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~ Page 1 © Gay Miller ~
Created by Gay Miller
Echo Book Unit
~ Page 2 © Gay Miller ~
Thank you for downloading this
preview of Echo 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 and game activities covering vocabulary,
constructive response writing, and skill practice. I hope your
students enjoy a book study using the engaging method of
using interactive notebooks.
Echo By Pam Muñoz Ryan
Genre ~ Historical Fiction and Fantasy
Interest Level ~ Grades 5-9
Grade Level Equivalent: 6
Lexile Measure®: 680L
~ Page 3 © Gay Miller ~
Table of Contents Materials Needed for Creating the Foldable Graphic Organizers 6
Lesson Plans at a Glance 7
How to Use this Resource 8
Vocabulary Teaching Method 9
Vocabulary List 11
Vocabulary Bookmarks 25
Vocabulary Word Cards 27
Vocabulary Storage Pocket 35
Vocabulary Practice Booklet 36
Vocabulary Test 66
Comprehension 72
Audio Reading Lengths 73
Allusions 74
Constructive Writing Questions/Alignment to the Common Core State Standards 76
Comprehension Prologue 81
Constructive Response – The Chants 83
Constructive Response – Setting 85
Part 1 87
Comprehension Chapters 1-3 88
Constructive Response – Setting 90
Constructive Response – Character Traits of Friedrich 92
Comprehension Chapters 4-6 94
Constructive Response – Point of View 96
Comprehension Chapters 7-10 98
Constructive Response – Character Traits of Elisabeth 100
Comprehension Chapters 11-15 102
Constructive Response – Problem and Solution Chain 104
Comprehension Chapters 16-18 106
Constructive Response – Summarizing 108
Comprehension Chapters 19-22 110
Constructive Response – Music – Brahms’ Lullaby 112
Comprehension Chapters 23-26 114
Constructive Response – Course of Action 116
Constructive Response – Figurative Language 118
~ Page 4 © Gay Miller ~
Part 2 122
Comprehension Chapters 1-3 123
Constructive Response –Point of View 125
Comprehension Chapters 4-6 128
Constructive Response – Comparing Characters (Mike and Frankie) 130
Comprehension Chapters 7-10 132
Constructive Response – Setting 134
Comprehension Chapters 11-13 136
Constructive Response – Summarizing 138
Comprehension Chapters 14-16 139
Constructive Response – Mood 141
Comprehension Chapters 17-20 143
Constructive Response – Music – America the Beautiful 145
Comprehension Chapters 21-24 147
Constructive Response – Figurative Language 149
Constructive Response – Comparing Characters 153
Constructive Response – Summarizing 155
Part 3 157
Comprehension Chapters 1-3 158
Constructive Response – Character Traits of Ivy 160
Comprehension Chapters 4-6 162
Constructive Response – Setting 164
Constructive Response – Setting Map 166
Comprehension Chapters 7-9 168
Constructive Response – Comparing the Two Schools 170
Comprehension Chapters 10-11 172
Constructive Response – Comparing Characters (Friedrich, Mike, and Ivy) 174
Constructive Response – Comparing Characters (Elisabeth, Frankie, Fernando) 176
Comprehension Chapters 12-14 178
Constructive Response – Figurative Language 180
Comprehension Chapters 15-18 185
Constructive Response – Music – Auld Lang Syne 187
Comprehension Chapters 19-21 189
The Battle Hymn of the Republic 191
Constructive Response –Comparing Books 192
Part 4 193
Comprehension Chapter 1 195
Comprehension Chapter 2 197
~ Page 5 © Gay Miller ~
Comprehension Chapter 3 199
Constructive Response – Summarizing 201
Constructive Response – Music – Some Enchanted Evening 202
Epilogue 204
Constructive Response – Tone 205
Constructive Response – Theme 206
Constructive Response –Plot Development Chart 208
Constructive Response –Theme/Responding to Text 213
Skills 215
Description of the Essay Project 216
Characters Common Core Standards 217
Character Maps Booklet 218
Context Clues and Vocabulary Common Core Standards 227
Context Clues Organizers 228
Context Clues Task Cards 238
Analogy Activity 246
Analogy Cards (Color) 249
Analogy Cards (Blackline) 255
Analogy Staggered Flip Organizer 261
Analogy Practice 276
Figurative Language Common Core Standards 278
Figurative Language Response Cards 279
Figurative Language Organizers 285
Common Core Writing Standards 295
Lesson 1 – What is an Opinion/Argumentative Essay? 297
Lesson 2 – Selecting a Topic 301
Lesson 3 – Collecting Evidence 307
Lesson 4 – Thesis Statement 316
Lesson 5 – The Introductory Paragraph 325
Introductory Paragraph Practice 334
Lesson 6 – The Essay Structure 336
Lesson 7 – The Body of Your Essay 341
Lesson 8 – The Conclusion Paragraph 345
Lesson 9 – Using Words, Phrases, and Clauses to Link Details 353
Practice Using Transition Words 355
Lesson 10 – Proofreading and Editing 357
Craftivity 361
Credits 372
~ Page 6 © Gay Miller ~
Lesson Plans at a Glance Read Vocabulary
Words Vocabulary Practice Book
Comp. Practice
Constructive Response Question
Skill Practice
Prologue providence despondent
Page 1 Prologue
The Chants
Setting
“Character Trait Booklet” – Prologue and Epilogue
Chapters 1-3
enclave procure
Page 2 Chapters 1-3
Setting
Character Traits (Friedrich)
“Character Trait Booklet” – Part 1
Chapters 4-6
palpable mesmerize
Page 3 Chapters 4-6
Point of View Context Clues
Chapters 7-10
endorse pallid
Page 4 Chapters 7-10
Traits and Motives (Elisabeth) Context Clues
Chapters 11-15
unconscionable impromptu
Page 5 Chapters 11-15
Problem and Solution Chain Analogy Activity
Chapters 16-18
deteriorate pretense
Page 6 Chapters 16-18
Summarizing Analogy Organizer
Chapters 19-22
ruse emissary
Page 7
Chapters 19-22
Brahms’s Lullaby Analogy Practice
Chapters 23-26
amenable conviction
Page 8 Chapters 23-26
Course of Action Figurative Language
Figurative Language
Chapters 1-3
scale metronome
Page 9 Chapters 1-3
Point of View Figurative Language
Chapters 4-6
quarantine prodigy
Page 10 Chapters 4-6
Comparing Characters (Mike and Frankie)
“Character Trait Booklet” – Part 2
Chapters 7-10
intuition insinuations
Page 11 Chapters 7-10
Setting Essay Writing – Lesson 1 – What is an Opinion/Argumentative Essay?
Chapters 11-13
smarted pique
Page 12 Chapters 11-13
Summarizing Essay Writing – Lesson 2 – Selecting a Topic
Chapters 14 - 16
ironclad rendition
Page 13 Chapters 14 - 16
Mood Essay Writing – Lesson 3 – Collecting Evidence
Chapters 17-20
shepherded commendation
Page 14 Chapters 17-20
America the Beautiful Essay Writing – Lesson 4 – Thesis Statement
Chapters 21-24
antics interminable
Page 15 Chapters 21-24
Figurative Language Comparing Characters (Friedrich and Mike) Summarizing
Essay Writing – Lesson 5 – The Introductory Paragraph
Chapters 1-3
frivolous besiege
Page 16 Chapters 1-3
Character Traits (Ivy) “Character Trait Booklet” – Part 3
Chapters 4-6
deed duplicate
Page 17 Chapters 4-6
Setting + Setting Map Essay Writing – Lesson 6 – The Essay Structure
Chapters 7-9
corrugated redundant
Page 18 Chapters 7-9
Comparing the Two Schools Essay Writing – Lesson 7 – The Body of Your Essay
Chapters 10-11
second-guess gumption
Page 19 Chapters 10-11
Comparing Characters (Friedrich, Mike, & Ivy) Comparing Characters (Siblings)
Essay Writing – Lesson 8 – The Conclusion Paragraph
Chapters 12-14
censor battalion
Page 20 Chapters 12-14
Figurative Language Essay Writing – Lesson 9 – Linking Details
Chapters 15-18
furrow accost
Page 21 Chapters 15-18
Auld Lang Syne Essay Writing – Lesson 10 – Proofreading & Editing
Chapters 19-21
prospective internment
Page 22 Chapters 19-21
Comparing Characters
(Esperanza and Ivy)
Essay Writing – Lesson 11 – The Final Draft
Chapters 1-3
insurmountable mishmash
Page 23 Chapters 1-3
Summarizing Some Enchanted Evening
Essay Writing Craftivity
Epilogue notoriety precarious
Page 24 Tone
Theme
Plot Development Chart
Responding to Text
Vocabulary Test
~ Page 7 © Gay Miller ~
Prologue
providence (noun) - foresight, precaution, foreknowledge
synonyms: fate, chance, luck, destiny, fortune, external circumstances, outside
influence, divine intervention
Drei pointed at the book. “Might you read to us so we may know our providence?”
¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸
Prologue
despondent (adjective) - low in spirits; unhappy, depressed, or dejected
synonyms: blue, disconsolate dispirited, down, downcast, downhearted, gloomy,
glum, low-spirited, melancholy
Otto looked at the sisters, now despondent. “If I could get home, I could help you,”
he offered.
¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸
Part 1
Chapter 3
enclave (noun) - a small territory or country mostly or completely surrounded by
another
synonyms: reserve, commune, area, district, region, community
As he and Uncle Gunter crossed the cobblestone square, Friedrich could feel his
heart and breathing calm. The towering buildings, the stone paths, and the arched
passageways all meant safety. And the fat water tower— a stodgy obelisk standing
sentry over the entire enclave— was his guardian in disguise. Part of him wished he
could stay and work at the factory forever.
¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸
Chapter 3
procure (verb) - to get or get hold of by effort; obtain
synonyms: acquire, secure, get, gain, get hold of, pick up
At the end of the year, you will procure the exams and a teacher to administer them.
¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸♬·¯·♩¸¸♪·¯·♫¸¸¸
~ Page 8 © Gay Miller ~
Prologue [providence and despondent]
1. Circle six words in the box that are synonyms of
providence.
beginning distant circumstances
fate foresight misfortune
past fortune origin
foreknowledge source destiny
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Is providence used correctly in the sentences below? True or False
___T____ Because of Sam’s providence, he has enough money saved for an early retirement.
___T____ I don’t intend to tempt providence by eating sugar-filled foods after I had a scare with diabetes.
___F___ Sam was on providence after going to trial for
breaking into his neighbor’s house.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Circle six words in the box that are synonyms of despondent.
hopeless cheerful downcast
jaunty miserable jovial
dejected despairing enthusiastic
positive optimistic discouraged
~~~~~~~~~~~~~~~~~~~~~~~~~~~ Page 1
This ECHO resource is divided into 24 days. Each day
contains a practice exercise for two vocabulary words in the
form of a mini-book. On the next page, you can try out the
first vocabulary practice with your students. In this sample,
notice that the right and left sides of the page are the same.
Make copies and then cut the page in half before handing
them out to your students.
Full page answer keys are provided in this resource. The
answer key for the first vocabulary practice is on the right
side of this page.
The vocabulary practice book contains a pocket for
vocabulary words cards. Use the vocabulary list (from
previous page) to help student create word webs on index
cards.
~ Page 9 © Gay Miller ~
Prologue [providence and despondent]
1. Circle six words in the box that are synonyms of
providence.
beginning distant circumstanc
es fate foresight misfortune
past fortune origin
foreknowle
dge
source destiny
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Is providence used correctly in the sentences below? True or False
_______ Because of Sam’s providence, he has enough money saved for an early retirement.
_______ I don’t intend to tempt providence by eating
sugar-filled foods after I had a scare with diabetes.
_______ Sam was on providence after going to trial for breaking into his neighbor’s house.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Circle six words in the box that are synonyms of despondent.
hopeless cheerful downcast
jaunty miserable jovial
dejected despairing enthusiastic
positive optimistic discouraged
~~~~~~~~~~~~~~~~~~~~~~~~~~~
Prologue [providence and despondent]
1. Circle six words in the box that are synonyms of
providence.
beginning distant circumstances
fate foresight misfortune
past fortune origin
foreknowledge source destiny
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Is providence used correctly in the sentences below? True or False
_______ Because of Sam’s providence, he has enough money saved for an early retirement.
_______ I don’t intend to tempt providence by eating
sugar-filled foods after I had a scare with diabetes.
_______ Sam was on providence after going to trial for breaking into his neighbor’s house.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Circle six words in the box that are synonyms of despondent.
hopeless cheerful downcast
jaunty miserable jovial
dejected despairing enthusiastic
positive optimistic discouraged
~~~~~~~~~~~~~~~~~~~~~~~~~~~ Page 1 Page 1
~ 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 constructive responses exercises. The
constructive 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
Sample
This sample contains the comprehension page for the
“Prologue” as well as the constructive response questions
for this section along with the answer keys. These are not
watermarked, so you can try them out.
~ 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 ~
ECHO ~ Prologue
1. The Prologue is told from which point of view?
a. 1st through Otto
b. 1st through the Princesses c. 3rd through Otto
d. 3rd through the Princesses
2. Which is the best title for the Prologue?
a. Alone in a Crowd b. The Story of the Three Princesses
c. Hide-and-Go-Seek d. The Book
3. The Prologue is most like which of the following
stories.
a. Beauty and the Beast b. Sleeping Beauty
c. The Three Pigs d. Hansel and Gretel
Explain why you selected this title. ______________________________________
______________________________________
______________________________________
______________________________________
_____________________________________
4. Read this passage from the Prologue.
In a rush of earsplitting wind, the witch, the
midwife, the cottage, and every belonging from table to teacup swirled toward the clouds, disappearing into another time and place.
This passage contains which literary device?
a. alliteration b. foreshadowing
c. simile d. personification
5. Sequence the following events in order.
______ Otto read the next part of the book to the princesses. ______ Otto bought a book from the gypsies for a pfennig.
______ Otto saw light bobbing like fireflies. ______ Otto read about the king who sent his
three daughters into the woods. ______ Otto played his harmonica and whispered the prophecy.
______ Otto wandered looking for Mathilde and the others playing hike-and-go-seek.
______ Mathilde counted in a singsong voice.
6. Complete the chart.
Princess
Animal that
Might Attack
if Not Found
by the Witch
The Sound of their
Voices
Eins
Zwei
Drei
7. Read this passage from the Prologue.
The unusual tone of the instrument filled him with
a peculiar and euphoric well-being. He felt … less
alone. As he walked, he whispered . . .
The word euphoric most likely means ---.
a. abandoned
b. joyful
c. hopeless d. pained
8. What two things consoled the princesses?
________________________________________
________________________________________
________________________________________
________________________________________
~ Page 13 © Gay Miller ~
ECHO ~ Prologue
1. The Prologue is told from which point of view?
a. 1st through Otto
b. 1st through the Princesses c. 3rd through Otto
d. 3rd through the Princesses
2. Which is the best title for the Prologue?
a. Alone in a Crowd b. The Story of the Three Princesses
c. Hide-and-Go-Seek d. The Book
3. The Prologue is most like which of the following
stories.
a. Beauty and the Beast b. Sleeping Beauty
c. The Three Pigs d. Hansel and Gretel
Explain why you selected this title. Hansel and Gretel’s father take them out in the
woods and leave them just as the three princesses’ father does.
4. Read this passage from the Prologue.
In a rush of earsplitting wind, the witch, the
midwife, the cottage, and every belonging from table to teacup swirled toward the clouds, disappearing into another time and place.
This passage contains which literary device?
a. alliteration b. foreshadowing
c. simile d. personification
5. Sequence the following events in order.
__5__ Otto read the next part of the book to the princesses. __1__ Otto bought a book from the gypsies for a
pfennig. __7__ Otto saw light bobbing like fireflies.
__3__ Otto read about the king who sent his three daughters into the woods. __6__ Otto played his harmonica and whispered
the prophecy. __4__ Otto wandered looking for Mathilde and the
others playing hike-and-go-seek. __2__ Mathilde counted in a singsong voice.
6. Complete the chart.
Princess
Animal that
Might Attack
if Not Found
by the Witch
The Sound of their
Voices
Eins bear song bird
Zwei wolf brook trickling over
smooth stones
Drei wild boar wind through hollow logs
7. Read this passage from the Prologue.
The unusual tone of the instrument filled him with
a peculiar and euphoric well-being. He felt … less
alone. As he walked, he whispered . . .
The word euphoric most likely means ---.
a. abandoned
b. joyful c. hopeless d. pained
8. What two things consoled the princesses?
1. singing
2. each other
~ Page 14 © Gay Miller ~
Constructive Response – Understanding Text ~ The Chants
The Prophecy
Your fate is not yet sealed. Even in the darkest night, a star will shine,
A bell will chime, a path will be revealed.
The Witch’s Incantation
A messenger brought you about. One-and-the-same must bring you out.
You may not leave in earthly form. Your spirits to a woodwind born.
You save a soul from death's dark door, or here you'll languish, evermore.
Explain the meaning of "The Prophecy."
Your fate is not yet sealed. _______________________________________
_______________________________________
Even in the darkest night, a star will shine,
_______________________________________ _______________________________________
A bell will chime, a path will be revealed.
_______________________________________
_______________________________________
Explain the meaning of "The Witches
Incantation."
A messenger brought you about. One-and-the-same must bring you out.
_______________________________________ _______________________________________
You may not leave in earthly form. Your spirits to a woodwind born.
_______________________________________ _______________________________________
You save a soul from death's dark door, or here you'll languish, evermore.
_______________________________________ _______________________________________
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.7.1 Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the
text.
~ Page 15 © Gay Miller ~
Constructive Response – Understanding Text ~ The Chants
The Prophecy
Your fate is not yet sealed. Even in the darkest night, a star will shine,
A bell will chime, a path will be revealed.
The Witch’s Incantation
A messenger brought you about. One-and-the-same must bring you out.
You may not leave in earthly form. Your spirits to a woodwind born.
You save a soul from death's dark door, or here you'll languish, evermore.
Explain the meaning of "The Prophecy."
Your fate is not yet sealed.
Your future has not yet been decided.
Even in the darkest night, a star will shine, When things are looking grim, something positive
will happen.
A bell will chime, a path will be revealed.
A signal will be given, so you will know which way you should go.
Explain the meaning of "The Witches
Incantation."
A messenger brought you about. One-and-the-same must bring you out.
The same messenger who brought you to the woods will take you out.
You may not leave in earthly form. Your spirits to a woodwind born.
You cannot leave as a person but as a spirit within a musical instrument, a woodwind.
You save a soul from death's dark door, or here you'll languish, evermore.
If you do not help someone who is close to dying, you will live in the forest forever.
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.7.1 Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the
text.
~ Page 16 © Gay Miller ~
Constructive Response – Setting ~ Prologue
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.5.3 Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well
as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
~ Page 17 © Gay Miller ~
Constructive Response – Setting ~ Prologue (Answer Key)
Place Where the Story Takes Place
The story takes place in Germany.
Clues:
#1 ~ Alle, alle auch sind frei is a catchphrase used in children’s games such as hide and seek, capture the flag, or kick the can. It is a German phase meaning “all, all, are also free.” The phrase is used to tell players who are hiding to come out. American children often use a variant of this phrase “olly olly oxen free.”
#2 ~ The numbers given to the three sisters are German words.
Time the Story Takes Place
“50 years before the war to end all wars”
The war to end all wars is a phrased coined by Woodrow
Wilson. It refers to the First World War of 1914–1918.
This means the story is taking place some time between 1864
and 1868.
Importance of the Setting
The story sounds like one of the Grimm's fairy tales.
(The Grimm Brothers were from Germany.)
The prologue builds mystery and suspense for the book that is
to come.
Mood - Atmosphere of the Setting
Otto is not suppose to go in the woods, but he does so anyway
to "win" the hide-and-seek game. He is enjoying his adventure
until he realizes the other children are no longer around. Otto
become frightened. When he meets the three princesses, Otto
realizes he is in a "fairy tale." He is anxious to get home.
Setting
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes
as well as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting
shapes the characters or plot).
~ Page 18 © Gay Miller ~
Skills Each of the 24 days in the unit contains a skill activity. These vary from reading
to language arts standards. Most days contain foldable graphic organizers for
interactive notebooks. Task cards are provided for Day 4, an interactive card
activity is provided for Day 7, and a craftivity for Day 23.
Day 1 “Character Trait Booklet” – Prologue and Epilogue
Day 2 “Character Trait Booklet” – Part 1
Day 3 Context Clues
Day 4 Context Clues
Day 5 Analogy Activity
Day 6 Analogy Organizer
Day 7 Analogy Practice
Day 8 Figurative Language
Day 9 Figurative Language
Day 10 “Character Trait Booklet” – Part 2
Day 11 Essay Writing – Lesson 1 – What is an Opinion/Argumentative
Essay? Day 12 Essay Writing – Lesson 2 – Selecting a Topic
Day 13 Essay Writing – Lesson 3 – Collecting Evidence
Day 14 Essay Writing – Lesson 4 – Thesis Statement
Day 15 Essay Writing – Lesson 5 – The Introductory Paragraph
Day 16 “Character Trait Booklet” – Part 3
Day 17 Essay Writing – Lesson 6 – The Essay Structure
Day 18 Essay Writing – Lesson 7 – The Body of Your Essay
Day 19 Essay Writing – Lesson 8 – The Conclusion Paragraph
Day 20 Essay Writing – Lesson 9 – Linking Details
Day 21 Essay Writing – Lesson 10 – Proofreading & Editing
Day 22 Essay Writing – Lesson 11 – The Final Draft
Day 23 Essay Writing Craftivity
Day 24 Extra Constructive Response questions are provided for this day.
~ Page 19 © Gay Miller ~
Character Map Booklet Because ECHO is basically four stories in one, there are many characters. To help
students remember all the names and relationships, I have created a booklet with
character maps. I recommend having students fill in the character information
throughout the story. I have listed the “Character Trait Booklet” as an activity at the
beginning of each section; however, some characters are not added to the story at the
beginnings of the parts.
Page | 20 Unit Created by Gay Miller
Context Clues Organizers Three organizers are offered. The first contains 4 context clue
types, the second contains 6 context clue types, and the third
contains 8 context clues types.
The organizers come in three versions:
The first has lines where students write definitions and
sample sentences. The second copy of the
organizer includes the
definitions with key words missing for students to fill in.
Students must also write definitions and 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.
Context Clues Task Cards
Twenty-eight context clues tasks cards are provided. These contain sentences from
the book ECHO.
These are smaller than the cards in
the full resource.
Page | 21 Unit Created by Gay Miller
Analogy Activity Forty-eight analogy cards are provided in both full color and blacklined for a total
of 96 cards. Directions for using these cards for an interactive activity are
included in the full product.
Page | 22 Unit Created by Gay Miller
Staggered Flip Organizer
Preparation: Run off the graphic
organizer in two colors so that students can alternate colors.
Instructions to Students: You will glue the ‘Analogy Relationships
Organizer’ on your graphic organizer notebook. Place a thin line of glue across
the top of each page. Begin with the last page. Place it near the bottom of the page. Move each page up by approximately 1/3
inch so you will be able to read the labels at the bottom of the pages. Fill in the
analogy from the card activity and then create a second analogy for each category.
Sample Page
On each page of this
organizer, students explain
the relationship, write the
analogy to go with the
pictures, and then write a
second analogy with the
same relationship.
Page | 23 Unit Created by Gay Miller
Figurative Language Response Cards and Organizers
Using the Cards
Read selections from books orally and have students use the response cards to
show which type of figurative language is being used. A list of figurative language
may be found on pages 119-121, 150-152, and 181-184.
You may also wish to incorporate some discussion with this activity because some
of the lines may be difficult to interpret.
Page | 24 Unit Created by Gay Miller
Lesson 1 – What is an Opinion/Argumentative Essay?
This organizer goes over the main goals or
purposes of opinion and argumentative essays. It also goes over some vocabulary terms
students will need to understand when writing and researching essays.
This organizer comes in three versions:
The first version contains lines where students list information.
The second copy of the organizer includes
the definitions with key words missing for students to fill in.
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 during instruction.
Lesson 2 – Selecting a Topic
Have students create the organizer to begin thinking
about essay topics.
Two versions of this organizer are provided, one with
lines for writing and a second that is completed. The
completed organizer may be used as an answer key,
as a sample for students to follow, for differentiated
instructions, or for students who were absent during
instruction.
Lesson
1) Select which type of essay you wish the class to write:
opinion
persuasive essay from ECHO text
researched persuasive essay
2) Have students brainstorm essay topics in small groups. I have provided some
topic ideas that can help start the brainstorming session. You can read a few and
discuss them as a whole class before breaking into groups, or print the cards out
and provide each group with a set to discuss.
Blue Cards – Opinion Essay Topics Related to ECHO
Pink - Persuasive Essay Topics Based on Details in ECHO
Brown – Persuasive Essay Topic Based on the Settings and Events and other
details in ECHO
3) After the brainstorm session, have students select topics for their essays.
Page | 25 Unit Created by Gay Miller
Lesson 3 – Collecting Evidence
I have included an organizer going over the steps for establishing a position. This
organizer is created just like the organizer in Lesson 1. I recommend using it with lower
grade students or with students who need more guidance. The majority of students will
be fine with a quick oral review of these steps.
Following the organizer, you will find a collection of forms. The purpose of these forms is
to help students organize their notes for these purposes:
1) To find the strongest argument
2) To determine which side of the issue to support
3) To narrow down researched facts into the ones that will make the best argument
These range in complexity, so you must pick and choose the one(s) that best fit the
needs of your students. Some forms will not be used until after students have completed
research; others work well for collecting data.
Page | 26 Unit Created by Gay Miller
Lesson 4 – Thesis Statement
I wrote a blog post titled “Writing a Thesis Statement” which contains materials
for teaching this skill. I am adding a copy of the three organizers from the blog
post to this packet for your convenience. A link to the PowerPoint is also
included below.
These organizers contain the same information that is used in the PowerPoint
“Thesis Statements.” Having students complete the graphic organizers while
viewing the PowerPoint is a great way to make sure students have a copy of
the rules for writing thesis statements.
This PowerPoint contains 33
slides and goes along with
the three organizers.
Page | 27 Unit Created by Gay Miller
Lesson 5 – The Introductory Paragraph
Two different organizers are provided. Both organizers explain
the information that belongs in the introductory paragraph.
The first is a simple (three part) paragraph that works well
with an opinion essay or for students who are first learning to
write an argumentative essay. The second divides the
paragraph into five parts and works best with an
argumentative essay. Both organizers come in three versions
depending on the needs of your students:
The first has lines where students write definitions and examples.
The second copy of the organizer includes the definitions with key words missing
for students to fill in. Students must also write examples. 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.
• • •
• •
• • •
• •
• • •
• •
• • •
• •
• • • Practice Exercise
Following the organizer is a practice exercise. In the top box are notes (similar to the
ones students would have after completing research). Students must narrow down
the details to the points that would make the strongest essay. This can be done by
simple crossing out details that won’t be used. I have included an example answer
key; however, many possible paragraphs could be written.
Page | 28 Unit Created by Gay Miller
Lesson 6 – The Essay Structure
Lesson 7 – The Body of Your Essay
Lesson 8 – The Conclusion Paragraph
Lesson 9 – Transition Words (Word list and a printable activity are
included.)
Pattern #1
Introductory Paragraph with a
Thesis Statement
Reason #1 for My Opinion
Reason #2 for My Opinion
Reason #3 for My Opinion
Concluding Paragraph
Restate your claim in a different
way
Briefly recount the
opinion/arguments
End by stating the importance of
your conclusion
Each body
paragraph
develops
one reason
by giving
examples,
facts, and
statistics to
support the
reason.
Page | 29 Unit Created by Gay Miller
Lesson 10 – Proofreading and Editing (Checklists are included.)
A checklist and two different rubrics are provided. (Four backgrounds and 16 characters
are provided for students to create a 3-D scene to go along with their final essays.
Page | 30 Unit Created by Gay Miller
Microsoft
Office
Clipart
Gallery
Carnegie Hall Photo
~ Page 31 © Gay Miller ~
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