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TEACHING RESOURCE
ISBN 10: 1-55448-041-8
ISBN 13: 978-1-55448-041-8
© 2005 Rubicon Publishing Inc.
Teacher’s Guide: Predators
by Jack Booth
ISBN 10: 1-55448-041-8
ISBN 13: 978-1-55448-041-8
All rights reserved. Except for the Reproducible Masters, no part of this publication
may be reproduced, stored in a database or retrieval system, distributed, or
transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the Publisher.
Every reasonable effort has been made to acquire permission for copyright material
used in this book. Any errors or omissions called to the Publisher’s attention will be
corrected in future printings.
Printed in Canada
BOLDPRINT is also available in French
table of contents
BOLDPRINT Student Books..................................................................... 2
BOLDPRINT Teaching Resource............................................................... 3
Predators
Literacy Assessment Checklist.................................................................. 4-5
Introducing the Theme................................................................................. 6
Contents Chart............................................................................................... 7
Teaching Suggestions for Reading Selections in Predators
Jaws ......................................................................................................... 8
The Shark ................................................................................................ 9
Eight is Enough .................................................................................... 9
I Hunt Alone ........................................................................................ 10
The Eagle ............................................................................................. 12
Death from Above ............................................................................... 12
Leiningen Versus the Ants ................................................................. 13
Traps and Poisons ............................................................................... 14
Stranglers ............................................................................................... 16
Polar Bear Patrol .................................................................................. 17
Strength in Numbers ........................................................................... 18
The Friendly Lion ................................................................................. 19
The Ungrateful Tiger .......................................................................... 20
Reproducible Materials
1. Assessment Focus.........................................................................24-25
2. Self-Assessment Profile..................................................................... 26
3. Genre Cards...................................................................................27-43
4. Reproducable Masters ..............................................................44-47
#1 Analyzing Ads............................................................................ 44
#2 Describing Leiningen................................................................ 45
#3 Stranglers.................................................................................... 46
#4 Describing the Characters........................................................ 47
5. Project Cards...................................................................................... 48
2
BOLDPRINT Teaching Resource
boldprint student books
The selections and activities in the BOLDPRINT Student Books have been chosen and designed
to pose ideas, problems, and situations of immediate and emerging interest to students. The
material is presented in visually attractive ways to capitalize on the impact of lively graphics and
illustrations in partnership with powerful print text.
THEME
Each Student Book is organized around a general theme or conceptual cluster because we believe
students learn more readily and stay involved when content is presented holistically rather than
in isolated segments.
Each BOLDPRINT Student Book opens with a specially designed two-page introduction that
serves as an invitation to students to think about the theme. The introductions vary from theme
statements to poetry to quotations and more.
READING SELECTIONS
The selections in the BOLDPRINT Student Books were carefully chosen to motivate and involve
students emotionally, intellectually, and imaginatively. They encompass a wide selection of
genres and formats, including graphic stories, short stories, informational texts, reports, profiles,
poems, interviews, scripts, essays, personal commentaries, etc.
ACTIVITIES
Each reading selection is accompanied by activities that act as scaffolding to support the reading,
understanding, and enjoyment of the selection; as well, speaking and writing extension activities
lead students beyond the selection into their real-world contexts.
Keywords: Words that students might find challenging are highlighted and defined in context
at the bottom of each page. Draw these words to the students’ attention and have them use
them in some way to consolidate their understanding of the words’ meanings.
4Before Reading
Warm Up: These activities prepare students to think about the topic and motivate them to
read on. By drawing on background knowledge and inviting discussion, the activities allow
students to anticipate and predict the direction and content of the selection. Warm Up
activities are usually oral rather than written.
4During Reading
Checkpoints: Checkpoints ask students to stop and think about something they have just
read. They are used to help students clarify the meaning of difficult words or phrases, or
to look at graphic features of the text in order to provide scaffolding for comprehension.
Depending on the length of the piece, there may be one to four Checkpoints. Occasionally,
there are no Checkpoints (for example, in poems or graphic stories), since stopping to address
a Checkpoint could interfere with the reading of the piece.
4After Reading
Wrap Up: These literacy opportunities generally include one activity focused on comprehension
and at least one other activity designed to ask the students to move beyond the text. These
activities often involve an oral, written, or graphic response related to the theme or action in
the piece.
Web Connections: In Web Connections, students are encouraged to use technology for
learning and are asked to research, communicate with people outside the classroom on the
topic, or collaborate to create a product or presentation.
boldprint teaching resource
To support teachers’ practice, the BOLDPRINT Teaching Resource offers:
1. A Contents Chart showing, for each selection in the Student Book:
Genre, Reading Level, Reading and Responding Strategies
2. Information about each reading selection in the Student Book:
• genre
• the reading level:
4 – accessible; 44 – requires some guidance; 444 – requires focused support
The criteria used for assessing difficulty level of the reading selections include: content,
line length, length of selection, number of difficult words, applicability to lives of
students, applicability to the curriculum, complexity of ideas, complexity of sentence
structure, and graphic support.
• summary or description of the selection
3.Suggestions accompany each reading selection to support or extend the Before Reading,
Warm Up; During Reading, Checkpoints (in the Teaching Resource, references are
numbered); After Reading, Wrap Up.
4.The literacy strategies called for in each activity.
5.Additional Activities to use with students after they have read the selection:
Revisiting the Text: a series of prompts that teachers can use with students to clarify, explain, modify, and enrich students’ comprehension of the reading selection.
optional activitiesthat lead students to revisit the selection and extend their learning.
6. Reproducible Masters: graphic organizers, story starters, writing planners,
assessment profiles, etc.
7. Project Cards suggesting projects related to the theme of the Student Book.
8. Genre Cards presenting strategies for reading and writing in a particular format.
9.
Assessment Opportunities: Teachers have many and varied opportunities to assess student
achievement through the reading, writing, and small group discussions which BOLDPRINT
activities generate. The tasks students will be involved in present ways to demonstrate what
they know, what they can do, and what they value. Open-ended performance-based activities
will provide evidence of students’ proficiency or indicate areas where more focus is required
for success. Student responses can be collected as data for their portfolios.
All the Wrap Up activities following the selections in the BOLDPRINT series provide rich
opportunities for teachers to assess their students’ understanding and achievement.
In BOLDPRINT Teaching Resources, there are four Assessment Focus sections. Each of the
four Assessment Focus examples deals with a different genre and with one of the Wrap Ups
following the selection. The reading and responding strategies the students will be expected
to use are highlighted. In addition, there are bullets describing the kinds of evidence teachers
should be looking for in order to determine how well students are doing in using literacy
strategies to read and respond to the texts.
10.The Self-Assessment Profile will help teachers assess a student’s interest and proficiency in
using a range of literacy strategies. This will help the teacher decide how and where to intervene
to address individual students learning needs.
3
4
Literacy Assessment Checklist
Check your students’ progress in using the strategies that follow.
Preparing for Reading
• Understands the purpose for reading
• Draws upon prior knowledge
• Previews and overviews the text
• Anticipates and predicts
During Silent Reading
• Makes connections to personal experience, to other texts, and to the world
• Questions the text
• Makes inferences
• Verifies predictions
• Determines the central idea or key issues
• Uses details to clarify and strengthen meaning
• Visualizes the text, makes mental representations
• Finds coherent patterns in the text
• Summarizes during reading
• Integrates information from various parts of text
• Engages with the text
• Forms opinions, judgments, evaluations, and conclusions
• Interprets, analyzes, and appreciates the text
• Examines intent, validity, and authority of authors
• Responds emotionally, empathizes, and recognizes perspectives
• Transfers new learning to new occasions
• Monitors comprehension
• Rereads to clarify
• Uses context to make meaning
• Tracks large amounts of information
• Reviews and retains information
• Gathers and selects information
• Sorts and organizes ideas
• Marks and highlights the text
• Skims and scans
• Uses fix-up strategies as needed
• Recognizes difficulties and strengths
• Adjusts rate of and approach to fluency
• Recognizes most words automatically
• Solves unknown words
• Uses signal words
• Notes specialized vocabulary
• Understands expressions and figurative language
• Notices genres, text features, formats, and organizational patterns
• Recognizes language structures and conventions
• Uses graphic and visual information
Reacts and Responds to Reading
• Talks about the text: brainstorms, discusses, debates, questions,
persuades, presents
• Retells, recounts, paraphrases, dramatizes, improvises, storytells
• Reads orally: proves a point, clarifies a problem, participates in shared
reading, choral reading, and scripts; sings, makes tapes, works with
buddies, presents reports and narrative writings
• Parallel reads: author study, theme, genre study, independent reading
• Researches using websites, references, interviews, reports,
surveys, information
• Writes: mind maps, notes, journals, wordplay, essays, reports, poems,
stories, scripts
• Creates visual responses using art, visual organizers, graphs, charts
• Builds language power with vocabulary, phonics, spelling, wordplay,
sentence structure, punctuation, idioms and expressions, literary terms
• Incorporates technology
• Revises and edits written work for publication
Understanding the Literacy Genres
Different types of communication possess different characteristics and often different
structures, depending on the purpose or intent of the writer, and the requirements of
the reader. Literacy depends on the ability to navigate multiple genres to know how
to read, write, and discuss different types of text. Each form or genre of text requires
a different set of strategies for reading and writing, and students need instruction in
adapting to the requirements of each genre.
We read and write narratives differently from instructions; we read and write poetry
differently from explanations. Students need to master the requirements of the
different genres so that they can come to understand how each genre functions and
how to interact with each text form, as well as how to construct their ideas inside the
expectations of a genre. We want our students to learn about literacy forms so that they
will develop an awareness of how the different forms of language function.
GENRE CARDS
The genre cards offer students prompts and cues for reading and writing in a particular
text form. They can be used as mini-lessons for the class, or distributed to a student
or to a group of students as a guide for the reading and writing that accompanies a
particular text in the BOLDPRINT anthology. Over the years, students should have
opportunities to work in a variety of genres so they can develop an awareness of how
different text forms function, and how the different forms interconnect.
In this Teaching Resource, you will find genre cards that offer support for reading
and writing: Stories, Poetry, Memoirs, Explanations, Opinions, Reports, Articles,
Instructions. Check the table of contents for page references.
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6
PREDATORS: Teaching Resource
Grade Level: 7
About the Book
They hunt alone. They hunt in packs. They’re on land, in the air, and in the sea. Through
articles, true accounts, fictionalized tales, and other genres, the students are brought into
the dangerous world of predators.
Previewing the Themes and Issues
• To lead the students into the world of the predators they will meet in the selections in
the book, have them look at the Table of Contents. Discuss the various genres that are
represented. Do any selections particularly interest them?
• After reading the introduction, “The Kill,” pages 4-5, discuss the concept of prey and
predator. Which is which in this description involving two kinds of dinosaur? Is this an
appropriate introduction to the book? Why or why not?
Making Connections
There are more nature shows on TV now than at any other time in the history of television.
Many of the programs show how, in the natural world, one kind of animal preys on
others in order to survive. Discuss the predator and prey situations the students have
seen in these programs.
Curriculum Links
Social Sciences, Science
Selection
Jaws
Genre
Informational
article
Level Main Reading Strategies Main Responding Strategies
44
•Making Lists
•Visualizing
•Summarizing
•Writing descriptions
•Creating ads
•Planning, organizing
The Shark
Poem
4
•Making meaning
through context
•Skimming and scanning
•Dramatic reading
•Writing poetry
Eight is Enough
Article
44
•Noting details
•Connecting text to self
•Written and oral responses
•Analyzing and evaluating ideas
I Hunt Alone
True
account
444
•Making notes
•Predicting outcomes
•Defending a choice
The Eagle
Poem
4
•Recognizing genres and styles
•Building vocabulary
•Sharing personal responses
Death from Above
Newspaper
article
444
•Identifying types of
organizational patterns
•Sorting ideas using
visual organizers
•Writing scripts
•Role-playing
Leiningen Versus
the Ants
Graphic
story
4
•Analyzing the features and
format of a text
•Interpreting nonverbal texts
•Supporting opinion
•Planning, organizing
Traps and Poison
Informational
article
444
•Connecting text to the world
•Creating charts
•Perspective taking
Stranglers
Profiles
44
•Activating prior knowledge
and experience
•Making judgments
•Writing paragraphs
Polar Bear Patrol
True
account
4
•Making inferences
•Making lists
•Creating ads
•Working cooperatively
Strength in Numbers
Profiles, true
account
444
•Identifying key ideas
and information
•Understanding viewpoints
•Creating collages
•Writing paragraphs
The Friendly Lion
Poem
4
•Activating prior knowledge
and experience
•Making meaning through context
•Reconsidering and reordering
•Writing poetry
The Ungrateful Tiger
Fable
44
•Predicting outcomes
•Making inferences
•Perspective taking
7
8
Note: The literacy strategies
refer to activities in both the
BOLDPRINT Student Book
and the Teacher’s Resource.
JAWS (Student Book page 6)
Genre: Informational article
Level: 44
About the Selection: Ever since the movie Jaws, from the 1970s, brought this predator to
everyone’s attention, the great white shark has captured our collective imagination. This
article talks about this top predator and the precautions modern science is using to protect
the people who want to enter its domain.
Keywords: potentially, conductors, electrical pulses
BEFORE READING
Warm Up
• Making lists
As the students share their knowledge, make a chalkboard list of the various sea animals
they come up with. Afterwards, classify them. They probably won’t all be fish. Some
research might be necessary to find out what they are. For example, what family of animals
does an octopus belong to?
DURING READING
Checkpoint
• Visualizing
Have the students use the chalkboard to illustrate the direction of the shark’s attack.
Seeing the sketches on the board should help them explain why this attack is so effective.
AFTER READING
Revisiting the Text
1. How is this article organized? Are there subtitles for different sections? Why are
subtitles used?
2. What is the maximum size of a great white shark’s tooth?
3. How would you define the verb “spy hop”?
4. What does electricity have to do with protecting surfers from sharks?
Wrap Up
• Writing a description
in point form
• Creating an ad
1. After the students have shared their responses, create a collaborative point form list of
why the great white is a perfect killing machine. Stress the format – point form – short
sentences or just words and phrases; bullets or numbers for each point.
2. After the ads have been designed and posted, students could discuss similarities and
differences. How did different people use the same information in different ways?
How was the space used? How much text was used? How were graphics/illustrations
used? Students could use reproducible master #1 on page 44 to analyze the ads.
Web Connections
• Planning, organizing
After they’ve done their research, the students could decide how to share their findings –
orally, displays, discussion, presentation, etc.
Extending the Theme
• Writing an
informational report
• Summarizing
Imagine you work for a local aquarium, like Sea World. Prepare an informational card in
point form that is displayed on the viewing glass wall of the great white shark tank.
THE SHARK (Student Book page 9)
Genre: Poem Level: 4
About the Selection: John Ciardi presents a grim warning to the readers of “The Shark.”
BEFORE READING
Reading this poem aloud to the students before they read it could help capture the mood
and menace of John Ciardi’s writing.
DURING READING
• Dramatic reading
Students could read this poem aloud in pairs. Each one reads to the next period ending a
sentence until the poem is finished. Switch parts.
AFTER READING
Revisiting the Text
• Recognizing genres
and styles
• Skimming and scanning
• Making meaning
through context
• Writing poetry
1. What is the shark’s “one dark thought”?
2. Poems can have different rhyme schemes. Which lines in this poem rhyme?
3. If you were going to choose one line from the poem as a new title for the poem, which
line would you choose?
Wrap Up
After the students have identified the words that describe how a shark eats, write them on
the chalkboard – gulper, ripper, snatcher, grabber, etc. Challenge the students to use another
form of each word in a sentence about sharks with their partners (e.g. ripper = ripping)
Extending the Theme
Perhaps using the line chosen from the poem as a new title, use the same rhyme scheme
as John Ciardi did, to write a four- or six-line poem about a different kind of shark.
EIGHT IS ENOUGH (Student Book page 10)
Genre: Article
Level: 44
About the Selection: Fish aren’t the only predators in the sea. The students will find out
about the dangerous octopus in this profile. They’ll probably find out several interesting
things they didn’t know before.
Keywords: venom, ambush
BEFORE READING
Warm Up
After the students have brainstormed with a partner, extend the activity to include
the entire group. Make a chalkboard list of the things the students think they know
about the octopus. Afterwards, they can add to/delete/alter the list when they have
more information.
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10
DURING READING
• Calculating
• Analyzing and
evaluating ideas
• Finding signal words and
building vocabulary
Checkpoints
1. With this little math challenge, the students should arrive at a figure of 2,000 – eight
tentacles x 250 suction cups per tentacle.
2. Greek language origin: okto = eight, pous = foot. The plural form of many words ending
with “us” is spelled with “i.”
3. Write the word “regeneration” on the chalkboard. Let the students decide where
the syllabication lines should go. Challenge them to keep an ongoing group list of
five-syllable words they come across.
AFTER READING
• Building vocabulary
Revisiting the Text
1. The octopus lives in the ocean, but it is not a fish. What is it?
2. How would you define the word “regeneration”?
3. What does an octopus do that could be called “camouflage”?
4. What does an octopus do that could be called “diversion”?
Wrap Up
• Connecting text to self
1. Let the students have a group discussion about the octopus weapons they wish they
had. How would they use them? In what kinds of situations would the weapons be useful?
• Noting details
Assessment Focus
See page 24
2. Have each pair of partners compare their Octopus Fact Card with another pair of partners.
They can then see how each pair used the same information.
• Presenting
Some students could work together to figure out how to share and present what they find.
• Written and oral responses
• Finding signal words
and building vocabulary
Web Connections
Extending the Theme
1. Go back to the fact list you developed in Warm Up. What changes/deletions/additions
would you make now that you have read the article? Work in pairs to come up with an
“Octopus Challenge.” Put key octopus words on slips of paper. Then challenge another
pair to pull out a word and use it in a sentence about octopi.
2. Students might be able to suggest other words that begin with the prefix “octo” –
October, octagon, octogenarian, etc.
I Hunt Alone (Student Book page 12)
Genre: True account
Level: 444
About the Selection: This selection has two parts. In the first, the students will read about
the large, powerful predators that prefer to hunt alone rather than in packs. Bears,
tigers, and crocodiles are described. The second section presents three true accounts of
predator/human incidents including that of a brave young boy whose actions got him the
Medal of Bravery from the Canadian government.
Keywords: carnivores, agility, muster, instinctive, remote
BEFORE READING
Warm Up
The students might refer to movies, TV shows, books, magazines, newspapers, etc. in
which they have heard about animal attacks on people. They could hypothesize about
what is often the cause of these attacks, e.g. surprise, protecting young, being
cornered, etc.
DURING READING
Checkpoints
• Making notes
• Predicting outcomes
and building vocabulary
• Understanding
viewpoints
1. As the students read, they could make point form notes about the special weapons
and techniques that are mentioned. Afterwards, they could share their findings.
2. Discuss what they think is going to happen next. Refer the students back to the title of
this section – “Growling to Stay Alive.” What might that mean?
3. The students should choose “instinctive reaction.” Discuss the meaning of that term.
4. Discuss the things that would lead the audience to think it was part of the act.
AFTER READING
Revisiting the Text
1. What are the largest carnivores in North America? What other kinds of animals might
be larger?
2. What strange thing did Julius do that seemed to frighten the bear for a moment?
3. Although there was no permanent damage to the children, the incident did have an
effect on Julius. What was it?
4. What words would you use to describe Alicia Sorohan?
5. Which sentence in the tiger attack report says that it is always dangerous when
working with predators?
Wrap Up
• Defending a choice
• Writing descriptions
• Using technology
to research
1. Have the students share their words with a partner or two. They should be ready to
explain why they chose those words.
2. Have the students share their emails. Display them under the three selection headings
so the students can see how others described the same events.
Web Connections
Let the students decide who should be responsible for finding out about each predator.
Let them decide on how to share the information they find. As well, someone could find
out if Roy Horn ever did return to the act.
Extending the Theme
• Visualizing
Look back at the pictures from this selection. Choose one of the predators. Describe the
animal to your partner. Can he or she tell what animal you are talking about without
seeing the picture?
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12
THE EAGLE (Student Book page 18)
About the Selection: Alfred, Lord Tennyson describes the mighty eagle in this graphically
illustrated poem.
Keywords: crag, azure
BEFORE READING
Before the students read the poem, discuss what they know about eagles. Where do they
live? What do they eat? The students may have to do some research to help them with
their answers.
DURING READING
Checkpoint
• Recognizing genres
and styles
• Recognizing
literary terms
As the students discuss the poem’s rhyme scheme, elicit terms like verse/stanza to
describe the organization of the poem.
AFTER READING
Revisiting the Text
1. Why does the poet use the words “crooked hands” instead of claws or talons?
2. How does the poet describe the look of the waves on the sea?
3. What is the simile in the last line?
Wrap Up
• Sharing personal responses
After the students share their ideas with partners, have a larger group discussion to hear
how other students use language to convey their thoughts.
Extending the Theme
This poem is beautifully illustrated. Discuss the definition of an adjective. Brainstorm a
list of adjectives that could be used to describe this illustration. Write a short description
of the image using these words.
DEATH FROM ABOVE (Student Book page 19)
Genre: Newspaper article
Level: 444
About the Selection: This selection contains information about birds of prey – their
hunting techniques and special physical adaptations for hunting. As well, there is a
newspaper article about a flock of unusual black vultures.
Keyword: ewe
BEFORE READING
Warm Up
As the students discuss birds of prey, write a few key words on the chalkboard to focus
their thinking, e.g. physical characteristics, weapons, techniques, names of some birds of
prey, etc.
DURING READING
Checkpoints
1. The students should deduce that the word is raptors. They may know other uses for
that word. Having a dictionary available would be useful to see how the word can be
used for different things.
• Connecting text to self
2. If the students don’t come up with it, bring the term “food poisoning” into
the discussion.
• Identifying types of
organizational patterns
3. Discuss the characteristics of a paragraph at this time. They are looking at the topic
sentence of this paragraph.
AFTER READING
Revisiting the Text
1. What does the title of this selection have to do with the FYI on page 19?
2. Which birds of prey fit under the raptors category?
3. What is different about the head of a vulture? Why is it like that?
4. In the newspaper article, what did the farmer do to prove his theory?
• Sorting ideas
using visual organizers
• Writing a script
• Role-playing
to research
Wrap Up
1. After the students have shared their sentences with a partner, have a large group
categorizing game. Write “All Birds of Prey,” “Some Birds of Prey,” “Usually, Birds
of Prey,” on the chalkboard. Have different students say a word or group of words
using information from the selection (e.g. bald heads, eat lambs). Other students suggest
which heading to put the information under.
2. Give the students time to script and rehearse the conversation before they role-play it
to the group.
Web Connections
Students could decide how to display their findings. Could they find pictures?
Extending the Theme
There are birding clubs in most communities. Find a local person who would be willing
to visit and present more information about the birds of prey that are locally present.
LEININGEN VERSUS THE ANTS (Student Book page 22)
Genre: Graphic story
Level: 4
About the Selection: This graphic story depicts the war that Leiningen wages against
an army of ants intent on destroying everything in its path, including Leiningen’s
plantation in the Amazon jungle.
13
14
BEFORE READING
Warm Up
You might want to expand the definition of insects a little bit or at least clarify. For
example, some students might mention spiders, which are not technically insects. They
could research later to find out what they are.
DURING READING
• Analyzing the features
and formats of a text
Although there are no actual Checkpoints, the students could discuss the format of this
graphic story. The narrative boxes are meant to be read before the dialogue balloons.
AFTER READING
Revisiting the Text
1. Because of the title of this selection, what conclusions did you draw when you read the
dialogue balloons in the first panel?
2. What does Leiningen think human beings have that can conquer anything, including
nature?
3. What was Leiningen’s first line of defence?
4. How did the ants overcome Leiningen’s last defence?
5. What did Leiningen do to protect himself when he had to go to open the dam?
6. What finally defeated the army of ants?
Wrap Up
• Supporting opinion
• Interpreting
nonverbal texts
Assessment Focus
See page 24
to research
After the students have shared their words with partners, have a large group discussion
of their ideas. Categorize the words and phrases they come up with. Which are nouns,
adjectives, phrases, etc.? Students can use reproducible master #2 on page 45. Have
students look at how the last frame is illustrated. How has the artist conveyed Leiningen’s
personality and the opinion of his friend and workers?
Web Connections
In case they don’t find it, the movie version of this story was The Naked Jungle, released
in 1954. The students could see if it is available for renting. This could even be a group
viewing experience.
Extending the Theme
Plan a “Nature Versus People” display. It could include books, film lists, newspaper
articles, etc. that deal with events that put people in conflict with different forces of
nature as happened in “Leiningen Versus the Ants.”
TRAPS AND POISON (Student Book page 26)
Genre: Informational article
Level: 444
About the Selection: Some use traps, some use webs, but all spiders are predators. There
are 35,000 species of spiders and they live in just about every habitat on the planet. This
article and its accompanying close-up photographs take the students into the fascinating
world of arachnids.
Keywords: paralyze, habitats, burrow
BEFORE READING
Warm Up
After the students have shared their prior knowledge about spiders, develop a collaborative
group list of information. Have the students decide categories or heading under which
their information can be listed, e.g. appearance, kinds of spiders, habitat, etc.
DURING READING
Checkpoints
• Connecting text
to the world
1. The students should locate the phrase “fear and fascination.” Discuss whether or not
those two feelings are mutually exclusive. Could someone feel both fear and fascination
about spiders? How?
• Interpreting
nonverbal text
2. Discuss how the photograph of the net-throwing spider matches up with the information
in the text.
3. The information in this paragraph shows that the tarantula doesn’t use a trap door or a web.
Discuss words that could describe the tarantula’s technique, e.g. ambush, surprise, etc.
AFTER READING
Revisiting the Text
1. What are the differences between insects and spiders?
2. How does the net-throwing spider use its web differently from other spiders?
3. What signals the trap door spider to come out of its burrow?
4. What is the word used to name the material that spiders create to build their webs?
Where else do we use that term?
5. How does the writer use subheadings in the article to divide the information?
Wrap Up
• Creating charts
• Role-playing
to research
• Researching
and presenting
1. After the students have shared their statements, have them work in pairs to create a
two-column matching quiz. They have to choose five of their statements and divide
them into two parts, e.g. some spiders are as small as the head of a pin, but some are
as big as a plate. Students mix up the beginnings and endings in the two columns. See
if other students can connect the proper beginnings to the endings.
2. Be sure to stress that not everyone reacts to spiders in the same way. Afterwards
discuss and role-play how a collector or a nature photographer might act, noting
their differences.
Web Connections
The students should be able to find some extraordinary photographs. Maybe someone
could find some to download and print for a display.
Extending the Theme
Discuss the two roots of the word for fear of spiders, i.e. “arachno” and “phobia.” Phobia
comes from the Greek language and means fear. Research what other phobias there are.
List all the different phobias you can find.
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STRANGLERS (Student Book page 30)
Genre: Profiles Level:44
About the Selection: These snakes called constrictors eat everything from rats to
antelopes. The students will see close-up photographs and read the profiles of these
fascinating reptile predators. Included is a map that shows their habitats.
Keywords: reticulated, stealth, capybaras
BEFORE READING
Warm Up
After the students have discussed the question in the Warm Up, take a look at how the
selection is organized. Before they read the entire selection, have them read the section
headings and predict what kind of information might be included under each heading.
DURING READING
• Activating prior knowledge
and experience
• Interpreting
nonverbal texts
Checkpoints
1. The students should pick out “suffocates.” Discuss other situations in which that word
or a form of it is used, e.g. suffocating, suffocated.
2. After the students have identified the location, can they find it on the map on Student
Book page 34?
AFTER READING
Revisiting the Text
1. How would you define the word “constrictor”?
2. Which three constrictors are profiled in this selection?
3. Which strangler is found only in South America?
4. Which big cat is the Anaconda known to eat? How do you think that could happen?
5. Which two of the constrictors do most of their hunting in and around water?
6. How are the captioned photographs related to the sections?
• Asking questions,
• Making judgments
• Writing paragraphs
• Presenting
• Connecting text
to the world
Wrap Up
1. As the students share what they wrote, see if the partners can answer any of the
remaining questions. Afterwards, have a large group discussion about the remaining
things students want to find out. How might they find the information and share it?
Students can use Reproducible Master #3 (top portion) on page 46.
2. Before the students write and share their paragraphs, discuss the characteristics of a
paragraph, i.e. topic (opening) sentence, related sentences, closing sentence.
Students can use Reproducible Master #3 (bottom portion) on page 46.
Web Connections
Students can decide how to make a display to share their findings with others. Will they
be able to find photographs? Make illustrations? How could they use an audio component?
Extending the Theme
Many S.P.C.A. or other local agencies or clubs have someone who might visit the class
with a constrictor for a question and answer activity. Research to find out if it’s possible
in your area. If not, locate a nature documentary DVD at the library to share with your class.
POLAR BEAR PATROL (Student Book page 36)
Genre: True account
Level: 4
About the Selection: You can build the highways and houses, but as this true account
depicts, you can’t change the migratory habits ingrained into polar bears for thousands
of years.
Keywords: perimeter, immobilizing
BEFORE READING
Warm Up
Having a wall map would be useful as the students discuss what they know about animals
that migrate at various times of the year. As a starter, see what birds the students are
familiar with that they don’t see in winter but do see at other times of the year.
DURING READING
Checkpoint
• Perspective taking
• Making inferences
Discuss how the phrase “tasty treats” could have a different meaning depending on
whether you’re talking about the children or the bears.
AFTER READING
Revisiting the Text
1. Does the date that Halloween falls on cause a bear problem?
2. What might attract the bears to come into town?
3. The bear patrol doesn’t use guns. What do they use?
Wrap Up
• Creating ads
Assessment Focus
See page 25
• Making lists
• Working cooperatively
• Sorting ideas
• Using visual organizers
• Writing descriptions,
explanations
1. Have the students share their newspaper ads. You might even make a collage/display
so they can see how others handled the same task.
2. After the students have discussed in small groups, expand the discussion to
include the whole group. Make a list of the “Safety Hints” that could be posted
around Churchill.
Web Connections
Use the wall map to have the students trace the route the polar bears follow on their
migration. Many of the students may not be familiar with the territory involved.
Extending the Theme
Pretend you are an inventor with an unlimited budget. Create a suggestion for the
perfect solution for Halloween next year in Churchill. How will your invention solve the
problem? Share your ideas with the class.
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STRENGTH IN NUMBERS (Student Book page 38)
Genre: Profiles, true account
Level: 444
About the Selection: On land or in the sea, these predators prefer to hunt in packs to bring
down their larger prey. The selection includes details from an actual tragic incident that
involved wolves and their caretaker in a wildlife reserve.
Keywords: stamina, tragic
BEFORE READING
Warm Up
As the students recount their experiences, draw their attention to the title of this
selection. How does it relate to what they are discussing?
DURING READING
Checkpoint
• Understanding viewpoints
1. Have the students jot down their ideas. After reading the entire selection, they could
share their ideas. Some students may have prior knowledge about how wolves decide
on the pack order.
2. Let the students explore two possible arguments – no more school trips or school trips
with new precautions. What reasons would each side put forth?
AFTER READING
Revisiting the Text
1. All of the predators mentioned in this selection hunt in groups. What are the different
names used for those groups?
2. In your own words, how would you explain the phrase “team tactics”?
3. Which picture depicts one animal showing he is higher in the pack than the other animal?
4. Describe the difference in appearance between those two. Look at the mouths, ears,
and fur.
5. What did Ms. Wyman’s inexperience on the job have to do with the tragedy?
Wrap Up
• Identifying key ideas
and information
• Creating collages
Assessment Focus
See page 25
1. After the students have written their sentences, have them share their ideas with a
partner or two. Afterwards, make collages under the appropriate animal headings of
the students’ sentences. They should see how others use language to relay the
same information.
• Writing paragraphs
2. Before the students write, talk about the structure of a paragraph – topic or opening
sentence, developing sentences, closing sentence. Afterwards, discuss the points of
view that arise. Have the students try to see different points of view and how they
would be expressed.
• Connecting text
to the world
Web Connections
The students will likely be surprised at the rarity of attacks by wolves on people. Discuss
how movies, legends, etc. have given people the wrong idea.
Extending the Theme
• Working cooperatively
• Understanding
viewpoints
Debate whether you think zoos are good or bad. Work in a group to put together ideas
to support one side or the other in this debate. You might have to support a view that
you don’t personally believe in. In your group, decide how you are going to present your
point of view.
THE FRIENDLY LION (Student Book page 42)
About the Selection: Like the spider and the fly, this poem deals with an invitation from a
friendly lion that might not be so friendly after all.
BEFORE READING
This activity will likely promote some lively discussion. As students talk, draw attention
to phrases that might arise, e.g. gut feeling, trust your gut, too good to be true, etc.
DURING READING
Checkpoint
Discuss what the term “vegetarian” means and how sincere the lion is about being one.
AFTER READING
Revisiting the Text
1. Why is this lion being so friendly? What is he really trying to do?
2. This lion seems friendly, but is he really? What other words would you use to describe
the lion?
Wrap Up
• Reconsidering and
reordering
• Writing poetry
After the pairs have rewritten the poem, have them share their new versions with other
partners to see how similar or different the versions are. Afterwards, collaborate on a
large-group version to help the lion be more successful. Will they add new lines, new
rhymes?
Extending the Theme
• Activating prior
knowledge and experience
• Making meaning
through context
• Sharing personal
responses
Write a profile of another lion (male or female) you have seen in a movie, read about, or
heard about. Include the name, where it lives, what it’s like, and any other information
you have.
Read your profile to a partner or two. If you left the name out, would anyone be able to
figure out your lion’s name? If not, could you explain where you got your information?
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THE UNGRATEFUL TIGER (Student Book page 44)
Genre: Fable
Level: 44
About the Selection: In this Korean fable, a young man frees a tiger trapped in a hole. The
tiger’s response is not what the young man expected. It takes a wise hare to set things right.
Keyword: stammered
BEFORE READING
Warm Up
As the students discuss the proverb “One good turn deserves another,” make a
chalkboard list of key words and phrases that come out, e.g. fairness, being fair,
gratitude, payback, kindness, etc.
DURING READING
• Predicting outcomes
• Analyzing and
evaluating ideas
• Making inferences
Checkpoints
1. Discuss why it might not be a good idea. Refer to the previous paragraph. What did
the tiger say? What hint is there in the title of this fable?
2. Discuss the idea of point of view here. Each animal is seeing the situation from its own
perspective. How would the students sum up what the young man is feeling – in a
phrase or in one sentence?
3. Discuss how the young man seems to be running out of options. What might he do
next to save himself from the tiger?
4. This is a clever hare. Discuss what the hare might be thinking at this time. What is the
tiger thinking?
AFTER READING
Revisiting the Text
1. Why did the story need to have the young man come from another village?
2. When the tiger first spoke to the young man, what did he want the young man to
think of him?
3. What was really going through the tiger’s mind at that time?
4. In what ways were the ox’s opinion and the tree’s opinion about people similar?
5. Why did the tiger jump back into the hole?
6. How was the hare’s opinion different from the opinion of the ox and the tree?
7. Most fables with talking animals use illustrations rather than photographs. Talk about
the effectiveness of this selection’s format.
• Sharing personal
responses
Wrap Up
1. Let the students work in groups of three or four to share their sentences. Some of their
choices will be the same, but they will get to hear how others expressed their thoughts.
Afterwards, write the names of all the animals on the chalkboard. Let the students
share their sentences about each one. Students can use Reproducible Master #4 (top
portion) on page 47.
• Summarizing
• Recognizing literary
terms (moral)
to research
• Understanding
viewpoints
2. Before the students write, discuss various messages the fable might contain. Listen
for concepts and vocabulary like flattery, fairness, trust, belief, faith, etc. Perhaps,
make a chalkboard list of the words as prompts for the students’ writing of the moral
or lesson. Afterwards, share their various morals. Some will be similar; some will be
different. Let them hear how others responded to the same task. Students can use
Reproducible Master #4 (bottom portion) on page 47.
Web Connections
After the students have shared their findings, have them check out the school or local
library to see if any of the fables they found are available to bring into class for sharing
and display.
Extending the Theme
How do you think the tiger feels about what happened? What emotions would he be
having? What does he think about the other characters in the story? In this fable, the
tiger can talk, so maybe he can write. From the tiger’s point of view, write a short description
of each of the other characters in the fable. Share your descriptions with a partner.
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Reproducible
Materials
24
Assessment Focus
Eight is Enough
Teaching Resource
Page 9
(Profile)
Assessment Focus:
Reading Strategy: Noting details
Wrap Up #2 Create an Octopus Fact Card for an aquarium to hand out to visitors. Work
with a partner to organize the information using no more than 75 words.
When assessing the students’ work on this task, look for demonstration (evidence) that:
• The students followed the instructions and used no more than 75 words.
• The students reread the selection to locate the relevant information.
• The students clustered and categorized information from the selection.
• The students participated in discussion during the task and contributed to the content.
• The students edited and checked their card before submitting it as finished.
Leiningen Versus the Ants
Teaching Resource
Page 13
(Graphic story)
Assessment Focus:
Responding Strategy: Supporting opinion
Wrap Up Think of three words you would use to describe Leiningen. Write a sentence or
two explaining your choices. Compare your descriptions with a partner.
• The students reread the selection to provide support for their choice of words to
describe Leiningen.
• The students identified traits in Leiningen: physical appearance and/or emotional
make-up.
• The students used relevant details in sentences to support their choices.
• The students used their own words to support and explain their choices.
• The students willingly shared their responses with others.
Assessment Focus
Polar Bear Patrol
Teaching Resource
Page 17
(TRUE ACCOUNT)
Assessment Focus:
Responding Strategy: Creating ads
Wrap Up #1 Imagine that it’s October in Churchill. With a partner, write an
advertisement for the local newspaper asking for bear patrol volunteers.
• The students used the format of a newspaper ad, e.g. title or lead, responsibilities/
purpose, contact information.
• The students used relevant details from the selection in their ads.
• The students participated in discussion during the task and contributed to the
content of the ads.
• The students edited and revised their ads before considering them complete.
Strength in Numbers
Teaching Resource
Page 18
(profiles, True Account)
Assessment Focus:
Reading Strategy: Identifying key ideas and information
Wrap Up #1 Choose two animals from the selection and complete this sentence for each:
To a __________, teamwork means __________.
• The students followed the instructions (two animals) and the format.
• The students reread the selection to locate the relevant information.
• The students identified character traits of their two choices.
• The students restated the information in their own words.
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Self-Assessment Profile Student:
Date:
1. My favourite selection in Predators was __________________________________________________
__________________________________________________________________________________
2. This story/poem/article reminds me of __________________________________________________
__________________________________________________________________________________
3. The character __________________ is like me because _____________________________________
__________________________________________________________________________________
4. My favourite word or phrase in this selection is ___________________________________________
__________________________________________________________________________________
5. This story/poem/article made me feel ___________________________________________________
__________________________________________________________________________________
6. I would like to find more material by this author because ___________________________________
__________________________________________________________________________________
7. The part of the selection that I did not understand was _____________________________________
__________________________________________________________________________________
8. The new words/phrases I learned were __________________________________________________
__________________________________________________________________________________
9. If I could change one thing about this selection, it would be__________________________________
__________________________________________________________________________________
10. If I could write to the main character, I would say _________________________________________
__________________________________________________________________________________
BOLDPRINT Teaching Resource • Reproducible Master
BOLDPRINT GENRE CARD
Genre Cards
You may wish to photocopy each genre on a single sheet, with
“Reading” on one side and “Writing” on the other.
The sheet can be laminated and handed to students for reference.
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Reading a Story
Reading
Mystery
• Looking at the title or illustrations, what type of story do you think
this will be?
• Read the story silently to yourself.
• What type of story was this? Did you predict correctly?
Fantasy
Science Fiction
Folk Tales, Myths,
and Legends
Humour
Characters
• What did you learn about the characters?
• How did the author bring these characters to life?
Setting
• Where and when did the story take place? Could you see
the setting in your mind?
• Were the time and setting important to this story?
Plot
• What is the plot of the story?
• Did the events in the story move quickly?
• What was the most exciting moment?
• What was the theme (the author’s message) of the story?
• Did you find yourself inside the story? How did it connect to your life?
• What did you like about the author’s writing?
• Do you wish the story had been longer?
• Would you recommend this story to other readers?
Romance
Action Stories
Writing a Story
Planning and Drafting
• Choose an idea for your story.
• Will you write a science fiction or fantasy
story, a mystery, a humorous story, a love
story, or an adventure story?
CHARACTER
• What characters will you have in your story?
• Make a chart showing each
character’s qualities.
• How will you bring these characters to life?
SETTING
• Where will your story take place? How
will you create a picture of the setting
using words?
• What mood do you want to create? How will
you do this?
PLOT
• What events will take place in your story?
• What troubles will the characters meet in
the story?
• Write a first draft. Will you have a narrator,
or will you write in the first person (I) or the
third person (he, she)?
• Can you add dialogue between characters?
Or, will you tell the reader what the
characters are thinking?
• Be sure to use strong verbs (action words).
• Include some long and short sentences.
• Add an unusual opening to grab the
reader’s attention.
• Write a conclusion that wraps the story up.
• If possible, write your draft using the
computer. It will make revising and
editing easier.
Revising and Editing
• Reread your story and rewrite it to make
it stronger:
• Do you have too much going on?
• Should you have more dialogue?
• Do you need to describe a scene in more
detail?
• Give your story to someone else to read
and give you feedback. If you agree with
the reader’s opinion, revise your story
once more.
• Do a final check of spelling, grammar,
and punctuation.
Publishing and Sharing
• If you are writing on a computer, choose
an appropriate font for your title and for
the text.
• Print out your story and share it with your
classmates. Ask if they enjoyed reading it —
were they intrigued, frightened, touched?
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Reading Poetry
Poetry uses words, rhythm, and rhyme (sometimes) to express feelings,
describe something, or tell a story.
Rhymes
Reading
Free Verse
• Looking at the title, can you predict the type of poem this will be?
Will it be serious, funny, or scary?
• Are there illustrations?
• Read the poem silently.
• Read it again, out loud.
• Who is speaking in the poem? How do you know?
• Did any pictures appear in your mind?
• Did the poem connect you to other ideas?
• What “poetic form” did the poet use?
Are the lines arranged in stanzas? In specific shapes?
• Is there rhythm?
Read the poem out loud and tap out the rhythm as you read.
Can you hear the strong beats in each line?
• Is there rhyme?
• Are there unusual words?
• Are there interesting patterns of words?
• Are there any puzzles or surprises in the poem?
• Does the poem appeal to any particular emotions?
• What effect did the poet hope for? Was the poet successful?
• Can you find other poems like this one, or others by the same poet?
Patterns
Story (or Narrative)
Poems
Haiku and other
Formula Poems
Writing Poetry
• Choose a topic that interests you.
• Decide who will be the speaker in the poem.
• Brainstorm all the ideas and feelings that the topic reminds you of.
• Reread the ideas and expressions you have written down. Add any words that come to
mind as you read them.
• Now begin to arrange your words and expressions in the order that will help you create
your poem.
• Will you write a haiku, free verse, or use a pattern or rhyme?
• Use a rhythm that suits the feeling of your poem.
• Add new words and groups of words, and cross out other words in order to make your
poem more effective. You might wish to add a metaphor or a simile.
• Rearrange lines or words to make the poem stronger.
• Add a title that will make a reader want to read your poem.
• Read your poem out loud to yourself in a soft voice, and revise any problems.
• Do a final check of spelling and punctuation.
• Write your poem out in your best handwriting, or type it on the computer using a font that you
think matches the mood of the poem. If you wish, add a photograph or illustration.
• Read your poem to your group. Ask for their opinions of it.
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Reading a Memoir
This type of text is nonfiction; it is a personal recounting of a specific time
in the writer’s life.
This type of text
includes:
Diaries
Reading
• Read the memoir silently.
• What personal experiences is the author writing about?
• Who is involved in the story?
• Where and when did it take place?
• What happened?
• Was there an interesting opening or lead, and an effective conclusion?
• How did the author use the five senses “to paint a picture in words”?
• How does the author feel about what has happened? How do you know?
• Why has the author written this anecdote? Why is this experience
important to the author?
• What did the author learn from this personal experience?
• How did this experience affect the writer?
• Does the anecdote connect to your life? Have you had a
similar experience?
• Did this anecdote make you think about other memoirs you have heard or
read about?
• What can you learn from this author’s memoir?
Journals
Picture Books
Biography
Anecdotes
Recounts
Personal
Experiences
Writing a Memoir
• Make a list of four or five important memories that stand out in your mind.
• Select one memory to turn into a memoir (a short, personal description of a moment
in your life).
• Write an outline of your memoir, or make a mind map using a chart:
• Include your attitudes and feelings before the event.
• Describe what happened.
• How did the experience change your life?
• Write your memoir using the first person (I).
• Add some dialogue between characters, or the thoughts that you had in your own
mind at the time.
• Use descriptive language, so that the reader can see what is happening.
• Be sure to explain why this event in your life was so special.
• Reread your memoir, and revise it so that the reader will remember it.
• Do you have too much information for a short memoir?
• Do a final check of spelling, grammar, and punctuation.
• You may choose to keep this as a private piece of writing, or share it with your friends.
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Reading an Explanation
This type of text is nonfiction. It is based on facts and tells about real
people, places, and events. These texts explain ideas and information.
This type of text
includes:
Research Reports
Reading
• Why do you want to research this topic?
Essays
Inquiries
Projects
• What would you like to find out about this topic?
Write down your questions as a guide for your research.
• Collect the materials about your topic from:
• books, newspapers, and magazines
• the Internet
• interviews with experts.
• A re the materials helpful? Are there difficult words or ideas?
Do you need to ask for help?
• A re there diagrams, maps, or drawings that helped make the
information clearer?
•D
id you find out what you wanted to know?
•D
id the explanation help you to understand the topic?
Writing an Explanation
• Select a topic that interests you and that you want to explain to a reader.
• Make a mind map of all the questions you have about the topic.
• Find the information you will need:
• in books
• in magazines
• from people
• from the Internet.
• How will you record the information you find?
• Will you use file cards, stick-it notes, or write in point form?
• Will you create lists, charts, or diagrams on the computer?
• Write down the facts, but leave out your opinions.
• What special words do you need to include?
Should you explain them for the reader?
• Include some important quotes from the researchers.
• Add diagrams, charts, illustrations, or a glossary of terms.
Label diagrams/charts/illustrations carefully.
• Reread your explanation:
• Should you change the order of any points?
• What should you make clearer?
• Check that all diagrams/charts/illustrations have been placed in the correct positions.
• Present your explanation in the best way to help your readers learn about the topic. Either
write it in your best handwriting, or use the computer.
• Ask your readers if your explanation was clear and helpful.
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Reading an Opinion Piece
people, places, and events. An Opinion Piece offers the writer’s thoughts
and opinions on a topic.
Reading
• Read the title of the selection. Try to predict the author’s viewpoint
about the topic.
• Read the article to understand the different opinions about the topic.
• What information does the author use to back up his/her opinions?
• Does the author use emotion to persuade the reader?
• What questions do you still have for the author?
• What information do you still need in order to make up your mind?
• What is your opinion of the author’s ideas?
• What do you agree with?
• What do you disagree with?
• Is the argument confusing?
• Has the writer left out important points?
• Have you changed your mind on the topic because of this article?
This type of text
includes:
Persuasive Articles
and Essays
Letters to the Editor
Reviews
Debates
Arguments
Advertisements
Writing an Opinion Piece
• Choose a topic about which you feel strongly.
• What points do you want the reader to agree with?
• Gather information that will support your viewpoint:
• Use your own experiences.
• Talk to your friends.
• Find information in books, magazines, and on the Internet.
•H
ow will you persuade the reader to agree with your opinions?
•O
utline your article and organize your points:
• Use your facts and statistics.
• Use interesting anecdotes.
• Use quotations.
• A dd diagrams, charts, photos or illustrations, or a glossary of terms.
Label diagrams, charts, photos or illustrations carefully.
• T ry to think of the other viewpoints, so that you can persuade the reader to agree
with your opinions.
•W
rite a rough draft of your opinion article.
• Now go back and check that you began with an interesting opening statement.
• Be sure you have a convincing closing statement that summarizes your opinion.
• Read the article to yourself:
• Which points are effective?
• What do you need to change?
• What else can you add to persuade the reader?
• Write the final version of your article in your best handwriting or on the computer.
• Share your article with your classmates. Ask if you were able to convince them of your opinion.
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Reading a Report
people, places, and events. In a Report, the writer records important
events and gives useful information.
This type of text
includes:
News Reports
Sports Reports
Reading
Social Events
• Read the headline and subheads and predict what the report will
be about.
• Read the report from beginning to end, and check your prediction.
• Decide on the main idea of the report.
• Who was involved in the event?
• What happened?
• Where did it take place?
• Why did it happen?
• How did it end?
• What background information did the reporter add?
• What details made this report worth reading?
• Did the reporter give his/her own opinions?
• What effect could this event have in the future?
Celebrations
Writing a Report
• Select an event that you found interesting in
the news, in school, in the group you spend
time with, at your workplace (if you have an
after-school job), in your neighbourhood.
• Tell who was involved, what happened,
where it took place, when it happened,
why it happened, and how it ended.
• Leave out your own opinions.
• Decide on subtitles — this will help you plan
your paragraphs.
• Add as many specific details as you can find
to add interest to the report.
• Include
quotations from people who were
present, or who have background
information, or are authorities.
• Include
photographs, diagrams, maps,
or charts.
• Now
write an opening paragraph that grabs
the reader’s interest.
• Then,
write a conclusion that summarizes
the report and talks about what may happen
because of the event you have reported.
• Write
a brief, strong headline for your report.
• Reread and revise your report:
• Do you have an interesting and
inviting opening?
• Do your subheads help the reader predict
what is following?
• Have you answered the 5 Ws — who,
what, when, where, why — and how?
• Check that all facts — dates, places,
names — are correct.
• Check that quotations you have used are
accurate, and that you have named
the source from which you got them.
• If you included photographs, diagrams,
maps, or charts, remember to provide
captions and labels.
• Give
your draft version to a classmate and
ask for suggestions on how to make your
report clearer or more interesting. Make the
changes if you agree with them.
• Do
a final check of spelling, grammar,
and punctuation.
• Write a polished version in your best
handwriting or on the computer. Choose
an appropriate font for the headline,
subtitles, and text.
• You
may wish to submit your article to the
school newspaper for publication, or post
your article on the school website.
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40
Reading an Article
people, places, and events. An article informs and entertains.
This type of text
includes articles in:
Magazines
Reading
• Preview the article by reading the title and the subtitles.
• Look at the pictures, captions, or diagrams.
• What do you think the main idea will be in this article?
• What do you already know about this topic?
• Think about the ideas in the article:
• What new information have you learned?
• What “big ideas” did the author want to tell you about?
• What is the main idea in each section?
• Who is the author? Does he/she represent a special organization
or group?
• Did the author include his/her own opinions?
• How did the article connect to what you already know?
• Do you have questions still to be answered?
• Did the author present the ideas in an interesting and clear way?
Newspapers
the Internet
Writing an Article
• Select a topic you know about that you would like to share with others.
• Gather more information from as many sources as possible:
books, newspapers, magazines, television, the Internet, experts.
• Decide how you want to organize your article.
• Write down the subtitles in order to help decide on your paragraphs.
• A dd quotations from people, or charts and boxes with specific information,
or photographs/diagrams.
• Write a draft of your article. Writing on a computer makes revising and editing much easier.
• Reread and revise your article:
• Do you have an interesting and
inviting opening?
• Have you answered the 5 Ws — who,
what, when, where, why — and how?
• Do
your subtitles help the reader predict
what is following?
• Do you give examples to demonstrate
your point?
• Does the order of paragraphs make sense
to the reader?
• Do
you have an effective conclusion?
that all facts — dates, places,
• Check
names — are correct.
• Check that quotations you have used are
accurate, and that you have named
the source from which you got them.
• If you included photographs/diagrams,
make sure they have captions and labels.
your draft version to a classmate and
• Give
ask for suggestions on how to make your
article clearer or more interesting.
• Do
a final check of spelling, grammar,
and punctuation.
• Write a polished version in your best handwriting or on the computer. Choose an appropriate
font for the title, subtitles, and text.
• You may wish to submit your article to the school newspaper for publication, or post your
article on the school website for schoolmates to read. Ask for a response from your readers.
41
42
Reading Instructions
Reading
• What will the instructions help you to do?
• Do you know what resources you will need to complete the task?
• Are the instructions written for beginners or for those with experience?
• Are there diagrams, maps, headings, and numbers to help you
complete the task?
• Are there helping clues along the way, such as information boxes,
diagrams, or coloured words?
• Is the sequence clear? Do you know what to do next?
• Is there a summary telling you what you should have found out or
figured out?
• Talk to a classmate or groups and compare the results of following
the instructions.
This type of text
includes directions
and instructions in:
Manuals
Games
Rules
Recipes
Puzzles
Experiments
Writing Instructions
• Decide on the instructions or plans you want to write for a reader to follow.
• Write down the goal of the instructions, or what you want the reader to be able
to do by following the instructions.
• List the equipment or materials the reader will need.
• Decide on how to organize the information.
• Write down the instructions, using the command voice (Next, you …).
• Use action verbs (walk, turn, push, cut, pull …).
• Help the reader to follow the instructions carefully with words like: next, after, before, then.
• Create helpful diagrams or drawings with clear labels.
• Use colour or different fonts for important words.
• Add two or three helpful rules, or “what to watch out for.”
• Check that your instructions are accurate, that you have used clear sentences, and that
diagrams have been clearly labelled.
• Ask someone to read your draft version. Ask the reader if the instructions were clear
and easy to follow. If the reader could not understand certain steps, revise them.
• Print out your instructions in the form of a flyer.
• Offer your instructions to appropriate readers who might find them useful.
43
44
Analyzing Ads
Student:
Date:
Topic/Title:
1. AUDIENCE: Who is the target audience?
2. CONTENT: Circle Yes or No.
a. Is the message or purpose evident?
Explain.
Yes / No
b. C
ontains accurate information.
Explain.
Yes / No
3. GRAPHICS: Circle Yes or No.
a. G
ood use of colour.
Yes / No
b. G
raphics or colours do not distract from message.
Yes / No
c. Appropriate symbols.
Yes / No
d. Symbols do not distract from primary goal.
Yes / No
e. Text style does not distract from primary goal.
Yes / No
4. EFFECTIVENESS: Circle Yes or No.
a. A
rrangement of the advertisement’s elements (colour,
text, symbols, shapes) convey the intended message.
Yes / No
b. Spelling and grammar are correct.
Yes / No
c. D
o you think this ad is successful?
Explain.
Yes / No
BOLDPRINT Teaching Resource • Reproducible Master #1
45
Student:
Date:
DE SCRIB ING LEININ GEN
The three words I would use to describe Leiningen are:
1.
2.
3.
I chose because
...
I chose because
...
I chose because
...
(word #1)
(word #2)
(word #3)
46
Student:
Date:
STRANGLERS
1.
1.
2.
2.
3.
3.
Characteristics of snakes that might cause people to fear them:
47
Student:
Date:
Describing the Characters
Words to choose from (choose 3)
Word #1:
Character:
Sentence:
Word #2:
Character:
Word #3:
Character:
Sentence:
The Mora
Morall of the Stor
Story:
y:
48
Strength in Numbers
Tracks
In this book you’ve read that a group of
wolves is called a pack; a group of whales
is called a pod. What is a group of lions
called? Have you ever heard of a murder
of crows?
Imagine that you and a partner are
wildlife photographers. Over the
years you have taken award-winning
photographs of predators and prey. You
know how to find them by identifying
their tracks. You have been hired to
teach other photographers your tricks.
a) F
ind some samples of animal tracks
on the Internet or in books.
b) M
ake a display showing the tracks and
how to locate the animals.
c) D
ivide your examples into predators
and their prey.
d) What kind of
display will you
have to share
Project Card
your knowledge?
Other groups of animals have
different names.
a) With a partner choose four other
groups of animals to research.
b) Find out what these groups are called.
c) Share your information,
in a creative way, with
the rest of the class.
1
Project Card
2
You’re in Business
Second Edition
You and your partners are opening a
wildlife reserve. Your reserve can fit into
one of the following categories:
• Predators of the sea
• Predators of the air
• Predators of the land
The publishers of this book are planning
the next edition and they would like to
make the following selections longer:
• I Hunt Alone
• Death from Above
• Strength in Numbers
a) D
ecide what you will offer to visitors
to your reserve. Animals? Displays?
Demonstrations? Or other?
Your job is to:
a) Choose one of the selections
b) Find more information to make
additions to the selection
c) Write a one-paragraph addition,
using the same style and
format as in the
original selection
d) Select appropriate
graphics/illustrations. Project Card
b) Design a three-fold
brochure that explains
what visitors will
experience at
your reserve.
3
Project Card
4
© 2005 Rubicon Publishing Inc.
Teacher’s Guide: Predators
by Jack Booth
ISBN 10: 1-55448-041-8
ISBN 13: 978-1-55448-041-8
All rights reserved. Except for the Reproducible Masters, no part of this publication
may be reproduced, stored in a database or retrieval system, distributed, or
transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the Publisher.
Every reasonable effort has been made to acquire permission for copyright material
used in this book. Any errors or omissions called to the Publisher’s attention will be
corrected in future printings.
Printed in Canada
BOLDPRINT is also available in French
TEACHING RESOURCE
ISBN 10: 1-55448-041-8
ISBN 13: 978-1-55448-041-8

teaching resource - Professional Learning NL

Transcription

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