NOVEL STUDY - Mr. Jenkins' Virtual...
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by Margaret Peterson Haddix 10 pages of comprehension & vocabulary 16 pages of Reading skills 4 pages of grammar, practice 5 pages with writing prompts NOVEL STUDY
Transcript of NOVEL STUDY - Mr. Jenkins' Virtual...
by Margaret Peterson Haddix
10 pages of comprehension & vocabulary 16 pages of Reading skills
4 pages of grammar, practice 5 pages with writing prompts
NOVEL STUDY
This novel study includes comprehension questions for each section of the book and a page to practice various literacy skills
to accompany each chapter as well as additional skills pages at the back.
Ideas for use:
1. Print this novel study 2-sided and use as an assignment for each section of the book.
2. Use the comprehension questions as think-pair-share discussions and have cooperative groups work together to complete the literacy pages.
3. For vocabulary, you can leave it up to the kids to find words that are new to them or you may choose a few words in advance for them to define before reading.
Reading Skills: Comprehension, visualization, inference, prediction, similes and metaphors, sensory images, connecting to text,
summarization, generating questions, character traits, main idea and details, compare and contrast, cause and effect, fact and
opinion, figurative language, and elements of plot.
Writing Skills: response to reading, how-to article, letter writing, poetry, persuasive writing, narrative writing
Language Skills: nouns, verbs, adjectives, and adverbs.
Chapters 1-2
Why is Dexter starting a new school? How does he feel about it?
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How did Dexter spend his recess?
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Why did Dexter lie to his teacher about the fight?
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What is Dexter’s assignment? What did he write about?
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Main Idea and Details
Choose one chapter that you read today and identify the main idea of the chapter. Find 3 supporting details that point back to
the main idea.
Main Idea
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Chapters 3-4
Why is Dexter living with his grandmother?
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What does Dexter tell his grandmother about his homework? Why?
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Why didn’t Dexter tell his grandmother about his first day of school?
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Write 2 sentences to summarize the conversation between Dexter and Robin.
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Find 2 new and interesting words and look them up in the dictionary.
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Predicting Based on what we have read so far, make predictions about what might happen in this book. You can also use the book cover for
clues. Make 3 predictions and draw a picture for each one.
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Chapters 5-6
What did Dexter think when he saw Grandma asleep on the couch? How did he test his theory?
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Find 2 new and interesting words and look them up in the dictionary.
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Who did Dexter see at the park? How did they help him?
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What are the two examples of bald men in this chapter? Why are they different?
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Why did Dexter decide to go for a bike ride?
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Inference
When we combine the words from the text with our background knowledge, or schema, we can infer meaning, or read between the
lines. Infer what the author is conveying in each quote.
Text Schema Inference
Grandma had her head tilted back and her eyes closed. Her glasses were practically falling off the tip of her nose. Her mouth hung open, her chin sagging down toward her chest. P. 35
He didn’t feel like riding a bike anymore—he hadn’t felt like it to begin with. But he couldn’t stay here with Grandma right now.
Dexter tiptoed into the living room. P. 34
Chapters 7-8
What advice does Ms. Abbott give Dexter about old drafts of his story?
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What big question does Dexter have to answer for the next draft of his story?
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Why was Dexter afraid to see Ms. Abbott looking for Robin?
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What did Robin tell Ms. Abbott that surprised Dexter? Why do you think Robin said that?
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Find 2 new and interesting words and look them up in the dictionary.
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Summarizing
Write a summary of one of the chapters you read today. Include the character, what they wanted, what the problem
was, the actions they took, and how they solved it. (Somebody, wanted, but, so, then)
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Include a picture with your summary.
Chapters 9-10
What did Dexter like about the latest version of his story?
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Why did Dexter’s dad call?
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How did talking to his dad make Dexter feel about his fight?
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Find 2 new and interesting words and look them up in the dictionary.
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How does Ms. Abbott ask Dexter to write his story for his next workshop meeting?
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Cause and Effect
Events in stories and real life are often related by cause and effect. One event causes another event to happen. Identify three causes and their effects from this part
of Dexter the Tough.
Causes Effects
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Chapters 11-12
Why was Dexter having a hard time paying attention during school?
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What was Dexter’s next assignment? What did he discover by doing it?
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How was being at school harder than being at home with Grandma the night before?
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What did Dexter tell Robin when he asked why Dexter was mad?
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Find 2 new and interesting words and look them up in the dictionary.
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Compare and Contrast Compare means to look for similarities or what things have in
common. Contrast means to look for differences or things that are not alike. Compare and contrast Dexter and Robin using the
Venn diagram and then write a few sentences to summarize your thoughts.
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Dexter Both
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Chapters 13-14
What news did Dexter’s mom call the school to share with him?
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Why did Dexter ask about getting a dog?
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What does Dexter want to do with Robin? What was stopping him?
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Find 2 new and interesting words and look them up in the dictionary.
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What information did Ms. Abbot learn because of the phone call? Do you think it will change the way she treats Dexter? Why or why not?
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Asking Questions
Think of questions to ask your classmates about the story. Focus on thick questions that require deep thinking. Thick
questions can’t be answered with one or two words, and they have many possible correct answers.
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Who does Robin introduce Dexter to? Why?
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Why was Dexter having a hard time writing the next part of his story?
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Do you think writing his story is helping Dexter with his problems? Why or why not?
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Why do you think Robin continues to be friendly to Dexter even though Dexter hurt him?
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Chapters 15-16
Making Connections
When we connect our reading it helps us to understand the story and its characters more deeply. Think of ways to connect with
this story for each category.
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Why did Dexter get upset when the principal asked where his parents were?
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Who does Robin want Dexter to talk to? Why?
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What does Dexter finally confess to Ms. Abbott? How does she react?
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How does Dexter hurt Robin again?
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Chapters 17-18
Character Traits
Character traits are adjectives used to describe a character’s personality. We can learn a character’s traits from what the
author tells us about a character, actions made by the character, or what other characters say about him or her. Choose 4 characters and a trait for each character. Give an
example from the text that helped you come up with that trait.
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Find 2 new and interesting words and look them up in the dictionary.
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Why hadn’t Robin told on Dexter?
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Why was Dexter really so mad at Robin on his first day?
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What unspoken question was Dexter asking Robin when he asked if he wanted to shoot hoops?
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How did writing this story help Dexter?
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Chapters 19-20
Story Elements
Fictional stories have parts called story elements. Identify the story elements in Dexter the Tough.
Problem:
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Settings:
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List the character and explain how they changed during the story:
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Similes and Metaphors
The author used similes and metaphors to help the readers create vivid mental pictures. Find 4 examples from the
book and create a picture to go with each one.
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Sensory Images
Authors often use images that connect to our 5 senses to help their readers create images. Find images from the text that
correlate to each of the 5 senses.
SENSE QUOTE FROM THE TEXT
sight
hearing
smell
touch
taste
Fact and Opinion
Fact statements can be proven true or untrue. Opinion statements contain personal thoughts or feelings about
the subject. Write 2 fact statements and 2 opinion statements for each character.
Dexter
Robin
Ms. Abbott
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Figurative Language Authors use a variety of figurative language to make reading
more interesting, give it “voice”, develop character traits, and help us visualize the details of a the story. Find examples of the each
type of figurative language in the story.
Figurative Language Type
Quote from the text
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Idiom
Hyperbole
Simile
Metaphor
Alliteration
Onomatopoeia
Personification
Visualization
Visualization is when we use the author’s words to create a picture in our minds to go with the story we are reading. Use the descriptions that the author gives us of to create a picture of a
scene from the story. Draw your visualization below.
Which scene did you draw?
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Theme The theme of a story is a common idea that runs through the story or a moral or lesson that it teaches the reader. Identify
some themes from the story and provide evidence from the text that supports your ideas.
Theme Evidence in the text
Letter Writing Pretend you are Dexter and you want to write a letter to your mom about the problems you’ve been having at school. Don’t
forget to include a heading, greeting, body, closing, and signature.
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Persuasive Writing
The goal of persuasive writing is to convince someone to act or think the way you want them to. Write a paragraph to persuade
someone that writing about your problems can help you work through them.
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Narrative Writing
Narrative writing tells a story. Tell about a time that you were in a fight with someone (verbal or physical).
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Poetry
Write a poem inspired by Dexter the Tough and include an illustration.
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How-To Article
When writing a how-to paragraph, it is important to give your reader all the steps they will need to accomplish a task and make sure they are in the right order. Pretend you are Dexter and write a how-to paragraph to explain how to make a better after school snack than graham crackers and pears. (Don’t forget a main idea
sentence.)
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Noun Hunt Common nouns are used for general people, places
and things such as boy, teacher, and store. Proper nouns identify the specific name of a person place
or thing and start with a capital letter such as Matt, Mrs. Smith, and Wal-Mart. Find proper nouns in our story and write the common noun that could be
used for each.
Proper nouns Common nouns
Strong Verbs Writers create vivid pictures for their readers by using strong and precise verbs. Go on a hunt for strong verbs in the part of the story you read today. Draw a picture to illustrate the action
taking place.
Verb:
Verb:
Verb:
Verb:
Verb:
Verb:
Verb:
Verb:
Verb:
Adjectives Adjectives are words that describe nouns. They can tell what kind, how many, or how much. Think of adjectives
to describe each of the following people, places, or things in the story.
The janitor Grandma Robin’s mom 1.
1. 1.
2.
2. 2.
3.
3. 3.
Ms. Abbott Dexter Robin 1.
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3. 3.
Adverbs Adverbs are words that modify, or change, a verb, adjective or
another adverb. They can tell when, where, or in what way a verb happened. Circle the adverb(s) in each of the following sentences
from the story.
1. All the other kids had their heads bent dutifully over their
books, reading silently.
2. Obediently, Robin scrambled all the way up.
3. Dexter’s nose barely came up to the middle of Robin’s chest.
4. Grandma still looked worried.
5. Her glasses were practically falling off the tip of her nose.
6. Grandma bolted upright.
7. Dexter looked doubtfully at the T.V.
8. Angrily, Dexter straddled the bike and kicked one
pedal toward the ground.
9. He began pedaling furiously down the block.
10. He took off running—blindly, at first, but then
with a purpose.
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