Scholastic MathCamp Brochure

Available In Spanish

Grades K–5

Every Student a Confident, Capable, and Successful Math Learner

Success in math is one of the most powerful levers for students to take charge of their own futures.

MathCamp empowers students by providing highly engaging yet rigorous summer math instruction. It reinforces the math priority standards that are critical for student success, ensuring they are prepared to enter the coming academic year secure in their math abilities.

Program Overview MathCamp is a K–5 summer program that strengthens students’ math skills and fluency while bolstering their confidence and sense of well-being. Through a unique camp-style format that captivates students, this rigorous curriculum addresses math standards and reinforces key math concepts through engaging, collaborative, and meaningful practice. Designed to get leaders up to speed quickly, MathCamp provides scripted support throughout, making it easy to implement.

Problem-Based Learning

Strengthens Number Sense

Creates Meaning

The problem-based learning approach

Students develop strategies to solve problems critically and move beyond procedural

Students see the value of math and how it connects to their world, fostering confidence and developing persistence.

builds on what students know, deepening their conceptual knowledge and procedural fluency.

into conceptual understanding.

t h

L a d r ’ s

Welcome to MathCamp, a powerful summer learning experience that . . . • provides students with vibrant math instruction and abundant opportunities for hands-on practice in a welcoming, enriching “summer- camp” atmosphere. • offers rigorous, engaging, and motivating standards-based lessons designed to reinforce mathematical concepts, build foundational skills, spur knowledge growth, and encourage collaborative and creative problem-solving. • promotes the development and practice of critical personal skills to foster agency, resilience, and positive math dispositions, ensuring that students are equipped with the tools they need to approach all learning with confidence. • celebrates Math Heroes, real-world examples of people near and far who demonstrate that math is everywhere and in nearly everything we do … or dream to do!

G u

G u e

MathCamp Bunk

Grades

Ideal for students who have

Red

K–1

recently completed kindergarten.

Orange

1–2

recently completed first grade.

Making a Plan Making a Plan

Turquoise

2–3

recently completed second grade.

Before you start a business, it’s important to make a plan. First, make a list of supplies you need to get started. Next, add up how much they will cost. Then, estimate how much money you expect to earn. The goal is to make more money than you spend! Here’s my simple plan for Lots of Leashes. Before you start a business, it’s important to make a plan. First, make a list of supplies you need to get started. Next, add up how much they will cost. Then, estimate how much money you expect to earn. The goal is to make more money than you spend! Here’s my simple plan for Lots of Leashes.

Green

3–4

recently completed third grade.

Do you have a favorite animal? I do. Dogs! When I was growing up, I didn’t have a dog of my own. Instead I played with my neighbor’s dog, Mugsie. I liked taking Mugsie for walks in the neighborhood. Now I walk dogs for a job. I started a dog-walking business! It is called Lots of Leashes. What is a business? Good question! A business makes or sells things, such as clothing, computers, or cars. Some businesses offer a service. Service businesses include barber shops, restaurants, and—you guessed it—dog walkers! What does it take to start a business? It takes a or sells things, such as clothing, computers, or cars. Some businesses offer a service. Service businesses include barber shops, restaurants, and—you guessed it—dog walkers! What does it take to start a business? It takes a plan. It also takes math! To be successful, a business needs to make more money than it spends. Take a look at my plan for Lots of Leashes. plan. It also takes math! To be successful, a business needs to make more money than it spends. Take a look at my plan for Lots of Leashes. Do you have a favorite animal? I do. Dogs! When I was growing up, I didn’t have a dog of my own. Instead I played with my neighbor’s dog, Mugsie. I liked taking Mugsie for walks in the neighborhood. Now I walk dogs for a job. I started a dog-walking business! It is called Lots of Leashes. What is a business? Good question! A business makes

Blue

4–5

recently completed fourth grade.

Purple

5–6

recently completed fifth grade.

BUSINESS PLAN LOTS OF LEASHES BUSINESS PLAN

Printed in the U.S.A.

EXPENSES EXPENSES

EARNINGS PER WEEK EARNINGS PER WEEK

scholastic.com

Scholastic Inc., 557 Broadway, New York, NY 10012

LEASHES $50

ONE DOG, ONE WALK $10 ONE DOG, ONE WALK $10

W o

WATER BOWLS $10 WATER BOWLS $10

WALKS PER WEEK 10 WALKS PER WEEK 10

TOTAL EXPENSES $60 TOTAL EXPENSES $60

TOTAL MONEY EARNED $100 TOTAL MONEY EARNED $100

o r

WORDS TO KNOW WORDS TO KNOW

earnings: how much money a business makes or earns earnings: how much money a business makes or earns

estimate: to judge about how much or how many of something estimate: to judge about how much or how many of something

expenses: how much money it costs to start and run a business expenses: how much money it costs to start and run a business

service: the work of helping or serving service: the work of helping or serving

Build Confidence and Resilience

MathCamp supports students as they build a positive mindset toward math. With extensive instructional supports for leaders at point of use, MathCamp makes it easy for them to guide students to develop problem-solving skills and build confidence. Robust Teaching Support. Flexible Implementation. Lessons center around a consistent framework, providing teaching support at point of use. Instruction focuses on reinforcing key math skills with daily opportunities to explore, strategize, problem-solve, create, demonstrate, and celebrate. Flexible MathCamp lessons offer 5 weeks of robust summer math instruction, which can easily be condensed to 4 weeks or expanded to 8 weeks. Additionally, each grade-level bunk helps teachers prepare students to enter the next school year with success.

Bunk

Grades

Ideal for Students Who Have . . .

Red

K–1

Recently completed kindergarten

Orange

1–2

Recently completed first grade

Turquoise

2–3

Recently completed second grade

Green

3–4

Recently completed third grade

Blue

4–5

Recently completed fourth grade

Purple

5–6

Recently completed fifth grade

Supported by the 7 Strengths Framework MathCamp lessons are supported by seven key strengths that cultivate well-being and prepare students for challenges they will encounter. This framework helps students develop critical personal skills they can use in school, at home, or in their communities.

scholastic.com/mathcamp

Let’s take a look at the Power of MathCamp!

Leader’s Guide With 20 flexible lessons per grade, the Leader’s Guide includes everything needed to teach a lesson. Each lesson provides clearly stated objectives, vocabulary, key standards and skills, and opportunities to practice, collaborate, review, and reflect. Multilingual Learner and Range of Learner supports are included in each lesson, providing tips for increasing access and challenge to meet diverse campers’ needs. Scripted notes throughout each lesson make the lessons intuitive and easy to implement.

Dog Walker Math Hero

Math Hero Readers Math Hero Readers provide real-life connections by featuring profiles of familiar faces from the community (K–2) and people in highly specialized fields (3–5) who use math in their careers.

r k

MathCamper Notebooks Problem-based activities build on what students know as they investigate and integrate math concepts, supporting mathematical learning and fluency.

U N K

Can you spot the patterns? What comes next?

? ?

Math Literature Engaging books connect mathematical concepts and skills to literature, offering students another way to explore, strategize, and problem-solve.

This edition is only available for distribution through the school market.

scholastic.com

PitterPatter_9781338775754_COV.indd 1

06/01/21 3:20 PM

nu uge

ardh

in qu xpla

ren c hild

mp xa

H ow many beans are in this jar? If Marshall’s family can guess, Ma will win a sewing machine! Could you make the right guess?

ew y bl

Becky Birtha Illustrated by Nicole Tadgell

This edition is only available for distribution through the school market.

www.scholastic.com

FC_BC_9780545496636.indd 1

4/23/12 11:11 AM

64211_AW_LB_cover.indd 1

Family Guide Available in English and Spanish, family guides support the home- to- school connection and provide the tools families need to support their children’s learning.

Lesson Overview

Lessons follow simple routines with robust teaching support to spark learning and engage campers.

LESSON 8

Standards

Math Practice

Lesson Objectives • Add within 200 • Compose a ten to add

2.NBT.7, ELD-MA.2-3.E.E

MP.5 Use appropriate tools strategically.

Compose Once to Add

90- to 120-minute

lessons for each grade

Campers will practice kindness by being thoughtful and caring toward others. They will be conscious of

MATERIALS FOR THE DAY

Lesson Overview

Download and Print • L8 Math Camper Resources • L8 Community Math Resources

Classroom Materials • base-ten blocks (hundreds flats, tens rods, and unit cubes) • place-value mats

Lessons follow a consistent structure, listing the standards, math practice, and

the impact they make when they are kind to someone, and they will feel the power of kindness when they receive it from others.

objectives. The lesson’s key strength is identified, setting the stage for learning.

OPENING CAMPFIRE 15 MIN

Opening Campfire

Greet your campers by name. Have them put away their personal items and gather in a common area. Lead campers in a round of the “MathCamp Heroes” cheer. Campers, today we are going explore adding numbers by adding ones and tens. Turn and share with a partner an example of a time that you added a one or a ten to something.

Campers gather while the leader sets the purpose for the day’s lesson.

Invite one or two campers to share their ideas. We’re also going to practice kindness today.

When we are kind, we help others and we say and do things that make others feel good. Turn and share with a partner something that you can do to be kind in MathCamp today. Ask one or two campers to share, or, if time allows, have everyone share something they can do that would be kind.

WORDS OF THE DAY Review and add these words to your vocabulary wall. Encourage campers to use them in their discussions. NEW REVIEW

MULTILINGUAL LEARNERS Have campers think about what compose means to them. Monitor for inappropriate perceptions and correct as needed. (For example: componer means “to fix” in Spanish). Read the definition out loud and ask campers to act it out.

place value: the value of the position of a digit in a number regroup: to make a group of 10

base-ten blocks: blocks that are used to represent the value of each place in a number compose: to put together parts to make a whole

Flash Math

FLASH MATH 5 MIN Start the day with a quick fluency routine to warm up campers’ math thinking. These engaging and fun activities support campers’ number sense and fluency, building competence and confidence! You’ll find the routines and instructions for how to do them in the back of this Leader’s Guide.

This quick whole-group activity focuses on fluency to warm campers up.

Lesson 8 Unit: Kindness | 69

Turquoise Bunk • Lesson 8 • Rising Third Graders

MATH POWER: Compose Once to Add 40 MIN

Math Power

Math Power is the central math lesson and is built on a four-part framework:

Introduce In this lesson, campers will make a 10 to add within 200 using one composition. Distribute Math Power Worksheets 1 and 2 and base-ten blocks to campers. Campers, there are places where you can go to pick your own fruit, like berries or apples. Sometimes the fruit is displayed in big baskets or boxes at a stand along the road. Invite campers to share with a partner an experience they may have had at a farm or farm stand where they picked fruit or saw boxes and baskets of fruits. Then continue. Some places let you pick your own fruit—like apples—right off of the trees. Let’s imagine that we’re going to a farm to pick apples! Inspire

• Introduce

• Inspire

• Investigate

• Integrate

Look at the illustrations of baskets of apples on Worksheet 1. Some are labeled red and some are labeled green. What do you notice about the apples? What do you wonder? Give campers a few moments to think to themselves. Then, have them turn and share what they notice and wonder with a partner. Validate when you notice campers demonstrating kindness by acknowledging what their partner says or patiently waiting for their turn to talk.

MULTILINGUAL LEARNERS Ask questions to prepare campers for the investigation, such as: What do you notice about the numbers 104 and 18? How many ones, tens, and hundreds are in each? How can we compose the total?

If campers do not mention adding to find a total, ask these guiding questions to spark their thinking: What are some questions we could ask about the number of apples? Will the total be more or less than 100? Explain.

Learner Supports Multilingual Learners and Range of Learners prompts are integrated throughout each lesson, giving teachers options to provide more instruction or challenge to meet each camper’s individual needs.

Explain that in this activity campers will find the total number of red and green apples. Encourage campers to use the words compose , place value , and regroup in their discussions. Investigate

Let’s explore a math skill together! We can use place value and base-ten blocks to add. Place value is the value of each digit in a number. For example, the place value of 5 in 150 represents 5 tens, or 50. Look at Problem 1 on Worksheet 1. We want to answer the question: How many apples did the campers pick in all? What do the words “in all” mean? How can we find the number “in all?” Listen for synonyms for “in all” as campers discuss. Ask guiding questions to help students arrive at the conclusion that “in all” means total , and a total can be found by adding. Campers, look again at the apples. There are 104 red apples and 18 green apples.

RANGE OF LEARNERS Increase Access: Encourage campers to use two place value mats and model each number separately before putting them together, one place at a time, starting with the ones. Increase Challenge: For additional challenge, have campers make up their own story problem and solve it using base-ten blocks.

70 | MathCamp Leader’s Guide

Lesson Overview (cont.)

The question we want to answer is: What is the total number of apples in all? We need to add to find the number in all, or the total. On the board, write the following answer stem: “Campers pick ____ apples in all.”

MULTILINGUAL LEARNERS Review the definitions of fl ats , rods , and units . Help campers notice that each block has a different value. Provide a sentence frame to help campers explain how to use each block: ____ blocks help me solve addition problems by ____.

Have campers discuss how they might find the total number of apples. Listen in for different strategies for solving. Ask pairs of campers to share their strategies. Potential strategies might include using base-ten blocks on place-value mats, using drawings on place-value mats, and using drawings on paper. Invite campers to turn and talk about how they might represent the number of hundreds, tens, and ones with base-ten blocks or in a drawing. Then have them use their strategies to solve the problem. Ask campers to explain their findings and model each of the strategies. Have them tell how many ones they get when they add 104 and 18. Listen for the need to regroup, or compose, a 10 because there are 12 ones. Review the two Words of the Day, regroup and place value , and explain—or ask campers to explain—the definition of each. Model regrouping 10 ones as one 10 on a place-value mat. Continue by asking about the number of tens and hundreds. Then, have campers fill in the answer on their worksheet. Integrate Guide campers to Problem 2 on Worksheet 2. Read the problem aloud. Invite campers to turn and talk about how to find the total number of berries. Camper suggestions may include using base-ten blocks or making simple drawings of flats, rods, and units on a place-value mat. Campers, how can we show regrouping, or composing, a 10 in a drawing ? Monitor discussion. Encourage pairs to share strategies, such as crossing out or erasing, 10 units and drawing another tens rod; or circling 10 ones and drawing an arrow to the tens place. Then ask campers to solve the problem and fill in the answer on Worksheet 2. Check for Understanding Review these questions with campers to land on the key points of the lesson. • How many total berries did the campers pick? • How did you find the total number of berries? • What strategy can you use to find the total, or number in all? • How can composing a ten from 10 unit cubes help you add to find a total?

Integrate

This exercise provides opportunities to integrate concepts into an additional problem or two.

Check for Understanding After campers discuss their strategies and complete an activity

sheet problem, the leader reviews the Math Power lesson with a Check for Understanding to confirm that all campers understand the lesson.

Lesson 8 Unit: Kindness | 71

Turquoise Bunk • Lesson 8 • Rising Third Graders

BUNK TIME 20 MIN

Bunk Time

Distribute “Bunk Time Worksheet 3” to campers.

Campers work independently as the leader circulates, conferring and checking in.

RANGE OF LEARNERS Increase Access: Encourage campers to circle the numbers in each problem and remind them to add the blocks together to find a total. Increase Challenge: Challenge campers to write a number sentence to show how they added with the base-ten blocks.

Give campers a moment to stretch or move before settling down to work on their own. Read aloud the directions for the problems and check for understanding. Circulate as campers work, conferring with individuals or small groups as needed.

BRING THE STRENGTH TO LIFE 10 MIN

Bring the Strength to Life Campers creatively and collaboratively explore the day’s strength. Educator Supports Each lesson provides scripted notes in blue to support educators as they work through the lesson activities. These prompts, strategies, and suggestions make the Leader’s Guide intuitive and easy to use.

Read aloud a selection from the Math Hero Reader and have campers follow along, or invite campers to choose a Math Hero from their readers and read on their own. Encourage campers to notice and wonder what makes someone a Math Hero. Campers, are you inspired by the Math Heroes? Explore one of these ideas or one of your own. Then let your creativity flow and express yourself. • Think about a Math Hero who demonstrates one or more of the 7 Strengths. Then imagine that hero with one of the Strengths as a superpower! Draw or write a scene where the Math Hero comes to the rescue. • Imagine changing places with a Math Hero for a day. Draw, write, or act out what your day might be like as the hero. What might the hero’s day be like as a Math Camper? • Share a story about a Math Hero in your own life. Tell, draw, write, or act it out. • Work with partners to create and perform a brief skit about a Math Hero. Consider questions like: What challenges did the Math Hero face? What discoveries did the Math Hero make? How might the 7 Strengths help Math Heroes solve problems?

72 | MathCamp Leader’s Guide

Lesson Overview (cont.)

COMMUNITY MATH 20 MIN

Community Math Campers play engaging whole-group games that support the featured math skill.

Download and gather Community Math Activity Resources and materials for the activity. Follow instructions for activity prep on the Activity Sheet. Distribute materials to campers as needed. Before beginning the activity, take a few minutes to review the Math Skill with campers. Invite questions and confirm understanding. Read aloud instructions for how to play the game and check for understanding. Then play and have fun!

CLOSING CAMPFIRE 10 MIN

Closing Campfire Lessons conclude with the Closing Campfire, where campers regroup to review and reflect.

True or False? Review the words of the day. Explain that you are going to say a word then read a definition. Some of the definitions will be correct (true), and others will be incorrect (false). If the definition is true, campers should put thumbs-up. If it’s false, they should put thumbs-down. • Place value : The total value of an addition problem. (False! It’s the value of each digit in a number.) • Base-ten blocks : Blocks that are used to represent the value of each place in a number. (True!) • Flat : A flat is worth 10 (False! A flat is worth 100.)

MULTILINGUAL LEARNERS Have campers show a partner who speaks their home language what they learned about making a ten to add. Give each camper a high five as they demonstrate what they learned.

• Rod : A base-ten block worth 1 (False! A rod is worth 10.) • Unit : A base-ten block worth 100 (False! A unit is worth 1.) • Compose : To put together parts to make a whole (True!) Reflection Questions Have campers turn knee-to-knee and share their answers with a partner. How did you show kindness today in MathCamp? What is something that made you feel like Math Hero today? Offer concrete praise and affirmation for new skills or strategies campers tried today, or for ways they have demonstrated the Strengths.

Lesson 8 Unit: Kindness | 73

Turquoise Bunk • Lesson 8 • Rising Third Graders

Students work through lesson activities that provide independent practice and solidify conceptual understanding.

Measure and Compare Length

Inspire and Investigate Problem 1 Make a cube stick to measure each train. Color the shorter train.

MathCamper Notebooks

Notebooks include activities for each lesson designed to reinforce the skills learned. These include whole-group or partner-based games or problem-solving activities that support the focus of the lesson’s math skill. They can also be used as quick assessment to check for understanding. Leaders also have access to these materials in their Leader’s Guides.

This train should be colored in.

Integrate Problem 2 Make a cube stick to measure each train. Color the longer train.

This train should be colored in.

Lesson 2 • Worksheet 1 • Math Power

Lesson 2 • Math Power • Worksheet 1 11

Real-World Connections

Math Hero Readers Math Hero Readers spotlight real-world people who use math in their careers, showing campers how math is used in real life. Campers will be inspired as they read about these heroes and how they applied mathematical thinking and learning to their lives.

Making a Plan

BUSINESS PLAN LOTS OF LEASHES

EARNINGS PER WEEK

EXPENSES

r k

LEASHES $50

ONE DOG, ONE WALK $10

WATER BOWLS $10

WALKS PER WEEK 10

TOTAL MONEY EARNED $100

TOTAL EXPENSES $60

WORDS TO KNOW

earnings: how much money a business makes or earns

estimate: to judge about how much or how many of something

expenses: how much money it costs to start and run a business

service: the work of helping or serving

Grades K–2 showcases familiar faces from the community like architects, carpenters, and bakers, showing that math can be found in everyday jobs.

MARIE THARP MATH HERO

MATH CONNECTION In the 1940s, Marie and scientist Bruce

Marie Tharp was a mathematician, a geologist, and a cartographer. She used her knowledge to create a map that changed the way people think about Earth. As a kid, she loved playing in the dirt and exploring the woods. In other words, this Math Hero was adventurous!

Heezen began gathering data about the ocean floor. As Marie used the data to create maps, she noticed a huge mountain range under the Atlantic Ocean. It was bordered by a deep valley. She

FAST FACTS WHAT WHEN WHERE WOW!

This painting by Heinrich Berann shows Bruce Heezen and Marie Tharp’s “World Ocean Floor” map.

Geologist, cartographer Lived 1920–2006 Born in Michigan Mapped the ocean floor!

believed that the movement of giant slabs of rock, called tectonic plates, beneath Earth’s surface had formed the Mid-Atlantic Ridge. Heezen disagreed. But by the 1970s, they discovered that the Mid-Atlantic Ridge was part of a 40,000-mile mountain range that went around the globe. Their map proved that Marie had been right!

ROCKS AND MAPS When Marie was growing up, she loved helping her father with his job collecting samples of soil and rocks and mapping where he found them. Marie’s father encouraged her to make sure that her life’s work was something she could do and that she liked to do. And that’s just what she did! Marie used her passion for math and science to change the way we see the world.

Get Inspired!

Marie’s mapping of the sea floor helped prove the theory of Continental Drift—that the movement of tectonic plates shaped the planet we live on. The map is so important that it was displayed at the Library of Congress. It was placed next to the journals of Lewis and Clark and the original draft of the Declaration of Independence.

Marie helped her father with his work, which included making maps.

cartographer: a person who makes maps WORDS TO KNOW

data: facts; information

geology: the science that deals with the physical history of the earth and what it’s made of

Marie and Bruce looking at their map of the ocean floor.

Grades 3–5 features real-life examples of people who used math in their careers and contributed to the field of mathematics.

scholastic.com/mathcamp

Engaging Literature MathCamp integrates literacy within lessons by featuring key vocabulary to support student comprehension, language development, and communication. An extensive MathCamp classroom library also provides opportunities for independent reading that support students’ math learning.

T R E T

In 1946, six brilliant young women programmed the first all- electronic computer, the ENIAC, as part of a secret World War II project. They learned how to program without any programming languages or tools. (None existed!) This is a story about the founding of technologies we cannot live without today—and the story of six amazing young women everyone should know. You should meet the women who launched the computer age!

by Laurie Calkhoven illustrated by Alyssa Petersen

This edition is available for distribution only through the school market.

ISBN 978-1-338-27734-0

9 781338 277340

FC_BC_9781338277340.indd 1

10/23/17 12:52 PM

Flexible Assessments Taken at the beginning and end of camp, MathCamp check-ins assess and provide evidence of campers’ comprehension and problem-solving skills on key grade-level standards and skills, determining their mathematical understanding and reasoning. A rubric helps leaders evaluate and assess campers’ check-ins, providing specific guidance for what campers may demonstrate in each grade-level category.

MathCamp Check-in Name: _____________ ________ _________ Complete the problems. Show your work. 1. Partition the shapes to show the labeled parts.

halves

fourths

thirds

Check campers’ drawings. Drawing should show square partitioned into 2 equal parts for halves and square partitioned into 3 equal parts for thirds.

2. A camper has 287 stickers. Then the camper buys a sheet of 35 stickers. How many stickers does the camper have in all?

_____ stickers 3. A store has 317 dog toys for sale. Then the store sells 83 of the dog toys. How many dog toys does the store have left? 322

_____ dog toys

234

4. A camper buys 3 packs of bouncy balls. Each pack has 4 bouncy balls. How many bouncy balls does the camper buy?

_____ bouncy balls

Lesson 1 • Worksheet 3 • Bunk Time

TK | MathCamp Teacher Guide 20 | MathCamp Leader’s Guide

Professional Learning

Ensure a smooth and seamless implementation of MathCamp with our in-person or virtual professional learning sessions, so that all educators can easily and successfully implement MathCamp in their classrooms. • Implementation support for best practices, setting up the learning environment, and carrying the techniques of MathCamp through the school year • Supports camper and educator success • Optional integrated MathCamp and LitCamp training

Complete Your Camp Experience

LitCamp is the perfect complement to MathCamp, Scholastic’s summer ELA curriculum. Use them together to provide continuity and consistency in the “Camp” experience for teachers and students. Join other Camp leaders on this journey and learn how LitCamp and MathCamp build skills, boost confidence, and prepare students for the upcoming school year.

WRITING POWER 25 MIN

Respond to Reading Make sure campers have their copies of Owen & Mzee and their notebooks opened to the “Evidence of Owen and Mzee’s Friendship” chart on page 24.

MULTILINGUAL LEARNERS Encourage campers to use past-tense verbs to cite evidence. Discuss regular and irregular verbs.

Model: Campers, you will work with partners to find evidence in the book of the ways that Owen and Mzee show friendship. You will add this evidence to your charts and use it in the next lesson to write an explanation of how the friendship helped each animal. Read aloud the page that begins, “Finally, Dr. Paula and Stephen arrived with Owen...” Explain that from here to the end of the book, there are examples of Owen and Mzee’s friendship and how it helped the animals. Say: Let’s look for examples of Owen and Mzee showing friendship and fill in the first two rows of our charts. Model filling in the first two rows of the chart on the board as campers fill in their own charts. As you work, encourage volunteers to share their examples. EVIDENCE OF OWEN AND MZEE’S FRIENDSHIP How Owen and Mzee showed friendship How the friendship helped Owen and Mzee Mzee began to accept his new companion Owen felt safe with Mzee Sometimes Owen would walk away from Mzee grew friendlier Practice: Have partners work together to find and add to their own charts two more examples of Owen and Mzee’s friendship and how the friendship helped them. Clarify: Explain that strong writers support their ideas with evidence. Remind campers that in the next lesson they will use the evidence on their charts in their own writing. CLOSING CAMPFIRE 15 MIN Review and Reflect Gather campers to review the day’s reading and reflect on the focus strength. Have partners discuss the following questions: In our reading today, what surprised you most about Owen and Mzee’s friendship? What might their story help you understand about your friendships with others? Then ask: What is something new you learned in your Bunk Time reading today? How did this help you understand more about animals, friendship, or something else? Invite volunteers to share with the group. • Offer concrete praise and affirmation for campers’ accomplishments today. • Throw shooting stars. Have campers catch and put them in their pockets.

18 | LitCamp

scholastic.com/litcamp

5694-01 9/24

Page i Page ii Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14

scholastic.com

Made with FlippingBook - Online catalogs