Idyllic, Wholesome, Heartfelt, Simple, Engrossing | "A deeply felt story sparely written in lyrical prose, this book stands out as a quiet contemplation on the connection that is the wellspring of love." Kirkus Review "Creech draws readers into a brilliantly simple, sentimental, and adult-centered moral scenario." Rhona Campbell, Library Journals LLC |
Quotable Quotes:
"Your name is important.your name makes a statement about you. It describes not only who you are but who you might be." page 23
Bibliography:
Reading Level: An AR rating of 4.0 (4th gr
ade) with an interest level of middle grades (4th-8th grade).Suggested Delivery: Read Aloud
Summary:
What would you do if you found a child sleeping on your front porch? The Boy on the Porch takes its readers back to a simpler time in order to ponder adult-centered problems at a child’s level. Marta and John, rural farmers, wake one day to find a young boy, Jacob, asleep on their porch. They take him in. One day they notice that he is different than other children. Jacob does not speak; instead he uses music and painting to communicate. Marta and John do not know what to do with Jacob. John subtly questions people in town, but no one has lost a boy nor are there any “lost parents.” So, the couple keeps him and open not just their home to Jacob, but also their hearts. Slowly, Jacob changes Marta and John. Then, one day Jacob’s father shows up. To find out the fate of the trio, you have to read The Boy on the Porch.
Key Vocabulary:
linen (page 1): a thicker fiber than cotton based cloth
earnestly (page 2): to want to do something
reluctant (page 3): to not want to do something
peculiar (page 4): something that is strange or odd
mimicked (page 14): to copy something, like When the monkey scratched its head, Dave mimicked it by scratching his head.
intervening (page 14): to stop people from doing something to each other
anxious (page 16): to worry about something
inclination (page 20): a habit of doing something
wary (page 25): watchful
intrusion (page 25): sudden, unexpected events
foundling (page 34): a child without a parent
glomming (page 34): to hold onto
mute (page 72): to not speak
fathom (page 78): to understand something
dread (page 87): to be fearful
dilapidated (page 92): something that is falling apart
abandoned (page 92): something that is no longer being used
urgency (page 98): the feeling of needing to do something
sullen (132): having an grumpy attitude; bad tempered
earnestly (page 2): to want to do something
reluctant (page 3): to not want to do something
peculiar (page 4): something that is strange or odd
mimicked (page 14): to copy something, like When the monkey scratched its head, Dave mimicked it by scratching his head.
intervening (page 14): to stop people from doing something to each other
anxious (page 16): to worry about something
inclination (page 20): a habit of doing something
wary (page 25): watchful
intrusion (page 25): sudden, unexpected events
foundling (page 34): a child without a parent
glomming (page 34): to hold onto
mute (page 72): to not speak
fathom (page 78): to understand something
dread (page 87): to be fearful
dilapidated (page 92): something that is falling apart
abandoned (page 92): something that is no longer being used
urgency (page 98): the feeling of needing to do something
sullen (132): having an grumpy attitude; bad tempered
Before Reading Strategy:
A common element woven throughout the story is a southern dialect. It will beneficial to students not familiar with the dialect to be given an over view of the dialect. This is a great opportunity to also discuss that people come from different places. People from those different places often have a unique set of characteristics and culture. Since people come from different places we have different ideas and thoughts.
A great way to start the book is to promote pre-reading discussion. Break the students up into small groups (about 3-4). Then, ask the students "What would you do if you found someone sleeping on your porch?" In their groups have students discuss what they would do. After about 5-10 minutes have students share their thoughts. Write two columns on the board. One one side write the students ideas. On the other side write the consequences of each action.
Throughout the story, stop to discuss what consequences Marta and John will face because of their actions.
Throughout the story, stop to discuss what consequences Marta and John will face because of their actions.
During Reading Strategy:
Write on the board two columns and have students keep a list themselves. Periodically throughout the book write down an action that Marta and John partake in on one column. In the other column have students discuss in small groups (about 3-4) what consequences could be a result of those actions.
You can also work with vocabulary with this book. My list above is by no means extensive; it is just a starting point. There are more words that can be used to expand students' vocabulary. To work with vocabulary there is a specific activity that will help.
- Before having students read the book, break the book into sections based on a combination of number of words and difficulty of words.
- Make a worksheet for each of these sections.
- This worksheet will compose of three sections per word.
- Section 1: The word in context. You can either copy the sentence down from the book or simply write the page the sentence can be found. The former is quicker, but the later will require students to be more independent.
- Section 2: Have students write a definition based on the context.
- Section 3: Have students look-up the word in a dictionary.
After Reading Strategy:
Have students extend the ending of the story starting with when Marta and John found Jacob sleeping on their porch surrounded by a guitar and paint. Focus on details, conversations, the ability to actually happen, and reactions. Some questions you could ask your students are:
- What is Marta thinking?
- What is John thinking?
- Why did Jacob come back?
- What do the foster kids think about Jacob coming back?
- What does Jacob say?
- How long does Jacob stay?
- What has Jacob been doing since he left?
Inferential Comprehension Writing Activity:
Throughout the book when something important happens have the student stop and complete the worksheet below. This worksheet breaks down the process of inferring. First, students are asked what they know. Second, students are asked for clues that can lead them to a conclusion. Finally, students are asked to write down their inference.
Some examples of places to stop include, but are not limited to are:
Some examples of places to stop include, but are not limited to are:
- When Jacob first appears, what is going to happen based on what the students know about Marta and John.
- When Jacob's father arrives, what is going to happen based on what students know about the relationship between a parent and child.
Electronic Resources:
Author Website: http://www.sharoncreech.com/
This website can be used for studetns to learn more about the author and about the book. For example, the website explains where Sharon Creech found her inspiration for hte book.
This website can be used for studetns to learn more about the author and about the book. For example, the website explains where Sharon Creech found her inspiration for hte book.
Oral Excerpt from the Book: https://www.youtube.com/watch?v=v5RlDCwJspo
This excerpt is read by Sharon Creech and can be used to garner interest in the book. It is also a great example of reading with expression.
This excerpt is read by Sharon Creech and can be used to garner interest in the book. It is also a great example of reading with expression.
https://www.youtube.com/watch?v=ldDibbYsDqk
Have students listen to the summary of the book. Then, have a class discussion on whether or not this is a good summary. During the discussion create perimeters of what makes a good summary. After the discussion have students write their own short summary using t hose perimeters. Then, have students volunteer to share their su mmaries.
This activity will help students to put together their understan ding of the book while being concise.
Oral Reading of a Summary of the Book: Have students listen to the summary of the book. Then, have a class discussion on whether or not this is a good summary. During the discussion create perimeters of what makes a good summary. After the discussion have students write their own short summary using t hose perimeters. Then, have students volunteer to share their su mmaries.
This activity will help students to put together their understan ding of the book while being concise.
Resources:
Creech, S. (2013, June 28). Newbery Medalist Sharon Creech reads from THE BOY ON THE PORCH. YouTube. Retrieved June 12, 2014, from https://www.youtube.com/watch?v=v5RlDCwJspo.Creech, S. (2013). The boy on the porch. New York: Joanna Cotler Books.
Dictionary.com - The world's favorite online English dictionary!. (n.d.).Dictionary.com. Retrieved June 10, 2014, from http://www. dictionary.com.
JLG On the Radar Booktalks (n.d.). The Boy on the Porch.YouTube. Retrieved June 12, 2014, from https://www.youtube.com/watch?v=ldDibbYsDqk.
Making Inferences. (n.d.). Making Inferences. Retrieved June 12, 2014, from http://files.havefunteaching.com/worksheets/reading/ inferences/inferences-worksheet-3.pdf.