Schedule for the Day

Here is the suggested schedule for how to fit the entire book into one school day.  Total read-aloud time for ALL OF THE ABOVE is about 3.5 hours.

The schedule below is for seven class periods of about 45—60 minutes each and one lunch period.  Most blocks include an optional activity to do. You can adjust the timetable and activities as needed for your school.

Period One: Assembly with Guest Readers

Pages 1 – 39 (30 minutes reading time)

Large group assembly with six surprise guest readers reading the parts of: Narrator (italicized passage) and Recipe, James Harris III, Rhondell, Sharice, Marcel, Mr. Collins.

Handout: Students receive worksheet tetrahedron or Ellison tetrahedron shape as they leave assembly.

Period Two: Classroom Teachers Read

Pages 41 – 70 (20 minutes reading time)

Teachers read in second period classes.

Activity: Using markers, students decorate their tetrahedron shape with colors, designs, and words that reflect them.

Period Three: Students Read

Pages 71 – 111 (35-40 minutes reading time)

Student volunteers read aloud—or if all students have books, this can be an independent/silent reading block.

Write It or Talk About It:
Use these open-ended questions after reading:  a. What surprised me the most… b. I could relate to…because  c. I want to know…

Period Four: Students Read

Pages 113-149 (35-40 minutes reading time)

Student volunteers read aloud—or if all students have books, this can be an independent/silent reading block.

Talk About It: Use Mr. Collins’ questions on page 149 for a group discussion.  Talk about what your school would do.

LUNCH BLOCK

Lunch idea!  Serve BBQ sandwiches in honor of Willy Q or chocolate cupcakes as “Chocolate Truth Cake”.

Period Five: Classroom Teachers Read

Pages 151-181 (25 minutes reading time)

Teachers read to their classes.

Talk About It: Are kids today “tougher” or “softer” than kids in the past? (p.157)  Why or why not?  Make a list of reasons supporting each side.

Period Six: Classroom Teachers Read

Pages 183-214 (30 minutes reading time)

Teachers read to their classes.

Write It: Sharice believed some colors were “good luck” colors for her and others were bad luck (pg. 191-194)  Choose a color and write about a memory, good or bad, that the color holds for you.

Period Seven: Wrap-Up Assembly

Pages 215 – 237 (20 minutes reading time)

Six staff members read the final chapters as Mr. Collins, Sharice, Marcel, Rhondell, James Harris, Recipe/Final Narrator. 

Note: Before/after assembly, students finish cutting out, folding, and taping their tetrahedrons in their classrooms.  (If your school wants to assemble larger tetrahedrons, collect these smaller tetrahedrons and have student volunteer teams assemble larger ones to display around the school.)

Tell Me About It!  Email me about your event and include some photos if you’d like, and I’ll send your school a free autographed book or set of 25 autographed bookmarks.

Questions? Contact me HERE.