and list facts about robins. Review that statements of fact can be
but nonfacts and opinions will also be found during reading. Keep a
class chart or individual journals of facts collected throughout
book. Students will relate many to prior knowledge based on their experience
with the Journey North Robin Updates, but this book was written in
and students should always read with critical minds. Has new information come
to light? To guide you in these discussions, see a chapter-by-chapter
lists of facts from the book with timely remarks from Journey North's
and list suspects, clues, and evidence as these are discovered. Encourage
students to challenge statements as being true pieces of evidence. Are
statements sound or unsound? Trustworthy or not trustworthy? Look for
the evidence the author provides and decide whether that evidence can
students to make predictions about who really killed Cock Robin, and
to revise their predictions as they see fit.
a two-column cause-and-effect chart to fill in as you read. In the Cause
column, write "Why did it happen?" In the Effect column, write
a story map or timeline to keep track of sequence of events as the story
unfolds. You may wish to enlarge and display the map of Saddleboro (found
at the beginning of the book) to display with your story maps or timelines.
characters. Ms. George gives us reliable clues to figure out what kind
of characters are in the story. What details in the story clearly point
to specific character traits? Create character trait webs. Ask students
to compare characters to other characters in the story, to themselves,
to characters in other stories, or to someone they know or have heard
about to help students flesh out details about characters and look at
them in a new light.
various cycles that are described in the book. For example, the new
ecosystem created by the ants (page 52-53); lead in the food chain (p.
76); the impact of chemicals on the food chain of the marsh (p.78-81);
tracing the path of the Mayor's fertilizer (p. 82).
8. In the
book, there are a few examples of food chains. Have the class piece
together three food chains, making them as long as they can. One should
include both a robin and a marsh hawk, the second should include an
ant and a bee, and the third duckweed and a carp.
single sentences, paragraphs , or longer passages to demonstrate understanding.
the book in to a play or stage a trial to demonstrate who really killed