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Small Volcanoes Kinney Goldberg Carolyn Keene PETRUCHA ® #1 Small Volcanoes READING GUIDE AND LESSON PLAN sarah STEFAN stan based on the series by kinney PETRUCHA goldberg Carolyn keene ™ #1 Small Volcanoes by SARAH KINNEY & STEFAN PETRUCHA art by STAN GOLDBERG Color by LAURIE E. SMITH Based on the series by CAROLYN KEENE EDUCATOR’S RESOURCE GUIDE During Reading Questions - When you have completed reading the 11. Page 54: “What are Nancy’s thoughts on this final page? What Introduction: marked page, ask students to respond to the following question(s). are your final thoughts on this last page of the graphic novel?” For the first time in comic book format, today’s readers can meet Page 12: “Now that you have read the first few pages, what are one of the most famous literary characters of all-time. Continuing 1. your predictions about what might happen? What leads you to After Reading Questions the generational interest in Nancy Drew, Papercutz publishers is think your predictions may come true?” breathing new and exciting 21st century life into a classic character 1. “If you were a part of Nancy Drew’s Clue Crew, what might you and storyline that will have today’s students, teachers, and families have said or brought up in order to solve the mystery?” 2. Page 20: “What does Nancy Drew think about her Science solving all new mysteries. assignment so far? Who does she consult? Why do you think she 2. “What if you could write a different, alternate ending to the consults these people? With NANCY DREW AND THE CLUE CREW #1: “Small mystery? What would you write? And why?” Volcanoes, readers will find Nancy Drew and the 3. Page 20: “Are there any predictions as to how Nancy’s father Clue Crew in the first of many contemporary 3. “Now that you are familiar with Nancy Drew and her Clue Crew, might influence the story?” comic book adventures to come. In this what predictions do you have about future graphic novels in this opening mystery, Nancy is challenged to series?” 4. Page 23: “Who do Nancy and her friends want to beat or do better create the best science project by her than when completing their Science project? Why?” 2. Once students are organized into small groups, assign each group teacher Mrs. Ramirez Nancy. Joined by Suggested Reading Lesson Plan for Using NANCY her two friends - George and Bess - they one of the three common core standards focused on in Key Ideas 5. Page 30: “How do Nancy and her friends plan to make the DREW AND THE CLUE CREW #1: “Small Volcanoes in are determined to build the best, most and Details (be sure to write out the entire standard statement best small volcano Science project? Do you think they will be unique small volcano in the entire class. Language Arts Classrooms* on the back of each index card). Further, you can distribute each successful? Why or why not?” of the standards to the groups by preparing notecards ahead of After much planning and problem-solving, *The following suggested lesson plan is aligned to the most however, all the students’ volcanoes come up time, asking students to pick their notecards randomly as they 6. Page 34: “What does Mrs. Ramirez realize on page 34? And what contemporary and thoughtful Language Arts curriculum planning missing. Unsure of whether this is a mystery or lay facedown on a table or working space somewhere in the do you think might have happened?” options currently being used in Language Arts classrooms, the classroom. Students will choose the facedown cards, making a prank, Nancy and her friends set out to solve the Common Core Standards for Reading. case of the missing volcanoes. their choices exciting and random. 7. Page 37: “What are the four facts Nancy and the Clue Crew gather? Did you notice any other facts Nancy and her friends may 3. After students have their note cards and are back in their groups, have missed?” Reading Lesson Plan and you can now encourage them to interpret the standard; you are Directions for Teachers, encouraged to move throughout the room in case students have Page 45 (top): “Who are the suspects in the case of the missing 8. Complementary Common questions and/or brainstorming ideas they would like to share Librarians, and Parents: Science projects? Why are they considered suspects? Do you with you. Here are some prompting questions/directions to help have any extra suspicions or clues that may lead you to think that Written in guided reading format (Fountas and Pinnell, 1996), this Core Standard Alignment students better understand their tasks can be listed on the board: one suspect is guiltier than another?” educator’s resource guide provides a three-step process you and your Title of Lesson: Reading NANCY DREW AND THE CLUE CREW #1 • “What are the key words in your standard?” student readers can follow in order to engage in and enjoy this first with the Common Core Standards for Reading (specifically under the Page 52: “On page 52, what do we find out about the case of the • “What do those key words mean?” Nancy Drew comic book mystery. For your convenience, the guided 9. domain of Key Ideas and Details) missing science projects?” • “Given your new understanding of these key words, what reading questions below are asked before, during, and after reading evidence from NANCY DREW AND THE CLUE CREW #1: NANCY DREW AND THE CLUE CREW #1. Common Core Standards for Key Ideas and Details: Page 53: “What do we learn about Brian and his decisions? How does “Small Volcanoes can you find to demonstrate your It is wise to ask students to keep notes of each other’s responses as 10. this knowledge help explain the case of the missing Science projects?” understanding of this standard and its relation to the they respond to each question. You may also want to keep help guide 1. Read the work closely to determine what the text says explicitly graphic novel? student note-taking by keeping notes on the board. and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 4. After they have been given time to work out all of those details Before Reading Questions and take notes, ask each group to present their evidence. 1. Ask the students to examine the front and back covers of the 2. Determine central ideas or themes of a text and analyze their a. First, they should share their standard selection. graphic novel. After doing so, ask them: “What do you think might development; summarize the key supporting details and ideas. b. Next, students can share their interpretation of that happen in this graphic novel?” standard. 3. Analyze how and why individuals, events, and ideas develop and c. Finally, share the evidence they found in the graphic novel 2. “How do you think the title of the graphic novel might influence interact over the course of a text. to demonstrate their new understanding of that standard the story?” and its relationship to NANCY DREW AND THE CLUE CREW Activities: #1: “Small Volcanoes. 3. “This is the first time Nancy Drew has been published in comic book format. How do you think the images may influence the story?” 1. Ask students to work in small groups of 3 - 4. Provide notebook paper and writing utensils for each group. TM Dedicated to publishing great graphic novels for all ages. www.papercutz.com.
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