Hoot Book Unita) 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

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

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Thank you for downloading this

sample of the Hoot Book Unit. Other book units may be found at

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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



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


Question 3 - Constructed Response – Comparing Characters 57

Question 4 - Constructed Response – Character Traits 58


Question 5 - Constructed Response – Flashback 61


Question 7- Constructed Response – Problems and Solutions 65


Question 8- Constructed Response – Figurative Language 69


Question 9- Constructed Response – Mood 73


Question 10- Constructed Response – Symbols 76


Question 11- Constructed Response – Summarizing 80



Question 12- Constructed Response – Character Change 85


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


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


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.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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).

http://www.corestandards.org/ELA-Literacy/RL/5/3/




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).





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







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


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.



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


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


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


13.

Credits

Microsoft

Office

Clipart

Gallery

http://office.microsoft.com/en-us/images/




http://www.mycutegraphics.com/


14.

Visit me on

http://www.pinterest.com/l

indagaymiller/

Visit my website at

http://bookunitsteacher.com/

http://www.pinterest.com/lindagaymiller/

http://www.pinterest.com/lindagaymiller/

http://bookunitsteacher.com/



Documents

Hoot Book Unita) 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