Standard 3-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.
3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions.
3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).
3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text.
3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text.
3-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics.
Standard 3-6 The student will access and use information from a variety of sources.
3-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example, pictures, photographs, video, and television) to access information.
3-6.5 Use the Internet as a source of information.
Standard 4-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.
4-1.2 Analyze literary texts to draw conclusions and make inferences.
4-1.3 Distinguish between first-person and third-person points of view.
4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).
4-1.5 Analyze the impact of characterization and conflict on plot.
4-1.6 Interpret the effect of the author’s craft (for example, word choice, sentence structure, the use of figurative language, and the use of dialogue) on the meaning of literary texts.
4-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
4-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies and personal essays) by characteristics.
4-1.11 Read independently for extended periods of time for pleasure.
1. Use SQ3R to look for sentences in chapter 1 that give clues to the reader to infer a problem may arise. Write as many as you can find.
2. Think of two different sentences that could be used as a "hook" that could infer that a problem may arise in the story. Write and share them.
3. Identify the point of view.
4. What craft or figurative language from chapters 1-3 does the author use to help you form a visual image of each of the characters?
Use them to write your impression of each of the following:
5. Could this story be considered a folktale? Why?
ELA and Science:
Standard 3-2: The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants).
3-2.3 Recall the characteristics of an organism’s habitat that allow the organism to survive there.
3-2.4 Explain how changes in the habitats of plants and animals affect their survival.
3-2.5 Summarize the organization of simple food chains (including the roles of producers, consumers, and decomposers).
Standard 3-3: The student will demonstrate an understanding of Earth’s composition and the changes that occur to the features of Earth’s surface. (Earth Science)
3-3.3 Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Standard 4-2: The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. (Life Science)
4-2.1 Classify organisms into major groups (including plants or animals, flowering or nonflowering plants, and vertebrates [fish, amphibians, reptiles, birds, and mammals] or invertebrates) according to their physical characteristics.
4-2.2 Explain how the characteristics of distinct environments (including swamps, rivers and streams, tropical rain forests, deserts, and the polar regions) influence the variety of organisms in each.
4-2.3 Explain how humans and other animals use their senses and sensory organs to detect signals from the environment and how their behaviors are influenced by these signals.
4-2.5 Explain how an organism’s patterns of behavior are related to its environment (including the kinds and the number of other organisms present, the availability of food and other resources, and the physical characteristics of the environment).
4-2.6 Explain how organisms cause changes in their environment.
1. Use context clues from chapter 2 (or a website link) to define these words:
2. Use internet research to identify the salt marsh habitat. Use illustrations or photographs with captions or labels to identify components of the salt marsh.
3. Explain why an increasing population of mink near the marsh could be interpreted as a good thing.
4. Where would crab, catfish, and minks be along a food chain? Illustrate the chain, adding other animals that could be found along a tidal river.
5. Name things that could be considered pollutants of the marsh and tidal creeks.
6. Describe things people can do to protect the marsh and the animals that use it as a habitat.
7. Use the internet to research and compare how a salt marsh and a rain forest benefit the environment. Compare the two.
8. Go on this website, click on "contact us" and communicate with the author: tidalrivertales.com