Theme - eduplace.com · solutions to the problem.When children think of a real ... (Challenge Theme...

Them

e 7

THEME 7: We Can Work It Out72

42481.pp. 72-79 7/22/03 11:35 AM Page 72

We Can Work It Out

C H A L L E N G E A C T I V I T I E S F O RC H A L L E N G E A C T I V I T I E S F O R

THEME 7: We Can Work It Out 73

42481.pp. 72-79 7/22/03 11:36 AM Page 73

1. Solve a Problem

Choosing a Problem To Solve

How can you solve a problem?

• Choose a problem in

your classroom, school,

or neighborhood.

Write the

problem on a chart.

Write some

possible solutions.

• Choose the best solution.

Writing About the Problem and Solution

Write about the problem and your

solution.

Presenting Your Ideas

Read or send your idea to someone who can

help solve the problem.

THEME 7/Week 1

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Name

CH 7–1 Challenge Master Grade 1 Theme 7: We Can Work It Out

• Think of a

solution that

could really

work.

Challenge Master CH 7–1

1. Solve a Problem 120 MINUTES GROUP INDIVIDUAL

Goal: Make a plan for solving a problem.

Choosing a Problem to SolveDraw a problem-solution chart on the board. Have children restatethe problem in That Toad Is Mine! Then have them brainstormsolutions to the problem. When children think of a real-life problem,remind them to think of something that is not too complicated.

Children continue to work on this project.

Writing About the Problem and

Solution

• Have children write an opening sentence describing the problemthey have chosen.

• Then children should explain the solution they believe would be best.

• Finally, children should write why they believe their solution is a good one.


Presenting Your IdeasExplain that people sometimes send their problem-solving ideas to someone who may want to help solve the problem.

• Set aside time for children who have focused upon a classroomproblem to present their papers to you and the other children.

• For children who have addressed a school problem, arrange forthem to present their essay to the appropriate person, such asthe principal.

• Assist children who have written about a community problem in sending their essays to the appropriate community group or leader.

Expected OutcomeA good problem-solutionessay will include

✔ a clear statement of aclassroom, school, orcommunity problem

✔ an explanation of theproposed solution

WEEK 1


42481.pp. 72-79 7/22/03 11:36 AM Page 74

Grade 1 Theme 7: We Can Work It Out Challenge Master CH 7–2

2. Crop Poster Find out more about the plants we eat and

how they grow.

• Read books and look

at pictures about the

plants people eat.

• Make a plant poster

to show what you

learned.

3. Ode to a ToadWhat do you know about toads?

• Read books about toads. Look at the

pictures.

Write a poem

about toads using what

you learned.

• Illustrate your poem.

Name

THEME 7/Week 1

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

• Label the

plants on your

poster.

• Use words that

tell what toads

look like and

what they do.


Expected OutcomeA good collage will include

✔ an accurate portrayal ofthe information childrenhave learned aboutedible parts of plants

✔ labels for each food item

2. Crop Poster 60 MINUTES INDIVIDUAL

Materials: colored construction paper, art paper, books about foodsand plants, paste, safety scissors, crayons

Goal: Make a poster to show the different plantsthat people eat.Show children how to tear brown and blue paper, and paste theseonto art paper to represent earth and sky. Have children paste theirvegetable, fruit, and nut cutouts in the appropriate locations toindicate where they grow. If necessary, tell children whether certainfoods grow below, on, or above ground.

English Language Learners: Children from other countries maywant to show plants from their original country.

3. Ode to a Toad 60 MINUTES INDIVIDUAL

Materials: books about toads

Goal: Write a poem about toads.Help children find books that include accurate information abouttoads. If children need help starting their poems, suggest that theythink about what it is like to see, touch, or hear a toad.

Additional Independent WorkConnecting/Comparing Literature Have children compare the On My Way Practice Reader Joan andCoach Show with the anthology selection That Toad Is Mine!, usingwhat they have learned about Problem Solving. Children may discussor write about their comparisons.

Other Activities• TE p. T58, Write a Story

• TE pp. R13, R23, R29,Challenge

• Education Place: www.eduplace.comMore activities related to That Toad Is Mine!

• Accelerated Reader®,That Toad Is Mine!

Expected OutcomeA good poem will include

✔ factual information abouttoads

✔ details that help createthe image of a toad

WEEK 1 75

42481.pp. 72-79 7/22/03 11:36 AM Page 75

1. Going HomeWrite a story

that tells how the little

boy from Lost! gets

home.

Planning Your Story

Use a story map to plan your story.

Writing Your Story

Write your story using your story map

notes.

• Put part of the story on each page.

Draw an illustration for each page.

• Put your pages together into a book.

Reading Your Story

Read your story to your classmates.

THEME 7/Week 2

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Name


• Make sure the

story has a

beginning,

middle, and

end.


1. Going Home 120 MINUTES INDIVIDUAL

Materials: art paper, crayons or markers, Graphic OrganizerMaster 3

Goal: Write a story.

Planning Your StoryWhen filling in their story maps make sure children understand thatthe boy will appear as the main character in their stories and thatthe problem is how the boy will get home. Have them think of othersolutions, in addition to the bear taking him home.


Writing Your Story

• Help children understand that they need to introduce thecharacters, setting, and problem in the beginning of their story.

• Tell them that they need to use several pages to explain theevents in the story that show how the boy gets home.

• Make sure children realize that the last page or two of their storyshould be about the boy’s arrival home.


Reading Your StoryAfter the whole class has read Lost!, provide an opportunity forchildren to read their stories to small groups of classmates. Thenbind their stories together and add the book to the classroomlibrary. Invite children to read the stories their classmates wrote.

Expected OutcomeA good story will include

✔ a beginning, middle, and end

✔ pictures that illustratescenes from the child’s story

WEEK 2


42481.pp. 72-79 7/22/03 11:36 AM Page 76


2. Rock Study Make a rock collection.

• Read books to learn

about rocks.

• Collect some small

rocks.

• Put the rocks in an

empty egg carton.

Write a card that tells something about

the rocks in your collection.

3. Busy BeaA lot happens in Busy Bea.

• Use a sequence-of-

events chart to help

you remember the

events of the story.

• Use your chart to tell the story to someone

who has not read it.

Name

THEME 7/Week 2

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

• Try to match

your rocks to

the rocks in

the books.

• Think about

what happened

in the story.


Expected OutcomeA good rock collection willinclude

✔ rocks that are clearlyorganized and numbered

✔ factual sentences thatidentify and describe therocks

2. Rock Study 60 MINUTES INDIVIDUAL

Materials: empty egg cartons, markers, small rocks, Let’s Go RockCollecting by Roma Gans and Holly Keller, or other books about rocksand rock collecting

Goal: Write about a rock collection.If some children are not able to collect and bring in their own rocks,have extras on hand that they may choose from. Tell children to readbooks about rocks and to look carefully at the pictures. Have themselect rock samples and place them in an egg carton. Tell children tonumber the cups in which they place the rocks and then write thenumbers on a sheet of paper. Beside each number, have them write asentence that tells something they know about the rock.

3. Busy Bea 60 MINUTES INDIVIDUAL

(Challenge Theme Paperback)Materials: Graphic Organizer Master 4

Goal: Use a sequence-of-events chart for Busy Bea.Tell children to review the story and to pay special attention to whathappens in the beginning, the middle, and the end. Set aside timewhen children may use their sequence-of-events chart as an outlinefor telling the story to a child who did not read the book.

Additional Independent WorkConnecting/Comparing Literature Have children compare the On My Way Practice Reader Nell’s FirstDay Kit with the anthology selection Lost!, using what they havelearned about Sequence of Events. Children may discuss or writeabout their comparisons.

Other Activities• Challenge Theme Paperback,

Busy Bea

• TE p. T142, Write a Story

• TE pp. R15, R17, R25, R31,Challenge

• Education Place: www.eduplace.comMore activities related to Lost!

• Accelerated Reader®, Lost!

Expected OutcomeA good sequence-of-eventschart will include

✔ all the major events ofthe story

✔ events listed in correctorder

WEEK 2 77

42481.pp. 72-79 7/22/03 11:37 AM Page 77

1. Circle StoryThink of a circle story of

your own.

Planning Your Story

• Think of a title and

characters for your

story.

• List five or more events for your story.

Writing Your Story

Write a story using your list.

• Put a different event on each page.

Draw a picture for each page.

Sharing Your Story

Read your story to a partner. Then have your

partner read it back to you.

THEME 7/Week 3

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Name


• Think about how

the beginning

and ending of

your story will

be alike.


1. Circle Story 120 MINUTES INDIVIDUAL

Materials: art paper, crayons or markers

Goal: Write a circle story.

Planning Your Story

• Review If You Give a Pig a Pancake and other circle storieswith children.

• Tell children they may have to rework their lists to figure outhow to make the story end where it started.


Writing Your StoryTell children to try to keep their stories to five events, but they mayuse more if necessary.


Sharing Your StoryYou might also have children bring their stories home to read tofamily members.

Expected OutcomeA good circle story willinclude

✔ an ending that leadsback to the beginning

✔ middle events that leadfrom the beginning to theending event

WEEK 3


42481.pp. 72-79 7/22/03 11:37 AM 8


2. The Grasshopper and the AntIn The Grasshopper and the Ant, both

characters had to get ready for winter. This was

their goal. They could have helped each other to

reach their goal. How could you work with your

classmates to reach a goal?

• Think of a goal to

make your classroom

even better than it is.

• Make a plan for

reaching your goal.

3. Mostly Make-Believe• Read a book about a

real insect.

Write a fantasy

story about that insect.

Name

THEME 7/Week 3

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

• Write down

what needs to

be done.

• What will you

have your

character do

that real insects

cannot do?


Expected OutcomeA good plan will include

✔ a clearly identified goal

✔ all the steps needed toreach the goal

2. The Grasshopper and the Ant60 MINUTES INDIVIDUAL

Goal: Make a plan.Explain to children that when people have a goal to reach, theyoften write a plan. The plan tells how the goal will be reached, whowill help, and when it will be done. Have children focus on one taskor problem that the class could address to make the classroom orschool environment even better than it is now. Tell them thatwriting out their plan is a good way to reach their goal.

3. Mostly Make-Believe 90 MINUTES INDIVIDUAL

Materials: books about insects, such as Bugs! Bugs! Bugs! by JenniferDussling, Buzz! A Book About Insects by Melvin Berger, and The MagicSchool Bus Gets Ants in Its Pants: A Book About Ants by Joanna Cole andBruce Degen

Goal: Write a fantasy story.Help children locate nonfiction books or articles about insects. Tellchildren to learn about the kind of insect they want to use as a maincharacter in their story. Explain that including factual information intheir fantasy stories will make the stories seem more believable.

Additional Independent WorkConnecting/Comparing Literature Have children compare the On My Way Practice Reader What CanYou Do? with the anthology selection If You Give a Pig a Pancake,using what they have learned about Fantasy and Realism. Childrenmay discuss or write about their comparisons.

Other Activities• TE p. T186, Pocket Chart

• TE p. T214, Write a Story

• TE pp. R19, R21, R27, R33,Challenge

• Education Place: www.eduplace.comMore activities related to IfYou Give a Pig a Pancake

• Accelerated Reader®, If YouGive a Pig a Pancake

Expected OutcomeA good fantasy story willinclude

✔ a main character that isan insect and has bothinsect and humancharacteristics

✔ information aboutinsects

WEEK 3 79

42481.pp. 72-79 7/22/03 11:37 AM Page 79

Theme - eduplace.com · solutions to the problem.When children think of a real ... (Challenge Theme...

Documents

Transcript of Theme - eduplace.com · solutions to the problem.When children think of a real ... (Challenge Theme...