A Taste of Blackberries
By: 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. Houser
Martha
Jamie
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 Language
Introduce 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. 9
I 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 2
Materials: 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
mimicked uncanniest
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
ground
Mrs. Houser
solutions chauffeur
brother sad
permission Martha
uncanniest
ransom
love
street
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 3
Materials: word cards, definitions, books, notebook paper,
pencils, assessment sheets
Vocabulary 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 about
Problem: what is happening to the character
Solution: 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 Connection
Summary: 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 Context
impressed
unconsciousness
instinct
encyclopedia
intend
trellis
allergic
conscience
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 5
Materials: pencils, notebook paper, vocabulary cards, books,
compound word match-up, assessment sheet
Vocabulary:
submerged
panicky
convinced
concentrated
scurried
windowsill faucets
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 Words
Compound words are two words put together to make one word.
Example: window + sill = windowsill
out + side = outside
In 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 6
Materials: 4 circle maps per person, a dictionary, pencil, crayons,
notebook paper, analogy activity
Vocabulary
private
speckledy
radiant
gnawing
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.)
Working With Words
Orally go over the definition and example of analogy.
Analogy: drawing a comparison in order to show a similarity in
some respect
Example: 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:grasp
tomentor:bully::tattler:snitch
cherish:care for:: aggravate:irritate
lavender: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
droning
taboo
limousine
reverse
oblong
concentrated
gravity
chrysanthemums
automatically
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
Vocabulary
disloyal
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 Activities
Materials: 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 on
A Taste of Blackberries.
Name:
Date:
1.
2.
3.
4.
5.
A Taste Of Blackberries Assessment
What did Jamie and his friend pick at the beginning of the
book?
a.
plums
b.
blackberries
c.
strawberries
d.
peaches
What did Mrs. Houser ask the boys to help with?
a.
getting rid of beetles
b.
feeding her cat
c.
cutting her grass
d.
helping cook
Who did Jamie’s friend think was a pest and he didn’t?
a. Martha
b. Heather
c. Sam
d. Jamie
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.
What happened to Jamie when they were scraping Japanese
beetles off Mrs. Houser’s plants?
a. Nothing
b. 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. Martha
b. His mother
c. Mrs. Houser
d. His best friend
8. Jamie died from _________________.
a. cancer
b. snake bite
c. bees’ stings
d. heart attack
9. Jamie stuck a stick in the hole of a ___________ nest.
a. Hornet’s
b. Ant’s
c. Bee’s
d. Snake’s
10.
Who comforted Jamie’s best friend when Jamie died?
a. His dad
b. Mrs. Mullins
c. Mrs. Houser
d. His mom
11.
What was Jamie allergic to?
a. snakes
b. bees
c. ants
d. apples
12.
Where did Jamie and his best friends take Martha?
a. home
b. to the store
c. to their school
d. 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 code
b. sign code
c. morse code
d. blind code
15.
What did Jamie’s friend think about after he realized
Jamie was dead?
a. Bad memories
b. Sad memories
c. All fun times they had together
d. All the above
A TASTE OF BLACKBERRIES
RL: 4.0
STAR