Scholar Zone Summer Reading & Writing | Gr7 Teacher's Guide

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Dear Educator, Welcome to summer! During this summer session, you and your students will dive into three big themes of summer: Exploration (travel and pursuing your interests), Connections (spending time with other people), and Good Reads (getting lost in a good book). As you can see from the contents of your Scholar Zone Summer: Reading & Writing boxes, you and your students will immerse yourselves in a rich collection of fiction and nonfiction titles, including picture books, chapter books, realistic fiction, biographies, and informative texts. Some of these books you’ll read aloud; others you’ll use in small-group instruction; and others are reserved for students to choose from for their own book clubs. During this summer session, students will engage in a variety of activities to strengthen their literacy skills: • Listen as you read books aloud • Discuss big ideas with the class • Work with you in small groups on their reading skills and strategies • Interact with their peers in small, student-led book clubs • And throughout, write about what they’ve read This Teacher’s Guide will guide you as you work with your students to help them enjoy the summer—and improve their reading and writing.

Welcome to summer—and to Scholar Zone Summer: Reading & Writing.

Grade 7 I Teacher’s Guide iii

EXPLORATION: Words & Music Weeks 1 & 2 Contents

Getting Organized .......................................................................................................... vi Themes & Units ................................................................................................................. vii Unit at a Glance ............................................................................................................. viii Planning & Pacing ............................................................................................................ x Additional Support ......................................................................................................... xi EXPLORATION : Around the World Weeks 1 & 2...............................................................................................................2 Weeks 1 & 2 Planner...............................................................................................4 Read-Aloud (Whole Class) Refugee. ..................................................................................................................... 6 North ..........................................................................................................................8 I Will Always Write Back: How One Letter Changed Two Lives..........................................................................................10 Threads ....................................................................................................................12 Peak ..........................................................................................................................14 Teacher-Led Reading Instruction (Small Group) Fearless .................................................................................................................. 16 A Girl Named Disaster..........................................................................................18 Orphan Train Rider: One Boy’s True Story .....................................................20 Book Clubs (Independent/Partner/Small Group) Crocodile Rescue!...................................................................................................22 Lost in the Amazon: A Battle for Survival in the Heart of the Rainforest .................................................................................24 Shackles From the Deep .....................................................................................26 Tiger Rescue: All About Tigers and How to Save Them .............................28 CONNECTIONS: Me, Myself & I Weeks 3 & 4 . ................................................................................................. 30 Weeks 3 & 4 Planner ..................................................................................... 32 Read-Aloud (Whole Class) An Island Like You: Stories of the Barrio.........................................................34 Guys Read: Funny Business ...............................................................................36 Inside Out & Back Again......................................................................................38 They Call Me Güero: A Border Kid’s Poems ...................................................40 Insignificant Events in the Life of a Cactus ...................................................42 Teacher-Led Reading Instruction (Small Group) Sir Arthur Conan Doyle’s The Red-Headed League (play version) .........44 Drawing From Memory .......................................................................................46 Teens at War............................................................................................................48

iv Scholar Zone Summer: Reading & Writing

Book Club Books (Independent/Partner/Small Group) Finding My Hat.......................................................................................................50 Mango Delight .......................................................................................................52 Rain Is Not My Indian Name ..............................................................................54 Rules .........................................................................................................................56 GOOD READS: Science Fiction & Fantasy Weeks 5 & 6 . .................................................................................................. 58 Weeks 5 & 6 Planner.............................................................................................60 Read-Aloud (Whole Class) Werewolf Versus Dragon.....................................................................................62 Other Worlds ..........................................................................................................64 Steampunk! An Anthology of Fantastically Rich and Strange Stories...............................................................................66 The Best Ghost Stories Ever...............................................................................68 The Hunger Games................................................................................................70 Teacher-Led Reading Instruction (Small Group) Roll With It...............................................................................................................72 The Unexpected World of Nature ....................................................................74 The Monsters Are Due on Maple Street...........................................................76 Book Clubs (Independent/Partner/Small Group) Horizon: Liferaft.....................................................................................................78 Skeleton Man .........................................................................................................80 Fortune Falls ..........................................................................................................82 Last Gate of the Emperor ...................................................................................84 Writing Support ............................................................................................... 86 Opinion/Argument Writing ................................................................................87 Narrative Writing ..................................................................................................90 Informative/Explanatory Writing ....................................................................93 Student Writing Self-Checks and Rubrics .....................................................96 Additional Support for Reading Instruction . .................................... 101 Talking About Books and Sharing Ideas ......................................................102 Using Think-Alouds ............................................................................................103 Using Academic Vocabulary ............................................................................104 Working with Partners ......................................................................................106 Planning to Write ................................................................................................108 Instructions for Projects ............................................................................ 111 Book Club Projects ........................................................................................ 112 Unit Projects ................................................................................................... 115

Grade 7 I Teacher’s Guide v

Getting Organized

Here’s what you’ll find in your Scholar Zone Summer: Reading and Writing boxes. Teacher’s Guide and Student Handbooks • Scholar Zone Summer: Reading & Writing Teacher’s Guide: The complete Teacher’s Guide for your grade • Scholar Zone Summer: Reading & Writing Student Handbook: A class set of handbooks for students to use to take notes, respond to questions, write about their reading, and create projects Books • Books for Whole-Class Read-Aloud: 1 copy of 15 titles • Books for Small-Group Reading Instruction: 6 copies of 9 titles • Books for Independent/Partners/Small-Group Book Clubs: 4 copies of 12 titles See the Unit Openers on pages 2–3, 30–31, and 58–59 for information about where these books will be used.

vi Scholar Zone Summer: Reading & Writing

Themes & Units

Welcome to summer! The best summers often include three kinds of activities: Exploration of new and familiar places and interests; Connections (spending time with the important people in your life); and taking time to enjoy some Good Reads . That’s why, over the next five or six weeks, you and your students will dive into books and discussions about the big themes of summer. Themes Students in all grades of Scholar Zone Summer: Reading & Writing will spend about two weeks with each of these themes: • E xploration: This theme focuses primarily on travel, geography, and culture. The books in this theme are primarily nonfiction. • Connections: Students will read realistic fiction and biographies and reflect on friends and family, and inspirational figures. • Good Reads: Each grade has an emphasis on a specific genre. Units For each grade, there’s a unit related to each theme. Here are the units for grades 3–8.

Grade 3

Grade 4

Grade 5 Grade 6 Grade 7 Grade 8

It’s Summer! Sports Stories

Expeditions Words & Music

Around the World Me, Myself & I

Solving Mysteries

EXPLORATION

Family Ties With Friends Power in Numbers

Movers & Shakers

Resilience

CONNECTIONS

LOL!

Fantasy & Imagination

Historical Fiction

Survival Stories

Science Fiction & Fantasy

Nonfiction: World War II

GOOD READS

Grade 7 I Teacher’s Guide vii

Unit at a Glance

Each grade includes three units, one for each of the themes: Exploration , Connections , and Good Reads . The Scholar Zone Summer Teacher’s Guide and the Scholar Zone Summer Student Handbook are designed to work hand in hand as you progress through a unit. Unit Opener Each of the three units includes a two-page opener that introduces the main idea of the unit, along with an essential question that educators will refer to throughout the unit. The unit opener also includes titles and covers of all the books in the unit. There’s a unit opener in both the Scholar Zone Summer Teacher’s Guide and the Scholar Zone Summer Student Handbook . Planning and Pacing Guide In the Scholar Zone Summer Teacher’s Guide , each unit includes a day-by-day planner for managing the elements of the 90-minute literacy block: Read-Alouds (Whole Class), Teacher-Led Reading Instruction (Small Group), Book Clubs (Independent/Partner/Small Group), and Writing & Speaking . Read-Alouds Each unit includes 5 Read-Aloud titles (1 copy of each). All Read-Aloud titles relate to the main idea of the unit. The educator reads these titles aloud to the whole class. • In the Teacher’s Guide , the lesson for each Read-Aloud provides background and guidance for the teacher, including the Unit Question, to encourage daily discussion of the question, as well as a related Question of the Day , which connects the Unit Question to the Read-Aloud . The Read-Aloud lesson also includes suggested questions for whole-class discussion. • In the Student Handbook , there are activities for students before, during, and after the Read-Aloud . Teacher-Led Reading Instruction Books Each unit includes 3 titles for Teacher-Led Reading Instruction (6 copies of each). These books address a variety of topics and will not necessarily relate to the main idea of the unit. The educator will lead this instruction in small groups. • In the Teacher’s Guide , detailed lessons guide teachers through small-group Teacher-Led Reading Instruction .

viii Scholar Zone Summer: Reading & Writing

Book Club Books Each unit includes 4 Book Club titles (4 copies of each). All Book Club titles relate to the main idea of the unit. Students pick the book(s) they want to read. • In the Teacher’s Guide , a lesson provides background for the teacher on each Book Club book, as well as discussion questions and suggested answers. • In the Student Handbook , specific instructions guide students through Book Club readings, discussions, and projects. Writing Each unit focuses on a specific kind of writing: informative/explanatory , narrative , or opinion/argument. Students will write every day, with particular attention to the writing focus for the unit. Provided in this Teacher’s Guide are student writing self-checks and suggestions for educators to evaluate students’ writing progress. Projects Suggestions for Book Reviews , Book Projects , and culminating Unit Projects appear throughout the unit.

Grade 7 I Teacher’s Guide ix

Planning & Pacing

Scholar Zone Summer: Reading & Writing is comprised of three units. A unit generally spans two weeks, with four days of instruction per week, and a 90-minute literacy block each day. The 90-Minute Literacy Block Each day is divided into four sections. Whole-Group Instruction (30 minutes): During whole-group instruction, you’ll lead a Read-Aloud based on the main idea of the unit, or you’ll meet with students to talk about their Book Club and projects. Small-Group Instruction (2 rotations; 20 minutes each): Students will meet with you for reading instruction. Book Clubs (2 rotations; 20 minutes each): Students will choose one of four books on the unit theme. During this time, students will also work on projects. Writing (20 minutes): Each unit will focus on a form of writing—informative/explanatory, narrative, or opinion/argument. In writing activities that follow, students will write in the selected form to respond to books from the unit. Six-Week Summer Sessions Six-week sessions are divided into three units of eight days each. One type of writing is taught and practiced throughout each unit. Here’s the pacing for Grade 7.

Weeks 1 & 2 Exploration: Around the World

Weeks 3 & 4 Connections: Me, Myself & I

Weeks 5 & 6 Good Reads: Science Fiction & Fantasy

Five-Week Planner Units Five-week sessions are divided into two theme-based units of eight days each and one unit of four days. One type of writing is taught and practiced throughout each unit. Here’s the pacing for Grade 7.

Weeks 1 & 2 Exploration: Around the World

Weeks 3 & 4 Connections: Me, Myself & I

Week 5 Good Reads: Science Fiction & Fantasy (week 1)

x Scholar Zone Summer: Reading & Writing

Additional Support

In addition to lessons on all books in Scholar Zone Summer: Reading & Writing, you’ll find additional support in your Teacher’s Guide. Writing Support Go to the “Writing Support” section at the back of this Teacher’s Guide for instruction and models related to: • Opinion/Argument Writing • Narrative Writing • Informative/Explanatory Writing • Student Writing Self-Checks and Rubrics Additional Support for Reading Instruction This section includes suggestions and routines to assist in your reading instruction. The strategies described here may be particularly helpful with striving readers and with multilingual (ML) students. You may also find these strategies useful for all students; strategies include: • Talking About Books and Sharing Ideas • Using Think-Alouds • Using Academic Vocabulary • Working with Partners • Planning to Write

Grade 7 I Teacher’s Guide 1

EXPLORATION: Around the World Weeks 1 & 2

This summer, in Scholar Zone Summer Reading & Writing, you and your students will dive into three big themes of summer: Exploration (travel and pursuing interests), Connections (spending time with other people), and Good Reads (getting lost in a good book). First is Exploration . In this unit, Around the World , you and your students will read about real and fictional people who travel the globe to find new futures for themselves, reveal hidden histories, or protect others. As you go through the unit, encourage your students to ask: How can reading expand our worlds? Read-Aloud | Whole Class You’ll start most days with a read-aloud related to the theme of Around the World . Students will jot down notes and impressions in their Student Handbooks. Before reading, you’ll guide students to preview the book and activate prior knowledge. During reading, you will highlight key vocabulary words and engage the students in discussion about the books. After reading, students will write and share book reviews.

2 Scholar Zone Summer: Reading & Writing

Rotations

Book Clubs Partner Work & Small Groups Students will choose one of four books on the theme of Around the World . They’ll take notes in their Student Handbooks, working independently, with a partner, or in a small group.

Reading Instruction Teacher-Led Small Groups

You’ll meet your students in small groups to focus on reading skills. Detailed lessons are provided for each of the three books, and you’ll choose how much to cover in each. Students will rotate between their Book Clubs and these small groups. Books in this section will vary in subject matter.

Whole Class | Writing & Speaking The writing emphasis in this unit will be on informative/explanatory writing. Students will analyze this type of writing and then create and revise their own. Unit Projects | Independent/Partner/Small Group Students will create their own projects that reflects on the main idea of the unit, Exploration . See TG pp. 115–117; SH pp. 68–73 .

Grade 7 I Teacher’s Guide 3

EXPLORATION: Around the World Planning & Pacing

Grade 7 I Week 1

Day 1

Day 2

Day 3

Day 4

Read-Aloud Excerpt from Refugee, TG & SH pp. 6–7 (cont.)

Read-Aloud Excerpt from North, TG & SH pp. 8–9 Reading Instruction Fearless, TG pp. 16–17 (cont.)

Read-Aloud Excerpt from North, TG & SH pp. 8–9 (cont.)

Read-Aloud Excerpt from Refugee, TG & SH pp. 6–7

Whole Class

Book Club

Introduce Book Club books to whole class. For background about each book, see the corresponding lesson in the TG. • Crocodile Rescue! • Lost in the Amazon • Shackles From the Deep • Tiger Rescue

Small Group

Rotate after 20 minutes

Reading Instruction Fearless, TG pp. 16–17

Book Club

Reading Instruction A Girl Named Disaster, TG pp. 18–19

Teacher helps students pick Book Club books and form Book Clubs. Writing & Speaking Introduce focused

Independent/ Partner Work

Writing & Speaking Guide students to write an informative/ explanatory threats faced by young people in this excerpt of Refugee. paragraph describing

Writing & Speaking

Whole Class*

Guide students to revise and present their paragraph relating to Refugee.

After reading Fearless , have

writing type for the unit: informative/ explanatory writing, TG pp. 93–95.

students make a two-column chart with the headings Real and Fictional . Ask students to evaluate details in the story as real or fictional and record them on their charts.

* There are a variety of writing activities included with all lesson types: Read-Alouds, Teacher-Led Reading Instruction, and Book Club titles. Feel free to substitute any of these activities during the Writing & Speaking part of the day. 4 Scholar Zone Summer: Reading & Writing

Week 2

Day 1

Day 2

Day 3

Day 4

Read-Aloud Threads, TG & SH pp. 12–13

Read-Aloud Excerpt from Peak, TG & SH pp. 14–15

Read-Aloud Excerpt from Peak, TG & SH pp. 14–15 (cont.)

Read-Aloud Excerpt from I Will Always Write Back, TG & SH pp. 10–11

Whole Class

Book Club

Reading Instruction Orphan Train Rider, TG pp. 20–21

Book Club

Reading Instruction A Girl Named Disaster, TG pp. 18–19 (cont.)

Small Group

Rotate after 20 minutes

Book Club

Reading Instruction Orphan Train Rider, TG pp. 20–21

Book Club

Reading Instruction A Girl Named Disaster, TG pp. 18–19 (cont.)

Independent/ Partner Work

Writing & Speaking

Writing & Speaking Work on unit project

Writing & Speaking Revise and present unit project or Book Club project.

Writing & Speaking

Whole Class*

Guide students to revise and present their work relating to Fearless .

Guide students to complete the “Your Threads” project on page 13 of their Student Handbooks. Introduce unit projects, TG pp. 115–117; SH pp. 68–73.

(TG pp. 115–117; SH pp. 68–73) or Book Club project (TG pp. 112–114; SH pp. 65–67).

Grade 7 I Teacher’s Guide 5

EXPLORATION: Around the World Read-Aloud | Whole Class

Refugee By Alan Gratz Summary & Info

Excerpt, pp. 1–17. In 1938, Josef and his family are terrorized by the Nazis during Kristallnacht , the Night of Broken Glass. In 1994, Isabel learns that her friend and his father are building a boat to sail from Cuba to the United States. In 2015, Mahmoud is doing his best to be invisible as he navigates the streets of Syria during the war. Their stories are woven together to paint a painful picture of the conditions that force people to become refugees. Genre : Fiction I GRL : Y I Pages : 352

Question of the Day Why do people leave their home countries and start over in a new place? What kinds of challenges do families face when making such a big move?

Guide students through the steps outlined here, instructing them to fill in their Student Handbooks along the way. Students can work independently, with partners, or in small groups. Pause after each step to share responses. #1: Form a First Impression Preview: Show the book and read the title. If possible, pass the book around, instructing students to pay attention to the cover image. Students are asked to imagine they are the young refugee in the boat and write about what they might be thinking and feeling. #2: Show What You Know Activate prior knowledge: Students write what they know about reasons people decide to leave their home countries. #3: Make a Prediction Ask students to use their own knowledge to predict the dangers the characters in this book might face. #4: Learn Some Words Here are some words from this book that are connected to main ideas from the unit and book. Discuss these words with your students, and then ask them to complete the sentences. (Answers provided here.) Unit Question Remind students that this unit focuses on real and fictional people who travel the globe to find new futures for themselves, reveal hidden histories, or protect others, and asks: How can reading expand our worlds?

VOCABULARY refugee (noun) a person who must leave his or her home 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) SENTENCES a. After our country’s government collapsed , my family and I had to find a new home. b. When a refugee 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 despair. d. As a result of the revolution , the president was forced to leave the country.

6 Scholar Zone Summer: Reading & Writing

Weeks 1 & 2

Read-Aloud Tips As you read, stop periodically to check for

After p. 15 : Why did Assad, the leader of Syria, attack his own people when they protested for freedom? (draw conclusions) He was trying to squash the rebellion led by people challenging the way he ruled the country. #6: Review the Book Instruct students to work independently or with a partner or group to write about this book in the back of their Student Handbooks. #7: Do a Book Project Students may choose to work independently or with a partner or group on a project, which they’ll complete in the back of their Student Handbooks. Projects : “Who Is Alan Gratz?” and “Design a Care Package.” (You may wish to direct students interested in Alan Gratz to an interview with him on the Scholastic Reads podcast.) In This Book: As you read the first chapter of each story, pause and give students time to compare and contrast the characters’ experiences. For example, Josef and his family are singled out as part of a campaign of violence against Jewish people, while Isabel and Mahmoud are both caught up in countrywide emergencies.

understanding and to encourage critical thinking and reflection. Also, reinforce the vocabulary words as you come across them.

#5: Read-Aloud Instruct students: As I read, take notes on when and why Josef, Isabel, and Mahmoud have to act like adults, and the challenges that each faces. Language Support: Explain to students that the book includes multilingual terms, as well as concepts that relate to World War II, Communism, and the Arab Spring. You may pause during or after the read-aloud to point out the background information the author provides to help readers with unfamiliar terms. You may choose to use these prompts to guide discussion: After p. 3 : Why have the Nazis come for Josef’s father? (identify reasons and evidence) Because his father has continued to practice law even though Jewish people are forbidden to do so under the Civil Restoration Act of 1933. After p. 6 : What leads Josef and his family to leave Germany? (cause and effect) Papa is released from Dachau on the condition that the family leave the country within 14 days. After p. 8 : For decades the Soviet Union helped Cuba. Then what happened? (sequence of events) The Soviet Union fell in 1989 and no longer supported Cuba, and many Cubans fell into poverty. After p. 14 : : Why do you think Isabel is struggling to hear the clave, or beat, inside the music? (make inferences) Isabel is living with a lack of food and fear of the government, and it’s hard for her to connect with her music.

#8: Don’t Miss Discuss with students the idea that the

common denominator in these three stories is a leader determined to impose a dictatorship.

Grade 7 I Teacher’s Guide 7

EXPLORATION: Around the World Read-Aloud | Whole Class

North By Donna Jo Napoli Summary & Info

Excerpt, pp. 103–121 . Feeling suffocated by a protective mother and itching for an adventure, 12-year-old Alvin decides to follow in the footsteps of his hero, Arctic explorer Matthew Henson. On his train trip across the Canadian border, Alvin meets a teenager, Hardette, who helps Alvin send an important postcard home and evade the border patrol at a crucial moment. Genre : Fiction I GRL : S I Pages : 354

VOCABULARY fare (noun) the price of a ticket to ride on public transportation (p. 103) landscape (noun) a 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) SENTENCES a. My parents’ old passports are covered with stamps showing all the countries where they have traveled. b. The landscape in northern Canada is both lonely and beautiful. c. Young travelers and senior citizens often get a lower fare on trains and buses. d. Priya doesn’t remember much about her homeland, but she hopes to visit it someday. Question of the Day How is exploration of the world connected to exploration of the self? Ask students to think about what you can learn about yourself as you encounter new places, people, and cultures.

Guide students through the steps outlined here, instructing them to fill in their Student Handbooks along the way. Students can work independently, with partners, or in small groups. #1: Form a First Impression Preview: Show the book cover and read the title. Show the map on page ix. Ask students about the types of stories that require a map (adventure, travel, fantasy, historical fiction). #2: Show What You Know Activate prior knowledge: Students write about the word North and what it signifies to them. #3: Make a Prediction Students predict why there’s a wolf on the cover. (The boy may encounter a wolf; the wolf might symbolize danger.). #4: Learn Some Words Here are some words from this book that are connected to main ideas from the unit and book. Discuss these words with your students, and then ask them to complete the sentences. (Answers provided here.) Unit Question Remind students that this unit focuses on real and fictional people who travel the globe to find new futures for themselves, reveal hidden histories, or protect others, and asks: How can reading expand our worlds?

8 Scholar Zone Summer: Reading & Writing

Weeks 1 & 2

Read-Aloud Tips As you read, stop periodically to check for

After p. 113 : How have Hardette’s feelings about Americans changed, and why? (Cause and effect) Hardette thought all American children were spoiled, but meeting Alvin changed her mind. (Personal connection) Has traveling or meeting new people ever changed your ideas about the world? After p. 121 : Why does Hardette make an elaborate plan to get Alvin across the border into Canada, and how does it work out? (Problem and solution) Hardette hides Alvin under her seat and covers herself with a sleeping bag. The guard is suspicious of her heavy covering, but the plan seems to work. #6: Review the Book Instruct students to work independently or with a partner or group to write about this book in the back of their Student Handbooks. #7: Do a Book Project Students may choose to work independently or with a partner or group on a project, which they’ll complete in the back of their Student In This Book: Point out that the author uses dialogue to create a feeling of camaraderie between Alvin and Hardette. The sections in which they’re talking together feel very different from the sections in which Alvin is on his own in the station or hiding from the border patrol.

understanding and to encourage critical thinking and reflection. Also, reinforce the vocabulary words as you come across them.

#5: Read-Aloud Instruct students: As I read, take notes on how Hardette helps Alvin on their journey, and on what Hardette is getting from traveling with Alvin. Background: At this point in the novel, 12-year- old Alvin, who feels that his mother is too strict, has run away to follow in the footsteps of Arctic explorer Matthew Henson. Alvin has befriended a teenager, Hardette, who is helping him out. You may choose to use these prompts to guide discussion: After p. 105 : Why does Alvin say he thinks his journey has been fated, or meant to happen? (Main idea) He has admired the explorer Henson for a long time, and when his mother didn’t allow him to buy a bike, he could use that money for the trip. Saying the trip was fated may also ease his guilt about the worry he is causing his family. After p. 107 : What do Hardette’s instructions about mailing the postcard tell you about her? (Make inferences) Hardette is smart and well prepared. She thinks about the possible consequences of Alvin getting off the train and has a plan to deal with them. After p. 108 : Why does the man in the train station give Alvin a dollar, and what does Alvin’s reaction tell you? (Cause and effect) The man assumes Alvin is begging for money. Alvin is surprised and hurt to be mistaken for a beggar.

Handbooks. Projects: “Map Your Dream Journey” and “Explore the Explorers.”

#8: Don’t Miss Explain to students the idea of “armchair traveling”—traveling by reading about other places and other people’s journeys.

Grade 7 I Teacher’s Guide 9

EXPLORATION: Around the World Read-Aloud | Whole Class

I Will Always Write Back How One Letter Changed Two Lives By Caitlin Alifirenka and Martin Ganda Summary & Info

Excerpt, pp. 1–23 . In this dual memoir, American Caitlin Alifirenka and Zimbabwean Martin Ganda recount how they became friends through letters. In this excerpt, 12-year-old Caitlin Alifirenka signs up for a pen pal in Zimbabwe, and writes a letter describing her life. Only ten letters arrive in Martin’s class, and Martin gets one because he is the top student. That’s when their friendship began. Genre : Fiction I GRL : Y I Pages : 416

VOCABULARY vibrant (adj.) bright (p. 3) ancestral (adj.) related to ancestors, or family members, that lived long ago (p. 6) ferocity (noun) the quality of being dangerous or violent (p. 15) liberation (noun) the act of freeing someone or something from imprisonment or oppression (p. 22) SENTENCES a. We were studying my ancestral homeland, Peru, where my great grandparents were born. b. The North Sea is known for the ferocity of its storms. c. People dreamed of liberation from the forced labor camps. d. The flamenco dancers performed in bright, vibrant costumes. Question of the Day How do people form friendships across cultures? Ask students to consider how people connect when they don’t share the same traditions, beliefs, or language.

Guide students through the steps outlined here, instructing them to fill in their Student Handbooks along the way. Students can work independently, with partners, or in small groups. Pause after each step to share responses. #1: Form a First Impression Preview: Show students the cover of the book and read the title. Students write what they notice, possibly identifying the two continents. #2: Show What You Know Activate prior knowledge: Students write about how people from different cultures can connect with one another. Possible answers: through food, music, sports, TV/film, and pop culture. #3: Make a Prediction Read students the subtitle of the book. Students write about how a letter could change two lives by connecting people in different parts of the world and building an important relationship. #4: Learn Some Words Here are some words from this book that are connected to main ideas from the unit and book. Discuss these words with your students, and then ask them to complete the sentences. (Answers provided here.) Unit Question Remind students that this unit focuses on real and fictional people who travel the globe to find new futures for themselves, reveal hidden histories, or protect others, and asks: How can reading expand our worlds?

10 Scholar Zone Summer: Reading & Writing

Weeks 1 & 2

Read-Aloud Tips As you read, stop periodically to check for

After p. 17: How does Caitlin’s letter make Martin feel? (main idea) He is very excited to have an American pen pal and feels a connection to her because he too loves to play soccer. After p. 23: How are Caitlin and Martin’s lives alike and different? (compare and contrast) Both live with families who care about them and want them to do well. Caitlin lives a very typical American life, with her own room and just one sibling. She has to share a computer with her family. Martin and his four siblings live in half of a one-room home with his parents. They share a fire pit outside and often do not have electricity. #6: Review the Book Instruct students to work independently or with a partner or group to write about this book in the back of their Student Handbooks. #7: Do a Book Project Students may choose to work independently or with a partner or group on a project, which they’ll complete in the back of their Student Handbooks. Projects : “Explore the World” and “Introduce Yourself.” In This Book: Explain that this book is a memoir—a story of someone’s life—written by two people: Caitlin and Martin. They alternate chapters to describe how their pen pal relationship affected their lives. In this excerpt, we see them exchange their first letters.

understanding and to encourage critical thinking and reflection. Also, reinforce the vocabulary words as you come across them.

#5: Read-Aloud Instruct students: As I read, take notes about how people develop ideas about countries they haven’t been to and why Caitlin and Martin are excited to connect with each other. Language Support: This book includes the names of many places, including the U.S. state of Pennsylvania, European countries, and Zimbabwe. It may help students to identify these places on a map and practice their pronunciations, just as Caitlin learns how to pronounce Zimbabwe . You may choose to use these prompts to guide discussion: After p. 4: When Caitlin chooses a pen pal from Zimbabwe, what kind of life does she think people in Africa have? (draw conclusions) She thinks her pen pal’s life will be different from hers, but she’s not sure how. After p. 7: How does traveling to Europe change Caitlin’s ideas about being different? (identify reasons and evidence) Caitlin stopped wanting to be like everyone else and starts enjoying being different. After p. 12: What does Caitlin share about her life in her letter? (key ideas and details) Caitlin shares what her family is like, the sports she plays, and what she likes to do for fun. After p. 13: How does Martin picture the United States, and why? (identify reasons and evidence) He thinks of U.S. popular culture and identifies it with men who make a lot of money, mostly because of his exposure to the WWF.

Grade 7 I Teacher’s Guide 11

EXPLORATION: Around the World Read-Aloud | Whole Class

Threads By Ami Polonsky Summary & Info

Excerpt, chapters 9, 11, and 13 . After an orphan named Yuming is kidnapped and forced to work in a Chinese factory making purses, she plans a daring escape with two boys, Kai and Li. They’re joined by her friend Jing, and they hide in the woods before making their way to town, where they can see in the distance—for the first time—the factory where they’d been held prisoner. Genre : Fiction I GRL : W I Pages : 256

Unit Question of the Day Is it important to support human rights around the world? Explain your answer.

Guide students through the steps outlined here, instructing them to fill in their Student Handbooks along the way. Students can work independently, with partners, or in small groups. Pause after each step to share responses. #1: Form a First Impression Preview: Show the cover. Students will write about the two houses (one has tiles and might be in Asia; the other is made of wood and could be in a western country). #2: Show What You Know Activate prior knowledge: Students write what they know about child labor. (Children are forced to work and not allowed to go to school.) #3: Make a Prediction Students predict whom the characters need to outsmart to escape. Possible answer: They will probably have to escape the factory owners, bosses or managers, and maybe guards. #4: Learn Some Words Here are some words from this book that are connected to main ideas from the unit and book. Read and discuss these words with your students, and then ask them to complete the sentences that follow. (Answers provided here.) Unit Question Remind students that this unit focuses on real and fictional people who travel the globe to find new futures for themselves, reveal hidden histories, or protect others, and asks: How can reading expand our worlds?

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) SENTENCES a. If you were helping someone escape a dangerous place, you would want to transport them somewhere safe. b. In a new place, you’d probably spend time looking at your surroundings . c. It had been raining all day, and outside the weather was dark and dreary . d. People forced to work in factories would face a terrible consequence if they were caught escaping.

12 Scholar Zone Summer: Reading & Writing

Weeks 1 & 2

Read-Aloud Tips As you read, stop periodically to check for

After p. 83 : Why does Yuming feel bad about excluding Jing from the escape plan? (identify reasons and evidence) Yuming likes Jing and feels bad leaving him at the horrible factory. After p. 85 : What does Jing do so they won’t be recognized? (problem and solution) Jing cuts Yuming’s hair and has Yuming cut his. After p. 92 : To escape the factory, the kids use many different skills: acting, problem-solving, climbing, running, and hiding. What skills would you use if you were in danger? (personal connection) #6: Review the Book Instruct students to work independently or with a partner or group to write about this book in the back of their Student Handbooks. #7: Do a Book Project Students may choose to work independently or with a partner or group on a project, which they’ll complete in the back of their Student Handbooks. Projects : “Your Threads” and “Street Safe.” #8: Don’t Miss This book has two narrators: Yuming and Clara, an American girl who receives Yuming’s note. Students may wish to read the book to find out how the two girls’ lives intersect. In This Book: Explain that Yuming often thinks of her old life on the farm; her older brother, Bolin; and her grandparents, Wai Po and Wai Gong. She uses these memories as a comfort, and also, when she has to make a decision, she recalls strategies she learned playing xiangqi (a game similar to chess) with Wai Gong.

understanding and to encourage critical thinking and reflection. Also, reinforce the vocabulary words as you come across them.

#5: Read-Aloud Instruct students: As I read, take notes on what Yuming does to cope with her situation, and how she and the others look out for each other. Background: Yuming, who has been a child laborer in a sewing factory for several months, secretly puts a note in one of the purses she sewed, explaining that she’s being forced to work in a factory. But no help arrives. Then, when two brothers arrive, she overhears them talking about escaping. You may choose to use these prompts to guide discussion: After p. 69 : What makes Yuming sympathetic to the two brothers who have just arrived? (cause and effect) She remembers the closeness she had with her own brother, and she also knows how awful it is to wake up in the factory when you first arrive. After p. 71 : Why does Kai say he doesn’t know what Yuming is talking about when Yuming asks how he’ll get out? (make inferences) Kai doesn’t know whether he can trust Yuming. After p. 81 : How does the brothers’ performance in the cafeteria compare to Yuming’s? (compare and contrast) Kai can make tears come to his eyes, and Li almost tricks Yuming into thinking he really is sick. Yuming has to look down lest her eyes give her away.

Grade 7 I Teacher’s Guide 13

EXPLORATION: Around the World Read-Aloud | Whole Class

Peak By Roland Smith Summary & Info

Excerpt, pp. 222–231 . Fourteen-year-old Peak Marcello plans to become the youngest person to reach the summit of Mount Everest. But just as he’s about to achieve his goal, he turns back, giving a young Nepalese climber the chance to set the record and win important endorsements that will pay his school fees. Genre : Fiction I GRL : Y I Pages : 256

Question of the Day Why aren’t children everywhere guaranteed an education? Ask students to think about the idea of education as a privilege versus education as a right.

Guide students through the steps outlined here, instructing them to fill in their Student Handbooks along the way. Students can work independently, with partners, or in small groups. Pause after each step to share responses. #1: Form a First Impression Preview: Show the book cover and read the title. Discuss different definitions for the word peak with students and have them consider which fits the story and why. (“Top of a mountain” and “high level of achievement” fit.) #2: Show What You Know Activate prior knowledge: Have students discuss what they have heard or read about the sport of mountain climbing, and whether they would enjoy taking part in this activity. #3: Make a Prediction Ask students to predict whether the main character will achieve his goal. #4: Learn Some Words Here are some words from this book that are connected to main ideas from the unit and book. Discuss these words with your students, and then ask them to complete the sentences. (Answers provided here.} Unit Question Remind students that this unit focuses on real and fictional people who travel the globe to find new futures for themselves, reveal hidden histories, or protect others, and asks: How can reading expand our worlds?

VOCABULARY summit (noun) the highest point, or peak, of a mountain (p. 223) avalanche (noun) a huge mass of rock, snow, or 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) SENTENCES a. When the alarm sounded, we knew an avalanche was coming and quickly ran inside to escape the dangerous conditions. b. The climber grabbed the buttress that was jutting out and lifted herself up as she scaled the mountain. c. Wind swirled snow around the summit of the mountain, making it difficult for the climbers to see as they neared the top. d. The view from the top of mountain was majestic as we looked out on the town in the valley below.

14 Scholar Zone Summer: Reading & Writing

Weeks 1 & 2

Read-Aloud Tips As you read, stop periodically to check for

After p. 228 : What leads Peak to push ahead, leaving the other members of his group behind? (cause and effect) The summit is very close, and he is eager to reach it. After p. 230 : What decision does Peak make only a few feet from the summit pole? (main idea) Peak decides not to climb all the way to the top because he wants Sun-jo to be the youngest person to reach the summit. After p. 231 : Do you think Peak made the right decision? What would you have done in his place? (personal connection) #6: Review the Book Instruct students to work independently or with a partner or group to write about this book in the back of their Student Handbooks. #7: Do a Book Project Students may choose to work independently or with a partner or group on a project, which they’ll complete in the back of their Student Handbooks. Projects : “Prepare to Pack” and “Send a Postcard.” #8: Don’t Miss The reference to the corpse is grisly, but seeing a corpse is a common occurrence on the world’s tallest peaks. A climber can succumb to all sorts of dangers while trying to summit, and it’s often too risky and difficult for other climbers to carry a body down from the mountain. In This Book: Point out details the author includes about the climb. For example, Peak explains how he slips on ropes and struggles to regain his footing on pages 224–225. On page 227, he describes how the group crosses a narrow ledge. Then on page 228, he describes the final push to the summit pole.

understanding and to encourage critical thinking and reflection. Also, reinforce the vocabulary words as you come across them.

#5: Read-Aloud Instruct students: As I read, take notes about how Peak and the other members of the group work together. Also, how does Peak describe the experience of standing “on top of the world,” near the summit? Language Support: This chapter of the book includes words for climbing equipment, such as crampons , which are metal plates with spikes that can be attached to bottom of boots. You may wish to help students look up other terms. You may choose to use these prompts to guide discussion: After p. 223 : Why is Peak reluctant to use the ropes that are in place along the climb? (identify reasons and evidence) T he ropes are old and in bad condition. One of them comes loose and causes Peak to nearly fall. After p. 224 : How does wearing crampons create a challenge during the climb? (cause and effect) The crampons are not well-suited to climbing a rock wall, and they make scaling a slippery aluminum ladder difficult. After p. 226 : What does Peak find when he reaches the top of the third step? How does he react? (summarize) Peak finds a corpse lying on the ground. It makes him wonder how many people are waiting for the person to come home. He tries to shut out his mother’s warning that no one climbs a mountain thinking they won’t return.

Grade 7 I Teacher’s Guide 15

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