Reading 4, 3rd ed. Lesson Plan Overview - BJU Press



Reading 4 Lesson Plan OverviewUnit 1: DreamsLesson Title and NumberTeacher’s Edition pagesStudent Text pagesWorktext pagesLesson Objectives and Biblical WorldviewWelcome to Reading 4 (1)2–3All1–2Identify and locate key features of this bookRelate the title of this book to its contentsDefine the term genreLocate a variety of genres in the Contents pageDemonstrate current reading skills“Dreams” (2)Poetryby Langston Hughes4–52–33–4Identify the key elements of this poemExplain how repetition and rhyme make the poem more memorableIdentify the comparison a metaphor makesEvaluate the theme based on Proverbs 13:12, 19Propose a dream that could be used for God’s glory in the home, classroom, school, or communityFire on the Mountain (3–4)Folktalean Ethiopian folktale by Jane Kurtz6–124–95–6Identify the key elements of a folktaleIdentify the parts of a story’s structureIdentify the main characters and the settingUse text and picture clues to comprehend words in an unfamiliar languagePredict the significance of the title13–1910–157–8Verify the accuracy of the title predictionAnalyze the main characters’ motivations and actionsSummarize the plotComplete the Story Structure graphic organizerExplain why the rich man’s actions were unjustLook Again: Fire on the Mountain (5)20–214–159–10Infer the theme of the storyEvaluate the theme based on biblical teaching about justiceIdentify the theme of a hymn textReader’s Theater: William Shakespeare, Playwright (6)by Beki Gorhamadapted as reader’s theater22–2716–2111–12Identify the key elements of reader’s theaterIdentify experiences that may influence a person’s futureList ways that Shakespeare’s writing has influenced cultureAssess the importance of one person’s influence on cultureLook Again: William Shakespeare, Playwright (7)28–2916–21Perform reader’s theater as a class and in small groupsCreate a recording (audio or video) of the reader’s theaterEvaluate fluency and expression in oral reading using a rubricBook Report: Become the Character, Part 1 (8)Comprehension Assessment 130–31Enjoy recreational readingChoose a book on the student’s independent reading levelCreate a simple book reportDemonstrate mastery of reading skills“A Tale of Chanticleer” (9)Fabletaken from The Canterbury Tales by Geoffrey Chaucer, retold by Eileen M. Berry32–4122–3113–14Identify the key elements of a fableIdentify foreshadowing as a part of an author’s craftIdentify and evaluate pride as a character traitInfer the moralExplain why pride brings harm to the proud“Nebuchadnezzar’s Dream” (10)Bible accounttaken from Daniel 442–5132–4115–16Identify Nebuchadnezzar’s sinIdentify consequences of Nebuchadnezzar’s sinAnalyze how Nebuchadnezzar changes in response to God’s judgmentInfer the themeSequence the events of a Bible accountLook Again: Chanticleer & Nebuchadnezzar (11)52–5322–4117–18Identify a fable as fiction and a Bible account as nonfictionCompare the moral of the fable to the theme of the Bible accountContrast God’s response to pride with His response to humilityGifted Hands: The Ben Carson Story (12–15)Biographyan excerpt from the book by Gregg Lewis and Deborah Shaw Lewis54–6042–4719–20Identify the key elements of a biographyInterpret motives and responsesIdentify problem-solving methodsEvaluate problem-solving methods61–6948–5421–22List the requirements of Sonya’s planJudge the effectiveness of the planAnalyze the change in Ben’s attitude based on the effectiveness of the plan70–7755–6023–24Identify the effects Ben’s anger had on his relationshipsEvaluate Ben’s method for resolving his anger problemRelate Ben’s method of problem solving to his mother’s method78–8561–6725–26Identify and complete an acrosticSequence events in the biographyEvaluate Ben’s philosophy for success using his acrosticEvaluate Ben’s philosophy for success based on biblical truthApply problem-solving methods to everyday situationsLook Again: Gifted Hands (16)86–8742–6727–28Identify two different worldviews regarding angerInterpret verses on “anger” and “angry” in the book of ProverbsExplain how several different verses address the sin of anger“How Does the Human Brain Compare to a Computer?” (17–18)Informational texttaken from an online article by Answers in Genesis88–9068–6929–30Identify the key elements of informational textIdentify the main idea of the articleFind supporting details for the main ideaRelate Ben Carson’s biography to the informational text91–9370–7131–32Follow directions to complete the scientific procedure that demonstrates the brain’s flexibilityInterpret results of the scientific procedureDefend God’s purpose and design in creationHaiku (19)Poetrytranslation by Peter Beilenson and Harry Behn94–9572–7333–34Recognize haiku as Japanese poetryIdentify elements of haiku: three lines, syllabic pattern 5-7-5, talk about natureCompare three haiku poemsDescribe how a poem’s imagery can enhance enjoyment of God’s creationCreate a haiku“The Man Who Bought a Dream” (20)Folktalea Japanese folktale, retold by Stephanie R. Suhr96–10674–8435–36Recall the key elements of a folktaleInfer the themeEvaluate the theme based on God’s perspective on how wealth is gained and valuedLook Again: “The Man Who Bought a Dream” (21)10774–8437–38Create a continuation of the folktaleOrally share the new ending with othersEvaluate the continuation from a biblical worldviewSSR Journal: Setting (22)Comprehension Assessment 2108–9Enjoy and respond to recreational readingChoose a book on the student’s independent reading levelRespond to reading by providing information about the settingDemonstrate mastery of reading skillsUnit 2: FriendshipsLesson Title and NumberTeacher’s Edition pagesStudent Text pagesWorktext pagesLesson Objectives and Biblical Worldview“Fog” (23)Poetryby Carl Sandburg“The Crickets”Poetryby Charlotte Zolotow110–1186–8739–40Identify elements of a free verse poemInfer the mood of a poemIdentify simile or metaphor within a poemAnalyze how a simile or metaphor makes a poem more visualComplete a simile and a metaphorThe Cricket in Times Square (24–25)Fantasyby George Selden112–2188–9641–42Identify elements of fantasyList details from the text about a characterInfer character traits based on text clues122–2997–10343–44Recall elements of fantasyContrast traits of three charactersEvaluate the strengths or weaknesses of a particular character traitDevise a plan for showing friendship to a person in needLook Again: The Cricket in Times Square (26)130–3188–10345–46Choose an animal to write aboutOrganize ideas using a word webCompose a paragraph about the animal that includes something that could not happen in real lifeLimericks (27)Poetryby Edward Lear and anonymous132–33104–547–48Identify the rhyme scheme of limericksIdentify the author’s use of humor to support the purpose (to entertain) in a limerickCompose/complete a limerick that demonstrates a proper use of humor for the purpose of entertaining“The Ant and the Grasshopper” (28)Fableretold by Eileen M. Berry134–35106–749–50Recall key elements of a fableContrast traits of two charactersDistinguish between wise and foolish counsel using biblical principlesApply the moral of preparing for the future to real-life situations“The Town Mouse and the Country Mouse” (29)Fableretold by Kelly A. Payne136–37108–951–52Recall key elements of a fableCompare and contrast values of two charactersEvaluate the teaching of a moral by comparing it to biblical truthApply the moral of contentment to real-life situations“Parable of the Prodigal Son” (30)Bible accountLuke 15:11–32138–41110–1353–54Identify the purpose of a parableContrast a parable with a fableInfer the spiritual lesson of a parableAnalyze a Bible passage to identify how it supports the spiritual lesson of the parableLook Again: Fables and Parables (31)142–43106–1355–56Compare and contrast a fable with a parableConclude that all truth (wisdom) comes from God“Two Brothers” (32)Folktalea Middle Eastern folktale, retold by Elaine L. Lindy144–49114–1957–58Recall that folktales may reflect cultural values and beliefsIdentify irony as part of an author’s craftAnalyze how irony makes a story more interestingEvaluate the theme in light of the biblical principles of love and humilityApply the principle of putting others before self to real-life situations“Corrie ten Boom” (33–34)Informational textby Michele Layson150–57120–2659–60Identify informational text features (section titles, captions, sidebars)Analyze the purposes of informational text features in the articleEvaluate the actions of the Ten Boom family based on Genesis 12:3Locate information using a house diagramIdentify the main idea of each section158–63127–3161–62Identify the main idea of each sectionExplain how the photographs enhance understanding of the informationIdentify the author’s purpose in the articleEvaluate the actions of Corrie and Betsie based on Matthew 5:44Look Again: “Corrie ten Boom” (35)164–65123–2563–64Recall how the Ten Boom family used coded language to communicate secret informationInterpret a coded messageCreate a coded message“The Best Kind of Love” (36–37)Realistic fictionby Eileen M. Berry166–71132–3665–66Infer the meaning of Spanish words using context cluesIdentify similes in the storyIdentify characters’ words or actions that reveal how they think and feel172–81137–4567–68Identify characters’ words or actions that reveal how they think and feelEvaluate characters’ motives and actions based on biblical truthInfer the theme of the storyLook Again: “The Best Kind of Love” (38)182–83132–4569–70Determine the kind of love God has for sinnersEvaluate the theme of “The Best Kind of Love” in light of Ephesians 2:4–10List ways we can show God’s unconditional love to othersBook Report: Become the Character, Part 2 (39)Comprehension Assessment 3184–85Enjoy recreational readingCreate a written first-person summary of the bookPrepare an oral presentation following the rubric guidelines“Janwahr’s Bridge” (40–42)Fantasyby Dawn L. Watkins186–94146–5371–72Differentiate between realistic fiction and fantasyRecall that a plot has a beginning, middle, and endSummarize the events at the beginning of the plotIdentify challenges the main character faces195–204154–6173–74Summarize the events in the middle of the plotIdentify the problem faced by the main charactersList solutions presented by the main charactersPredict the outcome of the chosen solution205–11162–6775–76Summarize the events at the end of the plotIdentify character development as part of an author’s craftInfer character traitsVerify the outcome of the chosen solutionAnalyze the main character’s development as the story progressesLook Again: “Janwahr’s Bridge” (43)212–13146–4777–78Infer various meanings of the story’s title as the story progressesRelate the story to the unit titleCompare and discuss the types of friendships experienced by the students“Ruth and Naomi” (44–45)Bible accounttaken from Ruth 1–4214–21168–7479–80Identify examples of Ruth’s kindness to NaomiIdentify examples of Boaz’s kindness to RuthIdentify the change that these human kindnesses brought to Naomi’s view of God222–27175–7981–82Identify Boaz’s redemptive role as the source of many blessings in the accountCompare the role of Boaz as redeemer of the family to Christ’s role as RedeemerIdentify a primary way God has shown kindness according to Romans 5:8Sequence the events of the Bible accountBook Report Presentations (46)228–29Demonstrate mastery of reading skillsPresent a character from a book orallyDevelop appreciative listening skills“Betsy Holds the Reins” (47–49)Realistic fictionan excerpt from Understood Betsyby Dorothy Canfield Fisher230–41180–9083–84Identify the main character’s emotionsInfer the cause and effect of the main character’s emotions and behaviorInfer the cause and effect of the supporting characters’ words and actions242–52191–9985–86Identify the main character’s emotionsInfer the cause and effect of the main character’s emotions and behaviorInfer the cause and effect of the supporting characters’ words and actions253–61200–20787–88Analyze the main character’s change in attitudeAnalyze how the supporting characters’ attitudes and actions affect the main characterEvaluate the supporting characters’ actions based on Proverbs 27:17Look Again: “Betsy Holds the Reins” (50)262–63196–9989–90Recall the literal and symbolic meanings of the title “Janwahr’s Bridge”Identify the symbolic meaning of the title “Betsy Holds the Reins”Analyze how the symbolic meaning of the story title supports character development“Stories” (51)Poetryby J. Patrick Lewis264–66208–1091–92Recall key elements of free verse poetryIdentify onomatopoeia as part of an author’s craftAnalyze the poem’s themeRelate the poem’s title to the themeInfer the value of memories created by friendshipsSSR Journal: Characters (52)Comprehension Assessment 4267Enjoy recreational readingChoose a book on the student’s independent reading levelRespond to recreational reading by providing information about a character’s traitsDemonstrate mastery of reading skillsUnit 3: SeasonsLesson Title and NumberTeacher’s Edition pagesStudent Text pagesWorktext pagesLesson Objectives and Biblical Worldview“Seashells” (53)Poetryby Douglas Florian“maggie and milly and molly and may”Poetryby E. E. Cummings268–71212–1593–94Identify common elements in the poemsDistinguish differences in the presentation of the poemsExplain how a poem’s shape can support its contentInfer differences in theme, using the titles of the poemsContrast the depth of meaning in the poems“The Mother Who Lost Her Daughter” (54)Mythretold by Anne Rockwell272–81216–2595–96Identify key elements of a mythClassify characters in a myth as gods and goddesses or humansIdentify cause-and-effect relationships in the mythEvaluate the actions of the mythical deitiesContrast the mythical deities with the God of the Bible“God Sends a Flood” (55)Bible accounttaken from Genesis 6–9282–89226–3397–98Sequence events in the Bible accountIdentify cause-and-effect relationships in the Bible accountDescribe God’s character as revealed in the Bible accountExplain the meaning of seasons in light of biblical truthLook Again: “The Mother Who Lost Her Daughter” & “God Sends a Flood” (56)290–91216–3399–100Compare and contrast the myth and the Bible accountEvaluate the explanation in this myth from a biblical worldview“Something Told the Wild Geese” (57)Poetryby Rachel Field292–93234–35101–2Explain how imagery increases the poem’s sensory appealRead orally to demonstrate how rhyme and rhythm give the poem auditory appealEvaluate the theme (instinct) based on biblical truth about creationSamuel Eaton’s Day: A Day in the Life of a Pilgrim Boy (58)Narrative nonfictionby Kate Waters294–307236–49103–4Identify key elements of narrative nonfictionIdentify the historical setting of this textInfer the meaning of language that is specific to the settingExplain how first-person point of view makes the text enjoyable to readAnalyze how photos support the main textLook Again: Samuel Eaton’s Day (59)308–9236–49105–6Reread the text to discover details about the Pilgrims’ way of lifeInfer values of the Pilgrims and evaluate them based on the BibleRewrite a portion of the text in modern languageCranberry Thanksgiving (60)Mysteryby Wende Devlin310–21250–61107–8Identify key elements of a mysteryIdentify outward and inward characteristics of Mr. Whiskers and Mr. HoraceAnalyze the accuracy of Grandmother’s first impressions of the two charactersAnalyze how Grandmother’s attitude toward each character changesEvaluate Grandmother’s prejudices based on 1 Samuel 16:7Look Again: Cranberry Thanksgiving (61)322–23250–61109–10Infer the theme of Cranberry ThanksgivingAnalyze how the illustrations support the themeCreate a drawing of your Thanksgiving tableMolly’s Pilgrim (62–63)Realistic fictionby Barbara Cohen324–32262–69111–12Recall the key elements of realistic fictionInfer background details about characters and settingInfer character emotionsPredict character actionsEvaluate the actions and responses of characters333–41270–77113–14Analyze how a character’s beliefs affect her actionsAnalyze the story structure to see that a story’s plot often depends on its unique setting and charactersInfer the themeEvaluate the theme based on biblical truthLook Again: Molly’s Pilgrim (64)342–43262–77115–16Identify the biblical meaning of pilgrimEvaluate Molly’s mother’s definition of pilgrim based on Hebrews 11Compare the meaning of pilgrim in Molly’s Pilgrim with its meaning in an informational text on the Plymouth PilgrimsMake a Pilgrim clothespin dollSSR Journal: Plot (65)Comprehension Assessment 5344–45Enjoy and respond to recreational readingChoose a book on the student’s independent reading levelRespond to reading by providing information about the book’s plotDemonstrate mastery of reading skills“The Cherry Trees” (66)Christian fictionby Eileen M. Berry346–55278–87117–18Identify key elements of Christian fictionInfer character emotionsInfer the themeAnalyze how symbolism supports the themeSupport the theme with Bible passagesLook Again: “The Cherry Trees” (67)356–57278–87119–20Relate symbolism of names to Bible contentInfer why the Babylonian conquerors changed the names of the four Hebrew captives (Daniel 1)Evaluate the effect of the name change on the four young HebrewsFind the meaning of a name using technology“A Christmas Carol” (68)Poetryby Christina Rossetti358–59288–89121–22Relate poetry to hymnsIdentify the themeAnalyze the poet’s use of imagery to support the themeGenerate a list of practical ways that one could demonstrate a heart of love for ChristShooting at the Stars: The Christmas Truce of 1914 (69)Historical fictionby John Hendrix360–71290–301123–24Analyze the characters’ actions and dialogue to identify emotional responsesInfer the story’s themeAssess the setting’s importance to the themeComplete a Story MapLook Again: Shooting at the Stars (70)372–73290–301125–26Review the structure of a friendly letterReview historical fiction as a genreWrite a response to Christ’s birth in the form of a friendly letterSnowflake Bentley (71)Biographyby Jacqueline Briggs Martin374–87302–15127–28Recall the elements of a biographyExamine the purpose of sidebarsIdentify problem/solution relationships in the storyAnalyze how Bentley’s determination helped to make him a good scientistLook Again: Snowflake Bentley (72)388–89303–6129–30Follow written directionsCreate unique, six-sided snowflake designsLocate Bentley’s snowflake photographs online using a keyword searchCompare the paper snowflakes with Bentley’s photosRelate Bentley’s appreciation of God’s design of the snowflake to your ownBible Proverbs (73)390–91316–17131–32Identify key elements of a proverbContrast Bible proverbs with other sayingsInfer the meanings of several Bible proverbsApply Bible proverbs to daily living“Confucius” (74–75)Informational textby Brian Collins392–400318–25133–34Compare the historical time period of Confucius’s teachings to that of Solomon’s proverbsIdentify the main idea of the first section of the articleIdentify the five important relationships in the teachings of ConfuciusExplain how Confucius’s teachings have influenced many Asian cultures401–5325–29135–36Identify the main idea of the second section of the articleCompare biblical teaching with Confucian teachingEvaluate Confucius’s teachings on good and evil based on the Bible’s teachingsOlder Brother, Younger Brother (76–77)Folktalea Korean folktale, retold by Nina Jaffe406–14330–37137–38Predict a character’s actionsIdentify the main characters’ traits through their words and actions Classify the characters’ traits as wise (good) or foolish (evil)Verify the outcome of the prediction415–23338–43139–40Identify the main characters’ traits through their words and actions Classify the characters’ traits as wise (good) or foolish (evil)Analyze the author’s use of ironyInfer the themeEvaluate the theme based on biblical truth“Wind Song” (78)Poetryby Lilian Moore424–26346–48141–42Recall onomatopoeia as part of an author’s craftIdentify personification as part of an author’s craftIdentify onomatopoeia and personification in the poemInfer the themeCreate sentences using onomatopoeia and personificationSSR Journal: Plot and Character Development (79)Comprehension Assessment 6427Enjoy and respond to recreational readingChoose a book on the student’s independent reading levelRespond to reading by providing information about the book’s plot and character developmentDemonstrate mastery of reading skillsUnit 4: DeterminationsLesson Title and NumberTeacher’s Edition pagesStudent Text pagesWorktext pagesLesson Objectives and Biblical Worldview“A Backwoods Boy” (80–82)Biographyby Russell Freedman428–36350–57143–44Recall the key elements of a biographyContrast biography and fictionIdentify ways that a biographer researches his subjectCreate a graphic organizer to list details that make Lincoln “come alive”Compare and contrast two individuals from the biography437–45358–64145–46Identify details in the biography that make Lincoln “come alive”Identify Lincoln’s character traitsAnalyze the biography for specific incidents that illustrate Lincoln’s character traits446–55365–73147–48Identify Lincoln’s character traitsAnalyze the biography for specific incidents that illustrate Lincoln’s character traitsDevelop a plan to incorporate into your life one positive character trait that was evident in Lincoln’s lifeSequence events using a timelineCreate a personal timeline“Lincoln” (83)Poetryby Nancy Byrd Turner456–57374–75149–50Identify the poet’s use of imageryInfer the meaning of the symbolism used at the end of the poemDraw a picture of the image created by one stanza of the poemLook Again: “A Backwoods Boy” & “Lincoln” (84)458–59355–58, 375151–52Conduct an interview to obtain biographical informationOrganize information from the interviewWrite a short biography using the organized information“The Legend of John Henry” (85)Tall taleretold by Emily McAllister Kassales460–73376–89153–54Identify the elements of a tall taleFind examples of imagery in the storyExplain how exaggeration creates colorful imageryIdentify the conflict in the story’s plotDebate the positive and negative effects of progressLook Again: “The Legend of John Henry” (86)474–75376–89155–56Recall the elements of a tall taleInvent and name a larger-than-life characterDevelop the larger-than-life character using a character webDescribe orally the larger-than-life characterCreate a picture of the invented character based on an oral descriptionAmerican Folksongs (87)Informational text476–81390–95157–58Identify folksongs as part of American literary heritageIdentify cultural and regional groups that contributed to American folksongsRelate types of folksongs to specific groups of peopleInterpret the song “Were You There?”Create a personal response related to the song “Were You There?”Dandelions (88–89)Historical fictionby Eve Bunting482–95396–408159–60Recall the definition of settingDefine the term moodIdentify details about the setting of the storyIdentify the mood of the storyAnalyze how the setting supports the mood496–507409–19161–62Infer the story’s themeIdentify two key symbols in the storyExplain how the symbols support the themePredict the story’s continuation beyond the endingLook Again: Dandelions (90)508–9397, 407–8, 417–18163–64Infer the attitudes of the main characters based on their actions and wordsCompare the main characters’ attitudes toward their move out westWrite about a problem or difficult circumstance from personal experienceEvaluate personal attitudes and responses based on biblical truth“Moving West: Then and Now” (91)Informational textby Emily McAllister Kassales510–19420–29165–66Recall key elements of informational textIdentify the main idea of each sectionIdentify supporting details for each main ideaCreate a packing list of items needed for a long trip in present timesCompare and contrast traveling in a wagon with modern travelBook Report: Newsletter, Blog, or Website, Part 1 (92)Comprehension Assessment 7520–21Enjoy recreational readingChoose a book on the student’s independent reading levelCreate a newsletter, blog, or website book reportDemonstrate mastery of reading skillsThe Black Stallion (93–95)Realistic fictionan excerpt from the book by Walter Farley522–31430–38167–68Identify suspense as part of an author’s craftTrace the author’s use of suspense through this part of the storyInfer the main character’s traits based on actionsPredict the outcome of the character’s actionsVerify the outcome predicted532–39439–44169–70Trace the author’s use of suspense through this part of the storyIdentify traits that help the character accomplish his goalsExplain how descriptive detail makes the story more vivid540–47445–51171–72Predict an outcome based on the section titleInfer the main character’s traits based on his words and his actionsVerify the outcome of the predictionIdentify the irony that makes the ending satisfyingEvaluate the effectiveness of the author’s use of suspenseLook Again: The Black Stallion (96)548–49430–51173–74Locate countries and bodies of water from the story on a political mapTrace the movements of Alec and the black stallion on the mapIdentify ways that a map can add understanding to a storyHorses (97)Informational textan excerpt from the book by Seymour Simon550–59452–61175–76Identify an author’s purpose(s) in writing a textIdentify the three groups of horse breeds and their originsContrast ponies and horsesList several ways that people have used ponies and horsesList responsibilities involved in owning a horseLook Again: Horses & The Black Stallion (98)560–61430–61177–78Identify ways that details of an informational text can add understanding to a storyIdentify an informational topic that might add understanding to a particular storyResearch to find more information on that topic“Champion Stock” (99–100)Realistic fictionby Bud Murphy562–71462–70179–80Interpret the author’s use of dialect and its importance to setting and characterizationInfer character traits and motivesIdentify the problemPredict possible solutions to the problem572–81471–79181–82Identify the author’s use of foreshadowing and its purpose in the storyInfer emotions of the characters based on their actionsInfer the themeInterpret the significance of the story’s titleEvaluate Pa’s and Billy’s actions based on biblical teaching about loveLook Again: “Champion Stock” & The Black Stallion (101)582–83447–50, 477–78183–84Compare problems and solutions in “Champion Stock” and The Black StallionExplain how each story’s solution develops one of its charactersPsalm 51 (102)Bible psalm584–87480–83185–86Infer the themeIdentify images that make the theme clearApply the psalm to a specific personal experience “Word of Honor” (103–4)Christian fictionby Eileen M. Berry588–94484–89187–88Identify climax as the highest point in the plot of a storyIdentify character traits Evaluate characters’ actions and motives595–604490–98189–90Identify the climax of the plotInfer character traits and emotionsInfer character growth Evaluate characters’ responsesSummarize the events of the plotLook Again: “Word of Honor” (105)605494–97191–92Identify the climax in “Champion Stock”Recall the climax in “Word of Honor”Complete a plot diagram that shows rising action and climax in “Word of Honor”SSR Journal: Story Climax (106)Comprehension Assessment 8606–7Enjoy and respond to recreational readingChoose a book on the student’s independent reading levelRespond to reading by providing information about the book’s climaxDemonstrate mastery of reading skillsUnit 5: ExploitsLesson Title and NumberTeacher’s Edition pagesStudent Text pagesWorktext pagesLesson Objectives and Biblical Worldview“River’s Rising” (107–9)Christian fictionby Milly Howard608–14500–505193–94Identify elements of Christian fictionRecall the definition of worldviewDefine the term crisisIdentify the impending crisis of the storyPredict possible outcomes of the crisis615–20506–9195–96Identify the main crisis of the storyRecall the meaning of mood in a storyIdentify the mood of the storyAnalyze how the author uses mood to build suspense in the story621–27510–15197–98Verify the outcome of the crisisIdentify the main characters’ responses to the crisis throughout the storyInfer the worldview of the characters based on their responsesCompare the characters’ worldview to biblical teaching about dependence on God through prayer“John 3:16—A True Story” (110–11)Biographyby Milly Howard628–34516–21199–200Recall the elements of a biographyIdentify the message of John 3:16Infer how Gladys’s words and actions exhibit her relationship with GodWrite a prayer for people to receive the gospel635–43522–29201–2Identify the different people who had a part in bringing the gospel to the monksAnalyze the message of 1 Corinthians 3:6–9Relate the events of the story to God’s love and sovereigntyIdentity ways every believer can have a part in sharing the gospel with others“When I Survey the Wondrous Cross” (112)Poetryby Isaac Watts644–45530–31203–4Identify words in the hymn that create vivid mental imagesExplain why regular rhyme and rhythm are important in a hymnEvaluate the theme of the hymn based on Galatians 6:14Sing the hymn to demonstrate fluencyLook Again: “John 3:16—A True Story” & “When I Survey the Wondrous Cross” (113)646–47517–18, 525–28, 531205–6Identify the facts of the gospelRecall how Isaac Watts responded to the gospel in “When I Survey the Wondrous Cross”Identify Gladys Aylward’s response to the gospel in “John 3:16—A True Story”Identify the monks’ response to the gospel in “John 3:16—A True Story”Write a personal response to the truth of the gospelThe Cabin Faced West (114–15)Historical fictionan excerpt from the book by Jean Fritz648–55532–38207–8Identify conflict as part of an author’s craftIdentify conflict in the story’s plotRecall the definition of foreshadowingList examples of foreshadowingPredict the main character’s decision656–63539–45209–10Verify predictions about the main character’s decisionIdentify the resolutions of the conflictsAnalyze the author’s use of symbolismInfer the meaning of the titleOur Farm (116–17)Informational textan excerpt from the book by Michael J. Rosen664–69546–50211–12Recall the purpose of text features: section titles, captions, sidebars, and diagramsIdentify the format of the textDefine fact and opinionDistinguish between fact and opinion in informational textIdentify examples of God’s purpose and design in creation670–77551–57213–14Define fact and opinionDistinguish between fact and opinion in informational textIdentify examples of God’s purpose and design in creationCreate a statement of factCreate a statement of opinion“Lost and Found” (118)Poetryby Nikki Grimes678–79558–59215–16Identify the poem as narrative Identify the characters, setting, and plot in the poemInfer the themeInterpret the meaning of the titleLook Again: “Lost and Found” (119)680–81558–59217–18Read the poem orally, using expressionWrite a paragraph about an experience of helping someone elseArrange the paragraph into a narrative poem written in short linesBook Report: Newsletter, Blog, or Website, Part 2 (120)Comprehension Assessment 9682–83Enjoy recreational readingCreate a newsletter, blog, or website book reportRead and evaluate a peer’s book reportDemonstrate mastery of reading skillsMy Prairie Year (121–22)Autobiographyby Brett Harvey684–92560–67219–20Identify the elements of autobiographyDistinguish between autobiography and biographyInfer information from details in the autobiographyAnalyze how descriptive details make the setting come aliveContrast details in My Prairie Year with details in Dandelions693–703568–77221–22Identify family members’ responses to new challengesInfer character traits of the pioneersContrast details in My Prairie Year with details in DandelionsEvaluate the family members’ responses to events based on biblical truthLook Again: My Prairie Year (123)704–5397–99, 561–63223–24Interpret a timelineTrace the westward movement on a mapRelate a timeline to the westward movement on a mapFamily History (124–25)706–7225–26Locate a family tree of Abraham Lincoln by doing a keyword search onlineInterpret Lincoln’s family treeComplete a family tree of Boaz using ScriptureLocate an image of Boaz’s family tree by doing a keyword search onlineCompare an online family tree of Boaz to the Bible708227–28Create a family treeInterpret a family treeEvaluate a family treeBook Report: Newsletter, Blog, or Website, Part 3 (126)709Enjoy recreational readingCreate a newsletter, blog, or website book reportRevise, proofread, and prepare the book report for publishing“John Wesley: A Fiery Brand” (127–28)Biographyby Gail Fitzgerald710–16578–83229–30Recall features of a biographyIdentify cause-and-effect relationships in the storySequence story eventsEvaluate John Wesley’s early beliefs about God717–23584–89231–32Identify how John Wesley’s beliefs change throughout the storyList events that led to John Wesley’s conversionIdentify responses to John Wesley’s conversionExplain the significance of the story’s title Create a Story Map of John Wesley’s changing beliefsLook Again: “John Wesley: A Fiery Brand” (129)724–25582–85233–34Compare and contrast John Wesley’s beliefs before and after his conversionEvaluate Wesley’s beliefs based on biblical truthEvaluate the response of others to John Wesley’s beliefs based on biblical truth“Night Ride to River Station” (130–31)Historical fictionby Milly Howard726–34590–97235–36Recall the elements of historical fictionPredict the challenges Seth may face on the rideAnalyze the author’s use of added details to increase emotion and suspenseRewrite sentences to create a mood735–42598–604237–38Verify the challenges that you predicted Seth may face on the rideAnalyze the author’s use of added details to increase emotion and suspenseIdentify the climax of the storyIdentify words or actions that reflect the characters’ valuesLook Again: “Night Ride to River Station” (132)743591–603239–40Identify historical details within the storyCompare details of the story with facts about the pony express riders to check for accuracyBook Report Presentations (133)Comprehension Assessment 10744–45Enjoy and respond to recreational readingPresent a newsletter, blog, or website publicationDemonstrate mastery of reading skillsUnit 6: CreationsLesson Title and NumberTeacher’s Edition pagesStudent Text pagesWorktext pagesLesson Objectives and Biblical Worldview“God’s Creation” (134)Bible accounttaken from Genesis 1–2746–51606–11241–42List events for the seven days of the Creation weekRetell the events of the sixth dayInfer characteristics of the Creator based on His words and actions“The Pea-Pod Man” (135)Mythan Eskimo creation myth, retold by Virginia Hamilton752–57612–16243–44Recall the definition of a mythIdentify the purpose of this mythRecall key events of the mythIdentify characteristics of the creator in the myth based on his words and actionsAnalyze the myth for elements of biblical truth that have been distortedThe Fire Children (136)Mytha West African creation myth, retold by Eric Maddern758–63617–21245–46Identify the purpose of this mythRecall key events of the mythIdentify characteristics of the creator in the myth based on his words and actionsAnalyze the myth for elements of biblical truth that have been distortedLook Again: “The Pea-Pod Man” and The Fire Children (137)764–65612–21247–48Retell one of the myths from memoryConclude that God’s Word is truth and will never change“Can You Tell the Difference?” (138)Informational textby Marilyn Elmer766–71622–27249–50Recall the purpose of informational textIdentify the main purpose of this articleRecall the purpose of a T-chartCompare and contrast two similar animals using a T-chartCreate a Venn diagram using information from the T-chart“The Rhinoceros” (139)Poetryby Ogden Nash772–73628–29251–52Identify the poem as humorous verseInfer the themeAnalyze the poet’s worldviewCreate a humorous poemLook Again: “Can You Tell the Difference?” & “The Rhinoceros” (140)774–75622–29253–54Research the rhinocerosResearch the hippopotamusCompare and contrast two similar animals using a T-chartCreate a compare-and-contrast articleThe Soup Stone (141–44)Playby Mary Nygaard Peterson776–82630–35255–56Identify the elements of a playRecognize the play as a folktale that has cultural variationsRead orally to convey emotions of the characters783–91636–43257–58Read the play orally to convey emotions of the charactersInfer the characters’ motives for their actionsEvaluate the characters’ motives and actions using Bible versesDetermine the scenery and props needed for the playGenerate a list of questions to prompt audience evaluation of Traveler’s actions792631–42Create sceneryCreate and gather propsDevelop reading fluency and expression while reading the play orallyRehearse the play793631–42Perform the play for an audienceLead the audience in an evaluation of the main character’s flawed motives and actions“Stone Soup Recipe” (145)Procedural text794–95644–45259–60Interpret the recipe for Stone SoupAdapt the recipeExplain the directionsPrepare the recipe by following the directionsPoster Design & Creation (146)Comprehension Assessment 11796–97Design a poster that demonstrates how one selection from the reading book is personally memorableCreate the designed poster“Firefly” (147)Poetryby Valerie Worth798–99646–47261–62Identify elements of a free verse poemInfer the meaning of words based on contextInfer the meaning of words using the illustrationSummarize what occurs in each stanzaIdentify which senses the poem appeals toLook Again: “Firefly” (148)800–801646–47263–64Read “Firefly” againIdentify sensory words in “Firefly”Review vocabulary words from “Firefly”Generate a list of words that appeal to the sensesWrite and illustrate a description of an experience using words that appeal to the sense of sight, smell, touch, taste, or sound“Hornbill’s Hot Day” (149)Poetryby Avis Harley802–3648–49265–66Identify the speaker in the poemLocate the acrostics in the poemInfer the theme of the poemAnalyze how the shape and acrostics support the themeCreate an acrosticHornbill (150–52)Informational Textby Susan H. Gray804–9650–54267–68Identify chapter titles, pictures, and captions as informational text featuresLocate the areas on a map where different types of hornbills liveIdentify the main idea of each chapterList supporting details for each main ideaExplain the relevancy of each chapter title810–15655–58269–70Identify the main idea of each chapterList supporting details for each main ideaExplain the relevancy of the chapter titlesExplain how hornbills can help the rainforests816–21658–61271–72Identify the main idea of each chapterList supporting details for each main ideaExplain the relevancy of the chapter titlesIdentify the author’s purpose for writing the textLook Again: Hornbill (153)822–23658–60273–74Identify the messages of Genesis 1:27–28 and Genesis 2:15Define stewardExplain what it means to be a steward of God’s creationList ways Christians can care for creationPlan a class project that demonstrates caring for creation responsiblyVoyage of the Dawn Treader (154–55)Fantasyan excerpt from the book by C. S. Lewis824–32662–69275–76Infer background details about the characters and settingIdentify the story’s problemInfer character traits and motivesAnalyze why Eustace cannot remove the dragon skin by himself833–39669–73277–78Infer character traits and motivesInfer the traits of the key character in the solutionIdentify the symbolism of AslanIdentify the symbolism of the dragon skin and the braceletDefend the claim that the solution to Eustace’s problem is the only solution possibleLook Again: The Voyage of the Dawn Treader (156)840662–73279–80Draw parallels between Eustace’s condition as a dragon and a real person in need of salvationDraw parallels between Eustace’s encounter with Aslan and a person’s encounter with ChristEvaluate the effectiveness of fantasy as a means of conveying spiritual truthMedia Connection: The Voyage of the Dawn Treader (157)841662–73281–82Summarize the events of the plotRecall the symbolism of the storyCompare and contrast an audio or visual adaptation with Lewis’s storyLook Again: The Voyage of the Dawn Treader (158)842–43662–73283–84Plan a persuasive paragraph based on the “Media Connection” activityEvaluate the effectiveness of the adaptation in a persuasive paragraph“There Is No Frigate like a Book” (159)Poetryby Emily Dickinson844–45674–75285–86Interpret word meaning based on contextInfer the themeAnalyze how imagery in the poem contributes to its themeEvaluate the theme based on personal experienceRelate the theme to the title of the Reading 4 bookComprehension Assessment 12Poster Presentation (160)846Share the way the chosen selection has shaped thinkingDemonstrate mastery of reading skillsNovel Studies: Sarah, Plain and TallLesson Title and NumberTeacher’s Edition pagesLesson Objectives and Biblical WorldviewChapter 1a (1)848–51Infer information from the cover of the bookIdentify the main characters and the settingIdentify the point of viewIdentify main characters’ traitsExplain how a Christian can find comfort after a deathChapter 1b (2)852–55Identify additional main characters and their traitsInfer characters’ emotions through their words or actionsInfer the characters’ motives by their words and actionsPredict the significance of the titleChapter 2 (3)856–60Infer the main characters’ questions to SarahInfer Sarah’s traits through her response to each character’s letterVerify the outcome of the title predictionInfer a character’s needs or desires through his words or actionsCompose a friendly letterLook Again: Chapter 2 (4)861Summarize orally the story details found in Chapter 2Compare oral details to written details in Chapter 2Identify Sarah’s character traitsChapter 3 (5)862–67Explain homographs based on the contextInfer characters’ motives for their actionsInfer a character’s emotions through his words or actionsIdentify an author’s craft of symbolismCreate an appropriate chapter titleLook Again: Chapter 3 (6)868–69Identify dialogue and narrationCreate an audio recording while reading the story aloudAnalyze oral reading using the audio recording and a rubricChapter 4a (7)870–73Recall foreshadowing as an author’s craftInfer characters’ attitudes and emotions through words and actionsIdentify unfamiliar shells and flowers mentioned in the reading by conducting an internet inquiry of imagesCreate a dried flower bouquet by adapting Sarah’s techniqueChapter 4b (8)874–77Infer character traitsInfer characters’ attitudes and emotions through words and actionsInfer significance of song titleUsing the song “Sumer Is Icumen In,” infer the meaning of several Middle English words from the contextChapter 5 (9)878–81Infer a character’s emotions through his words or actionsIdentify cause and effect of a character’s emotionsIdentify the main characters’ first words and infer their significanceExplain the symbolism of Sarah’s drawing of the fields Predict what is missing from Sarah’s drawing (prediction will be verified in Lesson 19)Look Again: Chapter 5 (10)882–83Create a written summary of the chapter eventsEvaluate written summary of the chapterAssessment 1 (11)884–85Identify the settingIdentify main characters and their traitsSequence plot eventsIdentify meanings of vocabulary words from contextCreate a drawing of home by imitating Sarah’s charcoal drawing Chapter 6a (12)886–89Compare frontier education with modern educationInfer a character’s favorite seasonList and analyze a character’s reasons for loving a particular seasonIdentify an author’s craft of exaggerationCompose a list of persuasive reasons about a favorite seasonChapter 6b (13)890–93Recall foreshadowing and identify the author’s use of foreshadowingInfer characters’ responsesInfer characters’ attitudes and emotions through their words or actionsAnalyze the author’s craft of symbolism Analyze a character’s responseChapter 7 (14)894–97Infer characters’ attitudes and emotions through their words or actionsConduct an internet inquiry of images to identify unfamiliar flowers mentioned in the readingIdentify events from the beginning, middle, and end of the chapterCreate a collage of things that might be missedLook Again: Chapter 7 (15)898–99Reread Chapter 7 orally with fluency, comprehension, accuracy, and expressionIdentify what a character missesChapter 8a (16)900–903Recall foreshadowing as part of the author’s craftInfer a character’s attitudes and emotions through his words or actionsPredict a character’s actions (predictions will be verified in Lessons 18 and 19)Chapter 8b (17)904–7Identify the mood and explain ways the setting contributes to the moodApply the scriptural principle of trusting GodPredict what is missing from Sarah’s drawing (prediction verified in Lesson 19)Compare the symbolism of the land and the seaCreate an appropriate chapter titleChapter 9a (18)908–11Analyze characters’ motivesVerify outcome of the prediction about whether Sarah will ride Jack (from Lesson 16)Analyze a character’s thoughts and words in light of the biblical teaching on lovePredict whether Sarah will leave the family and return to Maine or stay on the prairie (prediction will be verified in Lesson 19)Chapter 9b (19)912–16Analyze characters’ emotional responsesVerify the outcome of the predictions about what is missing from Sarah’s drawing (from Lessons 9 and 17) and whether Sarah will stay with the family or leave (from Lesson 18)Identify the climaxInfer the themeExplain how the climax supports the themeAssessment 2 (20)917Summarize the plot and identify the climaxInfer the themeAnalyze character development Review vocabularyCreate a drawing to depict either the land or the sea using Sarah’s favorite colors (optional)Novel Studies: MedallionLesson Title and NumberTeacher’s Edition pagesLesson Objectives and Biblical WorldviewIntroduction918–19Chapter 1: “What a Morning Will Bring Forth” (1)920–25Recall the elements of a fantasyIdentify the setting of the storyIdentify details about the main characterContrast the two kings, Gris and PaniiChapter 2: “An Afternoon Can Change Everything” (2)926–29Explain the difference between being good and being great according to GrisIdentify a king’s first dutyInfer the meaning of the chapter’s titleExplain the significance of the novel’s titleLook Again: Chapter 2: “An Afternoon Can Change Everything” (3)930–31Review the conversation between Gris and Trave about Dokos, Trave’s fatherContrast the qualities of a good king, as described by Gris, with Trave’s idea of a good kingContrast the idea of being good (honorable) with the idea of being great (powerful)Identify the source of true goodness according to Jeremiah 9:23–24Chapter 3: “Gris’s Camp” (4)932–35Infer Trave’s character traits based on his words and actionsInfer Gris’s character traits based on his words and actionsContrast Trave’s and Gris’s view of rankIdentify details about the setting on a map as it relates to the storyChapter 4: “Out of Gadalla” (5)936–39Identify Trave’s response to correctionEvaluate Trave’s response to correction based on Proverbs 15:32Evaluate personal response to correction based on Proverbs 15:32Contrast Gris’s and Thag’s treatment of Trave Chapter 5: “Earthquake and Aftermath” (6)940–43Identify Thag’s use of flattery to influence TraveContrast Gris, Thag, and Sard using a graphic organizerWrite a journal entry from Trave’s perspective predicting whether he will choose to follow Thag or whether he will stay with Gris and why (predictions will be verified in Lesson 11)Chapter 6: “Sarda” (7)944–47Identify details about the setting of Sard’s castleAnalyze how the setting of Sard’s castle reflects his characterExplain how the serpent is a fitting symbol for the country of SardaExplain why Trave is valuable to SardInfer Thag’s feelings toward Sard based on his actionsChapter 7: “The Raiders of Ashenland” (8)948–51Analyze the symbolism in Trave’s dream Analyze how Trave’s attitude toward Volar changesList ways a person can be friendly or show friendship to othersAssessment 1 (9)952–53Identify key places of the settingContrast main characters and their traitsSequence plot eventsIdentify meanings of vocabulary wordsChapter 8: “Decisions at Wrycan” (10)954–59Listen to music typical of the medieval periodRecall how poetry set to music creates a songIdentify foreshadowing in the words of a songExplain what it means to “rule yourself” using Proverbs 16:32Infer Trave’s motivation for going to Rock TowerChapter 9: “Rock Tower and Beyond” (11)960–63Identify details about the setting Recall the meaning of moodInfer the moodExplain how the setting creates the moodVerify predictions from Lesson 6 about Trave’s decision to follow Gris or ThagChapter 10: “The Old Bogger” (12)964–67Identify rhyme and riddles in the storyInfer the meaning of Nog’s words about Gris, Sard, and the SardansInfer the meaning of Nog’s rhymes about “good at first” and “good at last”Identify foreshadowing in Nog’s wordsCreate rhymed coupletsChapter 11: “To Sard’s Camp” (13)968–71Contrast how Gris and Sard treat their animalsEvaluate how Gris’s and Sard’s treatment of their animals reveals their characterInfer the mood based on details of Skreel ForestInfer Sard’s attitude toward Trave based on his words and actionsPredict the outcome of Gris going after Trave (predictions verified in Lesson 15)Chapter 12: “What Fire Reveals” (14)972–75Identify how Sard and the Sardans are like animalsIdentify how and why Trave’s view of Sard changesIdentify how and why Trave’s attitude toward Gris changesInfer the meaning of the chapter titleChapter 13: “Skreels” (15)976–79Contrast Sard and Gris in the treatment of their soldiers and prisonersIdentify a key change in TraveInfer the cause of the key change in TraveVerify predictions from Lesson 13 about what happens when Gris goes after TravePredict what will happen after Gris finds Trave (predictions verified in Lesson 16)Chapter 14: “Another Dideran” (16)980–83Contrast the mood created by Rock Tower and Skreel Forest with the mood created by the Dideran meadow and cavePredict how Trave will use the healing liquid that Enna gives him (prediction verified in Lesson 18)Identify the second and third duties of a king according to GrisVerify predictions from Lesson 15 about what would happen after Gris found TraveIdentify causes and effects of choices Trave has madeChapter 15: “Revenge” (17)984–89Identify details that create suspense in the storyEvaluate Gris’s reason for not giving the medallion to Trave soonerExplain the significance of the chapter titleEvaluate the idea of seeking revenge in light of Romans 12:19Create a paper medallion based on the chapter’s descriptionChapter 16: “The Return” (18)990–95Identify events that create suspense in the storyInfer motives for Trave’s actionsExplain the significance of Trave now being referred to as “the king”Verify predictions from Chapter 14 of how Trave uses the healing liquidIdentify ways Trave has changedChapter 17: “The Battle and What Came After” (19)996–1001Identify events that create suspense in the storyIdentify ways Trave has changed (character development)Infer the themeEvaluate the theme based on Matthew 20:26–28 and Philippians 2:4–8Select and defend the best part of the storyAssessment 2 (20)1002–3Select and defend the best part of the storyInfer the theme Summarize how the main character has changed (character development)Sequence plot eventsIdentify meanings of vocabulary wordsNovel Studies: The Lion, the Witch and the WardrobeLesson Title and NumberTeacher’s Edition pagesLesson Objectives and Biblical WorldviewIntroduction1004–5Chapter 1: “Lucy Looks into a Wardrobe” (1)1006–9Recall the difference between fantasy and realistic fictionIdentify the setting of the bookIdentify four main characters and a trait of eachIdentify elements of fantasy in the first chapterPredict whether the Faun will turn out to be a friend or an enemyChapter 2: “What Lucy Found There” (2)1010–13Identify similarities and differences between Narnia and Lucy’s country (England)Identify the problem in the land of NarniaInfer character traits from words and actionsVerify the accuracy of the prediction about the FaunEvaluate the Faun’s decision to keep Lucy’s visit a secret from the White WitchChapter 3: “Edmund and the Wardrobe” (3)1014–17Infer character emotionsInfer character traits from words, actions, and thoughtsContrast Lucy’s and Edmund’s motives for entering the wardrobePredict the identity of the Lady on the sledge based on descriptive detailsCreate a journal entry by one of the four siblings about the events in this chapterChapter 4: “Turkish Delight” (4)1018–21Identify descriptive details that create mental picturesInfer differing sinful motives of the Lady and EdmundVerify the accuracy of the prediction about the LadyAnalyze how the author’s use of suspense promotes interest in reading furtherCreate a picture of an event that has happened in Narnia based on descriptive detailsChapter 5: “Back on This Side of the Door” (5)1022–25Infer character emotionsEvaluate character motivesAnalyze the logic of the Professor’s argumentPredict the outcome of the four children’s trip into the wardrobeChapter 6: “Into the Forest” (6)1026–29Verify the outcome of the prediction about the trip into the wardrobeIdentify the new problems introduced in this chapterInfer cause-and-effect relationships in the disappearance of Mr. TumnusEvaluate character motives and responsesChapter 7: “A Day with the Beavers” (7)1030–33Identify elements of fantasy in the chapterInfer character traits of the BeaversInfer what Aslan is like by the children’s responses to his nameEvaluate character motives and responsesChapter 8: “What Happened After Dinner” (8)1034–37Infer character traits of Aslan from other characters’ descriptionsAnalyze dialogue to learn important information about Narnian loreInfer character emotionsRead a portion of the story as reader’s theaterChapter 9: “In the Witch’s House” (9)1038–41Explain how the author’s use of imagery helps with visualizing the storyInfer character motivesEvaluate character actionsComplete a character profile of EdmundCreate a picture based on the story’s descriptionAssessment 1 (10)1042–43Identify two characters and two traits of eachContrast the two settings, Narnia and EnglandSequence plot eventsEvaluate character actionsIdentify meanings of vocabulary words from contextChapter 10: “The Spell Begins to Break” (11)1044–47Identify each character’s Christmas present and its use in NarniaInfer upcoming events being foreshadowed by these presentsExplain the significance of Father Christmas’s visitExplain the meaning of the chapter titleChapter 11: “Aslan Is Nearer” (12)1048–51Trace changes in charactersExplain how imagery contributes to the mood of the storyEvaluate character actionsCreate a timeline of the events in this chapterChapter 12: “Peter’s First Battle” (13)1052–55Identify character traits of AslanInfer character emotionsIdentify the climax of the chapterAnalyze causes and effects of Peter’s brave actionsWrite a message from the wolf who escaped to the White WitchChapter 13: “Deep Magic from the Dawn of Time” (14)1056–60Infer information about future events from dialogueInfer character motivesAnalyze the relationship between Aslan and the Witch based on character words and actionsEvaluate Edmund’s response to his situationChapter 14: “The Triumph of the Witch” (15)1061–65Explain the bargain between Aslan and the WitchInfer character motivesAnalyze how the mood contributes to suspenseIdentify earlier information that has foreshadowed this event in the plotCompare Aslan’s sacrifice to the one described in Isaiah 53Chapter 15: “Deeper Magic from Before the Dawn of Time” (16)1066–69Identify this chapter as the turning point in the novelInfer character emotionsAnalyze cause-and-effect relationships in the magic of NarniaPredict what will happen at the Witch’s houseCreate a sense poem about the ride on Aslan’s back, based on descriptive detailsChapter 16: “What Happened About the Statues” (17)1070–73Identify the solution to the problem in NarniaIdentify uses of humor and its purposeVerify the prediction about what will happen at the Witch’s houseContrast Aslan’s leadership with the Witch’s leadershipEvaluate the actions of Aslan and his followers based on Ephesians 6Chapter 17: “The Hunting of the White Stag” (18)1074–78Infer character motivesEvaluate character responsesRelate character growth in the story to spiritual growth in real lifeAnalyze the author’s twofold purpose in writing this novelLook Again: The Lion, the Witch and the Wardrobe (19)1079–80Identify the theme of the novelCompare Edmund’s actions to our own actionsCompare Aslan’s actions to the work of ChristCompare Edmund’s position in Aslan’s kingdom to a Christian’s position in ChristCreate a chart showing the parallels between the plot of the novel and real Christian experienceAssessment 2 (20)1081Sequence events in the plotTrace development in the character of EdmundIdentify the themeCompare the novel with real Christian experience ................
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