gives the tree human like characteristics because the boy talks to him and is his friend.    The tree shows emotions throughout the book, it's happy when the boy/man comes around and sad and "slumpy" when he is away.

A teacher could use this in the classroom by asking the students to predict what they think is going to happen, the students could also write a journal entry about what gift they would give and to whom.

Big Questions:
Can plants such as trees have emotions and feel like people?
What gift would you give to someone to make them happy?

There's a Wocket in my Pocket

Dr. Seuss. (1974). There's a wocket in my pocket. New York, NY: Random House.
I chose There's a wocket in my pocket as a picture book because the pictures are amazing!

They are so colorful and bright. The pictures go right along with the story too!! (silly)
He uses rhyming in this book, real words to nonsense words. (nink, sink;zable table) I believe he also uses imagery. All those "colorful" nonsense words make students imagine what they look like.  
The students will connect with this story, because it is fun to read, or be read to. You can even have them make up their own nonsense words and discuss what they are and/or look like.

Big questions:
What are some of the made up words?
What is the author doing with the words? (rhyming)
Would you like to live in that house?

Giggle, Giggle, Quack

Cronin, D. (2002). Giggle, giggle, quack. New York, Broadway: Scholastic Inc.

I chose this particular book first because I live in a farming community and work with Kindergarten students.  We have a farm unit every year so I like to locate as many books talking about farms as I can. It 's pictures are so eye catching, perfect under the picture book category.

Personification is all through this book, from cover to cover.  The animals can read and write (notes to Bob), eat pizza, and watch tv.  Students will relate to this book, because they see farms everyday, even if only on the bus ride home and we can discuss what is real and what is make believe. 

Big questions could be:

Can animals really read and write?

What do farm animals really eat?

What is the difference between a farm and a city?

all about me

I am 33 years old and have been married to my best friend for almost 9 years.  I have 3 beautiful daughters and one son and they take up the majority of my time.  My oldest daughter is 12 and her volleyball season just started, so we are always on the GO!! My 7 year old daughter just finished her cross country season, where she did fantastic!! My 4 year old is into everything!!  She will do it all!!  My son is 5 months old, so he occupies most of my attention right now.   I teach hearing impaired students half the day and kindergarten special education the other half.  I LOVE MY JOB!!  We live on a farm, where my husband works constantly!! We sell veggies of a summer and the girls set up a lemonade stand and harass costumers.  :) I LOVE basketball and have found a new love for volleyball.  That is me in a nut shell!!  :)