The Crossover

The Crossover


Publisher: Houghton Mifflin Harcourt                                               Publication Date: 03/18/2014

Pages: 240                                                                                                               Delivery: Class Reading

Lexie: 750L                                                                                                             Age Range: 9 – 12 Years

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ELECTRONIC RESOURSES:

  1. Poetry – This interactive scholastic website gives students the opportunity to rhyming and riddles with Jean Marcello
  2. Book Trailer – This 6 minute book trailer for The Crossover gives students a great introduction into what they will be reading about in the novel.

ELA TEACHING SUGGESTIONS:

  • Text-to-Text – Have students select a specific word from a poem. After looking it up in the dictionary, have students explain how this word is related and is so important to this specific poem.
  • Music – Having students select a specific scene or poem in the novel and performing it to a beat to emphasize the rhythmic essence of this novel.
  • History – There are many references in the book to famous authors and musicians, so by having students do a mini report on a specific character, it may give them deeper insight into the novel.
  • Key Vocabulary:
    • Crossover – a bridge or other structure for crossing over a river, highway, etc.
    • Calamity – a great misfortune or disaster, as a flood or serious injury.
    • Hypertension – an arterial disease characterized by this condition.
    • Estranged – displaying or evincing a feeling of alienation; alienated.
    • Churlish – like a churl; boorish; rude
  • Before Reading:
    • Text Impression – Students will be introduced to vocabulary words from the text, such as some of the ones mentioned above, and create interpretations as to what is going to occur int he story.
  • During Reading:
    • CLOSE Reading – Students will be reading the text closely to gain a precise understanding of the text’s form, meaning, features, etc.
  • After Reading:
    • Socratic Seminar – The class will have a formal discussion based off the text and each others comments and reactions to the text as a whole.

WRITING ACTIVITY:

  • Nicknames play an important role in some of the select poems in this novel. Looking at the section “How I Got My Nickname” on pages 6 and 7, ask students to foreshadow its importance in the novel. At what point is a nickname fun and at what point does it get embarrassing?
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