4th GRADE
ENTRY PROJECT:
A SUMMER TO “BE!”
Due: Monday, September 9, 2013
Created by: Ms. Amante, Ms. Burrell, Ms. Curtis, Ms. Garner, Mr. Margolis, Ms. Pak, Ms. Roberts, and Ms. Sheridan
ESL accommodations by Ms. Burrell
June 6, 2013
Dear Students and Parents,
Throughout the summer, students will be asked to complete entry Summer Project. This project requires all students
to read the same book. Upon returning to school from summer vacation, students must have completed several
engaging activities across all subject areas based on their chosen book.
The purpose of this summer assignment is to keep students engaged in learning. This summer project will help
students maintain the cognitive skills retained throughout the school year. This project will also give students the
opportunity to display their artistic ability in a folder, consisting of a collection of the work completed throughout
the summer months. Students can complete one activity per week. They can choose at least 1 activity from each
subject area (Writing, Math, Music, The Arts, Science, Social Studies, Technology and Health/Physical
Education).
This project is expected to be completed and must be handed in on Monday, September 9th, 2013 along with the
book they chose. All projects will be presented by the student during the first week of school and each student will
be graded on the quality of their presentation. A rubric will be included so that you know what is expected of you in
order to earn the highest level. We want and promote parent support; however, be sure the work is done by the
student’s hand and reflects his or her abilities and effort.
We look forward to seeing the finished products and remember to have fun with this. Have a happy and safe
summer!
Sincerely,
Hyde Leadership Instructional Team
Estimados Estudiantes y Padres,
Durante todo el verano, los estudiantes se les pedirá que complete Proyecto entrada del verano. Este proyecto requiere
que todos los estudiantes lean el mismo libro. Al regresar a la escuela de vacaciones de verano, los estudiantes deben
haber completado varias actividades interesantes a través de todas las materias en función de su libro elegido.
El propósito de este trabajo de verano es mantener a los estudiantes involucrados en el aprendizaje. Este proyecto de
verano ayudará a los estudiantes a mantener las capacidades cognitivas acumuladas durante el año escolar. Este
proyecto también dará a los estudiantes la oportunidad de mostrar sus habilidades artísticas en una carpeta, que
consiste en una colección de los trabajos realizados a lo largo de los meses de verano. Los estudiantes pueden completar
una actividad por semana. Pueden elegir al menos 1 actividad de cada materia (Escritura, Matemáticas, Música, las
Artes, Ciencias, Estudios Sociales, Tecnología y Salud / Educación Física).
Se espera que este proyecto esté terminado y debe ser entregado en el Lunes, 09 de septiembre 2013, junto con el libro
que eligieron. Todos los proyectos serán presentados por el estudiante durante la primera semana de clases y cada
alumno será calificado en la calidad de su presentación. Una rúbrica será incluida para que usted sepa lo que se espera
de usted con el fin de obtener el nivel más alto. Nos queremos y promovemos apoyo de los padres, sin embargo,
asegúrese de que el trabajo es realizado por la mano del estudiante y refleja su capacidad y esfuerzo.
Estamos ansiosos por ver los productos terminados y recordar a divertirse con esto. Que tengan un verano feliz y
seguro!
Atentamente,
Hyde Equipo de Liderazgo Instruccional
Summer Project Directions
1. Read YOUR book.
2. Choose at least 1 activity from each subject area (Writing, Math, Music, The Arts, Science,
Social Studies and Health/Physical Education). You will have 8 completed activities by the
end of the summer.
Remember to:
Complete each activity with quality and neatness
Fill in the “Work Log” form with a parent or guardian.
Read additional books for at least 15 minutes each day and fill in the reading log .
Each completed assignment must be displayed in the binder provided.
3. Create a final project by collecting ALL of your completed assignments and displaying them
in a 1 INCH binder. Use the rubric to guide you towards achieving a LEVEL 4!
4. Students and parents must fill out the appropriate survey and return it with the final
summer project.
5. Bring in your summer reading book and your finished summer project on Monday,
September 9th, 2013.
6. At any time, visit http:/hydesummerlearning.weebly.com/ to look at the summer project,
rubric and additional information!
Instrucciones para el proyecto de Verano
1. Lea su libro.
2. Elija por lo menos 1 actividad de cada materia (Escritura, Matemáticas, Música, las Artes,
Ciencias, Estudios Sociales y de la Salud / Educación Física). Usted tendrá 8 actividades
completadas a finales del verano.
Recuerde:
Completar cada actividad con la calidad y la limpieza
Complete el formulario "Registro de tareas" con un padre o encargado.
Leer libros adicionales durante al menos 15 minutos cada día y llenar el registro de lectura.
Cada tarea completada debe aparecer en la libreta proporcionada.
3. Crear un proyecto final mediante la recopilación de TODOS sus tareas terminadas y los
tendra que muestra en una carpeta de 1 pulgada. Utilice la rúbrica para guiarlo hacia el logro de
un nivel de 4!
4. Los estudiantes y los padres deben llenar el cuestionario correspondiente y devolverlo con el
proyecto final de verano.
5. Traiga su libro de lectura de verano y su proyecto de verano terminada en Lunes, 09 de
septiembre 2013.
6. En cualquier momento, visite http://---------------.weebly.com/ mirar el proyecto de verano, la
información y la rúbrica adicional!
Materials Provided by Hyde
1 Book
Binder
Activity Sheets
Materiales suministrados por Hyde
1
carpeta
Hojas de actividades
* Añadir los materiales adicionales, según sea necesario.
Student Survey
Directions:
Please fill out the survey below.
Criteria
The instructions were easy to understand.
Very Much
Somewhat
Not at All
I enjoyed reading the book
The activity choices were fun.
The final project was easy to understand.
I learned a lot from the book and
completing the project.
Additional Comments:
Encuesta de estudiante
Direcciones:
Por favor llene la encuesta a continuación.
Criterios
Las instrucciones eran fáciles de entender.
Disfruté leyendo el libro
Las opciones de la actividad fueron la
diversión.
El proyecto final fue fácil de entender.
Aprendí mucho del libro y completar el
Mucho
Algo
De nada
proyecto.
Comentarios adicionales:
PARENT SURVEY
Directions: Please provide feedback regarding how effective and productive this project was to your child’s
retention of material over the summer.
4- Exceeds expectations
3- Meets expectations
2- Approaches expectations
1- Did not meet expectations
Criteria
Communication with parents
Meeting your child’s academic needs
Directions were clear and easy for you and your child to understand
Helping your child become more responsible for their own learning
Involved parent in activities
Creating opportunities for exploration of individual interests
4
3
2
1
ENCUESTA DE PADRES
Instrucciones: Por favor provea sus criticas en referencia a cuan efectivo and productivo fué
para la retención del aprendizaje de su niño sobre el material trabajado durante el verano.
4- Excede las Expectativas
3- Alcanzó las expectativas
2- Cerca de las expectativas
1 No alcanza las expectativas
1- Criterios
Comunicación con los padres.
Alcanza las necesidades académicas de su niño.
Las instruciones son claras y fáciles de entender para ud y para su niño.
Ayuda a su niño a ser más responsable con su propio aprendizaje.
Intervienen los padres en las actividades.
Crea oportunidades para explorar intereses individuales.
4
3
2
1
este projecto
NAME:__________________________ SCORE: ______________
Summer Project Rubric
4
3
2
1
Category
You Know Your
Stuff!
You’re on the
Right Track!
You’re Missing
Something!
You Can Do
Better!
Required
Elements
Your final project
includes all 8 required
activities and additional
information
Your final project
includes all 6 required
activities.
Your information is
accurate and
demonstrates
understanding. You
connected the book to all
activities in the packet
and wrote in your own
words.
Your information is
accurate and
demonstrates some
understanding. You
connected the book
to some activities in
the packet and wrote
MOSTLY in your own
words.
Your final project
includes 3 or less of
the required
activities.
Your information is
inaccurate and
demonstrates little
or no
understanding. You
made no
connections to the
activities in the
packet. Your entire
project is copied
from a source.
Your entire final project
is neat and well
organized. It is typed or
written neatly. Photos &
captions are used to
make your work look
more interesting.
Most of your final
project is neat and
well organized. It s
typed or handwritten.
Some photos and
captions are used to
make your work look
more interesting.
Your project has 2-3
errors in grammar,
spelling, capitalization
and punctuation
Your final project
includes 4-5 of the
required
activities
Your information
could be more
accurate. You
misunderstood some
things you read. You
connected the book
to a few activities in
the packet. There are
some sentences
written in your own
words, but the
majority is copied
from a source
Your final project is
disorganized or
sloppy. Few photos
and captions are
included.
Your project has 4-5
errors in grammar,
spelling, capitalization
and punctuation
Your project has
more than 5 errors in
grammar, spelling,
capitalization and
punctuation
Knowledge
Demonstrated
Visuals
Mechanics
Your grammar, spelling,
capitalization and
punctuation are correct
throughout the project.
NAME:__________________________ SCORE: ______________
Your final project
lacks organization
and effort. No
photos or captions
are included.
Rúbrica del Proyecto de verano
Categoría
elementos
Necesario
conocimiento
demostrada
Visuales
mecánica
4
3
2
Conoces tus
cosas!
Estás en el
camino
correcto!
Se te estas
olvidando
algo!
Puedes hacer
mejor!
Su proyecto final incluye
todos los 8 actividades
necesarias e información
adicional
Su proyecto final
incluye los 6
actividades
requeridas.
Su proyecto final
incluye 4-5 de la
actividades
necesarias
Su proyecto final
incluye 3 o menos
de las
actividades
necesarias
Su información es
Inexacta y
demuestra poca o
ninguna
comprensión.
Usted no ha hecho
una conexión con
las actividades en el
paquete. Todo su
proyecto se copia de
una fuente.
Su información es
correcta y demuestra
comprensión. usted
conectado el libro a
todos
actividades en el
paquete y escribieron en
sus propias palabras.
Su información es
correcta y demuestra
algunos
comprensión. usted
conectado el libro a
algunas actividades
en el paquete y
escribió sobre todo
en sus propias
palabras.
Todo su proyecto final es
limpio y bien organizado.
Está escrita a máquina o
claramente. Fotos y
leyendas se usan para
hacer que su trabajo se
vea más interesante.
La mayor parte de su
proyecto final es
limpio y bien
organizado. Lo s
máquina oa mano.
Algunas fotos y pies
de foto se utilizan
para hacer que su
trabajo se vea más
interesante.
Su proyecto tiene 2-3
errores de gramática,
ortografía, uso de
mayúsculas y
puntuacion
Su gramática, ortografía,
capitalización y la
puntuacion es correcta
durante todo el proyecto.
1
Su información
puede ser más
exacta. Usted no
entendió algunas
cosas que leyó. Ha
conectado el libro a
algunas de las
actividades en
el paquete. Hay
algunas frases
escritas en sus
propias palabras,
pero la mayoría fue
copiada de una
fuente.
Su último proyecto es
desorganizado o
desordenado. Hay
pocas fotos y notas
están incluidas.
Su proyecto tiene 4-5
errores de gramática,
ortografía,
mayúsculas y
puntuación
Su proyecto final no
está organizado y
no demuestra
esfuerzo. No hay
fotos o notas
incluidas.
Su proyecto tiene 5
o más errores de
gramática,
ortografía,
mayúsculas y
puntuación
WORK LOG
Name: ___________________________
Please keep track of the dates, time, and activities worked on. Remember that all activities are NOT to be
completed at once. Reading the book, completing the activities and completing the final project should be spread
out across the 8 weeks of summer break.
Date
Activity Worked On
Time Started
Time Ended
Time Ended
REGISTRO DE TRABAJO
Nombre: ___________________________
Por favor, mantenga un registro de las fechas, tiempos y actividades completadas.
Recuerde que todas las actividades no deben ser completado en un solo dia. Al leer el
libro, completando las actividades y completar el proyecto final debe ser diseminada por
las 8 semanas de vacaciones de verano.
Fecha:
Trabajamos en la
actividad
Hora de
inicio
Hora en que
terminó
Time Ended
READING LOG
Name: ___________________________
Read for at least 15 minutes each day.
Date
Book Read
# of Minutes Read
Parent Signature
Comments:
LECTURA DE REGISTRO
Nombre: ___________________________
Leer por lo menos 15 minutos cada día.
Fecha
Libro que ha leido
# de minutos leidos
Firma de padres
Commentos:
Attention Students
Don’t forget to practice your presentation!!
During the first week of school, you will be presenting these to your
classmates and teachers.
Your teachers will be looking to see if you….
1. Know content about your book and project.
2. You present yourself in a professional way.
3. Your discussion is organized.
4. You speak loudly, clearly, and with excitement!
5. You were able to make connections to your own life,
other books you have read, or to what you know about
the world
Atención Estudiantes
mingo
¡No te olvides de practicar tu presentación!
Durante la primera semana de la escuela, vas a presentar tu proyecto
a tus maestros y compañeros.
Tus maestros esperan ver…
1. Que sabes sobre el contenido de tu libro y proyecto.
2. Que te presentes en una manera profesional.
3. Que tu discusión sea organizada.
4. ¡Que hables en voz alta, claramente y con emoción!
5. Que haces conexiones con tu propia vida, con otros
que has leído, o con lo que sabes sobre el mundo.
libros
A continuaciόn estά un calendario sugerido para tus tareas para que te guίes con tus trabajos.
July
Lunes
Martes
Miércoles
Jueves
Viernes
Sάbado
1
7
e capίtulo 9 y
mpleta las
eguntas y
tudia el
cabulario del
pίtulo
14
Lee capίtulo 1 y
2
Completa las
preguntas y
estudia el
vocabulario del
capίtulo
8
Lee capίtulo 11
Completa las
preguntas y
estudia el
vocabulario del
capίtulo
2
Lee capίtulo 3
y4
Completa las
preguntas y
estudia el
vocabulario
del capίtulo
9
Lee capίtulo 12
y 13
Completa las
preguntas y
estudia el
vocabulario
del capίtulo
15
16
rmina de leer
libro del
oyecto y
pieza a leer
libro
ependiente
0 min)
Lee el libro
independiente y
empieza un
proyecto de una
de las materias
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
21
22
23
Lee el libro
independiente y
trabaja en uno
de los
proyectos de
materias
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
29
30
Lee el libro
independiente y
trabaja en uno
de los
proyectos de
materias
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
e el libro
ependiente
0 min)
28
e el libro
ependiente
0 min)
nday
3
Lee capίtulo 5
Completa las
preguntas y
estudia el
vocabulario del
capίtulo
4
5
6
Lee capίtulo 6
Completa las
preguntas y
estudia el
vocabulario del
capίtulo
Lee capίtulo 7
Completa las
preguntas y
estudia el
vocabulario del
capίtulo
Lee capίtulo 8
Completa las
preguntas y
estudia el
vocabulario del
capίtulo
11
12
13
Termina de
leer el libro,
completa
preguntas del
capίtulo, y
estudia
vocabulario O
Empieza un
proyecto
19
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
Termina de
leer el libro,
completa
preguntas del
capίtulo, y
estudia
vocabulario O
Empieza un
proyecto
20
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
26
27
10
Lee capίtulo 14
Completa las
preguntas y
estudia el
vocabulario del
capίtulo
Termina de
leer el libro,
completa
preguntas del
capίtulo, y
estudia
vocabulario O
Empieza un
proyecto
17
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
18
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
24
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
25
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
Thursday
Friday
Saturday
31
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
August
Monday
Tuesday
Wednesday
1
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
4
e el libro
ependiente
0 min)
11
e el libro
ependiente
0 min)
18
e el libro
ependiente
0 min)
25
e el libro
ependiente
0 min)
5
Lee el libro
independiente y
trabaja en uno
de los proyectos
de materias
12
Lee el libro
independiente y
trabaja en uno
de los proyectos
de materias
19
Lee el libro
independiente y
trabaja en uno
de los proyectos
de materias
26
Lee el libro
independiente,
organiza tu
carpeta y
PRACTICA TU
PRESENTACIόN
6
Lee el libro
independient
e y trabaja
en uno de los
proyectos de
materias
13
Lee el libro
independient
e y trabaja
en uno de los
proyectos de
materias
20
Lee el libro
independient
e y trabaja
en uno de los
proyectos de
materias
27
Lee el libro
independient
e, organiza
tu carpeta y
PRACTICA
7
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
14
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
21
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
28
Lee el libro
independiente,
organiza tu
carpeta y
PRACTICA
8
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
15
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
22
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
29
Lee el libro
independiente,
organiza tu
carpeta y
PRACTICA
2
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
3
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
9
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
10
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
16
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
17
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
23
Lee el libro
independiente
y trabaja en
uno de los
proyectos de
materias
24
Lee el libro
independiente
y termina los
proyectos de
las materias
30
Lee el libro
independiente,
organiza tu
carpeta y
PRACTICA
31
Lee el libro
independiente,
organiza tu
carpeta y
PRACTICA
¡¡¡¡¡Disfruta tu verano y continύa leyendo!!!!! 
READING
EVERYONE must read the entire book, review the chapter vocabulary, and answer the chapter questions. (See the
Reading APPENDIX for more directions)
Directions: Choose () ONE of the following options.
 Option #1: Be a Linguist!
This summer as you read “The World Before This One,” challenge yourself to
find and learn new words!
As you read your book. In your READIN APPENDIX you will find a list of new
vocabulary words that will help you understand the novel (project book) and
teach you some cool ways to explore vocabulary.
TASK: Create Your Own Glossary!
While you read the book, write down any words that you do not
know. Use the chart in the APPENDIX to:
1. Write the unfamiliar word
2. Write the definition of the unfamiliar word
3. Write the page # you found the word on
4. Draw a picture or translate the word into your native language
READING
…
CONTINUED
 Option #2: Be a Critic!
When reading novels, critics are people that give their
opinion on main characters and on stories. During your
summer, you will answer questions for each chapter that
you read and you will give your opinion on the main
characters and story.
TASK: Your Opinion Matters!
1. Read your project book every day or at least 30
minutes
2. Write a journal entry about what you read in your
project book. (You must do at least 5 journal
entries)
More directions and an example may be found in
your Reading APPENDIX. We can’t wait to
hear your thoughts!
LECTURA
Todos deben leer el libro completo, revisar el vocabulario del capítulo, y responder a las
preguntas del capítulo. (Revise el Apéndice de lectura para más instrucciones)
Instrucciones: Seleccione ( ) una de las siguientes opciones.
Opción # 1: Ser un lingüista!
Este verano al leer "The World Before This One" el reto de encontrar y aprender nuevas palabras!
Al leer su libro. En el ANEXO READIN se encuentra una lista de las nuevas palabras del vocabulario que le
ayudará a entender la novela (libro de proyecto) y le enseñará algunas maneras interesantes para explorar
vocabulario.
TAREA: CREAR SU PROPIO GLOSARIO
Mientras usted lee el libro, escriba las palabras que no conoce. Use la tabla en el apéndice:
1. Escriba la palabra desconocida
2. Escribe la definición de la palabra desconocida
3. Escriba el número de página de cual encontraste la palabra
4. Haz un dibujo o traduzca la palabra en su lengua nativa.
Opción # 2: Sea un crítico!
Al leer novelas, los críticos son personas que dan su opinión sobre los personajes principales y
las historias. Durante el verano, podrá responder a las preguntas de cada capítulo que lees y
podrás poner tu opinión sobre los personajes principales y la historia.
TAREA: Tu Opinión Cuenta!
1. Lea su libro de proyectos todos los días o por lo menos 30 minutos
2. Escriba una entrada de diario acerca de lo que se lee en su libro de proyecto. (Usted debe
hacer por lo menos 5 entradas en el diario)
Más direcciones y un ejemplo se pueden encontrar en el ANEXO Reading. No podemos esperar
a escuchar lo que piensas!
MATHEMATICS
Directions: Choose () ONE of the following options.
 Option #1: Be a FARMER!
Farming was the major way that the Iroquois Indians got food. Corn, bean, and squash were the
most important crops in the Iroquois Indians diet. The three crops are known as “The Three
Sisters”.
TASK: Your job is to be a farmer and track the growth of a bean plant over 10 days!
(For more detailed directions, please see “Be a Farmer – Directions” and “Be a
Farmer – Bean Growth Chart” in the APPENDIX) *Also, see option 3 in science for
more Farm work!
Suggested Materials for Option #1
 Option #2: Be a METEOROLOGIST!
Weather is an important part of an Iroquois Indian’s life.
TASK: Your job as a meteorologist is to track the weather everyday on a calendar by
stating whether it is sunny, rainy, snowy, windy, or foggy.

1st: Create a key (picture chart) that shows a symbol for each of the
weather conditions (sunny, rainy, snowy, windy, or foggy). E.g.

=snowy
2nd: Fill in the calendar every day during the months of July or August by
drawing the correct weather symbol for 28 days. (Please see the
APPENDIX for the blank calendars)
~TURN TO THE NEXT PAGE FOR MORE DIRECTIONS~

3rd: After you have filled in the weather symbols for 28 days, Use the tally
chart to Show how many days were sunny, rainy, snowy, windy, or foggy.
(Please see the APPENDIX for the Tally Chart)

4th: Review your Tally Chart and write a complete sentence for all of the
weather conditions. Tell how many days out of the total amount of days were
specific weather conditions.
Example: “During July 1-28, 2013, there were 19 days out of 28 sunny days.” and
“During July 1-28, 2013, it snowed 1 day out of 28 days.”
(Please see “Be a Meteorologist – Calendar” and “Be Meteorologist – Tally
Chart and Data Analysis” in the APPENDIX)
MATEMATICAS
Instrucciones: Seleccione ( ) una de las siguientes opciones.
 Opción # 1: ser agricultor!
La agricultura era la principal forma en que los indios iroqueses se alimentaban.
Maíz, frijol y calabaza son los cultivos más importantes en la dieta de los indios
iroqueses. Los tres cultivos se conocen como "Las tres hermanas".
TAREA: Su trabajo es ser un granjero y realizar el crecimiento de una planta de
frijol durante 10 días! (Para obtener instrucciones más detalladas, consulte " Be a
Farmer - Directions" y "Be a Farmer – Growth Chart" en el apéndice) *
También, ver la opción 3 en la ciencia más trabajo de Granja!
Los materiales que se sugieren para la opción # 1





Semillas de frijol
Agua
regla
pequeña maceta
Suelo (tierra)
 Opción # 2: Sea un meteorólogo!
El tiempo es una parte importante de la vida de un indio Iroquois.
TAREA: Su trabajo como meteorólogo es para seguir el clima todos los días y en un
calendario escriba si hace sol, lluvia, nieve, viento o si esta nublado.
 Primero: Crear una clave (imagen) que muestra un símbolo para cada una de
las condiciones meteorológicas (sol, lluvia, nieve, viento o niebla). Por
ejemplo
= nieve
 Segundo: llene el calendario todos los días durante los meses de julio o Agosto
dibujando el símbolo de tiempo correcto por 28 días. (Consulte el Apéndice para los
calendarios en blanco)
 Tercero: Después de haber llenado los símbolos del tiempo por 28 días, use la tabla de
cuenta para ver cuántos días fueron soleados, lluvioso, ventoso, nublado y cuantos días
nevó. (Consulte el Apéndice para obtener la tabla de cuenta)
 Cuarto: Revise su tabla de conteo y escriba una frase completa para todas las
condiciones meteorológicas. Escriba cuántos días de la cantidad total de días eran las
condiciones climáticas específicas.
 Ejemplo: "Durante los días del julio 1 - 28, 2013, hubo 19 días de los 28 días de sol." Y
"Durante 1 hasta 28 julio 2013, nevó 1 día de los 28 días."
 (Por favor, consulte la sección " Be a Meteorologist – Calendar " y " Be
Meteorologist – Tally Chart and Data Analysis " en el A
SOCIAL STUDIES
Directions: Choose () ONE of the following options.
Be an Architect! Create a 3-Dimensional Model

Option #1:
Sculpt an Iroquois Village out of play dough. Be sure to include a fire-pit, 4
longhouses, a fence around the village, a field of the three-sisters, and 2 animals the Iroquois
hunted. Take pictures of yourself creating the village and the finished product to include in your
binder with captions describing your process. Try to be as realistic as possible.
Ex
a
m
pl
e
M
od
el
Ex
a
m
pl
e
M
od
el
fire pit

Option #2:
Build a longhouse inside a shoebox. Use paper and/or natural materials (like rocks
or twigs) to create a fire pit, and places for many families to eat, cook, and sleep. Label each
part of your longhouse. Bring your model to school to present with your binder.
Ex
a
m
pl
e
M
od
el
Ex
a
m
pl
e
M
od
el
Suggested Materials for
Options #1 and Option #2:

White drawing paper
• Shoebox

Crayons/colored pencils
• Tape/glue stick

Scissors
• Play dough (you may
buy it or use a homemade recipe in the APPENDIX)
SOCIAL STUDIES
Direcciones: Escoge () UNA de las siguientes opciones.
¡Sé un arquitecto! Crea un modelo de tercera dimensiόn

Opciόn #1: Esculpe una aldea de los Iroquois de plastilina. Asegύrate de incluir un hoyo
para fogatas, 4 casas/cabañas, una cerca alrededor del pueblo, un campo de las tres
hermanas, y 2 animales que los Iroquois cazaban. Tόmate fotos de tί mismo hacienda tu
aldea y foto del producto final para incluir en tu carpeta con el tίtulo describiendo tu
proceso. Trata de ser lo mάs realista possible.
Ex
a
m
pl
e
M
od
el
Ex
a
m
pl
e
M
od
el
Hoyo para fogatas
Opciόn #2: Construye una casa o cabaña adentro de una caja de zapatos. Usa papel y/o materiales
naturales (como rocas o ramitas) para crear un hoyo para fogatas, y lugares para que muchas familias
coman, cocinen, y duerman. Marca cada parte de tu casa. Trae el modelo a la escuela para que lo
presentes con tu cuaderno.

Ex
a
m
pl
e
M
od
el
Ex
a
m
pl
e
M
od
el
Materiales sugeridos para Opciόn #1 y Opciόn #2

Papel para dibujar blanco
• Caja de zapatos

Crayolas/lάpices de colores • Cinta/pegamento

Tijeras
• Plastilina (puedes
comprarla o usar la receta en el APéNDICE para hacerla)
WRITING
Directions: Choose () ONE of the following options.
 Option
1: BE A REPORTER!
Being a reporter requires interviewing and researching skills. In this project you
are going to do both. In the book, “The World Before This One,” we learn that
names are a very important and unique part of some cultures.
 Step One:
Interview someone in your family to find out why you were given your name. What
importance and meaning does your name have in your family? (See the Interview
Worksheets APPENDIX)
 Step Two:
Research the history and meaning of your name. Sometimes names appear in more
than one culture; include as many as you can find.
 Step Three:
Create a name for yourself. In the Native American cultures, names are often
connected to nature or animals. What element of nature or animal connects to you?
Choose to complete a T Chart or Venn Diagram listing your personality traits and
the traits/characteristics of either an element of nature or an animal. (See the
Characteristics T Chart and Venn Diagram Charts in the APPENDIX)
With this information create a new name for yourself. In your best
handwriting include a name plate of your new name.
Art Extension: Draw an image of yourself with your new name; blend together your human features
with the characteristics of the nature or animal you selected.
WRITING
 Option
CONTINUED…
#2: BE A POET!
There are many skills to becoming a poet. Using poetic devices helps improve poetry writing. Poets use
language to help create imagery for their readers. (Imagery: the ability to form mental pictures). Not
only through mental pictures can language come alive, but also reference to sound can help the reader
sense what is happening in a moment of a story. The use of sound words is called, Onomatopoeia. These
are words that imitate sounds like “achoo!” when you sneeze. Through the book, “The World Before This
One” there are several uses of onomatopoeia (Here are some examples: zzzzzzzzt!, pg.19, whoooooshing,
pg.20, buzzzzzzz pg.33)
TASK:
 Make a list of words that imitate sounds that relate to what you have read in the
project book.
 Create a poem using onomatopoeia relating to a character or moment in the book.
The character and moment from the book will be the title of your poem. Your poem
should be 8-16 lines. (Use the Poetry sheet in the APPENDIX)
Interactive Online Sites!
o Interactive Website: www.poetry4kids.com/ (you can read and listen to poetry)
o Music Extension: Create a musical instrument that imitates a sound from your
onomatopoeia poem.
Website Resource: http://tlc.howstuffworks.com/family/musical-instruments-forkids.htm (you can learn how to make an instrument)
ESCRITURA
Direcciones: Escoge () UNA de las siguientes opciones.
Opciόn
1: SE UN REPORTERO
El ser un reportero requiere la habilidad de hacer entrevistas e investigaciones. En
este proyecto vas a hacer las dos cosas. En el libro, “El Mundo Antes que Este,”
aprendimos que los nombres son una parte muy importante y ύnica para algunas
culturas.
 Paso #1:
Entrevista a alguien de tu familia para averiguar por qué te nombraron como te
llamas. ¿Que importancia y significado tiene tu nombre en tu familia? (Ve las hojas
de ejercicios para entrevistas en el APéNDICE)
 Paso #2:
Investiga la historia y el significado de tu nombre. A veces los nombres aparecen en
mάs de una cultura; incluye los mάs que encuentres.
 Paso #3:
Crea un nombre para tί mismo. En culturas de los nativos americanos, los nombres a
menudo estan conectados con la naturaleza o animales. ¿Con qué elemento de la
naturaleza o animales te relacionas? Escoge completar un T Chart o un Diagrama de
Venn donde haces una lista de tus rasgos de personalidad y los
rasgos/caracterίsticas de o un elemento de la naturaleza o de un animal. (Ve el T
Chart de caracterίsticas y el Diagrama de Venn en el APéNDICE)
Con esta informaciόn, inventa un nuevo nombre para tί mismo. Con tu mejor
caligrafίa incluye una placa con tu nuevo nombre.
Extensiόn
de Arte: Dibuja una imagen de tί mismo con tu nuevo nombre; mezcla juntas tus
caraterίsticas humanas con las caracterίsticas de la naturaleza o animal que escogiste.
Opciόn #2: SE UN POETA Hay muchas aptitudes que se deben alcanzar para llegar a
ser un poeta. El usar dispositivos poéticos nos ayuda a mejorar nuestra escritura de poesίa. Los
poetas usan lenguaje para ayudarlos a crear imaginerίa para sus lectores. (Imaginerίa: la
habilidad de formar imάgenes mentales). No solo por medio de imάgenes mentales se le da vida al
lenguaje, pero también referencias al sonido le pueden ayudar al lector a percibir lo que estά
pasando en algun momento del cuento. El uso de palabras relacionadas con el sonido se llama
onomatopeya. Estas son palabras que imitan los sonidos como “achu” cuando estornudas. En el
libro, “El Mundo Antes que Este,” hay varios usos de onomatopeya (aquί hay unos ejemplos:
zzzzzzzt, p. 19, whoooooshing, p. 20, buzzzzzzz p.33).
TAREA:
Haz una lista de palabras que imiten sonidos que se relacionen a lo que has leίdo
en el libro del proyecto.
Inventa un poema usando onomatopeya que se relacione a algun personaje o
momento en el libro. El personaje y el momento en el libro serάn el titulo de tu poema.
Tu poema debe de tener de 8 a 16 lίneas. (Usa la hoja de poesίa en el
APéNDICE)
¡Pάginas Electrόnicas Interactivas!
o Pάgina electrόnica interactiva: www.poetry4kids.com/ (puedes leer y escuchar
poesίa)
o Extensiόn de Mύsica: Inventa un instrumento musical que imite un sonido de tu
poema de onomatopeya.
Recurso de Pάgina Electrόnica: http://tlc.howstuffworks.com/family/musicalinstruments-for-kids.htm (puedes aprender a hacer un instrumento)
VISUAL ART
(DO WITH YOUR INDEPENDENT READING BOOK)
Directions: Make your story come to life by creating a Diorama Drama!! Here’s how…
Be an Artiste!
Tasks:
 Step 1: Select a scene to serve as inspiration from your independent
reading book.

Think, What scene from my independent book inspired me or made me
have a BIG feeling?”

The scene on page _____ to page _____ inspired me because
______________
____________________________________________________
_________
____________________________________________________
_________
 Step 2: Find a shoe or cereal box to serve as a base for your diorama.
 Step 3: Decide what will be depicted (shown) in your diorama. For example,
if your diorama is about Native Americans, you might include the “Three
34
Sisters”, trees, people, grass, housing, etc. Be CREATIVE! And be sure to
consider what is in the background or setting of your scene.
 Step 4: Visit your local library or use your computer to visit the online
websites: http://www.youtube.com/watch?v=_DJKyM3JIAI and
http://www.stormthecastle.com/mainpages/dioramas/diorama_tutorial1.htm
to see how to construct your diorama.
Tip: You may also want to do a google image search for dioramas with
your theme or main idea for more choices.
 Step 5: Build your scene. Paint or use construction paper to create
background elements first, then add your figurines. Your diorama should be
a three dimensional representation of a scene from your selected book.
~TURN to THE NEXT PAGE to SEE EXAMPLES of DIORAMAS~
Examples of Dioramas
35
36
WRITING
Directions: Choose () ONE of the following options.
 Option
1: BE A REPORTER!
Being a reporter requires interviewing and researching skills. In this
project you are going to do both. In the book, “The World Before This
One,” we learn that names are a very important and unique part of
some cultures.
37
 Step One:
Interview someone in your family to find out why you were given your
name. What importance and meaning does your name have in your
family? (See the Interview Worksheets APPENDIX)
 Step Two:
Research the history and meaning of your name. Sometimes names
appear in more than one culture; include as many as you can find.
 Step Three:
Create a name for yourself. In the Native American cultures, names
are often connected to nature or animals. What element of nature or
animal connects to you? Choose to complete a T Chart or Venn
Diagram listing your personality traits and the traits/characteristics
of either an element of nature or an animal. (See the Characteristics
T Chart and Venn Diagram Charts in the APPENDIX)
With this information create a new name for yourself. In your
best handwriting include a name plate of your new name.
Art Extension: Draw an image of yourself with your new name; blend together your
human features with the characteristics of the nature or animal you selected.
WRITING
CONTINUED…
38
 Option
#2: BE A POET!
There are many skills to becoming a poet. Using poetic devices helps improve poetry
writing. Poets use language to help create imagery for their readers. (Imagery: the ability
to form mental pictures). Not only through mental pictures can language come alive, but
also reference to sound can help the reader sense what is happening in a moment of a
story. The use of sound words is called, Onomatopoeia. These are words that imitate
sounds like “achoo!” when you sneeze. Through the book, “The World Before This One”
there are several uses of onomatopoeia (Here are some examples: zzzzzzzzt!, pg.19,
whoooooshing, pg.20, buzzzzzzz pg.33)
TASK:
 Make a list of words that imitate sounds that relate to what you
have read in the project book.
 Create a poem using onomatopoeia relating to a character or moment
in the book. The character and moment from the book will be the
title of your poem. Your poem should be 8-16 lines. (Use the
Poetry sheet in the APPENDIX)
Interactive Online Sites!
o Interactive Website: www.poetry4kids.com/ (you can read and listen
to poetry)
39
o Music Extension: Create a musical instrument that imitates a sound
from your onomatopoeia poem.
Website Resource: http://tlc.howstuffworks.com/family/musicalinstruments-for-kids.htm (you can learn how to make an instrument)
40
MUSIC
Directions: Complete ALL of the following options.
BE A Musician!
Ani couni chaouani is an Iriqoius children’s lullaby (song). Line Romain
Descombes from the site Andicha n’de Wendat (in French), explains that it is an
intertribal song claimed by all nations. This lament (meaning sad) song, composed
(made) by women, used to be sung when people had to leave their lands because of
diseases or wars.
The song says: “When evening came down upon the Indian village, the Medicineman disappeared into the forest, touching the ground with his hands.”
41
TASK: Read the music sheet above.
If it is easier for you, write the “note name” above each note. (See examples
below). Remember: FACE goes on the space. Every Good Boy Does Fine on the line.
1. Review the note fingering:
A-Thumb 1 2
G-Thumb 123
E-Thumb 12345
D-2
C-Thumb2
APPENDIX
42
All materials after this page will better help you to
complete some of your assignments from the different
subject areas
(Reading, Writing, Math, Music, The Arts, Science, Social
Studies, Technology and Health/Physical Education).
PLEASE USE THEM!
Social Studies Appendix: Be an Architect!
If you want to make your own play dough, choose one recipe below to make with an adult.
Recipes for Homemade Play Dough
Recipe 1 3 cups flour 1.5 cups salt 6 tsp. cream of tartar (in the spice isle of the grocery store)
3 tbsp. oil (vegetable or canola)
3 cups water **optional: food coloring (stir in a few drops for desired color)
43
Pour all ingredients into a large pot. Stir constantly over medium heat until a dough ball
forms by pulling away from the sides. Knead dough until the texture matches play dough
(1-2 minutes). Store in plastic container. Should last for at least 3 months. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ _
Recipe 2 1 cup baking soda 1/2 cup corn starch 3/4 cup water **optional: food coloring (stir in a few drops for desired color)
Have your child mix the baking soda and corn starch in a pot. Use hands to make sure all
the lumps are broken up. Add water. The adult should put the pan on the stove over
medium heat and stir constantly. As soon as the mixture gathers together, remove from
the heat. When it cools, have your child knead it into a smooth dough. DO NOT overcook
this dough or it will crumble. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ _
Recipe 3 1/4 cup salt 1 cup flour 1/4 cup water
44
**optional: food coloring (stir in a few drops for desired color)
Have your child mix the flour and salt in a bowl then add water. Knead and squeeze the
dough to make a clay consistency. You may need to add more water. Note: This dough
doesn't last as long as the cooked recipes. Writing Appendix Worksheet #1: Be a Reporter!
Interview Sample Questions:
When you interview someone, try to use open-ended questions and ask
questions that encourage more than a ‘yes’ or ‘no’ answer.
EXAMPLE…
 Instead of asking, “Was summer camp fun?”
 ASK open-ended question: “What was fun about summer camp?”
45
Some more examples of open-ended questions: Circle the questions
that you’d like to ask.
 What is your full name?
 Where were you born? (City/Country) At home or in a
hospital?
 How was your name chosen?
 Tell me about your family.
 Did any of your family emigrate from another country? How
did they get here?
 What interesting stories could you tell about your parents
or grandparents?
 How did your parents meet and/or marry?
 How did you meet and/or marry? Children?
 How did you choose names for your children?
 How was my name decided?
 What is the meaning of my name?
46
Writing Appendix Worksheet #2: Be a Reporter!
Here is a sample worksheet to draft your interview.
Interview Planning Sheet
My Name is:
I am going to interview:
____
I am going to find out more about:
_______________________________________________
(Culture or family heritage)
Five questions that I plan to ask:
1.
2.
3.
4.
47
Things I will need:


Notebook / Paper

Pen / Pencil
Video or audio recorder (I need to get permission)

Camera (I need to get permission)
Writing Appendix Worksheet #3: Be a Reporter!
Here are things to think about before, during, and after your
interview.
Interviewing for Kids
Getting Ready

Who will you interview? Your parents, guardian or teacher can help you.

Make an appointment: set a date, time and place. Be sure your subject understands
what you want to talk about and how long you plan to meet.

Ask permission to take notes and record audio or video. You may also want to take
photos of the subject or things s/he has to show you.

Ask your subject to have pictures, photos or objects related to their culture available,
things like clothing, food, art, music, family traditions, celebrations, etc.

Make sure you gather all of the necessary equipment and test it to be sure it works.
48
Questioning

o
o
o


List several questions you may want to ask your subject during the interview.
Basics – When were you born? Where did you live? Etc.
Details – How many people were in your family? What did you do when you were my age?
Feelings & Attitudes – Did you like school? What made you happy?
Learn as much as you can about the person before you interview them
Practice asking questions with a friend to help you get ready
Listening

During the interview, be a good listener – don’t interrupt

Always look at your subject – not at the recorder or out the window

Be natural – try to make the interview seem like a conversation

Be sure to give your subject time to think. Silence is O.K.

Don’t rush – but don’t stay forever, either. About an hour should do it.

It’s O.K. not to use all of your preplanned questions. Sometimes, the subject will talk
about something you didn’t expect. You can ask more questions about that, instead. You have
to decide what you think is most important and most interesting.
49
Interviewing for Kids (continued)
Taking Notes and Recording

Turn on your recorder – then forget about it. The recorder will help you remember
more of the details so you don’t have to spend so much time writing during the interview.

Take written notes quickly, but legibly

When quoting someone, you should do it word for word. Never change what someone
says.

If you don’t understand something, it’s O.K. to ask more questions.

Ask if there is anything else they would like to share.
Putting it all Together

Send a thank you note to your subject the next day.

Go over your notes and recordings. Check your facts and add details from your notes.

Write out the conversation within two or three days of the interview.

Decide how you can best share this information with others. You could write an article,
give an oral presentation, and/or prepare a computer generated presentation to include
pictures and video.

Share your story with your subject.
50
51
Writing Appendix Worksheet #4: Be a Reporter!
Brainstorm to create a new name for yourself. (IF YOU USE THIS
CHART, DO NOT USE THE VENN DIAGRAM)
Name: ______________________
Date:
__________________
Trait T-Chart
Myself-Personality Traits
(Description)
Nature and Animal Traits
(Description)
Example: “I am loyal to my friends”
Example: “a puppy or dog is loyal”
Writing Appendix Worksheet #4: Be a Reporter!
52
Brainstorm to create a new name for yourself. (IF YOU USE THIS
CHART, DO NOT USE THE T-CHART)
Nature and Animal
Characteristics
Common
Characteristics
My Characteristics
53
Writing Appendix Worksheet #4: Be a Reporter!
Use this space to write (in your best handwriting) your new name.
(You may color and decorate it too!)
MY NAME PLATE
54
Writing Appendix Worksheet #6: Be a Poet!
Use this space to plan your onomatopoeia poem.
-DRAFT_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
55
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
56
Writing Appendix Worksheet #7: Be a Poet!
Use this space write your final onomatopoeia poem.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
57
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
58
Mathematics Appendix Worksheet #1: Be a Farmer!
Be a FARMER! – Directions
Getting Ready to Setup:
1.
2.
3.
4.
5.
Get a plastic cup and fill the cups halfway with soil.
Place two beans in the soil.
Cover with some more soil.
Then, add water. Make sure the top feels moist.
Get a masking tape and write the date that you started the experiment.
Stick the masking tape on the cup.
6. Keep the cup in a container in order to prevent it from spilling.
7. Keep the cup in a sunny area of the room.
Every day for the next 10 days:
1. Select a time every day that you will observe and check the bean plant and
write down the growth and observations.
59
Fill in the blank: I will check my bean plant every day at
__________ time.
2. Fill in your “Bean Growth Chart”
3. Make sure to water the plant when the soil feels dry.
* BONUS STEP: In addition to the “Bean Growth Chart”, you can also take a
picture every day to keep track of the growth. You can use an adult’s cell
phone if you do not have a camera.
60
Mathematics Appendix Worksheet #2: Be a Farmer!
Complete this chart every time you observe and measure your bean plant.
Be a FARMER! – Bean Growth Chart
Days
Date and Time
Growth
Observation Notes
(in centimeters)
DAY 1
Example
July 1, 2013, 10:00am
2 cm
I noticed that the bean plant grew 2 cm and
I can now see the stem.
Day 1
Day 2
Day 3
Day 4
Day 5
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Day 6
Day 7
Day 8
Day 9
Day 10
Mathematics Appendix Worksheet #3: Be a Meteorologist!
Draw your symbols for the different weather conditions
Be a METEOROLOGIST! – Weather Key
62
Key:
Sunny =
Snowy =
Windy =
Rainy =
Foggy =
Mathematics Appendix Worksheet #4: Be a Meteorologist!
63
Be a METEOROLOGIST! – Calendar
Directions: Use this calendar to record (keep track of the weather for
only 28 days in one month).
July
Sunday
Monday
Tuesday
Wednesday Thursday
Friday
Example
1
2
3
4
Saturday
5
6
=snowy
7
8
9
9
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
August
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
15
17
64
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Mathematics Appendix Worksheet #5:
Be a METEOROLOGIST! – Tally Chart & Data Analysis
Tally Chart
Weather
Number
of Days
Data Analysis (observation) Sentence
“During July 1-28, 2013, it snowed 1 day out of 28
Example

1
days”
65
Reading Appendix Worksheet #1:
Directions: Every day you must read the project book for at least 30 minutes.


1st: Read the project book for 30 minutes or more (read the chapter summary too!)
2nd: Underline any words that you do not know and look them up in a
dictionary (online or in the text)

3rd: Read the chapter summary and questions *If you cannot not answer any
questions yet, keep reading!

66
4th: Choose and Answer at least TWO reading response questions on a blank loose
leaf paper or in a new notebook (number your question choices)
YOU MUST BRING YOUR READING RESPONSES TO SCHOOL ON MONDAY, SEPTEMBER
Reading: Chapter Summary and Questions
Chapter 1: Dangers
In chapter 1, we are introduced to Crow, who is also named Gaqka. Crow has been given this
name by his parents and is a member of a Native American Tribe. In this chapter, we
discover that Crow has been left alone with his grandmother. Crow’s, grandmother, has
grown tired of the village because of the bullying that they face from other members of
the tribe. The other members feel that Crow and his grandmother are no longer useful to
their tribe.
(1)
W
ho is Gaqka/Crow?
(2)
W
hat type of relationship do Gaqka/Crow and his grandmother have? Why?
(3)
W
hat do Gaqka/Crow and his grandmother have to do to return to their village?
Chapter 2: Moving
In chapter 2, Grandmother and Crow are moving away from their lodge. The lodge is
described as a long house which is where everything that they will need can be found. The
longhouse can hold things such as weapons for hunting, food, and precious items that have
belonged to all members of their family. In this chapter we have discovered that Crow has
lost all of his family, and are choosing to leave because they do not want to be in the
village.
(1)
W
hy does Gaqka’s grandmother want to leave their lodge?
67
(2)
W
hat items reminds Gaqka/Crow of all of the “good old times” that he used to
have?
(3)
W
hy do the people in the village believe that Crow and his grandmother are not
useful to the village?
(4)
W
hat happened to Crow’s parents?
Chapter 3 Gaqka, Crow
In chapter 3, we begin to learn more about Crow and his dreams. Crow’s grandmother is
excited that Crow is approaching the age of hunting and that he will finally be able to
become a man. Grandmother encouraged Crow to not focus on the past but to focus on all
the amazing things that he will be able to do when he grows up to become a man. She
teaches him about all the different items that can be found to help people survive as well.
(1)
W
hat are the three sisters? The sustainers of life?
(2)
W
hat does Crow dream of?
(3)
W
hat do you think Crow’s grandmother means when she says, “that you are almost
old enough?” What do you think he will be asked to do when he gets older?
Chapter 4: The Bow
Chapter 4 describes what happens in the springtime as grandmother is teaching Crow how
to hunt. Crow is not only learning to hunt using a bow and an arrow, but he is also learning
all the different wildlife (deer, etc) that he can use to be a great hunter.
(1)
W
hat skills does Crow share with his father? What was his father called?
68
(2)
W
hat are some of the skills that grandmother teaches Crow in order to “become a
man?”
(3)
W
hat are some examples that let us know that it is spring time?
(4)
W
hat does the bow represent to Crow? Is it more than just a weapon to him?
Chapter 5: The Rock
In this chapter, Crow comes across a talking stone/rock that tells his stories from long
ago. The rock tells him a story of Sky Woman, a woman that fell from the sky, and the life
that she was able to lead once she reaches Earth. Crow does not ask any questions during
this time, and immediately falls asleep after hearing the voice from the rock.
(1)
W
ho is the voice that is speaking to crow? Does he know this person?
(2)
W
hat are “Long-Ago Stories?”
(3)
W
ho is Sky Woman and what happened to her and her daughter?
Chapter 6: Questions
Chapter 6 continues with Crow waking up and hunting. Crow wakes up surprised to find out
that he can hunt really well. He is excited to tell his grandmother that he has become a
better hunter. After hunting, he decides to return to the stone to speak to it about the
stories of “Long Ago.” In these stories, we learn about all the different groups of people
that he has been staying with.
(1)
W
hy is Crow so happy when he wakes up after speaking to the stone?
69
(2)
W
hy does Crow think that he is related to the Sky Woman and to creation? What
clues help you figure out how they are related?
(3)
P
lease summarize and describe the story of “Good-Minded” and “Hard-Minded.”’
(4)
W
hat type of “people” was Crow living with? How do we know that they are not
really people?
Chapter 7: New Day
Chapter 7 is a mostly about a story that is told to Crow by the stone. The stone tells crow
another story of a group of villagers that are on a hunt to kill a giant bear. The villagers
believe that the monster bear is responsible for killing all of the animals and taking away
their food. After the bear has been found, he offers to make a deal with the villagers so
that they will allow him to live. The bear offers to give the villagers the greatest gift of
all. He’ll give them two of his teeth, to help protect them forever.
(1)
W
hat does the stone call Crow?
(2)
I
n the story told to Crow: What did people in the village believe was killing all of
the animals? What clues did the villagers find that gave them proof of the
animal that they were hunting?
(3)
W
hat does the bear say will protect people of the village?
Chapter 8: Two Boys
In this chapter, Raccoon and Crow are visiting the grandfather stone. This is the first
time that Crow has heard any of the grandfather stone’s story with another person.
70
(1)
W
ho are the two boys in Chapter 8?
(2)
H
ow did Raccoon feel the first time that he saw, “grandfather,” or “the stone?”
(3)
W
hat was the purpose behind the story about Turkey told by grandfather stone?
Chapter 9: Allies
In this chapter, grandmother is concerned that Gaqka is not hunting the best that he can.
She knows that he has the same hunting skill as his father, and is very happy with the
amount of birds that he has been bringing home lately. Grandmother goes to find another
member of the village, Eagle, to tell him what a good hunter Crow really is. Eagle is
hesitant and does not believe that someone so young could be as good a hunter as his
grandmother claims.
(1)
W
ho does Grandmother go to for help?
(2)
W
hat is Gaqka a fine-hunter of?
(3)
W
ho is Eagle? What does grandmother ask for?
Chapter 10: Men’s Tales
In this chapter, we see that our young boys Crow and Raccoon are being followed by some
members of their village. At this time, other members of the village are shocked to
discover Grandfather Stone. The villagers are shocked to discover Grandfather Stone as
he tells Crow and Raccoon the story of the Mink.
(1) Who followed Crow and Raccoon?
(2) Why did Grandfather Stone tell the story of the Mink?
(3) What are some of the harsh realities of a Warrior’s life?
71
Chapter 11: Dream
In this chapter, Crow is having a very powerful and strong dream about all of the different
things and stories that he has heard from Grandfather Stone. Crow dreams that not only
is he flying but that he can see his Mother, Father, and little sister too. In this chapter,
we also discover that the villagers think that Crow and his Grandmother are involved in
some type of witchcraft (spiritual beliefs) and they are making plans to destroy
Grandfather Stone.
(1) What does the cracking fire remind crow of?
(2) What is the name give n to represent good power?
(3) What are the villager’s plans for Grandfather Stone?
Chapter 12: Stories
In this chapter, Grandfather stone tells Crow a story of a young warrior named Younger.
Grandfather uses many different animals in the story to show Crow that it doesn’t matter
how old you are, you can still be an important member to any village. Crow does not believe
that the story is real and first, but after hearing it he becomes excited and decides that
he wants to find a way to become a member of the village again.
(1) Describe the story of Younger?
(2) What does Crow decide to do after hearing the story?
Chapter 13: The Council
In this chapter, Crow and his grandmother are asked to come before the council (leaders).
The council is concerned that Crow is involved in some type of witchcraft and they bring
them in front of the council to hear the story for themselves. Crow tells all of the village
members that the stone is not evil. He tells them that he stone tells him stories of long
ago. The other villagers are still not certain that he is telling the truth and as a result
Crow invites them to come to meet Grandfather Stone the next day.
(1) What does Eagle say that Crow has? What is his guide?
72
(2) What trick does Bear Claw think Crow’s grandmother has played?
(3) What did grandmother prepare for the day that Crow would be honored as a fine
hunter?
Chapter 14: People and the Stone
In this chapter, we see Crow finally being accepted to the other village members again.
The people of the village cannot believe how lucky they are that Crow can hear such
stories, and they apologize to him for treating him and his grandmother badly and welcome
him back into the village. However, Crow decides that he does not want to return to the
village and he does not want to be a great hunter like his father. Instead, he wants to stay
out with nature and tell all of the villagers the different stories that he has been told by
Grandfather Stone. He is welcomed back and everyone feels honored that he is such a
great storyteller.
(1) How did Crow and Grandmother receive a place amongst the people?
(2) Why did people bring gifts to Crow and his grandmother?
(3) What does Crow decide to do instead of hunting?
Lectura Apéndice Hoja de Trabajo # 1:
 Instrucciones: Cada día hay que leer el libro del proyecto durante al menos 30 minutos.
 primero: Leer el libro del proyecto durante 30 minutos o más (leer el resumen del capítulo
también!)
 segundo: Subrayar las palabras que no conoces y buscarlas en un diccionario (en línea o en el
texto)
 tercero: Lea el resumen del capítulo y preguntas * Si no puede no responder ninguna pregunta,
sigue leyendo!
 cuarto: Elija y responda al menos DOS de leer las preguntas de respuesta en una hoja suelta de
papel en blanco o en un nuevo ordenador portátil (número de sus opciones de interrogación)
USTED DEBE TRAER SUS RESPUESTAS DE LA LECTURA A LA ESCUELA EN Lunes, 09
de septiembre 2013
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Lectura: Resumen del capítulo y Preguntas
Capítulo 1: Peligros
En el capítulo 1, se nos presenta a Crow, que también lleva el nombre Gaqka. Crow se le ha
dado el nombre de sus padres y es un miembro de una tribu americana nativa. En este
capítulo, descubrimos que Crow ha quedado solo con su abuela. Del Cuervo, la abuela, se ha
cansado de la aldea debido a la intimidación que sufren por parte de otros miembros de la
tribu. Los otros miembros sienten que Crow y su abuela ya no son útiles para su tribu.
(1)
¿
Quién es Gaqka / Crow?
(2)
¿Qué tipo de relación tienen Gaqka / Crow y su abuela? ¿Por qué?
(3)
¿Qué Gaqka / Crow y su abuela tienen que hacer para volver a su pueblo?
Capítulo 2: Mover
En el capítulo 2, la abuela y Crow se están alejando de su casa de campo. El lodge se
describe como una casa larga, que es donde todo lo que se necesita se puede encontrar. La
casa comunal puede mantener las cosas como las armas para la caza, la comida, y preciosos
objetos que han pertenecido a todos los miembros de su familia. En este capítulo hemos
descubierto que Crow ha perdido a toda su familia, y están optando por irse porque no
quieren estar en el pueblo.
(1)
¿
Por qué la abuela de Gaqka quieren dejar su casa de campo?
(2)
¿Qué artículos recuerda Gaqka / Crow de todos los "buenos viejos tiempos" que solía
tener?
(3)
¿Por qué la gente en el pueblo creen que Crow y su abuela no son útiles para el
pueblo?
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(4)
¿
Qué pasó con los padres de gallo?
Capítulo 3 Gaqka, Crow
En el capítulo 3, comenzamos a aprender más acerca de Crow y sus sueños. La abuela de
Crow se enorgullece de que Crow se acerca la edad de la caza y que finalmente será capaz
de convertirse en un hombre. Abuela Crow animó a no centrarse en el pasado, sino de
centrarse en todas las cosas maravillosas que él será capaz de hacer cuando crezca hasta
convertirse en un hombre. Ella le enseña sobre los diferentes elementos que se pueden
encontrar para ayudar a las personas a sobrevivir también.
(1)
¿
Cuáles son las tres hermanas? Los sostenedores de la vida?
(2)
¿Qué significa el sueño de Crow?
(3)
¿Qué crees que la abuela de Crow quiere decir cuando dice, "que son casi tan vieja?"
¿Qué crees que se le pide que haga cuando sea mayor?
Capítulo 4: El arco
El capítulo 4 describe lo que sucede en la primavera como la abuela está enseñando Crow a
cazar. Crow no sólo está aprendiendo a cazar con un arco y una flecha, pero también es
aprender todos los diferentes animales salvajes (ciervos, etc) que puede utilizar para ser
un gran cazador.
(1)
¿
Qué habilidades tiene cuota de Crow con su padre? Lo que se llamaba su padre?
(2)
¿
Cuáles son algunas de las habilidades que la abuela enseña Crow con el fin de "llegar
a ser un hombre?"
¿
(3)
Cuáles son algunos ejemplos que nos permiten saber que es tiempo de primavera?
75
¿
(4)
Qué es el arco representa a Crow? ¿Es algo más que un arma para él?
Capítulo 5: The Rock
En este capítulo, Crow se encuentra con una piedra / piedra parlante que cuenta sus
historias desde hace mucho tiempo. La roca le cuenta una historia de Mujer del Cielo, una
mujer que cayó del cielo, y la vida que ella era capaz de conducir una vez que llega a la
Tierra. Crow no preguntó nada durante este tiempo, y de inmediato se duerme después de
escuchar la voz de la roca.
(1) ¿Quién es la voz que habla a cantar? ¿Sabe esta persona?
(2) ¿Qué es "Historias de larga Hace?"
(3) ¿Quién es la Mujer Celeste y lo que pasó con ella y su hija?
Capítulo 6: Preguntas
Capítulo 6 continúa con Crow despertar y la caza. Crow se despierta sorprendido al
descubrir que él puede cazar muy bien. Él está emocionado para decirle a su abuela que se
ha convertido en un mejor cazador. Después de la caza, decide regresar a la piedra para
hablar con él acerca de las historias de "hace mucho tiempo." En estas historias,
aprendemos acerca de todos los diferentes grupos de personas que ha estado viviendo con.
(1) ¿Por qué es Crow tan feliz cuando se despierta después de hablar con la piedra?
(2) ¿Por qué piensa Crow que está relacionado con la Mujer del Cielo y de la creación?
(3) ¿Qué pistas ayudan a determinar cómo se relacionan?
(4) Por favor, resumir y describir la historia de "Good-Minded" y "Hard-Minded". '
(5) ¿Qué tipo de "pueblo" era Crow vivir con? ¿Cómo sabemos que en realidad no son
personas?
Capítulo 7: Nuevo Día
Capítulo 7 es una mayoría sobre una historia que se cuenta a Crow por la piedra. La piedra
dice cuervo otra historia de un grupo de vecinos que están en una búsqueda para matar a un
oso gigante. Los aldeanos creen que el oso monstruo es responsable de matar a todos los
76
animales y se llevaron su comida. Después de localizar el oso, que se ofrece a hacer un trato
con los habitantes del pueblo para que se le permitiera vivir. El oso se ofrece para dar a los
aldeanos el regalo más grande de todos. Él les dio dos de sus dientes, para ayudar a
protegerlos para siempre.
(1) ¿Qué significa la llamada Crow piedra?
(2) En la historia se le dijo a Crow: ¿Qué hizo la gente en el pueblo creen estaba
matando a todos los animales? ¿Qué claves se encuentran los habitantes del pueblo
que les dio la prueba de que el animal que se caza?
(3) ¿Qué dice el oso proteger a la gente del pueblo?
Capítulo 8: Dos muchachos
En este capítulo, Mapache y Crow están visitando la piedra abuelo. Esta es la primera vez
que Crow ha escuchado ninguna de la historia del abuelo de piedra con otra persona.
(1) ¿Quiénes son los dos chicos en el capítulo 8?
(2) ¿Cómo Raccoon siente la primera vez que él vio, "abuelo" o "la piedra?"
(3) ¿Cuál fue el propósito de la historia de Turquía dijo a piedra abuelo?
Capítulo 9: Aliados
En este capítulo, la abuela le preocupa que Gaqka no es la caza de lo mejor que pueda. Ella
sabe que no tiene la misma habilidad de caza como su padre, y está muy contento con la
cantidad de aves que se ha estado llevando a casa últimamente. La abuela va a buscar a otro
miembro de la aldea, Eagle, para decirle lo que un buen cazador de Crow es en realidad.
Eagle es vacilante y no cree que alguien tan joven puede ser tan buen cazador como sus
afirmaciones abuela.
(1) ¿Quién Abuela ir en busca de ayuda?
(2) ¿Qué es Gaqka un buen cazador de?
(3) ¿Quién es Eagle? ¿Qué pide abuela?
77
Capítulo 10: Tales hombres
En este capítulo, vemos que nuestros chicos Crow y Raccoon están siendo seguidos por
algunos miembros de su aldea. En este tiempo, otros miembros de la aldea se sorprenden al
descubrir Piedra abuelo. Los habitantes del pueblo se sorprenden al descubrir Piedra
abuelo como le dice Crow y Raccoon la historia de la visión.
(1) ¿Quién sigue cuervo y del mapache?
(2) ¿Por qué el abuelo de piedra cuentan la historia de la visión?
(3) ¿Cuáles son algunas de las duras realidades de la vida de un guerrero?
Capítulo 11: El sueño
En este capítulo, Crow está teniendo un sueño muy fuerte y poderoso sobre todas las cosas
diferentes e historias que ha escuchado de Piedra abuelo. Sueños del cuervo, que no sólo se
le volaba sino que puede ver a su madre, padre y hermana también. En este capítulo,
también descubrimos que los aldeanos piensan que Crow y su abuela están involucrados en
algún tipo de brujería (creencias espirituales) y estamos haciendo planes para destruir la
piedra abuelo.
(1) ¿Qué es el fuego grietas recordar cuervo de?
(2) ¿Cuál es el nombre dado n para representar una buena potencia?
(3) ¿Cuáles son los planes de los aldeanos para Stone abuelo?
Capítulo 12: Historias
En este capítulo, la piedra abuelo dice Crow una historia de un joven guerrero llamado
Younger. Abuelo utiliza muchos animales diferentes en la historia para mostrar Crow que no
importa la edad que tengas, puede seguir siendo un miembro importante de cualquier
pueblo. Crow no cree que la historia es real y primero, pero después de escuchar lo que se
excita y decide que quiere encontrar una manera de convertirse en un miembro de la aldea
de nuevo.
78
(1) Describir la historia del joven?
Capítulo 13: El Consejo
En este capítulo, Crow y su abuela se les pide que presentarse ante el Consejo (los líderes).
El Consejo le preocupa que Crow es involucrado en algún tipo de brujería y los traen al
frente del consejo de escuchar la historia por sí mismos. Crow dice todos los miembros de
la aldea que la piedra no es malo. Él les dice que la piedra le cuenta historias de hace mucho
tiempo. Los otros aldeanos todavía no están seguros de que él está diciendo la verdad y
como resultado Crow invita a que vengan a conocer a Piedra abuelo al día siguiente.
(1) ¿Qué dice Águila que Crow tiene? ¿Qué es la Guía?
(2) ¿Qué truco Qué piensa Bear Claw abuela de Crow ha jugado?
(3) ¿Qué le dijo la abuela a prepararse para el día en que Crow sería honrado como
un buen cazador?
Capítulo 14: La gente y la Piedra
En este capítulo, vemos Crow ser finalmente aceptado a los otros miembros de la aldea de
nuevo. La gente del pueblo no pueden creer la suerte que tienen que Crow puede oír esas
historias, y se disculpan con él para tratar de él y su abuela gravemente y le dan la
bienvenida de vuelta a la aldea. Sin embargo, Crow decide que no quiere volver a la aldea y
que no quiere ser un gran cazador como su padre. En su lugar, se quiere quedar con la
naturaleza y decirle a todos los habitantes del pueblo las diferentes historias que se le ha
dicho por Stone abuelo. Él se dio la bienvenida y todo el mundo se siente honrado de que él
es un gran narrador tal.
(1) ¿Cómo Crow y la abuela reciben un lugar entre la gente?
(2) ¿Por qué la gente trae regalos a los Crow y su abuela?
(3) ¿Qué Crow decidir que hacer en vez de la caza?
Reading Appendix Worksheet #2: GLOSSARY
79
As you read the book study these words before and during your
reading.
-CHAPTER 1- Dangers
Vocabulary Words to Know…Study the following words and definitions. You will see these words
when you read this chapter.
Word
Definition
stumps
A part of the tree that remains in the ground
after the tree is cut down
leaping
To jump over
Picture
(to leap)
heaving
To breathe in and out (a sigh) in a slow or
loud way
(to heave)
tormented
To cause (someone or something) to feel
extreme physical or mental pain
(to torment)
80
filtered
(to filter)
quiver
To pass (something, such as a gas or liquid)
through a filter to remove something
unwanted
To shake because of fear, cold, nervousness,
etc.
loincloth
A piece of cloth worn to cover the private
body parts especially by men in very hot parts
of the world
lodge
A house or hotel in the country or mountains
for people who are doing some outdoor
activity
dwarfed
To make (something) look very small or
unimportant when compared with something
else
81
hobbling
To walk with difficulty because of injury or
weakness
(to hobble)
-CHAPTER 2- Moving
Vocabulary Words to Know…Study the following words and definitions. You will see these words
when you read this chapter.
Word
Definition
moccasins
A flat shoe that is made of soft leather and is
similar to a shoe originally worn by some
Native Americans
embroidered
Picture
To sew a design on a piece of cloth
(to embroider)
scraping
(to scrape)
To damage (the surface of something) or hurt
(a part of your body) by rubbing something
rough or sharp against it or by making it rub
against something rough or sharp
82
staggered
To move or cause (someone) to move
unsteadily from side to side
(to stagger)
hurl
To throw (something) with force
gourd
Any one of several types of fruits that have a
hard shell and that are used for decoration
and not for eating
flicked
To move with a short, quick movement
(to flick)
mangy
Animal having a skin disease that causes
itching and loss of hair
gnawed
To bite or chew (something) repeatedly
(to gnaw)
83
swayed
To move slowly back and forth
(to sway)
-CHAPTER 3- Gaqka Crow
Vocabulary Words to Know…Study the following words and definitions. You will see these words when you
read this chapter.
Word
Definition
howled
To make a long, loud cry or sound.
Picture
(to howl)
sheltered
To protect someone from danger or bad
weather.
(to shelter)
84
whirled
To spin or turn fast in circles
(to whirl)
struck
To attack or hit someone or something in a
strong way.
(to strike)
clan
A family. A large group of people that are
related.
fluttered
To move with quickly. To flap wings without
flying.
sustainer
Someone who supports
85
shivered
To shake a little because you are cold.
(to shiver)
penetrate
ripen
To go through or into something.
Fully grown and ready to eat.
Yellow banana is ripe
86
-CHAPTER 4- The Bow
Vocabulary Words to Know…Study the following words and definitions. You will see these words
when you read this chapter.
Word
sinew
Definition
Strong tissue that connects muscles to bones
retrieve
To find or get something
sprout
To grow
shimmering
stifling
Picture
Glowing or shinning with a light
Hard to breathe
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vying
To compete or play against others
-CHAPTER 5- The Rock
Vocabulary Words to Know…Study the following words and definitions. You will see these words when you
read this chapter.
Word
Definition
stroll
To walk slowly, in a relaxed way
parched
Very thirsty or dry
Picture
88
courteous
Very kind and polite
chuckle
To laugh quietly
stammer
To stutter or speak with many pauses
because you are nervous
wary
Not trustworthy, not believing someone
((hmm!))
specks
A very small piece or spot
89
falter
To stop feeling strong
outstretched
Stretched out or extended
anguished
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-CHAPTER 6- Questions
Vocabulary Words to Know…Study the following words and definitions. You will see these words when you
read this chapter.
Word
Definition
glint
Noun. A Tiny, Quick Flash of Light.
Bright.
fluttered
Verb. To wave, to flap wings quickly, to
move quickly.
earnest
Adjective. Serious in effort, showing a lot
of feeling.
Picture
I like it when my friends are
honest with me. It makes me feel
that they are being earnest.
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dwell
Verb. To leave inside of something.
yearning
Noun. To long for something. To want
something very badly.
shaggy
Adjective. Covered with or having rough
hair.
reverberate
Verb. To create an echo, to reflect a sound.
I love candy. Sometimes I have a
yearning for it because I want it
so much.
Sometimes when we are on the
train we can fell when the train
rumbles. It reverberates
throughout my body.
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foster
Verb. To bring up, to raise, to care for or
cherish.
It is easy my neighbor with her
dogs. I can foster them and help
take care of them
splay
Verb. To spread out or expand
dispersed
Verb. To spread out
The group dispersed. They went
all over the place.
grieved
Verb. To feel a loss for something
I was really sad when my fish
passed away. I grieved for it.
nurture
Verb. To care for something very deeply
lurk
Verb. To go unnoticed, to be secretive, in
hiding.
Some people think that the only
place that you can find sharks is
very deep in the ocean. They lurk
down below.
-CHAPTER 7- New Day
Vocabulary Words to Know…Study the following words and definitions. You will see these words when you read this
chapter.
93
Word
Definition
Picture
Whiff
Noun. A slight breeze or puff of wind,
air, or smoke
I love it when my mom bakes bread. I
can get a good whiff of all of the
smells.
Gnaw
Verb. To chew
Chuffing
Noun. A sound of or like that of a
steam engine
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Splintered
Verb. To splint into different parts.
Deeds
Noun. Something that is done,
performed, or accomplished
Astound
Verb. To amaze, to shock with
wonder and surprise
When people do nice things, people
say that they have done a good deed.
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Wampum
Noun. Circle shaped beads that are
made from shells, and used by North
American Native Americans as
jewelry
Writhed
Verb. To twist the body around, to
move around a lot.
Devour
Verb. To eat up hungrily. To swallow
up.
Chapter 8 Two Boys
Before Reading
96
Vocabulary Words to Know…Study the following words and definitions. You will see these words when you
read this chapter.
Word
Definition
Trot
Verb. To move at a quick or
steady pace, move quickly, to
hurry
Skirting
Verb. To pass along the edge
or border of something
Picture
Whenever I go around something, I am skirting
around it.
Wavered
Verb. To go back and forth
with a thing or with an idea
Sometimes I change my mind. Whenever I do
that, my mom says that I am wavering.
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Weep
Verb. To cry
Tumbled
Verb. To fall
Companion
Noun. A friend. A person that
you can spend a lot of time
with.
Gingerly
Verb. To handle something
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with great care.
My mom always to handle eggs gingerly. If I am
not careful, they will break.
Rasping
Adjective. Harsh or grating.
Sometimes when I am running I began to rasp
because it is hard for me to breathe.
Loon
Noun. A large, web-footed fish
eating bird. They come from
the Northern Hemisphere.
Tumult
Noun. Violent and noisy sound
that can come from a crowd.
Sorcerer
Noun. A person that practices
magic. A wizard
Traversed
Verb. To travel very far, a
voyage or trip.
I like to tell my mom that I traverse to school. I
am making a very far trip.
Vigorous
Adjective. Strong, and Active,
Energetic
Whenever I help to clean the house, I have to be
very vigorous.
Swayed
Verb. To lean back and forth
from side to side.
When I stand on the train without holding the
pole I sway. I lean back and forth.
Whenever there is a car crash there is a great
tumult. There is so much noise that I sometimes
have to cover my ears.
99
Quills
Noun. Objects that are used to
write with. They can be
feathers.
bobbed
Verb. To move quickly up and
down.
swish
Verb. To move yourself or an
object.
twittered
Verb. To giggle.
My friends and I twitter whenever we hear
something funny.
babbles
Verb. To speak sounds without
any meaning. To talk foolishly.
When people are all speaking at the same time, it
is hard to hear them. They are all babbling.
People can bob their heads up and down. It looks
like they are saying yes.
Chapter 9: Allies
Before Reading
Vocabulary Words to Know…Study the following words and definitions. You will see these words when you
read this chapter.
Word
Scarce
Definition
Picture
Adjective. Not able to satisfy a
need or demand. Not seen
frequently
It is always hard to find water in some places.
When that happens, the water is scarce.
100
Dawdle
Verb. To waste time.
Chapter 10:Men’s Tales
Before Reading
Vocabulary Words to Know…Study the following words and definitions. You will see these words when you
read this chapter.
Word
Rustling
Definition
Picture
Verb. To make soft sounds,
examples of sounds can come
from leaves or paper.
101
Tilted
Verb. To lean sideways
When you stand on something and it leans, it is
tilting.
Whack
Verb. To hit.
Twitching
Verb. To move with jerking
motions
Resolve
Verb. To come to a definite or
final decision about something.
I love to play baseball. Whenever I swing, I and
connect with the ball, I whack it.
My friends and I had an argument. We were able
to solve it, we resolved our issue!
102
Anxious
Adjective. To be nervous.
Rumble
Verb. To make a deep or
heavy sound. The sound is
similar to thunder.
Late at night during a storm, you can hear
thunder rumbling.
Clash
Verb. To make a hard or harsh
noise.
I have a drum set. I always clash my sticks
against the drums.
Gradually
Adjective. To happen slowly,
or to take place over time.
I do not like to do things quickly, I like to take
my time and do them gradually.
Stamping
Verb. To strike or beat with a
loud force, to bring down your
foot.
Whenever I am angry, I put my foot down hard
on the ground. I stamp it down.
Ravine
Noun. A narrow and very steep
[deep] valley that is usually
created by water.
103
Chapter 11: Dream
Before Reading
Vocabulary Words to Know…Study the following words and definitions. You will see these words when you
read this chapter.
Word
Definition
Shudder
Verb. To tremble with a
sudden movement.
Illuminate
Verb. To brighten or to make
lighter.
Craggy
Adjective. Rugged or harsh,
rough.
Picture
The surface of the moon is covered with holes
and is very harsh and hard to walk on. It is
craggy.
104
Downy
Adjective. Soft and Soothing.
A bird’s feathers are very soft. It is downy.
Flap
Verb. To move up and down.
Chuckle
Verb. To laugh softly.
Trudge
Verb. To walk very slowly. To
walk with a lot of effort.
105
Embers
Noun. A small piece of coal
that is still lit.
Chapter 12: Stories
Before Reading
Vocabulary Words to Know…Study the following words and definitions. You will see these words when you
read this chapter.
Word
Definition
Pollen
Noun. The fine and powdery
yellow objects that are found
on flowers and plants.
Fawn
Noun. A young deer, it has a
light yellow-brown color.
Picture
106
Weary
Adjective. Physically
exhausted or tired from hard
work.
Perch
Noun. A high position.
A bird can sit up on a very high position. They
are sitting on a perch.
Splendor
Noun. A brilliant or really
nice appearance.
Prevail
Verb. To succeed or win at
something.
I love when I see gold. It is very bright and has a
lot of splendor.
I love to play the game of chess. Whenever I
win, I say that I have prevailed!
107
Gnawing
Verb. To chew.
Chapter 13: The Council
Before Reading
Vocabulary Words to Know…Study the following words and definitions. You will see these words when you
read this chapter.
Word
Definition
Breechclout
Noun. A cloth worn by men.
Prattle
Verb. To talk in a way that
does not make sense. To
babble.
Picture
I could not understand anything that the people
are say. They are prattling.
108
Strife
Noun. A struggle, a bitter
conflict.
I do not like to get in arguments with people. It
causes strife.
Chapter 14: The People And the Stone
Vocabulary Words to Know…Study the following words and definitions. You will see these words when you
read this chapter.
Word
Definition
Winding
Noun. A bend, or turn.
Hobble
Verb. To walk with a limp, to
walk with difficulty.
Picture
When people have a cane, they cannot walk
109
properly. They are hobbling.
Mighty/Mightier
Adjective. Showing super
power or strength.
Disregard
Verb. To pay no attention to,
to ignore.
I do not like to pay attention to things that are not
important. I disregard it.
Solemn
Adjective. To be very sad.
I was very sad when I lost my dog. I was solemn.
110
Reading Appendix Worksheet #3: Be a Linguist!
Fill this chart with unfamiliar words that you find in your project book.
My Glossary of “The World Before This One”
Word
Definition
Drawing or translation
Page #
where you
found the
word
111
Reading Appendix Worksheet #4: Be a Critic!
Use this worksheet And/OR blank loose leaf paper to write your
thoughts about what you read. REMEMBER: You need at least 5 journal
entries.
DOUBLE ENTRY JOURNAL
112
Start your journal with one of these!
I noticed …
I wonder….
I predict. . .
In the text I read…
Example: On page 1, It says, “Run!”
screamed grandmother. “Run, Gaqka!”
This is mainly
about…
I made a
connection
with….
My Reaction (opinion)
Example: This was very interesting
and exciting! I wonder why Crow and
his grandma were being chased. Perhaps
they did something wrong like steal
food.
Entry #1
Entry #2
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Entry #3
Entry #4
Entry #5
114
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