Student Handbook
Contents
EXPLORATION: Around the World ........................................................ 4 Weeks 1 & 2 Read-Alouds Refugee .....................................................................................................................6 North ..........................................................................................................................8 I Will Always Write Back: How One Letter Changed Two Lives ...............10 Threads ...................................................................................................................12 Peak ..........................................................................................................................14 Book Club Books Crocodile Rescue! .................................................................................................16 Lost in the Amazon: A Battle for Survival in the Heart of the Rainforest ................................................................................18 Shackles From the Deep ....................................................................................20 Tiger Rescue: All About Tigers and How to Save Them ............................22 CONNECTIONS: Me, Myself & I ...............................................................24 Weeks 3 & 4 Read-Alouds An Island Like You: Stories of the Barrio .......................................................26 Guys Read: Funny Business ..............................................................................28 Inside Out & Back Again .....................................................................................30 They Call Me Güero: A Border Kid’s Poems ...................................................32 Insignificant Events in the Life of a Cactus ..................................................34 Book Club Books Finding My Hat ......................................................................................................36 Mango Delight .......................................................................................................38 Rain Is Not My Indian Name .............................................................................40 Rules ........................................................................................................................42
2 Scholar Zone Summer: Reading & Writing
GOOD READS: Science Fiction & Fantasy .......................................44 Weeks 5 & 6 Read-Alouds Werewolf Versus Dragon ....................................................................................46 Other Worlds .........................................................................................................48 Steampunk! An Anthology of Fantastically Rich and Strange Stories ...............................................................................................50 The Best Ghost Stories Ever .............................................................................52 The Hunger Games ..............................................................................................54 Book Club Books Horizon: Liferaft ...................................................................................................56 Skeleton Man .........................................................................................................58 Fortune Falls ..........................................................................................................60 Last Gate of the Emperor ..................................................................................62 Instructions for Projects ....................................................................................64 Book Club Projects ...............................................................................................65 Unit Projects ..........................................................................................................68 Reviews & Projects ...............................................................................................74
Student Handbook 3
EXPLORATION: Around the World Weeks 1 & 2
Welcome to Summer! What makes summer so great? We think the best summers include three things: Exploration , Connections , and Good Reads . That’s why you’ll dive into each of these themes in Scholar Zone Summer. First is Exploration . In this unit, you’ll read about real and fictional people who travel the globe to find new futures for themselves, reveal hidden histories, or protect others. As you read, consider this question: How can reading expand our world? Read-Aloud Your class will start most days with a Read-Aloud on the theme of Around the World . You’ll take notes in your Student Handbook. Then you’ll write and share book reviews.
4 Scholar Zone Summer: Reading & Writing
Rotations
Book Clubs
Reading Instruction
You’ll choose one of four books on the topic of Around the World and meet with a group of classmates to share ideas and opinions.
You’ll also meet with your teacher in a small group to practice your reading. The books you’ll read here will be on a variety of topics. You’ll meet with your teacher when you’re not working on your Book Club book.
Writing & Speaking The emphasis in this unit will be on informative/explanatory writing. You’ll analyze examples and then create your own. Unit Projects In the last week of the unit, you’ll pick a project from pages 68–73.
Student Handbook 5
EXPLORATION: Around the World Read-Aloud
Refugee By Alan Gratz
The three refugees in this book are from different times and places, but they have something in common: They risk everything for a safe place to call home. You’ll hear an excerpt.
#1: Form a First Impression Study the title and the image on the cover. Imagine you are the young refugee in the boat and write what you’re thinking. What have you left behind? What do you hope you’re going to? How does being in this small boat on the ocean make you feel?
#2: Show What You Know What are some reasons that people leave their home countries to live in other countries?
#3: Make a Prediction List some dangers you think the characters in this book might face.
#4: Learn Some Words Here are some words from this excerpt that are connected to Around the World . Read and discuss the words with your class. Then use the words to fill in the sentences that follow. VOCABULARY refugee (noun) a person who must leave their country to escape danger (cover) despair (noun) a feeling of hopelessness (p. 5) collapsed (verb) broke down or fell apart completely (p. 10) revolution (noun) a forcible overthrow of a government in favor of a new system (p. 14)
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Weeks 1 & 2
SENTENCES a. After our country’s government ___________________________, my family and I had to find a new home. b. When a ___________________________ flees a home country, it is usually because of violence or a natural disaster. c. When food is hard to come by and the police are arresting anyone who complains, people may feel ___________________________. d. As a result of the ___________________________, the president was forced to leave the country. #5: Listen and Take Notes
As your teacher reads, make some notes about these questions: When and why do Josef, Isabel, and Mahmoud have to act like adults?
What are the biggest challenges that they face in this excerpt?
#6: Review the Excerpt Work with a partner or in a group to write about this excerpt in the Reviews & Projects section. See instructions on page 64. #7: Do a Book Project Work with a partner or in a group on one of these projects in the Reviews & Projects section. Who Is Alan Gratz?: Research the author and write a profile of him, explaining who he is, what he writes, and why he wrote Refugee . Design a Care Package: If you were making a care package for a teenager who had to flee his or her home and leave everything behind, what would you include, and why? What do you think—or know—someone your age needs to feel welcome and safe in a new place?
Student Handbook 7
EXPLORATION: Around the World Read-Aloud
North By Donna Jo Napoli
In this excerpt, 12-year-old Alvin is on a train crossing from the United States into Canada. He gets some help from his new friend Hardette when he’s about to get into big trouble.
#1: Form a First Impression Read the title and study the map on page ix. What kinds of stories often include maps?
#2: Show What You Know What comes to mind when you see the title of this book, North ?
#3: Make a Prediction Why do you think there’s a wolf on the cover?
#4: Learn Some Words Here are some words in this excerpt that are connected to Around the World . Read and discuss the words with your class. Then use the words to fill in the sentences that follow. VOCABULARY fare (noun) the price of a ticket to ride on public transportation (p. 103) landscape (noun) the view of land or another geographic area (p. 105) homeland (noun) the land where a person was born (p. 116) passports (noun) documents showing citizenship, often required to pass between countries (p. 119)
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Weeks 1 & 2
SENTENCES a. My parents’ old ___________________________ are covered with stamps showing all the countries where they have traveled. b. The ___________________________ of northern Canada is both lonely and beautiful. c. Young travelers and senior citizens often get a lower ___________________________ on trains and buses. d. Priya doesn’t remember much about her ___________________________, but she hopes to visit it someday. #5: Listen and Take Notes As your teacher reads, make some notes about these questions: How does Hardette help Alvin on their journey?
What is Hardette getting from traveling with Alvin?
#6: Review the Excerpt Work with a partner or in a group to write about this excerpt in the Reviews & Projects section. See instructions on page 64. #7: Do a Book Project Work with a partner or in a group on one of these projects in the Reviews & Projects section. Map Your Dream Journey: Make a map of a journey you would like to take, real or imaginary. Identify your point of departure, stops along the way, and your destination. Explore the Explorers: Find out more about explorers like Matthew Henson. Use the Internet to make a list. Then decide whom you’d like to learn more about and explain why.
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EXPLORATION: Around the World Read-Aloud
I Will Always Write Back How One Letter Changed Two Lives By Caitlin Alifirenka and Martin Ganda
Caitlin Alifirenka from the United States and Martin Ganda from Zimbabwe become pen pals and have a lot of questions about each other’s country. You’ll hear one letter from each.
#1: Form a First Impression Look at the cover and title. What do you notice about the image?
#2: Show What You Know In what ways can people from different cultures connect with one another?
#3: Make a Prediction Look at the subtitle of this book. How do you think a letter could change two lives?
#4: Learn Some Words Here are some words in this excerpt that are connected to Around the World . Read and discuss the words with your class. Then use the words to fill in the sentences that follow.
VOCABULARY vibrant (adj.) ancestral (adj.)
bright (p. 3)
related to ancestors, or family members, who lived long ago (p. 6)
ferocity (noun) liberation (noun)
the quality of being dangerous or violent (p. 15)
the act of freeing someone or something from imprisonment or oppression (p. 22)
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Weeks 1 & 2
SENTENCES a. We were studying my ___________________________ homeland, Peru, where my great-grandparents were born. b. The North Sea is known for the ___________________________ of its storms. c. People dreamed of ___________________________ from the forced labor camps. d. The flamenco dancers performed in bright, ___________________costumes. #5: Listen and Take Notes As your teacher reads, make some notes about these questions: How do people develop ideas about other countries if they haven’t been there?
Why are Caitlin and Martin excited to connect with each other?
#6: Review the Excerpt Work with a partner or in a group to write about this excerpt in the Reviews & Projects section. See instructions on page 64. #7: Do a Book Project Work with a partner or in a group on one of these projects in the Reviews & Projects section. Explore the World: Pick a country you are unfamiliar with and create a short presentation about it. Describe at least four aspects of the country, such as wildlife, housing, schools, food, or art and culture. Include pictures as well. Introduce Yourself: Imagine that you are writing your first letter to a pen pal in another country. Introduce yourself, describe your life, and ask at least three questions about your pen pal’s life.
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EXPLORATION: Around the World Read-Aloud
Threads By Ami Polonsky
In this excerpt, an orphan named Yuming is with three other kids forced to work in a Chinese sewing factory. They are about to make a daring escape in the hopes of reclaiming their lives.
#1: Form a First Impression Study the illustration on the front cover. What details do you notice about the two houses? How are they different?
#2: Show What You Know What do you know about child labor?
#3: Make a Prediction Read the short summary above. Whom do you think Yuming and her friends have to outsmart in order to escape?
#4: Learn Some Words Here are some words from this excerpt that are connected to Around the World . Read and discuss these words with your class. Then use the words to fill in the sentences that follow. VOCABULARY
surroundings (noun)
a place and everything in it (p. 69)
dreary (adj.)
sad and depressing-looking in a worn-out and colorless way (p. 78)
consequence (noun)
a result or effect, often negative, of some action (p. 81)
transport (verb)
to move someone or something from one place to another (p. 89)
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Weeks 1 & 2
SENTENCES a. If you were helping someone escape a dangerous place, you would want to ___________________________ them somewhere safe. b. In a new place, you’d probably spend time looking at your ___________________________. c. It had been raining all day, and outside the weather was dark and ___________________________. d. People forced to work in factories would face a terrible ___________________________ if they were caught escaping. #5: Listen and Take Notes As your teacher reads, make some notes about these questions: What does Yuming do to cope with her situation?
How do Yuming and the other children look out for each other?
#6: Review the Excerpt Work with a partner or in a group to write about this excerpt in the Reviews & Projects section. See instructions on page 64. #7: Do a Book Project Work with a partner or in a group on one of these projects in the Reviews & Projects section. Your Threads: Make a drawing or map with “threads” that show your connections to different people and places. Write captions that explain these connections. Street Safe: What safety rules do you follow when you’re outside by yourself or with friends? Make a poster to teach young kids smart ways to stay safe.
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EXPLORATION: Around the World Read-Aloud
Peak By Roland Smith
Peak Marcello is trying to be the youngest climber to scale the world’s tallest mountain. But in this excerpt, he’s at a crucial moment and realizes his priorities have changed.
#1: Form a First Impression Read the title of the book. The word peak has multiple meanings. Based on the summary above and the cover image, which definition(s) do you think fit this story and why?
#2: Show What You Know Have you read or watched anything about climbing? What do you think is involved with this sport? Is this an activity you might like to do one day? Explain why or why not.
#3: Make a Prediction Do you think the main character will achieve his goal of reaching the top of Mount Everest? Write a prediction of what you think will happen.
#4: Learn Some Words Here are some words from this excerpt that are connected to Around the World . Read and discuss these words with your class. Then use the words to fill in the sentences that follow. VOCABULARY summit (noun) the highest point, or peak, of a mountain (p. 223) avalanche (noun) a huge mass of rock, snow, and ice that falls rapidly down the side of a mountain (p. 227) buttress (noun) a piece of rock that projects outward from a cliff or the side of a mountain (p. 227) majestic (adj.) impressively beautiful (p. 228)
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Weeks 1 & 2
SENTENCES a. When the alarm sounded, we knew a/an ___________________________ was coming and quickly ran inside to escape the dangerous conditions. b. The climber grabbed the ___________________________ that was jutting out and lifted herself up as she scaled the mountain. c. Wind swirled snow around the ___________________________ of the mountain, making it difficult for the climbers to see as they neared the top. d. The view from the top of the mountain was ___________________________ as we looked out on the town in the valley below. #5: Listen and Take Notes As your teacher reads, make some notes about these questions: How do Peak and the other members of his group work together to climb the mountain?
How does Peak describe the experience of standing on the “top of the world” near the summit of Mount Everest?
#6: Review the Excerpt Work with a partner or in a group to write about this excerpt in the Reviews & Projects section. See instructions on page 64. #7: Do a Book Project Work with a partner or in a group on one of these projects in the Reviews & Projects section. Prepare to Pack: Climbing a mountain requires a lot of preparation. Based on what you have read, make a list of items that would be helpful to pack for a trip to scale a soaring mountain like Everest. Send a Postcard: Imagine that you have just completed a climb of Mount Everest. Write a postcard to a friend back home and describe the experience. Using details from the book, share what you saw and did as you reached the summit.
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EXPLORATION: Around the World Book Club
Crocodile Rescue! By Melissa Cristina Márquez
predator Definition: an animal that feeds itself by killing and eating other animals (noun) Reference: “The clock ticks down to find this dangerous predator before it—.” (p. 9) Question: What animal lives near you that is considered a predator ? ______________________ ______________________ endangered Definition: close to dying out or disappearing forever (adj.) Reference: “Here we breed the critically endangered Cuban crocodile in Zapata Swamp.” (p. 68) Question: Why do governments pass laws to protect endangered species? ______________________ ______________________ habitat Definition: a place where certain plants and animals live (noun) Reference: “We want to show off Cuba’s pristine marine habitat to the viewers.” (p. 29) Question: What kind of habitat do you live in? ______________________ ______________________
When Adrianna appears on her parents’ nature show, she makes a huge mistake. Can she win back everyone’s trust—and save the show—by taking on the Mega Croc of Cuba by herself?
#1: Preview Your Book a. Read the title and study the illustration on the front cover. How does the image create suspense?
b. Read the prologue. What do you learn about the narrator of the story?
#2: L earn Some Words The words to the left are from this book. As you read, look for them. When you spot one, answer the related question. #3: Prepare and Discuss As you read, stop when you get to the pages listed here. Answer the questions and discuss them with others. Bring your own questions, too. a. A fter p. 46: Why is the Villalobos team looking for a legendary mega croc in Cuba?
b. A fter p. 85: Why do Adrianna’s parents decide to keep her off the show? What causes them to change their minds?
c. A fter p. 111: Why does Adrianna hide Duke, the dog that she found on the street?
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Weeks 1 & 2
d. After p. 153: Why did the producers put Adrianna at risk on a night dive?
e. A fter p. 212: Why do Adrianna and Feye erase the footage they took while they were out collecting crocodile eggs?
#4: A nalyze It: Problem and Solution Use this organizer to explain the problems faced by characters in this book, and the solutions they come up with.
Adrianna makes a bad decision and puts her brother in danger.
Problem #1
Solution #1
Mr. Savage is afraid he won’t have an exciting show.
Problem #2
Solution #2
Adrianna wants to prove she’s ready to be on the show.
Solution #3
Problem #3
#5: Get the Big Picture Take some notes and then discuss with your Book Club. a. Why does Adrianna feel like she has to keep proving herself?
b. Why does Adrianna do things that she suspects the adults wouldn’t allow? c. What does Adrianna mean when she says that we should be afraid for the crocodiles, not of them?
#6: Make Something Work with a partner or in a group on a book review or project. For general instructions, see page 64. For Book Club project ideas, see page 65. You can create your project in the Reviews & Projects section starting on page 74.
Student Handbook 17
EXPLORATION: Around the World Book Club
Lost in the Amazon A Battle for Survival in the Heart of the
expedition Definition: a team on a mission of discovery (noun) Reference: “…a film about a Spanish conquistador who led a disastrous expedition through the jungle…” (p. 1) Question: What would tempt you to take part in a dangerous expedition ? ______________________ ______________________ indigenous Definition: from a particular place, originally (adj.) Reference: “Pumacahua had led an army of indigenous people in rebellion against Peru’s Spanish rulers.” (p. 7) Question: What are some words and concepts related to the word indigenous ? ______________________ ______________________ navigate Definition: to find your way from one place to another without directions (verb) Reference: “It is notoriously hard to navigate in the rainforest without a compass.” (p. 36) Question: Why is it easier than ever to navigate a strange city? ______________________ ______________________
Rainforest By Tod Olson
Seventeen-year-old Juliane Koepcke was the only survivor of a plane crash in the Amazon jungle. Alone and injured, she used every skill she had to make it out of the rainforest alive.
#1: Preview Your Book a. Read the title and study the illustration on the front cover. Then read the back cover. What do you know about the main character and setting of this book?
b. Look at the photo on page 13. What does this photo tell you about the book?
#2: L earn Some Words The words to the left are from this book. As you read, look for them. When you spot one, answer the related question. #3: Prepare and Discuss As you read, stop when you get to the pages listed here. Answer the questions and discuss with others. Bring your own questions, too. a. A fter p. 26: What incorrect ideas did the Europeans have about the Amazon? How did these ideas play a role in naming the rainforest?
b. A fter p. 52: When Juliane finds the evidence of the crash, what do you think goes through her mind?
c. A fter p. 64: Why is it so important for Juliane to follow the water, even if it’s the longer route?
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Weeks 1 & 2
d. After p. 92: What are the worst dangers that Juliane confronts, and how do they compare to the dangers that most people imagine are in the rainforest?
e. A fter p. 144: How did Juliane handle the emotional part of her experience when she was first found? How did she handle it later? Can you relate to this? Why or why not?
#4: A nalyze It: Key Idea and Details Use this organizer to describe how Juliane managed to survive when many others lost in the Amazon did not.
Detail #2
Key Idea Many factors enabled Juliane to survive.
Detail #1
Detail #3
#5: Get the Big Picture Take some notes and then discuss with your Book Club. a. What skills does Juliane use to survive in the Amazon? b. How does the history of the Amazon and the stories of other people help you understand what Juliane is going through? c. Why do you think it took so long for Juliane to have feelings about her experience in the Amazon? #6: Make Something Work with a partner or in a group on a book review or project. For general instructions, see page 64. For Book Club project ideas, see page 65. You can create your project in the Reviews & Projects section starting on page 74.
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EXPLORATION: Around the World Book Club
Shackles from the Deep By Michael H. Cottman A pile of iron shackles discovered on the sea floor leads journalist Michael Cottman on a globe-spanning quest for the truth about the trade of enslaved people.
archaeologists Definition: people who study human history and prehistory by finding buried places and objects (noun) Reference: “Divers, treasure salvagers, and marine archaeologists were all talking about this mysterious shipwreck.” (p. 27) Question: Why would a law require archaeologists to check a construction site before construction begins? ______________________ ______________________ inquisitive Definition: curious (adj.) Reference: “The inquisitive man on the other end of the phone was Dr. José ‘Doc’ Jones.” (p. 102) Question: Do you think being inquisitive is positive or negative? Why? ______________________ ______________________ relic Definition: an object surviving from an earlier era (noun) Reference: “I was touching the Henrietta Marie , a vital part of global history, and, for African Americans, a relic of a painful past.” (p. 114) Question: What’s a relic that you’ve seen? ______________________
#1: Preview Your Book a. Examine the front and back covers, and read the last paragraph on page 10. What can you tell about the purpose of this book?
b. Flip through the book, noticing the text in capital letters that appears in the middle and ends of chapters. What do these quotes tell you about the author’s role?
#2: L earn Some Words The words to the left are from this book. As you read, look for them. When you spot one, answer the related question. #3: Prepare and Discuss As you read, stop when you get to the pages listed here. Answer the questions and discuss them with others. Bring your own questions, too. a. A fter p. 27: How did Moe Molinar’s treasure hunt in July 1972 turn out differently from what he had expected? Have you ever looked for one thing and found something completely unexpected? Explain.
b. A fter p. 50: Why is the author fascinated by Anthony Tourney?
c. A fter p. 65: What do the iron shackles and cannons made in England tell you about the slave trade?
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Weeks 1 & 2
d. After p. 101: Why is it important for the author to visit the house of the descendants of enslaved people, personally and professionally?
e. A fter p. 115: What makes the author wonder whether the wreck of the Henrietta Marie was fated, or meant to happen?
#4: A nalyze It: Sequence of Events Use this organizer to track where the author traveled after learning about the Henrietta Marie and before going to the site of the wreck for a memorial ceremony.
Event #1
Event #2
Event #3
#5: Get the Big Picture Take some notes and then discuss with your Book Club.
a. The author says the Henrietta Marie had room for 325 enslaved people, and that 200 enslaved people were delivered to port in Barbados. What accounts for this difference? b. Why did the author scuba dive where the Henrietta Marie and other slave ships sailed? #6: Make Something Work with a partner or in a group on a book review or project. For general instructions, see page 64. For Book Club project ideas, see page 65. You can create your project in the Reviews & Projects section starting on page 74.
Student Handbook 21
EXPLORATION: Around the World Book Club
Tiger Rescue All About Tigers and How to Save Them By Kitson Jazynka and Daniel Raven-Ellison There are only about 4,000 tigers left in the wild. What can be done to save them?
habitable Definition: able to be lived in (adj.) Reference: “The more humans cut and burn forests, the less habitable the planet becomes for all species, including tigers.” (p. 9) Question: Do you think the moon will be habitable one day? Why or why not? ______________________ ______________________ monsoon Definition: a weather system in the Indian Ocean that brings heavy rain and wind (noun) Reference: “The emerald- green lake overflows during Ranthambore National Park’s monsoon season.” (p. 11) Question: What do you think it is like to experience a monsoon ? ______________________ ______________________ exotic Definition: from a foreign or faraway place (adj.) Reference: “In Ohio, it was legal for her to keep exotic pets, like tigers, bears, lions, wolves, and coyotes.” (p. 86) Question: What exotic animals have you seen? ______________________ ______________________
#1: Preview Your Book a. Read the title and study the image on the front cover. What do you know about the subject of this book? What is at stake?
b. Look through the book, taking notice of the chapter titles and text features (photos, captions, quotes, diagrams). What do you think you will find out about in this book?
#2: L earn Some Words The words to the left are from this book. As you read, look for them. When you spot one, answer the related question. #3: Prepare and Discuss As you read, stop when you get to the pages listed here. Answer the questions and discuss them with others. Bring your own questions, too. a. A fter p. 29: What feature is unique to tigers, and how does it help tigers hunt?
b. A fter p. 62: Today tigers live in only seven percent of the area they used to live in. Why?
c. A fter p. 77: Why do tigers eat just about anything they can kill, even if they prefer hooved animals?
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d. After p. 91: How has India tried to protect tigers?
e. A fter p. 112: What is the role of zoos in protecting and preserving tigers around the world?
#4: A nalyze It: Cause and Effect Fill in the missing cause or effect to show how humans and tigers struggle when sharing the same land.
Humans raise domestic animals in forests that wild animals live in.
Cause #1
Effect #1
Effect #2 Tigers are hunted down by ranchers.
Cause #2
Humans build roads and towns in and around forests.
Effect #3
Cause #3
#5: Get the Big Picture Take some notes and then discuss with your Book Club. a. What features make tigers well-suited to living in the wild? b. How does the book address humans’ complex relationship with tigers? c. Which of the occupations related to tiger rescue are the most interesting to you? Explain. #6: Make Something Work with a partner or in a group on a book review or project. For general instructions, see page 64. For Book Club project ideas, see page 65. You can create your project in the Reviews & Projects section starting on p. 74.
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Instructions for Projects
Book Reviews Write the title, author, and illustrator of the book you’re reviewing. Then make a list of three big moments or ideas from the book that stuck with you. Use your list to write a paragraph explaining why the book had an impact on you. End with a statement about whether you’d recommend the book to a friend and why. Read-Aloud Projects, Book Club Projects, and Unit Projects Write the title, author, and illustrator of the book your project relates to. Then take some notes to plan your project. Create your project, and then go over it closely to revise it and make it even better. Don’t forget to give it a title. • Read-Aloud Project ideas appear with the corresponding lessons in your Student Handbook. • Book Club Project ideas appear on pages 65–67. • Unit Project ideas appear on pages 68–73. • Create your Reviews & Projects in this section, which begins on page 74.
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Book Club Projects
Exploration | Around the World
Crocodile Rescue! Student Handbook, pp. 16–17 Danger, Crocodiles!: Create a public service social-media post that informs people what to do if attacked by a crocodile. Next Segment: Using information from the book about one of the animals encountered by the Villalobos family, describe an idea for another segment of “Wild Survival!”. Lost in the Amazon: A Battle for Survival in the Heart of the Rainforest Student Handbook, pp. 18–19 Survivor Mindset: What does Juliane do, think, or tell herself that might help a person survive any difficult situation (not just being injured and lost in a jungle)? Make a survivor- mindset tip sheet. News Flash: Imagine that Juliane’s survival story just happened, and that you are the social media director for a major newspaper. What details do you think are most important to include? Write a short but dramatic post. Shackles From the Deep Student Handbook, pp. 20–21 Mapping a Journey: Using the timeline on page 11 and your Sequence of Events graphic organizer, create a new map of the events that led to the Henrietta Marie memorial. Label the locations on your map and trace the journey with arrows. Use the map on pages 12–13 as a reference. Research Another Wreck: The wrecks of slave ships offer a poignant and painful lens through which to view the trade in enslaved people. Use the Internet to identify another slave ship wreck, summarize what you learn about it, and generate a list of three questions you would like to explore further. Tiger Rescue: All About Tigers and How to Save Them Student Handbook, pp. 22–23 Tiger Tee: Design a T-shirt that can be sold to help raise money for tiger rescue around the world. Come up with a catchy slogan and a design, then sketch it out and write a few sentences explaining why you designed it the way you did. Speak for the Tigers: Write a short speech explaining why tigers are special and why they should be saved. Include historical information as well as scientific facts.
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Book Club Projects
Connections | Me, Myself & I
Finding My Hat Student Handbook, pp. 36–37
Sharing Cultures: How do people from different cultures learn about each other? Write a one-paragraph proposal for a culture-sharing event. Describe what kinds of activities people would do at the event, and explain why such an event is important. A First Memory: At the end of the book, Sue asks Jin-Han what his first memory of his mother was, and it turns out to be the story that opens the book, when Jin-Han loses his hat. Write a paragraph describing your earliest memory and explain why you think you remember it. Mango Delight Student Handbook, pp. 38–39 To Friend or Not to Friend: Do you think that Mango and Hailey Joanne were good friends to each other? Write a paragraph from the point of view of each girl, explaining why she was or wasn’t a good friend. Friendly Rules: What makes a good friend? Write an illustrated list of rules titled “How to Be a Good Friend.” You can also include what NOT to do! Then compare your list to a classmate’s. Rain Is Not My Indian Name Student Handbook, pp. 40–41 Inside Outside: Rain feels like she’s inside some groups and outside others. Can you relate? Create a bubble graph of all the groups in your life, making important groups larger and less important groups smaller, and using one color for groups you feel a part of and another color for groups you feel left out of. Editorial: Rain’s friend Flash hasn’t finished the editorial about the City Council’s decision to end funding for the Indian Camp trip. Imagine you’ve been asked to finish it. What would you write? Why? Rules Student Handbook, pp. 42–43 Draw Word Cards: If you were expressing your thoughts and feelings through word cards, which five words would be most important to you? Make a card and sketch for each word. Make the Rules: What rules do you live by? Make a list of five that help you get along with your family, friends, and classmates.
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Good Reads: | Science Fiction & Fantasy
Horizon: Liferaft Student Handbook, pp. 56–57
Top Secret Files: Create a list of all the survivors for Brett Kurten of Homeland Security and Commissioner Patricia Widen of the NYPD, including notes about physical appearance, personality traits, and what they say happened. Sketch a Storyboard: Lights! Camera! Action! You have been chosen to direct a movie based on this book. Pick a scene, then sketch or use digital tools to create a storyboard to show how you would film it. You can draw or describe what happens in each frame and write the dialogue. Feel free to use the author’s words or express what happens in your own words. Skeleton Man Student Handbook, pp. 58–59 Skeleton Trailer: Imagine you are making a trailer for an upcoming movie of Skeleton Man . Write a script for the voiceover, or the voice you hear while scenes from the movie play. Use as many creepy words and phrases as you can to make people want to see the movie! Rewrite It: This story is told from Molly’s point of view. Choose one scene from the book and rewrite it from another character’s perspective. You might choose Ms. Shabbas, Dad, or even Skeleton Man himself. Before you begin, think about what this person knows—and doesn’t know—in the scene. Fortune Falls Student Handbook, pp. 60–61 Luck or Not: Imagine that Sadie comes to our world, where luck does not determine people’s fates. Would she prefer to live here? Write a two- to three-paragraph story in which Sadie visits our world and shares her opinion of it. Superstitions Everywhere: Make a list of superstitions that you know or have heard about it. What do you think of each of them? Do they affect your life in any way, either positively or negatively? Explain your answers. Last Gate of the Emperor Student Handbook, pp. 62–63 Bionic Beast: Imagine that you could create a bionic beast to protect you. What would it look like? What would it be able to do? Describe your beast in a paragraph and, if you want, include a drawing with the description. Secret Revealed: Write about a time that you discovered a secret about yourself or someone else. Include details about what happened when the secret was revealed, or why it never was.
Student Handbook 67
Unit Projects
Here are some project ideas for each of the units in this book. Pick the unit you are working on. Then pick a project. As you can see, there are projects of differing sizes. Pick the one that’s right for you. You can work on your project by yourself, with a partner, or with a small group of people. Before you start, read over the big question for your unit. You might want to keep it in mind as you work. Or you can go in your own direction!
Exploration | Around the World Unit Question: How can reading expand our world? Writing type: Informative/Explanatory
Great Traits: Which person or character in this unit do you admire? List three or more of their character traits. Tip: Is this person brave? Kind? Calm under pressure?
Imagination Exploration: Think of a place from this unit that you’d like to visit. Then pick one person you’d take with you. Write two sentences explaining your choices. Tip: A good traveling companion is adventurous and likes to try new things. If they’re also easygoing—jackpot! On Display: Imagine you’re making a museum display based on this unit. Choose three to five objects that played important roles in the stories you read. Then write the text that will go on the wall next to each one. Tip: First, draw pictures to represent your objects or find images online. Then write at least two sentences describing each one. Q&A: Pick two people you read about in this unit who you think would be interested in meeting each other. Imagine you’re interviewing them at the same time. Write three questions for each person. Then write how you imagine each person would answer. Tip: Use what you know about each person to figure out how they would answer. Would they agree or disagree with each other? As the interviewer, what would you say if they started to argue?
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In Rhythm: Write a song, rap, or poem celebrating a person from this unit who inspires you in some way—as a traveler, an adventurer, or just as a human! Tip: Start by making notes about why you like this person. What qualities does he or she have? What did that person accomplish or struggle with? Why does this person inspire you? In the Headlines: Imagine you’re a reporter, and one of the people in this unit just accomplished the amazing thing for which he or she is now famous. Write a front-page article about him or her. Tip: Start your article by writing the lede. That’s the introduction. It hooks readers with an unusual or interesting detail or piece of information.
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68 Scholar Zone Summer: Reading & Writing
Write a Book: Pick the person from this unit who inspires you the most, research him or her, and write a little book about him or her. Feel free to add drawings, maps, and other text features. Tip : To make a book, fold two pages in half and then in half again. Staple in the fold in the middle. Then cut the folds at the top to create pages. Use the first page for a cover and write your text by hand on the other pages.
Deep Dive: Pick a topic from the unit that captured your imagination and do further research. Then make a short video about what you learned. Tip : Before you hit record, write a script that states your main idea and includes supporting details. If you can edit your video, download and include relevant photos or images.
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Student Handbook 69
Reviews & Projects
Project Type (pick one): Book Review | Book Project | Unit Project Book Name (if relevant): Project Title:
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