"Engaging story - easy for students to make connections on so many levels." ~ RF
Join Alex Thomas he nervously starts the sixth grade at Timpleville Public School, trying to avoid the school's meanest bully.
This is the sequel to "Meeting Henry Greenfield" but can be read on its own as well.
Original Story by Author/Teacher: Christopher Francis
*Special Thanks to Holly Moniz and Nicole Hamel for their expertise is paving the way with the teacher's guide.
Feel free to have your students contact me during the novel study to provide a richer and deeper understanding and joy of the story and learning process.
Here is my blog: http://authorchrisfrancis.blogspot.ca/
For more information about the story go to: www.nextpagestories.com
Synopsis of "The Giant Inside"
An impulsive eleven-year-old boy named Alex Thomas has just angered Damian Dermite. Sadly he realizes he will likely have to spend the sixth grade finding clever ways to escape the vengeful bully. Alex soon discovers that hiding in the boy’s bathroom, stinking up the cafeteria, pulling the fire alarm and running away, are not the answers. When he finds himself standing with no clothes on in front of the entire school, Alex quickly realizes things have gotten way out of hand. With help from his brother, and a calculated plan in place, Alex faces his greatest fear...and finds the giant inside himself. CHARACTER DEVELOPMENT - Leadership, Trust, Communication, Respect, Kindness, Friendship, Self-Esteem
Use this comprehensive guide to provide your learners with rich opportunities to develop their reading comprehension, writing capabilities, oral communication skills, and media literacy talent.
This package has been developed within two parts for ease of use: Teacher’s Guide, Student Book. Refer to the table below for an overview of each section.
Section 1: Teacher’s Guide
- includes this overview, sample schedule of implementation, breakdown of the black-line masters, and the black-line master set.
Section 2: Student Book
- contains the follow-up questions and activities for each chapter of the serial story, ‘The Giant Inside’. A variety of activities have been included in order to give educators the opportunity to choose those that best suit the needs of their students.
The activities provided include opportunities for oral, written and artistic expression, as well as whole class, group, partner and individual work. Many of the activities provide some flexibility as to the product that is required. The intent is to allow teachers to choose the product or presentation method that best suits the needs of their class or individual students. Teachers may decide to complete the student section for oral large and small group discussion, or students may complete answers in written format using a Writer’s Notebook.
Each chapter includes a section called Before Reading. These activities assist in reviewing previous chapters and setting a purpose for reading. Summarizing, making predictions, and developing vocabulary are examples of the types of activities you will find in this section.
A vocabulary box is included for each chapter, allowing for pre-teaching of words that students will come across in the chapter. Very often one of the Before Reading activities will address utilizing the vocabulary in this box to create a word wall. Recording new vocabulary and their meanings on an anchor chart that is posted on a classroom wall is one way of building students’ vocabulary and allows for improved fluency when reading.
Each chapter also has a section called After Reading. These activities are designed to allow students to reflect on what they have just read. These activities will help to consolidate ideas and will allow students to respond to the text. Students will have the opportunity to make connections and dissect the text in multiple ways to enhance comprehension. These activities usually require students to use higher order thinking skills. One, a few or all of the activities in each section can be used. However, teachers may want to allow for some student choice in the After Reading section.
A section entitled Critical Challenges also appears with each chapter. Included in this section are whole class, small group or partner discussion topics and activities. There are also individual writing prompts that include opportunities for peer assessment and feedback. These activities will have students participating in Critical Challenges where they will have the opportunity to put their critical thinking skills to the test.
Three different balanced literacy culminating tasks are included: one appropriate for Grades 3-4, another for Grades 5-6 and another for Grades 7-8. The project target several reading, writing, media literacy, and oral communication skills. Assessment and evaluation tools are also included (i.e., Success Criteria Checkbric & Rubric).
Connection to Tribes TLC
There are activities built within each chapter for teachers who are interested in using Tribes TLC activities to share knowledge and understanding of the text in a format that also builds class community. Each activity has been adapted from its original version in Tribes TLC to complement an authentic connection to the text. Many expectations from both the Language arts - Oral Communication strand and Dramatic Arts curriculum are integrated within the Tribes TLC activities.