CCSS.ELA-LITERACY.SL.3.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

The activities in this class are designed to address the grades 1 to 3 literature, foundational, and writing ELA standards as listed below.

ACTOR

1) Act out the story with puppets, toys, props, or yourself using different voices for the various characters.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.RL.2.2
CCSS.ELA-LITERACY.RL.3.2
Recount stories . . . from diverse cultures . . .
*Fables, folktales, and myths are not included in this class.
CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

2) Add different voices and sound effects as you read the story dramatically and record it.
CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
CCSS.ELA-LITERACY.RF.3.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-LITERACY.SL.3.5
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

3) "Become" a character with a costume and their voice and way of speaking.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

4) Become a news reporter and interview the characters. Have a partner answer as the character or answer the questions yourself.
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

5) Record or tell a story that happened to you that is similar to the book. Add details to make your story interesting!
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

ARTIST

6) Make a character mind map or heart map.
CCSS.ELA-LITERACY.RL.1.3
Describe characters . . . using key details.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

7) Retell the story tracing the characters' emotions with emoji art.
CCSS.ELA-LITERACY.RL.3.2
Recount stories . . . 
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

8) Draw a comic showing how the character faced and solved their largest conflict. Add a panel to show how they felt after this.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

9) Make an illustration, map, or model of the setting.
CCSS.ELA-LITERACY.RL.1.3
Describe . . . settings . . . in a story, using key details.

10) Draw and label the story mountain with suitable symbolic pictures for the beginning, conflict, rising action, climax, falling action, and conclusion.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

11) Draw a picture for each chapter to show how each one adds onto the story and how they connect together.
CCSS.ELA-LITERACY.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

LINGUIST

12) Choose the most powerful and interesting words and create a word art collage.
CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
CCSS.ELA-LITERACY.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

13) Find repeated beginning sounds (alliteration), repeated words, or repeated phrases, and use them in a creative project like a song or a poem.
CCSS.ELA-LITERACY.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

14) Find some creative language that has a deeper meaning, and use it in a creative project.
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

15) Find descriptive words and phrases that help you to imagine the scene with your imagination, and use them in a creative project.
CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

16) Find as many words as you can with the following suffixes: -ing, -er, -est, -ful, -less, -y, -ly, -er, and -or. Compare them and decide what these endings mean.
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.3.3.B
Decode words with common Latin suffixes.
CCSS.ELA-LITERACY.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.

17) Find as many words as you can with the following prefixes: un-, re-, dis-, and -in. Compare them and decide what these beginnings mean.
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.3.3.A
Identify and know the meaning of the most common prefixes and derivational suffixes.
CCSS.ELA-LITERACY.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.

WRITER

18) Help another character retell the story in a poem or a short story.
CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

19) Imagine yourself in the book. What would you do?
CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

20) Write a song, poem, or character journal entry about the book.
CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

21) Write your opinion about the character's decisions. Would you make the same choices? Why or why not?
CCSS.ELA-LITERACY.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.

22) Write an article teaching about a topic in the book. List any websites or books you use at the end.
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-LITERACY.W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.
CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

23) Research some details about something in the book to add some more details or description.
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-LITERACY.W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.
CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

DETECTIVE

24) Use the clues in the pictures to make conclusions about the characters, setting, plot, and mood.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

25) Compare the pictures with the text.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

MUSICIAN

26) Choose or write a theme song about a big idea in the book, like friendship, kindness, determination, family, identity, or culture.
CCSS.ELA-LITERACY.RL.3.2
Determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

THINKER

27) Compare and contrast two characters and their experiences.
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.

28) Make a connection between your life and the character's life.
CCSS.ELA-LITERACY.W.3.8
Recall information from experiences . . .

29) Brainstorm other ways of dealing with the problems in the story.

30) Describe the storyteller. How are they different and the same as the other characters and you?
CCSS.ELA-LITERACY.RL.1.6
Identify who is telling the story at various points in a text.
CCSS.ELA-LITERACY.RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.

31) Compare the messages about a big idea, like friendship, in this book with another book written by the same author.
CCSS.ELA-LITERACY.RL.2.2
. . . determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

32) Compare the storyline (plot) in this book with another one written by the same author. Track the patterns, similarities, and differences.
CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

33) Compare a big idea in the book, like friendship, with your experiences.
CCSS.ELA-LITERACY.RL.2.2
. . . determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.3.2
Determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

34) Choose a story that is very similar to this one and compare them.
CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
*This is not a perfect match.

Homework Offered
Each learner should read the story before class, so they will be ready to complete the activity in class.

SCHEDULE:
The Week of September 3rd - 
The Week of September 10th - 
The Week of September 17th - 
The Week of September 24th - No Class
The Week of October 1st - "Leroy Ninker Saddles Up" (also in Three Adventures on Deckawoo Drive)
The Week of October 8th - Iggy Peck and the Mysterious Mansion: The Questioneers Book #3
The Week of October 15th -  The Notebook of Doom: Rise of the Balloon Goons
The Week of October 22nd - Katie Woo and the Tricky Tooth
The Week of October 29th - "Francine Poulet Meets the Ghost Raccoon" (also in Three Adventures on Deckawoo Drive)
The Week of November 5th - No Class
The Week of November 12th - Katie Woo: Katie's New Shoes
The Week of November 19th - No Class
The Week of November 26th - "Where Are You Going, Baby Lincoln?" (also in Three Adventures on Deckawoo Drive)
The Week of December 3rd - Mia Mayhem is a Superhero!
The Week of December 10th - Mindy Kim, Class President 
The Week of December 17th - Minnie and Moo Go to Paris
The Week of December 24th - No Class
The Week of December 31st - Pedro the Ninja
The Week of January 7th - Zoey and Sassafras: Caterflies and Ice
The Week of January 14th - Katie Woo: Katie Blows Her Top
The Week of January 21st - 
The Week of January 28th - Zoey and Sassafras: Merhorses and Bubbles
The Week of February 4th - No Class
The Week of February 11th - Dragon Masters: Rise of the Earth Dragon
The Week of February 18th - Sadiq and the Green Thumbsew Year Parade
The Week of February 25th - Nate the Great
The Week of March 3rd - 
The Week of March 10th - Mindy Kim and the Yummy Seaweed Business
The Week of March 6th - The Secret Explorers and the Rainforest Rangers
The Week of March 17th - Sadiq and the Pet Problem
The Week of March 24th - No Class
The Week of March 31st - Dragon Masters: Saving the Sun Dragon 
The Week of April 7th - Zoey and Sassafras: Unicorns and Germs
The Week of April 14th - Jasmine Toguchi, Super Sleuth
The Week of April 21st - Mindy Kim and the Birthday Puppy
The Week of April 28th - Juana & Lucas
The Week of May 5th - Zoey and Sassafras: Monsters and Mold
The Week of May 12th - Mindy Kim and the Trip to Korea
The Week of May 19th - The Secret Explorers and the Lost Whales
The Week of May 26th - Yasmin the Writer
The Week of June 2nd - Jasmine Toguchi, Flamingo Keeper
The Week of June 9th - Nate the Great and the Fishy Prize
The Week of June 16th - Sadiq and the Green Thumbs
The Week of June 23rd - The Questioneers: Rosie Revere and the Raucous Riveters
The Week of June 30th - Dragon Masters: Secret of the Water Dragon 
The Week of July 7th - Zoey and Sassafras: The Pod and the Bog 
The Week of July 14th - Sadiq and the Bridge Builders
The Week of July 21st - The Princess in Black and the Perfect Princess Party
The Week of July 28th - JoJo Makoons: Fancy Pants
The Week of August 4th - Mia Mayhem Learns to Fly!
The Week of August 11th - The Princess in Black and the Hungry Bunny Horde
The Week of August 18th - Mindy Kim and the Big Pizza Challenge
The Week of August 25th - JoJo Makoons: The Used-To-Be Best Friend
The Week of September 1st - Stella Endicott and the Anything-Is-Possible Poem
The Week of September 8th - The Secret Explorers and the Comet Explosion
The Week of September 15th - The Questioneers: Sofia Valdez and the Vanishing Vote
The Week of September 22nd - Ada Lace, on the Case
The Week of September 29th - Mindy Kim and the Fairy-Tale Wedding
The Week of October 6th - Zoey and Sassafras: Grumplets and Pests
The Week of October 13th - Dragon Masters: Power of the Fire Dragon
The Week of October 20th - The Secret Explorers and the Plant Poachers
The Week of October 27th - The Notebook of Doom: Day of the Night Crawlers
The Week of November 3rd - Eugenia Lincoln and the Unexpected Package
The Week of November 10th - Jasmine Toguchi, Mochi Queen
The Week of November 17th - Dragon Masters: Song of the Poison Dragon
The Week of November 24th - Zoey and Sassafras: Bips and Roses
The Week of December 1st - The Secret Explorers and the Smoking Volcano
The Week of December 8th - Tales from Deckawoo Drive: Franklin Endicott and the Third Key
The Week of December 15th - Dragon Masters: Flight of the Moon Dragon
The Week of December 22nd - No Class
The Week of December 29th - No Class
The Week of January 5th - The Secret Explorers and the Missing Scientist
The Week of January 12th - Alvin Ho: Allergic to the Great Wall, the Forbidden Palace, and Other Tourist Attractions
The Week of January 19th - Jasmine Toguchi, Drummer Girl
The Week of January 26th - Lola Levine Meets Jelly and Bean
The Week of February 2nd - The Questioneers: Ada Twist and the Disappearing Dogs
The Week of February 9th - Jada Jones: Rock Star
The Week of February 16th - Zoey and Sassafras: Wishypoofs and Hiccups
1 - 2 hours per week outside of class
Assessments Offered
Grades Offered