If allowing students to use the Cube Creator to complete their Comprehension Cube, reserve computer time, as necessary, and create a draft of the Cube and save to each computer students will use. Punch holes in the worksheets so that a string can be tied to a corner of the constructed box, and it can be hung from the ceiling. Print off enough copies of the Comprehension Cube for each student.(Keep in mind that this is without the questions and discussion that tend to happen when the book is actually read to students.) This will ensure that all words are known and that you know about how long it takes to read straight through the book. Read The Houdini Box by Brian Selznick before reading it aloud to students.Write the Houdini Box chant lyrics on the board (see Session 1 under Instructional Plan tab).Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.ġ2. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.Ĩ. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.ħ. Among these texts are fiction and nonfiction, classic and contemporary works.ĥ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.

The houdini