how novel units guides integrate close reading...

How Novel Units® GuidesIntegrate Close Reading Skills

It’s like buying time!℠

Editorial Director

Lori Mammen

ISBN: 978-1-60878-739-5

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Dear Customer,

Thank you for making Novel Units® your classroom reading solution! Oureditorial team has created this document to help you integrate literaturestudy with the universally important skill of “close reading.” (Pleaserefer to our definition of “close reading” on page 3 of this document.)Happy teaching!

Sincerely,Your Novel Units® Editorial Team

View these sample pages:

Book and Chapter Summaries ...............................................................................................4

Author Information ...............................................................................................................4

Character Lists........................................................................................................................5

Background Information .......................................................................................................5

Prereading Activities ..............................................................................................................6

Vocabulary Activities .............................................................................................................6

Study Questions .....................................................................................................................7

Discussion Questions and Answers........................................................................................7

Graphic Organizers ................................................................................................................8

Literary Analysis, Critical Thinking, Character Analysis, Comprehension,

and Writing Activities ....................................................................................................8

Post-Reading Discussion Questions .......................................................................................9

Post-Reading Extension Activities..........................................................................................9

Assessments..........................................................................................................................10

Scoring Rubrics.....................................................................................................................10

Answer Keys .........................................................................................................................11

Glossaries..............................................................................................................................11

References

Brummet, B. (2010). Techniques of close reading. Thousand Oaks, California: SAGEPublications, Inc.

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What is Close Reading?

“Close reading is the mindful, disciplined reading of an object with a view to deeperunderstanding of its meaning” (p. 25, Brummett, 2010). When applying the skills of close readingto a text, a reader attends to the elements of form and content found within the text—from theindividual words to the order of sentences to the unfolding of ideas. For this kind of mindfulstudy, a reader often reads and rereads a text to comprehend it at all levels—literal, inferential,and critical. Capable readers have developed the necessary skills to interpret texts at all threelevels, but even the best readers had to practice and master these skills over time.

How Novel Units® Guides Integrate Close Reading Skills

Novel Units® Teacher Guides and Student Packets provide myriad instructional ideas andactivities created to enhance the reading experience and provide multiple opportunities forstudents to practice and master the skills of close reading. While the Teacher Guide and StudentPacket for each book emphasize comprehension of that specific text, the practice and mastery ofclose reading skills forms the foundation for the content and activities found in all Novel Unitsproducts.

Novel Units® guides provide… So your students can…

Book and chapter summaries recognize the key ideas and details in the text

Author information begin determining the author’s purpose or intent

Character lists identify characters’ traits, motivations, and feelings

Background information set the stage for reading

Prereading activities make predictions and practice questioning

Vocabulary activitiesdevelop and practice academic and domain-specificvocabulary

Study guidesfollow events in the text to recognize how each successivepart builds on earlier sections

Discussion questions and answerspractice close reading, referring to the text as the basisfor answers

Graphic organizers display ideas visually to better comprehend the text

Literary analysis, critical thinking, characteranalysis, comprehension, and writing activities

examine the craft, structure, language, characters,purpose, and central message of the text

Post-reading discussion questionsdemonstrate full-circle understanding of complex literary andinformational texts

Post-reading extension activitiespresent knowledge and ideas using visual or multimediaelements

Assessmentsgauge their ability to read and comprehend literature at aspecific reading level

Scoring rubrics be evaluated on open-ended items and activities

Answer keys check their answers for completeness and accuracy

Glossaries (Gr. 9–12) reiterate vocabulary learned while studying the text

Novel Units®/Close Reading Connections

4 © Novel Units, Inc.

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Novel Units® guides provide book and chapter summaries so your students can recognize thekey ideas and details in the text.

Novel Units® guides provide author information so your students can begin determining theauthor’s purpose or intent.


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Genre: children’s fiction

Setting: London, England; Giant Country; Dream Country

Point of View: third-person

Themes: being an outsider, the power of dreams, unusual friendships, dealing with bullies

Conflict: person vs. society, person vs. person, person vs. nature

Style: narrative, mostly from Sophie’s third-person perspective

Tone: magical, quirky, whimsical, frightening, humorous

Date of First Publication: 1982

Summary

Sophie, an orphan, sees the BFG walking down the street, blowing dreams into sleeping people’shouses. The BFG kidnaps Sophie to prevent her from telling people about him, but he does notharm her. He tells Sophie about his life and that the other giants eat humans. They becomefriends, and the BFG takes Sophie to Dream Country, where he shows her how he catches dreamsand stores them in jars. After the other giants bully the BFG, Sophie convinces the BFG that hecan prevent them from eating humans. They create a plan to alert the Queen of England in adream. The Queen sends her army and air force to Giant Country to capture the giants as theysleep. The Fleshlumpeater almost ruins the plan, but Sophie and the BFG trick him. The giantsare imprisoned, the BFG becomes an author, and Sophie and the BFG are lifelong friends.

About the Author

Roald Dahl was born in Wales in 1916. After serving as a fighter pilot during World War II, Dahlmoved to America and began to write adult fiction about the war. He began writing for childrenin the 1960s after returning to England. He initially wrote for his own children, but his storiesbecame famous around the world. Dahl’s novels include The BFG, James and the Giant Peach,Matilda, Charlie and the Chocolate Factory, and The Witches. He also wrote the screenplay for thefilm Chitty Chitty Bang Bang. After his death in 1990, the Buckinghamshire County Museum inAylesbury, England opened the Roald Dahl Children’s Gallery, which honors his works. TheRoald Dahl Museum and Story Centre outside London houses his manuscripts and celebrates hislife and work.

Genre: fantasy, allegory

Setting: Milo’s bedroom, the Lands Beyond

Point of View: third person

Themes: education, language, wisdom, ignorance, common sense, imagination, appreciating life,friendship

Conflict: person vs. self, person vs. society, person vs. person, person vs. nature

Style: narrative

Tone: humorous, playful, nonsensical, thought-provoking

Date of First Publication: 1961

Summary

Nothing interests Milo. He considers everything, especially learning, a waste of time. Then Miloreceives a mysterious package containing a tollbooth. With nothing better to do, Milo drives hiselectric car through the tollbooth into the Lands Beyond. He meets Tock, a watchdog who guardsagainst wasted time and accompanies Milo on the rest of his journey. Milo eventually learns thatnothing has been right in the kingdom of Wisdom since Princesses Rhyme and Reason werebanished to the Castle in the Air. Milo is granted permission by the king to rescue Rhyme andReason. The king sends a brash, beetle-like creature named the Humbug with Milo as his guide.Milo and his two companions set out to obtain approval of their quest from the Mathemagician,after which they enter the demon-filled Mountains of Ignorance. Using his gifts of knowledge,Milo escapes several demons and climbs the stairs to the Castle in the Air where he is welcomedby Princesses Rhyme and Reason. With help from Tock and the now-united armies of thekingdom of Wisdom, Milo successfully completes his quest. After a celebration carnival, Milotravels home through the tollbooth. The next day after school, Milo plans to revisit his friends inthe Lands Beyond but the tollbooth has vanished. Milo is disappointed until he realizes there isno time to travel because he has so many exciting things to learn and do at home.

About the Author

Born in 1929, Norton Juster grew up in Brooklyn, New York. As a child, he read the encyclopediafor fun and enjoyed writing. Juster studied architecture at the University of Pennsylvania and did graduate work in urban planning in Liverpool, England. After serving three years in the U.S.Navy, Juster opened his own architectural firm in New York and added a second branch aftermoving to Massachusetts. He taught architecture and planning at Pratt Institute in New York and later became Professor of Architecture and Environmental Design at Hampshire College inAmherst, Massachusetts. Juster’s first novel, The Phantom Tollbooth, is recognized as a classic andwas made into a feature film (1969) and a libretto (1995) performed in schools. His other booksfor children include The Dot and the Line: A Romance in Lower Mathematics (1963), which wasmade into an Academy Award-winning film, Alberic the Wise and Other Journeys (1965), OtterNonsense (1982), As: A Surfeit of Similes (1989), Caldecott Medal-winner The Hello, GoodbyeWindow (2005) and its sequel Sourpuss and Sweetie Pie (2008), The Odious Ogre (2010), and Neville(2011). Juster and his wife live in Amherst, Massachusetts.

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The Witching Hour–The Marvellous EarsUnable to sleep, Sophie looks outside and sees a giant carrying a trumpet and a large suitcase. Hestops walking and blows something into a window. Sophie hides under her blanket, but the giantreaches through the window and plucks her out of bed. The giant flees to a distant cave. Sophiefears the giant will eat her, but he explains that he is the BFG (Big Friendly Giant) and he doesnot eat “human beans.” However, the other giants do.

The BFG says he cannot let Sophie go because she will tell people about him. He says the othergiants are stronger than him. He warns her to stay out of sight; otherwise, the other giants willeat her. Sophie tells the BFG that she is unhappy at the orphanage, and the BFG cries. He tells herthat he collects dreams, which he can hear with his enormous ears.

Discussion Questions1. What is “the witching hour,” and what is Sophie doing at this

time? (Someone once told Sophie that the witching hour was “aspecial moment in the middle of the night when every child and everygrown-up was in a deep deep sleep” [p. 10]. “Dark things” come outfrom their hiding places and roam the earth. Sophie has troublesleeping, so she watches the moonbeams come through her window.She eventually looks outside.)

2. Describe the figure Sophie sees on the street. What does thefigure do? (The figure is so tall “its head was higher than theupstairs windows of the houses” [p. 12], and while it looks like aperson, it definitely is not human. The figure wears a black cloak andcarries a large suitcase and a long, thin trumpet. The figure opens thesuitcase, pours something from a glass jar into the trumpet, andblows the trumpet into the upstairs window of a house. No noisecomes out of the trumpet, but whatever the figure poured into it isblown into the room.)

3. What is different about the way the giant speaks? Why do you think the author had himspeak this way? (The giant’s speech is strange but creative. His grammar is incorrect, and he uses alot of unusual, funny, descriptive words that sound made-up. Many of them are similar to real wordsbut spelled differently. Answers will vary. This might show that the giant is not formally educatedand may have learned his vocabulary on his own. Or, the author may have given the giant a strangevocabulary to add a sense of fun or humor to the character or to make it clear that he is not fromthe regular world.)

4. How is the BFG different from other giants? What do you think this says about his character?(The BFG says, “All the others is gobbling [people] up every night, but not me…I is a nice andjumbly Giant in Giant Country” [p. 30]! Unlike the other giants, he refuses to eat humans. The BFGalso has enormous ears and is 24 feet tall, yet he is the smallest of all the giants. He wears whatappear to be normal clothes, he is cleaner than the other giants, and he lives in a cave with normalfurniture. The other giants are at least twice his size and wear only short skirts. They are ugly, withlarge bellies, long arms, and big feet. Answers will vary, but this suggests that the BFG is a “goodguy” and the other giants are “bad guys.”)

5. Why won’t the BFG let Sophie go home? (The BFG will not let Sophie go home because he cannotlet her tell people that giants exist. He feels that people will “be catching [him] and locking [him]into a cage to be stared at” [p. 31]. He does not want to be put in a zoo.)

travel cloak glance fierce stride blaze match remark fishy cellar curious soil forgive

Vocabulary

Book Summary (TG)

Chapter Summary (TG)

Author Information (TG)

TG = Teacher Guide SP = Student Packet


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Novel Units® guides provide character lists so your students can identify characters’ traits,motivations, and feelings.

Novel Units® guides provide background information that helps your students set the stagefor reading.

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Characters

Ponyboy (Pony) Michael Curtis: greaser; 14-year-old boy with light-brown hair and greenish-gray eyes; enjoys reading and watching sunsets; tough and loyal but questions violence;eventually realizes that he does not have to remain an outsider

Sodapop (Soda) Patrick Curtis: greaser; Ponyboy’s 16-year-old brother; handsome with long,straight, dark-gold hair; outgoing and lively; high-school dropout who is happy working at a gasstation; mediates between Ponyboy and Darry

Darrel (Darry) Shaynne Curtis, Jr.: greaser; Ponyboy’s 20-year-old brother; tall and muscularwith dark-brown hair; tough, athletic, and smart; would be a Soc if not for the responsibility of supporting his brothers after their parents’ deaths

Johnny Cade: greaser; small, sensitive 16-year-old from an abusive home; Ponyboy’s closestfriend; “the gang’s pet” (p. 12); dies from injuries sustained while saving children from a fire

Dallas (Dally) Winston: greaser; blond-haired, blue-eyed 17-year-old; angry and hateful;toughest and most dangerous member of Ponyboy’s gang; associated with organized gangs inNew York and has been in and out of jail since he was ten years old; loves, protects, and diesfor Johnny

Steve Randle: greaser; Soda’s 17-year-old best friend; tall and lean; works with Soda at the gasstation; specializes in repairing (and stealing) cars

Keith (Two-Bit) Mathews: greaser; tall, stocky 18-year-old; jokester; alcoholic; known forshoplifting and his black-handled switchblade

Tim Shepard: greaser; lean and intense; leader of an organized gang

Sherri (Cherry) Valance: Soc; attractive redhead; Bob’s girlfriend; connects with Ponyboy; helpsthe greasers

Marcia: Soc; Cherry’s friend; Randy’s girlfriend

Robert (Bob) Sheldon: Soc; spoiled; drives a blue Mustang; wears rings; mean when drunk;Johnny kills him in self-defense.

Randy Adderson: Soc; Bob’s best friend; confides in Ponyboy; chooses to stop fighting

Paul Holden: Soc; Darry’s former friend and football teammate

Buck Merril: Dally’s rodeo partner; tall, lanky cowboy; gambler and bootlegger

Jerry Wood: teacher in charge of the children caught in the church fire; grateful to Ponyboy andJohnny for their help

Mr. Syme: Ponyboy’s English teacher; cares about his students realizing their full potential; givesthe assignment for which Ponyboy writes The Outsiders

Character List (TG)


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Mockingbird. The novel was awarded the 1961 Pulitzer Prize and was adapted into a film in 1962.Although Lee has published a few essays and periodically works on other books, she now lives arelatively quiet, private life, generally avoiding interviews and the literary limelight.

Background Information

To Kill A Mockingbird is set during the Great Depression, a pivotal time in the American South.During this period, economic hardship illuminated the decades-long effects of state lawsenforcing the second-class citizenship of African Americans. Following the EmancipationProclamation in 1863, many areas in southern states enacted laws segregating newly freed AfricanAmericans from their white neighbors. Operating on the principle of “separate but equal,” theselaws assigned African Americans separate schools, separate sections aboard public transportation,and even separate bathrooms and drinking fountains. In practice, the facilities allotted to AfricanAmericans were anything but equal. Restrictive voting regulations limited black citizens’ power tochange such laws. With very few exceptions, African Americans did not serve on juries or run forpublic office. Issues of racial prejudice were brought into dramatic focus in the 1931 ScottsboroBoys case, which involved nine black teenagers falsely accused of raping two white women.Conditions began to change after World War II when black U.S. soldiers began to challengesegregation. In 1954, the landmark case Brown v. Board of Education set the stage for thedesegregation of American education. Political agitation in the late 1950s and early 1960s ledto further advances in civil rights legislation. Published in the heart of this era, To Kill aMockingbird’s powerful statements about justice and equality had (and still have) a formidableimpact.

Characters

Jean Louise (“Scout”) Finch: novel’s narrator; bright young girl who was raised in Maycomb;spirited, outgoing, and stubborn; daughter of Atticus Finch; tomboy whose main playmates areher brother, Jem, and her neighbor’s nephew, Dill

Jeremy Atticus (“Jem”) Finch: mischievous yet compassionate boy who was raised in Maycomb;son of Atticus Finch; Scout’s older brother; acts authoritatively among other children

Charles Baker (“Dill”) Harris: Rachel Haverford’s nephew; spends summers in Maycomb; oneyear older than Scout; mischievous and cheerful; has distinctive white “duckfluff” hair

Atticus Finch: Scout and Jem’s father; widower; prominent lawyer and state assemblyman; isassigned to defend Tom Robinson in a controversial case; wise and patient; raises his childrensomewhat unconventionally but with strong morals

Uncle Jack Finch: Atticus’s kind younger brother; doctor in Nashville

Aunt Alexandra: Atticus’s prim, disapproving sister; cares deeply for Scout and Jem

Uncle Jimmy: Aunt Alexandra’s silent husband

Calpurnia: the Finches’ black cook and housekeeper; surrogate mother to Scout and Jem; admiresAtticus’s dignity and fairness; commanding and strict, but sympathetic when warranted

Arthur (“Boo”) Radley: mysterious recluse; lives down the street from the Finches; saves Scoutand Jem from being harmed by Bob Ewell

Mr. and Mrs. Radley: parents of Nathan and Arthur Radley

Nathan Radley: older brother of Arthur Radley

Background Information (TG)



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Novel Units® guides provide prereading activities so your students can make predictions andpractice questioning.

Novel Units® guides provide vocabulary activities so your students can develop and practiceacademic and domain-specific vocabulary.


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Aunt Beast: an alien mother who cares for Meg after she tessers away from Camazotz; is lovingand attentive but wary of becoming too involved in the fight against IT

IT/the Black Thing: a powerful force spreading darkness throughout the universe; “The BlackThing” is the name for the larger mass seen in space, while “IT” is the name for the specificbrain-like power on Camazotz, although both seem linked and may be differing manifestationsof the same dark power.

Initiating Activities

Use one or more of the following to introduce the novel.

1. Genre: Have a class discussion about different kinds of science fiction and fantasy stories inbooks, comics, TV shows, or movies. Based on what the students know about these genres,ask them to predict what elements of each might appear in A Wrinkle in Time.

2. Discussion: Have students read “An Appreciation” by Anna Quindlen, and have a classdiscussion about the following questions raised in the novel: Are being alike and being equalthe same thing? Do our differences create problems between us, and would it be better if wewere all the same?

3. Creative Writing: Have students write one to two paragraphs explaining what they think a“wrinkle in time” is and how it will be significant in the story.

4. History: Have students research the line “It was a dark and stormy night” and the literaryphrase “purple prose.” Ask students to write a brief essay explaining the origins of the lineand the phrase and why the author might have chosen to begin her novel this way.

Name ________________________________A Wrinkle in Time

Activity #1 • Prereading Use Before Reading

(Locate Information/Predictions)


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Getting the “Lay of the Land”

Directions: Prepare for reading by answering the following questions.

1. Who is the author?

_________________________________________

2. What does the title suggest to you about the novel?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3. When was the novel first copyrighted?

_________________________________________

4. How many pages are in the novel?

_________________________________________

5. Thumb through the novel. Read three pages—one from near the beginning, one from nearthe middle, and one from near the end. What predictions can you make about the novel?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

6. What does the cover suggest to you about the novel?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Prereading Activities (TG & SP)


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Vocabulary Activities

1. Sentence-by-Sentence: As a class, select a sentence to start a story. Students then pass aroundone sheet of paper with the starter sentence at the top. Each student adds one sentence tothe story. Each sentence must correctly use one vocabulary word from the lists in this guide.After each student has contributed to the story, have a volunteer read the story aloud.

2. Start/Stop: Divide the class into two teams. One member from each team stands at one endof the room. Taking turns, each team is given a vocabulary word at random, which the teammust define without assistance. If that team defines the vocabulary word correctly, its teammember moves forward one step. If the team answers incorrectly, the opposing team’sstanding member moves forward two steps. The team whose team member reaches theopposite side of the room first wins.

3. Vocabulary Slam: Compile a list of vocabulary words from the smaller lists in this guide.Divide the class into two teams. Each team takes turns selecting a vocabulary word from thelist. A member of one team defines the word. The other team may “stuff” its opponent if theteam believes the word is incorrectly defined. If the team believes the word is correctlydefined, the defining team claims a “slam dunk” and earns two points. Teams take turnsdefining one word at a time. If the opposing team wrongly “stuffs” the first team, theopposing team is given a foul. The first team with three fouls loses the game. The first teamto earn 12 points wins.

4. Vocabulary Squares: Select nine students to sit in three rows of three in the classroom. Giveeach student a large cut-out of an X and an O. Select two other students to compete. Onestudent is “X,” and the other is “O.” Student X is asked to define a vocabulary word. S/hemust choose one of the nine students sitting in the square to define the word and then statewhether s/he agrees or disagrees with the given definition. If Student X correctly agrees ordisagrees with the given definition, the sitting student must display the X. If Student Xincorrectly agrees or disagrees, the sitting student displays the O. Alternate turns betweenStudents X and O. The first student to have three Xs or Os in a row (vertically, horizontally,or diagonally) is the winner.

5. Vocabulary Poetry: Have each student write a poem using at least five vocabulary words fromthe lists in this guide. Students should provide context clues as to the meanings of thevocabulary words in their poems. Hold a poetry reading during which students areencouraged to share their poems with the class.

Name ________________________________Summer of the Monkeys

Activity #3 • VocabularyChapters 1–3


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Vocabulary Fill-in

Directions: Fill in the blanks below using the vocabulary words from the list above. Then, definethe two vocabulary words you did NOT use.

The old (1) ________________________ was tired of working other people’s fields. He loved the land

he worked, especially the scenery of the huge apple (2) ________________________ nearby. He also

appreciated having access to every farming (3) ________________________ imaginable. All in all, his

work was satisfying, but the ground he cultivated wasn’t his own. He observed the hogs, perfectly

content in their (4) ________________________. He suddenly realized that while he could dream

of his future, he had to find a way to be content with the present. He knew he was

(5) ________________________ to get cranky if he didn’t find a bright spot in his work today.

He pulled distractedly on the (6) ________________________ of his ear as he surveyed the farm.

The land appeared warm, golden, and (7) ________________________. He nodded to a

(8) ________________________ ambling down the road selling his wares. Yes, today was a good

day. He was (9) ________________________ suddenly from his thoughts by the sounds of the farm

around him. He took a deep breath, smiled, and returned to his work.

10. Word: ___________________________

Definition: ________________________________________________________________________________

___________________________________________________________________________________________

11. Word: ___________________________

Definition: ________________________________________________________________________________

___________________________________________________________________________________________

sharecropper contraption grove altarslough jarred scalded liablelobe peddler radiant

Vocabulary Activities (TG & SP)



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Novel Units® guides provide study questions so your students can follow events in the text torecognize how each successive part builds on earlier sections.

Novel Units® guides provide discussion questions and answers so your students can practiceclose reading, referring to the text as the basis for answers.

Name ________________________________


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The Hunger GamesStudy Guide

Directions: Answer the following questions on a separate sheet of paper. Use your answers inclass discussions, for writing assignments, and to review for tests. Starred questions indicatethought or opinion questions.

Part I: “The Tributes”Chapters 1–3

*1. In which district does Katniss live? Why do you think her neighborhood is nicknamed“the Seam”?

2. How are Gale and Prim important to Katniss?

3. Explain Gale’s anger at Madge. What is the real source of Gale’s anger?

4. What is the Treaty of Treason?

5. What are the Hunger Games? What is their purpose?

*6. Why does Katniss volunteer to participate in the Hunger Games?

7. How do the people of District 12 react to Katniss becoming a tribute?

8. Why is Katniss upset when Peeta is chosen as a tribute?

9. What does Katniss promise Madge?

10. According to Gale, what must Katniss do to have a chance at surviving the Games?

11. How will Katniss travel to the Capitol? Where is the Capitol located?

12. Why is Haymitch Abernathy important to Katniss and Peeta?

Chapters 4–6

*1. Why is Peeta’s kindness dangerous to Katniss?

2. What do dandelions symbolize to Katniss? Why?

3. What did Katniss’ father mean when he told her, “…As long as you can find yourself,you’ll never starve” (p. 52)?

*4. What is Haymitch’s advice regarding the stylists? Why might this be important?

5. How does Peeta react to the crowd at the train station? Why does he do this?

6. Who are Cinna and Portia? What are their jobs?

7. How does Cinna want the audience to remember Katniss?

8. What is the crowd’s reaction to Katniss and Peeta?

9. What is an Avox?

10. Why is holding hands during opening ceremonies “the perfect touch of rebellion” (p. 79)?

The Hunger GamesStudy Guide

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11. What happened to District 13? Why does the Capitol show the district on TV?

12. Why does the redheaded girl make Katniss feel ashamed?

Chapters 7–9

1. Why does Haymitch suggest that Katniss and Peeta may want to be coached separately?

2. Why was Peeta hurt when his mother said District 12 might win the Games?

3. What does Haymitch insist Katniss and Peeta do in public?

4. How are Career tributes different than the other tributes?

*5. What does Peeta note about breads served to the tributes? What do you think is thepurpose of this?

6. During her private session, how does Katniss get the Gamemakers’ attention? Why doesshe do this?

7. Why are scores given to the tributes? What scores do Katniss and Peeta receive?

8. How does Katniss believe Gale would respond to her score?

*9. Why do you think Peeta asks to be coached separately?

10. What advice does Cinna offer Katniss before her interview?

11. Who is Caesar Flickerman?

12. What does Peeta announce during his interview?

Part II: “The Games”Chapters 10–12

1. Why is Katniss angry about Peeta’s declaration of love? What makes her realize hisdeclaration gives her an edge?

2. On the night before the Games, what is Katniss thinking? What is Peeta thinking?

3. Why are arenas preserved after the Games?

4. Who waits with Katniss for the call to start the Games?

5. What is the Cornucopia? What does Katniss see inside that she believes is hers?

6. How do tributes learn the fates of other tributes?

*7. What items does the backpack contain? Which do you think will be most useful to Katniss?

8. Why does Katniss know Rue is not the tribute who started the fire?

9. Why is Peeta allowed to join the Career tributes?

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Name ________________________________

Study Guide (SP)

Prologue–Chapter 7Jim Nightshade and Will Halloway are typical 13-year-old boys who are about to celebrate theirbirthdays, which are one day apart. One afternoon, the boys are approached by a travelinglightning-rod salesman named Tom Fury. The salesman warns the boys that a storm isapproaching and Jim’s house will be struck by lightning. The boys nail a lightning rod to Jim’sroof and then visit Will’s father, Charles Halloway, at the town library. As the boys travel throughGreen Town that afternoon, they notice some of the residents are behaving strangely. Charles,too, experiences unease—especially when he sees advertisements for a traveling carnival. As Jimand Will approach their street, Jim insists that he and Will climb a tree and peek into a window.The two boys then find a carnival advertisement similar to the one Charles Halloway found.

Discussion Questions1. Why is October an eventful month for Will and Jim?

(Halloween—an exciting holiday for young people—occurs in October.Also, Will’s and Jim’s birthdays are both on or near Halloween.)

2. What is strange about Tom Fury, the lightning-rod salesman?(After asking the boys if their parents are home [and determining thatthe boys have no money], Fury does not leave, but instead gives theboys a free item. The salesman seems unnaturally interested in theboys’ names, especially Jim’s. He predicts that Jim’s house will behit by lightning and warns Jim that he had better “hammer [thelightning rod] high or [he would be] dead come dawn” [p. 10]! Furyalso wears “storm-dark clothes” and a “cloud-colored hat pulleddown over his eyes” [p. 10], making him seem mysterious andpossibly suspicious. He seems to personify the storm itself and acts as a walking premonition.)

3. Compare and contrast Will and Jim based on the scene with the lightning-rod salesman.How do you think the boys’ names and birthdays reflect their differences? (The boys’ namesare the first indicator of their differences. Will’s last name, Halloway, is derived from the Old English“Allaway,” meaning “noble battle.” The words “hallow” and “way,” when put together, mean “holyway.” Jim’s last name, Nightshade, refers to a family of plants, some of which are poisonous. Inaccordance with their names, the boys’ appearances [Will with blonde hair and light blue eyes andJim with dark hair and piercing green eyes] can be interpreted as symbolizing light/honesty anddarkness/temptation, respectively. Thus far, Will seems straightforward and well-intentioned. He isalarmed when Tom Fury warns them about the storm and immediately wants to install the lightningrod. In contrast, Jim seems shifty with questionable motives. He seems pleased when Tom Furywarns them about the storm and looks forward to lightning striking his house as if it is an adventure.The fact that Will was born just before Halloween while Jim was born on Halloween adds to the“feel” of each character.)

4. Why does the author describe the library as “the special night” where “anything mighthappen, always did” (p. 13)? Give examples of imagery the author uses to make the libraryseem “alive.” (With its volumes of books, the library is a place where knowledge is attained, thefantastic becomes real, and adventure lurks in every shelf-lined corridor. In contrast to the outsideworld, where “not much happened” [p. 13], the “library deeps” provide an escape from thehumdrum. In the library, anything is possible. Answers will vary, but instances of imagery mayinclude “ten thousand people screaming so high only dogs feathered their ears,” “a millionfolk…toting cannons, sharpening guillotines,” “Chinese, four abreast, [marching] on forever,” and“alien deserts [slumbering]” [p. 13].)

conjuredsoldereddialectperambulatedwhorlsganglionconversantsincongruouseffulgencepandemoniumvoluptuouscaper

Vocabulary

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Discussion Questions and Answers (TG)


Novel Units® guides provide graphic organizers so your students can display ideas visually tobetter comprehend the text.

Novel Units® guides provide literary analysis, critical thinking, character analysis,comprehension, and writing activities so your students can examine the craft, structure,language, characters, purpose, and central message of the text.


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Because of Winn-DixieActivity #13 • Character Analysis

Use During and After Reading(Compare/Contrast/Character Analysis)

Venn Diagram

A. Directions: Use the Venn diagram below to compare and contrast Miss Franny Block andGloria Dump.

B. Directions: On the lines below, explain why you think Miss Franny and Gloria are glad tomeet Opal.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Miss Franny Block Gloria Dump

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Name ________________________________Because of Winn-Dixie

Activity #14 • Character Analysis Use During and After Reading

(Character Analysis)

Sociogram

Directions: On the spokes surrounding each character’s name, write several adjectives thatdescribe that character. How does one character influence another? On the arrows joiningone character to another, write a description of the relationship between the two characters.Remember, relationships go both ways, so each line requires a descriptive word.

write adjectives on these lines

Opal

Miss FrannyBlock

Otis

the preacher

Gloria Dump

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Name ________________________________

Graphic Organizers (SP)

No TalkingActivity #10 • Literary Analysis

Use After Reading(Literary Devices)

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Name ________________________________

Using Idioms

Directions: An idiom is a phrase that is understood in a certain culture but cannot beunderstood if each word is defined separately. (Example: It is raining cats and dogs.) Identify six idioms from the novel. Copy the sentence that contains the idiom in the toprectangle. In the bottom rectangle, write your own interpretation of the idiom. In the square,draw a picture of the idiom if it were translated word-for-word. (Example for idiom above:Draw a picture of cats and dogs falling out of the sky.)

Idiom From the Novel

What You Think It Means





No TalkingActivity #13 • Critical Thinking

Use After Reading(Write to Express/Support Responses)

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Name ________________________________

In My Opinion…

Directions: In the small rectangle below, write what you think the author’s opinion is aboutthe consequences of anger. In the oval, write your own knowledge and experience aboutanger. In the rounded rectangle, write any new information you have learned from readingthe novel and in class discussions. Finally, in the large box, write a paragraph stating youropinion about anger.

New Information

Author’s Opinion

Your Own Knowledgeand Experience

In my opinion…_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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_______________________________________________________________________________________

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No TalkingActivity #18 • Character Analysis

Use After Reading(Character Analysis)

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25© Novel Units, Inc.

Name ________________________________

Character Attribute Web

Directions: The attribute web below will help you gather clues the author provides aboutMrs. Hiatt. Fill in the blanks with words and phrases that tell how Mrs. Hiatt acts and looks,as well as what she says and feels.

Acts

1. ________________

2. ________________

3. ________________

4. ________________

Says

1. ________________

2. ________________

3. ________________

4. ________________

Looks

1. ________________

2. ________________

3. ________________

4. ________________

Feels

1. ________________

2. ________________

3. ________________

4. ________________

Mrs. Hiatt

Literary Analysis (SP) Critical Thinking (SP) Character Analysis (SP)


Graphic Organizers (TG)


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Conflict

The conflict of a story is the struggle between two people or two forces. There are three maintypes of conflict: person vs. person, person vs. nature or society, and person vs. self.

Directions: The characters experience some conflicts in the story. In the chart below, list thenames of three major characters. In the space provided, list a conflict each character experiences.Then, explain how each conflict is resolved in the story.

Conflict Resolution

Character:

Conflict Resolution

Character:

Conflict Resolution

Character:


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Novel Units® guides provide post-reading discussion questions so your students candemonstrate full-circle understanding of complex literary and informational texts.

Novel Units® guides provide post-reading extension activities so your students can presentknowledge and ideas using visual or multimedia elements.

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Post-reading Discussion Questions

1. Evaluate Lord of the Flies as an allegory. What might Ralph, Jack, and Piggy symbolize?(Answers will vary. The novel explores human nature and its civilized and savage sides. The settingis a microcosm of the world that is filled with objects used as symbols, such as the conch—thesymbol of civilization—and the Lord of the Flies—the symbol of evil. Ralph, Jack, and Piggyrepresent humanity with varying social classes. The boys’ steps toward creating a civilized societywith a leader, rules, the conch, and fire mirror the evolution of the human race. The power strugglebetween Ralph and Jack demonstrates the building conflict between the good and bad sides ofhumans. Ralph’s and Jack’s differing opinions represent the views of a variety of governments orcountries. Each main character in the novel represents an aspect of human nature. Ralph, the electedleader, represents civilization and structure. Jack, the savage, represents anarchy as he disruptsRalph’s meeting and attempts to gain power for himself. Jack’s growing desire to hunt symbolizes the primitive, evil nature of humans. Piggy, the scientific and rational individual, symbolizes thehelplessness the other boys feel. He is the intellectual and moral conscience of civilization—a voice of reason. Piggy’s glasses might represent clear-sightedness. Refer to the Background Information onpage 4 of this guide for details regarding the political, psychological, and religious allegorical aspectsof the novel.)

2. Discuss the meaning of the title of the novel. Why do you think the author originally titledthe novel Strangers From Within? (“Lord of the Flies” has several meanings, both literal andsymbolic. Literally, the title is the name of the staked sow’s head—the bloody, decaying object thatattracts swarms of flies. The staked head becomes Jack’s symbol of power and an idol to worship.However, “Lord of the Flies” is also the translation of Beelzebub, another name for Satan.Symbolically, the title means evil and, as the staked head told Simon, the evil resides within eachboy. Answers will vary, but students should infer that the “strangers from within” are the boys’ evilor savage natures.)

3. How is fear important to the story? (Answers will vary. The novel addresses fear on an individuallevel, a group level, and as a defect of human nature. As individuals, humans fear the unknown andit is the littluns’ fear of the unknown that creates the beast. This fear leads to irrational behavior,such as Sam and Eric’s exaggerated reports of the beast chasing them down the mountain. Fear also creates myths or superstitions that attempt to explain the unknown, as shown by the group’srationalizations ranging from sea monsters to ghosts. At a group level, fear becomes infectious andleads to mob mentality. Once the older boys believe in the beast’s existence, fear spreads and most of the boys turn to Jack for protection. Jack uses the boys’ fear to divide the group, make himself morepowerful, and manipulate his tribe. He presents the beast as an idol that needs sacrifices, says thebeast can disguise itself, and claims the beast cannot be killed. Though fear never overrides Piggy’scommon sense, only Simon realizes the truth, that the beast the boys fear comes from within—theboys fear their own capabilities for violence. As a theme in the novel, fear is shown as a defect inhuman nature that must be overcome to find wisdom. The boys, however, do not unite to overcometheir fears. Instead, they succumb to their fears and become enemies.)

4. What does the novel suggest about society and human nature? (Answers will vary. It can begathered from the novel that humans left to rule themselves can be selfish and violent. The novelproves how humans need society, despite its flaws and conflicts, in order to restrain their basicinstincts. However, a society’s leaders greatly affect its functionality. Ralph bases his leadership on survival and the good of the group, yet he loses control to Jack, who plays on the boys’ fears and promises fun, freedom from rules, and protection. If leadership fails, or if too great a number of individuals succumb to their base desires, the resulting evil can break down society. With Jack in charge, savagery reigns and Ralph’s society fails. Ralph, Piggy, and Simon recognize their inherent

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evil but do not completely surrender to it, while Jack and Roger [who are only interested in self-gratification] turn cruel. Though every human is capable of barbarism, individuals can restrainthemselves to varying degrees, especially with the law and order of society. A society with strong,ethical leaders can help less restrained individuals remain civilized. For example, even Roger controlshis sadistic nature when throwing rocks near Henry. Roger only breaks free from society’s restraintsunder Jack’s leadership. The novel also implies that facing one’s inner beast provides the only hopefor humankind.)

5. What does the novel indicate about human relationships with nature? (Answers will vary.From the beginning, the boys do not show respect for nature and their arrival on the island is like an invasion. The boys lose control of a destructive wildfire, topple boulders for fun without regard for the resulting damage, and are careless about sanitation practices. How the boys deal with theisland wilderness represents humans’ relationships with nature. Only Simon is in complete harmonywith nature. Ralph, aware of the island’s beauty and its dangers, prefers civilization. Jack seeks todominate nature by hunting its creatures and setting a fire that destroys all life forms in it. The boysultimately leave the pristine island in ruins.)

6. How would the novel be different if the boys had initially elected Jack as chief? (Answers willvary. Some students will feel that Jack may have immediately turned the group into a tribe and hissavagery may have infected the boys sooner. Others may believe that having the power he cravedwould have satisfied Jack and prevented him from developing his obsession with hunting and killing. With sole responsibility of the group’s survival, Jack may have used leadership skills appropriate for a civilized British boy.)

7. Analyze the shift in references to Jack beginning in Chapter Ten. What might this represent?(Following Simon’s death, specifically beginning on page 159 of the novel, Jack is not mentioned by name among his tribe. The narrator also does not use his given name when describing scenesinvolving only Jack and his tribe. He is referred to only as “the chief” during these moments in thestory. Any time Ralph or members of his group are present, Jack is once again referred to by name.Answers will vary. Students should infer that after Simon’s death, Jack’s tribe finally succumbscompletely to their primitive sides. Any trace of kindness, gentleness, or awareness of proper behavioris lost, and they know only what “the chief” instructs them to do. As the leader of the savages, Jackhas lost all aspects of his humanity and is never again known by the name given to him beforelanding on the island—breaking his final connection to the outside world. Ralph and his group arenot yet entirely devoid of goodness, so they still recognize Jack as the boy he once was [although theyare aware of the changes within him].)

8. Review the major symbols discussed while reading the novel. Does any of the symbolismchange during the story? Can you identify other symbols in the novel? (Answers will vary.Major symbols include the conch, Piggy’s glasses, the signal fire, the beast, and the Lord of the Flies.The conch symbolizes authority, civilization, law and order, and a democratic government withfreedom of speech. However, the conch gradually loses its power and its destruction symbolizes theend of civilization and rational behavior on the island. Piggy’s glasses symbolize knowledge, science,and perception. Without Piggy’s glasses, the boys cannot start a fire. Since the glasses also representintellect, Ralph loses sight of rationality after Piggy is killed and his wisdom is gone. The signal firerepresents the hope of rescue and indicates the strength of the boys’ connection to civilization. Thefire dies when the boys’ hope of rescue or their desire to return to civilization wanes. The fire isportrayed as being both helpful and fatal. The boys mainly use it for cooking and rescue, but Jackuses it as a weapon to harm Ralph. A littlun is also most likely killed in the boys’ accidental wildfire.The beast is created by the littluns’ fear, which represents humankind’s fear of the unknown. Later,as the fear of the beast spreads, it represents the primal savagery within all humans. The deadparachutist as the physical beast represents the adults’ war and savagery off of the island. The Lordof the Flies, the staked sow’s head, symbolizes evil and has the power to communicate with the

Post-reading Discussion Questions (TG)


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Post-reading Extension ActivitiesWriting

1. Write a poem about one of the characters, omitting the name. Exchange poems with aclassmate, and attempt to identify the character in the poem you receive. For examples ofpoetic styles, ask your librarian or teacher for books of poetry to read and review.

2. Write a two-page journal entry for Pi that shows his thoughts after the two Japanese menleave the hospital.

3. Choose an event from your life that changed you, and explain in a two-page essay how youmight build a novel around that event. Where would the event take place, what characterswould you use, and what would be your main message?

Reading

4. Read a professional book review of Life of Pi, and write a one-page response either agreeing or disagreeing with the critic.

Film/Drama

5. Watch one of the following films, and give a presentation (using a clip from the film) tocompare and contrast the themes and events in the film with those in the novel: Lifeboat(1944), Lord of the Flies (1963 or 1990), Cast Away (2000), or another “castaway” film. Whichdo you think most accurately depicts the life of a castaway, and why?

6. Cast your own actors for a film version of Life of Pi. Use the character list in this guide as abasis. Choose an actor for each character, and explain your choices in a paragraph for each.The characters do not necessarily have to be of the same nationality as the characters in thenovel, but you must explain how and why they exhibit the same traits and ideals.

7. In groups, choose a scene from Life of Pi and perform the scene for the class. Be sure to useappropriate props and costumes. (Note: Teachers should monitor the scenes chosen to ensurethey are appropriate to be performed.)

Art

8. Choose a character from the novel, and paint a picture or create a collage with images,symbols, and/or words that represent that character’s importance in Life of Pi.

9. For each section of the study guide for Life of Pi, choose a symbol that represents the majoraction or tone of that section. Create a poster with your symbols, and present your artwork in class.

10. Create either a triple-box comic strip or a single-box comic with a caption based on ahumorous or ironic scene from the book. Try to capture the “feel” of the scene in your comic.

Post-reading Extension Activities (TG)



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Novel Units® guides provide assessments so your students can gauge their ability to read andcomprehend literature at a specific reading level.

Novel Units® guides provide scoring rubrics so your students can be evaluated on open-endeditems and activities.


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Assessment for Maniac Magee

Assessment is an ongoing process. The following ten items can be completed during the novelstudy. Once finished, the student and teacher will check the work. Points may be added toindicate the level of understanding.

Name ________________________________________________________ Date ______________________

Student Teacher

_______ _______ 1. Using the Venn Diagram on page 30 of this guide, compare andcontrast Maniac Magee and John McNab.

_______ _______ 2. Complete the Characterization web on page 31 of this guide forone character from the novel.

_______ _______ 3. List at least four things Maniac values, including an example fromthe novel to support your answers.

_______ _______ 4. Complete the Story Map on page 32 of this guide.

_______ _______ 5. Imagine you work for a local newspaper or magazine, and write abook review of Maniac Magee.

_______ _______ 6. Using the Cause/Effect Chart on page 33 of this guide, list theeffects of Maniac’s decision to bring Mars Bar to Piper’s birthdayparty.

_______ _______ 7. Write a one- to two-page essay supporting one of the following asthe novel’s main theme: yearning for family, value of knowledge,need for identity. Use evidence from the novel to support yourresponse.

_______ _______ 8. Using the Sequencing Events activity on page 34 of this guide,illustrate and describe six events that happened in Maniac’s lifeafter he arrived in Two Mills.

_______ _______ 9. Using at least six vocabulary words from the lists in this guide,write a summary of the novel.

_______ _______ 10. Correct any quizzes or tests taken over the novel.

Name ________________________________


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Maniac MageeQuiz #1

Before the Story—Chapter 19

A. Multiple Choice: Choose the BEST answer.

(Main Idea and Details)____ 1. The narrator claims that the history of a kid is one part fact, two parts legend, and

three parts a. jumpropeb. pizzac. rumord. snowball

(Character Analysis)____ 2. Aunt Dot and Uncle Dan can best be described as people who

a. plan to divorce and share custody of Jeffreyb. live separate lives and try to “split” Jeffrey between themc. are mean-spirited and purposely make Jeffrey feel unwelcomed. love each other and make Jeffrey feel comfortable in their home

(Main Idea and Details)____ 3. The first person Jeffrey Magee speaks to upon entering Two Mills is

a. Amanda Bealeb. James “Hands” Downc. Giant John McNabd. Mars Bar Thompson

(Inferences)____ 4. Mars Bars initially dislikes Maniac because Mars Bar feels

a. jealous that Maniac talked to Amanda Bealeb. confused about why Maniac is in the East Endc. ashamed that Maniac is a better reader than he isd. embarrassed that Maniac showed him up in baseball

(Drawing Conclusions)____ 5. Maniac wants Mrs. Beale to continue calling him Jeffrey at home because

a. he is insulted by the name “Maniac”b. he doesn’t think families should use nicknamesc. the name “Jeffrey” is all he has left of his parentsd. his identity as “Maniac” is supposed to stay a secret

(Compare/Contrast)____ 6. How do Hester and Lester Beale change once Maniac comes to live with them?

a. They take baths voluntarily.b. They refuse to sleep with Amanda.c. They are more careful on their tricycles.d. They color on the walls more than usual.

Name ________________________________


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Maniac MageeNovel Test

(Literary Devices)A. Figurative Language: Identify each of the following as a simile, a metaphor, or personification.

a. simile b. metaphor c. personification

____ 1. “But [Russell and Piper McNab] were spoiling…like a pair of peaches in the sun.”

____ 2. “They saw [Maniac] climb…to the white door, the portal of death.”

____ 3. “…winter toyed with Two Mills, whispered in its ear, tickled it under the chin.”

____ 4. “Finsterwald’s backyard was a graveyard of tennis balls and baseballs and footballs andFrisbees and model airplanes and one-way boomerangs.”

____ 5. “To [Amanda, the torn page] was the broken wing of a bird, a pet out in the rain.”

____ 6. “…the sun shinnied up the rainspouts.”

____ 7. “…[Maniac] was finally facing a knot that would stand up and fight.…”

(Character Analysis/Support Responses)B. Protagonists and Antagonists: Maniac Magee includes characters who are protagonists (usuallythe main character and those who support him/her) and antagonists (characters who are inconflict with the protagonist). In the second column of the chart below, identify each of thefollowing characters as a protagonist (P) or an antagonist (A). In the third column, provideevidence from the novel for each categorization.

CharacterProtagonist (P) or Antagonist (A)

Evidence from the Novel

8. Jeffrey “Maniac” Magee

9. Amanda Beale

10. Earl Grayson

11. Mars Bar Thompson

12. John McNab

13. George McNab

Assessments (TG & SP)


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Linking Novel Units® Lessons toNational and State Reading Assessments

During the past several years, an increasing number of students have faced some form ofstate-mandated competency testing in reading. Many states now administer state-developedassessments to measure the skills and knowledge emphasized in their particular readingcurriculum. The discussion questions and post-reading questions in this Novel Units® TeacherGuide make excellent open-ended comprehension questions and may be used throughout thedaily lessons as practice activities. The rubric below provides important information forevaluating responses to open-ended comprehension questions. Teachers may also use scoringrubrics provided for their own state’s competency test.

Please note: The Novel Units® Student Packet contains optional open-ended questions in aformat similar to many national and state reading assessments.

3-Exemplary Thorough, complete ideas/informationClear organization throughoutLogical reasoning/conclusionsThorough understanding of reading taskAccurate, complete response

Many relevant ideas/pieces of informationClear organization throughout most of responseMinor problems in logical reasoning/conclusionsGeneral understanding of reading taskGenerally accurate and complete response

Minimally relevant ideas/informationObvious gaps in organizationObvious problems in logical reasoning/conclusionsMinimal understanding of reading taskInaccuracies/incomplete response

Irrelevant ideas/informationNo coherent organizationMajor problems in logical reasoning/conclusionsLittle or no understanding of reading taskGenerally inaccurate/incomplete response

2-Sufficient

1-Partially Sufficient

0-Insufficient

Scoring Rubric for Open-Ended Items


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Linking Novel Units® Student Packets toNational and State Reading Assessments

During the past several years, an increasing number of students have faced some form ofstate-mandated competency testing in reading. Many states now administer state-developedassessments to measure the skills and knowledge emphasized in their particular readingcurriculum. This Novel Units® guide includes open-ended comprehension questions thatcorrelate with state-mandated reading assessments. The rubric below provides importantinformation for evaluating responses to open-ended comprehension questions. Teachers mayalso use scoring rubrics provided for their own state’s competency test.

3-Exemplary Thorough, complete ideas/informationClear organization throughoutLogical reasoning/conclusionsThorough understanding of reading taskAccurate, complete response

Many relevant ideas/pieces of informationClear organization throughout most of responseMinor problems in logical reasoning/conclusionsGeneral understanding of reading taskGenerally accurate and complete response

Minimally relevant ideas/informationObvious gaps in organizationObvious problems in logical reasoning/conclusionsMinimal understanding of reading taskInaccuracies/incomplete response

Irrelevant ideas/informationNo coherent organizationMajor problems in logical reasoning/conclusionsLittle or no understanding of reading taskGenerally inaccurate/incomplete response

2-Sufficient

1-Partially Sufficient

0-Insufficient

Scoring Rubric for Open-Ended Items

Scoring Rubrics (TG & SP)



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Novel Units® guides provide answer keys so your students can check their answers forcompleteness and accuracy.

Novel Units® guides provide glossaries (in Grades 9–12) so your students can reiteratevocabulary learned while studying the text.


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Answer Key

Activities #1–#2: Answers will vary.

Activity #3: Nouns—fiend, bulkhead, propulsion, sobriquet, quest, ignorance, tenements; Verbs—hunkering, abide, flinch; Adjectives—unvanquished, departed, mainstream, invincible, functional,sophisticated, disabled, spastic; Adverbs—none

Activity #4: Word maps will vary. Example—Word: evasive; Synonyms: slippery, shifty; Definition:intended to avoid something unpleasant or troublesome; Sentence: The soldiers took evasive action as themassive enemy army approached.

Activity #5: 1. decline 2. damsel 3. fealty 4. testaments 5. urgency 6. devised 7. teleportation 8. retrieval 9. riddance 10. distress 11. dungarees 12. ringer 13. optimum 14. tenements

Activity #6: Crosswords will vary.

Activity #7: Associations will vary. Example—Word: injustice; In Freak the Mighty, Freak’s condition is the biggest injustice, as he is a brilliant, good-natured boy who was crippled by a genetic defect. Max alsoencounters injustice in the novel, as he is often judged by his appearance and resemblance to his fatherrather than by his own actions and personality.

Activity #8: Students will play the Vocabulary Wheel game.

Study GuideChapters 1–5: 1. Max, who was known as “Kicker” as a child 2. Max saw the boy in day care and laterwhen he is in third grade. 3. The boy is small in stature, uses crutches, and has leg braces. 4. his father,“Killer Kane” 5. his maternal grandparents; Max’s mother died. 6. Gwen and Freak move into a duplexdown the block from Max’s grandparents’ home. 7. to help Freak retrieve something lodged high in a tree8. Max thinks it’s easier to show Freak his room than to explain why he calls it the “down under.” 9. Freak’smother’s name is Gwen, but he sometimes calls her “the Fair Guinevere” after King Arthur’s Guinevere. 10. Since the knights wore armor, Freak thinks of them as the first human version of robots. He is amazedthat they tried to improve upon the human body hundreds of years before computers. 11. Max thinks thatGwen is afraid of him. 12. Gwen was friends with Max’s mother, and the two women were pregnant at thesame time. Later, Max and Freak attended the same day care. 13. Max bears a strong resemblance to hiscriminal father, Killer Kane. 14. The evening is delightful for Max. He eats hot dogs with Freak and Gwenand laughs constantly. He returns home feeling unbelievably happy.

Chapters 6–9: 1. It is the first year Max is allowed to attend the fireworks show without Grim and Gram. It is also the first year Max will attend the show with Freak. 2. They encounter Tony D. and his gang. 3. Anapproaching police car causes Tony D. and his gang to leave quickly. 4. so Freak will have a better view ofthe fireworks 5. Freak directs Max from atop Max’s shoulders, and Max moves quickly. 6. Tony D. wadestoo deep into the millpond and has to be rescued by his friends. 7. Freak summons a passing police car, andthe police use ropes to haul Freak and Max out of the millpond. 8. They treat Max like a hero for keepingFreak safe and advise him to avoid similar situations in the future. 9. Freak comes over every morning towake Max and prepare him for the day’s quest. 10. a dictionary 11. a medical research building 12. Freak’ssecret is that the doctors in the medical research building will make Freak the first bionically improvedhuman.

Chapters 10–12: 1. during the night, specifically, at 3 a.m. 2. Max wears black dungarees and darkens historso with dirt. Freak wears a Darth Vader costume. 3. in a sewer/storm drain 4. a purse; someone namedLoretta Lee 5. to apartments called the New Tenements (also known as the “New Testaments”) 6. Freakhelps Max understand things more clearly. Max keeps Freak from having to wear his leg braces or carry his crutches. 7. Iggy Lee is the boss of The Panheads, a “bad-news motorcycle gang” (p. 66). He is also thehusband of Loretta Lee, the woman who owns the purse Freak and Max found. 8. Iggy fears what KillerKane might do if he discovered Iggy and Loretta were bothering Max. 9. because he didn’t want to care fora child with a birth defect 10. Max can help Freak get around and also have a supportive friend in classeswith him. 11. He climbs atop a desk and shouts, “Order in the court! Let justice be heard” (p. 77)! 12. Heclimbs onto Max’s shoulders, and Freak the Mighty marches around the classroom.


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Chapters 13–16: 1. Mr. Meehan believes Max’s reading skills suffer because Max is lazy, stubborn, andrefuses to learn. However, he thinks Max’s friendship with Freak is improving Max’s attitude and skills. 2. She wants to inform Max that the parole board sent a request regarding Max’s father. 3. He covers hisears, refuses to listen, and hunches into a corner. 4. Freak chokes on his lunch and is taken to the hospital.5. Gram is upset that Grim wants to get a gun to protect their family. 6. Grim reveals that Max’s father isup for parole. 7. Freak and Gwen 8. The box is pyramid-shaped, and when you press a spot on it, all of thesides unfold at the same time; a dictionary of Freak’s favorite words 9. Max’s father, Killer Kane 10. to Iggyand Loretta Lee’s apartment at the New Testaments

Chapters 17–20: 1. in an elderly woman’s apartment at the New Testaments 2. because Max’s father ties up Max, then attaches the free end of the rope to himself while he is sleeping 3. Max’s grandparents andthe police 4. He swears on a Bible. 5. pizza 6. He plans for himself and Max to move to a warmer climate,where Killer Kane will preach and Max will collect people’s donations. 7. Iggy tells Killer Kane that thepolice are searching for Max and that Loretta saw Freak riding in a police car. 8. a firearm and a means oftransporation 9. She tries to untie the ropes that bind him. 10. He begins strangling her. 11. He claims hesaw his father kill his mother. 12. Freak arrives and shoots “sulfuric acid” into Killer Kane’s eyes, and Maxgets himself and Freak out of the building.

Chapters 21–25: 1. violation of parole, violation of a restraining order, abduction of a minor, and twocounts of attempted murder 2. She has a broken bone in her neck. 3. upstairs on a foldout bed; becauseGram worries about him sleeping in the cellar 4. She is worried about Freak’s health because he has troublecatching his breath. 5. so Killer Kane will go to jail, possibly for the rest of his life 6. Killer Kane 7. Freakriding on Max’s shoulders 8. Freak’s thirteenth birthday and Freak the Mighty’s first birthday 9. a newcomputer 10. Freak has a seizure. 11. Freak has had a tracheotomy to help him breathe. 12. write down theadventures of Freak the Mighty 13. Max becomes hysterical, destroys some hospital property, and has to besubdued by hospital security guards. 14. some simple advice from Loretta, as well as knowing it was Freak’swish to have Max write the story

Note: Responses to Activities #9–#19 will vary. Suggested responses are given where applicable.

Activity #9: Example for Max—His Statements: “I thought there weren’t any real robots. Just in themovies” (p. 18); His Behavior: For most of his life, Max never tried in school or said much to anyone. Afterhe meets Freak, Max becomes more outgoing; His Fears: growing up to be like his father, Killer Kane, andconfrontations with rough guys like Tony D.; His Thoughts: “…I don’t really like Gram to know how muchI remember about [when I was younger]” (p. 23); How He Looks: large, clumsy, and intimidating; Others’Actions Toward Him: Max’s grandparents care about him but are cautious of what they say and do aroundhim. Max’s classmates taunt him about his father and his supposed learning disability. Freak treats Max likea friend and helps him in many ways.

Activity #10: Setting: an urban neighborhood in an unnamed city; Characters: Max, Freak, Gram, Grim,Gwen, Tony D., Killer Kane, Iggy and Loretta Lee, Mrs. Donelli, Mr. Meehan, Mrs. Addison, Dr. Spivak;Problem: Killer Kane is released on parole and kidnaps Max; Freak is growing faster on the inside of hisbody than he is on the outside; Event 1: Max and Freak become friends after Max helps Freak retrieve hisornithopter from a tree; Event 2: Freak tells Max he will undergo a special operation to become a bionicallyenhanced human; Event 3: Killer Kane is paroled and kidnaps Max; Event 4: Freak has a seizure and ishospitalized; Solution or Conclusion: Loretta and Freak help Max escape Killer Kane, who is arrested andimprisoned; Freak passes away from heart complications; Max writes about the adventures of Freak theMighty.

Activity #11: A. 1. Books are like truth serum because both help illuminate what is real and what is not. 2. Iggy Lee’s beard is like barbed wire because both are unyielding and prickly. 3. Max’s room is like a lockerroom because both have a foul stench. 4. Loretta is like a broken bird because both breathe shallowly andweakly. B. Original similes will vary.

Activity #12: Letters will vary.

Activity #13: Character—Freak; Conflict—Freak cannot see above the crowd at the fireworks show;Resolution—Max lifts Freak onto his shoulders; Character—Max; Conflict—Killer Kane tries to strangleMax; Resolution—Freak subdues Killer Kane by squirting a stinging solution into his eyes.

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GlossaryChapter I

1. loquacious: overly talkative; chatty2. cacophony: harsh words or sounds that are difficult to understand3. consumptive: affected by a wasting disease such as tuberculosis4. catarrh: inflammation of a membrane in the nose and throat5. novenas: recitation of prayer for nine consecutive days in the Catholic Church6. Prohibition: period of time in America from 1920–1933 when alcohol was illegal7. hangdog: a downcast, defeated, woeful appearance8. sacrilege: a violation of something held sacred9. beholden: obligated; indebted to someone

10. challah: a loaf of rich white bread eaten to celebrate the Jewish Sabbath11. consecrated: something made or declared sacred

Chapter II1. communicants: believers who are allowed to receive Communion2. lough: a lake or landlocked bay3. pension: a wage paid to an employee after retirement4. perfidy: an act of treachery; a breach of trust5. louse: a small, wingless parasite; slang for an unethical person6. shillings: coins used in Ireland and England worth one-twentieth of a pound7. pneumonia: disease characterized by inflammation of the lungs, fever, and difficulty breathing8. fortnight: a time period of two weeks9. queue: a line of people waiting their turn

10. Purgatory: a place where sins are cleansed through punishment11. martyr: a person who willingly suffers or dies on behalf of a belief or principle12. blaguarding: to act in a roguish or villainous manner

Chapters III–IV1. bockety: out of alignment; a term primarily used in Ireland2. airs: manners that are prideful or haughty3. demented: affected with dementia; insane4. affliction: a pain or sickness5. tuppence: slang for twopence, or two pennies6. catechism: a book giving a brief summary of Christianity’s basic principles; a series of questions

or instructions7. Litany: recitation or responses to a prayer8. ineffable: incapable of being expressed in words due to sacredness9. poltroon: a coward; one who is gutless

10. Contrition: sincere and sorrowful penitence

Chapters V–VII1. countenance: facial expression; attitude2. banshee: a spirit in the form of a wailing woman3. gramophone: an early version of a record player4. abomination: a vile, horrific action or being5. sodality: a charitable society made of non-church officers but supported by the church6. prefect: the dean of a religious school7. theorems: ideas that have been demonstrated to be true8. indulgences: remission of punishment for sins, often given to those who have earned

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9. bandoliers: belts with many pockets for knives or cartridges for ammunition10. absolution: forgiveness for a person’s sins

Chapters VIII–IX1. fortitude: mental and emotional strength2. typhoid: a sometimes fatal bacterial disease known for intestinal inflammation3. diphtheria: infectious disease affecting the membrane of the respiratory system4. torrent: a rushing, violent stream5. blight: a rapid withering, decay, and death6. magistrate: a junior officer of the court, such as a justice of the peace7. declensions: unique inflections of certain words in different languages indicating such

features as number, case, or gender8. munitions: materials used in war, often ammunition or weapons9. conjunctivitis: infection of the eye causing redness, itching, and a discharge; commonly

referred to as “pinkeye”10. ganseys: knitted sweaters traditionally worn by fishermen

Chapters X–XII1. sallow: an unhealthy yellow color2. lamentations: expressions of grief and sorrow3. contraption: a mechanical device; a gadget4. atrocious: cruel or shockingly brutal5. gangrene: the death of human tissue due to lack of blood circulation6. mandolins: small, pear-shaped stringed instruments7. vespers: religious ceremonies held in the afternoon8. arrears: unpaid debts; usually resulting from failure to make regular payments9. liniment: a liquid rubbed on the skin to sooth bruises and pains

10. brigade: a large body of troops having numerous regiments or battalions11. gallivanting: roaming in search of entertainment

Chapters XIII–XV1. inviolate: undisturbed; free from violation2. flintlock: antiquated gun where flint strikes a spark, igniting gunpowder3. truant: absent from school without permission4. resplendent: shining radiantly; bright and clean5. adroit: nimble and resourceful; very clever6. foisted: imposed upon another through trickery or deceit7. millstone: large, circular stone used to grind grain in a mill8. canonize: to glorify or consider holy9. cassock: a long cloak worn by monks or clergy members

10. denounce: to condemn something or someone publicly11. repose: dignified calmness; to lie at rest

Chapters XVI–XIX1. abscess: swollen lump of tissue in the body that is usually filled with pus2. languish: to lose strength and vitality due to neglect3. litigious: inclined to take legal action4. imminence: something that is impending or about to happen5. epistle: a formal or informative letter, sometimes related to Christian texts6. barrister: a lawyer in the United Kingdom7. assiduity: constant, diligent effort8. repentance: deep regret for past sins committed9. intercede: to act on behalf of someone in trouble

Glossary (TG)


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