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Page | 1 Unit Created by Gay Miller
Hoot Book Unit Aligned to the Common Core Standards
Created by Gay Miller
Welcome to Book Units
Teacher ~ I love teaching!
I especially love interactive
notebooks, anchor charts,
hands-on activities, great
books, and making learning
fun. Here is the place for me
to share some of the things I
love. ~~ Gay Miller
Page | 2 Unit Created by Gay Miller
Thank you for downloading this
sample of Hoot Book Unit. This is a
phenomenal book that I’m sure your
students will love! This novel unit
includes lessons for teaching students
how to write persuasively. I wrote this
unit based on the Middle School
Common Core Standards; however, it
could easily be adapted to use with
additional grade levels.
You can purchased the full unit here.
Other products may be found at
http://www.teacherspayteachers.com/Store/Gay-Miller
Interest Level Grades 6 - 8
Reading Level
Grade level Equivalent: 5.8
Lexile Measure®: 760L
Page | 3 Unit Created by Gay Miller
Hoot Table of Contents
Introduction 2
Table of Contents 3
Common Core State Standards 5
Lesson Plans at a Glance 6
Vocabulary 7
Vocabulary List 8
Vocabulary Word Wall 12
Vocabulary Test 20
Comprehension and Constructed Response Writing 21
Comprehension Quiz for Chapters 1-2 22
Question 1 - Constructed Response - Setting 25
Question 2 - Constructed Response - Characters 26
Comprehension Quiz for Chapters 3-4 27
Question 3 - Constructed Response – Comparing Characters 30
Question 4 - Constructed Response – Responding to Text 31
Comprehension Quiz for Chapters 5-6 32
Question 5 - Constructed Response – Flashback 34
Comprehension Quiz for Chapters 7-8 35
Question 6- Constructed Response – Irony 38
Question 7- Constructed Response – Problems and Solutions 39
Comprehension Quiz for Chapters 9-10 40
Question 8- Constructed Response – Figurative Language 43
Comprehension Quiz for Chapters 11-12 45
Question 9- Constructed Response – Word Choice 47
Comprehension Quiz for Chapters 13-14 48
Question 10- Constructed Response – Symbolism 50
Comprehension Quiz for Chapters 15-16 51
Question 11- Constructed Response – Summarizing 54
Page | 4 Unit Created by Gay Miller
Comprehension Quiz for Chapters 17-18 56
Question 12- Constructed Response – Character Change 59
Comprehension Quiz for Chapters 19-20 60
Question 13- Constructed Response – Theme 63
Comprehension Quiz for Chapter 21 - Epilogue 64
Question 14- Constructed Response – Responding to Text 66
Question 15- Constructed Response – Comparing the Book to the Movie 67
Skill Practice Persuasive Writing 68
Lesson 1 Prewriting Activity 69
Lesson 2 Recognizing Persuasive Devices 70
Lesson 3 Evaluating Your Chocolate Bar Ad 88
Test on Persuasive Devices 98
Lesson 4 Organization & Note Taking 101
Lesson 5 Creating a Thesis Statement 111
Lesson 6 Organization and Outlining 119
Lesson 7 Using Transition Words 124
Lesson 8 Writing a Persuasive Essay 134
Lesson 9 Evaluating a Persuasive Essay 139
Activities 140
Letter Writing – Research topics 141
Food - Book Discussion 142
Project – Owl Craft 143
Classroom Display 145
Common Core State Standards 147
Lesson Goals and Essential Questions 161
Answer Keys 177
Password Information for Interactive Quizzes 190
Page | 5 Unit Created by Gay Miller
Common Core Standards
This unit contains lessons on how to teach students to write persuasively. It addresses the following Common
Core Standards.
CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.
CCSS.ELA-Literacy.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons.
CCSS.ELA-Literacy.W.6.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.W.6.1e Provide a concluding statement or section that follows from the argument
presented.
CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize
the reasons and evidence logically.
CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the
argument presented.
CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-Literacy.W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate
or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-Literacy.W.8.1b Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.8.1c Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.8.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and supports the
argument presented.
Page | 6 Unit Created by Gay Miller
Hoot Chapters 1 - 2 -- pages 1-23
1. Dana Matherson was _______________.
a) Roy's best friend from Montana
b) a big bully who rode Roy's bus to school
c) the class clown who got Roy in trouble by making Roy the center of the joke
d) a boy with straw-blond hair and nut brown from the sun who could run fast
2. The strangest thing about the running boy was ________________.
a) he was suntanned nut brown
b) his clothes were old, worn, and dirty
c) he wore no shoes
d) he carried no books or backpack on a school day
3. Dana gave Roy the nickname ___________.
a) Cowgirl
b) Outlaw
c) Whacko
d) Spiderman
4. Dana smelled like ____________.
a) garlic
b) dirty feet
c) cigarettes
d) onions
5. Curly reported vandalism on the lot for the future Mother Paula's All-American Pancake House.
Kids had _________________.
a) painted the lot with neon pink paint
b) brought in a small herd of cows
c) filled the lot with trash - soda cans, bottles, nails, and old lumber
d) pulled out all the survey stakes and filled in all the holes
6. Officer Delinko tripped over ____________ at the construction site.
a) railroad ties
b) owl holes
c) the guard dog
d) Curly's shovel
7. How did Curly respond when Officer Delinko asked him what would happen to the owls?
a) Curly told Officer Delinko that a wildlife protection organization would relocate them.
b) Curly responded, "What owls?"
c) Curly told Officer Delinko that his company would pay to have them moved to a wildlife reserve.
Page | 7 Unit Created by Gay Miller
8. The effect of Roy's father working for the government was __________.
a) Roy was able to visit the secret service building
b) Roy constantly had a new name
c) their family moved a lot
d) Roy had access to government documents
9. Garret was able to ________________.
a) fart out the first line of the Pledge of Allegiance
b) snowboard like a pro
c) drive an airboat in the Everglades
d) stand on his head for one hour
10. To get off the bus in a hurry, Roy had to ______________.
a) sneak past the group coming on the bus
b) climb out the window
c) tell a lie to the bus driver
d) punch Dana
11. The chase ended when ___________.
a) Roy was hit with a golf ball
b) the boy jumped over the high fence
c) Officer Delinko jumped in Roy's path
d) the boy ran so fast Roy lost sight of him
12. Roy _____________.
a) broke Dana's nose
b) told Miss Hennepin that he was just kidding around when he accidentally hit Dana
c) liked Miss Hennepin because she was young and beautiful
d) was told that his family was moving again
13. Roy was punished by being suspended from the bus for two weeks, and he had to
__________.
a) help clean Trace Middle School chalkboards
b) write a sincere apology letter to Dana
c) eat lunch in the detention room
d) tutor the kids in the neighboring elementary school
14. At lunch Roy was approached by a blonde girl who ____________.
a) told him she saw the running boy as well
b) said she would help him get even with Dana
c) warned him to mind his own business
d) wanted him to play soccer
Page | 8 Unit Created by Gay Miller
15. Which of the following are the best character traits for Roy? Select 3 answers.
a) lonely
b) outgoing
c) curious
d) happy to be out of Montana
e) runs away from trouble
f) creative in his imagining of the running boy
16. Read the following passage from Chapter 2.
Miss Hennepin's face had extremely pointy features. She was tall and bony, and wore a
perpetually severe expression.
The word perpetually most likely means __________.
a) looking guilty
b) in a manner expressing happiness
c) in an endless manner, continuous
d) gleeful, joyful
17. The cause of the tall girl with the red-framed glasses telling Roy to mind is own business was
____________.
a) Roy chasing the boy who was running
b) Roy punching Dana in the face
c) Roy sitting down at the table where he wasn't wanted
d) Roy's bullying behavior
Page | 9 Unit Created by Gay Miller
Common Core RL.1 analysis of text & inferences RL.3 plot & character change
Fill in the chart with information that you learned in Chapters 1-2 about
the setting of the story.
The reader gets a sense that the construction site is going to be a significant place in the story
through the foreshadowing in Chapter 1. Tell how you feel the setting is going to be important.
Use details from the story to support your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Location ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________
Time
________________________________
________________________________
Describe the future site of
Mother Paula’s All-American Pancake House.
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
What takes place at the
the future site of Mother Paula’s
All-American Pancake House?
________________________________
________________________________
________________________________
________________________________
________________________________
Setting
Page | 10 Unit Created by Gay Miller
Characters
Write the character's name on the line above the list that best describes the character.
Leroy Branitt (Curly) David Delinko Roy Eberhardt Dana Matherson
Running Boy – Mullet Fingers Garrett Beatrice (blond girl)
________________________
father works for the government snowboards
likes to read comic books family moves a lot
_____________________
boy straw-blond
wiry nut brown skin
fast runner no shoes
wore faded Miami Heat basketball jersey and dirty
khaki shorts
____________________
police officer
_______________________
boy skateboards D student
popular in school goofs around in class
________________________
construction foreman bald as a beach ball
beefy arms cranky
____________________
large boy bully
smokes cigarettes
_______________________
girl tough soccer player
wild blond hair wears red-framed
eyeglasses
Page | 11 Unit Created by Gay Miller
Lesson 2- Recognizing Persuasive Devices
Lesson Goals
Define, identify, and create examples of persuasive devices including:
bandwagon
loaded terms
testimonial
name-calling
Essential Question
How do recognizing persuasive devices make you a better shopper and decision maker?
Common Core Standards
[Note: Teaching persuasive devices gives students the knowledge to select a method for writing a
persuasive essay. By using an established method students will maintain a more cohesive essay
which maintains a formal style.]
CCSS.ELA-Literacy.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons.
CCSS.ELA-Literacy.W.6.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.W.8.1c Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.8.1d Establish and maintain a formal style.
Activities
Today we will complete two activities with persuasive devices including:
Create an organizer defining the four persuasive devices.
Use response cards to determine which persuasive device is being used.
You can find a PowerPoint Presentation with all the videos at my personal website.
(You must have PowerPoint 2010 or newer for the videos to play.)
http://www.bookunitsteacher.com/reading_hoot/hoot.htm
Hook Using - Real World Examples
Page | 12 Unit Created by Gay Miller
Each one of the following cell phone advertisements uses a different persuasive
technique. Think about what the advertisers are doing to get you to buy the cell phone
as you watch each commercial.
Taco Party (AT&T) – bandwagon
HTC You Ad – loaded words
Apple Santa Claus – name calling
First Official iPhone Ad – testimonial
After watching the four advertisements have the students discuss the following
questions with a partner.
Which advertisement had someone famous?
Which advertisement had someone who wanted to join the group?
Which advertisement made fun of someone else?
Which advertisement had loaded terms?
Activity 1 - Graphic Organizer
The graphic organizer may be found on the following page.
After duplicating the organizer cut the bottom to form a square. Have students fill in
the correct persuasive device for each definition on the line above the definition. Then
have students write a short example for each device.
To make the organizer have students fold each corner to the center to form a diamond
shape. Finally label each triangular flap on the outside with the name of the persuasive
device.
Page | 13 Unit Created by Gay Miller
Page | 14 Unit Created by Gay Miller
Here is a list of examples that may be used to complete the organizer from page 68.
You may wish to give a copy to students who may have trouble for differentiated
instruction.
Bandwagon
Everyone has a cell phone, I need one too. Millions of people eat at McDonalds, so I should as well. Over 1,000,000 copies sold!
Testimonial
celebrities on Wheaties boxes stars wearing Cover Girl make-up experts giving advise
Loaded Terms
love peace cheat
war luxury
paradise beautiful economical
Name-Calling
tree hugger snob terrorist
Page | 15 Unit Created by Gay Miller
Bandwagon encourages the hearer to think that because everyone else is doing something, you should too, or you will be left out.
Everyone in
American loves Krunchies
Cereal.
Page | 16 Unit Created by Gay Miller
Testimonial is when an expert, public figure, or celebrity promotes or supports a product, policy, or political candidate.
Page | 17 Unit Created by Gay Miller
Loaded Terms is when words that have strong emotions are used to promote a person or product.
Page | 18 Unit Created by Gay Miller
Name-Calling is the use of placing negative labels on a person or item. It is used to create fear and arouse prejudices in the hearers.
Our frozen dinners are
more delicious than the
cardboard tasting dinner
that our competitor makes.
Page | 19 Unit Created by Gay Miller
Owls
Page | 20 Unit Created by Gay Miller
Comprehension Quizzes
Chapters 1 - 2 -
- pages 1-23
1. (b)
2. (c)
3. (a)
4. (c)
5. (d)
6. (b)
7. (b)
8. (c)
9. (a)
10. (d)
11. (a)
12. (a)
13. (b)
14. (c)
15. (a) (c) (f)
16. (c)
17. (a)
Chapters 3-4 --
Pages 24-48
1. (c)
2. (d)
3. (b)
4. (c)
5. (a)
6. (b)
7. (b)
8. (a)
9. (d)
10. (a)
11. (a)
12. (d)
13. (b)
14. (d)
Chapters 5-6 --
Pages 49-70
1. (c)
2. (a)
3. (b)
4. (b)
5. (c)
6. (b)
7. (a)
8. (b)
9. (c)
10. (a)
11. (c)
12. (b)
Chapters 7-8 --
Pages 71 – 97
1. (b)
2. (c)
3. (a)
4. (d)
5. (c)
6. (c)
7. (b)
8. (a)
9. (b)
10. (c)
11. (a)
12. (c)
13. (c)
14. (c)
15. (b) (c) (g)
Chapters 9-10 -
- Pages 98 –
124
1. (b)
2. (a)
3. (c)
4. (d)
5. (b)
6. (b)
7. (a)
8. (d)
9. (b)
10. (b)
11. (b)
12. (a)
13. (a)
14. (d)
15. (a)
16. (b)
Chapters 11-12
-- Pages 125 –
152
1. (b)
2. (a)
3. (d)
4. (a)
5. (c)
6. (b)
7. (a)
8. (c)
9. (d)
10. (b)
11. (d)
12. (c)
13. (b)
14. (a)
Chapters 13-14
-- Pages 153 –
179
1. (c)
2. (c)
3. (b)
4. (c)
5. (c)
6. (a)
7. (c)
8. (a)
9. (b)
10. (b)
11. (c)
12. (c)
13. (a)
14. (d)
Chapters 15-16
-- Pages 180 –
210
1. (c)
2. (a)
3. (b)
4. (c)
5. (b)
6. (a)
7. (d)
8. (b)
9. (a)
10. (b)
11. (c)
12. (d)
13. (a)
14. (c)
Chapters 17-18
-- Pages 211 –
248
1. (a)
2. (b)
3. (a)
4. (b)
5. (c)
6. (c)
7. (a)
8. (d)
9. (a)
10. (c)
11. (b)
12. (c)
13. (c)
14. (b)
15. (d)
16. (b)
Chapters 19 -
20 -- Pages 249
-274
1. (b)
2. (c)
3. (a)
4. (c)
5. (a)
6. (b)
7. (b)
8. (c)
9. (a)
10. (c)
11. (b)
12. (a)
13. (b)
14. (c) (d) (f)
15. (a) (b) (f)
16. (d)
Chapters 21-
Epilogue --
Pages 275 -292
1. (b)
2. (c)
3. (a)
4. (c)
5. (b)
6. (a)
7. (a)
8. (c)
9. (b)
10. (b)
Page | 21 Unit Created by Gay Miller
Constructed Response Questions
Chapters 1-2 The story takes place in Coconut Cove, Florida. The story is set in present day.
The construction site is a vacant lot. It has been staked for the building of a future pancake house. At this point no construction has taken place.
Delinko goes to the construction site to check on a vandalism call. He steps in a hole that is the burrow of some small owls.
The reader can tell the construction site is going to be important to the story. From the title of the book Hoot and the fact that
Curly says, “What owls?” the reader can tell that something important is going to take place around these owls.
Chapters 3-4 Question 1
Roy Delinko
the new kid at Trace Middle School
being bullied by Dana
witty, creative, intelligent in imaginations of running boy
doesn’t back down from Dana
young officer in the Coconut Cove police department
investigating the vandalism at the Mother Paula's All-American Pancake House construction
shows curiosity about the burrows at the construction site.
Both curious – Roy is curious about the running boy. He even begins asking questions to find out who he is. Delinko is also
curious about the burrows at the construction site. When he asks Curly about the holes, he learns they are burrows for owls.
Go –Getters – Roy works towards solving his problems with Dana and Beatrice. Delinko gets up early to try to solve the
vandalism problem at the construction site.
Question 2
Roy makes this statement to Dana after he has been bullied. The fact that he is willing to work out a difference without a
confrontation shows a maturity in Roy.
Page | 22 Unit Created by Gay Miller
13.
Credits
Microsoft
Office
Clipart
Gallery
Page | 23 Unit Created by Gay Miller
14.
Visit me on
http://www.pinterest.com/l
indagaymiller/
Visit my website at
http://bookunitsteacher.com/