6th-7th Grade Eligible Content Binder Contents
Week 1
1. 6th-7th Eligible Content Lesson Plans – Week 1
2. 5-8 Quick Write, Classroom Culture, and Maximizing Learning Handouts
• Quick Write Stamp Chart
• Getting to Know You Bingo – Week 1, Day 2
• I Am Poem – Week 1, Day 3
• Sample I Am Poem – Week 1, Day 3
• Assessing and Scoring Maximizing Learning Challenges – Week 1, Day 3
• Maximizing Learning Challenge Team Tally – Week 1, Day 5
3. Figurative Language, Inference, and Point of View (POV) Handouts
• Go Figure Figurative Language Guided Notes and KEY – Week 1, Day 1
• Go Figure Figurative Language Pictures – Week 1, Day 1
• Ego Trippin’ Worksheet – Week 1, Day 4
• Simile and Metaphor Match Game Cards – Week 1, Day 5
• Simile and Metaphor Match Game Worksheet – Week 1, Day 5
4. 6th/7th EC-Enrichment Word Warriors Handouts – Set 1
• 6th/7th EC-Enrichment WW Full Word List
• 6th/7th EC-Enrichment WW Camper Tracker
• 6th/7th EC-Enrichment WW Set 1 Definitions and KEY
• 6th/7th EC-Enrichment WW Set 1 Think-Pair-Share Activity
• 6th/7th EC-Enrichment WW Set 1 My Partner Says Activity
• 6th/7th EC-Enrichment WW Set 1 Final Activity and KEY
5. Tuff Cam and Movie Maker Final Project Handouts – Week 1
• Favorite SDA Memory
• Tuff Cam Quick Reference
6. 5-8 Novel Activity Handouts
• Novel Activities – Weeks 1-2
• Novel Reading/Activity Log
7. 5-8 Nutrition Education Handouts
• What Do You Think About Nutrition? Pretest – Week 1, Day 1
• Go for Color Worksheet – Week 1, Day 3
• Create a Rainbow Take Home Activity – Week 1, Day 3
6th-7th Grade Eligible Content Lesson Plans
Week 1, Day 1
Topic
Title
Number
of
Minutes
Materials
Materials:
• QuickWrites PPT
• Projector
• Lined Paper
• QuickWrite Stamp Chart
• Timer
• Stamper
Quick
Write
Quick Write
10
Materials:
• Ball (provided)
Classroom
Culture
Meet n’ Greet
Ball Pattern
Game
10
Example/Description
Directions/Introduction to QuickWrites (5 min):
• Distribute one piece of lined paper per camper.
• Project “QuickWrites” PPT
• Distribute Quick Write Stamp Chart and read aloud the “Quick Write
Quota” slide to explain what QuickWrites are and the incentive plan
for completing the daily QuickWrite to campers.
Writing (5 min):
• Advance to the next slide, “QuickWrite #1,” read aloud, and give
campers 5 minutes to complete.
• The teacher and camp coordinators should circulate around the room
and begin stamping campers’ QuickWrite Stamp Chart. Be sure to
check and stamp QuickWrites each day to increase camper
motivation to receive the incentive at the end of the week.
• When the time is up, you can call on a few campers to share their
responses.
• When finished, ask campers to put their QuickWrite and Stamp Chart
in their SDA Binder. Remind them they will continue to use this
paper for future QuickWrites and supply new paper to campers when
needed.
•
•
•
•
•
•
1
Teacher instructs campers to stand in a circle.
Campers each introduce themselves by first name only
Teacher begins by saying one campers' name and tossing ball to
him/her
That camper says another’s' name and passes the ball until all have
received it
After this is done once ask the campers to repeat the pattern more
quickly
If time allows challenge the campers to do the pattern backwards
Rule,
Classroom Consequences,
Culture
Classroom
(continued)
Tour, &
Names
Maximizing
Learning
Maximizing
Learning
10
15
Materials:
• Daily Calendar (posted)
• Weekly Calendar (posted)
• Rules and Consequences
(posted)
• Sample Promise Paycheck
Materials:
• Maximizing Learning
Introduction PPT – Part 1
• Projector
2
Introduction
to Figurative
Language
•
•
•
•
•
•
•
•
Handouts/Worksheets
• Go Figure –
Figurative Language
Notes
Eligible
Content
Figurative
Language
•
25
Materials
• Go Figure –
Figurative Language
PPT
• LCD Projector
• “Go Figure” pictures
posted on pieces of
chart paper and placed
around the room
(leave covered until
end of activity)
•
•
See Camp Culture Plan for details on rules, consequences, and
Promise Paycheck incentive system, select a classroom team name
Note important parts of classroom (garbage can, bathroom pass,
pencil sharpener, supplies, etc.).
Highlight daily and weekly calendar—gives detailed schedule for the
day and broad overview of week.
Highlight camp rules (Work hard, have fun, and be nice).
Explain consequences (negative and positive).
Discuss Promise Paychecks.
Project “Maximizing Learning Introduction – Part 1” PPT.
Advance through the PowerPoint as means to expose campers to what
it means for intelligence to be malleable and that they can grow their
brain.
Continue to advance through the presentation until you reach Part 2 of
the PowerPoint and stop.
Project Go Figure – Figurative Language PPT.
Introduction – Complete the QuickWrite prompt (on Post-its)
from the PPT (slide #2)
ƒ QuickWrite: Describe the picture below.
--Explain that when campers simply describe the picture
(there is a purple car, a girl is driving, there is a dog on the
hood of the car, etc.) they are using literal language.
ƒ QuickWrite: Now use more descriptive language to describe
the picture.
--Guide campers in using figurative language to describe
aspects of the picture (the car is moving fast as a speeding
bullet, the man’s heart is in his throat, etc.).
• Explain to campers that figurative language is language that
means more than what is said on the surface. This type of
language is not meant to be taken literally.
• Distribute Go Figure – Figurative Language Notes.
• Move through the PPT while campers complete their guided
notes.
• When campers get to the last slide on the PPT (slide # 11) they
are asked to create figurative language phrases for each picture.
Have campers write their figurative language phrases on Post-its.
•
Eligible
Content
Figurative
Language
(continued)
Nutrition
Education
Introduction
to Figurative
Language
(continued)
PreAssessment –
What Do You
Think About
Nutrition?
10
Materials:
• “What Do You Think About
Nutrition?” Pretest
• Pen or pencil
•
Explain to campers that every week they will be spending some time
learning about good nutrition and wellness behaviors.
• The purpose of the pre-assessment is to learn what campers know
now, so that any changes in thinking or behavior can be tracked at the
end of camp.
o Pass out the Pre-assessment
o Read the instructions
o Answer any questions that campers may have
•
Closing
3
Closing
5
If time permits, complete a GalleryWalk to view all of the
figurative language phrases for the pictures.
ƒ Prior to class the teacher should print out the pictures
on the last slide and glue them to chart paper. Then,
place the chart paper in different locations around the
classroom.
ƒ When campers are finished with their figurative
language Post-its they should place them on the chart
paper that corresponds to the picture that they wrote
their phrases for.
ƒ After all of the phrases are placed on the chart paper,
organize the campers in small groups and have them
rotate around the room to view all of the charts.
Ask campers to review the types of figurative language that they
learned today. Next, campers should share some of their favorite
examples of figurative language from the Gallery Walk. As a
way to earn some Promise Points, give campers the opportunity
to bring in examples of song lyrics that use figurative language.
6th-7th Grade Eligible Content Lesson Plans
Week 1, Day 2
Time
Title
Number
of
Minutes
Quick Write
Quick Write
5
Classroom
Culture
Getting to
Know You
Bingo
10
Eligible
Content
Figurative
Language
4
15
Introduction to
Personification
Materials
Materials:
• QuickWrites PPT
• Projector
• Lined Paper
• QuickWrite Stamp Chart
• Timer
• Stamper
Example/Description
Directions:
• Ask campers to take out their QuickWrite paper from yesterday.
• Project “QuickWrites” PPT, “QuickWrite #2” slide, read aloud, and
give campers 5 minutes to complete.
• Circulate around the room and begin stamping campers’ charts. Be
sure to check and stamp QuickWrites each day to increase camper
motivation to receive the incentive at the end of the week.
• When the time is up, you can call on a few campers to share their
responses.
• When finished, ask campers to put their QuickWrite and Stamp
Chart in their SDA Binder. Remind them they will continue to use
this paper for future QuickWrites and supply new paper to campers
when needed.
•
•
Materials:
• Handouts/Worksheets
• Getting to Know you
Bingo
Materials
• Hip Hop Speaks to
Children Book
• CD Player/Computer
• LCD Projector
•
•
•
Campers and staff should play Getting to Know You Bingo
Winners will receive Promise Dollars
Introduction – Have campers complete the following Quick
Write question in their notebooks.
ƒ What is your dream? What do you have to do to
achieve your dream?
Pair/Share camper responses to the Quick Write.
Project the poem “Dream Variations” (Hip Hop Speaks to
Children p. 56) while you listen to the CD (Track # 14 on the
Hip Hop Speaks to Children CD) at least two times.
•
•
Introduction to
Personification
Using the overhead, project the word “personification” and
underline the letters p-e-r-s-o-n. Ask campers what
personification means and define it next to the word.
ƒ A figure of speech that gives the qualities of a person to
an animal, an object, or an idea.
Ask campers to identify what objects are given traits that only
a person can have?.
ƒ “the night comes on gently” and “night coming
tenderly”
(continued)
Materials
• Notebook
•
•
Eligible
Content
Figurative
Language
Personification
Activity
•
15
•
•
(continued)
•
•
Introduction to
5
10
Materials
Explain to campers that since the poem gave the traits of a
person to nature, that they will be writing a poem about nature
that also uses personification.
Make a T-Chart on the overhead projector and label them
“object” and “trait”. Under the “object” column write words
such as: stone, sun, star, sea, moon, tree, etc.Under the “trait”
column write words such as: listens, tells, shows, reminds,
teaches, listens, etc.
Allow campers to add other objects and traits from nature to
the T-Chart.
Camper should copy the T-Chart into their notebooks.
Next, tell campers to write a word from the object column and
match it with a word from the trait column (e.g. stone / listens).
Explain to campers that they now need to expand their words
into sentences (e.g. the stone listens carefully to the grass as it
grows around it).
Campers should continue matching objects with traits until
their list is exhausted and they have created a figurative
language poem about nature.
Final Project
•
•
Final Project
•
SDA Kids Club Movie
What’s Your Favorite?
Movie
•
•
Handouts/Worksheets
•
Gather campers around individual computer if projector is
unavailable
Hook-Show the campers the SDA Kids Club and What’s
Your Favorite? movie on computer
Discuss any memories with campers who came to SDA last
year
Discuss any thoughts campers have about what they think the
camp will be about this year including any field trips.
Favorite Memory Sheet
•
Materials:
•
• Novel Activities
• Novel
Reading/Activity
•
Logs
•
Novel
Activities
•
Novel Activities
15
•
•
Inform campers that they will have the opportunity to purchase their
summer reading books at the Scholastic Book Fair this week.
They will be given a budget of $20 to buy books of their choice that
they can read throughout the summer!
Explain to campers that during the “Novel Activities” portion of
camp, they have the choice to either read or complete one of the novel
activities.
Distribute the “Novel Activities” handout and briefly go over the
various activities they will be able to choose from over the course of
camp.
Distribute the Novel Reading/Activity Log to campers and tell them
that every time they read or complete a novel activity they should
keep track of what they did on the log (date, range of pages read,
activity completed) and they will earn a stamp for productive novel
work.
When you have finished going over the handouts, have campers to put
them in their SDA Binder.
•
Closing
6
Closing
5
Allow campers to read their personification poems aloud.
Award Promise Points to campers who are able to identify
examples of personification in their peer’s poems.
6th-7th Grade Eligible Content Lesson Plans
Week 1, Day 3
Time
Quick Write
Classroom
Culture
Maximizing
Learning
7
Title
Quick Write
“I Am” Poem
Maximizing
Learning
Number of
Minutes
5
10
10
Example/Description
Materials
Materials:
• QuickWrites PPT
• Projector
• Lined Paper
• QuickWrite Stamp
Chart
• Timer
• Stamper
Directions:
• Ask campers to take out their QuickWrite paper from
yesterday.
• Project “QuickWrites” PPT, “QuickWrite #3” slide, read
aloud, and give campers 5 minutes to complete.
• Circulate around the room and begin stamping campers’
charts. Be sure to check and stamp QuickWrites each day to
increase camper motivation to receive the incentive at the end
of the week.
• When the time is up, you can call on a few campers to share
their responses.
• When finished, ask campers to put their QuickWrite and
Stamp Chart in their SDA Binder. Remind them they will
continue to use this paper for future QuickWrites and supply
new paper to campers when needed.
Materials:
• Handout
• “I Am” Poem
• Sample “I Am” Poem
Materials:
• Maximizing Learning
Introduction – Part 2
PPT
• Projector
•
•
•
•
•
•
Display Sample Poem
Distribute template
Campers complete
Save and Share on day 4
Project “Maximizing Learning Introduction – Part 2” PPT
Review what was covered on Day 1 by asking campers to recall
what they learned from the presentation and to share their
thoughts about whether or not they believe they can grow their
brains.
•
•
Maximizing
Learning
Maximizing
Learning
(continued)
(continued)
Word
Warriors
8
Introducing Word
Warriors
•
5
Maximizing Learning
Challenges PPT (for
planning purposes only)
Assessing and Scoring
the Maximizing
Learning Challenges
handout (for planning
purposes only)
Materials
• Set 1 6th/7th EC –
Enrichment Word
Warrior PPT
• 6th/7th EC – Enrichment
Word Warrior Camper
Tracker
• Word Warrior Word
Wall (Show campers
where it will be
located.)
As you cover the slides that discuss the Maximizing Learning
Challenges, demonstrate enthusiasm to convey to campers that
they will be doing fun activities to grow their brains, not
“school” or “academic” types of activities to increase their
motivation.
• Remind campers that they will have their first Challenge on
Friday.
• Review the first Maximizing Learning Challenge, determine
how you will group campers, make sure you have all materials
needed for the challenge and review the Assessing and Scoring
document prior to Friday’s challenge.
• Introduce Word Warriors-discuss the objectives- SWBAT
define and use 20-24 words over the course of SDA to earn
prizes and to assist the campers in becoming Promise Ready.
• Explain that Word Warriors is the name of vocabulary
activities that campers will do.
• There will be 3 sets of vocabulary words they will learn over
the course of the camp. 8 words per set.
• Each week, words will be posted on the Word Warriors Word
Wall. Campers will first be introduced to the words and do
various activities to help them own the words. After each set of
activities campers will complete a final activity to show what
they know.
• Share with the campers the Word Warrior Camper Tracker.
• Explain that after each Final Activity teachers will hand back
their papers to see how many words they owned for that set.
They will then graph the words they owned on their Word
Warrior Tracker.
• There are three levels of awards and prizes:
1. Jargon General: owns 15-17 words—earns a certificate and
a Stir “Em Up game!.
2. Term Trooper: owns 18-20 words—earns a certificate and a
Stir “Em Up game!.
3. Word Warrior: owns 21-25 words—earns a certificate, a
Stir ‘Em Up game, and a Buzz Word Jr. game!
• Campers’ Word Warrior status will be announced on the last
day of camp and they will receive the award for the level they
have achieved.
Materials
• Set 1 6th/7th EC –
Enrichment Word
Warrior Definitions
• Index cards
• Markers
• Word Warrior Word
Wall
Set #1 Definitions
Begin introducing words today, and continue on Day 4.
•
Give each camper 3 note cards. Have campers write a large
#1 on one card, a large #2 on another card and a large # 3 on
the last card. (Campers will use these to rate the cards as
they are introduced—see 4th bullet)
•
Project the Word Warrior Power Point Presentation for 5th7th grade Fluency Corse set #1.Definitions Worksheet.
•
Campers will complete Word Warriors Set #1 Definitions
Worksheet by filling in the blanks as the teacher goes
through the PPT.
• For each word:
1. Teacher should introduce the word by pronouncing the word
and campers repeat the word
10
Word
Warriors
2. Ask campers to rate the word by holding up the card that
explains their level of knowledge about the word
• 1-don’t know the word
• 2-have heard the word but not sure how to use the word
• 3-know the word and use the word
(continued)
3. Give campers the opportunity to respond and discuss each
word.
•
9
Write each word on a note card to place on a word wall. Place
note cards in a straight line so you can add synonyms and
antonyms later as the campers become more familiar with the
words.
•
Final Project
Tuff Cams Intro-Taking
Photographs and
Filming
15
Materials
• Tuff Cams- 1 per
group
Handouts
• Tuff Cams Quick
Reference
•
•
•
Materials:
• Go For Color
Worksheet (one per
group)
• Create A Rainbow
Take Home Activity
Nutrition
Education
Go for Color
Closing
Closing
10
15
•
•
Explain to the group that they will be using the Tuff
Cams to create their Final Project.
Show Tuff Cams
o Demonstrate how to turn camera on/off, take
pictures.
o Demonstrate how to take video
o Demonstrate how to delete pictures/video
Have campers take several pictures and record small
segments of video.
NOTE: Pictures and Videos will not be saved onto a
computer until a later session. All photos and videos
should be erased at end of session.
Have a brief discussion on why people eat healthy foods.
Explain to campers that in order to be healthy, you have to eat
correctly, which consists of getting proper nutrients while
staying within caloric needs.
• Break campers into small groups of 3-4 campers.
• Assign one camper to be the scorekeeper
• Use the “Go For Color” PowerPoint and have campers follow
along with the worksheet.
o When the PowerPoint specifies, give campers 60 seconds to
brainstorm as many fruits/veggies as they can within a color
group. Remind them to think of the color of fruit on the
inside, not the peel.
o For each color, give 5 points to the group that brainstorms the
most correct choices.
o Winning group of campers gets 5 promise dollars each.
When the activity is concluded, hand out the Create a Rainbow
handout for campers to take home and try ideas to add fruits and
vegetables to their diet.
• To pique campers’ interest, ask them to infer what their first
Maximizing Learning Challenge will be, but only tell them they
will be receiving a box of paper clips!
• Practice the SDA chant.
• Remind campers of any important SDA information that may
need to be communicated home.
6th-7th Grade Eligible Content Lesson Plans
Week 1, Day 4
Time
Title
Quick Write
Quick Write
Classroom
Culture
“I A” Poem
Share
Number
of
Minutes
5
10
9:55-10:20
Eligible Content
Figurative
Language
11
Introduction to
Hyperbole
15
Materials
Materials
• QuickWrites PPT
• Projector
• Lined Paper
• QuickWrite Stamp
Chart
• Timer
• Stamper
Materials:
• Completed “I Am”
Poems from Day 3
Handouts/Worksheets
• Ego Trippin’
Worksheet
Materials
• Hip Hop Speaks to
Children Book
• CD Player
• LCD Projector
Example/Description
Directions:
• Ask campers to take out their QuickWrite paper from
yesterday.
• Project “QuickWrites” PPT, “QuickWrite #4” slide, read
aloud, and give campers 5 minutes to complete.
• Circulate around the room and begin stamping campers’
charts. Be sure to check and stamp QuickWrites each day to
increase camper motivation to receive the incentive at the end
of the week.
• When the time is up, you can call on a few campers to share
their responses.
• When finished, ask campers to put their QuickWrite and
Stamp Chart in their SDA Binder. Remind them they will
continue to use this paper for future QuickWrites and supply
new paper to campers when needed.
•
•
•
•
•
Share “I Am” Poems from Day 3
Project the poem “Ego Trippin” (Hip Hop Speaks to Children
p. 42-43) while you listen to the CD (Track # 28 on the Poetry
Speaks to Children CD) at least two times.
Introduction – Have campers complete the QuickWrite
question on their “Ego Trippin” Worksheet.
ƒ Do you like the speaker of the poem, why or why not?
Pair/Share camper responses to the QuickWrite
Explain that hyperbole is exaggeration.
Handouts/Worksheets
• Ego Trippin’
Worksheet
Materials
• Crayons
• Markers
Hyperbole
Activity
•
•
•
•
•
15
•
•
•
Word
Warriors
12
Set #1
Definitions
Materials
• Set 1 6th/7th EC –
Enrichment Word
Warrior Definitions
• Index cards
• Markers
• Word Warrior Word Wall
15
Continue to work on Ego Trippin’ Worksheet
Campers will select two hyperboles from the poem and
illustrate each exaggeration. Remind campers that their
caption under the picture should be the hyperbole exactly as it
appears in the poem and their interpretation of the hyperbole.
Next, campers should complete the “Hyperbole in your Hand”
section of the worksheet here they choose a stanza of the
poem and write like the author.
Campers should write a poem about themselves or someone
they know that uses hyperbole.
Campers should use the same structure as the author (I was
born in the Congo = I was born in the ‘Burg).
The teacher should model an example of a “Hyperbole in your
Hand” if campers are having difficulty getting started (I was
born in the ‘Burg/I walked to the Rocky Mountains and dug
the Grand Canyon).
Finally, campers should answer the “What Do YOU Think”
question on their worksheet and share out their answers.
What would cause the speaker of the poem to exaggerate so
much?
Continued from Day 3:
•
•
•
Give each camper 3 note cards. Have campers write a large #1
on one card, a large #2 on another card and a large # 3 on the last
card. (Campers will use these to rate the cards as they are
introduced—see 4th bullet)
Project the Word Warrior Power Point Presentation for 5th- 7th
grade Fluency Corse set #1.Definitions Worksheet.
Campers will complete Word Warriors Set #1 Definitions
Worksheet by filling in the blanks as the teacher goes through
the PPT.
Word
Warriors
Set #1
Definitions
(continued)
(continued)
•
Novel
Activities
13
Novel Activities
10
Materials:
•
• Various novels
• Novel Reading/Activity
Logs
• For each word:
4. Teacher should introduce the word by pronouncing the word and
campers repeat the word
5. Ask campers to rate the word by holding up the card that
explains their level of knowledge about the word
• 1-don’t know the word
• 2-have heard the word but not sure how to use the word
• 3-know the word and use the word
6. Give campers the opportunity to respond and discuss each word.
Write each word on a note card to place on a word wall. Place note
cards in a straight line so you can add synonyms and antonyms later
as the campers become more familiar with the words.
Allow campers to read one their books or a book from the classroom
library.
6th-7th Grade Eligible Content Lesson Plans
Week 1, Day 5
Time
Quick Write
Classroom
Culture
Maximizing
Learning
Challenge
14
Title
Quick Write
SDA Spotlight
“Assemble a
Paper Clip
Chain”
Number
of
Minutes
5
10
10
Materials
Materials:
• QuickWrites PPT
• Projector
• Lined Paper
• QuickWrite Stamp Chart
• Timer
• Stamper
Materials:
• Handout SDA Spotlight
• Interview template
Materials:
• Projector
• Maximizing Learning
Challenges PPT
• Assessing and Scoring
the Maximizing
Learning Challenges
handout (for reference)
Example/Description
Directions:
• Ask campers to take out their QuickWrite paper from yesterday.
• Project “QuickWrites” PPT, “QuickWrite #5” slide, read aloud,
and give campers 5 minutes to complete.
• Circulate around the room and begin stamping campers’ charts.
Be sure to check and stamp QuickWrites each day to increase
camper motivation to receive the incentive at the end of the week.
• When the time is up, you can call on a few campers to share their
responses.
• When finished, ask campers to put their QuickWrite and Stamp
Chart in their SDA Binder. Remind them they will continue to use
this paper for future QuickWrites and supply new paper to campers
when needed.
•
•
Campers will partner interview
Save and Share on Day 6
Note: Maximizing Learning Challenges will require staff members
to prepare materials and determine how teams will be established
ahead of time in order prepare materials and have enough time to
complete the challenges in the allotted time on the lesson plan.
•
•
•
Maximizing
Learning
Challenge
(continued)
“Assemble a
Paper Clip
Chain”
(continued)
Maximizing Learning
Challenge Team Tally
(for assessing and
scoring)
“Assemble a Paper Clip
Chain” materials:
o 1 Box of paper
clips per group
Timer
Directions:
•
•
•
•
Project the Maximizing Learning Challenge PPT.
Read through the slides for “Assemble a Paper Clip Chain” –
clearly emphasizing the directions and what the campers can and
cannot do.
• After you read the directions slide, make sure campers understand
the task, distribute the materials to the groups, set the timer for the
time allotted, then advance to the next slide, “Ready, Set, Go,” and
let the campers begin.
• Advancing to the next slide will display the directions again for
the campers.
•
•
•
•
15
Explain to campers they are going to participate in their first
Maximizing Learning Challenge. Engage in a very brief discussion
about how these challenges are opportunities to “grow their brains,”
will require them to be creative when deciding their plan of action,
and that to be successful in completing the challenge, they must
communicate and cooperate with one another.
Assign campers to their teams. Tell them to elect a team leader.
Teacher and Camp Coordinators should monitor campers as they
progress through the challenge, keeping an eye out for any potential
conflicts amongst teammates and recording points on the Team
Tally.
Advance to the next slide “So, How’d It Go?” to display during the
reflection/closing of the activity.
Ask campers to reflect on the experience, focusing especially on
how they went about tackling the challenge (creativity), how well
they cooperated with one another, and how important
communication was to completing the challenge successfully.
(Refer to the Assessing and Scoring handout for more questions to
provoke discussion, if necessary).
Share the results of the Team Tally and reward campers with
Promise Dollars.
Materials
• Hip Hop Speaks to
Children Book
• CD Player/Computer
• LCD Projector
9:55-10:20
Eligible Content
Introduction to
Simile & Metaphor
Figurative
Language
•
•
•
15
•
•
•
Handouts/Worksheets
• Similie & Metaphor
Match Game Cards
• Simile & Metaphor
Match Game
Worksheet
Simile & Metaphor
Activity
Board Games
16
Play Board Games
•
•
•
15
Materials
• Scissors
• Envelopes
• Glue
Materials
• Various board games
•
•
Project the poem “The Negro Speaks of Rivers” (Hip Hop
Speaks to Children p. 30) while you listen to the CD (Track #
37-38 on the Poetry Speaks to Children CD).
Project the poem “Waitin’ on Summer” (Hip Hop Speaks to
Children p. 62) while you listen to the CD (Track # 20 on the
Poetry Speaks to Children CD).
Introduction – Have campers complete the QuickWrite
question on their SDA binders.
ƒ What is a simile? What is a metaphor?
Pair/Share camper responses to the QuickWrite
ƒ
Tell campers that while they listen to each of the poems again
to be listening for similes and metaphors.
Play and project each of the poems again for campers.
Prior to class, cut out the match game cards and place them in
envelopes.
After you have listened to the poems “The Negro Speaks of
Rivers” and “Waitin’ on Summer” and discussed similes and
metaphors in both poems, pass out the envelopes to small
groups of campers (groups of 2-3).
Campers should sort through and match the cards to create
accurate similes and metaphors.
Next, campers should complete the “Simile & Metaphor
Match Game” worksheet. Make sure campers:
o Glue down the “A” cards
o Glue down the “B” cards
o Write the simile or metaphor
o Write the meaning of the simile or metaphor
Allow campers to play the various classroom board games.
Quick Write/Stamp Chart
Name _________________________________
“All About
Me”
Monday
“Tomorrow” “What-If”
Tuesday
Wednesday
“Think
About It”
Thursday
“Finish It”
Friday
WEEK 1
QW 1
QW 2
QW 3
QW 4
QW 5
QW 6
QW 7
QW 8
QW 9
QW 10
QW 11
QW 12
QW 13
QW 14
QW 15
QW 16
QW 17
QW 18
QW 19
QW 20
QW 21
QW 22
QW 23
QW 24
QW 25
WEEK 2
WEEK 3
WEEK 4
WEEK 5
Name ________________________________
Date _______________
Getting to Know You Bingo
Directions: Getting to Know You Bingo is a fun way to learn about other campers! Each
square on the Getting to Know You Bingo Board has a brief description. When the game begins
you should walk around the classroom, introduce yourself to other campers, and have each
person sign their name in a box that describes them. Remember, each person can only sign
your Bingo board once, and you can’t sign your own board at all so try to meet as many people
as you can. When you have five in row horizontally, vertically, or diagonally, shout out, “Bingo!”
Find another camper who…
Plays an
instrument
Has 3 or more
siblings
Can do a
cartwheel
Has more than 1
pet
___________
___________
___________
___________
Has a favorite
food that is not
pizza
___________
Likes
photography
Has the same
favorite color as
you
Loves the winter
___________
Speaks more
than one
language
___________
Knows how to
swim
___________
Can name 6
Steelers (first
and last names)
___________
Has an ‘A’ in
his/her name
___________
Goes to different
School than you
Went to
Summer
Dreamers last
year
___________
___________
___________
Plays a sport
___________
Is left-handed
___________
Was born the
same month as
you
___________
Has his/her
ear(s) pierced
___________
___________
Has traveled
outside of
Pennsylvania
___________
Has been to a
Play/Performance
___________
Is a good singer
Likes to paint
___________
___________
Has been to an
amusement
park other than
Kennywood
___________
Read a book
this summer
___________
Has been to a
Pirates game
___________
Name ________________________________
Directions: Take a minute to think about yourself--your likes, dislikes, hopes, dreams, fears-everything that makes you YOU! For each blank below, choose words or phrases that describe
you.
I AM POEM
I am ___________________________________________
I wonder ______________________________________
I dream _________________________________________
I hear __________________________________________
I want _________________________________________
I am ___________________________________________
I pretend ______________________________________
I believe ______________________________________
I touch ________________________________________
I feel __________________________________________
I worry ________________________________________
I cry __________________________________________
I understand ___________________________________
I am ___________________________________________
Finished Early? Draw a picture or add some decorations that show your personality.
Name ________________________________
Directions: Take a minute to think about yourself--your likes, dislikes, hopes, dreams, fears-everything that makes you YOU! For each blank below, choose words or phrases that describe
you.
I AM POEM
I am a beach girl!
I wonder why I can’t live there year-round?
I dream of owning my own beach house one day.
I hear the waves crashing against the rocks at night.
I want to swim with the wild dolphins I see each day.
I am a beach girl..who has to wear a lot of sunscreen.
I pretend I am a North Carolina local living on the island.
I believe the ocean heals your soul.
I touch seeweed and no longer freak out about it.
I feel the cold sand squish beneath my toes as I search for shells.
I worry someday that I may get stung by a jellyfish.
I cry when vacation is over.
I understand that I must go home at the end of the week.
I am a beach girl counting the days until we meet again!
Finished Early? Draw a picture or add some decorations that show your personality.
ASSESSING & SCORING THE MAXIMIZING LEARNING CHALLENGES
Assessing and Reflecting on Campers’ Performance
• At the end of each challenge, assess your team’s solution.
o Share your feelings as you went through the challenge, but don’t point fingers and
blame people if something didn’t go the way you wanted!
• Here are some questions to get you thinking about how to improve your teams’
performance:
¾ What was one positive thing that happened or worked well, and one thing that your
team could do better for next time?
¾ What can you do to encourage everyone on the team to participate?
¾ Was there anything you forgot to do?
¾ Did everyone on the team share at least one idea for solving the problem?
¾ Did you have any problems communicating?
¾ How could you have improved the solution you chose?
¾ How well do you think you solved this problem?
• Teachers and camp coordinators are going to walk around and see how well you handled
the challenge and will provide their feedback so you can do better next time.
Scoring
•
•
•
•
•
Scores are not going to be based on the accuracy of the solution, but rather your
abilities to Cooperate, Communicate, and be Creative as a team!
o There is no right answer!
Teachers and camp coordinators will take notes on positive and negative aspects of how
well you tackled the challenge.
o Remember, teachers and coordinators, your judgment should be fair and address
amazing effort, difficulties, or exceptionally creative solutions!
Each team will receive a score of 1-10, 10 being the best score possible.
Bonus points will vary depending on the challenge. Some challenges you can receive up to
25 bonus points!
The Team Tally chart will be displayed to promote motivation amongst teams and to
remind teams what you may need to improve upon for the next challenge. (Teachers may
consider making the Team Tally a poster-sized chart)
These suggestions for assessing campers are taken from Team Challenges: 170+ Group Activities to Build Cooperation, Communication, and
Creativity, by Kris Bordessa, ©2006.
MAXIMIZING LEARNING CHALLENGE
TEAM TALLY
Challenge NAme:____________________________________________________________
1
2
3
4
5
6
7
8
9
10
Creativity
Cooperation
Communication
Bonus Points
Total Points
6th‐7th EC Name ________________________________________
Date ____________
Go Figure – Figurative Language Notes
Recognizing Literal Language ƒ
Literal language is language that means _____________________ what is said. ƒ
Most of the time, we use ______________________ language. Recognizing Figurative Language ƒ
The opposite of literal language is ______________________ ______________________. ƒ
Figurative language is language that ______________________ ______________________ mean exactly what it says. ƒ
Writers often use figurative language to ____________________ a ______________________ ______________________ of something, or to make it more ______________________ or expressive. What is Figurative Language? ƒ
Whenever you describe something by ______________________ it with something else, you are using ______________________ language. Types of Figurative Language ƒ
Imagery ƒ
______________________ ƒ
______________________ ƒ
Alliteration ƒ
______________________ ƒ
Onomatopoeia ƒ
______________________ ƒ
Idioms Simile ƒ
A simile ______________________ two ______________________ things, usually with the words ______________________ or ______________________. o Example: The ___________________________ on his arms are __________________ _______ ____________________. Metaphor ƒ
A metaphor ______________________ two ______________________ things _______________________ using ____________ or ____________. o Example: The _______________ _______ ____ ______________________ wrapped through the dessert. Personification ƒ
Personification gives the qualities of a ______________________ to an animal, an object, or an idea. o Example: “The friendly gates ______________________ us." •
Gates cannot welcome people. Only a ______________________ ______________________ can welcome something. Hyperbole ƒ
A hyperbole uses _______________________ to make something sound more __________________. It is not used to mislead the reader, but to________________ _____ ____________ very clear. . o Example: She told me to do my homework a ______________________ different times! 6th‐7th EC Name ________________________________________
Date ____________
Go Figure – Figurative Language Notes
Recognizing Literal Language ƒ
Literal language is language that means exactly what is said. ƒ
Most of the time, we use literal language. Recognizing Figurative Language ƒ
The opposite of literal language is figurative language ƒ
Figurative language is language that does not mean exactly what it says. ƒ
Writers often use figurative language to paint a mental picture of something, or to make it more clear or expressive. What is Figurative Language? ƒ
Whenever you describe something by comparing it with something else, you are using figurative language. Types of Figurative Language ƒ
Imagery ƒ
Simile ƒ
Metaphor ƒ
Alliteration ƒ
Personification ƒ
Onomatopoeia ƒ
Hyperbole ƒ
Idioms Simile ƒ
A simile compares two unlike things, usually with the words like or as. o Example: The muscles on his arms are strong as iron. Metaphor ƒ
A metaphor compares two unlike things without using like or as o Example: The road was a ribbon wrapped through the dessert. Personification ƒ
Personification gives the qualities of a person to an animal, an object, or an idea. o Example: “The friendly gates welcomed us." •
Gates cannot welcome people. Only a living thing can welcome something. Hyperbole ƒ
A hyperbole uses exaggeration to make something sound more dramatic It is not used to mislead the reader, but to make a point very clear. . o Example: She told me to do my homework a million different times! Use figurative
language to describe
this picture!
Use figurative
language to describe
this picture!
Use figurative
language to describe
this picture!
Use figurative
language to describe
this picture!
6th‐7th EC Name ________________________________________
Date ____________
Ego Trippin’ Worksheet
Quick Write: Do you like the speaker of the poem? Why or why not? ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________ Hyperbole = ____________________ Directions: After reading the poem “Ego Trippin’” choose two hyperboles and illustrate them in the boxes below. Make sure to include the hyperbole in the caption box below along with your interpretation of the hyperbole. Caption: Caption:
Hyperbole in Your Hands: Now you get to be the poet! Use Nikki Giovanni’s poem “Ego Trippin’” as a model for your own poem filled with hyperbole. You may write about yourself or someone else that you know. Have fun! “Ego Trippin’”
Nikki Giovanni
Title:
By:
I was born in the Congo
___________________________________________
I walked to the fertile crescent and built
___________________________________________
___________________________________________
the sphinx
___________________________________________
I designed a pyramid so tough that a star
___________________________________________
that only glows every one hundred years falls
___________________________________________
into the center giving divine perfect light
___________________________________________
I am bad
___________________________________________
___________________________________________
I sat on the throne
___________________________________________
drinking nectar with Allah
___________________________________________
I got hot and sent an ice age to Europe
___________________________________________
to cool my thirst
___________________________________________
My oldest daughter is Nefertiti
___________________________________________
the tears from my birth pains
___________________________________________
___________________________________________
created the Nile
___________________________________________
I am a beautiful woman
___________________________________________
What Do YOU Think? What would cause the speaker of the poem to exaggerate so much? ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________ 6th‐7th EC – Match Game Cards
Laughs like
a hyena
As dry as
a bone
As easy as
pie
As fit as
a fiddle
As gentle as
a lamb
Quiet like
a mouse
As quick as
a flash
Smooth like
silk
Well done! You are
a star
My pulse is
racing
Quiet like
a mouse
The snow was
a blanket of white
Her voice is
music to my ears
He had a heart
of stone
Time is
Money
The rocks were
jagged knives
Life is
a journey
A field of
dreams
6th‐7th EC – Match Game Worksheet
Name: _____________________________________________________
“A” Card
“B” Card
Paste Card Here
Paste Card Here
Paste Card Here
Paste Card Here
Paste Card Here
Paste Card Here
Paste Card Here
Paste Card Here
Date: _________________
What does it mean?
Paste Card Here
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6th-7th Grade Eligible Content AND 5th-7th Grade Enrichment
All Word Warriors Words and Prizes
6th-7th Grade Eligible Content and 5th-7th Grade Enrichment campers
will be introduced to a total of 24 words over the course of camp.
Campers can win up to 2 board games based on how many words they
master, as shown by performance on their final activity.
• Jargon General – Master 15-17 words
• Term Trooper – Master 18-20 words
• Word Warrior – Master 21-25 words
• Jargon Generals and Term Troopers will be presented with a
certificate and either the game Stir ‘Em Up (6/7 EC) or Quiddler
(Enrichment)!
• Word Warriors will be presented with a certificate, Stir ‘Em Up
(6/7 EC) or Quiddler (Enrichment), and Buzz Word Jr. (6/7 EC)
or Nab It (Enrichment)!
Set 1
abhor
callous
myriad
lured
protrude
vex
flabbergasted
impertinent
bog
Set 2
admonished
connive
diligent
empathy
fabricate
jubilant
lurch
relentless
Set 3
amiable
crass
digress
gall
inkling
meticulous
placate
wistful
6th/7th EC and Enrichment
Name ______________________________________
Date ____________
Word Warriors Tracking Sheet
Directions: Use the chart below to keep track of how close you’re getting to becoming a Word
Warrior! When you get the results of each week’s final Word Warrior activity, write the word you own
and color in a section of the chart for each word that you master.
1
25
2
24
3
23
4
22
5
21‐ Word Warrior!
6
20
19
7
18 ‐ Term Trooper
8
17
9
10
16
15‐Jargon General!
11
14 13
12
6th-7th EC and Enrichment
Name ______________________________________
Date ____________
Word Warriors
Set #1 - Definitions
Directions: Below are the words and definitions for your first set of Word Warriors vocabulary words!
Remember, each week we’ll introduce a few words and you’ll get to practice using them all week. On
Friday you’ll do a final activity to show how well you know the words, and you’ll have the chance to
win awards and prizes at the end of camp!
Word to Know: Abhor (verb):
•
•
What’s it mean? When you __________________ something you _____ it or ______ it very much.
Here’s an example: I _____ doing chores especially washing the dishes!
Synonyms: detest, hate, dislike
Antonyms: like, love, enjoy
---------------------------------------------------------------------------------------------------------------------
Word to Know: Callous (adjective):
•
•
What’s it mean? A ___
____ person or action is _______ and ________________ for other
people.
Here’s an example: The mean girls showed how _________ they were when they teased and
made fun of Judy even when she was crying.
Synonyms: uncaring, mean, cruel, coldhearted
Antonyms: warmhearted, nice, caring
---------------------------------------------------------------------------------------------------------------------
Word to Know: Myriad (adjective):
•
•
What’s it mean? You would say there is a ____ _____ of items if there is a _______
____________ of something.
Here’s an example: One clear night, there was a __________ of stars in the sky.
Synonyms: many, numerous, countless
Antonyms: few
---------------------------------------------------------------------------------------------------------------------
Word to Know: Lured (v):
•
•
What’s it mean? When a person is ____
__ they are __________________or do
something by being _____________________________________.
Here’s an example: The child was ________ to the store by the promise of seeing the new toys.
Synonyms: entice, attracted, grab, trap
Antonyms: discourage, prevent
Word to Know: Protrude (verb):
•
•
What’s it mean? If something ________ ____ from something, it ____________.
Here’s an example: When my kitty broke her arm it was ___________ in the air.
Synonyms: stick out, project, and jut
Antonyms: depress, cave in
---------------------------------------------------------------------------------------------------------------------
Word to Know: Vex (verb):
•
•
What’s it mean? If something _________ you it ___________ or __________ you.
Here’s an example: I was ____________by that math problem when I couldn’t figure out how
to solve it.
Synonyms: annoyed, confused, irritated, angered
Antonyms: assist, aid, pacify, please
---------------------------------------------------------------------------------------------------------------------
Word to Know: Flabbergasted (adjective):
•
•
What’s it mean? _______
__ is when you are ___________ or ____________.
Here’s an example: His mother was ___________________ when he brought home a report
card of straight A’s.
Synonyms: shocked, stunned, amazed, astonished, surprised
Antonyms: not surprised
------------------------------------------------------------------------------------------------------------------Word to Know: Impertinent (adjective):
•
•
What’s it mean? If you are _______ ______ you show a ________or rude _____________
especially to authority.
Here’s an example: The ______________ child was placed in time out when he yelled at his
mother “No!”
Synonyms: disrespectful, rude, and impolite
Antonyms: respectful, polite
---------------------------------------------------------------------------------------------------------------Word to Know: Bog (noun):
•
•
What’s it mean? A __ ___ is a __________________________.
Here’s an example: The boy got stuck in the ________ when he tried to catch the frogs that
lived there.
Synonyms: swamp, marsh, bayou
6th-7th EC and Enrichment
Name ______________________________________
Date ____________
Word Warriors - KEY
Set #1 - Definitions
Directions: Below are the words and definitions for your first set of Word
Warriors vocabulary words! Remember, each week we’ll introduce a few words
and you’ll get to practice using them all week. On Friday you’ll do a final activity
to show how well you know the words, and you’ll have the chance to win awards
and prizes at the end of camp!
Word to Know: Abhor (verb): • What’s it mean? When you abhor something you hate it or dislike it very much. • Here’s an example: I abhor doing chores especially washing the dishes! Synonyms: detest, hate, dislike Antonyms: like, love, enjoy -------------------------------------------------------------------------------------------------------------------------------
Word to Know: Callous (adjective): • What’s it mean? A callous person or action is cruel and shows no concern for other people. • Here’s an example: The mean girls showed how callous they were when they teased and made fun of Judy even when she was crying. Synonyms: uncaring, mean, cruel, coldhearted Antonyms: warmhearted, nice, caring ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Word to Know: Myriad (adjective): • What’s it mean? You would say there is a myriad of items if there is a large number of something. • Here’s an example: One clear night, there was a myriad of stars in the sky. Synonyms: many, numerous, countless Antonyms: few Word to Know: Lured (v): • What’s it mean? When a person is lured they are persuaded to go somewhere or do something by being offered something tempting. • Here’s an example: The child was lured to the store by the promise of seeing the new toys. Synonyms: entice, attracted, grab, trap Antonyms: discourage, prevent ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Word to Know: Protrude (verb): • What’s it mean? If something protrudes from something, it sticks out. • Here’s an example: When my kitty broke her arm it was protruding in the air. Synonyms: stick out, project, and jut Antonyms: depress, cave in ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Word to Know: Vex (verb): • What’s it mean? If something vexes you it annoys or confuses you. • Here’s an example: I was vexed by that math problem when I couldn’t figure out how to solve it. Synonyms: annoyed, confused, irritated, angered Antonyms: assist, aid, pacify, please ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Word to Know: Flabbergasted (adjective): • What’s it mean? Flabbergasted is when you are amazed or astonished.
• Here’s an example: His mother was flabbergasted when he brought home a report card of straight A’s.
Synonyms: shocked, stunned, amazed, astonished, surprised Antonyms: not surprised Word to Know: Impertinent (adjective): • What’s it mean? If you are impertinent you show a bold or rude lack of respect especially to authority. • Here’s an example: The impertinent child was placed in time out when he yelled at his mother “No!” Synonyms: disrespectful, rude, and impolite Antonyms: respectful, polite ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Word to Know: Bog (noun): • What’s it mean? A bog is a wet muddy area of land.
• Here’s an example: The boy got stuck in the bog when he tried to catch the frogs that lived there. Synonyms: swamp, marsh, bayou 6th/7th EC and Enrichment
Name ______________________________________
Date __________________
Word Warriors Set #1 Activity – Think, Write, Pair, and Share
Directions: Use the prompts below to discuss each vocabulary
word. Think about the prompt, write about the prompt, discuss
with a partner, and then share with the group.
WOULD YOU….. … be more likely to abhor ice cream or vegetables? Explain … be nice to a person you saw treating someone in a callous manner? Explain …feel flabbergasted if an animal started speaking to you? Why or why not? …allow yourself to be lured by a stranger? Explain …want to have a myriad amount of candy? Why or why not? …want to happen upon a rock protruding out of the ground if you were running in the dark? Explain …be vexed if your classmate kept tapping his pencil? Why or why not? …be willing to swim in a bog if there was buried treasure in it? Explain …want to be friends with an impertinent person? Why or why no 6th/7th EC and Enrichment
Name ______________________________________
Date _____________
Word Warriors Set #1 Activity: My Partner Says
Directions: Work with a partner and discuss the following options. Write down what
your partner decisions are. Be ready to explain your partner’s ideas and why they chose
what they chose.
Partner’s name__________________________________________
ABHOR Which are you more likely to abhor?
• THE SMELL OF DIRTY SHOES
• THE SMELL OF GARBAGE
• THE SMELL OF BAD BREATH
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
CALLOUS Who do you think is more likely to be a callous person?
•
•
•
A MOVIE STAR
A BULLY
A PREACHER
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
FLABBERGASTED Which would make you feel flabbergasted?
•
•
•
MEETING THE PRESIDENT OF THE USA
YOUR MOM COMING TO SCHOOL IN HER PJS
YOUR FRIENDS INVITING YOU TO A PARTY
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
LURED Where would you be more likely to be lured to?
•
•
•
A MUSIC CONCERT
THE LIBRARY
THE BEACH
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
MYRIAD What would you want to have a myriad of?
•
•
•
VIDEO GAMES
HOMEWORK
CLOTHES
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
PROTRUDE Where would you more likely see something dangerous protruding?
•
•
•
AT THE PARK
IN THE WOODS
IN YOUR BEDROOM
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
VEX Which would make you feel vexed?
•
•
•
BEING YELLED AT FOR SOMETHING YOU DIDN’T DO
GETTING A GOOD REPORT CARD
DRIVING TO THE BEACH FOR 8 HOURS
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
BOG What would you rather run into in a bog?
•
•
•
A CROCODILE
A FLOCK OF GEESE
QUICKSAND
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
IMPERTINENT Which of the following may make you act impertinent?
•
•
•
BEING GROUNDED FOR NOT DOING HOMEWORK
BEING YELLED AT FOR SOMETHING YOU DIDN’T DO
NOT GETTING YOUR ALLOWANCE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Name________________________________________________ Date_______________ Word Warriors Set # 1: 6th‐7th Eligible Content and Enrichment Final Activity: Show What You Know Part I Directions: Read each question. Circle the letter of the best answer. 1. If you are flabbergasted you are most likely a. Disappointed b. Confused c. Surprised d. Annoyed 2. Which of the following is the best example of a callous person? a. A teacher who gives up her lunch to tutor a student. b. A student who gets good grades. c. A parent who works two jobs to pay the bills d. A child who picks on another child. 3. Josh absolutely hates spiders, they make his skin crawl. Which word would work best as a substitution for the underlined word? a. Lures b. Abhors c. Vexes d. Protrudes 4. Which of the following words in NOT a synonym for a bog? a. Bayou b. Lake c. Swamp d. Marsh 5. What might a teenage girl more likely to have a myriad of? a. cars b. children c. houses d. clothes 6. When the ground hog predicted 6 more weeks of winter weather, the people in the Northern United States who were annoyed and tire of winter. They were feeling________________________. a. Vexed b. Lured c. Flabbergasted d. Impertinent 7. Someone who lacks respect or is disobedient to authority may be considered to be: a. Impertinent b. Cooperative c. Annoyed d. Depressed 8. I needed to find a way to ______________________ the puppy back in our yard so I offered him a piece of steak. a. Protrude b. Lure c. vex d. bog 9. Which of the following is the best example of something that might protrude? a. A page in a book b. A tree branch c. A blanket d. A clothes closet Part II Directions: Look at the following synonyms. Write the vocabulary word on the line that is most closely related. abhor bog lured callous flabbergasted myriad protrude vex impertinent 10. A muddy area_________________________________________________________ 11. A numerous amount of something________________________________________ 12. A mean and uncaring person_____________________________________________ 13. Something you hate____________________________________________________ 14. Disrespectful to authority _______________________________________________ 15. Surprised or astonished_________________________________________________ 16. Sticking out ___________________________________________________________ 17. Annoying or confusing___________________________________________________ 18. Attracted or persuaded to do something ____________________________________ Staff Only: In order to earn a point on your Word Warrior Tracker campers must have gotten the answer correct on both section 1 and 2 for each word. Circle the words that the camper mastered. heck below if you mastered the vocabulary word‐got both questions about that word correct. abhor bog lured callous flabbergasted myriad protrude vex Total Set 1 Words Mastered __________ impertinent Word Warriors Set # 1: 6th/7th Eligible Content and Enrichment Final Activity: Show What You Know ‐ KEY Name__________________________ Date_______________ Directions: Read each question. Circle the letter of the best answer. 1. If you are flabbergasted you are most likely a. Disappointed b. Confused c. Surprised d. Annoyed 2. Which of the following is the best example of a callous person? a. A teacher who gives up her lunch to tutor a student. b. A student who gets good grades. c. A parent who works two jobs to pay the bills d. A child who picks on another child. 3. Josh absolutely hates spiders, they make his skin crawl. Which word would work best as a substitution for the underlined word? a. Lures b. Abhors c. Vexes d. Protrudes 4. Which of the following words in NOT a synonym for a bog? a. Bayou b. Lake c. Swamp d. Marsh 5. What might a teenage girl more likely to have a myriad of? a. Cars b. Children c. Houses d. Clothes 6. When the ground hog predicted 6 more weeks of winter weather, the people in the Northern United States who were annoyed and tired of winter. They were feeling________________________. a. Vexed b. Lured c. Flabbergasted d. Impertinent 7. Someone who lacks respect or is disobedient to authority may be considered to be: a. Impertinent b. Cooperative c. Annoyed d. Depressed 8. I needed to find a way to ______________________ the puppy back in our yard so I offered him a piece of steak. a. Protrude b. Lure c. vex d. bog 9. Which of the following is the best example of something that might protrude? a. A page in a book b. A tree branch c. A blanket d. A clothes closet Look at the following synonyms. Write the vocabulary word on the line that is most closely related. abhor bog lured callous flabbergasted myriad protrude vex impertinent 10. A muddy area BOG 11. A numerous amount of something MYRIAD 12. A mean and uncaring person CALLOUS 13. Something you hate ABHOR 14. Disrespectful to authority IMPERTINENT 15. Surprised or astonished FLABBERGASTED 16. Sticking out PROTRUDE 17. Annoying or confusing VEX 18. Attracted or persuaded to do something LURED Staff Only: In order to earn a point on your Word Warrior Tracker campers must have gotten the answer correct on both section 1 and 2 for each word. Circle the words that the camper mastered. Check below if you mastered the vocabulary word‐got both questions about that word correct. abhor bog lured callous flabbergasted myriad protrude vex Total Set 1 Words Mastered __________ impertinent What’’s Your Favorite
e Memorry?
You might be asking yourself, “How can yyou ask me what my faavorite mem
mory of Summerr Dreamers Academy is when I just got to camp yesterd
day?” Over the next several w
weeks you are going to
o learn new
w things and
d have a lott of new experiences. Your finaal project fo
or camp is aa chance fo
or you to capture somee of these eexperiencess and make a d
digital mem
mory to be sshared at th
he end of caamp. Sounds interesting? Here iis what you will need to do: First –
– Practice ttaking pictu
ures and mo
ovies with the Tuff Cam
m cameras so that yyou are com
mfortable w
with the technology Second –– Think about what exxperiences you might want to share in your movie. Theey can be from any paart of your d
day at camp
p, as long as they’re im
mportant to
o you! Third ‐ W
Write a scrip
pt for your movie usin
ng a storybo
oard. Thinkk about wheere you wan
nt to film yyour movie, and what pictures you want to ttake to go aalong with tthe film. Last –
– Lights, cam
mera, action! Record aa movie thaat captures some of yo
our favorite memoriies. You caan download pictures, music, and
d sound effeects to go along with your recorrdings and p
photos. You
u’ll use Movvie Maker tto put itt all togetheer into a reaally great film! Start thinking to
oday! Tuff Cam Quick Reference Taking Pictures 1. Remove camera from base. Make sure that batteries are properly installed. 2. Press On/Yes button to turn camera on. 3. Select Photo to take pictures. Point camera toward object to be photographed and squeeze black button above hand grip. 4. Select Video to take video. Point camera toward object to be videoed and squeeze black button above hand grip. 5. To preview pictures, slide button on left side of camera to play. You can scroll through pictures using yellow +/‐ buttons on either side of camera screen. 5. To preview video, slide button on left side of camera to play. You will be prompted with “Play Video?” Press the On/Yes button to play video. 6. The Menu button allows you to set date, time and erase recorded items. 7. Yellow arrows by camera screen allow you to scroll up and down the menu or to view pictures. 8. The No/Off button returns you to previous menu or screen and turns camera on and off. 9. Press and hold No/Off button for several seconds to turn camera off. 10. Camera automatically turns off after period of inactivity. Tuff Cam Quick Reference Uploading Pictures 1. Replace camera into base. 2. Connect camera to computer via USB cord. 3. Press On/Yes button to turn camera on. 4. Camera will be acknowledged by computer like a removable drive. 5. Copy pictures or video to computer or flash drive. 6. Pictures can be collected into a folder for easy retrieval. 7. Load pictures and video to Movie Maker software by following the Movie Maker Tutorial directions. 8. Delete pictures and movies once they have been copied to flash drive or computer so that other campers may record pictures and movies. Troubleshooting: LCD screen is blank: Battery is not charged. Replace batteries or plug into USB port to recharge. Tuff Cam fails to store pictures/videos: Memory is full. Delete some files to free up memory Tuff Cam is not recognized by computer: Turn Tuff Cam off. Plug USB into port again &turn Tuff Cam on‐Tuff Cam must be turned off prior to attaching to computer Novel Activities – Weeks 1-2
Directions: Below you’ll find 10 different activities that you can do to have some fun with one of the books you’re
reading! Throughout camp whenever there is Novel Activity time you can either read a book or do one of the following
activities. You can choose to do your activity individually, with a partner, or in a small group.
Activity #1: Talk Show / Interview
•
•
Materials Needed: Paper, pencils, props to allow people to dress as characters (optional)
Imagine that the characters in your book are going to be guests on a talk show. If you’re working in a partnership or a
group, have one person be the talk show host and the other partners be characters from the book. Think about what
questions the host will ask, and how the characters will respond. Write a script of what you’ll say.
o If you’re working individually, you can imagine that you interviewed a character and you can write down the
interview questions and the character’s responses as if it was in a magazine article.
Activity #2: Setting Sketches
•
•
Materials Needed: Paper, pencils, crayons or markers
Help other campers picture where different parts of the book are set. Choose 3-4 locations described in the book and
draw a picture of each one. At the bottom of your picture put a caption describing the location that you drew, and, if
you’d like, you can have an art gallery of your drawings.
Activity #3: Music Maker
•
•
•
Materials Needed: Paper, pencils, crayons or markers, construction paper
Write a song or a rap about the book that you’re reading. It can be about specific characters, the plot of the whole
story, or the thoughts and feelings you have while you’re reading the book. Feel free to sing your song or perform
your rap to your fellow campers!
After you’re finished, you can decorate your lyrics and mount them on a piece of construction paper.
Activity #4: Larger Than Life
•
•
Materials Needed: Notebook paper, construction paper, scissors, glue, tape, pencils, markers, crayons
Use construction paper to create life-sized models of two of your favorite characters. Use the book to get ideas of
what your character might wear, how his/her hair might look, how tall he/she is, etc. Once your giant characters are
complete, have one person crouch down behind each character and then pretend the two characters bump into each
other on the street and have a conversation. The words don’t have to be directly from the book, but do check the book
to make sure the topics that your character talks about are ones that fit in with the way he/she is described in the book.
Activity #5: Comic Strip Plot Line
•
•
Materials Needed: White or construction paper, ruler, pencil, crayons, markers
Create a comic strip of at least 5 panels that illustrate the main events from the story – as if you were completing a
plot line (exposition, rising action, climax, falling action, resolution). Don’t forget to include character quotes from
the story!
Activity #6: Live from the Scene
•
•
•
Materials Needed: Chart paper, pencil, crayons, markers
Draw the setting of where either an important event (rising action) or climax took place in the novel to serve as the
backdrop for your news report.
Standing in front of your picture, pretend you are a news reporter who is reporting live from the scene. Summarize
what event just took place and who was involved for your TV audience (fellow campers).
Activity #7: Mind Mapping
•
•
Materials Needed: White or construction paper, pencil, crayons, markers
Create your own mind map – or webbed graphic organizer where you retell the story through symbols/graphics that
are connected to one another. Add as many graphics as you can to symbolizes as many parts of the story as you can!
Graphic
TITLE
Graphic Graphic
Activity #8: Summer Movie Marquee
•
•
Materials Needed: Chart paper or poster board, pencil, crayons, markers
Imagine your novel is being turned into a major motion picture and you’ve been hired to design the movie marquee!
Consider sketching a scene or some of the characters on the board – but make sure you’re drawing is interesting and
eye catching to entice people to see the movie (or in this case, read the book!). Be sure to include the title, the author,
and the main characters of the story and the real-life actor who would be playing this character in the movie version.
Activity #9: Short Story
•
•
Materials Needed: Construction paper, white or lined paper, pencil, crayons, markers
Your challenge is to turn your novel into a short story, but you still have to have all the chapters. Think you can do it?
Create a front and back book cover with the construction paper, and with white or lined paper, write a one sentence
summary for each chapter, along with an illustration (one chapter per page – you can do front and back to save
paper).
Activity #10: Wanted!
•
•
Materials Needed: Construction or white paper, pencil, crayons, markers
Imagine that one of the characters is wanted by police for committing a crime. What type of crime do you think this
character would commit? What might have happened in their lives to make them think crime is the answer? After you
have a clear idea of what your character did and why they did it, created a Wanted poster describes the crime (and
maybe even shows a picture of the crime that was captured by security tapes), shows a picture of the character who
committed the crime, and explains how people can contact the police and what the reward will be if their information
is helpful.
Summer Dreamers Academy
Reading/Activity Log
Name:________________________________________________________
Date
Book Title
Pages
Read
Activity Completed
Stamp of
Approval
What do you think about nutrition?
Instructions
The next questions ask about physical activity and nutrition. There may be some
questions with words that you don’t understand or have not learned about yet. In
that case, just make your best guess. You will not be graded on these questions; we
just want to know more about you. We hope you find this activity interesting!
Tell Us About You:
1) I am a (check one please)
2) Next year, I will be in grade:
3) I am (check one)
Girl
6
7
11 years old
13 years old
Boy
8
9
12 years old
___ years old (fill in)
4) I am (Check one or more):
Hispanic or Latino
American Indian or Alaska Native
Asian
Black or African American
White
Other ___________________
5) Young people should be physically active for at least ____________ minutes
each day. (Check only one option.)
15
30
45
60
6) Check all the actions that you think are physical activities:
Walking
Carrying groceries
Climbing stairs
Dancing
Playing basketball
Watching TV
Biking
Doing Chores
Instructions for Question 7 & 8: Circle True or False for each statement below.
7) Carbohydrates are a source of energy for your body
TRUE
FALSE
8) You don’t have to be physically activity to be healthy.
TRUE
FALSE
9) Energy drinks are good for you.
TRUE
FALSE
10) Eating a big snack after school ___________. (Please check all that apply.)
can make you too full for a healthy dinner
can be a good time to eat foods my mom doesn’t like me to eat
contributes to weight problems – snacks can have a lot of calories!
is how I satisfy my hunger – eating as much as I want, whatever I want
Adapted from Media Smart Youth
11) Check all the ways to include fruits and vegetables in daily eating:
Eat a banana with breakfast.
Drink strawberry flavored milk with dinner.
Have a glass of 100-percent fruit juice.
Have a turkey sandwich on whole-grain bread.
Have carrots and celery with lunch
12) Check all the foods that are sources of calcium:
Yogurt
Spinach
Carrots
Milk
Cheese
Fried Chicken
13) Check all the ways that you can reduce added sugar in your daily eating:
Have plain cereal instead of frosted cereal for breakfast.
Drink fruit punch or Hi-C instead of 100% Juice.
Drink water or diet soda instead of regular soda.
Eat a candy bar.
14) Check all the ways that you can reduce fat in your daily eating:
Remove the skin before eating chicken.
Drink whole milk instead of skim milk.
Choose a small order of French fries instead of a large order.
Put butter on your toast instead of jam or jelly.
Eat baked chips instead or regular or fried chips
15) Check all the types of whole grains:
Oatmeal
White rice
Wheat bread
Popcorn
Adapted from Media Smart Youth
Instructions for Questions 16- 19: Circle True or False for each statement below.
16) Trying new foods is scary
TRUE
FALSE
17) Colorful food has more vitamins
TRUE
FALSE
18) Eating too much junk food can make you sick
TRUE
FALSE
19) Choices you make as a kid impact your health as an adult. TRUE
Adapted from Media Smart Youth
FALSE
What do you think about nutrition? – Answer Key
Instructions
The next questions ask about physical activity and nutrition. There may be some questions with
words that you don’t understand or have not learned about yet. In that case, just make your best
guess, or ask your teacher for help. You will not be graded on these questions; we just want to
know more about you. We hope you find this activity interesting!
Tell Us About You:
1) I am a (check one please)
2) Next year, I will be in grade:
3) I am (check one)
Girl
6
7
11 years old
13 years old
Boy
8
9
12 years old
___ years old (fill in)
4) I am (Check one or more):
Hispanic or Latino
American Indian or Alaska Native
Asian
Black or African American
White
Other ___________________
5) Young people should be physically active for at least ____________ minutes
each day. (Check only one option.)
15
30
45
60
6) Check all the actions that you think are physical activities:
Walking
Carrying groceries
Climbing stairs
Dancing
Playing basketball
Watching TV
Biking
Doing Chores
Instructions for Question 7 & 8: Circle True or False for each statement below.
7) Physical activity is anything that gets your body moving.
TRUE
FALSE
8) You don’t have to be physically activity to be healthy.
TRUE
FALSE
9) Energy drinks are good for you.
TRUE
FALSE
10) Eating a big snack after school ___________. (Please check all that apply.)
can make you too full for a healthy dinner
can be a good time to eat foods my mom doesn’t like me to eat
contributes to weight problems – snacks can have a lot of calories!
is how I satisfy my hunger – eating as much as I want, whatever I want
Adapted from Media Smart Youth
11) Check all the ways to include fruits and vegetables in daily eating:
Eat a banana with breakfast.
Drink strawberry flavored milk with dinner.
Have a glass of 100-percent fruit juice.
Have a turkey sandwich on whole-grain bread.
Have carrots and celery with lunch
12) Check all the foods that are sources of calcium:
Yogurt
Spinach
Carrots
Milk
Cheese
Fried Chicken
13) Check all the ways that you can reduce added sugar in your daily eating:
Have plain cereal instead of frosted cereal for breakfast.
Drink fruit punch or Hi-C instead of 100% Juice.
Drink water or diet soda instead of regular soda.
Eat a candy bar.
14) Check all the ways that you can reduce fat in your daily eating:
Remove the skin before eating chicken.
Drink whole milk instead of skim milk.
Choose a small order of French fries instead of a large order.
Put butter on your toast instead of jam or jelly.
Eat baked chips instead or regular or fried chips
15) Check all the types of whole grains:
Oatmeal
White rice
Wheat bread
Popcorn
Adapted from Media Smart Youth
Instructions for Questions 16- 19: Circle True or False for each statement below.
16) Trying new foods is scary
TRUE
FALSE
17) Colorful food has more vitamins
TRUE FALSE
18) Eating too much junk food can make you sick
TRUE FALSE
19) Choices you make as a kid impact your health as an adult. TRUE
Adapted from Media Smart Youth
FALSE
Go for Color!
Instructions: In your group, brainstorm fruits and vegetables for each
color. Don’t forget to write why each color is good for you!
Red
Good for Your:
Orange/Yellow
Good for Your:
Green
Good for Your:
Blue/Purple
Good for Your:
White
Good for Your:
Create a Rainbow!
Here are some fun ways you and your family can eat fruit and vegetables.
•
Make a tropical rainbow fruit salad with fruits of each color: oranges, pink grapefruit,
mango, papaya, kiwifruit, bananas, and purple grapes
o Remember to wash and peel fruit before you use it.
•
Make a delicious smoothie! Using a blender, combine a banana, 8 ice cubes, one cup of
milk, and a dash of vanilla extract or a spoonful of honey to add flavor. Or, combine fresh
or frozen berries with a cup of orange juice and 6oz. of yogurt and 8 ice cubes.
•
Make fruit-sicles: Use a blender to mix your favorite fruit such as melon, peaches,
banana, and/or berries with 100% fruit juice. Freeze in ice cube trays or paper cups or
popsicle molds for a refreshing treat. Use fresh, frozen or canned fruit.
•
Make a refreshing summer beverage using 100% juice and unsweetened iced tea.
•
Make confetti coleslaw: shredded green and red cabbage, grated carrots, and finely
chopped red and yellow peppers.
•
Make a trail mix for snacks. Include dried fruit like apples, apricots, cranberries, peaches,
pears, raisins, cherries. Add sweet and salty flavors by adding m&ms or chocolate chips,
chex cereal, cheerios, pretzels, and mixed nuts.
•
Breakfast Pizza: Top a piece of toast or toasted English muffin or bagel, with tomato
sauce, a scrambled egg and vegetables (mushrooms, spinach, tomato, bell pepper). Add
grated Mozzarella and melt.
•
Have a vegetable plate! Include baby carrots, celery, sliced bell pepper, and broccoli. Eat
plain, or try dipping in low-fat ranch dressing or hummus.