Human Impacts on Animals and Their
Ecosystems
RE 4030
Nora Vines
Purpose
In designing this unit, our purpose is, ultimately to have students understand the
impact that humans have on the habitats of animals in their ecosystems. To achieve this
goal, students will read the novel Hoot by Carl Hiaasen and complete a series of activities to
help them further understand the underlying themes of animal rights within the story. To
begin the unit, students will complete an Internet workshop in which they become more
familiar with the Burrowing Owl and the threats that this species faces. This will provide
students with the information that they need to actively read and interact with the novel
study.
During their reading of the novel, students will complete a series of vocabulary
activities that will enhance their understanding of the meaning of the novel. They will work
with these Tier II words in multiple settings so that they might develop a deeper
understanding of the definitions of the words. Aside from vocabulary activities, students
will engage in a variety of comprehension-based activities and other assignments that
allow them to actively engage with the text. This will help them develop skills to read like
writers. The students will also work with a companion text while they study the novel that
will build upon science themes.
Following the completion of the novel, students will participate in a Socratic
Seminar that will allow them to tie the themes of the novel together. This activity will allow
students to further connect the science content of the novel with the writing and language
arts activities that they have completed throughout the novel study. It is our intention to tie
all of the activities in the unit together in order to have students learn the scientific content,
while also expanding their vocabulary and building important literary skills.
Annotated References:
Main Novel: Hoot
Hiaasen, C., & Alfred A. Knopf, Inc. (2002). Hoot. New York: Alfred A. Knopf.
“Sometimes you're going to be faced with situations where the line isn't clear between
what's right and what's wrong. Your heart will tell you to do one thing and your brain will
tell you to do something different. In the end, all that's left is to look at both sides and go
with your best judgment.”
Companion Text: Urban Roosts
Bash, B. (1990). Urban roosts: Where birds nest in the city. San Francisco: Sierra Club Books.
“All across the country, as their natural habitats have been destroyed, birds have moved to
town. The ones that have been able to adapt are thriving in the heart of the city.”
Additional Texts
Batten, M., & Doyle, B. (2003). Aliens from Earth: When animals and plants invade other
ecosystems. Atlanta: Peachtree.
This book explains the affects that plants and animals can have on each other when a
species that is previously considered foreign invades a specific ecosystem. The book
explains that it can be detrimental to specific organisms when another species invades
unexpectedly.
Burgess, M. (2000). Kite. New York: Farrar Straus Giroux.
Like Hoot, this fiction text describes the struggle that young children have in deciding what
is right and what is wrong when the topic of discussion is endangered animals. In this story,
a young boy and his friend secretly raise an endangered kite even though his father works
for a landowner who hates birds of prey and would like to see the animal relocated.
Collard, S. B. (2008). Science warriors: The battle against invasive species. Boston: Houghton
Mifflin.
This book explains to children what an invasive species is, provides specific examples, and
describes how it can be harmful to the naturally dwelling organisms in an ecosystem. The
book lists human beings as one example of invasive species as they often take over a
natural ecosystem for the intention of building or urbanizing. This relates to Hoot and
would allow students to see the scientific impact that humans have on other organisms.
Delannoy, I., Arthus-Bertrand, Y., & Giraudon, D. (2008). Our living Earth: A story of people,
ecology, and preservation. New York: Abrams Books for Young Readers.
This book describes the science of ecology and ecosystems. It includes aerial photography
of human dwellings and describes the measures that are taken for the preservation of
certain areas.
Hodgkins, F. (2000). Animals among us: Living with suburban wildlife. North Haven, Conn:
Linnet Books.
This text describes the relationship between humans living in suburban areas and the
animals that also dwell there. It explains that often times, animals that we picture as “wild”
are forced out of their natural environments when land is developed for human
inhabitance, but they will find ways to adapt to the new surroundings.
Patent, D. H., & Muñ oz, W. (2003). Life in a grassland. Minneapolis: Lerner Publications Co.
This text examines the physical features, the plant species, and the wildlife that make up
the ecosystem of an American grassland or prairie. This would be helpful in having
students understand the setting of Hoot and knowing the conditions in which burrowing
owls live.
Taylor, J. D. (1992). Endangered grassland animals. Toronto: Crabtree Pub.
This nonfiction book about endangered grassland animals across the world contains
information about a variety of animals that are at risk of becoming extinct and lists reasons
for why this may be so. Some of the animals listed in the book are the prairie dog, the
kangaroo, and, related to Hoot, the burrowing owl.
World Conservation Monitoring Centre. (1996). Endangered birds!. Milwaukee: Gareth
Stevens.
This book introduces a variety of birds across the world and lists the status of protection
that the birds hold. Many of the species are extremely endangered, and the book also goes
into detail about measures that might be taken to ensure the safety of the birds.
Internet Workshop Website
http://burrowingowlconservation.org/
Multi-Text Outline:
Section 1 (1-70)
During Reading Activity: Students will complete this individually. Character Chart
The students will fill out a character chart as they read section one. The teacher will give
this chart to them to complete while reading. The chart asks for a description of the
character as well as an important event about them from the section.
Tier 2 Vocabulary:
1.Vacant: not in use or empty
2.Vandalism: deliberately messing with or destroying property
3.Malicious: vicious character, spiteful
4.Merciless: having or showing no mercy or being cruel
5.Menace: something or a person whose actions or ideas are harmful or dangerous
6.Stammered: to speak with involuntary breaks or pauses between words
7.Suspiciously: questionable actions or uncertain
Vocabulary Activities: Students will complete this individually.
Handout includes:



3 Have you ever?
2 Word Association
2 Act out the words
Vocabulary Assessment: Individual
Handout includes:




2 Picture representation
1 Multiple choice
2 Provide example
2 Fill in the blank
Section 2 (71-152)
During Reading Activity: Individual
Handout includes the journal entry: After learning about the vandalism happening at the
construction site, make a prediction of who you think is behind it and why?
Tier 2 Vocabulary:
1. Vicinity: the area near or around a place, close by
2. Perched: high or elevated position, resting place
3. Amiably: having or showing good nature, friendly, and agreeable
4. Skulking: to lie or keep in hiding
5. Peevish: annoyance, bad mood, and irritation
6. Elude: avoid or escape by speed and trickery
7. Lurking: to wait, to hide, and being stealthy?
Vocabulary Activity: Individual
Handout includes:



3 Acting Out the Words
2 Have you ever?
2 Word Association
Vocabulary Assessment: Individual
Handout includes:




2 Picture representation
1 Multiple choice
2 Provide example
2 Fill in the blank
Section 3: (Pages 153-228)
During Reading Activity- Groups of 5 Students
Literature Circles for:

Hoot by Carl Hiaasen

Urban Roost: Where Birds Nest in the City, by Barbara Bash
For the Literature Circles students will be divided into groups of 5. Everyone will
choose one of the following jobs (Discussion Director, Passage Picker, Word Wizard,
Summarizer, or Investigator) to complete as they read section 3 of Hoot. Students will also
be completing literature circles for the supplementary, nonfiction text Urban Roost: Where
Birds Nest in the City, by Barbara Bash. The students will choose different jobs for this text,
however they will stay in the same groups.
Tier 2 Vocabulary1. Perturbed (p164) – to be troubled or upset about something.
2. Apprehension (p173) - afraid that something bad is going to happen.
3. Dilapidated (p176) - old and run down, decaying from age or not being taken care of.
4. Ferocious (p184) – very mean and wild.
5. Scrutiny (p204) - an in-depth search or investigation.
6. Submerged (p214) - under water.
7. Unison (p219) – all together as one.
Vocabulary Activities- Students will complete this individually.
Handout includes


2 Have you ever…
3 Word Association
2 Idea Completions
Vocabulary Assessment- Students will complete this individually.
Handout Includes:



3 Matching
2 Draw a picture that represents the vocabulary word listed
2 Write a sentence with the vocabulary word used in it to show the meaning of the
word
Section 4: (Pages 229-292)
During Reading Activity- Students will complete this individually.
Character Monologue- Students will be asked to choose from one of the following
characters (Roy, Beatrice, Mullet Fingers, Officer Delinko, Dana, or Curly) and create a
monologue (speech) for a character while they are out of the book. The students will need
to answer the questions: (Where are they? Why? What are they thinking? Why?) in their
monologues.
Tier 2 Vocabulary1.
2.
3.
4.
5.
6.
7.
Trudging (p231) - to walk at a slow speed which is very tiring.
Summoned (p240&253) - to be called upon to go somewhere or do something.
Miffed (p262) –to be irritated or annoyed by something.
Negotiate (p270) – to work out an agreement.
Blustery (p272) - loud, noisy, and disturbing.
Flamboyant (p273) –to be flashy and draws attention to oneself.
Impromptu (p277) – done on a moment’s notice. No planning,; spontaneous.
Vocabulary Activities- Students will complete this individually.
Handout includes


2 Have you ever…
3 Word Association
2 Idea Completions
Vocabulary Assessment- Students will complete this individually.
Handout Includes:



3 Matching
2 Draw a picture that represents the vocabulary word listed
2 Write a sentence with the vocabulary word used in it to show the meaning of the
word
Before Reading Activity
Internet Workshop
This Internet workshop has been designed to help guide you toward an understanding of
the lives of burrowing owls and the laws that protect them. The goal of this workshop is to
help you build background knowledge that will assist in your comprehension as you read
the novel Hoot.



Navigate to the site http://burrowingowlconservation.org/
Once there, find Burrowing Owl Facts
(http://burrowingowlconservation.org/facts.html) located on the right hand side of
the page.
As you read, complete the following Data Retrieval Chart (DRC) below.
Size:
How tall is the average burrowing
owl?
How much do burrowing owls
weigh?
Habitat:
In what types of locations are
burrowing owls likely to nest?
Diet:
What do burrowing owls eat?
Threats:
What factors are threats to
burrowing owls?
Protection Status:
What laws exist to protect burrowing
owls?
In what locations are burrowing owls
protected?


Once you have read the material and completed the DRC, navigate back to
http://burrowingowlconservation.org/
Locate and watch the short video called “Protecting Burrowing Owls” under the
header “What’s on Owl TV?”
During Reading Activity
Section 1
(Pages 1-70)
During Reading Activity:
During the text you will read and complete this chart for the characters that are present in
section 1. This chart will include a list of the characters, a description of the character, and
an important event from the text about that character.
Character Name
Roy
Dana Matherson
Louis
Character Description
Important event from the
book about the character
David Delinko
Running Boy
Curly
Garrett
Miss Hennepin
Beatrice Leep
Tier 2 Vocabulary Words
Section 1
For this section you will learn and become familiar with words that are present during the
first section of the text. You will use these words to complete vocabulary activities.
1.Vacant: not in use or empty
2.Vandalism: deliberately messing with or destroying property
3.Malicious: vicious character, spiteful
4.Merciless: having or showing no mercy or being cruel
5.Menace: something or a person whose actions or ideas are harmful or dangerous
6.Stammered: to speak with involuntary breaks or pauses between words
7.Suspiciously: questionable actions or uncertain
Vocabulary Activities
Section 1
You will use the vocabulary words above to complete the following activities.
1. Do you know anyone who is a menace?
2. Do you know of a place that is vacant?
3. Do you know anyone Malicious?
4. Which word means not sure of someone’s actions?
a. Suspiciously
b. Vacant
c. Menace
5. Which word means to mess up someone’s property?
a. Vacant
b. Vandalism
c. Suspiciously
Find a partner and define the words below:
6. Stammered
7. Merciless
Vocabulary Assessment
Section 1
You will complete the vocabulary assessment from the knowledge you have gained
about each word. Answer the following questions to complete the assessment. (All
questions are 5 points each)
1. Circle the picture or pictures that represent(s) the word Vacant?
2. Give an example of the word merciless. _________________________________________________
3. Give an example that demonstrates the word menace?
__________________________________________
4. Circle the word below: Someone who is spiteful is being?
a. suspiciously
b. malicious c. stammered
5. After I fell I started to speak with involuntary breaks and pauses. I was speaking
_____________________________?
6. I was uncertain about his actions. He was acting _____________________.
7. Circle the picture or pictures that represent(s) Vandalism.
Total Points:
/35
Rubric
Section 1
*Each question is worth 5 points and this vocabulary assessment is worth a total of
35 points.
Activity:
4
3
2
1
During
Reading
Activity
I completed the
character log and
shows that I was
engaged in the
reading by providing
detailed answers.
I completed most of
the criteria for the
character log and
provided detailed
answers.
I completed less than
half of the criteria for
the character log and
did not provide
detailed answers.
I did not complete
the criteria for my
character log and
was not engaged in
the reading or
provide detailed
answers.
I completed all the
I completed all the
I completed some of
vocabulary
vocabulary activities
the vocabulary
activities and got at and got at least 75% activities, but not all
least 90% correct.
correct.
of them.
I completed my
I completed my
I completed my
Vocabulary
vocab. assessment,
Assessment vocab. assessment, vocab. assessment,
scoring at least
scoring at least
scoring at least 9/36
27/36 points.
18/36 points.
points.
I was actively
I was actively
I was actively
Engagement
engaged
engaged throughout engaged throughout
throughout this
most of this section. some of this section.
entire section. I
I completed all
I completed some of
completed all
assignments
the assignment and
assignments
including my
did not complete but
including my
character log.
half of my character
character log.
log.
I did not complete
any of the
vocabulary
activities.
I did not complete
my vocab.
assessment.
Vocabulary
Activities
I was not actively
engaged
throughout this
section. I did not
complete the
assignments and I
did not complete
the character log.
During Reading Activity
Section 2
(Pages 71-152)
During Reading Activity
Journal entry:
After learning about the vandalism happening at the construction site, make a
prediction of who you think is behind it and why?
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Tier 2 Vocabulary
Section 2
For this section you will learn and become familiar with words that are present
during the first section of the text. You will use these words to complete vocabulary
activities.
1. Vicinity: the area near or around a place, close by
2. Perched: high or elevated position, resting place
3. Amiably: having or showing good nature, friendly, and agreeable
4. Skulking: to lie or keep in hiding
5. Peevish: annoyance, bad mood, and irritation
6. Elude: avoid or escape by speed and trickery
7. Lurking: to wait, to hide, and being stealthy?
Vocabulary Activities
Section 2
You will use the vocabulary words above to complete the following activities.
Act out the following vocabulary words with a partner: Perched, Amiably, and Lurking
Write an example of the word peevish you have experienced in your life.
Write an example for the word skulking you have experienced in your life.
For the following sentences choose the correct vocabulary word that represents the
sentence:
Being close to a place?
a. vicinity
b. amiably
c. skulking
To avoid or make peace with?
a. peevish
b. lurking
c. elude
Vocabulary Assessment
Section 2
You will complete the vocabulary assessment from the knowledge you have gained
about each word. Answer the following questions to complete the assessment. (All
questions are worth 5 points)
1. Circle the picture that represents perched?
2. Give an example of the word vicinity. _________________________________________________
3. Give an example that demonstrates the word amiably.
__________________________________________
4. Circle the word below: If I hide something from someone else, I am______________?
a. skulking
b. peevish
c. amiably
5. My little brother is in a bad mood. He is being _____________________________?
6. To avoid is situation is to ______________________ it.
7. Circle the picture that represents lurking?
Total Points:
/35
Rubric
Section 2
*Each question is worth 5 points and this vocabulary assessment is
worth a total of 35 points.
Activity:
4
3
2
1
During
Reading
Activity
I completed the
journal entry and
provided a detailed
prediction and
provided evidence
from the story.
I completed the
journal entry but did
not provide a detailed
prediction supported
by evidence from the
story.
I completed the
journal entry but did
not focus on a
prediction to the
story.
I did not complete
the journal entry.
Vocabulary
Activities
I completed all the
I completed all the
vocabulary
vocabulary activities
activities and got at and got at least 75%
least 90% correct.
correct.
I completed my
I completed my
Vocabulary
vocab.
assessment,
vocab.
assessment,
Assessment
scoring at least
scoring at least
27/36 points.
18/36 points.
I was actively
I was actively
Engagement
engaged
engaged throughout
throughout this
most of this section.
entire section. I
I completed all
completed all
assignments
assignments
including my journal
including my
entry.
journal entry.
I completed some of
I did not
the vocabulary
complete any of
activities, but not all the vocabulary
of them.
activities.
I completed my
I did not complete
vocab. assessment,
my vocab.
scoring at least 9/36
assessment.
points.
I was actively
I was not actively
engaged throughout
engaged
some of this section.
throughout this
I completed some of
section. I did not
the assignments but
complete the
did not provide a
assignments and I
detailed journal
did not complete
entry.
my journal entry.
During Reading Activity
Section 3
(Pages 153-228)
Literature Circles: Section #3 (Pages 153-228)
For Literature Circles we will be dividing up into groups of 5. Everyone will choose one of
the following jobs to complete as we read section 3 of Hoot. We will be doing the same
thing for Urban Roosts: Where Birds Nest in the City, by Barbara Bash.
The jobs include:

Discussion Director- develops questions group members will discuss about this
portion of the book; decides important ideas and issues raised in this section of the
book and designs questions that address them.

Passage Picker- selects significant passages from the sections being read;
determines why important; calls other readers' attention to passage and leads
discussion about it.

Word Wizard-searches section of text for words that are key to understanding what
is happening in the story; notes the page and sentence where found; checks the
dictionary meaning of the word; leads a discussion about the meaning and intent of
the word from context and what the word contributes to the importance of the
passage.

Summarizer- summarizes what has happened and major issues discussed to this
point in the book.

Investigator- examines other sources (newspaper, web, encyclopedia, content texts,
etc.) that have connections to the book being read; shares information with the
group.
After everyone has chosen their job you will use the guided worksheet that has your
job title at the top to help you complete the assignment.
Directions for the discussion part of this assignment for each job are also included in
this packet.
Discussion Director
Directions: As the discussion director you will be creating questions to discuss with
your group members. These questions should make your group members really
think about the reading. Questions should not just have yes or no answers, but
should really get a discussion going about the novel.
Sample question starters: Why do you think...........What does (event/happening) remind you
of and why?.........Why do you think the author......... Describe............How do you predict ______
will solve his/her problem.............Predict why............ Compare (character) to.............Do you
agree with........What do you think will happen.....
Other ideas to consider: Main Idea, Theme/Moral, Compare and Contrast, Setting, Plot,
Sequence of Events, Point of View, Mood, etc…
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Discussion Director: How to Discuss
1. Ask your first question. Let your group members think about the question and come
up with their answer. If your group members are having a difficult time coming up
with the answer you may need to provide a clue or hint (page number, paragraph)
to help them find the answer.
2. As the leader of the discussion you may want to model for your group members how
to politely enter the discussion by using comments such as:
 Excuse me…, I’d like to add…, I disagree because…, I agree because…, I
don’t understand what you mean…, I’m confused about…, That
reminds me of…, I’d like to expand on that…, etc…
3. As the discussion leader you should play the role of:
 Acceptor- you accept answers are reasonable and appropriate
because they have been explained or justified.
 Catalyst- you should change the direction of the discussion and
introduce new ideas when appropriate.
Ex. What if we thought about________________ from ____________’s point of
view?
 Challenger- you should challenge comments and answers given by
your group members to have them justify his/her response.
Ex. “How do you know…? Why did you say…? What made you say…?
Why do you think that?”
 Defender- you should justify or defend group member’s
interpretation.
Ex. “I think…..because…” “I agree……because…”
 Clarifier- you should have group members elaborate his/her response
if you are unsure of his/her response:
Ex. Are you saying..., Would you share more about why you think
that…, What do you mean…, Tell me more about…, In your own words,
explain the issue…, etc…
 Connector- you will get your group members to connect the readings
to their own lives and to other books and characters.
Ex. “This makes me think of…, This reminds me of… I would…, etc…
 Inquisitor- you should question ideas from the reading.
Ex. “I wonder why…, What if… What about…, etc…
4. You may need to help your group:
 Focus on supporting ideas and opinions
 Disagree politely
 Listen and look at the speaker



Reference the text to support ideas
Predict what will happen next
Relate reading to their own lives as well as other books and characters
Passage Picker
1. Pick out the passage you would like to share with your group and write down the
page___________ and paragraph_______ numbers.
2. Write down the first two words _______ _______ and the last two words ________
_________of your passage.
Possible Types of Passages
important
informative
surprising
controversial
historical
confusing
dialect
simile
personification
idiom
fantasy
thematic
problem/solution
fact/opinion
foreshadowing
step by step
funny/amusing
scary/frightening
humorous/entertaining mysterious/intriguing
interesting
descriptive
persuasive
metaphor
alliteration
scientific
cause/effect
math
melancholy/sad
This passage is a ____________________________ type of passage
because_______________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________________
Create a question to really make your group members think. Write the question and the
answer.
Q:_______________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________________________
A:______________________________________________________________________________________________________
_________________________________________________________________________________________________________
__________________________________________________________
Answer one of these questions in a complete sentence(s): Why did the author include this
passage in the story? What does this passage add to the story?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________
How to Discuss: Passage Picker
1. Tell your group members to turn to the page and paragraph you have picked.
2. Tell the first two words and last two words of your passage with your group
members.
3. Ask someone in the group to read the passage out loud and make sure the other
group members are listening.
4. Ask different members of your group to identify the type of passage you have
chosen. Have them explain why they think it is that type of passage using specific
examples. If they choose a different type than you make sure they can support their
choice.
5. Ask your group members the thinking question you came up with. Make sure group
members support their answers.
6. Ask your group members the question you choose from the following Why did the
author include this passage in the story? What does this passage add to the story?
After they explain their thinking to you, you should explain your answer and
thinking with them.
Word Wizard
1. Write down the word _______________, the page ______, and paragraph number
___________________
2. Copy the sentence from the book in which the word appears.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
____________________________________________________________________________
3. Re-read the sentence that the word is in. Think about the word, the sentence, and
the story. What part of speech is the word in the
sentence?______________________________
Look the word up in the dictionary and write the dictionary definition.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
__________________________________________________________________________
Write everything you know about the word, then write your own definition of the
word.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
____________________
4. Write an explanation telling how this word adds to the meaning of the story. What
does this word have to do with the story? Think about the characters, plot, setting,
theme, etc.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
____________________________________________________________________________
5. Make a word wizard card. Include your word and the page and paragraph number
that you found the word in in LARGE PRINT. On the back side of the card you should
draw a picture to represent your word, write the word, and the definition of the
word.
6. Complete a daily vocabulary activity that goes with your word(s).
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________
How to Discuss: Word Wizard
1. Place your word wizard card word side up in the center of the group so that your
group members can see the word and the page and paragraph number where the
word is in the text.
2. After everyone has seen the word, have the group members turn to the passage in
the book where your word is located. Have a student read the paragraph, and if
needed, the sentence before and after out loud. Make sure all group members are
following along and paying attention to context clues that are in the passage.
3. After the passage has been read ask the group if anyone can identify the part of
speech the word is in the sentence. Have group members explain their answers. If
no one guesses it correctly, tell them.
4. Next have the group members guess what the word means. Make sure they explain
their guesses.
5. If they guess the definition correctly that is great! If no one guesses the definition
correctly then choose someone to look up the word. If someone guesses it correctly
there is no need to look it up in the dictionary. Share your definition with them.
6. Now the entire group should have a definition for the word.
7. Now turn over your word wizard card and share your illustration with your group.
8. Now everyone in the group, including you, will come up with a meaningful sentence
using the word wizard word. If possible come up with a sentence that relates to the
book you are reading. Make sure that all sentences make sense and the word is used
correctly.
9. Now help group members connect the word to the story by asking everyone to think
of how the word adds meaning to the story. Think about how the word connects to
the characters, setting, plot, theme, etc. Ask group members to share their ideas.
Summarizer
Record Four Main Events or Ideas Presented in this section:
1. _________________________________________________________________________________________________
___________________________________________________________________________
2. _________________________________________________________________________________________________
___________________________________________________________________________
3. _________________________________________________________________________________________________
_____________________________________________________________________________
4. _________________________________________________________________________________________________
___________________________________________________________________________
Directions: As the summarizer you will be writing a four to five sentence summary of the
key events and information that was presented in this section of the text. Use the four main
ideas or events that you recorded above to help you with your summary. Be sure to include
big key ideas, not just supporting details. Write this summary in your own words.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_____________________________________________
How to Discuss: Summarizer
1. Ask your group members to share any key events that they remember from this
section of the text. Ask your group members to explain what makes these events or
ideas key points in the text.
2. Share the four main ideas or events that you wrote down with your group.
3. If any group member strongly believes that another idea or event was important
enough to put in the summary have them find and read that section out of the text to
the entire group and present evidence for why that idea or event should be included
in the summary.
4. Read your summary to the group and have them discuss why they believe you chose
to use the ideas that you did in your summary instead of other information that was
in this section of the text.
5. Explain your thinking to the group as to why you chose to include the ideas that you
did in your summary.
Investigator
Directions: You are now an investigator of many different resources. You will need to
gather and examine a variety of different sources that have connections to the section of
text we are reading. These resources can include newspapers, websites, encyclopedias,
textbooks, informational texts, etc. You will need a total of three resources. You will then
need to explain how each of the sources is related to the section of text we are reading.
1. Resource #1
Title:_________________________________________________________
Author:_______________________________________________________
Relation to main text:__________________________________________________
________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
2. Resource #2
Title:_________________________________________________________
Author:_______________________________________________________
Relation to main text:__________________________________________________
________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
3. Resource #3
Title:_________________________________________________________
Author:_______________________________________________________
Relation to main text:__________________________________________________
________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
How to Discuss: Investigator
1. First lay all the resources you have been able to gather in the center of your group
and allow your group members a few minutes to look through the resources and
information you have gathered. If you do not have access to the books you chose
that is okay, just retrieve as many of your sources as you can.
2. After your group members have had a chance to look through the resources ask
them how they believe the resources relate to the section of text we have been
reading. Ask group members to explain their answers.
3. Show the group the specific articles or sections of the books that you have chosen to
relate to the main text. Also share your explanation as to why you chose each of the
resources that you did and how they relate to the main text.
4. If there is a central theme that runs through all the resources you choose to bring in
then make sure that you bring this theme to the attention of your group members.
So that they can make a full connection between all the resources and the main text.
Tier Two Vocabulary Words: Section 3
8. Perturbed (p164) – to be troubled or upset about something.
9. Apprehension (p173) - afraid that something bad is going to happen.
10. Dilapidated (p176) - Old and run down, decaying from age or not being taken care of.
11. Ferocious (p184) – Very mean and wild.
12. Scrutiny (p204) - an in-depth search or investigation.
13. Submerged (p214) - Under water.
14. Unison (p219) – All together as one.
Vocabulary Activities
Section 3
Activity 1- Have you ever…?
1. Describe a time when you were perturbed.
_____________________________________________________________________________________________________
_______________________________________________________
2. Describe a time when you submerged something in water.
_____________________________________________________________________________________________________
_______________________________________________________
Activity 2-Word Associations
3. Which word goes with apprehension?
A. happiness
B. fear
C. joy
D. sadness
4. Which word goes with unison?
A. individual
B. alone
C. together
D. personal
5. Which word goes with scrutiny?
A. investigation
B. mean
C. game
D. fun
Activity 3- Idea Completion
6. The old house across the street from the school looks dilapidated because…
_________________________________________________________________________________________________
_________________
______________________________________
7. The dog may have been little, but it acted very ferocious because it…
_________________________________________________________________________________________________
_______________________________________________________
Vocabulary Assessment
Section 3
Vocabulary Test: Section 3
Matching (4 points): Write the matching letter on the line under
each word.
1. Apprehension
__________
2. Unison
__________
3. Perturbed
__________
A. All together as one.
B. To be troubled or
upset about something.
C. Afraid that something
bad is going to happen.
Draw a picture to illustrate the meaning of the following words (5
points):
4. Submerged:
5. Dilapidated:
Write a sentence correctly using the following words (7 points):
6. Ferocious:
___________________________________________________________________________________
_______________
7. Scrutiny:
___________________________________________________________________________________
_______________
Total Points-
/36
Rubric
Section 3
Activity:
4
3
2
1
During
Reading
Activity
I completed my
assigned job for
literature circles and
activity engaged in
the group discussion.
I completed most of
the criteria of my job
for literature circles
and activity engaged
in the group
discussion.
I completed less than
half of the criteria of
my job for literature
circles and rarely
engaged in the group
discussion.
I did not complete
the criteria of my
job for literature
circles and did not
engage in the group
discussion.
Vocabulary
Activities
I completed all the
I completed all the
I completed some of
I did not
vocabulary
vocabulary activities
the vocabulary
complete any of
activities and got at and got at least 75% activities, but not all the vocabulary
least 90% correct.
correct.
of them.
activities.
I completed my
I completed my
I completed my
I did not complete
Vocabulary
vocab.
assessment,
vocab.
assessment,
vocab.
assessment,
my vocab.
Assessment
scoring at least
scoring at least
scoring at least 9/36
assessment.
27/36 points.
18/36 points.
points.
I was actively
I was actively
I was actively
I was not actively
Engagement
engaged
engaged throughout engaged throughout
engaged
throughout this
most of this section. some of this section.
throughout this
entire section. I
I completed all
I completed some of
section. I did not
completed all
assignments and
the assignments and
complete the
assignments and
participated in
rarely participated in assignments and
participated in
literature circles.
literature circles.
did not
literature circles.
participate in
literature circles.
During Reading Activity
Section 4
(Pages 229-292)
Dramatic Monologue of a Character:
Section #4 (Pages 229-292)
Directions: Create a monologue (speech) for a character while they are out of the book.
Where are they? Why? What are they thinking? Why?
Choose one of the following characters:
 Roy, Beatrice, Mullet Fingers, Officer Delinko, Dana, or Curly
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________________________________________________
Tier Two Vocabulary Words: Section 4
8. Trudging (p231) - to walk at a slow speed that is very tiring.
9. Summoned (p240&253) - to be called upon to go somewhere or do something.
10. Miffed (p262) –to be irritated or annoyed by something.
11. Negotiate (p270) – to work out an agreement.
12. Blustery (p272) - loud, noisy, and disturbing.
13. Flamboyant (p273) –To be flashy and draws attention to oneself.
14. Impromptu (p277) – Done on a moment’s notice. No planning, spontaneous.
Vocabulary Activities
Section 4
Activity 1- Have you ever…?
1.
Describe a time when you made an impromptu decision.
_____________________________________________________________________________________________________
_______________________________________________________
2.
Describe a time when you were summoned to do something.
_____________________________________________________________________________________________________
_______________________________________________________
Activity 2-Word Associations
3.
Which word goes with blustery?
A. quiet
B. loud
C. windy
D. hot
4.
Which word goes with miffed?
A. excited
B. mitten
C. rude
D. irritated
5.
Which word goes with Flamboyant?
A. flamingo
B. clam
C. flashy
D. rocks
Activity 3- Idea Completion
6.
Sally had to trudge back home in the snow from her neighbor’s house because…
_________________________________________________________________________________________________
_________________
______________________________________
7.
Mr. Green told Sammy and Scott the best way to solve their disagreement was to
negotiate a solution because…
_________________________________________________________________________________________________
_______________________________________________________
Vocabulary Assessment
Section 4
Vocabulary Test: Section 4
Matching (4 points): Write the matching letter on the line under
each word.
1. Impromptu
__________
2. Blustery
__________
3. Summoned
__________
A. To be called upon to go
somewhere or do
something.
B. Done on a moment’s
notice. No planning,
spontaneous.
C. Loud, Noisy, and
Disturbing.
Draw a picture to illustrate the meaning of the following words (5
points):
4. Flamboyant:
5. Trudging:
Write a sentence correctly using the following words (7 points):
6. Negotiate:
___________________________________________________________________________________
_______________
7. Miffed:
___________________________________________________________________________________
_______________
Total Points-
/36
Rubric
Section 3
Activity:
4
During
Reading
Activity
I wrote a character
monologue that
clearly represents
the character’s
thoughts during a
time when they are
not in the book.
3
2
I wrote a character
I wrote a character
monologue that
monologue that does
somewhat
not clearly represent
represents the
the character’s
character’s thoughts
thoughts during a
during a time when
time when they are
they are not in the
not in the book.
book.
I completed some of
Vocabulary I completed all the I completed all the
vocabulary
vocabulary
activities
the vocabulary
Activities
activities and got at and got at least 75% activities, but not all
least 90% correct.
correct.
of them.
I completed my
I completed my
I completed my
Vocabulary
vocab.
assessment,
vocab.
assessment,
vocab.
assessment,
Assessment
scoring at least
scoring at least
scoring at least 9/36
27/36 points.
18/36 points.
points.
I was actively
I was actively
I was actively
Engagement
engaged
engaged throughout engaged throughout
throughout this
most of this section. some of this section.
entire section. I
I completed all
I completed some of
completed all
assignments and
the assignments and
assignments and
participated some in rarely participated in
participated in
class discussions.
class discussion.
class discussions
about this section
of reading.
After Reading Activity
1
I did not write a
character
monologue to
express a
character’s thought
for a section of the
readings they were
not present in.
I did not complete
any of the
vocabulary
activities.
I did not complete
my vocab.
assessment.
I was not actively
engaged
throughout this
section. I did not
complete the
assignments and
did not
participate at all
in class
discussion.
Socratic Seminar
Theme: Courage
Essential Question: What is courage?
Topical Questions:
1. Which characters in Hoot show courage?
a. What do these characters do that make them courageous?
b. Please give specific examples from the book.
c. Was it always easy for these characters to be courageous?
2. How is the courage that Mullet Fingers demonstrates different from the courage that
Roy shows?
3. Do you believe that Curley shows courage in the way he reacts to Chuck Muckle’s
statement that there are no burrowing owls on the property?
a. How does his reaction make him courageous or a coward?
b. Do you think that fear stopped him from showing courage and doing what
was right?
4. How does our society define courage?
a. Which definition would be the most accurate, the one we came up with
earlier or society’s definition?
b. Why?
c. Who are people in our society that are considered to be “courageous” but
may not qualify under our definition of having courage?
In Hoot the characters that showed courage were often times breaking the law to do so.
How do we know where the line is drawn between being courageous and standing up for
what is right, opposed to doing something that is illegal?
Alignment Chart
Unit Activity
Students write and perform a
monologue/speech about burrowing owls
from the perspective of the characters from
the novel.
Students will assume a role in a literature
circle and complete the tasks assigned to
such a role. The students will collaborate
with each other to extract the most
information from the text that they can.
Students will complete a journal entry
complete with detailed predictions about
the story and evidence from the text that
supports their predictions.
Students will complete a character log that
contains detailed information about the
characters in the novel and the role that
they play in the story.
Reading Standards for Literature Common
Core Grade 5
CCSS.ELA-Literacy.RL.5.9 Compare and
contrast stories in the same genre (e.g.,
mysteries and adventure stories) on their
approaches to similar themes and topics.
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.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.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).
Citations:
Burke, J. (1998). The English Teacher's Companion: A Complete Guide to Classroom,
Curriculum, and the Profession. New York: Boynton/Cook Publishers.