there’s a boy in the girls’ bathroom - book units teacher
TRANSCRIPT
~ Page 1 © Gay Miller ~
Created by Gay Miller
There’s a Boy in the Girls’ Bathroom
Sample 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 preview of There’s a Boy in the Girls’ Bathroom Book Unit.
Purchase the full unit on TPT.
For teachers who wish paperless activities, this unit contains a links to Boom Learning Decks as well as Google Digital resources. This packet also 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.
7 There’s a Boy in the Girls’ Bathroom
By Louis Sachar
Genre ~ Realistic Fiction Interest Level ~ Grades 3 – 5
Grade level Equivalent: Scholastic Q Lexile Measure®: 490L
~ Page 3 © Gay Miller ~
Table of Contents
Links to Digital Resources 5
Materials Needed for Creating the Foldable Graphic Organizers 12
Lesson Plans at a Glance 13
Vocabulary 14
Teacher Information 15
Vocabulary List 17
Vocabulary Bookmarks 27
Vocabulary Word Cards 29
Vocabulary Practice Booklet 34
Vocabulary Test 57
Comprehension and Writing 61
Teacher Information 62
Comprehension Chapters 1-3 66
Constructed Response – Character Traits of Bradley
67
Comprehension Chapters 4-7 68
Constructed Response – Chapters 4-7 ~ Cause and Effect
69
Comprehension Chapters 8-10 70
Constructed Response – Comparing Characters
71
Comprehension Chapters 11-15 72
Constructed Response – Responding to Text 73
Comprehension Chapters 16-20 74
Constructed Response – Point of View
75
Comprehension Chapters 21-22 77
Constructed Response – Setting 78
Comprehension Chapters 23-25 79
Constructed Response – Comparing Characters
80
Comprehension Chapters 26-28 81
Constructed Response – Roles of a Clique Hierarchy
82
Comprehension Chapters 29-31 83
Constructed Response – Chapters 29-31 ~ Cause and Effect + Mood
84
Comprehension Chapters 32-34 85
Constructed Response – ~ Acrostic (Summarizing)
86
Comprehension Chapters 35-37 87
Constructed Response –Chapter 37 ~ Comparing Characters
88
Comprehension Chapters 38-40 89
Constructed Response – Chapters 38-40 ~ Cause and Effect
90
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Constructed Response – Chapter 40 ~ Figurative Language 91
Comprehension Chapters 41-44 92
Constructed Response – Chapters 41-44 ~ Problem and Solution Chain
93
Comprehension Chapters 45-47 94
Constructed Response – Theme 95
Constructed Response – Plot Development Roller Coaster Diagram 96
Comprehension and Writing Answer Keys 97
Comprehension and Writing without CCSS 129
Skills 162
Teacher Information 163
Week 1 - Verbs 167
Day 1 - Video Lesson 1 with Progressive Verbs Organizer 168
Day 2 - Practice Using Progressive Verbs including Spelling –ing Verbs 172
Day 3 – Video Lesson 2 with Modal Auxiliaries Organizer 180
Day 4 – Video Lesson 3 with Modal Auxiliaries Organizer 184
Day 5 - Practice Using Modal Auxiliaries [2 Bump Games] 186
Week 2 - Suffixes 193
Day 6 – Practice using the Suffix –er/-or 194
Day 7 - Practice using the Suffixes –er/-or, -ist, -ian/-an, and -ess 197
Day 8 - Practice using the Suffixes –al/-ial and -ly 200
Day 9 – Video Lesson 4 Reviewing all Suffixes with Organizer 203
Day 10 – Suffix Practice with Trivia Pursuit Type Game 208
Week 3 – Punctuation for Effect and Context Clues 213
Day 11– Video Lesson 5 with Commas, Dashes, and Parentheses Organizer 214
Day 12 - Practice using Commas, Dashes, and Parentheses 218
Day 13– Video Lesson 6 with Context Clues Organizer 222
Day 14 – Practice using Context Clues [Task Cards] 226
Credits 238
~ Page 5 © Gay Miller ~
Lesson Plans at a Glance Read
Vocabulary Words and Practice Book
Comprehension Practice
Constructed Response Question
Skill Practice
Chapters 1-3
suspicious flabbergast
Page 1 Chapters 1-3
Character Traits
Progressive Verbs Organizer with Video
Chapters
4-7
drastic
modest Page 2
Chapters
4-7
Cause and
Effect
Progressive Verbs
Practice
Chapters 8-10
ferocious detour
Page 3 Chapters 8-10
Comparing Characters
Modal Organizer with Video Part 1
Chapters 11-15
anguish lag
Page 4 Chapters 11-15
Point of View Modal Organizer with Video Part 2
Chapters
16-20
terrorize
quantity Page 5
Chapters
16-20
Character
Traits
Practice Using Modal Auxiliaries [2 Bump Games]
Chapters 21-22
confidence scoff
Page 6 Chapters 21-22
Setting
Suffixes
-er/-or -ist
Chapters
23-25
astonishment
anticipation Page 7
Chapters
23-25
Comparing
Characters
Suffixes -ian/-an
-ess
Chapters 26-28
befuddle inquisitive
Page 8 Chapters 26-28
Figurative Language
Suffixes
-al/-ial -ly
Chapters
29-31
fumble
disturb Page 9
Chapters
29-31 Mood
Suffix Video Lesson
and Organizer
Chapters 32-34
cardinal latter
Page 10 Chapters 32-34
Acrostic
Suffix Practice with
Trivia Pursuit Type Game
Chapters
35-37
overwhelm
justify Page 11
Chapters
35-37 Point of View
Video Lesson 5 with Commas, Dashes, and
Parentheses Organizer
Chapters 38-40
essence bizarre
Page 12 Chapters 38-40
Practice using
Commas, Dashes, and Parentheses
Chapters 41-44
swerve stern
Page 13 Chapters 41-44
Problem and Solution
Chain
Video Lesson 6 with Context Clues
Organizer
Chapters 45-47
suspense replica
Page 14 Chapters 45-47
Summarizing Practice using Context
Clues [Task Cards]
Vocabulary Test
~ Page 6 © Gay Miller ~
Chapters 45-47 [suspense and replica]
1. Circle six words in the box that are synonyms of
replica.
first earliest original
pretend primary real
fake model imitation
initial copy reproduction
2. Add vowels to these nonsense words to make vocabulary words.
crdnl
nqstv
rplc
bfddl
vrwhlm
3. Which word doesn’t belong?
anticipation, monotony, expectation, suspense, nervousness, excitement
Chapters 1-3 [suspicious and flabbergast]
1. Circle six words in the box that are synonyms of
flabbergast.
stun pacify surprise
dumbfound quiet shock
soothe astonish lull
calm settle down bowl over
2. The word suspicious is usually an -__________________ (part of speech). Adding the suffix –ly changes suspicious to suspiciously making it an
______________________.
3. Complete the following chart.
Which part of speech is
the bold word in
the sentence?
List the word the bold word
modifies and the part
of speech this word is.
The dog was suspicious of the
strange couple.
The security guard stared at
the couple suspiciously.
The man acted suspiciously before putting on a mask and
robbing the bank.
The suspicious lady helped the robber collect money.
Page 16 Page 1
~ Page 7 © Gay Miller ~
Chapters 45-47 [suspense and replica]
1. Circle six words in the box that are synonyms of
replica.
first earliest original
pretend primary real
fake model imitation
initial copy reproduction
2. Add vowels to these nonsense words to make vocabulary words.
crdnl cardinal
nqstv inquisitive
rplc replica
bfddl befuddle
vrwhlm overwhelm
3. Which word doesn’t belong?
anticipation, monotony, expectation, suspense, nervousness, excitement
Chapters 1-3 [suspicious and flabbergast]
1. Circle six words in the box that are synonyms of
flabbergast.
stun pacify surprise
dumbfound quiet shock
soothe astonish lull
calm settle down bowl over
2. The word suspicious is usually an _____adjective____ (part of speech). Adding the suffix –ly changes suspicious to suspiciously making it an
____adverb____.
3. Complete the following chart.
Which
part of
speech is
the bold
word in
the
sentence?
List the word
the bold
word
modifies and
the part of
speech this
word is.
The dog was suspicious of the strange couple.
adj dog
(noun)
The security guard stared at
the couple suspiciously. adv
stared
(verb)
The man acted suspiciously before putting on a mask and robbing the bank.
adv acted
(verb)
The suspicious lady helped
the robber collect money. adj
lady
(noun)
Page 16 Page 1
Page | 8 Unit Created by Gay Miller
There’s a Boy in the Girls’ Bathroom ~ Chapters 1-3
1. A good title for Chapters 1-3 could be ---.
a. Going to the Zoo b. Meet Bradley Chalkers c. Failing School
d. A Fishy Dinner
2. Chapters 1-3 are told from which point of
view?
a. 1st Person Point of View
b. 2nd Person Point of View c. 3rd Person Point of View
3. Which word best describes Bradley?
a. unhappy b. matter-of-fact c. loving
d. optimistic
4. What does Bradley want more than anything else?
a. to have friends and be accepted b. to go to the zoo
c. for his mother to not go to Parents’ Conference
d. to be an only child
5. Why does Bradley have pretend
conversations with animal figures?
a. Bradley uses the animals for war games. b. Bradley wants to be a movie director one
day. He acts out scenes with the animals. c. Bradley acts out situations he had during
the day with the animals. d. Bradley uses the animals to help with his
school work.
6. Bradley is really good at ----.
a. cheating
b. lying c. getting along with others
d. schoolwork
7. Why is Bradley mean to Jeff?
a. Bradley wants to steal Jeff’s money. b. Bradley wants Jeff to move to a new desk,
so he can sit by himself.
c. Bradley wants to hate Jeff first before Jeff hates him as a way of not getting
emotional hurt. d. Bradley is jealous of Jeff because the other
students like Jeff and not him.
8. Read this line from Chapter 1.
He was an island.
Which type of figurative language does this line contain?
a. simile b. metaphor
c. personification d. alliteration
What does the line mean?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Page | 9 Unit Created by Gay Miller
Constructed Response – Character Traits of Bradley
Draw a picture of Bradley. Then list 6 character traits and proof from text for each trait.
Picture of Bradley
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
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).
Page | 10 Unit Created by Gay Miller
There’s a Boy in the Girls’ Bathroom ~ Chapters 1-3
1. A good title for Chapters 1-3 could be ---.
a. Going to the Zoo b. Meet Bradley Chalkers
c. Failing School d. A Fishy Dinner
2. Chapters 1-3 are told from which point of
view?
a. 1st Person Point of View
b. 2nd Person Point of View c. 3rd Person Point of View
3. Which word best describes Bradley?
a. unhappy
b. matter-of-fact c. loving
d. optimistic
4. What does Bradley want more than anything
else?
a. to have friends and be accepted b. to go to the zoo
c. for his mother to not go to Parents’ Conference
d. to be an only child
5. Why does Bradley have pretend
conversations with animal figures?
a. Bradley uses the animals for war games. b. Bradley wants to be a movie director one
day. He acts out scenes with the animals. c. Bradley acts out situations he had during
the day with the animals. d. Bradley uses the animals to help with his
school work.
6. Bradley is really good at ----.
a. cheating
b. lying c. getting along with others d. schoolwork
7. Why is Bradley mean to Jeff?
a. Bradley wants to steal Jeff’s money.
b. Bradley wants Jeff to move to a new desk, so he can sit by himself.
c. Bradley wants to hate Jeff first before Jeff
hates him as a way of not getting emotional hurt.
d. Bradley is jealous of Jeff because the other students like Jeff and not him.
8. Read this line from Chapter 1.
He was an island.
Which type of figurative language does this line contain?
a. simile b. metaphor
c. personification d. alliteration
What does the line mean?
Bradley sat all by himself in Mrs. Ebbel’s
classroom. No one sat on either side or to his
back or front.
Page | 11 Unit Created by Gay Miller
Constructed Response – Character Traits of Bradley – Answer Key
Draw a picture of Bradley. Then list 6 character traits and proof from text for each trait.
Picture of Bradley
Trait and Proof from Text
Poor Student
“I was very pleased. There were fourteen A’s and the rest B’s. Of course, there was
one F, but …” She shrugged her shoulders. Bradley held up his test for everyone to see and smiled that same distorted smile.
Trait and Proof from Text
Not Liked by Others
All in all, he thought everyone would be much happier
if he sat in the closet, but, unfortunately, his desk didn’t fit.
Trait and Proof from Text
Good Liar
“The school has just hired a new counselor,” said Mrs.
Ebbel. “And I think it’s very important that your mother meet her.” “Oh, they already met,” said Bradley. “They go bowling together.”
Trait and Proof from Text
Wants Friends
“I’ll give you a dollar if you’ll be my friend,” said Bradley.
He held out the dollar Jeff had given him earlier.
Trait and Proof from Text
Lonely
He walked down the hall to his room and closed the door.
“Hey, everybody,” he announced. “Bradley’s home!” But he was pretending that it was someone else
who was speaking. “Hi, Bradley. Hi, Bradley,” he said.
Trait and Proof from Text
Bully
Bradley thought a moment, then said, “Give me a dollar or I’ll spit on you.”
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).
Page | 12 Unit Created by Gay Miller
Constructed Response – Character Traits of Bradley
Draw a picture of Bradley. Then list 6 character traits and proof from text for each trait.
Picture of Bradley
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
Trait and Proof from Text
__________________________________
________________________________
__________________________________
__________________________________
_______________________________
Page | 13 Unit Created by Gay Miller
Skills
Page | 14 Unit Created by Gay Miller
Teacher Instructions for Language Arts Lessons This unit has 14 days of language arts lessons. Five video lessons with organizers are provided. Day 1 – Video Lesson + Progressive Verb Organizer
Day 2 – Printable/Digital Practice on Progressive Verbs
Day 3 – Video Lesson Part 1 + Modal Organizer
Day 4 – Video Lesson Part 2 + Progressive Verb Organizer
Day 5 – Modal Practice with Bump Games
Day 6 – Printable/Digital Practice with Suffixes –er/-or
Day 7 – Printable/Digital Practice with Suffixes -er/-or, -ist, -ian/-an, and -ess
Day 8 – Printable/Digital Practice with Suffixes –al/-ial and -ly
Day 9 – Video Lesson + Suffixes with Organizer
Day 10 – Suffix Game (Similar to Trivial Pursuit)
Day 11 – Video Lesson + Commas, Dashes, and Parentheses Organizer
Day 12 – Printable/Digital Practice with Commas, Dashes, and Parentheses
Day 13 – Video Lesson + Definition Context Clues Organizer
Day 14 – Practice Context Clues using Task Cards
Page | 15 Unit Created by Gay Miller
You can check out how the video lessons look with these free examples from my blog. Note these are different skills than those in this resource and the practice exercises that follow the video lessons are not included in the blog post examples. Suffix Blog Post (This post goes over different suffixes than the one taught in this unit.) Context Clues Blog Post (This post goes over contrasting – not definition - context clues.)
Purchase the full unit on TPT.
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Novel Studies Created by Gay Miller
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I Survived Series
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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
retrieval service of any kind outside of using it with your own students. • No part of the product may be altered for resell or distribution. • If you have any questions feel free to contact me at
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13.
Credits
Microsoft
Office
Clipart
Gallery
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