The Cay
Sample
Unit Created by
Gay Miller
Thank you for downloading this sample of A Resource Guide to use with The Cay. You
will find additional materials including a PowerPoint that goes along with the Sentence
Unit on my website at http://bookunitsteacher.com/reading_cay/cay.htm
Be sure to check out the interactive quizzes at the password protected site as well. The
information for accessing it is included at the end of this unit.
If you have any questions please feel free to e-mail me at
teachwithgaymiller@gmail.com
The full version may be purchased at the following website:
http://www.teacherspayteachers.com/Product/A-Resource-Guide-to-use-withThe-Cay
Gay Miller
This information is based on Scholastic’s Book Wizard.
Interest Level - Grades 6 – 8
Reading Level - Grade level Equivalent: 6.3
Lexile Measure®: 860L
&
The Cay Table of Contents
Table of Contents
2
Lesson Plans at a Glance
5
Vocabulary
Word of the Day (20 Words)
6
Vocabulary List with Definitions and Sentences from The Cay
7
Vocabulary Practice 1 (refinery, blackout, navigation, schooner)
11
Vocabulary Practice 2 (refinery, blackout, navigation, navigate, drone, thrash, lurch, fret)
12
Vocabulary Practice 3 (refinery, blackout, navigation, tempest, thrash, catchment, schooner)
13
Vocabulary Practice 4 (complete list)
14
Vocabulary Test
16
Comprehension
17
Chapter 1
18
Constructive Response (Meaning of Simile)
20
Chapter 2
21
Constructive Response (Importance of Setting and the Mood)
24
Chapter 3
25
Constructive Response (Comparing Phillip to Timothy)
28
Chapter 4
29
Constructive Response (Responding to Quotes)
31
Chapters 5-6
32
Constructive Response (Summarizing)
34
Constructive Response (Characters’ Actions)
35
Chapters 7-8
36
Constructive Response (Problems and Solutions)
39
Chapters 9-10
40
Constructive Response (Character Growth/Change)
42
Chapters 11-12
43
Constructive Response (Your Course of Action vs. Phillip’s Course of Action)
45
Chapters 13-14
46
Constructive Response (Responding to Text)
49
Chapters 15-16
50
Constructive Response (Theme)
53
Chapters 17-19
54
Constructive Response (Comparing The Cay to other Novels in the Same Genre)
56
English Lessons – Sentence Unit
57
Lesson 1 - Understanding Sentence Problems
58

Organizer
59

Response Cards
62

Oral Practice
63

Written Practice
64

Example Slides from PowerPoint Presentation
65
Lesson 2 – Correcting Choppy Sentences
67

Organizers
68

Oral Practice
79

Written Practice
80
Lesson 3 – Using Conjunctions to Correct Run-On Sentences
83

Organizer (Types of Conjunctions)
84

Response Cards
86

Organizer (Coordinating Conjunctions)
87

Chart of Subordination Conjunctions
89

Oral Practice
90

Written Practice
93
Lesson 4 – Four Methods for Correcting Run-On Sentences
95

Single Page with Four Methods of Correcting Run-On Sentences
97

Organizer (Independent/Dependent Clauses)
98

Organizer (Four Methods for Correcting Run-Ons)
100

Organizer (Simple, Compound, Complex, & Compound Complex Sentences)
103

Response Cards
105

Oral Practice
108

Written Practice
110
Skill Lesson on Dialect (This lesson compares two very different dialects. The
first is Appalachian Mountain dialect from the book Shiloh, and the second is
the Caribbean Island dialect from The Cay.)
Lesson Goals, Essential Question, Common Core Standards, and Hook
111
Writing Sentences into Standard English (Shiloh)
112
Writing Sentences into Standard English (The Cay)
114
Discussing Dialects
116
Chart Benefits vs. Disadvantages
117
Story Elements
Lesson Goals, Essential Question, Common Core Standards, and Hook
118
Story Map with Definitions
119
PowerPoint
120
Blank Story Map
121
Answer Key to Story Map
122
Poster Board Story Map Pieces
123
Activities to Do With the Book
135
Setting – Salt Dough Map
136
Research Topics and Mini Reports
138
Coral Reefs Craft Project
143
Weaving
141
Carnival Masks
145
Edible Octopus
146
Coconut
147
The Story in Drawings
148
Answer Keys
150
Username and Password to Interactive Quizzes
163
Lesson Plans for The Cay
Day Vocabulary
Reading&
Comprehension Quizzes
Activity Choices
1.
refinery (noun)
Map of Phillip's Caribbean
home
2.
blackout (noun)
Chapter 1
p. 9-17
Comprehension Quiz
Chapter 2
p. 18-27
Comprehension Quiz
3.
navigate (verb)
navigation (noun)
Chapter 3
p. 28-38
Comprehension Quiz
Make sextant
4.
schooner (noun)
Vocabulary Practice 1
5.
drone (verb)
Chapter 4
p. 39-46
Comprehension Quiz
Chapter 5
p. 47-51
6.
thrash (verb)
Chapter 6
p. 52-55
Comprehension Quiz
7.
lurch (verb)
fret (verb)
Vocabulary Practice 2
Chapter 7
p. 56-62
8.
crow (verb)
9.
stun (verb)
Chapter 8
p. 63-68
Comprehension Quiz
Chapter 9
p. 69-72
10.
catchment (noun)
11.
connive (verb)
12.
regain (verb)
13.
treacherous (adjective)
14.
tempest (noun)
15.
flay (verb)
Vocabulary Practice 3
Chapter 15
p. 106-112
16.
debris (noun)
Chapter 16
p. 113-119
Comprehension Quiz
17.
gingerly (adverb)
Chapter 17
p. 120-123
18.
blot out (verb phrase)
Chapter 18
p. 124-131
19.
badger
Vocabulary Practice 4
Chapter 19
p. 132-137
Comprehension Quiz
20.
Vocabulary Test
Chapter 10
p. 73-78
Comprehension Quiz
Chapter 11
p. 79-87
Chapter 12
p. 88-92
Comprehension Quiz
Chapter 13
p. 93-100
Chapter 14
p. 101-105
Comprehension Quiz
Skills
Lesson 1
(Understanding Sentence
Problems - choppy
sentences, run-on
sentences, and stringy
sentences)
Lesson 2
(Combining Sentences)
Make a model of a coral reef
Lesson 3
(Run-on Sentences)
Weaving
Carnival Masks
Edible Octopus
Lesson 4
(Run-on Sentences)
Eat coconut
Lesson 5 Dialect
Retell the story in drawings
Story Map
The Cay Chapter 1
1. Read the following sentence from Chapter 1.
Like silent, hungry sharks that swim in the darkness, the German submarines arrived in the middle
of the night.
The author uses the simile in this sentence to ______________ .
a) make the reader know that sharks swim in the sea around Willemstad
b) to emphasize how frightening the arrival of German submarines was to the people of Willemstad
c) to describe to the reader what the German submarines looked like
d) to make the German submarines seem real
2. Which line from the book shows that it is written in first person?
a) I was asleep on the second floor of our narrow, gabled green house in Willemstad, on the island
of Curacao, the largest of the Dutch islands just off the coast of Venezuela.
b) One German sub was even sighted off Willemstad at dawn.
c) Phillip, the enemy has finally attacked the island, and there will be no school today.
d) They once stormed the island long ago.
3. “The Cay” can best be described as
a) historical fiction.
b) a drama.
c) a biography.
d) realistic fiction.
4. How does the setting in Chapter 1 emphasize conflict in the story?
a) Native schooners from Venezuela, Aruba, and Bonaire were coming in with bananas, oranges,
papayas, melons, and vegetables.
b) The Dutch were raiding the Spanish galleons.
c) Willemstad had to defend itself against the storming pirates and the British.
d) World War II had come to the Caribbean by way of Germans who wanted the oil from the
refineries.
5. Phillip and his best friend Henrik disobey their mothers by _______________ .
a) skipping school to go down to the shipyard
b) going down to the harbor after the arrival of the Germans
c) playing war games with the Caribbean sailors by pretending to be pirates
d) using Mr. van Boven's binoculars to see the soldiers in the ancient fort
6. Phillip and Henrik _________.
a) were natives of Curacao
b) were both from America
c) were both from the Netherlands
d) came to Curacao from different countries; Phillip from America and Henrik from the Netherlands
7. Phillip's father came to Curacao to ___________.
a) study the trees, fish, and birds
b) be a tour guide taking tourist on hikes around Krup Bay or Seroe Male
c) work on a program to increase production of aviation gas
d) work for the fire department on the island
8. The people of Curacao planned __________.
a) to drop bombs on the German submarines
b) ride out to the submarines in boats to attack the Germans
c) nothing, because they didn't have any weapons
d) to ask the Amsterdam government to help
9. Why are the islands of Aruba and Curacao important and in danger of German attack?
a) They have oil and an oil refinery. The Germans want the oil and fuel.
b) The Germans need a base for supplies in the Caribbean. Aruba and Curacao are good sources of
food and water.
c) Aruba and Curacao have an American ambitions supply depot on the islands.
d) The Germans feel the large population of Caribbean soldiers will attack their native homeland.
10. Which word completes the analogy?
refinery is to gasoline as dairy farm is to _____________
a) cow
b) milk
c) barn
d) farmer
11. Which sentence from Chapter 1 is an opinion?
a) I remembered the summers with lightning bugs and honeysuckle smells.
b) I was only seven when we'd moved to the Caribbean.
c) I guess my mother was homesick for Virginia, where no one talked Dutch, and there was no
smell of gas or oil.
d) She went back into the kitchen.
12. If a student wants to find the location of Curacao, where should she or he look?
a) an atlas
b) a textbook
c) the glossary
d) the dictionary
Read the beginning of the novel.
Like silent, hungry sharks that swim in the darkness of the sea, the German submarines arrive in
the middle of the night.
The author Theodore Taylor compares the German submarines to sharks. How are these two
objects similar? Why is this good comparison? What feeling does the reader get about German
submarines from this passage?
German
Submarines
______________________
______________________
______________________
Sharks
______________________
______________________
______________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
CCSS.ELA-Literacy.L.5.5a Interpret figurative language, including similes and metaphors, in context.
______________________________________________________________________
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.
______________________________________________________________________
CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
The sentence lessons review rules through foldable organizers and
PowerPoint lessons which may be found on the password protected
website. (Note: These PowerPoint lesson are similar to the free
PowerPoints which are following on the following page:
http://www.mce.k12tn.net/survival/cay/cay.htm) The difference
between the two is that the password protected PowerPoints focus on
The Cay whereas the free examples are about about Johnson County.
Here is how to find the interactive quizzes:
http://bookunitsteacher.com/onlinecay/cay.htm
Username: XXXXXXXXXXX
Password: XXXXXXXXXX
You must purchase the A Resource Guide to use with The Cay to
receive the username and password.
Graphics from:
http://office.microsoft.com/en-us/images/
Here is how to find the interactive quizzes:
http://bookunitsteacher.com/onlinecay/cay.htm
Username: XXXXXXXXXXX
Password: XXXXXXXXXX
You must purchase the A Resource Guide to use with The
Cay to receive the username and password.
Cover picture by
Gay Miller
Visit my Teacher Pay Teacher
Store for additional products.
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Visit my website for additional
resources for The Cay.
http://bookunitsteacher.com/reading_
cay/cay.htm