Teresa Lilly - Magic Tree House #6 Afternoon on the Amazon Novel Unit Study

Magic Tree House Book #6 Afternoon on the Amazon Novel Unit Study Smashwords Edition 2014 By: Mary Pope Osborne Created by: Teresa Lilly Co-authored by: Carol Diana Sold by www.hshighlights.com This unit should be utilized in one week orfive days. Pre-Reading Skills: Have the student write these items onpaper Title of Book Author of Book Illustrator of Book Publishing Company of Book Where Book was Published Year Book was Published Author Information: Have the student look up information aboutthe author on the internet. Have them write a short paragraph aboutthe author. Where they come from, how many books they have writtenetc. Have them print out a picture of the author to glue onto thispage. Daily Skills 1) Vocabulary Skills: Have student write each word in their besthandwriting on an index card.

Have students write definition for each wordon the other side of the index card. Use these to playConcentration with at the end of the unit. Have the student put the words inAlphabetical order Have the student write the words in a fullsentence. Play concentration with the index cards Vocabulary words Lesson 1. slanted forest unknown namedwhistling Lesson 2. stretches balance expected hurledshore Lesson 4. beckoned vanished predator preparedopposite Lesson 5. understand amazing relief halfwayvanished Word Search G N U Y V T J N Z U D E B PT U N J N F I O Y M N E T A RS V N I I K S N S K D T I L EE O A D R S N H E W E C S A DR Y C N E A O O H S R E O N AO F A L I R E I W G S P P C TF E N W E S S L O N T X P E OG I O O F T H T C Y A E O U RZ L P H L L H E O G N I Z A MA E Y I I B A K D R D E Y I KA R N G K M A H Y K Y N E T OQ G B E C K O N E D S T E A MY D C T N S E H C T E R T S QQ N D E R A P E R P N A M E DJ S L A N T E D E L R U H T KZ AMAZING BALANCE BECKONED CANOPY CLEARING EXPECTED FOREST HALFWAY HURLED NAMED OPPOSITE PREDATOR PREPARED RELIEF SHORE SLANTED STEAMY STRETCHES UNDERSTAND UNDERSTORY UNKNOWN VANISHED VINES WHISTLING 2) Sequencing Skills: On an index card, have the student write asentence telling the main event of each chapter of the book. understand amazing relief halfwayvanished Word Search G N U Y V T J N Z U D E B PT U N J N F I O Y M N E T A RS V N I I K S N S K D T I L EE O A D R S N H E W E C S A DR Y C N E A O O H S R E O N AO F A L I R E I W G S P P C TF E N W E S S L O N T X P E OG I O O F T H T C Y A E O U RZ L P H L L H E O G N I Z A MA E Y I I B A K D R D E Y I KA R N G K M A H Y K Y N E T OQ G B E C K O N E D S T E A MY D C T N S E H C T E R T S QQ N D E R A P E R P N A M E DJ S L A N T E D E L R U H T KZ AMAZING BALANCE BECKONED CANOPY CLEARING EXPECTED FOREST HALFWAY HURLED NAMED OPPOSITE PREDATOR PREPARED RELIEF SHORE SLANTED STEAMY STRETCHES UNDERSTAND UNDERSTORY UNKNOWN VANISHED VINES WHISTLING 2) Sequencing Skills: On an index card, have the student write asentence telling the main event of each chapter of the book.

At theend of the week, mix them up and have the student put them in orderof how they occurred. 3) Creative Writing Skills: Do one activity aday. 1. Have the student write a letter to one ofthe characters in the story. Have them tell the character why they think they should orshould not do something that has occurred in the book. 2.

Have the student write a poem about acharacter or event in the book. We recommend a Couplet, Triplet or Haiku. 3. Have the students create a comic stripabout an event in the story. Have them draw basic stick people, but writefull conversations in the word bubbles. 4.

Have the student write a shortconversation between two of the characters that might have occurred at some time. 5. Have the student write a different endingfor the story or begin a sequel as if the characters will beinvolved in another story. 4) Language Arts Skills: Do one activity aday. 1. 2. 2.

Have the student write a paragraph tellingwhat the main setting of the story is, where it is and what itlooks like. 3. Have the student write a paragraph tellingwho the supporting characters in the story are and what they do tointeract with the main character. 4. Have the student write a paragraph tellingwhat the main problem in the story was and how it was solved. 5.

Have the student write a book reporttelling the name of the book, the author, the main character, themain setting, the main problem, how it was solved and why they likeor did not like this book. 5) Craft Activity: Do one or two activities aday 1. Have the student print out a picture ofthe book cover from the internet. Large enough to fill at least a 4by 6 page. Have the student glue the picture onto a piece ofcardboard the same size. 2. 2.

Have the student create a character fromthe book with play doe or clay. 3. Have the student create the main scenefrom the story using a shoebox and pictures from the internet. 4. Have the student create a postal stampthat represents the characters or the book. 5.

Create a Bingo Board. Put the vocabularywords, or pictures of the words on the different spaces of theboards. Using the Concentration cards, play Bingo. 6. Have the student create a new book coverfor the story. 7 Have the student create a mosaic.

Ingrayscale print out a picture from the internet that represents thecharacters or events in the story. Use small bits of colored paperand allow students to glue them all over the picture to create amosaic. You can use the same grayscale picture to paint orcolor. 8. Have your student create a travel brochureabout the place your character lives or visits. 9.

Have your student create a menu for arestaurant that your character would eat at. 10. Have your student create a collage on aposter board to represent the characters and events in the story.Use pictures from the internet or magazine. Glue them all over theposter board in an overlapping pattern. 6) Comprehension Activities: Do one lesson aday. 1. _____ Peanut was nowhere to be found. 2. _____ The rain forest is filled with bugsand spiders. 3. _____ At school the children learned thatthe rain forests are being cut down. 4. _____ Annie is afraid of everything shesees except spiders. _____ Annie is afraid of everything shesees except spiders.

Multiple Choice: Write ABCD in the space forthe best answer. 1. _____ How many more things do Jack andAnnie have to find for Morgan? A. 2 B. 3 C. 5 2. _____ What is the name of the opened bookthe children found? A. _____ What is the name of the opened bookthe children found? A.

Moby Dick B. Cinderella C. The Rain Forest D. The Hobbits Comprehension: Who, What, Where, When, Why,and How. 1. Who is Peanut? 2.

What leads the children to their newmission? 3. Where did Jack and Annie find Peanut? 4. When the children got lost in Japan whohelped them? 5. Why do the children need to go to the rainforest? 6. How does Annie know that Peanut is ashe? Lesson 2 chapters 3,4 True / False: Write T if statement is true;write F if it is false. _____ On every trip Jack and Annie takesthey have always landed on a tree. 2. _____ The understory below the canopy iscompletely different from the tree tops. 3. _____ Jack and Annie were fortunate thatthe tree house ladder was near the river. 4. _____ The canoe was really a dug-out logand had no paddles. _____ The canoe was really a dug-out logand had no paddles.

Multiple Choice: Write ABCD in the space forthe best answer. 1. _____ How many layers does the rain foresthave? A. 2 B. 1 C. 4 2. _____ Amazon flesh eating ants are called_____. A. army ants B. sugar ants C. grease ants D. meat ants Comprehension: Who, What, Where, When, Why,and How. 1. 1.

Who found a canoe? 2. What are the three layers of the rainforest? 3. Where did the magic tree house land? 4. When the animals hear a cracking soundwhat does it mean? 5. Why would the children be safe if they getin the water? 6. 1. _____ The children felt safe in the rivernothing could hurt them now. 2. _____ Piranhas are safe to swim with theydon't bite. 3. _____ The monkey kept throwing fruit atthe canoe. 4. _____ When the monkey smiled at Annie shesmiled back. _____ When the monkey smiled at Annie shesmiled back.