Documente Academic
Documente Profesional
Documente Cultură
Lesson #1
Name of Lesson: Introduction to Unit and to the book Graceling
Goals and Objectives
Goals: Introduction to what could affect a persons identity and Graceling pre-reading activities.
Objectives: Students will be able to brainstorm about what could affect a persons identity and
analyze some factors that affect the main characters identity in the first chapter. Students will
also discuss with other students about their opinions on identity.
State Standards:
1. Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text. (910.RL.2)
Materials and Tools
Materials: Whiteboard with whiteboard markers, the students daily journals, and a copy of the
book Graceling.
Procedures
Motivation/ Anticipatory Set: Anticipation guide (15 minutes)
1. The teacher will write down the activities, goals, and state standards on the boards before
class starts. Also, the teacher will put individual colored stickers on the students desk
consisting of red, blue, green, yellow, orange, and purple.
2. The teacher will also write down the prompt What makes a good story? What would the
attributes be in order to make a story an entertaining one?
3. The students will write in their daily journal about what they believe is a good story and
what makes it a good story.
4. Students will share their journal entry with their closest neighbor. Students will not be
allowed to get out of their seats at the moment.
5. The teacher will read the first chapter of Graceling aloud to all the students.
Activity 1: Mini Lesson on Setting (8 minutes)
1.
Teacher will share the proper definition of a setting and ask the students what they can
gather about descriptive words and what descriptive words do for the setting.
2.
Students will also share some ideas about what the time period is in Graceling and how
3. The teacher will then ask the students for volunteers to answer the question, each student
will share their partners response on one of the particular questions. Hopefully everyone
will be able to share their opinions with the class.
4. The purpose of this activity is to question Katsas reasoning about whether to kill or
injure, to interpret, and reach an understanding of Katsas character because there are
multiple times when Katsa has to kill someone and when she refuses.
Cite strong and thorough textual evidence to support analysis of what the text says explici
Materials: A copy of Graceling, big sheets of paper, markers, crayons, handout on activity, and
post-its.
Procedures:
Motivation/ Anticipatory Set: Journaling (5 minutes)
The teacher will write on the board about what students liked or did not like in the
Students will get into groups of five. Each group will include five or six students. Then
character.
See handout.
Students will discuss their character, the scene they choose, and why they decided on
that scene.
Each group will have 2 or 3 minutes to share.
Students will remain in their previous groups and have a discussion on controllability.
Questions to include on the white board: What makes a person in control? What requires
control? How to gain control? Is Katsa really in control of herself and actions? Or is King
Randa?
Students will write down what each other said, in order to share with the classroom
tomorrow.
Students will write down a sentence or two about what they discussed in their groups or
write a sentence about what they need help with in the readings.
Students will need to read chapter four and chapter five, then write a discussion question
for the next day.
Reflective Assessment and Evaluation:
Evaluation/ Assessment
Students will share character descriptions with the rest of the class and the teacher,
showing that they have read. Then students will be able to share their discussion notes
with the class the next day.
Troubleshooting: The teacher will bring extra copies of Graceling, extra markers and paper, and
post-its with the students name on them.
Reflection:
Relatives
Po
Randa
Katsa
King
Childhood friends/
Cruel
related
Benefits from
Father and
Raffin
Son
others
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objecti
ve summary of the text. (910.RI.2)
Materials:
Materials: Students will need a piece of paper, markers, crayons, and post-its. A copy of
Graceling would be helpful, but not necessary.
Procedures:
Motivation/ Anticipatory Set: Journaling (5 minutes)
The teacher will write the prompt What are your talents and weaknesses on the white
board.
Students will write in their journal what they are good or talented at and what their
weaknesses are.
Students will then group up with a partner next to them and share their journal.
Students will get into the groups they were in the other day and share what they talked
about with their group.
The teacher will ask the students about what abilities they found in the reading and if they
would be considered dangerous or harmless. The teacher will also ask if the meaning
After students deemed what is giftedness and what is not, students will create their own
character to later write a fictional and creative story about their created character.
The teacher will show a model of this in class.
Students will work individually on drawing their own character, which includes their
physical appearance, personality traits, and their giftedness. This does not mean that their
Students will then turn in the assignment to the teacher before leaving.
Homework will be to read chapter six and chapter seven.
Reflective Assessment and Evaluation:
Evaluation/ Assessment: The assessment will be the multiple discussions about what they have
read in the chapters assigned.
Troubleshooting: Bring extra copies of paper, markers, handouts, and a copy of Graceling
Reflection:
Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or
Materials: Students will need a copy of Graceling, role activity handout, markers and crayons,
and big sheets of paper.
Procedures:
Motivation/ Anticipatory Set: Journaling (5 minutes)
The teacher will write the prompt What are common roles that you follow every day?
Do you fulfil the role of being an older or younger sibling? Do you fulfil your teammates
expectations on your sports team on the white board before students enter the classroom.
Students will write in their journals about common roles. For instance, if they play sports
what is the role they must fulfill to make the team successful? If they have younger
siblings or older siblings, what could their role be? What would the parents role be?
After completing the journal entry, students will group with their neighbor and share their
roles or their familys role. The teacher will circulate through the classroom to make sure
everyone is on task, while passing out the role handout.
The teacher will should a model (regarding Prince Po) and mention how as a prince, he
should be very noble and prestigious, when he is actually casual. Then to take it a little
further, mention how Katsa expects Prince Po to shy away from her glaze (like everyone
else), but embraces it. The teacher must support with quotes.
Each student will receive a randomize handout and be paired off into groups of three
containing seven to eight students. There will be three types of stickers to pair off the
One member of each group will grab two large sheet of paper with markers and crayons
in order to draw the characters reality compared to the expectations.
The group will split into halves in order to draw the characters reality while another
draws expectations for the character. For instance, if there was a group of eight students,
four would work on the reality and the other four would work on expectations.
Students will then share their picture while explaining the characters realistic role
compared to the expected roles. Will be very quick and brief.
Students will return to their seats and write on a piece of paper about what they learned
from roles activity and how their perspective changed from doing the activity. What do
they think is expected of them? Does their role differ or similar to other peoples
expectations?
During the last few minutes, students will turn in their response to the teacher.
Homework will be to read chapters eight and nine.
Reflective Assessment and Evaluation:
Evaluation/ Assessment: The assessment will be the quotes the students picked out to support
their characters role and the scene they choose from. Also, another assessment will be from what
the students wrote down in their response.
Troubleshooting: The teacher will bring extra copies of Graceling, have a few quotes already
picked out if students are having difficulty finding quotes, and bring extra copies of the handout.
Reflection:
In your words-
Analyze how complex characters (e.g., those with multiple or conflicting motivations) de
velop over the course of a text, interact with other characters, and advance the plot or dev
Materials: Students will need a composition notebook, completely different from their everyday
journals, pens or pencils, and a copy of Graceling.
Procedures:
Motivational/ Anticipatory Set: Journaling (5 minutes)
The teacher will write down a prompt on the white board, like what do the students think
about the novel so far? Is the reading manageable and if not, what can be improved?
Students will then write in their journals and put the journals away for the next day.
The teacher will introduce dialogue journals as a way to deepen the students
understanding of the novel. Each student will take turns to write about the chapter
assigned. For instance, what the students liked about the reading, what they did not like
Students will be split into five groups of five or six groups based off numbering the
students.
The teacher will ask the question What is the relationship between Katsa and Price
Raffin? Whoever answers first will be the first to pick their category and the point value.
The rules will include what would happen if the students get it wrong (next group with
their hands up) or if they get it right (move on to the next group). The winners will
receive a free homework pass for the entire group or maybe candy.
Homework will be to read chapter ten and eleven and writing the first dialogue letter.
The groups with the two highest points will go into the Bonus Round to declare the
winner and the winning group will receive their rewards.
Reflective Evaluations and Assessment:
Evaluation/ Assessment: The evaluation will be the jeopardy game to analyze who is reading and
who is not then evaluating what content level they are at.
Troubleshooting: If the Prezi does not work, then the teacher will bring pre-made notecards with
the point value and the questions on the notecards. Also, bring spare composition notebooks for
whoever needs them.
Reflection:
Cite strong and thorough textual evidence to support analysis of what the text says
Materials: A copy of Graceling, daily journals, dialogue letters, and Cartoon Creation worksheet.
Procedures:
Motivation/ Anticipatory Set: Daily Journaling and Exchanging Dialogue Letters (8 minutes)
The teacher will write the prompt What is your favorite character in Graceling? Least
favorite character? Why do you dislike or like the character? Focus on personality traits
When students have completed their journal, they will quietly meet with their dialogue
The teacher will discuss the handout with the students briefly and create a model for the
students to use. For example, the teacher will write about Katsa while asking the students
about her physical appearance and her personality. Then ask how the other characters
react to Katsa and focus more on Po and King Randa. Then the teacher will create a
drawing based off what the students said. For instance, Katsa being put into a cage (with
no lock) with the King poking and laughing at her, while Po says hes not the one who
makes you savage. You make yourself savage (121). Remind students to focus on the
characters reactions and behaviors regarding the character chosen (Raffin, Po, Giddon,
Randa, Helda, Bann, King and Queen of Monsea.(5 minutes for modeling)
Students will get into groups of three or four, overall there should be seven groups
because there is seven characters. When everyone is seated, the teacher will randomly tell
students what character they have and to look for at least one quote that describes the
necessary.
After finding a quote, students will then grab large pieces of paper with crayons and
markers to draw their own created scene with their characters.
When everyone has completed their cartoon, the teacher will briefly talk about point of
view and how it can affect the story. For instance, what Katsa thinks of herself will be
completely different depending on what the other characters think of her. King Randa
thinks she is a prized dog and easily trainable while Po thinks shes a wonderful fighter
The students will share the different point of view they focused on and how other
characters react to their chosen character. Then they would explain why they created that
different and they can chose any character as long as it is not Katsa.
After finishing their paragraph, students will turn them in to the teacher. The homework
will to read chapter thirteen and fourteen for the next class.
Reflective Assessment and Evaluation:
Evaluation/ Assessment: The assessment will be the students character cartoon assignment and
the paragraph the students wrote for their exit ticket.
Troubleshooting: The teacher will have extra copies of the book, extra copies of the handouts and
materials. The teacher will also have multiple quotes for each character if students need a little
more assistance.
Reflection:
Find a quote in the book from, to, or about your character to use in your cartoon.
Brainstorm a list or web about your characters personality traits.
Narrow down the list to external traits that other characters notice about your character.
For example, they cannot be how the character views themselves.
Consider how you might exaggerate these traits to make it funny.
Chose a familiar setting and images to include in your cartoon.
Draw, color, laugh, and have fun!
Be prepared to share!!!
o What traits you focused on
o What quote you used
o What your cartoon says about the character
Cite strong and thorough textual evidence to support analysis of what the text says
Materials: Students will need their copy of Graceling, daily journals, and laptops or computers
from the library.
Procedures:
Motivation/ Anticipatory Set: Daily Journaling and Setting up Computers (8 minutes)
The teacher will write the prompt What do you think about marriage? Does it seem
unnatural if a person does not want to marry ever, like Katsa? What do you think about
arranged marriages? Are they good, bad, or does it depend on the situation?
Students will enter the classroom and write about the prompt in their journals. After the
students are done writing, they will quietly talk with their dialogue partners to discuss
Students will meet with their partner and the teacher will split up the classroom in exactly
half (there should be seven groups of pairs on each side). One side will be pro-marriage
and the other side will be anti-marriage. After splitting up the groups, the teacher will
explain that Katsa has difficulty with marriage, while King Randa tries to force marriage
on others. The students will research their topics to try to create a debate and an argument
assigned task and helping with any questions the students might have.
After it seems like everyone has done a considerable amount of research, pro-marriage
members will meet each other briefly to share the information they learned. Same for the
anti-marriage members.
Before starting the debate! The teacher will write down the rules on the board (no
cursing, be respectful, and raise your hands) and then show examples of what that looks
like to be respectful to your classmates. The teacher will pick a number between one and
Explain to students that homework is to read chapter fifteen and sixteen. Also, that
students will write at least a page about the debate, what side they are on, and why. Give
quotes and explanations from the debate and their research.
Reflective Assessment and Evaluation:
Evaluation/ Assessment: The assessment will be the debate and the research they completed.
Troubleshooting: The teacher will ask for computers from the library early on to make sure the
class has some, if not, make an appointment to have your students research in the library. The
debate will be point based, if someone is disrespectful a point will be reduced. If it continues, the
student will not be part of the discussion and loses participation points.
Reflection:
Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the
Materials: Students will need a copy of Graceling, their daily journals, and the Where Am I
From Handout.
Procedures:
Motivation/ Anticipatory Set: Daily Journaling and Dialogue Letters (8 minutes)
The teacher will write the prompt Katsa and Po have a lot of secrets that they like to
keep to themselves, instead of sharing these hidden aspects of their identity. Give
examples of why you think they want to hide away parts of themselves. Can you relate?
How? on the board and start putting the Where Am I From handouts on everyones
desk.
Students will write in their journals and quietly discuss their dialogue letters with their
partners as soon as they are done writing in their journals.
Students are going to fill out the handout, in order to figure out the questions they would
like to focus on to make their own individual poems. Students will work individually
Students will work in groups of three or four based off the color of the sticker on their
Where Am I From handout. Students will be given a character (Po, Raffin, Giddon,
Randa, and Helda then answer a few questions based on how the characters would
answer them.
Students will then try to create a poem based off how the character would react and how
Students will write a few sentences about which poem they enjoyed the most and why.
The homework will be to turn in the marriage assignment and to read chapter seventeen
and eighteen.
Determine the meaning of words and phrases as they are used in a text, including figurati
ve, connotative, and technical meanings; analyze the cumulative impact of specific word
Materials: Students will need sensory words handout and create a character handout.
Procedures:
Motivation/ Anticipatory Set: Daily Journaling (8 minutes)
The teacher will be handing out the Sensory Words handout each with a twelve different
colors on the handouts. The teacher will then write the prompt Katsa and Po experiences
different landscapes and scenes while they are traveling. What makes these scenes
memorable?
Students will write in their journals about the prompt and when they are finished, they
will quietly meet with their dialogue partners in order to go over what they thought about
the reading.
The teacher will lead a small discussion about sensory words. For instance, sensory
words make a scene more memorable by all the different words used in order to make the
reader feel like they are in the book with the characters.
The teacher will model with the students how a few words can change the sentence. An
example would be a forest.
o Students will throw out words that they think would describe a forest well. Like
mysterious, gloomy, drooping leaves. With action verbs like wandered and
skipped.
o Instead of I went into the forest the teacher will change it to I wandered
through the mysterious forest that had drooping tree branches.
Students will choose a particular landscape, it can be anything they want it to be. It can
be an ocean, a meadow, a shopping mall, it does not really matter what scene they choose
to write about.
The students will fill out the handout by using common words to describe the scene, then
drop down to using more of the sensory words from the handout, then to fill in the final
stage, by having a great sensory and descriptive sentence.
Students will work individually with their descriptive scenes and need to create three
The students will write a five sentence paragraph about create the scene activity and have
to be able to place their character in each scene. The students will then turn in their
Evaluation/ Assessment: The assessment will be the paragraph the students turn in at the end of
class.
Troubleshooting: Provide several examples for the students if they have difficulty with the
assignment. The teacher will also provide copies of the handout.
Reflection:
Sensory Words
Keep the following lists of words to help you improve your writing. Using sensory words can
help you provide more details and examples in your writing.
SOUND WORDS
Hanging
croaking
laughing
ringing
tinkling
Barking
crunching
moaning
rumbling
thudding
Bawling
crying
mooing
rustling
thumping
Blaring
dripping
mumbling
scratching
ticking
Booming
exploding
muttering
screaming
twittering
Buzzing
fizzing
noisy
screeching
warbling
Chattering
gagging
peeping
singing
wheezing
Chiming
gasping
piercing
slamming
whimpering
Chirping
giggling
pinging
shouting
whining
Clanging
grating
plopping
silent
whispering
Clicking
grunting
quacking
snoring
whooping
Clinking
gurgling
quiet
splashing
Cooing
hissing
rapping
squawking
Coughing
honking
rasping
stuttering
Crackling
jangling
riming
tearing
stubby
Clammy
gluey
mushy
slimy
tangled
Coarse
grainy
numbing
slippery
tender
greasy
oily
sloppy
tepid
Cottony
gritty
piercing
smooth
Crisp
gushy
plastic
smothering
tickling
TOUCH WORDS
Abrasive
feathery
knobbed
sandy
spongy
Biting fine
lacy
scalding
steamy
Boiling
fluffy
leathery
scorching
steely Bubby
foamy light
scratchy
sticky Bulky
freezing
lukewarm
scummy
stifled
Bumpy
furry
matted
shaggy
stinging
Burning
fuzzy
metallic
sharp
stony
Bushy
glassy
moist
silky
TOUCH WORDS
Cushioned
hairy
pocked
soapy
tough
Damp
heavy
pointed
soft
pulpy
velvety
sopping
Downy
warm
hot
Drenched
TASTE AND SMELL WORDS
humid
rocky
soupy
waxy
Acid
doughy
minty
rank
sweaty
Acidic
earthy
moist
raw
sweet
Acrid
floury
moldy
rich tangy
Alkaline
flowery
musky
rotten
tasteless
Aromatic
fresh
musty
salty
tough
Biting
fruity
scented
SIGHT WORDS
Abrasive
feathery
knobbed
sandy
spongy
Biting fine
lacy
scalding
steamy
Boiling
fluffy
leathery
scorching
steely
Bubbly
foamy
light
scratchy
sticky
Bulky
freezing
lukewarm
scummy
stifled
Bumpy
furry
matted
shaggy
stinging
Burning
fuzzy
metallic
sharp
stony
Bushy
glassy
moist
silky
stubby
Clammy
gluey
mushy
slimy
tangled
Coarse
grainy
numbing
slippery
tender
Cool
greasy
oily
sloppy
tepid
Cottony
gritty
piercing
smooth
thick
Crisp
gushy
plastic
smothering
tickling
Cushioned
hairy
pocked
soapy
tough
Damp
heavy
pointed
soft
velvety
Downy
hot
pulpy
sopping
warm
Drenched
humid
rocky
soupy
waxy
vile
Bitter
perfumed
sharp
vinegary
Bland
hearty
pickled
sour
Burnt
piney
spicy
lemony
plastic
spoiled
medicinal
pungent
stagnant