Title:
Jonathan Cleaned Up : Then He Heard A Sound: Or Blackberry Subway Jam
Bibliographic Information:
Munsch, Robert N. (1981). Jonathan cleaned up : Then he heard a sound: Or blackberry subway jam. Toronto, Canada: Annick Press, LTD.
Weekly Requirement:
Pleasure Reading Picture Book
Plot Description:
Jonathan's mother asks him to not make a mess in their living room while she goes to get a can of noodles. While she is gone Jonathan hears a noise behind the wall. Suddenly it opens up and a subway comes through! People get out and get back on and make a big mess! When Jonathan's mother comes back she is mad and tells him to pick up the room. Jonathan cleans up the room, but when he mother steps away he hears the noise again and the same thing happens! At first his mother does not believe him but then she sees the subway too! Jonathan tells the subway conductor that there home is not a subway stop, but the conductor insists that it is. Jonathan decide to go to city hall to straighten things out. The mayor refuses to help him, but he meets the man who runs the computers and has him fix the problem. Jonathan's apartment is no longer a subway stop, and the new location of the subway stop is one that will surprise the mayor!
Quantitative Reading Level:
Flesch-Kincaid 3.6
Qualitative Reading Analysis:
The meaning of the text is low with a single level of simple meaning. The structure is low-level complexity. The narration is told in the third person without any shifts in perspective and the order of events in chronological. The language complexity is low. It is written in American English and easy to understand. No background or life experience is necessary to understand the text.
Content Area:
English
Maine Common Core Content Area Standard:
CCSS.ELA-Literacy.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
Curriculum Suggestion:
This book is great for reading aloud to students and having them predict what will happen next in the story.
Bibliographic Information:
Munsch, Robert N. (1981). Jonathan cleaned up : Then he heard a sound: Or blackberry subway jam. Toronto, Canada: Annick Press, LTD.
Weekly Requirement:
Pleasure Reading Picture Book
Plot Description:
Jonathan's mother asks him to not make a mess in their living room while she goes to get a can of noodles. While she is gone Jonathan hears a noise behind the wall. Suddenly it opens up and a subway comes through! People get out and get back on and make a big mess! When Jonathan's mother comes back she is mad and tells him to pick up the room. Jonathan cleans up the room, but when he mother steps away he hears the noise again and the same thing happens! At first his mother does not believe him but then she sees the subway too! Jonathan tells the subway conductor that there home is not a subway stop, but the conductor insists that it is. Jonathan decide to go to city hall to straighten things out. The mayor refuses to help him, but he meets the man who runs the computers and has him fix the problem. Jonathan's apartment is no longer a subway stop, and the new location of the subway stop is one that will surprise the mayor!
Quantitative Reading Level:
Flesch-Kincaid 3.6
Qualitative Reading Analysis:
The meaning of the text is low with a single level of simple meaning. The structure is low-level complexity. The narration is told in the third person without any shifts in perspective and the order of events in chronological. The language complexity is low. It is written in American English and easy to understand. No background or life experience is necessary to understand the text.
Content Area:
English
Maine Common Core Content Area Standard:
CCSS.ELA-Literacy.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
Curriculum Suggestion:
This book is great for reading aloud to students and having them predict what will happen next in the story.
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