BlueJoyce Moyer Hostetter

Fall 2011Chelsea Avery

Theresa Fernandez

__________________________________________________________________Blue

By: Joyce Moyer Hostetter__________________________________________________________________

"When her daddy is sent off to fight Hitler, Ann Fay Honeycutt puts on the blue overalls he has given her. Now, at thirteen, she's the "man of the house," in charge of tending the large vegetable garden and watching out for her younger sisters and brother. It's hard work, but Ann Fay is managing, until a polio epidemic strikes. At first she relies on the newspaper for information about the disease, but all too soon she knows its devastating effects firsthand. As the challenges grow, Ann Fay's resourcefulness and toughness grow as well."

This book contains historical figures, such as Franklin D. Roosevelt and important references to history, such as World War II that will help the reader understand what it was like to live during the Ppolio Eepidemic. This book is on the fourth grade reading level. Students at this level will enjoy reading this book because it contains stories and narratives of experiences and struggles through the eyes of someone close to their age.

__________________________________________________________________Epidemic! The Battle Against Polio

By: Stephanie True Peters__________________________________________________________________

Epidemic! The Battle Against Polio is an informational text that guides young readers through the Polio Epidemic. The book starts off with the early years of polio research and what polio is, then goes from coping with the disease to appropriate vaccinations. This book is written on a fourth or fifth grade level. I chose this informational text to supplement this unit with Blue because it will assist students in gaining a better understanding of the battle against this epidemic.

I have also chosen some other supplemental texts that are appropriate for students that are either below or above the intended grade level. It was an easy way to modify the activities for both students that are gifted and for students who need more assistance. The texts include books as well as historical magazines that will assist in students learning.

Resources______________________________________________________________________________

http://www.library.appstate.edu/index.html?search=catalog

http://joycemoyerhostetter.com/my-books/blue/

Hosetter, M. Joyce. (2006). Blue. Pennsylvania: Calkins Creek.

Peters, T. Stephanie, (2005). Epidemic! The Battle Against Polio. New York: Marshall Cavendish Corporation.

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Integrated Literature Packet

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____________________________________________________Poliomyelitis

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BlueJoyce Moyer Hostetter

“If you ask folks around here what they remember about the year 1944, A child might say, “That was the year that my daddy went off to fight Hitler.”A mother might look off towards Bakers Mountain and whisper, “ Tthat polio snatched up one of he myr young’uns.”And the Hickory Daily Record will say that, “ Mmy hometown gave birth to a miracle.”

The Battle Against Polio Stephanie True Peters

“The history of polio is one of tragedy and triumph.”

Outline

*Section 1: Blue: Guided reading as a whole class and individual reading

Before Reading Activities(Blue)Look at the cover of the book focusing on the at title-(whole class)KWL on Polio-(individual)Explore Hickory on the map-(whole class)Read informational text for background information about the polio epidemic-(whole class)(Informational Text)

During Reading ActivitiesChapter 1

War Hits Home/Influences and jobs for all family members-(individual)Chapter 2-4

Reading Workshop-(in groups of 6)Chapter 5-8

Sequence of events-(individual)Chapter 9-13

Quotable Quotes (individual)Chapter 14-16

Write a story on prompt: When you did something after someone said you couldn’t-(individual)

Chapter 17Write a letter to someone of color based in the 1940’s-(individual)

Chapter 18-19Representation bag of you-(individual)

Chapter 20-23Complete Main Idea with Details worksheet-(individual)

Chapter 24-25Complete a story map-(individual)

Chapter 26-27Complete a research assessment on Roosevelt and his struggle with polio-(individual)

After Reading ActivitiesBlue overalls art exploration-(individual)Interview of Characters-(partner)March of Dimes service project-(individual)

*Section 2: Vocabulary: IndividualMy very own vocabulary packet-(individual)

*Section 3: Social Studies: IndividualResearch March of Dimes and create a brochure-(individual)

*Section 4: Math: IndividualGraph questionnaire-(individual)Mean, Median and Mode Cases-(individual)

*Section 5: Writing: IndividualImagine you are Anne Faye-(individual)

*Section 6: Language Arts: IndividualWhat If? Chart-(individual)

*Section 7: Internet Workshop: IndividualThe Polio Epidemichttp://ncmuseumofhistory.org/exhibits/healthandhealing/topic/17/"I won’t ever forget the feeling in my legs when I lost the use of them.It was just such a weird feeling.It was just like it went through me,just a surge went through my body.I can feel it right now just thinking about it.It was very frightening for a little 14-year-old girl to think,gosh, my life’s gone, you know?”

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BlueBy: Joyce Moyer

Hostetter__________________________________________

Before ReadingActivities

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Cover Text Talk

Introduce the book Blue to the class by showing them the cover.

Ask students the following questions:

Why do you suppose the title of the book is, BLUE?

Who do you think the girl on the front cover is and what do you think her story might be?

Do you think there is a reason why the cover is in black and white and not color?

Do you think the word ‘blue’ has an important significance to the story? If so what do you think it is?

Name:_____________________Date: ______________________

KWL: Polio

K W LWhat I Want

to KnowWhat I Want

to KnowWhat I’ve Learned

Explore Hickory on the Map

Show students the following map:

Ask students the following questions:

What cities are around Hickory?

Do you suppose Hickory has anything to do with the polio epidemic?

What part of North Carolina is Hickory located in?

Informational Text BackgroundBefore Reading Read the section from the information text, Epidemic! The Battle against Polio, titled, “Tragedy and Triumph.”

Ask the class what they heard from this introduction and what they learned. Tell students that this is an important disease that has affected so many students and is an important part of our history.

Read the following list of vocabulary words from this section aloud:

TragedyEpidemicTransmittedBaffledPrevention

Allow students to look up these five words in a dictionary and write their definitions out in their journals. Lastly have each student write five sentences containing each of the words.

During ReadingComplete a text talk with students to help understand the important details.Suggested discussion questions:

What was the polio virus? What are the side effects of polio? Where was the first epidemic? What famous historian had polio? How can someone get polio? Who created the polio vaccine?

After ReadingPolio Experience:Have students sit in a rolling chair and go about everyday activities, turning in work, going to the bathroom, sharpening their pencil, etc. When doing this, students have lost the function in their legs and can experience what it is like to have polio. After students have each had a turn (it may be easier to group students

and have several rolling chairs) have them write how the experience made them feel in their journal.

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During ReadingActivities

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Name: __________________Date: ___________________

War Hits HomeChapter 1

When daddy went to war he gave each of his family members a job to do or to take care of while he was gone until he came back. What were each of the following characters in charge of:

Momma

Ida and Ellie

Bobby

Anne Faye

Junior

Reading WorkshopChapter 2-4

Divide the class into five or six people per group. Assign each person in the group a number. The number that each student is assigned is matched with the following job:

1. Background info: Conducts research regarding the background of the book2. Discussion director: Determines some good discussion questions, posts them

on the Discussion Board, and solicits contributions from others 3. Literary Luminator: Refers readers to memorable, poignant sections of the text

and directs group members to read them aloud4. Connector: Makes connections to the course content and the challenges/rewards

of the teaching profession 5. Illustrator: Creates/describes or locates a website with a graphic, nonlinguistic

response to the text6. Presentation Organizer: Organizes the final class presentation on the

literature/book selected

Allows students class time to complete their job and prepare to share their findings with the class.

Sequence of EventsChapters 5-8

Complete the following story map worksheet by writing down important events from these chapters in order of when it happened.

Name: ______________________________Date:_______________________________

Quotable QuotesBlue Chapter 9-13

Below are some quotes that characters in Blue may be likely to say. Think about the personality of each character and decide who is likely to say each quote. The following are character names that need to be matched with each quote: Anne Fay, Momma, Junior Bledsoe and Ellie. Each name can only be used once.

1. “Back behind them vines to a special place where bad things don’t happen.”

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2. “Pete’s in the paper, Ann Fay why didn’t you tell us?...But you read the paper every day, and you skip things so we won’t cry.”

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3. “Ann Faye? How did you get here?...Oh honey, I can’t believe they let you in.”

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4. “I don’t reckon Pete come home with your momma, did he?...Wouldn’t surprise me a bit if that dog would come dragging in here to sleep in Bobby’s grave. Dogs have a way of knowing these things.”

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Name:_____________________Date: ______________________

Writing PromptChapters 14-16

Write a story about a time you did something after your were told you couldn’t do it. How did you feel after you accomplished it? Why did someone doubt you?

Be sure your story has a beginning, middle, and end.Write in complete paragraphs.Check to be sure that you are writing good sentences.Use correct grammar, spelling, punctuation, and capitalization.

Letter from the 1940’sChapter 17

Directions: In the story we learn that Ann Faye writes letters to a colored friend she met. During this time, it was not common or acceptable to mix white and colored people. Pretend you are living in this time period and made friends with someone of color. Write a letter to him/her describing how you feel about colored and non-colored people not being able to associate and some of the hardships that you are going through.

Remember to:Write in complete paragraphs.Check to be sure that you are writing good sentences.Use correct grammar, spelling, punctuation, and capitalization.

A Bag of YouChapters 18-19

In these chapters we learn of the blue bottle that represented Ann Fay. Using a brown paper bag that is given, write on one side of the bag describing your interests and what you like to do. On the other side of the bag write about what you want to do when you grow up and what your future goals are. Inside the bag, include 5 items that describe you to share with the class. Students are welcome to glue pictures or illustrate on the two smaller sides of the bag.

Main IdeaChapters 20-23

Directions: In the box provided below, write the main idea from the chapters. In the circles provided write supportinged details that describe the main idea.

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Main Idea

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Story MapChapters 24-25

Setting Characters

Problem Solution

Theme

Franklin D. RooseveltChapters 26-27

Using computer time at school, you are to research Franklin D. Roosevelt and his struggle with polio. Type a 1 page report and be prepared to share it with the class. Be specific with your details and write in complete sentences with proper grammar and punctuation.

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After Reading Activities

Representations of Blue

The color blue has many meanings throughout the book. It not only has multiple meanings in the story but also symbolizes different things. Using the blue overall outline, attach words and pictures of the multiple meanings and symbols of the color blue from the book. First write down or illustrate your ideas on each block below. Then cut each out and attach to the blue overall using brads. Attach your ideas all around the outline.

Character Interview

Students will be able to analyze major and minor characters in Blue, their effect on the plot, and their character traits. Students will also be able to generate appropriate interview questions and write a literary response that analyzes specific characters.

Step 1: Pair students in groups.

Step 2: Ask each student to choose a character from Blue that they would like to interview.

Step 3: Each student will draft a list of questions he/she can ask during an "interview" with his/her partner the next day. Each student will also research his or her partner's character so that he/she can "become" that character for the interview the next day.

Step 4: Give each student about 15-20 minutes to "interview" his/her character or partner. Then ask the pairs to switch.

Step 5: After each person has interviewed their partner, have each student write a response to what they learned about their character, what they have to do with the other characters in the book, setting and other important story traits.

March of DimesService Project

Service-Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.Through service-learning, students use what they learn in the classroom to solve real-life problems. They not only learn the practical applications of their studies, they become actively contributing citizens and community members through the service they perform.

Directions: Students will make and decorate a box out of cardboard box that will be given in class. Students will then make clear labels on the box that states, “March of Dimes.” Students will then write a brief paragraph explaining this program and asking for small donations, such as dimes, to put in their box. Each student will be assigned a classroom to give their box to and explain to their class. If each student reaches $20, students will celebrate by having a pizza party.

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Vocabulary

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Blue Vocabulary__________________________________

Vocabulary

Section 1 (Chapter 1)

Britches

Downhearted

Dimpled

Ruffled

Prying

Section 2 (Chapters 2-

4)

Wading

Pesky

Frolicking

Paralysis

Jittery

Epidemic

damp

Section 3 (Chapters 5-

8)

Pestering

Ration

Clamor

Quarantine

Quivering

Rampant

Section 4 (Chapters 9-13)

Equippedoo

Hankering

Nooks

Clinging

Wardrobe

Contagious

Section 5 (Chapters 14-16)

Whacked

Scraggly

Gumption

Trampled

Squalling

Wringer

Section 6 (Chapter 17)

Admission

Oozing

Limber

Broad

Splints

Section 7 (Chapters 18-19)

Convicts

Drifting

Misery

Sorrow

Desperate

Section 8 (Chapters 20-23)

Rickety

Stroked

Fellow

Jolt

Disinfected

Section 9 (Chapters 24-

25)

Grumbled

Gleam

Dignitaries

Shriveled

Section 10 (Chapters 26-27)

Commotion

Surrendered

Anxious

Wound

Bouquet

_____________________Vocabulary Packet

Name: _________________________

Vocabulary

Section 1: Chapter 1

Definitions

Look up the definitions for the following words and write down their definition.

1. Britches:

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2. Downhearted:

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3. Dimpled:

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4. Ruffled:

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5. Prying:

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Synonyms and Antonyms

Find at least one synonym for each vocabulary word. (Remember a synonym is a word that has exactly the same or a very similar meaning.)

1. Britches:_____________________________________________________

2. Downhearted:________________________________________________

3. Dimpled:_____________________________________________________

4. Ruffled:______________________________________________________

5. Prying:_______________________________________________________

Find at least one antonym for each vocabulary word.(Remember an antonym is a word with an opposite meaning.)

1. Britches:______________________________________________________

2. Downhearted:_________________________________________________

3. Dimpled:______________________________________________________

4. Ruffled:_______________________________________________________

5. Prying:________________________________________________________

Vocabulary Sentences

Write a sentence using each vocabulary word.

1. Britches:

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2. Downhearted:

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3. Dimpled:

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4. Ruffled:

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5. Prying:

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Matching

Write the letter of the picture that corresponds to each word.

1. Britches:______________ A.

2. Downhearted:_________ B.

3. Dimpled:______________ C.

4. Ruffled:_______________ D.

5. Prying:_______________ E.

Notes

**The above is the vocabulary packet for section 1 of the novel. This is to serve as

an example. All other sections would be modeled after this one. **

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Epidemic! The Battle Against PolioVocabulary

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Vocabulary

Section 4 (Chapter 4)

Industrialized

Immobilizatio

n

Agonizing

Indigenous

Undaunted

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_Vocabulary Packet_____________________________________________________________________________________

Section 1 (Chapter 1)

Obscurity

Rapidly

Weariness

Manifests

Vulnerable

Section 3 (Chapter 3)

Sparsely

Frenzy

Despair

Isolation

Bombarded

Section 2 (Chapter 2)

Afflicted

Severity

Dissemination

Susceptible

Succumbed

Section 5 (Chapter 5)

Feverishly

Inoculated

Immunity

Harvesting

Speculated

Section 6 (Chapter 6)

Inoculate

Opposition

Attenuated

Contracted

Eradicated

Name: _________________________

Vocabulary

Section 1: Chapter 1

Definitions

Look up the definitions for the following words and write down their definition.

6. Obscurity:

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7. Rapidly:

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8. Weariness:

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9. Manifests:

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10. Vulnerable:

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Synonyms and Antonyms

Find at least one synonym for each vocabulary word. (Remember a synonym is a word that has exactly the same or a very similar meaning.)

6. Obscurity:______________________________________________________

7. Rapidly:________________________________________________________

8. Weariness:______________________________________________________

9. Manifests:_______________________________________________________

10. Vulnerable:_______________________________________________________

Find at least one antonym for each vocabulary word.(Remember an antonym is a word with an opposite meaning.)

6. Obscurity:_______________________________________________________

7. Rapidly:_________________________________________________________

8. Weariness:_______________________________________________________

9. Manifests:________________________________________________________

10. Vulnerable:________________________________________________________

Vocabulary Sentences

Write a sentence using each vocabulary word.

6. Obscurity:

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7. Rapidly:

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8. Weariness:

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9. Manifests:

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10. Vulnerable:

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Matching

Write the letter of the picture that corresponds to each word.

Obscurity:______________ A.

6. Rapidly:_________ B.

7. Weariness:______________ C.

[8.] Manifests:_______________ D. 5.

Vulnerable:_______________ E.

Notes

**The above is the vocabulary packet for section 1 of the informational textnovel.

This is to serve as an example. All other sections would be modeled after this one.

**

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Social Studies

March of Dimes Brochure

During library time, have books available for students to read and research The March of Dimes. Each student is responsible of creating a brochure that can entice people to help and volunteer with this important foundation. The front flap should be a visual representation. The inside should be typed information on when it was founded, who it was founded by and other important facts about it that you think people need to know. The back of the brochure should contain all sources used.

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_Math_________________________________________________________

Name: __________________Date: ___________________

Lets Graph!

Directions: In looking at the following graph below, answer questions that show the number of polio cases from 1930-1956.

1. How many cases were reported in 1946? ________________________

2. In what year were the most cases reported? ______________________

3. In what year was the least amount of cases reported? ______________

4. How many more cases were reported in 1952 than in 1954? _________

5. About how many cases were reported in 1937? ___________________

Name: _________________________

Date:___________________________

Mean, Median, and Mode

New York Minnesota North Carolina Kentucky

1944 956 632 441 341

1945 946 598 444 3441946 939 595 431 3261957 930 578 425 310

Mean: Mean: Mean: Mean:

Median: Median: Median: Median:

Mode: Mode: Mode: Mode:

Which year and what state had the most cases of polio?

State:________________________Cases: _______________________

Which year and what state had the fewest number of cases of polio?

State: ____________________________Cases: ___________________________

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_Writing ______________________________________________________

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Name:______________________Date: _______________________

Imagine you are Anne Faye. Your father has just left to fight in the war and you have to be the “man of the house.” The polio epidemic is rapidly spreading. Write a story about what you

would do.

As you write your paper, remember to:

Write a story about what you would do if you were Anne Faye.Be sure your story has a beginning, middle, and end.Write in complete paragraphs.Check to be sure that you are writing good sentences.Use correct grammar, spelling, punctuation, and capitalization.

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_Language Arts

Name: _________________________

What If? Chart

What if? (Cause) Possible Effects

1. What if…

Vlfk

2. What if…

3. What if…

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Internet Workshop__________________________________________________________________

Name: __________________Date: ___________________

Internet Workshop: The Polio Epidemic

Let’s explore the tragic event that began in 1944 that destroyed so many people’s lives at the end of World War II.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Polio also known as Infantile ParalysisA. Visit this site:http://ncmuseumofhistory.org/exhibits/healthandhealing/topic/17/Describe what “polio” means, who was mostly affected and what parts of the body it affects.

Definition: Who it Affected: Parts of body affected:

HELP!B. 1. In looking at the website, what was the name of the foundation that Franklin D. Roosevelt began after he contracted the deadly disease?

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2. Click on the March of Dimes link on the website and address five facts you learned about this foundation.

1.2.3.

4.5.

Encouragement!C. Therapists advised patients to push their bodies beyond their limits in order to keep strength and flexibility. What was the old motto and what was the new motto of their approach to survival?.

OLD motto for survival: NEW motto for survival:

Hope for Healing!D. Describe the device that was invented in 1929 that helped so many people survive this horrific disease.

Iron Lung

E. Hardships!Pretend the polio epidemic reached your hometown where you became a victim of the polio disease. What are some of the hardships you must deal with and what are some things you do in your life today that you may not be able to do then, when you are fighting the illness?______________________________________________________________________________

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_Rubrics for Assessments

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Literature Packet Rubric

Assignment Poor=1 Fair=2 Good=3 Excellent=4Cover Text Talk No response, but did

follow along.Minimal response given.

Responses were given but lacked reasoning.

Responses were given and reasoning was apparent.

KWL Minimal response with no class participation.

Desired response was given, but no class participation.

Student participated in class discussion, but response lacked reasoning.

Response showed apparent reasoning, and student participated in class discussion.

Hickory Exploration No response given, but did follow along.

Response was given with no reasoning.

Response was given and reflected prior background knowledge.

Response was given and it reflected prior background knowledge, as well as content knowledge.

Informational Text Text was not fully read and activities were incomplete.

Text was read in full, but activities were incomplete.

Text was read in full and activities were complete, but some were done incorrectly.

Text was read in full and activities were completed with accuracy.

War Hits Home Student responses did not reflect the text.

Student responses reflected the text, but were short and included no description.

Student responses reflected the text and included description.

Student responses reflected the text and included description. Students also looked beyond the book to relate it to previous life experiences.

Reading Workshop Minimal Participation. Responses were short.

Students responded and shared their responses with peers.

Students responded and shared responses with peers. They also took peer responses into account and built upon their previous understandings.

Sequence of Events Lack of textual knowledge.

Some textual knowledge was conveyed.

Textual knowledge was conveyed satisfactorily.

Textual knowledge was conveyed, as well as the reasoning behind it.

Quotable Quotes Little creativity was used and textual knowledge was not conveyed.

Creativity was used but textual knowledge was not conveyed.

Creativity was used and textual knowledge was conveyed.

Creativity was used and previous and textual knowledge were conveyed.

Prompted Story Little creativity was used and textual knowledge was not conveyed.

Creativity was used but textual knowledge was not conveyed.

Creativity was used and textual knowledge was conveyed.

Creativity was used and previous and textual knowledge were conveyed.

Assignment Poor= 1 Fair= 2 Good= 3 Excellent= 4Letter Letter did not reflect

appropriate time period.

Letter reflected appropriate time period with many grammar and spelling mistakes.

Letter reflected appropriate time period with few grammar and spelling mistakes.

Letter reflected appropriate time period with no grammar or spelling mistakes.

Representation Bag Little or no creativity was shown.

Creativity was shown but textual information was not.

Creativity was shown and textual information was shown.

Creativity was shown and textual information was shown with reasoning.

Main Idea Lack of textual knowledge.

Some textual knowledge was conveyed.

Textual knowledge was conveyed satisfactorily.

Textual knowledge was conveyed, as well as the reasoning behind it.

Story Map Lack of textual knowledge.

Some textual knowledge was conveyed.

Textual knowledge was conveyed satisfactorily.

Textual knowledge was conveyed, as well as the reasoning behind it.

Research Assignment All appropriate information was not collected.

All appropriate information was collected.

All appropriate information was collected and was shared with a peer.

Student went above and beyond what was required and found additional information and shared it with the class.

Overalls Art Little or no creativity was shown.

Creativity was shown but textual information was not.

Creativity was shown and textual information was shown.

Creativity was shown and textual information was shown with reasoning.

Interview Questions lacked depth. Interview was not conducted in its entirety. Summary was non-existent or minimal.

Questions lacked depth and summary was minimal.

Questions showed depth and summary was satisfactory.

Questions showed depth and summary showed reasoning and inquiry skills.

Service Project Little understanding of the cause was given and the project was not complete.

Little understanding of the cause was given, but the project was completed.

Understanding was given and the project was completed.

Understanding was given and student went above and beyond the requirements to complete the project.

Vocabulary Packet Packet was not complete.

Packet was complete but a majority of responses were incorrect.

Packet was complete and a majority of responses were correct.

Packet was complete and all responses were correct.

Assignment Poor= 1 Fair= 2 Good= 3 Excellent= 4Brochure Little creativity was

used and textual knowledge was not conveyed.

Creativity was used but textual knowledge was not conveyed.

Creativity was used and textual knowledge was conveyed.

Creativity was used and previous and textual knowledge were conveyed.

Graph QuestionaireQuestionnaire

Responses were incorrect and irrelevant.

Responses were incorrect and an attempt was made to compile information.

Some responses were correct and an attempt was made to compile information.

All responses were correct and a great attempt was made to compile information.

Mean, Median, Mode Cases

Responses were incorrect and irrelevant.

Responses were incorrect and an attempt was made to compile information.

Some responses were correct and an attempt was made to compile information.

All responses were correct and a great attempt was made to compile information.

Imagine you were Anne Faye….

Little creativity was used and textual knowledge was not conveyed.

Creativity was used but textual knowledge was not conveyed.

Creativity was used and textual knowledge was conveyed.

Creativity was used and previous and textual knowledge were conveyed.

What if? Chart Lack of textual knowledge.

Some textual knowledge was conveyed.

Textual knowledge was conveyed satisfactorily.

Textual knowledge was conveyed, as well as the reasoning behind it.

Internet Workshop All appropriate information was not collected.

All appropriate information was collected.

All appropriate information was collected and was shared with a peer.

Student went above and beyond what was required and found additional information and shared with the class.

Total Possible Points= 94 points

BlueTell us what you thought!!

Name____________________________ Date__________________________

What are some things you liked about the book?____________________________________________________________________________________________________________________

What are some things you disliked about the book?____________________________________________________________________________________________________________________

What are some activities we did with the book that you liked?____________________________________________________________________________________________________________________

What are some things you wish we had done, or would like to do?____________________________________________________________________________________________________________________

How would you rate this book? Why?___________________________________________________________________________________________________________________