e l mp3188 xploring bridge to terabithiamrsrobinsonpa.wikispaces.com/file/view/milliken+unit.pdf ·...

BRIDGE TO TERABITHIA� A Literature Resource Guide �

E X P L O R I N G L I T E R A T U R EMP3188

Milliken Publishing Company • St. Louis, Missouri

USING THESE UNITS

It should be generally noted that it is not my intention for every lesson included here to betaught in one classroom. Rather, choose the lessons most appropriate for your studentsand/or curriculum. View these lessons as a buffet of activities; choose what you like andleave the other lessons for someone else to use.

Answer keys for most student pages are not included because answers should be obviousto the teacher, or they will vary according to the learning style used in the lesson. Further-more, guideline answers would detract from the purpose of Thoughtful Education (T.E.)lessons. Instead of seeking specific answers, teachers should strive to give children oppor-tunities to show what they know in their own ways. These lessons were designed for thispurpose.

In most intermediate grade levels, comprehension is a core skill in the reading curriculum.Getting children to grasp the meaning of the story, to infer from that meaning, and toapply the content to other areas of their lives is not an easy task. For this reason, thecomprehension sections of these novels are the core of the units. The questions containedin the sections were designed to meet all learning styles, offering a comfort zone to allstudents. How you choose to use and evaluate these questions will be your choice, andoptions are offered with each section for your convenience.

Tests for comprehension are not included in these books. The questions and activities ineach lesson should adequately test the student’s comprehension of each novel. To give thestudents a “book test” after they have completed all other work with a novel is like askingthem to redo previous assignments. Also, the typical objective comprehension test matchesonly one learning style (Sensing Thinking). To close a unit with standard testing defeatsthe purpose of instructing for all learning styles. If you are desperate for some form offinal grade, I recommend using some of the final book activities for this evaluation.

Many hours of thought, research, and excitement have gone into these literature units. Ihope you will find them as rewarding and motivational for your classroom as I have foundthem in both my classroom and my mind.

Wishing you much success,

Janice K. Rugg–Davis4th Grade Teacher

Managing Editor: Kathy HilmesEditor: Lisa ShullAssistant Editor: Glenn FloydArtist: Mary Strong

Copyright © 1994 Milliken Publishing Company. All rights reserved.Milliken Publishing Company, 1100 Research Blvd., St. Louis, MO 63132

Permission to reproduce only those pages designated as “Reproducible” is extended to purchaser for individual use, not to exceed in anyevent more than one copy per student. No other part of this book may be used or reproduced in any manner whatsoever without writtenpermission.

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© Milliken Publishing Company I

THOUGHTFUL EDUCATION LEARNING STYLES

Two gentlemen, Harvey Silver andRichard Strong, spent a lot of time studyingschools and education. They found thatpeople have different learning styles andenjoy different areas of learning. Somestudents were very smart but did poorly inschool because they were not motivated tolearn concepts the way the concepts weretaught in the classroom.

One day, Harvey and Richard werediscussing Abraham Lincoln and GeorgeWashington. Harvey said, “I can list all thepresidents in order from PresidentWashington through President Lincoln.”

Richard said, “That is boring. I'd rathertalk about the ways these presidents werealike and different.”

Dolores overheard this conversation, andshe told the men,“I don’t care about the orderof the first 16 presidents or how Lincoln andWashington were alike or different. I would,however, be happy to tell you how AbrahamLincoln was similar to the large maple treein the backyard.”

Hearing the other three comments,Eleanor told them, “It isn’t important to meto be able to list the first 16 presidents inorder or to compare and contrast Lincolnand Washington. And I think it’s crazy tocompare Lincoln to a maple tree. However, Iwill be happy to tell you why PresidentLincoln is my favorite president.”

Can you guess what the four learningstyles are?

Class InputPlace four charts on the board, one for each person in the story. Ask your students thefollowing questions, and write down their responses on the charts.

What do you know about these people based on the story?In what ways do these people think differently from one another?How were their approaches to the discussion different?

Objective: Students will identify characteristics of the four major learningstyles according to Thoughtful Education by Hanson, Silver, and Strong. (Used bypermission of Hanson, Silver, Strong, and Associates.)

PurposeTeaching children about learning styles is crucial if you will be using the styles in yourclassroom. Children need to understand their own learning styles; this will help themunderstand that just because one activity does not meet their strength does not meannone will. They will know you are aware of their strengths and will find things to fitthose areas as well as the other students’ strengths. Also, it will help children tounderstand your approach to teaching, which will comfort them.

Methods for Introducing the Learning StylesTeacher InputBefore discussing learning styles with your students, give them the “Student LearningInventory” (pages III–IV). Give the test first to prevent students from becoming awareof learning styles and answering questions invalidly. DO NOT SCORE TESTS ATTHIS TIME.

© Milliken Publishing Company II

Refer to Learning Style Descriptions, page V, and Color Coordinations, page VII.Create one color–coordinated chart for each learning style and include descriptions ofeach style. Display the charts and ask students to study them. Can they guess whichlearning style each person in the story prefers?

How do we know that…Harvey is a Sensing Thinker? Richard is an Intuitive Thinker?Dolores is an Intuitive Feeler? Eleanor is a Sensing Feeler?

Write down the preferred learning style of each person in the story. Discuss the fourstyles of learning in more detail. Include characteristics of each style, sample questionsand activities. To help students become familiar with the learning styles, ask themquestions and suggest activities specifically designed to fit one learning style (SeeQuestions to Ask by Style, page VI). Students should decide which style the question oractivity fits best.

Score the tests. The answer choices for each question follow the same format.

a. _____ Sensing Thinking item b. _____ Sensing Feeling itemc. _____ Intuitive Thinking itemd. _____ Intuitive Feeling item

Write the format of the answers on the board. Students should count how many timesthey chose answer a, how many times they chose b, and so on. They should write thetotal number on the line in the scoring section at the end of the test. The sum of thenumbers should equal 15. If the sum does not equal 15, the student has counted oradded incorrectly.

The answer choice the student selected most frequently is his or her strongest learningstyle. Some students may be very close in two sections. Some may guess the answerformat and answer questions based on the style that seems most exciting to them. Thiswill invalidate the information for the student and you. Whatever the results of thetest, remember that preferred learning styles are not rigid; people can learn in manyways. Discuss with each child his or her preferred style of learning.

ClosureDistribute copies of the Learning Style Amoeba (page VIII). On a large piece ofconstruction paper, draw four quadrants. Discuss the color metaphors found on pageVII. Write with the appropriate color and fill in information about the learning styles.Draw an amoeba on your chart showing your strongest area with the largest portion ofthe amoeba (see page VII). The children should draw their own amoebas on their colorgrids. They should explain, in a few sentences, why this amoeba represents them. Postthe student’s work around the room to reassure them that every style is valued.

Finish this lesson with a class autograph party. Students should each sign your colorchart in the area of their strength. Post this with the other charts.

© Milliken Publishing Company III

STUDENT LEARNING INVENTORYOn each list, check one activity that you would most like to do. Which would be the mostfun for you? If your teachers asked you to pick one activity to complete for a grade, whichone in each section would you choose?

1. a. _____ spelling words from memoryb. _____ practicing spelling words with a partnerc. _____ comparing the spelling of different words to remember them betterd. _____ grouping spelling words into silly categories that make sense to you

2. a. _____ practicing math facts with flash cardsb. _____ playing a math facts game with a partnerc. _____ checking problems to see where errors are made and why they are maded. _____ creating a story problem that involves math facts

3. a. _____ learning the names of the presidents in orderb. _____ learning about presidents who were friends with each otherc. _____ comparing and contrasting presidents Lincoln and Washingtond. _____ pretending that you are president and thinking of five changes you would

make in our country

4. a. _____ memorizing the 13 steps in the digestive processb. _____ working with a friend to share the meals you had eaten and identifying

the food groups represented in your meals and your partner’s mealsc. _____ working with analogies that have something to do with digestiond. _____ comparing the digestive system and the circulatory system

5. a. _____ answering questions about who, what, when, and where from a storyb. _____ answering questions about how you would feel if you were the character

in the storyc. _____ answering questions about why things happened in the storyd. _____ creating a new ending for the story by pretending that something had

changed in the original book to make your ending possible

6. a. _____ list four things you remember about…b. _____ talk with a friend to see if you two can remember four things about…c. _____ draw a diagram that will help you remember four things about…d. _____ create a symbol that will tell you the four things you need to remember about…

7. a. _____ write a paragraph telling how the digestive process worksb. _____ write a paragraph telling what has happened to the pizza you had for lunchc. _____ write a paragraph explaining why the digestive system is important for bodily

functiond. _____ write a paragraph comparing digestion to an electrical current

8. a. _____ answering questions that have definite right/wrong answersb. _____ answering questions with a friendc. _____ answering questions that make you think about “why” things happenedd. _____ answering questions that ask you to make metaphors or use your imagination

ReproducibleName

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9. a. _____ I like organizing material.b. _____ I like working with others.c. _____ I like thinking about things.d. _____ I like visual, creative things.

10. a. _____ I like memory work the best.b. _____ I like relating things I have learned to my life.c. _____ I like comparing and contrasting information to help understand it better.d. _____ I like designing or drawing new things to show my understanding.

11. a. _____ I like learning the sequence of things.b. _____ I like sharing stories about myself that have something to do with a lesson.c. _____ I like figuring out new things on my own and understanding how they work.d. _____ I like using my imagination to make crazy connections to help me

understand new concepts.

12. a. _____ I would rather create an electrical current by myself.b. _____ I would rather create an electrical current with a friend’s help.c. _____ I need to understand why the light turns on and off.d. _____ I would rather make the light bulb turn on in a creative way.

13. a. _____ I like to work basic math problems.b. _____ I would rather work through my math problems with a small group.c. _____ I would like to understand exactly how the steps in long division work.d. _____ I would prefer to make my own math problems.

14. a. _____ I do best on True/False and Multiple Choice tests.b. _____ I do best when creating a project with a friend or group for a test.c. _____ I feel better about essay and short answer tests.d. _____ I get better grades on tests in which I draw or create something unusual.

15. a. _____ I would like to memorize the Preamble of the Constitution.b. _____ I would like to tell how the Preamble relates to my rights as a citizen.c. _____ I would like to understand why the authors of the Constitution wrote the

Preamble.d. _____ I would like to make an illustration for the Preamble.

DO NOT mark anything here until your teacher gives you directions.

_____ Sensing Thinking_____ Sensing Feeling_____ Intuitive Thinking_____ Intuitive Feeling

TOTAL = 15

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ReproducibleName

© Milliken Publishing Company V

Understanding—Intuitive Thinker (NT)

The Intuitive Thinker likes:thinking in general evaluatinglogical thinking/reasoning inferringdrawing conclusions debatingunderstanding a topic summarizingmaking analogies“Yes, but why…?”arguing for/against a pointcomparing and contrasting

Question and activity samples:Why do you think that…?In what ways are you and the main characteralike? different?Compare the two characters.Contrast the Civil War with World War II.Summarize the story.What can you infer from…?What conclusion can you deduce from…?What is your hypothesis? theory?Explain why…Debate for the side of…

Self–Expressive—Intuitive Feeler (NF)

The Intuitive Feeler likes:using imagination visual meaningbeing creative individualitydivergent thinking hypothesizingmaking metaphors applications“What if…” questions non–conformityusing things in a different or unusual way

Question and activity samples:What if… (wild hypothesis situation)?What ways can you…?What things can you think of to do with…?Create…Design…Imagine that…Draw a symbol for…Make a “crazy connection” between…How is a ___ like a ____? (metaphorusing very different things)What comes to your mind when you hear…?Close your eyes and picture…How could this apply to… (something theobject would normally not be applied to)?

Interpersonal—Sensing Feeler (SF)

The Sensing Feeler likes:working with otherssharing ideas and feelingslearning from friends/peerssharing personal opinionsmaking personal connectionsrelating stories to their livesmaking meaning personal

Question and activity samples:How would you feel if…?What are some examples of ___ that you havewitnessed yourself?What are your experiences…?If you were there when…?How would you have felt…?What is your opinion…?

Cooperative learning/group work or activitiesHelping others

Mastery—Sensing Thinker (ST)

The Sensing Thinker likes:facts and figures recalling factsprecise answers organizationsequence and order working alonethe “how to” of a process absolutesright/wrong answers memory work

Question and activity samples:List the ways…What were the…?Who was responsible for…?When did…?Tell me the order of…Name four reasons the girl…Copy this information…Tell me two things…Sequence the following…

T/F or Multiple Choice testsFactual recall from studiesResearch for exact answersAssignments with specific directions

LEARNING STYLE DESCRIPTIONS AND SAMPLE QUESTIONS

Reproducible

© Milliken Publishing Company VI

Mastery—ST

List the first 16 presidents in order.

Tell me the months of the year.

Who was the main character inCharlotte’s Web?

When did the Civil War begin?

T/F: The square root of 49 is 7.

Multiply the following: 567 x 45 =

Tell the steps for a long–division problem.

What problems did Romeo and Juliethave?

Interpersonal—SF

Which president do you like better, Lincolnor Washington?

What is your favorite month? Why?

Who was your favorite character inCharlotte’s Web? Why?

Have you had battles in your life that weredifficult to overcome? Tell me about them.

What math concepts do you like best?

With a partner, complete this problem:567 x 45

Tell someone the steps for long division.

Have you liked someone whose parents didnot like you much? What happened?

Understanding—NT

Compare President Lincoln withPresident Washington.

Why do we have 12 months in a year?

Summarize the story Charlotte’s Web.

Contrast the Civil War with W.W. II.

Explain why the square root of 49 is 7.

How are long division and subtractionalike?

Choose one of the families from Romeoand Juliet and be prepared to debate whyyou think that family was right in theirdecisions regarding Romeo and Juliet’srelationship.

Self–Expressive—NF

How is Abraham Lincoln like a mapletree?

If you could name the months by othernames, what would you call them?

Write a new ending to Charlotte’s Web.

Design a symbol for the Union andConfederate sides of the Civil War.

Write a poem about long division.

How is long multiplication like a tunnel?

What would have happened if Romeo andJuliet had not died?

QUESTIONS TO ASK BY STYLE

Reproducible

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(ST) BrownBrown is an earthy color. It signifies“down–to–earth” ideas which usually areaccepted as simple, factual, and withoutvariance in the answers. It gives astraight–forward type of feeling withoutdeviating from the standard. The STlikes things to be “down–to–earth.”

(NF) PurplePurple is a creative color. It is not a basiccolor nor is it a very common one. It givesthe impression of uniqueness andindividuality in creation or design whenapplied to art or drawing. Purple is also acolor chosen often for its beauty. An NFis constantly striving to make beauty.

(SF) RedRed often is used to show feelings. Itgives an impression of emotion. Red isthe significant color for the nation’s most“feeling” holiday, Valentine’s Day. TheSF likes everything to be personalized orhave feeling.

(NT) GreenGreen is the color of the grass. The grasscomes and goes each year and alwayspromotes growth and wonder. Green hascome to symbolize this “wonder.” Itrepresents a desire to know more andunderstand why things work. It alsomeans “GO.” The NT’s thoughts arealways on the “go”!

COLOR COORDINATIONS AND SAMPLE AMOEBA

Reproducible

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LEARNING STYLE AMOEBAMy learning style amoeba would look like this because

ReproducibleName

© Milliken Publishing Company 1 MP3188 Bridge to Terabithia

Summary of NovelJess Aarons’ life is not exactly ideal. In a place where individualism and creativeexpression is scorned, Jess struggles to become himself. He secretly draws any chance he gets,and he practices each day to be the fastest runner in the fifth grade. However, a new girl,Leslie Burke, wins on the day of the big race.

This is no ideal beginning for a friendship, but Jess soon finds Leslie to be a true friend and fullof imagination. Together, the two create an imaginary kingdom, Terabithia, where they reignas king and queen. They battle their foes, both real and imaginary, and celebrate their victoriestogether until one day, when a tragedy occurs. Only as he deals with the tragedy does Jessrealize the courage and confidence he has learned from Leslie.

Objectives1. Comprehension—Students will demonstrate understanding of the novel through written

and verbal responses to sectional comprehension questions and whole–book activities whichfollow four basic learning styles.

2. Literary Techniques—Students will define the following literary techniques and identifyexamples in the novel: simile, metaphor, onomatopoeia, personification, foreshadowing,hyperbole, dialect, intuition, irony, humor, and idiom. Students will also review findingmain ideas, adjectives, and adverbs.

3. Vocabulary—Using vocabulary from the novel, students will define familiar and unfamiliarwords based on context.

BRIDGE TO TERABITHIABY KATHERINE PATERSON


A BRAINSTORMING INTRODUCTION

Objective: Students will interact with concepts and vocabulary from the novel inorder to obtain a basic understanding of the story before they begin reading.

Directions1. Write each of the following questions on a piece of chart paper. Place the charts around

theroom.

(ST) What does it mean to have a best friend?What things make up a family?

(SF) What qualities does your best friend have?How would you feel if someone close to you died?

(NT) Why do some families have trouble getting along or acting likethey love each other?Why do some people have a low self–esteem?

(NF) If you could create an imaginary kingdom, what would it be like?If you could do one amazing thing to impress your classmates andbecome the “hot shot” in your school, what would you do? Why?

2. In groups of three or four, students move around to each question. The groups answereach question, recording all pertinent information. After approximately two minutes,groups move to the next question. Continue this process until each group has answeredall questions.

3. Assign each group the question they began with as well as one or two other questions. (Thenumber of questions each group is assigned will depend on how many groups/questions areselected for the activity.)

4. In their groups, students should read the answers collected on the charts and summarizethe information. Allow approximately 10–15 minutes for this step. Guide groups with thefollowing directions:

First, look over your charts and cross out any answers your group feels are not appropriate.Then, put a star by the statements your group feels give the very best answers for thequestion. Finally, summarize the best information into a brief report to share with the class.

5. Give each group time to share its report. Display the charts and summaries for studentsto refer to while reading the novel.

ClosureBased on the reports we’ve heard today, what do you think our next novel is about?

Make a chart of class predictions. Refer to them as reading progresses.


Literary TechniquesKnowledge of literary techniques will enhance students’ reading skills. Have students respondto questions in this section using any of the approaches above. In some cases, activities requirea new approach. Test students’ knowledge of literary techniques using page 29.

Vocabulary WordsThe vocabulary words and activities in this section will help students gain a basic understand-ing of difficult passages in the novel and will enhance the students’ use of words in context. Itis not necessary to assign vocabulary with each section; however, activities are included foryour convenience.

Methods for Using the MenusFollowing are methods for using the comprehension menus. Vary the methods you use to keepstudents enthusiastic and motivated.

1. Assign a portion* or all of the comprehension menu for a given section. Students respondto each assigned question by writing a complete sentence/paragraph answer in a readingnotebook. Class discussion follows completion of the reading and writing. Questions shouldbe evaluated for completeness and accuracy.

2. Assign half* of the questions for individual written responses and the other half for smallgroup or partnered responses in a verbal format. Written work will be read and discussedwithin the group while members evaluate one another’s answers, offering positive andconstructive remarks. The small groups will then discuss the other half of the questionswhile recording their answers. Class discussion on all assigned questions follows.

3. Students should be paired. Each partner will be responsible for answering the samenumber of questions off the menu. Partner A reads a question and Partner B answers.Partner A evaluates and discusses the answer with Partner B. Then Partner B reads aquestion. The process continues until all questions have been discussed.

4. Review the questions as a class or in small groups BEFORE reading the section. Discussand record students’ predictions for each question based on what they already know aboutthe novel. Students then read the section, aloud or individually, and again answer ques-tions using any of the above methods. Compare their predictions with their answers afterthey have read the section.

* Students should select the questions they feel most comfortable answering.Teacher selections defeat the purpose of the learning–style approach.

PurposeChecking the students’ comprehension of a novel is more than simply asking them to reiteratewhat they’ve just read. It involves asking them to think about what they’ve read, looking formeaning “between the lines of text.” Students should be able to respond to the novel’s meaningby inferring answers that aren’t in black and white print. They should be able to apply themeaning to their own lives and to formulate answers using their own background. Studentsshould also be able to create meaning based on the information in the book.

COMPREHENSION MENUSObjective: Students will demonstrate understanding of the novel through written and/orverbal responses to sectional comprehension questions.


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1. Write one sentence that describes Jess’relationship with each of his familymembers: Brenda, Ellie,May Belle, Joyce Ann, his mom,and his dad.

2. Make a story map for this chapter. Yourmap should include a road with stop-ping points along the four or five mostimportant events in the chapter. Besure to sequence your events carefully.

4. If you were given the chance to rewritethe scene at the breakfast table (pages5–7), what would your version be like?Include anillustration for your rewrite.

COMPREHENSION MENUCHAPTER 1

1. “Momma would be mad as flies in a fruit jar” is a simile on page 1. What does thecomparison tell you? Why does this simile help you understand, or visualize, how angryMomma was?

2. There are at least six other similes in this chapter. Write three of them and tell what thecomparisons mean.

3. On page 4, you will find the word “slooching.” This is an example of onomatopoeia. It is nota real word, but imitates a sound. What is “slooching”?

4. Find at least two more examples of onomatopoeia in this chapter and write the words. Whatinformation do each of these words give you?

5. The author uses personification on page 2 when describing Jess’ strategy for sneaking outof the house to run. Write the sentence and tell why it is personification.

6. You can find another example of personification on page 6. What is it? What does it mean?

7. There is foreshadowing on page 8. What do you predict will happen in the story based onthis clue?

8. “Miss Bessie’s bag is probably dragging ground by now” (page 8) is an example of ahyperbole. What does this sentence mean? Why is it a hyperbole? Make up your ownhyperbole about something at school or at home.

Reproducible

3. What do YOU think of Jess’ family?Which things about his familyremind you of your family? Whichthings are different? Do you think Jessis happy with his family? Why or whynot?

Literary Techniques

simile—a figure of speech which compares two different things using the words “like” or “as”

onomatopoeia—a word that imitates a sound or is spelled like the sound

personification—speaking of an animal or thing as if it has human qualities

foreshadowing—giving a clue of something that will come later in the story

hyperbole—an exaggeration used for effect but not meant literally


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1. Describe how Jess and Leslie first met.What happened? Was itimportant to Jess? Why or why not?

2. Describe Leslie Burke.

6. Tell about a time when you had similarfeelings to those Jess has about MissEdmunds.

7. Would you enjoy being a part of Jess’family? Why or why not?


3. How does Jess feel about his father?What things does Jess wish were differ-ent between him and hisfather?

4. Why does the author mention therooster on page 15?

5. Why does the author describe JuliaEdmunds as Jess’ “fellow outlaw” onpage 12?

8. Pretend you are May Belle. What wouldyou say to Jess to let him know howyou feel about him? Also, tell him whatbothers you and what ways you wish hewould change.

Reproducible

1. The author uses a simile on page 12 to describe how secretive Jess is regarding his relation-ship with Miss Edmunds. What is this simile? What image does it create in your mind?

2. Give an example of onomatopoeia that might be appropriate for the drawing Jess wascreating on page 10.

3. A metaphor is similar to a simile except the metaphor does not use “like” or “as” for thecomparison. The metaphor makes a direct comparison between two different things. Onpage 14 a metaphor is used when Miss Edmunds is describing Jess. What is this metaphor?What does it mean?

4. Another example of onomatopoeia is found on page 16. What sound does this onomatopoeiaimitate? Why is it written in italics?

5. May Belle’s dialogue is written in dialect on page 16. Why does the author do this? If theauthor had written this passage as “Aren’t you going to run?” instead, what differencewould this have made to you as a reader? Explain your answer.

6. Find the simile on the bottom of page 16 which tells of Jess’ reaction to the voice. Draw apicture that shows what image is in your mind as you read this passage.

simile—a figure of speech which compares two different things using “like” or “as”

onomatopoeia—a word that imitates a sound or is spelled like the sound

metaphor—an implied comparison of two things; one thing “is” another thing

dialect—a way of speaking common among a group of people; an author may use spelling changes to imitate the actual speech of story characters

Literary Techniques


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1. Several secondary characters are intro-duced in this chapter. Choose three ofthem and give adjectives or descriptivephrases that tell about the characters.

4. Describe a time when you hadfeelings similar to those Jess feels asLeslie beats him in the heat.

5. Why do YOU think it is soimportant to Jess to win the races?


2. Compare and contrast your school withLark Creek Elementary.

3. Why does the word “beautiful” come toJess’ mind at the end of this chapter?

6. Based on the outcome of the races andthe other events on the first day ofschool, what do you predict will happenwith Jess’ and Leslie’s relationship?Support your prediction with informa-tion from the chapter.

Reproducible

Vocabulary: Chapters 1–3

despised (2) crouched (3) grit (3) primly (6) pudgy (10)clamped (10) muddled (10) seep (10) fixes (10) endure (13)alloted (14) pandemonium (13) snare (14) hypocritical (14) cagey (15)pointed (20) roused (20) smirked (22) repulsive (23) clabber (23)quiver (24) conspicuous (24) conceited (27) grudgingly (28)

Complete one of the following vocabulary study activities.

1. Look up each word in the novel and reread the passage where the word is used. Decidewhat the word means based on context. Then check your guess in the dictionnary. Finally,rewrite the sentence from the book replacing the vocabulary term with a similar phrase orsynonym. Example: Joyce Anne had a short and fat body. (“short and fat” replaces “pudgy”)

2. With a partner, split the list of words equally (12 each). By yourself, define each word onyour list using the novel and the dictionary. When you and your partner are both finisheddefining the words, teach each other the words on your lists. Write down the definitionsfrom your partner’s list to complete your own list.

3. Define each word. Then create a puzzle using the words and their definitions. Make acrossword puzzle, a matching game, a fill–in–the–blank sheet, or another puzzle. We mayuse your puzzle as a class activity when it is completed.


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1. Make a story map using shapes connectedby roads to represent this chapter. Selectsix major events from the chapter to writein your shapes. Your events should beplaced in the correct sequence.

5. Why do you think it is “pure poison” to beMrs. Meyer’s pet?

6. On page 40, the author mentions one ofJess’ “insufficiencies.” What insufficien-cies do you think he has? Describe someof your own insufficiencies.


7. Jess feels he cannot draw a picture ofTerabithia that would adequately capturethe beauty and poetry of the castle andforest. Pretend you are Jess and you’vejust had a breakthrough and are nowready to complete your drawing ofTerabithia. Create your picture of thecastle stronghold, the pine forest, and thecreek. Be sure to color your drawing.

2. Why is it Leslie’s fault that running isn’tfun for the boys anymore?

3. What does Leslie mean when she says,“Money is not the problem”?

4. Why does Jess say Leslie is “getting someideas on how to stop Janice Avery” whenhe finds her reading the book on killerwhales?

Literary Techniques

1. Copy two similes from this chapter and tell what the comparison means to you, the reader.

2. What incident was foreshadowed on page 33? Why do you think the author chose to give you theclue about the incident before actually telling you about it?

3. What is the metaphor used on page 33 to describe a student’s relationship with Mrs. Meyers?What does this metaphor tell you about Mrs. Meyers?

4. On page 39, the author uses personification to describe the trees and sun in the woods. Rewritethis sentence without personification, using instead, realistic adjectives for trees and the sun.How does your rewrite affect the image given in the story?

5. Compare and contrast the dialect the author uses for May Belle’s and Jess’ speech with thedialogue used when Leslie speaks. Remember, dialect is a way of showing exactly how a personsays something.

6. An example of intuition is given on page 29 when the author refers to the ending of the Fridayraces. How do you know it is intuition? Find another example of intuition on page 31. Whatchange occurs without any need of explanation?

7. Why is Jess’ comment on page 41 about saving the whales and shooting people an exampleof irony?

8. The author uses a bit of humor on page 34 when she describes Jess’ reaction to Leslie’s essay:“He nearly drowned.” Why is this funny? Does it make you laugh? Why or why not?

simile foreshadowing metaphor personification dialect

intuition—understanding something without consciously using reasoning or learning itirony— the intended meaning of a statement is the opposite of what is said; sometimes

used for humorhumor—a funny or amusing quality of a story or statement

Reproducible


CLEANING UP THE MESSCHAPTER 4 VOCABULARY

Activity

4. When students have completed their work, ask volunteers to write their categorieson the board for class discussion. Choose examples that can be combined into largercategories.

Tell me about your categories. Why did you put those words in that category?Are there any words that don’t really fit in one of these categories?Can you find some words that were left out of a category?What categories do you have that are similar to the categories on the board?What is similar about them?

5. Combine the small categories into larger, more general, categories.

Can we combine any of these small categories into one large category? What should our newheading be? (Draw lines connecting the categories and write the heading on the line.)Look over your own small categories and try to combine two of them into one large group.Compare your categories with a friend’s and try to combine one of your categories with one oftheirs to make a larger grouping.

ClosureHow do your categories, small or large, relate to the novel?What have you learned from this activity?

1. Have students define the vocabulary words for Chapter 4 in class discussion, smallgroups, or individually.

2. Explain the directions to the class.

Today you will take a mess of words and put them together in neat categories. You willput these words in order just like you put your clothes in order—your shirts go in onedrawer and your socks go in another drawer. Here, the words go in different circles.

Group words that have something in common in thecircles, and give each circle a heading that describeswhat words can be found there. There are no right orwrong answers. You may use the words as many times asyou wish.

3. Use words from page 9, “Cleaning up the Mess,” tocomplete the example: Words that Describe War.

dictatortyrantsiegefrettedsolemn

Words thatDescribe War

Objective: Students will demonstrate their knowledge of words by placing words withsimilar meanings into categories.

Hook Is your room neat or messy?When you put things away, how do you organize them?


CLEANING UP THE MESSVOCABULARY: CHAPTER 4

Read through the list of vocabulary words below. Think about what each word means.Write words that are related in some way in a box. Label the box to show what the groupof words has in common. You may use the words more than one time.

consolation (29) melodic (30) prissily (30) consolidated (32)reassessing (32) rumpus (33) faltered (34) contempt (35)upheaval (35) ominously (35) abruptly (35) slunk (36)shrilled (37) intoxicated (38) enchanted (39) siege (40)insufficiencies (40) dictator (41) principle (41) tyrants (41)absorbed (44) fretting (46) exhilaration (46) solemn (47)

**Can you combine any of your small categories into one large category?**

Name Reproducible


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1. Tell about three mean things JaniceAvery and her friends do to the youngerchildren.

2. How does Leslie help Jess avoid gettingcaught by Mrs. Pierce?

5. With one or two classmates, prepare askit for one of the following scenes fromthe chapter: May Belle brags about herTwinkies and then has them stolen; the“council of war”; or putting the planinto action.


3. Why is the title of this chapter, “TheGiant Killers,” so appropriate? (Givetwo different reasons.)

4. When do Leslie and Jess first knowtheir plan has worked? How do youknow this?

6. Suppose the plan of revenge againstJanice Avery hadn’t worked. What planwould you suggest to Leslie and Jess?How would you advise them to pull itoff?

Reproducible

Literary Techniques

1. What metaphor on page 49 shows Jess’ image of fighting Janice Avery? Why do you thinkthe author chose this comparison?

2. Write the metaphor used on page 53 to describe Mr. Turner’s reaction to sneaky boys andgirls. What do you think would really happen if he caught a kid sneaking around theschool?

3. An idiom is a way of making a statement without saying exactly what you mean. Forexample, if you said, “Go climb a tree,” you would mean, “Leave me alone.” What idiom isused on page 51 to tell something about Janice Avery? What does it mean?

4. Two little leaves (page 50 and page 53) separate this chapter into three sections. Eachsection tells about a different time or event. Write one or two complete sentences abouteach section telling its main idea.

5. Adjectives and adverbs are used throughout this chapter. Find ten excellent adjectives, andlist the adjectives with the nouns they modify. Then carefully look for eight adverbs thatgive you a clearer image of the action taking place. List the adverbs with the verbs, adjec-tives, and adverbs they modify. Follow the example below:

Adjectives and Nouns Adverbs and Verbs

metaphor—an implied comparison of two different things; one thing “is” anotheridiom—a statement made that does not mean literally what is said; go climb a treemain idea—the most important part or point of a section or chapteradjectives—words that modify, or describe, a nounadverbs—words that modify, or describe, a verb, adjective, or another adverb; adverbs

usually end in “ly”

hopscotch rocks nodded vigorously


DEVELOPING THE MAIN IDEA

Objective: Students will summarize a passage by identifying the main idea(s) andproviding supporting details.

Use this activity with other passages in the novel. Adapt it for completion by partners or smallgroups.

Directions1. Have students reread the passage beginning at the leaf marker on pages 53–56.

Distribute page 12.

2. Students should identify 15–20 words or phrases that are important to this passage.They will record these words or phrases on page 12, “Main Idea.”

3. Students then look over the words they have listed and determine a topic for thepassage. Guide them by asking, “What is the subject of the passage?” The topicshould be one word, a noun.

4. Next, students will determine a main idea and write a sentence which explainswhat the passage is saying about the topic. The subject of the main idea shouldinclude the “topic” as the noun.

5. Students should then list details from the passage which support the main idea.

6. Discuss the main ideas with the class. Have several volunteers share what theyfound to be the main idea and supporting details.

7. Analyze with the class the supporting details that each student recorded and howrelevant the details are to the main idea.

Is it REALLY a main idea or a detail?Who else found this to be the main idea of the passage?


TOPIC

KEY WORDS OR PHRASES

MAIN IDEA

ReproducibleName

MAIN IDEA

SUPPORTING DETAILS


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1. On page 61, the author mentions thatJess was able to teach Leslie somethingfor once. What did he teach her thatday?

4. Why do you think it was soimportant for Jess to have a nice giftfor Leslie? How do you feel about hisgift?


5. On page 62, the author says that Jesscouldn’t find the right way to thankLeslie for her gift or to tell her howproud he felt about her comments onthe gift he gave her. Pretend you areJess and you have now found the properway to thank Leslie and tell her howyou feel. Write the things you would sayto her.

2. What insight about Jess do you get fromhis dream about being a stolen baby onpage 58?

3. Compare and contrast Jess’ feelingsabout his Christmas with Leslie versusChristmas with his family.

1. What metaphor does Brenda use on page 58 to describe Leslie? What description does thisgive you about Leslie?

2. Jess uses an idiom on page 59 when he is thinking about why Leslie was his friend. Whatis the idiom? What does it really mean?

3. There is a simile on page 59 that humorously describes the way Brenda watches TV. Whatis the simile? Draw a picture of the image that came into your mind as you read this de-scription.

4. What was foreshadowed on page 60?

5. Find the hyperbole on page 60 which tells something funny about the puppy. What is beingexaggerated in this scene?

6. There is a funny simile on page 61 that gives Leslie a warning about the puppy. What isthe simile? What does it really mean? Why is it humorous?

7. An idiom describes the way May Belle felt when Jess “gave her a knowing wink over JoyceAnn’s head” (page 63). Write the idiom and tell what it really meant.

8. On page 64, Jess’ mother remarks that Ellie is the only child who cares whether hermother lives or dies. A simile describes Ellie’s response to this doting remark. Draw apicture of the image that comes to your mind when you read this simile.

Reproducible

Literary Techniques

metaphor idiom simile hyperbole foreshadowing


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3. Why does Jess find the magic“reluctant” to come when he is aloneat Terabithia?

4. Why does Jess fail to see Leslie’spleasure in gaining an “understand-ing” of her parents? Can Jess “under-stand” his parents? Why or why not?

5. Compare the Golden Room withTerabithia. What makes these placessimilar?

6. “How could he trust everything thatmattered to him to a sassy six–year–old?” (page 77) What is the“everything” that matters to Jess?

9. On page 68, Jess compares hisfeelings toward Leslie’s father to acanker sore. In your own words, whyis this metaphor true? What makesthe comparison work? Why does theline, “Chomp. Right down on the oldsore,” give a nice completion to themetaphor?

10. What would have changed if the“Golden Room” had been blue as Jessand Leslie wanted it to be? How couldthe Golden Room be a symbol in thisstory?

Literary Techniques

1. On page 68, Jess says one thing toLeslie when he actually wants to saysomething else. What does he reallywant to say to her?

2. What is the “Leslie Burke special”?

7. How do you feel about Leslie and Jesshelping Janice Avery? Explain youranswer.

8. Why do you think Leslie finally agreesto go in and talk to Janice?

Reproducible

hyperbole personification simile

1. If the hyperbole on page 67 were written without exaggeration, what would it be?

2. Draw a picture that shows the personification used on the bottom of page 67.

3. Quiz a partner on the similes listed on page 15. Decide who will be Partner A and who willbe Partner B. Partner A reads the first “clue to a simile” to Partner B. Partner B finds thesimile in the book, reads it aloud, and tells what it means. Partner A checks the “Evalua-tion” column to see if Partner B is correct. Switch roles and continue doing this until allsimiles have been found and the bonus questions have been answered.


LIST A: Clues to a Simile LIST A: EvaluationSimile: “It was like all the lights comingback on after an electrical storm.”Meaning: He suddenly understood ananswer he’d been looking for for a long time.

Simile: “…coming upon the rusty bricks likeprospectors upon the mother lode.”Meaning: They were eager to remove theboard and find the ancient fireplace intact.

Simile: “It would be like putting a veil onthe Mona Lisa.”Meaning: It would cover the beauty of theroom.

Simile: “They hunched down and crepttoward the stronghold like police detectiveson TV.”Meaning: They crept secretly and quietlytoward the “castle.”

page 68—Jess wonders who really is thestupid one.

page 69—Jess, Leslie, and Bill aredestroying the fireplace.

page 70—Judy gives her reasons for notputting a rug in the Golden Room.

page 71—Jess and Leslie approachTerabithia.

PARTNER A

Reproducible

LIST B: Clues to a Simile LIST B: Evaluation

Simile: “…flattened straight out like thecoyote on Road Runner.”Meaning: Leslie might be bruised andbeaten.

Simile: “She even asked me for advice as if Iwas Dear Abby.”Meaning: She asked me to help her.

Simile: “She blinked in the dim light like astartled chicken.”Meaning: May Belle was frightened by Jess’response.

Simile: “…his life was delicate as adandelion.”Meaning: He felt the good things in his lifewere so fragile that the slightest problemwould make them disappear.

page 74—Jess worries about how Leslie willlook after she confronts Janice.

page 76—Leslie tells Jess of Janice’sresponse to what Leslie says in thebathroom.

page 77—May Belle responds to Jess’ harshstatement about her following him toTerabithia.

page 77—Jess describes his life.

PARTNER B


CROSS WORDS TO TERABITHIAVOCABULARY: CHAPTERS 5–7

Use these words from Chapters 5–7 to complete the crossword puzzle. You may refer to the novelor a dictionary for help defining the terms. (Use with page 17.)

revenge (49) stronghold (50) moony (52) plunged (55) stomped (55)obsessed (57) speculation (57) surplus (57) foundling (58) pitch (58)grieve (58) desperate (58) moping (59) egged (62) lolling (62)vain (63) inclined (65) reluctant (65) exiled (67) dregs (67)garish (69) anxiety (70) tidings (70) foe (71) guardian (71)realm (71) prey (71) obliged (72) vile (75) betray (75)

ReproducibleName


ACROSS2. Jess dreamed of floating down a

river in a wicker basket water-proofed with _______ and havingsome loving people rescue him.

4. Jess felt that Mr. Burke was _____to be absentminded.

5. Jess felt the wallpaper they peeledfrom the walls of Leslie’s living roomwas very gaudy or _____.

7. The castle _____ in Terabithia isreally a shack made of strongboards.

11. There was much _____ about howthe party would actually turn out.

13. The last _____ of winter made every-thing seem dismal and unhappy.

15. The children _____ through the mudpuddle, splashing mud all over theirclothes.

17. Since it was 90∞ outside, the childrenquickly _____ into the cool poolwater.

20. Jess knew that Leslie would never_____ their secret to anyone else.

21. Jess’ sisters were _____ withplanning for Christmas.

24. Because she was such a _____person, you could always find her infront of a mirror.

26. Jess dreamed he was a _____,discovered by people who werethrilled to become his parents.

27. Instead of trying to stop the fight,the children _____ it on by yellingand pushing.

28. The unfortunate rabbit was _____ tothe hungry fox.

DOWN1. As they approached Terabithia, Jess

felt the _____ swell up inside him asLeslie described the terrible foesawaiting them on the other side ofthe creek.

3. Jess and Leslie had not had _____from Terabithia for a month sincethey were helping create the GoldenRoom.

6. Leslie was very _____ to go into thebathroom to talk with Janice Avery.

8. Terabithia was Jess’ and Leslie’ssecret _____ , or kingdom.

9. Prince Terrien’s tongue was usually_____ out as he pranced around.

10. Jess was worried about what _____Janice Avery was planning on him.

12. Jess and Leslie fought the imaginaryfoes and then _____ them fromTerabithia forever.

13. Because he really needed to feelproud of his gift to Leslie, Jess was_____ to find just the right thing.

14. Sometimes Janice Avery was heardto use _____ language.

16. Leslie used her best _____ voicewhen she dictated the letter toJanice Avery from Willard Hughes.

18. Prince Terrien was supposed towatch over Terabithia as the official_____.

19. Even though Jess didn’t like JaniceAvery, he felt _____ to help her whenhe found out she was crying.

22. The store has a _____ of apples thisyear so they are putting them onsale.

23. She needed some time to _____ overthe loss of her beloved feline friend,Snickers.

25. Joyce Ann had been _____ aroundbecause she thought Santa Clauscouldn’t visit a house without achimney.

26. Jess and Leslie’s one real _____ wasJanice Avery.

CLUES

Reproducible


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1. What clues did Jess have that proved tohim that Leslie was trying to behavedecently around his family as they wentto church together?

2. How does Leslie feel about the churchservice? How does she feel about God?

6. How do you feel about Jess’ mother andsisters making such a big deal aboutlooking good when they go to church?Explain.

7. Why do you think Jess’ dad acted theway he did when he saw Jess and Leslietogether in the barn?


8. Pretend you are Leslie. You can’t wait totell your parents all about Jess’ familyand your visit to church. What would youtell your parents about the church ser-vice? What would you tell them aboutJess’ family? You may write your answerin a short paragraph or conversationformat.

3. What does the line, “The wind carriedtheir voices away from them,” (page 83)mean?

4. Jess compares and contrasts Leslie withBrenda and Ellie throughout this chap-ter. How is Leslie similar to his sisters?How are they different?

5. What’s different about the way Jess andLeslie view God and religion?

Reproducible

1. Read the sentence on page 78 which begins “For the first time in many years. . .” There areno similes in this sentence but it might be an interesting place to include a simile. Rewritethis sentence using a simile that you feel is appropriate.

2. What simile is used on page 79 to describe Brenda and Ellie? Do you think this is an appro-priate simile for the girls? Why or why not?

3. What is the idiom on page 79 which tells Brenda’s reaction to her father’s comments aboutbeing quiet? What does this idiom really mean?

4. On page 80, Jess uses a hyperbole to describe his sisters to Leslie. Write the hyperbole andtell what it really means.

5. Draw a picture which illustrates the idiom used by Jess’ mother on page 82.

6. Describe how Brenda and Ellie look in their fine Easter clothes. Base your description onthe simile found on pages 82–83.

7. Imagery is the author’s vivid description that creates an image, or picture, in your mind.Find one scene in this chapter where the imagery is most vivid for you, and draw thepicture that comes to your mind. Do not include any words or phrases with your drawing.Trade pictures with a partner and guess which scene the other person has drawn. Whenyou have both guessed correctly, find another partner to trade with and continue thisprocess until you’ve traded with at least five people.

Literary Techniques

simile idiom hyperbole imagery


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1. What does Judy mean when she says sheis “stuck”? How does Leslie know whenJudy becomes “unstuck”?

2. Why is Jess so afraid to go to Terabithia?

5. Tell about a time when you felt fearsimilar to the fear Jess feels aboutcrossing the creek into Terabithia. Whywere you afraid? How did you overcomeyour fear?

6. Do you think Jess should tell Leslie hecan’t go to Terabithia while it’s raining?Why or why not?


7. Leslie manages to sound very “queenly”when she and Jess are at Terabithia.On the other hand, Jess, however hardhe tries, sounds like a common boy whouses too much slang. Look over thedialogue Jess uses on pages 90–91while in Terabithia. Rewrite the state-ments Jess makes in a more “kingly”tone.

3. Why is Leslie’s voice “respectful” whenshe comments on the rushing water inthe creek? (page 88)

4. What is meant by the line on page 93:“. . . that beautiful, graceful run of hersthat neither mud nor water could de-feat”?

1. The author begins this chapter with personification. Rewrite the first two sentenceswithout personification. Be careful not to change the meaning of the sentences.

2. What onomatopoeia is used to describe Judy’s typewriter on page 87?

3. The sentence on page 88 which compares the creek with the TV show, The TenCommandments, uses both metaphor and personification. Copy the metaphor and label it“M,” then copy the personification and label it “P.”

4. Humor is used on page 90. Write the statement intended to make you laugh. Did the authorsucceed in amusing you? Why or why not? Why did the author put this humorous statementin the story?

5. What is being compared in the metaphor on page 93? Does this metaphor succeed inmaking the image clearer for you? Why or why not?

Reproducible

Literary Techniques

Vocabulary: Chapters 8–9Use these words with page 20.wheedling (79) complacent (79) spectacle (80) cease (81)solemnly (81) toned (82) clambered (83) flounce (83)expression (83) unison (83) sanctuary (84) vile (84)raveled (85) earnest (86) conspiring (86) mournfully (86)emerging (88) sodden (89) momentarily (89) sporadically (90)vanquished (90) inquire (90) perceive (90) filtered (91)canopy (91) beseech (91) discern (91)

personification onomatopoeia metaphor humor


WORDS OF KIDS, KINGS, AND QUEENSVocabulary: Chapters 8–9

A: The following sentences are parapharased from sentences in Chapter 8.Look through the novel, and replace the italicized phrases below withvocabulary words.

B: Follow the pattern in Exercise A. Locate sentences in the novel that use the vocabularyfrom Chapter 9. Rewrite those sentences, replacing vocabulary words with their defini-tions. You may need to rephrase definitions or sentences to make them read correctly.

1. The four of them climbed down awkwardly over the tail gate of the pick–up truck.

2. The congregation had gathered in the room in which general worship services areheld to listen to the pastor’s sermon.

3. Ellie would often flatter and coax Mama until she got what she wanted.

4. Ellie and Brenda would move with exaggerated jerky motions down the aisle ofthe church hoping that every facial aspect was indicative of a feeling of every eyewas a jealous one.

5. Leslie closed her eyes and earnestly or seriously opened her mouth to receive thewarm milk Jess was squirting from the cow’s udder.

6. Leslie had softened her appearance down considerably for the church service.

7. “It’s disgusting how those girls make such a dramatic public display of them-selves in church,” Jess told Leslie.

8. Jess felt that God made Jesus die because we are all morally despicable sinners.

9. Jess could stand and sit in exactly the same time and way with the congregationbut keep his mind numb and floating at the same time.

10. Growing uncomfortable with the conversation he and Leslie were having, Jessbegan to play with the loosely threaded edge of the gunnysack.

11. When Leslie told Jess that she actually owned some dresses, Jess thought,“Would wonders never be brought to an end ?”

12. Jess was happy to escape to the shed and the pleasant and easy company of MissBessie for a while.

ReproducibleName


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6. What do you think Miss Edmunds meanswhen she says, “Great. My life has beenworthwhile after all”?

7. How did you feel as you read the last lineof this chapter? Explain your feelings.

8. Jess “felt a frightening kinship” withthe Native American display at themuseum. How are Jess and his lifesimilar to the display?

9. Using only the information in Chapter10, write a poem about Jess’ “PerfectDay” (include something about Leslie’sdeath).

1. On page 100, the author says that Jessis “drunk.” Did Jess drink too muchalcohol? What does the author meanwhen she uses this term?

2. How does Jess imagine his relationshipwith Miss Edmunds to be? Is it howtheir relationship actually is? Why orwhy not?

3. Contrast Jess’ fear of crossing the creekinto Terabithia with Miss Bessie’s fearof P.T. (Refer to page 95.)

4. Why does Miss Edmunds ask Jess to gowith her to Washington?

5. Why does Jess try to think of a way toprotest Miss Edmunds’ buying his lunch

1. What ironic statement does Jess make on page 95? How does May Belle interpret hisremark? Write about an ironic statement or happening in your life.

2. Draw a picture of the simile used to describe May Belle on page 95.

3. Which literary technique is used on page 96 when Jess thinks, “I’ll just grab that old terrorby the shoulders and shake the daylights out of it”? What does this statement mean?

4. The author uses humor when describing Jess’ daydreams of becoming braver. Summarizethe humorous part of this passage. Why is it funny?

5. An analogy is used on page 99 when Jess compares entering the gallery with steppinginside the pine grove. Why is this an analogy and not a simile?

6. Two examples of personification can be found on page 101. Both tell something about thesun shining. Copy the two sentences, then rewrite them without personification.

7. Leslie’s death was foreshadowed in Chapter 8. Find the foreshadowing and copy the state-ment. Did you catch the foreshadowing when you read Chapter 8 the first time? Why doyou think the author gave so subtle a clue?

8. Why is the title of this chapter ironic?


Reproducible

simile personification foreshadowing humor irony

sarcasm—a cutting and generally ironic statement, often intended to hurt someone

analogy—resemblance between two things which have nothing or little else in common

Literary Techniques


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6. Do you think Jess’ reactions to Leslie’sdeath are realistic in this chapter? Whyor why not?

7. Describe a time when someone orsomething close to you died. How didyou feel? How were your feelingssimilar to the way Jess feels?


8. What things in this chapter would bedifferent if the title were “YES!”?

9. If you could talk to Jess and try tocomfort him over Leslie’s death, whatwould you say to him?

1. Why does Jess feel he has to keep run-ning?

2. What does Jess’ father mean when hesays, “We don’t even know where she’slaid out at”?

3. What new meaning, or comparison, doesthe Native American buffalo displayfrom the museum take on in this chap-ter (page 107)?

4. Why does May Belle have a look ofterror in her eyes (page 104)?

5. What is different about the way Jess’parents treat him after Leslie dies?

Reproducible

Use the dictionary and/or the novel to define these words. Then re–read the list and thinkabout the meanings you have found for each of the words. Write words that are related in someway in a box on page 23. Label each box to show what the words have in common. You may usewords as often as you like, and you may use the root word or add suffixes or prefixes if it helpsa word fit better into a category.

When you have completed your categories, compare them with a neighbor’s. Combine one ofyour categories with one of your partner’s to make a larger category. Rename the category, ifnecessary.

scrawny (95) drooped (95) flank (95) idly (95)jitter (95) immediate (95) anxiety (95) stroked (96)shuddered (96) transplant (96) appreciated (96) imitating (96)miserable (96) absorbed (98) occur (98) intently (98)gripping (98) rhythm (98) clasped (99) gallery (99)landmarks (99) vaulted (99) obviously (99) sacred (99)jealous (100) liberated (100) disguised (100) butcher (100)version (100) kinship (100) fascinating (100) brilliant (100)glare (101) glisten (101) behold (101) vowed (101)awkwardly (102) squinted (102) pouting (102) downcast (103)relentlessly (103) lopsided (106) attendance (106) dredging (107)accusation (108) doused (108) brood sow (109) respects (109)fitting (109) gasped (109)


Cleaning up the Mess


CLEANING UP THE MESS

anxietymiserableintentjealouspoutingdowncast

FEELINGS

ReproducibleName


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6. Do you think the changes in Jess’ andhis father’s relationship will continueindefinitely or do you think that after afew months, it will go back to the way itwas? Explain.

7. What emotions did you experience asyou read this chapter? Why did youhave those feelings?


8. Pretend you are Jess. What would youdo to make up for hitting your sister,May Belle? (An apology is not enough.)

9. If you were Leslie and you could saysomething to comfort Jess after you haddied, what would you say?

3. Why is the title of this chapter,“Stranded,” appropriate? (See page 114for a clue.)

4. Why can’t Jess cry when he is at Leslie’shouse?

5. How does Jess and his father’s relation-ship change after Leslie dies?

1. Describe the scene in the golden roomwhen Jess and his parents arrive to paytheir respects to Leslie’s family.

2. How does Jess feel about the wayLeslie’s family members deal with herdeath?

CHAPTER 13

Reproducible

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7. How do you feel about Jess’ choice forthe new queen of Terabithia? Whowould you have chosen? Why?

8. What kind of queen do you think MayBelle will be?

9. What would you do if Jess asked you tobe the new ruler of Terabithia?

1. What thoughts does Jess have aboutLeslie’s death that make him feelguilty? (See pages 123–124 for clues.)

2. How does Jess change, thanks toLeslie’s friendship? What clues aregiven to tell you that he will continue togrow and change for the better?

3. Why does the cardinal serve as a sign toJess that his funeral wreath is a worthyoffering for Leslie’s death?

4. Jess says, “It’s like the smarter you are,the more things can scare you.” Whywould this be true? (page 123)

5. Why would the author choose to namethis novel based on one event at thevery end of the story?

6. Why does Jess choose May Belle to bethe new queen?

10. Imagine that you are Jess and themagic you were searching for inTerabithia suddenly becomes real whenyou visit the place after Leslie’s death.The magic allows you to see and talkwith Leslie one more time. Write theconversation you would have with her.

11. Katherine Paterson said she tried towrite this story without having Lesliedie, but she couldn’t make it work thatway. How might the story change ifLeslie did not die? What would happento Jess and Leslie’s relationship? Whatwould happen to Terabithia? Whatwould become of May Belle?


snatched (111) imitating (113) cremate (114) frayed (115)stroked (116) comforting (116) peculiar (116) objection (117)piteously (119) evidence (119) possessed (119) flared (119)constrict (119) leisurely (120) worthy (120) procession (120)commend (120) chaos (120) paramedics (121) regarded (124)profit (124) despising (124) traitorous (124) allegiance (124)mob (126) fragile (126) predators (126) pleading (127)emphasis (127) planks (128) gully (128) mourning


BUILDING THE BRIDGE

ReproducibleName


Across3. Jess found his father’s words ___ and

helpful in dealing with the tragedy.4. Driving with the ambulance, the ___

rushed to help the accident victims.9. The bird flew ___ away, without a care in

the world.11. devotion or loyalty to your country or

group12. Jess thought he might be ___ with

respect by his classmates for a few days.14. The end of the rope swing into

Terabithia was ___ and loose.16. Jess had trouble ___ over Leslie’s death

at first.18. Jess’ father ___ his hair with his fingers

as Jess cried over Leslie’s death.22. Jess felt ___ for thinking that he would

be the fastest runner in school now thatLeslie was dead.

26. Jess could feel his throat ___ as he gotangrier and angrier about Leslie’s death.

28. Jess was upset that the Burkes haddecided to ___ Leslie’s body instead ofburying her in a coffin.

29. “Father, into Thy hands I ___ her spirit.”31. Leslie’s classmates were always ___ her

and looking down on her.

CLUES FOR BUILDING THE BRIDGE

Down1. P.T. was crying ___ on the opposite side

of the creek because he wanted to joinJess.

2. May Belle shook her head in solemn ___to prove her point.

4. Jess’ anger had ___ him, taking over hisevery thought and move.

5. The creek looked more like a nearly dry___.

6. May Belle was ___ with Jess to help heroff the branch.

7. It seemed strange and ___ that Jesswould worry about whether Leslie was inheaven or not.

8. Jess and P.T. walked in a formal ___through the sacred grove to honor Leslie.

10. Surprisingly, Jess’ mother made no ___to having P.T. in the house for a fewdays.

13. Jess was ashamed of himself for tryingto ___, or gain, from Leslie’s death.

15. In Terabithia there was no ___, or proof,that Leslie had died.

17. Jess and Leslie enjoyed making fun ofand ___, or acting like, Miss Meyers.

19. The bridge across the creek was puttogether with several wooden ___.

20. Jess’ anger ___ up again as he enteredTerabithia.

21. animals that prey on other, smalleranimals for food

23. P.T. ___ himself loose when he saw Jessat the door.

24. Jess was happy that his funeral wreathhad been a ___ offering.

25. Jess learned to view the world as a huge,terrible, beautiful, and very ___ place.

27. Jess was in a state of utter confusion, or___, after Leslie died.

30. Jess had a whole ___ of foolish fearsrunning inside his head.

Reproducible


HookTo grieve is to feel deep sorrow or distress, to mourn or lament. Think about a time when yougrieved for something or someone. Share with a friend.

The Stages of Grieving1. Discuss what it means to grieve.

People grieve because they are hurting and feeling pain at losing someone or somethingthat was very important to them. What might cause a person to grieve? (death, end ofrelationship, loss of prized possession)

2. On a chart, list the stages of grieving. Discuss and briefly define each stage. Students maywant to refer to this chart as they finish the novel.

1) DENIAL—Disbelief. No! This couldn’t happen! They’ll be back.

2) ANGER—toward person who died; reactions; yelling; anger toward others still living.

3) COMING TO TERMS WITH FEELINGS—get over anger; calm down; begin torealize that this has really happened.

4) DEPRESSION/SADNESS—emotions of grief, sadness, depression.

5) ACCEPTANCE/GETTING ON WITH LIFE—accepts loss and realizes it cannot beundone; begins healing process; begins to recover and get on with life; seeks out newrelationships, not replacing relationship.

3. Distribute page 28, “Jess Grieves for Leslie.” Students should review chapters 11–13 forexamples of Jess experiencing the stages of grieving. They should record two or threeexamples which show Jess’ reactions/actions during each stage.

4. In small groups or as a class, discuss the examples students selected. Evaluate theexamples and make corrections, if necessary.

Directions for Essay1. Page 28, “Jess Grieves for Leslie,” can be used as an outline for the essay.

2. Provide topic sentences for students to use.After Jess’ best friend, Leslie, dies in the novel Bridge to Terabithia, Jess experiences

several stages of grieving.

3. Students write an essay discussing each stage of grieving followed by examples andsupporting details from the novel. Encourage students to include transition words (i.e.,first, then, next, finally) to make the essay flow more easily.

THE STAGES OF GRIEVINGCHAPTERS 10–13

Objective: Students will map, or web, information about the stages of grieving. Then,students will compose an essay that relates the stages of grieving to Jess’ grieving inBridge to Terabithia.


Jess grievesover the

death of hisbest friend,

Leslie.

JESS GRIEVES FOR LESLIE

ReproducibleName

1) Denial 2) Anger

5) Acceptance/Gettingon with life

3) Coming to termswith feeling

4) Depression/Sadness


LITERARY TECHNIQUES

Write a definition or give an example for each of the following terms.

16. onomatopoeia

17. foreshadowing

18. irony

19. humor

20. intuition

Decide what literary technique is used in each sentence below. Next to each statement, write the correctletter: S—Simile, M—Metaphor, I—Idiom, P—Personification, F—Foreshadowing, H—Hyperbole.

1. Once he began running, he would be hot as popping grease.

2. The place was so rattly that it screeched whenever you put your foot down, but Jess hadfound that if you tiptoed, it gave only a low moan.

3. May Belle would pop her buttons.

4. His hot skin crawled under the cold drops.

5. He thought later how peculiar it was that here was probably the biggest thing in his life,and he had shrugged it off as nothing.

6. Jess, you’re the proverbial diamond in the rough.

7. It was as though he had swallowed grasshoppers.

8. Mrs. Myers’ face had lost its lemon–pie smile.

9. And here he was letting some girl who wasn’t even ten yet scare the liver out of him.

10. His heart was knocking at his Adam’s apple.

11. He’d have to fight the female gorilla now.

12. There was a crack in the old hippo hide.

13. Turner was death on boys and girls caught sneaking around the halls together.

14. He wondered if Leslie would even give him the time of day.

15. Before he got to the creek bed, the puppy had licked his face raw.

ReproducibleName


PANEL DISCUSSION

Objective: In a panel discussion, students will ask and answer questions aboutcharacters from the novel.

Directions1. In class discussion, list the main characters from the novel. Include words and phrases to

remind students who each character is. Your list should include the following names:

Jess Aarons Janice Avery Mrs. MeyersLeslie Burke Judy Burke Prince TerrienMrs. Aarons Bill Burke Mr. AaronsMay Belle Miss Edmunds Miss Bessie

2. Assign one student to act the part of each character. The “characters” will be members ofthe panel. Not all students will have character assignments.

3. Give each student who has a character assignment time to research his or her character.Each student will need to look through the novel, looking for any event or discussion thatincludes his or her character. Students should pay close attention to characters’ feelings,personality, personal facts, and habits. Students will need as much information about theircharacter as possible in order to answer the audience’s questions.

4. Give students who are not assigned a character time to write quality, probing questions toask the panel. Questions should involve facts, feelings, and events from the novel. Theyshould NOT be “Yes” or “No” questions. You may need to provide model questions for thestudents. Several questions are included for reference:

To Jess: How did you feel when Leslie beat you at the races on the first day of school?To Leslie: Why did you go to Terabithia by yourself the day you fell in the creek?To Miss Edmunds: How do you really feel about Jess? Why?To Prince Terrien: If you could choose, would you live with Leslie’s parents or Jess? Why?

5. On the day of the panel discussion, characters should sit together at the front of the room.Questions should be posed one at a time to the characters. If a character has trouble an-swering a question, the question should go to the panel for discussion. The panel shouldattempt to support their answers with information from the novel.

Alternative Directions1. Assign two students to the role of the each character. The students can then either answer

questions together as a team or the panel discussion can be held in two sessions. Panel Onewould answer questions the first day; Panel Two (same character assignments, differentstudents) would answer questions the second day. This gives everyone a chance to become a“character” as well as ask questions.

2. If time and management allows, let panel members ask one another questions.

NOTE: On the final days of the unit, hold Panel Discussions. Students may want to wearcostumes to make the discussion more festive. Also allow students to share their final activities(page 31) and to celebrate their efforts. This provides closure and will help to motivate studentsfor future units.


SHOW WHAT YOU KNOW!Objective: Students will apply their knowledge of Bridge to Terabithia to various finalactivities designed to fit all learning styles. Students will share their final activities andcelebrate the completion of the unit.

Allow students to select and complete one final activity from each learning style. Students willneed two or three days to complete the activities. You may want to use these activities as afinal exam grade.

In the final days of the unit, allow students to share their activities, hold Panel Discussions(page 30), and celebrate the end of the unit. You may want to take a trip to a “sacred” woodedplace or to an art museum, give students extra drawing time, hold foot races, or anything elsethat is fun and relates to the novel.

Jess has some difficult relationships with hissisters and parents. Choose one person inyour life (not necessarily in your family) withwhom you have a similar relationship asthose Jess shares with his family members.Tell how your relationship is similar to oneof Jess’ relationships.

As we read a novel, we experience manyemotions. Write about some of the feelingsyou had while reading Bridge to Terabithia.Include a summary of the events from thestory that you responded to emotionally.

Compare and contrast the relationship Jesshas with Miss Edmunds and the relation-ship he shared with Leslie. How are the tworelationships similar? different? Use infor-mation from the story to support yourstatements when possible.

Janice Avery plays a semi–important part inthis story. Why do you think the authorchose to include her in the plot? Whatimpact does Janice have on Jess and Leslie’srelationship?

Terabithia is a special secret place for Jessand Leslie. No one is supposed to knowwhere it is or how to get there except forthem. Create a maze that begins at Jess’house and ends at Terabithia. Make yourmaze as complex as you can.

Jess and Leslie visit Terabithia severaltimes together throughout the story. Each ofthem also visits the kingdom by themselvesat least once. Illustrate one scene where Jessand Leslie are together in Terabithia. Drawtwo more pictures that represent times wheneach visits Terabithia alone.

Make a list of all characters in this story.With each person’s or animal’s name, in-clude one simile and one descriptive phrasetelling something important about thatcharacter.

Write a paragraph about May Belle thattells about her relationship with Jess.Include sentences that tell how she feelsabout Jess, some things she would do forJess, how she supports him after Leslie’sdeath, and how their relationship changesby the end of the story.

Show What You Know!Select and complete one activity

from each learning style.

Reproducible

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Congratulations!This certificate is to recognize

the outstanding efforts and achievements made by

during our unit on the novelBridge to Terabithia by Katherine Paterson.

Teacher Date

Congratulations!

did an excellent job contributing toclass discussion and completing all activities

during our unit on the novelBridge to Terabithia by Katherine Paterson.

Teacher Date

Rationale and Book SelectionsChildrens’ literature is a valuable classroom resource often lost to the exhaustive gamut oftextbooks. For years, teachers have taught children to read through basal short storiesand workbook pages. As education advances with society, teachers have found readinginstruction can take on new forms—forms which thrill the children as well as the teacher.Children can become enthralled with the adventures and fantasies found in the world offictional literature. They are informed, interested, and more likely to remember what theyread about in childrens’ nonfiction works. These books all offer a view of the world througha child’s eyes. Therefore, it only makes sense that reading instruction should move beyondstandard basals into childrens’ literature.

Six novels were selected for this literature set. Each novel received the distinguishedNewberry Award as well as other book honors. The books are grade–level sequenced, andthey advance in reading skills. Appropriate grade levels for each novel are suggestedbelow.

Novel Author Grade LevelCharlotte’s Web E. B. White 3–4Sarah, Plain and Tall Patricia MacLachlan 3–5Bridge to Terabithia Katherine Paterson 4–6Number the Stars Lois Lowry 4–6Maniac Magee Jerry Spinelli 4–7The Phantom Tollbooth Norton Juster 5–7

The Thoughtful Education ApproachEach literature unit has been designed around the principles of Thoughtful Education(T.E.) Learning Styles and Strategies (Hanson, Silver, and Strong)*. These studies showthat children learn in four distinct ways. Where some children excel, others are weak. Thefocus of T.E. is to teach using all learning styles. This will motivate and enable all childrenin your classroom to succeed and grow by learning.

You do not need to be familiar with the studies on T.E. in order to use these units. Anyeducator can follow the directions and guidelines included in these books. The fourlearning styles are introduced on pages I–VIII. The section is designed to inform you, theteacher, and your students about learning styles. Review this section if you have notexperienced a T.E. workshop. Then instruct your students as this will enable them tobetter understand the “whys” and “hows” of the entire unit.

* Hanson, Silver, and Strong. A Workshop Handbook on Student Styles and Strategies.

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