Printable Book Unit · 2019-04-25 · Chapters 5-8 ~ Summarizing 61 Chapters 9-12 Comprehension 62 ... Report Cover 190 Report Booklet 204 Skills 212 Root Words Organizers 213

Page | 1 Unit Created by Gay Miller

Printable Book Unit

Welcome to Book Units Teacher ~ I love teaching! I

especially love interactive notebooks, anchor charts,

hands-on activities, great books, and making learning

fun. Here is the place for me to share some of the things I

love. ~~ Gay Miller


Thank you for downloading this

preview of Fish in a Tree Book Unit.

Other products in this series may be

found at

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

This packet contains graphic

organizers for an interactive notebook

covering vocabulary, comprehension

questions, constructed response

writing, and skill practice. I hope your

students enjoy a book study using the

engaging method of using interactive

notebooks.

By Lynda Mullaly Hunt Classics ~ fiction

Interest Level ~ Grades 4 - 8 Scholastic Guided Reading Level X

(6th Grade) Lexile Measure®: 550L



Table of Contents

Materials Needed for Creating the Foldable Graphic Organizers 5

Lesson Plans at a Glance 6

Vocabulary 7

Teacher Information 8

Vocabulary List 11

Vocabulary Bookmarks 17

Vocabulary Word Cards 19

Vocabulary Practice Booklet 24

Vocabulary Test 45

Comprehension and Writing 49

Constructed Writing Questions/Alignment to the Common Core State Standards 50

Chapters 1- 4 Comprehension 56

Similes 57

Point of View 58

Chapters 5-8 Comprehension 60

Chapters 5-8 ~ Summarizing 61


Chapter 12 ~ Symbolism and Summarizing 63


Chapters 13-16 ~ Problem and Solution Chain 65


Figurative Language 67


Setting 71


Chapters 25-28 ~ Timeline Summary 73


Chapters 29-32 ~ Cause and Effect 75

Chapter 29 ~ Responding to Text 76


Chapter 36 ~ Character Traits and Proof 78


Chapters 38-40 ~ Mood 80


Character Change 82


Mr. Daniels’s Code 84

Ciphers and Coded Messages 85

Humor Devices 91

Theme 92


Plot Development 94


Answer Keys for Comprehension and Writing 96

Allusions/Mnemonic Devices/Famous People Mentioned in the Story 97

Anchor Chart for Mnemonic Devices 103

Experiment – Disappearing Color Wheel 114

The Frustrated Farmer Logic Puzzle 124

Writing a Biography 138

Writing a Research Project/Common Core Alignment 139

Research Paper ~ Lesson 1 – Creating a Bibliography 140

Foldable Organizer 141

Mini Posters 145

Creating Individual Bibliographies 149

Research Paper ~ Lesson 2 – Taking Notes on an Outline 155

Research Paper ~ Lesson 3 – Writing the Body 161


Report Checklist 166

Practice 167

Research Paper ~ Lesson 4 – Transition Words 169

Practice 170

List of Transition Words 172

Simple List of Transition Words 173

Research Paper ~ Lesson 5 – Writing the Introduction 174

Practice 175


Sample Introductory Paragraph 178

Research Paper ~ Lesson 6 – Writing the Conclusion 179


Research Paper ~ Lesson 7 – Editing and Proofreading 184

Proofreading Checklist 185

Three Rubrics 186

The Final Project 189

Report Cover 190

Report Booklet 204

Skills 212

Root Words Organizers 213

Common Core for Figurative Language 220

Figurative Language Response Cards 221

Figurative Language Organizers 227

Context Clues Organizer ~ Six Door Flip 237

Context Clues Activities 241

Credits 247


Lesson Plans at a Glance Read these

Chapters and then Complete the

Comprehension Questions

Vocabulary Vocabulary

Practice Book

Constructed Response Question

Activities Skill Practice

Chapters 1-4

rile

deploy

Page 2

Figurative Language

(Similes)

Point of View

Creating a

Bibliography

Organizer

Chapters 5-8 deflate

flaw Page 3 Summarizing

Note Taking –

Chapters 9-12 Constructed

contrary Page 4

Symbolism and

Summarizing

Note Taking –

Chapters 13-16 lacrosse

desperate Page 5

Problem and Solution

Chain

Note Taking –

Chapters 17-20 adhere

dissed Page 6

Figurative Language

(3 Printables)

Introduction

Chapters 21-24 ruthless

render Page 7 Setting

Disappearing

Color Wheel Body Paragraphs

Chapters 25-28

melanin

stroke

Page 8 Timeline

Conclusion

Chapters 29-32

visionary

incorporate

Page 9 Cause and Effect

Responding to Text

Editing and

Proofreading

Chapters 33-36 parameters

invincible Page 10

Character Traits and

Proof

Prefix – in- im-

ir- il- ig-

Meaning NOT

Chapters 37-40 nominate

homonym Page 11 Mood

Frustrated

Farmer Logic

Puzzle

Figurative

Language

Chapters 41-44 persuasive

division Page 12 Character Change

Figurative

Language

Chapters 45 -48 podium

dystopia Page 13

Humor

Theme

Ciphers

Context Clues

Chapters 49 - 51 companion

stride Page 14 Plot Development

Context Clues

Vocabulary Test


Fish in a Tree Vocabulary List rile deploy deflate flaw

Constructed contrary lacrosse desperate

adhere dissed ruthless render melanin stroke

visionary incorporate parameters invincible

nominate homonym persuasive division podium dystopia

companion stride

Chapters 49-51 – companion and stride

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

stranger mate friend

alien cohort outsider

foreigner buddy visitor

chum guest confidante

Read these definitions of stride. a) to walk with long, decisive steps in a specified

direction b) a change or improvement that brings someone closer

to a goal Write a or b in the blanks to show the correct meaning of the word stride in each sentence.

2. ______ The company took strides in making the profitable decisions.

3. ______ The small child had difficulty keeping up with the

stride of his father.

4. ______ The deer was hit by a car as it strode across the

road.

5. Sort the following words in the correct locations on the T-chart.

headway pace improvement

tread progress walk

Stride Meaning

Advance

Stride Meaning

Step

Page 1 Page 14


Fish in a Tree Vocabulary List rile deploy deflate flaw

Constructed contrary lacrosse desperate

adhere dissed ruthless render melanin stroke

visionary incorporate parameters invincible

nominate homonym persuasive division podium dystopia

companion stride

Chapters 49-51 – companion and stride

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

stranger mate friend

alien cohort outsider

foreigner buddy visitor

chum guest confidante

Read these definitions of stride. a) to walk with long, decisive steps in a specified

direction b) a change or improvement that brings someone closer

to a goal Write a or b in the blanks to show the correct meaning of the word stride in each sentence.

2. ___b___ The company took strides in making the profitable decisions.

3. ___a___ The small child had difficulty keeping up with the stride of his father.

4. ___a___ The deer was hit by a car as it strode across

the road.

5. Sort the following words in the correct locations on the T-chart.

headway pace improvement

tread progress progress

Stride Meaning Advance

Stride Meaning Step

headway pace

improvement tread

progress walk

Page 14

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 Constructed response exercises. The

Constructed 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.

If the reading assignments are too long, you can easily divide

them in half. On odd number days, assign the Constructed

response questions, and on even number days assign the

comprehension questions.

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


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.


Common Core State Standards Reading: Literature

CCSS.E

LA-

Litera

cy.R

L.4

.1

CCSS.E

LA-

Litera

cy.R

L.4

.2

CCSS.E

LA-

Litera

cy.R

L.4

.3

CCSS.E

LA-

Litera

cy.R

L.4

.4

CCSS.E

LA-

Litera

cy.R

L.4

.5

CCSS.E

LA-

Litera

cy.R

L.4

.6

CCSS.E

LA-

Litera

cy.R

L.4

.7

CCSS.E

LA-

Litera

cy.R

L.4

.9

CCSS.E

LA-

Litera

cy.R

L.4

.10

Figurative Language (Similes)

Point of View

Summarizing

Symbolism and Summarizing

Problem and Solution Chain

Figurative Language (3 Printables)

Setting

Timeline

Cause and Effect

Responding to Text

Character Traits and Proof

Mood

Character Change

Humor

Theme

Plot Development

4th Grade

http://www.corestandards.org/ELA-Literacy/RL/4/#CCSS.ELA-Literacy.RL.4.1




















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


Point of View

Summarizing




Setting

Timeline

Cause and Effect

Responding to Text


Mood

Character Change

Humor

Theme

Plot Development

5th Grade

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




















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


Point of View

Summarizing




Setting

Timeline

Cause and Effect

Responding to Text


Mood

Character Change

Humor

Theme

Plot Development

6th Grade




















Fish in a Tree ~ Chapters 1-4

1. A good title for Chapters 1-4 could be ---.

a. Sympathy Cards

b. Getting Into Trouble c. Ice Cream Sundaes d. Meet Ally Nickerson

2. The reader can make all of the following

conclusions after reading Chapters 1-4 except--

-.

a. Shay is a bully.

b. Ally will make many new friends in her new school.

c. Mrs. Hall does not know that Ally has trouble

reading. d. Ally is good at keeping her reading difficulties

a secret. 3. From which point of view is Fish in a Tree

written?

a. first-person point of view – The author tells the story through the eyes of the

protagonist, Ally Nickerson. b. third-person limited point of view - The

narrator follows Ally and only reveals her

thoughts. c. second person point of view - The author

describes events as if they are happening to you. The reader is a participant in the action of this story.

d. third-person omniscient - The narrator is all knowing and sees all action. The thoughts

of more than one character are revealed.

4. Why does Ally imagine drawing in “A Sketchbook of Impossible Things?” Check all

that apply

______ Ally draws as a way to express her

feelings since she can’t write them out in words. ______ Ally draws strange, crazy things to get attention from her classmates.

______ Ally had a special bond with her grandfather that read to her from Alice in

Wonderland. This sparked her imagination to draw unbelievable things. ______ Ally has a talent for drawing and enjoys

making pictures.

5. Select the correct answer in each set of

brackets.

The author, Lynda Mullaly Hunt, uses many

[flashbacks, similes, descriptions using vivid

imagery] in Fish in a Tree. Her tone is one of

[empathy, sarcasm, humor, indifference]. The

mood in Chapters 1-4 is [upbeat, sinister,

despairing, hopeful].

6. Which sentence does not belong?

(A) Ally is really good at keeping others from

knowing she has trouble reading. (B) One way she has been able to keep this secret is that her family moves about once a year because her father is in

the military. (C) Ally’s mom works as a waitress. (D) Ally avoids reading out loud in class. (E) Ally

can do her homework by spending a lot of time making out the letters.

a. Sentence B b. Sentence C

c. Sentence D d. Sentence E

7. Which question does the reader NOT know

the answer to after reading the first four chapters of Fish in a Tree?

a. Which student in Ally’s class does Ally feel is brave?

b. How does Mrs. Hall feel when she gets the

sympathy card? c. What makes the reader think that Mrs.

Silver suspects Ally can’t read? d. What is Mr. Daniels like?

8. Which type of conflict is described in Chapters

1-4? Ally vs. ---

a. Person vs. Self b. Person vs. Supernatural

c. Person vs. Nature d. Person vs. Society


Fish in a Tree ~ Chapters 1-4 (Answer Key)

1. A good title for Chapters 1-4 could be ---.

a. Sympathy Cards

b. Getting Into Trouble c. Ice Cream Sundaes d. Meet Ally Nickerson

2. The reader can make all of the following

conclusions after reading Chapters 1-4 except--

-.

a. Shay is a bully.

b. Ally will make many new friends in her new school.

c. Mrs. Hall does not know that Ally has trouble

reading. d. Ally is good at keeping her reading difficulties

a secret. 3. From which point of view is Fish in a Tree

written?

a. first-person point of view – The author tells the story through the eyes of the

protagonist, Ally Nickerson. b. third-person limited point of view - The

narrator follows Ally and only reveals her

thoughts. c. second person point of view - The author

describes events as if they are happening to you. The reader is a participant in the action of this story.

d. third-person omniscient - The narrator is all knowing and sees all action. The thoughts

of more than one character are revealed.

4. Why does Ally imagine drawing in “A Sketchbook of Impossible Things?” Check all

that apply

______ Ally draws as a way to express her

feelings since she can’t write them out in words. ______ Ally draws strange, crazy things to get

attention from her classmates. ______ Ally had a special bond with her grandfather that read to her from Alice in

Wonderland. This sparked her imagination to draw unbelievable things.

______ Ally has a talent for drawing and enjoys making pictures.

5. Select the correct answer in each set of

brackets.

The author, Lynda Mullaly Hunt, uses many

[flashbacks, similes, descriptions using vivid

imagery] in Fish in a Tree. Her tone is one of

[empathy, sarcasm, humor, indifference]. The

mood in Chapters 1-4 is [upbeat, sinister,

despairing, hopeful].

6. Which sentence does not belong?

(A) Ally is really good at keeping others from

knowing she has trouble reading. (B) One way she has been able to keep this secret is that her family moves about once a year because her father is in

the military. (C) Ally’s mom works as a waitress. (D) Ally avoids reading out loud in class. (E) Ally

can do her homework by spending a lot of time making out the letters.

a. Sentence B b. Sentence C

c. Sentence D d. Sentence E

7. Which question does the reader NOT know

the answer to after reading the first four chapters of Fish in a Tree?

a. Which student in Ally’s class does Ally feel is brave?

b. How does Mrs. Hall feel when she gets the

sympathy card? c. What makes the reader think that Mrs.

Silver suspects Ally can’t read? d. What is Mr. Daniels like?

8. Which type of conflict is described in Chapters

1-4? Ally vs. ---

a. Person vs. Self b. Person vs. Supernatural

c. Person vs. Nature d. Person vs. Society


Figurative Language (Similes) The author of Fish in a Tree, Lynda Mullaly Hunt, uses many similes.

Define simile.

______________________________________________________________________________________

Write an example of a simile found in Fish in a Tree.

______________________________________________________________________________________

Draw an illustration of this simile. Make your picture humorous.

CCSS.ELA-Literacy.RL.4.4Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in

mythology (e.g., Herculean).

CCSS.ELA-Literacy.RL.5.4Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

CCSS.ELA-Literacy.RL.6.4Determine 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





Fish in a Tree is full of similes. Because similes are easy for students to spot and define, I have listed the ones I found in Chapter 1 only. (Answer Key)

It’s (trouble) always there. Like the ground underneath my feet.

Oliver laughs, throwing himself on his desk like it’s a fumbled football.

Albert… sits up straight. Like he’s waiting for a firecracker to go off.

I’d rather write about something more positive. Like throwing up at your own birthday

party. (also sarcasm)

Teachers are like the machines that take quarters for bouncy balls. You know what

you’re going to get. Yet, you don’t know, too.

She’s (Mrs. Hall) dressed as a sheriff.

The circular scribbles are big on top and small on the bottom. It looks like a tornado

and I wonder if I meant to draw a picture of my insides.

Glancing at me like she’d like to spray me with cleaner. Scrub off the dumb.

Note: I purposely did not include similes in the rest of the figurative language constructive

response practices because this exercise should be enough for students to review this

skill.


Constructed Response – Point of View

After answering the following questions about point of view, write a response in paragraph form.

•_________________________________________________________________________________________________________________________________________________________

Who is telling the story?

•___________________________________________________________________________________________________________________________________________________________________________________________________

From which point of view is the story told? What is the narrator's

perspective?

•___________________________________________________________________________________________________________________________________________________________________________________________________

How does the narrator’s point of view change how the events are

being described?

•___________________________________________________________________________________________________________________________________________________________________________________________________

How does the narrator's point of view influence how the events

are described?

•___________________________________________________________________________________________________________________________________________________________________________________________________

Why do you think the narrator described the events the way it

did?

•___________________________________________________________________________________________________________________________________________________________________________________________________

How would the story change if a different character was the

narrator?

CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person

narrations.

CCSS.ELA-Literacy.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.

CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.





Constructed Response – Point of View (Answer Key)

After answering the following questions about point of view, write a response in paragraph form.

F

• Ally Nickerson Who is telling the story?

•The story is told from first person point of view. The reader can see the events through the main character.

From which point of view is the story told? What is the narrator's

perspective?

•The reader connects with Ally because all of her internal struggles are told. How does the narrator’s point of view change how the events are

being described?

•The reader will only know what Ally knows. Because she is a sixth grader, Ally does not fully understand what is taking place. The reader will learn things as Ally learns them and understand events as Ally understands them.

How does the narrator's point of view influence how the events

are described?

•The author most likely wanted the reader to "get inside Ally's head" to understand what Ally feels because of her reading problems. This creates a close bond. The reader feels empathy for Ally and wants to help her.

Why do you think the narrator described the events the way it

did?

•The author could have selected thrid person limited to Ally, but this would seperate the reader from some of her emotions.

How would the story change if a different character was the

narrator?

CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person

narrations.

CCSS.ELA-Literacy.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.

CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.





Common Core Standard for the Unit 4th Grade 5th Grade 6th Grade

Write

informative/explanatory

texts

CCSS.ELA-LITERACY.W.4.2 CCSS.ELA-LITERACY.W.5.2 CCSS.ELA-LITERACY.W.6.2


Lesson 1 – Creating a

Bibliography CCSS.ELA-LITERACY.W.4.8 CCSS.ELA-LITERACY.W.5.8 CCSS.ELA-LITERACY.W.6.8

Lesson 2 – Taking Notes on

an Outline CCSS.ELA-LITERACY.W.4.7 CCSS.ELA-LITERACY.W.5.7 CCSS.ELA-LITERACY.W.6.7


CCSS.ELA-LITERACY.W.6.6


Lesson 3 – Writing the

Body Paragraphs CCSS.ELA-LITERACY.W.4.2.A CCSS.ELA-LITERACY.W.5.2.A CCSS.ELA-LITERACY.W.6.2.A

CCSS.ELA-LITERACY.W.4.2.B CCSS.ELA-LITERACY.W.5.2.B CCSS.ELA-LITERACY.W.6.2.B

CCSS.ELA-LITERACY.W.4.2.D CCSS.ELA-LITERACY.W.5.2.D CCSS.ELA-LITERACY.W.6.2.D

CCSS.ELA-LITERACY.W.4.9 CCSS.ELA-LITERACY.W.5.9 CCSS.ELA-LITERACY.W.6.2.E

Lesson 4 – Transition

Words CCSS.ELA-LITERACY.W.4.2.C CCSS.ELA-LITERACY.W.5.2.C CCSS.ELA-LITERACY.W.6.2.C

CCSS.ELA-LITERACY.L.5.6

Lesson 5 - Writing the

Introduction CCSS.ELA-LITERACY.W.4.2.A CCSS.ELA-LITERACY.W.5.2.A CCSS.ELA-LITERACY.W.6.2.A

Lesson 6 – Writing the

Conclusion CCSS.ELA-LITERACY.W.4.2.E CCSS.ELA-LITERACY.W.5.2.E CCSS.ELA-LITERACY.W.6.2.F

Lesson 7 – Editing and

Proofreading CCSS.ELA-LITERACY.W.4.4 CCSS.ELA-LITERACY.W.5.4




CCSS.ELA-LITERACY.L.4.2 CCSS.ELA-LITERACY.L.5.2 CCSS.ELA-LITERACY.W.6.2

http://www.corestandards.org/ELA-Literacy/W/4/2/

















http://www.corestandards.org/ELA-Literacy/W/4/2/a/



http://www.corestandards.org/ELA-Literacy/W/4/2/b/



http://www.corestandards.org/ELA-Literacy/W/5/2/d/

http://www.corestandards.org/ELA-Literacy/W/6/2/d/



http://www.corestandards.org/ELA-Literacy/W/6/2/e/

http://www.corestandards.org/ELA-Literacy/W/4/2/c/



http://www.corestandards.org/ELA-Literacy/L/5/6/






http://www.corestandards.org/ELA-Literacy/W/6/2/f/














Research Paper ~ Writing a Biography

First citation is for …If You

Grew Up with George

Washington.

The citation is glued onto the first

empty space on the outline. Since it

is in the #1 spot, #1 is written in

the box next to the facts/answers

to the question on the outline pages

that are found in this book.



The example

photos use root

words. The

organizers in this

section contain

versions of the

prefix – in-.


Figurative Language


Context Clues


Credits

Microsoft

Office

Clipart

Gallery

AliMath

http://office.microsoft.com/en-us/images/




http://www.teacherspayteachers.com/Store/Alimath

http://www.teacherspayteachers.com/Store/Krista-Wallden

http://www.mycutegraphics.com/

http://www.teacherspayteachers.com/Store/A-Sketchy-Guy

http://www.teacherspayteachers.com/Store/Graphics-From-The-Pond

http://www.teacherspayteachers.com/Store/Teachers-Resource-Force

~ Page 26 © Gay Miller ~

Teachers Pay

Teachers

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spayteachers.com/S

tore/Gay-Miller

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website at

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her.com/

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Documents

Printable Book Unit · 2019-04-25 · Chapters 5-8 ~ Summarizing 61 Chapters 9-12 Comprehension 62 ... Report Cover 190 Report Booklet 204 Skills 212 Root Words Organizers 213