fantastic mr. fox - book units teacher_____ the shallows were dangerous with the deep, fast moving...
TRANSCRIPT
![Page 1: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/1.jpg)
~ Page 1 © Gay Miller ~
Fantastic Mr. Fox
Book Unit
Created by Gay Miller
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~ Page 2 © 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
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~ Page 3 © 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
Comprehension Questions for Chapters 3-4 63
Chapter 3 – Cause and Effect 64
Chapter 4 – Problem and Solution Chain 65
Comprehension Questions for Chapters 5-6 66
Chapter 5 – Setting 67
Chapter 6 – Point of View 68
Comprehension Questions for Chapters 7-8 70
Chapters 5-7 – Course of Action 71
Chapters 1-8 – Figurative Language 72
Comprehension Questions for Chapters 9-10 73
Chapter 1-10 – Timeline of Mr. Fox’s Problems and Solutions 74
Comprehension Questions for Chapters 11-12 75
Chapter 11 – Predictions 76
Chapter 12 - Summarizing 77
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~ Page 4 © Gay Miller ~
Comprehension Questions for Chapters 13-14 78
Chapter 13 – Descriptive Language 79
Figurative Language 80
Comprehension Questions for Chapters 15-16 81
Chapter 15 – Character ~ Rat 82
Chapter 16 – Mood 83
Comprehension Questions for Chapters 17-18 84
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
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~ Page 5 © 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
Page 6 Chapters 11-12
Chapter 11 –
Predictions
Chapter 12 -
Summarizing
Capitalization Task
Cards
Chapters 13-14 suspend respectable
Page 7 Chapters 13-14
Chapter 13 –
Descriptive Language
Figurative Language
Relative Adjectives
Organizer
Chapters 15-16 accustom quiver
Page 8 Chapters 15-16
Chapter 15 –
Characters ~ Rat
Chapter 16 – Mood
Relative Adjectives
Task Cards
Chapters 17-18 colossal trickling
Page 9 Chapters 17-18
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
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~ Page 6 © Gay Miller ~
Vocabulary Sample
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~ Page 7 © 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.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
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~ Page 8 © Gay Miller ~
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~ Page 9 © 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
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~ Page 10 © 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
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~ Page 11 © 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.
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~ Page 12 © Gay Miller ~
Unit Sample Chapters 1-2
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~ Page 13 © 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
6. Read this passage from Chapter 1.
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
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
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~ Page 14 © 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
6. Read this passage from Chapter 1.
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.
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~ Page 15 © 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
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
characters interact).
CCSS.ELA-Literacy.RL.3.5
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?
_______________________________________________________________________________________________________
__________________________________________________________
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~ Page 16 © 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
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
characters interact).
CCSS.ELA-Literacy.RL.3.5
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)
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~ Page 17 © 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
characters interact).
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~ Page 18 © 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
characters interact).
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~ Page 19 © 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!
![Page 20: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/20.jpg)
~ Page 20 © 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.
![Page 21: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/21.jpg)
~ Page 21 © Gay Miller ~
Common Core State Standards Reading: Language
CCSS.E
LA-L
itera
cy.L
.3.1
CCSS.E
LA-L
itera
cy.L
.3.1
.a
CCSS.E
LA-L
itera
cy.L
.3.1
.b
CCSS.E
LA-L
itera
cy.L
.3.1
.c
CCSS.E
LA-L
itera
cy.L
.3.1
.d
CCSS.E
LA-L
itera
cy.L
.3.1
.e
CCSS.E
LA-L
itera
cy.L
.3.1
.f
CCSS.E
LA-L
itera
cy.L
.3.1
.g
CCSS.E
LA-L
itera
cy.L
.3.1
.h
CCSS.E
LA-L
itera
cy.L
.3.1
.i
CCSS.E
LA-L
itera
cy.L
.3.2
CCSS.E
LA-L
itera
cy.L
.3.2
.a
CCSS.E
LA-L
itera
cy.L
.3.2
.b
CCSS.E
LA-L
itera
cy.L
.3.2
.c
CCSS.E
LA-L
itera
cy.L
.3.2
.d
CCSS.E
LA-L
itera
cy.L
.3.2
.e
CCSS.E
LA-L
itera
cy.L
.3.2
.f
CCSS.E
LA-L
itera
cy.L
.3.2
.g
CCSS.E
LA-L
itera
cy.L
.3.3
CCSS.E
LA-L
itera
cy.L
.3.3
.a
CCSS.E
LA-L
itera
cy.L
.3.3
.b
CCSS.E
LA-L
itera
cy.L
.3.4
CCSS.E
LA-L
itera
cy.L
.3.4
.a
CCSS.E
LA-L
itera
cy.L
.3.4
.b
CCSS.E
LA-L
itera
cy.L
.3.4
.c
CCSS.E
LA-L
itera
cy.L
.3.4
.d
CCSS.E
LA-L
itera
cy.L
.3.5
CCSS.E
LA-L
itera
cy.L
.3.5
.a
CCSS.E
LA-L
itera
cy.L
.3.5
.b
CCSS.E
LA-L
itera
cy.L
.3.5
.c
CCSS.E
LA-L
itera
cy.L
.3.6
Prefixes
Suffixes
Root Word
Figurative Language
Context Clues
Capitalization
Relative Pronouns
Spelling Rules
Synonyms/Antonyms
3rd
Grade
![Page 22: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/22.jpg)
~ Page 22 © Gay Miller ~
Common Core State Standards Reading: Language
CCSS.E
LA-L
itera
cy.L
.4.1
CCSS.E
LA-L
itera
cy.L
.4.1
.a
CCSS.E
LA-L
itera
cy.L
.4.1
.a
CCSS.E
LA-L
itera
cy.L
.4.1
.c
CCSS.E
LA-L
itera
cy.L
.4.1
.d
CCSS.E
LA-L
itera
cy.L
.4.1
.e
CCSS.E
LA-L
itera
cy.L
.4.1
.f
CCSS.E
LA-L
itera
cy.L
.4.1
.g
CCSS.E
LA-L
itera
cy.L
.4.2
CCSS.E
LA-L
itera
cy.L
.4.2
.a
CCSS.E
LA-L
itera
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
![Page 23: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/23.jpg)
~ Page 23 © Gay Miller ~
Common Core State Standards Reading: Language
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: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/24.jpg)
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.
![Page 25: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/25.jpg)
Page | 25 Unit Created by Gay Miller
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.
![Page 26: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/26.jpg)
Page | 26 Unit Created by Gay Miller
Prefixes
O
Suffixes
under-
dis-
-ful
-ness
under-
dis-
-ful
-ness
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Page | 27 Unit Created by Gay Miller
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.
![Page 28: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/28.jpg)
Page | 28 Unit Created by Gay Miller
![Page 29: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/29.jpg)
Page | 29 Unit Created by Gay Miller
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.
![Page 30: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/30.jpg)
Page | 30 Unit Created by Gay Miller
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
![Page 31: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/31.jpg)
Page | 31 Unit Created by Gay Miller
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.
![Page 32: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/32.jpg)
Page | 32 Unit Created by Gay Miller
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.
![Page 33: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/33.jpg)
Page | 33 Unit Created by Gay Miller
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.
![Page 34: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/34.jpg)
Page | 34 Unit Created by Gay Miller
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.
![Page 35: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/35.jpg)
Page | 35 Unit Created by Gay Miller
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.
![Page 36: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/36.jpg)
Page | 36 Unit Created by Gay Miller
![Page 37: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/37.jpg)
Page | 37 Unit Created by Gay Miller
Font Walk in the Park Dotty Font
Clipart
Microsoft
Office
Clipart
Gallery
![Page 38: Fantastic Mr. Fox - Book Units Teacher_____ The shallows were dangerous with the deep, fast moving current. _____ Bill waded in the shallow river. ~~~~~ 2. Circle five words in the](https://reader031.vdocuments.net/reader031/viewer/2022013023/60203a521d85553d610613a9/html5/thumbnails/38.jpg)
~ Page 38 © Gay Miller ~
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