Activity Pack. Literature Made Fun! Tangerine by Edward Bloor

Transcription

1 Pack Literature Made Fun! by Edward Bloor

2 Pack Literature Made Fun! by Edward Bloor Copyright 2008 by Prestwick House, Inc., P.O. Box 658, Clayton, DE Permission to copy this unit for classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale. ISBN Item No

3 Copyright 2008, Prestwick House, Inc. 2

4 Table of Contents Pre-Reading Anticipation Guide...6 Anticipation Guide...6 Research Setting...10 Author Background...12 During Reading Chapter Titles...14 Chapter Titles Chart...14 Identifying Foreshadowing...20 Examples of Foreshadowing Chart...20 Prologue Saturday, August 19, later Letter to the Editor...24 Recognizing Figurative Language...26 Recognizing Figurative Language Chart...26 Rewriting Figurative Language...28 Recognizing Figurative Language Chart...28 Monday, August 21 Wednesday, August 30 Compare and Contrast...30 Football vs. Soccer Venn Diagram...32 Thursday, August 31 Thursday, September 7 Writing a Letter...34 Mrs. Fisher vs. Coach Warner Chart...34 Friday, September 8 Friday, September 15 Speech Writing...36 Creating a Newscast...38 Creative Writing...40 Sinkhole Images Chart...40 Analyzing Cause and Effect...42 Cause and Effect Chart...42 Writing a Eulogy...44 Monday, September 18 Wednesday, September 20 Point of View...46 Comparing and Contrasting...48 Comparing and Contrasting Lake Windsor Middle and Middle Chart...48 Friday, September 22 Tuesday, September 26 Journal Entry Copyright 2008, Prestwick House, Inc.

5 Wednesday, September 27 Thursday, October 5 Role Playing...52 Art...54 Images of Tomas Cruz Groves/Nursery Chart...54 Thursday, November 2 Friday, November 9 Creative Writing...56 What's Everyone Up To? Chart...56 Interview...58 Summary of Betty Bright's Career...58 Interview Questions...58 Talk Show...64 Monday, November 20 Thursday, November 23, Thanksgiving Summarizing...66 Who'd Doing What To Save The s Chart...66 Friday, November 24 Friday, December 1 Writing a Poem...68 Analyzing Poetry...72 Connections Between the Poem and Chart...74 Saturday, December 2 Wednesday, December 6 Reference Letter for College Application...76 Paul's Best Qualities Chart...76 Character Comparison...78 Comparison of Paul and Antoine Chart...78 Letter to the Editor...80 Monday, November 20 Wednesday, December 6 Creating a Newspaper Front Page...82 Saturday, December 2 Wednesday, December 6 Primary Source Research...84 Wanted Poster...86 Wrap-Up Casting Call...88 Exploring Stereotypes...90 Smashing Stereotypes Chart...92 Crossword Puzzle...94 Examination of Motif...96 Perfect on the Surface Chart...96 Designing a Book Cover...98 Themes and Imagery in Chart Writing a Review Letter to the Author Copyright 2008, Prestwick House, Inc. 4

6 Creative Writing: Poetry Predictions Fast Forward Five Years Chart Appendix Literary Terms Small Group Learning Procedures for Small Group Work Small Group Evaluation Sheet Student Roles in Group Discussions Dramatization of Scenes in the Novel Writing Poems Newspaper Directions for Interviews Copyright 2008, Prestwick House, Inc.

7 Teacher s Page Pre-Reading Anticipation Guide Objectives: Making predictions about the novel Thinking about themes of the novel before reading Complete the following Anticipation Guide. An Anticipation Guide is a series of questions or statements that relate to the novel you are getting ready to read. It is a way of considering some of the themes or ideas for yourself before you see how they are treated in the novel. On the line beside each statement, place an A if you agree with the statement or a D if you disagree with the statement. Then, make your prediction about the plot of the play in the space provided. Note to Teacher: You could have students complete this guide silently and individually; then, open each statement up for discussion. As an option, you can save each student s guide and hand it back to him or her after reading the novel. Students can then see if they still feel the same way about each statement. ANTICIPATION GUIDE Instructions: Write A on the line if you agree with the statement; write D on the line if you disagree with the statement. 1. It is okay to protect someone who has committed a crime if he or she is your relative. 2. There are instances when stealing is okay. 3. Most parents favor one of their children over another. 4. It should be expected that kids will make poor decisions; therefore, they should be given a second chance. 5. First impressions are usually true. 6. Beauty is only skin deep. 7. A person who helped commit a crime should receive the same punishment as the person who actually committed the crime. 8. It is okay to hurt someone if you are defending someone else. Copyright 2008, Prestwick House, Inc. T - 6

8 Student s Page Name: Date: Pre-Reading Anticipation Guide Objectives: Making predictions about the novel Thinking about themes of the novel before reading Complete the following Anticipation Guide. An Anticipation Guide is a series of questions or statements that relate to the novel you are getting ready to read. It is a way of considering some of the themes or ideas for yourself before you see how they are treated in the novel. On the line beside each statement, place an A if you agree with the statement or a D if you disagree with the statement. Then, make your prediction about the plot of the play in the space provided. ANTICIPATION GUIDE Instructions: Write A on the line if you agree with the statement; write D on the line if you disagree with the statement. 1. It is okay to protect someone who has committed a crime if he or she is your relative. 2. There are instances when stealing is okay. 3. Most parents favor one of their children over another. 4. It should be expected that kids will make poor decisions; therefore, they should be given a second chance. 5. First impressions are usually true. 6. Beauty is only skin deep. 7. A person who helped commit a crime should receive the same punishment as the person who actually committed the crime. 8. It is okay to hurt someone if you are defending someone else. S - 7 Reproducible Student Worksheet

9 Teacher s Page 9. There is too much emphasis on sports teams and athletes in school. 10. We can never have peace in the world if we cannot get along with our neighbors. Predictions about Plot: In the space below, write down what you think will happen in the novel based on the statements above. Copyright 2008, Prestwick House, Inc. T - 8

10 Student s Page Name: Date: 9. There is too much emphasis on sports teams and athletes in school. 10. We can never have peace in the world if we cannot get along with our neighbors. Predictions about Plot: In the space below, write down what you think will happen in the novel based on the statements above. S - 9 Reproducible Student Worksheet

11 Teacher s Page Pre-Reading Researching Setting Objective: Researching the setting of a literary work is the story of a young man who moves to a ritzy neighborhood in Florida and must try to fit in, despite a disability and a domineering older brother. The novel s setting is crucial to its plot, as Florida is home to torrential rains, lightning, and citrus fruits, all of which play an important role in the novel. This activity gives you the opportunity to explore the Fisher family s new home, Florida. In this activity, you will work in a small group to research the panhandle of Florida (along Interstate 10) and create a travel brochure that exhibits pictures of the state. Use the Internet to find attractions, places of interest, restaurants, and accommodations, and include this information in your brochure. Note to Teacher: You could have your students use a desktop publishing program to make a professional-looking brochure, if you have one available; otherwise, have students use construction paper. They can print and paste pictures from the Internet and type or neatly write the information in the brochure. Copyright 2008, Prestwick House, Inc. T - 10

12 Student s Page Name: Date: Pre-Reading Researching Setting Objective: Researching the setting of a literary work is the story of a young man who moves to a ritzy neighborhood in Florida and must try to fit in, despite a disability and a domineering older brother. The novel s setting is crucial to its plot, as Florida is home to torrential rains, lightning, and citrus fruits, all of which play an important role in the novel. This activity gives you the opportunity to explore the Fisher family s new home, Florida. In this activity, you will work in a small group to research the panhandle of Florida (along Interstate 10) and create a travel brochure that exhibits pictures of the state. Use the Internet to find attractions, places of interest, restaurants, and accommodations, and include this information in your brochure. S - 11 Reproducible Student Worksheet

13 Teacher s Page Pre-Reading Author Background Objective: Obtaining information about the author Edward Bloor is a favorite author among students everywhere. His novels contain realistic, complex characters facing relevant social issues. Students love his works because they can relate to them. His life, you will find, has been relatively simple: after working as a teacher for a short time, he began writing literature for young adults. Using the Internet, research Bloor s life, and find out as much as you can about him. Make a list of your findings. Note to Teacher: The following are some examples of what students should include: General information Born in Trenton, New Jersey on October 12, 1950 Married Pamela Dixon in 1984 Has two children Played soccer in high school and college (Fordham University) Major Works, 1997 Crusader, 1999 Story Time, 2004 London Calling, 2006 Taken, 2007 Occupations Worked three years as a high school teacher in Florida Worked as an editor for Harcourt Brace Publishers Is a novelist Copyright 2008, Prestwick House, Inc. T - 12

14 Student s Page Name: Date: Pre-Reading Author Background Objective: Obtaining information about the author Edward Bloor is a favorite author among students everywhere. His novels contain realistic, complex characters facing relevant social issues. Students love his works because they can relate to them. His life, you will find, has been relatively simple: after working as a teacher for a short time, he began writing literature for young adults. Using the Internet, research Bloor s life, and find out as much as you can about him. Make a list of your findings. S - 13 Reproducible Student Worksheet

15 Teacher s Page During Reading Chapter Titles Objective: Identifying the main idea of each section and naming the chapter appropriately As you read the novel, choose a name for each section as defined below. Each time you read a section, record on the chart what you believe is the main idea of that section. Then, come up with a title that reflects the main idea. The first one has been done for you. Note to Teacher: This activity helps struggling reader establish a purpose for reading. Checking the progress of the students charts over the course of the novel will help you ensure that they understand what they are reading. Students can use phrases from the sections as titles or make up their own original titles. Additionally, you could make this a contest in which the students vote on the best titles. CHAPTER TITLES CHART Section Main Ideas New Title Prologue Saturday, August 19, later The Fishers move to County, Florida and to a nice neighborhood called Lake Windsor Downs. New Territory Land of Lightning and Football Monday, August 21 Wednesday, August 30 Paul starts at his new school, with which he is not particularly impressed; Mrs. Fisher is annoyed that the football team practices during a storm. Nothing is What It Seems to Be Thursday, August 31 Thursday, September 7 Paul starts soccer; Mike Costello is killed when he is struck by lightning; Mrs. Fisher begins a campaign to change the football practice times. Stirring Up Trouble Copyright 2008, Prestwick House, Inc. T - 14

16 Student s Page Name: Date: During Reading Chapter Titles Objective: Identifying the main idea of each section and naming the chapter appropriately As you read the novel, choose a name for each section as defined below. Each time you read a section, record on the chart what you believe is the main idea of that section. Then, come up with a title that reflects the main idea. The first one has been done for you. CHAPTER TITLES CHART Section Main Ideas New Title Prologue Saturday, August 19, later Monday, August 21 Wednesday, August 30 Thursday, August 31 Thursday, September 7 S - 15 Reproducible Student Worksheet

17 Teacher s Page Friday, September 8 Friday, September 15 Paul gets kicked off the team because of his IEP; the Fishers attend Mike s viewing; Paul and Joey go to the carnival and see the soccer players. They later tell on the players for vandalizing an exhibit at the fair. A giant sinkhole opens up at Lake Windsor Middle; Paul is allowed the chance to attend Middle School instead. A Blessing in Disguise Monday, September 18 Wednesday, September 20 Paul has his first day at Middle, meets Theresa, and joins the soccer team; Erik and Arthur make fun of Mike in front of Joey. Back on the Field Friday, September 22 Tuesday, September 26 Paul plays in the War Eagles first game of the season, which end with a victory; Joey decides to come to Middle, too; in Erik s first game, the ball is whisked away from him, causing him to back flop on the field, much to the fans entertainment; Victor is injured in the game against Kinnow, and Paul gets to play his position; Paul scores a goal. Role Reversal Wednesday, September 27 Thursday, October 5 Victor picks on Joey; Mr. Donnelly shows up at practice to interview Shandra and Maya, and Shandra hides; Joey makes racist remarks; the Homeowners Association meets to discuss the mosquito problem; Paul visits the Cruz farm to learn about the Golden Dawn. True Colors Copyright 2008, Prestwick House, Inc. T - 16

18 Student s Page Name: Date: Friday, September 8 Friday, September 15 Monday, September 18 Wednesday, September 20 Friday, September 22 Tuesday, September 26 Wednesday, September 27 Thursday, October 5 S - 17 Reproducible Student Worksheet

19 Teacher s Page Thursday, November 2 Friday, November 10 Paul visits the Cruz farm again and helps lay hose; Mr. Donnelly arranges a meeting between some football guys and Erik; Paul s soccer game is rained out; At the next game against Lake Windsor, Paul plays for Victor, who is injured; the coaches argue over Paul s eligibility; the War Eagles win the game. Teamwork Monday, November 20 Thursday, November 23, Thanksgiving Erik hits Tino while he is visiting the Fishers house; Later, Paul sees Arthur hit Luis with a blackjack. The next day Paul goes to the Cruz farm to help them fight the freeze and sees Luis bruise. Luis tells Paul that Antoine is going to do something to Erik and Arthur on Monday. Fighting People and Nature Friday, November 24 Friday, December 1 Saturday, December 2 Wednesday, December 6 Monday comes and nothing happens to Erik. Kerri calls Paul to see if he wants to go with her to Joey s house Friday night. Luis Cruz dies. Paul figures out that the death is a result of the blackjack injury. On Friday, Paul assaults a teacher at Senior Awards Night after Tino and Victor arrive to confront Erik and Arthur. Paul finally remembers how his eyes were damaged and confronts his parents. Antoine comes clean about his ineligibility to play Lake Windsor football. Erik and Arthur get caught stealing from the tented homes. Arthur is arrested for the murder of Luis Cruz. Paul gets expelled from Middle for assaulting a teacher. Consequences for the Innocent The Truth Shall Set You Free Copyright 2008, Prestwick House, Inc. T - 18

20 Student s Page Name: Date: Thursday, November 2 Friday, November 10 Monday, November 20 Thursday, November 23, Thanksgiving Friday, November 24 Friday, December 1 Saturday, December 2 Wednesday, December 6 S - 19 Reproducible Student Worksheet

21 Teacher s Page During Reading Identifying Foreshadowing Objective: Identifying examples of foreshadowing throughout the novel Foreshadowing is used by many authors to create suspense in a story or novel. It consists of hints the author drops here and there to indicate what might happen later. However, sometimes readers do not know an event has been foreshadowed until the event happens. Then, they remember that several pages back there was a clue about that event. For this reason, you may not find an example of foreshadowing until you ve passed the example and reached the foreshadowed event. For this activity, keep track of any foreshadowing you read. Use the chart provided to record the example of foreshadowing and predict or tell what happened later. We have done the first one for you. Note to Teacher: Students may not find several examples of foreshadowing immediately. The farther they get into the novel, the more foreshadowing they will find. EXAMPLES OF FORESHADOWING CHART Note to Teacher: These are just some of the examples. Your students might find more, and they will probably make different predictions. Chapter Example Event or Prediction Prologue I stammered out, Erik. He tried to kill me. I predict that Erik will try to hurt someone. Monday, August 21 Thursday, August 31 Mom eyed the field with alarm. How would you ever know if there were some emergency out here? Mr. Donnelly and his son live there. They ve been hit by lightning three times. Answers will vary. Answers will vary. Wednesday, September 6 Erik is a part of whatever it is that I need to remember. Answers will vary. Sunday, November 5 He doesn t want to come in. He smells too much like bug spray. Answers will vary Sunday, November 5 He scooped something shiny from the dashboard into a plastic bag as Erik closed the door. Answers will vary. Copyright 2008, Prestwick House, Inc. T - 20

22 Student s Page Name: Date: During Reading Identifying Foreshadowing Objective: Identifying examples of foreshadowing throughout the novel Foreshadowing is used by many authors to create suspense in a story or novel. It consists of hints the author drops here and there to indicate what might happen later. However, sometimes readers do not know an event has been foreshadowed until the event happens. Then, they remember that several pages back there was a clue about that event. For this reason, you may not find an example of foreshadowing until you ve passed the example and reached the foreshadowed event. For this activity, keep track of any foreshadowing you read. Use the chart provided to record the example of foreshadowing and predict or tell what happened later. We have done the first one for you. EXAMPLES OF FORESHADOWING CHART Chapter Example Event or Prediction Prologue I stammered out, Erik. He tried to kill me. I predict that Erik will try to hurt someone. S - 21 Reproducible Student Worksheet

23 Teacher s Page Monday, November 20 Arthur obeyed the hand, but he plunged his own hand into his gym bag and pulled something out something short, black, and heavy like a sock filled with lead. A blackjack? Answers will vary. Tuesday, November 21 I asked, Why does Erik have a key? I don t know, honey. Because he asked for one. You can have one, too, if you want. Answers will vary. Thursday, November 23, Thanksgiving It was a dark red bruise, deep set, like a birthmark. It curved over his eyebrow like a dark red crescent moon. Answers will vary. Friday, November 24 Mom asked quietly, What if Erik has no future in football? Answers will vary. Friday, November 24 It said, SEAGULLS SUCK. I m not sure what happened next.i started to remember something. Some place. Where was it? Answers will vary. Friday, December 1 She handed me a program and added, Mr. Generosity? Answers will vary. Copyright 2008, Prestwick House, Inc. T - 22

24 Student s Page Name: Date: S - 23 Reproducible Student Worksheet

25 Teacher s Page Prologue Saturday, August 19, later Letter to the Editor Objective: Expressing opinions in the form of a letter At the beginning of the novel, as Paul and his mother drive to their new home in, Florida, Paul is amazed and a bit shocked by the vast farmland they pass. He says the following: This scenery was not what I had expected at all, and I stared out the window, fascinated by it. We passed mile after mile of green fields overflowing with tomatoes and onions and watermelons. Suddenly I had this crazy feeling like I wanted to bolt from the car and run through the fields until I couldn t run anymore. I said to Mom, This is Florida? Paul s mom adds that, this far north, the weather is too severe for citrus farming, so many of the citrus farmers have sold their farms to developers. The preservation of farmland in America is an increasingly important issue. Some people believe that farmland should be preserved at all costs; other feel that developing the unused farmland by building houses and shopping centers on it is good for the economy and a sign of progress. What is your opinion? Write a letter to the editor of your local paper or your school paper in which you express whether you think development is beneficial or harmful for the community. Copyright 2008, Prestwick House, Inc. T - 24

26 Student s Page Name: Date: Prologue Saturday, August 19, later Letter to the Editor Objective: Expressing opinions in the form of a letter At the beginning of the novel, as Paul and his mother drive to their new home in, Florida, Paul is amazed and a bit shocked by the vast farmland they pass. He says the following: This scenery was not what I had expected at all, and I stared out the window, fascinated by it. We passed mile after mile of green fields overflowing with tomatoes and onions and watermelons. Suddenly I had this crazy feeling like I wanted to bolt from the car and run through the fields until I couldn t run anymore. I said to Mom, This is Florida? Paul s mom adds that, this far north, the weather is too severe for citrus farming, so many of the citrus farmers have sold their farms to developers. The preservation of farmland in America is an increasingly important issue. Some people believe that farmland should be preserved at all costs; other feel that developing the unused farmland by building houses and shopping centers on it is good for the economy and a sign of progress. What is your opinion? Write a letter to the editor of your local paper or your school paper in which you express whether you think development is beneficial or harmful for the community. S - 25 Reproducible Student Worksheet

27 Teacher s Page Prologue Saturday, August 19, later Recognizing Figurative Language Objective: Recognizing similes, metaphors, personification Edward Bloor employs a variety of figurative language to describe the setting and introduce the characters in. On the chart provided, list at least nine examples of figurative language similes, metaphors, and personification that you find in this section. We have found one for you. Note to Teacher: There are more than twenty examples of figurative in this section, so students should be able to find nine of them relatively easily. This activity can be an individual assignment or a contest among groups for who can find the most in a certain amount of time. The exercise that follows this one could be used as a second part of this activity, in which students choose a few similes or metaphors from the list to rewrite. RECOGNIZING FIGURATIVE LANGUAGE CHART Example from Text It was completely empty now, and the door was flung wide open, like something wild had just escaped from it. Like it was the empty, two-story tomb of some runaway zombie. My eyeballs will burst into flame, like dry leaves under a magnifying glass. Type of Figurative Language simile Simile I heard a loud roar like an animal s, like a predator snarling Simile the move from Texas to Florida was a military operation Metaphor perfectly shaped and perfectly aligned, vertically and horizontally, like squares in a million-square grid mom directed her voice at him like a laser beam Simile Simile white-sugar sand like pieces of a jigsaw puzzle spiraled around the rams horns from this wasteland to a place carpeted with green grass houses peeking up over the landscaping Metaphor Simile Metaphor Metaphor personification Copyright 2008, Prestwick House, Inc. T - 26

28 Student s Page Name: Date: Prologue Saturday, August 19, later Recognizing Figurative Language Objective: Recognizing similes, metaphors, personification Edward Bloor employs a variety of figurative language to describe the setting and introduce the characters in. On the chart provided, list at least nine examples of figurative language similes, metaphors, and personification that you find in this section. We have found one for you. RECOGNIZING FIGURATIVE LANGUAGE CHART Example from Text It was completely empty now, and the door was flung wide open, like something wild had just escaped from it. Like it was the empty, two-story tomb of some runaway zombie. Type of Figurative Language simile S - 27 Reproducible Student Worksheet

29 Teacher s Page Prologue Saturday, August 19, later Rewriting Figurative Language Objective: Writing similes, metaphors, and personification Choose at least nine examples of figurative language from this section in the book to rewrite. You must include a variety of similes, metaphors, and personification. Use the chart provided. We have provided an example for you. Note to Teacher: For best results, complete this activity immediately after Recognizing Figurative Language. If that is not possible have students choose six examples from this section to rewrite. You could also have a discussion about effective and ineffective figurative language. Sometimes younger readers have difficulty distinguishing a good simile from one that is cliché or doesn t make sense. REWRITING FIGURATIVE LANGUAGE CHART Original Version My New Version Why My Version is Better It was completely empty now, and the door was flung wide open, like something wild had just escaped from it. Like it was the empty, two-story tomb of some runaway zombie. It was completely empty now, and the door was flung wide open, like some careless person lived there. Like it was the empty, two-story shell of some lonely person s empty life. I think my version reflects the loneliness Paul feels. Copyright 2008, Prestwick House, Inc. T - 28

30 Student s Page Name: Date: Prologue Saturday, August 19, later Rewriting Figurative Language Objective: Writing similes, metaphors, and personification Choose at least nine examples of figurative language from this section in the book to rewrite. You must include a variety of similes, metaphors, and personification. Use the chart provided. We have provided an example for you. REWRITING FIGURATIVE LANGUAGE CHART Original Version My New Version Why My Version is Better It was completely empty now, and the door was flung wide open, like something wild had just escaped from it. Like it was the empty, two-story tomb of some runaway zombie. It was completely empty now, and the door was flung wide open, like some careless person lived there. Like it was the empty, two-story shell of some lonely person s empty life. I think my version reflects the loneliness Paul feels. S - 29 Reproducible Student Worksheet

31 Teacher s Page Monday, August 21 Wednesday, August 30 Compare and Contrast Objective: Comparing and contrasting football and soccer The Fisher s house is a house divided: Paul plays soccer, while his brother plays football. During this section of the novel, the reader can more clearly sense the tension between Paul and Mr. Fisher. Mr. Fisher obviously favors Erik because he is much more invested in Erik s football endeavors than in Paul s soccer experience. Paul does not understand why his father favors Erik or favors football. He says: I don t understand why Dad loves football.it s boring. You just stand around most of the time waiting for somebody to tell you what to do. And in the end, some guy like Erik who hasn t even worked up a sweat can come in and grab all the glory. It doesn t work that way in soccer. In this activity, compare and contrast the two sports using a Venn diagram on the following page. In the two, separate spaces, list characteristics that are unique to each sport; in the center, list characteristics the two sports have in common. In addition to the rules of both sports, also include the similarities and differences in the sports cultures. How are football players and their fans different than soccer players and their fans? An example is provided to get you started. Note to Teacher: The similarities and differences provided are the main ones; your students will probably tell you other, more obscure, similarities and differences. Copyright 2008, Prestwick House, Inc. T - 30

32 Student s Page Name: Date: Monday, August 21 Wednesday, August 30 Compare and Contrast Objective: Comparing and contrasting football and soccer The Fisher s house is a house divided: Paul plays soccer, while his brother plays football. During this section of the novel, the reader can more clearly sense the tension between Paul and Mr. Fisher. Mr. Fisher obviously favors Erik because he is much more invested in Erik s football endeavors than in Paul s soccer experience. Paul does not understand why his father favors Erik or favors football. He says: I don t understand why Dad loves football.it s boring. You just stand around most of the time waiting for somebody to tell you what to do. And in the end, some guy like Erik who hasn t even worked up a sweat can come in and grab all the glory. It doesn t work that way in soccer. In this activity, compare and contrast the two sports using a Venn diagram on the following page. In the two, separate spaces, list characteristics that are unique to each sport; in the center, list characteristics the two sports have in common. In addition to the rules of both sports, also include the similarities and differences in the sports cultures. How are football players and their fans different than soccer players and their fans? An example is provided to get you started. S - 31 Reproducible Student Worksheet

33 Teacher s Page FOOTBALL VS. SOCCER VENN DIAGRAM FOOTBALL SOCCER Football players wear helmets. Soccer players cannot use their hands. Both sports are played on a field. Other differences: The size of the field may vary between soccer and football. A high school football game is 48 minutes long played in four quarters; a high school soccer game minutes long, played in two halves. Football players wear pads on their chests and shoulders, while soccer players do not. Passing is done with the hands in football, with the feet in soccer. The soccer ball is a different shape from a football. Football is predominantly a male sport, while males and females can play soccer. Other similarities: There are 11 football players and soccer players on the field at one time. Both sports involve a ball, running, and kicking. Both are team sports. Players in both sports wear cleats. Copyright 2008, Prestwick House, Inc. T - 32

34 Student s Page Name: Date: FOOTBALL VS. SOCCER VENN DIAGRAM FOOTBALL SOCCER Football players wear helmets. Soccer players cannot use their hands. Both sports are played on a field. S - 33 Reproducible Student Worksheet

35 Teacher s Page Thursday, August 31 Thursday, September 7 Writing a Letter Objective: Adopting a persona to write a letter to the school board On September 5, Paul and his mother hear some very sad news from Erik: Mike Costello is dead. He dies after being struck by lightning during football practice. Mrs. Fisher has already expressed concern about students playing or practicing during afternoon storms; now, her worst fear has come true. She decides to hold a meeting at her home to discuss afternoon practices. Several parents attend the meeting, along with Bud Bridges, the principal, and Coach Warner. The meeting ends with a decision to poll parents on whether to move football practice from afternoons to mornings. For this activity, use the chart provided to summarize the main points Mrs. Fisher and Coach Warner make. Then, assume the identity of either Mrs. Fisher or Coach Warner, and write a letter explaining your position to the school board. Note to Teacher: Struggling readers may need help summarizing the main points of each argument. You could allow students to work in groups for this part of the activity, or you could do it together as a class. MRS. FISHER VS. COACH WARNER CHART Mrs. Fisher s Main Points 1. Practices should be ended because of the danger of lightning. 2. Practice should not end all together, just during lightning storms. 3. County is the lightning-strike capital of the United States. Coach Warner s Main Points 1. While he takes Mike Costello s death personally, he does not feel the need to move practice. 2. Mike would not want the team to be destroyed because of his death. 3. There is no other time to practice. 4. Other athletes have been killed by lightning. 4. Some players are counting on football to get them into college. 5. Lightning strikes are one of the top causes of accidental death in the area. 5. Mike is the only boy on the team to have ever been struck by lightning. 6. Practice could be held in the morning before school. 6. Accidents happen. Drastic changes cannot be made every time a freak accident occurs. 7. Parents could cooperate the get the players to practice. 7. Morning practice would be a huge inconvenience for people. 8. She does not oppose practice for any reason but safety concerns. 8. Some players ride the bus, so they would not be able to attend practice. 9. Lightning does not occur every day. Copyright 2008, Prestwick House, Inc. T - 34

36 Student s Page Name: Date: Thursday, August 31 Thursday, September 7 Writing a Letter Objective: Adopting a persona to write a letter to the school board On September 5, Paul and his mother hear some very sad news from Erik: Mike Costello is dead. He dies after being struck by lightning during football practice. Mrs. Fisher has already expressed concern about students playing or practicing during afternoon storms; now, her worst fear has come true. She decides to hold a meeting at her home to discuss afternoon practices. Several parents attend the meeting, along with Bud Bridges, the principal, and Coach Warner. The meeting ends with a decision to poll parents on whether to move football practice from afternoons to mornings. For this activity, use the chart provided to summarize the main points Mrs. Fisher and Coach Warner make. Then, assume the identity of either Mrs. Fisher or Coach Warner, and write a letter explaining your position to the school board. MRS. FISHER VS. COACH WARNER CHART Mrs. Fisher s Main Points Coach Warner s Main Points S - 35 Reproducible Student Worksheet

37 Teacher s Page Objectives: Defending a position in a speech Adopting a persona Friday, September 8 Friday, September 15 Speech Writing This portion of the novel contains many pivotal events, including Mike Costello s funeral, a sinkhole at the Lake Windsor Middle School, and Paul s expulsion from the soccer team. Coach Walski explains to Paul that because of his poor vision, he cannot play on the team. Coach Walski tells Paul, this condition of yours will not be acceptable to the insurance company. Dejected, Paul falls to the ground and cries. Later, Gino expresses his sadness about Paul s situation, affectionately calling him the best seventh-grade, four-eyed Martian goalie in the entire county. Gino also suggests that the school s administration bend the rules for Paul because they bend the rules for other guys. How do feel about this situation? Should Paul be allowed to play even though his disability renders him ineligible? Imagine that the soccer team holds a demonstration on Paul s behalf, in hopes of having him reinstated on the team. Pretend you are either one of the soccer players or a member of the school s administration. Write a speech in which you either protest Paul s expulsion from the team or uphold it. Note to Teacher: This can be a group or individual activity. To extend the activity, you could allow students to vote for the most persuasive speech. You might need to review elements of persuasion and public speaking before the students begin writing. Copyright 2008, Prestwick House, Inc. T - 36

38 Student s Page Name: Date: Objectives: Defending a position in a speech Adopting a persona Friday, September 8 Friday, September 15 Speech Writing This portion of the novel contains many pivotal events, including Mike Costello s funeral, a sinkhole at the Lake Windsor Middle School, and Paul s expulsion from the soccer team. Coach Walski explains to Paul that because of his poor vision, he cannot play on the team. Coach Walski tells Paul, this condition of yours will not be acceptable to the insurance company. Dejected, Paul falls to the ground and cries. Later, Gino expresses his sadness about Paul s situation, affectionately calling him the best seventh-grade, four-eyed Martian goalie in the entire county. Gino also suggests that the school s administration bend the rules for Paul because they bend the rules for other guys. How do feel about this situation? Should Paul be allowed to play even though his disability renders him ineligible? Imagine that the soccer team holds a demonstration on Paul s behalf, in hopes of having him reinstated on the team. Pretend you are either one of the soccer players or a member of the school s administration. Write a speech in which you either protest Paul s expulsion from the team or uphold it. S - 37 Reproducible Student Worksheet

39 Teacher s Page Objectives: Synthesizing information from the text Writing a script Friday, September 8 Friday, September 15 Creating a Newscast The sinkhole that occurs at Lake Windsor Middle School during this section of the novel is dramatic, frightening, and intense. In a matter of moments, twenty-five portable classrooms are completely destroyed, and students must depend on each other for rescue. Thankfully, no one is seriously injured. Later that day Paul s grandparents call to tell him that CNN is covering the story, showing footage of the damage from a helicopter. For this activity, you will work in a small group to create a newscast of the event. Imagine that your news team is live at Lake Windsor Middle School. What details will you want to report? Each member of your group must have a speaking role in the newscast. You may want to have reporters in different locations (for example, one in the news studio, one in the helicopter, one at the sight of the sinkhole, etc.). Once you have determined how many roles your group needs and which group members will fill them, write the script of the newscast. Go back through the sections of the novel that deal with the sinkhole to gather facts. You may have to invent some information yourself. Remember to include reporters names and the name of the TV channel broadcasting your report. Note to Teacher: To extend the activity, you could have the students videotape their presentation. Copyright 2008, Prestwick House, Inc. T - 38

40 Student s Page Name: Date: Objectives: Synthesizing information from the text Writing a script Friday, September 8 Friday, September 15 Creating a Newscast The sinkhole that occurs at Lake Windsor Middle School during this section of the novel is dramatic, frightening, and intense. In a matter of moments, twenty-five portable classrooms are completely destroyed, and students must depend on each other for rescue. Thankfully, no one is seriously injured. Later that day Paul s grandparents call to tell him that CNN is covering the story, showing footage of the damage from a helicopter. For this activity, you will work in a small group to create a newscast of the event. Imagine that your news team is live at Lake Windsor Middle School. What details will you want to report? Each member of your group must have a speaking role in the newscast. You may want to have reporters in different locations (for example, one in the news studio, one in the helicopter, one at the sight of the sinkhole, etc.). Once you have determined how many roles your group needs and which group members will fill them, write the script of the newscast. Go back through the sections of the novel that deal with the sinkhole to gather facts. You may have to invent some information yourself. Remember to include reporters names and the name of the TV channel broadcasting your report. S - 39 Reproducible Student Worksheet

41 Teacher s Page Objectives: Identifying imagery in the text Translating the imagery into poetry Friday, September 8 Friday, September 15 Creative Writing The section of the novel describing the sinkhole uses vivid language and imagery. In literature, an image is created with language that appeals to the senses, such as sight, hearing, and touch. For this activity, re-read the events of Monday, September 11, looking for images. Record the images on the chart provided. We have provided one example for you. After recording the images, see if some of them could be describing something other than a sinkhole. Write a poem on this new topic, using at least five of the images you wrote down on your chart. Note to Teacher: This activity should yield a variety of responses. You might give more instructions regarding the poem s length and use of figurative language or sound devices. SINKHOLE IMAGES CHART Sight Hearing Touch brown water whooshing sound sloshed pulled the plug out of a giant bathtub crack-crack-cracking sound grabbing the hands loose mud terrible splintering noises slippery vaulting screaming sopping, filthy swirling sirens started to wail rain continued to hammer down being swallowed up loudspeakers crackled pounding on the long line of kids lights flashing teeth chattering shivering Copyright 2008, Prestwick House, Inc. T - 40

42 Student s Page Name: Date: Objectives: Identifying imagery in the text Translating the imagery into poetry Friday, September 8 Friday, September 15 Creative Writing The section of the novel describing the sinkhole uses vivid language and imagery. In literature, an image is created with language that appeals to the senses, such as sight, hearing, and touch. For this activity, re-read the events of Monday, September 11, looking for images. Record the images on the chart provided. We have provided one example for you. After recording the images, see if some of them could be describing something other than a sinkhole. Write a poem on this new topic, using at least five of the images you wrote down on your chart. SINKHOLE IMAGES CHART Sight Hearing Touch brown water whooshing sound sloshed S - 41 Reproducible Student Worksheet

43 Teacher s Page Friday, September 8 Friday, September 15 Analyzing Cause and Effect Objective: Identifying cause-and-effect relationships in the text Newton s Third Law states that for every action, there is an opposite and equal reaction. This law loosely addresses the concept of cause and effect. A cause is an action that causes a reaction; an effect is the result of the cause. Sometimes the effect can then cause something else to happen and create a domino effect. In the chart on the following page, there are several causes and effects listed. For each cause, provide an effect. For each effect, provide the cause. Re-read this section of the novel if necessary. We ve done the first one for you. Note to Teacher: This activity is particularly beneficial for lower-level students. You might start by giving a few simple examples on the board, such as: The baby woke up because a door slammed. (Effect) (Cause) You might demonstrate to the students how cause and effect statements are structured, sometimes with the effect first (like the example above) and sometimes with the cause first. CAUSE AND EFFECT CHART Cause Paul is considered visually handicapped Paul is cut from the soccer team. Someone vandalized an exhibit at the carnival. Abnormal amounts of rain fall in a short period of time. The portables are connected by wooden walkways. Charley Burns is at a stock-car race. Twenty-five portables are destroyed. Charley Burns s department never denied one request for a permit. The main building of the middle school is too small. Middle agrees to absorb some of the displaced students. Effect He is not allowed to play soccer. Paul kneels down on the sideline and cries. Paul, Joey, and Adam are called to the principal s office. A cavern forms underground and collapses. The sinkhole causes major damage to the school. Mr. Fisher has to answer reporters about the sinkhole. Sixth and seventh graders will remain at Lake Windsor Middle; eighth graders will move to the high school. Charley Burns gets fired and Mr. Fisher gets his job. Sixth and seventh graders will attend school at different times. Paul leaves the relocation meeting extremely happy. Copyright 2008, Prestwick House, Inc. T - 42

44 Student s Page Name: Date: Friday, September 8 Friday, September 15 Analyzing Cause and Effect Objective: Identifying cause-and-effect relationships in the text Newton s Third Law states that for every action, there is an opposite and equal reaction. This law loosely addresses the concept of cause and effect. A cause is an action that causes a reaction; an effect is the result of the cause. Sometimes the effect can then cause something else to happen and create a domino effect. In the chart on the following page, there are several causes and effects listed. For each cause, provide an effect. For each effect, provide the cause. Re-read this section of the novel if necessary. We ve done the first one for you. CAUSE AND EFFECT CHART Cause Paul is considered visually handicapped Effect He is not allowed to play soccer. Paul kneels down on the sideline and cries. Paul, Joey, and Adam are called to the principal s office. Abnormal amounts of rain fall in a short period of time. The portables are connected by wooden walkways. Mr. Fisher has to answer reporters about the sinkhole. Twenty-five portables are destroyed. Charley Burns s department never denied one request for a permit. Sixth and seventh graders will attend school at different times. Paul leaves the relocation meeting extremely happy. S - 43 Reproducible Student Worksheet

45 Teacher s Page Friday, September 8 Friday, September 15 Writing a Eulogy Objective: Synthesizing character traits in a eulogy On Friday, September 8, the Fishers attend Mike Costello s public viewing at O Sullivan s Funeral Home. Many people are there, including parents, students, and teachers. After some time, a priest walks to the front of the room to address the visitors and say a few words about Mike. Not much detail about the eulogy is given. Imagine that you knew Mike very well and were asked to write a eulogy to be delivered at his funeral service. Include as much detail as you can about Mike from the text of the novel so far, and make up any details that are missing. Copyright 2008, Prestwick House, Inc. T - 44

46 Student s Page Name: Date: Friday, September 8 Friday, September 15 Writing a Eulogy Objective: Synthesizing character traits in a eulogy On Friday, September 8, the Fishers attend Mike Costello s public viewing at O Sullivan s Funeral Home. Many people are there, including parents, students, and teachers. After some time, a priest walks to the front of the room to address the visitors and say a few words about Mike. Not much detail about the eulogy is given. Imagine that you knew Mike very well and were asked to write a eulogy to be delivered at his funeral service. Include as much detail as you can about Mike from the text of the novel so far, and make up any details that are missing. S - 45 Reproducible Student Worksheet

47 Teacher s Page Monday, September 18 Wednesday, September 20 Point of View Objectives: Recognizing the point of view used in the novel Rewriting a portion of the chapter in a different point of view The entire novel is told in the first-person point of view by the protagonist, Paul Fisher. On Wednesday, September 20, Joey visits Paul at his house. When Erik and Arthur arrive, they start to make jokes about Joey s brother s death. While Paul is mortified at his brother s behavior, Joey is not quite sure what s going on. Paul tenderly tells him the truth, and encourages Joey not to be bothered by it. Rewrite this chapter from Joey s point of view. What is he thinking when he hears Erik s crude remarks? What does he think of Paul s response to him? Try to include all the events of the chapter that you can, but write from Joey s perspective instead of Paul s. Note to Teacher: For lower level students, you could make a list of events in the chapter on the board that they must include in their rewrites. Copyright 2008, Prestwick House, Inc. T - 46

48 Student s Page Name: Date: Monday, September 18 Wednesday, September 20 Point of View Objectives: Recognizing the point of view used in the novel Rewriting a portion of the chapter in a different point of view The entire novel is told in the first-person point of view by the protagonist, Paul Fisher. On Wednesday, September 20, Joey visits Paul at his house. When Erik and Arthur arrive, they start to make jokes about Joey s brother s death. While Paul is mortified at his brother s behavior, Joey is not quite sure what s going on. Paul tenderly tells him the truth, and encourages Joey not to be bothered by it. Rewrite this chapter from Joey s point of view. What is he thinking when he hears Erik s crude remarks? What does he think of Paul s response to him? Try to include all the events of the chapter that you can, but write from Joey s perspective instead of Paul s. S - 47 Reproducible Student Worksheet

49 Teacher s Page Monday, September 18 Wednesday, September 20 Comparing and Contrasting Objective: Identifying similarities and differences between the two middle schools Part Two of the novel starts on Monday, September 18: The first day of school. Take two. Paul is eager to start at Middle so he can play soccer again. For this reason, he insists his mother not come in the building. He doesn t want her to ruin his chance to play again. Mrs. Fisher is not impressed with what she sees outside the entrance to the school: groups of boys karatekicking at each other and other groups menacing looking gangs. Mrs. Fisher is shocked that the area is not better supervised, and she thinks it makes a bad first impression. When Paul enters the school, he notices differences and similarities of the two schools right away. For this activity, re-read this section and write down information about the two schools. Record your information on the chart provided. COMPARING AND CONTRASTING LAKE WINDSOR MIDDLE AND TANGERINE MIDDLE CHART Lake Windsor Middle Middle People Mostly white, upper middle class Mostly minorities, with a large Hispanic population Classes Same as Same as Lake Windsor Schedule Same as Same as Lake Windsor Building layout The main building houses the office, the cafeteria, the library, and the sixth-graders; seventh and eight graders are in portables; the cafeteria is also used as the auditorium, and the school has no gymnasium The third floor is sixth grade, the second floor is seventh grade, and the first floor is eighth grade. The cafeteria doubles as the auditorium; Paul describes it as loud and gross. Textbooks Relatively new Very old and often unused by teachers Soccer team Both a boys team and a girl s team; only the starters get to travel to away games. The coach is a man. Boys and girls on are the same team. Most of the team is Hispanic, and many of the players have been All-County players before. The coach is a woman. Copyright 2008, Prestwick House, Inc. T - 48