TEACHER RESOURCE GUIDE
Boy of Their Dreams Eleanor Robins
Learning Activities for • Vocabulary • Initial Understanding • Developing Interpretation • Personal Reflection and Response • Demonstrating a Critical Stance
Table of Contents To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Vocabulary Grouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Form Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Numerical Word Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Fill in the Adverb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Initial Understanding Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Concept Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Interpretation Comparison and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Venn Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Foreshadowing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Other Foreshadowing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Brainstorm Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Reflection Personal Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Critical Response How Did It End? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Your Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
SADDLEBACK EDUCATIONAL PUBLISHING Three Watson, Irvine, CA 92618-2767, E-mail:
[email protected], Website: www.sdlback.com Copyright © 2004 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher. The purchase of this guide entitles the individual teacher to reproduce copies of the student pages for use in his or her classroom exclusively. The reproduction of any part of the work for an entire school or school system is prohibited
ISBN 1-56254-680-5 Printed in the United States of America
To the Teacher The Carter High Chronicles Organization The Carter High Chronicles series introduces the students at the fictional Carter High School. Many of the same characters—students, teachers, and coaches—appear in more than one story. As in real life, their stories are intertwined. The books are not sequential and may be presented in any order. This teacher’s guide provides ideas and reproducible worksheets to support the book and extend students’ reading skills. The key at the end of this guide provides answers and example responses.
Different Ways to Present the Book Reading the book as an entire class might be helpful for lower-functioning readers. Students who are more confident may be encouraged to read the book on their own after reading one or two chapters as a class. If your students are familiar with the Carter High series, you might begin by having them review what they already know about various characters. Although most activities are designed for use after reading the book, some are best completed before students read. A few activities may be used during the reading. These activities were designed for a variety of teaching styles. You can distribute all of the activities at once or pick-and-choose the skills you want to reinforce.
How to Build Connections Each book gives more insight into the teen characters. Since some characters appear in subsequent stories, you may wish to create character webs and have students continue to add to them as you read the series together.
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Reading Strategies The activities in this Teacher’s Resource Guide focus on giving lower-level readers the tools to construct, extend, and examine the meaning of text. Included are essential elements in reading literacy as identified by the National Assessment of Educational Progress. Vocabulary Vocabulary skills include decoding words, using words correctly, understanding meanings, and extending the actual amount of words the students know. Increased competency with vocabulary increases fluency when reading both silently and aloud. As students decode or recognize words more easily, they will be able to determine and extend the meaning of entire passages more easily as well. Initial Understanding Initial understanding of text is the initial impression or unreflected understanding of what was read. Skills include identifying details and facts from text read, and recognizing aspects of literal text, such as sequence of events or main ideas. Without initial understanding, no reader would be able to comprehend the text on a higher level. Developing Interpretation Developing interpretation goes beyond the initial impression to develop a more complete understanding of what was read. The reader must distinguish between and compare separate concepts in a text to extend its meaning. Examples of interpreting skills include differentiating facts from opinions, making comparisons, summarizing, and identifying cause-effect relationships. Personal Reflection and Response Personal reflection and response requires readers to relate topics to their own experience. As students connect their own experiences with text, information becomes more clear. Having internalized ideas, readers can much more easily express their responses. Demonstrating a Critical Stance Demonstrating a critical stance requires readers to detach themselves from the text in order to consider and evaluate it. A critical response may include identifying the intended audience and critiquing the text.
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Name
Date
Vocabulary
Grouping
•
What do these words have in common? tackle
pass
huddle
block
You can make these words into a group because they all are about football. Directions: Cross out the word that does not belong. Circle the word that tells about the other three. Then add a new word that belongs in the group. new
Clay
Gail
Griff
lost
Tell why you chose the new word and how it fits with the other words in the group.
Form Groups Directions: The list below contains words that could be organized into four groups that tell about different parts of the story. Find the three words that belong in each group and write them on the lines. loyalty
practice
field
together
call
game
watch
volleyball
hall
friendship
lunch
practice
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Name
Date
Vocabulary
•
Definitions
You may know what a semester is, but can you explain it in simple terms? Try below! Directions: For each word below, write a definition. Then look the word up in a dictionary and write its definition. How close was yours? 1. volley
My definition:
Dictionary definition: 2. tackle
My definition:
Dictionary definition: 3. semester
My definition:
Dictionary definition:
Numerical Word Parts The word part sem means six or half. Many words use number word parts. The word may contain all, part, or slightly different letters. bi – two tri – three quad – four
penta – five hexa or sext – six octa – eight
deci – ten cent – one hundred
Directions: Underline the numerical word part. Then use what you know about word parts to define the word. 1. semi-circle 2. octopus 3. bicentennial 4. tripod 5. hexapod 6. pentagon 7. quadruplets 8. dime
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Name
Date
Vocabulary
•
Adverbs
The tall girl ran swiftly around the track. How did the girl run? swiftly Adverbs describe verbs. Many adverbs are adjectives with –ly added to the end. bold – boldly quiet – quietly nice – nicely true – truly Adverbs also add meaning to adjectives and other adverbs. very bold so quiet quite nicely
not true
Adverbs answer the questions how or how much? Directions: Circle the adverb in each sentence. Draw a line from the circle to the word the adverb describes. The first one is done for you. 1. Griff
only
spoke
2. Kim
walked
3. Fran
was
very
4. The
girls
ate
loudly
slowly
5. Some
people
6. Kim
politely
enough
into
excited
the about
for
Kim
to
hear.
lunchroom. meeting
the
new
too
hard.
boy.
quickly. thought welcomed
Mr. the
Wong
was
new
girl.
Fill in the Adverb Directions: Complete each sentence with an adverb. You can use your own or an adverb from the activity above. down the street.
1. The car rumbled
.
2. The mother cat carried her kittens 3. The students ate 4. The movie was 5. The artist painted The Carter High Chronicles—Boy of Their Dreams
. good! . ©2004 Saddleback Educational Publishing
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Name
Date
Initial Understanding
•
Punctuation
Punctuation can help you understand text.
. , ?
Periods tell you where an idea stops. Commas show where to pause. They also replace a period in a quotation. Question marks indicate a question.
“ ” Quotation marks show what a person said. Other punctuation goes inside the quotation marks. Directions: Read the paragraphs from the story. Add punctuation. Kim could hardly wait to get to math class She got there early t o s e e t h e n e w b o y B u t h e d i d n o t c o m e t o c l a s s Wa s h e a b s e n t Gail was there She said Can you look at my homework And make sure I did it right Sure Kim said K i m l o o k e d a t G a i l ’s h o m e w o r k . T h e n K i m s a i d I t l o o k s r i g h t to me T h a n k s I t h o u g h t i t w a s B u t I w a s n’t s u r e G a i l s a i d M r. Wo n g s a i d T i m e t o s t a r t c l a s s G e t o u t y o u r h o m e w o r k Directions: Underline letters that should be capitalized. Add other punctuation marks as needed. kim had to try hard to keep her mind on math where was the new boy she was glad when math class was over gail said see you tomorrow kim OK have a good day kim said
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Name
Date
Initial Understanding
•
Concept Web
In the story Boy of Their Dreams, what kind of friend is Kim? Directions: Write about events and actions that showed Kim’s friendship. Fill in the web with other descriptive words about Kim as a friend.
loyal
Kim was a friend.
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Name
Date
Interpretation
•
Comparison and Contrast
Kim and Fran did not guess that their “new boy” was the same person. This was because each girl thought of him differently. Directions: Look for examples in the book of what Kim and Fran thought about Clay. Make some notes about what each girl thought of Clay, and about how their thoughts were alike and different. ___ ____ ____ ___ ____ ____ ____
Venn Diagram Directions: Use words and phrases to complete the diagram about Kim and Fran. KIM’s view of Clay
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Similar Views
The Carter High Chronicles—Boy of Their Dreams
FRAN’s view of Clay
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Name
Interpretation
Date
•
Foreshadowing
Do your palms get sweaty in the movie theater when the scary music starts? Nothing scary is happening yet—but the music tells you that it will! Stories also give clues about something that will be revealed later in the story. This is called foreshadowing. Directions: Think about the story Boy of Their Dreams. What clues did Kim have that her “new boy” may be the same as Fran’s? Use your Venn Diagram on page 10 for hints.
When did you suspect that Kim and Fran might like the same boy? What clue foreshadowed the fact for you?
Other Foreshadowing Many authors use foreshadowing. Mystery writers often use foreshadowing. Directions: Think about other books you have read or movies you have seen. Write the title and discuss the foreshadowing that hinted about something revealed later.
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Name
Date
Interpretation
•
Brainstorm Results
Kim decided to turn down Clay because she knew Fran would be upset. She knew that Fran liked him better than she did. She knew that she might hurt her friendship if she dated the new boy. But what do you think would happen next if Kim did date Clay? Directions: What else could Kim have done besides turn Clay down? Think about what might have happened if Kim decided to date Clay. What might the results have been? Write a few ideas about what might have happened. _________________________________________
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Name
Reflection
Date
•
Personal Response
Think about what happened with Kim and Fran in the story Boy of Their Dreams. Directions: Choose a question below that interests you. Underline it, and write a few sentences in response. Continue on another sheet of paper if you need more space to write your response. • What qualities or experiences do you have in common with Kim or Fran? • Have you ever been new to a place or a school? How did you meet people? • Have you ever been hurt by something a friend has done? What happened to your friendship? • Have you ever liked the same person as a friend of yours? What happened? • Do you think that Kim made the best decision in the end?
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Name
Date
Critical Response
•
How Did It End?
The ending to the story, Boy of Their Dreams, may have surprised you. Directions: Answer the questions about the story’s ending. What do you think happened after the story ended? The story ended without Kim actually doing anything. Do you think that the author should have shown Kim turning Clay down? Why or why not?
Did Kim’s decision seem realistic to her character? The ending was very short. Do you think it seemed complete or did there need to be more information given? If so, what information did you want to know.
Your Opinion Directions: Answer the questions about the story, Boy of Their Dreams. Did you enjoy the book? What was your favorite part of the story and why? _ Would you tell a friend to read Boy of Their Dreams? _ _ 14
The Carter High Chronicles—Boy of Their Dreams
©2004 Saddleback Educational Publishing
Answer Key p. 5 Grouping Circled word: new; Crossed out word: Griff Sample response: shy, because a new person may feel shy at a new school. p. 5 Form Groups Sample groups: loyalty, friendship, together practice, field, watch call, lunch, hall game, practice, volleyball
p. 10 Venn Diagram Diagram should reflect information from Comparison and Contrast activity.
p. 6 Definitions Check definitions in a dictionary. 1. volley: the flight of a ball in sports 2. tackle: stopping an opponent 3. semester: half a year
p. 11 Foreshadowing Sample responses may include the fact that Kim did not see the boy in her math class again and that the boy saw her at football practice.
p. 6 Numerical Word Parts 1. half-circle, 2. eight-legged sea animal, 3. two hundred years, 4. three-legged stand, 5. anything with six legs, 6. five-sided figure, 7. four siblings born together, 8. ten cents or one tenth of a dollar p. 7 Adverbs (in order: adverb, modified word) 1. loudly, spoke, 2. slowly, walked, 3. very, excited, 4. quickly, ate, 5. too, hard, 6. politely, welcomed p. 7 Do It Yourself Sample responses given. 1.loudly, 2. gently, 3. noisily, 4. so, 5. well p. 8 Punctuation See pages 20 and 21 in Boy of Their Dreams. p. 9 Concept Web Kim was a good friend. Sample events include when Kim went to watch football practice with Fran, when Kim gave her number to both Gail and Griff, and when Kim decided to turn down a date with Clay. Sample descriptive words include: loyal, nice, friendly, caring, polite, helpful
The Carter High Chronicles—Boy of Their Dreams
p. 10 Comparison and Contrast Sample responses: Comparison: He’s new. He’s on the football team. He’s in their grade. Contrast: Fran thought he was very cute. Kim did not think he was especially cute. Each girl thought he was in a class of theirs that was at the same time. Both girls thought that Clay liked her.
p. 11 Other Foreshadowing Responses will vary. p. 12 Brainstorm Results Sample responses: If Kim had dated Clay, Fran may have stopped talking to Kim forever. Fran may have been upset at first, but she may have forgiven Kim. Kim may have dated Clay secretly; but Fran may have found out. Clay might have set up Fran on a double-date; and Fran may have liked her date even better. p. 13 Personal Response Responses will vary. p. 14 How Did It End? Responses will vary. p. 14 Your Opinion Responses will vary.
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Carter High Chronicles Eleanor Robins
Back-Up Quarterback
The Best Week Ever
Dan has worked hard for three years to earn the quarterback slot on the football team. But Clay, a new boy who has moved to the area, is better and threatens to take the slot from him. Coach asks Dan to help Clay learn plays. Dan faces the dilemma of doing what is best for him and doing what is best for the team.
Deb has reading problems and is selfconscious about it. She doesn’t think smart boys will like her. But she’s hardworking, helpful, and a girl of her word. Deb turns down a date to rake her sick neighbor’s leaves. Ed, smart and handsome, comes by to give her a hand and—perhaps—ask her out.
Too Late
One Date Too Many
Matt’s always late, but doesn’t think it’s important until he loses his girlfriend and angers his history teacher and best friend. Will Matt miss out on the big game because of his attitude?
Paz has a date with Juan, but would rather go out with Cruz. Griff and Marge try to meddle as usual, but Paz knows she has made a commitment to Juan. Will she stick with her commitment?
The Fastest Runner
It Is Not a Date
Ben has a dilemma because he’s failed math but wants to go out for track. The coach checks all the grades, but Ben’s grades are confused with Ed’s because they both have the same last name. Should Ben tell the truth about his grades and miss out on the chance to run track?
Kirk dates Claire, but is asked by his boss to give his niece, Gail, a tennis lesson. Claire is upset that Kirk may actually be dating Gail. So how can Kirk prove to Claire that he’s faithful? Can Beth, his eight-year-old sister, help?
Boy of Their Dreams The Easy Way Laine is the best shooter on the girls basketball team, but she only wants to do what she’s good at. Laine doesn’t want to work hard at sports or school. Laine is fortunate to have three friends who help her understand the value of working hard to achieve your goals.
The Right Kind of Win Is it OK to win because the other team forfeits, or should you bend the rules a bit and play the game, letting the best team win? Cruz wants to take the easy way out, but his teammates want to play fair and square.
Kim and her best friend, Fran, are both interested in a new boy at school, but they don’t realize that it’s the same boy! Kim figures it out first, and has to decide if she is willing to risk her friendship with Fran.
Don’t Blame Me June has a hair-trigger temper and it gets her in trouble on the volleyball court. Coach Dale kicks her off the team, and her boyfriend breaks up with her. Her friends, Rose and Kim, try to help.
