Page | 1 Unit Created by Gay Miller
Hoot Sample Book Unit
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
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Thank you for downloading this
sample of the Hoot Book Unit. Other book units may be found at
http://www.teacherspayteachers.com/Store/Gay-Miller
The full unit 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.
Hoot
Author: Carl Hiaasen
Interest Level: Grades 6 - 8
Reading Level: Grade level Equivalent: 5.8
Lexile Measure®: 760L
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Hoot Table of Contents
Links to Digital Resources 5
Lesson Plans at a Glance 10
Vocabulary 11
Teacher Information 12
Vocabulary List 15
Vocabulary Bookmarks 19
Word Cards 21
Vocabulary Practice Booklet 25
Vocabulary Test 44
Comprehension and Constructed Response Writing 48
Comprehension Quiz for Chapters 1-2 49
Question 1 - Constructed Response - Setting 52
Question 2 - Constructed Response - Characters 53
Comprehension Quiz for Chapters 3-4 54
Question 3 - Constructed Response – Comparing Characters 57
Question 4 - Constructed Response – Character Traits 58
Comprehension Quiz for Chapters 5-6 59
Question 5 - Constructed Response – Flashback 61
Comprehension Quiz for Chapters 7-8 62
Question 7- Constructed Response – Problems and Solutions 65
Comprehension Quiz for Chapters 9-10 66
Question 8- Constructed Response – Figurative Language 69
Comprehension Quiz for Chapters 11-12 71
Question 9- Constructed Response – Mood 73
Comprehension Quiz for Chapters 13-14 74
Question 10- Constructed Response – Symbols 76
Comprehension Quiz for Chapters 15-16 77
Question 11- Constructed Response – Summarizing 80
Comprehension Quiz for Chapters 17-18 82
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Question 12- Constructed Response – Character Change 85
Comprehension Quiz for Chapters 19-20 86
Question 13- Constructed Response – Theme 89
Comprehension Quiz for Chapter 21 - Epilogue 90
Question 14- Constructed Response – Responding to Text 92
Question 15- Constructed Response – Comparing the Book to the Movie 93
Answer Keys for Comprehension and Constructed Response Writing 94
Constructed Response Questions without Standards 112
Skill Practice Persuasive Writing 128
Lesson 1 Prewriting Activity 130
Lesson 2 Recognizing Persuasive Devices 131
Lesson 3 Evaluating Your Chocolate Bar Ad 149
Test on Persuasive Devices 159
Lesson 4 Organization & Note Taking 162
Lesson 5 Creating a Thesis Statement 171
Lesson 6 Organization and Outlining 179
Lesson 7 Using Transition Words 184
Lesson 8 Writing a Persuasive Essay 195
Lesson 9 Evaluating a Persuasive Essay 199
Answer Keys for Persuasive Writing Lessons 202
Activities 207
Letter Writing – Research Topics 208
Food - Book Discussion 209
Project – Owl Craft 210
Credits 211
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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.
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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.
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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
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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
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Constructed Response – Setting
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.
_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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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
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.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
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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
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.7.3
Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
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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
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Hook Using - Real World Examples
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.
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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
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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.
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Testimonial is when an expert, public figure, or celebrity promotes or supports a product, policy, or political candidate.
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Loaded Terms is when words that have strong emotions are used to promote a person or product.
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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.
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Owls
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Chapters 1-2 Constructed Response – Setting Answer Key
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.
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.
Location The story takes place in Coconut Cove, Florida
Time
The story is set in present day.
Describe the future site of Mother Paula’s All-American Pancake House.
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.
What takes place at the the future site of Mother Paula’s All-American Pancake House?
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.
Setting
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Characters Answer Key
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)
Roy Eberhardt
father works for the government snowboards
likes to read comic books family moves a lot
Running Boy – Mullet Fingers
boy straw-blond
wiry nut brown skin
fast runner no shoes
wore faded Miami Heat basketball jersey and
dirty khaki shorts
David Delinko
police officer
Garrett
boy skateboards D student
popular in school goofs around in class
Leroy Branitt (Curly)
construction foreman bald as a beach ball
beefy arms cranky
Dana Matherson
large boy bully
smokes cigarettes
Beatrice (blond girl)
girl tough soccer player
wild blond hair wears red-framed
eyeglasses
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13.
Credits
Microsoft
Office
Clipart
Gallery
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14.
Visit me on
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indagaymiller/
Visit my website at
http://bookunitsteacher.com/