literature in the classroom - santa rosa city schools a… · · 2015-07-14*the frog prince...
TRANSCRIPT
Substitute Teacher Handbook / 8th Edition
Literature in the Classroom
Literature can enhance learning at every grade level. When sharing literature books:
• Usecreativequestioningtokeepstudents interested.Aquestionthat requiresasingle right answerdoes little tokeep students involved.Questions thathaveavariety of answerswill keep students engaged in discussion andmove learningforward.
• Havestudentsreflectonwhattheywoulddoinasimilarsituation,whatelsethecharacter might have done, what would be different if the setting or era werechangedinthestory,etc.
• Askstudentstojustifyactionsandevaluateoccurrences.
• Havetrialsofstorypredators.
• Writeletterstotheauthor. Ifyoucangetstudentsinvolvedinthestory,positivebehavior will be a natural result.
Recommended Read Aloud Books
AdventuresofaTaxiDog DebraBarracca
AlexanderandtheTerrible,Horrible,NoGood,VeryBadDay JudithViorst
AmeliaBedelia PeggyParrish
AnansiandtheMoss-CoveredRock EricKimmel
AnimalsShouldDefinitelyNotWearClothing RonBarrett
BrownBear,BrownBear,WhatDoYouSee? BillMartinJr.
*TheButterBattleBook Dr.Suess
CapsforSale EsphyrSlobodkina
*CharlieParkerPlayedBeBop ChrisRaschka
CloudyWithaChanceofMeatBalls JudiBarrett
*TheCremationofSamMcGee RobertService
TheDayJimmy’sBoaAtetheWash TrinkaH.Noble
DirtyCowboy AmyTimberlake
Don’tLetthePigeonDrivetheBus MoWillems
*EleventhHour GrahameBase
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webLanguage arts Fill-in ACtivities
Fortunately RemyCharlip
* TheFrogPrinceContinued JonScieszka
GeorgeandMartha JamesMarshall
Giggle,Giggle,Quack DoreenCronin
GiraffeandaHalf ShelSilverstein
Gobble,Quack,Moon MatthewGollub
GrandfatherTang’sStory LeeTompert
HaroldandthePurpleCrayon CrockettJohnson
IfYouGiveaMouseaCookie LauraJ.Numeroff
ItCouldAlwaysBeWorse retoldbyMargotZemoch
Lily’sPurplePlasticPurse KevinHenkes
Lyle,Lyle,Crocodile BernardWaber
MailingMay MichaelO.Tunnell
MikeMulliganandHisSteamShovel VirginiaL.Burton
MissNelsonisMissing HarryAllard&JamesMarshall
MissRumphius BarbaraCooney
* TheMostImportantBook MargaretWiseBrown
Mrs.McNoshHangsUpHerWash SarahWeeks
TheNappingHouse AudreyWood
NotintheHouse,Newton! JudithGilliland
Oh,Ducky!:AChocolateCalamity DavidSlonim
ThePaperBagPrincess RobertMunsch
Pinkerton,Behave! StevenKellogg
ThePrincipal’sNewClothes StephanieCalmenson
TheRelativesCame CynthiaRylant
Slugs DavidGreenburg
* SmokyNight EveBunting
SomethingFromNothing PhoebeGilman
* SquidsWillBeSquids:FreshMorals,BeastlyFables JonScieszka
TheStoryofFerdinand MunroLeaf
* TheStranger ChrisVanAllsburg
SwampAngel AnneIsaacs
* SylvesterandtheMagicPebble WilliamSteig
There’saNightmareinMyCloset MercerMayer
* ThingsThatAreMostintheWorld JudiBarrett
* TheTrueStoryoftheThreeLittlePigs JohnScieszka
TheVeryHungryCaterpillar EricCarle
WheretheWildThingsAre MauriceSendak
ZWasZapped ChrisVanAllsburg
* Especiallysuitableforupperlevelclassrooms.
Substitute Teacher Handbook / 8th Edition
Time:
MaterialsNeeded:
Advance Preparation:
Procedures:
Extension:
15–30minutes
pencilpaper
CreateanexampleofaNamePoemtobeusedtoteachtheactivity.Objective:Studentswillcreateapoemthatisanexpressionoftheirowntraitsandpersonalcharacteristics.
1. Discuss different types of poetry. Ask students to share somepoemsthatarefamiliartothem.
2.Tell the students that today they are going to create a poemaboutthemselves.
3.DemonstrateanexampleofaNamePoem(acrosticpoem)ontheboard.
Example:Cisforchocolatechipcookies,whicharemyfavoriteYisfortheyellowflowersthatgrowinmygardenNisforNikamycatTisforthetreehouseIhelpedbuildHisforhappythoughtsIisforice-creamonmybirthdayAisforalloftheotherthingsthatmakeupme
4.Askthestudentstomakeanamepoemusingtheirownname.5.Sharenamepoemswiththeclassorinsmallgroups.6.Collectpoemsforteacherevaluationanddisplay.
Create Acrostic Poems using other topics such as holidays, schoolsubjects, sports, etc. Illustrate the poems by drawing and coloringpicturesofthethingswrittenaboutinthepoem.
name Poetry g
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Success:TIPS for Younger students may have difficulty in completing this assignment with only one example for instruction. It may be helpful to create a second poem on the board, as a class, before they write their own.
Make it More Challenging
• Makethepoemrhyme.• Usefirstandlastname.• Use20descriptivewords(adjectives).
Substitute Teacher Handbook / 8th Edition
Time:
Objective:
Advance Preparation:
Objetive:
Procedures:
30+minutes
pencilpaper
PrepareaCinquainPoempatternandexample.
StudentswilllearntheCinquainPatternforpoetryandcreateapoemusingthispattern.
1.Talkaboutaspecifictopic(holiday,schoolsubject,kindoffood,famousperson,etc.).
2.Drawachartontheboardwiththefollowingcategories:•Smells•Tastes•Sounds•Sights•Feelings
3. Fill in the chart with student suggestions for each category.4.Tell the students theywillnowuse this information towritea
diamentepoemaboutthistopic.5.Explainthepatternandputitontheboard(seeexamplebelow).
Example:
SpiderFurry,blackClimbing,spinning,weavingTheymakeanintricatewebTarantula
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ELs2-8Cinquain Poetry(One type of Diamante Poetry)
Pattern Example
Line1 Subject FourthofJuly
Line2 Twoadjectivesorwordsthatdescribethesubject FireCrackers,Bands
Line3 Threewordsthatshowaction,usually“ing”words Marching,Fighting,Picnicking
Line4 Twowordsthatdescribethesubject Flags,Sparklers
Line5 Asynonym(othername)forthesubject IndependenceDay
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Extension:
6.Asaclass,composeaCinquainPoemabouttheselectedtopicusingwordsfromthechartontheboard.
7.Assign students tochooseanother topicandwriteaCinquainPoemontheirown.
8.Havevolunteerssharetheirpoemswiththeclass.
Havestudentswriteacinquainaboutanupcomingholiday, thenusethepoemasthemessageinagreetingcard.
Success:TIPS for Students may have difficulty selecting their own topic to write on. You may wish to as-sign a specific topic to the whole class or brainstorm possible topics and suggest that students use one of the topics from the brainstorming session.
Substitute Teacher Handbook / 8th Edition
Time:
Objetive:
Advance Preparation:
Procedures:
Writing Prompts:
5–45minutes
Studentswillpracticewritingandeditingskills.
Selectawritingpromptforthestudents.Createahandout,writeitontheboard,orbepreparedtogiveitverbally.
Thisactivitycanfillfiveminutesoranentirelessondependingonthecomplexityofthewritingprompt,andatwhichstepyouwantstudentstostopworkandturnintheirworkforteacherevaluation.Therearenorightorwronganswers,onlyanopportunityforstudentstoexploretheirownthoughts,values,andbeliefs.Encouragestudentstoexplainandjustifytheirresponses.Donotallowstudentstocriticizethethoughtsandopinionsofothers.
1. Provide the class with a writing prompt and time limit forcompletingthefirstdraftoftheirwork.
2.Getstudentstoexchangepapersandeditoneanother’sworkforcontentandtechnicalcomponents.
3.Allowstudentstimetodiscusstheireditorialcommentswithoneanother,gettingasecondopinionfromotherstudents, if timepermits.
4.After the editing process, get students to complete a seconddraft of their work and hand it in for teacher evaluation.
A.Writeaninvitationtoasocialevent,realorimaginary,formalorcasual.
B.Write a letter to a national news agency convincing them tocoverarecentorupcomingeventatyourschool.
C.Writeamenuforanewrestaurantintown.D.Writeachronologicalreportofeverythingyouhavedonesofar
today.E.Writeanoutlineofyour life. Includeeventsyouanticipatewill
happeninthefuture.F. Writea letter toamusic companyexplainingabillingmistake
theymadeonyourlastorder.G.Writeabriefessayaboutwhatlifeasastreetlightwouldbelike.H.Writeadescriptionofeatingicecream.
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ELs2-12Writing Prompts
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Writing Prompts:
Adapting for Students with Special Needs:
I. Writeanevaluationofthepenorpencilyouareusing.J. Writeamemotoyourbossaskinghim/herforaraise.K.Writeasynopsisofabookyouhaverecentlyread.L.Writeanewspaperarticleaboutcurrentfashiontrendsorarecent
sportingevent.M.Ifthisweekendyoucoulddoanythingyouwantedto,whatwould
youdo?N.Ifyouwereateacherandthestudentsinyourclasswouldn’tstop
talkingwhatwouldyoudo?What if youdid thatand they stilldidn’tstoptalking?
O. If therewasapostercompetitioncomingup,wouldyou rathercreateaposterallbyyourselfandgetallof thecredit,orworkwithagroupandsharethecreditwiththeothergroupmembers?
P. Ifyoucouldbeinvisibleforoneday,whatwouldyoudo?Q.If yourparentsweregoing tobe living in a foreign country for
thenextyear,wouldyourathergowiththemorstayinyourownneighborhoodwithafriend?Why?
R.Whatwouldtheperfectdayatschoolbelike?S.Ifyoucouldchangejustonethingaboutschool,whatwouldyou
change?T. Pretendyoucouldonlyhaveonepairof shoes for thenextyear.
Wouldyouchooseshoesthatarereallycomfortablebutlookkindofgoofy,orshoesthatlookreallycoolbutareuncomfortabletowear?
U.Whataretwothingsyoudon’tlikenow,buttenyearsfromnowyoudon’tthinkwillbesobad?
V.SupposeyourdadforgotthathehadpromisedtodriveyouandafriendtothemoviesoneSaturdayafternoon;hewentgolfinginstead. If you could choose a punishment for your dad, whatwoulditbe?Doyouthinkitwouldmakehimnotdothisagain?
W.Whatsubjectsinschooldoyouthinkarereallyimportanttostudy?Why?
X.Ifyoucouldpickanyage,andbethatagefortherestofyourlife,whatagewouldyouwanttobe?Why?
Y.Ifyoucouldchoosenewjobsforyourparents,whatwouldyouchooseandwhy?
• Writefewersentences.• Usemoretimetocompletetheassignment.• Refertoalistofkeywordstouse.
Substitute Teacher Handbook / 8th Edition
Time:
MaterialsNeeded
Objetive:
Procedures:
Adapting for Students with Special Needs:
10–40minutes
Alistoflevelappropriatewordstobeusedforspellingpracticepencilpaper
Students will review the spelling of vocabulary or spelling list wordsthroughagroupgame.
1.Thisactivitycanbeplayedasanentireclassorinsmallergroups.Startbyhavingthestudentssitat theirdesksorstandnext tothem.
2.Give theclassaword to spell. (Youmaychoose tohave themwritethewordonapieceofpaper.)
3.Going rowby row,get themtospell thewordone letteratatime.Everyonemustlistensotheyknowwhatlettercomesnextwhen it is their turn.
4.Afterthelastletterissaid,thefollowingpersonsays“Sparkle”andthenextpersonsitsdown,indicatingtheyareout.Ifsomeonemissesaletteralongtheway,theytooareaskedtositdown.
5.Thosewhoareoutwillcontinuetowritethewordsthataregivenontheirpaperandcheckthemagainstthosewhoarestillinthegame.Thegamecanendatanypoint,butmaycontinueuntilthereisafinalplayer.
• Refertoaspellinglist.• Writedownthewordbefor
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ELs3-6sparkle
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1. anmnsow
2. eci beuc
3. inretw
4. kewosflna
5. gidnslge
6. odlc
7. bcierge
8. ngiisk
9. leccii
10. cie
11. lcreiag
12. oloig
13. ecircaem
14. radzizlb
15. strof
16. zenorf
17. ushls
18. cie kasting
19. wnos
20. lalownsb
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ELs3-8
Cold Words
Brr....Canyouselbrmacnuunscramblethesecoldwords?
Howmanywordscanyouthinkofthatendin“ice?’Thereareatleast75!
Substitute Teacher Handbook / 8th Edition
Cold scrambled WORds ANsWERs
1.snowman2. ice cube 3. winter 4.snowflake5. sledging 6. cold 7. iceberg
8. skiing9. icicle 10. ice 11. glacier 12. igloo13.icecream14.blizzard
15. frost 16.frozen17. slush 18. ice skating 19. snow 20. snowball
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the newspaper
Time:
MaterialsNeeded
Objetive:
15–30minutes
newspaperpencilpaper
Applyreallifeexamplestolearningthatoccursintheclassroom.
The newspaper can be a lifesaver when substitute teaching. If therearenoplansleftforaclassroom,thenewspapercanbeusedtoteachanything!
• Inakindergartenclass,studentscancirclelettersofthealphabettolearnupperandlowercaseconcepts.
• In first grade, students could circle words they recognize ordiscusstheemotionsdepictedinpictures.
• Studentsatvariousgradelevelscan:- create a shopping list from ads and use math skills to
create a total cost- forecastweatheranddiscussclimate- workoutstatisticsforsportingevents- writeaclassifiedadorcartoontoexpandwritingskillsto
different audiences- create a budget using data from job opportunities,
apartmentrental,andfoodadvertisementsections
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Substitute Teacher Handbook / 8th Edition
Time:
Materials Needed:
Objetive:
WorkingwithStudents with Special Needs
Extension:
30+minutes
pencilspaperacopyofthebookAlexanderandtheTerribleHorribleNoGoodVeryBadDaybyJudithViorst.Availabletocheck-outatmostlibrariesorforpurchaseatmostbookshops.
Students will identify and express their experiences and feelings inwriting.
1.ReadthebookAlexanderandtheTerribleHorribleNoGoodVeryBadDay.Ifthebookisnotavailableyoumaytellaboutatimewhen you had a bad day.
2.Getstudentstodiscussthingsthathavehappenedandcausedthem to have a bad day. Try to discourage the discussion ofmorbidordisturbingevents.(Tolearnmoreaboutbrainstormingstrategies,seepage##.)
3.Ask students toname feelings that theyhavewhen thingsgowrong(youmaywanttolisttheseontheboard).
4.GetstudentstowriteabouttheirownAwful,Terrible,NoGood,VeryBadDay.Remindthemtoincludefeelingsintheirnarration.
5.Askvolunteerstosharetheirwritingwiththeclass.6.Collectstoriesfortheteachertoreview.
Studentswithspecialneedsusepicturestotellthestory.Refertoalistofkeywordstouse.
Have the students illustrate their writing. With student permission,placetheillustratedexperiencesinathreeringbinderforstudentstoread at their leisure.
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ELs2-8My awful, terrible, Horrible, no Good, very Bad Day
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Success:TIPS forGiving students specific writing guidelines will help ensure quality work. For example, you may require that younger students write at least six sentences and that older students write at least three paragraphs. Providing an example you have written about a very bad day of your own will also help to get them started on the right track.
Most students enjoy listening to a good story, so class management should not be much of a problem while you are reading. However, it is always a good idea to explain exactly the kind of behavior you expect during an activity before you begin (feet on the floor, pencils down, eyes on the teacher, facing forward, etc.).
Substitute Teacher Handbook / 8th Edition
Time:
Materials Needed:
Objetive:
Procedures:
Extension:
For Students with Special Needs:
Time:
Materials Needed:
Objetive:
Procedures:
Extension:
For Students with Special Needs:
15minutes
SillyStoryworksheetspencils
Students will practice naming nouns, verbs, adjectives, adverbs, andotherwordsastheyworkcooperativelytocomposeSillyStories.
1.Reviewwithstudentsthefollowingpartsofspeech:A.Noun=nameofaperson,place,orthingB.Verb=showsactionC.Adjective=describesanoun(color,size,etc.)D.Adverb=describesaverb(oftenendsinly)
2.ExplainthatstudentsaregoingtopracticenamingexamplesofthesepartsofspeechastheyworkwithapartnertocompleteaSillyStory.
3.CompletetheexampleSillyStoryasaclass.4.Readthecompletedexamplealoudtotheclass.5.Divide the class into partners and distribute the Silly Story
worksheets.6.Get one student to provide the words for one story with the
otheractingasscribeandnarrator.ThenswitchrolestocompletethesecondSillyStory.
7.Iftimeallows,studentsmayvolunteertoreadtheirSillyStoriestothe class.
Tradepartners and reuse the sameworksheets to createnew storieswithadifferentperson’s input.OlderstudentsmayalsoenjoywritingtheirownSillyStoryworksheetsforclassmatestocomplete.
Reviewandbegivenexamplesofthedifferentpartsofspeech.Refer to a written reminder of what the different parts ofspeechare.
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ELs4-8silly stories
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directions: Askastudentforthepartofspeechortypeofwordasindicated.Writethewordonthespaceprovided.Repeattheprocessuntilallthespacesarefilled.ReadthecompletedSillyStoryaloudtotheclass.
a trip to Outer spaceSilly Story
Lastnight I hadadreamabout you.At theageof (1) _______ youweregood looking
andthecaptainof thespaceship (2)____________. In thedreamyouandacrewof (3)
_________traveledtotheplanet(4)__________.Theflightbeganat(5)___________a.m.
“10...9...8...7...6...5...4...3...2...1...(6)___________,”thecontrollercalledasthespace
shipblastedofffrom(7)________.Duringtakeofftheshipstartedto(8)____________
butquickaction fromthecrewkept itoncourseandpreventedyoufromcrashing into
(9)_______________.Outerspacewas(10)______________asyou(11)__________past
themooneveryone(12)__________tothewindowstotakealook.Finallytheplanet(13)
__________wasinsight.Afterorbitingtheplanet(14)_________times,whileyouwere
lookingforyour(15)__________,thespaceshipfinallylanded.Everyonegotoffandbegan
collecting(16)_____________(17)________thatwerealloverthesurfaceoftheplanet,
untilyoustartedhearing(18)________noises.Youwereafraidtheplanetwasgoingto
explodesoyouhurriedbackonboardtheshipandtookoff(19)_____________.
ThelastthingIrememberisyourspaceshipheadingstraightforthe(20)___________inmy
house.Ohmy,wasIever(21)___________towakeup!
1. number2. propername3. animal(plural)4. planet5. timeofday6. exclamation7. geographicallocation
8. verb9. geographicallocation10. adjective11. verb(pasttense)12. verb(pasttense)13. sameplanetas#414. number
15. personalbelonging16. adjective17. noun(plural)18. verbendingin“ing”19. adverbendingin“ly”20. roominahouse21. feeling
Substitute Teacher Handbook / 8th Edition
getting to schoolSilly Story
directions: Askastudentforthepartofspeechortypeofwordasindicated.Writethewordonthespaceprovided.Repeattheprocessuntilallthespacesarefilled.ReadthecompletedSillyStoryaloudtotheclass.
Youwouldnotbelievethe(1)_____________timeIhadgettingtoschooltoday.Firstof
allmyalarmwentoffat(2)___________a.m.insteadof(3)___________a.m.,whichis
thetimeIusuallygetup.WhenI(4)___________myclosettodecidewhattowearthe
onlyclothesIcouldfindwere(5)____________(6)____________and(7)___________(8)
_____________.LuckilytheoutfitI’dbeenwearingforthepast(9)_______dayswasstillin
thewashingbasketsoIputiton.ThenIwenttothe(10)_____________toeatbreakfast
but,theonlyfoodIcouldfindwas(11)___________andweekold(12)_______________
soI(13)________________themtogetherandateit(14)_________________.Asifthat
wasn’tbadenough,whenIwenttobrushmyteeth(15)_____________cameoutofthe
tapinsteadofwater.Iwasnothavinga(16)_________day.Thenmy(17)____________
couldn’t find the (18) ___________ to the car, so I had to walk all the way to school
carryingthe(19)____________(20)_____________Ihadmadeformy(21)___________
class project. Halfway to school a (22) _____________ started chasing me so I (23)
______________rantherestoftheway.Irushedinsidethefront(24)________justasthe
latebellrang.Ihopetherestofmydaygoes(25)_________.
1. adjective2. time3. time4. pasttenseverb5. color6. pieceofclothing7. adjective8. pieceofclothing9. number
10. roominahouse11. food12. food13. pasttenseverb14. adverbendingin“ly”15. liquid16. adjective17. memberofafamily18. partofacar
19. adjective20. noun21. schoolsubject22. animal23. adverbendingin“ly”24. partofabuilding25. adverb
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Time:
MaterialsNeeded
Advance Preparation:
Objective:
Procedures:
Extension:
15–30minutes
PencilPaperAclassroomobject
Make a list of potential audiences and purposes for writing on thechalkboard(seeexamplesbelow).
Studentswillpracticewritingfordifferentaudiences.
1.Holdupacommonobject in theclassroom (ruler, stapler,key,tablet,etc.).
2.Discusswhattheobjectisandwhatitisusedfor.3.Askthestudentstochooseanaudienceandpurposeforwriting
fromtheboard.Give thestudentsa time limitandhave themwriteabouttheobjectdiscussedinprocedure2.
4.Instruct students to not tell anyone the audience they haveselected.
5.Getvolunteerstoreadtheirparagraphsaloudandgettheclassmemberstoguesswhichaudiencetheyselected.
Examples of Audiences and Purposes:• Tell a storyabout theobject inprocedure1 toaKindergarten
class.• Writeinadiaryasthoughyouwereanarcheologistwhodugup
thisobjecttwohundredyearsfromnow.• Youarefromanotherplanetandyouarewritinghometoexplain
howtheobjectisusedonEarth.• Writeamemototheprincipalexplainingwhythisobjectshould
bepurchasedforeverystudentintheschool.• Explaintosomeonewhohasneverseenthisobjecthowitisused.• Writespecificdetailsaboutthisobjectsothatthereadercould
walkintotheclassroomandpickitoutfromothersimilarobjects.
Getstudentstoselectanotherobjectintheclassroomandwriteaboutitwithoutmentioningitbyname.Tradepapersamongclassmembersandhavethemtrytoworkoutwhatobjectthepersoniswritingabout.
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Writing for an Audience
Substitute Teacher Handbook / 8th Edition
For Students with Special Needs
• Providehintsorsuggestionsaboutwhataudienceto writefor.• Havestudentdictatestorytoascribe.
Success:TIPS forSetting specific guidelines for the writing assignment will help with this activity. Specify that it should be at least five sentences or that ten minutes will be all the time available for writing. The younger the students the more specific instructions they will need.
Establishing guessing procedures for step five will help with classroom management. Students will want to call out their guesses as the volunteers read their paragraphs. Establish that no one is to guess until the reader has read their entire paper and that the reader will call on someone who has raised his/her hand when s/he has finished.
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adjective? What is An Adjective?
Time:
MaterialsNeeded
Objective:
Procedures:
1 hour
Four-footpieceofheavynewsprintorbutcherpaperforeachgroup.Maskingtapeorothermeansofattachingpapertowall.Adifferentcoloredmarkerforeachgroup.Avarietyofscenicpicturestobemountedonthetopofeachpieceoflongpaper.
Studentswill learnwhatanadjective isandhowitcanbeusedtomake creative writing more interesting, and will use their creativeabilityandvocabularytodescribeapicture.
1.Mount pictures at the top of the long sheets of paper andhangthemaroundtheroomorinhallways.Studentswillbewritingonthemsomakesurethesurfaceissmooth,markersdo not fade through the paper, and there is enough spaceforstudentstostandinfrontofthepicturewithoutbotheringothergroups.
2.Dividestudentsintoworkablegroupsequaltothenumberofpicturesbeingused.Besureeachgroupisadifferentcolorofmarkers.Emphasizetheneedforallstudentstocontributenotjusttheonewhoisdoingthewriting.
3.Studentsaretomakealistofwordsthatdescribewhattheyseeinthepicture.Thesemustbesinglewordsnotphrasesandtheycanonlybeusedonce.Forexample,thewordgreenmaybeusedtodescribethegrassandthetrees inapicture,notgreengrassandgreentree.Dependingonthe lengthoftheclassperiodand the followupactivities seta timer forhowlongyouwantthestudentstobeateachpicture.
4.Whentimeisupgroupsmovetothenextpictureandcontinuethewordlist.Theonlycatchisthattheycannotusethesamewordsasthepreviousgroup.Theymustcomeupwithoriginalwords of their own.
5.Continuetherotationuntileachgrouphashadanopportunitytoevaluateeachpicture.
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Substitute Teacher Handbook / 8th Edition
Procedures:
Integration:
6.Whenthelistsarecompletedtheteachershouldreadthroughthe lists reviewing them with the students. The following aresuggestions on what to look for:
a.Doestheworddescribethepicture?b.Isthewordlistedonlyonce?(Ifnotthesecondlistingis
crossedout.)c.Iseachwordfoundinthedictionaryordidstudentsmake
themup?d.Discusswhichgroupmadethebestandmostcontribu-
tionstothepictures:thegroupwhoworkedonapicturefirstorlast.
e.Whichpicturesweretheeasiesttodescribe?7.Therestoftheactivitymaybedoneinsmallgroupsorindividu-
ally.Dooneorallofthefollowing:a.Writeapoemaboutoneofthepicturesusingasmanyof
theadjectivesaspossible.b.Writeastoryaboutoneofthepicturesmakingsurethat
noneofthewordsonthelistareused.Rewritethestoryusing appropriate adjectives from the list to see howmuchmoreinterestingthestorybecomes.
c.Havethestudentbecomepartofthepicturethenwriteastoryincludingwho,what,when,where,andwhyformat.
d.Sameasaboveexceptfromtheprospectiveofanewsreporter.
Math:1.Useabarorlinegraphtoshowthenumberofwordseachgroup
gotoneachpicture.Usethesamecolorsasthemarkersforeasycomparisons.
2.Figurethepercentageofwordseachgrouphadoneachpageortotalnumberofwords.Makeacirclegraphshowingtheresults.
3.Countthesyllablesornumberoflettersineachwordandfindoutwhattheaveragenumberofsyllablesorletterseachwordhasorwhichgroupaveragedthehighestnumber.
study skills:1.Lookupeachadjectiveinathesaurusandmakealistofsynonyms.2.Arrangethewordsinalphabeticalorderordividedintosyllables3. Students may make individual word lists including the group
generatedonesaswellasany theymay thinkof.Theprocessmaycontinuebylistingactionwordsandadverbs.
social studies: Insteadofscenicpictures,useperiodpicturesorwritecertainyearsatthetopofthepaper.Havestudentsdescribetheerausingsinglewords.
science: Place thewords:moneran,protist, fungus,plant, andanimalon thesheetsofpaper.Havestudentslistcharacteristicsorexamplesofeach—goodreviewoftheclassificationsystemorasaresearchproject.
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1. Asummerpest.
2. Somethingyougetinanylonstocking.
3. Usedtostaycoolinhotweather.
4. Amistake.
5. Typeofbirdservedataholidaydinner.
6. AsuccessfulsongorCD.
7. Containerforstoringorangejuice.
8. Agoodfoundation.
9. AfamousGreekpoet,alsoBartSimpson’sdad.
10. Notmarried.
11. Totakesomethingthatisn’tyours.
12. Aquickvisit.
13. Themanatthedogpound.
14. Youshouldslowdownfortheseonahighway.
15. Givingupsomethingyoureallylike.
16. Tomultiplybytwo.
17. Itfliesonlyatnight.
18. Usedtomakepancakes.
19. Adisguise.
20. Toboycottgoingtowork.
21. Theresultsofatest.
22. Notin.
23. Usedtoservefoodon.
24. Foundontheplayground.
25. Anexpensivejewel.
Let’s Play Baseball
Usethefollowingcluestohelpyouidentify25wordsassociatedwiththegameofbaseball.
Substitute Teacher Handbook / 8th Edition
Let’s Play Baseball ANsWER KEY:
1.fly2. run 3. fan 4. error 5. foul6. hit 7.pitcher8. base 9.homer
10. single11. steal 12.shortstop13. catcher 14. curve 15.sacrifice16. double 17. bat 18. batter
19.mask20. strike21. score 22. out 23.plate24.swing/slide25.diamond
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Pieces of a Puzzle
Inmanywaysastoryislikeapuzzle.Astorycanbebrokendownintoindividualpiecessuchasgoodguys,badguys,supportingcharacters,settings,beginning,ending,conflict,etc.Untilallofthepiecesarearrangedcorrectlytheymaynotmakealotofsense,butskillfullypiecedtogethertoformacompletepicture,theycantellapowerfulstory.Chooseonestorypiecefromeachcolumninthechartbelowandthenputthemtogethertocreateanoriginalstoryofyourown.
Protagonist Antagonist supporting setting Conflict Conclusion(good guy) (Bad guy) Character
Chef Dentist Doctor NewYorkCity Manvs.Self Tragedy
Nurse Father BestFriend Beach Manvs.Nature ToBeContinued
Lawyer CollegeStudent Dog ForeignCountry Manvs.Society Happy
Teacher Athlete Waitress Hotel Goodvs.Evil BadGuyWins
Cowboy Politician MovieStar Ranch SomethingStolen EveryoneDies
ComputerExpert Thief Artist Cemetery Youngcs.Old GuyGetsGirl
Detective Jockey ZooKeeper UsedCarLot Manvs.Machine OnlyaDream
Author Sister Computer School ADyingRequest TheButlerDidIt
Substitute Teacher Handbook / 8th Edition
Time:
Objective:
MaterialsNeeded
Procedures:
Working with students with special Needs:
30minutes
Students will write the ending to a short story then compare theirconclusion with that of the original author.
Copyofanoriginalshortstorypaperpencils
1.ExplaintostudentsthatyouaregoingtoreadthebeginningofashortstorybyGuyDeMaupassant(orauthorofyourchoice)andthenhavethemwrite theendingtothestory.Wheneveryonehasfinishedwriting,theywillhavetheopportunitytosharetheirwritings and compare them to the conclusion written by theoriginal author.
2.ReadthebeginningofTheNecklace(orothershortstoryofyourchoice)aloudtotheclass(seepage224).
3.Allowstudents15minutestowriteaconclusiontothestory.4.Iftimepermits,invitestudentstosharetheirconclusionswiththe
classorinsmallgroups.5.Readaloudtheoriginalendingtothestory.6. Ask students to list similarities and differences between their
conclusion and the author’s conclusion at the bottom of theirpageandthenturnitinforteacherevaluation.
• Giveanoralresponse.• Dictateresponsetoascribe.
gR
AdEs LEV
ELs9-12great Minds think Alike
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Shewasoneof thosepretty, charming young ladies, born, as if through an error ofdestiny, intoa familyofclerks.Shehadnodowry,nohopes,nomeansofbecomingknown,appreciated,lovedandmarriedbyamaneitherrichordistinguished;andsheallowedherselftomarryapettyclerkintheofficeoftheBoardofEducation.
Shewassimple,notbeingabletoadornherself,butshewasunhappy,asoneoutofherclass; forwomenbelong tonocaste,no race, theirgrace, theirbeautyand theircharmservingthemintheplaceofbirthandfamily.Theirinbornfinesse,theirinstinctiveelegance,theirsupplenessofwit,aretheironlyaristocracy,makingsomedaughtersofthepeopletheequalofgreatladies.
Shesufferedincessantly,feelingherselfbornforalldelicaciesandluxuries.Shesufferedfromthepovertyofherapartment, the shabbywalls, thewornchairsand the fadedstuffs.Allthesethings,whichanotherwomanofherstationwouldnothavenoticed,torturedandangeredher.ThesightofthelittleBreton,whomadethishumblehome,awokeinhersadregretsanddesperatedreams.Shethoughtofquietantechamberswiththeirorientalhangingslightedbyhighbronzetorchesandofthetwogreatfootmeninshorttrouserswhosleepinthelargearmchairs,madesleepybytheheavyairfromtheheatingapparatus.Shethoughtof largedrawingroomshung inoldsilks,ofgracefulpiecesoffurniturecarryingbric-a-bracof inestimablevalueandofthe littleperfumedcoquettishapartmentsmadeforfiveo’clockchatswiththemostintimatefriends,menknownandsoughtafter,whoseattentionallwomenenviedanddesired.
Whensheseatedherself fordinnerbeforetheroundtable,wherethetableclothhadbeenusedthreedays,oppositeherhusbandwhouncoveredthetureenwithadelightedair,saying;“Oh!Thegoodpotpie!Iknownothingbetterthanthat,”shewouldthinkoftheelegantdinnersoftheshiningsilver,ofthetapestriespeoplingthewallswithancientpersonagesandrarebirdsinthemidstoffairyforests;shethoughtoftheexquisitefoodservedonmarvelousdishes,ofthewhisperedgallantries,listenedtowiththesmileoftheSphinxwhileeatingtherose-coloredfleshofthetroutorachicken’swing.
Shehadneitherfrocksnorjewels,nothing.Andshelovedonlythosethings.Shefeltthatshewasmadeforthem.Shehadsuchadesiretoplease,tobesoughtafter,tobecleverand courted.
Shehadarichfriend,aschoolmateattheconvent,whomshedidnotliketovisit;shesufferedsomuchwhenshereturned.Andsheweptforwholedaysfromchagrin,fromregret,fromdespairanddisappointment.
the necklaceGUY DE MAUPASSANT
Substitute Teacher Handbook / 8th Edition
Oneeveningherhusbandreturned,elated,bearinginhishandalargeenvelope.
“Here,”hesaid,“here is something for you.”
Shequicklytoreopenthewrapperanddrewoutaprintedcardonwhichwereinscribedthese words:
TheMinisterofPublicInstructionandMadameGeorgeRamponneauaskthehonorofM.andMmeLoisel’scompanyMondayevening,January18,attheMinister’sresidence.
Insteadofbeingdelighted,asherhusbandhadhoped,shethrewtheinvitationspitefullyuponthetable,murmuring:
“What do you suppose I want with that?”
“But my dearie, I thought it would make you happy. You never go out, and this is an occasion, and a fine one! I had a great deal of trouble to get it. Everybody wishes one, and it is very select; not many are given to employees. You will see the whole official world there.”
Shelookedathimwithanirritatedeyeanddeclaredimpatiently:
“What do you suppose I have to wear to such a thing as that?”
Hehadnotthoughtofthat;hestammered:
“Why, the dress you wear when we go to the theater. It seems very pretty to me.”
Hewassilent,stupefied,indismay,atthesightofhiswifeweeping.Twogreattearsfellslowlyfromthecornersofhereyestowardthecornersofhermouth;hestammered:
“What is the matter? What is the matter?”
Byaviolenteffortshehadcontrolledhervexationandrespondedinacalmvoice,wipinghermoistcheeks:
“Nothing. Only I have no dress and consequently I cannot go to this affair. Give your card to some colleague whose wife is better fitted out than I.”
Hewasgrievedbutanswered:“Let us see, Matilda. How much would a suitable costume cost, something that would serve for other occasions, something very simple?”
Shereflectedforsomeseconds,makingestimatesandthinkingofasumthatshecouldaskforwithoutbringingwithitanimmediaterefusalandafrightenedexclamationfromtheeconomicalclerk.
Finally she said in a hesitating voice:
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“I cannot tell exactly, but it seems to me that four hundred francs ought to cover it.”
Heturneda littlepale,forhehadsavedjustthissumtobuyagunthathemightbeabletojoinsomehuntingpartiesthenextsummer,ontheplainsatNanterre,withsomefriendswhowenttoshootlarksupthereonSunday.Nevertheless,heanswered:
“Very well. I will give you four hundred francs. But try to have a pretty dress.”
Thedayoftheballapproached,andMmeLoiselseemedsad,disturbed,anxious.Never-theless,herdresswasnearlyready.Herhusbandsaidtoheroneevening:
“What is the matter with you? You have acted strangely for two or three days.”
Andsheresponded:“I am vexed not to have a jewel, not one stone, nothing to adorn myself with. I shall have such a poverty-laden look. I would prefer not to go to this party.”
Hereplied: “You can wear some natural flowers. At this season they look very chic. For ten francs you can have two or three magnificent roses.”
Shewasnotconvinced.“No,”shereplied,“there is nothing more humiliating than to have a shabby air in the midst of rich women.”
Thenherhusbandcriedout:“How stupid we are!
Go and find your friend Madame Forestier and ask her to lend you her jewels. You are well enough acquainted with her to do this.”
Sheutteredacryofjoy.“It is true!”shesaid.“Ihadnotthoughtofthat.”
Thenextdayshetookherselftoherfriend’shouseandrelatedherstoryofdistress.MmeForestierwenttoherclosetwiththeglassdoors,tookoutalargejewelcase,broughtit,openeditandsaid;
“Choose, my dear.”
Shesawatfirstsomebracelets,thenacollarofpearls,thenaVenetiancrossofgoldandjewelsandofadmirableworkmanship.Shetriedthejewelsbeforetheglass,hesitated,butcouldneitherdecidetotakethemnorleavethem.Thensheasked:
“Have you nothing more?”
“Why, yes. Look for yourself. I do not know what will please you.”
Suddenlyshediscoveredinablacksatinboxasuperbnecklaceofdiamonds,andherheartbeatfastwithanimmoderatedesire.Herhandstrembledasshetookthemup.Sheplacedthemaboutherthroat,againstherdress,andremainedinecstasybeforethem.Thensheaskedinahesitatingvoicefullofanxiety:
Substitute Teacher Handbook / 8th Edition
“Could you lend me this? Only this?”
“Why, yes, certainly.”
Shefellupontheneckofherfriend,embracedherwithpassion,thenwentawaywithher treasure.
Thedayoftheballarrived.MmeLoiselwasagreatsuccess.Shewastheprettiestofall,elegant,gracious,smilingandfullofjoy.Allthemennoticedher,askedhernameandwantedtobepresented.AllthemembersoftheCabinetwishedtowaltzwithher.Theministerofeducationpaidhersomeattention.
She danced with enthusiasm, with passion, intoxicated with pleasure, thinking ofnothing,inthetriumphofherbeauty,inthegloryofhersuccess,inakindofcloudofhappinessthatcameofallthishomageandallthisadmiration,ofalltheseawakeneddesiresandthisvictorysocompleteandsweettotheheartofwoman.
Shewenthometowardfouro’clockinthemorning.Herhusbandhadbeenhalfasleepinoneofthelittlesalonssincemidnight,withthreeothergentlemenwhosewiveswereenjoyingthemselvesverymuch.
Hethrewaroundhershouldersthewrapstheyhadcarriedforthecominghome,modestgarmentsofeverydaywear,whosepovertyclashedwiththeeleganceoftheballcostume.Shefeltthisandwishedtohurryawayinordernottobenoticedbytheotherwomenwhowerewrappingthemselvesinrichfurs.
Loisel detained her. “Wait,”saidhe.“You will catch cold out there. I am going to call a cab.”
Butshewouldnotlistenanddescendedthestepsrapidly.Whentheywereinthestreettheyfoundnocarriage,andtheybegantoseekforone,hailingthecoachmanwhomthey saw at a distance.
TheywalkedalongtowardtheSeine,hopelessandshivering.FinallytheyfoundonthedockoneofthoseoldnocturnalcoupesthatoneseesinParisafternightfall,asiftheywereashamedoftheirmiserybyday.
It took themas faras theirdoor inMartyrStreet,and theywentwearilyup to theirapartment.Itwasalloverforher.Andonhispartherememberedthathewouldhavetobeattheofficebyteno’clock.Sheremovedthewrapsfromhershouldersbeforetheglassforafinalviewofherselfinherglory.Suddenlysheutteredacry.Hernecklacewasnot around her neck.
Herhusband,alreadyhalfundressed,asked:
“What is the matter?”
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Sheturnedtowardhimexcitedly:
“I have—I have—I no longer have Madame Forestier’s necklace.”
Hearoseindismay:“What! How is that? It’s not possible.”
And they looked in the foldsof thedress, in the foldsof themantle in thepockets,everywhere.Theycouldnotfindit.
Heasked:“You are sure you still had it when we left the house?”
“Yes, I felt it in the vestibule as we came out.”
“But if you had lost it in the street we should have heard it fall. It must be in the cab.”
“Yes. It is probable. Did you take the number?”
“No. And you, did you notice what it was?”
“No.”
Theylookedateachother,utterlycastdown.
FinallyLoiseldressedhimselfagain.
“I am going,”saidhe,“over the track where we went on foot, to see if I can find it.”
Andhewent.Sheremainedinhereveninggown,nothavingtheforcetogotobed,stretcheduponachair,withoutambitionorthoughts.
Towardseveno’clockherhusbandreturned.Hehadfoundnothing.
Hewenttothepoliceandtothecabofficesandputanadvertisementinthenewspapers,offeringareward;hedideverythingthataffordedthemasuspicionofhope.
Shewaitedalldayinastateofbewildermentbeforethisfrightfuldisaster.Loiselreturnedatevening,withhisfaceharrowedandpale,andhaddiscoverednothing.
“It will be necessary,” saidhe,“to write to your friend that you have broken the clasp of the necklace and that you will have it repaired. That will give us time to turn around.”
Shewroteashedictated.
Attheendofaweektheyhadlostallhope.AndLoisel,olderbyfiveyears,declared:
“We must take measures to replace this jewel.”
Substitute Teacher Handbook / 8th Edition
Thenextdaytheytooktheboxwhichhadenclosedittothejewelerwhosenamewasontheinside.Heconsultedhisbooks.
“It is not I, Madame,”saidhe,“who sold this necklace; I only furnished the casket.”
Thentheywentfromjewelertojeweler,seekinganecklaceliketheotherone,consultingtheirmemories,andill,bothofthem,withchagrinandanxiety.
InashopofthePalais-Royaltheyfoundachapletofdiamondswhichseemedtothemexactlyliketheonetheyhadlost.Itwasvaluedatfortythousandfrancs.Theycouldgetitforthirty-sixthousand.
stop reading at this point and assign students to write their own conclusion.
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the necklaceConclusionGUY DE MAUPASSANT
Theybeggedthejewelernottosellitforthreedays.Andtheymadeanarrangementbywhich theymight return it for thirty-four thousand francs if they found theotheronebefore the end of February.
Loiselpossessedeighteenthousandfrancswhichhisfatherhadlefthim.
Heborrowedtherest.
Heborrowedit,askingforathousandfrancsofone,fivehundredofanother,fivelouisofthisoneandthreelouisofthatone.Hegavenotes,maderuinouspromises,tookmoneyofusurersandthewholeraceoflenders.Hecompromisedhiswholeexistence,infact,riskedhissignaturewithoutevenknowingwhetherhecouldmakeitgoodornot,and,harassedbyanxiety for the futureby theblackmiserywhich surroundedhimand theprospectofallphysicalprivationsandmoraltorture,hewenttogetthenewnecklace,depositingonthemerchant’scounterthirtysixthousandfrancs.
WhenMmeLoiseltookbackthejewelstoMmeForestierthelattersaidtoherinafrigidtone:
“You should have returned these to me sooner, for I might have needed them.”
Shedidopenthejewelboxasherfriendfearedshewould.Ifsheshouldperceivethesub-stitutionwhatwouldshethink?Whatshouldshesay?Wouldshetakeherforarobber?
MmeLoiselnowknewthehorriblelifeofnecessity.Shedidherpart,however,completely,heroically.Itwasnecessarytopaythisfrightfuldebt.
Shewouldpayit.Theysentawaythemaid;theychangedtheirlodgingstheyrentedsomeroomsunderamansardroof.
Shelearnedtheheavycaresofahousehold,theodiousworkofakitchen.Shewashedthedishes,usingherrosynailsuponthegreasypotsandthebottomsofthestewpans.Shewashedthesoiledlinen,thechemisesanddishcloths,whichshehungonthelinetodry;shetookdowntherefusetothestreeteachmorningandbroughtupthewater,stoppingateachlandingtobreathe.And,clothedlikeawomanofthepeople,shewenttothegrocer’s,thebutcher’sandthefruiterer’swithherbasketonherarm,shopping,haggling
Substitute Teacher Handbook / 8th Edition
tothelastsouhermiserablemoney.
Everymonth itwasnecessary to renewsomenotes, thusobtaining time,and topayothers.Thehusbandworkedevenings,puttingthebooksofsomemerchantsinorder,andnightsheoftendidcopyingatfivesousapage.
Andthislifelastedfortenyears.
Attheendoftenyearstheyhadrestoredall,all,withinterestoftheusurer,andaccu-mulatedinterest,besides.
MmeLoiselseemedoldnow.Shehadbecomeastrong,hardwoman,thecrudewomanofthepoorhousehold.Herhairbadlydressed,herskirtsawry,herhandsred,shespokeinaloudtoneandwashedthefloorsinlargepailsofwater.Butsometimes,whenherhusbandwasattheoffice,shewouldsearherselfbeforethewindowandthinkofthateveningpartyofformertimes,ofthatballwhereshewassobeautifulandsoflattered.
Howwouldithavebeenifshehadnotlostthatnecklace?Whoknows?Whoknows?Howsingularislifeandhowfullofchanges!Howsmallathingwillruinorsaveone!
OneSunday,asshewastakingawalkintheChampsElyseestoridherselfofthecaresoftheweek,shesuddenlyperceivedawomanwalkingwithachild.ItwasMmeForestier,stillyoung,stillpretty,stillattractive.MmeLoiselwasaffected.Shouldshespeaktoher?Yes,certainly.Andnowthatshehadpaid,shewouldtellherall.Whynot?
Sheapproachedher.“Good morning, Jeanne.”
Herfrienddidnotrecognizeherandwasastonishedtobesofamiliarlyaddressedbythiscommonpersonage.Shestammered:
“But, Madame—I do not know—You must be mistaken.”
“No, I am Matilda Loisel.”
Herfriendutteredacryofastonishment:“Oh! my poor Matilda! How you have changed!”
“Yes, I have had some hard days since I saw you, and some miserable ones—and all because of you.”
“Because of me? How is that?”
“You recall the diamond necklace that you loaned me to wear to the minister’s ball?”
“Yes, very well.”
“Well, I lost it.
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“How is that, since you returned it to me?”
“I returned another to you exactly like it. And it has taken us ten years to pay for it. You can understand that it was not easy for us who have nothing. But it is finished, and I am decently content.”
MmeForestierstoppedshort.Shesaid:
“You say that you bought a diamond necklace to replace mine?”
“Yes. You did not perceive it then? They were just alike.”
Andshesmiledwithaproudandsimplejoy.MmeForestierwastouchedandtookbothherhandsasshereplied:
“Oh, my poor Matilda! Mine were false. They were not worth over five hundred francs!”