Fresh



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This story is about two cousins. The younger cousin looks up to and admires his older cousin. Think about what would be **//nice//** and what would be **//hard//** about having someone who is younger than you depend on and admire you. Read the three discussion questions posted by Mrs. Fullhart and choose one to reflect on. Be sure to state what would be nice and what would be hard about being in the situation you chose. =====

Choose 1 of the activities to complete using these vocabulary words from the story.
scoured, crouched, Wellingtons, admired, current, whorled, larder, cress, square (not the shape), lattice, interfere, ease, embed, stray, penknife, nondescript, captive, waders, concealed, anoraks, dungeon, desperation, dusk, apparently, pining, murmurs, ranker, clambered, blundering, scrabbled, tilt, implored, lopsided
 * 1) Group and Regroup - think about these words. Create a Tree Map showing at least 5 ways you could Categorize 25 of these words. Some words may fall into more than 1 category. (i.e. Words that Describe a Character, Nouns, Words with More Than 3 Syllables, etc.). Every category has to have at least 2 words in it and every word must be placed in at least 1 category.
 * 2) Vocabulary Analysis - Choose 5 words to work with. For each word create a Tree Map with the following headings: Definition, Synonym or Antonym, How Used in Story, My Own Sentence
 * 3) Choose 8 of the words to place on the Word Cycle page. As you arrange the words you will need to tell how a word relates to the word that follows it.

Directed Notes Activity: Remember - this must be completed before our next ELE meeting on Tuesday, February 1st.
In the story Dan is usually very nice and helpful, but sometimes he does things that seem a little strange. Think about the reasons behind Dan's actions. During your second reading of the story, mark the places where Dan is acting **nice** with an **N** and the places where he is acting a little **strange** with an **S**. As you mark each place in the story, jot down a few words to explain why you marked the passage the way you did. Then go back and look over your notes and write down what you think is the strangest thing Dan does and why you think he does it. Share your thoughts on our class blog or answer on paper.

Activities:
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 * 1) Dan and Laurie are both very interested in the mussel, Fresh. Create a Tree Map about our story using the following topics: Facts about Mussels in Our Story, Why Dan is Interested in Fresh, and Why Laurie is Interested in Fresh. Read over your notes on your Tree Map and decide whom you think is more interested in freshwater mussels - Dan or Laurie. You may write your thoughts in our class blog or on a piece of paper.
 * 2) Dan cannot decide whether he should let the mussel go or let Laurie take it back to London. Create a T-Chart to help Dan decide what to do. One side of the T-chart should be labeled "Reasons to Let Laurie Take Fresh Home to Live in an Aquarium" and the other side labeled "Reasons to Keep Fresh in the River." Then pretend that you are Dan and you had just woken up in the middle of the night before Laurie is set to go home to London.
 * 3) ** Read the story through one more time. As you read this time write questions (in the margins of the story) that come to your mind about things happening in the story or why characters might be acting the way they are. For example, on page 92 - Why does Dan curl his fingers around the mussel to protect the it from Laurie? Write at least 8 questions (place your questions on sticky notes in the margin of the story) as you reread the whole story, then choose the question that interests you the most and post it as a new post in our class blog. Be sure to have the word Question in your post's title. Read questions posted by other students in our class and respond to 3 of them. Be sure to read what others are saying about your question and respond to them! **
 * 4) Both Dan and Laurie enjoy observing the animals that live in the river. Write an essay about something in nature that you would enjoy observing and learning more about.
 * 5) Rewrite the story pretending that Dan is writing down his findings and observations in a scientific journal. Be sure to date and time stamp each entry and include at least 3 simple illustrations in your observations
 * 6) Learn more about freshwater mussels here! As you click around this site - don't forget to look at Mussel Show and Tell - jot down words, ideas, inferences you discover about freshwater mussels on an Alphaboxes page. Then write about what you learned in a double acrostic. Remember that in a double acrostic the letter on the left is the first letter of the phrase and the letter on the right is the last letter in the phrase. Each phrase must be at least 3 words long.

Blogging - Be sure that you have completed the Directed Notes Activity before you come to our next class or start blogging.

 * 1) **Write your own blog choices** - complete activity #3 from above as a Blog choice (you will then have to choose another activity for your Activity Choice). Read the story through one more time. As you read this time write questions (in the margins of the story) that come to your mind about things happening in the story or why characters might be acting the way they are. For example, on page 92 - Why does Dan curl his fingers around the mussel to protect it from Laurie? Write at least 6 questions (place your questions on sticky notes in the margin of the story) as you reread the whole story, then choose the question that interests you the most and post it as a new post in our class blog. Be sure to have the word Question in your post's title. Read questions posted by other students in our class and respond to 3 of them. Be sure to read what others are saying about your question!
 * 2) Why do you think Dan can't decide whether to let the mussel go or keep it for Laurie?
 * 3) Why doesn't Dan tell Laurie that he isn't sure they should remove Fresh from the river?
 * 4) Why does Dan risk disappointing Laurie and hurting his feelings?