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Operation RedwoodS. Terrell French

RedwoodsJason Chin

“Only when the last tree has died and the last river has been poisoned and the last fish has been caught will we realize that we can’t eat

money.” -Cree Proverb

Multi-Text UnitBy: Kristin Austin

Multi-Text Outline5th Grade Language Arts 1 hour period

Before Reading Activities

Day 1 Students will look at pictures of Redwood forest and books about Redwood trees. KWL on Redwood Trees (Individual and Whole Class) Predict-o-gram (Small Group)

Day 2 and 3 Concept Map Internet Workshop

During Reading Activities

Day 4 and 5: Students will read silently or engage in reciprocal teaching and work on their corresponding comprehension activities denoted by

Section 1: pp. 1-44 Operation Redwood (We will read pages 1-19 together through a Shared Reading. We will stop after reading Chapter Two. Students will continue reading silently and will read pages 20-44. Be sure to stop before Chapter Five.

Double Entry Diary (DED), Word Wizard, Synonyms and Antonyms, Forms of a Word

Day 6

Discussion of Section 1 (Including vocabulary activities); Students will begin Section 2.

Day 7 and 8

Section 2: pp. 45-84 Operation Redwood

Discussion Director, Word Wizard, Have You Ever?, Synonyms and Antonyms

Redwoods by Jason Chin pp. 31-32 (Independent Reading)

Day 9

Discussion of Section 2 (including vocabulary activities); Students will begin Section 3.

Day 10 and 11


Double Entry Diary (DED), Word Wizard, Character Sketcher, Venn Diagram (informational text)

Redwoods by Jason Chin p. 9 (Independent Reading)

Day 12


Day 13 and 14


Double Entry Diary (DED), Word Wizard, Character Log, Forms of a Word

Redwoods by Jason Chin pp. 1-8 and pp. 22-30 (Small Group Reading)

Day 15


Day 16 and 17


Discussion Director, Character Sketcher, Word Wizard, Wanted Poster

Day 18


Day 19 and 20


Discussion Director, Word Wizard, Tree House Design, Informational Text

Redwoods by Jason Chin pp. 15-21 (Shared Reading)

Day 21


Day 22 and 23


Word Wizard, Cinquain, Writing a Feature Story, Informational Text

Redwoods by Jason Chin pp. 10-14

Day 24


Day 25 and 26

Section 8: pp.306-351 Operation Redwood

Double Entry Diary (DED), Word Wizard, Character Sketcher, Visitor’s Brochure

Day 27

Discussion of Section 8 (including vocabulary activities); Students will review for final assessment.

Post-Reading Activities

I-Poem on Redwood trees Revisit the L from KWL chart Final Assessment

Rubric for Student Packet Activities4 3 2 1 0

Word Wizards Notebook is neat; all words are entered with full complete definitions.

Notebook has all words with partial to full definitions; some grammar and spelling errors.

Notebook is has only partial definitions and is full of grammar and spelling errors.

Notebook is missing vocabulary words, no to partial definitions and full of grammar and spelling errors.

Not Completed

Discussion Directors/DEDs

Thoughtful insightful questions/quotes; no grammatical errors. Fully complete.

Partially to fully complete however missing some questions/quotes; some grammatical errors.

Partially complete with missing questions/comments and many grammatical errors.

Missing most questions/quotes which many grammatical errors.

Not Completed

Vocabulary Activities

All activities are completed with thoroughness; no grammatical errors.

All activities are completed with some grammatical errors.

All activities are partially completed with some grammatical errors.

Activities are missing or partially complete with many grammatical errors.

Not Completed

Poetry Poems follow guidelines and are thoughtful and expressive. No grammatical errors.

Poems follow guidelines and are thoughtful with some grammatical errors.

Poems are missing parts to the guidelines provided and have some grammatical errors.

Poems are missing or not completed following guidelines and have many grammatical errors.

Not Completed

Artistic Representations(Wanted Poster, Tree House design, etc.)

All activities are complete with thoughtful and expressive detail.

All activities are complete however missing thoughtfulness in detail.

All activities are complete with no thoughtfulness or expressive detail.

Missing activities or not complete with no thoughtfulness.

Not Completed

Discussions/Participation

Student participates during discussion by answering, listening, and questioning.

Student participates however lacks in answering, listening, or questioning.

Student is missing one area of participation.(listening, questioning, answering)

Student is missing two areas of participation.(listening, questioning, answering)

No Participation at all by student.

Total Score:

K-W-L Chart

Directions: You will be completing a K-W-L on Redwoods. First, think about what you know and what you want to know. Write that information in the “K” and “W” section of the chart. To help you come up with information for the “K” section and questions you would like answered for the “W” section, use the following words: WHO, WHAT, WHEN, WHERE, WHY, AND HOW. Finally, after you have read the book and explored other resources, think about what you have learned. Write that information in the “L” section of the chart.

After completing your research and gaining an understanding of your topic, go back to the “K” column and see if any of the ideas you thought you knew were inaccurate. Check any of them that are inaccurate, according to your research. On the back, rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.

K - What I Think I Know W – What I Want to Know L – What I Learned

Vocab-o-gram/Predict-o-gram Operation Redwood by S. Terrell French

Vocabulary:

Use the words above and the title of the book to help you make predictions about the following elements of story; write your predictions in your writing notebook. Setting

What is the setting likely to be?

Characters

Who are possible characters in the novel?

Problem

What might some problems be for the characters?

Characters’ Goals

What are likely goals for some of the characters?

Solution

What are possible solutions to the problems?

Prediction/Questions

Any other predictions?

Do you have any questions about how the story might evolve?

Concept Map-Operation RedwoodPlease use the following pattern to create a concept map; brainstorm ideas and connections you have to Redwood trees. Create a Bubble Concept Map (like the one below), and write these ideas in bubbles surrounding Redwood trees. Complete this map in your writing notebook.

Redwood trees

Internet Workshop

This Internet workshop will introduce you to Redwoods. You are invited to explore information on the Internet. Take notes in your Writing Journal. Come prepared to share your information at our workshop session.

Please answer the following questions:

1. Go to the bookmark set for the following Web sites: http://library.thinkquest.org/J002415/Facts/facts.html Explore the information on Redwoods. In your own words, summarize the history of the Giant Sequoia Tree. Make sure to provide details in your summary.

2. What is another name for Redwood trees?

3. In your own words describe the lifecycle of a Redwood tree. Draw a picture to

illustrate.

http://library.thinkquest.org/J002415/Facts/facts.html

DOUBLE ENTRY DIARY: Section I

You will write a Double Entry Diary, otherwise known as a DED. You will be reading, writing in your diary, rereading, and discussing throughout these entire books of historical fiction and nonfiction.

As you are assigned your reading, you will write a total of FOUR entries from Section 1 of Operation Redwood. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you?

You will write each entry so that it looks something like this table:

From the book (words, quotes, passages). Please include the page and paragraph.

What it means to me

Quote: “I’m rich. I’m powerful. Don’t mess with me.” (p. 2)

Inference/Question: Julian is in the office of his Uncle Sibley. He must be a very rich man that works in a corporate office.

Below are options that you may choose to write about and how you might organize your thoughts:

Significant passage copied from the text; include page and paragraph #.

Connections or reactions to recorded statement

1. Quote Reaction (How you feel about the quote)

2. Quote Connection (Self, Text, World)

3. Quote/Picture Inference (What you think it means)

4. Quote Question

5. Prediction What Really Happened (You will complete this after you know)

6. Question you have or something you don’t understand

Answer or possible answer

7. Fact Your Opinion

8. Effect (What happened?) Cause (Why did it happen?)

9. Author’s Craft (Simile, metaphor, personification)

Explanation of what it means and how it adds importance to the passage

Word WizardSection I

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

a. the word and the page and paragraph where it is locatedb. a child-friendly definition for the word (remember to use your context clues)c. synonyms you know (remember to use your character trait sheet and the

THESAURUS) d. any associations/connections you may have with that worde. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 1 Words from Operation Redwood

desolate p. 2 par. 1indignation p. 8 par. 4scoffed p. 10 par. 1facade p. 12 par. 2stealthily p. 13 par. 3somber p. 18 par. 1careening p. 24 par. 2tragedy p. 34 last par.

Synonyms and Antonyms

Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

Synonym Word AntonymAlone; grim desolate Happy; populous

scoffed

facade

somber

tragedy

Forms of a WordDirections: Look at the vocabulary in bold print. Recall its definition (look back at your notebook if needed). Think of the different forms of the word and write each in the appropriate column. Not all forms of the word will be completed each time like the first example.

Noun Verb Adjective Adverb

desolation desolate desolate desolately

scoffedfacade

somber

Discussion Director Section II (pp. 45-84)

Directions: Your job is to involve the students in your group by thinking and talking about the section of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

Your job as the Discussion Director is to come up with five (5) thinking questions. You really want to make your group THINK about the reading. You are trying to make sure everyone in your group understands or comprehends the reading. It is very important that you ask your group critical thinking questions and NOT easy, right- there, in-the-book questions. You want the members of you group to stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may wish to begin your questions with the following words/phrases:

Who?, What?, Where?, When?, Why?, How?, If_______ then________?

You need to write down the following:

1. the questions2. your answers to your questions3. the page numbers where the students can reference the text to justify their responses to your

questions

You may want to focus on the following events when thinking about and developing your questions:

The formal dinner with Daphne and Uncle Sibleyo Major events that occurred and why they happened

Redwood Facts Daphne’s point system Danny and his family Julian’s journey to meet Robin Robin and her family

Examples of a few good thinking questions might be:

1. How did Julian escape from going to Math camp? 2. What was Robin’s father’s reaction to Julian when arriving? What is your opinion of her father’s

reaction?

Word WizardSection II







glee p. 53 last par.injustice p. 54 par. 1perfunctory p. 58 par. 2conspiratorial p. 62 par. 2imminent p. 74 par. 4dubiously p. 78 par. 4lurched p. 80 par. 4inconspicuous p. 84 last par.

Vocabulary Activities Section II Operation Redwood

Have you Ever?

Directions: Read the following sentences and answer them accordingly.

1) Describe a time when you had a moment of glee.

2) Describe a time when you felt an injustice.

3) Give an example of a perfunctory time during your day? Explain.

4) Have you ever acted in a conspiratorial manner? Explain.

5) Describe what Julian meant by “his imminent departure.”

6) Name a time when you were dubious. Why were you acting dubiously?

7) Describe a time that you lurched.

8) Have you ever acted inconspicuous? Describe a time you were inconspicuous.

Synonyms and Antonyms

Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

Synonym Word AntonymJoy, happy glee melancholy

injustice

imminent

perfunctory

dubiously

DOUBLE ENTRY DIARY: Section III





What it means to me

Quote: “You’re not running away are you?” (p. 87)

Your Opinion: Bob asked Julian if he was running away and partly he was, but his real mission was to save Big Tree Grove.







4. Quote Question








Word WizardSection III







dire p. 85 par. 1bureaucracy p. 87 par. 3scheme p. 93 par. 1dissonance p. 95 par. 3melodramatic p. 103 par. 1legacy p. 111 par. 3petition p. 117 last par.

Character Sketcher Section III

Your job as Character Sketcher is to think carefully about Robin as you read. You will be given a passage with a page and paragraph where you can find information about your character. Reread the passage carefully. As you are reading, think about descriptive words (traits) that capture how your character acts or looks. You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help. In addition, you will create an artistic impression of your character. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper.

You are invited to learn more about Robin. Please take notes on how Robin acts and looks.

To begin, reread the following passages and determine “descriptive words” that capture Robin’s personality and explain why the words describe her.

Reread page 85: paragraphs two and three. Which character trait words describe Robin?_______________________________

What words in the passage were your context clues? _______________________________________________________

Reread page 105-108.

Robin acts

________________________________because___________________

__________________________________________________________.

Reread page 122-123. Which words describe Robin? ________________________________________________________

She acts _____________________because_____________________

______________________________________________________.

On another paper, use the passages that describe Robin’s actions and appearance to help you complete an artistic impression of her. Enjoy!

Venn Diagram with Operation Redwood and Redwoods (Section 3)

Reread page 100 in Operation Redwood. Then read p. 9 in Redwoods by Jason Chin. Compare and Contrast burls and fairy rings using the Venn Diagram below.

BURLS

BOTH

FAIRY RINGS

DOUBLE ENTRY DIARY: Section IV





What it means to me

Quote: “We’ve got a Daphne Carter from San Francisco on the line who says you’ve kidnapped her nephew.” (p.138)

Inference/Question: Daphne must have found out Julian did not attend math camp. Will Robin’s father get into trouble now?







4. Quote Question








Word WizardSection IV






Section IV Words from Operation Redwood

appeal p. 128 par. 1profiteers p. 130 par. 1crevice p. 136 par. 2gravelly p. 138 last par.lured p. 142 last par.interrogated p. 146 last par.escapade p. 159 last par.wallow p. 169 par. 1

Character LogAt the beginning of a novel, authors usually introduce the main characters. As we read, we will discover more about some of these characters and come to know many of them very well. Create a section in your notebook for characters-a character log. In this section you will record the name of each main character below and describe what you found out about each character as you read through Operation Redwood. Note something that the character said, did, their personality, how the character acts, and looks. Julian Uncle Sibley Daphne Preston Danny

Robin Bob Nancy JoJo Molly

Cari Li Popo Gram Ariel Will Carter

Forms of a WordDirections: Look at the vocabulary in bold print. Recall its definition (look back at your notebook if needed). Think of the different forms of the word and write each in the appropriate column. Not all forms of the word will be completed each time like the first example. Use some of your other vocabulary words when finished to fill in the rest of the chart.

Noun Verb Adjective Adverb

lure lured

gravel gravellycrevice

interrogated

Discussion Director Section V (pp. 174-219)





1. the questions2. your answers to your questions3. the page numbers where the students can reference the text to justify their responses to your questions


Julian being isolated in his room o Major events that occurred and why they happened

Quantum Julian’s confession to Preston Popo The break-in The fake press release


4. What happened when Popo arrived? 5. What do you think Preston was going to tell Julian when talking about how rich his parents are?

Character Sketcher Section V

Your job as Character Sketcher is to think carefully about Popo as you read. You will be given a passage with a page and paragraph where you can find information about your character. Reread the passage carefully. As you are reading, think about descriptive words (traits) that capture how your character acts or looks. You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help. In addition, you will create an artistic impression of your character. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper.

You are invited to learn more about Popo. Please take notes on how Popo acts and looks.

To begin, reread the following passages and determine “descriptive words” that capture Popo personality and explain why the words describe her.

Reread page 183. Which character trait words describe Popo?_______________________________


Reread page 185.

Popo acts

________________________________because___________________

__________________________________________________________.

Reread page 187-190. Which words describe Popo? ________________________________________________________

She acts _____________________because_____________________

______________________________________________________.

On another paper, use the passages that describe Popo’s actions and appearance to help you complete an artistic impression of her. Enjoy!

Word WizardSection V







immersed p. 175 par. 1disparaging p. 175 par. 2barricade p. 184 par. 3liberty p. 193 par. 3policy p. 208 last par.incident p. 212 par. 2Eco-terrorists p. 214 par. 2confiscate p. 216 par. 2

Create a Wanted Poster for Redwood Trees

You will complete an artistic representation of the redwood tree and then complete the following information for your tree:

Wanted

NameWanted For…

Physical DescriptionPurposesEnemies

Suspected WhereaboutsTime and Place Last Seen

Discussion Director Section VI (pp. 220-257)





1. the questions2. your answers to your questions3. the page numbers where the students can reference the text to justify their responses to your

questions


Planning of the trip back to Huckleberry Farmso Major events that occurred and why they happened

Returning to the Redwoods The tree house Operation Redwood Climbing the Redwoods Danny’s apology Bow and arrow to climb: How does it work?


1. How did the Robin get into the tree house? 2. What happened during the hide-and-seek game in the Redwood forest?

Word WizardSection VI






Section VI Words from Operation Redwood

switchbacks p. 231 par. 3carabiners p. 232 last par.trial p. 248 last par.kindling p. 251 par. 1ominous p. 255 par. 2

Tree House Design

Design your own tree house by making an Artistic Expression. You can use any materials that you desire. Make sure to write a paragraph describing your design and why it is beneficial for use in on a separate piece of paper. We will display the designs throughout our classroom.

Have fun and enjoy!

Informational Text Questions VI

You will read pages 15-21 with your classmates in Redwoods by Jason Chin. Please answer the following questions.

1. What is another name for the branches on a redwood tree?

2. What is one way researchers or scientists climb the redwood trees?

3. What is one type of epiphyte that grows on redwood trees?

4. Are redwood trees the only trees found in a redwood forest? Describe what other trees are there if any.

5. List some of the animals that live in the redwood canopy. Draw a picture of one of the animals below.

6. What endangered species live in the redwood forest?

7. What happens when a redwood is damaged?

8. Why is it important to be careful when climbing through the crown of a redwood tree?

Word Wizard

Section VII






Section VII Words from Operation Redwood

trespass p. 261 last par.martyr p. 263 par. 2regulation p. 285 par. 1broadcast p. 286 last par.conciliatory p. 289 par. 1hostage p. 291 par. 2negotiating p. 293 par. 1

Cinquain

Cinquain (pronounced "cin-kain") is a five-line poem or stanza using one of the following formats:

Cinquain 1 Line 1 - one word for the topic (subject or noun)

Line 2 - two words that describe your topic (adjectives)Line 3 - three words that describe actions related to your topic (action verbs)

Line 4 – four words that describe feelings related to your topic Line 5 – one word that is another name for your topic (synonym for line 1 or

something that sums it up)

_________________________(Title)

____________________________________

(Description)

_____________________________________________(Action)

_________________________________________________________

(Feeling)

_____________________________(Synonym)

You are invited to write a Cinquain about a main event, object, person, place or idea that occurred during the reading of this section from Operation Redwood.

Writing a Feature Story

Reread page 284-285 in Operation Redwood. The children in the story had an article wrote on them by The Chronicle. Take the information that you learned from this section and write your own feature story in your Writing Notebook for a newspaper regarding saving the Redwood trees.

Have fun and make sure you include a picture!

Informational Text

Please read pages 10-14 in Redwoods by Jason Chin. Answer the following questions and then draw a picture to illustrate your interpretation of what a redwood forest looks like.

1. What does the wood of a redwood tree contain?

2. What is one feature of a redwood tree that protects it from harmful forest fires?

3. What is one benefit of forest fires?

4. How do redwood trees receive water?

5. Describe “artificial rain.”

Illustrate your picture below.

DOUBLE ENTRY DIARY: Section VIII





What it means to me

Quote: “It’s a good thing I came when I did and not some camera crew.” (p. 319)

Inference/Question: This is someone that Ivan will listen to. I wonder who this character is and why Sibley has to listen?







4. Quote Question








Word WizardSection VIII






Section VIII Words from Operation Redwood

picketing p. 308 last par.vacate p. 314 par. 3riotous p. 314 par. 4controversy p. 319 last par.coincidence p. 323 last par.gumption p. 329 par. 3estimates p. 334 par. 4easement p. 334 last par.

Character Sketcher Section VIII

Your job as Character Sketcher is to think carefully about Gram as you read. You will be given a passage with a page and paragraph where you can find information about your character. Reread the passage carefully. As you are reading, think about descriptive words (traits) that capture how your character acts or looks. You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help. In addition, you will create an artistic impression of your character. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper.

You are invited to learn more about Gram. Please take notes on how Gram acts and looks.

To begin, reread the following passages and determine “descriptive words” that capture Gram personality and explain why the words describe her.

Reread page 319. Which character trait words describe Gram?_______________________________


Reread page 326-327

Gram acts

________________________________because___________________

__________________________________________________________.

Reread page 328-331. Which words describe Gram? ________________________________________________________

She acts _____________________because_____________________

______________________________________________________.

On another paper, use the passages that describe Gram’s actions and appearance to help you complete an artistic impression of her. Enjoy!

Visitor’s BrochureDesign your own visitor’s brochure to make people want to travel and visit “The Children’s Everlasting Redwood Grove.”

Make sure to include pictures and descriptions of the park so that visitors will come from across the world.

Create an I-PoemCreate your own I-Poem about Redwood trees. Make sure that your information is factual.

I Am Poem/Persona Poem TemplateAdapted from (Levstik & Barton, 1997)

FIRST STANZAI am (two special characteristics)

I wonder (something you are actually curious about)I hear (an imaginary sound)

I see (an imaginary sight)I want (an actual desire)

I am (the first line of the poem repeated)

SECOND STANZAI pretend (something you pretend to do)

I feel (a feeling about something imaginary)I touch (an imaginary touch)

I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

THIRD STANZAI understand (something you know is true)

I say (something you believe in)I dream (something you actually dream about)

I try (something you really make an effort to do)I hope (something you actually hope for)I am (the first line of the poem repeated)

Revisit the “L” on the KWL

Go back to your KWL that you completed before reading Operation Redwood by S. Terrell French and Redwoods by Jason Chin.

Fill in the “L” column on the KWL now that you have read both books and are knowledgeable about Redwood

Final Vocabulary Assessment

Multiple Choice: Choose the answer that describes the word the best.

1. Which would best describe a facade?a. Uncle Sibley trying to trick Julian into coming down from the tree house for the knife.b. Daphne sending Julian away to Math Camp.c. Preston writing Gram.

2. Which would best describe acting stealthily?a. Popo picking up Julian from Uncle Sibley’s.b. Julian sneaking into Uncle Sibley’s office.c. Building the wooden box with Bob.

3. Which would best describe eco-terrorists?a. people cutting down treesb. people that live at the beachc. people doing whatever they can to save the environment

4. Which would best describe acting melodramatic?a. acting over-joyous because someone said hello to youb. crying when you pet ran away from homec. not caring when you lost a loved one

5. Which would best describe being inconspicuous? a. Julian telling the truth to Gram.b. Robin telling her mom that they were going to protest from the tree house.c. Danny telling the janitorial staff in Spanish that Julian left his homework on Uncle Sibley’s computer and they were just getting a copy of it.

Fill in the Blank: use the word bank below to fill in the blanks to the sentences.

Barricade Policy Interrogated TrespassGumption Appeal Petition Confiscated

6. The Elder’s had filed an __________________ to stop the logging of Big Tree Grove.

7. Gram ___________________ Julian about how he met Robin and if he had hacked into Sibley’s computer.

8. Big Tree Grove belonged to IPX and Sibley told the children that if they did not leave he would have them arrested for ________________.

9. Gram told Julian that he had ____________________ just like his grandfather.

10. IPX refused to change their ____________________ even after Julian and Danny sent out the fake press release.

11. Uncle Sibley ___________________ Julian’s knife and tried to lure Julian out of the tree house with the knife.

12. The children knew that to save the rain forest people had others sign a _______________, but they did not have the time to do so.

13. Daphne and Uncle Sibley formed a ________________ when Julian was trying to leave with Popo.

Write your own definitions to the words below as they were used in the text.

14. wallow-

15. kindling-

16. broadcast-

17. negotiating-

18. crevice-

19. scheme-

20. hostage-

21. vacate-

22. martyr-

23. tragedy-

24. glee-

25. scoffed-

Write an antonym for the words below.

26. liberty-

27. injustice-

28. lured-

29. dissonance-

30. immersed-

Write a synonym for the words below.

31. legacy-

32. incident-

33. trial-

34. controversy-

35. estimates-

Match the word to the definition

36. regulation ________ a. the right of way to make limited use of another’s property37. riotous ________ b. administration of a government38. easement _________ c. to show disapproval or a grievance with a proposed plan39. perfunctory ________ d. to swerve while in motion40. bureaucracy _______ e. about to occur41. profiteers ________ f. a principle, rule, or law to control42. picketing_________ g. anger aroused by something unjust43. carabiners _______ h. done routinely with little interest44. indignation______ i. an oblong metal ring with a spring clip45. imminent_______ j. uproarious46. careening_______ k. one that makes excessive profits on goods in short supply

Complete the crossword below using the words in the word bank provided.

disparaging switchbacks ominous conciliatory coincidence conspiratorial desolatesomber dubiously lurched dire dissonance gravelly escapade

Vocabulary Crossword

1 2 3

4 5 6

7

8

9

10 11

12

13

14

ACROSS2 Dark and gloomy4 To stagger8 A trail that follows a zig zag pattern up a

steep incline10 Warning of consequences12 A characteristic of conspirators13 Lack of agreement14 Harsh rasping sound

DOWN1 Accidental series of events that seemed to

have been planned3 An adventurous act5 Tending to overcome hostility6 Deserted7 To speak in a disrespectful way9 Doubtful11

Menacing

Explanation and Curricular Connections

I chose the book Operation Redwood by S. Terrell French for the multi-text unit because I have travelled to the Redwood forest in California and desire to know more about these magnificent trees and how we can protect them. This novel is designed for fifth grade readers around the second half of the school year where they will have a more increased fluency in reading. I have a personal interest of the Redwood Forest in California and I feel that students will get behind the character Julian because he is an activist for a great cause. I also chose this novel because I believe that the text will empower students to realize that they are capable of making a difference in the world around us. During fifth grade, students learn about different biomes, the role of organisms, and also ecosystems. I feel that this novel is a great way to introduce or expand on these concepts so that students will have a concrete understanding of what is expected from the NCSCOS. I chose Redwoods by Jason Chin as the informational text to be used along with the main novel because it provides factual information about the Redwood trees in an inviting manner. The text is illustrated with beautiful drawings and captures the reader’s attention. The student will enjoy this book because it does not come across as a nonfiction text; however the text is completely nonfiction. This informational text is rated at the reading level of grades two through four. Students will be captivated by the easiness of the reading and it is also a great way to have lower level readers is able to take part in an informational text without being weighted down by the text or vocabulary.

ReferencesNovel: Operation Redwood by S. Terrell French, 2009, Amulet Books New York. 5th grade

Informational Text: Redwoods by Jason Chin, 2009, Flashpoint 2nd-4th grade

Internet Workshop: http://library.thinkquest.org/J002415/Facts/facts.html

http://library.thinkquest.org/J002415/Facts/facts.html

Additional Resources

Included are additional books that can be incorporated into this multi-text unit. These texts will allow students to self-select books so that they can expand on their knowledge of Redwood trees, awareness of conservation efforts, and personal growth within themselves.

Giants in the Earth: The California Redwoods Johnstone, Palmquist, and Nystrom, 2001, Heyday BooksThis book includes a collection of works such as stories, poems, and articles about the conservation efforts of Redwood trees.

From the Redwood Forest: Ancient Trees and the Bottom Line: A Headwaters Journey Dunning&Thron, 1998, Chelsea Green Publishing CompanyThis is the story of the trials of an activist fighting for the conservation of Redwood trees. The text is based on the true accounts of the Headwaters Forest struggle.

A Voice for the Redwoods Loretta Halter, 2010, Natures Hopes and HeroesA children’s book focused on grades four through six. This story goes through the life of a Redwood tree from seedling to maturity, to eventually death. This is a great way to introduce students to ecosystems and the roles of organisms within the ecosystem.

Logging the Redwoods Lynwood Carranco, 1996, Caxton PressThis book contains historical photographs of the times when Redwoods were constantly being logged. The book details the story of the lumber industry including the men involved. This is a nonfiction text that will give the student the point of view of the logger.

Best Short Hikes in Redwood National & State Parks Jerry and Gisela Rohde, 2004, The Mountaineers BooksThis nonfiction book is a travelers’ guide to the Redwood National and State Parks. Students will see pictures and learn about interesting facts surround Redwood trees and the parks where they are located.

The Legacy of Luna: The Story of a Tree, a Woman and the Struggle to Save the Redwoods Julia Butterfly Hill, 2001, Harper Collins BooksThis is the autobiographical details into the life of Julia Butterfly Hill during her two years living in one of California’s Redwoods. Julia recounts her time living in the Redwood and her effort to save the Redwoods. Students will connect this book to the main text where her struggle and effort is referenced.

The Redwood Forest: History, Ecology, and Conservation of the Coast Redwoods Reed F. Noss, 2000, Island PressThis nonfiction text gives details into the history of Redwoods, their value, and their ecosystems they live in. This book would be great for expounding on the informational text used in the unit.

Forest Giants: The story of the California Redwoods Harriet E Huntington, 1962, DoubledayThis is a nonfiction text describing the history and characteristics of the California Redwoods. This informational text offers pictures of Redwoods and factual information regarding these trees.

Unit Activity NC Language Arts Grade 5Students will be given vocabulary that is critical to the text to formulate definitions for so that comprehension will be reached during the text.

1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.

Students will complete a variety of vocabulary activities including Word Wizards where they will look up definitions to vocabulary and also find synonyms and antonyms for vocabulary words. Students will also need to understand parts of speech and be able to change words depending on the parts of speech.

1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words.

Students will participate in Discussion Director activities where they will have to formulate questions and support their answers. Students will also create a KWL, Concept Map, and participate in an internet workshop to predict and seek additional information so that connections can be made to the text.

2.02 Interact with the text before, during, and after reading, listening, and viewing by:•making predictions.•formulating questions.•supporting answers from textual information, previous experience, and/or other sources.•drawing on personal, literary, and cultural understandings.•seeking additional information.•making connections with previous experiences, information, and ideas.

Students will develop an I-Poem and Cinquain based on Redwood trees and the characters involved in the text. Students will also be reading nonfiction text along with fiction text so that connections can be made between the two.

2.03 Read a variety of texts, such as:•fiction (tall tales, myths).•nonfiction (books of true experience, newspaper and magazine articles, schedules).•poetry (narrative, lyric, and cinquains).•drama (plays and skits).

austinks.files.wordpress.com · web view1.04 use word reference materials (e.g., glossary,...

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