Swindle By: Gordon Korman


Publisher: Scholastic, Inc.                                                                     Publication date: March 2008

Pages: 256                                                                                                                    Delivery: Read Aloud

Lexie: 710L                                                                                                              Age Range: 8 – 12 Years

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10 of the Greatest Swindles in US History – Students can do research on some of the biggest swindles to happen in the US
Book Trailer – A short little trailer that will get students interested in the book and a give a sneak preview of the children’s adventures.


  1. TEXT-TO-SELF: Have students consider wether or not they would join Griffin on his Heist. How would they feel? Have them support their answer with reasoning.
  2. TEXT-TO-WORLD: In Chapter 10 of the novel, Griffin describes his version of the free mythology story of the Trojan Horse. A great activity with this would be reading the story and having students retell this story by making an audio-recording of their version, a video, or an podcast.
  3. TEXT-TO-TEXT: Have students create a “valuable” baseball card for one of the characters in the novel. Have them use specific examples from the text when citing the characters personality, physical characteristics, and accomplishments.
  • Key Vocabulary
    • This infographic focuses on the rich vocabulary that is used throughout the text. It is a great way to get students interested in the novel and what it may be about. swindle
  • Before Reading:
    • Shades of Meaning – Having students choose one of the words from the info-graphic above and create a shades of meaning for that word. After its completion, they can either be shared to the class, discussed in small groups of different words, or posted around the room for support when reading.
  • During Reading:
    • Fishbowl Discussion – A lot of plot twists occur throughout this text so being able to take one section and have students really analyze it and discuss it could be very helpful for some students. Even the students that are not participating in the immediate discussion will be gaining a lot for those that are.
  • After Reading:
    • Opinionnaire – Students fill out a “questionnaire” that specifically elicits views on their opinions formed after completing Swindle.

Writing Activity:

  • When reading the novel Swindle, which do you find more important, the plot or the analysis of character development? Does the change of plot lead to further development of a character?




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