Multi Text

Multi-Text Unit

Hoot

By: Carl Hiaasen

Belinda Marino

Katie Dickson

Tracy Davis

Tyler Buchanan

Our Text Selections

Hoot. Written by Carl Hiaasen. 2005. Yearling.

Reading Level – Grade 6 (Ages 10 through 12)

There were many reasons as to why we decided on the book Hoot for our multi-text unit. We all agreed that we wanted to pick a book that we would enjoy reading, and one that we could use in our future classroom. Hoot came across us and we all instantly gravitated towards it. Hoot is such a great book because it deals with issues most sixth graders go through. It also deals with things sixth graders are learning in their classroom, for example science and living creatures. This book is so good because of the fact it is so relatable and on the level of sixth graders. It is also a funny book that adults would enjoy reading.

In the sixth grade you are learning a lot in science. You learn about living and non-living creatures. You are introduced to many animals and species. Hoot talks about an endangered animal called burrowing owls. Throughout this book you learn a lot about these endangered animals. This is helpful in teaching students more about endangered species and mammals. This book would be a great book to use in a science unit because of many topics that are raised in this book, that are science relatable.

Another important reason we used this book is because it is so relatable to children in the sixth grade, and that age range. Children in this time are going through changes with growing up. They may be forming different relationships with their parents, and friends. This book deals a lot with parental love and the relationship sixth graders have with their friends and family. It also talks a lot about growing up, which is a stage sixth graders are in. It deals with how life changes and how people deal with it.

Overall, this would be such a great book to use with the sixth grade. There were many reasons as to why we chose this book. Whether it be because you can use it in a science unit, or because it is so relatable to children around the age of 10-12 years old. This book is funny, and in no way boring. Children would have a hard time putting this book down, and that is the type of book we wanted to do our multi-text unit on.

How to Spot an Owl. Written by Patricia Sutton & Clay Sutton. 1999. Mariner Books.

Reading Level-

The reason we really enjoyed this book is because it points out the beauty in owls. While reading this book we all formed new opinions about owls and how special they really are. This book points out all information you never knew about owls. There are many basic facts, such as what they eat and where to find specific species, as well as unique and unknown facts about owls. This book has such great information on all types of owls. This is a great book because students of all ages would enjoy reading this. After reading this book, students will find a new perspective on how they view owls. We want them to become more and more intrigued in these types of animals before reading the novel Hoot, and this book would do the trick.

Full References of Additional Resources

Waddell, Martin, and Patrick Benson. Owl Babies. Cambridge, Mass.: Candlewick, 1992. Print. This is a great picture book you could use to introduce a topic on owls. This is a book meant for younger children, but you could use it with older children as well to introduce a topic on owls. This book not only deals with owls, it also deals with leaving home and not having that safety blanket there with you.

George, Jean Craighead, and Wendell Minor. Everglades. New York: Harper Collins Publishers, 1995. Print. This is a great book that teaches you information on the everglades. There is a lot of great information that you could bring into your classroom from this book. It talks about all of the animals that live in the everglades. This is a fun and interesting book that children of all ages would enjoy reading.

Walker, Lewis Wayne. The Book of Owls. New York: Knopf; distributed by Random House], 1974. This is a great book because it is filled with unique and interesting pictures of all types of owls. This has a lot of great information facts of all types of owls. You can find anything you need to know about owls just by having this book. The pictures are antique looking and unique. This is a great book because it is filled with great information and great pictures.

Riley, Joelle. Quiet Owls. Minneapolis: Lerner Publications, 2004. It is a great book for all ages. Younger children would be able to read this book, as well as older children. There are many interesting pictures that go along with the great information about all types of owls. This book is filled with great basic facts about owls. We really enjoyed this book because there was not a overwhelming amount of information, just the basic facts.

Lodge, Thomas. Everglades Handbook Understanding the Ecosystem. Boca Raton: Crc, 2005. This book is packed with information about the everglades. This is a book that would be helpful to older children. There is so much information in this book that younger children would have a hard time finding things. This book is very helpful in that it is very easy to read, but has a lot of information in it. This source takes you away to the everglades and makes you want to visit. After reading this book you feel as if you know all there is to know about the everglades.

Wagner, Angela. Ecosystems. San Diego, CA: Classroommplete, 2007. This book is a great book because it does a great job describing ecosystems. It talks about the basics, such as what they are, and then gets very detailed. There are some great pictures in this book as well. Students of all ages could use this book and learn a lot from it.

Pipe, Jim. Earth’s Ecosystem. Gareth Stevens, 2008. This was a great book for learning about the ecosystems. There were beautiful pictures all throughout this book, which made it more interesting. Children of all ages would really enjoy reading this book because it covered all topics of the ecosystem.

Hoot

By: Carl Hiaasen

The boy was grinning through his fever when he signaled for them to stop. “Look!” He pointed towards the first burrow.

“Wow,” Roy said under his breath.

…

“Okay – now do you get it?”

“Yea,” said Roy. “I get it”

Name: _____________________

Hoot – Unit Outline

Day 1 – Before Reading Activities

Setting/Characters/Vocabulary Worksheet

Day 2 & 3 – Read and work on Section 1, Chapters 1 & 2

Character Sketcher and Double Entry Diary

Day 4 – Discuss Section 1

Day 5 & 6 – Read and work on Section 2, Chapters 3 & 4

Predict-o-gram and Concept Map

Day 7 – Discuss Section 2

Day 8 & 9 – Read and work on Section 3, Chapter 5 & 6

Character Sketcher and Synonyms & Antonyms

Day 10 – Discuss Section 3

Day 11 & 12 – Read and work on Section 4 – Chapter 7-8

Double Entry Diary and Word Wizard

Day 13 – Discuss Section 4

Day 14 & 15 – Read and work on Section 5 – Chapter 9-10

Concept Map and Emotions chart

Day 16 – Discuss Section 5

Day 17 & 18 – Read and work on Section 6 – Chapter 11-12

Character Sketcher and Double Entry Diary

Day 19 – Discuss Section 6

Day 20 – Read and work on Section 7 – Chapter 13-14

Word Forms/Story Reflection and Vinn Diagram

Day 21 – Discuss Section 7

Day 22 & 23 – Read and work on Section 8 – Chapter 15-16

Word Networks and Author’s Craft

Day 24 – Discuss Section 8

Day 25 – Read and work on Section 9 – Chapter 17

Word Tense

Day 26 – Discuss Section 9

Day 27 – Read and work on Section 10 – Chapter 18

Wanted Poster

Day 28 – Discuss Section 10

Day 29 & 30 – Read and work on Section 11 – Chapter 19, 20, 21

Synonyms & Antonyms, Vocabulary Map and Discussion Director

Day 31 – After Reading Activities

Vocabulary Book, Vocabulary Assessment, and I Poem

Before Reading Activities

Before you read: Look carefully at the front and back covers of Hoot. Write down your predictions about the following:

Setting (Time and Place): When and where do you think this book takes place?___________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________.

Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters in the book will be? ___________________________________
_________________________________________________________________________________________________________________________________________________________________________.

Problem(s) and Solution(s) (What goes wrong in the story and how is it solved?): What do predict will be the most significant problems in this book? How do you believe the problems may be solved?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Vocabulary: Strange, Miami, School, Bus, Determined, Squirming, Trespassers, Officer, Suspended, Alligators, Moccasins, Owl, Indignation, Obnoxious, Habit, Enthusiasm, Venture, Overjoyed. Use the words above and the title of the book to help you make predictions about the following elements of the story; write your predictions below.

Setting

What is the setting likely to be?

Characters

Who are possible characters in this novel?

Problem

What might some problems be for the characters?

Characters’ Goals

What are likely goals for some of the characters?

Solution

What are possible solutions to the problems?

Predictions /Questions

Any other predictions?

Do you have any questions about how the story might evolve?

Internet Workshop

This Internet workshop will introduce you to Owls. You are invited to explore information on the Internet. Take notes while looking through the websites and answering the questions. Be prepared to share your information.

Please answer the following questions:

1. Go to the bookmarks set for the following Web sites:

http://estabrook.ci.lexington.ma.us/Owls/Owls.html

http://www.owling.com/introduction.htm

Explore the information on Owls. In your words, what is an Owl? What would it be like to live like an Owl? Give at least 3 specific examples and provide this in the Data Retrieval Chart (DRC.)

2. Go to the bookmarks set for the following Web sites:

http://www.owling.com/introduction.htm

http://estabrook.ci.lexington.ma.us/Owls/LifeCycle/OwlFactsShayne.html

You will explore these sites and answer the following questions on your Data Retrieval Chart (DRC). This will help you keep the information organized.

What type of birds are owls? At what age do most owls leave their nest? What gender of the owls hunt for food? What is the difference between a female and male owl?

3. Did you notice any differences in how the sites reported what bird’s owls are? Explain. Go back to your DRC and see if you can find information about the authors of each Web site. Please write that information under the heading “resources.” How did you know where to go to answer the questions about the authors of the sites? What helped you locate that specific information?

Write down the strategies you used to find the authors of the Web sites.

Data Retrieval Chart

Resources	What is an owl in your own words?	What type of birds are owls?	At what age do most owls leave their nest?	What gender of owls hunt for food?	What is the difference between a female and male owl?
Owls (Estabrook)
Owling
Other Resources
Information About the Author

Information Book Activity

I poem activity

After reading our informational book How to Spot an Owl, the class will each create a I poem based on owls. They must follow the instructions below on exactly how to create a I Poem.

I Poem Template

FIRST STANZA
I am (two special characteristics)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)

SECOND STANZA
I pretend (something you pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)

THIRD STANZA
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort to do)
I hope (something you actually hope for)
I am (the first line of the poem repeated)

During Reading Activities

Character Log

At the beginning of a novel, authors usually introduce the main characters. As we read, we will discover more about some of these characters and come to know many of them very well. Make notes about something that the character said, did, how the character acts, and looks. A character log is a way to write down some information about a certain character, so you can remember them if they appear later in the story.

Character’s Name	Other Names/Nicknames	Description of Character
Roy
Strange Boy
Dana Matherson
Richard
David Delinko
Curly
Garrett
Louis
Viola Hennepsn
Mr. Eberhardt
Mrs. Eberhardt
Beatrice Leep
Chuck Muckle
Kimberly Lou Dixon
Kalo
Leon
Lonna
Dr. Gonzalez

Section 1- Chapter 1 (Pages 1-12)

Directions: Find these words in the book Hoot and use context clues to predict the meaning of the words. Then, you can look up the words in the dictionary. Use your predictions and the definition to come up with your own definition for each word.

Word	Student Definition
Soles Pg. 1 Paragraph 4
Vacant Pg. 3 Para. 10
Monetary Pg. 5 Para. 3
Hoisted Pg. 6 Para. 2
Malicious Pg. 7 Para. 7
Outlaw Pg. 12 Para. 1

Character Sketcher

You are invited to learn more about Roy. Please take notes on how Roy acts, thinks, and feels.

v To begin, reread the following passages, to find out more about Roy.

v Reread paragraphs 1-3 on page 1. Which words describe how Roy feels about being bullied on the school bus? _____________________________

________________________________________________________.

v Reread page 8 paragraph 1 and 2. Describe how Roy’s thoughts.

________________________________________________________

v According to page 9 paragraph 3, Roy enjoys __________ ____________________. He use to do this because _________

_______________________________________________________.

v When Garrett tells Roy about skate boarding through mall Roy acts _____

_______________but really feels _________________________________.

Refer to page9 paragraph 10 and page 10 paragraph 3,

v According to page 10-11, how did Roy feel about the boy he saw running while Roy was on the school bus______________________________

____________________________________________________________.

Why did Roy feel this way? ________________________________

________________________________________________________.

Then, use the passages that describe Roy’s actions, thoughts, feelings, to help you complete an artistic drawing about one of the situations he was in or a demonstration of how he looked when he felt a certain way throughout the passage.

Section 1- Chapter 2

Word	Meaning
Wheezed Pg. 13 Paragraph 4
Pursued Pg. 15 Para. 4
Heedlessly Pg. 15 Para. 5
Doggedly Pg. 16 Para. 2
Perpetually Pg. 18 Para. 5
Consternation Pg. 20 Para. 1
Intimidated Pg. 22 Para. 7

Double Entry Diary

As you read Hoot you will use this Double Entry Diary to keep track of what is happening and to express your own thoughts about the novel. You will be reading, writing in your diary, rereading, and discussing your thoughts as well. You will find important words, quotations, or passages from the book and you will explain why they are important and what they mean to you.

Quote from the book (words, quotes, passages):

Page and paragraph:

What it means to me:

Here are the options you can choose from to write your DED.

Significant passage copied from the text: Page and paragraph #: Quote:	Connections or reactions: Reaction (Feelings about the quote):
Quote:	Connection (Self, Text, World):
Quote/Picture:	Inference (What do you think it means):
Quote:	Question:
Prediction:	What really happened (TO be completed after you know?)
Question you have or don’t understand:	Answer or possible answer from text:
Fact from text:	Your opinion:
Effect (what happened?):	Cause (Why did it happen?):
Author’s Craft (simile, metaphor, personification):	Explanation of what it means Important to the passage?

Section 2 Chapter 3

**Complete before you read Chapter 3

Predict-o-gram

Use the vocabulary from the previous sections, the title of the book and the information that you know from what you have already read to help you make predictions about the following elements of story.

Setting

What is the setting likely to be?

Characters

Who are possible characters in the novel?

Problem

What might some problems be for the characters?

Characters’ Goals

What are likely goals for some of the characters?

Solution

What are possible solutions to the problems?

Prediction/Questions

Any other predictions?

Do you have any questions about how the story might evolve?

Section 2- Chapter 3

Word	Meaning
Latrines Pg. 25 Paragraph 10
Provoke Pg. 27 Para. 7
Fretfully Pg. 28 Para. 6
Supernatural Pg. 29 Para. 8
Contemplated Pg. 32 Para. 3
Envision Pg. 32 Para. 3
Summoned Pg. 34 Para. 7
Skeptically Pg. 35 Para. 3

Section 2- Chapter 4

Word	Meaning
Slugged Pg. 38 Paragraph 4
Surveillance Pg. 40 Para. 1
Intrigued Pg. 40 Para. 3
Mused Pg. 41 Para. 3
Piercing Pg. 41 Para. 7
Seething Pg. 44 Para. 2
Stammered Pg. 45 Para. 1
Ferociously Pg. 45 Para. 5

Section 2- Chapter 4

Concept Map-Hoot

Please use the following pattern to create a concept map;
brainstorm ideas and connections you have to being the “new kid” or bullying. Create a Bubble Concept Map (like the one below), and write these ideas in bubbles surrounding “New Kid/Bullying”.

Section 3- Chapter 5

Word	Student Definition
Errant Pg. 49 Paragraph 3
Impenetrable Pg. 50 Para. 2
Ominously Pg. 51 Para. 8
Debris Pg. 52 Para. 5
Teetered Pg. 54 Para. 14
Discouraged Pg. 57 Para. 7

Character Sketcher

You are invited to learn more about Mullet Fingers.

v To begin, reread the following passages, determine “descriptive words” that capture Mullet Fingers and then describe why these descriptive words are appropriate.

v Reread page 1 last paragraph, page 2 paragraph 1-4. Which words describe Mullet Fingers? __________________________________________________________________________________________________________________________
because____________________________________________________________________________________________________________________.

________________________________________________________.

v Reread page 63 paragraph two. Which words describe Naomi’s efforts toward a relationship with her mother? ___________________________
__________________________________________________________________________________________________________________________.

v He acts _____________________because _____________________

________________________________________________________.

v Reread page 15. Why do you think Mullet Fingers was running? _______________________________________________________________________________________________________________. Why do you think Roy was chasing him? _________________________________
__________________________________________________________.

v Reread page 22. Why do you think Beatrice is concerned in Roy running after Mullet Fingers? ________________________________________.

v She feels ___________________because_____________________

________________________________________________________.

v Reread page 56. Which words describe how Mullets Fingers is feeling? ______________________________________________________________________________________________________________________

v After reading chapter 10 describe how Mullet Fingers has opened up to Roy.___________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Then, use the passages and pages above that describe the Mullet Fingers to complete an artistic impression of him.

Section 3- Chapter 6

Word	Student Definition
Truancy Pg. 58 Para. 3
Assertive Pg. 58 Para. 7
Paternal Pg. 62 Para. 6
Perpetrators Pg. 62 Para. 10
Altercation Pg. 66 Para. 1
Ominously Pg. 68 Para. 4

Synonyms & Antonyms

Directions: Look at the vocabulary word under the “word” column. Look back at your definition if needed. Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated, or the opposite, of the vocabulary word and write them under the “antonym” column

Synonym	Word	Antonym
	Assertive
	Hoisted
	Monetary
	Vacant
	Soles
	Intimidated
	Malicious

Section 4 Chapters 7

Word	Meaning
Vicinity Pg. 91 Para. 5
Ponderous Pg. 96 Para. 8
Wearily pg. 97 Para. 4
Restored pg. 107 Para. 3
Noncommittal pg. 106 Para. 3
Grudge pg. 99 Para. 1

Word Wizard

1. Write down the word _______________, the page ____, and paragraph number _________.

2. Copy the sentence from the book in which the word appears.

3. Re-read the sentence in which the word appears. Think about the word, the sentence, and the story. Look up the word in the dictionary. Using the dictionary definition and everything you know about the word, write your definition of the word.

________________________________________________________________________________________________.

4. Make your word wizard card. Be sure to include in LARGE PRINT your word, the page and paragraph number and the sentence where you find the word. On the other side of the card you should draw a picture to represent the meaning of your word, the word, the part of speech for how the word is used, and the definition of the word.

Section 4 Chapters 8

Word	Meaning
Supervising Pg. 110 Para. 7
Amiably Pg. 115 Para. 11
Primly Pg. 119 Para. 9
Glistening pg. 115 Para. 3
Hasty pg. 118 Para. 6

Double Entry Diary

You are invited to complete a Double-Entry Diary (DED) based upon section 4 (chapters 7-8) of Hoot. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.

You must include 6 passages in your DED.

Here is a sample DED to get you started:

Quote: “Dana smacked him again. Roy toppled sideways on the seat. Dana laughed cruelly and shouted something to his buddies. Roy sat up right away. His head really hurt but he didn’t want anyone to know. Nonchalantly he picked his comic book off the floor and placed it on his lap.”

Reaction: I was both furious and impressed with Roy’s composure. Dana had already paid him back and Roy was content with that but then Dana hit him again. I would have been furious because then he went and bragged to his buddies. However, I was impressed with Roy’s composure because it takes a lot of guts to bite your tongue like that.

Double Entry Diary

Quote	Response

Section 5- Chapter 9

Word	Student Definition
Stern Pg. 99 Para. 13
Emphatically Pg. 103 Para. 5
Specimen Pg. 104 Para. 6
Bulging Pg. 105 Para. 1
Hoisted Pg. 107 Para. 1
Methodically Pg. 107 Para. 3
Pungently Pg. 108 Para. 7
Thrashing Pg. 109 Para. 5
Flailing Pg. 110 Para. 1

Concept Map

Please use the following pattern to create a concept map; brainstorm ideas and connections you may have with Roy. Create a Bubble Concept Map and write these ideas in bubbles surrounding Roy.

Section 5- Chapter 10

Word	Student Definition
Suppressed Pg. 113 Para. 2
Seldon Pg. 114 Para. 3
Tetanus Pg. 118 Para. 4
Effortlessly Pg. 121 Para. 1
Grimacing Pg. 123 Para. 5

Write the meaning or emotion conveyed in the story

Word
Suppressed Pg. 113 Para. 2
Seldon Pg. 114 Para. 3
Tetanus Pg. 118 Para. 4
Effortlessly Pg. 121 Para. 1
Grimacing Pg. 123 Para. 5

Section 6 Chapter 11

Word

Meaning

Habit

Pg. 125 Para. 2

Enthusiasm

Pg. 137 Para. 6

Accusations

Pg. 135 Para. 10

Patiently

Pg. 134 Para. 14

Venture

Pg. 132 Para. 3

Confident

Pg. 130 Para. 5

Character Sketcher – Mr. Eberhardt

You are invited to learn more about Mr. Eberhardt. Please take notes on how he acts and looks.

v To begin, reread the following passages, determine “descriptive words” that capture Mr. Eberhardt’s personality and explain why the words describe him.

v Reread page 134.

Which words describe Mr. Eberhardt?

v He acts _____________________________________because______________________________

_____________________________________________________________________________________.

Focus on page 134, paragraph 5.

v Reread page 137, paragraphs 4-13.

Which words describe Mr. Eberhardt?

v He acts _____________________________________because______________________________

_____________________________________________________________________________________.

Focus on page 137.

v Reread pages 134 and 135.

Which words describe Mr. Eberhardt?

v He acts _____________________________________because______________________________

_____________________________________________________________________________________.

Focus on the first 9 on page 134.

Then, use the passages that describe Mr. Eberhardt’s actions and appearance to help you complete an artistic impression of him. Use the following passages to help you:

v Page 133 first paragraph

v Other passages you noticed.

Section 6 Chapter 12

Word

Meaning

Exhausted

Pg. 139 Para. 4

Bracing

Pg. 139 Para. 6

Anxious

Pg. 139 Para. 9

Anticipation

Pg. 151 Para. 3

Overjoyed

Pg. 151 Para. 3

Holstering

Pg. 150 Para. 1

Double Entry Diary

v You are invited to complete a Double-Entry Diary (DED) based upon section 6 (chapters 11-12) of Hoot. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.

v You must include 6 passages in your DED.

v Here is a sample DED to get you started:

Quote: “Roy stood rooted in the center of the road. He had an important decision to make, and quickly. From one direction came the police car; running in the other direction were his two friends…”(pg. 128, paragraph 4)

Reaction: I have been in a situation very similar to this when I was younger. It helped me imagine what Roy was going through and how he was feeling during this time.

Double Entry Diary

Quote	Response

Section 7- Chapter 13

Word	Student Definition
Shifty Pg. 153 Para. 10
Quizzically Pg. 154 Para. 9
Yowling Pg. 156 Para. 13
Sheepishly Pg. 157 Para. 11
Truancy Pg. 158 Para. 5
Scarce Pg. 159 Top of page
Keel Pg. 160 Para. 3

Forms of a Word

Fill in the following chart by changing the given word to fit the particular part of speech.

Noun	Verb	Adjective
		disposable
	rebuke
turbulence
	interrogating

Story Reflection

Write at least a paragraph on your reaction to the story so far. Include predictions about upcoming events, questions about past events, or any comments you would like to make about what you have read.

Section 7- Chapter 14

Word	Student Definition
Bickering Pg. 164 Para. 1
Perturbed Pg. 164 Para. 93
Beady Pg. 165 Para. 10
Poised Pg. 165 Para. 10
Snide Pg. 166 Para. 4
Croaky Pg. 166 Para. 4
Furrowed Pg. 167 Para. 7
Hooted Pg. 169 Para. 5

Compare and Contrast

Compare and Contrast the characters of Roy and Mullet Fingers. How are their characters alike? How are they different?

Section 8 Chapters 15-16

Word	Meaning
Malevolently Pg. 227 Para. 9
Cautiously Pg. 252 Para. 14
Levered Pg. 224 Para. 2
Cauldron Pg. 232 Para. 8
Dabbing Pg. 244 Para. 5
Distressed Pg. 248 Para. 7

Word Networks

What people things, situations, or words come to mind when you think about the word malevolently ?

________________________________________________________________________

What people things, situations, or words come to mind when you think about the word cautiously?

________________________________________________________________________

_______________________________________________________________________

What people things, situations, or words come to mind when you think about the word levered?

________________________________________________________________________

What people things, situations, or words come to mind when you think about the word cauldron?

________________________________________________________________________

What people things, situations, or words come to mind when you think about the word dabbing?

_______________________________________________________________________

________________________________________________________________________

What people things, situations, or words come to mind when you think about the word distress?

_______________________________________________________________________

________________________________________________________________________

Author’s Craft

Find two examples of each listed below. Then explain how each passage adds meaning to the story.

Similes – Look in Section 8 (Pages 222 – 259)
Simile: a comparison that includes the words like or as.
Given Example	Your Examples from the Book
Page 222 “He wished he was as brave as a champion bull rider.” This shows that Roy wished that he was brave because it compares him to a champion bull rider, which it takes courage to be one of those.	Page Number: Example: What does this passage add to the story?
	Page Number: Example: What does this passage add to the story?
Onomatopoeia – Look in Section 8 (Pages 222-259)
Onomatopoeia: a word(s) that imitates the sound it represents.
Given Example	Your Examples from the Book
Page 233 “SNAP” This was the sound of Roy outside of Curly’s trailer.	Page Number: Example: What does this passage add to the story?
	Page Number: Example: What does this passage add to the story?

Section 9- Chapter 17

Word	Student Definition
Tartly Pg. 212 Para. 3
Coincidence Pg. 212 Para. 13
Rankled Pg. 214 Para. 9
Gloat Pg. 215 Para. 2
Gangly Pg. 216 Para. 6
Wary Pg. 217 Para. 2
Heist Pg. 217 Para. 9
Brawny Pg. 222 Para. 9

Word Tense

Fill in the following chart, changing the given word to fit the needed tense. All of these words can be found in Chapter 17.

Past	Present	Future
abandoned
	gripe
deserted
		taut
	ponder
mused
	stash
		rumple
		smirk
hoisted
	bellow
agitated

Section 10 Chapter 18

Word

Meaning

Suspicious

Pg. 234 Para. 6

Agitated

Pg. 229 Para. 3

Inquisitive

Pg. 232 Para. 5

Delicately

Pg. 232 Para. 12

Preoccupied

Pg. 233 Para. 9

Summoned

Pg. 240 Para. 2

Wanted Poster

Create a Wanted Poster for one of the following characters:

The burrowing owls
Roy Eberhardt
Curly
Beatrice
Mullett Fingers
Any other MAIN character

You will complete an artistic representation of the character and then complete the following information:

Wanted

Character name

Wanted For…

Physical Description

Personality

Interests

Main Goal in Life

Dislikes

Hang Outs

Suspected Whereabouts

Time and Place Last Seen

Section 11 Chapters 19

Word	Meaning
Summoned Pg. 310 Para. 11
Dubiously Pg. 313 Para. 9
Interjected Pg. 312 Para. 7
Retrieving Pg. 306 Para. 3
Burrow Pg. 306 Para. 10
Dumbstruck Pg. 312 Para. 7

Synonyms and Antonyms

Synonym	Word	Antonym
	Summoned
	Dubiously
	Interjected
	Retrieving
	Burrow
	Dumbstruck

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/vocabulary.htm

Section 11 Chapter 20

Word	Meaning
Commotion Pg. 317 Para. 9
Smattering Pg. 319 Para. 2
Halfheartedly Pg. 318 Para. 2
Slanderous Pg. 322 Para. 5
Inconsiderate Pg. 324 Para. 1
Perched Pg. 334 Para. 3

Vocabulary Map

You are invited to do a vocabulary map. You should find a word that you do not know and predict what it means. After that, you find the actual definition and find a synonym for that word. Finally, write a sentence for that word showing me you know the meaning. You will do this for three words that you do not know.

Section 11 Chapter 21

Word	Meaning
Spluttering Pg. 336 Para. 13
Impromptu Pg. 337 Para. 4
Whirling Pg. 339 Para. 8
Exultant Pg. 340 Para. 2
Sympathetic Pg. 337 Para. 9
Demoted Pg. 345 Para. 10

Discussion Director

Your job is to involve the students in your group by thinking and talking about the section of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about the issues that come up during the reading.

Your job as the Discussion Director is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers, and the page numbers where the students can reference the text to justify their responses to your questions.

http://www.lesn.appstate.edu/fryeem/RE4030/discussion_director.htm

Goals and Objectives

NC SCOS Goals and Objectives	Activities that meet them
Language Arts: Goal 1- The learner will use language to express individual perspectives drawn from personal or related experience. Objective- Objective 1.02 Explore expressive materials that are read, heard, and viewed by: Monitoring comprehension for understanding of what is read, heard, and/or viewed. Analyzing the characteristics of expressive works. Determining the effect of literary devices and/or strategies on the reader/viewer/listener. Making connections between works, self and related topics. Comparing and/or contrasting information. Drawing inferences and/or conclusions. Determining the main idea and/or significance of events. Generating a learning log or journal. Creating an artistic interpretation that connects self to the work. discussing books/media formally and informally.	Character Sketcher Concept Map Vinn Diagram Predict-o-gram Double Entry Diary Emotions Chart Discussion Director Story Reflection Author’s Craft Wanted Poster I Poem
Goal 2- The learner will explore and analyze information from a variety of sources. Objective- Objective 2.02 Use multiple sources of print and non-print information in developing informational materials such as brochures, newsletters, and infomercials by: Exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM). Distinguishing between primary and secondary sources. Analyzing the effects of the presentation and/or accuracy of information.	Internet Workshop I Poem Informational Book Other Resource Books that were used
Goal 5 - The learner will respond to various literary genres using interpretive and evaluative processes. Objective 5.01 – Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: using effective reading strategies to match type of text. reading self-selected literature and other materials of individual interest. reading literature and other materials selected by the teacher. discussing literature in teacher-student conferences and small group discussions. taking an active role in whole class seminars. discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm. interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style. investigating examples of distortion and stereotypes. recognizing underlying messages in order to identify theme(s) within and across works. extending understanding by creating products for different purposes, different audiences and within various contexts. exploring relationships between and among characters, ideas, concepts and/or experiences.	Group Discussion held on each section of the book Discussion Director Pre and Post Activities
Goal 6 – The learner will apply conventions of grammar and language usage. Objective 6.01 – Demonstrate an understanding of conventional written and spoken expression by: using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons. using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence. demonstrating the different roles of the parts of speech in sentence construction. using pronouns correctly, including clear antecedents and correct case. using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses). determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words. extending vocabulary knowledge by learning and using new words. exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts. developing an awareness of language conventions and usage during oral presentations.	Vocabulary for each section Word tenses Word Networks Word Wizard Vocabulary map Word Forms

After Reading Activities

I Poem for 2 Voices

Create an “I Poem” for 2 characters in the book – Roy and Curly, for example. Create a poem that explains each characters thoughts, feelings, emotions, and motives for the things that they do, or don’t do, in the story. Use descriptive words and try to incorporate vocabulary words if appropriate. This poem should let the reader feel exactly who the characters really are. Use the following format to help you construct your poem.

Format

Stanza 1

I am (two special characteristics)

And we are (how the two are the same)

I live (where you live-this may include your habitat, or city, state, country, etc.)

I wonder (something you are actually curious about)

I hear (an imaginary sound)

I see (an imaginary sight)

I want (an actual desire)
I am (the first line of the poem restated)

Similarly we (how the two are the same; can be restated or new information)

I am	I am
And we are	And we are
I live	Whereas I live
I wonder	While I wonder
I hear	But I hear
I see	However, I see
I want	Yet I want
I am	I am
Similarly we	Similarly we

Stanza 2

I always (what you are known for)

I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)

I excel (something you are good at doing)
I am (the first line of the poem repeated)

And we both (how the two are the same; can be restated or new information)

I always	On the other hand, I always
I pretend	While I pretend
I feel	Yet I feel
I touch	While I touch
I worry	Yet I worry
I cry	But I cry
I excel	Whereas I excel
I am	I am
And we both	And we both

Stanza 3

I understand (something you know is true)
I say (something you believe in)

I’m as _____as (a simile)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)

I was once (describes how you have changed)
I am (the first line of the poem repeated)

And most importantly we (the most important way that represents how the two are the same)

I understand	While I understand
I say,	Yet I say,
I’m as	Whereas I’m as
I dream	But I dream
I try	Although I try
I hope	While I hope
I was once	Whereas I was once
I am	I am
And most importantly we	And most importantly we

You choose from the following transition words:

For comparison: like, same, both, the same as, similar, in the same way, most important, similarly, as, too, have in common, as well as.

For contrast: although, however, differ, unlike, even though, yet, but, instead, on the contrary, on the other hand, whereas, while, unless, contrary to, the reverse.

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/i_poem_for_two_voices.htm

Vocabulary Book

Take the papers from each section, with the Vocabulary words, and place them in a folder. Make sure that they are complete and in order according to Section and Chapter.

Vocabulary Assessment

The goal of Vocabulary Assessment is to see if students know the meaning of words and be able to use them in a variety of contexts.

Tell any similarities or differences between the following words:

Bickering/yowling

Stern/Assertive

Anxious/Leery

Vacant/Pursued

Thrashing/Flailing

Choose the correct meaning that BEST fits each word:

Confident
1. Sure
2. Easy
3. Okay
4. Absolute
5. Dabbing
  1. Repeatedly poking it
  2. Pounding or beating on it
  3. Applying pressure then releasing
  4. Touching it
  5. Scarce
    1. Little to go around
    2. Very hard to find
    3. Short supply
    4. The mark left from when you fell
    5. Latrines
      1. Bathroom
      2. Toilet
      3. Marsh
      4. Porta-potty

Circle the best response:

If you were discouraged by a friend, you would feel:
1. Unhappy
2. Depressed
3. Sad
4. Maybe all the above

If you were going to venture somewhere, how might you do that:
1. Walk only
2. Travel in some way
3. Run as fast as you can
4. Stay home

A perpetrator would be:
1. The police man trying to catch a bad guy
2. Someone committing a crime
3. Someone with a long record
4. The person that owns the property a crime was committed on

If you are experiencing anticipation, you feel:
1. Super excited maybe nervous too
2. Sad about something
3. Light headed and dizzy
4. Satisfaction at your completed goal

Use the following words in a sentence correctly:

Distressed

Brawny

Intimidated

Bulging

Hasty

Student Grading Rubric

Activity/Criteria

Your Points/Total Possible Points

Completion and Thoughtful Effort placed into the Pre-Reading Activities

Setting/Character/Vocabulary Worksheet

Completion and Thoughtful Effort placed into the During Reading Activities:

Character Sketchers (3)
Double Entry Diaries (3)
Predict-o-gram (1)
Emotions Chart (1)
Synonyms & Antonyms (2)
Word Wizard (1)
Concept Map/Vinn Diagram (3)
Word Forms/Word Tense (2)
Story Reflection/Discussion Director (2)
Word Networks/Vocabulary Map (2)
Wanted Poster (1)
Author’s Craft (1)

Total: /66

Completion of the Vocabulary Book

Combining all vocabulary pages from each section, in order by section and chapter

/12

Vocabulary Assessment

Complete the Vocabulary Assessment

Completion and thoughtful effort into the

“I Poem”

From the Informational Book and After Reading Activities

Grand Total:

/100

Possible Daily Schedule for Reading, Writing and Discussing Novel

**This schedule does not include Pre-Reading activities**

Week 1

Day 1

Day 2

Day 3

Day 4

Day 5

Read/Write

Section 1

Ch. 1-2

45 mins

Read/Write

Section 1

45 mins

Discuss

Section 1

30 mins

Read/Write

Section 2

Ch. 3-4

30 mins

Read/Write

Section 2

30 mins

Week

Day 1

Day 2

Day 3

Day 4

Day 5

Discuss

Section 2

30 mins

Read/Write

Section 3

Ch. 5-6

30 mins

Read/Write

Section 3

30 mins

Discuss

Section 3

30 mins

Read/Write

Section 4

Ch. 7-8

45 mins

Week 3

Day 1

Day 2

Day 3

Day 4

Day 5

Read/Write

Section 4

45 mins

Discuss

Section 4

30 mins

Read/Write

Section 5

Ch. 9-10

45 mins

Read/Write

Section 5

45 mins

Discuss

Section 5

30 mins

Week 4

Day 1

Day 2

Day 3

Day 4

Day 5

Read/Write

Section 6

Ch. 11-12

45 mins

Read/Write

Section 6

45 mins

Discuss

Section 6

30 mins

Read/Write

Section 7

Ch. 13-14

45 mins

Read/Write

Section 7

45 mins

Week

Day 1

Day 2

Day 3

Day 4

Day 5

Discuss

Section 7

30 mins

Read/Write

Section 8

Ch. 15-16

45 mins

Read/Write

Section 8

45 mins

Discuss

Section 8

30 mins

Read/Write

Section 9

Ch. 17

45 mins

Week 6

Day 1

Day 2

Day 3

Day 4

Day 5

Discuss

Section 9

30 mins

Read/Write

Section 10

Ch. 18

45 mins

Discuss

Section 10

30 mins

Read/Write

Section 11

Ch. 19-21

45 mins

Read/Write

Section 11

45 mins

Week 7

Day 1

Day 2

Day 3

Day 4

Day 5

Discuss

Section 11

30 mins

Cumulative Activities

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