Ind.+Novel+Study+Assignments

1) What makes a story science fiction? 2) What makes a story horror? 3) What makes a story a mystery? 4) What makes a story a fantasy?
 * Big Understand: ** The elements of fiction and other characteristics of fiction have similarities and differences amongst genres.
 * Essential Questions: **

=__Assignment 4- Genre Summative__= Click here for the summative assessment

=__Assignment 3- Google Group Discussions__= Click on the //Genre// category and go the proper genre for the discussion questions. media type="custom" key="25755762"

If you prefer, you can click here to go directly to the Hum 6 Google Group for the genre discussions.

=__Assignment 2- All Summer in a Day: CSI__= Please follow the directions in class for the CSI activity related to Ray Bradbury's //.// = = =__Assignment 1- Genre Formative__= Click here for this assignment.

[|Genre Resources]

=Paragraph Breaks=


 * Here is an excerpt from the novel __Kate Macready and the Pirates__. All the paragraph breaks have been removed. Can you put them back in? **


 * Copy and paste this ****paragraph **** and the one below onto your wiki page. Once you paste the paragraphs, colorcode to show which type of paragraph break is being used: yellow  for new topic, brown  for new time, purple  for new place, light blue  for new speaker, dark blue  for an action that takes the place of some dialogue, and green  for dramatic effect. **


 * The one good thing I could see was that the water was so shallow where the Narwhal went down that, once I broke clear of the ship, I didn't have far to go to reach the surface. It was long enough, though. By the time I broke the surface, I had almost given up hope, but I found myself in the air and took a huge, gulping gasp. I splashed around, happy just to be alive. That's when the hand reached down and grabbed me. Before I had a chance to think, I had been hauled into a small boat and dumped there like a load of fish. I opened my eyes and was surprised--and happy--to see Jeremy staring down at me. "You made it," he said. I nodded. "Did you get the map?" he asked. I sat up, outraged. "Is that all you can think about?" I demanded. "No. Of course not. But did you get it?" I pulled the map, now waterlogged, from the folds of my shirt and tossed it to the floor of the boat. Jeremy looked visibly relieved. "Are you all right?" he asked. "I--I think so," I said. "What happened to...uh, to Diablo?" I shrugged. "I don't know. I didn't see him." There was a pause. **

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= __**Identifying Elements of Fiction**__ = **Read the story below and write information for each prompt below. Write the answers in your note/notebook.**

**The Breakaway** As far as Justin knew, there was only one way out of his neighborhood: basketball. So he ran with the ball like the hounds were chasing him. He could drop any of the older guys at the court in a blaze of crossovers, fadeaways, and finger rolls, and the younger guys didn’t stand a chance. Justin saw his way out and he ran for it. But the world has a funny way of changing right when you think you’ve got things figured out, and that’s just what happened to Justin. One day when Justin was shooting around at the local court, some guys from another block ran up and asked to play. The big one in the middle said that he had heard that Justin was the best and he wanted to see if it was true. Justin said, “Nah, Man, I’m just shooting around with my cousin, I ain’t trying to get all sweaty right now.” But the big guy was insistent, and Justin’s cousin was bugging, “C’mon, Justin, drop this guy.” So Justin figured that he’d just do what everyone wanted and play. Justin was running all over the big guy and making his shots while he did it. But just as the outcome of the game seemed certain, the big guy shoved Justin as he went for a lay up. Justin went flying in just such a way that he managed to tear up his right knee. The doctor said Justin might never play again, and if he did play, he wouldn’t play the same. Justin was devastated. The first six weeks, Justin just laid in bed with his leg in a long cast feeling like a broomstick. He watched three reruns of //The Simpsons// every day and ate potato chips until the bag was empty, and then he’d dig the salt and grease out of the corner with his index finger. Justin blew up like a balloon as watched his once bright future fadeway. Right when he reached the bottom of the pit of despair, Justin’s sister, Kiki came home from the university She came in the house like a whirl of sunshine, bringing exciting tales of a far away land called college. Justin was amazed and intrigued by the dorm room dramas and campus craziness that Kiki told, but he could hardly believe any of it. It was as if she were telling him about some fantasy land high above the clouds. Justin gazed off dreamily as she spoke. “Justin!” She interrupted his day dream. “Let me see your progress report.” Justin was ashamed. His grades had really slumped since his injury. “Oh no, this won’t do, J,” she said. “We’re going to have to get these up.” Well, Justin was a pretty stubborn guy, but his older sister had a way of getting him to do things that nobody else could. So, while she was home on break, they studied together, and they talked, and they worked, and Justin felt better than he ever had before. After spending those weeks with his sister, Justin realized that he didn’t want to feel bad for himself any more, and he didn’t want to quit. Basketball used to be his thing, and he was good at it, but now there was only school, so he had to get good at that. Justin passed through all his classes like a half-court trap. By the time he got to senior year in high school, his GPA was hovering in the slam-dunk position. The last thing that Justin had to do to get into the college of his choice was score well on the ACT. Well wouldn’t you know it? Using the study skills Justin had acquired from his sister, Justin scored a 24 on the ACT. That’s not the highest score a person can get, but it was high enough for Justin. Now he had his academic game together. Though the recruiters never came to Justin’s door, every university that he applied to accepted him; and when the fall came, Justin had his choice in colleges. Though he’d miss his family, Justin decided to enroll in the sunniest university in Hawaii, and nobody could say that Justin made a bad choice. ** “The Breakaway” - ** Reading Skills (Prompts in red are optional.) 1. Author’s Purpose: entertain inform persuade Why did the author write this?

2. Genre: Ex: Nonfiction, fiction, or folklore Ex: Autobiography, science fiction, fable, informational writing, etc.

__ 3. Narrator’s Point of View: __ 1st-person, 2nd-person, 3rd-person objective, 3rd-person limited, or 3rd-person omniscient

Five key events from beginning, middle, & end. || 6. **Exposition** A. Setting: (When and where does the story take place?) B. Conflict: _ Describe the conflict in the story.
 * 4 & 5. Summarize the text:

7. **Rising Action:** List some events that occur before the climax. 1. 2. 3.


 * **Climax**:

The turning point || **Falling Action**: List some events that occur after the climax. 1. _ 2. _


 * **Resolution**:

When the conflict is solved ||

=__**Theme**__= Click on the PDF below and read any **two** of the five stories. For the **two** stories you read, identify the theme in each story and your proof of that theme. Write your answers in your notes/notebook. We will review your answers in class. = =

=__Independent Reading__- Science Fiction, Horror, and Fantasy= Directions for Reviews: Read the directions in the post below. You have to...
 * read and review **five** short stories by ** May 17th **
 * each review post is worth two points (total 10 points for posting five reviews)
 * **one** of your five reviews **will be randomly chosen** and will be graded (10 points) for the information you provide in the review.

include component="comments" page="Ind. Novel Study Assignments" limit="30" = =

= = = = = = = = = = = = = = =__Directions__= You and your partner will read the same book and complete different activities related to your book. You will do one independently and some you will do together. Follow these steps to complete all of the activities. __**Due Dates**__ May 24- Story Creator animation (Step 2) June 2- Timeliner descriptions chunks 1-14 (Step 3) June 2- Timeliner- Audio review (Step 4) June 2- Plot diagram (Step 4) & Timeliner descriptions chunks 10-14 (Step 2)

Example: 200 pages /14 days = about 14 pages a day. Write out the pages for each night under your agreement in your humanities journal.
 * Step 1:** Work out a reading schedule with your partner. You must finish reading the book by **May 31** . This means you have 14 days to read your book. Look at how many pages you have in your book and divide the readings into 14 chunks.

**Step 2:** ** Due May 24 ** (Group, 20 points) Using **Story Creator**, re-create a scene from what you've read so far in the novel that shows your novel's setting and main character(s). Remember to clearly show:
 * what the setting is like (time and place)
 * information about the main character like:
 * what s/he looks like
 * personality and attitude
 * actions of the character
 * an interesting quote from the main character
 * what others say/think about the main character


 * Step 3:** ** Due June 2 (chunks 1-14) ** (Group, 20 points) Start a new timeline in **Timeliner** according to the directions in class. As you read, you will plot the events of your novel. Each description should be about one chunk you read. This means you will have 14 descriptions. For each description you should:
 * write a two-sentence summary of what happened in that chunk
 * record audio about:
 * a connection you made
 * a response to what happened
 * your opinion about the characters or setting
 * add **pictures** with a **citation** that relates to the chunk you read


 * Step 4: Due June 2 ** (Independent, 10 points) **Each student** must add an **audio** review of the book at the end of the timeline that answers these questions:
 * How many stars would you give the book? (0-5)
 * Explain the plot of the book.
 * Explain one theme in the book (different theme for each student).
 * Would you recommend this book to other 6th graders? Why or why not? Give examples from the book of why you think positively or negatively about the book.

**Step 4: Due June 2 ** (Independent, 10 points) Neatly **hand draw** or use **Inspiration, MS Word, Pages,** or another program to create two plot diagrams according to the directions given in class. The first plot diagram must **clearly** and **neatly** show: Make sure your first plot diagram looks like this:
 * the exposition (introduction)
 * rising action (at least 4 events)
 * climax
 * falling action (at least 2 events)
 * resolution/conclusion

Your second plot diagram will be your idea for the next chapter in the next book. Create a logical introduction and four events in the rising action. Remember to make sure you create information that continues the story in a logical way.