Title: Criss Cross
Author: Lynne Rae Perkins
Copyright: 2005
Publisher: Greenwillow Books
Reading Level
Fountas and Pinnell: Level S
Lexile: 820 L
Accelerated Reader: 5.5
This story is a delightful coming of age tale filled with romance, friendship,and all the teenage angst that will bring you right back to your childhood!
Suggested Delivery: 5th or 6th grade book for independent reading in
the classroom or at home.
2 electronic resources to support/extend text for students to engage with and explanations of how they support
This is the author’s website where she goes into detail about the book and her
reason for writing it. Students can read as well as watch videos that
explain some parts of the story. The author has also included all of the awards
the book has received with links to see what the awards signify. There is also an
option for guided reading questions and leaving comments for the author which
the students could use to help them comprehend what they are reading as well as
interact with the author.
This is a link to a trailer that someone made about the book. Students can watch it before reading the book as a preview to what the book will be about. They can also make their own book trailer after they have finished the book based on what they comprehended as the key events and information that readers need before reading the novel.
Key Vocabulary:
1. Loophole- An error in the way a contract, or wish, is
stated that allows for
something unwanted
or bad to happen.
2. Satori- A state of sudden enlightenment.
3. Rhododendron- A shrub or small tree with large clusters
of bell-shaped
flowers and large evergreen leaves.
4. Metamorphosis- Transforming from one personality to a
different, more
mature personality.
5. Ravine- A deep, narrow valley in the Earth’s surface that
has been run down
by running water.
6. Culvert- A tunnel made for a stream or open drain underneath
a road or
railroad.
Before Reading Strategy:
Before beginning the book, have students look at the
pictures on the front and back cover as well as the end pages and make a
prediction about what they think the novel will be about. Students can also use the book trailer videos as well as the key vocabulary list given to them to assist with their predictions. They should write down this prediction so that they can revisit it once they are finished reading.
During Reading Strategy:
The title of the book seems to be very important and the
phrase criss cross is seen many different times throughout the novel. In order
to understand the different meanings of the phrase as well as why the author
chose it as the title of the book, students will create a chart and fill in
every time they see the phrase “criss cross” in the book. This chart should include:
a) the page number
b) details about the scene, characters, events happening at the time
c) Why was it used? What did it mean?
After Reading Strategy:
After students finish the novel, have them check how
accurate their prediction was and write a reflection response indicating if
their prediction was correct in any way and a short summary of what the book
was actually about.
In this response, students should also reflect on the
ending of the story. Did they think the novel would end this way? Did they like
the ending? If not, how would they have wanted the story to end?
Also, reflect on the criss cross chart that they filled out throughout the novel. Do you think the
ending fits the title? Why do you think that was that the phrase the author chose?
Writing Activity for Inferential Comprehension:
After reading Chapter 6: Into the Rhododendrons, students
will discuss what happened and infer how each character felt and why. The
students will answer the following questions:
Debbie do? What did her mom do?
b) Why do you think Debbie and her mom were unable to agree?
Please use
evidence from the text to support your answer.
c) What character traits would you say for Debbie? What about character
traits for her mom?
d) Have you ever been in a similar situation with one of
your parents?
Explain the situation and how you felt. How do you imagine your parents
felt?
If not, imagine a
scenario similar and discuss how you think you and your
parents would feel.
BONUS QUESTION: Why do you
think the author used a rhododendron instead of another plant? Do
you think this has any significance to the events that happened in the
chapter?
