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TRANSCRIPT
We Can Work It Out
C H A L L E N G E A C T I V I T I E S F O RC H A L L E N G E A C T I V I T I E S F O R
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1. Solve a Problem
Choosing a Problem To Solve
How can you solve a problem?
• Choose a problem in
your classroom, school,
or neighborhood.
Write the
problem on a chart.
Write some
possible solutions.
• Choose the best solution.
Writing About the Problem and Solution
Write about the problem and your
solution.
Presenting Your Ideas
Read or send your idea to someone who can
help solve the problem.
THEME 7/Week 1
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CH 7–1 Challenge Master Grade 1 Theme 7: We Can Work It Out
• Think of a
solution that
could really
work.
Challenge Master CH 7–1
1. Solve a Problem 120 MINUTES GROUP INDIVIDUAL
Goal: Make a plan for solving a problem.
Choosing a Problem to SolveDraw a problem-solution chart on the board. Have children restatethe problem in That Toad Is Mine! Then have them brainstormsolutions to the problem. When children think of a real-life problem,remind them to think of something that is not too complicated.
Children continue to work on this project.
Writing About the Problem and
Solution
• Have children write an opening sentence describing the problemthey have chosen.
• Then children should explain the solution they believe would be best.
• Finally, children should write why they believe their solution is a good one.
Children continue to work on this project.
Presenting Your IdeasExplain that people sometimes send their problem-solving ideas to someone who may want to help solve the problem.
• Set aside time for children who have focused upon a classroomproblem to present their papers to you and the other children.
• For children who have addressed a school problem, arrange forthem to present their essay to the appropriate person, such asthe principal.
• Assist children who have written about a community problem in sending their essays to the appropriate community group or leader.
Expected OutcomeA good problem-solutionessay will include
✔ a clear statement of aclassroom, school, orcommunity problem
✔ an explanation of theproposed solution
WEEK 1
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Grade 1 Theme 7: We Can Work It Out Challenge Master CH 7–2
2. Crop Poster Find out more about the plants we eat and
how they grow.
• Read books and look
at pictures about the
plants people eat.
• Make a plant poster
to show what you
learned.
3. Ode to a ToadWhat do you know about toads?
• Read books about toads. Look at the
pictures.
Write a poem
about toads using what
you learned.
• Illustrate your poem.
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• Label the
plants on your
poster.
• Use words that
tell what toads
look like and
what they do.
Challenge Master CH 7–2
Expected OutcomeA good collage will include
✔ an accurate portrayal ofthe information childrenhave learned aboutedible parts of plants
✔ labels for each food item
2. Crop Poster 60 MINUTES INDIVIDUAL
Materials: colored construction paper, art paper, books about foodsand plants, paste, safety scissors, crayons
Goal: Make a poster to show the different plantsthat people eat.Show children how to tear brown and blue paper, and paste theseonto art paper to represent earth and sky. Have children paste theirvegetable, fruit, and nut cutouts in the appropriate locations toindicate where they grow. If necessary, tell children whether certainfoods grow below, on, or above ground.
English Language Learners: Children from other countries maywant to show plants from their original country.
3. Ode to a Toad 60 MINUTES INDIVIDUAL
Materials: books about toads
Goal: Write a poem about toads.Help children find books that include accurate information abouttoads. If children need help starting their poems, suggest that theythink about what it is like to see, touch, or hear a toad.
Additional Independent WorkConnecting/Comparing Literature Have children compare the On My Way Practice Reader Joan andCoach Show with the anthology selection That Toad Is Mine!, usingwhat they have learned about Problem Solving. Children may discussor write about their comparisons.
Other Activities• TE p. T58, Write a Story
• TE pp. R13, R23, R29,Challenge
• Education Place: www.eduplace.comMore activities related to That Toad Is Mine!
• Accelerated Reader®,That Toad Is Mine!
Expected OutcomeA good poem will include
✔ factual information abouttoads
✔ details that help createthe image of a toad
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1. Going HomeWrite a story
that tells how the little
boy from Lost! gets
home.
Planning Your Story
Use a story map to plan your story.
Writing Your Story
Write your story using your story map
notes.
• Put part of the story on each page.
Draw an illustration for each page.
• Put your pages together into a book.
Reading Your Story
Read your story to your classmates.
THEME 7/Week 2
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CH 7–3 Challenge Master Grade 1 Theme 7: We Can Work It Out
• Make sure the
story has a
beginning,
middle, and
end.
Challenge Master CH 7–3
1. Going Home 120 MINUTES INDIVIDUAL
Materials: art paper, crayons or markers, Graphic OrganizerMaster 3
Goal: Write a story.
Planning Your StoryWhen filling in their story maps make sure children understand thatthe boy will appear as the main character in their stories and thatthe problem is how the boy will get home. Have them think of othersolutions, in addition to the bear taking him home.
Children continue to work on this project.
Writing Your Story
• Help children understand that they need to introduce thecharacters, setting, and problem in the beginning of their story.
• Tell them that they need to use several pages to explain theevents in the story that show how the boy gets home.
• Make sure children realize that the last page or two of their storyshould be about the boy’s arrival home.
Children continue to work on this project.
Reading Your StoryAfter the whole class has read Lost!, provide an opportunity forchildren to read their stories to small groups of classmates. Thenbind their stories together and add the book to the classroomlibrary. Invite children to read the stories their classmates wrote.
Expected OutcomeA good story will include
✔ a beginning, middle, and end
✔ pictures that illustratescenes from the child’s story
WEEK 2
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Grade 1 Theme 7: We Can Work It Out Challenge Master CH 7–4
2. Rock Study Make a rock collection.
• Read books to learn
about rocks.
• Collect some small
rocks.
• Put the rocks in an
empty egg carton.
Write a card that tells something about
the rocks in your collection.
3. Busy BeaA lot happens in Busy Bea.
• Use a sequence-of-
events chart to help
you remember the
events of the story.
• Use your chart to tell the story to someone
who has not read it.
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• Try to match
your rocks to
the rocks in
the books.
• Think about
what happened
in the story.
Challenge Master CH 7–4
Expected OutcomeA good rock collection willinclude
✔ rocks that are clearlyorganized and numbered
✔ factual sentences thatidentify and describe therocks
2. Rock Study 60 MINUTES INDIVIDUAL
Materials: empty egg cartons, markers, small rocks, Let’s Go RockCollecting by Roma Gans and Holly Keller, or other books about rocksand rock collecting
Goal: Write about a rock collection.If some children are not able to collect and bring in their own rocks,have extras on hand that they may choose from. Tell children to readbooks about rocks and to look carefully at the pictures. Have themselect rock samples and place them in an egg carton. Tell children tonumber the cups in which they place the rocks and then write thenumbers on a sheet of paper. Beside each number, have them write asentence that tells something they know about the rock.
3. Busy Bea 60 MINUTES INDIVIDUAL
(Challenge Theme Paperback)Materials: Graphic Organizer Master 4
Goal: Use a sequence-of-events chart for Busy Bea.Tell children to review the story and to pay special attention to whathappens in the beginning, the middle, and the end. Set aside timewhen children may use their sequence-of-events chart as an outlinefor telling the story to a child who did not read the book.
Additional Independent WorkConnecting/Comparing Literature Have children compare the On My Way Practice Reader Nell’s FirstDay Kit with the anthology selection Lost!, using what they havelearned about Sequence of Events. Children may discuss or writeabout their comparisons.
Other Activities• Challenge Theme Paperback,
Busy Bea
• TE p. T142, Write a Story
• TE pp. R15, R17, R25, R31,Challenge
• Education Place: www.eduplace.comMore activities related to Lost!
• Accelerated Reader®, Lost!
Expected OutcomeA good sequence-of-eventschart will include
✔ all the major events ofthe story
✔ events listed in correctorder
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1. Circle StoryThink of a circle story of
your own.
Planning Your Story
• Think of a title and
characters for your
story.
• List five or more events for your story.
Writing Your Story
Write a story using your list.
• Put a different event on each page.
Draw a picture for each page.
Sharing Your Story
Read your story to a partner. Then have your
partner read it back to you.
THEME 7/Week 3
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CH 7–5 Challenge Master Grade 1 Theme 7: We Can Work It Out
• Think about how
the beginning
and ending of
your story will
be alike.
Challenge Master CH 7–5
1. Circle Story 120 MINUTES INDIVIDUAL
Materials: art paper, crayons or markers
Goal: Write a circle story.
Planning Your Story
• Review If You Give a Pig a Pancake and other circle storieswith children.
• Tell children they may have to rework their lists to figure outhow to make the story end where it started.
Children continue to work on this project.
Writing Your StoryTell children to try to keep their stories to five events, but they mayuse more if necessary.
Children continue to work on this project.
Sharing Your StoryYou might also have children bring their stories home to read tofamily members.
Expected OutcomeA good circle story willinclude
✔ an ending that leadsback to the beginning
✔ middle events that leadfrom the beginning to theending event
WEEK 3
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Grade 1 Theme 7: We Can Work It Out Challenge Master CH 7–6
2. The Grasshopper and the AntIn The Grasshopper and the Ant, both
characters had to get ready for winter. This was
their goal. They could have helped each other to
reach their goal. How could you work with your
classmates to reach a goal?
• Think of a goal to
make your classroom
even better than it is.
• Make a plan for
reaching your goal.
3. Mostly Make-Believe• Read a book about a
real insect.
Write a fantasy
story about that insect.
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THEME 7/Week 3
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• Write down
what needs to
be done.
• What will you
have your
character do
that real insects
cannot do?
Challenge Master CH 7–6
Expected OutcomeA good plan will include
✔ a clearly identified goal
✔ all the steps needed toreach the goal
2. The Grasshopper and the Ant60 MINUTES INDIVIDUAL
Goal: Make a plan.Explain to children that when people have a goal to reach, theyoften write a plan. The plan tells how the goal will be reached, whowill help, and when it will be done. Have children focus on one taskor problem that the class could address to make the classroom orschool environment even better than it is now. Tell them thatwriting out their plan is a good way to reach their goal.
3. Mostly Make-Believe 90 MINUTES INDIVIDUAL
Materials: books about insects, such as Bugs! Bugs! Bugs! by JenniferDussling, Buzz! A Book About Insects by Melvin Berger, and The MagicSchool Bus Gets Ants in Its Pants: A Book About Ants by Joanna Cole andBruce Degen
Goal: Write a fantasy story.Help children locate nonfiction books or articles about insects. Tellchildren to learn about the kind of insect they want to use as a maincharacter in their story. Explain that including factual information intheir fantasy stories will make the stories seem more believable.
Additional Independent WorkConnecting/Comparing Literature Have children compare the On My Way Practice Reader What CanYou Do? with the anthology selection If You Give a Pig a Pancake,using what they have learned about Fantasy and Realism. Childrenmay discuss or write about their comparisons.
Other Activities• TE p. T186, Pocket Chart
• TE p. T214, Write a Story
• TE pp. R19, R21, R27, R33,Challenge
• Education Place: www.eduplace.comMore activities related to IfYou Give a Pig a Pancake
• Accelerated Reader®, If YouGive a Pig a Pancake
Expected OutcomeA good fantasy story willinclude
✔ a main character that isan insect and has bothinsect and humancharacteristics
✔ information aboutinsects
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