Victorian homes are packed full of character with high ceilings and well proportioned rooms boasting beautiful detailing that oozes period charm. It’s important to make the most of your space,

Well, what indeed? He got rubbed out of history as being no longer desirable or fashionable to the modern world. And who rubbed him out? His supposed best "comrade", the Socialist Left - that's who! The Left began by extolling the virtues of the ordinary, working man but all the while they were planning his extinction. And whenever Marxists took control of the government they literally "rubbed out" millions of ordinary working men and their families by mass slaughter. So much for the great champions of the working class! In reality, Marxism has ever been the darling of the lazy, stupid, prostituted, ne'er-do-well or egoistic members of the middle and upper classes who wanted to pose as salon revolutionaries and champagne Bolsheviks for their chic, rich friends and to climb up the greasy pole by the cheat's quick route rather than by hard work. But it has ever been the ordinary working man who has had to pay for these revolutionary poseurs and hypocrites - often with his very life. Now that Marxism and its base and murderous materialism is discredited (despite decades of utter adulation and base grovelling from the media and academics of the free world!) has the working man been restored to his rightful place? Nope. Seedy, hedonistic, self-worshipping, atheistic, anti-life Capitalism has swept in to replace the gross materialism of atheistic Marxism with another equally gross materialism. In each case their only god is self and material goods. In each of these loathsome creeds, one's neighbour is merely there to be exploited, used, cheated, defrauded or, if he gets in the way, terminated. Each creed has one other thing in common. They have successfully abolished the good, old working man and replaced him with something entirely modern, entirely ugly and often grotesque and degraded. Phoney, modern "working class" frauds include screaming, rock-ape billionaires like Bruce Springsteen. Working class? Who's he kidding! The working man has often either been transmogrified into a caricature of himself, "sexed up" to look like some fatuous "pop" star, or forced into a job far more tedious, dreary and soul-destroying than any factory, coal-mine or ship-yard ever was. If that fails, he ends up in the Young Offenders' Institute or prison. This is apparently called "progressive". And, of course, if he is white, male and European, he is positively despised by the institutions of modern society whose political correctness has become a new form of neo-Fascism. But when a war comes and the government needs someone to fight it, to whom do they go? Yep, the ordinary, working man, again. Old Tommy gets pushed to centre stage again. And when the war's over, he's forgotten again. Or, if the government is New Labour, he doesn't even get remembered while he is actually fighting the war! Instead, he is forced to make do with out of date equipment, poor conditions and weapons and a black bag and a few quid for his wife and family back home, if he is killed! Note well, ladies and gentlemen! Note well. This is a supposedly "Labour" government that is doing this to our boys at the front. "Labour"? Who are they kidding? They would not know a labouring man if he rose up before their very eyes and punched them on the nose! Kipling, as ever, understood it well: Tommy By Rudyard Kipling, 1892 I went into a public- 'ouse to get a pint o' beer, The publican 'e up an sez, "We serve no red-coats here." The girls behind the bar they laughed an' giggled fit to die, I outs into the street again an' to myself sez I: O it's Tommy this, an' Tommy that, an' "Tommy go away"; But it's "Thank you, Mister Atkins," when the band begins to play- The band begins to play, my boys, the band begins to play, O it's "Thank you Mr Atkins," when the band begins to play. I went into a theatre as sober as could be, They gave a drunk civilian room, but 'adn't none for me; They sent me to the gallery or round the music-'alls, But when it comes to fighting', Lord! They'll shove me in the stalls! For it's Tommy this, an' Tommy that, an' "Tommy wait outside"; But it's "Special train for Atkins," when the trooper's on the tide- The troopship's on the tide, my boys, the troopship's on the tide, O it's "Special train for Atkins," when the trooper's on the tide. Yes, makin' mock o' uniforms that guard you while you sleep Is cheaper than them uniforms, an' they're starvation cheap; An' hustlin' drunken soldiers when they're goin' large a bit Is five times better business than paradin' in full kit. Then it's Tommy this, an' Tommy that, an' "Tommy 'ow's yer soul?" But it's "Thin red line of 'eroes" when the drums begin to roll- The drums begin to roll, my boys, the drums begin to roll, O it's " Thin red line of 'eroes," when the drums begin to roll. We aren't no thin red 'eroes, nor we aren't no blackguards too, But single men in barricks, most remarkable like you; An' if sometimes our conduck isn't all your fancy paints, Why single men in barricks don't grow into plaster saints; While it's Tommy this, an' Tommy that, an' "Tommy fall be'ind," But it's "Please to walk in front, sir," when there's trouble in the wind- There's trouble in the wind, my boys, there's trouble in the wind, O it's "Please to walk in front, sir," when there's trouble in the wind. You talk o' better food for us, an' schools, an' fires, an' all: We'll wait for extry rations if you treat us rational. Don't mess about the cook-room slops, but prove it to our face The Widow's Uniform is not the soldier-man's disgrace. For it's Tommy this, an' Tommy that, an' "Chuck 'im out, the brute!" But it's "Saviour of 'is country" when the guns begin to shoot; An' it's Tommy this, an' Tommy that, an' anything you please; An' Tommy ain't a bloomin' fool - you bet that Tommy sees! It was the Duke of Wellington who coined the popular nickname Thomas (or Tommy) Atkins, for the ordinary soldier. In the early 19th century, whilst Commander-in-Chief, he was asked to come up with a 'typical' soldier's name. Thinking back to his first campaign in the Low Countries in the 1790s he remembered a badly wounded, but stoical, soldier he had encountered - Sergeant Thomas Atkins - who had said in answer to an enquiry about his condition "All in a day's work, sir". So the name stuck as the sobriquet of the best sort of ordinary British soldier or "Tom". Still, not all is black. There seems to be something of an interest abroad in restoring the old idea of training for a trade, instead of pretending that all young men and women must become University students. There is talk of widening the scope of opportunity for what used to be called apprenticeships to a trade. A tradesmen these days can earn good money and can go into business on his own account. The self-employed tradesman is (or ought to be) the backbone of society and certainly was so during the Christian era in western society. He is the foundation of what Edmund Burke called his "little platoons" so essential for any successful and healthy society. Indeed, in the Middle Ages a very well organised and structured system of Trade Guilds and Livery Companies existed which fulfilled a whole range of functions including: Training apprentices and journeymen (from the French journee i.e. a day worker) for each trade Regulating the standards of the trade to ensure that cheats, swindlers, crooks and thieves were weeded out and bad practices were not allowed Determining the standards and criteria for the awarding of the rank of Master or Master Craftsman Maintaining a provident fund for sick and disabled tradesmen of the Guild and their families Maintaining a Guild chapel or church and chaplains to provide for the spiritual needs of members and their families and to pray for their dead Maintaining funds for poor scholars and gifted sons of the poor to be trained for the sacred ministry Maintaining a general fund for the poor and indigent and their families Maintaining and regulating the government, customs, rules and traditions of the Guild Electing senior members of the Guild to the municipal government of the City or Town This system was attacked and undermined by the rapacious "new men" of the Reformation who, already rich, wished to become richer and so invented the beginnings of modern Capitalism that went on to deprive the working man of his rightful and Christian heritage. Now, once again, Tommy Atkins is derided and abused by those who think they don't need him any more. Come back, Tommy, your country needs you now more than ever. "When the guns begin to shoot" The supposedly bigoted, ignorant and racist "Tommy" rescues his Indian cavalry comrade whilst being shot at by rebel Egyptians during the Battle of Tel El-Kebir in 1882. Worthless Feminists and Socialist trendies now call our Tommy a DWEM - "dead white European male" and dismiss him out of hand. They would have no freedom to do so were it not for the very Tommy Atkins whom they so shamefully deride. ...

An escape room in the classroom is a super fun way to engage your students in any topic. Make one easily with the worksheet you already have!

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There is little more satisfying than a celebrity flipping off a photographer. Something about the devil-may-care attitude combined with the irreverence of the gesture is delightful, and when that finger is directed at a paparazzi, all the better.

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middle school chorus

Teaching middle school is like no other teaching assignment - like no other task on Earth for that matter. As a teacher, you need to be just the right mix of cool and strict - but most important, calm. You need to have a good relationship with your students overall based on mutual respect. But that's much easier said than done. Here's the thing about middle schoolers in particular: They want to look good in front of their peers. What their peers think of them is of utmost importance to them (whether they are in touch with that reality or not). Therefore, they will "save face" if they think you, the teacher, are criticizing them or making them look bad in any way. (Meanwhile, you meant no harm; you were simply calling them out on a behavior they clearly exhibited). The thing is you can't call them out in front of their peers. I mean you can, but you shouldn't. Whenever possible, call out their less-than-stellar behavior one-on-one, without their peers hearing it. This could mean going to their desk and whispering, or waiting for a good time to call them to your desk ever so calmly. It's easier to call them out from wherever you are, but if you want your class under control and to maintain respect, somehow arrange a private convo instead. The Goal is this, which is my #1 Rule for Teaching Middle School: No Power Struggles Have you ever noticed how some kids act so differently when their peers aren't around? Let's say a kid in your class before lunch was really pushing your buttons and disrupting class, but then he forgets his lunch in your room. He comes back to get it. You two talk. He's really nice and respectful! You have a pleasant conversation. You're wondering if this is the same person or perhaps a twin brother you weren't aware of. What is going on? IT'S BECAUSE HIS PEERS AREN'T THERE! I'm using a boy as an example, but the same thing applies to girls. Do NOT try to address a student's behavior in full view of his or her peers (a.k.a. the audience). You could get yourself into a full-blown power struggle before you know it. At first, by drawing attention to his or her behavior in front of his or her peers, you may inadvertently say something or suggest something that makes the student, from his or her perspective, look bad or uncool or different in some way. If you're not careful, you might find that the child you're disciplining escalates the situation, essentially trying to look good at any cost, even if that means receiving a negative consequence. For some kids, receiving a negative consequence is just more attention (and even negative attention is attention) and the whole situation will most likely make most of the students in the class think you're the bad guy and he or she is the good guy. You don't want that. There should not be a bad guy or a good guy, just you the teacher calmly in control. What you want to do is simply find a way to calmly speak to the student one-on-one. Keep your voice calm, logically explain everything, follow through on a fitting consequence OUT OF VIEW OF THEIR PEERS and most likely you'll avoid the full-blown power struggle. And, whenever possible, DO POINT OUT POSITIVE BEHAVIORS IN FRONT OF THEIR PEERS. Give them the good attention they want deep down inside. Say something like "Hey everyone, I really like how Alex is using his notes to write his essay. Wow, he's almost done." I heard you are supposed to give five praises for every one disciplinary comment. I say I heard that, because I need to work on that lol. GOOD LUCK! Here's another trick I learned. When you provide your students with high-interest learning resources they feel are relevant to them and interesting in some way, they will actually behave better. They will get sucked into whatever you are trying to get them read, write, or do and forget about misbehaving. So, that's why I created these high-interest informational texts and tasks. I went out of my way to make the articles super interesting to middle schoolers by writing about things that interest them. And, guess what? It worked. I keep hearing from teachers how kids get so into these passages. They actually want to answer the questions. They even want to discuss the articles as a group. And teachers keep reporting how much time and hassle I have saved them. I did that by aligning every text and task to a specific Reading Informational Text Standard and did that 10 times to cover all 10 of them individually. Now teachers don't have to go searching for the right articles that bring out the right skills. Try both volumes and use them all year long! Your students are actually going to behave better because they won't be bored! I even made them in both PDF and interactive Google Slides in case you want the easy distance learning option! And don't forget to pin this so you can read it again or share it with a friend. Best wishes to you this year! You got this!

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an aesthetic. i am a middle aged married adult

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middle school chorus

Terme Del C. This used to be a big Spa. Started in the beginning of the 20th century. Also during the second world war the activity continued. In the middle of the 20th century it was destroyed by a big fire and was rebuild again. When it was left abandoned i do not know. But since the 21th century it's owned by a investor which was planning to build appartments on the grounds. Due to the fact that it is a monument now, the place still exists. Visited this location during our Italy trip in May 2013

An escape room in the classroom is a super fun way to engage your students in any topic. Make one easily with the worksheet you already have!

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The pencils are sharpened, your classroom is clean and the bell rings…gulp…here they come! My feelings on the first week of school are conflicted. On one hand, it’s one of the most important weeks. Explaining and practicing the class procedures and expectations sets the tone for the rest of the school year. Success is vital. On the other hand, I’m so excited to start teaching my historical content that waiting until all the expectations are explained requires a lot of patience! Every teacher has their own plan of action for that pivotal time. Here are 5 things I can’t live without during the first week of school: One: An Icebreaker. I aim to try and make kids feel comfortable in my classroom on day one. One of my favorite little activities is Fact or Fiction. Each student receives a small slip of paper and they’re instructed to write one fact and two fictions. Then each person (including myself!) introduces themselves and we all try to guess which statement is the fact! It’s a great way to quickly learn about each other. Two: Classroom Information and Expectations. This is every teacher’s staple, I know, but it had to go on the list because it’s a must-have! When you’re making your own, spell everything out – from the obvious grading procedures and late work policy to how to pass back papers and when to sharpen pencils and go to the bathroom. Trust me, leave no stone unturned. Your classroom will function much better if you set the tone from day one. (Oh, and don’t forget a seating chart!) Three: Fun and Games. On the second day of school, I love to start class with a little game. It’s a great way for the kids to start practicing our classroom procedures and expectations while getting familiar with their teacher and classmates. Here are some of my favorite games that I use during the first week of school: (P.S. Some of these activities can be found in my Back to School Activities resources! Click the grade level you’re teaching to check them out: Sixth, Seventh, Eighth) InstaFriend: This activity gets students moving around the room and interviewing fellow classmates! Their InstaFriend paper has a series of descriptions and characteristics. When they find a student who matches the description, they write their name in the box. Each name can only be used once! Right or Wrong: I love skits. LOVE THEM. I like to introduce students to the idea of skits during the first week by allowing them to create their own based on our class expectations. I first divide students into small groups of 2-3. Each group then randomly receives one of our class procedures or expectations. As a group, they have to work together to create two mini skits – one showing the RIGHT way to follow the expectation, the other showing the WRONG way. They get to be silly and I get to reinforce my class expectations. After each skit I happily point out all the positive behaviors as well as each time a class policy was violated. It’s a light-hearted way to grab their attention and create a positive atmosphere all while practicing the laws of the land. Classmate Bingo: I love to play this game at the end of the first week. I give each student a blank bingo board with a large selection of personal characteristics, hobbies, etc. at the bottom. The students choose 16 off the list and create their customized board. Then, I randomly select characteristics from the list. If a student has that characteristic on their board, they have to write down a student’s name that matches the characteristic – but no cheating! They have to use what they’ve learned about others during their first week of school to try and win the game. Four: A Pre Test. After a few days of class information and fun, it’s time to start getting down to business. Each year, I make a short pre-test on the information they’ll learn about that year. It gives me a chance to see what the kids already know and gives them a feel for what subject matter they’ll be learning about in the coming weeks. FYI: Your pre-test probably won’t take the whole class period. Make sure to have plans for other activities, too, on the day you give your pre-test! Five: A Writing Activity. True fact: when I tell kids they’re going to do a writing activity, they groan every time. It’s a signal that the “real work” is about to begin. Luckily, they’re always relieved when I assure them that this activity will require very little research because it’s about a subject they’re experts in – themselves! I have a few different activities to choose from each year. Here are some suggestions: Student Survey: What are your strengths? Weaknesses? What do you hope to learn in this class? These are just some of the questions I ask students in the survey. The more I know about my students, the better I can help them achieve success in my class. Write Away: A staple of many: write a letter to a future you! I ask students to write goals for the year, dreams they wish to see realized, and questions they want to ask their “End of the Year” self. I tuck these letters away and revisit them during the last week of school. I’m Ready: Like every middle school history class, we do a lot of writing and students always have to back up their reasons, statements, etc. with evidence to support their claim. In this writing activity, students have to identify which class rule or expectation they believe is most important and provide evidence to support their claim. This activity both reinforces my classroom policies and secretly gives me a preview of their writing proficiency. Have I left anything out? If you have any fun plans for the first week of school, share them in the comments. I’m always looking for new ideas for my classroom!

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I’ll admit, when I first began using stations the main reason was so I didn’t have to make copies for 200 students. The copy machines at my school were frequently broken, out of toner, and often inaccessible due to high need from other teachers and the lack of regular and predictable planning periods. If I wanted to make copies, I either had to get to school around seven or stay well after the final bell rang. Even then I might not be able to print what I needed for my students because the paper might be locked away to save the district some money. Stations were a perfect solution to my copy machine dilemmas. However, once I began using stations I found many more reasons to keep using them in my seventh grade science classes. Perhaps most importantly, students love stations and are motivated simply because they can be out of their seats and be more in charge of their learning (more on that later). Stations are super easy to differentiate and can be used to meet the needs of all of your students. Also, they are easy to use and quick to set up. If you’ve never heard of stations, ever considered using stations, or if you currently use stations and they aren’t quite as effective as you’d like, keep reading. Students practice identifying variables and writing hypotheses with these Scientific Method Stations. What are stations? Stations are a way for students to practice lesson content while moving around the classroom instead of being seated at desks. (That might sound scary when considering certain classes—believe me, I’ve been there. However, I’ve used stations with even my most rambunctious, out of control classes of 35+ seventh grade students. It can be done successfully.) Stations can be questions or short tasks posted on the perimeter of the room. In my science classes I typically used questions that could be answered with students’ notes, textbooks, knowledge, or skills. I included a variety of question levels—some easy and straightforward and others rigorous and challenging. I have also set up measurement stations with tasks to complete such as finding the volume of an object using the water displacement method or predicting the mass of an object and then using a balance to see how close their predictions were. When I noticed students had a hard time finding information in textbooks, I had stations where students had to find a specific piece of information using glossaries, tables of contents, or indexes. I’ve even cut up a worksheet and posted it around the room as stations. Answering the questions on a worksheet can be tedious, but when that same worksheet is in station form it becomes more engaging and meaningful. When students are up and around the room doing stations they’ll need to record their answers. This can be done on notebook paper that they hand in when they’re finished or in their interactive notebooks. How do I set up stations in my classroom? Start off by writing the questions or tasks you want your students to answer. Use fairly large font so they are easy to read from a distance of several feet. Then print them out and cut them up. If you want, you can laminate them so they are in good condition by the time the last class of students goes through them. I personally did not laminate them, so I always had some rips or pencil marks on the papers by the end of the day. Instead of laminating I just used extra tape to prevent the majority of damage. Once you have your stations printed, cut out, and maybe laminated you can tape them around the room on walls, windows, or tables. Finding space in my classroom was always easy because my room was ginormous. I also had countertops bordering the walls of three-quarters of my classroom. The space you leave between stations obviously depends on how many stations you have, but whenever possible try to leave at least a yard between them. This helps the students stay focused on their task instead of socializing with nearby groups. It also helps the teacher spot misbehavior earlier and sprout fewer gray hairs. When should I use stations? There were two purposes for using stations in my classroom: practice or review. If I was using the stations as a way to reinforce the material we learned, I scheduled them after taking notes and doing a whole class practice. Basically, I wanted my students to have the fundamentals down and the ability to be decently independent before beginning stations. If students needed to review material, I typically used stations as a review activity the day or two before a test. I’ve also had luck using stations before big breaks like Thanksgiving break, winter break, spring break, or summer vacation. Whenever students are especially squirrelly, stations are usually a good choice because students can move around the room and still engage in the material they need to learn and understand instead of wasting learning time. (Stations have kept me sane on more than one occasion before a break.) What behavioral expectations should be established before beginning stations? Before beginning stations, you MUST go over your behavior expectations. Otherwise, the students have a 95% chance of turning feral within three minutes. Here are the station expectations I went over every time we did stations. Students will have no more than three students to a station at any time. If there is already a group at that station, then they must go to another station. Students do not have to go in order. They may skip around to any station as long as they write their answers in the correct location on their own papers. As long as students are on task and working, students may pick the student(s) they want to work with. Students may also work individually. Students will receive only one warning for off task behavior. If they are off task a second time, they will have to complete the assignment individually in their seat using a worksheet form of the stations. Students may only visit the answer sheet twice during the stations. When students finish the stations they need to check all of their answers and return to their seats. How do I monitor behavior during stations, and what do I do about misbehavior? If you aren’t directly supporting a group of students, walk around the room and monitor behavior. Keep an eye and ear out for horseplay. Whenever students misbehave or don’t follow a station expectation give them a warning. If students have a second problem, direct the offending students back to their seats and give them a worksheet form of the stations to complete individually. Remind students they cannot get out of their seats for the remaining station time, otherwise you might find them messing with their friends and wandering around the room “working on the stations.” Depending on whether your stations consist of questions or tasks, your students might not be able to do every station on their worksheet. In that case instruct them to skip the station or complete it individually later on. Biggest advice here: don’t let small misbehaviors get out of hand. Immediately give the warning/consequence and briefly explain to the student what they did wrong and why it’s a problem. Here is an example of how that might sound: “Billybobjoe, you were visiting another group again. When you do this it is distracting to other students and you can’t learn. Because you didn’t follow the station expectations, now you will finish the stations at your desk by yourself on this worksheet.” How can I use stations to meet the needs of all of my students? Stations are excellent for differentiation purposes. Students can choose what works for them. For example, I let my students determine if they wanted to work independently, with a partner, or in a group of three. They also determined the order in which they completed the stations. They could skip around or go in numerical order while working at their own pace. Posting an answer sheet gave my students support by allowing them to check their work or get help with a problem they were struggling with. While my students were working, I was free to meet with a small group of students who needed extra support. Sometimes I determined ahead of time who should be in that day's support group and other times I left it up to the students to come to me for assistance. Consider posting answer sheets (like I did with the Changes in States of Matter Stations) so students can check their work and get assistance if needed. Another way to differentiate is by arranging the stations from easiest to hardest. For the most part, students are pretty good at determining their levels of understanding. Whenever I arranged the stations this way, I explained it to my students and let them choose where they needed to be. Providing the right context and reasoning is important for this. Don’t just say: left is easy, center is medium, and right is hard. Then you’d have a flock of students on the left with no one really benefiting. Explain that the stations on the left side are for students who feel they are having difficulty with the content and need to build up their knowledge and skills first. The stations in the center are a medium level of difficulty for students who feel they have a fairly good understanding of the content and are ready for reinforcement practice. The stations on the right side of the room are for students who feel they understand the material very well and need a challenge. When I explained it this way, my students didn’t feel bad if they were on the left side. As for the right side, many were eager for a challenge and would start by looking at the questions to see if they were ready or needed to go more towards the center. When arranging by level of difficulty, give your students a number of stations to complete. If there are 30 stations, maybe have them choose any 10. Having students complete all of the stations can defeat the purpose of arranging them this way. What do I do when students finish the stations at different times? There are several solutions to this. You can set a timer and have students complete as many stations as they can in 20 minutes. If there are a small number of stations or if the questions/tasks are relatively quick to get through, you can start a five-minute timer after the first five students finish; then announce that everyone needs to be done in less than five minutes. You can have students begin their homework or an individual class assignment at their seats. They can read a book. I’ve tried all of these methods in my class and switched it up depending on the student or lesson needs. What stations do you use in your own classroom? I'm so glad you asked. :) In my Teachers Pay Teachers store you can find many of the stations I have used in my seventh grade science classroom. Currently, these are the stations in my store: Scientific Method Stations: These can be used in a variety of ways. Most often my students used these stations to identify independent and dependent variables and write hypotheses. Changes in States of Matter Stations: These stations give students practice with the key points of melting, freezing, vaporization, condensation, and sublimation. Genetics and Heredity Stations: These stations give students practice with a variety of genetics topics. They are great to see what students know or to review key concepts. Human Body Organ System Stations: Students practice the important characteristics of the skeletal system, circulatory system, respiratory system, muscular system, digestive system, and nervous system. Properties of Matter/Physical Science Review Stations: I use these stations to review physical science concepts before the unit test. They go over atoms, states of matter, changes in states, physical and chemical changes, law of conservation of mass/matter, homogeneous and heterogeneous mixtures, elements, and compounds. Measurement in Science Stations: These stations are all about the tools and units used to measure metric length, volume, mass, and density. Density Stations: My students always need extra practice with density before things really sink in. These stations help them understand. Volume Stations: These stations focus on finding the volume of solids and liquids and measuring correctly. Mass and Weight Stations: Students get practice with the difference between mass and weight with these stations. If you haven’t already, try using stations in your classroom. With the correct implementation, they can really benefit your students. Plus, you don’t have to make a bazillion copies ;) Are you a middle school science teacher? You might be interested in my newsletter. Sign up for my newsletter here. Just for signing up you'll receive an exclusive freebie that you can't get anywhere else.

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So many kids, reluctant readers included, become enthusiastic when they read funny books. Who doesn't love to laugh and giggle through a chapter book or middle grade story, right? To help you find the best funny book for your children and students, here's a huge list of kids' favorite funny chapter books and funny middle grade books for readers ages 6 to 13.

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