Hoot Book Unit · Lesson 3 Evaluating Your Chocolate Bar Ad 88 Test on Persuasive Devices 98 Lesson...

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Hoot Book Unit Aligned to the Common Core Standards

Created by Gay Miller

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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

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Interest Level Grades 6 - 8

Reading Level

Grade level Equivalent: 5.8

Lexile Measure®: 760L

https://www.teacherspayteachers.com/Product/Hoot-Novel-Study-vocabulary-comprehension-writing-skills-Carl-Hiaasen-505686




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


Question 3 - Constructed Response – Comparing Characters 30

Question 4 - Constructed Response – Responding to Text 31


Question 5 - Constructed Response – Flashback 34


Question 6- Constructed Response – Irony 38

Question 7- Constructed Response – Problems and Solutions 39


Question 8- Constructed Response – Figurative Language 43


Question 9- Constructed Response – Word Choice 47


Question 10- Constructed Response – Symbolism 50


Question 11- Constructed Response – Summarizing 54



Question 12- Constructed Response – Character Change 59


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


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.7.1e 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.


relationships among claim(s), counterclaims, reasons, and evidence.


CCSS.ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and supports the

argument presented.

http://www.corestandards.org/ELA-Literacy/W/6/1/

http://www.corestandards.org/ELA-Literacy/W/6/1/a/

http://www.corestandards.org/ELA-Literacy/W/6/1/b/

http://www.corestandards.org/ELA-Literacy/W/6/1/c/

http://www.corestandards.org/ELA-Literacy/W/6/1/d/

http://www.corestandards.org/ELA-Literacy/W/6/1/e/














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.


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


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


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


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


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.



relationships among claim(s), reasons, and evidence.



relationships among claim(s), counterclaims, reasons, and evidence.


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







http://www.bookunitsteacher.com/reading_hoot/hoot.htm


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.


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


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.


Testimonial is when an expert, public figure, or celebrity promotes or supports a product, policy, or political candidate.


Loaded Terms is when words that have strong emotions are used to promote a person or product.


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.


Owls


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)


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.


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Hoot Book Unit · Lesson 3 Evaluating Your Chocolate Bar Ad 88 Test on Persuasive Devices 98 Lesson...

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