TALE O F D ESPEREA U X - AMSCO Pub · 2016-08-04 · Princess Pea is the coddled only child of the...

REPRODUCIBLES

THE TALE OF DESPEREAUXK A T E D I C A M I L L O

Perfection Learning®

Reading Skills Through Literature

Kate DiCamillo

Reproducible Activity Book

THE TALE OF DESPEREAUX

P O R T A L S T O R E A D I N G

The purchase of this book entitles an individual teacher to reproducepages for use in the classroom. This permitted use of copyrightedmaterial does not extend beyond the building level. Reproduction foruse in an entire school system or for commercial use is prohibited.Beyond the classroom use by an individual teacher, reproduction,transmittal, or retrieval of this work is prohibited without writtenpermission from the publisher.

© 2005 Perfection Learning® Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-0500

Tel: 1-800-831-4190 • Fax: 1-800-543-2745ISBN 0-7891-6423-x

perfectionlearning.comPrinted in the U.S.A.

1 2 3 4 5 6 PP 08 07 06 05 04

The Portals to Reading series accompanies literaturethat should be an important part of every school’sreading program. The activities will reinforce a widevariety of language and reading skills that are generallypart of the curriculum at the reading level of the novel.However, the Portals pick-and-choose format gives youthe final decision about which activities will enhanceyour students’ personal learning.

The activities in this book are based on sentences andparagraphs especially written to support the teachingobjective of each lesson. Clearly, such literary matters asstyle and flavor may be experienced only by reading thebook itself. Thus, the words of the author have been leftwhere they belong—in their pure form in the pages ofthe novel.

Table of Contents

Author! Author! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

The Story in Brief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Word Attack Skills

Using Short Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Finding Base Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Using Long Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Adding Endings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Listening for Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Comprehension Skills

Classifying Word Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Remembering Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Determining Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Classifying Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Making Inferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Matching Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Using Cloze Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Determining Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Sequencing Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Evaluating What You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Getting the Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Matching Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Study Skills

Determining Alphabetical Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Using a Pronunciation Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Choosing Correct Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Using Guide Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Creative Skills

Recalling an Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Writing a Journal Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Using Descriptive Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Writing a Book Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Explaining Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Optional Spelling and Vocabulary Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Supplementary Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Response Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

7© 2005 Perfection Learning Corporation

Author! Author!

Kate DiCamilloKate DiCamillo wrote this book for one of her son’s

friends because he asked for a book about an unlikelyhero with large ears. She has also written Because ofWinn-Dixie, a Newbery Honor book, and The TigerRising, a National Book Award finalist.

Ms. DiCamillo was born in Philadelphia, Pennsylvania,but she grew up in Florida. She now lives with her familyin Minnesota and writes two pages every day, five days aweek.


8 © 2005 Perfection Learning Corporation

The Story in BriefThe Tale of Despereaux: Being the Story

of a Mouse, a Princess, Some Soup, and aSpool of Thread is told in four books, asfour different stories that are interwoven inthis tale.

Despereaux Tilling is the youngest mousein a large family living in a castle. He is theonly surviving member of his litter. From thebeginning he is a disappointment to hisfamily. He was born with his eyes open of allthings, he has large ears, and he simplydoesn’t act like other mice. He enjoysreading, rather than eating, the fairy talebook in the library. Worst of all, he actuallyspeaks to the humans in the castle and fallsin love with Princess Pea. The mouse councilbans him to the dungeon, where it is hopedhe will meet an awful fate with the rats.

Chiaroscuro is the only dungeon rat thatlikes light. He doesn’t know why he isfascinated by it, but it leads him to the mainfloor of the castle, where he climbs to achandelier above the dining table. PrincessPea spots him there, and when she pointshim out, Roscuro loses his grip and fallsinto the queen’s soup. This is so shocking tothe queen that she dies. As he leaves thehall, Roscuro sees the hatred in PrincessPea’s eyes and vows his revenge.

Princess Pea is the coddled only child ofthe king and queen. She is still young whenher mother dies, after Roscuro lands in hersoup. The heartbroken king outlaws soup—and all soup bowls, spoons, and kettles—inthe kingdom.

Miggery Sow is the daughter of a poorpeasant in the kingdom. When Miggery’s

own mother dies, her father sells her toanother man for some cloth, a hen, andsome cigarettes. In time, the father ends upin the castle dungeon with all theconfiscated kettles and bowls. Meanwhile,Miggery, or Mig, cleans and tends sheep forher “uncle,” the man who bought her. She isoften beaten around the ears, which makesher very hard of hearing.

When the king’s men round up all thesoup utensils in the kingdom, one findsMiggery and takes her back to the castle.She ends up working in the kitchen, whereher duty is to take food to the dungeonjailer, Gregory.

Here, the four stories becomeintertwined. Mig, who has always wanted tobecome a princess, tells of her dream toGregory. Roscuro overhears, and sees away to use her for his revenge on theprincess. Despereaux, whose life was savedby Gregory because the mouse couldentertain the jailer with a story, becomesthe hero who will save the day. Miggery andRoscuro abduct the princess and take herto the dungeon, where Mig believes she andthe princess will switch roles. Roscuroplans for both Mig and the princess toremain in the dungeon. When Mig realizesRoscuro’s real plans, she blurts that shewants her mother. This confession leads toan accord between her and the princess.When Despereaux arrives, he uses a needleto bring Roscuro to his knees. Here, theprincess intervenes, with a promise of soupserved in the hall. She gets Roscuro to leadthem all upstairs into the light.



Chapters 1–13

Using Short VowelsRead the words in the word box. Each

word contains a short vowel sound. Saythe words to yourself and listen for theshort vowel sounds. Then read eachsentence. Choose a word from the wordbox to complete each sentence. Write youranswer on the blank line.

Example: Antoinette had arrived in the luggage of a Frenchdiplomat.

1. She named her baby Despereaux because of the of his birth.

2. Despereaux had the ears his sister had ever seen.

3. The brothers and sisters away from the baby.

4. Despereaux’s parents decided he would be the baby.

5. Despereaux’s caused a lot of speculation among the mice.

6. Florence said it was for a mouse to be born with his eyesopen.

7. Despereaux showed no in normal mouse activities.

8. Despereaux’s brother said his ears were not directly to hisbrain.

9. Despereaux put his nose to the ground, but he wasn’t .

10. Furlough Despereaux on how a mouse should move.

Name


last impossible visitinginterest stepped instructedsadness attached existencesmelling biggest

visiting


Chapters 1–13

Finding Base WordsEach word below has been made by adding an ending

such as -ly, -ed, or - ing to a base word. On the blankbeside each word, write the base word.

Example: molding

1. streaming 11. involving

2. windows 12. thankless

3. hopped 13. dreamily

4. tasty 14. listened

5. wonderful 15. behaviors

6. possibly 16. spied

7. latest 17. wrinkled

8. lovely 18. adjusted

9. tracing 19. shining

10. mentioned 20. crept

Name


mold


Chapters 1–13

Using Long VowelsRead the words in the word box. Each

word contains a long vowel sound. Say thewords to yourself and listen for the longvowel sounds. Then read each sentence.Choose a word from the word box tocomplete each sentence. Write youranswer on the blank line.

Example: The king played a song about twilight on garden walls.

1. Princess Pea said Despereaux was so sweet and so .

2. Despereaux’s father blamed his French blood for making

him .

3. Antoinette said the council was a of time.

4. Lester dug through a of scraps looking for a thimble.

5. Lester beat the drum with his tail and paws.

6. Despereaux thought he could with happiness at PrincessPea’s compliments.

7. The princess began to when her father was mean to themouse.

8. The king liked to always be .

9. The in the story said, “I honor you.”

10. Despereaux was in love with Princess Pea.

Name


weep crazy tinypile knight faintsleepy slowly rightdeeply waste

sleepy


Chapters 1–13

Adding EndingsRead each sentence. Then look at the word shown in

parentheses at the end of the sentence. Add an endingsuch as -ed, -ing, -s, or -er to the word to make it fit inthe sentence. Remember, you may need to change theword when you add the ending. Write the new word inthe blank.

Example: The mouse council Lester’s drum call. (heed)

1. Lester was in with the Most Very Honored Head Mouse.(agree)

2. Lester started when the council voted to send Despereaux tothe dungeon. (cry)

3. Despereaux would be a chance to deny his actions. (give)

4. Lester had the to weep after he turned in his own son.(decent)

5. Despereaux started reading the story at the . (begin)

6. He was looking for that he truly loved the princess.(assure)

7. Reading was the kind of thing that made Furlough upset.(exact)

8. Despereaux said, “I love the princess, and that is the only thing that

to me.” (matter)

9. Furlough didn’t see what loving the princess made.(different)

10. When he had to leave the book, Despereaux . (sigh)

Name


heeded


Chapters 1–13

Listening for SyllablesSay each of the words below to yourself. The number

of vowel sounds you hear in each word will be the sameas the number of syllables. Decide how many syllablesare in each word. Then write the number on the blankline after each word.

Example: community

1. foolish 16. name

2. crowd 17. gasp

3. princess 18. touch

4. distinctive 19. mouse

5. requested 20. reasons

6. turned 21. acting

7. happily 22. deny

8. straight 23. library

9. trial 24. allow

10. orderly 25. whisper

11. civilized 26. love

12. behavior 27. collective

13. foot 28. thousands

14. whatever 29. pounded

15. point 30. defiance

Name


4


Chapters 1–13

Classifying Word GroupsRead the following sentences. Decide if the italicized

part of the sentence tells you where, when, or how.Underline the correct choice.

Example: A mouse brought a spool of red thread through the crowd. where when how

1. When had things gone so terribly wrong, Despereaux wondered. where when how

2. In the book, the knight and the maiden lived happily ever after. where when how

3. The book said so right on the page. where when how

4. While Despereaux watched, the mouse tied a loop in the thread. where when how

5. The threadmaster understood Despereaux loved Princess Pea as a knight loves a maiden. where when how

6. Lester beat the drum with great force and seriousness. where when how

7. Despereaux stared out into the crowd of miceand saw Antoinette. where when how

8. The mouse looked at his mother. where when how

9. “Now you’ve done it,” one of the mice said when Antoinette fainted. where when how

Name


(continued)

10. At the last moment, Despereaux’s mother woke up and shouted. where when how

11. You might prefer to hear your mother offer to take your place as you are being led to the dungeon. where when how

12. The three mice traveled through the castle together. where when how

13. Despereaux tugged at the thread as if it was choking him. where when how

14. Whenever Despereaux slowed, the mice made him keep moving. where when how

15. The mice went across marble floors and under heavy velvet drapes. where when how

16. It seemed suddenly unbearable to Despereaux that he wouldn’t see Princess Pea again. where when how

17. Then Despereaux’s heart started beating with hope. where when how

18. The word in Despereaux’s mind as they approached the dungeon was “perfidy.” where when how

19. Despereaux was shoved down the stairs to the dungeon. where when how

20. Despereaux thought of Princess Pea as his body descended to the bottom. where when how

Name Classifying Word Groups

Chapters 1–13



Chapters 14–26

Remembering DetailsThe following questions are about the main characters

and some of the events in the book. Write the answers onthe lines below the questions. Be sure to use completesentences.

1. Describe the dungeon as Despereaux first experienced it.

____________________________________________________________________________

2. What words were so powerful to Despereaux that just saying them comforted him in

the dungeon? _______________________________________________________________

____________________________________________________________________________

3. Who was the man Despereaux met in the dungeon?

____________________________________________________________________________

4. Who were the only beings that could find their way through the dungeon?

____________________________________________________________________________

5. What did the pile of spoons, bowls, and kettles represent to Gregory?

____________________________________________________________________________

6. Why did Gregory save Despereaux from the rats?

____________________________________________________________________________

7. What marked the mice that were sent to the dungeon to be killed by the rats?

____________________________________________________________________________

Name



Chapters 14–26

Determining Fact and OpinionSome of the following sentences are statements of

fact. Some are statements of opinion. In the blank beforeeach sentence, write the letter F if that sentence is astatement of fact. Write O if that sentence is a statementof opinion.

Example: The rats in the story thought life was funny.

1. Roscuro, the rat, liked light.

2. It’s good to promise what people want, even if you can’t give it.

3. Botticelli thought he knew the meaning of life.

4. Roscuro wasn’t really a mean rat.

5. Botticelli shouldn’t have told Roscuro to avoid light.

6. Gregory let the prisoner keep his red cloth.

7. The dungeon rats did not go upstairs.

8. Mice would be good to eat.

9. Roscuro should learn to be happy in the dark dungeon.

10. Roscuro welcomed the new prisoner.

Name


F


Chapters 14–26

Classifying WordsIn each group of words below, one word does not

belong with the others. Draw a line through the wordthat does not belong. Then decide what the other threewords have in common. Write your answer on the blankline after the words.

Example: hand ear voice eyes

They are all .

1. lunch dinner merriment banquet

They are all .

2. two four six paws

They are all .

3. cows prisoner rat hen

They are all .

4. red gold bells copper

They are all .

5. bright candle chandelier match

They are all .

Name


parts of the body

(continued)

6. steps prisoner floors windows

They are all .

7. happy delighted amazed desperate

They are all .

8. glasses bowl spoons soup

They are all .

9. rhythm cap crowns gown

They are all .

10. king queen minstrels princess

They are all .

Name Classifying Words

Chapters 14–26



Chapters 14–26

Making InferencesRead each of the questions below. Then read the three

possible answers. Think about what happened inchapters 14–26 of The Tale of Despereaux. Use what youknow to choose the best answer for each question.Circle the number next to the answer you choose.

a. Why did the cook make such a delicious soup on the daythe queen died?

1. The cook tried a new recipe.2. The cook wanted to impress the queen.3. It was the queen’s birthday celebration.

b. Why did Roscuro turn around to look behind him as heleft the hall?

1. Roscuro didn’t want to have any regrets about his tripinto the castle.

2. Roscuro thought he might have left something behind.3. Roscuro loved the Princess and wanted to see if she

noticed his exit.

Name


(continued)

c. Why did Roscuro put the spoon on his head?

1. Roscuro’s head was getting wet from dripping soup.2. Roscuro thought the other rats would laugh at him.3. Roscuro felt less ugly with the beautiful spoon on his

head.

d. Why did the king outlaw soup, spoons, bowls, andkettles?

1. Now that the queen was gone, there was no one tomake soup.

2. There were too many bowls and kettles in the kingdom.3. The king’s grief made him make a ridiculous law.

e. Why did Roscuro want to make the princess suffer?

1. The way the princess looked at Roscuro made himangry.

2. Roscuro knew the princess would try to kill him.3. Roscuro had always wanted to make a human suffer.

Name Making Inferences

Chapters 14–26



Chapters 14–26

Matching SynonymsA synonym is a word having the same or

nearly the same meaning as another word.Read each sentence. Choose a synonymfrom the word box to replace the italicizedword. Write your answer on the blank line.

Example: Miggery Sow’s life can be told in a short tale.

1. Mig’s dying mother squeezed Mig’s hand twice.

2. Mig watched her father leave after he traded her for atablecloth, a hen, and some cigarettes.

3. Miggery called the man who purchased her “Uncle.”

4. Uncle punished Mig almost every day.

5. After being hit so often, Mig’s ears stopped functioning.

6. There was no celebration for Mig’s seventh birthday.

7. The light revealed itself as the king, queen, and princess.

8. The family’s robes were decorated with jewels that glowed.

9. The king said Miggery’s reaction was of no consequence.

10. The sight of the royal family awakened some deep need inMiggery.

Name


embellished bought pressedobserved roused workingimportance abbreviated partydisciplined unveiled

abbreviated


Chapters 27–39

Using Cloze ReadingRead the paragraphs below. Use the

words in the word box to fill in the blanks.The first one is done for you.

Mig (1) years in her new home washing the dishes and tending

the sheep. She was also responsible for (2) the hut. Her “uncle”

hit her many times on the (3) . Every (4) ,

no matter the weather, Mig went to the (5) to watch for the royal

family, hoping they would pass (6) her again.

Mig really wanted to see the (7) one more time, along with her

(8) —the one with dainty (9) . The desire

to see the princess again was kept (10) in Mig’s heart, right

(11) to her dream of becoming a princess herself.

Name


ear princess nextfeet evening spentcleaning deep ponybefore field

spent


Chapters 27–39

Determining Cause and EffectTo determine a cause, ask “What is the reason?” To

determine an effect, ask “What is the result?” Match thecauses and effects below. Write the number of the causein front of its effect.

Name


Cause

1. The king outlawed soup in hiskingdom.

2. It was against the law to own anotherperson.

3. Mig didn’t have any parents.

4. Mig couldn’t hear very well.

5. Mig fell when she tried to curtsy to theprincess.

1. The princess kept losing her redthread.

2. Mig took too long to deliver theprincess’s thread.

3. Mig had enough to eat for the firsttime in her life.

4. Mig had trouble concentrating on herassigned duties.

5. The dungeon smelled bad, was dark,and echoed with howls.

Effect

The princess laughed at Mig.

The soldier didn’t have anywhereto take Mig but the castle.

The soldier told Mig’s owner thathe had to send Mig with him.

The king’s men were sent tocollect soup kettles, bowls, andspoons.

People who spoke to Mig had toshout.

Louise punished Mig by hittingher on the ear.

Nearly everyone was frightenedto enter the dungeon.

Mig was sent to the Cook, whocould deal with difficult servants.

Mig had to bring the princessmore thread.

Mig quickly grew round.


Chapters 27–39

Sequencing EventsThe two sets of events listed below are arranged in

incorrect sequence. Number each set of events in orderfrom 1 to 5 by writing a 1 in the blank before the eventthat happened first, a 2 before the event that happenednext, and so on.

Set 1

Mig was told to take the tray of food to the dungeon.

A voice answered Mig’s shout.

Mig went down to the dungeon.

Mig turned in the direction of the guard’s voice.

Mig shouted out to the guard to come get his food.

Set 2

Roscuro stopped dancing and hid behind Mig.

The rat’s dancing shadow appeared very large in the light of the candle.

Roscuro the rat overheard Mig talking to Gregory and started to dance.

Mig told Gregory she wanted to be a princess someday.

Gregory said he could see the rat’s shadow.

Name



Chapters 27–39

Evaluating What You ReadRead each of the story situations below. Decide

whether you agree or disagree with what the charactersaid, did, or thought about the situation. Then explainwhy you feel as you do.

1. Gregory decided not to tell Mig about the rat Roscuro lurking about, although he gaveher a warning about rats in general.

I with Gregory’s decision because _______________________

___________________________________________________________________________

___________________________________________________________________________

2. Roscuro used Mig by telling her she would become a princess if she went along withhis plan to get revenge on Princess Pea.

I with Roscuro’s actions because ________________________

___________________________________________________________________________

___________________________________________________________________________

3. The cook told Mig to kill the mouse even though she knew that Mig usually didn’tfollow instructions very well.

I with the cook’s decision because_______________________

___________________________________________________________________________

___________________________________________________________________________

Name



Chapters 27–39

Getting the Main IdeaRead each of the following paragraphs. Then read the

four sentences below each paragraph. Choose thesentence that best states the main idea of the paragraph.Then neatly copy that sentence on the line provided.

a. When Despereaux felt the knife on his back end, hejumped and started to run. For once, he looked like othermice. Despereaux zigzagged across the kitchen floor in ascurrying motion.

1. The knife cut off Despereaux’s tail.2. Despereaux ran like other mice when he got hurt.3. Most mice run in a zigzagging, scurrying motion.4. Despereaux was in the kitchen.

b. In his dream, Despereaux saw a knight. When he askedthe knight who he was, the knight said Despereaux alreadyknew him. Then the knight removed his helmet, but the suitof armor was empty. Thinking there was no knight inshining armor, Despereaux started to cry in his sleep.

1. Despereaux loved fairy tales where the knight saved themaiden.

2. Despereaux was sleeping fitfully.3. Despereaux knew his story would have a happy ending.4. Despereaux had a strange dream that made him sad.

Name


(continued)


c. Roscuro told Mig to be quiet while they went to PrincessPea’s room after dark. He told her he didn’t want to knowwhat she was going to do when she became a princess.Roscuro asked Mig if she knew how to whisper, then toldher to do it immediately.

1. Roscuro didn’t want Mig to make a lot of noise.2. Mig thought she was going to become a princess soon.3. It was late at night.4. Princess Pea slept by herself in an upstairs room.

d. Roscuro had told Mig that she and Princess Pea wouldswitch places. The princess would tell Mig how to be aprincess, and Mig would tell Princess Pea how to be aservant. Even though the switch would fool no one, Migwanted it to happen so badly that she believed Roscuro’severy word.

1. Princess Pea had often wished she wasn’t a princess.2. Roscuro’s plan was foolproof.3. Mig wanted to be a princess so much that she’d do

anything.4. Roscuro hoped he’d be able to fool people long enough

for Mig to make new laws.

Getting the Main Idea

Chapters 27–39

Name


Chapters 27–39

Matching AntonymsAn antonym is a word that means the

opposite or nearly the opposite of anotherword. Read each sentence. Choose anantonym from the word box to replace theitalicized word. Write your answer on theblank line.

Example: The princess dreamed her mother gave her a smalltaste of soup.

1. Roscuro used his tail to balance himself on Mig’s shoulder.

2. The princess looked at the rat with defiant eyes.

3. Mig, Roscuro, and Pea made a strange threesome.

4. There was hatred in the princess’s heart toward the rat.

5. The princess had come through the castle, the kitchen, andfinally into the dungeon.

6. Despereaux woke up too late.

7. Gregory’s rope had been broken.

8. Despereaux had a long climb to get down from the shelf.

9. Cook allowed Louise to put her arm on Cook’s shoulder.

10. Despereaux had no one to comfort him.

Name


soon unremarkable gigantictip refused endearmentaggravate initially briefknotted submissive

gigantic


Chapters 40–52

DeterminingAlphabetical Order

Name


Words are listed in a dictionary inalphabetical order. Number the six wordsin each list below to show the order in

which they would appear in the dictionary.Write a 1 in the blank before the word thatcomes first alphabetically, and so on.

Example: A. B.molding dream weeping

making drum word

mice death weak

mouse destroyed watched

matters different way

makeshift dungeon wonderful

C. D. E.certain fell sat

cleared flour stared

capable fur swinging

crown find sword

chest found suit

cloak floor stood

F. G. H.look paws average

loved push about

less protection almost

like put already

lead piece awake

lost perspective attracting

524631


Chapters 40–52

Using a Pronunciation KeyUse the key at the bottom of the page to help

pronounce the respelled words. Write the word correctlyspelled on the line beside the Respelled Word. Use theWord List to help figure out the Respelled Word.

Respelled Word Word List

Example: (luv: le) right

1. (i nôr: mEs) times

2. (laf: tEr) enormous

3. (dun: jun) odor

4. (stu: mik) noisy

5. (rıt) dungeon

6. (kook) quest

7. (is: kapt) cook

8. (tımz) laughter

9. (noi: ze) escaped

10. (shur: le) days

11. (kwest) lovely

12. (stranj) surely

13. (dayz) strange

14. (o: dEr) stomach

Name


lovely

pat / cake/ cär/ pet / me/ it / nıce/ pot/ cold/ nôrth/

book/ fool/ boil / out/ cup/ mule/ burn/ sing/ thin/

this/ hw in white/ zh in pleasure/ E in about

The : mark indicates an accented syllable.


Chapters 40–52

Choosing Correct MeaningsThe italicized word in each of the sentences below has

several meanings. Some of the meanings are listed in theGlossary. Decide which meaning the word has in thesentence. Then write the number of your choice on theblank.

Glossarycold 1. being a temperature that is uncomfortably low 2. served without heating

3. lacking in friendlinessdark 1. having no light 2. deep in color 3. evileye 1. an organ of sight 2. a glance 3. to look at closely 4. hole in a needle right 1. proper or correct 2. opposite of left 3. directly 4. privilege 5. in the exact

place 6. immediately

Example: Despereaux tried to think of the right way to address the king.

1. The king thought rats did not have the right to live.

2. Despereaux realized he was the knight who would fight off the dark rats.

3. The threadmaster let Despereaux have a spool of dark red thread.

4. The threadmaster ran a piece of thread through the eye of the needle.

5. The cook liked soup whether it was hot or cold.

6. The cook ran a quick eye around the kitchen to see if any of the king’s menwere there.

7. As the cook turned her back, a tear fell from Despereaux’s eye.

Name


1

(continued)

Name Choosing Correct Meanings

Chapters 40–52


8. Despereaux had forgotten how dark the dungeon was.

9. It was damp and cold in the dungeon.

10. The thread came to rest right at a rat’s paw.

11. Despereaux carefully eyed the rat before he took the rat’s tail.

12. After Despereaux grabbed his tail, the rat took off through the dungeon tothe right.

13. Mig hoped she would become the princess right away.

14. The princess told Roscuro to lead them right out.

15. Rats in general are cold, unfriendly creatures.


Chapters 40–52

Using Guide WordsAt the top of each dictionary page are guide words.

These words are the first and last words on a dictionarypage. The other words on the page fall in alphabeticalorder between the guide words.

Put the words in the word box in alphabetical orderunder the correct guide words. The first one has beendone for you.

forward directly know

deed locket bottom

myself hurt swinging

feared thread inspiring

surrender come princess

kind men evil

act—fin final—march mare—tongue

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

Name


bottom


Chapters 40–52

Recalling an EventThink about Mig admitting to Princess Pea that she

wanted her mother. Then describe this event to someonewho has not read the book. Remember to include detailsabout the setting, what led up to this moment, whatPrincess Pea was thinking, how they were each feeling,and so on.

__________________________________________________________________________________________________________________________________________________________________

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Name



Chapters 40–52

Writing a Journal SampleImagine that you are Princess Pea. In the sample

journal below, describe your feelings when you realizethat Despereaux has come to save you.

Name



Using Descriptive WordsList four words that can be used to describe each of

the italicized characters below. Write your words on theblanks. Be creative.

Example: ghost

1. _________________________

2. _________________________

3. _________________________

4. _________________________

A. Despereaux Tilling B. Chiaroscuro

1. _________________________ 1. __________________________

2. _________________________ 2. __________________________

3. _________________________ 3. __________________________

4. _________________________ 4. __________________________

C. Princess Pea D. Cook

1. _________________________ 1. __________________________

2. _________________________ 2. __________________________

3. _________________________ 3. __________________________

4. _________________________ 4. __________________________

E. Lester Tilling F. Miggery Sow

1. _________________________ 1. __________________________

2. _________________________ 2. __________________________

3. _________________________ 3. __________________________

Name


palespookymischievousfloating


Writing a Book RecommendationDo you think other students would enjoy reading The

Tale of Despereaux? On the lines below, explain why youwould recommend reading the book. Mention specificthings you liked about the story. For example, did youthink the story seemed believable? Did you think thecharacters were realistic? Did the descriptions of thesetting seem accurate? If you didn’t like the book, tellwhy you would not recommend it.

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__________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________

Name



Explaining FeelingsThe questions below ask you to describe the feelings

you had as you read the book. Read each questioncarefully. Write your response on the lines provided.Explain why you felt the way you did. Be sure to usecomplete sentences.

1. How did you feel when Antoinette said Despereaux was a disappointment at his birth?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. How did you feel when Despereaux met the princess?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. How did you feel when Despereaux first read the fairy tale?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Name


(continued)


4. How did you feel when Lester Tilling called a council meeting to condemn his son?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

5. How did you feel when you found out Miggery Sow’s father sold her for a cloth, a hen,and some cigarettes?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

6. How did you feel when Gregory became lost and died in the dungeon?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

7. How did you feel when Mig decided not to kill Princess Pea?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Explaining FeelingsName


Optional Spellingand Vocabulary Lists

Here are four word lists from the book. The words canbe used as spelling or vocabulary words.

Chapters 1–13 Chapters 14–26ordeal opinion despair hideouslyshard tribunal situation striveindignant staccato callused astuterelishing rhythm beleaguered solaceconform ancient ironies accurateadhere occasion treacherous consignedelemental indisputable evidence revelationmaiden fervent brilliant palateridiculous noise illumination consequenceexecuting perfidy inexplicably meditation

Chapters 27–39 Chapters 40–52innumerable tragic debating despaircrisis portentous telltale beatificdestined tortuous absence watercressutter diabolical chorus indicatorsuccession loomed tapestry exceptionallycauliflower violence extraordinary deviousbungle ominous audible cornucopiaolfactory covert celery delicatepronouncement dappled meditative infringedeliberate empathy succeeding sentiment



Supplementary ActivitiesBelow is a list of ideas that could be used as

supplementary or culminating activities.

I. Oral reading

A. To the entire class

B. To each other

C. To the teacher

D. To a tape recorder

II. Group discussions

A. Author’s writing style

B. Ideas gained from the book

C. Parts of the book

1. Most important

2. Most humorous

3. Most saddening

4. Most exciting

5. Most liked

D. Characters

1. Did the characters seem real?

2. What did you like best about each character?

3. What did you dislike most about each character?

4. Which character was your favorite? Why?

5. List questions to ask each character.


(continued)

III. Spelling bee using words from the book

IV. Role-play situations from the book

V. Artistic creations

A. Murals

B. Dioramas

C. Book jackets

D. Posters

E. Puppets

F. Poetry

G. Costumes

H. Portraits

I. Mobiles

J. Songs

K. Newspaper headlines, articles, and drawings

VI. Research

A. Castles

B. Kingdoms

C. Servitude

D. Middle Ages

E. Tapestries/sewing

F. Fencing

G. Early prisons/dungeons

VII. Read other books by the same author

Supplementary Activities


44

Response Key

WORD ATTACK SKILLSUsing Short Vowels (page 9)1. sadness; 2. biggest; 3. stepped; 4. last; 5. existence; 6. impossible; 7. interest; 8. attached; 9. smelling; 10. instructed

Finding Base Words (page 10)1. stream; 2. window; 3. hop; 4. taste; 5. wonder; 6. possible; 7. late; 8. love; 9. trace; 10. mention; 11. involve; 12. thank; 13. dream or dreamy; 14. listen; 15. behave orbehavior; 16. spy; 17. wrinkle; 18. adjust; 19. shine; 20. creep

Using Long Vowels (page 11)1. tiny; 2. crazy; 3. waste; 4. pile; 5. slowly; 6. faint; 7. weep; 8. right; 9. knight; 10. deeply

Adding Endings (page 12)1. agreement; 2. crying; 3. given; 4. decency; 5. beginning; 6. assurance; 7. exactly; 8. matters; 9. difference; 10. sighed

Listening for Syllables (page 13)1. 2; 2. 1; 3. 2; 4. 3; 5. 3; 6. 1; 7. 3; 8. 1; 9. 2; 10. 3; 11. 3; 12. 3; 13. 1; 14. 3; 15. 1; 16. 1;17. 1; 18. 1; 19. 1; 20. 2; 21. 2; 22. 2; 23. 3; 24. 2; 25. 2; 26. 1; 27. 3; 28. 2; 29. 2; 30. 3

COMPREHENSION SKILLSClassifying Word Groups (page 14)1. how; 2. how; 3. where; 4. when; 5. how; 6. how; 7. where; 8. where; 9. when; 10. when; 11. when; 12. how; 13. how; 14. when; 15. where; 16. how; 17. when; 18. where; 19. where; 20. when

Remembering Details (page 16)1. The dungeon smelled of despair, suffering, hopelessness, and rats, and it was very dark.2. “Once upon a time” were the words that comforted Despereaux. 3. The man Despereauxmet in the dungeon was Gregory, the guard. 4. The only beings that could find their waythrough the dungeon were the rats and Gregory. 5. Gregory said the pile of spoons, bowls,and kettles represented love. 6. Gregory saved Despereaux from the rats because he couldtell Gregory a story. 7. The mice that were sent to the dungeon to be killed were markedwith red thread.

Name


Determining Fact and Opinion (page 17)1. F; 2. O; 3. F; 4. O; 5. O; 6. F; 7. F; 8. O; 9. O; 10. F

Classifying Words (page 18)1. merriment/meals; 2. paws/even numbers; 3. prisoner/animals; 4. bells/colors; 5. bright/sources of light; 6. prisoner/parts of a building; 7. desperate/good emotions; 8. soup/used to eat or drink; 9. rhythm/clothing; 10. minstrels/royalty

Making Inferences (page 20)a. 2; b. 1; c. 3; d. 3; e. 1

Matching Synonyms (page 22)1. pressed; 2. observed; 3. bought; 4. disciplined; 5. working; 6. party; 7. unveiled; 8. embellished; 9. importance; 10. roused

Using Cloze Reading (page 23)1. spent; 2. cleaning; 3. ear; 4. evening; 5. field; 6. before; 7. princess; 8. pony; 9. feet;10. deep; 11. next

Determining Cause and Effect (page 24)Set 1: 5; 3; 2; 1; 4Set 2: 2; 5; 4; 1; 3

Sequencing Events (page 25)Set 1: 1; 4; 2; 5; 3Set 2: 5; 3; 2; 1; 4

Evaluating What You Read (page 26)Responses will vary.

Getting the Main Idea (page 27)a. Despereaux ran like other mice when he got hurt. b. Despereaux had a strange dreamthat made him sad. c. Roscuro didn’t want Mig to make a lot of noise. d. Mig wanted to bea princess so much that she’d do anything.

Matching Antonyms (page 29)1. tip; 2. submissive; 3. unremarkable; 4. endearment; 5. initially; 6. soon; 7. knotted; 8. brief; 9. refused; 10. aggravate

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46

STUDY SKILLSDetermining Alphabetical Order (page 30)A. 4; 5; 1; 2; 3; 6B. 4; 6; 3; 1; 2; 5C. 2; 4; 1; 6; 3; 5D. 1; 4; 6; 2; 5; 3E. 1; 2; 5; 6; 4; 3F. 4; 6; 2; 3; 1; 5G. 1; 5; 4; 6; 3; 2H. 5; 1; 2; 3; 6; 4

Using a Pronunciation Key (page 31)1. enormous; 2. laughter; 3. dungeon; 4. stomach; 5. right; 6. cook; 7. escaped; 8. times;9. noisy; 10. surely; 11. quest; 12. strange; 13. days; 14. odor

Choosing Correct Meanings (page 32)1. 4; 2. 3; 3. 2; 4. 4; 5. 2; 6. 2; 7. 1; 8. 1; 9. 1; 10. 5; 11. 3; 12. 2; 13. 6; 14. 3; 15. 3

Using Guide Words (page 34)act—fin final—march mare—tongue1. bottom 1. forward 1. men2. come 2. hurt 2. myself3. deed 3. inspiring 3. princess4. directly 4. kind 4. surrender5. evil 5. know 5. swinging6. feared 6. locket 6. thread

CREATIVE SKILLSRecalling an Event (page 35)Responses will vary.

Writing a Journal Sample (page 36)Responses will vary.

Using Descriptive Words (page 37)Responses will vary.

Writing a Book Recommendation (page 38)Responses will vary.

Explaining Feelings (page 39)Responses will vary.

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Perfection Learning® Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-0500perfectionlearning.comPrinted in the U.S.A.

WORD ATTACK SKILLS

Using Short VowelsFinding Base WordsUsing Long VowelsAdding EndingsListening for Syllables

COMPREHENSION SKILLS

Classifying Word GroupsRemembering DetailsDetermining Fact and OpinionClassifying WordsMaking InferencesMatching SynonymsUsing Cloze ReadingDetermining Cause and EffectSequencing EventsEvaluating What You ReadGetting the Main IdeaMatching Antonyms

STUDY SKILLS

Determining Alphabetical OrderUsing a Pronunciation KeyChoosing Correct MeaningsUsing Guide Words

CREATIVE SKILLS

Recalling an EventWriting a Journal SampleUsing Descriptive WordsWriting a Book RecommendationExplaining Feelings

SPELLING AND VOCABULARY

Optional Spelling and Vocabulary Lists

Supplementary Activities

TALE O F D ESPEREA U X - AMSCO Pub · 2016-08-04 · Princess Pea is the coddled only child of the...

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