LEVELED. Grade 6. Leveled Reader s Theater - Grade 6 and up enasco.com/reading

Transcription

1 LEVELED Grade 6

2 Editorial Development: Barbara Allman De Gibbs Camille Liscinsky Lisa Vitarisi Mathews Copy Editing: Carrie Gwynne Art Direction: Kathy Kopp Cheryl Puckett Illustration: Len Borozinski Cover Design: David Price Design/Production: Arynne Elfenbein Yuki Meyer Marcia Smith EMC 3486 Visit teaching-standards.com to view a correlation of this book. This is a free service. Correlated to State and Common Core State Standards Congratulations on your purchase of some of the fi nest teaching materials in the world. Photocopying the pages in this book is permitted for single-classroom use only. Making photocopies for additional classes or schools is prohibited. For information about other Evan-Moor products, call , fax , or visit our Web site, Entire contents 2009 EVAN-MOOR CORP. 18 Lower Ragsdale Drive, Monterey, CA Printed in USA. CPSIA: Printed by McNaughton & Gunn, Saline, MI USA. [02/2013]

3 Contents Introduction What s in Every Unit? Using the Leveled Scripts to Increase Reading Fluency Scripts and Activities LEVELS S The Puppy Principal T The Mystery Spot T Kentucky Cave Adventures T Confection Perfection U The Plot Against Robin Hood U It s Money in the Bank U Taming a Blazing Beast V Nail the Tale! V The Maze of Minos V Pigs Is Pigs W Fly Me to the Moon Answer Key

4 What s in Every Unit? 1 A teacher resource page to guide instruction The Maze of Minos This play retells a myth about the Greek prince Theseus, who saves the youth of Athens from the vengeful King Minos of Crete. Level V Characters Theseus Offers suggestions for introducing the topic and activating students prior knowledge Differentiates reading parts as above, on, or below grade level Includes suggestions and examples for helping students write definitions of key vocabulary words 1 Build Background 2 Assign Parts Crete, Androgeus henceforth labyrinth 3 Introduce Vocabulary decree 4 Preview the Script 5 Practice the Script and Share the Play 6 Conduct Follow-up Activities 117 Suggests ways to enhance character development Offers information and suggestions for enhancing fluency Extends the lesson through comprehension and writing activities 2 A reproducible dictionary page to introduce key vocabulary Lists important words for students to define, helping them to better understand each word s usage in the script 118 The Maze of Minos Dictionary Find each word in the play. Use a dictionary to help you write a definition that tells how the word is used. conquest decree grieve halting henceforth labyrinth minotaur perilous revenge sacrifice shroud traitor 4

5 3 A reproducible script with illustrations that support comprehension Easy assembly: Reproduce title page and script pages. Collate pages. Staple pages into a book. Reinforces students understanding of their characters The Maze of Minos Written by: Minnie Tower Name I am reading the part of. Character description: Storyteller: Come back with me to ancient Greece, when King Minos ruled the island of Crete. After his oldest son, Androgeus, was murdered in the Greek city of Athens, Minos waged a war of revenge. Crete defeated Athens, and the war ended, but Minos s revenge did not. King Minos: Hear me, people of Athens. I will never forgive you for the death of my son. Henceforth, and for as long as I am alive, you shall suffer the same loss I have suffered. I order you to send seven young men and seven young women to my island at this time every year. There, they will be locked in the Labyrinth near my palace, where they will be sacrificed to my man-beast, the Minotaur. Storyteller: The people of Athens had heard about the Minotaur. It was a strong and terrifying monster with the head of a bull on the body of a man. They had also heard about the Labyrinth and its maze of confusing passageways. The people shouted their protests. King Minos: Silence! Have you so quickly forgotten? As the victor of war, I may punish the losers as I see fit. I suggest that you use a lottery to choose the fourteen youths. They must arrive in Crete one week from today. And I expect ect you, Aegeus, King of Athens, to see that my order is carried out. King Aegeus: Minos, this punishment is far too cruel to inflict upon my people. ple. King Minos: Is it, Aegeus? eus? You may be right. Yet your son lives safely with his mother, while my son is dead! Features simple, easy-to-read page formats 1 The Maze of Minos 4 Reproducible activity pages to reinforce vocabulary and comprehension Writing Activity Comprehension Activity Name Comprehension questions presented in standardizedtest format Name About the Play Fill in the circle next to the correct answer. 1. Why does King Minos want 14 Athen youths to b e sacrificed each year? A He wants the people of Crete to be entertained. B He wants the people of Athens to suffer as he suffers. C He likes to see the Minotaur fight. 2. What is more frightening to Theseus than the Minotaur? A finding a way out of the Labyrinth B the strength of the giant wrestler C King Minos s hunger for revenge 3. How does Theseus s victory over the wrestler hint at what is to come? A Later, Theseus wrestles the Minotaur. B Later, the youth of Athens kill the monster. C Later, Ariadne brings Theseus his sword. 4. How do Ariadne s comments to her father hint at her actions to come? A They show that she is just as hungry for revenge as her father is. B They show that she does not approve of her father s hunger for revenge. C They show that she blames the youth of Athens for her brother s death. 5. Why might Ariadne be considered a traitor? A because she is helping other human beings B because she stole twine from her father C because she is helping someone from Athens 6. Why does Ariadne refer to Theseus as noble? A because he is a prince B because he risked his own life to save others C because he outsmarted the Minotaur 130 The Maze of Minos Finish the Play Imagine that you are in Athens when Theseus, Ariadne, and the other young men and women return. How do you think King Aegeus and the other parents react? Write about it. Use vocabulary words from the dictionary page. The Maze of Minos 129 A writing prompt that extends the script and provides students with opportunities to use vocabulary words 5

6 Using the Leveled Scripts to Increase Reading Fluency The National Reading Panel identifies fluency as a key component of reading instruction because of its impact on students reading efficacy and comprehension. The Leveled Readers Theater format provides a platform for fun, repeated readings that build students reading fluency. About the Reading Levels Each play has been assigned a Guided Reading level (S W) based on factors related to accessibility. The factors considered in leveling the scripts are: Text structure, such as plot, cause/effect, and problem/solution Text features, such as repetition, point of view, and dialogue Vocabulary Sentence complexity Illustration to text match Book and print features Genre and topic Enhance Your Core Reading Program You can use the leveled scripts as a supplement to your core reading program. The scripts provide a motivating resource that offers purposeful reading practice for students at many different reading levels. Assemble reading groups that include a range of ability levels so that more skilled readers can model fluency to less skilled readers. The engaging, relevant topics in Leveled Readers Theater scripts will entertain and interest reluctant readers and provide fluent readers with the opportunity to explore and enjoy a variety of genres and characters. Support English Language Learners The Leveled Readers Theater scripts provide a reading experience that can increase confidence and transform English Language Learners into fluent readers. The teacher resource pages and follow-up activities that accompany every unit provide the necessary support and scaffolding for effective instruction to EL students in the areas of reading, writing, listening, and speaking. How to Present a Unit Choose a leveled script that contains reading parts written at students instructional reading levels. Use the teacher resource page to conduct guided instruction lessons that help students understand the topic and become comfortable with the format of the script. Start slowly and engage students in repeated readings, modeling fluency often, so that students gain confidence reading the script aloud. Support students by modeling reading strategies, such as using context clues, identifying word structure, and identifying letter-sound relationships. Use the follow-up comprehension and writing activity pages as informal assessments to gauge students understanding of the play. 6

7 The Puppy Principal Bringing five puppies to school is unconventional for a principal, but the puppies change Pennington Middle School for the better. Level S Characters Travis Mrs. Buttons Mr. Kenley Brad Hunter Nicole Aaron 1 Build Background Tell students that this play is about a middle-school principal who is a little unconventional. Explain that an unconventional person does not follow typical rules. Guide a discussion about how an unconventional teacher or principal handles situations as opposed to a conventional teacher or principal. Provide students with the following example: Pretend that a student is sent to the principal s office for running in the hallways. How do you think an unconventional principal might handle the situation? 2 Assign Parts The reading parts for Travis are lengthy and frequent but use everyday language, so they are well suited to a student reading on grade level. The reading parts for the other characters are simple and brief, so they are well suited to students reading on or below grade level. 3 Introduce Vocabulary Point to each word on the dictionary page. Read the word aloud and have students echo you. Before having students look up definitions of the words, help them find each word in the play to see how it is used. Remind students to look for the definition that reflects the way the word is used in the context of the play. The word bind, for example, can be either a noun or a verb, but it is used as a noun in the play. Discuss definitions and usage as needed. 4 Preview the Script Guide students in previewing the script. Have them look at the illustrations and make predictions about what will happen in the play. Then go through the script again, reading it page by page, and have students highlight their reading parts. After students are familiar with the script, guide them in a discussion about the characters personalities. To help reinforce students understanding of their assigned characters, have each student write a description of his or her character in the space provided on the title page of the script. 5 Practice the Script and Share the Play Have students read the script aloud as a group several times. Model how to use intonation and expression to develop each character s personality. After students are able to read the script fluently, have them read the play for an audience. 6 Conduct Follow-up Activities Distribute practice pages 19 and 20 and guide students in completing them. For the writing activity, encourage students who need extra support to brainstorm ideas in small groups. 7

8 Dictionary Find each word in the play. Use a dictionary to help you write a definition that tells how the word is used. assembly notorious bewildered pushover bind skitter cronies spew delay dickens static unruly 8 The Puppy Principal

9 The Puppy Principal Written by: Kibbles N. Bitts Name I am reading the part of. Character description:

10 Travis: I was probably the first one to see him. He pulled into the parking lot in an old Volkswagen Bug that was coughing and spewing all kinds of exhaust and parked in the spot marked Principal. Huh! I thought to myself. That s Kenley? The new principal? He got out of the car, pulled a good-sized box out of the back seat, and started walking toward the building. I held the door open for him. By the way, my name s Travis. I ve been a janitor here at Pennington Middle School for almost thirty years, but I ve never seen a principal quite like this one. Mrs. Buttons: You must be Mr. Kenley. I m the school secretary, Mrs. Buttons Betty Buttons. You ve got quite a load there. Do you need any help carrying that box? Mr. Kenley: No, Mrs. Buttons. Thanks, anyway. They re a handful, but I can manage. Mrs. Buttons: They? Mr. Kenley: The puppies. Mrs. Buttons: Puppies? Mr. Kenley: Yes, but don t worry. There are only five of them, and they re almost potty trained. You might want to keep some paper towels on hand, though just in case. Mrs. Buttons: Oh, um yes! Yes, of course. Oh, here. Your office is right here. Mr. Kenley: Thanks. Just let me set this box down and Mrs. Buttons: Oh my! Mr. Kenley! That puppy 1 The Puppy Principal

11 Mr. Kenley: Whoopsy daisy. Well, one of them had to be the first one out of the box, I guess. Mrs. Buttons: It s running out the door! Mr. Kenley: Here, you keep an eye on the rest of them, and I ll go catch uh whichever one that was. Travis: Seeing Mr. Kenley race down the hall after that little puppy was quite a sight. Did I mention that it was the first day of school? Well, it was, and the hallways were crowded with students. Of course, a lot of Pennington students spend more time in the hallways than in the classrooms. It s a real problem around here, especially with one particular group of eighth-graders Brad, Hunter, Nicole, and Aaron. Yep, those four are a handful. Brad: So wha d ya think, Hunter? You wanna just skip second period and jet down to Games Galore? I wanna check out the new Hey! What the? 2 The Puppy Principal

12 Hunter: It s a dog! Nicole: It s not a dog. It s a puppy! Come here, puppy Brad: Grab its tail! Nicole: No, don t! You ll hurt it! Hunter: It s heading for the cafeteria! Aaron: C mon, let s follow it! Maybe it ll delay our boring first-period assembly. Travis: I followed right behind them. As I said, Brad and his cronies are an unruly bunch. It was their last year at Pennington, and I knew they d be trying harder than ever to cause trouble. But that puppy sure surprised them. And there they all were in the cafeteria, hands outstretched and talking puppy talk, when Mr. Kenley caught up with them. Mr. Kenley: Here you are, you little dickens. I guess you just want to be where all the action is. Thanks for surrounding him, kids. Come here, Freddy, er no, wait one, two, three, four spots. That s it! Spots! How could I forget Spots? Come here, Spots. Aaron: Wait a second. Who are you? Brad: Yeah, are you like a a dogcatcher or something? Mr. Kenley: A dogcatcher? Oh, no. Nothing like that. I m your new principal. And this little fella is Nicole: You re the new principal? 3 The Puppy Principal

13 Mr. Kenley: Yep, and, if I m not mistaken, I m supposed to be holding an assembly right here, right now. Well, Spots, no time to get you back to the office. Why don t you kids take your seats, and we ll get started. Hey! Thanks again for helping me catch Spots. Travis: Mr. Kenley put the puppy in the pocket of his sport coat as he made his way to the front of the room. Hunter: Let s get out of here. Nicole: Definitely. Brad: Yeah, Fried Do-Nuts has a two-for-one special on glazed if we get there before nine o clock. Aaron: And then let s go to Games Galore and Mrs. Buttons: Stop right there, you four. The assembly is starting. You are not allowed to exit the cafeteria. Nicole: But I have to go to the bathroom, Mrs. Buttons. Aaron: Me, too. Brad: Me, three! Hunter: Yeah, uh I have to, uh go to the bathroom, too. Mrs. Buttons: Oh, no. You kids are not going to pull that stunt again this year. We have a new principal, and he Travis: The sound of Mr. Kenley s voice came blasting through a static-filled microphone. Mr. Kenley: Testing, uh test uh-oh! Whoops. No, Spots! 4 The Puppy Principal

14 Travis: That puppy slid out of the principal s jacket pocket like a stick of butter across a hot griddle and skittered across the cafeteria floor just in time to greet his four brothers and sisters, who were racing down the hall toward the cafeteria doorway. Mrs. Buttons: The puppies! But but how did they get out? Aaron: More puppies? Nicole: Oh, how cute! Hunter: How many are there? Travis: Now the cafeteria was in an uproar. But Kenley? Well he was pretty calm about the whole thing. Mr. Kenley: Students, please. Please take your seats. It s just a few little puppies. Okay, now, you four students by the exit Nicole: Uh-oh! He s onto us. 5 The Puppy Principal

15 Aaron: Yeah, look. He s pointing at us. Mr. Kenley: Yes, you four next to Mrs. Buttons. Would you please take the puppies back to my office? I hate to have you miss the assembly, but you were so helpful before. And would you mind staying with the puppies in my office until the assembly is over? Brad: Yeah, okay I guess. I mean, like we don t really want to miss the assembly, but well you re in a bind and Sure, no problem. Mr. Kenley: Thanks, I appreciate it. Now, everybody else take your seats, and we ll get started. Travis: I watched those four scoop up the puppies and leave the cafeteria, and I thought to myself, It s not like them to be so cooperative. Something s up. I d better keep an eye on them. Brad: Sweet! We got out of that boring assembly after all! Aaron: I know! Can you believe it? Maybe we ll luck out and miss second period, too! This is awesome! Principal whoever is a real pushover. Hunter: That s for sure! Can you believe he called us helpful? Nicole: Cute puppies and no assembly. This is what I call a great first day of school! Travis: After the helpful students took the puppies to Mr. Kenley s office, I figured they d take off. Surprisingly, I was wrong. They were still there, playing with the puppies, when Mrs. Buttons came back from the assembly. 6 The Puppy Principal

16 Mrs. Buttons: All right, you four. Playtime with the puppies is over. You have exactly six minutes to get to your second-period classes, and you can bet that our new principal will personally see to it that you Mr. Kenley: I m back. Are they finally behaving? Mrs. Buttons: Oh, sir, I was just making sure they Mr. Kenley: Don t worry, they can be a handful. Mrs. Buttons: Don t I know it! Why, last year Mr. Kenley: Last year? There were puppies here last year? Mrs. Buttons: Oh, you meant the puppies? I was talking about the students. Mr. Kenley: The students? Oh, right. You four have been very helpful. Thank you so much for taking care of things. You know, I had a feeling about you four, and you certainly haven t disappointed me. Nicole: We haven t? Mr. Kenley: Certainly not. You came to my rescue twice today, and I want to personally thank each of you. Travis: Mr. Kenley gave each student a hearty handshake. Mr. Kenley: If it hadn t been for you kids, my puppies would have ruined the assembly. I m just sorry you had to miss it. Hunter: Yeah, so are we. We re really sorry. Aaron: Yeah, really sorry! 7 The Puppy Principal

17 Brad: Hey, I have an idea! Maybe we can just stay here awhile longer, and you can do a mini-assembly with just the four of us and the puppies, of course. Mrs. Buttons: Didn t you just hear the warning bell for second period? You students need to get to class! Mr. Kenley: Yes, you don t want to miss your second-period classes. And it s very important to be on time. Mrs. Buttons: I m glad you agree, sir. You four run along now. Hunter: But we really need to know what you said to everyone at the assembly. Mr. Kenley: Tell you what. How about we meet back here after fourth period? We ll have a working lunch over Fried Do-Nuts and pizza, and I ll fill you in. Travis: The four students exchanged bewildered glances. Brad: Sure Mr. uh Mr. Kenley: It s Kenley. Mr. Kenley. It s been a pleasure, uh Brad: Brad. I m Brad. That s Hunter. She s Nicole. And the guy with the puppy on his shoulder is Aaron. Mr. Kenley: Well, it s been a pleasure, Brad, Hunter, Nicole, and Aaron. The puppies and I will see you at lunchtime. Travis: Mr. Kenley smiled and picked up two puppies as he watched the students leave the office. Mrs. Buttons: Don t be surprised if that s the last we see of those four today. They re notorious for cutting classes. They re the biggest troublemakers in the school! 8 The Puppy Principal

18 Mr. Kenley: Well, now, I believe it s all in how you look at things, Mrs. Buttons. And from what I ve seen, I don t think they re going to be any trouble at all. Travis: The students hesitated in the hallway outside Mrs. Buttons s office. Brad: So where to? Aaron: I was kind of thinking I ll just go to class today. Nicole: Me, too. Then when we go to the principal s office, we ll be there to play with the puppies and eat doughnuts and pizza instead of to sign a detention slip. Hunter: Yeah. Doughnuts are sounding a lot better than detention to me, too. See you after fourth period? Brad: Yeah, sure thing. Travis: Like I said, in thirty years, I ve never seen a principal quite like this one. He was unconventional, alright. On his very first day, Mr. Kenley and his puppies turned Pennington Middle School upside down, but by second period, everything was, well right side up! 9 The Puppy Principal

19 Comprehension Activity Name About the Play Fill in the circle next to the correct answer. 1. What was the most unusual thing about Mr. Kenley? A He had an old car. B He wore a suit to school. C He brought five puppies to school. 2. Why was Mrs. Buttons suspicious of the four students? A The students were known for breaking the rules. B Mrs. Buttons knew that the students didn t like puppies. C Mr. Kenley told her the students were troublemakers. 3. Why was it ironic that Mr. Kenley asked the students to watch the puppies? A The students were about to break the rules and leave school. B The students just happened to have puppies of their own at home. C The students had just asked Mrs. Buttons if they could watch the puppies. 4. Why do you think the students stayed in Mr. Kenley s office instead of leaving? A They liked Mr. Kenley. B They liked playing with the puppies. C They didn t want to disappoint Mrs. Buttons. 5. What is true about Mr. Kenley? A He is a real pushover. B He is unconventional. C He likes to make Mrs. Buttons angry. 6. What does the ending of the play seem to indicate? A The students will keep breaking the rules. B The students will adopt the puppies. C The students will start following the rules. The Puppy Principal 19

20 Writing Activity Name Finish the Play Imagine that one of the puppies escapes during second period. Which of the four students finds it and takes it back to Mr. Kenley s office? Write about it. Use vocabulary words from the dictionary page. 20 The Puppy Principal