by Richard Peck
Peck, Richard (2000).
A Year Down Yonder.
New York, NY., U.S.A.: Scholastic
Copyright: 2000
Publisher: Scholastic
Reading Level:
Lexile: 610L
Grade Level Equivalent: 4.9
Interest Level: 8-12
Genre: Historical fiction
Description: Great Depression, family, individuality
Delivery Suggestion: Small group or independent reading
Summary: Mary Alice suddenly finds herself in a small Illinois town living with Grandma Dowdel. Having spent the summer with Grandma Dowdel she remembers that with Grandma there is always plenty of drama. Now at the age of 15, she is faced with spending a whole year with her and there is no predicting what life with Grandma will turn out to be like.
Electronic Resources:
Vocabulary:
1.slobbering - have saliva dripping from the mouth
2. squatted - crouch or sit with one's knees bent and one's heels close to or touching the buttocks.
3.crept - moved slowly and carefully
4.dumbfounded - greatly astonished or amazed
5.plunged - jump or dive quickly and energetically
6. vittles - food and drink
7. vengeance- punishment inflicted or retribution exacted for an injury or wrong.
Teaching Suggestions:
Journal activity: If Grandma came to your town today what is one thing she might do to start trouble? What might she want to fix?
Peck, Richard (2000).
A Year Down Yonder.
New York, NY., U.S.A.: Scholastic
Copyright: 2000
Publisher: Scholastic
Reading Level:
Lexile: 610L
Grade Level Equivalent: 4.9
Interest Level: 8-12
Genre: Historical fiction
Description: Great Depression, family, individuality
Delivery Suggestion: Small group or independent reading
Summary: Mary Alice suddenly finds herself in a small Illinois town living with Grandma Dowdel. Having spent the summer with Grandma Dowdel she remembers that with Grandma there is always plenty of drama. Now at the age of 15, she is faced with spending a whole year with her and there is no predicting what life with Grandma will turn out to be like.
Electronic Resources:
- http://www.wordle.net/ Use world to create a cloud of important words about the Great Depression how the characters were influenced by this.
- After completing the novel, divide the children into groups of three-four. Explain that each group will be making a presentation describing or demonstrating an act of philanthropy from the novel. Refer to the chart papers from each chapter to assign an act of philanthropy to each group. (Here is a method for giving the students some choice: Have each group pick three of the philanthropic actions that they would like to use. Try to give each group one of their choices. If you have three of their choices to choose from, everyone should get something with which they feel comfortable.) The groups may make their presentation in any number of approved forms:
- perform a "rap" or song, perform a skit or pantomime, make a collage, make a mural, presentation software, any other method approved by you. Allow a one-hour class period for students to prepare their presentations. Schedule presentations for the class to perform for each other. Students can also use this website to record their skits http://goanimate.com/videomaker
Vocabulary:
1.slobbering - have saliva dripping from the mouth
2. squatted - crouch or sit with one's knees bent and one's heels close to or touching the buttocks.
3.crept - moved slowly and carefully
4.dumbfounded - greatly astonished or amazed
5.plunged - jump or dive quickly and energetically
6. vittles - food and drink
7. vengeance- punishment inflicted or retribution exacted for an injury or wrong.
Teaching Suggestions:
- Use this book to teach social studies and the great depression.
- Use this book to teach features of historical fiction.
- Use this book to teach humor and exaggeration in writing.
Comprehension Strategies:
- Before Reading:
- Have students complete a KWL chart and research basic facts about the Great Depression and how it affected people’s lives.
- During Reading:
- Response writing: How would you feel if you had to move?
- After Reading:
- Reader's Theatre. Have students act out portions of the book. Particularly towards the end of the novel the narrator writes, "Sometimes I thought I was turning into [Grandma]. I had to watch out not to talk like her. And I was to cook like her for all the years to come." Compare and contrast Grandma and Mary Alice. In what ways are they similar, and how do they differ?
Journal activity: If Grandma came to your town today what is one thing she might do to start trouble? What might she want to fix?