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Guides students through vocabulary instruction, close reading, genre recognition, cultural analysis, and research tasks connected to hibernation and bogs. Includes discussion questions on mood, motives, and the moment a story becomes scary, plus a skill focus on foreshadowing with guided student work, assessment, and extension activities tied to symbolism and suspense.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cricket-teacher-guide-spooky-situations-and-creepy-characters/424898/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cricket-teacher-guide-spooky-situations-and-creepy-characters/424898.png","ImageObject",300,407,{"name":92,"@type":93},"Liam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the conversation question used to start the lessons?","Question",{"text":112,"@type":113},"The guide asks: “What makes a story scary?” Students brainstorm horror stories and movies and then discuss techniques that create suspense.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What reading and thinking skills are students expected to practice?",{"text":117,"@type":113},"Students read closely for logical inferences, recognize genre and key elements, interpret words and phrases in context, and analyze cultural characteristics. They also conduct research to answer questions about hibernation and bogs.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the guide teach the skill of foreshadowing?",{"text":121,"@type":113},"It explains that foreshadowing hints at later events through setting, character words and actions, and story events. 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Explore how different authors can scare us silly, using the texts, lessons, and activities in this Teacher Guide.  \nCONVERSATION QUESTION  \nWhat makes a story scary?  \nTEACHING OBJECTIVES  \n• Students will read closely to make logical inferences from a text.  \n• Students will recognize the genre and key elements of literary texts.  \n• Students will interpret words and phrases as they are used in a text.  \n• Students will analyze cultural characteristics.  \n• Students will conduct research to answer questions about hibernation.  \n• Students will conduct research to answer questions about bogs.  \nIn addition to supplemental materials focused on core English Language Arts skills, this flexible teaching tool offers vocabulary-building activities, questions for discussion, and crosscurricular activities.  \nSELECTIONS  \n• Birds of a Feather  \nHorror Fiction, ~630L  \n• The Long Night  \nScience Fiction, ~890L  \n• The Buried Moon  \nFolktale, ~990L  \nBirds of a Feather  \npp. 22–24, Horror Fiction  \nUse this story about two brothers taking a hike in the woods to teach students how to identify and analyze foreshadowing.  \nRESOURCES  \n• Identify Foreshadowing  \nOBJECTIVES  \n• Students will read and analyze a horror story.  \n• Students will read closely to make logical inferences from a text.  \n• Students will analyze cultural characteristics.  \nKEY VOCABULARY  \n• unnerved (p. 23) made to feel afraid or upset and unable to think clearly  \n• spiteful (p. 23) having or showing a desire to harm, anger, or defeat someone  \n• beady (p. 23) used to describe eyes that are small, round, and shiny and that usually suggest a bad quality, such as greed or dishonesty  \nENGAGE  \nConversation Question: What makes a story scary?  \nWork with students to brainstorm a list of horror stories and movies. Then have students work in small groups to choose a few titles they are familiar with and discuss the techniques used in each work to scare audiences and create suspense. Have groups share their ideas. Instruct students to note what is scary and suspenseful in “Birds of a Feather.”  \nINTRODUCE VOCABULARY  \nRead the vocabulary words and definitions. Then display the sentences below and have students use the vocabulary words to complete them. Finally, remind students to look for the vocabulary words as they read.  \n1. Zeb was being   when he hid his sister’s shoes to make her late for school.  \n2. The cat watched the mouse with   eyes and waited to pounce.  \n3. I was   by the sound of the howling wind and I could not sleep.  \nREAD & DISCUSS  \nAfter students read the story, use these questions to prompt discussion:  \n1. What mood is created by the description in the first paragraph?  \n2. Why are Tobias and Henry hiking in the woods?  \n3. Which story details show that the boys don’t want to hike?  \n4. At what point does the story become scary? Cite specific details.  \n5. Why do you think the boys’ father forced them to take the hike?  \n6. Do you think the woman in the gift shop is good or evil? Explain.  \n7. What happens to Tobias at the end of the story?  \nSKILL FOCUS: Analyze Foreshadowing  \nINSTRUCT: Explain that foreshadowing is a technique that authors and film makers use to hint at events that will happen later in a story. For example, if a character in a book or movie says “I have a bad feeling about this” just before opening a door, you can expect that something dramatic or scary will happen when the door is opened. Point out that foreshadowing can be found in descriptions of setting, in characters’words and actions, and in story events. Read aloud the first page of the story. Have students work in pairs to note details that foreshadow later events in the story. Bring students together to share their ideas.  \nASSESS: Have students work in pairs to complete the Identify  \nForeshadowing worksheet. Then bring the class togeth","cbCaie5T1SEQGr9x","https://ap.wps.com/l/cbCaie5T1SEQGr9x","pdf",535508,"English","# Theme\n# Conversation Question\n# Teaching Objectives\n# Selections\n## Birds of a Feather\n## The Long Night\n## The Buried Moon\n# Resources\n## Identify Foreshadowing\n# Engage\n# Introduce Vocabulary\n# Read & Discuss\n# Skill Focus: Analyze Foreshadowing\n# Assess\n# Extend","[{\"question\":\"What is the conversation question used to start the lessons?\",\"answer\":\"The guide asks: “What makes a story scary?” Students brainstorm horror stories and movies and then discuss techniques that create suspense.\"},{\"question\":\"What reading and thinking skills are students expected to practice?\",\"answer\":\"Students read closely for logical inferences, recognize genre and key elements, interpret words and phrases in context, and analyze cultural characteristics. They also conduct research to answer questions about hibernation and bogs.\"},{\"question\":\"How does the guide teach the skill of foreshadowing?\",\"answer\":\"It explains that foreshadowing hints at later events through setting, character words and actions, and story events. Students work in pairs to note details from the story that foreshadow later events, then complete a worksheet to identify and describe the hinted events.\"}]","Cricket Teacher Guide - Spooky Situations and Creepy Characters | PDF",1790635675,15]