~ Page 1 © Gay Miller ~

I Survived the Battle of

D-Day, 1944

Book Unit Sample

Created by Gay Miller

Welcome to Book Units Teacher ~ I love teaching! I

especially love interactive notebooks, anchor charts,

hands-on activities, great books, and making learning

fun. Here is the place for me to share some of the things I

love. ~~ Gay Miller

~ Page 2 © Gay Miller ~

Thank you for downloading this sample

of I Survived the Battle of D-Day, 1944

Book Unit. Other products in this series

may be found at

http://www.teacherspayteachers.com/Store/Gay-Miller

This packet contains graphic organizers for an interactive notebook covering vocabulary, comprehension questions, constructed response writing, and skill practice. I hope your students enjoy a book study using the engaging method of using interactive notebooks.

For teachers who wish paperless activities, this unit contains Boom interactive quizzes as well as Google Slides. Look at the pages following the “Table of Contents” for links and password information.

I Survived the Battle of D-Day, 1944

Genre ~ Historical Fiction

Interest Level ~ Grades 3 – 6

Grade level Equivalent: Scholastic Level T Reading Level: 4th Grade

Lexile Measure®: 740L

Because the reading level of this novel is more advanced than many others in the I Survived Series, I have created activities for 4th and 5th grade levels.

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I Survived Series Book Units by Gay Miller

Publication Date

Number in Series

Title (Click on the links to visit my TPT store.)

Available Book 7 I Survived the Battle of Gettysburg, 1863

Available Book 11 I Survived the Great Chicago Fire, 1871

Available Book 12 I Survived the Battle of D-Day, 1944

Available Book 13 I Survived the Hindenburg Disaster, 1937

Available Book 14 I Survived the Eruption of Mount St. Helens,

1980

Available Book 15 I Survived the American Revolution, 1776

Available Book 16 I Survived the Children’s Blizzard, 1888

Available Book 17 I Survived the Attack of the Grizzlies, 1967

1/19 Book 18 I Survived the Battle of D-Day, 1944

10/19 Book 19 I Survived The Great Molasses Flood, 1919

TBA Book 20 TBA

Growing Bundle

Rules

Purchase

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Table of Contents Materials Needed for Creating the Foldable Graphic Organizers 6

Password for Boom Learning Decks 7

Google Digital Link and Information 8

Lesson Plans at a Glance 11

Vocabulary 12

Teacher Information 13

Vocabulary List 16

Vocabulary Bookmarks 21

Vocabulary Word Cards 23

Vocabulary Practice Booklet 27

Vocabulary Test 46

Comprehension & Writing 48

Boom Decks are provided for the comprehension questions and Google Slides are provided for the Constructed Response questions.

Teacher Information

Comprehension Questions for Chapters 1-2* 55

Constructed Response - Setting* 57

Comprehension Questions for Chapters 3-4* 59

Constructed Response - Character Map - Paul* 61

Comprehension Questions for Chapters 5-6* 63

Constructed Response – Figurative Language* 65

Comprehension Questions for Chapters 7-8* 67

Constructed Response - Mood* 69

Constructed Response – Problem and Solution Chain* 71

Comprehension Questions for Chapters 9-10* 73

Constructed Response – Summarizing* 75

Constructed Response – Point of View* 77

Comprehension Questions for Chapters 11-12* 80

Constructed Response – Course of Action* 82

Comprehension Questions for Chapters 13-14* 84

Constructed Response – Sequence of Events* 86

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Comprehension Questions for Chapters 15-16* 88

Constructed Response – Cause and Effect* 90

Comprehension Questions for Chapters 17-18* 92

Constructed Response – Theme* 94

Comprehension Questions for Chapter 19* 96

Constructed Response – Plot Development Chart* 98

Skill Practice 101

Common Core State Standards for Problems and Solutions 102

Types of Problems Organizer* 104

Types of Conflicts Organizer* 107

Identifying Types of Conflicts Practice* 118

Common Core State Standards for Multiple Meaning Words 124

Multiple Meaning Words Activity 126

Multiple Meaning Words Organizer Booklet* 129

Common Core State Standards for Author’s Purpose 151

Author’s Purpose Organizer* 152

Common Core State Standards for Root Words 162

Root Word List and Organizer for Naut/Naus/Nav * 163

Crossword Puzzle for Root Word Naut/Naus/Nav* 166

Root Word List and Organizer for Vict/Vinc * 168

Loop Game for Vict/Vinc* 171

Credits 176

* Google Slides provided.

* Boom Deck provided.

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Lesson Plans at a Glance

Read

Vocabulary List

& Vocabulary Booklet

Comprehension Quiz

Constructed

Response Question

Skill Practice

Chapters 1-2 Nazi madeleines

Page 1 Chapters 1-2 Setting Types of Problems

Organizer

Chapters 3-4 resistance desperate

Page 2 Chapters 3-4 Character Map - Paul

Types of Conflicts

Organizer

Chapters 5-6 twang

paratrooper Page 3 Chapters 5-6

Figurative

Language

Identifying Types

of Conflicts

Practice

Chapters 7-8 furious

dungeon Page 4 Chapters 7-8

Mood

Problem and

Solution

Chain

Multiple Meaning

Words Activity

Chapters 9-10 headquarters

agent Page 5 Chapters 9-10

Summarizing

Point of View

Multiple Meaning

Words Organizer

Booklet

Chapters 11-12 invasion

swastika Page8 Chapters 11-12

Course of

Action

Author’s Purpose

Organizer

Chapters 13-14 barbed wire

patrol Page 9 Chapters 13-14

Sequence of

Events

Links to Author’s

Purpose Practice

Chapters 15-16 bunker

forbidden Page 10 Chapters 15-16

Cause and

Effect

Organizer for

Naut/Naus/Nav

Chapters 17-18 slink

soothe Page 11 Chapters 17-18 Theme

Crossword Puzzle

for

Naut/Naus/Nav

Chapter 19 winding Page 12 Chapter 19 Plot

Development

Organizer for

Vict/Vinc

Vocabulary

Test Pages 6-7

Loop Game for

Vict/Vinc

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Chapter 19 winding

Read these definitions of winding.

a) to wrap (something, such as a string) around

something b) following a twisting or spiral course

Determine which definition is used in each of the sentences

below. Write a or b in the blanks to show your answer.

1. _____ Our bedroom is at the top of a winding staircase.

2. _____ The boy was winding up the kite string.

3. _____ The long and winding road leads to my home.

Complete the analogies using vocabulary words.

4. soothe : worsen :: allowed : ____________________

5. dugout : bunker :: creep : _____________________

6. withdrawal : invasion :: straight : _______________

7. Add vowels to these nonsense words to turn them into

vocabulary words.

wndng

frbddn

sth

bnkr

Chapters 1-2 [Nazi and madeleines]

1. Do these facts correctly describe the Nazi Party? True or False

_____ The Nazi Party was a political group that ruled in the United States between 1933 and 1945.

_____ The Nazi Party was ruled by Adolf Hitler.

_____ The Nazi Party started World War II.

_____ The Nazi Party helped hide 6 million Jewish

people during the Holocaust.

2. Is Nazi used correctly in the sentences? True or False

_____ The Allied countries were in favor of the Nazi Party because its members treated all people fairly and equally.

_____ In 1938, Rudi Gernreich escaped to the United States with his mother from Nazi Germany.

_____ Many people spoke out against the Nazi Party as they gained power in Germany.

_____ In Nazi Germany, Jewish people were sent to

concentration camps.

3. Fill in the blanks.

A madeleine is a cake-like _________________

from the country of ___________________.

The baker mixes together flour, butter, sugar,

vanilla, eggs, and lemon zest. This mixture is

poured into a special pan or madeleine mold.

The pan is placed in the oven where the treat

____________________________ at 375

degrees for about 15 minutes.

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Chapter 19 winding

Read these definitions of winding.

a) to wrap (something, such as a string) around

something b) following a twisting or spiral course

Determine which definition is used in each of the sentences

below. Write a or b in the blanks to show your answer.

1. ___b____ Our bedroom is at the top of a winding

staircase.

2. ___a____ The boy was winding up the kite string.

3. ___b____ The long and winding road leads to my home.

Complete the analogies using vocabulary words.

4. soothe : worsen :: allowed : __ forbidden__

5. dugout : bunker :: creep : __slink_______

6. withdrawal : invasion :: straight : __winding____

7. Add vowels to these nonsense words to turn them into

vocabulary words.

wndng winding

frbddn forbidden

sth soothe

bnkr bunker

Chapters 1-2 [Nazi and madeleines]

1. Do these facts correctly describe the Nazi Party? True or False

___F____ The Nazi Party was a political group that ruled in the United States between 1933 and 1945.

___T____ The Nazi Party was ruled by Adolf Hitler.

___T____ The Nazi Party started World War II.

___F____ The Nazi Party helped hide 6 million Jewish

people during the Holocaust.

2. Is Nazi used correctly in the sentences?

True or False

___F____ The Allied countries were in favor of the Nazi Party because its members treated all people fairly and

equally.

___T____ In 1938, Rudi Gernreich escaped to the United

States with his mother from Nazi Germany.

___T____ Many people spoke out against the Nazi Party as they gained power in Germany.

___T____ In Nazi Germany, Jewish people were sent to concentration camps.

3. Fill in the blanks.

A madeleine is a cake-like ___cookie__ from the

country of ___France___. The baker mixes

together flour, butter, sugar, vanilla, eggs, and

lemon zest. This mixture is poured into a special

pan or madeleine mold. The pan is placed in the

oven where the treat ____bakes/cooks____ at

375 degrees for about 15 minutes.

Page 12 Page 1

~ Page 9 © Gay Miller ~

Comprehension This section contains a one page printable comprehension

practice for each reading selection. The chart below is the key

to the types of questions for the comprehension questions. The

section also contains Constructed Response exercises. The

Constructed Response pages that are chapter specific list the

chapters they should be used with. If chapter numbers are not

listed the questions are flexible and may be used at different

points in the story.

Types of Questions Key

detail / inference

main idea /

summarizing / theme

character/ setting /

plot / events

word meaning / figurative language

text structure

point of view

different forms of the

same story

compare and contrast

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Option 1

Have students use the graphic organizer for notes. Notice the notes are not in complete

sentences. Glue the organizer to the left side of the notebook page. On the right side of

the notebook, students use the notes to write the details in paragraph form.

Option 2

Students complete the

organizer by writing

complete sentences.

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I Survived the Battle of D-Day, 1944 ~ Chapters 1-2

1. The main event in Chapter 1 is ---.

a. Paul watches ships arrive on the Normandy coast.

b. Paul wanted to escape before the battle began.

c. An airplane is hit and a piece of the burning plane hits Paul’s head.

d. Paul was praying for the war to end.

2. What is the main conflict at the end of Chapter 2?

a. Paul wants to buy his mother a special treat for

her birthday, so he must sell his prized soccer ball.

b. Germans arrested the Jewish people. c. Paul no longer felt like playing soccer. d. Paul had to travel down to the dingy market.

2. Chapter 1 takes place [date] __________ ___________. Chapter 2 takes place [date]

_____________________________. The author uses which of the following sequencing techniques between Chapters 1 and

2 and again within Chapter 2 to tell about Gerard?

a. hyperbole b. figurative language c. flash forward

d. flashback

3. Both Chapters 1 and 2 end with ----.

a. sound devices [alliteration, rhyme, onomatopoeia]

b. cliffhangers [situations that are very exciting

because what is going to happen next is not known]

c. figurative language [metaphors, similes, personification]

d. sensory details [sight, sound, taste, touch,

smell]

4. Because of war, ---- was scarce. Check all that apply.

_____ food including meat, milk products, sugar,

canned goods, and eggs

_____ pottery

_____ clothing _____ fish

_____vegetables such a

potatoes _____ footwear

5. The story is told from which point of view?

a. first-person point of view – The author tells the story through the eyes of Paul by using pronouns such as "I" or "me" or "my".

b. third-person limited point of view - The narrator follows Paul and only reveals his

thoughts. c. second person point of view -The author

describes events as if they are happening to you. The reader is a participant in the action of this story.

d. third-person omniscient. - The narrator is all knowing and sees all action. The thoughts of

more than one character are revealed.

6. What is the mood in Chapters 1-2? Give at least three examples of how the author tried to create

this mood.

Mood ______________________________________________________________________

Example #1 _______________________________________________________________________

__________________________________________________________________________________

Mood ______________________________________________________________________

Example #2 _______________________________________________________________________

________________________________________________________________________________

Mood ______________________________________________________________________

Example #3 _______________________________________________________________________

________________________________________________________________________________

~ Page 12 © Gay Miller ~

I Survived the Battle of D-Day, 1944 ~ Chapters 1-2

1. The main event in Chapter 1 is ---.

a. Paul watches ships arrive on the Normandy coast.

b. Paul wanted to escape before the battle began.

c. An airplane is hit and a piece of the burning plane hits Paul’s head.

d. Paul was praying for the war to end.

2. What is the main conflict at the end of Chapter 2?

a. Paul wants to buy his mother a special treat for

her birthday, so he must sell his prized soccer ball.

b. Germans arrested the Jewish people. c. Paul no longer felt like playing soccer. d. Paul had to travel down to the dingy market.

3. Chapter 1 takes place [date] _June 6, 1944__. Chapter 2 takes place [date]

___June 5, 1944______. The author uses which of the following sequencing techniques between Chapters 1 and

2 and again within Chapter 2 to tell about Gerard?

a. hyperbole b. figurative language c. flash forward

d. flashback

3. Both Chapters 1 and 2 end with ----.

a. sound devices [alliteration, rhyme, onomatopoeia]

b. cliffhangers [situations that are very exciting

because what is going to happen next is not known]

c. figurative language [metaphors, similes, personification]

d. sensory details [sight, sound, taste, touch,

smell]

4. Because of war, ---- was scarce. Check all that apply.

____ food including meat, milk products, sugar,

canned goods, and eggs

_____ pottery

____ clothing _____ fish

_____ vegetables such a

potatoes ____ footwear

Some additional items that were rationed during the war that are not mentioned in Chapters 1-2 included gasoline, fuel - firewood

and coal, stoves, typewriters, and bicycles.

5. The story is told from which point of view?

a. first-person point of view – The author tells the story through the eyes of Paul by using pronouns such as "I" or "me" or "my".

b. third-person limited point of view - The narrator follows Paul and only reveals his

thoughts. c. second person point of view -The author

describes events as if they are happening to you. The reader is a participant in the action of this story.

d. third-person omniscient. - The narrator is all knowing and sees all action. The thoughts of

more than one character are revealed.

6. What is the mood in Chapters 1-2? Give at least three examples of how the author tried to create

this mood.

Mood Chapter 1 - scary

Example #1 – A crashing plane described as a giant beast bellowing in pain is falling, and Paul can’t

get out of its path.

Mood Chapter 2 - sad

Example #2 - Paul explains how soccer was his favorite activity before his best friend was taken away by the Nazi army. He fears Gerard is in one of the work camps that he has hear terrible things about.

Mood Chapter 2 - hopeful

Example #3 - Paul is determined to make his mother’s birthday special by buying her favorite type of

cookie. He plans to sell his soccer ball to get enough money to purchase the treat.

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Constructed Response - Setting

Location and Time Where the Story Takes Place

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

_________

How does the setting effect the characters? What feelings or attitudes do the characters have related to the setting?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

_____________________

Importance of the Setting

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Mood - Atmosphere of the Setting

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

_____________________________________________________

Setting

CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and

explain how their actions contribute to the sequence of events

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing

on specific details in the text (e.g., a character’s thoughts, words, or actions).

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or

drama, drawing on specific details in the text (e.g., how characters interact).

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Constructed Response - Setting

Location and Time Where the Story Takes Place

The story takes place on June 5-6, 1944 in Normandy, France.

How does the setting effect the characters? What feelings or attitudes do the characters have related to the setting?

This massive battle would be a terrifying sight for a young boy such as Paul especially since he is trapped in a location near the near the beach and can't escape.

___________________

Importance of the Setting

June 6, 1944 was the beginning of the Invasion of Normandy. One hundred fifty thousand Allied Forces (British,

American, and Canadian) landed on Omaha Beach in an effort to free France from Hitler's Nazi army.

Mood - Atmosphere of the Setting

Frightening - Bombs are sending down airplanes on top of the

people below.

Setting

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on

specific details in the text (e.g., a character’s thoughts, words, or actions).

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or

drama, drawing on specific details in the text (e.g., how characters interact).

~ Page 15 © Gay Miller ~

Skill Lessons [11 Activities Covering 4 Skills]

Problems/Solutions Multiple Meaning Words

Author’s Purpose Root Words

~ Page 16 © Gay Miller ~

Purchase the full unit here.