i survived the california wildfires, 2018 - book units teacher
TRANSCRIPT
~ Page 1 © Gay Miller ~
Created by Gay Miller
I Survived the California
Wildfires, 2018 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
~ Page 2 © Gay Miller ~
Thank you for downloading this
sample of I Survived the California Wildfires, 2018. 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, comprehension questions, constructed response writing, and skill practice. I hope your
students enjoy a book study using the engaging method of using interactive notebooks.
I Survived the California
Wildfires, 2018
By Lauren Tarshis
Genre ~ Action and Adventure
Subjects and Theme ~ Disaster and Stories of Survival, Fire Safety, Contemporary American
History, Family Issues
Reading Level ~ Scholastic Level S
Lexile ~ 610L
Interest Level ~ Grades: 3 – 5 -- Ages: 8 - 11
~ Page 3 © Gay Miller ~
I Survived Series Novel Studies by Gay Miller
Book 7 I Survived the Battle of Gettysburg, 1863
Book 11 I Survived the Great Chicago Fire, 1871
Book 12 I Survived the Joplin Tornado, 2011
Book 13 I Survived the Hindenburg Disaster, 1937
Book 14 I Survived the Eruption of Mount St. Helens, 1980
Book 15 I Survived the American Revolution, 1776
Book 16 I Survived the Children’s Blizzard, 1888
Book 17 I Survived the Attack of the Grizzlies, 1967
Book 18 I Survived the Battle of D-Day, 1944
Book 19 I Survived The Great Molasses Flood, 1919
Book 20 I Survived the California Wildfires, 2018
I Survived Bundle for Books 11-20
Growing Bundle
Rules
Purchase
~ Page 4 © Gay Miller ~
Table of Contents
Lesson Plans at a Glance 7
Vocabulary 8
Teacher Information 9
Vocabulary List 12
Vocabulary Bookmarks 16
Vocabulary Word Cards 18
Vocabulary Practice Booklet 22
Vocabulary Test 41
Comprehension and Writing 43
Teacher Information 44
Student Packet with CCSS 51
Comprehension Questions for Chapters 1-2 51
Making Connections 52
Summarizing 54
Comprehension Questions for Chapters 3-4 55
Character Traits 56
Comprehension Questions for Chapters 5-6 57
Point of View 58
Comprehension Questions for Chapters 7-8 60
Setting 61
Comprehension Questions for Chapters 9-10 62
Chapters 1-10 – Figurative Language 63
Vivid Imagery 64
Comprehension Questions for Chapters 11-12 65
Comparing Characters 66
Mood 67
Comprehension Questions for Chapters 13-14 68
Acrostic 69
Theme 70
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Comprehension Questions for Chapters 15-16 71
Chapters15- 16 – Problem and Solution Chain 72
Comprehension Questions for Chapters 17-18 73
Chapter 17 - Summarizing 74
Course of Action 75
Comprehension Questions for Chapters 19 76
Plot Development Chart 77
Answer Keys for Student Packet 78
Student Packet without CCSS 106
Language Arts 135
Cause/Effect 136
Cause/Effect Organizer 138
Cause/Effect Practice 141
Genre 148
Genre Organizers 151
Genre Game 163
Extension 169
Characterization 170
Characterization Organizers 172
Characterization Practice 177
Extension 183
Suffixes 184
Suffixes Organizers 187
Suffixes Practice 190
Credits 192
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Chapter 19 [intently]
Complete the analogies using a vocabulary word from Chapters 13-19.
1. rotor : propeller :: scamper : ___________________
2. droop : loll :: resentful : _______________________
Fill in the blanks with one of the vocabulary words.
3. The dog’s tongue ___________________ from its
mouth.
4. The polar bear was born in ___________________ while living in the zoo.
5. The rescuers had to evacuate the injured hiker by
placing him in a ___________________ and air
lifting him off the mountain.
6. The children ___________________ down to
examine the spider.
7. There was a problem with ___________________ and three prisoners escaped.
8. We had to duck our heads, so we wouldn’t hit our heads
on the ___________________ blades on the top of
the helicopter.
9. The police ___________________ a helicopter to
follow the bank robbers.
10.The mountain lion fixed an ___________________ stare on the rabbit.
11.The fire was caused by a ___________________ former employee.
12.There was a ___________________ with the
computer program that caused many ticket buyers to
lose their reservations.
Chapters 1-2 [swarm and broil]
1. Circle six words in the box that are synonyms of
broiling.
sweltering frosty baking
chilly scalding wintry
blistering artic roasting
steaming bitter glacial
2. Fill in the word web with synonyms for swarm.
group scatter gather circle
separate spread hover divide
Is broiling used correctly in the sentences? True or False
3. ______ The women and children sat in the broiling sun during the coldest season of the year.
4. ______ The broiling heat of high summer gave me a headache.
Page 12 Page 1
swarm
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Chapter 19 [intently]
Complete the analogies using a vocabulary word from Chapters 13-19.
1. rotor : propeller :: scamper : ___skitter___
2. droop : loll :: resentful : __vengeful___
Fill in the blanks with one of the vocabulary words.
3. The dog’s tongue ____lolled___ from its mouth.
4. The polar bear was born in ___captivity____ while
living in the zoo.
5. The rescuers had to evacuate the injured hiker by placing him in a ____screamer suit_____ and air lifting
him off the mountain.
6. The children ____crouched____ down to examine the
spider.
7. There was a problem with ____security____ and three prisoners escaped.
8. We had to duck our heads, so we wouldn’t hit our heads on the ____rotor____ blades on the top of the
helicopter.
9. The police ____deployed_____ a helicopter to follow the bank robbers.
10.The mountain lion fixed an ___intent____ stare on the rabbit.
11.The fire was caused by a ____vengeful____ former employee.
12.There was a ____glitch____ with the computer
program that caused many ticket buyers to lose their reservations.
Chapters 1-2 [swarm and broil]
1. Circle six words in the box that are synonyms of
broiling.
sweltering frosty baking
chilly scalding wintry
blistering artic roasting
steaming bitter glacial
2. Fill in the word web with synonyms for swarm.
group scatter gather circle
separate spread hover divide
Is broiling used correctly in the sentences?
True or False
3. __F____ The women and children sat in the broiling
sun during the coldest season of the year. 4. __T____ The broiling heat of high summer gave me
a headache.
2.
Page 12 Page 1
swarm
group circle
hover gather
Page | 9 Unit Created by Gay Miller
Common Core State Standards Reading: Literature
CCSS.E
LA-L
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CCSS.E
LA-L
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CCSS.E
LA-L
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CCSS.E
LA-L
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.4
CCSS.E
LA-L
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.5
CCSS.E
LA-L
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.6
CCSS.E
LA-L
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.7
CCSS.E
LA-L
itera
cy.R
L.4
.9
CCSS.E
LA-L
itera
cy.R
L.4
.10
Making Connections
Summarizing
Character Traits
Point of View
Setting
Figurative Language
Vivid Imagery
Comparing Characters
Mood
Acrostic
Theme
Problem and Solution Chain
Summarizing
Course of Action
Plot Development
4th Grade
Page | 10 Unit Created by Gay Miller
Common Core State Standards Reading: Literature
CCSS.E
LA-L
itera
cy.R
L.5
.1
CCSS.E
LA-L
itera
cy.R
L.5
.2
CCSS.E
LA-L
itera
cy.R
L.5
.3
CCSS.E
LA-L
itera
cy.R
L.5
.4
CCSS.E
LA-L
itera
cy.R
L.5
.5
CCSS.E
LA-L
itera
cy.R
L.5
.6
CCSS.E
LA-L
itera
cy.R
L.5
.7
CCSS.E
LA-L
itera
cy.R
L.5
.9
CCSS.E
LA-L
itera
cy.R
L.5
.10
Making Connections
Summarizing
Character Traits
Point of View
Setting
Figurative Language
Vivid Imagery
Comparing Characters
Mood
Acrostic
Theme
Problem and Solution Chain
Summarizing
Course of Action
Plot Development
5th Grade
Page | 11 Unit Created by Gay Miller
I Survived the California Wildfires, 2018 ~ Chapters 1-2
1. A good title for Chapter 1 could be ---.
a. Rushing Winds
b. Holly and Josh c. Danger all Around
d. The Hike
2. Chapters 1-2 are mostly told from which
point of view?
a. 1st b. 2nd
c. 3rd limited – only Josh’s thoughts are told d. 3rd omniscient – thoughts of several
characters are told
3. True or False
_____ Josh lives near New York City.
_____ Josh’s dad is proud of Josh’s achievements.
_____ Tim Wallace was not liked by the people he worked with. _____ Josh’s mom forgot to pick him up after
the basketball game.
4. Match the slang phrases to their meanings. _____ a shot scored just
as the clock expires
a. That shot was
sick!
_____ to decide not to do
something you
are expected to do
b. blow off
_____ cool or good c. buzzer beater
5. In poetry when the words are physically structured into a pattern, this is called form.
Why did Lauren Tarshis most likely use form on page 5 of the novel?
a. to define the word whoosh
b. to create a mood c. to look cool on the page
d. to explain how the wind was blowing
6. List 3 details from text that lets the reader know that Josh’s family is upper middle class.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
7. Matching -- Why does the author italicize the
following phrases?
_____ WHOOSH! WHOOSH!
WHOOSH! a. for emphasis
_____ Dad was going to
freak when he found out
that Josh had made a
three-pointer!
b. thoughts
_____ Why not walk home? c. sound
8. Read this line from Chapter 2.
Suddenly the air was filled with sparks and glowing embers and chunks of flaming wood. Josh felt them landing on his bare arms and
legs, sizzling against his skin, searing his scalp. He tried to brush them away. But they were all
over him, biting into his skin like the white-hot teeth of a flesh-eating monster.
Which 4 types of figurative language does this
line contain?
____ simile
____metaphor ____ personification ____ idiom
____ onomatopoeia ____ alliteration
Page | 12 Unit Created by Gay Miller
Chapter 2 ~ Constructed Response – Summarizing
List 6 events that happened in Chapter 2 in the order that
they happened.
1
2
3
4
5
6
CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the
text.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize
the text.
Page | 13 Unit Created by Gay Miller
I Survived the California Wildfires, 2018 ~ Chapters 1-2
1. A good title for Chapter 1 could be ---.
a. Rushing Winds
b. Holly and Josh c. Danger all Around
d. The Hike
2. Chapters 1-2 are mostly told from which
point of view?
a. 1st b. 2nd
c. 3rd limited – only Josh’s thoughts are told d. 3rd omniscient – thoughts of several
characters are told
3. True or False
_T__ Josh lives near New York City.
_T__ Josh’s dad is proud of Josh’s achievements.
_F__ Tim Wallace was not liked by the people he worked with. _T__ Josh’s mom forgot to pick him up after the
basketball game.
4. Match the slang phrases to their meanings. _c__ a shot scored just as
the clock expires
a. That shot was
sick!
_b__ to decide not to do
something you
are expected to do
b. blow off
_a___ cool or good c. buzzer beater
5. In poetry when the words are physically structured into a pattern, this is called form.
Why did Lauren Tarshis most likely use form on page 5 of the novel?
a. to define the word whoosh
b. to create a mood c. to look cool on the page
d. to explain how the wind was blowing
6. List 3 details from text that lets the reader know that Josh’s family is upper middle class.
Josh’s dad is one of the ‘top guys’ at a big New York City bank.
Josh lives in a neighborhood with ‘big
houses.’
Josh’s family goes on 2 week vacations.
The illustration on page 9 shows a large home.
7. Matching -- Why does the author italicize the
following phrases?
_c__ WHOOSH! WHOOSH!
WHOOSH! a. for emphasis
_a__ Dad was going to
freak when he found out
that Josh had made a
three-pointer!
b. thoughts
__b__ Why not walk home? c. sound
8. Read this line from Chapter 2.
Suddenly the air was filled with sparks and glowing embers and chunks of flaming wood. Josh felt them landing on his bare arms and
legs, sizzling against his skin, searing his scalp. He tried to brush them away. But they were all
over him, biting into his skin like the white-hot teeth of a flesh-eating monster.
Which 4 types of figurative language does this
line contain?
____simile
____ metaphor ____personification
____ idiom ____ onomatopoeia
____ alliteration
Page | 14 Unit Created by Gay Miller
Chapter 2 ~ Constructed Response – Summarizing
List 6 events that happened in Chapter 2 in the order that
they happened.
1 •Josh scores a three-pointer to win the basketball game as the final buzzer sounds.
2 •Josh tells his best friend Greg that he doesn't need a ride home. His mom is supposed to pick him up.
3 •After waiting for 10 minutes, Josh decides to walk home. His mom hasn't been feeling well, and his dad is very busy with work.
4
•Josh thinks about the vacation his family usually takes at the Jersey Shore each July as he walks home in the 'crazy hot' heat. They aren't going this year because of dad's work. Josh decides his pool at home will have to do.
5 •Josh sees 2 police cars in his driveway and imagines a terrible accident.
6 •Josh sees the policemen taking his dad out of the house in handcuffs.
CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the
text.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize
the text.
Page | 15 Unit Created by Gay Miller
Chapter 2 ~ Constructed Response – Summarizing
List 6 events that happened in Chapter 2 in the order that
they happened.
1
2
3
4
5
6
Page | 16 Unit Created by Gay Miller
Cause/Effect
Grade 3 Grade 4 Grade 5 CCSS.ELA-Literacy.RI.3.3
Describe the relationship
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in a text, using
language that pertains to time,
sequence, and cause/effect.
CCSS.ELA-Literacy.RI.4.3
Explain events, procedures,
ideas, or concepts in a
historical, scientific, or technical
text, including what happened
and why, based on specific
information in the text.
CCSS.ELA-Literacy.RI.5.3
Explain the relationships or
interactions between two or
more individuals, events, ideas,
or concepts in a historical,
scientific, or technical text
based on specific information in
the text.
CCSS.ELA-Literacy.RI.4.5
Describe the overall structure
(e.g., chronology, comparison,
cause/effect, problem/solution)
of events, ideas, concepts, or
information in a text or part of
a text.
CCSS.ELA-Literacy.RI.5.5
Compare and contrast the
overall structure (e.g.,
chronology, comparison,
cause/effect, problem/solution)
of events, ideas, concepts, or
information in two or more
texts. CCSS.ELA-Literacy.RI.3.8
Describe the logical connection
between particular sentences
and paragraphs in a text (e.g.,
comparison, cause/effect,
first/second/third in a
sequence).
CCSS.ELA-Literacy.W.4.2c
Link ideas within categories of
information using words and
phrases (e.g., another, for
example, also, because).
Page | 17 Unit Created by Gay Miller
Cause/Effect Lesson
Lesson Goals
To understand cause and effect relationships
Essential Question
What are cause and effect relationships?
Page | 18 Unit Created by Gay Miller
Genre
Grade 3 Grade 4 Grade 5 CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through
key details in the text.
CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a
poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.RL.3.10 By the end of the year, read and
comprehend literature, including stories, dramas, and poetry, at the
high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RL.4.4 Determine 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.5.9 Compare and contrast stories in the
same genre (e.g., mysteries and adventure stories) on their
approaches to similar themes and topics.
CCSS.ELA-LITERACY.RL.4.5 Explain major differences between
poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when
writing or speaking about a text.
CCSS.ELA-LITERACY.RL.5.10 By the end of the year, read and
comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and
evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
CCSS.ELA-LITERACY.RL.4.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Page | 19 Unit Created by Gay Miller
Genre Lesson
Lesson Goals
Understand the characteristics of various literary genres (e.g., poetry, novel, biography,
short story, drama).
Recognize the conventions of various literary genres.
Essential Question
Why is it important to learn about different genres?
How will identifying genres help you find books?
Page | 20 Unit Created by Gay Miller
Characterization
Grade 3 Grade 4 Grade 5 CCSS.ELA-Literacy.RL.3.3 Describe characters in a
story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events
CCSS.ELA-Literacy.RL.4.3 Describe in depth a
character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character's thoughts, words, or actions).
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.3.9 Compare and contrast
the themes, settings, and plots of stories written by
the same author about the same or similar characters (e.g., in books
from a series)
Characterization Lesson Lesson Goals
To understand character traits
Page | 21 Unit Created by Gay Miller
Suffixes
CCSS.ELA-LITERACY.L.3.4.B
Determine the meaning of the
new word formed when a
known affix is added to a
known word
(e.g., agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat).
CCSS.ELA-LITERACY.L.4.4.B
Use common, grade-
appropriate Greek and Latin
affixes and roots as clues to
the meaning of a word
(e.g., telegraph, photograph,
autograph).
CCSS.ELA-LITERACY.L.5.4.B
Use common, grade-
appropriate Greek and Latin
affixes and roots as clues to
the meaning of a word
(e.g., photograph,
photosynthesis).
Lesson Goals
To correctly use the four suffixes [–ment, -ist, and –er/–o]
Essential Question
How do I use the suffixes –ment, -ist, and –er/–or?
Page | 22 Unit Created by Gay Miller
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may utilize it for each student you serve. • You may not upload this product to the Internet or store it in any public
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