T E A C H E R ’ S G U I D E By Tracy Edmunds, M.A. Ed. Reading With Pictures Curriculum Connections and Activity/Discussion Guide The activities in this guide align with the English Language Arts Common Core State Standards for grades 3–5. Grade 3 Reading * Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [CCSS.ELA-LITERACY.RL.3.1] * Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [CCSS.ELA-LITERACY.RL.3.4] * Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) [CCSS.ELA-LITERACY.RL.3.7] Big Nate: The Crowd Goes Wild! Lincoln Peirce AMP! Comics for Kids Andrews McMeel Publishing ISBN: 9781449436346 G R A D E L E V E L : 3–5 Curriculum Connections: Language Arts—Idioms Content Standards: Language Arts Common Core State Standards: www.corestandards.org Overview: Students identify and discuss idioms used in Big Nate: The Crowd Goes Wild! Then they learn about the use of text in comics and create their own four- panel comics featuring idioms. Writing * With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. [CCSS.ELA-LITERACY.W.3.4] * With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [CCSS.ELA-LITERACY.W.3.5] Speaking and Listening * Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [CCSS.ELA-LITERACY.SL.3.1] Language * Use knowledge of language and its conventions when writing, speaking, reading, or listening. [CCSS.ELA-LITERACY.L.3.3] * Determine or clarify the meaning of unknown and multiple- meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. [CCSS.ELA-LITERACY.L.3.4] * Demonstrate understanding of figurative language, word relationships and nuances in word meanings. [CCSS.ELA-LITERACY.L.3.5] Grade 4 Reading * Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [CCSS.ELA-LITERACY.RL.4.1] * Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). [CCSS.ELA-LITER ACY.RL.4.4] Writing * Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [CCSS.ELA-LITERACY.W.4.4] * With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [CCSS.ELA-LITERACY.W.4.5] Speaking and Listening * Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. [CCSS.ELA-LITERACY.SL.4.1] * Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [CCSS.ELA-LITERACY.SL.4.2] Language * Use knowledge of language and its conventions when writing, speaking, reading, or listening. [CCSS.ELA-LITERACY.L.4.3] * Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [CCSS.ELA-LITERACY.L.4.5] Grade 5 Reading * Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [CCSS.ELA-LITERACY.RL.5.1] * Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. [CCSS.ELA-LITERACY.RL.5.4] * Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). [CCSS.ELA-LITERACY.RL.5.7] Writing * Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [CCSS.ELA-LITERACY.W.5.4] * With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. [CCSS.ELA-LITERACY.W.5.5] Speaking and Listening * Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. [CCSS.ELA-LITERACY.SL.5.1] Language * Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. [CCSS.ELA-LITERACY.L.5.4] * Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [CCSS.ELA-LITERACY.L.5.5] Objectives Students will identify and discuss the idioms in Big Nate: The Crowd Goes Wild! * Students will create a four-panel comic in which they correctly use an idiom. * Students will observe and discuss ways to use text in comics and use what they learn in creating their own comic. Time Frame * 3-5 class periods Materials * Copies of Big Nate: The Crowd Goes Wild! * Chart paper, whiteboard, or other display * Big Nate’s Idioms worksheet * Idiom Comic worksheet * Pencils * Colored pencils, markers, or other art supplies Idioms in Big Nate: The Crowd Goes Wild! * Knock yourself out (page 17) * Play the field (page 26) * Plenty of other fish in the sea (page 26) * This place stinks (page 29) * Hold on to your hats (page 37) * Trash talk (page 55) * Lame duck (page 56) * Cool your jets (page 64) * Cram session (page 70) * That ship has sailed (page 96) * It’s no day at the beach (page 118) * Wingspan (page 129) * Gimme some skin (page 143) * If we fall off a horse, we climb right back on