TEACHER’S GUIDE
Curriculum Connections and Activity/Discussion GuideThe activities in this guide align with the English Language Arts Common Core State Standards for grades 3–5.
GHOSTLY THIEF OF TIME: AN EMU CLUB ADVENTURE!
By Tracy Edmunds, M.A. Ed. Reading With Pictures
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Grade 3READING
* 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.3.3]
* Distinguish their own point of view from that of the narrator or those of the characters. [CCSS.ELA-Literacy.RL.3.6]
WRITING
* Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [CCSS.ELA-LITERACY.W.3.3]
* Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [CCSS.ELA-Literacy.W.3.3.b]
SPEAKING AND LISTENING
* Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [CCSS.ELA-LITERACY.SL.3.1]
GRADE LEVEL: 3–5
CURRICULUM CONNECTIONS Language Arts—Reading, Writing
CONTENT STANDARDSLanguage Arts Common Core State Standards: www.corestandards.org
OVERVIEWStudents read Ghostly Thief of Time: An EMU Club Adventure! and analyze how the narrator’s point of view affects the storytelling. Students then analyze and rewrite a short scene from the text using a different character’s point of view.
Grade 4READING
* Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). [CCSS.ELA-Literacy.RL.4.3]
* Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. [CCSS.ELA-Literacy.RL.4.6]
WRITING
* Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [CCSS.ELA-LITERACY.W.4.3]
* Use dialogue and description to develop experiences and events or show the responses of characters to situations. [CCSS.ELA-Literacy.W.4.3.b]
SPEAKING AND LISTENING
* Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. [CCSS.ELA-LITERACY.SL.4.1]
Ghostly Thief of Time Ruben Bolling AMP! Comics for Kids Andrews McMeel Publishing ISBN: 9781449457105
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ProcedureOBJECTIVES* Students will read Ghostly Thief of Time: An EMU
Club Adventure! and analyze how the narrator’s point of view affects the storytelling.
* Students will analyze a short scene from the text from a different character’s point of view.
* Students will review the use of dialogue and quotations in first person narratives.
* Students will rewrite a short scene from the text from a different character’s point of view.
TIME FRAME* 3-5 class periods
MATERIALS* Copies of Ghostly Thief of Time: An EMU Club
Adventure!
* Copies of The Part Where We Take a Different Point of View worksheet
* How to Write Spelunking Dialogue reference page
* Chart paper, whiteboard, or other display
VOCABULARY* Casually: Showing little concern or interest
* Didgeridoo: A wind instrument played by the Aboriginal people of Australia
* Improvisational: Made up without planning ahead
* Insubordination: Not obeying authority
* Manipulator: A person who tries to control others for his or her own advantage
* Permeable: Allowing something to pass through
* Spelunking: Exploring underground caves
Grade 5READING
* Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). [CCSS.ELA-Literacy.RL.5.3]
* Describe how a narrator or speaker’s point of view influences how events are described. [CCSS.ELA-Literacy.RL.5.6]
WRITING
* Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [CCSS.ELA-LITERACY.W.5.3]
* Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [CCSS.ELA-Literacy.W.5.3.a]
SPEAKING AND LISTENING
* Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. [CCSS.ELA-LITERACY.SL.5.1]
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BEFORE READING1. Take students on a quick book walk through
Ghostly Thief of Time: An EMU Club Adventure! without reading the text. Ask students what they think the book is about. If students have read the first EMU mystery, Alien Invasion in My Backyard, have them share what they know about the characters.
2. Tell students that as they read Ghostly Thief of Time, they should think about the following framing questions:
* Who is the narrator? How does his point of view affect the way events are described?
* How do you know what the other characters are thinking and feeling?
* Write the framing questions on a whiteboard, chart paper, or other display so students can refer to them while they are reading.
3. Before students read the book, you may want to pre-teach the vocabulary words that they are not familiar with. (See Vocabulary, pg 3.)
DURING READING4. As students read the book, they should be
thinking about and looking for answers to the framing questions. Depending on the developmental level of your students, you could ask them to jot notes about the characters and events in the story, or you could require them to write quotations directly from the text and record page numbers.
AFTER READING5. Bring the class together to discuss their personal
connections to the book using the following questions:
* What did you like about the story? Was there anything you didn’t like?
* Did you read anything that reminded you of something in your life? In another book?
* Was there anything in the book that took you by surprise?
6. Ask students to identify the point of view from which the story is told. (First person) Who is the narrator? (Stuart) Have students turn and talk to a partner about Stuart’s point of view. How does he tell the story? How might it be different if told in the third person or from another character’s point of view?
7. Read aloud the following passages from the text and have students discuss how Stuart’s point of view influences each. How does the author show how Stuart feels about what happens? How might each scenario have been described by a third-person narrator? By another character in the scene?
* Page 10: Brian took a breath. “Now can we have a normal conversation like two normal people?” I looked at him. “Your motion is seconded. I’ll allow it.” Brian moaned and rolled his eyes again. Insubordination, but I let it go.
* Page 49: The worst was when the boys ran a race in P.E. and I came in last (I got a cramp in my side, and I hadn’t gotten enough sleep the night before, plus the sun got in my eyes just as we started).
* Page 76: I made the decision that Brian should go first, in case it was a trap, and if we were attacked from the rear, I’d be in a better position to defend us.
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Point of View
8. Tell students that they will now think about the story from the point of view of different characters. Choose a scene from the story (suggested scenes are listed below). Have student volunteers read the scene aloud to the class, having a different student read the dialogue for each character.
Suggested scenes:
Option One: The Trap
* Characters: Stuart, Brian, Violet, Mr. Hartoonian
* First line: “We looked at one another.” (p. 76)
* Last line: “We looked at each other. What had we done?” (p. 78)
Option Two: Time Travel!
* Characters: Stuart, Brian, Violet, Mr. Hartoonian, Ferdinand
* First line: “I may be needing you to come with me.” (p. 108)
* Last line: “Violet was taking pictures.” (p. 109)
Option 3: Saving Brian
* Characters: Stuart, Brian, Violet, Mr. Hartoonian, Ferdinand
* First line: “TURN OFF THE SPHERE! WE’VE GOT TO GET BRIAN” (p. 116)
* Last line: “’Yes,’ he coughed.” (p. 118)
9. Discuss the ways that a character can participate in a scene: a character can do something (action); something can happen to a character (experience); or a character can see or hear something happen to someone else (witness). Ask students to give examples of each from the scene that was just read aloud.
10. Distribute copies of The Part Where We Take a Different Point of View to students. Tell students to choose a character and answer the questions on the worksheet based on the scene that was just read aloud.
11. Place students in groups based on the character they chose (e.g., group together all of the students who chose Violet.) Have each student share their completed chart with their group. Tell students that it is okay to share information and add to their papers based on what other students have shared.
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12. Ask students to look at page 40 of the text.
* Point out that the entire story is being told by Stuart.
* Ask students how they know when Stuart is speaking directly to the reader, acting as the narrator, and when he is speaking to the other characters within the context of the scene.
13. Point out that when Stuart speaks directly to the reader, there are no quotation marks (e.g. We experimented by positioning ourselves all around the room…). He is not saying these things aloud in the scene – it’s like he is thinking them in his head. When Stuart is speaking aloud to the other characters, there are quotation marks (e.g., “This is wild,” I said, “But what could cause this? What do we do now?”) There is a lot of dialogue in this book.
* Ask students how they know who is speaking each time they see a quotation.
* Point out that Ruben Bolling was very careful to let the reader know who is speaking at all times (e.g. Violet said,… Brian offered…).
* Display or distribute copies of How to Write Spelunking Dialogue for students to use while they are writing their scenes in the next part of the lesson.
14. Tell students that they will use their analysis to create a new version of the scene from the point of view of their chosen character. You could have students write their stories as narratives or as a script, create comics, or make audio recordings or videos. If you will be using the assessment checklist (below) along with your established assessments, share it with students at this time so they will know what is expected.
15. Have students share their completed stories with the class. Challenge the class to identify from whose point of view each reimagined scene is told.
ASSESSMENTAssess students’ rewritten scenes using the following checklist, along with whatever formative and summative assessments you use for the writing process in your classroom. Be sure to share this checklist with students at the beginning of the assignment so they will understand what is expected.
DIFFERENT POINT OF VIEW ASSIGNMENT CHECKLIST:
_____ Tells the story from the chosen character’s point of view (first person).
_____ Shows how the character takes action, and/or experiences or witnesses the events in the scene.
_____ Shows how the character feels about what happens.
_____ Uses correct dialogue format.
Differentiation and Extended Learning Activities
Copyright © 2015 by Andrews McMeel Publishing, Inc.
IT’S LIKE YOU WERE THERE
Author Ruben Bolling includes some very vivid, interesting descriptions of scenes throughout Ghostly Thief of Time. Read aloud the following descriptive paragraphs with students and ask them to identify interesting or colorful language and concrete details that make the scene come alive for the reader.
Page 33: Upstairs is where the grades four through six classrooms are. It was weird to see this hallway, which is usually brightly lit and full of bustling kids, so dark and empty. I led the way toward my classroom; the only sound was the occasional sneaker squeak on the floor.
Page 51: I looked up, and while Ms. Hansauer spoke, a few kids around me were still turned around in their chairs, staring at me. My mouth was hanging open behind my hands, my eyes were wide, and my expression looked like I had just seen…A GHOST.
Page 67: As we walked through the cold, late afternoon, the wind blowing yellow and red leaves across the sidewalk, weirder and weirder thoughts ran through my mind.
Page 108: And just as he said it, suddenly we were all standing inside a large glowing ball that we could see through. It was like we were hamsters in one of those plastic balls they run around in. But this ball looked like it was made out of glowing water or something.
Have students choose a scene or a moment from the book and describe it in their own words using interesting language and concrete detail.
GOING LIVE
Have students turn their rewritten scenes into short plays and perform them for invited guests. Students can perform the same scene from different characters’ points of view and challenge the audience to spot the differences in perception between the characters.
NAME(S) DATE
OFF1C1AL EMU CLUB REPORT
PART ONETHE PART WHERE WE TAKE A D1FFERENT PO1NT OF V1EW
Directions: Choose a character from the scene and answer the questions.
Character _____________________________________________
What action does this character perform in the scene?
What happens to this character in the scene?
What does the character witness in the scene?
How does the character feel about what happens?
OFF1C1AL EMU CLUB REPORT
PART TWOTHE PART WHERE WE LEARN HOW TO WRITE SPELUNKING
DIALOGUEby Wolfstalker
TOP SECRET
“What’s wrong, Mr. Hartoonian?” Brian asked.
“Let’s get out of here!” I yelled to Mr. Hartoonian.
“I am being to trying!!!” he yelled back.
Make sure you let the reader know who is speaking.
Put ending punctuation inside the quotes.Capitalize the first
letter in every quote.
Indent on a new line every time a new person speaks.
Put quotes around the words people say out loud.
