Book Unit€¦ · To print the 16 page comprehension book back-to-front follow this guide: ......
43
Among the Hidden Book Unit Created by Gay Miller
Transcript of Book Unit€¦ · To print the 16 page comprehension book back-to-front follow this guide: ......
~ Page 1 © Gay Miller ~
zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz
Among the Hidden
Book Unit
Created by Gay Miller
~ Page 2 © Gay Miller ~
Thank you for downloading this
sample of Among the Hidden
Book Unit. Other book units may
be found at
http://www.teacherspayteachers.com/Store/Gay-Miller
This packet contains graphic
organizers for an interactive
notebook and game activities
covering vocabulary,
constructive response writing,
and skill practice. I hope your
students enjoy a book study
using the engaging method of
using interactive notebooks.
Among the Hidden
By Margaret Peterson Haddix
Genre ~ Young Adult, Science Fiction
Interest Level ~ Grades 5 – 7
Lexile Measure®: 800L
~ Page 3 © Gay Miller ~
Table of Contents
Materials Needed for Creating the Foldable Graphic Organizers 5
Lesson Plans at a Glance 6
Vocabulary ~ How to Use this Resource for Teaching Vocabulary 7
Vocabulary Teaching Method 8
Vocabulary List 10
Vocabulary Bookmarks 17
Vocabulary Word Cards 19
Vocabulary Storage Pocket 24
Vocabulary Practice Booklet 28
Vocabulary Test 47
Constructive Writing Questions/Alignment to the Common Core State Standards 51
Comprehension 56
Chapters 1-2 Comprehension 57
Setting 59
Chapters 3-4 Comprehension 61
Character Traits of Luke 63
Chapters 5-6 Comprehension 65
Point of View 67
Chapters 7-8 Comprehension 70
The Neighbors 72
Chapters 9-10 Comprehension 74
Comparing Characters 76
Summarizing 78
Chapters 11-12 Comprehension 80
Comparing Books 82
Chapters 13-14 Comprehension 84
Course of Action 86
Chapters 15-16 Comprehension 88
Contrasting Families 90
Chapters 17-18 Comprehension 92
Problems and Solutions 94
Chapters 19-20 Comprehension 96
Contrasting (Propaganda Literature) 98
~ Page 4 © Gay Miller ~
Chapters 21-22 Comprehension 100
Comparing Characters 102
Responding the Text 104
Chapters 23-24 Comprehension 106
Figurative Language (Two Options) 108
Figurative Language Response Cards 110
Figurative Language 117
Figurative Language List from Book 127
Acrostic (Summarizing) 130
Chapters 25-26 Comprehension 131
Mood 133
Summarizing 135
Chapters 27-28 Comprehension 137
Theme 139
Chapters 29-30 Comprehension 141
Plot Development 143
Language Arts Skills 147
Tone vs. Mood 148
Mood and Tone Practice 155
Writing Dialogue 163
Context Clues Organizers 167
Context Clues Games/Practice 178
Argumentative Essay 194
Lesson 1 – What is an Argumentative Essay? 199
Lesson 2 – Collecting Evidence 203
Lesson 3 – Thesis Statement 224
Lesson 4 – The Introductory Paragraph 233
Lesson 5 – The Essay Structure 244
Lesson 6 – The Body of Your Essay 247
Lesson 7 – The Conclusion Paragraph 251
Lesson 8 – Using Words, Phrases, and Clauses to Link Details 255
Lesson 9 – Proofreading and Editing 259
Craftivity 263
Credits
~ Page 5 © Gay Miller ~
Lesson Plans at a Glance Read Vocabulary Vocabulary
Practice Book
Comprehension Practice
Constructive Response Question
Skill Practice
Chapters 1-2 defiance
beckon
Page 1 Chapters 1-2 Setting Mood and Tone
Organizers
Chapters 3-4 careen
resolute
Page 2 Chapters 3-4 Character Traits of Luke
Mood and Tone Practice
Chapters 5-6 reciprocity
stupefy
Page 3 Chapters 5-6 Point of View
Writing Dialogue Organizers
Chapters 7-8 halfhearted
zeal
Page 4 Chapters 7-8 The Neighbors Context Clues Organizers
Chapters 9-10 recover
resigned
Page 5 Chapters 9-10 Comparing Characters
Summarizing
Context Clues Practice
Chapters 11-12 unseasonable
theoretical
Page 6 Chapters 11-12 Comparing Books Writing an Argumentative Essay Ten Lessons See page195
for a suggested schedule of lessons.
Chapters 13-14 telepathy
pristine
Page 7 Chapters 13-14 Course of Action
Chapters 15-16 taboo
propaganda
Page 8 +
Page 9 (Review)
Chapters 15-16 Contrasting
Families
Chapters 17-18 flippant
unfurl
Page 10 Chapters 17-18 Problems and Solutions
Chapters 19-20 annihilate
astronomical
Page 11 Chapters 19-20 Contrasting
Publications
Chapters 21-22 daunting
tizzy
Page 12 Chapters 21-22 Comparing Luke and Jen
Responding to Text
Chapters 23-24 hasty
agonize
Page 13 Chapters 23-24 Figurative Language (2
Versions)
Acrostic Summarizing
Chapters 25-26 deranged
banter
Page 14 Chapters 25-26 Mood
Chapters 27-28 accusatory
totalitarian
Page 15 Chapters 27-28 Theme
Chapters 29-30 guerrilla
sparse
Page 16 Chapters 29-30 Plot Development
Vocabulary
Test
~ Page 6 © Gay Miller ~
Chapter 1
defiance (noun) - against or despite the wishes, rules, or laws of (someone or something)
synonyms: disobedience, insolence, insubordination, rebelliousness, non-cooperation
They had defied the Government once, with Luke. That had taken all the defiance they
had in them. Maybe more.
"We wouldn't have sold the woods if we hadn't had to," she said, ladling out thick tomatoey soup. "The Government didn't ask us if we wanted houses there."
●▬▬▬▬▬▬▬▬▬▬▬▬▬▬๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑▬▬▬▬▬▬▬▬▬▬▬▬▬▬●
Chapter 2
beckon (verb) - to attract (someone or something)
synonyms: lure, entice, tempt, invite, pull, summon, coax
Home, where he could cradle the new baby pigs in the barn, climb the trees at the edge of the woods, throw snowballs at the posts of the clothesline. Home, where the backyard
always beckoned, always safe and protected by the house and the barn and the woods.
●▬▬▬▬▬▬▬▬▬▬▬▬▬▬๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑▬▬▬▬▬▬▬▬▬▬▬▬▬▬●
Chapter 3
careen (verb) - to go forward quickly without control, esp. of a vehicle, to sway while moving fast, or to move fast and unsteadily
synonyms: lurch, bend, lean, pitch, sway, tilt
Now he gave the toy train a shove, and it careened off the track. It landed upside
down, wheels spinning.
●▬▬▬▬▬▬▬▬▬▬▬▬▬▬๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑▬▬▬▬▬▬▬▬▬▬▬▬▬▬●
Chapter 4
resolute (adjective) - very determined : having or showing a lot of determination
resolutely – Adding –ly turns adjectives into adverbs.
synonyms: firm, unyielding, stubborn, unbendable, definite, steadfast
You can't do this- it's not fair- Then he choked back the words, unspoken. They were only trying to protect him. What could he do?
Resolutely, Luke stuck his fork in the pile of scrambled eggs on his plate and took a
bite. He ate the whole plateful of food without tasting any of it.
●▬▬▬▬▬▬▬▬▬▬▬▬▬▬๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑๑۩۩๑▬▬▬▬▬▬▬▬▬▬▬▬▬▬●
~ Page 7 © Gay Miller ~
Making the Mini-Book
I recommend that you duplicate the cover onto construction paper or card stock.
Standard construction paper is 9 by 12 inches which makes the cover a bit larger than
the pages inside.
Your pages must be duplicated on the front and the back. I ran my pages front and back
directly from the printer. This is a simple process with only eight pages. Simply place the
page that has been printed on one side back into the printer for the reverse side to be
printed. Once all the pages have been printed arrange them in numerical order and
staple down the middle to form the book.
To print the 16 page comprehension book back-to-front follow this guide:
Cover on front
Pages 16 & 1 front with Pages 2 & 15 on back
Pages 14 & 3 front with Pages 4 & 13 on back
Pages 12 & 5 front with Pages 6 & 11 on back
Pages 10 & 7 front with Pages 8 & 9 on back
This book cover was
printed on standard
sized copier paper
which will work
equally well if you do
not have a copier
that will print
construction paper.
~ Page 8 © Gay Miller ~
Chapters 29-30 [guerrilla and sparse]
1. Complete the word web.
2. Gorilla and guerrilla are two words that are spelled
differently, have different meanings, but pronounced the same. This type of word is called
_______________________.
Fill in the blanks with either guerrillas or gorillas.
3. The _______________________were taken to the zoo. 4. A small band of _________________ blew up the town. 5. The _______________________were camped out in the
forest, preparing for their next attack.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
6. Sort the following words in the correct locations on the T-chart.
trees in the jungle
ants at a picnic plants in the
desert predators of a
tiger
people in the
city
hair on a bald
headed person
Things that are
Sparse Things that are
not Sparse
Chapters 1-2 [defiance and beckon]
1. Circle six words in the box that are synonyms of
defiance.
non-cooperation tame despite wishes
compliance disobedience unruliness
support against the rules obedience
rebelliousness agreement help
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Read these definitions of beckon.
(a) to signal (someone) with your arm or hand in order to tell that person to come closer or follow
(b) to appear attractive or inviting
Write a or b in the blanks to show the correct meaning of the word beckon in each sentence.
2. ______ He beckoned the boys over to where he was
standing.
3. ______ From the time he was a little boy the
wilderness beckoned him.
4. ______ The wildlife habitat beckons birdwatchers.
5. ______ She beckoned the waiter to come.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
6. The root word of defiance is ________________. The suffix is _____________________. This suffix is used to form __________________ from verbs.
Page 16 Page 1
guerrilla
~ Page 9 © Gay Miller ~
Chapters 29-30 [guerrilla and sparse]
1. Complete the word web.
2. Gorilla and guerrilla are two words that are spelled
differently, have different meanings, but pronounced the same. This type of word is called __homophones__.
Fill in the blanks with either guerrillas or gorillas.
3. The _____gorillas____ were taken to the zoo.
4. A small band of ___guerrillas____ blew up the town. 5. The ___guerrillas____ were camped out in the forest,
preparing for their next attack.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
6. Sort the following words in the correct locations on the T-chart.
trees in the
jungle ants at a picnic
plants in the
desert predators of a
tiger people in the
city hair on a bald headed person
Things that are
Sparse
Things that are
not Sparse
hair on a bald
headed person trees in the jungle
plants in the desert ants at a picnic
predators of a tiger people in the city
Chapters 1-2 [defiance and beckon]
1. Circle six words in the box that are synonyms of
defiance.
non-cooperation tame despite wishes
compliance disobedience unruliness
support against the rules obedience
rebelliousness agreement help
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Read these definitions of beckon.
(a) to signal (someone) with your arm or hand in order to tell that person to come closer or follow
(b) to appear attractive or inviting
Write a or b in the blanks to show the correct meaning of the word beckon in each sentence.
2. ___a____ He beckoned the boys over to where he
was standing.
3. ___b____ From the time he was a little boy the
wilderness beckoned him.
4. ___b____ The wildlife habitat beckons birdwatchers.
5. ___a____ She beckoned the waiter to come.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
6. The root word of defiance is ____defy____. The suffix is ___-ance____. This suffix is used to form __nouns___ from verbs.
Page 16 Page 1
guerrilla
small group of soldiers
revolutionary independent
fighters
~ Page 10 © Gay Miller ~
Option 1
Have students use the graphic organizer for notes. Notice the notes are not in complete
sentences. Glue the organizer to the left side of the notebook page. On the right side of
the notebook, students use the notes to write the details in paragraph form.
Option 2
Students complete the
organizer by writing
complete sentences.
~ Page 11 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-
Litera
cy.R
L.5
.1
CCSS.E
LA-
Litera
cy.R
L.5
.2
CCSS.E
LA-
Litera
cy.R
L.5
.3
CCSS.E
LA-
Litera
cy.R
L.5
.4
CCSS.E
LA-
Litera
cy.R
L.5
.5
CCSS.E
LA-
Litera
cy.R
L.5
.6
CCSS.E
LA-
Litera
cy.R
L.5
.7
CCSS.E
LA-
Litera
cy.R
L.5
.9
CCSS.E
LA-
Litera
cy.R
L.5
.10
Setting
Character Traits of Luke
Point of View
The Neighbors
Comparing Characters
Summarizing
Comparing Books
Course of Action
Contrasting Families
Problems and Solutions
Contrasting (Propaganda Literature)
Comparing Characters
Responding the Text
Figurative Language (Two Options)
Acrostic (Summarizing)
Mood
Summarizing
Theme
Plot Development
5th Grade
~ Page 12 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-
Litera
cy.R
L.6
.1
CCSS.E
LA-
Litera
cy.R
L.6
.2
CCSS.E
LA-
Litera
cy.R
L.6
.3
CCSS.E
LA-
Litera
cy.R
L.6
.4
CCSS.E
LA-
Litera
cy.R
L.6
.5
CCSS.E
LA-
Litera
cy.R
L.6
.6
CCSS.E
LA-
Litera
cy.R
L.6
.7
CCSS.E
LA-
Litera
cy.R
L.6
.9
CCSS.E
LA-
Litera
cy.R
L.6
.10
Setting
Character Traits of Luke
Point of View
The Neighbors
Comparing Characters
Summarizing
Comparing Books
Course of Action
Contrasting Families
Problems and Solutions
Contrasting (Propaganda Literature)
Comparing Characters
Responding the Text
Figurative Language (Two Options)
Acrostic (Summarizing)
Mood
Summarizing
Theme
Plot Development
6th Grade
~ Page 13 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-
Litera
cy.R
L.7
.1
CCSS.E
LA-
Litera
cy.R
L.7
.2
CCSS.E
LA-
Litera
cy.R
L.7
.3
CCSS.E
LA-
Litera
cy.R
L.7
.4
CCSS.E
LA-
Litera
cy.R
L.7
.5
CCSS.E
LA-
Litera
cy.R
L.7
.6
CCSS.E
LA-
Litera
cy.R
L.7
.7
CCSS.E
LA-
Litera
cy.R
L.7
.9
CCSS.E
LA-
Litera
cy.R
L.7
.10
Setting
Character Traits of Luke
Point of View
The Neighbors
Comparing Characters
Summarizing
Comparing Books
Course of Action
Contrasting Families
Problems and Solutions
Contrasting (Propaganda Literature)
Comparing Characters
Responding the Text
Figurative Language (Two Options)
Acrostic (Summarizing)
Mood
Summarizing
Theme
Plot Development
7th Grade
~ Page 14 © Gay Miller ~
Comprehension This section contains a one page printable comprehension practice for each reading selection.
The chart below is the key to the types of questions for the comprehension questions. The section
also contains constructive responses exercises. The constructive response pages that are chapter
specific list the chapters they should be used with. If chapter numbers are not listed, the questions
are flexible and may be used at different points in the story.
Also, if you would like to slow the pace down to reading just one chapter a day instead of two,
students could complete the constructive response questions every other day and the
comprehension page after reading the even number chapters.
Types of Questions Key
detail / inference
main idea /
summarizing / theme
character/ setting /
plot / events
word meaning /
figurative language
text structure
point of view
different forms of the
same story
compare and contrast
~ Page 15 © Gay Miller ~
Among the Hidden ~ Chapters 1-2
1. The story is told from which point of view?
a. 1st
b. 3rd person through limited to Luke’s perspective
c. 3rd person objective d. 3rd person omniscient (all-knowing)
2. Which phrase best describes Luke?
a. resourceful with things on the farm b. uncaring about change c. angry at this luck
d. hungering for freedom
3. Chapters 1-2 are most like which of the following stories?
a. Holes (Stanley is sent to a Juvenile Detention
Center for stealing tennis shoes.) b. Number the Stars (Annemarie helps her
Jewish friend hide during the German invasion
of Denmark.) c. Black Beauty (Beauty is passed from owner to
owner some sensitive and others cruel.) d. The Sign of the Beaver (Matt is left in the
Maine wilderness while his father goes home
to gather the family.)
Explain why you selected this title. ________________________________________
________________________________________
________________________________________
4. Read this passage from Chapter 1.
Death was a fly that stopped buzzing when the
swatter hit it.
Which type of figurative language is used?
a. alliteration
b. metaphor
c. personification
d. simile
Explain how the thought of death made Luke feel.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
5. Sequence the following events in order.
______ Luke takes a few minutes to enjoy the
outdoors. ______ Luke’s brothers complain because he won’t have to help with the chores.
______ Luke’s father tells him he must stay away from the windows.
______ Luke’s mother calls out for him to hide. ______ The narrator explains why Luke must hide. ______ In three seconds, Luke’s mother has
hidden all evidence of Luke.
6. Read this passage from Chapter 2.
"I always wanted a John, too," she said.
"'Matthew, Mark, Luke, and John, bless the bed that I lie on.' But then I thank the Lord that I have you, at least. And it's worked out, the hiding,
hasn't it?"
What is the significance of these names?
a. These are the four evangelists who wrote Gospels, accounts of Jesus’s life.
b. These are all common names that are
frequently used together. c. These names are part of a song.
d. These names were all used in a fairy tale.
7. What is the most likely reason Luke has not
been allowed to watch television?
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
8. Chapter 2 is told as ---.
a. flash forward b. backstory
c. flash sideways d. foreshadowing
~ Page 16 © Gay Miller ~
Among the Hidden ~ Chapters 1-2
1. The story is told from which point of view?
a. 1st
b. 3rd person through limited to Luke’s perspective
c. 3rd person objective d. 3rd person omniscient (all-knowing)
2. Which phrase best describes Luke?
a. resourceful with things on the farm b. uncaring about change c. angry at this luck
d. hungering for freedom
3. Chapters 1-2 are most like which of the following stories?
a. Holes (Stanley is sent to a Juvenile Detention
Center for stealing tennis shoes.) b. Number the Stars (Annemarie helps her
Jewish friend hide during the German invasion
of Denmark.) c. Black Beauty (Beauty is passed from owner to
owner some sensitive and others cruel.) d. The Sign of the Beaver (Matt is left in the
Maine wilderness while his father goes home
to gather the family.)
Explain why you selected this title. Both Luke and Annemarie had to hide/hide others from authority figures to keep from being harmed.
4. Read this passage from Chapter 1.
Death was a fly that stopped buzzing when the
swatter hit it.
Which type of figurative language is used?
a. alliteration
b. metaphor
c. personification
d. simile
Explain how the thought of death made Luke feel.
He doesn’t really understand death. The thought of death makes him feel funny, but he can’t really
relate to it except through the runts in the pig litter and the fly.
5. Sequence the following events in order.
___2___ Luke takes a few minutes to enjoy the outdoors. ___4___ Luke’s brothers complain because he
won’t have to help with the chores. ___3___ Luke’s father tells him he must stay away
from the windows. ___1___ Luke’s mother calls out for him to hide.
___6___ The narrator explains why Luke must hide. ___5___ In three seconds, Luke’s mother has
hidden all evidence of Luke.
6. Read this passage from Chapter 2.
"I always wanted a John, too," she said. "'Matthew, Mark, Luke, and John, bless the bed that I lie on.' But then I thank the Lord that I have
you, at least. And it's worked out, the hiding, hasn't it?"
What is the significance of these names? a. These are the four evangelists who wrote
Gospels, accounts of Jesus’s life.
b. These are all common names that are frequently used together.
c. These names are part of a song. d. These names were all used in a fairy tale.
7. What is the most likely reason Luke has not
been allowed to watch television?
Answers will vary.
His parents did not want him finding out that he
was an illegal child.
8. Chapter 2 is told as ---.
a. flash forward b. backstory c. flash sideways
d. foreshadowing
~ Page 17 © Gay Miller ~
Constructive Response – Setting
Place Where the Story Takes Place
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Time the Story Takes Place
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_____________________ Importance of the Setting
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Mood - Atmosphere of the Setting
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Setting
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves
toward a resolution.
CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot).
~ Page 18 © Gay Miller ~
Constructive Response – Setting (Answer Key)
Place Where the Story Takes Place
The author intentionally leaves out the location. It could be in any country on Earth.
Luke lives on a farm close enough to the city for people to commute to work. The farm is bordered by woods that are being cut down to build housing.
Time the Story Takes Place
The author intentionally leaves out the year, but it appears to be in the near future.
Importance of the Setting
Because of the woods, Luke had the freedom to go outside
because he was sheltered from passersby. Since the woods are
being turned into a housing development, Luke has lost this
freedom. He will be required to stay inside the house and away
from windows, so no one will know of his existance.
Mood - Atmosphere of the Setting
The mood is tense. Luke must be hidden in a matter of seconds
any time someone comes to the house.
He has never been to school, had a birthday party, or even met
anyone outside of his family. This is not only a lonely existence,
but one that causes tension between him and his older
brothers who feel he is not doing his part of the family chores.
Setting
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves
toward a resolution.
CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot).
~ Page 19 © Gay Miller ~
Figurative Language Organizer
Three Door Flip
Print the organizer onto colored paper.
Students will fill in the missing information in the blank spaces.
To make the organizer, trim around the four edges on the lines indicated. Fold the page in half vertically on the dotted lines. Cut on the lines indicated on the inside
of the organizer, up to the fold so that the organizer opens with three flaps.
Page | 20 Unit Created by Gay Miller
Language Arts Skills
Page | 21 Unit Created by Gay Miller
Tone vs. Mood 5th Grade 6th Grade 7th Grade
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or
drama.
Staggered Flip Organizer The organizers come in three versions:
The first has lines where students write definitions. The second copy of the organizer contains the definitions with key words
missing for students to add details. The third copy is completed. It may be used as an answer key, as a
sample for students to follow, for differentiated instructions, or for
students who were absent.
Instructions for Making the Organizer
1) Print the cover and
information pages onto colored paper.
2) Cut out rectangles. 3) Line the pages up at the top
and staple them together. 4) The pages should lift up so
that students can read the
information.
Page | 22 Unit Created by Gay Miller
Quotation Organizer Instructions for Completing the Organizer:
• Print the organizer on colored paper.
• Cut out rectangles.
• Begin with the bottom page in the stack. Turn the page on its back and place
a thin line of glue across the top of the page only. Glue it towards the bottom
of the organizer notebook or lap book.
• On the back of the next page, place a thin line of glue along the top.
• Glue this page directly onto the organizer page moving it up approximately
one-fourth of an inch higher than the first page.
• Continue to add pages until all are glued down.
• The pages should lift up so that students can read the information.
Page | 23 Unit Created by Gay Miller
Context Clues Common Core Alignment
5th Grade 6th Grade 7th Grade 8th Grade
CCSS.ELA-Literacy.L.5.4.a
Use context (e.g., cause/effect
relationships and
comparisons in text) as a clue to the meaning
of a word or phrase.
CCSS.ELA-Literacy.L.6.4.a
Use context (e.g., the overall meaning of a
sentence or paragraph; a
word's position or function in a sentence) as a
clue to the meaning of a word
or phrase.
CCSS.ELA-Literacy.L.7.4.a
Use context (e.g., the overall meaning of a
sentence or paragraph; a
word's position or function in a sentence) as a
clue to the meaning of a word
or phrase.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a
sentence or paragraph; a
word's position or function in a sentence) as a clue
to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.5.5.c
Use the relationship between
particular words (e.g.,
synonyms, antonyms, homographs)
to better understand
each of the words.
CCSS.ELA-Literacy.L.6.4.d
Verify the preliminary determination of
the meaning of a word or phrase
(e.g., by checking the inferred meaning in
context or in a dictionary).
CCSS.ELA-Literacy.L.7.4.d
Verify the preliminary determination of
the meaning of a word or phrase
(e.g., by checking the inferred meaning in
context or in a dictionary).
CCSS.ELA-Literacy.L.8.4.d
Verify the preliminary determination of
the meaning of a word or phrase
(e.g., by checking the inferred meaning in context
or in a dictionary).
Page | 24 Unit Created by Gay Miller
Context Clues Organizers Three organizers are offered. The first contains 4 context clue
types, the second contains 6 context clue types, and the third
contains 8 context clues types.
The organizers come in three versions:
The first has lines where students write definitions and sample sentences.
The second copy of the organizer includes the definitions with key words missing for students to fill in. Students must also write definitions and
sample sentences. The third copy is completed. It may be used as an answer key, as a
sample for students to follow, for differentiated instructions, or for students who were absent.
Context Clues Five game boards follow. Following each game is a printable
for students to complete while the game is played. The
printables may be used independently of the games if desired.
Page | 25 Unit Created by Gay Miller
Argumentative Essay
When students are first learning how to write an argumentative essay, having them all
use the same topic/writing prompt makes it possible to have whole class, small group,
or partner brain storming sessions and discussions to guide students through the
process. For example, students can work with a partner to write their thesis
statements.
Because of this, these lessons guide students using this prompt:
Who is making the best decision – Jen going to the rally fighting for change or Luke
hiding and waiting for change to happen?
Chapter 22:
"Another choice. Another choice." She paced, then jerked back to face Luke. "Sure. You can be a coward and hope someone else changes the world for you. You can hide up in that attic of yours until someone knocks at your door and says, 'Oh, yeah, they freed the
hidden. Want to come out?' Is that what you want?"
Luke didn't answer.
"You've got to come, Luke, or you'll hate yourself the rest of your life. When you don't have to hide anymore, even years from now, there'll always be some small part of you whispering, 'I don't deserve this. I didn't fight for it. I'm not worth it.' And you are, Luke,
you are. You're smart and funny and nice, and you should be living life, instead of being buried alive in that old house of yours-"
"Maybe I just don't mind hiding as much as you do," Luke whispered.
Jen faced him squarely, her gaze unwavering.
"Yes, you do. You hate walls as much as I do. Maybe more. Have you ever listened to yourself? Every time you talk about how you used to go outdoors and work in the garden or something, you glow. You're alive. Even if you don't want anything else, don't you
want to get the outdoors back?"
What Luke wanted was to get away from Jen. Because she was right. Everything she
said was right. But that couldn't mean he had to go. He huddled deeper in the couch.
Page | 26 Unit Created by Gay Miller
Common Core Writing Standards O
pin
ion/A
rgum
ent
Sta
ndard
s
5th Grade 6th Grade 7th Grade
CCSS.ELA-LITERACY.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
CCSS.ELA-LITERACY.W.6.1 Write arguments to support claims with clear reasons and relevant
evidence.
CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant
evidence.
CCSS.ELA-LITERACY.W.5.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.6.1.A Introduce claim(s) and organize the reasons and evidence clearly.
CCSS.ELA-LITERACY.W.7.1.A Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.5.1.B Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.7.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.5.1.C Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
CCSS.ELA-LITERACY.W.6.1.C Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
CCSS.ELA-LITERACY.W.7.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.W.5.1.D Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.1.D Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.6.1.E Provide a concluding statement or section that follows from the argument presented.
CCSS.ELA-LITERACY.W.7.1.E Provide a concluding statement or section that follows from and supports the argument presented.
Develo
pm
ent
CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
CCSS.ELA-LITERACY.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
CCSS.ELA-LITERACY.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)
Publishin
g
CCSS.ELA-LITERACY.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
CCSS.ELA-LITERACY.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
CCSS.ELA-LITERACY.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
Page | 27 Unit Created by Gay Miller
Researc
h/G
ath
ering E
vid
ence
CCSS.ELA-LITERACY.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
CCSS.ELA-LITERACY.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
CCSS.ELA-LITERACY.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
CCSS.ELA-LITERACY.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Writing S
tructu
re
CCSS.ELA-LITERACY.W.5.9.A Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
CCSS.ELA-LITERACY.W.6.9.A Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
CCSS.ELA-LITERACY.W.7.9.A Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").
CCSS.ELA-LITERACY.W.5.9.B Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"").
CCSS.ELA-LITERACY.W.6.9.B Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
CCSS.ELA-LITERACY.W.7.9.B Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
Routine
CCSS.ELA-LITERACY.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Page | 28 Unit Created by Gay Miller
1 – What is an Argumentative Essay?
This organizer comes in three versions:
The first version contains lines where students list information.
The second copy of the organizer includes the definitions with key words missing for students to fill in.
The third copy is completed. It may be used as an answer key, as a
sample for students to follow, for differentiated instructions, or for students who were absent during instruction.
Instructions for Making the Organizer
1) Print the organizer on colored paper.
2) Have students trim around the four sides of the organizer on the bold lines.
3) Fold on the dotted line and cut on the solid lines to flaps on the organizer.
4) Have students complete missing information.
5) Label the flaps.
Page | 29 Unit Created by Gay Miller
Lesson 2 – Collecting Evidence
I have included an organizer going over the steps for establishing a position. I
recommend using it with lower grade students or with students who need more
guidance. The majority of students will be fine with a quick oral review of these
steps.
These range in complexity, so you must pick and choose the one(s) that best fit the needs of your students:
The first version contains lines where students list information.
The second copy of the organizer includes the definitions with key words missing for students to fill in.
The third copy is completed. It may be used as an answer key, as a
sample for students to follow, for differentiated instructions, or for students who were absent during
instruction.
Instructions for Making the Organizer
1) Print the organizer on colored paper.
2) Have students trim around the four sides
of the organizer on the bold lines.
3) Fold on the dotted line and cut on the
solid lines to flaps on the organizer.
4) Have students complete missing
information.
5) Label the flaps.
Page | 30 Unit Created by Gay Miller
The Lesson Step #1 – Brainstorming
Have students work in small groups to brainstorm a list of arguments. Next list the
pros (arguments/claims) and cons(counterclaims) of each side. After brainstorming,
have a whole class discussion by listing the ideas on a T-Chart. Guide students to
think of additional possibilities that are not mentioned. I have included a list of 8
argument points on the next page that can be included.
Step #2 – Selecting Argument Points
Following the T-Chart examples is a “Pros and Cons” printable. Have each student
select the three argument points that s/he feels are the strongest and write these
on the printable.
Step #3 – Research
If you wish students to learn the process of an argumentative essay, you may wish
to skip this step and have students select argument points such as #5-8 from the
book. If you want to include a small research component, you can require students
select at least one argument point that will require some research. I have included
printables following the “Pros and Cons” printable to guide students through the
research for argument points #1-4.
If you limit the research to just one point, the time researching should take about
30 minutes.
Option
Divide the student into small groups based on which argument point students plan
to use. Have the students work together to complete the research.
Step #4 – Organizing Research and/or Notes
Following the research materials, you will find a collection of forms. The purpose of these
forms is to help students organize their notes for these purposes:
1) To find the strongest argument
2) To determine which side of the issue to support
3) To narrow down researched facts into the ones that will make the best argument
Have student organize their notes using one of the printables provided.
Page | 31 Unit Created by Gay Miller
Lesson 3 – Thesis Statement
I wrote a blog post titled “Writing a Thesis Statement” which contains materials
for teaching this skill. I am adding a copy of the three organizers from the blog
post to this packet for your convenience. A link to the PowerPoint is also
included below.
These organizers contain the same information that is used in the PowerPoint
“Thesis Statements.” Having students complete the graphic organizers while
viewing the PowerPoint is a great way to make sure students have a copy of
the rules for writing thesis statements.
This PowerPoint contains 33
slides and goes along with
the three organizers.
Page | 32 Unit Created by Gay Miller
Lesson 4 – The Introductory Paragraph
Two different organizers are provided. Both organizers explain
the information that belongs in the introductory paragraph.
The first is a simple (three part) paragraph that works well
with an opinion essay or for students who are first learning to
write an argumentative essay. The second divides the
paragraph into five parts and works best with an
argumentative essay. Both organizers come in three versions
depending on the needs of your students:
The first has lines where students write definitions and examples.
The second copy of the organizer includes the definitions
with key words missing for students to fill in. Students must also write examples.
The third copy is completed. It may be used as an answer key, as a sample for students to follow, for
differentiated instructions, or for students who were absent.
Instructions for Making the Organizer:
• Simply copy the first page of the organizer onto colored paper.
• Copy the next onto white copier paper. • Trim the outer edges so the organizer will fit into
interactive notebooks. • The first colored page should be cut on the line between
the flaps up to the dotted fold line, so that it will open
one flap at a time. • The two pages should be glued together down the center
both horizontally and vertically in the spaces indicated. • Students will complete the organizer by filling in the
missing information.
Practice Exercise
Following the organizer is a practice exercise. In the top box
are notes (similar to the ones students would have after
completing research). Students must narrow down the details
to the points that would make the strongest essay. This can
be done by simple crossing out details that won’t be used. I
have included an example answer key; however, many
possible paragraphs could be written.
Page | 33 Unit Created by Gay Miller
Lesson 5 – The Essay Structure
Different organizational patterns can be taught as shown by the charts below.
Pattern #1
Introductory Paragraph with a Thesis Statement
Cons with Refutes Pro Idea
Pro Idea
Concluding Paragraph
Pattern #2
Introductory Paragraph with a Thesis Statement
Cons with Refutes Cons with Refutes
Cons with Refutes
Concluding Paragraph
Pattern #3
Introductory Paragraph with a Thesis Statement
Pro Idea Pro Idea
Con with a Refute (the counter-argument is
wrong) or a Concede (Yes, the counter-argument is a good point, but my opinion
is stronger.)
Concluding Paragraph
More Advanced Pattern:
Pattern #4
Introductory Paragraph with a Thesis Statement
Claim Point #1 Support and Counterclaim + 1 Refutation
Claim Point #2 Support and Counterclaim + 1 Refutation
Claim Point #3 Support and Counterclaim + 1 Refutation
Concluding Paragraph
Cards and Pocket
On the next pages you will find a storage pocket and cards that contain general outlines
for the essays. You can simply print the cards and have students cut them apart and
place them inside the storage pocket, or you could give students index cards and have
them write the pattern(s) you wish for them to follow. Either way the storage pocket
makes a great way to add the outlines to an interactive notebook. You may want to
narrow down the choices if students are just beginning to write essays. Likewise, you
may wish to add additional patterns if students have completed essays in the past.
Page | 34 Unit Created by Gay Miller
Lesson 6 – The Body of Your Essay
This organizer comes in three versions:
The first version contains lines where students list information.
The second copy of the organizer includes the definitions with key words missing for students to fill in.
The third copy is completed. It may be used as an answer key, as a
sample for students to follow, for differentiated instructions, or for students who were absent during instruction.
Instructions for Making the Organizer
1) Print the organizer on colored paper.
2) Have students trim around the four sides of the organizer on the bold lines.
3) Fold on the dotted line and cut on the solid lines to flaps on the organizer.
4) Have students complete missing information.
5) Label the flaps.
Page | 35 Unit Created by Gay Miller
Lesson 7 – The Conclusion Paragraph
The organizer on the next pages goes over five ways to end a persuasive essay. [Note:
An argumentative essay is a type of persuasive essay.]
A Call for Action
Prediction
Question
Suggestion
Quotation
Here again three versions of the organizer are provided.
This organizer comes in three versions:
The first version contains lines where students list information. The second copy of the organizer includes the definitions with key words
missing for students to fill in. The third copy is completed. It may be used as an answer key, as a
sample for students to follow, for differentiated instructions, or for students who were absent during instruction.
Instructions for Making the Organizer
1) Print the organizer on colored paper.
2) Have students trim around the four sides of the organizer on the bold lines.
3) Fold on the dotted line and cut on the solid lines to flaps on the organizer.
4) Have students complete missing information.
5) Label the flaps.
Page | 36 Unit Created by Gay Miller
Lesson 8 – Using Words, Phrases, and Clauses to Link Details
The next page contains an extensive list of transition words and phrases. Print
copies for the students to use as a resource guide as they write. The page may be
folded in half and glued into interactive notebooks or placed in page protectors and
added to binders.
Following the list is a practice; the sentences from this practice come from Among
the Hidden. Most of the transitions are sequencing because they are from the story.
Because students could look in the book for the answers, I would recommend using
this as a class activity where you could assist and monitor that books are put away.
Page | 37 Unit Created by Gay Miller
Lesson 9 – Proofreading and Editing
A checklist and two different rubrics are provided.
Page | 38 Unit Created by Gay Miller
Argumentative Essay The next pages contain a printable that students to write their essay on. Print the
next two pages back-to-front so the students will have lines for writing. Cut off the
outer borders using the lines on page 265 as guides. Fold the page so the two halves
of the boy so meet.
Page | 39 Unit Created by Gay Miller
If you like this unit, you might also like some on the following book units found at Teachers Pay Teachers:
Page | 40 Unit Created by Gay Miller
Page | 41 Unit Created by Gay Miller
Page | 42 Unit Created by Gay Miller
Font Walk in the Park Dotty Font
Clipart
~ Page 43 © Gay Miller ~
Teachers Pay
Teachers
http://www.teacherspayteac
hers.com/Store/Gay-Miller
Visit my
website at
http://bookunitsteac
her.com/
Visit me on
Pinterest at
http://www.pinterest
.com/lindagaymiller/
CCSS.ELA-
Literacy.RL.5.
2 Determine
a theme of a
story, drama,
or poem from
details in the
text,
including how
characters in
a story or
drama
respond to
challenges or
how the
speaker in a
poem reflects
upon a topic;
summarize
the text.
CCSS.ELA-
Literacy.RL.6.
2 Determine
a theme or
central idea
of a text and
how it is
conveyed
through
particular
details;
provide a
summary of
the text
distinct from
personal
opinions or
judgments.
CCSS.ELA-
Literacy.RL.7.
2Determine a
theme or
central idea
of a text and
analyze its
development
over the
course of the
text; provide
an objective
summary of
the text.
