Written by: Drew Daywalt | Illustrated by: Oliver Jeffers | Read by: Daniel Acree | Picture Book Read-Aloud |

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Discussion Questions:

• Was it fair of the crayons to quit their obligations as crayons? Explain your answer.

• Which crayon do you think gives the best reason for quitting?

• Why might you want to paint/draw things that don’t actually look the way they are?

• How did the illustrations help you understand The Day the Crayons Quit?

• How do Drew Daywalt and Oliver Jeffers show the emotions of the crayons throughout the book?

• Why do some crayons use capital letters in their message to Duncan?

• What did you learn from reading The Day the Crayons Quit?

• Can you see yourself differently than other people see you?

Extension Activities to go w/Story:

• Write a conversation between two or more of the crayons.

• Now that the crayons have written to Duncan, write a letter that Duncan could send back to them.

• Read the sequel to the Day the crayons quit, The day the crayons came home or another version, and compare the two texts.

• Write a new letter from one of the crayons to Duncan. Then collect everyone's letters, and put your own book together. Include other crayons like maroon and indigo, etc.

• Do a drawing, having each student have a crayon and a time limit to color on the picture, working together to complete the drawing, with each student only having a few seconds to draw using their color.

Written by: Kobi Yamada| Illustrated by: Mae Besom | Read by: Daniel Acree | Children's Literature Leadership Book Read-Aloud |

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Discussion Questions:

• Describe a time when you had a problem. How did it make you feel?

• Why are problems scary?

• Why doesn’t the boy’s problem go away when he ignores it?

• How can you face a problem? How can they help us grow?

• What do you think it means when a problem holds an opportunity?

• How can you help your others who have problems? What could you say or do?

Extension Activities to go w/Story:

• Drawing a problem, and draw how you could solve it.

• Tackling problems (physical activity)

• Create a cloud, with a problem you have had and how you solved it.

• Create glasses/goggles like the child in the story, to be able to look for the good and the opportunities.

Written by: Katherine Applegate | Illustrated by: Patricia Castelao | Read by: Daniel Acree| Chapter Book Read-Aloud |

Discussion Questions:

• Why is Ivan reluctant to join the other gorillas when he arrives at the zoo? How does he learn to be a true gorilla? What does he need to do to be accepted by others? How do you feel when you are in a situation with other children you don't know?

• Discuss the theme of belonging in this story, from the point of view of each of the characters. What is the meaning of belonging for each of them? What does the idea of belonging mean to you?

• What is the turning point in the story? How do you know Ivan is changing?

• Ivan mentions that being a gorilla isn't as “easy as it looks.” Do domesticated animals “have it easy” compared to animals in the wild?

• What is the importance of the television in Ivan’s cage? What does he learn from watching the television? Do you learn anything by watching television?

• How does Bob's experience with humans compare to Ivans? Why is Bob so independent?

Extension Activities to go w/Story:

• Research the facts vs the fiction in the story of “The One and Only Ivan”.. Who was the real Ivan? Have students be researchers and make a poster project of the facts and fiction of the book, and how might you be able to help raise awareness for animal cruelty?

• In the story you see Ivan loves painting and drawing. Draw an illustration about your life and what it is you want to fight for or something you love and are passionate about.

• Some unlikely animals were friends in the story. Research what other unlikely friendships of different species are in the wild?

• In the story we hear about different types of environments the animals are currently in and have been in. Choose an animal and create the ecosystem that is best for the animal. Some research may need to be done.

• Give a speech about why compassion for animals is so important? Select an animal and explain how you can help the species and what you would like to do, who you will contact, etc.

The True Story of Four Black Women and the Space Race | Written By: Margot Lee Shetterly with Winifred Conkling | Illustrated By: Laura Freeman | Read by: Daniel Acree | Picture Book representing Diversity Read-Aloud |

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Discussion Questions:

• In what ways does the space race parallel the civil rights movement? What kinds of freedoms are driving them?

• Do you think NASA was a socially progressive organization in 1961? Why or why not?

• What risky acts of courage do Katherine, Mary and Dorothy take? How are they rewarded?

• Who are the hidden figures in our community today? Why do we not see them?

• Where in the book do you see discrimination taking place? How did you feel when you witnessed this?

• How did these four women pave the way for future women of color in the STEM field?

• Is there an example today where a certain group or population are the minority in a field?

Extension Activities to go w/Story:

• Activity where students pick apart what the title "Hidden Figures" really means before and then after reading. Have students then create a new title that could be used for thee book after reading.

• Creating a Character / Space Event Concept Map

• As a group create a poster, powerpoint, video or speech with each group getting one of the four women and talking about their life, accomplishments and perseverance.

• Math activity where students are challenged with doing mathematical calculations for a space mission.

• Creating a biography form for the 4 women.

• Reading the text, making inferences, finding the theme. Looking at primary and secondary sources from the time period and NASA. Even bringing in videos, movie clips, trailers or other examples of similar situations for compare and contrast.

Balloons Over Broadway

The True Story of the Puppeteer of Macy's Parade | Written & Illustrated by: Melissa Sweet | Read by: Daniel Acree| Nonfiction "Biography" Book Read-Aloud |

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Discussion Questions:

• Why did Tony Sarg call himself a marionette man when he was only six?

• Why did Macy's want to create a new parade and why did he feel a connection?

• Why were the marionettes so popular? What do you think it would be like to see them perform?

• How are Melissa Sweet and Tony Sarg similar?

• What does Tony's actions tell us about him?

• What did Tony do to solve the problem of replacing the zoo animals?

• Where in the book is immigrants discussed? How is this introduced and described?

• What is Macy's Department store relationship like with Tony?

Extension Activities to go w/Story:

• STEAM activity where students use a foldable to solve problems and write examples from the story where science, technology, engineering and math are used by Tony.

• Creating a marionette or designing a balloon to use in the Macy's thanksgiving day parade. Planning and creating.

• Literacy work with identifying the problem and matching to the solution.

• In groups, creating a powerpoint or poster explaining how the event of Macy's parade came to be and using information from the story and researching other sites to support poster. Even looking up some of the most popular ones from parades over the years, and giving data as to how many people go to the parade and watch on tv each year.

• Math activities in which you incorporate word problems related to the ELA story, to integrate subjects in the classroom.

• Creating an information page about who Tony Sarg was using a choice board format for groups to select how they would like to present what they learned about Tony Sarg or the author Melissa Sweet.

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