Kaitlyn McElhinney

GROVE CITY COLLEGE

DEPARTMENT OF EDUCATION
UNIT PLAN FORMAT
I. Introduction
A. Title- Top Secret
B. Grade Level- This is a novel unit for a group of six fourth grade
students.
C. Duration- 10 days
D.

Context- This unit takes place in the spring. It could take place any
time of the year once students are able to read a longer chapter book
and write journal entries. Spring is ideal since it deals with
photosynthesis which is often associated with spring flowers.
II. Content
A. Goals
Develop comprehension
Develop vocabulary
Develop ability to trace a theme throughout a novel
Develop understanding of figurative language and
transformation of this figurative language into writing
B. Concepts
Importance of persevering despite hardships and rejection
Importance of backing up your beliefs with evidence
Importance of using their senses and brain to see the whole
picture and solve a problem
C. Vocabulary
Photosynthesis (7)
Botany (26)
Hemoglobin (29)

Chlorophyll (29)
Carbon dioxide (29)
Phonograph (31)
Concoction (37)
Contagious (44)
Peculiar (45)
Transparent (45)
Vaguely (46)
Aphids (64)
Psychiatrist (74)
Psychosomatic (77)
Distinguished (98)

D. Skills
Identifying beautiful language (figurative language and
descriptive language) within the text
Provide specific examples from text to support a reoccurring
theme
Sequence plot events from text
Summarize passages from the text
Determine elements of plot including conflict, rising action,
climax, falling action, resolution
III. Objectives
Day 1
Given review of figurative language and examples TSWBAT identify
figurative language in the text to teachers satisfaction.
Given discussion on the themes in the book TSWBAT identify at
least one example of the theme of rejection in the first chapter.
Day 2
Given definitions of vocabulary words and discussion with each
other, TSWBAT correctly match each vocabulary word with its
synonym, antonym, and sentence with 100% accuracy.
Given reading of chapter 2, TSWBAT correctly answer all review
questions, identify 2 themes, and determine 2 examples of beautiful
language.
Day 3
Given reading of chapter three and discussion of visualizing with all
of our senses, TSWBAT complete the Your Six Tools worksheet to
teacher satisfaction.
Given knowledge of the book so far, TSWBAT write a predictions
based on evidence from the book to teacher satisfaction.

 Given reading of chapter 3 and review of sequencing, TSWBAT

sequence the events of the story with 8/9 accuracy.
Day 4
Given examples of words with prefixes and suffixes, TSWBAT
complete a worksheet identifying the effects of certain prefixes and
suffixes on root words with 4/5 questions correct.
Given examples of beautiful language throughout the text, TSWBAT
incorporate an example of beautiful language into their journal
entry to teacher satisfaction.
Day 5
Given prior review of vocabulary words, TSWBAT match vocabulary
words with the correct definition and provide a meaningful sentence
to teachers satisfaction.
Given reading of the book, TSWBAT arrange the themes of the book
in sequential order with a maximum of 1 mistake
Given plot information and persuasive writing techniques, TSWBAT
brainstorm ideas to persuade the President to meet him and
generate a list of the Presidents counter argument to teacher
satisfaction.
Day 6
Given prior exposure to vocabulary words, TSWBAT advance to the
end of the vocabulary game with 2 or less mistakes.
Given brainstorming activity from the day before, TSWBAT write a
persuasive essay with two supporting details to teacher satisfaction.
Day 7
Given knowledge from reading the book, TSWBAT put themself in
Allens place and write a creative journal about what they would
miss most of they were a plant to teachers satisfaction.
Day 8 Given theme cards that the students created with examples of each
theme throughout the novel, TSWBAT sequence the events in the
order they occurred in the story with a maximum of one mistake.
Given discussion on elements of plot, TSWBAT record the conflict,
rising action, climax, falling action, and resolution to teacher
satisfaction.
Given journal entries written throughout the unit and ideas for
additional pages, TSWBAT create a scrapbook featuring their journal
entries and 3 additional pages of their choice.
Day 9 Given reading of the text, discussion, and worksheets, TSWBAT
complete their test scoring at least 25/30.
Day 10 Given journal entries written throughout unit and ideas for
additional pages, TSWBAT complete and present their scrapbook to
teacher satisfaction.

IV. Eligible Content

A. Summarize key details and events
B. Alliteration
C. Multiple meaning words
D. Synonyms/Antonyms
E. Context clues
F. Sequencing with regards to plot
G. Main ideas and details
H. Simile
I. Personification
J. Root words/prefixes/suffixes
K. Elements of plot
V. Standards
R4.A.1.1.1: Identify and/or interpret meaning of multiple-meaning words
used in text.
R4.A.1.1.2: Identify and/or interpret a synonym or antonym of a word
used in text.
R4.A.1.2.1: Identify how the meaning of a word is changed when an affix
is added; identify the meaning of a word from the text with an affix.
R4.A.1.3.1: Make inferences and/or draw conclusions based on
information from text.
R4.A.1.4.1: Identify and/or explain stated or implied main ideas and
relevant supporting details from text.
R4.A.1.5.1: Summarize the key details and events of a fictional text as
a whole.
R4.A.2.1.2: Identify and/or interpret the meaning of content-specific
words used in text.
R4.A.1.1.1: Identify and/or interpret meaning of multiple-meaning words
used in text.
R4.A.1.1.2: Identify and/or interpret a synonym or antonym of a word
used in text.
R4.B.1.1.1: Identify, explain, interpret, compare, and/or describe
components of fiction and
literary nonfiction.
CC.1.1.4.E Read with accuracy and fluency to support comprehension.
VI. Learning Experiences

Day 1 (Monday, April 22)

Introduction (10 minutes):
I am going to come into class dressed as a scientist. I will tell my kids
that I am working on making a discovery and I need their help! I will give all

of my students science goggles and ask them to become scientists with me

and help me make this new discovery. Throughout the next 2 weeks we are
going to discover how John Reynolds Gardiner used beautiful language in Top
Secret. What is the first step to making a discovery? (Form a
hypothesis/make a prediction) I will show the students the cover of the book
and have them make a prediction about what they think is going to happen
in the book. (This will be done through discussion) What do you need next in
order to make a discovery? (Evidence) We are going to collect evidence on
evidence cards. These will be stored in our Top Secret box so that no one else
will find our evidence and steal our discovery. I will introduce the Top Secret
box and distribute evidence cards. Whenever you come across beautiful
language in the book we are going to record it on evidence cards and place
in our Top Secret box. Beautiful language includes figurative language and
good descriptions.
Figurative language review (10 minutes):
Figurative language is like the chemical (the main substance) that we
need to make our discovery. We will review figurative language using
pictures of beakers with figurative language terms and definitions on
them. I will ask the students if they know any examples of figurative
language. If they do I will ask them to describe and give an example if they
can. I will attach the beaker to a poster as they describe each one. I will
review the meaning of the ones that they do not know.
Reading (15 minutes):
Begin reading chapter one out loud. The students will take turns
reading. Remind students to pay careful attention to beautiful language.
After we have finished the chapter, go back through and have the students
fill out beautiful language on evidence cards and place them in the Top
Secret box. Discuss whether each example is descriptive language, a simile,
personification, etc. and have students defend why. Students complete study
questions. Discuss their answers as a group.
Journal (15 minutes):
Make predictions! Will Allen do his science fair project on lipstick? Will
he solve the mystery of human photosynthesis? Will he win the silver trophy?
Explain your reasoning. The journal entry must be at least 5 sentences long.
It will be graded on thoughtfulness of answer, grammar, and spelling.
Themes Introduction (5 minutes):

Two themes that appear throughout the book are rejection and
perseverance. Many people do not believe in Allen and are very
discouraging. He faces rejection throughout the book from Miss Green, his
classmates, and others. We are going to pay careful attention to this theme
and record specific examples on lipstick tubes. Why do you think I chose
lipstick tubes? (They represent Miss Green who rejected Allens idea.) We will
also see the theme of perseverance. Allen works very hard to achieve his
goals. He finds the support of another character who encourages his
determination. Whenever we encounter the theme of perseverance we will
record examples on flowers. Why do you think I chose flowers? (They
represent Allens perseverance to complete his project.)
Closure (5 minutes):
Read the first two paragraphs to get them excited for the next day.
Briefly describe the photosynthesizing vocabulary boy that they will make
the next day. Collect books and journal entries.
Adaptations:
I will allow ample room for journal entries and answers to review
questions for Gabe. I will give him extra paper if he is concerned about
running out of room. I will also allow Gabe to use his tracking device if
necessary and provide page flags for him to mark important ideas.
Student Evaluation:

Teacher Evaluation:

Day 2 (Tuesday, April 23)

Introduction (5 minutes):
Students get Top Secret confidential envelope with the assignments
for the day. These tasks will put them one step closer to discovering how to
use beautiful language. The emphasis for the day is on vocabulary.
Vocabulary Instruction (30 minutes):
Students will make a paper cutout of Allen. They will have to use
their imagination and visualizing skills to determine what they think Allen
would look like. Each group member will be assigned a role. One member will
lay down on a large piece of green paper. Another person will trace
around the person with a marker. Two members will work together on
decorating Allen. Two members will work together to attach all of the
vocabulary leaves to Allen. Now they can see what Allen would look like if he
successfully discovers human photosynthesis. As they attach the words they
will read the word and the definition aloud to the group so that everyone
understands the word meaning.
Now they will go deeper in understanding vocabulary. One way to
get a deeper understanding is to identify synonyms and antonyms and see
the word used in a sentence. For this activity the students will have pieces of
paper that will contain select vocab words and accompanying synonyms,
antonyms, and sentences for each word. They will match up each vocab
word with the appropriate sentence, synonym, and antonym and tape them
together in a square. They will then place all of the squares in alphabetical
order and tape them together. When they have completed this they can flip
it over to find a secret message from Allen on the back. If they are able to
read the message they know that they correctly placed all parts of the vocab
word. There is a diagram of how to attach these different parts on the letter
for the children.
Reading (15 minutes):
Students read chapter two independently. Either during or after
reading, students fill out evidence cards of descriptive language that they
find in the chapter. They will discuss their findings as well as the type of
figurative language as modeled the day before. They will then put their
evidence in the Top Secret box.

Themes (10 minutes):

The students will discuss any place they saw the theme of rejection
or perseverance in chapter two. They will record rejection on a tube of
lipstick and perseverance on a flower. They will then number these themes in
the order they appeared in the book. (We will do activities involving
sequencing so the numbers will be helpful.) They will place these in an
envelope for us to discuss the next class.
Homework: Read chapter 3. Complete study questions.
Plan modification:
If there is extra time students may begin reading chapter 3. If they
run short on time we will begin the next class by discussing the themes in
chapter 2.
Adaptations:
One student will read the instructions out loud and remind the other
students of what task is next so that Gabe will not have to read the small
writing on the letter. The writing should be large enough on the vocabulary
matching activity for Gabe to read. Gabe can stand close to the vocabulary
boy in order to read the writing. Reading and question completion
adaptations described above.

Day 3 (Wednesday, April 24)

Introduction (10 minutes):
The students will show me the work they completed the day before.
They will show me the photosynthesis boy and their Frayer model vocab
project. We will also discuss the themes that they found together the day
before in class. Then we will go around in a circle and each student will share
the evidence card with their favorite example of beautiful language from
chapter 3. Prizes will be awarded for the number of cards they completed. I
will highlight the simile A discovery is like an avocado (p. 21) and the

idiom Close is only good in horseshoes (p. 29) if these were not mentioned.
Also highlight her eyes didnt look very happy as an excellent example of
personification. Then we will discuss the examples of rejection and
perseverance found in chapter 3.
Summarizing (15 minutes):
We will discuss how Grandpop tells Allen to use his six tools to make
a discovery. These tools are the senses plus his brain. We are going to use
our senses and our brain to get a better understanding of chapter 3. I will
hold up a cut out tool that represents a sense and we will discuss how we are
going to use that tool to get a better understanding of the chapter. Then the
students will complete Your Six Tools worksheet. We will review their
answers and discuss how they were able to get a better understanding of the
chapter by visualizing with their senses.
Reading (15 minutes):
Read chapter 4. I will split my group in two. One group will look for
examples of the theme of rejection and one group look for examples of the
theme of perseverance in chapter 4. Everyone will come back together to
discuss the groups findings. Have students work together to look for
examples of beautiful language. Record examples on evidence cards and
place in Top Secret box. Complete chapter 3 study questions.
Journal (10 minutes):
Have the students stop reading before the last two paragraphs. Allen
has just announced that he has done it. The students will write a journal
predicting what they think Allen has done and why they think this. What
effect do they think this will have on the rest of the book?

Sequencing Activity (5 minutes):

Review sequencing. One strategy is to separate events into what
happened at the beginning, middle, and end and work from there to
sequence the events in the correct order. Students receive pieces of paper
with the following events.
1. Allen stayed in bed all morning reading over his notebook.
2. Grandpop reminds Allen to use his head to make his discovery.

3. Grandpop challenges Allen to think crazy to see the whole

picture.
4. Allen made a list of what plants need for photosynthesis and what
humans have in their blood.
5. Allen determines that he needs more magnesium.
6. Allen makes a smoothie out of beans, nuts, whole grain cereal,
liver, and aquarium water.
7. Allen experiments with different smoothies.
8. Allen wakes up in the middle of the night and is so thirsty he
could drink the whole Atlantic ocean.
9. Allen turns bright green.
When they arrange these in the correct order, they will be able to
see the whole picture on the back, just as Grandpop describes.
Closure (5 minutes):
Read the first page of the next chapter to build interest. Collect all
supplies. Briefly explain what students will be doing next class and show
them the supplies. If students have not completed their journal, they must
finish it for homework.
Adaptations:
The worksheet has large font and large spaces for writing. Gabe may
continue writing on a separate piece of paper if he runs out of room. Events
for the sequencing activity will be printed large. Students can take turns
reading the events and work together to place them in order so that Gabe
does not have to read as much. See above for journal study question
adaptations.
Student Evaluation:

Teacher Evaluation:

Day 4 (Thursday, April 25)

Introduction (5 minutes):
Students get Top Secret confidential envelope with the assignments for
the day. These tasks will put them one step closer to discovering how to use
beautiful language. The focus for the day is prefixes and suffixes.
Prefix/Suffix Practice (15 minutes):
Each students will be given 18 cards with base words and either
prefixes or suffixes. They will have to match each base word with either a
prefix or suffix that goes with it. All of these examples come from the story.
In chapter four, Grandpop tells Allen to try to put the pieces together to form
the whole picture. When the students correctly put the cards together, they
will form a picture on the back. If the cards do not form a picture they were
matched incorrectly and the student must try again.
After this the students will work together to see how many different
words they can make by matching base words with different prefixes and
suffixes. Example: friendless.
Students will complete a worksheet together on how each prefix or
suffix changes the meaning of the base word.
Reading (20 minutes):
Students read chapter 5 together in class. As they read, two people will
record the theme of rejection, two people will record the theme of
perseverance, and two people will record examples of beautiful language.
When they are done reading, the partners will get together and compare
what they found. Then they will share their findings with the group. Complete
chapter 5 study questions.
Journal (20minutes):
Allen was afraid that kids on the bus would pick on him because his
skin was green. He says there are kids with brown skin and kids with black

skin, but no other kids with green skin. Write a journal about something that
makes you unique. It could be a unique hobby, talent, family story, etc. Be
creative!
Closure:
Clean up all supplies. The students are to read chapter 6 for
homework. They may begin reading in class if there is extra time.
Adaptations:
Adaptations for reading and journal same as above.

Day 5 (Friday, April 26)

Introduction (10 minutes):
Have the students share what they did the day before when I was not
there. Discuss the themes and beautiful language that they identified as a
group. Collect their worksheets on prefixes and suffixes and briefly discuss
what they found. Begin discussing chapter 6. Count the number of evidence
cards each student has and discuss the beautiful language that they found.
Have students place these in the Top Secret box. Discuss any new examples
of rejection and perseverance found in chapter 6. Add these to the other
themes.
Vocabulary Review (10 minutes):
Students play the game of memory with vocabulary words. Students
take turn flipping two cards over each turn. If the cards are a matching
definition and vocabulary word they leave them face up. If they are not, they
turn them back over. When a student turns over a matching set, they must
use the word in a sentence that shows they understand the meaning of the
word.
Sequencing (10 minutes):
The students will be given the theme cards for rejection and
perseverance that they have completed so far. They will have to work
together to put these in order of when each example occurred in the book.
They may use the book for help if they need to. They will have to remember
the order of events in the book to complete this.
Reading (20 minutes):

Popcorn read chapter 7 out loud. There will again be 2 people recording
the theme of rejection, 2 people recording the theme of perseverance, and 2
people recording the evidence for beautiful language. Students will have a
different job than they had the day before and will work with different
partners. Students will be given a few minutes to discuss their findings with
their partner before sharing with the group. Complete chapter 7 study
questions.
Journal (10 minutes):
Students will begin brainstorming for their next journal entry. The
journal entry is to write a persuasive essay as Allen to the President. Their
job is to convince the President to meet with you so that you can share your
solution to world hunger. The students must have three reasons to support
their argument. If time allows, begin writing.
Persuasive writing techniques: Brainstorm supporting arguments for
both sides, choose the side you support, counter the opposing side in your
essay.
Adaptations:
. For the sequencing activity, have other students read each card out
loud and then work together to match them so that Gabe does not have to
read small writing. Adaptations for reading and journals included above.
Student evaluation:

Teacher Evaluation:

Day 6 (Monday, April 29)

Introduction (20 minutes):
Students will play a vocabulary board game. There will be a playing
piece for each player and a stack of cards. The cards will include sentences
with missing vocab words, and synonyms and antonyms for vocabulary
words. They will also include multiple meaning words found in the book. If
the student answers the question correctly, they will role a die and advance
that many spaces. If they do not answer it correctly, then someone can steal
the question and advance 1 space.
Journal (20 minutes):
Students will complete their persuasive journal that was assigned on
Friday. This will be a 3 paragraph persuasive essay including an introduction,
body paragraph, and conclusion. When they are done writing this journal
they will exchange with a friend to peer edit.
Reading (15 minutes):
Read chapter eight together out loud. Switch roles again and have 2
students record the theme of rejection, 2 students record the theme of
perseverance, and 2 students record beautiful language. Discuss their
findings as a group. Complete study questions for chapter 8.
Closure (5 minutes):
Assign chapter nine and chapter nine study questions for homework.
Read the first three paragraphs in class to build interest and get the kids
excited to read the rest that night. Assign scrapbook project and give
students supplies for the next day. Each student is going to make a
scrapbook to represent Top Secret. They will create a new cover for Top
Secret and use this as the cover for their scrapbook. On the back of the
cover they will write one paragraph explaining why they designed the cover
as they did. They will then have a page for each of their journal entries. They
may decorate these pages as they choose. The will have to create three
additional pages. Some possible options for these pages are a picture of their
favorite seen and a description of why this scene is their favorite, a collage of
items that represent a character of choice, a new ending to the story, a
journal on what they believe happened to Miss Green, a letter to a character,
or a proposed idea of their own that they can submit to me for approval.
These ideas address different strengths and should be a fun way to wrap up

the unit and tie everything theyve learned in the book together. They will
have class time the next several days to work on this. The last page will be a
comments page for students to write positive comments to each other
following the presentation.
Adaptations:
Students can read vocabulary cards out loud to Gabe during the game.
Adaptations for reading and journal provided above.
Student Evaluation:

Teacher Evaluation:

Day 7 (Tuesday, April 30)

Introduction (5 minutes):
Students get their assignments for the day in a confidential Top Secret
envelope. Students discuss the themes and beautiful language that they
found the night before and place their evidence cards in the top secret box.
Journal (15 minutes):
In chapter eight, Allen says if he actually became a plant he would
really miss reading! Write about the one thing that you would miss most if
you became a plant.

Reading (15 minutes): Read chapter 10 independently. Students record

themes and beautiful language but they do not share them with the class.
We will discuss them the next day. Complete chapter 10 study questions.
Project (25 minutes):
Students will have the rest of the class to work on their scrapbook
project. Scrapbook paper and supplies will be provided.
Homework: Read chapter 11. Complete theme cards, beautiful language
evidence, and chapter study guide.

Day 8 (Wednesday, May 1)

Introduction (10 minutes):
Discuss the themes and examples of beautiful language that the
students found in chapters 10 and 11. Pull out all of the theme cards from
the unit. Have the students try to put them in order, sequencing the events
of the story.
Reading (15 minutes):
Read chapter 12 to the students.
Discussion questions:
1.
2.
3.
4.

Were they expecting the ending?

Who were the men in the brown car?
What do they believe happened to Miss Green?
Do they think Allen really did solve the mystery of human
photosynthesis?

Elements of Plot (10 minutes):

I will have a tree diagram with branches coming out both sides. I will
discuss with the students the meaning of conflict, rising action, climax, and
resolution. The students will then fill in these elements of plot from Top
Secret on a large poster tree. The climax will be at the very top of the tree
and the resolution will be coming back down the other side again.
Project (25 minutes):

Students have the rest of the time to work on their scrapbook. I will check
what they have completed so far and provide help if needed.
Homework: Review study guide questions. Study for test.

Climax

Rising
action

Conflict
Resolution

Falling
action

Day 9 (Thursday, May 2)

Test: Students take test when they arrive to class.
Project: Once students are done their test they can spend the rest of the
time finishing their project. They can have a few minutes on Monday to
complete finishing touches. If they have more than 10 minutes of work left
they should take their scrapbook home to finish. Make sure they bring it back
on Monday to present to their peers.

Day 10 (Monday, May 6)

Introduction (10 minutes):
Project Presentations (20 minutes):
Each child presents their project. They will explain their cover and the
3 pages they chose. They can also read their favorite page of their
scrapbook. After all of the presentations are done they can look at the other
scrapbooks and write positive comments in the back.
Human Photosynthesis Smoothie:
We will make our own human photosynthesis concoction.
VII.

Evaluation Instrument and Methods

Formative Assessment:
o Reading guide questions- check for completion
o Theme identification cards
o Beautiful language evidence cards
o In-class discussion
o Participation in daily activities
Summative Assessment
o Unit test
o Scrapbook project

VIII.

Evaluation of Objectives
See evaluation sections of daily lesson

IX.

Evaluation of Daily Lessons

See evaluation sections of daily lesson

X. Resources
A. Bibliography
1. Top Secret by John Reynolds Gardiner
B. Materials
1. Daily materials
Top Secret
Reading guide
Top Secret Box
Beautiful language evidence cards
Theme cards
2. Day 1
Lab coat
6 pairs science goggles
Paper beakers/test tubes with figurative language descriptions
Poster of lab table to hold figurative language beakers
Journal 1 prompt
3. Day 2
Top Secret Manila envelope with the days assignment
Large green paper
Markers
Leaves with vocabulary words
Tape
Frayer model vocab unscramble
2 Envelopes for theme cards
4. Day 3
Candy for students with the most evidence cards
Your Six Tools worksheet
Journal 2 prompt
Paper for sequencing activity with picture on back
5. Day 4
Prefix/Suffix/Root words cards (6 sets)
Prefix/Suffix worksheet
Journal 3 prompt

 Top Secret envelope with the days assignments

6. Day 5
Vocab memory game cards
Completed theme cards
Journal 4 prompt
7. Day 6
Vocab board game- board, cards, playing pieces, die
Persuasive journal from previous day
Project materials- scrapbook paper, construction paper, scissors,
glue, ribbon, hole punch
8. Day 7
Top Secret envelope with the days assignments
9. Day 8
Tree poster for plot elements
Project materials
10. Day 9
Test
Project materials
11. Day 10
Smoothie ingredients
XI. Appendix
A. Study guides
1. Reading Guide
B. Worksheets, journals, etc.
1. Your Six Tools
2. Prefixes and Suffixes
3. 5 Journals
4. Evidence cards
5. Theme cards
C. Teacher Materials
1. Instructions left for students for Tuesday/Thursday
D. Sketches
1. Figurative language beakers
2. Your Six Tools
3. Plot Elements Tree
E Assessment tools, checklist, rubrics, etc.
1. Unit Test
2. Rubric

Name______________________

Reading Guide

Chapter 1:
1 What is the prize for the best science fair project?

2 What is Allens idea for his project?

3 What does Miss Green give Allen as the topic for his project?

4 How do you think Allen feels about the way Miss Green treats
him? Have you ever been treated like that? Explain.

Chapter 2:
1. Who does Allen talk to first when he gets home?

2. What do Allens parents tell him to do about the science fair

project?
3. Who supports Allens plan?

Chapter 3:
1. According to Grandpop, do you have to have all of the pieces to
see the whole picture?

2. What are the 6 tools Grandpop tells Allen he needs to use?

3. What does Allen decide would have to happen for human

photosynthesis to work?

4. What effect do you think human photosynthesis would have on

the rest of the world?

Chapter 4:
1. Why did Allen get in trouble?

2. What chemical does Allen decide he needed to eat for human

photosynthesis to begin working?
3. Do you think human photosynthesis would be possible? Why or
why not?

Chapter 5:
1. What does the doctor say is wrong with Allen?

2. What was happening to Allen when he went out in the sun?

3. How can Allen convince Miss Green that human photosynthesis

works?

Chapter 6:
1. What does Allen do to convince everyone he is telling the truth?

2. What is Allens parents response?

Chapter 7:
1. Why is Allen not feeling well?

2. Why did Grandpop have to spray Allen?

3. How does Allen decide he will make everyone believe him?

Chapter 8:
1. What organization is the President trying to help?

2. Who was there to meet Allen?

3. What signs of being a plant did Allen show the doctor?

Chapter 9:
1. Who does Allen meet with?

2. Why do you think Kirby would not tell Allen whether or not human
photosynthesis works?

3. How would human photosynthesis affect the economy?

Chapter 10:
1. Why is Allen unhappy with his project?

2. Have you ever gotten credit for something you didnt deserve?
How did it make you feel?

Chapter 11:
1. How does Allen get Miss Green to come outside?

2. Why does he pull a trick on her?

Chapter 12:
1. Using context clues, what is an antidote?
2. Why do you think Miss Green throws the pill?

3. Who are the two men who take Miss Green away?

Dear Scientists,
Good morning! Get ready to make some more discoveries that will put
you one step closer to understanding the beautiful language in Top Secret.
Task 1:

Make a photosynthesizing vocabulary boy. Have one group member lay down
on the large piece of white paper. Have another member trace around him.
Two people will now decorate Allen while the other two attach the vocabulary
leaves and definitions to the outside. Read each word and definition as you
attach the words.
Task 2:
Your next activity is to match each vocab word with its synonym, antonym,
and accompanying sentence. Tape these together in a square as diagramed.
Once all words are matched, arrange them in alphabetical order with 3 rows
of 5. If you match all parts successfully there will be a hidden message on
the back.
Word
Synony
m

Sentence
Antonym

Square
1
6
11

7
12

8
13

9
14

10
14

Task 3:
Read chapter 2 independently. Record any examples of beautiful language on
evidence cards. Discuss each example of beautiful language and decide
together what type of figurative language it is. Place it in our Top Secret
evidence box. Find as many as you can, there will be a reward the next day!
Task 4:
Work together to record any time you see the theme of rejection on lipstick
tubes and perseverance on flowers. Cut these out and number them on the
back, beginning from where we left off Monday. Place them in the envelope.
Task 5:
Complete study questions for chapter 2. You may work together or
independently.
Homework: Read chapter 3 and complete chapter 3 study questions. If you
have extra time you may begin in class. Remember to complete theme and
evidence cards!

Keep up the hard work, Allen Brewster

Dear Scientists,
Today we are going to learn about prefixes and suffixes and how they change
the meaning of words.
Task 1:
Each of you will receive an envelope with 18 cards in it. Each card will have
either a root word or a prefix or suffix. Your task is to match each base word
with the suffix or prefix that goes with it. They will form words that we will
encounter at some point in the story. When you match them correctly it will
form a picture on the back. Dont turn them over to check until you think you
have matched them all.
Task 2:
Work together to see how many different words you can make using different
combinations of base words and prefixes/suffixes.
Task 3:

Work together to complete prefix/suffix worksheet.

Task 4:
Popcorn read chapter 5. Gabe and Keegan record the theme of rejection,
Alyssa and Hannah record the theme or perseverance, and Christian and
Natalie record beautiful language evidence cards. Discuss your findings with
your partner and then share your findings with the group. Complete chapter
5 study questions. You may work together.
Task 5:
Allen was afraid that kids on the bus would pick on him because his skin was
green. He says there are kids with brown skin and kids with black skin, but no
other kids with green skin. Write a journal about something that makes you
unique.
Homework: Read chapter 6. Complete theme cards and beautiful language
evidence cards. Complete chapter 6 study questions. Finish journal if you did
not finish in class. If you finish everything early, you may begin your
homework in class.
Youre on the verge of making a discovery!

Allen Brewster

Good Morning Scientists!

New discoveries are in store for you today!
Task 1:
Discuss evidence cards and themes from the reading the night
before. Review the answers to the study questions together.
Task 2:
In chapter eight, Allen says if he actually became a plant he would
really miss reading! Write about the one thing that you would
miss most if you became a plant.
Task 3:
Read chapter 10 independently. Complete themes cards and
beautiful language evidence cards but do not share them with the
group. We will discuss them tomorrow. Complete chapter 10 study
questions,
Task 4:
You have the remainder of the time to work on your project. Stay
focused!

Homework: Read chapter 11. Complete themes cards, beautiful

language evidence, and chapter study guide.
Good Luck! Allen Brewster

Name___________________

Your Six Tools

1. Close your eyes and visualize the chapter. What
do you see?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
___________________________________

2. How does this chapter make you feel?

_________________________________________________
_________________________________________________

_________________________________________________
_________________________________________________
_________________________________________________
___________________________________

3. What quote stood out the most in this chapter?

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
4. What food would you associate with this chapter
and why? (This could be a food that has reminded you of
themes in this chapter or of someone wise that gives you
advice like Grandpop.)

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

5. What does this make you think? What

connection can you make to yourself or your
world?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Name _______________________

Prefixes and Suffixes

1. What does search mean? What does research mean? How does the prefix re
change the meaning of a word?

2. What does point mean? What does pointless mean? How does the suffix less
change the meaning of a word?

3. What does friend mean? What does friendly mean? How does the suffix ly
change the meaning of a word?

4. What does honest mean? What does dishonest mean? How does the prefix
dis change the meaning of a word?

5. What does assigned mean? What does pre-assigned mean? How does the
prefix pre change the meaning of a word?

Photosynthe
sis

Hemoglob
in

Chloroph
yll

The process by which plants

convert sunlight into food.

Molecule found in
red blood cells.

Green pigment found in

plant leaves that is
responsible
for photosynthesis.

Carbon
Dioxide

Phonogra
ph

Concoctio
n

A gas that plants use

in order to perform
photosynthesis.

An old-fashioned
record player.

A combination of
various ingredients.

Contagiou
s

Capable of being spread.

Peculia
r

Strange, odd

Transpare
nt

A substance that allows

light to pass through

Aphid
s

Tiny pests that appear on

plants.

Psychiatri
st

A doctor that treats

mental disorders.

Distinguish
ed

Marked by excellence

Vaguely

Not clearly expressed

Botan
y

The study of plants

Psychosoma
tic

A disease that is
all in your mind.

Name ____________________________

Top Secret Unit Test

Section 1: Vocabulary (5 points)

Write the letter of the correct vocabulary word on the line.
1. ______ A mixture of various ingredients.

A. Photosynthesis

2. ______ The process by which plants convert

B. Peculiar

sunlight into food.

C. Chlorophyll

3. ______ The green pigment found in plant leaves.

D. Distinguished

4. ______ Strange, odd

E. Concoction

5. ______ Marked by excellence

Section 2: Multiple Choice (10 points)

Circle the best answer.
1. What is the prize for the best science fair project?
a. Gold metal
b. Blue Ribbon
c. Silver trophy
d. Distinguished honor

2. Which character supports Allens plan to discover human photosynthesis?

a. His mom
b. Grandpop
c. Miss Green
d. Barry Cramer

3. What tool does Grandpop tell Allen is the most important?

a. His brain
b. A hammer
c. His sight
d. A screw driver

4. What is one food that Allen put into his concoction to turn himself into a plant?
a. Liver
b. Celery
c. Ham
d. Bananas

5. What happens to Allen when he stands in the mud puddle?

a. He gets stuck
b. He begins to grow taller
c. He begins to grow roots
d. He becomes scared of the bugs

6. What does the psychiatrist say is wrong with Allen?

a. He really turned into a plant
b. He has the flu
c. He painted his face green
d. He has a psychosomatic illness

7. Who does Allen meet with to discuss a solution for world hunger?
a. The President
b. The Presidents chief advisor, Mr. Kirby
c. A news reporter

d. Miss Green

8. Where does Allen go to do his research?

a. The Library
b. A greenhouse
c. A science lab
d. Grandpops house

9. What project does Allen submit at the science fair? (Read all choices carefully!)
a. His project on human photosynthesis
b. A project on lipstick which he made
c. A project on lipstick which the President gave him
d. He doesnt submit a project because he is upset that he is a plant
10. What happens to Miss Green?
a. Allen turns her into a plant
b. She wins science teacher of the year
c. She still does not believe that Allen solved the mystery of human
photosynthesis
d. She fails Allen on his project

Section 3: Sequencing (6 points)

Rank the events in the order they occurred in the book with 1 being the event that
happened first.

____ Allen writes a letter to the President

____ Miss Green tells Allen to do his science fair project on lipstick
____ Miss Green is taken away by two men in a brown car
____ Allen turns into a plant
____ The doctor says Allen is having an allergic reaction
____ Allen makes a concoction with liver and other foods that contain Magnesium
Section 4: Open ended (9 points)
1. How was the theme of rejection displayed in the story? Give two examples.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. How was the theme of perseverance displayed in the story? Give two
examples.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________\
_____________________________________________________________
3. What is one form of figurative language? Give an example of this form,
either from the text or yourself.
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________
_____________________________________________________________

Name ____________________________

Top Secret Unit Test

Section 1: Vocabulary (6 points)

Write the letter of the correct vocabulary word on the line.
1. ______ A combination of various ingredients.

A. Photosynthesis

2. ______ The process by which plants convert

B. Peculiar

sunlight into food.

C. Chlorophyll

3. ______ The green pigment found in plant leaves.

D. Distinguished

4. ______ Not clearly expressed.

E. Psychosomatic

5. ______ Strange, odd

F. Concoction

6. ______ Marked by excellence

G. Vaguely

Section 2: Multiple Choice (10 points)

Circle the best answer.
1. What is the prize for the best science fair project?
a. Gold metal
b. Blue Ribbon
c. Silver trophy
d. Distinguished honor

2. Which character supports Allens plan to discover human photosynthesis?

a. His mom
b. Grandpop
c. Miss Green
d. Barry Cramer

3. What tool does Grandpop tell Allen is the most important?

a. His brain
b. A hammer
c. His sight

d. His hearing

4. What is one food that Allen put into his concoction to turn himself into a plant?
a. Liver
b. Celery
c. Ham
d. Bananas

5. What happens to Allen when he stands in the mud puddle?

a. He gets stuck
b. He begins to grow taller
c. He begins to grow roots
d. He becomes scared of the bugs
6. What does the psychiatrist say is wrong with Allen?
a. He really turned into a plant
b. He has the flu
c. He painted his face green
d. He has a psychosomatic illness

7. Who does Allen meet with to discuss a solution for world hunger?
a. The President
b. The Presidents chief advisor, Mr. Kirby
c. A news reporter

d. Miss Green

8. Where does Allen go to do his research?

a. The Library
b. A greenhouse
c. A science lab
d. Grandpops house

9. What project does Allen submit at the science fair? (Read all choices carefully!)
a. His project on human photosynthesis
b. A project on lipstick which he made
c. A project on lipstick which the President gave him
d. He doesnt submit a project because he is upset that he is a plant
10. What happens to Miss Green?
a. Allen turns her into a plant
b. She wins science teacher of the year
c. She still does not believe that Allen solved the mystery of human
photosynthesis
d. She fails Allen on his project

Section 3: Sequencing (5 points)

Rank the events in the order they occurred in the book with 1 being the event that
happened first.

____ Allen writes a letter to the President

____ Miss Green tells Allen to do his science fair project on lipstick
____ Miss Green is taken away by two men in a brown car
____ Allen turns into a plant
____ The doctor says Allen is having an allergic reaction

Section 4: Open ended (9 points)

4. How was the theme of rejection displayed in the story? Give two examples.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

5. How was the theme of perseverance displayed in the story? Give two
examples.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________\
_____________________________________________________________
6. What is one form of figurative language? Give an example of this form,
either from the text or yourself.
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________
_____________________________________________________________

Block Plan
Day 1
Monday, April
22
*Intro book
*Intro Top
Secret box for
beautiful
language
*Figurative
language
review
*Read ch.1
*Journal 1
*Intro themes
Day 6
Monday, April

Day 2
Tuesday, April
23
*Photosynthe
sis vocab boy
*Frayer model
vocab game
*Read ch. 2
*Theme
discussion
HW: Ch. 3

Day 3
Wednesday,
April 24
* 6 tools ws
*read ch. 4
*Journal 2
*Hidden picture
sequencing
activity

Day 4
Thursday, April
25
*prefix/suffix
card game
*prefix/suffix
WS
*Read ch. 5
*Journal 3
*HW: Ch. 6

Day 5
Friday, April 26
*vocab
memory game
*Sequencing
theme cards
*Read ch. 7
*Journal 4
brainstorm

Day 7
Tuesday, April

Day 8
Wednesday, May

Day 9
Thursday, May

Day 10
Monday, May 6

29
*Vocab board
game
*Complete
journal 4
Read ch. 8
Intro project
HW: Read
chapter 9

30
*Journal 5
*Read ch. 10
*Project
HW: Ch. 11

1
*Sequencing
themes
*Read ch. 12
*End of book
questions
*Elements of
plot tree
*Project
*HW: Study

Possible Points:
Test 30
Participation/homework 11
Journals 10
Scrapbook 9
Total 60

2
*Test
*Project

*Present
project
*Make
photosynthesis
concoction

Rubric for scrapbook project

Includes
Journals

3 additional

3
All journals are
included and
presentation is
excellent.
Includes 3
thoughtful,
additional

2
All journals are
included but
presentation is
not neat.
Includes 3
additional
pages but they

1
Missing
assigned
journal entries.
Less than 3
additional
pages.

pages

Cover

pages either
from the list or
approved in
advance.
Cover is neat
and accurately
depicts the
book.
Description of
why you
designed it the
way you did
included.

are lacking in
neat
presentation
and creativity.
Cover is neat
but does not
depict themes
from the book
or is lacking
explanation.

Cover is sloppy
and lacking
explanation.