1. Fiction book:

Everything, Everything by Nicola Yoon Published in 2015 by New York : Delacorte Press

The content is having allergies, and the grade level suggested is middle school.

            This book is about a girl who is 18 and has extreme allergies and is stuck inside her house with her mom and nurse. Madi has never left her house and lives in a sort of bubble. The new neighbors decide to visit the family. She then falls in love with a neighbor boy, Olly, who periodically comes to visit her. The main girl Madi then decides to take a risk and escape her house to achieve one perfect day, and experience the world with Olly. The book also includes doodles and writings from her diary within it as well.

I thought this book was the best selection because it relates to the age group we are teaching. A lot of teenagers are just starting to fall in love, and are realizing their limits. I would integrate this into a class standard of using poetry, and creative writing to express yourself via journals. I would have students start a journal after reading this book, and provide entry task journal ideas to write and doodle about for 10 minutes. I would also match this up with a unit on poetry which can be found in a lot of middle school language art curriculum. I remember using one when I was in Middle School. I also chose this book because it is a recent movie that just came out. I think that giving the students to read the book and then compare the movie would be a great opportunity to also look at how the plot and scenes have changed from book to movie. For example, we could discuss how the climax has changed in the movie and what was added before the climax in the movie to contribute to the excitement. I could find these worksheets of comparing a movie and book plot here .

The first chapter of the book can be found on YouTube here .

Standards

CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-LITERACY.RL.6.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

CCSS.ELA-LITERACY.RL.7.7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

NHES 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

• 8.20 Describe first response procedures needed to treat injuries and other emergencies
• HBO 7 Get help for oneself or others when when injured or suddenly ill

NHES 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on human behaviors.

• 8.5 Describe how some health risk behaviors influence the likelihood of engaging in unhealthy eating practices and behaviors

NHES 8: : Students will demonstrate the ability to advocate for personal, family, and community health.

• W3.7 Describe how peers, culture, and family influence health decisions and behaviors.

2. Nonfiction book:

Allergic Girl: Adventures in Living Well with Food Allergies by Sloane Miller Published by Wiley in 2011

Content Area is Allergies and Grade Level is 6-9. The book can be found here .

This book has some stories about the author who lives with food allergies and has a successful life. The book also talks about how to build a support team when you have allergies, and how to advocate for yourself with doctors, in restaurants, and other situations and people. As well it gives advice on how to move on past your allergies and pursue your goals as a person. It is basically a self-help book to give guidance and reassurance of how to cope with an allergy/allergies.

I thought this would be the best book to use because it is discussing how to help advocate for yourself with your allergies. It gives a lot of tips and sympathizes with the reader on difficulties. This would be great for student 6-8 because they may feel that allergies restrict them and that they cannot go to restaurants with their friends, and this book could help alieve those worries. Middle Schoolers can also be pretty stubborn when it comes to taking advice, but if they were asked to read it for school they might actually take the books advice even if they aren’t telling you so.  I could integrate this into the classroom by first having students discuss what went on in the book, compare this book to other non-fiction books, and decide as a group some of the main ideas about the book. I would then have students write an essay about an experience where they had to advocate for themselves, and how it relates to the author. I would ask them to describe the steps they took to advocate for themselves, how it went, and how it made them feel. I would then ask them to share their essays with a partner the next day when they were finished.

 

Standards:

CCSS.ELA-LITERACY.RL.6.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.7.3.A
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

CCSS.ELA-LITERACY.W.7.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.7.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

CCSS.ELA-LITERACY.W.7.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

NHES 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on human behaviors.

• HE2.8.5 Describe how some health risk behaviors influence the likelihood of engaging in unhealthy eating practices and behaviors
• S2.8.1 Explain the influence of school rules and community laws on safety and injury prevention practices and behaviors

NHES 3: Students will demonstrate the ability to access valid information and products and services to enhance health

• 8.1 Analyze the validity and reliability of personal health and wellness information
• 8.2 Analyze the validity and reliability of personal health and wellness products
• 8.3 Analyze the validity and reliability of personal health and wellness services
• 8.6 Access valid and reliable personal health and wellness information from school, home, or the community
• 8.7 Locate valid and reliable safety and injury prevention products
• 8.8 Locate valid and reliable safety and injury prevention services
• 8.1 Analyze the validity and reliability of safety and injury prevention products

 

NHES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health

• 8.1 Demonstrate the use of effective verbal and nonverbal communication skills to enhance personal health and wellness
• 8.1 Demonstrate the use of effective verbal and nonverbal communication skills to enhance safety and prevention

NHES 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

• N5.8 Evaluate a variety of eating plans and determine potential short term and long-term consequences based on nutritional intake.

NHES 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

• H1.W1.7 Assess personal health behaviors in relation to dimensions of health.
• H3.N1.8 Investigate valid and reliable nutrition information, products, and services.
• H7.W2.8b Assess personal health behaviors that reduce or prevent health risks.
• H3.N3.6a Explain how different components of a Nutrition Facts label can be used to guide food and beverage choices.
• H4.W5.8 Demonstrate communication skills to enhance health and avoid or reduce health risks.

 

NHES 8: : Students will demonstrate the ability to advocate for personal, family, and community health.

• H2.W3.7 Describe how peers, culture, and family influence health decisions and behaviors.
• H4.W5.7 Use communication skills effectively with family, peers, and others.
• H5.W6.7 Determine healthy alternatives for making a personal health decision.
• H5.W6.8 Demonstrate a decision-making model to make a personal health-enhancing choice.
• H3.N1.8 Investigate valid and reliable nutrition information, products, and services.