The indian in the cupboard pdf


 

Omri anything at all, let alone a secondhand plastic Indian that he himself had cupboard was fairly plain and, except for a shelf, completely empty, but oddly. The Indian in the Cupboard. Study Guide by Andrew Clausen. For the novel by Lynne Reid Banks. Grades 5–7. Reproducible Pages. # CD Version. It's Omri's birthday, but all he gets from his best friend, Patrick, is a little plastic Indian toy. Trying to hide his disappointment, Omri puts the Indian in a metal cupboard and locks the door with a mysterious skeleton key that once belonged to his great-grandmother.

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The Indian In The Cupboard Pdf

ruthenpress.info - Download as PDF File .pdf), Text File .txt) or view presentation slides online. Links with the Common Core Standards (U.S.). Many of the activities in this unit are supported by the Common Core Standards. For instance the Reading. The Indian in the Cupboard. By Lynne Reid Banks. Chapter One: Birthday Presents. It was not that Omri didn't appreciate Patrick's birthday present to him.

I would like my 4 th graders to study this theme for several reasons. This is a great piece of literature for 4 th graders to read, and it will be a great way to incorporate a study of Native Americans into the curriculum. It will be a good book to use to somehow challenge all of my students. I have several goals for this unit: My students will read this book and participate in group discussions on given topics about the book. My students will research and learn information about the Iroquois nation. My students will be able to compare and contrast Native Americans from different regions in the United States. My students will learn new information about Native Americans to replace the stereotypes they have learned from television and movies. For example:

The students will write their responses to the teacher s chapter in their journals. The teacher reads Chapter 3 to the students, and the students are assigned to read Chapter 4.

They will have time to begin reading with some individual reading time. They record their thoughts about the previous chapters in their journals. The students will begin research for their Iroquois informational poster and begin creating the posters.

The teacher reads Chapter 5 to the students, and they are assigned to read Chapter 6. The discussion groups meet to discuss the plot thus far, characters, conflicts, and their own thoughts about the book. They will respond to several of the teacher made discussion questions, and they will write in their journals about the discussion of the group.

The students will finish their Iroquois posters and display them around the room. The teacher reads Chapter 7 to the class, and the students are assigned Chapter 8. There will be time given for individual reading time. The class will brainstorm and discuss all of the things humans need to survive. To finish their plan, they must decide what kind of house their Indian will live in, so.

The students will begin research on the difference between Indian homes mostly tepee and longhouse. The teacher reads Chapter 9 to the class, and the students are assigned Chapter The discussion groups meet and the students write in their journals. The students will use their research on Indian homes to write a paragraph about the difference between the lifestyle of Indians who lived in tepees and Indians who lived in longhouses.

Using this information, they will decide which type of home their little Indian friend will have. The teacher will provide them with materials to build their Indian friend a home and yes, they will have little plastic Indians. They will also turn in a proposal for their choice of project for the difference between longhouse living and tepee living.

Week 2: The teacher reads Chapter 11 and the students are assigned Chapter They are given individual reading time. The students respond in their journals. The students will finish their Indian homes if they have not, and begin working on their self-directed projects. The reader s theatre s groups will meet to plan skits for chapter The groups may begin planning chapter if they choose.

The teacher reads Chapter 13, and the students are assigned Chapter 14 and given time to read. The students will begin their brainstorming lists of character descriptions of Boone and Little Bear. The students will brainstorm in partners. The reader s theatre groups will have time to meet again and plan. Students will have time to work on their individual projects as well.

The teacher reads Chapter 15 and the students are assigned Chapter The discussion groups meet to discuss the plot, characters, and main events of the story. The later teacher questions may be used as well. The students will respond to their discussion in their journals, and meet with.

Reader s theatre groups will meet again to plan, and student will finish their individual projects. There will be a special discussion group meeting to act as a culmination to the book.

The Indian in the Cupboard

The students will discuss their opinions of the book. In this meeting, the partners will also share their Venn diagrams, and they can discuss the different ideas of the different pairs in the group. Students will meet in their reader s theatre groups once again to practice their two skits.

The individual projects will be displayed or presented. The reader s theatre will be presented sequentially to the rest of the class. Chapters will be presented, and then the students will have time to practice their second skits before Chapters are presented.

The class will create a time line of events together to hang in the classroom, using the skits to remind them. The students will be grouped several ways during this unit. Their discussion groups will be mixed ability groups that are chosen by the teacher. These groups can be chosen at random like drawing colored sticks or numbering off, etc. Their will be about 6 people in each discussion group.

From those discussion groups, the students will form pairs for their Venn diagram projects. Those pairs will be picked by the students. The reader s theatre groups will be different from the discussion groups. They will also be picked by the teacher.

188037639-The-Indian-in-the-Cupboard.pdf

These groups will also be mixed ability groups for the most part. This would be a great way to incorporate some differentiation, so there may be a group for more gifted students. That group could contain some enrichment activities. Check off the activities as you complete them. Not all of the activities will be completed in order! Completed 1. Read The Indian in the Cupboard 2. Complete at least 10 journal entries about the chapters 3.

Create an informational poster on the Iroquois tribe 4. Create a list of things your Indian needs to survive 5. Build a shelter for your plastic Indian 6. Write skits for the Reader s Theatre for your two assigned chapters 7. Perform the two Reader s Theatre skits 8. Create Venn diagrams on Boone and Little Bear in partners and present to discussion group 9.

Who are the main characters in the book? What does Omri receive for his birthday? Where does Omri find a key to fit the cupboard? Who is Tommy? How does Boone get hurt? What does Omri do with the key at the end of the book? Summarize the events in the first three chapters. How would you describe Little Bear to someone who has not read the book? How would you describe Boone? Explain why Omri thinks the Indian from Patrick is the best birthday present. Why did Mr. Yapp think that Omri was stealing from his store?

In what order sequence do the plastic characters appear? Dramatize the main events in chapter 1 3. How would a diagram of Little Bear s home the seed plot look? What examples can you find in the book of Little Bear s bravery? What other way would you plan to keep the little people a secret if you were Omri? What would happen if the children at school saw the little people? Why do you think the cupboard turns plastic toys into real things?

Why do you think Omri decides to send the little people back to their own times? What is the theme of the book? What is the relationship between Omri s mother s key and the cupboard? Why do you think Omri told Tommy he was only having a dream? What would happen if Omri did not send Little Bear and Boone back? What would be an alternative ending to the story if Omri kept Little Bear and Boone?

If you were Omri, how would you keep the secret of the little people from others? What facts can you compile about Iroquois Indians from the book? How would you help Little Bear and Boone design places to live if you were Omri? If you were Omri, what choice would you make about keeping the little people?

What other characters or plastic toys would you select to bring to life? Why was it better for Omri to send the little people back? Why do you think Little Bear wanted to become brothers with Boone before they were sent back? What is your opinion of the book?

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Be the first to like this. No Downloads. Views Total views. Actions Shares. Embeds 0 No embeds. No notes for slide. The Indian in the Cupboard to download this book the link is on the last page 2. Description Full of magic and appealing characters, this classic novel takes readers on a remarkable adventure. It's Omri's birthday, but all he gets from his best friend, Patrick, is a little plastic Indian toy. Little does Omri know that by turning the key, he will transform his ordinary plastic Indian into a real live man from an altogether different time and place!

Omri and the tiny warrior called Little Bear could hardly be more different, yet soon the two forge a very special friendship. Will Omri be able to keep Little Bear without anyone finding out and taking his precious Indian from him?

Book Details Author: Lynne Reid Banks Pages: Paperback Brand: Yearling ISBN: Book Appearances 5. You just clipped your first slide! Clipping is a handy way to collect important slides you want to go back to later. Now customize the name of a clipboard to store your clips.

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