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Item description

This picture book companion is an amazing supplemental resource for upper elementary and middle school. A Sweet Smell of Roses, by Angela Johnson, is an ideal interactive read-aloud for any time of the year or for educating your students about influential leaders, community, unity, the Civil Rights Movement, Dr. Martin Luther King, Jr., persistence, equality, standing up for what they believe in, kindness, being brave, and appreciating each other’s differences. The illustrations by Eric Velasquez are absolutely stunning and add another layer of depth to the story, opening up the opportunity for students to think about the symbolism that illustrations and color can hold. Students will love the engaging and fun activities, and you will appreciate the time saved hunting for high-level resources to teach reading concepts that students frequently struggle with.

Click HERE to save 20% by buying the bundle, which includes the following winter book companions: The Sweet Smell of Roses, Let the Children March, Martin’s Big Words, and Boycott Blues: How Rosa Parks Inspired a Nation.

With 28 print-and-go reading activities to choose from, this resource is ideal for customizing learning to your student’s specific needs and academic ability. Students will investigate characters, identify story elements, determine the theme, investigate symbolism in color and illustrations, practice plotting story events, analyze characters, and much more! The activities provided are designed to enable students to apply higher-level thinking skills, to encourage students to provide text evidence to support their thinking, and to challenge students to express their own thoughts and/or perspectives.

⭐️This Resource Includes:⭐️

  • Making Predictions  Before reading the book, students will examine the front cover and describe what they see, make predictions about what the book is about, and the questions they think the book might answer.
  • Story Elements – Students fill in the boxes with words and pictures to represent the story elements.
  • Problem & Solution – Students identify the problem & solution in the story.
  • Summarizing – Students complete the Somebody, Wanted, Because, But, So graphic organizer and write a summary of the story.
  • Setting Influences the Plot – Students will answer the questions about the setting of the story to gain a better understanding of how a story’s setting helps to build the narrative’s mood, plot, and character development.
  • Story Plot – Students organize the events of the story on the graphic organizer (ANSWER KEY INCLUDED).
  • Character Inside & Out – Students include details from the story to describe what the character says, thinks, does, and feels.
  • Character Traits #1 – Students choose two important character traits that describe the main character and provide evidence from the text to support their choices.
  • Character Traits #2– Students choose 2 different (positive/negative) character traits that describe the main character and provide examples from the text to support the traits they chose.
  • Character Change – Students choose character traits to describe how the character changed throughout the story and support their thinking with evidence from the text.
  • Character Development – Students describe how the character changed and developed throughout the story, state their opinion regarding which event impacted the character the most, and support their thinking with evidence from the text.
  • Character Perspective – Students will compare the young girls’ perspective to their Mama’s perspective in the story by drawing a picture and adding words to the thought bubbles.
  • Making Connections – Students make connections to an event from the story.
  • Making Inferences – Students use clues and schema to come up with two inferences they made from the text.
  • Theme #1 – Students answer the questions to determine which theme best fits the story and provide text evidence to support their choice.
  • Theme #2 – Students answer the questions to determine the theme of the story and provide text evidence.
  • Thematic Statements – Students choose the thematic statement that they believe best fits the story and include evidence from the text to support their choice.
  • Sensing a Theme Activity – Students identify the theme in the story and use sensory & figurative language to describe the theme in more detail (EXAMPLE INCLUDED).
  • Reader Response Questions – Students will answer multiple-choice and short-answer questions to respond to the text (ANSWER KEY included).
  • Symbolism Activity – Students will analyze and identify various symbols and the use of symbolism in the story.
  • Investigating Illustrations – students will investigate and analyze illustrations in the book.
  • Poem – “We Wear the Mask” by Laurence Dunbar
  • “We Wear the Mask” Questions – students respond to 10 short-answer questions (ANSWER KEY INCLUDED).
  • I Wear the Mask – Students will write a poem in response to the provided prompt.
  • 2-Writing Prompts – Students will respond to the writing prompts and provide evidence from the text to support their thinking.
  • Wait… There’s More! – Students will create a page to add to the end of the story.
  • Book Review – Students rate how much they enjoyed the book, draw a new cover, and explain why kids should or should not read it.
  • Design a Book Cover – Students design a new cover for the book.

This resource is for extension read-aloud activities only. The book is not included.

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