Summer Read Aloud: The Golden Compass discussion

Hi everyone.  Share your "spirit animal", discuss exciting parts of the book, lament, celebrate and otherwise have a good time talking about this awesome book.

Problem

This week we’ll focus on the main problem in the story. What is the main problem in the story? How is

the main character trying to solve the problem? What do you predict the solution will be? If you were the

main character, how would you solve the problem? What would you say? What would you do? What

plan would you devise?

Problem

This week we’ll focus on the main problem in the story. What is the main problem in the story? How is

the main character trying to solve the problem? What do you predict the solution will be? If you were the

main character, how would you solve the problem? What would you say? What would you do? What

plan would you devise?

Problem

This week we’ll focus on the main problem in the story. What is the main problem in the story? How is

the main character trying to solve the problem? What do you predict the solution will be? If you were the

main character, how would you solve the problem? What would you say? What would you do? What

plan would you devise?

Problem

This week we’ll focus on the main problem in the story. What is the main problem in the story? How is

the main character trying to solve the problem? What do you predict the solution will be? If you were the

main character, how would you solve the problem? What would you say? What would you do? What

plan would you devise?

Problem

This week we’ll focus on the main problem in the story. What is the main problem in the story? How is

the main character trying to solve the problem? What do you predict the solution will be? If you were the

main character, how would you solve the problem? What would you say? What would you do? What

plan would you devise?

Problem

This week we’ll focus on the main problem in the story. What is the main problem in the story? How is

the main character trying to solve the problem? What do you predict the solution will be? If you were the

main character, how would you solve the problem? What would you say? What would you do? What

plan would you devise?

Problem

This week we’ll focus on the main problem in the story. What is the main problem in the story? How is

the main character trying to solve the problem? What do you predict the solution will be? If you were the

main character, how would you solve the problem? What would you say? What would you do? What

plan would you devise?

Problem

This week we’ll focus on the main problem in the story. What is the main problem in the story? How is

the main character trying to solve the problem? What do you predict the solution will be? If you were the

main character, how would you solve the problem? What would you say? What would you do? What

plan would you devise?

Problem

This week we’ll focus on the main problem in the story. What is the main problem in the story? How is

the main character trying to solve the problem? What do you predict the solution will be? If you were the

main character, how would you solve the problem? What would you say? What would you do? What

plan would you devise?

Word Choice - Whittington

Find a brilliant example of word choice in this week’s text!  Look for examples of the author "showing - not telling" by using sensory details within their writing.
Write the entire sentence and explain why you chose it.  Please include page number.

Example:  

"Bob’s face went ashen. His breathing came in ragged gasps." p.36

Word Choice - Tollbooth

Find a brilliant example of word choice in this week’s text!  Look for examples of the author "showing - not telling" by using sensory details within their writing.
Write the entire sentence and explain why you chose it.  Please include page number.

Example:  

"Bob’s face went ashen. His breathing came in ragged gasps." p.36

Word Choice - Despereaux

Find a brilliant example of word choice in this week’s text!  Look for examples of the author "showing - not telling" by using sensory details within their writing.
Write the entire sentence and explain why you chose it.  Please include page number.

Example:  

"Bob’s face went ashen. His breathing came in ragged gasps." p.36

Word Choice - NIMH

Find a brilliant example of word choice in this week’s text!  Look for examples of the author "showing - not telling" by using sensory details within their writing.
Write the entire sentence and explain why you chose it.  Please include page number.

Example:  

"Bob’s face went ashen. His breathing came in ragged gasps." p.36

Word Choice - Kensuke

Find a brilliant example of word choice in this week’s text!  Look for examples of the author "showing - not telling" by using sensory details within their writing.
Write the entire sentence and explain why you chose it.  Please include page number.

Example:  

"Bob’s face went ashen. His breathing came in ragged gasps." p.36

Word Choice - Greek Heroes

Find a brilliant example of word choice in this week’s text!  Look for examples of the author "showing - not telling" by using sensory details within their writing.
Write the entire sentence and explain why you chose it.  Please include page number.

Example:  

"Bob’s face went ashen. His breathing came in ragged gasps." p.36

Word Choice - Ginger Pye

Find a brilliant example of word choice in this week’s text!  Look for examples of the author "showing - not telling" by using sensory details within their writing.
Write the entire sentence and explain why you chose it.  Please include page number.

Example:  

"Bob’s face went ashen. His breathing came in ragged gasps." p.36

Word Choice - Cricket

Find a brilliant example of word choice in this week’s text!  Look for examples of the author "showing - not telling" by using sensory details within their writing.
Write the entire sentence and explain why you chose it.  Please include page number.

Example:  

"Bob’s face went ashen. His breathing came in ragged gasps." p.36

Word Choice - Trumpet

Find a brilliant example of word choice in this week’s text!  Look for examples of the author "showing - not telling" by using sensory details within their writing.
Write the entire sentence and explain why you chose it.  Please include page number.

Example:  

"Bob’s face went ashen. His breathing came in ragged gasps." p.36

Figurative Language: Whittington

This week, be on the lookout for examples of Figurative Language. 

Write the complete sentence, what it means and the page number.

For example, in Mr. Lincoln's Way the principal calls the students "his little birds".  The atrium became much more beautiful when all the different colored birds began to visit.  His comparing the children to birds is meaning that our differences create interesting and beautiful experiences.

"Fact is, all of you children here - with all of your cool differences are my little birds.  Yes, my little birds." p. 22.


Here are the types of figurative language we have studied in class:

• metaphor – a thing representing another thing (e.g., a blanket of snow)

• simile – comparing two things using the linking words like or as (e.g., as sweet as sugar)

• alliteration – repetition of a sound or letter (e.g., the slimy, slithering snake)

• personification – giving human characteristics to inanimate objects (e.g., the wind

whispered her name)

• onomatopoeia – words that represent noises (e.g., whoosh, buzz, splat)

Figurative Language- Trumpet of the Swan

This week, be on the lookout for examples of Figurative Language. 

Write the complete sentence, what it means and the page number.

For example, in Mr. Lincoln's Way the principal calls the students "his little birds".  The atrium became much more beautiful when all the different colored birds began to visit.  His comparing the children to birds is meaning that our differences create interesting and beautiful experiences.

"Fact is, all of you children here - with all of your cool differences are my little birds.  Yes, my little birds." p. 22.


Here are the types of figurative language we have studied in class:

• metaphor – a thing representing another thing (e.g., a blanket of snow)

• simile – comparing two things using the linking words like or as (e.g., as sweet as sugar)

• alliteration – repetition of a sound or letter (e.g., the slimy, slithering snake)

• personification – giving human characteristics to inanimate objects (e.g., the wind

whispered her name)

• onomatopoeia – words that represent noises (e.g., whoosh, buzz, splat)

Figurative Language- Tollbooth

This week, be on the lookout for examples of Figurative Language. 

Write the complete sentence, what it means and the page number.

For example, in Mr. Lincoln's Way the principal calls the students "his little birds".  The atrium became much more beautiful when all the different colored birds began to visit.  His comparing the children to birds is meaning that our differences create interesting and beautiful experiences.

"Fact is, all of you children here - with all of your cool differences are my little birds.  Yes, my little birds." p. 22.


Here are the types of figurative language we have studied in class:

• metaphor – a thing representing another thing (e.g., a blanket of snow)

• simile – comparing two things using the linking words like or as (e.g., as sweet as sugar)

• alliteration – repetition of a sound or letter (e.g., the slimy, slithering snake)

• personification – giving human characteristics to inanimate objects (e.g., the wind

whispered her name)

• onomatopoeia – words that represent noises (e.g., whoosh, buzz, splat)

Figurative Language- The Tale of Despereaux

This week, be on the lookout for examples of Figurative Language. 

Write the complete sentence, what it means and the page number.

For example, in Mr. Lincoln's Way the principal calls the students "his little birds".  The atrium became much more beautiful when all the different colored birds began to visit.  His comparing the children to birds is meaning that our differences create interesting and beautiful experiences.

"Fact is, all of you children here - with all of your cool differences are my little birds.  Yes, my little birds." p. 22.


Here are the types of figurative language we have studied in class:

• metaphor – a thing representing another thing (e.g., a blanket of snow)

• simile – comparing two things using the linking words like or as (e.g., as sweet as sugar)

• alliteration – repetition of a sound or letter (e.g., the slimy, slithering snake)

• personification – giving human characteristics to inanimate objects (e.g., the wind

whispered her name)

• onomatopoeia – words that represent noises (e.g., whoosh, buzz, splat)

Figurative Language- Rats of NIMH

This week, be on the lookout for examples of Figurative Language. 

Write the complete sentence, what it means and the page number.

For example, in Mr. Lincoln's Way the principal calls the students "his little birds".  The atrium became much more beautiful when all the different colored birds began to visit.  His comparing the children to birds is meaning that our differences create interesting and beautiful experiences.

"Fact is, all of you children here - with all of your cool differences are my little birds.  Yes, my little birds." p. 22.


Here are the types of figurative language we have studied in class:

• metaphor – a thing representing another thing (e.g., a blanket of snow)

• simile – comparing two things using the linking words like or as (e.g., as sweet as sugar)

• alliteration – repetition of a sound or letter (e.g., the slimy, slithering snake)

• personification – giving human characteristics to inanimate objects (e.g., the wind

whispered her name)

• onomatopoeia – words that represent noises (e.g., whoosh, buzz, splat)

Figurative Language- Kensuke's Kingdom

This week, be on the lookout for examples of Figurative Language. 

Write the complete sentence, what it means and the page number.

For example, in Mr. Lincoln's Way the principal calls the students "his little birds".  The atrium became much more beautiful when all the different colored birds began to visit.  His comparing the children to birds is meaning that our differences create interesting and beautiful experiences.

"Fact is, all of you children here - with all of your cool differences are my little birds.  Yes, my little birds." p. 22.


Here are the types of figurative language we have studied in class:

• metaphor – a thing representing another thing (e.g., a blanket of snow)

• simile – comparing two things using the linking words like or as (e.g., as sweet as sugar)

• alliteration – repetition of a sound or letter (e.g., the slimy, slithering snake)

• personification – giving human characteristics to inanimate objects (e.g., the wind

whispered her name)

• onomatopoeia – words that represent noises (e.g., whoosh, buzz, splat)

Figurative Language- Greek Heroes

This week, be on the lookout for examples of Figurative Language. 

Write the complete sentence, what it means and the page number.

For example, in Mr. Lincoln's Way the principal calls the students "his little birds".  The atrium became much more beautiful when all the different colored birds began to visit.  His comparing the children to birds is meaning that our differences create interesting and beautiful experiences.

"Fact is, all of you children here - with all of your cool differences are my little birds.  Yes, my little birds." p. 22.


Here are the types of figurative language we have studied in class:

• metaphor – a thing representing another thing (e.g., a blanket of snow)

• simile – comparing two things using the linking words like or as (e.g., as sweet as sugar)

• alliteration – repetition of a sound or letter (e.g., the slimy, slithering snake)

• personification – giving human characteristics to inanimate objects (e.g., the wind

whispered her name)

• onomatopoeia – words that represent noises (e.g., whoosh, buzz, splat)

Figurative Language- Ginger

This week, be on the lookout for examples of figurative language. 

Write the complete sentence, what it means and the page number.

For example, in Mr. Lincoln's Way the principal calls the students "his little birds".  The atrium became much more beautiful when all the different colored birds began to visit.  His comparing the children to birds is meaning that our differences create interesting and beautiful experiences.

"Fact is, all of you children here - with all of your cool differences are my little birds.  Yes, my little birds." p. 22.


Here are the types of figurative language we have studied in class:

• metaphor – a thing representing another thing (e.g., a blanket of snow)

• simile – comparing two things using the linking words like or as (e.g., as sweet as sugar)

• alliteration – repetition of a sound or letter (e.g., the slimy, slithering snake)

• personification – giving human characteristics to inanimate objects (e.g., the wind

whispered her name)

• onomatopoeia – words that represent noises (e.g., whoosh, buzz, splat)

Figurative Language- Cricket

This week, be on the lookout for examples of Figurative Language. 

Write the complete sentence, what it means and the page number.

For example, in Mr. Lincoln's Way the principal calls the students "his little birds".  The atrium became much more beautiful when all the different colored birds began to visit.  His comparing the children to birds is meaning that our differences create interesting and beautiful experiences.

"Fact is, all of you children here - with all of your cool differences are my little birds.  Yes, my little birds." p. 22.


Here are the types of figurative language we have studied in class:

• metaphor – a thing representing another thing (e.g., a blanket of snow)

• simile – comparing two things using the linking words like or as (e.g., as sweet as sugar)

• alliteration – repetition of a sound or letter (e.g., the slimy, slithering snake)

• personification – giving human characteristics to inanimate objects (e.g., the wind

whispered her name)

• onomatopoeia – words that represent noises (e.g., whoosh, buzz, splat)