Extra Credit

By: Andrew Clements

“Sadeed thought perhaps his teacher was going to recommend him for a special honor. That

wasn't hard to imagine, not at all. Perhaps the village elders would award him a scholarship to

one of the finest new schools in Kabul. He would wear blue trousers and a clean white shirt to

classes every day, and he would have his own computer, and he would take his place as one of

the future leaders of Afghanistan. His father and mother would be very proud of him. It would be

a great opportunity. And Sadeed was certain he richly deserved it.”

Accompanied By:

“Battle Heros: Voices from Afghanistan”

By: Allan Zullo

Sabrina Harris Rebecca Hinkle Angela Sanchez

Jennifer Wherritt

Explanation Behind Our Multi-Text Books

(Sabrina Harris and Angela Sanchez)

Our group selected Extra Credit as our fiction text and Battle Heroes:

Voices from Afghanistan as the companion nonfiction text. Both books are written on the fifth-

grade level. We selected Battle Heroes because of the War on Terrorism the United States is

currently fighting and investing so much money into. Thousands of men and women are serving

in Afghanistan right now and have been since October 2001. This war has become the longest

war our country has fought and it consumes the news. It is crucial that students grasp an

understanding of what the war is all about. This book will open the eyes of the students to the

reality of the war and help them lose ignorance towards the war they may have possessed.

This book is a compilation of ten non-fiction stories about the war in Afghanistan. Each

of the stories is about a different person from the United States military and their experience as it

pertains to the war. The stories explain why US armed forces were in Afghanistan and what they

were fighting against.

This book is great to use for younger readers because it does not go into too much detail

but still tells interesting stories about living soldiers. Also, each of the stories is action packed,

which helps to keep a younger person’s attention, and short, about 20 pages long. All of the

stories are about soldiers that served in the war in Afghanistan so it ties in well to the fictional

story, Extra Credit. When the different military soldiers are telling their stories they describe the

geography and the villages of Afghanistan, this correlates directly to Extra Credit and allows the

reader to understand more about the country but from a non-fiction point of view.

The first section that is used in this Multi-Text unit gives students a good background on

the war in Afghanistan and the reasons the US is involved and also gives a solo account of the

war from the perspective of an American soldier, his comrades and an Afghani leader who aids

the United States. There are two very different perspectives that are shown here which is similar

to the pen pals in Extra Credit.

We selected Extra Credit because due to our fight in Afghanistan, the people living

in Afghanistan, generally, have been disregarded and looked down upon by Americans. So many

people forget that there are people in Afghanistan who are trying to live normal lives. Extra

Credit places the reader into the shoes of a boy from Afghanistan, named Sadeed, through the

exchange of letters between him and a girl named Abby from Illinois. Extra Credit proves that

people in Afghanistan are not “bad guys”. Fifth graders reading this book will be given an

opportunity to see Afghanistan through the eyes of a child of about their age. Their perspective

on Afghanistan and, hopefully the Middle East will be changed for the better. The fifth-graders

reading this book will develop a connection with Abby and Sadeed as they witness the

relationship between the two characters grow through the course of the book. Hopefully, they

will see that people in Afghanistan should not be judged just because they live there. A person is

not defined by their residing location. A person in America is equal to a person in Afghanistan or

anywhere around the world.

Extra Credit is a book about an Afghani boy and an American girl who become pen pals.

The Afghani boy, Sadeed, is a very smart student in his town in Afghanistan; he has the best

handwriting and is very bright. The American girl, Abby, is not the best student and really does

not enjoy school, she’d rather be rock climbing out in the wilderness. Because she does not take

school seriously she is told she will not be promoted to the seventh grade unless she does ALL of

her homework for the remainder of the year, she makes B’s or higher in all of her classes, and

does an extra credit assignment. She chooses from a box to see what her extra credit assignment

is and finds out that she must complete a pen pal project. She chooses a country that she is

interested in and from there she must write.

In Afghanistan, town elders are discussing who should write to the American girl. The

more conservative older men believe that a 6th

grade boy and a 6th

grade girl should not be

communicating but the more progressive school teacher thinks that since Sadeed is the brightest

student he should because he will represent Afghanistan well. After the meeting is over, it is

decided that Sadeed’s younger sister should write Abby with Sadeed’s guidance and help.

Sadeed helps his sister but after seeing all the attention and credit his sister gets for

writing the letter he decides that he would like to write the letters by himself to Abby. He sends

a letter that his sister dictates to him but also sends a secret letter that he writes. Abby is excited

by this letter and is happy with their secret relationship. She looks forward to getting letters

more than anything and by having something to focus on it also helps her focus on school work,

and she starts to do a lot better in school.

Sadeed likes the secret relationship too, but because of anti-American feelings in his town

he is endangered while holding a letter Abby wrote with American flag stamps. This scare

concerns the entire town and the elders decide that it would be in the best interest of everybody

to discontinue the pen pal assignment. Abby is very disappointed but finally gets a last letter

from Sadeed.

Multi-Text Outline

Jennifer Wherritt

5th

Grade Language Arts Block of 1 hour

Before Reading Activities

Day 1 Unit Launch: Afghanistan. (Small Groups

o Students will listen to music, view books, pictures, and articles related to Afghanistan.

o Students will complete a worksheet about what they noticed about these centers.

KWL on Afghanistan (Individual and Whole Class)

Prediction Sheet (Small Groups)

Days 2 and 3 Internet Workshop (Small Groups)

During Reading Activities

Days 4 and 5: Students will read silently or engage in reciprocal teaching and work on their corresponding

comprehension activities denoted by:

Section 1: pp. 1-43 of Extra Credit [We will read Chapter One together through a Shared Reading. We will stop

Students will continue reading silently and will read Chapter Two, be sure to stop on page 43.

o Word Wizard & Vocabulary Activities, Character Sketcher, and Academic Contract. (Individual)

Day 6: Discussion of Section 1 (Including vocabulary activities); students begin working on Section 2. (Small

Group and as a Whole Class)

Days 7 and 8

Section II: pp. 43-84 Extra Credit

o Word Wizard & Vocabulary Activities and Comparison Cinquains (Individual)

Day 9: Discussion of Section 2 (Including vocabulary activities); students begin working on Section 3. (Small

Group and as a Whole Group)

Days 10 and 11

Section III: pp. 85-120 Extra Credit

o Word Wizard & Vocabulary Activities, Figurative Language Diary and Artistic Depiction and

Acrostic Poem. (Individual)

Day 12: Discussion of Section 3 (Including vocabulary activities); students begin working on section 4. (Small Group and as a Whole Class)

Days 13 and 14

Section IV: pp. 121-162 Extra Credit

o Word Wizard & Vocabulary Activities, Wanted Poster, and Flag of Afghanistan. (Individual)

Day 15: Discussion of Section 4 (Including vocabulary activities); students begin working on section 5. (Small

Group and as a Whole Class)

Days 16 and 17

Section V: pp. 163-183 Extra Credit

o Word Wizard & Vocabulary Activities, Letter to a Soldier, and Discussion Director. (Individual)

Day 18: Discussion of Section 5 (Including vocabulary activities); students begin working on section 6. (Small

Group and as a Whole Class)

Days 19 and 20

Section VI: pp. 1-20 Battle Heroes

o Word Wizard & Vocabulary Activities and Character Sketcher. (Individual)

Day 21: Discussion of Section 6 (including Vocabulary activities) (Small Group and as a Whole Class)

Post-Reading Activities

Two Voice Poem for Abby and Sadeed (Partner)

Letter to the Author(Whole Class)

Vocabulary Assessment (Individual)

You will be completing a K-W-L on the relationship between Afghanistan and The United States of America. Think about what you know, what you want to know, and finally what you have learned after completing the activities. Your group may use the information found in the book at your station as well as any prior knowledge you have on the subject. Use the following words to help you come up with questions you would like answered for the “W” column.

WHO, WHAT, WHERE, WHEN, WHY, & HOW

K

What I Think I KNOW

W

What I WANT To Know

L

What I LEARNED

Before You Read: Look carefully at the front and

back covers of Extra Credit Write down your

predictions about the following:

Setting (Time and Place): When and Where do

you think this book takes

place?_______________________________

________________________________________________

Characters (The people, animals, or objects around which

the action of the story is centered): Who do you believe the

main characters in the book will

be?_________________________________

________________________________________________

Problem(s) & Solution(s) (What goes wrong in the

story and how is it solved?): What do you predict will be the

most significant problems in this book? How do you believe

the problems may be solved?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Write down any other questions or predictions:

__________________________________________________________

__________________________________________________

Predictions about Title of the

Book

What do you think the title of this book means? Who do you think the two people on the cover are?

Internet Workshop

Sabrina Harris

You will explore the following sites and answer the following questions on your

Data Retrieval Chart in order to answer the question at the end of the Internet

Workshop.

Here are the websites:

http://www.teacher.scholastic.com/scholasticnews/indepth/afghanistan_kids/life/index.as

p?article=rural

http://library.thinkquest.org/CR0212302/afghanistan.html

http://kids.yahoo.com/reference/world-factbook/country/af--Afghanistan#main

What can you conclude about what it is like to live

in Afghanistan as a child?

Resources Who are the Taliban? What is hard about

living in Afghanistan?

What do people enjoy

about living in

Afghanistan?

Scholastic

ThinkQuest

Yahoo!

Kids

Sections 1 and 2-Sabrina Harris and Angela Sanchez

Word Wizard Section I

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word. Each entry will include the following:

a. the word and the page and paragraph where it is located b. a child-friendly definition for the word (remember to use your context

clues) c. synonyms you know (remember to use your character trait sheet and the

THESAURUS) d. any associations/connections you may have with that word e. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 1 Words from Extra Credit

bazaar p. 7 par. 5 scoured p. 11 par. 5 preamble p. 17 par. 3 pleading p. 31 par. 5 déjà vu p. 34 par. 4

Vocabulary Activities Section I Extra Credit

Real Life Connections

Directions: Read the following sentences and answer them accordingly.

Have you ever been somewhere that resembles a bazaar? Can you describe it

and how it is similar to the bazaar in Sadeed’s hometown?

Have you ever scoured something in your life? What did you do?

What would the preamble be in a paper you have to write for class?

Recall an instance in which you pleaded for something. Explain why and who

you pleaded with.

Have you ever had a moment of déjà vu? If so, briefly describe what happened.

If not, create an example of experiencing a déjà vu.

Synonyms and Antonyms

Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

Synonym Word Antonym Bazaar

Scour

Preamble

Plead

Déjà vu

Character Sketcher 1 Section I

Your job as Character Sketcher is to think carefully about

Abby Carson as you read. You will be given a passage with a

page and paragraph where you can find information about your

character. Reread the passage carefully. As you are reading,

think about descriptive words (traits) that capture how your

character acts or looks. You need to be aware that the

character traits you will choose will be implied character traits.

In other words, they are not directly stated in the passage. You

will want to use descriptive words for your character traits.

You do NOT want to use words like good, bad, nice, and mean. Be

sure to use your “Descriptive Character Traits” page for help. In

addition, you will create an artistic impression of your

character. When you begin artistically representing your

character, try to use any physical descriptions from the text to

help you. Your “artistic impression” of the character will

probably be on a separate piece of paper.

You are invited to learn more about Abby

Carson. Please take notes on how Abby acts

and looks.

To begin, reread the following passages and

determine “descriptive words” that capture Abby’s

personality and explain why the words describe him.

Reread page 14 paragraph 1. Which character trait

words describe

Abby?_______________________________

What words in the passage were your context

clues?

_________________________________________

______________

Reread page 16 paragraph 1

Abby looks forward to school because

____________________________________________

____________

__________________________________________

________________.

Reread page 16 paragraph 2- remainder of

paragraph on pg. 17

Abby does not look forward to school because

____________________________________________

_______________

__________________________________________

___________________.

Reread page 18 paragraphs 1-2. Which words

describe activities Abby enjoys? Use specific

examples from the text.

_________________________________________

_______________

Abby doesn’t like _____________________and

would rather be

_________________________________________

_________________.

On another paper, use the passages that describe

Abby’s likes and dislikes and her appearance to help

you complete an artistic impression of her. Enjoy!

Academic Contract

Directions: Based on what you have learned about Abby by completing her character sketcher and referring to page 32 paragraph 4, add a fourth requirement to the academic contract (below) that Abby will both enjoy and find beneficial to her academic standing.

“To be promoted to seventh grade, you would have to do three things. First, you would have to do all your homework every day from now on, in every subject. And second, you’re

going to need to get at least a strong B, that’s eighty-five percent or better, on all your tests and quizzes from now on, in every subject. And finally, since your language arts and social studies grades are worse than your math and

science grades, you would also have to do a special assignment for me, a project.”

The fourth requirement for Abby will be… __________________________________________

__________________________________________

__________________________________________

_________________________________________.

Word Wizard Section II

In every section of our reading, you will be learning and using many new words. Your job is to

become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new

word.

Each entry will include the following:

a. the word and the page and paragraph where it is located

b. a child-friendly definition for the word (remember to use your context clues)

c. synonyms you know (remember to use your character trait sheet and the THESAURUS)

d. any associations/connections you may have with that word

e. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the

following: who, what, where, when, why or how.

Section 2 Words from Extra Credit

charpoy p. 42 par. 4

tolerate p. 47 par. 2

coax p. 53 par. 1

permits p. 56 par. 1

solitary p. 70 par. 6

conceited p. 76 2nd line

Vocabulary Activities Section II Extra Credit

Making Choices Directions: Tell whether each item or scenario is a description of the vocabulary word given. If so, say the word. If not, don’t say anything.

1) If any of the objects are similar to a charpoy, say “charpoy.” If not, don’t say anything.

Cot

Hammock

Bed that is close to the ground

Lounge chair

2) If any of the situations are ones your teacher would tolerate, say “tolerate.” If not, don’t say anything.

Raising your hand to speak

Running in the hallway

Speaking while the teacher is giving instructions

Using ‘please’ and ‘thank you’ 3) If any of these situations describe one person coaxing another, say “coax.” If not, don’t say anything at all.

Your brother giving you a piece of candy to leave him alone

Your neighbor throwing rocks at a raccoon to get it away

Giving your dog a treat to roll over

Teacher promising extra recess time for completing all of your assignments 4) If any of the situations are ones your parents would permit, say “permit.”

Eating all of the dinner on your plate

Going over to a friend’s house on the weekend

Eating dessert before dinner

Watching T.V. after bedtime 5) Which of the following situations would be best for you to be solitary? If it is a situation for you to be solitary, say “solitary”. If not, don’t say anything.

Reading a book

Playing a board game with your family

Writing a paper

Collaborating with friends on a project

6) Which of the following people are acting conceited? If they are, say “conceited”. If not, don’t say anything.

Johnny talks non-stop about how great his hair-do is

Austin shares his cookies with Bill

Rosa talks over others, caring only about her opinion

Sarah helps Laura pick up her books

Synonyms and Antonyms

Directions: Look at the vocabulary word under the “word” column. Recall its definition (look

back at your definition if needed). Think of other words associated with the vocabulary word

and write them under the “synonym” column. Think of other words not associated with, or the

opposite of, the vocabulary word and write them under the “antonym” column.

Synonym Word Antonym

charpoy

tolerate

coax

permits

solitary

conceited

Using Cinquains to Compare Schools in

Different Countries

Directions: Create a cinquain poem based on reading Extra Credit

that you feel represents an American school.

Use this format to create your cinquain:

Line 1 - a one word title (or 2 syllables)

Line 2 - a 2 word phrase that describes your title or you can just use two words

(or 4 syllables)

Line 3 - a 3 word phrase that describes an action relating to your title or just

actions words (or 6 syllables)

Line 4 - a 4 word phrase that describes a feeling relating to your topic or just

feeling words (or 8 syllables)

Line 5 - one word that refers back to your title (or 2 syllables)

Example Cinquain: Bazaar Bazaar Rummage sale Busy and bustling Close community of buyers Bazaar

Using Cinquains to Compare Schools in

Different Countries

Directions: Create a cinquain poem based on reading Extra Credit

that you feel represents an Afghani school.

Use this format to create your cinquain:

Line 1 - a one word title (or 2 syllables)

Line 2 - a 2 word phrase that describes your title or you can just use two words

(or 4 syllables)

Line 3 - a 3 word phrase that describes an action relating to your title or just

actions words (or 6 syllables)

Line 4 - a 4 word phrase that describes a feeling relating to your topic or just

feeling words (or 8 syllables)

Line 5 - one word that refers back to your title (or 2 syllables)

Example Cinquain: Charpoy Charpoy Common bedstead Indian furniture Designed for support and comfort Charpoy

Sections 3. 4. And 5: Rebecca Hinkle and Jennifer Wherritt

Word Wizard Section III

While reading ‘Extra Credit’ each of you will learn and be able to use a variety of new terms. Your job is to become a WORD WIZARD and decipher the meaning of each vocabulary term you find during the

reading.

Section 3 Vocabulary Activities

Extra Credit

Each student should write a child-friendly definition for these vocabulary terms. The

students should use context clues and the following website http://www.wordcentral.com/

Word Page and Paragraph

Number

Definition

Craned P. 86 Par. 1

Prattled P. 86 Par. 4

Silhouette P. 89 Par. 4

Impish P. 98 Par. 5

Sputtered P. 100 Par. 5

Conservative P. 113 Par. 1

Boast P. 114 Par. 1

Section 3 Vocabulary Activities Extra Credit

Synonyms and Antonyms Look at the following vocabulary terms and recall

their definitions. Then think of other terms associated with the vocabulary and write them under

the ‘Synonym’ column. Then think of other terms not associated with (Opposite) the vocabulary and

write them under the ‘Antonym’ column.

Synonym Word Antonym Craned

Prattled

Silhouette

Impish

Sputtered

Conservative

Boast

Section 3 Vocabulary Activities

Extra Credit Making Choices

The students should read the following

sentences and complete each according to

vocabulary term underlined.

1. A person may crane their neck because

2. When a person prattles they are

3. The shadow of an object is a silhouette because

4. A child is acting impish when

5. When the car sputtered it sounded like

6. The people in the village of Bahar-Lan,

Afghanistan are conservative because

7. A person who boasts acts like

Figurative Language Diary-Section III Andrew Clements really thinks about the way he writes. He uses different elements of figurative language to describe, making use of one primary literary device. Your job is to find at least three similes in Section three of the book. Then explain how each passage adds meaning to the story.

Simile: a comparison

that includes the words like or as.

Example from the book:

Example from Chapter 5

“And her dad put a bowl on the counter and laid down the dish

towel, his face looked like he’d just hit his thumb with a hammer.”

Page 23

Page number:

Example:

What this passage adds to the story:

Page number:

Example:

What this passage adds to the story:

Page number:

Example:

What this passage adds to the story:

Artistic Depiction

After finding three similes within Section three, your

job now is to select one and represent it artistically.

Show me through art what the simile is describing

within the book.

Section 3 Activity

Extra Credit

Acrostic Poem

You are invited to create an acrostic poem for the characters of

Sadeed and Abby. In creating the acrostic poem think of words and

phrases that represent each of the characters. Make sure to use

examples and information that you have found in the book.

A

B

B

Y

S

A

D

E

E

D

Section 4 Vocabulary Activities

Extra Credit

Each student should write a child-friendly definition

for these vocabulary terms. The students should use

context clues and the following website

http://www.wordcentral.com/

Word Page and

Paragraph

Number

Definition

Vanity P. 121 Par. 2

Scattering P. 131 Par. 1

Plucked P. 134 Par. 4

Squinted P. 135 Par. 3

Fluttered P. 136 Par. 1

Defiant P. 136 Par. 4

Discreetly P. 143 Par. 1

Section 4 Vocabulary Activities Extra Credit

Forms of a Word The students should look at the vocabulary terms that are in bold print and recall there definitions.

Then students should think of the different forms of the term and write each of them in the

appropriate column.

***Every column might not be completed***

Noun Verb Adjective Adverb Vanity

Scattering

Plucked

Squinted

Fluttered

Defiant

Discreetly

Section 4 Vocabulary Activities

Extra Credit Have You Ever?

The students should read the following sentences and answer them

accordingly.

1. When someone is vain (Vanity) how do they act?

2. In your hometown have you ever seen a scattering of houses? What did it look like?

3. Have you ever plucked something? What was it?

4. Have you ever squinted your eyes? When and Why?

5. Name a time when you felt fluttered. Why were you fluttered?

6. When did you last act defiantly? Explain.

7. Have you ever handled a situation discreetly? How did you go

about doing this?

Wanted Poster: Section IV

Your job is to create a Wanted Poster

for the Man who tore up Sadeed’S letter from Abby. (Chapter 14-Connected)

Create an artistic representation of the suspect. Then you will fill out the information for the man.

Wanted:

Who is he? Why is he a suspect?

Reward amount

This information, along with your representation of the suspect must fit inside the poster.

Flag of Afghanistan Section IV

In Chapter 18: Flag, Mrs. Beckland informs Abby that the Flag she had put on the bulletin board had to be taken down because it was offending one of the sixth grade students. The Afghanistan flag contains a phrase that comes from the Islamic religion and a picture of a mosque.

Your job is to create an Afghanistan Flag! Research Afghanistan using the following websites.

Afghanistan Websites:

http://library.thinkquest.org/CR0212462/ http://library.thinkquest.org/CR0212302/afghanistan.html

o Create your own Afghanistan flag that you feel represents the country in an appropriate way.

o Write a paragraph explaining the design of your flag and

how the symbols represent Afghanistan.

o The flags will be posted on a bulletin board in the

classroom. So have fun with this activity!

Section 5 Vocabulary Activities Extra Credit

Each student should write a child-friendly definition for these vocabulary terms. The students should use context

clues and the following website http://www.wordcentral.com/

Word Page and Paragraph

Number

Definition

Groaned P. 163 Par. 1

Terrorist P. 167 Par. 2

Dismissal P. 169 Par. 2

Glanced P. 178 Par. 3

Pestering P. 179 Par. 1

Outcropping P. 179 Par. 2

Section 5 Vocabulary Activities Extra Credit Forms of a Word

The students should look at the vocabulary terms that are in bold print and recall there definitions. Then

students should think of the different forms of the term and write each of them in the appropriate column.

***Every column might not be completed**

Noun Verb Adjective Adverb

Groaned

Terrorist

Dismissal

Glanced

Pestering

Outcropping

Section 5 Vocabulary Activities

Extra Credit Synonyms and Antonyms

Look at the following vocabulary terms and recall their

definitions. Then think of other terms associated with the

vocabulary and write them under the ‘Synonym’ column.

Then think of other terms not associated with (Opposite) the

vocabulary and write them under the ‘Antonym’ column.

Synonym Word Antonym

Groaned

Terrorist

Dismissal

Glanced

Pestering

Outcropping

Section Five Letter to a Soldier

You are invited to write a letter to a Soldier who is fighting in Afghanistan. Before writing the letter, I would like for you to read the following article: http://www.timeforkids.com/TFK/teachers/wr/article/0,27972,1893915,00.html I want you to really think about what the article is saying and use things you find interesting and incorporate it into your letter. You should also include:

The title of the book we read and a summary What you learned from the book Any questions that you have

When you are finished with you letter, as a class we will use the following website: http://www.letterstosoldiers.org/ and find a soldier to send our letters to.

Discussion Director Section IV (pp.163-181)

Directions: Your job is to involve the students in your group by thinking and talking about the section of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

Your job as the Discussion Director is to come up with five (5) thinking questions. You really want to make your group THINK about the reading. You are trying to make sure everyone in your group understands or comprehends the reading. It is very important that you ask your group critical thinking questions and NOT easy, right- there, in-the-book questions. You want the members of you group to stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may wish to begin your questions with the following words/phrases:

Who?, What?, Where?, When?, Why?, How?, If_______ then________?

You need to write down the following:

1. the questions 2. your answers to your questions 3. the page numbers where the students can reference the text to justify their

responses to your questions You may want to focus on the following events when thinking about and developing your questions:

Abby’s book report o Major events that occurred and why they happened

The information that Abby does not share with the class about the letters What she learned in her book report Abby receiving the letter from Sadeed Abby going to the climbing wall

Examples of a few good thinking questions might be:

1. Why do you think Abby decided to not tell the class about how Sadeed actually wrote the letters?

2. How do you think Abby felt when she took down the letters and pictures from the bulletin board?

Word Wizard Angela Sanchez

Section VI In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word. Each entry will include the following:

a. the word and the page and paragraph where it is located b. a child-friendly definition for the word (remember to use your context clues) c. synonyms you know (remember to use your character trait sheet and the

THESAURUS) d. any associations/connections you may have with that word e. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section VII Words from Battle Heroes: Voices from Afghanistan

Perpetrators p. 1 last par.

Fundamentalists p. 2 par. 2

Infractions p. 2 par. 2

Tyrannical p. 6 par. 1

Commandeered p. 12 par. 1

Vocabulary Activity Section VI

Is this word used correctly?

The vocabulary words from section VI are used incorrectly in the following sentences. Read the sentence and decide how to change it to use the word correctly. Then rewrite a sentence below using the word correctly. 1. The perpetrators followed and obeyed the laws. 2. The fundamentalists were indifferent to their religious beliefs and had loose guidelines for laws. 3. Most infractions have no consequence and are not looked down upon in society. 4. The tyrannical government was widely accepted and viewed as beneficial to the nation.

5. A car was commandeered by a seventeen year old who wanted to go to the mall.

Forms of a Word Directions: Look at the vocabulary in bold print. Recall its definition

(look back at your notebook if needed). Think of the different forms of

the word and write each in the appropriate column. Not all forms of the

word will be completed each time like the first example.

Noun Verb Adjective Adverb

Perpetrate

Perpetrator

Perpetrated

Fundamentalist

Infractions

Tyrannical

Character Sketcher Section VI

Your job as Character Sketcher is to think carefully about Captain Jason Amerine as you read. You will be given a passage with a page and paragraph where you can find information about your character. Reread the passage carefully. As you are reading, think about descriptive words (traits) that capture how your character acts or looks. You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help. In addition, you will create an artistic impression of your character. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper.

You are invited to learn more about Captain Jason Amerine. Please take notes on how Captain Jason Amerine acts and looks. To begin, reread the following passages and determine

“descriptive words” that capture Captain Jason Amerine’s personality and explain why the words describe him.

Reread page 5: paragraph two. What branch of the military is

Captain Amerine a part of?_______________________________ Reread page 6: paragraphs one and two. What words help

you learn about Captain Amerine’s personality? _______________________________________________________

Reread page 11.

Captain Amerine acts

________________________________because___________________

__________________________________________________________.

Reread page 6-7. Starting on the last paragraph of 6 and continued onto the next page. Which words describe Hamid Karzai. ________________________________________________________

He acts _____________________because_____________________

______________________________________________________.

On another paper, use the passages that describe Captain Amerine’s actions and appearance to help you complete an artistic impression of him. Enjoy!

Post Reading Activities

Jennifer Wherritt

2 Voice Poem

You will be creating a two voice poem from the book Extra Credit. The poem will be between Abby and Sadeed. Think of something that the characters might have different views

about. Then, get them to talk to one another. Use the poem by Paul Fleischman or Allan Wolf as a model for your

writing. To read Fleischman’s and Wolf’s poems, you need two voices. Lines written across from one another are read

together. Although these poems rhyme, yours doesn’t have to. In addition, you are invited to include an artistic

representation that symbolizes a theme in your poem.

You may want to write your poem with a partner.

Inspired By:

I Poem for Two Voices Developed by Dr. Beth M. Frye

Appalachian State University

Stanza One

I am

I am

And we are And we are

I live

Whereas I live

I wonder

While I wonder

I hear

But I hear

I see

However, I see

I want

Yet I want

I am

I am

Similarly we Similarly we

Stanza Two

I always

On the other hand, I always

I pretend

While I pretend

I feel

Yet I feel

I touch

While I touch

I worry

Yet I worry

I cry

But I cry

I excel

Whereas I excel

I am

I am

And we both And we both

Stanza Three

I understand

While I understand

I say,

Yet I say,

I’m as

Whereas I’m as

I dream

But I dream

I try

Although I try

I hope

While I hope

I was once

Whereas I was once

I am

I am

Vocabulary Assessment Extra Credit

Read the following and explain a situation that best fits the word. 1. Explain a situation in which you were pestered. 2. Explain a situation in which you glanced at an object or person. 3. Explain a situation in which an object was commandeered. 4. Explain a situation in which something fluttered. 5. Explain a situation in which you heard something being sputtered.

Write your own definition of each word as it was used in the book. 6. Scoured - 7. Déjà vu - 8. Prattled - 9. Impish -

10. Vanity - 11. Discreetly - 12. Groaned -

Synonyms and Antonyms Follow the directions for each question. 13. Name a synonym of solitary. 14. Name a synonym of defiant. 15. Name an antonym of permit. 16. Name an antonym of conceited. 17. Name an antonym of boast. 18. Name an antonym of tyrannical.

Rubric: Angela Sanchez

Activity/Criteria

Your points/Total

possible points

Pre-Reading Activities-Extra Credit

KWL Chart

- Student participates and follows along while chart is

being completed

Book predictions

- Predictions are thoughtful and reasonable

/4

Internet Workshop

DRC is fully completed.

Considerable effort has been demonstrated.

/15

Academic Contract

Requirements added to the contract are relevant.

Considerable effort has been demonstrated.

/5

Cinquain

Poem follows cinquain format.

Accurate and interesting facts are used based on

what you read in the book.

/5

Figurative Language Diary

Chart is fully completed (pg #, example, what it

adds).

Figurative language chosen is accurately reflected in

the quote.

/8

Acrostic Poem

Poem follows acrostic poem format.

Descriptive words are accurate and correctly spelled.

/5

Character Sketcher (Abby and Cpt. Amerine)

Sketch includes thoughtfully selected information

about the character, including 3 implied character

traits, problem and solution, and character goal.

Artistic Impression is creative and demonstrates

knowledge of information given in text regarding

character’s physical description.

/9

/9

Total: _____/ 18

Artistic Depiction of Simile

Correct simile is chosen.

Drawing reflects what the simile describes.

/9

Flag of Afghanistan

Flag appearance and colors are correct.

Considerable effort has been demonstrated.

/5

Discussion Director

5 Questions displays insight into novel’s main

events and themes; questions are “higher-level” and

are thoughtfully developed.

Answers are provided and when appropriate, page

#s are included

/10

Vocabulary Exercises and Activities (Sections I-VII)

Definitions are in your own words and correct.

Activities are correct and complete.

Considerable effort has been demonstrated.

/12

/12

/12

/12

/12

/12

/12

Total: ____/84

Letter to Soldier

Letter is well thought out and edited.

Spelling, grammar, and punctuation are correct.

/5

Wanted Poster

Includes thoughtful and creative artistic

representation

Includes information that is correct and

complete

All elements are present.

/10

Letter to Author

Letter is well thought out and edited.

Spelling, grammar, and punctuation are correct.

/5

“I Poem for 2 Voices"

Is in the form of an I Poem for 2 Voices

Includes thoughtfully chosen words and images

to reveal character

Demonstrates considerable effort

/15

Total Score: /203

Other Books to Use Rebecca Hinkle Title: The Librarian of Basra – A True Story from Iraq Author: Jeanette Winter Copyright Date: 2005 Publisher: Harcourt Children’s Books Summary: When war seems imminent, Alia Muhammad Baker, chief librarian of Basra’s Central Library, was determined to protect the library’s holdings. In spite of the government’s refusal to help, she moved the books into a nearby restaurant only nine days before the library burned to the ground. When the fighting moved on, this courageous woman transferred the 30,000 volumes to her and her friends’ homes to await peace and the rebuilding of a new library. Title: September Roses Author: Jeanette Winter Copyright Date: 2004 Publisher: Farrar, Straus and Giroux Summary: On September 11, 2001, two sisters from South Africa are flying to New York City with 2,400 roses to be displayed at a flower show. As their plane approaches the airport, a cloud of black smoke billows over the Manhattan skyline and when they land, they learn of the terrorist attacks on the World Trade Center. A stranger offers them a place to stay. Wanting to repay this kindness, they take their flowers to Union Square and arrange them in the shape of the fallen towers amid the many other memorials. Title: September 12th – We Knew Everything Would Be Alright Author: Masterson Elementary Students Copyright Date: 2002 Publisher: Tangerine Press Summary: On September 11th horrific events occurred, yet through the simple text and vibrant art of first graders, we are reminded that the world continued the next day. On each page, children experience the comforts of ordinary routines, such as their teacher reading books to them, having homework and recess, and knowing that 2+2 still equals 4. This poignant message of hope that reassures us all that even after bad things happen, tomorrow always brings a new day. Title: The Day America Cried Author: Dr. Teri J. Schwartz Copyright Date: 2002 Publisher: Enduring Freedom Press Summary: This children’s book describes the events of September 11, 2001 and in the weeks that follow. It tells a story different from what is likely to be told in history books. It captures the moments as they were lived without generating fear and provides a message of hope and courage. The book focuses not only on the event themselves but our reactions to the events such as emotions, acts of kindness and our need to continue onward in spite of fear and uncertainty. It attempts to explain what September 11th occurred without prejudice. Title: The Little Chapel That Stood Author: A. B. Curtiss Copyright Date: 2003

Publisher: Oldcastle Publishing Summary: This book tells that story of the historic chapel less than 100 yards from the Twin Towers that miraculously survived on September 11. This story of terror overcome by courage and bravery teaches us no one is too small to make a difference. Title: September 11th Author: Mary Englar Copyright Date: 2007 Publisher: Compass Point Books Summary: On a bright sunny morning on September 11, 2001, hijackers took control of four U.S. commercial airplanes. The terrorists crashed two planes into two World Trade Center Towers in New York City. Forty minutes later, hijackers crashed another plane into the Pentagon in Washington, D.C. Passengers on a fourth hijacked plane resisted, and the plane crashed in an empty Pennsylvania field. The tragic events of September 11th killed nearly 3,000 people, scarred Americans, and changed the world forever. Title: Nasreen’s Secret School – A True Story From Afghanistan Author: Jeanette Winter Copyright Date: 2009 Publisher: Beach Lane Books Summary: Based on a true story from Afghanistan, young Nasreen has not spoken a word to anyone since her parents disappeared. In despair, her grandmother risks everything to enroll Nasreen in a secret school for girls. Will a devoted teacher, a new friend, and the worlds she discovers in books be enough to draw Nasreen out of her shell of sadness? Title: Afghan Dreams – Young Voices of Afghanistan Author: Michael P. Sullivan and Tony O’Brien Copyright Date: 2008 Publisher: Bloomsbury USA Children’s Books Summary: If the stories that come out of Afghanistan are ever to contain hope for the future, then the young readers that we will meet in these pages are that hope. From street workers to female students in newly formed academics, children who work in family businesses and pickpockets who steal from visiting photographers, these are the faces of young Afghanis who universally wish for peace in their neighborhoods, in their country, in their lifetimes. Title: Under the Persimmon Tree Author: Suzanne Fisher Staples Copyright Date: 2005 Publisher: Farrar, Straus and Giroux Summary: When her father and brother are taken by the Taliban and her mother and baby brother are killed in a bombing raid during the Afghan war in October 2001, Najmah begins an arduous journey across the border to Peshawar, Pakistan. There, she meets up with an American woman, Nusrat, who has been conducting a school for refugee children while she waits for her husband, Faiz, who has returned to his native country to open medical clinics. Only when they meet can they come to terms with their losses and move on. Title: I Come From Afghanistan Author: Valerie Weber

Copyright Date: 2006 Publisher: Weekly Reader Early Learning Library Summary: In this book, readers meet nine-year-old Bahishta, whose family moved to the United States from Afghanistan. She introduces her parents and sister, their Muslim faith, and the traditional dress, foods, and customs of their homeland.

How Self-Selection of Texts Expands Student Knowledge and Awareness In this Multi-Text we chose to include an additional amount of varied texts that relate to Extra Credit in order for students to expand the depth of their knowledge, awareness and understanding of culture, and lead to personal growth. In giving each of the students the opportunity to self-select books it allows for them to choose a text that most interests them and yet provide them with the opportunity to learn more about the concept of the United States and Afghanistan in conjunction with the main text. The books that were selected delve into the world of the United States and Afghanistan and the relationships of their people and cultures. Therefore, in including these texts it gives students the opportunity to expand their knowledge and understanding of differing cultures and lead to personal growth once their understanding and knowledge have been expanded. Web Sites to Use

Internet Workshop Websites:

http://www.teacher.scholastic.com/scholasticnews/indepth/afghanistan_kids/life/index.as

p?article=rural

http://library.thinkquest.org/CR0212302/afghanistan.html

http://kids.yahoo.com/reference/world-factbook/country/af--Afghanistan#main

Students will use the following websites to further investigate their knowledge of Afghanistan.

Scholastic – The Day That Changed America

This site explains the events of 9/11 in kid friendly language and provides ideas for activities and lesson plans. It includes information on how kids and schools in the New York area were affected by the attacks, as well as an understandable summary of the events that transpired.

http://teacher.scholastic.com/scholasticnews/indepth/911/index.htm

The History Channel – 102 Minutes That Changed America This great activity from the History Channel gives students a layout of the parts of NYC affected by the attacks on the Twin Towers through an interactive map and short clips from on-the-scene filmmakers. There are 10 locations on the map with information and video, each showing the effects of the attacks on various parts of the city. http://library.thinkquest.org/CR0211220/

Face to Face – Stories from an Aftermath of Infamy This collection of real-life stories from Japanese Americans and Arab and Muslim Americans explores the issues of civil liberties in the wake of two days that changed the world forever - December 7, 1941, and September 11, 2001. Racial hatred, fear, distrust, national loyalty, and the validity of constitutional rights are just a few of the complex issues addressed in the riveting audio interviews. A series of lesson plans guides teachers and students through a comparison of how America responded to these two ethnic groups after the two respective tragedies. http://archive.itvs.org/facetoface/intro.html

September 11 Timeline of Events This tribute to 9/11 is a series of interactive photographs that highlights the episodes that transpired from shortly after 8:00 a.m. when the American Airlines flight was hijacked and struck the first tower of the World Trade Center, to the aftermath when the pile of debris that was once the Twin Towers became flooded with volunteer rescue workers doing the indescribable heroic work of helping the surviving victims and recovering the remains of the human lives that were destroyed. Move your curser over the photographs to read actual descriptions from flight attendants, survivors, firefighters, family members and others who were part of tragic history in the making. This is an opportunity to “relive” that day, almost minute by minute, as if you were actually there. http://www.tributewtc.org/programs/timeline.html

North Carolina Standard Course of Study

Correlation Chart Rebecca Hinkle

Unit Assignment North Carolina Language Arts Standard Course of Study for Fifth Grade

A wide variety of texts have been chosen for this particular Multi-Text. In this unit we will

explore the differences of societies in the United States and Afghanistan using internet sources, fictional sources, and informational

sources.

The vocabulary activities in this unit appear in each section. In each of these sections the students will be asked to define tier two

vocabulary terms and complete a variety of activities.

The internet workshop in this unit aids students in their comprehension of the

cultures and societies of both the United States and Afghanistan.

In this unit there a wide variety of activities

used in order to further students comprehension and understanding of the

content area.

Objective 1.01 - Expand and refine vocabulary through knowledge of prefixes, suffixes, roots,

derivatives, context clues, and etymologies (word origins to assist comprehension.

Objective 1.02 - Select key vocabulary critical to the text and apply appropriate meanings as

necessary for comprehension.

Objective 1.03 - Increase reading and writing vocabulary through:

Wide Reading. Word Study.

Word Reference Materials Content Area Study.

Writing Process Elements. Writing as a Tool.

Debate. Discussions. Seminars.

Examining the Author's Craft

Objective 1.04 - Use word reference materials to identify and comprehend unknown words.

The fluency and organization of the sections is

based on what is appropriate for 5th-grade students.

The alternative texts that have been chosen for this unit will aid to expand the students

understanding of the content area.

Objective 1.05 - Read independently daily

from self-selected materials to: Increase Fluency

Build Background Knowledge Expand and Refine Vocabulary

The text that has been chosen for this unit and

the vocabulary activities will aid to build reading fluency as well as expand vocabulary.

The activities included in this Multi-Text have students interact with the text before, during,

and after the reading has been completed.

The activity that is completed before the reading of the book requires students to make

predictions as to the title and illustrations in order to better understand the story line.

The vocabulary activities included require

students to use context clues and their prior knowledge to make connections and

predictions.

Objective 2.02 - Interact with the text before,

during, and after reading, listening, and viewing by:

Making predictions Formulating questions

Supporting answers from textual information, previous experience, and/or other sources Drawing on personal, literary, and cultural

understandings Seeking additional information

Making connections with previous experiences, information, and ideas

The Multi-Text is based on reading and

developing an understanding of the cultures and relationships between both the United

States and Afghanistan.

Objective 2.03 - Read a variety of texts, such

as: Fiction (Tall Tales and Myths)

Nonfiction (True Experience, Newspaper and Magazine Articles and Schedules)

Poetry (Narrative, Lyric, and Cinquains) Drama (Plays and Skits)

The internet workshop that is included in this Multi-Text has students look at and explore a variety of different websites that relate to the book in order to gain a deeper understanding

of the content in the book.

Objective 3.02 - Make connections within and between texts by recognizing similarities and

differences based on a common lesson, theme, or message.

We give credit to the formats used for activities and word wizards to the

following:

Dr. Beth Frye (Appalachian State University)

Heather C. Ensley, Dana Currin, Jocelyn Jackson, and Audrey

Hancock (Becoming Naomi Leon Multi-Text Unit)

Casey Davis, Meredith Huffman, Leslie Johnson, and Amanda

Phifer (The Lightning Thief Multi-Text Unit)