978-0-316-20496-5

COMMON CORE CLASSROOM READY GUIDE

Common Core ConnectionsFifth Grade Focus

LITTLE, BROWN/ Genre: Adventure
Lokis Wolves
by K . L . Ar mst rong & M . A . Mar r
Many books can meet most, if not all, Common Core State Standards
(CCSS). However, we have found that some books speak strongly to a few
Standards. This one-page applications guide connects a focused text as the
CCSS as written for fifth graders, leaning on this texts literary strengths.

KEY DETAILS AND IDEAS

RL.5.1, RL.5.2

Lokis Wolves is a book filled with many details and exciting scenes. Students may have trouble
choosing a single theme for a book of this length. Help them develop the theme by suggesting some
theme topics (try courage, friendship, or integrity, for example) and ask them to find specific
passages in the book that relate to that topic. Next ask students to develop that topic into a statement
of a theme for the book. Ask them to find more passages from the book to support their ideas.
RL.RL.5.2
Summarizing a book with so many details may be difficult for fifth graders, too. Elicit a list of
important events from the book from your students (you may start by asking them what they
remember). After you make this list, ask students to imagine if they could tell the story of the book
without any of the events on the list. Continue to eliminate items until you are left with the essential
details. Ask students to use the list to write a concise, one-paragraph summary of the book.
RL.5.1, RL.5.3
Each chapter of Lokis Wolves is told from the perspective of a different character. The authors use
this device to provide insight how each of the main characters struggles with his/her challenges. Ask
students to choose adjectives to describe each character (Matt, Fenn, and Laurie) and support their
choices with specific passages from the book. Use this information to draw a Venn Diagram that
shows the characters similarities and differences. Students can then use the Venn Diagram to write a
paragraph or short essay comparing the characters.

CRAFT AND STRUCTURE

RL.5.4
This novel includes some sophisticated vocabulary that will be new to fifth-grade
readers. Many of these words are used in contexts that will allow readers to
determine their meaning without struggling or turning immediately to a dictionary.
Ask students to keep a chart of new vocabulary that notes new words, what students
think they mean in context, and why the author chose to use these words instead of
synonyms students may already know. Encourage students to discuss the new words
and uses with each other. Some words with which students may struggle include:

drab (pg. 17)

tithe (pg. 36)
premonition (pg. 39)
dormant (pg. 59)
keen (pg. 91)
flip (pg. 145)
jostle (pg. 189)
chortle (pg. 230)
beckon (pg. 251)
sentinel (pg. 284)
unabashed (pg. 327)
incredulous (pg. 331)

COMMON CORE CLASSROOM READY GUIDE

RL.5.6
Discuss with students the effect Armstrong and Marr create by telling each chapter with a focus on a
different character. Even though point of view remains third person throughout, the shifting focus greatly
influences ones reading of events. Ask students to consider how the novel might be different if each
chapter were told with a single focus or in a less biased way. Encourage them to select specific scenes
like Astrids arrival.

INTEGRATION OF KNOWLEDGE AND IDEAS

RL.5.7
Vivienne Tos illustrations will likely help your readers visualize their reading. Discuss students
thoughts about the illustrations. Do the illustrations help them in their understanding or take their
attention away from the text? Why did the illustrator choose the scenes she chose to illustrate? Would
they have chosen differently?
RL.5.8
Middle-grade literature abounds with stories of young people using their wits and natural gifts to solve
problems adults cant. Choose a title with similar themes (try The Mysterious Benedict Society by
Trenton Lee Stewart) and ask your students to compare how the authors created stories with similar
themes using different premises.

FOUNDATIONAL SKILLS
RF.5.3, RF.5.4
Encourage your students to read Lokis Wolves aloud. Assign the different voices to different students and
observe how students read with character. As students read, monitor for fluency and comprehension.
RF.5.4
Obtain a copy of the audiobook of Lokis Wolves. Ask students to read along with the print copy as you
play the audio. Discuss how the narrators intonation and style influence how students visualize the text.

PROJECT EXTENSIONS
RL.5.3, W.5.3
Writing a Sequel: Lokis Wolves is the first book in a series. Before students move on to the second
book, ask them to choose one character (Matt, Fen, or Laurie) and tell the next event from his/her
perspective. Encourage students to keep in mind the character growth they noted in this book and keep
developing the character on a similar path.
W.5.7, W.5.2, SL.5.4
Research Norse Mythology: Lokis Wolves is based on the Norse myths. Ask students to research
myths about Thor and Loki (and the other gods if they would like). Ask them to write a piece comparing the
characters in the book with characters from the myths. Ask students to report their findings to the class.
RL.5.2, RL.5.3, RL.5.5, W.5.3, SL.5.5
Make a Book Trailer: Ask students to create a book trailer for Lokis Wolves (you may ask them to
explore a few on a website such as slimekids.com). First ask them to write a script for their trailer, then
to film it. In 90 seconds to 2 minutes, students must show viewers what the book is about and who the
main characters are by showing only a few scenes.
This guide prepared by Tim Jones.