I Survived the Battle of D-Day, 1944 Book Unit Sample Created by Gay Miller Welcome to Book Units Teacher ~ I love teaching! I especially love interactive notebooks, anchor charts, hands-on activities, great books, and making learning fun. Here is the place for me to share some of the things I love. ~~ Gay Miller
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I Survived the Battle of D-Day, 1944 - Book Units Teacher · I Survived the Battle of D-Day, 1944 ~ Chapters 1-2 1. The main event in Chapter 1 is ---. a. Paul watches ships arrive
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This packet contains graphic organizers for an interactive notebook covering vocabulary, comprehension questions, constructed response writing, and skill practice. I hope your students enjoy a book study using the engaging method of using interactive notebooks.
For teachers who wish paperless activities, this unit contains Boom interactive quizzes as well as Google Slides. Look at the pages following the “Table of Contents” for links and password information.
I Survived the Battle of D-Day, 1944
Genre ~ Historical Fiction
Interest Level ~ Grades 3 – 6
Grade level Equivalent: Scholastic Level T Reading Level: 4th Grade
Lexile Measure®: 740L
Because the reading level of this novel is more advanced than many others in the I Survived Series, I have created activities for 4th and 5th grade levels.
I Survived the Battle of D-Day, 1944 ~ Chapters 1-2
1. The main event in Chapter 1 is ---.
a. Paul watches ships arrive on the Normandy coast.
b. Paul wanted to escape before the battle began.
c. An airplane is hit and a piece of the burning plane hits Paul’s head.
d. Paul was praying for the war to end.
2. What is the main conflict at the end of Chapter 2?
a. Paul wants to buy his mother a special treat for
her birthday, so he must sell his prized soccer ball.
b. Germans arrested the Jewish people. c. Paul no longer felt like playing soccer. d. Paul had to travel down to the dingy market.
3. Chapter 1 takes place [date] _June 6, 1944__. Chapter 2 takes place [date]
___June 5, 1944______. The author uses which of the following sequencing techniques between Chapters 1 and
2 and again within Chapter 2 to tell about Gerard?
a. hyperbole b. figurative language c. flash forward
d. flashback
3. Both Chapters 1 and 2 end with ----.
a. sound devices [alliteration, rhyme, onomatopoeia]
b. cliffhangers [situations that are very exciting
because what is going to happen next is not known]
c. figurative language [metaphors, similes, personification]
d. sensory details [sight, sound, taste, touch,
smell]
4. Because of war, ---- was scarce. Check all that apply.
____ food including meat, milk products, sugar,
canned goods, and eggs
_____ pottery
____ clothing _____ fish
_____ vegetables such a
potatoes ____ footwear
Some additional items that were rationed during the war that are not mentioned in Chapters 1-2 included gasoline, fuel - firewood
and coal, stoves, typewriters, and bicycles.
5. The story is told from which point of view?
a. first-person point of view – The author tells the story through the eyes of Paul by using pronouns such as "I" or "me" or "my".
b. third-person limited point of view - The narrator follows Paul and only reveals his
thoughts. c. second person point of view -The author
describes events as if they are happening to you. The reader is a participant in the action of this story.
d. third-person omniscient. - The narrator is all knowing and sees all action. The thoughts of
more than one character are revealed.
6. What is the mood in Chapters 1-2? Give at least three examples of how the author tried to create
this mood.
Mood Chapter 1 - scary
Example #1 – A crashing plane described as a giant beast bellowing in pain is falling, and Paul can’t
get out of its path.
Mood Chapter 2 - sad
Example #2 - Paul explains how soccer was his favorite activity before his best friend was taken away by the Nazi army. He fears Gerard is in one of the work camps that he has hear terrible things about.
Mood Chapter 2 - hopeful
Example #3 - Paul is determined to make his mother’s birthday special by buying her favorite type of
cookie. He plans to sell his soccer ball to get enough money to purchase the treat.
The story takes place on June 5-6, 1944 in Normandy, France.
How does the setting effect the characters? What feelings or attitudes do the characters have related to the setting?
This massive battle would be a terrifying sight for a young boy such as Paul especially since he is trapped in a location near the near the beach and can't escape.
___________________
Importance of the Setting
June 6, 1944 was the beginning of the Invasion of Normandy. One hundred fifty thousand Allied Forces (British,
American, and Canadian) landed on Omaha Beach in an effort to free France from Hitler's Nazi army.
Mood - Atmosphere of the Setting
Frightening - Bombs are sending down airplanes on top of the
people below.
Setting
CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a character’s thoughts, words, or actions).
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).