Theme - Education Place® 1: Silly Stories 1 Selections 1 Dragon Gets By 2 Julius ... • Draw a...

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THEME 1: Silly Storiesx

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THEME 1: Silly Stories 1

Selections

1 Dragon Gets By

2 Julius

3 Mrs. Brown Went to Town

Silly Stories

C H A L L E N G E A C T I V I T I E S F O RC H A L L E N G E A C T I V I T I E S F O R

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THEME 1: Silly Stories2

SELECTION 1:

Dragon Gets By

1. A Healthy Meal

Find the Facts

Work with a partner to plan a healthy meal.

• Research the food pyramid to find out what you needto make your meal healthy.

• Your meal should have three courses: a soup or salad, a main dish with two side dishes, and a dessert.

• Look in cookbooks and other recipe books to get ideas.

• Choose what you will make for each course.

Plan Your Meal

• Make a shopping list of allthe things you will need.

• Draw a picture of what each course will look like when itis cooked.

• Under each picture, writetwo sentences about why this course is healthy. Includewhat parts of the food pyramid it belongs to.

Show What You Know

Make a poster that shows your meal. Glue your picturesto the poster. Draw a picture of the food pyramid, and listand draw some of the ingredients. Present your poster tothe class. Explain what each course is, why you chose it, andhow it is healthy.

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THEME 1/Dragon Gets By

CH 1–1 Challenge Master Grade 2 Theme 1: Silly Stories

Goal: Plan and present a healthy meal.

• Pick foods that youwould like to make.

• Keep your mealsimple and fun.

Challenge Master CH 1–1

1. A Healthy Meal 150 MINUTES INDIVIDUAL

Materials: cookbooks and other recipe books, nutrition books,dictionary, access to the Internet (optional), poster board, glue, scissors,crayons, and markers

Find the FactsA good source for information on nutrition and the food pyramid is The Franklin Institute Online at http://sln.fi.edu/biosci/healthy/pyramid.html Remind children to choose foods for each course that will fulfillsome of the food pyramid requirements.

English Language Learners: You might want to have childrenchoose foods from their culture and apply them to the foodpyramid. Review the term nutrition with children.

Children continue to work on this project.

Plan Your MealCheck with children on the progress of their meal.

• Remind children that the food pyramid lists what a personshould eat in a whole day, and they are just planning one meal,so their meal does not need to include all parts of the pyramid.

• Instruct children to look up any ingredients they do not know in a dictionary.


Show What You KnowAfter children present their posters you might want to talk withthem about what they learned about nutrition. You might even leada discussion on how what Dragon chooses to eat in Dragon Gets Byis not very nutritious.

Expected OutcomeA good planned meal willinclude

✔ three courses thatconnect to the foodpyramid

✔ a poster that includesdrawings, ingredientlists, and explanations

✔ a clear presentation

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SELECTION 1: Dragon Gets By 3

Goal: Use pieces of a sentence to create a complete sentence.

2. Chinese Dragon

What if Dragon from Dragon Gets By showed up at a Chinese New Year parade?

• If you do not know about Chinese New Year celebrations, research them in an encyclopedia.

• Use a story map to plot out the beginning, middle, and end of your story.

• Draw pictures that help tell your story.

• Write a title for your story.

3. Silly Sentences

This game is played with a partner. On strips of paper, both you and your partner write down five silly sentences.

Cut the strips of paper into pieces. Be sure that you donot cut a word in the middle. Place all the pieces into apaper bag. Taking turns, each of you chooses a piece.Decide if it is the beginning, middle, or end of the sentence.Build as many silly sentences as you can.

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Grade 2 Theme 1: Silly Stories Challenge Master CH 1–2

THEME 1/Dragon Gets By

Goal: Write a short story. • Reread Dragon Gets By.

• First think aboutwhat you want tohappen in yourstory, and then usea story map.

• Make yoursentences complete.

• Be sure that yourfinal sentencesmake sense.


Expected OutcomeA good story will include

✔ a clear beginning,middle, and end

✔ illustrations that help tellthe story

✔ a clearly written andinteresting title

2. Chinese Dragon 60 MINUTES INDIVIDUAL

(Social Studies)Materials: Graphic Organizer Master 3, an encyclopedia, drawingpaper, crayons, and markers

• Tell children that if they need to read about Chinese New Yearcelebrations in the encyclopedia, they should do so before theybegin to write.

• Review story structure with children.

3. Silly Sentences 60 MINUTES SMALL GROUP

Materials: strips of writing paper, a paper bag, and scissors

If necessary, review what a complete sentence is and ask children to give examples of one. You might have volunteers read their sillysentences to the class.

Additional Independent WorkConnecting/Comparing Literature

Have children compare the On My Way Practice Reader Fluff andthe Long Nap with the anthology selection Dragon Gets By, usingwhat they have learned about Story Structure. Children may discussor write about their comparisons.

Other Activities• Theme 1 Assignment

Cards 2, 3

• TE p. 52, LiteratureDiscussion

• TE p. 54, Challenge WordPractice

• TE pp. R11, R19, R25,Challenge

• Education Place:www.eduplace.comMore activities related to Dragon Gets By

• Accelerated Reader®, Dragon Gets By

Expected OutcomeA good game will include

✔ correct structure ofcomplete sentences

✔ creative use of actionwords to make thesentences silly

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SELECTION 2:

Julius

1. Fantastic Adventures!

My True Story

Think about a true event that happened to you.

• Make a list of people in your story.

• Make a list of the events in your story. Write down the events in the order in which they happened.

Think about your favorite fantasy story.

• What kinds of characters did it have?

• What happened that could not happen in real life?

Think about the kinds of fantasy details you can add toyour story.

My Fantastic Adventure

Make your real-life story into afantasy story.

• Think about the events inyour story. How could youmake them more fantastic?

• Think about how you couldchange the other people in your story.

Show What You Know

Think about how you might present your new story to the class. You might make a picture book of the tale or actit out with your classmates.

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Goal: Change a real-life story into a fantasy story.

• Choose a real-lifestory that is a littlebit boring so youcan add lots offantasy elements.

• Be as funny as youwant.


1. Fantastic Adventures! 150 MINUTES INDIVIDUAL

Materials: crayons, markers, drawing paper, poster board, and otherart supplies, as needed

My True StoryBrainstorm with children potential topics for their real-life stories.Tell children to choose a story that

• has more than one person

• involves some event or action

• has an ending or result

English Language Learners: You might need to review thedifferences between real-life and fantasy stories.


My Fantastic AdventureCheck with children on the progress of their stories. Help childrenevaluate their stories using the list on page 38 of the Practice Book.Refer to the Reading Writing Workshop on page 92 of the Teacher’sEdition.


Show What You KnowSuggest that children choose a presentation format that willshowcase their story in an interesting way. If desired, children may combine two formats.

Expected OutcomeA good fantasy story willinclude

✔ elements of fantasy

✔ fantastic details whilekeeping a beginning,middle, and end

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SELECTION 2: Julius 5

2. Rats on the Roof

Choose one of the stories in Rats on the Roof and Other Stories that teaches you a lesson. Answer these questions:

• What was the problem?

• What was the solution?

• Do you have a different solution?

• What is the problem-solving lesson in the story?

Write a short paragraph that tells the title and the lessonof the story.

3. What’s Inside?

Look at the picture on page 46 of Julius. What does Maya think is inside the crate? How do you know? Imagine that you received a crate. Draw a picture of yourselflooking inside a crate. Draw three things that you thinkcould be in the crate in thought bubbles above your head.Write a sentence explaining your thoughts.

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THEME 1/Julius

Goal: Understand the lesson in a story. • Think about the

story’s problem andsolution.

• Think about whatyou might do in thesame situation.

Goal: Express your inner thoughts using thought bubbles.

• Make a list of thingsyou wish were inthe box. Choosethe best three.

• Be sure yoursentences are clear.


Expected OutcomeA good paragraph will include

✔ a demonstratedunderstanding of themeaning of the wordsproblem and solution

✔ the ability to distinguishbetween fantasy andreality

✔ an understanding of howa story can provide alesson

2. Rats on the Roof 60 MINUTES INDIVIDUAL

(Challenge Theme Paperback)

• If necessary, discuss the words problem and solution. Havechildren give examples from real life for each word.

• Talk about the difference between fantasy and reality. Askchildren to give examples.

• Have children share the lessons they discovered with the class.

3. What’s Inside? 60 MINUTES INDIVIDUAL

Materials: crayons, markers, and drawing paper

Explain what a thought bubble is and why it is used in pictures.Bring in other examples of comics or illustrations that show thoughtbubbles. Have children show drawings to the class and explain whythey chose what they chose.


Have children compare the On My Way Practice Reader Fluff andthe Long Nap with the anthology selection Julius, using what theyhave learned about Fantasy and Realism. Children may discuss orwrite about their comparisons.

Other Activities• Challenge Theme Paperback,

Rats on the Roof

• Theme 1 Assignment Cards 5, 6, 7


• TE p. 134, Challenge WordPractice

• TE pp. R8, R13, R15, R21,R27, Challenge

• Education Place:www.eduplace.comMore activities related toJulius

• Accelerated Reader®, Julius

Expected OutcomeA good drawing will include

✔ three ideas for what is inthe crate

✔ an explanation for eachidea

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SELECTION 3:

Mrs. Brown Went to Town

1. Silly Animal Rhymes

Why Did It Happen?

Reread the story Mrs. Brown Went to Town. What aresome actions that caused other things to happen? Use acause-effect chart to list the cause and effect of

• Mrs. Brown’s first trip to the hospital

• the bed falling through the floor

What Happened and Why?

Write six silly rhymes aboutanimals that show how one actioncan lead to another. Each rhymeshould have two sentences. Oneis the cause. One is the effect.Use another cause-effect chart todraft your rhymes.

Show What You Know

Make a book of silly rhymes.

• Write and draw a picture of each rhyme on a piece of drawing paper.

• Make a cover for your book that has a title and apicture.

• Punch holes in the pages. Tie the pages together.

Invite classmates to read your book.

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THEME 1/Mrs. Brown Went to Town


Goal: Make a silly rhyme book showing how one actionleads to another.

• Make a list of sixanimals before youstart.

• Make a list ofrhyming words tohelp you.


1. Silly Animal Rhymes 150 MINUTES INDIVIDUAL

Materials: Graphic Organizer Master 7, drawing paper, a three-hole punch, yarn or string, crayons, and markers

Why Did It Happen?Review the meaning of cause and effect. Demonstrate how cause and effect can be the same things as actions leading toconsequences. Explain that sometimes an action can be harmful;sometimes it can be helpful. With the children identify examples ofcause and effect from the selection. Then have them start planningtheir silly book in rhyme.


What Happened and Why?Check children’s progress to see if the concept of cause and effectis understood.

• Remind children that their goal is to write rhymes that show anaction and its consequences.

• Explain that there could be more than one result of an action.Also, there can be more than one cause for an effect.

• Tell children they can have fun using what they have learnedabout cause and effect.

• Tell children that their rhymes can be about animals acting likepeople.

• Tell children that they should say their rhymes aloud as theywrite them to make sure the ending words rhyme.

English Language Learners: You might want to review rhymeswith children.


Show What You Know

• You might want to brainstorm lists of silly titles with children.

• Ask volunteers to read their rhyme books aloud.

Expected OutcomeA good rhyme book willinclude

✔ rhymes that showunderstanding of causeand effect

✔ a creative cover andillustrations

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SELECTION 3: Mrs. Brown Went to Town 7

2. My Day at the Farm

Imagine that you are spendinga day on a real farm. Write ajournal entry about your visit. Ifnecessary, find out about farm lifebefore you write.

• Write about what you sawand did.

• Write about how you felt.

3. What Comes Next?

Use shape tiles to create a pattern and ask a classmate to predict what comes next.

• Create a pattern using shape tiles like this one:

• Ask a classmate to add the next shape to continue your pattern.

• Switch roles, and let a classmate create a pattern foryou to add to.

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THEME 1/Mrs. Brown Went to Town

Goal: Write a journal entry about a visit to a farm.

• Think about theanimals you mightsee.

• Think about thechores you can doto help the farmer.

Goal: Predict a pattern.

• Remember thatpatterns can becreated by shape,number, and color.

• Be sure that you can continue thepattern beforeasking a classmate.


Expected OutcomeA good journal entry willinclude

✔ a demonstrated skill insentence structure,vocabulary, and spelling

✔ writing from a personalpoint of view

✔ clearly stateddescriptions of eventsand feelings

2. My Day at the Farm 60 MINUTES INDIVIDUAL

Materials: crayons, markers, encyclopedia, and any nonfiction booksabout farming

Review the purpose of a journal and the author’s point of view.

• Have children include comments about the geography where thefarm was located.

• Tell children to write personal opinions, thoughts, and feelings inaddition to descriptive passages.

• Tell children they may add drawings to their entries if they want.

3. What Comes Next? 60 MINUTES INDIVIDUAL

Materials: shape tiles

If necessary, review how to create a pattern with children. You canvary the creativity by having children use numbers, colors, and othershapes when making their patterns. Talk with children about howthey knew what came next.


Have children compare the On My Way Practice Reader Fluff andthe Long Nap with the anthology selection Mrs. Brown Went toTown, using what they have learned about Predicting Outcomes.Children may discuss or write about their comparisons.

Other Activities• Theme 1 Assignment Cards 9,

10, 11

• TE p. 178, CVCe Pattern


• TE p. 202, Challenge WordsPractice

• TE p. 214, Reading Riddles

• TE pp. R17, R23, R29,Challenge

• Education Place:www.eduplace.comMore activities related to Mrs.Brown Went to Town

• Accelerated Reader®, Mrs. Brown Went to Town

Expected OutcomeA good pattern will include

✔ a well-thought-outsequence from whichsomeone can predictwhat comes next

✔ the use of color, number,shape, or a combinationas the predictor

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Theme - Education Place® 1: Silly Stories 1 Selections 1 Dragon Gets By 2 Julius ... • Draw a...

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