Strategic Teaching Guide

FRINDLE BY ANDREW CLEMENTS

McKenzie May | EDUC 332 | November 17, 2014

Table of Contents
Chapter 1: Nick ................................................................................... 3
Bellringer Projector PageAppendix 1
Bellringer Student Handout.Appendix 2
Bellringer Key..Appendix 3

Chapter 2: Mrs. Granger .................................................................... 4

Entrance Pass Handout & KeyAppendix 4

Chapter 3: The Question ..................................................................... 5

Vocabulary ClusterAppendix 5

Chapter 4: Word Detective ................................................................. 6

Comic Strip..Appendix 6

Chapter 5: The Report ........................................................................ 7

Cloze Procedure.Appendix 7

Chapters 6 & 7: The Big Idea/Word Wars ........................................... 9

KWL Chart (Blank)..Appendix 8
KWL Chart (Key)..Appendix 9

Chapter 8: Mightier Than The Sword ................................................ 11

Frayer Model (Blank)Appendix 10
Frayer Model (Key).. .Appendix 11

Chapter 9: Chess ...............................................................................12

Twitter AccountAppendix 12

Chapters 10 & 11: Freedom of the Press/Extra! Extra! Read All About
It! ......................................................................................................13
RAFT Paper DirectionsAppendix 13
RAFT Paper Examples.Appendix 14

Chapter 12: Airwaves........................................................................ 14

Reading Think-Tac-Toe..Appendix 15

Chapters 13 & 14: Ripples/ Inside Nick .............................................. 15

PAGE 1

Wanted Poster..Appendix 16

Chapter 15: And The Winner Is....................................................... 17

Semantic Web (Blank)....Appendix 17
Semantic Web (Key).Appendix 18

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Chapter 1: Nick
Activity Found on Appendix 1, Appendix 2, and Appendix 3

Vocabulary
1. Construction
2. Delighted
3. Custodian
4. Promptly
5. Gradually

Discussion Questions
1. Who got in trouble by Mrs. Avery when Nick chirped like a bird during class?
(Remembering)
2. Using the description on page 2, a tall, thin, boy with chestnut hair draw a picture
of what you think Nick might look like. (Applying)

Activity: Bellringer
Purpose: This activity is to be used before reading, as a way to get students thinking
about the story, as well as to introduce them to a major theme of the book, which is
creativity.

As students enter the classroom (or at the beginning/transition of the period),

place the paper labeled Appendix 1 in the top left corner on the projector.

Using the directions on the projector, as well as the directions on the handout
(found on Appendix 2), students will create a dictionary entry of a new word
they created.

A completed example of this assignment is on Appendix 3.

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Chapter 2: Mrs. Granger

Activity Found on Appendix 4

Vocabulary
1. Reputation
2. Monopoly
3. Attendance
4. Frantically
5. Particular

Discussion Questions
1. How would you feel if you had Mrs. Granger as a teacher? Would you feel scared,
challenged, intimidated, or would you feel a different way? Explain your answer in
three sentences. (Understanding)
2. Compare Nicks previous years (and teachers) in school with the experience he is
about to have with Mrs. Granger. Why might Nick have already felt like fifth grade
was going to be a very long year? (Analyzing)

Activity: Entrance Pass

The purpose of this activity is to:

Make sure students have read chapter 2 before coming to class.
Check for understanding of the chapter, since it was mostly a description of
Mrs. Granger.
Get students thinking about the characters in the story, describing them in
their own words
As students enter the room, hand out the blank entrance pass (Appendix 4).
The students are to fill out the entrance pass within the first 5 minutes of class, and
hand it in for a participation grade and comments. (Key on back)

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Chapter 3: The Question

Activity Found on Appendix 5

Vocabulary
1. Acquainted
2. Procedures
3. Delaying
4. Especially
5. Hesitated

Discussion Questions
1. Do you think Mrs. Grangers extra assignment of an oral report to answer his
question about the dictionary was a good idea? Even though it meant extra work for
Nick, could it have actually been good for him? Defend your answer. (Evaluating)
2. If you were told to complete an additional assignment to present to the class
because you asked a delaying question like Nicks, how would you feel?
(Applying)

Activity: Vocabulary Cluster

This activity is aimed at helping students with difficult vocabulary words in the chapter. For
this chapters activity, the word acquainted and its synonyms will be discussed. By the end
of the activity, students will hopefully be more aware of using context clues to help them
figure out the meaning of a word.
Place the page (found on Appendix 5), graphic side up, on the projector. Read aloud
and point to each synonym of the target word. Then flip the paper over to read the
passage the word was retrieved from.
Through discussion and student interaction, help the students predict what the
target word is. The target word is found on the bottom right side of the passage
page.

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Chapter 4: Word Detective

Activity Found on Appendix 6

Vocabulary
1. Semester
2. Complex
3. Profound
4. Imaginative
5. Ingredients

Discussion Questions
1. What was the rule in Nicks family about when homework had to be done?
(Remembering)
2. The following is the final passage in chapter 4: Because Nick was Nick, he suddenly
had an idea and it brought a grin to his face. Nick decided that giving this report
could actually be fun. He could make it into something special. After all, Mrs.
Granger had asked for it. Considering the original purpose of his distraction
question, what do you think Nicks idea might be? (Creating)

Activity: Comic Strip

The purpose of this activity is for students to determine the main points of chapter four.

Students will create their own comic strips that coincide with chapter four,
sketching out 3-5 different points of the chapter and captioning each sketch in one
sentence each.

An example of this activity can be found on Appendix 6.

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Chapter 5: The Report

Activity Found on Appendix 7

Vocabulary
1. Maximum
2. Inventions
3. Adjusted
4. Reputation
5. Fascinating

Discussion Questions
1. Think about all the times the author has described Mrs. Grangers eyes so far in the
book. Whether they were drilling a hole in him, the color of a thunderbolt, or
making you feel like a speck of dust, why do you think the author thought this was
important? How do Mrs. Grangers eyes help tell the story? (Analyzing)
2. In your own words, explain what Mrs. Granger means when she tells the class that
we decide what goes in the dictionary. (Understanding)

Activity: Cloze Procedure

The purpose of this activity is to help students use context clues actively in a text to figure
out the identity of unknown words. Since this activity includes multiple target words found
throughout the book, it is an effective way to review some vocabulary, while helping
students become more acquainted with words they may not know very well.

The poem, found on Appendix 7, includes blanks for the target words, with context
clues in the form of examples, definitions, and synonyms surrounding the target
words.

Each student should have a copy of the poem. Place the poem on the projector, and
read the poem aloud to the class.

The students should then try to fill in the blanks on their own, underlining the
context clues they think led them to figuring out the target word.

PAGE 7

After giving students time to try filling in the blanks on their own, go over it as a
class. Explain to them what the target words are, as well as what context clue(s)
were. The answers to the target words are found, in order, at the bottom of the back
of the poem page.

PAGE 8

Chapters 6 & 7: The Big

Idea/Word Wars
Activity Found on Appendix 8 and Appendix 9

Vocabulary
Chapter 6
1. Concentration
2. Unbreakable
3. Cassette
4. Oath
Chapter 7
1. Historical
2. Emphasized
3. Disrupted

Discussion Questions
Chapter 6
1. Make a timeline showing the three things leading up to Nicks invention of the word
frindle, including the smaller events in between. (Applying)
2. Tell the importance of Nick sending so many kids into the Penny Pantry.
(Understanding)
Chapter 7
1. Why did Mrs. Granger want to speak with Nick after class? Did she actually tell him
to stop calling a pen a frindle? (Remembering)
2. According the author, School was the perfect place to launch a new word. Do you
agree with Nicks decision to introduce the word frindle in Mrs. Grangers class?
(Evaluating)

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Activity: KWL Chart

The purpose of this activity is to keep students active while they read these two chapters. It
helps them connect what they know so far in the story with what they want to know.

Place a blank copy of the KWL Chart (found on Appendix 8) on the projector. Each
student should also have a copy.

As a class, fill in the chart according to student interests. The K should be filled in
before reading, stating something that the students already know prior to reading
chapters 6 and 7. The W (want to know) section should also be filled in prior to
reading.

After reading the two chapters, students should be able to fill in the final section, L.
This should be the answer to the prior sections. An example of a completed KWL
chart can be found on Appendix 9.

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Chapter 8: Mightier Than The

Sword
Activity Found on Appendix 10 and Appendix 11

Vocabulary
1. Auditorium
2. Furious
3. Announcement
4. Abruptly
5. Conference

Discussion Questions
1. What do you think Mrs. Granger wrote to Nick in the letter she gave him?
Considering what your already know about Nick and his teachers relationship,
write your own letter to Nick as if you were Mrs. Granger. (Creating)
2. What did Nick compare his meeting with Mrs. Granger to? (Remembering)

Activity: Frayer Model

The purpose of this activity is to help students make different connections and
relationships between vocabulary words. It helps them understand new vocabulary and
connect that to what they already know.

A blank copy of the Frayer Model, found on Appendix 10, should be placed under the
projector. In each corner of the paper, a label for definitions, characteristics,
examples, and non-examples are found for the target word.

Each student should have his/her own copy of the blank Frayer model.

As a class, complete the Frayer model, encouraging students to come up with

examples, non-examples, definitions, and characteristics. There should be 3 to 4 for
each corner. A completed model can be found on Appendix 11.

PAGE 11

Chapter 9: Chess
Activity Found on Appendix 12

Vocabulary
1. Committee
2. Rebellion
3. Overreaction
4. Vandalism

Discussion Questions
1. Make a chart showing the different opinions Mrs. Allen, Mr. Allen, Mrs. Granger, and
Mrs. Chatham have about the use of the word frindle. Who has similar opinions?
How are they all different? (Analyzing)
2. Explain why Mrs. Chatham felt that Nick had disrespected Mrs. Granger.
(Understanding)

Activity: Twitter Account

The purpose of this activity is to have students put themselves in the main characters
mindset. It will help them gain a different point of view, as well as a way for the teacher to
make sure students are getting the main concepts of the story so far.

Have students create their own twitter account as if they are Nick Allen. They will
tweet about main plot points in the story up to chapter 10. Be sure to stress the
importance of them tweeting as if they were the main character, portraying his
personality and interests. An example of a completed twitter account for Nick Allen
is found on Appendix 12.

PAGE 12

Chapters 10 & 11: Freedom of the

Press/Extra! Extra! Read All
About It!
Activity Found on Appendix 13 and Appendix 14

Vocabulary
Chapter 10
1. Occasional
2. Burglary
3. Phony
Chapter 11
1. Masterminded
2. Superintendent
3. Cleverly

Discussion Questions
1. Do you think Judy Morgan coming to the school and interviewing Mrs. Chatham and
Mrs. Granger made the situation better or worse? Defend your answer. (Evaluating)
2. What was the headline of the article Judy Morgan wrote about Nicks new word?
(Remembering)

Activity: RAFT Paper

The purpose of this activity is to engage students in the story and take on a new
perspective. This activity also addresses higher levels on Blooms Taxonomy. (R: role of the
writer; A: Audience; F: Format; T: Topic)

Students will have the choice between two RAFT assignments.

A direction sheet is found in Appendix 13, and examples for both the options are
found on Appendix 14.

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Chapter 12: Airwaves

Activity Found on Appendix 15

Vocabulary
1. Investment
2. Preliminary
3. Trademark
4. Disruption
5. Controversial

Discussion Questions
1. Nick became sort of a hero for kids, according to chapter 12. Use the information in
the chapter, as well as your own opinions, to list the pros and cons of being a hero
for kids your age. (Applying)
2. Describe what a trust fund is. Why did Nicks dad want to keep it a secret from
Nick? (Remembering)

Activity: Reading Think-Tac-Toe

The purpose of this activity is to have students think about the story as a whole, and to
gather the main concepts about the characters, plot, and setting.

Each student will receive his/her own handout of the Reading Tic-Tac-Toe
worksheet (found on Appendix 15).

As stated in the directions, students are to complete the tic-tac-toe board, answering
three questions either diagonally or straight up and down.

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Chapters 13 & 14: Ripples/ Inside

Nick
Activity Found on Appendix 16

Vocabulary
Chapter 13
1.
2.
3.
4.

Mania
Forbidden
Limousine
Celebrity

Chapter 14
1.
2.
3.
4.
5.

Consumers
Rascal
Curiosity
Remarkable
Commotion

Discussion Questions
1. The author describes Nick as a sort of celebrity, with TV shows and news channels
interviewing him about his word invention. Devise a list of questions that you think
the TV hosts would have asked him. This list could include questions you may have
for Nick as well. (Creating)
2. Examine the relationship between Nick and Mrs. Granger, focusing on Mrs.
Grangers viewpoint of Nick. Did her opinion of him change throughout the story, or
do you think it was always the same? What are some clues that led you to your
answer? (Analyzing)

PAGE 15

Activity: Wanted Poster

The purpose of this activity is to get students to focus on a main character other than Nick.
Instead of focusing just on the perspective of Nick, this assignment will help them get a
better understanding of Mrs. Granger and hopefully gain a different perspective on her.

Students will create a wanted poster for Mrs. Granger. A completed wanted poster,
example found on Appendix 16, should include a sketch of Mrs. Granger, some of her
characteristics (such as job, favorites, etc.), her personality (including opinions of
what students have of her as well as what they think she will be like), and a reward
amount.

PAGE 16

Chapter 15: And The Winner Is

Activity Found on Appendix 17 and Appendix 18

Vocabulary
1. Confess
2. Villain
3. Endures

Discussion Questions
1. Write a letter in response to Mrs. Granger as if you were Nick. What would you say
to her? Would you apologize to her? Would you thank her? Or would you include
anything else in the letter? (Creating)
2. What do you think led Mrs. Granger to believe her feud with Nick was over,
prompting her to send him the letter she wrote so many years before? Was it one
specific event? (Understanding)

Activity: Semantic Web

The purpose of this activity is to help students organize major components of the story by
creating a sort of hierarchy of information.

Students are to create a web of information using the blank copy found on Appendix
17. On their own, have students fill in what they think would be appropriate main
characters, plot points, themes, and settings.

An example of what should ultimately be filled in is found on Appendix 18.

PAGE 17

Works Cited

Cover Image Retrieved From

<http://img2.imagesbn.com/p/9780689818769_p0_v2_s260x420.JPG>

Clements, A., & Selznick, B. (1996). Frindle. New York, N.Y.: Simon & Schuster Books
for Young Readers.

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