bridge to terabithia

Transcription

E
XPLORING
L
ITERATURE
MP3188
BRIDGE TO TERABITHIA
A Literature Resource Guide Milliken Publishing Company • St. Louis, Missouri
USING THESE UNITS
It should be generally noted that it is not my intention for every lesson included here to be
taught in one classroom. Rather, choose the lessons most appropriate for your students
and/or curriculum. View these lessons as a buffet of activities; choose what you like and
leave the other lessons for someone else to use.
Answer keys for most student pages are not included because answers should be obvious
to the teacher, or they will vary according to the learning style used in the lesson. Furthermore, guideline answers would detract from the purpose of Thoughtful Education (T.E.)
lessons. Instead of seeking specific answers, teachers should strive to give children opportunities to show what they know in their own ways. These lessons were designed for this
purpose.
In most intermediate grade levels, comprehension is a core skill in the reading curriculum.
Getting children to grasp the meaning of the story, to infer from that meaning, and to
apply the content to other areas of their lives is not an easy task. For this reason, the
comprehension sections of these novels are the core of the units. The questions contained
in the sections were designed to meet all learning styles, offering a comfort zone to all
students. How you choose to use and evaluate these questions will be your choice, and
options are offered with each section for your convenience.
Tests for comprehension are not included in these books. The questions and activities in
each lesson should adequately test the student’s comprehension of each novel. To give the
students a “book test” after they have completed all other work with a novel is like asking
them to redo previous assignments. Also, the typical objective comprehension test matches
only one learning style (Sensing Thinking). To close a unit with standard testing defeats
the purpose of instructing for all learning styles. If you are desperate for some form of
final grade, I recommend using some of the final book activities for this evaluation.
Many hours of thought, research, and excitement have gone into these literature units. I
hope you will find them as rewarding and motivational for your classroom as I have found
them in both my classroom and my mind.
Wishing you much success,
Janice K. Rugg–Davis
4th Grade Teacher
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Managing Editor: Kathy Hilmes
Editor: Lisa Shull
Assistant Editor: Glenn Floyd
Artist: Mary Strong
Copyright © 1994 Milliken Publishing Company. All rights reserved.
Milliken Publishing Company, 1100 Research Blvd., St. Louis, MO 63132
Permission to reproduce only those pages designated as “Reproducible” is extended to purchaser for individual use, not to exceed in any
event more than one copy per student. No other part of this book may be used or reproduced in any manner whatsoever without written
permission.
THOUGHTFUL EDUCATION LEARNING STYLES
Objective: Students will identify characteristics of the four major learning
styles according to Thoughtful Education by Hanson, Silver, and Strong. (Used by
permission of Hanson, Silver, Strong, and Associates.)
Purpose
Teaching children about learning styles is crucial if you will be using the styles in your
classroom. Children need to understand their own learning styles; this will help them
understand that just because one activity does not meet their strength does not mean
none will. They will know you are aware of their strengths and will find things to fit
those areas as well as the other students’ strengths. Also, it will help children to
understand your approach to teaching, which will comfort them.
Methods for Introducing the Learning Styles
Teacher Input
Before discussing learning styles with your students, give them the “Student Learning
Inventory” (pages III–IV). Give the test first to prevent students from becoming aware
of learning styles and answering questions invalidly. DO NOT SCORE TESTS AT
THIS TIME.
Dolores overheard this conversation, and
she told the men,“I don’t care about the order
of the first 16 presidents or how Lincoln and
Washington were alike or different. I would,
however, be happy to tell you how Abraham
Lincoln was similar to the large maple tree
in the backyard.”
Hearing the other three comments,
Eleanor told them, “It isn’t important to me
to be able to list the first 16 presidents in
order or to compare and contrast Lincoln
and Washington. And I think it’s crazy to
compare Lincoln to a maple tree. However, I
will be happy to tell you why President
Lincoln is my favorite president.”
Can you guess what the four learning
styles are?
Two gentlemen, Harvey Silver and
Richard Strong, spent a lot of time studying
schools and education. They found that
people have different learning styles and
enjoy different areas of learning. Some
students were very smart but did poorly in
school because they were not motivated to
learn concepts the way the concepts were
taught in the classroom.
One day, Harvey and Richard were
discussing Abraham Lincoln and George
Washington. Harvey said, “I can list all the
presidents in order from President
Washington through President Lincoln.”
Richard said, “That is boring. I'd rather
talk about the ways these presidents were
alike and different.”
Class Input
Place four charts on the board, one for each person in the story. Ask your students the
following questions, and write down their responses on the charts.
What do you know about these people based on the story?
In what ways do these people think differently from one another?
How were their approaches to the discussion different?
© Milliken Publishing Company
I
Refer to Learning Style Descriptions, page V, and Color Coordinations, page VII.
Create one color–coordinated chart for each learning style and include descriptions of
each style. Display the charts and ask students to study them. Can they guess which
learning style each person in the story prefers?
How do we know that…
Harvey is a Sensing Thinker?
Richard is an Intuitive Thinker?
Dolores is an Intuitive Feeler?
Eleanor is a Sensing Feeler?
Write down the preferred learning style of each person in the story. Discuss the four
styles of learning in more detail. Include characteristics of each style, sample questions
and activities. To help students become familiar with the learning styles, ask them
questions and suggest activities specifically designed to fit one learning style (See
Questions to Ask by Style, page VI). Students should decide which style the question or
activity fits best.
Score the tests. The answer choices for each question follow the same format.
a.
b.
c.
d.
_____ Sensing Thinking item
_____ Sensing Feeling item
_____ Intuitive Thinking item
_____ Intuitive Feeling item
Write the format of the answers on the board. Students should count how many times
they chose answer a, how many times they chose b, and so on. They should write the
total number on the line in the scoring section at the end of the test. The sum of the
numbers should equal 15. If the sum does not equal 15, the student has counted or
added incorrectly.
The answer choice the student selected most frequently is his or her strongest learning
style. Some students may be very close in two sections. Some may guess the answer
format and answer questions based on the style that seems most exciting to them. This
will invalidate the information for the student and you. Whatever the results of the
test, remember that preferred learning styles are not rigid; people can learn in many
ways. Discuss with each child his or her preferred style of learning.
Closure
Distribute copies of the Learning Style Amoeba (page VIII). On a large piece of
construction paper, draw four quadrants. Discuss the color metaphors found on page
VII. Write with the appropriate color and fill in information about the learning styles.
Draw an amoeba on your chart showing your strongest area with the largest portion of
the amoeba (see page VII). The children should draw their own amoebas on their color
grids. They should explain, in a few sentences, why this amoeba represents them. Post
the student’s work around the room to reassure them that every style is valued.
Finish this lesson with a class autograph party. Students should each sign your color
chart in the area of their strength. Post this with the other charts.
II
Reproducible
Name
STUDENT LEARNING INVENTORY
On each list, check one activity that you would most like to do. Which would be the most
fun for you? If your teachers asked you to pick one activity to complete for a grade, which
one in each section would you choose?
1. a.
b.
c.
d.
_____
_____
_____
_____
spelling words from memory
practicing spelling words with a partner
comparing the spelling of different words to remember them better
grouping spelling words into silly categories that make sense to you
2. a.
b.
c.
d.
_____
_____
_____
_____
practicing math facts with flash cards
playing a math facts game with a partner
checking problems to see where errors are made and why they are made
creating a story problem that involves math facts
3. a.
b.
c.
d.
_____
_____
_____
_____
learning the names of the presidents in order
learning about presidents who were friends with each other
comparing and contrasting presidents Lincoln and Washington
pretending that you are president and thinking of five changes you would
make in our country
4. a. _____ memorizing the 13 steps in the digestive process
b. _____ working with a friend to share the meals you had eaten and identifying
the food groups represented in your meals and your partner’s meals
c. _____ working with analogies that have something to do with digestion
d. _____ comparing the digestive system and the circulatory system
5. a. _____ answering questions about who, what, when, and where from a story
b. _____ answering questions about how you would feel if you were the character
in the story
c. _____ answering questions about why things happened in the story
d. _____ creating a new ending for the story by pretending that something had
changed in the original book to make your ending possible
6. a.
b.
c.
d.
_____
_____
_____
_____
list four things you remember about…
talk with a friend to see if you two can remember four things about…
draw a diagram that will help you remember four things about…
create a symbol that will tell you the four things you need to remember about…
7. a. _____ write a paragraph telling how the digestive process works
b. _____ write a paragraph telling what has happened to the pizza you had for lunch
c. _____ write a paragraph explaining why the digestive system is important for bodily
function
d. _____ write a paragraph comparing digestion to an electrical current
8. a.
b.
c.
d.
_____
_____
_____
_____
answering questions that have definite right/wrong answers
answering questions with a friend
answering questions that make you think about “why” things happened
answering questions that ask you to make metaphors or use your imagination
III
Name
Reproducible
9. a.
b.
c.
d.
_____
_____
_____
_____
I like organizing material.
I like working with others.
I like thinking about things.
I like visual, creative things.
10. a.
b.
c.
d.
_____
_____
_____
_____
I like memory work the best.
I like relating things I have learned to my life.
I like comparing and contrasting information to help understand it better.
I like designing or drawing new things to show my understanding.
11. a.
b.
c.
d.
_____
_____
_____
_____
I like learning the sequence of things.
I like sharing stories about myself that have something to do with a lesson.
I like figuring out new things on my own and understanding how they work.
I like using my imagination to make crazy connections to help me
understand new concepts.
12. a.
b.
c.
d.
_____
_____
_____
_____
I would rather create an electrical current by myself.
I would rather create an electrical current with a friend’s help.
I need to understand why the light turns on and off.
I would rather make the light bulb turn on in a creative way.
13. a.
b.
c.
d.
_____
_____
_____
_____
I like to work basic math problems.
I would rather work through my math problems with a small group.
I would like to understand exactly how the steps in long division work.
I would prefer to make my own math problems.
14. a.
b.
c.
d.
_____
_____
_____
_____
I do best on True/False and Multiple Choice tests.
I do best when creating a project with a friend or group for a test.
I feel better about essay and short answer tests.
I get better grades on tests in which I draw or create something unusual.
15. a. _____ I would like to memorize the Preamble of the Constitution.
b. _____ I would like to tell how the Preamble relates to my rights as a citizen.
c. _____ I would like to understand why the authors of the Constitution wrote the
Preamble.
d. _____ I would like to make an illustration for the Preamble.
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DO NOT mark anything here until your teacher gives you directions.
_____ Sensing Thinking
_____ Sensing Feeling
_____ Intuitive Thinking
_____ Intuitive Feeling
TOTAL = 15
IV
Reproducible
LEARNING STYLE DESCRIPTIONS AND SAMPLE QUESTIONS
Mastery—Sensing Thinker (ST)
The Sensing Thinker likes:
facts and figures
precise answers
sequence and order
the “how to” of a process
right/wrong answers
Interpersonal—Sensing Feeler (SF)
The Sensing Feeler likes:
working with others
sharing ideas and feelings
learning from friends/peers
sharing personal opinions
making personal connections
relating stories to their lives
making meaning personal
recalling facts
organization
working alone
absolutes
memory work
Question and activity samples:
List the ways…
What were the…?
Who was responsible for…?
When did…?
Tell me the order of…
Name four reasons the girl…
Copy this information…
Tell me two things…
Sequence the following…
How would you feel if…?
What are some examples of ___ that you have
witnessed yourself?
What are your experiences…?
If you were there when…?
How would you have felt…?
What is your opinion…?
T/F or Multiple Choice tests
Factual recall from studies
Research for exact answers
Assignments with specific directions
Cooperative learning/group work or activities
Helping others
Understanding—Intuitive Thinker (NT)
The Intuitive Thinker likes:
thinking in general
logical thinking/reasoning
drawing conclusions
understanding a topic
making analogies
“Yes, but why…?”
arguing for/against a point
comparing and contrasting
The Intuitive Feeler likes:
using imagination
visual meaning
being creative
individuality
divergent thinking
hypothesizing
making metaphors
applications
“What if…” questions
non–conformity
using things in a different or unusual way
evaluating
inferring
debating
summarizing
What if… (wild hypothesis situation)?
What ways can you…?
What things can you think of to do with…?
Create…
Design…
Imagine that…
Draw a symbol for…
Make a “crazy connection” between…
How is a ___ like a ____? (metaphor
using very different things)
What comes to your mind when you hear…?
Close your eyes and picture…
How could this apply to… (something the
object would normally not be applied to)?
Why do you think that…?
In what ways are you and the main character
alike? different?
Compare the two characters.
Contrast the Civil War with World War II.
Summarize the story.
What can you infer from…?
What conclusion can you deduce from…?
What is your hypothesis? theory?
Explain why…
Debate for the side of…
Self–Expressive—Intuitive Feeler (NF)
V
Reproducible
QUESTIONS TO ASK BY STYLE
Mastery—ST
Interpersonal—SF
List the first 16 presidents in order.
Which president do you like better, Lincoln
or Washington?
Tell me the months of the year.
What is your favorite month? Why?
Who was the main character in
Charlotte’s Web?
Who was your favorite character in
Charlotte’s Web? Why?
When did the Civil War begin?
T/F: The square root of 49 is 7.
Have you had battles in your life that were
difficult to overcome? Tell me about them.
Multiply the following: 567 x 45 =
What math concepts do you like best?
Tell the steps for a long–division problem.
With a partner, complete this problem:
567 x 45
What problems did Romeo and Juliet
have?
Tell someone the steps for long division.
Have you liked someone whose parents did
not like you much? What happened?
Understanding—NT
Self–Expressive—NF
Compare President Lincoln with
President Washington.
How is Abraham Lincoln like a maple
tree?
Why do we have 12 months in a year?
If you could name the months by other
names, what would you call them?
Summarize the story Charlotte’s Web.
Write a new ending to Charlotte’s Web.
Contrast the Civil War with W.W. II.
Explain why the square root of 49 is 7.
Design a symbol for the Union and
Confederate sides of the Civil War.
How are long division and subtraction
alike?
Write a poem about long division.
How is long multiplication like a tunnel?
Choose one of the families from Romeo
and Juliet and be prepared to debate why
you think that family was right in their
decisions regarding Romeo and Juliet’s
relationship.
What would have happened if Romeo and
Juliet had not died?
VI
Reproducible
(ST) Brown
Brown is an earthy color. It signifies
“down–to–earth” ideas which usually are
accepted as simple, factual, and without
variance in the answers. It gives a
straight–forward type of feeling without
deviating from the standard. The ST
likes things to be “down–to–earth.”
(NT) Green
Green is the color of the grass. The grass
comes and goes each year and always
promotes growth and wonder. Green has
come to symbolize this “wonder.” It
represents a desire to know more and
understand why things work. It also
means “GO.” The NT’s thoughts are
always on the “go”!
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COLOR COORDINATIONS AND SAMPLE AMOEBA
VII
(SF) Red
Red often is used to show feelings. It
gives an impression of emotion. Red is
the significant color for the nation’s most
“feeling” holiday, Valentine’s Day. The
SF likes everything to be personalized or
have feeling.
(NF) Purple
Purple is a creative color. It is not a basic
color nor is it a very common one. It gives
the impression of uniqueness and
individuality in creation or design when
applied to art or drawing. Purple is also a
color chosen often for its beauty. An NF
is constantly striving to make beauty.
Name
Reproducible
LEARNING STYLE AMOEBA
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My learning style amoeba would look like this because
VIII
BRIDGE TO TERABITHIA
BY
KATHERINE PATERSON
Objectives
1. Comprehension—Students will demonstrate understanding of the novel through written
and verbal responses to sectional comprehension questions and whole–book activities which
follow four basic learning styles.
2. Literary Techniques—Students will define the following literary techniques and identify
examples in the novel: simile, metaphor, onomatopoeia, personification, foreshadowing,
hyperbole, dialect, intuition, irony, humor, and idiom. Students will also review finding
main ideas, adjectives, and adverbs.
3. Vocabulary—Using vocabulary from the novel, students will define familiar and unfamiliar
words based on context.
Summary of Novel
Jess Aarons’ life is not exactly ideal. In a place where individualism and creative
expression is scorned, Jess struggles to become himself. He secretly draws any chance he gets,
and he practices each day to be the fastest runner in the fifth grade. However, a new girl,
Leslie Burke, wins on the day of the big race.
This is no ideal beginning for a friendship, but Jess soon finds Leslie to be a true friend and full
of imagination. Together, the two create an imaginary kingdom, Terabithia, where they reign
as king and queen. They battle their foes, both real and imaginary, and celebrate their victories
together until one day, when a tragedy occurs. Only as he deals with the tragedy does Jess
realize the courage and confidence he has learned from Leslie.
1
MP3188 Bridge to Terabithia
A BRAINSTORMING INTRODUCTION
Objective: Students will interact with concepts and vocabulary from the novel in
order to obtain a basic understanding of the story before they begin reading.
Directions
1. Write each of the following questions on a piece of chart paper. Place the charts around
the room.
(ST)
What does it mean to have a best friend?
What things make up a family?
(SF)
What qualities does your best friend have?
How would you feel if someone close to you died?
(NT)
Why do some families have trouble getting along or acting like
they love each other?
Why do some people have a low self–esteem?
(NF)
If you could create an imaginary kingdom, what would it be like?
If you could do one amazing thing to impress your classmates and
become the “hot shot” in your school, what would you do? Why?
2. In groups of three or four, students move around to each question. The groups answer
each question, recording all pertinent information. After approximately two minutes,
groups move to the next question. Continue this process until each group has answered
all questions.
3. Assign each group the question they began with as well as one or two other questions. (The
number of questions each group is assigned will depend on how many groups/questions are
selected for the activity.)
4. In their groups, students should read the answers collected on the charts and summarize
the information. Allow approximately 10–15 minutes for this step. Guide groups with the
following directions:
First, look over your charts and cross out any answers your group feels are not appropriate.
Then, put a star by the statements your group feels give the very best answers for the
question. Finally, summarize the best information into a brief report to share with the class.
5. Give each group time to share its report. Display the charts and summaries for students
to refer to while reading the novel.
Closure
Based on the reports we’ve heard today, what do you think our next novel is about?
Make a chart of class predictions. Refer to them as reading progresses.
2
COMPREHENSION MENUS
Objective: Students will demonstrate understanding of the novel through written and/or
verbal responses to sectional comprehension questions.
Purpose
Checking the students’ comprehension of a novel is more than simply asking them to reiterate
what they’ve just read. It involves asking them to think about what they’ve read, looking for
meaning “between the lines of text.” Students should be able to respond to the novel’s meaning
by inferring answers that aren’t in black and white print. They should be able to apply the
meaning to their own lives and to formulate answers using their own background. Students
should also be able to create meaning based on the information in the book.
Methods for Using the Menus
Following are methods for using the comprehension menus. Vary the methods you use to keep
students enthusiastic and motivated.
1. Assign a portion* or all of the comprehension menu for a given section. Students respond
to each assigned question by writing a complete sentence/paragraph answer in a reading
notebook. Class discussion follows completion of the reading and writing. Questions should
be evaluated for completeness and accuracy.
2. Assign half* of the questions for individual written responses and the other half for small
group or partnered responses in a verbal format. Written work will be read and discussed
within the group while members evaluate one another’s answers, offering positive and
constructive remarks. The small groups will then discuss the other half of the questions
while recording their answers. Class discussion on all assigned questions follows.
3. Students should be paired. Each partner will be responsible for answering the same
number of questions off the menu. Partner A reads a question and Partner B answers.
Partner A evaluates and discusses the answer with Partner B. Then Partner B reads a
question. The process continues until all questions have been discussed.
4. Review the questions as a class or in small groups BEFORE reading the section. Discuss
and record students’ predictions for each question based on what they already know about
the novel. Students then read the section, aloud or individually, and again answer questions using any of the above methods. Compare their predictions with their answers after
they have read the section.
*
Students should select the questions they feel most comfortable answering.
Teacher selections defeat the purpose of the learning–style approach.
Literary Techniques
Knowledge of literary techniques will enhance students’ reading skills. Have students respond
to questions in this section using any of the approaches above. In some cases, activities require
a new approach. Test students’ knowledge of literary techniques using page 29.
Vocabulary Words
The vocabulary words and activities in this section will help students gain a basic understanding of difficult passages in the novel and will enhance the students’ use of words in context. It
is not necessary to assign vocabulary with each section; however, activities are included for
your convenience.
3
Reproducible
COMPREHENSION MENU
1. Write one sentence that describes Jess’
relationship with each of his family
members: Brenda, Ellie,
May Belle, Joyce Ann, his mom,
and his dad.
2. Make a story map for this chapter. Your
map should include a road with stopping points along the four or five most
important events in the chapter. Be
sure to sequence your events carefully.
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CHAPTER 1
3. What do YOU think of Jess’ family?
Which things about his family
remind you of your family? Which
things are different? Do you think Jess
is happy with his family? Why or why
not?
4. If you were given the chance to rewrite
the scene at the breakfast table (pages
5–7), what would your version be like?
Include an
illustration for your rewrite.
Literary Techniques
simile—a figure of speech which compares two different things using the words
“like” or “as”
onomatopoeia—a word that imitates a sound or is spelled like the sound
personification—speaking of an animal or thing as if it has human qualities
foreshadowing—giving a clue of something that will come later in the story
hyperbole—an exaggeration used for effect but not meant literally
1. “Momma would be mad as flies in a fruit jar” is a simile on page 1. What does the
comparison tell you? Why does this simile help you understand, or visualize, how angry
Momma was?
2. There are at least six other similes in this chapter. Write three of them and tell what the
comparisons mean.
3. On page 4, you will find the word “slooching.” This is an example of onomatopoeia. It is not
a real word, but imitates a sound. What is “slooching”?
4. Find at least two more examples of onomatopoeia in this chapter and write the words. What
information do each of these words give you?
5. The author uses personification on page 2 when describing Jess’ strategy for sneaking out
of the house to run. Write the sentence and tell why it is personification.
6. You can find another example of personification on page 6. What is it? What does it mean?
7. There is foreshadowing on page 8. What do you predict will happen in the story based on
this clue?
8. “Miss Bessie’s bag is probably dragging ground by now” (page 8) is an example of a
hyperbole. What does this sentence mean? Why is it a hyperbole? Make up your own
hyperbole about something at school or at home.
4
Reproducible
COMPREHENSION MENU
1. Describe how Jess and Leslie first met.
What happened? Was it
important to Jess? Why or why not?
2. Describe Leslie Burke.
3. How does Jess feel about his father?
What things does Jess wish were different between him and his
father?
4. Why does the author mention the
rooster on page 15?
5. Why does the author describe Julia
Edmunds as Jess’ “fellow outlaw” on
page 12?
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CHAPTER 2
6. Tell about a time when you had similar
feelings to those Jess has about Miss
Edmunds.
7. Would you enjoy being a part of Jess’
family? Why or why not?
8. Pretend you are May Belle. What would
you say to Jess to let him know how
you feel about him? Also, tell him what
bothers you and what ways you wish he
would change.
Literary Techniques
simile—a figure of speech which compares two different things using “like” or “as”
onomatopoeia—a word that imitates a sound or is spelled like the sound
metaphor—an implied comparison of two things; one thing “is” another thing
dialect—a way of speaking common among a group of people; an author may use
spelling changes to imitate the actual speech of story characters
1. The author uses a simile on page 12 to describe how secretive Jess is regarding his relationship with Miss Edmunds. What is this simile? What image does it create in your mind?
2. Give an example of onomatopoeia that might be appropriate for the drawing Jess was
creating on page 10.
3. A metaphor is similar to a simile except the metaphor does not use “like” or “as” for the
comparison. The metaphor makes a direct comparison between two different things. On
page 14 a metaphor is used when Miss Edmunds is describing Jess. What is this metaphor?
What does it mean?
4. Another example of onomatopoeia is found on page 16. What sound does this onomatopoeia
imitate? Why is it written in italics?
5. May Belle’s dialogue is written in dialect on page 16. Why does the author do this? If the
author had written this passage as “Aren’t you going to run?” instead, what difference
would this have made to you as a reader? Explain your answer.
6. Find the simile on the bottom of page 16 which tells of Jess’ reaction to the voice. Draw a
picture that shows what image is in your mind as you read this passage.
5
Reproducible
COMPREHENSION MENU
1. Several secondary characters are introduced in this chapter. Choose three of
them and give adjectives or descriptive
phrases that tell about the characters.
2. Compare and contrast your school with
Lark Creek Elementary.
3. Why does the word “beautiful” come to
Jess’ mind at the end of this chapter?
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CHAPTER 3
4. Describe a time when you had
feelings similar to those Jess feels as
Leslie beats him in the heat.
5. Why do YOU think it is so
important to Jess to win the races?
6. Based on the outcome of the races and
the other events on the first day of
school, what do you predict will happen
with Jess’ and Leslie’s relationship?
Support your prediction with information from the chapter.
Vocabulary: Chapters 1–3
despised (2)
clamped (10)
alloted (14)
pointed (20)
quiver (24)
crouched (3)
muddled (10)
pandemonium (13)
roused (20)
conspicuous (24)
grit (3)
seep (10)
snare (14)
smirked (22)
conceited (27)
primly (6)
fixes (10)
hypocritical (14)
repulsive (23)
grudgingly (28)
pudgy (10)
endure (13)
cagey (15)
clabber (23)
Complete one of the following vocabulary study activities.
1. Look up each word in the novel and reread the passage where the word is used. Decide
what the word means based on context. Then check your guess in the dictionnary. Finally,
rewrite the sentence from the book replacing the vocabulary term with a similar phrase or
synonym. Example: Joyce Anne had a short and fat body. (“short and fat” replaces “pudgy”)
2. With a partner, split the list of words equally (12 each). By yourself, define each word on
your list using the novel and the dictionary. When you and your partner are both finished
defining the words, teach each other the words on your lists. Write down the definitions
from your partner’s list to complete your own list.
3. Define each word. Then create a puzzle using the words and their definitions. Make a
crossword puzzle, a matching game, a fill–in–the–blank sheet, or another puzzle. We may
use your puzzle as a class activity when it is completed.
6
Reproducible
COMPREHENSION MENU
1. Make a story map using shapes connected
by roads to represent this chapter. Select
six major events from the chapter to write
in your shapes. Your events should be
placed in the correct sequence.
2. Why is it Leslie’s fault that running isn’t
fun for the boys anymore?
3. What does Leslie mean when she says,
“Money is not the problem”?
4. Why does Jess say Leslie is “getting some
ideas on how to stop Janice Avery” when
he finds her reading the book on killer
whales?
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CHAPTER 4
5. Why do you think it is “pure poison” to be
Mrs. Meyer’s pet?
6. On page 40, the author mentions one of
Jess’ “insufficiencies.” What insufficiencies do you think he has? Describe some
of your own insufficiencies.
7. Jess feels he cannot draw a picture of
Terabithia that would adequately capture
the beauty and poetry of the castle and
forest. Pretend you are Jess and you’ve
just had a breakthrough and are now
ready to complete your drawing of
Terabithia. Create your picture of the
castle stronghold, the pine forest, and the
creek. Be sure to color your drawing.
Literary Techniques
simile
foreshadowing
metaphor
personification
dialect
intuition—understanding something without consciously using reasoning or learning it
irony— the intended meaning of a statement is the opposite of what is said; sometimes
used for humor
humor—a funny or amusing quality of a story or statement
1. Copy two similes from this chapter and tell what the comparison means to you, the reader.
2. What incident was foreshadowed on page 33? Why do you think the author chose to give you the
clue about the incident before actually telling you about it?
3. What is the metaphor used on page 33 to describe a student’s relationship with Mrs. Meyers?
What does this metaphor tell you about Mrs. Meyers?
4. On page 39, the author uses personification to describe the trees and sun in the woods. Rewrite
this sentence without personification, using instead, realistic adjectives for trees and the sun.
How does your rewrite affect the image given in the story?
5. Compare and contrast the dialect the author uses for May Belle’s and Jess’ speech with the
dialogue used when Leslie speaks. Remember, dialect is a way of showing exactly how a person
says something.
6. An example of intuition is given on page 29 when the author refers to the ending of the Friday
races. How do you know it is intuition? Find another example of intuition on page 31. What
change occurs without any need of explanation?
7. Why is Jess’ comment on page 41 about saving the whales and shooting people an example
of irony?
8. The author uses a bit of humor on page 34 when she describes Jess’ reaction to Leslie’s essay:
“He nearly drowned.” Why is this funny? Does it make you laugh? Why or why not?
7
CLEANING UP THE MESS
CHAPTER 4 VOCABULARY
Objective: Students will demonstrate their knowledge of words by placing words with
similar meanings into categories.
Hook
Is your room neat or messy?
When you put things away, how do you organize them?
Activity
1. Have students define the vocabulary words for Chapter 4 in class discussion, small
groups, or individually.
2. Explain the directions to the class.
Today you will take a mess of words and put them together in neat categories. You will
put these words in order just like you put your clothes in order—your shirts go in one
drawer and your socks go in another drawer. Here, the words go in different circles.
Words that
Describe War
dictator
tyrant
siege
fretted
solemn
Group words that have something in common in the
circles, and give each circle a heading that describes
what words can be found there. There are no right or
wrong answers. You may use the words as many times as
you wish.
3. Use words from page 9, “Cleaning up the Mess,” to
complete the example: Words that Describe War.
4. When students have completed their work, ask volunteers to write their categories
on the board for class discussion. Choose examples that can be combined into larger
categories.
Tell me about your categories. Why did you put those words in that category?
Are there any words that don’t really fit in one of these categories?
Can you find some words that were left out of a category?
What categories do you have that are similar to the categories on the board?
What is similar about them?
5. Combine the small categories into larger, more general, categories.
Can we combine any of these small categories into one large category? What should our new
heading be? (Draw lines connecting the categories and write the heading on the line.)
Look over your own small categories and try to combine two of them into one large group.
Compare your categories with a friend’s and try to combine one of your categories with one of
theirs to make a larger grouping.
Closure
How do your categories, small or large, relate to the novel?
What have you learned from this activity?
8
Name
Reproducible
VOCABULARY: CHAPTER 4
Read through the list of vocabulary words below. Think about what each word means.
Write words that are related in some way in a box. Label the box to show what the group
of words has in common. You may use the words more than one time.
consolation (29)
reassessing (32)
upheaval (35)
shrilled (37)
insufficiencies (40)
absorbed (44)
melodic (30)
rumpus (33)
ominously (35)
intoxicated (38)
dictator (41)
fretting (46)
prissily (30)
faltered (34)
abruptly (35)
enchanted (39)
principle (41)
exhilaration (46)
consolidated (32)
contempt (35)
slunk (36)
siege (40)
tyrants (41)
solemn (47)
**Can you combine any of your small categories into one large category?**
9
Reproducible
COMPREHENSION MENU
1. Tell about three mean things Janice
Avery and her friends do to the younger
children.
2. How does Leslie help Jess avoid getting
caught by Mrs. Pierce?
3. Why is the title of this chapter, “The
Giant Killers,” so appropriate? (Give
two different reasons.)
4. When do Leslie and Jess first know
their plan has worked? How do you
know this?
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CHAPTER 5
5. With one or two classmates, prepare a
skit for one of the following scenes from
the chapter: May Belle brags about her
Twinkies and then has them stolen; the
“council of war”; or putting the plan
into action.
6. Suppose the plan of revenge against
Janice Avery hadn’t worked. What plan
would you suggest to Leslie and Jess?
How would you advise them to pull it
off?
Literary Techniques
metaphor—an implied comparison of two different things; one thing “is” another
idiom—a statement made that does not mean literally what is said; go climb a tree
main idea—the most important part or point of a section or chapter
adjectives—words that modify, or describe, a noun
adverbs—words that modify, or describe, a verb, adjective, or another adverb; adverbs
usually end in “ly”
1. What metaphor on page 49 shows Jess’ image of fighting Janice Avery? Why do you think
the author chose this comparison?
2. Write the metaphor used on page 53 to describe Mr. Turner’s reaction to sneaky boys and
girls. What do you think would really happen if he caught a kid sneaking around the
school?
3. An idiom is a way of making a statement without saying exactly what you mean. For
example, if you said, “Go climb a tree,” you would mean, “Leave me alone.” What idiom is
used on page 51 to tell something about Janice Avery? What does it mean?
4. Two little leaves (page 50 and page 53) separate this chapter into three sections. Each
section tells about a different time or event. Write one or two complete sentences about
each section telling its main idea.
5. Adjectives and adverbs are used throughout this chapter. Find ten excellent adjectives, and
list the adjectives with the nouns they modify. Then carefully look for eight adverbs that
give you a clearer image of the action taking place. List the adverbs with the verbs, adjectives, and adverbs they modify. Follow the example below:
Adjectives and Nouns
Adverbs and Verbs
hopscotch rocks
nodded vigorously
10
DEVELOPING THE MAIN IDEA
Objective: Students will summarize a passage by identifying the main idea(s) and
providing supporting details.
Use this activity with other passages in the novel. Adapt it for completion by partners or small
groups.
Directions
1. Have students reread the passage beginning at the leaf marker on pages 53–56.
Distribute page 12.
2. Students should identify 15–20 words or phrases that are important to this passage.
They will record these words or phrases on page 12, “Main Idea.”
3. Students then look over the words they have listed and determine a topic for the
passage. Guide them by asking, “What is the subject of the passage?” The topic
should be one word, a noun.
4. Next, students will determine a main idea and write a sentence which explains
what the passage is saying about the topic. The subject of the main idea should
include the “topic” as the noun.
5. Students should then list details from the passage which support the main idea.
6. Discuss the main ideas with the class. Have several volunteers share what they
found to be the main idea and supporting details.
7. Analyze with the class the supporting details that each student recorded and how
relevant the details are to the main idea.
Is it REALLY a main idea or a detail?
Who else found this to be the main idea of the passage?
11
Reproducible
Name
MAIN IDEA
KEY WORDS OR PHRASES
TOPIC
MAIN IDEA
SUPPORTING DETAILS
12
Reproducible
COMPREHENSION MENU
1. On page 61, the author mentions that
Jess was able to teach Leslie something
for once. What did he teach her that
day?
2. What insight about Jess do you get from
his dream about being a stolen baby on
page 58?
3. Compare and contrast Jess’ feelings
about his Christmas with Leslie versus
Christmas with his family.
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CHAPTER 6
4. Why do you think it was so
important for Jess to have a nice gift
for Leslie? How do you feel about his
gift?
5. On page 62, the author says that Jess
couldn’t find the right way to thank
Leslie for her gift or to tell her how
proud he felt about her comments on
the gift he gave her. Pretend you are
Jess and you have now found the proper
way to thank Leslie and tell her how
you feel. Write the things you would say
to her.
Literary Techniques
metaphor
idiom
simile
hyperbole
foreshadowing
1.
What metaphor does Brenda use on page 58 to describe Leslie? What description does this
give you about Leslie?
2.
Jess uses an idiom on page 59 when he is thinking about why Leslie was his friend. What
is the idiom? What does it really mean?
3.
There is a simile on page 59 that humorously describes the way Brenda watches TV. What
is the simile? Draw a picture of the image that came into your mind as you read this description.
4.
What was foreshadowed on page 60?
5.
Find the hyperbole on page 60 which tells something funny about the puppy. What is being
exaggerated in this scene?
6.
There is a funny simile on page 61 that gives Leslie a warning about the puppy. What is
the simile? What does it really mean? Why is it humorous?
7.
An idiom describes the way May Belle felt when Jess “gave her a knowing wink over Joyce
Ann’s head” (page 63). Write the idiom and tell what it really meant.
8.
On page 64, Jess’ mother remarks that Ellie is the only child who cares whether her
mother lives or dies. A simile describes Ellie’s response to this doting remark. Draw a
picture of the image that comes to your mind when you read this simile.
13
Reproducible
COMPREHENSION MENU
1. On page 68, Jess says one thing to
Leslie when he actually wants to say
something else. What does he really
want to say to her?
2. What is the “Leslie Burke special”?
3. Why does Jess find the magic
“reluctant” to come when he is alone
at Terabithia?
4. Why does Jess fail to see Leslie’s
pleasure in gaining an “understanding” of her parents? Can Jess “understand” his parents? Why or why not?
5. Compare the Golden Room with
Terabithia. What makes these places
similar?
6. “How could he trust everything that
mattered to him to a sassy six–year–
old?” (page 77) What is the
“everything” that matters to Jess?
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CHAPTER 7
7. How do you feel about Leslie and Jess
helping Janice Avery? Explain your
answer.
8. Why do you think Leslie finally agrees
to go in and talk to Janice?
9. On page 68, Jess compares his
feelings toward Leslie’s father to a
canker sore. In your own words, why
is this metaphor true? What makes
the comparison work? Why does the
line, “Chomp. Right down on the old
sore,” give a nice completion to the
metaphor?
10. What would have changed if the
“Golden Room” had been blue as Jess
and Leslie wanted it to be? How could
the Golden Room be a symbol in this
story?
Literary Techniques
hyperbole
personification
simile
1. If the hyperbole on page 67 were written without exaggeration, what would it be?
2. Draw a picture that shows the personification used on the bottom of page 67.
3. Quiz a partner on the similes listed on page 15. Decide who will be Partner A and who will
be Partner B. Partner A reads the first “clue to a simile” to Partner B. Partner B finds the
simile in the book, reads it aloud, and tells what it means. Partner A checks the “Evaluation” column to see if Partner B is correct. Switch roles and continue doing this until all
similes have been found and the bonus questions have been answered.
14
Reproducible
PARTNER A
LIST A: Clues to a Simile
LIST A: Evaluation
page 68—Jess wonders who really is the
stupid one.
Simile: “It was like all the lights coming
back on after an electrical storm.”
Meaning: He suddenly understood an
answer he’d been looking for for a long time.
page 69—Jess, Leslie, and Bill are
destroying the fireplace.
Simile: “…coming upon the rusty bricks like
prospectors upon the mother lode.”
Meaning: They were eager to remove the
board and find the ancient fireplace intact.
page 70—Judy gives her reasons for not
putting a rug in the Golden Room.
Simile: “It would be like putting a veil on
the Mona Lisa.”
Meaning: It would cover the beauty of the
room.
page 71—Jess and Leslie approach
Terabithia.
Simile: “They hunched down and crept
toward the stronghold like police detectives
on TV.”
Meaning: They crept secretly and quietly
toward the “castle.”
PARTNER B
LIST B: Clues to a Simile
LIST B: Evaluation
page 74—Jess worries about how Leslie will
look after she confronts Janice.
Simile: “…flattened straight out like the
coyote on Road Runner.”
Meaning: Leslie might be bruised and
beaten.
page 76—Leslie tells Jess of Janice’s
response to what Leslie says in the
bathroom.
Simile: “She even asked me for advice as if I
was Dear Abby.”
Meaning: She asked me to help her.
page 77—May Belle responds to Jess’ harsh
statement about her following him to
Terabithia.
Simile: “She blinked in the dim light like a
startled chicken.”
Meaning: May Belle was frightened by Jess’
response.
page 77—Jess describes his life.
Simile: “…his life was delicate as a
dandelion.”
Meaning: He felt the good things in his life
were so fragile that the slightest problem
would make them disappear.
15
Reproducible
Name
CROSS WORDS TO TERABITHIA
VOCABULARY: CHAPTERS 5–7
Use these words from Chapters 5–7 to complete the crossword puzzle. You may refer to the novel
or a dictionary for help defining the terms. (Use with page 17.)
revenge (49)
obsessed (57)
grieve (58)
vain (63)
garish (69)
realm (71)
stronghold (50)
speculation (57)
desperate (58)
inclined (65)
anxiety (70)
prey (71)
moony (52)
surplus (57)
moping (59)
reluctant (65)
tidings (70)
obliged (72)
16
plunged (55)
foundling (58)
egged (62)
exiled (67)
foe (71)
vile (75)
stomped (55)
pitch (58)
lolling (62)
dregs (67)
guardian (71)
betray (75)
Reproducible
CLUES
3.
ACROSS
2.
4.
5.
7.
11.
13.
15.
17.
20.
21.
24.
26.
27.
28.
Jess dreamed of floating down a
river in a wicker basket waterproofed with _______ and having
some loving people rescue him.
Jess felt that Mr. Burke was _____
to be absentminded.
Jess felt the wallpaper they peeled
from the walls of Leslie’s living room
was very gaudy or _____.
The castle _____ in Terabithia is
really a shack made of strong
boards.
There was much _____ about how
the party would actually turn out.
The last _____ of winter made everything seem dismal and unhappy.
The children _____ through the mud
puddle, splashing mud all over their
clothes.
Since it was 90∞ outside, the children
quickly _____ into the cool pool
water.
Jess knew that Leslie would never
_____ their secret to anyone else.
Jess’ sisters were _____ with
planning for Christmas.
Because she was such a _____
person, you could always find her in
front of a mirror.
Jess dreamed he was a _____,
discovered by people who were
thrilled to become his parents.
Instead of trying to stop the fight,
the children _____ it on by yelling
and pushing.
The unfortunate rabbit was _____ to
the hungry fox.
6.
8.
9.
10.
12.
13.
14.
16.
18.
19.
22.
23.
25.
26.
DOWN
1.
As they approached Terabithia, Jess
felt the _____ swell up inside him as
Leslie described the terrible foes
awaiting them on the other side of
the creek.
17
Jess and Leslie had not had _____
from Terabithia for a month since
they were helping create the Golden
Room.
Leslie was very _____ to go into the
bathroom to talk with Janice Avery.
Terabithia was Jess’ and Leslie’s
secret _____ , or kingdom.
Prince Terrien’s tongue was usually
_____ out as he pranced around.
Jess was worried about what _____
Janice Avery was planning on him.
Jess and Leslie fought the imaginary
foes and then _____ them from
Terabithia forever.
Because he really needed to feel
proud of his gift to Leslie, Jess was
_____ to find just the right thing.
Sometimes Janice Avery was heard
to use _____ language.
Leslie used her best _____ voice
when she dictated the letter to
Janice Avery from Willard Hughes.
Prince Terrien was supposed to
watch over Terabithia as the official
_____.
Even though Jess didn’t like Janice
Avery, he felt _____ to help her when
he found out she was crying.
The store has a _____ of apples this
year so they are putting them on
sale.
She needed some time to _____ over
the loss of her beloved feline friend,
Snickers.
Joyce Ann had been _____ around
because she thought Santa Claus
couldn’t visit a house without a
chimney.
Jess and Leslie’s one real _____ was
Janice Avery.
Reproducible
COMPREHENSION MENU
1. What clues did Jess have that proved to
him that Leslie was trying to behave
decently around his family as they went
to church together?
2. How does Leslie feel about the church
service? How does she feel about God?
3. What does the line, “The wind carried
their voices away from them,” (page 83)
mean?
4. Jess compares and contrasts Leslie with
Brenda and Ellie throughout this chapter. How is Leslie similar to his sisters?
How are they different?
5. What’s different about the way Jess and
Leslie view God and religion?
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CHAPTER 8
6. How do you feel about Jess’ mother and
sisters making such a big deal about
looking good when they go to church?
Explain.
7. Why do you think Jess’ dad acted the
way he did when he saw Jess and Leslie
together in the barn?
8. Pretend you are Leslie. You can’t wait to
tell your parents all about Jess’ family
and your visit to church. What would you
tell your parents about the church service? What would you tell them about
Jess’ family? You may write your answer
in a short paragraph or conversation
format.
Literary Techniques
simile
idiom
hyperbole
imagery
1.
Read the sentence on page 78 which begins “For the first time in many years. . .” There are
no similes in this sentence but it might be an interesting place to include a simile. Rewrite
this sentence using a simile that you feel is appropriate.
2.
What simile is used on page 79 to describe Brenda and Ellie? Do you think this is an appropriate simile for the girls? Why or why not?
3.
What is the idiom on page 79 which tells Brenda’s reaction to her father’s comments about
being quiet? What does this idiom really mean?
4.
On page 80, Jess uses a hyperbole to describe his sisters to Leslie. Write the hyperbole and
tell what it really means.
5.
Draw a picture which illustrates the idiom used by Jess’ mother on page 82.
6.
Describe how Brenda and Ellie look in their fine Easter clothes. Base your description on
the simile found on pages 82–83.
7.
Imagery is the author’s vivid description that creates an image, or picture, in your mind.
Find one scene in this chapter where the imagery is most vivid for you, and draw the
picture that comes to your mind. Do not include any words or phrases with your drawing.
Trade pictures with a partner and guess which scene the other person has drawn. When
you have both guessed correctly, find another partner to trade with and continue this
process until you’ve traded with at least five people.
18
Reproducible
COMPREHENSION MENU
1. What does Judy mean when she says she
is “stuck”? How does Leslie know when
Judy becomes “unstuck”?
2. Why is Jess so afraid to go to Terabithia?
3. Why is Leslie’s voice “respectful” when
she comments on the rushing water in
the creek? (page 88)
4. What is meant by the line on page 93:
“. . . that beautiful, graceful run of hers
that neither mud nor water could defeat”?
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CHAPTER 9
5. Tell about a time when you felt fear
similar to the fear Jess feels about
crossing the creek into Terabithia. Why
were you afraid? How did you overcome
your fear?
6. Do you think Jess should tell Leslie he
can’t go to Terabithia while it’s raining?
Why or why not?
7. Leslie manages to sound very “queenly”
when she and Jess are at Terabithia.
On the other hand, Jess, however hard
he tries, sounds like a common boy who
uses too much slang. Look over the
dialogue Jess uses on pages 90–91
while in Terabithia. Rewrite the statements Jess makes in a more “kingly”
tone.
Literary Techniques
personification
onomatopoeia
metaphor
humor
1. The author begins this chapter with personification. Rewrite the first two sentences
without personification. Be careful not to change the meaning of the sentences.
2. What onomatopoeia is used to describe Judy’s typewriter on page 87?
3. The sentence on page 88 which compares the creek with the TV show, The Ten
Commandments, uses both metaphor and personification. Copy the metaphor and label it
“M,” then copy the personification and label it “P.”
4. Humor is used on page 90. Write the statement intended to make you laugh. Did the author
succeed in amusing you? Why or why not? Why did the author put this humorous statement
in the story?
5. What is being compared in the metaphor on page 93? Does this metaphor succeed in
making the image clearer for you? Why or why not?
Use these words with page 20.
wheedling (79)
complacent (79)
solemnly (81)
toned (82)
expression (83)
unison (83)
raveled (85)
earnest (86)
emerging (88)
sodden (89)
vanquished (90)
inquire (90)
canopy (91)
beseech (91)
spectacle (80)
clambered (83)
sanctuary (84)
conspiring (86)
momentarily (89)
perceive (90)
discern (91)
19
cease (81)
flounce (83)
vile (84)
mournfully (86)
sporadically (90)
filtered (91)
Name
Reproducible
WORDS OF KIDS, KINGS, AND QUEENS
A: The following sentences are parapharased from sentences in Chapter 8.
Look through the novel, and replace the italicized phrases below with
vocabulary words.
1. The four of them climbed down awkwardly over the tail gate of the pick–up truck.
2. The congregation had gathered in the room in which general worship services are
held to listen to the pastor’s sermon.
3. Ellie would often flatter and coax Mama until she got what she wanted.
4. Ellie and Brenda would move with exaggerated jerky motions down the aisle of
the church hoping that every facial aspect was indicative of a feeling of every eye
was a jealous one.
5. Leslie closed her eyes and earnestly or seriously opened her mouth to receive the
warm milk Jess was squirting from the cow’s udder.
6. Leslie had softened her appearance down considerably for the church service.
7. “It’s disgusting how those girls make such a dramatic public display of themselves in church,” Jess told Leslie.
8. Jess felt that God made Jesus die because we are all morally despicable sinners.
9. Jess could stand and sit in exactly the same time and way with the congregation
but keep his mind numb and floating at the same time.
10. Growing uncomfortable with the conversation he and Leslie were having, Jess
began to play with the loosely threaded edge of the gunnysack.
11. When Leslie told Jess that she actually owned some dresses, Jess thought,
“Would wonders never be brought to an end ?”
12. Jess was happy to escape to the shed and the pleasant and easy company of Miss
Bessie for a while.
B: Follow the pattern in Exercise A. Locate sentences in the novel that use the vocabulary
from Chapter 9. Rewrite those sentences, replacing vocabulary words with their definitions. You may need to rephrase definitions or sentences to make them read correctly.
20
Reproducible
COMPREHENSION MENU
1. On page 100, the author says that Jess
is “drunk.” Did Jess drink too much
alcohol? What does the author mean
when she uses this term?
2. How does Jess imagine his relationship
with Miss Edmunds to be? Is it how
their relationship actually is? Why or
why not?
3. Contrast Jess’ fear of crossing the creek
into Terabithia with Miss Bessie’s fear
of P.T. (Refer to page 95.)
4. Why does Miss Edmunds ask Jess to go
with her to Washington?
5. Why does Jess try to think of a way to
protest Miss Edmunds’ buying his lunch
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CHAPTER 10
6. What do you think Miss Edmunds means
when she says, “Great. My life has been
worthwhile after all”?
7. How did you feel as you read the last line
of this chapter? Explain your feelings.
8. Jess “felt a frightening kinship” with
the Native American display at the
museum. How are Jess and his life
similar to the display?
9. Using only the information in Chapter
10, write a poem about Jess’ “Perfect
Day” (include something about Leslie’s
death).
Literary Techniques
simile
personification
foreshadowing
humor
irony
sarcasm—a cutting and generally ironic statement, often intended to hurt someone
analogy—resemblance between two things which have nothing or little else in
common
1.
What ironic statement does Jess make on page 95? How does May Belle interpret his
remark? Write about an ironic statement or happening in your life.
2.
Draw a picture of the simile used to describe May Belle on page 95.
3.
Which literary technique is used on page 96 when Jess thinks, “I’ll just grab that old terror
by the shoulders and shake the daylights out of it”? What does this statement mean?
4.
The author uses humor when describing Jess’ daydreams of becoming braver. Summarize
the humorous part of this passage. Why is it funny?
5.
An analogy is used on page 99 when Jess compares entering the gallery with stepping
inside the pine grove. Why is this an analogy and not a simile?
6.
Two examples of personification can be found on page 101. Both tell something about the
sun shining. Copy the two sentences, then rewrite them without personification.
7.
Leslie’s death was foreshadowed in Chapter 8. Find the foreshadowing and copy the statement. Did you catch the foreshadowing when you read Chapter 8 the first time? Why do
you think the author gave so subtle a clue?
8.
Why is the title of this chapter ironic?
21
Reproducible
COMPREHENSION MENU
1. Why does Jess feel he has to keep running?
2. What does Jess’ father mean when he
says, “We don’t even know where she’s
laid out at”?
3. What new meaning, or comparison, does
the Native American buffalo display
from the museum take on in this chapter (page 107)?
4. Why does May Belle have a look of
terror in her eyes (page 104)?
5. What is different about the way Jess’
parents treat him after Leslie dies?
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CHAPTER 11
6. Do you think Jess’ reactions to Leslie’s
death are realistic in this chapter? Why
or why not?
7. Describe a time when someone or
something close to you died. How did
you feel? How were your feelings
similar to the way Jess feels?
8. What things in this chapter would be
different if the title were “YES!”?
9. If you could talk to Jess and try to
comfort him over Leslie’s death, what
would you say to him?
Cleaning up the Mess
scrawny (95)
jitter (95)
shuddered (96)
miserable (96)
gripping (98)
landmarks (99)
jealous (100)
version (100)
glare (101)
awkwardly (102)
relentlessly (103)
accusation (108)
fitting (109)
drooped (95)
immediate (95)
transplant (96)
absorbed (98)
rhythm (98)
vaulted (99)
liberated (100)
kinship (100)
glisten (101)
squinted (102)
lopsided (106)
doused (108)
gasped (109)
flank (95)
anxiety (95)
appreciated (96)
occur (98)
clasped (99)
obviously (99)
disguised (100)
fascinating (100)
behold (101)
pouting (102)
attendance (106)
brood sow (109)
idly (95)
stroked (96)
imitating (96)
intently (98)
gallery (99)
sacred (99)
butcher (100)
brilliant (100)
vowed (101)
downcast (103)
dredging (107)
respects (109)
Use the dictionary and/or the novel to define these words. Then re–read the list and think
about the meanings you have found for each of the words. Write words that are related in some
way in a box on page 23. Label each box to show what the words have in common. You may use
words as often as you like, and you may use the root word or add suffixes or prefixes if it helps
a word fit better into a category.
When you have completed your categories, compare them with a neighbor’s. Combine one of
your categories with one of your partner’s to make a larger category. Rename the category, if
necessary.
22
Reproducible
Name
FEELINGS
anxiety
miserable
intent
jealous
pouting
downcast
23
Reproducible
COMPREHENSION MENU
1. Describe the scene in the golden room
when Jess and his parents arrive to pay
their respects to Leslie’s family.
2. How does Jess feel about the way
Leslie’s family members deal with her
death?
3. Why is the title of this chapter,
“Stranded,” appropriate? (See page 114
for a clue.)
4. Why can’t Jess cry when he is at Leslie’s
house?
5. How does Jess and his father’s relationship change after Leslie dies?
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CHAPTER 12
6. Do you think the changes in Jess’ and
his father’s relationship will continue
indefinitely or do you think that after a
few months, it will go back to the way it
was? Explain.
7. What emotions did you experience as
you read this chapter? Why did you
have those feelings?
8. Pretend you are Jess. What would you
do to make up for hitting your sister,
May Belle? (An apology is not enough.)
9. If you were Leslie and you could say
something to comfort Jess after you had
died, what would you say?
1. What thoughts does Jess have about
Leslie’s death that make him feel
guilty? (See pages 123–124 for clues.)
2. How does Jess change, thanks to
Leslie’s friendship? What clues are
given to tell you that he will continue to
grow and change for the better?
3. Why does the cardinal serve as a sign to
Jess that his funeral wreath is a worthy
offering for Leslie’s death?
4. Jess says, “It’s like the smarter you are,
the more things can scare you.” Why
would this be true? (page 123)
5. Why would the author choose to name
this novel based on one event at the
very end of the story?
6. Why does Jess choose May Belle to be
the new queen?
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CHAPTER 13
24
7. How do you feel about Jess’ choice for
the new queen of Terabithia? Who
would you have chosen? Why?
8. What kind of queen do you think May
Belle will be?
9. What would you do if Jess asked you to
be the new ruler of Terabithia?
10. Imagine that you are Jess and the
magic you were searching for in
Terabithia suddenly becomes real when
you visit the place after Leslie’s death.
The magic allows you to see and talk
with Leslie one more time. Write the
conversation you would have with her.
11. Katherine Paterson said she tried to
write this story without having Leslie
die, but she couldn’t make it work that
way. How might the story change if
Leslie did not die? What would happen
to Jess and Leslie’s relationship? What
would happen to Terabithia? What
would become of May Belle?
Reproducible
Name
BUILDING THE BRIDGE
snatched (111)
stroked (116)
piteously (119)
constrict (119)
commend (120)
profit (124)
mob (126)
emphasis (127)
imitating (113)
comforting (116)
evidence (119)
leisurely (120)
chaos (120)
despising (124)
fragile (126)
planks (128)
cremate (114)
peculiar (116)
possessed (119)
worthy (120)
paramedics (121)
traitorous (124)
predators (126)
gully (128)
25
frayed (115)
objection (117)
flared (119)
procession (120)
regarded (124)
allegiance (124)
pleading (127)
mourning
Reproducible
CLUES FOR BUILDING THE BRIDGE
Across
Down
3. Jess found his father’s words ___ and
helpful in dealing with the tragedy.
4. Driving with the ambulance, the ___
rushed to help the accident victims.
9. The bird flew ___ away, without a care in
the world.
11. devotion or loyalty to your country or
group
12. Jess thought he might be ___ with
respect by his classmates for a few days.
14. The end of the rope swing into
Terabithia was ___ and loose.
16. Jess had trouble ___ over Leslie’s death
at first.
18. Jess’ father ___ his hair with his fingers
as Jess cried over Leslie’s death.
22. Jess felt ___ for thinking that he would
be the fastest runner in school now that
Leslie was dead.
26. Jess could feel his throat ___ as he got
angrier and angrier about Leslie’s death.
28. Jess was upset that the Burkes had
decided to ___ Leslie’s body instead of
burying her in a coffin.
29. “Father, into Thy hands I ___ her spirit.”
31. Leslie’s classmates were always ___ her
and looking down on her.
1. P.T. was crying ___ on the opposite side
of the creek because he wanted to join
Jess.
2. May Belle shook her head in solemn ___
to prove her point.
4. Jess’ anger had ___ him, taking over his
every thought and move.
5. The creek looked more like a nearly dry
___.
6. May Belle was ___ with Jess to help her
off the branch.
7. It seemed strange and ___ that Jess
would worry about whether Leslie was in
heaven or not.
8. Jess and P.T. walked in a formal ___
through the sacred grove to honor Leslie.
10. Surprisingly, Jess’ mother made no ___
to having P.T. in the house for a few
days.
13. Jess was ashamed of himself for trying
to ___, or gain, from Leslie’s death.
15. In Terabithia there was no ___, or proof,
that Leslie had died.
17. Jess and Leslie enjoyed making fun of
and ___, or acting like, Miss Meyers.
19. The bridge across the creek was put
together with several wooden ___.
20. Jess’ anger ___ up again as he entered
Terabithia.
21. animals that prey on other, smaller
animals for food
23. P.T. ___ himself loose when he saw Jess
at the door.
24. Jess was happy that his funeral wreath
had been a ___ offering.
25. Jess learned to view the world as a huge,
terrible, beautiful, and very ___ place.
27. Jess was in a state of utter confusion, or
___, after Leslie died.
30. Jess had a whole ___ of foolish fears
running inside his head.
26
THE STAGES OF GRIEVING
CHAPTERS 10–13
Objective: Students will map, or web, information about the stages of grieving. Then,
students will compose an essay that relates the stages of grieving to Jess’ grieving in
Bridge to Terabithia.
Hook
To grieve is to feel deep sorrow or distress, to mourn or lament. Think about a time when you
grieved for something or someone. Share with a friend.
The Stages of Grieving
1. Discuss what it means to grieve.
People grieve because they are hurting and feeling pain at losing someone or something
that was very important to them. What might cause a person to grieve? (death, end of
relationship, loss of prized possession)
2. On a chart, list the stages of grieving. Discuss and briefly define each stage. Students may
want to refer to this chart as they finish the novel.
1) DENIAL—Disbelief. No! This couldn’t happen! They’ll be back.
2) ANGER—toward person who died; reactions; yelling; anger toward others still living.
3) COMING TO TERMS WITH FEELINGS—get over anger; calm down; begin to
realize that this has really happened.
4) DEPRESSION/SADNESS—emotions of grief, sadness, depression.
5) ACCEPTANCE/GETTING ON WITH LIFE—accepts loss and realizes it cannot be
undone; begins healing process; begins to recover and get on with life; seeks out new
relationships, not replacing relationship.
3. Distribute page 28, “Jess Grieves for Leslie.” Students should review chapters 11–13 for
examples of Jess experiencing the stages of grieving. They should record two or three
examples which show Jess’ reactions/actions during each stage.
4. In small groups or as a class, discuss the examples students selected. Evaluate the
examples and make corrections, if necessary.
Directions for Essay
1. Page 28, “Jess Grieves for Leslie,” can be used as an outline for the essay.
2. Provide topic sentences for students to use.
After Jess’ best friend, Leslie, dies in the novel Bridge to Terabithia, Jess experiences
several stages of grieving.
3. Students write an essay discussing each stage of grieving followed by examples and
supporting details from the novel. Encourage students to include transition words (i.e.,
first, then, next, finally) to make the essay flow more easily.
27
Name
Reproducible
JESS GRIEVES FOR LESLIE
2) Anger
1) Denial
5) Acceptance/Getting
on with life
Jess grieves
over the
death of his
best friend,
Leslie.
3) Coming to terms
with feeling
4) Depression/
Sadness
28
Name
Reproducible
LITERARY TECHNIQUES
Decide what literary technique is used in each sentence below. Next to each statement, write the correct
letter: S—Simile, M—Metaphor, I—Idiom, P—Personification, F—Foreshadowing, H—Hyperbole.
1. Once he began running, he would be hot as popping grease.
2. The place was so rattly that it screeched whenever you put your foot down, but Jess had
found that if you tiptoed, it gave only a low moan.
3. May Belle would pop her buttons.
4. His hot skin crawled under the cold drops.
5. He thought later how peculiar it was that here was probably the biggest thing in his life,
and he had shrugged it off as nothing.
6. Jess, you’re the proverbial diamond in the rough.
7. It was as though he had swallowed grasshoppers.
8. Mrs. Myers’ face had lost its lemon–pie smile.
9. And here he was letting some girl who wasn’t even ten yet scare the liver out of him.
10. His heart was knocking at his Adam’s apple.
11. He’d have to fight the female gorilla now.
12. There was a crack in the old hippo hide.
13. Turner was death on boys and girls caught sneaking around the halls together.
14. He wondered if Leslie would even give him the time of day.
15. Before he got to the creek bed, the puppy had licked his face raw.
Write a definition or give an example for each of the following terms.
16. onomatopoeia
17. foreshadowing
18. irony
19. humor
20. intuition
29
PANEL DISCUSSION
Objective: In a panel discussion, students will ask and answer questions about
characters from the novel.
Directions
1.
In class discussion, list the main characters from the novel. Include words and phrases to
remind students who each character is. Your list should include the following names:
Jess Aarons
Leslie Burke
Mrs. Aarons
May Belle
Janice Avery
Judy Burke
Bill Burke
Miss Edmunds
Mrs. Meyers
Prince Terrien
Mr. Aarons
Miss Bessie
2.
Assign one student to act the part of each character. The “characters” will be members of
the panel. Not all students will have character assignments.
3.
Give each student who has a character assignment time to research his or her character.
Each student will need to look through the novel, looking for any event or discussion that
includes his or her character. Students should pay close attention to characters’ feelings,
personality, personal facts, and habits. Students will need as much information about their
character as possible in order to answer the audience’s questions.
4.
Give students who are not assigned a character time to write quality, probing questions to
ask the panel. Questions should involve facts, feelings, and events from the novel. They
should NOT be “Yes” or “No” questions. You may need to provide model questions for the
students. Several questions are included for reference:
To Jess: How did you feel when Leslie beat you at the races on the first day of school?
To Leslie: Why did you go to Terabithia by yourself the day you fell in the creek?
To Miss Edmunds: How do you really feel about Jess? Why?
To Prince Terrien: If you could choose, would you live with Leslie’s parents or Jess? Why?
5.
On the day of the panel discussion, characters should sit together at the front of the room.
Questions should be posed one at a time to the characters. If a character has trouble answering a question, the question should go to the panel for discussion. The panel should
attempt to support their answers with information from the novel.
Alternative Directions
1.
Assign two students to the role of the each character. The students can then either answer
questions together as a team or the panel discussion can be held in two sessions. Panel One
would answer questions the first day; Panel Two (same character assignments, different
students) would answer questions the second day. This gives everyone a chance to become a
“character” as well as ask questions.
2.
If time and management allows, let panel members ask one another questions.
NOTE: On the final days of the unit, hold Panel Discussions. Students may want to wear
costumes to make the discussion more festive. Also allow students to share their final activities
(page 31) and to celebrate their efforts. This provides closure and will help to motivate students
for future units.
30
Reproducible
SHOW WHAT YOU KNOW!
Objective: Students will apply their knowledge of Bridge to Terabithia to various final
activities designed to fit all learning styles. Students will share their final activities and
celebrate the completion of the unit.
Allow students to select and complete one final activity from each learning style. Students will
need two or three days to complete the activities. You may want to use these activities as a
final exam grade.
In the final days of the unit, allow students to share their activities, hold Panel Discussions
(page 30), and celebrate the end of the unit. You may want to take a trip to a “sacred” wooded
place or to an art museum, give students extra drawing time, hold foot races, or anything else
that is fun and relates to the novel.
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Make a list of all characters in this story.
With each person’s or animal’s name, include one simile and one descriptive phrase
telling something important about that
character.
Jess has some difficult relationships with his
sisters and parents. Choose one person in
your life (not necessarily in your family) with
whom you have a similar relationship as
those Jess shares with his family members.
Tell how your relationship is similar to one
of Jess’ relationships.
Write a paragraph about May Belle that
tells about her relationship with Jess.
Include sentences that tell how she feels
about Jess, some things she would do for
Jess, how she supports him after Leslie’s
death, and how their relationship changes
by the end of the story.
As we read a novel, we experience many
emotions. Write about some of the feelings
you had while reading Bridge to Terabithia.
Include a summary of the events from the
story that you responded to emotionally.
Show What You Know!
Select and complete one activity
from each learning style.
Compare and contrast the relationship Jess
has with Miss Edmunds and the relationship he shared with Leslie. How are the two
relationships similar? different? Use information from the story to support your
statements when possible.
Terabithia is a special secret place for Jess
and Leslie. No one is supposed to know
where it is or how to get there except for
them. Create a maze that begins at Jess’
house and ends at Terabithia. Make your
maze as complex as you can.
Janice Avery plays a semi–important part in
this story. Why do you think the author
chose to include her in the plot? What
impact does Janice have on Jess and Leslie’s
relationship?
Jess and Leslie visit Terabithia several
times together throughout the story. Each of
them also visits the kingdom by themselves
at least once. Illustrate one scene where Jess
and Leslie are together in Terabithia. Draw
two more pictures that represent times when
each visits Terabithia alone.
31
Congratulations!
This certificate is to recognize
the outstanding efforts and achievements made by
during our unit on the novel
Bridge to Terabithia by Katherine Paterson.
Teacher
Date
Congratulations!
did an excellent job contributing to
class discussion and completing all activities
during our unit on the novel
Bridge to Terabithia by Katherine Paterson.
Teacher
Date
32
Rationale and Book Selections
Childrens’ literature is a valuable classroom resource often lost to the exhaustive gamut of
textbooks. For years, teachers have taught children to read through basal short stories
and workbook pages. As education advances with society, teachers have found reading
instruction can take on new forms—forms which thrill the children as well as the teacher.
Children can become enthralled with the adventures and fantasies found in the world of
fictional literature. They are informed, interested, and more likely to remember what they
read about in childrens’ nonfiction works. These books all offer a view of the world through
a child’s eyes. Therefore, it only makes sense that reading instruction should move beyond
standard basals into childrens’ literature.
Six novels were selected for this literature set. Each novel received the distinguished
Newberry Award as well as other book honors. The books are grade–level sequenced, and
they advance in reading skills. Appropriate grade levels for each novel are suggested
below.
Novel
Charlotte’s Web
Sarah, Plain and Tall
Bridge to Terabithia
Number the Stars
Maniac Magee
The Phantom Tollbooth
Author
E. B. White
Patricia MacLachlan
Katherine Paterson
Lois Lowry
Jerry Spinelli
Norton Juster
Grade Level
3–4
3–5
4–6
4–6
4–7
5–7
The Thoughtful Education Approach
Each literature unit has been designed around the principles of Thoughtful Education
(T.E.) Learning Styles and Strategies (Hanson, Silver, and Strong)*. These studies show
that children learn in four distinct ways. Where some children excel, others are weak. The
focus of T.E. is to teach using all learning styles. This will motivate and enable all children
in your classroom to succeed and grow by learning.
You do not need to be familiar with the studies on T.E. in order to use these units. Any
educator can follow the directions and guidelines included in these books. The four
learning styles are introduced on pages I–VIII. The section is designed to inform you, the
teacher, and your students about learning styles. Review this section if you have not
experienced a T.E. workshop. Then instruct your students as this will enable them to
better understand the “whys” and “hows” of the entire unit.
*
Hanson, Silver, and Strong. A Workshop Handbook on Student Styles and Strategies.

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