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No Talking

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THEME AdaptingThis book tells about a competition between the fifth-grade boys and girls at Laketon Elementary School. The story helps students explore the Big Question: How do different people and animals adapt to different situations?

No Talking will help build students’ appreciation of working cooperatively. Also, it will make them think about the importance of both aspects of communication, speaking and listening.

Realistic fiction tells about characters and events that seem real but come from the author’s imagination.

SUMMaRYInspired by Mahatma Gandhi, who for many years did not speak at all for one day a week to bring order to his mind, fifth-grader Dave Packer tries to go for a day without speaking. One thing leads to another, and the entire fifth grade class gets into a competition to see which group, boys or girls, can go for two days without talking.

Other books by Andrew Clements • Lunch Money

• We the Children

• Frindle

Comprehension Skills and Strategies •prior knowledge

plot

predict and set purpose

cause and effect

inferring

character

summarize

•critical thinking

Vocabulary Strategy •context clues

Match Students and BooksThis book will appeal to students who

•enjoy realistic fiction

•like stories about people their age

•enjoy books about competition

SNEak PREViEW

by Andrew Clements

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1Unit 4 • Adapting No Talking

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How to Use the BookStudents may work independently, as partners, or in small groups. The book may be broken into three parts for reading.

Before ReadingBUilD BaCkgRoUNDDisplay the book jacket and read the title of the book: No Talking. Then ask students to think of places or times where “No Talking” is appropriate (the library, at a movie theater, in school assemblies, in class while the teacher is talking, and so on). Then ask students to imagine that they have laryngitis and can’t talk. Ask how they would communicate at home, during the school day, and in after-school activities. Discuss students’ suggestions. Point out that all of these suggestions are alternative ways to communicate. Students can use Student Practice Page 7 to brainstorm different ways people use to communicate.

iNTRoDUCE VoCaBUlaRYUse Student Practice Page 8 to introduce vocabulary or to assess students’ understanding of the words before they read. If necessary, provide additional practice with the words. For example, ask students to say or write a new sentence for each word.

Reading the BookPART 1 • PAGES 1–45 In Part 1, Dave Packer tries to imitate Mahatma Gandhi and go for an entire day without talking. He ends his experiment when he gets angry and shouts at fellow fifth-grader Lynsey for talking so much. One thing leads to another, and the result is a contest between the fifth grade girls and the fifth grade boys to see who can go the longest without talking.

CoMPREHENSioN Skill CharacterOn Student Practice Page 9, students make notes about the main characters in the book. Review with students what they have learned about character.• Characters are the people or animals in the story.

• Traits are the qualities of characters, such as bravery or shyness. We see their traits in their words and actions and in how they treat other characters.

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Words to Know

tolerancerecruitsunauthorizedpreliminarydatatheoryconqueroverpoweringskirmishconservation

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CoMPREHENSioN STRaTEgY Predict and Set PurposeRemind students that good readers think about what their characters might do and then predict what will happen next in the story’s plot. As the plot builds through rising action, students can predict what the resolution might be. Students can then set a purpose for reading, such as to confirm their prediction.

Reader ResponseSee Teacher’s guide Page 9 for a possible response to the question, “How would you feel about participating in a ‘no talking’ contest?”

PART 2 • PAGES 46–101 In Part 2, Dave, Lynsey, and the other fifth-grade students find ways to respond in class and on the playground without breaking the rules of the contest. The contest has begun to irritate the teachers and principal of Laketon Elementary School.

CoMPREHENSioN Skill Cause and effectOn Student Practice Page 10, students complete a cause-and-effect chart. Review with students what they have learned about cause and effect.• An effect is what happens. A cause is why it happens.

• A cause may have more than one effect, and an effect may have more than one cause.

•Clue words such as because, so, and cause sometimes signal cause-and-effect relationships.

CoMPREHENSioN STRaTEgY inferringRemind students that inferring is using their own background knowledge and clues in the text to come up with their own ideas about what the author is trying to communicate.

Reader ResponseSee Teacher’s guide page 10 for a possible response to the prompt, “During which part of your day would you have the hardest time not talking? Explain.”

PART 3 • PAGES 102–146 In Part 3, the principal, Mrs. Hiatt, calls an assembly of the fifth graders and insists that the contest stop. The students, however, continue the contest, while making creative compromises to keep the teachers happy. When Mrs. Hiatt gets angry and shouts at Dave, he responds. Mrs. Hiatt later apologizes for her outburst, and Dave invites her to join in the contest.

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CoMPREHENSioN Skill PlotOn Student Practice Page 11, students answer questions about the plot. Review with students what they have learned about plot.• The plot is the pattern of events in a story. Usually, the events are told in

sequence, from start to finish.

• The story begins with a problem, or conflict, and builds through the middle with events called rising action.

• The character confronts the problem directly at the climax, and the story ends with the resolution.

CoMPREHENSioN STRaTEgY SummarizeRemind students that they can summarize the events of a story to help them understand the plot. Summarizing will help students understand and remember what they read. It will also help them identify the conflict, rising action, climax, and resolution of the story.

Reader ResponseSee Teacher’s guide Page 11 for a possible response to the question, “If you were Dave Packer, would you have talked back to Mrs. Hiatt, the principal? Why or why not?”

After ReadingCoMPREHENSioN CHECkPART 1 • PAGES 1–45 1. Think about the scene in the cafeteria when Dave tries to make Lynsey

stop talking. What basic conflict does the author reveal? The boys and the girls at Laketon Elementary do not get along well. Dave is the leader of the boys, and Lynsey is the leader of the girls. ( Plot)

2. Dave thinks girls talk too much. How does he intend to prove this? Dave proposes a contest to see who can go the longest without talking, the fifth grade boys or the fifth grade girls. ( Plot)

3. Mrs. Hiatt is dumbfounded when the fifth graders are absolutely quiet during their lunch period. Why is this so shocking? Over the years the fifth grade class has earned the nickname the “Unshushables.” They are so noisy that Mrs. Hiatt usually has to use a bullhorn to quiet the students in the lunchroom. ( Cause and Effect)

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gPART 2 • PAGES 46–101 4. How do Mrs. Marlow, Mrs. Akers, Mrs. Henley, and Mr. Burton respond

to the “silent” fifth graders? Mrs. Marlow, the science teacher, is curious at first but then becomes frustrated. She has the students just do a reading assignment. Mrs. Akers, the music teacher, is a good sport; she lets the students hum and clap. Mrs. Henley, the gym teacher, just enjoys the quiet. Mr. Burton, the language arts teacher, enjoys observing the students’ efforts at communicating. He even decides to use them as a topic for a paper. ( Character)

5. How do Dave, Kyle, ellen, Brian, and Lynsey get along without talking after school? Dave writes a note to his mother; a fourth-grader helps Kyle by explaining the silence contest to Kyle’s karate teacher; Ellen answers her flute teacher with taps; Brian just has to live with a bad haircut; and Lynsey uses hand signals during her soccer practice. ( Plot)

6. Mrs. Hiatt meets with all of the fifth grade teachers to discuss the fifth graders’ silence. She gets upset when Mrs. Marlow tells her about the note she intercepted explaining the contest. She then plans an assembly to put a stop to this contest. What conclusion can you draw about Mrs. Hiatt? Mrs. Hiatt is a good principal, and she likes to be in control. She doesn’t want any foolishness disrupting her school. (Draw Conclusions)

PART 3 • PAGES 102–146 7. “The Pledge of Allegiance” is more than three words. Why do all of the

fifth graders recite it? Through nonverbal communication, Lynsey and Dave call a temporary truce. Even if they hadn’t, the girls and the boys would have said the same number of words. ( Plot)

8. The conflict in the story changes somewhat after the assembly. The boys vs. girls conflict continues, but what new conflict arises? The fifth graders vs. Mrs. Hiatt and the teachers is the new conflict. The students don’t want to get in trouble, but they don’t want to give up the contest. The girls and boys even cooperate when they agree that singing isn’t talking. ( Plot)

9. Why does Dave get angry and break his silence in the lunchroom? He feels that Mrs. Hiatt is bullying him. ( Cause and Effect)

10. How does the contest end in a tie? Just seconds before the end of the contest, Lynsey makes a speech using the same number of words that Dave uses in his outburst to Mrs. Hiatt. ( Cause and Effect)

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CRiTiCal THiNkiNg 1. What do you think the fifth grade boys and girls gained from the

contest? Possible response: Both the boys and the girls respected the talents of each other more. They also learned to cooperate with each other and solve problems together while they were trying to continue the contest. (Analyzing)

2. The fifth grade teachers had different reactions to the silent students. Which of the fifth grade teachers’ responses do you think was the most reasonable? Why? Possible response: Mr. Burton seemed to have the most reasonable response. He came up with creative activities to build on the three-word speech limit. (Evaluating)

aSSESSMENTUse the Selection Test on Student Practice Page 12 to assess students’ understanding of the book. See Teacher’s guide Page 12 for answers.

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Communication

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Name Build Background

No Talking

Communication WebDirections Communication is the act of giving or exchanging information. Use the web below to list all of the ways you can think of that we use to communicate with each other.

Writing: notes, letters, email,

signs

Pictures: photographs,

wordless signs, illustrations

Talking: in person, by telephone, by

Skype

Possible responses:

Body Language: nods, hand

gestures, facial expressions

7Unit 4 • Adapting Build Background

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conquer, v. to overcome; to get the better of

conservation, n. protection from loss or from being used up

data, n. facts from which conclusions can be drawn; information

overpowering, adj. overwhelming; difficult to fight against

preliminary, adj. coming before the main business; leading to something more important

recruits, n. new members of any group or class; newly enlisted members of any of the armed forces

skirmish, n. a slight conflict, argument, or contest

theory, n. an explanation based on observation and reasoning

tolerance, n. a putting up with people whose ways or opinions differ from your own

unauthorized, adj. not having formal approval

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Name Vocabulary

No Talking

Words to KnowDirections Synonyms, antonyms, modifiers, examples, and items in a series are all context clues. Use context clues to figure out which word from the box belongs in each sentence.

1. Mrs. Marlow kept her first, or , findings about the contest to herself.

2. Dave didn’t want to lose; he wanted to the girls.

3. A prejudiced person doesn’t practice .

4. Mr. Burton took notes to use as for his paper.

5. An argument, a battle, and a are different kinds of conflicts.

6. Do you have permission, or is your absence ?

7. Has anyone formed a , or explanation, about the fifth graders’ silence?

8. Mrs. Henley preferred silence to noise in the gym.

9. Reusing, recycling, and are all part of the “green” movement.

10. A veteran has experience; a is new to a job.

preliminary

conquer

tolerance

data

skirmish

unauthorized

theory

overpowering

conservation

recruit

8Unit 4 • Adapting Vocabulary

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Name Character

No Talking

Character Traits

• Youcanlearnaboutcharacters from what they think, do, and say.

• Traitsarethequalitiesofcharacters,suchasbraveryorshyness.Weseetheirtraitsintheirwordsand actions and in how they treat other characters.

Directions As you read Part 1 of No Talking, think about Dave Packer and the other main characters in the story. Make notes about each character in the box to the right of the character’s name.

1. Dave Packer

2. Lynsey Burgess

3. Mrs. Hiatt

4. the fifth-grade class as a whole

5. How is Dave different from Lynsey?

Reader Response Text to Self

6. How would you feel about participating in a “no talking” contest?

Possible response: I think I could do it for one day, but not for two. I’d forget and start talking, especially with my friends.

Possible response: smart, doesn’t like girls, really doesn’t like Lynsey, creative

Possible response: smart, doesn’t like Dave, doesn’t like boys, talkative

Possible response: good principal, likes to be in control

Possible response: talkative (called the Unshushables), basically good kids

Answers will vary.

9Unit 4 • Adapting Comprehension

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Name Cause and Effect

No Talking

Cause and Effect Chart

• Aneffectiswhathappens.Acauseiswhyithappens.

• Acausemayhavemorethanoneeffect,andaneffectmayhavemorethanonecause.

• Cluewordssuchasbecause, so, and cause sometimes signal cause-and-effect relationships.

Directions As you read Part 2 of No Talking, look for cause-and-effect relationships. In the boxes write one or more effects for each cause.

Causes: Why did it happen? Effects: What Happened?

1. Scott Vickers was arguing about a call in a kickball game.

2. Mrs. Marlow took the note that Lynsey wrote to Dave away from him.

3. Dave really wanted to show Lynsey who was the boss.

4. Brian couldn’t talk to Zeke the barber.

5. Mrs. Hiatt thought the contest was disrupting the school.


6. During which part of your day would you have the hardest time not talking? Explain.

Bill Harkness tackled Scott and put his hand over his mouth to get him to stop talking.

Mrs. Marlow figured out why the fifth-graders weren’t talking.

Dave made a separate bet with Lynsey and whoever won could write an “L” for Loser on the other’s forehead.

Brian got a terrible haircut.

Mrs. Hiatt called a fifth-grade assembly to tell the students to stop the contest.

Possible response: I would have the hardest time at dinner time. My family eats dinner together, and we all talk about our days.


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Name Plot

No Talking

Chart the Plot

• Theplot is the pattern of events in a story.

• Thestorybeginswithaproblemandbuildsthroughthemiddlewitheventscalledrisingaction.Thecharacterconfrontstheproblemdirectlyattheclimax,andthestoryendswiththeresolution.

Directions As you read Part 3, think about the story’s plot. Complete the chart below.

1. What is the problem, or conflict, that Dave Packer faces?

2. What events lead to the most exciting part of the story?

3. What happens at the climax of the story?

4. What is the resolution?


5. If you were Dave Packer, would you have talked back to Mrs. Hiatt, the principal? Why or why not?

Dave wants to prove that girls talk more than boys do, so he suggests a “no talking” contest to Lynsey, one of the girls he thinks talks too much.

The boys and girls establish the rules for the contest. The teachers are confused and then upset by the “silent” fifth-graders. Mrs. Hiatt, the principal, wants the contest put to a stop.

The students continue with the contest even after Mrs. Hiatt asks them to stop. Mrs. Hiatt loses her temper and shouts at Dave, who then loses his temper, breaks his silence, and talks back to her.

Mrs. Hiatt realizes that she was bullying Dave, and she apologizes. Dave invites her to join the contest. Then Lynsey breaks her silence with just enough words so that the contest between the boys and the girls ends in a tie.

Possible response: I would never talk back to a principal. My parents have taught me to respect my teachers.


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Name Assessment

No Talking

1. Who are the main characters in No Talking? A Dave and Kyle B Dave and Lynsey C Lynsey and Mrs. Hiatt D Dave and Mrs. Overby

2. Who inspires Dave to try not speaking for a day?

A his parents B Lynsey C Mahatma Gandhi D Mrs. Hiatt

3. Who first causes Dave to end his silent experiment?

A Lynsey B Mrs. Hiatt C Todd D Mrs. Overby

4. Why does Dave suggest a “silence” contest between the boys and the girls?

A to frustrate the teachers B to shut Lynsey up C to show that boys are better than girls D to show that girls talk more than boys do

5. To whom can the students speak three words or less?

A their parents B their best friends C their teachers D their classmates

6. Which teacher thinks that the fifth graders are learning something from the contest?

A Mrs. Overby B Mrs. Akers C Mrs. Marlow D Mr. Burton

7. How does the contest end? A The boys win. B The girls win. C Mrs. Hiatt ends the contest. D It ends in a tie.

8. What does Dave learn from his silent days? A the importance of listening B that boys talk less than girls do C that girls talk less than boys do D that Mrs. Hiatt is unreasonable

9. What can you infer about Lynsey after her final speech?

A She is overjoyed that the girls won. B She respects Dave for standing up to

Mrs. Hiatt for the fifth graders C She is looking forward to putting an L

on Dave’s forehead. D She thinks the contest was a waste of

time. 10. What can you infer about the future of the

fifth-graders at Laketon Elementary? A The boys and girls will get along better. B The students will continue to give

three-word responses to teachers. C The girls will stop talking about

clothes. D The boys will stop talking about sports.

Selection TestDirections Circle the letter of the best answer.

12Unit 4 • Adapting Assessment

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