The Witches - Book Units Teacher...~ Page 2 © Gay Miller ~ Thank you for downloading this sample of...
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Created by Gay Miller The Witches Sample Book Unit 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
Transcript of The Witches - Book Units Teacher...~ Page 2 © Gay Miller ~ Thank you for downloading this sample of...
~ Page 1 © Gay Miller ~
Created by Gay Miller
The Witches Sample Book Unit
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 The Witches 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. This packet also includes links for the digital components for this unit. Boom Learning is used for the multiple choice, short answer, and fill in the blank questions. Activities that require more open ended responses may be found in Google Slides. This includes all the writing prompts with organizers for students to plan responses.
The Witches
By Roald Dahl
Genre ~ Classics, Comedy and Humor
Interest Level ~ Grades 3 – 7
Grade level Equivalent: 4.7
Lexile Measure®: 740L
~ Page 3 © Gay Miller ~
Table of Contents
Links to Digital Resources 5
Materials Needed for Creating the Foldable Graphic Organizers 10
Lesson Plans at a Glance 11
Vocabulary 12
Teacher Information 13
Vocabulary List 15
Vocabulary Bookmarks 23
Vocabulary Word Cards 25
Vocabulary Storage Pocket 29
Vocabulary Practice Booklet 30
Vocabulary Test 48
Comprehension 52
Teacher Information 53
Student Packet 59
Comprehension Chapters 1-2 60
Constructed Response – Character Traits 61
Comprehension Chapters 3-4 62
Constructed Response – Chapter 4 ~ Character Traits 63
Comprehension Chapters 5-6 64
Map of Setting 65
Constructed Response – Setting 66
Comprehension Chapters 7-8 67
Constructed Response – Point of View 68
Comprehension Chapters 9-10 70
Constructed Response – Chapters 9-10 ~ Comparing Characters 71
Comprehension Chapters 11-12 72
Constructed Response –Chapters 11-12 ~ Cause and Effect 73
Comprehension Chapters 13-14 74
Constructed Response – Chapters 13-14 ~ Problem and Solution Chain 75
Constructed Response – Chapter 14 ~ Point of View 76
Comprehension Chapters 15-16 77
Constructed Response – Figurative Language 78
Comprehension Chapters 17-18 79
Constructed Response – Chapter 18 ~ Acrostic + Timeline (Summarizing) 80
Comprehension Chapters 19-20 82
~ Page 4 © Gay Miller ~
Constructed Response ~ Theme
83
Character Trait (See answer key section to turn this into an organizer.) 84
Comprehension Chapters 21-22 85
Constructed Response ~ Character’s Actions 86
Constructed Response ~ Plot Development Roller Coaster Diagram 87
Constructed Response ~ Comparing the Book to the Movie 88
Answer Keys 92
Constructed Response Questions without Standards 131
Skills 152
Character Traits/Point of View Common Core Alignment 153
Character Traits Vocabulary Organizers 154
Informative/Explanatory Writing Common Core Alignment 160
Comparative Writing Activity #1 – Creating an Outline 161
Comparative Writing Activity #2 – Writing a Thesis Statement 180
Comparative Writing Activity #3 – Writing an Introductory Paragraph 189
Comparative Writing Activity #4 – Turning the Graphic Organizer Notes into an Essay 196
Comparative Writing Activity #5 – Editing and Proofreading Your Essay 200
Comparative Writing Activity #6 – Writing Individual Essays 202
Mouse and Witch Craftivity 207
Link to Blog with Additional Compare and Contrast Printables and Activities 213
Figurative Language Common Core Alignment 214
Figurative Language Response Cards 215
Figurative Language Organizers 221
Graffiti Notes for Prefix ex- 231
Context Clues Common Core Alignment 236
Context Clues Organizers 237
Context Clues Task Cards 247
Credits 258
~ Page 5 © Gay Miller ~
Lesson Plans at a Glance Read Vocabulary Words and
Practice Book Comprehension
Practice Constructed Response
Question Skill Practice
Chapters 1-2 absurd enthrall
Page 1 Chapters 1-2
Character Traits Character Trait Organizers
Chapters 3-4 indecent term
Page 2 Chapters 3-4
Character Traits
Activity #1 – Creating an Outline for a Compare and Contrast Essay
Chapters 5-6 dotty matron
Page 3 Chapters 5-6
Map Activity
Setting
Activity #2 – Writing
a Thesis Statement
Chapters 7-8 wizened
concoct Page 4
Chapters
7-8 Point of View
Activity #3 – Writing an Introductory Paragraph
Chapters 9-10 hubbub flagstone
Page 5 Chapters 9-10
Comparing
Characters
(villains)
Activity #4 - Turning
the Graphic Organizer
Notes into an Essay
Chapters 11-12 meek instantaneous
Page 6 Chapters 11-12
Cause and Effect
Activity #5 – Editing and Proofreading Essays
Chapters 13-14 consult lift
Page 7 Chapters 13-14
Problem and
Solution Chain
Point of View
Activity #6 –Writing Individual Essays
Chapters 15-16 dither cheeky
Page 8 Chapters 15-16
Figurative
Language Figurative Language
Chapters 17-18 cranny shinny
Page 9 Chapters 17-18
Summarizing
(Acrostic) or
Summarizing
(Timeline)
Graffiti Notes for Prefix ex-
Chapters 19-20 asinine aimless
Page 10 Chapters 19-20
Theme
Transformation
Context Clues Organizers
Chapters 21-22 ingenious retinue
Page 11
Page 12 (Review)
Chapters 21-22
Character’s Actions
Plot Development
Task Cards – Context Clues
Vocabulary Test Comparing the
Book to the Movie
~ Page 6 © Gay Miller ~
Chapter 1 ~ A Note about Witches
absurd (adjective) - silly; foolish; not true
absurdity (noun) - the condition or quality of being absurd
synonyms: ridiculous, strange, illogical, irrational, bizarre, ludicrous, meaningless
She might even--- and this will make you jump--- she might even be your lovely school-
teacher who is reading these words to you at this very moment. Look carefully at that
teacher. Perhaps she is smiling at the absurdity of such a suggestion.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 2 ~ My Grandmother
enthrall (verb) - to hold the complete attention of; fascinate
synonyms: captivate, mesmerize, enchant, engross, entrance
She was a wonderful story-teller and I was enthralled by everything she told me.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 3 ~ How to Recognise a Witch
indecent (adjective) – improper, crude, or causing offense
synonyms: offensive, unsuitable, improper, unseemly, unbecoming, indelicate,
shocking, inappropriate
I was shocked. There was something indecent about a bald woman. "Why are they
bald, Grand-mamma?"
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
~ Page 7 © Gay Miller ~
~ Page 8 © Gay Miller ~
Review
Write a synonym for each vocabulary word.
1. absurd
2. enthrall
3. indecent
4. term
5. dotty
6. matron
7. wizened
8. concoct
9. hubbub
10.flagstone
11.meek
12.instantaneous
13.consult
14.lift
15.dither
16.cheeky
17.cranny
18.shinny
19.asinine
20.aimless
21.ingenious
22.retinue
Chapters 1-2 [absurd and enthrall]
1. Circle six words in the box that are synonyms of absurd.
sensible foolish realistic
ridiculous wise ludicrous
rational illogical meaningless
sound irrational practical
2. Read this quote by Albert Einstein.
If at first the idea is not absurd, then there is no hope for it.
What do you think Einstein meant when he said this? _______________________________________________
_______________________________________________
3. Fill in the word web with synonyms for enthrall.
4. Is enthrall used correctly? True or False
________ He enthralls me by telling the same joke over
and over. ________ Sam remained enthralled with the baby and paid
no attention to the rest of us. ________ The fair enthralled us with its displays of homemade crafts.
Page 12 Page 1
enthrall
~ Page 9 © Gay Miller ~
Review
Write a synonym for each vocabulary word.
1. absurd foolish
2. enthrall fascinate
3. indecent improper
4. term semester
5. dotty infatuated
6. matron mistress
7. wizened shriveled
8. concoct fabricate
9. hubbub commotion
10.flagstone slab
11.meek submissive
12.instantaneous rapid
13.consult confer
14.lift elevator
15.dither dawdle
16.cheeky mischievous
17.cranny opening
18.shinny scramble
19.asinine nonsensical
20.aimless directionless
21.ingenious inventive
22.retinue entourage
Chapters 1-2 [absurd and enthrall]
1. Circle six words in the box that are synonyms of absurd.
sensible foolish realistic
ridiculous wise ludicrous
rational illogical meaningless
sound irrational practical
2. Read this quote by Albert Einstein.
If at first the idea is not absurd, then there is no hope for it.
What do you think Einstein meant when he said this? Creative thinking is not safe thinking. We must take risks
when trying to come up with great ideas.
3. Fill in the word web with synonyms for enthrall.
4. Is enthrall used correctly? True or False
___F___ He enthralls me by telling the same joke over and
over. ___T___ Sam remained enthralled with the baby and paid
no attention to the rest of us. ___T___ The fair enthralled us with its displays of homemade crafts.
Page 12 Page 1
enthrall
to hold the complete attention of fascinate
enchant captivate
~ 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 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 ~
Common Core State Standards Reading: Literature
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-L
itera
cy.R
L.3
.10
Character Traits
Character Traits
Map Activity/Setting
Point of View
Comparing Characters (villains)
Cause and Effect
Problem and Solution Chain
Point of View
Figurative Language
Summarizing (Acrostic) or Summarizing (Timeline)
Theme
Transformation
Character’s Actions
Plot Development
Comparing the Book to the Movie
3rd Grade
~ Page 13 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-L
itera
cy.R
L.4
.1
CCSS.E
LA-L
itera
cy.R
L.4
.2
CCSS.E
LA-L
itera
cy.R
L.4
.3
CCSS.E
LA-L
itera
cy.R
L.4
.4
CCSS.E
LA-L
itera
cy.R
L.4
.5
CCSS.E
LA-L
itera
cy.R
L.4
.6
CCSS.E
LA-L
itera
cy.R
L.4
.7
CCSS.E
LA-L
itera
cy.R
L.4
.9
CCSS.E
LA-L
itera
cy.R
L.4
.10
Character Traits
Character Traits
Map Activity/Setting
Point of View
Comparing Characters (villains)
Cause and Effect
Problem and Solution Chain
Point of View
Figurative Language
Summarizing (Acrostic) or Summarizing (Timeline)
Theme
Transformation
Character’s Actions
Plot Development
Comparing the Book to the Movie
4th Grade
~ Page 14 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-L
itera
cy.R
L.5
.1
CCSS.E
LA-L
itera
cy.R
L.5
.2
CCSS.E
LA-L
itera
cy.R
L.5
.3
CCSS.E
LA-L
itera
cy.R
L.5
.4
CCSS.E
LA-L
itera
cy.R
L.5
.5
CCSS.E
LA-L
itera
cy.R
L.5
.6
CCSS.E
LA-L
itera
cy.R
L.5
.7
CCSS.E
LA-L
itera
cy.R
L.5
.9
CCSS.E
LA-L
itera
cy.R
L.5
.10
Character Traits
Character Traits
Map Activity/Setting
Point of View
Comparing Characters (villains)
Cause and Effect
Problem and Solution Chain
Point of View
Figurative Language
Summarizing (Acrostic) or Summarizing (Timeline)
Theme
Transformation
Character’s Actions
Plot Development
Comparing the Book to the Movie
5th Grade
~ Page 15 © Gay Miller ~
The Witches ~ Chapters 1-2
1. Which genre is The Witches? Check all that
apply.
____fantasy ____ realistic fiction ____ historical ____adventure ____ fairy tale ____children’s literature ____ drama ____ comedy
2. Which word best describes Grandma?
a. sneaky
b. quiet c. scary
d. awesome
3. Why does Dahl use all capitals for some
words?
a. They are sounds.
b. They are proper nouns. c. Dahl wants to stress their importance.
d. They are magical words.
4. The story is told from which point of view?
a. 1st
b. 2nd c. 3rd limited d. 3rd omniscient
5. Complete the chart to name the ways each
child was changed.
Name Change
6. Read the following lines from Chapter 2.
I myself had two separate encounters with witches before I was eight years old. From the
first I escaped unharmed, but on the second occasion I was not so lucky. Things happened
to me that will probably make you scream when you read about them. That can't be helped. The truth must be told. The fact that I
am still here and able to speak to you (however peculiar I may look) is due entirely
to my wonderful grandmother.
Circle the correct answers.
Not only is the passage a (cliffhanger, flashback,
foreshadowing) that lets the reader know speaker is going to have an unfortunate
encounter with witches, but will be (confused, altered, hurt) by it.
7. Read this passage from Chapter 2.
I gazed up at my grandmother who sat there
like some ancient queen on her throne.
This passage contains all of the following
EXCEPT---.
a. simile comparing grandmother to queen
b. proof for the book’s theme - amazement
c. humor to make the reader laugh
d. a seven year old’s admiration of his
grandmother
8. Read this line from the end of Chapter 2.
"You swear you aren't pulling my leg?" I kept
saying to her.
Which type of figurative language does this line contain?
a. simile b. metaphor
c. personification d. idiom
What does the line mean?
______________________________________
______________________________________
~ Page 16 © Gay Miller ~
The Witches ~ Chapters 1-2
1. Which genre is The Witches? Check all that
apply.
___fantasy ____ realistic fiction ____ historical ___ adventure ____ fairy tale ___children’s literature ____ drama ___ comedy
2. Which word best describes Grandma?
a. sneaky
b. quiet c. scary
d. awesome
3. Why does Dahl use all capitals for some
words?
e. They are sounds.
f. They are proper nouns. g. Dahl wants to stress their importance.
h. They are magical words.
4. The story is told from which point of view?
a. 1st
b. 2nd c. 3rd limited d. 3rd omniscient
5. Complete the chart to name the ways each
child was changed.
Name Change
1 Ranghild Hansen
She went away with the tall lady.
2 Solveg
Christiansen
became part of the
painting
3 Birgit
Svenson
turned into a large white
chicken
4 Harald turned to stone
5 Leif turned into a porpoise
6. Read the following lines from Chapter 2.
I myself had two separate encounters with witches before I was eight years old. From the
first I escaped unharmed, but on the second occasion I was not so lucky. Things happened
to me that will probably make you scream when you read about them. That can't be helped. The truth must be told. The fact that I
am still here and able to speak to you (however peculiar I may look) is due entirely
to my wonderful grandmother.
Circle the correct answers.
Not only is the passage a (cliffhanger, flashback,
foreshadowing) that lets the reader know speaker is going to have an unfortunate
encounter with witches, but will be (confused, altered, hurt) by it.
7. Read this passage from Chapter 2.
I gazed up at my grandmother who sat there
like some ancient queen on her throne.
This passage contains all of the following
EXCEPT---.
a. simile comparing grandmother to queen
b. proof for the book’s theme - amazement
c. humor to make the reader laugh
d. a seven year old’s admiration of his
grandmother
8. Read this line from the end of Chapter 2.
"You swear you aren't pulling my leg?" I kept
saying to her.
Which type of figurative language does this line contain?
a. simile b. metaphor
c. personification d. idiom
What does the line mean?
You must be joking/teasing/making something up.
~ Page 17 © Gay Miller ~
Chapter 1 ~ Constructed Response – Character Traits
Draw pictures and list character traits to describe each type of witch.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Traditional Witches
“Real” Witches
as described
by Dahl
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 ~
Chapter 1 ~ Constructed Response – Character Traits
Draw pictures and list character traits to describe each type of witch.
wear black hats and black cloaks
ride on broomsticks
wear ordinary clothes, look ordinary, ordinary jobs
spend all their time plotting how to get rid of children
stalk children and then use magic to make them vanish
live in every country
always women
don't look dangerous
sneaky - never get caught
have magical powers
Traditional Witches
“Real” Witches
as described
by Dahl
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 ~
These make a great bulletin board display.
~ Page 20 © Gay Miller ~
Character Traits/Point of View
3rd Grade 4th Grade 5th Grade 6th Grade
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).
CCSS.ELA-
LITERACY.RL.6.3
Describe how a
particular story's or
drama's plot unfolds
in a series of
episodes as well as
how the characters
respond or change
as the plot moves
toward a resolution.
CCSS.ELA-
LITERACY.RL.3.6
Distinguish their own
point of view from
that of the narrator
or those of the
characters.
CCSS.ELA-
LITERACY.RL.4.6
Compare and
contrast the point of
view from which
different stories are
narrated, including
the difference
between first- and
third-person
narrations.
CCSS.ELA-
LITERACY.RL.5.6
Describe how a
narrator's or
speaker's point of
view influences how
events are
described.
CCSS.ELA-
LITERACY.RL.6.6
Explain how an
author develops the
point of view of the
narrator or speaker
in a text.
CCSS.ELA-
LITERACY.RL.3.7
Explain how specific
aspects of a text's
illustrations
contribute to what is
conveyed by the
words in a story
(e.g., create mood,
emphasize aspects
of a character or
setting)
~ Page 21 © Gay Miller ~
Character Trait Vocabulary Organizers Skills
These organizers are great way for:
providing students with a word bank of words to use when writing about
characters
improving vocabulary
practicing looking up synonyms and antonyms in a thesaurus
Two versions of the organizers are provided:
The first has lines where students list synonyms and antonyms for each
category heading. I recommend that students do one of the following so their word lists contain new vocabulary words:
o Brainstorm as a class. The teacher writes the words on the board for the students to copy.
o Brainstorm in small groups.
o Have students use thesauruses to find new words that are not in the students’ speaking vocabulary.
The second 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
Print the organizer onto colored paper. Students will fill in words in the blank spaces.
To make the organizer, trim around the four edges on the lines indicated. Fold on the dotted lines.
Cut on the solid lines indicated up to the dotted fold line so that the organizer opens with eight flaps.
Label the flaps.
~ Page 22 © Gay Miller ~
~ Page 23 © Gay Miller ~
This unit contains six lessons that teach students
how to write a compare and contrast essay. The
lessons include directions for the teacher to model
the process using the story of The Town Mouse and the Country Mouse which is included. Printable
graphic organizers like the one below and the anchor
charts on the next page are provided.
~ Page 24 © Gay Miller ~
Anchor Chart Instructions Printing, cutting out, and assembling these anchor charts takes only a few
minutes. You may wish to laminate them for durability.
I’m all about reusability.
By laminating you can write on the charts using dry erase markers.
After you are finished, erase the text so the charts can be used again.
You can also reuse the chart by writing information on sticky notes.
1. Print pattern pieces. Charts pieces look great on colored or white paper.
2. Cut out pieces.
3. Glue pieces onto a standard 20 by 30 inch piece of paper. Photos for each
anchor chart are provided for placement of the pieces.
~ Page 25 © Gay Miller ~
Printables are provided for
writing the completed essay.
~ Page 26 © 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 27 © Gay Miller ~
e
~ Page 28 © 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 | 29 Unit Created by Gay Miller
Context Clues Instructions for Making the Cards
1. Print the question cards onto heavy weight paper or cardstock.
2. Laminate for repeated use.
3. Cut the cards apart.
Answer Key
1. c) coats
2. a) follows
3. d) articulate
4. a) canyon
5. d) enormous
6. c) stationary
7. b) stink
8. a) trick
9. a) infection
10. a) to suddenly tell someone a piece of news that upsets them very much
11. b) disgusting
12. d) refreshing
13. d) creeped
14. c) outstanding
15. b) looked
16. a) lice
17. d) rotten
18. c) ugly
19. a) digging
20. b) cringed
21. b) chaos
22. c) amazing
23. a) show
24. b) automatically
25. d) yeah
26. c) disliked person
27. a) squashed
28. b) resting place
Page | 30 Unit Created by Gay Miller
In fairy-tales, witches always wear silly black hats and black cloaks, and they ride on
broomsticks.
What does cloaks mean?
a) conceals b) cats c) coats d) caldron
Very carefully a victim is chosen. Then the witch stalks the wretched child like a hunter stalking
a little bird in the forest.
What does stalks mean?
a) follows b) hides from view c) camouflages d) races
When she and I were together we spoke in either Norwegian or in English. It didn't
matter which. We were equally fluent in both languages, and I have to admit that I felt
closer to her than to my mother.
What does fluent mean? a) finishing b) uncertain
c) preventing d) articulate
While my father and mother and I were driving in icy weather just north of Oslo that our car
skidded off the road and went tumbling down into a rocky ravine.
What does ravine mean?
a) canyon b) peak c) summit d) lake
#1
#4 #3
#2
Page | 31 Unit Created by Gay Miller
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![Python logic Tell me what you do with witches? Burn And what do you burn apart from witches? More witches! Shh! Wood! So, why do witches burn? [pause]](https://static.fdocuments.net/doc/165x107/56649d385503460f94a11ef5/python-logic-tell-me-what-you-do-with-witches-burn-and-what-do-you-burn-apart.jpg)
