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THEME 5: Voyagers

Selections

1 Across the Wide Dark Sea

2 Yunmi and Halmoni’s Trip

3 Trapped by the Ice!

Voyagers

C H A L L E N G E A C T I V I T I E S F O RC H A L L E N G E A C T I V I T I E S F O R

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THEME 5: Voyagers

SELECTION 1:

Across the Wide Dark Sea

1. A Story About Squanto

Gather Information

Use an encyclopedia or another reference source to learnmore about Squanto. Take notes.

Write Your Story

Choose one time in Squanto’s life to tell about. Build yourstory around that event. Use a story map to organize your ideas.

• Describe the setting.

• Develop your plot. Begin with a real problem that Squantofaced. Add events that tell how he tried to solve theproblem.

• Add realistic details. Tell what the characters think and feel.

Put it together and write your story.

Share Your Historical Fiction

Decide how you want to shareyour story. You might:

• Create an illustrated book.

• Read or tell your story aloud to a group of classmates.

• Post your story on the classroom computer.

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THEME 5/Across the Wide Dark Sea

CH 5–1 Challenge Master Grade 3 Theme 5: Voyagers

Goal: Write historical fiction that tells about an importantvisitor to the Pilgrims’ settlement.

• Stick to the factsfrom your research.

• Use real people from that time ascharacters, if possible.

Challenge Master CH 5–1

1. A Story About Squanto150 MINUTES INDIVIDUAL

(Social Studies)Materials: encyclopedia and Graphic Organizer Master 3

Gather InformationTell students that they are reading historical fiction. This is a kind of fiction that uses real, historical people and events. The dialogue,thoughts, and details that the author writes are made up. An authorof historical fiction does careful research so that the story couldreally have happened. Now students will write their own historicalfiction. Tell them to do research in two stages.

• First, they should read an encyclopedia article about Squanto to learn the general facts of his life. From this research they canchoose an episode on which to base their story.

• In the second stage, they should think about other events thatwill complete their story.

Students continue to work on this project.

Write Your StoryCheck in with your students on the progress of their research andstory development. Have them limit their story to one event so thatthey can develop it fully. Tell students that historical fiction has allthe elements of a story: characters, setting, and plot.

English Language Learners: Tell students to brainstorm a list ofsight, sound, touch, and taste details to use in describing the settingand events. They might list them in their primary language and thentranslate them. Have them use the list as a resource as they write.

Students continue to work on this project.

Share Your Historical FictionTell students to share their work in the way that is most enjoyableto them. You may want to provide classroom time for students to discuss the historical basis for their stories in addition to presenting them.

Expected OutcomeA good story will include

✔ a plot that has abeginning, a middle, anend, and a problem thatis solved

✔ events that contributedirectly to the plot andthat are in a sensibleorder

✔ realistic, consistentdetails and dialogue

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SELECTION 1: Across the Wide Dark Sea

2. Our First Conversation

In Across the Wide Dark Sea, youread that in March, an Indian walkedinto the Pilgrims’ settlement and said,“Welcome.” What do you think thePilgrims said in response? What doyou imagine their first conversationwas like? Use details from the storyand what you know to makeinferences about what they mighthave talked about. Write dialogue.Then read it aloud with a partner.

3. Journey in Time

You can’t actually go back intime. But you can travel in yourmind and visit other times andplaces.

Take a trip in your mind to thetime of the Mayflower. Write aboutyour journey and what you find inthe Pilgrims’ new home. Rereadpages 170–177 of Across the WideDark Sea. Write about your visit.

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Grade 3 Theme 5: Voyagers Challenge Master CH 5–2

THEME 5/Across the Wide Dark Sea

• Think about what thePilgrims had alreadyexperienced.

• Think about why theIndian might havevisited the Pilgrims.

Goal: Write a dialogue between a Pilgrim and an Indian.

Goal: Write a story about a journey back to the time of the Pilgrims.

• Think about what thePilgrims might haveheard and seen.

• Take notes as youread.

Challenge Master CH 5–2

Expected OutcomeA good dialogue will include

✔ realistic, conversationallanguage

✔ the name of eachcharacter followed by acolon

✔ a consistent voice foreach character—identity,language, tone

2. Our First Conversation 60 MINUTES INDIVIDUAL

(Social Studies)If necessary, review with students the format of a dialogue. Remindthem that when they make an inference, they use clues from thestory plus personal knowledge to make guesses about thecharacters, setting, and events that the author has not included.Suggest that students first read their completed dialogue aloud to themselves. It should sound like two different people talking.

3. Journey in Time 60 MINUTES INDIVIDUAL

Remind students to brainstorm ideas and take notes before theybegin writing.

Additional Independent WorkConnecting/Comparing Literature

Have students compare the Leveled Reader selection Faith’s Journeywith the anthology selection Across the Wide Dark Sea, using whatthey have learned about Making Inferences. Students may discuss orwrite about their comparisons.

Other Activities

• Theme 5 Assignment Cards 1, 2, 3

• TE p. 176, LiteratureDiscussion

• TE p. 183, Research Skills

• TE p. 183E, Challenge WordPractice

• TE pp. R9, R15, Challenge

• Education Place: www.eduplace.comMore activities related toAcross the Wide Dark Sea

• Accelerated Reader®,Across the Wide Dark Sea

Expected OutcomeA good narrative will include

✔ an opening sentencethat captures theaudience’s attention

✔ a first-person point ofview

✔ sensory details that tellwhat the narrator saw,heard, or felt

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THEME 5: Voyagers

SELECTION 2:

Yunmi and Halmoni’s Trip

1. Travel Guide

Gather Information

Look back at Yunmi and Halmoni’sTrip. Make a list of the places theyvisit. Look in an encyclopedia, Atlas,or on the Internet to find more places you would like to see. Usea K-W-L chart to take notes as you read. Think about

• cities

• museums, monuments, and other buildings

• mountains, rivers, and other natural places

Write Your Travel Guide

Pick the most interesting places to include in your travelguide. Don’t try to include everything. How will you organizeyour writing? As you write, use the following:

• headings and subheadings

• pictures and maps

• captions

Share Your Travel Guide

Decide how to publish your travel guide. You could:

• Make a brochure. Fold sheets of paper in half like a book.Put your information on the inside. Draw a picture andtitle for the cover.

• Create a bulletin board display.

• Make a poster. Hang it on the wall.

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CH 5–3 Challenge Master Grade 3 Theme 5: Voyagers

Goal: Write a travel guide for Korea. • Think about youraudience. Be sure togive them enoughinformation.

• Give specific details.

Challenge Master CH 5–3

1. Travel Guide 150 MINUTES INDIVIDUAL

(Social Studies)Materials: Graphic Organizer Master 4, encyclopedia, Atlas,Internet, drawing paper and markers (optional)

Gather Information

• Tell students to begin with general research about places in Korea. Then they should narrow their search and focuson gathering information about a few specific sites. Refer them to http://www.knto.or.kr/english for tourist information aboutKorea.

• Students will find the K-W-L chart most useful after they havenarrowed their search. Explain that it will help them focus their research so they know exactly what information they need.

English Language Learners: Have students work in pairs for theassignment. You might suggest that they plan a presentation thatrelies heavily on maps and illustrations.

Students continue to work on this project.

Write Your Travel GuideCheck with students on the progress of their research. Emphasizethe need for them to limit their travel guides to a few sites theywould like to visit. You may wish to review your organization ofinformation with students. Tell them to consider organizing theirguides according to

• geographic location

• categories such as museums, historic sites, or natural features

Students continue to work on this project.

Share Your Travel GuideTell students to share their information in a format that they aremost comfortable with. For example, a bulletin board display may be more suitable for students with strong graphic skills, or studentswho enjoy writing may prefer to create a brochure.

Expected OutcomeA good travel guide willinclude

✔ a logical organization

✔ helpful headings andsubheadings

✔ specific details

✔ effective use of mapsand illustrations

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SELECTION 2: Yunmi and Halmoni’s Trip

2. Will You Visit?

At the end of the story, Yunmiwants to invite her cousins, Sunhiand Jinhi, to visit her in New York.Think about these questions:

• What will they say?

• What will it be like for Yunmi to say goodbye before sheleaves?

Predict the outcome using clues from the story. Write a storythat tells what happens after the end of the selection.

3. Balto and the Great Race

How does Balto and the Great Racecompare to another book aboutanimals that you have read? Organizeyour ideas and opinions. Then write acomparison of the two books. Foreach book think about these questions:

• Who is telling the story?

• Is it a true story or fiction?

• What makes the story interesting?

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Grade 3 Theme 5: Voyagers Challenge Master CH 5–4

THEME 5/Yunmi and Halmoni’s Trip

Goal: Write a story about Yunmiand her cousins.

Goal: Compare and contrast Baltoand the Great Race with anotheranimal story.

• Think about Yunmi’sfriendship with hercousins.

• Think about whatHalmoni tells Yunmiat the end.

• Use a Venn diagramor comparison/contrast chart toorganize your ideas.

• Give examples tosupport youropinions.

• Give details whenyou makecomparisons.

Challenge Master CH 5–4

Expected OutcomeA good story will include

✔ a plot that has abeginning, a middle, andan end

✔ characters who are tryingto solve a problem

✔ details and dialogue thatmake the plot,characters, and settinginteresting

2. Will You Visit? 60 MINUTES INDIVIDUAL

Remind students of the steps in making successful predictions. Referthem to page 106 of the Practice Book for additional help with thisskill. Have students review the selection to gather useful clues.

3. Balto and the Great Race60 MINUTES INDIVIDUAL

(Challenge Theme Paperback)Students will need to read an additional story about animals to dothis activity. Remind students that they should both compare andcontrast the two stories and express their opinions about them.

Additional Independent WorkConnecting/Comparing Literature

Have students compare the Leveled Reader selection The Same, ButDifferent with the anthology selection Yunmi and Halmoni’s Trip,using what they have learned about Predicting Outcomes. Studentsmay discuss or write about their comparisons.

Other Activities

• Challenge Theme Paperback,Balto and the Great Race

• Theme 5 Assignment Cards 4, 5, 6

• TE p. 206, LiteratureDiscussion

• TE p. 213, Research Skills

• TE p. 213E, Challenge WordPractice

• TE pp. R6, R11, R17,Challenge

• Education Place: www.eduplace.comMore activities related toYunmi and Halmoni’s Trip

• Accelerated Reader®,Yunmi and Halmoni’s Trip

Expected OutcomeA good essay will include

✔ an introduction thatnames the two stories

✔ examples and reasons tosupport statements

✔ a conclusion that sumsup the important points

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THEME 5: Voyagers

SELECTION 3:

Trapped by the Ice!

1. The Arctic and Antarctica

Find the Facts

Many people get Antarcticaconfused with the Arctic.

• Use a Venn diagram. Label onecircle Antarctica, the other Arctic,and the overlapping area Both.

• Fill in facts that you alreadyknow about Antarctica from reading Trapped by the Ice!

• Use an encyclopedia to find facts about the Arctic. Whatlives there? What are the summer and winter temperatures?

• Fill in any facts that apply to both regions.

Compare the Facts

Read the information in your diagram. What else would you like to find out? Use an encyclopedia to find otherinformation for both the Arctic and Antarctica, such as anyexplorers who have visited the regions.

Share What You Know

Decide how to present your information. You could:

• Write a report.

• Make a “picture essay.” Draw several pictures and writecaptions to show what you have learned.

• Give an oral presentation to the class.

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THEME 5/Trapped by the Ice!

CH 5–5 Challenge Master Grade 3 Theme 5: Voyagers

Goal: Compare and contrast theArctic with Antarctica.

• Focus on comparingand contrasting.

• Organize yourinformation so it iseasy to read. Useheadings, titles,captions, and labels.

Challenge Master CH 5–5

1. The Arctic and Antarctica150 MINUTES INDIVIDUAL PAIR

(Social Studies) (Science)Materials: Graphic Organizer Master 2, encyclopedia, markers,and art paper (optional)

Find the FactsTell students they are to become classroom experts on the mostnorthern and southern parts of the earth. Have them use the following steps:

• Think about what kinds of information are important to gather tomake a good comparison of the two regions.

• Write facts that they might already know in their diagrams beforethey begin their research. Then check these facts for accuracy asthey read.

English Language Learners: Use a globe to help studentsunderstand that the term polar regions refers to the areassurrounding the North and South Poles.

Students continue to work on this project.

Compare the FactsCheck with students on the progress of their information gathering.Remind them that their goals are to compare and contrast the tworegions. To compare and contrast any two things, it is necessary tohave information about the same qualities or characteristics of each.

Students continue to work on this project.

Share What You KnowTell students to choose a presentation format that will clearlyshowcase all that they have learned. If desired, students maycombine two formats.

Expected OutcomeA good comparison/contrastanalysis will include

✔ inclusion of details aboutthe polar regions

✔ focus on similarities anddifferences between thetwo polar regions

✔ clear presentation,including the use of textorganization whereverpossible

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SELECTION 3: Trapped by the Ice!

2. What’s in a Name?

Was Endurance a good name forShackleton’s ship? Write an opinionparagraph to answer this question.Be sure to

• explain the meaning of theword endurance

• give your opinion and reasons for your opinion

• include details from the story that explain your reasons

3. A Crew Member’s Letter

The crew of Endurance dependedon Shackleton’s leadership to survive.Write a personal letter that describesShackleton. Think about Shackleton’s

• actions

• decisions

• judgment

• concern for the crew

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Grade 3 Theme 5: Voyagers Challenge Master CH 5–6

THEME 5/Trapped by the Ice!

Goal: Write an opinion paragraphabout the name of Shackleton’s ship.

Goal: Write a personal letter as if youwere a crew member on Endurance.

• Include a definitionof the wordendurance in yourparagraph.

• Think about storyevents, characters,and actions.

• First brainstorm alist of ideas aboutShackleton’scharacter. Then findstory details tosupport your ideas.

• Use the five parts of a letter: heading,greeting, body,closing, and signature.

Challenge Master CH 5–6

Expected OutcomeA good paragraph will include

✔ a demonstratedunderstanding of themeaning of the wordendurance

✔ a clearly stated opinion

✔ references to storyevents, details, andactions that support thestudent’s stated opinion

2. What’s in a Name? 60 MINUTES INDIVIDUAL PAIR

Materials: dictionary

Tell students to start by checking the dictionary for the meaning of the word endurance, and then write a definition in their ownwords. Have students review the selection to find details and eventsthat help them form an opinion and support their reasoning.

3. A Crew Member’s Letter60 MINUTES INDIVIDUAL

Tell students to imagine what it was like to be under Shackleton’sleadership. Then tell students to write a personal letter such as acrew member would send to a friend or a family member, once theyhad reached safety.

Additional Independent WorkConnecting/Comparing Literature

Have students compare the Leveled Reader selection Voyage Acrossthe Pacific with the anthology selection Trapped by the Ice!, usingwhat they have learned about Text Organization. Students maydiscuss or write about their comparisons.

Other Activities

• Theme 5 Assignment Cards 7, 8, 9

• TE p. 244, LiteratureDiscussion

• TE p. 251, A Photo Essay

• TE p. 251E, Challenge WordPractice

• TE p. R13, R19, Challenge

• Education Place: www.eduplace.comMore activities related toTrapped by the Ice!

• Accelerated Reader®,Trapped by the Ice!

Expected OutcomeA good letter will include

✔ writing from a crewmember’s point of view

✔ inclusion of story detailsthat show aspects ofShackleton’s character

✔ correct letter format,including a heading,greeting, body, closing,and signature

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