Literature in the Classroom - Santa Rosa City Schools A… · · 2015-07-14*The Frog Prince Continued Jon Scieszka George and Martha James Marshall ... Demonstrate an example of

Substitute Teacher Handbook / 8th Edition

Literature in the Classroom

Literature can enhance learning at every grade level. When sharing literature books:

• Usecreativequestioningtokeepstudents interested.Aquestionthat requiresasingle right answerdoes little tokeep students involved.Questions thathaveavariety of answerswill keep students engaged in discussion andmove learningforward.

• Havestudentsreflectonwhattheywoulddoinasimilarsituation,whatelsethecharacter might have done, what would be different if the setting or era werechangedinthestory,etc.

• Askstudentstojustifyactionsandevaluateoccurrences.

• Havetrialsofstorypredators.

• Writeletterstotheauthor. Ifyoucangetstudentsinvolvedinthestory,positivebehavior will be a natural result.

Recommended Read Aloud Books

AdventuresofaTaxiDog DebraBarracca

AlexanderandtheTerrible,Horrible,NoGood,VeryBadDay JudithViorst

AmeliaBedelia PeggyParrish

AnansiandtheMoss-CoveredRock EricKimmel

AnimalsShouldDefinitelyNotWearClothing RonBarrett

BrownBear,BrownBear,WhatDoYouSee? BillMartinJr.

*TheButterBattleBook Dr.Suess

CapsforSale EsphyrSlobodkina

*CharlieParkerPlayedBeBop ChrisRaschka

CloudyWithaChanceofMeatBalls JudiBarrett

*TheCremationofSamMcGee RobertService

TheDayJimmy’sBoaAtetheWash TrinkaH.Noble

DirtyCowboy AmyTimberlake

Don’tLetthePigeonDrivetheBus MoWillems

*EleventhHour GrahameBase

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webLanguage arts Fill-in ACtivities

Fortunately RemyCharlip

* TheFrogPrinceContinued JonScieszka

GeorgeandMartha JamesMarshall

Giggle,Giggle,Quack DoreenCronin

GiraffeandaHalf ShelSilverstein

Gobble,Quack,Moon MatthewGollub

GrandfatherTang’sStory LeeTompert

HaroldandthePurpleCrayon CrockettJohnson

IfYouGiveaMouseaCookie LauraJ.Numeroff

ItCouldAlwaysBeWorse retoldbyMargotZemoch

Lily’sPurplePlasticPurse KevinHenkes

Lyle,Lyle,Crocodile BernardWaber

MailingMay MichaelO.Tunnell

MikeMulliganandHisSteamShovel VirginiaL.Burton

MissNelsonisMissing HarryAllard&JamesMarshall

MissRumphius BarbaraCooney

* TheMostImportantBook MargaretWiseBrown

Mrs.McNoshHangsUpHerWash SarahWeeks

TheNappingHouse AudreyWood

NotintheHouse,Newton! JudithGilliland

Oh,Ducky!:AChocolateCalamity DavidSlonim

ThePaperBagPrincess RobertMunsch

Pinkerton,Behave! StevenKellogg

ThePrincipal’sNewClothes StephanieCalmenson

TheRelativesCame CynthiaRylant

Slugs DavidGreenburg

* SmokyNight EveBunting

SomethingFromNothing PhoebeGilman

* SquidsWillBeSquids:FreshMorals,BeastlyFables JonScieszka

TheStoryofFerdinand MunroLeaf

* TheStranger ChrisVanAllsburg

SwampAngel AnneIsaacs

* SylvesterandtheMagicPebble WilliamSteig

There’saNightmareinMyCloset MercerMayer

* ThingsThatAreMostintheWorld JudiBarrett

* TheTrueStoryoftheThreeLittlePigs JohnScieszka

TheVeryHungryCaterpillar EricCarle

WheretheWildThingsAre MauriceSendak

ZWasZapped ChrisVanAllsburg

* Especiallysuitableforupperlevelclassrooms.


Time:

MaterialsNeeded:

Advance Preparation:

Procedures:

Extension:

15–30minutes

pencilpaper

CreateanexampleofaNamePoemtobeusedtoteachtheactivity.Objective:Studentswillcreateapoemthatisanexpressionoftheirowntraitsandpersonalcharacteristics.

1. Discuss different types of poetry. Ask students to share somepoemsthatarefamiliartothem.

2.Tell the students that today they are going to create a poemaboutthemselves.

3.DemonstrateanexampleofaNamePoem(acrosticpoem)ontheboard.

Example:Cisforchocolatechipcookies,whicharemyfavoriteYisfortheyellowflowersthatgrowinmygardenNisforNikamycatTisforthetreehouseIhelpedbuildHisforhappythoughtsIisforice-creamonmybirthdayAisforalloftheotherthingsthatmakeupme

4.Askthestudentstomakeanamepoemusingtheirownname.5.Sharenamepoemswiththeclassorinsmallgroups.6.Collectpoemsforteacherevaluationanddisplay.

Create Acrostic Poems using other topics such as holidays, schoolsubjects, sports, etc. Illustrate the poems by drawing and coloringpicturesofthethingswrittenaboutinthepoem.

name Poetry g

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Success:TIPS for Younger students may have difficulty in completing this assignment with only one example for instruction. It may be helpful to create a second poem on the board, as a class, before they write their own.

Make it More Challenging

• Makethepoemrhyme.• Usefirstandlastname.• Use20descriptivewords(adjectives).


Time:

Objective:


Objetive:

Procedures:

30+minutes

pencilpaper

PrepareaCinquainPoempatternandexample.

StudentswilllearntheCinquainPatternforpoetryandcreateapoemusingthispattern.

1.Talkaboutaspecifictopic(holiday,schoolsubject,kindoffood,famousperson,etc.).

2.Drawachartontheboardwiththefollowingcategories:•Smells•Tastes•Sounds•Sights•Feelings

3. Fill in the chart with student suggestions for each category.4.Tell the students theywillnowuse this information towritea

diamentepoemaboutthistopic.5.Explainthepatternandputitontheboard(seeexamplebelow).

Example:

SpiderFurry,blackClimbing,spinning,weavingTheymakeanintricatewebTarantula

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ELs2-8Cinquain Poetry(One type of Diamante Poetry)

Pattern Example

Line1 Subject FourthofJuly

Line2 Twoadjectivesorwordsthatdescribethesubject FireCrackers,Bands

Line3 Threewordsthatshowaction,usually“ing”words Marching,Fighting,Picnicking

Line4 Twowordsthatdescribethesubject Flags,Sparklers

Line5 Asynonym(othername)forthesubject IndependenceDay

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Extension:

6.Asaclass,composeaCinquainPoemabouttheselectedtopicusingwordsfromthechartontheboard.

7.Assign students tochooseanother topicandwriteaCinquainPoemontheirown.

8.Havevolunteerssharetheirpoemswiththeclass.

Havestudentswriteacinquainaboutanupcomingholiday, thenusethepoemasthemessageinagreetingcard.

Success:TIPS for Students may have difficulty selecting their own topic to write on. You may wish to as-sign a specific topic to the whole class or brainstorm possible topics and suggest that students use one of the topics from the brainstorming session.


Time:

Objetive:


Procedures:

Writing Prompts:

5–45minutes

Studentswillpracticewritingandeditingskills.

Selectawritingpromptforthestudents.Createahandout,writeitontheboard,orbepreparedtogiveitverbally.

Thisactivitycanfillfiveminutesoranentirelessondependingonthecomplexityofthewritingprompt,andatwhichstepyouwantstudentstostopworkandturnintheirworkforteacherevaluation.Therearenorightorwronganswers,onlyanopportunityforstudentstoexploretheirownthoughts,values,andbeliefs.Encouragestudentstoexplainandjustifytheirresponses.Donotallowstudentstocriticizethethoughtsandopinionsofothers.

1. Provide the class with a writing prompt and time limit forcompletingthefirstdraftoftheirwork.

2.Getstudentstoexchangepapersandeditoneanother’sworkforcontentandtechnicalcomponents.

3.Allowstudentstimetodiscusstheireditorialcommentswithoneanother,gettingasecondopinionfromotherstudents, if timepermits.

4.After the editing process, get students to complete a seconddraft of their work and hand it in for teacher evaluation.

A.Writeaninvitationtoasocialevent,realorimaginary,formalorcasual.

B.Write a letter to a national news agency convincing them tocoverarecentorupcomingeventatyourschool.

C.Writeamenuforanewrestaurantintown.D.Writeachronologicalreportofeverythingyouhavedonesofar

today.E.Writeanoutlineofyour life. Includeeventsyouanticipatewill

happeninthefuture.F. Writea letter toamusic companyexplainingabillingmistake

theymadeonyourlastorder.G.Writeabriefessayaboutwhatlifeasastreetlightwouldbelike.H.Writeadescriptionofeatingicecream.

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ELs2-12Writing Prompts

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Writing Prompts:

Adapting for Students with Special Needs:

I. Writeanevaluationofthepenorpencilyouareusing.J. Writeamemotoyourbossaskinghim/herforaraise.K.Writeasynopsisofabookyouhaverecentlyread.L.Writeanewspaperarticleaboutcurrentfashiontrendsorarecent

sportingevent.M.Ifthisweekendyoucoulddoanythingyouwantedto,whatwould

youdo?N.Ifyouwereateacherandthestudentsinyourclasswouldn’tstop

talkingwhatwouldyoudo?What if youdid thatand they stilldidn’tstoptalking?

O. If therewasapostercompetitioncomingup,wouldyou rathercreateaposterallbyyourselfandgetallof thecredit,orworkwithagroupandsharethecreditwiththeothergroupmembers?

P. Ifyoucouldbeinvisibleforoneday,whatwouldyoudo?Q.If yourparentsweregoing tobe living in a foreign country for

thenextyear,wouldyourathergowiththemorstayinyourownneighborhoodwithafriend?Why?

R.Whatwouldtheperfectdayatschoolbelike?S.Ifyoucouldchangejustonethingaboutschool,whatwouldyou

change?T. Pretendyoucouldonlyhaveonepairof shoes for thenextyear.

Wouldyouchooseshoesthatarereallycomfortablebutlookkindofgoofy,orshoesthatlookreallycoolbutareuncomfortabletowear?

U.Whataretwothingsyoudon’tlikenow,buttenyearsfromnowyoudon’tthinkwillbesobad?

V.SupposeyourdadforgotthathehadpromisedtodriveyouandafriendtothemoviesoneSaturdayafternoon;hewentgolfinginstead. If you could choose a punishment for your dad, whatwoulditbe?Doyouthinkitwouldmakehimnotdothisagain?

W.Whatsubjectsinschooldoyouthinkarereallyimportanttostudy?Why?

X.Ifyoucouldpickanyage,andbethatagefortherestofyourlife,whatagewouldyouwanttobe?Why?

Y.Ifyoucouldchoosenewjobsforyourparents,whatwouldyouchooseandwhy?

• Writefewersentences.• Usemoretimetocompletetheassignment.• Refertoalistofkeywordstouse.


Time:

MaterialsNeeded

Objetive:

Procedures:

Adapting for Students with Special Needs:

10–40minutes

Alistoflevelappropriatewordstobeusedforspellingpracticepencilpaper

Students will review the spelling of vocabulary or spelling list wordsthroughagroupgame.

1.Thisactivitycanbeplayedasanentireclassorinsmallergroups.Startbyhavingthestudentssitat theirdesksorstandnext tothem.

2.Give theclassaword to spell. (Youmaychoose tohave themwritethewordonapieceofpaper.)

3.Going rowby row,get themtospell thewordone letteratatime.Everyonemustlistensotheyknowwhatlettercomesnextwhen it is their turn.

4.Afterthelastletterissaid,thefollowingpersonsays“Sparkle”andthenextpersonsitsdown,indicatingtheyareout.Ifsomeonemissesaletteralongtheway,theytooareaskedtositdown.

5.Thosewhoareoutwillcontinuetowritethewordsthataregivenontheirpaperandcheckthemagainstthosewhoarestillinthegame.Thegamecanendatanypoint,butmaycontinueuntilthereisafinalplayer.

• Refertoaspellinglist.• Writedownthewordbefor

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ELs3-6sparkle

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1. anmnsow

2. eci beuc

3. inretw

4. kewosflna

5. gidnslge

6. odlc

7. bcierge

8. ngiisk

9. leccii

10. cie

11. lcreiag

12. oloig

13. ecircaem

14. radzizlb

15. strof

16. zenorf

17. ushls

18. cie kasting

19. wnos

20. lalownsb

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ELs3-8

Cold Words

Brr....Canyouselbrmacnuunscramblethesecoldwords?

Howmanywordscanyouthinkofthatendin“ice?’Thereareatleast75!


Cold scrambled WORds ANsWERs

1.snowman2. ice cube 3. winter 4.snowflake5. sledging 6. cold 7. iceberg

8. skiing9. icicle 10. ice 11. glacier 12. igloo13.icecream14.blizzard

15. frost 16.frozen17. slush 18. ice skating 19. snow 20. snowball

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the newspaper

Time:

MaterialsNeeded

Objetive:

15–30minutes

newspaperpencilpaper

Applyreallifeexamplestolearningthatoccursintheclassroom.

The newspaper can be a lifesaver when substitute teaching. If therearenoplansleftforaclassroom,thenewspapercanbeusedtoteachanything!

• Inakindergartenclass,studentscancirclelettersofthealphabettolearnupperandlowercaseconcepts.

• In first grade, students could circle words they recognize ordiscusstheemotionsdepictedinpictures.

• Studentsatvariousgradelevelscan:- create a shopping list from ads and use math skills to

create a total cost- forecastweatheranddiscussclimate- workoutstatisticsforsportingevents- writeaclassifiedadorcartoontoexpandwritingskillsto

different audiences- create a budget using data from job opportunities,

apartmentrental,andfoodadvertisementsections

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Time:

Materials Needed:

Objetive:

WorkingwithStudents with Special Needs

Extension:

30+minutes

pencilspaperacopyofthebookAlexanderandtheTerribleHorribleNoGoodVeryBadDaybyJudithViorst.Availabletocheck-outatmostlibrariesorforpurchaseatmostbookshops.

Students will identify and express their experiences and feelings inwriting.

1.ReadthebookAlexanderandtheTerribleHorribleNoGoodVeryBadDay.Ifthebookisnotavailableyoumaytellaboutatimewhen you had a bad day.

2.Getstudentstodiscussthingsthathavehappenedandcausedthem to have a bad day. Try to discourage the discussion ofmorbidordisturbingevents.(Tolearnmoreaboutbrainstormingstrategies,seepage##.)

3.Ask students toname feelings that theyhavewhen thingsgowrong(youmaywanttolisttheseontheboard).

4.GetstudentstowriteabouttheirownAwful,Terrible,NoGood,VeryBadDay.Remindthemtoincludefeelingsintheirnarration.

5.Askvolunteerstosharetheirwritingwiththeclass.6.Collectstoriesfortheteachertoreview.

Studentswithspecialneedsusepicturestotellthestory.Refertoalistofkeywordstouse.

Have the students illustrate their writing. With student permission,placetheillustratedexperiencesinathreeringbinderforstudentstoread at their leisure.

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ELs2-8My awful, terrible, Horrible, no Good, very Bad Day

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Success:TIPS forGiving students specific writing guidelines will help ensure quality work. For example, you may require that younger students write at least six sentences and that older students write at least three paragraphs. Providing an example you have written about a very bad day of your own will also help to get them started on the right track.

Most students enjoy listening to a good story, so class management should not be much of a problem while you are reading. However, it is always a good idea to explain exactly the kind of behavior you expect during an activity before you begin (feet on the floor, pencils down, eyes on the teacher, facing forward, etc.).


Time:

Materials Needed:

Objetive:

Procedures:

Extension:

For Students with Special Needs:

Time:

Materials Needed:

Objetive:

Procedures:

Extension:

For Students with Special Needs:

15minutes

SillyStoryworksheetspencils

Students will practice naming nouns, verbs, adjectives, adverbs, andotherwordsastheyworkcooperativelytocomposeSillyStories.

1.Reviewwithstudentsthefollowingpartsofspeech:A.Noun=nameofaperson,place,orthingB.Verb=showsactionC.Adjective=describesanoun(color,size,etc.)D.Adverb=describesaverb(oftenendsinly)

2.ExplainthatstudentsaregoingtopracticenamingexamplesofthesepartsofspeechastheyworkwithapartnertocompleteaSillyStory.

3.CompletetheexampleSillyStoryasaclass.4.Readthecompletedexamplealoudtotheclass.5.Divide the class into partners and distribute the Silly Story

worksheets.6.Get one student to provide the words for one story with the

otheractingasscribeandnarrator.ThenswitchrolestocompletethesecondSillyStory.

7.Iftimeallows,studentsmayvolunteertoreadtheirSillyStoriestothe class.

Tradepartners and reuse the sameworksheets to createnew storieswithadifferentperson’s input.OlderstudentsmayalsoenjoywritingtheirownSillyStoryworksheetsforclassmatestocomplete.

Reviewandbegivenexamplesofthedifferentpartsofspeech.Refer to a written reminder of what the different parts ofspeechare.

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ELs4-8silly stories

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directions: Askastudentforthepartofspeechortypeofwordasindicated.Writethewordonthespaceprovided.Repeattheprocessuntilallthespacesarefilled.ReadthecompletedSillyStoryaloudtotheclass.

a trip to Outer spaceSilly Story

Lastnight I hadadreamabout you.At theageof (1) _______ youweregood looking

andthecaptainof thespaceship (2)____________. In thedreamyouandacrewof (3)

_________traveledtotheplanet(4)__________.Theflightbeganat(5)___________a.m.

“10...9...8...7...6...5...4...3...2...1...(6)___________,”thecontrollercalledasthespace

shipblastedofffrom(7)________.Duringtakeofftheshipstartedto(8)____________

butquickaction fromthecrewkept itoncourseandpreventedyoufromcrashing into

(9)_______________.Outerspacewas(10)______________asyou(11)__________past

themooneveryone(12)__________tothewindowstotakealook.Finallytheplanet(13)

__________wasinsight.Afterorbitingtheplanet(14)_________times,whileyouwere

lookingforyour(15)__________,thespaceshipfinallylanded.Everyonegotoffandbegan

collecting(16)_____________(17)________thatwerealloverthesurfaceoftheplanet,

untilyoustartedhearing(18)________noises.Youwereafraidtheplanetwasgoingto

explodesoyouhurriedbackonboardtheshipandtookoff(19)_____________.

ThelastthingIrememberisyourspaceshipheadingstraightforthe(20)___________inmy

house.Ohmy,wasIever(21)___________towakeup!

1. number2. propername3. animal(plural)4. planet5. timeofday6. exclamation7. geographicallocation

8. verb9. geographicallocation10. adjective11. verb(pasttense)12. verb(pasttense)13. sameplanetas#414. number

15. personalbelonging16. adjective17. noun(plural)18. verbendingin“ing”19. adverbendingin“ly”20. roominahouse21. feeling


getting to schoolSilly Story

directions: Askastudentforthepartofspeechortypeofwordasindicated.Writethewordonthespaceprovided.Repeattheprocessuntilallthespacesarefilled.ReadthecompletedSillyStoryaloudtotheclass.

Youwouldnotbelievethe(1)_____________timeIhadgettingtoschooltoday.Firstof

allmyalarmwentoffat(2)___________a.m.insteadof(3)___________a.m.,whichis

thetimeIusuallygetup.WhenI(4)___________myclosettodecidewhattowearthe

onlyclothesIcouldfindwere(5)____________(6)____________and(7)___________(8)

_____________.LuckilytheoutfitI’dbeenwearingforthepast(9)_______dayswasstillin

thewashingbasketsoIputiton.ThenIwenttothe(10)_____________toeatbreakfast

but,theonlyfoodIcouldfindwas(11)___________andweekold(12)_______________

soI(13)________________themtogetherandateit(14)_________________.Asifthat

wasn’tbadenough,whenIwenttobrushmyteeth(15)_____________cameoutofthe

tapinsteadofwater.Iwasnothavinga(16)_________day.Thenmy(17)____________

couldn’t find the (18) ___________ to the car, so I had to walk all the way to school

carryingthe(19)____________(20)_____________Ihadmadeformy(21)___________

class project. Halfway to school a (22) _____________ started chasing me so I (23)

______________rantherestoftheway.Irushedinsidethefront(24)________justasthe

latebellrang.Ihopetherestofmydaygoes(25)_________.

1. adjective2. time3. time4. pasttenseverb5. color6. pieceofclothing7. adjective8. pieceofclothing9. number

10. roominahouse11. food12. food13. pasttenseverb14. adverbendingin“ly”15. liquid16. adjective17. memberofafamily18. partofacar

19. adjective20. noun21. schoolsubject22. animal23. adverbendingin“ly”24. partofabuilding25. adverb

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Time:

MaterialsNeeded


Objective:

Procedures:

Extension:

15–30minutes

PencilPaperAclassroomobject

Make a list of potential audiences and purposes for writing on thechalkboard(seeexamplesbelow).

Studentswillpracticewritingfordifferentaudiences.

1.Holdupacommonobject in theclassroom (ruler, stapler,key,tablet,etc.).

2.Discusswhattheobjectisandwhatitisusedfor.3.Askthestudentstochooseanaudienceandpurposeforwriting

fromtheboard.Give thestudentsa time limitandhave themwriteabouttheobjectdiscussedinprocedure2.

4.Instruct students to not tell anyone the audience they haveselected.

5.Getvolunteerstoreadtheirparagraphsaloudandgettheclassmemberstoguesswhichaudiencetheyselected.

Examples of Audiences and Purposes:• Tell a storyabout theobject inprocedure1 toaKindergarten

class.• Writeinadiaryasthoughyouwereanarcheologistwhodugup

thisobjecttwohundredyearsfromnow.• Youarefromanotherplanetandyouarewritinghometoexplain

howtheobjectisusedonEarth.• Writeamemototheprincipalexplainingwhythisobjectshould

bepurchasedforeverystudentintheschool.• Explaintosomeonewhohasneverseenthisobjecthowitisused.• Writespecificdetailsaboutthisobjectsothatthereadercould

walkintotheclassroomandpickitoutfromothersimilarobjects.

Getstudentstoselectanotherobjectintheclassroomandwriteaboutitwithoutmentioningitbyname.Tradepapersamongclassmembersandhavethemtrytoworkoutwhatobjectthepersoniswritingabout.

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Writing for an Audience


For Students with Special Needs

• Providehintsorsuggestionsaboutwhataudienceto writefor.• Havestudentdictatestorytoascribe.

Success:TIPS forSetting specific guidelines for the writing assignment will help with this activity. Specify that it should be at least five sentences or that ten minutes will be all the time available for writing. The younger the students the more specific instructions they will need.

Establishing guessing procedures for step five will help with classroom management. Students will want to call out their guesses as the volunteers read their paragraphs. Establish that no one is to guess until the reader has read their entire paper and that the reader will call on someone who has raised his/her hand when s/he has finished.

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adjective? What is An Adjective?

Time:

MaterialsNeeded

Objective:

Procedures:

1 hour

Four-footpieceofheavynewsprintorbutcherpaperforeachgroup.Maskingtapeorothermeansofattachingpapertowall.Adifferentcoloredmarkerforeachgroup.Avarietyofscenicpicturestobemountedonthetopofeachpieceoflongpaper.

Studentswill learnwhatanadjective isandhowitcanbeusedtomake creative writing more interesting, and will use their creativeabilityandvocabularytodescribeapicture.

1.Mount pictures at the top of the long sheets of paper andhangthemaroundtheroomorinhallways.Studentswillbewritingonthemsomakesurethesurfaceissmooth,markersdo not fade through the paper, and there is enough spaceforstudentstostandinfrontofthepicturewithoutbotheringothergroups.

2.Dividestudentsintoworkablegroupsequaltothenumberofpicturesbeingused.Besureeachgroupisadifferentcolorofmarkers.Emphasizetheneedforallstudentstocontributenotjusttheonewhoisdoingthewriting.

3.Studentsaretomakealistofwordsthatdescribewhattheyseeinthepicture.Thesemustbesinglewordsnotphrasesandtheycanonlybeusedonce.Forexample,thewordgreenmaybeusedtodescribethegrassandthetrees inapicture,notgreengrassandgreentree.Dependingonthe lengthoftheclassperiodand the followupactivities seta timer forhowlongyouwantthestudentstobeateachpicture.

4.Whentimeisupgroupsmovetothenextpictureandcontinuethewordlist.Theonlycatchisthattheycannotusethesamewordsasthepreviousgroup.Theymustcomeupwithoriginalwords of their own.

5.Continuetherotationuntileachgrouphashadanopportunitytoevaluateeachpicture.

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Procedures:

Integration:

6.Whenthelistsarecompletedtheteachershouldreadthroughthe lists reviewing them with the students. The following aresuggestions on what to look for:

a.Doestheworddescribethepicture?b.Isthewordlistedonlyonce?(Ifnotthesecondlistingis

crossedout.)c.Iseachwordfoundinthedictionaryordidstudentsmake

themup?d.Discusswhichgroupmadethebestandmostcontribu-

tionstothepictures:thegroupwhoworkedonapicturefirstorlast.

e.Whichpicturesweretheeasiesttodescribe?7.Therestoftheactivitymaybedoneinsmallgroupsorindividu-

ally.Dooneorallofthefollowing:a.Writeapoemaboutoneofthepicturesusingasmanyof

theadjectivesaspossible.b.Writeastoryaboutoneofthepicturesmakingsurethat

noneofthewordsonthelistareused.Rewritethestoryusing appropriate adjectives from the list to see howmuchmoreinterestingthestorybecomes.

c.Havethestudentbecomepartofthepicturethenwriteastoryincludingwho,what,when,where,andwhyformat.

d.Sameasaboveexceptfromtheprospectiveofanewsreporter.

Math:1.Useabarorlinegraphtoshowthenumberofwordseachgroup

gotoneachpicture.Usethesamecolorsasthemarkersforeasycomparisons.

2.Figurethepercentageofwordseachgrouphadoneachpageortotalnumberofwords.Makeacirclegraphshowingtheresults.

3.Countthesyllablesornumberoflettersineachwordandfindoutwhattheaveragenumberofsyllablesorletterseachwordhasorwhichgroupaveragedthehighestnumber.

study skills:1.Lookupeachadjectiveinathesaurusandmakealistofsynonyms.2.Arrangethewordsinalphabeticalorderordividedintosyllables3. Students may make individual word lists including the group

generatedonesaswellasany theymay thinkof.Theprocessmaycontinuebylistingactionwordsandadverbs.

social studies: Insteadofscenicpictures,useperiodpicturesorwritecertainyearsatthetopofthepaper.Havestudentsdescribetheerausingsinglewords.

science: Place thewords:moneran,protist, fungus,plant, andanimalon thesheetsofpaper.Havestudentslistcharacteristicsorexamplesofeach—goodreviewoftheclassificationsystemorasaresearchproject.

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1. Asummerpest.

2. Somethingyougetinanylonstocking.

3. Usedtostaycoolinhotweather.

4. Amistake.

5. Typeofbirdservedataholidaydinner.

6. AsuccessfulsongorCD.

7. Containerforstoringorangejuice.

8. Agoodfoundation.

9. AfamousGreekpoet,alsoBartSimpson’sdad.

10. Notmarried.

11. Totakesomethingthatisn’tyours.

12. Aquickvisit.

13. Themanatthedogpound.

14. Youshouldslowdownfortheseonahighway.

15. Givingupsomethingyoureallylike.

16. Tomultiplybytwo.

17. Itfliesonlyatnight.

18. Usedtomakepancakes.

19. Adisguise.

20. Toboycottgoingtowork.

21. Theresultsofatest.

22. Notin.

23. Usedtoservefoodon.

24. Foundontheplayground.

25. Anexpensivejewel.

Let’s Play Baseball

Usethefollowingcluestohelpyouidentify25wordsassociatedwiththegameofbaseball.


Let’s Play Baseball ANsWER KEY:

1.fly2. run 3. fan 4. error 5. foul6. hit 7.pitcher8. base 9.homer

10. single11. steal 12.shortstop13. catcher 14. curve 15.sacrifice16. double 17. bat 18. batter

19.mask20. strike21. score 22. out 23.plate24.swing/slide25.diamond

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Pieces of a Puzzle

Inmanywaysastoryislikeapuzzle.Astorycanbebrokendownintoindividualpiecessuchasgoodguys,badguys,supportingcharacters,settings,beginning,ending,conflict,etc.Untilallofthepiecesarearrangedcorrectlytheymaynotmakealotofsense,butskillfullypiecedtogethertoformacompletepicture,theycantellapowerfulstory.Chooseonestorypiecefromeachcolumninthechartbelowandthenputthemtogethertocreateanoriginalstoryofyourown.

Protagonist Antagonist supporting setting Conflict Conclusion(good guy) (Bad guy) Character

Chef Dentist Doctor NewYorkCity Manvs.Self Tragedy

Nurse Father BestFriend Beach Manvs.Nature ToBeContinued

Lawyer CollegeStudent Dog ForeignCountry Manvs.Society Happy

Teacher Athlete Waitress Hotel Goodvs.Evil BadGuyWins

Cowboy Politician MovieStar Ranch SomethingStolen EveryoneDies

ComputerExpert Thief Artist Cemetery Youngcs.Old GuyGetsGirl

Detective Jockey ZooKeeper UsedCarLot Manvs.Machine OnlyaDream

Author Sister Computer School ADyingRequest TheButlerDidIt


Time:

Objective:

MaterialsNeeded

Procedures:

Working with students with special Needs:

30minutes

Students will write the ending to a short story then compare theirconclusion with that of the original author.

Copyofanoriginalshortstorypaperpencils

1.ExplaintostudentsthatyouaregoingtoreadthebeginningofashortstorybyGuyDeMaupassant(orauthorofyourchoice)andthenhavethemwrite theendingtothestory.Wheneveryonehasfinishedwriting,theywillhavetheopportunitytosharetheirwritings and compare them to the conclusion written by theoriginal author.

2.ReadthebeginningofTheNecklace(orothershortstoryofyourchoice)aloudtotheclass(seepage224).

3.Allowstudents15minutestowriteaconclusiontothestory.4.Iftimepermits,invitestudentstosharetheirconclusionswiththe

classorinsmallgroups.5.Readaloudtheoriginalendingtothestory.6. Ask students to list similarities and differences between their

conclusion and the author’s conclusion at the bottom of theirpageandthenturnitinforteacherevaluation.

• Giveanoralresponse.• Dictateresponsetoascribe.

gR

AdEs LEV

ELs9-12great Minds think Alike

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Shewasoneof thosepretty, charming young ladies, born, as if through an error ofdestiny, intoa familyofclerks.Shehadnodowry,nohopes,nomeansofbecomingknown,appreciated,lovedandmarriedbyamaneitherrichordistinguished;andsheallowedherselftomarryapettyclerkintheofficeoftheBoardofEducation.

Shewassimple,notbeingabletoadornherself,butshewasunhappy,asoneoutofherclass; forwomenbelong tonocaste,no race, theirgrace, theirbeautyand theircharmservingthemintheplaceofbirthandfamily.Theirinbornfinesse,theirinstinctiveelegance,theirsupplenessofwit,aretheironlyaristocracy,makingsomedaughtersofthepeopletheequalofgreatladies.

Shesufferedincessantly,feelingherselfbornforalldelicaciesandluxuries.Shesufferedfromthepovertyofherapartment, the shabbywalls, thewornchairsand the fadedstuffs.Allthesethings,whichanotherwomanofherstationwouldnothavenoticed,torturedandangeredher.ThesightofthelittleBreton,whomadethishumblehome,awokeinhersadregretsanddesperatedreams.Shethoughtofquietantechamberswiththeirorientalhangingslightedbyhighbronzetorchesandofthetwogreatfootmeninshorttrouserswhosleepinthelargearmchairs,madesleepybytheheavyairfromtheheatingapparatus.Shethoughtof largedrawingroomshung inoldsilks,ofgracefulpiecesoffurniturecarryingbric-a-bracof inestimablevalueandofthe littleperfumedcoquettishapartmentsmadeforfiveo’clockchatswiththemostintimatefriends,menknownandsoughtafter,whoseattentionallwomenenviedanddesired.

Whensheseatedherself fordinnerbeforetheroundtable,wherethetableclothhadbeenusedthreedays,oppositeherhusbandwhouncoveredthetureenwithadelightedair,saying;“Oh!Thegoodpotpie!Iknownothingbetterthanthat,”shewouldthinkoftheelegantdinnersoftheshiningsilver,ofthetapestriespeoplingthewallswithancientpersonagesandrarebirdsinthemidstoffairyforests;shethoughtoftheexquisitefoodservedonmarvelousdishes,ofthewhisperedgallantries,listenedtowiththesmileoftheSphinxwhileeatingtherose-coloredfleshofthetroutorachicken’swing.

Shehadneitherfrocksnorjewels,nothing.Andshelovedonlythosethings.Shefeltthatshewasmadeforthem.Shehadsuchadesiretoplease,tobesoughtafter,tobecleverand courted.

Shehadarichfriend,aschoolmateattheconvent,whomshedidnotliketovisit;shesufferedsomuchwhenshereturned.Andsheweptforwholedaysfromchagrin,fromregret,fromdespairanddisappointment.

the necklaceGUY DE MAUPASSANT


Oneeveningherhusbandreturned,elated,bearinginhishandalargeenvelope.

“Here,”hesaid,“here is something for you.”

Shequicklytoreopenthewrapperanddrewoutaprintedcardonwhichwereinscribedthese words:

TheMinisterofPublicInstructionandMadameGeorgeRamponneauaskthehonorofM.andMmeLoisel’scompanyMondayevening,January18,attheMinister’sresidence.

Insteadofbeingdelighted,asherhusbandhadhoped,shethrewtheinvitationspitefullyuponthetable,murmuring:

“What do you suppose I want with that?”

“But my dearie, I thought it would make you happy. You never go out, and this is an occasion, and a fine one! I had a great deal of trouble to get it. Everybody wishes one, and it is very select; not many are given to employees. You will see the whole official world there.”

Shelookedathimwithanirritatedeyeanddeclaredimpatiently:

“What do you suppose I have to wear to such a thing as that?”

Hehadnotthoughtofthat;hestammered:

“Why, the dress you wear when we go to the theater. It seems very pretty to me.”

Hewassilent,stupefied,indismay,atthesightofhiswifeweeping.Twogreattearsfellslowlyfromthecornersofhereyestowardthecornersofhermouth;hestammered:

“What is the matter? What is the matter?”

Byaviolenteffortshehadcontrolledhervexationandrespondedinacalmvoice,wipinghermoistcheeks:

“Nothing. Only I have no dress and consequently I cannot go to this affair. Give your card to some colleague whose wife is better fitted out than I.”

Hewasgrievedbutanswered:“Let us see, Matilda. How much would a suitable costume cost, something that would serve for other occasions, something very simple?”

Shereflectedforsomeseconds,makingestimatesandthinkingofasumthatshecouldaskforwithoutbringingwithitanimmediaterefusalandafrightenedexclamationfromtheeconomicalclerk.

Finally she said in a hesitating voice:

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“I cannot tell exactly, but it seems to me that four hundred francs ought to cover it.”

Heturneda littlepale,forhehadsavedjustthissumtobuyagunthathemightbeabletojoinsomehuntingpartiesthenextsummer,ontheplainsatNanterre,withsomefriendswhowenttoshootlarksupthereonSunday.Nevertheless,heanswered:

“Very well. I will give you four hundred francs. But try to have a pretty dress.”

Thedayoftheballapproached,andMmeLoiselseemedsad,disturbed,anxious.Never-theless,herdresswasnearlyready.Herhusbandsaidtoheroneevening:

“What is the matter with you? You have acted strangely for two or three days.”

Andsheresponded:“I am vexed not to have a jewel, not one stone, nothing to adorn myself with. I shall have such a poverty-laden look. I would prefer not to go to this party.”

Hereplied: “You can wear some natural flowers. At this season they look very chic. For ten francs you can have two or three magnificent roses.”

Shewasnotconvinced.“No,”shereplied,“there is nothing more humiliating than to have a shabby air in the midst of rich women.”

Thenherhusbandcriedout:“How stupid we are!

Go and find your friend Madame Forestier and ask her to lend you her jewels. You are well enough acquainted with her to do this.”

Sheutteredacryofjoy.“It is true!”shesaid.“Ihadnotthoughtofthat.”

Thenextdayshetookherselftoherfriend’shouseandrelatedherstoryofdistress.MmeForestierwenttoherclosetwiththeglassdoors,tookoutalargejewelcase,broughtit,openeditandsaid;

“Choose, my dear.”

Shesawatfirstsomebracelets,thenacollarofpearls,thenaVenetiancrossofgoldandjewelsandofadmirableworkmanship.Shetriedthejewelsbeforetheglass,hesitated,butcouldneitherdecidetotakethemnorleavethem.Thensheasked:

“Have you nothing more?”

“Why, yes. Look for yourself. I do not know what will please you.”

Suddenlyshediscoveredinablacksatinboxasuperbnecklaceofdiamonds,andherheartbeatfastwithanimmoderatedesire.Herhandstrembledasshetookthemup.Sheplacedthemaboutherthroat,againstherdress,andremainedinecstasybeforethem.Thensheaskedinahesitatingvoicefullofanxiety:


“Could you lend me this? Only this?”

“Why, yes, certainly.”

Shefellupontheneckofherfriend,embracedherwithpassion,thenwentawaywithher treasure.

Thedayoftheballarrived.MmeLoiselwasagreatsuccess.Shewastheprettiestofall,elegant,gracious,smilingandfullofjoy.Allthemennoticedher,askedhernameandwantedtobepresented.AllthemembersoftheCabinetwishedtowaltzwithher.Theministerofeducationpaidhersomeattention.

She danced with enthusiasm, with passion, intoxicated with pleasure, thinking ofnothing,inthetriumphofherbeauty,inthegloryofhersuccess,inakindofcloudofhappinessthatcameofallthishomageandallthisadmiration,ofalltheseawakeneddesiresandthisvictorysocompleteandsweettotheheartofwoman.

Shewenthometowardfouro’clockinthemorning.Herhusbandhadbeenhalfasleepinoneofthelittlesalonssincemidnight,withthreeothergentlemenwhosewiveswereenjoyingthemselvesverymuch.

Hethrewaroundhershouldersthewrapstheyhadcarriedforthecominghome,modestgarmentsofeverydaywear,whosepovertyclashedwiththeeleganceoftheballcostume.Shefeltthisandwishedtohurryawayinordernottobenoticedbytheotherwomenwhowerewrappingthemselvesinrichfurs.

Loisel detained her. “Wait,”saidhe.“You will catch cold out there. I am going to call a cab.”

Butshewouldnotlistenanddescendedthestepsrapidly.Whentheywereinthestreettheyfoundnocarriage,andtheybegantoseekforone,hailingthecoachmanwhomthey saw at a distance.

TheywalkedalongtowardtheSeine,hopelessandshivering.FinallytheyfoundonthedockoneofthoseoldnocturnalcoupesthatoneseesinParisafternightfall,asiftheywereashamedoftheirmiserybyday.

It took themas faras theirdoor inMartyrStreet,and theywentwearilyup to theirapartment.Itwasalloverforher.Andonhispartherememberedthathewouldhavetobeattheofficebyteno’clock.Sheremovedthewrapsfromhershouldersbeforetheglassforafinalviewofherselfinherglory.Suddenlysheutteredacry.Hernecklacewasnot around her neck.

Herhusband,alreadyhalfundressed,asked:

“What is the matter?”

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Sheturnedtowardhimexcitedly:

“I have—I have—I no longer have Madame Forestier’s necklace.”

Hearoseindismay:“What! How is that? It’s not possible.”

And they looked in the foldsof thedress, in the foldsof themantle in thepockets,everywhere.Theycouldnotfindit.

Heasked:“You are sure you still had it when we left the house?”

“Yes, I felt it in the vestibule as we came out.”

“But if you had lost it in the street we should have heard it fall. It must be in the cab.”

“Yes. It is probable. Did you take the number?”

“No. And you, did you notice what it was?”

“No.”

Theylookedateachother,utterlycastdown.

FinallyLoiseldressedhimselfagain.

“I am going,”saidhe,“over the track where we went on foot, to see if I can find it.”

Andhewent.Sheremainedinhereveninggown,nothavingtheforcetogotobed,stretcheduponachair,withoutambitionorthoughts.

Towardseveno’clockherhusbandreturned.Hehadfoundnothing.

Hewenttothepoliceandtothecabofficesandputanadvertisementinthenewspapers,offeringareward;hedideverythingthataffordedthemasuspicionofhope.

Shewaitedalldayinastateofbewildermentbeforethisfrightfuldisaster.Loiselreturnedatevening,withhisfaceharrowedandpale,andhaddiscoverednothing.

“It will be necessary,” saidhe,“to write to your friend that you have broken the clasp of the necklace and that you will have it repaired. That will give us time to turn around.”

Shewroteashedictated.

Attheendofaweektheyhadlostallhope.AndLoisel,olderbyfiveyears,declared:

“We must take measures to replace this jewel.”


Thenextdaytheytooktheboxwhichhadenclosedittothejewelerwhosenamewasontheinside.Heconsultedhisbooks.

“It is not I, Madame,”saidhe,“who sold this necklace; I only furnished the casket.”

Thentheywentfromjewelertojeweler,seekinganecklaceliketheotherone,consultingtheirmemories,andill,bothofthem,withchagrinandanxiety.

InashopofthePalais-Royaltheyfoundachapletofdiamondswhichseemedtothemexactlyliketheonetheyhadlost.Itwasvaluedatfortythousandfrancs.Theycouldgetitforthirty-sixthousand.

stop reading at this point and assign students to write their own conclusion.

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the necklaceConclusionGUY DE MAUPASSANT

Theybeggedthejewelernottosellitforthreedays.Andtheymadeanarrangementbywhich theymight return it for thirty-four thousand francs if they found theotheronebefore the end of February.

Loiselpossessedeighteenthousandfrancswhichhisfatherhadlefthim.

Heborrowedtherest.

Heborrowedit,askingforathousandfrancsofone,fivehundredofanother,fivelouisofthisoneandthreelouisofthatone.Hegavenotes,maderuinouspromises,tookmoneyofusurersandthewholeraceoflenders.Hecompromisedhiswholeexistence,infact,riskedhissignaturewithoutevenknowingwhetherhecouldmakeitgoodornot,and,harassedbyanxiety for the futureby theblackmiserywhich surroundedhimand theprospectofallphysicalprivationsandmoraltorture,hewenttogetthenewnecklace,depositingonthemerchant’scounterthirtysixthousandfrancs.

WhenMmeLoiseltookbackthejewelstoMmeForestierthelattersaidtoherinafrigidtone:

“You should have returned these to me sooner, for I might have needed them.”

Shedidopenthejewelboxasherfriendfearedshewould.Ifsheshouldperceivethesub-stitutionwhatwouldshethink?Whatshouldshesay?Wouldshetakeherforarobber?

MmeLoiselnowknewthehorriblelifeofnecessity.Shedidherpart,however,completely,heroically.Itwasnecessarytopaythisfrightfuldebt.

Shewouldpayit.Theysentawaythemaid;theychangedtheirlodgingstheyrentedsomeroomsunderamansardroof.

Shelearnedtheheavycaresofahousehold,theodiousworkofakitchen.Shewashedthedishes,usingherrosynailsuponthegreasypotsandthebottomsofthestewpans.Shewashedthesoiledlinen,thechemisesanddishcloths,whichshehungonthelinetodry;shetookdowntherefusetothestreeteachmorningandbroughtupthewater,stoppingateachlandingtobreathe.And,clothedlikeawomanofthepeople,shewenttothegrocer’s,thebutcher’sandthefruiterer’swithherbasketonherarm,shopping,haggling


tothelastsouhermiserablemoney.

Everymonth itwasnecessary to renewsomenotes, thusobtaining time,and topayothers.Thehusbandworkedevenings,puttingthebooksofsomemerchantsinorder,andnightsheoftendidcopyingatfivesousapage.

Andthislifelastedfortenyears.

Attheendoftenyearstheyhadrestoredall,all,withinterestoftheusurer,andaccu-mulatedinterest,besides.

MmeLoiselseemedoldnow.Shehadbecomeastrong,hardwoman,thecrudewomanofthepoorhousehold.Herhairbadlydressed,herskirtsawry,herhandsred,shespokeinaloudtoneandwashedthefloorsinlargepailsofwater.Butsometimes,whenherhusbandwasattheoffice,shewouldsearherselfbeforethewindowandthinkofthateveningpartyofformertimes,ofthatballwhereshewassobeautifulandsoflattered.

Howwouldithavebeenifshehadnotlostthatnecklace?Whoknows?Whoknows?Howsingularislifeandhowfullofchanges!Howsmallathingwillruinorsaveone!

OneSunday,asshewastakingawalkintheChampsElyseestoridherselfofthecaresoftheweek,shesuddenlyperceivedawomanwalkingwithachild.ItwasMmeForestier,stillyoung,stillpretty,stillattractive.MmeLoiselwasaffected.Shouldshespeaktoher?Yes,certainly.Andnowthatshehadpaid,shewouldtellherall.Whynot?

Sheapproachedher.“Good morning, Jeanne.”

Herfrienddidnotrecognizeherandwasastonishedtobesofamiliarlyaddressedbythiscommonpersonage.Shestammered:

“But, Madame—I do not know—You must be mistaken.”

“No, I am Matilda Loisel.”

Herfriendutteredacryofastonishment:“Oh! my poor Matilda! How you have changed!”

“Yes, I have had some hard days since I saw you, and some miserable ones—and all because of you.”

“Because of me? How is that?”

“You recall the diamond necklace that you loaned me to wear to the minister’s ball?”

“Yes, very well.”

“Well, I lost it.

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“How is that, since you returned it to me?”

“I returned another to you exactly like it. And it has taken us ten years to pay for it. You can understand that it was not easy for us who have nothing. But it is finished, and I am decently content.”

MmeForestierstoppedshort.Shesaid:

“You say that you bought a diamond necklace to replace mine?”

“Yes. You did not perceive it then? They were just alike.”

Andshesmiledwithaproudandsimplejoy.MmeForestierwastouchedandtookbothherhandsasshereplied:

“Oh, my poor Matilda! Mine were false. They were not worth over five hundred francs!”

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