the lion, the witch and the wardrobe · teribithia to narnia) & point of view figurative...
TRANSCRIPT
~ Page 1 © Gay Miller ~
The Lion, the Witch and the Wardrobe
Interactive Notebook and Activity Unit
Created by Gay Miller
~ Page 2 © Gay Miller ~
Thank you for download The Lion, the Witch and
the Wardrobe Interactive Notebook & Activity
Unit Preview. 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 and game activities
covering vocabulary, constructive response
writing, and skill practice. I hope your students
enjoy a book study using the engaging method
of using interactive notebooks.
Fantasy
Interest Level ~ Grades 3 – 6 (Age 9-12)
Grade level Equivalent: 6.1
Lexile Measure®: 940L
~ Page 3 © Gay Miller ~
Table of Contents
Materials Needed for Creating the Foldable Graphic Organizers 5
Lesson Plans at a Glance 6
How to Use this Resource 7
Vocabulary Teaching Method 8
Vocabulary List 10
Vocabulary Bookmarks 16
Vocabulary Word Cards 18
Vocabulary Storage Pocket 24
Vocabulary Practice Booklet 28
Vocabulary Test 49
Constructive Writing Questions/Alignment to the Common Core State
Standards 53
Chapter 1 ~ Setting 58
Chapter 1 ~ Characters (Peter, Susan, Edmund, and Lucy) 60
Chapter 2 ~ Characters (Tumnus) 62
Chapter 3 ~ Comparing Characters ~ Edmund & Lucy 64
Chapter 3 ~ Course of Action 66
Chapter 4 ~ Cause and Effect 68
Chapter 4 ~ Symbolism 70
Chapter 5 ~ Summarizing 72
Chapter 6 ~ Character Analysis (Robin, Tumnus, & White Witch) 74
Chapter 7 ~ Problem and Solution Chain 76
Chapter 8 ~ Character Analysis (Aslan) 78
Chapter 8 ~ Dialect of the Beavers 80
Chapter 9 ~ Comparing Settings (Teribithia to Narnia) 83
Chapter 9 ~ Point of View 85
Chapter 10 ~ Symbolism 88
~ Page 4 © Gay Miller ~
Chapter 11 ~ Character Change (Edmund) 90
Chapter 12 ~ Summary 92
Chapters 1-13 ~ Idioms ~ 2 Organizers 94
Chapter 14 ~ Mood 99
Chapter 15 ~ Comparing Stories ~ 2 Organizers 10
2
Chapters 16-17 Plot Development 10
7
Chapter 17 ~ Theme 10
9
End of Book Comparing the Book to the Movie 11
1
Turkish Delight Recipe 11
3
Skill Practice/ Alignment to Common Core 11
4
Prefix and Suffix Fan Organizers 11
8
Prefix and Suffix Card Game 13
3
Root Words Organizers ~ Hexagon Fold 14
4
Loop Game using Root Words 15
1
BINGO game with Root Words 15
6
Figurative Language Response Cards 16
3
Figurative Language Organizer ~ Three Flaps Flip 16
8
Spoons Game with Idioms and Proverbs 17
2
Context Clues Organizer ~ Six Door Flip 19
1
Context Clues Activities 19
5
Comma Rules Organizer ~ Cards with Rules and Storage Pocket 21
3
Comma Activity 22
~ Page 5 © Gay Miller ~
0
Parts of Speech [Interjections] Organizer ~ Pamphlet Fold 22
5
Interjection Activity (Comic Strip) 23
0
Homonyms/Homophones Organizer ~ 2 Flaps Flip 23
4
Homophone Task Cards 23
9
Credits 24
7
~ Page 6 © Gay Miller ~
Read Vocabulary Vocabulary Practice Book
Constructive
Response Question Skill Practice
Chapter 1 inquisitive parcels
Page 1 Setting & Characters Prefixes Organizers
ex- un-
Chapter 2 melancholy merely
Page 2 Characters (Tumnus) Suffix Organizers
–ible -ion
Chapter 3 hoax groping
Page 3 Characters & Course
of Action Prefix and Suffix Card Game
Chapter 4 snappishly
dominions Page 4
Cause and Effect &
Symbolism Make Turkish Delight
Chapter 5 inclined
sulky Pages 5
Summarizing Root Word Organizers
cur curs cours duc duct
Chapter 6 premises fraternizing
Page 6 Character Analysis Root Word
Loop Game
Chapter 7 beckon mortar
Page 7 Problem and Solution
Chain Root Word BINGO Game
Chapter 8 reign prophecy
Page 8 Character Analysis &
Dialect of the Beavers Figurative Language Response Cards
Chapter 9 gloating threshold
Page 9
Comparing Settings
(Teribithia to Narnia)
& Point of View
Figurative Language Organizer
Chapter 10 abide dazzling
Page 10 Symbolism Spoons Game with
Idioms and Proverbs
Chapter 11 self-indulgence strides
Page 11 Character Change
Context Clues Organizer
Chapter 12 pavilion crimson
Page 12 Summary
Context Clues Activities
Chapter 13 prophecy forfeit
Page 13
Idioms ~ 2
Constructive Response
Questions
Comma Rules Organizer
Chapter 14 campaign siege
Page 14 Mood
Comma Activity
Chapter 15 incantation giddy
Page 15
Comparing Stories ~ 2
Constructive Response
Questions
Interjections Organizer
Chapter 16 saccharine ransacking
Page 16 Plot Development Interjection Activity
(Comic Strip)
Chapter 17 remnants ambassadors
Page 17 Theme Homonyms/Homophones
Organizer
Vocabulary Test
Comparing the Book
to the Movie Homophone Task Cards
~ Page 7 © Gay Miller ~
inquisitive (adjective) - eager for knowledge; intellectually curious, interested, questioning, examining
Page 8 - Lucy felt a little frightened, but she felt very inquisitive and excited as well. She looked back over her shoulder and there, between the dark tree trunks; she could
still see the open doorway of the wardrobe and even catch a glimpse of the empty room from which she had set out.
Page 11 - "Good evening, good evening," said the Faun. "Excuse me - I don't want to be
inquisitive – but should I be right in thinking that you are a Daughter of Eve?"
parcels (noun) - an object, article, container, or quantity of something wrapped or
packed up; small package; bundle, boxes, cartons
Page 10 - One of his hands, as I have said, held the umbrella: in the other arm he carried several brown-paper parcels. What with the parcels and the snow it looked just
as if he had been doing his Christmas shopping. He was a Faun. And when he saw Lucy he gave such a start of surprise that he dropped all his parcels.
~ Page 8 © Gay Miller ~
Chapter 16 -- What Happened about the Statues
Match the correct vocabulary from column two to its definition in column
one by writing the letter associated with the word in front of its definition.
1. ________ the act or process of
surrounding and attacking a fortified place a. ransacking
2. ________ causing dizziness or light-
headedness b. saccharine
3. ________ something to which the
right is lost c. giddy
4. ________ to search through for
plunder d. incantation
5. ________ military operations for a
specific objective e. siege
6. ________ a small pill that resembles
sugar f. campaign
7. ________ a spell or charm g. forfeit
8. Complete the following analogy:
serious is to giddy as guarding is to ????
serious : giddy :: guarding : __________________.
Chapter One-- Lucy Looks into a Wardrobe
1. Is inquisitive used correctly in the sentences below? True or False
___________ She wondered why the queen was so
inquisitive.
___________Was that inquisitive that Mr. Tumnus was
carrying under his arm?
___________ The inquisitive passersby stopped and
peeked in the window.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Circle six words in the box that are synonyms of parcels.
packages retain conceal
junk bundles boxes
give away maintain containers
cartons wrapped objects hide
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Give an example of a time when you were inquisitive. ____________________________________________
_________________________________ _________________________________ _________________________________
Page 16 Page 1
~ Page 9 © Gay Miller ~
Chapter 16 -- What Happened about the Statues
Match the correct vocabulary from column two to its definition in column
one by writing the letter associated with the word in front of its definition.
1. __e__ the act or process of surrounding
and attacking a fortified place a. ransacking
2. __c__ causing dizziness or light-
headedness b. saccharine
3. __g__ something to which the right is
lost c. giddy
4. __a__ to search through for plunder d. incantation
5. __f__ military operations for a specific
objective e. siege
6. __b__ a small pill that resembles
sugar f. campaign
7. __d__ a spell or charm g. forfeit
8. Complete the following analogy:
serious is to giddy as guarding is to ????
serious : giddy :: guarding : ransacking.
Chapter One-- Lucy Looks into a Wardrobe
1. Is inquisitive used correctly in the sentences below? True or False
___true____ She wondered why the queen was so
inquisitive.
___false____ Was that inquisitive that Mr. Tumnus was
carrying under his arm?
___true____ The inquisitive passersby stopped and
peeked in the window.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
4. Circle six words in the box that are synonyms of parcels.
packages retain conceal
junk bundles boxes
give away maintain containers
cartons wrapped objects hide
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
5. Give an example of a time when you were inquisitive.
_________________________________ _________________________________
Page 16 Page 1
~ Page 10 © Gay Miller ~
This section contains practice with the Common Core State Standards Literature
Standards. On the following pages, you will find charts which show how each question is
aligned to the Common Core State Standards.
In this section, you will find graphic organizers which help students plan a writing
response. Each graphic organizer is followed by the same organizer with possible
answers completed to use as an answer key. Note that with these types of questions
there may be a variety of correct answers. The answer keys are to be used only as a
guide.
Instructions
1. Print the graphic organizers.
2. So the pages will fit into interactive notebooks, trim the four edges. [I usually do
this before class using the paper cutter. A class set may be trimmed down in just
a matter of seconds.]
3. Have students complete the organizer.
4. Glue the organizer pages to the left side of their interactive notebooks.
5. On the right side of the notebooks, have students use the information from the
organizer to write out a response in paragraph form.
See the following page for two different writing
options for the organizers.
Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers
Title: Common Core State Standards (insert specific content area if you are using only one)
Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.
Copyright Date: 2010
This product does not claim endorsement or association with the creators of the CCSS
~ Page 11 © Gay Miller ~
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. [Note:
This question is
from Bridge to
Terabithia.]
~ Page 12 © Gay Miller ~
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Chapter 1 ~ Setting
Chapter 1 ~ Characters (Peter, Susan, Edmund, and Lucy)
Chapter 2 ~ Characters (Tumnus)
Chapter 3 ~ Comparing Characters ~ Edmund & Lucy
Chapter 3 ~ Course of Action
Chapter 4 ~ Cause and Effect
Chapter 4 ~ Symbolism
Chapter 5 ~ Summarizing
Chapter 6 ~ Character Analysis (Robin, Tumnus, & White Witch)
Chapter 7 ~ Problem and Solution Chain
Chapter 8 ~ Character Analysis (Aslan)
Chapter 8 ~ Dialect of the Beavers
Chapter 9 ~ Comparing Settings (Teribithia to Narnia)
Chapter 9 ~ Point of View
Chapter 10 ~ Symbolism
Chapter 11 ~ Character Change (Edmund)
Chapter 12 ~ Summary
Chapters 1-13 ~ Idioms ~ 2 Organizers
Chapter 14 ~ Mood
Chapter 15 ~ Comparing Stories ~ 2 Organizers
Chapters 16-17 Plot Development
Chapter 17 ~ Theme
End of Book Comparing the Book to the Movie
4th Grade
~ Page 13 © Gay Miller ~
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Chapter 1 ~ Setting
Chapter 1 ~ Characters (Peter, Susan, Edmund, and Lucy)
Chapter 2 ~ Characters (Tumnus)
Chapter 3 ~ Comparing Characters ~ Edmund & Lucy
Chapter 3 ~ Course of Action
Chapter 4 ~ Cause and Effect
Chapter 4 ~ Symbolism
Chapter 5 ~ Summarizing
Chapter 6 ~ Character Analysis (Robin, Tumnus, & White
Witch)
Chapter 7 ~ Problem and Solution Chain
Chapter 8 ~ Character Analysis (Aslan)
Chapter 8 ~ Dialect of the Beavers
Chapter 9 ~ Comparing Settings (Teribithia to Narnia)
Chapter 9 ~ Point of View
Chapter 10 ~ Symbolism
Chapter 11 ~ Character Change (Edmund)
Chapter 12 ~ Summary
Chapters 1-13 ~ Idioms ~ 2 Organizers
Chapter 14 ~ Mood
Chapter 15 ~ Comparing Stories ~ 2 Organizers
Chapters 16-17 Plot Development
Chapter 17 ~ Theme
End of Book Comparing the Book to the Movie
5th Grade
~ Page 14 © Gay Miller ~
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Chapter 1 ~ Setting
Chapter 1 ~ Characters (Peter, Susan, Edmund, and Lucy)
Chapter 2 ~ Characters (Tumnus)
Chapter 3 ~ Comparing Characters ~ Edmund & Lucy
Chapter 3 ~ Course of Action
Chapter 4 ~ Cause and Effect
Chapter 4 ~ Symbolism
Chapter 5 ~ Summarizing
Chapter 6 ~ Character Analysis (Robin, Tumnus, & White Witch)
Chapter 7 ~ Problem and Solution Chain
Chapter 8 ~ Character Analysis (Aslan)
Chapter 8 ~ Dialect of the Beavers
Chapter 9 ~ Comparing Settings (Teribithia to Narnia)
Chapter 9 ~ Point of View
Chapter 10 ~ Symbolism
Chapter 11 ~ Character Change (Edmund)
Chapter 12 ~ Summary
Chapters 1-13 ~ Idioms ~ 2 Organizers
Chapter 14 ~ Mood
Chapter 15 ~ Comparing Stories ~ 2 Organizers
Chapters 16-17 Plot Development
Chapter 17 ~ Theme
End of Book Comparing the Book to the Movie
6th Grade
~ Page 15 © Gay Miller ~
Chapter 2 ~ Constructive Response – Characters
In the first oval write a description of Mr. Tumnus. In the second oval draw a picture of Mr. Tumnus. In the third
oval, describe the sequence of events which gives the Reader an insight into the personality of Mr. Tumnus. Use
your notes to write a passage.
Mr. Tumnus
Personality of Mr. Tumnus
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Physical Description of Mr. Tumnus
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words, or actions).
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a resolution.
~ Page 16 © Gay Miller ~
Chapter 2 ~ Constructive Response – Characters
In the first oval, list physical characteristics of Mr. Tumnus. In the second oval, draw a picture of Mr. Tumnus. In
the third oval, describe the sequence of events which gives the Reader an insight into the personality of Mr.
Tumnus. Use your notes to write a passage.
Mr. Tumnus
Personality of Mr. Tumnus
Because Tumnus was in the service of the White Witch, he "kidnapped" Lucy and took her to his home in a cozy cave. There he gave her tea, told her stories, and pretended to be a friend. He planned to lull Lucy to sleep and turn her over to the White Witch.
Tumnus began to cry and told Lucy of his plans. He was afraid if he didn't do the witch's bidding, she would turn him to stone.
Tumnus liked Lucy and decided to let her go. In fact, he helped her get back to the wardrobe through which she came to Narnia.
Physical Description of Mr. Tumnus
*little taller than Lucy
*from the waist upward looked like a man
*legs were shaped like a goat's with glossy black hair
*feet like goat's hoofs
*had a tail
*red woollen muffler around his neck
*reddish skin
*short pointed beard
*curly harir
*two horns
CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s
thoughts, words, or actions).
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g.,
how characters interact).
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as
the plot moves toward a resolution.
~ Page 17 © Gay Miller ~
Chapter 10 ~ Constructive Response – Symbolism
Father Christmas arrives in Narnia. Tell what Father Christmas gives each of the characters. Explain how Father
Christmas has a different role in Narnia than he does in our world.
Mrs.
Beaver
Mr.
Beaver
Peter
Susan
Lucy
The
Group
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
~ Page 18 © Gay Miller ~
Chapter 10 ~ Constructive Response – Symbolism (Answer Key)
Father Christmas arrives in Narnia. Tell what Father Christmas gives each of the characters. Explain how Father
Christmas has a different role in Narnia than he does in our world.
The gifts from Father Christmas in Narnia are tools. They are not games and toys which are normally given
to children at Christmas. Father Christmas’s delivery of the gifts is serious as he explains the use for each.
Father Christmas gives Mrs. Beaver a new sewing machine.
Father Christmas tells Mr. Beaver that his dam has been mended.
"With these words he handed to Peter a shield and a sword. The shield was the colour of silver and across it there ramped a red lion, as bright as a ripe strawberry at the moment when you pick it. The hilt of the sword was of gold and it had a sheath and a sword belt and everything it needed, and it was just the right size and weight for Peter to use.."
Father Christmas hands Susan "a bow and a quiver full of arrows and a little ivory horn. And when you put this horn to your lips; and blow it, then, wherever you are, I think help of some kind will come to you."
He gave her "a little bottle of what looked like glass (but people said afterwards that it was made of diamond) and a small dagger. In this bottle," he said, "there is cordial made of the juice of one of the fireflowers that grow in the mountains of the sun. If you or any of your friends is hurt, a few drops of this will restore them."
Father Christmas gives them all marvelous food and tea.
Mrs.
Beaver
Mr.
Beaver
Peter
Susan
Lucy
The
Group
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
~ Page 19 © Gay Miller ~
Chapters 16-17 ~ Constructive Response – Plot Development
Complete the plot development chart to summarize The Lion, the Witch and the Wardrobe.
Climax
______________________
______________________
______________________
______________________
Falling Action
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Rising Action
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct
from personal opinions or judgments.
© Gay Miller
~ Page 20 © Gay Miller ~
Chapters 16-17 ~ Constructive Response – Plot Development
Complete the plot development chart to summarize The Lion, the Witch and the Wardrobe.
Climax
The White Witch kills Aslan
who has given his life to save
Edmund.
Falling Action
Aslan comes back to life. Peter
leads a battle against the
Witch’s army and wins. The
Pevensie children reign over
Narnia for many years.
Rising Action
The children go through the
wardrobe into the magical
land of Narnia. They meet a
faun and a beaver family who
tell them of the White Witch
who has cast a spell over the
land to make it forever winter
with no Christmas. They learn
the true king Aslan has come
to the land and the spell is
beginning to break. Edmund
betrays the others and goes to
the White Witch giving her
information.
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct
from personal opinions or judgments.
© Gay Miller
~ Page 21 © Gay Miller ~
In this Book Unit Interactive Notebook Series [Note: This series is set up
differently from my products that simply say Book Units.] each unit will have seven sets of skill practice. Each practice will include one or more graphic organizers and an activity. The activities will not be worksheets as most of us have plenty of those, but
will instead be a hands-on type of activity. Here is how it works:
Each unit will focus on two prefixes and two suffixes. Both graphic organizers and a practice activity will be provided. The affixes selected will be
different for each unit, so that nothing repeats.
Each unit will focus on two Greek or Latin root words. Graphic organizers
as well as a practice activity will be included.
3) Each unit will practice with one or more of the following: figurative language, sound devices, idioms, proverbs, and/or adages. Each unit will
include a set of response cards, graphic organizers, and practice activity. Activities will be based on the writing style of the book’s author.
Each unit from this series will contain practice using context clues. Two types of organizers will be provided with this skill; one explaining many types of
context clues -- definition, synonym, antonym, example, cause/effect, comparison, lists/series description, etc. plus a graphic organizer which focuses on just one type of context clue.
Cards containing multiple choice questions will be provided based on the book with a selection of game activities to use with the cards. The cards will change
for each unit; however the games will remain the same. [Note: This only refers to the context clues game activities. Activities for the other skills will change from unit to unit.]
5) Each unit will contain an organizer going over rules and a practice activity with a punctuation skill.
6) Each unit will contain practice with one part of speech.
7) Each unit will contain practice with synonyms, antonyms, homographs, and/or analogies.
~ Page 22 © Gay Miller ~
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Prefixes un- ex-
Suffixes –ible –ion
Roots cur curs cours duc duct
Idioms & Proverbs
Context Clues
Punctuation ~ Comma
Part of Speech ~ Interjections
Homonym/Homophone
4th
Grade
~ Page 23 © Gay Miller ~
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.c
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.c
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Prefixes un- ex-
Suffixes –ible –ion
Roots cur curs cours duc duct
Idioms & Proverbs
Context Clues
Punctuation ~ Comma
Part of Speech ~ Interjections
Homonym/Homophone
5th
Grade
~ Page 24 © Gay Miller ~
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.d
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.c
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Prefixes un- ex-
Suffixes –ible –ion
Roots cur curs cours
duc duct
Figurative Language
Context Clues
Punctuation - Comma
Part of Speech ~ Interjections
Homonym/Homophone
6th
Grade
The cards may also be used for playing “I Have, Who Has.”
Three versions of the organizer rule cards are offered: one with blanks for students to fill in the rule and example sentences; one with the rule provided but with blank
spaces for students to write in key words; and one with the answers provided. The third copy of the organizer may be used as an answer key, for differentiated instruction, for students who were absent during instruction, or if you wish for the
students to have cards already completed.
Includes Answer Keys
Three versions of this organizer are provided depending on the needs of your students. Students will write definitions and examples.
Students will fill in key words in the definitions which are provided. The third copy of the organizer may be used as an answer key, for differentiated instruction, for students who
were absent during instruction, or if you wish for the students to have the sentences already completed.
Statue of C.S. Lewis, Belfast
http://commons.wikimedia.org/wiki/File:Statue_of_C.S._Lewis,_Belfast.jpg
Turkish Delight http://commons.wikimedia.org/wiki/File:Turkish_Delight.JPG
Cockney Rhyming Slang Translator http://www.whoohoo.co.uk/main.asp
Beaver http://commons.wikimedia.org/wiki/File:Beaver_by_mimooh.svg
Idiom and Proverb Photos
http://commons.wikimedia.org/wiki/Commons:Photo_challenge/2014_-_March_-
_Proverbs_and_idioms
Font Walk in the Park Dotty Font
Clipart
Microsoft
Office Clipart
Gallery
AliMath
~ Page 36 © Gay Miller ~
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