Teacher Guides and Common Core

Teacher Guides for:

 

F&P Guided Reading Leveled Books*: The Town That Disappeared (T); Logging Winter (V); Tales of the Lost Schooner (U); The Powder Horn of Mackinac Island (U).

* Disclaimer: neither Heinemann nor Fountas and Pinnell have produced the Publisher’s Catalogue or book and do not endorse/sponsor and are not otherwise affiliated with the Publisher and are not responsible for the Catalogue, service or product.

 ENGLISH LANGUAGE ARTS STANDARDS >> WRITING

Grades 3-6, Literacy.W._3.A, B,C,D, E  Covered through Sandy Carlson’s “Story Building Workshop”

 

COMMON CORE STANDARDS USING LITERATURE FOR:

The Town That Disappeared 333x500 Sandys

THE TOWN THAT DISAPPEARED 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 q

LOGGING WINTER 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.
Lighter Tales of the Lost Schooner

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.

 

powder-horn-of-mackinac-island-300dpi

THE POWDER HORN OF MACKINAC ISLAND by Sandy Carlson   (Teacher Guide created by Anna Lampton, April 2019)

Book Notes

      1. Title: The Powder Horn of Mackinac Island (A Guided Reading Book which has been officially leveled by using the F&P Text Level Gradient Leveling System. Level U*)
      2. Author: Sandy Carlson
      3. Genre: Middle Grade Historical Fiction
      4. Summary: The Trebuches move to Mackinac Island for the summer to run a souvenir shop. Arianna is less than enthused to be a part of her parents’ money-making scheme to raise money for her paraplegic brother’s surgery. She soon discovers that her family’s Treasure Powder Horn can send her back in time to 1793 and that the symbols carved on it are actually a treasure map. Her brother, Luc, also discovers that he can walk in the past and he wants to stay in the past permanently. Arianna must choose what is more important: finding her family’s treasure or bringing her brother back to the future.
  • Meet the Author: Sandy Carlson, Interesting Facts:
    • Sandy has been to 48 states (and backpacked or camped in most)!
    • Sandy was born in Michigan, has lived in Iowa, Illinois, New York, South Dakota, Wisconsin, and now lives in Michigan again.
    • Before becoming a teacher and literacy coach, Sandy was a camp counselor, Girl Scout Leader, a Youth Education Specialist for both a children’s garden and a natural history museum, and a children’s choir director, and tutored dyslexic kids.
    • Sandy’s favorite author is C.S. Lewis.
    • Sandy has outrun wildfires, cleaned debris from hurricanes, been on cattle roundups, was charged by a wild boar, and cleaned oil off turtles from the largest inland oil spill in US history (and uses these experiences to inspire her writing)!
    • Sandy writes historical fiction for 8-14 year olds, but also writes fantasy under the name S.L. Carlson for children aged 12 and up
  • Social Media Links
  • Other Books by Sandy Carlson:
      1. The Town That Disappeared
      2. Logging Winter
      3. War Unicorn: The Ring (by S. L. Carlson)
      4. (plus nine others, not counting many articles and short stories)
  • Connections to Common Core (Grade 5)
      1. Writing Standards K-5:
        1. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
          1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
          2. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
          3. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
          4. Use concrete words and phrases and sensory details to convey experiences and events precisely.
          5. Provide a conclusion that follows from the narrated experiences or events.
        2. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
        3. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
          1. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
          2. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
          3. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
          4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
          5. Provide a concluding statement or section related to the information or explanation presented.
  • Connections to the Indiana State Standards (Grade 5)
    1. English/Language Arts
      1. 5.W.3.3: Write narrative compositions in a variety of forms that:
        1. Develop the exposition (e.g., describe the setting, establish the situation, introduce the narrator and/or characters).
        2. Develop an event sequence (e.g., conflict, climax, resolution) that unfolds naturally, connecting ideas and events using transitions.
        3. Use narrative techniques, such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations.
        4. Use precise and expressive vocabulary and figurative language for effect.
        5. Provide an ending that follows from the narrated experiences or events.
      2. 5.W.5: Conduct short research assignments and tasks on a topic.
        1. With support, formulate a research question (e.g., What were John Wooden’s greatest contributions to college basketball?).
        2. Identify and acquire information through reliable primary and secondary sources.
        3. Summarize and paraphrase important ideas and supporting details, and include direct quotations where appropriate, citing the source of information.
        4. Avoid plagiarism and follow copyright guidelines for use of images, pictures, etc.
        5. Present the research information, choosing from a variety of sources.
      3. 5.W.3.2: Write informative compositions on a variety of topics that:
        1. Introduce a topic; organize sentences and paragraphs logically, using an organizational form that suits the topic.
        2. Employ sufficient examples, facts, quotations, or other information from various sources and texts to give clear support for topics.
        3. Connect ideas within and across categories using transition words (e.g., therefore, in addition).
        4. Include text features (e.g., formatting, pictures, graphics) and multimedia when useful to aid comprehension.
        5. Use appropriate language, vocabulary, and sentence variety to convey meaning; for effect; and to support a tone and formality appropriate to the topic and audience.
        6. Provide a concluding statement or section related to the information or explanation presented
    2. Social Studies
      1. 5.1.3: Compare and contrast historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries.
        1. Examples: Compare styles of housing, settlement patterns, sources of food and clothing, customs and oral traditions, political and economic organization, and types and uses of technology.
      2. 5.4.2: Summarize a market economy* and give examples of how the colonial and early American economy exhibited these characteristics.
        1. Example: Private ownership, markets, competition and rule of law
        2. Market economy: An economic system where decision about what to produce, how to produce, and to whom to allocate goods and services are made primarily by individuals and businesses. In a market economy, prices are determined by the interaction of consumers and producers in markets.
  • Activities
    1. The Treasured Family Powder Horn [ELA.W.5]
      1. The Trebuche’s Treasured Powder Horn helped to tell the story of their ancestor, Jean Luc Trebuche, the French fur trader. Using the blank powder horn, tell your own family story. Include details about where your ancestors lived, what jobs they had, and any other interesting details you can find! If you are unable to find information about your ancestors, research information about people living in the same region and at the same time as your ancestors. For example, if Arianna was unable to find information about the Trebuches, she would research French fur traders living on Mackinac Island in the 1790s. (Remember to cite all sources in MLA format).
      2. Blank powder horn is attached to page 9
    2. Travel In Time Narrative [ELA.W.3.3]
      1. Imagine you are going back in time to visit your ancestors, like Arianna, Luc, and Brett. Write a narrative story about the experience. Where will you visit? What will your ancestors be doing? What will they say? What will you say? What will you do together? Will you change into period clothing like Arianna, Luc, and Brett? Will you be able to exchange items from the past/future? What important item might you touch to go back in time?
    3. Compare and Contrast Native American Tribes [SS.5.1.3, ELA.W.3.2, ELA.W.5]
      1. Write an informative composition comparing the Ojibwa tribe to another Native American tribe living in the United States. Use the following website to conduct research on the both Native American tribes: http://www.native-languages.org/states.htm. Facts about the Ojibwa tribe are located in the link for Michigan Indian tribes. Other sources may be used to write the narrative but must be approved. (Use proper MLA format to cite sources).
    4. North American Trade Market [SS.4.2 and ELA.W.5]
      1. The class will participate in a market where they will trade goods they have created. Students will be in groups of 3-5 (depending on class size) and will choose to be either French settlers or members of a Native American tribe. Students will create goods based on the group they have chosen (for example, a French settler might sell a beaver-skin hat). Students will then sell and trade these goods at a mock trade market.
        1. Information about Native American tribes can be found at http://www.native-languages.org/michigan.htm.
        2. Information about French settlers can be found at http://seekingmichigan.org/wp-content/uploads/2013/08/MHK-Voyaguers.pdf.
        3. Other sources may be used to find information about the goods sold and traded by Native American tribes and French settlers, but must be approved.
  1. Grand Conversation Questions
    1. “What kind of treasure do you think the map on the powder horn leads to?”
    2. “Why do you think that Arianna and Luc cannot bring items from the present when they go back in time?”
    3. “What do you think is the ‘greatest treasure’ that Jean Luc Senior is talking about?”
    4. “What would your favorite spot on Mackinac Island be (in the past and the present)?”
    5. “Why do you think Arianna was not as close with Bella and Caitlyn after she came back to school?”
    6. “What do you think will happen to Luc after he gets the surgery? Do you think he will be able to walk?”
  2. Vocabulary
    1. Torturously (pg. 8)
    2. Heirloom (pg. 11)
    3. Powder Horn (pg. 11)
    4. Mackinac Island (pg. 13)
    5. Ojibway (pg. 15)
    6. Maneuvered (pg. 21)
    7. Unanimous (pg. 24)
    8. Oblivious (pg. 37)
    9. Involuntary (pg. 46)
    10. Claustrophobic (pg. 47)
    11. Humongous (pg. 54)
    12. Erosion (pg. 65)
    13. Barometer (pg. 76)
    14. Alibi (pg. 82)
    15. Bonjour (pg. 91)
    16. Enchanté (pg. 91)
    17. Obnoxious (pg. 107)
    18. Dismounted (pg. 128)
    19. Consumption (pg. 143)
    20. Contemporary (pg. 146)
  • Related Titles
      1. Let’s Explore Mackinac Island by Ms. Hen     Summary: This book is filled with interesting facts and history about Mackinac Island! Link: This story takes place on Mackinac Island and this book provides background information on the history of the island as well as pictures of the island itself.
      2. Trouble at Fort Lapointe by Katherine Ernst      Summary: Suzette’s father enters a fur trading contest in hopes that he will be able to stay with his Ojibwe family all year instead of spending his winters in Montreal. However, he runs into trouble when is accused of stealing. Suzette must use her knowledge of both European and Native American culture to find the real thief.   Link: While this story does not take place on Mackinac Island, it gives insight to the lives of the Ojibwe tribe and the fur trade occuring at this time. Arianna and Luc meet members of the Ojibwe tribe when they travel back in time and the fur trade is a prominent piece of their family history.
      3. The Broken Blade by William Durbin    Summary: Pierre La Page signs up to be a fur trader for the North West Company, leaving his home in Montreal.  Link: This book is similar to the last one; the story does not take place on Mackinac Island, but gives insight into the lives of the French fur traders at the time. Arianna’s ancestors are French fur traders and her family history is integral to the story (the powder horn created by Jean Luc).

 

  • Additional Resources
    1. https://sandycarlson.com/
    2. https://www.mackinacisland.org/
  1. My Sources
    1. https://goodreads.com/
    2. https://sandycarlson.com/

 

Sample Narrative Activity by Anna Lampton, April 25, 2019

“Welcome to Galway, everyone,” our bus driver said as we got off the bus. We congregated around the bus waiting for our tour guide.

“It looks like our tour guide is running a little late, guys,” said Roberta, “why don’t you all go get some coffee and we’ll meet back in 15 minutes.” We really did need it; we had woken up at 4AM to get on the bus for this trip. Grace, Katie, and I wandered around the city center for a bit before finding a Starbucks.

“Ahh we finally made it home,” Grace said as we walked in. Of course Grace would say that; she is the dictionary definition of a coffee addict. After getting our drinks we walked around the city center for a couple more minutes before finding our way back to the bus. We joined the group just in time.

“Let’s begin the tour,” Roberta said, “this is our guide, Mary.”

“Hey guys! My name is Mary and I’m going to be showing you our beautiful city!” The tour went about the same as every other tour of an Irish city; Mary told us tragic stories of famous Irish authors and it started to rain in the middle of our tour.

“And this is our street market. Every Saturday for hundreds of years merchants have gathered here to sell their goods,” Mary told us proudly.

“Are those bagels,” Grace asked excitedly and ran off to a stand that was selling (admittedly) very delicious looking bagels.

“Grace! We’re in the middle of a tour you can’t just run off and buy bagels! GRACE,” I yelled and chased after her. When I finally caught up to her she was discussing cream cheese flavors with the guy behind the stall.

“So you said you have rosemary cream cheese? I have got to try that,” Grace said hungrily. She began digging in her pockets to find her money. “I thought I had two euros in here! Where are they,” she said grumpily. Grace always is grumpy when she gets hungry.

“Here Grace,” I said, taking off my backpack, “I have two euros.”

“You are my hero, Anna,” Grace said.

“Okay, okay, calm down it’s only two euros,” I said handing her the coins. As I was putting my wallet away, I noticed my grandpa’s wool sweater folded neatly in my backpack. Huh, I thought, I don’t remember packing that. Noticing how cold I was, I decided to put it on. As I slipped the sweater over my head, I noticed that the street market suddenly got a lot quieter. Wow this wool sure is thick, I thought. Although after I put my sweater all the way on, I realized that it wasn’t the wool sweater that muffled the noise. I looked around, totally lost. The street market was still there but everyone was dressed in old timey clothes. The men were wearing wool suits and hats. The women were wearing wool shirts and long skirts. I was very out of place in my sweater, leggings, and sneakers. I also noticed that there were a lot fewer stalls than before.

“Did you hear about the Lampton farm down the way? They lost all their crops to the British,” said one of the merchants.

“Let the Lord be with them,” the woman said as she took her potatoes from the merchant. That’s my family, I thought, what on earth is going on? Where am I? I decided that talking to the woman in my very out of place outfit was probably not a good idea. Well, I guess I’m just going to have to do a little exploring, I thought and I walked to the center of town where there were signs pointing in what seemed like a million directions. I found the one that said Lampton Farm and started walking in that direction. That is such a weird coincidence that I ended up in the same place as some woman talking about my family and I found a sign pointing me straight to them, I thought. I started on my way down a dirt road. I should probably ditch these clothes though if I want to talk to my family and not raise suspicions, I thought. However, before I had the chance I made it to a big field with a small farmhouse. The field was barren and looked like it had been dug up recently. I walked to the door of the farmhouse. Well it’s now or never I guess. And I knocked on the door. However, my knock made no noise. I tried again, and again, and again. My knocks never made any noise! Just then someone opened the door. I tried to jump back but it was too late. The man walking out of the door was already walking through me. Holy moly, I thought, my clothes don’t matter because they can’t even see me! I spun around to get a good look at the man’s face and nearly fell over. He looked exactly like my grandfather and he was wearing the same sweater as me. It was the same color and pattern and it even had the same hole in the elbow. The man was stomping around angrily and seemed very upset. He made his way over to the barren fields and looked down sadly.

“They take our crops and leave us nothing! Not even enough to feed our own families,” he said choking up. He put his face in his hands for a minute and then looked up. “I’m going to take my family to place where no one’s property is taken. A place where freedom is a right not a privilege.” He ran back to the house and I followed closely on his heels.

“Shannon,” he yelled, “get the kids! Pack our things! We’re going to America.” Just then I felt a hand on my shoulder.

“ANNA,” Grace yelled in my ear, “DO YOU WANT A BAGEL YES OR NO?” I looked around and the market was back to normal; I could hear cars passing in the street and the stalls were all back to normal.

“Uhh,” I said confusedly, “no. No thanks.”

“Your loss,” Grace said shoving her bagel in her mouth.

“Yeah, sure. Hey let’s get back to the group,” I said.

“Hey, do you think the street market was always like this,” Grace asked with her mouth full.

“Huh, maybe,” I said knowingly, “but probably not.”

 

 

* Disclaimer: neither Heinemann nor Fountas and Pinnell have produced the Publisher’s Catalogue or book and do not endorse/sponsor and are not otherwise affiliated with the Publisher and are not responsible for the Catalogue, service or product.

 

(MORE COMMON CORE/ TEACHER GUIDES TO COME)

 

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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