Understanding by Design

Unit 1 – When I Grow Up…

Unit Title: When I Grow Up… Grade Level(s): 6th

grade

Subject/Topic Area(s): Reading and Language Arts

Key Words: plot, conflict, author’s purpose, characterization

Designed By: Julie Giordano, Lindsay

Heatwole, Catherine Jackson, Hanna Poist

Time Frame: 6 weeks

School District: Wicomico

Unit Description (including curricular context and unit goals):

This unit is comprised of stories that deal with growing up and what we become

when we get there. The main focus skills are plot, conflict, setting, characterization, and

author’s purpose. It is important for students to use current knowledge of plot and setting

and build upon what they know with concepts of conflict and mood. Students will also

understand that authors write for a purpose. The goal here if for student to incorporate this

skill in their writing.

Materials and Resources:

Short Works

“Where the Red Fern Grows” p. 246 (Theme 3)

“Puppy Love” p. 268 (Theme 3)

“The Challenge” p. 301 (Theme 3)

“The View From Saturday” p. 322 (Theme 3)

“Under the Royal Palms” p. 479 (Theme 5)

“Kind of Grace” p. 449 (Theme 5)

“Chuck Close Up Close” p. 499 (Theme 5)

“from I Have a Dream” p. 536 (Theme 5)

“On Accepting the Newberry Medal” p. 529 (Theme 5)

―Last Summer With Maizon‖ p. 277 (Theme 3)

―How to be a Good Sport‖ p. 316 (Theme 3)

―Home Grown Butterflies‖ p. 348 (Theme 3)

―The Ink-Keeper’s Apprentice‖ p. 352 B (Theme 3)

―The Gettysburg Address‖ p. 522 (Theme 5)

―Different Strokes‖ p. 515 (Theme 5)

―A Story of Courage, Bravery, Strength, and Heroism‖ p. 525 (Theme 5)

Extended Works Option

Understanding by Design

Stage 1: Desired Results

What content standards are addressed?

Students will:

1.D.3.a Use context to determine the meanings of words (above grade-level words used in

context; words with multiple meanings)

1.E.4.a Identify and explain the main idea (of the text or a portion of the text)

1.E.4.b Identify and explain information directly stated in the text (in the text or a

portion of the text)

1.E.4.c Identify and explain what is not directly stated in the text by drawing inferences

1.E.4.d Draw conclusions or make generalizations about the text

1.E.4.e Confirm, refute, or make predictions

1.E.4.g Summarize

1.E.4.h Connect the text to prior knowledge or personal experiences

2.A.4.i Explain how someone might use the text

2.A.4.j Connect the text to prior knowledge or experience

2.A.6.a Explain whether or not the text fulfills the reading purpose

2.A.6.c Analyze the text and its information for reliability

2.A.6.d Analyze the author’s argument or position for clarity and/or bias

2.A.6.e Analyze additional information that would clarify or strengthen the author’s

argument or viewpoint

2.A.6.f Analyze language and other techniques intended to persuade the reader

3.A.3.a Distinguish among types of grade-appropriate narrative such as short stories,

folklore, realistic fiction, science fiction, historical fiction, fantasy, essays, biographies,

autobiographies, personal narratives, plays, and lyric and narrative poetry

3.A.3.b Analyze the events of the plot (exposition, rising action, climax, and resolution)

3.A.3.c Analyze details that provide information about the setting, the mood created by

the setting, and ways in which the setting affects characters.

3.A.3.d Analyze characterization

3.A.3.e Analyze relationships between and among characters, setting, and events.

3.A.3.f Analyze the actions of characters that serve to advance the plot (in the text or a

portion of the text or across multiple texts)

3.A.3.g Analyze internal and/or external conflicts that motivate characters and those that

advance the plot.

3.A.3.h Analyze the author’s approach to issues of time in a narrative.

3.A.6.a Analyze main ideas and universal themes

3.A.6.e Identify and explain personal connections to the text

3.A.8.a Determine and explain the plausibility of the character’s actions and the plot.

What enduring understandings are desired

(and what misunderstandings will be addressed)? Across spans of time and culture, all people have significant experiences that push them to

transition from childhood/adolescence into adulthood.

The experiences and issues of our lives influence the development of our identities.

By exploring the experiences of characters and people in literature, a reader can better

understand and reflect upon his/her own transition from childhood to adulthood.

Growing up means learning from your mistakes, taking responsibilities for your own

actions, and shaping our individuality.

Good readers can identify the ―gist‖ of a text, make personal connections with the text, and

understand the literary elements of a text.

Conflicts and the attempts of characters to resolve them further the plot toward the

eventual outcomes and create suspense and interest.

The structure of a text can help the reader to understand the author’s ideas.

What essential questions will guide this unit and focus teaching/learning? How is growing up a universal experience?

How do we form and shape our identities?

How does reading help us gain greater insight about ourselves and shape who or what we

become?

What does it mean to grow up?

What experiences/milestones mark the transition from childhood to adulthood?

What topical questions will guide this unit and focus teaching/learning? How do I know if I understand what I read? What do I do if I didn’t understand what I

read?

How does identifying the main idea of a text help me to understand what I read?

How does an author use the stages of plot development to craft a story?

How do conflicts in literature help a reader to make personal connections?

How does the organizational structure of a text help the reader better understand?

How does analyzing the relationship between story elements aid understanding?

Why should a reader make logical inferences?

How does the setting affect the mood in a piece of text?

What does an author include in their writing to convey the purpose of the text?

What key knowledge and skills will students acquire as a result of this unit? Knowledge of:

Main Idea

Details of the text (directly stated)

Plot (stages of)

Conflict (internal/external)

Character

Settings

Organizational Patterns (compare/contrast, problem/solution)

Author’s Purpose

Skills:

Identify main idea

Identify and explain information directly stated in the text

Make inferences

Analyze grade-level appropriate vocabulary in context to determine meaning

Identify and analyze the organizational pattern of a text

Identify and analyze the events of the plot

Analyze relationships between and among characters, setting, and events

Analyze details that provide information about the setting & mood.

Identify and explain the author’s purpose

Understanding by Design

Stage 2: Acceptable Evidence of Understanding

What evidence will show that students understand?

Performance Task

Congratulations on your new position as a book jacket designer for HM Press! We know

you'll be very happy here at HM Press working as one of our graphic designers. For your

first assignment you will produce a book jacket for one of the stories provided to you from

your boss (teacher).

Please follow the format that is provided below. Your first “paycheck” (grade) will be

forwarded to you after HM Press accepts your book jacket. You must remember that

quality work is a must!

* It is recommended to use 11 ½ x 17 paper for this project folded like the

example below.

1

2 3 4 5

COVER/PANEL 4: Design a cover for your book jacket that includes the title of the story and

the author’s name. You should also include an eye-catching illustration that leaves no white

paper showing and reflects the main problem in the story along with having the main

character included.

SPINE/PANEL 3: Use creative lettering to design a spine for your book jacket. Include the title

of the book and your name.

BACK COVER/PANEL 2: Draw a picture from the climax of your story. Include a caption with

your picture describing the scene you drew.

INSIDE/PANEL 1: Draw a picture from the exposition of your story. Include a caption with your

picture describing the scene you drew.

INSIDE/PANEL 5: Draw a picture from the falling action/resolution of your story. Include a

caption with your picture describing the scene you drew.

*Complete a Performance Task Blueprint for each task (next page).

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): See Standardized Test Preparation Workbook to select appropriate selections and

questions relating to the knowledge and skills of the unit

See Collection Resource workbooks to identify appropriate selection assessments

Use questions in the textbook.

See journal suggestions offered for each selection.

See side margins for good discussions of the skills that have been taught.

Story Maps

Graphic Organizers

Student Self-Assessment:

In a warm-up or for a journal topic, have the kids write about the performance task. Have

them explain what they liked about the task, didn’t like about the task, how it could be

changed, what were their personal strengths and weaknesses were throughout the task, and

what goals do they have for future performance tasks.

Performance Task Blueprint

Task Title: Character Autopsy Approximate Time Frame: 1 week

What desired understandings/content standards will be assessed through this task?

Analyzing plot

Analyzing internal and/or external conflicts

Analyze relationships between and among characters, setting, and events

What criteria are implied in the standard(s) understanding(s) regardless of the task

specifics?

Time management

Higher Order Thinking

Synthesizing and Evaluative Skills

*Complete a Performance Task Blueprint for each task (next page).

Performance Task

Congratulations on your new position as book jacket designer for HM Press! We know you'll

be very happy here at HM Press working as one of our graphic designers. For your first

assignment you will produce a book jacket for one of the stories provided to you from your

boss (teacher).

Please follow the format that is provided below. Your first “paycheck” (grade) will be

forwarded to you after HM Press accepts your book jacket. You must remember that

quality work is a must!

* It is recommended to use 11 ½ x 17 paper for this project folded like the

example below.

1

2 3 4 5

COVER/PANEL 4: Design a cover for your book jacket that includes the title of the story and the

author’s name. You should also include an eye-catching illustration that leaves no white paper

showing and reflects the main problem in the story along with having the main character

included.

SPINE/PANEL 3: Use creative lettering to design a spine for your book jacket. Include the title

of the book and your name.

BACK COVER/PANEL 2: Draw a picture from the climax of your story. Include a caption with

your picture describing the scene you drew.

INSIDE/PANEL 1: Draw a picture from the exposition of your story. Include a caption with your

picture describing the scene you drew.

INSIDE/PANEL 5: Draw a picture from the falling action/resolution of your story. Include a

caption with your picture describing the scene you drew.

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): See Standardized Test Preparation Workbook to select appropriate selections and

questions relating to the knowledge and skills of the unit

See Collection Resource workbooks to identify appropriate selection assessments

Use questions in the textbook.

See journal suggestions offered for each selection.

See side margins of teacher’s edition for good discussions of the skills throughout

reading selections.

Story Maps

Graphic Organizers

Student Self-Assessment:

In a warm-up or for a journal topic, have the kids write about the performance task. Have

them explain what they liked about the task, didn’t like about the task, and how/why it

could be changed. Ask students to include an evaluation of how well the performance task

demonstrated their understanding of the skills/standards of the unit.

By what criteria will student products/performances be evaluated?

Product: Book Jacket Performance: Create a book jacket

that accurately displays the

elements of plot through

illustrations.

Book Jacket Evaluation NOTE: Neatness is a must!

I. Cover (Total possible - 30 pts.) Author's Name - 5 pts.

Title - 5 pts.

Do you have an eye-catching illustration with no white paper showing?

II. Back (Total possible - 20 pts.) Is the event portrayed from the climax of the story along with an accurate description?

III. Spine (Total possible - 10 points) Does the spine state the title and your name in creative lettering?

IV. Inside (Total possible - 20 points) Is the event portrayed from the exposition of the story along with an accurate description?

V. Inside (Total possible - 20 points)

Is the event portrayed from the exposition of the story along with an accurate description?

Total: I earned _____ points.

Tell how you liked doing this project:

Understanding by Design

Stage 3: Plan Learning Experiences and Instruction

What sequence of teaching and learning experiences will equip students to develop

and demonstrate the desired understanding?

1. Explain to students that this unit is comprised of stories that deal with growing up

and what we become when we get there. Pass out a sheet of a paper to each

student and have them fold it into four squares. Have the students write

one dream occupation at the top of each box Have students leave their

paper on their desk and travel around to other student’s papers. Have them write

down in the box, under an occupation, something that student could currently do

in order to help fulfill that dream. For example, if a student says that he/she

would like to become a doctor, a way to help fulfill that dream is volunteering at

the local hospital, get good grades, excel in science, etc.

2. Students should be re-introduced to genre at the beginning of the school year.

Explain to students that they will read various genres throughout their time with

you in 6th

grade. Familiarize students with the basic genre terms, and then

complete a practice activity. The following website provides a genre game with a

Power Point called ―Who Wants to be a Genre?‖ based on the well-known show,

Who Wants to be a Millionaire? http://ssrsbstaff.ednet.ns.ca/litandtech/genre.htm.

If technology is not available, attached is a genre identification worksheet that can

be completed as a whole group activity. (See Appendix A)

3. Organizational Patterns seem to be a difficult concept for students to understand.

In order for students to be successful in analyzing organizational patterns, it is

recommended to introduce them all together, at the beginning of the year, and

then mention them as they are presented in texts throughout the year. For

example, this unit focuses on comparing & contrasting and problem & solution.

A good PowerPoint that explains what organizational patterns are and what signal

words to look for is: www.teachershavemerit.org/.../Informational%20Writing%20.ppt.

The following website also provides 47 slides that explain each organizational

pattern, list signal words, and provide examples of each. Teachers could show

this as a presentation or print the slides to use at their discretion. http://www.montgomerycollege.edu/~steuben/Patterns%20of%20Organization.pdf

4. Plot is one of the most important concepts for students to understand while

reading fiction. Because this is something that has been discussed in elementary

school, it is suggested to briefly review the parts of plot, and then build upon that

knowledge. To review the elements of plot a recommended website/Power Point

to use is http://blevinsclass.com/files/ppt_LC_Plot.pdf. Look at p. 300 in Theme

3 for ideas about story mapping.

A new concept that needs to be introduced to students is the idea of conflict

within a story. Attached are a few short explanations of various well-known

stories and the conflicts that are presented within the story. (See Appendix B)

Another source that could be used is the following PowerPoint presentation. It

revisits the parts of plot, but also introduces the different conflicts in a story:

www.readwritethink.org/lesson_images/lesson802/Conflict.ppt

The story recommended to use is ―The Challenge‖ p. 301 (Theme 3). While

students are mapping the story structure, also have them identify the conflict

presented in the story. a. The Ink-Keeper’s Apprentice p. 352 B (Theme 3) b. Leveled Readers: Going the Distance (BL), Swimming Lessons (OL), Take a

Chance (AL), A Reason to Run (LS)

5. Another part of plot that is introduced in the exposition of most stories is the

setting of the story. Based on the setting of the story, the mood of the story can

sometimes be determined as well. Students must understand that in many cases,

authors use lots of details describing the setting to help readers gain a feeling

about the story. Explain to students that the feeling they get when they read a

story is the mood. In order to better understand this, use the Setting & Story

Genre worksheet to have students list various settings that could fit into a

particular genre. This will help them visualize how setting affects the mood of a

story. (See Appendix C) a. “Where the Red Fern Grows” p. 246 (Theme 3) b. “Last Summer With Maizon” p. 277 (Theme 3)

6. a. Main idea is a key concept that will be touched upon all year. It requires lots

of practice and various approaches for students to be successful. The following

websites provide practice for determining the main idea:

*http://www.beaconlearningcenter.com/weblessons/GetTheIdea/default.htm#page3

*http://www.harcourtschool.com/activity/book_buddy/rosie/skill_pre.html

Students can practice on the computer or the teacher could create a document

from the examples given on the websites.

Another source to use is http://languagearts.pppst.com/mainidea.html. This

website provides multiple Power Points that focus on main idea.

b. Most of the previous activities have students determine main idea as it is

directly stated within a text. It is also important for students to practice

determining main idea when it is implied. One way to introduce this concept is

by having students complete the Implied Main Idea worksheet. (See Appendix D)

This gives students clues about a certain object, and they have to use the clues to

determine what the object is.

c. Another part of main idea that is also important is the details that support the

main idea. Students need to understand that it is the actual details that determine

what the main idea of a text is. Newspaper articles provide excellent practice for

this skill. Give student 3-5 short articles or paragraphs without a title. Have the

titles on a separate sheet of paper for students to match with the paragraph or have

students come up with their own title to the passage.

a. “Puppy Love” p. 268 (Theme 3) b. “Home Grown Butterflies” p. 348 (Theme 3)

7. When introducing point of view to students, remember to keep mind connections

between point of view and meaning and what can be concluded about the narrator

based on his or her thoughts and/or observations. An easy way to introduce point

of view is to have students think the well-known fairy tale ―Jack and the

Beanstalk‖. If students are not familiar with the story,

http://pbjclibrary.state.ar.us/mural.htm provides a mural story review. Explain to

students that the story focuses on Jack, his mother, and their financial state. Also

explain that Jack is the point of character in the story. Have students think of a

scene in the story, perhaps when Jack is running away with the hen. Retell the

story from the giant's point of view. What is he thinking? Feeling? Doing?

Students also need to understand that point of view also refers who is telling the

story. Attached are notes that refer to various points of view a story can be told

from. (See Appendix E)

a. “A View From Saturday” p. 322 (Theme 3) b. “Ink-Keeper’s Apprentice” p. 352 B (Theme 3)

8. Making Generalizations is a difficult concept for some students. In order to

introduce this concept, have students complete the following activity:

1.Ask the class: Everyone stand up. (Class responds)

Everyone sit down. (Class responds)

2. Explain that if you wanted the whole class to stand up, you would not

want to have to call each person's name. You use a general statement like

"everyone". Everyone is a generalization word. (Chart)

3. Call up all the girls to the front of the room and just two boys. Elicit

responses to describe them like all or most of the girls are in front of the

room. Some, few, or a couple, boys are at the front of the room. Chart as

you go along.

4. When you feel like the class has grasped the concept, ask them to write

a generalization of their own about what they see in the class. Share.

It is also recommended to use the following PowerPoint presentation: images.schoolinsites.com/SiSFiles/.../Making%20Generalizations.ppt This gives the students a nice definition of what a generalization is and provides

various practice examples. Another source to pull examples from is the ―Making

a Generalization‖ worksheet pages that can be found at:

http://www.reallygoodstuff.com/pdfs/153640.pdf

The recommended text to use while teaching this skill is ―Where the Red Fern

Grows‖ p. 246 (Theme 3). Other texts may also be supplemented when teaching

this skill. a. Leveled Readers: “A Family Picture” (BL), “Saving Wild One” (OL), “El Sid

and the Flea” (AL), “The Photo Contest” (LS)

9. Characterization

a. To get students thinking about how authors build character, read a short story

with several characters and have students explain who they would most likely

be friends with and why. Discuss how the author built the character

(directly/indirectly). Their explanation should include character traits. Short

stories may be found at the following address for this activity:

http://www.stuartstories.com/ .

b. For an independent activity following this activity, students may take an

object in the classroom and turn it into a character of their choice. For

example, you may provide cups, Popsicle sticks, or whatever media is

available, and have students create characters out of those objects. After the

students create their characters, they may write a diary entry of that character

and include any dilemmas they may face during the day.

The following stories can be used for characterization.

a. Under the Royal Palms pg. 479

b. Last Summer with Maizon pg. 277 (optional text)

c. The Ink Keepers Apprentice pg. 352 B (optional text)

d. The Challenge pg. 301 (optional text)

e. Where the Red Fern Grows pg. 246 (optional text)

10. Summarizing

a. This activity is great for getting students to write short summaries, similar

to a GIST activity. Begin this activity by reading aloud a magazine article,

newspaper article, or very short story less than 500 words. Instruct them to

take notes the best they can in outline format, write down every important

fact that you say and to write in their normal sized, and best handwriting.

Pass out the largest sticky notes, one sheet per student. Read the selection,

pausing and repeating when you get to a name, date, or place which is

important. When finished reading, have some volunteers attempt to 'fact

recall' from their notes. Get a consensus as to which set of notes is most

complete. Now, pass out the medium sized sticky notes. Tell students that

they are to choose only the most important facts from their large sticky

note to write on the smaller sticky note. Decide on which notes have the

best fact recall again. Now, teach summary. Explain summary as the main

idea, plus only one or two details, but summary is the 'essence' or what the

whole article is about. Summaries are always brief, short cut versions of

the whole article, book, or movie. Then, pass out the smallest sticky note

and have them summarize the article read using their last sticky note

notes.

a. Kind of Grace pg. 457 (recommended text for

teaching summarizing)

b. Leveled Readers: “Mia Hamm Journey of a Soccer

Champion” (BL), Tiger Woods: Unbeatable (OL),

“Jim Abbott: Making the Most of It” (AL), “Mia

Hamm Soccer Star” (LS)

11. Inference

a. Display a photograph of a person or people doing something. Have students

observe what the people are doing in the picture and have them look at their facial

expressions and body language to infer what that person felt at that very moment.

Have students write a short story or paragraph based on the photograph.

b. Great website that includes a PowerPoint using cartoon strips for making

inferences:

http://learn.shorelineschools.org/kellogg/SMCALLISTER/documents/making_inferences.ppt

c. Great website for students to practice making inferences while having fun

playing battleship: http://www.quia.com/ba/41785.html

a. Under the Royal Palms pg.479 (suggested text for teaching inference)

12. Compare/contrast- To teach compare and contrast, use pieces of texts that have a

classic version and a modern version such as Aesop’s fables (see Appendix F).

The modern fable tells the tale through the modern pictures included with the

classic tale. Read the fables, discuss the similarities and differences and then fill

in a Venn diagram (see Appendix G) together. Go to the site

http://www.umass.edu/aesop/fable.php?n=7 and play videos of the other fables.

After each set of fables is shown (the modern and the classic), have students

complete a Venn diagram with a partner or at their desks and share or you may.

a. “Chuck Up Close” p. 499 (Theme 5)

b. Leveled Readers: “A Real Hero” (BL), “Margaret

Bourke-White Life Through the Lens” (OL), “The

Brooklyn Bridge” (AL), “Christopher Reeve: Still a

Hero” (LS)

c. “Different Strokes” p. 514 (Theme 5)

13. Author’s Purpose- For this skill there is a wonderful PowerPoint that allows

teachers to engage all students. The PowerPoint teaches author’s purpose and then

includes passages where the students must determine the author’s purpose. The

teacher may pass out white boards or chalk boards and have students identify the

author’s purpose. If there are not white boards or chalk boards available in the

classroom, students may hold up fingers to represent their choice (one finger for

inform, two for persuade and three for entertain).

http://www.woodland.k12.mo.us/faculty/rgarner/Reading/Authors%20puropse.htm –

then click on the Author’s PowerPoint link.

a. “From I Have a Dream” pg. 536. (suggested text for teaching

author’s purpose)

b. The Gettysburg Address pg. 522 (optional text)

c. A Story of Courage, Bravery, Strength, and Heroism pg. 525

(optional text)

d. On Accepting the Newberry Medal pg. 529 (optional text)

e. A Commencement Speech pg. 533 (optional text)

f. Leveled Readers: “The Disaster” (BL) , “Conceived in Liberty: The

Gettysburg Address” (OL), “Speeches on the Air” (AL), “The

Speech” (LS)

14. Problem/Solution

a. An engaging way to begin teaching problem/solution is by presenting

a problem to students to where they have to find a solution. After the

students solve the problem they may write the processes they used to

arrive at their solution in their journal. A fun, challenging activity

would be ―Knots‖. Each person puts their right hand into the center of

the circle and clasps hands with one other person who is not standing

next to him or her. Then everyone puts their left hand into the circle

and clasps hands, again making sure that person is not standing next to

them. They should be holding two different people’s hands. The goal

is to untangle the knot without letting go of anyone’s hand.

b. While reading ―Under the Royal Palms‖ stop when you have reached a

problem in the story, such as when Alma’s family couldn’t afford to

keep up their large house. Then, have students work in groups to

consider the possible solutions to Alma’s family’s problem. Have

groups share their ideas to the class. Write the ideas on the board.

While reading, have students compare their solution to the solution in

the story. a. “Under the Royal Palms” pg. 479 (suggested text for

teaching problem/solution) b. Leveled Readers: “The Team Player” (BL), “Don’t Bug

Me” (OL), “Lone Wolf” (AL), “Scoring Points” (LS) c. Leveled Readers: “Quarters for Everyone” (BL),

“Carved in Stone” (OL), “Madam C.J. Walker” (AL), “The Quarter Toss” (LS)

Name: Section:

Genre Identification Practice #1

Direction: Use your genre worksheet to complete the following activity. Identify the

specific type of genre from the summary provided. Each genre is used only once.

1. LOSER by Jerry Spinelli. In this novel Donald Zinkoff loves to ride his bike, play in

the snow, and wants to be just like his dad when he grows up. But Donald also raises his

hand with wrong answers and sometimes trips over his own feet. His peers think he's

strange and call him a loser; fortunately, Donald feels much differently about himself.

_____________________________________

2. BEN FRANKLIN'S ALMANAC: Being a True Account of the Good Gentleman's

Life by Candace Fleming. As a writer, statesman, printer and inventor, the famous Ben

Franklin established himself as one of America's greatest men. This unique scrapbook,

modeled on his own POOR RICHARD'S ALMANAC and organized around the key

themes of his life, captures Ben's countless accomplishments.

______________________________________

3. Knights of the Kitchen Table by Jon Scieszka. This lively novel combines adventure,

magic, slapstick humor, and amusing illustrations to appeal to even the most reluctant

readers. Three boys use a magical book to confront a knight, a giant and a dragon.

Readers will laugh their way through this and the other books in the "Time Warp Trio"

series.

_______________________________________

4. FAHRENHEIT 451 by Ray Bradbury. In a future where the written word is

forbidden, "firemen" are charged with finding and burning down hidden libraries.

Fireman Guy Montag enjoys his job until a young girl tells him of a time when people

were free and books were legal. Montag begins to salvage and hide books, but must run

for his life when his crime is discovered.

_______________________________________

5. The Arabian Nights: Their Best Known Tales. Edited by Kate D. Wiggin and Nora

A. Smith. A favorite collection for reading aloud, this handsomely produced volume

features retellings of twelve tales from the vast amount of stories known collectively as

A

―Tales of a Thousand and One Nights.‖ Aladdin, Ali Baba, and Sinbad are among the

featured personalities.

_______________________________________

6. Beyond the Western Sea. Book One: The Escape From Home by Avi. Evicted from

their home in Ireland, Patrick, Maura, and their mother must sail to America and join

their father. Because of his brother’s beatings, Laurence has run away. All the travelers

must escape shady Mr. Toggs. It's a race against time and a battle of wits to see if they

can make it to America. Avi brings 1851 Ireland and England to life again in this novel.

_____________________________________

7. The Goof Who Invented Homework and Other School Poems by Kalli Dakos.

This volume of poetry is dedicated to the topics related to going to school. Serious

activities such as the death of a classmate and a class pet are addressed as well as the

lighter, more humorous side of school. Is the custodian of your school a poet? Read to

find out what makes the janitor in this book so unique!

_____________________________________

8. The Bone Detectives by Donna M. Jackson. It might not be a pleasant business, but

trying to solve the unknown answers behind unidentified human bones is definitely

interesting—and the work involved is amazing! Lots of facts provided like: Who did the

bones belong to, how long have they been lying there, and what happened to him or her?

See how real scientists and artists put together the pieces of the puzzle to solve the

mystery of bones found around the world.

______________________________________

9. THE SHAMROCK ROAD (Musical Production) Script by Rae N. Simmonds. A

charming original script of the Irish "travelling people" set In Ireland in the late 1800's. It

combines adventure, musical comedy, puppetry and dance. Open stage and set props

along with period costumes are recommended in the script as well.

______________________________________

10. 'THE PEACE RACE' by Dr. Martin Luther King, Jr. Dr. King describes in his

own words what he went through during the Civil Rights Movement in the 1960’s.

______________________________________

A Little Conflict

1 Think about your favorite story. Would you describe it as

peaceful from beginning to end? Is it a series of calm events woven

gently together? More likely it is an exciting adventure. What makes

it exciting? Conflict!

2 In E. B. White's classic tale, Charlotte's Web, the conflict

involves Wilbur the Pig's future. Will he become bacon on a breakfast plate? Will the

spider's plan to save his life work? We keep turning the pages to find out what will

happen next.

3 In Dr. Seuss' holiday favorite, The Grinch Who Stole Christmas, the conflict revolves

around the Grinch's hatred for a much-loved holiday. Will he ruin Christmas for the

Whos down in Whoville? Can they stop him before it's too late?

4 Cinderella is full of conflict. A sweet and kind girl tries to please her spiteful

stepmother and spoiled stepsisters. She wants to go to the ball but has nothing to wear

and no way to get there. The prince finds and then loses his true love. Will Cinderella

ever escape life as a maid? Will she find a way to get to the ball? Will the prince find her

in spite of the stepmother's attempts to thwart him? Will they all live happily ever after?

5 In the Star Wars books, the conflict is between good and evil. Many, many stories

have been written about the struggle between good and evil. It is a classic theme.

B

There are many different kinds of stories such as horror, fantasy, mystery, science fiction, and adventure. Choosing the right setting is important to ‘set the mood’ of the story. Can you think of some interesting settings for the kind of stories listed below:

Historical

Fiction

C

Implied

Main

Ideas

Objective To use supporting details to determine the implied main idea.

Study the following groups of details to solve the word puzzle and determine what object each describes. You may need a dictionary for

some details.

1. Dorothy's passage home And Mr.Bojangles' rhythmic elevation Were made possible by us. We can sneak, loaf, flop, and slide. No matter where we stop, we are soles you can count on.

We are ________.

a. music

b. wizards

c. shoes

d. storms

2. I am a hermit's hut And a nun's room for meditation. A small group of an organization, I am also part of many in all plants and animals. While I can be magnified and multiplied, I can electrify as well.

I am a _______.

a. priest

b. spider hole

c. cell

d. business

D

3. I can protect and save with relentless passion. No frivolous planner, I am the sanctuary for both meek and ferocious. A flavor-saver of fruit, I can defend in a pickle. Though a shelf-life–extender, I am not eternal. While I can salt your enemies, I, too, can expire.

I am a _____.

a. fruit

b. vegetable

c. soldier

d. preserve

4. I am vapor made visible And the precursor of the combustible. I can strike terror, causing people to flee, But I can also connect and signal reports. Some use me with mirrors to deceive, And others use me to stun or stupefy drones.

I am _____.

a. warriors

b. smoke

c. fire

d. ammunition

5. The subject of romances gone awry, I am scrutinized and measured in many degrees. An instrument for architects and musicians I have also fascinated artists. I will be straight with you at all times.

I am a ________.

a. square

b. triangle

c. poem

d. castle

Types of Point of View

Objective Point of View With the objective point of view, the writer tells what happens without stating more than

can be inferred from the story's action and dialogue. The narrator never discloses

anything about what the characters think or feel, remaining a detached observer.

Third Person Point of View Here the narrator does not participate in the action of the story as one of the characters,

but lets us know exactly how the characters feel. We learn about the characters through

this outside voice.

First Person Point of View In the first person point of view, the narrator does participate in the action of the story.

When reading stories in the first person, we need to realize that what the narrator is

recounting might not be the objective truth. We should question the trustworthiness of the

accounting.

Omniscient and Limited Omniscient Points of View A narrator who knows everything about all the characters is all knowing, or omniscient.

A narrator whose knowledge is limited to one character, either major or minor, has a

limited omniscient point of view.

As you read a piece of fiction think about these things:

How does the point of view affect your responses to the characters? How is your

response influenced by how much the narrator knows and how objective he or she is?

First person narrators are not always trustworthy. It is up to you to determine what is the

truth and what is not.

Think about the ways that point of view is used to help you solve the murder in "A Jury

of Her Peers."

E

T h e A nt and t h e G ra s sh op p er Illustrated by Scott Roberto

In a field one summer's day a Grasshopper was

hopping about, chirping and singing to its heart's

content. An Ant passed by, bearing along with great

toil an ear of corn he was taking to the nest.

"Why not come and chat with me," said the

Grasshopper, "instead of toiling and moiling in that

way?"

"I am helping to lay up food for the winter," said the

Ant, "and recommend you to do the same."

"Why bother about winter?" said the Grasshopper; we

have got plenty of food at present." But the Ant went

on its way and continued its toil.

When the winter came the Grasshopper found itself

dying of hunger, while it saw the ants distributing,

every day, corn and grain from the stores they had

collected in the summer.

Then the Grasshopper knew...

It is best to prepare for the days of necessity.

Classic F

The Ant and the Grasshopper Illustrated by Scott Roberto

In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's

content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.

"Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that

way?"

"I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same."

"Why bother about winter?" said the Grasshopper; we have got plenty of food at present." But the

Ant went on its way and continued its toil.

When the winter came the Grasshopper found itself dying of hunger, while it saw the ants

distributing, every day, corn and grain from the stores they had collected in the summer.

Then the Grasshopper knew...

It is best to prepare for the days of necessity.

Modern

G