Chains

By Laurie Halse AndersonNovel Study

Group:________________________________________________________________________________________________________________

____________________________Reading Plan for Chains

Day 1Read pp. 3-35-Answer CT questions-Wow Word

Day 2Read pp. 36-67

-Answer CT questions-Wow Word

Day 3Read pp. 67-104

-Answer CT questions-Wow Word

Day 4Read pp. 105-148

-Answer CT questions-Wow Word

Day 5Read pp. 149-184

-Answer CT questions-Wow Word

Day 6Read pp. 185-214

-Answer CT questions-Wow Word

Day 7Read pp. 215-241

-Answer CT questions-Wow Word

Day 8Read pp. 242-269

-Answer CT questions-Wow Word

Day 9Read pp. 270-288

Day 10289-Finish Novel

-Character Chart-Story Map-Triple Text Analysis-Story Map-Text Dependent Analysis

Day 11 Begin

text dependentanalysis

Day 12 Work on

text dependent analysis

Day 13 Finish

Text dependent analysis

Day 14 Story

pack due

Quiz on book

Critical Thinking Day 1: (p. 3-35) Strategy: Cause and Effect/ Visualization1) Cause and Effect: Isabel’s mother died. What effect does that have on her and her sister? Use an example from text/p. # to explain._____________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2) Cause and Effect: Cause: Isabel is sold into slavery. What is the effect? Use an example from text/p. # to explain.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3) Cause and Effect: On p. 30 it says “”London? Never!” exclaimed Lockton. “England offers us nothing but taxes, stamps, and bloodshed.” What is the cause and effect? Think about the American Revolution. Do you think Lockton supports England or America? Use an example from text/p. # to explain.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________WOW WORD:____________________________________________________________________________________

Critical Thinking Day 2: (p. 36-67)Strategy: Visualization/ Cause and Effect4)

Cause:Curzon asks Isabel to do an important task on p. 41. Write the cause below.

Effect:What affect could this have on the Revolution?

5) Visualize: Sketch a picture of what you think Becky looks like.

Critical Thinking Day 3: (p. 68-104) Strategy: Visualization/ Cause and Effect6)

Cause:p. 71 James Bellingham wants Lockton to do something to help with the Loyalist cause. What is it?

Effect:A) What affect could this have on the Revolution?B) What effect could this have on the relationship between Bellingham and Lockton?

A)____________________________________________

B)____________________________________________

7) Cause and Effect: Cause- Bellingham arrests Lockton. What effect does this have on Madame? Why is this a turning point in the story? Use an example from text/p. # to explain.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8) Cause and Effect:

Cause:Ruth’s Illness: What is it? What happens?

Effect:A) What effect does this have on Madam?B) How could this effect Ruth’s time in the

Lockton house?

A)____________________________________________

B)____________________________________________

Wow word:________________________________________________________________________________________

Critical Thinking Day 4: (pp. 105-148) Strategy: Visualization/ Cause and Effect9) Cause and Effect: Who is Thomas Hickey and why is he in big trouble? What happens to him? Use an example

Cause:Thomas Hickey: What did he do?

Effect:What happens as a result?

Use evidence from the text/p. # to explain.

10) Cause:

On p. 129 it says “Inbetwixt one thought and the next, I fell asleep. For that, I shall never

forgive myself.”

Effect:What happens as a result?

What did Isabel do?

Use evidence from the text/p. # to explain.

11) In these pages a major turning point happens in the story. What was it? Pick an important part and sketch a picture of what you visualized.

Explain your visualizatuion:__________________________________________________________________________Wow Word:_______________________________________________________________________________________

Critical Thinking Day 5: (pp. 149-184) Strategy: Visualization/ Cause and Effect12) Why is Isabel mad at Curzon? What details from the text support this?

Cause:Isabel is mad at Cuzon?

Effect:What happens as a result?

Why is she mad?

Use evidence from the text/p. # to explain.

13) Write one sentence from the story that contains personification.____________________________________________________________________________________________________________________________________________14) Write one sentence that contains a similie.______________________________________________________________________________________________________________________________________________________________15) Visualization: On p. 167, Isabel says “his lips felt like a tired butterfly that landed once, and then fluttered away.” Sketch a picture of what this looks like in your reader’s mind.

16) Find the metaphor on p. 175.______________________________________________________________________17) The title of the book could have been inspired by CH XXIX? Why do you think this? Use an example from text/p. # to explain. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Wow Word:________________________________________________________________________________________

Critical Thinking Day 6: (pp. 185-214)Strategy: Conclusions and Generalizations/ Analyze and Evaluate18) Find personification on p. 194_____________________________________________________________________

19) Draw a conclusion: based on the conversations of the men in the house, why do you think Isabel left a bowl of food outside? Use an example from text/p. # to explain.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Wow Word:________________________________________________________________________________________

Critical Thinking Day 7: (pp. pp. 215-241)20) Analyze and Evaluate: Lady Seymour shows many signs of compassion during the book. Give one example from these pages.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________21) Analyze the supporting details: The young clerk at the stationer’s store had an interesting conversation with Isabel. Evaluate: Why was this important? ____________________________________________________________________________________________________________________________________________________________________________________________________22) Generalization: Use text details to make the generalization that Isabel show great bravery and courage. Fill in the chart below to show how Isabel displays great bravery and courage in this chapter.

Bravery

and Coura

ge

Details from text

Details from text

Details from text

Wow word:________________________________________________________________________________________

Critical Thinking Day 8: (pp. 242-269)23) Find the metaphor on p. 268_______________________________________________________________________24) There is a simile and personification on p. 267. Write both sentences________________________________________________________________________________________________________________________________________Wow Word:________________________________________________________________________________________

Critical Thinking Day 9-10: (pp. 270-FINISH) Complete Character Chart Complete Story Chart Complete Triple Venn Diagram Begin Text analysis

Character Chart: Chains by Laurie Halse Anderson

Character Personality Traits

Relationship to Isabel

Protagonist or

Antagonist

Has this character evolved?

How?

Isabel (Sal)

Ruth

Madam Lockton

Master Elihu Lockton

Lady Seymour

Curzon

Story Map: Chains by Laurie Halse Anderson

Setting:

Conflict (Problem):

Solution (how conflict is solved):

Theme of the story:

Make a conclusion about the story:

Make a generalization about slaves in Revolutionary America

Compare and Contrast: Chains with Molly Pitcher and Dangerous Crossing.

Questions Chains Molly Pitcher Dangerous Crossing

How are the stories similar?

How are the stories different?

What is one theme all 3 have in common?

VocabularyVocabulary

WordDefinition Picture

1) silhouette p. 5

2) haste p.14

3) conclude 22

4) somber p. 28

5) vast p. 92

6) barricade p. 99

7) intentions p. 108

8) sentry p. 138

9) commotion p. 175

10) seized p.192

Text Analysis: In the stories Chains, Dangerous Crossing p. 279, and Molly Pitcher p. 329, all of the protagonists overcome a significant obstacle. Use the RACER strategy to explain what the obstacle was in each story, providing an example from the text for each obstacle.You must have:

An intro, body, and conclusion Good transition words for each new paragraph 3 examples from the text to support your text analysis______________________________________________________________________________________________

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Exceeds the standard

Meets the Standard

Approaching the Standard

Improvement Needed

Story pack was turned

in completed

on time

Story pack turned in on time

Work was neat Student effort

exceeds expectations

Story pack turned in on time

Work was neat Student work

meets expectations

Story pack was late OR

Story pack was incomplete OR

Work is sloppy

Story pack was late

Story pack was incomplete

Work is sloppy Minimal effort

displayed

Reader mastered

the strategies

taught

All questions were answered correctly ANDindependently

Student displays mastery of the strategies taught.

Most questions were answered correctly

Student needed some clarification

Student displays a good understanding of the strategies taught.

Some questions were correctly

Student needed clarification of the strategies taught

Student needed clarification

Several errors indicate the student needs re-teaching of the strategies taught

Student needed assistance throughout the novel study to understand the strategies taught

Text Analysis

Student exceeded expectations

Student incorporated 3 examples from

Student had less than 3 examples

Student did not include examples from the text OR

by using more than 3 examples from the text

Student exceeded expectations on PA writing rubric

Student followed all directions for text analysis independently

the text Student met

expectations on PA Writing Rubric

Student needed some clarification for text analysis

from the text Student is

approaching standards on PA Writing Rubric

Student needed clarification throughout the text analysis

Student is missing intro, body, and conclusion

Student need improvement based on PA Writing Rubric

Student did not understand the text analysis

Running Record: Student

reads with fluency

Student reads with excellent fluency

Student understands the passage

Student makes 1-2 mistakes on running record

Student understand the running record

Student makes 3-4 mistakes on running record

Student has difficulty understanding the passage

Student makes 5+ mistakes on running record

Student did not understand the passage

Rubric for story pack