Written and Illustrated by Chris Van Allsburg Houghton Mifflin Company The Polar Express Written and Illustrated by Chris Van Allsburg Houghton Mifflin Company

Using index cards from the writing center, identify 4 or 5 things the children on The Polar Express saw on their way to the North Pole. Write one word on each card. When you are finished, tack the cards on the board at the front of the classroom.

The boy in the story could have asked for ANYTHING he wanted from Santa Clause. In your journal, explain why you think the boy only asked for a bell from Santa’s sleigh.

One of the little boy’s friends said that he would never hear the ringing of Santa’s sleigh. With a few classmates, act out what you think the boy’s friends may have said when he told them that he had met Santa Clause and heard his sleigh.

There are several phrases in the book that make a picture in your mind using words. From the list below, choose 2 phrases and illustrate them using paper and crayons from the art center. Hissing steam, the train thundered through the quiet wilderness, rolling over peaks and valleys like a car on a roller coaster, a barren desert of ice, a strange ocean liner sailing on a frozen sea

Look at this map to find a route the Polar Express might have taken to get to the North Pole from our town. Click on Canada (in pink) to get a closer view of the North Pole. Tell a friend how long you think it would take to get to the North Pole from where you live.

Imagine that you are writing a letter to the author of the book to tell him what you thought about it. Explain what you think he could have done to improve the story, if anything. We will include your writings in our class’ book review notebook.

§110.5. English Language Arts and Reading, Grade 3. (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (E) draw and discuss visual images based on text descriptions (1-3); (14) Writing/purposes. The student writes for a variety of audiences and purposes and in various forms. The student is expected to: (C) write to communicate with a variety of audiences (1-3); (D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3). §113.5. Social Studies, Grade 3. (5) Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to: (B) use a scale to determine the distance between places on maps and globes;

§117.11. Art, Grade 3. (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (C) produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. §117.13. Theatre, Grade 3. (2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: (B) participate in a variety of roles in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization; §126.3. Technology Applications, Grades 3-5. (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) use software programs with audio, video, and graphics to enhance learning experiences;

Picture References Slide 2: http://www.mediashout.com/images/PolarExpress/Top_of_the_World_Polar_Express.jpg Slide 3: http://www.rottentomatoes.com/m/polar_express/photos.php?page=2 Slide 4: Slide 5: http://www.rottentomatoes.com/m/polar_express/photos.php?page=2 Map from http://www.ed.gov/pubs/parents/Geography/location.html Slide 6: http://www.rottentomatoes.com/m/polar_express/photos.php?page=2 Slide 7: http://www.kidsreads.com/authors/au-van-allsburg-chris.asp/