Multi-Text Unit

The City of EmberBy Jeanne Duprau

“But Ember is not prospering! Everything is getting worse and worse! The lights go out all the time now! And

the shortages, there’s shortages of everything! If no one does anything

about it, something terrible is going to happen!”

~ 1 ~

The Magic School Bus and the Electric Field TripBy Joanna Cole

Emily Durmire & Janet Wallace Outline of Unit

Day 1 – Before Reading and Pre-Reading ActivitiesKWL – Electricity (pg. 5)From the Cover and City Map (pg. 6)

Day 2 & 3 – Read and Work on Section 1 (Instructions & Ch. 1)Section 1 Vocabulary Activities (pg. 7 & 8)Character Sketcher and Artistic Representation ~ Mayor Cole, Lina Mayfleet, & Doon Harrow (pg. 9-12)

Day 4 – Section 1 DiscussionDiscuss Character Sketchers

Day 5 & 6 – Read and Work on Section 2 (Ch. 2 & Ch. 3)Section 2 Vocabulary Activities (pg. 13-15)Character Sketcher and Artistic Representation ~ Poppy Mayfleet & Looper (pg. 17 & 18)Internet Workshop ~ Light bulbs (pg. 19)

~ 2 ~

Day 7 – Section 2 DiscussionDiscuss Character SketchersDiscuss Internet Workshop

Day 8 & 9 – Read and Work on Section 3 (Ch. 4, Ch. 5, & Ch. 6)Section 3 Vocabulary Activities (pg. 20 & 21)Character Sketcher and Artistic Representation ~ Clary (pg. 22)Sketch-to-Stretch Activity (pg. 23)“The Box in the Closet” Activity (pg. 24)

Day 10 – Section 3 DiscussionDiscuss Character SketcherDiscuss Sketch-to-StretchDiscuss “The Box in the Closet”

Day 11 & 12– Read and Work on Section 4 (Ch. 7 & 8)Section 4 Vocabulary Activities (pg. 25 & 26)Author’s Craft (pg. 27 & 28)

Day 13 – Section 4 DiscussionDiscuss Author’s Craft

Day 14 & 15 – Read and Work on Section 5 (Ch. 9, Ch. 10, & Ch. 11)Section 5 Vocabulary Activities (pg. 29 & 30)Discussion Director (pg. 31-33)

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I Am Poem ~ Lina Mayfleet (pg. 34-36)

Day 16 – Section 5 DiscussionDiscuss Discussion DirectorDiscuss I Am Poem

Day 17 & 18 – Read and Work on Section 6 (Ch. 12, Ch. 13, & Ch. 14)Section 6 Vocabulary Activities (pg. 37 & 38)Sketch-to-Stretch (pg. 39)

Day 19 – Section 6 DiscussionDiscuss Sketch-to-Stretch

Day 20 – Read and Work on Section 7 (Ch. 15 &16)Section 7 Vocabulary Activities (pg. 40 & 41)Wanted Posters for Lina Mayfleet & Doon Harrow (pg. 42 & 43)Day 21 – Section 7 DiscussionDiscuss Wanted Posters

Day 22 & 23 – Read and Work on Section 8 (Ch. 17 & 18)Section 8 Vocabulary Activities (pg. 44 & 45)Ember’s Exit Activity (pg. 46)

Day 24 – Section 8 DiscussionDiscuss Ember’s Exit

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Day 25 & 26 – Read and Work on Section 9 (Ch. 19 & 20)Section 9 Vocabulary Activities (pg. 47 & 48)Journal Entry (pg. 49)Double Diary Entry ~ Entire Book (pg. 50 & 51)Prediction of City of Ember’s Future (pg. 52)

Day 27 – Section 9 DiscussionDiscuss Journal EntryDiscuss Double Diary EntryDiscuss Predictions for City of Ember

Day 28 & 29 – Post-Reading Comparing and Contrasting the novel and the movieThe City of Ember (pg. 53)

Vocabulary Assessment (pg. 54-57)

Pre-Reading ActivitiesK-W-L

~ 5 ~

You will be completing a K-W-L on Electricity. Think about what you know, what you want to know, and finally (at the end of the unit) what you have learned. Your group may use the information found in the book at your station as well as any prior knowledge you have on the subject. Use the following words to help you come up with questions you would like answered for the “W” column.

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

KWhat I Think I

KNOW

WWhat I WANT To

Know

LWhat I LEARNED

~ 6 ~

From the Cover and City Map

Before opening your text to begin reading, take a few minutes to study the front, back covers of the book, and answer the following questions.

1.What do you think is the significance of the book’s title?________________________________________________________________________________________________________________________________________________________________________________________________

2. By looking at the picture, what do you believe the book may be about?

________________________________________________________________________________________________________________________________________________________________________________________________________

~ 7 ~

3. Read the book’s description on the back cover. What are some challenges you believe Percy will face?

________________________________________________________________________________________________________________________________________________________________________________________________________

V o c a b u l a r y

 You will complete the following chart writing student friendly definitions for these words. Then, you are invited to complete a vocabulary activity to go with these words. 

Vocabulary Word MeaningEndeavor Pg. 2SolemnPg. 2RumpledPg. 5

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LabyrinthPg. 11WretchedPg. 12Stalked Pg. 13TrudgePg. 16

Cloze PassagesWe set out on an adventurous

__________.We had to __________ through the

ice and mud. Then we had to go through the

twisting, __________of hedges. We thought we

were being _________ as we walked through

the __________ forest. The trip was long and

~ 9 ~

__________. After the adventure my hair was

dirty and __________.

Character Sketcher ~ Mayor Cole

You are invited to learn more about Mayor Cole. Please take notes on how Mayor Cole acts and looks.

To begin, reread the following passages, determine “descriptive words” that capture

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Mayor Cole’s personality and explain why the words describe Mayor Cole.

Reread page 7, 2nd paragraph. Which words describe Mayor Cole? _______________________________________________.

He acts_____________________ because _______________________________________________________________.Focus on page 7 paragraphs 2.

Reread page 7 last paragraph. Which words describe Mayor Cole? _______________________________________________.

He acts ____________________ because _________________

_______________________________________________. Reread page 12 last paragraph and page

13. Which words describe Mayor Cole? _______________________________________________.

He acts ____________________ because ________________________________________________________________.

Then, use the passages that describe Mayor Cole’s actions and appearance to help you complete an artistic impression of Mayor Cole.

~ 11 ~

Page 7 paragraph 3 and 4. Other passages you noticed. Character Sketcher ~

Lina MayfleetYou are invited to learn more about Lina. Please take notes on how Lina acts and looks.

To begin, think about “descriptive words” that capture Lina personality and try to find passages in Chapter 1 that show how Lina is acting. Think about why or how those words describe Lina in the passages. Remember these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find passages in Chapter 1 that demonstrate Lina acting:

Nervous Hesitant Disappointed

Happy

Surprised

Hopeful Worried Desperate

On page _______ paragraph _______ Lina acts ________________ because/when__________________________________________________________________________________________________________________________________.

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On page _______ paragraph _______ Lina acts ________________ because/when__________________________________________________________________________________________________________________________________.

On page _______ paragraph _______ Lina acts ________________ because/when__________________________________________________________________________________________________________________________________.

Then, use the passages that describe Lina’s actions and appearance to help you complete an artistic impression of Lina. Page 5 last paragraph and page 6, gives you some information about Lina’s appearance. Are there any other passages you noticed?

Character Sketcher ~ Doon Harrow

Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the

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character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate

~ 14 ~

piece of paper. The next page gives you an example of how your paper may look with the character information.You will be learning about Doon Harrow. Think about the following traits as you read Chapter 1-Assignment Day:

Angry Brave Confident AssertiveWorried Curious Hopeful Desperate Implied Character Traits (3)1. (Trait) p. ______par. ________(Explanation or proof of trait)______________________________________________________________________________________________________2. (Trait) _________________ p.______ par.________(Explanation or proof of trait)________________________________________________________________________________________________________

3. (Trait) _________________ p.______ par.________(Explanation or proof of trait)____________________________________________________

~ 15 ~

____________________________________________________

Character’s Goal: _______________’s goal is to ______________________________________________________________________________________________________.

Problem: _______________’s problem is ______________________________________________________________________________________________________.

Solution or Possible Solution: _____________________________________________________________________________________________________.

V o c a b u l a r y

 You will complete the following chart writing student friendly definitions for these words. Then, you are invited to complete a vocabulary activity to go with these words.

 Vocabulary Word MeaningBoastpg.19

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Reverberatingpg. 27

Disreputablepg. 29

Kioskspg. 32

Flusteredpg. 37

Disgracingpg. 37

Anticipationpg. 40

Raucouspg. 40

Underscoredpg. 46

Glimpsespg. 46

~ 17 ~

Word Networks What people things, situations, or words

come to mind when you think about the word boast?

_________________________________________________________________________

_________________________________________________________________________.

What people things, situations, or words come to mind when you think about the word reverberating?

_________________________________________________________________________

_________________________________________________________________________.

What people things, situations, or words come to mind when you think about the word disreputable?

_________________________________________________________________________

_________________________________________________________________________.

What people things, situations, or words come to mind when you think about the word kiosks?

_________________________________________________________________________

_________________________________________________________________________.

What people things, situations, or words come to mind when you think about the word flustered?

_________________________________________________________________________

~ 18 ~

_________________________________________________________________________.

What people things, situations, or words come to mind when you think about the word disgracing?

_________________________________________________________________________

_________________________________________________________________________.

What people things, situations, or words come to mind when you think about the word anticipation?

_________________________________________________________________________

_________________________________________________________________________.

What people things, situations, or words come to mind when you think about the word underscored?

_________________________________________________________________________

_________________________________________________________________________.

What people things, situations, or words come to mind when you think about the word raucous?

_________________________________________________________________________

_________________________________________________________________________.

~ 19 ~

What people things, situations, or words come to mind when you think about the word glimpses?

_________________________________________________________________________

_________________________________________________________________________.

Character Sketcher ~ Poppy Mayfleet

You are invited to learn more about Poppy Mayfleet. Please take notes on how Poppy Mayfleet acts and looks.

To begin, reread the following passages, determine “descriptive words” that capture Poppy’s personality and explain why the words describe Poppy.

Reread page 22, last paragraph. Which words describe Poppy? _______________________________________________.

~ 20 ~

She acts_____________________ because _______________________________________________________________.Focus on page 22 last paragraph.

Reread page 23 paragraphs 1 & 2. Which words describe Poppy? _______________________________________________.

She acts ____________________ because _________________

_______________________________________________. Reread page 23 paragraph 3. Which words

describe Poppy? _______________________________________________.

She acts ____________________ because ________________________________________________________________.

Then, use the passages that describe Poppy’s actions and appearance to help you complete an artistic impression of Poppy.

Page 22 last paragraph and page 23 paragraph 1, 2, &3.

Other passages you noticed. Character Sketcher ~

Looper~ 21 ~

You are invited to learn more about Looper. Please take notes on how Looper acts and looks.

To begin, think about “descriptive words” that capture Looper personality and try to find passages in Chapter 2 that show how Looper is acting. Think about why or how those words describe Looper in the passages. Remember these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find passages in Chapter 2 that demonstrate Looper acting:

Mysterious

Secretive Aggressive

Important

Scary Handicapped

On page _______ paragraph _______ Looper acts ______________ because/when__________________________________________________________________________________________________________________________________.

On page _______ paragraph _______ Looper acts ______________ because/when__________________________________________________________________________________________________________________________________.

~ 22 ~

On page _______ paragraph _______ Looper acts ______________ because/when__________________________________________________________________________________________________________________________________.

Then, use the passages that describe Looper’s actions and appearance to help you complete an artistic impression of Looper. Page 31 paragraph 2, gives you some information about Looper’s appearance. Are there any other passages you noticed?

The City of Ember Internet Workshop

This Internet workshop will introduce you to light bulbs. You are invited to explore information on the Internet. Take notes in your Data Retrieval Chart. Come prepared to share your information at our internet workshop discussion.

1. Go to the bookmark set for the following website: http://msdur.wordpress.com/

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2.  Continue exploring the sites to find and fill in the information on your Data Retrieval Chart (DRC).

V o c a b u l a r y

 You will complete the following chart writing student friendly definitions for these words.

~ 24 ~

Then, you are invited to complete a vocabulary activity to go with these words.

 Vocabulary Word MeaningWispspg.54

Grimypg. 60

Absent-mindedpg. 71

Defiantpg. 77

Craningpg. 85

Strewnpg. 92

Have You Ever?1. Have you ever seen a wisp of

something? Explain. _________________________________________________________________________________________________________________________________

2. Have you ever gotten grimy? Explain.~ 25 ~

_________________________________________________________________________________________________________________________________

3. Have you ever seen an absent-minded person before? Explain._________________________________________________________________________________________________________________________________

4. Have you ever been defiant towards your parents? Explain._________________________________________________________________________________________________________________________________

5. Have ever seen someone craning? Explain._________________________________________________________________________________________________________________________________

6. Have you ever or seen someone strewn something before? Explain._________________________________________________________________________________________________________________________________

~ 26 ~

Character Sketcher ~ Clary

You are invited to learn more about Clary. Please take notes on how Clary acts and looks.

To begin, reread the following passages, determine “descriptive words” that capture Clary’s personality and explain why the words describe Clary.

Reread page 60, paragraph 1. Which words describe Clary? _______________________________________________.

She acts_____________________ because _______________________________________________________________.Focus on page 60, paragraph 1.

Reread page 61 paragraphs 1 & 2. Which words describe Clary? _______________________________________________.

She acts ____________________ because _________________

_______________________________________________. Reread page 63. Which words describe Clary?

_______________________________________________.

~ 27 ~

She acts ____________________ because ________________________________________________________________.

Then, use the passages that describe Clary’s actions and appearance to help you complete an artistic impression of Clary.

Page 60 paragraph 1. Other passages you noticed.

Sketch to Stretch

Chapters 4, 5, & 6 – pgs. 54 - 92

Select a scene or part of the story from Section 3 (Chapters 4, 5, and 6) that really stuck out in your mind and create an artistic impression that represents your interpretation of it. Do not compose an illustration, or a picture of what is described in the text; rather, compose something that symbolizes or represents the feeling, emotion, or meaning related to a scene. 

~ 28 ~

You may compose graphs, symbols, etc. Be ready to share your artistic impression and explain it to us.

As you form your groups to share your sketches, think about the following: Invite the students in your group to interpret

your sketch. You may wish to ask:

o "What is this a picture of?"o "What do you think I found important or

interesting in the story?" After members of your group provide their

interpretations, feel free to comment on your sketch.

“The Box in the Closet”

~ 29 ~

You will design your own box that holds the “Instructions” that Lina finds in her grandmother’s closet. Be creative, the box can be any shape, any color, have pictures, etc. Have fun with it.

~ 30 ~

V o c a b u l a r y

 You will complete the following chart writing student friendly definitions for these words. Then, you are invited to complete a vocabulary activity to go with these words.

 Vocabulary Word MeaningTatteredpg.95

Illegible~ 31 ~

pg. 103

Fascinationpg. 114

Sliverpg. 118

Wanderedpg. 119

Word Associations Which vocabulary term would you associate

with the word ragged? Why?________________________________________________________________________________________.

Which vocabulary term would you associate with the word unreadable? Why?________________________________________________________________________________________.

Which vocabulary word would you associate with the word interesting? Why?

~ 32 ~

________________________________________________________________________________________.

Which vocabulary term would you associate with the word splinter? Why?________________________________________________________________________________________.

Which vocabulary word would you associate with the words daydreaming? Why?________________________________________________________________________________________.

Author’s CraftJeanne DuPrau chose her words very carefully, making use of one primary literary device. It appeals to the reader’s sense of humor by using such figurative language. Along with your partner, find at least four examples of a simile from your reading in Chapters 7 & 8. Then explain how each passage adds meaning to the story.

~ 33 ~

Example from the book:

Example from the book:

Simile: a comparison that includes the words like or as.

Example from Chapter 7“Her heart began knocking at her chest like a fist at a door” pg. 95

Page number:Example:

What this passage adds to the story:

Page number: Example:

What this passage adds to the story:

Page number: Example:

Page number: Example:

~ 34 ~

What this passage adds to the story:

What this passage adds to the story:

V o c a b u l a r y~ 35 ~

 You will complete the following chart writing student friendly definitions for these words. Then, you are invited to complete a vocabulary activity to go with these words.

 Vocabulary Word MeaningPossessionspg.122

Astonishedpg. 129

Blearilypg. 133

Taintedpg. 148

Smuglypg. 153

Examples and Non-examples~ 36 ~

1. Which would be possessions: Owned Unowned

2. Which would be astonished: Shocked Bored

3. Which would be blearily: Clearly Hazily

4. Which would be tainted: Clean Dirty

5. Which would be smugly: Conceited Generous

Discussion Director

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

Your job as the Discussion Director is to come up with 5 thinking questions. You really want to make your group think about what you all have just read. You are trying to make sure everyone in your group understands or comprehends the reading. It is very important that you ask your group fat, juicy, thinking questions. Remember you may wish to begin your questions with the following words/phrases:

~ 38 ~

Who?, What?, Where?, When?, Why?, How?

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

Use the record chart on the next page to help your organize your thoughts and questions.

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Discussion Director Record Chart

(Must do at least 5)

Question: Answer: Page #:

1.

2.

3.

4.

5.

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6.

7.

8.

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I Am PoemYou will create an I am poem using the

template provided to show how Lina character traits and her feelings about another city existing outside Ember. Remember how Lina draws pictures of how she believes that city looks like.

I Am __________________

Stanza OneI am _____________________________________________________________________

_______________________________________________________________

I live ____________________________________________________________________

_______________________________________________________________

I wonder _______________________________________________________

_______________________________________________________________

I hear __________________________________________________________

_______________________________________________________________

I see __________________________________________________________

_______________________________________________________________

I want _________________________________________________________

_______________________________________________________________

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I am___________________________________________________________

Stanza TwoI question____________________________________________________

____________________________________________________________

I feel _______________________________________________________

____________________________________________________________

I touch ______________________________________________________

____________________________________________________________

I worry ______________________________________________________

____________________________________________________________

I cry ________________________________________________________

____________________________________________________________

I understand _________________________________________________

____________________________________________________________

I am ________________________________________________________

____________________________________________________________

Stanza ThreeI say _________________________________________________________-_____________________________________________________________

I believe______________________________________________________

_____________________________________________________________~ 43 ~

I dream _______________________________________________________

______________________________________________________________

I try __________________________________________________________

______________________________________________________________

I hope ________________________________________________________

______________________________________________________________

I was once _____________________________________________________

______________________________________________________________

But now I ______________________________________________________

______________________________________________________________

I am___________________________________________________________

_______________________________________________________________

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V o c a b u l a r y

 You will complete the following chart writing student friendly definitions for these words. Then, you are invited to complete a vocabulary activity to go with these words.

 Vocabulary Word MeaningUpthrustpg.157

Trampedpg. 166

Decipheringpg. 170

Ponderedpg. 174

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Fleckspg. 191

Convolutedpg. 181

Sentence Stems/Idea Completions

1. When I have an upthrust chin, I am______________________________________________________________________________________

2. People tramped across the street because______________________________________________________________________________________

3. When we deciphered the code, I felt ______________________________________________________________________________________

4. I pondered about______________________________________________________________________________________

5. I found flecks of______________________________________________________________________________________

6. Convoluted is something that~ 46 ~

______________________________________________________________________________________

Sketch to Stretch

Chapters 12, 13, & 14 – pgs. 54 - 92

Select a scene or part of the story from Section 6 (Chapters 12, 13, and 14) that really stuck out in your mind and create an artistic impression that represents your interpretation of it. Do not compose an illustration, or a picture of what is described in the text; rather, compose something that symbolizes or represents the feeling, emotion, or meaning related to a scene. 

~ 47 ~

You may compose graphs, symbols, etc. Be ready to share your artistic impression and explain it to us.

As you form your groups to share your sketches, think about the following: Invite the students in your group to interpret

your sketch. You may wish to ask:

o "What is this a picture of?"o "What do you think I found important or

interesting in the story?" After members of your group provide their

interpretations, feel free to comment on your sketch.

V o c a b u l a r y

 ~ 48 ~

You will complete the following chart writing student friendly definitions for these words. Then, you are invited to complete a vocabulary activity to go with these words.

 Vocabulary Word MeaningGlintedpg.194

Memorizingpg. 197

Feeblepg. 199

Presumepg. 218

Impudencepg. 218

Questions, Reasons, Examples

~ 49 ~

1. If you were to get a glint of something, what might you see?______________________________________________________________________________________

2. If you are memorized by something, what might you be?______________________________________________________________________________________

3. If you were feeble, how might you feel?______________________________________________________________________________________

4. If you presume something, what are you doing?______________________________________________________________________________________

5. If someone is being impudence, how are they acting?______________________________________________________________________________________

~ 50 ~

Wanted PostersYour job is to create wanted posters for Lina Mayfleet and Doon Harrow because they have been saying “vicious rumors.” (Ch. 15)

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

Wanted:Character name

Time and Place Last SeenPhysical Description

Where he/she works/livesSuspected Whereabouts

Reward amount

~Remember that this information, plus the artistic creation of the suspect, must fit inside the white box in your wanted poster. If you choose, you may use your own creative template instead of the one given on the following page.

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Please make your wanted poster as creative as possible!

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~ 53 ~

V o c a b u l a r y

 You will complete the following chart writing student friendly definitions for these words. Then, you are invited to complete a vocabulary activity to go with these words.

 Vocabulary Word MeaningJoltedpg.228

Churningpg. 237

Glimmeredpg. 241

Expansepg. 243

Sprawlingpg. 246

~ 54 ~

Word Networks What people things, situations, or words

come to mind when you think about the word churning?

_________________________________________________________________________

_________________________________________________________________________.

What people things, situations, or words come to mind when you think about the word glimmered?

_________________________________________________________________________

_________________________________________________________________________.

What people things, situations, or words come to mind when you think about the word expanse?

_________________________________________________________________________

_________________________________________________________________________.

What people things, situations, or words come to mind when you think about the word sprawling?

_________________________________________________________________________

_________________________________________________________________________.

~ 55 ~

What people things, situations, or words come to mind when you think about the word jolted?

_________________________________________________________________________

_________________________________________________________________________.

Ember’s ExitYou will design your own exit out Ember. You can design this, however you would like, be creative. For example, you could have Lina and Doon following molded breadcrumbs, a winding staircase, a group of fairies, etc. The sky’s the limit, have fun.

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V o c a b u l a r y

 You will complete the following chart writing student friendly definitions for these words. Then, you are invited to complete a vocabulary activity to go with these words.

 Vocabulary Word MeaningRuttedpg.251

Infinitely~ 57 ~

pg. 252

Fuzzinesspg. 255

Catastrophepg. 261

Gulliespg. 265

Word Associations Which vocabulary term would you associate

with the word uneven? Why?________________________________________________________________________________________.

Which vocabulary term would you associate with the word immeasurable? Why?________________________________________________________________________________________.

Which vocabulary word would you associate with the word hairy? Why?________________________________________________________________________________________.

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Which vocabulary term would you associate with the word devastation? Why?________________________________________________________________________________________.

Which vocabulary word would you associate with the words channel? Why?

____________________________________________________________________________________________.

Journal EntryIn Chapter 19, Lina, Poppy, and Doon encounter a whole other world and amazed by what they see. In your journals, I want you to reflect upon their experience and imagine that you have just entered whole other world. This entry should be 1 page and describing what you see, how you react, what you would name the things you see, etc. This is a great project to use your imagination, so have fun with it.

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Double Entry DiaryThe City of Ember

&The Magic School Bus and the

Electric Field TripYou are invited to go on an adventure with Lina Mayfleet and Doon Harrow. You will read about

~ 60 ~

their adventures through the novel, The City of Ember. You will learn about the importance of electricity and light bulbs, as well as meeting other exciting people, places, and happenings. In addition, you will read the nonfiction book The Magic School Bus and the Electric Field Trip. You will expand your knowledge of electricity and light bulbs as you read more specific information about the topics introduced to you through these texts. As your teacher, I invite you to keep your own Diary of sorts. You will begin a Double Entry Diary, otherwise known as a DED. You will be reading, writing in your diary, rereading, and discussing throughout these entire books of historical fiction and nonfiction. As you are assigned your reading, you will write a total of six entries in your DED—three from The City of Ember and three from The Magic School Bus and the Electric Field Trip. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you? You will write each entry so that it looks something like this table:

From the book What it means to ~ 61 ~

(words, quotes, passages). Please include the page and paragraph.

me

Here are options that you may choose to write about and how you might organize your thoughts:

Significant passage copied from the text; include page and paragraph #.

Quote

Connections or reactions to recorded statement

Reaction (How you feel about the quote)

Quote Connection (Self, Text, World)

Quote/PictureInference (What you think it means

Quote Question

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City of Ember’s FutureThe story ends with Lina and Doon tying a note to a rock, dropping it into the heart of Ember, and Mrs. Murdo retrieving it. This ending leaves you, as a reader, open to make predictions about what will happen next. Therefore, your assignment is to make a prediction of will happen next. Here are a few questions to keep in mind while writing:

Will Mrs. Murdo believe the note to be true?

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How will Mrs. Murdo convince everyone of Ember that there is an exit?

What will they do to Mrs. Murdo if they don’t believe it?

How long will it take to get everyone out, if they do believe it?

What will happen to them once they make it to the new world?

Post-Reading ActivityWe will watch the movie, “The City of Ember,” and afterwards you will compare and contrast the events, characters, settings, and props to

~ 64 ~

the novel. This needs to be 1 page, clearly written and descriptive in explanation.

VS.

Vocabulary AssessmentI.  Describe what is alike and/or different for these pairs of words:

~ 65 ~

1.Endeavor/Surrender   

2.Wretched /Delightful   

3.Flustered/Relaxed    

4.Disgracing/Dishonor   II.  Explain what the following words mean by responding to the prompts:

1.Describe what a raucous might be.   

2.Tell about a time when you felt absent-minded. 

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3.Describe an action that makes a person defiant.

   

4.Describe something you have a fascination about.

   III. Underline the best response:

1.If you wore tattered clothes, you might be:a.poor b.make a lot of money c.you may be going to a costume party

 2.If you wanted to sell your possession, you

would:  a.give away your moneyb. want to purchase somethingc.want to sell your belongings  for money 

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3.You might smell milk and it smells tainted :a.it would be sourb. it would be freshc. it would be in a glass

 4.If you were deciphering a code you would be :

a.rearranging the words to figure them outb. be calling someone c. in a crowd and trying to make yourself

heard  IV. Examples/Non-Examples – Underline the best example for the following.

1.Which of the two descriptions is an example of flecks?

a.A streak or a spot                                           

b.A bird 14. Which of the two descriptions is an example of feeble?

a.Strong and healthy                        b. Weak and unhealthy 

~ 68 ~

15. Which of the two descriptions is an example of something memorizing?

a.Look over and over a phone number and repeating it                    

b.Looking up at the sky 16.  Which of the two descriptions is an example of a catastrophe?

a.Getting a great birthday gift!                     b. A hurricane hit the coast and destroyed

everything for miles.

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RubricActivity/Criteria Your Points/Total

Possible PointsFrom the Cover and City Map

All components are complete

Thought is apparent in predictions made about the book.

/5

K-W-L Chart All components are

complete Thought is apparent

in answers under

/5

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categoriesCharacter Sketchers (Lina, Doon, Mayor Cole, Clary, Looper, & Poppy)

Traits are included and thorough

Page and paragraph numbers are included

Artistic representation is complete and thoughtful

/30(5 points per Character

Sketcher)

Vocabulary Activities for Sections 1 through 9

Definitions are “student-friendly”

Activities are correct and complete

/45(5 points per section)

Author’s Craft Chart includes 4

examples of similes with page numbers

Explanations are included about how the examples add to

/5

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the textSketch-to-Stretch

Artistic representation is thoughtful and creative

Representation is symbolic and explanation is thorough

/5

Internet Workshop and DRC

Responses to questions are complete and accurate

All categories are completed for at least one website

/10

Wanted Posters (Lina & Doon)

Artistic representation is thoughtful and creative

Posters includes all required information

/10(5 points per Wanted

Poster)

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Double Diary Entry 6 passages with

page numbers included

Thoughtful responses are present for each passage listed

Dialect is apparent within each passage chosen

/10(5points per text)

“The Box in the Closet” Artistic

representation is thoughtful and creative

/10

I-poem Written from Lina’s

point of view Follows the given

format of an I-poem, or creates his/her own interpretation

Artistic impression is accurate and creative

/15

Ember’s Exit

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Artistic representation is thoughtful and creative

/10

Journal Entry Artistic

representation is thoughtful and creative

Ideas are presented clearly

Correct spelling and grammar

/5

Prediction of City of Ember’s Future

Artistic representation is thoughtful and creative

Information presented is realistic

/5

Vocabulary Assessment All answers are

complete and correct

/20

Total /190

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Unit Assignments NC Language Arts Standard Course of Study4th Grade

Students define tier 2 vocabulary words with their student

1.03: Identify key words and discover their meanings and

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packet and complete vocabulary exercises throughout the unit. They will be using the text and a dictionary to create their definition for some of the words. Their word knowledge is assessed at the end of the unit using vocabulary test. The students also examine the authors craft by investigating similes within the novel, The City of Ember.

relationships through a variety of strategies1.04: Increase reading and writing vocabulary through:

wide reading. word study. knowledge of

homophones, synonyms, antonyms, homonyms.

knowledge of multiple meanings of words.

writing process elements.

writing as a tool for learning.

seminars. book clubs. discussions. examining the

author's craft. 1.05: Use word reference materials (e.g., glossary,

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dictionary, thesaurus) to identify and comprehend unknown words.

Students will complete a K-W-L chart before beginning the unit to assess what they know, want to know and what they learned about electricity/light bulbs. Students will also participate in an internet workshop to seek additional information on the topic. Students will also complete a double diary entry specifically comparing two texts. Students will complete two wanted posters on

2.02: Interact with the text before, during, and after reading, listening, and viewing by:

setting a purpose using prior knowledge and text information.

making predictions. formulating

questions. locating relevant

information. making connections

with previous experiences, information, and ideas. 2.04: Identify and interpret elements of fiction and nonfiction

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Lina Mayfleet and Doon Harrow, making references to the main novel by providing the required information. Students will create an I-poem  using specific information gathered from the text.

and support by referencing the text to determine the:

plot. theme. main idea and

supporting details. author's choice of

words. mood. author's use of

figurative language.  2.05: Make inferences, draw conclusions, make generalizations, and support by referencing the text. 2.06: Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas.

The students will complete a

3.02: Analyze characters, events,

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character sketcher which asks students to focus on implied character traits by looking at a characters actions and words. The students will complete a sketch-to-stretch which asks the students to focus on an event and sketch their own meaning of the event. Students will support evidence of implied traits by citing page numbers and passages in which they find supporting evidence from.

and plots within and between selections and cite supporting evidence.3.05: Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps.

The students will write an I-poem from Lina Mayfleet’s perspective from The Ember City.

4.07: Compose fiction, nonfiction, poetry, and drama using self-selected and assigned topics

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The technology tool is the internet workshop. Students will explore websites to complete a data retrieval chart on light bulbs.

and forms (e.g., personal and imaginative narratives, research.4.10: Use technology as a tool to gather, organize, and present information. 

The City of Ember

 

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The City of Ember, Jeanne Duprau, 2003,

Yearling, 5.3

            The City of Ember is a great book to

use for the last novel of the year. It also helps

to integrate science into literature. This book

goes through the journey of a town losing

power. Power (lights) is the most important

thing in the city without it they would no

longer exist. The book discusses how

electricity is produced for the city.

This book connects to the non-fiction text

because it too discusses the important in

electricity in daily lives. The journey that

begins with a desire to help the city leads to

the discovery of a completely new world. ~ 81 ~

The Magic School Bus and the Electrical Field Trip

 The Magic School Bus and the Electrical Field Trip, Joanna Cole and Bruce Degen, 1997, Scholastic Press, New YorkReading Level: 4.4            This book is appropriate for this unit

because the City of Ember is focused around

electricity and light bulbs, which this non-

fiction book is about. This magic school bus

book goes through all the items that use

electricity and how electricity works.~ 82 ~

This book is important to this unit because

it is the main non-fiction book the students

will be using plus, most students are familiar

with the layout of the magic school bus books.

The magic school bus books make learning

fun. The book takes students on a journey

through the world of electricity. This book

helps students understand the importance of

electricity in everyday life and the need for it.

This helps students make the connection to

The City of Ember.

 Other Books to Use:  

1.)  Switch on, Switch off, Melvin Berger and Carolyn Croll,1989 Crowell Switch On, Switch

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Off explains how electricity is produced and transmitted, how to create electricity using wire and a magnet, how generators supply electricity, and how it works in the home. This book is on a third grade reading level, which will be helpful to those who are not on reading level.

2.)  Electricity, Steve Parker, 2005, DK Publishing

Electricity explains in detail what electricity is and how it works. It is on a higher reading level than some of the other

books. It explores all the different types of electricity. This very detailed book may help answer student questions.

3.)  The Shocking World of Electricity with Max Axiom, Liam O’Donnell, Richard Dominquez, and Charles Barnett III, 2007, Capstone Press

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This book is a great book to get students excited about electricity. It is like a comic book. It follows Max

Axiom as he explains the science behind electricity.4.)  Electricity, Peter Riley, 1998, Franklin Watts

Electricity, is a straight forward book that like the other “Electricity “ book goes into detail about what

is electricity and how it works. It will also help students develop a better understand of electricity. This book is on a sixth grade level. It is a great reference book to help students understand electricity.

5.)  The Magic School Bus Gets a Bright Idea, Joanna Cole and Bruce Degen, 1999, Scholastic

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This book is a great book to use because it helps students make

connections to real life things in life that use electricity. This book will help student on grade level just as it will help those below or above grade level.

6.)  The Light Bulb and How it Changed the World, Michael Pollard, 1999, Scholastics.

This book is great to use to help students to develop a deeper understanding of how

electricity was invented; where it started, how far along it has came and where it is now. This book will help student on grade level, just as it will help those below or above grade level.7.)  Turning Point Inventions: The Light Bulb, by Joseph E. Wallace, Toby Welles (Illustrator), 1999, Simon & Schuster Children's Publishing.

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This book helps students develop a deeper understand of

light bulbs and how they work. Student will make a connection to the citizens in the city of Ember and how important light bulbs are in everyday life for them.

8.)  The Science Book of Electricity, Neil Ardley, 1991, Gulliver Books

The Science Book of Electricity uses simple experiments to demonstrate basic principles of electricity.

This book is a great way to help students if they would like to do simple experiments.

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