Illustration of one friend showing their shark shirt off to the other
Art by Sebastià Serra

The Shark Tooth

Being the new kid can be tough. When Austin moves to Florida, can he find a way to feel like himself?

By Meg Richardson | Art by Sebastià Serra
From the February 2024 Issue

Learning Objective: Students will identify how the author uses figurative language to make this story come to life.

Lexile: 500L-600L
Other Key Skills: vocabulary, cause and effect, character’s motivation, character, text features, inference, plot, interpreting text, how a character changes, theme, connecting to the text, opinion writing, narrative writing
Think and Read: Figurative Language

 As you read, think about how the author uses figurative language to bring this story to life.

Normally in February, you know your teacher. You know who your friends are. You know which lunch lady will give you extra chocolate milk and which one will make you try the eggplant delight. You know that the eggplant delight is not delightful.

But if you’re me and your family moves to Florida and you have to change schools in February, you start from zero. You don’t know anything about anything. 

Today I start the second half of third grade. At a brand-new school right next to the beach: Oceanside Elementary. That’s about as scary as going to the deepest, darkest part of the ocean. 

As my dad drops me off, I try to smile. But it’s hard to smile when your heart is pounding a billion times a second. I walk into the school and find the cafeteria for breakfast. Then I sit at a table by myself, trying not to look totally terrified.

A New Friend?

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“Hey!” says a girl who looks like she’s in third grade. She slides into a seat next to me. Maybe she could be my friend!

“I’m Sabrina,” she says.

“My name’s Austin,” I say. I glance at the giant shark on her T-shirt.

“Do you like sharks?” she asks, noticing my stare. “I LOVE sharks.”

“Sharks? Yeah, I love them,” I hear myself say. I don’t love sharks. I don’t know anything about sharks. I know about every creature in Star Wars, but I couldn’t tell you anything about sharks. 

“Did you know some sharks are pink?” Sabrina asks.

“Uh, yeah, of course I knew that,” I say. I didn’t know that. I just lied. What am I doing? I don’t feel like myself. 

Before I can tell Sabrina that I actually didn’t know that some sharks are pink, the bell rings.

“Whose class are you in?” Sabrina asks as we get up from the table.

“Mr. Kumar’s,” I respond.

“Aw, I’m in Mrs. Ross’s. Do you want to go hunt for shark teeth at the beach after school?” Sabrina asks excitedly.

“Sure!” I say.

Then she’s gone, and I’m swallowed by a sea of kids.

From Another Planet

At our morning meeting, Mr. Kumar introduces the new kid—me. I feel like I’m from another planet. I really wish Sabrina was in my class. Then Mr. Kumar pulls a bag filled with small white objects out of his desk. 

“Does anyone know what I’m holding?” he asks.

“Cheese?” someone guesses.

“Rocks?” tries someone else.

“Not quite! I found them on the beach by our school,” Mr. Kumar says. “They’re . . . shark teeth!” 

The class roars in excitement as Mr. Kumar passes the bag around. When it gets to my desk, I take out one of the teeth. Sabrina would love this! When no one is looking, I slide it into my Star Wars pencil case. I can’t wait to show Sabrina the shark tooth!

The Missing Tooth

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Whenever I feel lonely during the morning, I open my pencil case and glance at the tooth. It makes me smile. It reminds me I might just have a new friend after all. But then, before lunch, Mr. Kumar makes an announcement.

“One of the shark teeth is missing. Can everyone look around and see if it fell on the floor?” he asks. My cheeks burn. Everyone looks under their desks. No one finds the shark tooth.

I peek at the tooth in my pencil case. Suddenly, it doesn’t make me smile. It doesn’t belong to me. I stole it. I don’t feel like myself.

At lunch, I order a tuna fish sandwich. Fish remind me of sharks, which remind me of the shark tooth. A kid beside me is chomping on carrots. That makes me think about a time when I ate a carrot and my tooth fell out. That makes me think about the shark tooth. 

There has to be something in this school that doesn’t remind me of sharks! I spot a few kids swapping flavors of pudding. But that reminds me of the time my friend Zeke took a chocolate pudding from my lunch without asking. He felt so bad he brought in two for me the next day. 

I know I should give the tooth back. But I really want to show it to Sabrina!

The Decision

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Just then, I hear the school loudspeakers crackle. 

“This is Mr. Kumar speaking.” My stomach feels like it has dropped to the bottom of the ocean. “A shark tooth is missing from my classroom. If anyone sees it, please return it to me!” he says. 

I feel like I’m drowning in guilt. I know what I have to do. 

After lunch, I write Mr. Kumar a note. I confess that I took the tooth. I explain that I was trying to make a new friend and tell him I’m really sorry. I slip the note and the shark tooth into his desk. 

Later I see him open his desk. My heart pounds like a drum in a rock band. He looks down at the note. Then he looks up at me. He gives me a thumbs-up. He understands. Phew

I feel a little better. Phase one of my apology plan is complete. Now I just have to talk to Sabrina.

Friends, We Are

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After school, I tell my mom what happened. We’re walking along the beach to meet Sabrina and her mom. The ocean glistens like diamonds.

“I’m proud of you, Austin,” she says.

“Why? I messed up . . . a lot,” I say. 

“It takes courage to admit you did something wrong,” she replies. 

I see Sabrina and her mom sitting on a towel. It has sharks on it, of course. 

“Austin, over here!” Sabrina shouts. “I was just telling my mom that the smallest shark can fit in your hand. But I bet you knew that already.”

I take a deep breath and gather that courage. Then I say, “No, I didn’t know that. I actually don’t know much about sharks. I kind of faked it this morning.” 

“You did? Why?” Sabrina asks.

“I don’t have any friends here. So I thought if I pretended to like sharks . . . you’d like me,” I say nervously.

I know what’s coming. She’s going to walk away and never talk to me again. She’s going to say she doesn’t want to be my friend. But that’s not what happens.

“That’s OK. Making new friends can be scary,” she says. She pauses and then asks, “Well, if you aren’t into sharks, what are you into?” 

So I tell Sabrina that I love Star Wars and talking like Yoda. It turns out that Sabrina is awesome at doing the Yoda voice. We spend the rest of the afternoon talking and laughing and drawing pictures in the sand. I have to admit, it’s pretty cool to go to the beach in the middle of February. 

As we’re leaving, I turn to Sabrina.

“Sorry about lying to you, I am,” I say in my Yoda voice. 

“OK, it is. Friends, we are,” she says back in her Yoda voice.

For the first time since moving to Florida, I feel like myself. 

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THINK AND WRITE

Imagine you are Austin. Write a journal entry about your first day at Oceanside Elementary. Include figurative language from the story. 

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Activities (8)
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Answer Key (1)
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Can't Miss Teaching Extras

Honesty is an important topic to discuss with students. Explore this theme further in “The Parade That Changed Everything,” a fiction story about the intricacies of being honest with a friend. 

 

Moving is hard for kids. Read the fiction stories “The Stars Below Me” and “The Ghost of Specter Elementary” to discuss the positives that can come with a big move (like new friendships and self-confidence!). 

Talk to your students about how to treat a new student in “The Popsicle-Stick Bridge,” a sweet story about accepting people—and their quirks!. 

Read our take on the classic fable “The Boy Who Cried Wolf” to discuss fibbing and its repercussions. 

 

Step-by-Step Lesson Plan

Table of Contents

1. Preparing to Read

2. Close Reading

3. SEL Focus

4. Skill Building and Writing

5. Differentiate and Customize

Struggling Readers, Multilingual Learners, Advanced Readers, Creative Writing

1. Preparing to Read

Set a Purpose for Reading/Preview Text Features

  • Ask students to predict what this story will be about based on the title and subtitle on page 10 and the illustration on page 11. Review the predictions after reading.
  • Call on volunteers to read aloud the Think and Read box on page 11 and the Think and Write box on page 15.

Introduce Vocabulary

  • Show or assign the Vocabulary Slideshow to preview challenging words. Then assign the Vocabulary Skill Builder before or after reading.

2. Close Reading

  • Read the story as a class or have students follow along as they listen to the Read-Aloud. Use the Pause and Think questions at the end of each section for a quick comprehension check.

  • Project or assign the Close-Reading and Critical-Thinking Questions. (Alternatively, use all or part of the Learning Journey Slide Deck.)

Close-Reading Questions

  • Read the first section. Why does Austin feel terrified in this part of the story? Austin feels terrified because he is starting the second half of third grade at a new school. (cause and effect)
  • Read “A New Friend?” Why does Austin tell Sabrina that he loves sharks, even though he knows nothing about them? Austin tells Sabrina he loves sharks because he hopes she will be his friend. (character’s motivation)
  • Read “From Another Planet.” After Mr. Kumar introduces him to the class, Austin says “I feel like I’m from another planet.” What does this descriptive detail help you imagine? This descriptive detail helps me understand how different Austin feels in his new class. (figurative language, character)
  • Read “The Missing Tooth.” How does the illustration on pages 12 and 13 help you understand what happens in this part of the story? This illustration helps me understand that Austin is upset because he stole the shark tooth. (text features)
  • Why does everything that Austin sees or thinks about in school remind him of the shark tooth? Austin can’t stop thinking about the shark tooth because he feels guilty for stealing it from Mr. Kumar’s bag. (inference, plot)
  • Read “The Decision.” When Austin sees Mr. Kumar read his note, he says, “My heart pounds like a drum in a rock band.” How does this figurative language bring this part of the story to life? Austin’s heart is pounding really hard because he feels very nervous. He doesn’t know how Mr. Kumar will react when he reads his note explaining why he stole the shark tooth. (figurative language)
  • Read “Friends, We Are.” Why does Austin say “For the first time since moving to Florida, I feel like myself”? Austin feels like himself because he has apologized to Mr. Kumar and Sabrina. He admitted to lying and stealing the shark tooth. Those are things he normally wouldn’t do. At the end, he finally feels like himself again because he is being honest. (character, interpreting text)

Critical-Thinking Questions 

  • How does Austin’s friendship with Sabrina change from the beginning to the end of the story? In the beginning of the story, Austin lies to Sabrina about liking sharks because he wants her to be his friend. At the end of the story, Austin tells Sabrina what he did and why. They become real friends, and they realize they enjoy spending time together and talking in their Yoda voices. (how a character changes)
  • Austin’s mom tells him “‘It takes courage to admit you did something wrong.’” Have you ever admitted that you did something wrong? What did you learn from your experience? Answers will vary. (theme, connecting to the text)

 

Class Discussion: Admitting You Made a Mistake

In this story, Austin does something he quickly regrets. He feels as though he is “drowning with guilt.” Ask students if they have ever felt the way Austin feels in this moment. Have a discussion about how they felt and how they acted as a result. Did they admit they made a mistake as Austin does in the story? Did they learn an important lesson for the future? (connecting to the text, theme)

3. Skill Building and Writing

Featured Skill: Figurative Language

  • Distribute or digitally assign the Figurative Language Skill Builder.  

  • Ask students to write a response to the Think and Write prompt on page 15. 

Differentiate and Customize
For Striving Readers

To help striving readers understand the plot, play the audio of the story as students follow along in their magazines. Pause at the end of each section to discuss what happened, and together write a one- or two-sentence summary.

For Multilingual Learners

To help multilingual learners understand each example of figurative language, read the story aloud as students follow along in the magazine. Have students circle or highlight any phrases they don’t understand. Pause after each section to write any phrases that students circled on the board. After you finish reading, go through each phrase on the list. Explain the difference between what the author wrote and what the author means. For more reinforcement, complete the Figurative Language Skill Builder together.

For Advanced Readers

Invite students to pretend they are Austin. Write a letter to one of your friends from your previous school about your new life in Florida. Which details will you include in your letter? Encourage students to use one or two instances of figurative language in their letter.

Text-to-Speech