A Taste of BlackberriesBy: Doris Buchanan Smith

Summary: A Taste of Blackberries is about the friendship between two boys. Jamie is special, full of surprises, and quite capable of getting into and out of trouble. But when something sudden and terrible happens to Jamie, his best friend has to face the tragedy alone. Jamie is alive one minute and the next gone, gone forever. Why does this happen? How does a friend act? The subject of death is treated with taste and honesty in a moving story about believable boys.

Before Reading: Look at the title. What do you think it means? Look at the cover. What significant thing do you see? Read the back cover. Predicting is a very important part of reading. What did you learn about the characters? What is the setting? When and where do you think this book took place? What do you think is the problem of the story? Does the back cover make you want to read the book? Why or why not?

Materials: Circle Maps, Notebook paper

Theme of book: The theme of this book is friends. What is a friend? On chart paper, create a bubble map for the word friend. Students are to come up with as many words as they can to describe the word friend.

Characterization: The following are the characters in the story. Divide a sheet of notebook paper in four parts. Put the name of one of the characters at the top of each of the parts. As you get to the character in the book, write a description of the character.

Mrs. HouserMarthaJamie

Mrs. Mullins

Chapter 1

Materials: word cards, notebook paper, pencils, simile/metaphor activity sheet, definitions of vocabulary words, assessment sheets

Vocabulary: Introduce the words to the students by saying them aloud, having the students say them after you and placing them in the pocket chart. Look through chapter 1 and locate the vocabulary words. Write the sentence that each word is in. Take turns reading the sentences. Make a guess about what you think the definition of the word is based on the way the word is used in the sentence.

exaggeration aggravate crimson scornfully skittered trudged

Fluency: Teacher is to orally read the chapter to the students. As the teacher reads the students are to follow along with their pointer finger.

Reading Comprehension: Introduce point of view to the students.Point of view: The narrator's position in relation to the story being told.Read Chapter 1 orally to the students. Instruct them to follow along using their pointer finger.

Literary Analysis: Figurative LanguageIntroduce metaphor, simile, and personification to students. A metaphor is a when you compare two things, without using the words like or as. A simile is a comparison using the words like or as.Personification is giving human characteristics to an animal or an object.Show students examples of metaphor, simile and personification:

Apple, floating like a buoy – p. 9I felt like glass. Mrs. Houser could see through me. – p. 12

Students will complete an activity sheet on identifying simile and metaphors.

Discussion Questions:1. What did you learn about Jamie in this first chapter? (He

didn’t know when to quit. Jamie could beat his friend in most things.)

2. Jamie is not a perfect friend in the eyes of the narrator. What does Jamie do that is annoying or bothersome? (He doesn’t know when to quit. He makes a game of stealing apples.)

3. Why was it funny to listen to the other kids talk? Have you ever overhead people talking about you? Did their

conversation hurt your feelings? How did Jamie react? (He laughed until he cried.)

4. What does the narrator mean when he says, “ . . . . . we made tracks

Writing Activity: Students will complete a reader response entry. In their writing they must answer the following questions:

1. Who is telling this story?2. How would the student be different if an adult like

Jamie’s mother was telling it? 3. Would the story be better? Why or why not?4. How would Mrs. Houser tell the story?

Assessment: Students will complete comprehension activity based on Chapter 1.

Chapter 2Materials: Notebook paper, Category Cards, Pocket Chart, Word Cards, Computer, Pencil, Definitions of Vocabulary Words, Assessment Sheets

Vocabulary Words: Orally go over the words and definitions. Students are to come up with a sentence for each word and share it orally.

solutions chauffeur ransom mimickeduncanniest

Making Predictions: Orally go over the definition of a prediction.Prediction: when you make a guess about what you think is going to happen next.Discuss what kind of adventure the boys will have at Mrs. Houser’ house.

Categorization:

Explain to the students that categorization is when you group things with similar characteristics together. Put the categories: Feelings, Actions, Things, Persons, and Descriptive at the top of your pocket chart. Orally go over the categories with the students. Using the words listed below, have the students come up and put the word in the correct category. Students are to explain why they place the word in the category in which they did.

mimicked solutions chauffeur uncanniest ransomground brother sad love streetMrs. Houser permission Martha thunderstorm

kidnapper

Fluency: Students are to partner read Chapter 2. As students are reading, instructor is to walk around and monitor to ensure that the students are reading fluently and are following along as their partner is reading. Instruct the students that once they complete reading the chapter to discuss what happened with their partners.

Discussion: Once students have completed reading Chapter 2, they are to come back together as a whole group and discuss the story using the following questions:

1. Why does Jamie hitch a ride when he knows it is very dangerous?

2. Was it wrong for Jamie to say that Mr. Chambers brought them home? How do you know that the man was not Mr. Chambers? –page 21

3. Why do the boys “roll their eyes” at each other? What does that mean? –page 21

4. Where were the boys taking Martha?5. What were the boys going around asking their friends?6. Why do you think the children were so eager to help?7. While Jamie was running around the neighborhood

getting the kids to help, what was the narrator doing?

Technology Connection: Students are to use Google search engine to research Japanese beetles. Students are to take

notes on the information that they find. In their notes they are to answer the following questions:

1. What do they look like?2. What do they eat?3. Where do you find them?4. How do gardeners control them?5. Write three more facts about the Japanese beetle.

Writing: Jamie hitched a ride home. Write a story explaining why hitch hiking is dangerous.

Share stories with class.

Assessment: Students will complete an assessment on Chapter 2.

Chapter 3Materials: word cards, definitions, books, notebook paper, pencils, assessment sheetsVocabulary words: writhing automatically rummaged awe daubs

urgency

Teacher will introduce vocabulary words to students. Students will orally chant the words after the teacher says them. Teacher will go over the definitions of the words with the students. Students will use vocabulary words to complete sentences.

Story Elements:Students will go over the meanings of setting, characters, problem, and solution.Setting: when and where a story takes place.Character: who a story is aboutProblem: what is happening to the characterSolution: how a problem is solved

On a sheet of notebook paper, students will identify the story elements of A Taste of Blackberries.

Fluency: Students will partner read Chapter 3. Once all the groups have finished reading, the teacher will read chapter 3 to the students. The students are to follow along with their pointer finger.

Comprehension: Identify the story elements of the book. Discuss Chapter 3 by using the following questions:

1. How was Jamie’s “horsing around” similar to the boy who cried wolf?

2. What did Jamie mean when he said, “It’s just a bunch of Heather-bees down there. They’re too scared to come out”?

3. Why do you think Jamie was foolish enough to poke the stick into the bee hole?

4. Why didn’t Jamie’s friend realize how serious it was when Jamie “screamed and gasped and fell on the ground?”(page 25)

5. Why do you think the author added all the details about Jamie’s friend eating popsicles at such a serious time?”

6. Why do you think Mother went to Jamie’s house?

Writing ConnectionSummary: five to eight sentences that tell the important things in a story.

Write a summary of Chapters 1-3.

Assessment: Students will complete an assessment of Chapter 3.

Chapter 4

Materials: vocabulary word cards, sets of vocabulary word cards, definitions of words, books, notebook paper, pencils

Vocabulary Activity: Words in Contextimpressed unconsciousness instinct

allergic encyclopedia intend trellisconscience

Orally introduce the vocabulary words by placing them one at a time on the pocket chart. Give each pair of students a set of vocabulary words and a book. Instruct them to locate the words in the chapter. After they have located the words, they are to write the sentence that the word is in and come up with a definition of the word based on how it was used in the sentence. Once all groups have successfully located a sentence and created a definition of each word, orally go over the correct definitions with the students. Check to see how many had a similar definition as the correct one. Fluency: Students are to partner read Chapter 4. Once students have completed partner reading, instructor is to orally read the chapter with the students.

Comprehension: Instructor and teacher are to discuss Chapter 4 by using the questions below as guiding questions:1. Why do you think Jamie’s friend was “the only kid in the neighborhood who hadn’t been impressed by that ambulance’? (page 37)2. Why do you think Jamie’s friend said, “It would serve him right if he was out cold and didn’t even know he was riding in an ambulance”? (page 37)3. How did Jamie’s friend try to convince himself that nothing was wrong with Jamie? (page 38)4. Why do you think Jamie’s friend almost go sick when he told his mother about Jamie falling down? (page 40)5. What does the author compare Jamie’s friend’s thoughts? (page 40)6. What do you think Jamie’s friend meant when he thought, “What kinds of things could you do when you were dead? Or was dead just plain dead and that’s all”? (page 42)

Writing Connection: Make a list of words to describe how you think Jamie’s friend is feeling. Write a paragraph to describe how Jamie’s friend is feeling. Use at least five of the words from the list. Share paragraphs with class.

Assessment: Students will complete chapter 4 assessment.

Chapter 5Materials: pencils, notebook paper, vocabulary cards, books, compound word match-up, assessment sheet

Vocabulary:submerged convinced scurried windowsill

faucetspanicky concentrated

Instructor will orally go over vocabulary words and definitions with students. Students will use vocabulary words to complete sentences.

Fluency: Students will partner read Chapter 5. Students will follow along as the instructor reads chapter 5 orally.

Working with Words: Compound WordsCompound words are two words put together to make one word.Example: window + sill = windowsill

out + side = outsideIn pairs students will play, compound match-up. They will match the compound word to the picture.

Comprehension: Instructor and students will discuss Chapter 5 by using the following guiding questions:

1. Explain what Jamie’s friend meant, “It seemed that as long as I acted like he wasn’t dead, he would be dead.” (page 45)

2. Is it true “that ripples go forever and ever, even when you can’t see them anymore”? (page 45)

3. Why do you think Jamie’s friend changed his mind and went to the funeral parlor? (page 48)

4. Why do we call the place where dead bodies are displayed a funeral parlor?

5. Why didn’t Jamie look like he was asleep? (page 48)6. Why did Jamie’s friend run out of the funeral parlor?

(page 49)7. Why do you think Jamie’s friend didn’t cry even at the

funeral parlor? When did he start to cry and why? (page 53)

8. Why do you think his dad came back to his room?

Writing Connection:Think about a time in your life when someone or something that you cared about died. Write a story explaining who it was and how you felt.

Chapter 6Materials: 4 circle maps per person, a dictionary, pencil, crayons, notebook paper, analogy activity

Vocabularyprivate speckledy radiant gnawingVocabulary Activity: Students will use circle maps to create a vocabulary map of each word. In the middle of the circle map, students will write the word. In section one they will write the definition, in section two they will write the part of speech, in section three they will find a sentence in Chapter 6 with the word and write it, in section four they will illustrate the word. (Note to instructor: Students might need to review what the part of speech is.)

Working With WordsOrally go over the definition and example of analogy.Analogy: drawing a comparison in order to show a similarity in some respectExample: black:white::up:down

bird:fly::fish:swim

Students will complete analogies with partners. Once all groups have completed their analogies orally go over the correct answers with the group.Correct answers:twist:turn::clutch:grasptomentor:bully::tattler:snitchcherish:care for:: aggravate:irritatelavender:purple:: crimson: red

Fluency:Students are to partner read chapter 6. Remind students to take turns reading page by page and to use their pointer to help them follow along as their partner is reading.Comprehension:Instructor and students will discuss chapter 6 by using the following guiding questions:

1. What did Mrs. Mullins mean when she said, “ . . . some questions do not have answers”? (page 62)

2. How would you answer Jamie’s friend’s question, “What’s it like to be dead”? (page 62)

3. Do you think it is a good rule to “come to meals, even if you weren’t eating”? (page 63)

4. Why wouldn’t Jamie’s friend eat until after the funeral? (page 64)

Writing Connection:In Chapter 6, the author said, “Mrs. Mullins was as gentle as the butterflies.” Write a paragraph describing what you think the author meant by this statement. Share paragraphs once everyone has finished.

Chapter 7:Materials: vocabulary words, notebook paper, pencils, report paper, crayons

Vocabulary:substitute limousine concentrated chrysanthemumsdroning reverse gravity automaticallytaboo oblong

Orally go over vocabulary words with students. Place the vocabulary words into pocket charts. Divide the students up into two groups. The instructor is to give the definition of a word. The group whose turn it is has two minutes to discuss the definition and come up with an answer. At the end of two minutes, if the group cannot successfully answer the question, the next group gets an opportunity. Once all words are completed, orally go over the correct definitions with the students.

Fluency:Students are to read chapter 7 with partners.

Comprehension:Instructor and students will discuss chapter 7 by using the following questions:

1. How much do you think Martha understood about Jamie’s death? Why do you think she was not crying? (page 65)

2. Why didn’t Jamie’s friend want to see Jamie’s mother?(page 66)

3. Why did Jamie’s friend think that Jamie would be happier on the ground rather than in heaven? (page 68)

4. Look at the title of the book. Why do you think the author used blackberries?

5. What do you think Jamie and Heather might have said about Jamie’s friend? (page 72)

Technology Connection:Using the Google search, research about blackberries. Write a paragraph about what you find out. At the top of the paper illustrate and color a bunch of blackberries.

Chapter 8

Materials: 4 circle maps per students, books, pencil

Vocabularydisloyal rummaged invisible winced

Vocabulary Activity: Students will use circle maps to create a vocabulary map of each word. In the middle of the circle map, students will write the word. In section one they will write the definition, in section two they will write the part of speech, in section three they will find a sentence in Chapter 6 with the word and write it, in section four they will illustrate the word. (Note to instructor: Students might need to review what the part of speech is.)

Fluency: Students will read Chapter 8 with their partners.Once students finish reading with partners, instructors will reread the chapter to the students.

Comprehension:Instructor and students will discuss Chapter 8 using the following as guiding questions:

1. How do you think Jamie would have acted if his friend had died? (page 77)

2. “I had heard it was like having cotton in your mouth, to eat when you were upset.”- What does it mean? (page 77)

3. Why did the though of blackberries put new life in Jamie’s friend? (page 77)

4. How could the narrator carry on “ a running conversation with myself, the berries, and sometimes with Jamie”? (page 80)

5. Why did Jamie’s friend bring blackberries to Jamie’s mother? Do you think she understood about the blackberries? (page 84)

6. Why would Jamie’s mother say, “And you be sure to come slam the door for me now and then”?

Post- Reading ActivitiesMaterials: Chapters 1-8 assessment; book report form

Assessment: Students will complete an assessment of Chapters 1-8. Instructor will check and go over the assessment with the students once they complete it.

Book Review:Instructor will review the story elements: title, setting, characters, main events, problem, and solution. Using the book report format provided, students will complete a book report onA Taste of Blackberries.

Name:Date:

A Taste Of Blackberries Assessment1. What did Jamie and his friend pick at the beginning of

the book?a. plumsb. blackberriesc. strawberriesd. peaches

2. What did Mrs. Houser ask the boys to help with?a. getting rid of beetlesb. feeding her catc. cutting her grassd. helping cook

3. Who did Jamie’s friend think was a pest and he didn’t?a. Marthab. Heatherc. Samd. Jamie

4. Why did Jamie and His friend decide to catch the Japanese beetles for Mrs. Houser?

a. They wanted to walk on her lawn.b. They wanted to help.c. They wanted apples.d. They were greedy.

5. What happened to Jamie when they were scraping Japanese beetles off Mrs. Houser’s plants?

a. Nothingb. Jamie got sung and died.c. Jamie got stung, but he was O.K.d. Martha got stung.

6. Why didn’t Jamie’s friend know he was dying?a. He thought Jamie was horsing around.b. He thought Jamie was a dancer.c. He ran into Mrs. Houser’s house.d. Jamie stood still.

7. Who actually saw Jamie die but didn’t realize what happened?

a. Marthab. His motherc. Mrs. Houserd. His best friend

8. Jamie died from _________________.a. cancerb. snake bitec. bees’ stingsd. heart attack

9. Jamie stuck a stick in the hole of a ___________ nest.a. Hornet’sb. Ant’sc. Bee’s

d. Snake’s10. Who comforted Jamie’s best friend when Jamie

died?a. His dadb. Mrs. Mullinsc. Mrs. Houserd. His mom

11. What was Jamie allergic to?a. snakesb. beesc. antsd. apples

12. Where did Jamie and his best friends take Martha?a. homeb. to the storec. to their schoold. to the park

13. Jamie, his best friend, and Martha got kidnapped by the man they took a ride from._____true_____false

14. What type of code did the two friends learn?a. military codeb. sign codec. morse coded. blind code

15. What did Jamie’s friend think about after he realized Jamie was dead?

a. Bad memoriesb. Sad memoriesc. All fun times they had togetherd. All the above

A TASTE OF BLACKBERRIES

RL: 4.0

STAR