Michigan State University Assessment Project puzzles, create a caterpillar with vocabulary words,...

Michigan State University

Assessment Project TE 844: Classroom Literacy Assessment

Arika Clark 12/8/2008

Abstract This paper discusses the preparation, implementation, results,

and reflections of a unit on comprehension with the novel The

Whipping Boy. The objective was to teach various

comprehension strategies to help the students understand the

text and test them on the text. To prepare, I studied various

articles, and read Book Club: A Literature Based Curriculum by

Raphael et al. I used the knowledge to help prepare Reading

Logs, quizzes, and the final test. I also used Stiggins et al to

help develop the test, using the test chart suggested. When

implementing, I taught a mini lesson on a comprehension

strategy, read aloud to the students, provided them with silent

reading time, writing time, Book Club sharing, and Closing

Community Share. Reflecting on the lessons, the majority of the

students comprehended the text.

Introduction hile other papers in this class discuss best practices in assessment, this selection the methods and results of assessment of Sid Fleishman's The Whipping Boy. I chose this book for three reasons. First, The Whipping Boy stands as a piece of quality

literature, as it won the Newberry Medal. I wanted to expose the students to a piece of quality literature, so it might interest them to read other books by the same author. Second, The Whipping Boy is an excellent read. Not only does the book have an excellent vocabulary, it also has excellent story elements: plot, setting, and character development. Finally, I chose the book simply because I enjoy it! While a short read of ninety pages, the book is chock full of action, laughter, and cliffhangers. As I am not a full-time teacher with a classroom of my own, I asked a fellow colleague where I substitute, if it would be possible for me to borrow her students and read The Whipping Boy with them, as part of my studies for my graduate work. Fourteen of the twenty students read The Whipping Boy with me. The other students went with their "Read-180" instructor as part of their regular reading program. The student dynamics of the class were limited. The students were Caucasian from a rural farming district. The African-American students and students with special needs were in the "Read-180" program. We met Monday through Friday for the month of November. Mrs. Johnson and I decided that this would be the optimal time to begin the book due to MEAP testing. Our goal was to complete the book by Thanksgiving Break.

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Preparation

In preparing for this assessment project, I vigorously researched how to conduct and assess literature

circles. I found it quite interesting as I was researching this on the Internet that the teachers are

divided. Many teachers are quite comfortable with the basal text with trade books sprinkled in. Others

are enthralled with this idea of literature circles and the ownership that is gives the students. The

teachers in favor of literature circles advocate the use of trade books as a way of incorporating quality

literature leading to students becoming life-long readers.

The program was created to “(1) guide rather than prescribe; (2) address a common problem in ways

that are open to local adaptation; and (3) reflect current theory and research on teaching and learning

concerning literacy” (Raphael et al). The guiding principles of Book Clubs are (1) language is

fundamental to thinking; (2) literature is the disciplinary content of a reading program and (3) school-

based literacy education should prepare students to live and work in a diverse society. A Book Club is

meant to support students so that they feel ownership over their literacy and the skills and strategies

that support engaging in literacy (Raphael et al). To achieve this ownership Raphael et al determined

four language content areas that are necessary for the teacher to teach: comprehension, literacy,

composition, and the conventions of our language system.

According to Raphael et al, there are three principles of comprehension. First, comprehension

instruction must be explicit. Second, comprehension strategies must be modeled by more

knowledgeable others (teachers, peers). Finally, the teacher must scaffold comprehension strategies

until students are able to apply the strategies successfully during independent and response to reading.

I was then able to apply this research to the development of my materials. “Comprehension instruction

during Book Club is consistent with other successful programs that involve using multiple strategies

within meaningful contexts for reading, writing, and talking about the text” (Raphael et al).

Comprehension instruction is described in three terms: strategies for drawing on background

information, strategies for processing the text, and strategies for monitoring comprehension. Drawing

on background knowledge, students make intertextual connections, develop vocabulary, activate prior

knowledge, and build background knowledge (i.e. graphic organizers). Text-processing strategies

encompass summarizing, sequencing, and visualizing, making inferences, synthesizing text,

distinguishing between big and small ideas, analyzing literary elements, and using knowledge of text

structure. Monitoring strategies comprise of evaluating and adjusting predictions, asking questions, and

clarifying.

The above items assisted in the development of my unit. Reading Logs, an integral part of the literature

circle experience, vary between teachers and books. The reading log that I created was a hybrid

between a colleague’s and the ideas presented by Raphael et al. I created five Reading Logs for The

Whipping Boy, each possessed the same general format, yet within each context, I created plenty of

personalized activities. For example, in the “Word Wizard,” students complete word searches,

crossword puzzles, create a caterpillar with vocabulary words, and construct a vocabulary cube. All of

these activities were geared towards their comprehension of the text.

Content Category

Knowledge Analyze Compare &

Contrast Synthesize Classify

Infer& Deduce

Evaluate Total

s

Vocabulary 5 5 Significant individuals

1 1 2 1 1 6

Conflicts in the Text

2 2

Literary Elements

1 1

Big and Small Ideas

1 1

Sequencing 1 1 2

Written Response

1 1 1 3

TOTALS 11 5 3 2 1 1 20

Vocabulary

R.WS.04.07 in context, determine the meaning of words and phrases including similes, metaphors, content vocabulary, and literary terms using strategies and resources including context clues, semantic feature analysis, and a thesaurus.

Narrative Text

R.NT.04.01 describe the shared human experience depicted in classic, multicultural, and contemporary literature recognized for quality and literary merit.

R.NT.04.02 identify and describe the structure, elements, and purpose of a variety of narrative genre including poetry, myths, legends, fantasy, and adventure.

R.NT.04.03 analyze characters’ thoughts and motivation through dialogue, various character roles, and functions including hero, anti-hero, or narrator; know first person point of view and identify conflict and resolution.

Comprehension

R.CM.04.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.04.02 retell through concise summarization grade-level narrative and informational text.

R.CM.04.03 explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture.

R.CM.04.04 apply significant knowledge from grade-level

Metacognition

R.MT.04.01 self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.

R.MT.04.02 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unknown words) and use graphic organizers to deepen their understanding of compare/contrast, and sequential organizational patterns.

Reading Attitude

R.AT.04.01 be enthusiastic about reading and do substantial reading and writing on their own.

Opening Community

ShareReading Writing Book Clubs

Closing Community

Share

The Implementation:

My students received approximately sixty or ninety minutes of instruction on a daily basis. On days that

I was substituting and unable to facilitate the lessons, my cooperating graciously stepped in and worked

with the students to increase their comprehension.

The lessons were conducted in a literature circle format (Raphael, Pardo, & Highfield, 2002) During

“Opening Community Share” would present a whole-class mini-lesson focusing on an aspect of

comprehension (i.e. summarizing, big idea vs. small idea, etc). See Table 1 for a list of Mini-Lesson

Topics.

According to Raphael et al, “reading aloud is an integral part of most Book Club units” (2002, p. 64).

Reading aloud gives the whole class a “context within which to make intertextual connections…provides

an opportunity to model making connections between literature and real-life…*and+ develops fluency

and increases their language use in writing and speaking” (Raphael, Pardo, & Highfield, 2002).

Due to the research (Trelease, 2006; Raphael et al, 2002), I would read aloud to the students from The

Whipping Boy. Following my read aloud, the students would independently read the ensuing designated

chapters.

During writing time, students would complete their Reading Logs that correlated to their readings. The

five reading logs correlated the readings, covering comprehension questions, summarizations,

vocabulary activities, and miscellaneous activities. These reading logs were designed to assist students

in their comprehension of the text.

Book Club time was for the students to participate in group discussions centered on the readings.

Students would bring their logs to the group and discuss their answers. Students had bingo chips they

were to place in the middle of their circle each time they participated in conversation.

Closing community share was an opportunity for me to focus the comprehension and review the

comprehension topic covered that day.

Week Mini Lesson Topic Chapters Reading Log

1 Background Knowledge—Activating Prior Knowledge 1-5 1

Background Knowledge—Developing Vocabulary

Text Processing—Summarizing, Sequencing, Visualizing

Text Processing--Predictions Complete Reading Log #1

2 Text Processing—Literary Elements 6-10 2

Text Processing—Synthesizing Vocabulary Bookmark

Text Monitoring: Asking Questions Complete Reading Log #2

Quiz #1

Text Processing—Distinguishing Major from Minor Details 11-15 3

3 Sequencing Complete Reading Log #3

Quiz #2

Monitoring Strategy—Evaluating and Adjusting Predictions 16-18 4

Setting Postcard

Monitoring Strategy--Clarifying Reading Log #4

4 Quiz #3 19-20 5

Review Complete Reading Log #5

Test

The Results

STUDENT QUIZ 1 QUIZ 2 QUIZ 3 BOOKMARK POSTCARD READING LOG TEST FINAL GRADE

1 16 16 10 5 5 25 100% 97%

2 16 15 15 5 5 25 95% 97%

3 16 16 8 5 5 25 93% 92%

4 16 15 8 5 5 25 91% 91%

5 15 11 10 5 5 20 90% 86%

6 15 14 9 5 5 25 90% 90%

7 15 14 9 5 5 25 86% 87%

8 12 10 9 5 5 25 83% 82%

9 16 13 8 5 5 25 81% 84%

10 15 14 10 5 5 25 76% 82%

11 12 15 10 5 5 20 66% 73%

12 12 14 5 5 5 20 45% 58%

AVERAGE 85%

90-10042%

89-8042%

79-708%

69-600%

59-508%

Below 500%

Unit Reading Grades

0

1

2

3

4

5

6

7

90-100 89-80 79-70 69-60 59-50 Below 50

Test Scores

Reflections

After reflecting on the lessons and the final test, I see several things that worked towards the benefit of

this unit. The first thing that worked was the amount of daily time given to The Whipping Boy.

Providing students with sixty to ninety minutes of reading instruction allowed the students to actively

engage with the text or complete a project. This was extremely helpful for our hands on activities, such

as creating mini books, vocabulary cubes, etc.

The second was the simplistic structure of the lessons. The lesson structure provided by Raphael et al

was simple, yet flexible enough to be manipulated to provide more student-centered activities, such as

the “vocab-erpillar.” In this lesson, students created a caterpillar using their vocabulary word. The

students received five pieces of construction paper, cut into circles (thank heavens for the di-cut

machine!). The first piece was the “head.” On this piece, they were to write the vocabulary word. On

the other four pieces, the students were to write the definition, synonyms, a sentence using the word,

and a picture. After they completed the activity, students could decorate their “vocab-erpillars” with

pipe-cleaners, wiggle eyes, and straws for antennas. The students had such a great time with this

lesson.

The reading groups generated more critical thinking and thought-provoking questions during the

student-led discussions and cooperative learning activities. One such instance can be found in a

discussion on the young prince’s relationship with his father. The students took the text and began to

ask questions such as “why does the prince feel neglected by his father,” “how must that make the

prince feel,” and “does the king do this intentionally?” These deeper comprehension questions helped

the students to develop the inner character of Prince Horace. A second positive outcome of the reading

group included the bingo chip system. The students received five chips every class period. When they

broke into groups, the students were to place a chip into the center of the circle each time they

contributed to the conversation in a meaningful way. This helped the students maintain order in the

group, limited the interruptions between group members, and helped keep the students accountable

for contributing to their group.

A final aspect of my project that I feel went well was the “Purpose of the Day.” Before each lesson, I had

printed the lesson’s standard in student-friendly language. This helped the students stay on target with

the mini-lesson. At the end of each lesson, I would take the “Purpose of the Day” and tack it to the

bulletin board. That way, as the students were reading, they could look back to the bulletin board to

guide them. I was able to see students glancing at the bulletin board to help them define words, find

comprehension strategies, and find the purpose of the day.

Further reflections upon my lessons reveal several things that did not work as planned. The primary

item I would do differently would be to align each of the reading log questions, quiz questions, and test

questions to a standard. I would be able to include this in my standards-based gradebook. When I

created this unit, I had not read Stiggins’ incorporation of a standards-based gradebook. I would align

the quizzes to specific standards, which would show the students what standards they are meeting.

They would then be able to see, first hand, where they are, where they are going, and how to close the

gap. So, instead of the gradebook printout in Results, it would look like Stiggins’ gradebook in Chapter 9.

If I was to have a “do-over,” I would change when I start and complete the project. The project was

completed in a little less than one month. Due to circumstances changing at the school, the literacy

groups were placed on hold. As a result, I asked a friend if I could borrow her class. Mutually, we

decided that it would be best to start this after MEAPs, which was the beginning of November. The

amount of things that I desired to accomplish and teach combined with the activities, I would have

needed more time. This combined with half-days, snow days, and other days we missed, it would have

been better to take it “low and slow” instead of fast-paced. However, it is a fine line between taking too

long and not long enough. If the book takes too long, the students loose interest in the story, and lose

their affinity towards the activities related to it.

A second thing I would change would be the facilitation of the reading logs. I would keep the students

on target by assigning them a specific section of the reading log to complete on a daily basis, (i.e.

complete “Word Wizard Monday, complete Summary Sultan Tuesday, etc), rather than having students

complete each reading log at once.

A final thing I would change includes preparing the students for the test. I should have spent a lesson

reviewing for the test with them. I could have sent home a study guide. For the creation of the test, I

could have made the test a little more student-friendly. I have not created a test in several years, as a

result, I see the many faults of my test. I should have made the different sections more explicit and the

directions clearer. If I was to complete the unit again, I would definitely re-do the structure/format of

the test and make it easier to follow. I say this, due to the many questions regarding the directions and

the style of the test during the facilitation. One suggestion that was provided a colleague of mine from

Florida (also my best friend), would be to take the vocabulary and comprehension questions and make

them a bubble question. “Directions: For 1-18, fill in the circle in front of the correct answer. For 19-20,

write the answer.” 1-6 would be vocabulary questoins, 7-18 would be comprehension questions

regarding the story, and they would have two written responses.

Vocabulary:

The ___ at our house grew so tall that it reached the windowsills. A Pillage B Foilage C Insolent D Smirk

Comprehension:

At the end of the book, the cutthroats ended up ___. A On a convict island B Living in the sewers C As slaves in the castle D In their moldy hut

B y using the multiple choice format, I can skillfully craft a higher level of thinking by proving plausible

choices, yet give students a chance to see my train of thought. Multiple choices, when done correctly,

can produce critical thinking, and make grading easier for the teacher.

Overall, I believe the students comprehended the text, and the Book Clubs were a success, as

demonstrated by the overall grades.

Reading Log

Name: _____________

http://www.amazon.com/gp/reader/0060521228/ref=sib_dp_pt

Reading Log #1

Word Wizard Directions: Use the word bank to find the word that matches the definition. Write the word in the puzzle.

Across 2. To command someone not to do something 4. Insulting, disrespectful speech 7. To fasten: 8. A device used in execution by hanging

Down 1. To make impatient or annoy greatly 3. To be purposely hurtful or humiliating 5. To appear bony or lean 6. Wicked or evil person; scoundrel 7. A snorting; a joyful laugh 9. An offensive, self-satisfied smile

Word Bank:

Scraggy Clasp

Villain Smirk

Chortle Exasperate

Insolent Spite

Gallows Forbid

Chapters 1-5

Summary Sultan Directions: In your own words, write five or six sentences, describe what has happened in Chapters 1-5. Be sure to include major characters, plot elements, and setting.

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Hint: Think of the main idea from each chapter. Use that to write your summary. Use the space below for brainstorming.

Pondering President:

Here is the space to write down words or questions that confuse you in the readings. These are great things to discuss in your Book Club!

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Comprehension Czar

Directions: Using the text, answer the following questions.

1. Why did the castle need a whipping boy?

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2. The main idea of Chapter 1 was:

a. The king held many feasts in the castle. At these feasts, the men and ladies wore powered wigs.

b. Prince Brat played many pranks around the castle, and he was punished by spanking the whipping boy.

c. The guards protected the castle and ran errands for the king. 3. Retell, in your own words, how the prince went back on his word.

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4. The main idea of Chapter 2 was: a. The tutor taught Jemmy how to read, write and do sums, while Prince Brat

learned nothing. b. The tutor beat the whipping boy like a carpet. c. Prince Brat could always get someone to read for him.

5. A simile compares two things using like or as.

Her sunburned face was as red as a lobster. He sang like a bird.

Make a list of similes found in Chapter 3. ___________________________________________________________________________

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6. The main idea of chapter 3 was:

a. The prince dumped bull grogs in the moat so no one could sleep. b. The prince was afraid of the dark, so he sleeps with a candle lit. c. Prince brat was bored with his pranks, so he talks Jemmy into running away with

him.

7. What did Jemmy plan to do as soon as he had the opportunity?

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8. The main idea of Chapter 4 was: a. A fog comes up and Jemmy plans to sneak away from the prince. b. Two cutthroats grab Jemmy and the prince. c. Jimmy catches rats to sell for fights.

9. What caused the outlaws to finally realize that the prince was telling the truth?

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10. The main idea of Chapter 5 was: a. Hold-Your-Nose-Billy was so famous; he had a ballad about him. b. Hold-Your-Nose-Billy got his name because he smelled of garlic. c. After discovering the king’s crest, the outlaws decide to hold the prince for

ransom.

Miscellaneous Monarch

Writing: Finish Chapter 4 with your own solving. Be sure to include what you would do if you were Jemmy. You may use the back of the page if you need more space for your creation.

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Reading Log #2

Word Wizard Matching: Match the following vocabulary words with their definitions. Not all of the word will

be used.

________ 1. Retort A. To show or treat with mock or scorn

________ 2. Treason B. A person without a permanent home

________ 3. Sullen C. To swindle

________ 4. Plague D. To give a quick reply, usually witty or rude

________ 5. Varmints F. To beat severely with a whip or rod

________ 6. Scoff G. One that is considered undesirable, obnoxious, or troublesome

________ 7. Contemplated H. Showing a brooding ill humor or silent resentment

________ 8. Flog I. A widespread affliction or calamity

________ 9. Regal J. Violation of allegiance toward one's country or sovereign, especially the betrayal of one's country by waging war against it or by consciously and purposely acting to aid its enemies

________ 10. Vagabond K. Of or relating to a monarch, belonging to or befitting a monarch

L. To give allegiance to a country

M. To consider carefully at length

Chapters 6-10


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Comprehension Czar


1. How did the plot thicken?

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a. The boys were taken to the outlaws’ home

b. The outlaws usually ate bread and herring.

c. Prince Brat brought along a crown.

3. Why is Hold-Your-Nose-Billy convinced that Jemmy and Prince Brat have changed identities?

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4. The main idea of Chapter 7 was: a. Jemmy convinces the outlaws that he is the real prince.

b. Cutwater and Billy were not very smart or clever.

c. Prince Brat was hungry and wanted to eat veal pie.

5. How is Jemmy acting like a prince?

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6. The main idea of chapter 8 was: a. Prince Brat is angry at Jemmy for assuming his identity. b. Prince Brat remained hungry while Cutwater ate the pheasant. c. Jemmy writes the ransom note to the king asking for a wagonload of gold and

jewels.

7. What was the difference between Jemmy and Prince Brat’s breakfast and Cutwater and Billy’s breakfast?

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8. The main idea of Chapter 9 was: a. Jemmy planned to rescue the prince by having the outlaws send the prince to

the castle with the ransom note. b. Jemmy reads the ransom note backwards to convince the outlaws it says what

they want it to say. c. Prince brat and Jemmy eat breakfast.

9. Why did Jemmy suggest the outlaws send the crown with the ransom note?

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a. Jemmy wants a donkey to take the ransom note to the king

b. The king will boil the outlaws for kidnapping the prince.

c. Prince brat refuses to take the ransom note to the king after Jemmy has worked out

the perfect escape.


Reading Response: Illustrate in chronological order the four major events that took place in

Chapters 1-10

1. 2.

3. 4.

Reading Log #3

Word Wizard

Activity: Vocab-apillar.

1. Choose a vocabulary word.

2. Pick five circles.

3. First circle: Write the word.

4. Second circle: Write the definition of the word.

5. Third circle: Write one or two synonyms.

6. Fourth circle: Write a sentence using the word.

7. Fifth circle: Draw a picture of that word.

8. Glue them together so that it makes a caterpillar (see example below or the teacher’s)

9. If you’d like, add pipe cleaners for antennae and feet, wiggle eye, color, and have fun!

Vocabulary terms: imposter, snipe, confounded, thoroughbred, garments, wailing, barnacle, ventured, foliage, pondered.

The student studied hard

for the test..

Chapters 11-15

Student

Person actively learning

Pupil

Scholar


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Comprehension Czar


1. Cutwater thought the “whipping boy” didn’t want to deliver the ransom note because

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a. Jemmy explains his plan to the prince

b. Prince Brat eats an apple tart

c. Billy rips off his belt to whip Prince Brat

3. Why would the king think the ransom note was not genuine?

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4. The main idea of Chapter 12 was: a. Cutwater ties up Jemmy and Prince Brat.

b. Jemmy works out an escape plan, but Prince Brat soils it.

c. The ransom note was sent.

5. How did the prince explain his betrayal to Jemmy?

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6. The main idea of chapter 13 was: a. Jemmy gets away from Cutwater

b. The princes’ face turned lobster-red from running

c. Trees make good hiding spaces.

7. From Prince Brat’s point of view, what is his relationship with his father?

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8. The main idea of Chapter 14 was: a. Jemmy likes to pick petunias.

b. Jimmy meets a girl named Betsy who is looking for dancing bear.

c. The prince gets dirty.

9. Why was Captain Nips willing to offer the boys a ride to the fair?

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a. Jemmy and the prince collect “treasures” from the mud.

b. Jemmy helps Captain Nips out of the mud.

c. Jemmy and the prince get a ride with the Hot-Potato Man, only to be stopped by the

two cutthroats.

Reading Log #4

Word Wizard Vocab-Cube

Vocabulary Terms:

ventured, billowing, receding, flummoxes, gnarled, momentary, plunder, scruff, girded, surge

Chapters 16-18


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Comprehension Czar

1. Why did only Jemmy hide under the potatoes

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a. The prince betrays Jemmy again.

b. The boys are caught, and the prince is whipped.

c. Petunia dances for the boys.

3. An unusual character saves Jemmy and the prince. Who is it? Where di Jemmy first see this

character before (give the setting and the chapter).

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a. The coach is overturned.

b. Prince Horace is brave, and refuses help from Betsy.

c. The boys escape from the highwaymen.

5. What information does Jemmy reveal to the prince about his loyal subjects?

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6. What did the newspaper say about the whipping boy?

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7. Main idea of Chapter 18 was:

a. The prince finds out that he is despised by his subjects

b. Jemmy and the Prince eat hot potatoes

c. The prince and Jemmy are caught by soldiers.

8. What did Jemmy mean when he said he could do sums?

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9. Why was Jemmy upset that the prince shook Smudge’s hand?

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10. Name somethings the prince did in the city that he was not allowed to do in the castle.

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Plot Predictor: Describe in detail how you think the story will end. No looking! Be sure to

include what you think will happen to each of the main characters in the story. Give the clues

from your reading so far that make you think that this is what’s going to happen!

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Reading Log #5

Word Wizard Vocabulary Map

Chapters 19-20

Definition from

Dictionary

Synonyms – mean the same

Use the word in a

sentence.

Draw a picture about the

word.

Antonyms – mean the

opposite

Comprehension Czar

Story Sequencing:

The prince pulled off the wigs of lords and ladies during the king’s feast.

Jemmy, the whipping boy, was fetched to take the prince’s punishment.

The prince told Jemmy to yell and bawl next time he was whipped.

The prince refused to learn how to read, write, and do math, and as a consequence, Jemmy was

whipped.

The prince forced Jemmy to run away with him because he was bored.

The boys became lost in the fog, and are attacked and robbed by villains.

The villains are about to let them go. Then, they discover one of the boys was Prince Horace.

Jemmy makes the villains believe he is the prince by knowing how to write the ransom note.

Jemmy tells the villains to send the ransom to the king with his whipping boy (aka Prince

Horace), providing the prince with a perfect escape. Prince Brat refuses to take the ransom

note, and it is decided to send the horse with the note and crown.

Jemmy tries to hide under the straw so he can escape later, but the prince betrays him.

Jemmy gets away meets a bear, and hides in a hole, where he meets Betsy, the bear tamer, to

get directions to the river.

The prince finds Jemmy and follows him through the forest, helps collect wood to sell and ask

the Hot Potato Man for a ride in his wagon.

The villains discover the boys in the wagon.

The villains begin whipping the prince, believing him to be the whipping boy, where Betsy sends

Petunia after the cutthroats, saving the boys.

Betsy, Petunia, Capt. Harry and the boys go to town together, where Prince Horace hears the

“loyal” subjects view of him, and Jemmy hears that he has been accused of kidnapping the

prince.

The cutthroats spot them and chase them into the sewers.

Ol’ Johnny Tosher helps them by sending the villains in the opposite direction.

They boys go back and to the castle with Betsy, Capt. Harry, and Petunia.

The king pardons the boys rewards the adults with titles or money.

Summary Sultan

MiniBook: Illustrate and summarize the chapter that you have been assigned.

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Name: ____________________________________________________

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The Whipping Boy Matching Directions: Write the letter of the correct letter that matches on the blank

________ 1. To think something over A. Plunder ________ 2. To speak rudely or with disrespect B. Insolent ________ 3. To rob, steal or ransack C. Foliage ________ 4. To mock, ridicule, or poke fun D. Scoff ________ 5. Plant life in the forest E. Ponder F. Smirk G. Impulse

________ 6. The main idea of The Whipping Boy is

A. Prince Brat runs away and takes Jemmy with him..

B Jemmy and Prince Brat have a life-changing experience while they are hiding from two villains..

C Prince Brat has a whipping boy because it is against the law to whip the prince.

________ 7. _________ is a comparison using like or as

A Metaphor B Simile C Onomatopoeia

True or False Directions: Write an X for True O for False.

________ 8. Jemmy made the villains believe that he was the prince.

________ 9 The prince betrayed Jemmy twice.

________ 10 Petunia the bear rescued the boys from the cutthroats in the forest

11 _______________ found it “hard to fathom royalty.”

12 At the end of the book, the cutthroats end upon a _______________________________.

13. Which sentence tells how Jemmy and the prince are alike. A The boys both desire to leave the castle.

B They both want to be the best they can be.

Sequencing: Place the following events in order. Number them 1-5 ( 1=first, 5=last)

14 __________ Villains catch the boys. __________ The boys race through the sewers to escape from the convicts __________ Prince Brat forces Jemmy to run away. __________ The boys meet Captain Nips. __________ Jemmy calls the prince his friend.

15 Using the word bank, sort the various adjectives and place them with the appropriate character. Some adjectives may overlap (or be used more than once)

Humble Stubborn Ornery Does not know letters or numbers Lives in a castle

Orphan Afraid of the dark Irresponsible Scraggy Knows letters and numbers Dreams of leaving the castle

Jemmy Prince Horace 1 1 2 2 3 3 4 4 5 5

16 In approximately eight to ten sentences, summarize The Whipping Boy _____________________________________________________________________________________

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17 Describe the change in Prince Horace form the beginning of the book and at the end of the book. Be sure to give examples and include at least three sentences.

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18 Prince Brat and Jemmy learn a great deal about each other from their experiences in this novel. 1 What do they learn about each other? 2. How does new knowledge affect their friendship? Give three examples.

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19. Which one of these answers is a good inference, based on the reading selection from The Whipping Boy? Mark the good inference with a star. The right answer is a good inference because it is a guess based on clues from the story. a. Jemmy dreamed of leaving the palace. b. The prince and Jemmy did not get along at the beginning of the book. c. When the boys returned to the palace, things were going to be a lot better for Jemmy. d. The author is a funny person. e. The author has a funny father. f. The princes father is a good king. g. The villains were greedy.

Good Inference Bad Inferences Letter Reason Letter Reason _____ _____

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