Wednesday, February 11, 2015

Go Ahead Ask About the Tube in My Nose_Scholastic

The RTI Reading Group read about Claire and her deadly disease.
You can find additional information on her foundation. 12:33 Video Claire is telling her story.

Claire was born with a deadly disease. She's spent a quarter of her life in the hospital.

Monday, February 9, 2015

Hindenburg's Hydrogen Inferno


Students will use an anticipation guide before reading.
  • Before reading is used to activate students' prior knowledge and sets a purpose for reading.
  • After reading student's can revisit their understanding of the subject matter.

The Middle School RTI Group is reading a chapter from the book True Survival Stories
Hindenburg's Hydrogen Inferno pages 26-27, 28-30.

The T-Chart will used to review the Hindenburg story. Example: But even the Hindenburg had potentially fatal flaws, p. 31
The author's purpose here is to insert words like "potentially fatal flaws" to be used as clues that something is about to happen!

CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Pairing the story with Discovery Hindenburg Video and Scholastic's readers theater (11 Characters)
Hindenburg Disaster Real Footage
January 12, 2015 Issue

After you read the Hindenburg use the chart to 
describe the event.


We will identify the following vocabulary as we read.  Your job will be to define and use a dictionary or other on-line sources.

Hindenburg p.26
Hydrogen gas p. 26
Transatlantic p. 27
Vulnerable p. 29
Safety p. 31
Stable p. 31
Onlookers p. 32
Wits p. 36

Vocabulary: Place the words on the parking lot and give a hint. eg. Definition: "Was the most flying machine ever built." Place a car on the word for this definition. (Hindenburg)
Template     Down load as a pdf                 

Hindenburg Mythbusters Video 4:43
Scientifically tested
1. Fire
2. Fire with Hydrogen
Two Eagles Has Landed

Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
If this were non-fiction response, it would have . . .
Hint:  C______________,
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

Non-Fiction Response pdf

Friday, February 6, 2015

Kavik the Wolf Dog_Walt Morey_Lessons

Middle School RTI students will reading a fiction story, Kavik the Wolf Dog. We are awaiting arrival from Amazon via UPS.
Kavik takes place in one of author's favorite settings ~ Alaska ~ and the Pacific Northwest, where he lived.
Author Morey, Walt Biography
Kavick.html    Amazon
Prior to reading: Who is the author? What do I know know about this author? When was it written? Is that important? What is the Title? What does it suggest? Are their chapter titles? Is there vocabulary I need to know before I read? Posters using questions

Learning Unit 
Students will look up the population of one of the Iditarod Checkpoints at
I Love Alaska
Kavik Chapter 1 Youtube 
Student's watched Kavik The Wolf Dog from chapter 1-6 in our reading.  They compared the book to the movie and noticed a few differences. 45:24/1:37 Then read chapter 7 to catch up with George C. Hunter.

Chapter 1 Vocabulary using MindMeister

Which word doesn't describe Kavik?

Careful . . . get your brain waves going

Wolf Behavior: Dominant or Submissive? Analyze the behavior of wolf behavior. How does it compare to dog behavior?
Example of highlighting descriptive words to make a stanza
Drawing Lessons Guides-to-Drawing-Wolves
Using Context Clues:
Wolf Activities for kids and Teachers

Pair the book with non-fiction writing Wolves of the Alexander Archipelago are mysterious by Mary Catharine Martin and the  Notebook Series

Wolves Howling

Or fiction writing  Julie Wolves by Jean Craighead George
Chapter 2 Kavik encounters a number of animals. "He represented food, and their keen minds told them he was helpless." Check out the following. Record your findings in your writer's notebook.
Coyote is a Newcomer to Alaska  
Animal in the Story
Author’s Words
Coyote - 2 p. 26

they moved cautiously
suspicious & nervous
clawed at the body

Newcomer to Alaska
Red Fox p.

hung like a shadow

Lynx p. 26

Full grown
razor sharp claws

Discovery Education


Discovery: Dogs Not as Close Kin to Wolves as Thought

Reading a Dog's Signal Video

Can Wolves be Tamed? Watch and Read 
Another Point of View:True Story of the 3 Little Pigs Video (Read by)
Research Wolf Facts 

Tuesday, February 3, 2015

A Long Walk to Water_Linda Sue Park

Who Were the Lost Boys?
Story of Patriotism
Lost Boys Part One
Lost Boys Part Two
Listen to, A Long Walk to Water   
A Long Walk to Water Later Chapters 

Prior to reading: Who is the author? What do I know know about this author? When was it written? Is that important? What is the Title? What does it suggest? Are their chapter titles? Is there vocabulary I need to know before I read?

Essential Question:
  • Why is it important to write about our lives? 

Chapter One
Compare and Contrast the characters 
The author includes Salva and Nya in each chapter. Students will identify similarities and differences between characters.

Salva Dut an eleven-year-old boy who lives in the small village of Loun-Ariik in Southern Sudan. Nya an elven-year-old girl that must make two long trips every day to the nearest pond to get water for her family.

Word-sentence from text
Definition in your own words
11+ = A
10-8 = B

Plains- on map
Draw what it looks like.
Route- on map
Describe his journey.
Describe where it s located.
cradle p 1

droned p. 2

herding p. 3

aimless p. 4

bush p. 6

rebels p. 6


Chapter Two
Scenerio 1
You are 11 years old. You have been separated from you family by a war. In order to survive, you must walk to an area of safety hundreds of miles away. On the journey you must avoid soldiers and dangerous wildlife, and manage to find food and water. The journey will take months. you do not know if you will survive or ever see your family again.
If this was an experience you had to live through, how do you think it would affect the person you grew up to be? Taken from Mrs. Cullings's ELA site
Chapter Six 
Reading Strategy Say Something: Select 2 of the strategies below and write a paragraph connecting with the story.

Chapter Seven: Comprehension Questions

In the book the author gives reference of a lion approaching the group as they slept, "A lion had been hungry enough to approach the group as they slept. A few men had been keeping watch, but in the dark of night, with the wind rippling through the long grass, the lion could easily have crept close without being seen. It sought out prey that was small and motionless: Marial, sleeping.

Art Response: Draw the majesticness of the lion.
Check out the Gallery of Raul Colon

Close Reading

Read entire text, without stopping, to get the “flow”.

Show evidence of Close reading.

Read and circle important or unfamiliar words.

Write a number by important details or thoughts (Side notes) in the margin. E.g. 1, 2, 3, 4, 5
Copy and Read Sudan's Civil War for Background Knowledge

Write about your findings and viewpoint.

Use map on page 6 to document Salva's journey.
Locate Sudan as well as Sudan’s neighboring countries, Ethiopia and Kenya.
  1. What are the hazards and physical challenges of the different routes. 
  2.  Study the map on page 6,  and place Salva's route on the map

Author: Linda Sue Park

Chapter 4
 Salva’s thoughts in italics, starting with, Where are we going? Where is my family? When will I see them again? and continuing to One problem at a time–just! Figure out this one problem. CCSS.ELA-Literacy.RL.9-10.1
What do these quotes reveal about Salva’s growth and development over the years?
Five-Sentence Paragraph
Do you have?
______Introduction or Topic Sentence (Use key words from the Prompt)
______First Subtopic (A “Showing” Example)
______Second  Subtopic (A “Showing” Example)
______Third Sentence (A “Showing” Example)
______Conclusion (Restates Introduction)

Watch the Sue Park Video 2:29

Then, Linda Sue Park interviews Salva Dut Oct. 2014 
Answer the two of the following questions
.Why does the author describe _______ in such detail?

Author Questions: Select 2 to answer

1.   What was the author’s purpose in the video?

2.   What does the author mean when asks these “____________________” questions?
3.   What is the author’s attitude towards this subject matter ________ ?
4.   The author wants the reader to think ______________.
5.   Which feature of ________ does the author most value?

A Long Walk to Water Amazon

A Long Walk to Water: Based on a True Story

"A Long Walk to Water" is a novel by Linda Sue Park. Published in 2010, the novel is written for older children and young adults and tells two separate stories which are brought together . . . Taken from Bookrags 

Questions & Answers

Bookrags Studyguide 

Teachers Guide pdf 



A Long Walk to Water_Read Chapters here too. 

Discussion Guide 

This website is about A Long Walk For Water 

Butter Battle Book Lesson

Why do wars happen?

Write a ending to the story. 




A Long Walk to Water Quiz Questions  










Water for South Sudan Livebinders

 Facing Sudan Lesson Booklet