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Goodnight Mr. Tom

Written by: Michelle Magorian

Integrated Novel Unit

Explanation: Goodnight Mr. Tom by Michelle Magorian is a heartfelt novel that touches every emotion. It is set in the English countryside during World War II. Willie Beech is evacuated from London and sent to live with Mr. Tom. Willie is meek and small; he had been perpetually abused by his mother. Mr. Tom is a large, gruff man who lost both his infant child and wife. This book is a story about these two lonely people finding each other and learning to live together. They form a very strong father-son bond. When Willie is sent back to London, Mr. Tom goes looking for him because weeks have gone by with no word from Willie. There are many other wonderful characters in this novel that bring charm, humor, and a pinch of sadness to our hearts.

I chose this novel because it is an historical fiction piece that ties in nicely with the sixth grade social studies curriculum. It is also a good coming of age story for students in my school. It teaches trust, and overcoming adversity.

Language Arts Curriculum for Sixth Grade:

Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.

Goal 2: The learner will explore and analyze information from a variety of sources.

Goal 4: The learner will use critical thinking skills and create criteria to evaluate print and non-print materials.

Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.

Goal 6: The learner will apply conventions of grammar and language usage.

Social Studies Curriculum for Sixth Grade:

4.03: Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in South America and Europe.

Goal 6: The learner will recognize the relationship between economic activity and the quality of life in South America and Europe

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Goal 7: The learner will assess connections between historical events and contemporary issues.

Goal 11: The learner will recognize the common characteristics of different cultures in South America and Europe.

NCSCOS GNMT Activity

ELA Goal 1 Life Connection, Reflection

ELA Goal 2 Story Elements, Author’s Style

ELA Goal 4 Read Like a Writer, Think Critically

ELA Goal 5 Reader’s Theater, Comic Creator

Social Studies Goal 7 Building Background, Abecedarium

Essential Question: Even though this is an historical fiction novel set in a different country during a completely different time in history, what connections can I make to my life and current time?

Supporting Text:

Lowry, Lois. Number the Stars. New York, NY: Bantam Doubleday Dell Books for Young Readers, 1990. Print.

In 1943, during the German occupation of Denmark, ten-year-old Annemarie learns how to be brave and courageous when she helps shelter her Jewish friend from the Nazis. 670L

Innocenti, Roberto. Rose Blanche. Mankato, MN: Creative Education, 1985. Print.

During World War II, a young German girl's curiosity leads her to discover something far more terrible than the day-to-day hardships and privations that she and her neighbors have experienced. 430L

Breuer, William B. Undercover Tales of World War II . New York, NY: J. Wiley, 1999. Print.

Chronicles seventy covert operations and insidious plots that took place during World War II and discusses how they affected the outcome of the war.

Children’s Identity Card from World War II

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Hughes, Shirley. The Lion and the Unicorn. New York, NY: DK, 1999. Print.

Lenny, a Jewish boy living in London during the Blitz in World War II, must adjust to many changes and find the true meaning of courage when he is evacuated to a large mansion in the English countryside. 640L

Adams, Simon. Eyewitness: World War II. New York, NY: DK, 2004. Print.

Text and photos present the key events, battles, weapons, uniforms, and cultural phenomena, such as propaganda, of the Axis and Allies during the Second World War.

Reading grade level 7.7

Bawden, Nina. Carrie's War. Philadelphia, PA: Lippincott, 1973. Print.

Carrie and her younger brother spend World War II as evacuees in a small Welsh village where Carrie, upset by a family feud, commits an act that haunts her for thirty years.

Reading grade level 6.9

Always Remember Me: How One Family Survived World War II, Marisabina Russo

Remember WW II   : kids who survived tell their stories , [edited] by Dorinda Makana¯onalani Nicholson

Nicholson, D. M. S. (2005). Remember World War II: Kids who survived tell their stories. Washington, D.C.: National Geographic.

World War II . Perf. United States; Army Service Forces; Special Service Division. Payless Entertainment, Web. 29 Nov. 2010.

A collection of documentary films produced during or shortly after World War II. The majority of the collection was produced by the War Department and used to strenghten support for America's involvement in the War.

Crompton, M., Giedroyc, C., Armstrong, A., McEwan, G., Quirke, P., Sharp, L., et al. (2006). Carrie's war. [Boston]: WGBH Boston Video.

Annotation: At the start of World War II, 14-year-old Carrie and her younger brother Nick are separated from their mother and evacuated from war-torn London to a rural village in Wales, where they now live with a puritanical shopkeeper and his spinster sister.

Goodnight Mr. Tom – Video

http://www.ibiblio.org/pha/index.html General information about World War II

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Internet Workshop:

Mr. Martin's World War II Internet Scavenger Hunt

Retrieved from http://www.brocktonpublicschools.com/page.cfm?p=1330

1. The Providence Sunday Journal

_____________________ What was the date of this edition of The Providence Sunday Journal?

2. War Letters

_____________________ Paul Spangler was a doctor treating the wounded at Pearl Harbor. In his letter, he writes that he gave the "helpless" cases a drug to kill the pain until they died. What was the name of that pain killer?

3. The Day after Pearl Harbor

_____________________ Locate the picture of President Roosevelt taken on December 8, 1941. What document is he signing?

4. The History Place

_____________________ According to the timeline, on what date did Germany declare war on the United States?

5. Four Freedoms

Scroll down to the four posters. What were the "Four Freedoms" which FDR claimed all people should enjoy?

a. ______________________________________b. ______________________________________c. ______________________________________d. ______________________________________

_____________________________ What is the name of the artist who created the "Four Freedoms" posters? (Click to enlarge.) (Click to see more posters listed at the bottom.)

6. Americans Remember Pearl Harbor

______________________ In her brief remembrance of the Pearl Harbor attack, Heli Swyter recalls that she didn't see her soldier husband for how long after he left on duty?

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7. It's a Woman's War Too!

______________________ What was the nickname given to the "strong, competent woman dressed in overalls and bandana" - a symbol of patriotic womanhood?

8. What did you do in the war Grandma?

___________________________________________________ According to the glossary, what was a World War II blackout?

9. Doodlebugs

______________________ The poet writes that the "doodlebugs" (early German rockets) arrived over England at what time each day?

10. War in the Pacific

_________________________________________ What was unusual about the Sullivan brothers' deaths?

11. Science Pitches In

_______________________ You may have seen these strange-looking amphibious trucks barreling down Boston's streets. What were the initials used to identify these World War II vehicles?

12. P-40

_______________________ How many Japanese planes did the pilot of this P-40 Warhawk shoot down? ( Hint: count the number of "rising sun" flags painted on the side of the fuselage.)

13. Gen. Patton

_______________________ Ironically, the war-loving General Patton did not die in combat. How was he killed?

14. A Catalog of Political Cartoons by Dr. Seuss

_______________________ What are most of these Dr. Seuss cartoons urging Americans to do? (Click on several cartoons to enlarge.)

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15. Picturing the Century

____________________________ (Photo #1) What is the name of the ship shown exploding at Pearl Harbor? (Click to enlarge each photo.)

____________________________ (Photo #2) These pilots were all assigned to which aircraft carrier? (Notice how young most pilots were.)

____________________________ (Photo #3) What is the date of the landing shown here? (Hints: Normandy coast, Operation Overlord.)

____________________________ (Photo #4) What type of burial is taking place in this photograph?

____________________________ (Last photo) What are all these signs saying on August 15, 1945?

16. United We Win

_______________________ What was the name of the African-American sailor who won the Navy Cross for heroism at Pearl Harbor?

17. Dwight D. Eisenhower

_______________________ During which years did General Eisenhower later serve as President of the United States?

18. Shot Down Over France

_______________________ a. After parachuting safely to the ground in occupied France, Yeager was helped by what organization?

_______________________ b. What type of plane was Yeager flying when he was shot down? (See picture.)

19. War Letters

______________________ Sidney Diamond was killed a week after writing this note to his girl at home. How old was he when he died?

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20. WW II In Europe

What are the last names of the three leaders pictured here at the Yalta Conference?

a. ________________________________________

b. ________________________________________

c. ________________________________________

21. The Providence Journal

_______________________ According to the newspaper, what medical condition caused FDR's death?

22. "Children of Hiroshima"

_______________________ In Masatada Asaeda's eyewitness story about the bombing of Hiroshima, what phrase does she use to describe the scene of misery in the Buddhist temple that day?

23. The War is Over

______________/_________________________________ In the top photo, Col. Paul Tibbets waves from the cockpit of his B-29. What was the plane's name and what was the mission given to Col. Tibbets?

24. Exhibition-Search Art

Look at all of these examples of Holocaust art. Write down the title of the choice which you think is the most powerful. ______________________________________________

25. Anne Frank

_______________________What was the name given to the hiding place where Anne and her family lived for two years during the Nazi occupation of the Netherlands?

26. WW II in Europe

______________________ About how many people died each day from starvation and brutality at the Buchenwald concentration camp?

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27. Statistics of World War II

______________________a. Total number of U.S.S.R. deaths in World War II (include both civilian & military).______________________b. Were more German soldiers or civilians killed in World War II?______________________c. What percentage of Poland's population died in World War II?______________________d. How many Americans died in World War II?______________________e. What was the total number of people (soldiers & civilians) killed in World War II?

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Section 1, Chapters 1-6

BUILDING BACKGROUND

Use this page to take notes on information you learn about the setting and the author of this book.

The author is _________________________. She lives in ________________________. This was her __________ children’s novel. She likes to write novels on the subject of ___________________________________.

She was born in ________ in _______________________________. She began writing stories when she was ______ years old. She studied to be an ______________________ in London. While studying, she began to write ________________. She has written _______ books dating from _________ to _________. She wrote Good Night, Mr. Tom in _______.

The story takes place in the ___________________________________ in the year ________ in a town called _________________________. Mr. Tom takes care of the __________________. William must go live with Mr. Tom because ________________________

_______________________________________________________.

This story takes place during ________________________. This war was fought between ____________________ and ____________________. It began in ________ and ended in ________. Some of the key terms for this era are:

Blackouts: ______________________________________________

Anderson: ______________________________________________

Chamberlain: ____________________________________________

Gas Masks: _____________________________________________

London Blitz: ____________________________________________

Evacuees: _______________________________________________

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Abecedarium

Together you can create an Alphabet Book of World War II. Create a page for the book by writing about the word or words you have selected. Be sure to explain each word as it relates to World War II. Design each page with a large capital letter and an illustration. Use a vertical format for your page. We will make copies of each page for each person in our class. Be ready to talk about your page on _____________________.

Anti-Semitism

Air Raids

Allies/Axis

Bomb Shelter

Blackouts

Battle of Britain

Winston Churchill

Concentration Camps

Neville Chamberlain

Dig for Victory

Evacuees

Fascism

Fuhrer

Ghetto

Germany

Genocide

Holocaust/Shoah

Hitler

Incendiary Bombs

Invasion of Normandy

Jews/Jewry Kristallnacht Luftwaffe

League of Nations

London Blitz

Mein Kampf

Gas Masks

Nazi Party

Nuremburg

Billeting Officers

Military Officers

Propaganda

Prejudice

Progroms

Queen Elizabeth Reich

Rationing

Roma

SS

Shelters

Swastika

Trains (Cattle Cars)

Underground

United Nations

V-Weapons

V-Weapons

Wanssee Conference

W.V.S.

Warsaw Uprising

Xenophobe

Hitler Youth Zyklon-B

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Here are some web sites that may be helpful:

www.holnet.org.uk

http://members.aol.com/TeacherNet/WWII.html

http://www.ushmm.org

http://encarta.msn.com/enclopedia_761563737/World_War_II.html

Meet the Characters

As we read, we will discover information about the characters in this novel. In the spaces below, tell what you find out about the characters and something that the character said that impressed you.

o William Beech

o Thomas Oakley

o Zacharias Wrench

o Mrs. Beech

o Mrs. Hartridge

o Mrs. Fletcher

o Ivor/Roe Padfield

o Lucy Padfield

o Charlie Ruddles

o Vicar Peters

o Miss Emilia Thorne

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o Sammy

Tableau

Select a scene from this section of the book to present as a tableau. A tableau is the re-creation of a scene. The characters are posed, sometimes with props, to show what happened. Facial expressions and body positions reveal the feelings of those in the scene. A commentator explains what is being shown after the audience tries to guess the scene.

List the page number and provide a short description of the scene. List the characters you will need. Explain why you chose the scene.

Section 2, Chapters 7-9

Background and Review 2

As we review what we have already read, please take notes here. You may also take notes of any new background information.

o Review Notes:

o Child Abuse

o Mental Illness:

o World War II (European Theater):

Life Connection

It was evident in chapter 9 that Willie was touched deeply by the birthday celebration. Write about an experience that deeply affected you. Remember to in write complete sentences using paragraph form, correct spelling and grammar.

Reflection

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After reading the first nine chapters, please think about Good Night, Mr. Tom. What did you learn or understand by reading this section? How does this section relate to your life? Please respond in the space below.

Section 3, Chapters 10-13

Words of Wisdom

Advice is given to someone to help him or her make decisions. Someone might advise you concerning jobs or volunteer opportunities available in your area. Your parents may advise you about your choice of friends. What words of wisdom are you encountering in chapters 7-12 of our novel?

Page number Advice from Advice to The advice

86 Mr. Tom Willie

“Can’t expect to be good first time. Takes practice.”

90 Mrs. Padfield

Willie, Zach, George, Ginnie, Carrie

“Best not to go to your patch. Be nothin’ left.”

91 George Zach and Willie

“Come with me, “ he said, “I’ll find you a good spot.”

91 George Zach and Willie

“See them red berries?” “If you eats any of them you’ll die. Them’s poisonous. Don’t eat nothin’ till you’ve shown

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me.”

92 Mrs. Beech Willie

“Mum had said that if he made himself invisible people would like him and he wanted that very much.”

I Poem

After reading chapters 10-13, please select one character, object, time period, or setting to write about. Use an “I” poem to collect your insights into the character you chose. “I” poems are written as if a character or historical figure had composed them. All or most of the lines begin with the word “I.” The poems are unrhymed. You may use the form below for your “I” poem, or you may write your “I” poem using a form that you create.

I am _______________________________________________

I wonder ____________________________________________

I hear ______________________________________________

I see _______________________________________________

I cry _______________________________________________

I pretend ____________________________________________

I feel _______________________________________________

I touch ______________________________________________

I worry ______________________________________________

I am ________________________________________________

I understand __________________________________________

I say ________________________________________________

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I dream ______________________________________________

I want _______________________________________________

I am _________________________________________________

Story Quilt

After reading chapters 10-13, please select what you consider to be the most important sentence and write it in the space below. Note the page number. Then, explain why you think the sentence is so important. In class, you will write your sentence on a “quilt” piece and explain your choice.

Section 4, Chapters 14-17

Sketch to Stretch

Select a scene or section from this part of the book and draw a picture that presents your interpretation of it. Do not draw an illustration, or a picture of what is described in the text; rather, draw something that symbolizes or represents the feeling, emotion, or meaning related to a scene. Be ready to show your drawing and explain it to us.

Read Like a Writer

Read from the last paragraph on page 210 to the end of the chapter. As you read, write down words you like or phrases that grab your attention. Whatever you notice about the writing, make a mark. This exercise is to give you practice in the craft of reading like a writer.

Think Critically

This year we have been asking some “big idea” questions that relate to what we are reading. In your group, come up with four “big idea” questions to share with the rest of the class. Remember these questions cannot be answered with a yes or no, and they cannot be answered with a single sentence. There is no wrong or right answer as long as you can use text to support your answer.

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Section 5, Chapters 18-23

Reader’s Theater

Reader’s Theater is a dramatization of a particular scene. The actors read the lines from the book just as they are written but adding action to them. Choose a scene from this section to act out. You may need to elicit the help of a classmate or two to help you with your scene.

Describe the scene you have chosen to act out. What is it about? Why did you choose this scene? Will you need others to help you?

Comic Creator

After reading chapter 20, create a digital image of Spooky Cott. You may use www.toondoo.com, or www.goanimate.com.

Poem for Two Voices

At the end of the book Mr. Tom and Willie finally become father and son. Create a poem for two voices describing the journey to this important milestone. Remember that poets choose their words very carefully and one word can convey multiple meanings and feelings. Choose your words carefully.

On Going and Culminating Activities:

Research

Choose one of the topics below to research and report back to the class. You may use the internet, encyclopedias, library books, cook books, personal interviews, or any other resource that you may need. Check with your teacher or the media specialist for help in looking for internet sites.

1. How can blackberries be used to provide nourishment? Include at least two recipes in your research.

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2. What are idioms? Why do we use them? What are some examples? Research the origin of at least two idioms.

3. What was school like when your grandparents were in sixth grade? What subjects did they study? Did they change classes? What was the typical schedule like? What did they do for lunch? How much did things like books or lunch cost? What did they wear to school?

4. Why do we celebrate birthdays? Where did the tradition of cake and ice cream and gifts come from?

5. Who was William Shakespeare? What did he do? Why is he famous? What kind of person was he?

6. Where did the tap dance originate? Who were some famous tap dancers?

What is tap dancing? What equipment does one need to do it?

Web Pages for GNMT Research

Blackberries:

www.driscolls.com/blackberries/nutrition

www.thefruitpages.com/chartblackberries.

www.raspberryblackberry.com

www.great-workout.com/nutrition/fruit/blackberry-nutrition-facts.

www.texascooking.com/features/texasblackberries.

www.justberryrecipes.com

Birthdays:

www.birthdaycelebrations.net/traditions.

www.abcog.org/birthday

www.birthdayexpress.com/bexpress/planning/birthdaycelebrations.

Idioms:

http://towerofenglish.com/idiomsbykids.

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www.idiomsite.com

www.factmonster.com/ipka/A0769301.

William Shakespeare:

http://en.wikipedia.org/wiki/william_shakespeare

www.online-literature.com/shakespeare

http://shakespeare-online.com/biography

Tap Dance:

http://en.wikipedia.org/wiki/tap_dance

www.theatredance.com/tap/

www.britannica.com/eb/article-242809/tap_dance.

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Final Assessment:

Name: ___________________________________ Date: _____________________

Language Test – Goodnight, Mr. Tom

Goals: 1.01, 2.01, 4.02, 5.01, 6.01

Essential Question: What are the characteristics of a novel?

I. Multiple Choice. Write the letter of the best answer choice on the line.

_____ 1. Good Night, Mr. Tom was written by

a. William Beech b. Thomas Oakley

c. Michelle Magorian d. Gary Paulsen

_____ 2. The main setting for this story is

a. The English countryside b. London, England

c. Germany d. Church and graveyard

_____ 3. The main character in this novel is

a. Sammy b. Zach

c. George d. William

_____ 4. The genre of this novel is

a. Folk tale b. Fantasy

c. Historical Fiction d. Drama

_____ 5. Zach can be described as

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a. nonchalant b. excited

c. dejected d. apprehensive

_____ 6. Blackouts are

a. black cloth over the windows to keep the light in

b. a black eye when someone hits you

c. When the light bulbs burn out

d. When everyone is supposed to wear black clothes

_____ 7. Which of the following pairs of words are synonyms?

a. wireless: radio b. blackouts: Anderson

c. Dobbs: cow d. Bicycle: car

_____ 8. Mr. Tom was amazed when William

a. cooked b. laughed

c. read d. cleaned

_____ 9. Will : Drawing :: Zack : _________

a. painting b. singing

c. acting d. being quiet

_____ 10. Spooky Cott caused what mood in the kids?

a. bewildered b. daft

c. ominous d. apprehensive

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“He watched him poke the fire and then he didn’t hear any more. He knew that Tom was speaking to him, but he couldn’t take his eyes off the poker. It sent the hot coke tumbling in all directions. He saw Tom’s brown, wrinkled hand lift it out of the fire. The tip was red, almost white in places.”

_____ 11. According to the above selection, William thought

a. Tom was going to burn the house down

b. Tom was going to hit him with the poker

c. Tom was going to build up the fire

d. Tom was going to drop the poker on the rug

_____ 12. “Hot coke” in the above selection means

a. coca cola b. coal

c. ashes d. fire wood

_____ 13. Which rule for apostrophes is used in the word “couldn’t?”

a. It shows possession.

b. It is a contraction.

_____ 14. Why is there a comma used in the second sentence?

a. It is used to separate a compound sentence.

b. It is used to separate items in a series.

c. It is used to show direct address.

d. It is used to show a parenthetical expression.

_____ 15. Why is the apostrophe used in the fourth sentence?

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a. It is used to show possession.

b. It is a contraction

Immigrants All!

“What would it take for you to pack up just a few of your most cherished possessions and move permanently to another country---war, famine, or persecution due to your religion, race, or political beliefs? Or would you move simply for the chance to make a lot more money than you now have? Throughout history, people have come immigrants for these and other reasons. But no matter what the cause, the decision to leave home is never easy. Close friends and family may be left behind, perhaps never to be seen again. You cannot be sure whether your new country will welcome or shun you. Will you find work and a decent home? Will you learn the language and customs of your new land easily? These are just some of the trials facing immigrants---people who move into another country.” Kids Discover Magazine, 1999.

_____ 16. According to the above selection, why do immigrants leave their homes?

a. war b. oppression

c. to be with family d. to celebrate holidays

_____ 17. What reason did William in GNMT leave his home?

a. war b. oppression

c. to be with family d. to celebrate holidays

_____ 18. Which word would best fit in the graphic organizer on the next page?

a. money b. family

c. immigrants d. customs

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_____ 19. The above graphic organizer shows

a. effects of immigration b. causes of immigration

_____ 20. The above selection is most similar to our novel because

a. William must leave his home due to the war

b. William left his close friends and family behind

c. William packed up his cherished possessions

d. William had to learn a new language

immigration

famine

persecution

money?

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II. Answer the following questions in complete sentences on your own paper.

21. How does William change from the beginning of the story until now?

22. How is Zach different from William?

23. Explain the importance of William in Mr. Tom’s life. How has Will affected Tom’s life?

24. Why do you think William began talking more to his friends when they met in his room?

25. How do you feel about this novel? Why?

26. What are the characteristics of a novel? How do those characteristics help the author know how to write a story?

Essay Rubric

4 Topic is clear. Maintains focus. Organized well. Logical progression. Support and elaboration given. Specific, developed details. Skillful use of precise vocabulary. Complete sentences.

3 Topic is generally clear. Minor lapses in focus. Organized well. Mostly logical progression. Good support and elaboration. Some specific details. Reasonable use of precise vocabulary. Mostly complete sentences.

2 Topic is vague. Major lapses in focus. Limited organization. Limited logical progression. Some support and elaboration. Few specific details. Minimal use of precise vocabulary. Some complete sentences.

1 Topic is unclear. Fails to establish focus. Little to no logical progression. Random ideas and events. Confusing support and elaboration. Consists of sparse details. Lacks use of precise vocabulary. Few complete sentences.

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Good Night, Mr. Tom

Writing Project

What: You will write a story using the characters and setting of Good Night, Mr. Tom.

How: Your story will be the sequel to the novel read in class. You will complete a graphic organizer for your story, write a rough draft, have at least one other person edit your work, and write a final copy. Your paper will be graded according to the rubric.

Why: This activity will help you to develop creative thinking and proper writing skills.

When: This project is due __________________________.

This is a project grade.

Rubric:

Paragraph Development 20 _____

Spelling 20 _____

Grammar 20 _____

Consistent Theme 20 _____

Conflict Developed 10 _____

Conflict Resolved 10 _____

Total _____

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Good Night, Mr. Tom

Essential Question: Are all eight story elements present in a novel?

Story Elements Examples – including page number

Characters

Setting

Plot

Theme

Mood

Climax

Conflict

Resolution

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Good Night, Mr. Tom

What are some of the techniques the author uses to create meaning?

Author’s Style Examples – including page number

Dialect

Foreshadow

Flashback

Analogy

Beginning Sentence

Figurative Language

Punctuation

Special Words

Point of View

Culminating Activity

Key Concept: Understanding real life issues

Objectives: Be able to investigate and create a product that depicts one of the real life issues discussed in the text; be able to understand the cause/effect relationship of a major social topic developed in our novel

1. Choose one of the social themes in our text (i.e. child abuse, mental illness, death and grieving; loneliness, adoption, etc.) and investigate the cause/effect relationship in our society today.

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2. Draft, plan, and research the topic of your choice.

3. Create a visual to present your findings to the class.

4. Write a paper to accompany your visual. Include your personal opinions on the topic.

5. Present your paper and visual to the class in a formal presentation format.

6. Be able to explain the how and what you learned.

7. You will be graded according to a rubric.

ELL students will be able to research over several weeks allowing time to understand the content. The students can use their own learning styles. The research will probably be done in English and require continued use of peer tutors and a bilingual dictionary.

Rubric:

100 Work shows significant effort beyond assignment required.

93 Work shows through completion of all assignments required.

86 Work shows one or two minor areas of incompleteness or minimal

effort overall.

78 Work shows one or two major areas of incompleteness.

70 Work shows more than one or two areas of major incompleteness.

Major Areas of Completeness:

Thorough investigation, Correct spelling, Correct grammar, Neatness, Able to convey ideas, Visual, Written paper, Class presentation.

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Good Night, Mr. Tom

Packet One Rubric

Name: __________________________________

Assignment Possible Points Points Received

Internet Workshop 10

Building Background 1 10

Abecedarium 10

Meet the Characters 10

Tableau 10

Background and Review 2 10

Life Connection 10

Reflection 10

Words of Wisdom 10

I Poem 10

Total 100

Jennifer Wagoner

RE 5730 – Novel Unit

Good Night, Mr. Tom

Packet Two Rubric

Assignment Possible Points Points Received

Story Quilt 10

Sketch to Stretch 10

Read Like a Writer 10

Think Critically 10

Reader’s Theater 10

Comic Creator 10

Poem for Two Voices 10

Research 10

Story Elements 10

Author’s Style 10

Total 100

Jennifer Wagoner

RE 5730 – Novel Unit