Fantastic Fox Sample

Fantastic Mr.
Fox
Book Unit
Created by Gay Miller

~ Page 1 © Gay Miller ~
Thank you for purchasing Fantastic Mr.
Fox Book Unit. Other products in this
series may be found at
http://www.teacherspayteachers.com/Store/Gay-Miller
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 a username and password
for interactive quizzes, digital task cards
from Boom Learning as well as Google Slides
resources. Look at next pages for links and
password information.
Fantastic Mr. Fox

Genre ~ Adventure & Comedy and Humor
Interest Level ~ Grades 3 – 5
Grade level Equivalent: 4.9
Lexile Measure®: 600L

Table of Contents
Materials Needed for Creating the Foldable Graphic Organizers 5
Links and Passwords to Digital Files 6
Lesson Plans at a Glance 16
How to Use this Resource 17
Vocabulary Teaching Method 18
Vocabulary List 20
Vocabulary Bookmarks 25
Vocabulary Word Cards 27
Vocabulary Storage Pocket 30
Vocabulary Practice Booklet 34
Vocabulary Test 49
Comprehension & Writing 53
Teacher Information 54
Comprehension Questions for Chapters 1-2 60
Chapter 1 – Characters ~ Farmers 61
Chapter 2 – Character ~ Mr. Fox 62
Chapter 3 – Cause and Effect 64
Chapter 4 – Problem and Solution Chain 65
Chapter 5 – Setting 67
Chapter 6 – Point of View 68
Chapters 5-7 – Course of Action 71
Chapters 1-8 – Figurative Language 72
Chapter 1-10 – Timeline of Mr. Fox’s Problems and Solutions 74
Chapter 11 – Predictions 76
Chapter 12 - Summarizing 77

Chapter 13 – Descriptive Language 79
Figurative Language 80
Chapter 15 – Character ~ Rat 82
Chapter 16 – Mood 83
Theme 85
Plot Development Chart 86
End of the Book ~ Who Is It? 87
End of the Book – Comparing the Book to the Movie 88
Answer Key for Comprehension & Writing 89
Skill Practice 120
Teacher Information 121
Prefix and Suffix Cards 126
Prefix and Suffix Practice 138
Prefix and Suffix Spinner/Card Game 147
Figurative Language Response Cards 158
Game Activities to use With Task Cards 168
Context Clues Organizer 179
Capitalization Organizer 183
Capitalization Task Cards 196
Relative Adverbs Organizers 207
Relative Adverbs Task Cards 212
Spelling Rules Organizers 221
Spelling Rules Card Activity 230
Synonym and Antonym Graphic Organizers 238
Scope and Sequence for this Series 247
Credits 253

Lesson Plans at a Glance
Vocabulary List Constructed
Comprehension
Read & Response Skill Practice
Quiz
Vocabulary Booklet Question
Chapter 1 –
Characters ~ Farmers Prefix and Suffix
shallow
Chapters 1-2 Page 1 Chapters 1-2 Organizers and
crafty
Practice
Chapter 2 – Character
~ Mr. Fox
Chapter 3 – Cause
and Effect
scent Prefix and Suffix
Chapters 3-4 Page 2 Chapters 3-4
glum Activity
Chapter 4 – Problem
and Solution Chain
Chapter 5 – Setting
brutal Figurative Language
obstinate Chapter 6 – Point of Response Cards
View
Chapters 5-7 – Course
of Action
oath Context Clues
wafted Organizer
Chapter 1-8 –
Figurative Language
Chapter 1-10 –
dash Timeline of Mr. Fox’s Capitalization
prance Problems and Organizer
Solutions
Chapter 11 –
Predictions
pluck Capitalization Task
foggiest Cards
Chapter 12 -
Summarizing
Chapter 13 –
suspend Descriptive Language Relative Adjectives
respectable Organizer
Figurative Language
Chapter 15 –
accustom Characters ~ Rat Relative Adjectives
quiver Task Cards
Chapter 16 – Mood
Theme
Spelling Rules
colossal
Chapters 17-18 Page 9 Chapters 17-18 Organizer and Task
trickling Plot Development
Cards
Chart
End of the Book –

Synonyms/Antonyms
Vocabulary Test Comparing the Book
to the Movie Organizer

Vocabulary
Sample

Vocabulary List
Chapter 1 – The Three Farmers (pg. 1-6)
shallow (noun) - measuring little from bottom to top or surface; lacking physical
depth, low, not deep
p. 3 - He was so short his chin would have been under water in the shallow end of
any swimming-pool in the world.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 2 – Mr. Fox (pg. 7-9)
crafty (adjective) - skilled in or marked by underhandedness, deviousness, or

deception; sneaky; sly; cunning
p. 9 - We will wait there until he comes out. Then . . . Bang! Bang-bang-bang."
"Very clever," said Bunce. "But first we shall have to find the hole."
"My dear Bunce, I've already found it," said the crafty Bean.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 3 – The Shooting (pg. 10-14)
scent (noun)- the smell given off by a person or animal, odor, trail, aroma
His black nose twitched from side to side, sniffing and sniffing for the scent of danger.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 4 – The Terrible Shovels (pg. 15-19)
glum - moody and melancholy; dejected; down; blue; sad; low
p. 15 "It will never grow again," said Mr. Fox. "I shall be tail-less for the rest of my life."
He looked very glum.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

Vocabulary Review Continued Chapters 1-2 [shallow and crafty]
9. I had to __________________ around town to buy all 1. Is shallow used correctly in the sentences below?
True or False
the decorations in time for the party.
________ Mr. Fox crossed the creek where the water was
10.The girl made an __________________ to always tell shallow.
the truth even if she would get into trouble. ________ The shallows were dangerous with the deep,
fast moving current.
11. The mule was __________________. He wouldn’t budge
________ Bill waded in the shallow river.
even with a bribe of carrots.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
12. The bull looked __________________ as he raced
toward the gladiator. 2. Circle five words in the box that are synonyms or closely
related to the word crafty.
13. Don’t act so __________________ . We will find your
frank devious
missing money.
cunning straightforward
14. My favorite __________________ is vanilla.
sneaky sly
15. Because you are so small, you must stay in the
timid direct
__________________ end of the swimming pool.
honest underhanded
16. Mr. Fox sure was __________________ to outsmart the
three farmers.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
17. The girls __________________ around in their Easter
3. Write a sentence using the word crafty.
clothes hoping that everyone would notice them. ____________________________________________
___________________________________
18. The tennis shoes _______________from the telephone
__________________________________
wires because someone threw them up there as a prank.
Page 12 Page 1
Vocabulary Review Continued Chapters 1-2 [shallow and crafty]
9. I had to ___dash____ around town to buy all the 1. Is shallow used correctly in the sentences below?
True or False
decorations in time for the party.
_____T______ Mr. Fox crossed the creek where the water was
10.The girl made an ___oath___ to always tell the truth even shallow.
if she would get into trouble. _____ F_____ The shallows were dangerous with the deep,
fast moving current.
11. The mule was ____obstinate___. He wouldn’t budge even
_____ T_____ Bill waded in the shallow river.
with a bribe of carrots.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
12. The bull looked _brutal__ as he raced toward the
gladiator. 2. Circle five words in the box that are synonyms or

closely related to the word crafty.
13. Don’t act so _____glum___. We will find your missing
frank devious
money.
cunning straightforward
14. My favorite ____scent_____ is vanilla. sneaky sly
15. Because you are so small, you must stay in the timid direct
____shallow_______ end of the swimming pool. honest underhanded
16. Mr. Fox sure was ___crafty____ to outsmart the three

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
farmers.
3. Write a sentence using the word crafty.
17. The girls ____pranced__ around in their Easter clothes ____________________________________________
hoping that everyone would notice them.

__________________________________
__________________________________
18. The tennis shoes ____suspended___ from the telephone
wires because someone threw them up there as a prank.
Page 12 Page 1

Constructed Response Questions
Option 1
Have students use the graphic organizer for notes. Notice the notes are not in
complete sentences. Glue the organizer to the left side of the notebook page. On
the right side of the notebook, students use the notes to write the details in
paragraph form.
Option 2
Students complete the

organizer by writing
complete sentences.

Unit Sample
Chapters 1-2

Fantastic Mr. Fox ~ Chapters 1-2
1. The main idea of Chapters 1-2 is ---. 2. How does the reader know Fantastic Mr.
Fox is told in 3rd person point of view?
a. Mr. Fox has a wife and children.
b. Bean found the fox hole. a. The narrator uses pronouns like I, me,
c. Three nasty farmers are out to and my.
capture the fox who is stealing from b. Only the thoughts of the farmers are told.
their farms. c. The narrator uses pronouns like he, she,
d. The three farmers have disgusting it, and they.
eating habits. d. The narrator tells the story to another
character using the word 'you.'
3. Which word best describes the farmers? 4. Which word best describes Mr. Fox when it
was time to fetch dinner?
a. selfish
b. horrible a. uninterested
c. creative b. polite
d. agreeable c. willing
d. hesitant
5. Read this passage from Chapter 1. 6. Read this passage from Chapter 1.
One fat, one short, one lean.
He mashed the livers into a disgusting
These horrible crooks
paste and then stuffed the paste into the
So different in looks
doughnuts. This diet gave him a tummy-
Were nonetheless equally mean.
ache and a beastly temper.
Which type of sound device is used?
What does beastly most likely mean? a. onomatopoeia
b. rhyme
a. chubby c. alliteration
b. hairy d. simile
c. pleasant
d. terrible
7. Name two ways the farmers are different and two ways they are alike.
Different Alike
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________

Fantastic Mr. Fox ~ Chapters 1-2
1. The main idea of Chapters 1-2 is ---. 2. How does the reader know Fantastic Mr.
Fox is told in 3rd person point of view?
a. Mr. Fox has a wife and children.
b. Bean found the fox hole. a. The narrator uses pronouns like I, me,
c. Three nasty farmers are out to and my.
capture the fox who is stealing from b. Only the thoughts of the farmers are told.
their farms. c. The narrator uses pronouns like he, she,
d. The three farmers have disgusting it, and they.
eating habits. d. The narrator tells the story to another
character using the word 'you.'
3. Which word best describes the farmers? 4. Which word best describes Mr. Fox when it
was time to fetch dinner?
a. selfish
b. horrible a. uninterested
c. creative b. polite
d. agreeable c. willing
d. hesitant
5. Read this passage from Chapter 1. 6. Read this passage from Chapter 1.
One fat, one short, one lean.
He mashed the livers into a disgusting
These horrible crooks
paste and then stuffed the paste into the
So different in looks
doughnuts. This diet gave him a tummy-
Were nonetheless equally mean.
ache and a beastly temper.
Which type of sound device is used?
What does beastly most likely mean? a. onomatopoeia
b. rhyme
a. chubby c. alliteration
b. hairy d. simile
c. pleasant
d. terrible
7. Name two ways the farmers are different and two ways they are alike.
Different Alike
The farmers are very different in size: fat, All three farmers have successful farms
short, and lean. which have made them rich.
The farmers raise different animals. Each

farmer eats what he raises on his farm:
Boggis  chicken and dumplings
All three farmers are fed up with the fox
Bunce  doughnuts stuffed with goose
stealing from them.
livers
Bean  strong cider made from his
apples
Chapter 1 ~ Constructed Response – Characters ~ Farmers CCSS.ELA-Literacy.RL.3.3
Describe characters in a
story (e.g., their traits,
Describe each farmer. motivations, or feelings)
and explain how their
actions contribute to the
sequence of events
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
Bunce
Bean
Compare and contrast
Boggis
________________ ________________ ________________ two or more characters,
________________ ________________ settings, or events in a
________________
story or drama, drawing
________________ ________________ ________________ on specific details in the
text (e.g., how
________________ ________________ ________________ characters interact).
________________ ________________ ________________
________________ ________________ ________________ Refer to parts of stories,
dramas, and poems when
________________ ________________ ________________ writing or speaking about
________________ ________________ ________________ a text, using terms such
as chapter, scene, and
________________ ________________ ________________ stanza; describe how
each successive part
________________ ________________ ________________
builds on earlier sections.
How are these men alike?
______________________________________________________________________________________________________
How are these men different?
_______________________________________________________________________________________________________
__________________________________________________________

Chapter 1 ~ Constructed Response – Characters ~ Farmers
Describe each farmer.

Describe characters in a
story (e.g., their traits,
motivations, or feelings)
and explain how their
actions contribute to the
sequence of events
Describe in depth a
character, setting, or
event in a story or
drama, drawing on
•turkey-and-apple •duck-and-goose •chicken farmer specific details in the text
Bunce
Bean
Boggis
farmer farmer •enormously fat (e.g., a character’s
thoughts, words, or
•doesn't eat •pot-bellied dwarf •eats 3 chickens actions).
•lives on apple •lives on mashed smothered with CCSS.ELA-Literacy.RL.5.3
cider liver which he dumplings every Compare and contrast
•thin as a pencil stuffs into day for breakfast, two or more characters,
settings, or events in a
•clever doughnuts lunch, and supper
story or drama, drawing
•has a tummy-ache on specific details in the
and a beastly text (e.g., how
temper characters interact).
Refer to parts of stories,
dramas, and poems when
writing or speaking about
a text, using terms such
How are these men alike? as chapter, scene, and
stanza; describe how
rich farmers, mean, nasty each successive part
builds on earlier sections.
How are these men different?
They look very different. (one fat, one short, one lean)

Chapter 2 ~ Constructed Response – Character ~ Mr. Fox
Mr. Fox
Describe Mr. Fox and his family. Describe how the farmers feel
about the Fox family.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of
events
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).

Chapter 2 ~ Constructed Response – Characters
Mr. Fox
Describe Mr. Fox and his Describe how the farmers feel
family. about the Fox family.
Mr. and Mrs. Fox have four Mrs. Fox tells Mr. Fox what she
children. They live under a tree wants to cook for dinner. He goes
on a hill near the woods. Mrs. out and gets it from one of the
Fox prepares nice meals based farmers.
on the animals Mr. Fox brings Mr. Fox is clever. He only takes
home. These included chicken, what his family needs to keep
duck, goose, and turkey from from being caught by the
three nearby farms. farmers.
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of
events
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).

On the next page, you will find the breakdown of how I cover the Language
Common Core skills in this Interactive Notebook and Activity Series. The skills take
approximately three weeks to cover. For most books, three weeks of skill practice
works well.
I decided I really wanted to create a unit for Fantastic Mr. Fox. This is a really fun book
to teach, and the students love it. The problem is the book is short. The audio version
is just over an hour long. My first thought was to put two short books together to equal
the three weeks of skill practice. Then I remembered a unit I purchased that joined
two books together. I only taught one of the two books, so half the unit was wasted.
This left me with two options. The first was to go ahead and complete the full unit,
three weeks of skill practice. Teachers could pick and choose which skills they
wanted to cover based on the needs of their students. The second option was to
narrow down the skills to equal the length of the book and charge less for this unit.
After a lot of consideration, I decided to go with option 2.
Here is the breakdown of the narrowed down skills:
 Prefixes, Suffixes, and Root Word

This unit will include the same materials the others do [organizer, practice, and
activity]. The only difference is I will omit the root word organizer, and the root
word will not be included in the practice.
 Figurative Language
The figurative language response cards will be included. A list of figurative
language from the book will be included for students to practice identifying
different types of figurative language. [The figurative language organizer and
activity will be omitted.]
 Context Clues
The context clues organizer will be included; however, the task cards will not.
Using the vocabulary list plus the sentences from the book is a great way to
practice context clues.
The capitalization, grammar, and spelling rules components will NOT be
shortened. You will find organizers and activities for each of these three skills.
 Word Relationships
The organizer for synonyms and antonyms will be included; however, I’m
omitting the activity.
This narrowed down format should equal the length of time needed to cover
Fantastic Mr. Fox. I hope you will enjoy this short, but wonderful book!
In this Book Unit Interactive Notebook Series [Note: This series is set up differently from my
products that simply say Book Units.] each unit will have seven sets of skill practice. Each
practice will include one or more graphic organizers and an activity. The activities will not be
worksheets as most of us have plenty of those, but will instead be a hands-on type of activity.
Here is how it works:
2) Each unit will focus on two prefixes, two suffixes, and one Greek or Latin root
word. Both graphic organizers and a practice activity will be provided. The
affixes selected will repeat once in another book unit. Root words will appear
only once in the series. A total of 9 prefixes, 9 suffixes, and 9 roots will be
covered.
3) Each unit will practice with one or more of the following: figurative language,
idioms, proverbs, and/or adages. Each unit will include a set of response
cards, graphic organizers going over definitions, and a practice activity.
Activities will be based on the writing style of the book’s author.
Each unit from this series will contain practice using context clues. An
organizer explaining six types of context clues -- definition, synonym, antonym,
example, cause/effect, comparison, lists/series and description – plus task
cards will be provided.
The task cards contain multiple choice questions based on the book with a
selection of game activities to use with the cards. The cards will change for
each unit; however, the games will remain the same.
5) Each unit will contain an organizer going over capitalization and/or

punctuation rules.
The task cards contain multiple choice questions based on the book with a
selection of game activities to use with the cards. The cards will change for
each unit; however, the games will remain the same.
6) Each unit will contain an organizer going over rules and a practice activity
with a grammar practice.
7) Each unit will contain an organizer going over rules and a practice activity
practicing spelling rules.
8) Each unit will contain an organizer going over rules and a game-like practice
with synonyms, antonyms, confusing set of words, and/or
homophones/homographs.

Prefixes
Suffixes
Root Word
Capitalization
3rd
Context Clues
Spelling Rules
Grade
Relative Pronouns
Figurative Language
Synonyms/Antonyms
CCSS.ELA-Literacy.L.3.1
 
CCSS.ELA-Literacy.L.3.1.a

CCSS.ELA-Literacy.L.3.1.b
CCSS.ELA-Literacy.L.3.1.c
CCSS.ELA-Literacy.L.3.1.d
CCSS.ELA-Literacy.L.3.1.e
CCSS.ELA-Literacy.L.3.1.f
CCSS.ELA-Literacy.L.3.1.g
CCSS.ELA-Literacy.L.3.1.h
CCSS.ELA-Literacy.L.3.1.i


 



 




 
Common Core State Standards Reading: Language
Prefixes
Suffixes
4
Root Word
th
Capitalization
Context Clues
Spelling Rules
Grade
Relative Pronouns
Figurative Language
Synonyms/Antonyms







 CCSS.ELA-Literacy.L.4.3.c














Prefixes
Suffixes
5
Root Word
Capitalization
Context Clues
Spelling Rules
th
Relative Pronouns
Grade
Figurative Language
Synonyms/Antonyms

















I have provided two different sets of cards to make them more flexible for different
teacher’s/student’s needs.
Set #1
Students will write the definitions of the prefixes or suffixes on the back of the
cards.
Set #2
The cards may be folded in half vertically and glued, so that the prefix or suffix
is on one side and its definition is on the back.
Page | 24 Unit Created by Gay Miller

Prefix and Suffix Practice
Using the Puzzles:
Students match up two puzzle pieces to form words. Students then read the
sentences. They select the best word that will fit into the blank space of the
sentence from the words that were made by joining together the puzzle pieces.
A “Student Response Sheet” has also been provided for students to write
answers if you would like to use the repeated use version in a learning center,
for morning review, or for differentiated instruction.
This set practices

with the prefixes
dis- and under-
and the suffixes
-ness and -ful.
Different books in
this series will
focus on different
prefixes and
suffixes.
Pictured is an
example from
Charlotte’s Web.

under-
-ness dis-
Prefixes
-ful O -ful
Suffixes
dis- -ness
under-

Read selections from the book orally and have students use the response cards to
show which type of figurative language is being used. A list of figurative language
found in Fantastic Mr. Fox may be found on pages 76-77 of this unit.
You may also wish to incorporate some discussion with this activity because some
of the lines may be difficult to interpret.

Three versions of the organizer rule cards are offered: one with blanks for students
to write the rule and example sentences; one with the rule provided but with blank
spaces for students to write in key words; and one with the answers provided. The
third copy of the organizer may be used as an answer key, for differentiated
instruction, for students who were absent during instruction, or if you wish for the
students to have cards already completed.
Capitalization Task Cards
I like to place one card at a time under the document camera for viewing on the
SmartBoard. If you do not have a document camera, you can achieve this same
result opening this file on your computer and enlarging the screen size so that one
card fills the screen at a time. Students take correcting the sentences. This can be
made into a game activity by simply dividing the class into teams and awarding
points for correct answers.
I like to use a soft ball. Students pitch the ball from one to another. The person
holding the ball must answer the question (correct the sentence) before tossing the
ball to a student who has not had a turn. The ball rotates until all cards have been
used or all students have had a turn.

BEAN’S WIFE IT RAINED EVERY
EXPECTS HIM TO MONDAY IN
COME HOME FOR APRIL.
THANKSGIVING
DINNER.
#1 #2
sample
WHEN THE THREE MR. FOX’S FAMILY
FARMERS CATCH MR. CELEBRATES CINCO
FOX, LOUD WHOOPS DE MAYO WHICH
SOUNDING LIKE
HONORS THE
FOURTH OF JULY
ROCKETS WILL ECHO MEXICAN ARMY’S
THROUGH THE 1862 VICTORY
VALLEY. OVER FRANCE.
#3 #4
THE ANIMALS ARE SCHOOL ALWAYS

PLANNING A BEGINS AROUND
MEMORIAL DAY LABOR DAY.
PLAY.
#5 #6
Bean’s wife expects It rained every
him to come home Monday in April.
for Thanksgiving
dinner.
Answer key
#1 #2
When the three Mr. Fox’s family
included.
farmers catch Mr. celebrates Cinco de
Fox, loud whoops Mayo which honors
sounding like the Mexican army’s
Fourth of July 1862 victory over
rockets will echo France.
through the valley.
#3 #4
The animals are School always

planning a begins around
Memorial Day play. Labor Day.
#5 #6
Three versions of this organizer are provided depending on the needs of your
students.
 Students will write definitions and examples.
 Students write examples.
 The third copy of the organizer may be used as an answer key, for
differentiated instruction, for students who were absent during instruction, or
if you wish for the students to have the sentences already completed.
This organizer will fit into a notebook.

Relative Adverb Task Cards
On the following pages, you will find cards with sentences from or about Fantastic
Mr. Fox. Students must combine the two sentences using a relative adverb.
For Example:
That’s the tree. Mr. Fox has a hole leading to his

den by the tree.
That’s the tree where Mr. Fox has a hole leading

to his den.
These
cards
are
pictured
smaller
than
their full
page
size.

Spelling Rules Organizer
This graphic organizer and activity cover the following Common Core
Standard:
Spell grade-appropriate words correctly, consulting references as needed.
Three versions of these two organizers are provided depending on the needs
of your students.
 Students will write definitions and examples.
 Students write key words in the definitions and examples.
 The third copy of the organizer may be used as an answer key, for
differentiated instruction, for students who were absent during
instruction, or if you wish for the students to have the sentences
already completed.

Spelling Possessive
Nouns Card Activity
The following cards have phrases. To complete a turn, students must correctly spell
and or write the possessive noun and the item.
These
cards
are
pictured
smaller
than
their full
page
size.

Font
Walk in the Park Dotty Font
Clipart
Microsoft
Office
Clipart
Gallery

Teachers Pay
Teachers
http://www.teachersp
ayteachers.com/Store
/Gay-Miller
Visit my
website at
http://bookunitsteac
her.com/
Visit me on
Pinterest at
http://www.pinterest
.com/lindagaymiller/

Fantastic Fox Sample

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fantastic Fox Sample

Uploaded by

Copyright:

Available Formats

Fantastic Mr.

Created by Gay Miller

This packet contains graphic organizers for

For teachers who wish paperless activities,

Fantastic Mr. Fox

Interest Level ~ Grades 3 – 5

Grade level Equivalent: 4.9

Lexile Measure®: 600L

~ Page 2 © Gay Miller ~

~ Page 3 © Gay Miller ~

~ Page 4 © Gay Miller ~

End of the Book –

~ Page 5 © Gay Miller ~

~ Page 6 © Gay Miller ~

❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

Chapter 2 – Mr. Fox (pg. 7-9)

crafty (adjective) - skilled in or marked by underhandedness, deviousness, or

p. 9 - We will wait there until he comes out. Then . . . Bang! Bang-bang-bang."

❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

Chapter 3 – The Shooting (pg. 10-14)

❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

Chapter 4 – The Terrible Shovels (pg. 15-19)

glum - moody and melancholy; dejected; down; blue; sad; low

❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

~ Page 7 © Gay Miller ~

gladiator. 2. Circle five words in the box that are synonyms or

____shallow_______ end of the swimming pool. honest underhanded

16. Mr. Fox sure was ___crafty____ to outsmart the three

hoping that everyone would notice them.

wires because someone threw them up there as a prank.

~ Page 10 © Gay Miller ~

Students complete the

~ Page 11 © Gay Miller ~

~ Page 12 © Gay Miller ~

~ Page 13 © Gay Miller ~

The farmers raise different animals. Each

Compare and contrast

How are these men alike?

~ Page 15 © Gay Miller ~

Describe each farmer.

~ Page 16 © Gay Miller ~

~ Page 17 © Gay Miller ~

~ Page 18 © Gay Miller ~

Here is the breakdown of the narrowed down skills:

 Prefixes, Suffixes, and Root Word

5) Each unit will contain an organizer going over capitalization and/or

~ Page 20 © Gay Miller ~

~ Page 21 © Gay Miller ~

~ Page 22 © Gay Miller ~

~ Page 23 © Gay Miller ~

Page | 24 Unit Created by Gay Miller

This set practices

Page | 25 Unit Created by Gay Miller

Page | 26 Unit Created by Gay Miller

Page | 27 Unit Created by Gay Miller

Capitalization Task Cards

Page | 29 Unit Created by Gay Miller

THE ANIMALS ARE SCHOOL ALWAYS

When the three Mr. Fox’s family

The animals are School always

This organizer will fit into a notebook.

Page | 32 Unit Created by Gay Miller

That’s the tree. Mr. Fox has a hole leading to his

That’s the tree where Mr. Fox has a hole leading

shallow___ end of the swimming pool. honest underhanded

16. Mr. Fox sure was _crafty__ to outsmart the three