Enormous Egg Guide

SYNOPSIS
Nate Twitchell has just begun to enjoy his summer vacation in Freedom, New
Hampshire when one of his family’s chickens lays a very unusual egg. The egg is
long and skinny, has a soft, leathery shell, and is so big that the hen who laid it
cannot turn it by herself. Nate is determined to ensure that the enormous egg
hatches. After spending weeks caring for the egg, it finally hatches – and out steps
a baby triceratops! Scientists, reporters, and onlookers flock to the Twitchell
house to see the rare dinosaur, but as it grows, problems ensue. The dinosaur
rapidly grows in height and weight, and Nate must finally make the difficult
decision to move the dinosaur to the National Museum in Washington, D.C. where
it can be properly cared for. Once there, however, a misguided senator attempts to
convince lawmakers that caring for a triceratops is bad for the economy and the
nation, and that dinosaurs should therefore be outlawed. Nate must call on the
public to help him save his beloved dinosaur, Uncle Beazley.
Written in 1956 by Oliver Butterworth, The Enormous Egg tells the first person
account of a boy who must fight for the life of his beloved pet. Written at
approximately a 5th grade reading level, this book makes an excellent novel study
for 4th -6th graders, or a hilarious read-aloud for 2nd – 6th graders.
How to use this guide

This guide contains chapter-by-chapter activities for using The Enormous Egg in
the classroom. Each chapter guide consists of 4 parts:
 Vocabulary List – A list of words from which to choose focus vocabulary

words for that chapter.
 Prereading Activities – Suggested activities and discussion starters to access
students’ prior knowledge, make predictions, and recall previously read
portions of the story.
 During Reading Discussions - Page-by-page reading guides including
discussion questions to be used during the reading of the chapter. The guide
© Rebecca Bettis, 2010
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tells you exactly where to stop for discussion during a read-aloud or where
to have students stop during silent reading for whole group discussions. It
also gives specific, higher order, open ended discussion questions to spark
students’ thinking and engage them in the reading.
 Post-reading Activities – For each chapter, a teacher-led mini-lesson is
included. Mini-lesson topics include: Reading for Details, Sequencing,
Making Predictions, Compare/Contrast, Problem/Solutions, Context Clues,
Cause/Effect, Drawing Conclusions, and Summarizing. Mini-lessons are
designed to be teacher-led direct instruction of specific skills for whole class
or small group instruction. Also included are independent post-reading
activities for each chapter. Reproducible activities for 11 of the 17 chapters
are included. Instructions for independent activities for the remaining 6
chapters are also included. Students will maintain a portfolio containing at
least 1 independent product for each chapter in the novel.
Instructions for an optional Book Club to be conducted after every 3 chapters

are also included. The novel guide includes follow-up activities for use after
the completion of the book, including final project ideas, a Jeopardy® style
quiz game (both an interactive PowerPoint and a printable version of the game
are included), and 2 versions of a final test. When a reproducible worksheet or
other activity is included to go along with a lesson, a hyperlink to a separate
document in this file is included, or the files can be found within the zipped
Enormous Egg folder. For all printables, both a pdf and a Word file are
included for your convenience.

Chapter 1:
Vocabulary – peculiar, queer, dependable, almanac, complain, disturb, cellar,
roused, squawk, whooping, muffled, lopsided, teetering
Before reading –
1. Predicting: Show title and picture from pg. 7 (do not show cover picture) Have
students guess what the book might be about and predict what will hatch from
the egg. Give students a plastic egg and have them draw and label what they
think will hatch from the egg, then fold their drawing and insert it into the egg.
2. Vocabulary: Introduce vocabulary words, discuss meanings.
3. Pass out books, ask students it evaluate/revise their predictions about what will
hatch from egg, if necessary, based on cover. Have students create an
Enormous Egg portfolio sleeve by folding a large sheet of construction paper in
half and decorating the cover. They will keep their work in this portfolio.
During reading (discussion) –

1. After 2nd paragraph (pg. 2) - Ask students to describe the setting of the story.
Discuss the time period in which the book takes place (1950s) and differences
from today.
2. After top of pg. 3 – Discuss the problem the Twitchell family faces. How do
you think they will solve the problem?
3. After top of pg. 4 – How did the family decide to solve the problem?
4. After pg. 5 – What peculiar thing happened? What made the egg unusual?
5. After pg. 8 – What were the Twitchells considering doing with the egg? What
did they finally decide to do?
After reading –
1. Mini-lesson: Reading for details. Focus on pg. 4-5 sentence “For about a week
I noticed that one of the hens was looking pretty queer.” Create a list of phrases
that prove this sentence. (had swelled out quite a bit, was lopsided, feathers
stuck out all over, so big she could hardly waddle, getting more and more
bulgy)
2. Students finish the sentence and illustrate: Nate Twitchell’s hen was looking
pretty queer. It___. Place illustration in portfolio.

Chapter 2:
Vocabulary – interfere, chore, budge, fidgety, fate, miraculous, mammoth,
uneasiness, glum
Before reading –
1. Introduce vocabulary, discuss meanings.
2. Brainstorm difficulties Nate and the hen might face in taking care of the egg.
During reading (discussion) –

1. After middle of page 10 – Why couldn’t the hen take care of the egg herself?
Describe how taking care of the egg impacts Nate’s life.
2. After pg. 11 – Who was taking care of the egg every night?
3. After pg. 13 – How did the reporters find out about the egg? Why were they
interested in the egg?
4. After pg. 15 – Why do you think the egg hasn’t hatched?
5. After pg. 16 – Do you think the egg will ever hatch? What do you think the
Twitchells should do with it if it doesn’t hatch?
After reading –
1. Mini-lesson: Reading for details. Focus on pg. 9, “Taking care of that egg was
an awful chore.” Create list of phrases that prove the sentence. (so big the poor
hen couldn’t handle it; hen couldn’t budge the big egg; had to come over 3-4
times per day to turn it over; kept me kind of busy; etc)
2. Students finish the sentence and illustrate: Taking care of that egg was an awful
chore because_____. Place illustration in portfolio.

Chapter 3:
Vocabulary – freak, discouraged, rare, patient, cove, whopper, specimens, craning,
unduly
Before reading:
1. Introduce and discuss vocabulary.
2. Predict – Do you think the egg will finally hatch? What do you think could
make the egg hatch?
During reading (discussion):

1. After pg. 17 – Why does the hen sit on the egg? (What is the purpose?) Why
doesn’t she need to turn it so much now?
2. After pg. 18- What does Nate like to do at the lake?
3. After pg. 19 middle – What do you think “summer people” are?
4. After pg. 23 middle – Why do you think Dr. Ziemer is interested in the egg?
5. After pg. 25 top – What do you think Dr. Ziemer believes the egg to be? Why
would he think this?
After reading:
1. Mini-lesson: Reading for details. Focus on pg. 22 sentence “I have a collection
of rare eggs myself.” Create a list of what makes Nate’s egg a rare egg. (long
and thin; kind of like a sausage; shell was kind of leathery; you can push the
shell in a little with your finger)
2. Students finish the sentence and illustrate: Nate’s egg was a rare egg. It _____.
Place illustration in portfolio.
Book Club (Optional)

An optional book club can be conducted after every 3rd chapter (or as often as
desired). Each time students participate in the Book Club project, groups are
assigned a different job, so that by the end of the novel, each group has completed
each job at least 1 time.
1. Introduce Book Club jobs: Reporters (identify main events of story), Word
Detectives (locate challenging vocabulary and teach words to the class), Quiz
Masters (write 5w questions that will become quiz), Artists (illustrate and write
a caption for most important events in the story so far)
2. Assign students to mixed ability level groups of 6-8. Give each group the
following roles and assignments. Printable Book Club job descriptions are
included in the attached file titled “Book Club Jobs”. The job descriptions can

be printed onto cardstock and laminated. They can be used with any novel or
book.
a. Reporters – Write a summary including important events in the story
since the last Book Club. Summaries will be compiled into a “junior
novelization” at the completion of the novel.
b. Word Detectives – Create a list of challenging words, and complete a
word puzzle for at least 1 word from the list. Puzzles will be compiled
into a word puzzle game at completion of novel. A Word Puzzle file is
included in an attached file. Copying the puzzle form onto cardstock will
make it more durable.
c. Quiz Masters – write at least 1 of each W question (Who, What, When,
Where, Why) from each chapter (minimum of 15 questions). Questions
from all book clubs may be used for Jeopardy at completion of novel or
teacher may choose to use the questions as a quiz prior to reading the
next chapter.
d. Artists – Illustrate and write a caption for the most important event from
each chapter. Illustrations can be compiled into a picture book at
completion of the novel.

Chapter 4:
Vocabulary – anxious, commotion, persuade, poultry, fluttered
Before reading:
1. Optional – Use the questions made by the “Quiz Masters” during Book Clubs as
a quiz on chapters 1-3.
2. Introduce and discuss vocabulary
3. Predict – Will the egg hatch? What will happen if it finally does?

1. After pg. 28 – Nate was ready to give up on the egg, but now he is excited
about it again. Why? What does a watched pot never boils mean?
2. After 29 – What does pop mean when he says “we collect eggs twice a day”?
3. After pg. 30 – Why do Nate’s parents keep telling him not to get his hopes up?
What are they worried about?
4. After pg. 31 – What do you think is in the nest?
5. After pg. 33 middle – Do you think Nate recognized the thing that hatched from
the egg? Why not?
6. After pg. 34 – Discuss the job of telephone operators in 1950s, as this concept
will probably be unfamiliar to students.
7. After pg. 36 – Does Dr. Ziemer know what was in the egg? How do you think
he knows?
After reading:
1. Mini-lesson: Sequencing – reread pg. 30, paragraphs 3-4. Has the egg hatched
at this point in the story? Do the Twitchells know what will come out of the
egg? Do they really believe a dinosaur is in the egg? Introduce the concept of
foreshadowing, focusing on order of events.
2. Complete Chapter 4 thought bubbles worksheet (file attached) – What did the
Twitchells think about the idea of a dinosaur being in the egg before it hatched
and after it hatched? Color the worksheet and place in portfolio.

Chapter 5:
Vocabulary – sparkling, quivering, biological, dazed, decent, profession,
paleontologist, snicker, ancient, anxious, tremendously, telegram, announcement,
inquisitive, colleagues, nuisance, bustling
Before reading:
2. Predict – What things might the Twitchells have to deal with in regards to
having a dinosaur living in their yard?

1. After pg. 38 middle – Why is Dr. Ziemer so excited?
2. After pg. 39 middle – Why did the hen “act a little dazed”? What was she
expecting to happen?
3. After pg. 41 – What is a paleontologist? What types of things does Dr. Ziemer
study?
4. After pg. 42 – How will the dinosaur’s existence change the Twitchell’s lives?
5. After pg. 43 – Why doesn’t Nate want to send the dinosaur to a museum or
zoo? What would you do in his place?
6. After pg. 44 – How do the Twitchells and Dr. Ziemer plan to solve the
problems they will face because of the dinosaur?
After reading:
1. Mini-lesson: Sequencing; focus on change over time; reread pg. 39, first full
paragraph. How have the hen’s expectations changed when faced with the
reality of what came out of the egg? Why?
2. Complete Chapter 5 thought bubbles worksheet – What did the hen think about
the egg and what was expected before the egg hatched? What was she thinking
after it hatched?

Chapter 6:
Vocabulary – accustomed, freak, gizzard, wobbled, appetite, prejudice, amiable,
metatarsals, approximate, ton, skeptic
Before reading:
1. Introduce and discuss vocabulary
2. Predict – What do you think Nate and Dr. Ziemer will do with the dinosaur now
that it’s hatched?

1. After pg. 47 – Why doesn’t Joe believe Nate?
2. After pg. 48 – What does Joe think about the dinosaur after he sees him?
3. After pg. 50 – Why do you think they need to give the dinosaur pebbles?
4. After pg. 51 middle – Discuss what a gizzard is and what it does, as this
concept may be unfamiliar to students.
5. After pg. 53 middle – What do Nate and Dr. Ziemer plan to do with the
dinosaur? Think about how much food the dinosaur ate. What problems might
Nate face later on in regards to food?
6. After pg. 55 – Why is Nate hesitant to pick up the dinosaur?
7. After pg. 56 – Why is Dr. Ziemer measuring the dinosaur so carefully?
8. After pg. 58 middle – What can scientists learn about dinosaurs by studying a
live one that they could not learn by studying bones and fossils?
After reading:
1. Mini-lesson: Predictions – focus on change over time/making predictions. How
do you think the dinosaur will change over time? What problems will these
changes cause? (Example – He will get bigger and bigger. Nate will not be
able to find enough food for him.) Create a list of evidence for the predictions
(ate his way through 2 piles of food, ate over 1/3 of his weight, triceratops can
grow to be 20 ft. long and weigh 10 tons)
2. Create a double sided illustration: The dinosaur on the day it hatched on 1 side,
a prediction of the dinosaur at 1 month of age on the other side; for each side,
write a description of its size, weight, amount of food it will eat, problems in
raising it, etc. Put completed illustration in portfolio.
Book Club
Rotate groups to new jobs. Complete jobs for chapters 4-6.

Chapter 7:
Vocabulary – consult, convinced, queer, inherit, ancestor, scaly, peculiar, recollect,
resemblance, crotchety
Before reading:
1. Optional: Use Quiz Master questions from Book Club as a quiz for chapters 4-
6.
3. Predict: What will the Twitchells name the dinosaur?

1. After pg. 60 – What does Dr. Ziemer mean when he says, “In another 24 hours
or so, I suspect things are really going to be popping in Freedom.”
2. After pg. 61 middle – Why are dinosaurs called “terrible lizards”?
3. After pg. 62 – How does Dr. Ziemer explain a dinosaur hatching from a hen’s
egg?
4. After pg. 66 – What does Nate decide to name the dinosaur, and where does he
come up with the name?
After reading:
1. Mini-lesson: Compare/contrast; as a class, create a Venn diagram comparing
triceratops and chickens
2. Color and label Chapter 7 triceratops/chicken worksheet – label parts that are
similar and describe how they are alike. Put completed sheets in portfolio.

Chapter 8:
Vocabulary – annoyed, fascinating, impatient, spluttered, wilderness, suspected,
scowled, abandoned, degenerate, remarkable, dubious, gladiola, racket
Before reading:
2. Predict – How will people react when they see Uncle Beazley for the first time?

1. After pg. 67 – Who do you think is the man at the door?
2. After pg. 68 – Does the man at the door believe that Nate has a real dinosaur?
What does he believe?
3. After pg. 70 – How is Dr. Kennedy feeling at this point?
4. After pg. 71 – Where do you think Uncle Beazley went?
5. After pg. 73 – Why do you think Uncle Beazley left his pen?
6. After pg. 74 – What does Mrs. Parsons think when Nate says he is looking for a
dinosaur?
After reading:
1. Mini-lesson: Problem/Solution – What was the main problem in chapter 8?
(Uncle Beazley escaped.) What sentences prove this? (pg. 71 – Good heavens!
He’s gotten out! and pg. 72 – He probably crawled under his own pen and
pushed right through here.) What efforts were taken to solve the problem?
(The whole family and both doctors searched for him in the pasture and the
neighbor’s yard.) Where do you find this? (pg. 72 – We’ll have to hunt for him
in that long grass.) How was it solved? (They found him in the neighbor’s
garden.) What sentence proves this? (pg. 74 – I saw something moving in
among the gladioli.)
2. Complete Chapter 8 What’s the Problem? worksheets and place in portfolio.
There are 2 worksheets in this file. Either or both can be used at this time.

Chapter 9:
Vocabulary – beckoned, specimen, compartment, nuisance, stubborn, admirable,
explanation, pity, shuddered, dangling, jabbering, theory, racket
Before reading:
2. Predict – What would scientists do if they discovered a living dinosaur?

1. After pg. 79 – What does Dr. Kennedy want to do with Uncle Beazley? What
do Dr. Ziemer and Nate want to do with him? If you had a dinosaur, would you
sell it for $100? For any amount of money?
2. After pg. 81 – Why doesn’t Nate want to sell Uncle Beazley?
3. After pg. 83 top – Why do people continue to think that Uncle Beazley is a
fossil and not a live dinosaur?
4. After pg. 84 middle – How is Uncle Beazley changing every day? What is
causing this change?
5. After pg. 85 middle – How is Uncle Beazley’s presence a good thing for the
Twitchells? How is it a bad thing for the family?
After reading:
1. Mini-lesson: Context clues; focus on pg. 82 “There just aren’t any
accommodations here.” Ask students to predict meaning of accommodations.
Read entire paragraph, including sentences before and after. Point out context
clues (“Where are they going to stay?”, “no hotel, no restaurant, no inn” etc.)
Lead students to use context clues to determine meaning of accommodations.
2. Complete Chapter 9 worksheet There was bedlam at the Twitchells’ house!
Color and place worksheet in portfolio.
Book Club
Rotate partners to new jobs. Complete jobs for chapters 7-9.

Chapter 10:
Vocabulary – dignified, convinced, curious, frankfurter, authority, precious,
flocking, convertible, errands, proposition, campaign, obvious, possession,
manufacturers, leather, disgusted, scythe
Before reading:
9.
3. Predict – How will Nate and the Twitchells deal with the chaos surrounding
Uncle Beazley?

1. After pg. 91 – Why did Dr. Ziemer doubt whether Uncle Beazley was really a
dinosaur? Why was he convinced that Uncle Beazley was a dinosaur after
Professor Morrison said he was?
2. After pg. 94 top – What does Bill Griner want to do with Uncle Beazley? Why
does he want to do this?
3. After pg. 95 middle – What are Nate and Bill Griner arguing about?
4. After pg. 97 middle – Why does the whiskey man want Uncle Beazley, and
what does he plan to do with him?
5. After pg. 97 – What reason does Nate give for saying no to the whiskey man?
6. After pg. 98 – What does the McDermis Luggage Company want to do with
Uncle Beazley?
7. After pg. 99 – How has Uncle Beazley been changing?
8. After pg. 101 top – What reasons does Dr. Ziemer give for Uncle Beazley’s
growth rate? What problems is Dr. Ziemer referring to?
9. After pg. 101 – What was the main problem with keeping Uncle Beazley? How
did Nate solve the problem?
After reading:
1. Mini-lesson: Context clues; focus on pg. 101 top, “Perhaps his metabolism has
been speeded up”. Use context clues to determine the meaning of metabolism.
2. Complete Chapter 10 worksheet, What Do They Want? Students can use the
following sentence frame: _____ wants to _______. Color and place in
portfolio.

Chapter 11:
Vocabulary – balance, serious, scarcely, climate, dismal, ventilated, parlor, glum,
available, appetite, gunwales, interrupt, suitable, generous, enthusiastic, flustered,
salary
Before reading:
2. Predict: What will happen now that Uncle Beazley is growing so large?

1. After pg. 105 – What special problems will Nate face with Uncle Beazley when
the weather gets cold?
2. After pg. 107 top – What makes a dinosaur unsuitable to cold weather? What
adaptations would make it possible for a dinosaur to survive a cold winter?
3. After page 108 top – Reread the last paragraph, beginning with “I had to
swallow a couple of times”. What words describe what Nate is feeling? How
do you know?
4. After pg. 110 – What do you think Cynthia’s secret is?
5. After pg. 112 middle – Why do you think Dr. Ziemer’s eyes “were twinkling”?
6. After pg. 114 – If Nate earns $25 each week, how much money will he earn in 4
weeks?
After reading:
1. Mini-lesson: Problem/solution; focus on problem of keeping Uncle Beazley in
the winter. Why is cold weather a problem for Uncle Beazley? Create a list.
What could be done to solve this problem? How will this help?
2. Complete Chapter 11 worksheet, Build a Winter Home worksheet. Color and
place in portfolio.

Chapter 12:
Vocabulary – bedding, sluggish, sizable, lumbered, expedition, forsaken, soothing,
advantages, civilization, watchman
Before reading:
2. Predict/Prior knowledge – Have you ever been away from home for a long
period of time (like summer camp)? How did it feel? How do you think Nate
feels as he leaves for Washington with Uncle Beazley? How will they get
Uncle Beazley to Washington?

1. After pg. 117 middle – How did Nate get Uncle Beazley to get into the truck?
How did he know this would work?
2. After pg. 121 top – What doesn’t Uncle Beazley like? What happened when
the car horn blew? Why was traveling through New York challenging?
3. After pg. 123 top – What do you think Nate would do if Uncle Beazley decided
to run away?
After reading:
1. Mini-lesson: Cause/effect – introduce concept and cause/effect graphic
organizer. Begin with the statement, “Uncle Beazley was moved to the
National Museum in Washington, D.C.” Fill in the graphic organizer with
causes of the move and the effects of it. The attached graphic organizer can be
used for any cause/effect lesson.
2. Complete Chapter 12 worksheet Why is Uncle Beazley so BIG?. Color it and
place in portfolio.
Book Club

Chapter 13:
Vocabulary – stroll, accustomed, swarming, endangering, superintendent,
accounts, alfalfa, dreadful, horsepower, stubborn
Before reading:
12.
3. Predict – What problems might a 2,000 lb. dinosaur cause in Washington?

1. After pg. 126 middle – How is life in Washington different from life in
Freedom, NH?
2. After pg. 127 – Why doesn’t Dr. Ziemer want people to know about Uncle
Beazley?
3. After pg. 129 – What words in the 4th paragraph on pg. 128 tell you what a Mall
is? What words on pg. 129 help you figure out what “doing accounts” entails?
4. After pg. 131 top – Describe Uncle Beazley now.
5. After pg. 131 middle (Stop after the sentence, “Then one morning a dreadful
thing happened”) – Without looking ahead, what dreadful thing do you think
might have happened?
6. After pg. 133 – What caused Uncle Beazley to get scared? What was the effect
of his scare?
After reading:
1. Mini-lesson: Review cause/effect – Complete graphic organizer for the event,
“We decided that the best time to exercise Uncle Beazley was early in the
morning” from pg. 127.
2. Students use drawing paper to create a 3 panel comic strip showing the cause,
event, and effect of the traffic incident (a driver blew his horn, Uncle Beazley
got scared, he pushed over the truck). An easy way to make a 3 panel comic
strip is to cut a 12x18 or 8.5x11 piece of white paper in half lengthwise and
then fold the resulting strips into thirds. This will make 2 comic strips from a
single piece of paper. Place finished comic in portfolio.

Chapter 14:
Vocabulary – motioned, conversation, sober, observation, incident, traipsing,
ordinance, stabling, designated, livestock, economy, budget, nudged, brute
Before reading:
2. Predict – What will happen as a result of the traffic incident?

1. After pg. 137 – Does the police officer believe that a dinosaur knocked over the
truck? Why not?
2. After pg. 140 top – What is the officer telling Dr. Ziemer and Nate to do with
Uncle Beazley? Why is he telling them that? Where do you think they will
take Uncle Beazley?
3. After 141 top – What might be a problem with Uncle Beazley living at the zoo?
4. After pg. 142 – Do you think Uncle Beazley will be happy and comfortable in
his new home? Why or why not?
5. After pg. 145 – Why doesn’t the senator want Uncle Beazley to stay at the zoo?
Do you think the government should pay for his care, even if it costs millions of
dollars? Why or why not?
After reading:
1. Mini-lesson: Drawing conclusions – introduce the concept. Conclusion:
Senator Granderson does not think Uncle Beazley is valuable. Ask students to
justify the conclusion with events and statements from the book. (“Kind of an
ugly brute, isn’t he?” “It’s time that people learned that the US government
isn’t going to pay for every fool notion that turns up.”)
2. Complete Chapter 14 worksheet, Uncle Beazley’s New Home. Color and place
in portfolio.

Chapter 15:
Vocabulary – senate, welfare, expenses, outmoded, dissuade, legislation, whim,
nudged, devoted, constitutes, top-heavy, dismay, scold, unnatural, exterminated,
gluttonous, surplus
Before reading:
2. Predict – What will the senators decide to do about Uncle Beazley?

1. After pg. 147 – What is Senator Granderson objecting to about Uncle Beazley?
2. After pg. 148 – Why does Senator Granderson think that elephants are ok to
take care of but dinosaurs are not?
3. After pg. 149 – Is it reasonable for the senator to claim that Uncle Beazley is
not an American animal, while lions, tigers, and giraffes are?
4. After 151 middle – What law is the senator trying to pass? Why? What are
some other laws Senator Granderson has proposed?
5. After pg. 155 top – Do you agree with the senator? Why or why not? Are his
facts correct? (example – Did Columbus plant an American flag?) What does
the senator want to do with Uncle Beazley?
6. After pg. 157 top – What do you think the outcome of the debate will be?
After reading:
1. Mini-lesson: Summarizing – focus on Senator Granderson’s speech, pg. 152-
155. Read 1 paragraph at a time and create a sentence that sums up each of the
senator’s arguments.
2. Complete Chapter 15 worksheet, Balancing Uncle Beazley. Place in portfolio.
Book Club

Chapter 16, pg. 159-167 (Chapter 16 is lengthy, and has
therefore been divided into 2 sections):
Vocabulary – gloomy, wrangled, inefficient, fierce
Before reading:
15.
3. Predict – What will the senators decide? How will Nate and Dr. Ziemer
convince them to spare Uncle Beazley?

1. After pg. 160 top – Why wouldn’t Nate want to stay in Washington if Uncle
Beazley is killed? Why wouldn’t he want to go home?
2. After pg. 163 top – How would it help if people wrote their senators? What
would they tell their senators? Do senators have to listen to the people? What
happens if they don’t?
3. After pg. 164 middle – Why would it be more effective for Nate to talk on TV
than for Dr. Ziemer?
4. After pg. 167 – In Nate’s opinion, what is wrong with the speech that Mr.
Bonelli wrote for him?
After reading:
1. Mini-lesson: drawing conclusions; focus on last paragraph pg. 166. List
phrases that give clues as to how Nate is feeling. Then use the clues to write a
sentence that describes Nate’s emotions before he goes on TV.
2. Complete Chapter 16a worksheet, Save Uncle Beazley. Color and place in
portfolio.

Chapter 16, pg. 168-176:
Vocabulary – distinguished, signals, tame, controversial, descended, madhouse,
demonstration, delegation
Before reading:
2. Predict – How will Nate do on TV?

1. After pg. 169 top – What happened to Nate’s speech? Did Dr. Ziemer take his
speech on purpose? If so, why?
2. After pg. 169 – What will Nate say?
3. After pg. 171 – Do you think Nate’s speech will do any good? Why or why
not?
4. After pg. 173 – Do you think Dr. Ziemer was right to take Nate’s speech? Why
or why not? What do you think will happen as a result of Nate’s speech?
5. After pg. 175 top – What effects has Nate’s speech had so far? Will it help
Uncle Beazley?
After reading:
1. Mini-lesson: Cause/effect; Discuss causes and effects of Nate’s TV appearance.
Locate specific places in text that describe causes and effects.
2. Complete Chapter 16b worksheet, Special Report! Color and place in portfolio.

Chapter 17:
Vocabulary – bulletin, agent, cider, whiff, contributed
Before reading:
2. Predict – What will happen to Uncle Beazley now?

After pg. 179 middle – Why is the town giving Nate a parade?
After reading:
1. Mini-lesson: Sequencing; List the main events in Uncle Beazley’s life. Then
predict what Uncle Beazley would be like today.
2. Create a comic strip of Uncle Beazley’s life. Include captions and thought
bubbles with what he would be thinking.
Book Club

After Reading:
 Compile Book Club work into final projects:
o Compile all chapter summaries from Reporters into a book entitled
“The Enormous Egg: A Junior Novelization”. Students can type the
summaries, illustrate using paper/art supplies or a computer program
such as Kid Pix, and publish the book in any way you please. The
book can be placed in your class library or shared with a younger
class.
o Create a vocabulary game by cutting apart all vocabulary puzzle
pieces created Word Detectives. Store the pieces in a plastic baggie
or pencil box. Students can play the game by matching all the puzzle
pieces to the correct word.
o Create an Enormous Egg picture book by compiling all illustrations
and captions created by Artists into a book. Share the book with a
younger class or place it in your class library.
 Play The Enormous Egg quiz game. This Jeopardy ® style quiz game can
be played as a whole class as a review of the book or by pairs or small
groups as a center or independent activity. Both an interactive PowerPoint
version and a printable version is included.
o The PowerPoint version of the game can be projected onto a large
screen or TV to be viewed by the whole class. If the technology for
this method of play is unavailable, use the included printable quiz
game file.
o Game setup – Printable version: Print out the game cards. Using 3x5
index cards, glue a question to one side and the matching
category/value card to the other. Using the cards, form a grid on the
blackboard or a table, with the category heading cards at the top of
each column and the question cards (question side down) in numerical
order under the appropriate heading. To play, student or team A
chooses a category and value. Turn the card over and read the
question. The student or team must answer the question. If they are
correct, they get the points listed on the front of the card. If they are
incorrect, team B has a chance to steal the points by correctly
answering the question. At the completion of the turn (whether or not
the question is answered correctly) it is team B’s turn. Have teams
keep track of the total number of points they earn. The winner is the
team with the most points after all questions have been answered.
NOTE – Questions increase in difficulty as the point value increases.

o Game setup – Computer version: Run the PowerPoint presentation
from slide 1. Team A chooses a category and point value. Click on
the desired point value to view the question. After the team has
answered the question, you can either click the arrow to return to slide
1 or click the picture of Uncle Beazley to view the answer. Clicking
the purple arrow will always take you back to the main game board
slide. Play according to the same rules as the printable version. Have
teams keep track of the total number of points they earn. The winner
is the team with the most points after all questions have been
answered. NOTE – Questions increase in difficulty as the point value
increases.
 Two versions of a final test are included for differentiation or retesting
purposes. Test A is slightly more challenging. It contains a 6 question
character matching section, 5 true/false questions, 4 open ended questions in
which students are asked to identify the cause of a specific event, and 5 open
ended questions in which students are given a specific event and are asked to
identify the effect(s) of the event. An answer key is included. Test B is a
slightly easier form of the test. It contains the same 6 matching questions as
Test A, as well as 5 fill-in-the-blank questions and 9 multiple choice
questions in which students are asked to identify the cause or effect of a
specific event from the story (students are given 2 choices and must
underline the correct one). An answer key is included.


Enormous Egg Guide

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SYNOPSIS

How to use this guide

 Vocabulary List – A list of words from which to choose focus vocabulary

Instructions for an optional Book Club to be conducted after every 3 chapters

© Rebecca Bettis, 2010

During reading (discussion) –

© Rebecca Bettis, 2010

During reading (discussion) –

© Rebecca Bettis, 2010

During reading (discussion):

Book Club (Optional)

© Rebecca Bettis, 2010

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

During reading (discussion):

© Rebecca Bettis, 2010

© Rebecca Bettis, 2010

© Rebecca Bettis, 2010

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