Black-Eyed Susan Book Club
Since 1992 the Maryland Educational Media Organization has given the Black-Eyed Susan Book Award in several categories. The purpose of this award is to promote literacy and lifelong reading habits by encouraging students to read quality, contemporary literature. The books selected for each category are expected to broaden the human experience and provide accurate, factual information.
The Black-Eyed Susan Book Award honors outstanding books chosen annually by Maryland students. Information about the Black-Eyed Susan Book Award can be found on the Maryland Educational Media Organizations Web Page: http://www.mdedmedia.org/besall.html
2008-2009 Black-Eyed Susan Books for 5th Grade
- Berlin, Eric – The Puzzling World of Winston Breen
- Clements, Andrew – No Talking
- Dahlberg, Maurine – The Story of Jonas
- DeFelice, Cynthia – The Ghost of Poplar Point
- Graff, Lisa – The Thing about Georgie: a novel
- Hahn, Mary Downing – Witch Catcher
- McKissack, Patricia – A Friendship for Today
- O'Connor, Barbara – How to Steal a Dog
Please note: Only eight books are listed above. Out of Order and The Big One-OH were also on the list however I felt the content was too mature. If you would like your child to sign out this book, written permission is necessary. I have two alternate books, both past Black Eyed Susan selections, available for the students to read. I will also allow an age appropriate free choice non-fiction book this year for students looking for their additional books.
Alternate 5th grade books: The Warriors by Joseph Bruchac The Seven Professors of the Far North by John Fardell
2008-2009 Black-Eyed Susan Books for 4th Grade
· Old Willis Place by Mary Downing Hahn
· The Dark Hills Divide by Patrick Carman
· The Liberation of Gabriel King by K.L. Going
· The Giant Rat of Sumatra or Pirates Galore by Sid Fleischman
· Seven Wonders of Sassafras Springs by Betty Birney
· Free Baseball by Sue Corbett
· Bridge to America by Linda Glaser
· Satch & Me by Dan Gutman
· Trading Places by Claudis Mills
· Close Encounters of a Third-World Kind by Jennifer Stewart
2008-2009 Black-Eyed Susan Books for 3rd Grade
- Birney, Betty The World According to Humphrey
- Butler, Dori Trading Places with Tank Talbott
- Crisp, Marty White Star: A Dog on the Titanic
- Lisle, Rebecca Copper
- McKissack, Patricia Abby Takes a Stand
- Naylor, Phyllis Polo’s Mother
- Van Draanen, Wendelin Shredderman:Secret Identity
- Van Leeuwen, Jean Cabin on Trouble Creek
- Carolyn Marsden Moon Runner
- Candace Fleming Lowji Discovers America
I have purchased multiple copies of each book for the students to borrow. Please return the copy at the end of two weeks to allow other students an opportunity to read the story. If books are unavailable in my room, feel free to check the school or public library.
MULTIPLE INTELLLIGENCE “PROJECTS”
for the
Black-Eyed Susan Book Club
Directions:
1. Review your multiple intelligence choices .
2. Select the intelligence you would like to use to show your knowledge and feelings about the book you just finished reading. Keep in mind that you may only do the same project twice.
3. Be sure your completed project has the following information on the FRONT:
Title
Author
Your name (first and last)
4. Be sure your completed project has the following information on the BACK
Your name
Your teacher’s name
5. Either before or after completing your project, you need to complete one of the “Score Sheets” that will be used to vote for the Black Eyed Susan Book of the Year.
6. Turn in your finished project to Mrs. Dail in the classroom-please note times: Tuesday and Thursday before 9:00 or between 3:20 and 3:30 Tuesday,Wednesday, or Thursday.
7. Select another book to read. Enjoy!
8. When you receive a BOOK CLUB PASS please note the day and time and arrive promptly to discuss the selected story.
INTELLIGENCE CATEGORIES
Verbal/Linguistic
-Create a cross word puzzle - www.puzzlemaker.com., or use graph paper. Clues and answers should include at least 10 -15 words that show the plot, setting, problem, solution, characters, author’s message or purpose for writing this story, etc. Be sure to include an answer page, too.
-Become a newspaper reporter – write an article for your school’s paper as if you were there in the book reporting on the events taking place in the story. Be careful not to tell the ending – make the reader want to read the whole book.
-Select the most exciting page/pages in the story. Rewrite your selection in the form of a play using all the stage directions and dialogue.
-Become a poet – write a poem that summarizes one aspect of the book- characters, plot, setting, problem/solution, author’s message/purpose.
-Become a news reporter for channel 11 news station. Write your report as if you are on the scene as the story is unfolding.
Logical/Math Intelligence
-Summarize the events in the story in brief sentences in grouping of 5’s. Then jumble them so they are out of order – it may be easiest if you cut them up, then tape them out of order. Rewrite your lists putting blanks to the left of each sentence. Challenge another reader who has read the book to put the events in their proper order. Be sure to have an answer page.
-Develop a time line of the sequence of events that occurred in the story. Label all your events.
-Cause and effect – thinking about the story you just read, identify at least 5 “cause and effects” and explain their importance to the story.
-Use the following categories to develop a chart that shows important parts of the story.
Characters - Setting - Problems and Solutions - Author’s message/purpose - Other important facts
Art/Spatial Intelligence
-Create a collage using pictures that reflect events, setting, characters, problem, solution, and/or other parts of the story that you feel are important. Refer to #3 and 4 under Project Information to be sure of information to be included.
-Create a mobile by cutting out pictures or drawing pictures that will show characters, problem, solution, setting, events of the story. Mount each one separately on white/light color paper. On the back of the mobile parts, explain in writing what each of your parts represents.
-Draw a picture showing either the most important character in the story OR the solution to the problem. Your frame should be at least 3” wide on all sides. The top frame piece should show the title, author, and your name. In all the other frame sides briefly explain your drawing.
-Illustrate the story’s time line, be sure to briefly explain in writing the events you chose.
Body/Kinesthetic Intelligence
-If there were any games or activities included in the story, explain in writing how to play/do it. Then teach/explain the game to Mr. Hobson. Ask him if there are any similar games, too. Have Mr. Hobson sign/initial your paper. Turn it in as explained in the report section above.
-Collect at least 7 objects that were important in the story. Share them with Mrs. Dail explaining why you chose them. Write a list of your objects.
-Using puppets – paper, sock, other - act out one scene/page in the story. Be prepared to explain why you chose that particular one.
Music/Rhythm Intelligence
-Create a rap song that relates to the characters, problems, solution in the story.
-Sing a song, play a song that you selected because it directly relates to a specific part of the story. Identify why you chose that piece.
-Using a synthesizer/whatever you have available, create a song that shows the mood of one part of the book. Be prepared to explain your activity.
We/Interpersonal Intelligence
-Think about the main character’s relationships – friends, family, sports/groups. Write to explain how they are important to either the main character, to the plot of the story, or how they helped get the author’s message to the reader.
-Select 2 or 3 other book club members who have read this story, too. Arrange a time that you can have a book discussion with Mrs. Dail. Meet for the book conference.
-Select 2 or 3 other book club members who have read the story, too. Identify 3 or 4 characters that are important to the story’s development. Discuss, then summarize in writing how each character influenced the story. Submit your summary with all names included, too.
-Select 2 or 3 different book club members who have read the story, too. Create, develop your own group project. Be sure to get Mrs. Dail’s approval before you actually complete the project.
ME/Intrapersonal Intelligence
-Write an “autobiography” as if you were the main character in the book.
-Develop a chart that shows the following: you need to include at least 3 -5 characters
character feelings/emotions cause/effect
-Compare yourself to the main character in the story, focusing on the following areas:
physical features/characteristics
family
friends
social activities
sports
skills/talents
your own category
-Briefly summarize the story including your reactions and emotions to the different situations that occur in the book.
Nature/Naturalistic Intelligence
-Research the animal in the book. In a way of your choice – chart, poster, written report- show the care and feeding, habitat, enemies, special characteristics, pros and cons of having this animal as a pet.
-In chart form – or any other way you want to show details – compare the animals in the book to animals in another book club story. Be sure to include similarities and differences in care and feeding, habitat, enemies, special characteristics, pros and cons of having this animal as a pet.
-Using maps and drawings, photos, or pictures from magazines, identify what animals are included in the book and where you might find them in the US or in the world.
