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Version Links to Digital
Resources
Vocabulary
Practice
Comprehension
Questions
Constructed Writing
Prompts Skill Practice
Out of My Mind
Digital +
Printable
Out of My Mind
Printable
Out of My Mind
Abridged
On the following pages, you will see snapshot examples for
Out of My Mind Digital + Printable Novel Study.
Be sure to look closely to see which version works best for your needs.
WORD LIST
Students practice with two
focus words for each reading
selection. A wordlist with
definitions, synonyms, and
sample sentences from the
story is included.
VOCABULARY
BOOKMARKS
TEST WITH ANSWER KEY
WORD CARDS PRACTICE BOOK
VOCABULARY RESOURCES
Digital vocabulary
practice is provided
though Boom Learning
Decks.
DIGITAL VOCABULARY
16 COMPREHENSION CHECKS
16 CONSTRUCTED WRITING PROMPTS
with and
without
CCSS
Full Page
Answer Keys
This was an awesome resource when I taught Out
of My Mind! There were so many different
components to it and it was easy to use.
-Mallory
This is a fantastic resource to use with an
amazing book. Students really enjoyed the
tasks and activities provided, demonstrating
and discovering their deeper knowledge of
the story and characters. Reading Groups
were so easy to prepare, providing quality
experiences to develop empathy and
understanding for the characters. Great for
promoting differentiated critical analysis and
understanding of the text. Thank you!
-Donna
Great resource! I love all of the vocabulary
activities as well as the assessments which show the
standards for each questions.
-Cynthia
This is an absolutely
amazing resource for our
novel study. It allowed me
to completely plan my
fiction unit and check all
of the necessary boxes!
Thank you so much for
creating this resource.
-Kellye
This resource was super easy to use as an in
person and remote learning tool. I absolutely
LOVE this book and the resource went along
with it very well. It asked thought provoking
questions and provided some great
conversations among students. It also hit so
many more things than I could've imagined
hitting at once.
-Stephanie
I purchased multiple different novel studies
from you and I LOVE how this is a complete
resource that needs no additional materials.
-Courtney
Great resource! I love
all of the vocabulary
activities as well as
the assessments
which show the
standards for each
questions.
-Cynthia
This is one of my
favorite books to read
with my students! This
resource is perfect to
make sure that they
are actually following
along and
comprehending what
we are reading.
-Austin
This was an awesome
resource when I
taught Out of My
Mind! There were so
many different
components to it and
it was easy to use.
-Mallory
SAMPLE SKILL LESSON
Students learn the
rules with the
organizer.
SAMPLE SKILL LESSON
Practice
Organizers
What are Boom Cards?
Boom Cards are digital task cards that students play on the Boom
Learning Website.
They…
are fully digital – require no printing, paper, ink, etc.
may be used on all modern browsers
are played on devices connected to the Internet
can be used for student practice at no cost to you
When you purchase this novel study from TPT, you will receive
special links to these Boom Cards. When you click on one of these
links, you will be asked to sign into your account or create a free
account at the Boom Learning Website. The special links in the paid
resource let the Boom Learning site know you have purchased the
deck. When you click the link, Boom Learning sends the Boom Deck
to your Boom Library, so your students can access them. Students
can play for free or data will be tracked for you with the Boom
Learning Paid Subscription.
Click here for a playable
preview on Boom Learning.
Created by
Gay Miller
Out of My
Mind
Novel Study
Created by Gay Miller
Thank you for
downloading this novel
study sample.
On the next pages, you will find the following pages
from the unit including:
• Table of Contents for the Digital + Printable Version
• Lesson Plans at a Glance for the Full Unit
FREE SAMPLE PAGES
The First Reading Selection plus Answer Keys
(These pages are found in all versions of this unit.)
• Vocabulary Practice
• Comprehension Questions
• Constructed Response Writing Prompt
(with and without the Common Core
Standards)
Are you wondering what other novel
studies I have available? You can see
the complete list here.
Table of Contents
Lesson Plans at a Glance
5
SECTION #1 - Links to Digital Resources
6
Materials Needed
13
SECTION #2 - Vocabulary
14
Teacher Information
15
Vocabulary List
18
Vocabulary Bookmarks
27
Vocabulary Word Cards
29
Vocabulary Practice Booklet
35
Vocabulary Test
58
Teacher Information
62
SECTION #3 - Student Packet for Comprehension and Writing
68
Comprehension Chapters 1-2
69
Constructed Response – Character Traits of Melody
70
Comprehension Chapters 3-4
71
Constructed Response – Chapters 3-4 ~ Cause and Effect
72
Comprehension Chapters 5-6
73
Constructed Response – Chapter 5 ~ Comparing Characters ~ Melody’s Classmates
74
Comprehension Chapters 7-8
75
Constructed Response – Point of View
76
Comprehension Chapters 9-10
78
Constructed Response – Character Traits of Penny
79
Comprehension Chapters 11-12
80
Constructed Response –Chapters 11-12 ~ Comparing Characters ~ Teachers
81
Constructed Response –Chapters 11-12 ~ Setting
82
Comprehension Chapters 13-14
83
Constructed Response –Chapter 13 ~ Comparing Characters
84
Comprehension Chapters 15-16
85
Constructed Response – Figurative Language
86
Comprehension Chapters 17-18
87
Constructed Response – Chapters 17-18 ~ Mood
88
Comprehension Chapters 19-20
89
Constructed Response – ~ Acrostic (Summarizing)
90
Comprehension Chapters 21-22
91
Constructed Response –Chapters 21-22 ~ Perspective
92
Comprehension Chapters 23-24
93
Constructed Response – Cerebral Palsy and Melody
94
Whiz Kids Test Questions
95
Comprehension Chapters 25-26
96
Constructed Response – Chapters 25-26 ~ Problem and Solution Chain
97
Comprehension Chapters 27-28
98
Constructed Response – Chapters 27-28 ~ Summarizing
99
Comprehension Chapters 29-30
100
Constructed Response – Chapters 28-30 ~ Character’s Actions
101
Comprehension Chapters 31-33
102
Constructed Response – Full Book – Theme
103
Constructed Response – Plot Development Roller Coaster Diagram
104
Pop Culture
106
SECTION #4 - Answer Keys for Comprehension and Constructed Response Writing
Questions
107
SECTION #5 - Student Packet without Teaching Standards
148
SECTION #6 - Skills
186
Prefixes, Suffixes, Root Word Common Core Alignment
188
Prefixes and Suffixes Word Lists and Organizers
189
Prefix and Suffix Puzzles
198
Root Word Lists
207
Root Word Organizers
210
Root Word Game
224
Figurative Language Common Core Alignment
231
Figurative Language Response Cards
232
Figurative Language Organizers
238
Grammar Organizers
248
Sentence Fragment Errors Organizer
257
Sentence Fragment Task Cards
262
Word Relationship Common Core Alignment
271
Word Relationship Organizers
272
I Have Who Has with Analogies
277
Context Clues Common Core Alignment
290
Context Clues Organizers
291
Context Clues Task Cards
301
Credits
308
Lesson Plans at a Glance
Read
Vocabulary Words and
Practice Book
Comprehension
Practice
Constructed
Response
Question
Skill Practice
Chapters 1-2
agenda
seep
Page 1
Chapters 1-2
Character
Traits
Prefix Organizers
Chapters 3-4
telethon
diagnosis
Page 2
Chapters 3-4
Cause and
Effect
Suffix Organizers
Chapters 5-6
astonish
blare
Page 3
Chapters 5-6
Comparing
Characters
Prefix and Suffix
Puzzles
Chapters 7-8
blare
hurl
Page 4
Chapters 7-8
Point of View
Root Word
Organizers
Chapters 9-10
paparazzi
matinee
Page 5
Chapters 9-10
Character
Traits
Root Word Game
[poli and port]
Chapters 11-12
mimic
inclusion
Page 6
Chapters 11-12
Setting
Root Word Game
[phon and graph]
Chapters 13-14
evasive
deflate
Page 7
Chapters 13-14
Comparing
Characters
Figurative
Language
Organizers
Chapters 15-16
accumulate
erupt
Page 8
Chapters 15-16
Figurative
Language
Use response
cards to identify
figurative
language types.
Chapters 17-18
whiz kid
exasperate
Page 9
Chapters 17-18
Mood
Grammar
Organizers
Chapters 19-20
boggle
interject
Page 10
Chapters 19-20
Acrostic
4 Types of
Sentence
Fragments
Organizer
Chapters 21-22
mandatory
whirlwind
Page 11
Chapters 21-22
Perspective
Sentence/
Sentence
Fragment Task
Cards
Chapters 23-24
moderator
preliminary
Page 12
Chapters 23-24
Cerebral Palsy
Analogy
Organizers
Chapters 25-26
abound
commotion
Page 13
Chapters 25-26
Problem and
Solution Chain
I Have Who Has
Chapters 27-28
tally
fizzle
Page 14
Chapters 27-28
Summarizing
Context Clues
Organizers
Chapters 29-30
devastate
plaintive
Page 15
Chapters 29-30
Character’s
Actions
Context Clues
Task Cards
Chapters 31-33
resilient
go ballistic
Page 16
Chapters 31-33
Theme
Plot Development
Chart
Vocabulary Test
Page | 6 Unit Created by Gay Miller
Chapters 31-33 [resilient and go ballistic]
1. Circle six words in the box that are synonyms of
resilient.
hardy
puny
tough
weak
tired
resistant
durable
strong
flimsy
fragile
delicate
robust
Matching - Write a, b, c, or d in each blank to match the
best word to its synonym.
2. _______ upset
a) go ballistic
3. _______ strong
b) plaintive
4. _______ sadness
c) resilient
5. _______ lose it
d) devastate
6. Write a figurative phrase that means the same as go
ballistic.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Chapters 1-2 [agenda and seep]
1. Circle six words in the box that are synonyms of agenda.
program
invent
ad-lib
make up
wing it
list of items
creative
plan
itinerary
schedule
rig
outline
2. Define these figurative phrases that use the word
agenda.
My body has
its own
agenda.
hidden
agenda
at the top of
somebody’s
agenda
set the
agenda
3. Fill in the word web with synonyms for seep.
Page 16
Page 1
seep
Page | 7 Unit Created by Gay Miller
Chapters 31-33 [resilient and go ballistic]
1. Circle six words in the box that are synonyms of
resilient.
hardy
puny
tough
weak
tired
resistant
durable
strong
flimsy
fragile
delicate
robust
Matching - Write a, b, c, or d in each blank to match the
best word to its synonym.
2. __d____ upset
a) go ballistic
3. ___c____ strong
b) plaintive
4. ___b___ sadness
c) resilient
5. __a____ lose it
d) devastate
6. Write a figurative phrase that means the same as go
ballistic.
blow a gasket
blow one’s mind
blow one’s top
go haywire
go off the deep end
hit the ceiling
lose it
go ape
fly off the handle
Chapters 1-2 [agenda and seep]
1. Circle six words in the box that are synonyms of
agenda.
program
invent
ad-lib
make up
wing it
list of items
creative
plan
itinerary
schedule
rig
outline
2. Define these figurative phrases that use the word
agenda.
My body has
its own
agenda.
The body does what it wants without
control from the mind.
hidden agenda
a secret plan
at the top of
somebody’s
agenda
If a subject is at the top of someone’s
agenda, it is the most important thing
they want to deal with or discuss.
set the agenda
decide what to discuss
3. Find the word web with synonyms for seep.
Page 16
Page 1
seep
leak
ooze
flow through
spread
Page | 8 Unit Created by Gay Miller
Out of my Mind ~ Chapters 1-2
1. A good title for Chapters 1-2 could be ---.
a. Words
b. Elvira
c. Lemonade
d. Getting to Know Melody
2. Chapters 1-2 are told from which point of
view?
a. 1st
b. 2nd
c. 3rd limited
d. 3rd omniscient
3. Which word best describes Melody’s
parents?
a. sorrowful
b. matter-of-fact
c. loving
d. optimistic
4. What does Melody want more than anything
else?
a. to get up and walk
b. to sing the song Elvira
c. to express her thoughts
d. to watch television
5. Complete the chart to describe how Melody
feels about music.
Music
Type
Color
Smell
Inferred
Emotion
classical
jazz
country
6. Read the following lines from Chapter 2.
The salespeople on television: Buy one and get
two free! For a limited time only.
The choir at church: Hallelujah, hallelujah,
amen.
Why are some words italicized?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
7. List one way the reader knows that this
story takes place in modern times.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
8. Read this line from the end of Chapter 2.
Humpty Dumpty had more control than I do.
Which type of figurative language does this line
contain?
a. simile
b. metaphor
c. personification
d. alliteration
What does the line mean?
_______________________________________
_______________________________________
Page | 9 Unit Created by Gay Miller
Chapter 2 ~ Constructed Response – Character Traits
Draw a picture of Melody based on details in Chapter 2.
Picture of Melody
Proof from Text
__________________
_______________________
_______________________
_______________________
__________________
Proof from Text
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_______________________
_______________________
__________________
Proof from Text
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_______________________
_______________________
_______________________
__________________
Proof from Text
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_______________________
_______________________
_______________________
__________________
Proof from Text
__________________
_______________________
_______________________
_______________________
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Proof from Text
__________________
_______________________
_______________________
_______________________
__________________
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).
Page | 10 Unit Created by Gay Miller
Out of my Mind ~ Chapters 1-2
1. A good title for Chapters 1-2 could be ---.
a. Words
b. Elvira
c. Lemonade
d. Getting to Know Melody
2. Chapters 1-2 are told from which point of
view?
a. 1st
b. 2nd
c. 3rd limited
d. 3rd omniscient
3. Which word best describes Melody’s parents?
a. sorrowful
b. matter-of-fact
c. loving
d. optimistic
4. What does Melody want more than anything
else?
a. to get up and walk
b. to sing the song Elvira
c. to express her thoughts
d. to watch television
5. Complete the chart to describe how Melody
feels about music.
Music
Type
Color
Smell
Inferred
Emotion
classical
bright blue
fresh paint
refreshing
jazz
brown and
tan
wet dirt
gritty
country
lemon
(yellow)
lemonade
loves it
6. Read the following lines from Chapter 2.
The salespeople on television: Buy one and get
two free! For a limited time only.
The choir at church: Hallelujah, hallelujah,
amen.
Why are some words italicized?
These are words Melody has heard other people
say.
7. List one way the reader knows that this story
takes place in modern times.
modernized wheelchair
CD player
videos
8. Read this line from the end of Chapter 2.
Humpty Dumpty had more control than I do.
Which type of figurative language does this line
contain?
a. simile
b. metaphor
c. personification
d. alliteration
What does the line mean?
Humpty Dumpty did not have control. He fell
and broke into pieces. Melody does not have
control of her body either.
Page | 11 Unit Created by Gay Miller
Chapter 2 ~ Constructed Response – Character Traits
Draw a picture of Melody based on details in Chapter 2.
Picture of Melody
Proof from Text
short, dark, curly hair
dark brown eyes
Proof from Text
pink wheelchair
Proof from Text
wears tiny gold earrings
Proof from Text
tiny for a girl who is age
ten and three quarters
Proof from Text
nice smile and deep
dimples
Proof from Text
head wobbles
arms occasionally flailing
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).
Page | 12 Unit Created by Gay Miller
Addendum
Constructed Response Questions without
Common Core State Standards
Important Update
Originally 46 states adopted the Common Core State Standards. Many teachers
have commented that they love having the standards on pages with
constructed response writing prompts for accountability reasons. Now
educational trends are changing. Many states have repealed Common Core
and adopted their own state standards. To meet the needs of teachers both
using and not using Common Core Standards, I have opted to provide the
writing questions both with and without standards.
To make creating a printable student packet easier, the comprehension and
constructed response questions are both included in this section
Page | 13 Unit Created by Gay Miller
Out of my Mind ~ Chapters 1-2
1. A good title for Chapters 1-2 could be ---.
a. Words
b. Elvira
c. Lemonade
d. Getting to Know Melody
2. Chapters 1-2 are told from which point of
view?
a. 1st
b. 2nd
c. 3rd limited
d. 3rd omniscient
3. Which word best describes Melody’s
parents?
a. sorrowful
b. matter-of-fact
c. loving
d. optimistic
4. What does Melody want more than anything
else?
a. to get up and walk
b. to sing the song Elvira
c. to express her thoughts
d. to watch television
5. Complete the chart to describe how Melody
feels about music.
Music
Type
Color
Smell
Inferred
Emotion
classica
l
jazz
country
6. Read the following lines from Chapter 2.
The salespeople on television: Buy one and get
two free! For a limited time only.
The choir at church: Hallelujah, hallelujah,
amen.
Why are some words italicized?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
7. List one way the reader knows that this
story takes place in modern times.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
8. Read this line from the end of Chapter 2.
Humpty Dumpty had more control than I do.
Which type of figurative language does this line
contain?
a. simile
b. metaphor
c. personification
d. alliteration
What does the line mean?
_______________________________________
_______________________________________
Page | 14 Unit Created by Gay Miller
Chapter 2 ~ Constructed Response – Character Traits
Draw a picture of Melody based on details in Chapter 2.
Picture of Melody
Proof from Text
__________________
_______________________
_______________________
_______________________
__________________
Proof from Text
__________________
_______________________
_______________________
_______________________
__________________
Proof from Text
__________________
_______________________
_______________________
_______________________
__________________
Proof from Text
__________________
_______________________
_______________________
_______________________
__________________
Proof from Text
__________________
_______________________
_______________________
_______________________
__________________
Proof from Text
__________________
_______________________
_______________________
_______________________
__________________
Page | 15 Unit Created by Gay Miller
Terms of Use
• All rights reserved by Gay Miller.
• This purchase includes a limited license for single
classroom use only. You may utilize it for each
student you serve.
Product Don’ts
• You may not upload this product to the Internet or
store it in any public retrieval service of any kind
outside of using it with your own students.
• No part of the product may be altered for resell or
distribution.
• If you have any questions feel free to contact me
at teachwithgaymiller@gmail.com.
