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Multi-Text Unit

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The Voyage of the Dawn Treader

By C. S. Lewis

“But there I have another name. You must learn to know me by that name. This was the very reason why you were brought to Narnia, that by knowing me here for a little, you may know me better there.” ~ Aslan

The Great Ships

By: Patrick O’ Brien

&

Eyewitness Books: Boat

By: Eric Kentley

Maggie Millwood

Outline of Unit

Before Reading Activities

Day 1 – Before Reading and Pre-Reading Activities

KWL – Boats (Page 4, Individual)

From the Cover (Page 5-6, Individual)

During Reading Activities

Day 2 and 3 – Read and Work on Section 1 (Chapters 1-3)

Section 1 Vocabulary Activities (Page 7-10, Individual)

Reciprocal Teaching Activity (Page 11-12, Small Group)

Character Sketcher Activity (Page 13-14, Individual)

Day 4 – Section 1 Discussion

Discuss Reciprocal Teaching Activity (Whole Group)

Discuss Character Sketcher Activity (Small Groups)

Day 5 and 6 – Read and Work on Section 2 (Chapters 4-6)

Section 2 Vocabulary Activities (Page 15-18, Individual)

Double Entry Diary Activity (Page 19-21, Individual)

Story Quilt Activity (Page 22, Individual)

Day 7 – Section 2 Discussion

Discuss Double Entry Diary Activity (Small Group/Whole Group)

Discuss Story Quilt Activity (Small Group)

Day 8 and 9 – Internet Work Shop

Internet workshop and DRC (Page 23-24, Individual)

Day 10 and 11 – Read and Work on Section 3 (Chapters 7-9)

Section 3 Vocabulary Activities (Page 25-28, Individual)

Sketch-to-Stretch Activity (Page 29, Individual)

Discussion Director Activity (Page 30, Individual)

Day 12 – Section 3 Discussion

Discuss Discussion Director Activity (Small Group)

Share Sketch-to-Stretch Product (Small Group)

Day 13 and 14 – Read and Work on Section 4 (Chapters 10-12)

Section 4 Vocabulary Activities (Page 31-34, Individual)

Double Entry Diary Activity (Page 35-36Individual)

Reciprocal Teaching (Page 37-38, Small Group)

Day 15 – Section 4 Discussion

Discuss Reciprocal Teaching Activity (Whole Group)

Discuss Double Entry Diary Activity (Small Group/Whole Group)

Day 16, 17 and 18 – Read and Work on Section 5 (chapters 13-16)

Section 5 Vocabulary Activities (Page 39-42, Individual)

Wanted! Missing! Poster Activity (Page 43, Individual)

Character Trading Cards (Page 44-48, Individual)

Day 19 – Section 5 Discussion

Share Wanted! Missing! Poster Activity (Whole Group)

Share Character Trading Cards (Small Group)

Day 20 – Finale Assessment

I Poem (Page 49, Individual)

Vocabulary Assessment (Page 50-51, Individual)

K-W-L

Directions: You will be completing a K-W-L on Boats. First, think about what you know and what you want to know. Write that information in the “K” and “W” section of the chart. To help you come up with information for the “K” section and questions you would like answered for the “W” section, use the following words: WHO, WHAT, WHEN, WHERE, WHY, AND HOW. Finally, after you have read the book and explored other resources, think about what you have learned. Write that information in the “L” section of the chart.

|K |W |L |

|What I Think I KNOW |What I WANT To Know |What I LEARNED |

| | | |

From the Cover

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Before opening your text to begin reading take a few minutes to study the front and back covers of the book and answer the following questions.

1. What do you think is the significance of the book’s title?

____________________________________________________________________________________________________________________________________________________________________________

2. By looking at the picture what do you believe the book may be about?

__________________________________________________________________________________________________________________________________ __________________________________________

3. Read the book’s description on the back cover. What are some challenges you believe the king and his companions will face?

____________________________________________________________________________________________________________________________________________________________________________

Word Wizard

Section 1

Chapter 1-3

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

a. the word and the page where it is located

b. a definition for the word (remember to use your context clues)

c. synonyms you know (remember to use the THESAURUS)

d. any associations/connections you may have with that word

e. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 1 words from The Voyage of the Dawn Treader

|Word |Definition |

|Assonance | |

|Page. 6 | |

|Consequently | |

|Page 13 | |

|Swank | |

|Page 31 | |

|Pacifist | |

|Page 35 | |

|Poltroon | |

|Page 35 | |

|Languishing | |

|Page 51 | |

|Prosperous | |

|Page 52 | |

Vocabulary Activities Section I

Synonyms and Antonyms

Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

|Synonym |Word |Antonym |

| | | |

| |Pacifist | |

| | | |

| | | |

| |Prosperous | |

| | | |

| |Consequently | |

| | | |

| |Assonance | |

| | | |

| |Swank | |

Word Networks 

What people things, situations, or words come to mind when you think about the word consequently?     _________________________________________________________________________________________________________________________________________________________________________________

What people things, situations, or words come to mind when you think about the word poltroon?

_________________________________________________________________________________________________________________________________________________________________________________

What people things, situations, or words come to mind when you think about the word languishing?

_________________________________________________________________________________________________________________________________________________________________________________

What people things, situations, or words come to mind when you think about the word infuriated?

_________________________________________________________________________________________________________________________________________________________________________________

What people things, situations, or words come to mind when you think about the word pacifist?

_________________________________________________________________________________________________________________________________________________________________________________

Reciprocal Teaching

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As you engage in reciprocal teaching, each group member will complete a job: summarizer, questioner, clarifier, and predictor. While you read, you will have sticky notes to mark places that you would like to use for discussion. Below is a description of each job as well as a handout that will help you with questions about your job.

Description of Jobs

1) Summarizer- Highlight the key ideas up to this point in the reading.

2) Questioner- Pose questions about the selection:

• Unclear parts

• Puzzling information

• Connections to other concepts already learned

• Have three questions for each section of the book

3) Clarifier- Address confusing parts and attempt to answer the questions that were just posed.

4) Predictor- Offer predictions about what the author will tell the group next or, if it's a literary selection, the predictor might suggest what the next events in the story will be.

See the next page for an example of Reciprocal Teaching.

Eyewitness Books: Boat

Oarsome Power pp. 20-21, The Age of Sail pp. 26-27,

Building in Iron and Steel pp. 46-27

|Prediction: Before you begin to read the selection, look at the title or cover, scan the pages to read the major headings, and look at any illustrations. Write |

|down your prediction(s). |

|Prediction: I think that we will find out about how boats were moved by oars, how old sailing is, and how ships were built with iron and steel. |

|Support: I read the bold print words and viewed the illustrations carefully. |

|Question 1: Why was it important for there to be someone to play music to keep time for the oarsmen? |

| |

| |

|Question 2: Why did the sailmaker have to have so many tools to make a sail? |

| |

| |

|Question 3: What made people decide to build ships in sections? |

|Summarize: Write a brief summary of what you read. |

|Small boats are paddled with one paddle in both hands. The larger boats have paddles on both sides of the boat. There are warships that used paddles and slaves |

|or prisoners are the ones who did the paddling. There are many different paddles to use like there are some that are considered good blades and some that are |

|considered paddle power. With the age of sail sailing was the way of life for many men and some women. One of the crew members on the ship was the sailmaker and|

|they had to fix the sails when they became in bad shape. They had to use many tools to repair them. Sails are what caught the wind and helped the ship move in |

|the water. The crew had to make sure to keep the water out of the boat. Ships use to be made out of wood but now they are made out of iron and steel. They are |

|built in sections and then fastened together. The iron beams are stronger than old wood supports. It takes time to get a ship together and to float. |

|Clarify: Copy down words, phrases, or sentences in the passage that are unclear. Then explain how you clarified your understanding. |

|Words or Phrases: gondolier, barnacles, |

|Clarify: I think the word gondolier means paddler. The context clues in the sentence helped me figure what the word means. I know what barnacles are now. It is|

|sticky crustaceans that stick themselves to the bottoms of the ships. |

Character Sketcher

Section I

Your job as Character Sketcher is to think carefully about Eustace Clarence as you read. You will be given a passage with a page and paragraph where you can find information about your character. Reread the passage carefully. As you are reading, think about descriptive words that capture how your character acts or looks. You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help. In addition, you will create an artistic impression of your character. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper.

You are invited to learn more about Eustace Clarence. Please take notes on how Eustace Clarence acts and looks.

❖ To begin, reread the following passages and determine “descriptive words” that capture Eustace Clarence’s personality and explain why the words describe him.

❖ Reread page 1 pp. 1 and page 2 pp. 1-2: paragraphs two and three. Which character trait words describe Eustace Clarence? _______________________________

❖ What words in the passage were your context clues? _______________________________________________________

❖ Reread page 26 pp. 4, page 27, page 28 pp.1.

Eustace Clarence acts ________________________________because___________________

__________________________________________________________.

❖ Reread page 31 pp. 2, page 32 pp.1. Which words describe Eustace Clarence?

________________________________________________________

❖ He acts _____________________because_____________________

______________________________________________________.

❖ Reread page 32 pp. 2-page 36. Which words describe Eustace Clarence?

________________________________________________________

❖ He acts _____________________because_____________________

______________________________________________________.

On another paper, use the passages that describe Eustace Clarence’s actions and appearance to help you complete an artistic impression of him. Enjoy!

Word Wizard

Section II

Chapter 4-6

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

a. the word and the page where it is located

b. a definition for the word (remember to use your context clues)

c. synonyms you know (remember to use the THESAURUS)

d. any associations/connections you may have with that word

e. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 1 words from The Voyage of the Dawn Treader

|Word |Definition |

|Slovenly | |

|Page 56 | |

|Abominable | |

|Page 60 | |

|Victualed | |

|Page 66 | |

|Forlorn | |

|Page 71 | |

|Scandalously | |

|Page 77 | |

|Venture | |

|Page 82 | |

|Shamming | |

|Page 90 | |

|Disquieting | |

|Page 100 | |

Vocabulary Activities Section II

Synonyms and Antonyms

Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

|Synonym |Word |Antonym |

| | | |

| |Disquieting | |

| | | |

| | | |

| |Slovenly | |

| | | |

| |Shamming | |

| | | |

| |Forlorn | |

| | | |

| |Abominable | |

Forms of a Word

Directions: Look at the vocabulary in bold print. Recall its definition (look back at your notebook if needed). Think of the different forms of the word and write each in the appropriate column. Not all forms of the word will be completed each time like the first example.

|Noun |Verb |Adjective |Adverb |

| | | | |

| | |Appalling | |

| | | | |

| | | |Scandalously |

| | | | |

| |Venture | | |

| | | | |

| | |Disquieting | |

DOUBLE ENTRY DIARY: Section II

The Great Ships

You will write a Double Entry Diary, otherwise known as a DED. You will be reading, writing in your diary, rereading, and discussing throughout these entire books of historical fiction and nonfiction.

As you are assigned your reading, you will write a total of FOUR entries from the selections from The Great Ships. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you?

You will write each entry so that it looks something like this table:

|From the book (words, quotes, passages). Please include the page |What it means to me |

|and paragraph. | |

| | |

|Quote: “The Victory is England’s most famous fighting ship, or |Reaction: This quote makes me think that England was really proud|

|“man-of-war.” It was part of the great “wooden walls of England,”|of the ships that they had and would do what they can to protect |

|the warships whose wooden sides bristled with cannons, protecting|their land. |

|the island of England from invaders across the seas.” | |

|Page 19 pp. 1 | |

Below are options that you may choose to write about and how you might organize your thoughts:

|Significant passage copied from the text; include page and |Connections or reactions to recorded statement |

|paragraph #. | |

|Quote |Reaction (How you feel about the quote) |

|Quote |Connection (Self, Text, World) |

|Quote/Picture |Inference (What you think it means) |

|Quote |Question |

|Prediction |What Really Happened (You will complete this after you know) |

|Question you have or something you don’t understand |Answer or possible answer |

|Fact | Your Opinion |

|Effect (What happened?) |Cause (Why did it happen?) |

|Author’s Craft (Simile, metaphor, personification) |Explanation of what it means and how it adds importance to the |

| |passage |

We will read pages 4-5, 10-11, 18-19, and 32-33 in groups during group reading. As you are reading, think about the following:

❖ The different ships

❖ How the ships were used

❖ Who made the ships

❖ When the ships were used

❖ What made the ships important

❖ How did they affect history

❖ What happened to the people on the ships

Use the above ideas when writing your DEDs.

Below are 5 examples of DEDs from the first section of Pirate Diary. Remember, you only have to write down 4 entries.

|1. Quote: “The Vikings sailed their longships along the coasts |Reaction: This makes me wonder how many people were hurt by the |

|of Europe, attacking and robbing churches, towns, and cities.” |Vikings when they were alive. |

|(p.5) | |

|2. Quote: “The Golden Hind was only the second ship ever to sail|Connection: This makes think that Drake was a good captain and |

|around the world, and Drake was the first captain ever to make |knew what he was doing when they sailed around the world. I |

|the entire trip”(p.11) |wonder what happened to the other captain on the first ship that |

| |sailed around the world. |

|3. Quote: “When he had filled the Golden Hind’s hold with gold |Inference: I imagine that Drake had a lot of gold and jewels on |

|and jewels, it was time to return to England.”(p.11) |the ship. I wonder where they store the gold and jewels at on |

| |the ship? |

|4. Quote: “In October of 1805, off Cape Trafalgar in Spain, |Reaction: I like the way the author used the term men-of-war for |

|Nelson and his fleet of twenty-seven ships spotted the enemy’s |the fighting ship. That way we can learn a new way to call the |

|thirty-three men-of-war.(p.19) |ships. |

|5. Prediction: I think The Bismarck is a war ship from Europe. |What Really Happened: It is a war ship from Germany during WWII |

| |was sunk by British warships and aircrafts. (p.33) |

Story Quilt

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Directions: While reading this section, select what you consider to be the most important sentence in this section of the book. You will be provided a blank piece of paper.  You will write your selected sentence and a brief (3-5 sentences) explanation of why you chose this sentence on the provided paper. Finally, you will add an artistic impression to your quilt square, and it will be added to the class quilt.

Example (from the 1st section):

Pg. 21 “Then,” said Reepicheep, “it is after the Lone Islands that the adventure really begins.”

This is when Edmund and Lucy find out that Caspian is planning so sail past the Lone Islands. I feel that it sets up the tone of the story and what is going to happen. The reader can sense the characters are going to be heading into the unknown. After reading this statement I felt excitement because I wanted to know what was going to happen to the characters. I also wanted to know what kind of adventures they would face.

Ship Internet Workshop

This is an Internet workshop that will introduce you to different kinds of ships. You are invited to explore information on the Internet. Take notes in your Captains journal. Come prepared to share your information at our workshop session.

Please answer the following questions:

1. Go to the bookmark set for the following Web site:



Explore the information on Longships. Answer the following questions in your Captains journal to put in your data retrieval chart later. When was it first used? Who used these ships? What were they used for? Are they still used today?

2. Go to the bookmark set for the following Web site:



Explore the Information on Steel Warships. Answer the following questions in your Captains Journal to put in your data retrieval chart later. When was it first used? Who used these ships? What were they used for? Are they still used today?

3. Go to the bookmark set for the following Web site:



Explore the Information on Merchant Ships. Answer the following questions in your Captains Journal to put in your data retrieval chart later. When was it first used? Who used these ships? What were they used for? Are they still used today?

|Ships |When was it first used? |Who used these ships? |What were they used for? |Are they still used today? |

| | | | | |

| | | | | |

|Longships | | | | |

| | | | | |

|Steal | | | | |

|Warships | | | | |

| | | | | |

| | | | | |

|Merchant Ships | | | | |

Data Retrieval Chart (DRC)

Word Wizard

Section III

Chapter 7-9

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

a. the word and the page where it is located

b. a definition for the word (remember to use your context clues)

c. synonyms you know (remember to use the THESAURUS)

d. any associations/connections you may have with that word

e. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section III words from The Voyage of the Dawn Treader

|Word |Definition |

|Console | |

|Page 106 | |

|Provisions | |

|Page 107 | |

|Obstinate | |

|Page 108 | |

|Vermilions | |

|Page 123 | |

|Bulwark | |

|Page 124 | |

|Swaggering | |

|Page 136 | |

|Gentry | |

|Page 145 | |

|Uglification | |

|Page 149 | |

|Contrary | |

|Page 153 | |

Vocabulary Activities Section III

Synonyms and Antonyms

Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

|Synonym |Word |Antonym |

| | | |

| |Contrary | |

| | | | |

| |Bulwark | | |

| | | |

| |Provisions | |

| | | |

| |Console | |

| | | |

| |Obstinate | |

Vocabulary Activities Section III

Have you Ever?

Directions: Read the following sentences and answer them accordingly.

1) Describe a time when you had someone come console you.

2) Describe a time when you were obstinate.

3) Has there been a time that you had to pack provisions for a trip? Explain.

4) What was attacking the Dawn Treader that had vermilions in it? Describe it.

5) Describe something that would use a bulwark. Why would they use it?

6) Name a time when you have been swaggering. Why were you swaggering?

7) Have you ever been in a gentry? What gentry were you in and why?

8) Have you ever done any uglification to an object? What was the object and why did you do it?

9) Have you ever been contrary of something that your friends believed in? What were you contrary about and why?

Sketch to Stretch

Section III

Chapter’s 7-9 pgs. 105-154

Select a scene or part of the story from Section 3 (Chapters 7-9) that really stuck out in your mind and create an artistic impression that represents your interpretation of it.  Do not compose an illustration, or a picture of what is described in the text; rather, compose something that symbolizes or represents the feeling, emotion, or meaning related to a scene. 

You may compose graphs, symbols, etc. Be ready to share your artistic impression and explain it to us.

As you for your groups to share your sketches, think about the following:

• Invite the students in your group to interpret your sketch.

• You may wish to ask:

o "What is this a picture of?"

o "What do you think I found important or interesting in the story?"

• After members of your group provide their interpretations, feel free to comment on your sketch.

Discussion Director Section III (pp. 105-154)

Directions: Your job is to involve your classmates in your group by thinking and talking about the section of the book you have just read.  You are going to ask questions that really help your classmates that are in your group think about the reading. Your questions should require your classmates to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

Your job as the Discussion Director is to come up with five (5) thinking questions.  You really want to make your group THINK about the reading.  You are trying to make sure everyone in your group understands or comprehends the reading.  It is very important that you ask your group critical thinking questions and NOT easy, right- there, in-the-book questions.  You want the members of you group to stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may wish to begin your questions with the following words/phrases: 

        Who?, What?, Where?, When?, Why?, How?, If_______ then________?

          You need to write down the following:

1. the questions

2. your answers to your questions

3. the page numbers where the students can reference the text to justify their responses to your questions

You may want to focus on the following events when thinking about and developing your questions:

❖ How they figured out the dragon was Eustace

❖ How the crew got provisions and fixed the ship

❖ Eustace Change back to being human

❖ How the islands name was chosen and what was written in the stone

❖ What the beast did to the ship

❖ How everyone got away from the beast alive

❖ What happened on Deathwater Island

❖ What was decided on what to do with the invisible people

❖ What the invisible people wanted

Examples of a few good thinking questions might be:

1. What caused Eustace to turn back into a human?

2. How did Eustace help the crew, Caspian, Lucy and Edmund when he was a dragon?

Word Wizard

Section IV

Chapter 10-12

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

a. the word and the page where it is located

b. a definition for the word (remember to use your context clues)

c. synonyms you know (remember to use the THESAURUS)

d. any associations/connections you may have with that word

e. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section IV words from The Voyage of the Dawn Treader

|Word |Definition |

|Inquisitive | |

|Page 156 | |

|Misjudged | |

|Page 170 | |

|Contented | |

|Page 184 | |

|Impeachment | |

|Page 193 | |

|Tumbling | |

|Page 197 | |

|Tolerate | |

|Page 198 | |

|Mutiny | |

|Page 198 | |

Vocabulary Activities Section IV

Synonyms and Antonyms

Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

|Synonym |Word |Antonym |

| | | |

| |Mutiny | |

| | | |

| | | |

| |Misjudged | |

| | | |

| |Inquisitive | |

| | | |

| |Contented | |

| | | |

| |Tolerate | |

Sentence Stems/Idea Completions

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Directions: Complete each sentence. Think about the meaning of each vocabulary word to help you create a completion that makes sense for the sentence.

• ____________________ made the girl really inquisitive of the activity.

• The boy misjudged the girl’s facial features and did ___________________.

• The mother was contented with her child’s _________________________.

• The President went through an impeachment because _________________.

• The ship’s crew went tumbling down the main hatch because ____________.

• The teacher did not tolerate the student’s behavior because ______________.

• It has been said that there was some mutiny on board the ship because ____________________.

DOUBLE ENTRY DIARY: Section IV The Voyage of the Dawn Treader

(pg. 125-174)

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You will write a Double Entry Diary, otherwise known as a DED. You will be reading, writing in your diary, rereading, and discussing throughout this entire book of fantasy.

As you are assigned your reading, you will write a total of FOUR entries from Section 4 of The Voyage of the Dawn Treader. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you?

You will write each entry so that it looks something like this table:

|From the book (words, quotes, passages). Please include the page |What it means to me |

|and paragraph. | |

| | |

|Quote: page 170 pp.3- end page 171 (which is ¼ a page) |Reaction: After reading this quote I think that Lucy will still |

| |be nice to her friend Majorie Preston after talking with Aslan. |

|Ending quote “We must meet the master of the house.” |I felt that Aslan was right. |

| | |

| | |

| | |

| | |

| | |

Below are options that you may choose to write about and how you might organize your thoughts:

|Significant passage copied from the text; include page and |Connections or reactions to recorded statement |

|paragraph #. | |

|Quote |Reaction (How you feel about the quote) |

|Quote |Connection (Self, Text, World) |

|Quote/Picture |Inference (What you think it means) |

|Quote |Question |

|Prediction |What Really Happened (You will complete this after you know) |

|Question you have or something you don’t understand |Answer or possible answer |

|Fact | Your Opinion |

|Effect (What happened?) |Cause (Why did it happen?) |

|Author’s Craft (Simile, metaphor, personification) |Explanation of what it means and how it adds importance to the |

| |passage |

You may want to think about the following events and ideas:

• Lucy’s time with the magician’s book

• Lucy’s talk with Aslan

• Lucy’s talk with the magician

• Interaction with the visible Dufflepuds

• Going into the Dark Island

• Finding the Lord in the Dark Island

• Coming out of the Dark Island

Reciprocal Teaching

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As you engage in reciprocal teaching, each group member will complete a job: summarizer, questioner, clarifier, and predictor. While you read, you will have sticky notes to mark places that you would like to use for discussion. Below is a description of each job as well as a handout that will help you with questions about your job.

Description of Jobs

5) Summarizer- Highlight the key ideas up to this point in the reading.

6) Questioner- Pose questions about the selection:

• Unclear parts

• Puzzling information

• Connections to other concepts already learned

7) Clarifier- Address confusing parts and attempt to answer the questions that were just posed.

8) Predictor- Offer predictions about what the author will tell the group next or, if it's a literary selection, the predictor might suggest what the next events in the story will be.

See the next page for an example of Reciprocal Teaching.

Chapter or Book title: The Voyage of the Dawn Treader

Section IV pages 155-203

|Prediction: Before you begin to read the selection, look at the title or cover, scan the pages for chapter titles, and look at any illustrations. Write down your |

|prediction(s). |

|Prediction: I think that Lucy will find many spells in the magician’s book. The invisible beings will become happy because they can see each other again and they will |

|be pretty again. Caspian, Lucy, Edmund, Eustace, and the Crew will have something terrible happen to them on the Dark Island. |

|Support: I read the chapter titles and viewed the illustrations carefully. |

|Question 1: Why was it important for Lucy to understand that eavesdropping was not good? |

| |

| |

|Question 2: Why was it important for the dwarfs to be changed to what they were? |

| |

| |

|Question 3: What is the difference between the crew going into the Dark Island and them coming out? |

| |

| |

|Question 4: Would you like to stay on the Dark Island or the Island with the Dufflepuds? Explain why. |

|Summarize: Write a brief summary of what you read. |

|Lucy saw many spells and tried one before the visible one. She got to see Aslan and talked with him. Then she meet with the magician , ate with him and talked to him |

|about Dufflepuds. Then she went and talked with the Dufflepuds, Caspian, Edmund, and Eustace. Then when they left the island they went to an island called the Dark |

|Island. They found one of the missing lords and found out that the island make their dreams come alive. Then it took them a while to get away from the Dark Island and|

|it took the help form Aslan to get out. |

|Clarify: Copy down words, phrases, or sentences in the passage that are unclear. Then explain how you clarified your understanding. |

|Words or Phrases: disastrous, regrettable, conceal |

|Clarify: I liked how the word disastrous was used. It helped me see that it was something that was not good. The sentence was “When the dish contained anything like |

|soup or stew the result was disastrous.” With regrettable I was able to use my context clues to understand the word. “And we’re extremely regrettable,” said the Chief|

|Monopod,” that we can’t give you…” I think that conceal means hide. I came up with this from the context clues on the last paragraph on page 198 that finishes on page|

|199. |

Word Wizard

Section V

Chapter 13-16

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

a. the word and the page where it is located

b. a definition for the word (remember to use your context clues)

c. synonyms you know (remember to use the THESAURUS)

d. any associations/connections you may have with that word

e. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section V words from The Voyage of the Dawn Treader

|Word |Definition |

|Oblong | |

|Page 207 | |

|Sauntered | |

|Page 213 | |

|Sensation | |

|Page 233 | |

|Persuade | |

|Page 233 | |

|Astonishment | |

|Page 244 | |

|Particularly | |

|Page 251 | |

|Consultation | |

|Page 257 | |

|Irresolute | |

|Page 261 | |

|Victualed | |

|Page 263 | |

Vocabulary Activity Section V

Learning Common Prefixes

Write short definitions for these words. Use your context clues and what you know about word parts to help you write the definition:

|Word |Page and Paragraph Number |Definition |

|Unpeopled |p. 216 par. 1 | |

|Uncovered |p. 228 par. 3 | |

|Uncomfortable |p. 233 par. 2 | |

|Uninhabited |p. 254 par. 1 | |

|Unbearable |p. 258 par 1 | |

What does the prefix “un-“ mean?

You are searching for the treasured prefix un-. As you read, ANY MATERIALS, write down all words you find that begin with the prefix un-.

Vocabulary Activities Section V

Synonyms and Antonyms

Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

|Synonym |Word |Antonym |

| | | |

| |Sauntered | |

| | | |

| | | |

| |Irresolute | |

| | | |

| |Astonishment | |

| | | |

| |Particularly | |

| | | |

| |Persuade | |

Wanted! [pic]Missing!

Directions: You will be creating a wanted or missing poster for one of the characters listed below:

|Eustace |Reepicheep |

|Caspian |Drinian |

|Lucy |Ramandu |

|Edmund |Ramandu’s Daughter |

|Aslan | |

Remember… a WANTED/MISSING poster can be completed for a hero, heroine, or villain. You need to include the following categories on your wanted or missing poster:

-physical description of the character

-how the character acts

-likes and dislikes of the character

-talents, hobbies, and interests

-known hangouts

-last place seen

-wanted for OR missing since

Be sure to complete your wanted poster with an illustration of your character as well as any other fun facts (such as rewards, alias, or nickname). Have lots of fun with this!

[pic]Character Trading Cards[pic]

Directions: Choose ANY character you have learned about while reading The Voyage of the Dawn Treader and complete the planning sheet shown below on your chosen character. You will use the information to create a character trading card.

After you have completed the planning sheet, use a computer to visit . Follow the directions on the screen to create your trading card. Make sure to print your trading card and we will fold them in class. Have lots of fun! (

Copyright 2006 IRA/NCTE. All rights reserved. Read Write Think materials may be reproduced for educational purposes.



CHARACTER TRADING CARD PLANNING SHEET

Directions: Use this planning sheet to prepare for the online Character Trading Cards activity by filling in information for each side of the trading card. Since space on the trading card is limited, you will need to summarize your information.

Character’s name:

1. Description

Setting: Where does the story take place?

____________________________________________________________________________________________________________________________________________________________

Appearance: What does the character look like?

____________________________________________________________________________________________________________________________________________________________

Personality: How would you describe the character’s personality (endearing, loathsome, boastful, and humble)?

____________________________________________________________________________________________________________________________________________________________

2. Insights

Thoughts: What are the character’s most important thoughts?

____________________________________________________________________________________________________________________________________________________________

Feelings: What are the character’s most important feelings?

____________________________________________________________________________________________________________________________________________________________

3. Development

Problem: What is the character’s problem at the beginning of the story?

____________________________________________________________________________________________________________________________________________________________

Goal: What does the character want to happen by the end of the story?

____________________________________________________________________________________________________________________________________________________________

Outcome: How does the end of the story affect the character?

____________________________________________________________________________________________________________________________________________________________

4. Statements and Actions

Statements: What is the most important or memorable thing the character says?

____________________________________________________________________________________________________________________________________________________________

Actions: What is the character’s most important action?

____________________________________________________________________________________________________________________________________________________________

Interactions: How does the character get along with other characters?

____________________________________________________________________________________________________________________________________________________________

5. My Impressions

Like: What do you like most about this character?

____________________________________________________________________________________________________________________________________________________________

Dislike: What do you dislike most about this character?

____________________________________________________________________________________________________________________________________________________________

Personal connection: Whom does this character remind you of and why?

____________________________________________________________________________________________________________________________________________________________

Post Reading Activities

Creating an I-Poem

Directions: You will choose a character from the book and create a I-Poem about that character. You will use what you have learned about the character from the book to create the I-Poem for them (format below). When you are done we will come back together as a class and share our I-Poems with each other.

One Voice I-Poem

Stanza One

I am (two special characteristics)

I wonder (something you are actually curious about)

I hear (an imaginary sound)

I see (an imaginary sight)

I want (an actual desire)

I am (the first line of the poem repeated)

Stanza Two

I pretend (something you pretend to do)

I feel (a feeling about something imaginary)

I touch (an imaginary touch)

I worry (something that really bothers you)

I cry (something that makes you very sad)

I am (the first line of the poem repeated)

Stanza Three

I understand (something you know is true)

I say (something you believe in)

I dream (something you actually dream about)

I try (something you really make an effort to do)

I hope (something you actually hope for)

I am (the first line of the poem repeated)

Final Vocabulary Assessment

Definitions: Write your own definition of the following words:

1. Poltroon

2. Languishing

3. Scandalously

4. Venture

5. Swaggering

6. Gentry

7. Impeachment

8. Tumbling

9. Sensation

10. Consultation

Directions: For the following write down a Synonym or an antonym

11. Persuade

12. Astonishment

13. Contented

14. Tolerate

15. Contrary

16. Console

17. Forlorn

18. Shamming

19. Assonance

20. Pacifist

Rubric

|Activity/Criteria |Your Points/Total Possible Points |

|From the Cover |/5 |

|All are components are complete. | |

|Thought is apparent in predictions made about the book. | |

|Internet Workshop and DRC |/20 |

|Responses to questions are complete and accurate. |(10 points each) |

|All categories are completed for at least one book or website. | |

|Character Sketcher |/5 |

|Traits are included and thorough. | |

|Page numbers are included. | |

|Artistic representation is complete and thoughtful. | |

|Vocabulary Activities for Sections 1 through 5 |/25 |

|Definitions are “child-friendly” | |

|Activities are correct and complete |(5 points per Section) |

|Double-Entry Diary |/10 |

|Entries connect to topics/themes covered in the section. |(5 points per section) |

|Entries also reflect evidence of attention to class discussions/lectures. | |

|4 complete entries are well written, well explained and thoughtfully | |

|crafted; includes well-chosen examples of passages from the book; should | |

|reflect knowledge gained from class discussion. | |

|Provides more than one thoughtful idea/supporting reason | |

|Sketch-to-Stretch Activity |/5 |

|Artistic representation is thoughtful and creative. | |

|Representation is symbolic and explanation is thorough. | |

|Discussion Director | |

|5 Questions displays insight into novel’s main events and themes; | |

|questions are “higher-level” |/5 |

|Answers are provided and when appropriate, page #s | |

|Wanted Poster |/5 |

|Artistic representation is thoughtful and creative. | |

|Poster includes all required information. | |

|I Poem |/10 |

|Is written in the form of an I Poem | |

|Includes thoughtfully chosen words and images to reveal character and | |

|poetic techniques | |

|Includes example of figurative language | |

|Incorporates at least 5 examples of factual information from research | |

|Demonstrates considerable effort | |

|Vocabulary Assessment |/20 |

|All answers are complete and correct. |(5 points per section) |

|Reciprocal Teaching |/5 |

|Job assigned completed | |

|There is detail in each part | |

|Story Quilt |/10 |

|Chose the most important sentence | |

|Explain in 3-5 sentence why they choose the sentence | |

|Detailed artistic expression on their square | |

|Character Trading Cards |/15 |

|Thorough description of the characters disruption | |

|Thorough insight and development of the character | |

|Thorough Statements of Action and their impression | |

|Each part is descriptive | |

|Artistic representation is complete and thoughtful. | |

|Total |/140 |

Unit Text Selections

The Voyage of the Dawn Treader.

Written by C.S. Lewis. 1952. C. S. Lewis Pte. Ltd.

Reading Level— 6th grade (Aged 9-12)

There are several reasons for using The Voyage of the Dawn Treader in the classroom. One reason for including it in a unit designed for 6th grade because it connects to two of the objectives in the North Carolina Standard Course of Study for English Language Arts. They have to study the characteristics of literary genres by reading a variety of literature. Also exploring relationships between and among characters, ideas, concepts and/or experiences. This book would help fulfill both of those objectives and also you can connect it to the Social Studies curriculum. In 6th grade they are studying Europe and South America. Three of the main characters are from England and this book can help start talking about what goes on in England. How Europe is different from other countries. This can be shown in the book by Eustace and how he was comparing things in Narnia to back in England. The book can connect with several of the North Carolina Social Studies Standard Course of Study. Especially with boats and ships since a good bit of the story is on a ship. It can be connected to the Social Studies and the students can learn about boats and ships from Europe and South America and how they changed over time.

The main reason that I chose this book that was because of the story. It is part of a series that has been around for a while and children love it. It has a totally different world that you get to go into and explore along with the characters of the story. It is like you are there with them. C. S. Lewis gives good detail on things described in the story. You can just visualize what is going on in the book without having pictures. Writing about magic and mythical creatures in the story is a great way to children’s attention. Also reading things about the boat and reading about some of the monarchy can help children learn about them and they are not even realizing that they are. This way they are reading something fun and learning something at the same time. The book also has kids that are around the same age as them. It will get the students to want to read it because they can relate to kids in a story better than they can an adult. I hope that they students would want to learn more about some of the things that they learned from the book that is connected to our world.

The Great Ships. Written and illustrated by Patrick O’Brien. 2001. Walker Publishing Company, Inc.

Reading Level— 5th Grade (ages 8-11)

In this unit is about boats and ships it is connected to the North Carolina Social Studies Standard Course of Studies. This book would be good because it has ships from Europe. It is important for the students to learn about ships form the countries that they are learning about. The pages are set up to where there is a picture on one page and on the next page there is information about the ship. There is also a smaller picture on the page with the information. The information is presented in an interesting way for the kids.

I choose this book because it has information on ships from Europe. That way it can be connected to my unit. It will show more ways ships were and are used than was shown in The Voyage of the Dawn Treader. The Great Ships go into good detail about the ships in the book and it has really good pictures so that the reader can have a good visual of the ship while they are reading about it. The price of the book was another thing that helped me choose this book also. I did not want to get a book that was really costly. This book was in a good price range.

Eyewitness Books: Boat. Written by Eric Kentley and Illustrations by Jim Stevenson and James Stevenson. 1992. Dorling Kindersley Limited.

Reading Level— 6th grade (Ages 11 and up)

It is important to know the different kinds of boats and how they were made and used. I found that this book would be appropriate for the students to use in this unit. The book is split up into 26 sections. The students will only look at the three that I choose for them to look at and do an activity on. The illustrations in the book will get the students hooked on wanting to learn about boats and the different ones made and how they were used.

I choose this book the illustrations and how the information was presented in the book. This would be something that the students would like to look at and it would be easy for the teacher to pick and choose what they wanted to use with the class. It does a good job of showing the different kinds of boats and ships that have been made. Also another factor for this book was also the price. I did not want to spend a lot of money when getting books for the unit. The price for this book was reasonable.

Additional Resources

Fiction:

The Wreckers (The High Seas Trilogy). Written by Iain Lawrence and illustrated by Patrick Whelan. 1998. Delacorte Press.

This is the first installment of The High Seas Trilogy. On the barren coast of Cornwall, England, lived a community who prayed for shipwreck, a community who lured storm-tossed ships to crash upon the sharp rocks of their shore. Then the ship called The Isle of Skye and the youngest of its crew member, 14-year-old John Spencer, Survived the wreck. This book goes on about ships and how it affects people’s lives. Ships are mentioned throughout the book like in The Voyage of the Dawn Treader. This book is a great option for readers who are interested in ships and adventures and it is a good book for students who are below grade level and on grade level. The book is on a 5th and 6th grade reading level based on lexile level.

The Buccaneers (High Seas Trilogy). Written by Iain Lawrence and Illustrated by Patrick Whelan. 2001. Delacorte Press.

This is the third installment of the High Seas Trilogy. It is about a boy named John Spencer who sets sails from England to the Caribbean. He and the crew encounter pirates, fierce storms, fever, and a strange man who some fear may be cursed. It connects to The Voyage of the Dawn Treader by talking about what life is like for the people on the ship. This book is a great option for readers who are interested in adventures that happen on ships and out at sea. The book is on a 7th grade reading level and is good for students who are reading above reading level.

Viking Ships at Sunrise. Written by Mary Pope Osborne and Illustrated by Sal Murdocca. 1998. Random House Children’s Books.

This is the fifteenth book in the Magic tree house books. It is about Jack and Annie going back to ancient Ireland. They land on a cliff on a misty island. They have to look for a story. It will take a Viking invasion, the help of a jolly monk, and a lot of courage for Jack and Annie to succeed in Viking Ships at Sunrise. It connects to the book The Great Ships because the students have gone over about the Viking ships in the book. This book is a great option for readers who are on a 3rd grade level. The book will be really helpful because information is shown in a fun way.

Poetry:

The Sea, Ships & Sailors; Poems, Songs and Shanties. Selected by William Cole and Drawings by Robin Jacques. 1967. Viking Press.

This book is has poems, songs and shanties about the sea, ships and sailors. It would be good for the students to see what they are learning about in a different form of writing besides in a non-fiction book and a fiction book. The teacher can pick and choose what poems, songs and shanties she wants the students to read. So there will be poems, songs and shanties for all the students to read. Some of the really lower level ones might need some help with some words but they will be able to read most of what they are assigned.

Non-Fiction:

Boats. Written by Ken Robbins and photographed by multiple groups. 1989. Scholastic Inc.

This book describes in text and photographs the characteristic features of twenty different ships and boats. Some of them include tugboats, submarines, trawlers, and swamp buggies. The students having a chance to see what the ships and boats look like and a description of them will help them learn what kind of ships and boats have been used or is being used. Having photographs of the ships and boats will help students connect to the book because they can see that it is an actual ship or boat.

Aventures sur les mers. English title: Boats and Ships: rafts, galleons, pirate ships, whalers, ocean liners, and submarines. Written by Not Available and Illustrated by Not Available. 1996. New York: Scholastic.

This book is about the history of seafaring vessels, great explorers and their navigational instruments, fishing and whaling ships, submarines and a lot more. There is some simple text and really great artwork that includes die-cuts, tracing, paper, acetate and flap pages, gatefolds, reusable vinyl stickers, and two pull-out minibooks. This book is really interactive and will help students learn in a fun way instead of them having to read everything straight form text.

Ships. Written by Philip Wilkinson and cover design by Mike Davis and illustration by David O’Connor. 2000. Kingsfisher.

In this book it has detailed cutaway artwork that lets you explore the inner workings of all kinds of ships. You can explore from ocean liners and aircraft carriers to sailboats and steamships. It also has a useful reference section which includes an illustrated glossary and index. The book is split up into different sections to talk about the different kinds of ships, what they were used for, myths and mysteries and shipwrecks. It is a good interactive book for students to use to find out information about ships. This book would be shown along with the Eyewitness book: Boat because of how similar they are set up.

Boatbuilder. Written and photographed by Hope Herman Wurmfeld. 1988. Collier Macmillan Publishers.

This book is about a man who is building a sailboat that a father gave to his son. It takes a year to build the boat. There are descriptions of what happened during the time that the man was building the boat. Also there are letters in the book and pictures to go along with what went on during the year. At the end of the book there is a glossary that gives you boating terminology. This book is a good way to show how a boat is built and on giving terminology for people to learn if they ever go boating.

Standard Course of Study Correlation Chart

|Unit Activity |NC Language Arts Grade 6 |

|During some of the activities they will get into groups and work |1.03 Interact appropriately in group settings by: |

|together. One of the activities they will present to a group is the |listening attentively. |

|Discussion Director. They will have to present what they did to a |showing empathy. |

|group. |contributing relevant comments connecting personal experiences to |

| |content. |

| |monitoring own understanding of the discussion and seeking |

| |clarification as needed. |

|The students will read sections from Eyewitness Books: Boat and The |2.01 Explore informational materials that are read, heard, and/or |

|Great Ships. With one book they will be doing Reciprocal Teaching |viewed by: |

|and the other book they will do a DED. |Drawing inferences and/or conclusions. |

|The students will get to interact with books and the internet |2.02 Use multiple sources of print and non-print information in |

|workshop. That way they will see different ways of getting |designing and developing informational materials (such as brochures, |

|information. |newsletters, and infomercials) through: |

| |exploring a variety of sources from which information may be attained|

|Throughout the multi-text the students will be interacting with |6.01 Demonstrate an understanding of conventional written and spoken |

|vocabulary words during different activities. At the end they will |expression by: |

|have a final vocabulary activity. |determining the meaning of unfamiliar vocabulary words by using |

| |context clues, a dictionary, a glossary, a thesaurus, and/or |

| |structural analysis (roots, prefixes, suffixes) of words. |

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