the butterfly efantasmic sample curriculum

8/14/2019 The Butterfly eFantasmic Sample Curriculum

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The ButterflyeFantasmic.com -- Incredible Homeschool Curriculum, Exactly The Way Homeschoolers Need It!

All Contents 2009 eFantasmic.com All Ri ghts Strictly Reserved

Homeschool Curriculum Specially Designed For the BookThe Butterfly

Book Author: Patricia PolaccoPublisher: 2000, Philomel Books, New York

Curriculum Last Updated: 29-Jun-09

Description:BOOK: When all hope seems lost, it can sometimes be a little sign that lets you know everythingwill be okay. This is the story of a young girl growing up during World War II and her friendshipwith a ghost that she finds in her home. Your child will learn about one family's struggles to keep

another safe and the terms privilege, mysterious, and

Note to Parents: This book's content is based on World War II. There is some violence; a man is beaten in the

street and they speak of death. There are many French and German words used throughout thetext. If you would like to translate them with your child, refer to http://translation2.paralink.com/ and be sure that you select the right translation you need, type the word into the designated box,

and then select translate.


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Table of Contents I. Read Me First & Printing Instructions

If this is your first eFantasmic curriculum, then please read through thissection. It will give you a great overview of all the stuff you are going tofind in this packet. Of course, if youve already read it once, skip it!

II. Vocabulary Parents Guide This is your answer sheet for the vocabulary words. You should readthrough these so you are familiar with the definitions. Some wordsobviously have more than one meaning in real life. This guide will tell youthe specific definition of the word as it is used in this curriculum. Thesevocabulary words were chosen to expand your childs use of the language aswell as focus on the core concepts of the book your child will read.

Note: We think its a good idea to go ahead and talk about these vocabularywords before your child reads the book. The idea isnt to quiz or overlychallenge your child, but to learn new uses of words in our language. Werecommend just going through the vocabulary words and telling your child the definitions that will be used in the book. This way you both gain someconfidence before your child even begins.

III. New Concepts Parents Guide Once again, this is your answer sheet. You should quickly read through it toget an overview of the discussion questions and answers.

IV. Vocabulary Discussion Sheet If you dont need your child to write down answers but instead want to justsit down and talk to your child about the vocabulary words, use this sheet.As you discuss each word and its use have your child check off each word.When your child is done, have him/her fill in his/her name, date it, andinclude it in a portfolio.

V. Vocabulary Worksheet

If you would like your child to do some writing, you can use theseworksheets and have your child fill in the appropriate answers.

VI. New Concepts Discussion Sheet Again, if you would simply like to sit down and discuss each new idea withyour child, use this sheet and have your child check off each conceptdiscussed. When finished, fill out your childs name, date the sheet, andinclude it in your portfolio.


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VII. New Concepts Worksheet If you would like your child to do some written work, then use thisworksheet. When it is completed, be sure to have your child write his/hername and date then include the worksheet in your portfolio.

VIII. Pre-Reading Parents Guide If youve never read this before, please read it! Its really powerful stuff, andoften the most overlooked. What is pre-reading, and why is it so important?This is a powerful technique to dramatically increase your childs retention,comprehension, and recall of what he/she has learned from the book.

IX. Establish Your Purpose Discussion Sheet What does your child want to find out from this book? If your child doesnthave this question in his/her mind before reading the book, the informationgathered will be fragmented and unfocused. At the very least, simply usethis discussion sheet to talk to your child for a few minutes before readingthe book. Dont forget to have your child check off the items, then sign anddate it for your portfolio.

X. Establish Your Purpose Worksheet If you want your child to formalize a purpose before reading the book, thengo ahead and use this worksheet. Dont forget to have your child check off the items, then sign and date it for your portfolio.

XI. Chart of Retention This chart will improve your childs enjoyment of the book he/she is aboutto read. It will also drastically improve what he/she remembers and retainsfrom the book. Hence the name, chart of RETENTION. There are threeversions. One is for discussion only. The other has large lines to fill in broadideas. Lastly, there is a version for writing out more complex ideas. Whichyou use is your choice, as well as how much writing you want your child todo. We recommend going through the discussion version at minimum sothat your child has a good framework for what he/she is going to read.

NOTE: There are 2 times that your child uses this Chart of Retention. Onceis before he/she reads the book, the other is after.

XII. Power Reading Parents Guide These are some hints and tips on encouraging your child to be a PowerReader. Remember that the difference between just sitting passively andreading and having your child be an active thinker while reading is HUGE.Here are a few guidelines to remind your child of while he/she is reading.


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XIII. Power Note Taking Parents GuideThis is probably one of the most important skills you can teach your child.Note taking is a powerful way to allow your child to retain more of theinformation provided. This isnt the extensive note-taking method that weused while growing up. This is a system designed to engage our brains and

allow them to better store and organize the information we see.

XIV. Final Evaluation Discussion SheetThis is to remind your child of his/her established purpose for reading thebook. His/her thoughts need to be organized, and they should be able todescribe what was learned that pertains to his/her established purpose. Thesequestions will help organize those thoughts. Once completed, please haveyour child put his/her name and date at the top of this sheet.

XV. Curriculum FunPackHere youll find instructions, flash cards, and special pages to help inplaying some fun resource-based games with your child. Weve includedinstructions for how to play or do each of these learning games andactivities. The materials in this section can be combined from multiplecurricula over time to continually reinforce and review your childsvocabulary from this book.

XVI. Additional WorksheetsWeve included lots of additional worksheets for your child with everythingfrom crossword puzzles, word searches, and lots, lots more. Its important tonote that these were not designed to be particularly challenging. Instead theyare designed to be reinforcing materials. They are designed to have yourchild refer back to the vocabulary and discussion questions as review. Afterreferring back a number of times, the new vocabulary and concepts will bewell reinforced for your child.

NOTE: Keeping It Fun Humans naturally enjoy (or call fun) the concepts that come easier to them. Childrenthat are good at reading will easily say that they love reading. Children good at mathwill say that they love math. With that in mind these worksheets are designed to reinforcebut also keep the material easy enough so that your child enjoys doing them! The more of these worksheets they gobble-up, the more they will remember the material and consider it fun. So consider resisting the temptation to overload your child, and learning wont beas much of a chore. Keep it fun!


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Read Me FirstBefore we start, I just wanted to thank you for purchasing this curriculum for The

Butterfly . We appreciate you supporting us and making it possible for us to continuecreating curriculum for great, free library and internet resources.

I want to tell you a little about how this curriculum is designed, and what its designedfor.

First, this curriculum is designed BY homeschoolers and FOR homeschoolers. As ahomeschool parent, you know that homeschool never stops. In fact, homeschoolinghappens almost every moment of each day. Any question our children ask can become ateaching opportunity. Every trip to the grocery store is full of lessons large and small.

Each trip to the park includes looking at nature, discovering science, and experiencingthings that most other families can take for granted. This is what homeschooling is. We,as parents, have joyfully taken on the full responsibility of our childrens education.

So congratulations and kudos to you! Not every parent has the desire or opportunity to dowhat we do - cherish every moment.

The Time of Your Life, and You Dont Even K now It?As a side note, I was once on vacation at a small condo. Each unit opened into acourtyard. Of course, my kids spent much time running around and keeping me busytrying to get them all together. Across the courtyard from our familys unit, there was an

elderly gentleman. I noticed he just watched and smiled as I was going crazy trying tocontrol my kids.

Later that week we went over to say hello and meet that man, and Ill never forget whathe said to me. Now Im passing it on to you. He looked at me and with a calm smile toldme, You are having the time of your life, and dont even know it.

You see, his grown children had rented him this condo for vacation so that they couldcome and visit. The gentleman went on to explain that it was great that they were able tovisit with him, but it was only for a few days each year. His kids were grown with livesof their own, and he dearly missed having them around. The lesson was clear: I, despite

my frustrations with my little children around me, was having the time of my life and Ididnt even know it!

But I know it now. I have to constantly remind myself of this story, as should you. Infact, if you buy more than one of these curricula from us why not re-read this story eachtime and be reminded that you are having the time of your life?

The Problem Is I n the Proof


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Okay, enough of that back to the plot. For homeschoolers nearly every waking momentis a homeschool lesson. But the problem is in the proof. Perhaps you went to the park,collected leaves, and discussed them with your children. Or you might have looked atseedlings and even looked up a few birds in your guidebook. But wheres the proof?There are so many lessons, yet so little proof!

So thats what eFantasmic is all about. You and I know there are so many lessons duringa homeschool day or outing that we dont need to prove every single moment. But,homeschoolers do need to show that we are doing something to responsibly teach ourkids (whether to the state, other parents, or skeptical relatives).

Our supplemental eFantasmic curriculum is designed to provide LOTS and LOTS of documentation about what your child did. As you look through this packet or print it outand say to yourself, My! Thats a lot of paperwork, realize thats the point. We want togive you TONS of documentation and paperwork. Not paperwork that you have to fill outin triplicate, but lots of worksheets, summaries, and other papers that you can print, have

your child complete, and then keep as proof.

Do I Have To Use It All?You will find three different kinds of things to print out.

InstructionsThese are instructions on what your child should do for the different worksheets andlessons for the book The Butterfly.

Portfolio DocumentsThese are sheets that you fill out with your childs name and date showing what your

child did and accomplished. These are designed to serve as official documentation. Of course, we never recommend providing the state more information than is required of you. Whether your state requires much documentation or not, you have the records ready!You will have documentation of what your child did and discussed, when he/she did it,what was learned, what was covered, etc. Its a self-documenting system. If the randomgrandparent shows up and wonders what youve been doing, you can pull out anorganized portfolio of papers and documents and say, Here!

Funpack, Worksheets, & LessonsThese range from sheets with questions your child must answer in writing to discussionquestions that you can simply check off once youve talked about the answers with your

child. You are going to get A LOT. Dont worry, you dont have to use them all. You canuse as little or as much as you and your child like. You can spread the worksheets outover time, put them all together into one lesson, or do whatever you like. You are theparent, so we trust your judgment over anybody elses. But whatever your choice, youhave lots and lots to choose from. Just know that no one expects you to use all of it.Weve just made it available to you.


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Parents Vocabulary GuideThis guide to vocabulary for The Butterfly

is your overview of the vocabulary words and concepts that are covered in this curriculum set. You should read over this sheet to

make sure you are familiar with the vocabulary words and concepts. Consider this your answer-sheet.

Basic Vocabulary Words

Nazin. A soldier in the German Army during World War II.

Jewsn. People who practice Judaism as their faith.

papillonn. A French word for butterfly.

privilegen. A special advantage, permission, right, or benefit granted to or enjoyed by anindividual or class of people.

mysteriousadj. Difficult to explain or understand.

rendezvousn. A meeting at a prearranged time and place.


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Parents Discussion GuideThis guide to the discussion questions for The Butterfly

is your overview of thequestions and concepts that are covered in this curriculum set. You should read over

this sheet to make sure you are familiar with the ideas and concepts. Consider this your cheat-sheet. You can also use this to pre-set some questions in your childs mind before he/she begins reading.

Discussion Questions

What happened that upset Monique and Denise on their way home from school?Monsieur Marks, the nice man from the candy shop, was dragged out of his shop by theNazi soldiers, kicked, and then taken away.

What does Monique see in her room and how does her mother react to her story?Monique thinks that she sees a ghost of a little girl. Her mother seemed angry and tellsher that it was a dream.

Who is the ghost and why is she there?Sevrine is a girl who lives with her family in the cellar of Monique's house. They areJewish and are hiding from the Nazi soldiers.

What did Monique do for Sevrine every night?Monique played with her and collected things from the outside world so Sevrine couldsee, feel, and touch them.

Why did Sevrine and her family have to leave?When Monique and Sevrine were playing at night the neighbor saw them, so they had togo. It wasn't safe for people to know that Monique's family was allowing a Jewish familyto hide in their home.

What happened that made Monique feel that Sevrine and her family were safe?When Monique and her mother were in the garden, over thirty butterflies appeared.Monique felt that Sevrine had sent them a sign that she and her family were safe.


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Chart Of Retention

Student Name Date

Vocabulary Discussion SheetDiscuss these vocabulary words with your child. As each is discussed, have your child check it off.Once completed, please have your child put his/her name and date at the top of this sheet.

Nazi

Jews

papillon

privilege

mysterious

rendezvous


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Chart Of Retention

Student Name Date

Vocabulary WorksheetHave your child write the definitions of the following vocabulary words below.Once completed, please have your child put his/her name and date at the top of this sheet.

Nazi _______________________________________________________________________________

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Jews _______________________________________________________________________________

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papillon _______________________________________________________________________________

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privilege _______________________________________________________________________________

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mysterious _______________________________________________________________________________

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rendezvous _______________________________________________________________________________

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Chart Of Retention

Student Name Date

New ConceptsDiscussion SheetDiscuss these ideas and concepts with your child. As each is discussed, have your child check itoff. Once completed, please have your child put his/her name and date at the top of this sheet.

What happened that upset Moniqueand Denise on their way home fromschool?

What does Monique see in her roomand how does her mother react to herstory?

Who is the ghost and w hy is she there? What did Monique do for Sevrine every

night?

Why did Sevrine and her family have toleave?

What happened that made Moniquefeel that Sevrine and her family w eresafe?


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Chart Of Retention

Student Name Date

New Concepts W orksheetDiscuss these ideas and concepts with your child. Once completed, please have your child puthis/her name and date at the top of this sheet.

What happened that upset Monique and Denise on their way homefrom school?

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What does M onique see in her room and how does her mother react toher story?

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Who is the ghost and w hy is she there? _______________________________________________________________________________

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What did M onique do for Sevrine every night? _______________________________________________________________________________

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Why did Sevrine and her family h ave to leave? _______________________________________________________________________________

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What h appened that made Monique feel that Sevrine and her familywere safe?

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Pre-Reading Parents Guide Pre-reading is a powerful technique to dramatically increase your childs retention, comprehension and recall of what he/she learns.

This is a revolutionary way of learning. Its not that these ideas are new or that weinvented them. Actually, they have been around a long time and are well proven. Thecatch is that public schools simply can't afford the time and resources to use thesetechniques! They cannot be done with 30 kids sitting in a room. But they CAN be usedby HOMESCHOOLERS!

One of our goals is for us homeschoolers to lead the revolution in our societysunderstanding of learning and education. Your child has the potential. Its the smallthings in teaching and learning that will help your child achieve it. Its nothingmonumental, but you should realize that those small things are basically IMPOSSIBLE

for public school children. How lucky we are!Reading educational materials, as described earlier, includes not only the recognition andassimilation of the material, but also understanding, comprehension, retention, recall andcommunication.

Your child will probably spend his/her whole life reading and gathering knowledge. Whywaste a single learning opportunity? When most people read through a book, they simplyplow through it then casually toss it aside. Almost 80% of people never grasp the majorideas or concepts the author tried to convey! When people toss aside a book after readingit, the ideas and knowledge available from that resource gets tossed aside as well. If concepts are not processed in the brain for long term use, they just get forgotten.

Imagine how many books, videos, websites, and hours of our life we have each wasted.There's a much better, tried and tested way to change all this. Why not teach your childhow to make the best out of every single book that he/she reads, article or map read, andwebsite visited? Not just now, but for the rest of his/her life!

Thought P rovokingMost of the worksheets in this section are thought provokers. They are designed to makeyour child think about what he/she is going to read, then help your child store it moreefficiently in his/her brain. These are designed to teach your child to think about what

he/she is doing. This is a life-long skill that will serve him/her well.


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The Big Snow ballThere is a snowball effect here. If your child learns, even just a tiny bit more from eacheducational item (article, interactive website, book, or video), that knowledge will carryforward into the next book or topic your child learns. It all builds upon itself. When itstime for the next resource, your child will have more knowledge and questions and

effective learning habits to apply because of your childs perpetually increasingbackground knowledge. So even a small improvement of comprehension from each book,article, podcast, or website becomes a mountain of snow over your childs lifetime!

Building Critical ReadersAs adults, we know that just because something is in print doesnt mean it is true.However, our children don't always understand this. This process (pre-viewing) alsoteaches your children to become critical readers/readers. They will learn to reject falsearguments such as: Generalization from the particular, false premises, undefined sources,misuse of statistics, etc. This way as your child grows older he/she will learn to seeeverything with a critical (not criticizing) eye.

Its All About ThinkingIt is important to note that this section is designed to get your child to think! So when yousee these questions it is important to understand that there are NO RIGHT OR WRONGanswers. If your child is thinking about the questions and ideas, then you are doing theright thing. Your child doesn't even have to think very deeply about these questions atfirst. Don't worry. Deep thought and contemplation will come with interest andexperience.

The more your child is used to thinking about what he/she is about to read, the betterequipped your child will be to contemplate at a deeper level. Moreover, if a resource issomething he/she is truly interested in, real depth of thought will begin to sink in. So youare only trying to stimulate curiosity and desire before your child reads the book.

Weve found, even with our own children, that if the book covers a topic they areinterested in, by the time we are done with these questions, they are so hungry for theknowledge that they practically jump at the chance to read the book and devour it. That'sthe kind of active learning you want!

What You GetYou will see several worksheets. Again, you can use as much or as little as you like.

These worksheets are designed to make your child pre-think about the book he/she isabout to read. This process prepares his/her brain for storage of the information he/she isabout to learn.

Also, you will see two versions of each worksheet. One version includes writing, and theother versions are just for discussion. Its up to you how little or much writing you wantyour child to do. If you choose the discussion sheet versions, just check off the questionsas you discuss them with your child. Then date the sheets for your portfolio records.


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Chart Of Retention

Student Name Date

Establish Your PurposeDiscussion SheetWhat does your child want to find out from the book The Butterfly ? Your childs answer to thisquestion is your childs purpose for reading the book. It may help at this stage to have your childreview his/her current knowledge of the subject(s) being covered. This increases his/herexpectancy of what is to come, and exposes gaps in his/her knowledge that should stir up acorresponding desire to fill the vacuum. Once completed, please have your child put his/hername and date at the top of this sheet.

W hat do I think this book isabout?

What interesting things do Ithink I might learn about?

What do I already know aboutthis topic?

What are some things I don'tknow about this topic?


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Chart Of Retention

Student Name Date

Establish Your PurposeWorksheetWhat does your child want to find out from the book The Butterfly ? Your childs answer to thisquestion is your childs purpose for reading the book. It may help at this stage to have your childreview his/her current knowledge of the subject(s) being covered. This increases his/herexpectancy of what is to come, and exposes gaps in his/her knowledge that should stir up acorresponding desire to fill the vacuum. Once completed, please have your child put his/hername and date at the top of this sheet.

What do I think this book w ill be about?

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What interesting things do I think I might learn about?

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What do I already know about this topic?

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What are some things I don't kn ow about this topic? _______________________________________________________________________________

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Chart of Retention

Parents GuideThis is just a quick primer for you on the Chart of Retention. Charts like this have been used for a long time and drastically improve the reading and enjoyment of resources; as well as, how much your child will remember. More importantly, it will help your child grasp the major concepts in the book he/she is about to read. Whether you use this is up to you. There are three versions. One is for discussion only. The other has large lines to fill in broad ideas. Lastly, there is a version for writing out more complex ideas. Which you use is up to you and how much writing you want your child to do. We recommend at least requiring the discussion version so that your child has a good framework in his/her mind regarding the book being read.

There are 2 times when your child will use a Chart of Retention. Once is before reading. He/she will have another opportunity to fill in the chart after he/she finishes the book. This two-step approach gives your child a chance to see how the books author might have changed your childs thoughts or understanding of a subject, and consequently improves your childs retention of the knowledge obtained.

Question Hints and Tips:

Who? identifies and helps hold in mind any significant people

Why? identifies the purposes of the resource

How? identifies cause and effect sequences, time sequences, procedure or processinstructions or where the new information fits into your life

Where? identifies where the action is taking place or where the new information can beused

When? both denotes when a subject or event takes place and when you can use theinformation.

Finally, the What? - allows you to take a quick survey of your current knowledge of the

subject in the book.

Have your child take regular breaks every thirty or forty minutes. After each short rest break, take a minute to review the previous work. This consolidates your childsretention.


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Chart Of Retention

Student Name Date

Chart of Retent ion Discussion SheetBefore reading The Butterfly, discuss the following ideas with your child and check it off as yougo along. Once completed, please have your child put his/her name and date at the top of thissheet.

Chart Of Retention Discussion Sheet

The Butterfly

WHEN?WHEN does/did the subject

happen or when can I use it?

WHAT?WHAT else do I know or want to

know about this subject?

WHO?WHO are/were the people

connected with the subject?

THE MAI N SUBJECT--This does not have to be the title of the book--

What do you think the main subject is?

WHERE?WHERE can I use this

knowledge, or where does/didthe subject take place?

HOW?HOW does this subject affect me,

or how can I use it?

WHY?WHY is this subject important?

Why was this book made?


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Chart Of Retention

Student Name Date

Chart Of Retention In-Depth WorksheetThe Butterfly



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WHAT?WHAT additional information

do I know or want to know about this subject?

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THE MAI N SUBJECTThis does not have to be the title of the book.


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WHERE?WHERE can I use this knowledge, or where

does/did the subject take place? ______________________________________

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or how can I use it? ______________________________________

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Why was this book made? ______________________________________

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Chart Of Retention

Student Name Date

Chart Of Retention General Concepts Worksheet

The Butterfly



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WHAT?WHAT else do I know or want to

know about this subject?

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THE MAI N SUBJECT--This does not have to be the title of the book--


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WHERE?WHERE can I use this, or wheredoes/did the subject take place?

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or how can I use it?

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Why was this book made?

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Chart Of Retention

Student Name Date

Pre-Viewing SurveyDiscussion SheetIt is important to note that this section is designed to get your child to think about The Butterfly !So when you see these questions, it is important to understand that there are NO RIGHT OR WRONG answers. If your child is thinking about the questions and ideas, then you are doing theright thing. Once completed, please have your child put his/her name and date at the top of thissheet.

Read the title, plus any subtitles, or summaries.What is the publishers name?What is the author's name?

Find the publication/copyrightWhat is the publication/copyright date of this book?How many years or months ago was it published?Does this information change with time, or is the information still valid?

Does this book have an index or give me clues on the topic?If so, note some of the concepts listed in the index.Can you tell what the author's bias might be towards this topic from the index?

Read the preface, introduction, or blurb on the back.Did you know that the author or publisher almost always writes this after the book is completely

done?What do you think the author's purpose for writing this book is?Do the same with any other descriptive content about this resource, but you only need to scan orskim the material.What more can you tell about this book or author?

Look at the list of books in this series (if available).Is it divided up into major sections and minor sections or is every section the same?What other clues about what this book covers can you see from the way the book is organized?

Look over any pictures, illustrations or figures in the book.What do you think these are about?

What are they trying to teach you?

Now get a feel for the actual contents of the book by skimm ing through the pages. Anything that catches you r eye is fine.What questions pop up into your mind?

Are there any things you want to find out more about?Do they make you curious about anything?


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NOTE: When your child finishes this exercise, invite him/her to go back to the Chart of Retention and make any changes he/she may have discovered about The Butterfly.


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Chart Of Retention

Student Name Date

Pre-Reading SurveyWorksheet

What does your child want to find out from reading The Butterfly ? Your childs answer to thisquestion is your childs purpose for reading. It may help at this stage to have your child reviewhis/her current knowledge of the subject. This increases his/her expectancy of what is to come,and exposes gaps in his/her knowledge, and a corresponding desire to fill the vacuum. Oncecompleted, please have your child put his/her name and date at the top of this sheet.

Read the title, plus any subtitles, or summaries.What is the publisher's name?What is the author's name?

_______________________________________________________________________________

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Find the Publication/CopyrightWhat is the publication/copyright date of this book?How many years or months ago was it published?Does this information change with time, or is the information still valid?

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Does this book have an index or give me clues on the topic?If so, note some of the concepts listed in the index.Can you tell what the author's bias might be towards this topic from the index?

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Read the preface, introduction, or blurb on the back. Did you know that the author or publisher almost always writes this after the book is completelydone?What do you think the author's purpose of writing this book is?Do the same with any other descriptive content about this resource, but you only need to scan orskim the material.What more can you tell about this book or author?

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Look at the list of books in this series (if available).Is it divided up into major sections and minor sections or is every section the same?What other clues about what this book covers can you see from the way the book is organized?

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Look over any pictures, illustrations or figures on the book.What do you think these are about?What are they trying to teach you?

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Now get a feel for the actual contents of the book by just skimm ing through thepages. Anything that catches your eye is fine.What questions pop up into your mind?

Are there any things you want to find out more about?Do they make you curious about anything?

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NOTE: When your child finishes this exercise, invite him/her to go back to the Chart of Retention and make any changes he/she may have discovered about The Butterfly


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The Butterfly

Power ReadingParents Guide Now your child can begin reading The Butterfly

. Here are some hints and tips onencouraging your child to be a Power Reader. Remember that the difference between

just slogging through reading and Power Reading is that your child is actively thinking while reading the book. So here are a few things to remind your child aboutwhile he/she is reading.

Active Thinking H ints and Tips:Remind your child to continually ask WHO, WHAT, WHERE, WHEN, WHY, andHOW questions as an interactive dialogue between your child and the material he/she isreading, and in order to extract important facts. As your child reads, he/she should ask what questions are being answered in the section of the book he/she is reading.

Dont worry if your child doesnt get it at first. Its a different way of reading andlearning compared to the way we have normally been taught. Gentle reminders whileslowly shifting your child to becoming an active and engaged viewer is your goal.

Note Taking Hin ts and Tips: If you are going to have your child do the note taking section of this curriculum, then youmight find some of these guidelines helpful to remind your child of as he/she begins toread.

You might want to encourage your child to keep a pencil handy. Have him/her jot downany important words or phrases he/she comes across. If a word or phrase is encounteredthat he/she doesnt understand, or feels is important, have him/her jot it down for reviewlater when the reading is finished or you are no longer in possession of the book.


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Power Note Taking

Parents Guide Note taking is a powerful way to allow your child to retain more of what he/she read.This probably isnt the extensive note-taking method that you used while growing up.This is a system designed to engage our brains and allow them to store and organize

the information we see, read, or hear. This is a powerful and useful technique to teach your children.

Too Much, Leads To LessA lot of people are dissatisfied with their note taking. They realize that they take downtoo many words, which in turn makes it difficult to get an overview. They find it difficultto sort the essential facts out of a lecture, meeting, or study materials. Very few people

have had satisfactory training in effective note taking, so the purpose of this section andcorresponding exercises is to improve your childs note taking skills.

The Pow er of AssociationAssociation plays a dominant role in nearly every mental function, and words themselvesare no exception. The brain associates divergently as well as linearly, carrying onthousands of different actions at the same time: searching, sorting and selecting, relatingand making syntheses as it goes along, using left and right brain faculties, etc. Thus aperson often finds that in conversation his/her mind is not just behaving linearly, butracing on in different directions, exploring to create new ideas and evaluating theramifications of what is being said. Although a single line of words is coming out, a

continuing and enormously complex process is taking place in the mind throughout theconversation. At the same time subtle changes in intonation, body position, facialexpression, eye language, and so on, are integrated into the overall process.

Similarly the listener, reader, or viewer is not simply observing a long list of words;he/she is receiving each word in the context of the ideas and concepts that surround it,and interpreting it in his/her own unique way, making evaluations and criticisms basedupon his/her prior knowledge, experience and beliefs. You only have to consider a simpleword and start recognizing the associations that come into your mind to see that this istrue.

Key Words are the Key Words that have the greatest associative power may be described as Key Words. Theseare concrete, specific words which encapsulate the meaning of the surrounding sentenceor sentences. They generate strong images; therefore, are easier to remember. Theimportant ideas, the words that are most memorable and contain the essence of thesentence or paragraph are the key words. The rest of the words are associateddescriptions or grammatical constructions and emphases. This contextual material is


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generally forgotten within a few seconds, though much of it will come to mind when thekey word is reviewed.

Because of their greater meaningful content, key words tend to lock up moreinformation in memory and are the keys to recalling the associated ideas. The images

they generate are richer and have more associations. They are the words that areremembered and when recalled unlock the meaning again. When a young child beginsto speak, he/she starts with key words, especially concrete nouns, stringing them togetherdirectly - for example, Peter ball or Anne tired. It is not until later that a childssentences include grammatical construction, to give expressions such as, Please wouldyou throw me the ball, or I am feeling tired.

The Note Taking Wor ksheetsIf note-taking agrees with your philosophy, then encourage your child to keep a pencilhandy. Have him/her jot down any important words or phrases he/she comes across.


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Chart Of Retention

Student Name Date

The B utterflyKey W ordsHave your child write down key words he/she encountered while reading. Once completed,please have your child put his/her name and date at the top of this sheet.

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Chart Of Retention

Student Name Date

The B utterflyFinal Evaluation Discussion Sheet

Remind your child of the purpose he/she thought of for reading this book. His/her thoughtsshould be organized in such a way as to describe the things that he/she has learned thatdefinitely focus on his/her primary purpose. These questions will help him/her organize thosethoughts. Once completed, please have your child put his/her name and date at the top of thissheet.

What is the m ost important idea or concept that you gotfrom this book?

What is the m ost important idea or concept that you gotfrom this book that pertains to your reading objective?

Pick the three most important key w ords that pertain toyour reading objective.

Wh at are som e of the key peop le, events, places ordates that were mentioned in the book?


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Chart Of Retention

Student Name Date

The ButterflyFinal Evaluation W orksheet

Remind your child of the purpose he/she thought of for reading this book. His/her thoughtsshould be organized in such a way as to describe the things that he/she has learned that relateto his/her primary purpose. These questions will help him/her organize those thoughts. Oncecompleted, please have your child put his/her name and date at the top of this sheet.

What is the most important idea or concept that you gotfrom this book?

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What is the most important idea or concept that you gotfrom T h e B u t t e r f l y that pertains to your reading objective?

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Pick the three most important k ey words that pertain to yourreading objective.

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Wh at are som e of the key peopl e, events, places or datesthat were mentioned in the book?

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FunPack for the Book:The Butterfly


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Table of ContentsFunPack Read Me First

This lays out the basic philosophy of this FunPack. If this is the first FunPack you arelooking at, its worth reading it through at least once :-)

How Do I Use This Stuff?This goes over the way the activities are formatted and gives you some ideas on how touse the various activities.

Vocabulary Word Playing CardsThese are printable cards that you can use for lots of games. We have instructions for

several games you can do with these cards. Plus, the more eFantasmic Curriculum Cardsyou combine together, the more interesting it gets!

Active-Idea-Hunt This activity deepens your childs analysis and knowledge of a concept or vocabularyword. The idea is to have your child think of as many similar ideas or words to avocabulary word as he/she can.

Create-A-Cartoon / Timeline StoryboardHave your child sketch four scenes, as if he/she was creating a cartoon of what happenedin The Butterfly. There are two versions. One has four boxes per page; the other versionspreads it out over four pages. This will get your child to think through the material andtry to consolidate the story into four major ideas. This is a perfect tool for getting yourchild to begin to think about the major concepts the author wanted to convey.

Did You KnowChildren love to feel like they know something that no one else knows. This is the perfectopportunity. In this activity, before your child actually reads the material, tell him/her tolisten for a great Did You Know fact.

Sketch-An-Idea

Have your child sketch what various ideas or concepts mean to him/her. This may seemawkward at first, but the more your child does it the better your child will become at this.Its important to emphasize that this is only a sketch and artistic skills or talents dontcome into play here. The point is that the sketch conveys an idea. Your child is allowedto explain the sketch to people, so it doesnt need to have lots of words to explain.


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My Favorite QuoteRemember when you saw a great movie and there was a line or quote that stuck withyou? Children often easily remember very funny or strange lines from books, articles,interactive websites, and videos. Anything interesting to your child counts - anything at

all. The whole idea is to encourage your child to read the material with an eye fordiscovery.

Create-A-Scavenger-Hunt This activity is lots of fun, especially when your child thinks he/she is creating achallenge for other children! You are probably familiar with scavenger hunts where yourun around trying to find items on a list. This is the opposite. Your child will create thelist of items in the book for other children to hunt for.

Create a License PlateAs we drive around, its always fun to see license plates from different states and regions.This is your childs opportunity to create a one-of-a-kind license plate! This is yourchance to guide your child into whatever you want him/her to explore in more detail. It'sa perfect way for your child to remember what he/she has learned and experienced and totry to sum it up as a whole.

The Crazy StoryChildren really love this activity. This is an activity where children take turns using thevocabulary words from the curriculum worksheets to make a crazy story. It can be doneby an individual child, but is more fun with two. Your child will really dig into themeanings and explore the use of the new vocabulary and ideas he/she has learned.


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FunPackRead Me First

& Active LearningThe science of teaching has come a long way, especially in recent years. Along the way,

science has gained a better understand about what actually makes children learneasier and retain information better.

The activities in this FunPack have been researched heavily and carefully thought through before being included. If some of them seem trivial to you, please give them a try anyway. See how your child reacts and what you can get out of it.

In the end, the most important thing is that our children think about what they arelearning. The tool they take into the future is their ability to think. Thats what this

packet is designed to improve: Your Childs Ability to Think!

So Why Dont Public Schools Do These Things?While our understanding of how to teach has improved, our ability to actually do it hasgotten worse. I recently made a visit to the Teacher Resources section of Barnes andNoble. What you will find is a myriad of books on teacher angst and administrativecompliance.

Teachers are put in one of the toughest spots of all professions. They want to helpchildren and they want children to learn, but given the current constraints of politics,administrivia, and the simple fact that each teacher probably has hundreds of childrenrotating in and out of his/her classroom makes their job difficult to do. So it becomesimpossible for teachers to do what they know is best. They simply cant.

So Why Dont We?Thats the point of this whole thing. School teachers cant, but we homeschoolers can.So we should! The whole idea is active learning. It more closely mimics the learningprocess of real life and it works.


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How Do I UseThis Stuff? If youve known us here at eFantasmic for a while, you know that we like to give you

LOTS of choices. I mean LOTS and LOTS of choices.

This is no different.

You have lots and lots of games and activities. You dont have to do them all. You canfind out which are your childs favorites and just do those. You can try to match theactivity to the topic he/she is learning.

How its Divided UpEach activity or game will have a label telling you if it can be done as Independent Play,Two Player, Two Player/Sibling, Two Player/Parent and Multiple Player and SocialCurriculum.

Independent PlayThis means that your child can do this activity on his/her own. It doesnt require otherchildren to be present. So these are great for independent study or activities.

Two Player

These activities are best if there is at least one other child to do it with your child.

Two Player/SiblingThese activities are designed to be completed with a brother or sister. They are goodopportunities to build some strong bonds between siblings.

Two Player/ParentThese activities require at least one other person, but you can be the other person tocomplete the activity with your child.

Multiple Player

These activities should have at least three children participating. These are great whenyour child has friends over or even during a homeschool group get-together. Of course,you have permission to share these activities with other children during those events.

Social CurriculumThese activities are designed to enhance your childs social skills; as well as, to learn thematerials. So these activities are perfect for homeschool support group get-togethers.


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Vocabulary Word

Playing Cards

Can Be Used For Any Of The Following:Independent PlayTwo PlayerTwo Player/ParentMultiple Player

You will find on the following pages a set of cards that you can print and cut out.Printing these on regular paper is fine. You may also use card stock if you like.

If you have other children visiting for group play, print one set per child. So if there

are three children, print three sets of each card. If it is only you and your childplaying, then you should print two sets. If your child is playing alone, you shouldstill print two sets.

NOTE: Save all your cards! As your children do more curricula, you can combinecards from different curriculum. This way, eventually, you will have a large stack of cards that can be played with and reviewed!

The following are some examples of games that can be played with these cards:

Go-Fish

This is the old stand-by. Im sure we dont have to explain the rules. But heres a twist:Instead of just matching names on vocabulary cards, you can have your child match thevocabulary word card to the definition card. With Go-Fish, you should print several setsto make a more full deck.

Go-Fish with Melding (Terms similar to the card game Rummy)Heres another twist. Instead of just straight matching word cards or vocabulary cards,you can have your child match with melding. What this means is that if your child canexplain how two cards are related, he/she can call it a match and put it down.

Heres an example: If the vocabulary word says, Fish and Dolphin and your childsays both swim in the ocean, they can be called a match. Of course, you can make thematching rules as easy or difficult as you want. You can put other restrictions on thegame as well; such as, You must find two ways that the cards are related. So in thesame example your child could add, Use fins for propulsion.

The idea is to reward your child for thinking beyond just strict definitions.


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Go-Fish with Use-In-Sentence RuleHeres another twist. Instead of just straight matching word cards or vocabulary cards,you can have your child match by using words in a sentence.

Heres an example: If the vocabulary word says, Fish and Dolphin, your child cansay, Both fish and dolphins swim in the ocean to make a match. Of course, you canmake the matching rules as easy or difficult as you want.

Find-A-Match (aka Memory )This is an old stand-by too. Put all the cards face down. Turn two cards over at a timetrying to match word card to definition card. You can play with two sets of cards to makeit more challenging.

Vocabulary RummyThe game is best played with two to four players, but up to six can take part. Beforebeginning, agree on a point target which ends the game, or a set number of deals. See thesection under Scoring to see how points are tallied. The idea is for your child to think.The more he/she thinks about the words and meanings in his/her hands, the more he/sheis actively learning the materials. So the rules can be adapted to your children and whatyou want them to achieve.

The Deal

Print enough cards for the number of players. This game becomes even more fun, if youmix cards from more than one curriculum. The first dealer is chosen randomly and theturn to deal alternates, if there are two players. If there are more than two, the deal rotatesclockwise. In a two player game, each player is dealt a hand of ten cards. Seven cardseach are dealt if there are three or four players and when five or six play each player getssix cards. The cards are dealt one at a time. After the deal, the next card is placed face upon the table to start the discard pile. The remainder of the deck is placed face downbeside it to form the stock . The players look at and sort their cards.

Object of the Game

The object of the game is to dispose of all the cards in your hand. There are three ways toget rid of cards: melding, laying off, and discarding.

Melding is taking a combination of cards from your hand and placing them faceup in front of you on the table, where they stay. There are three kinds of combinations which can be melded:

o Sentence Run where the child must use two or three cards withvocabulary words in a sentence. Each word must be used in accordance


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with its meaning in the sentence. For example, Cats and dogs areanimals would NOT count. On the other hand, Dogs dig in the dirt andchase cats as well is acceptable since the words are used with meaningand context.

o Book Run is three or four cards where the child can relate the meanings to

each other, or find some other interesting pattern. An example would be,Cats, dogs and cows are all mammals.

Laying Off (or Adding to Melds ) is where the child uses one of his/her cards andadds it to a meld already on the table. The cards added to a meld must makeanother valid meld. An example would be adding Bat to the Cats, Dogs,Cows meld by saying, A bat is also a mammal. Alternately, your child canextend the meld by saying, Bats breathe air along with Dogs, Cats and Cows.

Discarding is playing a card from your hand on top of the discard pile. You getrid of one card this way at the end of each turn.

Play

If there are two players, they take alternate turns starting with the non-dealer. If there aremore than two players, they take turns in clockwise rotation, beginning with the player todealer's left.

Each turn consists of the following parts:

1. The Draw . You must begin by taking one card from either the top of the stock pile or the top card on the discard pile and adding it to your hand. The discard pile

is face up, so you can see in advance what you are getting. The stock is facedown, so if you choose to draw from the stock you do not see the card until afteryou have committed yourself to take it. If you draw from the stock, you add thecard to your hand without showing it to the other players.

2. Melding . If you have a valid group or sequence in your hand, you may lay onesuch combination face up on the table in front of you. You cannot meld more thanone combination in a turn. Melding is optional ; you are not obliged to meld justbecause you can.

3. Laying off . This is also optional . If you wish, you may add cards to groups orsequences previously melded by yourself or others. There is no limit to thenumber of cards a player may lay off in one turn.

4.

The Discard. At the end of your turn, one card must be discarded from your handand placed on top of the discard pile face up. If you began your turn by picking upthe top card of the discard pile, you are not allowed to end that turn by discardingthe same card, leaving the pile unchanged - you must discard a different card. Youmay however pick up the discard on one turn and discard that same card at a laterturn. If you draw a card from the stock, it can be discarded on the same turn, if you wish.


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If the stock pile has run out and the next player does not want to take the discard, thediscard pile is turned over, without shuffling, to form a new stock and play continues.

A player wins an individual hand by melding, laying off, or discarding all of his/hercards. Getting rid of your last card in one of these ways is called going out . As soon as

someone goes out, play ceases. There can be no further melding or laying off, even if theother players have valid combinations in their hands.

Scoring

When a player goes out, the other players count all the cards still remaining in theirhands. The total count of all the cards in the hands of the other players is added to thewinner's cumulative score.

The game continues with further deals until a player reaches the point target that wasdecided before the game began or until the agreed number of deals has been played.

More Games to Come We will post them on the site!


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N a z i

J e w s

p a p i l l o n

p r i v i l e g e


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m y s t e r i o u s

r e n d e z v o u s

n . A s o l d i e r i n t h e G e r m a n A r m y

d u r i n g

W o r l d W a r I I .

n . P e o p l e w h o p r a c t i c e J u d a i s m a s t h e i r

f a i t h .


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n . A F r e n c h w o r d f o r b u t t e r f l y .

n . A s p e c i a l a d v a n t a g e , p e r m i s s i o n ,

r i g h t , o r b e n e f i t g r a n t e d t o o r e n j o y e d b y

a n i n d i v i d u a l o r c l a s s o f p e o p l e .

a d j . D i f f i c u l t t o e x p l a i n o r u n d e r s t a n d .

n . A m e e t i n g a t a p r e a r r a n g e d t i m

e a n d

p l a c e .


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Active-Idea-Hunt Can Be Used For Any Of The Following:Independent PlayTwo PlayerTwo Player/ParentMultiple Player

This activity deepens your childs analysis and knowledge of a concept orvocabulary word. The idea is to have your child think of as many similar ideas orwords to a vocabulary word as he/she can.

This also helps your child relate vocabulary words and concepts to other ideas andconcepts.

If your child has friends over, more than one child can do this activity.

You can tally a score, if you like, by counting the number of ideas each child comesup with. If you dont want to have a competition, you can give him/her a challengeto come up with at least three ideas per vocabulary word.

This activity for The Butterfly

will cause your child to go back into the material anddiscover deeper meanings for vocabulary words and concepts. This is a perfect activityfor older children; as well as, younger children. Older children will try to be more cleverand subtle. Thats fine. The more they become inspired to think the better!

This is a highly active form of learning and it can be used any time. Even weeks afteryour child is done with The Butterfly,


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Chart Of Retention

Student Name Date

Active-Idea-HuntFor The Butterfly Write as many words or ideas that are similar to: N a z i

Title:

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Chart Of R