weekend learning activity guide1

Weekend Learning

Activity Guide A Parent’s Guide to 36 Weekend Activities Designed to Help Their Student With The

Common Core Reading Standards

Make It Classy!

by Cassandra Daniel

3rd-‐ 5th Grades

© 2014. Cassandra Daniel www.teacherspayteachers.com/Makeitclassy.com

(c) Copyright 2014. Cassandra Daniel www.teacherspayteachers.com/store/Makeitclassy

Hello Teachers and Parents!

I created the “Weekend Learning AcEvity Guide” as a way for intermediate elementary parents to engage with the Reading Common Core State Standards through informal, high-‐interest, low or no prep acEviEes that would compliment classroom learning. Time-‐crunched and less-‐than-‐tech-‐savvy parents will appreciate the simple and unique ways they can conEnue to support their student’s learning even at the intermediate level! In assembling these acEviEes, I wanted to infuse weekend-‐lifestyle rouEnes that could be easily arranged to integrate learning components from the Common Core Reading Standards. As such, many of the acEviEes are centered around acEviEes such as watching a movie, playing games, interviewing family members and friends, creaEng art projects, or gaming online, while providing parents with specific quesEoning prompts, graphic organizers or online resources to monitor, assess and improve their student’s reading comprehension.

It is important to note that the acEviEes included in this guide are neither designed to provide a comprehensive learning program nor provide standardized assessment pracEce using structured formats students are presented with during the school day. Rather, the intenEon behind these acEviEes is to provide supplementary, high-‐interest, student and parent friendly projects that don’t turn into “one more thing to do.” Simply put, I created these acEviEes based on feedback from my classroom to create ”homework” that both parents and students would genuinely look forward to! While the acEviEes are aligned to the Common Core Reading Standards, they are not meant to replace formal classroom instrucEon. They are designed to provide parents with an easy access way to discuss and interact with their student’s learning in an informal yet impacWul way.

While many of the acEviEes feature a technology component, most of the acEviEes are “low or no tech required” making compleEon of the acEviEes straighWorward and user-‐friendly to parents and students with emergent technology proficiency or invariable access to internet devices. Most weekend acEviEes may be completed in 30-‐ 90 minutes. Each Standard includes four weekend acEviEes for a total four pracEces opportuniEes with each standard. AcEviEes are provided for Standards 1-‐9 for a total of 36 acEviEes. Because reading standard 10 requires students to perform standards 1-‐9 using grade level texts, it is infused throughout all of the acEviEes. Feasibly, this packet should allow you to provide weekend pracEce to third through fi_h grade students throughout the enEre school year (September-‐May)!

My recommendaEons for using this product are as follows: 1.  First, teach the standard in-‐class. 2.  Second, print out the corresponding standard acEvity and week for students to complete over the

weekend. 3.  Third, use the “Weekend Warriors” classroom tracker to monitor student compleEon of the acEvity. I have found this document helpful to showcase to students during “Back-‐to-‐School” night or during “I.E.P” or “Student Referral Team” meeEngs when parents express the desire to assist their student but are unsure how to do so. This packet provides a simple, step-‐by-‐step guide to facilitate that process! Happy Teaching! Cassandra Daniel


Teacher Instructions: How to use “The Weekend Learning Activity

Guide” Step 1: Teach the standard in class. On Friday, select the matching standard to “Week 1 of 4” of the standard. Each standard has four weekend acEviEes. The acEviEes are not sequenEal, so you do have the opEon of following an order of your choosing.

Heading on each page provides the standard number and week session.

“Ac3vity Overview” provides a parent friendly brief descripEon of what the student and parent will do to complete the acEvity.

“Ac3vity Standard” provides the Common Core State Standard descripEon.

“Materials” lists the materials needed (or suggested) to complete the acEvity so that parents can prepare in advance.

“Es3mated Time” tells how much Eme the acEvity will take to complete.



Guide” Step 2: Each page behind the “AcEvity Overview” page includes step-‐by-‐step direcEons for the parent to follow when compleEng the acEvity. Most direcEon pages include “Parent Tips”, “QuesEon Sentence Starters” and at home instrucEon advice. Parents will use this page to complete the acEvity requirements.

Step 3: Each page following the “DirecEons” page includes the “Student AcEvity Sheet” handout the student will use to complete the acEvity.

Hyperlinks embedded

Step-‐by-‐step direc3ons

At-‐home teaching 3ps for parents!

Screenshots of instruc3onal websites

Parent Q & A Tips



Guide” Step 3: A_er students have completed and returned the assignment, use the “Weekend Workers Classroom Tracker Sheet” to record and monitor student submissions. Simply write the student’s name in the “student name” column. Each reading standard has a box. Inside of the box are the numbers 1-‐4 represenEng the four acEviEes associated with each standard. Simply circle or check the week acEvity number the student completed to record submission. Use a scoring system appropriate for your instrucEonal program needs.

Write student names here

Circle/mark the week ac3vity number the student completed

“Weekend Workers” Classroom Tracker


Student Name R.1 R.2 R.3 R.4 R.4 R.5 R.6 R.7 R.8 R.9

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Standard 1: Week 1 of 4

Ac3vity Standard: Ac3vity Overview:

Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when wriEng or speaking to support conclusions drawn from the text.

In this weekend’s acEvity, you and your student will take a trip to the library to select a short story (ficEon) book. Be sure to use your student’s reading level to choose an appropriate text they are ale to read with minimal assistance. A_er reading a story together, you will work to complete a story map that shows how well they understood the text.

Es3mated Time:

Trip to the library + 30-‐60 minutes

Materials: 1.  Library Card 2.  FicEon Text 3.  Story Map AcEvity Sheet 4.  Pencil


Directions:

Literal Comprehension Questions: Standard 1 requires students to answer literal quesEons about what they read. Literal quesEons require concrete, straighWorward answers. Answers to literal quesEons are always facts, and there is always one correct answer. In reading comprehension exercises, answers to literal quesEons can always be found in the text. Answers to literal quesEons might shed light on the who, what, when or where. 1.  Who are the characters in the story? 2.  What are the most important events that happened in the story? How do

you know? 3.  What lesson is this story teaching you? 4.  Where did the story take place? How do you know? 5.  Can you tell me how the character is feeling in this part of the story? 6.  Can you find the reasons why the characters acted this way? 7.  How does this character affect what happens in the beginning or at the end

of the story?

1.  Select an appropriate short story to read with your student. You will need to obtain your student’s reading level prior to the visit to the library. At the library provide this informaEon to a librarian to expedite the process of matching your student with a book that is “just right.”

2.  A_er reading, use the ‘Literal Comprehension QuesEons’ below to discuss the book.

3.  Complete the ‘Story Map’ on the next page. Be sure the response is wripen using complete sentences.

4.  Return the ‘Story Map’ acEvity worksheet to your student’s teacher for credit. Parent Tip:

QuesEon: We have books at home, do I really need to take my child to the library? Answer: Even if you have books at home, an occasional visit to the library is excellent for the following reasons: •  Free Programs and Events: Ask your librarian for the schedule of upcoming

events. •  Workshops: Many libraries provide workshops that can enrich your life as an

adult and support you as a parent. •  Computers: Most libraries offer internet access with educaEonal games for

students. •  Books: Libraries have special secEons devoted enErely to children’s books.


Story Map Main Characters Setting

("me and place)

Supporting Characters

Problem (what was the conflict?)

Resolution (how was the problem/conflict

solved?)

Title and Author

Student Name:_________________________________________________ Date:_____________________


Standard 1: Week 2 of 4 Ac3vity Standard: Ac3vity Overview:


In this weekend’s acEvity, you and your student will watch a movie based off a book to ask and answer quesEons that show how well they understood the plot. The student will be required to complete a story map to show their understanding of the story’s structural features (story elements).

Es3mated Time:

Movie + 20-‐30 minutes

Materials: 1.  Movie based on a book 2.  Story Map AcEvity Sheet 3.  Pencil 4.  RecommendaEon: popcorn!


Directions:

Literal Comprehension Questions: Literal quesEons require concrete, straighWorward answers. Answers to literal quesEons are always facts, and there is always one correct answer. In reading comprehension exercises, answers to literal quesEons can always be found in the text. Answers to literal quesEons might shed light on the who, what, when or where. 1.  Who are the characters in the story? 2.  What are the most important events that happened in the story? How do

you know? 3.  What lesson is this story teaching you? 4.  Where did the story take place? How do you know? 5.  Can you tell me how the character is feeling in this part of the story? 6.  Can you find the reasons why the characters acted this way? 7.  How does this character affect what happens in the beginning or at the end

of the story?

1.  Select an appropriate movie to read with your student. A recommended movie list is below.

2.  View the movie. Periodically pause the video to discuss the ‘Literal Comprehension QuesEons.’

3.  Complete the ‘Story Map’ acEvity worksheet. 4.  Return the ‘Story Map’ acEvity worksheet to your student’s teacher for

credit. Movie-from-Book Recommendation:

1.  Percy Jackson & the Olympians: The Lightning Thief (2010)

2.  Lemony Snicket’s A Series of Unfortunate Events (2004)

3.  Harriet the Spy (1996) 4.  Dr. Seuss’ The Lorax (2012) 5.  Where the Wild Things Are (2009) 6.  Cloudy With a Chance of Meatballs

(2009) 7.  Holes (2013) 8.  Bridge to Terrabithia (2007) 9.  FantasEc Mr. Fox (2009) 10.  How to Train Your Dragon (2010)

11. Liple Women (1994) 12. Because of Winn-‐Dixie (2005) 13. The Chronicles of Narnia: The Lion, the Witch and the Wardrobe (2005) 14. Charlope's Web (2006) 15. Coraline (2009) 16. The Phantom Tollbooth (1970) 17. Willy Wonka & the Chocolate Factory

( 1971) 18. Hugo (2011) 19. The Wizard of Oz (1939) 20. Harry Poper (series) (2001-‐2011)


Story Map Student Name:_____________________________________________________ Date:_________________________

Movie Title: ___________________________________________________________________________________ Director/Author: ___________________________________________________________________________________

Setting Main Character

Beginning ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Middle ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

End ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Time:______________________________________________________ Place:________________________

_____________________________ Problem __________________________________________________________



Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when wriEng or speaking to support conclusions drawn from the text.

In this weekend’s acEvity, your student will interview you and another reader about a book the interviewee has read. Your student will use the ‘Book Interview QuesEonnaire’ to pracEce asking and answering quesEons in order to understand the plot of a text they haven’t read.

Es3mated Time:

10-‐15 minutes per interview

Materials: 1.  Book Interview QuesEonnaire 2.  Pencil 3.  Two Interviewee's


Directions:

Questions Good Readers Ask Themselves as They Read:

How were ___ and ___ the same? Different? What do you think would happen if___? What do you think caused ___ to happen? What other soluEon can you think of for the problem of ___? What might have prevented the problem of ____ from happening? What are the strengths (or weaknesses) or ____? (Klingner & Vaughn, 1998, p.34)

1.  IdenEfy two readers who are at or above your student’s reading level. 2.  Use the ‘Book Interview QuesEonnaire’ acEvity worksheet to interview two

candidates. 3.  Record the interviewee’s responses on the acEvity sheet. 4.  Interviews do not have to be in person. You can complete an interview over

the phone or use Skype. 5.  Return the ‘Book Interview QuesEonnaire’ acEvity worksheet to your

student’s teacher for credit.

Good readers ask themselves quesEons as they read to help them understand the text and figure out the deep meaning of a book. For some students, the process of creaEng quesEons to ask themselves is extremely challenging. Use the following quesEon starters to guide your student in stopping at points throughout their reading to reflect on their thoughts.

By talking about books you are conveying the message that reading is important and enjoyable! Like any conversaEon talking about books can happen at any Eme. The quesEons in the interview (and below) provide examples of how to ask quesEons as a reader and listener when reading.


Parent Tip:

Book Interview Questionnaire # 1 of 2

Student Name:____________________________________________________________ Date:__________________

Name of Interviewee: __________________________ Rela3onship to Interviewer: ___________________ Use the script below to introduce the purpose of book interview: “Hello, I would like to take a few minutes to ask you some ques"ons about a book you have read that you really enjoyed. Please include as many details about the characters, problem, and resolu"on to help me understand what the book was about.” 1.  What was the Etle of recent book you read and really enjoyed?

____________________________________________________________________________________ 2.  What made you select the book? Did you already know something about the author or the book?

________________________________________________________________________________________________________________________________________________________________________

3.  What type of book did you read? Was it ficEon? NonficEon? Poetry? A play? Fantasy? ____________________________________________________________________________________

4.  Was is the sexng (Eme and place) of the story?____________________________________________________________________________________

5.  Who are the main characters or what were the main topics in the story/text?____________________________________________________________________________________

6.  Describe the main character(s) or important event(s). ________________________________________________________________________________________________________________________________________________________________________

7.  Describe the events in the story. Summarize the important parts in a paragraph or less. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8.  What was your favorite part of the book? Tell why. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9.  What did you learn from reading this book?________________________________________________________________________________________________________________________________________________________________________

10.  If you could change one thing about this book, what would it be and why?________________________________________________________________________________________________________________________________________________________________________


Book Interview Questionnaire # 2 of 2

Student Name:____________________________________________________________ Date:__________________

Name of Interviewee: __________________________ Rela3onship to Interviewer: ___________________ Use the script below to introduce the purpose of book interview: “Hello, I would like to take a few minutes to ask you some ques"ons about a book you have read that you really enjoyed. Please include as many details about the characters, problem, and resolu"on to help me understand what the book was about.” 1.  What was the Etle of recent book you read and really enjoyed?

____________________________________________________________________________________ 2.  What made you select the book? Did you already know something about the author or the book?

________________________________________________________________________________________________________________________________________________________________________

3.  What type of book did you read? Was it ficEon? NonficEon? Poetry? A play? Fantasy? ____________________________________________________________________________________

4.  Was is the sexng (Eme and place) of the story?____________________________________________________________________________________

5.  Who are the main characters or what were the main topics in the story/text?____________________________________________________________________________________

6.  Describe the main character(s) or important event(s). ________________________________________________________________________________________________________________________________________________________________________

7.  Describe the events in the story. Summarize the important parts in a paragraph or less. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8.  What was your favorite part of the book? Tell why. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9.  What did you learn from reading this book?________________________________________________________________________________________________________________________________________________________________________

10.  If you could change one thing about this book, what would it be and why?________________________________________________________________________________________________________________________________________________________________________




In this weekend’s acEvity, you and your student will create a quesEon-‐based card game using a short story your student has read!

Es3mated Time:

Book read + 30-‐60 minutes

Materials: 1.  Permanent Marker/Pen 2.  Quart size zip seal bag


Directions:

Sample Text Questions:

1.  Select a short story your student is able to read independently (or with minimal assistance).

2.  Create 20 quesEons about the text wripen separately on the ‘QuesEon Sheet’ provided. Be sure to number each quesEon. Each of these quesEons should begin with a quesEon word (who, what, when, where, why, how). Refer to the ‘Sample Text QuesEons’ secEon below for quesEon prompt ideas.

3.  Complete the ‘Answer Sheet’ template by wriEng the correct answer to each of the quesEons in the corresponding answer key boxes.

4.  Cut out the ‘quesEon’ sheet into individual cards and place the cards in a zip seal quart size freezer bag. Write the Etle of the book on the outside label of the bag.

5.  Return the “Answer Sheet” and zip lock bag with the quesEon and answer cards inside to your student’s teacher for credit.

•  What happened a_er____________ ? •  Can you tell why ________________ ? •  When did______________________ ? •  How did ________________ happen ? •  Describe what happened__________? •  Who are the main characters______ ? •  What is the sexng of the story____ ? •  How are _____ and ______ different? •  What was the problem/ conflict in the story?

•  What cause the problem/conflict___ ? •  What details show______________ ? •  What is the main idea of _________ ?

•  Can you find the reason why the character acted this way?

•  What are the most important events in the story? How do you know?

•  Look at page___. Describe how the character is feeling in this part of the story.

•  How does this character affect what happens in the beginning or at the end of the story?

•  How would you summarize this story in a few sentences from beginning to end

•  What were the steps in resolving the problem/conflict?


Question Sheet

This Answer Sheet is for the book____________________________________________________

Question 1: Question 2:




Question Sheet






Answer Sheet


Answer 1: Answer 2:

Answer 3: Answer 4:

Answer 5: Answer 6:


Answer Sheet


Answer 7: Answer 8:

Answer 9: Answer 10:



Answer Sheet







Standard 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporEng details and ideas.

In this weekend’s acEvity, you and your student will read or watch a fable in order to idenEfy the elements of a fable and make inferences about the theme.

Es3mated Time:

Read/Watch a Fable + 20 minutes

Materials: 1.  Fable story or movie 2.  AcEvity Sheet 3.  Pencil 4.  Device with internet access


Directions: 1.  First, review the following video to learn about fables. Click on the

link or type the website address into your browser: hpp://www.taleswithmorals.com

2.  Next, select a book of fables (3-‐6 stories) or view 3-‐6 fables from the links provided: hpp://pbskids.org/lions/stories/ OR hpp://www.watchknowlearn.org/Category.aspx?CategoryID=2595

3.  Finally, complete the “Elements of a Fable” Story AcEvity Sheet. 4.  Return the “Elements of a Fable” worksheet to your student’s

teacher for credit.

A Parent’s Guide to Fables (Quick Points Version):

•  A fable is another type of story, also passed down from generaEon to generaEon and told to teach a lesson about something.

•  Fables are about animals that can talk and act like people, or

plants or forces of nature like thunder or wind. The plants may be able to move and also talk and the natural forces cause things to happen in the story because of their strength.

•  The most famous fables were wripen by a man called Aesop.

We know them as Aesop’s Fables, and he wrote more than 600 of them.


Fable

Characters: Problem:

Describe the Fable: Moral/Lesson :

Elements of a Fable Fable Title:___________________________________________

Name:__________________________________________ Date:_______________________





In this weekend’s acEvity, you and your student will view several folktales from various cultures in order to write their own folktale that explains how something in life or nature came to be.

Es3mated Time:

40-‐120 minutes.

Materials: 1.  Device with internet access 2.  “CharacterisEcs of a Fable”

student acEvity sheet 3.  Pencil


Directions: 1.  Begin by viewing the video “Folktales, Fairy Tales, and Fables” by clicking the

following link (or typing it into your browser) hpps://www.youtube.com/watch?v=Jokxv-‐MynrA . This video provides an overview and disEncEons between the genres this standard will mostly be applied to (fairytales, folktales, and fables).

2.  A_er viewing the video, you will read three to six folktales from various cultures. Go to the website hpp://www.worldo_ales.com/folktales.html (by clicking on the link or typing the URL address into your browser). This website showcases various folktales from cultures around the world. Please select a minimum of three stories to read from different conEnents. Print, audio only, and video stories are available on this website! Be sure to refer to the le_ hand side bar to access these opEons .

3.  Complete the “Folktales Graphic Organizer” acEvity sheet. 4.  Submit the acEvity sheet to your student’s teacher to receive credit.

A Parent’s Guide to Fables (Quick Points Version):


ü  Defini3on: a short tale used to teach a moral lesson, o_en with animals as characters.

ü  Purpose: to teach people a lesson about recognizing and overcoming their follies; to criEque authority figures in humorous and anonymous ways.

ü  Characteris3cs: ü  Story is brief ü  Main characters are usually animals ü  Main character/animal usually displays the vice being criEqued which

results in the downfall of the character and leads to the moral of the fable

ü  The moral is usually stated in one sentence.

ü  Fable Reader Tips: ü  Pay apenEon to the Etle. It cues who or what to pay apenEon to. ü  Determine the symbolic value of each animal or character-‐-‐-‐what human

trait does each represent? ü  Follow how the events of the story lead to the moral of the story. ü  Consider how the moral might apply to your own life.

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In this weekend’s acEvity, your student will use a graphic organizer to plan an original folktale story. Next week, they will use the template provided in this acEvity to publish their story.

Es3mated Time:

25-‐ 45 minutes

Materials: 1.  Pencil 2.  DirecEons page and “Folktale

Planner” acEvity sheet 3.  Device with internet access


Directions: 1.  Begin by reviewing the video “Folktales, Fairy Tales, and Fables” by clicking the

following link (or typing it into your browser) hpps://www.youtube.com/watch?v=Jokxv-‐MynrA . This video provides an overview and disEncEons between the genres this standard will mostly be applied to (fairytales, folktales, and fables).

2.  Next, use the “Folktale Planner” to think of an original folktale about an imaginary experience of your own. Use the words “I” and ‘me” to describe events as if they happened to you. Base the story on one major exaggeraEon. A possible story starter to use is:” One day, like any other day, I was...”

3.  Complete the “Folktale Planner.” 4.  Submit the acEvity sheet to your student’s teacher to receive credit. You will

need this sheet returned to you to complete next weekend’s acEvity.

A Parent’s Guide to Graphic Organizers Ques3on: I hear my student talk about “graphic organizers.” What is their purpose and why are there so many different styles? Answer: A graphic organizer is a visual representaEon of informaEon that many teachers use to present concepts to students, as well as to teach the students how to organize facts and ideas. Graphic Organizers can be used in all curriculum areas to help students: ü  generate ideas ü  solve problems ü  understand abstract ideas-‐-‐students can “see” the informaEon ü  keep track of mulEple pieces of data ü  remember new informaEon by connecEng it to previously acquired knowledge ü  focus on the ideas they want to share in a paragraph or essay, making the task

less overwhelming ü  visualize concepts such as cause and effect, life cycles, chain of events, fact vs.

opinion, pro vs. con, etc. ü  understand story structure, thus boosEng reading comprehension ü  compare and contrast people, places, or things WHERE CAN I LEARN MORE? Other types of graphic organizers include spider maps, tree diagrams (e.g. “family trees”), flow charts, Emelines, tables, and more! Visit www.enchantedlearning.com/graphicorganizers or www.edhelper.com/teachers/graphic_organizers.htm to view and download samples.


Folktale Planner

The hero in your story will be... ___________________________________

The problem is...

Write a riddle you could use...

________________________________________________________________________________________________________________________________________________

How are riddles used to solve the problem?

The villain in your story will be...

Write down some phrases you would like to use...

_________________________________________________________________________________________________________

Write the setting (time + place) where you story will happen.

____________________________________________

How does your story end?

Name:______________________________________________________ Date:_______________________





In this weekend’s acEvity, your student will use last week’s “Folktale Planner” to organize your thoughts into a complete story. The final story will be shared using a creaEve or visual presentaEon.

Es3mated Time 30-‐60 minutes

Materials: 1.  “Folktale Story Prompt” acEvity

sheet 2.  DirecEons 3.  Pencil


Directions: 1.  Begin by reviewing the “Folktale Planner” Activity Sheet created during

Standard 2: Week 3 of 4. Follow the instructions on the Folktale Story Prompt. 2.  Submit the final project to your student’s teacher to receive credit.


Folktale Story Prompt Prompt: You are to create an original folktale using the five folktale elements. Your folktale should show evidence of the writing process. It should include a beginning, middle, and end, follow a logical sequence of events, and uses details to describe the main character. Share your folktale using a creative or visual presentation. Some possibilities might include; making an illustrated book, story diorama, story scroll, mural, story telling, book review, video, or voki. Use your imagination! A list of ‘how-to’ video/website links showing you how to create these presentations is below. Email your completed project to your teacher.

How to Create an Illustrated Book

https://www.youtube.com/watch?v=8edVStWYJIg

(This video shows you how to create

a book using cereal boxes!)

How to Create a Story Diorama

https://www.youtube.com/watch?v=_DJKyM3JIAI

How to Create a Story Scroll

http://vimeo.com/12516090 (Learn how to make a low-tech TV story scroll!)

How to Create a Story Mural

https://www.youtube.com/watch?v=ZcUTggPh-OI

How to Story Tell https://www.youtube.com/watch?v=O39JfxC6QAo

How to Create a Book Review

https://www.youtube.com/watch?v=hl2x6GgQ4mg

How to Create a Video

https://www.youtube.com/watch?v=wLDjiFSCSVE (Learn how to create a YouTube account and upload a video.)

How to Create a Voki

https://www.voki.com (Learn how to create your own animated, speaking avatar!)


Standard 3

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

In this weekend’s acEvity, you and your student will view an instrucEonal video and read a short story in order to analyze how authors develop characters and how to analyze a main character of a text.

Es3mated Time:

Short Story Reading + 15-‐30 minutes

Materials: 1.  Previously read ficEon text 2.  “Character ConsideraEon”

acEvity sheet 3.  Pencil 4.  Highlighter 5.  Device with internet access (c) Copyright 2014. Cassandra Daniel www.teacherspayteachers.com/store/Makeitclassy

Directions: 1.  Begin by viewing the video, “Common Core Literature Standard 3: Complex

Characters in Literature” by opening the www.youtube.com website and typing the video Etle into the search bar. Click on the video Etled, “Common Core Literature Standard 3: Complex Characters in Literature” and view the 9 minute, 34 second video.

2.  A_er viewing the video read the “Sample Character DescripEons” sheet with

your student. Use a highlighter to mark your favorite descripEon in each of the excerpts that help “paint a picture in your mind” of how the characters looks or behaves. With your student, briefly share aloud why the descripEon(s) appeal to you.

3.  Complete the “Character ConsideraEon” acEvity sheet using a text you have

previously read or will read for this acEvity. If you would like to read a new, short story on the internet the website www.bedEme.com has free short stories available for online reading and prinEng. A_er typing the website in to your browser, click on the ‘stories’ tab and select a story to read from one of the categories listed.


From Harry PoGer and the Sorcerer’s Stone by J. K. Rowling (ScholasEc, 1998) • He was a big, beefy man with hardly any neck, although he did have a very large mustache. Mrs. Dursley was thin and blonde and had nearly twice the usual amount of neck, which came in very useful as she spent so much of her Eme craning over garden fences, spying on the neighbors. (p. 1) • A giant of a man was standing in the doorway. His face was almost completely hidden by a long, shaggy mane of hair and a wild, tangled beard, but you could make out his eyes, glinEng like black beetles under all the hair. (p. 46) From Look Homeward, Angel by Thomas Wolfe (Simon & Schuster, 1995, originally published 1929) My brother Ben’s face, thought Eugene, is like a piece of slightly yellow ivory; his high white head is knoped fiercely by his old man’s scowl; his mouth is like a knife, his smile the flicker of light across a blade. His face is like a blade, and a knife, and a flicker of light: it is delicate and fierce, and scowls beauEfully forever, and when he fastens his hard white fingers and his scowling eyes upon a thing he wants to fix, he sniffs with sharp and private concentraEon through his long, pointed nose…his hair shines like that of a young boy—it is crinkled and crisp as lepuce. (p. 135) From The Adventures of Huckleberry Finn by Mark Twain (Hayes Barton Press, 2005, originally published 1885) He was most fi_y, and he looked it. His hair was long and tangled and greasy, and hung down, and you could see his eyes shining through like he was behind vines. It was all black, no gray; so was his long, mixed-‐up whiskers. There warn’t no color in his face, where his face showed; it was white; not like another man’s white, but a white to make a body sick, a white to make a body’s flesh crawl – a tree-‐toad white, a fish-‐belly white. As for his clothes – just rags, that was all. He had one ankle resEng on t’other knee; the boot on that foot was busted, and two of his toes stuck through, and he worked them now and then. His hat was laying on the floor – an old black slouch with the top caved in, like a lid. (p. 11)

Sample Character Descriptions


Character Consideration

Title:_________________________________________ Author:_______________________

How does the character think and feel about the event or problem?

How does the character feel about the outcome of the

event or problem?

Describe the event of problem.

How does the character react to the event or problem?


Name:____________________________________________________ Date:_________________________________



Standard 3


In this acEvity, you and your student will analyze and synthesize the way main ideas and details about the same topic are presented across various sources by researching a current news topic.

Es3mated Time:

45-‐75 minutes

Materials: 1.  Device with internet access 2.  Recent Newspaper(s) (suggested) 3.  News magazines (suggested) 4.  Pencil 5.  DirecEons & AcEvity Sheet


Directions: 1.  Begin by reading, “ConnecEng Main Ideas Across Texts: Why It Mapers” arEcle

below. 2.  Next, select a topic for a current news story. 3.  Find at least three to five arEcles about the story from two different sources.

LegiEmate sources to use may include adverEsements, blogs, brochures, cartoons, Internet news sites, magazines, newspapers, reference materials, or textbooks only.

4.  As you read complete the “Main Idea and Details” graphic organizer to help idenEfy the main idea(s) and details from the arEcle.

5.  A_er you read, use the “Venn Diagram” graphic organizer to idenEfy the similariEes and differences between two of the arEcles you have read.

Connecting Main Ideas Across Texts: Why It Matters

Why the Skill MaXers InformaEon is all around us and it comes in many forms. InformaEon about a topic can come from newspapers, online news arEcles, blogs, videos, and even social media. Each of these different sources presents informaEon in different ways for different reasons. When you read mulEple texts on the same topic, you learn new details regarding that topic based on what details are included and how they are presented. Making connecEons across texts helps you beper understand the topic, as well as the different points of view people have. Consider the following arEcles that might be wripen about the same topic – the New York City subway system.

Each of these texts share the same topic and some may have similar main ideas. Based on the different purposes, however, each text may describe things such as sights and sounds, even smells. Because of this, it is always important to consider the source of informaEon as you read any informaEonal text.

Purpose: To Inform

Purpose: To explain

Purpose: To Persuade

Purpose: To Entertain

A brochure from the transit authority about new subway fares.

A newspaper arEcle about a recent increase in subway fares.

A blog about the need to decrease fares for seniors.

A story about a musician who performs at subway staEons.


Main Idea and Details

Main Idea

Detail Detail Detail

Title:_________________________________________________________________

Title:_________________________________________________________________

Main Idea

Detail Detail Detail


Venn Diagram Graphic Organizer

Text 1 Text 1 and Text 2 Similari3es

Text 2

Text 3 Text 3 and Text 4 Similari3es

Text 4



Standard 3


In this acEvity, you and your student will analyze and synthesize the way in which main ideas and details about the same topic are presented across various sources by researching a current news topic.

Es3mated Time:

15-‐20 minutes

Materials: 1.  Device with internet access 2.  Recent Newspaper(s) (suggested) 3.  News magazines (suggested) 4.  Pencil 5.  AcEvity Sheet from Standard 3:

Week 2 of 4 (c) Copyright 2014. Cassandra Daniel www.teacherspayteachers.com/store/Makeitclassy

Discussion and Summary Questions

1.  What is the main purpose of each text? Does the text’s purpose inform, explain, persuade, or entertain?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2.  What are the main idea(s) from each of the texts you read? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.  What details does the author use to support the main ideas? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4.  What ideas do the texts have in common? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5.  What ideas in the text are different? How would you explain the reasons for

these differences? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6.  How does reading mul"ple texts on the same topic add to your understanding of

the topic? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (c) Copyright 2014. Cassandra Daniel www.teacherspayteachers.com/store/Makeitclassy

Name:______________________________________________________ Date:_______________________

Direc3ons: Using the arEcles and acEvity from Standard 3: Week 2 of 4, answer the following quesEons. Write your responses using complete sentences and check for spelling and grammar. Submit the completed worksheet to your teacher.


Standard 3


In this weekend’s acEvity, you and your student will compare texts on a related topic by analyzing story elements.

Es3mated Time:

20-‐25 minutes

Materials: 1.  Device with internet access OR two texts within the same genre

2.  “Compare Across Texts” graphic organizer

3.  Pencil


Directions: 1.  Begin by reading aloud the two passages under the heading, “Comparing Texts”

below. 2.  Next, prompt your student to make comparisons by answering the following

quesEons: •  Which passage is ficEon? Which passage is nonficEon? •  What is the author’s purpose for each one? •  How are the passages similar? How are they different? (Answers: Both passages describe Greek God’s and their powers; both ar"cles are about real people-‐Ancient Greeks; the myth has imaginary characters-‐gods. The author of the ar"cle wrote to inform. The author of the myth wrote to entertain.) 3. ConEnue to apply text comparison by selecEng two lengthier texts the student has previously read. Both texts must be related by topic. The internet the website www.bedEme.com has free short stories available for online reading and prinEng. A_er typing the website in to your browser, click on the ‘stories’ tab and select two stories to read from one of the categories listed. Return the graphic organizer to your student’s teacher for credit. Comparing Texts


From “Life in Ancient Greece” an arEcle Ancient Greeks believed that gods and goddesses live atop Mount Olympus in Northern Greece. In Greek myths, these powerful gods controlled the lives of people.

From “Echo and Narcissus” a Greek Myth Hera was the queen of the gods on Greece who had a very nice helper named Echo. However, Echo talked too much. That made Hera mad so she punished Echo by allowing her to only repeat other people’s words.

Compare Across Texts: Story Elements Text 1: Text 2:

Genre

Characters

Sexng

Events

Author’s Purpose



Standard 4

Interpret words and phrases as they are used in

a text, including determining technical,

connotaEve, and figuraEve meanings, and analyze how

specific word choices shape meaning or tone.

In this weekend’s acEvity you and your student will produce precise vocabulary alternaEves for overused words by acquiring new synonyms and playing a vocabulary game.

Es3mated Time:

25-‐45 minutes

Materials: 1.  Scissors 2.  DirecEons & AcEvity Sheets 3.  Timer 4.  Pencils 5.  DicEonary/Thesaurus


Directions:

1.  Begin by cuxng out the sentence and vocabulary cards on the sheets Etled, “Sentence Cards” and “Vocabulary Cards.”

2.  Once all sentence cards are cut out, place face down in a stack. Place all vocabulary cards face up in several rows where both players are able to view the cards.

3.  Taking turns, player one selects the top sentence card from the stack and reads the sentence aloud. For example, “ The New York City subway system was flooded by Hurricane Sandy.”

4.  Both players will individually consider the underlined word and write the best vocabulary word from the “Vocabulary Cards” on the blank line. During this Eme, players may use a dicEonary, thesaurus, or other reference material for assistance. Players may not consult another person.

5.  A_er wriEng the vocabulary word in the blank, both players must complete a “Vocabulary Organizer” for the new word.

6.  Players will have 10 minutes to complete steps 4 and 5 (use a Emer to keep track of Eme). At the end of 10 minutes players will share their responses and compare their “Vocabulary Organizers.”

7.  ConEnue unEl all sentence cards are used.



Sentence Cards The New York City subway system was flooded by Hurricane Sandy. __________________ I will always give forgiveness to my friends if they do something wrong. __________________

Some vegetarians do not eat meat, fish, or fowl but do consume eggs. __________________ The mysteries of space will conEnue to escape us for quite some Eme unEl the majority of us are commiped to exploring it. Puxng weight on your twisted ankle will worsen your discomfort. ___________________ The baby was confused on why his parents couldn’t understand why he was crying. ___________________ The chemical treatment on a fireman’s uniform is unaffected to the heat from flames. ___________________ A rundown factory was before them, the gates on it locked while the surrounding buildings reflected the same sad look. __________________ There is no use arguing. I will not change my mind. ___________

____________________

Vocabulary Cards:


protesting

abandoned

impervious

perplexed

exacerbate

elude

abstain

absolution

deluge

Word: Date:

What it means:

Write a sentence using the word:

Synonyms: Picture:

Word: Date:

What it means:

Write a sentence using the word:

Synonyms: Picture:



Standard 4





In this weekend’s acEvity you and your student will create your own figuraEve language examples.

Es3mated Time:

20-‐40 minutes

Materials: 1.  Pencil 2.  DirecEons & AcEvity Sheet


Figuring Out Figurative Language


Name:______________________________ Date:_______________________________ Direc3ons: Read the definiEon and example of the figuraEve language device. Then, create your own example and write it in the space provided.

Onomatopoeia: Sounds words Example: Whoosh! Buzz! My example:

Simile: Comparing 2 things with like or as Example: He walked as slowly as a turtle. My example:

Metaphor: Comparing 2 things by saying something is something else. Example: Toys are candy for liple kids My example:

Hyperbole: Great exaggera3on, extreme Example: That kid’s the fastest in the whole school. My example:

Allitera3on: Words that start with the same leXers or sound Example: Lazy Lily laughed a lot. My example:

Idiom: When the common meaning is different from the REAL meaning of the words used. Example: Your on my last nerve! My example:

Personifica3on: Giving a thing human quali3es Example: The pencil ran across my desk. My example:



Standard 4





In this weekend’s acEvity you and your student will create your own figuraEve language examples.

Es3mated Time:

25-‐40 minutes

Materials: 1.  Pencil 2.  DirecEons & AcEvity Sheet



Match the Metaphor! Select 10 cards from the “Metaphor Cards” sheet. Write a sentence on the corresponding line below to explain what each metaphor means. 1.________________________________________________________________________ 2.________________________________________________________________________ 3.________________________________________________________________________ 4.________________________________________________________________________ 5.________________________________________________________________________ 6.________________________________________________________________________ 7.________________________________________________________________________ 8.________________________________________________________________________ 9.________________________________________________________________________ 10._______________________________________________________________________ 11. ______________________________________________________________________ 12._______________________________________________________________________ Use your imaginaEon and create 5 metaphors. Write them on the lines below. 1.________________________________________________________________________ 2.________________________________________________________________________ 3.________________________________________________________________________ 4.________________________________________________________________________ 5.________________________________________________________________________ Chose one of your metaphors and illustrate it below.

Name:_________________________________________________________________________________ Date:______________


Metaphor Cards 1. He jumped out of the frying pan into the fire.

2. I am so hungry, I could eat a horse.

3. My sister is a demon when she wakes up!

4. It is raining cats and dogs.

5. His smile was big like the ocean.

6. The moon is a giant face watching us.

7. The sun is the world’s light bulb.

8. You are what you eat.

9. Fred is a walking dicEonary.

10. Robert is a chicken.

11. Her room is a pigpen.

12. His stomach is a bopomless pit.



Standard 4





In this weekend’s acEvity, you and your student will create a cross word puzzle using grade appropriate vocabulary words to pracEce spelling, reasoning, evaluaEng choices and game play skills.

Es3mated Time:

20-‐40 minutes

Materials: 1.  Internet connected device 2.  Email account 3.  Printer (opEonal) 4.  Pencil 5.  Student AcEvity Sheet


Directions: 1.  Begin by selecEng 7-‐10 words from the “Common Core Frequent Vocabulary

Word List Chart” 2.  Create a crossword puzzle using one of the links below, or, use the hard copy

template provided on the following page. hpp://worksheets.theteacherscorner.net/make-‐your-‐own/crossword/ hpp://puzzlemaker.discoveryeducaEon.com/CrissCrossSetupForm.asp?campaign=flyout_teachers_puzzle_crisscross 3.  If you used a website to create your crossword, email the link of your

crossword puzzle to your teacher’s school email address or print out a copy of the crossword you created. If you used the hardcopy crossword puzzle sheet included in this packet, return the sheet to your student’s teacher for credit.


Q: Seriously, aren’t crossword puzzles “busy work?”

ü  Crossword solving involves useful skills such as vocabulary, spelling, word apack and reasoning skills.

ü  To be successful at solving a crossword puzzle, a student must be able to idenEfy and understand the terms being used making crosswords a great comprehension acEvity.

ü  A crossword puzzle creates opportuniEes for a student to acquire new vocabulary or terminology.

ü  Correctly solving a crossword puzzle requires exact spelling and promotes word accuracy and dicEonary skills.

ü  In the classroom, crosswords are associated with recreaEon and are less inEmidaEng for students that experience anxiety during pracEce texts, review sessions, flashcards or other tools. These students find crossword acEvity more like gameplay!

Read and consider the following:


Common Core Frequent Vocabulary Word List Chart

3rd Grade Word List

4th Grade Word List 5th Grade Word List

•  compare •  contrast •  dialogue •  genre •  illustration •  main idea •  narrator •  sequence •  text feature •  summarize •  point of View •  keyword •  identify •  explain •  justify •  genre •  caption

•  inference •  theme •  drama •  prose •  stage directions •  narration •  chronology •  timeline •  text structures •  transition words •  quotations •  paraphrase •  simile •  metaphor •  synonym •  sensory details •  antonym

•  diagram •  italics •  conclude •  interpret •  metaphor •  biography •  cite •  cues •  inference •  Inquiry •  multimedia •  examine •  expository •  point of view •  plagiarism •  rubric •  summarize


Directions for Generic Crossword Puzzle

1.  Select 7-10 words from the “Common Core Word List”.

2.  Write the words you selected in the grid. You may write words going down or across only.

3.  Once you’ve laid out and written the words on the grid, blackout any unused squares.

4.  Starting in the upper left hand corner of the puzzle, number the starting square for each word. Divide the words by whether they run across (horizontally) or down (vertically). It is possible to have two words numbered “1”; 1-Across and 1-Down.

5.  Create a clue definition for every word that was included in the puzzle. List all the “Across” clues together in ascending numerical order on the lines provided. List all the “Down” clues together in ascending numerical order on the lines provided.

6.  Create another copy of the crossword puzzle. This time, the starting square for each word should be numbered, but the squares themselves should be blank. Use the filled-in puzzle for an answer key.


Common Core Crossword Puzzle (generic sheet)


Common Core Crossword Puzzle (generic sheet)-answer sheet


Down Word Clues

_______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

Down Word Clues


Common Core Crossword Puzzle (ANSWER SHEET)

Across Word ANSWERS ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

Down Word ANSWERS ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________



Standard 5

Analyze the structure of texts, including how specific sentences,

paragraphs, and large porEons of the text (e.g., a secEon, chapter, scene, or stanza) relate to each other and the whole.

In this weekend’s acEvity, you and your student will read a series of passages in order to determine the text structure used in the passage.

Es3mated Time:

30-‐60 minutes

Materials: 1.  Internet connected device 2.  Printer (opEonal) 3.  “Text Structure Paragraphs”

student acEvity sheet



Directions: 1. Being by opening this website in your browser hpp://www.melodyshaw.com/files/TextStrctureResources.pdf . 2. With your student, review the content presented on the first several pages. 3. Next, complete the acEvity Etled, “Text Structure Paragraphs” using the direcEons provided in the acEvity. 4. A_er compleEng the online acEvity, use the “Name the Text Structure” sheet to write 3 original paragraphs wripen in the structure indicated. Your paragraphs may be wripen on a self-‐selected topic. A_er compleEng this sheet, be sure to turn it in to your student’s teacher for credit.

A Parent’s Guide to Text Structure: The term “text structure” idenEfies how informaEon in a text is organized. On state reading assessments, students will be required to idenEfy the text structure in a passage(s) of text(s). As such, it is important that students are given mulEple exposure to the several types of text organizaEon. This acEvity briefly reviews the commonly used paperns of organizaEon and provides pracEce reading and wriEng acEviEes to help your student learn this essenEal skill.


Text Structure Paragraphs

Write a paragraph using the following text structure: ü  Problem-‐solu3on ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Write a paragraph using the following text structure: ü  Descrip3ve ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Write a paragraph using the following text structure: ü  Compare and contrast ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Direc3ons: Use the lines below to write an original paragraph on a topic of your choice using the text structure indicated. Please be sure to write your paragraph using appropriate convenEons (spelling, punctuaEon and grammar).



Standard 5



In this weekend’s acEvity you and your student will create a “Flip-‐It Foldable Book” to use as a reference when idenEfying nonficEon text features (e.g., capEon, index, map, bold print).

Es3mated Time:

30 – 90 minutes

Materials: 1.  3 sheets of colored paper 2.  Stapler 3.  Crayons/Markers/Colored Pencils 4.  Internet access device



Directions: 1.  Being by viewing the video, “IdenEfying Text Structures Video” by

clicking on or typing the following link into your browser :hpps://www.youtube.com/watch?v=zVU8xoXRHys . AlternaEvely you may find the video by the user name “21arisinger” and typing the name of the video, “IdenEfying Text Structures Video” into the search bar on the homepage of www.youtube.com or you may read the presentaEon found at hpp://www.melodyshaw.com/files/TextStrctureResources.pdf to familiarize you and your student about text structure and organizaEon.

2.  A_er compleEng step 1, follow the instrucEons on the following page, “How to Make a Flip-‐It Foldable Book” to use as a visual reference when idenEfying how a text is organized.

3.  Return the “Flip-‐It Foldable Book” to you student’s teacher for credit.

A Parent’s Guide to Text Structure:

The term “text structure” idenEfies how informaEon in a text is organized. On state reading assessments, students will be required to idenEfy the text structure in a passage(s) of text(s). As such, it is important that students are given mulEple exposure to the several types of text organizaEon. This acEvity briefly reviews the commonly used paperns of organizaEon and provides pracEce reading and wriEng acEviEes to help your student learn this essenEal skill.


How to Make a Flip-It Foldable Book

1. Stack 3 sheets of colored paper so that about 1 inch of the underneath papers are visible below the top sheet. 2. Fold the top part down so that you see 6 stripes of paper. The middle two will be the same color. 3. Staple at the crease a small distance from the edge so that the papers hold together. 4. On each tab write one of the text structure names (use the box below). In the space above the tab create an original drawing to illustrate key vocabulary, clues, and other visuals that will help you idenEfy the features of the text structure. Use the Following Words:

DescripEon

Problem & SoluEon

Sequence

Compare & Contrast

Cause & Affect



Standard 5



In this weekend’s acEvity, you and your student will create a “Flip-‐It Foldable Book” to use as a reference when idenEfying nonficEon text features such as capEons, maps, bold print, and others.

Es3mated Time:

30-‐90 minutes

Materials: 1.  3 sheets of colored paper 2.  Stapler 3.  Crayons/Markers/Colored Pencils 4.  Internet access device



Directions:

1.  Being by viewing the video, “IdenEfying Text Structures Video” by clicking on or typing the following link into your browser hpps://www.youtube.com/watch?v=zVU8xoXRHys . AlternaEvely you may find the video by the user name “21arisinger” and typing the name of the video, “IdenEfying Text Structures Video” into the search bar on the homepage of www.youtube.com or you may read the presentaEon found at hpp://www.melodyshaw.com/files/TextStrctureResources.pdf to familiarize you and your student about text structure and organizaEon.

2.  A_er compleEng step 1, follow the instrucEons on the following page, “How to Make a Flip-‐It Foldable Book” to use as a visual reference when idenEfying how a text is organized.

3.  Return the “Flip ItFoldable Book” to you student’s teacher for credit.

A Parent’s Guide to Text Structure:

The term “text structure” idenEfies how informaEon in a text is organized. On state reading assessments, students will be required to idenEfy the text structure in a passage(s) of text(s). As such, it is important that students are given mulEple exposure to the several types of text organizaEon. This acEvity briefly reviews the commonly used paperns of organizaEon and provides pracEce reading and wriEng acEviEes to help your student learn this essenEal skill.


How to Make a Flip-It Foldable Book

1. Stack 3 sheets of colored paper so that about 1 inch of the underneath papers are visible below the top sheet. 2. Fold the top part down so that you see 6 stripes of paper. The middle two will be the same color. 3. Staple at the crease a small distance from the edge so that the papers hold together. 4. On each tab write one of the text structure names (use the box below). In the space above the tab create an original drawing to illustrate key vocabulary, clues, and other visuals that will help you idenEfy the features of the text structure. Use the Following Words:

Index Glossary Electronic Menu

CapEon Subheading Bold print

Icon Diagram Maps

Charts or Graphs Table of Contents Images or IllustraEons

Highlights Side Bar Italics


Standard 5



In this weekend’s acEvity you and your student will parEcipate in a “virtual scavenger hunt” aboard the historic Titanic to explore text features!

Es3mated Time:

45-‐70 minutes

Materials: 1.  Internet access device 2.  “Titanic Text Structures” acEvity

sheet 3.  Pencil 4.  Note: direcEons for this acEvity

are included on the student acEvity sheet (c) Copyright 2014. Cassandra Daniel www.teacherspayteachers.com/store/Makeitclassy


Go to this link to bring up a main page with links to informaEon about the Titanic: hpp://www.kidskonnect.com/subject-‐index/16-‐history/281-‐Etanic.html 1.  Who put this page online? What was the author’s purpose in posEng it? ________________________________________________________________________________________________________________________________________________ 2. Read through the various Etles of the links to get an idea about the page’s contents. Which links look interesEng to you? Do you think this page would be useful for someone researching this topic? ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Go to the “Grave of the Titanic” link. Read the first five paragraphs to determine the dominant text structure. 3. What is the main text structure of these paragraphs? ________________________________________________________________________4. What other text structure is also present? ________________________________________________________________________ Go to the “I Survived the Titanic” link. Read the short arEcle provided. 5. What is the main text structure of these paragraphs? ________________________________________________________________________ 6. What connecEon can you make to the text? ________________________________________________________________________________________________________________________________________________ Go to the Titanic Britannica link and click to enter the site. 7. Which three paragraphs use the “cause and effect” structure? ________________________________________________________________________________________________________________________________________________ 8. Which paragraph uses “descripEve” structure? ________________________________________________________________________ 9. What did this site say caused the Titanic to sink? ________________________________________________________________________

“Titanic” Text Structures Scavenger Hunt


Standard 6

Assess how point of view or purpose shapes the

content and style of a text.

In this weekend’s acEvity, you and your student will read a familiar story told from a different point of view and then use what you have read to help them write their own version. This process challenges students to think criEcally about what the different parts of a story are and how changing these parts changes what the reader gets out of the story. Fairy tales are perfect for this acEvity because they are so well known; new versions of fairy tales are o_en called “fractured fairy tales.”

Es3mated Time:

30-‐60 minutes

Materials: 1.  Internet access device 2.  Printer (opEonal) 3.  Notebook paper 4.  Pencil


Directions: 1.  Begin by going online to

hpp://www.readwritethink.org/files/resources/interacEves/fairytales/ Fracture Fairy Tales tool and have your student select a story to revise. A_er you have selected a fairy tale, the tool will guide you through a list of the kinds of changes you might make, including wriEng the story from a different point of view.

2.  A_er your student has made changes, print the list and use the tool to write a new version of the story on a sheet of notebook paper. Next, read the story together and compare it with other versions. Ask the student to talk about how changing the point of view changed the story. What does the student now see about the story that is different from what he or she saw before?

3.  Return the new version of the story to your student’s teacher for credit.


Fractured Fairy Tale Discussion Questions:

Use the following quesEons to help you talk about the characters in both familiar and fractured fairy tales. (Adapted from read.write.think) A fractured fairy tale is a familiar or tradiEonal story that has been changed. You can change a fracture fairy tale by changing where the story takes place, (sexng) who tells the story, (narrator) who the “bad” or “good” guys are, (characters) or what happens in the story (plot). •  In the tradiEonal version of the story, what is the point of view? Who are the

“good” guys? Who are the “bad” guys? •  What is different in the fractured version of the story? Who tells the story?

Do any of the “good” or “bad” characters behave differently? •  Which character(s) do you feel bad for in the tradiEon version? What about

the fractured version of the story? Why do you feel that way? •  Which version did you enjoy the most? Why?


Standard 6



In this weekend’s acEvity you and your student will view a musical video on point of view in order to write an original story in a different narraEve point of view (first and second person point of view).

Es3mated Time:

20-‐40 minutes

Materials: 1.  Pencil 2.  Internet access device



1. Begin by going online to the website www.flocabulary.com/point-‐of-‐view/ and watch the video, “Point of view: 1st, 2nd, and 3rd Person NarraEon.” 2. A_er viewing the video click on “AcEvity” to read “Who’s Telling the Story”?” a story wripen in third person about a a parrot. 3. Next, complete the quesEons on the student acEvity sheet. 4. Return the acEvity sheet to your student’s teacher for credit.

Directions:


Who’s Telling the Story?

Rewrite the story in the first person. Choose either the parrot’s point of view or Bert the trappers.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Read over your story. How does the new point of view change the story?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name:___________________________________________________________ Date:__________________


Standard 6



In this weekend’s acEvity you and your student will create two different comic strips showing different narraEve points of view.

Es3mated Time:

40-‐60 minutes

Materials: 1.  Markers 2.  Colored Pencils 3.  Pencil 4.  Comic strip sheets (opEonal) 5.  2-‐3 sheets of blank notebook or

unlined paper 6.  Internet access device



1. Prior to starEng this acEvity, be sure you have completed Standard 6: Week 2 of 4 acEvity. 2. Create two comic strips sing two of the following perspecEves: first-‐person, second-‐person, or third-‐person. 3. Each comic strip should contain dialogue. Use word bubbles to show the dialogue. 4. Each comic strip should include narraEon. Use square narraEon boxes. 5. Make an effort. If you are not confidant with your drawing skills, focus on creaEng a good story line and use sEck men! 6. Return both of your comic strips to your student’s teacher for credit.

Directions:


Standard 6



In this weekend’s acEvity you and your student will create an art project illustraEng a landscape scene from three different point of views.

Es3mated Time:

30-‐60 minutes

Materials: 12"x18" white paper OR unlined paper pencils Sharpie markers oil pastels watercolor paint



1. In this acEvity, you and your student will create a landscape illustraEon of your choice (i.e., backyard, playground, city sidewalk, desert) from the following perspecEves: •  a person •  an airplane •  a bug 2. Each landscape locaEon will remain the same, however the view from the perspecEve of a person, an airplane, and a bug should reflect the appropriate scenery. You will need to create 3 drawings. Label each illustraEon with the name of the view. Return the completed drawings to you student’s teacher for credit.

Directions:

Think about this: An automobile accident occurs. Two drivers are involved. Witnesses include three sidewalk spectators, a woman with a video camera who happened to be shooEng the scene, and a pilot of a helicopter that was flying overhead. Here we have seven different points of view and, most likely, seven different descripEons of the accident. In ficEon, who tells the story and how it is told are criEcal issues for an author to decide. The tone and feel of the story, and even its meaning, can change radically depending on who is telling the story. Someone is always between the reader and the acEon of the story. That someone is telling the story from his or her own point of view. The point of view from which the people, events, and details of a story are viewed, is important to consider when reading a story.

Q: Why is determining Point of View Important when reading fiction?


Standard 7

Integrate and evaluate content presented in diverse media formats, including visually and

quanEtaEvely, as well as in words.

In this weekend’s acEvity you and your student will complete a webquest (an internet based learning acEvity) to pracEce evaluaEng online media formats.

Es3mated Time:

40-‐60 minutes

Materials: 1.  Device with internet access



1. Begin by opening the website hpp://davisandsloanela.wikispaces.com/Text+Structure+%26+Features+CRCT+Review+Webquest 2. You will complete the websquest Etled, “Text Structure & Features CRCT Review Webquest” 3.  Complete two acEviEes under “Text Structures” of your choice. 4.  Write the names of the two acEves you completed on the lines below:

AcEvity 1:______________________________________________________________ AcEvity 2:______________________________________________________________

3.  Have a parent or guardian sign on the line below verifying the student has completed two acEviEes.

________________________________________________________________________ (parent/guardian signature) (date)

3.  Return this sheet to your student’s teacher for credit.

Directions:

Name:___________________________________________________________ Date:________________



Standard 7



In this weekend’s acEvity you and your student will complete a webquest (an internet based learning acEvity) to pracEce using and evaluaEng online media formats.

Es3mated Time:

40-‐60 minutes

Materials: 1.  Computer with internet access



Directions: 1. Begin by opening the website hpp://davisandsloanela.wikispaces.com/Text+Structure+%26+Features+CRCT+Review+Webquest 2. You will complete the websquest Etled, “Text Structure & Features CRCT Review Webquest” 3.  Complete two new acEviEes under “Text Structures” of your choice that you did not

complete during Standard 7: Week 1 of 4 ac3vity. 4.  Write the names of the two acEves you completed on the lines below:

AcEvity 1:______________________________________________________________ AcEvity 2:______________________________________________________________

3.  Have a parent or guardian sign on the line below verifying the student has completed two acEviEes.

________________________________________________________________________ (parent/guardian signature) (date)

3.  Return this sheet to your student’s teacher for credit.

Name:_________________________________________________________ Date___________________


Standard 7



In this weekend’s acEvity, you and your student will compare and contrast two or more passages of text using a graphic organizer.

Es3mated Time:

40-‐60 minutes

Materials: 1.  Computer with internet access 2.  Pencil



Directions:

1.  Begin by opening the website hpp://read.gov/aesop/ . 2.  Select 2 Aesop fables to read. 3.  Read both of the fables. 4.  Use the graphic organizer, “Side-‐by-‐Side” texts to compare and contrast

characterisEcs in the stories. 5.  Return the completed graphic organizer to your student’s teacher for

credit.


Side-by-Side Texts

Title: Author:

Title: Author:

Shared Characteristics

Name:_________________________________________________________ Date:__________________


Standard 7



Ask students to interview a friend or family member who has lived in the same neighborhood for a long period of Eme and write a paragraph expressing what has changed and what has stayed the same in the community. Students will use a Venn-‐diagram enEtled "My Neighborhood: Then and Now” to integrate and evaluate their findings.

Es3mated Time:

30-‐50 minutes

Materials: 1.  Adult family or friend to interview 2.  “My Neighborhood: Then-‐and-‐

Now” acEvity sheet 3.  DirecEons page



Directions:

1.  Select friend or family member to interview who has lived in the same neighborhood for a long period of Eme. The interview may occur in person, via telephone, Skype, video-‐chat messages, or other technology tool.

2.  Use the graphic organizer to record details about what their neighborhood was like in the past and what it is like today.

3.  Next, write a paragraph expressing what has changed and what has stayed the same in the community. They can then create a Venn diagram enEtled "My Neighborhood: Then and Now.

4.  Return the completed acEvity sheet to your student’s teacher for credit.


My Neighborhood: Then-and-Now

In the Past In the Present


Write a paragraph expressing what has changed and what has stayed the same in the community. Include specific details that tell why changes have/haven’t changed the community. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name:___________________________________________________________ Date:_________________


Standard 8

Delineate and evaluate the argument and specific

claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency

of the evidence.

In this acEvity you and your student will criEque the adverEsement claims of food or service product in order to determine the validity of product claims.

Es3mated Time:

10-‐20 minutes

Materials: 1.  Product with package informaEon (i.e., cereal box, shampoo bople, dishwasher soap)

2.  Pencil 3.  DirecEons & AcEvity sheet



Directions: 1.  Locate a product in your home your student has previously used. 2.  Be sure to select a product that has informaEon about its usage and adverEsing

claims. 3.  Complete the “EvaluaEng Product Claims” acEvity sheet and responses quesEons. 4.  Return this sheet to your students teacher for credit.

Hey Parents & Kids: Check out pbskids.org/dontbuyit/advertisingtricks/

for insider secrets to how the advertising industry works!


Evaluating Product Claims: Consumer Product Review

Name of Product:__________________________________________________________________ 1.  How saEsfied are you with the delivery of the products?

2.  How saEsfied are you with the instrucEons before use? 3.  Rate your saEsfacEon with the product’s operaEng instrucEons?

4.  How saEsfying is the quality of the product?

5.  Do you feel the product was appropriately priced?

6.  Rate your overall saEsfacEon with the product.

7.  Write your overall comments about the product:

8.  Write a claim of the product on the lines below:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9. Based on your experience with the product, do you agree with the claim? Tell why or why not. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

Name:_____________________________________________________________ Date:________________



Standard 8




of the evidence.

In this weekend’s acEvity you and your student will criEcally evaluate a movie in order to complete a movie review and compare your raEngs!

Es3mated Time:

Movie length + 20 minutes

Materials: 1.  Movie of your choice 2.  “Movie Review” acEvity sheet 3.  Popcorn (opEonal, but highly

suggested!)



Directions: 1.  Select a movie to view together. 2.  Preview the movie review quesEons prior to watching the movie. Be sure to think

about these quesEons as you view the movie. 3.  Watch the movie! 4.  A_er the movie, complete the “Movie Review” you and your student will each

complete separate acEvity sheets independently. 5.  Next, share your raEngs and jusEficaEons for your selecEon. NoEce and discuss

similariEes and differences. 6.  Be sure to return both “Movie Review” sheets to your student’s teacher for credit.


Movie Review

Title of Movie:___________________________________________ 1. How well does the sexng (place and Eme period) support the topic (what the movie is about)?

Explain your raEng:______________________________________________________ ____________________________________________________________________________________________________________________________________________ 2. Think about the important characters. How convincing are the characters in making you feel their acEons, dialogue, and emoEons are believable? Explain your raEng:______________________________________________________ ____________________________________________________________________________________________________________________________________________ 3. How well did the musical soundtrack match the events and emoEons of the movie?

Explain your raEng:______________________________________________________ ____________________________________________________________________________________________________________________________________________ 4. Rate the overall quality of the special effects.

Explain your raEng:______________________________________________________ ____________________________________________________________________________________________________________________________________________

Direc3ons: Read the quesEon. Rate the film by circling the number of stars that matches the raEng. Explain your raEng for each number using the lines below the quesEon.

1 star = unsaEsfactory 2 stars = below average 3 stars = average 4 stars= above average 5 stars = excellent

Name of Reviewer:_______________________________________ Date:______________



Standard 8




of the evidence.

In this weekend’s acEvity, you and your student will explore the complex messages found in fairy tales in order to idenEfy and defend your point of view about the character’s acEons.

Es3mated Time:

40-‐60 minutes

Materials: 1.  Copy of text 2.  “Defend Your View” acEvity sheet 3.  DirecEons 4.  Device with internet access



1. Since the giant had stolen everything from Jack's father, do you think it was OK for Jack to take it back? Explain why or why not. Defend your point of view. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.  What it had been the giant's father who had stolen everything from Jack's father; would it sEll be OK for Jack to take the treasures? Explain why or why not. Defend your point of view.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3.  Suppose it had been 200 years before the giant’s ancestor had

stolen everything? Do you think it would sEll be OK for Jack to take the treasures? Does the amount of Eme ( 200 years) change your answer? Explain why or why not. Defend your point of view.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Defend Your Point of View: Response Questions

Direc3ons: Read the story, “Jack and the Beanstalk” by Edwin Sideny Hartland found online @ hXp://www.piX.edu/~dash/perrault04.html . A_er reading the story, complete the following quesEons. Return this sheet to your teacher.

Name:______________________________________________________________ Date:______________


Standard 8




of the evidence.

In this weekend’s acEvity, you and your student will explore the complex messages found in fairy tales in order to idenEfy and defend your point of view about the character’s acEons.

Es3mated Time:

40-‐60 minutes

Materials: 1.  Copy of text 2.  “Defend Your View” acEvity sheet 3.  DirecEons



1. Was the cat wrong to trick the ogre and then kill him? Explain why or why not. Defend your point of view. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.  Is trickery ever jusEfied? Explain why or why not. Defend your point of view.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Defend Your Point of View: Response Questions

Direc3ons: Read the story, “The Master Cat; or Puss in Boots” by Charles Perrault found online @ hXp://www.piX.edu/~dash/perrault04.html . A_er reading the story, complete the following quesEons. Return this sheet to your teacher.

Name:________________________________________________________ Date:____________________


Standard 9

Analyze how two or more texts address similar

themes or topics in order to build knowledge or to compare approaches the

authors take.

In this weekend’s acEvity, you and your student will compare two television shows in the same genre (comedy, drama, historical, etc.) in order to determine how two shows address similar themes or topics as well as noEce differences in structural elements.

Es3mated Time:

Show Eme + 10-‐25 minutes

Materials: 1.  Access to television shows 2.  DirecEons & AcEvity sheet



Directions: 1.  IdenEfy two television shows that you student is familiar with. 2.  Preview the quesEons on the student acEvity sheet, “Side-‐by-‐Side T.V Shows

Comparison” by reading the quesEons aloud. 3.  View the first television show. 4.  Next, view the second television show. 5.  Complete the acEvity sheet. 6.  Be sure to return the completed acEvity sheet to your student’s teacher for credit.


Side-by-Side T.V Shows Comparison Direc3ons: Use the quesEons below to help you think about the relaEonship between two or more television shows you watch on a rouEne basis rated TV-‐PG or below.

Television Show # 1 Title:_______________________

Television Show #2 Title:_______________________

1. Topic: In your own words, what is each television show major idea or central message?

2. Similari3es: How are these television shows similar, connected or related? How are the texts alike in terms of subject, theme, purpose, and tone? Are there specific characters, phrases, or events that echo each other or connect?

3. Differences: How are these television shows different in terms of subject, theme, purpose, and tone or anything else? Where do they disagree?

4. The Two Television Shows Together: How does watching the two television shows together make you see or understand things you might not if you read them separately? If these two television shows were to have a conversaEon, what is one thing they might say to the other?

Name:_______________________________________________________ Date:_____________________



Standard 9



authors take.

In this weekend’s acEvity, you and your student will read two passages of texts on a related topic in order to observe similariEes and differences by recording your findings on a graphic organizer.

Es3mated Time:

40-‐ 60 minutes

Materials: 1.  Device with internet access 2.  DirecEons & AcEvity sheet 3.  Printer (opEonal)



Directions: 1.  Begin by typing the following website into your internet search bar: hpp://www.storynory.com/category/myths/greek-‐myths/ (The website, storynory.com, provides audio narrated stories for students to follow along with the text.) 2.  Once the web page has opened, select two Greek myths stories to

read. 3.  Read/ listen to each text. 4.  Complete the graphic organizer, “Side-‐by-‐Side Texts.” 5.  Submit the graphic organizer to your student’s teacher for credit.


Side-by-Side Texts

Title: Author:

Title: Author:


Name:__________________________________________________________ Date:__________________


Standard 9



authors take.


Es3mated Time:

40-‐60 minutes




Side-by-Side Texts

How are the texts alike?

Story #1 Story #2

How are they different?

Name:___________________________________________________________ Date:_________________



Standard 9



authors take.


Es3mated Time:

40-‐60 minutes



hpp://www.teacherspayteachers.com/Store/CaEa-‐Dias

hpp://www.teacherspayteachers.com/Store/Graphics-‐From-‐The-‐Pond

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Graphics/ Clipart/ Font Credits

hpp://www.teacherspayteachers.com/Store/Krista-‐Wallden

hpp://www.teacherspayteachers.com/Store/Bubbly-‐Cute

hpp://www.teacherspayteachers.com/Store/Charlopes-‐Clips-‐4150

Graphics by The Hazel Owl @ hpp://www.teacherspayteachers.com/Store/The-‐Hazel-‐Owl”

hpp://www.teacherspayteachers.com/Store/Kimberly-‐Geswein-‐Fonts

hpp://www.teacherspayteachers.com/Store/Revidevi

(c) Copyright 2014. Cassandra Daniel

www.teacherspayteachers.com/store/Makeitclassy


Side-by-Side Texts

Title:________________________ Author:______________________

Title:________________________ Author:______________________

Story # 1 (characters, sexng, events, problem,

soluEon)

Story # 2 (characters, sexng, events, problem,

soluEon)

Name:__________________________________________________________ Date:__________________

h"p://www.teacherspayteachers.com/Store/Ca3a4Dias

h"p://www.teacherspayteachers.com/Store/Graphics4From4The4Pond

h"p://www.teacherspayteachers.com/Store/Awaywiththepixels

Graphics/ Clipart/ Font Credits

h"p://www.teacherspayteachers.com/Store/Krista4Wallden

h"p://www.teacherspayteachers.com/Store/Bubbly4Cute

h"p://www.teacherspayteachers.com/Store/Charlo"es4Clips44150

GraphicsIbyITheIHazelIOwlI@Ih"p://www.teacherspayteachers.com/Store/The4Hazel4Owl”

h"p://www.teacherspayteachers.com/Store/Kimberly4Geswein4Fonts

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Other Clipart Artists Used (Links

below):

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h"p://www.teacherspayteachers.com/Store/Missy4Mooty

h"p://www.teacherspayteachers.com/Store/A4Sketchy4Guy

Background?by?Lauren?Thompson?Link?is?h"p://www.teacherspayteachers.com/Store/Lauren4Thompson46367?


h"p://www.teacherspayteachers.com/Store/Paula4Kim4Studio

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h"p://www.teacherspayteachers.com/Store/Amna4Baig4Teach4Two4Reach

www.teachesthirdingeorgia.blogspot.com?

h"p://www.teacherspayteachers.com/Store/Clipart4Suzy

h"p://www.teacherspayteachers.com/Store/Lovin4Lit

Other Clipart Artists Used (Links

below):


h"p://www.teacherspayteachers.com/Store/Missy4Mooty

h"p://www.teacherspayteachers.com/Store/A4Sketchy4Guy

Background?by?Lauren?Thompson?Link?is?h"p://www.teacherspayteachers.com/Store/Lauren4Thompson46367?


h"p://www.teacherspayteachers.com/Store/Paula4Kim4Studio



h"p://www.teacherspayteachers.com/Store/Winchester4Lambourne

h"p://www.teacherspayteachers.com/Store/Scrappin4Doodles

h"p://www.teacherspayteachers.com/Store/Anchor4Art4Man

h"p://www.teacherspayteachers.com/Store/Elk11

weekend learning activity guide1

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