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Multi – Text Unit(for the Fourth Grade Classroom)

Hoot Written by Carl Hiassen

Buffy the Burrowing Owl Written and Illustrated by Betty Gilbert

Come take part in a journey with our new little friends Burrowing Owls! You will learn about what lengths people go to in order keep these precious animals around

while reading Carl Hiaasen’s take on the life of a Burrowing Owl in Hoot. You will broaden your horizons and learn what it is like to live as a Burrowing Owl as well as

what we can do to keep our little friends around much longer!

Created by Blair Stone

Possible Daily Schedule for Reading, Writing and Discussing NovelWeek 1 Day 1 Day 2 Day 3 Day 4 Day 5

*Unit Launch – Burrowing Owls

*Look at burrowing owl resources and fill out KWL Chart

*Introduce Hoot Folder*Hoot Word Wall

*Burrowing Owls Internet WorkshopDay 1

*Burrowing Owls Internet Workshop Day 2

*Read/Write Section 1 of Hoot pgs. 1-21

*Introduce Word Wizard

*Read/WriteSection 1Pgs. 21-42

*Introduce DED

*Discuss Section 1 – pgs. 1-42

*Start reading Buffy the Burrowing Owl as a class (Pgs. 1-10)

*From the Cover Activity * Buffy Fact Sheet

Week 2 Day 1 Day 2 Day 3 Day 4 Day 5

*Read/Write Section 2 Pgs. 43-62

*Introduce Character Sketcher*Word Wizard

*Read/WriteSection 2Pgs. 63- 84

*Introduce Making Choices

*Discuss Section 2 – pgs. 43-84

Groups will read pgs. 10-20 of Buffy *Discussion Director and group discussion *Definitions

*Read/Write Section 3 Pgs. 85-105

*Introduce Author’s Craft*Word Wizard

Read/WriteSection 3Pgs. 106-126

*Introduce Artistic Representation


Discuss Section 3Pgs. 85-126

Reading Buffy as a class pgs. 20-30*Concrete Poem* DRC

Read/Write Section 4 Pgs. 126-147

*Introduce Word Networks*Word Wizard

Read/WriteSection 4Pgs. 148-168

*Introduce Have You Ever Activity

*Discuss Section 4Pgs. 126-168

Read/WriteSection 5Pgs. 168- 189

*Introduce Wanted Posters*Word Wizard


Read/WriteSection 5Pgs. 189-210*Introduce Alphabet Book

Discuss Section 5 Pgs. 168-210

Complete reading Buffy as a class *Share concrete poems *Turn DRCs into power point slide

Read/Write Section 6Pgs. 210-231*Introduce Making Choices*Word Wizard

Read/Write Section 6 Pgs. 231-252*Introduce Word Lines I

Discuss Section 6Pgs. 210-252

Week 5


*Introduce Examples and Non-Examples*Word Wizard


*Introduce I Poems for 2 Voices

Discuss Section 7 Pgs. 253-292

*Share ppt with class and put up concrete poems

Multi-Text Outline 4th Grade Language Arts Block of 45 Minutes

Week One

Before Reading Activities

Week 3 (Cont’d)

Day 1 Day 2 Day 3 Day 4

Day 5

Day 1 Unit Launch: BURROWING OWLS.

Students will look at books, pictures, and magazine articles on Burrowing Owls.

Students will complete a KWL Chart on these owls.

Day 2 and 3

The Hoot Folder and Hoot Word Wall will be introduced to students. Students will participate in the Burrowing Owls Internet Workshop. The second half of our time block on day 3 will be centered around reading

the first half of Section 1 of Hoot. During this time, the Word Wizard Activity will also be introduced to the

class.

During Reading Activities.

Day 4

Students will participate in silent reading, partner reading, and reciprocal teaching throughout these four weeks of reading. This will be followed by comprehensive activities significant to the specific section of Hoot being read. These activities are in Bold faced words in the Reading Planning, as well as in copies attached.

Activities Character Sketchers, Double Entry Diaries, Wanted Posters, Discussion Directors, ABC Books, Author’s Purpose, Artistic Representation, Word Wizard, Making Choices, I Poems for 2 Voices, Have You Ever Activity, and Word Networks

On this particular first week, students will read the second half of Section 1 of Hoot with their EEKK (Elbow Elbow Knee Knee) Partners.

Students also are introduced to the Double Entry Diary.

Day 5 These reading and writing activities for two days (Day 3 and Day 4) are always followed by one day of classroom discussion on the particular section of the book we have just read. (Day 5) Buffy the Burrowing Owl by Betty Gilbert- the non-fiction selection for this unit - will be introduced to the class. We will do an introductory activity ( From the Cover ), read the first ten pages together as a class and fill out our Buffy Fact Sheet along the way.

Post Reading Activities

Students will begin to work on Section 2 Activities

K-W-L Chart

Directions: You will be completing a K-W-L on Burrowing Owls. First, think about what you know and what you want to know. Write that information in the “K” and “W” section of the chart. To help you come up with information for the “K” section and questions you would like answered for the “W” section, use the following words: WHO, WHAT, WHEN, WHERE, WHY, AND HOW. Finally, after you have read the book and explored other resources, think about what you have learned. Write that information in the “L” section of the chart.

K - What I Think I Know W – What I Want to Know L – What I Learned

After completing your research and gaining an understanding of your topic, go back to

the “K” column and see if any of the ideas you thought you knew were inaccurate. Check any of them that are inaccurate, according to your research. On the back, rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.

After completing your research and gaining an understanding of your topic, go back to

the “K” column and see if any of the ideas you thought you knew were inaccurate. Check any of them that are inaccurate, according to your research. On the back, rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.

Burrowing Owls Internet Workshop

This internet workshop will guide you through everything you need to know about Burrowing Owls. You are invited to browse and read through all of the information on each and every website to expand your knowledge on our new, little friends.

Along the way, answer these questions in your Hoot Folders. You will find the answers to each question on one of the four websites listed below.

http://www.owling.com/Burrowing_nh.htmhttp://www.defenders.org/wildlife_and_habitat/wildlife/burrowing_owl.phphttp://www.thewildones.org/Animals/burroOwl.htmlhttp://library.thinkquest.org/J0110864/

1. What is the scientific name for a Burrowing Owl?

http://library.thinkquest.org/J0110864/

http://www.thewildones.org/Animals/burroOwl.html

http://www.defenders.org/wildlife_and_habitat/wildlife/burrowing_owl.php

http://www.owling.com/Burrowing_nh.htm

2. Fill in the areas where Burrowing Owls can be found. (Trace this map into your folder.)

In what general area can we find our little friends?

3. Draw a picture of a Burrowing Owl with the characteristics you have learned about from the websites above. Once you have drawn this picture, list the physical characteristics of our little friends.

4. Finish the food chain. Either list names of or draw animals and foods that burrowing owls eat.

I am a burrowing owl. I eat these animals.

5. Where did Burrowing Owls get their name?

6. What kind of sounds can the Burrowing Owl make?

7. Name some special qualities about Burrowing Owls.

Hoot Word wall!accomplice

accosted

agitated

alight

assertive

baleful

caustically

chortle

cinch

commendable

concededconcealed

consternation

accosted

agitated

alight

assertive

baleful

caustically

chortle

cinch

commendable

conceded

consternation

cowls

craggy

culminate

cultivatingcuriosity

defiantdeciphered

despondentlydetermined

dignitary

dilapidated

disconcerting

discreet

doggedly

dubious

eaves

emphatic

entwined

excursion

exultant

fervidly

flabbergasted

florid

fretful

futile

gait

glower

gruffhoisted

immense

impertinent

cow ls

craggy

culminate

cultivating

defiant

despondently

dignitary

dilapidated

disconcerting

discreet

doggedly

dubious

eaves

emphatic

entw ined

excursion

exultant

fervidly

flabbergasted

florid

fretful

futile

gait

glow er

gruff

immense

impertinent

impression

indignationintention

intimidate

jounce

jurisdiction

lustrous

malevolent

malicious

menacingly

merciless

methodical

muse

nark

oblige

oblivious

ominous

paternal

pathetic

patronize

perimeter

perpetrator

perpetual

pointedly

ponderouspersuade pursued

pungent

qualms

rankled

reconnaissance

reluctance

indignation

intimidate

jounce

jurisdiction

lustrous

malevolent

malicious

menacingly

merciless

methodical

muse

nark

oblige

oblivious

ominous

paternal

pathetic

patronize

perimeter

perpetrator

perpetual

pointedly

ponderous

pungent

qualms

rankled

reconnaissance

reluctance

remorse

resigned

ruddy

sabotage

scoured

skulking

slanderous

snit

sodden

subterranean

sullensurveillance

tartly

taut

tolerancetorment

truancy

trussed

Word WizardSection I

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

a. the word and the page and paragraph where it is locatedb. a child-friendly definition for the word (remember to use your context

clues)c. synonyms you know (remember to use your character trait sheet and the

THESAURUS) d. any associations/connections you may have with that worde. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

remorse

resigned

ruddy

sabotage

scoured

skulking

slanderous

snit

sodden

subterranean

sullen

tartly

taut

tolerance

truancy

trussed

We will be using Word Wizard the first day of each new Section we read. Make sure you keep a look out for the words below while we’re reading!

Section 1 Words from Hoot

curiosity p. 2 par. 5deciphered p. 29 par. 4determined p. 12 par. 5hoisted p. 6 par. 2intimidate p. 22. par. 6pursued p. 15 par. 4surveillance p. 40 par. 3torment p. 13 par. 1

DOUBLE ENTRY DIARY: Section I

You will write a Double Entry Diary, otherwise known as a DED. You will be reading, writing in your diary, rereading, and discussing throughout these entire books of historical fiction and nonfiction.

As you are assigned your reading, you will write a total of FOUR entries from Section 1 of Hoot. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you?

You will write each entry so that it looks something like this table:

From the book (words, quotes, passages). Please include the page and paragraph.

What it means to me

Quote: “It’s about those owls. What’s going to happen to them? Once you start bulldozing, I mean?” (pg. 8)

Inference/Question: Why are these owls so different from other owls? Since they’re bulldozing, maybe these owls find habitat in the ground.

Below are options that you may choose to write about and how you might organize your thoughts:

Significant passage copied from the text; include page and paragraph #.

Connections or reactions to recorded statement

1. Quote Reaction (How you feel about the quote)

2. Quote Connection (Self, Text, World)

3. Quote/Picture Inference (What you think it means)

4. Quote Question

5. Prediction What Really Happened (You will complete this after you know)

6. Question you have or something you don’t understand

Answer or possible answer

7. Fact Your Opinion

8. Effect (What happened?) Cause (Why did it happen?)

9. Author’s Craft (Simile, metaphor, personification)

Explanation of what it means and how it adds importance to the passage

Section 1 Discussion Topics/Outline (Day 5)

What we have read so far in Hoot (pages 1-42)o Main Characters we’ve been introduced to so far

Roy Eberhardt Dana Matherson Officer Delinko Curly Garrett Miss Hennepin Mr. Kesey

The plot of Hoot o Making predictions as to what will happen in the story

Section One Vocabularyo Word Wizard Wordso Start on Hoot Word Wallo Cover Double Entry Diary

What we have learned about Burrowing Owls from Hoot

From the CoverBuffy the Burrowing Owl

By: Betty Gilbers

Before opening the book and getting started, let’s see what we can learn from the cover! Answer these questions and really think about what the

cover is telling us about what we are going to read!

1. What can you gather from the title of this book? __________________________________________________________________________________________________________________________________________________________________________________________

2. What predictions can you make about the information this book has to offer based upon the picture on the cover? __________________________________________________________________________________________________________________________________________________________________________________________

3. Based upon what the BACK cover tells us, what type of text is this?__________________________________________________________

4. What are five questions that you would like to have answered by reading Buffy the Burrowing Owl? 1.____________________________________________________________2.____________________________________________________________ 3.____________________________________________________________ 4.____________________________________________________________ 5.____________________________________________________________

Now that we all have made our predictions, let’s read the first ten pages of Buffy the Burrowing Owl together!

Buffy The Burrowing OwlAs we are reading this book as a class, jot down some facts you learn about Buffy and his other burrowing owl friends! Try to look back at your questions

and see if you can find your answers!

Multi-Text Outline4th Grade Language Arts Block of 45 Minutes

Week Two


Day 1

Students will start on Section 2 of Hoot. They will read the first half of this section with their EEKK (Elbow Elbow Knee

Knee) partners. Character Sketcher will then be introduced to the students. Word Wizard will be started today, for section 2.

Day 2

The second half of Section 2 will be read as a class. Making Choices Vocabulary Activity will be introduced.

During Reading Activities

Day 3

The third day of Section 2 will be a discussion day for the class to talk about what we have read along with its significance. This discussion will be focused on vocabulary seen in this section and characters involved in this story.

Students will also read the next ten pages (pgs. 10-20) of Buffy the Burrowing Owl in 5 heterogeneous groups.

o Students will take part in group discussion and Discussion Director activities.

o They will also have a sheet of definitions from these pages to figure out together.



Day 4

Day 4 will begin with starting to read Section 3 of Hoot. Students will then be introduced to Author’s Craft, with a focus on similes and metaphors.

Day 5

Students will read the second half of Section 3 as a class today. Then, they will learn how to make an artistic representation of the Author’s craft lesson from the previous day.


Students will follow up on Section 3 activities and begin Section 4 reading and writing activities.

Character Sketcher 1Section II

Your job as Character Sketcher is to think carefully about Roy Eberhardt as you read. You will be given a passage with a page and paragraph where you can find information about your character. Reread the passage carefully. As you are reading, think about descriptive words (traits) that capture how your character acts or looks. You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

You are invited to learn more about Roy Eberhardt. Please take notes on how Roy Eberhardt acts and looks.

To begin, reread the following passages and determine “descriptive words” that capture Roy Eberhardt’s personality and explain why the words describe him.

Reread pages 43 and 44: Which character trait words describe Roy Eberhardt?_______________________________________________

What words in the passage were your context clues? _______________________________________________________

Reread page 45.

Roy Eberhardt acts

________________________________because___________________

__________________________________________________________.

Reread page 49. Which words describe Roy Eberhardt? ________________________________________________________

He acts _____________________because_____________________

______________________________________________________.

Which words describe Beatrice Leep?

_______________________________________________________

Beatrice Leep acts _____________________because______________

_______________________________________________________.

Word WizardSection II






After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how. We will be using Word

Wizard the first day of each new Section we read. Make sure you keep a look out for the words below while we’re reading!


vandalized p. par. persuasively p. par. venomous p. par. impression p. par. intention p. par.

Making ChoicesDirections: Tell whether each item or scenario is a description of the vocabulary word given. If so, say the word. If not, don’t say anything.

1) If any of the situations I describe might cause objects to be vandalized, say “vandalized.” If not, don’t say anything.

A little child drawing on your bedroom walls Spray painting the side of a building A student writing on a school desk Accidentally dropping a piece of trash on the floor

2) If any of the situations I say could cause you to act persuasively, say “I would persuasively comply.” If not, don’t say anything. Your mom has asked that you let your little brother play with your new toy You have an opportunity to go to the beach and take a friend along You are asked to go to bed an hour early because you have a big game to play the next day

3) If any of the things I say are considered venomous, say “venomous.” If not, don’t say anything. A snake A spider Your little sister’s baby food Flowers

4) If any of the things I say give you a wrong impression, say “impression.” If not, don’t say anything. Rolling your eyes Talking out of turn Making eye contact with the person you are talking to Talking back

5) If any of the situations I describe are considered good intentions, say “intention.” If not, don’t say anything. A friend coming over to play so that her mom can take her baby sister to the doctor Your little brother or sister being allowed in your room when you are not there so he/she can borrow your toys

Section II Discussion Topics/Outline (Day 3)

o Character development o Figurative language

Pre-teach (similes) Will discuss (pre-teach) personification and metaphors in this

section as well o Vocabulary in Section 2

Making Choices Vocabulary Activity Continue with Hoot Wordwall

o Discussion of plot What changes have been made since our last discussion?

Discussion Director Your job is to find questions based off of this section of reading to ask your friends in your group. Make sure these questions are related to the reading and offer some significance to the overall storyline or given information. One student in each group

will hold the responsibility of completing this task for their group. The rest of the students in the group are responsible for recording their answers in their Hoot

Folders.

Here is a sample question for you to use as a guide to form your questions.

Question #1: Why do Buffy’s parents gather debris to put around their burrows? What does it do for Buffy and his brothers and sisters?

Now it’s your turn!

Question #1:

Question #2:

Question #3:

Question #4:

Question #5:

Buffy the Burrowing OwlPgs. 10-20

Work together as a group to come up with definitions of each of the following vocabulary words found in this section of our reading!

Word Meaning

Traditionalp. 10

Conservationp. 10

Burrowsp. 12

Predatorsp. 12

Debrisp. 13

Disguisep. 14

Word Wizard

Section III






After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how. We will be using Word Wizard the first day of each new Section we read. Make sure you keep a look out for the words below while we’re reading!


motive p. par. intruders p. par. ferociously p. par. reputation p. par. encountered p. par. obligated p. par. nonchalant p. par. startling p. par.

Author’s CraftWe should all choose our words very carefully, as does Carl Hiaasen in Hoot. He makes use of several interesting literary devices. They appeal to the reader’s senses and sense of humor by using figurative language. Find at least 4 examples of similes in Section 2 and write them below. Then explain how each passage adds meaning to the story.

Page Number/Example/What does this passage add to the story?

Page Number/Example/What does this passage add to the story?

Simile-a direct comparison between two or more objects using like or as.

“He lost his balance and went sliding down a ditch like a tunnel through the thicket.”

p. 50 paragraph 2

Hiaasen is comparing the action of sliding to a tunnel going through a thicket.

Artistic RepresentationNow that you have chosen several examples of simile, please artistically represent one of these comparisons. You may use any artistic medium. The following are options: colored pencils, watercolors, pastels, collage, etc. Have fun with your art!


Week Three


Day 1 Students will follow up on Section 3 with a class discussion focusing on

characters in the story as well as vocabulary meanings. After this discussion, students will continue to read Buffy the Burrowing Owl

as their nonfiction, informational text. As a class, we will read the next ten pages of this text (pgs. 20-30).

- Students will learn about Concrete Poems and make their own about what they have learned about Burrowing Owls thus far.

- They will also be given a Data Retrieval Chart to organize all of this new information about our little fluffy friends.

Day 2

Students will read the first half of Section 4 in Hoot silently. Today, those students who are not on grade level reading will be given Ipod shuffles when reading this section. Allowing children to hear the story being read to them allows them to increase their comprehension of the story, and has an automatic reflection on their expansion of vocabulary as well.

Word Networks Vocabulary Activity will be introduced to the students. Making associations with other vocabulary words will allow students to have a deeper understanding of the term.

The Word Wizard Activity for Section 4 will be started today.


Day 3

The third day of this third week will be focused on reading the last half of Section 4 of Hoot as a class.

Students will be introduced to the Have You Ever Vocabulary Activity. It is important that students begin to make associations with these words they are reading and real life.



Day 4

Day 4 will focus on a discussion of what was read in Section 4 of Hoot. An in-depth look at vocabulary will be discussed in this section.

Day 5

Students will read the first half of Section 5 as a class today. Once the reading of this section is completed, students will be taught about making Wanted Posters. Students will also begin on their Word Wizard Activity (for Section 5).


Students will continue reading the last half of Section 5, have a day for discussion, and begin on the last section of Hoot.

Section 3 Discussion Topics/Outline(Day 1)

We will discuss what students learned about figurative language (similes, metaphors, and personification)

o Author’s Craft and Artistic Representation activities will be gone over.

Character development will also be studiedo Protagonists/Antagonists, Static characters will be discussed

Vocabulary Activitieso Continue to work with Hoot WordWall

Plot discussiono What changes have been made in the plot? What blanks can we fill in?

Concrete Poetry A concrete poem is a poem that takes the shape of the object that is being

discussed. We are given a GREAT example of concrete poetry in Betty Gilbert’s Buffy the Burrowing Owl. On page 10, the information about burrowing owls is in the

shape of a burrowing owl. So now that we are learning all this new information

about Burrowing Owls, we are going to make our own Concrete Poem that looks just like Buffy! We will fill in our poems to the shape below once we are done!

But in order to do this, we have to have lots of interesting information. On this next page, you will find a Data Retrieval Chart which you can use to help you do just

this, along the way!

Data Retrieval Chart Use this chart as we are going through Buffy the Burrowing Owl to

organize all of this new information we are learning!

Burrowing Owls

Where do I live?

What kind of food do I

eat?

Where do I live in the

US?

What is a normal day like for me?

How am I different from all

other owls?

Describe what I look

like.

What do I do for fun?

What is my family like?

Word WizardSection IV








conscious p. par. annoyance p. par. excursions p. par. inquired p. par. accompanied p. par. tolerance p. par. indignation p. par. mischief p. par.

Word NetworksWhat people, things, situations, or words come to mind when you think about

the word somber?

Have you Ever?Directions: Read the following sentences and answer them accordingly.

mischief

1) Describe a time when you have been accompanied by someone. Where were you going?

2) Describe a time when you went on an excursion.

3) When was the last time you were involved in mischief? Explain.

4) Give an example of the last time you inquired about something.

5) Describe a time you have encountered an annoyance.

6) Name a time when you had tolerance for something. What was it and why?

Section 4 Discussion Topics /Outline

(Day 4) Character Development

o What new characters have we met?o Have there been any changes or recent developments in the

characters we have already met? Vocabulary Discussion

o Continue with Hoot Word Wallo Word Networks Activityo Have You Ever Activity

Plot Development

Word WizardSection V






After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how. We will be using Word

Wizard the first day of each new Section we read. Make sure you keep a look out for the words below while we’re reading!


injured p. par. bellowing p. par. temporarily p. par. apprehension p. par. bitterness p. par. sympathized p. par. crusade p. par. throttle p. par.

Create a Wanted Poster for one of the following characters:

Roy Eberhardt Mullet Fingers Beatrice leep

Dana matherson officer delinko

Any other MAIN character

You will complete an artistic representation of the character and then complete the following information for your character:

WantedCharacter name

Wanted For…Physical Description

PersonalityInterests

Main Goal in Life Dislikes

Hang OutsSuspected WhereaboutsTime and Place Last Seen


Week Four


Day 1 Students will read the second half of Section 5 with their EEKK (Elbow Elbow

Knee Knee) partners. ABC Books will be introduced to the class.

Day 2

Students will discuss what they read in Section 5 of Hoot as a class. During this time, students will share their wanted posters which will give

them an insight into a more advanced thought process surrounding our Main characters.

Students will also continue their reading of our non-fiction, informational text Buffy the Burrowing Owl. We will complete the reading today, reading pages 30 to 38.

Students will share their Concrete Poems. They will also take the information they gathered and put in their DRC into a

PowerPoint slide – each student will be given a number 1-8 and will put together 2 slides based upon the topic I give them (with their group). At the

end of this process, we will have a power point presentation on different aspects of a burrowing owls life.


Day 3

The third day of this week will be utilized to read the first half of Section 6 of Hoot together, as a class.

Students will begin their Word Wizard Activity for Section 6. Students will be introduced to the Making Choices Activity. This allows

students to apply what they have learned from the vocabulary in this section to other situations.



Day 4

Day 4 will focus on reading the last half of Section 6 as a class, as well. Word Lines I Activity will be introduced to the class.

Day 5

Students will discuss the Section 6 of Hoot.


Students will have a class discussion about what they read. They will also share their individual Letters from the ABC Book as well as their

Wanted Posters.

Making an ABC BookMaking an ABC BookChoose one or two items from the chart below to create pages for an alphabet book for all to share. Each page should include a large capital letter, an illustration or some artistic impression, and a paragraph (at least 5 sentences) explaining your letter representation and what it has to do with Carl Hiaasen’s Hoot we have been reading together. Design your page with an interesting format and type font. Your page should be vertical. The following words are examples you may use but are not limited to:

A

-Alligators

B

-Beatrice Leep-Burrowing Owls-Bullies

C

-Carl Hiaasen-Construction- Curly-“Cowgirl”-Coconut Grove

D

-Dana Matherson

E

-Mr. Eberhardt-East Oriole Avenue

F

-Florida-Fighting

G

-Councilman Grady-Garrett

H

-Miss Hennepin

I

Independent

J

Justice

K

-Kalo-Mr. Kesey-Kimberly Lou Dixon

L

-letter

M

-Montana-Mullet Fingers- Mother Paula’s All-American Pancake House

N

-Natalie

O

Officer Delinko

P

-Power

Q R

-Roy Eberhardt-Reptile Wrangler

S

-School Bus-Surveillance

T

-Trace Middle School-Truancy

U

-Under construction

V

-Vandalism

W

-West Oriole Avenue

X

-X-ray

Y

-Yellowstone National Park

Z

Section 5 Discussion Topics/Outline

(Day 2) Character Development

o What are the updates on our characters?o Have we learned any new information? If so, what would this be?

Vocabulary Developmento Continue with Hoot Word Wallo ABC Book ideas will be discussed

Plot developmento Students will discuss Wanted Posters

Word Wizard

Section VI








delinquent p. par. accommodating p. par. distractions p. par. anxious p. par. curious p. par. cooperative p. par. pennant p. par. requested p. par.

Buffy the Burrowing OwlToday, we are going to share our Concrete Poems. Everyone needs to be respectful, listen to your friends, and keep thoughts and opinions to yourselves until I ask for

POSITIVE comments.

Next, we are going to work on turning our DRC information into a PowerPoint slide.

(I am going to come around and tap each student on the shoulder.)

If you are in group ONE, you all will focus your 2 slides on WHERE BURROWING OWLS CAN BE FOUND.

If you are in group TWO, you will focus your 2 slides on WHERE BURROWING OWLS LIVE. (What is their habitat like?)

If you are in group THREE, you all will focus your 2 slides on WHAT TYPES OF FOOD BURROWING OWLS EAT.

If you are in group FOUR, you all will focus your 2 slides on WHAT BURROWING OWLS FAMILY LIFE IS LIKE.

If you are in group FIVE, you all will focus your 2 slides on WHAT AN AVERAGE DAY AS A BURROWING OWL IS LIKE.

If you are in group SIX, you all will focus your 2 slides on WHAT BURROWING OWLS DO FOR FUN.

If you are in group SEVEN, you all will focus your 2 slides on WHAT BURROWING OWLS LOOK LIKE.

If you are in group EIGHT, you all will focus your 2 slides on HOW BURROWING OWLS ARE DIFFERENT THAN ANY OTHER OWL.

Making Choices Which of the following could be described as actions of “delinquents?” Circle

your answers:

1. Stealing from the local grocery store2. Painting a picture on the wall in your sister’s room3. Talking with your friend4. Vandalizing public property

Which of the following situations can be described as accommodating to certain needs? Circle your answers:

1. Finding enough chairs so that everyone at a party has a place to be seated.

2. Making sure that you have enough food at a wedding to feed all of your guests. 3. If you are waitressing, see that one of your customers has an empty glass, and you don’t fill it back up.4. Taking care of your Grandmother when she has difficulty doing household chores because of her age.

Which of the following situations are considered to be distractions? Circle your answers:

1. Someone tapping their foot during a test.2. Watching television while trying to do your homework.3. Reading in a quiet room. 4. Waking up early to eat breakfast and watch television.

Which of the following situations are those that would make one anxious? Circle your answers:

1. Finding out what you made on your big test. 2. Going to a family get together3. Seeing a friend you haven’t seen in a while4. Finishing everything on your to-do list.

Which of the following situations would make one very curious? Circle your answers:

1. Someone giving up the ending to a story2. A cliff hanger at the end of the book you’re reading3. A friend telling you they have some exciting news to tell you soon4. A commercial for a new toy


Week Five


Day 1 Students will read the first half of Section 7 with their EEKK (Elbow Elbow

Knee Knee) partners. Students will do their last Word Wizard entries for Section 7. Examples and Non-Examples will be introduced to the class.

Day 2

Students will read the last half of Section 7 as a class. The I Poem for 2 Voices will be introduced to the class. We will do a shorter example of an I Poem for 2 Voices together as a

class.


Day 3

The third day of this week will be utilized to discuss Section 7 of Hoot. Students will share their I Poems for 2 Voices as well as their ABC Book

entries. Students will share their Buffy the Burrowing Owl power points today and

Concrete Poems will be placed around the room.




Students will have a class discussion about what they read. The class will then watch Hoot, the movie , and fill out a Venn Diagram comparing and contrasting the differences and similarities in the book and the movie. They will then complete the L portion of their KWL chart to wrap up the Hoot unit.

Word WizardSection VII







s


displayed p. par. desired p. par. urgent p. par.

astounding p. par. commotion p. par. half-heartedly p. par. discouraging p. par.

Examples and Non-ExamplesLook at the vocabulary word below, and then read the situations given. Do your

best to figure out which situation fits with the corresponding vocabulary word along with its meaning. Circle your answer(s).

Which would be displayed?

A picture frame on the fireplace mantle OR a calendar on the kitchen counter

2. Which would be desired?

A new car OR a bad grade on a test

3. Which would be urgent?

Getting your Mom to the hospital to have your new brother OR calling your best friend

4. Which would be astounding?

Having a job after not coming into work OR getting in trouble for not doing your homework

5. Which would be considered commotion?

People arguing right outside of your classroom door OR listening to rain while you sleep

6. Which would be considered doing something halfheartedly?

Only wrapping half of your sister’s Christmas presents OR working at a soup kitchen over the holiday season

7. Which of the following would be discouraging?

Studying and making a poor grade on a test OR practicing and getting better at playing the piano

I Am_______________________

When gathering and organizing information, fill in these boxes with what you want your readers to know about “who you are.” This is the first step to your I Poem for 2 Voices. You and your partner should each fill out one of these charts.

Looks Like... Acts... Lives...

Thinks About... Wonders About... Worries About...

Sees... Hears... Smells...

Touches... Tastes... Enjoys...

Wants... Loves... Feels...

Tries To... Dreams About... Hopes For...

I Am __________________

This is step two of writing your I Poem for 2 Voices. Again, both you and

your partner should each fill in one of these sheets. Here, you are

transferring the information from your chart to these lines. Don’t forget to

use all types of figurative language we have discussed and fun,

descriptive words too!

FormatStanza 1I am (two special characteristics)And we are (how the two are the same)I live (where you live-this may include your habitat, or city, state, country, etc.) I wonder (something you are actually curious about) I hear (an imaginary sound) I see (an imaginary sight) I want (an actual desire) I am (the first line of the poem restated) Similarly we (how the two are the same; can be restated or new information)

I am I am

And we are And we are I live

Whereas I live I wonder

While I wonder I hear

But I hear I see

However, I see I want

Yet I want I am

I am

Similarly we Similarly we

Stanza 2I always (what you are known for)I pretend (something you actually pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I excel (something you are good at doing)I am (the first line of the poem repeated) And we both (how the two are the same; can be restated or new information)

I always On the other hand, I always

I pretend While I pretend

I feel Yet I feel

I touch While I touch

I worry Yet I worry

I cry But I cry

I excel Whereas I excel

I am I am

And we both And we both

Stanza 3

I understand (something you know is true)I say (something you believe in)I’m as _____as (a simile)I dream (something you actually dream about)I try (something you really make an effort about)I hope (something you actually hope for)I was once (describes how you have changed)I am (the first line of the poem repeated)And most importantly we (the most important way that represents how the two are the same)

I understand While I understand

I say, Yet I say,

I’m as Whereas I’m as

I dream But I dream

I try Although I try

I hope While I hope

I was once Whereas I was once

I am I am

And most importantly we And most importantly we

Section 7 Discussion Topics/Outline

(Day 3)

Character Development o How the characters changed from the beginning to the end of

the story o What character does each individual student identify with the

most? Why? Book Wrap Up

o How did the story end?o Were you surprised?o What do you think is the moral of this story? What lesson were

we supposed to learn? Burrowing Owls

o What did we learn about Burrowing Owls from reading Hoot? Vocabulary Development

o Complete Hoot WordWallo Go over Hoot Binder as well

Unit Wrap Upo Finish KWL Charto Watch Hoot movie, and fill out the Venn Diagramo Make any last changes to final I Poem for 2 Voices, ABC Books,

and Wanted Posters based off of the information your Venn Diagram reminded you to

Hoot

Venn Diagram

Now that we have read Carl Hiaasen’s Hoot , and have watched the movie based on this book, it is up to us to compare and contrast what we have

found between the movie version of Hoot and Hiaasen’s account of Hoot. Fill the left circle with information from the movie, and the circle on the right with information from the book. The middle section should focus on their

similarities while the outside circles should be different information found in the respective areas.

Movie Book

K-W-L Chart

Directions: You will be completing a K-W-L on Burrowing Owls. First, think about what you know and what you want to know. Write that information in the “K” and “W” section of the chart. To help you come up with information for the “K” section and questions you would like answered for the “W” section, use the following words: WHO, WHAT, WHEN, WHERE, WHY, AND HOW. Finally, after you have read the book and explored other resources, think about what you have learned. Write that information in the “L” section of the chart.

Vocabulary AssessmentWrite one sentence for each of the words given below. Make sure that the meaning

of the word makes sense where and how you place it in your sentence.

1. Curiosity ____________________________________________________________________________________________________________

2. Determined ____________________________________________________________________________________________________________

3. Intimidate ____________________________________________________________________________________________________________

K - What I Think I Know W – What I Want to Know L – What I Learned

4. ______True or False. To vandalize something means to destroy it, to deface it.

5. ______ True or False. To persuasively talk to someone means you are trying to inform them about something they do not know about.

6. ______ True or False. Helping your neighbor get his cat out of the tree would be something done with good intentions.

Write down the definitions for the following vocabulary words.

7. Motive: ________________________________________________________________________________________________________________________

8. Reputation: ________________________________________________________________________________________________________________________

9. Obligation:______________________________________________________________________________________________________________

Make a Word Network Chart (including at least 4 associations) with the following words.

10. Mischief

11. Annoyance

12. Accompanied

13. Tolerance

Give ONE antonym and ONE synonym for each of the following words.

14. Bitterness: ________________________________________________15. Sympathized: _______________________________________________16. Injured: ___________________________________________________17. Temporarily: ________________________________________________

18. Which of the following situations are considered to be distractions? Circle your answers:

5. Someone tapping their foot during a test.6. Watching television while trying to do your homework.7. Reading in a quiet room. 8. Waking up early to eat breakfast and watch television.

Fill in the blanks with the correct word.

Desire Commotion Displayed Urgent

19. My mother _______________ my picture on the top of the fireplace mantel. 20. I _____________ a new car very much. 21. My sister told me that she had to hang up immediately because she had

an _________ phonecall. 22. There was a large _____________ outside of the library tonight, so I didn’t

get much studying done.

ANSWER KEY &

RUBRICS

Week One

KWL Chart Internet Workshop Word Wizard Double Entry Diary

From the Cover Owl fact Sheet

KWL Chart (1)(Each section is worth 5 points – 15 points total.)

____ Students show obvious effort in completing the first two columns of the chart.

____ Students have at least 3 entries in each column.

____ Students have shown interest in learning about the subject

Total: ____ / 15

Internet Workshop Answer Sheet1. Athene cunicularia2. Western US (from Texas moving West)3. The Burrowing Owl is a smaller owl that lacks ear tufts. The upper parts

are brown with dull white to light buffy-brown spots. The spots are smaller and more numerous on the crown and larger on the back, upper wings and hind neck. It has a short tail with buffy white bands. The legs are distinctly long making it quickly distinguished from the other owls. The under parts are dull white with broad brown barring (all other small owls have streaking below) except the under tail coverts that are white. It has bold white eyebrows extending above and along the sides of the bill. There is a variable amount of white below the bill

that may encompass the chin, throat, and entire lower facial disk although usually there is some brown on the chin. The Burrowing Owl's eyes are lemon yellow and its bill is horn to cream colored.

4. Of the invertebrate prey taken, the owl seems to especially prefer larger species such as grasshoppers, scorpions, large beetles, moths, and crickets. A vast array of small mammals also taken include mice, rats, voles, gophers, and even bats

5. The Burrowing Owl's unique home is, of course, a hole in the ground. These are usually burrows created by squirrels, prairie dogs, or other rodents and even turtles. Only rarely are they excavated by the owl itself (Florida).

6. Unlike other owls, burrowing owls are active during the day, especially in the spring when they gather food for their large broods. This species of owl prefers open areas with low ground cover. They can often be found perching near their burrow on fence posts and trees.

7. Burrowing owls make a tremulous chuckling or chattering call. They also bob their heads to express excitement or distress.

Internet Workshop Rubric

1-2 Correct Answers = 13-4 Correct Answers = 25-6 Correct Answers = 3All Correct Anwers = 4

Total possible points = 4

Word Wizard Rubric(Same for every week)

Checklist

Part A completed ______Part B completed ______Part C completed ______Part D completed ______Part E completed ______

Sentences are well thought out, provide the correct use of the vocabulary word, and are creative _____

Double Entry Diary Rubric

1 – Includes ONE TO TWO quotations, page number, and response2- Includes TWO TO THREE quotations, page number, decent response 3- Includes TWO TO THREE quotations, page number, well thought out response4 – Includes FOUR quotations, page number, well thought out response and a connection to the significance of the section.

Total points possible: 4

Total points earned:

From the Cover Answer Sheet 1. It will be about a Burrowing Owl named Buffy

and his surroundings. 2. We will learn about where owls live.3. A nonfiction, informational text4. (up to student to question)

From the Cover Rubric(Completion Grade)

All 4 questions completed…. 1003 questions completed …..752 questions completed….501 question completed….25


Buffy the Burrowing Owl Fact SheetRubric(1-5)

_______ Obvious effort was put into following story and writing down facts

_______ Must have at least 15 facts written down by the end of the book.

_______ Neatness

_______ Facts written down are significant


Total points earned: _____ /20

Week Two Character Sketcher Word Wizard (2) Making Choices Discussion Director

Definitions

Word Wizard (3) Author’s Craft Artistic Representation

Character Sketcher RubricChecklist

______ Students understand the significance of the character in this story.

_______ Students are able to tell what emotions the character is evoking at certain points in the story.

_______ Students can explain the relationship of this character and other characters involved in this story.

_______ Students demonstrate enough knowledge to give a reasonable prediction as to what will happen in the future with this character as well as how it will relate to the story.

4 checks = 43 checks = 3 2 checks = 21 check = 1

Total points possible: 4 points

Word Wizard Rubric II(Same for every week)

Checklist



Making Choices Answer Sheet

1. Answers 1, 2, 32. Answers 1 and 33. Answers 1 and 2

4. Answers 1, 2, and 45. Answers 1 and 2

Making Choices Activity given to class as a whole – orally checked

Discussion Director Rubric

Not graded – Only one person out of the group participates in this

activity, the rest respond. Students will rotate through Discussion

Director as more units are completed.

Buffy the Burrowing Owl DefinitionsRubric

_____Students understand the meanings of each given word and these meanings are reflected in their definitions.

_____ Students do not understand the meanings of the given words.

(check or check minus)

Word Wizard Rubric III(Same for every week)

Checklist

Part A completed ______Part B completed ______

Part C completed ______Part D completed ______Part E completed ______


Author’s Craft Rubric ____ Students understand the meaning of a simile. This is displayed in each example (4) they have written on their worksheet.

_____ Students have 3 correct examples of similes.

_____ Students have 2 correct examples of similes.

_____ Students have 1 correct example of a simile.

(check which selection applies.)

4 correct examples = 43 correct examples = 32 correct examples =21 correct example =1


Total points earned: ____/4

Artistic Representation

Completion grade.

Week Three

Concrete Poetry

DRC

Word Wizard (4) Word Networks Have You Ever Word Wizard (5) Wanted Posters

Concrete Poetry Rubric(5 points possible each)

____Students work is in the shape of the Burrowing Owl.

____Students information is factual information about Burrowing Owls.

____The information is displayed in a creative manner.

____The concrete poem, as a whole, is neat.

Total possible points: 20

Total points earned: ____/20

Data Retrieval Chart

Information will be graded upon Powerpoint slides.

Word Wizard Rubric IV(Same for every week)

Checklist

Part A completed ______Part B completed ______Part C completed ______

Part D completed ______Part E completed ______


Word Networks ____Students are able to make real life connections to the given vocabulary word along with other associations they have learned.

____Students are NOT able to make real life connections to the given vocabulary word along with other associations they have learned.

(Check or check minus)

Have You Ever Activity Rubric Students understand the meaning of each vocabulary word and can answer questions correctly keeping the

meaning in mind at the same time.

____ Accompanied_____ Excursion_____ Mischief_____ Inquired

_____ Annoyance _____Tolerance

2 words correct = 1 points4 words correct = 2 points6 words correct = 3 points



Word Wizard Rubric V(Same for every week)

Checklist



Wanted Poster Requirements _____ Character name_______ Wanted For…_______ Physical Description_______ Personality_______ Interests_______ Main Goal in Life _______ Dislikes_______ Hang Outs_______ Suspected Whereabouts_______ Time and Place Last Seen

_______ Creativity_______ Neatness

Total Points Possible: 12

Total Points Earned: ____ /12

Week Four

ABC Books

Word Wizard (6)

Powerpoint

Making Choices

ABC BookStudents are able to correctly identify something significant with Hoot that corresponds with the letter of the alphabet they are given. Students responses should be informational, creative, and neat.

Checked for completion when put all together in the class Hoot Book.

Word Wizard Rubric VI(Same for every week)

Checklist



Powerpoint Slide Checklist_____ Students give a plethora of information on THEIR TOPIC.

_____ Students have a creative and interesting design.

_____ Students are able to explain their slide to their classmates when presenting.



Making Choices Answer Key1. Answers 1 and 4

2. Answers 1,2, and 43. Answers 1 and 2

4. Answers 1,3, and 45. Answers 2 and 3

This activity will be given to the class orally and checked for comprehension as a whole.

Week Five

Word Wizard (7) Examples and Non-

Examples I Poetry for 2 Voices

Hoot Venn Diagram Final KWL Chart

Word Wizard Rubric VII(Same for every week)

Checklist



Examples and Non-Examples Answer Sheet

1. Option 12. Option 13. Option 14. Option 15. Option 16. Option 1

7. Option 1

Rubric

7 points possible – 1 per question

Total Points earned:

I Poem for 2 Voices Checlkist

_________ Creativity

_________ Three stanzas

_________ Follows correct format

_________ Demonstrates knowledge of chosen character (ie. Traits, significance to story, physical

description, etc.)

_________ Uses descriptive language

_________ Utliizes literacy terms (ie. Alliteration, similie, metaphor, etc.)

Hoot Venn Diagram and KWL Chart (last column)

Checked for completion. Both sheets will be gone over orally as a class.

Vocabulary Unit Test Answer Key1, 2, and 3 up to student.

4.True5. False6. True7. Motive: a reason behind doing something. 8. Reputation: something you earn based upon your actions9. Obligation: a requirement, something you have to do.

10,11,12, 13 up to student

14. Sour and Sweet15. Understood and Annoyed16. Hurt and healthy17. Now and Forever18. Answers 1 and 219. Displayed20. Desire21. Urgent22. Commotion

Multi-Text Unit Write Up

I found that completing this unit was much harder than I had initially expected.

Although we have been provided with multiple resources, it was still a very time

consuming process. Although< I will say this has been completed, it is most

definitely a unit that I will be using in my classroom in the future. All of the activities

that accompany the readings encompass so many aspects that children need to be

taught in order to understand the basics of reading comprehension and knowledge.

I was able to include the importance of characters, author’s purpose, grammar,

figurative language, word associations and vocabulary, and many more activities

and mini-lessons all into this unit.

The best part about this unit, in my opinion, was giving myself the opportunity

and time to actually sit and break down a book bit by bit. Personally, I had never

been given the opportunity to be shown how to do this. I was aware that there was

a lot of different aspects that I could pull from a novel and use in my classroom. But,

I had no idea it could be to the extent that is represented above.

Filling this unit with group work (both heterogeneous and homogeneous), partner

work, and individual work allows students to learn more about themselves as well.

Group work, intrinsic motivation, and pulling one’s weight in a group are all lessons

that should be taught to our students at a young age. The twenty-first century skills

displayed in this unit are never ending. Students utilize technology, develop life and

career skills (as were just mentioned), and core subjects are definitely gone over

thoroughly with a fine-tooth comb.

Completing this assignment has been a great learning experience. All of these

aspects are ones that I intend to incorporate in my classroom next year on a regular

basis. As a result, this has been great practice for the years to come.

web viewword wizard activity. will also be introduced to the class. during reading activities. day 4...

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