1. My Personal Timeline / Read Aloud and Class Discussion
Read the following books:
Goin’ Someplace Special, Patricia C. Mckissack & Jerry Pinkney
Quiet Hero: The Ira Hayes Story, S. D. Nelson
Thank you, Mr. Falkner, Patricia Polacco
Students discuss the challenges the characters’ faced.
Venn Diagram
Select two books from the Read Aloud. Choose the main characters from the two books you selected and write details that tell how the characters are different in the outer circles. Write details that tell how the characters are different in the outer circles. Write details that tell how the characters are alike where the circles overlap.
Reading Journal and Class Discussion
Island of the Blue Dolphins
In journals, students write the date and chapters they read. Stop periodically while reading and write about your thoughts in response to the book or use post-its to jot a quick response or to make a connection to a place on a page in the book. Share ideas with the group during a classroom discussion.
Class Read Aloud
Island of the Blue Dolphins, chapter 1-7
Vocabulary
Island of the Blue Dolphins
Before reading chapters 1-7, select 10 vocabulary words from the following list: cormorants, intruders, parley, kelp, league, mesa, ravine, cove, gulls, pelts, bale, surged, carcasses, glistening, abalones, idle, shirkers, fateful, headland, ample, shrouded, scan, yucca, awl, and forlorn. As a class, discuss the selected words. Students write the following information about each word in their reading journals: the word, definition, an example of the word, and a phrase that will help them remember the word. Students refer to the vocabulary while reading the text.
Comprehension Questions
Island of the Blue Dolphins, questions are located on the last page of this module.
Personal Timeline
Students complete a timeline of their lives that include challenges faced. Timelines can be made using adding tape or any other paper 3 ft. to 4 ft., long This is used in module 6.
2. Figurative Language / Figurative Language
Focusing on metaphors and similes, explain the meaning and provide examples of each word. Students share any familiar expressions and share in their opinion what they believe them to mean. Students research the actual meaning of the expressions and share with the class.
Class Read Aloud
Island of the Blue Dolphins, Scott O’Dell, chapters 8-14
Vocabulary
Island of the Blue Dolphins
Before reading chapters 8-14, select 10 vocabulary words from the following list: lair, gorged, nettles, rites, sinews, stunted, secure, crevices, glossy, omen, brackish, clamor, gruel, flank, wary, rival, forbade, stalking, guarded, and scarce. As a class, discuss the selected words. Students write the following information about each word in their reading journals: the word, definition, a synonym/antonym for the word, and draw an illustration that will help them remember the word. Students refer to the vocabulary while reading the text.
Comprehension Questions
Island of the Blue Dolphins, questions are located on the last page of this module.
Reading Journal
While reading chapters 8-14, write examples of figurative language, citing the chapter and the page number where the example is located.
Class Discussion
Karana has to be resourceful to build a new home. Using the book as a resource, discuss items she had to use because they were available to her in her environment that made her new home safe and comfortable.
3. Point of View / Class Read Aloud
Island of the Blue Dolphins, Scott O’Dell, chapters 15-21
Vocabulary
Island of the Blue Dolphins
Before reading chapters 15-21, select 10 vocabulary words from the following list: spit, lure, faggot, singed, leeches, thong, giddy, poisonous, shimmer, images, peer, broad, voyage, abandoned, numerous, and plentiful. As a class, discuss the selected words. Students write the following information about each word in their reading journals: the word, definition, a synonym/antonym for the word, and draw an illustration that will help them remember the word. Students refer to the vocabulary while reading the text.
Comprehension Questions
Island of the Blue Dolphins, questions are located on the last page of this module.
Author’s Point of View
In small groups, select a specific passage to act out using the point of view from a different character in the book. Next, in their journals, students rewrite the passage from their point of view.
Reading Journal
Write questions or things in the book that surprised you. When finished reading, look back over the questions, identify one question for discussion. Share selected question in small groups. Group members respond to the posed question. Record responses to the question you selected.
4. Story Map / Class Read Aloud
Island of the Blue Dolphins, Scott O’Dell, chapters 22-28
Vocabulary
Island of the Blue Dolphins
Before reading chapters 22-28, select 10 vocabulary words from the following list: anchor, reflection, fledgling, teetering, shield, gash, reproachfully, smelt, snare, quiver, vanquished, notched, gnawing, wreckage, horizon, gesture, crest, gleam, and ornament. As a class, discuss the selected words. Students write the following information about each word in their reading journals: the word, definition, part of speech, an adjective for the word, and act out the word to help them remember the word. Students refer to the vocabulary while reading the text.
Story Map
In small groups, assign four sections of the book. Each group creates a story map to summarize their section. In their story maps, students include the characters, plot, setting, problem and solution.
Comprehension Questions
Island of the Blue Dolphins, questions are located on the last page of this module.
Reading Journal
Jot down stories or experiences that you connect with as you read. In a small group, share your connections and talk about how they relate to the book.
5. Voicing Our Thoughts / Vocabulary Review
In small groups, students select 5 words to act out. The class decides which word the group is acting out by asking questions to the group presenting.
Webbing What’s On My Mind
In small groups, students share initial responses to the book. Then, the group brainstorms a web of issues, themes, and questions that they could discuss from the book. Using the web, the group decides on the one issue that is most interesting or causes the most tension to begin discussion. They continue their discussions by choosing from other ideas on the web. New ideas are added as they come up in the discussion.
6. Life of the Woman On San Nicolas Island / Heart Maps
After an initial discussion of the book, the group chooses a character they would like to think about further. On a big piece of paper, the group maps that character’s heart. The group discusses values and beliefs held by the character and the people or events are important to the character’s life. These are mapped into a heart shape, using spatial relationships, color, and size to show the relative importance of each idea and the relationship between ideas. Students share their Heart Maps with another group.
7. In My Opinion / Sketch to Stretch
After reading the book, make a sketch (a quick graphic/symbolic drawing) of what the story meant to you (not an illustration of the story) – your connection to the book. In the group, show your sketch, letting others comment on the meanings they see in the sketch before you share your meaning. Talk about your sketches with each other and discuss the different ideas raised by the sketches.
8. Life Changing / Graffiti Board
Place a big sheet of paper on the table. Each group member takes a corner of the paper. Next, students write and sketch their thoughts about the book in a graffiti fashion. The responses, comments, sketches, quotes, and connections are not organized. The major focus is on recording initial responses during or immediately after reading the book. When the group is ready to discuss, group members share their responses. The graffiti can then lead to webbing or charting to organize connections.
Modules 1-4
Comprehension Questions, Island of the Blue Dolphins
1. Karana mentions using of secret names. If you had a secret name, what would you choose and why?
2. What happens when the Aleuts leave the island? Will this affect Karana and her people? Use evidence from the text to support your answer.
3. Karana's people experience a tragedy and decide to leave the island. Why do you think they made the decision to leave the island?
4. Compare and contrast the items Karana packs with the items you would pack if you had to leave your home.
5. Why does Ramo miss the boat? Would you do what Karana does for anyone? Explain.
6. Karana confronts a tribal custom and to make a decision. What decision does she make and why?
7. Write the steps, in sequential order, Karana used to make the spear.
8. Karana faces a significant problem in Chapter 10. What is the problem, how does Karana solve it and how would you solve it?
9. Why are the stars important?
10. How does Karana feel to be back home? Use evidence from the text to support your answer. Describe a time when you felt like this?
11. What new understanding does your knowledge of sea elephants bring to the story?
12. Create a mental image of the setting. Use descriptive words to describe the setting of the story. Explain how the setting helps make this story possible.
13. Describe the relationship between Karana and the wild dogs.
14. Describe how Karana makes the spear and illustrate and label the spear.
15. In chapter 20, what significant event happens and how does Karana respond?
16. Does Karana trust Tutok? Use evidence from the text to support your answer.
ELA, Office of Curriculum Development© Page 4 of 4
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.