The Lemonade War
ABOUT THE BOOK
The Lemonade War tells the story of an exciting summer spent
by a loving but competitive pair of siblings, Evan and Jessie
Treski. At the end of the summer, Jessie, the younger and more
academically inclined of the two, is delighted to learn that
because she is skipping third grade, she will be in Evan’s fourthgrade class when school starts in a few days. To say the least,
Evan is less than thrilled. The children’s personal conflict
becomes a professional one as well, as they set out to outsell each
other at their respective lemonade stands. The arc of the
narrative follows the arc of Evan and Jessie’s business endeavor,
from inception to actualization to dissolution, with all the ups and
downs along the way. Davies manages to follow this course
without becoming dry or dull—in part because the ups and downs
of the Treskis’ business endeavor are tied to the ups and downs
of their relationship. The characters are lively, realistic, and well
defined, and their conflict is handled with sensitivity and without
influencing the reader to take sides. We find our- selves rooting
for both of these creative and hard-working chil- dren all the way
through to the book’s satisfying conclusion.
ABOUT THE AUTHOR
Jacqueline Davies was born in Cleveland, Ohio on July 25, 1962.
She started writing at a young age and published her first book,
Where the Ground Meets the Sky, in 2002. Now Ms. Davies lives
in Needham, Massachusetts, with her husband, three kids, and a
dog. The idea for The Lemonade War actually came from an
argument between her sons when they were selling lemonade!
Pre-Reading Activities:
 Look at the cover of the book. Make predictions about what
the book is about.
 Turn to the Table of Contents. Instructor will define Table
of Contents for the students:
Table of Contents: a list of divisions (chapters or articles) and the
pages on which they start.
 Instructor will call out names of chapters in The Lemonade
War and ask the students what page the chapter begins on.
Pre-Reading Questions:
 Have you ever started a business? Describe what business
and how you started it.
 Did you ever want to start a business to make money?
 What kind of businesses could kids start? Make a list.
Chapter 1: Slump
Materials: Vocabulary word cards, notebook paper, pencil,
dictionaries, personal booklets for definitions.
Instructor will introduce vocabulary to students:
 slump
 bare
 install
 avoid
 complicated
 hurtful
 humiliated
 swollen
Instructor will pair students up. Each pair of students will be
given a dictionary. Each pair of students will be given two words
to define, write a sentence and illustrate. Students will share
their words with their classmates once everyone is finished.
Instructor will pass out books to students. Students will turn to
Chapter 1: Slump. Instructor will direct student’s attention to
the definition of slump at the top of the page. Instructor will
orally read the definition. Students will echo read the definition.
Pass out a booklet to each student. They are to write their name
and the word dictionary on the front of the booklet. Students will
write the definition down in their dictionary. Students will write a
sentence using the word.
Instructor will orally read Chapter 1 to the students. Students
are to follow along with their pointer fingers.
Discussion questions:
1. What is Evan and Jessie’s relationship? Use examples from the
story to support your answer.
2. What does Evan do to calm himself down?
3. What do you think the letter is about? Make a prediction.
4. In the story, Evan chose not to help his parents with the air
conditioner. 5. What are some grown up jobs that you do around
the house to help your parents?
Writing Connection:
Write about a time you were mad at a brother, sister, or friend.
In your story include why you were angry? How did you calm
down? Was the problem solved?
Chapter 2: Breakup
Materials: crayons, pencils, drawing paper, advertisement,
vocabulary words, vocabulary sentences.
Vocabulary Words:
 breakup
 growth sprut
 complaint
 puny
 frustrated
 competition
 bankrolling
 change
 deserted
Students will use vocabulary words to complete sentences in
pocket chart.
Pre-Reading Questions:
1. What are some important tools you need if you were going
to set up a “lemonade” stand?
2. How would you feel if you had a brother or sister in your
class?
3. Have you ever played a game that you did not want to play
for a brother, sister, or friend?
Instructor will pass out books to students. Students are to turn
to Chapter 2: Breakup. Instructor will direct student’s attention
to the word breakup and its definition. Students will write the
definition down in their dictionary. Students are to write a
sentence with the word.
Students will partner read Chapter 2: Breakup. Teacher will
monitor as students read. Instructor and students will discuss
the chapter using the following guiding questions:
1.
2.
3.
4.
5.
Evan is very angry at his sister. Why?
Why did Jessie get a letter this summer?
What did it tell her parents?
Is Jessie to blame for her moving into the fourth grade?
If you were Evan, how would you be feeling?
Art Connection: Pretend you are going to open your own lemonade
stand. Plan out the supplies you need, where you will set up and
sell lemonade, who will help you, and how much start up money you
will need. Illustrate your lemonade stand. Students will share
their lemonade stand illustrations.
Writing Connection: What have you done to make your brother,
sister, or friend jealous of you? Write a story telling about it.
Students will share their stories with the class.
Chapter 3: Joint Venture
Materials: pencils, crayons, student dictionaries,
advertisement, notebook paper, drawing paper, flow chart
Vocabulary
1. joint- the place at which two things, or separate parts of
one thing, are joined or united, either rigidly or in such a
way as to permit motion; juncture.
2. venture- an undertaking involving uncertainty as to the outcome, especially
a risky or dangerous one
3. vendor- a person that sells
4. satisfied- content
5. profits-pecuniary gain resulting from the employment of capital in any
transaction
6. pedestrians-a person who goes or travels on foot
7. lull- to put to sleep or rest by soothing means
8. weasel-a cunning, sneaky person.
Instructor will go over vocabulary words and definitions with students.
Pre-Reading Questions:
1. Have you tried working on a project with another person?
2. Do you think you work better alone or by yourself?
3. Can friends work well together?
Students will partner read Chapter 3: Joint Venture. As students are
reading instructor will walk around and monitor the groups. Once all groups
are finished reading, instructor and students will discuss the chapter using
the following guiding questions:
 Evan does not like Scott. What can you tell about Scott from the
reading?
 On page 30, Evan said to Scott, “You’ll drink all our profits if you do
that.” What does this mean?
 Why was their a lull in sells at Evan’s Lemonade stand?
 What is Scott and Evan saving up for?
 Do you think Jessie was bragging to Evan that she was making more
money than he was?
 What could help the kids sell lemonade?
Art Connection:
Instructor will show the students an advertisement. Instructor will tell the
students what advertisement means.
Advertisement: the business of drawing public attention to goods and
services
Students will create a poster advertising for lemonade.
Writing Connection:
Write about an experience where you had a challenging time working with
someone else. What did you have to do and how did you solve the problem?
Comprehension:
Instructor will explain to students what a summary is. A summary is three
to five sentences written to tell the main points in a selection. Students will
use flow maps to summarize the chapters in Lemonade War.
Chapter 1
Chapter 2
Chapter 3
Chapter 4: Partnership
Material: pencil, 5 circle maps per student, dictionary
Vocabulary:
 partnership
 impressed
 misery
 pathetic
 deflating
Instructor will introduce vocabulary words to students. Students will be
given five circle maps. They are to write the name of the word in the center.
In one part, write the definition, a sentence, illustration, and a sentence
from the chapter in which the word is used.
Instructor will inform students to turn to chapter 4 in their books.
Instructor will read the definition for partnership to students. Students will
copy the definition in their personal dictionaries. Students will write a
sentence using the word.
Pre-Reading Questions:
1. Are you a number person or a picture person?
2. Is it easier to solve problems with numbers or pictures?
3. Describe a time when you met a new friend. What did you say? How
did you ask them to play with you?
4. Have you ever had to speak up for yourself and tell someone what you
wanted?
Fluency: Instructor will read Chapter 4, Partnership to students. Students
will follow along with their pointer fingers.
Guiding Questions for Discussion:
1. Jessie did not understand why Evan was mad at her. Describe Evan’s
side of the story. Describe Jessie’s side of the story.
2. How did Jessie ask Megan to play?
3. What are some character traits you would use to describe Jessie?
4. Why were more people going to Jessie’s lemonade stand than Evan’s
stand?
5. Why did Jessie use pictures to explain how much money they would
make?
Instructor will review what a summary is. Students will draw another box
for Chapter 4 on their flow map and write a summary of Chapter 4.
Writing Connection:
Students are to write a story describing a time where they met someone
new. They are to illustrate and share their stories.
Comprehension Check-Up:
Instructor will pass out comprehension activity on Chapters 1-4. Students
are to answer the questions independently. Reinforce the importance of
looking back in the selection to locate the answers.
Chapter 5: Competition
Instructor will introduce the word competition with the students.
Students will turn to page 59 in their book and write the definition of
the word.
Materials: student dictionaries, pencil, circle map
Vocabulary: competition, irritated, showoff, miser, charity, vow
Instructor will show students the vocabulary word. Students will pair up
and choose one of the words to create a circle map. Instructor will tell
the students to write the word in the middle and write words that
describe the word around the word. Student groups will share their circle
maps.
Pre-Reading Questions:
 Have you ever had a bet with a brother, sister, or friend? What
was it? Did you win or lose?
 How do you feel when you fight with a brother, sister, or friend?
How do you think your parents feel when you fight?
 Why do people compete with one another?
Fluency:
Students are to read Chapter 5: Competition with their partner. After all
groups have finished reading, instructor will ask the students the following:
 Why is Evan mad that Jessie became friends with Megan?
 Why does Evan feel like Jesse is racing him to get the dishes done?
 What does Jessie plan to spend her lemonade money on?
 What was the “spit-vow?”
 Why does Evan and Jessie’s mom feel sad when they argue?
 What is the bet?
 When will they determine who wins the bet?
Writing Connection:
Instructor is to discuss with students what it means to compete.
Students are to write an essay about what students compete in.
Students will share their essays with the class.
Chapter 6: Underselling
Materials: pencil, paper
Vocabulary: underselling, satisfaction, complicated, value added, goodwill
Instructor will go over the definitions of each word:
1. underselling- to be sold for less than what something is worth.
2. satisfaction-the act of satisfying
3. complicated-to make of become complex or difficult
4. value added-adding something extra
5. goodwill-the value of the trade a business has built up
Instructor will pass out books to students. Students are to turn to Chapter
6: Understanding. Instructor will direct student’s attention to the word
breakup and its definition. Students will write the definition down in their
dictionary. Students are to write a sentence with the word.
Pre-Reading Questions:
1. Meeting new people is difficult. How do you feel when you meet a
group of kids?
2. What are some ways we communicate?
3. When items in the store are cheaper, do you find yourself buying
more?
Students will partner read Chapter 6: Understanding. Teacher will monitor
as students read. Instructor and students will discuss the chapter using the
following guiding questions:
1. Jessie said girls communicate in different ways. What does she mean
by that?
2. How do girls communicate differently from boys?
3. Jessie brought up the term, value added. Based on page 77, what does
valued added mean?
4. What did she do to add value to her lemonade stand?
5. Evan used the idea of Goodwill? Based on page 85, what does Goodwill
mean?
6. How did he earn so much money?
7. Who made the most sells that day?
8. Why did Jessie like Evan’s friend, Paul, the most?
Writing Connection:
Instructor will review the definition of goodwill. Students are to
write about a time that they experienced goodwill. Students will share
their story.
Chapter 7: Location, Location, Location
Materials: vocabulary cards, pencil, paper
Instructor will pass out books to students. Students are to turn to Chapter
7: Location, Location, Location. Instructor will direct student’s attention to
the word location and its definition. Students will write the definition down
in their dictionary. Students are to write a sentence with the word.
Pre-Reading Questions:
1. Have you ever tried to save for an object for a very long time?
2. Are you a ‘saver’ or a ‘spender’?
3. If you could open your own store, where would you set it up?
Vocabulary: location, permit, privilege, town hall, enforce
Instructor will introduce the vocabulary words to the students. Students
and instructor will discuss each word. Students will look through Chapter 7:
Location, Location, Location, to find a sentence using each word. Students
will read the sentence to the class.
Students will partner read Chapter 7: Location, Location, Location. Teacher
will monitor as students read. Instructor and students will discuss the
chapter using the following guiding questions:
1. How did Evan figure out how much he had to earn to buy the Ipod?
2. Why did Evan feel proud of himself for solving that math problem?
3. Where did Evan go to sell lemonade?
4. Evan checked out the competition. He went by the Big Dipper and
asked how much they sold their drinks for. Why would he do this?
5. What is a permit?
6. Why did Evan need one?
7. Who is Officer Ken and why wasn’t he smiling?
8. What happened once Officer Ken talked to Evan?
9. How much did Evan earn so far?
Writing Connection:
Writing Prompt: Write about a time you were trying to save up for
something.
Students are to share their stories with the class.
Comprehension Check-Up
Students will answer comprehension questions based on Chapters 5-7