Masher and Crasher - Mondo Publishing · mysterious blueprints and recruits Masher to help him build a flying skateboard. PREVIEWING THE TEXT 5 minutes Read the title and the author

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GuidedReadinG

Science Fiction

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Mondo Bookshop GRade 4 1

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LiteRAcY StAnDARDS ADDReSSeD in thiS PLAn

KeY iDeA skateboard ace and inventor Jay (Masher) and computer geek perry (Crasher) are neighbors, but not friends. Finding a strange set of blueprints brings them together as a team to secretly build a jetboard and escape the strangers who are after the plans.

Written by audrey Carangelo and illustrated by ashley Mims

Masher and Crasher

RL.4.1* MAin FocUS Key ideas & Details Sessions 1, 2, 3 Ask and answer questions to demonstrate understanding of the text using character quotes and/or a series of actions and events as a basis for the answers. *standard adapted from another grade

RL.4.4 craft & Structure sessions 1, 2, 3 determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., herculean).

RL.4.5* MAin FocUS craft & Structure Sessions 2, 3 Identify how the author describes characters, sets up major events across the story, and uses events to establish the overall plot. *standard adapted from another grade

RL.4.7 MAin FocUS integration of Knowledge & ideas Sessions 2, 3 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RL.4.10 Range of Reading & Level of text complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SL.4.3 comprehension & collaboration sessions 1, 2, 3 identify the reasons and evidence a speaker provides to support particular points.

L.4.4b Vocabulary Acquisition & Use additional instruction use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

L.4.5c Vocabulary Acquisition & Use sessions 1, 2, additional instruction demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

RF.4.3a Phonics & Word Recognition additional instruction use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context.

RF.4.4c Fluency session 2 use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.4.3 text types & Purposes Writing Task Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.8* Research to Build & Present Knowledge sessions 1, 2, 3 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. *standard adapted from another grade

W.4.10 Range of Writing Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

GR_G4_B7_MasherCrasher_LP_JO.indd 1 12/17/14 5:25 PM

2 MASHER AND CRASHER

Session 1 Text selection: pp. 4–20

Key idea: text Selection Jay and Perry (Masher and Crasher) are doing community service by cleaning up a burned house. Crasher finds some mysterious blueprints and recruits Masher to help him build a flying skateboard.

PREVIEWING THE TEXT 5 minutesRead the title and the author and illustrator credits with students. Discuss the front cover and then read the back cover.

Let’s read the text on the front cover and look at the illustration. Who would like to share what they see?

A boy is skateboarding. The skateboard looks different, like it’s powered by something in the back. Maybe that’s the jetboard in the title. The other boy looks scared for him.

What do you think the words masher and crasher mean?

Maybe that’s how the boy rides the skateboard. Maybe it’s the boys’ names.

Let’s read the back cover and see what more we can learn.

Masher and Crasher are the boys’ names. I don’t think they’re friends, but they get into danger together. And I think they build that jet-propelled skateboard.

READING THE TEXT CLOSELY 10 minutesExplain the learning focus for students. Ask them to pose questions they may have about the first section on baseball. Then have them read page 4 through the last full paragraph on page 5. Check to see how they are doing with the application of the focus and provide support, if needed.

You can see by the contents page that this is a chapter book. We’ll be reading and then discussing the first two chapters. To start, let’s read pages 4 and 5. Think of questions you have about the text and how we might answer them using what the characters say and do. Who would like to share a question?

I wonder why the boys are not happy to see each other.

How can you tell they are not happy?

They talk sarcastically to each other. Jay says he doesn’t want to be there with Perry.

Anyone else?

I want to know why the house burned. Why is there a mysterious laboratory in the basement? Why do the boys have to clean up the place?

Let’s see if we can find any answers in what we’ve read so far.

Jay says he has to do the cleaning or his mom is sending him to a math camp, which he says is lame.

If you are satisfied that students can apply the focus, have them finish reading through page 20. If not, ask: What did Perry tell about himself that surprised Jay? Have students reread page 13 to find the answer.

As we read today, we’ll think about questions we have. We’ll look for answers in what the characters say and in the story events. Note the pages where you find answers to your questions so you can support your ideas in our discussion.

LeARninG FocUS RL.4.1*

Students read closely to ask questions and find answers based on the text in what the characters say and do.

VocABULARY

RL4.4 Point out the word arch-nemesis on page 4. Explain that arch means “extreme” and that nemesis is derived from the name of the Greek goddess of retribution or revenge. Ask students to look for context clues that help determine a meaning in the story, such as enemy and opponent.

eLL SUPPoRt

RL.4.1* Discussing the text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: B: Why did ___? How did ___? Where is ___? The author wrote that ___.i/A: I wonder why ___ happened. ___ happened because ___. I know because the text says ___.

corrective FeedbackHave students closely reread the title, back cover, and pages 4–5 to identify questions and look for answers. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.



DISCUSSING THE TEXT 10 minutesInvite students to share the answers they found to their questions about the story on pages 4–20. Encourage students to listen carefully for the reasons and evidence a speaker provides.

As we discuss the story, listen carefully to the reasons and evidence a speaker gives to support their points about the story. What questions have you answered through the characters’ words and actions so far?

We found out why Perry is doing community service.

What evidence supports your thinking?

On page 13, Jay wants to know why Perry doesn’t have his own computer. Perry says he’s still being punished for hacking the school computer and changing grades.

What does each character say about this action?

Jay says, “That was so cool!” and Perry says, “It was so dumb.”

Who can share what this scene tells us about the characters?

They are beginning to trust each other.

Focus on the word slimy on page 5.

An author helps you imagine what the characters experience by using vivid words, including synonyms, or words that have similar meanings. On page 5, how does the author describe the soot on the stairs?

slimy

What’s a synonym for slimy in the same sentence?

slippery

Now find another synonym on page 6.

greasy

As you read, look for descriptive synonyms.

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read realistic fiction.

Asking questions and finding the answers helps you better understand what you are reading. Remember to do this whenever you read realistic fiction. Now you can read the rest of the baseball section on your own.

E-RESOURCEE-RESOURCE Formative Assessment: comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: ASK AND ANSWER QUESTIONSE-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 10 to ask questions about the main characters and to find their answers using evidence from the text. Ask them to cite page references to support their evidence. Review students’ responses as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: How do Masher and Crasher work together? Review students’ collected evidence as you evaluate their mastery of the learning focus.

SL.4.3 DiScUSSion collaboration

L.4.5c VocABULARY Synonyms

RL.4.1* coMPRehenSion Ask and Answer Questions

W.4.8*, RL.4.1* WRitinG Gather information

DiScUSSion tiP

Suggest that students use self-stick notes to mark pages where they found critical points in the story that helped them answer their questions.

coMPRehenSion ShARe

The author uses italics in two ways. They are used to show what a character is thinking rather than saying. They are also used in dialogue when a character emphasizes a word.




RETURNING TO THE TEXT 5 minutesAsk students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading.

Let’s review our discussion of the story from the last session.

We read and asked questions about what was happening in the story. We used what the characters said about each other and story events to help us figure out the answers and understand the story.

Asking questions about a story before and during reading helps us better understand what we read.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses for this session. Invite students to reread pages 7–8 and focus on the dialogue to understand the characters and how the author uses major story events to establish the plot. Then have them turn to page 18 to study the illustration and connect it to the text. Check to see how well they understood the focuses. If you are satisfied that students can apply them, have students reread pages 4–20. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Let’s reread pages 7 and 8. The author doesn’t tell us much about the characters, so we need to pay attention to what the characters say and do to learn about them. On these two pages, what do we learn about Jay and Perry from what their mothers and Bax say?

They are good boys. They need to think about something other than themselves. Perry spends a lot of time in front of a computer and wears mostly black. Jay spends all his time on a skateboard and gets hurt a lot.

Who can share what we learn about how the boys view each other?

Jay thinks Perry isn’t fair and is a geek. Perry thinks Jay is a dumb jock. They fight over things.

Now let’s look at how the author uses events to create the plot. What is happening when the story starts?

The boys are cleaning out a house that burned. They find a laboratory in the basement.

Then what happens?

Perry finds a lot of expensive scientific tools and some blueprints.

Tell me how the author lets us know the blueprints are important.

Perry does a low whistle when he looks at them.

How does the author set up a mystery at the end of Chapter 1?

The boys don’t see the tiny lights flicker in the basement and a miniature skateboard comes out of a metal box and goes back inside it.

Invite students to study the illustration on page 18.

Now look at the illustration on page 18. What part of the story does this picture show?

On page 17, the text describes four black, wing-tipped shoes come down the basement stairs attached to two men in conservative pinstripes. That means suits.

LeARninG FocUSeS RL.4.1*, RL.4.5*, RL.4.7

Students return to the text to continue to ask questions, using character quotes and actions as a basis for answers, and to identify how the author describes characters and sets up major story events to establish the plot. They will also connect the visuals to the part of the story illustrated.

eLL SUPPoRt

L.4.4 Vocabulary Support idiomatic language such as I don’t know your deal, dig in, and forget it in context using the ELL vocabulary strategies in Getting Started.



Is there anything you learn from the picture that the text didn’t tell you?

In the picture, the boys look scared and like they’re hiding. But the text says the men saw the boys right away, and then the boys froze. So the picture is a little confusing.

Now let’s reread pages 4 through 20 again. This time focus on how the author tells us about the characters and uses major events to establish the plot. As you read, continue to ask yourself questions and look for the answers to help you understand the story.

Formative Assessment: Fluency Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

DISCUSSING THE TEXT 10 minutesInvite students to share new questions they had and what they noted about how the author revealed what the characters are like. Ask them to set up the plot through major story events. Encourage them to also continue to connect the illustrations to the story.

Now that you’ve had some time to reread the text and study the illustration, we can discuss any new questions you had and what you noticed about how the author tells us about the characters and develops the plot. As each person shares ideas, listen to how the speaker uses reasons and evidence from the story to support important points. Who would like to share?

I learned the most about the characters from what they tell each other, like what they thought about each other before this story.

Show us the part that supports your ideas.

On page 14, Jay says, “I thought you were a super-geek all on your own! I had no idea it was your punishment for evil doings.” And on page 16, Jay says that Perry has always called him “a Neanderthal on wheels.”

How does the dialogue also help to set up the plot?

Perry tells Jay that they’re going to build the jet-powered skateboard together.

What is a major event that is important to the plot?

When the two men come down to the basement, they sort of threaten the boys about being there. Now we know there’s trouble or a problem.

What is a question that you still have?

What do those two men really want?

Let’s look at the illustration on page 18 again. How does the picture help you see the setting and feel the mood?

The picture is kind of dark to show the basement, and the boys’ scared faces make the mood scary. And just seeing the men’s legs and shoes make them scary, like they’re coming to get the boys.

Focus on the word suspiciously on page 15.

We know that synonyms are words with similar meanings. Now let’s look for antonyms, which are near opposites in meaning. On page 15, the word suspiciously is in the third full paragraph. What does the word suspicious mean?

doubting, not believing someone

SL.4.3 DiScUSSion collaborative

L.4.5c VocABULARY Antonyms

coMPRehenSion ShARe

On page 12, the reference to Tom Sawyer refers to a character in a story by Mark Twain who tricks his friends into doing his work by pretending to have fun whitewashing a fence.

teAcheR tiP

Explain to students that a story will rarely describe a character directly. Instead, readers must read between the lines to define the characters. Remind students to look at the characters’ actions and attitudes to better understand the characters.



Let’s look for an antonym on page 14.

I see the word trust.

That’s a good choice for an antonym. When you read, look for synonyms and antonyms to see how the author used language to help you imagine what happens.

Confirm students’ good use of the focuses and encourage them to keep them in mind as they reread the rest of the first two chapters. Remind them to continue to ask questions and look for answers about what the characters say and do and as well as about the events in the story. Have them also note how the author reveals the characters and develops the plot through major events. Lastly, have them notice how the illustration shows a major event.

You have done a good job asking new questions about the story and looking for answers about what the characters say and do. You’ve discovered that you learn the most about the characters from the dialogue and have seen how major events are important to the plot. You have also examined the illustration to see how it connects to the story. Continue doing this while we read the next part of the story.

E-RESOURCEE-RESOURCE Formative Assessment: comprehension Using the Quick Start Planner, note the session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focuses.

TEACHER’SCHOICE FLUENCY FOLLOW-UPFluency Practice Invite students to reread page 9 and 10. Encourage them to use context to confirm or self-correct word recognition and understanding. Explain that context could mean looking for a synonym or a word definition. Add that they can reread more difficult text, if necessary, to help them with their understanding.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: How do Masher and Crasher work together? Review students’ collected evidence as you evaluate their mastery of the learning focus.

RF.4.4c FLUencY

Self-correct

W.4.8*, RL.4.1*WRitinG

Gather information



Key idea: text Selection In Chapters 3 and 4, Crasher and Masher learn a lot about each other as they figure out how to get what they need to make the jetboard. They also discover that the mysterious men in black will do anything to find out what the boys know.

RETURNING TO THE TEXT 5 minutesNote that students have read the first two chapters that introduced the characters and a problem related to what the boys want to do together. Explain that in this session, they will be reading Chapters 3 and 4.

In the first two chapters, we met Masher and Crasher and learned a lot about them. We also found out that there’s a mystery and some danger wrapped around what they discovered in the burned-out basement they were cleaning. Today, we’re going to read the next two chapters to find out what the boys do next.

READING THE TEXT CLOSELY 10 minutesState the learning focuses. Invite students to read pages 21 and 22, up to the break. Check to see how they are doing with the application of the focuses, as you have done previously. Then have students read through page 36, using the same strategies they used to read the first two chapters.

We can use the same strategies to read Chapters 3 and 4 that we used to read the beginning of the story. Let’s read the first two pages of Chapter 3. Who would like to share a question they found the answer to?

I wondered if they would go on with their plan to build the skateboard after those men showed up. I found out that they will.

Your answer also shows how the plot is moving forward. What more did you learn about the characters?

They still call each other names, but they’re friendlier.

When you come to an illustration, see how it connects to the text and what it adds to the story.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students share their answers to questions and what they learned about the characters and the plot though both the text and illustrations.

Let’s share questions you asked and found the answers to in the dialogue or events.

I was as surprised as Perry when the blueprints moved across the floor. The answer was Beep-O, Jay’s robot.

What did you learn about the characters at this point?

Jay is really good at building things and electronics. He surprises Perry who says, “No way!” This makes Perry more excited and Jay more skeptical about their jetboard project.

What evidence in the story supports your point?

Perry says on page 26, “We can team up and make this jetboard.” But Jay says, “Team up? You and me?”


LeARninG FocUSeS RL.4.1*, RL.4.5*, RL.4.7

Students read additional chapters and continue to ask questions, using character quotes and actions as a basis for answers, and to identify how the author describes characters and sets up major story events to establish the plot. They will also connect the visuals to the part of the story illustrated.

VocABULARY

RL.4.4 Introduce the word Cyclopian on page 26. Explain that the word is derived from Cyclops, a giant in Greek mythology that had one large eye centered in its face. Ask students how knowing the word’s origin helps them picture what the robot looks like.

SL.4.3 DiScUSSion collaborative

DiScUSSion tiP

Support students in identifying the reasons and evidence a speaker provides by posting these sentence frames where all can see them: What point did make about ? What reasons did give for

?



What about the plot? What problems do the boys try to solve in these two chapters?

They talk about how to get things to build the jetboard. They go to a big quarry to try to dig for a ruby that the blueprints say they need.

Encourage students to examine and connect the illustrations to the story.

Illustrations can often give us more information. What parts of the story do the illustrations in Chapters 3 and 4 connect to?

The first one shows the boys in Jay’s room studying the jetboard blueprints. I can see what Beep-O looks like because it’s on the floor. The picture in Chapter 4 doesn’t show much, just how big the quarry is and Jay diving into the water. I think it should have shown them digging for a ruby.

Apply your reading focuses as you read the rest of Chapters 3 and 4, and then the rest of the book.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the question: How do Masher and Crasher work together? Have students use the text evidence they collected to support their writing.

TEACHER’SCHOICE CLOSE READING OPTIONSE-RESOURCEE-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page independently and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

E-RESOURCEE-RESOURCE Summative Assessment Review with students the elements of a narrative. Talk about how a narrative relates an experience or an event in sequential order, using descriptive details. Point out that their narratives can continue the story of Masher and Crasher and the jetboard, as the story left unanswered questions at the end. Guide students to use the blackline master on page 12. They can work independently or with a partner to plan and write their narratives. Consider inviting students to tell their story to the class and then compiling their work in a Masher and Crasher storybook.

You have read the adventure that Masher and Crasher had with building the jetboard and escaping the men in black. At the end of the story, these men were still a threat, the jetboard was trashed, and the mysterious model from the lab had flown away. You can write your narrative to continue the story, or write a new adventure for Masher and Crasher with their jetboard. Your story events should be in the order they happen. Also include the dialogue between the characters. Much of the story you just read about Masher and Crasher was told through what the characters said to each other.

W.4.8*, RL.4.1* WRitinG

Respond to Question

W.4.3 WRitinG narrative

TEACHER’SCHOICE Writing Task: Narrative



WORD STUDYGreek and Latin Affixes and Roots Review with students that knowing the meaning of Greek and Latin roots and affixes will help them determine the meanings of unfamiliar words.

When you find an unfamiliar word, a strategy you can use to find clues to its meaning is to look for roots, prefixes, or suffixes that come from Greek or Latin. Knowing the meanings of these word parts will help you determine the word’s meaning. A root you may see is spect, which means “to look.” Let’s check the word perspective on page 9. What is Perry doing?

He’s on the floor. He can see under the table where he finds the tube.

So, perspective is a way to see or to look at something. On page 19, we see the word inspection. How can you use the meaning of the root to define this word?

The men were doing their final look around for the insurance claim.

VOCABULARYSynonyms and Antonyms Focus on the words swiveled and twisted on page 31.

On page 31, let’s reread the fourth sentence in the second full paragraph. What two words do you see in the sentence that have similar meanings?

swiveled, twisted

What do these words describe?

how Jay was moving his body and head

These synonyms are not exactly the same, but they both describe movement. What would be an antonym, or word with the opposite meaning, of twisted?

straightened

By choosing a variety of words, both synonyms and antonyms, the author makes the text more interesting and the story easier to picture in your mind.

WORD RECOGNITIONMultisyllabic Words Focus on the word surreptitiously on page 19.

You know many strategies to help you accurately read unfamiliar words that have many syllables. Let’s look at the word surreptitiously on page 19. Let’s break down the word to see how we can read it one part at a time. What is one way we could do this?

We could divide it into syllables.

We know that each syllable has a vowel sound: sur-rep-ti-tious-ly. (Write the syllables on chart paper or a white board.) Note that the last syllable is a familiar suffix. Let’s say each syllable together. Now, let’s try another word—modifications on page 26.

TEACHER’SCHOICE Additional Instruction

L.4.4b VocABULARY Greek & Latin Affixes & Roots

L.4.5c VocABULARY Synonyms/Antonyms

RF.4.3a WoRD RecoGnition Multisyllabic Words

VocABULARY

Make a class list of Greek and Latin affixes and their meanings. Post them where all can see so students can refer to them as they are reading.


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Comprehension: Ask and Answer Questionsask and answer questions about the main characters, perry and Jay, from the book Masher and Crasher. List the questions you have and the answers you found in the chart below. provide evidence from the story, such as quotes from the characters.

My Question My Answer Story Evidence

Score:


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Collecting Text Evidencehow do Masher and crasher work together?

Think about what you know about Masher and Crasher and how they put together their ideas and skills to build the jetboard. use this chart to collect evidence about the characters and story events. Be sure to cite page numbers.

Crasher (Perry) Masher (Jay) Major Story Event

Score:


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Writing Task: Your First DraftThink about the major story events and the characters’ adventure with the jetboard. Then use these elements to write a new story. You may want to add a picture to show part of the action.

REMEMBER: a well-written narrative includes

• A clear beginning, middle, and end.

• Tells events in the order they happen.

• Describes characters’ actions.

• Includes dialogue, or what the characters say.

Score:


Documents

Masher and Crasher - Mondo Publishing · mysterious blueprints and recruits Masher to help him build a flying skateboard. PREVIEWING THE TEXT 5 minutes Read the title and the author