About the Book
About the Author
Special Events
Book Discussions
Discussion Questions
View It
Further Reading
Web Resources
How to Participate
Teacher Information
About On the
Same Page

Teachers of high school classes can help their students participate in On the Same Page every February and March. Teachers of younger teens may prefer to participate in OTSPTeen, a new program coming next October.

The Public Library of Cincinnati and Hamilton County will provide copies of Alex & Me to schools. Teen Librarians from your local branch library are available to present book talks or lead discussions in the classroom. To get involved, follow these steps:

  • Teachers who would like multiple copies of Alex & Me should have an active Educator Card from the Public Library of Cincinnati & Hamilton County. For information about obtaining or renewing an Educator Card, please contact your local library or Circulation Services at 513-369-6913.
  • Contact Teen Librarian Martha Earls by phone 513-369-6960 or email to reserve a collection of books for classroom use (maximum of 50 books per request). Teachers are welcome to pick up their collections at any of our library agencies.
  • Look for related programming at library locations in February and March, including a visit by the author at 2:00 on March 5 at the Main Library.

Curriculum Guide & Ohio Department of Educator Academic Standards

English Language Arts Benchmarks and Indicators, Grades 11-12

Acquisition of Vocabulary
  • Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). (Grades 11 & 12)
  • Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. (11 & 12)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
  • Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. (11 & 12)
  • Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. (11 & 12)
  • Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. (11 & 12)
Reading Applications: Informational, Technical and Persuasive Text
  • Analyze the content from several sources on a single issue, clarifying ideas and connecting them to other sources and related topics. (11 & 12)
Writing Applications
Using the topics introduced in Alex & Me:
  • Write responses to literature that:
    • Support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors
    • Anticipate and answer a reader's questions, counterclaims or divergent interpretations (11 & 12)
  • Write informational essays or reports, including research, that:
    • Develop a controlling idea that conveys a perspective on the subject;
    • Create an organizing structure appropriate to purpose, audience and context;
    • Include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources;
    • Make distinctions about the relative value and significance of specific data, facts and ideas;
    • Anticipate and address a reader's potential biases, misunderstandings and expectations; and
    • Provide a sense of closure to the writing. (11 & 12)
  • Write persuasive compositions that:
    • Articulate a clear position;
    • Support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and
    • Develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning). (11 & 12)
Communication: Oral and Visual
  • Deliver informational presentations (e.g., expository, research) that:
    • Present a clear and distinctive perspective on the subject;
    • Present events or ideas in a logical sequence
    • Support the controlling idea with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;
    • Include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);
    • Use appropriate visual materials and available technology to enhance presentation; and
    • Draw from and cite multiple sources including both primary and secondary sources and consider the validity and reliability of the sources. (11 & 12)

Science Benchmarks and Indicators, Grades 11-12

Scientific Inquiry
  • Evaluate assumptions that have been used in reaching scientific conclusions. (11)
  • Explain why the methods of an investigation are based on the questions being asked. (11)
  • Summarize data and construct a reasonable argument based on those data and other known information. (11)
Scientific Ways of Knowing
  • Demonstrate that scientific explanations adhere to established criteria, for example a proposed explanation must be logically consistent, it must abide by the rules of evidence and it must be open to questions and modifications. (11)
  • Recognize that bias affects outcomes. People tend to ignore evidence that challenges their beliefs but accept evidence that supports their beliefs. Scientists attempt to avoid bias in their work. (11)
  • Explain how theories are judged by how well they fit with other theories, the range of included observations, how well they explain observations and how effective they are in predicting new findings. (11)
  • Give examples that show how science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others. (12)
  • Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence and suggesting alternative explanations for the same observations. (12)
  • Select a scientific model, concept or theory and explain how it has been revised over time based on new knowledge, perceptions or technology. (12)
  • Explain that scientists may develop and apply ethical tests to evaluate the consequences of their research when appropriate. (12)
Science and Technology
  • Identify that science and technology are essential social enterprises but alone they can only indicate what can happen, not what should happen. Realize the latter involves human decisions about the use of knowledge. (11)
  • Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges. (11 & 12)
Alex & Me