Post on 31-Dec-2015
description
50 Fabulous Discussion-Prompt Cards
for Reading GroupsSnap-Apart Question Cards That Build Comprehension & Spark Great Discussions About Character, Plot, Setting, Theme & More
By Laura Robb
New York • Toronto • London • Auckland • Sydney
Mexico City • New Delhi • Hong Kong
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Scholastic Inc. grants teachers permission to photocopy the cards for classroom use.
No other part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without permission of the publisher.
For information, write to Scholastic Inc., 555 Broadway,
New York, NY 10012.
Cover design by George Myer
Cover and interior design by Niloufar Safavieh
Cover illustration by Stephen Cox
Interior illustration by Rick Brown
ISBN-13: 978-0-439-22722-3
ISBN-10: 0-439-22722-4
Copyright © 2000 by Laura Robb. All rights reserved.
Printed in the U.S.A.
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Contents
IntroductionThe Benefits of Discussion Prompt Cards 4Ideas for Organizing Groups 4Ahead of Time: Teacher Tips 5Card-Selection Ideas 5Key Management Tips 5
Question CardsWalk in a Character’s Shoes (Character) . . . . . . . . . . . . .Cards 1–8
What’s the Big Idea? (Theme) . . . . . . . . . . . . . . . . . . . .Cards 9–12
Where and When? (Setting) . . . . . . . . . . . . . . . . . . . . .Cards 13–16
Suspense–Building Techniques (Story Structure) . . . . .Cards17–20
Living the Story (Personal Connections) . . . . . . . . . . . .Cards 21–28
Reading Between the Lines (Making Inferences) . . . . .Cards 29–32
The Real World (Nonfiction) . . . . . . . . . . . . . . . . . . . . .Cards 33–40
Talk–Show Time (Role Play) . . . . . . . . . . . . . . . . . . . . .Cards 41–52
7
9
10
11
1
1
2
4
15
17
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INTRODUCTIONThe Benefits of DiscussionPrompt CardsDuring my first five years of teaching, I
devoted long hours to composing discussion
questions for each novel students read
together. One day a student asked, “Why
can’t we have questions that work for any
book?” With that, my teaching life changed,
and the seeds for this book were planted. I
began writing open-ended questions on
index cards and handing them out like a
deck of cards to groups of students. They
loved choosing their questions from this
stack, and their enthusiasm for book
discussion skyrocketed.
These easy-to-use question cards work for
any fiction or nonfiction book or story.
While students independently talk about
books, you’ll gain time to work with individ-
uals, pairs, or small groups who require
extra guidance. The cards come to the res-
cue of student discussion groups that are
having difficulty valuing diverse ideas, or
gathering evidence from their books, or
focusing on the discussion. What follows are
ideas for organizing and managing student-
led discussions, tips for using the cards, and
prompts that students can use to jump–start
stalled discussions.
Ideas for Organizing GroupsIs there a golden rule for how many stu-
dents should be in a group? I recommend
that they discuss books in pairs or in small
groups of three to five. You can form groups
based on:
The Same Book: All students read and
discuss a single title.
Different Books: The teacher has multi-
ple copies of different titles and offers sets
of the same title to pairs or groups. A varia-
tion is to tap the school’s and classroom’s
libraries collection so that every student
reads a different title.
An Author Study: Different groups read
and discuss different titles by the same
author.
A Genre Study: Every group reads and
discusses books of the same genre, such as
mystery, historical fiction, or biography.
(Each student can read a different title, or
each group can read a different title.)
A Theme Study: Every group reads and
discusses books of a common theme, such
as peer pressure or friendship.
Independent Reading Books: Invite
students to bring their completed indepen-
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dent reading books to school on a specific
day. In my class, students decide on a book
of their choice to discuss once every six
weeks. This activity takes two thirty-minute
classes.
Ahead of Time: Teacher Tips•
• Decide on how many weekly student-led
discussions you want. I schedule them two
to three times a week for 25–30 minutes,
which includes 5–10 minutes of prep time
(see next bullet).
• Schedule enough prep time for students to
select a card, skim their books, take notes,
and think about the points they want to
make. Without this, discussions can be a
disaster. This “think” time can occur right
before the discussion or on the previous
day, depending upon your needs.
Card-Selection Ideas Over the course of the school year, give
students lots of choices for using the cards.
Generally speaking, each student works with
at least one question per discussion.
Here are some ways to use them during
student-led discussions:
• The teacher selects a category for the
whole class, such as Character or Theme.
Each student in the group chooses one
question from this category.
• The teacher chooses the category and
questions for each pair or group.
• Each group chooses the category and
questions.
• Each group chooses a single
question to discuss.
• Students choose a
“mystery” card from a
category or from the
entire deck. If the question
won’t work for a student’s
book, another card is chosen.
Key Management Tips
1. Explain Pre-discussionResponsibilities. Let students
know that it’s up to them to make
sure each question they’ve chosen or have
been given can apply to their books. If the
question does not apply, they should choose
a different card.
Encourage them to take notes on the ques-
tions to bring to the discussion. Students can
skim books for specific details and jot these
down in their journals. They should note the
page number so they can read a passage
aloud to prove a point.
2. Give Guidelines to the GroupLeader. (Rotate this job so all students can
experience leading a discussion.)
• The leader opens by asking everyone if
they have completed the reading.
• The leader reads the question(s) and
invites students to discuss.
• The leader uses the discussion prompts
(see page 6, number 8) to move the conver-
sation forward.
5
Print and laminate the cards so you will
have them for a long time. Before laminating,
write the card category on the back of each
card (character, role play, etc.).nonfiction,
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3. Set Behavior Guidelines. Organize
students into small groups and invite them
to suggest five to six behaviors that foster
productive discussions. Together, the class
should decide upon the best advice and post
it on chart paper for reference. For example:
• Read the assigned pages.
• Be a good listener.
• Value different ideas.
• Use your book to support ideas.
• Bring your book, a pencil, and response
journal.
• Try to participate.
Reread behavior guidelines before students
start discussing. Reminding students of the
guidelines helps them recall and apply the
standards they set.
4. Establish a Cue for Silence. Agree
on a cue such as flicking the lights to alert
students that noise levels are escalating.
5. Be Up Front With Consequences.Consider the consequences of being unpre-
pared for a book discussion. In my class,
unprepared students read the pages in class
before joining their group.
6. Explain Post-discussion Choicesto Students. Help groups who have com-
pleted their discussion early to continue
working quietly. On the chalkboard, list two
to three choices, such as: Summarize the high
points of the discussion in a journal, read
independently, or work on a piece of writing.
7. Make the Rounds. Circulate among
groups; listen to and validate what’s work-
ing. Support groups that need additional
guidance to keep a conversation going by
using the prompts listed below. Spotlight
what is working well so others can learn
from peers’ successes. Note groups who
might benefit from your guidance.
8. Discussion Prompts. Sometimes
students have great difficulty sustaining a
discussion. Everyone takes turns saying
something, but there’s no give and take—
no real conversation—because other
members don’t comment or react. The
following prompts can help students learn
to elaborate on a question or offer an
opposing view.
• Can you give support from the story?
• Does anyone have something to add?
• Does anyone have a different idea?
• Can you connect this book to other books?
• Can you connect a character or an event to
your life?
• Did the discussion raise a question? What
is it?
6
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#4
/C
hara
cter
Mov
ieTa
gLi
neYo
u’v
ebee
nhir
edto
wri
tea
one-
sente
nce
adto
pro
mote
the
movi
eve
rsio
nof
this
book.
With
your
gro
up,co
me
up
with
asi
ngle
sente
nce
that
conve
ysw
hat
the
mai
nch
arac
ter
face
s,an
dw
hat
he
or
she
dis
cove
rsab
out
him
self
or
her
self
or
about
oth
ers.
#1
/C
hara
cter
Hear
t-to
-Hea
rtThe
mai
nch
arac
ter
wan
tsto
mee
tyo
uat
the
loca
ldin
erto
talk
about
ever
ythin
ghe
or
she
has
bee
ngoin
gth
rough.Thin
kab
out
conflic
tsth
isch
arac
ter
face
s.Then
tell
the
mai
nch
arac
ter
what
you
thin
kab
out
how
he
or
she
han
-dle
sth
em,an
dw
hat
you
consi
der
tobe
his
or
her
gre
ates
tst
rength
—an
dhis
or
her
gre
ates
tfe
aror
flaw
.
#3
/C
hara
cter
Choo
sea
Char
acte
rD
iscu
ssth
is!I
fyo
uhad
tobe
stra
nded
on
ades
erte
dis
land
with
any
char
acte
rin
this
book,
who
would
itbe?
Why?
Who
would
be
your
last
pic
k?W
hy?
#2
/C
hara
cter
Moo
dCl
ues
Mad
?Yo
usl
ama
door.
Hurt
?Yo
ucr
yor
run
away
.Sa
d?
You
slum
pyo
ur
should
ers.
What
you
say
and
do
com
munic
ates
your
mood
and
even
your
per
sonal
ity.
The
sam
eis
true
for
book
char
acte
rs.Fi
nd
and
dis
cuss
two
char
acte
r-re
veal
ing
pas
sages
,an
dex
pla
inw
hat
each
taught
you
about
that
char
acte
r’sfe
elin
gs,
motiva
-tions,
and
per
sonal
ity
trai
ts.
page7
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#8
/C
hara
cter
Favo
rite
Thin
gsLi
stth
ings
you
cher
ish
inlif
e,su
chas
free
tim
e,in
-line
skat
ing,a
frie
ndsh
ip,
or
afa
vori
tesp
ort
.N
ow
list
five
tosi
xth
ings
the
mai
nch
arac
-te
rva
lues
.D
iscu
sshow
the
plo
thel
ped
you
under
stan
dw
hat
the
char
acte
rva
lues
.Then
com
par
eyo
ur
valu
esto
the
char
acte
r’s.
#6
/C
hara
cter
Min
orCh
arac
ter
Imag
ine
you
are
hav
ing
piz
zaw
ith
one
of
the
min
or
char
acte
rsin
your
book.
Thin
kab
out
how
this
char
acte
rw
ould
view
aco
nflic
tth
atth
em
ain
char
-ac
ter
face
dan
dhow
they
would
hav
eso
lved
it.
Dis
cuss
from
the
min
or
char
acte
r’spoin
tof
view
.
#7
/C
hara
cter
Unso
lvab
le!
The
mai
nch
arac
ter
of
your
book
has
pro
ble
ms
that
he
or
she
could
n’t
solv
e.C
hoose
two
unso
lvab
lepro
ble
ms,
expla
inhow
the
mai
nch
arac
ter
dea
lsw
ith
each
and
why
each
one
isim
poss
ible
tore
solv
e.
#5
/C
hara
cter
Show
Me
the
Supp
ort
As
agro
up,dis
cuss
seve
ral
adje
ctiv
esth
atdes
crib
eth
em
ain
char
acte
ran
dpic
kth
ebes
tone.
Then
scan
the
book
for
alin
eor
apas
sage
that
pro
ves
you
right.
Take
avo
teon
whic
hse
ctio
npro
vides
the
stro
nges
tev
iden
ce.
page9
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#1
2/T
hem
e
Pick
aTh
eme
Dis
cuss
what
the
auth
or
seem
sto
be
sayi
ng
about
one
of
thes
eto
pic
sor
them
es:
beh
avio
r,fr
iendsh
ip,fa
mily
mem
ber
s,pove
rty,
pre
judic
e,su
rviv
al,hope,
pee
rpre
ssure
,ill
nes
s,han
dic
aps,
tale
nt.
Then
take
turn
ssh
arin
gyo
ur
ow
nvi
ews
of
thes
eth
ings.
#9
/T
hem
e
Wha
t’sU
p?A
new
sre
port
eris
inte
rvie
win
gyo
uab
out
issu
esyo
u’v
eobse
rved
bet
wee
nfr
iends
and
fam
ilies
atsc
hoolan
din
your
nei
ghborh
ood.
What
are
som
epro
ble
ms
you
mig
ht
dis
cuss
?D
oes
your
book
addre
ssan
yof
thes
e?Ex
pla
inth
eco
nnec
tions
bet
wee
nyo
ur
book
and
any
pro
ble
ms
you
iden
tify
.
#1
1/
Th
em
e
Talk
-Sho
wQ
uest
ion
You
are
the
auth
or.
Infr
ont
of
mill
ions
of
TV
view
ers,
afa
mous
talk
–show
host
asks
you:
“So
do
you
thin
kpeo
ple
are
bas
ical
lygood–
hea
rted
or
bas
ical
lyse
lfis
h?”
Base
don
the
char
acte
rsin
this
nove
l,w
hat
would
you
answ
er?
Dis
cuss
.
#1
0/
Th
em
e
Mak
eIt
aBe
stse
ller
You’re
aned
itor
who
has
toco
me
up
with
anew
title
for
your
book.
Thin
kab
out
the
nove
l’sch
arac
ters
,pro
ble
ms,
sett
ings,
even
ts,
and
them
es.C
reat
ean
effe
ctiv
enew
title
that
will
entice
peo
ple
tore
adth
ebook.
Bere
ady
toex
pla
inw
hy
you
thin
kit
reflec
tsth
ebook’
sm
ain
idea
sow
ell.
page11
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#1
6/Sett
ing
You
Are
Ther
e!So
met
imes
anau
thor
des
crib
esa
pla
cew
ith
som
uch
det
ailth
atyo
uca
nse
e,hea
r,sm
ell,
and
feel
what
that
pla
ceis
like.
Find
asc
ene
that
invo
lves
seve
ralof
your
sense
s.Rea
dit
toyo
ur
par
tner
or
gro
up,an
ddis
cuss
the
word
san
dphra
ses
that
stir
red
each
sense
.
#1
4/Sett
ing
Impo
rtan
tSce
nes
Pick
your
favo
rite
char
acte
r.W
hic
hse
ttin
gs
dee
ply
affe
ctth
ech
arac
ter’s
dec
isio
ns
and
feel
-in
gs?
Whic
hcr
eate
pro
ble
ms?
Iden
tify
two
or
thre
ese
ttin
gs
and
clea
rly
expla
inth
eim
pac
tea
chhas
on
the
char
acte
r.
#1
5/Sett
ing
Clue
sAbo
utTi
me
Ref
lect
on
how
much
tim
epas
ses
inyo
ur
book.
Skim
min
gth
ete
xt,
find
and
dis
cuss
pas
sages
that
show
how
the
auth
or
mak
estim
em
ove
.
#1
3/Sett
ing
Past
,Pre
sent
,Fu
ture
Inth
isbook
are
the
char
ac-
ters
livin
gin
the
pas
t,th
efu
ture
,or
do
they
rem
ain
inth
epre
sent
tim
e?W
hat
did
you
lear
nab
out
the
tim
eper
iod?
Do
you
thin
kth
ew
orl
dis
bet
ter
or
wors
eoff
now
?
page13
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ourc
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Hint
,Hin
tFo
resh
adow
ing
isa
tech
niq
ue
auth
ors
use
tobuild
susp
ense
.It’s
adet
ailth
athin
tsof
som
ethin
gto
com
e.Po
int
out
seve
ralpla
ces
wher
eth
eau
thor
use
sth
iste
chniq
ue.
Isth
ecl
ue
soobvi
ous
itm
akes
you
real
ize
what
isgoin
gto
hap
pen
,or
does
itju
stm
ake
you
curi
ous?
Page
Turn
ers
Did
the
auth
or
leav
eyo
udan
-glin
gfr
om
acl
iff
atth
een
dof
each
chap
ter?
Dis
cuss
thre
eor
four
of
your
favo
rite
cliff–
han
ger
san
dex
pla
inw
hy
each
mad
eyo
uth
ink,
I’ve
just
got
tore
ad
the
nex
tch
apte
r!
Find
the
Dram
aW
hat
emotions
did
the
story
mak
eyo
ufe
el?
Did
you
feel
ner
vous?
fear
ful?
exci
ted?
worr
ied?
angry
?Ta
ketu
rns
shar
ing
apas
sage
that
rouse
dyo
ur
emotions.
Rea
dit
aloud,an
dth
enpoin
tto
the
word
s,phra
ses,
and
even
tsth
atst
irre
da
spec
ific
feel
ing.
#1
7/Sto
ryStr
uct
ure
#1
9/Sto
ryStr
uct
ure
#2
0/Sto
ryStr
uct
ure
Tim
eTr
avel
Find
exam
ple
sof
flas
hbac
k—w
hen
the
story
jum
ps
toan
earl
ier
poin
tin
tim
e.D
iscu
ssw
hat
you
lear
ned
from
this
switch
intim
e.Then
dis
cuss
whic
hw
ord
ssi
gnal
edto
you
that
you
wer
ein
adiffe
rent
poin
tin
the
char
acte
r’slif
e.
#1
8/Sto
ryStr
uct
ure
page15
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ourc
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Com
parin
gDe
cisi
ons
Rev
iew
som
ere
cent
dec
isio
ns
you
hav
em
ade
and
com
par
eth
ese
todec
isio
ns
mad
eby
ach
arac
ter
inyo
ur
book.
How
are
thes
edec
isio
ns
alik
e?diffe
rent?
Dis
cuss
why
the
outc
om
esar
eth
esa
me
or
why
they
are
diffe
rent.
Favo
rite
Pass
age
Isth
ere
am
om
ent
inth
ebook
that
rem
ind-
edyo
uof
som
ethin
gyo
u’v
edone
or
felt?
Find
the
pas
sage
and
read
ital
oud.Ex
pla
inw
hy
you
connec
ted
toit
and
how
the
pas
sage
isim
port
ant
toth
est
ory
.
Desi
red
Dest
inat
ions
Isth
ere
ase
ttin
gth
atm
ade
you
thin
k,I’v
ebe
enth
ere
or
I’dlo
veto
goth
ere?
Dis
cuss
the
sett
ings
you
con-
nec
ted
toan
dex
pla
inw
hy
you
rela
teto
them
.
#2
1/Pers
on
al
Con
nect
ion
s
Who
Inte
rest
sYou
?Yo
uboar
da
trai
nan
ddis
cove
ryo
uhav
eth
ech
oic
eof
sitt
ing
nex
tto
the
mai
nch
arac
ter
or
anoth
erch
arac
ter
inth
ebook.
With
whom
would
you
choose
tota
lk?
Why?
What
would
you
like
toas
kth
ech
arac
ter?
What
would
you
tell
him
or
her
?(R
emem
ber
,yo
udon’t
hav
eto
choose
the
most
adm
irab
lech
arac
ter.)
#2
3/Pers
on
al
Con
nect
ion
s#
24
/Pers
on
al
Con
nect
ion
s
#2
2/Pers
on
al
Con
nect
ion
s
page17
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ous D
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ssio
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ompt
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ups ©
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obb,
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olas
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each
ing
Res
ourc
es
New
Kid
inTo
wn
The
mai
nch
arac
ter
ism
ovi
ng
toyo
ur
tow
n.
Will
he
or
she
fit
in?
Why
or
why
not?
How
are
his
or
her
valu
esan
dta
stes
dif-
fere
nt
from
—or
the
sam
eas
—th
ose
of
your
hom
etow
n?
Mak
ing
Conn
ecti
ons
Did
the
titles
of
oth
erbooks
or
movi
espop
into
your
hea
das
you
read
this
book?
Shar
eth
ese
titles
,an
dex
pla
inw
hy
you
thin
kth
eyre
min
dyo
uof
the
book.
Writ
ing
Idea
sRea
das
aw
rite
r.Sk
imyo
ur
book,
and
look
for
word
san
dphra
ses
that
you
mig
ht
wan
tto
adap
tto
your
wri
ting.Jo
tth
ese
dow
n,an
dsh
are
five
or
six,an
dex
pla
inw
hy
each
one
appea
led
toyo
u.
#2
5/Pers
on
al
Con
nect
ion
s
Crea
ting
Moo
dYo
uar
edir
ecting
apla
ybas
edon
this
book.
Your
lighting
dir
ecto
ras
ksyo
uto
choose
aco
lor
tohel
pcr
eate
the
mood
of
the
open
ing
scen
e.Fi
rst
dis
cuss
and
def
ine
the
mood,an
dth
enpic
ka
colo
r.W
hat
asso
ciat
ions
do
you
hav
ew
ith
this
colo
rth
atm
ade
ityo
ur
choic
e?
#2
7/Pers
on
al
Con
nect
ion
s#
28
/Pers
on
al
Con
nect
ion
s
#2
6/Pers
on
al
Con
nect
ion
s
page19
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ous D
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ups ©
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obb,
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olas
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each
ing
Res
ourc
es
Bean
Act
orRea
dy
tosh
ow
what
you
know
about
char
acte
rs’
motiva
tions?
Sele
cta
sect
ion
of
your
book
that
’sri
chin
dia
logue.
Rea
dit
aloud,
adju
stin
gyo
ur
voic
efo
rth
edif-
fere
nt
char
acte
rsso
that
you
reve
alea
chch
arac
ter’s
per
son-
ality
and
emotions.
Invi
teyo
ur
par
tner
or
the
gro
up
toin
fer
opin
ions
about
the
char
acte
rsfr
om
your
read
ing.
Beth
eCh
arac
ter!
Rea
dal
oud
afa
vori
tesc
ene
or
sect
ion
of
dia
logue.
Now
imag
ine
you
are
that
char
acte
r,an
dsu
dden
lya
fair
ygodm
oth
erap
pea
rsan
dki
ndly
asks
you
toex
pre
ssev
eryt
hin
gyo
uar
eth
inki
ng
and
feel
ing
and
why.
Free
-ass
oci
ate
asth
ough
you
are
the
char
acte
r!D
ooth
erst
uden
tsin
terp
ret
the
scen
eth
esa
me
way
?
Act
ions
Spea
kLo
uder
It’s
fair
tosa
yth
atw
hat
you
do
show
sot
her
sw
hat
kind
ofper
son
you
are.
From
aboo
kch
arac
ter’s
action
s,w
edec
ide
ifhe
orsh
eis
coura
geo
us,
snea
ky,
lazy
,har
dhea
ded
,an
dso
on.C
hoo
sea
char
acte
r,an
dpic
kth
ree
tofo
ur
ofhis
orher
action
s.D
iscu
ssw
hat
they
may
reve
alab
out
the
char
acte
r’sper
sonal
ity.
#2
9/M
akin
gIn
fere
nce
s
Dial
ogue
Dete
ctiv
eRea
dal
oud
ase
ctio
nof
dia
logue
that
taught
you
alo
tab
out
the
char
acte
rsw
ho
are
conve
rsin
g.
Expla
inhow
you
inte
rpre
ted
thei
rw
ord
s,in
ner
thoughts
,an
dau
thor’s
com
men
tsto
infe
rper
sonal
ity,
feel
-in
gs,
and
motiva
tion.
#3
1/M
akin
gIn
fere
nce
s#
32
/M
akin
gIn
fere
nce
s
#3
0/M
akin
gIn
fere
nce
s
page21
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ous D
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ompt
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obb,
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olas
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each
ing
Res
ourc
es
#3
6/N
on
fict
ion
Wha
tYou
See
Take
avi
sual
stro
llth
rough
your
book.
Shar
eth
ech
arts
,dia
gra
ms,
and
illust
rations
with
your
par
tner
or
gro
up.Ex
pla
inw
hat
you
lear
ned
from
each
and
how
each
isim
por-
tant
toth
eto
pic
.
#3
3/N
on
fict
ion
Wha
tGra
bbed
You?
What
about
this
book
says
,“R
ead
me!
”Is
itth
eto
pic
?photo
gra
phs?
auth
or?
oth
ersp
ecia
lfe
ature
s?D
iscu
ssth
ese
book
feat
ure
s.
#3
5/N
on
fict
ion
Biog
raph
ies
Why
do
auth
ors
wri
tebio
gra
phie
sab
out
peo
ple
?Po
nder
this
ques
tion
and
dis
cuss
why
you
thin
kth
eper
son
you
read
about
isth
esu
bje
ctof
abook.
#3
4/N
on
fict
ion
Vita
lInf
orm
atio
nThe
muse
um
has
aske
dyo
uto
fill
agla
ssex
hib
itca
sew
ith
info
rmat
ion
on
the
topic
of
your
book.
Whic
hth
ree
fact
sor
idea
sfr
om
this
book
would
you
wan
tm
use
um
-goer
sto
know
?W
hy?
Whic
hth
ree
photo
gra
phs
or
illust
ra-
tions
would
you
choose
todis
pla
y?A
reth
ere
any
oth
erar
ti-
fact
syo
u’d
incl
ude?
page23
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ous D
iscu
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ompt
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ds fo
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ups ©
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ra R
obb,
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olas
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each
ing
Res
ourc
es
#4
0/N
on
fict
ion
Voc
abul
ary
Swap
Word
s!W
ord
s!W
ord
s!W
enee
dth
emto
thin
kan
dto
under
stan
din
form
atio
n.
What
new
and/o
runusu
alw
ord
sdid
you
lear
n?
Dis
cuss
thre
e.
#3
7/N
on
fict
ion
Min
dBe
nder
Did
this
book
chan
ge
your
thin
king
about
the
topic
?H
ow
?W
hy?
Isth
ere
one
sect
ion
that
par
ticu
larl
ysw
ayed
your
view
?
#3
9/N
on
fict
ion
Hidd
enA
gend
asSt
op!S
kim
!Thin
k!N
ot
all
info
rmat
ion
innonfict
ion
books
isfa
ctual
.D
idth
eau
thor
of
your
book
wea
veopin
ions
into
fact
s?Sk
imto
find
exam
ple
sof
fact
san
dopin
ions
and
shar
eth
ese.
Are
You
Insp
ired?
Did
this
book
mak
eyo
uw
ant
tota
keac
tion
inso
me
way
?D
iscu
ssw
ays
inw
hic
hyo
uco
uld
use
what
you
lear
ned
from
this
book
toim
pro
veso
met
hin
gin
the
worl
d.
#3
8/N
on
fict
ion
page25
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ous D
iscu
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ompt
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ups ©
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obb,
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olas
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each
ing
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ourc
es
#4
2/R
ole
Pla
y
Role
Mod
elA
nsw
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
–Show
Host:
“Oka
y,te
llit
tom
est
raig
ht:
When
you
thin
kab
out
allth
atyo
u’v
eex
per
ience
d,w
hic
hper
son
influen
ced
your
dec
isio
ns
the
most
?W
hy?
”
#4
4/R
ole
Pla
y
We
All
Mak
eM
ista
kes
Answ
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
–Show
Host:
“Do
you
feel
that
you
mad
eso
me
poor
dec
isio
ns
along
the
way
?Te
llth
eau
die
nce
about
aco
uple
of
thes
e,an
dw
hy
you
bel
ieve
each
was
the
wro
ng
dec
isio
n.”
#4
1/R
ole
Pla
y
Mea
ning
fulM
omen
tA
nsw
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
–Show
Host:
“Tak
ea
mom
ent
tore
flec
ton
your
life
and
exper
ience
s.C
onsi
der
the
even
tsyo
ufo
und
most
mea
nin
gfu
l,th
enpic
kth
em
ost
impor-
tant
one.
Tell
me,
why
was
itsu
cha
key
mom
ent?
”
#4
3/R
ole
Pla
y
Seco
ndTh
ough
tsA
nsw
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
–Show
Host:
“Don’t
get
me
wro
ng,Ilik
edth
ew
ayth
ings
turn
edout,
but
ifyo
uco
uld
chan
ge
one
even
tin
your
life,
whic
hw
ould
itbe?
Why?
”
page27
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ous D
iscu
ssio
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ompt
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ups ©
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ra R
obb,
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olas
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each
ing
Res
ourc
es
#4
6/R
ole
Pla
y
Pred
icti
ngth
eFu
ture
Answ
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
–Show
Host:
“So
now
that
you’v
em
ade
itth
rough
allth
atyo
uhav
e,w
hat
’snex
tfo
ryo
u?
Wher
edo
you
see
yours
elf
infive
or
ten
year
s?W
hy?
”
#4
8/R
ole
Pla
y
Gett
oKn
owM
eA
nsw
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
–Show
Host:
“Who
inyo
ur
life
do
you
feel
under
-st
ood
you
the
leas
t?H
ow
did
he
or
she
com
eto
under
-st
and
you
bet
ter?
”
#4
5/R
ole
Pla
y
Star
Brig
htA
nsw
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
–Show
Host:
“Oka
y,th
eques
tion
on
ever
yone’
sm
ind
is:W
hat
acto
rw
ould
pla
yyo
uin
the
movi
eve
r-si
on?
Expla
inth
equal
itie
syo
uar
elo
oki
ng
for.”
#4
7/R
ole
Pla
y
Low
Poin
tA
nsw
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
–Show
Host:
“What
fear
sor
worr
ies
keep
you
up
atnig
ht?
What
was
the
low
est
poin
tin
your
life?
”
page29
50 F
abul
ous D
iscu
ssio
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ompt
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ds fo
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ding
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ups ©
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ra R
obb,
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olas
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ing
Res
ourc
es
#5
0/R
ole
Pla
y
Fine
stQ
ualit
yA
nsw
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
–Show
Host:
“What
do
you
consi
der
tobe
your
bes
tqual
ity?
Can
you
thin
kof
atim
ew
hen
this
qual
ity
shone
thro
ugh?”
#5
2/R
ole
Pla
y
Rem
embe
rMe!
Answ
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
Show
Host:
“What
do
you
wan
tre
ader
s,100
year
sfr
om
now
,to
know
about
your
life?
What
should
we,
inth
epre
sent,
lear
nfr
om
your
story
?”
#4
9/R
ole
Pla
y
Shin
ing
Mom
ent
Answ
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
–Show
Host:
“All
of
us
exper
ience
even
tsth
atst
ayin
our
hea
rts
and
min
ds
fore
ver.
Plea
sesh
are
the
most
mem
ora
ble
mom
ent
inyo
ur
life.
Expla
inw
hy
it’s
soim
port
ant
toyo
u.”
#5
1/R
ole
Pla
y
Deci
sion
s,De
cisi
ons
Answ
erth
isqu
esti
onfr
oma
mai
nch
arac
ter’s
poin
tof
view
.
Talk
–Show
Host:
“Ther
ear
edec
isio
ns
that
cause
slee
ple
ssnig
hts
and
take
alo
ng
tim
eto
wor
kth
rough
bec
ause
they
are
sodiff
icult.Te
llus
abou
ttw
oto
ugh
dec
isio
ns
you
had
tom
ake.
Why
did
you
stru
ggle
mak
ing
each
?”
page31
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ous D
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ourc
es