dakota6.weebly.comdakota6.weebly.com/uploads/3/...the_red...edition.docx · Web view©2013 Elementary Solutions8Where the Red Fern Grows Literature GuidePurchaser may reproduce copies

WHERE THE REDFERN GROWS

by Wilson Rawls

Literature Guide Developed by Erika Schneider for Elementary Solutions®

ISBN-10: 1-938913-90-6ISBN-13: 978-1-938913-90-7

© 2013 Elementary Solutions. All rights reserved.A classroom teacher who has purchased this Guide may photocopy the materials in this publication for his/her classroom use only. Use or reproduction by a part of or an entire school or school system, by for- profit tutoring centers and like institutions, or for commercial sale, is strictly prohibited. No part of this publication may be reproduced, transmitted, translated or stored in any form (including digitally) without the express written permission of the publisher. Created and printed in the United States of America.

©2013 Elementary Solutions 2 Where the Red Fern Grows Literature Guide

Purchaser may reproduce copies of the materials in this book for his/her classroom use only.Sharing or reproduction of any part of this book, or the book in its entirety, is illegal.

Where the Red Fern Grows Literature Guide Table of ContentsAbout This Literature Guide....................................................................4How to Use Our Literature Guides...........................................................5Pre-Reading Ideas and Activities.............................................................6Informational Focus: Coonhounds...........................................................8

Comprehension Check: Coonhounds......................................................................9Informational Focus: Grief and Loss......................................................10

Comprehension Check: Grief and Loss..................................................................11Informational Focus: Author Biography..................................................12

Comprehension Check: Author Biography............................................................13Anticipation/Reaction Guide..................................................................14Vocabulary List....................................................................................15

Vocabulary List With Definitions...........................................................................17Allusions, Slang, and Terminology.........................................................21Note-Taking and Summarizing Sample for All Chapters...........................22Chapters One-Three.............................................................................23

Note-Taking and Summarizing..............................................................................23Comprehension and Analysis................................................................................24Literature Focus: Literary Terms and Plot Devices................................................25Writing Focus: Narrative Writing...........................................................................28

Chapters Four-Six.................................................................................32Note-Taking and Summarizing..............................................................................32Comprehension and Analysis................................................................................33Literature Focus: Theme.......................................................................................34Language Focus: Pronouns...................................................................................37

Chapters Seven-Eight...........................................................................40Note-Taking and Summarizing..............................................................................40Comprehension and Analysis................................................................................41Literature/Language Focus: Figurative Language.................................................42Writing Focus: Informative Essay..........................................................................46

Chapters Nine-Ten................................................................................47Note-Taking and Summarizing..............................................................................47Comprehension and Analysis................................................................................48Literature Focus: Textual Evidence.......................................................................49Language Focus: Nonrestrictive Clauses...............................................................51

Chapters Eleven-Twelve........................................................................53Note-Taking and Summarizing..............................................................................53Comprehension and Analysis................................................................................54Literature Focus: Plot............................................................................................55Writing Focus: Argumentative Writing..................................................................57

Chapters Thirteen-Fourteen..................................................................58Note-Taking and Summarizing..............................................................................58Comprehension and Analysis................................................................................59Literature Focus: Mood and Tone..........................................................................60Speaking and Listening Focus: Oral Presentation.................................................62

Chapters Fifteen-Sixteen......................................................................64Note-Taking and Summarizing..............................................................................64Comprehension and Analysis................................................................................65



Literature Focus: Character Traits.........................................................................66Writing Focus: Narrative Writing...........................................................................68

Chapters Seventeen-Eighteen...............................................................70Note-Taking and Summarizing..............................................................................70Comprehension and Analysis................................................................................71Literature Focus: Analyzing Plot............................................................................72Language Focus: Pronoun/Antecedent..................................................................74

Chapters Nineteen-Twenty....................................................................76Note-Taking and Summarizing..............................................................................76Comprehension and Analysis................................................................................77Literature Focus: Theme.......................................................................................78Writing Focus: Audience and Purpose...................................................................80

Chapters 1-3 Quiz.................................................................................81Vocabulary Quiz Chapters 1-3...............................................................................84



Chapters 9-10 Quiz...............................................................................93Vocabulary Quiz Chapters 9-10.............................................................................95

Chapters 11-12 Quiz.............................................................................96Vocabulary Quiz Chapters 11-12...........................................................................99

Chapters 13-14 Quiz...........................................................................100Vocabulary Quiz Chapters 13-14.........................................................................102




Final Test...........................................................................................112Final Test: Multiple Choice..................................................................116Final Vocabulary Test.........................................................................120Post-Reading Ideas and Extension Activities........................................122Essay and Writing Ideas......................................................................123Teacher Guide....................................................................................124

Sample Agenda...................................................................................................124Notes to the Teacher..........................................................................................127Summary of the Novel........................................................................................128Rubrics................................................................................................................133Project Rubric A..................................................................................................136Project Rubric B..................................................................................................137Response to Literature Rubric.............................................................................138

Answer Key........................................................................................140



About This Literature Guide

Elementary Solutions is a division of Secondary Solutions, which was founded by Kristen Bowers in 2005. A high school English teacher, Mrs. Bowers grew frustrated and tired of trying to get by with lessons that did not meet her or her students’ needs, and decided that if grade-level appropriate materials were going to be available to her and other teachers, she was going to have to make them herself. Joined by a colleague with 21 years of full-time teaching experience in middle school and upper elementary, Secondary Solutions began, and has matured into a specialized team of intermediate and secondary teachers who have developed a set of materials unsurpassed by all others.

Completely Common Core Standards-Based, materials from Elementary Solutions will guide teachers and students through the often arduous task of teaching and learning the standards that today’s students are expected to master, while enabling the teacher to continue to introduce great literature into the classroom, fostering a love of reading among students. Just as Secondary Solutions was created to address the concerns of the middle and high school English teacher, Elementary Solutions was started to address the concerns of those in the elementary school classroom.

Before the innovation of Elementary Solutions, materials that were available often included unsuitable questions, unfocused activities, and frivolous, trivial, or even downright silly worksheets and activities, and most often, the standards were not addressed or even alluded to. Elementary Solutions provides all of the necessary materials for complete coverage of the literature units of study, including author biographies, pre-reading activities, comprehension and analysis, graphic organizers, literary analysis, critical thinking activities, writing ideas, extension activities, quizzes, tests, alternative assessment, and so much more. Each Guide is designed to address the unique learning styles and comprehension levels of the students in your classroom, paying particular attention to Bloom’s Taxonomy of Educational Objectives and Webb’s Depth of Knowledge. Our Guides also include teacher materials, as our focus is on helping you to teach the standards!

Our Guides can be used with whole-class instruction, small-group instruction, and are even effective enough to use with individual student-led instruction with little to no guidance from the teacher. You can hand out these materials in your classroom and feel confident that your students will be getting the instruction they need to be successful in state and local assessments.

As a busy teacher, you don’t have to waste time reinventing the wheel. You want to get down to the business of teaching! With our professionally developed teacher-written Literature Guides, Elementary Solutions has provided you with the answer to your time- management problems, while saving you hours of tedious and exhausting work. Our Guides will allow you to focus on the most important aspects of teaching—the personal one- on-one, hands-on instruction you enjoy most—the reason you became a teacher in the first place.



How to Use Our Literature Guides

Our Literature Guides are based upon the Common Core State Standards, the National Council of the Teachers of English and the International Reading Association’s national English/Language Arts Curriculum and Content Area Standards. The materials we offer allow you to teach the love and full enjoyment of literature, while still addressing the concepts upon which your students are assessed.

These Guides are designed to be used in their sequential entirety, or may be divided into separate parts. Not all activities must be used, but the more activities and exercises you use, the more standards you will address with your students. Most importantly, you now have a variety of valuable materials to choose from, and you are not forced into extra work!

There are several distinct categories within each Elementary Solutions Literature Guide:

Teacher’s Guide—A variety of resources to help you get the most out of this Guide as well as the text you are teaching. The Teacher’s Guide includes a sample Teacher’s Agenda, Summary of the Play or Novel, Pre- and Post-Reading Ideas and Activities and Alternative Assessment, Writing Ideas, Rubrics, complete Answer Key and more. Look for the Teacher’s Guide at the end of this Guide. Pre-Reading Ideas and Activities are located at the beginning of the Guide.Author Biography, Informational Texts, Historical Context—Articles, activities, and worksheets designed to address the exploration and analysis of informational texts.Comprehension and Analysis—Study questions designed to guide students’ comprehension either as they read the text, or after they complete a chapter. Challenge questions are higher-level questions that can be used for early finishers, to differentiate, or as extra credit.Standards Focus—Worksheets and activities that directly address the content standards and allow students extensive practice in the areas of Literature, Language, and Writing.Standards Focus activities are found within every chapter or section.

Literature Standards Focus activities focus on a specific Reading: Literature standard from the CCSS.Language Standards Focus activities focus on a specific Language or Reading: Foundational Skills standard from the CCSS.Writing Standards Focus activities focus on a specific Writing standard from the CCSS.

Quizzes and Tests—Quizzes are included for each chapter or designated section; final tests as well as alternative assessment are available at the end of each Guide.

We hope you can effectively utilize every aspect our Literature Guides have to offer—we want to make things easier on you! If you need additional assistance, please email us at [email protected].

Thank you for choosing Elementary Solutions, where The Solution is Elementary!



Name Period

Where the Red Fern GrowsPre-Reading Ideas and Activities

1. Using a computer connected to the Internet, go to YouTube.com. In the search bar, type coonhound. Find three videos about the coonhound breed or about hunting with coonhounds. When you are finished watching the videos, write a paragraph explaining what you learned about coonhounds from these videos.

2. Throughout history, there have been many instances where animals have helped save the lives of people. Use a computer connected to the Internet to read the following articles. When you are finished, reflect on the stories and decide on the two most extraordinary tales. Write a blog post or newspaper story describing these animals to other people.

http://www.time.com/time/specials/packages/completelist/0,29569,20598 58,00.html

http://www.kidzworld.com/article/25704-top-5-animal-heroes http://www.nbcnews.com/id/7792445/ns/health-

pet_health/#.UnqGcI06L0Ihttp://seattletimes.com/html/nationworld/2003801166_webchihuahua22.h

tmlhttp://www.neatorama.com/2007/03/28/dog-saved-owner-with-heimlich-

maneuver/#!nN8WNhttp://www.neatorama.com/2008/09/15/dog-saved-owner-by-calling-911/

3. Wilson Rawls grew up during the Great Depression. Understanding the Great Depression will give you a better understanding of the time this author lived through and how it affected Where the Red Fern Grows. Use a computer connected to the Internet and books to find information about the Great Depression. After you have read extensively, write a journal entry from the perspective of a person your age during the Great Depression. Use details from your readings in your journal entry. Describe in detail what life was like during this time period.

4. Raccoons play an important role in Where the Red Fern Grows. Take a piece of paper and fold it into thirds. In the first column write Know, in the second write Want to Find Out, and in the third column write Learned. Begin by listing what you already know about raccoons in the Know column. Then, think of what you want to know about raccoons. List these questions in the Want to Find Out Column. Next, use a computer with Internet access to read the following articles.

http://animals.nationalgeographic.com/animals/mammals/raccoon/ http://dnr.wi.gov/org/caer/ce/eek/critter/mammal/raccoon.htm http://www.farmersalmanac.com/home-garden/2011/04/11/pest-of-the-

month-raccoons/



Name Period After you have read the articles, list what you learned from them in the Learned column. If you still have unanswered questions from the Want to Find Out column, research the answers to these and put what you learn in the Learned column.

5. Where the Red Fern Grows centers around a boy and his two dogs. If you have had a pet, write a descriptive essay about that pet and your experiences with it. Give a detailed description of the animal’s physical features and personality. Use vivid language to describe any memorable experiences with this animal. If you have never had a pet, you may describe an animal from a movie you have seen or a book that you have read. Pay careful attention to details as you write, show your reader an in-depth picture of what this particular animal was like.

6. Where the Red Fern Grows is set in the Ozark Mountains. Do some research, both on the Internet and in books, to find out more about the Ozarks, including where they are located, the climate, the plants and animals native to the Ozarks, the culture of the people who live there, and more. Share your findings with the other students in your class, either by creating a PowerPoint presentation, a large poster, a brochure, a written report, or some other means approved in advance by your teacher. Show pride in your work by making sure it is neat and easy to read, spelling all your words correctly, and using color to make it more attractive to your audience.



Name Period

Where the Red Fern GrowsInformational Focus: Coonhounds

A hound is a type of dog that is usually used for hunting. Some hounds have powerful noses to follow the scent trail of an animal. Other hounds are known for their stamina and can spend hours chasing after the animal they are hunting.

The coonhound is a specific breed of dog that was developed in America. During the 1700s foxhounds and other hunting hounds were imported toAmerica from Europe. While these hounds had a long and proud history in Europe, they were found to be inadequate for some of the work that Americans needed them for. These foxhounds were good at chasing animals on the ground, but were not good at hunting animals such as raccoons, opossums, and bobcats that run into the trees to hide. The foxhounds often lost the scent of an animal when the animal ran up a tree.

Many farmers considered raccoons and opossums to be major pests.These farmers wanted a way to hunt these animals so that the raccoons and opossums would not destroy their crops. Since the foxhounds could not chase certain animals, people worked on breeding a dog that could hunt these animals. The resulting dogs are Coonhounds.There are three breeds of

coonhound recognized by the American Kennel Club: the Black and Tan Coonhound, the Redbone Coonhound, and the Treeing Walker Coonhound.

Coonhounds have been bred and trained to be phenomenal hunting

dogs. They have an extraordinary sense of smell for tracking animals. In addition, they are very agile and energetic. Most coonhounds have also developed a particular sound that they make when they tree an animal such

as a raccoon or an opossum. This distinct sound is called “baying.”

Although many coonhounds have a natural instinct to hunt these animals, these dogs do receive some specific training. Modern coonhound owners will train their dog with a toy that is raccoon scented. When the dog becomes interested in chasing after the toy the owner will reward the dog. This trains the dog to follow the scent of the raccoon. In addition, coonhound owners will place a scented object up in a tree and then reward the dog for staying at that tree and baying.

Coonhounds were used extensively for hunting throughout the late 1800s and into the 1900s. Although most people no longer hunt with coonhounds out of necessity, many hunt with these animals as a hobby.



Name Period

Where the Red Fern GrowsComprehension Check: Coonhounds

Directions: After reading the passage about coonhounds answer the questions below. Write your answers on separate paper in complete sentences and use as much detail as possible.

1. The passage notes that, “Other hounds are known for their stamina and can spend hours chasing after the animal they are hunting.” What does the word stamina mean as it is used in the passage?

2. What is the hound dog breed generally used for?

3. Where were coonhounds developed?

4. Contrast coonhounds with other types of hounds.

5. Use evidence from the text along with what you know about raccoons and opossums to describe the problems the animals might cause for farmers.

6. Why do you think that people now usually hunt with coonhounds as a hobby instead of as a necessity? What are your thoughts on that?

7. Write a one-sentence summary explaining the main idea of this text.



Name Period

Where the Red Fern GrowsInformational Focus: Grief and Loss

Grief is the process that a person goes through after a loss. Although commonly associated with death, people grieve after many other types of losses, as well. For example, someone may grieve if they lose their health or lose their job. In addition, a person may grieve if a relationship with a friend or family member is severed, even if the person is still alive.

One psychologist, Elisabeth Kubler-Ross, describes five stages of grief. Her theory states that the first thing a person experiences is denial. They will think, “This can’t really be happening to me.” The second stage is anger, “Why is this happening? Who is to blame?” After that many people will try to bargain, “Make this not happen, and in return I will….” Then, a person may experience depression, “I’m too sad to do anything.” Finally, a person will come to a stage of acceptance where they can feel at peace with what happened. Although these five stages of grief are common, the stages are not very rigid. Each person who experiences a loss grieves differently. Some have described the grief process as similar to a roller coaster with a number of different ups and downs.

A person who is grieving experiences many different emotions. For some, the primary emotion will be sadness. For others, anger will be overwhelming.Often, people feel a deep sense of guilt, because they regret the things they did not get to say to a loved one, or somehow feel responsible for their loss.

There is no timeline for the grieving process. Some people grieve quickly, while others may grieve for many years. When there is no closure on a loss, the grieving process can be prolonged.

Although grieving is a painful process, there are ways that make coping with a loss easier. The single most important factor in healing from a loss is to have the support of other people. Many people find it helpful to turn to friends and family members as they grieve. For those who practice a religion, religious practices can provide deep solace during the grieving process. Others may talk to a therapist or a grief counselor. Finally, some people will benefit from participating in a support group where they can discuss their feelings.While a loss can be an incredibly difficult thing to cope with, given time and support, most people will eventually be able to be deal with their loss.


Name Period

Where the Red Fern GrowsComprehension Check: Grief and Loss

Directions: Using the article about grief and loss, answer the following questions by circling the answer, or by writing your answer in complete sentences.

1. In the following sentence, what does the word “severed” most likely mean? “In addition, a person may grieve if a relationship with a friend or family member is severed, even if the person is still alive.”

a. chopped offb. continued c. ended

d. pierced

2. In the following sentence, what does the word “prolonged” most likely mean? “When there is no closure on a loss, the grieving process can be prolonged.”

a. shorterb. extended

c. more painfuld. easier

3. Briefly describe each stage of grief.

4. Do all people grieve the same way? Give examples from the text to support your answer.

5. Describe one strategy that can help a person cope with a loss.

6. Describe another event NOT included in the article that could trigger grief.

©2013 Elementary Solutions


11 Where the Red Fern Grows Literature Guide


Name Period

Where the Red Fern GrowsInformational Focus: Author Biography

Wilson RawlsWilson Rawls, the author of Where the Red Fern Grows and Summer of the Monkeys, was born in Oklahoma in 1913. Wilson lived on his parents’ farm in Oklahoma for the first sixteen years of his life. As a child, Wilson and his siblings were unable to attend school on a regular basis. Even though they couldn’t attend school, Wilson’s mother Winnie wanted her children to learn how to read. Winnie ordered books through the mail to read aloud to her children. She ordered classics such as “The Little Red Hen,” “Little Red Riding Hood,” and “The Three Little Pigs.” Wilson was not interested in these types of stories. It wasn’t until his mother ordered Jack London’s The Call of the Wild that Wilson found a book that he liked.

Reading The Call of the Wild profoundly changed Wilson Rawls’s life. The Call of the Wild is a story of a dog that is taken from his home in California to the Canadian wilderness to become a sled dog. Wilson Rawls was fascinated by this story.Reportedly, he enjoyed it so much that he carried it everywhere with him and even read it to his dog. He decided that he wanted to be a writer and write a boy and dog story just like Jack London had.

Although Rawls decided that he wanted to be a writer at a young age, historical circumstances delayed his formal entry into the writing field. When Rawls was sixteen, the stock market crashed and banks failed, which marked the beginning of the Great Depression. During the Great Depression millions of Americans were without work. Rawls traveled the country looking for work and during that time, he would continue to write stories. When Rawls visited his parents, he locked his stories up in an old trunk. His writing was filled with spelling and grammar mistakes so he vowed never to show his writing to anyone. He spent the 1940s and early 1950s traveling the country and working in various jobs.

Eventually, in 1958, Wilson Rawls married Sophie Styczinski. A few weeks prior to his marriage, he decided that he wanted to become more serious about his future, so he took his old manuscripts from the trunk and burned them. Although he had attempted to give up his dream of being a writer, when his wife learned about his dreams, she encouraged him to continue writing. Wilson started to write again. In 1961, Where the Red Fern Grows was first published as a three part serial in The Saturday Evening Post. His second book The Summer of the Monkeys was published in 1976.

After his books became popular, Wilson Rawls spoke to many children at schools and libraries across the country. He would explain to students that his difficulties with grammar and spelling had been very detrimental to him throughout his life. He would urge students to learn spelling and grammar, so that they wouldn’t have the same difficulties he had. He also urged children to read and write.


Name Period

Where the Red Fern GrowsComprehension Check: Author Biography

Directions: After reading the biography of Wilson Rawls answer the following questions using evidence from the text. Write your answers on a separate sheet of paper in complete sentences giving as much detail as possible.

1. The text says, “Reading The Call of the Wild profoundly changed Wilson Rawls’s

life.” Using your own words, describe what the word profoundly means as it is

used in the sentence.

2. The text states, “He would explain to students that his difficulties with grammar

and spelling had been very detrimental to him throughout his life.” Using your

own words, describe what the word detrimental means as it is used in the

sentence.

3. Explain how Wilson Rawls learned to read. Contrast this with how you learned to

read.

4. What inference can you make about the economic conditions that Wilson Rawls

grew up in?

5. The Great Depression affected many Americans. What was the effect of the

Great Depression on Wilson Rawls?

6. Do you think that Wilson Rawls would have published books if he had not been

married to Sophie Styczinski? Use evidence from the text to support your

answer.

7. Not much has been published about Wilson Rawls’s life. Write down two

questions that you still have about Rawls’s life.



Name Period

Where the Red Fern GrowsAnticipation/Reaction GuideDirections: Read each of the statements below. In the box next to the statement, mark an X to show whether you agree or disagree with the statement. Below each statement write an explanation about why you agree or disagree. Your explanation needs to include specific examples and evidence to explain your choice. An example has been done for you.

Statement Agree DisagreeDogs are man’s best friends. XExplanation: Although some people really like dogs, I don’t like them. Many of the dogs that I have met like to slobber on me and jump on me. Also, you can’t talk to a dog like you would talk to your real best friend. My best friend makes me laugh and gives me great advice; a dog can’t do those things very well.If someone is determined and persistent enough, his/her efforts will pay off.Explanation:

It is important to make sacrifices to help others or to make others happy.Explanation:

Love is the most powerful emotion.Explanation:

Most kids are not responsible enough to earn their own money.Explanation:

Spirituality and faith are necessary to help guide a person through life.Explanation:



Name Period

Where the Red Fern GrowsVocabulary List

Directions: Use a dictionary to find the meanings of the following words in Where the Red Fern Grows. Your teacher will direct you to do this lesson either as you read each section or as a pre-reading activity. Whatever method your teacher chooses, be sure to keep this list and your definitions to use in vocabulary exercises and to study for quizzes and tests.

Chapter 1coaxing (2)crude (3)dormant (3)drastic (4)devotion (5)

Chapter 2romp (7)unbearable (7)sparsely (8)commotion (11)

Chapter 3prowl (17)mulled (18)tramped (20)heft (21)astonishment (22)quavered (23)

Chapter 4intended (27)determination (28)provisions (28)winced (29)gawked (30)

Chapter 5whimpers (37)snickered (38)outraged (41)aggressive (44)bold (44)timid (44)

Chapter 6romping (48)startled (49)booming (49)squeals (50)painstaking (53)

Chapter 7wiley [wily] (55)peculiarity (58)persistence (67)stout (67)

Chapter 8roaming (70)limber (70)prowling (72)pleading (74)bewildered (76)


Purchaser may reproduce copies of the materials in this book for his/her classroom use only.

Sharing or reproduction of any part of this book, or the book in its entirety, is illegal.

Name Period

Chapter 9throbbed (85)quivering (85)scolded (88)hastily (91)irritated (93)

Chapter 10nonchalantly (100)puttered (101)remarks (101)strutted (102)belligerent (102)

Chapter 11predicament (111)rile (111)insisted (112)underestimate (114)cunning (114)

Chapter 12bragging (123)husky (124)disposition (124)begrudgingly (125)stingy (130)

Chapter 13satisfied (139)taut (140)frayed (142)ceased (145)protruding (146)

Chapter 14uneasy (154)trembled (154)mutter (156)dumbfounded (156)coax (158)jubilant (158)

Chapter 15astonished (170)eerie (172)superstition (172)marveled (174)impulsively (176)

Chapter 16timber (183)glimpse (184)reckon (185)gingerly (185)faltered (188)eliminations (189)

Chapter 17sleet (197)gusts (199)lull (199)trudged (200)instinct (201)mournful (203)unconscious (204)

Chapter 18haggard (210)loyalty (214)thaw (214)gleaming (216)engrave (216)

Chapter 19vicious (224)petrified (224)shattered (225)berserk (225)fatal (226)

Chapter 20practically (245)legend (246)sacred (246)awed (246)wavered (248)



Name Period

Where the Red Fern GrowsVocabulary List With Definitions

Chapter 1 coaxing – persuading someone gradually or by flattery to do something crude – simple, makeshift, or rough dormant – as if in a deep sleep; temporarily inactive drastic – having a strong or far-reaching effect; extreme devotion – love, loyalty, or enthusiasm for a person, activity, or cause

Chapter 2 romp – play roughly or energetically unbearable – not able to be endured or tolerated sparsely – thinly arranged or scattered commotion – a state of confused and noisy disturbance

Chapter 3 prowl – move restlessly and sneakily, esp. in search of prey mull – think about a request deeply and at length tramped – walked heavily or noisily heft – lift or carry something heavy astonishment – great surprise quaver – shake or tremble when speaking, due to nervousness

Chapter 4 intended – planned or meant determination – firmness of purpose; commitment to an outcome provisions – supplies of food, drink, or equipment, esp. for a journey winced – gave an involuntary grimace or shrinking movement of the body out of or

in anticipation of pain gawked – stared openly and stupidly

Chapter 5 whimpers – low weak sounds expressing pain or fear snickered – gave a smothered, half-suppressed laugh outraged –angry or shocked aggressive – ready or likely to attack bold – showing an ability to take risks; confident and brave timid – showing a lack of bravery or confidence



Name Period

Chapter 6 startled – shocked or alarmed; caused to react with fear booming – loud, deep, and resonant squeals – long, high-pitched cries or noises painstaking – done with or employing great care or thoughtfulness

Chapter 7 wiley [correct spelling is wily] – tricky or devious deliberately – consciously and intentionally; on purpose peculiarity – an odd or unusual feature persistence – stubborn continuance despite difficulty stout – strong and thick

Chapter 8 roaming – moving about aimlessly limber – flexible prowling – moving restlessly or stealthily pleading – making an emotional appeal to someone; begging bewildered – confused

Chapter 9 throbbed – beat with a strong, regular rhythm quivering – trembling or shaking rapidly scold – a verbal reprimand or punishment hastily – with speed; quickly irritated – annoyed, impatient, or slightly angry

Chapter 10 nonchalantly – casually or calmly puttered – did number of small tasks, while not concentrating on any one thing remarks – written or spoken comments strutted – walked in a stiff, confident style belligerent – hostile, angry, or aggressive

Chapter 11 predicament – difficult, unpleasant, or embarrassing situation rile – cause annoyance or irritation insisted – demanded forcefully, not accepting refusal underestimate – regard someone as less capable than they really are cunning –trickiness; cleverness



Name Period

Chapter 12 bragging – boasting husky – strong; hefty disposition – inherent qualities of mind or character; tendency towards acting a

particular way begrudgingly – reluctantly or resentfully stingy – unwilling to give or spend; not generous

Chapter 13 satisfied – contented, pleased, or happy taut – stretched or pulled tight frayed – unraveled or worn at the end or edge cease – come to an end protruding – sticking out; projecting

Chapter 14 uneasy – troubled or uncomfortable; feeling anxiety trembled – shook involuntarily mutter – say something in a low voice, barely able to be heard dumbfounded – greatly astonished, amazed, or shocked coax – persuade someone to do something jubilant – feeling great happiness

Chapter 15 astonished – greatly surprised or impressed; amazed eerie – strange or frightening superstition – a widely held, but unjustified belief in supernatural causes marveled – felt wonder or amazement impulsively – without forethought or planning

Chapter 16 timber – downed trees; large pieces of cut wood glimpse – a momentary or partial view reckon – conclude after calculation; have a particular opinion gingerly – carefully or in a cautious manner faltered – lost strength or momentum eliminations – exclusions from further participation in a competition

Chapter 17 sleet – form of precipitation consisting of ice pellets, often mixed with rain or

snow gusts – brief, strong rushes of wind lull – calm; quiet trudged – walked slowly and with heavy steps instinct – an innate, fixed, automatic pattern of behavior in animals



Name Period

mournful – feeling, expressing, or inducing sadness or grief unconscious – in stunned, motionless, sleep-like state

Chapter 18 haggard – looking exhausted or unwell loyalty – constant support thaw – melt; become warmer gleaming – shining brightly engrave – cut or carve a text or design on the surface of a hard object

Chapter 19 vicious – deliberately cruel or violent petrified – so frightened one is unable to move shattered – broken into many small pieces berserk – out of control with anger or excitement; wild or frenzied fatal – causing death

Chapter 20 practically – virtually; almost legend – a traditional story sacred – connected with God or serving a religious purpose awed – filled with wonder wavered – quivered; shook




Name Period

Where the Red Fern GrowsAllusions, Slang, and Terminology

1. I fared no better there. (8) – My results were no better there.

2. sycamores (9) – deciduous trees found throughout the southeastern and midwestern United States

3. I was a young Daniel Boone (9) – Daniel Boone was an explorer and frontiersman who was known for his hunting skills and outdoor abilities.

4. canebrake (13) – a piece of land covered thickly with canes. The canebrakes mentioned in the book look similar to sugarcanes or bamboo, but are a species that is unique to the Southern United States.

5. K.C. Baking Powder can – this brand of baking powder came in a tin can with a distinct bright red label

6. teeter-totters (31) – another name for seesaws, play implements made by placing a board on a fulcrum

7. muster enough courage (35) – gather all possible courage; be brave enough

8. hurt like the dickens (40) – hurts a lot

9. brace and bit (55) – a hand tool used to drill holes

10. stayed up in the tree until Gabriel blew his horn (88) – According to Christian scripture the last judgment day will be announced by the Archangel Gabriel blowing his horn. In other words, the animal would have stayed up in the tree for an incredibly long time.

11. as smart as Sherlock Holmes (100) – Sherlock Holmes is a detective in novels by Sir Arthur Conan Doyle, known for his quick wit and fantastic intelligence.

12. corncrib (103) – a place used to store corn, often a small shed-like building

13. muskrat den (107) – muskrats can build extensive dens; sometimes the dens are made of wood and look like beaver lodges, other times the muskrat will carve out a structure in the banks of a body of water

14. Model T Ford (157) – the first mass-produced automobile

15. banty eggs (163) – the egg from a Bantam chicken, a very small variety of chicken, whose eggs are quite small and delicate

16. britches (186) – pants





My Thoughts

In this box you should include questions, words you don’t know, connections, points of confusion, things you would like to discuss

Name Period

Where the Red Fern GrowsNote-Taking and Summarizing Sample for All Chapters

Directions: As you read, Where the Red Fern Grows, keep track of your thoughts and the events in the story in a graphic organizer like the one below. Follow the prompts within the boxes to help you know what to write.Chapter

(Write the chapter number you are working on here.)


Summary of the Chapter—In this section summarize the important points of the chapter. Briefly tell what happened, in your own words.

Predictions—Write down what you think will happen next because of the events that occurred in this chapter.


My Thoughts


Name Period

Where the Red Fern GrowsChapters One-ThreeNote-Taking and SummarizingDirections: As you read each chapter, use this graphic organizer to keep track of your thoughts and the events in the story. At the end of each chapter write a short summary. Then make a prediction about what you think will happen next.Chapter

Summary of the Chapter

Predictions




Name Period

Where the Red Fern Grows Comprehension and Analysis Chapters One – ThreeDirections: Read Chapters 1-3 of Where the Red Fern Grows and then respond to the prompts below. Write your answers in complete sentences on a separate sheet of paper and use as much information and detail as possible.

Chapter One1. What type of dog is being attacked in the dogfight?2. Why does the narrator feel like he can’t just stand by and watch as the

vicious dogfight happens?3. What conclusions can you draw about the dog based on its physical

features? Are your conclusions the same as the ones the narrator makes? Explain any similarities or differences.

4. When he gets back to his house the narrator notes, “The dark, quiet atmosphere was a perfect setting for the mood I was in.” Provide one word of your own that you think best describes the mood the narrator is in.

5. How old do you think this narrator is? Use at least two specific pieces of evidence from the story to explain your conclusion.

Chapter Two1. Write a detailed description of the land Billy lives on in the Ozarks.2. What type of dog does Billy want? Why can’t he get this?3. Have you ever experienced the powerful longing that Billy experiences? If

so, describe in detail what you were wishing for. If not, you may describe another character from a book or movie who experienced this longing.

4. What does Billy’s father aim to achieve by getting Billy traps? Is this goal accomplished?

5. Billy’s family is unable to help him get the dogs he wants. Create a plan for Billy that describes how he could get the dogs on his own.

Chapter Three1. How much money does Billy have? How much money will he need to obtain

to purchase the dogs?2. When Billy finds the ad in the magazine he notes “God helps those who help

themselves.” In your own words describe what Billy means by this statement.3. What does Billy do to earn the money? How long does it take him to earn

this money?4. What one word best describes Billy during the time he is working to save up

money? Explain why your word is the absolute best choice to describe him.5. When Billy returns home from his grandfather’s store he gives his candy to

his sisters. What does this say about Billy’s personality and beliefs?



Name Period

Where the Red Fern GrowsLiterature Focus: Literary Terms and Plot Devices

There are many plot devices that authors use to move their stories forward and make their stories interesting. Authors deliberately use these devices to make their stories more readable and more appealing. In this activity, you will learn about one plot device: flashback.

When readers discuss literature they often want to talk about one specific aspect of a story. Literary terms are the words that are used to discuss certain parts of a story. In the second part of this activity, you will learn about setting and theme.

A flashback is a scene in a movie or novel set in a time earlier than the main story.

Example:

Joe was walking down the street to go to his grandmother’s house with Ray. He needed to bring his grandmother her groceries. As he was walking, he thought back to the last time he had done this.

A year ago, Joe had been walking to his grandmother’s house when he saw a shiny round object glowing in his neighbor’s garden. He thought that object looked very unusual. Being a curious ten-year-old boy, he went to investigate it. When he looked closely at the object, it appeared to be an egg of some sort.

Even though he didn’t know what it was, Joe brought it home with him. A few days later, the egg began to shake and rattle. All of a sudden, it began to crack and a baby dragon emerged! After staring at the dragon for a few minutes, Joe decided to name it Ray, because it had a stripe on its back that looked like a ray of sunshine.

Joe turned to look at Ray who was flying alongside him. “Thanks for helping me run this errand,” he said to Ray. “When we’re done I think we should go flying.” Ray excitedly flapped his wings and breathed a brief burst of fire.

In this example, the part where Joe remembered finding the dragon egg is aflashback.

Setting describes the time and place of a story.

It was a bright and sunny day, when Denise left her house to go to the beach. She walked down the street in her t-shirt, shorts, and flip-flops carrying her surfboard under her arm. Her friend had called to tell her that the waves at the beach were spectacular. Denise thought that this would be a perfect start to her New Year’s Day: surfing on the Hawaiian beach with her best friend.

In this example, the setting of the story is during New Year’s Day near a Hawaiian beach.



Name Period

A story’s themes are the messages about life that are conveyed by the characters’ actions and the plot.

George really wanted a new video game. All of his friends were already playing Armed Nation III, but he didn’t have it yet because he didn’t have the money to buy it. One day, filled with jealousy, he saw a copy of the game at his friend’s house. He sneakily put it into his backpack and went home with it. That night, while he was playing the game, his friend called him up sounding very angry.His friend said, “Man, you’ll never guess what happened! I bought you Armed Nation III, since I knew your birthday was coming up. But, someone stole it right from my house. I wish I could catch the person who did this. Now, I won’t be able to give you anything for your birthday.”

Later that night, when his mom saw him playing Armed Nation III she asked him where he had gotten the game. He said that his friend had given it to him. Then his mom went to call his friend’s mom to say thank you. When she did this, she learned that the game had been stolen. When George’s mom confronted him, he admitted stealing it. His mom made him return it to his friend and refused to allow him to get the video game in the future.

In this example, the theme of the story is “crime doesn’t pay.”

Analysis of Literary Elements and Plot Devices

Part I

In Chapter One, we meet the narrator as an older man. Thus, the rest of the story is actually a flashback. Many details about the narrator are revealed in the chapter. In the space below, list five things you learned about the narrator in Chapter One.

1.

2.

3.

4.

5.



Name Period

Part II

In Chapter Two, the narrator gives detailed information about the setting. Reread the chapter carefully and analyze what the author tells you about the setting. After you have reread this chapter, use your own words to write a detailed description of the setting.

Part III

In Chapter Three, one of the themes of the story is developed as Billy earns money to buy his dogs. Analyze this chapter to determine what that theme is. Once you have determined the theme write a statement that explains what the theme is.Then, use evidence from the text to show how the author develops this theme. Continue on your own sheet of paper if you need more room to write.



Name Period

Where the Red Fern GrowsWriting Focus: Narrative Writing

In this activity you will be writing a narrative about a real or imagined experience. Your narrative will describe, in detail, a situation in which someone works hard to achieve a goal. As you write your narrative, you will make your story interesting by including precise words, descriptive details, and sensory language. When you work on using precise words, your goal will be to paint a very clear picture of the scene. To do this you may do things like replace the word “scared” with “terrified” or “nice” with “pleasant.” Your narrative will also need to have an “event sequence that unfolds naturally and logically.” This means that your writing will have to be clear to a person who does not have background on the situation or event. Each event that happens in your story will need to clearly describe the situation and you should use transitions to guide your reader from one event to the next.

Directions: In Where the Red Fern Grows, Billy works hard over the course of two years to save up money to buy his dogs. Have you ever worked hard for something you really wanted? Can you imagine a situation where you would? Choose a topic to write about from either A, B, or C below. Before writing your narrative, complete the planning diagram on the next page.

A. Write a narrative about a time when you worked hard for something you wanted.

Examples: practicing every day to be a better soccer player studying to do well on a math test a narrative of your choice about something your worked hard for

B. Write a narrative about an imagined experience in your future where you worked hard for something you wanted.

Examples: saving up to buy a car preparing to go to college making the varsity basketball team in high school a narrative about something else you imagine working for in your future

C. Write a narrative about an imagined person who worked hard for something he or she wanted.

Example: a story about Harold, who wanted to be the first person to walk on Mars Tina, who worked hard to get the best grades in her school your grandmother, who strived to become a doctor a narrative about any imaginary person working hard for something


Setting Characters

What the Character Wants and Why

Beginning 1 Beginning 2 Beginning 3

Middle 1 Middle 2 Middle 3

End 1 End 2 End 3

Conclusion


Name Period

Part I: Plan your writing

Directions: To make your narrative strong, it will need to have “an event sequence that unfolds naturally and logically.” Use the graphic organizer below to plan the event sequence in your narrative. For each “Beginning, Middle, End” set, write about a detail of what led up to the final accomplishment.



Name Period

Part II: Details and Descriptions

Directions: Read the information about precise words and sensory language. Then, write sentences using precise words or sensory language that you can use in your narrative.

Precise Words and Phrases

As you write, you will want to use the most precise word possible to show your reader exactly what you mean.

Imprecise: Julie walked to the lunchroom.

Precise: Julie stomped to the lunchroom.

Notice how both of these sentences mean something very similar. However, when you read the word stomped you picture someone who is somewhat angry. This gives a more vivid picture than just using the word walked.

Imprecise: Juana went to the mall.

Precise: Juana drove to the mall in her brand new car.

In this example, the second sentence gives a much more vivid picture of how Juana got to the mall.

Sensory Language

As you write, you will want to use sensory language to make your writing more interesting and descriptive. Sensory language appeals to the five senses: taste, sight, sound, touch, and smell.

Examples:

The moment Alexandria walked into the house she could tell her mom had been baking in preparation for Christmas. The entire house held the mouth-watering smell of cinnamon and gingerbread.

The snow crunch-crunched with every footstep as Fred plodded towards home.



Name Period

Directions: On the lines below write three sentences that use precise language or sensory language that you can use in your writing.

1.

2.

3.

Part III: Write your narrative

Using your graphic organizer and what you have learned about precise and sensory language, begin your narrative below, continuing on a separate sheet of paper.Remember to use transition words throughout your narrative to guide your reader. Use as much detail as possible.


My Thoughts


Name Period

Where the Red Fern GrowsChapters Four-SixNote-Taking and SummarizingDirections: As you read each chapter, use this graphic organizer to keep track of your thoughts and the events in the story. At the end of each chapter write a short summary. Then make a prediction about what you think will happen next.Chapter


Predictions




Name Period

Where the Red Fern GrowsComprehension and Analysis Chapters Four – SixDirections: Read Chapters 4-6 of Where the Red Fern Grows and then respond to the prompts below. Write your answers in complete sentences on a separate sheet of paper and use as much information and detail as possible.

Chapter 41. Why do you think Billy sneaks out to go to town by himself?2. Billy looks at his own reflection for the first time in his life. Describe what he sees.3. How do you think Billy’s parents are reacting to his absence? What do you think will

happen when he gets home?4. Synthesize what you read in this chapter to summarize Billy’s first impressions of

Tahlequah and its people.5. What generalization can you make about the people of Tahlequah based on the

people that Billy has interacted with so far?

Chapter 51. How does Billy feel when he first meets the dogs? Use specific evidence from the

text in your answer.2. Describe the personality and appearance of each of the dogs. Use specific

evidence from the text in your response.3. What animal does Billy hear when he camps out in the cave and how does this

make him feel?4. As Billy is walking out of town, he encounters a gang of boys who harass him: “He

stomped on my right foot. I looked down and saw a drop of blood ooze out from under the broken nail. It hurt like the dickens, but I gritted my teeth and walked on. Freckle-face pulled the ear of my little girl pup. I heard her painful cry. That was too much. I hadn’t worked two long hard years for my pups to have some freckle-face punk pull their ears.” What does this passage reveal about Billy’s personality?

5. Do you think Billy should have fought back when the boy pulled his dog’s ear? Explain why or why not.

Chapter 61. Explain how Billy comes up with the names for his dogs.2. Describe the reaction of Billy’s family when he returns home.3. To where does Billy’s father hope to move the family in the future? Why does he

want to move?4. How does Billy’s father interpret Billy’s experiences in town? Contrast this with what

Billy believes about the town and its people.5. As Billy sits in the fishermen’s camp, he reflects on his journey, “Here in this

fishermen’s camp, I had found the magazine and the ad. I looked over at the old sycamore log. There, I had asked God to help me get two hound pups. There were the pups, rolling and playing in the warm sand. I thought of the Old K.C. Baking Powder can, and the fishermen. How freely they had given their nickels and dimes. I looked up again to the names carved in the tree. Yes, it was all there like a large puzzle. Piece by piece, each fit perfectly until the puzzle was complete. It could not have happened, without the help of an unseen power.” Interpret the meaning of this quotation and explains what it shows about Billy’s beliefs.



Name Period

Where the Red Fern GrowsLiterature Focus: Theme

Many different types of texts discuss similar themes and topics. Although texts may share a similar theme, different genres will approach the theme using different techniques. For example, a play that has the theme of “sacrifices bring rewards” will show this theme through the actions and the words of the characters on the stage. A movie with the same theme might use the character’s words less and show much of the theme through the scenery, music, and other audiovisual clues.As you read a text, pay careful attention to the techniques that the author uses to create the theme. In this activity you will compare themes in Where the Red Fern Grows, a poem by Langston Hughes, and one of Aesop’s Fables.

Directions: In order to compare the themes of various texts, you first need to do a close reading of each text. Read each of the texts that follow and answer the questions.

“Mother to Son”by Langston Hughes

Well, son, I'll tell you:Life for me ain't been no crystal stair. It's had tacks in it,And splinters,And boards torn up,And places with no carpet on the floor – Bare.But all the timeI'se been a-climbin' on, And reachin' landin's, And turnin' corners,And sometimes goin' in the dark Where there ain't been no light. So boy, don't you turn back.Don't you set down on the steps 'Cause you finds it's kinder hard. Don't you fall now –For I'se still goin', honey, I'se still climbin',And life for me ain't been no crystal stair.



Name Period

1. Who is the speaker in this poem and who is he or she talking to?

2. What is life compared to in this poem?

3. What message about life is this poem conveying?

“The Crow and the Pitcher”Aesop’s Fables

A Crow, half-dead with thirst, came upon a Pitcher which had once been full of water; but when the Crow put its beak into the mouth of the Pitcher he found that only very little water was left in it, and that he could not reach far enough down to get at it. He tried, and he tried, but at last had to give up in despair. Then a thought came to him, and he took a pebble and dropped it into the Pitcher. Then he took another pebble and dropped it into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. At last, at last, he saw the water mount up near him, and after casting in a few more pebbles he was able to quench his thirst and save his life.

4. What problem does the crow have at first?

5. How does the crow solve his problem?

6. What message about life does this convey?



Name Period

Where the Red Fern Grows

In Chapter 5, Billy talks with the Marshal about how he got his dogs:

I told him I had ordered them from Kentucky.“What did they cost you?” he asked. “Forty dollars,” I said.He asked if my father had bought them for me. “No,” I said. “I bought them myself.”He asked me where I got the money. “I worked hard and saved it,” I said.“It takes a long time to save forty dollars,” he said. “Yes,” I said. “It took me two years.”

In Chapter 6, Billy reflects on how he got his dogs

“Here in this fishermen’s camp, I had found the magazine and the ad. I looked over at the old sycamore log. There I had asked God to help me get two hound pups. There were the pups, rolling and playing in the warm sand. I thought of the Old K.C. Baking Powder can, and the fishermen. How freely they had given their nickels and dimes. I looked up again to the names carved in the tree. Yes, it was all there like a large puzzle. Piece by piece, each fit perfectly until the puzzle was complete. It could not have happened without the help of an unseen power.”

Compare and Contrast Themes

Directions: Now that you have read the texts from three different genres you will be comparing and contrasting their themes as well as how these themes are created. Answer the questions that follow.

1. What similarities are there in the themes in these three texts?

2. What differences are there between the themes of these texts?

3. How does the author create the theme in each of these texts? Compare and contrast the approaches used.



Name Period

Where the Red Fern GrowsLanguage Focus: PronounsA pronoun is word that is used to take the place of a noun. If you were writing an essay about Billy in Where the Red Fern Grows and you began all of your sentences with Billy’s name, your writing would be repetitive and not enjoyable to read. In the sentence, “As Billy was walking to Billy’s house, Billy noticed Billy’s dogs out running in Billy’s yard.” Does that sentence sound right? To make your writing less repetitive, you could use a pronoun such as “he” or “his” instead of Billy’s name. Pronouns give the sentence more interest, so words are not repetitive and dull.

Pronouns come in three cases: subjective, objective, and possessive. This means that a pronoun can function as the subject of a sentence, the object of verbs or prepositions, or to show ownership.

Subjective Pronouns: I, you, he, she, it, we, they, who Objective Pronouns: me, you, him, her, it, us, them, whom Possessive pronouns: my (mine), your (yours), his, her (hers), it (its),

our (ours), their (theirs), whose

In the sentence “Billy walked to Tahlequah” Billy is the subject so his name can be replaced with the subjective pronoun he. If the sentence was “The man at the train station gave the dogs to Billy” you can then replace Billy with “him” because Billy is the object of the sentence.

In the examples above, deciding which pronoun to use is pretty simple. But, sometimes it can be difficult to decide which case is needed. Pronouns can become difficult if you have a compound structure. For example, if you wanted to write “Billy gave candy to his mom and his sister,” which pronouns would you need? Should you write “Billy gave candy to his mom and she” or “Billy gave candy to his mom and her?” The easiest test is to eliminate one of the nouns and see if the sentence sounds right. In this example, you would test “Billy gave candy to her” or “Billy gave candy to she.” When you do this you will be able to hear that “Billy gave candy to her” is the correct answer. You can also think this through by examining whether the pronoun is the subject of the sentence or the object of the verb.

Part IDirections: Rewrite each sentence changing the underlined word to a pronoun. Then, for each pronoun in the sentence, identify whether it is a subjective (S), objective (O), or possessive (P) pronoun, by writing S, O, or P above the pronoun.

1. Billy decided to walk to Tahlequah to get his dogs.



Name Period

2. The ladies in town stared at Billy and laughed at him.

3. The marshal took Billy into his house and gave Billy a soda to drink.

4. Little Ann was more reserved and cautious than Old Dan.

5. Billy’s father wanted to move Billy’s family to town.

6. The mountain lion roared throughout the night.

7. In town, Billy was embarrassed about Billy’s appearance.

8. Billy gets upset when a boy pulls Little Ann’s ear.

9. Billy’s mother was worried about him while he was gone.

10.Billy’s sisters were excited about the candy Billy bought for them.



Name Period

Part IIDirections: Circle the correct word to complete the sentence.

1. Billy gave the candy to (her, she) and her sister.

2. The marshal said, “I told Joe and (him, he) to stop fighting.”

3. The trainmaster told Billy, “Please tell (him, he) that I said hi.”

4. Billy gave the presents to his mother and (him, he).

5. (Him, He) and Little Ann walked with Billy.

Part IIIDirections: Write a summary describing what you have read in Where The Red Fern Grows. Use pronouns clearly and correctly in your writing and underline them so that they are easily visible. Label each pronoun S, O, or P, as on pp. 37-38.


My Thoughts


Name Period

Where the Red Fern GrowsChapters Seven-EightNote-Taking and SummarizingDirections: As you read each chapter, use this graphic organizer to keep track of your thoughts and the events in the story. At the end of each chapter write a short summary. Then make a prediction about what you think will happen next.Chapter


Predictions




Name Period

Where the Red Fern Grows Comprehension and Analysis Chapters Seven – Eight

Directions: Read Chapters 7-8 of Where the Red Fern Grows and then respond to the prompts below. Write your answers in complete sentences on a separate sheet of paper and use as much information and detail as possible.

Chapter 71. Billy’s grandfather explains a way to make a trap to catch a raccoon. Explain

what this trap is and how and why it works.2. Describe how Billy trains his dogs.3. Analyze how Billy reacts when he doesn’t get a raccoon in his trap at first.

What does this tell you about his personality?4. Billy’s father asks him to dismantle the traps because hunting in this way

“isn’t very sportsmanlike.” What is Billy’s reaction to this request? What does his reaction tell you about the type of person that he is?

5. Evaluate Billy’s method of trapping the raccoon. Do you think it was justified for Billy to trap the raccoon in this way? Explain why or why not.

Chapter 81. What does Billy notice about the way his father talks to him?2. Contrast how Little Ann acts during the hunt with how Old Dan acts during

the hunt.3. Describe the tree that the dogs trap the raccoon in. What problem does this

present for Billy?4. Analyze the interactions between Billy and his mother in this chapter. What

do these interactions tell you about their relationship?5. What conclusion can you draw about why Billy is so determined to chop

down the tree?



Name Period

Where the Red Fern GrowsLiterature/Language Focus: Figurative LanguageFigurative language communicates ideas beyond their literal meaning to create an image in the reader’s mind. The author chooses his words carefully to convey meaning to the reader. There is a purpose (intent) behind his word choices.Sometimes figurative language is used to help develop a character or setting while at other times, it can be used to set the mood of a piece. Sometimes, it is used simply to add interest to his writing. Simile and metaphor are two types of figurative language, used to compare two unlike people or things.

A simile compares two unlike things using the words “like” or

“as.” For example:“When Billy was training his dogs he was as busy as a bee.” In this simile, which uses as in the comparison, Billy’s energy level is being compared to a bee that is scurrying around quickly and energetically among the flowers.

The author’s intent in using this simile is to develop Billy’s character by comparing him to the bee, a very active insect, showing that Billy was working incredibly energetically.

A metaphor compares two unlike things without using the words like or

as. For example:“Billy was a warrior when he was training his dogs.” In this metaphor, which does not use either like or as, Billy is being compared to a warrior.

The author’s intent in using this metaphor is to further develop Billy’s character by comparing Billy to a warrior, who is tough, loyal, fearless, and strong, and doesn’t give up on accomplishing his goal.

Directions: For each of the passages below write whether it includes a simile or a metaphor. Then explain what is being compared and the effect of this on the reader.

1. “With eyes as big as a hoot owl’s, I looked and listened.”

a. Type of Figurative Language

b. Comparison and Author’s Intent

2. “Papa’s words perked me up just like air does an inflated inner tube.”





Name Period

3. “The girl pup saved him. Like a cat in a corn crib, she sneaked in from behind and sank her needle-sharp teeth in the coon’s back.”



4. “The day hunting season opened I was as nervous as Samie, our house cat.”



5.“Old Dan…just lay there in the sunshine all stretched out and limber as a rag.”



6.“The starlit heaven was a large blue umbrella, outspread and with the handle broken off.”


b. Comparison and Author’ Intent

7. “I had never seen a night so peaceful and still. All around me, tall sycamores gleamed like white streamers in the moonlight.”





Name Period

8. “I took a deep breath and threw back my head to give the call of the hunter, but something went wrong. My throat was an enormous knot. I swallowed a couple of times and the knot disappeared.”



9. “White sheets of water, knocked high in the moonlight by his churning feet, gleamed like thousands of tiny white stars.”



10. “While prowling the woods, I had seen the big tree many times. I had always stopped and admired it. Like a king in his own domain, it towered far above the smaller trees.”



11. “It had taken me quite a while to find a name suitable for the big sycamore. For a while, I had called it ‘the chicken tree.’ In some ways, it reminded me of a mother hen hovering over her young in a rainstorm. Its huge limbs spread out over the small birch, ash, box elder, and water oak as if it alone were their protector.”





Name Period

12. “Little Ann started turning in circles, a whirlwind of excitement.”



13. “At first it was easy. My ax was sharp and the chips flew. Two hours later things were different. My arms felt like two dead grapevines, and my back felt like someone had pulled a plug out of one end of it and drained all the sap out.”



14. “When my sister came with the lunch bucket, I could have kissed her, but I didn’t. She took one look at the big tree and her blue eyes got as big as a guinea’s egg.”



15. “You had better get out of there,” I said. “If that tree takes a notion to fall, it’ll mash you flatter than a tadpole’s tail.”





Name Period

Where the Red Fern GrowsWriting Focus: Informative Essay

At this point in your reading of Where the Red Fern Grows, you know more about coonhounds and hunting with coonhounds than most people do. Your task is to write an informative essay about coonhounds and hunting with coonhounds. Your audience for this essay is someone who does not know anything about these topics.

Informative/Explanatory Texts: An informative or explanatory text is one that gives information or instruction to the reader. An informative text might use many facts to explore a topic. An explanatory text might include many steps to explain to someone how something works or how to do something.

As you write, you will need to “develop the topic with relevant facts, definitions, concrete details, quotations or other information and examples.” In this essay, your primary details and quotations should come from Where the Red Fern Grows. If you want to go further you may also do some outside research.

Part I: Planning your essay

Directions: You will need to begin by gathering details and quotations about coonhounds and hunting with coonhounds from the text. Skim through Where the Red Fern Grows and on a separate sheet of paper, write down as many details, explanations, and/or quotations as you can about coonhounds and hunting with coonhounds.

Part II: Writing your essay

Directions: Now that you have gathered your information, write an informative essay about coonhounds and hunting with them. Begin your essay with an introduction that explains the basics of the topic to your reader. Then use transitions words such as “next,” “then,” and “after” to introduce each detail. Finally, complete your essay with a strong conclusion that summarizes the main idea of your essay.You will do your writing on a separate sheet of paper.


My Thoughts


Name Period

Where the Red Fern GrowsChapters Nine-TenNote-Taking and SummarizingDirections: As you read each chapter, use this graphic organizer to keep track of your thoughts and the events in the story. At the end of each chapter write a short summary. Then make a prediction about what you think will happen next.Chapter


Predictions




Name Period

Where the Red Fern Grows Comprehension and Analysis Chapters Nine – TenDirections: Read Chapters 9-10 of Where the Red Fern Grows and then respond to the prompts below. Write your answers in complete sentences on a separate sheet of paper and use as much information and detail as possible.

Chapter 9

1. Who comes to visit Billy while he is chopping down the tree? What idea does

this person have about how to keep the raccoon in the tree?

2. Where did Little Ann and Old Dan spend the night when Billy returned to the

house? What does this tell you about them?

3. Describe Billy’s physical state after spending nearly two full days chopping

down the tree.

4. To what does Billy attribute the tree’s fall? Discuss this event in terms of the

story’s theme.

5. Analyze why Billy feels remorseful after cutting down the tree.

Chapter 10

1. What does Billy do with the money he earns from selling his coonskins?

2. What happens when Billy tries to hunt with Old Dan, but not Little Ann?

3. Describe, in detail, one of the evenings that Billy hunts with the dogs.

4. Billy notes, “Grandpa always counted my furs carefully and marked

something down on a piece of paper. I’d never seen him do this with other

hunters and it got the best of my curiosity.” What conclusion can you draw

about what the grandfather is doing?

5. Two hunting incidents are described in this chapter. Compare and contrast

these incidents.



Name Period

Where the Red Fern GrowsLiterature Focus: Textual Evidence

Textual evidence describes the use of specific examples from a reading that are used to support a position or opinion. Read the following passage and then examine how the student uses textual evidence to support a position.

Marya slid into her seat right after the bell rang. Her teacher gave her a reproving look for being late, but didn’t say anything. Marya tried to quietly dig into her binder for her pencil, but she couldn’t find it. She became frustrated at the number of papers in her binder and the fact that she couldn’t find her pencil. After a while she gave up on finding her pencil and decided to use her pen. She knew she’d be in trouble for using a pen in math instead of a pencil, but she decided she needed to find the paper so she didn’t fall behind on her notes. She continued looking through her binder for her notes paper from the week before.She flipped through the math section, noticing that some English papers were scattered in there as well. When she couldn’t find the math paper in the math section, she began frantically flipping through the other sections, also jumbled with papers from various classes, even though she had labeled her tabs by subject. She flipped through her binder more and more quickly when CRASH! her binder fell to the floor. With burning hot cheeks, Marya tried to pick everything up and ended up just shoving everything back in any way possible.

Student Response: Marya is a very messy student. (Student’s position or opinion has been stated.) The passage says her binder was “jumbled with papers from various classes, even though she had labeled her tabs by subject.” I also conclude that she is messy because she couldn’t find her pencil or the correct paper. Finally, I know she is messy because after her papers fall, she just shoves them back into her binder instead of organizing them. (Textual evidence has been cited.)

In the above student response the student used textual evidence to explain what he/she learned about Marya from the passage. Notice that textual evidence can be a specific quotation from the text or the evidence can be paraphrased and summarized.

Character change is a term that describes how a character changes over the course of a novel. If a character is unkind at the beginning of a book and agreeable at the end, the character change is quite obvious. Often, though, characters change in more subtle ways. Their interests may change. Their values and beliefs may change. The way they like to spend their time may change. Carefully reading a text to compare a character at two points in a novel will allow you to determine if a character has changed.



Name Period

Directions: Now that you have an understanding of textual evidence and character change, use what you have learned to write responses to the questions below. Your responses need to be detailed and include textual evidence.

1. How has Billy changed since the beginning of the novel? Use textual evidence to support your conclusion.

2. A theme, or lesson about life, that is present in Chapters 9 -10 is, “hard work and persistence pays off.” Use textual evidence to support the conclusion that this theme is present.



Name Period

Where the Red Fern GrowsLanguage Focus: Nonrestrictive Clauses

A nonrestrictive element is a word, phrase, or dependent clause that provides added, but not essential, information to a sentence. An easy way to tell whether a word or phrase is nonrestrictive is to remove it from the sentence and see if removing it significantly changes the meaning. If the meaning is not significantly changed, the word or phrase is nonrestrictive.

Examples:

Restrictive: The girl sitting at that desk is my sister.

Nonrestrictive: That girl, who really likes pink, is my sister.

In the first sentence the phrase “sitting at that desk” is restrictive; “sitting at that desk” is necessary if the sentence is to maintain its meaning. It tells us exactly which girl the writer is talking about.

In the second sentence the phrase “who really likes pink” is nonrestrictive. The phrase could be removed and the main meaning of the sentence would remain.

Commas, parentheses, and dashes are used to set off nonrestrictive clauses.

Examples:

My best friend (who just dyed her hair!) is coming over to eat dinner and watch a movie tonight.

Harold, who is president of the Debate Club, will be speaking at the school assembly on Monday.

The party is going to be huge—look at the RSVPs—so we need to rent a bigger space.

Directions: Now that you have read about restrictive and nonrestrictive clauses, read each sentence below, writing “R” if the sentence contains a restrictive clause, or “N” if the sentence contains a nonrestrictive clause. Then, rewrite each sentence using the correct punctuation.

1. The giant Sequoia the largest tree in the forest was very difficult to cut down.



Name Period

2. Little Ann always the smarter one figured out the raccoon’s trick right away.

3. Billy’s grandfather was one of the nicest men Billy knew even if he was mysteriously writing things down.

4. The raccoon which has very thick fur swam through the river to evade Billy and the dogs.

5. Billy’s sister who liked to wear her hair in pigtails brought Billy a pail of food.

6. The scarecrow with straw stuffed in a hat stood watch so that Billy could get some sleep.

7. Billy’s mother who had many children was worried about Billy when she heard the tree crash in the forest.

8. Billy’s mother who liked to make cornbread made a coonskin hat for Billy.


My Thoughts


Name Period

Where the Red Fern Grows Chapters Eleven-Twelve Note-Taking and SummarizingDirections: As you read each chapter, use this graphic organizer to keep track of your thoughts and the events in the story. At the end of each chapter write a short summary. Then make a prediction about what you think will happen next.Chapter


Predictions




Name Period

Where the Red Fern Grows Comprehension and Analysis Chapters Eleven – Twelve


Chapter 11

1. What problem does Little Ann encounter in this chapter?

2. How does Billy solve Little Ann’s problem? What conclusions can you draw

about Billy’s character based on his solution?

3. Use a dictionary and a thesaurus to find

the single best word that describes Billy’s

emotion when he is about to lose Little

Ann. Explain why your word is the best

possible choice.

4. Examine Billy’s interactions with his mother

in this chapter. Describe their interactions and then interpret their meaning.

5. Analyze the role of prayer in this chapter.

Chapter 12

1. Describe the Pritchards, and explain Billy’s impression of the family.

2. Examine and characterize the relationship between Billy and his grandfather.

How do they feel about each other? How do you know?

3. What can you infer about why Billy’s grandfather encourages Billy to

participate in the bet?

4. Summarize what happens when Billy goes out to hunt with Rainie and Rubin.

5. Who do you predict will win the bet? Explain how you arrived at your answer.



Name Period

Where the Red Fern GrowsLiterature Focus: Plot

Plot describes the main events in a novel. Many novels have a similar plot structure, which include the following elements:

Exposition: This part usually comes at the beginning of the novel. In this part, characters are presented and a main conflict is introduced.

Rising Action: After the exposition there is rising action. Often the rising action is the majority of the book. In this section, the characters and the conflict are further developed.

Climax: This is the most exciting, intense, or important point in the novel. Often a main character faces a turning point that changes the direction of the story.

Falling Action: The conflict between the protagonist and antagonist begins to clear up, and the protagonist either wins or loses against the antagonist. This may include a suspenseful moment or two in which there is doubt about who will win.

Resolution: This occurs after the climax. The main conflict of the story is resolved.

Plot is often represented by a Plot Diagram such as the following:

Climax

Rising Action

Falling Action

Exposition Resolution



Name Period

Part IDirections: First, create a list in chronological order of approximately ten major events from the story so far.

Part IIDirections: Although it is difficult to complete a full plot diagram until you have finished reading an entire text, it is useful to work through a plot diagram at various points in the text. Using the plot diagram below, chart the events in the novel. Write the events that are part of the exposition just below the exposition line. Which events are part of the rising action? Write those events to the left of the Rising Action line. How close do you think the story is to the climax? Predict what the climax will be. Write your prediction to the right of the Climax line.



Name Period

Where the Red Fern GrowsWriting Focus: Argumentative Writing

Argumentative writing is a type of writing that tries to convince the reader to believe in a certain argument or point of view.

An argumentative essay contains a thesis statement that captures the author’s viewpoint. The thesis statement contains a claim that describes the point the author is trying to make.

The claims in argumentative essays are supported with evidence from the text, from research, or from life experiences.

Example:

Little Ann is the smarter of the two dogs in Where the Red Fern Grows.Although both dogs are good at sniffing out a trail, Little Ann will not bark that she has the coon until she is sure that she has it. Similarly, when a raccoon tries to pull tricks by swimming across a river or climbing onto a fence, Little Ann does not fall for these tricks.

In the above example, the first sentence is the thesis that introduces the claim, “Little Ann is the smarter of the two dogs.” Then, evidence follows to support the claim.

Directions: Now that you have read about the components of an argumentative essay, write two essays, on a separate piece of paper, concerning Billy’s bet with the Pritchard boys.

In Essay I, write an argumentative essay explaining why Billy should take the bet against the Pritchards.

In Essay II, write an argumentative essay explaining why Billy should not take the bet against the Pritchards.


My Thoughts


Name Period

Where the Red Fern Grows Chapters Thirteen-Fourteen Note-Taking and SummarizingDirections: As you read each chapter, use this graphic organizer to keep track of your thoughts and the events in the story. At the end of each chapter write a short summary. Then make a prediction about what you think will happen next.Chapter


Predictions




Name Period

Where the Red Fern Grows Comprehension and Analysis Chapters Thirteen – Fourteen


Chapter 13

1. Describe what the “ghost coon” did to hide from the dogs.

2. Summarize the events that occur from when the Pritchards’ dog arrives to

when Billy leaves the scene to go home.

3. What does Billy do with the flowers from his sisters? What does this tell you

about Billy’s character?

4. What message does Billy’s mother convey in her reaction to the hunting

incident with the Pritchard boys? Do you agree or disagree with her

message?

5. Use multiple pieces of evidence from this chapter to show that Billy is

compassionate, kind, and respectful.

Chapter 14

1. How does Billy’s grandfather feel about what happened to Rubin? Give

evidence from the text to support your answer.

2. What has Billy’s grandfather done to prepare for the championship coon

hunt? What does this show about the relationship between the grandfather

and Billy?

3. Analyze why Billy feels so happy as he is leaving his grandfather’s store.

4. Who is most excited about the championship coon hunt: Billy, his

grandfather, or Billy’s father? Give evidence from the text to support your

answer.

5. Evaluate the likelihood of Billy winning the championship coon hunt. Give

reasons to support your answer.



Name Period

Where the Red Fern GrowsLiterature Focus: Mood and Tone

When you examine a text to understand the emotion the author is trying to create, you are examining the mood of a text. The mood describes the overall atmosphere of a scene or passage, as well as how the reader feels when reading a text. When you examine a text to understand the author’s viewpoint, you are examining the tone of a text. While closely related to mood, tone describes the author’s attitude about the different characters and events in a text.

Read this passage from Chapter 11 of Where the Red Fern Grows to see how the author creates mood:

“Bending over, she started kissing me, I finally squirmed away from her, feeling as wet as a dirt dauber’s nest. My mother never could kiss me like a fellow should be kissed. Before she was done, I was kissed all over. It always made me feel silly and baby-like. I tried to tell her that a coon hunter wasn’t supposed to be kissed that way, but Mama never could understand things like that.”

In this passage, the mood is embarrassment. Words that create the mood of embarrassment are “squirmed,” “silly,” and “baby-like.”

Directions: Now that you have read about how authors create mood, examine the following passages. First, write one short sentence that identifies the mood. Then, write down the words and phrases the author used to create the mood. Write your answers on the lines below each passage.

1. “For a split second, the ghost coon stayed on top of the post, and then he jumped. My dogs were on him the instant he hit the ground. The fight was on.”

___________________________________________________________________

___________________________________________________________________

2. “About halfway up, far out on a limb, I found the ghost coon. As I started toward him, my dogs stopped bawling. I heard something I had heard many times. The sound was like the cry of a small baby. It was the cry of a ringtail coon when he knows it is the end of the trail. I never liked to hear this cry, but it was all in the game, the hunter and the hunted.”

___________________________________________________________________

___________________________________________________________________

3. “An animal was coming out of the darkness. It was walking slowly in an odd way, as if it were walking sideways….It was a big blue tick hound. Around his neck was a piece of rope about three feet long. One could see that the rope had been gnawed in two.





Name Period

The frayed end had become entangled in a fair-sized dead limb. Dragging the limb was what made the dog look so odd. The blue tick hound was like the Pritchards, mean and ugly. He was a big dog, tall and heavy. His chest was thick and solid. He came up growling. The hair on his back was standing straight up. He walked stiff-legged around Old Dan, showing his teeth.”

___________________________________________________________________

___________________________________________________________________

4. “Seeing a movement from Rubin, I thought he was going to get up. With his hands he pushed himself halfway up. His eyes were wide open, staring straight at me. Stopping in his effort of getting up, still staring at me, his mouth opened as if to say something. Words never came. Instead, a large red bubble slowly worked its way out of his mouth and burst. He fell back to the ground. I knew he was dead. Scared, not knowing what to do, I called for Rainie. I got no answer. I called his name again and again. I could get no reply. My voice echoed in the darkness of the silent night. A cold chill ran over my body.”

___________________________________________________________________

___________________________________________________________________

5. “I looked. The large black letters read: CHAMPIONSHIP COON HUNT TO BE HELD. My eyes popped open. Again I read the words. Grandpa was chuckling. …Grandpa was getting excited. Off came his glasses and out came the old red handkerchief. He blew his breath on the lens and polished them. He snorted a time or two, reared back and almost shouted, ‘Do with us? Why it has everything to do with us. All my life I’ve wanted to go to one of these big coon hunts. Why I’ve even dreamed about it. And now the opportunity has come. Yes, sir now I can go.’ He paused. ‘That is, if it’s all right with you.’ I was dumbfounded.”

___________________________________________________________________

___________________________________________________________________

6. “He walked over behind the candy counter and shook out one of the quarter sacks. He filled it up to the brim, bounced it on the counter a few times, and dropped in a few more gumdrops. With a twinkle in his eye, and a smile on his face, he handed it to me saying, ‘Save some for your sisters.’ I was so choked up I couldn’t say anything. I took it and flew out the door, calling to my dogs. On my way home I didn’t walk on the ground. I was way up in the clouds just skipping along. With a song, I told the sycamore trees and the popeyed gray squirrels how happy I was.”

___________________________________________________________________

___________________________________________________________________



Name Period

Where the Red Fern GrowsSpeaking and Listening Focus: Oral PresentationStanding in front of a room full of people to speak can be a chilling experience for many. At first, the speaker might stammer, feel faint, speak too quietly, or even forget the topic completely. But with practice, a speaker can learn to relax and actually enjoy speaking in front of a group, or at least learn to do it without severe anxiety.

As you have probably guessed, in this activity, you will be speaking in front of your class. (Take a deep breath and relax; everyone will be in the same boat.) Below are some suggestions for speaking in front of a group. You will be graded on how well you put the suggestions to use, and on whether you can effectively present your topic to the class. With practice, you can do this!

To begin, stand up straight and tall and look directly at your audience. A good speaker will use eye contact with the audience to gain their attention. (Imagine listening to a speaker who reads directly from his/her notes. That would not be very engaging, and in addition, the audience might not be able to hear what the speaker is saying.) You do not need to look at your audience continually, but you should lift your head often and look directly at individuals from time to time.

Speak loudly enough for the audience to hear you, projecting your voice so that those in the back of the room can hear; but be sure not to yell. Use your diaphragm, the area just below your rib cage, to help you speak. To develop the muscles of the diaphragm, place your fingers on your waist and try shouting HAH! several times. As you do that, you should be able to feel the muscles in your tummy tightening and moving in and out. If you are successful at projecting your voice, you should be able to feel it in your tummy.

Speak clearly so your audience can understand what you are saying. Knowing your topic well will help you in this step. Students who do not feel as though they really know what they are talking about will try to mask it by mumbling or speaking softly, hoping no one will hear them as they muddle their way through their presentation.

Use visuals, if you feel they will enhance your presentation. Posters, graphs, charts, etc. can add interest to an otherwise dull presentation. (For this presentation, do not use PowerPoint, Prezi, or other electronic methods.)

You might also want to use hand gestures as you present your ideas, if you feel they will help you make your point. Often, “talking with your hands” is easy for some people, but out of the question for others. Hand gestures are not appropriate in every situation, either, so only use them as necessary. If you do not feel comfortable using hand gestures, keep them to a minimum for now.

Finally, and most importantly, practice, practice, practice! Practice with a friend from class; practice in the bathtub; practice in the back yard; practice as you walk home from school; practice alone in your bedroom; practice in front of your family! The more you practice, the easier it will become and the better you





Name Period

will do. You say you have no privacy and share a bedroom with two other kids? Ask them to leave you alone for a while so you can do your homework. Or better yet, ask them to be your audience! You will be surprised how supportive your siblings can be of your schoolwork. Whatever you do, be sure you spend a lot of time working on your presentation before you stand in front of the class for the first time. It will make your job a lot easier.

Before you begin speaking, you will need to decide on a topic on which to speak. You will be choosing your own topic from Chapters 13 and 14 of the novel.Carefully read through the chapters to find your own topic, or you may wish to choose one from the list below. Whatever topic you choose, be sure you research your topic well and be sure your topic is well organized.

Directions: Choose a topic of your own from Chapters 13-14, or choose from the list below. Write important points and supporting ideas on note cards to help you prepare to speak, and then place them into a logical order to help make sure your main idea or theme is clear to your audience. As you speak, give important facts, appropriate descriptions, and details to further explain your main idea. Your teacher may allow you to take your note cards with you to the front of the classroom to help you remember what you want to say, but do not read directly from the cards. Your teacher will also give you minimum and maximum time limits for your presentation.

Little Anne hadn’t bawled treed yet, while Old Dan had. When will a good hound bawl treed? Find information about the ways dogs communicate with their owners.

Dog fights – what will cause a dog to fight another dog with the ferocity shown in Chapter 13?

Explain the instances of grief and loss in the story; report to the class in detail about the stages of grief, as they were experienced in this chapter.

People sometimes want to live alone or as a small family and do not want to communicate with neighbors or other family members. Find out what you can about why someone might choose to live this type of life.

In the novel, it is common for boys to own a gun for hunting. Do you think this is all right or should this be forbidden? Is this done nowadays? Why or why not? Conduct interviews with a variety of people of all ages and backgrounds to get their views, and research the implications and responsibilities of gun ownership.

Many say that a dog is man’s best friend. Research the loyalty of dogs to one owner. Is this just a hope some people have or are dogs really faithful to just one human? How do these dogs show their loyalty? Be prepared to talk about several examples of dogs’ loyalty to their owners.

In the novel, more than one character shows feelings of guilt for something that is not his/her fault. Find out why people feel guilt and when it is justified.

Find a topic of your own to research and present. Be sure to ask your teacher first if the topic you have chosen is appropriate for the project.


My Thoughts


Name Period

Where the Red Fern Grows Chapters Fifteen-Sixteen Note-Taking and SummarizingDirections: As you read each chapter, use this graphic organizer to keep track of your thoughts and the events in the story. At the end of each chapter write a short summary. Then make a prediction about what you think will happen next.Chapter


Predictions




Name Period

Where the Red Fern Grows Comprehension and Analysis Chapters Fifteen – Sixteen


Chapter 15

1. What happens when Grandfather tries to give Old Dan the beans? What

does this show about Old Dan?

2. Explain the reasons behind Billy’s reaction to the screech owl.

3. Describe Billy’s reaction when he first arrives at the camp.

4. Analyze the effect that Little Ann’s victory in the beauty contest has on Billy.

5. What characteristics do Little Ann and Old Dan have that make them such

great hunting dogs?

Chapter 16

1. Summarize the events of Billy’s first coon hunt in the tournament.

2. What are the effects of Grandfather’s fall into the cold stream?

3. What does Billy do or say in this chapter that shows the judge how thorough

his knowledge of coon hunting is? Use evidence from the text to explain

your answer.

4. Make an inference about how Billy feels after his first night of the coon hunt.

Explain why you think he feels this way.

5. In this chapter, there are multiple incidents where an adult tells Billy that he

should probably give up or call the dogs off. Describe and analyze Billy’s

reaction to these statements.



Name Period


Literature Focus: Character Traits

In many novels, characters undergo significant changes from the beginning of the story to the end of the story. Although these changes are often quite remarkable, authors often show the changes occurring so gradually that it can be difficult to see the changes taking place as you are reading. Rereading sections of a text to analyze how a character changes can give you a better understanding of the text and of the characters.

When you are examining character changes you want to look primarily for changes in a character’s traits.

A trait is a fundamental characteristic of a person. Some examples of character traits include honesty, kindness, maturity, patience, determination, and persistence.

Part IDirections: Think back to what you have read in Where the Red Fern Grows. Determine one character trait that Billy possesses that has remained the same throughout the book. Describe this character trait, providing at least two examples from the text that show that Billy has retained this character trait since the beginning of the novel. Write your answer in a paragraph on the lines below.



Name Period

Part IIDirections: Think back to what you have read in Where the Red Fern Grows. Describe one character trait of Billy’s that has changed since the beginning of the book. Include an example from an early part of the book to show what Billy was like before the change. Include an example from the middle or end to show what Billy is like after the change. Write your paragraph on the lines below.



Name Period

Where the Red Fern GrowsWriting Focus: Narrative Writing

A Change in Me: Narrative Writing

There are a number of important elements in strong narrative writing. In this assignment, you will be focusing on organizing an event sequence that unfolds logically, using transition words, and providing a conclusion for the narrated experience.

Event sequence: Narrative writing contains event sequences that unfold logically. In most narrative writing, the events take place in chronological (time) order.

Transition Words: Transition words guide the reader through a text and help the reader understand the text. Transition words are often found at the beginning of a sentence. In a piece of writing that is organized chronologically, transition words that show time are used most commonly. Some of these transition words are: first, then, next, after, when, and finally.

Conclusion: In narrative writing, a conclusion often summarizes the theme or the message that was learned.

Part I:Directions: You will be writing a narrative that describes a time when you went through a change. On the lines below, tell what the change was, and then list the sequence of events that occurred as you went through that change. For example, “I decided my stepmother wasn’t so bad after all,” or, “I realized that even though the boys made fun of me in school, I like myself because I have a good sense of humor and I’m a fun person to be around,” or, “I made up my mind that I was going to try hard in school, because if I continued to be so lazy and occupy my time doing whatever I wanted, I was never going to be able to meet my goal of going to college and becoming a veterinarian.” You will use the list you create to write a narrative about a time you went through a change.

Change:

Events

1.



Name Period

2.

3.

4.

5.

6.

7.

8.

9.

10.

Part II: Use your event sequence outline to write a narrative that describes a time when you changed. Use transition words throughout your writing to guide your reader. Provide a conclusion at the end of the writing that summarizes how you changed or what you learned. Write your narrative on a separate sheet of paper.


My Thoughts


Name Period

Where the Red Fern Grows Chapters Seventeen-Eighteen Note-Taking and SummarizingDirections: As you read each chapter, use this graphic organizer to keep track of your thoughts and the events in the story. At the end of each chapter write a short summary. Then make a prediction about what you think will happen next.Chapter


Predictions




Name Period

Where the Red Fern Grows Comprehension and Analysis Chapters Seventeen – Eighteen


Chapter 171. Describe the problems the weather causes for Billy, his dogs, and the other

people out with him.

2. Analyze why Billy refuses to turn back when the judge and his father urge

him to.

3. Using evidence from the text and your own knowledge, describe what is

going through Billy’s mind right after he points at the raccoon that got away.

4. Compare Billy and his grandfather in this chapter. Describe the ways that

they are alike.

5. What is the mood of this chapter? Find evidence from the text to support

your answer.

Chapter 181. Describe Billy’s reaction when he hears “Those two hounds, I found them.

They’re frozen solid.”

2. What does Billy receive when he returns to camp?

3. Various explanations are offered to explain why the dogs stayed with the

tree. Which explanation do you think is accurate? Explain your thinking.

4. Describe and analyze Mama’s reaction to Billy’s return and the money he

brings back with him. Why do you think she reacts so strongly?

5. Make a prediction about what Billy and his family will do with the money.



Name Period

Where the Red Fern GrowsLiterature Focus: Analyzing Plot

Directions: Read the following information about plot structure below. Then respond to the prompt below to show your knowledge of the plot in Where the Red Fern Grows.

Plot describes the main events in a novel. Many novels have a similar plot structure, with the following elements:

Exposition: This part usually comes at the beginning of the novel. In this part, characters are introduced and a main conflict is introduced.

Rising Action: After the exposition, there is rising action. Often the rising action is the majority of the book. In this section characters are developed further and the conflict is developed further.

Climax: This is the most exciting, intense, or important point in the novel. Often a main character faces a turning point that changes the direction of the story.

Resolution: This occurs after the climax. The main conflict of the story is resolved.

Plot is often represented by a plot diagram:



Name Period

Part I

Directions: If you completed the plot diagram for Chapters 11 and 12, look back at that plot diagram and then, on the lines below, add five to ten events that have happened since then. If you did not complete the diagram, list the ten most significant events from the book on the lines below.

Part II

Directions: Copy the plot diagram on a separate sheet of paper. Take the ten most significant events from the story and place them on the plot diagram. Make sure your diagram clearly identifies which event or series of events is the climax of the story. On the lines below, write a short explanation of why you think that the event you chose is the climax.



Name Period

Where the Red Fern GrowsLanguage Focus: Pronoun/Antecedent

A pronoun is a word that is used to replace a noun. The noun that the pronoun takes the place of is called the antecedent.

Examples:

Bob went to the grocery store. He bought milk.In this first example, Bob is the antecedent for the pronoun he.

Nancy walked her dogs. She walked with them for an hour. In this example Nancy is the antecedent for the pronoun she.

A pronoun should clearly refer to one antecedent. The best way to see why is to look at sentences that have unclear antecedents.

LaTonya told her mother that her shirt had a stain on it. Whose shirt had a stain, LaTonya’s or her mother’s?

When José drove the car through the garage door, he badly damaged it. What was damaged, the car or the garage door?

The book was on the desk, but now it’s gone.What is gone, the book or the desk?

Pronouns also need to match in number and person with the noun they refer to.

Many new basketball players feel overwhelmed at first. However, they soon learn that with hard work you can do well on the team.

Notice how the pronouns in the above sentence do not match in number. There is a shift from the plural “they” to “you” when it should remain plural.

Jorge lost his pencil. Felicia helped look for them.

The pronoun does not match in number. Jorge lost one pencil, but Felicia is looking for “them,” which is a plural pronoun.



Name Period

Pronoun PracticeDirections: Each of the sentences below contains incorrect usage of pronouns. Rewrite the sentences correctly on the lines below.

1. When the officer chased the burglar through the park he broke his ankle.

2. An Li’s second book sold more than her first book. Its story was well received.

3. Rachel went running with Monique, and she beat her time by five minutes.

4. If people eat too much, you get sick.

5. Some graduating students are unsure about the future. We urge them to meet with your counselor.

6. Tyree and Theo walked to their lockers. He then had trouble opening his locker.

7. Some soccer players are traveling for a game. He needs to remember to bring their water bottles and snacks.

8. The students need to take out their books and notebooks. Once you have it out, please start problem number one.

9. The boys are going on a field trip next week. He is looking forward to the trip.

10. If students do their homework every day, you should be able to get a good grade.


My Thoughts


Name Period

Where the Red Fern Grows Chapters Nineteen-Twenty Note-Taking and SummarizingDirections: As you read each chapter, use this graphic organizer to keep track of your thoughts and the events in the story. At the end of each chapter write a short summary. Then make a prediction about what you think will happen next.Chapter


Predictions




Name Period

Where the Red Fern Grows Comprehension and Analysis Chapters Nineteen – Twenty


Chapter 191. What new wild animal does Old Dan bawl at up in a tree?

2. Describe the actions of Billy’s dogs when the animal is about to attack Billy.

3. What is the mood of the fight between the wild animal, the dogs, and Billy?

What words or phrases does the author use to create this mood?

4. What conclusion can you draw about Little

Ann’s relationship with Old Dan based on the

events of this chapter? Use evidence to

explain your answer.

5. Analyze the role of faith and prayer in this

chapter.

Chapter 201. What changes does Billy notice in his parents

when they are about to leave the Ozarks?

What do you think has caused these changes?

2. What does Billy find on the dogs’ graves? What does this symbolize?

3. What effect does seeing it there have on Billy?

4. It is Billy’s money from hunting with the dogs that allows the family to move

into town. How do you think Billy feels about his contribution to the move?

5. Imagine the story continues. What do you envision happening as the family

transitions to living in town?



Name Period

Where the Red Fern GrowsLiterature Focus: Theme

A story’s themes are the messages about life that are conveyed by the characters’ actions and the plot. Earlier in Where the Red Fern Grows, you read about how Billy worked for two years to save up money to buy his dogs. The theme of that section of the book was that “hard work pays off.” A novel can have multiple themes that work together to give the reader a more complex understanding of life. One of the best ways to determine the theme is to ask yourself, “What messages about life are being conveyed through the characters and actions in this book?” Sometimes the theme(s) will be obvious, but other times you may need to think more deeply about the book and closely read sections of it to determine the theme(s).

Textual evidence describes the use of specific examples from a reading that are used to support a position. Textual evidence can be a specific quotation from the text, or the evidence can be paraphrased and summarized. For example:

Specific Quotation from the text:“They struck the trail on a ridge and then dropped down into a deep canyon, up the other side, and broke out into some flats. I could tell that the scent was hot from their steady bawling.”

Paraphrased or summarized evidence from the text:Billy’s dogs ran down into a canyon and up onto some flats, steadily bawling.

Directions: Fill in the graphic organizer on the next page with specific quotes and/or paraphrased or summarized information from the text to help you prepare an essay about the themes of Where the Red Fern Grows. You may add boxes to the graphic if you need more room to write. After you have filled in your graphic organizer, use the information you have gathered to write an essay that explains the theme and gives textual evidence to show this theme. Write your essay on a separate sheet of paper.


Theme - One message about life or a life lesson from the novel

Evidence from the text that shows thistheme:

Evidence from the text that shows thistheme:

Evidence from the text that shows this theme:


Name Period




Name Period

Where the Red Fern GrowsWriting Focus: Audience and Purpose

Writing changes depending on the audience that a piece is being written for. If you are writing a letter to the President of the United States, you would use very formal language and phrasing. If you were writing an email to your best friend, you would use informal language and phrasing. Depending upon the audience, a book review can be written using either of these, or language that is somewhere in between.

Readers look at book reviews to decide if they want to read a book or not. A book review is not simply a summary of the book. The reviewer will usually give a quick preview of the book, and add his/her opinion about it. A book review may also summarize some interesting aspects of the book, but the reviewer needs to be careful not to give the ending away. A book review will often allude to the type of person who would enjoy reading the book.

Directions: Write reviews of Where the Red Fern Grows for two different audiences. First, write a review on this page for a friend or classmate to read. Then, on a separate sheet of paper, write a review to be published in a major book review magazine that will be read by many adults.


Documents

dakota6.weebly.comdakota6.weebly.com/uploads/3/...the_red...edition.docx · Web view©2013 Elementary Solutions8Where the Red Fern Grows Literature GuidePurchaser may reproduce copies