Chapters 10-14 (PACKET C) Materials: Packet C (one per student) Questions for Chapters 10-14 Vocabulary Crossword puzzle “Ruth and the Green Book” Video Clips (Remember the Titans, The Help, personal accounts) “Fact versus Fiction” worksheet (one per student) Compare and Contrast worksheet (one per student) Classroom Character Chart Chapters 10-14 Quiz (one per student) -Vocabulary C: obstinate, snitch, tuckered, compensation, despise, exquisite, somberly, gilded, kinfolk, cesspool -Response Journal: How does White Lilacs compare with other historical novels or historical movies you have read or seen? Is it more factual or less factual? Do the characters seem more realistic or less realistic? How well does the plot keep your attention? Chapter 10: Vocabulary Go over vocabulary words in class and have students share their sentences. There will be a crossword puzzle on the board with all the vocabulary words from this week and last week. The class will be split into two teams. Each team will get to choose one word to solve for. In order to place the word on the board, they must answer a trivia question from White Lilacs and have the correct vocabulary word. Chapters 11: Double Entry Journals “Ruth and the Green Book” will be read aloud to students while students complete a double entry journal. If time after the read aloud, students will have an opportunity to share their thoughts about the book and how they felt about certain passages. Chapter 12-13: Fact vs. Fiction Students will watch clips from “Remember the Titans” and “The Help.” They will also view actual personal accounts from this time period. Students will be engaged in talking about what the differences between the two types of videos were. Pass out “Fact versus Fiction” worksheet. Work on the worksheet as a whole class. Chapter 14: Characterization through Comparison Allow students to choose a group of three of their choice. Pass out the “Compare and Contrast Diagram.” Students will be choosing two characters in the book to compare and contrast. After 15 minutes, pull the class back together and make adjustments accordingly to the classroom character chart.
Chapters 15-19 (PACKET D)1 Materials: Packet D (one per student) Questions for Chapters 15-19 Purpose and Theme worksheet (one per student) Bingo boards (one per student) Plot line (one per student) Classroom Illustrated Plot Line White computer paper Symbolism pictures Chapters 15-19 Quiz (one per student) -Vocabulary D: sheer, rouge, charlatan, menace, wheedling, prevailed, ceased, wearily, fragrant, notion -Response Journal: Both the opening and the closing passages of White Lilacs are about Grandfather Jim and his white lilac. What does the white lilac symbolize? Why do you think the author chose the title White Lilacs? Chapter 15-16: Purpose and Theme Ask students what they think the theme of the book may be. Allow students to talk with a person next to them to share their ideas. Bring class together and allow students to share their themes and record them on the board. With the class, narrow the themes down to “The Power of Love” and “Separate But Not Equal.” Pass out “Theme and Purpose” worksheet. Explain to students that a them is developed because an author has a purpose for the book. Allow students to work with original partner on the worksheet and discuss what possible purposes would be. Share purpose ideas with class. Chapters 17: Vocabulary Go over vocabulary words in class and have students share their sentences. Students will play Bingo with the vocabulary words. Students will be given a Bingo board to write their words on. Read the definitions allowed and have students cross out words with pencil. Students have to be able to give the proper definitions to win. Chapter 18: Plot Development Ask students what their favorite movies and/or books are. Have each students explain why they like that particular example. Talk about what a plot is. Help students create an illustrated classroom plot line. Provide individual plot lines for students to fill out while classroom chart is being created. Place class into five groups and have each group draw one part of the plot line to include in the plot line. Talk with students about how the story would be different without a climax and why the climax is important.