Multi-text Study



Multi-text Study

HOLES

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By Louis Sachar

Created by: Julie Milligan, Michelle Deal, Lesia Hughey

Fall 2008 RE 4030 Dr. Frye

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Why did I choose Holes?

I chose the novel, Holes, by Louis Sachar, because I wanted to share the importance of deserts and desert habitat animals. This book tells a story about a young man who is forced to work in the desert digging holes. He tells about the heat, yellow spotted lizards, scorpions and other desert animals that he encounters while digging in the desert. This book forces the students to see how life is different in the desert. This book can open up many topics for your students to investigate on.

I chose Food Chains in a Desert Habitat, by Isaac Nadeau, as the nonfiction book to accompany Holes because it helps the students to understand how life in a desert functions. The students will become aware of many new ideas after reading this book. It talks about photosynthesis, producers, adaption, herbivores and predators, along with many other new vocabulary terms. This book is the best book to go along with the novel Holes.

When developing the internet workshop to go along with this multi-text unit, I was able to find a vast amount of websites on deserts. This internet workshop also directly correlates with NCSCOS science objectives for 5th grade.

5th Grade Science NCSCOS Objectives:

Competency Goal 1: The learner will conduct investigations to build an understanding of the interdependence of plants and animals.

1.02 Identify and analyze the functions of organisms within the population of the ecosystem:

• Producers.

• Consumers.

• Decomposers.

1.04 Discuss and determine the role of light, temperature, and soil composition in an ecosystem's capacity to support life.

Texts:

Sachar, Louis. Holes. New York: Scholastic Inc, 1998.

▪ reading level: 5th

Nadeau, Isaac. Food Chains in a Desert Habitat. New York: The Rosen Publishing Group,

2002.

▪ reading level: 4-5th

Websites used in Internet workshop:

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North Carolina Language Arts Standard Course of Study:

Grade 5

|Unit Activity |NC Language Arts Grade 5 |

|Students define Tier 2 vocabulary with their student packet and |Increase reading and writing vocabulary through: |

|complete various vocabulary. The student’s knowledge of the |wide reading. |

|vocabulary words is assessed at the end of the unit using a |word study. |

|multiple choice final vocabulary test. Students also examine the |knowledge of homophones, synonyms, antonyms, homonyms. |

|author’s craft by investigating similes and onomatopoeia within |knowledge of multiple meanings of words. |

|the novel, Holes. Then, students create an artistic |writing process elements. |

|representation of two similes found within the text in order to |writing as a tool for learning. |

|compare the two. During “Discussion Director” students create |seminars. |

|text based on discussion questions for their small groups. |book clubs. |

| |discussions. |

| |examining the author's craft. |

|Before, during and after reading students will complete a K-W-L. |Interact with the text before, during, and after the reading, |

|I will use this to assess what the students know before, want to |listening, and viewing by: |

|know and learned from reading the texts. Students also interact |making predictions. |

|with the text and make inferences and evaluations by perusing and|formulating questions. |

|browsing three different areas full of books and information on |supporting answers from textual information, previous experience,|

|deserts. Students will use an Internet workshop to seek |and/or other sources. |

|additional information about deserts. Students will also complete|drawing on personal, literary, and cultural understandings. |

|a learning log/response journal as a means of connecting the text|seeking additional information. |

|to the student’s personal experiences. Students will create |making connections with previous experiences, information, and |

|higher level thinking questions to ask classmates, complete with |ideas. |

|pages numbers in the text to support their answer. | |

|Students will complete a character sketch that asks students to |3.03 Justify evaluation of characters and events from different |

|focus on implied character traits by looking at a character’s |selections by citing supporting evidence in the text(s). |

|actions and words. Students will add to this throughout the | |

|entire text. And complete a visual to accompany the information. | |

|Students support their evidence of implied traits by the citing | |

|page numbers and passages on which they found the supporting | |

|evidence. | |

|Students develop a Reader’s Theatre presentation of sections from|4.01 Read aloud grade-appropriate text with fluency, |

|Holes. |comprehension, expression, and personal style demonstrating an |

| |awareness of volume, pace, audience and purpose. |

|Students will write an “I Am” poem using a main character from |4.07 Compose a variety of fiction, nonfiction, poetry, and drama |

|Holes. Students will create a Reader’s Theatre script from a |using self-selected topic and format (e.g., poetry, research |

|section of the novel and perform it in class. Students will write|reports, news articles, letters to the editor, business letters).|

|a feature news story about | |

[pic]Additional Unit Books

Non-Fiction

George, Jean Craighead. One Day in the DESERT. New York: HarperCollins Publishers, Inc, 1983.

▪ This book is a very interesting book about animals and humans interconnecting in the desert. It introduces many desert animals and how their lives can change when a flood threatens their survival. Some of the characters in the book survive while others do not. This book is a great addition to this unit.

Sabin, Louis. Wonders of the Desert. Troll Associates, 1982.

▪ This book describes the animals and plants to be found in the deserts of the world. It is a very student friendly informational book about deserts. The book describes in detail what the different animals in the desert eat. This book also tells of the nomad people and what their life was like living in the desert.

Bash, Barbara. DESERT GIANT: The World of the Saguaro Cactus. San Francisco: Sierra Club Books, 1989.

▪ This book is the first volume of Sierra Club Books’ Tree Tales series. It is a very good informational book on deserts. The pictures are very beautiful and some are labeled. There are many facts about desert birds, animals, and plants. Students in upper elementary grades will enjoy reading this book.

Taylor, Dave. ENDANGERED DESERT ANIMALS. New York. Crabtree Publishing Company, 1993.

▪ This informational book has real pictures of desert animals that are endangered. It also has plants that are found in the desert. Students will learn lots of informational from this text as well as the realistic pictures of the animals and plants.

Poetry

Baylor, Byrd. Desert Voices. New York: Macmillan Publishing Company, 1981.

▪ This is a poetry book that talks about different desert animals. I love how the author wrote this book. He wrote it in first person. It is like the animal is talking about what his next move will be and why he is going to do it. Some of the animals the author uses are the pack rat, coyote, rattlesnake, lizard, and buzzard. This book will be a great addition to this unit and the students will be able to understand more about desert animals.

All of the above books will be available for students to self-select and read on their own. It is very important for teachers to provide additional reading for students to expand their knowledge and understanding of the subjects being taught. There is no doubt that students will have questions about deserts while they are reading Holes. Having resources available about deserts in general will encourage students to expand their knowledge and interest in this unit. I hope to expand the depth of their knowledge, foster awareness and understanding of culture, and lead them to personal growth by encouraging them to be excited about reading and learning! Books can open up a student’s imagination and allow them to think and experience new things. When I am a teacher, I hope to set an example for my students that reading can be fun!

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Holes

Literary Packet Outline

WEEK ONE

Before Reading: Day 1 (Small Group and Individual)

• “What I Noticed About These Areas” Activity

o Students will view books, pictures, and websites related to: deserts and vocabulary related to deserts.

o Students will complete a worksheet about what they noticed about these areas.

• K-W-L on deserts

• Read Food Chains in a Desert Habitat by: Isaac Nadeau in groups

• Predictions of Story Elements

• Read Holes pages 1-20 (Chapters 1-5) as a class

Pg. 21-40 (Chapters 6-7) Day 2

• Discuss ABC Book Assignment (Whole Group)

• Begin Character Sketcher: Characterization (Individual)

Pg. 41-54 (Chapters 8-11) Day 3 (Small Group and Individually)

• Discussion Director (Small Group)

• Vocabulary Worksheet (Week 1)-Introduce and begin

• Vocabulary Activity (Week 1) in packet, individually

Pg. 55-71 (Chapters 12-15 ) Day 4

• Double Entry Diary (Individual)

• Vocabulary Activity (Week 1) continued in packet (Individual)

Pg. 72-87 (Chapters16-19) Day 5

• Author’s Craft (Whole Group)

• Artistic Representation (Individual)

Begin Internet Workshop (Pairs) [pic]

WEEK TWO

Pg. 88-103 (Chapters 20-23) Day 6

• I Poem (Whole Group, then Individual)

• Vocabulary Worksheet (Week 2) and Activity in packet

Pg. 104-119(Chapters 24-27) Day 7

• Feature Story (Pairs)

• Internet Workshop continued (Pairs)

• Vocabulary Activity (Week 2) continued in packet (Individual)

Pg. 120-140 (Chapters 28-30) Day 8

• Learning Log/ Response Journal (Individual)

• Vocabulary Activity (Week 2) continued in packet (Individual)

Pg. 141-159 (Chapters 31-35) Day 9

• Poems for Two Voices (Pairs)

• Reader’s Theater (Small Group)

• Wanted Poster (Individual)

• Vocabulary Activity (Week 2) continued in packet (Individual)

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Pg. 160-181 (Chapters 36-40) Day 10

• Performance of Reader’s Theater, Poem for Two Voices and presentations of Wanted Posters

WEEK THREE

Pg. 182-203 (Chapters 41-44) Day 11 (whole group)

• Revisit Story Elements Predictions

• Completion of “L” (K-W-L)

Pg. 204-233 (Chapters 45-50) Day 12 (whole group)

• ABC Book

Day 13 (individual)

• Final Vocabulary Assessment

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Holes

By Louis Sachar

~

Food Chains in a DESERT HABITAT

By Isaac Nadeau

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“Look, it’s the lizards we’re workin’ for, man. We build their houses for’em. I mean, yesterday I saw 10 of ‘em in one hole.” –Armpit

Name: __________________________

Name:____________________________________

What I Noticed About

These Areas

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AREA 1

AREA 2

AREA 3

K-W-L

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You will be completing a K-W-L on deserts. Think about what you know, what you want to know, and finally what you have learned. Use the following words to help you come up with questions you would like answered for the “W” column.

WHO, WHAT, WHERE, WHEN, WHY, & HOW

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|K |W |L |

|What I Think I KNOW |What I WANT To Know |What I LEARNED |

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After reading Desert habitat by Isaac Nadeau and gaining an understanding of your topic, go back to the “K” column and see if any of the ideas you ‘”thought you knew” were inaccurate. Check any of them that are inaccurate, according to the text. Rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.

Before You Read: Look carefully at the front and back covers o Holes. Write down your predictions about the following:

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Setting (Time and Place): When and Where do you think this book takes place?_______________________________

________________________________________________

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Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters in the book will be?_________________________________

________________________________________________

Problem(s) & Solution(s) (What goes wrong in the story and how is it solved?): What do you predict will be the most significant problems in this book? How do you believe the problems may be solved? _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Write down any other questions or predictions: ____________________________________________________________________________________________________________

BOOK

Choose one or two items from the chart below to create pages for an alphabet book for all to share. Each page should include a large capital letter, an illustration or some artistic impression, and a paragraph (at least 5 sentences) explaining your letter representation. Design your page with an interesting format and type font. Your page should be vertical. The following words are examples you may use but are not limited to:

|A |B |C |D |E |

|Adapted |Burrow |Carnivores |Desolate |ecosystem |

|Alan |Barren |Coyotes |Desert |endangered |

|Armpit |Barf Bag |Camp Green Lake |Decomposers | |

|F |G |H |I |J |

|fungi |Gila monster |Habitat |Iguna |Jose |

| | |Holes |insects |Jack rabbit |

| | |Herbivores | | |

|K |L |M |N |O |

|Kangaroo rat |Lewis |Magnet |Nutrients |Omnivores |

|P |Q |R |S |T |

|Mr. Pendanski | |Ricky |Stanley |Theodore |

|Photosynthesis | |Rex |Snakes | |

|Predator | |Roadrunners |Squid | |

|Prey | | |Mr. Sir | |

|Producers | | |Scavenger | |

|U |V |W |X |Y |

|underground |Victor |Water |X-Ray |Yellow Spotted Lizard |

| | |Warden | | |

| | | | |Z |

| | | | |Zero |

| | | | |Zigzag |

[pic] Character Sketcher

Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete a sketch or illustration of the character.

You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You really want to use descriptive words for your character traits. You do not want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for your character’s problem. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.

Character’s Name__________________________________

Section and title of the book you are reading: _________________________________________________

Implied Character Traits (3)

1. (trait)____________ p. __ par. ___

(explanation or proof of trait)

2. (trait)____________p. __par.____

(explanation or proof of trait)

3. (trait)___________p. ___par.____

(explanation or proof of trait)

Character Goal:

_____________’s goal is to _______________________________________________.

Problem :

____________’s problem is ______________________________________________

_______________________________________________________________________.

Solution or Possible Solution: ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Discussion Director

Hoot

• Your job is to involve the students in your group by thinking and talking about the section of the book you have just read.  You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

• Your job as the Discussion Director is to come up with 5 thinking questions.  Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers to your questions, and the page numbers where the students can reference the text to justify their responses to your questions.

• When developing your questions, think about your book Food Chains in a Desert Habitat. Go through each chapter to find good intriguing questions that will bring a lot of discussion.

Remember to ask BIG, FAT, JUICY THINKING QUESTIONS!! No skinny questions allowed!

Vocabulary

(week 1)

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You will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.

|Word |Meaning |

|perseverance p. 8 |  |

|desolate | |

|p. 11 | |

|preposterous p. 34 |  |

| |  |

| |  |

|intensity |  |

|p. 30 |  |

| |  |

|engraved |  |

|p. 62 | |

| | |

Vocabulary Activities (Week 1)

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Word Networks

• What people, things, situations, or words come to mind when you think about the word paranoid? (p. 72)

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Synonyms and Antonyms

|Synonym |Word |Antonym |

| |evict (p. 75) | |

| | | |

| |callused (p. 44) | |

| | | |

| |expression (p. 57) | |

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Sentence Stems/Idea Completions

• The girl was evicted by her friend’s parents because____________________________________________

_____________________________________________________.

• The boy’s expression on the first day of school was_________________________________________________

________________________________________________________.

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Questions, Reasons, Examples

▪ If someone was trying to escape from the desert, how would they survive?

▪ If you were a warden of a boy’s camp what would your duties be?

Examples and Non-examples

Which would best illustrate the word barren?

• A dry treeless desert or a lush tropical forest.

• A woman who has given birth to four children or a man who found out early in his marriage that he is sterile.

Making Choices

• Which of the following could be described as “incarcerated?” Circle your answers:

1. a dog

2. O.J. Simpson

3. a Barbie Doll

4. a prisoner

5. an boy in a juvenile detention center

Double Entry Diary

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You are invited to complete a Double-Entry Diary for this section of the book. Remember to write down the quotation or passage and the page number on the left side of your paper. On the right side of your paper, write your response, question, personal reactions, or connections to what was written in the left column.

Here’s an example to start with:

|Quotation/Passage |Your response, reactions, and connections to the quotation or |

|and page number |passage. |

| | |

| |This was a family joke. Whenever anything went wrong, they |

|“Stanley was not a bad kid. He was innocent of the crime for |always blamed Stanley’s great-great-grandfather. Supposedly, he |

|which he was convicted. He’d just been in the wrong place at the|had stolen a pig from a one-legged Gypsy, and she put a curse on |

|wrong time. It was all because of his |him and all his descendants. |

|no-good-dirty-rotten-pig-stealing-great-great grandfather.” Pg. | |

|7 | |

|Paragraph 5 | |

Double Entry Diary

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Now, it’s your turn… Go for it!

|Quotation/Passage |Your response, reactions, and connections to the quotation or |

|and page number |passage. |

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[pic] Author’s Craft

Louis Sachar chose his words very carefully, making use of several interesting literary devices. They appeal to the reader’s senses and sense of humor by using such figurative language. Find two examples of each listed below. Then explain how each passage adds meaning to the story.

| |Page number: |Page number: |

| |Example: |Example: |

| |What does this passage add to the story? |What does this passage add to the story? |

|Onomatopoeia : a word(s) that imitates the |Page number: |Page number: |

|sound it represents | | |

|“The other boys howled with laughter.” Page |Example: |Example: |

|57 | | |

| | | |

| |What this passage adds to the story: |What this passage adds to the story: |

|Simile: a comparison that includes the words |Page number: |Page number: |

|like or as | | |

|“Now he had such a huge smile it almost |Example: |Example: |

|seemed too big for his face, like the smile | | |

|on a jack-o-lantern.” Page 58 | | |

| |What this passage adds to the story: |What this passage adds to the story: |

Artistic Representation

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Now that you have chosen two examples of similes, please artistically represent one of these comparisons. You may use any artistic medium. The following are options: colored pencils, watercolors, pastels, collage, etc. Enjoy!

Yellow Spotted Lizard

Internet Workshop

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You are invited to act as an animal conservationist to help save the yellow spotted lizard also called the Gila monster. Your job is to learn as much as you can about yellow spotted lizard so that you can help them stay on this planet for as long as possible.

Now that you have learned a little about yellow spotted lizards from the novel Holes by Carl Louis Sachar, use the following websites below to research them further. Once you have visited the following sites, you should be able to answer the three questions below. Please hurry! The yellow spotted lizards need your help!

Websites:







Questions:

1. Where does the yellow spotted lizard live and who are its predators?

2. Why is the yellow spotted lizard(Gila monster) disappearing?

3. Are there any organizations already in existence trying to save the yellow spotted lizards? If so, list them and describe briefly what they are doing to take action.

4. What can you do to help the yellow spotted lizards?

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I POEM

Now that you are an expert on deserts, I invite you to use your research on deserts to create an “I Poem” from the perspective of one of the characters from the book Holes. Click on the following website to view the “I Poem” template.



|5th Grade Science NCSCOS Objectives: |

|Competency Goal 1: The learner will conduct investigations to build an understanding of the interdependence of plants and animals. |

|1.02 Identify and analyze the functions of organisms within the population of the ecosystem: |

|Producers. |

|Consumers. |

|Decomposers. |

|1.04 Discuss and determine the role of light, temperature, and soil composition in an ecosystem's capacity to support life. |

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“I Poem”

Write an I Poem from the point of view of a main character in Holes. Try to get inside your character; help the reader identify with the character’s thoughts, actions, emotions, and personality. If possible, include personification and similes in your poem. You may wish to use the format presented below. Or, you may want to use your own format.

FIRST STANZA

I am (two special characteristics you have)

I wonder (something you are actually curious about)

I hear (an imaginary sound)

I see (an imaginary sight)

I want (an actual desire)

I am (the first line of the poem repeated)

SECOND STANZA

I pretend (something you actually pretend to do)

I feel (a feeling about something imaginary)

I touch (an imaginary touch)

I worry (something that really bothers you)

I cry (something that makes you very sad)

I am (the first line of the poem repeated)

THIRD STANZA

I understand (something you know is true)

I say (something you believe in)

I dream (something you actually dream about)

I try (something you really make an effort to do)

I hope (something you actually hope for)

I am (the first line of the poem repeated)

Vocabulary

(week 2)

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You will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.

|Word |Meaning |

|drenched |  |

|p. 127 | |

|delirious | |

|p. 128 | |

|deftly |  |

|p.146 |  |

| |  |

|Ventilation |  |

|p.156 |  |

| |  |

|Protruding |  |

|p. 165 | |

| | |

Vocabulary Activities (Week 2)

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Word Networks

• What people, things, situations, or words come to mind when you think about the word contritely.? (p. 179)

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Synonyms and Antonyms

|Synonym |Word |Antonym |

| |bothered (p. 96) | |

| | | |

| |sparingly (p. 116) | |

| | | |

| |depriving (p. 131) | |

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Sentence Stems/Idea Completions

• The man was bothered when he saw the accident because____________________________________________

_____________________________________________________.

• She was enticed by the smell of_________________________

_______________________________________________________.

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Questions, Reasons, Examples

▪ What is a refuge?

▪ If you are making a concoction, what are you doing?

Examples and Non-examples

Which would best illustrate an inexplicable act?

• A person who shows strange and baffling behaviors.

• A person who shows correct and trustworthy behaviors.

Making Choices

• Which of the following would show authenticity?

1. a birth certificate

2. myspace account

3. a passport

4. a drivers license

5. cell phone number

Writing a Feature Story

EXTRA! EXTRA! READ ALL ABOUT IT! You are invited to write a feature story (using Microsoft Publisher) dispatching the controversy between Stanley and the crime he is being accused of. You will need to do the following:

• Think of a name for your newspaper—(for example: “The Green Lake Times”)

o For common newspaper names see the following:

• Write an interesting title for your feature story—(for example: “Shoes Are Missing,”) Make sure to include quotes from characters in the story, such as Stanley, Magnet, or Stanley’s parents.

• Make sure spelling and grammar are correct!

• Be creative!!!

When writing a feature story remember:

• The main purposes of a feature story are to set the tone and grab the reader’s attention--to draw the reader in—to make him or her curious.

• A chronological or narrative pattern of organization is used.

• The final paragraph should complete the story.

• The best ways to do this are to refer back to the lead or use a quote to refer to the future.

• The story should reflect the subject’s character and personality.

• Feature stories should contain direct quotes.

• Write creatively, use color and imagination, and cause people to come ALIVE with your writing.

Learning Log/ Response Journal

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Stanley took a stand to help save Zero by running away from Camp Green Lake. He went looking for Zero in hopes to save him and bring him back to camp. Stanley knew the risk of running away from the camp. He could die from the heat, or the yellow spotted lizard as well as other dangers the desert has to offer, such as rattlesnakes, scorpions and a lack of food or water. Try to think of a time when you noticed something wasn’t right or needed to be fixed. Did you tell anyone about it? Did the people you tell believe you and help you fix the problem? If not, what did you do? Did you end up fixing the problem in the end? Explain.

WANTED

Your job is to create a wanted poster. You may choose any character from the book Holes.

You will complete an artistic representation of the suspect and then complete the following information for the wanted poster:

Wanted:

Character name

Time and Place Last Seen

Physical Description

Acts

Likes

Dislikes

Hang Outs

Suspected Whereabouts

Be creative and have fun!

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Poem for Two Voices

Select two main characters from the book Holes and compose a poem for two voices. Think of something that the characters might have different views about. Then, get them to talk to one another. Use the poem by Paul Fleischman or Allan Wolf as a model for your writing. To read Fleischman’s and Wolf’s poems, you need two voices. Lines written across from one another are read together. Although these poems rhyme, yours doesn’t have to. In addition, you are invited to include an artistic representation that symbolizes a theme in your poem.

You may want to write your poem with a partner. You might also want to write a poem for three or even four voices.

Reader’s Theatre

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Louis Sachar reveals the characters in Holes by how they speak, what they do, and by how they look. The narrator allows for the reader to “hear” the characters’ voices. You are invited to prepare a Reader’s Theatre presentation for a scene from the book. The scene should be no less than 2 pages and no longer than 8 pages. Read Readers on Stage: A Guide to Reader’s Theater (or Readers Theatre) by Aaron Shepard to help you with the process.

In one form of Reader’s Theatre, students are assigned to read both the narration and the dialogue in certain sections of a book. A narrator(s) reads the non-dialogue parts. If the non-dialogue parts become long, or are more than one paragraph at a time, there is often more than one narrator. The students sit on stools or chairs in the front of the classroom. No scenery or props are necessary.

The focus is for students to read and re-read the script so that in the end, they will perform the reading with fluency, appropriate prosody (phrasing and expression), and a complete and thorough understanding of the text. Because props are minimal, students read from their scripts, and use their expression, intonation, rate and other prosodic features to convey the meaning of the story to audience members.

Name: ___________________________

Final Vocabulary Assessment

Multiple Choice

Directions: Circle the best response or responses:

1. Which of the following is an example of perseverance?

a. steady persistence

b. to be lonely

c. to show excitement

2. Which of the following is a characteristic of a paranoid person?

a. someone who can lift a 100lbs

b. someone who exhibits irrational fear or distrust of others

c. someone who bruises easily

3. The small child’s pockets were protruding. What items would not be in his pockets?

a. A can of worms

b. The ace of spades

c. A yoyo

d. A baseball

4. Zero stared at Stanley with a great _____________ --- concentration, power, or force, deepness, depth, earnestness, and emotion.

a. callused

b. refuge

c. intensity

d. evict

5. Everything in the treasure chest was engraved. Which of the following items should not be in the treasure chest?

a.  silver coins

b.  a gold ring

c.  a medallion

d.  pearls

6. Stanley's hands became ___________ after weeks of hard work.

a. callused

b. soft

c. hairy

7. The air became unbearably humid. Stanley was ________ in sweat. Beads of moisture ran down the handle of his shovel. It was almost as if the temperature had gotten so hot that the air itself was sweating.

a. incarcerated

b. drenched

c. delirious

8. Which of the following is an example of a desolate?

a. vanilla ice cream

b. a party

c. uninhabited

9. Antonyms of the word deftly include clumsily, uneasily, or awkwardly. Which of the following is a synonym of deftly?

a. skillfully

b.  noxious

c.  light-headed

d.  overhanging

10. "I'm glad Becca's all right," Hattie said _________. --- remorsefully, regretfully, apologetically, and ashamedly.

a. drenched

b.  protruding

c.  delirious

d.  contritely

[pic]Rubric

|Activity/Criteria |Your points/Total possible |

|NOTE: This packet is to be word-processed! |points |

|Pre-Reading Activities | |

|Examples are complete; thought and effort is demonstrated |/5 |

|K-W-L is complete | |

|Predictions of Story Elements complete | |

|Page for ABC Book | |

|Information is correct and interesting | |

|Information is organized | |

|Design is creative, colorful, and inviting | |

| | |

| |/5 |

|Character Sketcher | |

|Sketch includes thoughtfully selected information about the character, including 3 implied character| |

|traits, problem and solution, and character goal | |

|Artistic Impression is creative and demonstrates knowledge of information given in text regarding | |

|character’s physical description | |

| | |

| | |

| |/5 |

|Discussion Director | |

|Questions displays insight into novel’s main events and themes; questions are “higher-level” | |

|Answers are provided and when appropriate, page #’s |/5 |

|Vocabulary Definitions and Activities |/5 |

|Definitions are “child-friendly” and correct | |

|Activities are correct and complete | |

|Double-Entry Diary | |

|Example is well chosen, well explained and thoughtfully crafted |/5 |

|Provides more than one thoughtful idea/supporting reason | |

|Internet Workshop (1 workshop complete) | |

|Notes reveal thoughtful preparation for participation; |/10 |

|Information in graphic organizer, PowerPoint or poem is correct and well organized; main ideas are | |

|present. | |

|Visual representation is present. | |

|Author’s Craft | |

|Chart includes 2 well-chosen examples of simile and onomatopoeia from the novel | |

|Explanations are included of how figurative language adds meaning to the text | |

|Artistic representation is thoughtful and creative |/5 |

|“I Poem” | |

|Is in the form of an I poem | |

|Includes thoughtfully chosen words and images to reveal character |/10 |

|Includes alliteration, simile or metaphor | |

|Learning Log/Response Journal | |

| | |

|Log/journal is complete | |

|Includes thoughtful comments and connections to text |/5 |

|Includes connection to personal life | |

|Answers question | |

|Feature Story | |

|Interesting lead grabs the reader | |

|Concise, organized, and creative story which includes necessary details and reveals understanding of| |

|main character’s personality |/10 |

|Specific examples in text are referenced | |

|Word choice is thoughtful and demonstrates an understanding of the historic nature of the events as | |

|well as free from grammar and spelling errors | |

|Poem for Two Voices | |

|Poem reveals insight into characters selected | |

|Poem includes dialogue that is true to the characters | |

|Artistic representation is creative and thoughtful | |

|Reader’s Theatre |/5 |

|Script is carefully planned and well-organized | |

|Dialogue and narration are present | |

|Performance rubric: | |

|Intonation | |

|Clarity | |

|Expression | |

|Fluency | |

| | |

|Missing Poster | |

|Biographical information is present | |

|Includes thoughtfully chosen words and images to reveal character | |

|Information is presented creatively (not just listed) | |

|Artistic representation is creative and thoughtful | |

| | |

| | |

|Final Vocabulary Assessment (1pt each) | |

|Total: | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |/10 |

| | |

| | |

| |/5 |

| |/10 |

| |/100 |

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paranoid

contritely

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