Junior Great Books® Honesty Self-Respect Fitting In 5BOOK ONE TEACHER’S EDITION GBF_TE5-1_2014_11-21-14.indb 3 8/15/16 12:29 PM Junior Great Books® is a registered trademark of the Great Books Foundation. Shared Inquiry™ is a trademark of the Great Books Foundation. The contents of this publication include proprietary trademarks and copyrighted materials and may be used or quoted only with permission and appropriate credit to the Foundation. Copyright © 2014 by The Great Books Foundation Chicago, Illinois All rights reserved ISBN 978-1-939014-57-3 First Printing 246897531 Printed in the United States of America Published and distributed by THE GREAT BOOKS FOUNDATION A nonprofit educational organization 35 East Wacker Drive, Suite 400 Chicago, IL 60601 www.greatbooks.org GBF_TE5-1_2014_11-21-14.indb 4 8/15/16 12:29 PM CONTENTS Contents Introduction The Shared Inquiry Method of Learning 1 Junior Great Books Features 1 Junior Great Books Materials 4 Junior Great Books Activities 14 Planning and Implementation 16 Differentiating Instruction 20 About the Great Books Foundation 24 Student Introduction 25 Theme: Honesty Theme Introduction 35 Charles 38 Shirley Jackson The Special Powers of Blossom Culp 62 Richard Peck The Peddler’s Gift 90 Maxine Rose Schur Theme Connections 116 Theme: Self-Respect Theme Introduction 119 In the Time of the Drums 122 Gullah folktale as told by Kim L. Siegelson Learning the Game 148 Francisco Jiménez The Invisible Child 176 Tove Jansson Theme Connections 206 v CONTENTS Theme: Fitting In Theme Introduction 209 The Coming of the Surfman 212 Peter Collington All Summer in a Day 240 Ray Bradbury A Game of Catch 266 Richard Wilbur Theme Connections 288 Teacher Resources Using Reading Comprehension Strategies 292 Vocabulary Activities 293 A Guide to Question Types 294 Before the Discussion: Mini-Lessons 296 Fostering the Shared Inquiry Environment 298 Managing Participation in Shared Inquiry Discussion 299 Troubleshooting Shared Inquiry Discussion 300 Discussion Planner 302 Discussion Observations 303 Discussion-Partner Feedback 304 Parent Letter 305 Appendix: Assessment and Reflection 307 Other Great Books Foundation Offerings 347 Acknowledgments 349 Index 351 vi Series 5 t Book One UNIT OVERVIEW Charles Shirley Jackson LENGTH: 9 pages READ-ALOUD TIME: About 14 minutes GENRE: Realistic fiction SETTING: U.S. (suburban) About the Story Laurie comes home from kindergarten every day with stories about the trouble his classmate Charles causes at school. Laurie’s parents are increasingly interested in meeting Charles’s mother, but when Laurie’s mother looks for her at a PTA meeting, something unexpected happens. About the Author Shirley Jackson was born in San Francisco, California, in 1919. She wrote numerous short stories and several popular books, including Raising Demons, a humorous fictionalized account of life with her four children, and the psychological horror novels, The Haunting of Hill House and We Have Always Lived in the Castle. Her controversial and best-known short story, “The Lottery,” was published in 1948 in the New Yorker. “Charles” first appeared in Mademoiselle in 1948 and was later published in Jackson’s collection The Lottery; or, The Adventures of James Harris (1949). Jackson died in 1965. The story starts on page 53 of the Teacher’s Edition and on page 13 of the student book. 38 Series 5 t Book One UNIT OVERVIEW tivity Session Ac s For video clips of fifth-grade students participating in Shared Inquiry activities, SESSION 1 PAGES 41–43 go to www.greatbooks .org/charles. Prereading 5 MINUTES Students explore a concept relevant to the story they will be reading. First Reading with Sharing Questions 30–40 MINUTES Students read along as the story is read aloud and share their questions about it. FLEXIBLE-USE ACTIVITIES Use these additional resources at your discretion, depending SESSION 2 PAGES 44–45 on your classroom schedule and learning goals. Second Reading 30–40 MINUTES Students read along as the story is reread, engaging in Working with Words activities that help them explore the story more deeply. These vocabulary, spelling, and reading with expression activities can be done any time SESSION 3 PAGES 46–49 during the unit (p. 40). Shared Inquiry Discussion 30–40 MINUTES Head in the Clouds Students explore the story’s meaning by discussing an This Reader’s Journal activity interpretive question. (p. 6), which asks students to draw or write in response to imaginative prompts about the story, can be done at any time SESSION 4 OPTIONS PAGE 50 after the first session. Written and Creative Response TIMES VARY Students write a brief expository essay or a piece of creative writing based on the story, or explore the story through another creative form. ADDITIONAL SESSIONS Curriculum Connections TIMES VARY Students engage in suggested activities that connect “Charles” to the rest of your curriculum (p. 51). Unit Wrap-Up TIMES VARY Students complete the unit with a theme connection activity (pp. 116–117), multiple-choice test (p. 309), portfolio assessment (p. 339), or reflection on discussion (pp. 342–344). Honesty t Charles 39 SESSION 1 First Reading with Sharing Questions (30–40 minutes) ACTIVITY SUMMARY Activity Instructions To watch a fifth- grade class doing Students read along as the session 1 activities, story is read aloud and share 1. Prepare students to ask questions by please go to their questions about it. telling them to listen for anything that is www.greatbooks confusing or that they wonder about .org/charles. STUDENT LEARNING OBJECTIVE while you read. To ask questions about a story 2. Read the story aloud. Have students read along in their KEY SHARED INQUIRY CONCEPTS books and mark a ? anywhere they have a question (on a sticky note or in the text). Reading a story once is just the first step in 3. Ask students to share their questions. Record them on chart understanding it. paper. Asking questions about a story helps us understand 4. Help students answer any questions that signal a serious it better. comprehension problem. Leave the rest unanswered for now. 5. Post the list of questions in the classroom and let students Materials know that they will revisit many of the questions during their work on the story. tStudent books tSticky notes R 6. Reader’s Journal: Ask students to record something from tChart paper J the story that they understand better now that they have tReader’s Journal: Sharing questions page (p. 4) shared their questions, along with the question someone else asked that most interests them. Posting Student Questions Questions that arise from your students’ (and your own) genuine curiosity about the story drive the Shared Inquiry process. Recording your students’ questions, and leaving them posted throughout work on the story, shows students that you value their curiosity and that they can learn from each other as well as from you. During the sharing questions activity, record students’ questions on chart paper or another medium that allows the questions to remain posted. Write students’ names next to their questions to give them ownership of the process and to help students talk to each other about the questions. 42 Series 5 t Book One.