~ Page 1 © Gay Miller ~
I Survived the Battle of
D-Day, 1944
Book Unit Sample
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 © Gay Miller ~
Thank you for downloading this sample
of I Survived the Battle of D-Day, 1944
Book Unit. Other products in this series
may be found at
http://www.teacherspayteachers.com/Store/Gay-Miller
This packet contains graphic organizers for an interactive notebook covering vocabulary, comprehension questions, constructed response writing, and skill practice. I hope your students enjoy a book study using the engaging method of using interactive notebooks.
For teachers who wish paperless activities, this unit contains Boom interactive quizzes as well as Google Slides. Look at the pages following the “Table of Contents” for links and password information.
I Survived the Battle of D-Day, 1944
Genre ~ Historical Fiction
Interest Level ~ Grades 3 – 6
Grade level Equivalent: Scholastic Level T Reading Level: 4th Grade
Lexile Measure®: 740L
Because the reading level of this novel is more advanced than many others in the I Survived Series, I have created activities for 4th and 5th grade levels.
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I Survived Series Book Units by Gay Miller
Publication Date
Number in Series
Title (Click on the links to visit my TPT store.)
Available Book 7 I Survived the Battle of Gettysburg, 1863
Available Book 11 I Survived the Great Chicago Fire, 1871
Available Book 12 I Survived the Battle of D-Day, 1944
Available Book 13 I Survived the Hindenburg Disaster, 1937
Available Book 14 I Survived the Eruption of Mount St. Helens,
1980
Available Book 15 I Survived the American Revolution, 1776
Available Book 16 I Survived the Children’s Blizzard, 1888
Available Book 17 I Survived the Attack of the Grizzlies, 1967
1/19 Book 18 I Survived the Battle of D-Day, 1944
10/19 Book 19 I Survived The Great Molasses Flood, 1919
TBA Book 20 TBA
Growing Bundle
Rules
Purchase
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Table of Contents Materials Needed for Creating the Foldable Graphic Organizers 6
Password for Boom Learning Decks 7
Google Digital Link and Information 8
Lesson Plans at a Glance 11
Vocabulary 12
Teacher Information 13
Vocabulary List 16
Vocabulary Bookmarks 21
Vocabulary Word Cards 23
Vocabulary Practice Booklet 27
Vocabulary Test 46
Comprehension & Writing 48
Boom Decks are provided for the comprehension questions and Google Slides are provided for the Constructed Response questions.
Teacher Information
Comprehension Questions for Chapters 1-2* 55
Constructed Response - Setting* 57
Comprehension Questions for Chapters 3-4* 59
Constructed Response - Character Map - Paul* 61
Comprehension Questions for Chapters 5-6* 63
Constructed Response – Figurative Language* 65
Comprehension Questions for Chapters 7-8* 67
Constructed Response - Mood* 69
Constructed Response – Problem and Solution Chain* 71
Comprehension Questions for Chapters 9-10* 73
Constructed Response – Summarizing* 75
Constructed Response – Point of View* 77
Comprehension Questions for Chapters 11-12* 80
Constructed Response – Course of Action* 82
Comprehension Questions for Chapters 13-14* 84
Constructed Response – Sequence of Events* 86
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Comprehension Questions for Chapters 15-16* 88
Constructed Response – Cause and Effect* 90
Comprehension Questions for Chapters 17-18* 92
Constructed Response – Theme* 94
Comprehension Questions for Chapter 19* 96
Constructed Response – Plot Development Chart* 98
Skill Practice 101
Common Core State Standards for Problems and Solutions 102
Types of Problems Organizer* 104
Types of Conflicts Organizer* 107
Identifying Types of Conflicts Practice* 118
Common Core State Standards for Multiple Meaning Words 124
Multiple Meaning Words Activity 126
Multiple Meaning Words Organizer Booklet* 129
Common Core State Standards for Author’s Purpose 151
Author’s Purpose Organizer* 152
Common Core State Standards for Root Words 162
Root Word List and Organizer for Naut/Naus/Nav * 163
Crossword Puzzle for Root Word Naut/Naus/Nav* 166
Root Word List and Organizer for Vict/Vinc * 168
Loop Game for Vict/Vinc* 171
Credits 176
* Google Slides provided.
* Boom Deck provided.
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Lesson Plans at a Glance
Read
Vocabulary List
& Vocabulary Booklet
Comprehension Quiz
Constructed
Response Question
Skill Practice
Chapters 1-2 Nazi madeleines
Page 1 Chapters 1-2 Setting Types of Problems
Organizer
Chapters 3-4 resistance desperate
Page 2 Chapters 3-4 Character Map - Paul
Types of Conflicts
Organizer
Chapters 5-6 twang
paratrooper Page 3 Chapters 5-6
Figurative
Language
Identifying Types
of Conflicts
Practice
Chapters 7-8 furious
dungeon Page 4 Chapters 7-8
Mood
Problem and
Solution
Chain
Multiple Meaning
Words Activity
Chapters 9-10 headquarters
agent Page 5 Chapters 9-10
Summarizing
Point of View
Multiple Meaning
Words Organizer
Booklet
Chapters 11-12 invasion
swastika Page8 Chapters 11-12
Course of
Action
Author’s Purpose
Organizer
Chapters 13-14 barbed wire
patrol Page 9 Chapters 13-14
Sequence of
Events
Links to Author’s
Purpose Practice
Chapters 15-16 bunker
forbidden Page 10 Chapters 15-16
Cause and
Effect
Organizer for
Naut/Naus/Nav
Chapters 17-18 slink
soothe Page 11 Chapters 17-18 Theme
Crossword Puzzle
for
Naut/Naus/Nav
Chapter 19 winding Page 12 Chapter 19 Plot
Development
Organizer for
Vict/Vinc
Vocabulary
Test Pages 6-7
Loop Game for
Vict/Vinc
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Chapter 19 winding
Read these definitions of winding.
a) to wrap (something, such as a string) around
something b) following a twisting or spiral course
Determine which definition is used in each of the sentences
below. Write a or b in the blanks to show your answer.
1. _____ Our bedroom is at the top of a winding staircase.
2. _____ The boy was winding up the kite string.
3. _____ The long and winding road leads to my home.
Complete the analogies using vocabulary words.
4. soothe : worsen :: allowed : ____________________
5. dugout : bunker :: creep : _____________________
6. withdrawal : invasion :: straight : _______________
7. Add vowels to these nonsense words to turn them into
vocabulary words.
wndng
frbddn
sth
bnkr
Chapters 1-2 [Nazi and madeleines]
1. Do these facts correctly describe the Nazi Party? True or False
_____ The Nazi Party was a political group that ruled in the United States between 1933 and 1945.
_____ The Nazi Party was ruled by Adolf Hitler.
_____ The Nazi Party started World War II.
_____ The Nazi Party helped hide 6 million Jewish
people during the Holocaust.
2. Is Nazi used correctly in the sentences? True or False
_____ The Allied countries were in favor of the Nazi Party because its members treated all people fairly and equally.
_____ In 1938, Rudi Gernreich escaped to the United States with his mother from Nazi Germany.
_____ Many people spoke out against the Nazi Party as they gained power in Germany.
_____ In Nazi Germany, Jewish people were sent to
concentration camps.
3. Fill in the blanks.
A madeleine is a cake-like _________________
from the country of ___________________.
The baker mixes together flour, butter, sugar,
vanilla, eggs, and lemon zest. This mixture is
poured into a special pan or madeleine mold.
The pan is placed in the oven where the treat
____________________________ at 375
degrees for about 15 minutes.
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Chapter 19 winding
Read these definitions of winding.
a) to wrap (something, such as a string) around
something b) following a twisting or spiral course
Determine which definition is used in each of the sentences
below. Write a or b in the blanks to show your answer.
1. ___b____ Our bedroom is at the top of a winding
staircase.
2. ___a____ The boy was winding up the kite string.
3. ___b____ The long and winding road leads to my home.
Complete the analogies using vocabulary words.
4. soothe : worsen :: allowed : __ forbidden__
5. dugout : bunker :: creep : __slink_______
6. withdrawal : invasion :: straight : __winding____
7. Add vowels to these nonsense words to turn them into
vocabulary words.
wndng winding
frbddn forbidden
sth soothe
bnkr bunker
Chapters 1-2 [Nazi and madeleines]
1. Do these facts correctly describe the Nazi Party? True or False
___F____ The Nazi Party was a political group that ruled in the United States between 1933 and 1945.
___T____ The Nazi Party was ruled by Adolf Hitler.
___T____ The Nazi Party started World War II.
___F____ The Nazi Party helped hide 6 million Jewish
people during the Holocaust.
2. Is Nazi used correctly in the sentences?
True or False
___F____ The Allied countries were in favor of the Nazi Party because its members treated all people fairly and
equally.
___T____ In 1938, Rudi Gernreich escaped to the United
States with his mother from Nazi Germany.
___T____ Many people spoke out against the Nazi Party as they gained power in Germany.
___T____ In Nazi Germany, Jewish people were sent to concentration camps.
3. Fill in the blanks.
A madeleine is a cake-like ___cookie__ from the
country of ___France___. The baker mixes
together flour, butter, sugar, vanilla, eggs, and
lemon zest. This mixture is poured into a special
pan or madeleine mold. The pan is placed in the
oven where the treat ____bakes/cooks____ at
375 degrees for about 15 minutes.
Page 12 Page 1
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Comprehension This section contains a one page printable comprehension
practice for each reading selection. The chart below is the key
to the types of questions for the comprehension questions. The
section also contains Constructed Response exercises. The
Constructed Response pages that are chapter specific list the
chapters they should be used with. If chapter numbers are not
listed the questions are flexible and may be used at different
points in the story.
Types of Questions Key
detail / inference
main idea /
summarizing / theme
character/ setting /
plot / events
word meaning / figurative language
text structure
point of view
different forms of the
same story
compare and contrast
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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.
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I Survived the Battle of D-Day, 1944 ~ Chapters 1-2
1. The main event in Chapter 1 is ---.
a. Paul watches ships arrive on the Normandy coast.
b. Paul wanted to escape before the battle began.
c. An airplane is hit and a piece of the burning plane hits Paul’s head.
d. Paul was praying for the war to end.
2. What is the main conflict at the end of Chapter 2?
a. Paul wants to buy his mother a special treat for
her birthday, so he must sell his prized soccer ball.
b. Germans arrested the Jewish people. c. Paul no longer felt like playing soccer. d. Paul had to travel down to the dingy market.
2. Chapter 1 takes place [date] __________ ___________. Chapter 2 takes place [date]
_____________________________. The author uses which of the following sequencing techniques between Chapters 1 and
2 and again within Chapter 2 to tell about Gerard?
a. hyperbole b. figurative language c. flash forward
d. flashback
3. Both Chapters 1 and 2 end with ----.
a. sound devices [alliteration, rhyme, onomatopoeia]
b. cliffhangers [situations that are very exciting
because what is going to happen next is not known]
c. figurative language [metaphors, similes, personification]
d. sensory details [sight, sound, taste, touch,
smell]
4. Because of war, ---- was scarce. Check all that apply.
_____ food including meat, milk products, sugar,
canned goods, and eggs
_____ pottery
_____ clothing _____ fish
_____vegetables such a
potatoes _____ footwear
5. The story is told from which point of view?
a. first-person point of view – The author tells the story through the eyes of Paul by using pronouns such as "I" or "me" or "my".
b. third-person limited point of view - The narrator follows Paul and only reveals his
thoughts. c. second person point of view -The author
describes events as if they are happening to you. The reader is a participant in the action of this story.
d. third-person omniscient. - The narrator is all knowing and sees all action. The thoughts of
more than one character are revealed.
6. What is the mood in Chapters 1-2? Give at least three examples of how the author tried to create
this mood.
Mood ______________________________________________________________________
Example #1 _______________________________________________________________________
__________________________________________________________________________________
Mood ______________________________________________________________________
Example #2 _______________________________________________________________________
________________________________________________________________________________
Mood ______________________________________________________________________
Example #3 _______________________________________________________________________
________________________________________________________________________________
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I Survived the Battle of D-Day, 1944 ~ Chapters 1-2
1. The main event in Chapter 1 is ---.
a. Paul watches ships arrive on the Normandy coast.
b. Paul wanted to escape before the battle began.
c. An airplane is hit and a piece of the burning plane hits Paul’s head.
d. Paul was praying for the war to end.
2. What is the main conflict at the end of Chapter 2?
a. Paul wants to buy his mother a special treat for
her birthday, so he must sell his prized soccer ball.
b. Germans arrested the Jewish people. c. Paul no longer felt like playing soccer. d. Paul had to travel down to the dingy market.
3. Chapter 1 takes place [date] _June 6, 1944__. Chapter 2 takes place [date]
___June 5, 1944______. The author uses which of the following sequencing techniques between Chapters 1 and
2 and again within Chapter 2 to tell about Gerard?
a. hyperbole b. figurative language c. flash forward
d. flashback
3. Both Chapters 1 and 2 end with ----.
a. sound devices [alliteration, rhyme, onomatopoeia]
b. cliffhangers [situations that are very exciting
because what is going to happen next is not known]
c. figurative language [metaphors, similes, personification]
d. sensory details [sight, sound, taste, touch,
smell]
4. Because of war, ---- was scarce. Check all that apply.
____ food including meat, milk products, sugar,
canned goods, and eggs
_____ pottery
____ clothing _____ fish
_____ vegetables such a
potatoes ____ footwear
Some additional items that were rationed during the war that are not mentioned in Chapters 1-2 included gasoline, fuel - firewood
and coal, stoves, typewriters, and bicycles.
5. The story is told from which point of view?
a. first-person point of view – The author tells the story through the eyes of Paul by using pronouns such as "I" or "me" or "my".
b. third-person limited point of view - The narrator follows Paul and only reveals his
thoughts. c. second person point of view -The author
describes events as if they are happening to you. The reader is a participant in the action of this story.
d. third-person omniscient. - The narrator is all knowing and sees all action. The thoughts of
more than one character are revealed.
6. What is the mood in Chapters 1-2? Give at least three examples of how the author tried to create
this mood.
Mood Chapter 1 - scary
Example #1 – A crashing plane described as a giant beast bellowing in pain is falling, and Paul can’t
get out of its path.
Mood Chapter 2 - sad
Example #2 - Paul explains how soccer was his favorite activity before his best friend was taken away by the Nazi army. He fears Gerard is in one of the work camps that he has hear terrible things about.
Mood Chapter 2 - hopeful
Example #3 - Paul is determined to make his mother’s birthday special by buying her favorite type of
cookie. He plans to sell his soccer ball to get enough money to purchase the treat.
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Constructed Response - Setting
Location and Time Where the Story Takes Place
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
_________
How does the setting effect the characters? What feelings or attitudes do the characters have related to the setting?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
_____________________
Importance of the Setting
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Mood - Atmosphere of the Setting
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
_____________________________________________________
Setting
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing
on specific details in the text (e.g., a character’s thoughts, words, or actions).
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
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Constructed Response - Setting
Location and Time Where the Story Takes Place
The story takes place on June 5-6, 1944 in Normandy, France.
How does the setting effect the characters? What feelings or attitudes do the characters have related to the setting?
This massive battle would be a terrifying sight for a young boy such as Paul especially since he is trapped in a location near the near the beach and can't escape.
___________________
Importance of the Setting
June 6, 1944 was the beginning of the Invasion of Normandy. One hundred fifty thousand Allied Forces (British,
American, and Canadian) landed on Omaha Beach in an effort to free France from Hitler's Nazi army.
Mood - Atmosphere of the Setting
Frightening - Bombs are sending down airplanes on top of the
people below.
Setting
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 15 © Gay Miller ~
Skill Lessons [11 Activities Covering 4 Skills]
Problems/Solutions Multiple Meaning Words
Author’s Purpose Root Words
Recommended