LFO Teacher's Guide - Book - Page 140
• What is he using to make the movie? (his movie camera)
• Who can also be in the movie? (everyone)
• What does Zack find? (a microphone)
• Why do the kids yell ‘Yes!’? (Zack yells into the microphone)
• Who built the movie camera? (Albert)
• What does Carla say about Albert? (he’s super smart, he’s good at building things)
HOTS: INFER
• Why does Albert build a camera? (he wants to find the monster)
• What does he want to use the camera for? (to make a movie of the monster)
• What does Albert say his camera can show him? (if the monster is real)
• Where does Albert tell Carla to go to find out more information? (to the magazine)
Post Reading
Group Work After the students have read and understand the story, have them act it out in
groups. Each group can decide how to present the scene. They may add ideas and dialogue
if they wish as long as it’s logical to the text. For ideas on how to do this, go to page xiii,
Acting Out the Text.
Pages 114-115
3. Let’s Talk and Write!
Have the students discuss the answers to the questions with
their partner. When they have both reached an agreement,
they should write their answers in their notebooks.
AI: Students understand the
general meaning, main ideas
and the sequence of events in
a text, and use this
knowledge as needed.
Answers:
1. Albert is making a moving., Carla is playing guitar.
2. a. He built a camera.
b. Have the students go through the book and make a list – clock, computer, robot
arm, etc.
3. c
4. in the magazine
4. Word Workout!
. Have the students match the definitions to the words in the word bank. They should
write the word and the definition in their notebooks.
Answers:
1. everyone
2. work
3. microphone
4. cool
5. idea
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