the wild robot escapes - book units teacher · 2018. 10. 1. · printable practice 130 lesson 2 –...
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~ Page 1 © Gay Miller ~
Created by Gay Miller
The Wild Robot Escapes
Book Unit
~ Page 2 © Gay Miller ~
Thank you for downloading this
preview of The Wild Robot Escapes. Other book units may
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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. .
The Wild Robot Escapes
By Peter Brown
Genre ~ science fiction and animal fantasy
Reading Level ~ Grades 3 – 5
Interest Level ~ Grades 3 – 7
~ Page 3 © Gay Miller ~
Table of Contents Lesson Plans at a Glance 6
Vocabulary 7
Teacher Information 8
Vocabulary List 11
Vocabulary Bookmarks 17
Vocabulary Word Cards 19
Vocabulary Practice Booklet 24
Vocabulary Test 47
Comprehension/Writing 51
Teacher Information 52
Comprehension Chapters 1-6 59
Setting 61
Comprehension Chapters 7-12 63
Character Traits - Roz 65
Comprehension Chapters 13-18 67
Point of View 69
Comprehension Chapters 19-24 72
Making Connections 74
Comprehension Chapters 25-30 76
Chapters 25-30 - Summarizing 78
Comprehension Chapters 31-36 80
Figurative Language 82
Comprehension Chapters 37-42 85
Chapters 37-42 - Mood 87
Comprehension Chapters 43-48 89
Acrostic 91
Comprehension Chapters 49-54 92
Chapters 49-54 – Problem and Solution Chain 94
Comprehension Chapters 55-60 96
Chapters 55 -60 –Summarizing 98
Comprehension Chapters 61-66 100
Chapters 62-63 – Course of Action 102
Comprehension Chapters 67-72 104
Figurative Language 106
Comprehension Chapters 73-78 110
Chapter 78 - Perspective 112
Comprehension Chapters 79-84 113
Theme 115
Comprehension Chapters 85-90 + Epilogue 117
Comparing Settings 119
~ Page 4 © Gay Miller ~
Plot Development Roller Coaster 121
Language Arts Skills 125
Lesson 1 – Identifying Subjects and Predicates 126
Organizer 127
Printable Practice 130
Lesson 2 – Identifying Four Types of Sentences 132
Organizer 133
Printable Practice 136
Lesson 3 – Writing Compound and Complex Sentences 138
Organizer 139
Printable Practice 142
Lesson 4 – Identifying Sentence Problems 146
Organizer 147
Printable Practice 150
Lesson 5 – Mood 154
Organizer 155
Task Cards 159
Answer Key 167
Homonyms Organizer
169
Organizer 170
Printable Practice 174
Context Clues Game and Printable Practice 178
Root Word STRUCT 185
Organizer 187
Bump Game 188
Crossword Puzzle 191
Printable Practice 193
Credits 195
~ Page 5 © Gay Miller ~
Lesson Plans at a Glance Read
Vocabulary List
&
Booklet
Comprehension
Quiz
Constructed
Response
Question
Skill Practice
Chapters
1-6
roundabout
cavernous Page 1 Chapters 1-6 Setting
Identifying Subjects
and Predicates
Organizer & Practice
Chapters
7-12
parlor
content Page 2 Chapters 7-12
Character
Traits
Types of Sentences
Organizer
Chapters
13-18
access
grueling Page 3 Chapters 13-18 Point of View
Types of Sentences
Practice
Chapters
19-24
upended
feisty Page 4 Chapters 19-24
Making
Connections
Compound & Complex
Organizer
Chapters
25-30
venture
debris Page 5 Chapters 25-30 Summarizing
Compound & Complex
Practice
Chapters
31-36
jot
legendary Page 6 Chapters 31-36
Figurative
Language
Sentence Problems
Organizer
Chapters 37-
42
defective
persistent Page 7 Chapters 37-42 Mood
Sentence Problems
Practice
Chapters
43-48
socket
frolic Page 8 Chapters 43-48 Acrostic Mood Organizer
Chapters
49-54
conflicted
enclosure Page 9 Chapters 49-54
Problem and
Solution Chain
Mood Practice/
Task Cards
Chapters
55-60
technically
bask
Page
10 Chapters 55-60 Summarizing
Using Sentence
Problems to Create a
Mood (Last Column on
Sentence Problems
Practice Page)
Chapters
61-66
visibility
surge
Page
11 Chapters 61-66
Course of
Action Homonym Organizer
Chapters
67-72
loiter
metropolis Page
12 Chapters 67-72
Figurative
Language Homonym Practice
Chapters
73-78
swath
retrieve
Page
13 Chapters 73-78 Perspective
Context Clues Game
and Printables
Chapters
79-84
strategy
glitch
Page
14 Chapters 79-84 Theme
Root (STRUCT) Word
Organizer
Chapters
85-90
consume
survey
Page
15 Chapters 85-90
Plot
Development Activities with STRUCT
Page 16 – Review
Vocabulary Test
Page | 6 Unit Created by Gay Miller
Review
Complete the analogies using a vocabulary word from Chapters 73-90.
1. strip of land: swath :: problem : ________________
2. lose: retrieve :: save : ________________________
3. approach : strategy:: examine : ________________
Fill in the blanks with one of the vocabulary words.
4. The water _______________________ over the dam.
5. A technical _______________________ caused the electricity to go off during the football game.
6. _______________________ speaking, you must go to
school for 13 years, not 12.
7. People came to _______________________ the
damage after the storm.
8. The scientist _______________________ artifacts from the pyramid.
9. New York City is a bustling ______________________.
10._______________________ is low due to the foggy
conditions.
11.You will be arrested if you _______________________ outside in the parking lot.
12.The sunbathers _______________________ in the afternoon sun.
13.We need a new _______________________ for treating this disease.
14.The project _______________________ all his
attention for several weeks.
Chapters 1-6 [roundabout and cavernous]
1. Circle six words in the box that are synonyms of
cavernous.
close limited gaping
small echoing roomy
petite vast cramped
undersized very large spacious
2. Fill in the word web with synonyms for roundabout.
3. Draw a picture of a roundabout.
Page 16 Page 1
roundabout
Page | 7 Unit Created by Gay Miller
Review
Complete the analogies using a vocabulary word from Chapters 73-90.
1. strip of land: swath :: problem : _ glitch _____
2. lose: retrieve :: save : ___ consume ________
3. approach : strategy:: examine : __ survey____
Fill in the blanks with one of the vocabulary words.
4. The water ____surged_____ over the dam.
5. A technical ____glitch___ caused the electricity to go off during the football game.
6. _____Technically____ speaking, you must go to school
for 13 years, not 12.
7. People came to ____survey____ the damage after the
storm.
8. The scientist ______retrieved_____ artifacts from the pyramid.
9. New York City is a bustling ____metropolis_____.
10._____Visibility_____ is low due to the foggy conditions.
11.You will be arrested if you ____loiter_____ outside in the parking lot.
12.The sunbathers _____basked_____ in the afternoon
sun.
13.We need a new _____strategy_____ for treating this
disease.
14.The project ___consumed____ all his attention for several weeks.
Chapters 1-6 [roundabout and cavernous]
1. Circle six words in the box that are synonyms of
cavernous.
close limited gaping
small echoing roomy
petite vast cramped
undersized very large spacious
2. Fill in the word web with synonyms for roundabout.
3. Draw a picture of a roundabout.
Page 16 Page 1
roundabout
junction crossroads
intersection traffic circle
Page | 8 Unit Created by 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
Page | 9 Unit Created by 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 fill in the
organizers only.
Page | 10 Unit Created by Gay Miller
The Wild Robot Escapes ~ Chapters 1-6
1. A good title for Chapters 1-6 could be ---.
a. Friendly Cows
b. Meeting Jaya and Jad c. Roz Gets a New Home
d. The Hilltop Farm
2. Chapters 1-6 are mostly told from which
point of view?
a. 1st b. 2nd
c. 3rd limited – only Roz’s thoughts are told d. 3rd omniscient – thoughts of several
characters are told
3. Why does Mr. Shareef need Roz? Check all
that apply.
___ Mr. Shareef needs help working the farm. ___ Mr. Shareef needs help raising his children.
___ Mr. Shareef lost his wife. ___ Mr. Shareef walks with a limp making farm work difficult.
4. Why is Chapter 6 most likely titled “The Monster?”
a. The cows think Roz is going to be mean to
them. b. The cows think Roz is going to be milking
them. c. Most of the cows are afraid of Roz because
they have never seen a robot before.
d. The cows see Roz as just another automotive machine
5. In poetry when the words are physically structured into a pattern, this is called form. Why did Peter Brown most likely use form on
the first page of his novel?
a. to define the word zigzag
b. to create a mood by illustrating Roz’s journey to the Hilltop Farm
c. to look cool on the page
d. to explain how robots travel
6. How does the setting shape the plot?
a. The story takes place in the future when humans use robots to help with ordinary
tasks. b. The story is set in the country away from
towns creating a quiet peace. c. The story takes place away from town
where many cows live.
d. The story is set in various locations around a farm where Roz will do manual labor.
7. Matching -- Why does the author italicize the
following phrases?
___ The robot’s computer
brain booted up a. for emphasis
____ Hilltop Farm
b. The first words of
each chapter are
italicized.
___ Click. c. title
___ I think the monster is
moving!” d. sound
8. Read this line from the end of Chapter 2.
“This is a dairy farm,” said Mr. Shareef, “so these cows are the queens around here. Your whole world now revolves around them.
Understand?”
Which type of figurative language does this line
contain?
a. simile b. metaphor
c. personification d. idiom
Why does Mr. Shareef refer to the cows as queens?
______________________________________
______________________________________
Page | 11 Unit Created by Gay Miller
The Wild Robot Escapes ~ Chapters 1-6 (Answer Key)
1. A good title for Chapters 1-6 could be ---.
a. Friendly Cows
b. Meeting Jaya and Jad c. Roz Gets a New Home
d. The Hilltop Farm
2. Chapters 1-6 are mostly told from which
point of view?
a. 1st b. 2nd
c. 3rd limited – only Roz’s thoughts are told d. 3rd omniscient – thoughts of several
characters are told
3. Why does Mr. Shareef need Roz? Check all
that apply.
___ Mr. Shareef needs help working the farm. ___ Mr. Shareef needs help raising his children.
___ Mr. Shareef lost his wife. ___ Mr. Shareef walks with a limp making farm
work difficult.
4. Why is Chapter 6 most likely titled “The Monster?”
a. The cows think Roz is going to be mean to
them. b. The cows think Roz is going to be milking
them. c. Most of the cows are afraid of Roz because
they have never seen a robot before.
d. The cows see Roz as just another automotive machine
5. In poetry when the words are physically structured into a pattern, this is called form. Why did Peter Brown most likely use form on
the first page of his novel?
a. to define the word zigzag
b. to create a mood by illustrating Roz’s journey to the Hilltop Farm
c. to look cool on the page
d. to explain how robots travel
6. How does the setting shape the plot?
a. The story takes place in the future when humans use robots to help with ordinary
tasks. b. The story is set in the country away from
towns creating a quiet peace. c. The story takes place away from town
where many cows live.
d. The story is set in various locations around a farm where Roz will do manual labor.
7. Matching -- Why does the author italicize the
following phrases?
__b__ The robot’s
computer brain booted up a. for emphasis
__c__ Hilltop Farm
b. The first words of
each chapter are
italicized.
__d__ Click. c. title
__a__ “I think the monster
is moving!” d. sound
8. Read this line from the end of Chapter 2.
“This is a dairy farm,” said Mr. Shareef, “so these cows are the queens around here. Your
whole world now revolves around them. Understand?”
Which type of figurative language does this line contain?
a. simile b. metaphor
c. personification d. idiom
Why does Mr. Shareef refer to the cows as
queens?
The cows are how he makes a living. He treats them “royally” because they are his means for providing for his family
Page | 12 Unit Created by Gay Miller
Constructed Response - Setting
Place Where the Story Takes Place
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Time the Story Takes Place
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
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).
Page | 13 Unit Created by Gay Miller
Constructed Response - Setting (Answer Key)
Place Where the Story Takes Place
The story takes place on the Hilltop Farm. Mr. Shareef, the owner of
the farm, needs help running the farm since his wife has passed
away. He can only afford a refurbished robot, so he buys Roz.
Time the Story Takes Place
The story takes place in the future. Clues to this include
> The Sharreef's pickup truck comes when it is called and
drives by itself.
> The farm is fully automated. No humans are needed to run
the dairy business. Machines do everything from milking to
packing to delivering the milk.
> Roz, a robot, can learn to do chores.
___________________
Importance of the Setting
Readers who have read The Wild Robot know that Roz gets smarter
as time goes by. She loved her island home. The reader can predict
from the title of the book, The Wild Robot Escapes, that Roz will
evidentually remember her old friends and want to leave the farm
to get back to the island.
Mood - Atmosphere of the Setting
The setting is an ordinary farm with an ordinary family who have an
ordinary dog. No conflicts have taken place this early in the story.
The mood can best be described as easy going.
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).
Page | 14 Unit Created by Gay Miller
Lesson 1 – Identifying Subjects and Predicates Common Core
3rd 4th 5th CCSS.ELA-LITERACY.L.3.1.H
Use coordinating and
subordinating conjunctions.
CCSS.ELA-LITERACY.L.4.1.F
Produce complete sentences,
recognizing and correcting
inappropriate fragments and
run-ons.*
CCSS.ELA-LITERACY.L.5.1.A
Explain the function of
conjunctions, prepositions,
and interjections in general
and their function in
particular sentences.
CCSS.ELA-LITERACY.L.3.1.I
Produce simple, compound,
and complex sentences.
CCSS.ELA-LITERACY.L.5.3.A
Expand, combine, and reduce
sentences for meaning,
reader/listener interest, and
style.
Subject vs. Predicate Organizer and Practice
Page | 15 Unit Created by Gay Miller
Lesson 2 – Identifying Four Types of Sentences Common Core
3rd 4th 5th CCSS.ELA-LITERACY.L.3.1.H
Use coordinating and
subordinating conjunctions.
CCSS.ELA-LITERACY.L.4.1.F
Produce complete sentences,
recognizing and correcting
inappropriate fragments and
run-ons.*
CCSS.ELA-LITERACY.L.5.1.A
Explain the function of
conjunctions, prepositions, and
interjections in general and their
function in particular sentences.
CCSS.ELA-LITERACY.L.3.1.I
Produce simple, compound, and
complex sentences.
CCSS.ELA-LITERACY.L.5.3.A
Expand, combine, and reduce
sentences for meaning,
reader/listener interest, and
style..
Types of Sentences Organizer and Practice
Page | 16 Unit Created by Gay Miller
Lesson 3 – Writing Compound and Complex Sentences Common Core
3rd 4th 5th CCSS.ELA-LITERACY.L.3.1.H
Use coordinating and
subordinating conjunctions.
CCSS.ELA-LITERACY.L.4.1.F
Produce complete sentences,
recognizing and correcting
inappropriate fragments and
run-ons.*
CCSS.ELA-LITERACY.L.5.1.A
Explain the function of
conjunctions, prepositions, and
interjections in general and their
function in particular sentences.
CCSS.ELA-LITERACY.L.3.1.I
Produce simple, compound, and
complex sentences.
CCSS.ELA-LITERACY.L.5.3.A
Expand, combine, and reduce
sentences for meaning,
reader/listener interest, and
style..
Compound and Complex Sentences Organizer and Practice
Page | 17 Unit Created by Gay Miller
Lesson 4 – Identifying Sentence Problems
Common Core
CCSS.ELA-LITERACY.L.3.1
Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.L.4.1.F
Produce complete sentences,
recognizing and correcting
inappropriate fragments and
run-ons.*
CCSS.ELA-LITERACY.L.5.1
Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking.
Sentence Problems Organizer and Practice
Page | 18 Unit Created by Gay Miller
Lesson 5 – Mood Common Core
3rd 4th 5th CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of
words and phrases as they are
used in a text, distinguishing
literal from nonliteral language.
CCSS.ELA-LITERACY.RL.4.4
Determine the meaning of
words and phrases as they are
used in a text, including those
that allude to significant
characters found in mythology
(e.g., Herculean).
CCSS.ELA-LITERACY.RL.5.4
Determine the meaning of
words and phrases as they
are used in a text, including
figurative language such as
metaphors and similes
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of
a text's illustrations contribute
to what is conveyed by the
words in a story (e.g., create
mood, emphasize aspects of a
character or setting)
CCSS.ELA-LITERACY.RL.4.7
Make connections between the
text of a story or drama and a
visual or oral presentation of
the text, identifying where each
version reflects specific
descriptions and directions in
the text.
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of
actions, thoughts, and feelings
to develop experiences and
events or show the response of
characters to situations.
CCSS.ELA-LITERACY.W.4.3.B
Use dialogue and description to
develop experiences and events
or show the responses of
characters to situations.
CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques,
such as dialogue, description,
and pacing, to develop
experiences and events or
show the responses of
characters to situations.
CCSS.ELA-LITERACY.W.4.3.D
Use concrete words and phrases
and sensory details to convey
experiences and events
precisely.
CCSS.ELA-LITERACY.W.5.3.D
Use concrete words and
phrases and sensory details
to convey experiences and
events precisely.
Page | 19 Unit Created by Gay Miller
Homonyms Organizer
3rd 4th 5th CCSS.ELA-LITERACY.L.4.1.G
Correctly use frequently
confused words (e.g., to, too,
two; there, their).*
CCSS.ELA-LITERACY.L.5.5.C Use the relationship between
particular words (e.g.,
synonyms, antonyms,
homographs) to better
understand each of the words.
Page | 20 Unit Created by Gay Miller
Root Word STRUCT CCSS.ELA-LITERACY.L.3.4.B
Determine the meaning of the
new word formed when a
known affix is added to a
known word
(e.g., agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat).
CCSS.ELA-LITERACY.L.4.4.B
Use common, grade-
appropriate Greek and Latin
affixes and roots as clues to
the meaning of a word
(e.g., telegraph, photograph,
autograph).
CCSS.ELA-LITERACY.L.5.4.B
Use common, grade-
appropriate Greek and Latin
affixes and roots as clues to
the meaning of a word
(e.g., photograph,
photosynthesis).
Words vary from those
pictured.
Page | 21 Unit Created by Gay Miller
13.
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Office
Clipart
Gallery
~ Page 22 © Gay Miller ~
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