Dear Mr.

Henshaw
LitPlan Teacher Pack
A Complete Teacher’s Manual

Teacher’s Pet Publications

TEACHER’S PET PUBLICATIONS

LITPLAN TEACHER PACK

Extended Second Edition, Elementary

for
Dear Mr. Henshaw
based on the
book by Beverly
Cleary
Written by Mary
B. Collins
Dorothy Shelton

© 2017 Teacher’s Pet Publications

All Rights Reserved

ISBN
978-1-60249-719-1
 READ THIS
COPYRIGHT INFORMATION

This is copyrighted material.

It may not be copied or distributed in any way
without written permission from the copyright holder.

The purchaser may copy the student materials

for his or her classroom use only.

No other portion may be copied or distributed in any way.

No portion may be posted on the Internet
without written permission.

Copyright questions?
Contact Teacher’s Pet Publications
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ISBN 978-1-60249-715-3
Copyright 2017

Teacher's Pet Publications

 TABLE OF CONTENTS - Dear Mr. Henshaw

Unit Objectives 5
Reading Assignment Sheet 18
Unit Outline 19
Daily Lessons 20
Oral Reading Evaluation 32
Writing Assignment 1 65
Writing Assignment 2 98
Unit Tests 140
Study Questions (Short Answer) 183
Quiz/Study Questions (Multiple Choice) 185
Vocabulary Worksheets 198
Writing Assignment 3 213
Critical Thinking Questions 216
Unit Review Activities 218
Unit Resource Materials 212
Vocabulary Resource Materials 227
Vocabulary Review Activities 229

REMINDER
Do not post this LitPlan on the Internet.
It makes answer keys available to students, which undermines every teacher’s work.

Dear Mr. Henshaw Copyright 2017 4

 OVERVIEW: OBJECTIVES AND COMMON CORE CORRELATIONS
Dear Mr. Henshaw
DAILY LESSONS
Lesson One
1. Students will learn about Beverly Cleary, author of Dear Mr. Henshaw.
2. Students will practice listening skills while viewing a video about Beverly Cleary.
CCSS Grade 4:
CCSS Grade 5: RI.5.7,
CCSS Grade 6: RI.6.7
3. Students will work in small groups to discuss the video.
CCSS Grade 4: SL.4.1, SL.4.2, SL.4.3
CCSS Grade 5: SL.5.1, SL.5.2, SL.5.3
CCSS Grade 6: SL.6.1, SL.6.2
4. Students will be assigned a Beverly Cleary book for outside reading during this unit.
CCSS Grade 4: RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.6.10

Lesson Two
1. Students will review and understand the meaning of “fiction.”
2. Students will review the meaning of “genre” as it applies to fiction.
3. Students will discuss genres of literature and give examples of each.
CCSS Grade 4:
CCSS Grade 5: RL.5.9
CCSS Grade 6: RL.6.9
4. Students will learn what a “diary” is and how that is relevant to Dear Mr. Henshaw.
5. Students will receive books and materials for the unit.

CCSS Note: This lesson is more of an introduction to or review of the literary terms of fiction,
nonfiction, genre, and diary than a comparison of stories from the same genre; however,
reviewing these terms and the various genres of literature will give students background
knowledge for when they do make the comparisons.

Lesson Three
1. Students will preview vocabulary words for Reading Assignment 1 (amuse, diorama,
autographed) so they have a better understanding of the words when they encounter them
in the text.
CCSS Grade 4: L.4.4, L.4.5, L.4.6
CCSS Grade 5: L.5.4, L.5.5, L.5.6
CCSS Grade 6: L.6.4, L.6.5, L.6.6

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2. Students will preview the study questions for Reading Assignment 1 to get an idea of what
things will be important in the upcoming reading assignment.
3. Students will read assigned entries from Dear Mr. Henshaw and predict what they think
happened previously and what might happen next.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.5.10

Lesson Four
1. Students will review the introductory lesson materials.
2. Students will read orally and have their reading evaluated.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.6.10
3. Students will complete Reading Assignment 1.

Lesson Five
1. Students will review the main events and ideas from Reading Assignment 1.
2. Students will practice critical thinking skills while discussing point of view, motive, and
personal relationships based on selected passages or events from Reading Assignment 1.
CCSS Grade 4: RL.4.1, RL.4.2, RL.4.3, RL.4.6, L.4.5b, SL.4.1
CCSS Grade 5: RL.5.1, RL.5.6, RI.5.2, SL.5.1
CCSS Grade 6: RL.6.1, RL.6.3, RL.6.4, RL.6.6, SL.6.1

Lesson Six
1. Students will preview the vocabulary for Reading Assignment 2: according, nagging, hauling,
and barreling.
CCSS Grade 4: L.4.4, L.4.5, L.4.6
CCSS Grade 5: L.5.4, L.5.5, L.5.6
CCSS Grade 6: L.6.4, L.6.5, L.6.6
2. Students will preview the study questions for Reading Assignment 2 of and predict what
they think will happen based on the questions that are asked.
3. Students will read Reading Assignment 2 of Dear Mr. Henshaw.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.5.10

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4. Students will have their oral reading evaluated.

CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.6.10
5. Students will investigate California’s Central Valley, California’s Central Coast, Taft,
Bakersfield, Pacific Grove, and Interstate 5 to read informational texts and practice map
reading skills.
CCSS Grade 4: RI.4.1, RI.4.2, RI.4.10
CCSS Grade 5: RI.5.1, RI.5.2, RI.5.4, RI.5.7, RI.5.10
CCSS Grade 6: RI.6.1, RI.6.2, RI.6.4, RI.6.7, RI.6.10

Lesson Seven
1. Students will review the main ideas and events of Reading Assignment 2.
CCSS Grade 4: RL.4.1, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
2. Students will study the character of Leigh through his answers to Mr. Henshaw’s questions.
CCSS Grade 4: RL.4.3, RL.4.1, RL.4.4, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.4, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
3. Students will compose a poem using adjectives describing Leigh.
CCSS Grade 4: RL.4.3, RL.4.5, W.4.10, L.4.3
CCSS Grade 5: W.5.10, L.5.3b
CCSS Grade 6: W.6.10,
4. Students will write answers to Mr. Henshaw’s questions as they pertain to themselves.
CCSS Grade 4: W.4.2, W.4.4, W.4.5, W.4.10
CCSS Grade 5: W.5.2, W.5.4, W.5.5, W.5.10
CCSS Grade 6: W.6.2, W.6.4, W.6.5, W.6.10
5. Students will share the information about themselves with each other.

Lesson Eight
1. Students will review vocabulary words and characters previously introduced.
2. Students will preview the vocabulary words (rude, refinery, nuisance) and study questions
for Reading Assignment 3 (December 4-December 21).
CCSS Grade 4: L.4.4, L.4.5, L.4.6
CCSS Grade 5: L.5.4, L.5.5, L.5.6
CCSS Grade 6: L.6.4, L.6.5, L.6.6
3. Students will read Reading Assignment 3.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.5.10

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Lesson Nine
1. Students will review the main ideas and events from Reading Assignment 3.
CCSS Grade 4: RL.4.1, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
2. Students will learn about the idiom “where he hangs his hat.”
CCSS Grade 4: RL.4.1, L.4.5b
CCSS Grade 5: RL.5.1
CCSS Grade 6: RL.6.1
3. Students will learn more about refineries, canapes, quiche, and partitions.
CCSS Grade 4: RI.4.1, RI.4.2, RI.4.10
CCSS Grade 5: RI.5.1, RI.5.2, RI.5.4, RI.5.7, RI.5.10
CCSS Grade 6: RI.6.1, RI.6.2, RI.6.4, RI.6.7, RI.6.10
4. Students will locate Wyoming and Alaska on a map and compare & contrast the flags of
these states.
5. Students will explore one example of making inferences from the written text.
CCSS Grade 4: RL.4.1, L.4.5b
CCSS Grade 5: RL.5.1
CCSS Grade 6: RL.6.1
6. Students will examine the creative closings Leigh uses and connect the closings with
the ideas, events, or sentiments expressed in the corresponding letters.
7. Students will preview the vocabulary words (quilted, fictitious) and study questions for
Reading Assignment 4 and complete the reading prior to the next class meeting.
CCSS Grade 4: L.4.4, L.4.5, L.4.6
CCSS Grade 5: L.5.4, L.5.5, L.5.6
CCSS Grade 6: L.6.4, L.6.5, L.6.6

Lesson Ten
1. Students will make up a “shoe song” (poem) like the ones in the December 24th entry.
CCSS Grade 4: RL.4.3, RL.4.5, W.4.10
CCSS Grade 5: W.5.10, L.5.3b
CCSS Grade 6: W.6.10
2. Students will explore the idea of the “lost shoe” as being symbolic of divorce.
CCSS Grade 4: RL.4.1, L.4.5b
CCSS Grade 5: RL.5.1
CCSS Grade 6: RL.6.1
3. Students will learn about similes, using the comparison of a divorced person to a lost shoe.
CCSS Grade 4: RL.4.1, L.4.5a
CCSS Grade 5: RL.5.1
CCSS Grade 6: RL.6.1
4. Students will think of other similes that describe divorce and create a bulletin board with
their ideas.

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Lesson Eleven
1. Students will review the main ideas and events from Reading Assignment 4.
CCSS Grade 4: RL.4.1, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
2. Students will discuss Christmas traditions and share what they know about this holiday.
CCSS Grade 4: SL.4.1
CCSS Grade 5: SL.5.1
CCSS Grade 6: SL.6.1
3. Students will write to inform and describe in an essay entitled, “My Perfect Christmas.”
CCSS Grade 4: W.4.2, W.4.4, W.4.5, W.4.10
CCSS Grade 5: W.5.2, W.5.4, W.5.5, W.5.10
CCSS Grade 6: W.6.2, W.6.4, W.6.5, W.6.10

Lesson Twelve
1. Students will preview the study questions for Reading Assignment 5.
2. Students will read Reading Assignment 5.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.5.10
3. Students will discuss the study questions for Reading Assignment 5.
CCSS Grade 4: RL.4.1, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
4. Students will learn about pseudonyms, Hermiston Oregon, the Columbia River, and juke
boxes.
CCSS Grade 4: RI.4.1, RI.4.2, RI.4.10
CCSS Grade 5: RI.5.1, RI.5.2, RI.5.4, RI.5.7, RI.5.10
CCSS Grade 6: RI.6.1, RI.6.2, RI.6.4, RI.6.7, RI.6.10
5. Students will learn about figurative language--specifically, hyperboles.
CCSS Grade 4: RL.4.4, L.4.5
CCSS Grade 5: RL.5.4
CCSS Grade 6: RL.6.4
6. Students will study Mr. Findley’s character in more detail.
CCSS Grade 4: RL.4.3, RL.4.1, RL.4.4, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.4, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
7. Students will explore the idea of listening to and writing dialogue.
CCSS Grade 4: W.4.3b, W.4.4, W.4.5, W.4.10
CCSS Grade 5: W.5.3b, W.5.4, W.5.5, W.5.10
CCSS Grade 6: W.6.3b, W.6.4, W.6.5, W.6.10

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Lesson Thirteen
1. Students will learn about the vocabulary words for Reading Assignment 6: decided,
hibernated, mimeograph, and nuisance.
CCSS Grade 4: L.4.4, L.4.5, L.4.6
CCSS Grade 5: L.5.4, L.5.5, L.5.6
CCSS Grade 6: L.6.4, L.6.5, L.6.6
2. Students will preview the study questions for Reading Assignment 6.
3. Students will read Reading Assignment 6.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.5.10
4. Students will locate Yellowstone Park, Kansas, and Wyoming on a map and learn a little bit
about Yellowstone.
CCSS Grade 4: RI.4.1, RI.4.2, RI.4.10
CCSS Grade 5: RI.5.1, RI.5.2, RI.5.4, RI.5.7, RI.5.10
CCSS Grade 6: RI.6.1, RI.6.2, RI.6.4, RI.6.7, RI.6.10

Lesson Fourteen
1. Students will discuss and answer the study questions for Reading Assignment 6.
CCSS Grade 4: RL.4.1, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
2. Students will study a specific instance of inference in this assignment.
CCSS Grade 4: RL.4.1, RL.4.4, RL.4.10
CCSS Grade 5: RL.5.4, RL.5.10
CCSS Grade 6: RL.6.4, RL.6.10
3. Students will discuss how Mr. Henshaw’s bear story relates to Leigh’s life.
CCSS Grade 4: SL.4.1, SL.4.2, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.10, SL.6.1, SL.6.2
4. Students will discuss the importance of doing what you say you will do.
CCSS Grade 4: SL.4.1, SL.4.2
CCSS Grade 5: SL.5.1, SL.5.2
CCSS Grade 6: SL.6.1, SL.6.2
5. Students will learn about the Newbery Award and other book awards.

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Lesson Fifteen
1. Students will review information covered in reading assignments 3-6.
CCSS Grade 4: RL.4.1, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
2. Students will preview the vocabulary words for Reading Assignment 7: scowling,
comfortable, ulcers, desert, wrath, mildew, receiver, and reception.
CCSS Grade 4: L.4.4, L.4.5, L.4.6
CCSS Grade 5: L.5.4, L.5.5, L.5.6
CCSS Grade 6: L.6.4, L.6.5, L.6.6
3. Students will preview the study questions for Reading Assignment 7.
4. Students will read Reading Assignment 7.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.5.10

Lesson Sixteen
1. Students will discuss the Study Questions for Reading Assignment 7.
CCSS Grade 4: RL.4.1, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
2. Students will work in small groups to determine the main events and ideas for Reading
Assignment 7.
CCSS Grade 4: SL.4.1, SL.4.2, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.10, SL.6.1, SL.6.2
3. Students will write a narrative summarizing the important events and ideas for Reading
Assignment 7.
CCSS Grade 4: W.4.4, W.4.5, W.4.10
CCSS Grade 5: W.5.4, W.5.5, W.5.10
CCSS Grade 6: W.6.4, W.6.5, W.6.10

Lesson Seventeen
1. Students will read Reading Assignment 8.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.5.10
2. Students will discuss the importance of Reading Assignment 8 in the context of the novel.
CCSS Grade 4: SL.4.1, SL.4.2, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.10, SL.6.1, SL.6.2

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3. Students will discuss the development and growth of Leigh through this point in the book.
CCSS Grade 4: RL.4.3, RL.4.10, SL.4.1, SL.4.2
CCSS Grade 5: RL.5.1, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, SL.6.1, SL.6.2

Lesson Eighteen
1. Students will preview the vocabulary words for Reading Assignment 9: antique, molest,
quivering, and weird.
CCSS Grade 4: L.4.4, L.4.5, L.4.6
CCSS Grade 5: L.5.4, L.5.5, L.5.6
CCSS Grade 6: L.6.4, L.6.5, L.6.6
2. Students will preview the study questions for Reading Assignment 9.
3. Students will read Reading Assignment 9.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.5.10
4. Students will view a short video about Monarch butterflies and write a descriptive
paragraph.
CCSS Grade 4: W.4.4, W.4.5, W.4.10
CCSS Grade 5: W.5.4, W.5.5, W.5.10
CCSS Grade 6: W.6.4, W.6.5, W.6.10

Lesson Nineteen
1. Students will review the main events and ideas from Reading Assignment 9.
CCSS Grade 4: RL.4.1, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
2. Students will review literary genres.
3. Students will preview the vocabulary words for Reading Assignment 10: villains, grateful,
insulated, fastening, demonstration, muffle, and prowls.
CCSS Grade 4: L.4.4, L.4.5, L.4.6
CCSS Grade 5: L.5.4, L.5.5, L.5.6
CCSS Grade 6: L.6.4, L.6.5, L.6.6
4. Students will preview the Study Questions for and read Reading Assignment 10.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.5.10

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Lesson Twenty
1. Students will review the main events and ideas from Reading Assignment 10.
CCSS Grade 4: RL.4.1, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
2. Students will discuss the symbolism of Leigh’s wax man.
CCSS Grade 4: SL.4.1, SL.4.2, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.10, SL.6.1, SL.6.2
3. Students will learn about allusion and explore the allusion in the March 15th entry.
CCSS Grade 4: RL.4.4, L.4.5
CCSS Grade 5: RL.5.4
CCSS Grade 6: RL.6.4
4. Students will discuss Leigh’s difficulty with endings in this section of the book.
CCSS Grade 4: SL.4.1, SL.4.2, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.10, SL.6.1, SL.6.2
5. Students will compare the adult male characters in Dear Mr. Henshaw.
CCSS Grade 4: RL.4.3, SL.4.1, SL.4.2
CCSS Grade 5: RL.5.3, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, SL.6.1, SL.6.2
6. Students will explore one way of creating descriptive sentences.
CCSS Grade 4: RL.4.1, RL.4.2
CCSS Grade 5: RL.5.1, RL.5.4
CCSS Grade 6: RL.6.1, RL.6.4
7. Students will practice quick-writing on a number of different topics.
CCSS Grade 4: W.4.10
CCSS Grade 5: W.5.10
CCSS Grade 6: W.6.10
8. Students will review the vocabulary words introduced so far in this unit.

Lesson Twenty-One
1. Students will read Reading Assignment 11 in class.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.5.10
2. Students will collaborate to determine and discuss the most important events in this section
of the book.
CCSS Grade 4: RL.4.1, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10

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3. Students will determine the main ideas in each dated entry of Reading Assignment and
create one study question for each main idea.
CCSS Grade 4: SL.4.1, SL.4.2, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.10, SL.6.1, SL.6.2
4. Students will lead a class discussion and take notes for studying purposes.
CCSS Grade 4: SL.4.1, SL.4.2, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.10, SL.6.1, SL.6.2
5. Prior to the next class meeting, students will read Reading Assignment 12.
CCSS Grade 4: RF.4.3, RF.4.4, RL.4.10
CCSS Grade 5: RL.5.10
CCSS Grade 6: RL.5.10

Lesson Twenty-Two
1. Students will review the main ideas and events from Reading Assignment 12.
CCSS Grade 4: RL.4.1, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10
CCSS Grade 6: RL.6.1, RL.6.4, RL.6.10
2. Students will discuss several passages from Reading Assignment 12 to gain a better
understanding of the characters and themes.
CCSS Grade 4: SL.4.1, SL.4.2, RL.4.10
CCSS Grade 5: RL.5.1, RL.5.10, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.10, SL.6.1, SL.6.2

ADDITIONAL LESSONS
Character
CCSS Grade 4: RL.4.1, RL.4.3, RL.4.4, SL.4.1, SL.4.2
CCSS Grade 5: RL.5.1, RL.5.3, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.3, SL.6.1, SL.6.2

Theme
CCSS Grade 4: RL.4.2, RL.4.4, SL.4.1, SL.4.2
CCSS Grade 5: RL.5.1, RL.5.2, RL.5.4, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.2, RL.6.4, SL.6.1, SL.6.2

Conflict
CCSS Grade 4: RL.4.1, RL.4.4, SL.4.1, SL.4.2
CCSS Grade 5: RL.5.1, RL.5.4, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.4, SL.6.1, SL.6.2

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 Dea
Dear Mr. Henshaw Overview & CCSS Correlations Page 11

Plot
CCSS Grade 4: RL.4.1, RL.4.4, SL.4.1, SL.4.2
CCSS Grade 5: RL.5.1, RL.5.4, RL.5.5, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.3, RL.6.4, RL.6.5, SL.6.1, SL.6.2
Symbolism
CCSS Grade 4: RL.4.1, RL.4.4, SL.4.1, SL.4.2
CCSS Grade 5: RL.5.1, RL.5.4, SL.5.1, SL.5.2
CCSS Grade 6: RL.6.1, RL.6.4, SL.6.1, SL.6.2
ADDITIONAL RESOURCES
Vocabulary Worksheets
CCSS Grade 4: RL.4.4, L.4.4a, L.4.4b
CCSS Grade 5: RL.5.4, L.5.4a, L.5.4b
CCSS Grade 6: RL.6.4

Dear Mr. Henshaw Copyright 2017 15

 A FEW NOTES ABOUT THE AUTHOR
Beverly Cleary

BEVERLY CLEARY is one of America's most popular authors. Born in McMinnville, Oregon,
she lived on a farm in Yamhill until she was six and then moved to Portland. After college, she
became the children’s librarian in Yakima, Washington. In 1940, she married Clarence T. Cleary,
and they are the parents of twins, now grown.

Mrs. Cleary’s books have earned her many prestigious awards, including the American Library
Association's Laura Ingalls Wilder Award, presented in recognition of her lasting contribution to
children’s literature. Her Dear Mr. Henshaw was awarded the 1984 John Newbery Medal, and her
Ramona and Her Father and Ramona Quimby, Age 8 have been named Newbery Honor Books.
In addition, her books have won more than thirty statewide awards based on the votes of her
young readers.

Her characters such as Henry Huggins, Ellen Tebbits, Otis Spofford, Beezus and Ramona
Quimby, as well as Ribsy, Socks, and Ralph S. Mouse, have delighted children for more than a
generation.

Major Works
Henry Huggins, 1950 Ramona the Pest, 1968
Ellen Tebbits, 1951 Runaway Ralph, 1970
Henry and Beezus, 1952 Socks, 1973
Otis Spofford 1953 Ramona the Brave, 1975
Henry and Ribsy, 1954 Ramona and Her Father, 1977
Beezus and Ramona, 1955 Ramona and Her Mother, 1979
Fifteen, 1956 Ramona Quimby, Age 8, 1981
Henry and the Paper Route. 1957 Ralph S. Mouse, 1982
The Luckiest Girl, 1958 Dear Mr. Henshaw, 1983
Jean and Johnny, 1959 Ramona Forever, 1984
The Hullabaloo ABC, 1960 The Ramona Quimby Diary, 1984
The Real Hole, 1960 Lucky Chuck, 1984
Beaver and Wally, 1960 Janet's Thingamajigs, 1987
Here's Beaver!, 1961 A Girl from Yamhill, 1988
Two Dog Biscuits, 1961 Muggie Maggie, 1990
Emily's Runaway Imagination, 1961 Strider, 1991
Henry and the Clubhouse, 1962 Petey's Bedtime Story, 1993
Sister of the Bride, 1963 My Own Two Feet, 1995
Ribsy, 1964 Ramona's World, 1999
The Mouse and the Motorcycle, 1965
The Growing-Up Feet, 1967
Mitch and Amy, 1967

Dear Mr. Henshaw Copyright 2017 16

 Beverly Cleary Page 2

Awards
1978 Newbery Honor Book, Ramona and Her Father
1982 Newbery Honor Book, Ramona Quimby, Age 8
1984 Newbery Medal, Dear Mr. Henshaw
National Book Award, Ramona and Her Mother
Catholic Library Association's 1980 Regina Medal Award
University of Southern Mississippi’s 1982 Silver Medallion
Children’s Book Council 1985 Everychild Award
American Library Association’s 1975 Laura Ingalls Wilder Award
Named a 2000 Library of Congress "Living Legend"

Dear Mr. Henshaw Copyright 2017 17

 READING ASSIGNMENT SHEET
Dear Mr. Henshaw

Page numbers reference the text ISBN 9780380709588

Assignment Pages: Dates Read By

Reading Assignment 1-13:
1 May 12 - November 16
Reading Assignment 14-30:
2 November 20 - December 1
Reading Assignment 31-37:
3 December 4 - December 21
Reading Assignment 38-44:
4 December 22 - December 25
Reading Assignment 45-53:
5 January 3 - January 10
Reading Assignment 54-59:
6 January 12 - January 19
Reading Assignment 61-72:
7 January 20 - February 4
Reading Assignment 73-78:
8 February 5
Reading Assignment 79-87:
9 February 6 - February 9
Reading Assignment 89-104:
10 February 15 - March 15
Reading Assignment 104-111:
11 March 16 - March 24
Reading Assignment 111-134:
12 March 25 - March 31
(end of book)

Dear Mr. Henshaw Copyright 2017 18

 UNIT OUTLINE Dear Mr. Henshaw

1 2 3 4 5
Unit Introduction PVR 5/12-11/16
Fiction, Genre, & Oral Reading Review 5/12-11/16
About the Author Diary Predicting Evaluations Point of View,
Receive Materials Motives,
Relationships
6 7 8 9 10
Vocab Review
PVR 11/20-12/1 Review 11/20-12/1 Review 12/4-12/21 Shoe Song
Map Points of Leigh Character PVR 12/4-12/21 Idiom Lost Shoe
Interest Poem Vocab Similes
Henshaw's Map
Questions Inferences
Closings
PVR 12/22-12/25
11 12 13 14 15
Review 12/4-1/19
Review 12/22- PVR 1/3-1/10 PVR 1/12-1/19 Review 1/12-1/19
12/25 Review 1/3-1/10 Map & Inference Passage PVR 1/20-2-4
Christmas Allusions Yellowstone Study
Traditions Figurative The Bear Story
Writing Language Doing What You
Assignment Findley's Character Say
Dialogue Newbery Award
16 17 18 19 20

PVR Feb 5 PVR 2/6-2/9 Review 2/6-2/9 Review 2/15-3/15 Read 3/16-3/24
Importance of Feb Monarch Review Genre Leigh's Wax Man Collaborative
5 Butterflies PVR 2/15-3/15 Allusions Discussion
Leigh's Growth Descriptive Writing Male Characters Main Ideas PVR
Descriptive Writing 3/25-End
Quick Write
Vocab Review
21 22

Review 3/25-End Optional Lessons

Passage Provided:
Discussions Character
Theme Conflict
Plot

Key: P = Preview Study Questions V = Vocabulary Work R = Read

Dear Mr. Henshaw Copyright 2017 19

 DAILY LESSONS

Dear Mr. Henshaw Copyright 2017 20

 LESSON ONE
Dear Mr. Henshaw

Objectives
1. Students will learn about Beverly Cleary, author of Dear Mr. Henshaw.
2. Students will practice listening skills while viewing a video about Beverly Cleary.
3. Students will work in small groups to discuss the video.
4. Students will be assigned a Beverly Cleary book for outside reading during this unit.

Activity 1
Show students a video interview with Beverly Cleary. This one is about 15 minutes long:
https://www.youtube.com/watch?v=6b0fY9SmqDY

With this lesson, there is a listening guide students can fill out while watching the video.
Students should get together after the video to compare answers and talk about the video.
Come together as a class to discuss the video and the correct answers.

Activity 2
Share with students a list of books written by Beverly Cleary. (One is provided at the beginning
of this manual.) Have as many as possible available in your classroom for students to look at
and read. Have each book name on a colorful piece of paper (folded up) in a hat or box. Let
each student pick out one piece of paper, one book title, to read as outside reading during this
unit.

Ask if anyone has already read the book they have pulled from the hat. If so, let students
exchange with another student.

Let each student say the name of his/her book out loud. Discuss the impressive number of
books Beverly Cleary has written.

At the end of the unit, on the day after the unit test, come back together as a class to discuss
the books...what they are about, how they may be similar or different from each other...and
what we can learn about Beverly Cleary from the characteristics of her books. You may have
students create their own book covers for their outside reading Beverly Cleary books, and post
them on a bulletin board or wall in your classroom–or make them into mobiles to hang in your
room.

Dear Mr. Henshaw Copyright 2017 21

 LISTENING GUIDE: BEVERLY CLEARY INTERVIEW

1. What is the biggest joy Beverly Cleary received from writing her books?

2. Of all her characters, who would Beverly Cleary like to have dinner with? Why?

3. How did Beverly Cleary come up with the character of Ramona?

4. Why do readers like Ramona?

5. Where does Beverly Cleary get ideas for her books?

6. Does Beverly Cleary write at a certain time every day?

7. What does D.E.A.R. stand for?

8. In what grade did Beverly Cleary discover she enjoyed reading?

Dear Mr. Henshaw Copyright 2017 22

 LISTENING GUIDE: BEVERLY CLEARY INTERVIEW
ANSWER KEY

1. What is the biggest joy Beverly Cleary receives from writing her books?
She enjoys the letters she gets from parents and children telling about someone who
didn’t like to read until reading one of her books.

2. Of all her characters, who would Beverly Cleary like to have dinner with? Why?
She would like to have dinner with Ellen Tebbits because Ellen is the most mannerly of
her characters.

3. How did Beverly Cleary come up with the character of Ramona?

Someone outside in the neighborhood called the name Ramona while she was trying to
decide what to name the character. Ramona was roughly based on a little girl in her
neighborhood.

4. Why do readers like Ramona?

Ramona does not learn to be a better little girl. She remains unreformed.

5. Where does Beverly Cleary get ideas for her books?

She gets ideas from her own childhood, the childhood stories of others, the newspaper,
and sometimes just out of thin air. In the case of Dear Mr. Henshaw, two boys asked her
to write a story about a boy with divorced parents.

6. Does Beverly Cleary write at a certain time every day?

For a long time, she would write just after breakfast, while baking bread, until
lunchtime.

7. What does D.E.A.R. stand for?

It stands for Drop Everything And Read.

8. In what grade did Beverly Cleary discover she enjoyed reading?

She discovered it in the third grade.

Dear Mr. Henshaw Copyright 2017 23

 LESSON TWO
Dear Mr. Henshaw

Objectives
1. Students will review and understand the meaning of “fiction.”
2. Students will review the meaning of “genre” as it applies to fiction.
3. Students will discuss genres of literature and give examples of each.
4. Students will learn what a “diary” is and how that is relevant to Dear Mr. Henshaw.
5. Students will receive books and materials for the unit.

Activity #1
Discuss with students the meaning of the word “genre” as it applies to literature, then discuss
the terms “fiction” and “non-fiction.” You can search the Internet for a slideshare presentation
about these terms to add a multimedia dimension to your presentation. Here is an example:
http://www.slideshare.net/rdeable/genre-presentation-6833777 There are many others. Find
one that suits your style.

Activity #2
After viewing the presentation, have students meet in small groups to answer these two
questions:
• What are the main differences between fiction and non-fiction?
• What are some different types (genres) of fiction? List five and give examples of each.

Come back together as a class to discuss the answers.

Activity #3
Ask students, “What is a diary?” and find out if anyone in the class keeps a diary. Ask what
elements go into a diary entry. After getting student responses, transition them into the
explanation that diary entries often look a lot like a friendly letter, including a date, “Dear
Diary,” and the person’s thoughts about recent happenings in his or her life.

Transition: Explain that Dear Mr. Henshaw, written by Beverly Cleary, is a fictional book in the
format of a collection of letters the main character (Leigh Botts) writes to Mr. Henshaw, his
favorite author. Part way though the book, Leigh discovers that writing the letters is a good
way to practice writing...and that he doesn’t have to mail all the letters. When he discovers
this, he still writes in a letter format, but because he doesn’t mail all the letters, it turns into
Leigh’s diary.

Activity #4
Distribute the books and materials students will use during this unit.

Dear Mr. Henshaw Copyright 2017 24

 LESSON THREE
Dear Mr. Henshaw

Objectives
1. Students will preview vocabulary words for Reading Assignment 1 so they have a
better understanding of the words when they encounter them in the text.
2. Students will preview the study questions for Reading Assignment 1 to get an idea of
what things will be important in the upcoming reading assignment.
3. Students will read assigned entries from Dear Mr. Henshaw and predict what they
think happened previously and what might happen next.

Activity #1
Discuss the vocabulary words for the first reading assignment with your students. The
vocabulary pages following this lesson are designed to be used with your whiteboard, but they
could be printed and given to students if you so choose.

Activity #2
Preview the study questions for the first reading assignment with your students. The student
pages (without answers) follow the vocabulary pages at the end of this daily lesson plan. The
answer key follows Lesson Five, when the answers will be discussed in class.

Activity #3
Tell students they will each have the opportunity to read orally in class. Each student will be
assigned a dated letter or diary entry to read. At the end of this lesson there is a schedule you
can fill out to make the appropriate assignments. Tell students they should practice reading
their passages. Make the assignments. Give students a few minutes to look up their passages
and preview them.

Activity #4
Have students do a Quick Write giving their reaction to the passages they have been assigned.
Ask them what they think happened in previous entries and what they think might happen
after theirs.

Dear Mr. Henshaw Copyright 2017 25

 Dear Mr. Henshaw
Vocabulary For Reading Assignment 1

AMUSE
The boy’s father said city dogs were bored so Joe could not
keep the dog unless he could think up seven ways to amuse it.
(Page 2)

Circle the word you think means something like amuse:

wash exercise entertain feed keep it quiet

Make up a sentence with the word amuse.

____________________________________________________

____________________________________________________

If something is amusing, it is (choose one)

funny sad ugly pretty work

If someone is amused, they will probably (choose one)

cry frown smile sleep

Dear Mr. Henshaw Copyright 2017 26

 Dear Mr. Henshaw
Vocabulary For Reading Assignment 1

DIORAMA
I made a diorama of Ways to Amuse a Dog, the book I wrote to
you about two times before. (Page 3)

Circle which one you think means something like diorama:

movie 3-D picture cake bulletin board

Make up a sentence with the word diorama.

____________________________________________________

____________________________________________________

Where would you most likely see a diorama?

in a museum

at the beach

in a restaurant

Dear Mr. Henshaw Copyright 2017 27

 Dear Mr. Henshaw
Vocabulary For Reading Assignment 1

AUTOGRAPHED
Please send me a list of your books that you wrote, an
autographed picture and a bookmark. (Page 8)

Circle the word you think means something like autographed.

framed old color signed recent

Make up a sentence with the word autographed.

____________________________________________________

____________________________________________________

If you had a baseball autographed by Babe Ruth, would it be

more or less valuable than a baseball not autographed by him?

more valuable less valuable

Place your autograph here:

_________________________________________

Dear Mr. Henshaw Copyright 2017 28

 STUDY QUESTIONS
Dear Mr. Henshaw Reading Assignment 1

May 12 - November 16
1. Who is Mr. Henshaw?

2. Why does Leigh start writing letters to Mr. Henshaw?

3. Who is Bandit?

4. Why does Leigh read Moose on Toast?

5. What did Mr. Henshaw do that made Leigh angry?

6. Why does Leigh’s mom feel that Leigh should answer the list of questions Mr. Henshaw
sent?

7. Why does Leigh read Ways to Amuse a Dog so many times?

Dear Mr. Henshaw Copyright 2017 29

 ORAL READING ASSIGNMENTS
Dear Mr. Henshaw
Page Entry Date Assigned To

2 December 3

3 November 13

4 December 2

5 October 2

6 November 7

7 September 20

9 November 15

12 November 16

14 November 20

16 November 22

18 November 23

20 November 24

23 November 26

25 November 27

27 December 1

29 December 1, starting
with 10. What do you
wish?

31 December 4

34 December 12

36 December 13

37 December 21

39 December 22

40 December 23

41 December 24

43 December 25

45 January 3

Dear Mr. Henshaw Copyright 2017 30

 LESSON FOUR
Dear Mr. Henshaw

Objectives
1. Students will review the introductory lesson materials.
2. Students will read orally and have their reading evaluated.
3. Students will complete Reading Assignment 1.

Activity #1
Do a quick review of the information covered in the introductory lessons.
• Ask students what they remember about Beverly Cleary.
• Ask students the difference between fiction and non-fiction.
• Ask students to give you examples of some different kinds of literary genres.
• Review amuse, diorama, and autographed.

Activity #2
Begin reading Dear Mr. Henshaw orally. You read the first entry then have students read their
assigned passages in chronological order. Complete an oral reading evaluation for each student
as each passage is read.

A form for the evaluation follows in this lesson.

Oral reading of the book should continue until everyone has had a chance to read. After that,
you should decide whether you want oral reading to continue (to give students the opportunity
to practice and improve) or change to silent reading, paired reading, or group reading (or some
combination of these options).

Try to complete reading through page 12 (November 16) today.

Dear Mr. Henshaw Copyright 2017 31

 ORAL READING EVALUATION
Dear Mr. Henshaw

Name ______________________________________ D ate ____________________________

Excellent Good Average Fair Poor

Fluency
Clarity
Audibility
Pronunciation
Expression

Grade __________

Comments:

Dear Mr. Henshaw Copyright 2017 32

 LESSON FIVE
Dear Mr. Henshaw

Objectives
1. Students will review the main events and ideas from Reading Assignment 1
2. Students will practice critical thinking skills while discussing point of
view, motive, and personal relationships based on selected passages or
events from Reading Assignment 1.

Activity #1
Give students a few minutes to look at and discuss the study questions for Reading Assignment
1. This can be done individually, in pairs, or in small groups–at your discretion. After students
have had time to consider the questions and formulate answers, come together as a class to
discuss the answers. The answer key to the study questions follows this daily lesson.

Activity #2
The study questions are questions students can find the answers to in the text. Follow up the
discussion of the study questions with some or all of the Additional Points for Discussion &
Activities, which require more critical thinking skills.

Dear Mr. Henshaw Copyright 2017 33

 STUDY QUESTIONS ANSWER KEY
Dear Mr. Henshaw Reading Assignment 1

May 12 - November 16
1. Who is Mr. Henshaw?
Mr. Henshaw is the author of Leigh’s favorite book and the person to whom Leigh
writes letters.

2. Why does Leigh start writing letters to Mr. Henshaw?

Most of the beginning letters are related to school assignments; he writes to fulfill the
requirements of a school assignment.

3. Who is Bandit?
Bandit is Leigh’s dog.

4. Why does Leigh read Moose on Toast?

Leigh reads Moose on Toast because Mr. Henshaw apparently suggested Leigh should
read a different book by him.

5. What did Mr. Henshaw do that made Leigh angry?

Mr. Henshaw sent back funny answers to Leigh’s questions and sent a list of questions
for Leigh to answer.

6. Why does Leigh’s mom feel that Leigh should answer the list of questions Mr. Henshaw
sent?
She says since Mr. Henshaw took the time to answer Leigh’s questions, Leigh should
take the time to answer Mr. Henshaw’s.

7. Why does Leigh read Ways to Amuse a Dog so many times?

His teacher reads it aloud to the class, and Leigh thinks it is funny. It is about a dog,
which reminds him of his dog, Bandit. So, it becomes his favorite book which he uses for school
assignments when given the option.

Dear Mr. Henshaw Copyright 2017 34

 ADDITIONAL POINTS FOR DISCUSSION & ACTIVITIES
Dear Mr. Henshaw Reading Assignment 1

Point Of View:
Leigh writes, “I am the boy who wrote to you last year when I was in second grade.”
• Considering this sentence, what can you say about point of view?
• Why did Leigh start his letter off this way? [He was probably told to start letters with an
introduction, so he is introducing himself.]
• How many letters do you think Mr. Henshaw gets from his readers in a year?
• Is it likely Mr. Henshaw would remember Leigh’s letter from last year?
• From Leigh’s point of view, he is doing a good job of introducing himself and reminding
Mr. Henshaw of a previous contact. However, from Mr. Henshaw’s point of view,
Leigh’s letter was just one in a sea of letters he received last year.
• What this creates for us, the readers of Beverly Cleary’s book, is humor. We are amused
at a boy’s naive comment because we know this isn’t enough information for Mr.
Henshaw to remember Leigh.

Motives:
On November 7 of Leigh’s fifth grade year, he writes and tells Mr. Henshaw that he has taken
Mr. Henshaw’s suggestion and has read a different book, Moose on Toast.
Why did Mr. Henshaw suggest for Leigh to read a different one of his books?
Students may give many answers. Some possibilities are:
• Leigh has been writing to Mr. Henshaw about the same book in second grade, third grade,
fourth grade, and now fifth grade. It appears as though this is the only book Leigh reads.
Mr. Henshaw wants Leigh to grow as a reader and expand his reading list.
• Mr. Henshaw knows if Leigh enjoyed Ways to Amuse a Dog, he will probably also enjoy
Moose on Toast.
• Mr. Henshaw wants to sell more books.
• Mr. Henshaw is tired of hearing about the same book all the time.
People have different motives for saying and doing the things they do. We should be aware of
this and think about the possible reasons why they say and do what they do.

Personal Relationships, Reasoning:

Leigh sent Mr. Henshaw a list of questions to answer, yet he thinks that it is unfair of Mr.
Henshaw to send him a list of questions.
• Was it fair of Leigh to send Mr. Henshaw a list of questions?
• Was it fair of Mr. Henshaw to send Leigh a list of questions?
• What does all of this suggest about personal relationships? What makes something “fair”
or “not fair” when we interact with other people?

Dear Mr. Henshaw Copyright 2017 35

 Dear Mr. Henshaw Additional Points For Discussion & Activities Reading Assignment 1 Page 2

• Are there times when doing something that is “not fair” is necessary? Under what
circumstances could you ask a friend to do something extraordinary for you? Under what
circumstances would a friend not mind doing something extraordinary for you?
• What would you suggest as some guidelines for building relationships with people?

Literal Versus Figurative:

Leigh writes, “If my dad were here, he’d tell you to go climb a tree.”
What does “go climb a tree” mean?
Leigh means his dad would not expect him to answer Mr. Henshaw’s questions.

Dear Mr. Henshaw Copyright 2017 36