Language Arts Through ESOL Literature Unit: The Giving Tree, by Shel Silverstein FCAT Reading & Writing Focus: FCAT Support Skills: Language Focus: Text: English alone ate boat branches build busy carry/carried away children climb come/came back crown cut down cut off every day forest gather get/got tired go/went by grow/grew up have/had hide-and-go-seek leaves long time nothing left often king quiet place rest sailed away sell shade shake/shook with joy sleep/slept stayed away stump swing/swung there was took/take him far away trunk weak

Identifying Main Idea Stated or Implied Sequencing; Drawing Conclusions, Author’s Purpose: Compare/Contrast Simple Past Tense The Giving Tree (Harper & Row Publishers)

Spanish solo comió bote ramas construir ocupado llevar/se lo llevó niños trepar venir / vino, regresó corona cortar, talar, derrivar cortar cada día foresta, bosque juntar, reunir cansarse/se cansó ir / pasó por crecer / creció tener / tuvo, tenía esconder y buscar hojas largo tiempo no quedó nada a menudo rey lugar tranquilo descansar se embarcó vender sombra sacudió de alegría dormir / durmió estuvo alejado cepa del árbol columpiar / columpió hubo tomó / llevarlo lejos tronco del árbol débil

Haitian Creole sèl, pou kont li te manje kannòt,bato branch konstwi okipe transpòte/anlve timoun grenpe vini/retounen kouwone redui koupe chak jou fore ramase fatige/te fatige ale/te ale grandi, pouse/ te grandi, te pouse

genyen/te genyen lago kache fèy lontan fini souvan wa zòn trankil repose vwayaje vann lonbraj

Portuguese sozinha comia barco galhos fazer, construir ocupado carregar/levado filhos subir voltar, voltou coroa cortar cortou todos os dias floresta colher cansar, cansava ir, passou crescer, cresceu ter, tinha esconde-esconde folhas longo tempo mais nada muitas vezes rei lugar sossegado descansar partiu para longe, de barco

vender sombra

tranble/te tranble ak kè kontan

sacudir/se sacudiu de alegria

dòmi/te dòmi te pran distans po/chouk balance/te balance te genyen te pran/mennen lwen twon fèb

dormir, dormia ficou afastado toco balançar, balançava era, havia levou, levá-lo para longe

tronco fraco

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English Summary Children’s Literature Unit: The Giving Tree, by Shel Silverstein

Once there was an apple tree. The apple tree loved a little boy. Every day the boy gathered her leaves and made a crown for his head. He played king of the forest. The boy climbed her trunk and swung from her branches. He ate her apples and played hide-and-go-seek. When he got tired, he slept in the shade of the apple tree. The boy loved the tree. The tree was happy and she loved the boy very much. Time went by and the boy grew up. The tree was often alone. One day the boy came to visit. The tree wanted to play again. The boy was too big to climb and play. He needed money. The tree had no money, but she had apples to sell. The boy took the apples and carried them away. The tree was happy. The boy stayed away a long time, and the tree was sad. When he came back, the tree shook with joy, and she wanted to play. The boy was now a busy man. He wanted a wife and children. He needed a house. He cut off her branches to build his house. The tree was happy. A long time passed again. The man was now old and sad. He told the tree he wanted a boat to take him far away. The tree told him to cut down her trunk to make a boat. He cut down her trunk, made a boat, and sailed away. The tree was happy. After a long time, the boy returned. The tree wanted to play, but he was very old and weak. The tree had nothing left to give the boy but an old stump. This time the old man needed a quiet place to sit and rest. Then he sat and rested on the old stump. The tree was happy.

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Spanish Summary Unidad de Literatura Infantil: El árbol generoso, por Shel Silverstein

Erase una vez un manzano que amaba a un pequeño niño. Cada día el niño recogía sus hojas, hacía una corona para su cabeza y jugaba a ser el rey del bosque. El niño se trepaba en su tronco, se columpiaba de sus ramas, comía sus manzanas y jugaba al escondite. Cuando se cansaba dormía a la sombra del árbol. El niño amaba este árbol; el árbol era feliz y también amaba mucho al niño. El tiempo pasó y el niño creció. A menudo, el árbol estaba solo. Un día el niño vino a visitarlo y el árbol quería volver a jugar con él, pero el niño ya estaba muy grande para trepar y jugar. Lo que él necesitaba era dinero y el árbol no tenía; pero sí tenía manzanas para que vendiera. El niño tomó las manzanas, se las llevó y el árbol se alegró. El niño estuvo ausente durante mucho tiempo y el árbol estaba triste. Cuando regresó, el árbol se sacudió de alegría y quería jugar; pero el niño era ya un hombre ocupado y deseaba una esposa e hijos. Necesitaba una casa, asi que cortó sus ramas para construirla y el árbol se alegró. Nuevamente mucho tiempo pasó. El hombre estaba viejo y triste y le dijo al árbol que quería un bote que lo llevara muy lejos. El árbol le dijo que cortara su tronco para hacer el bote. Cortó entonces su tronco, hizo el bote, se fue a navegar y el árbol se alegró. Después de mucho tiempo el que antes fuese un niño regresó. El árbol quería jugar pero él ya estaba viejo y débil. Lo único que le quedaba al árbol para ofrecerle era la cepa vieja. Esta vez el viejo necesitaba un lugar tranquilo para sentarse y descansar; entonces se sentó y descansó sobre ella, y el árbol se alegró.

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Haitian Creole Summary Children’s Literature Unit: Yon Pyepòm ki donan, pa Shel Silverstein

Yon fwa te genyen yon pye pòm. Pye pòm nan te renmen yon tigason. Chak jou tigason an te konn ranmase fèy pòm nan pou li fè yon kouwòn mete nan tèt li. Li te fè jwèt prezante tèt li kòm wa forè a. Tigason an te konn grenpe monte twon pye pòm nan pou fè balansin nan branch yo. Li te konn manje pòm yo ak fè jwèt lago kache. Lè li fatige, li kouche dòmi anba lonbraj pye pòm nan. Tigason an te renmen pye pòm nan. Pye pòm nan te kontan wè sa, e li te renmen tigason an anpil pou sa. Tan vin pase epi tigason an te grandi. Pye pòm nan te vin kanpe pou kont li souvan. Gen yon jou, tigason an te vin vizite. Pye pòm nan te vle jwe ankò. Tigason an te twò gran pou l kontinye grenpe sou li ak jwe. Kounye a, se lajan lit e bezwen. Pye pòm nan pa t gen lajan, men li te gen pòm pou vann. Tigason an te keyi pòm yo ale avèk yo. Pye pòm nan te kontan. Tigason an te pase yon bon bout tan li pa t retounen, sa te fè pye pòm nan tris. Lè li te retounen, pye pòm nan te kontan anpil, epi li te vle jwe. Kounye a tigason an vin gen okipasyon. Li te vle gen madanm ak pitit. Li te bezwen gen kay. Li te koupe branch pye pòm nan pou konstwi kay li. Pye pòm nan te kontan. Anpil tan te vin pase ankò. Kounye a mesye te vin yon vye granmoun byen tris. Li te di pye pòm nan li bezwen yon kannòt pou l vwayaje ale byen lwen. Pye pòm nan te reponn pou di li: koupe twon li pou konstwi kannòt la. Li te koupe twon an, li fè yon kannòt epi li pran lanmè. Pye pòm nan te kontan. Aprè anpil tan, tigason an te retounen. Pye pòm nan te vle jwe, men li te fin granmoun epi li te vin fèb. Pye pòm nan pa t genyen anyen rete pou l bay tigason an sèlman yon vye chouk. Fwa sa a, vye granmoun nan te bezwen yon kote trankil pou chita repoze li. Alòs, li te chita repoze li sou vye chouk pye pòm nan. Pye pòm nan te kontan.

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Portuguese Summary Unidade de Literatura Infantil: A Árvore Generosa, de Shel Silverstein

Era uma vez um pé de maçã. O pé de maçã amava o menininho. Todos os dias o menino colhia as folhas da árvore e fazia uma coroa para sua cabeça e brincava de rei da floresta. O menino subia pelo tronco e se balançava nos galhos da árvore. Ele comia suas maçãs e brincava de esconde-esconde. Quando ele se cansava, dormia na sombra do pé de maçã. O menino amava a árvore. A árvore era feliz e amava muito o menino. Passado o tempo, o menino cresceu. Muitas vezes a árvore ficava sozinha. Certo dia o menino veio visitá-la. A árvore queria brincar novamente. O menino estava muito grande para subir na árvore e brincar. Ele precisava de dinheiro. A árvore não tinha dinheiro, mas tinha maçãs para vender. O menino pegou as maçãs e as levou consigo. A árvore ficou feliz. O menino ficou afastado por um longo tempo e a árvore estava triste. Quando ele voltou a árvore se sacudiu de alegria e queria brincar. O menino era agora um homem ocupado. Ele queria uma esposa e filhos, e por isso precisava de uma casa. Ele cortou seus galhos para fazer uma casa. A árvore ficou feliz. Passou-se um longo tempo novamente. O homem agora estava velho e triste. Ele falou para a árvore que queria um barco para levá-lo para longe. A árvore lhe disse para cortar seu tronco e construir um barco. Ele cortou o tronco, fez um barco e partiu para longe. A árvore ficou feliz. Após um longo tempo o menino retornou. A árvore queria brincar, mas ele estava muito velho e fraco. A árvore não tinha mais nada para oferecer ao menino a não ser um velho toco. Desta vez o velho homem precisava de um lugar sossegado para sentar e descansar. Então ele se sentou e descansou no velho toco. A árvore ficou feliz. The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. August 2004 - (561) 434-8620 - SY 04-2808

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Summary of Listening Activities Beginning

Intermediate

Proficient

Minimal Pairs Bingo

Clipped, Follow Directions, Team Spelling, Dictation

Proficient Dictation

Beginning Listening Activities Minimal Pairs Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) The Giving Tree: Minimal Pairs Activity: tree/three shook/took stump/jump boat/both rest/west once/ones leave/leaf crown/clown sell/shell sad/said get/got

Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase.

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Intermediate Listening Activities Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. The Giving Tree Spelling Activity: Use the following words for the test. ate, branches, crown , forest, gather, hide-and-go-seek, leaves , quiet, stump, trunk You may also use this list. The teacher gives the present form and teams write the past form. eat, build, carry away, climb, come back, cut down, cut off, get tired, go by, grow up, have, hide, seek, rest, sail away, sell, shake with joy, sleep, stay away, swing, there was, took away

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Intermediate Listening Activities Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task. 1. For example, there might be a list of dates. The teacher might say the following: Draw a circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line. 2. The teacher might direct teams to make changes to a sentence. Example: He sailed to the Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”. 3. Another example: Change the verb to the present tense. Add 505 years to the date. Change the subject to the third person plural. 4. The teacher might also direct teams to complete a drawing, or draw the route of an explorer on a map. Teams that complete the exercise correctly get a point. The Giving Tree Follow Directions Activity: Provide teams with paper and pencil. Teams listen and follow directions to create an organizer and identify details in the story. (Teams listen to the teacher read the excerpt from the story below, or work from written text. Directions: a) Fold the paper lengthwise. b) On one side of the paper, write, “What did the boy do?” c) On the other side write, “What did the tree do?” Reading: a) “One day the boy came back.” b) “The tree shook with joy.” c) “I want a house to keep me warm. “Can you give me a house?” the boy asked.” d) “You may cut off my branches and build a house,” said the tree.” e) “The boy cut off her branches and carried them away to build a house.” f) “The tree was happy.”

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Intermediate Listening Activities Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) The Giving Tree Dictation Activity: a) Once there was an apple tree. The apple tree loved a little boy. b) Every day the boy gathered her leaves and made a crown for his head. c) The boy climbed her trunk and swung from her branches. d) He ate her apples and played hide-and-go-seek. e) When he got tired, he slept in the shade of the apple tree.

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Intermediate Listening Activities Clipped (Small Group Interactive Activity) Objective: Phonological Development --Determining number of words in a sentence Procedure: This activity requires plastic paper clips of three colors. The following explanation will use blue, red, and yellow, but any color combination will do. (Paper clips of 3 different sizes can be used). In class, a participant orally makes a sentence based on the reading text. All participants have 60 seconds to clip on an index card the same number of blue paper clips in a row as there are words in the sentence. While the participants complete this task, the teacher writes the participant’s sentence on a piece of paper hidden from the participants’ view. The teacher begins counting down by seconds when 10 seconds remain. Any participant with a paper clip in his/her hand when you reach 0 receives a red paper clip (a negative point). The participants take turns stating the number of words in the sentence based on the number of clips on their cards. Using the written sentence and with as little teacher help as possible, players determine the correct number of words in the sentence. Participants with the correct number of paper clips on their cards receive a yellow paper clip. Participants with the incorrect number of paper clips receive a red paper clip. For each participant with a red paper clip, the participant who made the sentence gets a yellow clip, as long as s/he had the correct number of words. The next participant then orally makes a sentence. Grading: Red clips and yellow clips cancel out each other. For example, a person who finishes the game with four yellow clips and two red clips really finishes with two yellow clips. (4 or more yellow clips = A, 3 yellow clips = B, 2 yellow clips = C, 1 or fewer yellow clips = D) The Giving Tree Clipped Activity: Sample sentences: a) . One day, the boy came to the tree. b) The boy was now a young man. c) The man was now interested in settling down. d) He wanted to build a house. e) Years passed, and the tree still missed her friend. f) The man wanted to get away from it all. g) Make for yourself a boat, and sail the world in it. h) He was no longer able to play, make money or to sail away.

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Proficient Listening Activities Proficient Dictation (Small Group Interactive Activity) Objective: Purpose: Syntactic & Phonological Development --Transcribe oral statements Procedure: The teacher prepares a minimum of 4 sentences and a maximum number of sentences equal to the number of participants. Each sentence is written clearly on a separate sentence strip. Sentences should come from the story, should reflect a specific syntactic focus (i.e. adjectives or past tense), and should be readable by all participants. The sentences are placed upside down in the center of the table. Participants write their names at the top of a sheet of paper and number their papers down left margin to equal the number of sentence strips. Participants take turns choosing sentence strips and reading them aloud one time. The teacher repeats the sentence. The participant reads the sentence a second time, and the teacher repeats the sentence a second time. Continue with all of the sentences. To grade the papers, participants pass papers to the person on the right. The sentence strips are placed face up in the center of the table in the order in which they were read. With the teacher’s assistance, participants grade their neighbor’s sentences one by one using the following criteria: Has every word been written? Are the words spelled correctly? Is correct capitalization employed? Is correct punctuation employed? Each sentence is worth 4 points. A point is taken off for each criterion not met for a given sentence. Only one point is taken off for each kind of error, even if the same error appears more than one time in the same sentence. FREE equals 4 points. Each time criterion 1 is met by all participants for a given sentence, the reader of that sentence gets a 3-point bonus. The final score equals the total of points for all sentences, including FREE and bonus points, divided by the number of sentences. 4 points or higher = A, 3 points = B, 2 points = C, 1 or 0 points = D Refer to the next page for the “Proficient Dictation” activity.

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The Giving Tree Proficient Dictation Activity: Use any of these sentences for the activity: There was once a great apple tree and a little boy. They spent hours and hours together. The boy played in the tree's branches, slept at her roots and ate her apples. The tree loved the boy. One day, the boy came to the tree. The tree was delighted and beckoned, "Come and play!" The boy was now a young man. The young man was interested in making a living, but he didn't know how. "Here," the tree said. "Take my apples and sell them." The young man did just that, and the tree was happy. Years passed, and the tree was lonely without the young man. One day, he returned, and the tree was delighted. The man was now interested in settling down. He wanted to build a house. "Here," the tree said. "Cut off my branches and build your house." The young man did just that, and the tree was happy. Years passed, and the tree still missed her friend. One day, the man returned, and the tree was again overjoyed. The man was now older and tired of life. The man wanted to get away from it all. "Here," the tree offered, "Cut me down. Make for yourself a boat, and sail the world in it." The man did just that, and the tree was happy. Many years passed, seasons came and went, and the tree was very lonely. She missed her friend, and she often thought about the old days, when they had such fun. Finally, she saw her friend coming over the hill, and she was delighted. The man was now old and he was tired. He was no longer able to play, make money or to sail away. "Here, my friend," the tree said. “I still have a pretty good stump left. Won't you sit and rest?" The old man did that, and the tree was happy.

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Summary of Speaking Activities Beginning

Intermediate

Proficient

Intentional Intonation Backwards Build-Up

Dominoes, Guess My Rhyme, Charades, Mixed-Up Sentence

Interview Twenty Questions

Beginning Speaking Activities Intentional Intonation Objective: Auditory discrimination and oral production of intonation and stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example: All for one and one for all! (not none) …..(not, “None for one and one for all!) All for one and one for all! (not from) …..(not, All from one and one for all!) All for one and one for all! (not three) …..(not, “All for three and one for all!) All for one and one for all! (not or) …..(not, “All for one or one for all!”) All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”) All for one and one for all! (not to)….. (not, “All for one and one to all”!) All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”) The Giving Tree Intentional Intonation Activities: The boy cut off her branches to build his house. (Not the people) The boy cut off her branches to build his house. (Not looked at) The boy cut off her branches to build his house. (Not her trunk) The boy cut off her branches to build his house. (Not to cover) The boy cut off her branches to build his house. (Not his boat)

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Beginning Speaking Activities Backwards Build-up Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example: …in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two …the ocean blue in fourteen hundred and ninety-two. …sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two. The Giving Tree Backward Build-up Activity: a) Every day the boy gathered her leaves and made a crown for his head. b) When he got tired, he slept in the shade of the apple tree. c) The tree was happy and she loved the boy very much. d) When he came back, the tree shook with joy, and she wanted to play. e) The tree had no money, but she had apples to sell.

Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point). The Giving Tree Charades Activity: Suggestions: alone, ate, build, busy, climb, cut down, grow/grew up, hide-and-go-seek, rest, shake/shook with joy, sleep/slept, swing/swung, weak

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Intermediate Speaking Activities Dominoes (Small Group Interactive Activity) Objective: Graphemic & phonological Development --Matching letters and words Procedure: The teacher prepares for the activity by writing two vocabulary words or letters on each card (old business cards are great), one on each side of a line that divides the card in half to make it look like a domino. At a minimum, the number of cards should equal the number of participants multiplied by 8. Deal each participant four cards and put the rest face down in the center of the table. Ask a participant to take the top card from the pile and place it face up near the pile. Play begins at this point. Participants take turns in a clockwise rotation putting down a card matching the words/letters on one side of a card, as in the traditional game. If the participant cannot make a match, s/he must pick a card from the pile, and the next participant takes a turn. If the participant does make a match, s/he receives a black (positive) point. The person to his/her right then has the opportunity to say correctly the word/letter (as determined by the teacher) for 1 black point. If s/he cannot say it, the person to his/her right tries, and so on until all participants have had a chance. Once a participant correctly says the word/letter and receives a black point, the turn is over and the person to the right of the participant who placed the card takes a turn placing his/her own card. If no one can say the word/letter, the teacher says it and all participants get a blue (negative) point. The turn is over and the person to the right of the participant who placed the card then takes a turn placing his/her own card. The game is never ending, so a timer should be set for 10 to 15 minutes. At the conclusion of the game, participants add their black points and subtract their blue points to get their score. Grading: 5 points = A, 4 points = B, 3 points = C, 2 or fewer points = D The Giving Tree Dominoes Activity: Use the vocabulary list below or other words from the story to complete the domino templates. Letters, punctuation marks, transition words, etc. may also be used for the domino activity. Duplicate the domino templates below to cut out. alone, ate, boat, branches, build, busy, carry/carried away, children, climb, come/came back, crown , cut down, cut off, every day, forest, gather , get/got tired, go/went by, grow/grew up, have/had, hide-and-go-seek, leaves , long time, nothing left , often , king, quiet place , rest, sailed away, sell, shade , shake/shook with joy, sleep/slept, stayed away, stump, swing/swung, there was, took/take him far away, trunk, weak, wife Refer to the next page for reproducible “Domino” cut-outs.

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The Giving Tree Dominoes Activity “Domino” cut-outs :

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Intermediate Speaking Activities Guess My Rhyme (Small Group Interactive Activity) Objective: Phonological Development --Finding words that rhyme Procedure: Participants take turns choosing a picture from the story being read and choosing a person in the group to say the name of the picture and a word that rhymes with that name. No one except the respondent is to talk. If someone does speak, s/he gets 1 blue (negative) point. During the first round, everyone must have a chance to respond once before a participant can be called on to respond a second time. The questioner determines whether the respondent is correct. If the respondent is correct, s/he gets 1 black (positive) point. If the respondent cannot answer or does not answer correctly as determined by the questioner, s/he gets a blue point and the questioner gets a black point, as long as the questioner can give an answer. If the questioner cannot give an answer, the questioner gets 1 blue point and the respondent gets 1 black point. The same picture cannot be used twice. When a respondent doesn't agree with the questioner’s answer, s/he can challenge the questioner. The challenger must prove that s/he is also correct or that the questioner is incorrect. S/he does not need to prove both. Everyone else in the group can join a challenge on either side (the questioner's side or the respondent's side), but they must do so immediately (many participants wait to see how many people are joining each side, which is unfair). Once the players have taken sides on a challenge, the teacher decides who is correct. All those siding with the correct answer get 2 black points. The losers get 2 blue points. The game is never ending, so a timer should be set for 10 to 15 minutes. At the conclusion of the game, participants add their black points and subtract their blue points to calculate their score. Grading: 5 points = A, 4 points = B, 3 points = C, 2 or fewer points = D The Giving Tree Guess My Rhyme Activity: Picture or Photo suggestions from the story vocabulary and some rhyming words follow: apple boat branches child climb crown cut

“Snapple” float ranches wild mime down but

king leaf place sail shade shake sleep

ring reef race pail made take keep

stump tree trunk weak wife

bump free bunk speak knife

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Intermediate Speaking Activities Mixed-up Sentence Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, “Remove the first capital A and replace it with a lower case A.” Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students. The Giving Tree Mixed-Up Sentence Activity: a) b) c) d) e)

Apple once tHere an trEe waS. ThE tRee loveD a liTTle apPle boY. king HE playeD of foRest THE. dAy boy gAthered tHe her Every leaVes. croWn The Made a for Boy hIs hEad.

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Proficient Speaking Activities Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. The Giving Tree Interview Activities: You play the role of the tree. Choose several students to play the role of the boy. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of the tree’s answers. Students should save notes for Writing Activity #1, Language Experience Story. a) What game do you want to play? b) Do you want to climb my branches and swing? c) Where are you going with my trunk? d) Why did you stay away so long? e) When are you coming back? f) Do you want to play hide-and-go-seek? g) Why are you so sad? h) What are you going to do with my branches?

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Proficient Speaking Activities Twenty Questions Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Example: Is it from the fifteenth Century? Is it a boat? (etc.) The Giving Tree Twenty Questions Activity: Photo or picture suggestions: Crown, branches, leaves, king, shade, forest, boat, sailed away, children stump, trunk

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Summary of Reading Activities Beginning Pre Reading

Intermediate

Proficient

Junior Detective, Total Recall, Scan

Black and Blue, Cricket, You Be the Judge, Hearts, True or False, True and False, Judgment, Story Grammars

Beginning Reading Activities FCAT FOCUS READING SKILL: Determining Main Idea, Stated or Implied Teacher-Student Notes are provided as a teaching resource or student study notes. What to do and what to watch for. The main idea tells what the whole passage is about. The main idea is the main or most important point the writer wants to make. Read the title of the passage (if there is one). The title is written in BOLD at the top of the passage. Find the title before you read the passage. Read it and think about it by asking: What is this reading all about? What’s the main point? Why did the writer write this?

What information will I get from this reading? What is the BIG picture here? Why would someone want to read this?

Read the introduction (if there is one). The introduction is right under the title. It is one or two sentences written in ITALICS. Just like the title, the introduction gives important information about what you are going to read. Sometimes, the introduction tells you the main idea before you read. After you read the introduction, think about it by asking yourself the same questions.

STATED MAIN IDEA Read the passage. Is there a topic sentence? The topic sentence is a sentence that explains in a few words what the whole passage is all about. This sentence tells the main idea or topic of the passage. Often, the topic sentence is the first sentence, but sometimes you will find it in the middle or at the end. When you find a topic sentence, you have found the stated main idea.

TOPIC SENTENCE

+

DETAILS

=

STATED MAIN IDEA

With stated main idea, you can prove your answer by going directly to the passage to check it. Your answer is clearly stated in the passage, and should be easy to find. Questions on stated main idea are based on what is written exactly or stated in the passage itself. For these questions, you go directly to the reading and look for the information. In other words, prove it! Example There are many different ways to make a friend. One way to make a friend is to be a friend. If someone needs you, be there. Second, remember that everyone is a different person. Respect the way other people are, and get to know them. They will respect you, and want to get to know you too. Another thing you can do is always to be kind to everyone. You’d be surprised how many great friends are waiting for you. The first sentence is the topic sentence (“There are many different ways to make a friend).) The other sentences tell the details to support the main idea, “ways to make a friend”. You can test your answer because the topic sentence states this idea. In addition, all of the other sentences (the details) are talking about the same main idea. Use graphic organizers. You can visualize and organize the main idea and details in many different ways. Continued on the next page

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Teacher-Student Notes for Determining Main Idea, Stated or Implied (Continued)

TOPIC SENTENCE

+

DETAILS

=

STATED MAIN IDEA

With stated main idea, you can prove your answer by going directly to the passage to check it. Your answer is clearly stated in the passage, and should be easy to find. Questions on stated main idea are based on what is written exactly or stated in the passage itself. For these questions, you go directly to the reading and look for the information. In other words, prove it! Example There are many different ways to make a friend. One way to make a friend is to be a friend. If someone needs you, be there. Second, remember that everyone is a different person. Respect the way other people are, and get to know them. They will respect you, and want to get to know you too. Another thing you can do is always to be kind to everyone. You’d be surprised how many great friends are waiting for you. The first sentence is the topic sentence (“There are many different ways to make a friend).) The other sentences tell the details to support the main idea, “ways to make a friend”. You can test your answer because the topic sentence states this idea. In addition, all of the other sentences (the details) are talking about the same main idea. Use graphic organizers. You can visualize and organize the main idea and details in many different ways. DETAIL: Respect other people

MAIN IDEA DETAIL: Be a friend. DETAIL: DETAIL: DETAIL:

Be a friend Respect other people Get to know them

Topic Sentence: There are many different ways to make a friend.

DETAIL: Be kind.

DETAIL: Get to know them.

Pay attention to the details. Details are little pieces of information that tell more about the main idea. Details support the main idea and are connected to the main idea. All of the details will talk about the main idea and lead you to the main idea, like little clues. The main idea covers all of the details.

DETAIL

DETAIL

DETAIL

DETAIL

DETAIL

MAIN IDEA

Continued on the next page

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Teacher-Student Notes for Determining Main Idea, Stated or Implied (Continued) Read actively. This means that while you are reading, you continue to ask yourself questions to anticipate what is coming next. What is the writer trying to say here? What do the details have in common? What can I infer from the information I have read so far? What do these details add up to? In other words, if the main idea is not stated, then it is implied. The implied main idea is not stated it is only suggested. There is not a topic sentence, so you need to be a good detective. Pay attention to the details, and put them together with your own knowledge to determine the main idea. This is called drawing an inference. You draw an inference to find the implied main idea:

DETAILS

+

YOUR KNOWLEDGE

=

IMPLIED MAIN IDEA

Example: Miguel got an “F” on his history test. He only completed 30% of the classwork, and 0% of his homework. When the teacher called Miguel’s father, Miguel was grounded for a month. He had to bring his books home every night and sit at the kitchen table to study.

DETAILS • Miguel got an “F” on his history test. • He only completed 30% of the class work. • He completed 0% of his homework. • The teacher called home. • He was grounded for a month. • He brought his books home every night to study.

YOUR KNOWLEDGE IMPLIED MAIN IDEA Miguel failed history class!

• “F” on a test means you fail. • You have to do homework to pass a class. • Finish your class work to pass a class. • You’re in trouble when the teacher calls home. • If you fail you get grounded. • A failing grade means study hard at home to bring up your grade.

If you think while you are reading (read actively), then you know that all of these details + what you know about school (your knowledge) add up to one thing (the main idea). Miguel failed history class! The passage never stated directly the main idea, but you can figure it out (infer) from the details PLUS what you yourself know.

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Beginning Reading Activities Pre Reading Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. The Giving Tree Pre Reading Activity:

Once there was an apple tree. The apple tree loved a little boy. The boy played with the tree and ate her apples. The boy loved the tree and the tree loved the boy very much. Time went by and the boy grew up. When he needed money, the boy took the apples and carried them away to sell. When he came back, the tree shook with joy, and she wanted to play. Then he cut off her branches to build his house. Later he wanted a boat, so he cut down her trunk to make the boat. When he was an old man, he sat and rested on the old stump.

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Intermediate Reading Activities Junior Detective (Small Group Interactive Activity) Objective: Semantic & Phonological Development --Squence events, print to speech Procedure: Students copy sentences from different parts of a story, each on a separate strip of paper. They mix up the strips and place them in front of them, face up. The teacher reads the story aloud. As each sentence is read, the participants must find that sentence and give it to the teacher. The teacher reads the paper to verify that it reflects what she/he has just read and collects it. If the sentence is not correct, the participant must keep that piece of paper. Grading: Participants are graded depending on the number of papers they have left in front of them at the end of the reading (0 papers left = A, 1 paper left = B, 2 papers left = C, 3 or more papers left = D) The Giving Tree Junior Detective Activity: You may use sentences from the Story Summary for intermediate students or sentences from the book for more Proficient practice: Story Summary: Once there was an apple tree. The apple tree loved a little boy. Every day the boy gathered her leaves and made a crown for his head. He played king of the forest. The boy climbed her trunk and swung from her branches. He ate her apples and played hide-and-goseek. When he got tired, he slept in the shade of the apple tree. The boy loved the tree. The tree was happy and she loved the boy very much. Time went by and the boy grew up. The tree was often alone. One day the boy came to visit. The tree wanted to play again. The boy was too big to climb and play. He needed money. The tree had no money, but she had apples to sell. The boy took the apples and carried them away. The tree was happy. The boy stayed away a long time, and the tree was sad. When he came back, the tree shook with joy, and she wanted to play. The boy was now a busy man. He wanted a wife and children. He needed a house. He cut off her branches to build his house. The tree was happy. A long time passed again. The man was now old and sad. He told the tree he wanted a boat to take him far away. The tree told him to cut down her trunk to make a boat. He cut down her trunk, made a boat, and sailed away. The tree was happy. After a long time, the boy returned. The tree wanted to play, but he was very old and weak. The tree had nothing left to give the boy but an old stump. This time the old man needed a quiet place to sit and rest. Then he sat and rested on the old stump. The tree was happy.

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Intermediate Reading Activities Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points. The Giving Tree Total Recall Activity: Please refer to “Black and Blue” for more detailed rules for a small group interactive reading activity. Refer to the story script and lists of “wh” questions for each section of the story text.

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Intermediate Reading Activities Scan Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page number and paragraph number where the answer is located. 2. A representative from each team asks the team’s questions. The other teams get 60 seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point. 3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers. 4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point. 5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points. The Giving Tree Scan Activity: Refer to the next page for the “Scan” activity.

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The Giving Tree Scan Activity: Please refer to “Black and Blue” for the original story script and lists of “wh” questions for each section of the story text. Refer to the original book for page and paragraph numbers. The story summary may be used for less Proficient students by numbering the lines.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38.

Once there was an apple tree. The apple tree loved a little boy. He played king of the forest. Every day the boy gathered her leaves The boy made a crown for his head. The boy climbed her trunk and swung from her branches. He ate her apples and played hide-and-go-seek. When he got tired, he slept in the shade of the apple tree. The boy loved the tree. The tree was happy and she loved the boy very much. Time went by and the boy grew up. The tree was often alone. One day the boy came to visit. The tree wanted to play again. The boy was too big to climb and play. He needed money. The tree had no money, but she had apples to sell. The boy took the apples and carried them away. The tree was happy. The boy stayed away a long time, and the tree was sad. When he came back, the tree shook with joy, and she wanted to play. The boy was now a busy man. He wanted a wife and children. He needed a house. He cut off her branches to build his house. The tree was happy. A long time passed again. The man was now old and sad. He told the tree he wanted a boat to take him far away. The tree told him to cut down her trunk to make a boat. He cut down her trunk, made a boat, and sailed away. The tree was happy. After a long time, the boy returned. The tree wanted to play, but he was very old and weak. The tree had nothing left to give the boy but an old stump. This time the old man needed a quiet place to sit and rest. Then he sat and rested on the old stump. The tree was happy.

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Proficient Reading Activities Story Grammars Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal (list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories. The Giving Tree Story Grammar Activity: Refer to the next page for a “Story Grammar” organizer.

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The Giving Tree Story Grammar Activity: Name ________________________ STORY GRAMMAR: LITERARY ELEMENTS: PLOT MAP

TITLE/TOPIC/TEXT ___________________________________________________ AUTHOR ____________________________________________________________ CHARACTERS _____________________________

________________________________

_____________________________

________________________________

_____________________________

________________________________

SETTING: TIME _____________________________________________________ PLACE____________________________________________________ MAIN CONFLICT_____________________________________________________ ______________________________________________________________________ ______________________________________________________________________

EVENT #1____________________________________________________________ ______________________________________________________________________

EVENT #2____________________________________________________________ ______________________________________________________________________ EVENT #3____________________________________________________________ ______________________________________________________________________ EVENT #4____________________________________________________________ ______________________________________________________________________ EVENT #5____________________________________________________________ ______________________________________________________________________

RESOLUTION________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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Proficient Reading Activities Judgment Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit. The Giving Tree Judgment Activity: Refer to the “You Be the Judge” activity in this section of Proficient reading activities for a list of examples of facts and opinions from the story.

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Proficient Reading Activities You Be the Judge (Small Group Interactive Activity) Objective: Semantic Development--Distinguish between true and false statements, fact and opinion, inferred and explicit statements, and reality versus fantasy Procedure: For homework, each participant writes or copies five sentences s/he feels is a fact or opinion from the story on five separate strips of paper. The next day participants swap their sentences with a peer and put their own initials on the backs of the strips. Participants then read their sentences silently and place them either in the “fact” basket or in the “opinion” basket. The teacher then reads each sentence strip from the two baskets. For each, the group decides if the sentence was correctly placed. If correct, the participant with the initials on it gets a black point. If not correct, that participant gets a blue point. This game may be adapted to focus on true/false, cause/effect, reality/fantasy and inferred/explicit. Grading: For each participant, subtract any blue points from the black points accumulated and compute the grade. (4 or more points = A, 3 points = B, 2 points = C, 1 or 0 points = D) The Giving Tree You Be the Judge Activity: Refer to the next page for a “You Be the Judge” activity.

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The Giving Tree: Use these sample facts and opinions as starters for both activities: Judgment Activity You Be the Judge Activity Facts: There was once an apple tree and a boy. The boy spent hours and hours together with the tree. The boy played in the tree's branches, slept at her roots and ate of her apples. One day, the boy came to the tree. The tree beckoned, "Come and play!" The boy was no longer a boy. He was now a young man. Years passed. The young man cut off the tree’s branches and built a house. The man cut down the tree and made a sailing boat. Years passed, and the man was older. Many years passed, and seasons came and went. The old man could no longer able to play or make money or sail away. The old man sat and rested on the tree stump. The young man took the tree’s apples and sold them. Opinions: The apple tree was great. The boy was little. The tree loved the boy. The tree was delighted to see the boy. The tree was lonely without the young man. When the man returned one day, the tree was overjoyed. The tree was very lonely. When the tree saw her friend coming over the hill, she was delighted. The man thought the tree was happy. The tree thought the man was tired of life.

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Proficient Reading Activities True or False Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall. The Giving Tree True or False Activity: Refer to the “True or False Small Group Interactive” activity in this section of Proficient reading activities for a list of sentences from the story and story summary to use for writing true and falste statements.

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Proficient Reading Activities True or False (Small Group Interactive Activity) Objective: Semantic --Identify true false, inferred-explicit, fact /opinion stateents, reality-fantasy Procedure: At home, students make true and false statements about the assigned story. To play the game, the first participant reads a statement aloud. The other participants listen and place their token on the appropriate side of their True/False mats. The reader decides which choices are correct. Each correct answer earns a participant a black (positive) point. Each incorrect answer earns a participant a blue (negative) point. For each negative point issued, the reader gets a black point, except in the case of a challenge, as described below. When a respondent doesn't agree with the reader’s answer, s/he can challenge the reader. The challenger must prove that s/he is also correct or that the questioner is incorrect. S/he does not need to prove both. Everyone else in the group can join a challenge on either side (the reader's side or the respondent's side), but they must do so immediately (many participants wait to see how many people are joining each side, which is unfair). Once the players have taken sides on a challenge, all participants search for the correct answer in their texts with the assistance of the teacher. All those siding with the correct answer get 2 black points. The losers get 2 blue points. At the end of the game, count points. Black and blue points cancel each other out. For every remaining 5 black points, the participant's grade goes up a point. For example, if the person received a B grade for his/her questions, his/her grade goes up to an A for receiving five black points. For every remaining five blue points, the grade goes down one letter. This game may be adapted to focus on true/false, cause/effect, reality/fantasy and inferred/explicit statements. Grading: Everyone starts with 4 points=A.. Questions must meet criteria: capital letters used correctly, sentences written on the line, correct punctuation (emphasis on periods and question marks), and questions answered in complete sentences. Take a point off for each rule not followed (maximum, one point for each kind of error even if same error is repeated in an assignment. (4 points = A, 3 pts = B, 2 pts = C, 1 or 0 points= D) The Giving Tree True or False Activity: Refer to next page for “True and False” activity.

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The Giving Tree True or False Activity & True or False Small Group Interactive Activity Use the lists of sentences below to get students started making their own true and false statements. The lists can be used for both activities. The first set of sentences is from the story summary. The second set of sentences is from the original story script. Students may use the sentences below as they are for true statements, or change one word to make them false. Example: True: The boy played king of the forest. False: The boy played king of the branches. Sample sentences from the story summary: Once there was an apple tree. The apple tree loved a little boy. Every day the boy gathered her leaves and made a crown for his head. The boy climbed her trunk and swung from her branches. The boy ate her apples and played hide-and-go-seek. When The boy got tired, he slept in the shade of the apple tree. The boy loved the tree. The tree was happy and she loved the boy very much. Time went by and the boy grew up. The tree was often alone. One day the boy came to visit. The tree wanted to play again. The boy was too big to climb and play. The boy was a man and he needed money. The tree had no money, but she had apples to sell. The man took the apples and carried them away. The tree was happy. The man stayed away a long time, and the tree was sad. When the man came back, the tree shook with joy, and she wanted to play. The boy was now a busy man. The man wanted a wife and children. The man needed a house. The man cut off her branches to build his house. A long time passed again. The man was now old and sad. The man told the tree he wanted a boat to take him far away. The tree told the man to cut down her trunk to make a boat. The man cut down her trunk, made a boat, and sailed away. After a long time, the man returned. The tree wanted to play, but he was very old and weak. The tree had nothing left to give the boy but an old stump. This time the old man needed a quiet place to sit and rest. Then the old man sat and rested on the old stump, and the tree was happy. Sample sentences from the original story script: There was once a great apple tree and a little boy. They would spend hours together. The boy would play in the tree's branches, sleep at her roots and eat of her apples. One day, the boy came to the tree. The tree was delighted and beckoned, "Come and play!" But the boy was no longer a boy; he was now a young man, and he was interested in making a living, but he didn't know how. "Here," the tree said. "Take my apples and sell them." The young man did just that, and the tree was happy. Years passed, and the tree was lonely without the young man. One day, he returned, and the tree was delighted, but he was now interested in settling down. He wanted to build a house. "Here," the tree said. "Cut off my branches and build your house." The young man did just that, and the tree was happy. Years passed, and the tree still missed her friend. One day, the man returned, and the tree was again overjoyed. But the man was now older and tired of life; he wanted to get away from it all. "Here," the tree offered. "Cut me down”. Make for yourself a boat, and sail the world in it." Many years passed, seasons came and went, and the tree was very lonely. She missed her friend, and she often thought about the old days, when they had such fun. Finally, she saw her friend coming over the hill, and she was delighted. But the boy was now an old man, no longer able to play or make money or to sail away. "Here, my friend," the tree said. “I still have a pretty good stump left. Won't you sit and rest?" Language Arts Through ESOL: Literature: The Giving Tree (Shel Silverstein) Page 36

Proficient Reading Activities Black and Blue Small Group Interactive Reading Activity) Objective: Semantic Development --Recall the details of a text. Procedure: Students read a story for homework and prepare 3 or more questions with answers. Students may write notes about the story for class. In class, they take turns asking/answering each other’s questions. Students do not raise hands. The questioner chooses whomever s/he wants to answer. No one except the respondent talks while the question is asked, or s/he gets 1 blue (negative) point. During the first round, everyone has a chance to answer one question before a student can be called on nd to answer a 2 question. When students make mistakes asking and answering questions, in English, the teacher repeats the question/answer in correct English. The teacher should not make students repeat. If the questioner agrees the answer is correct, the respondent gets black points (good points) depending on the kind of question asked (see below). The same question cannot be asked twice. There are 3 levels of questions: Level 1 = 2 points, Level 2 = 3 points, Level 3 = 4 points. If the respondent does not know the answer, s/he gets a blue point (negative point) and the person asking the question gets the black points. If the respondent does not answer correctly according to the questioner and the respondent does not challenge the questioner’s own response, s/he gets a blue point (negative point) and the person asking the question gets the appropriate number of black points. When respondent does not agree with questioner’s answer, s/he can challenge. The challenger must prove s/he is correct or that the questioner is incorrect. S/he does not need to prove both. Everyone in the group can join a challenge on either side (questioner’s or respondent’s side), but they must do so immediately (participants cannot wait to see how many challenges) Once the players have taken sides on a challenge, all participants look up the answer in their books. The teacher looks at the supporting evidence and decides on the correct answer. All those siding with the correct answer get double points. For example, if the question is worth three points, each correct member gets six black points. The losers get double blue points. At the end of the activity, black and blue points cancel each other out and go back to the central pot. For every remaining 5 black points, the participant’s grade goes up a point. For example, if the person received a B grade for his/her questions, his/her grade goes up to an A for having won 5 black points. For every remaining 5 blue points, the grade goes down a letter. Grading: Everyone starts with 4 points, which equals an A. Written questions and answers must meet the following criteria: capital letters used correctly, sentences written on the line, correct punctuation used (emphasis on periods/question marks), questions answered in complete sentences. A point is taken off for every criterion not met. One point is taken off for each kind of error even if the same error appears more than one time during an assignment. (4 points=A, 3 points=B, 2 points=C, 1 point=D, 0 points=F) Black and Blue Point System: Level I Questions (2 points): Is, Are, Was, Were, Do, Does, Did, Who, Can, Could Level 2 Ques. (3 points): How much, How, Where, Which, What, When Level 3 Ques. (4 points): Why, What happened when, What would have happened if, How do you know, Why do you think, etc. The Giving Tree Black and Blue Activity: Refer to next page for Black and Blue activity.

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The Giving Tree Black and Blue Activity(continued): Use the sample questions for each excerpt from the story to guide students through the process of answering and asking questions. There was once a great apple tree and a little boy. They would spend hours and hours together. The boy would play in the tree's branches, sleep at her roots and eat of her apples. And the tree loved the boy. Who were the characters in the story? What did the boy eat? What kind of tree was in the story? Why did the boy love the tree? Where did the boy play? Why did the tree love the boy? Where did the boy sleep? One day, the boy came to the tree. The tree was delighted and beckoned, "Come and play!" But the boy was no longer a boy; he was now a young man, and he was interested in making a living, but he didn't know how. Where did the boy go one day? Why wasn’t the boy interested in playing? Who was delighted to see the boy? What was the young man interested in? What did the tree beckon the boy to do? What did the man want to know? "Here," the tree said, "take my apples and sell them." The young man did just that, and the tree was happy. What did the tree want the young man to do? What did the young man do? Why did the tree want the young man to do this? How did the tree feel then? Years passed, and the tree was lonely without the young man. One day, he returned, and the tree was delighted, but he was now interested in settling down. He wanted to build a house. When did the young man return to see the tree How did the tree feel when the young man returned? the second time? What was the young man interested in doing on the How did the tree feel when it did not see the second return visit? young man? Why did the young man want to build a house? "Here," the tree said. "Cut off my branches and build your house." The young man did just that, and the tree was happy. What did the tree want the young man to do? What did the young man do? Why did the tree want the young man to do this? How did the tree feel then? Years passed, and the tree still missed her friend. One day, the man returned, and the tree was again overjoyed. But the man was now older and tired of life; he wanted to get away from it all. When did the man return to see the tree the third time? How did the tree feel when she did not see the man? How did the tree feel when the man returned the third time? What was the man like on the third visit? How did the man feel? What did the man want to do next? Why did the man want to get away from it all? "Here," the tree offered, "Cut me down. Make for yourself a boat, and sail the world in it." The man did just that, and the tree was happy. What did the tree want the man to do? What did the man do? Why did the tree want the man to do this? How did the tree feel then? Many years passed, seasons came and went, and the tree was very lonely. She missed her friend, and she often thought about the old days, when they had such fun. Finally, she saw her friend coming over the hill, and she was delighted. When did the man return to see the tree the fourth time? How did the tree feel when she did not see the man? What did the tree think about when she missed the man? How did the tree feel when the man returned the fourth time? But the boy was now an old man, no longer able to play or make money or to sail away. And he was tired. "Here, my friend," the tree said. "I still have a pretty good stump left. Won't you sit and rest?" The old man did that, and the tree was happy. What was the old man like on the fourth visit? Why did the tree want the old man to do this? How did the old man feel? What did the old man do? Why was the old man tired? How did the tree feel then? What did the tree want the old man to do?

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Proficient Reading Activities Cricket (Small Group Interactive Activity) Objective: Semantic Development --Locate information in a text Procedure: Students write 3 questions at home about an assigned text. Next to each question, they write the page number and paragraph number telling where the answer is located. In class, a participant asks one of his/her questions. The others scan the story for the answer, writing the page and paragraph numbers on a sheet of paper (Cricket Paper). Participants get 3 minutes maximum to find the answer. Any respondent not getting the answer within that time gets an automatic red cricket (negative point: a set of 2 checkers, one red and one black with the red side up). Any time a respondent gets a red cricket, the questioner gets a black cricket (positive point: a set of 2 checkers, one red and one black with the black side up). The respondents take turns reading out page and paragraph numbers. When the questioner reads his/her numbers respondents with the same answers as the questioner get a black cricket. Respondents who don't have the same answer as the questioner are not automatically incorrect. They take turns reading aloud their chosen paragraph. The questioner then decides whether the respondent is correct or not (many times the answer to a question can be found in more than one place in a text). If the questioner says the respondent is also correct, the respondent gets a black cricket. If the questioner says that the respondent is incorrect and the respondent does not challenge, the respondent gets a red cricket and the questioner gets a black cricket. If the respondent does challenge, s/he must prove that s/he is correct or that the questioner is incorrect. S/he does not need to prove both. Other participants may join one side or the other. The teacher decides who wins. The winner(s) gets 2 black crickets, the loser(s) 2 red. Grading: Red crickets and black crickets cancel each other out. For example, a person who finishes the game with 4 black crickets and 2 red crickets really finishes with 2 black crickets. (4 or more black crickets=A, 3 black crickets=B, 2 black crickets=C., 1 or fewer =D) The Giving Tree Cricket Activity: Refer to story script and sample questions in Black and Blue Activity as a guide. Students must identify the page and paragraph.

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Proficient Reading Activities Hearts: Small Group Interactive Activity Objective: Semantic Development --Determine the main idea of a text Procedure: Participants read the story at home and write the main idea for each page of the story. Students must write as many sentences stating main idea as there are pages in the story. In class, the teacher reads each page of the story out loud. The participants then take turns telling the main idea, or heart, of the page. When all of the participants have read their answers, the participant whose turn it is to be the Pacemaker decides who has the correct heart. If no one challenges him/her then the Pacemaker gives a paper heart to each participant with the correct main idea. If the Pacemaker has written the same main idea that s/he said was the main idea, then s/he gets a heart and a half. The next page's heart is then determined by a new Pacemaker. If a player challenges the Pacemaker, then all participants may choose to play and declare which side they are on. The challenger must prove that s/he is also correct or that the Pacemaker is incorrect. S/he does not need to prove both. The teacher then decides which side is correct. The winning side gets a heart and a half and the losing side loses one-half heart. Each whole paper heart or two halves is a worth a point. Each half heart is worth half a point. Grading: 4 or more hearts = A , 3 hearts = B, 2 hearts = C, 1 or fewer hearts = D The Giving Tree Hearts Activity: Refer to next page for “Hearts” activity reproducible.

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The Giving Tree Hearts Activity Reproducible:

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Summary of Writing Activities Beginning Flip Flop Spiffy Speller Language Experience Indirect Speech

Intermediate Language Experience Framed Paragraphs Opinion/Proof Spool Writing

Florida Writes Detective RAFT

Beginning Writing Activities Flip Flop (Small Group Interactive Activity) Objective: Semantic Development--Recall the details of a text Procedure: The teacher assists participants as they make up questions about the story they are reading. The questions are written on blank cards (index cards, construction paper, Ellison cutouts, etc.). For homework, participants write the answers to the questions on another card that contrasts in color or shape to the question cards. For example, if the questions were written on blue cards, the answers might be written on yellow cards. The following day, the teacher checks each answer to make sure it is correct. The question cards and then the answer cards are shuffled and laid out face down as in Concentration. Participants take turns turning over one question and one answer card and reading them aloud. Once a match is turned over, participants can look in their books to check. If everyone agrees to the match, the participant keeps the cards. If it is not a true match then the cards are flipped back over and the next participant takes a turn. Grading: Participants are graded depending on the number of matching cards they have at the end of the game. (4 or more matching pairs = A, 3 matching pairs = B, 2 matching pairs = C, 1 or fewer matching pairs = D) The Giving Tree Flip-Flop Activity: Refer to story script and sample questions in Black and Blue Activity.

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Beginning Writing Activities Language Experience Story Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. Procedure: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity “Interview” or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.

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Beginning Writing Activities Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. The Giving Tree Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog” to create indirect speech statements. Example: Boy to the tree: I am too busy to climb trees. I want a house to keep me warm. The Boy told the tree that he was too busy to climb trees and he wanted a house to keep him warm.

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Beginning Writing Activities Spiffy Speller (Small Group Interactive Activity) Objective: Phonological Development --Practice spelling of vocabulary Procedure: For homework, participants write 5 words from the story. In class, Participants take turns saying one of the words and choosing a person in the group to spell a word. Note that the teacher should repeat the word once. No one except the respondent and/or the respondent’s assistant (explained below) is to talk. If someone does speak, s/he gets 1 blue (negative) point. During the first round, everyone must have a chance to respond once before a participant can be called on to respond a second time. Points are awarded in the following manner: If the respondent asks the questioner to say the word again, the respondent gets 1 blue point, and the questioner gets 1 black point. The questioner then says the word again. The word is repeated by the teacher. If the respondent can spell the word orally without having to write it out first, s/he receives 3 black points, and the questioner receives nothing. If the respondent correctly writes the word, s/he receives 2 black points, and the questioner receives 1 black point. If the respondent correctly writes the word with the oral assistance of another participant of the respondent’s choosing, s/he receives 1 black point, the assistant receives 1 black point, and the questioner receives 1 black point. Note that the assistant may not write the word for the respondent. If the respondent cannot spell the word correctly even with the assistance of another participant, the respondent gets 1 blue point and the questioner gets 2 black points. The teacher should make notes of spelling patterns during the activity so that s/he can review them with the students at its completion. Grading: Participants add their black points and subtract their blue points to calculate their score. The participants with the most points or within 2 points of the most get A. The participants within 3 points of the most points, gets B. The participants within 4 points of the most points, gets C. The participants within 5 points of the most points gets D. The Giving Tree Spiffy Speller Activity: Lesson Vocabulary: alone, ate, boat, branches, build, busy, carry/carried away, children, climb, come/came back, crown , cut down, cut off, every day, forest, gather , get/got tired, go/went by, grow/grew up, have/had, hide-and-go-seek, leaves , long time, nothing left , often , king, quiet place , rest, sailed away, sell, shade , shake/shook with joy, sleep/slept, stayed away, stump, swing/swung, there was, took/take him far away, trunk, weak, wife

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Intermediate Writing Activities Language Experience Story Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.

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Intermediate Writing Activities Detective (Small Group Interactive Activity) Objective: Semantic Development --Sequence events in a text Procedure: The students read the story at home and write one major event that occurs on a page of the story (up to five events/pages), each on an individual piece of paper. Students may copy sentences from the book or write their own sentences. The actions should be written in the sequence as they occurred in the story. Fan-fold computer paper cut into strips. This is reinforces the sequence of events. Tell students not to number their papers. In class, the participants separate the papers and shuffle them. Participants exchange papers with each other. All five papers from one participant are given to another participant. When the participants receive their papers, they are to put them in sequential order in front of them, without the help of their texts. They then write a number on each paper to indicate their correct order. This prevents cheating later on. Papers are not to be rearranged after the game begins. The teacher reads the story out loud, slowly. When the participants hear the teacher read part of the story that is written on one of the papers in front of them, they raise the paper in the air. The teacher reads the paper to verify that it reflects what s/he has just read and that it comes from the top of the participant's list. If it meets the criteria, the paper is placed in the center of the table. If the paper is not at the top of the participant's list, the participant must keep that piece of paper, putting it aside. As the papers are given to the teacher, they are placed in order of events. If a participant misses giving a paper as the relevant passage is read, s/he may not include it later. At the end of the reading, the papers in the center of the table are read as a group to get a summary of the story. Grading: Participants are graded based on number of papers they have left at the end of the reading. (0 papers left=A, 1 paper left=B, 2 papers left=C, 3 or more papers left=D) The Giving Tree Detective Activity: Refer to next page for “Detective” activity.

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The Giving Tree Detective Activity: Use the story script or the story summary to verify sequence of events. Story Script from text: There was once a great apple tree and a little boy. They would spend hours and hours together. The boy would play in the tree's branches, sleep at her roots and eat of her apples. And the tree loved the boy. One day, the boy came to the tree. The tree was delighted and beckoned, "Come and play!" But the boy was no longer a boy; he was now a young man, and he was interested in making a living, but he didn't know how. "Here," the tree said, "take my apples and sell them." The young man did just that, and the tree was happy. Years passed, and the tree was lonely without the young man. One day, he returned, and the tree was delighted, but he was now interested in settling down. He wanted to build a house. "Here," the tree said. "Cut off my branches and build your house." The young man did just that, and the tree was happy. Years passed, and the tree still missed her friend. One day, the man returned, and the tree was again overjoyed. But the man was now older and tired of life; he wanted to get away from it all. "Here," the tree offered, "Cut me down. Make for yourself a boat, and sail the world in it." The man did just that, and the tree was happy. Many years passed, seasons came and went, and the tree was very lonely. She missed her friend, and she often thought about the old days, when they had such fun. Finally, she saw her friend coming over the hill, and she was delighted. But the boy was now an old man, no longer able to play or make money or to sail away. And he was tired. "Here, my friend," the tree said. “I still have a pretty good stump left. Won't you sit and rest?" The old man did that, and the tree was happy. Story Summary Once there was an apple tree. The apple tree loved a little boy. Every day the boy gathered her leaves and made a crown for his head. He played king of the forest. The boy climbed her trunk and swung from her branches. He ate her apples and played hide-and-goseek. When he got tired, he slept in the shade of the apple tree. The boy loved the tree. The tree was happy and she loved the boy very much. Time went by and the boy grew up. The tree was often alone. One day the boy came to visit. The tree wanted to play again. The boy was too big to climb and play. He needed money. The tree had no money, but she had apples to sell. The boy took the apples and carried them away. The tree was happy. The boy stayed away a long time, and the tree was sad. When he came back, the tree shook with joy, and she wanted to play. The boy was now a busy man. He wanted a wife and children. He needed a house. He cut off her branches to build his house. The tree was happy. A long time passed again. The man was now old and sad. He told the tree he wanted a boat to take him far away. The tree told him to cut down her trunk to make a boat. He cut down her trunk, made a boat, and sailed away. The tree was happy. After a long time, the boy returned. The tree wanted to play, but he was very old and weak. The tree had nothing left to give the boy but an old stump. This time the old man needed a quiet place to sit and rest. Then he sat and rested on the old stump. The tree was happy.

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Intermediate Writing Activities Framed Paragraphs Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third.... These groups and others.... Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is... Another example is.... Finally.... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: 1…2…3… PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results of the experiment show.... This was caused by.... Therefore, my hypothesis was/was not correct because.... The Giving Tree Framed Paragraphs Activities: Refer to next page for Framed Paragraphs Activities.

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The Giving Tree Framed Paragraphs Activity: Sample #1: (Sequencing Events) In the story The Giving Tree, by Shel Silverstein, the boy comes back three times to see his friend the tree. (Topic Sentence) The first time he returns he is a young man. The young man ______. (Detail #1) The second time the man returns, _____ (Detail #2). The last time he returns, he is an old man. The old man _____. (Detail #3) At the end of the story, _____. (Conclusion)

Name ________________________________

SEQUENCE OF EVENTS: CHRONOLOGICAL ORDER Chronological or time order is the order of events in time. Signal or transition words tell when one event ends or the next event begins. Use the organizer to identify a sequence of events in the reading.

At the end of the story,__________________________ ____________________________________________ ____________________________________________

The last time he returns he is an old man. The old man___ ______________________________________________ ______________________________________________

The second time the man returns, he ______________ ____________________________________________ ____________________________________________

The first time the boy returns he is a young man. The young man ___________________________________ ____________________________________________

In the story _____________________, by __________ ___________________, the boy comes back three times to see his friend the apple tree.

TITLE/TOPIC/TEXT_______________________________

Refer to next page for more Framed Paragraphs Activities.

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The Giving Tree Framed Paragraphs Activity: Sample #1: (Sequencing Events)

Name______________________

In the story ______________________________, by __________________________________, the boy comes back three times to see his friend the apple tree. The first time he returns, he is a young man. The young man _____ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ____________. The second time the man returns, ______ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ___________. The last time he returns, he is an old man. The old man ____________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ At the end of the story, ____________________________ ______________________________________________ ______________________________________________

Refer to next page for more Framed Paragraphs Activities. Language Arts Through ESOL: Literature: The Giving Tree (Shel Silverstein) Page 51

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In conclusion, giving to others is a good thing because________________

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Finally, _______________________________

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A second reason is _____________________

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First, giving is good because ______________

There are several reasons why giving to others is important.

Giving to Others is Important

The Giving Tree Framed Paragraphs Activity: Sample #2: (Drawing Conclusions): Suggestion: Giving to others is important.

There are several reasons why giving to others is important. (Topic Sentence) First, giving is good because _____ (Detail #1). A second reason is _____ (Detail #2). Finally, _____ (Detail #3) In conclusion, giving to others is a good thing because______ (Conclusion).

Refer to next page for more Framed Paragraphs Activities.

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The Giving Tree Framed Paragraphs Activity: Sample #2: (Drawing Conclusions)

Name______________________

The story ______________________________, by __________________________________, shows that giving to others is important. There are several reasons why giving to others is good. First, giving is good because ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ A second reason is ______________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Finally, ________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ In conclusion, giving to others is a good thing because___ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Refer to next page for more Framed Paragraphs Activities. Language Arts Through ESOL: Literature: The Giving Tree (Shel Silverstein) Page 53

The Giving Tree Framed Paragraphs Activities: Sample #3: (Main idea) A main idea in The Giving Tree, by Shel Silverstein, is that you always have something to give to others One example in the story is _____. Another example is _____. A third example is _____. What I learned from the story about giving is that _____.

Name: ______________________________ Title: ______________________________

Author: __________________________

DETAIL: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

DETAIL: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

DETAIL: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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The Giving Tree Framed Paragraphs Activity: Sample #3: (Main Idea)

Name______________________

A main idea in ____________________________, by ____________________________, is that you always have something to give to others. One example in the story is ____________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Another example is ______________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ A third example is _______________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ What I learned from the story about giving is that _______ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

Refer to next page for more Framed Paragraphs Activities.

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The Giving Tree Framed Paragraphs Activities: Sample #4: (Author’s Purpose) The reason Shel Silverstein wrote The Giving Tree is to teach us that giving is better than receiving. We know this because the Giving Tree is always happy but the Boy is not always happy. We know this because_____. (Detail #1) Another example is _____. (Detail #2) A third example is _____. (Detail #3) In the end of the story, the lesson we learn is_____. (Conclusion)

Name: ______________________________ Title: ______________________________

Author: __________________________

MAIN IDEA __________________________________________________________________________________ __________________________________________________________________________________

_________________________________________

_________________________________________

DETAIL__________________________________

_________________________________________

_________________________________________

DETAIL__________________________________

_________________________________________

_________________________________________

DETAIL__________________________________

__________________________________________________________________________________

Refer to next page for more Framed Paragraphs Activities.

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The Giving Tree Framed Paragraphs Activities: Sample #4: (Author’s Purpose) Shel Silverstein wrote The Giving Tree to show that giving is better than receiving since the Giving Tree is always happy, but the man is not. One example of this is_______ (Detail #1) Another example is _____. (Detail #2) A third example is _____. (Detail #3) In the end of the story, the lesson we learn is_____. (Conclusion)

Name______________________

____________________________ wrote _________ ____________________________ to show that giving is better than receiving since the Giving Tree is always happy, but the man is not. One example of this is_______ ______________________________________________ ______________________________________________ ______________________________________________ Another example is ______________________________ ______________________________________________ ______________________________________________ ______________________________________________ A third example is _______________________________ ______________________________________________ ______________________________________________ ______________________________________________ In the end of the story, the lesson we learn is__________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Refer to next page for more Framed Paragraphs Activities.

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Intermediate Writing Activities Opinion/Proof Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). The Giving Tree Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students: Opinion The Boy gives a lot to the tree. He is not selfish. Proof The Tree gives the Boy everything she has because she wants to. The Giving Tree loves the Boy very much. The Boy always comes back to see his friend. The Boy loves the tree. At the end of the story, the boy spends a lot of time with the tree.

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Intermediate Writing Activities Spool Writing Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher. The Giving Tree Spool Writing Activity: Refer to next pages for Spool Writing activities and reproducible pages.

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The Giving Tree Spool Writing Activities for Main Idea, Stated or Implied: Stated Main Idea: Suggested topic(s): Refer to story script from text for supporting details. 1. Good friends give to each other 2. A boy and an apple tree can be good friends. 3. Friends miss each other when they are not together. There was once a great apple tree and a little boy. They would spend hours and hours together. The boy would play in the tree's branches, sleep at her roots and eat of her apples. And the tree loved the boy. One day, the boy came to the tree. The tree was delighted and beckoned, "Come and play!" But the boy was no longer a boy; he was now a young man, and he was interested in making a living, but he didn't know how. "Here," the tree said, "take my apples and sell them." The young man did just that, and the tree was happy. Years passed, and the tree was lonely without the young man. One day, he returned, and the tree was delighted, but he was now interested in settling down. He wanted to build a house. "Here," the tree said. "Cut off my branches and build your house." The young man did just that, and the tree was happy. Years passed, and the tree still missed her friend. One day, the man returned, and the tree was again overjoyed. But the man was now older and tired of life; he wanted to get away from it all. "Here," the tree offered, "Cut me down. Make for yourself a boat, and sail the world in it." The man did just that, and the tree was happy. Many years passed, seasons came and went, and the tree was very lonely. She missed her friend, and she often thought about the old days, when they had such fun. Finally, she saw her friend coming over the hill, and she was delighted. But the boy was now an old man, no longer able to play or make money or to sail away. And he was tired. "Here, my friend," the tree said. “I still have a pretty good stump left. Won't you sit and rest?" The old man did that, and the tree was happy.

Implied Main Idea: Suggested topic(s): I learned some lessons from the story The Giving Tree, by Shel Silverstein. (Students select 3 lessons to develop into an essay. This is a good starter for modeled writing with the class. Then, students may use any one of the lessons to develop a separate 5-paragraph essay on implied main idea. 1. giving makes you happy 2. giving is better than receiving 3. giving is a good thing to do 4. true friends love you in good times or bad times 5. true friends will give you whatever they have to give Sample Format: I learned three lessons from the story The Giving Tree, by Shel Silverstein. The three lessons are _____, _____, and _____. The first lesson I learned is _____. One example in the story is _____. In addition, I think _____. Finally, I learned this lesson because _____. Another lesson I learned is _____. One example in the story is _____. In addition, I think _____. Finally, I learned this lesson because _____. The last lesson I learned from the story is _____. One example in the story is _____. In addition, I think _____. Finally, I learned this lesson because _____. The three important lessons I learned from the story The Giving Tree are _____, _____ and _____. I think the story is_____ because the story made me feel _____. Refer to next pages for Spool Writing Sample formats for identifying Stated Main Idea, and Implied Main Idea, and some reproducible organizers.

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The Giving Tree Spool Writing Activity: See next pages for Spool Writing reproducible pages. SPOOL WRITING SAMPLE FORMAT FOR IDENTIFYING STATED MAIN IDEA In the chapter/passage/story/piece/poem __, by __, the main idea is _____. It is stated in the topic sentence (introduction, first stanza, first page, etc.). The main idea is supported by details in the reading like information about ___ and __ (information in the reading). First, in the topic sentence the author clearly states the main idea that_____ (information in the reading-Argument #1 Topic Sentence). The topic sentence is _____ (identify it). The topic sentence is stated in _____ (tell location: first sentence, middle, last sentence, etc.) This is the topic sentence because it covers all of the details in the reading. The details in the passage can all be tested to support the main idea _____ (Argument #2 topic sentence). One example is _____ (Supporting Detail #1 information). Another detail that supports the main idea is ____ (Supporting Detail #2 information). Furthermore, ___ and ____ (Supporting Details #3, #4 information) also discuss the topic of the reading. In conclusion, all of the details in the reading lead us back to the same main idea that is stated in the topic sentence. The main idea is _____ (restate main idea). The details include _____, _______, and _____ (briefly summarize some details). All of these details are talking about the same point that was stated in the topic sentence or main idea. SPOOL WRITING SAMPLE FORMAT FOR IDENTIFYING IMPLIED MAIN IDEA In the chapter/passage/story/piece/poem __, by __, the main idea is _____. The main idea is not stated in a topic sentence. Therefore, the main idea is implied or suggested. There are details in the reading like information about ___ and __ (information in the reading). These details can be put together with personal knowledge from experience to figure out that the main idea of this reading is_____ (briefly state main idea or topic). This main idea covers all of the details in the reading. First, the author writes details about_____ (information in the reading-Argument #1 Topic Sentence). Some of these details include _____ (Supporting Detail #1 information) and _____ (Supporting Detail #2 information). In addition, there are references to (information about) _____ (Supporting Detail #3 information). Based on what I know on the subject, I can figure out that the author is talking about_____. Based on my prior knowledge of this subject, ____________ (what I know about the subject), I also know that _____ (what I know). I have also heard (read, seen) that____ (topic). The author’s details plus my knowledge lead back to the same main idea, _____. The details in the passage can all be tested to support the main idea _____ (Argument #2 topic sentence). One example is _____ (Supporting Detail #1 information). Another detail that supports the main idea is ____ (Supporting Detail #2 information). Furthermore, ___ and ____ (Supporting Details #3, #4 information) also discuss the topic of the reading. In conclusion, all of the details in the reading lead us back to the same main idea that is implied or suggested in the reading. The main idea is _____ (restate main idea). The significant details include _____, _______, and _____ (briefly summarize some key details). Putting this together with personal knowledge of the subject, including ___ and ___ (restate key points from general knowledge) the main idea is clear_____.

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Spool Writing organizer for identifying Main Idea and Supporting Details.

Main Idea & Details SPIDER The spider’s body is the main idea. Each leg is a different detail.

Title/Topic/Text: _______________________________

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Spool Writing organizer for identifying Main Idea and Supporting Details.

IMPLIED MAIN IDEA

Title/Topic/Text: _______________________________ Follow the clues that lead you to the main idea.

CLUE #1 tells…. … ____________________________________ ____________________________________ ____________________________________ ____________________________________

What I know about it personally is… ____________________________________ ____________________________________ ____________________________________ ____________________________________

CLUE #2 tells…. … ____________________________________ ____________________________________ ____________________________________ ____________________________________

What I know about it personally is… ____________________________________ ____________________________________ ____________________________________ ____________________________________

CLUE #3 tells…. … ____________________________________ ____________________________________ ____________________________________ ____________________________________

What I know about it personally is… ____________________________________ ____________________________________ ____________________________________ ____________________________________

CLUE #4 tells…. … ____________________________________ ____________________________________ ____________________________________ ____________________________________

What I know about it personally is… ____________________________________ ____________________________________ ____________________________________ ____________________________________

IMPLIED MAIN IDEA What’s it all about? Did you figure it out? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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Spool Writing organizer for identifying Main Idea and Supporting Details.

IMPLIED MAIN IDEA What’s it all about?

Title/Topic/Text: _______________________________ Details:

Your knowledge:

1.__________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ 2.__________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ 3.__________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ 4.__________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

1.__________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ 2.__________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ 3.__________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ 4.__________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

+

+

+

+

= Implied Main Idea:

=

=

What’s it all about? Did you figure it out?

______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________

=

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Spool Writing organizer for identifying Main Idea and Supporting Details.

STATED MAIN IDEA Title/Topic/Text: _______________________________ TOPIC SENTENCE ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

+ DETAILS 1.________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2.________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3.________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4.________________________________________________________________ ________________________________________________________________ ________________________________________________________________

___________________________

= STATED MAIN IDEA _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Spool Writing organizer for identifying Main Idea and Supporting Details.

IMPLIED MAIN IDEA Title/Topic/Text: _______________________________ DETAILS 1.________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2.________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3.________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4.________________________________________________________________ ________________________________________________________________

+

YOUR KNOWLEDGE

1.________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2.________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3.________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4.________________________________________________________________ ________________________________________________________________ ________________________________________________________________

__________________________________________

=

IMPLIED MAIN IDEA ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

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Spool Writing organizer for identifying Main Idea and Supporting Details.

IDENTIFYING MAIN IDEA & SUPPORTING DETAILS

Title/Topic/Text: _______________________________ TOPIC FOCUS # 1: Support

Support

Support

TOPIC FOCUS # 2: Support

Support

Support

TOPIC FOCUS # 3: Support

Support

Support

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Spool Writing organizer for identifying Main Idea and Supporting Details.

THINKING/WRITING ORGANIZER

Title/Topic/Text: _______________________________ TOPIC (Introduction)

Main Idea

Supporting Detail

Main Idea

Main Idea

Supporting Detail

Supporting Detail

Supporting Detail

Supporting Detail

Supporting Detail

Supporting Detail

Supporting Detail

Supporting Detail

Concluding Statement

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Spool Writing organizer for identifying Main Idea and Supporting Details.

THINKING/WRITING ORGANIZER

Title/Topic/Text: _______________________________ Introduction: Introductory Sentence (State 3 Main Ideas): Main Idea 1: Main Idea 2: Main Idea 3: Transition Sentence:

Body Paragraph 1: Main Idea: Detail/Example: Detail/Example: Detail/Example: Closing/Transition Sentence:

Body Paragraph 2: Main Idea: Detail/Example: Detail/Example: Detail/Example: Closing/Transition Sentence:

Body Paragraph 3: Main Idea: Detail/Example: Detail/Example: Detail/Example: Closing/Transition Sentence:

Conclusion: Topic Sentence (Restate 3 Main Ideas): Prediction: Closing Sentence:

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Spool Writing organizer for identifying Main Idea and Supporting Details.

IDENTIFYING MAIN IDEA and DETAILS

Title/Topic/Text: _______________________________

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Intermediate Writing Activities FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. The Giving Tree FCAT Writing Activity (Narrative Prompt): Writing Situation: Everyone can think of a time he/she gave something special to another person. Directions for Writing Before you write, think about a time when you gave something special to another person. Maybe you gave a special gift that you made or bought. Maybe you gave something that didn’t cost you any money. What did you give that was special? Why did you give it? Did the person like your special gift? How did you feel? How did the person feel? What did you learn about giving? Now, write to tell about a time you gave a special gift to someone

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Intermediate Writing Activities RAFT Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for making sure students understand their role as a writer (R), their audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley. (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation). (A): For audience (A), the writer considers to whom s/he is writing (a mother, to Congress, a child) (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal) (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. The Giving Tree RAFT Activity: Students write according to role, audience, format, & topic. R-Your role as a writer is the Boy after he became a man. A-Your audience is your children. F-The format of your writing is a conversation. T-Your topic is to explain why giving is important in their lives.

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Summary of Presenting Activities Beginning: Dialog

Intermediate: Show and Tell

Proficient: Making the News

Beginning Presenting Activities Dialog Objective: Write a short dialog of 4-6 lines between two familiar characters. Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story, novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The topic of the dialog should be related to the subject being studied, and the grammar and vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to repeat the line. Then say each line and call on individual students to repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until students can know the lines of the dialog. Example: Character A: These items are expensive. We are not selling very many. Character B: We need to sell more of them. Character A: But, then the price will decrease! Character B: But, we will still get more money because the volume will increase. Character A: We do not have enough money to make more than we do now. Character B: Then we will borrow some money by issuing bonds. Dialog Activity continued on next page.

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The Giving Tree Dialog Activity (continued). Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade.

The Giving Tree Dialog Activity: Tree: Come, Boy, climb up my trunk, swing from my branches, and be happy. Boy: I am too busy to climb trees. I want a house to keep me warm. Tree: I have no house. Boy: I want a wife and I want children, so I need a house. Tree: The forest is my house, but you may cut off my branches and build a house.

Intermediate Presenting Activities Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point.

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Proficient Presenting Activities Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing The Giving Tree Making the News Activities: My Friend the Giving Tree Tree Trunk Sailboat House Made of Branches

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Summary of Viewing Activities Intermediate Proficient Total Recall, True or False, Judgment

Intermediate-Proficient Viewing Activities Total Recall, True or False, Judgment Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text.

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Summary of Vocabulary Activities Beginning Big Bang Fishing for Phonics Line of Fortune Concentration

Intermediate Big W Little W Son of Bang Wrong Word

Jeopardy Jeopardy Blues Classification

Beginning Vocabulary Activities Line of Fortune Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decisionmaking.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class. The Giving Tree Line of Fortune Activity: Use lesson vocabulary: alone, ate, boat, branches, build, busy, carry/carried away, children, climb, come/came back, crown , cut down, cut off, every day, forest, gather , get/got tired, go/went by, grow/grew up, have/had, hide-and-go-seek, leaves , long time, nothing left , often , king, quiet place , rest, sailed away, sell, shade , shake/shook with joy, sleep/slept, stayed away, stump, swing/swung, there was, took/take him far away, trunk, weak, wife

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Beginning Vocabulary Activities Concentration Objective: Identify vocabulary words and their meanings. Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind the numbered cards. Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go first. A member of that team picks two numbers. Remove those cards from the chart, leaving the words behind them visible to the class. The student reads the words, with the team’s assistance if needed. If the words match, leave them showing and give the team a point. If they do not match, replace the numbers and call on the next team. Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural. When working with verbs, write one in the present tense and one in the past. Matching variations such as these helps the students understand that, despite certain differences in the visible spelling of two words, they are still semantically related at a deeper level. The Giving Tree Concentration Activity: Matching: grow up become an adult build make, construct forest large area where trees grow hide-and-go-seek children’s game of hiding and finding trunk main body or middle of a tree climb go up by using your hands and feet weak not strong alone away from people or things busy occupied

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Beginning Vocabulary Activities Fishing for Phonics (Small Group Interactive Activity) Objective: Phonological Development --Finding sound-symbol relationships Procedure: The teacher writes each of the vocabulary words from the story and a word that rhymes with each word on four index cards. The teacher then shuffles and deals the cards, giving each participant an equal number of cards. The remaining cards are placed in the middle of the table. The game follows the same rules as Go Fish. One participant asks another participant if s/he has a card that rhymes with a specific word in the participant’s hand. The game can also be played for beginning consonants, blends, digraphs, final consonants, etc. The game is never ending, so a timer should be set for 10 to 15 minutes. Grading: 0 cards left = A, 1 card left = B, 2 cards left = C, 3 or more cards left = D The Giving Tree Fishing for Phonics Activity: Use lesson vocabulary: alone, ate, boat, branches, build, busy, carry/carried away, children, climb, come/came back, crown , cut down, cut off, every day, forest, gather , get/got tired, go/went by, grow/grew up, have/had, hide-and-go-seek, leaves , long time, nothing left , often , king, quiet place , rest, sailed away, sell, shade , shake/shook with joy, sleep/slept, stayed away, stump, swing/swung, there was, took/take him far away, trunk, weak, wife

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Beginning Vocabulary Activities BIG BANG (Small Group Interactive Activity) Objective: Semantic Development --Recognizing the meaning of vocabulary words Procedure: The teacher writes the vocabulary words on two sets of little pieces of paper and prepares two additional cards that say Free, two cards that say Little Bang, and two cards that say Big Bang. The teacher reviews the words with the participants and then puts them all in a container. (Oatmeal containers are perfect.) The container is passed around the table. Participants take turns selecting a card. If the participant reads the word and says it in a sentence or gives its meaning in any language, and all other participants agree that s/he is correct, s/he gets to keep it. If the participant cannot read it or explain its meaning, s/he must put it back in the container and the container moves on to the next participant. If the participant pulls the word Free from the container, s/he gets two turns. If the participant pulls the word Little Bang from the container, then s/he must put one of his/her cards into the container. If the participant pulls the word Big Bang from the container, then s/he must put half of his/her cards into the container. The game is never ending, so a timer should be set for 10 to 15 minutes. Grading: Each card is worth one point. Each pair of identical cards is worth an additional point. The participant with the most points or within two points of the most gets an A. The participant within three points of the most points gets a B. The participant within four points of the most points gets a C. The participant within five points of the most points gets a D. The Giving Tree Big Bang Activity: Use lesson vocabulary: alone, ate, boat, branches, build, busy, carry/carried away, children, climb, come/came back, crown , cut down, cut off, every day, forest, gather , get/got tired, go/went by, grow/grew up, have/had, hide-and-go-seek, leaves , long time, nothing left , often , king, quiet place , rest, sailed away, sell, shade , shake/shook with joy, sleep/slept, stayed away, stump, swing/swung, there was, took/take him far away, trunk, weak, wife

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Intermediate Vocabulary Activities Son of Bang (Small Group Interactive Activity) Objective: Phonological Development --Determining number of syllables in a word Procedure: Using the pictures of the text, participants take turns saying words for the teacher to write on individual cards. There must be a minimum of four word cards for each participant. The participants review the words and then put them all in a container. (Oatmeal containers are perfect.) The teacher includes two cards that say Free, two cards that say Little Bang, and two cards that say Big Bang. The container is passed around the table. Participants take turns selecting a card and handing it to the teacher. The teacher reads the card and says it in a sentence. If the participant can find the picture in the book and correctly give the number of syllables in the word and all other participants agree that s/he is correct, s/he gets to keep it. If the participant cannot find the picture or give the correct number of syllables in the word, s/he puts it back in the container and the container goes to the next participant. Participants clap or use chips to count the syllables If a participant pulls the word Free from the container, s/he gets 2 turns. If a participant pulls the word Little Bang from the container, then s/he must put one of his/her cards into the container. If a participant pulls the word Big Bang from the container, then s/he must put half of his/her cards into the container. The game is never ending, so a timer should be set for 10 to 15 minutes. Grading: The number of cards each participant has is counted (4 or more cards = A, 3 cards = B, 2 cards = C, 1 or 0 cards = D) The Giving Tree Son of Bang Activity: Use lesson vocabulary: alone, ate, boat, branches, build, busy, carry/carried away, children, climb, come/came back, crown , cut down, cut off, every day, forest, gather , get/got tired, go/went by, grow/grew up, have/had, hide-and-go-seek, leaves , long time, nothing left , often , king, quiet place , rest, sailed away, sell, shade , shake/shook with joy, sleep/slept, stayed away, stump, swing/swung, there was, took/take him far away, trunk, weak, wife

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Intermediate Vocabulary Activities Small Group Interactive Reading Activity: Little W Objective: Semantic & Syntactic Development –Ask and answer “wh-“questions Procedure: Day One: Prior to class, the teacher prepares a word/phrase list related to the story. During class, the teacher gives each student a copy of the list. Students find each word or phrase in the book or act it out. Participants read the lists and highlight words and phrases that can be related to a specific wh question (who, what, where, when, how, or why) in red. Choose only one question word per book. Students write five wh questions from the story for homework. Day Two: Participants take turns asking appropriate wh questions. The other participants find the page where the answer is found. Finding picture clues is acceptable. Participants are awarded W's for finding the answer. The questioner also gets a W for correctly reading the question. At the end of the game, participants are given a grade based on the number of W's they have. (4 or more W's = A, 3 W's = B, 2 W's = C, 1 or fewer W's = D) The Giving Tree Little W Activity: Use Vocabulary List: alone, ate, boat, branches, build, busy, carry/carried away, children, climb, come/came back, crown , cut down, cut off, every day, forest, gather , get/got tired, go/went by, grow/grew up, have/had, hide-and-go-seek, leaves , long time, nothing left , often , king, quiet place , rest, sailed away, sell, shade , shake/shook with joy, sleep/slept, stayed away, stump, swing/swung, there was, took/take him far away, trunk, weak, wife

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Intermediate Vocabulary Activities Small Group Interactive Reading Activity: BIG W Objective: Syntactic & Semantic Development --Ask & answer “wh-“ questions Procedure: Day One: This activity takes seven days to play per book. Prior to class, the teacher prepares a word/phrase list related to the story. During class, the teacher gives each student a copy of the list. Students find each word or phrase in the book or act it out. Students read their lists and highlight words and phrases that can be related to who questions in red. Students write five who questions from the story for homework. Day Two: Participants take turns asking who questions. The other participants find the page where the answer is found. Finding picture clues is acceptable. Participants are awarded W's for finding the answer. The questioner also gets a W for correctly reading the question. At the end of the game, participants are given a grade based on the number of W's they have. 4 or more W's = A, 3 W's = B, 2 W's = C, 1 or fewer W's = D. Students read their lists and highlight words and phrases that can be related to what questions in yellow. Students write five what questions from story for homework. Day Three: Participants take turns asking what questions following the procedure described in Day Two. Students read their lists and highlight words and phrases that can be related to where questions in green. Students write five where questions from story for homework. BIG W procedures continued on next page.

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BIG W procedures (continued) Day Four: Participants take turns asking where questions following the procedure described in Day Two. Students read their lists and highlight words and phrases that can be related to when questions in blue. Students write five where questions from story for homework. Day Five: Participants take turns asking when questions following the procedure described in Day Two. Students read their lists and highlight words and phrases that can be related to why questions in green. Students write five wh questions from story, one who, one what, one when, one where, and one why for homework. Day Six: Participants take turns asking wh questions following the procedure described in Day Two. Students prepare for day seven by cutting up one new list, without color highlights, of words and phrases from the story. Day Seven: The teacher divides the words and phrases equally among the members of the group. Students place the words and phrases under the correct wh heading: who, what, when, when or why. Group members should help each other. The Giving Tree Big W Activity: Vocabulary List: alone, ate, boat, branches, build, busy, carry/carried away, children, climb, come/came back, crown , cut down, cut off, every day, forest, gather , get/got tired, go/went by, grow/grew up, have/had, hide-and-go-seek, leaves , long time, nothing left , often , king, quiet place , rest, sailed away, sell, shade , shake/shook with joy, sleep/slept, stayed away, stump, swing/swung, there was, took/take him far away, trunk, weak, wife

Intermediate Vocabulary Activities Jeopardy Blues (Small Group Interactive Reading Activity) Objective: Semantic Development -- Recall the details of a text Procedure: Prior to activity, the teacher will need to make a game board with pockets, set up like the Jeopardy Show. The board should have five columns and three or more rows, depending on number of participants in group. (1 2 3 4 5; 100, 200, 300) For homework, each student writes five questions about the story on uniform cards (index cards work well) and writes the answer on the back. One question must be a who question, one a what, one a where, one a when and one a why. The next day, the teacher first checks for the accuracy of the answers and then places 15 of the cards in the pockets of the game board according to the difficulty of the question. Participants take turns asking for questions (i.e. # 2 for 300). The teacher lifts out the card and lets the participant read the question. The participant cannot see the answer. If the participant gives the correct answer, s/he gets the appropriate point(s) (100 = 1 point, 200 = 2 points, etc.), and the next participant chooses. If the participant does not get the correct answer, the teacher replaces the card without giving the answer, and the next participant chooses. Grading: 4 or more pts.=A, 3 pts.=B, 2 pts.= C, 1 or no pts.=D The Giving Tree Jeopardy Blues Activity: See Jeopardy Activity for similar format. See next page for story script and “WH-“ sample questions.

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The Giving Tree Jeopardy Blues Activity (continued): Use the sample questions for each excerpt from the story to guide students through the process of answering and asking questions. There was once a great apple tree and a little boy. They would spend hours and hours together. The boy would play in the tree's branches, sleep at her roots and eat of her apples. And the tree loved the boy. Who were the characters in the story? What did the boy eat? What kind of tree was in the story? Why did the boy love the tree? Where did the boy play? Why did the tree love the boy? Where did the boy sleep? One day, the boy came to the tree. The tree was delighted and beckoned, "Come and play!" But the boy was no longer a boy; he was now a young man, and he was interested in making a living, but he didn't know how. Where did the boy go one day? Why wasn’t the boy interested in playing? Who was delighted to see the boy? What was the young man interested in? What did the tree beckon the boy to do? What did the man want to know? "Here," the tree said, "take my apples and sell them." The young man did just that, and the tree was happy. What did the tree want the young man to do? What did the young man do? Why did the tree want the young man to do this? How did the tree feel then? Years passed, and the tree was lonely without the young man. One day, he returned, and the tree was delighted, but he was now interested in settling down. He wanted to build a house. When did the young man return to see the tree How did the tree feel when the young man returned? the second time? What was the young man interested in doing on the How did the tree feel when it did not see the second return visit? young man? Why did the young man want to build a house? "Here," the tree said. "Cut off my branches and build your house." The young man did just that, and the tree was happy. What did the tree want the young man to do? What did the young man do? Why did the tree want the young man to do this? How did the tree feel then? Years passed, and the tree still missed her friend. One day, the man returned, and the tree was again overjoyed. But the man was now older and tired of life; he wanted to get away from it all. When did the man return to see the tree the third time? How did the tree feel when she did not see the man? How did the tree feel when the man returned the third time? What was the man like on the third visit? How did the man feel? What did the man want to do next? Why did the man want to get away from it all? "Here," the tree offered, "Cut me down. Make for yourself a boat, and sail the world in it." The man did just that, and the tree was happy. What did the tree want the man to do? What did the man do? Why did the tree want the man to do this? How did the tree feel then? Many years passed, seasons came and went, and the tree was very lonely. She missed her friend, and she often thought about the old days, when they had such fun. Finally, she saw her friend coming over the hill, and she was delighted. When did the man return to see the tree the fourth time? How did the tree feel when she did not see the man? What did the tree think about when she missed the man? How did the tree feel when the man returned the fourth time? But the boy was now an old man, no longer able to play or make money or to sail away. And he was tired. "Here, my friend," the tree said. "I still have a pretty good stump left. Won't you sit and rest?" The old man did that, and the tree was happy. What was the old man like on the fourth visit? Why did the tree want the old man to do this? How did the old man feel? What did the old man do? Why was the old man tired? How did the tree feel then? What did the tree want the old man to do?

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Intermediate Vocabulary Activities Jeopardy Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too is guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. The Giving Tree Jeopardy Activity: Matching: Question

Answer

a) What is a stump? a) What is shade? a) What did the Boy do? b) What game did the boy like? b) Why did the Boy return? b) How did the Boy build a house? c) What did the boy wear on his head? c) How did the Boy make money? c) How did the tree feel at the end?

lower part of trunk that is cut off protection from sun cut down the tree trunk Hide-and-go-seek he needed a quiet place with the tree’s branches crown sold the tree’s apples happy

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Intermediate Vocabulary Activities Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. The Giving Tree Wrong Word Activity: a) b) c) d) e) f) g)

When the boy got tried, he slept in the shade of the apple tree. (tired) The man wanted a wife and children, and he needed a horse. (house) He cute off her branches to build his house.(cut) A long time past before the man returned. (passed) The boy stayed away a long time, and the tree was said. (sad) Time went buy and the boy grew up. (by) The tree wanted to play, but he was very old and week. (weak)

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Intermediate Vocabulary Activities Classification Objective: Classify vocabulary into two or three groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count. The Giving Tree Classification Activity: a) Characters b) Time words c) Feelings d) Actions the boy/man took e) Things the tree gave

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Summary of Grammar Activities Beginning Word Order Mixed-Up Sentence Look It Up Wrong Word Writing

Intermediate

Proficient

Flesh It Out “Who, What, Where, When, How, Why “

Single Slot Substitution Multiple Slot Substitution Sentence Builders

Sentence Stretchers Transformation Formation/Transformation Rewrite the Paragraph

Beginning Grammar Activities Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

SIMPLE PAST TENSE The simple past tense expresses simple action in the past. It tells action that began and ended at a particular time in the past. The action is specific and completed. Helpful words: yesterday, last night, last week, last month, last year, in 1999, two weeks ago, a year ago, etc. Formation of Simple Past Tense Structures Examples: The car stopped at the red light. Most verbs add –ed We listened to the answer. ate, went, did, had, took, etc. Irregular forms Joshua did his best on the test. Irregular forms of “to be” I, he, she it was; you, we, they were Negatives: didn’t + (verb) He didn’t work. (He did not work.) did not + (verb) The kids didn’t go to the park. (The kids did not go to the park.) He worked. Did he work? Yes, he did. No, he didn’t Questions/Short answers: The car stopped at the red light. Did it stop? Yes, it did. Did + (subject) + (verb)? We listened carefully to the answer. Did we listen? Yes, we did. Yes, (subject) + did. The kids didn’t go to the park. Did the kids go? No, they didn’t. No, (subject) + didn’t. Joshua did his best on the test. Did he do his best? Yes, he did. ALPHABETICAL REFERENCE/STUDY SHEET: Verb Past Verb Past Verb be was/were find found let beat beat flee fled lie begin began fly flew light bite bit forget forgot lose bring brought forgive forgave make build built freeze froze mean buy bought get got meet catch caught give gave mistake choose chose go went pay come came grow grew put cost cost hang hung read creep crept have had ride cut cut hear heard ring dig dug hide hid rise do did hold held run draw drew keep kept say eat ate know knew see fall fell lay laid sell feel felt lead led send fight fought leave left shoot

IRREGULAR PAST TENSE FORMS Past Verb Past let sing sang lay sit sat lit/lighted sleep slept lost speak spoke made spend spent meant stand stood met steal stole mistook swear swore paid swim swam put take took read teach taught rode tell told rang think thought rose throw threw ran understand understood said wake woke/waked saw weep wept sold win won sent withdraw withdrew shot write wrote Language Arts Through ESOL: Literature: The Giving Tree (Shel Silverstein) Page 89

Beginning Grammar Activities Word Order Cards Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to reform the sentence. The team gets a point if the cards are rearranged correctly.

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Beginning Grammar Activities Mixed Up Sentence (Small Group Interactive Activity) Objective: Syntactic Development --Make meaningful sentences Procedure: Prior to class, the teacher copies sentences from the text on separate sentence strips. The teacher copies a minimum of four sentences or the number of sentences equal to the number of participants in the group (if greater than four). The teacher cuts up each sentence strip by words and punctuation. Play begins when the teacher hands one sentence to each participant in the group. Participants have 60 seconds to rearrange the words into the original sentence. The teacher gives participants a few seconds to look at each other’s sentences. They may not speak. Anyone who speaks or communicates non-verbally is tossed a blue (negative) point. Without reading the sentences aloud, the teacher quickly determines which sentences are correct and, after all participants have mixed up their sentences and passed them to the participant on their right, tosses each participant with a correct sentence a black (positive) point. The process continues until all participants have had the opportunity to work with all sentences. For the last sentence, participants do not mix up their sentences. Instead, the teacher places a black point on each correct sentence and a blue point on each incorrect sentence. Each participant with a blue point has one chance either to exchange the blue point for a black point, or to lose the blue point without getting a black point in its place. To exchange the blue point for a black point, the participant must fix the sentence within 30 seconds with no assistance. Anyone who speaks at this time receives one blue point. If the participant corrects all mistakes, s/he exchanges his blue point for a black point. If not, s/he keeps the blue point. To lose the blue point without getting a black point, the participant asks another participant of his/her choosing for verbal assistance. Only the participant providing assistance may speak. Any other participant who speaks is given a blue point. The participant requesting assistance listens. Only when the participant who is providing verbal assistance is finished may the participant who is requesting assistance make changes to the sentence strip. If the changes make the sentence correct, the teacher takes back the blue point and gives a black point to the participant who provided assistance. Participants add their black points and subtract their blue points to calculate their score. Grading: 4 or more points=A, 5 pts=B, 3 pts=C, 2 or fewer pts=D The Giving Tree Mixed-Up Sentence Activity: See next page for list of sentences to reproduce for Mixed-Up Sentence Activity.

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The Giving Tree Mixed-Up Sentence Activity: Sentences from the story: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

There was once a great apple tree and a little boy. They would spend hours and hours together. The boy would play in the tree's branches, sleep at her roots and eat of her apples. The tree loved the boy. One day, the boy came to the tree. The tree was delighted and beckoned, "Come and play!" The boy was no longer a boy; he was now a young man, and he was interested in making a living, but he didn't know how. "Here," the tree said, "Take my apples and sell them." The young man did just that, and the tree was happy. Years passed, and the tree was lonely without the young man. One day, he returned, and the tree was delighted, but he was now interested in settling down. He wanted to build a house. "Here," the tree said. "Cut off my branches and build your house." The young man did just that, and the tree was happy. Years passed, and the tree still missed her friend. One day, the man returned, and the tree was again overjoyed. The man was now older and tired of life; he wanted to get away from it all. "Here," the tree offered, "Cut me down. Make for yourself a boat, and sail the world in it." The man did just that, and the tree was happy. Many years passed, seasons came and went, and the tree was very lonely. She missed her friend, and she often thought about the old days, when they had such fun. Finally, she saw her friend coming over the hill, and she was delighted. The boy was now an old man, no longer able to play or make money or to sail away. "Here, my friend," the tree said. “I still have a pretty good stump left. Won't you sit and rest?" The old man did that, and the tree was happy.

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Beginning Grammar Activities Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present, or passive voice to active. The Giving Tree Look it Up Activity: Teams locate examples of simple past tense in the text and in the summary.

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Beginning Grammar Activities Wrong Word Writing (Small Group Interactive Activity) Objective: Semantic Development --Determine suitability of words Procedure: For homework, students copy three sentences from the reading text two times, the first time exactly as they appear in the text, and the second time replacing three words with incorrect words in each sentence. In class, participants take turns reading one of their sentences with the three incorrect words. The other participants rewrite the sentence, making corrections to the best of their ability. Participants get three minutes maximum to write the corrected sentence. Any respondent not completing a sentence within that time frame gets an automatic blue (negative) point. Any time a respondent gets a blue point, the questioner gets a black (positive) point. The Respondents take turns reading out their corrected sentences. Then the questioner reads and shows his/her correct sentence. Respondents who have the exact same answer as the questioner get three black points. Respondents who have two corrected words receive two black points. For each respondent with two black points, the questioner gets one black point. Respondents who have one corrected word receive one black point. For each respondent with one black point, the questioner gets two black points. Respondents who have no corrected words receive no black points. For each respondent with no black points, the questioner gets three black points. Grading: Participants determine their final scores by subtracting any blue points they have from their black points. The participants with the most points or within two points of the most points get an A. A participant within three points of the most points gets a B. A participant within four points of the most points gets a C. A participant within five points of the most points gets a D. The Giving Tree Wrong Word Activity: Use list of sentences from the story in the Mixed-Up Sentence Activity.

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Intermediate Grammar Activities Modified Single Slot Substitution Drill Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is important for the correct part of speech to be used. The Giving Tree Modified Single Slot Substitution: After a long time, the boy returned. (a) After a long time, (b) the boy (c) returned. Possibilities: (a) After a short time, Later, Then (b) the tree, he, they (c) came back, left, said goodbye

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Intermediate Grammar Activities Sentence Builders Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example: Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food. The Giving Tree Sentence Builders Activity: a) There was an apple tree. (Once) Once there was an apple tree. (that loved) Once there was an apple tree that loved. (a little boy) Once there was an apple tree that loved a little boy. Continue with the following: b) The boy gathered leaves. (Every day, her, and made a crown, for his head) c) The tree was happy. (and she loved the boy, very much) d) The tree shook with joy. (and she wanted to play, When the Boy came back) e) The tree had nothing. (left to give, the boy, but an old stump

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Intermediate Grammar Activities Multiple Slot Substitution Drills Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. The Giving Tree Multiple Slot Substitution Activities: This time the old man needed a quiet place to sit and rest. Possibilities: Now, Later, after that, the boy, her friend, wanted, looked for, a good place, a stump, to wait, to relax, to think, to stay, to talk

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Intermediate Grammar Activities Flesh it Out Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? The Giving Tree Flesh it Out Activities: a) b) c) d) e)

the forest/played/ He/ of/ king he/her/cut off/ house/to/branches/build/his he/and/on/the/old/rested/stump/then/ sat long/a/time/the /returned/after/boy. apples/the/them/boy/the/and/away/took/carried.

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Intermediate Grammar Activities Who What, When, Where, How, Why Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. The Giving Tree Who, What, When, Where, How, Why Activities: a) The boy climbed her trunk and swung from her branches. (Who, What, Why) b) He told the tree he wanted a boat to take him far away. (Who, What, Where, Why) c) The tree told him to cut down her trunk to make a boat. (Who, What, How, Why) d) He cut down her trunk, made a boat, and sailed away. (Who, What, Where, How, Why) e) When he got tired, he slept in the shade of the apple tree. (Who, What, When, Where, Why) f) One day the boy came to visit. (Who, What, When)

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Proficient Grammar Activities Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. The Giving Tree Sentence Stretcher Activities: 1. Begin with the sentence: The tree was lonely. The tree was very lonely. Years passed, and the tree was very lonely Many years passed, and the tree was very lonely Many years passed, seasons came, and the tree was very lonely Many years passed, seasons came and went, and the tree was very lonely 2. Begin with the sentence: The tree was happy. The tree was happy because the boy returned. The Giving Tree was happy because the boy returned. The Giving Tree was happy because the boy returned to sit in the shade. The Giving Tree was happy because the boy returned to sit in the shade and rest. The Giving Tree was happy because the boy returned to sit in the shade and rest quietly.

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Proficient Grammar Activities Formation/Transformation (Small Group Interactive Reading Activity) Objective: Syntactic Development --Transform syntactic structure of sentences Procedure: For homework, students write sets of sentences about the reading. Each set must employ the grammatical structures chosen by the teacher. Example 1: Write 3 sentences about the text using the present tense & rewrite each in the past. FORMATION: Many people die from disease. TRANSFORMATION: Many people died from disease. Example 2: Write 3 sentences and then a why question about each sentence. FORMATION: The boy fished for flounder. TRANSFORMATION: Why did the boy fish for flounder? Example 3: Write 3 pairs of related sentences & rewrite each pair as a compound sentence. FORMATION: Many people died from disease. Many people died from starvation. TRANSFORMATION: Many people died from disease and starvation. The teacher first reviews the syntactic point in question. Then, participants take turns reading the sentence(s) either of formation or of transformation from one of their sets and choosing a person in the group to say the sentence in formation if transformation was read or in transformation if formation was read. No one except the respondent is to talk. If someone does speak, s/he gets 1 blue (negative) point. During the first round, everyone must have a chance to respond once before a participant can be called on to respond a second time. The questioner determines whether the respondent is correct. If the respondent is correct, s/he gets 1 black (positive) point. If the respondent cannot answer or does not answer correctly as determined by the questioner, s/he gets a blue point and the questioner gets a black point, as long as the questioner can give an answer. If the questioner cannot give an answer, the questioner gets 1 blue point and the respondent gets 1 black point. When a respondent doesn't agree with the questioner’s answer, s/he can challenge the questioner. The challenger must prove that s/he is also correct or that the questioner is incorrect. S/he does not need to prove both. Everyone else in the group can join a challenge on either side (the questioner's side or the respondent's side), but they must do so immediately (many participants wait to see how many people are joining each side, which is unfair). Once the players have taken sides on a challenge, the teacher decides who is correct. All those siding with the correct answer get 2 black points. The losers get 2 blue points. At the conclusion of the game, participants add their black points and subtract their blue points to calculate their score. Grading: 5 points = A, 4 points = B, 3 points = C, 2 or fewer points = D

The Giving Tree Formation/Transformation Activity: Grammar focus of lesson is the simple past, including negatives and question forms.

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Proficient Grammar Activities Transformation Exercises Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. The Giving Tree Transformation Exercises: Teams change the present tense to the simple past tense. a) Every day the boy gathers her leaves and makes a crown for his head. b) The tree had no money, but she has apples to sell. c) The boy stays away a long time, and the tree is sad. d) He wants a wife and children, and he needs a house. e) Time goes by and the boy grows up. f) The tree wants to play, but he is very old and weak.

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Proficient Grammar Activities Rewrite the Paragraph Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) See next page for reproducible Rewrite the Paragraph Activity:

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Name _____________ The Giving Tree Rewrite the Paragraph Activity: Teams rewrite the paragraph in the past.

Once there is an apple tree. The tree loves a little boy. The boy plays with the tree and eats her apples. The boy loves the tree and the tree loves the boy very much. Time goes by and the boy grows up. When he needs money, the boy takes the apples and carries them away to sell. When he comes back, the tree shakes with joy, and she wants to play. Then he cuts off her branches to build his house. Later he wants a boat, so he cuts down her trunk to make the boat. When he is an old man, he sits and rests on the old stump.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

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Name _____________________________________ Date _____________ Children’s Literature Unit The Giving Tree, by Shel Silverstein Exercise 1 Fill in the blanks with the correct word. branches apple stump loved grew up shook trunk carried

Once there was a (an) __________ tree that loved a little boy. The boy played with the tree and ate her apples. The boy loved the tree and the tree __________ the boy very much. Time went by and the boy __________. When he needed money, the boy took the apples and __________ them away to sell. When he came back, the tree __________ with joy, and she wanted to play. Then he cut off her __________ to build his house. Later he wanted a boat, so he cut down her __________ to make the boat. When he was an old man, he sat and rested on the old __________.

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Name _____________________________________ Date _____________ Children’s Literature Unit: The Giving Tree, by Shel Silverstein Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. The tree made a crown of leaves and she wore it. _________________________________________________________ 2. The boy shook with joy when he came back. _________________________________________________________ 3. The boy climbed her trunk and swung from her branches. _________________________________________________________ 4. The boy slept in the tree’s branches. _________________________________________________________ 5. When the boy needed money, he gathered apples and sold them. _________________________________________________________ 6. The tree always wanted to play with the boy. _________________________________________________________ 7. The tree gave the boy everything she had to give. _________________________________________________________ 8. The tree was old, sad and weak. _________________________________________________________ 9. The tree wanted the boy to make a boat from her trunk. _________________________________________________________ 10. The boy loved the tree and the tree loved the boy. _________________________________________________________

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Name ____________________________ Date __________ Children’s Literature Unit: Exercise 3 (FCAT Practice/Reading Comprehension) The Giving Tree, by Shel Silverstein Read the following passage. Identify the stated main idea, the topic sentence and the details. Then fill in the chart below. The Giving Tree was a good friend for many reasons. First, the tree was a good listener. She didn’t talk or ask too many questions, she just listened and cared. Second, the tree always gave what she had to give. For example, she didn’t have money, but she had apples the boy could sell to get money. Finally, the tree never asked anything in return. She didn’t expect the boy to pay her back. Now that’s a friend. DETAIL ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

DETAIL ___________________ ___________________ ___________________ ___________________ ___________________

DETAIL ___________________

MAIN IDEA: _____________________ _____________________ _____________________ _____________________

___________________ ___________________ ___________________ ___________________

___________________

Topic Sentence: _____________________

___________________

___________________

_____________________

___________________

___________________

_____________________

___________________

___________________

_____________________

___________________

___________________

___________________

DETAIL __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

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Name ____________________________ Date __________ Children’s Literature Unit: Exercise 4 (FCAT Practice/Reading Comprehension) The Giving Tree, by Shel Silverstein Once there was an apple tree that loved a little boy. The boy played with the tree and ate her apples. The boy loved the tree and the tree loved the boy very much. Time went by and the boy grew up. When he needed money, the boy went to the tree. She told him to take the apples to sell. When he came back, the tree shook with joy, and she wanted to play. He was a man now, and didn’t want to play. Instead, he wanted a house to keep him warm. The tree said the only house she had was the forest. However, she told him to cut her branches to build a house. A long time passed, and the man returned. He wanted a boat. The tree told him to cut down her trunk to make the boat. When the old man returned, he was weak and sad. The tree had nothing left to give, but the man was happy with a quiet place to sit and rest. He sat and rested on the stump of the tree. The main idea of the paragraph is: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Identify the details that support the main idea. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Is the main idea stated or implied? ______________________________________________________________________ Is there a topic sentence? (If yes, write it here.) ______________________________________________________________________ Write below any personal knowledge you have on the topic. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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Name ____________________________ Date __________ Children’s Literature Unit: Exercise 4 The Giving Tree, by Shel Silverstein Suggested Writing Topic(s): 1. Giving is better than receiving for three important reasons. 2. If money grew on trees, I would give to others. 3. If I had a million dollars, I would give to others. 4. I want three things from my giving tree.

The Giving Tree Topic (Introduction): ____________________________________________________ ______________________________________________________________________

_____________ _____________ _____________ _____________ _____________ _____________ _____________

_____________ _____________ _____________ _____________ _____________ _____________ _____________

_____________ _____________ _____________ _____________ _____________ _____________ _____________

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ In conclusion, __________________________________________________________ ______________________________________________________________________

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Name ____________________________ Date __________ Children’s Literature Unit The Giving Tree, by Shel Silverstein: Exercise 5

Fill in the blanks. Once there was a (an) __________ tree that loved a __________ boy. Every day the __________ gathered her leaves and __________ a crown for his __________. He played king of __________ forest. The boy climbed __________ trunk and swung from __________ branches. He ate her __________ and played hide-and-go-seek. When __________ got tired, he slept __________ the shade of the __________ tree. The boy loved __________ tree. The tree was __________ and she loved the __________ very much. Time went __________ and the boy grew __________. The tree was often __________. One day the boy __________ to visit. The tree __________to play again. The __________ was too big to __________ and play. He needed __________. The tree had no __________, but she had apples __________ sell. The boy took __________ apples and carried them __________. The tree was happy. __________ boy stayed away a __________ time, and the tree __________ sad. When he came __________, the tree shook with __________ and she wanted to __________. The boy was now __________ busy man. He wanted __________ wife and children. He Language Arts Through ESOL: Literature: The Giving Tree (Shel Silverstein) Page 110

__________a house. He cut __________ her branches to build __________ house. The tree was __________. A long time passed __________. The man was now __________ and sad. He told __________ tree he wanted a __________ to take him far __________. The tree told him __________ cut down her trunk __________ make a boat. He __________ down her trunk, made __________ boat, and sailed away. __________ tree was happy. After __________ long time the boy __________. The tree wanted to __________, but he was very __________ and weak. The tree __________ nothing left to give __________ boy but an old __________. This time the old __________ needed a quiet place __________ sit and rest. Then __________ sat and rested on __________ old stump. The tree __________ happy.

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Name ____________________________ Date __________ Children’s Literature Unit The Giving Tree, by Shel Silverstein: Exercise 6 Rewrite the following sentences changing the verbs to the correct past tense form. 1. Every day the boy gathered her leaves and made a crown for his head. ______________________________________________________________________ 2. The boy climbed her trunk and swung from her branches. ______________________________________________________________________ 3. He ate her apples and played hide-and-go-seek. ______________________________________________________________________ 4. The tree had no money, but she had apples to sell. ______________________________________________________________________ 5. The boy stayed away a long time, and the tree was sad. ______________________________________________________________________ 6. When he came back, the tree shook with joy, and she wanted to play. ______________________________________________________________________ 7. When he got tired, he slept in the shade of the apple tree. ______________________________________________________________________ 8. The boy took the apples and carried them away. ______________________________________________________________________ 9. Then he sat and rested on the old stump. ______________________________________________________________________ 10. Time went by and the boy grew up. ______________________________________________________________________

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