the wild robot escapes - book units teacher · 2018. 10. 1. · printable practice 130 lesson 2 –...

~ © Gay Miller ~

Created by Gay Miller

The Wild Robot Escapes

Book Unit

~ © Gay Miller ~

Thank you for downloading this

preview of The Wild Robot Escapes. 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. .

The Wild Robot Escapes

By Peter Brown

Genre ~ science fiction and animal fantasy

Reading Level ~ Grades 3 – 5

Interest Level ~ Grades 3 – 7

http://www.teacherspayteachers.com/Store/Gay-Miller

~ © Gay Miller ~

Table of Contents Lesson Plans at a Glance 6

Vocabulary 7

Teacher Information 8

Vocabulary List 11

Vocabulary Bookmarks 17

Vocabulary Word Cards 19

Vocabulary Practice Booklet 24

Vocabulary Test 47

Comprehension/Writing 51

Teacher Information 52

Comprehension Chapters 1-6 59

Setting 61


Character Traits - Roz 65


Point of View 69


Making Connections 74


Chapters 25-30 - Summarizing 78


Figurative Language 82


Chapters 37-42 - Mood 87


Acrostic 91


Chapters 49-54 – Problem and Solution Chain 94


Chapters 55 -60 –Summarizing 98


Chapters 62-63 – Course of Action 102


Figurative Language 106


Chapter 78 - Perspective 112


Theme 115

Comprehension Chapters 85-90 + Epilogue 117

Comparing Settings 119

~ © Gay Miller ~

Plot Development Roller Coaster 121

Language Arts Skills 125

Lesson 1 – Identifying Subjects and Predicates 126

Organizer 127

Printable Practice 130

Lesson 2 – Identifying Four Types of Sentences 132

Organizer 133


Lesson 3 – Writing Compound and Complex Sentences 138

Organizer 139


Lesson 4 – Identifying Sentence Problems 146

Organizer 147


Lesson 5 – Mood 154

Organizer 155

Task Cards 159

Answer Key 167

Homonyms Organizer

169

Organizer 170


Context Clues Game and Printable Practice 178

Root Word STRUCT 185

Organizer 187

Bump Game 188

Crossword Puzzle 191


Credits 195

~ © Gay Miller ~

Lesson Plans at a Glance Read

Vocabulary List

&

Booklet

Comprehension

Quiz

Constructed

Response

Question

Skill Practice

Chapters

1-6

roundabout

cavernous Page 1 Chapters 1-6 Setting

Identifying Subjects

and Predicates

Organizer & Practice

Chapters

7-12

parlor

content Page 2 Chapters 7-12

Character

Traits

Types of Sentences

Organizer

Chapters

13-18

access

grueling Page 3 Chapters 13-18 Point of View

Types of Sentences

Practice

Chapters

19-24

upended

feisty Page 4 Chapters 19-24

Making

Connections

Compound & Complex

Organizer

Chapters

25-30

venture

debris Page 5 Chapters 25-30 Summarizing

Compound & Complex

Practice

Chapters

31-36

jot

legendary Page 6 Chapters 31-36

Figurative

Language

Sentence Problems

Organizer

Chapters 37-

42

defective

persistent Page 7 Chapters 37-42 Mood

Sentence Problems

Practice

Chapters

43-48

socket

frolic Page 8 Chapters 43-48 Acrostic Mood Organizer

Chapters

49-54

conflicted

enclosure Page 9 Chapters 49-54

Problem and

Solution Chain

Mood Practice/

Task Cards

Chapters

55-60

technically

bask

Page

10 Chapters 55-60 Summarizing

Using Sentence

Problems to Create a

Mood (Last Column on

Sentence Problems

Practice Page)

Chapters

61-66

visibility

surge

Page

11 Chapters 61-66

Course of

Action Homonym Organizer

Chapters

67-72

loiter

metropolis Page

12 Chapters 67-72

Figurative

Language Homonym Practice

Chapters

73-78

swath

retrieve

Page

13 Chapters 73-78 Perspective

Context Clues Game

and Printables

Chapters

79-84

strategy

glitch

Page

14 Chapters 79-84 Theme

Root (STRUCT) Word

Organizer

Chapters

85-90

consume

survey

Page

15 Chapters 85-90

Plot

Development Activities with STRUCT

Page 16 – Review

Vocabulary Test

Page | 6 Unit Created by Gay Miller

Review

Complete the analogies using a vocabulary word from Chapters 73-90.

1. strip of land: swath :: problem : ________________

2. lose: retrieve :: save : ________________________

3. approach : strategy:: examine : ________________

Fill in the blanks with one of the vocabulary words.

4. The water _______________________ over the dam.

5. A technical _______________________ caused the electricity to go off during the football game.

6. _______________________ speaking, you must go to

school for 13 years, not 12.

7. People came to _______________________ the

damage after the storm.

8. The scientist _______________________ artifacts from the pyramid.

9. New York City is a bustling ______________________.

10._______________________ is low due to the foggy

conditions.

11.You will be arrested if you _______________________ outside in the parking lot.

12.The sunbathers _______________________ in the afternoon sun.

13.We need a new _______________________ for treating this disease.

14.The project _______________________ all his

attention for several weeks.

Chapters 1-6 [roundabout and cavernous]

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

cavernous.

close limited gaping

small echoing roomy

petite vast cramped

undersized very large spacious

2. Fill in the word web with synonyms for roundabout.

3. Draw a picture of a roundabout.

Page 16 Page 1

roundabout


Review

Complete the analogies using a vocabulary word from Chapters 73-90.

1. strip of land: swath :: problem : _ glitch _____

2. lose: retrieve :: save : ___ consume ________

3. approach : strategy:: examine : __ survey____

Fill in the blanks with one of the vocabulary words.

4. The water ____surged_____ over the dam.

5. A technical ____glitch___ caused the electricity to go off during the football game.

6. _____Technically____ speaking, you must go to school

for 13 years, not 12.

7. People came to ____survey____ the damage after the

storm.

8. The scientist ______retrieved_____ artifacts from the pyramid.

9. New York City is a bustling ____metropolis_____.

10._____Visibility_____ is low due to the foggy conditions.

11.You will be arrested if you ____loiter_____ outside in the parking lot.

12.The sunbathers _____basked_____ in the afternoon

sun.

13.We need a new _____strategy_____ for treating this

disease.

14.The project ___consumed____ all his attention for several weeks.

Chapters 1-6 [roundabout and cavernous]

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

cavernous.

close limited gaping

small echoing roomy

petite vast cramped

undersized very large spacious

2. Fill in the word web with synonyms for roundabout.

3. Draw a picture of a roundabout.

Page 16 Page 1

roundabout

junction crossroads

intersection traffic circle


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 Constructed Response 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


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.


The Wild Robot Escapes ~ Chapters 1-6

1. A good title for Chapters 1-6 could be ---.

a. Friendly Cows

b. Meeting Jaya and Jad c. Roz Gets a New Home

d. The Hilltop Farm

2. Chapters 1-6 are mostly told from which

point of view?

a. 1st b. 2nd

c. 3rd limited – only Roz’s thoughts are told d. 3rd omniscient – thoughts of several

characters are told

3. Why does Mr. Shareef need Roz? Check all

that apply.

___ Mr. Shareef needs help working the farm. ___ Mr. Shareef needs help raising his children.

___ Mr. Shareef lost his wife. ___ Mr. Shareef walks with a limp making farm work difficult.

4. Why is Chapter 6 most likely titled “The Monster?”

a. The cows think Roz is going to be mean to

them. b. The cows think Roz is going to be milking

them. c. Most of the cows are afraid of Roz because

they have never seen a robot before.

d. The cows see Roz as just another automotive machine

5. In poetry when the words are physically structured into a pattern, this is called form. Why did Peter Brown most likely use form on

the first page of his novel?

a. to define the word zigzag

b. to create a mood by illustrating Roz’s journey to the Hilltop Farm

c. to look cool on the page

d. to explain how robots travel

6. How does the setting shape the plot?

a. The story takes place in the future when humans use robots to help with ordinary

tasks. b. The story is set in the country away from

towns creating a quiet peace. c. The story takes place away from town

where many cows live.

d. The story is set in various locations around a farm where Roz will do manual labor.

7. Matching -- Why does the author italicize the

following phrases?

___ The robot’s computer

brain booted up a. for emphasis

____ Hilltop Farm

b. The first words of

each chapter are

italicized.

___ Click. c. title

___ I think the monster is

moving!” d. sound

8. Read this line from the end of Chapter 2.

“This is a dairy farm,” said Mr. Shareef, “so these cows are the queens around here. Your whole world now revolves around them.

Understand?”

Which type of figurative language does this line

contain?

a. simile b. metaphor

c. personification d. idiom

Why does Mr. Shareef refer to the cows as queens?

______________________________________

______________________________________


The Wild Robot Escapes ~ Chapters 1-6 (Answer Key)

1. A good title for Chapters 1-6 could be ---.

a. Friendly Cows

b. Meeting Jaya and Jad c. Roz Gets a New Home

d. The Hilltop Farm

2. Chapters 1-6 are mostly told from which

point of view?

a. 1st b. 2nd

c. 3rd limited – only Roz’s thoughts are told d. 3rd omniscient – thoughts of several

characters are told

3. Why does Mr. Shareef need Roz? Check all

that apply.

___ Mr. Shareef needs help working the farm. ___ Mr. Shareef needs help raising his children.

___ Mr. Shareef lost his wife. ___ Mr. Shareef walks with a limp making farm

work difficult.

4. Why is Chapter 6 most likely titled “The Monster?”

a. The cows think Roz is going to be mean to

them. b. The cows think Roz is going to be milking

them. c. Most of the cows are afraid of Roz because

they have never seen a robot before.

d. The cows see Roz as just another automotive machine

5. In poetry when the words are physically structured into a pattern, this is called form. Why did Peter Brown most likely use form on

the first page of his novel?

a. to define the word zigzag

b. to create a mood by illustrating Roz’s journey to the Hilltop Farm

c. to look cool on the page

d. to explain how robots travel

6. How does the setting shape the plot?

a. The story takes place in the future when humans use robots to help with ordinary

tasks. b. The story is set in the country away from

towns creating a quiet peace. c. The story takes place away from town

where many cows live.

d. The story is set in various locations around a farm where Roz will do manual labor.

7. Matching -- Why does the author italicize the

following phrases?

__b__ The robot’s

computer brain booted up a. for emphasis

__c__ Hilltop Farm

b. The first words of

each chapter are

italicized.

__d__ Click. c. title

__a__ “I think the monster

is moving!” d. sound

8. Read this line from the end of Chapter 2.

“This is a dairy farm,” said Mr. Shareef, “so these cows are the queens around here. Your

whole world now revolves around them. Understand?”

Which type of figurative language does this line contain?

a. simile b. metaphor

c. personification d. idiom

Why does Mr. Shareef refer to the cows as

queens?

The cows are how he makes a living. He treats them “royally” because they are his means for providing for his family


Constructed Response - Setting

Place Where the Story Takes Place

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Time the Story Takes Place

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Importance of the Setting

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Mood - Atmosphere of the Setting

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Setting

CCSS.ELA-Literacy.RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their

actions contribute to the sequence of events

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama,

drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story

or drama, drawing on specific details in the text (e.g., how characters interact).

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




Constructed Response - Setting (Answer Key)

Place Where the Story Takes Place

The story takes place on the Hilltop Farm. Mr. Shareef, the owner of

the farm, needs help running the farm since his wife has passed

away. He can only afford a refurbished robot, so he buys Roz.

Time the Story Takes Place

The story takes place in the future. Clues to this include

> The Sharreef's pickup truck comes when it is called and

drives by itself.

> The farm is fully automated. No humans are needed to run

the dairy business. Machines do everything from milking to

packing to delivering the milk.

> Roz, a robot, can learn to do chores.

___________________

Importance of the Setting

Readers who have read The Wild Robot know that Roz gets smarter

as time goes by. She loved her island home. The reader can predict

from the title of the book, The Wild Robot Escapes, that Roz will

evidentually remember her old friends and want to leave the farm

to get back to the island.

Mood - Atmosphere of the Setting

The setting is an ordinary farm with an ordinary family who have an

ordinary dog. No conflicts have taken place this early in the story.

The mood can best be described as easy going.

Setting

CCSS.ELA-Literacy.RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their

actions contribute to the sequence of events

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama,

drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story

or drama, drawing on specific details in the text (e.g., how characters interact).





Lesson 1 – Identifying Subjects and Predicates Common Core

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

Use coordinating and

subordinating conjunctions.

CCSS.ELA-LITERACY.L.4.1.F

Produce complete sentences,

recognizing and correcting

inappropriate fragments and

run-ons.*

CCSS.ELA-LITERACY.L.5.1.A

Explain the function of

conjunctions, prepositions,

and interjections in general

and their function in

particular sentences.

CCSS.ELA-LITERACY.L.3.1.I

Produce simple, compound,

and complex sentences.


Expand, combine, and reduce

sentences for meaning,

reader/listener interest, and

style.

Subject vs. Predicate Organizer and Practice

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

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

http://www.corestandards.org/ELA-Literacy/L/5/1/a/

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



Lesson 2 – Identifying Four Types of Sentences Common Core








run-ons.*



conjunctions, prepositions, and

interjections in general and their

function in particular sentences.


Produce simple, compound, and

complex sentences.





style..

Types of Sentences Organizer and Practice







Lesson 3 – Writing Compound and Complex Sentences Common Core








run-ons.*



conjunctions, prepositions, and

interjections in general and their

function in particular sentences.


Produce simple, compound, and

complex sentences.





style..

Compound and Complex Sentences Organizer and Practice







Lesson 4 – Identifying Sentence Problems

Common Core

CCSS.ELA-LITERACY.L.3.1

Demonstrate command of the

conventions of standard

English grammar and usage

when writing or speaking.





run-ons.*

CCSS.ELA-LITERACY.L.5.1

Demonstrate command of the

conventions of standard

English grammar and usage

when writing or speaking.

Sentence Problems Organizer and Practice

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


http://www.corestandards.org/ELA-Literacy/L/5/1/


Lesson 5 – Mood Common Core

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

Determine the meaning of

words and phrases as they are

used in a text, distinguishing

literal from nonliteral language.

CCSS.ELA-LITERACY.RL.4.4


words and phrases as they are

used in a text, including those

that allude to significant

characters found in mythology

(e.g., Herculean).



words and phrases as they

are used in a text, including

figurative language such as

metaphors and similes


Explain how specific aspects of

a text's illustrations contribute

to what is conveyed by the

words in a story (e.g., create

mood, emphasize aspects of a

character or setting)


Make connections between the

text of a story or drama and a

visual or oral presentation of

the text, identifying where each

version reflects specific

descriptions and directions in

the text.

CCSS.ELA-LITERACY.W.3.3.B

Use dialogue and descriptions of

actions, thoughts, and feelings

to develop experiences and

events or show the response of

characters to situations.


Use dialogue and description to

develop experiences and events

or show the responses of



Use narrative techniques,

such as dialogue, description,

and pacing, to develop

experiences and events or

show the responses of


CCSS.ELA-LITERACY.W.4.3.D

Use concrete words and phrases

and sensory details to convey

experiences and events

precisely.

CCSS.ELA-LITERACY.W.5.3.D

Use concrete words and

phrases and sensory details

to convey experiences and

events precisely.






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



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

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


Homonyms Organizer

3rd 4th 5th CCSS.ELA-LITERACY.L.4.1.G

Correctly use frequently

confused words (e.g., to, too,

two; there, their).*

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.

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

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


Root Word STRUCT CCSS.ELA-LITERACY.L.3.4.B

Determine the meaning of the

new word formed when a

known affix is added to a

known word

(e.g., agreeable/disagreeable,

comfortable/uncomfortable,

care/careless, heat/preheat).

CCSS.ELA-LITERACY.L.4.4.B

Use common, grade-

appropriate Greek and Latin

affixes and roots as clues to

the meaning of a word

(e.g., telegraph, photograph,

autograph).

CCSS.ELA-LITERACY.L.5.4.B

Use common, grade-

appropriate Greek and Latin

affixes and roots as clues to

the meaning of a word

(e.g., photograph,

photosynthesis).

Words vary from those

pictured.

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




13.

Credits

Microsoft

Office

Clipart

Gallery

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




http://www.mycutegraphics.com/

~ © Gay Miller ~

14.

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indagaymiller/

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the wild robot escapes - book units teacher · 2018. 10. 1. · printable practice 130 lesson 2 –...

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