Getting Started - Mentoring Minds · 2018-05-02 · Tahr to Sap a ntorinminds.co Unit Instructional Plans Shark Tooth Soup Unit 11 90 ILLEGAL TO COPY motivationela ™LEVEL 3 mentoringminds.com

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Unit Instructional Plans

Shark Tooth Soup

Unit 11

90 ILLEGAL TO COPY motivationela™LEVEL 3 mentoringminds.com

Getting Started (student pages 97–104)

Introduction

“Shark Tooth Soup” is an adaptation of the fable Stone Soup. This modern-day version is set on an island visited by surfers who share a special recipe with the residents. A character education connection for this unit might focus on the benefits of working as a team or on accepting responsibility for doing one’s part.

Lexile Text Measure 690L

Building Background Knowledge

Introduce this unit by reading Stone Soup. Lead students in a discussion of the setting, characters, and plot and how these elements influence the message of the story.

(RL.3.1, RL.3.2, RL.3.3, SL.3.1, SL.3.2, SL.3.3, SL.3.6, DOK: 2, Bloom’s/RBT: Comprehension/Understand)

Suggested Formative Assessment

Have students write a summary of Stone Soup. Review student responses to determine individual student understanding of summarizing a story.

(W.3.2, L.3.1, L.3.2, L.3.3, DOK: 2, Bloom’s/RBT: Comprehension/Understand)

Suggested Unit Content Literature

Continue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.

Stone Soup – Ann McGovernThe Real Story of Stone Soup – Ying Chang CompestineCactus Soup – Eric A. KimmelBone Soup – Cambria EvansNail Soup – Eric MaddernStone Soup – Marcia BrownAround the World in 80 Tales – Saviour PirottaBest-Loved Folktales of the World – Selected by Joanna ColeThe Jack Tales – Collected by Richard ChaseClassic American Folk Tales – Retold by Steven ZornClassic Fairy Tales – Illustrated by Scott GustafsonThe Golden Book of Fairy Tales – Translated by Marie Ponsot

(RL.3.10, RF.3.4, RF.3.4a, RF.3.4b, RF.3.4c, SL.3.1, SL.3.2, SL.3.3, SL.3.4, SL.3.5, SL.3.6, DOK: 2, Bloom’s/RBT: Comprehension/Understand)


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Shark Tooth Soup

Unit 11

mentoringminds.com motivationela™LEVEL 3 ILLEGAL TO COPY 91

Vocabulary Focus

* Teachers using this selection for direct instruction may need to preteach these vocabulary words. If the unit selection is used for assessment, vocabulary should not be pretaught.

Selection-Speci�c Vocabulary CCSS Vocabulary

dissatis�ed* scattered determine

stashed* souvenir distinguish

appetites tropical storm literal language/meaning

beached valuable nonliteral language/meaning

declared villagers phrase

dudes wandered text

recent word

Vocabulary Activities

Vocabulary Flip BooksProvide students with six to eight sticky notes to create flip books. Have students write one selection-specific vocabulary word on each note and illustrate the meaning of that word. Instruct students to order the definitions according to the plot events in “Shark Tooth Soup.”

(RL.3.1, RL.3.4, RL.3.10, RF.3.3, RF.3.4, L.3.1, L.3.2, L.3.3, L.3.4, L.3.4d, L.3.5b, L.3.6, DOK: 2, Bloom’s/RBT: Application/Apply)

Word GridsHave students use 4 X 4 grids and record specified selection-specific or CCSS vocabulary words in the grid sections. As definitions are called, instruct students to mark or cover the matching words. Winners are identified when diagonal, horizontal, or vertical lines are covered.

(RL.3.4, RF.3.3, DOK: 1, Bloom’s/RBT: Comprehension/Understand)

Suggested Formative Vocabulary Assessment

Have students match selection-specific or CCSS vocabulary terms and definitions in written formats. Use the evidence to clarify misconceptions and to plan further instruction or interventions.

(RL.3.4, RF.3.3, DOK: 1, Bloom’s/RBT: Comprehension/Understand)


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Shark Tooth Soup

Unit 11


Unpacking the Standards

CCR Anchor Standard CCRA.R.4

CCSS Focus RL.3.4

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Knowledge of vocabulary is highly correlated with reading comprehension and overall academic success. When students understand the meanings of words and phrases, they better comprehend texts. It is important for teachers to recognize the need for students’ vocabulary development and to provide purposeful, instructional activities to develop words and their meanings.

Students develop vocabulary through firsthand experiences with oral and written language and when encountering words in texts. Activities that promote vocabulary development include making connections to real life, reading and discussing texts, asking students to respond to what they read and to what is read to them, and asking questions that stimulate thinking. Providing vocabulary-building activities that develop concepts beyond simple definitions gives students a real-world connection to words. Exposure to words in a variety of contexts helps students gain deeper understandings of word meanings.

Words and phrases used in texts contain literal and nonliteral language. Specific word choices shape the meaning, tone, and beauty of literary texts. Students are required to determine the meanings of words and phrases in texts, noting the differences between literal and nonliteral language.

literal language: the usual or exact meaning of a word or group of words

nonliteral language: the exaggerated or changed meaning of a word or group of words that suggests information beyond the printed words; includes figurative language

Instructional Activities

Literal/Nonliteral HighlightHave students highlight, label, and explain the meanings of specified literal or nonliteral words and phrases within “Shark Tooth Soup.” Allow students to work with partners to confirm accuracy or to make needed corrections.

(RL.3.4, RL.3.10, RF.3.3, RF.3.4, L.3.4a, L.3.5a, DOK: 2, Bloom’s/RBT: Analysis/Analyze)

Nonliteral to LiteralGive students sentence strips containing nonliteral words or phrases from “Shark Tooth Soup” (e.g., hungry as whales). Have students rewrite the words or phrases using the literal meanings (e.g., extremely hungry).

(RL.3.1, RL.3.3, W.3.2, L.3.4, L.3.4a, L.3.5, L.3.5a, DOK: 3, Bloom’s/RBT: Application/Apply)

Suggested Formative Assessment

Provide students with a literary selection that contains nonliteral language. Have students highlight the nonliteral language and write the literal interpretations of the words and phrases. Use the evidence to clarify misconceptions and to plan further instruction or interventions.

(RL.3.1, RL.3.3, RL.3.10, RF.3.3, RF.3.4, SL.3.1, SL.3.2, SL.3.4, SL.3.5, SL.3.6, DOK: 2, Bloom’s/RBT: Application/Apply)


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Shark Tooth Soup

Unit 11


Assessment of Standards (student pages 99–101)

CCSS addressed in Assessment of Standards

RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.6, RL.3.7, RF.3.3, W.3.2b, W.3.3b

Item # Answer Item StandardCCR Anchor

StandardClaim Target DOK Bloom’s Original/Revised

1 A RL.3.4 CCRA.R.4 1 3 2 Application/Apply

2 A,C RL.3.3 CCRA.R.3 1 4 3 Comprehension/Understand

3 C RF.3.3 Foundational Skill 1 3 1 Application/Apply

4A A RL.3.2 CCRA.R.2 1 2 3 Comprehension/Understand

4B D RL.3.2 CCRA.R.2 1 2 3 Comprehension/Understand

5 C RL.3.1 CCRA.R.1 1 1 1 Comprehension/Understand

6 D RL.3.3 CCRA.R.3 1 4 3 Comprehension/Understand

7 D RL.3.6 CCRA.R.6 1 5 2 Analysis/Analyze

8 C RL.3.7 CCRA.R.7 1 5 2 Analysis/Analyze

9 D RL.3.3 CCRA.R.3 1 4 3 Comprehension/Understand

10 B RL.3.4 CCRA.R.4 1 3 2 Analysis/Analyze

11 D W.3.2b CCRA.W.2 2 3 2 Application/Apply

12 B W.3.3b CCRA.W.3 2 1 2 Application/Apply

Interventions

CCSS Focus RL.3.4

When formative assessments reveal students in need of intervention, use the following activities.

Intervention Activities

Nonliteral Language SearchInvite students to search the Internet for examples of nonliteral language. Ask students to record the examples on note cards. On a second set of cards, have students record the literal interpretations of the nonliteral words or phrases. Allow students to play Concentration with the card sets.

(RL.3.4, RF.3.3, L.3.5a, DOK: 2, Bloom’s/RBT: Analysis/Analyze)

Literal PairsWorking with partners, have students discuss and identify the literal meanings of displayed nonliteral words and phrases. Have students record their interpretations and earn points when the interpretations are accurate. Debrief responses to ensure student understanding of the meanings of the nonliteral words and phrases.

(RL.3.4, RF.3.3, SL.3.1, L.3.5a, DOK: 2, Bloom’s/RBT: Analysis/Analyze)


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Shark Tooth Soup

Unit 11


Critical Thinking (student page 102)

Analysis/Analyze

Answers may vary. Student responses might include: The surfers were thoughtful, clever, and wanted to help others.

(RL.3.10, W.3.2, L.3.1, L.3.2, L.3.3, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

Evaluation/Evaluate

Answers may vary. Student responses should include an answer to the question if villagers were selfish with a reasonable explanation to support the opinion.

(RL.3.10, W.3.1, L.3.1, L.3.2, L.3.3, DOK: 3, Bloom’s/RBT: Evaluation/Evaluate)

Synthesis/Create

Answers may vary. Student responses should include a sketch and labels of a new hot dog stand.

(RL.3.10, W.3.4, DOK: 3, Bloom’s/RBT: Synthesis/Create)

Motivation Station (student page 103)

Answers may vary. Student responses should include three original reasons that support the opinion that sunny days are more fun than rainy days.

(W.3.1b, DOK: 2, Bloom’s/RBT: Application/Apply)

Journal (student page 103)

Answers may vary. Student responses should include an explanation of how Benji might have found the shark tooth.

(W.3.2, W.3.10, L.3.1, L.3.1j, L.3.2, L.3.3, DOK: 2, Bloom’s/RBT: Comprehension/Understand)


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Shark Tooth Soup

Unit 11


Extended Practice Assessment (student page 104)

The Extended Practice is an informational selection about shark teeth. A cross-curricular connection might focus on ocean animals.

CCSS addressed in Extended Practice Assessment

RI.3.1, RI.3.2, RI.3.8

Item # Answer Item StandardCCR Anchor

StandardClaim Target DOK Bloom’s Original/Revised

1 B RI.3.1 CCRA.R.1 1 8 1 Knowledge/Remember

2 A RI.3.2 CCRA.R.2 1 9 2 Comprehension/Understand

3 B RI.3.8 CCRA.R.8 1 11 3 Comprehension/Understand

4 Open-ended

Performance Task AssessmentCCSS Focus

RL.3.10, W.3.3, W.3.3a, W.3.3b, W.3.3c, W.3.3d, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10, SL.3.4, SL.3.6, L.3.1, L.3.2, L.3.3

Performance Task

Write and present an adaptation of a fable, folktale, or fairy tale.

(DOK: 4, Bloom’s/RBT: All)

Performance Task Steps

1. Read “Shark Tooth Soup.”2. As a class, brainstorm a list of fables, folktales, and fairy tales.3. Select the fable, folktale, or fairy tale you will use to write your adapted version.4. Use digital or print sources to locate a version of your selected fable, folktale, or fairy tale.5. Answer questions about your task.

• How are “Stone Soup” and “Shark Tooth Soup” alike and different?• How will your new version be alike and different from the original version?

6. Use the three-column chart to plan your adaptation.

Story Elements Original New

Title

Setting

Characters

Plot events

Theme

7. Write and present your adaptation of a fable, folktale, or fairy tale.

Scoring Criteria

Use a rubric with the following criteria for self-assessment and teacher scoring: Creativity, Connection to Original Version, Language and Conventions, Effectiveness of Oral Presentation.

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Name __________________________________________

Shark Tooth Soup Unit 11 Selection

Read the fable and then answer the questions that follow.

Shark Tooth Soup An adaptation of the fable “Stone Soup”

It was a sunny afternoon on the island of Coronado. People were busy building

sandcastles, selling beach umbrellas, and sorting flip-flops.

The villagers looked out over the waves

and saw two guys surfing. They knew that

surfers had huge appetites. There was not

much food on the island because of a recent

tropical storm. The only hot dog stand was

closed for repairs. The people hid what little

food they had. They were afraid the surfers

would eat all of their food. The villagers

stashed food under hats and behind towels.

They hid it in souvenir shops. The villagers

had just finished hiding their groceries when

the surfers wandered onto the beach.

“What’s up?” asked the surfer named

Brody. “We are as hungry as whales!”

“Yeah, man. What’s going on with the hot dog stand?” asked Benji, the other

surfer.

After hearing the news of the storm, Brody replied, “Bummer. So where do

hungry dudes like us get food around here? Is there anything to eat?”

Hiding behind their sunglasses, not one person offered as much as a tiny shrimp

to the surfers.

All of a sudden, Benji had an idea. “Well, let’s see. I do have my magic shark

tooth. If only I had a pot of water and a spoon, I could cook some of my tasty shark

tooth soup.


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Name __________________________________________

Shark Tooth SoupUnit 11 Selection

“A magic shark tooth?” cried Dino, the lifeguard. “I have a pot and a spoon right

here on my lifeguard stand.”

The surfers placed the shark tooth in the large pot of boiling water. Benji said,

“This needs to cook for about eight seconds, right Brody?” Curious about the shark

tooth soup, the villagers crowded around to watch.

“Mmm. This soup smells yummy,” said Brody as he licked his lips. “Let’s see. If

we had a small piece of coconut, the soup would be dy-no-mite!”

“I have a coconut,” declared Stu from the

Scuba Hut. He ran to get the fruit.

After adding the coconut, the surfers tasted

the soup. “Not bad, but boy it would really be

good if we had a couple of crab legs,” Benji

suggested.

Tia dashed to her T-shirt shop. She

returned with crab legs and dropped them into

the pot. Benji and Brody tasted the soup, and

they were still dissatisfied. “Now dude, that’s

some delicious soup,” said Brody. “It seems as if

something is missing. Hmm, I wish I could put

my finger on it.”

At that moment, the villagers scattered to the places where they had hidden the

food. They pulled out sardines, pineapple, seaweed, and clams. The people dropped

their ingredients into the pot.

“Cowabunga! Now that’s some awesome shark tooth soup!” declared Benji.

“Yep,” agreed Brody. “It looks like we have enough soup to keep us beached until

the tide comes in.”

While sharing the shark tooth soup, the villagers learned a valuable lesson. It is

easier to ride the waves of life when you are surfing with friends.


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Unit 11 Assessment


Name __________________________________________

Shark Tooth Soup

1. Read the sentence from the story.

The villagers stashed food under hatsand behind towels.

Which word from the fable could replace the word stashed?

A “hid”

B “offered”

C “tasted”

D “dropped”

2. Which two sentences explain why Benji and Brody cook shark tooth soup?

A The hot dog stand is closed.

B The villagers do not trust surfers.

C The villagers do not want to share with others.

D The villagers do not know where to hide their food.

3. Read the sentence from the story.

Benji and Brody tasted the soup, andthey were still dissatis�ed.

The prefix dis- in the word dissatisfied means

A less.

B more.

C not.

D somewhat.

4. This question has two parts. First, answer part A. Then, answer part B.

Part A

Which sentence best describes the lesson of the fable?

A Sharing and working as a team make life better.

B The surfer who takes his time wins the race.

C Having nice friends is important in life.

D The early surfer rides the tallest wave.

Part B

Which sentence from the fable best supports your answer in part A?

A “They knew that surfers had huge appetites.”

B “Hiding behind their sunglasses, not one person offered as much as a tiny shrimp to the surfers.”

C “At that moment, the villagers scattered to the places where they had hidden the food.”

D “It is easier to ride the waves of life when you are surfing with friends.”

5. In the fable, why do the villagers gather on the beach?

A to thank the surfers

B to meet Brody and Benji

C to watch the surfers cook shark tooth soup

D to add more ingredients to the shark tooth soup


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Unit 11 Assessment


Name __________________________________________

Shark Tooth Soup

9. Read the sentences from the fable.

“Now dude, that’s some delicioussoup,” said Brody. “It seems asif something is missing. Hmm, Iwish I could put my finger on it.”

Why does Brody say these words?

A Brody is ready to eat the shark tooth soup.

B Brody is frustrated about cooking the soup.

C Brody is trying to encourage Benji to taste the soup.

D Brody is hinting to the villagers to add their ingredients to the soup.

10. Read the sentence from the fable.

“We are as hungry as whales!”

Which phrase best states the meaning of “as hungry as whales”?

A not hungry

B very hungry

C a little hungry

D more hungry than others

6. What will most likely happen the next time Brody and Benji visit the island?

A The villagers will hide their food.

B Brody and Benji will help repair the hot dog stand.

C Brody and Benji will bring food to share with the villagers.

D Brody, Benji, and the villagers will make shark tooth soup.

7. From whose point of view is the fable told?

A Tia

B Benji

C Brody

D a narrator

8. How is the photograph important to the fable?

A The photograph shows the villagers and the beach.

B The photograph shows that the surfers were hungry.

C The photograph shows the main characters and the setting.

D The photograph shows the types of surfboards used by Benji and Brody.


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Name __________________________________________

Shark Tooth Soup Unit 11 Revising/Editing

11. Jess is writing a report for his teacher about shark fin soup. Read the draft of his report and complete the task that follows.

For many years, shark fin soup has been served in China as a symbol of power, wealth, and generosity. Long ago, a Chinese emperor created the dish to impress his guests. Serving the expensive soup soon became a sign of respect. Today, shark fin soup is often served at weddings to show that people have worked to afford the rich food and they want to share it. Shark fin soup is actually made using ham or chicken broth.

Which sentence does not support the topic sentence and should be removed?

A “Long ago, a Chinese emperor created the dish to impress his guests.”

B “Serving the expensive soup soon became a sign of respect.”

C “Today, shark fin soup is often served at weddings to show that people have worked to afford the rich food and they want to share it.”

D “Shark fin soup is actually made using ham or chicken broth.”

12. A student is writing a story for her class. She wants to add more dialogue to the story.

While on vacation, my family was invited to join friends for a traditional Chinese dinner. The meal included eight courses. The first course was shark fin soup. When the waiter served the soup, my sister and I stared at the black lumps in our bowls. “You try it first!” I muttered under my breath to my sister.

She told me to taste it. “Better yet, let’s eat it at the same time so that we aren’t in hot water with Mom,” she said.

“1..., 2..., 3...,” we whispered before lifting our spoons to our lips.

“Hey, that’s pretty good,” my sister declared.

I had to agree. Shark fin soup definitely tasted better than it looked.

Which of the following sentences best replaces the underlined text?

A “No, I tried it first,” said my sister.

B “I will, if you will,” she replied in a hushed tone.

C “I’m giving my soup to Dad,” my sister declared.

D “You’re the one who likes soup,” my sister stated.


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Unit 11 Critical Thinking

After reading the fable, what might you conclude about the surfers?

_____________________________________________________________________

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Analysis

Analyze

Shark Tooth Soup

In your opinion, are the villagers selfish? Why or why not?

_____________________________________________________________________

_____________________________________________________________________

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_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Evaluation

Evaluate

Pretend you are in charge of building a new hot dog stand for the island. Use a sketch and labels to illustrate the new hot dog stand you might build.

Synthesis

Create


Name __________________________________________

Shark Tooth Soup


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Explain how you think Benji found the shark tooth.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

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Motivation Station

Journal

Motivation Mike says, “The meanings of words can be determined by how the words are used in sentences.”

Read the opinion sentence in the sun shape. In each cloud shape, write reasons that support the opinion.

Sunny days are more fun

than rainy days.


Name __________________________________________

Shark Tooth Soup Unit 11 Creative Thinking


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3. What inference can be made about a person visiting Bakersfield, California, or Venice, Florida?

A The person would see a shark.

B The person would find a shark tooth.

C The person would play in the Gulf of Mexico.

D The person would wear a shark tooth necklace.

4. Explain how shark teeth are different from human teeth.

____________________________________

____________________________________

____________________________________

____________________________________

1. What kind of shark has the smallest teeth?

A the gulf shark

B the whale shark

C the venice shark

D the great white shark

2. What is the paragraph mostly about?

A facts about shark teeth

B how sharks lose their teeth

C the different types of sharks

D how to find shark teeth on the beach

Shark teeth can be found on most beaches, but they can also be located inland. For example, some of the largest shark teeth ever found were in Bakersfield, California. Bakersfield, much like the entire state of Florida, was once under water. For this reason, Venice, Florida, is known as the Shark Tooth Capital of the World. Venice is located along the Gulf of Mexico. Sharks have been living in the gulf for millions of year. When sharks lose their teeth, the teeth fall to the ocean floor. Later, the teeth wash onto the beach. Sharks grow new teeth in place of the lost teeth. Sharks may grow 30, 000 teeth during their lifetimes. The teeth of the great white shark are three inches in length. Whale sharks are the largest sharks but have the smallest teeth. Their teeth are only 1 __ 8 inch long. When surfers and other people find these treasures on the west coast or the east coast, they sometimes wear the teeth as necklaces.

✁

1. Use digital or print sources to research the best California beaches for surfing.

2. Compile a family cookbook of favorite soup recipes.

3. Use the Internet to view video clips of sharks in the ocean.

Parent Activities:


Name __________________________________________

Shark Tooth SoupUnit 11 Extended Practice

Documents

Getting Started - Mentoring Minds · 2018-05-02 · Tahr to Sap a ntorinminds.co Unit Instructional Plans Shark Tooth Soup Unit 11 90 ILLEGAL TO COPY motivationela ™LEVEL 3 mentoringminds.com