a resource to use with call it courage - book units teacher · 2020. 9. 14. · the cay 54 call it...
TRANSCRIPT
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Page | 1 © Gay Miller
Call It Courage Sample Book Unit
Welcome to Book Units Teacher ~ I love teaching! I
especially love interactive notebooks, anchor charts,
hands-on activities, great books, and making learning
fun. Here is the place for me to share some of the things I
love. ~~ Gay Miller
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Page | 2 © Gay Miller
Thank you for downloading this
sample of Call It Courage Book Unit. Other book units may be
found at http://www.teacherspayteachers.com/Store/Gay-Miller
This packet contains graphic organizers for an interactive notebook covering vocabulary, comprehension questions, constructed response writing, and skill practice. I hope your students enjoy a book study using the engaging method of using interactive notebooks. For teachers who wish paperless activities, this unit contains Boom interactive quizzes as well as Google Slides. Look at the pages following the “Table of Contents” for links and password information.
Call It Courage by Armstrong Sperry
Genre ~ Adventure and Classic
Interest Level ~ Grades 5 – 7
Grade level Equivalent: 5.8
Lexile Measure®: 830L
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Page | 3 © Gay Miller
Table of Contents Links to Digital Resources 5
Materials Needed for Creating the Foldable Graphic Organizers 9
Vocabulary 10
Teacher Information 11
Vocabulary List 14
Vocabulary Bookmarks 17
Vocabulary Word Cards 19
Vocabulary Practice Booklet 21
Vocabulary Test 36
Teacher Information 38
Student Printable Packet for Comprehension and Writing 43
Chapter 1 Comprehension 44
Point of View 45
Figurative Language 47
Chapter 2 Comprehension 48
Setting 49
Chapter 2 ~ Comparing Characters 50
Call it Courage vs. The Cay 51
Call It Courage vs. Hatchet 52
Chapter 3 Comprehension 53
Chapter 3 Timeline [Summarizing] 54
Call It Courage vs. Hatchet [Building a Fire] 55
Chapter 4 Comprehension 56
Chapter 4 ~ Cause and Effect 57
Character Change 58
Chapter 5 Comprehension 59
Theme 60
Plot Development 61
Book vs. Movie 62
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Answer Keys for Student Packet 65
Student Printable Packet for Comprehension and Writing without CCSS 87
Language Arts Skills 109
Common Core Alignment for Prefixes, Suffixes, and Root Words 110
Prefix and Suffix Organizers [de- over- -ity -en] 111
Prefix and Suffix Fan Organizers 122
Root Word [min] 131
Descriptive Writing Standards 136
Descriptive Writing Organizer 137
Descriptive Writing Task Cards 141
Context Clues Standards 149
Context Clues Organizers 150
Context Clues Task Cards 160
Activities 167
Credits 174
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Read Approximate Audio Length
Vocabulary Vocabulary Practice Book
Comprehension Practice/ Constructed
Response Question
Skills
Chapter 1 -
Flight
17 min. indifference
impending
Page 1 Chapter 1
Comprehension
Point of View
Figurative Language
Prefixes
de-
over-
Chapter 2 -
The Sea
18 min. ominous
tumult
Page 2 Chapter 2
Comprehension
Setting
Comparing
Characters (Maui to
Moana)
Comparing Texts (2
Options)
Suffixes
-en
-ity
Chapter 3 -
The Island
28 min. premonition
haunches
Page 3 Chapter 3
Comprehension
Timeline/
Summarizing
Comparing Texts
Root Word
min
Chapter 4 –
Drums
34 min. deference
impaled
Page 4 Chapter 4
Comprehension
Cause and Effect
Character Change
Descriptive
Writing
Organizer
and Task
Cards
Chapter 5 –
Homeward
21 min. utmost
pursuit
Page 5 Chapter 5
Comprehension
Theme
Plot Development
Context
Clues
Organizer
and Task
Cards
Vocabulary
Test
Vocabulary
Review
Pages 6-8
Book vs. Movie
Comparing Book to
Other Texts
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Practice with Vocabulary for Call It Courage
indifference impending ominous tumult premonition
haunches deference impaled utmost pursuit
9. Which of the following does not describe deference?
a. a student's feeling towards his favorite teacher b. ball players' regard for their coach after a winning
season c. a child's feeling about a scary monster under his bed d. a parent's response to his child winning an art
contest
10. Choose the best word from the list above to complete the sentence.
The boy stood there irresolute and uncertain. Some __________________________ of danger kept him
poised, alert, and wary.
Chapter 1 [indifference impending]
1. Circle six words in the box that are synonyms of
indifference.
magnitude worth weight
unimportance meaning inconsequence
value insignificance irrelevance
import triviality meaninglessnes
s
2. Is indifference used correctly in the sentences below?
True or False ___________ When the boy began to show
indifference in eating, his mother began to worry. ___________ All the girl would talk about was the indifference release of the new CD.
3. Circle six words in the box that are synonyms of
impending.
distant remote future
looming slight coming
awaiting approaching imminent
far off frosty outlying
Page 8 Page 1
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~ Page 9 © Gay Miller ~
Practice with Vocabulary for Call It Courage
indifference impending ominous tumult premonition
haunches deference impaled utmost pursuit
9. Which of the following does not describe deference?
a. a student's feeling towards his favorite teacher b. ball players' regard for their coach after a winning season
c. a child's feeling about a scary monster under his bed d. a parent's response to his child winning an art
contest
10. Choose the best word from the list above to complete the sentence.
The boy stood there irresolute and uncertain. Some __premonition_____ of danger kept him poised, alert,
and wary.
Chapter 1 [indifference impending]
1. Circle six words in the box that are synonyms of
indifference.
magnitude worth weight
unimportance meaning inconsequence
value insignificance irrelevance
import triviality meaninglessnes
s
2. Is indifference used correctly in the sentences below?
True or False _____T______ When the boy began to show
indifference in eating, his mother began to worry. _____F______ All the girl would talk about was the indifference release of the new CD.
3. Circle six words in the box that are synonyms of
impending.
distant remote future
looming slight coming
awaiting approaching imminent
far off frosty outlying
Page 8 Page 1
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Common Core State Standards Reading: Literature
CCSS.E
LA-L
itera
cy.R
L.5
.1
CCSS.E
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L.5
.2
CCSS.E
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CCSS.E
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.4
CCSS.E
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.5
CCSS.E
LA-L
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L.5
.6
CCSS.E
LA-L
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cy.R
L.5
.7
CCSS.E
LA-L
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.9
CCSS.E
LA-L
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L.5
.10
Point of View
Chapter 1 ~ Figurative Language
Chapter 2 ~ Setting
Chapters 2 ~ Comparing Characters
Chapter 2 ~ Comparing Call It Courage to The Cay
Chapter 2 ~ Comparing Call It Courage to Hatchet
Chapter 3 ~ Summarizing
Chapter 3 ~ Comparing Scenes from Two Novels
Chapter 4 ~ Cause & Effect
Character Change
Theme
Plot Development
Comparing the Book to the Movie
Comparing Book to Other Texts
5th Grade
http://www.corestandards.org/ELA-Literacy/RL/5/1/http://www.corestandards.org/ELA-Literacy/RL/5/2/http://www.corestandards.org/ELA-Literacy/RL/5/3/http://www.corestandards.org/ELA-Literacy/RL/5/4/http://www.corestandards.org/ELA-Literacy/RL/5/5/http://www.corestandards.org/ELA-Literacy/RL/5/6/http://www.corestandards.org/ELA-Literacy/RL/5/7/http://www.corestandards.org/ELA-Literacy/RL/5/9/http://www.corestandards.org/ELA-Literacy/RL/5/10/
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~ Page 11 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-L
itera
cy.R
L.6
.1
CCSS.E
LA-L
itera
cy.R
L.6
.2
CCSS.E
LA-L
itera
cy.R
L.6
.3
CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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cy.R
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.9
CCSS.E
LA-L
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L.6
.10
Point of View
Chapter 1 ~ Figurative Language
Chapter 2 ~ Setting
Chapters 2 ~ Comparing Characters
Chapter 2 ~ Comparing Call It Courage to The Cay
Chapter 2 ~ Comparing Call It Courage to Hatchet
Chapter 3 ~ Summarizing
Chapter 3 ~ Comparing Scenes from Two Novels
Chapter 4 ~ Cause & Effect
Character Change
Theme
Plot Development
Comparing the Book to the Movie
Comparing Book to Other Texts
6th Grade
http://www.corestandards.org/ELA-Literacy/RL/6/#CCSS.ELA-Literacy.RL.6.1http://www.corestandards.org/ELA-Literacy/RL/6/2/http://www.corestandards.org/ELA-Literacy/RL/6/3/http://www.corestandards.org/ELA-Literacy/RL/6/4/http://www.corestandards.org/ELA-Literacy/RL/6/5/http://www.corestandards.org/ELA-Literacy/RL/6/6/http://www.corestandards.org/ELA-Literacy/RL/6/7/http://www.corestandards.org/ELA-Literacy/RL/6/9/http://www.corestandards.org/ELA-Literacy/RL/6/10/
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Common Core State Standards Reading: Literature
CCSS.E
LA-L
itera
cy.R
L.7
.1
CCSS.E
LA-L
itera
cy.R
L.7
.2
CCSS.E
LA-L
itera
cy.R
L.7
.3
CCSS.E
LA-L
itera
cy.R
L.7
.4
CCSS.E
LA-L
itera
cy.R
L.7
.5
CCSS.E
LA-L
itera
cy.R
L.7
.6
CCSS.E
LA-L
itera
cy.R
L.7
.7
CCSS.E
LA-L
itera
cy.R
L.7
.9
CCSS.E
LA-L
itera
cy.R
L.7
.10
Point of View
Chapter 1 ~ Figurative Language
Chapter 2 ~ Setting
Chapters 2 ~ Comparing Characters
Chapter 2 ~ Comparing Call It Courage to The Cay
Chapter 2 ~ Comparing Call It Courage to Hatchet
Chapter 3 ~ Summarizing
Chapter 3 ~ Comparing Scenes from Two Novels
Chapter 4 ~ Cause & Effect
Character Change
Theme
Plot Development
Comparing the Book to the Movie
Comparing Book to Other Texts
7th Grade
http://www.corestandards.org/ELA-Literacy/RL/7/1/http://www.corestandards.org/ELA-Literacy/RL/7/2/http://www.corestandards.org/ELA-Literacy/RL/7/3/http://www.corestandards.org/ELA-Literacy/RL/7/4/http://www.corestandards.org/ELA-Literacy/RL/7/5/http://www.corestandards.org/ELA-Literacy/RL/7/6/http://www.corestandards.org/ELA-Literacy/RL/7/7/http://www.corestandards.org/ELA-Literacy/RL/7/9/http://www.corestandards.org/ELA-Literacy/RL/7/10/
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Call It Courage ~ Chapter 1
1. Mafatu was not allowed to go with the
fishermen because ----.
a) he brought ill luck b) he always dropped his spear c) he shook the boat
d) he lost his fish
2. Which word best describes how Tavana Nui,
the Great Chief of Hikueruist, feels about his son?
a) valued b) feared
c) ashamed d) respectful
3. Draw an illustration of Mafatu’s closest companions. Use details from the chapter to make your drawings.
4. What is the main idea of Chapter 1 "Flight"?
a) The reader learns that Mafatu is the chief's son, and he is not liked by the islanders.
b) The reader learns that Mafatu prefers to make spears and fishing nets because he is afraid of
the sea.
c) The reader learns that the islanders dislike Mafatu because he can only find friends with a dog
and a bird.
d) The reader learns why Mafatu is afraid of the sea, and Mafatu leaves the island to face this fear.
5. Explain why Mafatu’s fears are justified. Use details from Chapter 1 to support your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Details from Text
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Details from Text
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Constructed Response – Point of View
After answering the following questions about point of view, write a response
in paragraph form.
•___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Who is telling the story?
•___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
From which point of view is the story told? What is the narrator's
perspective?
•___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
How does the narrator’s point of
view change how the events are being
described?
•___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
How does the narrator's point of view influence how
the events are described?
•___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Why do you think the narrator described the events the way
he did?
•____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
How would the story change if a different character was the
narrator?
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.
CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters
or narrators in a text.
http://www.corestandards.org/ELA-Literacy/RL/5/6/http://www.corestandards.org/ELA-Literacy/RL/6/6/http://www.corestandards.org/ELA-Literacy/RL/7/6/
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Purchase the full unit on Teachers Pay Teachers.
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