Theme - eduplace.com4 THEME 1: Off to Adventure! SELECTION 2: The Ballad of Mulan 1. Mulan: The Play Start Gathering Details • List the characters in The Ballad of Mulanand describe

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THEME 1: Off to Adventure! 1

Selections

1 Cliff Hanger

2 The Ballad of Mulan

3 The Lost and Found

Off to Adventure!

C H A L L E N G E A C T I V I T I E S F O RC H A L L E N G E A C T I V I T I E S F O R

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THEME 1: Off to Adventure!2

SELECTION 1:

Cliff Hanger

1. How High Can You Climb?

Gather Details

Reread pages 28–32 of Cliff Hanger.

• Fill in a K-W-L chart about rock climbing. Fill in facts youknow from the story and from your own experience.

• Brainstorm a list of questions you’d like answered. Forexample, What kinds of rock climbing are there?

• Begin research. Check the encyclopedia, magazines, orother reference sources.

• Work on your chart, adding facts and questions as you go.

Prepare Notes About Climbing

• Make an outline of your mainideas.

• Write notes on index cards.Follow your outline, and useyour K-W-L chart.

• Use visual aids such as pictures,maps, or charts.

Share What You Know

Tell your classmates what you have learned.

• Look directly at your audience. Speak loudly, clearly, andnot too fast.

• Practice using your visual aids. Be sure letters on postersand charts are large enough for the audience to see.

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THEME 1/Cliff Hanger

CH 1–1 Challenge Master Grade 3 Theme 1: Off to Adventure!

Goal: Give an oral report on rock climbing.

• Focus on ways tolearn safe rockclimbing skills.

• Make drawings ordiagrams to illustrateyour ideas.

Challenge Master CH 1–1

1. How High Can You Climb?150 MINUTES INDIVIDUAL

(Social Studies)Materials: encyclopedia or other reference sources and GraphicOrganizer Master 4

Gather DetailsUse graphic organizer. Emphasize its value to students as a way offocusing their work. Tell students to take their time brainstormingquestions. Remind students to take notes as they read. Tell them tocheck what they already know for accuracy.

Students continue to work on this project.

Prepare Notes About ClimbingTell students to use note cards only as a guide while speaking. Theyshouldn’t write their speech word-for-word on the cards, or try toput all the details on them. Provide the following guidelines:

• Write one important idea on each card.

• Write important details that are hard to remember on the cards,such as statistics or quotations.

• Number the cards in the order in which they will be used.

English Language Learners: Have students check theirpronunciation of difficult words in a dictionary and practice sayingthe words aloud. You may want to pair them with a primary Englishspeaker who can help them with pronunciation and word choice.


Share What You KnowExplain to students that speakers are sometimes unaware of thespeed or volume of their voices. Stress that the goal is to speak at anappropriate volume and at an easy, conversational pace. If possible,allow students to use an overhead projector or tape their visual aidssomeplace where they can be easily viewed by the whole audience.

Expected OutcomeA good oral report willinclude

✔ a well-organizedpresentation

✔ specific, clearlyexplained details aboutsafe rock-climbing skills

✔ graphic organizers toclarify ideas

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SELECTION 1: Cliff Hanger 3

Expected OutcomeA good book discussion willinclude

✔ comparisons to booksthe students havealready read

✔ specific details thatmake the book appealing

✔ an opinion of the bookthat includes itsstrengths and itsweaknesses

2. Book Talk 60 MINUTES INDIVIDUAL SMALL GROUP

Materials: adventure books

Remind students that when discussing in small groups they should

• speak slowly and clearly

• not interrupt each other

• allow everyone in the group a chance to participate

3. Dag’s Story 60 MINUTES INDIVIDUAL

Before students write, have them focus on the part of the story thattells about the cliff. Tell them to think about

• what their own parent might think about allowing them to climbthe cliff

• why a parent would decide that climbing the cliff was okay

English Language Learners: Cliff Hanger includes many wordsrelated to climbing. Have students review the story and list thesewords. They can use the list as a word source while writing.

Additional Independent WorkConnecting/Comparing Literature

Have students compare the Leveled Reader selection Regina’s Ridewith the anthology selection Cliff Hanger, using what they havelearned about Cause and Effect. Students may discuss or write abouttheir comparisons.

Other Activities• Theme 1 Assignment Cards A,

1, 2, 3

• TE p. 42, LiteratureDiscussion

• TE p. 47, Using a Map Scale

• TE p. 49E, Challenge WordPractice

• TE pp. R9, R15, Challenge

• Education Place:www.eduplace.comMore activities related to Cliff Hanger

• Accelerated Reader®,Cliff Hanger

Expected OutcomeA good rewrite will include

✔ the scene told from thepoint of view of Dag

✔ details that developDag’s personality andsupport his point of view

2. Book Talk

Meet with a group and discuss your favorite adventure books.Before you meet, plan ahead what you will say about your book. Think about questions like these:

• Why do you like the book?

• Who are the main characters? Do you like them? Why?

• What is one paragraph you could share with the group?

When others present books, ask questions.

3. Dag’s Story

Rewrite the part of the story that tells about the climb from Dag’s point of view. Think about these questions:

• Why does Dag change his mind about letting Axel climb the mountain?

• What was Dag thinking as he watched Axel descend? Whydid he say, “That was so close, I can’t talk about it”?

• How does Dag feel when Axel safely reaches the bottom of the mountain?

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Grade 3 Theme 1: Off to Adventure! Challenge Master CH 1–2

THEME 1/Cliff Hanger

Goal: Discuss adventure books. • Compare your bookto other books orstories yourclassmates have read.

• Do not tell too muchabout the plot. Letothers discover it forthemselves.

Goal: Rewrite Cliff Hanger fromDag’s point of view.

• Read the story again.Take notes aboutDag.

• How is Dag’s point ofview different fromhis son’s? Why?


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SELECTION 2:

The Ballad of Mulan

1. Mulan: The Play

Start Gathering Details

• List the characters in The Ballad of Mulan and describethem. Use an inference chart like the one on page 32 of the Practice Book to help you.

• Note details about the setting.

• List each of the events in the order in which they happen.

• Take notes of dialogue and actions you want to use.

Now plan what you’ll use in your play. What events will youshow or tell about? How many characters will you use?

Begin Writing

Remember, you have to tell thewhole story through dialogue.Dialogue is what actors say to eachother. Write dialogue that soundsreal. Sometimes you will have achange in time or place. Have youractors leave the stage briefly tomark the end of a scene.

Perform the Play

Present your play to your class. First give a reading of theplay. Allow classmates to read the different parts. Read the playaloud, but don’t act it out. Gather your actors and chooseactions to go along with the dialogue. Rehearse the play theway you want it to be. Make some basic costumes fromcardboard, paper, or other materials. Now perform the play.

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THEME 1/The Ballad of Mulan


Goal: Rewrite the legend of Mulan as a play and perform it.

• Don’t use too manylocations for yourplay.

• Keep each piece ofdialogue short.


1. Mulan: The Play150 MINUTES INDIVIDUAL SMALL GROUP

(Social Studies)Materials: cardboard, paper, markers, glue, and scissors

Start Gathering DetailsHave students become thoroughly familiar with the story. Emphasizethat they do not have to include every event described in TheBallad of Mulan. They can also elaborate on events that they thinkare especially interesting or dramatic.


Begin WritingCheck with students on their progress. Tell students that their playswill not have sets, so they must provide all the information throughthe dialogue, actions, and gestures of the actors. Explain that scenechanges are important to help the actors and audience move fromone place or time to another place or time. Refer students to “Henry& Ramona” on page 396 of Horizons as an example of how dialogueand action are written in plays.

English Language Learners: Tell students to draft quickly ratherthan pausing to find the exact word for every line. Once they havetheir basic ideas in place, they can revise to improve word choiceand phrasing. Have them consult with more proficient Englishspeakers to achieve realistic dialogue.


Perform the PlayProvide class time for the presentations.

Expected OutcomeA good play will include

✔ a plot that tells thelegend of Mulan

✔ realistic dialogue

✔ characterization thatreflects familiarity with the characters’personalities

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SELECTION 2: The Ballad of Mulan 5

2. Abigail’s Drum

Do research to learn more aboutlighthouses. Compare ScituateLighthouse in Abigail’s Drum toother lighthouses. Think aboutthese questions:

• How is Scituate Lighthouse likeother lighthouses?

• How important were lighthousesand are they still useful?

3. Dear Diary

Mulan lived away from her familyfor ten years. She faced manyhardships. How do you think shefelt? What might she have thoughtabout? Write a diary entry as if youwere Mulan. Think about Mulan’scircumstances:

• her loneliness

• her dangerous life

• her responsibilities

• her secret

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THEME 1/The Ballad of Mulan

Goal: Write a paragraph about lighthouses.

• Compare lighthousesby telling how theyare alike anddifferent.

• Use drawings toshow details aboutlighthouses.

• First, list what youknow about Mulan’spersonality andcharacter.

• List her experienceswhile she was in thearmy.

• Use your notes towrite the diary entry.

Goal: Write a diary entry that Mulan might have written.


Expected OutcomeA good paragraph will include

✔ references to ScituateLighthouse

✔ specific detailscomparing ScituateLighthouse to otherlighthouses

2. Abigail’s Drum 60 MINUTES INDIVIDUAL

(Challenge Theme Paperback)Materials: encyclopedia, library materials, drawing paper, markers(optional), and Graphic Organizer Master 2

• Have students begin by reviewing the descriptions of ScituateLighthouse in Abigail’s Drum. Remind them to reread theAfterword.

• Have students use a Venn diagram to organize points ofcomparison for their paragraphs.

3. Dear Diary 60 MINUTES INDIVIDUAL

• Tell students to use the skill of making inferences to learn moreabout Mulan.

• Have students list ideas about how Mulan might feel and thingsshe might think about while she is gone from home.


Have students compare the Leveled Reader Ida Lewis and theLighthouse with the anthology selection The Ballad of Mulan,using what they have learned about Making Inferences. Students may discuss or write about their comparisons.

Other Activities• Challenge Theme Paperback,

Abigail’s Drum

• Theme 1 Assignment Cards 4,5, 6, 7


• TE p. 89, Art/Language/Writing


• TE pp. R6, R11, R17,Challenge

• Education Place:www.eduplace.comMore activities related to The Ballad of Mulan

• Accelerated Reader®,The Ballad of Mulan

Expected OutcomeA good diary entry willinclude

✔ the probable thoughtsand feelings of Mulan

✔ reference to story detailsto support ideas andfeelings expressed in the entry

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SELECTION 3:

The Lost and Found

1. My Unusual Adventure

Explore for Ideas

• Look at pictures of places inencyclopedias, magazines, orbooks. Pick some favorite ones.

• Imagine that somethingstrange is hidden from view.

• Choose one picture as thesetting of your story.

• Write some notes about whatyour story might be about.

Begin Writing

Read your notes. Organize anddevelop your ideas. Then write yourstory.

• Think about the plot, or what happens in the story. Writethe events in the order in which they will happen.

• Describe the place. Think about what you see, hear, feel,smell, and taste.

Share What You Know

Decide how to share your story. You might:

• Read your story aloud to the class.

• Work with classmates to put all your stories together in one book. Place the book in your class library.

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THEME 1/The Lost and Found


Goal: Gather ideas and write a story about an unusual adventure.

• Write dialogue—thewords that thecharacters say to eachother. Put quotationmarks (“ ”) aroundtheir words.

• Describe yourcharacters. Tell whatthey look like, howthey act, or whatthey’re feeling andthinking.


1. My Unusual Adventure150 MINUTES INDIVIDUAL

(Social Studies)Materials: magazines, encyclopedia, books, and other sources of pictures

Explore for IdeasChallenge students to use their imaginations to see the fantastic in ordinary places. Tell them to jot notes as they look at pictures.If they get stuck, remind students to ask themselves “What if?”questions.


Begin WritingTell students that the events in their stories should follow a logicalorder. Have them list the events in the order they will appear in thestory. You might want to have students write a draft of their storiesfirst so they can add or remove details where necessary.

English Language Learners: Urge students not to spend timesearching for the exact word as they draft their stories. They shouldfocus on getting their ideas on paper. Explain that they can go backand choose better words as they revise.


Share What You KnowTell students to practice reading their stories aloud before theirpresentations. Have them think about varying their reading speed,reading more quickly when the action speeds up and more slowlywhen the tension builds. You might want to publish their stories on your school or class website.

Expected OutcomeA good story will include

✔ a clearly and logicallyorganized plot

✔ details that help readersand listeners visualizethe setting andcharacters

✔ realistic dialogue

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SELECTION 3: The Lost and Found 7

2. Wait Until You Hear This!

Choose Mona, Wendell, or Floyd as a character you would like to role-play. Prepare a short presentation telling about one of your adventures in The Lost and Found. Tell about events in the order in which they happened.

• Pick the most important events.

• Use words like first, next, a few minutes later, then, and atlast. They will help the audience know the order of events.

• Use as much expression in your voice as possible.

3. There It Is!

Suppose that you saw something of yours in a picture in The Lost and Found. Write a friendly letter to one of the characters in the book asking about the item.

• Ask if he or she saw the item.

• Tell them how you lost it.

• Get directions for finding your way in the bin.

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THEME 1/The Lost and Found

Goal: Give a short oral presentation as one of the characters from The Lost and Found. • Reread The Lost and

Found and list all themajor events.

• Number the events in the order theyhappened.

• Use your list toorganize yourpresentation.

Goal: Write a personal letter to ask about something you have lost.

• Brainstorm a story ofhow you lost the item.

• List questions youneed answered inorder to find the item.


Expected OutcomeA good presentation willinclude

✔ a clear understanding ofthe sequence of eventsin the story

✔ effective use of wordssignaling time sequence

✔ effective use of vocalexpression

2. Wait Until You Hear This!60 MINUTES INDIVIDUAL

Provide time for students to rehearse their presentations. If there is more than one presentation for each character, be sure to orderthe presentations to avoid having two of the same characters speakin a row.

3. There It Is! 60 MINUTES INDIVIDUAL

• Review with students the principal parts of a friendly letter:heading, greeting, body, closing, and signature.

• Have students review the selection and identify an item thatthey’ve lost.

English Language Learners: Allow students to work with a classmate who is proficient in English.


Have students compare the Leveled Reader selection The UnusualCoin with the anthology selection The Lost and Found, using whatthey have learned about Sequence of Events. Students may discuss orwrite about their comparisons.

Other Activities

• Theme 1 Assignment Cards 1, 2, 3


• TE p. 121, Writing a Poem


• TE pp. R13, R19, Challenge

• Education Place:www.eduplace.comMore activities related to TheLost and Found

• Accelerated Reader®,The Lost and Found

Expected OutcomeA good friendly letter willinclude

✔ an informal style

✔ story details that showfamiliarity with the storyand characters

✔ a heading, greeting,body, closing, andsignature

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Theme - eduplace.com4 THEME 1: Off to Adventure! SELECTION 2: The Ballad of Mulan 1. Mulan: The Play Start Gathering Details • List the characters in The Ballad of Mulanand describe