Imagine Learning Newcomers Lesson Plans, Grades 6–8...

Imagine Learning Newcomers

Lesson Plans, Grades 6–8

v14

Copyright © Imagine Learning, Inc.

GRADE

1Copyright © Imagine Learning, Inc.

Imagine Learning® Newcomer Lesson Plans, Grades 6–8

Table of Contents

General Instructions Message to teachers .......................................................2

School Lesson 1 ................................................................................3 Lesson 2 ...............................................................................7 Lesson 3 ............................................................................. 13 Lesson 4 .............................................................................14

Places Lesson 1 .............................................................................. 19 Lesson 2 ............................................................................ 22 Lesson 3 ............................................................................24 Lesson 4 ............................................................................. 31

Citizenship & Important People Lesson 1 .............................................................................36 Lesson 2 ............................................................................44 Lesson 3 ............................................................................48 Lesson 4 ............................................................................54

Pop Culture Lesson 1 .............................................................................65 Lesson 2 ............................................................................68 Lesson 3 ............................................................................ 72 Lesson 4 ............................................................................ 75


Dear Teacher,Thank you for participating in Imagine Learning® Newcomers, designed by Imagine Learning to provide students with enriching experiences in culture, language, and literacy. This program will introduce students to relevant cultural themes and related vocabulary while developing their essential speaking, reading, and writing skills.

In this manual, you will find age-appropriate lesson plans for students in sixth through eighth grade with corresponding handouts at the end of every lesson. We encourage you to add to or modify these lessons to best meet the needs of your students. Here are a few general guidelines to follow while preparing for each lesson:

1. Review the materials list at the beginning of the lesson to collect the necessary items. Handouts are located at the end of each lesson and must be copied ahead of time.

2. Always preview the Imagine Learning activities featured in the lesson to make sure you can find them easily and understand how they function.

3. Adapt each lesson according to the English proficiency and background knowledge of your students.

4. Consider holding a quick vocabulary review every third lesson or so. Students may quiz each other using their flash cards.

5. Decide if you would like to use any take-home readers during your lesson. These are located in the reading supplemental guide.

In addition to these preparations, the following information will help you get the best start with Imagine Learning Newcomers:

To Exit the Program

If you need to exit an Imagine Learning activity before it is over, press the pause button.

Multimedia Tips

• If you are using an interactive whiteboard, students can use their hands to accomplish the same tasks as the computer mouse. They will be able to stand at the board and move or activate objects using their hands.

• Many stories and articles in Imagine Learning feature clickable glossary words. To hear a definition and more, click or tap any bold words in the text.

• You may wish to model how to complete the handouts. Simply project the handout on a whiteboard and fill in the spaces using appropriate markers.

Flashcards

Students design their own vocabulary flash cards. On one side, they draw a picture or symbol to remind them of the vocabulary word’s meaning. Then they write the word underneath. On the other side of the index card, students write the definition. You may have to explain and model how to use a symbol instead of a literal representation. You could make symbol their first vocabulary word.

• For safe-keeping, each student’s flash cards should be hole-punched and kept on a ring.

• You may want to collect the rings of flash cards at the end of a lesson and pass them out again the following lesson.

Thank you again for being a part of Imagine Learning Newcomers and playing such a profound role in these students’ lives. If you have any questions or concerns regarding Imagine Learning Newcomers or Imagine Learning, please contact support at 1-866-457-8776.

Have a wonderful year!

General Instructions

2


GRADE

3

6–8School: Lesson 1

Step 1: Learn New VocabularyWrite the words communicate, interview, introduce, and similar on the board. If needed, follow the vocabulary routine outlined earlier in the general instructions section.

The following words can be found in Imagine Learning. Please use the paths below:

• Imagine Learning Leveled Text: “I Don’t Understand”

• ME/WE Graphic Organizer

• Index cards

• Pencils, pens, crayons, or colored pencils

• One-hole punch

Materials

• Students will understand and produce the following vocabulary words: communicate, introduce, similar and interview.

• Students will work cooperatively in pairs.

• Students will echo read a story.

• Students will compare and contrast.

• Students will complete interviews and prepare to share results.

Learning Outcomes

Step 2: BrainstormAsk students what they like best about coming to school. Talk about meeting new people and making new friends. Tell students that when they talk to others, they are communicating. Explain to your students that learning how to communicate is important because communication is a skill they will use throughout their lives. Communicating well will help them to meet new people, succeed in school, and get good jobs when they are older. It may also be important to discuss the ability to communicate in a different language.

Step 3: Listen to a Story for SimilaritiesTell students they will be listening to a story in which they may have had similar feelings as the main character. Ask them to listen for examples they can relate to.


GRADE

4

Listen and read the story I Don’t Understand in Imagine Learning by following the path below:


As the story concludes, ask the students to communicate with their partner about what happened in the story. Ask them to talk about a time they felt like Ricardo felt at various times in the story. How was communicating important in this story? Monitor the pairs as they are discussing. Regroup and invite pairs to share their feelings out loud.

(Optional) Tell students that as a class, we will practice echo reading the story. This time you will open the “Read and Record” version of the story and have the whole class echo read in choral fashion as you record them. To access “Read and Record,” follow these steps:

Step 4: Prepare to InterviewAsk students to think of questions they could ask someone to learn more about them. Write these questions on the board. Tell students that one way to communicate is by interviewing someone. Ask students what they know about the word interview. Ask the students questions like the following:

• Have you seen an interview on TV?

• Have you ever been interviewed?

• Has anyone in your family been interviewed?

Next, tell students they will be interviewing someone in the class. Have students write down five questions they want to ask in their interview. Tell them to leave a space after each question to write down the answers. Their goal will be to find out how they are similar to and different from their partner. Tell them they will be working with a new partner for this activity.

Step 5: Interview a Partner about SimilaritiesReassign students to work with a new partner. Allow time for students to interview and record their findings. Once the interviews have been completed, explain that they will be using a ME/WE graphic organizer to display their results. This graphic organizer is similar to a Venn diagram, which can be used in place of a ME/WE graphic.

On the “ME”side of the graphic organizer, students will draw a line between the “M” and the “E,” dividing it into two parts. Each student will choose one side and label it with his or her name and a small picture that represents him or herself. Reverse the graphic organizer to the “WE” side and have students write both of their names on the page. Based on their interview notes, they will work together to write words, phrases, and pictures that describe how they are similar and different. Give them adequate time to complete the graphic organizer and encourage discussion while they are working.


GRADE

5


Step 6: Prepare to IntroduceTell the students that after they have interviewed their partner, they will introduce their partner to the rest of the class at the beginning of Lesson 2. Allow students time to practice how they will introduce their partner using the graphic organizer the following day. Collect the graphic organizers and store them in a safe place until the next lesson.

Step 7: Teacher PreparationTo prepare for Lesson 2, use the information from the students’ ME/WE graphic organizers to create the People Bingo activity. Each square on the handout should have something a few students listed as a fact about themselves. For example, a square could have the statement, “I like dogs.” Then, the students will ask one another, “Do you like dogs?” If they do, they will sign that square. The first one to get five in a row wins. A secondary goal could be to fill in all the squares on the handout.

Examples of the ME/WE graphic organizer. A template is available on the following page.


GRADE

7


Step 1: Learn New VocabularyWrite the word signature on the board. If needed, follow the vocabulary routine outlined earlier in the general instructions section.

Step 2: Review and “People Bingo”Ask students to talk to their interview partner about what they learned during the previous lesson. Be prepared to review the vocabulary words: communicate, similar, interview, and introduce. Remind students about the story, I Don’t Understand and the graphic organizer activity they completed after their interviews.

Tell students they are going to play a game where they collect signatures from their classmates to learn more similarities and differences about each other.

Ask the students the following questions:

• What do you know about the word signature?

• Can you find a shorter word in this big word?

Point out the word sign and its relationship to the meaning of signature. Ask students to practice writing their name in cursive. Pass out copies of “People Bingo.” Explain each requirement on the handout and have students practice changing the requirement statements into questions. Point out that all the questions will start with “Do you...” Model changing a statement into a question until students are comfortable doing this on their own.

Explain to students that if they answer yes to the question they are asked, they can sign their names on the lines under that requirement. Tell them this is a timed game and they only have five minutes to get as many signatures as they can. The student who collects the most names wins. Time can be adjusted to suit your needs.

Step 3: Time to IntroduceAllow partners to share their ME/WE graphic organizers with the class. Allow time for the rest of the class to comment on their own similarities and differences with the students who are sharing.

Step 4: Read I Don’t Understand and Create a T-ChartTell students that you are going to read the story again. This time, discuss how different places

• People Bingo (created by teacher after Lesson 1. One per student)

• Imagine Learning leveled text: I Don’t Understand

• I Don’t Understand story text printed (1 per student)

• Completed ME/WE graphic organizer

• Blank T-chart


• Index cards

• One-hole punch

Materials

• Students will understand and produce the following vocabulary word: signature.

• Students will work cooperatively in pairs and small groups.

• Students will silently read and echo read a story.

• Students will create a T-chart.

• Students will share orally with the class.

Learning Outcomes


GRADE

8


Ricardo visited in the school brought him different emotions. Draw a T-chart on the board and display one example. Tell students that as they read this time, think about other examples from the story.

Pass out the story text printouts to students. Give them five minutes to read the story silently. They may write on the paper if there are hard words they want to mark. Then, as a class, allow students to chorally read and record the story again (optional). Go to leveled text: “Read and Record” in Imagine Learning by following the steps below.

Ask students to talk with a partner about other locations in the story where Ricardo had different emotions. As a class, complete the T-chart on the board. Tell students they will be working in groups today to complete a similar T-chart. Assign students to groups of 3–5 students. The goal is to have students think of various places in school or in the community where they have different emotions. Brainstorm lists of emotion words and location words. Allow groups to work on their T-charts and encourage discussion.

Step 5: Introduce T-Charts to the Class and PlanningAllow each student from the group to introduce at least one location and an emotion they have connected with that place. As students are sharing, compile a class T-chart on the board of all their results. Place a tally mark next to any duplicates.

Tell student they will be working with a new partner the following day to create a photographic essay about six of these locations. Assign students into pairs and allow them five to ten minutes to discuss the location they want to write about. Have them write the locations on a piece of paper and collect them at the end of class. If time allows, students can complete the Response Journal activity printout connected with the story, I Don’t Understand.

Step 6: Teacher Preparation:After class, collect photos of locations, items, etc., based on the T-chart made in class. Use the Internet, magazines, or whatever resource you have available. Print or collect these for day three. If you plan to use a computer program to create the essays, then save the images digitally.

9Copyright © Imagine Learning, Inc. “People Bingo” Grade 6–8

P E O P L E B I N G OB I N G O

Name:

10Copyright © Imagine Learning, Inc. “I Don’t Understand” Grade 6–8

Copyright © Imagine Learning, Inc 241

Name:


I Don’t UnderstandWritten by David PaliIllustrated by Jim Madsen

Blowing his whistle, Mr. Morgan signaled that it was time for PE to start. Ricardo hated PE. He didn’t know the rules for American football and basketball. So he always looked dumb.

“Settle down, you guys, or you’ll be in hot water,” Mr. Morgan demanded.

What did “hot water” have to do with PE? Ricardo wondered.

Being new wasn’t working out very well. Every day the kids at school made fun of him. He didn’t dress like they did, and he couldn’t understand what they were saying.

Just yesterday a couple of boys had pointed at him and said, “What’s with the shoes, dude?”

He’d looked around him and couldn’t see anything “with” his shoes. What were they talking about?

Then there was the money. How many nickels made a quarter? How many dimes in a dollar? How much American money was a quetzal worth?

So now it was time for PE again. Whenever they chose teams, Ricardo was last to be picked. He just couldn’t figure out how the games worked, so the kids didn’t want him on their team.

As he trudged over to his group, he heard Mr. Morgan announce that this morning they would be playing soccer. Soccer? Ricardo knew how to play soccer! He’d played it every day. They called it “football” in Guatemala.

His team wasn’t very good at soccer, though. They couldn’t move the ball down the field, let alone score a goal. Good thing the other team was just as bad. And, of course, no one ever sent the ball his way. They didn’t even know he could play.

Page 1 of 2I Don’t Understand—Advanced

I Don’t UnderstandPaired with Don’t Fence Me In—Advanced

Lexile®: 530L, 333 words

I Don’t Understand—Advanced: Leveled Text

Written by David PaliIllustrated by Jim Madsen


Name:

Copyright © Imagine Learning, Inc. Page 2 of 2

Then, just by chance, the ball came spinning towards Ricardo. With a flick of his foot, he had it under control. Quick as lightening he was speeding down the field, dribbling the ball easily, avoiding all the players who tried to block him.

Goal! Ricardo smiled as his team ran up to him.

“Cool, man! That was awesome.”

Now those were English words he could understand!

I Don’t Understand—AdvancedACCURACY: # of reading errors: __________ (Indep. = 0–7, Instr. = 8–17, Frust. = 18+)SPEED: To calculate: 19980 ÷ __________ (Reading time in seconds) = __________WPM

I Don’t Understand—Advanced: Leveled Text

11Copyright © Imagine Learning, Inc. “T-Chart” Grade 6–8

PLACES EMOTIONS

T-Chart Graphic Organizer

12Copyright © Imagine Learning, Inc. “Response Journal” Grade 6–8Copyright © Imagine Learning, Inc 243


Student Name Goes Here

Think about the story I Don’t Understand.

Write about a time when you went to a new school, a new neighborhood, or a new team. How did you feel? What happened?

OR

Does this story make you think about something in your own life? Does it make you think of something you’ve read or seen? Write about it.

I remember when... lonely finallyThis story made me think of... worried familiar understand excited nervousconfusing first friends

Name:

I Don’t Understand—Advanced: Response Journal


GRADE

13


• Imagine Learning leveled text, I Don’t Understand

• I Don’t Understand story text printed (1 per student)

• Location images (printed or digital)

• Blank paper, lined paper, construction paper, or poster board

• Index cards

• Pens, pencils, crayons, or colored pencils

• One-hole punch

Materials


• Students will echo read and partner read a story.

• Students will create a photographic essay.

Learning Outcomes

Step 1: Review and Partner ReadRemind students that in previous lessons, they learned about similarities and differences in themselves and their emotions at school. Have students look at their vocabulary words from previous lessons. If needed, do a quick review of the words and their definitions.

Begin the day by listening to the story I Don’t Understand. Then allow students a few minutes to read their text printouts silently. Assign students to a partner and have them read the story chorally together. Then students find a new partner to read the whole story to, switching again so each student gets a chance to read aloud. (Optional)

To listen and read I Don’t Understand in Imagine Learning, follow the steps below.

Step 2: Photographic EssaysHave students reconvene with their partner from the end of Lesson 2. Pass out a list of locations students listed on the T-chart in the previous lesson. Distribute printed photographs to them as appropriate.

Students can use blank paper, lined paper, story paper, construction paper or poster board as the teacher wishes. Another suggestion would be to allow students to use a computer publishing software application to create their projects. For example, Microsoft PowerPoint could be used to add a digital photo and text which would create a slide show.

Allow partners plenty of work time to create a page for each location using the photo and their own writing explaining the location and the emotions connected with it.

Step 3: Introduce EssaysAllow pairs time to introduce their essays to the class. It may be best to have presentations on Day 4 as students may need ample time to prepare their work.


GRADE

14


• Imagine Learning leveled text, Stopping the Killers

• Stopping the Killers story text printouts (1 per student)

• Sticky notes

• Craft materials for timeline project

• Index cards

• Paper strips or sentence strips

• Pens, pencils, crayons, or colored pencils

• One-hole punch

Materials

• Students will understand and produce the following vocabulary words: subject, future, and career.

• Students will read along as they listen to an informational text about scientists.

• Students will connect the subjects they are studying with their future careers.

• Students will create a timeline.

Learning Outcomes

Step 1: Learn New VocabularyWrite the words subject, future, and career on the board. If needed, follow the vocabulary routine outlined earlier in the general instructions section.


Step 2: Talk about School Subjects and CareersRemind students that in previous lessons, they learned about places and emotions at school. Have students look at their vocabulary words from previous lessons. Do a quick review of the words and their definitions.

Ask students what math, language arts, and science are called when they study them in school. If needed, explain that math, language arts, and science are all subjects in school.

Practice

Ask students to name all the subjects they study in school. List the subjects on the board. Pass out two sticky notes to each student. Have the students come up to the board and place sticky notes beside their two favorite subjects. Once all the students have placed their sticky notes, have them count how many notes are next to each subject. Discuss why students like or do not like certain subjects.

Step 3: Talk about Your Favorite SubjectsAsk students, “Why do you think we need to learn about these subjects?” After students respond, tell


GRADE

15

them they will use the things they learn about these subjects in school and in the future.

Ask your students the following questions:

• In the video we watched about the word subject, what is the boy in the car going to be in the future? (Answer: a racecar driver)

• What would you like to do in the future?

Step 4: Read AlongTell students they are going to read an article about people who have an exciting career. Ask them to guess what career the story is about based on three clues. Ask them to listen to the clues carefully. After you read each clue, ask the students, “Who am I?” You can stop reading clues when the students correctly guess scientists.

After students have correctly guessed what the career is, tell them they are going to read along as they listen to a story about scientists. Begin by listening to the story Stopping the Killers.

Go to Stopping the Killers in Imagine Learning by following the steps below.


Distribute the story text printouts and allow students a few minutes to read their text silently. Next, allow students to participate in a class choral echo read. (Optional) Go to Read and Record in Imagine Learning by following the steps below:

Next, assign students a partner to read the story chorally with. (Optional) Finally, students find a new partner to read the whole story aloud to then to listen to the story from another classmate.

Last, referring to the list of school subjects on the board, ask students what subjects might be important for a scientist to study. Ask them to explain how those subjects would help the scientist. For example, math would help scientists because they need to test difficult formulas.

If time allows, students can complete the sequence graphic organizer for Stopping the Killers. (Optional)

Step 5: My Past, My Present, My FutureHave students talk with a partner about how they see their past, present (what we have talked about Days 1–3), and future, including career choices. Demonstrate how to make a timeline of life events on the board. Add a few key events so the students know what they should be thinking about.

Distribute materials for students to make their own timelines. You can use sentence or paper strips to make a paper chain timeline. Any other ideas to make this creative and fun for the students are appropriate. Encourage discussion while students are working on their projects. Ask questions:


GRADE

16

• Did you include when and where you were born?

• Did you include any times and places you’ve moved?

• Did you include how you felt/feel?

• Did you include how you see your career in the future?

• Did you include what steps you need to take to get to that career?

Allow students to share their timelines and celebrate their lives—past, present, and future.


17Copyright © Imagine Learning, Inc. “Stopping the Killers” Grade 6–8


Name:


Stopping the KillersWritten by Deborah TaylorIllustrated by Jim Madsen

Some dangerous diseases, like polio, smallpox, and the flu, can pass from one person to another very easily. When these diseases spread, they can kill millions of people all over the world.

Many years ago, doctors began studying these killer diseases. They tried to figure out what made people sick and how to cure them. But they really wanted to stop people from ever getting sick.

These doctors used the Scientific Method to study the problem. First, they observed that when people had one of these dangerous diseases and did not die, they never got that disease again.

Next, the doctors hypothesized—or tried to guess— why people didn’t get the same disease twice. They guessed that when people got very sick and then got better, their bodies had learned how to kill the germs that caused the disease.

The doctors predicted that if these people got near the same germs again, their bodies would kill the germs. Then the people would stay healthy. Finally, several doctors decided to test their idea. They scratched people’s arms and put some germs that were like smallpox germs into their bodies. Then they waited and watched.

No matter how many times these people got near someone with smallpox, they did not get sick! The doctors’ hypothesis was right! They had discovered how to keep people from ever getting smallpox.

They tried their idea with other kinds of disease germs, like polio and the measles, and it worked. People didn’t get these diseases either.

Now children all over the world get shots to keep them from catching the killer diseases. And the shots protect them all their lives.

Page 1 of 1Stopping the Killers—Advanced

Stopping the KillersPaired with Your Own Secret Army—Advanced

ACCURACY: # of reading errors: __________ (Indep. = 0-5, Instr. = 6-13, Frust. = 14+)SPEED: To calculate: 16140 ÷ __________ (Reading time in seconds) = __________WPM

Stopping the Killers—Advanced: Leveled Text


18Copyright © Imagine Learning, Inc. “Stopping the Killers graphic organizer” Grade 6–8


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Stopping the Killers—Advanced: Graphic Organizer


GRADE

19

6–8Places: Lesson 1Explore the White House

• Imagine Learning leveled text Don’t Fence Me In

• White House website

• Map of the United States

• Index cards

• Notebook paper

• Colored pencils or markers

• One-hole punch

Materials

• Students will understand the following vocabulary words: freedom and pioneer.

• Students will learn the history of the White House.

• Students will research White House architecture and take a virtual tour.

• Students will explain how the White House has changed with the recent presidential family.

• Students will learn about the West Wing expansion and explore the concept of moving to a new home.

• Students will create a blog.

Learning Outcomes

Step 1: Learn New VocabularyWrite the words freedom and pioneer on the board. If needed, follow the vocabulary routine outlined on page 2 in the general instructions section.

The following words can be found in Imagine Learning. Please use the path below:

Places Unit: Travel BlogStudents will create a travel blog illustrating their adventures throughout the Places lessons. Students can create blog spaces with a partner or table team, illustrating virtual visits, virtual highlights from the trip, and important information learned. To get started, have students create a WordPress or Wiki Blog Space. Both sites below provide step-by-step instructions for blog creation, themes, and how-to information to embed pictures, entries, and information.

• http://startwordpress.com/students/,

• http://www.wikispaces.com/content/student

Step 2: Learn about the White HouseExplain to students that in the United States, people live in many types of homes. Ask students to contribute to a whole group discussion to describe the types of homes people live in throughout the world. Then ask students what the most famous house in the United States is called. If needed, provide the answer to your students. Show your students pictures of the White House. Ask your students if they know who lives in the White House and if they can name some of the former presidents who lived there.

As a class, explore the White House website (http://www.whitehouse.gov/about/inside-white-house) and research the answers to these questions:.

• How many rooms are in the White House? Answer: 135

• How many bathrooms are in the White House? Answer: 35


GRADE

20

6–8Places: Lesson 1Explore the White House

• How many fireplaces? Answer: 28

• How many elevators? Answer: 3

• How old is the White House? Answer: More than 200 years old

The students will include some of these interesting facts in their White House blog entry.

Step 3: Build Background KnowledgeTell students that although not many people get to live in the White House, everyone shares the common vision of wanting a home to live in. Most people have to work hard to buy or rent a home. Finding a good home can be challenging. Some people even have to move far away from their native land to find a home.

Tell students that when the United States was a new country, many people left their families and friends to travel west in search of a good place to live. Show students the map of the United States so they can trace the paths of settlers that have moved west for more space and homes. Explain at the time of the westward expansion, there were not very many people living in the west and there was a great deal of land available. Then connect this discussion to the book students will read about settlers in search of new homes.

Step 4: Read Don’t Fence Me InHandout copies of Don’t Fence Me In for your students to take notes and identify challenging words by circling them. At the end of the story, ask students if there were any words they struggled with and determine definitions within the context of the story.

Go to Don’t Fence Me In (Advanced) in Imagine Learning by following the steps below.

Step 5: Blog Writing Activity After discussing the story together as a class, have students write a paragraph about their own experiences moving to a new home. As a class, brainstorm questions to help students generate ideas for this writing assignment. Here are some example questions:

• Where did you live before you moved?

• What were the good things about the move?

• What were some hard things about the move?

• What did you like best about your old home?

• How do the two homes compare?

21Copyright © Imagine Learning, Inc. “Don’t Fence Me In” Grade 6–8



Don’t Fence Me InWritten by David PaliIllustrated by Maryn Roos

“Mom, we need to build another bedroom in the basement. I can’t stand sharing a room with Cindy.” Have you ever felt crowded? Have you ever wished you had more space in your house or yard?

Throughout the history of the world, people everywhere have wanted more space. They’ve wanted to have their own land and make their own laws. So when their cities got too crowded, people often packed up their families and moved to new, unsettled areas.

Sometimes they moved to a smaller town. Sometimes they moved to the wilderness, where there were no towns at all. And sometimes they moved to a new country where they could get their own land and start new governments and businesses.

When Europe began to be crowded, several groups of people decided to move to America to get more space and freedom. They packed their belongings and traveled on ships to America.

The Pilgrims left England so that they could set up their own government and worship the way they wanted. Other people moved to America to claim land and lay out farms. New cities were established, and new states were formed. Even though Europe wanted to own America, the people fought to be free and a new country was born.

Eventually, though, the east coast of America started to fill up with people. There wasn’t enough space to spread out. Many families packed their belongings into wagons and headed west, where more land was available.

These pioneers established frontier towns. They started large cattle ranches and big wheat farms.

Now there are people spread all over America. Some live in big cities and some live far out in the country. But all over America people are still looking for space.

Maybe someday families who want more space will move again—perhaps to the moon or another planet. Maybe you’ll be one of the new space pioneers.

Page 1 of 1Don’t Fence Me In—Advanced

Don’t Fence Me InPaired with I Don’t Understand—Advanced


ACCURACY: # of reading errors: __________ (Indep. = 0–9, Instr. = 10–22, Frust. = 23+)SPEED: To calculate: 26160 ÷ __________ (Reading time in seconds) = __________WPM

Don’t Fence Me In—Advanced: Leveled Text

Name:

Written by David PaliIllustrated by Maryn Roos


GRADE

22

6–8Places: Lesson 2Museum Exploration

Step 1: Learn New VocabularyWrite the words setting, solve, and clue on the board. If needed, follow the vocabulary routine outlined on page two of the general instructions section.

The following word can be found in Imagine Learning. Please use the path below:

• Imagine Learning text Symbols and Secrets

• Index cards

• Cardboard boxes and other materials to make a diorama

• One-hole punch

Materials

• Students will understand the following vocabulary words: setting, solve, and clue.

• Students will be introduced to the mystery genre and read a mystery.

• Students will create a blog entry about a visit to a museum.

• Students will create a personal museum exhibit.

Learning Outcomes

Step 2: Read a MysteryTell the students that you are now going to listen and read a mystery story. Tell students to watch for clues and think about how these clues helped the main character to solve the mystery. As each page is read, ask students what the bold words mean. If they don’t know, let them click or touch the words to see a definition.

Go to Symbols and Secrets in Imagine Learning by following the steps below:

Step 3: Check for UnderstandingIn small groups of 2–3 students, have each group create one or two questions about the story. The students must create at least one open-ended question requiring a lengthy response and one closed-ended question about the text. The students will then challenge their classmates to identify and explain their answers. If a team does not answer correctly, the questioning team can get a point. If the answering team answers correctly, they get a point. This continues until all teams have challenged each other.

Here are some sample questions:

• In what way do the kids demonstrate honesty to their grandfather? (Open-ended)

• What was the first clue the kids looked for? (Close-ended)


GRADE

23

6–8Places: Lesson 2Museum Exploration

Step 4: Making Connections & Creating a Museum ExhibitRemind students that museums gather and organize artifacts around a theme in order to create a story. For this activity, each of your students will create a personal museum exhibit as a diorama. Their exhibit should focus on the central theme of their own lives and experiences. Each student will want to include information about his or her home, culture, family, life experiences, school, strengths, areas of weakness, hopes, and aspirations. Students will need to include approximately five different “artifacts” for their museum to display various aspects of their own life story. You may want to create a graphic organizer on the board to help your students think through the organization process of this personal museum exhibit.

Example of graphic organizer:

Artifact Theme/Significance

Family photo This is symbolic of the family unit.

Ribbon for citizenship Demonstration of the student as a contributing member of his/her community.

Favorite book Represents education or learning a new language.


GRADE

24

6–8Places: Lesson 3US Monuments

• Imagine Learning text Create a Timeline

• Create a Timeline graphic organizer

• Index cards

• Large US maps

• Google Earth (http://www.google.com/earth)

• National Geographic, US Monuments (http:// kids.nationalgeographic.com/kids/photos/us- monuments)

• One-hole punch

Materials

• Students will understand the following vocabulary words: events, independent, several, finished, and ambassador.

• Students will create a timeline.

• Students will create a blog entry about a visit to national monuments.

• Students will create a commercial encouraging other students to visit a monument.

Learning Outcomes

Step 1: Learn New VocabularyWrite the words events, independent, several, finished, and ambassador on the board. If needed, follow the vocabulary routine outlined on page two of the general instructions section.

Step 2: Research and Blog EntryAs a class, visit various monument websites such as the sites of Mount Rushmore, World War II Memorial, Washington Monument, Vietnam Memorial, or the Statue of Liberty. (See the National Geographic link above.) Have students fill out the US Monument graphic organizer so they can more easily write their blog entries. Ask students to pick out 2–3 monuments and map out how they would travel to each monument. Mark each monument with a number, indicating the order they would visit each monument. Then, have students write a blog entry about the monuments they selected using the facts gathered earlier.

Step 3: Evaluating Sequence of EventsHave the students discuss ways to visually display various events. Read the scenario below and ask students to listen for important times and information in the story.

“Sam just knew it was going to be a difficult Monday morning at school. He had stayed up late the evening before finishing his project for school and helping his little brothers with their homework. Just as he had finally fallen asleep at 11:45 p.m., the apartment next door’s smoke alarm went off. The annoying beeping woke everyone in Sam’s family.

“Sam’s family knew their neighbors were away for the weekend but were concerned that perhaps the smoke alarm had detected a real emergency. The fire department was dispatched at midnight to check on the apartment next door. Sam and his family were back in bed by 1:30 a.m. after the fire department determined it was a faulty signal on the smoke detector. Sam had a hard time falling asleep and did not drift off to sleep until just after 2:30 a.m. What seemed like just mere minutes later, his alarm clock rang. After pressing the snooze-alarm, Sam did not get ready for school until after 7:00 a.m., and he had to race and catch the city bus by 7:20 a.m. He was just barely on time to his first class at 7:40 a.m.”

Using this scenario, ask your students how they might organize this to remember all of the important details over time. Discuss your students’ ideas and then explain how a timeline helps organize sequential information.

Step 4: Read Create a TimelineAs you listen and read Create a Timeline, ask students to read along as they listen to the narrator. Also, be sure to go over the words in bold and ask students what those words mean. Tell students to listen for the different events in the story and how they can be evaluated over time.


GRADE

25

6–8Places: Lesson 3US Monuments

To listen and read Create a Timeline, follow the steps listed below.

Step 5: Creating a CommercialUsing the information the students gathered from the National Geographic Monument website, have the students divide into teams of 2–3. Ask them to create a commercial for one of the monuments. This commercial should be fun, memorable, and engaging, inviting others to visit the site. Students will use the “Creating a Commercial Graphic Organizer” to gather information for their commercial presentations.

26Copyright © Imagine Learning, Inc. “US Monument graphic organizer” Grade 6–8

US Monument Research Graphic Organizer

Monument Important Information

27Copyright © Imagine Learning, Inc. Copyright © Imagine Learning, Inc 204


Create a TimelineWritten by Sharlene PetersenIllustrated by Maryn Roos

A timeline shows events in the order they happened. Timelines are read from left to right, or from top to bottom. Let’s make a timeline that we can read from left to right.

We could make a timeline that shows the building of a pyramid or a tower, a bridge or a statue.

A statue!

Imagine a statue that can be seen from many miles away. It would have to be outside, and it would have to be tall.

In 1865, some Frenchmen imagined just that. The French people admired the United States for its freedom. They wanted to give the US a gift to celebrate its 100th year as an independent country. French leaders asked Frederic August Bartholdi to design a statue for the United States.

Bartholdi decided to visit the United States to find the right place for his statue. In 1871, he sailed to New York City. When he arrived in the harbor, he saw a small island. This was where Bartholdi wanted his statue to stand. It would welcome people coming to America.

How many dates are on our timeline so far? Let’s see.

Page 1 of 2Create a Timeline—Advanced

Create a Timeline—Advanced: Leveled Text


Create a TimelinePaired with The Exploding Mountain—Advanced

Name:

“Create a Timeline” Grade 6–8



Name:


Great job—we have two dates! Let’s keep making the timeline.

Bartholdi went back to France and started building the statue in 1875. He first made several small statues to help him decide what he wanted the large one to look like. Then the statue was built step-by-step.

The statue was finished in June 1884. It was 151 feet tall! The huge lady towered over the buildings around her.

The people of France gave the statue to the American ambassador in Paris on July 4, 1884. What a birthday present for the United States!

But how would they get the gift to America? The beautiful statue had to be taken apart. All 350 pieces were sent to the US on ships. They arrived at New York Harbor in June of 1885.

Then they put the statue back together on the island Bartholdi had chosen. It was finally shown to the American people on October 28, 1886—two decades after the French had come up with the idea.

The statue stands tall in New York Harbor. It welcomes all visitors, immigrants, and returning Americans to the United States.

Our timeline is finished! Let’s see what we have.

This timeline shows the creation of the Statue of Liberty!

Create a Timeline—AdvancedACCURACY: # of reading errors: __________ (Indep. = 0–8, Instr. = 9–19, Frust. = 20+)SPEED: To calculate: 23040 ÷ __________ (Reading time in seconds) = __________WPM

Create a Timeline—Advanced: Leveled Text

“Create a Timeline” Grade 6–8


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“Create a Timeline Graphic Organizer” Grade 6–8


Creating a CommercialGraphic Organizer

Name of the monument

Location of the monument

What makes the monument important to US history?

What do visitors love about the monument?

Any other interesting facts?

“Commercial graphic organizer” Grade 6–8


GRADE

31

6–8Places: Lesson 4US National Parks

• Imagine Learning text Lost

• Index cards

• Large US maps

• Google Earth (http://www.google.com/earth)

• National Geographic, US National Parks (http:// kids.nationalgeographic.com/kids/photos/us-na tional-parks)

• One-hole punch

Materials

• Students will understand the following vocabulary words: realize, overhanging, crouched, squirming, mangy, and bared.

• Students will create a story map.

• Students will create a blog entry about a visit to a national park.

• Students will create an infomercial for visitors to a national park.

Learning Outcomes

Step 1: Learn New VocabularyWrite the words realize, overhanging, crouched, squirming, mangy, and bared on the board. If needed, follow the vocabulary routine outlined on page two of the general instructions section.

Step 2: Blog EntryAs a class, use the National Geographic link above to visit various national park websites, such as the sites for Zion National Park, Yellowstone National Park, Redwood National Park, Yosemite National Park, or Denali National Park. Have students fill out the “US National Park Graphic Organizer” so they can more easily write their blog entries. Ask students to pick out a national park and map out how they would travel there if they were to visit the park. Ask students to mark their route on the map. Then, have students write the blog entry about the park they selected using the facts gathered earlier. Be sure to ask students to describe their favorite aspect of the park.

Step 3: Build Background KnowledgeDiscuss the amazing places already explored in this unit: the White House, museums, important US monuments, and now an opportunity to visit a US national park. Mention that the class will now be reading a book that tells the story of one boy’s adventure in the wilderness.

Step 4: Using a Story MapHave a brief discussion about the elements that are common to all stories or literature. As the students identify these essential components, list them on the board. Explain to students that these components are part of a story map. Be sure to include title, author, setting, conflict/resolution, and key events in your discussion. Have the students fill out their own individual story maps while reading the text Lost.

Step 5: Read LostTell the students that they are now going to listen and read a story that illustrates an event over time. Ask them to read along as they listen to the narrator. Tell students to listen for the different components present in all literature. Students should fill out the story map as they listen to Lost.

To listen and read Lost, follow the steps listed below.


GRADE

32

6–8Places: Lesson 4US National Parks

Step 6: Creating an InfomercialAsk students to use the infomercial graphic organizer and information gathered from the Internet to create a two-minute infomercial for new visitors to the park of their choice. The infomercial must provide important safety information, rules, regulations, and interesting facts that are presented in a fun, memorable, engaging manner.


US National Park Research Graphic Organizer

Park Important Information

“Park Research graphic organizer” Grade 6–8


Creating an InfomercialGraphic Organizer

Name of the national park

Location of the national park

When did the national park become part of the parks system?

What do visitors love about the park? What are its unique features?

Other interesting facts to include?(Safety information, rules/regulations, etc.)

“Infomercial graphic organizer” Grade 6–8


GRADE

36

6–8Citizenship & Important People: Lesson 1A global citizen and protecting Earth’s rainforests

Step 1: Learn New VocabularyWrite the words agree, disagree, understory, and forest floor on the board. If needed, follow the vocabulary routine outlined on page 2 of the general instructions section.

Step 2: Paired Literacy ActivityHave half of the students read the text Searching (advanced) and the other half of the students read Rainforest Explorer (advanced). Students will identify words that are a challenge. In addition, provide students with two exploratory comprehension questions, for example: “What was something you learned from your reading that you may not have known previously?” or “What was the main idea of the poem or text?”

Next, explain to students they are going to pair with a member of the group that read a different text. The students who read Searching will be paired with students that read Rainforest Explorer. Students will then be prompted to explain the text to their partner. At this point, you may want to provide sentence frames to model the type of language you are looking for in these discussions:

• Searching is an example of a ____________________________.

• Rainforest Explorer is an example of the ___________________ genre.

• Searching has really interesting language. __________________ is an example of a word I wasn’t sure of.

Explain to your students that reading informational text for meaning can be tricky. Take this time to read both texts with your students. Read the book Searching and Rainforest Explorer in Imagine Learning by following the paths below.

Go to Searching (advanced) in Imagine Learning by following the steps below:

• Imagine Learning leveled text: Searching (Advanced Poetry) and Rainforest Explorer (Advanced Leveled Text)

• Index cards

• Map of the world

• Copies of rainforest resource data collection charts

• Map of Central America

• Metal rings (one per student)

• One-hole punch

Materials

• Students will understand the following vocabulary words: agree, disagree, understory, and forest floor.

• Students will research and describe the plants and animals of the rainforest.

• Students will explain how human development has an impact on an ecosystem.


• Students will gather information and learn how to protect ecosystems. (http://mbgnet.mobot. org/sets/rforest)

Learning Outcomes

include text printouts


GRADE

37

Go to Rainforest Explorer (Advanced) in Imagine Learning by following the steps below:

6–8Citizenship & Important People: Lesson 1A global citizen and protecting Earth’s rainforests

Step 3: The Rainforest, A Worthy CauseThe students will be researching ways to save the rainforest and its products. Provide students with an anchor for a discussion on preservation and the rainforests such as the following: in order to save the rainforest, it is important to understand how important natural resources are to mankind. The rainforest contains most of the known plant species in the world and is also home to many insect and animal species. Almost half of the regularly prescribed medicines originally come from the rainforest.

Prompt the following questions for a whole class discussion:

• What did you learn about rain forests from today’s reading?

• What did you know already about rain forests?

• What do you think as a student you can do to help save the rain forests?

• Do you know what products are available because of the natural resources found in the rainforest? (Example: tire, rope, perfume, vanilla, chocolate, soap, gum)

Step 4: Go on a Rainforest Resource Virtual HuntBefore beginning this lesson, compile a small list of safe websites to visit that are currently popular. Here are some sites to consider:

• Project rainforest topics — http://mbgnet.mobot.org/sets/rforest/

• A virtual rainforest tour — http://www.pbs.org/tal/costa_rica/index.html

Tell your students they will be going on a virtual field trip of websites that provide information and resources about the rainforest. Either as a class on an interactive whiteboard or in small groups on computers, allow students to visit the sites and gather information to complete a rainforest information chart.

Step 5: Creating Global CitizensUpon completion of the research, have students create a persuasive essay about the importance of saving the rainforest. Using the rainforest facts and information the students have gathered, ask students to develop a five-paragraph essay about the plants and animals and how they have been impacted by destructive deforestation practices. Students may want to use graphs, charts, and other important data to illustrate their important points. If desired, students’ work can then be sent on to lawmakers or other groups sharing the cause of protecting and reforming deforestation practices in the rainforest.

38Copyright © Imagine Learning, Inc. “Searching” Grade 6–8


Name:


Crick, crick, croak. A frog peeks her bright head through the rainforest leaves. Her eggs are safely hidden amid the moist foliage of the forest floor.

Wiggle, wiggle, squiggle. The eggs begin to move. The frog must quickly find a perfect home where her tadpoles can grow.

Hop, hop, hop. The frog leaves her eggs to begin the search. A slowly moving stream looks like a wet, warm place for tadpoles to grow.

Searching Written by Nicole Drysdale Illustrated by Jim Madsen

Searching—Advanced Page 1 of 3

SearchingPaired with Rainforest Explorer—Advanced

Searching—Advanced: Leveled Text

Lexile®: n/a, 324 words

39Copyright © Imagine Learning, Inc. “Searching” Grade 6–8Copyright © Imagine Learning, Inc 305

Name:


HISS, HISS. A snake silently slithers toward the stream to hunt. Tadpoles would not be safe with a snake for a neighbor.

Hop, hop, hop. The frog moves up into bushes and trees. A big, thick branch looks like a wet, safe place for tadpoles to grow.

GRRR, GROWL. A jaguar lithely leaps down to the branch to rest. Tadpoles would not be cozy Sharing a branch with a jaguar.

Hop, hop, hop. The frog climbs high into the canopy. A limb’s comfy curve looks like a wet, cozy place for tadpoles to grow.

CHITTER, CHATTER. A monkey swiftly swings over to the limb to munch. Tadpoles would not have a quiet home with monkeys swinging by.



40Copyright © Imagine Learning, Inc. “Searching” Grade 6–8


Name:


Hop, hop, hop. The frog clings to the top of the emergent trees. A bundle of leaves looks like a wet, quiet place for tadpoles to grow.

SQUAWK, SCREECH. A bird lazily lands in the pile of leaves to nest. Tadpoles would not have a warm home with birds flapping around.

Hop, hop, hop. The frog begins her journey back to the ground. A large, leafy plant looks like the last likely home for tadpoles to grow.

SPLISH, SPLASH. The frog plops into a perfect pool of water to rest. Tadpoles would be wet, warm, quiet, cozy, and safe inside this leafy plant.

Crick, crick, croak. The frog hurriedly hops down to her hatching eggs. She will carry her little tadpoles up, up, up to the perfect pool where they will grow into frogs.



ACCURACY: # of reading errors: __________ (Indep. = 0-6, Instr. = 7-16, Frust. = 17+)SPEED: To calculate: 19440 ÷ __________ (Reading time in seconds) = __________WPM

Copyright © Imagine Learning, Inc. “Rainforest Explorer” Grade 6–8Copyright © Imagine Learning, Inc 289

Name:


Congratulations! You’ve been selected to explore the Amazon Rainforest.

Rainforests are the most complex ecosystems on the planet. Because of their wet, warm climates, they support many types of life. The weather, plants, insects, and animals all work together to keep the forest alive.

Rainforests are divided into four layers—we’ll spend a day in each! So pack your bags and get ready to explore.

Day 1: The River

One of the best ways to get to the forest is by riding a boat down the Amazon River. This river is the second largest in the world. During the rainy season it floods the forest floor, helping new plants grow. This environment is home to crocodiles, fish, anacondas, and even river dolphins.

Be careful of that caiman hiding in the water. It’s the largest crocodile here. The caiman hunts fish and rodents. But it also eats dead animals, helping keep the river clean.

Day 2: The Forest Floor

Floodwaters carry soil from nearby mountains to the forest floor. Nutrients in the soil nourish all the trees and plants. As you can see, this layer is dark and cool. Large animals don’t often live in this condition. We’ll mostly see insects, frogs, and a few plants.

Do you notice that path of broken leaves? It was left by a colony of leaf-cutter ants. Many leaves fall from the canopy to the forest floor. The ants chop the leaves into chunks and then carry them to their underground nest. This process helps decompose leaves in the forest.

Day 3: The Understory

Today we’re moving up into the young trees and shrubs, called the understory. Here it is humid and dark, so the trees grow large leaves in order

Rainforest ExplorerWritten by Nicole Drysdale Illustrated by Jim Madsen

Rainforest Explorer—Advanced

Rainforest Explorer—Advanced: Leveled Text

Rainforest ExplorerPaired with Searching—Advanced

Lexile®: 760, 604 words

42Copyright © Imagine Learning, Inc. “Rainforest Explorer” Grade 6–8


Name:

Rainforest Explorer—Advanced: Leveled Text


to capture tiny bits of light. Vines creep around the trees to climb high so they can reach the light, too. These plants are home to insects, lizards, snakes, and many small creatures.

If you look closely, you may spot a jaguar. Jaguars live on the forest floor and in the understory. Because they are excellent swimmers, runners, and climbers, they are great hunters. They help keep the animals they hunt from overpopulating the forest.

Day 4: The Canopy

Today we’re exploring the warmest and brightest layer. In order to get the most light, the trees here grow tall and straight. Branches grow at the top of the trees and spread out to form a roof over the forest. The canopy is the noisiest layer because three-quarters of all Amazon creatures live here, including birds, lizards, and monkeys.

Do you hear the loud chattering? It’s a squirrel monkey. These monkeys spend their days searching for fruits, nuts, bird eggs, and insects to munch on. They are messy eaters and often drop bits of their food. This helps feed the animals that live on the forest floor.

Day 5: The Emergent Trees

Let’s explore the very top of the forest today. Here the tallest trees thrust themselves above the canopy. It’s very windy, but the trees are rewarded with plenty of sunlight. Bird nests, beehives, and a wide variety of flowers and plants are found here.

You may want to get out your binoculars. The bird sitting up there is a sun conure. It is one of the few birds that nest in the emergent trees. Sun conures feed on fruits, berries, and seeds. They often drop seeds, which then grow into new plants.

Day 6: Going Home

This is the end of our grand exploration. The rainforest is one of the most valuable ecosystems because it is home to over half the world’s plant and animal species. From the tiny ants to the magnificent jaguar, each organism fills a specific need in the forest. Maybe you can return one day to explore even more.

Rainforest Explorer—AdvancedACCURACY: # of reading errors: __________ (Indep. = 0-12, Instr. = 13-30, Frust. = 31+)SPEED: To calculate: 36240 ÷ __________ (Reading time in seconds) = __________WPM


PlantsName of plant (example: brazil nuts):

Where does it grow? (Example: Amazon Basin):

Why is this plant important? (Example: form of protein, good to eat):

Other interesting facts:

AnimalsName of the animal (example: orangutan):

Where does it live? (Example: Indonesia/rainforest canopy):

Why is saving the animal important? (Example: The orangutan adds to the biodiversity of the area):

Other interesting facts:

Rainforest Information Chart

“Rainforest Information Chart ” Grade 6–8


GRADE

44

6–8

Step 1: Learn New VocabularyWrite the word independent on the board. If needed, follow the vocabulary routine outlined on page two in the general instructions section.


• Independence Day handout

• Elections handout

• Access to www.archives.gov

• Paper ballots

• Ballot collection container

Materials

• Students will understand the following vocabulary word: independent.

• Students will learn about Independence Day as an important holiday in the United States.

• Students will demonstrate their knowledge of Independence Day by completing KWL charts.

• Students will be able to explain the process of US elections.

• Students will write an essay about their personal freedoms.

Learning Outcomes

Citizenship & Important People: Lesson 2Personal freedom and Independence Day

Step 2: Building Background UnderstandingPass out copies of the Independence Day handout. Ask students if they know anything about Independence Day. This information can be recorded in the first column of the handout. Students should include that Independence Day occurs on July 4, the day the United States became an independent nation. Explain how Independence Day is sometimes called the United States’ birthday.

Next, ask students to write down any questions they have about Independence Day in the second column of the handout. Have students include connections to their own place of origin. When students are finished, ask them to share their questions and list the questions on the board. You may want to provide your students with question vocabulary, including:

• Why . . .

• When . . .

• How . . .

• Which . . .

• From . . . (Example: From which country did the United States gain independence?)

Step 3: Independence ResearchersTell students that you are going to help them find the answers to their questions. The following website provides information about the Declaration of Independence: www.archives.gov/exhibits/charters/declaration.html. Explore the site together as a class and find the answers to all the questions.

When you are finished researching, have students complete the final column in their Independence Day chart. You may consider highlighting the last paragraph that provides information about colonies having the right to be free and becoming independent states. There are other activities to explore on this website that provide students with more information about the celebration of Independence Day.


GRADE

45

6–8

Step 4: Making ConnectionsAs a class, go through the Imagine Learning activity “Word Videos” and complete the activity for vote. Please use the path below:

Citizenship & Important People: Lesson 2Personal freedom and Independence Day

Classroom Discussion

To promote a meaningful and culturally responsive discussion on personal freedoms, discuss voting and the elections. Explain that in the United States and other countries, people have a chance to vote on important laws, decisions, and the people who lead the country.

Below are suggested questions to help you lead the discussion:

• Who can vote?

• How old do you have to be to vote?

• How do you sign up to vote?

• When do you vote?

• How many times can an individual person vote?

• Can people see how you have voted?

• What is the name of the piece of paper that you write your vote on?

• What other ways can a person vote?

• How often does the United States elect a president?

Step 5: Making Connections (Part 2)Based on the classroom discussion, have students create an idea map or graphic organizer on the board showing key information about the United States’ election process. Next, have students work in pairs to visit the Congress for Kids website (http://www.congressforkids.net/Elections_index.htm). Have students explore the website to learn about elections, voting, primary elections, voting for president, and more. Have them create an idea map with the information they discover.

Ask students to present these additional facts and their idea maps in pairs to the whole group. As students are presenting, the other student groups should be taking notes and collecting additional information in the case that their information is presented by another team.

Step 6: Freedom to Vote (Mock Election)Think of a current candidate or cause that is up for a vote and write about it on the board. Ask students to vote about the issue presented, fold the paper, and place the ballot into the class ballot box. When the students have completed the voting process, assign a student to tally the votes. Students will then create both a table and graph representing the information gathered.

Here are additional resources about elections to consider using:

• http://www.penpalnews.com

• http://learning.blogs.nytimes.com/2012/08/27/how-would-the-presidential-campaigns- change-if-the-voting-age-wer-13/

• http://www.isidewith.com/

• http://fantasyelection.mtv.com/ (national mock election)

46Copyright © Imagine Learning, Inc. “KWL Handout” Grade 6–8

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47Copyright © Imagine Learning, Inc. “Presidential Elections” Grade 6–8

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GRADE

48

6–8

Step 1: Learn New VocabularyWrite the words charity, work, donation, and volunteer on the board. If needed, follow the vocabulary routine outlined on page two of the general instructions section.


• Imagine Learning leveled text The Can Dance

• “A Year’s Worth of Celebrations” handout

• Graphic organizer for The Can Dance

Materials

• Students will understand the following vocabulary words: charity, work, donation, and volunteer.

• Students will demonstrate knowledge of 8–10 holidays celebrated in their community.

• Students will identify cause and effect relationships.

• Students will identify way they can serve the community.

Learning Outcomes

Citizenship & Important People: Lesson 3Creating Global Citizens, Serving my Community

Step 2: Cultural Connections and CelebrationsAsk students to identify their favorite celebration and the reason why it is meaningful. Students will share this information in pairs.

Step 3: Celebration in the United StatesIn the same partnership, have students create a list of all of the celebrations they can think of that are celebrated in the United States. Give students a copy of the “Year’s Worth of Celebrations” handout and ask them to compare this to the list they have created. Point out that some of the months are missing from the handout. Ask students to fill in the blank rectangles until all months of the year are correctly displayed. Then, direct the students to look at the list of holidays on the handout and write the appropriate holiday in the box of the month during which it occurs.

Step 4: Connect and Build BackgroundAfter reviewing vocabulary, talk to the class about your local food bank. Explain how they serve your community. Go to The Can Dance in Imagine Learning by following the steps below:


GRADE

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Step 5: Evaluating Cause and Effect

Have the students define the word effect. Make sure students include the word cause in their definition. In this group discussion, have students identify and illustrate a cause and effect relationship. Use the handout graphic organizer as a tool in this conversation. (Example: What effect did Kayzha have on the girl in the story?)

Step 6: HandoutsPass out the handouts for The Can Dance. Direct students to work in pairs or table teams to fill out the empty boxes on the cause and effect handout. The students will then present their information to the whole group. Tie the students’ observations to an earlier conversation about global citizenship and being a good member of their neighborhood communities. If there is time, students can independently work on the summary writing activity.

Step 7: Creating a Community-Based Service Learning ProjectInform students that they will be creating their own service project. Based on previous discussions, students can identify a need in their community and think of ways they can improve the situation.

The websites listed below might be helpful when planning this activity:

• http://www.servicelearning.org/slice — SLICE is a national service learning clearinghouse of ideas and curricular examples to connect students with projects. Together your students can browse by project topic, interest, and resources. The resources are sub-divided into grade-appropriate ideas.

• http://www.servicelearning.org/search/apachesolr_search?filters=type%3Aslice%20 tid%3A10&retain-filters=1 — This is the connection to the middle school content.

6–8Citizenship & Important People: Lesson 3Creating Global Citizens, Serving my Community

50Copyright © Imagine Learning, Inc. “A Year’s Worth of Celebrations” Grade 6–8

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51Copyright © Imagine Learning, Inc.Copyright © Imagine Learning, Inc 331


Right now there are hundreds of people beyond that curtain and millions more watching by television. And all of them are waiting for me to sing. I’ve always dreamed of being on TV. But how did I get here? Well, it all started when...

I was teaching my pet duck Stumpy to dance to the latest Kayzha album. In the booklet that came with the CD, Kayzha wrote about her charity work helping others. She included a list of ways to volunteer and help people in your own community. I decided I wanted to make a difference as well.

One idea was to collect and donate canned foods to a local food bank. This food would then go to people who did not have enough to eat. My dad helped me pick out several cans from our kitchen. Stumpy looked happy to share his canned worms, but those stayed on the shelf.

I knew every little bit helped, but my few cans didn’t look like they would feed very many people. I decided to organize a food drive. I would ask everyone I know to visit houses in town asking for food donations. Together we would feed a lot more people than I ever could by myself.

First I made a list of all my friends and family who volunteered to help. I divided us into four teams: the Red Team, Blue Team, Yellow Team, and Plaid Team. We would compete to see who could collect the most cans. The losing teams would have to treat the winning team to a barbeque.

Each team was assigned a different section of town where they would knock on doors and ask for donations.

Everyone tried to find ways to get people’s attention so they’d collect more cans. My cousins decorated their cart like a giant can-eating monster. My friends Matt and Casey sang funny songs they made up on the spot. When I knocked on doors, I took Stumpy with me so we could sing and dance.

The Can DanceWritten and illustrated by Maryn Roos

The Can Dance—Advanced

The Can DancePaired with Ben’s Big Ideas—Advanced

The Can Dance—Advanced: Leveled Text


Written and Illustrated by Maryn Roos

Name:

“The Can Dance” Grade 6–8



Name:


When I finally got to the last house on my list, the family there was having a big party. They all came out to watch me and Stumpy perform. After they filled my wagon with cans, one of them introduced herself.

“I work in the city on The Johnny Holliday Show,” she said. “Would you and Stumpy like to do your act on TV?”

How could I say no? I decided that Stumpy’s quack was a happy “Yes!” He loves the spotlight.

The TV show brought me, my dad, and Stumpy to the city. We went on a tour of the big television studio. I got to see the cameras and the sets and meet the other guests for that night’s show. Would you believe Kayzha was going to be on the show as well? I almost fainted.

I was nervous being on TV, but I was OK after Stumpy tried to eat Johnny Holliday’s coat buttons. Mr. Holliday told jokes and asked about my can drive. He offered to double the amount of cans I already had. My team would win for sure!

And now here I am on a national television show, singing and dancing with my pet duck. Kayzha is even singing with us! It is a dream come true, well, at least for me. I think Stumpy dreams of fat, juicy bugs.

It all started with a few cans from the cupboard and ended with thousands of pounds of food collected to help fight hunger. It is amazing how small beginnings can lead to great things—things even more amazing than a dancing duck.

The Can Dance—Advanced

The Can Dance—Advanced: Leveled Text


“The Can Dance” Grade 6–8

53Copyright © Imagine Learning, Inc. “Cause & Effect: The Can Dance” Grade 6–8


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The Can Dance—Advanced: Graphic Organizer

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GRADE

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6–8

Step 1: Learn New VocabularyWrite the words superhero, reality, villain, acquire, internal, and external on the board. If needed, follow the vocabulary routine outlined on page two in the general instructions section.

Step 2: Connect and Build BackgroundAsk students interview a partner about what they envision a superhero is and what a superhero can do. The partners will then share one another’s responses with the whole group. This initial discussion will lead to a discussion about challenges, both physical and mental, that people must overcome and how they might be like a superhero because they overcome adversity.

Step 3: Read WonderboyRead the text, Wonderboy aloud. Students can read along on their story text printout. They should highlight or circle words they do not recognize or do not understand.

After reading the story, go back to each paragraph and reread it, determining the meaning of each bold word using clues from the text. Use the vocabulary routine and add index cards if necessary. (Optional: As a class, complete the graphic organizer that accompanies the text.)

Step 4: Read Hannah and SarahRead the story Hannah and Sarah out loud. Students can read along on their story text printout. They should highlight or circle words they do not recognize.

After reading the story, go back to each paragraph and reread it determining the meaning of each bold word using clues from the text. Use the vocabulary routine and add an index card if necessary. (Optional: as a class, complete the graphic organizer that accompanies the text.)

Step 5: Compare and Contrast ActivityAs a group, create a Venn diagram graphic organizer with the two texts on the board. Have students work in small groups to identify what themes are present in both books. Have students share their group work with the whole class. Each student will then create an independent Venn diagram with the two stories, articulating similarities and differences between the two texts.

Step 6: Creating a SuperheroUse the following guidelines to help your students create the ultimate superhero. This can be executed as an individual, a pair, or a small group project. The following guidelines will be helpful in

Citizenship & Important People: Lesson 4The Superhero Within

• Imagine Learning leveled text printouts Wonderboy and Hannah and Sarah

• Wonderboy response journal

• Hannah and Sarah graphic organizer

• “Creating a Superhero” graphic organizer

• Paper for drawing


• Index cards

• One-hole punch

• Venn diagram graphic organizer

Materials

• Students will understand the following vocabulary words: superhero, reality, villain, acquire, internal, and external.

• Students will read and compare two stories.

• Students will complete a graphic organizer and write responses.

• Students will create their own superhero, identifying the following: power, history, how power has evolved, the community the superhero serves, name, and tragic flaw.

Learning Outcomes


GRADE

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directing your students’ conversations:

• Identify your superhero’s power.

• Decide the story behind why your superhero has the power.

• Decide how long your superhero has had the power.

• Create a name and image for your superhero.

• Create a personality for your superhero.

• Identify if your superhero has a tragic flaw.

• Design a costume for your superhero.

• Decide if your superhero has an arch nemesis.

Have students fill out the superhero graphic organizer and draw a picture of their superhero. If time allows, let individual students or small groups share their superhero with the class.

6–8Citizenship & Important People: Lesson 4The Superhero Within


Copyright © Imagine Learning, Inc. Page 1 of 2Wonderboy—Advanced

Wonderboy is a real-life superhero. He is strong, funny, and smart. He helps people in need. And, like any superhero, he fights bad guys. In fact, Wonderboy fought one of the meanest, toughest bad guys around when he was only seven years old.

And he won.

No way, you’re thinking. How can that be? Maybe you’re wondering how he did it or who the bad guy was. You might be picturing a big, ugly villain with huge muscles or a scary-looking person with sharp teeth and bad breath. In reality though, the villain Wonderboy beat wasn’t a person at all. It was a thing. And its name was cancer.

Cancer occurs when cells in the body grow too fast or in an unnatural way. Cancer cells don’t die like normal cells do. Instead, they invade other tissues and spread to other parts of the body, causing serious illness and even death.

Before Wonderboy got cancer, he was known as PJ Wilson. He loved to play sports, use his imagination, and joke around with his big brother and sisters.

Then one day he started getting terrible headaches that wouldn’t go away.

He went to the hospital with his mom, and within hours doctors discovered cancer in his brain. PJ was checked into the hospital that same night. He had six major surgeries in the next two weeks and almost died several times.

Fighting cancer is serious business, so to help PJ get through the treatments and recovery, his aunt made him a red cape. When he wore his cape, PJ became Wonderboy. He wore it to every surgery, and his trusty sidekicks—the doctors and nurses—wore capes too.

Even Wonderboy’s dog became a superhero.

Wonderboy Written by Lisa SalazarIllustrated by Nate Baertsch

“Wonderboy Printout” Grade 6–8

57Copyright © Imagine Learning, Inc. “Wonderboy Printout” Grade 6–8


Wonderboy had special weapons to help him fight cancer: a cane helped him with his balance, and tubes helped him get important nutrients.

But his most powerful weapon was laughter. Wonderboy would tell a great joke even when he was in awful pain. Because when he was making other people laugh, he always felt a little better too.

Since Wonderboy was always doing things to make other people laugh, his friends and family did unpredictable things to keep him laughing too. For example, when all of Wonderboy’s hair fell out after several cancer treatments, his friends shaved the hair off their heads too, just so he wouldn’t feel alone. Even his big sister shaved her head.

Wonderboy had a good laugh at that.

After years of fighting, Wonderboy finally beat his cancer. But he didn’t make it without getting a few battle wounds. Before he killed his cancer, Wonderboy lost his eyesight. Though he can still see faint and fuzzy images, he is legally blind in both eyes. With the same courage he used to fight off cancer, this hero learned how to navigate his world in the dark.

Now that Wonderboy is eleven years old, you might think that he’d retire from his superhero days, but no. Not PJ Wonderboy Wilson.

He’s right in the action, helping other kids combat cancer like he did.

Because he’s blind, he now reads Braille—a special raised writing that you can read with your fingers. He makes and sells Braille bookmarks and then donates the money for cancer research. He even runs races to raise cancer awareness. You might think it’d be scary to run a race blind, but not for Wonderboy.

Many people in the world are battling cancer, and Wonderboy is determined to help find some cures. He still deals with the effects of cancer every day, and he knows that his illness could come back. But with a laugh and a smile, Wonderboy continues to live his life like a true hero.

Wonderboy—Advanced

58Copyright © Imagine Learning, Inc. “Wonderboy Journal Response” Grade 6–8


Student Name Goes Here

Think about the article Wonderboy.

“Write about a time when you were a hero to someone else. What did you do to help? How did you feel after?”

OR

Pretend you were going to meet Wonderboy. What would you want to talk about? Write a list of questions that you would ask.

This article reminds me of… sidekicks I remember when… cancerunpredictable imagination villain recovery


Page 1 of 3Copyright © Imagine Learning, Inc.

How do you listen to your music? Do you turn on the radio or play a CD in your stereo? Maybe you watch music videos on TV or create a playlist on the Internet. Or you might have your own MP3 player, so you put in some earbuds and listen to your favorite tunes that way.

Or maybe you don’t have to use headphones at all—you just plug your MP3 player into your ear and crank up the volume.

What—you don’t think that’s possible? You mean you can’t listen to music by plugging it into your ear?

Well if you’re Hannah and Sarah Larson you can.

Hannah and Sarah are sisters who share a lot of things: their clothes, their books, their cell phone, and their little brother. They share some hobbies too, like reading, swimming, and listening to music.

These sisters also share a unique challenge: both of them are deaf.

Hannah and Sarah were born without the ability to hear, so for them the world was silent. Since they couldn’t hear anything, the girls couldn’t learn to talk like most kids. Instead, their parents taught them American Sign Language, or ASL, which uses hand movements to communicate instead of spoken words. ASL was their first language.

But what about that music hobby? How can they listen to music if they can’t hear?

When Hannah was two-and-a-half years old, she had a surgery to receive a cochlear implant. During the surgery, one part of the implant was placed into the bone behind her ear. It’s a permanent piece that connects to her inner ear.

After healing from her surgery, Hannah received the second part of the implant. It’s a removable piece that is placed on the outside of her ear. When she wears this external piece, it sends signals to the internal piece and she can

Hannah and Sarah: Rockin’ Any Challenge Written by Shar PetersenIllustrated by Maryn RoosPhotographed by Ben Larson

Hannah and Sarah: Rockin’ Any Challenge—Advanced

“Hannah and Sarah” Grade 6–8


Page 2 of 3Copyright © Imagine Learning, Inc. Hannah and Sarah: Rockin’ Any Challenge—Advanced

hear. When Sarah was two years old, she had the same surgery.

Before their surgeries, Hannah and Sarah had never heard sounds. But afterwards they suddenly could hear a lot of things, including the washing machine cleaning clothes, water running, toys crashing when they fell on the ground, their mom and dad talking, and music.

Since all sounds were new, the girls had a hard time telling the difference between them. They had to learn to understand what each one meant, like knowing the difference between the music of a piano and the music of a violin. They also had to recognize the differences between each of the sounds used in speech so they could learn to create those sounds in order to speak.

Hannah and Sarah worked hard for many years to understand and use the English language. They practiced their speech skills with their teachers, their parents, and each other every day. They even went to extra classes after school where they worked with speech therapists to help them acquire listening, language, and speech skills through games and activities, reading, and field trips.

And all their hard work has paid off. Now they can understand and speak English as well as other kids their ages.

By learning how to overcome the challenge of a new language, Hannah and Sarah realize that they can do anything—sometimes they just have to figure out a different way of doing it.

Like waking up for school. Most kids use an alarm that beeps or plays music to wake them up in the morning. Because the external implants are uncomfortable to sleep with, Hannah and Sarah remove them before going to sleep. This means they can’t hear an alarm in the morning, so they use vibrating alarm clocks that shake their beds enough to wake them up.

Or like competing on the swim team. Hannah and Sarah compete on a team together. Since their external implants can’t get wet, they take them out before practice and before each competition. This means that during a swim meet, they can’t hear the start bell that tells each competitor when to begin the race. Instead, the sisters watch for a light to shine at the same time the buzzer goes off. As soon as the light appears, they dive into the pool.

Being deaf can sometimes be hard, but Hannah and Sarah have also learned to find the good in it.



Have you ever been in a crowded place where you could barely hear your friends talking? Since the girls know sign language, they can have a conversation anywhere—even in locations where people have a hard time hearing each other. They can talk under water, across a room, or at a noisy game.

Do you ever wish you could tune out the sounds around you, just for a little while? If Hannah and Sarah don’t want to hear something, they just remove their external implants. Since both girls love to read, they can get lost in a story without any distractions.

And remember that MP3 player? Have you ever grabbed your music player and scrolled to the song you want to hear, only to realize you can’t find your earbuds? Because Hannah and Sarah have cochlear implants, they can plug their MP3 player directly into the external piece and listen to their music that way. No lost earbuds for them!

Hannah and Sarah are two sisters who share a lot of things, including a positive attitude toward their shared challenge. Yes, at times being deaf can be hard, but they know that everyone has unique challenges. “It’s not always easy,” they say, “but we can do hard things.”

Copyright © Imagine Learning, Inc. Page 3 of 3Hannah and Sarah: Rockin’ Any Challenge—Advanced



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“Venn Diagram” Grade 6–8


My superhero’s name:

Characteristics of my superhero’s appearance:

My superhero’s personality:

My superhero’s power: (Explain why he/she has this power and how it has been used)

My superhero’s history: (How did your superhero learn about his/her power?)

My superhero’s enemy:

My superhero’s tragic flaw:

More information about my superhero that is important:

Creating a SuperheroGraphic Organizer

“Superhero Graphic Organizer” Grade 6–8


GRADE

65

6–8Pop Culture: Lesson 1

Step 1: Learn New VocabularyWrite the words certain, link, accurate, investigate, and analyze on the board. If needed, follow the vocabulary routine outlined on page two in the general instructions section.


• Imagine Learning leveled text Check Out That Site

• List of popular websites that are safe to visit (prepare before lesson)

• Index cards

• Drawing paper

• Pencils, colored pencils, crayons, or markers

• One-hole punch

Materials

• Students will understand and produce the following vocabulary words: certain, link, accurate, investigate, and analyze.


• Students will create a rubric and use it to analyze web sites.

Learning Outcomes

Step 2: BrainstormAsk students what they like best about the Internet. Make a class list of websites students regularly visit. Explain to your students that learning how to analyze whether or not links are accurate and appropriate can be tricky.

Listen and read the book Check Out That Site in Imagine Learning by following the steps below.


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Step 3: Make a RubricAs a class, discuss the elements of a good website. Work together as a group to create a class rubric students can use to investigate and analyze sites. You can go to the following site to create a free one: http://rubistar.4teachers.org. Below is an example of what it might look like:

CATEGORY AUTHOR PUBLISHER ACCURACY OBJECTIVITY

POOR Anonymous site. Sources unknown. No contact information.

No publisher or organization listed. Site is an anonymous blog or forum.

Content out of date. Links don’t work. Errors in spelling and grammar. No sources listed.

Purpose unclear. Bias is obvious.

FAIR Creator of site named but no additional information or credentials. No contact information. Site is a student project.

Publisher is an unknown organization with no existence in the real world. Site is “geocities” or other free hosting source.

Information mostly up to date. For science, no more than five years old. Some sources cited.

Domain is .com or .net. Site information is very personal.

GOOD Author named with credentials and associations.

Publisher is an organization you have heard of before.

Content is accurate and up to date. No grammatical or spelling errors. Information can be verified in other sources.

Domain is .edu. Purpose of site is stated. Opinion is clearly labeled.

EXCELLENT Author has published print books or journal articles on the topic. Contact person with email address is given.

Publisher is a well known, reputable organization.

“LINK” search shows links from major reputable websites. Web and print sources are listed.

Domain is .gov/b. Purpose and intended audience is clear. Affiliations (alliances) are clearly stated or explained.

Step 4: Go on a Link HuntBefore beginning this lesson, compile a small list of safe websites to visit that are currently popular.

Tell students that they will be going on a virtual field trip of websites. Either as a class on an interactive whiteboard or in small groups on computers, allow students to visit the sites and fill out the rubric for each site. As the virtual tour concludes, bring the class back together to review the rubrics. Tally the results and create a class top-ten list. Encourage students to bring blank rubrics home and investigate websites with their parents.


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“Website Rubric” Grade 6–8


GRADE

68


Step 1: Learn New VocabularyWrite the words source, decade, vote, tradition, and culture on the board. If needed, follow the vocabulary routine outlined on page two in the general instructions section.


Step 2: Connect and Build BackgroundAsk students to talk to a partner about what they learned on Day 1. As students are wrapping up their conversations, play a song from a popular music artist. Ask them if they are familiar with the artist. What musicians have they heard of in America? What artists are popular in their countries? Allow students time to share musicians they enjoy.

Tell students there are many different kinds of music in America and in countries around the world. Some music is more traditional to specific cultures. Some popular American music is called “pop music.” Pop, short for “popular,” has changed quite a bit over the years. There are many types of pop music such as rock, country, rap, and R&B.

Ask students if any of them have seen the television show, “American Idol.” Explain that the program is like a talent show where musicians can audition or sing for judges and compete to become a pop

• Imagine Learning text Vote!

• Index cards

• Blank T-chart

• Pencils, pens, colored pencils, or crayons

• One-hole punch

Materials

• Students will understand and produce the following vocabulary words: talented, challenge, vote, tradition, and culture.

• Students will work cooperatively in pairs and small groups.

• Students with compare and contrast using a graphic organizer.

Learning Outcomes

A few websites that may be helpful:

http://www.billboard.com/#/

http://www.lanet.lv/misc/charts/

http://www.musicpopstars.com/


GRADE

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star. When the musicians perform, people like us can call in and vote for the singer we think is best. Becoming famous is a challenge for even the most talented musician.

Tell students we will be reading a short story that shows how one student got to vote for her favorite musician. To listen and read the story Vote! in Imagine Learning, follow the steps below.

Step 3: Create a Venn DiagramAsk students if they have watched a similar show where you vote for contestants. Arrange students in either partners or groups. Have students work together to brainstorm artists and musicians in order to create a Venn diagram. Depending on the backgrounds of the students, you may want them to compare and contrast musicians from their home country with American musicians or have them compare and contrast musicians from their different countries. Allow the partners or groups to share their diagrams with the rest of the class.

Step 4: Afterschool IdolEach student will choose his or her favorite popular artist and prepare a presentation about them. Students can sing, lip sync, or make a poster to present their artist; whatever they choose to do is fine as long as they present the information to the class. Give each student 20 minutes to prepare for their 30 second spotlight. Students will vote on their favorite artist afterward. Explain that a good audience claps for everyone, and we celebrate risk-takers.

Students get 30 seconds to talk/share/perform their artist. Write each student’s name on the board as they perform with a phone number next to it: (Example: 1-888-MS-IDOL-01) After all students have performed, allow students to write the phone number they would dial on a piece of paper. Tally up the votes and wrap up the day with an awards ceremony.


T-Chart Graphic Organizer

“T-Chart Graphic Organizer” Grade 6–8


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“Venn Diagram Graphic Organizer” Grade 6–8


GRADE

72

Step 1: Learn New VocabularyWrite the words surfing, invent, skateboarding, and snowboarding on the board. If needed, follow the vocabulary routine outlined on page two in the general instructions section.



• Imagine Learning leveled text Board Sports

• Printed story text for Board Sports

• Index cards

• Poster board (one for every two students)

• Drawing paper

• Pens, pencils, crayons, markers, colored pencils

Materials

• Students will review the following vocabulary words: surfing, invent, skateboarding, and snowboarding.

• Students will understand sports introduced in the book Board Sports as well as other popular US sports.

• Students will create a new sport.

Learning Outcomes

Step 2: Connect and Build BackgroundAsk students to talk to an interview partner about what we learned on Days 1 and 2. As students are wrapping up their conversations, play a video of a popular sports team, such as the Miami Heat, Miami Dolphins, or Florida Marlins. Ask them if they are familiar with these teams. What sports teams have they heard of in America? What sports or sports teams are popular in their country? Allow students time to share some of the sports or sports teams they enjoy.

Step 3: Read about Board SportsTell students to look for the vocabulary words in the story they are going to read. Before beginning the book, have students predict what they think the story might be about.

To listen and read Board Sports (advanced) in Imagine Learning, follow the steps below.

After the story is finished, have students discuss what they read by asking the following questions:

• What is this book mainly about?

• How are the three sports similar?

• How are the three sports different?

• Which sport was invented most recently?

Step 4: Become an InventorInform students they will be creating their own sports. Explain that they can take elements of sports


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they already know about and put them together in new combinations to create a new sport. Have the class brainstorm ideas for their new sports using the following prompts:

• If you were going to invent a new sport, what kind of sport would it be?

• Where do you think this sport would take place?

• Would it be a mountain sport? A water sport?

• What equipment would you need to play the sport?

• Would this be a team or individual sport?

• What would the rules be for your sport?

• What would the team name and mascot be?

• How would you win?

Divide students into pairs and give each pair a poster board. Direct the students to illustrate their newly invented sport. When they are finished, have students take turns presenting their sports to the class. Encourage them to identify the unique characteristics of their sport.



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Board SportsWritten by Sharlene PetersenIllustrated by Nate Baertsch

Hundreds of years ago, the people of Hawaii created a special board. They used the board to ride ocean waves.

A rider would begin by lying on the board and paddling toward the waves. He would hold on to the board and dive under most of them.

But when the right wave came, he would stand on the board and ride it to shore. The Hawaiian people had invented the sport of surfing!

Surfers slice through water. They hang ten. They get tubed in the waves.

In the 1900’s, kids invented a land style of surfing. They attached roller skate wheels to the bottom of wood boards. Then they stood on the board and skated. This sport later became known as skateboarding.

Skateboarders slide on rails. They drop down stairs. They ollie, or jump, over almost anything.

In the 1960’s, a man was sledding with his daughter when he thought of a way to surf on snow. He bolted two skis together and attached a rope to the front.

Over many years, different people improved on this design. For example, one person added bindings to the board to attach the rider’s feet. This sport is now called snowboarding.

Snowboarders perform many tricks. They jump. They flip. They carve through snow.

Surfing. Skateboarding. Snowboarding. These are some of the extreme sports invented over time.

Page 1 of 1Board Sports—Advanced

Board SportsPaired with Inventions—Advanced



Board Sports—Advanced: Leveled Text

“Board Sports” Grade 6–8


GRADE

75


Step 1: Learn New VocabularyWrite the words advertiser, competitor, products, method, and analyze on the board. If needed, follow the vocabulary routine outlined on page two in the general instructions section.


• Imagine Learning leveled text Don’t Sell Yourself Short

• Printed story text for Don’t Sell Yourself Short

• Don’t Sell Yourself Short graphic organizer

• Index cards

• One-hole punch

• Pens, pencils, crayons, markers, colored pencils

Materials

• Students will review the following vocabulary words: advertiser, competitor, products, method, and analyze.

• Students will analyze advertisements for the following characteristics: humor, fear, bandwagon, anti-bandwagon, special offers, and celebrity endorsements.

• Students will create an advertisement.

Learning Outcomes

Step 2: Connect and Build BackgroundAsk students to talk to their interview partner about what they learned on Days 1, 2, and 3. As students are wrapping up their conversations, play a video of a commercial. Also, show some popular print ads out of a current magazine, newspaper, or catalog. (Note: You could ask students to bring in ads from home. Be sure to censor them before sharing.)

Spread the advertisements out across the room, wall, or board. Have students look at them and talk about what they notice. Are there similarities? How are they different? Discuss products that are popular. Talk about different categories of products and advertisements and begin to create a category chart on the board. Categories could include food, places, entertainment, clothing, and/or electronics.

Step 3: Read about AdvertisementsRead the article, Don’t Sell Yourself Short. Students can read along with the story on the text printout. Students should highlight or circle the bold words in the text, noting the characteristics of advertisements.

To listen and read Don’t Sell Yourself Short in Imagine Learning, follow the steps below.


GRADE

76

After listening and reading Don’t Sell Yourself Short, go back to each paragraph and reread it, determining the meaning of each bold word using clues from the text. Use the vocabulary routine and add an index card if necessary. Next, choose one of the collected advertisements that falls into each category. (Optional: As a class, complete the graphic organizer that accompanies the text.)

Step 4: Create an AdvertisementHave students brainstorm something they would like to advertise. Synthesize all the things they’ve learned during the pop-culture unit. Perhaps they will want to use a celebrity to endorse their product. Perhaps they want to advertise a place discussed from the earlier Places unit. Have them brainstorm all the people, places, and products discussed over the course of the program.

Students then work to create their own advertisement using any combination of characteristics and advertising strategies. Give them ample time and materials to work with. Display the ads around the classroom and allow the class to analyze each one to determine what strategies they used. Allow each student to present their advertisement.




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Don’t Sell Yourself Short—Advanced: Leveled Text

Copyright © Imagine Learning, Inc Page 1 of 2

Advertisements are all around us. They are on billboards and buses, magazines and newspapers, the radio and the Internet, and sometimes even on people! The average person sees hundreds of advertisements every day.

Advertisers have one goal: they want you to buy what they are selling. They try to convince you that their product is better than their competitors’ products. So how do they do it? Let’s look at some of their methods.

Advertisers often use humor in their ads. When something is funny, it grabs your attention. You’re more likely to remember a product—and buy a product—if its advertisement made you laugh.

If you’re afraid of something, you often do whatever you can to protect yourself from it. Advertisers know this, so they use fear in their ads. First they make you think you are in some kind of danger, and then they tell you that using their product is the only way to stay safe.

Another method advertisers use is the bandwagon method. They want you to think that everybody uses their product, so you should use it too. Don’t you want to be just like everybody else?

But advertisers will also use the opposite method, called anti-bandwagon. They want you to think that if you use their product, you will be special or different from everybody else. You will stand out from the crowd. Don’t you want to be different from everybody else?

Advertisers can also use special offers to entice you to buy their product. For example, if you buy ten boxes of a particular product, you will receive a free toy! However, you usually end up spending far more money on their product than you would have if you had purchased the toy instead.

Celebrity endorsements are another way advertisers try to convince you that their product is the best. They pay movie stars, musicians, and athletes a lot of money to use and talk about their products in advertisements. They think

Don’t Sell Yourself Short—Advanced

Don’t Sell Yourself ShortWritten by Carter DurhamIllustrated by Jim Madsen

Written by Carter Durham Illustrated by Jim Madsen


Don’t Sell Yourself ShortPaired with Check Out That Site—Advanced

“Don’t Sell Yourself Short” Grade 6–8



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Don’t Sell Yourself Short—Advanced: Leveled Text

Copyright © Imagine Learning, Inc Page 2 of 2Don’t Sell Yourself Short—Advanced

that if you see celebrities using their products, then you will want to use their products too.

These are just a few of the strategies that advertisers use. Because we see so many advertisements every day, they affect our decisions even when we don’t realize it. So it’s important to stop and analyze the advertisements around us.

Try to identify the methods used in each ad that you see. In what way is the advertisement trying to influence you? You may think most advertisements are silly and harmless, but advertisers are very good at making you want to buy their products. Just remember that you are in control of what you buy.

ACCURACY: # of reading errors: __________ (Indep. = 0–9, Instr. = 10–22, Frust. = 23+)SPEED: To calculate: 26460 ÷ __________ (Reading time in seconds) = __________WPM“Don’t Sell Yourself Short” Grade 6–8



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“Don’t Sell Yourself Short Graphic Organizer” Grade 6–8

Imagine Learning Newcomers Lesson Plans, Grades 6–8...

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