~ Page 1 © Gay Miller ~
Island of the Blue Dolphins
Printable Book Unit
Created by Gay Miller
~ Page 2 © Gay Miller ~
Thank you for downloading this
preview of Island of the Blue
Dolphins 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,
constructed 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 a links to
Boom Learning Decks as well as
Google Digital resources.
Adventure & Classic
Interest Level ~ Grades 6 - 8
Grade level Equivalent: 5.5
Lexile Measure®: 1000L
~ Page 3 © Gay Miller ~
Table of Contents
Links for Google Slides and Boom Learning 5
Materials Needed for Creating the Foldable Graphic Organizers 11
Lesson Plans at a Glance 12
Vocabulary 13
Teacher Information 14
Vocabulary List 17
Vocabulary Bookmarks 22
Vocabulary Word Cards 24
Vocabulary Practice Booklet 29
Vocabulary Test 52
Comprehension and Writing 56
(Boom decks are provided for all comprehension quizzes and vocabulary practice. +
Google Slides are provided for all writing questions.)
Comprehension – Chapters 1-4 63
Chapter 1 ~ Point of View 65
Photos of Animals 68
Chapter 2 ~ Setting 70
Chapter 3 ~ Symbolism 72
Chapter 4 ~ Problem and Solution Chain 74
Comprehension – Chapters 5-8 76
Chapter 5 ~ Mood 78
Chapters 1-6 ~ Characters ~ Karana’s family 80
Chapter 7 ~ Summarizing 82
Chapter 8 ~ Cause and Effect Chain 84
Comprehension – Chapters 9-12 86
Chapter 9 ~ Comparing Characters 88
Chapter 10 ~ Character’s Action 90
Chapter 11 ~ Character’s Action 92
Chapter 12 ~ Characters - Karana’s Home and Character Change 94
Comprehension – Chapters 13-16 96
Chapter 13 ~ Cause and Effect 98
Chapter 14 ~ Comparing Homes 100
Chapter 15 ~ Course of Action 102
Chapter 15 ~ Comparing Myths 104
Comprehension – Chapters 17-20 107
Chapter 17 ~ Characters ~ Ramo and Rontu 109
Chapter 18 ~ Characters – Tainor and Lurai 111
Chapter 19 ~ Summarizing 113
Chapter 20 ~ Figurative Language 115
~ Page 4 © Gay Miller ~
Comprehension – Chapters 21-24 117
Chapter 21 ~ Comparing Characters ~ Rontu and Tutok 110
Chapter 22 ~ Responding to Text 121
Chapter 23 ~ Cause and Effect 123
Chapter 24 ~ Characters ~ Karana’s Family 125
Comprehension – Chapters 25-29 127
Figurative Language 129
Chapter 26 ~ Sequence of Events 132
Karana’s Timeline 134
Chapter 28 ~ Theme 136
Plot Development 138
Compare and Contrast 142
End of Book Comparing the Book to the Movie 143
Skill Practice 144
Teacher Information 145
Prefix and Suffix Organizers (Google Slides Provided) 149
Prefix/Suffix Sorting Activity (Boom Version Provided) 159
Root Words Organizers 170
Loop Game using Root Words (Boom Version Provided) 177
Figurative Language Organizer (Google Slides Provided) 180
Simile Challenge Card Activity 197
Context Clues Organizer (Google Slides Provided) 207
Context Clues Activities (Boom Version Provided) 211
Activities to do with Task Cards 215
Comma Rules Staggered Flip Organizer (Google Slides Provided) 229
Comma Activity (Google Slides Provided) 261
Parts of Speech Verb Tenses ~ Pamphlet Fold (Google Slides Provided) 266
Verb Tense Cards 273
Shift in Verb Tense Scoot (Boom Version Provided) 277
Synonym/Antonym Organizer (Google Slides Provided) 285
Shades of Meaning Activities (Boom Version Provided) 295
Connotation & Denotation Two Flap Flip Organizer 320
Connotation Activities (Boom Version Provided) 324
Credits 342
~ Page 5 © Gay Miller ~
Read Vocabulary Vocabulary Practice Book
Constructed Response Question
Skill Practice
Chapters 1-2 ravine leagues
Page 1 Point of View Setting
Prefixes Organizers en- em- mis- ob- oc- of- op- o- pre-
Chapters 3-4 carcasses barred
Page 2 Symbolism Problem and Solution Chain
Suffix Organizers -ness -ful
Chapters 5-6 shirkers stern
Page 3 Mood Characters ~ Karana’s family
Prefix and Suffix Activity
Chapters 7-8 lair rites
Page 4 Summarizing Cause and Effect Chain
Root Word Organizers teg tecto tect mov, mot, mob
Chapters 9-10 forbade omen
Page 5 Comparing Characters Character’s Action
Root Word Loop Game
Chapters 11-12 brackish clamour (clamor)
Page 6 Character’s Action – Responding to Text Character
Figurative Language Organizer
Chapters 13-14 pierce lobe
Page 7 Cause and Effect Comparing Homes
Simile Challenge Card Activity
Chapters 15-16 bolder roost
Page 8 Course of Action Comparing Myths
Context Clues Organizer
Chapters 17-18 fend off pecked
Page 9 Characters Characters – Tainor and Lurai
Context Clues Activities
Chapters 19-20 coils jagged
Page 10 Summarizing Figurative Language
Comma Rules Organizer
Chapters 21-22 wander squinting
Page 11 Comparing Characters Responding to Literature
Comma Activity
Chapters 23-24 gash reproachfully
Page 12 Cause and Effect Characters
Part of Speech – Shifts in Verb Tenses
Chapters 25-26 snares
frisked Page 13
Figurative Language
Sequence of Events Synonym/Antonym Organizer
Chapters 27-28 shimmered vanquished
Page 14 Karana’s Timeline Theme
Shades of Meaning Activities
Chapter 29 strewn Page 15 Plot Development Connotation & Denotation Organizer
Vocabulary Test
Compare and Contrast End of Book Comparing the Book to the Movie
Connotation Activities
~ Page 6 © Gay Miller ~
Chapters 1-2
ravine (noun) a deep, narrow gorge with steep sides; canyon, gully, abyss I made my way through the heavy brush and, moving swiftly, down the ravine until I
came to the sea cliffs.
leagues (noun) unit of length (The distance a person could walk in an hour.) a former measure of distance by land, usually about three miles
'From here to the coast of Santa Barbara - twenty leagues away?'
¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸.·´¯`·.¸..´¯`·.¸¸.·´¯`·.¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸><(((º>
Chapters 3-4
carcass (noun) the dead body of an animal; corpse, remains
In the morning the beach would be strewn with carcasses, and the waves red with blood.
barred (verb) prevent or forbid the entrance or movement of; obstructed, hindered,
blocked, impeded, closed off I do not know what happened first, whether it was my father who raised his hand
against the hunter whose path he barred, whether it was this man who stepped forward with a bale of pelts on his back and shoved my father aside.
¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸.·´¯`·.¸..´¯`·.¸¸.·´¯`·.¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸><(((º>
Chapters 5-6
shirkers (noun) person who evades work, duty, responsibility, etc: slackers, lazybones,
idlers, loafers, clock-watchers, slouches
The women, who were never asked to do more than stay at home, cook food, and make clothing, now must take the place of the men and face the dangers which abound beyond the village. There will be grumbling in Ghalas-at because of this. There will be
shirkers. These will be punished, for without the help of all, all must perish.'
stern (adj) (of an act or statement) strict and severe; using extreme measures or terms; harsh, drastic, hard, tough, rigid, ruthless, demanding, uncompromising, inflexible
~ Page 7 © Gay Miller ~
Nanko made his face stern, which was hard for him to do because his mouth had been
cut in the battle with the Aleuts and ever since it had always seemed to smile.
~ Page 8 © Gay Miller ~
Chapter 29 [strewn]
Match the correct vocabulary from column two to its definition in
column one by writing the letter associated with the word in front of its definition.
1. ________ a trap for catching birds or
animals a. strewn
2. ________ a long deep slash, cut, or
wound b. shimmer
3. ________ shine with a soft tremulous
light c. vanquish
4. ________ scatter or spread d. snares
5. ________ expressing disapproval or
disappointment e. frisked
6. ________ defeat thoroughly f. reproachful
7. ________ skip or leap playfully g. gash
8. Complete the following analogy:
Tidy is to strewn as dull is to ????
tidy : strewn :: dull : ____________.
a) shimmer b) vanquish
c) snares d) frisked
Chapters 1-2 [ravine & leagues]
Determine which definition of league is used in each sentence. Write a, b, or c to show your choice.
a. collection of people, countries, or groups that combine for a particular purpose, typically mutual protection or cooperation
b. group of sports clubs that play each other over a period for a championship
c. a former measure of distance by land, usually about three miles
1. _____ Bill waited until Little League practice was over before he left work.
2. _____ Twenty Thousand Leagues under the Sea is a
fantastic book. 3. _____ The League of Nations was an intergovernmental
organization founded on 10 January 1920 as a result of the
Paris Peace Conference that ended the First World War.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
4. Circle six words in the box that are synonyms of ravine.
gorge mountain rift
plain canyon hill
cave gully plateau
valley grassland abyss
Page 16 Page 1
~ Page 9 © Gay Miller ~
Chapter 29 [strewn]
Match the correct vocabulary word from column two to its definition
in column one by writing the letter associated with the word in front of its definition.
1. ____d____ a trap for catching birds or
animals a. strewn
2. ____g____ a long deep slash, cut, or
wound b. shimmer
3. ____b____ shine with a soft tremulous
light c. vanquish
4. ____a____ scatter or spread d. snares
5. ____f____ expressing disapproval or
disappointment e. frisked
6. ____c____ defeat thoroughly f. reproachful
7. _____e___ skip or leap playfully g. gash
8. Complete the following analogy:
Tidy is to strewn as dull is to ????
tidy : strewn :: dull : ____________.
a) shimmer b) vanquish
c) snares d) frisked
Chapters 1-2 [ravine & leagues]
Determine which definition of league is used in each sentence. Write a, b, or c to show your choice.
a. collection of people, countries, or groups that combine for a particular purpose, typically mutual protection or cooperation
b. group of sports clubs that play each other over a period for a championship
c. a former measure of distance by land, usually about three miles
1. __b___ Bill waited until Little League practice was over before he left work.
2. ___c__ Twenty Thousand Leagues under the Sea is a
fantastic book. 3. ___a__ The League of Nations was an intergovernmental
organization founded on 10 January 1920 as a result of the
Paris Peace Conference that ended the First World War.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
4. Circle six words in the box that are synonyms of ravine.
gorge mountain rift
plain canyon hill
cave gully plateau
valley grassland abyss
Page 16 Page 1
~ Page 10 © Gay Miller ~
Comprehension This section contains a one page printable comprehension
practice for each reading selection. The chart below is the key
to the types of questions for the comprehension questions. The
section also contains Constructed Response exercises. The
Constructed Response pages that are chapter specific list the
chapters they should be used with. If chapter numbers are not
listed, the questions are flexible and may be used at different
points in the story.
Because this unit has a Constructed Response question for
almost every chapter, I limited the number of comprehension
exercises to every four chapters. I recommend using the
Constructed Response questions as comprehension checks as
well as writing exercises between the comprehension quizzes.
Types of Questions Key
detail / inference
main idea /
summarizing / theme
character/ setting /
plot / events
word meaning / figurative language
text structure
point of view
different forms of the
same story
compare and contrast
~ Page 11 © Gay Miller ~
Island of the Blue Dolphins ~ Chapters 1-4 1. A good title for Chapters 1-4 could be ---.
a. A Few Shiny Beads
b. Setting up Camp on the Island c. A Lucky Catch d. Captain Orlov’s Trickery
2. Why does everyone in Karana’s tribe have two
names?
a. Their names change when they change as individuals.
b. They have a tradition that children receive
names based on appearance, and their adult names are based on accomplishments.
c. If you use a person’s real name too much, it loses its magic, so everyone has a nickname
that is commonly used. d. Tribe members have a secret sacred name
given to them by a medicine man.
3. From which point of view is Island of the Blue Dolphins written?
a. first-person point of view – The author tells the story through the eyes of the protagonist, Karana.
b. third-person limited point of view - The narrator follows Karana and only reveals her
thoughts. c. second person point of view - The author
describes events as if they are happening to
you. The reader is a participant in the action of this story.
d. third-person omniscient - The narrator is all knowing and sees all action. The thoughts of more than one character are revealed.
4. What can the reader infer after reading Chapters 1-4?
a. The girl from the Aleut ship enjoyed traveling with the hunters.
b. Captain Orlov had no intensions of honoring
his agreement with Chief Chowig. c. The beads were extremely valuable to
Karana’s tribe. d. Food is plentiful on the island of Ghalas-at.
5. Select the correct answer in each set of
brackets.
The author, Scott O’Dell, uses many
[flashbacks, descriptions using vivid
imagery, drama irony- the reader knows
more than the characters in the story,
dialect] in Island of the Blue Dolphins. His
tone is one of [empathy, sarcasm, humor,
indifference]. The mood in Chapters 1-4 is
[upbeat, sinister, despairing, hopeful].
6. Which sentence does not belong?
(A) Karana and her younger brother dig roots on the top of a cliff. (B) Karana looks out and sees a
ship on the horizon. (C) The ship has the red sails of the Aleuts. (D) As the ship approaches, a group of men row to shore. (E) The captain of the ship
tells Karana’s father who is chief of the tribe that they want to camp on the island and hunt otters.
(F) Captain Orlov and Chief Chowig come to an agreement about the price of the otters.
a. Sentence B b. Sentence C c. Sentence D d. Sentence E
7. Read this passage from the end of Chapter 4.
Once more before it disappeared a white puff of
smoke rose from the deck. As Ulape and I ran along the cliffs a whirring sound like a great
bird in flight passed above our heads.
What can the reader infer took place?
______________________________________
8. Which type of conflict is described in Chapters 1-4?
Chief Chowig and his Tribe vs. ---
a. Person vs. Self
b. Person vs. Person
c. Person vs. Nature
d. Person vs. Society
~ Page 12 © Gay Miller ~
Island of the Blue Dolphins Chapters 1-4 (Answer Key)
1. A good title for Chapters 1-4 could be ---.
a. A Few Shiny Beads
b. Setting up Camp on the Island c. A Lucky Catch d. Captain Orlov’s Trickery
2. Why does everyone in Karana’s tribe have two
names?
a. Their names change when they change as individuals.
b. They have a tradition that children receive
names based on appearance, and their adult names are based on accomplishments.
c. If you use a person’s real name too much, it loses its magic, so everyone has a nickname
that is commonly used. d. Tribe members have a secret sacred name
given to them by a medicine man.
3. From which point of view is Island of the Blue Dolphins written?
a. first-person point of view – The author tells the story through the eyes of the protagonist, Karana.
b. third-person limited point of view - The narrator follows Karana and only reveals her
thoughts. c. second person point of view - The author
describes events as if they are happening to
you. The reader is a participant in the action of this story.
d. third-person omniscient - The narrator is all knowing and sees all action. The thoughts of more than one character are revealed.
4. What can the reader infer after reading Chapters 1-4?
a. The girl from the Aleut ship enjoyed traveling with the hunters.
b. Captain Orlov had no intensions of honoring
his agreement with Chief Chowig. c. The beads were extremely valuable to
Karana’s tribe. d. Food is plentiful on the island of Ghalas-at.
5. Select the correct answer in each set of
brackets.
The author, Scott O’Dell, uses many
[flashbacks, descriptions using vivid
imagery, drama irony- the reader knows
more than the characters in the story,
dialect] in Island of the Blue Dolphins. His
tone is one of [empathy, sarcasm, humor,
indifference]. The mood in Chapters 1-4 is
[upbeat, sinister, despairing, hopeful].
6. Which sentence does not belong?
(A) Karana and her younger brother dig roots on the top of a cliff. (B) Karana looks out and sees a
ship on the horizon. (C) The ship has the red sails of the Aleuts. (D) As the ship approaches, a group of men row to shore. (E) The captain of the ship
tells Karana’s father who is chief of the tribe that they want to camp on the island and hunt otters.
(F) Captain Orlov and Chief Chowig come to an agreement about the price of the otters.
a. Sentence B b. Sentence C c. Sentence D d. Sentence E
7. Read this passage from the end of Chapter 4.
Once more before it disappeared a white puff of
smoke rose from the deck. As Ulape and I ran along the cliffs, a whirring sound like a great
bird in flight passed above our heads.
What can the reader infer took place?
The hunters shot a gun at the people on the
island.
8. Which type of conflict is described in Chapters 1-4?
Chief Chowig and his Tribe vs. ---
a. Person vs. Self
b. Person vs. Person
c. Person vs. Nature
d. Person vs. Society
~ Page 13 © Gay Miller ~
Option 1
Have students use the graphic organizer for notes. Notice the notes are not in complete
sentences. Glue the organizer to the left side of the notebook page. On the right side of
the notebook, students use the notes to write the details in paragraph form.
Option 2
Students complete the
organizer by writing
complete sentences.
~ Page 14 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-
Litera
cy.R
L.4
.1
CCSS.E
LA-
Litera
cy.R
L.4
.2
CCSS.E
LA-
Litera
cy.R
L.4
.3
CCSS.E
LA-
Litera
cy.R
L.4
.4
CCSS.E
LA-
Litera
cy.R
L.4
.5
CCSS.E
LA-
Litera
cy.R
L.4
.6
CCSS.E
LA-
Litera
cy.R
L.4
.7
CCSS.E
LA-
Litera
cy.R
L.4
.9
CCSS.E
LA-
Litera
cy.R
L.4
.1
0
Chapter 1 ~ Point of View Chapter 2 ~ Setting
Chapter 3 ~ Symbolism
Chapter 4 ~ Problem and Solution Chain
Chapter 5 ~ Mood
Chapters 1-6 ~ Characters ~ Karana’s family
Chapter 7 ~ Summarizing
Chapter 8 ~ Cause and Effect Chain
Chapter 9 ~ Comparing Characters
Chapter 10 ~ Character’s Action
Chapter 11 ~ Character’s Action – Responding to Text
Chapter 12 ~ Character
Chapter 13 ~ Cause and Effect
Chapter 14 ~ Comparing Homes
Chapter 15 ~ Comparing Myths
Chapter 17 ~ Characters
Chapter 18 ~ Characters – Tainor and Lurai
Chapter 19 ~ Summarizing
Chapter 20 ~ Figurative Language
Chapter 21 ~ Responding to Text
Chapter 22 ~ Responding to Literature
Chapter 23 ~ Cause and Effect
Chapter 24 ~ Characters
Figurative Language
Chapter 26 ~ Sequence of Events
Karana’s Timeline
Chapter 28 ~ Theme
Plot Development
Compare and Contrast
End of Book Comparing the Book to the Movie
4th Grade
~ Page 15 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-
Litera
cy.R
L.5
.1
CCSS.E
LA-
Litera
cy.R
L.5
.2
CCSS.E
LA-
Litera
cy.R
L.5
.3
CCSS.E
LA-
Litera
cy.R
L.5
.4
CCSS.E
LA-
Litera
cy.R
L.5
.5
CCSS.E
LA-
Litera
cy.R
L.5
.6
CCSS.E
LA-
Litera
cy.R
L.5
.7
CCSS.E
LA-
Litera
cy.R
L.5
.9
CCSS.E
LA-
Litera
cy.R
L.5
.10
Chapter 1 ~ Point of View Chapter 2 ~ Setting
Chapter 3 ~ Symbolism
Chapter 4 ~ Problem and Solution Chain
Chapter 5 ~ Mood
Chapters 1-6 ~ Characters ~ Karana’s family
Chapter 7 ~ Summarizing
Chapter 8 ~ Cause and Effect Chain
Chapter 9 ~ Comparing Characters
Chapter 10 ~ Character’s Action
Chapter 11 ~ Character’s Action – Responding to Text
Chapter 12 ~ Character
Chapter 13 ~ Cause and Effect
Chapter 14 ~ Comparing Homes
Chapter 15 ~ Comparing Myths
Chapter 17 ~ Characters
Chapter 18 ~ Characters – Tainor and Lurai
Chapter 19 ~ Summarizing
Chapter 20 ~ Figurative Language
Chapter 21 ~ Comparing Characters
Chapter 22 ~ Responding to Literature
Chapter 23 ~ Cause and Effect
Chapter 24 ~ Characters
Figurative Language
Chapter 26 ~ Sequence of Events
Karana’s Timeline
Chapter 28 ~ Theme
Plot Development
Compare and Contrast
End of Book Comparing the Book to the Movie
5th Grade
~ Page 16 © Gay Miller ~
Common Core State Standards Reading: Literature
CCSS.E
LA-
Litera
cy.R
L.6
.1
CCSS.E
LA-
Litera
cy.R
L.6
.2
CCSS.E
LA-
Litera
cy.R
L.6
.3
CCSS.E
LA-
Litera
cy.R
L.6
.4
CCSS.E
LA-
Litera
cy.R
L.6
.5
CCSS.E
LA-
Litera
cy.R
L.6
.6
CCSS.E
LA-
Litera
cy.R
L.6
.7
CCSS.E
LA-
Litera
cy.R
L.6
.9
CCSS.E
LA-
Litera
cy.R
L.6
.10
Chapter 1 ~ Point of View Chapter 2 ~ Setting
Chapter 3 ~ Symbolism
Chapter 4 ~ Problem and Solution Chain
Chapter 5 ~ Mood
Chapters 1-6 ~ Characters ~ Karana’s family
Chapter 7 ~ Summarizing
Chapter 8 ~ Cause and Effect Chain
Chapter 9 ~ Comparing Characters
Chapter 10 ~ Character’s Action
Chapter 11 ~ Character’s Action – Responding to Text
Chapter 12 ~ Character
Chapter 13 ~ Cause and Effect
Chapter 14 ~ Comparing Homes
Chapter 15 ~ Comparing Myths
Chapter 17 ~ Characters
Chapter 18 ~ Characters – Tainor and Lurai
Chapter 19 ~ Summarizing
Chapter 20 ~ Figurative Language
Chapter 21 ~ Comparing Characters
Chapter 22 ~ Responding to Literature
Chapter 23 ~ Cause and Effect
Chapter 24 ~ Characters
Figurative Language
Chapter 26 ~ Sequence of Events
Karana’s Timeline
Chapter 28 ~ Theme
Plot Development
Compare and Contrast
End of Book Comparing the Book to the Movie
6th Grade
~ Page 17 © Gay Miller ~
Island of the Blue Dolphins ~ Chapters 1-4
6. A good title for Chapters 1-4 could be ---.
a. A Few Shiny Beads
b. Setting up Camp on the Island c. A Lucky Catch d. Captain Orlov’s Trickery
7. Why does everyone in Karana’s tribe have two
names?
a. Their names change when they change as individuals.
b. They have a tradition that children receive
names based on appearance, and their adult names are based on accomplishments.
c. If you use a person’s real name too much, it loses its magic, so everyone has a nickname
that is commonly used. d. Tribe members have a secret sacred name
given to them by a medicine man.
8. From which point of view is Island of the Blue Dolphins written?
e. first-person point of view – The author tells the story through the eyes of the protagonist, Karana.
f. third-person limited point of view - The narrator follows Karana and only reveals her
thoughts. g. second person point of view - The author
describes events as if they are happening to
you. The reader is a participant in the action of this story.
h. third-person omniscient - The narrator is all knowing and sees all action. The thoughts of more than one character are revealed.
9. What can the reader infer after reading Chapters 1-4?
a. The girl from the Aleut ship enjoyed traveling with the hunters.
b. Captain Orlov had no intensions of honoring
his agreement with Chief Chowig. c. The beads were extremely valuable to
Karana’s tribe. d. Food is plentiful on the island of Ghalas-at.
10.Select the correct answer in each set of
brackets.
The author, Scott O’Dell, uses many [flashbacks,
descriptions using vivid imagery, drama irony-
the reader knows more than the characters in
the story, dialect] in Island of the Blue Dolphins.
His tone is one of [empathy, sarcasm, humor,
indifference]. The mood in Chapters 1-4 is
[upbeat, sinister, despairing, hopeful].
7. Which sentence does not belong?
(A) Karana and her younger brother dig roots on the top of a cliff. (B) Karana looks out and sees a
ship on the horizon. (C) The ship has the red sails of the Aleuts. (D) As the ship approaches, a group of men row to shore. (E) The captain of the ship
tells Karana’s father who is chief of the tribe that they want to camp on the island and hunt otters.
(F) Captain Orlov and Chief Chowig come to an agreement about the price of the otters.
a. Sentence B b. Sentence C c. Sentence D d. Sentence E
9. Read this passage from the end of Chapter 4.
Once more before it disappeared a white puff of
smoke rose from the deck. As Ulape and I ran along the cliffs a whirring sound like a great
bird in flight passed above our heads.
What can the reader infer took place?
______________________________________
_____________________________________
10.Which type of conflict is described in Chapters 1-4?
Chief Chowig and his Tribe vs. ---
e. Person vs. Self
f. Person vs. Person
g. Person vs. Nature
h. Person vs. Society
~ Page 18 © Gay Miller ~
Island of the Blue Dolphins Chapters 1-4 (Answer Key)
6. A good title for Chapters 1-4 could be ---.
a. A Few Shiny Beads
b. Setting up Camp on the Island c. A Lucky Catch d. Captain Orlov’s Trickery
7. Why does everyone in Karana’s tribe have two
names?
a. Their names change when they change as individuals.
b. They have a tradition that children receive
names based on appearance, and their adult names are based on accomplishments.
c. If you use a person’s real name too much, it loses its magic, so everyone has a nickname
that is commonly used. d. Tribe members have a secret sacred name
given to them by a medicine man.
8. From which point of view is Island of the Blue Dolphins written?
e. first-person point of view – The author tells the story through the eyes of the protagonist, Karana.
f. third-person limited point of view - The narrator follows Karana and only reveals her
thoughts. g. second person point of view - The author
describes events as if they are happening to
you. The reader is a participant in the action of this story.
h. third-person omniscient - The narrator is all knowing and sees all action. The thoughts of more than one character are revealed.
9. What can the reader infer after reading Chapters 1-4?
a. The girl from the Aleut ship enjoyed traveling with the hunters.
b. Captain Orlov had no intensions of honoring
his agreement with Chief Chowig. c. The beads were extremely valuable to
Karana’s tribe. d. Food is plentiful on the island of Ghalas-at.
10.Select the correct answer in each set of
brackets.
The author, Scott O’Dell, uses many [flashbacks,
descriptions using vivid imagery, drama irony-
the reader knows more than the characters in
the story, dialect] in Island of the Blue Dolphins.
His tone is one of [empathy, sarcasm, humor,
indifference]. The mood in Chapters 1-4 is
[upbeat, sinister, despairing, hopeful].
7. Which sentence does not belong?
(A) Karana and her younger brother dig roots on the top of a cliff. (B) Karana looks out and sees a
ship on the horizon. (C) The ship has the red sails of the Aleuts. (D) As the ship approaches, a group of men row to shore. (E) The captain of the ship
tells Karana’s father who is chief of the tribe that they want to camp on the island and hunt otters.
(F) Captain Orlov and Chief Chowig come to an agreement about the price of the otters.
a. Sentence B b. Sentence C c. Sentence D d. Sentence E
9. Read this passage from the end of Chapter 4.
Once more before it disappeared a white puff of
smoke rose from the deck. As Ulape and I ran along the cliffs, a whirring sound like a great
bird in flight passed above our heads.
What can the reader infer took place?
The hunters shot a gun at the people on the
island.
10.Which type of conflict is described in Chapters 1-4?
Chief Chowig and his Tribe vs. ---
e. Person vs. Self
f. Person vs. Person
g. Person vs. Nature
h. Person vs. Society
~ Page 19 © Gay Miller ~
Point of View
Point of View
1st Person (One character tells the story. This character reveals only personal thoughts and feelings of what s/he sees. The writer uses pronouns such as "I”, "me“, “mine”, or "my". )
2nd Person (The narrator tells the story using the pronoun "you". The character is someone similar to you. )
3rd Person (The story is told using pronouns such as "he", "she", “they”, or "it". )
Limited ~ The narrator tells the story through just one character. The reader will learn the thoughts, feelings, and reasons for actions of this character.
Objective ~ The narrator tells the story without relaying any character's thoughts, opinions, or feelings.
Omniscient ~ The narrator knows the thoughts and feelings of all the characters in the story.
~ Page 20 © Gay Miller ~
Constructed Response – Point of View
After answering the following questions about point of view, write a response in paragraph form.
•_________________________________________________________________________________________________________________________________________________________
Who is telling the story?
•___________________________________________________________________________________________________________________________________________________________________________________________________
From which point of view is the story told? What is the narrator's
perspective?
•___________________________________________________________________________________________________________________________________________________________________________________________________
How does the narrator’s point of view change how the events are
being described?
•___________________________________________________________________________________________________________________________________________________________________________________________________
How does the narrator's point of view influence how the events
are described?
•___________________________________________________________________________________________________________________________________________________________________________________________________
Why do you think the narrator described the events the way it
did?
•___________________________________________________________________________________________________________________________________________________________________________________________________
How would the story change if a different character was the
narrator?
CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person
narrations.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
~ Page 21 © Gay Miller ~
Constructed Response – Point of View (Answer Key)
After answering the following questions about point of view, write a response in paragraph form.
•Karana Who is telling the story?
•The story is told from the first-person point of view. From which point of view is the
story told? What is the narrator's perspective?
•The story is up close and personal. The reader knows how Karana feels; her emotions are clear. The story is also told in a straight foward manner.
How does the narrator’s point of view change how the events are
being described?
•Because the story begins with, "I remember the day the Aleut ship came to our island," the reader knows the story is a flashback. [This will be important later because the reader knows Karana survives to tell her story.]
How does the narrator's point of view influence how the events
are described?
•Because of the first line of the novel the reader knows Karana survives. If the story had been told in third person point of view, the reader would have a more "stand offish" feeling toward Karana.
Why do you think the narrator described the events the way it
did?
•The author probably wanted the reader to have first hand knowledge of Karana's experiences.
How would the story change if a different character was the
narrator?
CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person
narrations.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
~ Page 22 © Gay Miller ~
In this Book Unit Interactive Notebook Series [Note: This series is set up differently from my products that simply
say Book Units.] each unit will have seven sets of skill practice. Each practice will include one or more graphic organizers and an activity. The activities will not be worksheets as most of us have plenty of those, but will instead be a hands-on type of activity. Here is how it works:
Each unit will focus on two prefixes and two suffixes. Both graphic organizers and a practice activity will be
provided. The affixes selected will be different for each unit, so that nothing repeats.
Each unit will focus on two Greek or Latin root words. Graphic organizers as well as a practice activity will be included.
3) Each unit will practice with one or more of the following: figurative language, sound devices, idioms, proverbs, and/or adages. Each unit will include a set of response cards, graphic organizers, and practice
activity. Activities will be based on the writing style of the book’s author.
Each unit from this series will contain practice using context clues. Two types of organizers will be provides with this skill; one explaining many types of context clues -- definition, synonym, antonym, example, cause/effect, comparison, lists/series description, etc. plus a graphic organizer which focuses on just one type of context clue.
Cards containing multiple choice questions will be provided based on the book with a selection of game activities to use with the cards. The cards will change for each unit; however the games will remain the same. [Note: This
only refers to the context clues game activities. Activities for the other skills will change from unit to unit.]
5) Each unit will contain an organizer going over rules and a practice activity with a punctuation skill.
6) Each unit will contain practice with one part of speech.
7) Each unit will contain practice with synonyms, antonyms, homographs, and/or analogies.
~ Page 23 © Gay Miller ~
Common Core State Standards Reading: Language
CCSS.E
LA-L
itera
cy.L
.4.1
CCSS.E
LA-L
itera
cy.L
.4.1
.a
CCSS.E
LA-L
itera
cy.L
.4.1
.a
CCSS.E
LA-L
itera
cy.L
.4.1
.c
CCSS.E
LA-L
itera
cy.L
.4.1
.d
CCSS.E
LA-L
itera
cy.L
.4.1
.e
CCSS.E
LA-L
itera
cy.L
.4.1
.f
CCSS.E
LA-L
itera
cy.L
.4.1
.g
CCSS.E
LA-L
itera
cy.L
.4.2
CCSS.E
LA-L
itera
cy.L
.4.2
.a
CCSS.E
LA-L
itera
cy.L
.4.2
.b
CCSS.E
LA-L
itera
cy.L
.4.2
.c
CCSS.E
LA-L
itera
cy.L
.4.2
.d
CCSS.E
LA-L
itera
cy.L
.4.3
CCSS.E
LA-L
itera
cy.L
.4.3
.a
CCSS.E
LA-L
itera
cy.L
.4.3
.b
CCSS.E
LA-L
itera
cy.L
.4.3
.c
CCSS.E
LA-L
itera
cy.L
.4.4
CCSS.E
LA-L
itera
cy.L
.4.4
.a
CCSS.E
LA-L
itera
cy.L
.4.4
.b
CCSS.E
LA-L
itera
cy.L
.4.4
.c
CCSS.E
LA-L
itera
cy.L
.4.5
CCSS.E
LA-L
itera
cy.L
.4.5
.a
CCSS.E
LA-L
itera
cy.L
.4.5
.b
CCSS.E
LA-L
itera
cy.L
.4.5
.c
CCSS.E
LA-L
itera
cy.L
.4.6
Prefixes en- em- mis- ob- oc- of- op- o- pre-
Suffixes
-ness -ful
Roots teg tecto tect
mov, mot, mob
Figurative Language
Context Clues
Punctuation ~
Comma
Part of Speech –
Shifts in Verb Tenses
Shades of Meaning &
Connotation
4th
Grade
~ Page 24 © Gay Miller ~
Common Core State Standards Reading: Language
CCSS.E
LA-L
itera
cy.L
.5.1
CCSS.E
LA-L
itera
cy.L
.5.1
.a
CCSS.E
LA-L
itera
cy.L
.5.1
.b
CCSS.E
LA-L
itera
cy.L
.5.1
.c
CCSS.E
LA-L
itera
cy.L
.5.1
.d
CCSS.E
LA-L
itera
cy.L
.5.1
.e
CCSS.E
LA-L
itera
cy.L
.5.2
CCSS.E
LA-L
itera
cy.L
.5.2
.a
CCSS.E
LA-L
itera
cy.L
.5.2
.b
CCSS.E
LA-L
itera
cy.L
.5.2
.c
CCSS.E
LA-L
itera
cy.L
.5.2
.d
CCSS.E
LA-L
itera
cy.L
.5.2
.e
CCSS.E
LA-L
itera
cy.L
.5.3
CCSS.E
LA-L
itera
cy.L
.5.3
.a
CCSS.E
LA-L
itera
cy.L
.5.3
.b
CCSS.E
LA-L
itera
cy.L
.5.4
CCSS.E
LA-L
itera
cy.L
.5.4
.a
CCSS.E
LA-L
itera
cy.L
.5.4
.b
CCSS.E
LA-L
itera
cy.L
.5.4
.c
CCSS.E
LA-L
itera
cy.L
.5.5
CCSS.E
LA-L
itera
cy.L
.5.5
.a
CCSS.E
LA-L
itera
cy.L
.5.5
.b
CCSS.E
LA-L
itera
cy.L
.5.5
.c
CCSS.E
LA-L
itera
cy.L
.5.6
Prefixes en- em- mis- ob-
oc- of- op- o- pre-
Suffixes -ness -ful
Roots teg tecto tect mov, mot, mob
Figurative Language
Context Clues
Punctuation ~ Comma
Part of Speech – Shifts in Verb Tenses
Shades of Meaning & Connotation
5th
Grade
~ Page 25 © Gay Miller ~
Common Core State Standards Reading: Language
CCSS.E
LA-L
itera
cy.L
.6.1
CCSS.E
LA-L
itera
cy.L
.6.1
.a
CCSS.E
LA-L
itera
cy.L
.6.1
.b
CCSS.E
LA-L
itera
cy.L
.6.1
.c
CCSS.E
LA-L
itera
cy.L
.6.1
.d
CCSS.E
LA-L
itera
cy.L
.6.1
.e
CCSS.E
LA-L
itera
cy.L
.6.2
CCSS.E
LA-L
itera
cy.L
.6.2
.a
CCSS.E
LA-L
itera
cy.L
.6.2
.b
CCSS.E
LA-L
itera
cy.L
.6.3
CCSS.E
LA-L
itera
cy.L
.6.3
.a
CCSS.E
LA-L
itera
cy.L
.6.3
.b
CCSS.E
LA-L
itera
cy.L
.6.4
.
CCSS.E
LA-L
itera
cy.L
.6.4
.a
CCSS.E
LA-L
itera
cy.L
.6.4
.b
CCSS.E
LA-L
itera
cy.L
.6.4
.c
CCSS.E
LA-L
itera
cy.L
.6.4
.d
CCSS.E
LA-L
itera
cy.L
.6.5
CCSS.E
LA-L
itera
cy.L
.6.5
.a
CCSS.E
LA-L
itera
cy.L
.6.5
.b
CCSS.E
LA-L
itera
cy.L
.6.5
.c
CCSS.E
LA-L
itera
cy.L
.6.6
Prefixes en- em- mis- ob- oc-
of- op- o- pre-
Suffixes -ness -ful
Roots teg tecto tect mov, mot, mob
Figurative Language
Context Clues
Punctuation ~ Comma
Part of Speech – Shifts
in Verb Tenses
Shades of Meaning &
Connotation
6th
Grade
~ Page 26 © Gay Miller ~
Prefix and Suffix Fan Organize
Prefix and Suffix Fan
Organizers
Prefix and
Suffix Card
Activity
~ Page 27 © Gay Miller ~
Root Word Organizers
Loop Game
~ Page 28 © Gay Miller ~
Figurative Language
Organizers
Simile Card Game
~ Page 29 © Gay Miller ~
Context Clues Organizer
24 Cards with Games
~ Page 30 © Gay Miller ~
24 Cards plus Answer Key
Comma Rules Organizer
24 Cards
~ Page 31 © Gay Miller ~
Verb Tense
Organizers
~ Page 32 © Gay Miller ~
Verb Tense Scoot
~ Page 33 © Gay Miller ~
Synonym/Antonym
Organizers
~ Page 34 © Gay Miller ~
Shades of Meaning
Card Activity
6 Card Sets
~ Page 35 © Gay Miller ~
Denotation/Connotation Organizer
~ Page 36 © Gay Miller ~
~ Page 37 © Gay Miller ~
Teachers Pay
Teachers
http://www.teachersp
ayteachers.com/Store
/Gay-Miller
Visit my website at
http://bookunitsteacher.com/
Visit me on
Pinterest at
http://www.pinterest
.com/lindagaymiller/
Top Related