Post on 29-Sep-2020
~ Page 1 © Gay Miller ~
I Survived the Great Chicago Fire, 1871
Digital + Printable Book Unit
Created by Gay Miller
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Thank you for downloading this preview
of I Survived the Great Chicago Fire,
1871 Book Unit. Other products in this
series may be found at
http://www.teacherspayteachers.com/Store/Gay-Miller
This packet contains graphic organizers for an interactive notebook covering vocabulary, comprehension questions, constructive response writing, and skill practice. I hope your students enjoy a book study using the engaging method of using interactive notebooks.
For teachers who wish paperless activities, this unit contains Boom interactive quizzes as well as Google Slides. Look at the pages following the “Table of Contents” for links and password information.
I Survived the Great Chicago Fire, 1871
Genre ~ Historical Fiction
Interest Level ~ Grades 3 – 5
Grade level Equivalent: Scholastic Level R
Lexile Measure®: 730L
~ Page 3 © Gay Miller ~
I Survived Series Book Units by Gay Miller
Publication Date
Number in Series
Title (Click on the links to visit my TPT store.)
Available Book 7 I Survived the Battle of Gettysburg, 1863
4/1/18 Book 11 I Survived the Great Chicago Fire, 1871
5/1/18 Book 12 I Survived the Joplin Tornado, 2011
6/1/18 Book 13 I Survived the Hindenburg Disaster, 1937
7/1/18 Book 14 I Survived the Eruption of Mount St. Helens,
1980
Available Book 15 I Survived the American Revolution, 1776
Available Book 16 I Survived the Children’s Blizzard, 1888
10/18 Book 17 I Survived the Attack of the Grizzlies, 1967
TBA Book 18 TBA
TBA Book 19 TBA
TBA Book 20 TBA
Growing Bundle
Rules
Purchase
~ Page 4 © Gay Miller ~
Table of Contents Materials Needed for Creating the Foldable Graphic Organizers 6
Password for Boom Learning Decks 7
Google Digital Link and Information 8
Lesson Plans at a Glance 12
Vocabulary 13
Teacher Information 14
Vocabulary List 17
Vocabulary Bookmarks 21
Vocabulary Word Cards 23
Vocabulary Practice Booklet (Two Boom Decks provided.) 26
Vocabulary Test 45
Comprehension & Writing 47
Boom Decks are provided for the comprehension questions and Google Slides are provided for the Constructive Response questions.)
Teacher Information 48
Comprehension Questions for Chapters 1-2 54
Comparing Characters 56
Comprehension Questions for Chapters 3-4 58
Historical Photos 60
Point of View 62
Cause and Effect 63
Comprehension Questions for Chapters 5-6 65
Figurative Language 67
Comprehension Questions for Chapters 7-8 69
Summarizing 71
Historical Photos with Discussion Questions 73
Comprehension Questions for Chapters 9-10 75
Comparing a Fictional Account to a Historical Event 78
Making Connections with Text 80
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Comprehension Questions for Chapters 11-12 82
Problems and Solutions 84
Comprehension Questions for Chapters 13-14 86
Theme 88
Comprehension Questions for Chapter 15 90
Plot Development Chart 92
Skill Practice 95
Summarizing
Octagon Organizer (Google Slides provided.) 96
Pamphlet Organizer (Google Slides provided.) 99
Summarizing Activities (Google Slides provided.) 104
Fact/Opinion
Fact/Opinion Two Flap Organizer (Google Slides provided.) 109
Fact/Opinion Practice (Boom Deck provided.) 113
Adjectives 115
Limiting and Descriptive Adjectives (Google Slides provided.) 116
Adjective Order Practice (Boom Deck provided.) 120
Adjective Spelling Rules Organizer (Google Slides provided.) 122
Spelling Comparative & Superlative Adjectives Practice (Boom Deck) 126
Prefixes
Prefixes Hexagon Fold Organizer (Google Slides provided.) 129
Prefix Practice (Boom Deck provided.) 132
Aggravation using Prefix mis- 134
Credits 138
~ Page 6 © Gay Miller ~
Lesson Plans at a Glance Read Vocabulary List
& Vocabulary Booklet
Comprehension Quiz
Constructive Response Question
Skill Practice
Chapters 1-2 panic
exhaust
Page 1
Page 2 Chapters 1-2
Comparing
Characters
Summarizing
Organizers
Chapters 3-4 stench
scour Page 3 Chapters 3-4
Point of View
Cause and
Effect
Summarizing
Practice
Chapters 5-6 thug
singe Page 4 Chapters 5-6
Figurative
Language
Fact/Opinion
Organizer
Chapters 7-8 teeter
grope Page 5 Chapters 7-8 Summarizing
Fact/Opinion
Practice
Chapters 9-10 hem
shard Page 6 Chapters 9-10
Comparing Accounts
Making
Connections
Adjectives
Organizers
Chapters 11-12 menace
muddle Page 9 Chapters 11-12
Problems and
Solutions
Adjective Order Practice
Adjective Spelling
Practice
Chapters 13-14 helm
propel Page 10 Chapters 13-14 Theme
Prefix Organizers
for mis- and un-
Chapter 15 suspicious Page 11 Chapter 15 Plot
Development
Prefix Practice
and Aggravation
Game
Review of Vocabulary
Pages 7-8 (Crossword
Puzzle)
Page 12 (Analogies)
Vocabulary Test
Note: The crossword puzzle can be used as an alternative vocabulary test.
Page | 7 Unit Created by Gay Miller
Vocabulary Review
Complete the analogies using vocabulary words.
1. thug : nice guy :: harmless : ____________________
2. confuse : muddle :: fright : ___________________
3. panic : self-control :: entire piece : ______________
4. chip : shard :: confined : ____________________
5. burn slightly : singe :: search : ________________
6. wobble : teeter :: fumble : ___________________
7. controls : helm :: tire : ____________________
8. bad smell : stench :: danger : ________________
9. exhaust : refresh :: steady : __________________
10.mistrustful : suspicious :: brute : _______________
11.wide open : hem :: perfume : _________________
12.scare : panic :: thrust : ____________________
English Words from Greek Gods
A number of English words come from Greek gods. Match the words to the correct god.
_____ Ceres – goddess of agriculture
a) museum
_____ Pan – god of the woods and shepherds who caused sudden fear that could not be
explained
b) titanic
_____ Janus – god with two
faces – god of beginnings c) panic
_____ The Nine Muses – daughters of Zeus who were
created to give inspiration, knowledge, artistry and music
to the ancient world
d) cereal
_____ Jove – god of the sky and thunder
e) martial
_____ Mars – god of war, army, or military
f) January
_____ Titans – one of a family of giants
g) jovial
Page 12 Page 1
Page | 8 Unit Created by Gay Miller
Vocabulary Review
Complete the analogies using vocabulary words.
1. thug : nice guy :: harmless : _menace__
2. confuse : muddle :: fright : _panic__
3. panic : self-control :: entire piece : _shard__
4. chip : shard :: confined : _hem__
5. burn slightly : singe :: search : _scour__
6. wobble : teeter :: fumble : __grope___
7. controls : helm :: tire : _exhaust_
8. bad smell : stench :: danger : _menace__
9. exhaust : refresh :: steady : _teeter_
10.mistrustful : suspicious :: brute : _thug____
11.wide open : hem :: perfume : _stench___
12.scare : panic :: thrust : _propel__
English Words from Greek Gods
A number of English words come from Greek gods. Match the words to the correct god.
__d___ Ceres – goddess of agriculture
a) museum
__c___ Pan – god of the woods and shepherds who caused sudden fear that could not be
explained
b) titanic
__f___ Janus – god with two
faces – god of beginnings c) panic
__a___ The Nine Muses – daughters of Zeus who were
created to give inspiration, knowledge, artistry and music
to the ancient world
d) cereal
__g___ Jove – god of the sky and thunder
e) martial
__e___ Mars – god of war, army, or military
f) January
__b___ Titans – one of a family of giants
g) jovial
Page 12 Page 1
Page | 9 Unit Created by Gay Miller
I Survived the Great Chicago Fire, 1871 ~ Chapters 1-2
1. The main idea of Chapter 1 is ---.
a. Oscar is trapped in a burning house fighting for his life.
b. Oscar braved a killer blizzard, so now he can face anything.
c. A spark started in a barn and quickly became a huge fire.
d. Oscar sees crowds of people fleeing from
their homes.
2. What is the main conflict that Oscar is facing at
the end of Chapter 2?
a. getting used to a new father b. learning how to live in a city
c. leaving the farm d. going against Papa’s wishes
3. The best title for Chapter 2 would be ---.
a. Leaving the Farm
b. Mama and Mr. Morrow c. The Train Ride
d. From a Happy Prairie Life to a Scary City Life
4. Why does Oscar throw up?
a. He has motion sickness.
b. He’s getting a cold.
c. He is nervous.
d. His lunch had spoiled.
5. Besides the words at the beginning of
Chapter 1, how does the reader know this story takes place in the 1800’s?
a. Oscar traveled by train to Chicago. b. Oscar lived on a farm in Minnesota. c. Papa had been a sheriff in the Dakota
Territory. d. Papa was killed in a vicious blizzard when
it hit the prairie town with no warning.
6. The tone of Chapter 1can best be described as --.
a. calm and peaceful ~ The author tells the story using a causal speaking voice.
b. unconcerned ~ The author tells the story without any emotional feelings.
c. fearful ~ The author tells an exciting story full of exclamations and vivid descriptions.
d. humorous ~ The author makes the story funny
with events that are over the top.
7. Explain how the author used figurative language to describe the fire by completing the chart.
Figurative Phrase Type of Figurative
Phrase
Why did the author most likely use
this phrase?
But then flames reached up.
They grabbed hold of a pile of hay.
Crackle! Pop! And then, Boom!
Like a swarm of flaming wasps, they flew through the air,
starting fires wherever they landed.
Page | 10 Unit Created by Gay Miller
I Survived the Great Chicago Fire, 1871 ~ Chapters 1-2
1. The main idea of Chapter 1 is ---.
a. Oscar is trapped in a burning house fighting for his life.
b. Oscar braved a killer blizzard, so now he can face anything.
c. A spark started in a barn and quickly became a huge fire.
d. Oscar sees crowds of people fleeing from
their homes.
2. What is the main conflict that Oscar is facing at
the end of Chapter 2?
a. getting used to a new father b. learning how to live in a city
c. leaving the farm d. going against Papa’s wishes
3. The best title for Chapter 2 would be ---.
a. Leaving the Farm
b. Mama and Mr. Morrow c. The Train Ride
d. From a Happy Prairie Life to a Scary City Life
4. Why does Oscar throw up?
a. He has motion sickness.
b. He’s getting a cold.
c. He is nervous.
d. His lunch had spoiled.
5. Besides the words at the beginning of
Chapter 1, how does the reader know this story takes place in the 1800’s?
a. Oscar traveled by train to Chicago. b. Oscar lived on a farm in Minnesota. c. Papa had been a sheriff in the Dakota
Territory. d. Papa was killed in a vicious blizzard when
it hit the prairie town with no warning.
6. The tone of Chapter 1can best be described as --.
a. calm and peaceful ~ The author tells the story using a causal speaking voice.
b. unconcerned ~ The author tells the story without any emotional feelings.
c. fearful ~ The author tells an exciting story full of exclamations and vivid descriptions.
d. humorous ~ The author makes the story funny
with events that are over the top.
7. Explain how the author used figurative language to describe the fire by completing the chart.
Figurative Phrase Type of Figurative
Phrase
Why did the author most likely use
this phrase?
But then flames reached up.
They grabbed hold of a pile of hay.
personification
The flames acted like people who were
trying to destroy. This makes the scene frightening.
Crackle! Pop! And then, Boom! onomatopoeia
The chapter is full of vivid imagery. Sounds are part of this. This makes the
fire easier for the reader to picture. The scene feels real.
Like a swarm of flaming wasps, they flew through the air,
starting fires wherever they landed.
simile
The flames are compared to wasps. These are hurtful creatures – unwanted –
causing harm. This imagery creates a mood of destruction.
~ Page 11 © Gay Miller ~
Common Core Skills for Summarizing
3rd 4th 5th CCSS.ELA-Literacy.RL.3.2
Recount stories, including
fables, folktales, and myths
from diverse cultures;
determine the central
message, lesson, or moral and
explain how it is conveyed
through key details in the text.
CCSS.ELA-Literacy.RL.4.2
Determine a theme of a story,
drama, or poem from details in
the text; summarize the text.
CCSS.ELA-Literacy.RL.5.2
Determine a theme of a story,
drama, or poem from details in
the text, including how
characters in a story or drama
respond to challenges or how
the speaker in a poem reflects
upon a topic; summarize the
text.
CCSS.ELA-Literacy.RI.3.2
Determine the main idea of a
text; recount the key details
and explain how they support
the main idea.
CCSS.ELA-Literacy.RI.4.2
Determine the main idea of a
text and explain how it is
supported by key details;
summarize the text.
CCSS.ELA-Literacy.RI.5.2
Determine two or more main
ideas of a text and explain
how they are supported by key
details; summarize the text.
CCSS.ELA-Literacy.RI.3.7
Use information gained from
illustrations (e.g., maps,
photographs) and the words in
a text to demonstrate
understanding of the text
(e.g., where, when, why, and
how key events occur).
CCSS.ELA-Literacy.RI.4.7
Interpret information
presented visually, orally, or
quantitatively (e.g., in charts,
graphs, diagrams, time lines,
animations, or interactive
elements on Web pages) and
explain how the information
contributes to an
understanding of the text in
which it appears.
CCSS.ELA-Literacy.RI.5.7
Draw on information from
multiple print or digital
sources, demonstrating the
ability to locate an answer to a
question quickly or to solve a
problem efficiently.
~ Page 12 © Gay Miller ~
Summarizing Octagon Organizer
Pamphlet Fold Organizer
Printable Practice
inside front inside flap
~ Page 13 © Gay Miller ~
Common Core Skills for Fact/Opinion
3rd 4th 5th CCSS.ELA-LITERACY.W.3.2.B
Develop the topic with facts,
definitions, and details.
CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts,
definitions, concrete details,
quotations, or other
information and examples
related to the topic.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts,
definitions, concrete details,
quotations, or other
information and examples
related to the topic.
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a
story, or recount an
experience with appropriate
facts and relevant, descriptive
details, speaking clearly at an
understandable pace.
CCSS.ELA-LITERACY.SL.4.4
Report on a topic or text, tell a
story, or recount an
experience in an organized
manner, using appropriate
facts and relevant, descriptive
details to support main ideas
or themes; speak clearly at an
understandable pace.
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or
present an opinion, sequencing
ideas logically and using
appropriate facts and relevant,
descriptive details to support
main ideas or themes; speak
clearly at an understandable
pace.
Fact/Opinion Two Flap Organizer and Practice
~ Page 14 © Gay Miller ~
Common Core Skills for Adjectives
3rd 4th 5th CCSS.ELA-LITERACY.L.3.1
Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.L.4.1
Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.L.5.1
Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.L.3.1.A
Explain the function of nouns,
pronouns, verbs, adjectives,
and adverbs in general and
their functions in particular
sentences.
CCSS.ELA-LITERACY.L.4.1.D
Order adjectives within
sentences according to
conventional patterns (e.g., a
small red bag rather than a
red small bag).
CCSS.ELA-LITERACY.L.3.2
Demonstrate command of the
conventions of standard
English capitalization,
punctuation, and spelling when
writing.
CCSS.ELA-LITERACY.L.4.2
Demonstrate command of the
conventions of standard
English capitalization,
punctuation, and spelling when
writing.
CCSS.ELA-LITERACY.L.5.2
Demonstrate command of the
conventions of standard
English capitalization,
punctuation, and spelling when
writing.
CCSS.ELA-LITERACY.L.3.2.E
Use conventional spelling for
high-frequency and other
studied words and for adding
suffixes to base words
(e.g., sitting, smiled, cries,
happiness).
CCSS.ELA-LITERACY.L.4.2.D
Spell grade-appropriate words
correctly, consulting
references as needed.
CCSS.ELA-LITERACY.L.5.2.E
Spell grade-appropriate words
correctly, consulting
references as needed.
CCSS.ELA-LITERACY.L.3.2.F
Use spelling patterns and
generalizations (e.g., word
families, position-based
spellings, syllable patterns,
ending rules, meaningful word
parts) in writing words.
CCSS.ELA-LITERACY.L.3.2.G
Consult reference materials,
including beginning
dictionaries, as needed to
check and correct spellings.
~ Page 15 © Gay Miller ~
Adjective Order Two Flap Organizer and Practice
Adjective Spelling Rules Organizer and Practice
~ Page 16 © Gay Miller ~
Common Core Skills for Prefixes
3rd 4th 5th CCSS.ELA-LITERACY.L.3.4
Determine or clarify the
meaning of unknown and
multiple-meaning word and
phrases based on grade 3
reading and content, choosing
flexibly from a range of
strategies.
CCSS.ELA-LITERACY.L.4.4
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 4
reading and content, choosing
flexibly from a range of
strategies.
CCSS.ELA-LITERACY.L.5.4
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 5
reading and content, choosing
flexibly from a range of
strategies.
CCSS.ELA-LITERACY.L.3.4.B
Determine the meaning of the
new word formed when a known
affix is added to a known word
(e.g., agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat).
CCSS.ELA-LITERACY.L.4.4.B
Use common, grade-appropriate
Greek and Latin affixes and
roots as clues to the meaning of
a word (e.g., telegraph,
photograph, autograph).
CCSS.ELA-LITERACY.L.5.4.B
Use common, grade-appropriate
Greek and Latin affixes and
roots as clues to the meaning of
a word (e.g., photograph,
photosynthesis).
CCSS.ELA-LITERACY.L.3.4.D
Use glossaries or beginning
dictionaries, both print and
digital, to determine or clarify
the precise meaning of key
words and phrases.
CCSS.ELA-LITERACY.L.4.4.C
Consult reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
digital, to find the pronunciation
and determine or clarify the
precise meaning of key words
and phrases.
CCSS.ELA-LITERACY.L.5.4.C
Consult reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
digital, to find the pronunciation
and determine or clarify the
precise meaning of key words
and phrases.
Prefix Hexagon Fold Organizers, Practice, and Game
~ Page 17 © Gay Miller ~
Examples of Activities for
Boom Learning
~ Page 18 © Gay Miller ~
Activities for Google Slides
Page | 19 Unit Created by Gay Miller
13.
Credits
Microsoft
Office
Clipart
Gallery
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