TEACHER RESOURCE GUIDE
Don’t Blame Me 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 Words Ending With y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Grouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Form Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Initial Understanding Cloze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Comprehension Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Interpretation Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Making Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Add Another Clue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Character Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Another Character Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Reflection Fair or Unfair? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Unfair Result . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Can You Relate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Critical Response Be a Critic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 1-56254-682-1 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
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Words Ending With y
What is interesting about this sentence? Rey will carry the volleyball carefully. Most words in the sentence have a y. Nouns ending in y: • If the word ends with a consonant then y, make the word plural by changing the y to i then add es. • If the word ends with a vowel then y, simply add s. Verbs ending in y: • If the word ends with a consonant then y, change the y to i then add es or ed. • If the word ends with a vowel then y, simply add s or ed. Directions: Look at the underlined words. Write them in the correct place in the chart. Then complete the chart. The boys carried their trays to a table.
Try to keep the ball going for a volley.
The bunny will scurry back if we go near.
Mommy cats worry over their new kitties.
Her hobby is that she plays with clay.
The days seem to hurry along.
When he stays here, it is like a ray of sun.
The man said to ready yourself.
NOUNS singular boy
plural boys trays
The Carter High Chronicles—Don’t Blame Me
base word carry
VERBS present tense carries
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past tense carried
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Name
Date
Vocabulary
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Grouping
What do these words have in common? tag
catch
war
rummy
You can make these words into a group because they all are games. 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. 1. serve
set
spike
goal
volleyball
2. history
classes
science
sports
math
3. second
first
next
order
win
4. Rose
Mrs. Frey
students
Griff
June
Form Groups Directions: The list below contains words that can be organized into three groups that tell about different parts of the story. Find the three words that belong in each group. List them on the lines.
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anger
quickly
temper
back-up
fast
replacement
unkind
substitute
hurriedly
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Name
Date
Initial Understanding
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Cloze
Before You Read: Read the paragraph below about the story. Write words in the blank that make sense in the sentence. with me. I needed some
“I asked Kim to 1) 2)
with my science homework. And I had to turn it in lunch,” Zack said.
right 3)
.
June didn’t believe 4) “Kim isn’t in your science 5)
,” June said.
Zack said, “No, she isn’t. But we have the same teacher. And my class does the same 6)
her class does.” .
June didn’t know what to 7)
After You Read: Now write words that make sense in the sentence and in the story. Reread or skim the book, if needed. Then answer the question below. with me. I needed some
“I asked Kim to 1) 2)
with my science homework. And I had to turn it in lunch,” Zack said.
right 3) June didn’t believe 4)
.
“Kim isn’t in your science 5)
,” June said.
Zack said, “No, she isn’t. But we have the same teacher. And my class does the same 6)
her class does.” June didn’t know what to 7)
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Name
Date
Initial Understanding
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Comprehension Chart
June was sometimes surprised by what got her into trouble. Directions: Complete the comprehension chart about June. Event
What June Thought What She Was She Was Being Actually Being Blamed For Blamed For
Result(s)
Mrs. Frey wanted to see June after class
June and Kim bumped into each other during a game The volleyball team lost the match against Hillman
Zack heard about what June said to Kim in the hall
June was pulled out of the game after a bad serve
What actually gets June into trouble most often? 8
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Name
Interpretation
Date
•
Idioms
Many phrases in the English language are idioms. Idioms are phrases that do not have the same meaning that the individual words suggest. For example, when you “jump to conclusions” you don’t actually jump. When you jump to conclusions, you think you know something without knowing all the facts. Directions: Circle the phrase that best explains the idiom. 1. June’s temper gets the best of her. A. brings out the best of her personality B. gets in her way, defeats her C. is the best part about her 2. June thought that Rose was taking Kim’s side. A. bumped into the side of Kim’s body B. stood on Kim’s side of the net C. agreed with Kim rather than June 3. June felt like everyone picked on her. A. took lint off her clothes B. chose her for their team C. said bad things about her 4. Marge though that June and Zack broke up. A. stopped dating B. burst out laughing C. smashed something to pieces
The Carter High Chronicles—Don’t Blame Me
5. June thought that Kim was trying to get back at her. A. doing something bad to someone who did something bad to you B. returned to C. hitting her back 6. Coach Mann pointed to the paper and went on with class. A. kept walking with B. continued C. stood on top of 7. June had to turn in a paper the next day. A. put something upside down B. give to someone C. told on someone 8. June hoped Zack would get over being mad at her. A. stop after awhile B. stand above C. lose control about
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Name
Date
Interpretation
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Making Inferences
Was June upset that Zack broke up with her? The book never stated that she was, but you know that she was from her actions, thoughts, words, and what others said. One clue is June hoped Zack would get over being mad. Also, Kim said that June looked upset. Many things help us infer that June was upset. Use clues in the story to decide what is not directly stated. This is making an inference. Directions: Match each inference with a clue. Be careful—there are more clues than inferences. 1. Rose thought June had a problem with her temper.
A. Zack ate lunch with Kim.
2. June was a good volleyball player.
C. Coach Mann had June write a paper.
3. June’s teammates were upset by how she treated Kim. 4. People thought that Zack and June broke up. 5. June didn’t trust Zack or Kim.
B. June didn’t believe that Zack only wanted Kim’s help with his science homework. D. Rose didn’t say anything after June told her that Mrs. Frey thought she had a temper. E. June was on the starting team. F. No one on the volleyball team spoke to June. G. Students blocked a doorway so June couldn’t get to Kim. H. Rose told June that she had been unkind to Kim.
Add Another Clue Directions: Circle an inference above. List any other clues from the story that helped you make the inference.
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Name
Interpretation
Date
•
Character Web
What kind of person is June? Think of what you know about June—how she looks, what she does, what she is like. You know some things about June because the author told you. You know other information from making inferences based on what June said and did. Directions: Write what you know about June on the web. Add more spokes as needed.
JUNE
Another Character Web Directions: Choose another character from the story. Write his or her name in the center and create a web about the character.
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Name
Date
Reflection
•
Fair or Unfair?
In the story, June’s punishment for being late to class was to write a two-page paper. Do you think this was a fair punishment? Directions: Read about the results of the things June did. Write F if you think the result was fair and U if you think it was unfair. 1. June had to write a paper about getting to class on time.
2. Zack broke up with June when she said that Kim was trying to take him.
3. Coach Dale kicked June off the team.
4. No one on the volleyball team spoke with June after the game.
Unfair Result Directions: Write about a result to something you did that seemed unfair. Tell about what you did, what the result was, and what it should have been. If this has never happened to you, write about someone you know or have heard about.
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Name
Reflection
Date
•
Can You Relate?
Directions: Think about the story, Don’t Blame Me. Then write how each event or description from the story is like or unlike your own experience. • June loses her temper too often.
• June didn’t think that the coach would really kick her off the team.
• Marge seemed to want to make June upset.
• Rose liked her best friend, but not everything about her.
• Zack’s lunch with Kim looked like more than it was.
• False rumors started about Zack and Kim.
• One player’s attitude or actions can affect the whole team.
• June thought that Kim was trying to get back at her.
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Name
Date
Critical Response
•
Be a Critic
A critic reads a book to decide how good it is. Then, he or she writes a review that tells if the critic thinks others should read it and why. Good critics support their opinions with evidence from the book. Directions: Write a review of Don’t Blame Me. Begin your review with a brief statement naming the book and its author, then share your opinions about it. End by telling if you would recommend the book, and who you think would or would not enjoy it.
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Answer Key p. 5 Words Ending With y Nouns: boy, boys; tray, trays; bunny, bunnies; hobby, hobbies; clay, clays; ray, rays; volley, volleys; mommy, mommies; kitty, kitties; day, days Verbs: carry, carries, carried; scurry, scurries, scurried; play, plays, played; stay, stays, stayed; try, tries, tried; worry, worries, worried; hurry, hurries, hurried; say, says, said; ready, readies, readied p. 6 Grouping Sample responses are in italics: 1. volleyball: serve, set, spike, pass 2. classes: history, science, math, English 3. order: second, first, next, last 4. students: Rose, Griff, June, Zack
p. 9 Idioms 1. B, 2. C, 3. C, 4. A, 5. A, 6. B, 7. B, 8. A p. 10 Making Inferences 1. D, 2. E, 3. F, 4. A, 5. B p. 10 Add Another Clue Sample response for inference number 5: June yelled at Kim. June jumped to the conclusion that Kim was stealing her boyfriend without talking to Zack or Kim first. June thought Kim was lying when she explained herself. p. 11 Character Web Sample response: good volleyball player, best friend is Rose, Zack’s girlfriend (for awhile), loses her temper quickly, defensive, untrusting, unkind
p. 6 Form Groups anger, temper, unkind back-up, replacement, substitute quickly, fast, hurriedly
p. 11 Another Character Web Sample response for the character of Kim: a good but not great volleyball player, good at science, friendly, helpful, trustworthy
p. 7 Cloze Sample responses: 1. eat, 2. help, 3. after, 4. it, 5. class, 6. thing, 7. believe
p. 12 Fair or Unfair? Fair and Unfair judgments will vary. Sample results: 1. F: Students serve detention after school. Students must get a late pass. 2. U: Zack might have stayed with her or he might have stayed with her if she apologized to him and to Kim. 3. U: The coach might have benched June just for a few games. The coach might have required June to take the class Mrs. Frey told June about at the end. 4. U: The other teammates might have said unkind things to June or they might have spoken to the coach about her.
p. 8 Comprehension Chart • Mrs. Frey wanted to see June: talking in class, losing her temper, nothing • June and Kim bumped into each other: bumping into Kim, being unkind to Kim afterwards, Coach Dale threatened to kick June off the team and the team didn’t speak to June • The volleyball team lost: not playing, upsetting the team so they played badly, June’s teammates didn’t speak to her • Zack heard about what June said: nothing, not believing that Kim wasn’t trying to steal Zack, Zack broke up with June • June was pulled out of the game: her foot was on the line when she served, June yelled at the ref, June was kicked off the team *June’s temper gets her into trouble most often.
p. 12 Unfair Result Responses will vary. p. 13 Can You Relate? Responses will vary. p. 14 Be a Critic 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.
