A Resource Guide to use with Where the Red Fern Grows

1 | Page Unit Created by Gay Miller

Unit Created by Gay Miller

Welcome to Book Units Teacher ~ I love teaching! I

especially love interactive notebooks, anchor charts,

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fun. Here is the place for me to share some of the things I

love. ~~ Gay Miller

Where the Red Fern Grows

Digital + Printable Book Unit


Thank you for purchasing Where the Red Fern Grows Book Unit. This is a phenomenal book that I’m sure your students will love! Other products in this series may be found at

http://www.teacherspayteachers.com/Store/Gay-Miller

Important

Links for digital resource are found at the

end of the unit.

Thank you for purchasing Where the Red Fern Grows

Book Unit. Over the years this unit has been added to

and changed as new teaching standards have been

introduced. The comprehension questions began as

knowledge level multiple choice questions. Later

higher level thinking questions such as sequencing,

main idea, plot development, summary, drawing

conclusions, inference, predicting, theme,

understanding vocabulary, interpreting literary

devices, etc. were added. Now with the Common

Core Standards, I have also added Constructed

Response questions. Most of these questions have

graphic organizers to help students plan a response.

These questions also require students to verify

answers with the text. I hope these questions will

help your students be prepared for their assessment.

Interest Level Grades 4 – 6 Reading LeveL Grade level Equivalent: 6.4 Lexile Measure®: 700L



Table of Contents

Author – Rawls Wilson 5

Lesson Plans at a Glance 6

Vocabulary 7

Teacher Information 8

Original Vocabulary 11

Vocabulary – Word of the Day List 12

Vocabulary Bookmarks 14

Vocabulary Word Cards 16

Vocabulary Word Wall 19

Practice with Vocabulary Words Week 1 25

Practice with Vocabulary Words Week 2 27

Practice with Vocabulary Words (Analogies) 29

Vocabulary Post Test 30

Revised Vocabulary 31

Vocabulary List with Definitions 32

Vocabulary Bookmarks 38

Vocabulary Word Cards 40

Vocabulary Practice Booklet* 43

Vocabulary Test 66

Comprehension Quizzes and Constructed Response Questions 70

Comprehension Quiz for Chapters 1-2* 71

Constructed Response – Flashback* 72

Comprehension Quiz for Chapter 3* 74

Constructed Response – Figurative Language Meanings * 76

Constructed Response – Cause and Effect* 77


Constructed Response – Venn Diagram Comparing Two Fight Scenes* 80


Constructed Response – Describe Feeling about Tahlequah from Perspectives of Different Characters*

82


Constructed Response – Comparing Old Dan to Little Ann* 85

Explain the Raccoon Trap* 86


Constructed Response – Comparing Billy to Samie* 88


Constructed Response – Ways Billy is Maturing (Character Change) * 90


Constructed Response – Setting* 93


Constructed Response – Comparing Billy to the Pritchard Brothers* 95


Constructed Response – Problems and Solutions* 98


Constructed Response – Your Course of Action Compared to Billy’s* 100


Constructed Response – Summarizing* 103


Constructed Response – Figurative Language and Meaning* 106



Constructed Response – Symbolism* 109


Constructed Response – Theme* 113

Story Map* 114

Answer Keys 116

Writing Prompts 137

English Lessons – Sentence Unit 140

Lesson 1 – Understanding Sentences* 141

Lesson 2 – Four Types of Sentences 146

Lesson 3 – Punctuating Sentences* 149

Lesson 4 – Subject/Verb Agreement – Singular Nouns and Pronouns** 151

Lesson 5 – Subject/Verb Agreement – Plural Nouns and Pronouns** 155

Lesson 6 – Subject/Verb Agreement – Irregular Verbs (Form of Be) ** 158

Lesson 7 – Subject/Verb Agreement – Irregular Verbs** 164

Lesson 8 - Trouble Verbs (Sit/Set & Lie/Lay) ** 168

Lesson 9 – Understanding Sentence Problems (Run-on/Stringy/Choppy) * 171

Combining Sentences Organizer* 173

Lesson 10 – Combining Choppy Sentences (Repeated Words) 178

Lesson 11 – Combining Choppy Sentences (Making Phrases) 182

Lesson 12 – Combining Choppy Sentences (With Conjunctions) 186

Correcting Run-On Sentences Organizer* 193

Lesson 13 – Correcting Run-On Sentences 195

Lesson 14 – Correcting Run-On Sentences 199

Sentence Unit Post Test** 203

Activities 208

Audio Book Information 209

Introducing the Book / Map Activities 210

Information on Raccoons 211

Craft Activity - Directions for Making a “Coonskin” Hat 212

Information on Mountain Lions 214

Information on Coonhounds 215

Craft Activity – Making a Dog Bank 216

Craft Activity – Making a Lantern 217

Craft Activity – Balloon Hounds 219

Character Drawings 220

Craft Activity – Painting a Dog Collar 222

Recipe – Puppy Chow 223

Recipe – Cornmeal Pancakes 226

Math and Science Correlation 227

Craftivity 229

Answer Keys 241

Links and Passwords for Digital Materials 250

Credits 260

* Hot Potatoes * Digital Task Cards hosted by Boom Learning * Activities for Google Slides * PowerPoint Lesson (found in Google Drive)


Author - Wilson Rawls

Woodrow Wilson Rawls was born in Scraper, Oklahoma in 1913.

His family was extremely poor. The area where he lived had no

schools. Wilson's mother taught him how to read at home. He

remained uninterested in books until his mother brought home

a copy of Jack London's The Call of the Wild. From this time on Wilson wanted to write a book.

Wilson began writing in his youth. Due to his lack of schooling,

Wilson's work had poor spelling, grammar, and punctuation. He

was ashamed of this so he kept his works to himself. Wilson's

family moved from place to place during the Depression. Wilson

continued to write. The writings were rejected by publishers

due to the spelling and grammar.

Right before Wilson was to get married in 1958, he burned all

his writings, so his new wife Sophia would not know of his

failures. Finally Wilson told his wife of his dream. She

encouraged him to rewrite his story of his boyhood. She loved

the book and helped him with the spelling and grammar.

The book was accepted and published in a three-part serial

called "The Hounds of Youth" by The Saturday Evening Post in

1961. It was published later that year as a novel by Doubleday

as Where the Red Fern Grows. Wilson continued his writing with

a second book called Summer of the Monkeys. It was published

in 1976. Both books have received numerous awards. Wilson died in December of 1984.

Wilson Rawls Report Resources

Wilson Rawls - Author of Where the Red Fern Grows

Educational Paperback Association

http://edupaperback.org/authorbios/Rawls_Wilson.html

Idaho Falls Public Library

http://pac.eils.lib.id.us/Rawls/bio.html Author Profile http://www.trelease-on-reading.com/rawls.html

http://edupaperback.org/authorbios/Rawls_Wilson.html

http://pac.eils.lib.id.us/Rawls/bio.html

http://www.trelease-on-reading.com/rawls.html


Where the Red Fern Grows Lesson Plans Day Original

Vocabulary Revised Vocabulary

Reading Constructed Response

Activities English Writing

1 dormant grieve

dormant grieve

Chapter 1-2 Flashback/ Mood and Tone

Map Activity - Locate Setting

Lesson 1 - Understanding Sentences PowerPoint

2 festered fester mull

Chapter 3 Figurative Language Cause and Effect

Craft Activity – Making a Bank

Lesson 2 Four Types of Sentences

Comparing Grandpa and Billy

3 provisions amends provisions

Chapters 4-5

Comparing Scenes

Map Activity-Calculate miles from Kentucky to Oklahoma.

Lesson 3 - Punctuating Sentences

Compare the two dogs Billy buys. OR How Billy felt when he first saw the pups.

4 trance trance query

Chapter 6 Character Feelings

Lesson 4 Subject/Verb Agreement PowerPoint with practice

5 submerge Vocabulary Practice with Week 1 Words

submerge leverage

Chapter 7 Comparing Little Ann and old Dan Explain the Trap


How Billy felt when he trapped his first raccoon

6 riffle

limber riffle

Chapter 8 Comparing Characters


7 limber resistance full-fledged

Chapter 9 Character Change


How you felt when Billy cut down the huge sycamore tree

8 belligerent belligerent destined

Chapters 10-11

Setting Computer Activities to Practice Troublesome Verbs

Lesson 8 Troublesome Verbs PowerPoint with practice

9 resistance disposition begrudging

Chapters 12 Comparing Characters

Craft Activity – Balloon Dogs

Lesson 9 Sentence Problems

10 foliage Vocabulary Practice with Week 2 Words

clamber foliage

Chapter 13 Problem and Solutions

Lesson 10 Combining Choppy Sentences

How you felt when Rubin Pritchard died

11 jubilant jubilant codger

Chapter 14 Course of Action

Lesson 11 Combining Choppy Sentences

12 jinx monotonous jinx

Chapter 15 Summarizing Lesson 12 Combining Choppy Sentences

13 lull gingerly falter

Chapter 16 Literary Devices

Lesson 13 Run-on Sentences

How you felt when Billy won the raccoon hunt

14 haggard lull haggard

Chapter 17-18

Symbolism (wind)

Lesson 14 Run-on Sentences

15 jugular Vocabulary Practice Vocabulary

jugular cleave

Chapters 19-20

Theme

Cooking Activity

Post Test for Sentence Unit

How you felt when Little Ann died

16 Test Test Story Map Watch video. Write directions for making corn meal pancakes or Puppy Chow.


Vocabulary The vocabulary portion of this unit has been

revised. The original vocabulary practice

contained 16 words. This version includes a

vocabulary list with definitions, three printable

practice exercises, plus a unit test.

The revised practice nearly doubles the number of

focus words to 30 (two words for each reading

selection). This version includes a vocabulary list

with definitions, a 16 page mini-booklet for

practice, and a unit test.

I have left the original version intact and added an

additional section for the revised version for ease

of use. Since the words in the original vocabulary

are also in the revised version, you may mix the

two together to differentiate instruction.


How to Use this Resource for Teaching Vocabulary

The following items are available to aid in teaching vocabulary:

A Suggested Vocabulary Teaching Method – I have included the method that I use to

teach vocabulary. I have used this method with 3rd, 4th, 5th, and 6th graders with success. There

are many other successful methods. If your class is struggling to learn new vocabulary words,

you may wish to give this method a try. If you have a different method that is successful, you

probably will not want to change.

A Vocabulary List with Two Words from Each Reading Selection– This list contains the

words, definitions, several synonyms for each word, the part of speech as the word is used in

the chapter, and the sentences from the text which include the words. In some cases, I have

included several sentences to aid students in determining the meaning of the word.

Vocabulary Bookmarks – These bookmarks contain the complete vocabulary list. I have

included both colored and blackline versions. I have found these bookmarks are extremely

helpful for students who have been absent. Students may use the list to help catch up missing

vocabulary words. The bookmark list also aids students who lose vocabulary cards.

Word Cards – In my classroom, I use the printable word cards on a word wall. I change the

word wall with each unit. I use index cards for students to make response cards. If you are not

limited in the number of copies you use, you may wish to print these cards onto cardstock for

students to use in place of the index cards. The bold typed words are easy to read whereas

some student writing is extremely difficult. You may also wish to use the printable cards to

differentiate instruction.

Vocabulary Storage Pocket – This pocket is intended for the vocabulary response cards. It

will hold either the printable cards or the index cards.

Vocabulary Practice Book - This book contains a half page daily practice with each pair of

vocabulary words. At the end of each five day period, you will find a half page review of all

words up to the review point.

Matching Vocabulary Test

View this free four minute video for more

information on using the vocabulary materials

in this unit.

https://www.teacherspayteachers.com/Product/Teaching-Vocabulary-with-Book-Units-by-Gay-Miller-2907072


Vocabulary Teaching Method When I first began teaching, I combed through each book writing down every word I thought my

students may need to practice. I used this extensive list and made flash cards, created practice

pages, and invented game activities. My students were able to make passing grades on

vocabulary tests, many made100, at the end of the units, but I soon discovered the words were

only in the students’ short-term memories. The words were not becoming part of the students’ oral

or written vocabulary. Also, when I gave review tests several months later, the test scores were

low. At this point, I changed my teaching strategy and found a much more successful teaching

method.

Here’s how it works:

I select no more than two words a day. With a restrictive number of words, I am able to practice

every word, every day while teaching the unit. Students will hear the words over and over again

which is essential for long-term memory. I also select a large number of synonyms for each

vocabulary word to use in this daily study. Many of these synonyms are selected to enhance

vocabulary development as well.

Every day, I have students create vocabulary cards with these words. [Note: I have included

printables in this packet for this, or you may use index cards.]

On one side of the index card, have students write the vocabulary word in large letters, so

that it may be used as a response card. For daily practice, students spread their index

cards with the words facing up on their desktops. The teacher calls out definitions,

synonyms, antonyms, or sentences with missing words, etc. Students locate the correct

word and hold up the card. This is a great way for the teacher to check to determine if

students need additional practice or if most know the words. Also, each student is

participating with each teacher request – the every student, every time theory.

When teaching a new word, I have students create word webs or write definitions on the

reverse side of the card. A word such as encyclopedia will need a definition, whereas

inspire would be an ideal word for a word web. I usually read the sentence from the text in

which the word may be found. [This is included in this packet.] The students must use

context clues to determine the meaning of the word. As students name synonyms or come

up with a great definition, I write it on the board for the students to copy on their cards.

I always have students determine which part of speech the word is as it is used in the

sentence from the text. This is written on the back of the card as well. [The part of speech

for each word is listed in the vocabulary list I have provided.]

Next I call on student volunteers to use the word in sentences. To mix things up, we

sometimes write the sentences on the card backs, and other times this is just oral practice.

Some words need an illustration. For example, microscope would be a great word for

students to draw quick sketches next to their definitions, in place of writing sentences, on

their card backs. To differentiate instruction, you may have some students draw their

illustrations on the front of the card.


Using Index Cards to Teach Vocabulary


Original Vocabulary

Page | 12 © Gay Miller

dormant - Lying asleep or as if asleep; inactive Page 3 - It's strange indeed how memories can lie dormant in a man's mind for so many years.

grieve - To mourn or sorrow for; feel sad; be upset Page 9 - I never saw a boy grieve like that.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

festered - To be or become an increasing source of irritation or poisoning; irritate; make bitter;

aggravate

Page 17 - Every time I'd see a coon track down in our fields, or along the riverbanks, the old sore would get all festered up and start hurting again.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

provisions - A stock of necessary supplies, especially food; rations; necessities Page 28 - At the outskirts of town, I hid my flour sack and provisions, keeping the gunny sack.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

trance - A soothing, comatose or overexcited state; dream; daze; stupor; daydream

Page 49- The booming voice of my father shook me from my trance.

Page 62 - The movement of the boy pup shook me from my trance.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

submerge - To place under water; go under water; sink Page 59 -All along the river large sycamore logs lay partly submerged in the clear blue water.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

riffle - A rocky sandbank or sandbar lying just below the surface of a waterway.

Page 75 - I was hurrying along looking for a shallow riffle so I could wade across, when the voices of my dogs stopped.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

limber - Capable of moving, bending, or contorting easily; nimble; flexible Page 85 - If I know anything about swinging an ax, it won't be long before he's limber as a rag.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

belligerent - Inclined or eager to fight; hostile or aggressive; quarrelsome; spoiling for a fight.

Page 102 - He strutted around with a belligerent and tough attitude.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

resistance - Power or capacity to withstand; fight; battle Page 139 - That took the last resistance out of me.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*


foliage - A cluster of leaves; plants; shrubbery Page 147 - As I passed under the branches of the bur oak tree, I looked up into the dark foliage.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

jubilant - Joyful and proud especially because of triumph or success; triumphant; thrilled; ecstatic;

delighted; over the moon

Page 158 - "That's six days from now," he said in a jubilant voice.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

jinx - A condition or period of bad luck that appears to have been caused by a specific person or

thing; curse; plague

On pages 172-173 Billy hears two owls screeching at once. This is considered bad luck. .....Papa laughed, and said, ""These mountains are full of that jinx stuff."

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

lull - A relatively calm gap; quiet period; stillness; silence

Page 199 - Once during a momentary lull in the storm, I thought I heard the baying of a hound.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

haggard - Appearing worn and exhausted; gaunt; fatigued; worn-down

Page 180 - The first one to reach us was Mr. Kyle. He looked haggard and tired.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

jugular - One of the large veins which return the blood from the head to the heart through two

chief trunks, an external and an internal, on each side of the neck

Page 226 - The big cat had Old Dan by the throat. I knew he was seeking to cut the all-important vein, the jugular.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*


Vocabulary Bookmarks


Vocabulary List

dormant

festered

trance

riffle

belligerent foliage

jinx

haggard

grieve

provisions

submerge

limber

resistance

jubilant lull

jugular


Vocabulary List

dormant

festered

trance

riffle

belligerent foliage

jinx

haggard

grieve

provisions

submerge

limber

resistance

jubilant lull

jugular


Vocabulary List

dormant

festered

trance

riffle

belligerent foliage

jinx

haggard

grieve

provisions

submerge

limber

resistance

jubilant lull

jugular


Vocabulary List

dormant

festered

trance

riffle

belligerent foliage

jinx

haggard

grieve

provisions

submerge

limber

resistance

jubilant lull

jugular



Where the Red Fern

Grows Vocabulary List

dormant festered

trance

riffle

belligerent foliage

jinx

haggard

grieve

provisions

submerge

limber resistance

jubilant

lull jugular


Vocabulary List

dormant festered

trance

riffle

belligerent foliage

jinx

haggard

grieve

provisions

submerge

limber resistance

jubilant

lull jugular


Vocabulary List

dormant festered

trance

riffle

belligerent foliage

jinx

haggard

grieve

provisions

submerge

limber resistance

jubilant

lull jugular


Vocabulary List

dormant festered

trance

riffle

belligerent foliage

jinx

haggard

grieve

provisions

submerge

limber resistance

jubilant

lull jugular


dormant

grieve

festered

provisions

trance

submerge


riffle

limber

belligerent

resistance

foliage

jubilant


jinx

lull

haggard

jugular


dormant

grieve

festered


provisions

trance

submerge


riffle

limber

belligerent


resistance

foliage

jubilant


jinx

lull

haggard


jugular

Vocabulary

Where the Red Fern

Grows


dormant grieve festered

provisions trance submerge

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

1. Which word does not belong with the rest?

submerge immerse sink festered

2. up is to down as awake is to ????

up : down :: awake : __________________

3. Give a synonym of mourn as it is used in the following sentence.

Billy began to ___________________________ because he did not have the

money to buy two coon hounds.

4. Antonyms of the word daze include alertness, watchfulness, and awareness. Which of the following is a synonym of daze?

a. trance

b. provisions c. festered d. submerge

5. Choose the best word to complete the sentence from the vocabulary list above.

At the outskirts of town, I hid my flour sack and ________________, keeping the gunny sack.

6. Which word can replace the word irritated in the following sentence?

Every time I'd see a coon track down in our fields, or along the riverbanks, the old

sore would get all irritated and start hurting again. ______________________________

7. Complete the following analogy:

Neat is to sloppy as float is to ????

neat : sloppy :: float : ____________.


8. The booming voice of my father shook me from my __________________.

a. submerge b. grieve

c. trance d. dormant

9. Which of the following does not describe the word grieve?

a. a young girl who lost her teddy bear

b. a teenager whose mother died c. a boy who won a competition

d. a man who lost his job

10.Choose the best word from the list above to complete the sentence.

All along the river large sycamore logs lay partly ____________________ in the clear blue water.


dormant grieve festered

provisions trance submerge

riffle limber belligerent

resistance foliage

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

1. Use the words listed below to complete the chart:

fight daze battle struggle daydream sleep conflict stupor confrontation dream

trance resistance

2. hatchet is to axe as leaves is to ???? hatchet: axe :: leaves : ______________________________

3. horde is to crowd as flexible is to ????

horde : crowd :: flexible : __________________________

4. Which word does not belong?

inactive dormant active sleeping

5. survival is to death as rejoice is to ???? survival : death :: rejoice:__________________


6. submerge is to float as surrender is to ???? submerge : float :: surrender :__________________

7. Which word does not belong? necessities supplies riffle provisions rations


inactive sleeping supple agile nimble inoperative resting flexible bendy idle

limber dormant

9. Which word or phrase does not belong?

argumentative festered quarrelsome loud-mouthed spoiling for a fight

10.Which word or phrase does not belong?

rocky shoal foliage sandbar riffle


dormant grieve festered jinx

provisions trance submerge lull

riffle limber belligerent haggard

resistance foliage jubilant jugular

Directions: Complete the following analogies using words from the list above.

1. lull is to calm as inactive is to ???

lull : calm :: inactive : ______________________________

2. mourn is to grieve as flexible is to ???

mourn : grieve :: flexible : __________________________

3. foliage is to plant life as rejoice is to ???

foliage : plant life :: rejoice:__________________

4. food is to provisions as leaves is to ???

food : provisions :: leaves :__________________

5. chest is to heart as neck is to ???

chest : heart :: neck : ________________________

6. curse is to jinx as sink is to ???

curse : jinx :: sink : ________________________

7. trance is to awareness as surrender is to ???

trance : awareness :: surrender : ________________________

8. fresh is to haggard as good-natured is to ???

fresh : haggard :: good-natured : ________________________

9. riffle is to rocky sandbank as irritate is to ???

riffle : rocky sandbank :: irritate : ________________________

10.quiet is to lull as daydream is to ???

quiet : lull :: daydream : ________________________


Vocabulary Post Test

Matching - Write the letter of the correct definition in front of each vocabulary word.

1. ______________ dormant a. To mourn or sorrow for; feel sad; be upset

2. ______________ grieve b. power or capacity to withstand; fight; battle

3. ______________ festered c. A rocky sandbank or sandbar lying just below

the surface of a waterway.

4. ______________ provisions d. Capable of moving, bending, or contorting

easily; nimble; flexible

5. ______________ trance

e. One of the large veins which return the blood

from the head to the heart through two chief trunks, an external and an internal, on each side of

the neck

6. ______________ submerge

f. To be or become an increasing source of

irritation or poisoning; irritate; make bitter; aggravate

7. ______________ riffle g. To place under water; go under water; sink

8. ______________ limber h. Inclined or eager to fight; hostile or aggressive; quarrelsome; spoiling for a fight

9. ______________ belligerent i. Lying asleep or as if asleep; inactive

10. ______________ resistance

j. A condition or period of bad luck that appears to

have been caused by a specific person or thing; curse; plague

11. ______________ foliage k. A relatively calm gap; quiet period; stillness; silence

12. ______________ jubilant l. A cluster of leaves; plants; shrubbery

13. ______________ jinx m. A soothing, comatose or overexcited state; dream; daze; stupor; daydream

14. ______________ lull n. Appearing worn and exhausted; gaunt; fatigued; worn-down

15. ______________ haggard o. A stock of necessary supplies, especially food; rations; necessities

16. ______________ jugular

p. joyful and proud especially because of triumph or success; triumphant; thrilled; ecstatic;

delighted; over the moon


Revised Vocabulary


Chapter 1

dormant (adj) lying asleep or as if asleep; inactive

synonyms: quiet, hidden, resting, sleeping, inactive, latent

page 3 - It's strange indeed how memories can lie dormant in a man's mind for so many years.

Chapter 2

grieve (verb) to mourn or sorrow for

synonyms: sadden, be distressed, be upset, be unhappy, feel sad

page 9 - I never saw a boy grieve like that.

Chapter 3

fester (verb) to be or become an increasing source of irritation or poisoning

synonyms: irritate, make bitter, aggravate, rankle, embitter, annoy, gnaw, chafe, rile, fret, make

bitter

page 17 - Every time I'd see a coon track down in our fields, or along the riverbanks, the old sore would get all festered up and start hurting again.

Chapter 3

mull (verb) to think about (something) slowly and carefully

synonyms: ponder, consider, contemplate, think over, give consideration, muse on

I remembered a passage from the Bible my mother had read to us: "God helps those who help themselves." I thought of the words. I mulled them over in my mind. I decided I'd ask God to help me.

Chapter 4

amends ‘make amends’ (noun) to do something to correct a mistake that you have made or a bad

situation that you have caused

synonyms: compensation, replacements, restitution

As I turned to leave, my eyes again fell on the overalls and the bolts of cloth. I thought of my mother, father, and sisters. Here was an opportunity to make amends for leaving home without telling

anyone.

Chapter 5

provisions (noun) a stock of necessary supplies, especially food

synonyms: rations, necessities, supplies, requirements, eatables

page 28 - At the outskirts of town, I hid my flour sack and provisions, keeping the gunny sack.


Chapter 6

trance (noun) a soothing, comatose or overexcited state

synonyms: dream, daze, stupor, daydream, abstraction

page 49- The booming voice of my father shook me from my trance.

page 62 - The movement of the boy pup shook me from my trance.

Chapter 6

query (adj) to ask questions or express doubt about (something)

synonyms: doubt, uncertainty, reservation, question, objection

With a querying look on his face, he said, "I'm afraid I don't understand. I thought you always wanted to go to town."

Chapter 7

submerge (verb) to place under water; go under water

synonyms: sink, plunge, immerse, dip, duck, lower

page 59 -All along the river large sycamore logs lay partly submerged in the clear blue water.

Chapter 7

leverage (noun) the increase in force gained by using a lever

synonyms: control, weight, power

One of the favorite tricks of a smart old ringtail is the treebarking trick. This he accomplished by

running far up on the side of a tree and using his stout legs for leverage, springing twenty or thirty feet away before touching the ground.

Chapter 8

limber (adj) capable of moving, bending, or contorting easily

synonyms: nimble, flexible, supple, agile, lithe

Little Ann acted like she understood. She whined and saved me a wash job on my face. Old Dan may have, but he didn't act like it. He just lay there in the sunshine, all stretched out and limber as a rag.

page 85 - If I know anything about swinging an ax, it won't be long before he's limber as a rag.


Chapter 8

riffle - a rocky sandbank or sandbar lying just below the surface of a waterway

synonyms: sandbar, ridge, bank, mound, shoal, shallow

Page 75 - I was hurrying along looking for a shallow riffle so I could wade across, when the voices of my dogs stopped.

Chapter 9

resistance (noun) power or capacity to withstand

synonyms: fight, battle, struggle, conflict, opposition

The wind itself seemed to be angry at the big tree's stubborn resistance.

page 139 - That took the last resistance out of me.

Chapter 9

full-fledged (adj) fully developed

synonyms: complete, mature, full-sized, full-grown, adult

Hadn't my little hounds treed and killed their first coon? Along about then I decided I was a full-fledged coon hunter.

Chapter 10

belligerent (adj) inclined or eager to fight; hostile or aggressive

synonyms: aggressive, argumentative, quarrelsome, confrontational, spoiling for a fight

Old Dan was just the opposite. He strutted around with a belligerent and tough attitude.

Chapter 10

destined (adj) certain to do or to be something

synonyms: fated, preordained, doomed, predetermined, foreordained, decided, prearranged

By some strange twist of nature, Little Ann was destined to go through life without being a mother.

Perhaps it was because she was stunted in growth, or maybe because she was the runt in a large litter. That may have had something to do with it.

Chapter 12

disposition (noun) the usual attitude or mood of a person or animal

synonyms: nature, character, temperament, temper, outlook, mood, personality

Rainie was the youngest, about my age. He had the meanest disposition of any boy I had ever

known. Because of this he was disliked by young and old. Wherever Rainie went, trouble seemed to follow. He was always wanting to bet, and would bet on anything. He was nervous, and could never

seem to stand still.


Chapter 12

begrudging (adj) - said, done, or given in a reluctant way

begrudgingly (adv)

synonyms: resenting, envying, grudging, be envious, be jealous, be resentful

"We'll just stay here. I want to look at some of the shirts," said Rubin.

"No, you won't," said Grandpa. "Come on, I'm going to lock up."

Begrudgingly, they walked out.

I helped Grandpa start the mill and we proceeded to grind the corn. The Pritchard boys had followed us and were standing looking on.

Chapter 13

clamber (verb) to climb or crawl in an awkward way

synonyms: scramble, scale, mount, crawl

I clambered up and looked over to the fight. What I saw thrilled me. Faithful Little Ann, bitch though she was, had gone to the assistance of Old Dan.

Chapter 13

foliage (noun) a cluster of leaves

synonyms: plants, shrubbery, greenery, vegetation, undergrowth

page 147 - As I passed under the branches of the bur oak tree, I looked up into the dark foliage.

Chapter 14

jubilant (adj) joyful and proud especially because of triumph or success

synonyms: triumphant, thrilled, ecstatic, delighted, over the moon

page 158 - "That's six days from now," he said in a jubilant voice.

Chapter 14

codger (noun) an old man

synonyms: fellow, bloke, chap, guy

"A baby," Grandma snorted. "Why, you're worse than a baby. At least they have a little sense. You don't have any at all. An old codger like you out chasing a coon all over the hills."


Chapter 15

monotonous (adj) used to describe something that is boring because it is always the same

synonyms: dull, droning, repetitious, uninteresting, wearisome, dreary

From far back in the flinty hills, the monotonous call of a hoot owl floated down in the silent night. It

was

the mating call and was answered from a distant mountain.

Chapter 15

jinx (noun – adjective in sample sentence) a condition or period of bad luck that appears to have been caused by a specific person or thing

synonyms: curse, plague, spell, misfortune, bugaboo, evil eye, bad luck

On pages 172-173 Billy hears two owls screeching at once. This is considered bad luck. .....Papa

laughed, and said, ""These mountains are full of that jinx stuff."

Chapter 16

gingerly (adv) very carefully

synonyms: cautiously, delicately, warily, tentatively, gently

Grandpa very gingerly started picking his way. His tender old feet moved from one smooth rock to

another. Everything was fine until we reached midstream, where the current was much swifter. He stepped on a loose round rock. It rolled and down he went.

Chapter 16

falter (verb) to feel doubt about doing something

synonyms: hesitate, waver, weaken, fade, abate

Regardless of all the discouraging talk, the love and belief I had in my little red hounds never

faltered. I could see them now and then, leaping over old logs, tearing through the underbrush, sniffing and searching for the lost trail. My heart swelled with pride.

Chapter 17

lull (noun) a relatively calm gap

synonyms: quiet period; stillness; silence

page 199 - Once during a momentary lull in the storm, I thought I heard the baying of a hound.

Chapter 18

haggard (adj) appearing worn and exhausted; gaunt

synonyms: fatigued, worn-down

page 180 - The first one to reach us was Mr. Kyle. He looked haggard and tired.


Chapter 19

jugular -one of the large veins which return the blood from the head to the heart through two chief

trunks, an external and an internal, on each side of the neck

synonyms: NA

page 226 - The big cat had Old Dan by the throat. I knew he was seeking to cut the all-important vein, the jugular.

Chapter 19

cleave (verb) to split (something) by hitting it with something heavy and sharp

synonyms: slice, cut, slash, smite, hew, chop, sever, split

My aim was true. Behind the shoulders, in the broad muscular back, the heavy blade sank with a sickening sound. The keen edge cleaved through the tough skin. It seemed to hiss as it sliced its way

through bone and gristle.




Vocabulary List dormant grieve

fester mull

amends provisions

trance query

submerge leverage

limber riffle

resistance full-fledged

belligerent destined

disposition begrudging

clamber foliage

jubilant codger

monotonous jinx

gingerly falter

lull haggard

jugular cleave



fester mull

amends provisions

trance query

submerge leverage

limber riffle




clamber foliage

jubilant codger

monotonous jinx

gingerly falter

lull haggard

jugular cleave



fester mull

amends provisions

trance query

submerge leverage

limber riffle




clamber foliage

jubilant codger

monotonous jinx

gingerly falter

lull haggard

jugular cleave


Vocabulary List

dormant grieve

fester mull

amends provisions

trance query

submerge leverage

limber riffle




clamber foliage

jubilant codger

monotonous jinx

gingerly falter

lull haggard

jugular cleave



Where the Red Fern

Grows Vocabulary List

dormant grieve

fester mull

amends provisions

trance query

submerge leverage

limber riffle




clamber foliage

jubilant codger

monotonous jinx

gingerly falter

lull haggard

jugular cleave


Vocabulary List

dormant grieve

fester mull

amends provisions

trance query

submerge leverage

limber riffle




clamber foliage

jubilant codger

monotonous jinx

gingerly falter

lull haggard

jugular cleave


Vocabulary List

dormant grieve

fester mull

amends provisions

trance query

submerge leverage

limber riffle




clamber foliage

jubilant codger

monotonous jinx

gingerly falter

lull haggard

jugular cleave


Vocabulary List

dormant grieve

fester mull

amends provisions

trance query

submerge leverage

limber riffle




clamber foliage

jubilant codger

monotonous jinx

gingerly falter

lull haggard

jugular cleave


mull

amends

query

leverage

full-fledged

destined


disposition

begrudging

clamber

codger

monotonous

gingerly


falter

cleave


Vocabulary Storage Pocket Print one the vocabulary storage pocket for each student on colored paper.

Have students cut out the pocket on the bold lines.

To make the pocket, fold the left and right sides toward the back of the pocket on the dotted lines.

Next fold the bottom flap up toward the back.

Glue the flaps in place.

Glue the pocket to the inside of the front cover of the

vocabulary booklet.

Hint: When cutting out the pocket, do not cut the right and left sides off. This makes the pocket overlap in the back. Cards will slide more easily into the pocket.


Making the Mini-Book

I recommend that you duplicate the cover onto construction paper or card stock.

Standard construction paper is 9 by 12 inches which makes the cover a bit larger than

the pages inside.

Your pages must be duplicated on the front and the back. I ran my pages front and back

directly from the printer. This is a simple process with only eight pages. Simply place the

page that has been printed on one side back into the printer for the reverse side to be

printed. Once all the pages have been printed arrange them in numerical order and

staple down the middle to form the book.

To print the 16 page (4 Pieces of Paper) practice book back-to-front follow this guide:

Pages 16 & 1 front with Pages 2 & 15 on back

Pages 14 & 3 front with Pages 4 & 13 on back Pages 12 & 5 front with Pages 6 & 11 on back

Pages 10 & 7 front with Pages 8 & 9 on back

This book cover was

printed on standard

sized copier paper

which will work

equally well if you do

not have a copier

that will print

construction paper.


V oc abulary Storage Pocket

After printing this page on colored paper, have the students cut out the pocket on the bold lines. Next

fold the left and right sides toward the back of the pocket on the dotted lines. Then fold the bottom flap

up toward the back. Glue the flaps in place. Finally glue the pocket onto your interactive notebook.


V o cabulary Storage Pocket

After printing this page on colored paper, have the students cut out the pocket on the bold lines. Next

fold the left and right sides toward the back of the pocket on the dotted lines. Then fold the bottom flap

up toward the back. Glue the flaps in place. Finally glue the pocket onto your interactive notebook.


Chapters 19-20 [jugular and cleave]

1. Complete the T-Chart with words from the box

meaning cleave.

hold on slash cling

cut slice stick

--

cleave - to split (something)

by hitting it with something

heavy and sharp

cleave - to stay very close

to (someone)

____________________ ____________________

____________________ ____________________

____________________ ____________________

2. lull : calm :: inactive : ________________________

3. foliage : plant life :: rejoice :___________________

4. food : provisions :: leaves :____________________

5. chest : heart :: neck : ________________________

6. curse : jinx :: sink : __________________________

7. fresh : haggard :: good-natured : _______________

8. quiet : lull :: daydream : ______________________

9. Draw an arrow showing where the jugular is located on

the human skeleton.

Chapters 1-2 [dormant and grieve]

1. Circle six words in the box that are synonyms of

dormant.

quiet full of life active

vigorous hidden resting

inactive latent lively

sleeping energetic dynamic


be distressed, be upset, rejoice, feel sad, grieve


up : down :: awake : ________________________

4. Which of the following does not describe the word

grieve?


b. a teenager whose mother died c. a boy who won a competition d. a man who lost his job


Billy began to _____________________ because he did

not have the money to buy two coon hounds.

Page 16 Page 1


Chapter 3 [fester and mull]

Matching - Write a, b, c, or d in each blank to match the

best word to its synonym.

1. ________ be unhappy a) fester

2. ________ irritate b) dormant

3. ________ ponder c) grieve

4. ________ inactive d) mull

Use a form of the vocabulary words to complete the sentences.

5. Every time I'd see a coon track down in our fields, or along the riverbanks, the old sore would get all

________________________ and start hurting again.

6. His emotions lay ________________________ for many years.

7. He ________________________ over the loss of his pet.

8. Brian started ________________________ over his choices.

9. They ________________________ over the idea

before making a decision.

10.People need time to ________________________ the

death of a loved one.

11.Which word does not belong with the rest?


12.Which word doesn’t belong?

ponder, consider, ignore, contemplate, think over, mull

Chapters 17-18 [lull and haggard]


haggard.

fresh emaciated energetic

worn-down gaunt active

exhausted lively vigorous

alert fatigued ghastly

2. Complete the T-Chart with words from the box.

stillness silence comfort

reassure pacify respite

--

Lull Meaning Quiet Lull Meaning Soothe

____________________ ____________________

____________________ ____________________

____________________ ____________________

3. Is haggard used correctly in the sentences? True or False

________ He had a haggard imagination. ________ The dancer looked tired and haggard.

________ A haggard atmosphere keeps people coming back to the café.

________ I was shocked by the haggard appearance of

my grandfather when he was in the hospital.


lull; flare-up; quiet period; calm gap; stillness; silence

Page 2 Page 15


Chapter 16 [gingerly and falter]

1. Add vowels to the nonsense words to create vocabulary words from Chapters 8-16.

dspstn ____________________

mntns ____________________

bllgrnt ____________________

gngrly ____________________

bgrdgng ____________________

jblnt ____________________


cautiously, confidently, carefully, tentatively,

fearlessly, gently courageously, delicately, boldly, daringly

Fill in the blanks with gingerly or falter.

3. If you don’t walk ____________________ over these

rocks, you will ____________________ and fall.

4. The old lady’s steps began to

____________________.

5. Your work will ____________________ if you don’t

study regularly.

gingerly not gingerly

Chapters 4-5 [amends and provisions]

1. Choose the best vocabulary word to complete the sentence.

At the outskirts of town, I hid my flour sack and ____________________, keeping the gunny sack.


necessities supplies riffle provisions rations

3. Circle six words in the box that are synonyms of provisions.

eatables empty food

vacant rations supplies

void barren necessities

worthless bare requirements


apology ruthless merciless

compensation penance cold-hearted

--

Synonyms of Amends Antonyms of Amends

____________________ ____________________

____________________ ____________________

____________________ ____________________

Page 14 Page 3


Chapter 6 [trance and query]

1. Fill in the word web with synonyms for query.

2. The booming voice of my father shook me from my ---.

a. submerge

b. grieve c. trance

d. dormant

3. Antonyms of the word daze include alertness, watchfulness, and awareness. Which of the following is

a synonym of daze?

a. trance b. provisions c. festered

d. submerge

4. Is query used correctly in the sentences below?

True or False

________ The reporter queried the witnesses about the incident.

________ I want a query to my question.

________ Did you answer the queries about the

homework?

Chapter 15 [monotonous and jinx]

1. Fill in the word web with synonyms for jinx.


monotonous.

diverse assorted droning

dreary dull various

wearisome mixed repetitious

wide-ranging uninteresting different

Fill the blanks with monotonous, jinx, jubilant, or

codger.

3. My uncle is a feisty old ____________________.

4. I didn’t say I thought I would win the prize because I

didn’t want to ____________________my lucky streak.

5. The students complained that the work was

____________________; they were tired of doing the

same thing over and over.

6. We held a ____________________ celebration to honor

my mother’s 40th birthday.

7. Billy felt hearing two owls was a

____________________.

Page 4 Page 13

query jinx


Chapter 14 [jubilant and codger]

1. Fill in the word web with synonyms for codger.

2. Is jubilant used correctly in the sentences below?

True or False

________ The jubilant winner won one million dollars in the lottery.

________ The jubilant celebration made all the party

goers cry in pain.

________ The fans cheered the team jubilantly.


jubilant.

disappointed joyful ecstatic

thrilled saddened delighted

frustrated upset over the moon

let down triumphant dissatisfied

4. Fill in the blanks with jubilant, codger, clamber, or foliage.

Because the old ____________________ left his key

inside the house, he had to ____________________ over

the ____________________ to climb inside the window.

Chapter 7 [submerge and leverage]



neat : sloppy :: float : ____________________

Read the definitions of leverage. Write a, b, or c to show which definition is used in each sentence.

a) influence or power used to achieve a desired result b) the increase in force gained by using a lever c) to use (something valuable) to achieve a desired result

2. ________ The quarterback’s success gave him a lot of leverage with the team owners.

3. ________ He had enough leverage to get up an upgraded hotel room.

4. ________ He used the leverage of the crowbar to pull

the tree trunk out of the ground.

5. Choose the best from of a vocabulary word to complete the sentence.

All along the river large sycamore logs lay partly ____________________ in the clear blue water.


drmnt ____________________

lvrg ____________________

prvsns ____________________

sbmrg ____________________

grv ____________________

Page 12 Page 5

codger


Chapter 8 [limber and riffle]


inactive sleeping supple agile nimble inoperative

resting flexible bendy idle

limber dormant



3. Fill in the word web with synonyms for riffle.

Chapter 13 [clamber and foliage]

1. hatchet is to axe as leaves is to ???? hatchet: axe :: leaves : ________________________

2. horde is to crowd as flexible is to ???? horde : crowd :: flexible : ______________________

3. survival is to death as rejoice is to ????

survival : death :: rejoice: _____________________

4. submerge is to float as surrender is to ????

submerge : float :: surrender : ___________________


foliage.

leaves undergrowth boulders

rocks plants pebbles

greenery stones shrubbery

vegetation grit marbles

6. Fill in the word web with synonyms for clamber.

Page 6 Page 11

riffle clamber


Chapter 12 [disposition and begrudging]

1. Fill in the word web with synonyms for disposition.

Read the definitions of disposition. Write a, b, or c to show which definition is used in each sentence.

a) the usual attitude or mood of a person or animal b) a tendency to develop a disease, condition, etc. c) the act or power of officially or legally giving land,

possessions, etc., to someone d) the way things are placed or arranged — usually

singular 2. ________ My uncle’s will was used in the disposition

of his property. 3. ________ My family has a genetic disposition

towards diabetes.

4. ________ My dog has a cheerful disposition.

5. ________ The general created a map to show the

disposition of soldiers before the battle.

6. Circle six words in the box that are synonyms of begrudging.

be partial to resenting liking

be fond of envying be envious

loving adorning grudging

be resentful be jealous enjoying

Chapter 9 [resistance and full-fledged]


fight daze battle struggle daydream sleep

conflict stupor confrontation dream

trance resistance

Read the definitions of full-fledged. Write a or b to show which definition is used in each sentence.

a) fully developed

b) meeting all the necessary requirements to be something

2. ________ The conflict lead to a full-fledged war. 3. ________ David is a full-fledged member of the

debate team. 4. ________ Even though he looks quite small, the dog is

a full-fledged Chihuahua.

5. Is resistance used correctly in the sentences?

True or False ________ His ideas have won resistance. ________ He sensed resistance from some of the

members about the new policies.

Page 10 Page 7

disposition


Chapters 10-11 [belligerent and destined]

c) 1. Fill in the word web with synonyms for destined.

2. Complete the following analogies using one of your

vocabulary words from Chapters 1-9.

3. mourn : grieve :: flexible : ____________________

4. trance : awareness :: surrender : ______________

5. riffle : rocky sandbank :: irritate : ______________

Fill in the blanks with either belligerent or destined.

6. The man was ____________________and spoiling

for a fight.

7. She is tall, thin and beautiful and _______________

to be a model.

8. Circle six words in the box that are synonyms of belligerent.

easy-going relaxed hostile

quarrelsome aggressive eager to fight

calm argumentative tolerant

confrontational carefree unconcerned

1

2

3 4 5

6

7

8

9 10

11 12

13

14 15

16

Across 3. to place under water; go under water 7. the increase in force gained by using a lever 8. a rocky sandbank or sandbar lying just below the surface of a waterway 9. certain to do or to be something 13. inclined or eager to fight; hostile or aggressive; quarrelsome; spoiling for a fight 14. to do something to correct a mistake that you have made or a bad situation that you have caused 15. a soothing, comatose or overexcited state 16. to mourn or sorrow for

Down 1. to be or become an increasing source of irritation or poisoning 2. a stock of necessary supplies, especially food 4. to think about (something) slowly and carefully 5. to ask questions or express doubt about (something) 6. fully developed 10. lying asleep or as if asleep 11. power or capacity to withstand

12. capable of moving, bending, or contorting easily

Page 8 Page 9

destined


The following copy of the

vocabulary booklet is the

answer key.


Chapters 19-20 [jugular and cleave]

1. Complete the T-Chart with words from the box

meaning cleave.

hold on slash cling

cut slice stick

--

cleave - to split (something)

by hitting it with something

heavy and sharp

cleave - to stay very close

to (someone)

slice stick

cut cling

slash hold on

2. lull : calm :: inactive : _______dormant_________

3. foliage : plant life :: rejoice :___jubilant__________

4. food : provisions :: leaves :___foliage___________

5. chest : heart :: neck : _____jugular_____________

6. curse : jinx :: sink : ______submerge___________

7. fresh : haggard :: good-natured : _belligerent___

8. quiet : lull :: daydream : ____trance____________

9. Draw an arrow showing where the jugular is located on

the human skeleton.

Chapters 1-2 [dormant and grieve]


dormant.

quiet full of life active

vigorous hidden resting

inactive latent lively

sleeping energetic dynamic


be distressed, be upset, rejoice, feel sad, grieve


up : down :: awake : __dormant ______

4. Which of the following does not describe the word

grieve?


b. a teenager whose mother died c. a boy who won a competition d. a man who lost his job


Billy began to _____grieve_________ because he did

not have the money to buy two coon hounds.

Page 16 Page 1


Chapter 3 [fester and mull]

Matching - Write a, b, c, or d in each blank to match the

best word to its synonym.

1. __c____ be unhappy a) fester

2. __a____ irritate b) dormant

3. __d____ ponder c) grieve

4. __b____ inactive d) mull

Use a form of the vocabulary words to complete the sentences.

5. Every time I'd see a coon track down in our fields, or along the riverbanks, the old sore would get all

____festered_____ and start hurting again.

6. His emotions lay ___dormant___ for many years.

7. He ____grieved___ over the loss of his pet.

8. Brian started ____mulling____ over his choices.

9. They ____mulled____ over the idea before making a

decision.

10.People need time to ___grieve___ the death of a loved one.

11.Which word does not belong with the rest?


12.Which word doesn’t belong?

ponder, consider, ignore, contemplate, think over, mull

Chapters 17-18 [lull and haggard]


haggard.

fresh emaciated energetic

worn-down gaunt active

exhausted lively vigorous

alert fatigued ghastly


stillness silence comfort

reassure pacify respite

--

Lull Meaning Quiet Lull Meaning Soothe

____stillness________ ____reassure________

____silence_________ ____comfort_________

____respite_________ ____pacify__________

3. Is haggard used correctly in the sentences? True or False

___F____ He had a haggard imagination. ___T____ The dancer looked tired and haggard.

___F____ A haggard atmosphere keeps people coming back to the café.

___T____ I was shocked by the haggard appearance of

my grandfather when he was in the hospital.


lull; flare-up; quiet period; calm gap; stillness; silence

Page 2 Page 15


Chapter 16 [gingerly and falter]


dspstn disposition

mntns monotonous

bllgrnt belligerent

gngrly gingerly

bgrdgng begrudging

jblnt jubilant


cautiously, confidently, carefully, tentatively,

fearlessly, gently courageously, delicately, boldly, daringly

Fill in the blanks with gingerly or falter.

3. If you don’t walk ____gingerly____ over these rocks,

you will _____falter_____ and fall.

4. The old lady’s steps began to ____falter____.

5. Your work will ____falter____ if you don’t study

regularly.

gingerly not gingerly

cautiously confidently

carefully courageously

delicately boldly

tentatively fearlessly

gently daringly

Chapters 4-5 [amends and provisions]

1. Choose the best vocabulary word to complete the sentence.

At the outskirts of town, I hid my flour sack and __provisions___, keeping the gunny sack.


necessities supplies riffle provisions rations

3. Circle six words in the box that are synonyms of provisions.

eatables empty food

vacant rations supplies

void barren necessities

worthless bare requirements


apology ruthless merciless

compensation penance cold-hearted

--

Synonyms of Amends Antonyms of Amends

___apology___ ___ruthless____

__compensation___ ____cold-hearted_____

____penance___ ____merciless___

Page 14 Page 3


Chapter 6 [trance and query]

1. Fill in the word web with synonyms for query.

2. The booming voice of my father shook me from my ---.

a. submerge

b. grieve c. trance

d. dormant

3. Antonyms of the word daze include alertness, watchfulness, and awareness. Which of the following is

a synonym of daze?

a. trance b. provisions c. festered

d. submerge

4. Is query used correctly in the sentences below?

True or False

___T___ The reporter queried the witnesses about the incident.

___F___ I want a query to my question.

___T___ Did you answer the queries about the

homework?

Chapter 15 [monotonous and jinx]

1. Fill in the word web with synonyms for jinx.


monotonous.

diverse assorted droning

dreary dull various

wearisome mixed repetitious

wide-ranging uninteresting different

Fill the blanks with monotonous, jinx, jubilant, or

codger.

3. My uncle is a feisty old _____codger____.

4. I didn’t say I thought I would win the prize because I

didn’t want to ____jinx____ my lucky streak.

5. The students complained that the work was

___monotonous___; they were tired of doing the same

thing over and over.

6. We held a _____jubilant_____ celebration to honor my

mother’s 40th birthday.

7. Billy felt hearing two owls was a ____jinx____.

Page 4 Page 13

query

doubt uncertainty

objection question

jinx

curse misfortune

spell plague


Chapter 14 [jubilant and codger]

1. Fill in the word web with synonyms for codger.

2. Is jubilant used correctly in the sentences below?

True or False

__T____ The jubilant winner won one million dollars in the lottery.

__F____ The jubilant celebration made all the party goers cry in pain.

__T____ The fans cheered the team jubilantly.


jubilant.

disappointed joyful ecstatic

thrilled saddened delighted

frustrated upset over the moon

let down triumphant dissatisfied

4. Fill in the blanks with jubilant, codger, clamber, or foliage.

Because the old ____codger____ left his key inside the

house, he had to ____clamber____ over the

____foliage____ to climb inside the window.

Chapter 7 [submerge and leverage]



neat : sloppy :: float : __submerge__

Read the definitions of leverage. Write a, b, or c to show which definition is used in each sentence.

a) influence or power used to achieve a desired result b) the increase in force gained by using a lever c) to use (something valuable) to achieve a desired result

2. __a___ The quarterback’s success gave him a lot of leverage with the team owners.

3. __a___ He had enough leverage to get up an upgraded hotel room.

4. __b___ He used the leverage of the crowbar to pull the

tree trunk out of the ground.

5. Choose the best from of a vocabulary word to complete the sentence.

All along the river large sycamore logs lay partly _____submerged___ in the clear blue water.


drmnt ____ dormant _________

lvrg ____ leverage _________

prvsns ____ provisions ________

sbmrg ____ submerge ________

grv ____ grieve ___________

Page 12 Page 5

codger

an old man fellow

chap bloke


Chapter 8 [limber and riffle]


inactive sleeping supple agile nimble inoperative

resting flexible bendy idle

limber dormant

supple inactive

agile sleeping

nimble inoperative

resting flexible

idle bendy



3. Fill in the word web with synonyms for riffle.

Chapter 13 [clamber and foliage]

1. hatchet is to axe as leaves is to ???? hatchet: axe :: leaves : ______foliage_____________

2. horde is to crowd as flexible is to ???? horde : crowd :: flexible : ____limber_____________

3. survival is to death as rejoice is to ????

survival : death :: rejoice: ___mourn or grieve______

4. submerge is to float as surrender is to ????

submerge : float :: surrender :_belligerent or resistance


foliage.

leaves undergrowth boulders

rocks plants pebbles

greenery stones shrubbery

vegetation grit marbles

6. Fill in the word web with synonyms for clamber.

Page 6 Page 11

riffle

shallow

mound, shoal

sandbar, ridge, bank

a rocky sandbank lying just below the surface of a

waterway clamber

scale scramble

to climb or crawl in an awkward way

mount


Chapter 12 [disposition and begrudging]

1. Fill in the word web with synonyms for disposition.

Read the definitions of disposition. Write a, b, or c to show which definition is used in each sentence.

a) the usual attitude or mood of a person or animal b) a tendency to develop a disease, condition, etc. c) the act or power of officially or legally giving land,

possessions, etc., to someone d) the way things are placed or arranged — usually

singular 2. __c____ My uncle’s will was used in the disposition

of his property. 3. __b____ My family has a genetic disposition towards

diabetes.

4. __a____ My dog has a cheerful disposition.

5. __d____ The general created a map to show the

disposition of soldiers before the battle.

6. Circle six words in the box that are synonyms of begrudging.

be partial to resenting liking

be fond of envying be envious

loving adorning grudging

be resentful be jealous enjoying

Chapter 9 [resistance and full-fledged]


fight daze battle struggle daydream sleep

conflict stupor confrontation dream

trance resistance

daze fight

daydream battle

sleep struggle

stupor conflict

dream confrontation

Read the definitions of full-fledged. Write a or b to show which definition is used in each sentence.

a) fully developed

b) meeting all the necessary requirements to be something

2. __a___ The conflict lead to a full-fledged war. 3. __b___ David is a full-fledged member of the debate

team. 4. __a___ Even though he looks quite small, the dog is a

full-fledged Chihuahua.

5. Is resistance used correctly in the sentences?

True or False ___F____ His ideas have won resistance. ___T____ He sensed resistance from some of the

members about the new policies.

Page 10 Page 7

disposition

nature

temperament

outlook

character


Chapters 10-11 [belligerent and destined]

c) 1. Fill in the word web with synonyms for destined.

2. Complete the following analogies using one of your

vocabulary words from Chapters 1-9.

3. mourn : grieve :: flexible : ____limber_________

4. trance : awareness :: surrender : ____resistance__

5. riffle : rocky sandbank :: irritate : ____fester____

Fill in the blanks with either belligerent or destined.

6. The man was ___belligerent____ and spoiling for a fight.

7. She is tall, thin and beautiful and ___destined___ to

be a model.


belligerent.

easy-going relaxed hostile

quarrelsome aggressive eager to fight

calm argumentative tolerant

confrontational carefree unconcerned

1

f

e

2

p

s

3

s u b

4 m

e r g e

5 q

t

6

f u

o

u

e

u

7

l e v e r a g e

8

r i f f l e

l

i

r

l

s

y

-

9

d e s t i n e

10 d

11

r f

o

o

12

l

13

b e l l i g e r e n t

r

i

s

e

s

m

m

i

d

a

b

14 a

m e n d s

g

15 t

r a n c e

t

e

t

r

a

d

n

c

16

g r i e v e

Across 3. to place under water; go under water 7. the increase in force gained by using a lever 8. a rocky sandbank or sandbar lying just below the surface of a waterway 9. certain to do or to be something 13. inclined or eager to fight; hostile or aggressive; quarrelsome; spoiling for a fight 14. to do something to correct a mistake that you have made or a bad situation that you have caused 15. a soothing, comatose or overexcited state 16. to mourn or sorrow for

Down 1. to be or become an increasing source of irritation or poisoning

2. a stock of necessary supplies, especially food 4. to think about (something) slowly and carefully 5. to ask questions or express doubt about (something) 6. fully developed 10. lying asleep or as if asleep 11. power or capacity to withstand

12. capable of moving, bending, or contorting easily

Page 8 Page 9

destined

fated predetermined

decided prearranged


Vocabulary Test

Matching – Match each definition with its vocabulary word by placing the correct letter in front of the word.

1. ___________ mull a) to do something to correct a mistake that you have

made or a bad situation that you have caused

2. ___________ grieve b) the increase in force gained by using a lever

3. ___________ full-fledged c) power or capacity to withstand

4. ___________ submerge d) lying asleep or as if asleep; inactive

5. ___________ trance e) capable of moving, bending, or contorting easily

6. ___________ provisions f) to ask questions or express doubt about (something)

7. ___________ riffle g) inclined or eager to fight; hostile or aggressive

8. ___________ leverage h) to be or become an increasing source of irritation or

poisoning

9. ___________ dormant i) a stock of necessary supplies, especially food

10.___________ belligerent j) fully developed

11.___________ query k) to think about (something) slowly and carefully

12.___________ resistance l) to place under water; go under water

13.____________limber m) to mourn or sorrow for

14.___________ fester n) a soothing, comatose or overexcited state

15.___________ amends o) a rocky sandbank or sandbar lying just below the

surface of a waterway


16.___________ lull p) a cluster of leaves

17.___________ monotonous q) to climb or crawl in an awkward way

18.___________ gingerly r) to feel doubt about doing something

19.___________ begrudging s) appearing worn and exhausted; gaunt

20.___________ jubilant t) certain to do or to be something

21.___________ cleave u) used to describe something that is boring because it is

always the same

22.___________ jugular v) an old man

23.___________ destined w) the usual attitude or mood of a person or animal

24.___________ haggard x) a relatively calm gap

25.___________ jinx y) a condition or period of bad luck that appears to have

been caused by a specific person or thing

26.___________ clamber z) to split (something) by hitting it with something heavy and sharp

27.___________ falter aa) said, done, or given in a reluctant way

28.___________ disposition bb) joyful and proud especially because of triumph or

success

29.___________ foliage cc) one of the large veins which return the blood from the

head to the heart through two chief trunks, an external

and an internal, on each side of the neck

30.___________ codger dd) very carefully


Vocabulary Test Answer Key

Matching – Match each definition with its vocabulary word by placing the correct letter in front of the word.

1. ____k______ mull a) to do something to correct a mistake that you have

made or a bad situation that you have caused

2. ____m______ grieve b) the increase in force gained by using a lever

3. ____j______ full-fledged c) power or capacity to withstand

4. ____l______ submerge d) lying asleep or as if asleep; inactive

5. ____n______ trance e) capable of moving, bending, or contorting easily

6. ____i______ provisions f) to ask questions or express doubt about (something)

7. ____o______ riffle g) inclined or eager to fight; hostile or aggressive

8. ____b______ leverage h) to be or become an increasing source of irritation or

poisoning

9. ____d_____ dormant i) a stock of necessary supplies, especially food

10.____g______ belligerent j) fully developed

11.____f______ query k) to think about (something) slowly and carefully

12.____c______ resistance l) to place under water; go under water

13.____e______ limber m) to mourn or sorrow for

14.____h_____ fester n) a soothing, comatose or overexcited state

15.____a______ amends o) a rocky sandbank or sandbar lying just below the

surface of a waterway


16.____x______ lull p) a cluster of leaves

17.____u___ monotonous q) to climb or crawl in an awkward way

18.____dd_____ gingerly r) to feel doubt about doing something

19.____aa_____ begrudging s) appearing worn and exhausted; gaunt

20.____bb_____ jubilant t) certain to do or to be something

21.____z______ cleave u) used to describe something that is boring because it is

always the same

22.____cc_____ jugular v) an old man

23._____t_____ destined w) the usual attitude or mood of a person or animal

24._____s_____ haggard x) a relatively calm gap

25._____y_____ jinx y) a condition or period of bad luck that appears to have

been caused by a specific person or thing

26._____q_____ clamber z) to split (something) by hitting it with something heavy and sharp

27._____r_____ falter aa) said, done, or given in a reluctant way

28._____w____ disposition bb) joyful and proud especially because of triumph or

success

29._____p____ foliage cc) one of the large veins which return the blood from the

head to the heart through two chief trunks, an external

and an internal, on each side of the neck

30._____v____ codger dd) very carefully


Comprehension Quizzes and Constructed

Response Questions

The answer keys are in a section that follows this one to make

printing a student packet easier.


Where the Red Fern Grows ~ Chapters 1 - 2 1. How did the man break up the dog fight? a) He yelled and scolded the dogs.

b) He started swinging his coat. c) He threw rocks into the middle of the fight. d) He shook a stick at the dogs.

2. Why did the man feel the need to take care of the hurt dog?

a) Seeing the dog brought back memories of a dog the man had as a young boy. b) The man worked for the city, and it was his

duty to care for the dog. c) The man had a kind heart and hated to see

any animal bested by others.

3. What did the man have on his mantel?

a) an old clock b) green candles c) a trophy

d) two cups

4. Who is telling this story?

a) Billy b) Grandpa c) Papa

d) a coon dog

5. What is the setting of this book?

a) the Rocky Mountains of Colorado b) the Catskills on the Delaware River in New

York c) the Blue Ridge Mountains in western North

Carolina d) the Ozark Mountains on the Illinois River in northeastern Oklahoma

6. Why could Billy NOT have a dog?

a) The type of dog Billy wanted costs a lot of money.

b) Billy's parents did not want a dog. c) Billy's sister had an allergy to dogs.

d) Billy's family could not afford to feed a dog.

7. Papa bought Billy _____________ to help him get over the hurt of not getting the hound

dogs he wanted. a) candy b) traps

c) a bike d) a cat

8. What was the first animal Billy caught in his traps?

a) a rat b) a squirrel c) a cat d) a skunk

9. What animal could Billy NOT catch?

a) a raccoon b) a rabbit c) an opossum

d) a skunk

10. Which question does this part of the story

answer? a) How did Billy get the two cups? b) What were the names of Billy's sisters?

c) Will Billy be satisfied with the traps? d) Who owned the hound that Billy heard

howling each night as he went to bed?

11. Although the hound had no way of knowing it, he had stirred memories, and what priceless treasures they were. Memories

of my boyhood days, an old K. C. Baking Powder can, and two little red hounds.

This passage implies ____________. a) Billy will save enough money to buy the coon hounds he longs to own.

b) The man Billy will keep the hound that he rescues from the dog fight.

c) Billy finds treasures that make him rich enough to buy some coon dogs. d) Billy will help his mother bake biscuits with

some baking powder.

12. What is the main conflict in Chapter 2? a) Billy has to work too hard on the farm to have time to do the things he wants to do.

b) Billy is having trouble catching the rats in the barn.

c) Billy is always catching the cat in his trap. d) Billy wants coon dogs, but his family is too poor to buy them for him.


Chapters 1- 2 ~ Constructed Response – Flashback

Chapter 1 begins . . .

When I left my office that beautiful Spring day, I had no idea what was in store for me. . .

We immediately know the narrator of the story is an adult leaving work for the day.


I suppose there’s a time in practically every young boy’s life when he’s affected by the

wonderful disease of puppy love. I don’t mean the kind a boy has for the pretty little girl that lives down the road. I mean the real kind, the kind that has four small feet and a

wiggly tail, and sharp little teeth that can gnaw on a boy’s finger; the kind a boy can romp and play with, even eat and sleep with.

I was ten years old when I first became infected with this terrible disease.

At this point we realize that we are about to hear a tale about the older man’s boyhood.

Why do you think the author began Where the Red Fern Grows with Billy as an older man, and then wrote the story as a flashback? Use details from the text to explain your answer.

What is the narrator's feelings as he remembers the hounds?

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What is the significance of the trophies on the mantle?

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What is the mood of the story?

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CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the

text (e.g., a character’s thoughts, words, or actions).

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on

specific details in the text (e.g., how characters interact).

CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the

characters respond or change as the plot moves toward a resolution.

http://www.corestandards.org/ELA-Literacy/RL/4/3/




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Where the Red Fern Grows ~ Chapter 3 1. Which event changed Billy's life?

a) finding a knife stuck in the bark of a sycamore tree b) going camping with his grandpa

c) finding a sportsman's magazine d) going fishing at Shannon Ford

2. Billy could earn money doing all of the

following EXCEPT: a) selling stuff to the fishermen such as crawfish minnows, and fresh vegetables

b) collecting empty soda bottles for their deposit

c) picking berries to sell in his grandpa's store d) trapping furs in the winter

3. The two dogs would cost _____________. a) $100.00

b) $25.00 c) $50.00 d) $75.00

4. How long did it take Billy to earn enough money to buy the two hounds?

a) 6 months b) 1 year c) 2 years

d) 3 years

5. What was Grandpa's reaction to Billy saving

all the money? a) amazed and teary eyed b) angry saying it was a fool thing to do

c) sad knowing the dogs would cost more after two years

6. Why did Grandpa tell Billy not to tell his

father about the dogs? a) Pa would give the money to Ma for house goods.

b) Pa would make Billy save the money for something more useful.

c) Pa would spend the money on a mule. d) Pa wanted to buy a new house in town and would use the money to go towards the house

fund.

7. As a way of celebrating Grandpa gave Billy ____.

a) a soda pop b) some candy

c) a toy yoyo d) a knife

8. After eating a few pieces of candy Billy, __. a) told his mom to keep the rest safe for him

b) hid the rest of the bag of candy in the K. C. Baking Power can

c) put the rest of the candy in his pillow case d) gave the rest of the candy to his sisters

9. A good title for Chapter 3 would be: a) The Candy b) A Trip to Grandpa's Store

c) Time to Buy the Pups d) Grandpa's Unusual Day

10. Which sequence best describes the order of events in Chapter 3?

1) Once he had saved $50.00 Billy took the money to his grandpa.

2) Billy works collecting berries, trapping furs, and selling vegetables to fishermen to earn money.

3) Grandpa became teary eyed. 4) Billy places the money he earns in an old K.

C. Baking Powder can. 5) Billy celebrated by eating candy. a) 1, 4, 5, 3, 2

b) 2, 4, 1, 3, 5 c) 3, 4, 2, 5, 4

d) 4, 1, 2, 3, 5


11. Which statement from Chapter 3 is an opinion?

a) Grandpa stared at me over his glasses, and then back at the money.

b) Taking his eyes from me, he glanced back at the money. c) It was too much for my grandfather.

d) He turned and walked away.

12. Which statement is true about Chapter 3?

a) Billy loves his grandpa more than his ma and pa.

b) Billy wanted to share his happiness with his sisters. c) Billy had a difficult time keeping a

secret. d) Billy likes cats better than dogs.


Constructed Response – Figurative Language

What did Billy mean when he said each of the following?

The way my grandfather stared at me made me uneasy. I was on needles and pins.

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As I trotted along, I whistled and sang. I felt as big as the tallest mountain in the

Ozarks.

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CCSS.ELA-Literacy.RL.4.4Determine the meaning of words and phrases as they are used in a text, including those that

allude to significant characters found in mythology (e.g., Herculean).

CCSS.ELA-Literacy.RL.5.4Determine the meaning of words and phrases as they are used in a text, including figurative

language such as metaphors and similes.


and connotative meanings; analyze the impact of a specific word choice on meaning and tone.





Chapter 3 ~ Constructed Response – Cause and Effect

Chapter 3 contains a number of causes and effects. Fill in the chart below to describe the missing cause or effect. What do each of these cause/effect events have in common? Write a

paragraph explaining the relationship of these events?

Cause Effect

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•Billy would find the vegetables left behind in the fishermen's abandoned camp.

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Billy works for two years to save money.

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Billy takes the money he has earned to Grandpa.

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Grandpa gives Billy a bag of candy.

CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly

and when drawing inferences from the text.

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text.

CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.





Where the Red Fern Grows ~ Chapters 4-5 1. What news did Billy get when he visited his grandpa's store on Monday?

a) The mail buggy would deliver the pups all the way to his grandpa's store for $10.00. b) His grandpa had ordered the two pups.

c) The price of the dogs had gone up in the past two years by $10.00.

d) The person selling the pups had moved and could no longer be reached.

2. Ma was concerned about Billy because, ____________.

a) he had a fever and a runny nose b) his schoolwork was going down c) he acted lost and was losing weight

d) he slept all the time

3. How far did Billy have to walk to reach Tahlequah?

a) 20 miles b) 32 miles c) 15 miles

d) 7 miles

4. _____________ guided Billy to the town of Tahlequah.

a) The Frisco Railroad and the Illinois River b) The Dripping Springs Road c) The old buffalo trail

d) The hiking trail through the national forest

5. Billy bought a pair of overalls for Papa,

cloth for Mama, and _____________ for his sisters. a) a small gold bell

b) hair ribbons c) a rag doll

d) a sack of candy

6. Billy stopped at the school yard to

_____________. a) swing b) slide down the pipe

c) ride the teeter-totter d) play with the children

7. How did Billy get the pups home? a) He carried them in the shipping crate.

b) He carried them in the gunny sack. c) The pups followed Billy.

8. How did the townspeople treat Billy? a) They laughed at him.

b) They were amazed by him owning such fine hound dogs.

c) They were frightened of him because of his dirty appearance. d) They thought he would hurt them.

9. Billy took the teasing from the gang until ______________.

a) one called him dog boy b) one stomped his right foot

c) they started clapping their hands and chanting d) one pulled his dog's ear

10. Why did the fight stop? a) The lady who was weeding her flowers

began swinging her hoe. b) The marshal broke up the fight.

c) Billy passed out. d) One of the boys ran away after his nose started bleeding.

11. The marshal gave Billy _________________.

a) a strawberry pop b) a bag of jawbreakers c) an old silver badge

d) some popcorn

12. Billy spent the night _____________. a) on the sandy banks of the river

b) under a large oak tree c) in a cave d) at home


13. __________ awakened Billy during the night.

a) A hooting owl

b) The scream of a mountain lion

c) A black bear's growl

d) The smell of a skunk

14. ___________ kept the animals away from the

cave.

a) A fire

b) Billy's harmonica

c) The barks of the pups

d) Billy's yells

15. The main idea of this reading selection is:

a) Billy's scary night in the woods between his house

and Tahlequah

b) Billy's confrontation with the gang of bullies in

Tahlequah

c) Billy's trip to Tahlequah to get his pups

d) Billy saves his money to buy two coon hounds

16. Based on the story, it is likely that in the future

________________.

a) Billy's pa will buy a mule

b) Billy will return to Tahlequah each year to visit the

marshal

c) Billy will save all the candy for himself

d) Billy will train his two coon hounds to hunt

17. Which question does the story answer?

a) Will Billy get home safely?

b) Will the mountain lion attack Billy and the pups in

the morning when they leave the cave?

c) Will Billy's parents be angry with him for going to

Tahlequah?

d) Will Billy get the two coon hounds?

18. The author uses a number of literary devices to

describe Billy’s return trip. On the blank space before

each quote from Chapter 5, tell which literary device

is used. Choose one to explain what the author

meant by this statement.

____________________Deep in the heart of

the Sparrow Hawk Mountains, night overtook

me.

____________________It screamed its way

into the cave and rang like a blacksmith’s anvil

against the rock walls.

____________________The blood froze in my

veins.

____________________Leaves boiled and

stirred where my pups were.

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Chapter 1

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Chapter 5

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Chapter 5 ~ Constructed Response – Compare and Contrast

Two fights have taken place in Where the Red Fern Grows. The first was the dog fight in Chapter 1. The second is the fight between Billy and the boys in town in Chapter 5. How are these two fights alike?

What is the significance of having similar fight scenes in the story?

Similarities

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CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA-LITERACY.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.





Where the Red Fern Grows ~ Chapter 6 1. How did Billy decide on names for the two pups?

a) He saw the names carved on the sycamore tree. b) He saw the names in a sportsman's magazine.

c) He remembered the names from a song he learned.

d) His grandpa suggested the names.

2. How did Billy's parents react to him leaving for Tahlequah without telling them?

a) They were so angry they grounded Billy to his bedroom. b) Mama and Papa were proud of Billy for making

such a trip by himself. c) Billy's parents were so worried they got the

neighbors together to hunt in the woods. d) After finding out from Billy's grandpa were Billy had gone, they were anxiously waiting for his

return.

3. When Papa asked Billy how he liked town, Billy told him _______________.

a) he wouldn't live there if they gave it to him b) he wanted to move there c) he said it was just OK

d) he said he loved town and wished they lived there

4. Papa told Billy _________________. a) he didn't like town either

b) they would be moving to town one day c) he loved living in town when he was a boy

5. The pipe Billy had slid down was __________. a) a garbage chute

b) a drain pipe c) a fire escape

d) a support beam

6. Billy made ___________ for his pups. a) booties

b) sleeping mats c) feeding bowls

d) dog collars

7. Billy felt __________________. a) God had answered his prayers

b) he was lucky not to have to travel to Tahlequah everyday

c) his parents would never forgive him d) afraid to go hunting

8. A good title for Chapter 6 could be _________________.

a) Gifts b) Wise Pups

c) The Homecoming d) A Surprise for Grandpa

9. Which question does Chapter 6 answer? a) How did Billy rip his britches? b) Has Papa ever walked to Tahlequah?

c) What names will Billy give his pups? d) Will the pups turn out to be good hunting

dogs?

10. Which statement from Chapter 6 is an opinion? a) At the mention of soda pop, the blue eyes of

my sisters opened wide. b) I told them it was strawberry and it bubbled

and tickled when I drank it, and it made me burp. c) He had bought me a bottle of soda pop. d) Strawberry is the best flavor of soda pop.

11. Which statement about Chapter 6 contains a

cause-effect relationship? a) Billy named his two hounds Little Ann and Old

Dan. b) Because Billy bought material, Mama will make new dresses.

c) Billy told his family about his trip to town. d) Mama and Papa hoped to move to town one

day.

12. Based on Chapter 6 one can conclude

___________. a) Little Ann and Old Dan will grow into great

hunting dogs b) Billy has a loving family c) Billy's parents will punish him if he goes off to

town on his own again d) Billy's sisters will want their own pets now that

Billy has the coon dogs


Chapter 6 ~ Constructed Response – Characters’ Feelings

Describe Billy’s mood as he tells his family about his adventures in Tahlequah. Why does Papa try to convince Billy that he shouldn’t feel this way? How do Billy’s sisters react to Billy’s story? ________________________________________________________________________________

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Papa's Feelings about Tahlequah

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Billy's Feelings about Tahlequah

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The Sisters Feelings about Tahlequah

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Where the Red Fern Grows ~ Chapters 1-7 1. What happened in the first ''scene'' of the book?

a) family picnic b) pet store visit c) dog fight

d) dog show

2. The man helped the dog by ____________. a) cleaning his wounds

b) taking him to the vet c) bathing and feeding him d) stitching up the cut in his side

3. Papa gave Billy _____________ in place of

the coon dogs he wanted. a) a collie b) a sling shot

c) a cat d) traps

4. Billy kept catching ___________ in his traps.

a) squirrels b) the neighbor's dogs c) the family cat

d) rabbits

5. Billy's family lived __________________.

a) in the foothills of the Ozark Mountains b) in the Southern Appalachian Mountains c) by the Ohio River in the Kentucky

d) in Ontario, Canada

6. While looking through a magazine one of the

fishermen left behind, Billy found an ad for _________________. a) hunting rifles

b) a new type of trap c) coon hounds

d) camping equipment

7. Billy was going to earn money to buy the coon dogs by _____________.

a) selling vegetables, berries, and minnows b) delivering groceries

c) collecting bottles d) working for his grandfather in his store

8. Billy saved his money for _____________ before he had enough to buy the dogs.

a) 4 years b) 1 month

c) 2 years d) 6 months

9. Why do Grandpa and Billy decide NOT to tell Papa about Billy buying the pups?

a) Papa would make Billy share the money with his sister.

b) Papa thinks Billy is too young for coon hunting. c) Papa is trying to save money to buy a

mule. d) Papa would not allow Billy to have a pet.

10. What good news did Billy learn about the pups?

a) Billy could get the pups immediately without a wait.

b) Billy could have two boy pups. c) The owner would deliver the pups to Billy's home.

d) The price for the pups had come down.

11. Billy went to ___________ to pick up his pups.

a) the general store b) the railroad station c) the post office

d) the schoolhouse

12. Billy was going to bring the pups home __________________.

a) in a wagon b) in a gunny sack c) in a back pack

d) inside his coat

13. Billy bought _______________ for his

family while he was in Tahlequah. a) overalls, cloth, and candy

b) books, soda pop, and an ax c) shoes

d) games, a lantern, and books

14. Why does Billy get into a fight in town?

a) One boy in the gang punches Billy for no reason.

b) The boys called him a hillbilly. c) The leader of the gang jumps Billy.

d) The leader of the gang pulls the ear of Billy's pup.


15. The noise of a __________ frightened Billy during the night on his way back home

from town. a) mountain lion

b) bear c) porcupine d) timber wolf

16. Where did Billy get the idea for naming his pups?

a) The names were in the magazine where he first learned about the dogs.

b) The names were carved on a tree. c) The names were in a song his mother sang. d) The names came to him in a dream.

17. Billy needed a raccoon hide

____________. a) for his Papa's birthday cap b) to sell for some extra money

c) to train his pups d) to make a blanket for the cat

18. How was Billy going to catch the raccoon?

a) Billy had an old bear trap that had belonged to his grandpa. b) The raccoon would reach his hand in the tight

hole on the log to retrieve the shiny tin then could not get his hand back out.

c) Billy placed a wooden crate with one side raised off the ground. Once the raccoon took the fish the crate would fall on the coon trapping him.

d) Billy was going to place food on the back porch of his cabin. When the raccoon came up to eat he

was going to chase it into a cage.

19. Which sequence of events best describes the order of events in Where the Red Fern

Grows?

1) Billy takes the money to his grandpa. 2) Billy gives his family presents.

3) Billy begins training the pups. 4) Billy finds a magazine with an ad for coon

dogs. 5) Billy works for two years saving his money to buy the dogs.

6) Billy walks to town to get his pups. 7) The pups are delivered to the train station

in Tahlequah.

a) 4, 5, 1, 7, 6, 2, 3 b) 1, 4, 5, 7, 6, 2, 3 c) 5, 7, 6, 2, 4, 3, 1

d) 3, 4, 5, 1, 7, 6, 2

20. What is the main conflict in this story up to this point and how is it resolved?

a) Billy wants coon dogs, so he travels to Tahlequah where he hears they are being sold to

buy one. b) Billy's parents will not let him have coon dogs because they need the money to buy a mule, so

Grandpa buys Billy the dogs. c) Billy wants coon dogs, so he works to earn the

money to buy them. d) Billy cannot have coon dogs, so his father buys him traps to use instead.

21. Read the following passage from Chapter 7.

Papa's words perked me up just like air does a deflated inner tube. He was right. I had simply left too much scent around my traps. All I had to do was wait until it disappeared and I'd have my coon hide.

What does the author mean by this simile? a) Papa spoke in a breathy voice when he tried to explain to Billy about the nature of raccoons.

b) Papa was comparing the trap Billy set to an inner tube. Both are circle shaped. c) Papa's words made Billy hopeful again after he had just about lost all hope of ever getting a coonskin.

d) Papa was telling Billy that he needed to rub the inner tube around the area where he placed his trap to wipe away his human scent.


Chapters 1-7 ~ Constructed Response – Character Traits

Describe Little Ann’s and Old Dan’s personality. Then provide proof from text to support your choice. List four characteristics of each hound. How do you think these traits will complement

each other? How might their characteristics cause friction between the two hounds?

Little Ann

Trait _________________ Proof from Text

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Old Dan


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Explain how this trap works.

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Where the Red Fern Grows ~ Chapter 8

1. Billy's father talked to him

______________________. a) like he was a small boy b) like he was a man

c) about how to hunt d) about how to treat his younger sisters

2. Mama felt ________________ about Billy

going hunting. a) sorrowful b) excited

c) worried d) glad

3. What surprise did Billy get as he started to go

hunting the first time? a) Papa gave Billy a new lantern. b) Billy's dogs were on the porch waiting as if

they knew they were going hunting. c) Billy's sisters made him a special card.

d) Mama whispered a special prayer to Billy.

4. The first trick the coon played on Little Ann

and Old Dan was _______________. a) crossing the river b) climbing a fence rail

c) going into a cave d) ducking under the log

5. When the dogs treed the coon,

_____________. a) it was turning daylight

b) Billy couldn't find his ax c) it was in a giant sycamore tree d) it was with a second coon

6. Billy had named this sycamore tree

_____________. a) "the enormous wonder"

b) "the big tree" c) "the marvelous giant" d) "God's gift"

7. Why did Billy NOT leave the coon in the big sycamore and look for another coon that would

be easier to catch? a) Billy knew it was too late to find another coon

that night. b) Billy had always wanted to cut down a large tree.

c) Billy had made a promise to his dogs. d) Billy did not want to go home and tell his

family he had not been successful.

8. Billy's sisters wanted to look in his eyes _______________.

a) to see if he was crazy b) to see if he had a splinter in it

c) to see if he was crying

9. This chapter is mainly about _______________.

a) little sisters b) tricks raccoons can play

c) chopping down a big sycamore tree d) Billy's first coon hunt

10. Based on this story it is likely that ______________.

a) Billy will give up catching the coon in the giant sycamore tree

b) Billy will figure out a way to catch the coon in the giant sycamore tree c) Little Ann and Old Dan will climb the giant

sycamore tree and capture the coon d) the giant sycamore tree will fall down on its

own so that Billy can catch the coon


11. Which statement from Chapter 8 contains a cause-effect relationship?

a) This was what I had prayed for, worked and sweated for, my own little hounds bawling on

the trail of a river coon. b) The coon had pulled a simple trick. He had run out on the drift, leaped into the water, and

crossed the river. c) Little Ann came to me. I could see the

pleading in her warm gray eyes. d) I realized that on striking the river the animal had again turned and was coming straight

toward me, so I jumped behind a big sycamore and was trying hard to press my body into the

tree when a big coon came tearing by.

12. Which excerpt from Chapter 8 best supports the author's belief that Billy will succeed in

cutting down the giant tree? a) My sister got upset. She looked at me, threw

back her small head, and looked up to the top of the big sycamore. "You're as crazy as a bedbug," she said.

b) The food did wonders for me. My strength came back. I spit on my hands and, whistling a

coon hunter's tune, I started making the chips fly. c) My arms felt like two dead grapevines, and

my back felt like someone had pulled a plug out of one end of it and drained all the sap out.

d) By sunup I was so stiff I could hardly move. My hands and arms were numb. My back screamed with pain. I could go no further.

Chapter 8 ~ Constructed Response – Responding to Text

Reread the beginning of Chapter 8.

THE DAY HUNTING SEASON OPENED, I WAS AS NERVOUS AS Samie our house cat.

Explain why the author decided to compare Billy to Samie. Use examples from the text to explain how

the two characters are similar. ________________________________________________

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Billy

Samie

CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA-LITERACY.RL.6.5

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.





Where the Red Fern Grows ~ Chapter 9 1. At the beginning of Chapter 9 when Billy was

about to give up on cutting down the large tree

______________.

a) Little Ann and Old Dan started whining

b) Grandpa came by with an idea for keeping the

coon in the tree long enough for Billy to rest

c) Papa came and told him he had to come on home

d) Billy found a new strength from a prayer he said

2. Grandpa's trick for keeping the coon in the tree

was ________________.

a) to build a large fire

b) to make a scarecrow

c) to play loud music

3. Why did Grandpa pick up Old Dan and place him in

the buggy?

a) Old Dan's paw was hurt.

b) Old Dan wouldn't leave Little Ann.

c) Old Dan didn't want to leave the coon.

d) Old Dan wasn't feeling well.

4. What trick had the coon used on the hounds?

a) backtracking

b) crossing the river

c) jumping from tree to tree

d) climbing the fence

5. What surprised Billy when he woke up the next

morning?

a) Billy wasn't sore from all the chopping he had done

the day before.

b) Old Dan had slept by the sycamore.

c) The rain had cleaned away all scent of the coon

and his dogs no longer cared if they got the coon.

d) Billy was too sore to move, so he just didn't care if

he got the coon or not.

6. Why did Billy start crying?

a) He had blisters coming up and popping all over his

hands.

b) He knew he could never chop the tree down.

c) Old Dan started howling.

d) He was too tired to work any longer.

7. Why did Billy think his prayer had been answered?

a) The wind blew the large tree over.

b) The rain came and cooled his tired body.

c) The coon fell out of the tree and broke its neck.

8. A good title for Chapter 9 could be

__________________.

a) Grandpa's Trick

b) Beating the Giant Sycamore Tree

c) Chicken and Dumplings

d) Coon Hunting

9. Based on the story, it is likely that in the future

_____________.

a) Billy's sisters will start hunting coons too

b) Billy will find a new hobby

c) Billy will no longer want to hunt

d) Billy will continue to hunt coons

10. Which question does the story answer?

a) Will Billy's family move to town?

b) Will Billy catch the coon in the large sycamore?

c) Will Little Ann and Old Dan become friends with

the coon hound Billy heard bawling two years earlier?

d) Will Billy catch many coons?

11. What is the main conflict in Chapter 9, and how is

it resolved?

a) Billy needed to rest, so Grandpa came up with a

method for keeping the coon in the tree.

b) Little Ann and Old Dan were inexperienced

hunters, and had to learn all the tricks of the coons

to be successful coon dogs.

c) The coon ran up the giant sycamore tree which

Billy had to cut down to catch the coon.

d) Billy's mother was worried, so she sent the girls

down to check on him.

12. Which sentence from Where the Red Fern Grows

supports the conclusion that Billy believes God helped

him?

a) It wasn't hard for me to decide. I was firmly

convinced that I had been helped.

b) Do you think God heard my prayer?

c) You must remember the big sycamore was the

tallest tree in the bottoms.

d) No, I'm afraid I can't help you there.


Chapter 9 ~ Constructed Response – Character Change

Billy is beginning to change from a child to a young man. Choose three examples of things Billy

does in Chapter 9 to show he is growing into a mature young adult. Predict how one of these

events will shape Billy’s life in the future.

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Event 1

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Event 2

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Event 3

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Where the Red Fern Grows ~ Chapters 8-11

1. Why must Billy hunt at night?

a) Coons only come out at night. b) The beagles can't see well in the daylight. c) The weather is too hot during the day.

d) Billy just likes being outside after dark

2. The coon is "treed" _______________.

a) in the oak tree b) in the big sycamore c) at the top of the fence rail

d) inside the cave

3. Grandpa's suggestion for keeping the coon in the tree during the night was _____________.

a) to build a pen around the tree b) to keep the dogs out all night c) to build a fire

d) to build a scarecrow

4. How was Billy's prayer answered? a) The wind blew the sycamore tree down.

b) The raccoon fell out of the tree. c) It began to rain. d) Papa helped cut down the tree.

5. A coon skin was worth __________. a) $2 - $3

b) $4 - $10 c) $1 - $8 d) $8 - $15

6. Billy took the money he earned from the coon skins and ____________________.

a) put it in his college fund b) gave it to Papa c) bought a gun

d) bought gifts for his family

7. With the first coonskin Billy was able to catch using his coon dogs, Billy's mother wanted to do

something special, so she ______________. a) hung it in Grandpa's store

b) made a coon skin hat for Billy c) hung it in Billy's room d) turned it into a pillow

8. When Ann cut her foot, Billy locked her in the ____.

a) corncrib b) barn

c) cellar d) house

9. Which dog did Billy think was smarter?

a) Ann b) Dan

10. What happened to Little Ann?

a) Little Ann was caught in briers. b) Little Ann was caught in a bear trap. c) Little Ann fell in a groundhog hole.

d) Little Ann fell into the icy river.

11. When Billy tried to rescue Little Ann, _________________.

a) he hit his head on a tree limb b) he became tangled in briers

c) the ice started to break d) he slipped and fell over the ledge

12. How does Billy get Ann out of the icy river? a) Billy chops down a tree, and then walks on it

to her. b) Billy uses the handle of his lantern to hook

her dog collar and pulls her back to safe ground. c) Billy cuts the ice with his ax handle, so Little Ann can swim to shore.

d) Billy dives into the water and swims out to Little Ann. He places her on his back and swims

back to shore.


13. Which sequence best describes the order of events in this story?

1) The first coon the dogs tree is in the giant

sycamore. 2) Billy sells his coonskins at Grandpa's store. 3) Billy's mother makes a coonskin hat.

4) Little Ann falls into the icy river. 5) Billy works for two days chopping down the

giant tree. 6) Billy goes on his first coon hunt with Little Ann and Old Dan.

7) Billy rescues Little Ann.

a) 6, 1, 5, 4, 7, 3, 2 b) 6, 1, 2, 3, 4, 5, 7 c) 6, 3, 4, 1, 2, 5, 7

d) 6, 1, 5, 3, 2, 4, 7

14. Which statement from Where the Red Fern Grows contains a cause-effect relationship?

a) Little Ann was whining and begging for help. b) I knew something had happened to Little

Ann. c) I starting hooking at the collar of Little Ann. d) At the movement of Little Ann, Dan threw a

fit.

15. Which statement from the story is an opinion?

a) I wrapped Little Ann in my coat and hurried into my clothes. b) I laid Little Ann close to the warm heat and

went to work. c) Out in the river I could hear the cold water

gurgling in the icy trough. It seemed to be angry. d) Before I left for home, I walked back to the

sycamore tree.

16. From which point of view is Where the Red Fern Grows written?

a) first - The writer uses pronouns such as "I" or "me" or "my". b) second - The narrator tells the story using

the pronoun "you". c) third - The author uses pronouns such as

"he", "she", or "it".


Constructed Response - Setting

How is the setting important in this story? Use details and information from the story to support your answer. Write a paragraph

explaining how the setting of these two chapters created problems for Billy.

Place Where the Story Takes Place

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Time the Story Takes Place

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Problems the Setting Creates

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Mood - Atmosphere of the Setting

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Setting

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama,

drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a

story or drama, drawing on specific details in the text (e.g., how characters interact).

CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text.






1. Grandpa liked to _____________.

a) brag b) tell jokes c) tease

d) save money

2. Which of the following describes the

Pritchards? a) bullies, rugged, and nasty b) dirty, wild, and mean

c) bootleggers, thieves, and "no-accounts" d) kind, fun loving, jokesters

3. While Grandpa ground the corn ________. a) the Pritchards looked around the store at the shirts

b) the store was locked up c) Billy watched the store

d) the Pritchards were told to wait outside

4. Rubin bought ___________ at Grandpa's store. a) traps

b) candy c) tobacco

d) corn meal

5. Rubin bet _________ that Billy's hounds couldn't tree the ghost coon. a) $.50

b) $1.00 c) $2.00

d) $10.00

6. What did the ghost coon do that was the opposite of what most coons would do? a) jumped from tree to tree

b) swam upstream c) ran under the brush

d) ran out into the open

7. A good title for Chapter 12 could be:

a) Bootleggers, Thieves, and No-Accounts b) Chasing the Ghost Coon c) Grinding Corn

d) A Night in the Woods

8. The author, Wilson Rawls, wrote Where the

Red Fern Grows to: a) persuade young students to go coon hunting b) inform readers how to hunt for coons

c) entertain readers with a story about coon hunting

d) help readers become better coon hunters 9. Which excerpt from the book best supports the author's belief that young people should not

use tobacco products? a) Rubin ordered some chewing tobacco.

"Aren't you a little young to be chewing?" Grandpa asked. b) "Ain't for me. It's for my dad," Rubin

growled. Grandpa handed two plugs to him.

c) Holding the other up in front of him, he looked it over. Looking at Grandpa, he gnawed at one corner of it.

d) "Let's go grind that corn."

10. What is the main conflict in Chapter 12? a) The Pritchards bet Billy that his dogs can't

catch the ghost coon. b) The Pritchards buy chewing tobacco.

c) Grandpa can't trust the Pritchards to stay in his store while he grinds the corn. d) Old Man Pritchard killed a man in Missouri.

11. Read this excerpt from Where the Red Fern Grows. "Are these the hounds that we've been hearing so much about?" Rainie asked. I nodded.

"They look too little to be any good," he said. I told him dynamite came in little packages.

Which literary device is being used? _______________________________________________ What does Billy mean when he told him dynamite came in little packages?

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Chapter 12 ~ Constructed Response – Comparing Characters

Compare the Pritchard brothers to Billy. Describe how they are different both physically and behaviorally. Write

a paragraph to describe their biggest differences using the details from the charts.

Compare the Prtichard brothers to Billy.

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Bill

y

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The

Pri

tch

ard

Bro

ther

s

• __________________________

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• __________________________

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CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text.





Where the Red Fern Grows ~ Chapter 13 1. The Pritchards said the farm and land they

were hunting on belonged to ____________. a) their grandfather

b) Indians c) Billy's grandpa d) the government

2. How did Billy know the ghost coon was NOT in the

tree? a) Billy could see all the limbs in the bright

moonlight. b) Billy believed Rubin and Rainie's word. c) Old Dan never bawled treed.

d) Billy climbed the tree and looked.

3. The ghost coon was hiding ________________.

a) in a small cave under the river b) in a hollow fence post

c) in a groundhog hole d) in another tree

4. Why would Rubin and Rainie NOT give Billy the $2.00?

a) They claimed that Old Dan and Little Ann had not killed the ghost coon.

b) They had never planned to give Billy the money. c) They said they needed it to buy tobacco. d) They said Billy lost the bet since Dan and Ann did

not catch the coon until the next day.

5. Why did Billy NOT want to kill the ghost coon? a) Billy felt the ghost coon should live because

it had grown so old and wise. b) Billy found a nest with two young coons

and knew the ghost coon was a mother. c) Billy was afraid of the ghost coon. d) The ghost coon ran away before Billy had

the chance to kill him.

6. What stopped Rubin from beating up Billy? a) A bear came by, and the boys had to run. b) Rubin heard an owl and was afraid of the

superstition. c) Old Blue and Old Dan started fighting.

d) Rainie stopped Rubin from fighting.

7. What happened to Rubin as he was trying

to kill Old Dan and Little Ann? a) Rubin fell down the rocks into the river.

b) Rubin tripped and fell on the ax. c) Rubin heard his father calling him to come home.

d) A mountain lion cried.

8. What did Rubin ask Billy to do before he died?

a) to get his ma and pa b) to take the ax out of him

c) to find Rainie d) to kill the ghost coon

9. What helps Billy overcome his grief of Rubin's death?

a) Billy took flowers to Rubin's grave. b) Billy made a card for the Pritchards.

c) Billy took a side of bacon to the visitation. d) Billy went and talked to the Pritchards.

10. Which sequence best describes the order of events in this passage?

1) Rubin tripped and fell on the ax. 2) The Pritchards bet Billy that his dogs couldn't tree

the ghost coon. 3) Old Blue and Old Dan started fighting. 4) Billy and the Pritchards spent the night chasing

the ghost coon. 5) Rubin and Rainie came to Grandpa's store to buy

tobacco. 6) Billy and his hounds figured out the ghost coon's

trick. a) 5, 2, 4, 6, 3, 1

b) 4, 6, 3, 5, 2, 1 c) 5, 2, 1, 6, 3, 4

d) 5, 2, 6, 4, 1, 3


11. Which selection from the book contains a cause-effect relationship?

a) I knew my dogs were very close to each other.

b) I saw the small stick when it whipped up from the ground. As if it were alive, it caught between Rubin's legs. I saw him fall.

c) Still holding my dogs by their collars, I looked back. I couldn't understand what I

saw. Rubin was lying where he had fallen. d) I could see that Rainie was paralyzed with fright. His mouth and eyes were opened wide,

and his face was as white as chalk.

12. In the future it is likely that _____________. a) Rainie and Billy will go hunting together.

b) Grandpa and Billy will hunt together as a pair. c) Old Dan and Little Ann will run away from home.

d) Billy will be extra careful with axes.

13. Which of these sentences from the story

states an opinion? a) All the way home my dogs kept running out in front of me.

b) The following day was a nasty one. c) Late in the afternoon, I saw Papa coming.

d) Mama asked how Mrs. Pritchard was taking it.

14. Which question does Chapter 13 answer?

a) Will Rainie get over Rubin's death? b) How did Grandpa react to Rubin's death? c) What were Rubin's last words before he died?

d) How did Old Blue die?


Chapter 13 ~ Constructed Response – Problems and Solutions

The illustrations in the chart below are clues to some of the problems that Billy faced in Chapter 13.

Fill in the chart to explain the problem. Beside each problem, write how Billy reacted to the situation

or solved the problem.

Problem __________________________________________________

Solution __________________________________________________

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Problem __________________________________________________

Solution __________________________________________________

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Problem __________________________________________________

Solution __________________________________________________

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CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a

story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details;

provide a summary of the text distinct from personal opinions or judgments.






1. Why does Grandpa blame himself for Rubin's

death? a) Grandpa had hoped something bad would happen to the Pritchards.

b) Grandpa was the person who had given Billy the ax.

c) Grandpa thought the incident would not have happened if he hadn't called Rubin's bet.

2. What surprising news did Grandpa have for

Billy? a) Grandpa had entered Old Dan and Little Ann in a championship coon hunt.

b) Grandpa had sold his store and was moving to town.

c) Grandpa was getting married. d) Grandpa wanted Billy to go with him on a vacation to Tennessee.

3. What foreshadowing did Rawls do in Chapter 1 that lets the reader know how the coon hunt

will turn out? a) The old man had a photograph of the championship coon hunt hanging in his home.

b) The old man told the hurt dog that he once had championship hounds.

c) The old man had two cups on his mantel. d) The old man had a trophy in his home.

4. Grandpa gave Little Ann and Old Dan ___________ as a treat.

a) dog biscuits b) cheese c) bacon

d) rubber toys

5. Grandpa, Papa, and Billy would get to the coon hunt by ___________________.

a) foot b) train c) buggy

d) car

6. Billy had been so busy he hadn't noticed ______________.

a) his papa had grown a beard b) his mom was going to have a baby c) his sister was going to have a birthday

celebration d) his shoe had gotten a hole in it

7. Billy's youngest sister asked him ________________________.

a) if she could have the gold cup b) if she could go to the coon hunt

c) if Billy could win the coon hunt d) if they could have a party when he came home

8. What was the one thing Billy said was wrong with Little Ann?

a) Little Ann was playing all the time. b) Little Ann acted like a pup.

c) Little Ann was gun-shy. d) Little Ann never stayed with Old Dan.

9. Grandpa had packed the buggy with the tent, groceries, and __________.

a) flashlights b) dog food c) Billy's ax

d) sleeping bags

10. A good title for Chapter 14 could be: a) Gun-Shy

b) Rubin's Death c) An Exciting Adventure d) The Day of the Hunt

11. Based on the story one could conclude all of the following

EXCEPT __________. a) Little Ann and Old Dan will win a gold cup at

the coon hunt b) Grandpa would be excited about the coon hunt

c) Grandma would stay by herself while Grandpa went to the coon hunt

d) the Pritchards would be at the coon hunt

12. Which statement from Chapter 14 contains a cause-effect relationship?

a) Grandma handed Grandpa a pair of long-handle underwear and a scarf, saying, "I knew

you'd forget something." b) Little Ann sensed my happiness. c) I was so choked up I couldn't say anything.

d) My sisters started clapping their hands and squealing with delight.


Chapter 14 ~ Constructed Response – Character Change

Explain what course of action you would take if you were in Billy’s situation and Little Ann and

Old Dan want to go wherever Billy goes. Explain why this would be a more effective course than

the course Billy chose.

Billy's Actions Your Actions

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from the text.





Where the Red Fern Grows ~ Chapters 12-15 1. Papa wanted Billy to ________________. a) gather fire wood

b) take the corn to be milled c) clean the barn d) help Grandpa in his store

2. What bet does Grandpa and Billy make with Rubin and Rainie?

a) Billy could not catch three coons in one night. b) Billy's coonhounds could catch the ghost

coon. c) Billy couldn't chop down the big sycamore.

d) That Billy could not stay up all night long and hunt without falling asleep.

3. Why was the raccoon called the ghost

coon? a) The coon made a howling sound like a ghost.

b) The coon was white, the color of a ghost. c) The coon seemed to disappear when he

reached the huge oak tree. d) The coon could run so fast, it seemed like he was floating.

4. How was the ghost coon able to hide from

the hunters? a) He dropped down into a hollow fence post. b) He climbed from the oak tree to the maple

then down to the ground. c) He could swim the river.

d) He went through an underground tunnel.

5. Old Dan gets into a fight with ________.

a) Old Blue b) the ghost coon

c) a skunk d) a porcupine

6. What happened to Rubin?

a) He fell on the ax. b) He fell in the river.

c) He fell over the cliff. d) He was bitten by a mountain lion.

7. What did Billy do to pay his respects?

a) went to the funeral b) wrote a letter to the Pritchards c) took a pie to the Pritchard's home

d) put flowers on Rubin's grave

8. Why did Grandpa feel the accident was his

fault? a) He gave Billy the ax. b) He called the bet and gave Billy the $2.

c) He wished something bad would happen to the Pritchards.

9. Billy, Grandpa, and Papa were going ________________.

a) to buy Mama a house in town b) to town to sell furs c) to the Smoky Mountains of Tennessee

d) to the Championship Coon Hunt

10. Grandpa, Papa, and Billy traveled to the contest by ____________.

a) train b) buggy c) mule

d) walking

11. What happened that caused Billy to think he would have bad luck? a) He heard two owls.

b) A black cat crossed his path. c) He broke a mirror.

d) He walked under a ladder.

12. Why did Billy win a small silver cup? a) Dan was the best looking hound. b) Ann and Dan were the smallest

coonhounds. c) Ann won a beauty contest.

d) Dan was the fastest runner.


13. Which statement from the story is an opinion?

a) Old Dan's face was scarred, caused from the many fights with coons and bobcats.

b) Ann's short red hair glistened and every one was in perfect place. c) Little Ann and a big walker hound owned by

a Mr. Kyle were the only ones left. d) During the commotion I felt hands slapping

me on the back, and heard the word "congratulations" time after time.

14. Which sentence from the story supports the conclusion that Grandpa felt Billy was

growing up? a) Grandpa was getting excited. Off came his

glasses and out came the old red handkerchief. He blew his breath on the lens and polished them.

b) After I had had my say, Grandpa stood looking down at the ground. There was a deep

frown on his face, and a hurt in his eyes. c) Grandpa poured the coffee. Instead of the two cups I expected to see, he set out three

and filled them to the brim with the strong black liquid. "I'm not only big enough to help

Papa with the farm. Now I'm big enough to drink coffee." d) Grandpa almost jumped as he answered,

"No, sir, not just any hound can be entered. They have to be the best, and they have to be

registered, too."

15. Which statement is true about the theme of Where the Red Fern Grows?

a) Dogs are man's best friend. b) Slow and steady wins the race. c) Do unto others as you would have them do

unto you. d) Don't count your chickens before they

hatch.

16. In this book the author probably chose to use first person point of view because

______________. a) he wanted to move from one character's to another character's perspectives of the

situation b) he wanted to be able to pull away from a

close character relationship so the reader could see the story from a "distance" c) he wanted the reader to better relate to the

close friendship between Billy and his dogs


Chapter 15 ~ Constructed Response – Summarizing

List or draw 5 events that happened in Chapters 15 in the order that they

happened.

1

2

3

4

5




CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide

a summary of the text distinct from personal opinions or judgments.





Where the Red Fern Grows ~ Chapter 16 1. Why did Grandpa ride in his buggy to a hunting spot?

a) Grandpa wanted to move away from the territory that had already been hunted. b) Grandpa wanted to keep the number of

coons they caught a secret from the other contestants.

c) Grandpa wanted to hunt by the river bottoms.

2. Why did the group lose sight of Little Ann and Old Dan?

a) The dogs crossed the river. b) The dogs were running too fast to keep up with them.

c) The group had to stop and look for Grandpa's glasses.

d) The dogs went down a steep ledge which the humans were unable to go down.

3. The 410-gauge pistol that Papa carried was

used for _____________. a) shooting large game b) scaring the coons

c) killing the coons

4. Why did Billy and his papa build a large

fire? a) to cook a snack b) to dry off Grandpa's clothes

c) to smoke the coon down from the tree d) to signal to the other hunters that they

needed help

5. The judge, Papa, and Billy kept laughing

because ________________. a) Grandpa looked funny falling out of the tree

b) Grandpa looked funny in his steaming long underwear

c) Grandpa looked funny tripping and sliding down the steep bank d) Grandpa looked funny wearing his shoes on

the wrong feet

6. The coon had tricked Little Ann and Old

Dan by ________________. a) swimming upstream

b) hiding in a dug out c) jumping from the fence into the tree

d) hiding in a burrow

7. The hounds caught _____________ coons during the elimination round.

a) 1 b) 2

c) 3 d) 4

8. Little Ann and Old Dan chased the coon __________________.

a) up in the mountains b) right through the camp

c) down in the river bottoms d) out into an open field

9. Billy and his dogs would be competing between ___________ other teams in the

final round of the competition. a) 2 b) 6

c) 10 d) 5

10. What surprised the judge at the end of Chapter 16?

a) Little Ann was doctoring Old Dan's cut ears. b) The dogs had killed the coon in the river. c) The dogs had trapped the first coon in less

than 30 minutes. d) Even though the coons were small they

were extremely strong.


11. Which sequence best describes the order of events in Chapter 16?

1) Billy and Pa build a fire.

2) Grandpa falls into the river. 3) The men in camp take up a collection for the winner.

4) Old Dan fights a big coon in the deep water.

5) Old Dan and Little Ann hunt the final round with two other teams. 6) Grandpa decides to hunt in new territory.

a) 6, 2, 1, 4, 5, 3

b) 6, 2, 1, 3, 5, 4 c) 6, 2, 4, 1, 3, 5 d) 6, 2, 4, 5, 3, 1

12. The judge said, "Well, have you ever seen that? Look over there!"

Old Dan was standing perfectly still, with eyes

closed and head hanging down. Little Ann was licking at his cut and bleeding ears.

"She always does that," I said.

This passage implies _____________. a) Little Ann was acting like a mother

b) Dan was hurt too severely to continue hunting

c) licking wounds helps them heal d) Old Dan and Little Ann have a unique relationship

13. The conflict in this chapter is mostly the result of which event _____________.

a) Grandpa and Billy wishing to win the coon hunt championship b) Papa wanting to win the money the hunters

collected c) the judge being unfair

d) Grandpa being too old to coon hunt

14. Which statement from Chapter 16 is an opinion?

a) We followed along, stopping now and then to listen. b) Tension began to build up in the camp.

c) I jumped and grabbed his arm. d) I spied the coon in the topmost branches.


Chapter 16 ~ Constructed Response – Figurative Language

Read the beginning of Chapter 16. Tell which literary device is used in each of the bold phrases. Choose one to explain the meaning. It was dark by the time Grandpa stopped. I untied the ropes from my dogs. Little Ann reared up on

me and whined. Old Dan walked off a few yards, stretched his body, and dragged his claws through the soft bottom soil. Opening his mouth, he let out one loud bawl, and then disappeared in the thick

timber. Little Ann was right on his heels.

We took off after them.

Grandpa got nervous. He said to me, "Don't you think you ought to whoop to them?"

I told him to wait a little while. There would be plenty of time for whooping.

He snorted and said he thought a hunter always whooped to his dogs.

"I do, Grandpa," I said, "but not before they strike a trail."

We walked on. Every now and then we would stop and listen. I could hear the loud snuffing of Old Dan. Once we caught a glimpse of Little Ann as she darted across an opening that was

bathed in moonlight. She was as silent as a ghost and as quick as a flitting shadow.

Papa said, "It sure is a beautiful night for hunting."

The judge said, "You can't beat these Ozark Mountain nights for beauty. I don't care where you go."

Grandpa started to say something. His voice was drowned out by the bell-like cry of Little Ann.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

1. _______________________________ Once we caught a glimpse of Little Ann as she darted across an opening that was bathed in moonlight.

2. _______________________________ as silent as a ghost 3. _______________________________ quick as a flitting shadow. 4. _______________________________ bell-like cry of Little Ann

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CCSS.ELA-Literacy.RL.4.4Determine the meaning of words and phrases as they are used in a text, including those that allude

to significant characters found in mythology (e.g., Herculean).



CCSS.ELA-Literacy.RL.6.4Determine the meaning of words and phrases as they are used in a text, including figurative and

connotative meanings; analyze the impact of a specific word choice on meaning and tone.





Where the Red Fern Grows ~ Chapters 17-18 1. During the final elimination round the weather was __________.

a) warm and breezy b) cold and sleeting c) cold and clear

d) hot and humid

2. Billy would NOT come out of the storm because ____________.

a) he wanted to win the gold cup b) he was lost c) he did not want to leave his dogs out in the

storm d) he could not find his papa

3. Billy asked Papa to ____________so the hounds would come to them.

a) blow the whistle b) all whoop at the same time c) fire the pistol

d) yell

4. When Grandpa fell he hurt ________________.

a) his back b) his wrist c) his head

d) his ankle

5. When the hollow tree was finally pushed over ____________. a) there wasn't a coon inside

b) three coons busted out c) Old Dan and Little Ann were too cold to fight

the coon d) a mother coon and her baby were inside

6. The judge said he never before saw hounds ________________. a) show affection for anyone

b) tackle three coons at once c) climb an icy bank

7. To help Grandpa feel better Billy ________________. a) told him stories of his coon dogs

b) heated the whiskey and gave him a swig c) heated the coon pelt and laid it over his

swollen ankle d) gave him hot coffee

8. How did the men in camp know something was wrong with Billy, Grandpa, Papa, and the judge?

a) Grandpa's team broke loose and came back to the camp.

b) The men in camp heard Papa shooting the pistol. c) Little Ann and Old Dan came back to camp

bawling.

9. Mr. Benson scared Billy when he told Billy his dogs were__________________.

a) frozen solid b) in the river

c) running in circles d) cut and bleeding

10. Along with the gold cup Billy was given _______________.

a) all new supplies needed for hunting b) the raccoon pelts from the hunt

c) a gun d) $300.00

11. Which statement from Chapters 17-18 contains a cause-effect relationship?

a) During the course of the meal, the entire story of the championship hunt was told, some

by Papa but mostly by me. b) As Mama took the beautiful cup, she looked

at me. c) Looking down I saw the box was almost filled with money.

d) Because of his fast circling, Old Dan's feet flew out from under him and he fell.

12. The main conflict in these chapters is mostly the result of ___________.

a) Old Dan falling in the river b) the memory of Rubin

c) the ghost coon d) the poor weather


13. Which sentence from Chapters 17-18 supports the conclusion that Little Ann and

Old Dan were the best hounds at the championship?

a) I saw the gleaming metal of the gold cup in his hand. b) Turning to the crowd, he said, "Fellows, I

can always say this. On this hunt I've seen two of the finest little coon hounds I ever

hope to see." c) The judge said, "Son, there's a place on the cup to engrave the names of your dogs."

d) Why had Mama knelt in prayer in front of my dogs?

14. Which question does Chapters 17 - 18 answer?

a) What will Billy do with the prize money? b) How long will it take for Grandpa to recover

from his sprained ankle? c) Will Old Dan's ear have scars from the fight he had with the coon in the river?

d) How will Billy's family celebrate him winning the coon hunt?


Constructed Response – Symbolism

Throughout the novel wind occurred during important events. Below are three examples in which wind played a part in the

events of the story. Explain why you think Wilson Rawls, the author, chose to use wind during these events during the story.

Another gust of wind caught in the top of the big tree. It started popping and snapping. I knew it was going to fall. Grabbing my dogs by their collars, I backed off to safety.

I held my breath. The top of the big sycamore rocked and swayed. There was a loud crack that seemed to come from deep inside the heavy trunk. Fascinated, I stood and watched the giant of the bottoms. It seemed to be fighting so hard to keep standing. Several times I thought it would fall, but in a miraculous way it would pull itself back into perfect balance.

The wind itself seemed to be angry at the big tree's stubborn resistance. It growled and moaned as it pushed harder against the wavering top. With one final grinding, creaking sigh, the big sycamore started down. It picked up momentum as the heavy weight of the overbalanced top dove for the ground. A small ash was smothered by its huge bulk. There was a lighting-like crack as its trunk snapped.

In its downward plunge, the huge limbs stripped the branches from the smaller trees. A log-sized one knifed through the top of a water oak. Splintered limbs flew skyward and rained out over the bottoms. With a cyclone roar, the big tree crashed to the ground, and then silence settled over the bottoms.

A small breeze began to stir. Glancing up into the tree, I saw some leaves shaking. I said to Rubin, "Looks like the wind is coming up. It may blow up a storm. We'd better be heading for home."

Just as I turned, I saw Little Ann throw up her head and whine. Her body grew stiff and taut. I watched her. She was testing the wind. I knew she had scented something in the breeze. Stiff-legged, head high in the air, she started walking toward the tree. Almost there, she turned back and stopped. I knew she had caught the scent but could only catch it when a breeze came.

Looking at Rubin, I said, "I haven't lost that two dollars yet."

Another breeze drifted out of the river bottoms. Little Ann caught the scent again. Slowly she walked straight to the large gatepost, reared up on it with her front feet, and bawled the most beautiful tree bark I ever heard in my life.

"The way that wind is whipping the sound through this timber," the judge said, "we'd be lucky if we ever found them."

Papa shouted over the roar of the wind, "We can't take much more of this. We'll freeze to death."

The men were giving up. I felt the knot again as it crawled up in my throat. Salt water froze on my eyelashes. Kneeling down, I put my ear close to the icy ground in hopes I could hear my dogs, but I couldn't hear anything above the roar of the blizzard.

Standing up, I peered this way and that. All I could see was a white wall of whirling sleet. I closed my eyes and said a silent prayer and hoped for a miracle.

We heard a sharp crack and a loud crashing noise. A large limb, torn from a tree by the strong wind, fell to the ground. The sharp crack of the limb gave me the idea. Shouting to my father, I said, "Shoot the gun. If my dogs are close enough to hear it, maybe Little Ann will come to us."

Hunting the Ghost Coon

Chopping Down the Giant Sycamore

The Championship Coon Hunt


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Where the Red Fern Grows ~ Chapters 19-20 1. The hunters moved down river ______________.

a) to get away from the already hunted territory b) because a skunk's scent was upriver

c) because a mountain lion could be heard upriver

2. What type of gun did Papa have? a) pellet gun

b) 410 gauge pistol c) 22 shotgun

3. What happened to Grandpa as he crossed the stream?

a) Grandpa slipped and fell in the water. b) Grandpa ran into a bear. c) Grandpa caught a minnow in his boot.

d) Grandpa found a coon.

4. How many raccoons did Billy get the first night he hunted in the competition?

a) 2 b) 4

c) 3 d) 1

5. Who kept getting into trouble during the coon hunt?

a) Billy b) Papa c) the judge

d) Grandpa

6. How did Grandpa get hurt? a) sprained his ankle

b) twisted his wrist c) hit his head d) cut his leg

7. How did the dogs keep from freezing? a) The dogs found a cave.

b) The dogs crawled under the snow. c) The dogs kept running. d) The dogs curled up together.

8. What did Billy do with the prize money? a) Billy gave the money to Grandpa.

b) Billy gave the money to his parents. c) Billy bought more dogs with the money. d) Billy put the money in the bank.

9. Why did Billy decide to take the cup home

instead of getting it engraved right away? a) Billy wanted to show the cup to his Mama. b) Billy couldn't part with the cup so soon

after winning it. c) Billy promised the cup to his sister.

10. How did Little Ann and Old Dan save Billy's

life? a) Little Ann and Old Dan got between him and the mountain lion.

b) Little Ann and Old Dan pulled him out of the freezing river.

c) Little Ann and Old Dan fought the wolf. d) Little Ann and Old Dan scared the mother bear away.

11. How did Billy kill the mountain lion?

a) He pushed the mountain lion into the river. b) He threw the lantern at the mountain lion.

c) He hit the mountain lion with his ax.

12. How had the dogs helped Billy's family?

a) With the money Billy had earned and the prize money, Billy's family could move to town so the

children could get an education. b) Little Ann and Old Dan found the red fern which

Billy's family could sell and earn a lot of money. c) Little Ann and Old Dan brought the family good luck by helping them find the oil on their property.


13. What happened to Little Ann? a) Little Ann ran away to find Old Dan.

b) Little Ann and Billy grew old together. c) Little Ann died of a broken heart.

14. Billy found _____________ on the grave of his coon dogs.

a) a red fern b) a patch of daisies

c) an oak tree sprouting

15. Which question can a reader answer after

reading Where the Red Fern Grows? a) How did Billy feel about his two coon dogs, Little Ann and Old Dan?

b) How will Billy and his family like living in town?

c) Will the marshal help Billy make friends? d) Will Billy get new coon dogs after losing Little Ann and Old Dan?

16. Where the Red Fern Grows can be categorized

in which type of literary genre? a) a play b) a biography

c) a journal entry d) a historical fiction


Constructed Response – Theme

Select two themes that are present in Where the Red Fern Grows. After writing the theme on the

line, give proof of these themes.

Theme __________________________________________________________

Theme __________________________________________________________

Proof

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Proof

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Proof

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1st – narrator tells the story (I & me)

2nd- narrator directly addresses the reader (you)

3rd- narrator is not part of the story (he, she, & they)


Comprehension Quizzes Chapters 1 – 2

1. (b)

2. (a)

3. (d)

4. (a)

5. (d)

6. (a)

7. (b)

8. (c)

9. (a)

10. (c)

11. (a)

12. (d)

Chapter 3

1. (c)

2. (b)

3. (c)

4. (c)

5. (a)

6. (c)

7. (b)

8. (d)

9. (c)

10. (b)

11. (c)

12. (b)

Chapters 4-5

1. (b)

2. (c)

3. (a)

4. (a)

5. (d)

6. (b)

7. (b)

8. (a)

9. (d)

10. (b)

11. (a)

12. (c)

13. (b)

14. (a)

15. (c)

16. (d)

17. (d)

18. Deep in the heart of the Sparrow Hawk Mountains, night overtook me. (personification) It screamed its way into the cave and rang like a blacksmith’s anvil against the rock walls. (personification & simile) The blood froze in my veins. (hyperbole) Leaves boiled and stirred where my pups were. (personification)

Chapter 6

1. (a)

2. (d)

3. (a)

4. (b)

5. (c)

6. (d)

7. (a)

8. (c)

9. (c)

10. (d)

11. (b)

12. (b)

Chapters 1-7

1. (c)

2. (c)

3. (d)

4. (c)

5. (a)

6. (c)

7. (a)

8. (c)

9. (c)

10. (d)

11. (b)

12. (b)

13. (a)

14. (d)

15. (a)

16. (b)

17. (c)

18. (b)

19. (a)

20. (c)

21. (c)


Chapter 8

1. (b)

2. (c)

3. (b)

4. (a)

5. (c)

6. (b)

7. (c)

8. (a)

9. (d)

10. (b)

11. (d)

12. (b)

Chapter 9

1. (b)

2. (b)

3. (c)

4. (a)

5. (b)

6. (a)

7. (a)

8. (b)

9. (d)

10. (b)

11. (c)

12. (a)

Chapters 8-11

1. (a)

2. (b)

3. (d)

4. (a)

5. (b)

6. (b)

7. (b)

8. (a)

9. (a)

10. (d)

11. (c)

12. (b)

13. (d)

14. (d)

15. (c)

16. (a)

Chapter 12

1. (a)

2. (c)

3. (b)

4. (c)

5. (c)

6. (b)

7. (b)

8. (c)

9. (a)

10. (a)

11.

Metaphor –

Sometimes

size does

not matter.

Chapter 13

1. (b)

2. (d)

3. (b)

4. (a)

5. (a)

6. (c)

7. (b)

8. (b)

9. (a)

10. (a)

11. (b)

12. (d)

13. (b)

14. (c)

Chapter 14

1. (c)

2. (a)

3. (c)

4. (b)

5. (c)

6. (b)

7. (a)

8. (c)

9. (c)

10. (c)

11. (d)

12. (c)

Chapters 12 –

15

1. (b)

2. (b)

3. (c)

4. (a)

5. (a)

6. (a)

7. (d)

8. (b)

9. (d)

10. (b)

11. (a)

12. (c)

13. (b)

14. (c)

15. (a)

16. (c)

Chapter 16

1. (a)

2. (c)

3. (b)

4. (b)

5. (b)

6. (c)

7. (c)

8. (b)

9. (a)

10. (a)

11. (b)

12. (d)

13. (a)

14. (b)

Chapters 17-

18

1. (b)

2. (c)

3. (c)

4. (d)

5. (b)

6. (a)

7. (c)

8. (a)

9. (a)

10. (d)

11. (d)

12. (d)

13. (b)

14. (d)

Chapters 16-20

1. (a)

2. (b)

3. (a)

4. (c)

5. (d)

6. (a)

7. (c)

8. (b)

9. (c)

10. (a)

11. (c)

12. (a)

13. (c)

14. (a)

15. (a)

16. (d)


Chapters 1- 2 ~ Constructed Response – Flashbacks (Answer Key)


When I left my office that beautiful Spring day, I had no idea what was in store for me. . .

We immediately know the narrator of the story is an adult leaving work for the day.


I suppose there’s a time in practically every young boy’s life when he’s affected by the

wonderful disease of puppy love. I don’t mean the kind a boy has for the pretty little girl that lives down the road. I mean the real kind, the kind that has four small feet and a

wiggly tail, and sharp little teeth that can gnaw on a boy’s finger; the kind a boy can romp and play with, even eat and sleep with.

I was ten years old when I first became infected with this terrible disease.

At this point we realize that we are about to hear a tale about the older man’s boyhood.

Why do you think the author began Where the Red Fern Grows with Billy as an older man, and then wrote the story as a flashback? Use details from the text to explain your answer.

What is the the narrator's feelings as he remembers the hounds?

Immediately the reader knows s/he is going to read a sentimental story about a boy and his dogs.

What is the significiance of the trophies on the

mantle?

We also know that these dogs are special in more ways than just a boy’s pet because of the trophies.

What is the mood of the story?

The trophies are a trigger to the narrator’s memory of

his hounds. Due to this the reader knows in some way the hounds are connected to these trophies, probably

earning them. CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the










Constructed Response – Figurative Language (Answer Key) What did Billy mean when he said each of the following?

The way my grandfather stared at me made me uneasy. I was on needles and pins.

Grandpa was so surprised that Billy was able to save the money to purchase the hounds that he was speechless for a few moments. Billy didn’t know what his

grandpa was thinking during this moment of silence. This made Billy very nervous.

As I trotted along, I whistled and sang. I felt as big as the tallest mountain in the

Ozarks. Billy was extremely happy because he had just talked to Grandpa about buying the dogs. Feeling as big as the tallest mountain was Billy’s description of his

happiness.

CCSS.ELA-Literacy.RL.4.4Determine the meaning of words and phrases as they are used in a text, including those that

allude to significant characters found in mythology (e.g., Herculean).




and connotative meanings; analyze the impact of a specific word choice on meaning and tone.





Chapter 3 ~ Constructed Response – Cause and Effect (Answer Key)

Chapter 3 contains a number of causes and effects. Fill in the chart below to describe the missing cause or effect. What do each of these cause/effect events have in common? Write a paragraph

explaining the relationship of these events?

Cause Effect

Each of these events is linked together in that one act of kindness leads to another act of kindness. Because the fishermen buy goods they don’t need, Billy is able to earn the money he needs to buy the hounds. Because Billy has worked so hard for

two years to earn the money, Grandpa rewards him with candy. Because Grandpa has been so generous, Billy is also feeling generous and shares the candy with his

sisters.

•Billy would find the vegetables left behind in the fishermen's abandoned camp. The fishermen bought Billy’s vegetables

out of kindness and not because they needed the goods.

•Billy’s determination is rewarded because he can

now purchase the hounds. Billy works for two years to save

money.

•Grandpa rewards Billy by giving him a bag of

candy. Billy takes the money he has earned to

Grandpa.

•Billy shares his candy with his sisters.

Grandpa gives Billy a bag of candy.

CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly

and when drawing inferences from the text.

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text.

CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.





Chapter 1

The adult Billy rescues the dog.

Chapter 5

The marshal rescues Billy in Tahlequah.

Chapter 5 ~ Constructed Response – Compare and Contrast (Answer Key)

Two fights have taken place in Where the Red Fern Grows. The first was the dog fight in Chapter 1. The second is the fight between Billy and the boys in town in Chapter 5. How are these two fights alike?

What is the significance of having similar fight scenes in the story?

Similarities

In both fight scenes, one

individual is being picked on

by a gang. In each instance

the “underdog” must be

rescued by an outsider.

Both scenes are illustrations of

bravery by the individuals that

must use determination to

survive.

CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.5.5

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA-LITERACY.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.





Chapter 6 ~ Constructed Response – Characters’ Feelings (Answer Key)

Describe Billy’s mood as he tells his family about his adventures in Tahlequah. Why does Papa try to convince Billy that he shouldn’t feel this way? How do Billy’s sisters react to Billy’s story? ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Papa's Feelings about Tahlequah

Papa tries to convince Billy that town is a

good place. He wants to move to town one day and he wants Billy to be happy when

this happens.

Billy's Feelings about Tahlequah

Billy has negative feelings about

Tahlequah. He does not like the way the people treated him including the lady

with the feathered hat or the children who ganged up on him.

Billy wants to be back in his mountain home where he can just be alone to roam with his pups.

The Sisters Feelings about Tahlequah

Billy’s sisters are curious about town. They have never been there and want to know

what it is like. Their curiosity makes town appealing.











Chapters 1-7 ~ Constructed Response – Character Traits (Answer Key)

Describe Little Ann’s and Old Dan’s personality. Then provide proof from text to support your choice. List four characteristics of each hound. How do you think these traits will complement

each other? How might their characteristics cause friction between the two hounds?

The hounds have strengths that complement each other.

The Trap (Answer Key)

Little Ann

Trait smarter – coons can’t trick

Proof from Text

Chapter 10 - It wasn’t too hard for a smart old coon to fool Old Dan, but there were none who prowled the riverbanks that could fool my Little Ann.

Trait playful Proof from Text

Chapter 10 - I was walking along singing my lungs out when they came tearing out of the underbrush, wiggling and twisting, and tickled to death to be with me. At first I was mad but one look at dancing Little Ann and all was forgiven.

Trait beautiful Proof from Text

I looked Little Ann over and couldn't see any scars. I laughed because I knew why. She was too smart to walk right up in the face of a fight. She would wait until Old Dan took hold and then dart in.

Trait smaller Proof from Text

Chapter 5 - The girl pup was small and timid her legs and body were short and her head was delicate. She must have been a runt in the litter I didn’t have to look twice to see that what she lacked in power she made up for in brains.

Old Dan

Trait stronger Proof from Text

Chapter 5 - His chest was broad and solid. His puppy muscles knotted and rippled under the velvety skin. He was different in every way. He would go closer to the fire. I saw right away he was bold and aggressive.

Trait will not leave a coon once he scents trail

Proof from Text

Chapter 8 - Old Dan walked slowly around behind the tree and hid himself. He peeped around the big trunk and looked at me. The message I read in his friendly eyes tore at my heart. He seemed to be saying, "You told us to put one in a tree and you would do the rest."

Trait impatient Proof from Text

Chapter 8 - Out on the drift, Old Dan started whining. It made me angry and I got up to scold him again.

I couldn't understand his actions. He was running along the edge of the drift, whimpering and staring downriver. I looked that

way. I could see something swimming for the opposite shore.

Trait larger Proof from Text

Chapter 5 - I noticed the boy dog was much larger than the girl dog.











In desperation I went to my grandfather. He smiled as he listened to my tale of woe. "Well, we'll have to do something about that," he said. "To train those dogs right, you'll need that coon

hide, that's for sure. Now you watch the store while I go over to my tool shed. I'll be right back." After what seemed like an eternity I saw him coming. He was carrying a brace and bit, that

was all. With a mischievous little smile on his face, he said, "You wouldn't think a fellow could catch

a coon with this brace and bit, would you?"

I thought he was kidding me and it made me feel bad. "Why, Grandpa," I said, "you couldn't catch a coon in a jillion years with that thing. You just don't have any idea how smart they are."

"Yes, you can," he said. "You bet your boots you can. Why, when I was a boy I caught coons on top of coons with one of these things."

I saw Grandpa was serious and I got interested.

He laid the brace down on the counter, picked up a small paper sack, and filled it about half-full of horseshoe nails.

"Now you do everything exactly as I tell you," he said, "and you'll catch that coon." "Yes, sir, Grandpa," I said, "I will. I'll do anything to catch one of them." "Now the first thing you'll need is some bright objects," he said. "The best thing is bright

shiny tin. Cut out some little round pieces, a little smaller than this bit. Do you understand?" I nodded my head.

"Now," he said, "you go down along the river where there are a lot of coon tracks. Find a good solid log close by and bore a hole down about six inches. Drop one of the bright pieces of

tin down in the hole, and be sure it's laying right on the bottom." I was all ears. I didn't want to miss one word my grandfather said. Now and then I would

glance at him to see if he was kidding me.

In a serious voice, he went on talking. "Now pay close attention," he said, "because this is the main part of the trap."

With eyes as big as a hoot owl's, I looked and listened. He took four of the horseshoe nails from the sack. With the thumb and forefinger of his left

hand he made a small "o" about the size of the bit, which was an inch and half in diameter.

"Now, we'll say this is the hole you bored in the log," he said. "About an inch apart, drive these nails in on a slant opposite each other."

Holding one of the nails in his right hand, he showed me the right angle. "The ends of the nails will enter the hole about halfway between the top and the piece of

tin," he continued. "Leave an opening between the sharp points big enough for a coon to get his

paw through." He asked me if I understood.

Again I nodded my head and moved a little closer to him. "How is that going to catch a coon, Grandpa?" I asked. "It'll catch him all right," he said, "and it won't fail. You see a coon is a curious little animal.

Anything that is bright and shiny attracts him. He will reach in and pick it up. When his paw closes on the bright object it balls up, and when he starts to pull it from the hole, the sharp ends

of the nails will gouge into his paw and he's caught." He looked over at me. "Well, what do you think of it?" he asked.

I closed my eyes and in my mind I could see the funnel-like entrance of the hole, and the sharp slanting points of the nails. I could see the coon reaching in for the shiny piece of metal.

Naturally his paw would be much larger when closed than it was when he reached in. It would be impossible for it to pass the sharp nails.

It was all looking pretty good to me and I was on the point of saying so, when it hit me.

Why, all the coon had to do was open his paw, drop the object, and he was free. It all blew up then and there. I just knew my grandfather was playing a joke on me.


I stepped back and almost cried as I said, "Grandpa, you're kidding me. That kind of a trap couldn't catch a coon. Why all he'd have to do is open his paw, drop the piece of tin, and he

could pull it from the hole." Grandpa started roaring with laughter. This did make me feel bad. With tears in my eyes, I

started for the door. "Wait a minute," Grandpa said. "I'm not kidding you. Oh, I know I like to have my jokes,

same as any man, but I meant every word I said."

I turned around and looked at him. He had stopped laughing and there was a hurt expression on his face.

"I wasn't laughing at you," he said. "I was laughing more at myself than you. I just wanted to see if you were smart enough to see that there was a way the coon could free himself."

"A fellow wouldn't have to be very smart to see that," I said.

Grandpa started talking seriously again. "You know," he said," a coon has more than one peculiarity about him. When I was a boy I had a pet coon. By watching him, I saw and learned a

lot of things. "He had a den in an old hollow tree in our front yard. I don't know the number of times I'd

have to climb that tree and get my mother's scissors, buttons, needles, and thimble from his

den. Why, he'd even carry out our knives, forks, and spoons. Anything that was bright and shiny, he took to his den."

Grandpa stopped talking for a few minutes. I could see a faraway look in his eyes. Once again he was living in those long-ago days. I waited in silence for him to go on with his story.

"One of the most peculiar things about that coon," he said, "was his front feet. Once he wrapped those little paws around something he would never let go.

"My mother had an old churn. It was one of those kind with a small hole in the lid for the

dasher. When she would get through churning, she would take the dasher out to wash it. That crazy coon would climb up on top of the churn, poke his little front paw through the hole, and

get a fistful of butter. The hole was small, and when he closed his paw, he couldn't get it back out. All he had to do was open it, drop the butter, and he would be free, but do you think he would? No, sir. He would carry that churn lid all over the house, squalling and growling. Why, it

took everyone in the house to free him. I'd have to wrap him up in a gunny sack or an old coat and pry his claws loose from the butter. Seeing this time after time is what gave me the idea for

this trap. Once he reaches in and gets hold of that tin, he's caught, because he will never open his paw."


Chapter 8 ~ Constructed Response – Responding to Text (Answer Key)

Reread the beginning of Chapter 8.

THE DAY HUNTING SEASON OPENED, I WAS AS NERVOUS AS Samie our house cat.

Explain why the author decided to compare Billy to Samie. Use examples from the text to

explain how the two characters are similar.

In his nervousness, Billy actually compares his nervousness to how Samie feels around the

traps. This adds a little humor to the tension he feels.

Billy had dreamed of going coon hunting for over two years. He had worked tirelessly to earn the money to purchase the

hounds and then he had worked to train them. After all the time and work he was nervous, probably because of all the waiting and working towards a goal. To realize the time was

finally here and he wanted everything to go well.

On the other hand Samie had repeatedly stepped into

Billy traps. With a little humor, he read about the times he had to have his feet bandaged. Samie still got into the traps on a number of occasions. This

made Samie nervous of the traps.

Billy

Samie

CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA-LITERACY.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.





Chapter 9 ~ Constructed Response – Character Change (Answer Key)

Billy is beginning to change from a child to a young man. Choose three examples of things Billy does

in Chapter 9 to show he is growing into a mature young adult. Predict how one of these events will

shape Billy’s life in the future.

(Alternative Answer) Billy speaks to his mother about God.

Event 1

Billy cuts down the large sycamore without the help of his papa or grandpa who offer to help.

Event 2

Billy doesn’t give up. He continues to chop the tree through tiredness, hunger, and the pain of blisters.

Event 3

Billy makes a promise that he does not break even though it causes him pain.





Constructed Response - Setting (Answer Key)

How is the setting important in this story? Use details and information from the story to support your answer. Write a paragraph

explaining how the setting of these two chapters created problems for Billy.

Place Where the Story Takes Place

Billy lives in a farm in the hills of the Ozark Mountains on Cherokee land in northeastern Oklahoma. Billy describes the land as new and sparsely settled.

Time the Story Takes Place

The story takes place during the Great Depression. In the

beginning of Chapter 10 we are told that for a week ice, sleet

and snow have prevented Billy from hunting. After the storm

passes over Billy is given permission to go hunting if he promises to be careful.

Problems the Setting Creates

Old Dan is lost. Little Ann shows Billy that Old Dan has fallen down a muskrat hole. Billy must go home and get a

shovel to dig him out.

In the area Billy called “The Cyclone Timber” Old Dan climbed up a hollowed out log. Billy had to climb the tree himself and had a difficult time getting Old Dan to climb

back down.

Mood - Atmosphere of the Setting

Frightening

The storm has created sheets of ice that are beneath a layer of three inches of snow. Little Ann falls into the river and is hanging onto a piece of ice. Billy must hook her

collar with the pole of his lantern and fish her out.

Setting

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama,

drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a

story or drama, drawing on specific details in the text (e.g., how characters interact).

CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text.





Chapter 12 ~ Constructed Response – Comparing Characters (Answer

Key)

Compare the Pritchard brothers to Billy. Describe how they are different both physically and behaviorally.

Write a paragraph to describe their biggest differences using the details from the charts.

Compare the Prtichard brothers to Billy.

Rubin is big and husky. He has a rugged face with mean-looking eyes. He chewed tobacco.

Grandpas said he didn’t have a nickels worth of sense.

Rainie has the meanest disposition. He always wanted to bet, yet he acted nervous. He couldn’t

stand still and picked on by his brother. He had a dirty neck and ears, and wiped his nose on his

sleeve.

Bill

y

•brave

•determined

•shows grit

The

Pri

tch

ard

Bro

ther

s

•strange, disliked family

•insult Billy

•Ready to fight

•not overly bright

•full of tricks

•make bet to tree the ghost coon






from the text.





Chapter 13 ~ Constructed Response – Problems and Solutions (Key)

The illustrations in the chart below are clues to some of the problems that Billy faced in Chapter

13. Fill in the chart to explain the problem. Beside each problem, write how Billy reacted to the

situation or solved the problem.

Problem Ghost Coon

Solution The ghost coon has tricked the Pritchards for years. This is the reason for the bet. Little Ann figures out that the ghost coon pulled its trick.

“Going over to the post, I saw it was a large black locust put there many years ago to hang the gate. Looking up at the tree, I saw how the ghost

coon had pulled his trick. One large long limb ran out and hung directly over the gate. It was a drop of a good twelve feet from the branch to

the top of the gatepost, but I knew we weren't after an ordinary coon. This was the ghost coon.”

Problem Fight with Pritchards

Solution A fight breaks out between the dogs (Old Dan and Little Ann against Old Blue). A fight also breaks out between the boys. Billy ties up his dogs to keep them from fighting Old Blue. The fight between the

boys ends when Rubin falls on the ax.

Problem Rubin falls on the axe

Solution Ruben intends to hit Billy with the ax when he trips over a tree root, falls, and stabs himself with the ax.




CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details;

provide a summary of the text distinct from personal opinions or judgments.





Chapter 14 ~ Constructed Response – Character Change (Answer Key)

Explain what course of action you would take if you were in Billy’s situation and Little Ann and

Old Dan want to go wherever Billy goes. Explain why this would be a more effective course than

the course Billy chose.

Billy's Actions Your Actions

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

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_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

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_______________________________

_______________________________

______________________________

This hurt their feelings. With their tails between their legs and trotting side by side, they started back. Every little way they would stop and look back at me. It was too much. I couldn't stand it. I began to feel bad all over. "Well, all right," I said. "Come on, you can go, but, Dan, if there are any dogs around the store, and you get in a fight, I won't take you hunting for a whole year, and I mean that," although I knew I didn't.

I scolded them and tried to explain that I wasn't going hunting. I was just going up to the store to see what my grandpa wanted. They couldn't, or didn't, want to understand. I picked up a small stick and slapped my leg with it. In a deep voice I said, "Now you go home, or I'm going to wear you out."

After a practically sleepless night, the next morning I started for the store. I was walking along deep in thought when Little Ann zipped by me. She was as happy as a young gray squirrel. She wiggled and twisted and once she barked at me. I looked behind me. There was Old Dan trotting along. He stopped

when I turned around. Little Ann came up to me.






from the text.





Chapter 15 ~ Constructed Response – Summarizing (Answer Key) List or draw 5 events that happened in Chapters 15 in the order that they happened.

1 •Billy, Grandpa, and Papa travel and set up camp near Bluebird Creek for the Championship Coon Hunt.

2 •They arrive at the camp and see a large number of people and many fine hounds.

3 •Billy enters Little Ann in the beauty contest and she wins a silver cup.

4

•The men are told the rules of the hunt. Five teams go out each night with a judge. Teams are narrowed down by the number of hides their hounds capture.

5

•The first night one hunter gets three hides. All are eliminated the second night. On the third night a hunter also get three hides. Billy nervously waits his turn.










Chapter 16 ~ Constructed Response – Figurative Language (Answer Key)

Read the beginning of Chapter 16. Tell which literary device is used in each of the bold phrases. Choose one to explain the meaning. It was dark by the time Grandpa stopped. I untied the ropes from my dogs. Little Ann reared up

on me and whined. Old Dan walked off a few yards, stretched his body, and dragged his claws through the soft bottom soil. Opening his mouth, he let out one loud bawl, and then disappeared

in the thick timber. Little Ann was right on his heels.

We took off after them.

Grandpa got nervous. He said to me, "Don't you think you ought to whoop to them?"

I told him to wait a little while. There would be plenty of time for whooping.

He snorted and said he thought a hunter always whooped to his dogs.

"I do, Grandpa," I said, "but not before they strike a trail."

We walked on. Every now and then we would stop and listen. I could hear the loud snuffing of Old Dan. Once we caught a glimpse of Little Ann as she darted across an opening that

was bathed in moonlight. She was as silent as a ghost and as quick as a flitting shadow.

Papa said, "It sure is a beautiful night for hunting."

The judge said, "You can't beat these Ozark Mountain nights for beauty. I don't care where you go."

Grandpa started to say something. His voice was drowned out by the bell-like cry of Little

Ann.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*

1. Personification Once we caught a glimpse of Little Ann as she darted across an opening that was bathed in moonlight.

2. Simile as silent as a ghost 3. Simile quick as a flitting shadow. 4. Onomatopoeia bell-like cry of Little Ann

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CCSS.ELA-Literacy.RL.4.4Determine the meaning of words and phrases as they are used in a text, including those that allude

to significant characters found in mythology (e.g., Herculean).



CCSS.ELA-Literacy.RL.6.4Determine the meaning of words and phrases as they are used in a text, including figurative and

connotative meanings; analyze the impact of a specific word choice on meaning and tone.





Wind helped Billy during the three toughest spots he was in during the novel. When Billy

was both physically and emotionally drained from chopping down the Giant Sycamore, the

wind finished the job. Just as the Pritchards and Billy were about to give up on catching the

ghost coon, the wind changed directions. Because of this Little Ann was able to scent the

coon and follow her trail. During the terrible blizzard during the coon hunt, the wind

snapped a limb. The sound of the crashing limb, gave Billy the idea of using the rifle. He

knew his dogs would come to him if they heard the gun “calling.” Wind helped Billy each

time he was in desperate need.





Constructed Response – Theme (Answer Key)

Select two themes that are present in Where the Red Fern Grows. After writing the theme on

the line, give proof of these themes.

Determination Saving for two years to get the hounds

Walking to Tahlequah to pick up the dogs

Training the pups

Billy chopping down the large sycamore tree

Determination to win the Championship Coon Hunt

Spirituality Billy prays when in trouble

Billy speaks to this mother about God’s help in time of need

Selflessness Grandpa gives Billy candy

Billy gives candy to his sisters

Billy buys goods for his family

Old Dan and Little Ann risk themselves to save Billy.

Love and

Family

Billy’s love for his hounds and theirs for him

Billy’s parents and his grandpa support Billy when he needs it










Venn Diagram Comparing Grandpa and Billy

Billy

11 year old boy works collecting minnows,

furs, berries etc. to sell

Both

generous knew the woods

would cry at times hard working

Grandpa

old man earns a living by running a

store

Write a paragraph describing Billy, Grandpa, or how Billy and Grandpa are alike/different.

Use at least one of each type of sentence when writing the paragraph.

OR

Make a Story Map and use the map to write a paragraph describing one of the characters.

~*~^~*~^~*~^~*~^~*~^~*~^~

Compare the two dogs Billy buys. (Page 43 & 44 - I noticed the boy dog was much larger than the girl dog, He was a deeper red in color. His chest was broad and solid. His puppy muscles knotted and rippled under the velvety skin. He was different in every way. He

would go closer to the fire. I saw right away he was bold and aggressive......The girl pup was small and timid. Her legs and body were short. Her head was small and delicate. She

must have been a runt in the litter. I didn't have to look twice to see that what she lacked in power, she made up in brains. She was a much smarter dog than the boy dog, more sure of herself, more cautious. I knew when the trail became tough, she would be the one

to unravel it.)


After making the chart, write a paragraph describing the differences between the boy dog and the girl dog.

Boy Dog

Larger

Deeper red in color Chest broad and solid

Muscles knotted Bold and Aggressive

Girl Dog

Smaller

Short legs and body Small head and Delicate

Timid Smarter Sure of Herself

More Cautious

~*~^~*~^~*~^~*~^~*~^~*~^~

Write a paragraph that tells how Billy felt when he first saw the pups at the railway

station.

~*~^~*~^~*~^~*~^~*~^~*~^~

Reread pages 62-63

Write a paragraph that describes how Billy felt when he trapped his first raccoon.

~*~^~*~^~*~^~*~^~*~^~*~^~

Write a paragraph that tells how you felt when Billy cut down the huge sycamore tree.

~*~^~*~^~*~^~*~^~*~^~*~^~

Write a paragraph that describes how you felt when Rubin Pritchard died.

~*~^~*~^~*~^~*~^~*~^~*~^~

Write a paragraph that tells how you felt when Billy won the raccoon hunt.

~*~^~*~^~*~^~*~^~*~^~*~^~

Write directions for making corn meal pancakes OR Puppy Chow.

~*~^~*~^~*~^~*~^~*~^~*~^~

Write a paragraph that describes how you felt when Little Ann died.


Language Arts

~~~~~~~~~~~~

Sentence

Writing Unit

Visit my website for the following for PowerPoints for Where the Red Fern Grows.

Understanding Sentences

Subject/Verb Agreement

Subject/Verb Agreement Part 2

Correct Uses of the Verb BE

The Verbs DO & HAVE

Troublesome Words

http://bookunitsteacher.com/powerpoint/fern/ppt1.ppt







Lesson 1 - Understanding Sentences

In this lesson you will learn to rewrite sentence fragments into complete sentences. A sentence

is a group of words that has a complete thought. A sentence can stand alone with no other sentences around it and make sense.

Which group of words contains a complete thought?

1. I found some slick little trails out in the garden down under some tall hollyhocks.

2. Once I decided to make friends with him. 3. Thinking they were game trails.

4. Mama had another talk with Papa.

The main parts of a sentence are the subject and the predicate. The subject tells who does the action, and the predicate contains the verb and tells what the action is.

Tell which part of the sentence (subject or predicate) is missing in each group of words below.

1. A whole bucketful of tears.

2. My dog-wanting. 3. Bawling and yelling for Mama. 4. Had a talk with him.

All sentences begin with capital letters and end with punctuation - period, question mark, or exclamation point.

If you have a group of words that does not contain a complete thought or is missing the subject, verb, or both then you have a sentence fragment.


Understanding sentence fragment errors may help you avoid making them. Here are some common mistakes:

A detached phrase - a group of words that adds information to a sentence and does not have

a subject or a predicate

o His long tail was swishing. This way and that. (sentence fragment - phrase) o Oh, he came in once in a while. All long and lean. (sentence fragment - phrase)

A detached clause - a group of words that adds information to a sentence and does have a

subject and a predicate

o She said he was going to have to say something to me. Because if I caught that cat one more time. (sentence fragment - clause)

o He was lying all sprawled out in the sunshine. With all four paws bandaged and sticking straight up. (sentence fragment - clause)

Separating an appositive

o I want dogs. Coon hounds. (sentence fragment - separated appositive) o The first thing I caught was Samie. Our house cat. (sentence fragment - separated

appositive)

Dividing up a compound predicate

o He spit and yowled. And dared anyone to get close to him. (sentence fragment -

divided predicate) o She put the forked end over Samie's neck. And pinned him to the ground.

(sentence fragment - divided predicate)


Practice

Part A - One group of words in each pair is a fragment. Determine which group is the fragment

and rewrite it to form a complete sentence.

1. The ones that fascinated me the most.

2. He follows me around all day long.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Begging for hounds.

4. I figured out a way to help.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. With me that night. 6. One would be enough.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

7. Allotted to my mother because of the Cherokee blood that flowed in her veins. 8. I saw the hurt in his eyes.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

CCSS.ELA-Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-

ons.*

The following standards, marked with an asterisk (*) in the main Standards document, are particularly likely to

require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

http://www.corestandards.org/ELA-Literacy/L/4/1/f/


9. Like someone was squeezing water out of my heart. 10.I hugged him and told him what a wonderful papa he was.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Part B - Multiple Choice

11.Choose the sentence that is written correctly. a. If Santa Claus himself had come down out of the mountains. Reindeer and all. I

would not have been more pleased.

b. If Santa Claus himself had come down out of the mountains, reindeer and all, I would not have been more pleased.

c. If Santa Claus himself had come down out of the mountains. d. If Santa Claus himself had come down out of the mountains. I would not have been

more pleased.

12.Read this sentence.

He showed me how to set them by mashing the spring down with my foot, and how to

work the trigger.

What is the correct way to write this sentence?

a. He showed me how to set them by mashing the spring down with my foot. And how to work the trigger.

b. He showed me how to set them. By mashing the spring down with my foot, and how to work the trigger.

c. How to set them by mashing the spring down with my foot and how to work the

trigger. d. Best as is.

13.Which sentence is written correctly?

a. I figured something drastic must have happened in his life. As it is very unusual for

a hound to be traveling all alone. b. As it is very unusual for a hound to be traveling all alone.

c. I figured something drastic must have happened in his life, as it is very unusual for a hound to be traveling all alone.

d. For a hound to be traveling all alone.

14.Which of the following is NOT a complete sentence?

a. My sisters yelled their fool heads off, all the time saying, "Poor Samie! Poor Samie!" b. He would gobble down his milk and then scoot for the timber. c. In neat little rows I tacked the hides on the smokehouse wall.

d. When the hunting season opened that fall.


15.Choose the sentence that is written correctly. a. The newness wore off. And I was right back where I started from.

b. Down in the canebrakes back of our fields and trap. c. I was firmly convinced that a smart old coon had deliberately poked that stick in my

trap. d. Only this time it was worse. Much worse.

16.Which of the following is NOT a complete sentence? a. I was a hunter from the time I could walk.

b. It made me feel all empty inside, and I cried a little too. c. I offered to get him a dog. But he doesn't want just any kind of dog. d. I had overheard this conversation from another room.


By the little wrinkles that bunched up on her forehead. I could tell that Mama wasn't satisfied.


a. By the little wrinkles. That bunched up on her forehead, I could tell that Mama wasn't satisfied.

b. By the little wrinkles that bunched up on her forehead, I could tell that Mama wasn't satisfied.

c. By the little wrinkles. That bunched up on her forehead. I could tell that Mama

wasn't satisfied. d. Best as is.


a. To him it made no difference how long the road or how tough or rocky.

b. His old red feet would keep jogging along. On and on. Mile after mile. c. After my friend had disappeared in the darkness.

d. Memories of my boyhood days, an old K. C. Baking Powder can, and two little red hounds.

Part C - There are three sentence fragments in the paragraph below. Draw a line through the

fragments. Write a complete sentence for each fragment on the lines below.

When the hunting season opened that fall, something happened that was almost more than I could stand. Lying in bed one night. I was trying to figure out a way I could get some dogs when I heard the deep baying of a coon hound. I got up and opened my window. The deep bark. The

deep voice rang loud and clear in the frosty night. Now and then I could hear the hunter. Whooping to him.

19. ________________________________________________________________________

_______________________________________________________________________________

20. ________________________________________________________________________

_______________________________________________________________________________

21. ________________________________________________________________________

_______________________________________________________________________________


Lesson 2 - Four Types of Sentences

In this lesson you will learn:

to recognize the four sentence types how to correctly capitalize sentence beginnings how to correctly add end punctuation to sentences

There are four (4) kinds of sentences: declarative, imperative, interrogative, and exclamatory.

1. A declarative sentence makes a statement and ends with a period.

Example - The dog-wanting disease never did leave me altogether.

2. An imperative sentence gives a command or makes a request. Imperative sentences end with periods.

Example - Don't tell your pa anything about this right now.

3. An interrogative sentence asks a question. Interrogative sentences end with question

marks.

Remember the word interrogative by thinking of a police officer. After arresting a suspect the police officer interrogates the suspect by asking questions.

4. An exclamatory sentence shows strong feeling or excitement. These end with exclamation

points.

Example - How wonderful it would be if I could have those two pups!


Practice

Part A Add editing marks to correct the following sentences.

Example

how long have your been saving this ?

1. how long have you been saving this

2. he glanced back at the money

3. you need a haircut

4. is this pup two years old, too

5. get me the sack

6. wow, you saved your money for two years

7. now you go home

8. on my way home, with a jawbreaker in one side of my mouth and piece of horehound

in the other, I skipped and hopped

9. i had the finest grandpa in the world

10.what did my grandpa give me


Part B Multiple Choice

11. Which of the following is written correctly?

a) Just when I had given up all hope of ever owning a good hound, something wonderful happened.

b) It all started one day while I was hoeing corn down in our field close to the river? c) I heard the old Maxwell car as it snorted and chugged its way out of the bottoms!

d) Were they leaving.

12.Which of the following sentences does not contain a mistake?

a) I sat down on an old sycamore log, and started thumbing through the leaves b) I read on and on.

c) names I couldn't make out. d) Registered redbone coon hound pups - twenty-five dollars each.

13.Which of the following sentences is punctuated correctly? a) I was seeing dogs, hearing dogs, and even feeling them?

b) I was lost in thought! c) How wonderful it would be if I could have two of those pups? d) How could I ever get fifty dollars?

14.Choose the sentence with punctuation errors.

a) God helps those who help themselves. b) The coolness of the rich, black soil felt good to my bare feet. c) I knew it was Daisy, our milk cow?

d) I could trap in winter.

15.Choose the answer that is written correctly. a) Right now there was something more important. Fifty dollars. A fabulous sum. b) I had earned a dime running errands for my grandpa.

c) what could I put my money in? d) An old K. C. Baking Powder can!

16. Which of the following contains an incorrect punctuation mark?

a) Grandpa sold my hides to fur buyers who came to his store?

b) With a straw, I'd measure from the lip of the can to the money. c) Would you like to buy some crawfish or minnows?

d) Maybe you'd like some fresh vegetables or roasting ears.

17.Choose the answer that is written correctly.

a) A year passed b) As I trotted along, I whistled and sang?

c) His mouth flew open and in a loud voice he said, "Two years!" d) And started dusting where there was no dust.


a) Picking blackberries barefoot.

b) Say, it's been a long time since you've had any candy, hasn't it? c) Time after time. It dipped in and out of the candy counter.

d) Arriving home. I dumped the sack of candy out on the bed.


Lesson 3 - Punctuating Sentences

In this lesson you will learn:

to recognize the four sentence types how to correctly capitalize sentences beginnings how to correctly add end punctuation to sentences

Practice

Part A Four of the following sentences have incorrect end punctuation. Draw a delete line

through the incorrect marks and write the correct ones above them.

Example Papa, how far is it to Kentucky.

Mama broke into the conversation, "I declare, what kind of a question is that. How far is it

to Kentucky? I don't know what's gotten into that mind of yours lately? You go around like you were lost, and you're losing weight? You're as skinny as a rail, and look at that hair! Just

last Sunday they had a haircutting over at Tom Rolland's place, but you couldn't go! You had to go prowling around the river and the woods?"

Part B Add the correct end marks to each sentence.

All around people began to roar with laughter Someone shouted, "What's the matter,

John You seeing things today "

I hurried on, wanting to get away from the stares and the snickers

It wouldn't have happened again in a hundred years, but there they came The same two old women I had met before We stopped and had another glaring fight

One said, "I declare "

The other one snorted, "Well, I never "

My face burned I couldn't take any more After all, a man can stand so much and no

more In a loud voice I said, "You may have these people fooled with those expensive-looking

feathers in your hats, but I know what they are They're goose feathers painted with iodine "


Part C Read the paragraphs in which capital letters and punctuation marks have been omitted. Place editing marks to show capital letters at the beginning of each sentence. Place periods,

question marks, and exclamation points where they belong.

1. the cool sweet pop felt wonderful to my hot dry throat my dark little world had

brightened up again i had my pups, and had found a wonderful friend i knew that the

stories I had heard about marshals weren't true never again would I be scared when I saw

one

2. reaching the mouth of the cave, he stopped raising his small red head high in the air

he bawled his challenge to the devil cat the bawl must have scared him as much as it had

startled me he came tearing back the tiny hairs on his back were standing on end

3. did you know the mountain lion has been known by many names including cougar,

puma, deer tiger, Mexican lion, mountain screamer, brown tiger, catamount, silver lion,

mountain demon, and panther the mountain lion is the second largest cat male mountain

lions can reach up to eight feet in total length and weigh in excess of 220 pounds wow,

that is a really big cat


Lesson 4 Subject/Verb Agreement -

Singular Nouns and Pronouns He, She, It

In Lesson 4 you will learn to correctly make subjects and verbs agree when the subjects are

singular. Subjects and verbs must work together. They must agree. A verb that ends in a single

-s, -es, or -ies is used with a singular noun or with the pronoun subject - he, she, or it.

NOTE: Here are the rules for writing singular verbs.

Add s for most verbs.

An es is added to verbs that end with ss, ch, sh, x, or z so that they can be used with

singular nouns or with the pronouns he, she or it.

Examples:

guess » guesses

crunch » crunches

brush » brushes

fix » fixes

buzz » buzzes

When a verb ends with a consonant and y, the y is changed to i and es is added so that

the verb can be used with a singular noun or with the pronouns he, she or it.

Examples:

fly » flies

cry » cries

study » studies

copy » copies

Do not change the –y when the base form ends in a vowel +y. Add –s

play » plays

enjoy » enjoys


Examples:

raccoon jumps The raccoon jumps into the sycamore tree.

hound searches The hound in the middle of the pack searches for the

mountain lion.

river winds The peaceful river winds through the valley.

trail twists The rough trail over the mountain twists all the way to

Tahlequah.

Mama fixes Mama fixes breakfast each morning.

he bellows Old Dan sees a raccoon. He bellows at the top of his lungs.

she shares Little Ann is kind. She shares her dinner with her brother.

it glows Billy adds wood to the fire. It glows all through the night.

Special Rules

Two singular subjects connected by or or nor require a singular verb.

Little Ann or Old Dan catches the raccoon each time they hunt.

Two singular subjects connected by either/or or neither/nor require a singular verb.

Neither Little Ann nor Old Dan bellows at the mountain lion.

The pronouns each, everyone (meaning everybody), everybody, anyone, anybody, someone, many a, and somebody are singular. Do not be misled by what follows of.

Each of the dogs hunts well.

Use a singular verb with sums of money or periods of time.

Forty dollars buys two coon hounds.

Two years totals a long time for Billy to save his money.

A few subjects look plural but are really singular or vice versa.

The news of the coon hunt spreads through the town. Mumps makes one's cheeks hurt and causes swelling and fever.

When the Subject is a Title

Even when a title is plural (like The Dragonslayers, How to Eat Fried Worms, or Holes), it functions like a singular subject, and it needs an -s ending on its verb. Where the Red Fern Grows tells about a boy and his two coon hounds.


Practice

Part A Circle the correct verb that agrees with each singular noun subject.

1. Billy (fix, fixes) breakfast before heading home.

2. The boy pup (play, plays) with the girl pup.

3. Each of the names (sound, sounds) perfect to Billy's ears.

4. Ten dollars (pay, pays) for gifts for Billy's family.

5. The news that Billy is safe (make, makes) Ma cry with relief.

Part B Circle the correct verb that agrees with each singular noun subject.

6. Billy names the boy pup Old Dan. He (like, likes) the sound of the name.

7. Billy tells his sisters about the soda pop. It (taste, tastes) sweet and bubbly.

8. The fire escape was a pipe that ran up the side of the building. It (appear, appears)

funny-looking.

9. Little Ann was the smartest of the two hounds. She (guide, guides) Old Dan out of

trouble.

10.Papa easily forgives Billy for running off. He (know, knows) he would have done the same

thing at Billy's age.


Part C Multiple Choice

11.Which of the following is written correctly?

a. Billy want to go to school.

b. Grandpa loves to tease Billy.

c. Daisy give milk each day.

d. Papa please Mama with a hug.


a. She eat the candy one piece at a time.

b. News spread quickly through the mountains.

c. Where the Red Fern Grows challenge the reader to accept coon hunting.

d. Wilson Rawls narratives a wonderful story!


a. One of the dogs bellows through the night.

b. The woman with all the dogs talk to Billy at the store.

c. The boy on the playground fight Billy.

d. Everybody play games in the schoolyard.


a. The family love to eat dinner at 6:00 PM.

b. Everybody sees Billy in his overalls.

c. An old K. C. Baking Powder can fill to the top with coins.

d. Mathematics help Billy count his money.


a. Each day brings a new joy to Billy.

b. Either Little Ann or Old Dan play games through the woods going home.

c. Ten dollars burn a whole in Billy's pocket.

d. It sound like the mountain lion would cry all night long.

CCSS.ELA-Literacy.L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*

The following standards, marked with an asterisk (*) in the main Standards document, are particularly likely to require

continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.



Lesson 5 Subject/Verb Agreement - Plural

Nouns and Pronouns I, We, You, They

In Lesson 5 you will learn to correctly make subjects and verbs agree when the subjects are plural.

Subjects and verbs must work together. They must agree. A verb that does not end in a single

s, es, or ies is used with a plural noun or with the pronoun subject - I, we, you, or they.

Examples:

hounds train Hounds of all varieties train their noses to follow specific scents.

traps catch Traps by the river catch raccoons quickly.

nails make Nails in a hollow log make a good raccoon trap.

I think I think Billy will catch a raccoon soon.

we figure We figure he will catch a raccoon in another day.

you bet You bet your boots the trap will work.

they trap They trap raccoons down in the valley.

Special Rules

When a singular subject is connected by or or nor to a plural subject, put the plural subject last and use a plural verb.

Billy or the coon hounds run all the way to the river.

When either/or or neither/nor connect a singular and plural subject, put the plural subject

last and use a plural verb.

Neither Billy nor the hounds know which way the raccoon ran.

Use a plural verb with two or more subjects when they are connected by and.

Billy and Old Dan find Little Ann by the sycamore tree.


Practice

Part A Circle the correct verb that agrees with each plural noun subject.

1. Grandpa and Billy (build, builds) a special trap.

2. I (see, sees) Grandpa was serious and I got interested.

3. Coons (jump, jumps) at the opportunity to steal a shiny piece of metal.

4. They (carry, carries) the trap to the river.

5. Neither Grandpa nor the coons (give, gives) up on the plan.

Part B Circle the correct verb that agrees with each singular or plural subject.

6. He (carry, carries) out our knives, forks, and spoons.

7. Anything that was bright and shiny, he (take, takes) to his den.

8. Mama and Papa (catch, catches) me cutting out the circles of tin with the good scissors.

9. My mother's old churn (topple, topples) over and spills the butter.

10.Everything (go, goes) in the trash pile.

11.Papa's words (perk, perks) me up just like air does a deflated inner tube.

12.Morning after morning I (feel, feels) the same old disappointment.

13.The family (sit, sits) down to breakfast.

14.Weeks (go, goes) by.

15.Mama (yell, yells) something to him about a snake.

16.Neither Little Ann nor Old Dan (see, sees) the raccoon.

17.Each (freeze, freezes) in his tracks.



18.Which of the following is written correctly? a. He turn the boy pup loose.

b. I dart in and grab him by the hind leg. c. With a pup under each arm Billy run for the house.

d. Mama and Papa yells something to him.


a. She shout, "Where did it bite you?" b. My sisters jumps up and hug me.

c. Mama looks at me, smile, and turns to the girls. d. Their answers surprise Mama.

20.Choose the answer that is written correctly. a. You seems fine to me.

b. The girls bury their faces in Mama's dress. c. Papa whack him again and it was all over.

d. Everybody smile when they realize Billy is not hurt.


a. Birch trees leans out over the river. b. His stout legs help with leverage.

c. Coon hunting teach Billy to be patient. d. My grandfather's store sit on top of the mountain.

22.Choose the answer that is written correctly. a. Grandpa kid Billy.

b. Either Little Ann or Old Dan fall in the river. c. Two years seems like a long time for a 12 year old. d. They hears the wind in the top of the trees.







Irregular Verbs - Forms of Be

In Lesson 6 you will learn the correct uses of the verb BE.

Rules for am is are (Present Tense)

Use am with the pronoun I. Use is when you mean one person, place, or thing. Use are when you mean more than one person, place, or thing, and with the pronoun

you.

Singular Nouns or Pronouns Verbs Sentences

I am I am the biggest boy in the valley.

Billy is Billy is too young to hunt by himself.

it is It is the biggest coon I have ever seen.

Plural

Nouns or Pronouns Verbs Sentences

hounds are Hounds are good hunters.

you are You are in for a long, cold night.


Rules for was were (Past Tense)

Use was when you mean one person place, or thing. Use were when you mean more than one person, place, or thing.

Singular Nouns or

Pronouns Verbs Sentences

I was I was twelve years old when I caught my first coon.

Billy was Billy was too cold to stop shaking.

it was It was time to go home.

Plural Nouns or


hounds were Hounds were all over the mountain.

we were We were here first.

you were You were the last one to go home.

Rules using Be Verbs with There

Use is or was with the pronoun ‘there’ when you mean one person or thing. Use are or were with the pronoun ‘there’ when you mean more than one person, place, or

thing.

Examples

Singular Subject

There is a large coon up in the tree. There was a large coon up in the tree yesterday.

Plural Subject

There are ten coons up in the tree. There were ten coons in the tree yesterday.


Irregular Verb Chart

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~

Forms of BE

Present Tense Past Tense

I

you

he, she, it

am

are

is

we

you

they

are

are

are

I

you

he, she, it

was

were

was

we

you

they

were

were

were

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~

Forms of DO


I

you

he, she, it

do

do

does

we

you

they

do

do

do

I

you

he, she, it

did

did

did

we

you

they

did

did

did

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~

Forms of HAVE


I

you

he, she, it

have

have

has

we

you

they

have

have

have

I

you

he, she, it

had

had

had

we

you

they

had

had

had


Practice

Part A Write the correct present tense form of be (am, is, are) to complete each sentence.

1. The beautiful night ________________ perfect for hunting.

2. Papa ________________ happy to see my ax sharpened.

3. The hounds ________________ anxious to go.

4. Because I told Little Ann that today is important, she ________________ ready with her

tail wiggling and twisting.

5. We ________________ down by the river bottom in record time.

6. He told the sheriff, "I ________________ Billy Colman."

Part B Write the correct past tense form of be (was, were) to complete each sentence.

7. I ________________ as nervous as Samie, our house cat.

8. One of the things I promised Mama ________________ to not go into the river.

9. My boots ________________ as soft as a hummingbird's nest.

10.I could tell Mama ________________ worried and it didn't make me feel too good.

11.While Mama and my sisters ________________ bundling me up, Papa lit my lantern.

Part C Circle the correct verb to agree with the subject of the sentence.

12.There (is, are) lanterns shining all through the hills.

13.There (is, are) a large raccoon down in the river bottom.

14.There hanging on the tool shed (is, are) my first hide.

15.There (was, were) no time to waste.

16.There by the large oak tree (was, were) the largest coon I have ever seen.

17.There (was, were) two pairs of coon eyes staring back at Billy.

Part D Multiple Choice - Practice with Forms of Be

18.Choose the sentence that is written correctly. a. Billy was beside his hounds expecting one of them to bawl, but the hounds were

ready for a rest. b. Billy was beside his hounds expecting one of them to bawl, but the hounds was

ready for a rest.

c. Billy were beside his hounds expecting one of them to bawl, but the hounds were ready for a rest.

d. Billy were beside his hounds expecting one of them to bawl, but the hounds was ready for a rest.



Billy is an inexperienced trainer, but Old Dan and Little Ann are the best coon dogs a boy could wish for.


a. Billy am an inexperienced trainer, but Old Dan and Little Ann are the best coon

dogs a boy could wish for. b. Billy is an inexperienced trainer, but Old Dan and Little Ann is the best coon dogs a

boy could wish for. c. Billy are an inexperienced trainer, but Old Dan and Little Ann are the best coon

dogs a boy could wish for.

d. Best as is.


a. This are what I had prayed for, worked and sweated for, my own little hounds

bawling on the trail of a river coon. b. This am what I had prayed for, worked and sweated for, my own little hounds

bawling on the trail of a river coon. c. This were what I had prayed for, worked and sweated for, my own little hounds

bawling on the trail of a river coon.

d. This was what I had prayed for, worked and sweated for, my own little hounds bawling on the trail of a river coon.

21.Which of the following is NOT written correctly?

a. My dogs were just big, awkward pups, trailing their first live coon.

b. The ring-tail fool was not going to trick my dogs again. c. My dogs didn't know it, but I was pretty well convinced that that was what the coon

had done.

d. Neither Old Dan or Little Ann were bewildered.

22.Choose the sentence that is written correctly.

a. After seeing that there was nothing to be scared of, once again I were the fearless hunter.

b. The trails was forgotten as I tore off through the brush. c. I are afraid to believe it.

d. There is a stepping stone out in the river for Little Ann to stand on.

23. Which of the following is NOT written correctly?

a. It was the king of the woods, towering far above the smaller trees.

b. The huge limbs was spreading out over the small birch, ash, box elder, and water oak.

c. I am the one who named this tree "the giant". d. There was little hope from the beginning.


Part E Multiple Choice - Review of Subject Verb Agreement


Along about daylight I find my second wind, and I really did make the chips fly.


a. Along about daylight I find my second wind, and I really did make the chips flies.

b. Along about daylight I find my second wind, and I really did make the chips flies. c. Along about daylight I finds my second wind, and I really did make the chips fly.

d. Best as is.


a. Two hours later things was different.

b. "Yes, Papa," I said, "I are a little tired and sleepy, otherwise I'm fine." c. There sure is a coon in this tree.

d. Papa climb on the mule's back.


a. You are as crazy as a bedbug. b. I hears her saying something about al old coon as she disappears in the

underbrush. c. Old Dan and Little Ann hops up and sniff around. d. God hear my prayer.

Part F There are seven mistakes in the use of the verb be in the paragraphs below. Use proofreading marks to delete each incorrect word and write the correct word above it.

Example: We on the same team.

The raccoon are a furry animal that has a bushy ringed tail. Their fur coloring makes them

appear to be wearing masks. This is why they has the nickname "Bandit". The "mask" goes

across the raccoon's face from cheek to cheek then around the eyes above the nose. The fur on

the mask is a dark brown color. The rest of the raccoon's fur are gray to a blackish color. The tail

of a raccoon has rings of different colors. The rings is black and light brown or gray.

Seven species of raccoons live in the world. The northern raccoon are 30 to 38 inches long. They

weigh 12 to 25 pounds.

Raccoons have stiff, long hair. The hair are generally gray with yellow or brown. Raccoons have

tails which is 12 inches long. A raccoon's tail has from 5 to 7 rings. They also have a pointed

snout and long flexible fingers. They have sharp claws.


The following standards, marked with an asterisk (*) in the main Standards document, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

CCSS.ELA-Literacy.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.


http://www.corestandards.org/ELA-Literacy/L/5/1/b/



Irregular Verbs

In Lesson 6 you will learn the correct uses of the verbs DO and HAVE.

Do Verbs

Rules

Use does or doesn't with the pronouns he, she, and it, or whenever you mean only one person or thing.

Use do or don't with the pronouns I, you, they and we, or whenever you mean more than one person or thing.

[Note: The same rules apply for both helping verbs and linking verbs.]

~*~^~*~^~*~^~*~^~

does doesn't

Singular Nouns or


he does/doesn't He does his chores before going hunting.

Billy does/doesn't Billy doesn't like to stop hunting long enough to eat dinner.

it does/doesn't It doesn't take long to catch three coons.

~*~^~*~^~*~^~*~^~ do don't

Plural

Nouns or Pronouns Verbs Sentences

hounds do/don't Hounds don't bellow unless they have treed a coon.

we do/don't We do our hunting at night.

I do/don't I do the cooking over a hot fire.

~*~^~*~^~*~^~~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~


Have Verbs

Rules

Use has or hasn't with the pronouns he, she, and it, or whenever you mean only one person or thing.

Use have or haven't with the pronouns I, you, they and we, or whenever you mean more than one person or thing.

~*~^~*~^~*~^~*~^~

has hasn't

Singular

Nouns or


he has/hasn't He hasn't been here all night.

Billy has/hasn't Billy has to carry a lantern.

it has/hasn't It has a bright flame that helps Billy see.

~*~^~*~^~*~^~*~^~ have haven't

Plural

Nouns or


hounds have/haven't Hounds have a good sense of smell.

we have/haven't We haven't seen this many coon pelts since we were

little.

you have/haven't You have to skin the coon, and dry the pelt.

I have/haven't I have to sell the pelts at Grandpa's store.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~


Practice

Part A Write do or does to complete each sentence.

1. We ___________________ know that hounds have a good sense of smell.

2. Hounds ___________________ hunt best during cool fall nights.

3. ___________________ you know that Billy is a brave young man?

4. Wind ___________________ blow more in the river bottom.

5. The barking ___________________ sound far away.

Part B Write doesn't or don't to complete each sentence.

6. By late evening the happy tune ___________________ sound happy.

7. I ___________________ think I can cut it down.

8. You ___________________ have to stay out here all day chopping.

9. I ___________________ want to give up, Grandpa.

10."No, he ___________________ ," Grandpa said.

Part C Write has or have to complete each sentence.

11.There ___________________ never been a more beautiful night.

12.I ___________________ tracked coons in the rain, snow, and hail.

13.You ___________________ to leave the tree.

14.Raccoons ___________________ many tricks to escape from their captors.

15.Mama ___________________ a special dinner planned for Billy.

Part D Write hasn't or haven't to complete each sentence.

16.A gust of wind ___________________ been through the valley all day.

17.The blisters ___________________ broken open.

18.You ___________________ seen Little Ann or Old Dan.

19.The ax ___________________ left Billy's hands all day.

20.The trouble ___________________ stopped Billy from trying.


Part E There are five mistakes in using the verbs do/does and has/have in the paragraph

below. Use proofreading marks to delete each incorrect word and write the correct word above it.

Example: He the dishes after dinner.

Redbone coonhounds are a medium sized dog. Their coats are a deep red color. They has brown

to hazel eyes. Their ears are low and reach nearly to the end of their noses. Redbones have a

deep broad chest and a strong slightly arched back. Their feet has cat-like paws. The medium

length tail is slightly bushy.

Redbones are agile which helps them when hunting in steep, rocky areas. Redbones does enjoy

swimming. They has a natural instinct for hunting. Most Redbones are used for coon hunting,

but they does track bear, cougar, and bobcats. Most hunters prefer to hunt with a pack of

Redbones instead of a single dog.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~


The following standards, marked with an asterisk (*) in the main Standards document, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

CCSS.ELA-Literacy.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.




Lesson 8 - Troublesome Verbs

In this lesson you will learn how to correctly use the words lie and lay, sit and set.

Rules

The word sit means “to rest".

I sit on the chair. OR I sat on the chair.

Set means “to place, adjust, or arrange something”.

I set my gun down.

~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~

Lie means to move into a horizontal

position to rest.

You can lie on a rug, but you cannot lie a rug.

Lay means to put (something) in a flat or

horizontal position, usually carefully or for a particular purpose.

Mama will lay the bowl on the table.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~


Practice

Part A Use sit(s), sat, or set correctly in these sentences.

1. His little sister _______________ as close to his papa as possible.

2. Grandpa did not like to _______________ in this chair.

3. Mama carefully _______________ the lamp on the table.

4. Who _______________ the lantern on this table?

5. Would you like to _______________ here by the fire?

6. She _______________ beside me.

7. Mama walked over and _______________ it on the mantle.

Part B Fill in the blanks correctly with the forms of lie and lay.

Present lie(s) lay(s)

Past lay laid

Past Participle have (had) lain have (had) laid

Write lie, lies, lay, or lays in each blank to correctly complete the sentence.

8. His little sister _______________ the bowl of milk beside Old Dan.

9. Grandma said she would _______________ the dinner on the table.

10.Mama asked if she might _______________ on the bed.

11.Will you _______________ down your trap for a few minutes?

12.Old Dan likes to _______________ in the sun.

13.Why don't you _______________ down for a few minutes?

Write lay, laid, or lain in each blank to correctly complete the sentence.

14.She _______________ down to rest.

15.She had _______________ there for an hour.

16.Who _______________ the rug on the floor?

17.Had Little Ann _______________ there very long?

18.Billy _______________ on the bed as though exhausted.


Sit/Set Quizzes

http://homepage.smc.edu/quizzes/cheney_joyce/SitorSet.html

http://a4esl.org/q/h/vm/sitsetseat.html

Lie/Lay Quizzes

http://a4esl.org/q/h/vm/lie-lay.html

http://www.english-zone.com/verbs/lie-lay1.html

Online Quizzes for Sit/Set and Lie/Lay

http://www.quia.com/jg/309583.html


CCSS.ELA-Literacy.L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their).*

CCSS.ELA-Literacy.L.5.1d Recognize and correct inappropriate shifts in verb tense.*



http://homepage.smc.edu/quizzes/cheney_joyce/SitorSet.html

http://a4esl.org/q/h/vm/sitsetseat.html

http://a4esl.org/q/h/vm/lie-lay.html

http://www.english-zone.com/verbs/lie-lay1.html

http://www.quia.com/jg/309583.html


http://www.corestandards.org/ELA-Literacy/L/4/1/g/

http://www.corestandards.org/ELA-Literacy/L/5/1/d/


Lesson 9 - Understanding Sentence

Problems

In this lesson you will learn how to recognize these sentence problems: choppy sentences, run-on sentences, and stringy sentences.

Choppy Sentences - Choppy sentences are sentences that are too short. When several short

sentences come together they force the reader to go slowly. This makes the writing seem more "elementary" than it truly is.

Examples

Choppy Sentences Our home was in a beautiful valley. It was far back. It was in the rugged Ozarks. Corrected Our home was in a beautiful valley far back in the rugged Ozarks.

Choppy Sentences The house was made of logs. It was nestled at the edge of the foothills. It

was in the mouth of a small canyon. It was surrounded by a grove of trees. They were huge red oaks.

Corrected The log house was nestled at the edge of the foothills in the mouth of a small canyon, and was surrounded by a grove of huge red oaks.

Run-On Sentences - A run-on occurs when two or more sentences are combined without

connecting words or punctuation.

Examples Run-on Billy learned about raccoons, Billy studied their habits and he came to learn they were tricky creatures.

Corrected Billy learned about raccoons. Billy studied their habits, and he came to learn they were tricky creatures.

Run-on Grandpa told Billy stories about coon hunting he taught him how to build a coon trap. Corrected Grandpa told Billy stories about coon hunting, and he taught him how to build a coon

trap.

Run-on Billy hunted during the night he slept during the day. Corrected Billy hunted during the night, so he slept during the day.

Corrected Because Billy hunted during the night, he slept during the day.

Stringy Sentences - sentence with too many clauses usually connected with and, but, so, and because, forming one very long sentence. Stringy sentences are so long the reader forgets the

beginning of the sentence before reaching the end.

Example Stringy The fame of my dogs spread all over our part of the Ozarks, and they were the best in

the country, so that no coon hunter came into my grandfather's store with as many pelts as I did. Corrected The fame of my dogs spread all over our part of the Ozarks. They were the best in

the country. No coon hunter came into my grandfather's store with as many pelts as I did.


Practice

Write choppy, run-on, or stringy to describe which sentence problem each sentence below

contains.

1. ____________________ I arrived at the millhouse. I tied my mule to the hitching post. I

took my corn. I set it by the door.

2. ____________________ Rubin was two years older than I was, and he was big and husky

for his age, and he never had much to say although he had mean-looking eyes that were

set far back in his rugged face.

3. ____________________ Rainie was the youngest he had the meanest disposition of any

boy I had ever known.

4. ____________________________ He snatched the candy out of my hand. He ate it. Then

he sneered at me. He said it wasn't good.

5. ____________________ The boys entered the store they stopped and glared at me.

6. ____________________ When the last of my corn was just going through the grinding

stones, Grandpa pushed a lever to one side, shutting off the power, and then he came over

and asked Rainie why he was looking for trouble, and asked him why he was always looking

for a fight.

7. ____________________ He's an old-timer folks call him the "ghost coon".

8. ____________________ A strange little smile was tugging at the corner of his mouth the

big artery in his neck was pounding out and in.

9. ____________________ I could hear him chuckling as he walked towards his store, and I

thought to myself that there goes the best grandpa a boy ever had, and that is just what I

thought of my grandpa.

10.____________________ I did not want to argue I carried both the lantern and the ax.

11.____________________ A bird chirped. A rabbit ran. Mallards took flight. I whooped to my

dogs.

12.____________________ The wily old coon crossed the river several times I couldn't shake

my dogs from his trail.

CCSS.ELA-Literacy.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

CCSS.ELA-Literacy.L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style.*

CCSS.ELA-Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness

and redundancy.*

The following standards, marked with an asterisk (*) in the main Standards document, are particularly likely to require continued

attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

http://www.corestandards.org/ELA-Literacy/L/5/3/a/




Photo of Completed Combining Sentences Organizer All pages in this organizer are the same size. To achieve the staggered flip, begin by

placing some glue on the back side across the top of page 1. Place glue across the back

of page 2 and position it above page 1 approximately ¼ to ½ inch higher. Continue

pasting the pages onto your organizer notebook in the same manner, until you use all 7

pages and the cover page.


Graphic Organizer for Sentence Combining Rules

When two people or things do the same thing, try to tell about it in one sentence.

Little Ann likes to hunt for raccoons. Old Dan likes to hunt for raccoons.

_____________________________________________________________________________

_____________________________________________________________________________

If you use I as part of a combined subject, put I last.

I am going hunting after dinner. Grandpa is going hunting after dinner.

_____________________________________________________________________________

_____________________________________________________________________________

Rule 1: Different Subjects - Same Predicate

If you have one person doing more than one thing, then place the verbs in a string.

Billy trapped the raccoon. Billy skinned the raccoon.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Rule 2: Different Predicates - Same Subject



Billy's sisters like peppermint sticks. Billy's sisters like jawbreakers.

_____________________________________________________________________________

_____________________________________________________________________________

Remember if more than two things are named then you must use commas.

Billy has a lantern. Billy has an ax. Billy has two coon dogs.

_____________________________________________________________________________

_____________________________________________________________________________

Rule 3: Avoid writing sentences that repeat the same words again and again.

Mama baked muffins. They were delicious.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Rule 4: Sometimes one sentence will do in place of two.



Billy's birthday present was a new lantern. It was from his Mama and Papa.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Rule 5: Using phrases in sentences lets you say more - with less.

If you wanted to combine two sentences and show a cause and effect relationship, one

way you could do it would be to use a coordinating conjunction. These are the connecting words for, and, nor, but, or, yet, and so. One way to remember all of them

is to call them "FANBOYS." In most cases, they will be preceded by a comma.

Little Ann crossed the river. Old Dan stood bawling on the bank.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Rule 6: When sentences are related they may be turned into a compound sentence by adding a comma and a coordinating conjunction.



Try using some of these words when building complex sentences:

after before though when

although if unless whenever

because since until while

Choppy - Old Dan was afraid. He stood on the bank and bawled. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Rule 7: Short choppy sentences may be turned into complex sentences.

Combining

Sentences


Lesson 10 - Choppy Sentences

In this lesson you will learn how to correct choppy sentences that have words that are

repeated in two or more sentences. You can determine this by asking, "Do adjacent sentences contain the same subject and/or the same verb?"

Rule 1: Different Subjects - Same Predicate

When two people or things do the same thing, try to tell about it in one sentence.

Little Ann likes to hunt for raccoons. Old Dan likes to hunt for raccoons.

Little Ann and Old Dan like to hunt for raccoons.

If you use I as part of a combined subject, put I last.

I am going hunting after dinner. Grandpa is going hunting after dinner. Grandpa and I are going hunting after dinner.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Rule 2: Different Predicates - Same Subject

If you have one person doing more than one thing, then place the verbs in a string.

Billy trapped the raccoon. Billy skinned the raccoon. Billy trapped and skinned the raccoon.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Rule 3: Avoid writing sentences that repeat the same words again and again.

Billy's sisters like peppermint sticks. Billy's sisters like jawbreakers. Billy's sisters like peppermint sticks and jawbreakers.

Remember if more than two things are named then you must use commas.

Billy has a lantern. Billy has an ax. Billy has two coon dogs.

Billy has a lantern, an ax, and two coon dogs.


Practice

Part A Correctly combine the following sentences.

1. I saw Little Ann far up the old fence row sniffing. I saw Little Ann far up the old fence row running here and there.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. They ran up. They ran down the barbed-wire fence on both sides.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. I saw Little Ann throw up her head. Little Ann started to whine.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. I never liked to hear the helpless cry. I never liked to hunt the young coon.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

5. Rainie said that he was chicken-livered. Rubin said that he was chicken-livered.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



6. Choose the sentence that correctly combines the following underlined sentences.

I could see them standing on their hind legs. I could see them tearing and slashing at each other.

a. I could see them standing on their hind legs, tearing and slashing at each other.

b. On their hind legs they were tearing and slashing at each other. c. I could see them tearing and slashing and standing.

d. I could see them standing and slashing each other.


a. His mouth and eyes and face as white as chalk were opened wide.

b. His face was as white as chalk, his mouth and eyes were wide opened. c. His mouth and eyes were opened wide, and his face was as white as chalk. d. His face as white as chalk opened his mouth and his eyes.

8. How can the error in the following sentence be fixed?

I awakened my mother, I awakened my father.

a. I awakened my mother and father.

b. My mother awakened and my father. c. My father and mother awakened by me.

d. I awakened my mother, awakened my father. 9. Choose the answer that correctly combines the following underlined sentences.

The hound ran up to the graveyard.

The hound started sniffing and bawling.

a. The hound ran and sniffed and bawled at the graveyard. b. The hound ran up to the graveyard, and started sniffing and bawling. c. The hound ran up to the graveyard, and the hound started sniffing and

bawling. d. The bawling and sniffing hound ran up to the graveyard.

10.Choose the sentence which is worded the best.

a. The muscles in my stomach knotted. The muscles in my stomach jerked. b. The jerked muscles in my stomach knotted.

c. The muscles jerked and the muscles knotted in my stomach. d. The muscles in my stomach knotted and jerked.


a. A slow drizzle had set in and it was cold. b. A cold, slow drizzle had set in. c. A cold drizzle and a slow drizzle had set in. d. A drizzle that was cold, and it was slow had set in.


12.Choose the answer that correctly combines the following underlined sentences.

Mama was upset because of the accident. Papa was upset because of the accident.

Billy was upset because of the accident.

a. Mama, Papa, and Billy was upset because of the accident. b. Mama, and Papa, and Billy were upset because of the accident.

c. Mama, Papa, and Billy were upset because of the accident. d. Mama and Papa and Billy were upset because of the accident.


a. They would stop, turn around, and look at me.

b. They would stop. They would turn around. They would look at me. c. They would stop and turn around, and they would look at me.

d. They would stop, turn around, and they would look at me.



CCSS.ELA-Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating

wordiness and redundancy.* The following standards, marked with an asterisk (*) in the main Standards document, are particularly likely to require







In this lesson you will learn how to combine choppy sentences by adding modifying words and phrases.

Rule 4: Sometimes one sentence will do in place of two.

Mama baked muffins. They were delicious. Mama baked delicious muffins.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Rule 5: Using phrases in sentences lets you say more - with less.

Billy's birthday present was a new lantern. It was from his Mama and Papa. Billy's birthday present from his Mama and Papa was a new lantern.


Practice

Part A Correctly combine the following sentences.

1. It was a few days later. Billy was on his way back from the mill.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. I picked up a stick and slapped my leg with it. It was small.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. He was stiff-legged. He walked up close to her. He stopped. He showed his teeth.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. I noticed his old hand. It was wrinkled. It trembled as he rubbed his chin.

______________________________________________________________________

______________________________________________________________________

5. We can enter Old Dan and Little Ann. We can enter them in the championship hunt.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



6. Choose the sentence that correctly combines the following underlined sentences.

I've even had several friends helping me. They are good friends.

a. They are good friends I've had helping me. b. The friends that are helping me, they are good.

c. I've even had several good friends helping me. d. I've even had several friends helping me, and they were good.


a. The winner receives a gold cup, and we might come home with it.

b. The winner receives a cup, and we might come home with it because it is gold.

c. We might come home with it because the winner receives a gold cup. d. The gold cup the winner receives, we might come home with it.


My dogs were not allowed in the house. They didn't come in.

a. They didn't come in my dogs were not allowed in the house. b. My dogs didn't come in and were not allowed in the house.

c. Not being allowed in the house, my dogs didn't come in. d. My dogs didn't come in because were not allowed in the house.

9. Choose the answer that correctly combines the following underlined sentences.

I saw the wrinkles bunch up on Grandpa's forehead. They were thinking wrinkles.

a. I saw the wrinkles bunch up on Grandpa's forehead, and they were thinking

wrinkles. b. I saw the wrinkles bunch up on Grandpa's forehead, because they were

thinking wrinkles.

c. I saw the thinking wrinkles bunch up on Grandpa's forehead. d. I saw the wrinkles bunch up on Grandpa's forehead, which were thinking

wrinkles.

10.Choose the sentence which is worded the best.

a. The silent echo died away, and silence settled over the bottoms in the distance.

b. The echo died away in the distance. Silence settled over the bottoms. c. As the echo died away in the distance, silence settled over the bottoms. d. Silence settled over the bottoms, and as the echo died away in the distance.


a. I waited for his reply. I waited in silence. b. I waited for the reply, and it was silent. c. I waited, in silence, for the silently reply.

d. I waited in silence for his reply.



I saw a smile spread over his face. He was pleased.

a. I saw a pleased smile spread over his face. b. I saw a smile spread over his face, and he was pleased.

c. He was pleased as a smile and it was pleased spread over his face. d. I saw a smile that was pleased it spread over his face.

13.Which of the following is written correctly? a. I was as nervous as a June bug. It was in a henhouse on the day before we

were to leave. b. The day before we were to leave, I was as nervous as a June bug in a

henhouse.

c. I was as nervous as a henhouse in a June bug the day before we were to leave.

d. The day before we were to leave, a nervous June bug in a henhouse.




wordiness and redundancy.* The following standards, marked with an asterisk (*) in the main Standards document, are particularly likely to

require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.






In this lesson you will learn how to combine choppy sentences by using these two

methods:

combining related sentences with a comma and a coordinating conjunction

by adding introductory phrases and/or clauses


If you wanted to combine two sentences and show a cause and effect relationship, one

way you could do it would be to use a coordinating conjunction. These are the connecting words for, and, nor, but, or, yet, and so. One way to remember all of them is

to call them "FANBOYS." In most cases, they will be preceded by a comma.

Example

Little Ann crossed the river. Old Dan stood bawling on the bank. Little Ann crossed the river, and Old Dan stood bawling on the bank.


FANBOYS is an acronym made up of the first letters of the common conjunctions:

For, And, Nor, But, Or, Yet, So.

for shows logical consequence; it has the same meaning as because, the reason why

He sniffed at it and refused to eat. I laughed, for I knew why.

and shows addition; it has the same meaning as in addition, along with

They won't take anything away from each other, and everything they do, they do it as one.

nor shows addition of a negative point

I knew that Old Dan would not enter the beauty contest, nor did I care.

but shows contrast; it has the same meaning as however, except, on the other hand

He walked like a king until he reached the end of the table, but

something went wrong and he jumped down.

or shows choice

I could enter Little Ann without an oiled coat of fur, or I could use Grandma's butter to grease her fur.

yet shows contrast

I told Little Ann that if she laid down and rolled, I'd wear her out, yet I knew I wouldn't.

so shows logical consequence; it has the same meaning as as a result, therefore

The contest was about to begin, so I took Little Ann to the

judges' tables.


Practice


Part A Correctly combine the following sentences by adding a comma and a

coordinating conjunction (For, And, Nor, But, Or, Yet, So).

Example:

I noticed that the road started at the edge of the foothills. It was always in sight of the river.

I noticed that the road started at the edge of the foothills, but it was always in sight of the river.

1. He came back. He handed me two large cans of corned-beef hash. (Use the conjunction and)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. I didn't like to hear the small owl. There was a superstition in the mountains concerning them. (Use the conjunction for)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. If you heard one owl it meant nothing at all. If you heard more than one it meant bad luck. (Use the conjunction but)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


4. I was glad of this. I was anxious to reach the campground.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

5. Go any place you want to go. Don't get in anyone's way.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

6. I had seen many coon hounds. None could equal these.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Rule 7: Short choppy sentences may be turned into complex

sentences.

Old Dan was afraid. He stood on the bank and bawled. Because Old Dan was afraid, he stood on the bank and bawled.

Try using some of these words when building complex sentences:

after before though when

although if unless whenever

because since until while

Part B Correctly combine the following sentences by adding an introductory clause.

Example:

Choppy - Grandpa fed and watered the team. Papa and I carried our bedding to the shelter.

Corrected - While Grandpa fed and watered the team, Papa and I carried our bedding to the shelter.

7. We're cooking supper. You see to your dogs. (Add the introductory word while.)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

8. Papa had stopped talking. Silence settled over the camp. (Add the introductory

word after.)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

9. A man believed it all. He'd go crazy. (Add the introductory word if.)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


10.I passed one set of dogs. I couldn't help but wonder if I had a chance to win.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

11.The dogs were lined up. The judging started.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

12.One of the judges would point at a hound. He was eliminated from the contest.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



13.Choose the sentence that correctly combines the following underlined sentences.

The vocal cords refused to work. I could snap my fingers.

a. The vocal cords refused to work yet I could snap my fingers. b. Because the vocal cords refused to work I could snap my fingers.

c. The vocal cords refused to work, but I could snap my fingers. d. As the vocal cords refused to work, I could snap my fingers.


a. Crawling under the buggy, I lay down between my dogs. b. Crawling under the buggy. I lay down between my dogs.

c. Crawling under the buggy, I lie down between my dogs. d. Crawling under the buggy. I lie down between my dogs.

15.How can the error in the following sentence be fixed?

Graceful as any queen. My little dog walked down the table.

a. Graceful as any queen, and my little dog walked down the table. b. As graceful as any queen, my little dog walked down the table.

c. Graceful as any queen, but my little dog walked down the table. d. She was graceful as any queen, my little dog walked down the table.


It came my time to draw. My hand was shaking so hard I could hardly get it in the box.

a. When it came my time to draw. My hand was shaking so hard I could hardly

get it in the box. b. When it came my time to draw, my hand was shaking so hard I could hardly

get it in the box. c. It came my time to draw, because my hand was shaking so hard I could

hardly get it in the box.

d. It came my time to draw, for my hand was shaking so hard I could hardly get it in the box.

CCSS.ELA-Literacy.L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their

function in particular sentences.




wordiness and redundancy.*

CCSS.ELA-Literacy.L.7.1b Choose among simple, compound, complex, and compound-complex sentences to signal

differing relationships among ideas.









Photo of Correcting Run-On Sentences Organizer


1. The first method is to make two sentences.

Example:

Incorrect

In the afternoon our judge came over and introduced

himself he told us he'd be going with us that night.

Correct

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

2. The second method for correcting run-on sentences is linking the sentences with a conjunction. (The seven coordinating conjunctions are easy to remember by the

acronym FANBOYS: For, And, Nor, But, Or, Yet, and So.)

Example:

Incorrect Little Ann smelled a coon

she took off.

Correct

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

3. The third method for correcting run-on sentences is

joining the two short related sentences with a semicolon. Use a semicolon to join sentences when the ideas are

closely connected and need no transition word to explain the connection between them. The semicolon, as used here, is the grammatical equivalent of a period.

Example:

Incorrect My dogs treed a coon they

were across the river from us.

Correct

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________ 4. The fourth method for correcting run-on sentences is

by making one of the clauses dependent by adding words

such as:

after because that where

although before thought wherever

as even though unless which

as if if until while

as long as once what who

as soon as

since whatever however

as though so that whenever

Example:

Incorrect

Everything was fine we reached midstream.

Correct

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________


Lesson 13 - Run-On Sentences

In this lesson you will learn how to recognize and correct run-on sentences. A run-on

sentence is two or more sentences that are incorrectly written as one sentence. The length of the sentence has nothing to do with it being a run-on sentence. Here are some examples:

Incorrect In the afternoon our judge came over

and introduced himself he told us he'd be going with us that night.

Correct In the afternoon our judge came over

and introduced himself. He told us he'd be going with us that night.

Incorrect Little Ann smelled a coon she took off.

Correct Little Ann smelled a coon, so she took

off.

Incorrect My dogs treed a coon they were across

the river from us.

Correct My dogs treed a coon; they were

across the river from us.

Incorrect Everything was fine we reached midstream.

Correct Everything was fine until we reached midstream.


Practice

Part A Write run-on or correct in each of the blank spaces.

1. _____________________ The judge said, "You can't beat these Ozark Mountain

nights for beauty."

2. _____________________ Grandpa started to say something his voice was drowned

out by the bell-like cry of Little Ann.

3. _____________________ Grandpa got tangled up in some underbrush, and lost his

hat and spectacles.

4. _____________________ Twenty minutes later we heard them coming back we

stopped.

5. _____________________ Closing my eyes, I could almost see them running, bodies

stretched to their fullest length, legs pounding up and down, white steam rolling

from their hot breath in the frosty night.

Part B There are four methods for correcting run-on sentences. The first is to simply

make two sentences.

Example:

Grandpa snorted the judge laughed.

Grandpa snorted the judge laughed.

In the following practice correct the following run-on sentences by adding editing marks to make two simple sentences.

6. We walked on every now and then we would stop and listen.

7. At that moment, the loud clear voice of a redbone hound, bawling treed, rang

through the river bottoms it was the voice of Little Ann.

8. All three disappeared under the water I held my breath.

9. Grandpa got nervous he asked if I ought to whoop to my dogs.


Part C The second method for correcting run-on sentences is linking the sentences

with a conjunction. (The seven coordinating conjunctions are easy to remember by the

acronym FANBOYS: For, And, Nor, But, Or, Yet, and So.)

Example:

We skinned the coon soon were on our way again.

We skinned the coon soon were on our way again.

In this practice correct the following run-on sentences by adding a comma and a conjunction.

10.We knew we shouldn't be laughing we couldn't help ourselves.

11.I was sure the coon had walked the rail fence in some way had fooled my dogs.

12.The hackberry tree has something to do with his trick I don't know what.

13.I've been hunting coons and judging coon hunts for forty years I've never seen

anything like that.

Part D The third method for correcting run-on sentences is joining the two clauses

with a semicolon. Use a semicolon to join clauses when the ideas are closely connected and need no transition word to explain the connection between them. The semicolon, as

used here, is the grammatical equivalent of a period.

Example:

It's daylight now if we walk up to the tree, the coon will jump out.

It's daylight now

if we walk up to the tree, the coon will jump out.

In the following practice correct the following run-on sentences by joining the two clauses with a semicolon.

14.I knew that Little Ann had scented the coon in the air the same as she had the

ghost coon.

15.I'll tell you it was the prettiest sight I ever saw.

16.He jerked off his hat he let out a yell.

17.It wasn't a whoop or a screech it was about halfway in between.


Part E The fourth method for correcting run-on sentences is by making one of the

clauses dependent by adding words such as since, which, that, although, because,

or while.

Example:

We have to get one more coon I have to tree it myself.

We have to get one more coon I have to tree it myself.

In the following practice correct the run-on sentences by making one of the clauses dependent. The following list of words will help you:

after because that where

although before thought wherever

as even though unless which

as if if until while

as long as once what who

as soon as since whatever however

as though so that whenever even if

18. We came into the campground the hunters came out of their tents and gathered around us.

19. There is a tie for the championship there will be another runoff.

20. I turned them loose they started for the timber.

21. It was getting daylight the birds were singing.

CCSS.ELA-Literacy.L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in

particular sentences.




and redundancy.*

CCSS.ELA-Literacy.L.7.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing

relationships among ideas.









Lesson 14 - Run-On Sentences - More Practice

This lesson will provide additional practice with run-on sentences.

Things to Remember:

1. A run-on sentence is two or more sentences that are incorrectly written as one sentence.

2. The length of the sentence has nothing to do with it being a run-on sentence. 3. There are four methods for correcting run-on sentences. They are:

1. Making separate sentences. 2. Linking the sentences or clauses with a conjunction. (The seven coordinating

conjunctions are easy to remember by the acronym FANBOYS: For, And, Nor,

But, Or, Yet, and So.) 3. Joining the two clauses with a semicolon.

4. Making one of the clauses a dependent clause by adding words such as since, which, that, although, because, or while.

Practice

Part A Multiple Choice

1. Choose the sentence that is written correctly and is not a fragment or a run-on. a. Looking up at the sky.

b. The sky had turned dark gray fast-moving clouds were rolling through the heavens.

c. Scared and thinking everyone might want to stop hunting. d. All game stirs just before a storm.

2. Choose the sentence that is written correctly and is not a fragment or a run-on. a. It was beginning to sleet the air turned cold and chilly.

b. I whooped as loud as I could. c. If there was any danger of getting lost. d. I don't know it's all strange country to me.

3. Choose the sentence that is written correctly and is not a fragment or a run-on.

a. It is bad. b. There's no telling where they are many have crossed the river. c. Scared and knowing.

d. You can't see or hear a thing we had better start back for camp.

4. Choose the sentence that is written correctly and is not a fragment or a run-on. a. Or made a move to go on.

b. Sobbing. c. A man could freeze to death your dogs will give up and come in. d. That's what has me worried; they won't come in.


5. Choose the sentence that is written correctly and is not a fragment or a run-on. a. From which direction?

b. From that way. c. I thought I did I'm not sure.

d. I can't hear anything in this storm.

Part B

Read the paragraph

and find where each

sentence begins and

ends. To correct the

run-on sentences,

insert correct

punctuation and use

editing marks to show

letters that should be

capitalized.

6. the men were giving up i felt the knot again as it crawled up in my throat salt

water froze on my eyelashes kneeling down, i put my ear close to the icy ground in

hopes i could hear my dogs, but i couldn't hear anything above the roar of the

blizzard.

7. just when i had given up all hope and had sunk to the lowest depth of despair,

out of the white wall of driving sleet, my little dog came to me i knelt down and

gathered her in my arms.

8. i don't know how she did it straight into the face of the storm she led us time

after time she would stop and turn her head this way and that i knew she couldn't

scent or see anything instinct alone was guiding her over a winding and twisting

trail, we followed.


Part C

Correct the following run-on sentences using a variety of methods.

9. (Correct by making separate sentences.)

The judge looked at his watch it's almost five o'clock.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

10. (Correct by using a conjunction.)

Papa lifted him to a sitting position he told the judge to start slapping his face.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

11. (Correct with a semicolon.) Papa shot time after time. It was useless we got no answer.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

12. (Correct by making one of the clauses a dependent.) We could get lost in here we'll be in bad shape.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Part D

Correct the following run-on sentences using a variety of methods.

13. The ankle had twisted the searing pain must have made him unconscious.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

14. I stood rooted in my tracks I watched three big coons roll out of the busted old trunk.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

15. It's not long till daylight then you can go to them.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

16. It's the men from the camp they're searching for us.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

CCSS.ELA-Literacy.L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in

particular sentences.




and redundancy.*

CCSS.ELA-Literacy.L.7.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing

relationships among ideas.









Part 1 - Select one answer from the choices provided after each sentence.

1. Choose the sentence that is written correctly and is not a fragment or a run-on. a. Woodrow Wilson Rawls was born in Scraper, Oklahoma in 1913. b. Poor family.

c. The area where he lived had no schools Wilson's mother taught him how to read at home.

d. He remained uninterested in books his mother brought home a copy of Jack London's The Call of the Wild.

2. How can these choppy sentences be fixed?

Old Dan had the brawn. Little Ann had the brains.

e. Old Dan had the brawn, Little Ann had the brains. f. While Old Dan had the brawn, and Little Ann had the brains.

g. Old Dan had the brawn. And Little Ann had the brains, h. Old Dan had the brawn; Little Ann had the brains.

3. Choose the sentence which is worded the best.

a. Billy, Old Dan, and Little Ann, a boy and his two dogs. b. Billy, Old Dan, and Little Ann are a boy and his two dogs.

c. Where the Red Fern Grows is the story about a boy and his two dogs. d. A boy and his two dogs are about Billy, Old Dan, and Little Ann.

4. Choose the word that best completes the sentence.

Old Dan likes to _______________ in the sun.

e. lay f. lie

g. sat h. set

5. Which of the following would best complete the sentence?

Not far from our home, the road ________________ its way up and over a hill.

a. wind

b. winds


c. See that limb way up there in the top the one that runs over and almost touches the sycamore!

d. I've never seen anything like that?

e. What a beautiful sight it was to see Little Ann and Old Dan chasing the coon? f. That old coon walked this rail fence.


7. Choose the answer that correctly combines the following underlined sentences.

The day we moved I thought everyone would be sad. It was just the opposite.

a. The day we moved I thought everyone would be sad, and it was just the

opposite. b. The day we moved I thought everyone would be sad, for it was just the

opposite.

c. The day we moved I thought everyone would be sad, but it was just the opposite.

d. The day we moved I thought everyone would be sad, until it was just the opposite.

8. Which of the following sentences does not contain a mistake?

e. A sacred red fern. f. Don't touch it it was planted by an angel. g. God's way of helping Billy understand why his dogs died.

h. Billy wants to be alone with his dogs for a while.


The fern stood in all its wild beauty it was a waving red banner in a carpet of green.

a. The fern stood in all its wild beauty, and it was a waving red banner in a carpet of green.

b. The fern stood in all its wild beauty. It looked like a waving red banner in a carpet of green.

c. The fern stood in all its wild beauty It was a waving red banner in a carpet of

green. d. The fern stood in all its wild beauty. A waving red banner in a carpet of

green.

10.Which of the following sentences does not contain a mistake? e. I'd like to see the old home place. The barn and rail fences. f. My heart I believe the legend of the sacred red fern.

g. Once again I'd like to face a mountain breeze and smell the wonderful scent of the dogwoods.

h. My vision blurred as tears came to my eyes?


Part 2 - Select one answer from the choices provided after each sentence. The word you choose should fit the blank in the sentence.

11.Either Grandpa or Billy __________ going to have to make a decision. a. is b. are

12.__________ Little Ann going to win the beauty contest?

c. Is

d. Are

13.Some of the votes __________ to have been miscounted.

a. seem b. seems

14.The wind storms that tear through this county every spring __________ going to make winning the contest difficult.

c. are

d. is

15.Billy will __________ the lantern down on the table to light the wick.

a. lay b. lie

16.Billy __________ the biscuits down on the ground for Little Ann and Old Dan.

c. sit d. set

17.Everyone selected to serve as a judge __________ to be willing to give up a lot of

time.

a. have b. has

18.Most hunters __________ to hunt with a pack of Redbones instead of a single dog.

c. prefer d. prefers


19.He seems to forget that there __________ things to be done before he can enter

the contest.

a. are b. is

20.Some people __________ to be left in that camp after the winter storm came through.

c. have

d. has

21.Three-quarters of the campers __________ against leaving during the night.

a. is

b. are

22.When __________ the contest begin?

c. do

d. does

23.A large black spot __________ in the same place on the dog that a saddle would cover a horse.

a. was

b. were

24.Little Ann is the only one of the hounds who __________ shown affection for an

owner.

c. has d. have

25.The panel of judges __________ to get a good night's rest.

a. need b. needs


26.One of Billy's favorite games __________ playing tag with his hounds.

c. is d. are

27.Not only the hounds, but also the instructors __________ to listen for the raccoons.

a. has

b. have

28.This __________ a long time for Billy to save his money.

c. is

d. are

29.News __________ through the camp that Billy is the winner.

a. spread

b. spreads

30.The bacon and eggs __________ cooked for the hounds.

c. was

d. were

31.Little Ann and Old Dan __________ limber which helps them when hunting in

steep, rocky areas.

a. was b. were

32.__________ Billy, Grandpa, and Papa have enough warm clothes for the hunt?

c. Do d. Does


Audio Book Information

Chapter 1 - 2 (Pages 11-23) Audiobook is approximately 26 minutes in length.

Chapter 3 (Pages 24-30) Audiobook is approximately 14 minutes in length.

Chapters 4 - 5 (Pages 31-48) Audiobook is approximately 34 minutes in length.











Chapter 17 - 18 (Pages 170-190) Audiobook is approximately 42 minutes in length.


Page numbers will vary depending on the size of the book’s text.

Read the full novel online for free with audio

here:

http://esl-bits.net/Books/Where%20the%20Red%20Fern%20Grows/index.html

http://esl-bits.net/Books/Where%20the%20Red%20Fern%20Grows/index.html


Introduce the Book

Mention that the story starts with a man on his way home from work. He sees a dog fight, then takes care of the injured dog. This reminds him of his childhood.

After Chapter 1 the entire book is a flashback. A flashback is recalling events that

happened in the past. Flashbacks are usually used to give the reader background information. In Where the Red Fern Grows Rawls uses the flashback so he can tell

the story from a distance.

Map Activities

(Locate the setting for the book - Ozark Foothills on the Illinois River in Northeast

Oklahoma)

Oklahoma Maps http://www.lib.utexas.edu/maps/oklahoma.html Oklahoma and United States Map Links

http://www.netstate.com/states/maps/ok_maps.htm

~~~~~~~~~~~~~~

Calculate miles from Kentucky to Oklahoma. Draw a map showing Billy's trip to Tahlequah. (Page 27 - Tahlequah was a small country town with a population of about eight hundred.

By the road it was thirty-two miles away, but as the crow flies, it was only twenty miles. I went as the crow flies, straight through the hills....)

http://www.lib.utexas.edu/maps/oklahoma.html

http://www.netstate.com/states/maps/ok_maps.htm


Raccoons

In the book Where the Red Fern Grows, Billy saves his money for two years to buy two coon hounds.

After the coon hounds arrive Billy spends many nights roaming the Ozark Mountains hunting for coons. How much do you know about raccoons? Read the report below, then make your own coon

skin hat.

Description

The raccoon is a furry animal that has a bushy ringed tail. Their fur coloring makes them appear to be wearing masks. This is why they have the nickname "Bandit". The "mask" goes across the raccoon's

face from cheek to cheek then around the eyes above the nose. The fur on the mask is a dark brown color. The rest of the raccoon's fur is gray to a blackish color. The tail of a raccoon has rings of different colors. The rings are black and light brown or gray.

Seven species of raccoons live in the world. The northern raccoon is 30 to 38 inches long. They weigh

12 to 25 pounds.

Raccoons have stiff, long hair. The hair is generally gray with yellow or brown. Raccoons have tails which are 12 inches long. A raccoon's tail has from 5 to 7 rings. They also have a pointed snout and

long flexible fingers. They have sharp claws.

Habitat

Raccoons live in North and South America. They live on both the ground and in trees. Some live alone and others live in small family groups. Each raccoon has a home range. The home range is about 200

acres. The adult male may roam about 2 miles from this range.

Raccoons stay in their dens during the day. Raccoons that live in wooded areas have their dens in a hollow log, stump, or in a tree. They also make their homes in abandoned barns or farmhouses. In

marshy areas that have no trees, raccoons make their nests in the high grass.

Raccoons live in North and South America. Raccoons that live in the north sleep for long periods of time during the winter, but they do not hibernate.

Food

The northern raccoon in addition to the crab-eating raccoon eats crabs. They also eat crayfish, frogs,

and other fresh water animals. Raccoons eat turtles, eggs, acorns, birds, corn, fruit, nuts, and small land animals such as grasshoppers and mice. The raccoon dunks its food in the water before eating it.

Young

Baby raccoons are born in the spring. Mothers have one to seven babies. The newborn raccoon has

no mask around its eyes or rings on its tail. The babies do not open their eyes until 20 days after they are born. The babies stay in the den until they are 8 to 10 weeks old. Then the mother teaches her young to feed and protect themselves. In the beginning of winter the young find dens of their own.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~


Make a "Coonskin" Hat

We used faux fur to make this "coonskin" hat. First cut an oval shape from

the piece of faux fur approximately 9 inches long and 7 inches wide. Next cut a long strip of fur 4 inches wide by 26 inches long. Begin in the center

back of the hat. Sew the long strip to the oval with right sides together. After stitching around the entire circle sew the two ends of the long strip together. Trim off any excess. To make the tail dye a piece of the faux fur

with shoe polish in stripes to resemble a coon's tail. Roll the piece of fur in a cylinder shape. Sew one end to the back of the hat on the inside where

the rough edges will not show.

This version is cotton balls glued onto paper bags and spray painted.


Raccoon Report Resources

Biologocial Sciences at the University of Alberta http://www.biology.ualberta.ca

National Geographic Book of Mammals, Vol. 2, National Geographic Society, 1981. The World Book Encyclopedia, 1984 ed. S. V. "Raccoon", by John H. Kaufmann and

Arleen Kaufman.

Drawing of Raccoon. Artist, Savannah, Robert. Wildlife Clipart http://environment.about.com/library/weekly/blwildlife.htm

http://www.biology.ualberta.ca/

http://environment.about.com/library/weekly/blwildlife.htm


Mountain Lions

In the book Where the Red Fern Grows, Billy, Little Ann, and Old Dan are attacked by a mountain

lion. Read about mountain lions below.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~

Description

The mountain lion has been known by many names including cougar, puma, deer tiger, Mexican lion, mountain screamer, brown tiger, catamount, silver lion, mountain demon, and panther.

The mountain lion is the second largest cat. It has spots only while young. Male mountain lions can reach up to eight feet in total length and weigh in excess of 220 pounds. Females are smaller, averaging slightly over six feet in length and up to 140 pounds. The head is marked with black on the

sides of the muzzle and on the backs of the ears.

Habitat

Mountain lions live in the western regions of North American from Canada down to Central America. The mountain lion stays alone. Their home range can cover more than 100 square miles.

Food

The main food of the mountain lion is the white tailed and mule deer. When stalking and attacking its

prey, the mountain lion makes good use of its jumping abilities, with running long jumps. They can jump 45 feet and leap up to 15 feet high. The mountain lion drags its prey to a safe place before

eating.

Young

Mountain lions mate at any time of the year. After about 94 days, a litter of one to three cubs are born. The cubs are born blind. The cubs weigh one half to one pound and are 10 to 13 inches in

length. Their eyes open in two weeks. The male leaves after the birth. At six weeks the cubs go with their mother to a kill. The cubs stay with their mother until they are 20 to 24 months old.

Mountain Lion Report Resources

Christina's Big Cats of the World (No longer an active link.)

http://home.iprimus.com.au/tigris/mount_lion.htm The Cyber Zoomobile http://www.primenet.com/~brendel/puma.html Cougars

http://sciweb.onysd.wednet.edu/academics/science/subjects/zoology/mammalia/cat/cougar.html

Washington Department of Fish and Wildlife http://www.wa.gov/wdfw/factshts/cougar.htm Drawing of Mountain Lion http://www.lanset.com/bozsik/Clipart/Freeclipart.html Photo of Mountain Lion http://www.bengaltigers.com/bigcats/cougars.htm

http://www.primenet.com/~brendel/puma.html



http://www.wa.gov/wdfw/factshts/cougar.htm

http://www.lanset.com/bozsik/Clipart/Freeclipart.html

http://www.bengaltigers.com/bigcats/cougars.htm


Coonhounds

In the book Where the Red Fern Grows, Billy saves his money for two years to buy two Redbone Coonhounds.

~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~^~*~

The true Redbone hound breed began in the 1840’s when Dr. Thomas Henry crossbred foxhounds and

bloodhounds. The first Redbones had a saddle. This was a large black spot that covered the same place on the dog that a saddle would cover on a horse. Through selective breeding the saddle was bred out and a solid red dog emerged. In 1902 the Redbone became a registered breed.

Redbone coonhounds are a medium sized dog. Their coats are a deep red color. They have brown to

hazel eyes. The ears are low and reach nearly to the end of their noses. Redbones have a deep broad chest and a strong slightly arched back. Their feet have cat-like paws. The tail is medium length and

slightly brushy.

Redbones are agile which helps them when hunting in steep, rocky areas. Redbones are excellent swimmers. They have a natural instinct for hunting. Most Redbones are used for coon hunting, but

they are skilled in trailing bear, cougar, and bobcats. Most hunters prefer to hunt with a pack of Redbones instead of a single dog.

Redbone Coon Hounds Report Resource

Medocino Kennels Walker Big Game Hounds

http://www.treehound.com/treehound/html/redbone.html

http://www.treehound.com/treehound/html/redbone.html


Make a Dog Bank

Both banks were made with powdered

drink mix containers. In the photo

above Crystal Light containers were

used, and below the Great Value

drink mix brand from Wal-Mart was

used.

Student decorated the containers with

the following:

wiggle eyes/wooden beads

pom poms

Fun Foam for tongue

Construction paper ears

Details were drawn with

Sharpie markers

Below ribbon was used as dog

collars with dog tags made

from Fun Foam.


Lanterns

A lantern was very important to Billy. He took it with him coon hunting each night. One night when Little Ann fell into the freezing river, Billy used the handle of his lantern to "fish" Little

Ann onto the solid ice and help her get to safety.

Make a decorative lantern of your own.

We used a sheet of lightweight metal that was 6 inches by 4 ¾ inches. Cut the top in a zig-zag

pattern. The "v" goes 1¼ inches down from the top of the piece of metal.

Next cut three windows. These rectangles are 1¼ inches wide by 2¼ inches tall.

With a hole punch cut three holes in the top of each point.


Bend the metal between each window and in at the top to form three triangles. Tape the open side and triangle shapes together

with clear tape.

To make the bottom you must cut an equilateral triangle. Each side is 2 ¾ inches long.

Snip each corner off of the triangle.

Bend the sides of the triangle up. Next set the top section of the lantern into the base and tape all three sides together with clear tape.

Form a 1 inch ball out of clay. Stick a birthday candle in the clay.

Place the candle in the center of the lantern. Run a string

through the three holes at the top of the lantern to hang it by.


Balloon Hounds

Directions may be found on the following websites:

http://www.balloonhq.com/highlights/dog/

http://magic.about.com/od/balloontwisting/ss/dogballoon.htm

http://www.youtube.com/watch?v=hJJQ42fvpaY

http://www.balloonhq.com/highlights/dog/

http://magic.about.com/od/balloontwisting/ss/dogballoon.htm

http://www.youtube.com/watch?v=hJJQ42fvpaY


Character Drawings


Dog Collars

In the book Where the Red Fern Grows, Billy makes a collar for Little Ann and Old Dan. You can make a collar too for your dog.

We bought an inexpensive dog collar and made it special by painting dog bones and paw prints with gold paint. It looks great!


Puppy Chow Recipe

Measure 1 cube butter or margarine, 1 cup chocolate chips


and 1 cup of peanut butter. Place in a small mixing bowl. Melt the butter, peanut butter,

and chocolate chips.

Measure 8 cups of Chex cereal.

Pour the melted butter, peanut butter, and chocolate chips into a bag with the Chex

cereal and mix well.


Add 4 cups of powdered sugar.

Delicious!!!!


Cornmeal Pancakes

Billy takes the corn to be milled at the end of the harvest. His mother makes cornbread

and Billy feeds his pups cornmeal mush. We made cornmeal pancakes.

Recipe:

1 cup white cornmeal

2 cups self-rising flour

2 eggs

2 tablespoons sugar

1 to 2 cups milk

Grease an iron skillet with vegetable oil. Mix the remaining ingredients together. Cook over medium heat, turning once. Serve with butter and syrup.


Math Correlation


Science Correlation


Craftivity

I created this

craftivity for a

blog post. I’m

including it here

for your

convenience.


Instructions:

When thinking about a winter related book to use as a mentor text, I immediately thought of Where

the Red Fern Grows. In the novel, Billy has to battle the winter weather in life and death situations

twice.

In Chapter 10, Little Ann falls into the mostly ice covered river. Billy must save her as she hangs onto

the ice shelf. The second catastrophe occurs in Chapters 17-18 when a blizzard blows in during the

big coon hunt. First, Grandpa falls on the ice and injuries his ankle. Soon afterwards, Little Ann and

Old Dan become lost in whiteout conditions only to be found the next morning nearly frozen solid with

thick coats of ice covering their bodies.

While this activity can be completed with either of these events, an answer key for Chapter 10 is

included in this mini lesson. Even if you do not have time for your class to read the full novel,

you can use this activity as the events from Chapter 10 tell a complete mini-story. Because

of this, I have placed a three page excerpt from the book on my website for those who do not have a

set of novels. The excerpt can also be used for students to highlight.

You can find it here:

• PDF Version http://www.bookunitsteacher.com/reading_redfern/chapter10excerpt.pdf

• Editable PowerPoint Version

http://www.bookunitsteacher.com/reading_redfern/chapter10excerpt.pptx

Step 1 – Two Foldable Graphic Organizers

Instructions for Making the Organizers

Two versions of these organizers are included. The second

may be used as an answer key, as a sample for students to follow, for differentiated instructions, or for students who

were absent. 1. Print the organizers on colored paper. (Both

organizers are on the same page.) 2. Have students trim around the four sides of the

organizers on the lines. 3. Fold on the dotted lines and cut on the solid lines to

form flaps. 4. Complete the missing information and label the

outside of each flap. The first organizer includes four basic steps for

summarizing. The second briefly explains two methods for summarizing (Somebody Wanted But So and Who What Where When Why and How). Use these organizers to explain the basics of summarizing

before having students tackle the project.

http://www.bookunitsteacher.com/reading_redfern/chapter10excerpt.pdf

http://www.bookunitsteacher.com/reading_redfern/chapter10excerpt.pptx


Step 2 – Highlight Article

Have students read the three page excerpt and highlight the important details.

Step 3 – Write Outline – Organizer

A timeline organizer is provided. Have students write the ten most important events from the story.

On the answer key provided, I used complete sentences. Due to the amount of space provided, I

recommend that students list details using phrases that can be turned into sentences as they write

their summaries.

Step 4 – Write summary.

Use the details from the timeline summary organizer to write a summary in paragraph form. You may

wish for students to write their draft on notebook paper, edit it, then rewrite in on the oval provided

in the craftivity.

Step 5 – Craftivity

Two background and two character printables are provided. Students will need one of each. Students

will also need one writing sheet.

• Have students color and cut out the shapes.

• To give the final project a 3-D look, roll clear tape in loops.

• Place the loops on the back of the character piece.

• Attach the character to the background without flattening the tape.

• Have students write their summaries on the oval writing page provided.

• Staple the oval writing paper to the cover at the top.


Answer Keys


Vocabulary Practice and Test Practice 1

1. festered 2. dormant 3. grieve 4. a. trance 5. provisions 6. festered 7. submerge 8. c. trance 9. c. a boy who won a

competition 10. submerged

Practice 2

1.

trance resistance

daze fight

daydream battle

sleep struggle

stupor conflict

dream confrontation

2. foliage

3. limber 4. active 5. grieve 6. resistance 7. riffle 8.

9. festered 10. foliage

limber dormant

supple inactive

agile sleeping

nimble inoperative

flexible resting

bendy idle

Practice 3

1. lull : calm :: inactive : dormant

2. mourn : grieve :: flexible : limber

3. foliage : plant life :: rejoice: jubilant

4. food : provisions :: leaves : foliage

5. chest : heart :: neck : jugular

6. curse : jinx :: sink : submerge

7. trance : awareness :: surrender :

resistance

8. fresh : haggard :: good-natured :

belligerent

9. riffle : rocky sandbank :: irritate :

festered

10. quiet : lull :: daydream : trance

Vocabulary Test

1. i 2. a 3. f 4. o 5. m 6. g 7. c 8. d 9. h 10. b 11. l 12. p 13. j 14. k 15. n 16. e


English Lessons Lesson 1 Part A (Sentence Fragments – Corrections will vary.)

The ones that fascinated me the most. Begging for hounds. With me that night. Allotted to my mother because of the Cherokee

blood that flowed in her veins. Like someone was squeezing water out of my

heart.

Part B

11. B 12. C 13. C 14. D 15. C 16. C 17. B 18. A

Part C (Sentence Fragments – Corrections will vary.)

When the hunting season opened that fall, something happened that was almost more than I could stand. Lying in bed one night. I was trying to figure out a way I could get some dogs when I heard the deep baying of a coon hound. I got up and opened my window. The deep bark. The deep voice rang loud and clear in the frosty night. Now and then I could hear the hunter. Whooping to him.

Lesson 2

Part A

1. How long have you been saving this?

2. He glanced back at the money. 3. You need a haircut. 4. Is this two years old, too? 5. Get me the sack. 6. Wow, you saved your money for two years! 7. Now you go home. 8. On my way home, with a jawbreaker in one side

of my mouth and piece of horehound in the other, I skipped and hopped.

9. I had the finest grandpa in the world! 10. What did my grandpa give me?

Part B 11. A 12. B 13. D 14. C 15. B 16. A 17. C 18. B


Lesson 3 Part A

Mama broke into the conversation, "I declare, what kind of a question is that? How far is it to Kentucky? I don't know what's gotten into that mind of yours lately. You go around like you were lost, and you're losing weight! You're as skinny as a rail, and look at that hair! Just last Sunday they had a haircutting over at Tom Rolland's place, but you couldn't go! You had to go prowling around the river and the woods."

Part B

All around people began to roar with

laughter. Someone shouted, "What's the matter, John? You seeing things today? "

I hurried on, wanting to get away from the stares and the snickers.

It wouldn't have happened again in a hundred years, but there they came. The same two old women I had met before. We stopped and had another glaring fight.

One said, "I declare!"

The other one snorted, "Well, I never!"

My face burned. I couldn't take any more. After all, a man can stand so much and no more. In a loud voice I said, "You may have these people fooled with those expensive-looking feathers in your hats, but I know what they are! They're goose feathers painted with iodine!"

Part C

1. The cool sweet pop felt wonderful to my hot dry throat. My dark little world had brightened up. Again I had my pups, and had found a wonderful friend. I knew that the stories I had heard about marshals weren't true. Never again would I be scared when I saw one.

2. Reaching the mouth of the cave, he stopped raising his small red head high in the air. He bawled his challenge to the devil cat. The bawl must have scared him as much as it had startled me. He came tearing back. The tiny hairs on his back were standing on end.

3. Did you know the mountain lion has been known by many names including cougar, puma, deer tiger, Mexican lion, mountain screamer,

brown tiger, catamount, silver lion, mountain demon, and panther? The mountain lion is the second largest cat. Male mountain lions can reach up to eight feet in total length and weigh in excess of 220 pounds. Wow, that is a really big cat!

Lesson 4 Part A

1. fixes 2. plays 3. sounds 4. pays 5. makes

Part B

6. likes

7. tastes 8. appears 9. guides 10. knows

Part C

11. b 12. d 13. a 14. c 15. a

Lesson 5

Part A

1. build 2. see 3. jump 4. carry 5. gives

Part B

6. carries 7. takes 8. catch 9. topples 10. goes 11. perk

12. feel 13. sits 14. go 15. yells 16. sees 17. freezes

Part C

18. b 19. d 20. b 21. b 22. c


Lesson 6 Part A 1. is 2. is 3. are 4. build 5. are 6. am

Part B

7. was

8. was 9. were 10. was 11. were

Part C

12. are 13. is 14. is 15. was 16. was 17. were

Part D

18. a 19. d 20. d 21. d 22. d 23. b

Part E

24. d

25. c 26. a

Part E

The raccoon are a furry animal that has a bushy ringed

tail. Their fur coloring makes them appear to be wearing

masks. This is why they has the nickname "Bandit". The

"mask" goes across the raccoon's face from cheek to

cheek then around the eyes above the nose. The fur on

the mask is a dark brown color. The rest of the raccoon's

fur are gray to a blackish color. The tail of a raccoon has

rings of different colors. The rings is black and light

brown or gray.

Seven species of raccoons live in the world. The northern

raccoon are 30 to 38 inches long. They weigh 12 to 25

pounds.

Raccoons have stiff, long hair. The hair are generally

gray with yellow or brown. Raccoons have tails which is

12 inches long. A raccoon's tail has from 5 to 7 rings.

They also have a pointed snout and long flexible fingers.

They have sharp claws.


Lesson 7 Part A

1. do 2. do 3. Do 4. does 5. does

Part B

6. doesn’t

7. don’t 8. don’t 9. don’t 10. doesn’t

Part C

11. has 12. have

13. have 14. have 15. has

Part D

16. hasn’t 17. haven’t 18. haven’t 19. hasn’t 20. hasn’t

Part E

Redbone coonhounds are a medium sized dog. Their coats

are a deep red color. They has brown to hazel eyes. Their

ears are low and reach nearly to the end of their noses.

Redbones have a deep broad chest and a strong slightly

arched back. Their feet has cat-like paws. The medium

length tail is slightly bushy.

Redbones are agile which helps them when hunting in

steep, rocky areas. Redbones does enjoy swimming. They

has a natural instinct for hunting. Most Redbones are used

for coon hunting, but they does track bear, cougar, and

bobcats. Most hunters prefer to hunt with a pack of

Redbones instead of a single dog.

Lesson 8

Part A

1. sat or sits

2. sit

3. set

4. set

5. sit

6. sat or sits

7. set

Part B

8. lays

9. lay

10. lie

11. lay

12. lie

13. lie

Part C

14. lay

15. lain

16. laid

17. lain

18. lay

Lesson 9

1. choppy

2. stringy

3. run-on

4. choppy

5. run-on

6. stringy

7. run-on

8. run-on

9. stringy

10. run-on

11. choppy

12. run-on


Lesson 10 Part A Answers will vary. Part B

5. a

6. c 7. a 8. d 9. d 10. b 11. c 12. a

Lesson 11 Part A Answers will vary. Part B

6. c

7. a 8. c 9. c 10. c 11. d 12. a 13. b

Lesson 12 Part A Answers will vary. Part B Answers will vary.

Part C

13. c 14. c 15. b 16. b


Lesson 13 Part A

1. correct

2. run-on 3. correct 4. run-on 5. run-on

Part B

6. We walked on every now and then. We would stop and listen.

7. At that moment, the loud clear voice of a redbone hound, bawling treed, rang through the river bottoms. It was the voice of Little Ann.

8. All three disappeared under the water. I held my breath.

9. Grandpa got nervous. He asked if I ought to whoop to my dogs.

Part C

10. We knew we shouldn't be laughing, but we couldn't help ourselves.

11. I was sure the coon had walked the rail fence, and in some way had fooled my dogs.

12. The hackberry tree has something to do with his trick, but I don't know what.

13. I've been hunting coons and judging coon hunts for forty years, but I've never seen anything like that.

Part D

14. I knew that Little Ann had scented the coon in the air; the same as she had the ghost coon.

15. I'll tell you; it was the prettiest sight I ever saw.

16. He jerked off his hat; he let out a yell. 17. It wasn't a whoop or a screech; it was about

halfway in between.

Part E Answers will vary. (Note: If the clause comes at the end of the sentence a comma is not needed.)

18. When we came into the campground, the hunters came out of their tents and gathered around us.

19. Because there is a tie for the championship, there will be another runoff.

20. When I turned them loose, they started for the timber.

21. When it was getting daylight, the birds were singing.

Lesson 14 Part A

1. d

2. b 3. a 4. d 5. d

Part B

6. The men were giving up. I felt the knot again as it crawled up in my throat. Salt water froze on my eyelashes. Kneeling down, I put my ear close to the icy ground in hopes I could hear my dogs, but I couldn't hear anything above the roar of the blizzard.

7. Just when I had given up all hope and had sunk to the lowest depth of despair, out of the

white wall of driving sleet, my little dog came to me. I knelt down and gathered her in my arms.

8. I don't know how she did it. Straight into the face of the storm she led us. Time after time she would stop and turn her head this way and that. I knew she couldn't scent or see anything. Instinct alone was guiding her. Over a winding and twisting trail, we followed.

Part C Answers may vary.

9. The judge looked at his watch. It's almost five o'clock.

10. Papa lifted him to a sitting position, and he told the judge to start slapping his face.

11. Papa shot time after time. It was useless; we got no answer.

12. If we could get lost in here, we'll be in bad shape.

Part D

Answers will vary.


Sentence Unit Post Test

1. a

2. h

3. c

4. f

5. b

6. f

7. c

8. h

9. b

10. g

11. a

12. c

13. a

14. c

15. a

16. d

17. b

18. c

19. a

20. c

21. b

22. d

23. a

24. c

25. b

26. c

27. b

28. a

29. b

30. d

31. b

32. c


Links and Passwords for Digital Materials

Page | 251 Unit Created by Gay Miller

Hot Potatoes Quizzes

The majority of this unit can be found here.

http://bookunitsteacher.com/onlineredfern/fern.htm

Username: redfern

Password: AnnSmart&DanBrave

Please don’t share this information.

Over time I have received a number of questions about my online quizzes, so let me try to answer a

few of the most asked questions.

1. The quizzes can be taken on computers in a lab, on laptops, iPads, or even phones. Just

about any type of equipment that has the Internet.

2. The username and password are case and space sensitive. Often if you copy and paste

them, you will get an extra space after the word. Unfortunately, my website is super

sensitive and counts this as an incorrect word. I recommend typing the username and

password to keep this from happening.

3. All the quizzes are in the same folder on my website. Unfortunately again, I am limited to the

number of folders I can create on my website making it impossible to have a new password

for each chapter test. If you give students the username and password, some will memorize

the answers of the next quiz before you give it.

4. When working with a small group of students, I have students bookmark the main webpage

(from the address above) on their computer. Students can go to the webpage and type in the

username. After that, I can quickly go around and type in the passwords. (You will need to

collect the grades after students finish the test.) Beware, students can refresh the webpage

and take a quiz over.

5. I like to place the quizzes on the SmartBoard. Students can write down the ABCD

answer choices on a piece of paper. These are quick to grade. Having the questions

on the SmartBoard also makes it easy to discuss the questions after the test is

given.

http://bookunitsteacher.com/onlineredfern/fern.htm


PowerPoints This unit includes a series of lessons on subject/verb agreement as well as combining sentences and

correcting run-on sentences. I created six ‘no thrills’ PowerPoint lessons to use with my students for

Lessons 1, 4, 5, 6, and 7. I have students use response cards to show answers during the guided

instruction. Several of the PowerPoint presentations ask students to number a piece of paper to write

down answers for the independent practice portion of the lesson. Using the PowerPoints turns the

lesson into a ‘copier-free’ activity.

You will find these six PowerPoints lessons in the Google Drive folder.

The PowerPoint presentations are not locked, so you can edit them to meet the needs of your

students. You must save the presentations to your Google Drive before editing.

Important Note: The same/similar questions can be found in three locations depending on your

teaching preferences. The printable and online quizzes use the exact same questions. The PowerPoint

questions include some of the same questions and some questions that are different. You can find the

lessons:

in this resource as a printable

in the Hot Potato Quizzes using the password and link listed on the previous page

in the PowerPoint presentations

PowerPoint #1 – Lesson 1 –Guided Practice Only

PowerPoint #2 – Lesson 4 – Guided and Independent Practice

In PowerPoints #3-6, the questions in the PowerPoint vary from the printable version.

PowerPoint #3 – Lesson 5 - Guided and Independent Practice




https://drive.google.com/drive/folders/1GMq1f3uJsWjF6OBWbZPSsvQPrHY3c-L4?usp=sharing


Boom Learning

Click each image to get the product.

With your Teachers Pay Teachers purchase, users new to Boom Learning get a three-month free trial of student progress reporting for up to 150 students. Your trial includes the ability to make up to 5 free DIY decks. You may upgrade or cancel

at any time. Boom Cards play on modern browsers (released in the last three years) on interactive whiteboards, computers and tablets. Boom Cards apps are also

available. Not sure if your browser is modern enough? Try a free Boom Cards deck first. When you redeem your purchase, Boom Learning opens an account for you if

you do not already have one. If you do not subscribe at the end of your trial, you will be able to continue using Boom Cards with the Fast Play feature. Fast Play does

not track individual progress. If you do not subscribe we will delete your student records 3 months after the expiration of the trial to protect student privacy.

I created a webpage with links to how-to videos to help

you get started. http://www.bookunitsteacher.com/boom/boom.htm

https://wow.boomlearning.com/deck/tpt-T7846ZoDfNetdJNyY?tpt=1&ref=1&paid=1532051170119

https://wow.boomlearning.com/deck/tpt-ZfeTQ2c5oZP6gY3hT?tpt=1&ref=1&paid=1532096835917

https://wow.boomlearning.com/deck/tpt-8a43vTfiKDgPpMX46?tpt=1&ref=1&paid=1532102846093

https://wow.boomlearning.com/deck/tpt-SyxHD2G4HrA3bbz2L?tpt=1&ref=1&paid=1532130347615

http://www.bookunitsteacher.com/boom/boom.htm


For Google Slides

Instructions for Google Users Getting Started

1. Get a free Google account. 2. Each student will also need a free Google account.

Opening and Saving 1. Use this link to download your digital interactive templates.

2. When you click on the link, you will be prompted to “Make a Copy.” If this

doesn’t happen, you will need to make your copy by going to File Make a

Copy Ok. Here is a short one minute youtube to help you with this. You will

not be able to edit the file until you make a copy.

3. Before you assign pages to your students, it is very important to first save a

copy of the file on your own Google Drive. You can then edit the copy. To keep your original intact. Be sure you make your file “View Only” before

sharing the link with our students. If you do not do this, all your students will be changing your original file instead of each having their own individual files.

Sharing with Your Students

E-mail

1. Save the notebook to your Google Drive.

2. Click share.

3. Enter the students e-mail addresses.

Shared link


2. Click share. 3. Click “Get shareable

link.” 4. Give students the

link. [Note: You may not post this link in

any public location such as a teacher website.]

Google Classroom


2. Go to your Google Classroom Account.

3. Create a new assignment or

announcement.

4. You can attach the notebook directly from

your Drive.

Student Instructions

1. Have students click on the link you provide. 2. If a pop-up appears, tell student to click on “Make a Copy.”

3. If no “Make a Copy” option appears, have student click File Make a Copy Ok.

4. All the slides are 8.5 by 11. They have text boxes for the students to add

their own text. Students may also add their own text boxes if needed. 5. Some slides contain pieces that drag.

Click here to go to Google Drive.

https://www.youtube.com/watch?v=134rpiAOIBc



Instructions for Microsoft OneDrive Users

Getting Started 1. Get a free Google account.

Opening and Saving 1. Use this same link to download your digital interactive resource. 2. Go to the menu. Click File Download as Microsoft PowerPoint (.pptx)

Save to your computer. 3. Open your OneDrive.

For better organization, create a folder for this digital resource. Open the empty folder. Drag and drop the file you have saved into this

folder. Your digital resource is now ready to share with your students. Sharing with Your Students

1. Students need to work in the “edit mode.” 2. When asked to choose to edit the file in PowerPoint or online, select online. 3. Follow the normal steps in sharing the file with your students.

• Go to Share Share with people Choose View Only • Require students to make a copy on their own drive before edition the

file.

Click here to go to Google Drive.

My files are “View Only.” This

one minute youtube shows

you how to make a copy, so

you can edit a “View Only”

file.


https://www.youtube.com/watch?v=134rpiAOIBc


For Google Slides

Terms of Use

• All rights reserved by Gay Miller. • This purchase includes a limited license for single classroom use only. You

may utilize it for each student you serve. • You may not upload this product to the Internet or store it in any public

retrieval service of any kind outside of using it with your own students. • No part of the product may be altered for resell or distribution. • If you have any questions feel free to contact me at

[email protected].

Each of the Constructed Response questions are provided as Google Digital files. Students click in the text boxes on the pages and type their answers.

Other Resources

Ways to Correct Run-on Sentences Organizer

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A Resource Guide to use with Where the Red Fern Grows

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