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(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
(B) develop drafts by sequencing ideas through writing sentences;
(C) revise drafts by adding or deleting words, phrases, or sentences;
(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and
(E) publish and share writing with others.
(29) Listening and Speaking/Speaking. Students speak clearly and to the point, using the
conventions of language. Students continue to apply earlier standards with greater complexity.
Students are expected to share information and ideas that focus on the topic under discussion,
speaking clearly at an appropriate pace, using the conventions of language.
(30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students
continue to apply earlier standards with greater complexity. Students are expected to follow agreedupon rules for discussion, including listening to others, speaking when recognized, and making
appropriate contributions.
Summary
Dexter was a very small dog. Nobody wanted to play with him because he could
not keep up. Even Cleevis the cat made fun of him. But Dexter had big dreams of
being a hero, and he was determined he would become one. Dex started training
by reading about superheroes and exercising as much as he could. Then, when
he got his hero suit, he was ready to save the day. He did a lot of little things to
help his neighborhood, but Cleevis still teased him. Then, one day, it was Cleevis
who needed saving. Even though Cleevis always made fun of him, Dex was still
willing to help. Cleevis finally saw how much of a hero Dexter really was and asked
to be his partner.
Remembering
Question: What words were used to describe Dex before and after he became a
hero?
Activity: With a partner, paint a picture of Dex and label it with five adjectives
that describe Dex. (ELAR 21Aiii, 9B, 30)
Brave
Strong
Fast
Little
Helpful
Understanding
Question: Explain why Dex needed to exercise.
Activity: Draw a picture of an exercise you like to do. Write in your own words
why it is important. (PE 4A).
Strong heart
Get stronger
Be healthy
Applying
Question: What were the heroic acts that Dex performed and how do they help
the community?
Activity: In groups of three, act out a service or project that can help the
community. (SS 13D, ELAR 30)
Analyzing
Question: Why did Cleevis change his mind about Dex?
Activity: With your partner, act out how Cleevis behaved toward Dex at the
beginning of the book and at the end of the book. (ELAR 9B, 30)
Evaluating
Question: If you were Dex, would you have helped Cleevis get down from the
tree?
Activity: Rank these superheros from your favorite to your least favorite. Explain
to the class why you put the superheros in this order. (ELAR 29)
Superman
Wonderwoman
Batman
Captain America
Spiderman
Black Widow
Add your own
Creating
Question: If you could be a superhero, what would your superpower be and how
would you use it?
Activity: Draw a picture and write a story about your superhero to make into a
book about the superheroes in our classroom. (ELAR 17)
http://kids.nationalgeographic.com/explore/pet-central/
http://www.cdc.gov/bam/index.html
http://pbskids.org/zoom/activities/games/
Resources
http://tea.texas.gov/curriculum/teks/