the phantom tollbooth - book units teacher...chapter 10 metropolis page 6 chapters 9-10 perspectives...
TRANSCRIPT
~ Page 1 © Gay Miller ~
Created by Gay Miller
The Phantom Tollbooth
Book Unit Sample
~ Page 2 © Gay Miller ~
Thank you for downloading this
preview of The Phantom Tollbooth. 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, constructed response writing,
and skill practice. I hope your students enjoy a book study
using the engaging method of using interactive notebooks.
The Phantom Tollbooth Classics ~ Fantasy
Interest Level ~ Grades 3 – 5
Grade level Equivalent: 5.4
Lexile Measure®: 1000L
~ Page 3 © Gay Miller ~
Table of Contents Materials Needed for Creating the Foldable Graphic Organizers 5
Lesson Plans at a Glance 6
How to Use this Resource 7
Vocabulary Teaching Method 8
Vocabulary List 10
Vocabulary Bookmarks 16
Vocabulary Word Cards 18
Vocabulary Storage Pocket 22
Vocabulary Practice Booklet 23
Vocabulary Test 41
Comprehension/ Standards 43
Constructed Response ~ Chapter 1 - Character Traits of Milo 49
Constructed Response ~ Chapter 2 - Cause and Effect 50
Comprehension Questions ~ Chapters 1-2 51
Constructed Response ~ Chapter 3 - Setting 52
Constructed Response ~ Chapter 4 - Comparing Characters (Bee and Humbug) 53
Comprehension Questions ~ Chapters 3 - 4 54
Constructed Response ~ Chapter 5 - Milo’s Actions vs. Your Actions 55
Constructed Response ~ Chapter 6 - Comparing Characters (Kings) 56
Comprehension Questions ~ Chapters 5-6 57
Constructed Response ~ Chapter 7 - Figurative Language 58
Constructed Response ~ Chapter 8 - Problem and Solution Chain 59
Comprehension Questions ~ Chapters 7-8 60
Constructed Response ~ Chapter 9 - Point of View 61
Constructed Response ~ Chapter 10 - Perspectives 63
Comprehension Questions ~ Chapters 9-10 64
Constructed Response ~ Chapter 11 - Summarizing 65
Constructed Response ~ Chapter 12 - Comparing and Contrasting Versions 66
~ Page 4 © Gay Miller ~
Comprehension Questions ~ Chapters 11-12 69
Constructed Response ~ Chapter 13 - Theme 70
Constructed Response ~ Chapter 14 - Comparing Characters 71
Comprehension Questions ~ Chapters 13-14 72
Constructed Response ~ Chapter 15 - Comparing Settings 73
Constructed Response ~ Chapter 16 - Summarizing 74
Comprehension Questions ~ Chapters 15-16 45
Constructed Response ~ Chapter 17 - Figurative Language 76
Constructed Response ~ Chapters 17-18 - Plot Details 77
Comprehension Questions ~ Chapters 17-18 78
Constructed Response ~ Chapter 19 - Theme 79
Constructed Response ~ Chapter 20 - Character Change 80
Comprehension Questions ~ Chapters 19-20 81
Constructed Response ~ Comparing the Book to the Movie 82
Constructed Response ~ Meaning, Tone, and Beauty 83
Answer Keys for Comprehension and Writing 84
Skills 121
Activity #1 ~ Character Traits Mini Books (Character Traits) 122
Activity #2 ~ Milo’s Travel Journal (Summarizing and Settings) 138
Activity #3 ~ King’s Azaz’s Cabinet [Connotation and Denotation] 148
Activity #4 ~ Synonym Buns (Synonyms and Shades of Meaning) 152
Activity #5 ~ Alec Bing’s Lesson (Point of View an Perspectives) 162
Activity #6 ~ Different Versions of the Story (Meaning, Tone, & Beauty) 174
Activity #7 ~ Jumping to Conclusions and Other Idioms 180
Activity #8 ~ The Whether Man, The Which [Not Witch], and the Dirty Bird
Homophones 182
Activity #9 ~ Figurative Language 190
Activity #10 ~ Plot Diagram 207
Credits 219 but
~ Page 5 © Gay Miller ~
Lesson Plans at a Glance
Read Vocabulary Vocabulary Practice
Book
Comprehension
Questions
Constructed Response
Question Skill Practice
Chapter 1 precaution Page 1 Character Traits of Milo
Activity #1 Character Traits
Chapter 2 effusive Chapters 1-2 Cause and Effect Activity #2 Milo’s Travel Journal
Chapter 3 overwrought Page 2 Setting
Chapter 4 tumult Chapters 3-4 Comparing Characters
(Bee and Humbug)
Chapter 5 ambition Page 3 Milo’s Actions vs. Your Actions
Activity #3 Connotation
Chapter 6 animosity Chapters 5-6 Comparing Characters (Kings)
Chapter 7 rigmarole Page 4 Figurative Language Activity #4 Synonyms and Shades of Meaning
Chapter 8 fiend Chapters 7-8 Problem and Solution Chain
Chapter 9 contradict Page 5 Point of View
Activity #5
Point of View and Perspective
Chapter 10 metropolis Page 6 Chapters 9-10 Perspectives
Chapter 11 deficiency Page 7 Summarizing Activity # 6 Meaning, Tone, and
Beauty
Chapter 12 crestfallen Chapters 11-12 Comparing and Contrasting Versions
Chapter 13 confer Page 8 Theme Activity #7
Chapter 14 dodecahedron Chapters 13-14 Comparing
Characters
Chapter 15 infinity Page 9 Comparing Settings Activity #8 Homophones
Chapter 16 amiable Chapters 15-16 Summarizing
Chapter 17 dogged Page 10 Figurative Language Activity #9 Figurative Language
Chapter 18 precarious Chapters 17-18 Plot Details
Chapter 19 compromise Page 11 Theme Activity #10 Plot Development Roller Coaster
Chapter 20 assurance Page 12 Chapters 19-20 Character Change
Vocabulary
Test
Comparing the Movie
to the Book
~ Page 6 © Gay Miller ~
Chapter 1
precaution (noun) - something done beforehand to avoid or prevent a danger or
harm; something done to make sure everything goes well
precautionary (adjective) - of, relating to, or consisting of a precaution
synonyms: protection, insurance, safeguard, provision, security, deterrent, safety
measure, preventive measure
"Three (3) precautionary signs to be used in a precautionary fashion.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 2
effusive (adjective) - expressing emotions at undue length or intensity
synonyms: gushing, demonstrative, fulsome, overenthusiastic, vociferous, fussy,
talkative, loud
"Is this the right road for Dictionopolis?" asked Milo, a little bowled over by the
effusive greeting.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 3
overwrought (adjective) - disturbed by excessive worry or agitation
synonyms: stressed, distraught, emotional, strained, overexcited, jumpy, high-
strung, nervous
My parents were so overwrought that they gave up having any more children and
devoted their lives to doing good work among the poor and hungry."
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
20 Vocabulary Words
One Focus Word for each Chapter
~ Page 7 © Gay Miller ~
~ Page 8 © Gay Miller ~
Vocabulary Review Write a synonym for each word listed:
1. amiable __________________
2. crestfallen __________________
3. infinity __________________
4. precarious __________________
5. deficiency __________________
6. assurance __________________
7. confer __________________
8. compromise __________________
9. dogged __________________
10. dodecahedron __________________
Chapters 1-2 [precaution and effusive]
1. Circle six words in the box that are synonyms of precaution.
protection
preventive measure
thoughtless
violence reckless safeguard
casual insurance
security
prevent danger criticism unconcerned
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Is effusive used correctly in the sentences below?
True or False
_______ My grandmother gets so excited when guests come; she is quite effusive.
_______ For many weeks, the sheriff searched the woods for
the effusive outlaw.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Fill in the word web with synonyms for effusive.
4. Circle six words in the box that are synonyms of Page 12 Page 1
effusive
~ Page 9 © Gay Miller ~
Chapters 7-8 [rigmarole and fiend]
1. Which of the following items would NOT describe rigmarole?
a. the sweepstakes form that requires answers to a
large number of questions b. the teacher that spends the first day of class wanting students to tell all about themselves
c. the police officer who wanted to get to the truth after the accident
d. the young boy who had twenty excuses for not doing his chores
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
1. Circle six words in the box that are synonyms of
rigmarole.
nonsense honest precise
accurate gobbledygook correct
explanation account excuse
poppycock truthful straight
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Circle the word that does not belong.
villain fiend wrongdoer angel monster wicked person
3. Use fiend in a sentence.
____________________________________________
____________________________________________
____________________________________________
Chapters 15-16 [infinity and amiable]
Fill in the blanks with either amiable or amiably.
1. She was so ______amiable_____ that everyone loved
her.
2. They chatted ____amiably___ about music.
3. The prince was smiling ___amiably____ at the young
princess.
4. He responded _____amiably____ when asked to do the
job over a second time.
5. Alex is the most ____amiable___ referee in the league.
6. Fill in the word web with synonyms for amiable.
7. Circle six words in the box that are synonyms of infinity.
limited immensity curbed
controlled narrow limitlessness
eternity restricted boundlessness
indefinitely large endlessness confined
Page 4 Page 9
amiable
sociable likable
good-natured showing a friendly manner
~ Page 10 © Gay Miller ~
Comprehension
This section contains a one page printable comprehension
practice for each reading selection. The chart below is the key
to the types of questions for the comprehension questions. The
section also contains 14 Constructed Responses exercises. The
Constructed Response pages that are chapter specific list the
chapters they should be used with. If chapter numbers are not
listed the questions are flexible and may be used at different
points in the story.
Types of Questions Key
detail / inference
main idea / summarizing / theme
character/ setting /
plot / events
word meaning / figurative language
text structure
point of view
different forms of the
same story
compare and contrast
~ Page 11 © Gay Miller ~
Option 1
Have students use the graphic organizer for notes. Notice the notes are not in complete
sentences. Glue the organizer to the left side of the notebook page. On the right side of
the notebook, students use the notes to write the details in paragraph form.
Option 2
Students fill in the
organizers only.
~ Page 12 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-
Litera
cy.R
L.4
.1
CCSS.E
LA-
Litera
cy.R
L.4
.2
CCSS.E
LA-
Litera
cy.R
L.4
.3
CCSS.E
LA-
Litera
cy.R
L.4
.4
CCSS.E
LA-
Litera
cy.R
L.4
.5
CCSS.E
LA-
Litera
cy.R
L.4
.6
CCSS.E
LA-
Litera
cy.R
L.4
.7
CCSS.E
LA-
Litera
cy.R
L.4
.9
CCSS.E
LA-
Litera
cy.R
L.4
.10
1) Character Traits of Milo
2) Cause and Effect
3) Setting
4) Comparing Characters (Bee and Humbug)
5) Milo’s Actions vs. Your Actions
6) Comparing Characters (Kings)
7) Figurative Language
8) Problem and Solution Chain
9) Point of View
10) Perspectives
11) Summarizing
12) Comparing and Contrasting Versions
13) Theme
14) Comparing Characters
15) Comparing Settings
16) Summarizing
17) Figurative Language
18) Plot Details
19) Theme 20) Character Change
21) Comparing the Book to the Movie
22) Roller Coaster Plot Diagram
4th Grade
~ Page 13 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-
Litera
cy.R
L.5
.1
CCSS.E
LA-
Litera
cy.R
L.5
.2
CCSS.E
LA-
Litera
cy.R
L.5
.3
CCSS.E
LA-
Litera
cy.R
L.5
.4
CCSS.E
LA-
Litera
cy.R
L.5
.5
CCSS.E
LA-
Litera
cy.R
L.5
.6
CCSS.E
LA-
Litera
cy.R
L.5
.7
CCSS.E
LA-
Litera
cy.R
L.5
.9
CCSS.E
LA-
Litera
cy.R
L.5
.10
1) Character Traits of Milo
2) Cause and Effect
3) Setting
4) Comparing Characters (Bee and Humbug)
5) Milo’s Actions vs. Your Actions
6) Comparing Characters (Kings)
7) Figurative Language
8) Problem and Solution Chain
9) Point of View
10) Perspectives
11) Summarizing
12) Comparing and Contrasting Versions
13) Theme
14) Comparing Characters
15) Comparing Settings
16) Summarizing
17) Figurative Language
18) Plot Details
19) Theme
20) Character Change
21) Comparing the Book to the Movie
22) Roller Coaster Plot Diagram
5th Grade
~ Page 14 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-
Litera
cy.R
L.6
.1
CCSS.E
LA-
Litera
cy.R
L.6
.2
CCSS.E
LA-
Litera
cy.R
L.6
.3
CCSS.E
LA-
Litera
cy.R
L.6
.4
CCSS.E
LA-
Litera
cy.R
L.6
.5
CCSS.E
LA-
Litera
cy.R
L.6
.6
CCSS.E
LA-
Litera
cy.R
L.6
.7
CCSS.E
LA-
Litera
cy.R
L.6
.9
CCSS.E
LA-
Litera
cy.R
L.6
.10
1) Character Traits of Milo
2) Cause and Effect
3) Setting
4) Comparing Characters (Bee and Humbug)
5) Milo’s Actions vs. Your Actions
6) Comparing Characters (Kings)
7) Figurative Language
8) Problem and Solution Chain
9) Point of View
10) Perspectives
11) Summarizing
12) Comparing and Contrasting Versions
13) Theme
14) Comparing Characters
15) Comparing Settings
16) Summarizing
17) Figurative Language
18) Plot Details
19) Theme
20) Character Change
21) Comparing the Book to the Movie
22) Roller Coaster Plot Diagram
6th Grade
~ Page 15 © Gay Miller ~
The Phantom Tollbooth ~ Chapters 15-16
1. Everything that happens in Digitopolis is a
way to ---.
a. help Mathemagician mine for numbers b. show the reader opposing viewpoints
c. provide a math lesson d. answer questions that Milo, Tock, and
Humbug have
2. Which word best describes the meals in
Digitopolis?
a. nutritious b. filling
c. backwards d. magical
3. The reason Mathemagican says Rhyme and
Reason should not be released is ---.
a. They caused his people to fuss and fight.
b. His city is not having trouble with logical matters.
c. He doesn’t want to communicate with his brother.
d. It is Azaz’s idea to release them, and he
always opposes Azaz’s ideas.
4. Which word best describes .58 Boy?
a. confused b. average
c. annoying d. curious
5. Read this passage from Chapter 16.
A cruel wind shrieked through the rocks and the air was thick and heavy, as if it had been used several times before.
What type of figurative language does the
passage contain? _______________________ Explain its meaning.
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
6. List all the gifts Milo has been given on his
journey.
#1_____________________________________
_______________________________________
#2_____________________________________
_______________________________________
#3_____________________________________
_______________________________________
#4_____________________________________
_______________________________________
Predict how Milo is going to use these gifts.
__________________________________
__________________________________
__________________________________
7. Explain the double meaning of the character’s
name Everpresent Wordsnatcher from
Context.
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
8. Write a “someone wanted but so” statement
to summarize one event that took place in
Chapters 15-16. _______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
~ Page 16 © Gay Miller ~
The Phantom Tollbooth ~ Chapters 15-16
1. Everything that happens in Digitopolis is a
way to ---.
a. help Mathemagician mine for numbers b. show the reader opposing viewpoints
c. provide a math lesson d. answer questions that Milo, Tock, and
Humbug have
2. Which word best describes the meals in
Digitopolis?
a. nutritious b. filling
c. backwards d. magical
3. The reason Mathemagican says Rhyme and
Reason should not be released is ---.
a. They caused his people to fuss and fight.
b. His city is not having trouble with logical matters.
c. He doesn’t want to communicate with his brother.
d. It is Azaz’s idea to release them, and he
always opposes Azaz’s ideas.
4. Which word best describes .58 Boy?
a. confused b. average
c. annoying d. curious
5. Read this passage from Chapter 16.
A cruel wind shrieked through the rocks and the air was thick and heavy, as if it had been used several times before.
What type of figurative language does the
passage contain? Personification Explain its meaning.
The wind was doing what people do, being cruel
and shrieking. This means the wind was blowing hard and making loud noises.
6. List all the gifts Milo has been given on his
journey.
#1 all the words Azaz knows
#2 telescope to see things from a different perspective from Alec Bing #3 a box of nice sounds from the Soundkeeper
#4 magical pencil from Mathemagician
Predict how Milo is going to use these gifts.
Answers will vary.
These gifts must help Milo in his quest to release the princesses in some way.
7. Explain the double meaning of the character’s
name Everpresent Wordsnatcher from Context.
The Everpresent Wordsnatcher would take what the others said (word snatcher) and use
them in a different context. For example, when Milo tried to say the bird wasn’t making sense,
the bird began talking about money cents. He used homophones of words (by to buy, sell to cell) as well as multiple meaning words (spend
the night turned to spending money).
8. Write a “someone wanted but so” statement
to summarize one event that took place in Chapters 15-16.
Example Answer
Mathemagician wanted to oppose his brother and keep Rhyme and Reason imprisoned, but Milo
used logic to show Mathemagician that he and his brother have already agreed, so he goes
along with their release.
~ Page 17 © Gay Miller ~
Chapters 17-18 ~ Constructed Response – Plot Details
the magic pencil given by Mathemagician
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Alec Bing's telescope for seeing things from a different perspective
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
the box of all the words that King Azaz knows
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
the bag of pleasant sounds given by the Soundkeeper
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
G X
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain how each gift was used to free the travelers out of a difficult situation.
~ Page 18 © Gay Miller ~
Chapters 17-18 ~ Constructed Response – Plot Details
The magic pencil given by Mathemagician
The magic pencil calculated that it
would take years to do the
unimportant tasks that the Terrible
Trivium wanted the travelers to
perform.
Alec Bing's telescope for seeing things from a different perspective
Bing’s telescope allowed Milo to see
the big-footed monster for what he
really was, just a small furry creature
who did not have the ability to do
them harm.
The box of all the words that King Azaz knows
Milo offered the Gelationous Giant
the box of all the words in the world
given by King Azaz. This frightened
the giant so much he began to shake
and told the travelers to go away.
The bag of pleasant sounds given by the Soundkeeper
Milo used the bag of sounds to break
the spell of the Senses Taker. He
was making the travelers think a
circus was nearby. Once the sounds
were released, the illusion
disappeared.
G X
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain how each gift was used to free the travelers out of a difficult situation.
~ Page 19 © Gay Miller ~
Activity 1 ~ Character Traits
[Begin in Chapter 1. ~~ Ongoing throughout the book] 4th Grade 5th Grade 6th Grade
CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.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.5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
CCSS.ELA-LITERACY.W.4.9.A
Apply grade 4 Reading standards to literature (e.g.,
"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.W.5.9.A Apply grade 5 Reading
standards to literature (e.g., "Compare and contrast two or
more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
Ten mini-books are provided for students to list character traits. I recommend gluing the following books together back-to-back to form longer books:
Dictionopolis From Dictionopolis to Digitopolis Mountain of Ignorance
The instructions for making the mini-books are on the next page.
Glue the back
cover of the first
book to the
front cover of
the second book
to form one
longer book.
~ Page 20 © Gay Miller ~
~ Page 21 © Gay Miller ~
Activity 2 ~ Setting and Milo’s Travel Journal
[Begin in Chapter 2. ~~ Ongoing throughout the book] 4th Grade 5th Grade 6th Grade
CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from 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.6.5 Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and
contributes to the development of the theme, setting, or plot.
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.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.5.5 Explain how a series of chapters,
scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-LITERACY.RL.6.5 Analyze how a particular
sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development
of the theme, setting, or plot.
CCSS.ELA-LITERACY.W.4.9.A Apply grade 4 Reading standards to literature (e.g., "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.W.5.9.A Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama,
drawing on specific details in the text [e.g., how characters interact]").
~ Page 22 © Gay Miller ~
Have students keep a journal of Milo’s travels.
This is a great way to practice summarizing. Students are limited to the boxes, so
summaries must be relatively short.
The journal is made the same as the vocabulary workbook, except with fewer pages. The
middle of the journal (pages 4 and 5) has a map of the Land Beyond. You could have
students draw a line marking Milo’s path through the Kingdom of Wisdom.
Making the Journal
Your pages must be duplicated on the front and the back. I ran my pages front and back
directly from the printer. This is a simple process with only eight pages. Simply place the
page that has been printed on one side back into the printer for the reverse side to be
printed. Once all the pages have been printed arrange them in numerical order and
staple down the middle to form the book.
To print the 8 page (2 Pieces of Paper) comprehension book back-to-front follow this
guide:
Pages 8 & 1 front with Pages 2 & 7 on back
Pages 6 & 3 front with Pages 4 & 5 on back
Sample Instructions Page
~ Page 23 © Gay Miller ~
Activities #3 and #4 ~ Connotation, Synonyms, and Shades of Meaning Common Core State Standards
4th Grade 5th Grade 6th Grade
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.
CCSS.ELA-
LITERACY.L.6.4.C Consult reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part
of speech.
CCSS.ELA-Literacy.L.4.2.d
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.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.4.5.C Demonstrate
understanding of words by relating them to their opposites (antonyms) and
to words with similar but not identical meanings
(synonyms).
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.6.5.C Distinguish among the
connotations (associations) of words with similar denotations
(definitions) (e.g., stingy, scrimping, economical,
unwasteful, thrifty).
~ Page 24 © Gay Miller ~
King Azaz’s Cabinet [Denotation/Connotation Organizer]
King Azaz’s Cabinet members have names based on the differences in word
meanings.
Duke of Definition
Minister of Meaning Count of Connotation
Earl of Essence Undersecretary of Understanding
This set of organizers will help students understand that not all synonyms are
equal.
The words on the organizer are grouped in pairs; one has a more positive
connotation than the other. On the side of the organizer labeled denotation,
students write the dictionary definition for the word. On the connotation side, the
students write how the word makes them feel.
Note: The organizer varies slightly from the photograph. Lines were added for
students to write the definitions of denotation and connotation.
Sample Instructions Page
~ Page 25 © Gay Miller ~
Activity # 4~ Synonym Buns [Synonyms and Shades of Meaning]
At the banquet, synonym rolls were served. This activity is based on that play of
words.
Instructions for Making the Activity:
Following the instructions you will find a page with two baking sheets. These are provided to make the activity look cute. Each set of synonyms may be placed on top of a baking sheet like the one pictured below. If resources are tight, you may wish to
print just the 18 sets of synonym buns.
Print the buns and baking sheets [optional] on cardstock. Laminate for repeated use.
Cut the buns apart and mix them up in a random order before beginning.
Words will vary from those pictured here.
Sample Instructions Page
~ Page 26 © Gay Miller ~
How to Use the Synonym Buns The purpose of the activity is to #1 sort the synonym
buns into groups of synonyms and #2 order the synonyms by shades of meaning.
A foldable graphic organizer doubles as a student
recording page for students to write their answers.
Once finished, the organizer may be glued into an interactive notebook.
The Organizer:
Three versions of the organizer are provided depending on the needs of your students.
Students write the definition for shades of meaning. Students sort the synonym
buns by meaning. They then order the synonyms from weaker degree to
stronger degree. Once the buns are ordered, students write the words onto the organizer in order. Picture icons help students know where the words should be
written. Students fill in key words in the definition for shades of meaning. In the second
version, the first word is provided for the students. Students must order the
remaining two words from lesser degree to stronger degree and write the words on the organizer.
The third copy of the organizer may be used as an answer key, for differentiated instruction, for students who were absent during instruction, or if you wish for the students to have the sentences already completed.
Instructions for Making the Organizer:
1) Copy the organizer onto colored paper.
2) Trim the outer edges so the organizer will fit into interactive notebooks.
3) Fold the organizer in half on the dotted line.
More Ways to Use the Synonyms Buns
1) The synonym buns may be used as a whole class activity. Display the four
buns in a random order under a document camera. Students write the words
on their organizer sequencing from least to greatest in degree. 2) Divide the class into small groups or have students work with a partner.
Provide each group with a set of synonym buns. Students organize the set of
words by degree. Once finished, each set of buns may be passed to the next group.
Sample Instructions Page
~ Page 27 © Gay Miller ~
Activity # 5 ~ Alec Bing’s Lesson [Point of View and Perspectives] Common Core State Standards
CCSS.ELA-
LITERACY.RL.4.6 Compare and contrast the point of view from
which different stories are narrated, including
the difference between first- and third-person narrations.
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.
Point of View Organizers
The organizers come in three versions:
The first has lines where students write definitions and sample sentences. The second copy of the organizer contains the definitions for the different
types of point of view with key words missing for students to add. Students must also write sample sentences.
The third copy is completed. It may be used as an answer key, as a sample for students to follow, for differentiated instructions, or for students who were absent.
Instructions for Making the Organizer
1) Print the organizer on colored paper.
2) Have students trim around the four sides of the organizer on the bold lines.
3) Fold on the dotted lines and cut on the solid lines to form three flaps.
Sample Instructions Page
~ Page 28 © Gay Miller ~
Point of View and Perspective Activity
Essential Question
How do authors use point of view to tell a story?
Lesson Vocabulary
first-person second-person third-person objective
third-person limited third-person omniscient
Activity – Fables (Told from Different Points of View and Different Perspectives)
Preparation: Make four to five copies [depending on the number of students in your
class] of each fable. (Students will work with a partner using one version at a time
before passing it to the next group, so cardstock would make the stories more durable.)
Make one copy of the ‘Student Response Sheet’ for each pair of students.
Instructions to Students:
You are going to work with a partner to evaluate two versions each of three different
fables (a total of six), written in different point of views from different perspectives. For
each version you need to answer the questions on the student response sheet.
Discussion Question Following the Activity
Which version of the story did you like the best and why?
Which version did you feel a closer connection to the characters?
Which version did you not feel a close connection to the characters?
Answer Key
Version #1 ~ Third Person Limited Point of View (Perspective of the Hare)
Version #2 ~ First Person Point of View (Perspective of the Tortoise)
Version #3 ~ Second-Person Point of View (Perspective of the Lion ~ You are the lion.)
Version #4 ~ First-Person Point of View (Perspective of the Mouse)
Version #5 ~ Third Person Omniscient Point of View (Perspective of the Shepherd Boy)
Version #6 ~ Third Person Objective Point of View (Perspective of the Villagers and the
Shepherd Boy)
Sample Instructions Page
~ Page 29 © Gay Miller ~
Activity 6 ~ Meaning, Tone, and Beauty Organizers
The organizers come in more than one version Select the version that is most appropriate for your students. The final copy is completed. It may be used as
an answer key, as a sample for students to follow, for differentiated instructions, or for students who were absent.
Instructions for Making the Organizer
1) Print the organizers on colored paper.
2) Have students trim around the four sides of the organizer on the bold lines.
3) Fold on the dotted lines and cut on the solid lines to form flaps.
4) Students should label the outside flaps.
Sample Instructions Page
~ Page 30 © Gay Miller ~
Activity 7 ~ Jumping to Conclusions and Other Idioms
The author of The Phantom Tollbooth, Norton Juster, takes the idiom ‘jump to
conclusion’ and has the characters literally end up on the island of Conclusion.
This activity has students draw literal picture of idioms.
Use the figurative language list on pages 102-107 to find some idioms that are in
The Phantom Tollbooth.
Sample Instructions Page
~ Page 31 © Gay Miller ~
Activity #8 ~ The Whether Man, The Which [Not Witch], and the Dirty Bird Homophones Common Core State Standards
4th Grade 5th Grade 6th Grade
CCSS.ELA-
Literacy.L.4.1.g
Correctly use frequently
confused words (e.g., to,
too, two; there, their).*
CCSS.ELA-
LITERACY.L.6.4.C
Consult reference
materials (e.g.,
dictionaries, glossaries,
thesauruses), both print
and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning or its part
of speech.
CCSS.ELA-
Literacy.L.4.2.d
Spell grade-appropriate
words correctly,
consulting references as
needed.
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.
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.4.5.C
Demonstrate understanding
of words by relating them to
their opposites (antonyms)
and to words with similar but
not identical meanings
(synonyms).
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.6.5.C
Distinguish among the
connotations (associations)
of words with similar
denotations (definitions)
(e.g., stingy, scrimping,
economical, unwasteful,
thrifty).
~ Page 32 © Gay Miller ~
Homophones Organizers
[2 Organizers with Different Words] Two versions of these organizers are provided depending on the needs of your students.
Students will write definitions of homophone. The second copy of the organizer may be used as an answer key, for
differentiated instruction, for students who were absent during instruction, or
if you wish for the students to have the sentences already completed.
Instructions:
1) Simply copy the organizer onto colored paper.
2) Trim the outer edges so the organizer will fit into interactive notebooks.
3) Have students fold the organizer on the dotted lines and cut on the solid lines
between the words.
4) The two pages should be glued together down the center.
5) Students will complete the organizer by filling in the missing information.
Notes:
Two different organizers are provided with different homophone words.
This organizer will fit into a notebook.
The words differ from those pictured here.
Sample Instructions Page
~ Page 33 © Gay Miller ~
Activity #9 Figurative Language Common Core State Standards
4th Grade 5th Grade 6th Grade
CCSS.ELA-LITERACY.L.4.5
Demonstrate understanding of
figurative language, word
relationships, and nuances in
word meanings.
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.
CCSS.ELA-LITERACY.L.6.5
Demonstrate understanding of
figurative language, word
relationships, and nuances in
word meanings.
CCSS.ELA-LITERACY.L.4.5.A
Explain the meaning of simple
similes and metaphors
(e.g., as pretty as a picture) in
context.
CCSS.ELA-Literacy.L.5.5
Demonstrate
understanding of figurative
language, word
relationships, and nuances
in word meanings.
CCSS.ELA-LITERACY.L.6.5.A
Interpret figures of speech
(e.g., personification) in
context.
CCSS.ELA-LITERACY.L.4.5.B
Recognize and explain the
meaning of common idioms,
adages, and proverbs.
CCSS.ELA-Literacy.L.5.5a
Interpret figurative
language, including similes
and metaphors, in context.
CCSS.ELA-Literacy.L.5.5.b
Recognize and explain the
meaning of common
idioms, adages, and
proverbs.
~ Page 34 © Gay Miller ~
Activity #10 ~ Plot Common Core State Standards
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.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.
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.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.5.5 Explain how a series of chapters,
scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-Literacy.RL.6.5 Analyze how a particular
sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
CCSS.ELA-LITERACY.W.4.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
~ Page 35 © Gay Miller ~
Plot Diagram Staggered Flip Organizer
Three versions of these organizers are provided; one with blanks for students to write
their own sentences; one with the sentences provided but with blank spaces for students to write in key words; and one with the answers provided. The third copy of
the organizer may be used as an answer key, for differentiated instruction, for students who were absent during instruction, or if you wish for the students to have the sentences already completed.
Instructions for Making the Organizer
1) Print the cover and
information pages onto
colored paper. 2) Cut out rectangles.
3) Begin with the bottom page in the stack. Turn the page
on its back and place a thin line of glue across the top of the page only. Glue it
towards the bottom of the organizer notebook.
4) On the back of next page, place a thin line of glue along the top.
5) Glue this page directly onto the organizer page moving
it up approximately one-fourth of an inch higher than the first page.
6) Continue to add pages until all are glued down.
7) The pages should lift up so that students can read the information.
Sample Instructions Page
Page | 36 Unit Created by Gay Miller
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~ Page 37 © Gay Miller ~
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