These are enrichment activities to be used during the teaching of the novel The Cay, by Theodore Taylor. These lessons are designed to be used before, during, and after the reading of the book. The book can be read individually, aloud as a large group, or in small groups. Vocabulary and chapter questions can also be incorporated into the unit.

Lesson Title: Vital Statistics

Summary: The students will be introduced to the author Theodore Taylor through internet research into his life.

Objectives:
1. Students will learn more about the author.
2. Students will use an internet website to conduct research.

TEKS:
Language Art (6.7, C), (6.8, C), (6.10, B), (6.10, C), (6.10, K)

Assessment: Grade completion of Vital Statistics sheet for correct answers.

Materials:
1. computer with internet assess
2. copy of Vital Statistics assignment
3. copy of Vital Statistics answer sheet

Resources:
www.ih.K12.oh.us/msbeauregn/author.htm

Procedure:
1. The teacher will introduce The Cay.
2. Students will receive a copy of the Vital Statistics questions. They will be instructed to visit the website and read about the author.
3. Each student will complete the Vital Statistics sheet independently.
4. The teacher answer key will be used to check for answers.
5. Lead the students in a discussion about how Taylor’s background helped him write The Cay.

Modifications:
1. Students may work with peer partners if needed.
2. Students may receive a printed out copy of the website to refer to.

Lesson Title: Story Vocabulary

Summary: Using provided vocabulary students will gain a deeper understanding of The Cay. Students will learn new vocabulary and practice using context clues. This activity may be used throughout the reading of the novel.

Objectives:
1. Students will learn and understand new vocabulary in its context.
2. Students will review and practice context clue skills.

TEKS
Language Arts (6. 6, B), (6. 6, C), (6.9, B), (6.9, C), (6.9, D), (6.9, F)

Assessment: Students will show success in using context clues to establish meanings of vocabulary words.

Materials:
1. copies of The Cay
2. copy of vocabulary word list

Resources:
Teacher Created Materials

Procedure:
1. Review context clues strategies with students.
2. Provide each student with a word list. This list may be broken up into groups or left complete.
3. Instruct students to mark page numbers for each word as they find it in their reading.
4. Students will write a definition for each word using only the context from the book.
5. Students should check accuracy of their word meanings by using a dictionary.
6. Students will correct any wrong mistakes they have made.

Modifications:
1. Provide page numbers for students as needed.
2. Reduce number of vocabulary words as necessary for students.

Lesson Title: Island Brochure

Summary: Students will research information for the Island of Curacao. They will use this information to create a travel brochure.

Objective:
1. Students will use research skills to find required information on the Island of Curacao.
2. Students will demonstrate success in creating a travel brochure using the information found in their research.

TEKS
Language Arts (6.8,B),(6.8,D),(6.10,B),(6.10,D),(6.10,G),(6.11,A),(6.11,D).(6.12,A), (6.13,A).(6.13,C),(6.13,D),(6.13,F),(6.13,I),(6.14,A),(6.14,B)(6.15,B),(6.15,C),(6.15.H)
Social Studies
(6.2,A),(6.3,A),(6.4,B),(6.5,A),(6.6,A),(6.10,A),(6.15,C)
Tech
(6.6, C), (6.7, D), (6.7, G)

Assessment: Assess student work based on following directions, ability to find answers to question, and creativity in creating the brochure.

Materials:
1. computer
2. internet assess
3. color printer

Resources:
www.mybrochuremaker.com/brochure-microsoft-template-word-fun.htm
www.curacao.com/index_yel.html

www.interknowledge.com/curacao/fr1.htm

Procedure:
1. Show students an example of a brochure.
2. Discuss the Island of Curacao and why it is relevant to the novel The Cay.
3. Provide worksheet with website addresses and questions to be answered.
4. Allow students time in the computer lab to research and find required information.
5. Students should create a rough draft of their brochure.
6. Using the internet template students will create a travel brochure as a final product.

Modifications:
1. Students may work in small groups.
2. Provide required information for the students if needed. They may then create the brochure with the information.

Lesson Title: After the Rescue

Summary: Students will use prediction to tell what happens after Phillip’s rescue. They will write a sequel to The Cay. This activity will be used after reading the novel.

Objectives:
1. Students will practice prediction skills to tell what happens after the novel ends.
2. Students will use writing skills to express their predictions.

TEKS:
Language Arts
(6.11,A),(6.11,C),(6.12,F),(6.12,G),(6.13,A),(6.15,A),(6.15,G),
(6.15, H)

Assessment:
Students will be assessed based on understanding of the story and its characters. They will also be graded on writing technique.

Materials:
1. copy of The Cay
2. worksheet

Procedure:
1. Review prediction skills with students.
2. Discuss how The Cay ends. What are Phillip’s plans at the end of the story?
3. Assign “After the Rescue”. Give students class time to brainstorm and organize their thoughts.
4. Explain to students that they should be able to support their predictions with events and character traits in The Cay.

Modifications:
1. Guide students predictions with teacher help. They should then support those predictions.
2. Allow students to work with peer partners if necessary.

Lesson Title: Time Line

Summary: At least one major event takes place in each chapter of The Cay. Students will use nine of these events to create an illustrated time line.

Objective:
1. Students will use sequencing skills to create a time line of important events from the story.
2. Students will use artistic skills to illustrate the time line.

TEKS:
Language Arts (6. 10, D), (6.10, E), (6. 10, L)
Art (6.2, C)

Assessment:
Grade students on sequencing skills and ability to create an appropriate time line.

Materials:
1. copy of The Cay
2. worksheet
3. drawing supplies
4. construction paper

Procedure:
1. Teach how to create time lines, and why they are important.
2. Activate prior knowledge of sequencing skills.
3. Talk with students about how the author develops the plot of the story. Discuss use of major events as plot development.
4. Assign Illustrated Time Line.
5. Provide necessary supplies.

Modifications:
1. Provide a list of major events for the student to choose from if necessary.
2. Allow student to use outside sources to create illustrations (magazines, computer, and photographs).