prisoner b-3087 · c. “and armbands. armbands with the star of david on them!” uncle moshe...

~ © Gay Miller ~

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Prisoner B-3087

Digital + Printable Book Unit

Created by Gay Miller

~ © Gay Miller ~

Thank you for downloading this

preview of Prisoner B-3087 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

Learning vocabulary/comprehension

practice as well as Google Digital

resources. Look at the next pages for

links and password information.

z

Prisoner B-3087 By Alan Gratz

Genres

Action & Adventure - Survival Historical – World War II

Social Themes – Prejudice and Discrimination

Recommended Reading Level: Grades 6-8

Scholastic Level W [6th Grade]


~ © Gay Miller ~

Table of Contents

Links to Digital Resources 3

Materials Needed 11

Lesson Plans at a Glance 12

Vocabulary 13

Teacher Information 14

Vocabulary List 17

Vocabulary Bookmarks 25

Vocabulary Word Cards 27

Vocabulary Practice Booklet 33

Vocabulary Test 55

Photographs and Maps 59

Comprehension and Constructed Response Writing Questions 79

Teacher Information 80

Settings throughout the Novel [Chart and Map] 86

Chapters 1-2 Comprehension 88

Constructed Response – Setting 89


Constructed Response – Point of View 92


Constructed Response – Mood 95


Constructed Response – Sequence of Events 97


Constructed Response – Character Traits of Yanek 99


Constructed Response – Course of Action 101

Chapter 13 Comprehension 102

Constructed Response – The Story of Abimelech/Questions 103


Constructed Response – Figurative Language 105


Constructed Response – Problem and Solution Chain 107


Constructed Response – Acrostic 109

~ © Gay Miller ~


Words of Songs 111

Constructed Response – Point of View/Comparing and Contrasting 112


Constructed Response – Mood/Details 117


Constructed Response – Summarizing 119

Constructed Response – Figurative Language 120


Constructed Response – Theme 122


Constructed Response – Comparing Characters 124

Constructed Response – Plot Development 125

Answer Keys for Comprehension and Constructed Response Writing Questions 126

Language Arts Skills 171

Figurative Language 172

Context Clues Organizers and Game 190

Giving a One-Minute Presentation 208

Lesson #1 - Selecting a Person to Research/Giving a Short Presentation 213

Lesson #2 - Learning How to Create a Bibliography 217

Lesson #3 - Taking Notes on an Outline 227

Lesson #4 - Writing the Body Paragraphs 233

Lesson #5 - Transition Words 242

Lesson #6 - Writing the Introduction 247

Lesson #7 - Writing the Conclusion 252

Lesson #8 - Editing and Proofreading 256

Printable Organizer for the Project 261

Credits 274

~ © Gay Miller ~

Lesson Plans at a Glance

Read Vocabulary Vocabulary

Practice Book

Practice Constructed

Response Question

Skill Practice

Kraków,Poland Chapters 1-2

fuehrer tureen

Page 1 Chapters 1-2 Settings Figurative Language


ghetto mercenary

Page 2 Chapters 3-4 Point of View Context Clues Organizers


conduit accede

Page 3 Chapters 5-6 Mood Context Clues Game


liquidate fateful

Page 4 Chapters 7-8 Sequence of Events

Giving a One-Minute Presentation

Plaszów Concentration Camp Chapters 9-10

meager putrid

Page 5 Chapters 9-10 Character Traits of Yanek

Selecting a Person to Research/ Giving a Short Presentation

Plaszów Concentration Camp Chapters 11-12

pact sustain

Page 6 Chapters 11-12 Course of Action

Learning How to Create a Bibliography

Wieliczka Salt Mine

Chapter 13

goad Page 7 Chapter 13 Comparing

Stories

Taking Notes

on an Outline

Trzebinia Concentration Camp Chapters 14-15

effrontery placard

Page 8 Chapters 14-15 Figurative Language

Writing the Body Paragraphs

Birkenau Concentration Camp

Chapters 16-18

unbidden scoff

tepid

Page 9 Page 10

(Review)

Chapters 16-18 Problem and Solution Chain

Transition Words

Auschwitz Concentration Camp Chapters 19-20

gait drone

Page 11 Chapters 19-20 Acrostic Writing the Introduction

Death March

Chapters 21-22

liberate

rejuvenate

Page 12 Chapters 21-22 Point of View Writing the

Conclusion

Sachsenhausen Concentration Camp Bergen-Belsen

Concentration Camp Chapters 23-24

serenade hearty

Page 13 Chapters 23-24 Mood/Details

Editing and Proofreading

Buchenwald Concentration Camp Gross-Rosen

Concentration Camp

Chapters 25-26

guise abyss

Page 14 Chapters 25-26 Summarizing Figurative Language

Creating the Project

Death March Chapters 27-28

revolutionary unsanitary

Page 15 Chapters 27-28 Theme

Dachau Concentration Camp Munich Chapters 29-30

steel reverent

Page 16 Chapters 29-30 Character Change Plot Development

Vocabulary Test

~ © Gay Miller ~

Constructed Response Questions

Figurative Language Organizer – Two versions of this organizer are provided.

Context Clues (6 and 8 Types of Clues)

Bibliography Organizer

Heroes (Information Cards)

How-to Videos (These are three well-made videos with good information that I came across when creating this unit. I’ve created Google Slides with embedded links for easy access.)

Paragraphs Organizer

Report Presentation (Instructions for Making a Google Slides Presentation)

Sample Report

Student Report Template

Transition Words Practice

Writing a Conclusion Organizer

Writing a Hook Organizer

For Google Slides

Page | 7 Unit Created by Gay Miller

Examples of Boom

Learning

---

Digital Task Cards


Vocabulary Practice

Thirty focus words, one for each chapter have been

selected. The unit contains a 16 page practice booklet for these words. Check out a

sample page and answer key on the next page.

Following the vocabulary sample, you will find

Chapters 1-2 comprehension questions and Constructed writing response samples.


Chapters 29-30 [steel and reverent]

1. Write two sentences using the word steel. Each sentence must use the word based on the definition.

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

reverent.

conceited superior meek

modest humble self-important

groveling respectful obliging

big-headed proud egotistic

3. Add vowels to the nonsense words to create vocabulary words from Chapters 11-30.

nsntry ____________________

gs ____________________

rvrnt ____________________

rvltnry ____________________

srnd ____________________

rjvnt ____________________

Chapters 1-2 [fuehrer and tureen]


fuehrer.

tyrant democrat totalitarian

representative dictator authoritarian

self-ruled absolute ruler classless

elected tyrannical leader delegate

2. Draw a picture of a tureen.

3. Is tureen used correctly in the sentences?

True or False

________ He dipped the ladle into the soup tureen and

filled up his bowl.

________ Pour the stew into the large tureen.

________ The mechanic took the tureen off the car.

________ A great tureen of chicken and dumplings

awaits the hungry hikers.

________ All newspapers in town will tureen the

announcement.

Page 16 Page 1

a hard, strong

metal made from

iron mixed with

carbon

to prepare for

something difficult;

make strong or

brave

_________________________________________

_________________________________________

_________________________________________

_________________________________________

___ _________________________________________

_________________________________________

_________________________________________

_________________________________________


Chapters 29-30 [steel and reverent]

1. Write two sentences using the word steel. Each sentence must use the word based on the definition.


reverent.

conceited superior meek

modest humble self-important

groveling respectful obliging

big-headed proud egotistic

3. Add vowels to the nonsense words to create

vocabulary words from Chapters 11-30.

nsntry ____unsanitary_________

gs ____guise ____________

rvrnt ____reverent __________

rvltnry ____revolutionary ______

srnd ____serenade _________

rjvnt ____rejuvenate________

Chapters 1-2 [fuehrer and tureen]

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

tyrant democrat totalitarian

representative dictator authoritarian

self-ruled absolute ruler classless

elected tyrannical leader delegate

2. Draw a picture of a tureen.

3. Is tureen used correctly in the sentences?

True or False

_____T_____ He dipped the ladle into the soup tureen

and filled up his bowl.

_____T_____ Pour the stew into the large tureen.

_____F_____ The mechanic took the tureen off the car.

_____T_____ A great tureen of chicken and dumplings

awaits the hungry hikers.

_____F_____ All newspapers in town will tureen the

announcement.

a hard, strong

metal made from

iron mixed with

carbon

to prepare for

something difficult;

make strong or

brave

_________________________________________

_________________________________________

_________________________________________

_________________________________________

___ _________________________________________

_________________________________________

_________________________________________

_________________________________________


Prisoner B-3087 ~ Chapters 1-2

1. The story is told from which point of view?

a. 1st person told by Yanek

b. 1st person alternating perspectives between chapters

c. 3rd person limited to Yanek d. 3rd person alternating perspectives between

chapters

2. Which word best describes Yanek? a. friendly

b. bully c. inventive

d. dare devil

3. Which genre is Prisoner B-3087? Check one from each row.

____ fiction OR ____ drama

____ action OR ____ prose

____ fantasy OR ____ realistic

____ historical OR ____ journal

____ western OR ____ military

4. Read this passage from Chapter 2.

They marched in their smart gray uniforms with

their legs locked straight and thrown out in front

of them the way ducks walk.

Which type of figurative language is used?

a. onomatopoeia

b. personification

c. metaphor

d. hyperbole

5. Sequence the following events in order.

____ The radio announcer interrupts the broadcast.

____ The synagogue catches on fire. ____ Yanek’s family eats a meal.

____ The Germans bomb Yanek’s town of Kraków. ____ Yanek entertains his family with a shadow-puppet show.

____ Jews are not allowed to attend school.

6. Complete the chart to describe the setting.

City,

Country

Year

Major

Historical

Event

Taking

Place

7. Which passage best shows how the Germans

mistreated the Jews?

a. If I had known what the next six years of

my life were going to be like, I would have eaten more.

b. “Ladies and gentlemen, we interrupt this

broadcast with the news that the German army has reached Kraków.”

c. “And armbands. Armbands with the Star of David on them!” Uncle Moshe said. “They are marking us. Branding us like the cattle in those

American pictures Yanek likes so much! d. A German officer stood over him, his pistol still

aimed at the dead man. — “Jews are reminded

that under the new rules, anyone caught

outside their homes after curfew will be shot on

sight!” the officer yelled.

8. What physical feature does Yanek have that

makes him “look like a movie star?”

a. dark blond hair

b. dark beady eyes c. red hair d. drooping eyelids


Prisoner B-3087 ~ Chapters 1-2 (Answer Key)

1. The story is told from which point of view?

a. 1st person told by Yanek

b. 1st person alternating perspectives between chapters

c. 3rd person limited to Yanek d. 3rd person alternating perspectives between

chapters

2. Which word best describes Yanek? a. friendly

b. bully c. inventive

d. dare devil

3. Which genre is Prisoner B-3087? Check one from each row.

____ fiction OR ____ drama

____ action OR ____ prose

____ fantasy OR ____ realistic

____ historical OR ____ journal

____ western OR ____ military

4. Read this passage from Chapter 2.

They marched in their smart gray uniforms with

their legs locked straight and thrown out in front

of them the way ducks walk.

Which type of figurative language is used?

a. onomatopoeia

b. personification

c. metaphor

d. hyperbole

5. Sequence the following events in order.

__3____ The radio announcer interrupts the broadcast.

__6____ The synagogue catches on fire. __1___Yanek’s family eats a meal. __4____ The Germans bomb Yanek’s town of

Kraków. __2____ Yanek entertains his family with a

shadow-puppet show. __5____ Jews are not allowed to attend school.

6. Complete the chart to describe the setting.

City,

Country

Kraków, Poland

Year 1939

Major

Historical

Event

Taking

Place

Hitler’s army invades Poland. They immediately enforce a new set of rules by using violence.

7. Which passage best shows how the Germans mistreated the Jews?

a. If I had known what the next six years of my life were going to be like, I would have eaten more.

b. “Ladies and gentlemen, we interrupt this broadcast with the news that the German army

has reached Kraków.” c. “And armbands. Armbands with the Star of

David on them!” Uncle Moshe said. “They are

marking us. Branding us like the cattle in those American pictures Yanek likes so much!

d. A German officer stood over him, his pistol still

aimed at the dead man. — “Jews are reminded

that under the new rules, anyone caught

outside their homes after curfew will be shot on

sight!” the officer yelled.

8. What physical feature does Yanek have that makes him “look like a movie star?”

a. dark blond hair b. dark beady eyes c. red hair

d. drooping eyelids


Constructed Response – Setting

Label the map with the following:

Bodies of Water

Baltic Sea

Countries

Poland

Germany

Soviet Union

Slovakia

Hungary

Romania

Lithuania

Cities

Kraków


Constructed Response – Setting (Answer Key)

Label the map with the following:

Bodies of Water

Baltic Sea

Countries

Poland

Germany

Soviet Union

Slovakia

Hungary

Romania

Lithuania

Cities

Kraków

Teacher Note -- Chapter 1

“The British and the French have

already declared war on him,” my

father said. “Soon the Americans

will join them. They won’t let

Germany roll over all of Europe.”

“He’s already annexed Austria and

Czechoslovakia,” said Uncle

Abraham. “And now he invades

Poland!”

See the map on the next page for

the locations of Austria and

Czechoslovakia.


Czechoslovakia 1930 [Source]

https://en.wikipedia.org/wiki/Czechoslovakia#/media/File:Czechoslovakia_1930_linguistic_map_-_created_2008-10-30.svg


Constructed Response – Setting Complete the chart to explain the importance of the setting of Prisoner B-3087.

Locations Where the Story Takes Place

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Importance of the Setting

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

What is Taking Place in this Location?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

____________________________________________________

Mood - Atmosphere of the Setting

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Setting

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.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of

episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how

setting shapes the characters or plot).

http://www.corestandards.org/ELA-Literacy/RL/5/3/




Constructed Response – Setting (Answer Key) Complete the chart to explain the importance of the setting of Prisoner B-3087.

Locations Where the Story Takes Place

The main character, Yanek, lives in Kraków, Poland in the neighborhood of Podgórze. This is a district of Kraków near the Vistula River.

He is close enough to hear the church bells from Wawel Cathedral.

Importance of the Setting

Yanek is Jewish. He lives in Poland during the German occupation of 1939.

What is Taking Place in this Location?

Hitler's army has just annexed Austria and Czechoslovakia. As the army moves into Poland, new rules are enforced. Yanek's family worries about their shops. If they close, the

family will not have a means to support themselves.

Mood - Atmosphere of the Setting

The mood is frightening. Yanek sees a Jewish man shot

because he raced outside after curfew to put out a fire in the synagogue.

The reader knows from the opening of the novel that things are going to grow hard for Yanek's family -- no toothbrushes, little food, and need for a bath.

Setting

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.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of

episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how

setting shapes the characters or plot).





Figurative Language Common Core Alignment 5th Grade 6th Grade 7th Grade

Sound D

evic

es

Onom

ato

poeia

, Repetition,

Allitera

tion,

and R

hym

ing

Word

s

CCSS.ELA-Literacy.RL.7.4 Determine the meaning of

words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific

verse or stanza of a poem or section of a story or drama.

Fig

ura

tive L

anguage

Sim

iles,

Meta

phors

, Pers

onific

ation,

Hyperb

ole

Adages,

Idio

ms,

and P

roverb

s

CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words

and phrases as they are used in a text, including figurative language

such as metaphors and similes.


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.


words and phrases as they are used in a text, including

figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or

section of a story or drama.

CCSS.ELA-Literacy.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.

CCSS.ELA-Literacy.L.5.5a Interpret figurative language,

including similes and metaphors, in context.

CCSS.ELA-Literacy.L.6.5a Interpret figures of speech

(e.g., personification) in context.

CCSS.ELA-Literacy.L.5.5.b Recognize and explain the meaning of common idioms,

adages, and proverbs.





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



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


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


Context Clues Common Core Alignment 5th Grade 6th Grade 7th Grade 8th Grade

CCSS.ELA-

Literacy.L.5.4.a Use context (e.g.,

cause/effect relationships and comparisons in

text) as a clue to the meaning of a

word or phrase.

CCSS.ELA-


the overall meaning of a sentence or paragraph; a word's

position or function in a sentence) as a

clue to the meaning of a word or phrase.

CCSS.ELA-


the overall meaning of a sentence or paragraph; a word's

position or function in a sentence) as a

clue to the meaning of a word or phrase.

CCSS.ELA-

Literacy.L.8.4.a Use context (e.g., the

overall meaning of a sentence or paragraph; a word's

position or function in a sentence) as a clue

to the meaning of a word or phrase.

CCSS.ELA-

Literacy.L.5.5.c Use the relationship

between particular words

(e.g., synonyms, antonyms, homographs) to

better understand each

of the words.

CCSS.ELA-

Literacy.L.6.4.d Verify the preliminary

determination of the meaning of a word or

phrase (e.g., by checking the inferred meaning in context

or in a dictionary).

CCSS.ELA-

Literacy.L.7.4.d Verify the preliminary

determination of the meaning of a word or

phrase (e.g., by checking the inferred meaning in context

or in a dictionary).

CCSS.ELA-

Literacy.L.8.4.d Verify the preliminary determination of the

meaning of a word or phrase (e.g., by

checking the inferred meaning in context or in a dictionary).









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

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

http://www.corestandards.org/ELA-Literacy/L/6/4/d/







Speaking & Listening Common Core Alignment 5th Grade 6th Grade 7th Grade

Presen

tati

on

of

Kn

ow

led

ge a

nd

Id

eas

CCSS.ELA-LITERACY.SL.5.4

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.


Present claims and findings,

sequencing ideas logically

and using pertinent

descriptions, facts, and

details to accentuate main

ideas or themes; use

appropriate eye contact,

adequate volume, and clear

pronunciation.


Present claims and findings,

emphasizing salient points in

a focused, coherent manner

with pertinent descriptions,

facts, details, and examples;

use appropriate eye contact,

adequate volume, and clear

pronunciation.


Include multimedia

components (e.g., graphics,

sound) and visual displays in

presentations when

appropriate to enhance the

development of main ideas

or themes.


Include multimedia

components (e.g., graphics,

images, music, sound) and

visual displays in

presentations to clarify

information.


Include multimedia

components and visual

displays in presentations to

clarify claims and findings

and emphasize salient

points.


Adapt speech to a variety of

contexts and tasks, using

formal English when

appropriate to task and

situation. (See grade 5

Language standards 1 and

3 here for specific

expectations.)



contexts and tasks,

demonstrating command of

formal English when

indicated or appropriate.

(See grade 6 Language

standards 1 and 3 for

specific expectations.)



contexts and tasks,

demonstrating command of

formal English when

indicated or appropriate.

(See grade 7 Language

standards 1 and 3 here for

specific expectations.)

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







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




Common Core Standard for the Unit 5th Grade 6th Grade 7th Grade

Write

informative/explanatory

texts

CCSS.ELA-LITERACY.W.5.2 CCSS.ELA-LITERACY.W.6.2 CCSS.ELA-LITERACY.W.7.2


Lesson 1 – Selecting a

Person to Research/Giving

a Short Presentation










Lesson 2 – Creating a

Bibliography CCSS.ELA-LITERACY.W.5.8 CCSS.ELA-LITERACY.W.6.8 CCSS.ELA-LITERACY.W.7.8

Lesson 3 – Taking Notes on

an Outline CCSS.ELA-LITERACY.W.5.7 CCSS.ELA-LITERACY.W.6.6 CCSS.ELA-LITERACY.W.7.6


CCSS.ELA-LITERACY.W.6.8 CCSS.ELA-LITERACY.W.7.8

CCSS.ELA-LITERACY.W.6.9 CCSS.ELA-LITERACY.W.7.9

Lesson 4 – Writing the

Body Paragraphs CCSS.ELA-LITERACY.W.5.2.A CCSS.ELA-LITERACY.W.6.2.A CCSS.ELA-LITERACY.W.7.2.A

CCSS.ELA-LITERACY.W.5.2.B CCSS.ELA-LITERACY.W.6.2.B CCSS.ELA-LITERACY.W.7.2.B

CCSS.ELA-LITERACY.W.5.2.D CCSS.ELA-LITERACY.W.6.2.D CCSS.ELA-LITERACY.W.7.2.D

CCSS.ELA-LITERACY.W.5.9 CCSS.ELA-LITERACY.W.6.2.E CCSS.ELA-LITERACY.W.7.2.E

Lesson 5 – Transition

Words CCSS.ELA-LITERACY.W.5.2.C CCSS.ELA-LITERACY.W.6.2.C CCSS.ELA-LITERACY.W.7.2.C

CCSS.ELA-LITERACY.L.5.6

Lesson 6 - Writing the

Introduction CCSS.ELA-LITERACY.W.5.2.A CCSS.ELA-LITERACY.W.6.2.A CCSS.ELA-LITERACY.W.7.2.A

Lesson 7 – Writing the

Conclusion CCSS.ELA-LITERACY.W.5.2.E CCSS.ELA-LITERACY.W.6.2.F CCSS.ELA-LITERACY.W.7.2.F

Lesson 7 – Editing and

Proofreading CCSS.ELA-LITERACY.W.5.4

CCSS.ELA-LITERACY.W.6.4

CCSS.ELA-LITERACY.W.7.4



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




























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



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



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




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


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








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

http://www.corestandards.org/ELA-Literacy/W/7/2/f/











Research Paper


Credits

Microsoft

Office

Clipart

Gallery

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




http://www.mycutegraphics.com/

~ © Gay Miller ~

Visit me on

http://www.pinterest.com/l

indagaymiller/

Visit my website at

http://bookunitsteacher.com/

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