Book · PDF filepreview of Echo Book Unit. Other ... Setting Map 166 ... Constructive Response –Plot Development Chart 208

~ Page 1 © Gay Miller ~

Created by Gay Miller

Echo Book Unit


Thank you for downloading this

preview of Echo 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.

Echo By Pam Muñoz Ryan

Genre ~ Historical Fiction and Fantasy

Interest Level ~ Grades 5-9

Grade Level Equivalent: 6

Lexile Measure®: 680L

http://www.teacherspayteachers.com/Store/Gay-Miller


Table of Contents Materials Needed for Creating the Foldable Graphic Organizers 6

Lesson Plans at a Glance 7

How to Use this Resource 8

Vocabulary Teaching Method 9

Vocabulary List 11

Vocabulary Bookmarks 25

Vocabulary Word Cards 27

Vocabulary Storage Pocket 35

Vocabulary Practice Booklet 36

Vocabulary Test 66

Comprehension 72

Audio Reading Lengths 73

Allusions 74

Constructive Writing Questions/Alignment to the Common Core State Standards 76

Comprehension Prologue 81

Constructive Response – The Chants 83

Constructive Response – Setting 85

Part 1 87

Comprehension Chapters 1-3 88


Constructive Response – Character Traits of Friedrich 92


Constructive Response – Point of View 96


Constructive Response – Character Traits of Elisabeth 100


Constructive Response – Problem and Solution Chain 104


Constructive Response – Summarizing 108


Constructive Response – Music – Brahms’ Lullaby 112


Constructive Response – Course of Action 116

Constructive Response – Figurative Language 118


Part 2 122


Constructive Response –Point of View 125


Constructive Response – Comparing Characters (Mike and Frankie) 130






Constructive Response – Mood 141


Constructive Response – Music – America the Beautiful 145



Constructive Response – Comparing Characters 153


Part 3 157


Constructive Response – Character Traits of Ivy 160



Constructive Response – Setting Map 166


Constructive Response – Comparing the Two Schools 170


Constructive Response – Comparing Characters (Friedrich, Mike, and Ivy) 174

Constructive Response – Comparing Characters (Elisabeth, Frankie, Fernando) 176




Constructive Response – Music – Auld Lang Syne 187


The Battle Hymn of the Republic 191

Constructive Response –Comparing Books 192

Part 4 193

Comprehension Chapter 1 195





Constructive Response – Music – Some Enchanted Evening 202

Epilogue 204

Constructive Response – Tone 205

Constructive Response – Theme 206

Constructive Response –Plot Development Chart 208

Constructive Response –Theme/Responding to Text 213

Skills 215

Description of the Essay Project 216

Characters Common Core Standards 217

Character Maps Booklet 218

Context Clues and Vocabulary Common Core Standards 227

Context Clues Organizers 228

Context Clues Task Cards 238

Analogy Activity 246

Analogy Cards (Color) 249

Analogy Cards (Blackline) 255

Analogy Staggered Flip Organizer 261

Analogy Practice 276

Figurative Language Common Core Standards 278

Figurative Language Response Cards 279

Figurative Language Organizers 285

Common Core Writing Standards 295

Lesson 1 – What is an Opinion/Argumentative Essay? 297

Lesson 2 – Selecting a Topic 301

Lesson 3 – Collecting Evidence 307

Lesson 4 – Thesis Statement 316

Lesson 5 – The Introductory Paragraph 325

Introductory Paragraph Practice 334

Lesson 6 – The Essay Structure 336

Lesson 7 – The Body of Your Essay 341

Lesson 8 – The Conclusion Paragraph 345

Lesson 9 – Using Words, Phrases, and Clauses to Link Details 353

Practice Using Transition Words 355

Lesson 10 – Proofreading and Editing 357

Craftivity 361

Credits 372


Lesson Plans at a Glance Read Vocabulary

Words Vocabulary Practice Book

Comp. Practice

Constructive Response Question

Skill Practice

Prologue providence despondent

Page 1 Prologue

The Chants

Setting

“Character Trait Booklet” – Prologue and Epilogue

Chapters 1-3

enclave procure

Page 2 Chapters 1-3

Setting

Character Traits (Friedrich)

“Character Trait Booklet” – Part 1

Chapters 4-6

palpable mesmerize

Page 3 Chapters 4-6

Point of View Context Clues

Chapters 7-10

endorse pallid

Page 4 Chapters 7-10

Traits and Motives (Elisabeth) Context Clues

Chapters 11-15

unconscionable impromptu


Problem and Solution Chain Analogy Activity

Chapters 16-18

deteriorate pretense


Summarizing Analogy Organizer

Chapters 19-22

ruse emissary

Page 7

Chapters 19-22

Brahms’s Lullaby Analogy Practice

Chapters 23-26

amenable conviction


Course of Action Figurative Language

Figurative Language

Chapters 1-3

scale metronome

Page 9 Chapters 1-3

Point of View Figurative Language

Chapters 4-6

quarantine prodigy


Comparing Characters (Mike and Frankie)

“Character Trait Booklet” – Part 2

Chapters 7-10

intuition insinuations


Setting Essay Writing – Lesson 1 – What is an Opinion/Argumentative Essay?

Chapters 11-13

smarted pique


Summarizing Essay Writing – Lesson 2 – Selecting a Topic

Chapters 14 - 16

ironclad rendition

Page 13 Chapters 14 - 16

Mood Essay Writing – Lesson 3 – Collecting Evidence

Chapters 17-20

shepherded commendation


America the Beautiful Essay Writing – Lesson 4 – Thesis Statement

Chapters 21-24

antics interminable


Figurative Language Comparing Characters (Friedrich and Mike) Summarizing

Essay Writing – Lesson 5 – The Introductory Paragraph

Chapters 1-3

frivolous besiege


Character Traits (Ivy) “Character Trait Booklet” – Part 3

Chapters 4-6

deed duplicate


Setting + Setting Map Essay Writing – Lesson 6 – The Essay Structure

Chapters 7-9

corrugated redundant


Comparing the Two Schools Essay Writing – Lesson 7 – The Body of Your Essay

Chapters 10-11

second-guess gumption


Comparing Characters (Friedrich, Mike, & Ivy) Comparing Characters (Siblings)

Essay Writing – Lesson 8 – The Conclusion Paragraph

Chapters 12-14

censor battalion


Figurative Language Essay Writing – Lesson 9 – Linking Details

Chapters 15-18

furrow accost


Auld Lang Syne Essay Writing – Lesson 10 – Proofreading & Editing

Chapters 19-21

prospective internment


Comparing Characters

(Esperanza and Ivy)

Essay Writing – Lesson 11 – The Final Draft

Chapters 1-3

insurmountable mishmash


Summarizing Some Enchanted Evening

Essay Writing Craftivity

Epilogue notoriety precarious

Page 24 Tone

Theme

Plot Development Chart

Responding to Text

Vocabulary Test


Prologue

providence (noun) - foresight, precaution, foreknowledge

synonyms: fate, chance, luck, destiny, fortune, external circumstances, outside

influence, divine intervention

Drei pointed at the book. “Might you read to us so we may know our providence?”

¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸

Prologue

despondent (adjective) - low in spirits; unhappy, depressed, or dejected

synonyms: blue, disconsolate dispirited, down, downcast, downhearted, gloomy,

glum, low-spirited, melancholy

Otto looked at the sisters, now despondent. “If I could get home, I could help you,”

he offered.

¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸

Part 1

Chapter 3

enclave (noun) - a small territory or country mostly or completely surrounded by

another

synonyms: reserve, commune, area, district, region, community

As he and Uncle Gunter crossed the cobblestone square, Friedrich could feel his

heart and breathing calm. The towering buildings, the stone paths, and the arched

passageways all meant safety. And the fat water tower— a stodgy obelisk standing

sentry over the entire enclave— was his guardian in disguise. Part of him wished he

could stay and work at the factory forever.

¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸

Chapter 3

procure (verb) - to get or get hold of by effort; obtain

synonyms: acquire, secure, get, gain, get hold of, pick up

At the end of the year, you will procure the exams and a teacher to administer them.

¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸


Prologue [providence and despondent]

1. Circle six words in the box that are synonyms of

providence.

beginning distant circumstances

fate foresight misfortune

past fortune origin

foreknowledge source destiny

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2. Is providence used correctly in the sentences below? True or False

___T____ Because of Sam’s providence, he has enough money saved for an early retirement.

___T____ I don’t intend to tempt providence by eating sugar-filled foods after I had a scare with diabetes.

___F___ Sam was on providence after going to trial for

breaking into his neighbor’s house.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

3. Circle six words in the box that are synonyms of despondent.

hopeless cheerful downcast

jaunty miserable jovial

dejected despairing enthusiastic

positive optimistic discouraged

~~~~~~~~~~~~~~~~~~~~~~~~~~~ Page 1

This ECHO resource is divided into 24 days. Each day

contains a practice exercise for two vocabulary words in the

form of a mini-book. On the next page, you can try out the

first vocabulary practice with your students. In this sample,

notice that the right and left sides of the page are the same.

Make copies and then cut the page in half before handing

them out to your students.

Full page answer keys are provided in this resource. The

answer key for the first vocabulary practice is on the right

side of this page.

The vocabulary practice book contains a pocket for

vocabulary words cards. Use the vocabulary list (from

previous page) to help student create word webs on index

cards.




providence.

beginning distant circumstanc

es fate foresight misfortune

past fortune origin

foreknowle

dge

source destiny

~~~~~~~~~~~~~~~~~~~~~~~~~~~~


_______ Because of Sam’s providence, he has enough money saved for an early retirement.

_______ I don’t intend to tempt providence by eating

sugar-filled foods after I had a scare with diabetes.

_______ Sam was on providence after going to trial for breaking into his neighbor’s house.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~






~~~~~~~~~~~~~~~~~~~~~~~~~~~



providence.

beginning distant circumstances

fate foresight misfortune

past fortune origin

foreknowledge source destiny

~~~~~~~~~~~~~~~~~~~~~~~~~~~~


_______ Because of Sam’s providence, he has enough money saved for an early retirement.

_______ I don’t intend to tempt providence by eating

sugar-filled foods after I had a scare with diabetes.

_______ Sam was on providence after going to trial for breaking into his neighbor’s house.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~






~~~~~~~~~~~~~~~~~~~~~~~~~~~ Page 1 Page 1


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.

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

Sample

This sample contains the comprehension page for the

“Prologue” as well as the constructive response questions

for this section along with the answer keys. These are not

watermarked, so you can try them out.


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 fill in the

organizers only.


ECHO ~ Prologue

1. The Prologue is told from which point of view?

a. 1st through Otto

b. 1st through the Princesses c. 3rd through Otto

d. 3rd through the Princesses

2. Which is the best title for the Prologue?

a. Alone in a Crowd b. The Story of the Three Princesses

c. Hide-and-Go-Seek d. The Book

3. The Prologue is most like which of the following

stories.

a. Beauty and the Beast b. Sleeping Beauty

c. The Three Pigs d. Hansel and Gretel

Explain why you selected this title. ______________________________________

______________________________________

______________________________________

______________________________________

_____________________________________

4. Read this passage from the Prologue.

In a rush of earsplitting wind, the witch, the

midwife, the cottage, and every belonging from table to teacup swirled toward the clouds, disappearing into another time and place.

This passage contains which literary device?

a. alliteration b. foreshadowing

c. simile d. personification

5. Sequence the following events in order.

______ Otto read the next part of the book to the princesses. ______ Otto bought a book from the gypsies for a pfennig.

______ Otto saw light bobbing like fireflies. ______ Otto read about the king who sent his

three daughters into the woods. ______ Otto played his harmonica and whispered the prophecy.

______ Otto wandered looking for Mathilde and the others playing hike-and-go-seek.

______ Mathilde counted in a singsong voice.

6. Complete the chart.

Princess

Animal that

Might Attack

if Not Found

by the Witch

The Sound of their

Voices

Eins

Zwei

Drei


The unusual tone of the instrument filled him with

a peculiar and euphoric well-being. He felt … less

alone. As he walked, he whispered . . .

The word euphoric most likely means ---.

a. abandoned

b. joyful

c. hopeless d. pained

8. What two things consoled the princesses?

________________________________________

________________________________________

________________________________________

________________________________________


ECHO ~ Prologue

1. The Prologue is told from which point of view?

a. 1st through Otto

b. 1st through the Princesses c. 3rd through Otto

d. 3rd through the Princesses

2. Which is the best title for the Prologue?

a. Alone in a Crowd b. The Story of the Three Princesses

c. Hide-and-Go-Seek d. The Book

3. The Prologue is most like which of the following

stories.

a. Beauty and the Beast b. Sleeping Beauty

c. The Three Pigs d. Hansel and Gretel

Explain why you selected this title. Hansel and Gretel’s father take them out in the

woods and leave them just as the three princesses’ father does.


In a rush of earsplitting wind, the witch, the

midwife, the cottage, and every belonging from table to teacup swirled toward the clouds, disappearing into another time and place.

This passage contains which literary device?

a. alliteration b. foreshadowing

c. simile d. personification

5. Sequence the following events in order.

__5__ Otto read the next part of the book to the princesses. __1__ Otto bought a book from the gypsies for a

pfennig. __7__ Otto saw light bobbing like fireflies.

__3__ Otto read about the king who sent his three daughters into the woods. __6__ Otto played his harmonica and whispered

the prophecy. __4__ Otto wandered looking for Mathilde and the

others playing hike-and-go-seek. __2__ Mathilde counted in a singsong voice.

6. Complete the chart.

Princess

Animal that

Might Attack

if Not Found

by the Witch

The Sound of their

Voices

Eins bear song bird

Zwei wolf brook trickling over

smooth stones

Drei wild boar wind through hollow logs


The unusual tone of the instrument filled him with

a peculiar and euphoric well-being. He felt … less

alone. As he walked, he whispered . . .

The word euphoric most likely means ---.

a. abandoned

b. joyful c. hopeless d. pained

8. What two things consoled the princesses?

1. singing

2. each other


Constructive Response – Understanding Text ~ The Chants

The Prophecy

Your fate is not yet sealed. Even in the darkest night, a star will shine,

A bell will chime, a path will be revealed.

The Witch’s Incantation

A messenger brought you about. One-and-the-same must bring you out.

You may not leave in earthly form. Your spirits to a woodwind born.

You save a soul from death's dark door, or here you'll languish, evermore.

Explain the meaning of "The Prophecy."

Your fate is not yet sealed. _______________________________________

_______________________________________

Even in the darkest night, a star will shine,

_______________________________________ _______________________________________


_______________________________________

_______________________________________

Explain the meaning of "The Witches

Incantation."


_______________________________________ _______________________________________


_______________________________________ _______________________________________


_______________________________________ _______________________________________

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what

the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the

text.

http://www.corestandards.org/ELA-Literacy/RL/5/1/




Constructive Response – Understanding Text ~ The Chants

The Prophecy

Your fate is not yet sealed. Even in the darkest night, a star will shine,


The Witch’s Incantation




Explain the meaning of "The Prophecy."

Your fate is not yet sealed.

Your future has not yet been decided.

Even in the darkest night, a star will shine, When things are looking grim, something positive

will happen.


A signal will be given, so you will know which way you should go.

Explain the meaning of "The Witches

Incantation."


The same messenger who brought you to the woods will take you out.


You cannot leave as a person but as a spirit within a musical instrument, a woodwind.


If you do not help someone who is close to dying, you will live in the forest forever.

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what

the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the

text.





Constructive Response – Setting ~ Prologue

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).





Constructive Response – Setting ~ Prologue (Answer Key)

Place Where the Story Takes Place

The story takes place in Germany.

Clues:

#1 ~ Alle, alle auch sind frei is a catchphrase used in children’s games such as hide and seek, capture the flag, or kick the can. It is a German phase meaning “all, all, are also free.” The phrase is used to tell players who are hiding to come out. American children often use a variant of this phrase “olly olly oxen free.”

#2 ~ The numbers given to the three sisters are German words.

Time the Story Takes Place

“50 years before the war to end all wars”

The war to end all wars is a phrased coined by Woodrow

Wilson. It refers to the First World War of 1914–1918.

This means the story is taking place some time between 1864

and 1868.

Importance of the Setting

The story sounds like one of the Grimm's fairy tales.

(The Grimm Brothers were from Germany.)

The prologue builds mystery and suspense for the book that is

to come.

Mood - Atmosphere of the Setting

Otto is not suppose to go in the woods, but he does so anyway

to "win" the hide-and-seek game. He is enjoying his adventure

until he realizes the other children are no longer around. Otto

become frightened. When he meets the three princesses, Otto

realizes he is in a "fairy tale." He is anxious to get home.

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).





Skills Each of the 24 days in the unit contains a skill activity. These vary from reading

to language arts standards. Most days contain foldable graphic organizers for

interactive notebooks. Task cards are provided for Day 4, an interactive card

activity is provided for Day 7, and a craftivity for Day 23.

Day 1 “Character Trait Booklet” – Prologue and Epilogue

Day 2 “Character Trait Booklet” – Part 1

Day 3 Context Clues

Day 4 Context Clues

Day 5 Analogy Activity

Day 6 Analogy Organizer

Day 7 Analogy Practice

Day 8 Figurative Language

Day 9 Figurative Language


Day 11 Essay Writing – Lesson 1 – What is an Opinion/Argumentative

Essay? Day 12 Essay Writing – Lesson 2 – Selecting a Topic

Day 13 Essay Writing – Lesson 3 – Collecting Evidence

Day 14 Essay Writing – Lesson 4 – Thesis Statement

Day 15 Essay Writing – Lesson 5 – The Introductory Paragraph


Day 17 Essay Writing – Lesson 6 – The Essay Structure

Day 18 Essay Writing – Lesson 7 – The Body of Your Essay

Day 19 Essay Writing – Lesson 8 – The Conclusion Paragraph

Day 20 Essay Writing – Lesson 9 – Linking Details

Day 21 Essay Writing – Lesson 10 – Proofreading & Editing

Day 22 Essay Writing – Lesson 11 – The Final Draft

Day 23 Essay Writing Craftivity

Day 24 Extra Constructive Response questions are provided for this day.


Character Map Booklet Because ECHO is basically four stories in one, there are many characters. To help

students remember all the names and relationships, I have created a booklet with

character maps. I recommend having students fill in the character information

throughout the story. I have listed the “Character Trait Booklet” as an activity at the

beginning of each section; however, some characters are not added to the story at the

beginnings of the parts.

Page | 20 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 Task Cards

Twenty-eight context clues tasks cards are provided. These contain sentences from

the book ECHO.

These are smaller than the cards in

the full resource.


Analogy Activity Forty-eight analogy cards are provided in both full color and blacklined for a total

of 96 cards. Directions for using these cards for an interactive activity are

included in the full product.


Staggered Flip Organizer

Preparation: Run off the graphic

organizer in two colors so that students can alternate colors.

Instructions to Students: You will glue the ‘Analogy Relationships

Organizer’ on your graphic organizer notebook. Place a thin line of glue across

the top of each page. Begin with the last page. Place it near the bottom of the page. Move each page up by approximately 1/3

inch so you will be able to read the labels at the bottom of the pages. Fill in the

analogy from the card activity and then create a second analogy for each category.

Sample Page

On each page of this

organizer, students explain

the relationship, write the

analogy to go with the

pictures, and then write a

second analogy with the

same relationship.


Figurative Language Response Cards and Organizers

Using the Cards

Read selections from books orally and have students use the response cards to

show which type of figurative language is being used. A list of figurative language

may be found on pages 119-121, 150-152, and 181-184.

You may also wish to incorporate some discussion with this activity because some

of the lines may be difficult to interpret.


Lesson 1 – What is an Opinion/Argumentative Essay?

This organizer goes over the main goals or

purposes of opinion and argumentative essays. It also goes over some vocabulary terms

students will need to understand when writing and researching essays.

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.

Lesson 2 – Selecting a Topic

Have students create the organizer to begin thinking

about essay topics.

Two versions of this organizer are provided, one with

lines for writing and a second that is completed. The

completed organizer 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.

Lesson

1) Select which type of essay you wish the class to write:

opinion

persuasive essay from ECHO text

researched persuasive essay

2) Have students brainstorm essay topics in small groups. I have provided some

topic ideas that can help start the brainstorming session. You can read a few and

discuss them as a whole class before breaking into groups, or print the cards out

and provide each group with a set to discuss.

Blue Cards – Opinion Essay Topics Related to ECHO

Pink - Persuasive Essay Topics Based on Details in ECHO

Brown – Persuasive Essay Topic Based on the Settings and Events and other

details in ECHO

3) After the brainstorm session, have students select topics for their essays.


Lesson 3 – Collecting Evidence

I have included an organizer going over the steps for establishing a position. This

organizer is created just like the organizer in Lesson 1. 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.

Following the organizer, 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

These range in complexity, so you must pick and choose the one(s) that best fit the

needs of your students. Some forms will not be used until after students have completed

research; others work well for collecting data.


Lesson 4 – 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.

http://bookunitsteacher.com/wp/?p=336

http://bookunitsteacher.com/powerpoint/Thesis Statement.ppt

http://bookunitsteacher.com/powerpoint/Thesis%20Statement.ppt

http://www.bookunitsteacher.com/blog/august2014/OrganizerThesisStatement.pdf




Lesson 5 – 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.

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• • • 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.


Lesson 6 – The Essay Structure

Lesson 7 – The Body of Your Essay

Lesson 8 – The Conclusion Paragraph

Lesson 9 – Transition Words (Word list and a printable activity are

included.)

Pattern #1

Introductory Paragraph with a

Thesis Statement

Reason #1 for My Opinion



Concluding Paragraph

Restate your claim in a different

way

Briefly recount the

opinion/arguments

End by stating the importance of

your conclusion

Each body

paragraph

develops

one reason

by giving

examples,

facts, and

statistics to

support the

reason.


Lesson 10 – Proofreading and Editing (Checklists are included.)

A checklist and two different rubrics are provided. (Four backgrounds and 16 characters

are provided for students to create a 3-D scene to go along with their final essays.


Microsoft

Office

Clipart

Gallery

Carnegie Hall Photo

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https://commons.wikimedia.org/wiki/File:NYC_-_Carnegie_Hall_-_1196.jpg

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Documents

Book · PDF filepreview of Echo Book Unit. Other ... Setting Map 166 ... Constructive Response –Plot Development Chart 208