A supplement to scholAstic news

We are committed to your satisfaction. You can contact us at 1-800-724-6527.

Teacher’s Guide

America’s Leading News Source For Kidswww.scholastic.com/sn3

january 5, 2015 • SCHOLASTIC NEWS EDITION 3 T1

Now IncludingWeekly reader®

with Weekly reader®

Vol. 71 no. 11 issn 0736-0576

January 5, 2015Edition 3

issuedaTes

Sept.1

Sept.8

Sept.15

Sept.29

Oct.6

Oct.20

Oct.27

Nov.10

Nov.17

Dec.1

Jan.5

Jan.19

Feb.2

Feb.9

Feb.23

Mar.2

Mar.16

Mar.23

Apr.6

Apr.13

Apr.27

May11

cOVer sTOrY: sTeP-BY-sTeP LessON PLaN

No More Bullying!

BONus VideO See the lava flow from Hawaii’s Kilauea volcano.

WOrds TO KNOW sLide shOW Click on a boldfaced word to see the definition and an image, and to hear a pronunciation.

u confidence u mission

u disability u pledge

BONus sKiLLs sheeT No Sweat Test Prep Quiz: Assess comprehension with 10 multiple-choice questions.

GaMe Know the News: Have students play this quiz game as a whole class, in teams, or independently.

FeaTured VideO Watch the video to learn about different types of bullying.

What’s Online www.scholastic.com/sn3

SW P

rod

uct

ion

s/G

etty

Imag

es

LEVELWEB LINKS

? What is Bullying?

1 Preparing to read

u Making Connections: This week’s cover story will likely elicit personal reactions from your students. During and after reading, they may be eager to make connections to their own lives. Together, set some ground rules to create a safe space for sharing.

2 close-reading Questions

u What is the author’s main point about bullying? Cite text evidence. The author’s main point is that bystanders can do a lot to stop bullying. For example, they can help by speaking up to the bully, or simply not laughing or joining in with him or her. RI.3.2 MaIn Idea

u What led Isabella to start the program “Be a Buddy, Not a Bully”? Isabella saw a student being bullied. She stood up for him and the bullying eventually stopped. That experience made her realize how important it is to take a stand against bullying. RI.3.3 Cause and effeCt

u What evidence does the author give to show that Isabella’s program has been successful? The author says that the program has spread to six other schools. Also, the photo shows Isabella with kids who are in the program. RI.3.8 suppoRtIng evIdenCe

u How might joining a program like Isabella’s “give kids the confidence they need to stop bullying”? Kids who want to stand up to bullies might be afraid of being bullied themselves. But being part of a program would let them know that they’re not alone. RI.3.1 MakIng InfeRenCes

u Do you think having an anti-bullying program at your school would be a good idea? Explain. Answers will vary. RI.3.6 poInt of vIeW

schOLasTic NeWs • Edition 3 • ediTOriaL: Editorial Director: Stephanie Smith • Executive Editor: Audra Wallace • Associate Education Editor: Zeynep Memecan • Editor-at-Large: Karen Kellaher • Senior Copy Editors: Ingrid Accardi, Suzanne Bilyeu • Copy Editor: Troy Reynolds • Editor, Digital Products: Jackie Glasthal • Media Editor: Marie Morreale • arT: Senior Art Director: Rommel Alama • Art Director: Yoana Yelin • Associate Art Director: Winnifred Whipple • Senior Cartographer: Jim McMahon • Photo Editor: Iain Morrison • PrOducTiON, iMaGiNG, aNd sYsTeMs: Production Editor: Audrey Pavey • Digital Imager: Bianca Alexis • Technical Coordinator: Elliott Hill • cLassrOOM MaGaZiNes: Executive VP, Scholastic: Hugh Roome • Creative Director: Judith Christ-Lafond • Executive Director of Production and Operations: Barbara Schwartz • Executive Editorial Director, Copy Desk: Craig Moskowitz • Publishing Systems Director: David Hendrickson • Executive Director of Photography: Steven Diamond • Reference Librarian: Karen Van Rossem • circuLaTiON & MarKeTiNG: Director of Marketing: Danielle Mirsky • Director, Manufacturing & Distribution: Mimi Esguerra • cOrPOraTe: President, Chief Exec. Officer, and Chairman of the Board of Scholastic Inc.: Richard Robinson.

TEACHER SWEEPS - CHANCE TO WIN A $2,500 PRIZE PACK. SCHOLASTIC.COM/BOSTITCH

T2 SCHOLASTIC NEWS EDITION 3 • JANUARY 5, 2015

POSTAL INFORMATION: The TeAcheR’S edITION OF SchOLASTIc NeWS edITION 3 (ISSN 0736-0576) is published weekly during the school year except holidays and mid-term, 22 issues, by scholastic inc., 2931 east mccarty st., p.o. box 3710, Jefferson city, mo 65102-3710. periodical postage paid at Jefferson city, mo 65102, and at additional mailing offices. postmasters: send notice of address changes to scholastic news edition 3 2931 east mccarty st., p.o. box 3710, Jefferson city, mo 65102-3710. PUBLIShING INFORMATION: u.s. prices: $4.49 per school year (for 10x copies to the same address). a 10% shipping & handling charge will be added to the total subscription order. copyright ©2015 by scholastic inc. all rights reserved. scholastic news and associated logos are trademarks and/or registered trademarks of scholastic inc. all rights reserved, materials in this issue may not be reproduced in whole or in part in any form or format without special permission from the publisher PRINTed IN The USA

aNsWer KeY

sTudeNT ediTiON reading a Bar Graph 1. Asia 2. about 150 volcanoes 3. Antarctica4. South America

reading comprehension 1. B 2. D 3. B 4. A

Vocabulary Builder1. mission2. confidence 3. disabilities 4. Answers will vary.

Teacher’s Guide Page T320 seconds of courageAnswers will vary.

Page T4create a Volcano1. It turns into a thick, gooey mixture.2. You should seal the baggie and cut one of its corners.3. One person needs to hold the index card while the other one squeezes the mixture through it.4. The experiment shows that a shield volcano erupts slowly, rather than in a big explosion. 5. Answers will vary.

3 skill Focus Writing dialogue (W.3.3b)

Objective: Students will write dialogue to show a character’s response to a bullying situation.

discussion: Pose the following discussion questions. • Isabella says that “20 seconds of courage” can make a huge

difference to someone who is being bullied. Do you agree or disagree? Why?

• Based on the article, what is the difference between a

bystander and an upstander? Give examples of things each of them might say or do in a bullying situation.

direct instruction: State the lesson’s objective. Tell students that fiction writers make their dialogue come alive by putting themselves in the characters’ shoes and imagining their reactions. Model the strategy.

Practice: On page T3, students will write the dialogue for an upstander named Denise. Instruct them to follow the notes in the margin of the page to help them construct her responses.

share: Have students read or act out their dialogues in small groups. Using lines from the students’ dialogues, create a list of phrases that an upstander can use in a bullying situation.

extension: Have students write a complete story that incorporates the dialogue on page T3.

USE THIS SKILLS PAGE WITH THE COVER STORY’S LESSON PLAN

Name: ___________________________________________

America’s Leading News Source For Kids

Writing DialogueCommon Core W.3.3b

© 2

01

5 b

y Sc

ho

last

ic I

nc.

Tea

cher

s m

ay m

ake

cop

ies

of

this

pag

e to

dis

trib

ute

to

th

eir

stu

den

ts.

TeacherS: Go online for a digital version of the magazine, with videos, pop-up maps, quizzes, and much more! www.scholastic.com/sn3

january 5, 2015 • SCHOLASTIC NEWS EDITION 3 T3

20 Seconds of CourageIn “No More Bullying!,” Isabella says, “All it takes to stand up to a

bully is 20 seconds of courage.” Write a dialogue that could take place between a bully and an upstander in those 20 seconds.

The issue is dropped for now. Thanks to Denise, Katie may think twice about bullying someone in the future.

Have Denise say something that lets Katie know her comment is not OK.

Denise should let Katie know that her bullying will not be tolerated.

Have Denise say something nice about Rachel’s earrings. This will let Rachel know she’s not alone.

Denise has to be patient and calm. Have her stand up to Katie again.

Katie: Hey, don’t you think Rachel’s earrings are ugly? She must have bought them from the Ugly Store.

Denise: _____________________________________________________________

______________________________________________________________________

______________________________________________________________________

Katie: What, do you shop at the same store as Rachel or something?

Denise: _____________________________________________________________

______________________________________________________________________

______________________________________________________________________

Katie: What’s the big deal? I’m just saying what I think about Rachel’s earrings, that’s all.

Denise: _____________________________________________________________

______________________________________________________________________

______________________________________________________________________

Katie: If you like Rachel so much, why don’t you two just sit at

another table?

Denise: _____________________________________________________________

______________________________________________________________________

______________________________________________________________________

Katie: Whatever.

At lunch, Katie always makes fun of Rachel in front of all the other kids at the table. Rachel is too embarrassed to say anything, but Denise finally decides to stand up for her.

sn3010515_te_p03.indd 1 11/25/14 2:05 PM

Name: ___________________________________________

America’s Leading News Source For Kids

Teachers: Go online for a digital version of the magazine, with videos, pop-up maps, quizzes, and much more! www.scholastic.com/sn3

T4 SCHOLASTIC NEWS EDITION 3 • jANuAry 5, 2015

Create a VolcanoIn this week’s issue, you read about a volcano in Hawaii named Kilauea. When you think of a volcano erupting, you may imagine a huge fiery explosion. But a shield volcano—like Kilauea—is a type of volcano that erupts slowly. The experiment below teaches you how to create a “shield volcano.” Read the experiment, then answer the questions below.

Science ExperimentrI.3.3

© 2

01

5 b

y sc

ho

last

ic I

nc.

Tea

cher

s m

ay m

ake

cop

ies

of

this

pag

e to

dis

trib

ute

to

th

eir

stu

den

ts.

1. What happens to plaster of Paris when it is mixed with water? _______________________

__________________________________________________________________________________

2. What should you do right after adding food coloring to the mixture? __________________

_________________ __________________________________ _______________________________

3. Why do you need two people for this experiment? __________________________________

__________________________________________________________________________________

4. What does the experiment show you about how a shield volcano erupts? _____________

__________________________________________________________________________________

5. Would you like to try this experiment? Why or why not? _____________________________

__________________________________________________________________________________

__________________________________________________________________________________

StepS1. With a pencil, carefully punch a small hole in the center of the

index card. The hole represents the volcano’s vent (opening).

2. Mix the plaster of Paris with the water in the baggie. Add a few drops of food coloring. The mixture should be thick and gooey. It represents lava.

3. Seal the baggie, then cut one of its corners to make a small hole.

4. Partner A should hold the index card.

5. Partner B should place the hole in the baggie right under the hole in the card. He or she should then squeeze the bag gently, letting about half of the mixture ooze out of the hole in the index card.

6. When the mixture hardens, switch roles and repeat steps 4 and 5. (you may have to reopen the hole if the plaster clogs it.)

Materials

NoTE: you’ll need a partner for this experiment.

• index card

• 1 tablespoon of plaster of Paris (a dry powder)

• 2 tablespoons of water

• small plastic baggie

• red food coloring

• scissors

sn3010515_te_p04.indd 2 11/25/14 2:06 PM