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Chains
By Laurie Halse AndersonNovel Study
Group:________________________________________________________________________________________________________________
____________________________Reading Plan for Chains
Day 1Read pp. 3-35-Answer CT questions-Wow Word
Day 2Read pp. 36-67
-Answer CT questions-Wow Word
Day 3Read pp. 67-104
-Answer CT questions-Wow Word
Day 4Read pp. 105-148
-Answer CT questions-Wow Word
Day 5Read pp. 149-184
-Answer CT questions-Wow Word
Day 6Read pp. 185-214
-Answer CT questions-Wow Word
Day 7Read pp. 215-241
-Answer CT questions-Wow Word
Day 8Read pp. 242-269
-Answer CT questions-Wow Word
Day 9Read pp. 270-288
Day 10289-Finish Novel
-Character Chart-Story Map-Triple Text Analysis-Story Map-Text Dependent Analysis
Day 11 Begin
text dependentanalysis
Day 12 Work on
text dependent analysis
Day 13 Finish
Text dependent analysis
Day 14 Story
pack due
Quiz on book
Critical Thinking Day 1: (p. 3-35) Strategy: Cause and Effect/ Visualization1) Cause and Effect: Isabel’s mother died. What effect does that have on her and her sister? Use an example from text/p. # to explain._____________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2) Cause and Effect: Cause: Isabel is sold into slavery. What is the effect? Use an example from text/p. # to explain.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3) Cause and Effect: On p. 30 it says “”London? Never!” exclaimed Lockton. “England offers us nothing but taxes, stamps, and bloodshed.” What is the cause and effect? Think about the American Revolution. Do you think Lockton supports England or America? Use an example from text/p. # to explain.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________WOW WORD:____________________________________________________________________________________
Critical Thinking Day 2: (p. 36-67)Strategy: Visualization/ Cause and Effect4)
Cause:Curzon asks Isabel to do an important task on p. 41. Write the cause below.
Effect:What affect could this have on the Revolution?
5) Visualize: Sketch a picture of what you think Becky looks like.
Critical Thinking Day 3: (p. 68-104) Strategy: Visualization/ Cause and Effect6)
Cause:p. 71 James Bellingham wants Lockton to do something to help with the Loyalist cause. What is it?
Effect:A) What affect could this have on the Revolution?B) What effect could this have on the relationship between Bellingham and Lockton?
A)____________________________________________
B)____________________________________________
7) Cause and Effect: Cause- Bellingham arrests Lockton. What effect does this have on Madame? Why is this a turning point in the story? Use an example from text/p. # to explain.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8) Cause and Effect:
Cause:Ruth’s Illness: What is it? What happens?
Effect:A) What effect does this have on Madam?B) How could this effect Ruth’s time in the
Lockton house?
A)____________________________________________
B)____________________________________________
Wow word:________________________________________________________________________________________
Critical Thinking Day 4: (pp. 105-148) Strategy: Visualization/ Cause and Effect9) Cause and Effect: Who is Thomas Hickey and why is he in big trouble? What happens to him? Use an example
Cause:Thomas Hickey: What did he do?
Effect:What happens as a result?
Use evidence from the text/p. # to explain.
10) Cause:
On p. 129 it says “Inbetwixt one thought and the next, I fell asleep. For that, I shall never
forgive myself.”
Effect:What happens as a result?
What did Isabel do?
Use evidence from the text/p. # to explain.
11) In these pages a major turning point happens in the story. What was it? Pick an important part and sketch a picture of what you visualized.
Explain your visualizatuion:__________________________________________________________________________Wow Word:_______________________________________________________________________________________
Critical Thinking Day 5: (pp. 149-184) Strategy: Visualization/ Cause and Effect12) Why is Isabel mad at Curzon? What details from the text support this?
Cause:Isabel is mad at Cuzon?
Effect:What happens as a result?
Why is she mad?
Use evidence from the text/p. # to explain.
13) Write one sentence from the story that contains personification.____________________________________________________________________________________________________________________________________________14) Write one sentence that contains a similie.______________________________________________________________________________________________________________________________________________________________15) Visualization: On p. 167, Isabel says “his lips felt like a tired butterfly that landed once, and then fluttered away.” Sketch a picture of what this looks like in your reader’s mind.
16) Find the metaphor on p. 175.______________________________________________________________________17) The title of the book could have been inspired by CH XXIX? Why do you think this? Use an example from text/p. # to explain. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Wow Word:________________________________________________________________________________________
Critical Thinking Day 6: (pp. 185-214)Strategy: Conclusions and Generalizations/ Analyze and Evaluate18) Find personification on p. 194_____________________________________________________________________
19) Draw a conclusion: based on the conversations of the men in the house, why do you think Isabel left a bowl of food outside? Use an example from text/p. # to explain.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Wow Word:________________________________________________________________________________________
Critical Thinking Day 7: (pp. pp. 215-241)20) Analyze and Evaluate: Lady Seymour shows many signs of compassion during the book. Give one example from these pages.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________21) Analyze the supporting details: The young clerk at the stationer’s store had an interesting conversation with Isabel. Evaluate: Why was this important? ____________________________________________________________________________________________________________________________________________________________________________________________________22) Generalization: Use text details to make the generalization that Isabel show great bravery and courage. Fill in the chart below to show how Isabel displays great bravery and courage in this chapter.
Bravery
and Coura
ge
Details from text
Details from text
Details from text
Wow word:________________________________________________________________________________________
Critical Thinking Day 8: (pp. 242-269)23) Find the metaphor on p. 268_______________________________________________________________________24) There is a simile and personification on p. 267. Write both sentences________________________________________________________________________________________________________________________________________Wow Word:________________________________________________________________________________________
Critical Thinking Day 9-10: (pp. 270-FINISH) Complete Character Chart Complete Story Chart Complete Triple Venn Diagram Begin Text analysis
Character Chart: Chains by Laurie Halse Anderson
Character Personality Traits
Relationship to Isabel
Protagonist or
Antagonist
Has this character evolved?
How?
Isabel (Sal)
Ruth
Madam Lockton
Master Elihu Lockton
Lady Seymour
Curzon
Story Map: Chains by Laurie Halse Anderson
Setting:
Conflict (Problem):
Solution (how conflict is solved):
Theme of the story:
Make a conclusion about the story:
Make a generalization about slaves in Revolutionary America
Compare and Contrast: Chains with Molly Pitcher and Dangerous Crossing.
Questions Chains Molly Pitcher Dangerous Crossing
How are the stories similar?
How are the stories different?
What is one theme all 3 have in common?
VocabularyVocabulary
WordDefinition Picture
1) silhouette p. 5
2) haste p.14
3) conclude 22
4) somber p. 28
5) vast p. 92
6) barricade p. 99
7) intentions p. 108
8) sentry p. 138
9) commotion p. 175
10) seized p.192
Text Analysis: In the stories Chains, Dangerous Crossing p. 279, and Molly Pitcher p. 329, all of the protagonists overcome a significant obstacle. Use the RACER strategy to explain what the obstacle was in each story, providing an example from the text for each obstacle.You must have:
An intro, body, and conclusion Good transition words for each new paragraph 3 examples from the text to support your text analysis______________________________________________________________________________________________
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Exceeds the standard
Meets the Standard
Approaching the Standard
Improvement Needed
Story pack was turned
in completed
on time
Story pack turned in on time
Work was neat Student effort
exceeds expectations
Story pack turned in on time
Work was neat Student work
meets expectations
Story pack was late OR
Story pack was incomplete OR
Work is sloppy
Story pack was late
Story pack was incomplete
Work is sloppy Minimal effort
displayed
Reader mastered
the strategies
taught
All questions were answered correctly ANDindependently
Student displays mastery of the strategies taught.
Most questions were answered correctly
Student needed some clarification
Student displays a good understanding of the strategies taught.
Some questions were correctly
Student needed clarification of the strategies taught
Student needed clarification
Several errors indicate the student needs re-teaching of the strategies taught
Student needed assistance throughout the novel study to understand the strategies taught
Text Analysis
Student exceeded expectations
Student incorporated 3 examples from
Student had less than 3 examples
Student did not include examples from the text OR
by using more than 3 examples from the text
Student exceeded expectations on PA writing rubric
Student followed all directions for text analysis independently
the text Student met
expectations on PA Writing Rubric
Student needed some clarification for text analysis
from the text Student is
approaching standards on PA Writing Rubric
Student needed clarification throughout the text analysis
Student is missing intro, body, and conclusion
Student need improvement based on PA Writing Rubric
Student did not understand the text analysis
Running Record: Student
reads with fluency
Student reads with excellent fluency
Student understands the passage
Student makes 1-2 mistakes on running record
Student understand the running record
Student makes 3-4 mistakes on running record
Student has difficulty understanding the passage
Student makes 5+ mistakes on running record
Student did not understand the passage
Rubric for story pack
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