~ Page 1 © Gay Miller ~
zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz
Prisoner B-3087
Digital + Printable Book Unit
Created by Gay Miller
~ Page 2 © Gay Miller ~
Thank you for downloading this
preview of Prisoner B-3087 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
Learning vocabulary/comprehension
practice as well as Google Digital
resources. Look at the next pages for
links and password information.
z
Prisoner B-3087 By Alan Gratz
Genres
Action & Adventure - Survival Historical – World War II
Social Themes – Prejudice and Discrimination
Recommended Reading Level: Grades 6-8
Scholastic Level W [6th Grade]
~ Page 3 © Gay Miller ~
Table of Contents
Links to Digital Resources 3
Materials Needed 11
Lesson Plans at a Glance 12
Vocabulary 13
Teacher Information 14
Vocabulary List 17
Vocabulary Bookmarks 25
Vocabulary Word Cards 27
Vocabulary Practice Booklet 33
Vocabulary Test 55
Photographs and Maps 59
Comprehension and Constructed Response Writing Questions 79
Teacher Information 80
Settings throughout the Novel [Chart and Map] 86
Chapters 1-2 Comprehension 88
Constructed Response – Setting 89
Chapters 3-4 Comprehension 91
Constructed Response – Point of View 92
Chapters 5-6 Comprehension 94
Constructed Response – Mood 95
Chapters 7-8 Comprehension 96
Constructed Response – Sequence of Events 97
Chapters 9-10 Comprehension 98
Constructed Response – Character Traits of Yanek 99
Chapters 11-12 Comprehension 100
Constructed Response – Course of Action 101
Chapter 13 Comprehension 102
Constructed Response – The Story of Abimelech/Questions 103
Chapters 14-15 Comprehension 104
Constructed Response – Figurative Language 105
Chapters 16-18 Comprehension 106
Constructed Response – Problem and Solution Chain 107
Chapters 19-20 Comprehension 108
Constructed Response – Acrostic 109
~ Page 4 © Gay Miller ~
Chapters 21-22 Comprehension 110
Words of Songs 111
Constructed Response – Point of View/Comparing and Contrasting 112
Chapters 23-24 Comprehension 116
Constructed Response – Mood/Details 117
Chapters 25-26 Comprehension 118
Constructed Response – Summarizing 119
Constructed Response – Figurative Language 120
Chapters 27-28 Comprehension 121
Constructed Response – Theme 122
Chapters 29-30 Comprehension 123
Constructed Response – Comparing Characters 124
Constructed Response – Plot Development 125
Answer Keys for Comprehension and Constructed Response Writing Questions 126
Language Arts Skills 171
Figurative Language 172
Context Clues Organizers and Game 190
Giving a One-Minute Presentation 208
Lesson #1 - Selecting a Person to Research/Giving a Short Presentation 213
Lesson #2 - Learning How to Create a Bibliography 217
Lesson #3 - Taking Notes on an Outline 227
Lesson #4 - Writing the Body Paragraphs 233
Lesson #5 - Transition Words 242
Lesson #6 - Writing the Introduction 247
Lesson #7 - Writing the Conclusion 252
Lesson #8 - Editing and Proofreading 256
Printable Organizer for the Project 261
Credits 274
~ Page 5 © Gay Miller ~
Lesson Plans at a Glance
Read Vocabulary Vocabulary
Practice Book
Practice Constructed
Response Question
Skill Practice
Kraków,Poland Chapters 1-2
fuehrer tureen
Page 1 Chapters 1-2 Settings Figurative Language
Kraków,Poland Chapters 3-4
ghetto mercenary
Page 2 Chapters 3-4 Point of View Context Clues Organizers
Kraków,Poland Chapters 5-6
conduit accede
Page 3 Chapters 5-6 Mood Context Clues Game
Kraków,Poland Chapters 7-8
liquidate fateful
Page 4 Chapters 7-8 Sequence of Events
Giving a One-Minute Presentation
Plaszów Concentration Camp Chapters 9-10
meager putrid
Page 5 Chapters 9-10 Character Traits of Yanek
Selecting a Person to Research/ Giving a Short Presentation
Plaszów Concentration Camp Chapters 11-12
pact sustain
Page 6 Chapters 11-12 Course of Action
Learning How to Create a Bibliography
Wieliczka Salt Mine
Chapter 13
goad Page 7 Chapter 13 Comparing
Stories
Taking Notes
on an Outline
Trzebinia Concentration Camp Chapters 14-15
effrontery placard
Page 8 Chapters 14-15 Figurative Language
Writing the Body Paragraphs
Birkenau Concentration Camp
Chapters 16-18
unbidden scoff
tepid
Page 9 Page 10
(Review)
Chapters 16-18 Problem and Solution Chain
Transition Words
Auschwitz Concentration Camp Chapters 19-20
gait drone
Page 11 Chapters 19-20 Acrostic Writing the Introduction
Death March
Chapters 21-22
liberate
rejuvenate
Page 12 Chapters 21-22 Point of View Writing the
Conclusion
Sachsenhausen Concentration Camp Bergen-Belsen
Concentration Camp Chapters 23-24
serenade hearty
Page 13 Chapters 23-24 Mood/Details
Editing and Proofreading
Buchenwald Concentration Camp Gross-Rosen
Concentration Camp
Chapters 25-26
guise abyss
Page 14 Chapters 25-26 Summarizing Figurative Language
Creating the Project
Death March Chapters 27-28
revolutionary unsanitary
Page 15 Chapters 27-28 Theme
Dachau Concentration Camp Munich Chapters 29-30
steel reverent
Page 16 Chapters 29-30 Character Change Plot Development
Vocabulary Test
~ Page 6 © Gay Miller ~
Constructed Response Questions
Figurative Language Organizer – Two versions of this organizer are provided.
Context Clues (6 and 8 Types of Clues)
Bibliography Organizer
Heroes (Information Cards)
How-to Videos (These are three well-made videos with good information that I came across when creating this unit. I’ve created Google Slides with embedded links for easy access.)
Paragraphs Organizer
Report Presentation (Instructions for Making a Google Slides Presentation)
Sample Report
Student Report Template
Transition Words Practice
Writing a Conclusion Organizer
Writing a Hook Organizer
For Google Slides
Page | 7 Unit Created by Gay Miller
Examples of Boom
Learning
---
Digital Task Cards
Page | 8 Unit Created by Gay Miller
Vocabulary Practice
Thirty focus words, one for each chapter have been
selected. The unit contains a 16 page practice booklet for these words. Check out a
sample page and answer key on the next page.
Following the vocabulary sample, you will find
Chapters 1-2 comprehension questions and Constructed writing response samples.
Page | 9 Unit Created by Gay Miller
Chapters 29-30 [steel and reverent]
1. Write two sentences using the word steel. Each sentence must use the word based on the definition.
2. Circle six words in the box that are synonyms of
reverent.
conceited superior meek
modest humble self-important
groveling respectful obliging
big-headed proud egotistic
3. Add vowels to the nonsense words to create vocabulary words from Chapters 11-30.
nsntry ____________________
gs ____________________
rvrnt ____________________
rvltnry ____________________
srnd ____________________
rjvnt ____________________
Chapters 1-2 [fuehrer and tureen]
1. Circle six words in the box that are synonyms of
fuehrer.
tyrant democrat totalitarian
representative dictator authoritarian
self-ruled absolute ruler classless
elected tyrannical leader delegate
2. Draw a picture of a tureen.
3. Is tureen used correctly in the sentences?
True or False
________ He dipped the ladle into the soup tureen and
filled up his bowl.
________ Pour the stew into the large tureen.
________ The mechanic took the tureen off the car.
________ A great tureen of chicken and dumplings
awaits the hungry hikers.
________ All newspapers in town will tureen the
announcement.
Page 16 Page 1
a hard, strong
metal made from
iron mixed with
carbon
to prepare for
something difficult;
make strong or
brave
_________________________________________
_________________________________________
_________________________________________
_________________________________________
___ _________________________________________
_________________________________________
_________________________________________
_________________________________________
Page | 10 Unit Created by Gay Miller
Chapters 29-30 [steel and reverent]
1. Write two sentences using the word steel. Each sentence must use the word based on the definition.
2. Circle six words in the box that are synonyms of
reverent.
conceited superior meek
modest humble self-important
groveling respectful obliging
big-headed proud egotistic
3. Add vowels to the nonsense words to create
vocabulary words from Chapters 11-30.
nsntry ____unsanitary_________
gs ____guise ____________
rvrnt ____reverent __________
rvltnry ____revolutionary ______
srnd ____serenade _________
rjvnt ____rejuvenate________
Chapters 1-2 [fuehrer and tureen]
1. Circle six words in the box that are synonyms of fuehrer.
tyrant democrat totalitarian
representative dictator authoritarian
self-ruled absolute ruler classless
elected tyrannical leader delegate
2. Draw a picture of a tureen.
3. Is tureen used correctly in the sentences?
True or False
_____T_____ He dipped the ladle into the soup tureen
and filled up his bowl.
_____T_____ Pour the stew into the large tureen.
_____F_____ The mechanic took the tureen off the car.
_____T_____ A great tureen of chicken and dumplings
awaits the hungry hikers.
_____F_____ All newspapers in town will tureen the
announcement.
a hard, strong
metal made from
iron mixed with
carbon
to prepare for
something difficult;
make strong or
brave
_________________________________________
_________________________________________
_________________________________________
_________________________________________
___ _________________________________________
_________________________________________
_________________________________________
_________________________________________
Page | 11 Unit Created by Gay Miller
Prisoner B-3087 ~ Chapters 1-2
1. The story is told from which point of view?
a. 1st person told by Yanek
b. 1st person alternating perspectives between chapters
c. 3rd person limited to Yanek d. 3rd person alternating perspectives between
chapters
2. Which word best describes Yanek? a. friendly
b. bully c. inventive
d. dare devil
3. Which genre is Prisoner B-3087? Check one from each row.
____ fiction OR ____ drama
____ action OR ____ prose
____ fantasy OR ____ realistic
____ historical OR ____ journal
____ western OR ____ military
4. Read this passage from Chapter 2.
They marched in their smart gray uniforms with
their legs locked straight and thrown out in front
of them the way ducks walk.
Which type of figurative language is used?
a. onomatopoeia
b. personification
c. metaphor
d. hyperbole
5. Sequence the following events in order.
____ The radio announcer interrupts the broadcast.
____ The synagogue catches on fire. ____ Yanek’s family eats a meal.
____ The Germans bomb Yanek’s town of Kraków. ____ Yanek entertains his family with a shadow-puppet show.
____ Jews are not allowed to attend school.
6. Complete the chart to describe the setting.
City,
Country
Year
Major
Historical
Event
Taking
Place
7. Which passage best shows how the Germans
mistreated the Jews?
a. If I had known what the next six years of
my life were going to be like, I would have eaten more.
b. “Ladies and gentlemen, we interrupt this
broadcast with the news that the German army has reached Kraków.”
c. “And armbands. Armbands with the Star of David on them!” Uncle Moshe said. “They are marking us. Branding us like the cattle in those
American pictures Yanek likes so much! d. A German officer stood over him, his pistol still
aimed at the dead man. — “Jews are reminded
that under the new rules, anyone caught
outside their homes after curfew will be shot on
sight!” the officer yelled.
8. What physical feature does Yanek have that
makes him “look like a movie star?”
a. dark blond hair
b. dark beady eyes c. red hair d. drooping eyelids
Page | 12 Unit Created by Gay Miller
Prisoner B-3087 ~ Chapters 1-2 (Answer Key)
1. The story is told from which point of view?
a. 1st person told by Yanek
b. 1st person alternating perspectives between chapters
c. 3rd person limited to Yanek d. 3rd person alternating perspectives between
chapters
2. Which word best describes Yanek? a. friendly
b. bully c. inventive
d. dare devil
3. Which genre is Prisoner B-3087? Check one from each row.
____ fiction OR ____ drama
____ action OR ____ prose
____ fantasy OR ____ realistic
____ historical OR ____ journal
____ western OR ____ military
4. Read this passage from Chapter 2.
They marched in their smart gray uniforms with
their legs locked straight and thrown out in front
of them the way ducks walk.
Which type of figurative language is used?
a. onomatopoeia
b. personification
c. metaphor
d. hyperbole
5. Sequence the following events in order.
__3____ The radio announcer interrupts the broadcast.
__6____ The synagogue catches on fire. __1___Yanek’s family eats a meal. __4____ The Germans bomb Yanek’s town of
Kraków. __2____ Yanek entertains his family with a
shadow-puppet show. __5____ Jews are not allowed to attend school.
6. Complete the chart to describe the setting.
City,
Country
Kraków, Poland
Year 1939
Major
Historical
Event
Taking
Place
Hitler’s army invades Poland. They immediately enforce a new set of rules by using violence.
7. Which passage best shows how the Germans mistreated the Jews?
a. If I had known what the next six years of my life were going to be like, I would have eaten more.
b. “Ladies and gentlemen, we interrupt this broadcast with the news that the German army
has reached Kraków.” c. “And armbands. Armbands with the Star of
David on them!” Uncle Moshe said. “They are
marking us. Branding us like the cattle in those American pictures Yanek likes so much!
d. A German officer stood over him, his pistol still
aimed at the dead man. — “Jews are reminded
that under the new rules, anyone caught
outside their homes after curfew will be shot on
sight!” the officer yelled.
8. What physical feature does Yanek have that makes him “look like a movie star?”
a. dark blond hair b. dark beady eyes c. red hair
d. drooping eyelids
Page | 13 Unit Created by Gay Miller
Constructed Response – Setting
Label the map with the following:
Bodies of Water
Baltic Sea
Countries
Poland
Germany
Soviet Union
Slovakia
Hungary
Romania
Lithuania
Cities
Kraków
Page | 14 Unit Created by Gay Miller
Constructed Response – Setting (Answer Key)
Label the map with the following:
Bodies of Water
Baltic Sea
Countries
Poland
Germany
Soviet Union
Slovakia
Hungary
Romania
Lithuania
Cities
Kraków
Teacher Note -- Chapter 1
“The British and the French have
already declared war on him,” my
father said. “Soon the Americans
will join them. They won’t let
Germany roll over all of Europe.”
“He’s already annexed Austria and
Czechoslovakia,” said Uncle
Abraham. “And now he invades
Poland!”
See the map on the next page for
the locations of Austria and
Czechoslovakia.
Page | 15 Unit Created by Gay Miller
Czechoslovakia 1930 [Source]
Page | 16 Unit Created by Gay Miller
Constructed Response – Setting Complete the chart to explain the importance of the setting of Prisoner B-3087.
Locations Where the Story Takes Place
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Importance of the Setting
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
What is Taking Place in this Location?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
____________________________________________________
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 Unit Created by Gay Miller
Constructed Response – Setting (Answer Key) Complete the chart to explain the importance of the setting of Prisoner B-3087.
Locations Where the Story Takes Place
The main character, Yanek, lives in Kraków, Poland in the neighborhood of Podgórze. This is a district of Kraków near the Vistula River.
He is close enough to hear the church bells from Wawel Cathedral.
Importance of the Setting
Yanek is Jewish. He lives in Poland during the German occupation of 1939.
What is Taking Place in this Location?
Hitler's army has just annexed Austria and Czechoslovakia. As the army moves into Poland, new rules are enforced. Yanek's family worries about their shops. If they close, the
family will not have a means to support themselves.
Mood - Atmosphere of the Setting
The mood is frightening. Yanek sees a Jewish man shot
because he raced outside after curfew to put out a fire in the synagogue.
The reader knows from the opening of the novel that things are going to grow hard for Yanek's family -- no toothbrushes, little food, and need for a bath.
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 Unit Created by Gay Miller
Figurative Language Common Core Alignment 5th Grade 6th Grade 7th Grade
Sound D
evic
es
Onom
ato
poeia
, Repetition,
Allitera
tion,
and R
hym
ing
Word
s
CCSS.ELA-Literacy.RL.7.4 Determine the meaning of
words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific
verse or stanza of a poem or section of a story or drama.
Fig
ura
tive L
anguage
Sim
iles,
Meta
phors
, Pers
onific
ation,
Hyperb
ole
Adages,
Idio
ms,
and P
roverb
s
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words
and phrases as they are used in a text, including figurative language
such as metaphors and similes.
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of
words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
CCSS.ELA-Literacy.RL.7.4 Determine the meaning of
words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or
section of a story or drama.
CCSS.ELA-Literacy.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
CCSS.ELA-Literacy.L.5.5a Interpret figurative language,
including similes and metaphors, in context.
CCSS.ELA-Literacy.L.6.5a Interpret figures of speech
(e.g., personification) in context.
CCSS.ELA-Literacy.L.5.5.b Recognize and explain the meaning of common idioms,
adages, and proverbs.
Page | 19 Unit Created by Gay Miller
Context Clues Common Core Alignment 5th Grade 6th Grade 7th Grade 8th Grade
CCSS.ELA-
Literacy.L.5.4.a Use context (e.g.,
cause/effect relationships and comparisons in
text) as a clue to the meaning of a
word or phrase.
CCSS.ELA-
Literacy.L.6.4.a Use context (e.g.,
the overall meaning of a sentence or paragraph; a word's
position or function in a sentence) as a
clue to the meaning of a word or phrase.
CCSS.ELA-
Literacy.L.7.4.a Use context (e.g.,
the overall meaning of a sentence or paragraph; a word's
position or function in a sentence) as a
clue to the meaning of a word or phrase.
CCSS.ELA-
Literacy.L.8.4.a Use context (e.g., the
overall meaning of a sentence or paragraph; a word's
position or function in a sentence) as a clue
to the meaning of a word or phrase.
CCSS.ELA-
Literacy.L.5.5.c Use the relationship
between particular words
(e.g., synonyms, antonyms, homographs) to
better understand each
of the words.
CCSS.ELA-
Literacy.L.6.4.d Verify the preliminary
determination of the meaning of a word or
phrase (e.g., by checking the inferred meaning in context
or in a dictionary).
CCSS.ELA-
Literacy.L.7.4.d Verify the preliminary
determination of the meaning of a word or
phrase (e.g., by checking the inferred meaning in context
or in a dictionary).
CCSS.ELA-
Literacy.L.8.4.d Verify the preliminary determination of the
meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
Page | 20 Unit Created by Gay Miller
Speaking & Listening Common Core Alignment 5th Grade 6th Grade 7th Grade
Presen
tati
on
of
Kn
ow
led
ge a
nd
Id
eas
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or
present an opinion,
sequencing ideas logically
and using appropriate facts
and relevant, descriptive
details to support main ideas
or themes; speak clearly at
an understandable pace.
CCSS.ELA-LITERACY.SL.6.4
Present claims and findings,
sequencing ideas logically
and using pertinent
descriptions, facts, and
details to accentuate main
ideas or themes; use
appropriate eye contact,
adequate volume, and clear
pronunciation.
CCSS.ELA-LITERACY.SL.7.4
Present claims and findings,
emphasizing salient points in
a focused, coherent manner
with pertinent descriptions,
facts, details, and examples;
use appropriate eye contact,
adequate volume, and clear
pronunciation.
CCSS.ELA-LITERACY.SL.5.5
Include multimedia
components (e.g., graphics,
sound) and visual displays in
presentations when
appropriate to enhance the
development of main ideas
or themes.
CCSS.ELA-LITERACY.SL.6.5
Include multimedia
components (e.g., graphics,
images, music, sound) and
visual displays in
presentations to clarify
information.
CCSS.ELA-LITERACY.SL.7.5
Include multimedia
components and visual
displays in presentations to
clarify claims and findings
and emphasize salient
points.
CCSS.ELA-LITERACY.SL.5.6
Adapt speech to a variety of
contexts and tasks, using
formal English when
appropriate to task and
situation. (See grade 5
Language standards 1 and
3 here for specific
expectations.)
CCSS.ELA-LITERACY.SL.6.6
Adapt speech to a variety of
contexts and tasks,
demonstrating command of
formal English when
indicated or appropriate.
(See grade 6 Language
standards 1 and 3 for
specific expectations.)
CCSS.ELA-LITERACY.SL.7.6
Adapt speech to a variety of
contexts and tasks,
demonstrating command of
formal English when
indicated or appropriate.
(See grade 7 Language
standards 1 and 3 here for
specific expectations.)
Page | 21 Unit Created by Gay Miller
Common Core Standard for the Unit 5th Grade 6th Grade 7th Grade
Write
informative/explanatory
texts
CCSS.ELA-LITERACY.W.5.2 CCSS.ELA-LITERACY.W.6.2 CCSS.ELA-LITERACY.W.7.2
CCSS.ELA-LITERACY.W.5.10 CCSS.ELA-LITERACY.W.6.10 CCSS.ELA-LITERACY.W.7.10
Lesson 1 – Selecting a
Person to Research/Giving
a Short Presentation
CCSS.ELA-LITERACY.SL.5.4
CCSS.ELA-LITERACY.SL.5.5
CCSS.ELA-LITERACY.SL.5.6
CCSS.ELA-LITERACY.SL.6.4
CCSS.ELA-LITERACY.SL.6.5
CCSS.ELA-LITERACY.SL.6.6
CCSS.ELA-LITERACY.SL.7.4
CCSS.ELA-LITERACY.SL.7.5
CCSS.ELA-LITERACY.SL.7.6
Lesson 2 – Creating a
Bibliography CCSS.ELA-LITERACY.W.5.8 CCSS.ELA-LITERACY.W.6.8 CCSS.ELA-LITERACY.W.7.8
Lesson 3 – Taking Notes on
an Outline CCSS.ELA-LITERACY.W.5.7 CCSS.ELA-LITERACY.W.6.6 CCSS.ELA-LITERACY.W.7.6
CCSS.ELA-LITERACY.W.5.8 CCSS.ELA-LITERACY.W.6.7 CCSS.ELA-LITERACY.W.7.7
CCSS.ELA-LITERACY.W.6.8 CCSS.ELA-LITERACY.W.7.8
CCSS.ELA-LITERACY.W.6.9 CCSS.ELA-LITERACY.W.7.9
Lesson 4 – Writing the
Body Paragraphs CCSS.ELA-LITERACY.W.5.2.A CCSS.ELA-LITERACY.W.6.2.A CCSS.ELA-LITERACY.W.7.2.A
CCSS.ELA-LITERACY.W.5.2.B CCSS.ELA-LITERACY.W.6.2.B CCSS.ELA-LITERACY.W.7.2.B
CCSS.ELA-LITERACY.W.5.2.D CCSS.ELA-LITERACY.W.6.2.D CCSS.ELA-LITERACY.W.7.2.D
CCSS.ELA-LITERACY.W.5.9 CCSS.ELA-LITERACY.W.6.2.E CCSS.ELA-LITERACY.W.7.2.E
Lesson 5 – Transition
Words CCSS.ELA-LITERACY.W.5.2.C CCSS.ELA-LITERACY.W.6.2.C CCSS.ELA-LITERACY.W.7.2.C
CCSS.ELA-LITERACY.L.5.6
Lesson 6 - Writing the
Introduction CCSS.ELA-LITERACY.W.5.2.A CCSS.ELA-LITERACY.W.6.2.A CCSS.ELA-LITERACY.W.7.2.A
Lesson 7 – Writing the
Conclusion CCSS.ELA-LITERACY.W.5.2.E CCSS.ELA-LITERACY.W.6.2.F CCSS.ELA-LITERACY.W.7.2.F
Lesson 7 – Editing and
Proofreading CCSS.ELA-LITERACY.W.5.4
CCSS.ELA-LITERACY.W.6.4
CCSS.ELA-LITERACY.W.7.4
CCSS.ELA-LITERACY.W.5.5 CCSS.ELA-LITERACY.W.6.5 CCSS.ELA-LITERACY.W.7.5
CCSS.ELA-LITERACY.W.5.6 CCSS.ELA-LITERACY.W.6.6 CCSS.ELA-LITERACY.W.7.6
Page | 22 Unit Created by Gay Miller
Research Paper
Page | 23 Unit Created by Gay Miller
Credits
Microsoft
Office
Clipart
Gallery
~ Page 24 © Gay Miller ~
Visit me on
http://www.pinterest.com/l
indagaymiller/
Visit my website at
http://bookunitsteacher.com/