a resource to use with call it courage - book units teacher · 2020. 9. 14. · the cay 54 call it...

Page | 1 © Gay Miller

Call It Courage Sample Book Unit

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Thank you for downloading this

sample of Call It Courage 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 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. For teachers who wish paperless activities, this unit contains Boom interactive quizzes as well as Google Slides. Look at the pages following the “Table of Contents” for links and password information.

Call It Courage by Armstrong Sperry

Genre ~ Adventure and Classic

Interest Level ~ Grades 5 – 7

Grade level Equivalent: 5.8

Lexile Measure®: 830L

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Table of Contents Links to Digital Resources 5

Materials Needed for Creating the Foldable Graphic Organizers 9

Vocabulary 10

Teacher Information 11

Vocabulary List 14

Vocabulary Bookmarks 17

Vocabulary Word Cards 19

Vocabulary Practice Booklet 21

Vocabulary Test 36

Teacher Information 38

Student Printable Packet for Comprehension and Writing 43

Chapter 1 Comprehension 44

Point of View 45

Figurative Language 47


Setting 49

Chapter 2 ~ Comparing Characters 50

Call it Courage vs. The Cay 51

Call It Courage vs. Hatchet 52


Chapter 3 Timeline [Summarizing] 54

Call It Courage vs. Hatchet [Building a Fire] 55


Chapter 4 ~ Cause and Effect 57

Character Change 58


Theme 60

Plot Development 61

Book vs. Movie 62


Answer Keys for Student Packet 65

Student Printable Packet for Comprehension and Writing without CCSS 87

Language Arts Skills 109

Common Core Alignment for Prefixes, Suffixes, and Root Words 110

Prefix and Suffix Organizers [de- over- -ity -en] 111

Prefix and Suffix Fan Organizers 122

Root Word [min] 131

Descriptive Writing Standards 136

Descriptive Writing Organizer 137

Descriptive Writing Task Cards 141

Context Clues Standards 149

Context Clues Organizers 150

Context Clues Task Cards 160

Activities 167

Credits 174


Read Approximate Audio Length

Vocabulary Vocabulary Practice Book

Comprehension Practice/ Constructed

Response Question

Skills

Chapter 1 -

Flight

17 min. indifference

impending

Page 1 Chapter 1

Comprehension

Point of View

Figurative Language

Prefixes

de-

over-

Chapter 2 -

The Sea

18 min. ominous

tumult

Page 2 Chapter 2

Comprehension

Setting

Comparing

Characters (Maui to

Moana)

Comparing Texts (2

Options)

Suffixes

-en

-ity

Chapter 3 -

The Island

28 min. premonition

haunches

Page 3 Chapter 3

Comprehension

Timeline/

Summarizing

Comparing Texts

Root Word

min

Chapter 4 –

Drums

34 min. deference

impaled

Page 4 Chapter 4

Comprehension

Cause and Effect

Character Change

Descriptive

Writing

Organizer

and Task

Cards

Chapter 5 –

Homeward

21 min. utmost

pursuit

Page 5 Chapter 5

Comprehension

Theme

Plot Development

Context

Clues

Organizer

and Task

Cards

Vocabulary

Test

Vocabulary

Review

Pages 6-8

Book vs. Movie

Comparing Book to

Other Texts

~ Page 6 © Gay Miller ~


Practice with Vocabulary for Call It Courage

indifference impending ominous tumult premonition

haunches deference impaled utmost pursuit

9. Which of the following does not describe deference?

a. a student's feeling towards his favorite teacher b. ball players' regard for their coach after a winning

season c. a child's feeling about a scary monster under his bed d. a parent's response to his child winning an art

contest

10. Choose the best word from the list above to complete the sentence.

The boy stood there irresolute and uncertain. Some __________________________ of danger kept him

poised, alert, and wary.

Chapter 1 [indifference impending]

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

indifference.

magnitude worth weight

unimportance meaning inconsequence

value insignificance irrelevance

import triviality meaninglessnes

s

2. Is indifference used correctly in the sentences below?

True or False ___________ When the boy began to show

indifference in eating, his mother began to worry. ___________ All the girl would talk about was the indifference release of the new CD.


impending.

distant remote future

looming slight coming

awaiting approaching imminent

far off frosty outlying

Page 8 Page 1


Practice with Vocabulary for Call It Courage

indifference impending ominous tumult premonition

haunches deference impaled utmost pursuit

9. Which of the following does not describe deference?

a. a student's feeling towards his favorite teacher b. ball players' regard for their coach after a winning season

c. a child's feeling about a scary monster under his bed d. a parent's response to his child winning an art

contest

10. Choose the best word from the list above to complete the sentence.

The boy stood there irresolute and uncertain. Some __premonition_____ of danger kept him poised, alert,

and wary.

Chapter 1 [indifference impending]


indifference.

magnitude worth weight

unimportance meaning inconsequence

value insignificance irrelevance

import triviality meaninglessnes

s

2. Is indifference used correctly in the sentences below?

True or False _____T______ When the boy began to show

indifference in eating, his mother began to worry. _____F______ All the girl would talk about was the indifference release of the new CD.


impending.

distant remote future

looming slight coming

awaiting approaching imminent

far off frosty outlying

Page 8 Page 1


Common Core State Standards Reading: Literature

CCSS.E

LA-L

itera

cy.R

L.5

.1

CCSS.E

LA-L

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cy.R

L.5

.2

CCSS.E

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Point of View

Chapter 1 ~ Figurative Language

Chapter 2 ~ Setting

Chapters 2 ~ Comparing Characters

Chapter 2 ~ Comparing Call It Courage to The Cay

Chapter 2 ~ Comparing Call It Courage to Hatchet

Chapter 3 ~ Summarizing

Chapter 3 ~ Comparing Scenes from Two Novels

Chapter 4 ~ Cause & Effect

Character Change

Theme

Plot Development

Comparing the Book to the Movie

Comparing Book to Other Texts

5th Grade

http://www.corestandards.org/ELA-Literacy/RL/5/1/http://www.corestandards.org/ELA-Literacy/RL/5/2/http://www.corestandards.org/ELA-Literacy/RL/5/3/http://www.corestandards.org/ELA-Literacy/RL/5/4/http://www.corestandards.org/ELA-Literacy/RL/5/5/http://www.corestandards.org/ELA-Literacy/RL/5/6/http://www.corestandards.org/ELA-Literacy/RL/5/7/http://www.corestandards.org/ELA-Literacy/RL/5/9/http://www.corestandards.org/ELA-Literacy/RL/5/10/



CCSS.E

LA-L

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cy.R

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CCSS.E

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CCSS.E

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CCSS.E

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CCSS.E

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Point of View


Chapter 2 ~ Setting







Character Change

Theme

Plot Development



6th Grade

http://www.corestandards.org/ELA-Literacy/RL/6/#CCSS.ELA-Literacy.RL.6.1http://www.corestandards.org/ELA-Literacy/RL/6/2/http://www.corestandards.org/ELA-Literacy/RL/6/3/http://www.corestandards.org/ELA-Literacy/RL/6/4/http://www.corestandards.org/ELA-Literacy/RL/6/5/http://www.corestandards.org/ELA-Literacy/RL/6/6/http://www.corestandards.org/ELA-Literacy/RL/6/7/http://www.corestandards.org/ELA-Literacy/RL/6/9/http://www.corestandards.org/ELA-Literacy/RL/6/10/



CCSS.E

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CCSS.E

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CCSS.E

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CCSS.E

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CCSS.E

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CCSS.E

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Point of View


Chapter 2 ~ Setting







Character Change

Theme

Plot Development



7th Grade

http://www.corestandards.org/ELA-Literacy/RL/7/1/http://www.corestandards.org/ELA-Literacy/RL/7/2/http://www.corestandards.org/ELA-Literacy/RL/7/3/http://www.corestandards.org/ELA-Literacy/RL/7/4/http://www.corestandards.org/ELA-Literacy/RL/7/5/http://www.corestandards.org/ELA-Literacy/RL/7/6/http://www.corestandards.org/ELA-Literacy/RL/7/7/http://www.corestandards.org/ELA-Literacy/RL/7/9/http://www.corestandards.org/ELA-Literacy/RL/7/10/


Call It Courage ~ Chapter 1

1. Mafatu was not allowed to go with the

fishermen because ----.

a) he brought ill luck b) he always dropped his spear c) he shook the boat

d) he lost his fish

2. Which word best describes how Tavana Nui,

the Great Chief of Hikueruist, feels about his son?

a) valued b) feared

c) ashamed d) respectful

3. Draw an illustration of Mafatu’s closest companions. Use details from the chapter to make your drawings.

4. What is the main idea of Chapter 1 "Flight"?

a) The reader learns that Mafatu is the chief's son, and he is not liked by the islanders.

b) The reader learns that Mafatu prefers to make spears and fishing nets because he is afraid of

the sea.

c) The reader learns that the islanders dislike Mafatu because he can only find friends with a dog

and a bird.

d) The reader learns why Mafatu is afraid of the sea, and Mafatu leaves the island to face this fear.

5. Explain why Mafatu’s fears are justified. Use details from Chapter 1 to support your answer.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Details from Text

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Details from Text

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________


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

he did?

•____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

How would the story change if a different character was the

narrator?

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.

CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters

or narrators in a text.

http://www.corestandards.org/ELA-Literacy/RL/5/6/http://www.corestandards.org/ELA-Literacy/RL/6/6/http://www.corestandards.org/ELA-Literacy/RL/7/6/

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a resource to use with call it courage - book units teacher · 2020. 9. 14. · the cay 54 call it...

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