George

george_custom

George

Alex Gino

©2015 Alex Gino

Scholastic

Lexile Level: 790L

Imagine being something on the inside that nobody can see on the outside.  For George, this is something she faces everyday.  While everyone else sees George as a boy, on the inside, she knows she is a girl.  This includes her teacher who won’t even let George try out for the part in the school play (Charlotte’s Web) which she thinks she is meant to have- Charlotte!  With the help of her friend Kelly, will George continue to live hiding her true self, or will she come up with a plan?  Read on to find out!

Standard: 

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.

Suggested Delivery: Independent Read- Grade 6

Resources: 

  • The link found here would be a great activity to initiate this book to the class.  This is an audio recording where Alex Gino introduces himself and how he came to write this novel.
  • Click here to see the reading guide for George.

Teaching Suggestions:

  • Vocabulary is an essential part to reading.  One activity which could help students grow their vocabulary alongside of this would be to have them fill out the worksheet seen here. The following vocabulary words would work well in this pre-teaching activity:
    • Accommodations: Changes or adjustments made to someone or something to make it more suitable
    • Compassion:  Sympathy and concern for the misfortunes of others
    • Gender Roles:  The role or behavior learned by a person as appropriate to their gender, determined by the prevailing cultural norms.
    • Confiscate: To take away
    • Gossip: Reports/ conversations about other people, typically untrue or exaggerated
    • Melancholy: a feeling of sadness typically with no obvious cause
  • Comprehension is the goal in reading.  It is important to focus on comprehension before, during, and after reading a story.  The following activities can be done throughout the journey a student takes reading this book in order to support the level of comprehension reached:
    • Before reading the story, a great activity for students to develop schema related to the story would be for the teacher to ask students what makes a boy a boy and what makes a girl a girl. This can be done through a KWL or having students brainstorm on the board then having the teacher lead a discussion about gender roles.  This would be a great way to introduce students to the topic which will be presented in this book.
    • During reading, an activity which will support the comprehension of the students would be to have the students respond to the same question seen above, however, it would be interesting to gage where the students are and what they believe in after having started the book.  Having students reflect upon what they have learned so far and hope to learn would be a great during reading activity.
    • After reading, having students respond once again to the same question to see how their knowledge on gender roles grew through the story, pointing out examples would be a great way to have students conclude their comprehension of the story.
  • A conclusive writing activity is a great way to wrap up a novel with students.  Having students respond to the following question found from the above teaching guide would be a great way for students to conclude the reading of George.
    •  ” How do you think it felt to George that everyone thought she was a boy but she knows she’s a girl?”

Click here to visit Amazon and purchase this book.

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