i survived the great chicago fire, 1871 - book units teacher · 2018-04-05 · i survived the great...

~ © Gay Miller ~

I Survived the Great Chicago Fire, 1871

Digital + Printable Book Unit

Created by Gay Miller

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

~ © Gay Miller ~

Thank you for downloading this preview

of I Survived the Great Chicago Fire,

1871 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, constructive 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.

I Survived the Great Chicago Fire, 1871

Genre ~ Historical Fiction

Interest Level ~ Grades 3 – 5

Grade level Equivalent: Scholastic Level R

Lexile Measure®: 730L


~ © Gay Miller ~

I Survived Series Book Units by Gay Miller

Publication Date

Number in Series

Title (Click on the links to visit my TPT store.)

Available Book 7 I Survived the Battle of Gettysburg, 1863

4/1/18 Book 11 I Survived the Great Chicago Fire, 1871

5/1/18 Book 12 I Survived the Joplin Tornado, 2011

6/1/18 Book 13 I Survived the Hindenburg Disaster, 1937

7/1/18 Book 14 I Survived the Eruption of Mount St. Helens,

1980

Available Book 15 I Survived the American Revolution, 1776

Available Book 16 I Survived the Children’s Blizzard, 1888

10/18 Book 17 I Survived the Attack of the Grizzlies, 1967

TBA Book 18 TBA

TBA Book 19 TBA

TBA Book 20 TBA

Growing Bundle

Rules

Purchase

https://www.teacherspayteachers.com/Product/I-Survived-the-Battle-of-Gettysburg1863-Tarshis-Digital-Printable-Book-Unit-3477790

https://www.teacherspayteachers.com/Product/I-Survived-the-American-Revolution-1776-Google-Digital-Printable-Book-Unit-3410761

https://www.teacherspayteachers.com/Product/I-Survived-the-Childrens-Blizzard-1888-Novel-Study-Digital-Printable-Unit-3688603

https://www.teacherspayteachers.com/Product/I-Survived-Series-Growing-Bundle-Rules-3659819

https://www.teacherspayteachers.com/Product/I-Survived-Series-Growing-Bundle-3659812

~ © Gay Miller ~

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

Password for Boom Learning Decks 7

Google Digital Link and Information 8

Lesson Plans at a Glance 12

Vocabulary 13

Teacher Information 14

Vocabulary List 17

Vocabulary Bookmarks 21

Vocabulary Word Cards 23

Vocabulary Practice Booklet (Two Boom Decks provided.) 26

Vocabulary Test 45

Comprehension & Writing 47

Boom Decks are provided for the comprehension questions and Google Slides are provided for the Constructive Response questions.)

Teacher Information 48

Comprehension Questions for Chapters 1-2 54

Comparing Characters 56


Historical Photos 60

Point of View 62

Cause and Effect 63


Figurative Language 67


Summarizing 71

Historical Photos with Discussion Questions 73


Comparing a Fictional Account to a Historical Event 78

Making Connections with Text 80

~ © Gay Miller ~


Problems and Solutions 84


Theme 88

Comprehension Questions for Chapter 15 90

Plot Development Chart 92

Skill Practice 95

Summarizing

Octagon Organizer (Google Slides provided.) 96

Pamphlet Organizer (Google Slides provided.) 99

Summarizing Activities (Google Slides provided.) 104

Fact/Opinion

Fact/Opinion Two Flap Organizer (Google Slides provided.) 109

Fact/Opinion Practice (Boom Deck provided.) 113

Adjectives 115

Limiting and Descriptive Adjectives (Google Slides provided.) 116

Adjective Order Practice (Boom Deck provided.) 120

Adjective Spelling Rules Organizer (Google Slides provided.) 122

Spelling Comparative & Superlative Adjectives Practice (Boom Deck) 126

Prefixes

Prefixes Hexagon Fold Organizer (Google Slides provided.) 129

Prefix Practice (Boom Deck provided.) 132

Aggravation using Prefix mis- 134

Credits 138

~ © Gay Miller ~

Lesson Plans at a Glance Read Vocabulary List

& Vocabulary Booklet

Comprehension Quiz

Constructive Response Question

Skill Practice

Chapters 1-2 panic

exhaust

Page 1

Page 2 Chapters 1-2

Comparing

Characters

Summarizing

Organizers

Chapters 3-4 stench

scour Page 3 Chapters 3-4

Point of View

Cause and

Effect

Summarizing

Practice

Chapters 5-6 thug

singe Page 4 Chapters 5-6

Figurative

Language

Fact/Opinion

Organizer

Chapters 7-8 teeter

grope Page 5 Chapters 7-8 Summarizing

Fact/Opinion

Practice

Chapters 9-10 hem

shard Page 6 Chapters 9-10

Comparing Accounts

Making

Connections

Adjectives

Organizers

Chapters 11-12 menace

muddle Page 9 Chapters 11-12

Problems and

Solutions

Adjective Order Practice

Adjective Spelling

Practice

Chapters 13-14 helm

propel Page 10 Chapters 13-14 Theme

Prefix Organizers

for mis- and un-

Chapter 15 suspicious Page 11 Chapter 15 Plot

Development

Prefix Practice

and Aggravation

Game

Review of Vocabulary

Pages 7-8 (Crossword

Puzzle)

Page 12 (Analogies)

Vocabulary Test

Note: The crossword puzzle can be used as an alternative vocabulary test.

Page | 7 Unit Created by Gay Miller

Vocabulary Review

Complete the analogies using vocabulary words.

1. thug : nice guy :: harmless : ____________________

2. confuse : muddle :: fright : ___________________

3. panic : self-control :: entire piece : ______________

4. chip : shard :: confined : ____________________

5. burn slightly : singe :: search : ________________

6. wobble : teeter :: fumble : ___________________

7. controls : helm :: tire : ____________________

8. bad smell : stench :: danger : ________________

9. exhaust : refresh :: steady : __________________

10.mistrustful : suspicious :: brute : _______________

11.wide open : hem :: perfume : _________________

12.scare : panic :: thrust : ____________________

English Words from Greek Gods

A number of English words come from Greek gods. Match the words to the correct god.

_____ Ceres – goddess of agriculture

a) museum

_____ Pan – god of the woods and shepherds who caused sudden fear that could not be

explained

b) titanic

_____ Janus – god with two

faces – god of beginnings c) panic

_____ The Nine Muses – daughters of Zeus who were

created to give inspiration, knowledge, artistry and music

to the ancient world

d) cereal

_____ Jove – god of the sky and thunder

e) martial

_____ Mars – god of war, army, or military

f) January

_____ Titans – one of a family of giants

g) jovial

Page 12 Page 1


Vocabulary Review

Complete the analogies using vocabulary words.

1. thug : nice guy :: harmless : _menace__

2. confuse : muddle :: fright : _panic__

3. panic : self-control :: entire piece : _shard__

4. chip : shard :: confined : _hem__

5. burn slightly : singe :: search : _scour__

6. wobble : teeter :: fumble : __grope___

7. controls : helm :: tire : _exhaust_

8. bad smell : stench :: danger : _menace__

9. exhaust : refresh :: steady : _teeter_

10.mistrustful : suspicious :: brute : _thug____

11.wide open : hem :: perfume : _stench___

12.scare : panic :: thrust : _propel__

English Words from Greek Gods

A number of English words come from Greek gods. Match the words to the correct god.

__d___ Ceres – goddess of agriculture

a) museum

__c___ Pan – god of the woods and shepherds who caused sudden fear that could not be

explained

b) titanic

__f___ Janus – god with two

faces – god of beginnings c) panic

__a___ The Nine Muses – daughters of Zeus who were

created to give inspiration, knowledge, artistry and music

to the ancient world

d) cereal

__g___ Jove – god of the sky and thunder

e) martial

__e___ Mars – god of war, army, or military

f) January

__b___ Titans – one of a family of giants

g) jovial

Page 12 Page 1


I Survived the Great Chicago Fire, 1871 ~ Chapters 1-2

1. The main idea of Chapter 1 is ---.

a. Oscar is trapped in a burning house fighting for his life.

b. Oscar braved a killer blizzard, so now he can face anything.

c. A spark started in a barn and quickly became a huge fire.

d. Oscar sees crowds of people fleeing from

their homes.

2. What is the main conflict that Oscar is facing at

the end of Chapter 2?

a. getting used to a new father b. learning how to live in a city

c. leaving the farm d. going against Papa’s wishes

3. The best title for Chapter 2 would be ---.

a. Leaving the Farm

b. Mama and Mr. Morrow c. The Train Ride

d. From a Happy Prairie Life to a Scary City Life

4. Why does Oscar throw up?

a. He has motion sickness.

b. He’s getting a cold.

c. He is nervous.

d. His lunch had spoiled.

5. Besides the words at the beginning of

Chapter 1, how does the reader know this story takes place in the 1800’s?

a. Oscar traveled by train to Chicago. b. Oscar lived on a farm in Minnesota. c. Papa had been a sheriff in the Dakota

Territory. d. Papa was killed in a vicious blizzard when

it hit the prairie town with no warning.

6. The tone of Chapter 1can best be described as --.

a. calm and peaceful ~ The author tells the story using a causal speaking voice.

b. unconcerned ~ The author tells the story without any emotional feelings.

c. fearful ~ The author tells an exciting story full of exclamations and vivid descriptions.

d. humorous ~ The author makes the story funny

with events that are over the top.

7. Explain how the author used figurative language to describe the fire by completing the chart.

Figurative Phrase Type of Figurative

Phrase

Why did the author most likely use

this phrase?

But then flames reached up.

They grabbed hold of a pile of hay.

Crackle! Pop! And then, Boom!

Like a swarm of flaming wasps, they flew through the air,

starting fires wherever they landed.


I Survived the Great Chicago Fire, 1871 ~ Chapters 1-2

1. The main idea of Chapter 1 is ---.

a. Oscar is trapped in a burning house fighting for his life.

b. Oscar braved a killer blizzard, so now he can face anything.

c. A spark started in a barn and quickly became a huge fire.

d. Oscar sees crowds of people fleeing from

their homes.

2. What is the main conflict that Oscar is facing at

the end of Chapter 2?

a. getting used to a new father b. learning how to live in a city

c. leaving the farm d. going against Papa’s wishes

3. The best title for Chapter 2 would be ---.

a. Leaving the Farm

b. Mama and Mr. Morrow c. The Train Ride

d. From a Happy Prairie Life to a Scary City Life

4. Why does Oscar throw up?

a. He has motion sickness.

b. He’s getting a cold.

c. He is nervous.

d. His lunch had spoiled.

5. Besides the words at the beginning of

Chapter 1, how does the reader know this story takes place in the 1800’s?

a. Oscar traveled by train to Chicago. b. Oscar lived on a farm in Minnesota. c. Papa had been a sheriff in the Dakota

Territory. d. Papa was killed in a vicious blizzard when

it hit the prairie town with no warning.

6. The tone of Chapter 1can best be described as --.

a. calm and peaceful ~ The author tells the story using a causal speaking voice.

b. unconcerned ~ The author tells the story without any emotional feelings.

c. fearful ~ The author tells an exciting story full of exclamations and vivid descriptions.

d. humorous ~ The author makes the story funny

with events that are over the top.

7. Explain how the author used figurative language to describe the fire by completing the chart.

Figurative Phrase Type of Figurative

Phrase

Why did the author most likely use

this phrase?

But then flames reached up.

They grabbed hold of a pile of hay.

personification

The flames acted like people who were

trying to destroy. This makes the scene frightening.

Crackle! Pop! And then, Boom! onomatopoeia

The chapter is full of vivid imagery. Sounds are part of this. This makes the

fire easier for the reader to picture. The scene feels real.

Like a swarm of flaming wasps, they flew through the air,

starting fires wherever they landed.

simile

The flames are compared to wasps. These are hurtful creatures – unwanted –

causing harm. This imagery creates a mood of destruction.

~ © Gay Miller ~

Common Core Skills for Summarizing

3rd 4th 5th 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.RI.3.2

Determine the main idea of a

text; recount the key details

and explain how they support

the main idea.


Determine the main idea of a

text and explain how it is

supported by key details;

summarize the text.


Determine two or more main

ideas of a text and explain

how they are supported by key

details; summarize the text.


Use information gained from

illustrations (e.g., maps,

photographs) and the words in

a text to demonstrate

understanding of the text

(e.g., where, when, why, and

how key events occur).


Interpret information

presented visually, orally, or

quantitatively (e.g., in charts,

graphs, diagrams, time lines,

animations, or interactive

elements on Web pages) and

explain how the information

contributes to an

understanding of the text in

which it appears.


Draw on information from

multiple print or digital

sources, demonstrating the

ability to locate an answer to a

question quickly or to solve a

problem efficiently.

http://www.corestandards.org/ELA-Literacy/RL/3/2/



http://www.corestandards.org/ELA-Literacy/RI/3/2/






~ © Gay Miller ~

Summarizing Octagon Organizer

Pamphlet Fold Organizer

Printable Practice

inside front inside flap

~ © Gay Miller ~

Common Core Skills for Fact/Opinion

3rd 4th 5th CCSS.ELA-LITERACY.W.3.2.B

Develop the topic with facts,

definitions, and details.

CCSS.ELA-LITERACY.W.4.2.B


definitions, concrete details,

quotations, or other

information and examples

related to the topic.

CCSS.ELA-LITERACY.W.5.2.B


definitions, concrete details,

quotations, or other

information and examples

related to the topic.

CCSS.ELA-LITERACY.SL.3.4

Report on a topic or text, tell a

story, or recount an

experience with appropriate

facts and relevant, descriptive

details, speaking clearly at an

understandable pace.


Report on a topic or text, tell a

story, or recount an

experience in an organized

manner, using appropriate

facts and relevant, descriptive

details to support main ideas

or themes; speak clearly at an

understandable pace.


Report on a topic or text or

present an opinion, sequencing

ideas logically and using

appropriate facts and relevant,

descriptive details to support

main ideas or themes; speak

clearly at an understandable

pace.

Fact/Opinion Two Flap Organizer and Practice

http://www.corestandards.org/ELA-Literacy/W/3/2/b/



http://www.corestandards.org/ELA-Literacy/SL/3/4/



~ © Gay Miller ~

Common Core Skills for Adjectives

3rd 4th 5th CCSS.ELA-LITERACY.L.3.1

Demonstrate command of the

conventions of standard

English grammar and usage

when writing or speaking.

CCSS.ELA-LITERACY.L.4.1










CCSS.ELA-LITERACY.L.3.1.A

Explain the function of nouns,

pronouns, verbs, adjectives,

and adverbs in general and

their functions in particular

sentences.

CCSS.ELA-LITERACY.L.4.1.D

Order adjectives within

sentences according to

conventional patterns (e.g., a

small red bag rather than a

red small bag).




English capitalization,

punctuation, and spelling when

writing.






writing.






writing.

CCSS.ELA-LITERACY.L.3.2.E

Use conventional spelling for

high-frequency and other

studied words and for adding

suffixes to base words

(e.g., sitting, smiled, cries,

happiness).


Spell grade-appropriate words

correctly, consulting

references as needed.

CCSS.ELA-LITERACY.L.5.2.E

Spell grade-appropriate words

correctly, consulting

references as needed.

CCSS.ELA-LITERACY.L.3.2.F

Use spelling patterns and

generalizations (e.g., word

families, position-based

spellings, syllable patterns,

ending rules, meaningful word

parts) in writing words.

CCSS.ELA-LITERACY.L.3.2.G

Consult reference materials,

including beginning

dictionaries, as needed to

check and correct spellings.

http://www.corestandards.org/ELA-Literacy/L/3/1/



http://www.corestandards.org/ELA-Literacy/L/3/1/a/

http://www.corestandards.org/ELA-Literacy/L/4/1/d/




http://www.corestandards.org/ELA-Literacy/L/3/2/e/


http://www.corestandards.org/ELA-Literacy/L/5/2/e/

http://www.corestandards.org/ELA-Literacy/L/3/2/f/

http://www.corestandards.org/ELA-Literacy/L/3/2/g/

~ © Gay Miller ~

Common Core Skills for Prefixes

3rd 4th 5th CCSS.ELA-LITERACY.L.3.4

Determine or clarify the

meaning of unknown and

multiple-meaning word and

phrases based on grade 3

reading and content, choosing

flexibly from a range of

strategies.




multiple-meaning words and




strategies.




multiple-meaning words and




strategies.

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).


Use common, grade-appropriate

Greek and Latin affixes and

roots as clues to the meaning of

a word (e.g., telegraph,

photograph, autograph).


Use common, grade-appropriate

Greek and Latin affixes and

roots as clues to the meaning of

a word (e.g., photograph,

photosynthesis).


Use glossaries or beginning

dictionaries, both print and

digital, to determine or clarify

the precise meaning of key

words and phrases.

CCSS.ELA-LITERACY.L.4.4.C

Consult reference materials

(e.g., dictionaries, glossaries,

thesauruses), both print and

digital, to find the pronunciation

and determine or clarify the

precise meaning of key words

and phrases.

CCSS.ELA-LITERACY.L.5.4.C

Consult reference materials

(e.g., dictionaries, glossaries,

thesauruses), both print and

digital, to find the pronunciation

and determine or clarify the

precise meaning of key words

and phrases.

Prefix Hexagon Fold Organizers, Practice, and Game




http://www.corestandards.org/ELA-Literacy/L/3/4/b/




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

http://www.corestandards.org/ELA-Literacy/L/5/4/c/


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i survived the great chicago fire, 1871 - book units teacher · 2018-04-05 · i survived the great...

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