charlie and the chocolate factory unit - book units … | 6 unit created by gay miller lesson plans...
TRANSCRIPT
Page | 1 Unit Created by Gay Miller
[
Charlie and
the Chocolate
Factory Unit
(Including a Grammar Unit)
Correlated to the
Common Core Standards
Created by Gay Miller
Page | 2 Unit Created by Gay Miller
Thank you for downloading this
preview of Charlie and the
Chocolate Factory 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, constructive
response writing, and skill
practice. I hope your students
enjoy a book study using the
engaging method of using
interactive notebooks.
Charlie and the Chocolate
Factory
Interest Level
Grades 4 - 6
Reading Level Grade level Equivalent: 5.9
Lexile Measure®: 810L
Page | 3 Unit Created by Gay Miller
Charlie and the Chocolate Factory Table of Contents
Introduction 2
Table of Contents 3
Lesson Plans at a Glance 6
Vocabulary 7
Vocabulary Teaching Method 8
Option #1 Long Vocabulary List 10
Vocabulary Bookmarks 18
Vocabulary Word Cards 19
Vocabulary Storage Pockets 24
Vocabulary Test 27
Option #2 Short Vocabulary List 31
Vocabulary Bookmarks 33
Vocabulary Word Cards 34
Vocabulary Test 36
Comprehension 37
Comprehension Quiz for Chapters 1-3 38
Question 1 - Constructive Response - Mood 41
Comprehension Quiz for Chapters 4-6 42
Question 2 - Constructive Response – Comparing Characters 45
Comprehension Quiz for Chapters 7-9 46
Question 3 - Constructive Response – Describing 2 Events 49
Comprehension Quiz for Chapters 10-12 50
Question 4 - Constructive Response – Foreshadowing 53
Comprehension Quiz for Chapters 13-15 55
Question 5 - Constructive Response – Setting 58
Comprehension Quiz for Chapters 16-18 59
Question 6 Constructive Response – Summarizing 62
Comprehension Quiz for Chapters 19-21 64
Question 7 Constructive Response – Theme 68
Comprehension Quiz for Chapters 22-24 69
Question 8 Constructive Response – Course of Action 72
Page | 4 Unit Created by Gay Miller
Comprehension Quiz for Chapters 25-27 73
Question 9 Constructive Response – Most Exciting Part of Story (Climax) 76
Comprehension Quiz for Chapters 28-30 77
Question 10 Constructive Response – Problems and Solutions 80
Question 11 Constructive Response – Predictions 81
Question 12 Constructive Response – Creating a Character 82
Activities 83
Candy Bar Favorites 84
Creating a Golden Ticket 87
Character Activities 88
Chocolate Bar Inventions 91
Oompa-Loompa Boat 92
Book Vs. Movie 93
Grammar Unit 94
Common Core Alignment 95
Lap Book Instructions 97
Mini Posters for Parts of Speech 101
Lesson 1 – Nouns
Recognizing Nouns
Abstract or Concrete
Common or Proper
Capitalizing Nouns
117
Lesson 2 – Nouns
Forming Plural Nouns
Forming Plural Nouns and Possessive Nouns
127
Lesson 3 – Verbs
Forms of Be
Linking Verbs
Action or State of Being Verbs
154
Lesson 4 – Frequently Confused Words
They’re Their There
Contractions
159
Lesson 5 – Verbs
Helping Verbs
Verb Tenses
164
Lesson 6 – Irregular Verbs
177
Lesson 7 – Sit/Set, Rise/Raise, Lie/Lay
201
Page | 5 Unit Created by Gay Miller
Lesson 8 – Verbs
Subject Verb Agreement
Modal Auxiliaries
205
Lesson 9 - Pronouns 211
Lesson 10 – Relative Pronouns 214
Lesson 11 - Adjectives 222
Lesson 12 - rdering Adjectives 228
Lesson 13 - Adverbs 233
Lesson 14 – Relative Adverbs 239
Lesson 15 - Conjunctions 241
Lesson 16 - Interjections 252
Lesson 17 - Prepositions 256
Classroom Display 265
Word Wall 266
Common Core Standards Mini Posters 280
Essential Questions 303
Answer Keys 323
Common Core Correlation 344
Password Information for Interactive Quizzes 347
Credits 348
Page | 6 Unit Created by Gay Miller
Lesson Plans for Charlie and the Chocolate Factory
Vocabulary
(Long List)
Vocabulary
(Short List)
Reading Comprehension
Questions
Story Elements English
Grammar and
Usage
Extra Activities
Day1 desperate
extraordinary Chapter 1 Lesson 1 -
Nouns
Candy Bar
Favorites
Day 2 ordinary
ordinary Chapter 2 Lesson 2 –
Plurals &
Possessives
Day 3 colossal
Chapter 3 Chapters 1-3
Day 4 absurd
absurd Chapter 4 Lesson 3 – Be Verbs
Day 5 glisten
Chapter 5 Lesson 4 –
Confusing
Words
Day 6 announce
Chapter 6 Chapters 4-6
Day 7 intent
rummage Chapter 7 Lesson 5 Verb
Tenses
Day 8 criticize
Chapter 8 Lesson 6
Irregular Verbs
Design Golden
Ticket
Day 9 hoard Chapter 9 Chapter 7-9
Day 10 luscious
vital Chapter 10 Character Maps Lesson 7 Troublesome
Verbs
Day 11 sheer
Chapter 11 Character Puppets Lesson 8
Subject Verb
Agreement &
Modals
Day 12 perplex
Chapter 12 Chapter 10-12
Day 13 dread
dumbfounded Chapter 13 Setting Lesson 9
Pronouns
Day 14 corridor Chapter 14 Lesson 10 Relative
Pronouns
Day 15 bewilder Chapter 15 Chapter 13-15
Day 16 mischievous mischievous Chapter 16 Lesson 11
Adjectives
Day 17 indignant Chapters 17 Lesson 12
Ordering
Adjectives
Oompa Loompa
Boat
Day 18 aghast Chapter 18 Chapter 16-18
Day 19 furiously ludicrous Chapter 19 Lesson 13
Adverbs
Day 20 froth Chapter 20 Lesson 14
Relative
Adverbs
Day 21 obstinately Chapter 21 Chapter 19-21
Day 22 wafting mound Chapter 22 Lesson 15
Conjunctions
Day 23 triumphant Chapter 23 Candy Bar
Inventions
Day 24 descend Chapter 24 Chapter 22-24
Day 25 luminous trod Chapter 25 Lesson 16
Interjections
Day 26 tremendous Chapter 26
Day 27 hypnotize Chapter 27 Chapter 25-27
Day 28 hover hover Chapter 28 Lesson 17
Prepositions
Day 29 brim Chapter 29 Problems/Solutions
Day 30 petrified Review for
Vocabulary Test
Chapter 30 Chapters 26-30
Vocabulary Test Make a plot
diagram. Use
ReadWriteThink http://www.
readwritethink.
org/materials/
plot-diagram/
Page | 8 Unit Created by Gay Miller
1. desperate (adj or adv) - feeling, showing, or involving a hopeless sense that a situation is so bad as to be impossible to deal with
Synonyms: frantic, anxious, despairing, worried, distressed, fraught
Base Word ~ despair
Part of Speech Prefix or Suffix Suffix Meaning
desperate adj none none
desperately adv -ly in what manner
(makes an adverb)
desperateness noun -ness state of quality
(makes a noun)
desperation noun -ion action or condition
He desperately wanted something more filling and satisfying than cabbage and
cabbage soup.
But Charlie Bucket never got what he wanted because the family couldn't afford it, and as the cold weather went on and on, he became ravenously and desperately hungry.
But it wasn't enough to buy even a quarter of the food that seven people needed. The situation became desperate.
~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~
2. ordinary (adj) - with no special or distinctive features; normal.
Synonyms: normal, commonplace, usual, regular, every day, average, routine, common
Latin Base Word = order
Forms = ordinariness, extraordinary, unordinary
And it wasn't simply an ordinary enormous chocolate factory, either. It was the largest and most famous in the whole world!
Mr Willy Wonka is the most amazing, the most fantastic, the most extraordinary
chocolate maker the world has ever seen! I thought everybody knew that!
'Not people, Charlie. Not ordinary people, anyway.'
(10 more)
~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~
3. colossal (adj) - extremely large
Synonyms: huge, massive, immense, oversize, gigantic
'Prince Pondicherry wrote a letter to Mr Willy Wonka,' said Grandpa Joe, 'and asked him
to come all the way out to India and build him a colossal palace entirely out of chocolate.'
You think that sucking my boy up into your Fudge Room like that is just one great big colossal joke?'
They're always laughing! They think everything's a colossal joke!
Page | 9 Unit Created by Gay Miller
Each of the following pages has a photo of a candy bar which is sliced down the
middle next to the title. To pique students’ interests in chocolate, have them try to
guess which candy bar is pictured. You will find the answers in the key.
Like everyone else in America, I am discovering the world of the Common Core
Standards. I have tried to correlate the comprehension questions (higher reasoning
only) to the third, fourth, and fifth grade standards. Every question could be listed
under RL.10 read and comprehend literature, so I have decided to leave all the
original questions even if they are knowledge level questions. You will find a small
code in front of some of the questions which correspond to the following codes:
RL (Reading Literature)
RI (Reading Informational Text)
RF (Foundations Skills)
W (Writing)
SL (Speaking & Listening)
L (Language)
In many cases the same standard is appropriate across all three grade levels and in
other instances this is not true. Look for the charts at the end of this unit for the
details.
I have also created a constructive response question for each quiz. I hope this helps in
your journey into the next trend in education.
Page | 10 Unit Created by Gay Miller
Charlie and the Chocolate Factory Chapters 1 -3
RL.3 1. What did Charlie love more than anything?
a) peppermint
b) pizza c) chocolate
d) ice cream
2. What was special about the Sunday meal?
a) Dessert was part of the meal.
b) Mrs. Bucket served meat. c) Everyone got seconds.
d) The Bucket cousins came to eat with Charlie.
3. What happened to Prince Pondicherry’s castle of chocolate?
a) He let his family eat it. b) It melted in the sun.
c) Prince Pondicherry ate it. d) Willy Wonka took it back to the chocolate factory.
4. How many beds were at the Bucket house?
______Write the page number where this information is found.
a) 8 b) 4
c) 2 d) 1
Page | 11 Unit Created by Gay Miller
5. Mr. Bucket worked in _______ .
a) Willy Wonka’s Chocolate Factory
b) a lawyer’s office c) a toothpaste factory
d) the governor’s office
RL.1 6. How many grown-ups live with Charlie?
a) 6 b) 8
c) 4 d) 2
Name how each grown up is related to Charlie.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
RL.3 7. Who was Prince Pondicherry?
a) the owner of a chocolate factory
b) Willy Wonka’s grandson c) the prince who asked Willy Wonka to build him a palace of chocolate
d) Charlie’s school teacher
RL.3 8. Willy Wonka is _______________.
a) Charlie’s best friend b) Charlie’s grandpa
c) the owner of the grocery store d) the owner of a chocolate factory
Page | 12 Unit Created by Gay Miller
L.5 9. Which word from the passage best completes this analogy?
poor: rich :: enormous: _________________
a) tremendous
b) marvelous c) colossal
d) puny
RL.1 10. Which of these questions is answered by information in Charlie and the
Chocolate Factory?
a) Which book did the four grandparents read to Charlie each evening?
b) Which scent did Charlie Bucket love to smell on his way to school? c) What did Prince Pondicherry's wife do when the castle melted?
d) Who worked in Mr. Wonka's chocolate factory?
RL.2 11. Which of these states the main idea of Chapter 2 titled “Mr. Willy
Wonka's Factory”?
a) Charlie's parents described how large the chocolate factory was.
b) Mr. Bucket describes his day at the toothpaste factory. c) Grandpa George and Grandma Georgina told the story of Prince
Pondicherry. d) The four grandparents told Charlie about all the wonderful sweets that
Willy Wonka made.
W.4 12. The author most likely wrote this passage in order to
a) entertain people with a made-up story about a chocolate factory. b) inform readers of interesting facts about chocolate.
c) persuade people to learn more about chocolate. d) share different opinions with readers about chocolate.
Page | 13 Unit Created by Gay Miller
Mood
_____________________________________________________________
_____________________________________________________________
Examples from Text Page Number (s) Information was Found
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
RL.3.1 RL.3.2
RL.3.3
RL.3.5
RL.3.7 RL.3.10
W.3.1
W.3.2
What is the mood in Chapters 1-3? Give at least three examples of how the author tried to create this mood. Use this chart to help organize your
thoughts. After planning, write your answer in paragraph form in your writing journal.
RL.4.1 RL.4.2
RL.4.3
RL.4.10
W.4.1
W.4.2 RL.5.1
RL.5.2
RL.5.10
W.5.1 W.5.2
Page | 14 Unit Created by Gay Miller
Candy Bar Favorites Golden Ticket Character Activities
o Character Map o Puppets o Bulletin Board
Candy Bar Inventions Oompa-Loompa Boat
In this section you will find activities to make teaching Charlie and the Chocolate Factory both fun and educational. Enjoy!
Page | 15 Unit Created by Gay Miller
Buy a bag of the Hershey's Assorted Miniatures. You will use these for two activities which are found on the next two pages.
Activity 1
Have each student choose his/her favorite candy bar from the bag. Make a graph depicting
the class favorites.
Activity 2
Students will complete a logic puzzle with the Hershey’s Miniatures. The purpose of the
puzzle is for the students to determine the favorite of each student. Students will need the following to complete the activity.
Hershey Milk Chocolate Special Dark Mr. Goodbar Krackel
Page | 16 Unit Created by Gay Miller
The sentences used for grammar practice are not necessarily quotes from
Charlie and the Chocolate Factory.
Page | 17 Unit Created by Gay Miller
Common Core Standards
noun pronoun verb adjective adverb conjunction interjection preposition
3rd Grade
L.3.1a function noun
L.3.1a function pronoun
L.3.1a function verb
L.3.1a function adjective
L.3.1a function adverb
L.3.1h coordinating and subordinating
L.3.1b regular and irregular plural
L.3.1f pronoun-antecedent agreement
L.3.1d regular and irregular
L.3.1g comparative and superlative
L.3.1g comparative and superlative
L.3.1c abstract
L.3.1e verb tenses
L.3.1f subject-verb agreement
L.3.1f subject-verb agreement
L.3.2a
capitalize appropriate words in titles
L.3.2d Form and use possessives
4th Grade
L.4.1a relative pronouns
L.4.1b progressive verb tenses
L.4.1d order adjectives
L.4.1a relative adverbs
L.4.1e form and use prepositional phrases
L.4.2a Use correct capitalization.
L.4.1c modal auxiliaries
L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their).
5th Grade
L.5.1b perfect verb tense
L.5.1a function
L.5.1a function
L.5.1a function
L.5.1c verb tense to convey times, sequence, states, & conditions
L.5.1e correlative conjunctions
L.5.1d correct inappropriate shifts in verb tense
The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied
to increasingly sophisticated writing and speaking.
* *
*
*
Page | 18 Unit Created by Gay Miller
Special Note:
I spent a large amount of time studying the Common Core Standards prior to writing this unit. I decided to
cover all eight parts of speech although the standards do not require any one grade level to cover all eight parts
of speech in one year. Each lesson in this unit is independent of the others, so you may pick and choose which
lessons you would like to cover in detail, use as a review, or simply an introduction as to what will come in
future grades.
Also, each skill within the lessons begins on a new page so that you can easily select just part of a lesson to run
off for the class. Since I use this unit with fourth graders, I place the third grade skills on the SmartBoard and
used them as a quick review before moving forward.
If you would like detailed lessons on nouns and adjectives The Cricket in Times Square unit covers the
following skills from the 3rd grade Common Core standards:
Lesson 1 Contractions using NOT
Lesson 2 Contractions with PRONOUNS Lesson 3 Plural Nouns - adding -s or –es
Lesson 4 Plural Nouns - nouns ending with consonant plus y Lesson 5 Plural Nouns - words that end with f, ff, or fe Lesson 6 Plural Nouns - irregular nouns Lesson 7 Singular Possessives Lesson 8 Plural Possessives Lesson 9 Irregular Plural Possessives Lesson 10 Comparative and Superlative Adjectives with -er & -est
Lesson 11 Comparative and Superlative Adjectives with more & most Lesson 12 Irregular Comparative and Superlative Adjectives English Test
If you would like detailed lessons on subject verb agreement Where the Red Fern Grows unit covers the
following skills from the Common Core standards:
English Lessons – Sentence Unit
Lesson 1 – Understanding Sentences
Lesson 2 – Four Types of Sentences and Sentence Punctuation
Lesson 3 – Punctuating Sentences
Lesson 3 - Subject-/Verb Agreement
Lesson 4 – Subject-/Verb Agreement
Lesson 5 - Subject-/Verb Agreement
Lesson 6 - Subject-/Verb Agreement – Irregular Verbs
Lesson 7 - Subject-/Verb Agreement – Irregular Verbs
Lesson 8 – Troublesome Words
Lesson 9 – Sentence Problems
Lesson 10 – Combining Choppy Sentences
Lesson 11 – Combining Choppy Sentences
Lesson 12 – Combining Choppy Sentences
Lesson 13 – Correcting Run-on Sentences
Lesson 14 - Correcting Run-on Sentences
Post Test for the Sentence Unit
Page | 19 Unit Created by Gay Miller
Each two pages of your lap book will be used for one part of speech. Turn your lap book onto its side. Your pages will flip down. The top page will have a single page organizer. The bottom pages will have an assortment of organizers based on the skills covered in the lessons.
Have students decorate the cover of their lap books.
l
Page | 20 Unit Created by Gay Miller
A noun is a word that names a
person, place, thing, or idea.
Concrete nouns name things you
can see and touch.
Abstract nouns name things
that cannot be seen or
touched. They represent
ideas.
Common nouns do not name a specific
person, place, or thing. Common
nouns begin with lower case letters.
Proper nouns name specific people, places,
and things. Capitalize
proper nouns.
Singular nouns
name one.
Plural nouns name more than one.
Possessive nouns show ownership.
Common Proper
____________ ____________
____________ ____________
____________ ____________
____________ ____________
Singular Plural
____________ ____________
____________ ____________
____________ ____________
____________ ____________
Concrete Abstract
____________ ____________
____________ ____________
____________ ____________
____________ ____________
Nouns
The chocolate that belongs to
Willy Wonka is
____________ ____________
____________.
Page | 21 Unit Created by Gay Miller
A noun is a word that names a
person, place, thing, or idea.
Concrete nouns name things you
can see and touch.
Abstract nouns name things
that cannot be seen or
touched. They represent
ideas.
Common nouns do not name a specific
person, place, or thing. Common
nouns begin with lower case letters.
Proper nouns name specific people, places,
and things. Capitalize
proper nouns.
Singular nouns
name one.
Plural nouns name more than one.
Possessive nouns show ownership.
Common Proper
boy Charlie
town London
dog Sadie
doctor Dr. Smith
Singular Plural
girl girls
puppy puppies
stone stones
wish wishes
Concrete Abstract
factory knowledge
grandpa love
toothbrush happiness
house fun
Nouns
The chocolate that belongs to
Willy Wonka is
Willy Wonka’s chocolate.
Page | 22 Unit Created by Gay Miller
Lesson 1 Recognizing Nouns L.3.1a function noun
A noun is a word that names a person, place, thing, or idea. Identifying nouns in a sentence is
easy when they name a person, place, or thing.
Just think, “Can I see it? Can I touch it? Then the word must be a noun.”
Noun Determiners Noun determiners are words that signal a noun will follow. Some types of determiners include:
articles (a, an, the)
possessive nouns (Charlie’s grandparents)
numbers (four)
indefinite pronouns (some, each, many, both, any, no, several, few)
demonstrative (this, that, these, those)
possessive pronouns (his, her, their, my, its, our, whose, your)
In the evenings, after he had finished his supper of watery cabbage soup, Charlie always went into
the room of his four grandparents to listen to their stories, and then afterwards to say good
night.
Underline the nouns in the following sentences.
1. And these two very old people are the father and mother of Mrs. Bucket.
2. He worked in a toothpaste factory, where he sat all day long at a bench and screwed the
little caps onto the tops of the tubes of toothpaste after the tubes had been filled.
3. Only once a year, on his birthday, did Charlie Bucket ever get to taste a bit of chocolate.
4. It was Wonka’s Factory, owned by a man called Mr. Willy Wonka, the greatest inventor and
maker of chocolates that there has ever been.
5. Twice a day, on his way to and from school, little Charlie Bucket had to walk right past the
gates of the factory.
6. Oh, how he loved that smell!
Page | 23 Unit Created by Gay Miller
Lesson 1 Abstract or Concrete Nouns L.3.1c abstract A noun is a word that names a person, place, thing, or idea. Identifying nouns in a sentence is
easy when they name a person, place, or thing. Just think, “Can I see it? Can I touch it? Then
the word must be a noun.” These are called concrete nouns. Nouns that name ideas or
qualities are a little more difficult to identify in a sentence. Nouns that name ideas or qualities
are called abstract nouns. Abstract nouns cannot be seen or held.
Examples
Person Charlie boy worker
Place factory city London
Thing chocolate toothpaste bed
Idea/Quality hatred laughter justice
Practice Highlight all the nouns in the following sentences. Above each noun write a C if the noun is
concrete. Write an A above each noun that is abstract.
Example
The hunger that Grandpa Joe, Grandma Josephine, Grandpa George, and Grandma Georgina
had kept them from getting out of bed.
1. The smell of the chocolate coming from the factory made Charlie drool.
2. Charlie’s mother and father went without lunch with a stubbornness of a protective
parent.
3. One injustice was the fact that Charlie had to breathe the rich scent of melting chocolate
everyday on his way to and from school.
4. The town had a factory within sight of the Bucket household.
5. Mr. Wonka’s intelligence for inventing was known throughout the whole world.
6. Oh, the happiness Charlie would feel if he could only go inside the huge iron gates.
7. Charlie took deep sniffs of the chocolaty smell in the air.
8. The smell and sounds of the factory made Charlie dream of going inside the factory.
A C C C C
C
Page | 24 Unit Created by Gay Miller
Lesson 1 Common or Proper Nouns L.4.2a Use correct capitalization. Proper nouns name a specific person, place, or thing.
Grandpa Joe Wonka’s Chocolate Factory Monday London
Common nouns do not name a specific person, place, or thing.
grandparent factory day city
Complete the chart by writing a common noun in the middle column that relates to the
category. In the third column to the right, write a proper noun that relates to the common
noun.
General Common Noun Type of Common Noun Proper Noun
person grandparent Grandma Georgina
writing book Charlie and the Chocolate Factory
1. place _____________________ ____________________________
2. dog _____________________ ____________________________
3. boy _____________________ ____________________________
4. landform _____________________ ____________________________
5. animal _____________________ ____________________________
6. building _____________________ ____________________________
7. recreational place _____________________ ____________________________
8. calendar _____________________ ____________________________
9. water form _____________________ ____________________________
10. store _____________________ ____________________________
11. company _____________________ ____________________________
12. heavenly body _____________________ ____________________________
Page | 25 Unit Created by Gay Miller
Lesson 1 Capitalizing Titles L.3.2a capitalize appropriate words in
All titles whether they are titles of written work such as books, magazines, newspapers, etc. or
titles of people follow the same capitalization rule.
When writing a title, capitalize the first word, the last word, and all important words in
the middle.
Words such as is, of, the, and, in, my, our, etc. are not considered important words. Think of it this
way; if the word is needed to connect thoughts and does not create a picture in your mind, it is
probably not important.
Use editing marks to correct the following titles. Two lines under a letter means to capitalize
the letter.
Examples:
charlie and the chocolate factory
secretary of state of the united states of america hillary clinton
1. the cricket in times square
2. happy birthday to you
3. the dragonslayers
4. joy to the world
5. the new york times
6. sports illustrated kids
7. prime minister of the united kingdom of great britain and northern ireland david cameron
8. twinkle twinkle little star
9. highlights for children
10. ranger rick
________
________
________
________ ________
________
________
________
________
________
________
________
________
________ ________
________
________
________
________
________
________
________
Page | 27 Unit Created by Gay Miller
Lessons 6, 7, and 8 Organizers
Punch a hole in the corner of each deck of cards. Clip them together with rings or paper clips. The
additional pages in the lap book may be used for verbs so that you can place each deck of cards in
its own pocket for easy use. If using metal ring clips you may also place all the cards on one ring.
Page | 29 Unit Created by Gay Miller
Organizers for Lesson 11 – Adjectives
Suffixes Organizer
Adding suffixes to words change the way they are used in sentences. In this organizer nouns are
changed to adjectives. One example is provided for each suffix. Have students create a second
example. Use the organizer to trigger example sentences for class discussion.
Comparative and Superlative Rules
Page | 30 Unit Created by Gay Miller
Organizer for Lesson 12 Note: In the lap book there was not enough space for the entire “Comparative & Superlative
Adjectives” organizer. Just the pentagon with the five rules was added to the lap book.
Page | 35 Unit Created by Gay Miller
Third Grade Common Core Standards for Literature, Foundational Skills, Writing, and Language
(Informational and Speaking & Listening are not taught in this unit.)
Chapte
rs
RL.3
.1 A
sk a
nd a
nsw
er q
uestio
ns to
dem
onstra
te u
nders
tandin
g o
f a te
xt, re
ferrin
g e
xplic
itly to
the te
xt a
s th
e b
asis
for th
e a
nsw
ers
.
RL.3
.2 R
ecou
nt s
torie
s, in
clu
din
g fa
ble
s, fo
lkta
les, a
nd m
yth
s fro
m d
ivers
e c
ultu
res; d
ete
rmin
e th
e
centra
l message, le
sson, o
r mora
l and e
xpla
in h
ow
it is c
onveyed th
rough k
ey d
eta
ils in
the te
xt.
RL.3
.3 D
escrib
e c
haracte
rs in
a s
tory
(e.g
., their tra
its, m
otiv
atio
ns, o
r feelin
gs) a
nd e
xpla
in h
ow
their a
ctio
ns c
ontrib
ute
to th
e s
equence o
f events
..
RL.3
.4 D
ete
rmin
e th
e m
ean
ing
of w
ord
s a
nd
ph
rases a
s th
ey a
re u
sed in
a te
xt, d
istin
guis
hin
g
litera
l from
nonlite
ral la
nguage.
RL.3
.5 R
efe
r to
parts
of s
torie
s, d
ram
as, a
nd p
oem
s w
hen w
riting o
r speakin
g a
bout a
text, u
sin
g
term
s s
uch a
s c
hapte
r, scene, a
nd s
tanza; d
escrib
e h
ow
each
su
ccessiv
e p
art b
uild
s o
n e
arlie
r
sectio
ns..
RL.6
Dis
tinguis
h th
eir o
wn p
oin
t of v
iew
from
that o
f the n
arra
tor o
r those o
f the c
hara
cte
rs.
RL.3
.7 E
xpla
in h
ow
specific
aspects
of a
text’s
illustr
atio
ns c
ontrib
ute
to w
hat is
conveyed b
y th
e
word
s in
a s
tory
(e.g
., cre
ate
mood, e
mphasiz
e a
spects
of a
chara
cte
r or s
ettin
g).
RL.3
.9 C
om
pare a
nd
con
trast th
e th
em
es, s
ettin
gs, a
nd
plo
ts o
f sto
ries w
ritten b
y th
e s
am
e
au
thor a
bout th
e s
am
e o
r sim
ilar c
hara
cte
rs (e
.g., in
books fro
m a
serie
s).
RL.3
.10 B
y th
e e
nd o
f the y
ear, r
ead
an
d c
om
preh
en
d lite
ratu
re, in
clu
din
g s
torie
s, d
ram
as, a
nd
poetry
, at th
e h
igh e
nd o
f the g
rades 2
–3 te
xt c
om
ple
xity
band in
dependently
and p
rofic
iently
RF.3
.3 K
now
and a
pply
gra
de-le
vel p
hon
ics a
nd w
ord
analy
sis
skills
in d
ecod
ing
word
s.
RF.3
.4 R
ead w
ith s
uffic
ient a
ccu
racy a
nd
fluen
cy to
support c
om
pre
hensio
n.
W.3
.1. W
rite
op
inio
n p
ieces o
n to
pic
s o
r texts
, supportin
g a
poin
t of v
iew
with
reasons.
W.3
.2. W
rite
info
rm
ativ
e/
exp
lan
ato
ry te
xts
to e
xam
ine a
topic
and c
onvey id
eas a
nd
info
rmatio
n c
learly
.
W.3
.3. W
rite
narrativ
es to
develo
p re
al o
r imagin
ed e
xperie
nces o
r events
usin
g e
ffectiv
e
techniq
ue, d
escrip
tive d
eta
ils, a
nd c
lear e
vent s
equences.
W.3
.4. W
ith g
uid
ance a
nd s
upport fro
m a
dults
, pro
duce w
riting in
whic
h th
e d
evelo
pm
ent a
nd
org
aniz
atio
n a
re a
ppro
pria
te to
task a
nd p
urp
ose. (G
rade-s
pecific
expecta
tions fo
r writin
g ty
pes a
re
defin
ed in
sta
ndard
s 1
–3 a
bove.)
W.3
.5. W
ith g
uid
ance a
nd s
upport fro
m p
eers
and a
dults
, develo
p a
nd s
trength
en w
riting a
s n
eeded
by p
lannin
g, re
vis
ing, a
nd e
ditin
g.
W.3
.6. W
ith g
uid
ance a
nd s
upport fro
m a
dults
, use te
chnolo
gy to
pro
duce a
nd p
ublis
h w
riting (u
sin
g
keyboard
ing s
kills
) as w
ell a
s to
inte
ract a
nd c
olla
bora
te w
ith o
thers
.
W.3
.7. C
onduct s
hort r
esearch
proje
cts
that b
uild
know
ledge a
bout a
topic
.
W.3
.8. R
ecall in
form
atio
n fro
m e
xperie
nces o
r gath
er in
form
atio
n fro
m p
rint a
nd d
igita
l sourc
es;
take b
rief n
ote
s o
n s
ourc
es a
nd s
ort e
vid
ence in
to p
rovid
ed c
ate
gorie
s.
W.3
.9. (B
egin
s in
gra
de 4
)
W.3
.10. W
rite
rou
tinely
over e
xte
nded tim
e fra
mes (tim
e fo
r researc
h, re
flectio
n, a
nd re
vis
ion)
and s
horte
r time fra
mes (a
sin
gle
sittin
g o
r a d
ay o
r two) fo
r a ra
nge o
f dis
cip
line-s
pecific
tasks,
purp
oses, a
nd a
udie
nces.
L.3
.1. D
em
onstra
te c
om
mand o
f the c
onventio
ns o
f sta
ndard
Englis
h g
ram
mar a
nd
usag
e w
hen
writin
g o
r speakin
g.
L.3
.2. D
em
onstra
te c
om
mand o
f the c
onventio
ns o
f sta
ndard
Englis
h c
ap
italiz
atio
n, p
un
ctu
atio
n,
and s
pellin
g w
hen w
riting.
L.3
.3. U
se k
now
led
ge o
f lan
gu
ag
e a
nd its
conventio
ns w
hen w
riting, s
peakin
g, re
adin
g, o
r
liste
nin
g.
L.3
.4. D
ete
rmin
e o
r cla
rify th
e m
eanin
g o
f un
kn
ow
n a
nd
mu
ltiple
-mean
ing
word
and p
hra
ses
based o
n g
rade 3
readin
g a
nd c
onte
nt, c
hoosin
g fle
xib
ly fro
m a
range o
f stra
tegie
s.
L.3
.5. D
em
onstra
te u
nders
tandin
g o
f figu
rativ
e la
ng
uag
e, w
ord
rela
tion
sh
ips a
nd
nu
an
ces in
word
meanin
gs.
L.3
.6. A
cquire
and u
se a
ccura
tely
grad
e-a
pp
rop
ria
te c
onvers
atio
nal, g
enera
l academ
ic, a
nd
dom
ain
-specific
word
s a
nd p
hra
ses, in
clu
din
g th
ose th
at s
ignal s
patia
l and te
mpora
l rela
tionship
s
(e.g
., Afte
r din
ner th
at n
ight w
e w
ent lo
okin
g fo
r them
).
1
-
3
6 10 11 1 7 8 12 9
4
-
6
8 11 12 10 9
7
-
9
12 7 11 9 10 9
10
-
12
1 11 14 11
13
-
15
10 11 9 5 8 12
16
-
18
5 13 6 12 11
19
-
21
12 10 9 11 12 13
22
-
24
5 12 10 3 11
25
-
27
7 5 2 6 12
28-30
11 12
Page | 36 Unit Created by Gay Miller
Fourth Grade Common Core Standards for Literature, Foundational Skills, Writing, and Language
(Informational and Speaking & Listening are not taught in this unit.)
Chapte
rs
RL.4
.1. R
efe
r to d
eta
ils a
nd e
xam
ple
s in
a te
xt w
hen e
xpla
inin
g w
hat th
e te
xt s
ays e
xplic
itly
and w
hen d
raw
ing in
fere
nces fro
m th
e te
xt.
RL.4
.2. D
ete
rmin
e a
them
e o
f a s
tory
, dra
ma, o
r poem
from
deta
ils in
the te
xt; s
um
mariz
e
the te
xt.
RL.4
.3. D
escrib
e in
depth
a c
hara
cte
r, settin
g, o
r event in
a s
tory
or d
ram
a, d
raw
ing o
n
specific
deta
ils in
the te
xt (e
.g., a
chara
cte
r’s th
oughts
, word
s, o
r actio
ns).
RL.4
.4. D
ete
rmin
e th
e m
eanin
g o
f word
s a
nd p
hra
ses a
s th
ey a
re u
sed in
a te
xt, in
clu
din
g
those th
at a
llude to
sig
nific
ant c
hara
cte
rs fo
und in
myth
olo
gy (e
.g., H
erc
ule
an).
RL.4
.5. E
xpla
in m
ajo
r diffe
rences b
etw
een p
oem
s, d
ram
a, a
nd p
rose, a
nd re
fer to
the
stru
ctu
ral e
lem
ents
of p
oem
s (e
.g., v
ers
e, rh
yth
m, m
ete
r) and d
ram
a (e
.g., c
asts
of
chara
cte
rs, s
ettin
gs, d
escrip
tions, d
ialo
gue, s
tage d
irectio
ns) w
hen w
riting o
r speakin
g a
bout
a te
xt.
RL.4
.6. C
om
pare
and c
ontra
st th
e p
oin
t of v
iew
from
whic
h d
iffere
nt s
torie
s a
re n
arra
ted,
inclu
din
g th
e d
iffere
nce b
etw
een firs
t- and th
ird-p
ers
on n
arra
tions.
RL.4
.7. M
ake c
onnectio
ns b
etw
een th
e te
xt o
f a s
tory
or d
ram
a a
nd a
vis
ual o
r ora
l
pre
senta
tion o
f the te
xt, id
entify
ing w
here
each v
ers
ion re
flects
specific
descrip
tions a
nd
dire
ctio
ns in
the te
xt.
RL.4
.9. C
om
pare
and c
ontra
st th
e tre
atm
ent o
f sim
ilar th
em
es a
nd to
pic
s (e
.g., o
ppositio
n o
f
good a
nd e
vil) a
nd p
atte
rns o
f events
(e.g
., the q
uest) in
sto
ries, m
yth
s, a
nd tra
ditio
nal
litera
ture
from
diffe
rent c
ultu
res.
RL.4
.10. B
y th
e e
nd o
f the y
ear, re
ad a
nd c
om
pre
hend lite
ratu
re, in
clu
din
g s
torie
s, d
ram
as,
and p
oetry
, in th
e g
rades 4
–5 te
xt c
om
ple
xity
band p
rofic
iently
, with
scaffo
ldin
g a
s n
eeded
at th
e h
igh e
nd o
f the ra
nge.
RF.4
.3. K
now
and a
pply
gra
de-le
vel p
honic
s a
nd w
ord
analy
sis
skills
in d
ecodin
g w
ord
s.
RF.4
.4. R
ead w
ith s
uffic
ient a
ccura
cy a
nd flu
ency to
support c
om
pre
hensio
n.
W.4
.1. W
rite o
pin
ion p
ieces o
n to
pic
s o
r texts
, supportin
g a
poin
t of v
iew
with
reasons a
nd
info
rmatio
n.
W.4
.2. W
rite in
form
ativ
e/e
xpla
nato
ry te
xts
to e
xam
ine a
topic
and c
onvey id
eas a
nd
info
rmatio
n c
learly
.
W.4
.3. W
rite n
arra
tives to
develo
p re
al o
r imagin
ed e
xperie
nces o
r events
usin
g e
ffectiv
e
techniq
ue, d
escrip
tive d
eta
ils, a
nd c
lear e
vent s
equences.
W.4
.4. P
roduce c
lear a
nd c
ohere
nt w
riting in
whic
h th
e d
evelo
pm
ent a
nd o
rganiz
atio
n a
re
appro
pria
te to
task, p
urp
ose, a
nd a
udie
nce. (G
rade-s
pecific
expecta
tions fo
r writin
g ty
pes
are
defin
ed in
sta
ndard
s 1
–3 a
bove.)
W.4
.5. W
ith g
uid
ance a
nd s
upport fro
m p
eers
and a
dults
, develo
p a
nd s
trength
en w
riting a
s
needed b
y p
lannin
g, re
vis
ing, a
nd e
ditin
g.
W.4
.6. W
ith s
om
e g
uid
ance a
nd s
upport fro
m a
dults
, use te
chnolo
gy, in
clu
din
g th
e In
tern
et,
to p
roduce a
nd p
ublis
h w
riting a
s w
ell a
s to
inte
ract a
nd c
olla
bora
te w
ith o
thers
;
dem
onstra
te s
uffic
ient c
om
mand o
f keyboard
ing s
kills
to ty
pe a
min
imum
of o
ne p
age in
a
sin
gle
sittin
g.
W.4
.7. C
onduct s
hort re
searc
h p
roje
cts
that b
uild
know
ledge th
rough in
vestig
atio
n o
f
diffe
rent a
spects
of a
topic
.
W.4
.8. R
ecall re
levant in
form
atio
n fro
m e
xperie
nces o
r gath
er re
levant in
form
atio
n fro
m
prin
t and d
igita
l sourc
es; ta
ke n
ote
s a
nd c
ate
goriz
e in
form
atio
n, a
nd p
rovid
e a
list o
f
sourc
es.
W.4
.9. D
raw
evid
ence fro
m lite
rary
or in
form
atio
nal te
xts
to s
upport a
naly
sis
, refle
ctio
n, a
nd
researc
h.
W.4
.10. W
rite ro
utin
ely
over e
xte
nded tim
e fra
mes (tim
e fo
r researc
h, re
flectio
n, a
nd
revis
ion) a
nd s
horte
r time fra
mes (a
sin
gle
sittin
g o
r a d
ay o
r two) fo
r a ra
nge o
f dis
cip
line-
specific
tasks, p
urp
oses, a
nd a
udie
nces.
L.4
.1. D
em
onstra
te c
om
mand o
f the c
onventio
ns o
f sta
ndard
Englis
h g
ram
mar a
nd u
sage
when w
riting o
r speakin
g.
L.4
.2. D
em
onstra
te c
om
mand o
f the c
onventio
ns o
f sta
ndard
Englis
h c
apita
lizatio
n,
punctu
atio
n, a
nd s
pellin
g w
hen w
riting.
L.4
.3. U
se k
now
ledge o
f language a
nd its
conventio
ns w
hen w
riting, s
peakin
g, re
adin
g, o
r
liste
nin
g.
L.4
.4. D
ete
rmin
e o
r cla
rify th
e m
eanin
g o
f unknow
n a
nd m
ultip
le-m
eanin
g w
ord
s a
nd
phra
ses b
ased o
n g
rade 4
readin
g a
nd c
onte
nt, c
hoosin
g fle
xib
ly fro
m a
range o
f stra
tegie
s.
L.4
.5. D
em
onstra
te u
nders
tandin
g o
f figura
tive la
nguage, w
ord
rela
tionship
s, a
nd n
uances in
word
meanin
gs.
L.4
.6. A
cquire
and u
se a
ccura
tely
gra
de-a
ppro
pria
te g
enera
l academ
ic a
nd d
om
ain
-specific
word
s a
nd p
hra
ses, in
clu
din
g th
ose th
at s
ignal p
recis
e a
ctio
ns, e
motio
ns, o
r sta
tes o
f bein
g
(e.g
., quiz
zed, w
hin
ed, s
tam
mere
d) a
nd th
at a
re b
asic
to a
partic
ula
r topic
(e.g
., wild
life,
conserv
atio
n, a
nd e
ndangere
d w
hen d
iscussin
g a
nim
al p
reserv
atio
n).
1
-
3
6 10 11 1 7 8 12 9
4
-
6
8 11 12 10 9
7
-
9
12 7 11 9 10 9
10
-
12
1 11 14 11
13
-
15
10 11 9 5 8 12
16
-
18
5 13 6 12 11
19
-
21
12 10 9 11 12 13
22
-
24
5 12 10 3 11
25
-
27
7 5 2 6 12
28-30
11 12
Page | 37 Unit Created by Gay Miller
Fifth Grade Common Core Standards for Literature, Foundational Skills, Writing, and Language
(Informational and Speaking & Listening are not taught in this unit.)
Chapte
rs
RL.5
.1. Q
uote
accura
tely
from
a te
xt w
hen e
xpla
inin
g w
hat th
e te
xt s
ays e
xplic
itly a
nd
when d
raw
ing in
fere
nces fro
m th
e te
xt.
RL.5
.2. D
ete
rmin
e a
them
e o
f a s
tory
, dra
ma, o
r poem
from
deta
ils in
the te
xt,
inclu
din
g h
ow
chara
cte
rs in
a s
tory
or d
ram
a re
spond to
challe
nges o
r how
the
speaker in
a p
oem
refle
cts
upon a
topic
; sum
mariz
e th
e te
xt.
RL.5
.3. C
om
pare
and c
ontra
st tw
o o
r more
chara
cte
rs, s
ettin
gs, o
r events
in a
sto
ry
or d
ram
a, d
raw
ing o
n s
pecific
deta
ils in
the te
xt (e
.g., h
ow
chara
cte
rs in
tera
ct).
RL.5
.4. D
ete
rmin
e th
e m
eanin
g o
f word
s a
nd p
hra
ses a
s th
ey a
re u
sed in
a te
xt,
inclu
din
g fig
ura
tive la
nguage s
uch a
s m
eta
phors
and s
imile
s.
RL.5
.5. E
xpla
in h
ow
a s
erie
s o
f chapte
rs, s
cenes, o
r sta
nzas fits
togeth
er to
pro
vid
e
the o
vera
ll stru
ctu
re o
f a p
artic
ula
r sto
ry, d
ram
a, o
r poem
.
RL.5
.6. D
escrib
e h
ow
a n
arra
tor’s
or s
peaker’s
poin
t of v
iew
influ
ences h
ow
events
are
describ
ed.
RL.5
.7. A
naly
ze h
ow
vis
ual a
nd m
ultim
edia
ele
ments
contrib
ute
to th
e m
eanin
g, to
ne,
or b
eauty
of a
text (e
.g., g
raphic
novel, m
ultim
edia
pre
senta
tion o
f fictio
n, fo
lkta
le,
myth
, poem
).
RL.5
.9. C
om
pare
and c
ontra
st s
torie
s in
the s
am
e g
enre
(e.g
., myste
ries a
nd
adventu
re s
torie
s) o
n th
eir a
ppro
aches to
sim
ilar th
em
es a
nd to
pic
s.
RL.5
.10. B
y th
e e
nd o
f the y
ear, re
ad a
nd c
om
pre
hend lite
ratu
re, in
clu
din
g s
torie
s,
dra
mas, a
nd p
oetry
, at th
e h
igh e
nd o
f the g
rades 4
–5 te
xt c
om
ple
xity
band
independently
and p
rofic
iently
.
RF.5
.3. K
now
and a
pply
gra
de-le
vel p
honic
s a
nd w
ord
analy
sis
skills
in d
ecodin
g
word
s.
RF.5
.4. R
ead w
ith s
uffic
ient a
ccura
cy a
nd flu
ency to
support c
om
pre
hensio
n.
W.5
.1. W
rite o
pin
ion p
ieces o
n to
pic
s o
r texts
, supportin
g a
poin
t of v
iew
with
reasons
and in
form
atio
n.
W.5
.2. W
rite in
form
ativ
e/e
xpla
nato
ry te
xts
to e
xam
ine a
topic
and c
onvey id
eas a
nd
info
rmatio
n c
learly
.
W.5
.3. W
rite n
arra
tives to
develo
p re
al o
r imagin
ed e
xperie
nces o
r events
usin
g
effe
ctiv
e te
chniq
ue, d
escrip
tive d
eta
ils, a
nd c
lear e
vent s
equences.
W.5
.4. P
roduce c
lear a
nd c
ohere
nt w
riting in
whic
h th
e d
evelo
pm
ent a
nd o
rganiz
atio
n
are
appro
pria
te to
task, p
urp
ose, a
nd a
udie
nce. (G
rade-s
pecific
expecta
tions fo
r
writin
g ty
pes a
re d
efin
ed in
sta
ndard
s 1
–3 a
bove.)
W.5
.5. W
ith g
uid
ance a
nd s
upport fro
m p
eers
and a
dults
, develo
p a
nd s
trength
en
writin
g a
s n
eeded b
y p
lannin
g, re
vis
ing, e
ditin
g, re
writin
g, o
r tryin
g a
new
appro
ach.
W.5
.6. W
ith s
om
e g
uid
ance a
nd s
upport fro
m a
dults
, use te
chnolo
gy, in
clu
din
g th
e
Inte
rnet, to
pro
duce a
nd p
ublis
h w
riting a
s w
ell a
s to
inte
ract a
nd c
olla
bora
te w
ith
oth
ers
; dem
onstra
te s
uffic
ient c
om
mand o
f keyboard
ing s
kills
to ty
pe a
min
imum
of
two p
ages in
a s
ingle
sittin
g.
W.5
.7. C
onduct s
hort re
searc
h p
roje
cts
that u
se s
evera
l sourc
es to
build
know
ledge
thro
ugh in
vestig
atio
n o
f diffe
rent a
spects
of a
topic
.
W.5
.8. R
ecall re
levant in
form
atio
n fro
m e
xperie
nces o
r gath
er re
levant in
form
atio
n
from
prin
t and d
igita
l sourc
es; s
um
mariz
e o
r para
phra
se in
form
atio
n in
note
s a
nd
finis
hed w
ork
, and p
rovid
e a
list o
f sourc
es.
W.5
.9. D
raw
evid
ence fro
m lite
rary
or in
form
atio
nal te
xts
to s
upport a
naly
sis
,
refle
ctio
n, a
nd re
searc
h.
W.5
.10. W
rite ro
utin
ely
over e
xte
nded tim
e fra
mes (tim
e fo
r researc
h, re
flectio
n, a
nd
revis
ion) a
nd s
horte
r time fra
mes (a
sin
gle
sittin
g o
r a d
ay o
r two) fo
r a ra
nge o
f
dis
cip
line-s
pecific
tasks, p
urp
oses, a
nd a
udie
nces.
L.5
.1. D
em
onstra
te c
om
mand o
f the c
onventio
ns o
f sta
ndard
Englis
h g
ram
mar a
nd
usage w
hen w
riting o
r speakin
g.
L.5
.2. D
em
onstra
te c
om
mand o
f the c
onventio
ns o
f sta
ndard
Englis
h c
apita
lizatio
n,
punctu
atio
n, a
nd s
pellin
g w
hen w
riting.
L.5
.3. U
se k
now
ledge o
f language a
nd its
conventio
ns w
hen w
riting, s
peakin
g,
readin
g, o
r liste
nin
g.
L.5
.4. D
ete
rmin
e o
r cla
rify th
e m
eanin
g o
f unknow
n a
nd m
ultip
le-m
eanin
g w
ord
s a
nd
phra
ses b
ased o
n g
rade 5
readin
g a
nd c
onte
nt, c
hoosin
g fle
xib
ly fro
m a
range o
f
stra
tegie
s.
L.5
.5. D
em
onstra
te u
nders
tandin
g o
f figura
tive la
nguage, w
ord
rela
tionship
s, a
nd
nuances in
word
meanin
gs.
L.5
.6. A
cquire
and u
se a
ccura
tely
gra
de-a
ppro
pria
te g
enera
l academ
ic a
nd d
om
ain
-
specific
word
s a
nd p
hra
ses, in
clu
din
g th
ose th
at s
ignal c
ontra
st, a
dditio
n, a
nd o
ther
logic
al re
latio
nship
s (e
.g., h
ow
ever, a
lthough, n
everth
ele
ss, s
imila
rly, m
ore
over, in
additio
n).
1
-
3
6 10 11 1 7 8 12 9
4
-
6
8 11 12 10 9
7
-
9
12 7 11 9 10 9
10
-
12
1 11 14 11
13
-
15
10 11 9 5 8 12
16
-
18
5 13 6 12 11
19
-
21
12 10 9 11 12 13
22
-
24
5 12 10 3 11
25
-
27
7 5 2 6 12
28-30
11 12
Page | 38 Unit Created by Gay Miller
Visit my Teacher Pay Teacher
Store for additional products.
http://www.teacherspayteachers.
com/Store/Gay-Miller
Clipart by
Microsoft Office
http://office.microsoft.com/en-
us/images/
My Cute Graphics
http://mycutegraphics.com/
Additional Teaching Materials for
this unit may be found at
http://bookunitsteacher.com/reading_charliec
hocolatefactory/charlie.htm