Here - Scholastic

“Monsters of the Everglades” 

November/December 2010 

activity 

Critical Thinking 

Name: ___________________________________ Date: ____________ 

Read. Think. Explain. 

In this activity, you’ll answer a series of questions about “Monsters of the Everglades.” 

They will help you think more deeply about invasive species and the ways in which they can 

have a negative impact on an ecosystem. You’ll also think about what makes the 

Florida Everglades such an ideal habitat for Burmese pythons. 

Directions: Answer the questions below, using information and details from the article 

to back up your ideas. Use a separate piece of paper if you need more room. 

1. Which details tell you what is special about the Everglades? Would you like to visit? 

2. Why was the fight between the alligator and the python significant? 

3. Why have abandoned pythons flourished in Florida, versus in other areas? 

4. What is an invasive species? Why are they a problem? 

5. What steps has the National Park Service taken to combat the problem? Do you think they 

should allow hunters into the protected area? Why or why not? 

© 2010 Scholastic Inc. Teachers may make copies of this page to distribute to their students.



Sentence 1: 

Sentence 2: 

Sentence 3: 

Sentence 4: 

activity 

Vocabulary 

Name:____________________________________ Date:_____________ 

Vocabulary Monster 

This issue’s nonfiction article, “Monsters of the Everglades,” includes some amazing 

(and maybe a little bit scary) words. In this activity, you will use a dictionary to match 

the words below to their definitions. 

Directions: Match each word on the left to its definition on the right. 

Then choose four of the words and write a sentence using each one. 

aggressive having great power, dignity, and beauty 

grave very serious 

gruesome brought into a country from elsewhere 

horrifying disgusting and horrible 

imported state of being full of insect or animal pests 

infestation like a reptile, such as a lizard or snake 

majestic forceful, bold, or eager to fight 

reptilian shocking and scary 




activity 

Cause/Effect 

Name:____________________________________ Date:_____________ 

Ask What, Ask Why 

You eat three bowls of pasta. What happens? You get a stomachache. You ace your piano recital. 

Why? You practiced every day. It’s easy to figure out cause-and-effect relationships by asking 

two simple questions: “What happened?” (to find an effect) and “Why did this happen?” (to find 

a cause). Try it out to find the cause-and-effect relationships in “Monsters of the Everglades.” 

Directions: Fill in what’s missing from each cause-and-effect pair. Use the hints to help you. 

1. CAUSE: 

EFFECT: Many people bought Burmese pythons from pet stores in the early 1990s. 

HINT: What three reasons make Burmese pythons such a popular choice for a pet? 

2. CAUSE: Burmese pythons have a huge appetite. 

EFFECT: 

HINT: How long is a Burmese python? 

3. CAUSE: 

EFFECT: Regretful pet owners set their unwanted snakes loose in the wild. 

HINT: What are some reasons pythons are difficult to keep as pets? 

4. CAUSE: Florida’s Everglades National Park has a semitropical climate with lots of salty rivers and woods. 

EFFECT: 

HINT: What kind of environment do Burmese pythons thrive in? 

5. CAUSE: The Burmese python population in the Everglades is out of control. 

EFFECT: 

HINT: What has the National Park Service done to slow down the snake invasion? 

6. CAUSE: 

EFFECT: A full-grown python is king (or queen) of the Everglades. 

HINT: What are some ways that the python has control over other animals, birds, and reptiles in the park? 

7. CAUSE: 

EFFECT: 

8. CAUSE: 

EFFECT: 

Now, on your own, find two cause-and-effect relationships from the article. 




Try this 

with a 

partner! 

activity 

Research Skills 

Name: ______________________________ Date: _____________ 

Find Out More 

Nonfiction writing teaches you something new. But a good article may also inspire you 

to learn more about what you read. “Monsters of the Everglades” introduced a lot of 

interesting science topics. Now it’s your turn to find out more! In this activity, you will 

research a topic related to “Monsters of the Everglades.” 

Directions: Choose a topic related to the nonfiction article to research. You can research the Everglades 

ecosystem, Burmese pythons, the exotic pet trade, or invasive species. Then use the article, dictionaries, 

encyclopedias, other nonfiction articles or books, or Web resources to learn more about it. 

STEP 1: Identify your topic. 

What do you want to research? ___________________________________________________________ 

STEP 2: Gather what you already know. 

Look at the article again. Write down three or more facts from the article about your topic. 

______________________________________________________________________________________ 

______________________________________________________________________________________ 

______________________________________________________________________________________ 

______________________________________________________________________________________ 

STEP 3: Think of the questions you want to ask. 

Before you start your research, it helps to write a list of questions that you want to answer. You can choose 

words to look up, facts you’d like to know about plants or animals, historical information about places or 

people, or you could write questions about more recent events. 

1. ____________________________________________________________________________________ 

2. ____________________________________________________________________________________ 

3. ____________________________________________________________________________________ 

4. ____________________________________________________________________________________ 

5. ____________________________________________________________________________________ 

Continued8 




activity 

Find Out More, continued 

STEP 4: Identify your research resources. 

On Your Own 

Write a list of five more questions about 

your topic. Then describe how you would find 

the answers. 

Research Skills 

Now that you have your questions, figure out what tools you can use to find the answers. Here are a few 

research tools you might have in your classroom or library. You could also use other nonfiction books or 

articles you find in your classroom, library, or at home. 

Dictionaries: Find definitions of words you don’t know. 

Encyclopedias: Find basic information about people, places, plants, and animals. 

Atlases: Find maps and other geographical information. 

Web resources: Find a wide variety of resources and more in-depth information online. For this project, you 

might want to start at the Everglades page of the National Parks Service Web site: www.nps.gov/ever/ 

STEP 5: Using your resources, answer your questions. 

Start finding answers! If you need help using any of the resources, ask your teacher or librarian. 

1. ______________________________________________________________________________________ 

________________________________________________________________________________________ 

2. ______________________________________________________________________________________ 

________________________________________________________________________________________ 

3. ______________________________________________________________________________________ 

________________________________________________________________________________________ 

4. ______________________________________________________________________________________ 

________________________________________________________________________________________ 

5. _____________________________________________________________________________________ 

________________________________________________________________________________________ 

With a Partner 

Using the information you found in your 

research, write a paragraph about your topic.

“Porlock” 


activity 


Name: ___________________________________ Date: ____________ 


An active reader always looks for deeper meaning in a story. In this activity, you’ll answer 

questions about Nick and Darla, the main characters in Lisa Graff’s endearing story. 

You’ll also think about how these siblings work together to solve their problems. 

Directions: Answer the questions below, using information and details from the story 

to back up your ideas. Use a separate piece of paper if you need more room. 

1. How does Nick view Darla in the beginning of the story? 

2. What details show what Darla is like? 

3. How does Porlock’s eating the palace change the way Nick and Darla treat each other? 

4. Nick and Darla start out with separate problems. What is their common solution? 


“Porlock” 


Try this 

with a 

partner! 

1 

activity 

Identifying Plot Points 

Name: ___________________________________ Date: ____________ 

Building Blocks of Plot 

Every story is different. But most stories follow a similar pattern. First, we learn about the 

characters’ main problem. Then the plot thickens (we call that the rising action), and 

the problem gets more complicated. Then the climax of the story happens. And then 

(whew!), the falling action: The problem gets resolved. Finally, there’s a conclusion. 

These different parts of the plot are known as “plot points.” 

Directions: Each block in the pyramid is one part of the plot of “Porlock.” In each block, write the answer to 

the question, using the options listed on page 2. When you’re done, you’ll see the main plot points of the story. 

2 

Rising Action 

How does the problem 

get more complex? 

1 

Opening Incident 

What’s the main 

problem? 

3 

Climax 

How does the problem 

reach a peak? 

2 

3 

4 

Falling Action 

How does the 

problem get solved? 

© 2010 Scholastic Inc. Teachers may make copies of this page to distribute to their students. 

4 

5 

Conclusion 

What happens 

at the very 

end? 

5

“Porlock” 


activity 

Directions: Place each plot point in the appropriate box on page 1. 

(Note: Some boxes will contain more than one plot point.) 

Darla gets a good grade on her diorama. 

Nick and Darla work together to rebuild the palace and make a home for Porlock. 

Porlock is missing, and Nick blames Darla. 

Darla tries to build the palace. 

Porlock is an emperor. 

Nick and Darla get along. 

Porlock destroys the palace, and Darla laughs. 

Nick searches for and fixes up the aquarium. 

Identifying Plot Points 

Building Blocks of Plot, continued

activity 

The Voyage of the Dawn Treader 



Name: ___________________________________ Date: ____________ 


The third book in C.S. Lewis’s ever-popular Chronicles of Narnia series is a new movie! In this 

activity, you’ll answer questions about important plot points in our play adaptation. You’ll also think 

about the choices certain characters make and how these decisions influence plot development. 

Directions: Answer the questions below, using information and details from the play to back up your ideas. 

1. What news does Lord Bern deliver? How does it start the Dawn Treader’s voyage? 

2. What does the magician tell them about the mist? How does Lord Bern’s message 

foreshadow what they learn from the magician? 

3. What risks do Edmund, Lucy, and the others take to collect the swords? Why do you think 

they take them? 

4. How does Eustace change from the beginning to the end of the play? 

5. How do you think the story will end? 


activity 

The Voyage of the Dawn Treader 


Genre Study 

Name:______________________________ Date:_____________ 

What Makes a Fantasy? 

The Chronicles of Narnia are works of fantasy. But what does that mean? Fantasy is a genre—a 

category of books with similar features, stories, or characters. Each fantasy story is different, but 

some elements often reappear. In this activity, you’ll find examples of four elements of the fantasy 

genre from the play version of The Chronicles of Narnia: The Voyage of the Dawn Treader. 

Directions: Read The Voyage of the Dawn Treader and fill in the boxes with examples from the play of each of the 

elements of fantasy listed below. 

1. The story is set is a fictional world, often 

where supernatural events occur. 

3. Imaginary creatures exist. 

2. Some characters have magical powers. 

4. A conflict between good and evil is central 

to the plot, and it often involves a voyage 

and/or a battle. 


Think of another example of the fantasy genre, such as a book you’ve read or a movie you’ve seen. 

Make a list of the fantasy elements from that story. 


“To the Thawing Wind” 


activity 


Name:____________________________________ Date:_____________ 


In trying to understand a poem, it’s important to read it carefully and thoughtfully 

by focusing on the words the poet chose and by thinking about what the images in the poem 

represent. In this activity, you’ll answer questions about Robert Frost’s 

“To the Thawing Wind” to help you grasp the poem’s full meaning. 

Directions: Answer the questions below, using information and details from the poem to back up your ideas. 

1. What is the main thing the poet wants the wind to do? 

2. What can you infer from the last line? 

3. How do you feel when winter keeps you inside? 




activity 

Decoding Poetry 

Name:____________________________________ Date:_____________ 

A Poet’s Plea 

Robert Frost’s poem “To the Thawing Wind” seems like a tough poem to understand, but it 

describes an experience that lots of people already know: wanting winter to end so you can 

go outside. In this activity, you will go through each section of the poem, figuring out what the 

words mean and how they describe a poet who’s had enough of the wintry weather. 

Do this 

with a 

partner! 

Directions: Read each section from “To the Thawing Wind.” Answer the questions to help you 

think about what each line means individually. Then think about the main idea of the section 

and how it fits with the rest of the poem. 

I. Come with rain, O loud Southwester! 

Bring the singer, bring the nester; 

1. A Southwester is a wind that comes from the Southwest. What does the poet want to have happen in the 

first line? 

2. What sings and builds nests? What does the poet ask for in the second line? 

3. Why do you think the poet calls to the wind to bring these things? 

II. Give the buried flower a dream; 

Make the settled snowbank steam; 

Find the brown beneath the white; 

1. Under what symbol of winter is the flower buried? 

2. What do you think the “brown” is beneath the “white”? 

3. What does the poet ask the rain to do? Is this a good symbol of the end of winter? Why do you think so? 

Continued 




activity 

III. But whate’er you do tonight, 

Bathe my window, make it flow, 

Melt it as the ices go; 

Melt the glass and leave the sticks 

Like a hermit’s crucifix 

1. In the first two lines, what does the poet want the wind and rain to do? 

2. In the next two lines, he compares the glass of his window to ice. How are they alike? What does the poet 

want the rain to do to his window now? 

3. A “hermit’s crucifix” is a simple cross used by a religious man who spends all his time alone. Why do you 

think the poet might compare himself to a hermit? 

IV. Burst into my narrow stall; 

Swing the picture on the wall; 

Run the rattling pages o’er; 

Scatter poems on the floor; 

Turn the poet out of door. 

A Poet’s Plea page 2 

1. The poet wants the wind to sweep into his room and shake things up. What words does he use to show this? 

2. Why might the poet want his poems scattered and himself turned “out of door”? 

Decoding Poetry 

3. Do you think the poem succeeds in describing the feeling of being inside too long? Have you ever felt that way? 

On Your Own 

Choose your favorite line from the poem and 

write what it means to you. 


Choose another time of year that you get tired of 

and write a poem about making a change.

“Yesterday & Today” 


activity 


Name: ___________________________________ Date: ____________ 


In trying to understand an article, it’s important to read it carefully and thoughtfully, 

focusing on the words the author chose and thinking about the article’s big ideas. 

In this activity, you’ll answer a series of questions about two well-known fictional characters 

and the authors who created them. 

Directions: Answer the questions below, using information and details from the article to back up your ideas. 

1. What are the two sides to Tom Sawyer’s character? 

2. Why did people love Mark Twain? 

3. In what ways is Bart Simpson similar to Tom Sawyer? 

4. What is one of Matt Groening’s inspirations for The Simpsons? How is Matt similar to 

and different from Bart? 

5. What do Matt Groening and Mark Twain have in common? 




In this activity, you will compare and contrast classic literary hero Tom Sawyer 

and animated-cartoon character Bart Simpson using this issue’s “Yesterday & Today” feature. 

1. 

2. 

3. 

4. 

5. 

activity 

Directions: In the left column, write five facts about Tom Sawyer from the “Yesterday & Today” article. 

In the column on the right, write five facts about Bart Simpson. 

Facts 

Tom Sawyer Bart Simpson 

critical thinking 

Use your list to write a well-organized paragraph comparing and contrasting the characters of Tom Sawyer and 

Bart Simpson. (Use a separate piece of paper.) 

1. 

2. 

3. 

4. 

5. 

Compare & Contrast 

Name:____________________________________ Date:_____________ 

Five & Five 


Yesterday & Today 


activity 

Vocabulary 

Name:____________________________________ Date:_____________ 

Multiple Meanings 

Look up a word in the dictionary and you find a definition. But sometimes you get lots of 

definitions. Some words have multiple meanings and can be used in very different ways. 

This issue’s Yesterday & Today articles include several words with multiple meanings. In this 

activity, you’ll use a dictionary to learn multiple meanings for the same word. 

Directions: Using a dictionary, find two or three definitions of each word below. Then write a sentence 

using the meaning that was not found in this issue of Storyworks. 

I. pose 

A Storyworks line using meaning 1: “He poses as a pirate and discovers buried treasure.” 

definition for meaning 1 (verb):____________________________________________________________ 

definition for meaning 2 (verb):_______________________________________________________ 

Write a sentence using meaning 2: _______________________________________________________ 

________________________________________________________________________________________ 

II. plot 

A Storyworks line using meaning 1: “He plots practical jokes with his best friend, Huck Finn.” 

definition for meaning 1 (verb):____________________________________________________________ 

definition for meaning 2 (noun):___________________________________________________________ 

Write a sentence using meaning 2: ________________________________________________________ 

________________________________________________________________________________________ 

definition for meaning 3 (noun):___________________________________________________________ 


________________________________________________________________________________________ 

Continued8 


Yesterday & Today 


activity 

Vocabulary 

Multiple My Ride, Meanings, Your Ride continued 

III. animated 

A Storyworks line using meaning 1: “Bart is the star of The Simpsons, an animated TV show 

created by Matt Groening in 1989.” 

definition for meaning 1 (adj.):____________________________________________________________ 

definition for meaning 2 (adj.):_______________________________________________________ 

Write a sentence using meaning 2: _______________________________________________________ 

________________________________________________________________________________________ 

IV. biting 

A Storyworks line using meaning 1: “Presidents, businessmen, celebrities—nobody is safe from 

the show’s biting humor.” 

definition for meaning 1 (adj.):____________________________________________________________ 

definition for meaning 2 (verb):___________________________________________________________ 


________________________________________________________________________________________ 


1. Think of two more words that have multiple meanings. Write both definitions and then 

write a short story or paragraph that uses both meanings for each word. 

2. Try to write a single sentence that uses all two or three definitions of one of the words you 

discovered above.



Use the articles in “Yesterday & Today” about Tom Sawyer and Bart Simpson 

to complete the chart below. In each row, decide whether the information for the two 

stories is similar or different, and put a check mark in the appropriate column. 

How old are the 

characters? 

Where do the 

characters live? 

How do they behave in 

school and at home? 

Why do people admire 

the characters? 

Who created 

the characters? 

When? 

What did the creators 

work on before these 

stories? 

At whom do the 

authors and stories 

poke fun? 

activity 

Compare & Contrast 

Name:__________________________________ Date:_____________ 

Sawyer, Meet Simpson 

Tom Sawyer Bart Simpson Similar Different 

Continued 


Sawyer, Meet Simpson, continued 

Directions: Now use what you entered in the chart to write an essay comparing and contrasting the two 

troublemakers. We’ve given you a few key sentences and some guidelines about what else you need to write. 

Give a brief 

description of 

each boy. 

Explain two 

other things 

the two boys 

and their 

creators have 

in common. 

Explain one 

way in which 

the characters 

differ. 

Explain other 

differences 

between the 

two characters 

and their 

creators. 

Finish with 

your opinion 

on whether 

Bart Simpson 

will stay a fan 

favorite for 

years to come. 

Though they were created more than 100 years apart, Mark Twain’s Tom Sawyer and 

Matt Groening’s Bart Simpson have many similarities. Both boys are _______________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

There are, however, some differences between the two characters. ________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

The reading public didn’t want to see Tom Sawyer grow up, but the character 

remains extremely popular. It’s too early to know if fans will love 10-year-old Bart 

Simpson 100 years from now. My guess is ___________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________

Micro-Mystery 


activity 

1. THE ACCUSATION 

In the last paragraph, I say, “I’m afraid these plates are a bunch of junk, just like the lies these ladies have 

been telling us.” Why? 

2. THE FACTS 

How often do Annie and I visit the flea market? Why is this important? 

Aside from Mrs. Washington, whom do Annie and I meet at the flea market on this particular Saturday in 

November? What do these people look like? 

What is everyone looking at in the flea market? (Hint: List four items total.) 

Reading for Detail 

Name: ____________________________________ Date: ____________ 

Detective’s Notebook 

Imagine that you are a detective-in-training, learning from the great Owen Watts. 

Sure, he’s a snoop, but he’s a pro at solving mysteries. Owen keeps his thoughts organized 

in his head, but many detectives record their observations in a notebook to get themselves 

in the habit of paying attention to detail. Doing this also helps them keep track of little things 

that might turn out to be important later. To help you see how he solves his cases, Owen has 

provided the prompts below for your own “detective’s notebook.” 

Try this 

with a 

partner! 

Directions: Read “Owen Watts and the Pricey Plates” one time. Then go back and read it again, filling 

in as much as you can below. You don’t need to write in complete sentences—just get the information 

down clearly. Finally, review your notes. Can you crack the case? 

Continued8 


Micro-Mystery 


activity 

Reading for Detail 

Detective’s My Ride, Notebook, Your Ride continued 

3. YOUR SUSPICIONS 

What is suspicious about the people Annie and I see at the flea market? 

What is suspicious about the collection? (Hint: How old do its owners say it is? Where—or whom—did it 

supposedly come from?) 

What happens when the man selling peanut butter sandwiches comes by? Is there something strange 

about this transaction? 

Mrs. Washington gets quoted an initial price of $500 for part of the collection. The price then drops to 

$50. Even with the price reduction, do you think the collection is worth the cost? Why or why not? 

4. YOUR DEDUCTIONS 

Write down the THREE clues that prove the ladies are lying. 

DETECTIVE’S GLOSSARY 

deduction [di-DUHK-shuhn]: something that is figured out from clues 

accusation [ak-yoo-ZEY-shun]: saying that someone has done something wrong 

suspicion [suh-SPISH-uhn]: a thought that something is wrong or bad 


“Bandit” 


activity 


Name:____________________________________ Date:_____________ 


In trying to understand a poem, it’s important to read it carefully and thoughtfully 

by focusing on the words the poet chose and by thinking about what the images in the poem 

represent. In this activity, you’ll answer questions about Peggy Archer’s humorous poem 

“Bandit” to help you grasp its full meaning. 

Directions: Answer the questions below, using information and details from the poem to back up your ideas. 

1. Which lines rhyme in each verse? Which don’t rhyme? What do you call this rhyme 

pattern? 

2. How does the dog look like a bandit? How does he act like one? 

3. What can you infer about how the narrator feels about Bandit? 


“Bandit” 


Try this 

with a 

partner! 

activity 

Rhyming 

Name: ___________________________________ Date: ____________ 

Steal This Rhyme! 

Many poems have rhyming words at the end of each line. This is a technique 

some poets use to make their poems more catchy and fun. In “Bandit,” what are some 

other words that rhyme with the ones Peggy Archer chose? 

Directions: Write rhymes to the words below. Then, use them in a poem about your favorite animal. 

Section 1: Write as many rhyming words as you can for each word in the cat’s head. 

EYES 

SOAP 

Section 2: On the cats below, choose your own catchy words and write rhymes for them. 

On Your Own 

On a separate sheet of paper, use some of the 

rhymes you chose above to write a fun poem about 

a favorite animal or pet. Use an ABCB pattern! 

LOOT 


After each of you fills in the blanks above, swap 

papers and write a poem using each other’s words. 

Or combine the two and write a poem together. 



activity 

activate applaud debris dire gild 

knack majestic mast minuscule spews 

Vocabulary 

Name:____________________________________ Date:_____________ 

Puzzle It Out 

How does Word Nerd pass the time? With crossword puzzles, of course! Practice using 

some of Word Nerd’s favorites from the November/December issue with the puzzle below. 

Directions: Using the bank of words below, write the word that completes each sentence in the crossword. 

5. 

2. 

3. 

6. 7. 

8. 9. 

1. 

4. 

Across 

2. The ____ lion lifts his golden 

head and roars. 

3. Everyone will ____ when the 

curtain goes down after the ballet. 

5. Only a ____ crumb of cake 

remained after my brothers sat down 

to eat. 

6. Kelly has a ____ for magic 

tricks—she taught herself three card 

tricks and she can pull a coin out 

from behind your ear. 

7. The soup kitchen is in ____ need 

of new volunteers. 

8. The faucet in the cellar ____ 

rusty-looking water. 

9. The pirate hoisted a skull-andcrossbones 

up the ____ of the ship. 

Down 

1. Rich kings and queens used to 

____ their thrones and wear jewels. 

3. Smoke will ____ the fire alarm. 

4. The field was strewn with broken 

wood and other ____ from the 

tornado.

Here - Scholastic

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