Teacher Guides and Common Core

ENGLISH LANGUAGE ARTS STANDARDS >> WRITING>> GRADES 3-6 (Covered through Sandy Carlson’s “Story Building Workshop” — Literacy.W._3.A, B,C,D, E.)

 

COMMON CORE STANDARDS USING LITERATURE:

THE TOWN THAT DISAPPEARED  The Town That Disappeared 333x500 Sandys  by Sandy Carlson

READING LITERACY COMMON CORE STANDARDS–GRADE 4 (can adapt to grades 3-6)

Key Ideas and Details

1. What details in this story support the idea that human activity can affect nature? (CCSS.ELA-Literacy.RL.4.1)

2. What is the main theme of The Town That Disappeared? Write a one-paragraph summary of the book using specific details from the story that support this theme. (CCSS.ELA-Literacy.RL.4.2)

3. Adrian’s home in Chicago burned down. He moved to Michigan to live with relatives. How did Adrian’s attitude change about the town of Singapore? What events or what people helped cause this change? (CCSS.ELA-Literacy.RL.4.3)

Craft and Structure

4. How does the town of Singapore, MI, disappear? What are other ways a town can disappear (or become abandoned)? (CCSS.ELA-Literacy.RL.4.4)

5. When Adrian and his father approach Corey’s house to apologize about the broken arm, what do they discover about Corey’s home life? How does this discovery affect the relationship between Adrian and Corey? Between Adrian and his father? (Chapters 9, 10) (CCSS.ELA-Literacy.RL.4.5)

Integration of Knowledge and Ideas

6. A. Compare and contrast the ways of logging (felling and transporting trees) in the mid-1800’s and the early 1900’s and today. Or, B. Research other towns which have become ghost towns or disappeared and the reason people abandoned them. (CCSS.ELA-Literacy.RL.4.9)

Range of Reading and Level of Text Complexity

7. Write a one-page summary of The Town That Disappeared, describing the plot and themes and explaining how Adrian changes over the course of the book. (CCSS.ELA-Literacy.RL.4.10)

Character Map

Connect Adrian with one other character (e.g., R.T.). Discuss how Adrian first reacted to R.T. How did R.T. first react to the new boy, Adrian? Did their relationship change or develop through the story? How? What events caused the changes? What are your own observations? Who do you relate to in this story? Who do you like and why? Who do you not like and why?

 

LOGGING WINTER Logging Winter q  by Sandy Carlson

READING LITERACY COMMON CORE STANDARDS–GRADE 4 (can adapt to grades 3-6)

Key Ideas and Details

1. What details in this story support the idea that work/jobs are worth doing? (CCSS.ELA-Literacy.RL.4.1)

2. What is the main theme of Logging Winter? Write a one-paragraph summary of the book using specific details from the story that support this theme. (CCSS.ELA-Literacy.RL.4.2)

3. In order to keep his job, R.T. must learn to tolerate a mean boss. What events or what people helped R.T. come to an understanding about why Cookee treated R.T. the way he did? (CCSS.ELA-Literacy.RL.4.3)

Craft and Structure

4. Feeding hungry, hard-working men is full-time work for the logging camp cooks. What are some of the duties of the cooks? How much free time did they have in a day? How many days a week did they work? What would happen if they couldn’t work?  (CCSS.ELA-Literacy.RL.4.4)

5. R.T. befriended an Indian girl named Mary. What did he discover the men from Camp #1 were trying to do with her? What were the consequences of his actions? How did others react to what R.T. did for Mary? (Chapters 9, 10) (CCSS.ELA-Literacy.RL.4.5)

Integration of Knowledge and Ideas

6. Compare and contrast different meals loggers have been served in the mid-1800’s and the early 1900’s. What has caused the change in the variety of foods offered to the men? (CCSS.ELA-Literacy.RL.4.9)

Range of Reading and Level of Text Complexity

7. Write a one-page summary of Logging Winter, describing the plot and themes, explaining how R.T. changes over the course of the book. (CCSS.ELA-Literacy.RL.4.10)

8. Make Vinegar Pie.

Vinegar Pie Photo

Although the thought of Vinegar Pie may sound unappetizing to today’s eaters, it was a fairly common dessert in the 1800’s. When citrus fruits were not in season (which helped prevent scurvy), vinegar was used as a substitute. This recipe, when done, looks like a pumpkin pie, has the texture of lemon meringue pie, and tastes like a sugar cookie. Yum!

Ingredients:

  • 3 eggs
  • 3/4 cup granulated sugar
  • 3/4 cup brown sugar
  • 1 stick (1/2 cup) melted butter
  • 1 Tablespoon cornstarch
  • 2 Tablespoons vinegar
  • 1 Tablespoon vanilla extract
  • dash of nutmeg
  • 1 unbaked 9″ crust

Preheat oven to 300°. In a bowl, mix the eggs with butter. Add sugars and beat until light and fluffy. Add and mix in remainder of ingredients. Pour into pie crust. Bake for about 75 minutes or until firm.
TALES OF THE LOST SCHOONERLighter Tales of the Lost Schooner by Sandy Carlson

READING LITERACY COMMON CORE STANDARDS–GRADE 4 (can adapt to grades 3-6)

Key Ideas and Details

1. What details in this story support the idea that family is important? (CCSS.ELA-Literacy.RL.4.1)

2. What is the main theme of Tales of the Lost Schooner? Write a one-paragraph summary of the book using specific details from the story that support this theme. (CCSS.ELA-Literacy.RL.4.2)

3. Pick a main character in the story. In your own words, but from Carlson’s story, describe in one paragraph this character physically, and describe what sort of person this is citing his words and actions. (CCSS.ELA-Literacy.RL.4.3)

Craft and Structure:

4. There are many expressions we use today which were taken from past sailing days in the 1800’s or earlier (e.g., keel over, down the hatch). Throughout Tales of the Lost Schooner, Carlson incorporates several of these phrases. Find more in this book and explain their original and implied meaning. Are they relevant today? Find other old expressions which may be outdated, but which are still used in today’s English language. (CCSS.ELS-Literacy.RL.4.4)

Integration of Knowledge and Ideas

5. Tales of the Lost Schooner tells several ghost stories within its text. Explain the purpose of ghost stories. Find other books of ghost stories (e.g., Wait Till Helen Comes) and compare and contrast the different methods the authors use to tell their stories. (CCSS.ELS-Literacy.RL.4.9)

6. Knots were essential to survival on the water. If a knot failed, an anchor could be lost or the sails break away, or even the ship could sink. Find how to make five knots used by sailors and work at making them until you can do each quickly and blindfolded.

7. Crew singing on ships was a means to keep track of physical movement, like hoisting a sail together. It was also used to occupy the time while doing other chores like cooking or swabbing the deck. Singing was also often done for entertainment. Research two sailing songs from the 1800s. Make up a sailing song of your own.

 

 

MORE COMMON CORE/ TEACHER GUIDES TO COME FOR:

powder-horn-of-mackinac-island-300dpi   Wildfire 200x300   SO front cover q

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One thought on “Teacher Guides and Common Core

  1. Pingback: Classroom Connections: THE TOWN THAT DISAPPEARED by Sandy Carlson - Caroline Starr Rose

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