A Series of Unfortunate Events:
The Reptile Room
and
The Wide Window
Author: Lemony Snicket
Grade 4
This literature circle unit focuses on the lives of three orphans and the
challenges they face throughout their lives together.
This unit uses five distinct jobs per section for eight sections. These
sections are divided into four sections using two different books. The
unit has four sections for The Reptile Room and four sections for The
Wide Window. Both books include a plot that explores the
misfortunate lives of three orphans. The Baudelaire orphans
encounter Count Olaf, a man who is trying to steal their fortune at all
costs. He will even kill to get the massive fortune left behind by the
orphans’ parents. Through their experiences, they learn to
appreciate each other and are able to escape the Count at the end of
each book.
Name: Downey Washburn
North Carolina Standard Course of Study Competency Goals
met by completing this unit
Competency Goal 1: The learner will apply enabling strategies and skills to read
and write.
1.02 Select key vocabulary critical to the text and apply appropriate meanings as
necessary for comprehension.
1.03 Increase reading and writing vocabulary through:
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wide reading.
word study.
word reference materials.
content area study.
writing process elements.
writing as a tool.
debate.
discussions.
seminars.
examining the author’s craft.
1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, on-line reference
tools) to identify and comprehend unknown words.
1.05 Read independently daily from self-selected materials (consistent with the student’s
independent reading level) to:
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increase fluency.
build background knowledge.
expand and refine vocabulary.
Competency Goal 2: The learner will apply strategies and skills to comprehend text
that is read, heard, and viewed.
2.01 Use metacognitive strategies independently and flexibly to monitor comprehension
and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for
help, summarize, paraphrase, question).
2.02 Interact with the text before, during, and after reading, listening, and viewing by:
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making predictions.
formulating questions.
supporting answers from textual information, previous experience, and/or other
sources.
drawing on personal, literary, and cultural understandings.
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seeking additional information.
2.03 Read a variety of texts, such as:
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fiction (tall tales, myths).
nonfiction (books of true experience, newspaper and magazine articles, schedules).
poetry (narrative, lyric, and cinquains).
drama (plays and skits).
2.04 Identify elements of fiction and nonfiction and support by referencing the text to
determine the:
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plot development.
author’s choice of words.
effectiveness of figurative language (e.g., personification, flashback).
2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by
referencing the text(s).
2.06 Analyze choice of reading materials congruent with purposes (e.g., reading for
information, reading to extend content area learning, reading for pleasure, entertainment).
2.07 Evaluate the usefulness and quality of information and ideas based on purpose,
experiences, text(s), and graphics.
2.08 Explain and evaluate relationships that are:
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causal.
hierarchical.
temporal.
problem-solution.
2.09 Listen actively and critically by:
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asking questions.
delving deeper into the topic.
elaborating on the information and ideas presented.
evaluating information and ideas.
making inferences and drawing conclusions.
making judgments.
2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an
audience.
Competency Goal 3: The learner will make connections through the use of oral
language, written language, and media and technology.
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and
evaluative processes by:
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analyzing word choice and content.
examining reasons for a character’s actions, taking into account the situation and
basic motivation of the character.
creating and presenting a product that effectively demonstrates a personal
response to a selection or experience.
examining alternative perspectives.
3.02 Make connections between texts by recognizing similarities and differences based
on a common lesson, theme, or message.
3.03 Justify evaluation of characters and events from different selections by citing
supporting evidence in the text(s).
3.06 Conduct research (with assistance) from a variety of sources for assigned or selfselected projects (e.g., print and non-print texts, artifacts, people, libraries, databases,
computer networks).
Competency Goal 4: The learner will apply strategies and skills to create oral,
written, and visual texts.
4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and
personal style demonstrating an awareness of volume, pace, audience, and purpose.
4.02 Use oral and written language to:
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formulate hypotheses.
evaluate information and ideas.
present and support arguments.
influence the thinking of others.
4.03 Make oral and written presentations to inform or persuade selecting vocabulary for
impact.
4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an
appropriate organizational pattern that accomplishes the purpose of the writing task and
effectively communicates its content.
4.08 Focus revision on target elements by:
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improving word choice.
rearranging text for clarity.
creating simple and/or complex sentences for clarity or impact.
developing a lead, characters, or mood.
4.09 Produce work that follows the conventions of particular genres (e.g., clarification,
essay, feature story, business letter).
4.10 Use technology as a tool to enhance and/or publish a product.
Competency Goal 5: The learner will apply grammar and language conventions to
communicate effectively.
5.01 Consistently use correct capitalization (e.g., names of magazines, newspapers,
organizations) and punctuation (e.g., colon to introduce a list, commas in apposition,
commas used in compound sentences).
5.02 Demonstrate understanding in speaking and writing by using:
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troublesome verbs.
nominative, objective, and possessive pronouns.
5.03 Elaborate information and ideas in speaking and writing by using:
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prepositional phrases.
transitions.
coordinating and/or subordinating conjunctions
5.04 Determine the impact of word choice on written and spoken language.
5.05 Spell most commonly used words accurately using a multi-strategy approach to the
learning of new spellings.
5.06 Proofread for accuracy of spelling using appropriate strategies to confirm spelling
and to correct errors.
5.07 Edit final product for grammar, language conventions, and format.
5.08 Create readable documents through legible handwriting and word processing.
A Series of Unfortunate Events: The Reptile Room
Section 1: Pages 1-42
CHARACTER SKETCHER
Your job is to identify a character’s actions and explain or prove these traits, identify the
character’s goal, identify the problem and solution in the reading, and complete a sketch
or illustration of the following.
Sketch the character of Uncle Monty.
Example:
Character – Uncle Monty
Character Traits (3)
1. plump p. 10 par. 2
Uncle Monty is a short man who is chubby with a round, red face.
1. adventurous p. 13 par. 6
Uncle Monty loves snakes! He circles the globe looking for different kinds to study
in his laboratory.
2. generous p. 19 par. 4
Uncle Monty lets the children choose their own room and arrange the furniture
however they wish. He also offers to buy them any items or clothing that they may
need.
Character’s Goal:
Uncle Monty’s goal is to create a good life for the Baudelaire orphans. He enjoys their
company and wants to take them on his expedition to Peru.
Character’s Problem:
Uncle Monty’s problem is that the Baudelaire orphans have terrible things happen in their
lives. Uncle Monty has hired a new assistant who will join them on the trip, but when the
assistant arrives, the children discover that it is really Count Olaf.
Solution or Possible Solution:
I think the possible solution to the problem is that Count Olaf will create some
circumstance causing Uncle Monty to stay at home while he takes the kids on the trip. I
think he may kidnap the children and pretend he is making a better life for himself.
DISCUSSION DIRECTOR
Your job is to ask 5 questions, the answers to your questions, and the page and paragraph
where the answers are found (if possible). Ask good thinking questions! Ask the
following:
1 MCEOG
1 Character
1 Setting
1 Mood
1 Prediction
Q: Which of the following is not a characteristic of Uncle Monty?
a. interesting b. hateful c. generous d. short
A: B p. 19 par. 4
Q: What does Uncle Monty do to make the kids feel wanted?
A: He offers to take the children on his expedition to Peru. p. 14 par. 6 He
also lets the children choose their own bedroom and arrange the furniture however they
wish. He offers to go buy them any necessities they may need.
Q: Page 34 says the orphans liked the Reptile Room best. Why do you think this was
their favorite? What made it different from other rooms?
A: The Reptile Room was unlike any room the children had ever seen. It was made
entirely of glass, with bright, clear glass walls and a high glass ceiling. Reptiles were
everywhere in the room. There were all sorts of snakes inside of cages. There were four
rows of cages lining the entire room. There were snakes with three heads and snakes that
the children never knew existed. p. 20 par. 6 – p. 21.
Q: Describe the mood on pages 23-24 when the Baudelaire orphans learn they have
access to Uncle Monty’s library and will be researching Peru.
A: They are overjoyed. This is such a change from their previous guardian, Count Olaf,
who never let them explore any new things. He made their lives miserable. The children
can not believe their good fortune. They are ecstatic to learn they will be aiding Uncle
Monty on his trip. The mood is one of excitement and eagerness to begin their
expedition and their new life.
Q: On pages 41-42, the orphans realize that Uncle’s new assistant is really Count
Olaf. What do you predict will happen to the orphans and Uncle Monty?
A: I think the orphans will encounter a messy situation. The children have
already been threatened by Uncle Monty in the past, so he is probably still out to
steal their fortune. I predict the Count will take the children away from Uncle
Monty by creating some reason to not allow Uncle Monty to go on the trip to Peru.
This would allow the Count a chance to take the children to a place far away. He
could say that something happened to the children and Uncle Monty. Then he
might take the fortune at last.
________________________________________________________________________
PASSAGE PICKER
Pick 4 passages that exhibit the following:
1 simile
1 descriptive
1 foreshadowing
1 informative
Simile – p. 20 par. 6
“The reptile…a cathedral.”
This passage compares two unlike things to create a simile. The passage uses a simile to
compare the inside of the reptile room to a cathedral.
Q: According to the passage, the inside of the Reptile Room was like a cathedral
because it had bright clear glass walls and a ceiling that rose up to a point. Where are
some other places you have visited that would remind you of a place like the Reptile
Room? Why?
A: A church, because the ceilings are really high and there are often stained glass
windows all around the church. Also, an auditorium, because they have really high
ceilings as well.
I think the author included this passage in order to give the reader a better description of
the Reptile Room. By comparing the room to a cathedral, I think the reader sees a
tremendous room with extremely high ceilings. The simile creates a breath-taking view
instead of an ordinary image of a regular room.
Descriptive – p. 7 par. 4
“Mr. Poe…the house.”
This passage is descriptive because it explains in great detail the exterior of Uncle
Monty’s home. It describes the bushes surrounding the house that are cut in the shape of
snakes.
Q: Based on the description of the house and the lawn, how do you think the Baudelaire
orphans felt about arriving at their new home? Why?
A: I think the children were probably intimidated by the enormous house with its steep
driveway. The lawn also must have frightened them because all the bushes were cut in
the shapes of snakes. Some of them had their tongues out and some had their mouths
open showing huge, scary teeth. I think the children were probably very nervous about
their new home and its eerie surroundings.
The author probably included this passage in the story so that the readers would have a
clear understanding of the children’s feelings as they entered their new home. This vivid
picture gives an image that would frighten most people as they read the story and try
putting themselves in the children’s shoes.
Foreshadowing – p. 41 par. 4
“The Baudelaire…his ankle.”
This passage is foreshadowing because as the children look at Uncle Monty’s new
assistant, they realize it is Count Olaf, and the Count has already tried to ruin their lives
and steal their fortune. Now he is back again, and may get a second chance to create
chaos.
Q: How do you think the children felt when they discovered that the assistant was not
Stephano? Describe what you think the children are feeling as they realize it is Count
Olaf, disguised as a different person?
A: The children are probably really scared because Count Olaf wants to steal their
fortune. They know he is a mean person who has evil intentions. The children are
probably worried because the Count has found them in their new home. They know that
he will now have access to their lives. They are probably nervous about what is going to
happen in their future.
I think the author included this passage to let the readers know that the children are
nervous about their future now that the Count has arrived at their new home. The author
probably wanted to let the reader know that the Count is someone the children are
frightened of and do not like. The kids step back from him like kids do from a growling
dog; therefore, the passage is written to foreshadow that he has returned to create
unfortunate events for the children.
Informative – p. 1 par.2
“I am…they went.”
This passage is very informative because it tells about the children’s past and about their
troubles with Count Olaf.
Q: Do you think the children are going to be free from troubles now that they are living
with a new guardian? Do you think they believe that their new guardian can shield them
from any harm they may encounter?
A: I think they believe they are beginning a new life with their new guardian that might
create happiness for them. I think the children are very hopeful that they will be safe, but
they are beginning to feel that Count Olaf will find them no matter where they go.
The author included this passage because there is vital information in it that readers must
know before reading the rest of the book. One must know why the children are orphans
and in search of a safe new home, or they will not understand the significance of Count
Olaf.
WORD WIZARD
Your job is to complete your role sheet for four of the following words:
Devious
Captivity
Terrain
Expedition
Intimidating
Venom
p. 2 line 20
p. 12 par. 2
p. 15 par. 2
p. 15 par. 2
p. 17 par. 3
p. 31 par. 1
Devious – p.2 line 20
● “The Baudelaire parents had left behind an enormous fortune, which would go to the
children when Violet came of age, and Count Olaf was so obsessed with getting his filthy
hands on the money that he hatched a devious plan that gives me nightmares to this day.”
● Adjective
● I think the word means to be sneaky or sly
● Devious – not straightforward; shifty
● This word is used in the sentence to describe Count Olaf’s plan and his sneaky
personality.
Captivity – p.12 par.2
● “Very difficult to keep in captivity.”
● Noun
● I think that captivity means to hold against one’s will or to be confined.
● Captivity – The state or period of being imprisoned, confined, or enslaved.
● This word is used in the passage to describe the confinement of the snakes in Uncle
Monty’s Reptile Room.
See attachment
Expedition – p. 15 par.2
● “There’s a man named Stephano whom I have hired to take his place, but he won’t
arrive for a week or so, so I am way behind on preparations for the expedition.”
● Noun
● I think the work expedition means a journey or a quest.
● Expedition - a journey taken by a group of people with a definite objective.
● This word is used in the passage to describe the journey Uncle Monty is planning to
take with the Baudelaire orphans.
See attachment
Intimidating – p.17 par.3
● “He doesn’t seem intimidating at all,” Klaus interrupted.
● Adjective
● I think that the word intimidating means to make someone scared or to cause fear.
● Intimidating – to make timid; fill with fear.
● This word is used in the passage is used to describe Uncle Monty. Mr. Poe thought the
children might be timid when meeting Uncle Monty, but the children don’t fear him at all.
Attachments:
CONNECTOR
Page 20 par. 6 – page 23 – “The Reptile Room was made entirely out of glass, with bright,
clear glass walls and a high glass ceiling that rose up to a point like the inside of a
cathedral…”
Read these pages, and then write a paragraph describing a room in your house and why it
is special to you.
In my house, my bedroom is the room most special to me. I love my bedroom. I have a
big bed with a blue quilt on top. Blue is my favorite color, and almost everything in my
bedroom is blue. I have a blue curtain over my window, but I love to look outside
because I can look at my entire backyard. My dogs are back there, and I like to look at
them every day when I wake up in the mornings. I also have pictures all around my room
of my friends and my family. I love pictures, so this is one of the best things about my
bedroom. I think that the reason my bedroom is the best and most special is because it is
full of things I love. When I want to go someplace and relax, I can come to my bedroom
and be around all the things I love.
A Series of Unfortunate Events: The Reptile Room
Section 2: Pages 43-90
CHARACTER SKETCHER
Your job is to identify a character’s actions and explain or prove these traits, identify the
character’s goal, identify the problem and solution in the reading, and complete a sketch
or illustration of the following.
Sketch the character of Stephano.
DISCUSSION DIRECTOR
Your job is to ask 5 questions, the answers to your questions, and the page and paragraph
where the answers are found (if possible). Ask good thinking questions! Ask the
following:
1 MCEOG
1 Character
1 Symbolism
1 Cause/Effect
1 Prediction
________________________________________________________________________
PASSAGE PICKER
Pick 5 passages that exhibit the following:
1 Smile
1 Metaphor
1 Descriptive
1 Surprising
1 Problem/Solution
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Despicable
Gruesome
Surveillance
Preoccupied
Generic
Fervently
p. 46 par. 1
p. 54 line 5
p. 62 par. 1
p. 80 line 6
p. 84 par. 3
p. 85 par. 1
SUMMARIZER
Prepare a brief summary of today’s reading. Make sure to include all main ideas and
points.
Uncle Monty’s assistant arrives at the Baudelaire children’s new home, and they see that
it is really Count Olaf. He denies that he is the Count. He insists the orphans call him
Stephano. When the children try to tell Uncle Monty about the Count, Count Olaf
threatens them with a knife. The children are scared to speak up. Uncle Monty becomes
suspicious of Stephano. He decides to take the orphans on the trip to Peru without the
Count. However, he doesn’t learn the truth about Stephano’s true identity soon enough.
When Stephano tells the children he will be taking them on the trip, the children are
scared. They go search for Uncle Monty, and Klaus finds him dead!
________________________________________________________________________
A Series of Unfortunate Events: The Reptile Room
Section 3: Pages 91-140
CHARACTER SKETCHER
Your job is to identify a character’s actions and explain or prove these traits, identify the
character’s goal, identify the problem and solution in the reading, and complete a sketch
or illustration of the following.
Sketch the character of Dr. Lucafont.
DISCUSSION DIRECTOR
Your job is to ask 4 questions, the answers to your questions, and the page and paragraph
where the answers are found (if possible). Ask good thinking questions! Ask the
following:
1 MCEOG
1 Character
1 Problem/Solution
1 “Thinking” on your own
________________________________________________________________________
PASSAGE PICKER
Pick 4 passages that exhibit the following:
1 Descriptive
1 Surprising
1 Entertaining
1 Plot Development
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Repulsive
Despair
Distressed
Essence
Sentiment
Collision
p. 92 par.2
p. 96 par. 1
p. 103 par. 6
p.111 par. 4
p. 124 par. 4
p. 130 line 18
CONNECTOR
Page 130 - 131 par. 1 - “The room, as Violet suspected, was a dirty mess. The bed was
unmade and had cracker crumbs and bits of hair all over it…”
Read these pages, and then write a paragraph describing a time when you entered a room
and were disgusted at what you encountered. Explain why you thought the room or place
you visited was so untidy.
________________________________________________________________________
A Series of Unfortunate Events: The Reptile Room
Section 4: Pages 141-190
CHARACTER SKETCHER
Your job is to identify a character’s actions and explain or prove these traits, identify the
character’s goal, identify the problem and solution in the reading, and complete a sketch
or illustration of the following.
Sketch the character of Mr. Poe.
DISCUSSION DIRECTOR
Your job is to ask 5 questions, the answers to your questions, and the page and paragraph
where the answers are found (if possible). Ask good thinking questions! Ask the
following:
1 MCEOG
1 Villian
1 Surprising
1 Plot
1 Main Idea
________________________________________________________________________
PASSAGE PICKER
Pick 5 passages that exhibit the following:
1 Interesting
1 Dialect
1 Surprising
1 Confusing
1 Cause/Effect
WORD WIZARD
Your job is to complete your role sheet for four of the following words:
Insipid
p. 141 par. 1
Vanity
p. 148 par. 5
Triumphantly p. 150 par. 1
Scheming
p. 152 line 10
Jagged
p. 160 line 15
________________________________________________________________________
SUMMARIZER
Prepare a brief summary of today’s reading. Make sure to include all main ideas and
points.
A Series of Unfortunate Events: The Wide Window
Section 5: Pages 1-53
CHARACTER SKETCHER
Your job is to identify a character’s actions and explain or prove these traits, identify the
character’s goal, identify the problem and solution in the reading, and complete a sketch
or illustration of the following.
Sketch the character of Aunt Josephine.
DISCUSSION DIRECTOR
Your job is to ask 5 questions, the answers to your questions, and the page and paragraph
where the answers are found (if possible). Ask good thinking questions! Ask the
following:
1 MCEOG
1 Character
1 Setting
1 Italics
1 “Thinking” Question on your own
________________________________________________________________________
PASSAGE PICKER
Pick 5 passages that exhibit the following:
1 Simile
1 Metaphor
1 Informative
1 Descriptive
1 Fact/Opinion
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Tragedy
p. 2 line 13
Occupied
p. 3 par. 1
Hypnotized p. 10 par. 1
Briefly
p. 15 par. 1
Frigid
p. 26 par. 1
Catastrophe p. 35 par. 1
INVESTIGATOR
Your job is to research relevant and important information that deals with Mr. Poe and
his duties as the executor of the Baudelaire children’s fortune. Go to the website
http://www.pueblo.gsa.gov/cic_text/money/executor/executor.htm to help you get started
on your research. After you have completed your research, answer the following
questions:
Q:
Q:
Q:
Q:
Q:
Who can be an executor?
What are the responsibilities of an executor?
If named an executor, are you obligated to accept the responsibility? Why or why not?
List some of the duties you may have to perform as an executor.
If chosen to be an executor, would you accept the responsibility? Why or why not?
A: An executor of a will can be any U.S. citizen over the age of 18 who hasn't been
convicted of a felony. Some people choose a lawyer, accountant or financial consultant
because of his or her expertise. Others choose to appoint a spouse, adult child, relative or
friend, especially if the estate is small. Generally, a family member or friend expects little
or no pay for settling the estate and is anxious to get things settled quickly and smoothly.
A: The responsibilities of an executor begin with initiating probate, which is the formal
process of proving the authenticity of the deceased person's will and confirming your
assignment as executor. They must file an application to appear before the probate court.
Next, they notify all the people named as beneficiaries that have applied to the court to
process the will. When they appear in probate court, they will need the original signed
will and a certified copy of the death certificate. Challenges to wills can be timeconsuming and costly to the estate. Once the will is determined to be valid by the probate
court, you may begin to pay taxes and other claims against the estate and distribute assets
to the beneficiaries. The last step is to finalize the estate by filing papers with the probate
court. They must also provide evidence of distribution of the remaining assets. Then
their job is done.
A:
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Locate the will
Obtain a lawyer, if necessary
Apply to appear before the probate court
Notify beneficiaries named in the will
Arrange for publication of notice to creditors and mail a notice to each known
creditor
Send notices of the person's death to the post office, utilities, banks and credit
card companies
Inventory all assets and have them appraised, if necessary
Collect debts owed to the estate
A: No. If you've been named executor in someone's will but are unwilling or unable to
serve, you can file a declination, which is a document declining your designation as
executor, with the court. The contingent executor named in the will then steps in. If no
contingent executor is named, the court will appoint one.
A: If someone close to me or in my family asked me to be the executor of their will, I
would accept the responsibility. If someone else asked me to be the executor of their will,
it would be a lot of work, but I would accept the responsibility out of respect for the
deceased person. I would feel honored that that person put their trust in me to carry out
their final wishes.
________________________________________________________________________
A Series of Unfortunate Events: The Wide Window
Section 6: Pages 54-105
CHARACTER SKETCHER
Your job is to identify a character’s actions and explain or prove these traits, identify the
character’s goal, identify the problem and solution in the reading, and complete a sketch
or illustration of the following.
Sketch the character of Captain Sham.
DISCUSSION DIRECTOR
Your job is to ask 5 questions, the answers to your questions, and the page and paragraph
where the answers are found (if possible). Ask good thinking questions! Ask the
following:
1 MCEOG
1 Character
1 Symbolism
1 Cause/Effect
1 Prediction
________________________________________________________________________
PASSAGE PICKER
Pick 4 passages that exhibit the following:
1 Plot Developement
1 Descriptive
1 Surprising
1 Problem/Solution
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Admiral
Eavesdropping
Solemnly
Glumly
Treachery
Forgery
p. 57 par. 1
p. 61 par. 4
p. 64 par. 7
p. 72 par. 2
p. 75 par. 2
p. 77 par. 3
CONNECTOR
Page 52 - 53 par. 1 says, “There is an expression that, I am sad to say, is appropriate for
this part of the story. The expression is “falling for someone hook, line, and sinker,” and
it comes from the world of fishing…”
Read these pages about Aunt Josephine falling for Captain Sham’s lies. Then, write a
paragraph when you or someone you know, fell for something hook, line, and sinker.
A Series of Unfortunate Events: The Reptile Room
Section 7: Pages 106-161
CHARACTER SKETCHER
Your job is to identify a character’s actions and explain or prove these traits, identify the
character’s goal, identify the problem and solution in the reading, and complete a sketch
or illustration of the following.
Sketch the character of Count Olaf’s comrade who guarded the sailboats.
DISCUSSION DIRECTOR
Your job is to ask 4 questions, the answers to your questions, and the page and paragraph
where the answers are found (if possible). Ask good thinking questions! Ask the
following:
1 MCEOG
1 Character
1 Cause/Effect
1 “Thinking Question on your own
________________________________________________________________________
PASSAGE PICKER
Pick 5 passages that exhibit the following:
1 Smile
1 Descriptive
1 Surprising
1 Interesting
1 Dialect
WORD WIZARD
Your job is to complete your role sheet for five of the following words.
Abandon
p. 108 par. 3
Retrieve
p. 109 par. 1
Conquering p. 119 par. 1
Steadily
p. 125 par. 1
Imitate
p. 145 par. 1
Navigating
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SUMMARIZER
Prepare a brief summary of today’s reading. Make sure to include all main ideas and
points.
A Series of Unfortunate Events: The Reptile Room
Section 8: Pages 162-214
CHARACTER SKETCHER
Your job is to identify a character’s actions and explain or prove these traits, identify the
character’s goal, identify the problem and solution in the reading, and complete a sketch
or illustration of the following.
Sketch the character of Sunny, Klaus, or Violet.
DISCUSSION DIRECTOR
Your job is to ask 5 questions, the answers to your questions, and the page and paragraph
where the answers are found (if possible). Ask good thinking questions! Ask the
following:
1 MCEOG
1 Main Idea
1 Plot
1 Compare/Contrast
1 “Thinking” Question on your own
________________________________________________________________________
PASSAGE PICKER
Pick 5 passages that exhibit the following:
1 Surprising
1 Melancholy
1 Descriptive
1 Step by Step
1 Thematic
WORD WIZARD
Your job is to complete your role sheet for five of the following words:
Visible
Anxious
Impatiently
Furious
Filthy
Massive
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Moral
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CONNECTOR
Page 207 par. 5 – “Count Olaf looked at each one of the Baudelaire orphans, giving each
one a smile as if they were tiny chocolates he was saving to eat for later…”
Read these pages, and then write a paragraph about a time when you or someone you
know did something and felt like running away from what they did. Why did you or the
person you know try to run?