Common Core Unit 6.4 Courageous Characters: The Golden …



The Golden Goblet, by Eloise McGraw Unit 6.4 By Annie Vickery Essential Questions: How are acts of courage revealed in writing? How do characters change as a result of these acts of courage?Supplemental Texts: Counting on Grace by Elizabeth Winthrop Literature Circles/Guided Reading Suggested stories listed in ARSU document Available online:“Casabianca” (Hemans): “If” (Kipling): Narrative of the Life of Frederick Douglass free audio download: Web Tools:Create a three circle Venn online: Motion: The African American Migration Experience: an actual Titanic Passenger to see if they survive. Get biographical details about the ship and the passenger. My Hero Project: Choose a story on this website of heroic/courageous action to read and use for the essential questions/journal questions above interactive journey from slavery to freedom on the UR. Tool: Choose Your Own Adventure Story Writing Activity: Map PDF: word map example, blank, and rubric: Assessment: After reading one of the literary pieces about a courageous character, write a paper about how the character had the courage to “follow his or her convictions.” Specifically,What were his/her convictions?What challenges did the character face in trying to follow their convictions?Provide specific examples from the text to support the ideas presented.Provide quotes and PPL’s to prove the examples.Edit the paper for grammar, sentence structure, spelling and mechanics. Possible Suggested Supplemental Activities:Compare and contrast two courageous characters OR a courageous and a cowardly character. Consider how we memorialize courageous people and actions. Examine images of the Lincoln Memorial, the Iwo Jima Memorial, the Viet Nam Memorial, and the Washington Monument. What is the style of the memorial and what is its intended effect? What local memorials can be found in Castleton or Vermont? Survivors from the Titanic reported that musicians played music to keep the passengers calm while the crew loaded the lifeboats. Read a primary source from a Titanic survivor and in a well developed paragraph, provide and explain three reasons why this was an act of courage.Vocabulary work on textual vocabulary (see list in vocabulary section). Given a list of possible definitions, determine the meaning of new words from context sentences. Create index cards with meaning, definition, context sentence, and sample sentence. Use FYT as model for sentences.Choose an exemplary courageous character from history. Write a description of this person, their courageous acts, and the challenges they faced in trying to stick to their convictions.Read the poem “Casabianca” and decide if the hero of the poem is crazy or courageous. Write a well-developed paragraph stating your opinion and providing three reasons to support your opinion and relevant evidence from the text.Read the poem “If” by Rudyard Kipling and explain the author’s theme of everyday courage. Cite passages to support your point of view. Create a visual presentation or web page discussing the poem and citing passages.Read primary source accounts or interview of several people who were courageous in an event/time period (slavery, Titanic, Depression). Explain what experiences are similar between the reports.Make a T-chart and label what facts/details are historical and which are fictional from the piece of historical fiction. Use research documents to support your analysis.While reading a text with a courageous character, keep a journal that answers the following questions:What obstacles does the protagonist overcome?How does the protagonist respond to different events?Who is the antagonist?How does the character grow/change during the novel?What does the protagonist learn about him/herself?Select quotes and PPLs to support responses to each of these questions throughout the book.Select a passage that particularly demonstrates the protagonist’s courage. Select the words and phrases that most communicate the emotion or suspense of the scene. Explain your pare two texts about courageous characters. Find similarities and cite passages with PPLs to support your response.Create a word/concept map on large paper or online that defines the word courage and provides textual examples and/or passages/PPLs of courage from the novel.The following ELA Common Core Standards will be referenced in the Assessments Chart:Common Core ELA Standards Grade 6Literary TextCite textual evidence to support analysis of explicit and implicit text information.Determine a theme or central idea and how it is conveyed through details.Give a summary of details.Describe plot segments and how characters change as the plot progresses.Determine the meaning of words and phrases.Determine figurative meaning of words and phrases.Analyze the meaning of word choice on meaning or tone.Analyze how a sentence, chapter, scene, or stanza contributes to theme, setting, or plot.Explain how an author develops the point of view of the narrator or pare and contrast the experience of reading a piece and viewing or listening to a recording/film/live performance of piece. Compare and contrast pieces of the same theme but different rmational TextCite textual evidence to support analysis of explicit and implicit text information.Determine a theme or central idea and how it is conveyed through details.Give a summary of details.Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in the text (through examples or anecdotes, for example).Determine the meaning of words and phrases.Determine figurative meaning of words and phrases.Analyze how a particular sentence, paragraph, chapter, or section fits into the text and contributes to the development of ideas.Determine the author’s point of view and purpose and explain how it is conveyed in the text.Integrate visual information and text to get a fuller understanding of a topic.Find and contrast claims that are supported and claims that are pare and contrast different author’s presentation of the same topic.Writing: To prove an argumentSupport claims with clear reasons and relevant anize arguments and evidence clearly.Use credible sources.Demonstrate a clear understanding of a topic.Use transitional words and phrases to show the relationship between arguments.Write with a formal style.Conclude the argument logically.Writing: to inform or explainOrganize ideas and information using text structures such as definition, classification, compare/contrast and cause/effect.Use headings, subheadings, graphics, and multimedia to convey informationUse facts, definitions, details, and quotes to develop ideas.Use transitional words and phrases to show the relationship between ideas.Use precise language and topic specific vocabulary to develop ideas.Write with a formal style.Conclude the piece logically.Writing: To develop real or imagined experiences or eventsIntroduce a narrator and charactersOrganize an event series that unfolds logically and naturallyUse dialogue, pacing, and description to develop experiences, events, and charactersUse transition words and phrases to signal changes in time and settingUse precise words, relevant details, and sensory languageProvide a logical conclusionWriting Process and DistributionProduce clear coherent writing appropriate to purpose and audienceWith guidance, plan, revise, edit writing or try new approachesUse technology, including the internet, to produce and publish writing, collaborate with others, and be able to type three pages in one sitting.Writing: ResearchConduct short research projects, using several sources and refocusing as neededAssess the credibility of sourcesQuote or paraphrase without plagiarismCreate a bibliographyWrite regularly for a range of purposesWriting About ReadingDraw evidence from literary text to meet grade 6 literary text reading standards and communicate these in writingDraw evidence from informational text to meet grade 6 informational text reading standards and communicate these in writingRangeWrite routinely for a range of time periods and purposes.Speaking and Listening: Comprehension and CollaborationEngage in collaborative discussion in 1:1, small, and whole group settingsCome to discussions prepared with assignments and able to use specific ideas and evidence about the topic Follow set behavioral rules for discussions Contribute to the discussion with quality questions and responsesParaphrase and reflect on key ideas of a discussionExplain how artifacts from diverse media relate to a topicFind a speakers’ main point and supporting arguments; determine if arguments are adequately supported or notSpeaking and Listening: PresentingIn presentations, sequence ideas logically.In presentations, use relevant details, facts, and descriptions.In presentations, use correct volume, pronunciation, and eye contact.In presentations, use multimedia.In presentations, adapt speech to the purpose.Language: ConventionsWhen speaking and writing, use pronouns correctly.When writing, use proper punctuation and spelling.When speaking and writing, vary sentence patterns.When speaking and writing, maintain consistent style and tone.Assessment Chart:Common Core StandardsAssessment ActivityAssessed ObjectivesLiterary Text 6.1LT 6.2LT 6.8Arg Writ 6.1 AW6.2AW6.4AW6.5 AW6.6AW6.7Writing Proc/Dist 6.1WPD 6.2WPD 6.3Writing About R. 6.1WAR 6.2Language Con 6.2LC 6.3LC 6.4Anchor Assessment: After reading one of the literary pieces about a courageous character, write a paper about how the character had the courage to “follow his or her convictions.”Students will:Describe the character’s convictions?Describe the challenges the character faces in trying to follow their convictions.Provide specific examples from the text to support the ideas presented.Provide quotes and PPL’s to prove the examples.Edit the paper for grammar, sentence structure, spelling and mechanicsLT 6.1; LT 6.11IT 6.1WA 6.1, 3, 4WR 6.1, 3, 4Compare and contrast two courageous characters OR a courageous and a cowardly character. Students will:Choose a character/person from fiction or history to compare the protagonist to.Use the online Venn diagram tool to create a comparison diagram.Provide textual examples from the novel, primary sources, or research materials to support the comparison.Create a bibliography of sourcesWA 6.1, 2, 3, 4, 5, 6, 7WPD 6. 1, 2, 3 WR 6.1, 6.2, 6.3, 6.4LC 6.2, 3Survivors from the Titanic reported that musicians played music to keep the passengers calm while the crew loaded the lifeboats. Read a primary source from a Titanic survivor and in a well developed paragraph, provide and explain three reasons why this was an act of courage.Students will:Read a primary source account of the Titanic sinking.Write a paragraph providing three well-developed reasons why the musicians displayed courage.Cite the primary sourceLVAU 6.1, 2, 8Vocabulary work on textual vocabulary (see lists in vocabulary section). Vocabulary QuizzesStudents will:Given a list of possible definitions, determine the meaning of new words from context sentences. Create index cards with meaning, definition, context sentence, and sample sentence. Use FYT as model for sentences.Create word maps to shareWI/E 6. 1-7WR: 6.1-5LC 6.2-4Choose an exemplary courageous character from history. Write a description of this person, their courageous acts, and the challenges they faced in trying to stick to their convictions.Students will:Select an historical figure that showed courage.Research courageous actions performed by this person and obstacles they may have faced.Write a description of this person, their courageous acts, and the challenges they faced in trying to stick to their convictions.Provide a bibliography of sources.LT 6.1, 6.2, 6.8, 6.11WAR 6.1Speaking/Listening: Presenting 6.4, 6.5Read the poem “If” by Rudyard Kipling and explain the author’s theme of everyday courage. Cite passages to support your point of view. Create a visual presentation or web page discussing the poem and citing passages.Students will:Read the poem “If”Choose an example of everyday courage in each passage.Explain in writing the example and support it with a citation.Create a visual presentation or web site that includes a digital reading of the poem that highlights the examples and citations.IT 6.11WAR 6.2LC 6.2Read primary source accounts or interview of several people who were courageous in an event/time period (slavery, Titanic, Depression). Explain what experiences are similar between the reports.Students will:Read a primary source account of 2-3 different events from the point of view of a person living in that time and experiencing the event.Create a diagram of comparisons listing the similarities in the difficult events and the participants’ demonstration of courage.Explain these similarities in a well-developed paragraph that provides examples. Draw conclusions about the nature of the people involved in these events and their show of courage. LT 6.3Writing: Research 6.1Make a T-chart and label what facts/details are historical and which are fictional from the piece of historical fiction. Use research documents to support your analysis.Students will:Maintain a T-chart while reading their historical novel and record details that are fictional with those that are historically accurate.Cite evidence to prove the accuracy of historical details.LT 6.1, 6.4While reading a text with a courageous character, keep a journal that answers the following questions:What obstacles does the protagonist overcome?How does the protagonist respond to different events?Who is the antagonist?How does the character grow/change during the novel?What does the protagonist learn about him/herself?Select quotes and PPLs to support responses to each of these questions throughout the book.Students will:Maintain a journal throughout the reading of the book.Provide answers to each question.Provide textual evidence, including PPLs to support their conclusions.LT 6.7, 6.8Select a passage that particularly demonstrates the protagonist’s courage. Select the words and phrases that most communicate the emotion or suspense of the scene. Explain your choices.Students will:Select a passage that demonstrates the protagonist’s courage.Choose words/phrases that heighten the suspense of the scene, increasing the character’s show of courage.Explain how each word or phrase contributes to the suspense.LT 6.1, 6.2, 6.11Compare two texts about courageous characters. Find similarities and cite passages with PPLs to support your response.Students will:Read two novels or a novel and an informative text.Find examples of courage in both textsCite passages with PPLs to support the examples.Choose a format to communicate the comparison and evidence.LT 6.1, 6.2, 6.8Create a word/concept map on large paper or online that defines the word courage and provides textual examples and/or passages/PPLs of courage from the novel.Students will:Define courage.Provide textual examples of courage.Include passages with PPLs to support examples.Represent this information on a conceptual word map.Literacy Vocabulary (notebooks)(include the basics of poetry)AntagonistProtagonistCharacter developmentHistorical novelText Vocabulary 1: English WordDefinitioningotgoldsmithingratiatinglywineskinadderdiffidentamuletsurlybrusquelyGolden Goblet Chapter One Context SentencesThe boy needed an ingot to make the necklace.The goldsmith worked to make charms for the necklace.The boy spoke ingratiatingly to his mother when he asked her if he could have a new snowboard.The adder bit the man when he picked it up.The diffident girl found it difficult to speak up in class.The boy brought his amulet to the race to help him win.The surly man spoke meanly to everyone he saw.The girl brusquely told her mother she needed to be picked up from school without even saying hello on the phone.Chapter One Egyptian References:Egyptian WordDefinitionThebes- capital city of Ancient Egypt, lay on both sides of the Nile RiverPharaoh – Ancient Egyptian rulerMonth of Hathor : It lies between November 10 and December 9. The month of Hathor is also the third month of the Season of ' HYPERLINK "" \o "Season of the Inundation" Akhet' (Inundation) in Ancient Egypt, when the Nile floods historically covered the land of Egypt. The name of the month comes from Hathor, the Ancient Egyptian Goddess of Beauty and Love.Lord Ra – the sunBabylonia ancient culture in present day Iraqneb – ancient Egyptian word for lord or masterMaat– goddess who controls people’s actionsKheft – evil spirit or ghostAmon – Egyptian godYouth –lock – one section of hair left to grow to the shoulderKa –vital essence, gone when someone diesPtah the bearded –In HYPERLINK ""Thebes, Ptah was believed to determine the individual destiny of the artists there.Ba-the personality, the part that would live on after the body diedDeben –ancient Egyptian weight unit that transferred into currencyChapter 2:English WordDefinitionthrongedlatter jocularferociouslyobsidian spasmodically countenanceaghast temerityunprepossessing contemptuouscoweringvindictivelytantalizing reproachGolden Goblet Chapter 2 Context SentencesOne thousand people thronged into the theatre to see the movie.If I had to choose between chocolate or vanilla ice cream, I would pick the latter.The jocular student told jokes that made the whole class laugh.The tiger ferociously his prey to break its neck.The obsidian jewels were set in a gold ring.The sick man spasmodically shook because of his high fever.The excited girl had a happy countenance that showed her good mood.Sam was aghast when a snake fell out of a tree and landed on his shoulders.Dave showed temerity when he told his boss he wouldn’t show up to work on time.The unprepossessing balding hamster was not chosen by anyone shopping in the pet store.The star athlete was contemptuous toward the boy who tripped on the basketball court.The puppy began cowering after the angry girl kicked him.Sally vindictively hid her sister’s favorite book after they had a big fight.The tantalizing smell of chocolate drifted out of the closed candy store.The boy’s father had a look of reproach on his face when the boy got a failing grade.Chapter Two Egyptian References:Egyptian TermDefinitionValley of the Tombs of the Kingsvalley in Egypt where, for a period of nearly 500 years from the 16th to 11th century BC, tombs were constructed for the Pharaohs and powerful nobles City of the Dead artisans there made most of the things that the Egyptians thought the dead neededArtisan, laboror, and apprentice Artisans are skilled workersLaborers worked for them for moneyApprentices work with them to learn the tradeShenti – a skirt Egyptian men worePapyrus Reed like plant used to make “paper” Osiris the Merciful - Osiris is not only a merciful judge of the dead in the afterlife, but also the underworld agency that granted all life, including sprouting vegetation and the fertile flooding of the Nile RiverEye of Horus –an Ancient Egyptian symbol of protection and power against evil.Evil eye – believed harm could be cause by someone looking at you with their magical eyeChapter 3:English WordDefinitionfleetjubilantobliteratedbuoyantsolemnscribesolderbunglingdullardobeisancemisgivingsmollifiedraptcontagionChapter 3 Vocab Context SentencesThe fleet runner won the race easily.The jubilant crowd laughed loudly at the comedian’s jokes.The truck obliterated the side of the building when it crashed.The girl felt buoyant after learning she had won the chess championship.The solemn man did not enjoy the happy mood of the party.The scribe recorded all the notes from the meeting.The welder used solder to fix the broken lamp.The bungling chef dropped the salad on the floor.The dullard tried to buy postage stamps on Sunday.The man showed obeisance when he cleaned his boss’s shoes with his own shirt.The parents had misgivings about letting their kids attend the concert alone.The woman was mollified after the computer company agreed to return her money for the defective stereo.The kids’ rapt attention during the movie kept them very quiet.A contagion spread in school and soon everyone had a fever.Chapter 4-6:English WordDefinitionCHAPTER 4:scrupulouslyalcovewraithlikeirasciblyperemptorilyCHAPTER 5:ostensiblyabidejostledobsequiousdisdainfullytorrentCHAPTER 6:sarcophagialabasterdisdaindisconsolatelyinterminablesullenfurtiveincredulousChapter 4-6 Vocab Context SentencesSam scrupulously glued the broken vase back together.The painting was hung in a small alcove in the living room.The wraithlike creature haunted the castle halls.The man irascibly yelled at the kids for running on his lawn.Sally’s boss peremptorily told her to make copies of the contracts.The boy went to the movies, ostensibly to see the latest Harry Potter movie.Drivers have to abide by the speed limit or get a ticket.The excited dogs jostled the little boy around until he fell down.The obsequious man drove all the way across town for the coffee his boss demanded.The woman disdainfully stepped over the garbage lying all over the sidewalk.A torrent of rain caused a flood.The sarcophagi held the mummies of long-dead Pharaohs.The sculptor used alabaster to make a statue of the Pharaoh.The winning team felt disdain for their losing competitors.The losing team disconsolately walked off the basketball court.The boy thought his father’s lecture was interminable.The sullen girl refused to smile even when given a chocolate cupcake.The boy made a furtive attempt to read the note from his friend in class.The girl was incredulous when she was told aliens had landed in her front yard.Chapter 7-9:English WordDefinitionCHAPTER 7:desiccatedrespitelithebelligerentamiablejudiciouslydefiantvoluminousCHAPTER 8:scornfullyimbecilepervadingaustereself-recriminationkeenaptitudediligencecreditableCHAPTER 9:precariousstolidlyChapter 7-9 vocabulary context sentencesThe frogs all had to leave the desiccated pond.The girls needed a respite from basketball practice, so the coach gave them a day off.The lithe gymnast did three backbends in a row.The belligerent toddler refused to pick up her toys, so she got a time-out from her mother.The amiable girl talked freely to everyone in her class.The boy judiciously decided to study for the difficult math test.The defiant dog ran away when her master called her.The boy was upset by the voluminous amount of homework he had to do.The girl looked scornfully at her broccoli soup and asked for pizza.The man acted like an imbecile when he spilled his dinner all over his shirt at the restaurant.The pervading smell of garbage was obvious at the town landfill.The austere man refused to smile at his grandson’s jokes.The girl couldn’t stop her self-recrimination when she failed the test after deciding not to study.The man’s keen eye saw the deer in the woods immediately.The girl showed aptitude for math, so she decided to become an engineer.The boy’s diligence in practicing the clarinet made him a very good player.The girl’s creditable artwork won her a space in the local museum.The man’s position on the rock was precarious and he started to fall.The woman stolidly sat through the sad movie without crying.Chapter 10-12English WordDefinitionCHAPTER 10:doggedlyintermittentstaccatoenigmaticfiascoaudaciousCHAPTER 11:laconicallypreoccupationrogueCHAPTER 12:tactfullyaccordabruptlyidlyconvulsivelyChapter 10-12 Context SentencesThe boy doggedly practiced for the basketball try-outs because he was worried he would not make the team.The girls were able to play soccer in between the intermittent rainfall.The staccato buzzing of the alarm clock woke the man at 5:00 am.Everyone in the small town talked about the strange and enigmatic man who recently moved to the town.The picnic was a fiasco – it rained, the tent blew away, and all the food got soaked.The man’s friends begged him not to try his audacious plan to climb the steep cliff without climbing gear.The tired girl laconically responded to her friend’s attempts to start a conversation.The preschooler’s preoccupation with dinosaurs was obvious from the dinosaur clothes, toys, and books spread all over his bedroom.The rogue planned to break into the bank and steal all the gold in the safe.The girl tactfully told her friend her ugly sweater was nice. No one asked the boy to wash his father’s car; he did it of his own accord.The car stopped abruptly, making the riders glad they were wearing seatbelts.The boys idly watched television all Saturday afternoon.The nervous girl convulsively shook her foot while waiting to see the dentist.Chapter 13-16English WordDefinitionCHAPTER 13:disclosedfurroweddesolateominouslyhordesconsternationtransfixedcumbersomelyretinuesrestivedubiousCHAPTER 14:futilecitadelnecropoliscallousdiligenceCHAPTER 15:bedeckinginsolentplunderedoverseerindifferentlycoherentpatteringCHAPTER 16rashtimbreexquisitelycladChapter 13-16 context sentencesThe map disclosed the location of the buried treasure.The boy’s furrowed brow told his father he was very worried about something.The desolate cabin did not even have any mice living in it.The lightening was coming ominously closer to the swimmers.Hordes of people waited to get into the concert.The girl stared with consternation at the confusing math homework.The group was transfixed by the sight of the celebrity walking down the street.The boy cumbersomely tripped over his shoelaces and fell.The queen was accompanied by her retinues, awaiting her commands.The restive toddlers could not watch the movie without running around.It is dubious that it will snow in July in Florida.The boy made a futile attempt to open the locked car door.The soldiers guarded the opening to the citadel where the gold was stored.The huge cemetery was a necropolis with many gravestones.The callous people left litter on someone’s lawn after the parade.The kids were bedecking the float before the homecoming parade.The insolent girl got in trouble after rolling her eyes at her father.The plundered jewels were hidden in a cave where the police couldn’t find them.The overseer watched the workers build the pyramid.The girl indifferently shrugged when asked what movie she wanted to watch.The baby’s speech was not coherent – it was just babbling.The pattering of the little boy annoyed his older brother.It is rash to speed on icy roads.The timbre of the girl’s voice was whiny and nasally.The Miss America contestants were dressed exquisitely in evening gowns.The kids were clad in Halloween costumes.The Golden Goblet Chapter One Vocabulary and Terms QuizName _________________________________Match the letter of the definition with each English word or Egyptian term.________ingratiatinglya. the sun________amuletb. lives on after the body dies________brusquelyc. bag made from the skin of an animal________ingotd. evil spirit________wineskine. ancient Egyptian currency unit________diffidentf. Egyptian god________goldsmithg. brings good luck________adderh. determines the destiny of artists________surlyi. block of some metal________Month of Hathorj. ancient culture in present day Iraq________Ptah the Beardedk. grumpy________pharaohl. gone when person dies________Babyloniam. shy________ban. works with gold________Thebeso. when the Nile River floods________Maatp. intended to gain favor________nebq. long section of hair________Lord Rar. snake________khefts. rudely________debent. ancient Egyptian ruler________kau. goddess who controls people’s actions________youth-lockv. capital city________Amonw. lord or masterThe Golden Goblet Chapter 2 and 3 Vocabulary QuizName ________________________________Match the letter of the definition with the correct vocabulary word. ______ obsidiana. quick______coweringb. last of several choices______scribec. face______mollifiedd. crouching to avoid danger______countenancee. joking______reproachf. not being sure______throngedg. crowded______jocularh. passes from person to person______contagioni. someone who writes______temerityj. suddenly or violently______spasmodicallyk. disapproval______solemnl. extreme attention______contemptuousm. feeling like floating______tantalizingn. shiny and black______misgivingso. unattractive______fleetp. making mistakes______obliteratedq. serious______aghastr. too much confidence______vindictivelys. happy______jubilantt. destroyed______raptu. something you want but can’t have______latterv. have your annoyance taken away______buoyantw. done to cause harm______bunglingx. scornful______unprepossessingy. horrifiedThe Golden Goblet chapter 4-6 Vocabulary QuizName ________________________________________________ peremptorily a. seems like one thing, but is another _________ sarcophagi b. a rush_________ irascibly c. spirit_________obsequious d. very carefully_________sullen e. quick_________alcove f. angrily_________disconsolately g. gloomy and silent_________disdainfully h. follow_________scrupulouslyi. sadly 10._________ ostensiblyj. hidden 11. _________alabasterk. bumped around 12. _________ jostledl. in a commanding tone 13. _________torrentm. small open area 14. _________wraithliken. too servile 15. _________ abideo. feeling of disgust 16. _________furtivep. disbelieving 17. _________ incredulousq. stone coffins 18. _________ interminabler. endless 19. _________ latters. white stone used for sculpting 20. _________ fleet t. last of several choicesThe Golden Goblet Chapter 7-9 Vocabulary QuizName ____________________________________________________ amiablea. stern and cold________ keenb. flexible________precariousc. wisely________lithed. hard work________scornfullye. friendly________desiccatedf. likely to fail________pervadingg. rest________diligenceh. sharp________stolidlyi. refusing________judiciouslyj. blaming yourself________voluminousk. dried up________self-recriminationl. stubborn________creditablem. showing clear dislike________respiten. showing no emotion________belligerento. acts foolish________defiantp. large________imbecileq. spread throughout________austerer. ability________aptitudes. deserving of praiseThe Golden Goblet Chapter 7-12 Vocabulary QuizName ________________________________________________ judiciouslya. blaming yourself________scornfullyb. worthy of praise________self-recriminationc. ability________diligenced. rest________ precariouse. wisely________respitef. spread throughout________pervadingg. stubborn________keenh. showing clear dislike________belligerenti. sharp________aptitudej. hard work________creditablek. likely to fail________enigmaticl. said using a minimum of words________laconicallym. stubborn determination________tactfullyn. dangerous and dishonest person________convulsivelyo. doing nothing________doggedlyp. short disconnected sounds________intermittentq. complete failure________audaciousr. mysterious________preoccupations. free will________accordt. not continuous________fiascou. foolishly dangerous________staccatov. extreme focus on something________roguew. avoids hurting someone’s feelings________abruptlyx. suddenly________idlyy. quick movementsThe Golden Goblet Chapter 13-16 QuizName _________________________________________________ retinuesa. doubtful________bedeckingb. wrinkled________hordesc. extremely focused________desolated. care nothing for others’ feelings________exquisitelye. rude________indifferentlyf. fortress________consternationg. decorating________citadelh. revealed________dubiousi. loud crowd________plunderedj. fidgety________futilek. stolen________disclosedl. don’t care________coherentm. sound of a voice________rashn. dressed________transfixedo. someone in charge________cumbersomelyp. useless________necropolisq. empty________callousr. dangerously________insolents. confusion and worry________furrowedt. clumsily________ominouslyu. followers________overseerv. make sense________patteringw. acts without thinking________timbrex. beautifully________clady. speaking quickly________restivez. land of the deadTHE CARTOON “DID YOU READ?” QUIZNOT FOR SALE - FOR EDUCATIONAL USE ONLY?2006 Visit and join the online community for educators that makes curriculum pop!Please draw a six-cell cartoon in the space provided below about something you found interesting, memorable, or meaningful in your reading assignment. Feel free to use stick figures and captions if you’re not feeling like Charles Schultz (the cartoonist behind Peanuts ) today. You will be graded on your ability to capture the big ideas and details from your reading in cartoon IC TITLE: YOUR NAME/BY:On the back of this paper please write down a passage/quote from the text that you found interesting, memorable, meaningful or problematic. Below your passage please explain WHY the text you chose is important in two to four sentences. The quote should be from a different part of the text then the section you illustrated above.VR words: Root/mem/to remember/commemorate/memorial/rememberLiteracy Plan: Detail week-by-week plans hereWeek OneA. B. C. D. Week TwoA. B. C. D. E. Week ThreeA. B. C. D. E. Week Four-SixA. B. C. D. ................
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