TEACHER RESOURCE GUIDE
The Easy Way 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 Multiple Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Word Ladders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 How Does It Relate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Analogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Create Your Own Analogies . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Grouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Form Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Initial Understanding How Do They Fit? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Headlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Interpretation Before, During, After . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Think About Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Reflection Personal Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Critical Response What Do YOU Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .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 1-56254-684-8 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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Multiple Meaning Words
English words can be confusing! Read this sentence: I need to get fit so I can fit into my favorite jeans. The word fit appears twice in the sentence. Each time it means something different. Many words have more than one meaning. A word can be a noun in one sentence and a verb or adjective in another. For example: Grade is a noun in this sentence: Miss Brent warned, “Don’t let your grade drop.”
Grade is a verb in this sentence: Miss Brent would grade the tests herself.
Directions: Below each phrase or sentence about the story are two definitions. Circle the letter of the best definition for the word in bold type. 1. The Easy Way A. adjective – easygoing socially
B. adjective – putting forth little effort
2. Laine and Tess were in the same history class. A. noun – social rank
B. noun – time of being taught
3. Laine wanted to go home to shoot some baskets. A. verb – to throw
B. verb – to record on film
4. The girls helped each other study for the test. A. noun – a room for reading
B. verb – to examine and memorize
5. Miss Brent had Griff pass back the tests. A. verb – hand over
B. noun – a throw to a teammate
6. Laine had mixed up some of the dates on her history test. A. noun – named times
B. verb – goes out with
7. Laine got tired because she was not in shape. A. verb – to form
B. noun – good condition
8. The basketball game was a home game that day. A. noun – place where one lives
The Carter High Chronicles—The Easy Way
B. adjective – of the headquarters
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Name
Vocabulary
Date
•
Word Ladders
Laine went from being a starting player to sitting on the bench. She had to learn to be a team player in order for the team to win. Directions: Change one letter in each word to create the next word described.
a group working together hot drinks place value greater than ones metal containers, often used for cookies finishes first in a contest
team teas
to move swiftly on foot playful activity an extra limb on some fish in shape and healthy
run
to make an effort to open with a lever to settle a bill a wide container for cooking is able
wins
__
fit
performs in a sport forms a scheme flying vehicle location inner contentment fuzzy fruit sand on a shore
try
can
plays plans
How Does It Relate? Directions: Choose one set of words above. Tell how the first and last words in the list relate to the story.
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Date
Vocabulary
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Analogies
Run is to Fit as Study is to Smart. The sentence above is an analogy. Analogies can also be written like this: Run : Fit :: Study : Smart Analogies are based on relationships between word meanings, such as: • antonyms (opposites) – Sit : Stand • part to whole or whole to part – • synonyms – Trash : Garbage Gears : Bike • descriptive – Tiny : Ant • item to category or category to item – Basketball : Sports Directions: Decide how the first pair of words relates to each other. Write the type of analogy it is in front of the item number. Then write a word that completes the analogy. category to item
1. Baseball : Pitch :: Basketball : 2. Tired : Energetic :: Asleep : 3. Lazy : Idle :: Strong : 4. Notes : Class :: Practice : 5. Lose : Win :: Fail : 6. Miss Brent : Concerned :: Laine :
Create Your Own Analogies Directions: Write your own analogies. Make sure both pairs of words relate to each other in the same way.
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Name
Date
Vocabulary
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Grouping
What do these words have in common? rhythm
beat
tones
melody
These words form a group because they all are about music. 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. dribble
pass
run
practice
late
Tell why you chose the new word and how it fits with the other words in the group.
Form Groups Directions: Organize the words below into four groups that tell about different parts of the story. history tease study Group 1
8
dates play book Group 2
stares guard class Group 3
Griff bench people Group 4
The Carter High Chronicles—The Easy Way
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Date
Initial Understanding
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How Do They Fit?
At basketball practice, the girls would dribble, run, and pass. Directions: Look at the groups of words you formed in the Form Groups activity on page 8. Write a sentence or two to tell how each group of words is important to the story, The Easy Way. Group 1
Group 2
Group 3
Group 4
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Name
Date
Initial Understanding
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Headlines
Extra! Extra! Read all about it! Newspapers and web pages often use large print to headline an article or page. The headline tells the most important information about the topic. Underneath the headline, slightly smaller text, or subhead, tells other important details about the topic. Then the story follows in regular text. Words explaining a picture are called a caption. Read the headline and subheads below. What is the most important information? Carter High Girls Beat Glen Home team advantage scores: 25–12 Laine Jones Top Scorer
Directions: Find an important event in the story. Write a headline about the event. Write a subhead to tell another important detail. Then draw a picture and write a caption for it.
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Name
Date
Interpretation
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Before, During, After
In the story, The Easy Way, Laine changed her attitude after two important events. First, she received an F on her history test. Then, she was benched at a game. Directions: Use information and clues from the story to determine what Laine thought or felt at different times during the story. List as many different thoughts and feelings as you can find. Before Being Benched or Before Receiving an F
When She Was Benched or When She Read Her Grade
After The Losing Game or After Thinking About Her Grade
surprised
Compare and Contrast When you compare and contrast two things, you tell how they are alike and different. Directions: Use what you know about Laine and Tess to tell how the girls are alike and how they are different. You may wish to make a character web for each girl to help you collect information. Alike
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Different
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Name
Date
Interpretation
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Theme
A theme is the overall topic or one of the “big ideas,” of a story. A theme of Beauty and the Beast is that love is blind, or that beauty is on the inside. A theme of Cinderella is that good people win in the end. A theme of Frankenstein is that those who are different are often feared and shunned. Directions: Read this passage from The Easy Way. Think about the theme of the story. Write a phrase or sentence telling what you think the theme is. Tess said, “You work hard on what you like. But you don’t work hard on what you don’t like. You take the easy way on things you don’t like.” “So? I am not the only person like that,” Laine said. Tess said, “I know. But you are the only one on the team like that.” “Maybe I am. But why should that matter?” Laine asked. Tess said, “You are hurting the team. You play more for yourself than for the team.” Theme: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Think About Themes Think about the theme of The Easy Way. What other stories do you know with a similar theme? Directions: Write a sentence about another book you know that has a theme similar to The Easy Way.
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Name
Reflection
Date
•
Personal Response
Think about what Laine and Tess went through in the story The Easy Way. Directions: Choose a question or statement below that interests you. Underline it, and write a few sentences in response. Continue on another sheet of paper if you need more space to write your response. • Who are you more like—Laine or Tess? What qualities or experiences do you have in common? • Have you ever had to tell your friend something difficult? How did it go? • Have you ever been disappointed by something a friend has done? What happened to your friendship? • Has someone told you something about yourself that surprised you? Was it true? How did you treat the person afterwards? • Do you agree or disagree with the following statement? Why or why not? At times, everyone chooses the easy way. • Is it ever okay to put less than your best effort into something? When? What would be the circumstances? • Can people really change? Why or why not? • Do you agree or disagree with the following statement? Why or why not? If you are naturally talented at something, you should not have to put out as much effort to improve.
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Name
Date
Critical Response
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What Do YOU Think?
Here’s your chance to tell your opinion about the story! Directions: Answer the questions about the story, The Easy Way. 1. Do you think the title seems to fit the story? Why or why not? 2. What was “the easy way?” Who took it? 3. List some good things about Laine. 4. List things about Laine that she should work on. 5. The story ended with Laine’s decision to work harder. Do you think it will be easy for her to change? Why or why not?_______________ 6. What other changes do you think Laine will make? 7. Did you enjoy the book? Why or why not? 8. What was your favorite part of the story and why? 9. What was your least favorite part of the book and why? 10. Would you tell a friend to read The Easy Way? Why or why not?
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The Carter High Chronicles—The Easy Way
©2004 Saddleback Educational Publishing
Answer Key p. 5 Multiple Meaning Words 1. B, 2. B, 3. A, 4. B, 5. A, 6. A, 7. B, 8. B p. 6 Word Ladders team, teas, tens, tins, wins try, pry, pay, pan, can run, fun, fin, fit plays, plans, plane, place, peace, peach, beach p. 6 How Does It Relate? Sample response – fit: Laine should have run to get fit. Then she could have been a better basketball player. p. 7 Analogies Sample responses: 1. item to category, Pass 2. antonyms, Awake 3. synonyms, Powerful 4. part to whole, Sport 5. antonyms, Succeed 6. descriptive, Studious p. 7 Create Your Own Analogies Analogies will vary. p. 8 Grouping practice: run, pass, dribble Shoot, guard, defend, and jump are other words related to basketball practice. p. 8 Form Groups Sample groups: history, dates, people Griff, stares, tease play, guard, bench class, book, study p. 9 How Do They Fit? Sample responses: history, dates, people: History includes learning about important dates, events, and people. Griff, stares, tease: Griff would tease and stare at Laine. play, guard, bench: When Laine was not able to guard her opponent well, she did not play well. So the coach benched her. class, book, study: Studying the book will help you in class.
The Carter High Chronicles—The Easy Way
p. 10 Headlines Sample response: LAINE EARNS AN F ON HISTORY TEST If only Laine had studied… For a picture of Miss Brent looking at Laine a caption might read: Miss Brent is disappointed, Laine is surprised p. 11 Before, During, After Sample responses: Before: confident, unconcerned, cocky, lazy, did not think she had to work at anything, thought she could do what she liked and still do fine. During: surprised, nervous, not as confident, angry, guilty, regretted not doing more After: humbled, not as confident, embarrassed, decided to work harder, determined to do better p. 11 Compare and Contrast Sample responses: Compare: Both girls are on the basketball team, both girls seem smart, both girls like school and like basketball, the girls are friends, the girls have the same history class Contrast: Tess thinks more about her grades than Laine. Tess studies more than Laine. Tess studies with a group, while Laine studies alone, (if she studies at all). Tess runs to keep in shape so that she’ll be a better team player. Laine only works at what she likes (shooting hoops). Also Tess thinks more about being a good team player than about her own performance. p. 12 Theme Sample responses: Theme: Always taking the easy way will hurt you and others. p. 12 Think About Themes Theme: Taking the easy way will not help you win. Other stories: The Three Little Pigs, The Tortoise and the Hare p. 13 Personal Response Responses will vary. p. 14 What Do YOU Think? 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.
