fantastic mr. fox - book units teacherfantastic mr. fox ~ chapters 1-2 1. the main idea of chapters...

~ © Gay Miller ~

Fantastic Mr. Fox

Book Unit

Created by Gay Miller

~ © Gay Miller ~

Thank you for purchasing Fantastic Mr. Fox Book Unit. Other products in this series 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 a username and password for interactive quizzes, digital task cards from Boom Learning as well as Google Slides resources. Look at next pages for links and password information.

Fantastic Mr. Fox Genre ~ Adventure & Comedy and Humor

Interest Level ~ Grades 3 – 5

Grade level Equivalent: 4.9

Lexile Measure®: 600L


~ © Gay Miller ~

Table of Contents Materials Needed for Creating the Foldable Graphic Organizers 5

Links and Passwords to Digital Files 6

Lesson Plans at a Glance 16

How to Use this Resource 17

Vocabulary Teaching Method 18

Vocabulary List 20

Vocabulary Bookmarks 25

Vocabulary Word Cards 27

Vocabulary Storage Pocket 30

Vocabulary Practice Booklet 34

Vocabulary Test 49

Comprehension & Writing 53

Teacher Information 54

Comprehension Questions for Chapters 1-2 60

Chapter 1 – Characters ~ Farmers 61

Chapter 2 – Character ~ Mr. Fox 62


Chapter 3 – Cause and Effect 64

Chapter 4 – Problem and Solution Chain 65


Chapter 5 – Setting 67

Chapter 6 – Point of View 68


Chapters 5-7 – Course of Action 71

Chapters 1-8 – Figurative Language 72


Chapter 1-10 – Timeline of Mr. Fox’s Problems and Solutions 74


Chapter 11 – Predictions 76

Chapter 12 - Summarizing 77

~ © Gay Miller ~


Chapter 13 – Descriptive Language 79

Figurative Language 80


Chapter 15 – Character ~ Rat 82

Chapter 16 – Mood 83


Theme 85

Plot Development Chart 86

End of the Book ~ Who Is It? 87

End of the Book – Comparing the Book to the Movie 88

Answer Key for Comprehension & Writing 89

Skill Practice 120

Teacher Information 121

Prefix and Suffix Cards 126

Prefix and Suffix Practice 138

Prefix and Suffix Spinner/Card Game 147

Figurative Language Response Cards 158

Game Activities to use With Task Cards 168

Context Clues Organizer 179

Capitalization Organizer 183

Capitalization Task Cards 196

Relative Adverbs Organizers 207

Relative Adverbs Task Cards 212

Spelling Rules Organizers 221

Spelling Rules Card Activity 230

Synonym and Antonym Graphic Organizers 238

Scope and Sequence for this Series 247

Credits 253

~ © Gay Miller ~

Lesson Plans at a Glance

Read Vocabulary List

& Vocabulary Booklet

Comprehension Quiz

Constructed Response Question

Skill Practice

Chapters 1-2 shallow crafty

Page 1 Chapters 1-2

Chapter 1 –

Characters ~ Farmers

Chapter 2 – Character

~ Mr. Fox

Prefix and Suffix Organizers and Practice

Chapters 3-4 scent glum

Page 2 Chapters 3-4

Chapter 3 – Cause

and Effect

Chapter 4 – Problem

and Solution Chain

Prefix and Suffix Activity

Chapters 5-6 brutal obstinate

Page 3 Chapters 5-6

Chapter 5 – Setting

Chapter 6 – Point of

View

Figurative Language Response Cards

Chapters 7-8 oath wafted

Page 4 Chapters 7-8

Chapters 5-7 – Course

of Action

Chapter 1-8 –

Figurative Language

Context Clues

Organizer

Chapters 9-10 dash prance

Page 5 Chapters 9-10

Chapter 1-10 –

Timeline of Mr. Fox’s

Problems and

Solutions

Capitalization

Organizer

Chapters 11-12 pluck foggiest


Chapter 11 –

Predictions

Chapter 12 -

Summarizing

Capitalization Task

Cards

Chapters 13-14 suspend respectable


Chapter 13 –

Descriptive Language

Figurative Language

Relative Adjectives

Organizer

Chapters 15-16 accustom quiver


Chapter 15 –

Characters ~ Rat

Chapter 16 – Mood

Relative Adjectives

Task Cards

Chapters 17-18 colossal trickling


Theme

Plot Development

Chart

Spelling Rules

Organizer and Task

Cards

Vocabulary Test End of the Book – Comparing the Book to the Movie

Synonyms/Antonyms

Organizer

~ © Gay Miller ~

Vocabulary Sample

~ © Gay Miller ~

Vocabulary List Chapter 1 – The Three Farmers (pg. 1-6)

shallow (noun) - measuring little from bottom to top or surface; lacking physical

depth, low, not deep

p. 3 - He was so short his chin would have been under water in the shallow end of

any swimming-pool in the world.

❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

Chapter 2 – Mr. Fox (pg. 7-9)

crafty (adjective) - skilled in or marked by underhandedness, deviousness, or

deception; sneaky; sly; cunning

p. 9 - We will wait there until he comes out. Then . . . Bang! Bang-bang-bang."

"Very clever," said Bunce. "But first we shall have to find the hole."

"My dear Bunce, I've already found it," said the crafty Bean.

❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

Chapter 3 – The Shooting (pg. 10-14)

scent (noun)- the smell given off by a person or animal, odor, trail, aroma

His black nose twitched from side to side, sniffing and sniffing for the scent of danger.

❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

Chapter 4 – The Terrible Shovels (pg. 15-19)

glum - moody and melancholy; dejected; down; blue; sad; low

p. 15 "It will never grow again," said Mr. Fox. "I shall be tail-less for the rest of my life."

He looked very glum.

❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

~ © Gay Miller ~

~ © Gay Miller ~

Vocabulary Review Continued

9. I had to __________________ around town to buy all

the decorations in time for the party.

10.The girl made an __________________ to always tell

the truth even if she would get into trouble.

11. The mule was __________________. He wouldn’t budge

even with a bribe of carrots.

12. The bull looked __________________ as he raced

toward the gladiator.

13. Don’t act so __________________ . We will find your

missing money.

14. My favorite __________________ is vanilla.

15. Because you are so small, you must stay in the

__________________ end of the swimming pool.

16. Mr. Fox sure was __________________ to outsmart the

three farmers.

17. The girls __________________ around in their Easter

clothes hoping that everyone would notice them.

18. The tennis shoes _______________from the telephone

wires because someone threw them up there as a prank.

Chapters 1-2 [shallow and crafty]

1. Is shallow used correctly in the sentences below?

True or False

________ Mr. Fox crossed the creek where the water was

shallow.

________ The shallows were dangerous with the deep,

fast moving current.

________ Bill waded in the shallow river.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2. Circle five words in the box that are synonyms or closely

related to the word crafty.

frank devious

cunning straightforward

sneaky sly

timid direct

honest underhanded

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

3. Write a sentence using the word crafty. ____________________________________________

___________________________________

__________________________________

Page 12 Page 1

~ © Gay Miller ~

Vocabulary Review Continued

9. I had to ___dash____ around town to buy all the

decorations in time for the party.

10.The girl made an ___oath___ to always tell the truth even

if she would get into trouble.

11. The mule was ____obstinate___. He wouldn’t budge even

with a bribe of carrots.

12. The bull looked _brutal__ as he raced toward the

gladiator.

13. Don’t act so _____glum___. We will find your missing

money.

14. My favorite ____scent_____ is vanilla.

15. Because you are so small, you must stay in the

____shallow_______ end of the swimming pool.

16. Mr. Fox sure was ___crafty____ to outsmart the three

farmers.

17. The girls ____pranced__ around in their Easter clothes

hoping that everyone would notice them.

18. The tennis shoes ____suspended___ from the telephone

wires because someone threw them up there as a prank.

Chapters 1-2 [shallow and crafty]

1. Is shallow used correctly in the sentences below?

True or False

_____T______ Mr. Fox crossed the creek where the water was

shallow.

_____ F_____ The shallows were dangerous with the deep,

fast moving current.

_____ T_____ Bill waded in the shallow river.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2. Circle five words in the box that are synonyms or

closely related to the word crafty.

frank devious

cunning straightforward

sneaky sly

timid direct

honest underhanded

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

3. Write a sentence using the word crafty. ____________________________________________

__________________________________

__________________________________

Page 12 Page 1

~ © Gay Miller ~

Constructed Response Questions

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 complete the

organizer by writing

complete sentences.

~ © Gay Miller ~

Unit Sample Chapters 1-2

~ © Gay Miller ~

Fantastic Mr. Fox ~ Chapters 1-2

1. The main idea of Chapters 1-2 is ---.

a. Mr. Fox has a wife and children. b. Bean found the fox hole.

c. Three nasty farmers are out to

capture the fox who is stealing from their farms.

d. The three farmers have disgusting eating habits.

2. How does the reader know Fantastic Mr.

Fox is told in 3rd person point of view?

a. The narrator uses pronouns like I, me,

and my.

b. Only the thoughts of the farmers are told. c. The narrator uses pronouns like he, she,

it, and they. d. The narrator tells the story to another

character using the word 'you.'

3. Which word best describes the farmers?

a. selfish b. horrible

c. creative

d. agreeable

4. Which word best describes Mr. Fox when it

was time to fetch dinner?

a. uninterested

b. polite

c. willing d. hesitant

5. Read this passage from Chapter 1.

He mashed the livers into a disgusting paste and then stuffed the paste into the doughnuts. This diet gave him a tummy-

ache and a beastly temper.

What does beastly most likely mean?

a. chubby b. hairy c. pleasant

d. terrible


One fat, one short, one lean. These horrible crooks

So different in looks Were nonetheless equally mean.

Which type of sound device is used?

a. onomatopoeia

b. rhyme c. alliteration

d. simile

7. Name two ways the farmers are different and two ways they are alike.

Different Alike

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

~ © Gay Miller ~

Fantastic Mr. Fox ~ Chapters 1-2

1. The main idea of Chapters 1-2 is ---.

a. Mr. Fox has a wife and children. b. Bean found the fox hole.

c. Three nasty farmers are out to

capture the fox who is stealing from their farms.

d. The three farmers have disgusting eating habits.

2. How does the reader know Fantastic Mr.

Fox is told in 3rd person point of view?

a. The narrator uses pronouns like I, me,

and my.

b. Only the thoughts of the farmers are told. c. The narrator uses pronouns like he, she,

it, and they. d. The narrator tells the story to another

character using the word 'you.'

3. Which word best describes the farmers?

a. selfish b. horrible

c. creative

d. agreeable

4. Which word best describes Mr. Fox when it

was time to fetch dinner?

a. uninterested

b. polite

c. willing d. hesitant


He mashed the livers into a disgusting paste and then stuffed the paste into the doughnuts. This diet gave him a tummy-

ache and a beastly temper.

What does beastly most likely mean?

a. chubby b. hairy c. pleasant

d. terrible


One fat, one short, one lean. These horrible crooks

So different in looks Were nonetheless equally mean.

Which type of sound device is used?

a. onomatopoeia

b. rhyme c. alliteration

d. simile

7. Name two ways the farmers are different and two ways they are alike.

Different Alike

The farmers are very different in size: fat, short, and lean.

All three farmers have successful farms which have made them rich.

The farmers raise different animals. Each

farmer eats what he raises on his farm: Boggis chicken and dumplings

Bunce doughnuts stuffed with goose livers

Bean strong cider made from his

apples

All three farmers are fed up with the fox

stealing from them.

~ © Gay Miller ~

Chapter 1 ~ Constructed Response – Characters ~ Farmers

Describe each farmer.

Bea

n

•________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

Bu

nce

•________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

Bo

ggis

•________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

CCSS.ELA-Literacy.RL.3.3

Describe characters in a

story (e.g., their traits,

motivations, or feelings)

and explain how their

actions contribute to the

sequence of events


Describe in depth a

character, setting, or

event in a story or

drama, drawing on

specific details in the text

(e.g., a character’s

thoughts, words, or

actions).


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).


Refer to parts of stories,

dramas, and poems when

writing or speaking about

a text, using terms such

as chapter, scene, and

stanza; describe how

each successive part

builds on earlier sections.

How are these men alike?

______________________________________________________________________________________________________

How are these men different?

_______________________________________________________________________________________________________

__________________________________________________________

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




~ © Gay Miller ~

Chapter 1 ~ Constructed Response – Characters ~ Farmers

Describe each farmer.

Bea

n

•turkey-and-apple farmer

•doesn't eat

•lives on apple cider

•thin as a pencil

•clever

Bu

nce

•duck-and-goose farmer

•pot-bellied dwarf

•lives on mashed liver which he stuffs into

doughnuts

•has a tummy-ache and a beastly

temper

Bo

ggis

•chicken farmer

•enormously fat

•eats 3 chickens

smothered with dumplings every day for breakfast,

lunch, and supper


Describe characters in a

story (e.g., their traits,

motivations, or feelings)

and explain how their

actions contribute to the

sequence of events


Describe in depth a

character, setting, or

event in a story or

drama, drawing on

specific details in the text

(e.g., a character’s

thoughts, words, or

actions).


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



Refer to parts of stories,

dramas, and poems when

writing or speaking about

a text, using terms such

as chapter, scene, and

stanza; describe how

each successive part

builds on earlier sections.

How are these men alike?

rich farmers, mean, nasty

How are these men different?

They look very different. (one fat, one short, one lean)





~ © Gay Miller ~

Chapter 2 ~ Constructed Response – Character ~ Mr. Fox

Mr. Fox

Describe how the farmers feel about the Fox family.

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Describe Mr. Fox and his family.

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of

events

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts,

words, or actions).

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how





~ © Gay Miller ~

Chapter 2 ~ Constructed Response – Characters

Mr. Fox

Describe how the farmers feel about the Fox family.

Mrs. Fox tells Mr. Fox what she wants to cook for dinner. He goes out and gets it from one of the farmers.

Mr. Fox is clever. He only takes what his family needs to keep from being caught by the farmers.

Describe Mr. Fox and his family.

Mr. and Mrs. Fox have four children. They live under a tree on a hill near the woods. Mrs. Fox prepares nice meals based on the animals Mr. Fox brings home. These included chicken, duck, goose, and turkey from three nearby farms.

CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of

events

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts,

words, or actions).

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how





~ © Gay Miller ~

On the next page, you will find the breakdown of how I cover the Language

Common Core skills in this Interactive Notebook and Activity Series. The skills take

approximately three weeks to cover. For most books, three weeks of skill practice

works well.

I decided I really wanted to create a unit for Fantastic Mr. Fox. This is a really fun book

to teach, and the students love it. The problem is the book is short. The audio version

is just over an hour long. My first thought was to put two short books together to equal

the three weeks of skill practice. Then I remembered a unit I purchased that joined

two books together. I only taught one of the two books, so half the unit was wasted.

This left me with two options. The first was to go ahead and complete the full unit,

three weeks of skill practice. Teachers could pick and choose which skills they

wanted to cover based on the needs of their students. The second option was to

narrow down the skills to equal the length of the book and charge less for this unit.

After a lot of consideration, I decided to go with option 2.

Here is the breakdown of the narrowed down skills:

Prefixes, Suffixes, and Root Word

This unit will include the same materials the others do [organizer, practice, and

activity]. The only difference is I will omit the root word organizer, and the root

word will not be included in the practice.

Figurative Language

The figurative language response cards will be included. A list of figurative

language from the book will be included for students to practice identifying

different types of figurative language. [The figurative language organizer and

activity will be omitted.]

Context Clues

The context clues organizer will be included; however, the task cards will not.

Using the vocabulary list plus the sentences from the book is a great way to

practice context clues.

The capitalization, grammar, and spelling rules components will NOT be

shortened. You will find organizers and activities for each of these three skills.

Word Relationships

The organizer for synonyms and antonyms will be included; however, I’m

omitting the activity.

This narrowed down format should equal the length of time needed to cover

Fantastic Mr. Fox. I hope you will enjoy this short, but wonderful book!

~ © Gay Miller ~

In this Book Unit Interactive Notebook Series [Note: This series is set up differently from my

products that simply say Book Units.] each unit will have seven sets of skill practice. Each

practice will include one or more graphic organizers and an activity. The activities will not be

worksheets as most of us have plenty of those, but will instead be a hands-on type of activity.

Here is how it works:

2) Each unit will focus on two prefixes, two suffixes, and one Greek or Latin root

word. Both graphic organizers and a practice activity will be provided. The

affixes selected will repeat once in another book unit. Root words will appear

only once in the series. A total of 9 prefixes, 9 suffixes, and 9 roots will be

covered.

3) Each unit will practice with one or more of the following: figurative language,

idioms, proverbs, and/or adages. Each unit will include a set of response

cards, graphic organizers going over definitions, and a practice activity.

Activities will be based on the writing style of the book’s author.

Each unit from this series will contain practice using context clues. An

organizer explaining six types of context clues -- definition, synonym, antonym,

example, cause/effect, comparison, lists/series and description – plus task

cards will be provided.

The task cards contain multiple choice questions based on the book with a

selection of game activities to use with the cards. The cards will change for

each unit; however, the games will remain the same.

5) Each unit will contain an organizer going over capitalization and/or

punctuation rules.

The task cards contain multiple choice questions based on the book with a

selection of game activities to use with the cards. The cards will change for

each unit; however, the games will remain the same.

6) Each unit will contain an organizer going over rules and a practice activity

with a grammar practice.

7) Each unit will contain an organizer going over rules and a practice activity

practicing spelling rules.

8) Each unit will contain an organizer going over rules and a game-like practice

with synonyms, antonyms, confusing set of words, and/or

homophones/homographs.

~ © Gay Miller ~

Common Core State Standards Reading: Language

CCSS.E

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CCSS.E

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.a

CCSS.E

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.b

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.c

CCSS.E

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.d

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.e

CCSS.E

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.f

CCSS.E

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.g

CCSS.E

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.h

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.i

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.d

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.e

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.f

CCSS.E

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.g

CCSS.E

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CCSS.E

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.a

CCSS.E

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.b

CCSS.E

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.3.4

CCSS.E

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.3.4

.a

CCSS.E

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.b

CCSS.E

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.c

CCSS.E

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.d

CCSS.E

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CCSS.E

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.a

CCSS.E

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.b

CCSS.E

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.c

CCSS.E

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Prefixes

Suffixes

Root Word

Figurative Language

Context Clues

Capitalization

Relative Pronouns

Spelling Rules

Synonyms/Antonyms

3rd

Grade

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

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

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

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

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

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

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

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

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

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






















~ © Gay Miller ~


CCSS.E

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.a

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.c

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.d

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CCSS.E

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CCSS.E

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.g

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.a

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cy.L

.4.2

.b

CCSS.E

LA-L

itera

cy.L

.4.2

.c

CCSS.E

LA-L

itera

cy.L

.4.2

.d

CCSS.E

LA-L

itera

cy.L

.4.3

CCSS.E

LA-L

itera

cy.L

.4.3

.a

CCSS.E

LA-L

itera

cy.L

.4.3

.b

CCSS.E

LA-L

itera

cy.L

.4.3

.c

CCSS.E

LA-L

itera

cy.L

.4.4

CCSS.E

LA-L

itera

cy.L

.4.4

.a

CCSS.E

LA-L

itera

cy.L

.4.4

.b

CCSS.E

LA-L

itera

cy.L

.4.4

.c

CCSS.E

LA-L

itera

cy.L

.4.5

CCSS.E

LA-L

itera

cy.L

.4.5

.a

CCSS.E

LA-L

itera

cy.L

.4.5

.b

CCSS.E

LA-L

itera

cy.L

.4.5

.c

CCSS.E

LA-L

itera

cy.L

.4.6

Prefixes

Suffixes

Root Word

Figurative Language

Context Clues

Capitalization

Relative Pronouns

Spelling Rules

Synonyms/Antonyms

4th

Grade



























~ © Gay Miller ~


CCSS.E

LA-L

itera

cy.L

.5.1

CCSS.E

LA-L

itera

cy.L

.5.1

.a

CCSS.E

LA-L

itera

cy.L

.5.1

.b

CCSS.E

LA-L

itera

cy.L

.5.1

.c

CCSS.E

LA-L

itera

cy.L

.5.1

.d

CCSS.E

LA-L

itera

cy.L

.5.1

.e

CCSS.E

LA-L

itera

cy.L

.5.2

CCSS.E

LA-L

itera

cy.L

.5.2

.a

CCSS.E

LA-L

itera

cy.L

.5.2

.b

CCSS.E

LA-L

itera

cy.L

.5.2

.c

CCSS.E

LA-L

itera

cy.L

.5.2

.d

CCSS.E

LA-L

itera

cy.L

.5.2

.e

CCSS.E

LA-L

itera

cy.L

.5.3

CCSS.E

LA-L

itera

cy.L

.5.3

.a

CCSS.E

LA-L

itera

cy.L

.5.3

.b

CCSS.E

LA-L

itera

cy.L

.5.4

CCSS.E

LA-L

itera

cy.L

.5.4

.a

CCSS.E

LA-L

itera

cy.L

.5.4

.b

CCSS.E

LA-L

itera

cy.L

.5.4

.c

CCSS.E

LA-L

itera

cy.L

.5.5

CCSS.E

LA-L

itera

cy.L

.5.5

.a

CCSS.E

LA-L

itera

cy.L

.5.5

.b

CCSS.E

LA-L

itera

cy.L

.5.5

.c

CCSS.E

LA-L

itera

cy.L

.5.6

Prefixes

Suffixes

Root Word

Figurative Language

Context Clues

Capitalization

Relative Pronouns

Spelling Rules

Synonyms/Antonyms

5th

Grade

























Page | 24 Unit Created by Gay Miller

I have provided two different sets of cards to make them more flexible for different

teacher’s/student’s needs.

Set #1

Students will write the definitions of the prefixes or suffixes on the back of the

cards.

Set #2

The cards may be folded in half vertically and glued, so that the prefix or suffix

is on one side and its definition is on the back.


Prefix and Suffix Practice Using the Puzzles:

Students match up two puzzle pieces to form words. Students then read the

sentences. They select the best word that will fit into the blank space of the

sentence from the words that were made by joining together the puzzle pieces.

A “Student Response Sheet” has also been provided for students to write

answers if you would like to use the repeated use version in a learning center,

for morning review, or for differentiated instruction.

This set practices

with the prefixes

dis- and under-

and the suffixes

-ness and -ful.

Different books in

this series will

focus on different

prefixes and

suffixes.

Pictured is an

example from

Charlotte’s Web.


Prefixes

O

Suffixes

under-

dis-

-ful

-ness

under-

dis-

-ful

-ness


Read selections from the book orally and have students use the response cards to

show which type of figurative language is being used. A list of figurative language

found in Fantastic Mr. Fox may be found on pages 76-77 of this unit.

You may also wish to incorporate some discussion with this activity because some

of the lines may be difficult to interpret.


Three versions of the organizer rule cards are offered: one with blanks for students to write the rule and example sentences; one with the rule provided but with blank

spaces for students to write in key words; and one with the answers provided. The third copy of the organizer may be used as an answer key, for differentiated

instruction, for students who were absent during instruction, or if you wish for the students to have cards already completed.

Capitalization Task Cards

I like to place one card at a time under the document camera for viewing on the

SmartBoard. If you do not have a document camera, you can achieve this same result opening this file on your computer and enlarging the screen size so that one card fills the screen at a time. Students take correcting the sentences. This can be

made into a game activity by simply dividing the class into teams and awarding points for correct answers.

I like to use a soft ball. Students pitch the ball from one to another. The person holding the ball must answer the question (correct the sentence) before tossing the

ball to a student who has not had a turn. The ball rotates until all cards have been used or all students have had a turn.


BEAN’S WIFE EXPECTS HIM TO COME HOME FOR

THANKSGIVING DINNER.

IT RAINED EVERY

MONDAY IN APRIL.

WHEN THE THREE

FARMERS CATCH MR.

FOX, LOUD WHOOPS

SOUNDING LIKE

FOURTH OF JULY

ROCKETS WILL ECHO

THROUGH THE VALLEY.

MR. FOX’S FAMILY CELEBRATES CINCO DE MAYO WHICH

HONORS THE MEXICAN ARMY’S 1862 VICTORY OVER FRANCE.

THE ANIMALS ARE PLANNING A MEMORIAL DAY

PLAY.

SCHOOL ALWAYS BEGINS AROUND LABOR DAY.

#1 #2

#3 #4

#5 #6

sample


Bean’s wife expects him to come home for Thanksgiving dinner.

It rained every Monday in April.

When the three farmers catch Mr. Fox, loud whoops

sounding like Fourth of July rockets will echo through the valley.

Mr. Fox’s family celebrates Cinco de Mayo which honors

the Mexican army’s 1862 victory over France.

The animals are planning a Memorial Day play.

School always begins around Labor Day.

#1 #2

#3 #4

#5 #6

Answer key

included.


Three versions of this organizer are provided depending on the needs of your

students. Students will write definitions and examples.

Students write examples. The third copy of the organizer may be used as an answer key, for

differentiated instruction, for students who were absent during instruction, or

if you wish for the students to have the sentences already completed.

This organizer will fit into a notebook.


Relative Adverb Task Cards On the following pages, you will find cards with sentences from or about Fantastic

Mr. Fox. Students must combine the two sentences using a relative adverb.

For Example:

That’s the tree. Mr. Fox has a hole leading to his

den by the tree.

That’s the tree where Mr. Fox has a hole leading

to his den.

These

cards

are

pictured

smaller

than

their full

page

size.


Spelling Rules Organizer This graphic organizer and activity cover the following Common Core Standard:

CCSS.ELA-Literacy.L.4.2.d

Spell grade-appropriate words correctly, consulting references as needed.

Three versions of these two organizers are provided depending on the needs

of your students. Students will write definitions and examples.

Students write key words in the definitions and examples.

The third copy of the organizer may be used as an answer key, for

differentiated instruction, for students who were absent during

instruction, or if you wish for the students to have the sentences

already completed.



Spelling Possessive Nouns Card Activity

The following cards have phrases. To complete a turn, students must correctly spell

and or write the possessive noun and the item.

These

cards

are

pictured

smaller

than

their full

page

size.


Font Walk in the Park Dotty Font

Clipart

Microsoft

Office

Clipart

Gallery

http://www.teacherspayteachers.com/Product/Free-Font-Walk-in-the-Park-Dotty-Font-Creative-Clips-Fonts-320218

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




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~ © Gay Miller ~

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