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~ Page 1 © Gay Miller ~
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Brian’s Winter
Book Unit
Created by Gay Miller
~ Page 2 © Gay Miller ~
Thank you for downloading this
sample Brian’s Winter Book Unit.
Other book units 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.
Brian’s Winter
By Gary Paulsen
Genre ~ Young Adult, Survival
Interest Level ~ Grades 5 – 8
Grade level Equivalent: 7.3
Lexile Measure®: 1140L
~ 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 for Teaching Vocabulary 7
Vocabulary Teaching Method 8
Vocabulary List 10
Vocabulary Bookmarks 15
Vocabulary Word Cards 17
Vocabulary Storage Pocket 20
Vocabulary Practice Booklet 24
Vocabulary Test 39
Constructive Writing Questions/Alignment to the Common Core State Standards 41
Chapters 1-2 Comprehension 47
Course of Action 49
Acrostic 51
Chapters 3-4 Comprehension 52
Character Traits of Brian 54
Problems and Solutions 56
Chapters 5-6 Comprehension 58
Point of View 60
Chapters 7-8 Comprehension 63
Character Traits (Character Change) 65
Chapters 9-10 Comprehension 67
Summarizing (Two Options) 70
Chapters 11-12 Comprehension 73
Setting 75
Chapters 13-14 Comprehension 77
Figurative Language (Two Options + List from Book) 79
Chapters 15-16 Comprehension 86
Mood 88
Theme 90
~ Page 4 © Gay Miller ~
Chapter 17 + Epilogue Comprehension 92
Comparing Hatchet to Brian’s Winter 94
Plot Development 96
Language Arts Skills 100
Root Word (vert/vers) 101
Anchor Chart 105
Foldable Organizer 114
Student Practice Pages 117
Card Deck 121
Bump Game 125
Context Clues - Foldable Organizers 128
Context Clues Task Cards 139
Sentence Problems Organizers 148
Evaluating Gary Paulsen’s Writing Style 153
Figurative Language –Response Cards 157
Figurative Language - Foldable Organizers 164
Comma Rules – Graffiti Notes 174
Comma Practice 185
Credits 192
~ Page 5 © Gay Miller ~
Lesson Plans at a Glance Read Vocabulary Vocabulary
Practice Book
Comprehension Practice
Constructive Response Question
Skill Practice Root Word (vert/vers)
Chapters 1-2 glut ransack
Page 1 Chapter 1-2 Course of Action
Acrostic
Anchor Chart +
Coordinating Student Practice Page 1
Chapters 3-4 flabbergast lethargy
Page 2 Chapters 3-4 Character Traits Problems and
Solutions
Context Clues Organizer
Foldable Organizer
Chapters 5-6 counteract
stymied
Page 3 Chapters 5-6 Point of View
Context
Clues Activities
Student
Practice Pages 2-3
Chapters 7-8 sulfurous intense
Page 4 Chapters 7-8 Character Traits
Sentence Problems
(stringy, run-ons, and fragments)
Card Deck
Chapters 9-10 fluke
animosity
Page 5 Chapters 9-
10
Summarizing
(2 Versions)
Evaluating
Paulsen’s Writing Style
Bump Game
Student Practice Page 4
Chapters 11-12 godsend
idle
Pages 6-7
(Review) & Page 8
Chapters 11-
12
Setting
Figurative
Language Response Cards
Chapters 13-14 intermittent fatal
Page 9 Chapters 13-14
Figurative Language (2
Versions)
Figurative Language
Foldable Organizers
Chapters 15-16 course gorge
Page 10 Chapters 15-16
Mood
Theme
Comma Rules –
Graffiti Notes
Chapter 17 & Epilogue
plausible scrupulous
Page 11 Chapter 17 & Epilogue
Comparing Hatchet to
Brian’s Winter Plot
Development
Comma Practice
Vocabulary
Test
Page 12
(Review)
~ Page 6 © Gay Miller ~
Chapter ONE
glut (verb) - to fill (something) with more of something than is needed or wanted
synonyms: oversupply, flood, swamp, saturate, overwhelm
The results were nearly as bad as when he’d glutted on the gut cherries when he first
landed.
Chapter TWO
ransack (verb) - to search (a place) for something in a way that causes disorder or
damage
synonyms: loot, rob, raid, plunder, vandalize, pillage, strip, ravage, sack
The bear stopped and studied Brian for a long minute, then turned back to ransacking
the camp, looking for where that delicious smell had come from.
Chapter THREE
flabbergast (verb) - to shock or surprise (someone) very much
synonyms: stun, astonish, surprise, dumbfound, amaze, astound, stagger, shock,
flummox
Without thinking he raised the bow, drew and released the arrow and was absolutely
flabbergasted to see it fly in a clean line, intersect the flight line of the foolbird and take it
neatly through the center of its body.
~ Page 7 © Gay Miller ~
Brian’s Winter Book Unit practices with 18
vocabulary words with a 12 page booklet.
~ Page 8 © Gay Miller ~
Review
Complete the following analogies using one of your
vocabulary words. [You will use each vocabulary word once.]
1. honorable : scrupulous :: stop : __________________
2. intense : powerful :: exhaustion : _________________
3. plausible : unlikely :: constant : __________________
4. gorge : devour :: plunder : ______________________
5. glut : shortage :: disaster : ______________________
6. sulfurous : reeking :: work against : ______________
7. fluke : accident :: dislike : ______________________
8. flabbergast : astound :: run : ________________
9. intermittent : discontinuous :: excess : ________
10.idle : not working :: serious : ________________
11.stymie : encourage :: moderate : _____________
12.goodwill : animosity :: dishonorable : _________
13.ransack : guard :: nibble : __________________
14.counteract : neutralize : stinking : ____________
15.course : flow :: dumbfound : ________________
16.lethargy : energetic :: active : _______________
17.godsend : blessing :: probable : _____________
18.beneficial : fatal :: mischance : ______________
Chapters 1-2 [glut and ransack]
1. Circle six words in the box that are synonyms of
ransack.
loot
rob
defend
guard shield plunder
secure vandalize
raid
safeguard pillage
protect
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Is glut used correctly in the sentences below?
True or False
______ The market is glutted with oil.
______ The boy glutted his pockets with rocks.
______ The children glutted on Halloween candy.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Circle six words in the box that are synonyms of glut.
swamp shortage unavailability
famine oversupply excess
scarcity flood abundance
lack deficiency surplus
Page 12 Page 1
~ Page 9 © Gay Miller ~
Review
Complete the following analogies using one of your
vocabulary words. [You will use each vocabulary word once.]
1. honorable : scrupulous :: stop : ___ stymie ________
2. intense : powerful :: exhaustion : ___ lethargy _____
3. plausible : unlikely :: constant : __ intermittent ____
4. gorge : devour :: plunder : __ransack______________
5. glut : shortage :: disaster : ___godsend____________
6. sulfurous : reeking :: work against : __ counteract__
7. fluke : accident :: dislike :__ animosity ___________
8. flabbergast : astound :: run : ___course________
9. intermittent : discontinuous :: excess : __glut____
10.idle : not working :: serious : ___fatal__________
11.stymie : encourage :: moderate : __ intense_____
12.goodwill : animosity :: dishonorable : scrupulous_
13.ransack : guard :: nibble : ___ gorge__________
14.counteract : neutralize : stinking : __sulfurous___
15.course : flow :: dumbfound : ___ flabbergast____
16.lethargy : energetic :: active : ___idle_________
17.godsend : blessing :: probable : __ plausible____
18.beneficial : fatal :: mischance : __fluke________
Chapters 1-2 [glut and ransack]
1. Circle six words in the box that are synonyms of
ransack.
loot
rob
defend
guard shield plunder
secure vandalize
raid
safeguard pillage
protect
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Is glut used correctly in the sentences below?
True or False
_____T_____ The market is glutted with oil.
_____F_____ The boy glutted his pockets with rocks. _____T_____ The children glutted on Halloween candy.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Circle six words in the box that are synonyms of glut.
swamp shortage unavailability
famine oversupply excess
scarcity flood abundance
lack deficiency surplus
Page 12 Page 1
~ Page 10 © 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.
~ Page 11 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-L
itera
cy.R
L.5
.1
CCSS.E
LA-L
itera
cy.R
L.5
.2
CCSS.E
LA-L
itera
cy.R
L.5
.3
CCSS.E
LA-L
itera
cy.R
L.5
.4
CCSS.E
LA-L
itera
cy.R
L.5
.5
CCSS.E
LA-L
itera
cy.R
L.5
.6
CCSS.E
LA-L
itera
cy.R
L.5
.7
CCSS.E
LA-L
itera
cy.R
L.5
.9
CCSS.E
LA-L
itera
cy.R
L.5
.10
Course of Action
Acrostic
Character Traits
Problems and Solutions
Point of View
Character Traits
Summarizing (2 Versions)
Setting
Figurative Language (2 Versions)
Mood
Theme
Comparing Hatchet to Brian’s Winter
Plot Development
5th Grade
~ Page 12 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-
Litera
cy.R
L.6
.1
CCSS.E
LA-
Litera
cy.R
L.6
.2
CCSS.E
LA-
Litera
cy.R
L.6
.3
CCSS.E
LA-
Litera
cy.R
L.6
.4
CCSS.E
LA-
Litera
cy.R
L.6
.5
CCSS.E
LA-
Litera
cy.R
L.6
.6
CCSS.E
LA-
Litera
cy.R
L.6
.7
CCSS.E
LA-
Litera
cy.R
L.6
.9
CCSS.E
LA-
Litera
cy.R
L.6
.10
Course of Action
Acrostic
Character Traits
Problems and Solutions
Point of View
Character Traits
Summarizing (2 Versions)
Setting
Figurative Language (2 Versions)
Mood
Theme
Comparing Hatchet to Brian’s Winter
Plot Development
6th Grade
~ Page 13 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-L
itera
cy.R
L.7
.1
CCSS.E
LA-L
itera
cy.R
L.7
.2
CCSS.E
LA-L
itera
cy.R
L.7
.3
CCSS.E
LA-L
itera
cy.R
L.7
.4
CCSS.E
LA-L
itera
cy.R
L.7
.5
CCSS.E
LA-L
itera
cy.R
L.7
.6
CCSS.E
LA-L
itera
cy.R
L.7
.7
CCSS.E
LA-L
itera
cy.R
L.7
.9
CCSS.E
LA-L
itera
cy.R
L.7
.10
Course of Action
Acrostic
Character Traits
Problems and Solutions
Point of View
Character Traits
Summarizing (2 Versions)
Setting
Figurative Language (2 Versions)
Mood
Theme
Comparing Hatchet to Brian’s Winter
Plot Development
7th Grade
~ Page 14 © 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 constructive responses exercises. The constructive 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.
Also, if you would like to slow the pace down to reading just one chapter a day instead of two,
students could complete the constructive response questions every other day and the
comprehension page after reading the even number chapters.
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 15 © Gay Miller ~
Brian’s Winter ~ Chapters 1-2
1. The story is told from which point of view?
a. 1st
b. 3rd person through an omniscient narrator limited to Brian’s perspective
c. 3rd person objective d. 3rd person limited only to Brian (the motives
of the animals are not known)
2. Which word best describes Brian?
a. resourceful b. lazy c. unoriginal
d. dull
3. Chapters 1-2 are most like which of the
following stories?
a. Holes (Stanley is sent to a Juvenile Detention
Center for stealing tennis shoes.) b. Number the Stars (Annemarie helps her
Jewish friend during the German invasion of Denmark.)
c. Black Beauty (Beauty is passed from owner to owner some sensitive and others cruel.)
d. The Sign of the Beaver (Matt is left in the
Maine wilderness while his father goes home to gather the family.)
Explain why you selected this title. ________________________________________
________________________________________
4. Read this passage from Chapter 2.
Always, always pay attention to what was happening. Everything in nature means something and he had missed the warnings that summer was
ending, had in many ways already ended, and what was coming would be the most dangerous thing
he had faced since the plane crash.
This can best be described as ---.
a. flash forward b. flashback c. flash sideways
d. foreshadowing
5. Sequence the following events in order.
______ The bear flung Brian twenty feet.
______ Brian enjoyed the warmth of the fire when he went to bed.
______ Brian found the survival pack. ______ Brian cooked a rabbit stew. ______ Brian watched the wolves mark their
territory. ______ Brian woke to the sounds of thousands of
singing birds. ______ The firing pin broke off Brian’s rifle.
6. Complete the chart.
Solitary or Group
Home Range
Territory Rules
wolves
bears
7. Why does Paulsen use the word softness to describe fall?
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
8. Read this passage from Chapter 2.
A new coolness, a touch, a soft kiss on his
cheek. It was the same air, the same sun, the same morning, but it was different, so changed that he
stopped and raised his hand to his cheek and touched where the coolness had brushed him.
Which type of figurative language is use? a. simile
b. metaphor c. personification d. idiom
~ Page 16 © Gay Miller ~
Brian’s Winter ~ Chapters 1-2
1. The story is told from which point of view?
a. 1st
b. 3rd person through an omniscient narrator limited to Brian’s perspective
c. 3rd person objective d. 3rd person limited only to Brian (the motives
of the animals are not known)
2. Which word best describes Brian?
a. resourceful b. lazy c. unoriginal
d. dull
3. Chapters 1-2 are most like which of the
following stories? a. Holes (Stanley is sent to a Juvenile
Detention Center for stealing tennis shoes.) b. Number the Stars (Annemarie helps her
Jewish friend during the German invasion of Denmark.)
c. Black Beauty (Beauty is passed from owner to owner some sensitive and others cruel.)
d. The Sign of the Beaver (Matt is left in the
Maine wilderness while his father goes home to gather the family.)
Explain why you selected this title.
Answers may vary. Both boys are learning how to survive in the wilderness on their own.
4. Read this passage from Chapter 2.
Always, always pay attention to what was happening. Everything in nature means something and he had missed the warnings that summer was
ending, had in many ways already ended, and what was coming would be the most dangerous thing
he had faced since the plane crash.
This can best be described as ---.
a. flash forward b. flashback c. flash sideways
d. foreshadowing
5. Sequence the following events in order.
___7___ The bear flung Brian twenty feet. ___4___ Brian enjoyed the warmth of the fire
when he went to bed. ___1___Brian found the survival pack. ___3___Brian cooked a rabbit stew.
___6___Brian watched the wolves mark their territory.
___5___Brian woke to the sounds of thousands of singing birds. ___2___ The firing pin broke off Brian’s rifle.
6. Complete the chart.
Solitary or Group
Home Range
Territory Rules
wolves mostly solitary
hundred-mile loop
marked territory lines
bears
solitary
except female
with cubs
not in book –
brown bear (120 square
miles)
Brian thought
if he left them alone, they
would leave him alone.
7. Why does Paulsen use the word softness to
describe fall?
The temperatures changed gradually. Brian wasn’t aware of the coming of winter because the weather changed slowly.
8. Read this passage from Chapter 2.
A new coolness, a touch, a soft kiss on his
cheek. It was the same air, the same sun, the same morning, but it was different, so changed that he stopped and raised his hand to his cheek and
touched where the coolness had brushed him.
Which type of figurative language is use? a. simile b. metaphor
c. personification d. idiom
~ Page 17 © Gay Miller ~
Chapters 1-2 ~ Constructive Response – Course of Action
Explain what course of action you would take if you were in
Brian’s situation after retrieving the survival pack from the
plane. Why would this be a more effective course than the
course that Brian chose?
Brian's Actions Your 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.
CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
~ Page 18 © Gay Miller ~
Chapters 1-2 ~ Constructive Response – Course of Action
Explain what course of action you would take if you were in
Brian’s situation after retrieving the survival pack from the
plane. Why would this be a more effective course than the
course that Brian chose?
Brian's Actions Your Actions
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
_____________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
For a week or two he was in torment,
never satisfied; even when he had plenty of fish and rabbit or foolbird to eat he thought of the things he didn’t have. It
somehow was never enough and he seemed to be angry all the time, so angry that he wasted a whole day just slamming things around and swearing at
his luck.
Brian started hunting using the survival
.22 rifle (with 50 shells) even temporarily "forgetting" how to use the bow and arrows.
Brian ate all the food in two weeks. He
even ate the full package of prunes at one time. Brian dreamed of food that he didn't have after eating the packaged
freezed-dried food.
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.
CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
Page | 19 Unit Created by Gay Miller
Root Words The next set of lessons is an additional week patterned after my Greek and Latin Root
Word Series for the root word vert/vers meaning turn. You can download the Free
Greek and Latin Root Words Free Sample Week for the root word terr. [The idea is to
teach one root word each week in short 10 minute lessons.]
The Routine Day #1 – Anchor Chart + Coordinating Student Practice Page 1
Day #2 – Foldable Organizer
Day #3 – Student Practice Page 2-3
Day #4 – Card Deck
Day #5 – Game + Student Practice Page 4
Prefixes, Suffixes, & Root Words Common Core Alignment
5th Grade 6th Grade 7th Grade
Pr
efi
xes,
Su
ffix
es,
&
Ro
ot
wo
rd
s
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).
CCSS.ELA-
LITERACY.L.6.4.B
Use common, grade-
appropriate Greek or Latin
affixes and roots as clues
to the meaning of a word
(e.g., audience, auditory,
audible).
CCSS.ELA-
LITERACY.L.7.4.B
Use common, grade-
appropriate Greek or Latin
affixes and roots as clues
to the meaning of a word
(e.g., belligerent, bellicose,
rebel).
Dict
ion
ar
y &
G
loss
ar
y S
kills
CCSS.ELA-
LITERACY.L.5.4.C
Consult reference materials
(e.g., dictionaries,
glossaries, thesauruses),
both print and digital, to
find the pronunciation and
determine or clarify the
precise meaning of key
words and phrases.
CCSS.ELA-
LITERACY.L.6.4.C
Consult reference materials
(e.g., dictionaries,
glossaries, thesauruses),
both print and digital, to
find the pronunciation of a
word or determine or
clarify its precise meaning
or its part of speech.
CCSS.ELA-
LITERACY.L.7.4.C
Consult general and
specialized reference
materials (e.g.,
dictionaries, glossaries,
thesauruses), both print
and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning or its part
of speech.
Page | 20 Unit Created by Gay Miller
How to Use this Resource
Monday [Day 1]
Introduce the “Root Word of the Week” by using the anchor chart.
Students complete the first page of their practice booklet by writing the meaning of the
root word and listing words containing the root during the discussion.
Tuesday [Day 2]
Students complete the foldable organizer by writing words containing the root and
writing the definitions for each word. (Words will vary.)
Example words from the anchor chart may be listed in
the students’ practice
book.
Page | 21 Unit Created by Gay Miller
For most students, I recommend using words that the students already know on the
foldable organizer. This is so students can make a clear connection between the
meaning of the root word by associating it with something they already know.
Then when completing Thursday’s card deck activity, have students expand their
vocabulary by using the more difficult words.
For example:
Easier Words More Challenging Words invert revert vertical divert
vertigo avert convert extrovert
vertebrae introvert advertisement subvert pervert adversary
convertible diversify conversation diversion
anniversary averse irreversible
version universe divorce
reverse
Wednesday [Day 3]
Students complete the next two pages in their practice booklet. This lesson contains
two pages that may be printed back-to-front and then folded in half to have a booklet
feel.
Page | 22 Unit Created by Gay Miller
Thursday [Day 4]
Students make an index card for challenging words. On the cards, students write
definitions, sentences, and create illustrations for the words.
Friday [Day 5]
Students practice using the root word of the week with a game activity. Students
record the answers for the game activity in their practice booklets.
Page | 23 Unit Created by Gay Miller
Anchor Chart Instructions Printing, cutting out, and assembling anchor charts takes only a few minutes.
1. Print pattern pieces. Chart pieces look great on colored or white paper.
2. Cut out pieces.
3. Glue pieces onto a standard 20 by 30 inch piece of paper.
4. You may wish to laminate for durability.
Page | 24 Unit Created by Gay Miller
Context Clues Common Core Alignment
5th Grade 6th Grade 7th Grade 8th Grade
CCSS.ELA-Literacy.L.5.4.a
Use context (e.g., cause/effect
relationships and
comparisons in text) as a clue to the meaning
of a word or phrase.
CCSS.ELA-Literacy.L.6.4.a
Use context (e.g., the overall meaning of a
sentence or paragraph; a
word's position or function in a sentence) as a
clue to the meaning of a word
or phrase.
CCSS.ELA-Literacy.L.7.4.a
Use context (e.g., the overall meaning of a
sentence or paragraph; a
word's position or function in a sentence) as a
clue to the meaning of a word
or phrase.
CCSS.ELA-Literacy.L.8.4.a
Use context (e.g., the overall meaning of a
sentence or paragraph; a
word's position or function in a sentence) as a clue
to the meaning of a word or phrase.
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.
CCSS.ELA-Literacy.L.6.4.d
Verify the preliminary determination of
the meaning of a word or phrase
(e.g., by checking the inferred meaning in
context or in a dictionary).
CCSS.ELA-Literacy.L.7.4.d
Verify the preliminary determination of
the meaning of a word or phrase
(e.g., by checking the inferred meaning in
context or in a dictionary).
CCSS.ELA-Literacy.L.8.4.d
Verify the preliminary determination of
the meaning of a word or phrase
(e.g., by checking the inferred meaning in context
or in a dictionary).
Page | 25 Unit Created by Gay Miller
Context Clues Organizers Three organizers are offered. The first contains 4 context clue
types, the second contains 6 context clue types, and the third
contains 8 context clues types.
The organizers come in three versions:
The first has lines where students write definitions and sample sentences.
The second copy of the organizer includes the definitions with key words missing for students to fill in. Students must also write definitions and
sample sentences. The third copy is completed. It may be used as an answer key, as a
sample for students to follow, for differentiated instructions, or for students who were absent.
Instructions for Making the Organizer
1) Print the organizer on colored paper.
2) Have students trim around the four sides of the organizer on the bold lines.
3) Fold on the dotted lines and cut on the solid lines to form six flaps.
4) After discussing the types of context clues, have students write a definition and
a sample sentence for each type on the lines provided.
Page | 26 Unit Created by Gay Miller
Context Clues The sentences for this context clues activity come from
Chapters 1-6.
Instructions for Making the Cards
1. Print the question cards onto heavy weight paper or cardstock.
2. Laminate for repeated use.
3. Cut the cards apart.
Answer Key
1. a) gas fuel
2. c) portion
3. b) outdoor toilet
4. b) small hill
5. b) turned away
6. d) essential
7. c) disemboweled
8. d) branches
9. d) escaped
10. a) contacts
11. c) lone
12. c) route
13. c) plainly
14. a) guiltily
15. a) enemy
16. d) in that
17. c) complexly
18. d) hungry
19. c) thorny bushes
20. b) exploding
21. b) features
22. d) moisture
23. a) huge
24. c) stomach muscle
25. b) leak-proof
26. a) complexity
27. d) studied
28. b) simple
29. d) add feathers
30. c) overeaten
31. c) cautiously
32. a) impression
Page | 27 Unit Created by Gay Miller
Gary Paulsen is a brilliant writer. In Brian’s Winter, Paulsen’s writing style
makes the reader feel like there is a direct communication into Brian’s
thoughts. Paulsen achieves this by using a variety of techniques:
avid use of details (After reading one of Paulsen’s books, readers feel
that they know how to survive in the wilderness. They know how to
build a bow or make snow shoes because Paulsen described the process
in so much detail.)
vivid imagery (Paulsen uses a lot of sensory details. The reader
smells, tastes, touches, hears, and sees what Brian experiences in his
wilderness universe.)
sentence structure (Paulsen’s writing is full of stringy, run-on, and
sentence fragments. These are not random; they have a purpose. When
there is a sense of urgency, Paulsen’s sentences become short, choppy,
and often fragments. At other times, Paulsen crams a lot of information
into one sentence. This is usually when the mood is calm. Yes,
technically the sentences are incorrect, but it makes Paulsen’s writing
powerful.
The next pages provide a foldable organizer teaching three types of
sentence problems. After students know and understand these, a printable
is provided for evaluating Paulsen’s writing. Students find sentence
problems and then explain why Paulsen wrote the way he did. [This would
make a small group activity. Print the passages and cut them apart.
Provide each group with one or two passages to discuss.]
Page | 28 Unit Created by Gay Miller
Sentence Problems
Sentences Common Core Alignment 5th Grade 6th Grade 7th Grade
CCSS.ELA-LITERACY.L.5.3.A
Expand, combine, and
reduce sentences for
meaning, reader/listener
interest, and style.
CCSS.ELA-LITERACY.L.6.3.A
Vary sentence patterns for
meaning, reader/listener
interest, and style.*
CCSS.ELA-LITERACY.L.7.3.A
Choose language that
expresses ideas precisely
and concisely, recognizing
and eliminating wordiness
and redundancy.*
Three versions of the “Sentence Problems Organizers” are provided. The first contains
lines for students to write definitions and examples. The second contains blanks in the
definitions and lines for examples. The third version may be used as an answer key, as
a sample for students to follow, for differentiated instructions, or for students who
were absent.
Note: When using versions one and two, you may wish to read the example
sentences from version three orally for class discussion.
Instructions for Making the Organizers
1) Print the organizer on colored paper.
2) Have students trim around the four sides of the organizer on the lines.
3) Fold on the dotted line and cut on the solid lines to form three flaps.
4) Have students complete missing information.
5) Label the flaps.
Page | 29 Unit Created by Gay Miller
Figurative Language Organizer
Three Door Flip
Print the organizer onto colored paper.
Students will fill in the missing information in the blank spaces.
To make the organizer, trim around the four edges on the lines indicated. Fold the page in half vertically on the dotted lines. Cut on the lines indicated on the inside
of the organizer, up to the fold so that the organizer opens with three flaps.
Page | 30 Unit Created by Gay Miller
Comma Rules
Comma Rules Common Core Alignment 5th Grade 6th Grade 7th Grade
CCSS.ELA-LITERACY.L.5.2.A
Use punctuation to separate
items in a series.*
CCSS.ELA-
LITERACY.L.6.2.A
Use punctuation (commas,
parentheses, dashes) to set
off
nonrestrictive/parenthetical
elements.*
CCSS.ELA-
LITERACY.L.7.2.A
Use a comma to separate
coordinate adjectives
(e.g., It was a fascinating,
enjoyable movie but not He
wore an old[,] green shirt).
CCSS.ELA-LITERACY.L.5.2.B
Use a comma to separate
an introductory element
from the rest of the
sentence.
CCSS.ELA-LITERACY.L.5.2.C
Use a comma to set off the
words yes and no (e.g., Yes,
thank you), to set off a tag
question from the rest of
the sentence (e.g., It's true,
isn't it?), and to indicate
direct address (e.g., Is that
you, Steve?).
Having students draw and color notes (a left brain activity) while learning facts (a
right brain activity) promotes active learning since both sides of the brain are
active. The improved communication helps students focus and retain information.
In several of my units, I have created resource pages based on this idea. I call
these resource pages “Graffiti Notes.” If you have students cut away the borders,
these will fit nicely into an interactive notebook for reference.
Three versions of the pages are provided:
The first has lines where students write definitions and sample sentences.
The second copy of the organizer contains the definitions with key words missing for students to add. Students must also write sample sentences.
The third copy is completed. It may be used as an answer key, as a
sample for students to follow, for differentiated instructions, or for students who were absent.
Encourage students to decorate the page by doodling as you discuss each rule.
Page | 31 Unit Created by Gay Miller
~ Page 32 © Gay Miller ~
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