teaching little wolf adventures - lernerbooks.com · 4th grade reading level teaching ... • when...
TRANSCRIPT
T E A C H I N G G U I D E
4th Grade Reading Level
TEACHING
Little WolfAdventures
ISBN-10: 0-8225-6117-4 MagentaISBN-13: 978-0-8225-6117-0
T E A C H I N G L I T T L E W O L F A D V E N T U R E S2
StandardsLanguage Arts – • Demonstrates competence in the general skills and strategies of the reading process.Reading • Demonstrates competence in the general skills and strategies for reading a variety of
literary texts.• Uses viewing skills and strategies to understand and interpret visual media.
Language Arts – • Uses the general skills and strategies of the writing process.Writing • Uses the stylistic and rhetorical aspects of writing.
• Uses grammatical and mechanical conventions in written compositions.
Language Arts – • Demonstrates competence in listening and speaking as tools for learning. Listening and • Uses listening and speaking strategies for a variety of purposes.Speaking
Geography • Understands the characteristics and uses of maps, globes, and other geographic toolsand technologies.
Multiple Intelligences Utilized• Linguistic, interpersonal, intrapersonal, spatial, and naturalistic
Copyright © 2006 by Lerner Publishing Group, Inc.
All rights reserved. International copyright secured. Student pages may bereproduced by the classroom teacher for classroom use only, not for commercialresale. No other part of this teaching guide may be reproduced, stored in aretrieval system, or transmitted in any form or by any means—electronic,mechanical, photocopying, recording, or otherwise—without the prior writtenpermission of Lerner Publishing Group, Inc., except for the inclusion of briefquotations in an acknowledged review.
LernerClassroom A division of Lerner Publishing Group, Inc.241 First Avenue NorthMinneapolis, MN 55401 U.S.A.800-328-4929Website address: www.lernerclassroom.com
Manufactured in the United States of America3 4 5 6 7 8 — IG — 12 11 10 09 08 07
Go to www.lernerbooks.com fora list of all Little Wolf Adventurestitles.
T E A C H I N G L I T T L E W O L F A D V E N T U R E S 3
Read(students)• Read one or more of the Little Wolf Adventures
books.
Model(teacher, students)• Show students examples of formal and informal
letters and discuss their similarities and differences.• Little Wolf writes letters to various people in his
books. Choose one of Little Wolf ’s letters to readand analyze together.
• What do you notice about the format of Little Wolf ’sletter? Describe the parts of the letter.
Practice(groups, individuals)• Students will work together to develop definitions for
the types and parts of a letter. • Write the definition for each part of a letter on Types
of Letters and Parts of a Letter p. 10.• Using these definitions, students will individually
complete Letter Formats p. 11.
Discuss(teacher, students)• When would you write a business or formal letter? • When could you write a friendly or informal letter?• Is there something even less formal than a friendly
letter? What is it?• Why is attention to detail more important when you
write a business letter?
Evaluate(teacher, students)• Review Letter Formats p. 11 to assess whether or not
students have correctly labeled the parts of theletters.
Lesson 1Letter Formats Purpose: Students will learn the proper format forformal and informal letters.
Objectives • Identify the format of letters in Little Wolf Adventures
books.• Compare and contrast formal and informal letters.• Determine similarities and differences between
formal and informal letters.• Classify parts of a letter.• Compose definitions for letter formats and parts of a
letter.• Explain why it is important to know proper letter
formats.
Activity Procedures
Prepare(teacher)• Copy Types of Letters and Parts of a Letter p. 10 for
each student.• Copy Letter Formats p. 11 for each student.• Gather examples of formal and informal letters.
Pretest(students)• Is there a right way to write a letter? • What are some reasons that people write letters? • Have students brainstorm the different parts of a
letter and some possible reasons for writing letters.
Materials• Little WolfAdventures books
• Types of Letters andParts of a Letterp. 10
• Letter Formats p. 11• pencils
Read(students)• Read Little Wolf Adventures books.• As they are reading, students should write down any
words that they think Little Wolf made up in the firstcolumn of section A on Word Tracking p. 12.
Model(teacher, students)• Look at one of the words that the group found.
Separate the word into its parts. • Discuss the meaning of each word part and then
create a reasonable definition for the made-up word.Use the list on the board as a reference.
• Analyze a couple of words as a class, using the formaton Word Tracking p. 12. Verify that studentsunderstand how to complete the worksheet.
Practice(students, pairs)• Students will work in pairs to complete sections A
and B of Word Tracking p. 12.• Individually, each student will write a sentence using
one of the words they created to complete section Cof Word Tracking p. 12.
Discuss(teacher, students)• How do you feel about Little Wolf creating all of
these words? • When would it be inappropriate to create a word? • What value is there in knowing the meanings of
suffixes and prefixes?• When could this be helpful to you?
Evaluate(teacher, students)• Students will give examples of created words they
found in their reading, show how they broke thewords apart, and give their definitions.
• Assess Word Tracking p. 12 for completeness andaccuracy.
T E A C H I N G L I T T L E W O L F A D V E N T U R E S4
Lesson 2Word Detectives Purpose: Students will decipher the meanings ofwords created by Little Wolf based on the words’constituent parts.
Objectives • Review the definitions of root word, prefix, and suffix.• Classify words as real or created (made up).• Examine the parts of a created word and create a
definition for it.• Create a word using known root words, prefixes, and
suffixes.• Write sentences using self-created words.• Assess the value of knowing the meanings of prefixes
and suffixes.
Activity Procedures
Prepare(teacher)• Copy Word Tracking p. 12 for each student.• Select a section of one of the Little Wolf Adventures
books to use as an example for Word Tracking p. 12.• Locate or create a list of root words, prefixes, and
suffixes for students to use as a reference (optional).
Pretest(students, teacher)• What are the parts of a word?• What is a root word? A prefix? A suffix?• Have students generate a short list of root words,
prefixes, and suffixes. Print these on the board.• Add additional prefixes, suffixes, and base words they
will need to know for this lesson.
Materials• Little WolfAdventures books
• Word Tracking p. 12• pencils
• whiteboard orchalkboard
• dry erase marker orchalk
T E A C H I N G L I T T L E W O L F A D V E N T U R E S 5
Pretest(students, class)• Think about characters from movies, TV shows, or
books who act one way but believe or wish theywere a different way.
• Make a list of those characters.
Read(students, class)• Read Little Wolf’s Book of Badness (This will require
several class periods).
Model(teacher, class)• Using the cowardly lion from The Wizard of Oz (or
another example), complete the overhead of YouThink You’re So __________, But You’re Really__________, p. 13 as a class, describing how (lions)are perceived and how (the cowardly lion) really is.
• Discuss reasons that the character might want to beperceived in a different way than he/she really is.
Practice(students)• Referring to Little Wolf ’s character, complete You
Think You’re So __________, But You’re Really__________ p. 13.
Discuss(class)• Students will share their You Think You’re So
_________, But You’re Really __________ p. 13with the class.
• Why does Little Wolf want his parents to think thathe is different than he really is?
• Have you ever pretended to be different than youreally are? Why?
Evaluate(teacher)• Evaluate each student’s You Think You’re So
__________, But You’re Really __________ p. 13for understanding.
5
Lesson 3What Is He REALLYLike?Purpose: Students will analyze fictional charactersand determine differences in the way the charactersreally are and how they wish others to perceive them.
Objectives • Describe Little Wolf ’s character traits.• Compare and contrast a person’s character traits with
how that person wishes to be perceived.• Identify when someone might want to give the
perception that they are different than they really are. • Explain why someone might want to give a false
impression of himself/herself.• Relate a character’s experience to one’s own
experience.• Justify reasons for giving a false impression.
Activity Procedures
Prepare(teacher)• Prepare a character sketch, describing a fictional
character (other than Little Wolf) who acts in a waythat is not how he/she is “supposed” to be. (Forinstance, the cowardly lion from The Wizard of Oz.)
• Copy one overhead of You Think You’re So__________, But You’re Really __________ p. 13.
• Copy You Think You’re So __________, But You’reReally__________ p. 13 for each student.
Materials• Little Wolf’s Book ofBadness
• lined paper• pencils• overhead projector• overhead markers
• You Think You’re So________, ButYou’re Really________ p. 13
Read(class, small groups)• Read Little Wolf’s Handy Book of Poems.• Choose your favorite poem from the book to share
with the class.
Discuss(class)• Why does Little Wolf write poems?• What kinds of poems does he write?• Share your favorite Little Wolf poems.• What is a riddle? Look at pp. 21–22 of Little Wolf’s
Handy Book of Poems for examples.
Model(teacher, students)• Read your prepared riddle for the class and have
students guess what it describes. • Show students how they can use Write a Riddle p. 14
to create their own riddles.
Practice(students, pairs)• Complete Write a Riddle p. 14. Have students read
their riddles to a partner. Partners should guess whatthey are describing. Students may write several riddlesif time allows.
Evaluate(teacher, class)• Assess each student’s Write a Riddle p. 14 for
completeness and understanding.• Which was more fun, writing the riddle or guessing
your partner’s riddle? Why? How did the clues helpyou guess?
Extension (class)• On Nursery Rhyme Time p. 15 create your own silly
nursery rhymes. Use the poems on pp. 40–42 ofLittle Wolf’s Handy Book of Poems as models for yourwriting.
• Share your revised nursery rhymes with the class.
T E A C H I N G L I T T L E W O L F A D V E N T U R E S6
Lesson 4Riddle Me ThisPurpose: Students will write riddles and poems usingLittle Wolf ’s style as a model.
Objectives• Recall a favorite poem.• Describe an object using sensory words.• Compose a riddle.• Diagram the lines of a riddle using a graphic organizer.• Modify a nursery rhyme.• Compare a riddle and a nursery rhyme.
Activity Procedures
Prepare(teacher)• Prepare examples of each kind of poem the students
will be writing.• Copy Write a Riddle p. 14 and Nursery Rhyme Time
p. 15 (optional) for each student.• Prepare a riddle using sensory clues as described on
Write a Riddle p. 14.
Pretest(class)• What is a poem? What do poems sound like?• What is your favorite poem?• What are some different kinds of poems? Do all
poems rhyme?• As you read Little Wolf’s Handy Book of Poems, take
note of the poems you like the best.
Materials• Little Wolf’s HandyBook of Poems
• books or websitesfeaturing nurseryrhymes and/or otherkinds of poems
• pencils• Write a Riddle p. 14• Nursery Rhyme Timep. 15
T E A C H I N G L I T T L E W O L F A D V E N T U R E S 7
Read(students, small groups)• Students will read one of the Little Wolf Adventures
books that contains a map. (This will take severalclass periods.)
Discuss(class)• What did you see in the map at the beginning of the
book? (landforms, scale, compass rose, roads/trails, etc.)• How is this map like the wall map? How is it
different?• How did the map help you understand what was
happening in the book?
Model(teacher, students)• Show students how to use the map in the front of
their Little Wolf Adventures book to complete MapKey p. 16.
• Show students your map of the classroom.• Ask student volunteers to add classroom features, a
scale, and a compass rose to the map. Add anddiscuss a map key.
• Is it necessary to include every detail of the classroomon the map? Why or why not?
• Why is the map key useful?
Practice(students, pairs)• Students individually complete Map Key p. 16.• With a partner, make a map of your school or
neighborhood. Be creative! • Label the map features with fun names. For example,
Little Wolf likes to use alliteration. See if you can usealliteration in the feature names on your map.
• Create a map key for your map. Add a scale andcompass rose.
Evaluate(students, teacher)• Evaluate each student’s Map Key p. 16 for
completeness and accuracy.• Display student maps in the classroom.• Explain the strongest features of each map.• Evaluate maps for general features, compass rose,
scale, and key.
7
Lesson 5Mapmaker, Mapmaker,Make Me a MapPurpose: Students will create maps with scales,compass roses, and keys.
Objectives• Describe the features of a map.• Compare different maps.• Construct an original map.• Identify a map key, a compass rose, and a scale.• Design a map key.• Evaluate a map.
Activity Procedures
Prepare(teacher)• Copy Map Key p. 16 for each student.• Make a simple map of the classroom.
Pretest(students, teacher)• What is a map? Why do people use maps?• Look at a large map. What features do you see? List
these on the board.
Materials• One or more of thefollowing Little WolfAdventures titles:Little Wolf, ForestDetective
Little Wolf, PackLeader
Little Wolf’s Diary ofDaring Deeds
Little Wolf’s HauntedHall for SmallHorrors
Little Wolf, Terror ofthe Shivery Sea
• large map • poster board• pencils• colored pencils ormarkers
• chalkboard orwhiteboard
• chalk or dry erasemarkers
• Map Key p. 16
Read(students, class)• Read one Little Wolf Adventures book individually or
as a class.
Discuss(class)• What kinds of things does Little Wolf write about?• Are these formal or informal (business or friendly)
letters?
Model(teacher)• Choose one of Little Wolf ’s letters to read aloud.
What kinds of problems has he encountered? Howwould you reply to Little Wolf? What advice mightyou give him?
• Brainstorm possible responses to one of Little Wolf ’sletters and write them on the board. Follow theletter format from Letter Formats p. 11.
Practice(students, pairs)• Reread one of Little Wolf ’s letters. Write Little Wolf
a response letter.• Be sure to include all of the parts of a letter from
Letter Formats p. 11.• Exchange letters with a partner. Students read their
partner’s letter and write a letter back to him or herfrom Little Wolf ’s point of view.
Evaluate(teacher, students)• Evaluate letters for creativity and letter format.• Students may create response journals to continue an
ongoing dialog with their partner through Little Wolfletters.
T E A C H I N G L I T T L E W O L F A D V E N T U R E S8
Lesson 6Dear WolfiePurpose: Students will write letters of advice, usingproper letter format.
Objectives• Identify the purpose of a letter.• Articulate a response to a letter.• Employ knowledge of letter formats to write an
original letter.• Analyze a problem or issue.• Formulate a solution to a problem.• Recommend a course of action in response to a
situation.
Activity Procedures
Prepare(teacher)• Return students’ completed Letter Formats p. 11
from Lesson 1.
Pretest(students)• Preview the Little Wolf Adventures book you are
going to read.• What do you notice about the format?• What kinds of letters have you written? To whom?
Materials• Little WolfAdventures books
• lined paper• pencils
• chalkboard orwhiteboard
• chalk or dry erasemarker
• Letter Formats p. 11
Book of Mother Goose: A Treasury of More than 300Classic Nursery Rhymes. New York: RandomHouse, 2003. This collection of classic Mother Goose rhymes isillustrated by Caldecott Medal-winner ArnoldLobel.
Cleary, Brian P. Rainbow Soup: Adventures in Poetry.Minneapolis: Lerner Publishing Group, 2004.This book introduces students to the world ofpoetry. Cleary uses rhyming poems and punswhile clearly explaining poetic features liketempo and personification.
DiSpezio, Michael A. Map Mania: Discovering WhereYou Are and Getting to Where You Aren’t. NewYork: Sterling Publishing, 2002.This illustrated book introduces students to floorplans and various kinds of maps—complete withactivities, quizzes, and more.
Norris, Jill. Literacy Centers, Grades 4–5 (Take It toYour Seat Centers Series). Monterey, CA: EvanMoore Educational Publishers, 2004.This teacher’s resource shows you how to createliteracy centers based on the following themes:poetry writing, creative writing, root words,compound sentences, paragraph editing, andmore.
Orloff, Karen Kaufman. I Wanna Iguana. New York:Penguin, 2004.This illustrated story features Alex, who, throughan exchange of letters, tries to convince hismother to let him have a pet iguana.
OTHER RESOURCESFlashkids Editors. Vocabulary (FlashCharts Series). New
York: Spark Publishing, 2004.This set of vocabulary charts includes lists of rootwords and prefixes that can be posted in theclassroom as reference tools.
T E A C H I N G L I T T L E W O L F A D V E N T U R E S 9
Additional ResourcesWEBSITESGreek and Latin Base Transition Page
http://www.kent.k12.wa.us/KSD/MA/resources/greekandlatinroots/transition.htmlThis site offers very basic yet extensive lists of rootwords, prefixes, and suffixes for students of allages.
Letter Writing Contentshttp://englishplus.com/grammar/letrcont.htmStudents and teachers can use this resource tolearn about formal and informal letter formats,use of envelopes, and how to properly fold aletter.
Map Coloring: How Many Colors?http://www.nasaexplores.com/extras/maps/four_color.htmlStudents learn how maps are colored with thisresource. They also use mathematical skills todetermine how several different maps can becolored using official map-coloring guidelines.
Mother Goose Rhymeshttp://www.amherst.edu/~rjyanco/literature/mothergoose/rhymes/menu.htmlFind the words to popular Mother Goose rhymeson this site. Some are illustrated.
PoetryTeachers.comhttp://www.poetryteachers.comThis site features poems, riddles, and teachingideas by poet Bruce Lansky.
Reading a Grid Maphttp://www.nasaexplores.com/show_k4_teacher_st.php?id=030108114014&gl=k4This lesson on reading grid maps is one of manylessons available on the NASA website. Studentslearn how to read a grid map and can createoriginal maps. A worksheet is provided.
BOOKSBell, Babs, and Babs B. Hajdusiewicz. Words and More
Words. Tucson, AZ: Good Year Books, 1997.This rhyming dictionary includes references onsuch topics as word origins, prefixes, suffixes,plurals, commonly misspelled words, and more.
10
Teaching Little Wolf Adventures
Types of Letters
Name
Directions: On the lines below, explain the features of business letters and friendly letters.When would you use each one?
Business Letters
Friendly Letters
Parts of a Letter
Directions: Write a definition for each part of a letter.
Heading
Inside Address
Greeting
Body
Complimentary Close
Signature Line
11
Teac
hing
Litt
le W
olf A
dven
ture
s
12 B
ig B
ad L
ane
Fret
tnin
For
est,
Beas
tshi
re
Apr
il 1
Mr.
Peev
ish W
olfso
n th
e 3r
dEd
itor
Wol
f Wee
kly
P.O
. Box
13
Fret
tnin
For
est,
Beas
tshi
re
Dea
r Mr.
Wol
fson:
This
is th
e pa
rt o
f the
lett
er w
here
the
writ
er sh
ares
his
or h
er t
houg
hts.
Wha
t do
you
thi
nk I
have
to
say
to y
ou?
Skip
a li
ne w
hen
you
star
t a
new
par
agra
ph. D
o I f
ollo
wth
e co
rrec
t fo
rmat
for w
ritin
g le
tter
s in
my
book
s?
Go
back
and
look
.
Sinc
erel
y,
Litt
le W
olf
Litt
le W
olf
12 B
ig B
ad L
ane
Fret
tnin
For
est,
Beas
tshi
re
Apr
il 1
Dea
r Mom
and
Dad
,
You
have
pro
babl
y al
read
y re
ad so
me
of m
y le
tter
sto
you
. Thi
s typ
e of
lett
er is
cal
led
a fri
endl
y or
info
rmal
lett
er. W
hy d
o yo
u th
ink
that
is?
Skip
a li
ne w
hen
you
star
t a
new
par
agra
ph.
Wha
t di
ffer
ence
s do
you
notic
e be
twee
n bu
sines
s le
tter
s and
frie
ndly
lett
ers?
Your
s tru
ly,
Litt
le W
olf
Litt
le W
olf
P.S.
You
can
hav
e a
post
scrip
t (P
.S.)
in a
n in
form
al le
tter
.A
pos
tscr
ipt
is a
simpl
e th
ough
t yo
u di
d no
t w
rite
in t
hebo
dy.
Bus
ines
s Le
tter
Frie
ndly
Let
ter
Nam
e
Lett
er
Form
ats
12
Teaching Little Wolf Adventures
B. Directions: Use Little Wolf ’s strategy to create some words of your own.
Word Prefix Root Suffix Possible Meaning?
C. Directions: Select one of your words and use it in a sentence.
Word Tracking
Name
A. Directions: Find words in a Little Wolf Adventures book that are new to you.Break them apart and create definitions for them.
Word Prefix Root Suffix Possible Meaning?
13
Teaching Little Wolf Adventures
You Think You’re So __________,But You’re Really __________.
Name
Directions: Fill in your character’s name in the blank below, then complete thestatements that describe how the character pretends to be and how he/shereally is. Give several examples with page numbers.
Character’s name
This character pretends to be
by:
I know this character is REALLY
because:
14
Teaching Little Wolf Adventures
Write a Riddle
Name
The object or person I am describing is
Directions: Write the name of the object or person in the circle below. Fill in the boxeswith sensory words to describe the person or object. Be creative!
It looks like
It feels like It smells like
It sounds like It tastes like
(object/person)
Directions: On the lines below, write your clues in full sentences. See if a friend can guessthe object or person you are describing.
What is it?
15
Teaching Little Wolf Adventures
Name
On pp. 40–42 of his Handy Book of Poems, Little Wolf changedthe words to some popular nursery rhymes. He started with the
first line of each poem then changed the following lines. Theysounded pretty silly!
Directions: On the lines below, rewrite some of your favorite nurseryrhymes, using the original first line, followed by your own rhymes. Use themargins next to the lines to draw cartoons that illustrate your poems.
Nursery Rhyme Time
16
Teaching Little Wolf Adventures
Map Key
Name
Directions: Draw your map features (mountains, water, forest, etc.) in the boxes on the left.Write the name of the features on the lines next to each box. Then add the letter symbols forcardinal directions to the compass rose below.
drawing feature
=
=
=
=