The Day-Glo Brothers

The Day-Glo Brothers:

The True Story of Bob and Joe Switzer’s Bright Ideas and Brand-New Colors

Chris Barton

Illustrated by: Tony Persiani

Published by: Charlesbridge

Copyright 2009

44 Pages

Invention, Science, Art, Color, Siblings

Having my own fascination with bright day-glo type colors led me to reading this neat story about how those colors came to be. Joe and Bob Switzer were polar opposites when it came to temperament; Joe loved magic tricks and show business while Bob was obsessed with planning. The brothers realized that using a black light for its fluorescent glow could enhance chemically altered paints into bright, lively colors. The most creative aspect of the story is how the illustrator uses dull black and white with simple tones of colors until the story develops and the brothers begin to figure out the correct recipes where the illustrations seemingly come to life.

Reading Level

Ages 7-10, Lexile Measure: 990L

Suggested Delivery

Read Aloud

Electronic Resources

Visit the official Chris Barton website and have your class explore more about the author. Be sure to sign up for his newsletter for a chance to win a free book!

http://www.chrisbarton.info

This is the official Glo-Run website. Use this website to show just how far the colors that the Switzer brothers discovered have come. Use this site as a catalyst and encrougage students to create their own Day-Glo party or fun run at school.

http://theglorun.com/chicago/

Key Vocabulary

·      Illuminating – Providing light

·      Seizures – A medical condition that suddenly and violently causes people to convulse.

·      Fluorescence – The emission of radiation, especially of visible light, by a substance during exposure to external radiation, as light or x-rays

·      Ultraviolet – Having a wavelength shorter than that of the violet end of the visible spectrum but longer than that of x-rays.

Teaching Strategies

            Before – Using only the cover of the story, have students create an anticipation guide of what they believe they will learn by reading this story. Be sure to wear Day-Glo colors while reading!

            During – Students can compare and contrast the Switzer brothers while also noting how each event leads to the eventual creation of Day-Glo. Use a Venn Diagram or other device to aid students in comprehension.

            After – Bring in black lights to the classroom and have students write a short journal entry from the perspective of Joe or Bob using Day-Glo colors. This activity is exciting and fun and drives home just how important the invention was.

Writing

Use magic surface tables coupled with fluorescent markets to create a web that illustrates important events and plot points in the story.  

Index

Index

(2) Newbery Winners:

• The One and Only Ivan (B,B,D,A)
• Dead End In Norvelt (B, D, A, A)

(2) Nonfiction:

• Trapped (I) (B, D, D, A)
• High-Tech Olympics (A)

(1) Historical Fiction/Science Fiction

• Elijah of Buxton 

(3) Titles Reflecting Diversity

• Gone Crazy In Alabama (2.0)
• El Deafo (Blab) (B, D, A)
• Elijah of Buxton

(2) Choice List Titles

• Battling In The Pacific: Soldiering In World War II (V)
• The Right Word: Roget and His Thesaurus 

(1) Poetry Collection

• The Surrender Tree: Poems of Cuba's Struggle For Freedom

(2) Read Alouds

• The Matchbox Diary (3-4 Grade)
• Seedfolks (5-6 Grade)
• Peace Locomotion (2.0)

Key

B-Before Strategy

D-During Strategy

A-After Strategy

(2.0)-Web 2.0 Interface

(V)-Vokie

(Blab)-Blabberize

(I)-Infographic

The Right Word: Roget and His Thesaurus

The Right Word: Roget and His Thesaurus

Jen Bryant

Illustrated by: Melissa Sweet

2015 Coldecott Honor Book

2015 Sibert Medal Winner

Published by: Eerdmans Books for Young Readers

Copyright 2014

42 Pages

Interesting, Relevant, Useful, Words, Expressive

The Right Word: Roget and His Thesaurus is the story of Peter Mark Roget a young boy who loved books and wanted to create his very own. He created a book that was comprised of lists of words that would help people express what they were trying to say. This book has become one of the most important reference books in world and is found in every library across the globe. The story tells of the life of Roget and the countless inventions that he is credited with such as the pocket chess board and an essay that is perhaps the foundation of cinematography.  The creative and thoughtful illustrations pull the reader in and the relatable story will keep you engaged as you learn of the life of this important historical figure.

Reading Level

Ages 7+, Lexile Measure: 590L

Suggested Delivery

Read Aloud

Electronic Resources

Viewing this blog provides insight into how Melissa Sweet found the right illustrations to match the story. There are multiple pictures of concept drawings that students will find interesting.

View the book trailer to introduce students to the story.

Key Vocabulary

·      Thesaurus – A reference book of synonyms and antonyms for words

·      Inexhaustible – Never tiring

·      Provoke – To anger

·      Intrude– To enter without permission

  

Teaching Strategies

            Before – Have students engage in a “Shades of Meaning” activity using paint chips found at any home improvement store. Students create a list of words and then organize them into groups by their relationship to each other. The word that most closely matches that of the initial word should be closest to the top.

            During – While reading The Right Word have students pick a word that is used to describe Peter Mark Roget. Students will then use a thesaurus to look the word up and complete a guided worksheet. The worksheet should include: The selected word, name of thesaurus, page number, guidewords, favorite synonyms, and a sentence using the word.

            After – Use the tossed terms strategy with students to introduce new terms to them. Each term that is used on the beach ball can be looked up with a dictionary to provide a definition and then with a thesaurus to provide synonyms and antonyms. Allow students to work in groups and turn tossed terms into a game!

Writing

Students can use the text or a thesaurus to find interesting terms and then create a paragraph that uses those terms accurately.

Battling In The Pacific: Soldiering In World War II

Battling In The Pacific: Soldiering In World War II

Susan Provost Beller

Published by: Twenty-First Century Books

Copyright 2008

112 Pages

World War II, History, Soldiers, First Person, Battle

This nonfiction text chronicles the life of a soldier battling in the Pacific theatre in World War II. The book uses true first person stories and pictures to tell tales from the routine life of a soldier to the intense and dangerous battles against an enemy who chose death over surrender. The text examines the United States involvement in the war from tragedy in Pearl Harbor to the surrender of Japan.

Reading Level

Ages 10+, Lexile Measure: 1000L

Suggested Delivery

Independent Reading, Small Group

Electronic Resources

View the famous speech FDR gave after the attack on Pearl Harbor to provide students with a look at just how important the event was in relation to the United States involvement in World War II.

Have students recreate the FDR speech, or make up their own declaration of war by creating a Voki.

Key Vocabulary

·      The Marshall Plan – An American program aimed at rebuilding and repairing countries destroyed by WWII

·      Axis Powers – Japan, Germany, Italy

·      Allied Powers – U.S., Britain, France, Soviet Union

·      Blitzkrieg – A coordinated land and sea attack orchestrated by Hitler that was aimed to surprise and devastate.

·      Luftwaffe -  The Nazi air force

Teaching Strategies

            Before – Have students create their own vocabulary cards by providing a list of applicable terms. Students can use these as a quick reference while reading the text.

            During – Use a split-page note taking strategy with this nonfiction text to aid in comprehension. Model the process by dividing a page in half and providing important terms on the left and a short description of the term on the right.

            After – Using the ReQuest strategy after reading is a great way to allow students to self-monitor their comprehension. The students and teacher should silently read a selection of the book and upon completion close the book. The teacher will then ask the students a question about the selection. If an acceptable answer is provided the roles are reversed and the student asks the teacher a question about the selection.

Writing

Have students pretend to be a soldier and write a letter home from the Pacific using facts and examples from the text. This actiity will increase student knowledge of letter writing as well as making students use their literal and inferential comprehension. Remind students that they cannot include any information in their letters that can help the enemy!