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~ Page 1 © Gay Miller ~
Created by Gay Miller
From the Mixed-Up Files of
Mrs. Basil E. Frankweiler
Book Unit
~ Page 2 © Gay Miller ~
Thank you for downloading this preview of From the Mixed-Up
Files of Mrs. Basil E. Frankweiler
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, constructed response
writing, and skill practice. I hope your
students enjoy a book study using the
engaging method of using interactive
notebooks.
From the Mixed-Up Files of
Mrs. Basil E. Frankweiler
By E. L. Konigsburg
Genre ~ Adventure, Classics, Mystery and Suspense
Grade Level Equivalent: 4.7
Lexile Measure®: 700L
~ 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 22
Vocabulary Practice Booklet 26
Vocabulary Test 41
Comprehension 43
Constructive Writing Questions/Alignment to the Common Core State Standards 44
Comprehension Chapter 1 49
Constructed Response – Point of View 51
Chapter 1 Constructed Response – Cause and Effect 55
Comprehension Chapter 2 57
Chapter 2 Constructed Response – Comparing Characters 59
Comprehension Chapter 3 61
Chapter 3 Constructed Response – Figurative Language 63
Constructed Response – Setting 65
Comprehension Chapter 4 67
Chapter 4 Constructed Response – Point of View (Perspective) 69
Chapter 4 Constructed Response – Character Map (Mrs. Frankweiler) 71
Comprehension Chapter 5 73
Information – Comparing Versions 75
Constructed Response – Comparing Versions of the Stories 76
Constructed Response – Theme 79
Comprehension Chapter 6 81
Chapter 6 Constructed Response – Mood 83
Chapter 6 Constructed Response – Problem and Solution Chain 85
Comprehension Chapter 7 87
Chapter 7 Constructed Response – Course of Action 89
Comprehension Chapter 8 91
Chapter 8 Constructed Response – Summarizing (2 Versions) 94
~ Page 4 © Gay Miller ~
Constructed Response – Character’s Actions 98
Comprehension Chapter 9 100
Constructed Response – Figurative Language 102
Constructed Response – Theme 107
Comprehension Chapter 10 109
Constructed Response – Plot Development Roller Coaster Diagram 111
Constructed Response – Comparing Characters 114
Constructed Response – Comparing Two Versions of the Story 116
Skills 117
Famous People Mentioned in the Story 118
Root Word Common Core Alignment 119
Root Word Lists 120
Root Word Organizers 123
Root Word Bump Game 133
Root Word Game 136
Collaboration Common Core Alignment 140
TEAMWORK Organizer 141
Collaboration Project 145
Persuasive Essay Common Core Alignment 158
Persuasive Essay Organizers 159
Persuasive Essay Practice 166
Persuasive Essay Checklist 167
Context Clues Common Core Alignment 168
Context Clues Organizers 169
Context Clues Task Cards 179
Figurative Language Common Core Alignment 188
Figurative Language Response Cards 189
Figurative Language Organizers 195
Credits 205
~ Page 5 © Gay Miller ~
Lesson Plans at a Glance [The chapters in the novel vary quite a bit in length. All chapters have a multiple choice/short
answer comprehension check plus the longer chapters have two Constructed Response
questions. This is so long chapters may be divided into two reading segments with a
comprehension activity for each half chapter. If you opt to move through the novel at the
rate of a chapter a day, you can select the comprehension practice that best fits the needs
of your students.]
Read Vocabulary Words and Practice Book
Comprehension Practice
Constructed Response Question
Skill Practice
Day 1
Chapter 1 suburbs injustice
Page 1 Chapter 1
Point of View
Cause and Effect
Root Word
Organizers
Day 2
Chapter 2
traveler’s checks
expenditure
Page 2 Chapter 2 Comparing
Characters Root Word Games
Day 3
Chapter 3
extravagant
inconspicuous
Page 3 Chapter 3
Setting
Figurative Language
TEAMWORK organizer
Day 4
Chapter 4
perilous
intrigue
Page 4 Chapter 4
Perspective
Character Map
Collaborative Poster Project
Day 5
Chapter 5 vendor corpuscle
Page 5 Page 6 (review)
Chapter 5
Comparing Different Versions
Theme
Writing a Persuasive Essay Organizers
Day 6
Chapter 6 triumphant modest
Page 7
Chapter 6
Mood
Problem and Solution
Chain
Persuasive essay Practice
Day 7
Chapter 7 pharaoh solemn
Page 8 Chapter 7 Course of Action Context Clues Organizers
Day 8
Chapter 8 heroine attribute
Page 9 Chapter 8
Summarizing
(2 Choices)
Character’s Actions
Context Clues Task Cards
Day 9
Chapter 9 saunter authenticity
Page 10 Chapter 9
Figurative Language
Theme
Figurative Language
Organizers
Day 1
0
Chapter 10 maim theatrical production
Page 11 Page 12 (review)
Chapter 10
Plot Development Chart
Comparing
Characters
Use response
cards to identify figurative language types.
Vocabulary Test
Comparing the Book
to the Movie
~ Page 6 © Gay Miller ~
Chapter 1
suburbs (noun) - an area or community located just outside a city or town
synonyms: development, outskirts, commuter belt, fringes, outer edge, outer
reaches, borders
It seemed senseless to run away without money. Living in the suburbs had taught her
that everything costs.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 1
injustice (noun) - the lack of justice or fairness
synonyms: unfairness, wrong, inequality, bias, discrimination
Claudia knew that it had to do with injustice. She was the oldest child and the only
girl and was subject to a lot of injustice. Perhaps it was because she had to both
empty the dishwasher and set the table on the same night while her brothers got out
of everything.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 2
traveler’s checks (noun) - a check for a fixed amount that can be cashed or used in
payment after endorsement with the holder's signature; Traveler's checks are often
used by individuals traveling on vacation to foreign countries.
“Bruce pays off in pennies and nickels. What did you expect him to pay me in?
Traveler’s checks?”
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 2
expenditure (noun)- something which is paid out or spent
synonyms: spending, expenses, costs, payments, outgoings
Claudia appointed him treasurer; he would not only hold all the money, he would
also keep track of it and pass judgment on all expenditures.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
20 Vocabulary Words
Two Focus Words for Each Chapter
~ Page 7 © Gay Miller ~
12 Page Vocabulary Practice Book
~ Page 8 © Gay Miller ~
Vocabulary Review Write a synonym for each word listed:
1. saunter __________________
2. pharaoh __________________
3. authenticity __________________
4. maim __________________
5. heroine __________________
6. modest __________________
7. triumphant __________________
8. solemn __________________
9. theatrical production
__________________
10. attribute __________________
Chapter 1 [suburbs and injustice]
1. Circle six words in the box that are synonyms of injustice.
reasonableness wrong
prejudice
unfairness
fairness bias
goodness honesty discrimination
impartiality rightness inequality
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Is injustice used correctly in the sentences below?
True or False
______ It is an injustice to punish an innocent person.
______ After many years in prison, the wrongly accused man finally received injustice and was released.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 3. Fill in the word web with synonyms for suburbs.
Page 12 Page 1
suburbs
~ Page 9 © Gay Miller ~
Vocabulary Review Write a synonym for each word listed:
1. saunter amble
2. pharaoh ruler
3. authenticity genuine
4. maim destroy
5. heroine superwoman
6. modest humble
7. triumphant successful
8. solemn serious
9. theatrical production
dramatic piece
10. attribute quality
Chapter 1 [suburbs and injustice]
1. Circle six words in the box that are synonyms of injustice.
reasonableness wrong
prejudice
unfairness
fairness bias
goodness honesty discrimination
impartiality rightness inequality
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Is injustice used correctly in the sentences below?
True or False
___T___ It is an injustice to punish an innocent person.
___F___ After many years in prison, the wrongly accused man finally received injustice and was released.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 3. Fill in the word web with synonyms for suburbs.
Page 12 Page 1
suburbs
outskirts of town an area or
community located just
outside a city or town
outer reaches
~ Page 10 © 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 16 Constructed Responses 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 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 fill in the
organizers only.
~ Page 12 © Gay Miller ~
CCSS.E
LA-L
itera
cy.R
L.3
.1
CCSS.E
LA-L
itera
cy.R
L.3
.2
CCSS.E
LA-L
itera
cy.R
L.3
.3
CCSS.E
LA-L
itera
cy.R
L.3
.4
CCSS.E
LA-L
itera
cy.R
L.3
.5
CCSS.E
LA-L
itera
cy.R
L.3
.6
CCSS.E
LA-L
itera
cy.R
L.3
.7
CCSS.E
LA-L
itera
cy.R
L.3
.9
CCSS.E
LA-
Litera
cy.R
L.3
.10
Point of View
Cause and Effect
Comparing Characters
Figurative Language
Setting
Point of View ~ Perspective
Character Map
Comparing Different Versions (2 Choices)
Theme
Mood
Problem and Solution Chain
Course of Action
Summarizing (2 Choices)
Character’s Actions
Figurative Language
Theme
Plot Development Chart
Comparing Characters
Comparing the Book to the Movie
Theme
3rd Grade
~ Page 13 © Gay Miller ~
CCSS.E
LA-
Litera
cy.R
L.4
.1
CCSS.E
LA-
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cy.R
L.4
.2
CCSS.E
LA-
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cy.R
L.4
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CCSS.E
LA-
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L.4
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CCSS.E
LA-
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cy.R
L.4
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CCSS.E
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L.4
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CCSS.E
LA-
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cy.R
L.4
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CCSS.E
LA-
Litera
cy.R
L.4
.9
CCSS.E
LA-
Litera
cy.R
L.4
.10
Point of View
Cause and Effect
Comparing Characters
Figurative Language
Setting
Point of View ~ Perspective
Character Map
Comparing Different Versions (2 Choices)
Theme
Mood
Problem and Solution Chain
Course of Action
Summarizing (2 Choices)
Character’s Actions
Figurative Language
Theme
Plot Development Chart
Comparing Characters
Comparing the Book to the Movie
Theme
4th Grade
~ Page 14 © Gay Miller ~
CCSS.E
LA-
Litera
cy.R
L.5
.1
CCSS.E
LA-
Litera
cy.R
L.5
.2
CCSS.E
LA-
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cy.R
L.5
.3
CCSS.E
LA-
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cy.R
L.5
.4
CCSS.E
LA-
Litera
cy.R
L.5
.5
CCSS.E
LA-
Litera
cy.R
L.5
.6
CCSS.E
LA-
Litera
cy.R
L.5
.7
CCSS.E
LA-
Litera
cy.R
L.5
.9
CCSS.E
LA-
Litera
cy.R
L.5
.10
Point of View
Cause and Effect
Comparing Characters
Figurative Language
Setting
Point of View ~ Perspective
Character Map
Comparing Different Versions (2 Choices)
Theme
Mood
Problem and Solution Chain
Course of Action
Summarizing (2 Choices)
Character’s Actions
Figurative Language
Theme
Plot Development Chart
Comparing Characters
Comparing the Book to the Movie
Theme
5th Grade
~ Page 15 © Gay Miller ~
From the Mixed-Up Files of Mrs. Basil E. Frankweiler ~ Chapter 1
1. Which three phrases best summarize Chapter
1?
a. saving money, planning a runaway, telling
Jamie the plan b. the injustice of chores, bus ride, walking
Kevin
c. hot fudge sundaes, gambling with cards, eating the evidence
d. the Metropolitan Museum of Art, train tickets, planning with Jamie
2. The setting is important to the story
because---.
a. The story takes place in the boring
suburbs where nothing exciting ever happens.
b. The Kinkaids live in the suburbs.
c. The Kinkaids must ride the bus to school. d. Claudia plans to run away to New York
City.
3. Which word best describes Claudia’s
personality?
a. conceited
b. planner c. thoughtful d. suspenseful
4. List three reasons Claudia selects Jamie to run away with.
#1 ____________________________________
#2 ____________________________________
#3 ____________________________________
5. Which word best describes the author’s tone
when writing From the Mixed-Up Files of Mrs.
Basil E. Frankweiler?
a. comical with playful language and jokes b. factual account with no opinions c. detailed relaying of facts
d. full of metaphors that must be puzzled out
6. Read this passage from Chapter 1.
She was cautious (about everything but money) and poor; he was adventurous (about everything
but money) and rich.
What does this passage tell the reader about Claudia and Jamie?
______________________________________
______________________________________
______________________________________
7. Read this passage from the end of Chapter 1.
Kevin never realized then or ever that he had been given a clue, and he pouted all the
way home.
Which literary device does this line contain?
a. cliffhanger b. foreshadowing
c. figurative language d. dialect
Explain why you selected this answer.
______________________________________
______________________________________
______________________________________
8. Read this passage.
Flattery is as important a machine as the lever,
isn’t it, Saxon-berg? Give it a proper place to rest, and it can move the world.
Which literary device does this line contain?
a. simile
b. metaphor c. idiom d. alliteration
Explain what the line means.
______________________________________
______________________________________
~ Page 16 © Gay Miller ~
From the Mixed-Up Files of Mrs. Basil E. Frankweiler ~ Chapter 1
1. Which three phrases best summarize Chapter
1?
a. saving money, planning a runaway, telling
Jamie the plan b. the injustice of chores, bus ride, walking
Kevin
c. hot fudge sundaes, gambling with cards, eating the evidence
d. the Metropolitan Museum of Art, train tickets, planning with Jamie
2. The setting is important to the story
because---.
a. The story takes place in the boring
suburbs where nothing exciting ever happens.
b. The Kinkaids live in the suburbs.
c. The Kinkaids must ride the bus to school. d. Claudia plans to run away to New York
City.
3. Which word best describes Claudia’s
personality?
a. conceited
b. planner c. thoughtful d. suspenseful
4. List three reasons Claudia selects Jamie to run away with.
#1 ~ He has money.
#2 ~ He has a transistor radio.
#3 ~ She liked him the best.
5. Which word best describes the author’s tone
when writing From the Mixed-Up Files of Mrs.
Basil E. Frankweiler?
a. comical with playful language and jokes
b. factual account with no opinions c. detailed relaying of facts
d. full of metaphors that must be puzzled out
6. Read this passage from Chapter 1.
She was cautious (about everything but money) and poor; he was adventurous (about everything
but money) and rich.
What does this passage tell the reader about Claudia and Jamie?
The two have opposite weaknesses which make them a good pairing. With Claudia being cautious the runaway plan will be detailed. Jamie will go along because he wants adventure.
Plus they need Jamie’s money to make the plan work.
7. Read this passage from the end of Chapter 1.
Kevin never realized then or ever that he had been given a clue, and he pouted all the way home.
Which literary device does this line contain?
a. cliffhanger b. foreshadowing
c. figurative language d. dialect
Explain why you selected this answer.
Claudia is not going to be around to walk Kevin, so Kevin is about to get his wish. Stevie will have to walk with him.
8. Read this passage.
Flattery is as important a machine as the lever, isn’t it, Saxonberg? Give it a proper place to
rest, and it can move the world.
Which literary device does this line contain?
a. simile b. metaphor
c. idiom d. alliteration
Explain what the line means.
Claudia flatters Jamie, so he will go along with her plan. He does so because he wants to please
his sister who is building up his self-esteem.
~ Page 17 © Gay Miller ~
Constructed Response – Comparing Characters
List personality traits including ways Claudia and Jamie have changed during the novel.
Claudia
___________________________________________
___________________________________________
___________________________________________
_____________________
_____________________
_____________________
_____________________
__________________________
__________________________
__________________________
_________________________
__________________________
__________________________
__________________________
__________________________
_____________________
_____________________
_____________________
_____________________
Jamie
___________________________________________
___________________________________________
___________________________________________
_____________________
_____________________
_____________________
_____________________
__________________________
__________________________
__________________________
_________________________
__________________________
__________________________
__________________________
__________________________
_____________________
_____________________
_____________________
_____________________
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 18 © Gay Miller ~
Constructed Response – Comparing Characters
List personality traits including ways Claudia and Jamie have changed during the
novel.
Claudia
Claudia has been a planner all the way through the book; however it is her final plan to go see Mrs.
Frankweiler that helps solve the mystery.
Claudie becomes the heroine she wishes to
become when she solves the mystery.
Claudia returns home to Greenwich a different person for
the adventure she has taken. She has confidence because she was able to figure out a major
find.
Claudia has a driving need to be different. She is upset when she
discovers the museum already knows her 'secret' find.
Claudia is a ruler, but she wants to give Jamie some
power as well. She let him control the money.
Jamie
Jamie's talent is finance. He knows not only how to make money, but how to hang onto it as well.
Jamie comes home feeling as if he has been on the
greatest adventure of his life.
Jamie was vital to the mission being successful. Without him
managing the finances, the two would never have been able to live in New York City for a week
with so little money.
Jamie is a sympathic brother. When Claudia is crying her eyes
out, Jamie tries to soothe her with kind words.
Jamie is laugh out loud funny at times. His wit
helps him in difficult situations.
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 19 © Gay Miller ~
Root Words Common Core Alignment 4th Grade 5th Grade 6th Grade
Pr
efi
xes,
Su
ffix
es,
& R
oo
t w
or
ds 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).
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).
Dict
ion
ar
y &
Glo
ssa
ry
Ski
lls
CCSS.ELA-
LITERACY.L.4.4.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.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.
~ Page 20 © Gay Miller ~
Root Word List from From the Mixed-Up Files of Mrs. Basil E. Frankweiler
graph [writing, printing]
rupt [to throw]
struct [build, form]
photo [light]
Word
s fro
m
Fro
m t
he
Mix
ed-U
p F
iles biographer erupted construction photographer
geography interrupted / interruption instructed / instructions photo albums
photography abruptly photographs
paragraph
photograph
More
Word
s
telegraph bankrupt destruction photogenic autograph rupture obstruction photon
calligraphy corrupt reconstruct telephoto
epigraph disrupt structure photocopy
cinematography incorruptible structural photosynthesis
holographic industry
topographic instructive
demographic
This unit practices with roots: graph, rupt, struct, and photo.
~ Page 21 © Gay Miller ~
Option #1 Root Word Organizers
Two different styles of root word organizers are provided
containing the same information. This page shows the
first option, the second option follows. I recommend that
you look at both before you make copies to see which fits
your teaching style the best.
Print the organizer/cards onto heavy-weight paper or cardstock.
Students will fill in the missing information in the blank spaces
including:
Students should write words containing the root.
Students should then write each word’s definition.
Finally students should write sample sentences using the words.
Cut out the cards.
Punch a hole on the place marked.
Secure the cards together with brads or book rings.
~ Page 22 © Gay Miller ~
Option #2 Root Word Organizers You can have students glue just the top cover page directly into interactive notebooks
and have students write definitions and/or sentences containing the words on the pages
in the interactive notebooks. Another option is to run off both the top cover page and
bottom page of the organizer and glue them together. This option provides the students
with boxes containing lines to write definitions and/or sentences.
The organizers have been left blank so that any word may be used.
Instructions for Making the Organizer:
1) Simply copy the first page of the organizer onto colored paper.
2) Optional ~ Copy the next page onto white copier paper.
3) Trim the outer edges so the organizer will fit into interactive notebooks.
4) The first colored page should be cut on the lines between the three flaps up to
the dotted fold line, so that it will open one flap at a time.
5) Students will complete the organizer by filling in the missing information.
6) Glue the top page to the bottom page in the area indicated, so the organizer
will open. OR Glue the top page directly onto a page in your interactive
notebook.
~ Page 23 © Gay Miller ~
Root Word Bump
abruptly
photographer
instruction
erupted
interruption
photo albums
construction
photographs
paragraph
instructed
biographers
© G
ay M
ille
r
2. Claudia assigned to Jamie the task of looking through the books of --- of Michelangelo’s work to
find pictures of Angel.
3. Jamie ---, “What’s the matter with you, Claude?
4. Each child in the class wore a round circle of blue --- paper on which was written in magic marker: Gr. 6, W.P.S.
5. Jamie tried to slow down to the pace of the ---. He liked getting his picture taken.
6. His first --- was to forget his homework; get ready for the trip instead.
7. They studied a while longer before Jamie’s next ---. “You know, a lot of his works were lost.
8. Are --- of your grandchildren the only pictures you look at?
9. She knew where the answer was—the second --- in the right hand column of page 157.
10. I don’t like to waste time, so when I at last turned around, I did so --- and asked directly, “Are
you the children who have been missing from Greenwich for a week?”
11. Neither Condivi nor Vasari, Michelangelo’s --- who knew him personally mention the master
carving this little angel; they mention only the angel carved for the altar in Siena.
12. Claudia had --- Jamie to pull his feet up and crouch his head down so that Herbert, the driver, couldn’t see
him.
Sample
~ Page 24 © Gay Miller ~
not honest;
wicked
the act of
ruining
completely or
destroying
trademark for a
photographic system
that uses telescopic
lenses to produce
large images of
distant objects
a thing made up
of a number of
parts joined
together in a
certain way
the activity or
process of turning
raw materials into
finished products,
or a particular
business that does
this
to disturb or
cause confusion
in
attractive as a
subject for, or
appearing
attractive in,
photographs
telegraph structure disrupt holograph
telephoto epigraph rupture
bankrupt autograph topographic photogenic
reconstruct destruction corrupt
industry photocopy
photosynthesis
not able to pay
money owed and
free by law from
having to pay
the process by
which a green
plant uses
sunlight to
change water
and carbon
dioxide into
food for itself
a photographic
copy of a
document or
other printed
material
to make over or
construct again
the shape of
the earth's
surface across
an area or
region
a break in
friendly
connections
between
people
a system by
which messages
may be sent by
electronic
means
the name of a
person, especially a
famous person,
written in his or her
own handwriting
an inscription,
esp. when
engraved in
stone or on a
building
entirely
handwritten
by the
author
Start
Root Words struct, rupt, graph, and photo
Sample
~ Page 25 © Gay Miller ~
Collaboration Common Core State Standards
3rd Grade 4th Grade 5th Grade
CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.1.A Come to discussions prepared,
having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.4.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.5.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.3.1.B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care,
speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.4.1.B Follow agreed-upon rules for discussions and carry out
assigned roles.
CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out
assigned roles.
CCSS.ELA-LITERACY.SL.3.1.C
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-
LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of
others.
CCSS.ELA-
LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-LITERACY.SL.3.1.D Explain their own ideas and understanding in light of the
discussion.
CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas
expressed and explain their own ideas and
understanding in light of the discussion.
CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas
expressed and draw conclusions in light of
information and knowledge gained from the discussions.
~ Page 26 © Gay Miller ~
TEAMWORK Organizer The Organizer:
Three versions of the organizer are provided depending on the needs of your students.
Students give examples.
Students fill in key words in the examples 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.
~ Page 27 © Gay Miller ~
Collaborative Project Preparation
Step 1 ~ Plan collaborative learning groups. I’ve shared the method I use to
quickly divide the class into groups on my blog, but decided to add it on the next
page for those who might have missed it.
Step 2 ~ Assign each group a tourist location in New York City. I have provided ten
“Quick Fact” sheets to help with this. Each page contains a few details, the link to
the official website for research, and the link to Wiki Media for students to view
photographs. Run off one “Quick Fact” page for each group.
Step 3 ~~ Materials ~~ Provide each group with a piece of poster board,
markers, etc. to create a poster advertising the New York City tourist attraction. I
recommend cutting standard-sized (22 x 28 inch) pieces of poster board in half to
make the poster go more quickly and for easier display of the finished products.
Students will also need access to laptops, iPads, or computers to complete a small
amount of research.
The Project
Part 1 ~ Each group will create one poster to entice others to visit a specific tourist
attraction in New York City. The poster needs some interesting facts, a catchy
slogan, and an illustration.
Part 2 ~ Following the creation of the poster, students will use the information
learned through research to write individual persuasive essays to encourage others
to visit their specific New York City tourist spot.
Visit this American Icon of Freedom
Give me your
tired, your
poor, your
huddled
masses
yearning to
breathe free.
Lady Liberty She’s one large lady!
~ Page 28 © Gay Miller ~
Tourist Attractions mentioned in From the Mixed-Up Files of Mrs. Basil E. Frankweiler
Central Park ~ Jamie spent seven of the twenty-eight-and-a-half railroad miles
trying to convince his sister that they should try hiding in Central Park.
Grand Central Terminal ~ Claudia and Jamie walked from the post office to
Grand Central Terminal and sat down in the waiting room.
Metropolitan Museum of Art ~ Therefore, she decided that her leaving home
would not be just running from somewhere but would be running to somewhere. To a
large place, a comfortable place, an indoor place, and preferably a beautiful place.
And that’s why she decided upon the Metropolitan Museum of Art in New York City.
[Here is a link to the Met Museum Mixed-Up Files issue that is mentioned by E. L.
Konigsburg in the “Afterword.”
http://www.metmuseum.org/~/media/Files/Learn/Family%20Map%20and%20Guides
/MuseumKids/The%20Mixed%20Up%20Files%20Issue.pdf
Rockefeller Center ~ They wandered around Rockefeller Center and watched
the skaters for a short while.
Other New York City Tourist Attractions
Statue of Liberty
American Museum of Natural History
Bronx Zoo
Citi Field or Yankee Stadium
Coney Island
Empire State Building
~ Page 29 © Gay Miller ~
Central Park
Facts
established in 1857
size ~~ 843 acres, 0.5 miles (0.8 km) wide by 2.5 miles (4 km) long
extensive walking tracks
natural-looking lakes and ponds
large area of natural woods
seven major lawns called the "meadows"
playgrounds for children
Attractions
o outdoor amphitheater (hosts "Shakespeare in the Park" summer festivals)
o Belvedere Castle
o Swedish Cottage Marionette Theatre
o carousel
o Central Park Zoo
Websites
http://www.centralparknyc.org/
http://www.centralpark.com/
Slideshow from WikiMedia
https://commons.wikimedia.org/wiki/Central_Park#/media/File:Southwest_corner_of_Central_Park,_looking_east,_NYC.jpg
Sample
~ Page 30 © Gay Miller ~
Persuasive Essays
Common Core State Standards
3rd Grade 4th Grade 5th Grade
CCSS.ELA-
LITERACY.W.3.1
Write opinion pieces on
topics or texts,
supporting a point of
view with reasons.
CCSS.ELA-
LITERACY.W.4.1
Write opinion pieces on
topics or texts,
supporting a point of
view with reasons and
information.
CCSS.ELA-
LITERACY.W.5.1
Write opinion pieces on
topics or texts,
supporting a point of
view with reasons and
information.
CCSS.ELA-
LITERACY.W.3.1.A
Introduce the topic or
text they are writing
about, state an opinion,
and create an
organizational structure
that lists reasons.
CCSS.ELA-
LITERACY.W.4.1.A
Introduce a topic or text
clearly, state an opinion,
and create an
organizational structure
in which related ideas
are grouped to support
the writer's purpose.
CCSS.ELA-
LITERACY.W.5.1.A
Introduce a topic or text
clearly, state an opinion,
and create an
organizational structure
in which ideas are
logically grouped to
support the writer's
purpose.
CCSS.ELA-
LITERACY.W.3.1.B
Provide reasons that
support the opinion.
CCSS.ELA-
LITERACY.W.4.1.B
Provide reasons that are
supported by facts and
details.
CCSS.ELA-
LITERACY.W.5.1.B
Provide logically ordered
reasons that are
supported by facts and
details.
CCSS.ELA-
LITERACY.W.3.1.C
Use linking words and
phrases
(e.g., because, therefore
, since, for example) to
connect opinion and
reasons.
CCSS.ELA-
LITERACY.W.4.1.C
Link opinion and reasons
using words and phrases
(e.g., for instance, in
order to, in addition).
CCSS.ELA-
LITERACY.W.5.1.C
Link opinion and reasons
using words, phrases,
and clauses
(e.g., consequently,speci
fically).
CCSS.ELA-
LITERACY.W.3.1.D
Provide a concluding
statement or section.
CCSS.ELA-
LITERACY.W.4.1.C
Link opinion and reasons
using words and phrases
(e.g., for instance, in
order to, in addition).
CCSS.ELA-
LITERACY.W.5.1.D
Provide a concluding
statement or section
related to the opinion
presented.
~ Page 31 © Gay Miller ~
Persuasive Essays Organizers
Introduction ~ Attention Grabber (2 Versions)
Parts of the Persuasive Essay (3 Versions)
Three versions of these organizers are provided depending on the needs of your students.
Students write all information.
The second versions are partly completely. 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.
The graphic organizers will fit into an interactive notebook after the edges are trimmed.
Instructions for Making Flap Organizers:
• Print the organizer onto colored paper. Trim the edges.
• Fold on the dotted line. • Cut on the solid lines between flaps up to the dotted fold line.
• Have students fill in missing information.
~ Page 32 © Gay Miller ~
1. Which attention grabber does this essay use?
___________________________
___________________________
2. Highlight the three arguments
using green, blue, and pink in the introduction paragraph, 3 body paragraphs, and again in the conclusion.
3. Highlight the transition words
in the entire essay in yellow.
4. What method does this essay use?
a) Points are sequenced in a logical order by importance.
b) Points are ordered in a
sequential order.
5. The main idea of this first
body paragraph is
___________________________
___________________________
___________________________
6. The main idea of this second
body paragraph is
___________________________
___________________________
___________________________
7. The main idea of this third
body paragraph is
___________________________
___________________________
___________________________
8. Which conclusion method does this essay end with?
a) calling for an action
b) making a prediction
c) a quotation
d) a question to make your
reader think
Lady Liberty wears a size 879 size shoe, and her waistline is
35 feet. Now that is one large lady! Everyone should visit this
American icon at least once in their lifetime. Not only will you
experience a piece of history, but the ferry ride to the island is
an adventure all onto itself. Once you arrive on Liberty Island,
the views of New Jersey and New York are a must see. So go
see this lady with a large foot and waist size.
Get started by catching a ferry from Liberty Park in New
Jersey or Battery Park in New York. This ride is a real treat
with beautiful views of the New York City skyline. Another
incredible aspect about taking the ferry from New Jersey is
getting the chance to see the 9/11 Memorial. The walls of the
memorial depict where the Twin Towers once stood. The
names of everyone who died in the attacks are inscribed on
the corridor created by the two walls. This moving sight will
bring tears to your eyes.
Once you arrive on the island, chill bumps are bound to
prickle your skin as you gaze up at this symbol of hope,
freedom, and enlightenment. Have you ever wondered why
Lady Liberty is standing in this particular pose, or why chains
are near her feet? You can learn enough facts to challenge
your mind for days. All the history of Lady Liberty is provided
by rangers from the National Park Service.
After an informative tour, take
some time to explore a little on
your own. Just by wondering
around the island, you can see
fantastic views. Even better,
climb up to the pedestal. The
pedestal is about half the size of
the height of the entire
monument and offers panoramic
views of Ellis Island, New York,
New Jersey, and the New York
Harbor.
Visiting the Statue of Liberty is
one sight you don’t want to miss!
Be sure to bring a camera along
for all the sights you’ll see from
the ferry. Learn the history
behind this American icon from a
ranger. Then relax and enjoy the
views from the island. Don’t
delay! This is one adventure for
the record books!
Sample
~ Page 33 © Gay Miller ~
Context Clues Common Core Alignment 3rd Grade 4th Grade 5th Grade 6th Grade
CCSS.ELA-LITERACY.L.3.4.A
Use sentence-level context as a
clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.4.4.A
Use context (e.g., definitions,
examples, or restatements in text) as a clue to
the meaning of a word or phrase.
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.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).
Page | 34 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 | 35 Unit Created by Gay Miller
She planned very carefully; she saved her allowance and she chose her companion. She chose Jamie, the second youngest of her three younger brothers. What does companion mean?
a) guest b) outsider
c) extraordinary d) fellow traveler
There were even some pamphlets about the museum around the house, which she quietly researched. What does pamphlets mean?
a) guides b) miniatures c) tickets d) notices
The game was nothing very complicated, Saxonberg. Nothing terribly refined. They played war, that simple game where each player puts down a card, and the higher card takes both.
What does complicated mean? a) trouble-free b) difficult c) simple d) dull
“O.K., Claude, when do we bust out of here? And how?” Claudia stifled the urge to correct his grammar again. What does stifled mean?
a) freed b) unfastened
c) held back d) awful
#1
#4 #3
#2 Sample
Page | 36 Unit Created by Gay Miller
Figurative Language Organizers
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 | 37 Unit Created by Gay Miller
Microsoft
Office
Clipart
Gallery
~ Page 38 © Gay Miller ~
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