sample inc. units, novel - ecslearningsystems.com · level and maturity of your students prior to...

One Crazy SummerRita Williams-Garcia

Grades 5–6

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ONE CRAZY SUMMER

byRita Williams-Garcia

Student PacketWritten by

Jackie Crnkovich

Contains masters for: 2 Prereading Activities7 Vocabulary Activities1 Study Guide4 Character Analysis Activities1 Literary Analysis Activity1 Critical Thinking Activity1 Comprehension Activity1 Writing Activity4 Quizzes1 Novel Test

PLUS Detailed Answer Keyand Scoring Rubric

ISBN 978-1-60878-725-8

NoteThe 2012 Amistad paperback edition of the novel, © 2010 by RitaWilliams-Garcia, was used to prepare this guide. The page references maydiffer in other editions. Novel ISBN: 978-0-06-076090-8

Please note: Please assess the appropriateness of this novel for the agelevel and maturity of your students prior to reading and discussing it withthem.

Teacher NoteSelected activities, quizzes, andtest questions in this Novel Units®

Student Packet are labeled withthe appropriate reading/languagearts skills for quick reference.These skills can be found abovequiz/test questions or sectionsand in the activity headings.

Copyright infringement is a violation of Federal Law.© 2012 by Novel Units, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying,recording, or otherwise) without prior written permission from ECS Learning Systems, Inc.

Photocopying of student worksheets by a classroom teacher at a non-profit school who has purchased this publication forhis/her own class is permissible. Reproduction of any part of this publication for an entire school or for a school system, byfor-profit institutions and tutoring centers, or for commercial sale is strictly prohibited.

Novel Units is a registered trademark of ECS Learning Systems, Inc. Printed in the United States of America.

ECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgmentwhen selecting lessons and activities. Please assess the appropriateness of the content and activities according to grade leveland maturity of your students. The responsibility to adhere to safety standards and best professional practices is the duty ofthe teachers, students, and/or others who use the content of this publication. ECS Learning Systems is not responsible for anydamage, to property or person, that results from the performance of the activities in this publication.

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SAMPLE 7 Vocabulary Activities

SAMPLE 7 Vocabulary Activities

4 Character Analysis Activities

SAMPLE 4 Character Analysis Activities1 Literary Analysis Activity

SAMPLE 1 Literary Analysis Activity1 Critical Thinking Activity

SAMPLE 1 Critical Thinking Activity1 Comprehension Activity

SAMPLE 1 Comprehension Activity1 Writing Activity

SAMPLE 1 Writing Activity4 Quizzes

SAMPLE 4 Quizzes1 Novel Test

SAMPLE 1 Novel TestDetailed Answer Key

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Detailed Answer Keyand Scoring Rubric

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and Scoring Rubric

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© © © © © © © © © © and in the activity headings.

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Novel The 2012 Amistad paperback edition of the novel, © 2010 by Rita

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Williams-Garcia, was used to prepare this guide. The page references maydiffer in other editions. Novel ISBN: 978-0-06-076090-8

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differ in other editions. Novel ISBN: 978-0-06-076090-8

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Note to the Teacher

Selected activities, quizzes, and test questions in this Novel Units® Student Packet are labeled with thefollowing reading/language arts skills for quick reference. These skills can be found above quiz/testquestions or sections and in the activity headings.

Basic Understanding: The student will demonstrate a basic understanding of written texts. Thestudent will:

• use a text’s structure or other sources to locate and recall information (Locate Information)• determine main idea and identify relevant facts and details (Main Idea and Details)• use prior knowledge and experience to comprehend and bring meaning to a text

(Prior Knowledge)• summarize major ideas in a text (Summarize Major Ideas)

Literary Elements: The student will apply knowledge of literary elements to understand writtentexts. The student will:

• analyze characters from a story (Character Analysis) • analyze conflict and problem resolution (Conflict/Resolution)• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

metaphor, etc.) (Literary Devices)• consider characters’ points of view (Point of View)• recognize and analyze a story’s setting (Setting)• understand and explain themes in a text (Theme)

Analyze Written Texts: The student will use a variety of strategies to analyze written texts. Thestudent will:

• identify the author’s purpose (Author’s Purpose)• identify cause and effect relationships in a text (Cause/Effect)• identify characteristics representative of a given genre (Genre)• interpret information given in a text (Interpret Text)• make and verify predictions with information from a text (Predictions) • sequence events in chronological order (Sequencing) • identify and use multiple text formats (Text Format)• follow written directions and write directions for others to follow (Follow/Write Directions)

Critical Thinking: The student will apply critical-thinking skills to analyze written texts. Thestudent will:

• write and complete analogies (Analogies) • find similarities and differences throughout a text (Compare/Contrast)• draw conclusions from information given (Drawing Conclusions)• make and explain inferences (Inferences)• respond to texts by making connections and observations (Making Connections)• recognize and identify the mood of a text (Mood) • recognize an author’s style and how it affects a text (Style) • support responses by referring to relevant aspects of a text (Support Responses)• recognize and identify the author’s tone (Tone)• write to entertain, such as through humorous poetry or short stories (Write to Entertain)• write to express ideas (Write to Express)• write to inform (Write to Inform)• write to persuade (Write to Persuade) • demonstrate understanding by creating visual images based on text descriptions (Visualizing) • practice math skills as they relate to a text (Math Skills)


SAMPLE • analyze conflict and problem resolution (Conflict/Resolution)

SAMPLE • analyze conflict and problem resolution (Conflict/Resolution)• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

SAMPLE • recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

• consider characters’ points of view (Point of View)

SAMPLE • consider characters’ points of view (Point of View)• recognize and analyze a story’s setting (Setting)

SAMPLE • recognize and analyze a story’s setting (Setting)• understand and explain themes in a text (Theme)

SAMPLE • understand and explain themes in a text (Theme)

The student will use a variety of strategies to analyze written texts. The

SAMPLE The student will use a variety of strategies to analyze written texts. The

• identify the author’s purpose (Author’s Purpose)

SAMPLE

• identify the author’s purpose (Author’s Purpose)• identify cause and effect relationships in a text (Cause/Effect)

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• identify cause and effect relationships in a text (Cause/Effect)• identify characteristics representative of a given genre (Genre)

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• identify characteristics representative of a given genre (Genre)• interpret information given in a text (Interpret Text)SAMPLE

• interpret information given in a text (Interpret Text)• make and verify predictions with information from a text (Predictions) SAMPLE

• make and verify predictions with information from a text (Predictions) • sequence events in chronological order (Sequencing) SAMPLE

• sequence events in chronological order (Sequencing) • identify and use multiple text formats (Text Format)SAMPLE

• identify and use multiple text formats (Text Format)

© • draw conclusions from information given (Drawing Conclusions)

© • draw conclusions from information given (Drawing Conclusions)• make and explain inferences (Inferences)

© • make and explain inferences (Inferences)• respond to texts by making connections and observations (Making Connections)© • respond to texts by making connections and observations (Making Connections)• recognize and identify the mood of a text (Mood) © • recognize and identify the mood of a text (Mood) • recognize an author’s style and how it affects a text (Style) © • recognize an author’s style and how it affects a text (Style) • support responses by referring to relevant aspects of a text (Support Responses)

© • support responses by referring to relevant aspects of a text (Support Responses)

Novel • interpret information given in a text (Interpret Text)

Novel • interpret information given in a text (Interpret Text)

• make and verify predictions with information from a text (Predictions)

Novel • make and verify predictions with information from a text (Predictions)

• sequence events in chronological order (Sequencing)

Novel • sequence events in chronological order (Sequencing)

• identify and use multiple text formats (Text Format)

Novel • identify and use multiple text formats (Text Format)

• follow written directions and write directions for others to follow (Follow/Write Directions)

Novel

• follow written directions and write directions for others to follow (Follow/Write Directions)

The student will apply critical-thinking skills to analyze written texts. The

Novel

The student will apply critical-thinking skills to analyze written texts. The

• write and complete analogies (Analogies) Novel

• write and complete analogies (Analogies) • find similarities and differences throughout a text (Compare/Contrast)Nove

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• identify the author’s purpose (Author’s Purpose)

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, • identify characteristics representative of a given genre (Genre)• interpret information given in a text (Interpret Text)Units

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• interpret information given in a text (Interpret Text)• make and verify predictions with information from a text (Predictions) Units

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• make and verify predictions with information from a text (Predictions)

Inc.The student will apply knowledge of literary elements to understand written

Inc.The student will apply knowledge of literary elements to understand written

• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,Inc.• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

One Crazy SummerActivity #1 • Prereading

Use Before Reading(Locate Information/Predictions)

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Name ________________________________

Clue Search

Directions: Collect information about the novel for each of the items. Write down theinformation, and then make some predictions about the novel.

Your predictions about the novel:

Information Source Information Provided

Dedication

Title

Cover Illustration

Critics’ Reviews

Friends’ recommendations

Reviewers’ recommendations/awards won


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One Crazy SummerActivity #2 • Prereading

Use Before and After Reading(Predictions/Visualizing)

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Name ________________________________

Title of chapter:

Based on the title, what do you think this chapter will be about?

In the space provided below, create an illustration for the chapter based on the title.

After reading this chapter, write a brief summary below.

The Title Tells All

Directions: Use the chart below to make predictions about a chapter from the novel, andthen summarize the chapter after you have read it.


SAMPLE Based on the title, what do you think this chapter will be about?

SAMPLE Based on the title, what do you think this chapter will be about?

SAMPLE In the space provided below, create an illustration for the chapter based on the title.

SAMPLE In the space provided below, create an illustration for the chapter based on the title.

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© © After reading this chapter, write a brief summary below.© After reading this chapter, write a brief summary below.© © © © © © N

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One Crazy SummerStudy Guide

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Name ________________________________

Directions: Answer the following questions on a separate sheet of paper. Use your answers inclass discussions, for writing assignments, and to review for tests.

Cassius Clay Clouds–Green Stucco House

1. Who is Miss Patty Cake?

2. Why is Pa sending the girls to Oakland, California?

3. How does Big Ma feel about the girls going to Oakland?

4. When did the girls’ mother leave the family?

5. Why do you think Big Ma asks the African-American lady in “the square sunglasses andsnappy suit” instead of the “college girls with Afros” (p. 6) to look after the girls duringthe flight?

6. How old are the girls?

7. Why does Delphine want to look out the plane’s window so badly?

8. What does Delphine mean when she calls their mother a “statement of fact” (p. 14)?

9. What does Delphine do when the white woman in the airport tries to give the girlsmoney? Why?

10. Describe Cecile’s reunion with the girls.

11. What does the cab driver call Cecile?

12. What lie does Cecile tell the bus driver when she and the girls board?

13. Why is Delphine amazed by Cecile’s house?

14. What does Cecile mutter to herself after Vonetta asks for a TV?

Mean Lady Ming–Glass of Water

1. What does Cecile tell the girls to eat for dinner the night of their arrival, and how mustthey pay for it?

2. Who almost collides with the girls as they walk to Ming’s?

3. How does Big Ma react to the girls’ collect phone call home?

4. What organization does Delphine suspect the three men who visit Cecile after dinnerbelong to?

5. Where is the girls’ Uncle Darnell?

6. On what condition does Cecile agree to help the Panthers with their request?

7. Why does Delphine time how long Vonetta and Fern spend in the tub?

8. Why did Delphine set aside two dollars and eighty cents before she arrived in Oakland?


SAMPLE 5. Why do you think Big Ma asks the African-American lady in “the square sunglasses and

SAMPLE 5. Why do you think Big Ma asks the African-American lady in “the square sunglasses andsnappy suit” instead of the “college girls with Afros” (p. 6) to look after the girls during

SAMPLE snappy suit” instead of the “college girls with Afros” (p. 6) to look after the girls during

7. Why does Delphine want to look out the plane’s window so badly?

SAMPLE 7. Why does Delphine want to look out the plane’s window so badly?


SAMPLE 8. What does Delphine mean when she calls their mother a “statement of fact” (p. 14)?

9. What does Delphine do when the white woman in the airport tries to give the girls

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12. What lie does Cecile tell the bus driver when she and the girls board?SAMPLE


13. Why is Delphine amazed by Cecile’s house? SAMPLE


© they pay for it?

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2. Who almost collides with the girls as they walk to Ming’s?© 2. Who almost collides with the girls as they walk to Ming’s?

3. How does Big Ma react to the girls’ collect phone call home? © 3. How does Big Ma react to the girls’ collect phone call home?

4. What organization does Delphine suspect the three men who visit Cecile after dinner© 4. What organization does Delphine suspect the three men who visit Cecile after dinner

Novel 12. What lie does Cecile tell the bus driver when she and the girls board?

Novel 12. What lie does Cecile tell the bus driver when she and the girls board?


Novel 13. Why is Delphine amazed by Cecile’s house?


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1. What does Cecile tell the girls to eat for dinner the night of their arrival, and how mustNovel

1. What does Cecile tell the girls to eat for dinner the night of their arrival, and how must

Units, 7. Why does Delphine want to look out the plane’s window so badly?

Units, 7. Why does Delphine want to look out the plane’s window so badly?


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12. What lie does Cecile tell the bus driver when she and the girls board?Units,


Inc.5. Why do you think Big Ma asks the African-American lady in “the square sunglasses and

Inc.5. Why do you think Big Ma asks the African-American lady in “the square sunglasses andsnappy suit” instead of the “college girls with Afros” (p. 6) to look after the girls during

Inc.snappy suit” instead of the “college girls with Afros” (p. 6) to look after the girls during

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Name ________________________________One Crazy Summer

Activity #17 • ComprehensionUse After Reading

(Sequencing)

Sequence

Directions: Fill out two sequencing charts, one that traces the development of therelationship between the girls and Cecile, and one that follows the girls’ involvement with the People’s Center.

1. First

2. Next

3. Then

4. And

5. Then

6. Finally


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Name ________________________________One Crazy Summer

Quiz #1Cassius Clay Clouds–Glass of Water

(Character Analysis)A. Identification: Match each description to the correct character.

____ 1. cared for the girls when their mother left

____ 2. her mother calls her “Little Girl”

____ 3. is fighting the war in Vietnam

____ 4. owns a restaurant

____ 5. lives in Oakland, California

____ 6. loves attention

____ 7. calls her mother crazy

____ 8. believes the girls should visit their mother

(Main Idea and Details)B. True/False: Mark each with a T for true or an F for false.

____ 9. Delphine is proud when the white lady at the airport offers the girls money.

____ 10. Cecile happily greets the girls at the airport.

____ 11. The girls don’t expect Cecile’s house to be so nice.

____ 12. Delphine calls Pa and Big Ma from Cecile’s phone.

____ 13. The family eats fried chicken for their first dinner together.

____ 14. Cecile argues with the three Black Panthers who visit her.

____ 15. Delphine reads Island of the Blue Dolphins to Fern before bed.

____ 16. Delphine believes Cecile left because Pa refused to let her name Fern.

a. Delphine

b. Vonetta

c. Fern

d. Big Ma

e. Pa

f. Cecile

g. Uncle Darnell

h. Ming


SAMPLE ____ 8. believes the girls should visit their mother

SAMPLE ____ 8. believes the girls should visit their mother

for true or an

SAMPLE for true or an F

SAMPLE F for false.

SAMPLE for false.


SAMPLE ____ 9. Delphine is proud when the white lady at the airport offers the girls money.


SAMPLE ____ 10. Cecile happily greets the girls at the airport.


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____ 12. Delphine calls Pa and Big Ma from Cecile’s phone. SAMPLE


____ 13. The family eats fried chicken for their first dinner together.SAMPLE


g. Uncle Darnell

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h. Ming

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Novel ____ 13. The family eats fried chicken for their first dinner together.


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Island of the Blue Dolphins

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____ 11. The girls don’t expect Cecile’s house to be so nice.Units,


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Inc.g. Uncle Darnell

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One Crazy SummerQuiz #2

Inseparable–Big Red S

(Main Idea and Details)A. Short Answer: Answer the following questions on the lines provided.

1. Where do the girls eat breakfast?

_______________________________________________________________________________

2. Why does Kelvin tease Fern?

_______________________________________________________________________________

3. Whom does Sister Mukumbu pick to help her demonstrate the meaning of revolution?

_______________________________________________________________________________

4. Who is Nzila?

_______________________________________________________________________________

5. How does Delphine learn her name isn’t unique?

_______________________________________________________________________________

6. What does Vonetta do to Fern’s doll?

_______________________________________________________________________________

7. What do Fern and Delphine do instead of playing at the park?

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8. What does Delphine decide to do when Fern gets an upset stomach?

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(Making Connections)B. Open-Ended Comprehension: Which of the three sisters’ personalities is most like yourown? Explain why.

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5. How does Delphine learn her name isn’t unique?

SAMPLE 5. How does Delphine learn her name isn’t unique?

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6. What does Vonetta do to Fern’s doll?

SAMPLE 6. What does Vonetta do to Fern’s doll?

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8. What does Delphine decide to do when Fern gets an upset stomach?SAMPLE


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B. Open-Ended Comprehension:

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B. Open-Ended Comprehension: Which of the three sisters’ personalities is most like your

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Which of the three sisters’ personalities is most like your

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7. What do Fern and Delphine do instead of playing at the park?Units,


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Inc.3. Whom does Sister Mukumbu pick to help her demonstrate the meaning of revolution?

Inc.3. Whom does Sister Mukumbu pick to help her demonstrate the meaning of revolution?

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Inc._______________________________________________________________________________

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One Crazy SummerNovel Test

A. Multiple Choice: Choose the BEST answer.

(Main Idea and Details)____ 1. The Gaither girls travel from Brooklyn to

a. Los Angelesb. Oakland c. Sacramentod. San Francisco

(Point of View)____ 2. Delphine believes Cecile left the family because she

a. didn’t get to name Fern b. wanted to pursue her career c. didn’t want to live with Big Ma anymored. wanted to return to her family in California

(Main Idea and Details)____ 3. What did Fern see from the bus on the way to San Francisco?

a. Kelvin petting a stray dog.b. Kelvin being arrested by the police.c. Kelvin tearing down flyers about the rally.d. Kelvin being patted on the back by the police.

(Main Idea and Details)____ 4. The girls try to persuade their mother to buy a

a. radiob. record playerc. stoold. television

(Main Idea and Details)____ 5. The girls do each of the following things while in San Francisco EXCEPT

a. ride the cable car b. visit the prison on Alcatrazc. eat dumplings in Chinatownd. walk around Fisherman’s Wharf

(Main Idea and Details)____ 6. What does Vonetta do to Miss Patty Cake?

a. hides her b. cuts her hairc. colors her black d. drops her from the bus

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SAMPLE c. didn’t want to live with Big Ma anymore

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SAMPLE d. wanted to return to her family in California

____ 3. What did Fern see from the bus on the way to San Francisco?

SAMPLE ____ 3. What did Fern see from the bus on the way to San Francisco?

a. Kelvin petting a stray dog.

SAMPLE a. Kelvin petting a stray dog.b. Kelvin being arrested by the police.

SAMPLE b. Kelvin being arrested by the police.c. Kelvin tearing down flyers about the rally.

SAMPLE c. Kelvin tearing down flyers about the rally.d. Kelvin being patted on the back by the police.

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d. Kelvin being patted on the back by the police.

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(Main Idea and Details)____ 4. The girls try to persuade their mother to buy a SAMPLE

____ 4. The girls try to persuade their mother to buy a

© a. ride the cable car

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c. Kelvin tearing down flyers about the rally.

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One Crazy SummerNovel Test

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_______________________ 22. “[She] is all ham and show. Any occasion, even a riot in the making, would have been good enough to perform at.”

_______________________ 23. “That was how I knew [she] was a real teacher, aside from her welcoming smile and her blackboard penmanship.”

(Compare/Contrast)C. Short Answer: Briefly respond to each of the following on a separate sheet of paper.

(a) Compare Pa’s awareness about race to Big Ma’s.

(b) Compare and contrast Sister Mukumbu and Sister Pat’s style of teaching to KrazyKelvin’s.

D. Essay: On a separate sheet of paper, respond to one of the following in a well-developedessay. Use specific evidence from the novel to support your response.

(Character Analysis/Compare/Contrast)(a) Discuss how Fern, Cecile, or Delphine changes from the beginning of the story to

the end.

(Drawing Conclusions/Author’s Purpose)(b) Provide three examples from the novel in which the author explores the importance of

names. What idea(s) about names do you think she wants to convey?

(Drawing Conclusions)(c) What do the girls learn from their involvement with the Black Panthers?

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Name ________________________________


SAMPLE On a separate sheet of paper, respond to one of the following in a well-developed

SAMPLE On a separate sheet of paper, respond to one of the following in a well-developed

essay. Use specific evidence from the novel to support your response.

SAMPLE essay. Use specific evidence from the novel to support your response.

(a) Discuss how Fern, Cecile, or Delphine changes from the beginning of the story to

SAMPLE (a) Discuss how Fern, Cecile, or Delphine changes from the beginning of the story to

(Drawing Conclusions/Author’s Purpose)

SAMPLE (Drawing Conclusions/Author’s Purpose)(b) Provide three examples from the novel in which the author explores the importance of

SAMPLE

(b) Provide three examples from the novel in which the author explores the importance ofnames. What idea(s) about names do you think she wants to convey?

SAMPLE

names. What idea(s) about names do you think she wants to convey?

(c) What do the girls learn from their involvement with the Black Panthers?SAMPLE

(c) What do the girls learn from their involvement with the Black Panthers?

© Nove

l (c) What do the girls learn from their involvement with the Black Panthers?

Novel (c) What do the girls learn from their involvement with the Black Panthers?Units

, On a separate sheet of paper, respond to one of the following in a well-developed

Units, On a separate sheet of paper, respond to one of the following in a well-developed

essay. Use specific evidence from the novel to support your response.

Units, essay. Use specific evidence from the novel to support your response.


Units,


(b) Provide three examples from the novel in which the author explores the importance of

Units,

(b) Provide three examples from the novel in which the author explores the importance ofnames. What idea(s) about names do you think she wants to convey?Units

, names. What idea(s) about names do you think she wants to convey?

(c) What do the girls learn from their involvement with the Black Panthers?Units,

(c) What do the girls learn from their involvement with the Black Panthers?

Inc.Briefly respond to each of the following on a separate sheet of paper.

Inc.Briefly respond to each of the following on a separate sheet of paper.

(b) Compare and contrast Sister Mukumbu and Sister Pat’s style of teaching to Krazy

Inc.(b) Compare and contrast Sister Mukumbu and Sister Pat’s style of teaching to Krazy

On a separate sheet of paper, respond to one of the following in a well-developedInc.On a separate sheet of paper, respond to one of the following in a well-developed

32

Answer Key

Activity #1: Dedication: “For the late Churne Lloyd, and especially for Maryhana, Kamau, Ife, and Oni ”;Title: One Crazy Summer; Cover Illustration: three African-American girls together in a city; Critics’Reviews: “A powerful and affecting story of sisterhood and motherhood.”—Monica Edinger, New YorkTimes; Recommendations: Answers will vary; Awards: 2010 National Book Award Finalist, 2011Coretta Scott King Award Winner, 2011 Newbery Honor Book, 2011 Scott O’Dell Award for HistoricalFiction; Predictions will vary.

Activity #2: Answers will vary.

Activity #3: Students will create Vocabulary Mobiles.

Activity #4: Answers will vary. Examples: Word—baffled; Character—the Gaither sisters; Explanation—The Gaither sisters are baffled by Cecile’s way of life in Oakland; Word—mammal; Character—Delphine; Explanation—Delphine believes she was named after a dolphin, “a big fishy mammal” (p. 84).

Activity #5: Word maps will vary. Word definitions: indulgence—allowance, pleasure; begrudgingly—reluctantly; amiss—wrong, incorrect; defiant—rebellious, resistant; prospect—chance, hope;accountable—responsible, liable; knack—talent, ability; tempted—enticed, attracted; hovered—stoodover; blanched—whitened; yokes—oppression, burdens

Activity #6: Crossword puzzles will vary.

Activity #7: Answers will vary.

Activity #8: A. Answers will vary. Examples: 1. dancer, carpenter 2. Rallies are usually informationaland exciting. 3. Teachers have authority, so children are taught to be respectful toward them. 4. yes5. a chair, a stool, a carnival ride 6. receiving an “A” on a test B. Sentences will vary.

Activity #9: Students will play the Vocabulary Card Game.

Study GuideCassius Clay Clouds–Green Stucco House: 1. Fern’s doll 2. to visit their mother 3. She is upsetbecause she thinks Cecile should visit the girls instead. 4. when Fern was a newborn baby, Vonettawas a toddler, and Delphine was nearly five years old 5. Answers will vary. Big Ma is old-fashioned.She doesn’t trust the younger generation and feels more comfortable with the well-dressed woman.6. Delphine is 11, Vonetta is 9, and Fern is 7. 7. to see the Golden Gate Bridge 8. that Cecile is theirmother only because she gave birth to them 9. Delphine tells the woman they aren’t allowed to takemoney from strangers; Answers will vary. Delphine might have been offended or too proud to acceptmoney from others. 10. Cecile doesn’t greet them but instead walks ahead of them at a fast pace.11. a name that sounds like “Zilla” 12. the girls are ten years old and under 13. She didn’t expectCecile’s house to be so large and nice. Delphine thought Cecile would be living in poverty becausewhen Delphine was younger Big Ma told her Cecile lived on the street. 14. She says, “I didn’t sendfor you. Didn’t want you in the first place. Should have gone to Mexico to get rid of you…” (pp. 26–27).

Mean Lady Ming–Glass of Water: 1. She has them order takeout with the money their father gavethem for Disneyland. 2. a boy riding down the street on a T-shaped, wheeled board 3. She gets upset because of the cost of the call and because Cecile let them walk the streets by themselves atnight. 4. the Black Panthers 5. fighting in the war in Vietnam 6. She says, “But you gotta take mykids” (p. 46). 7. She doesn’t want them to start fighting. 8. for the late fees to keep her library books for two extra weeks 9. most likely sheets of Cecile’s writing 10. Pa wouldn’t let Cecile name Fern.

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SAMPLE Delphine; Explanation—Delphine believes she was named after a dolphin, “a big fishy

SAMPLE Delphine; Explanation—Delphine believes she was named after a dolphin, “a big fishy

Word maps will vary. Word definitions: indulgence—allowance, pleasure; begrudgingly—

SAMPLE Word maps will vary. Word definitions: indulgence—allowance, pleasure; begrudgingly—reluctantly; amiss—wrong, incorrect; defiant—rebellious, resistant; prospect—chance, hope;

SAMPLE reluctantly; amiss—wrong, incorrect; defiant—rebellious, resistant; prospect—chance, hope;accountable—responsible, liable; knack—talent, ability; tempted—enticed, attracted; hovered—stood

SAMPLE accountable—responsible, liable; knack—talent, ability; tempted—enticed, attracted; hovered—stoodover; blanched—whitened; yokes—oppression, burdens

SAMPLE over; blanched—whitened; yokes—oppression, burdens

Answers will vary. Examples: 1. dancer, carpenter 2. Rallies are usually informational

SAMPLE Answers will vary. Examples: 1. dancer, carpenter 2. Rallies are usually informational

and exciting. 3. Teachers have authority, so children are taught to be respectful toward them. 4. yes

SAMPLE

and exciting. 3. Teachers have authority, so children are taught to be respectful toward them. 4. yes5. a chair, a stool, a carnival ride 6. receiving an “A” on a test

SAMPLE

5. a chair, a stool, a carnival ride 6. receiving an “A” on a test

Students will play the Vocabulary Card Game.SAMPLE

Students will play the Vocabulary Card Game.

Cassius Clay Clouds–Green Stucco House:SAMPLE

Cassius Clay Clouds–Green Stucco House:

© money from others. 10. Cecile doesn’t greet them but instead walks ahead of them at a fast pace.

© money from others. 10. Cecile doesn’t greet them but instead walks ahead of them at a fast pace.11. a name that sounds like “Zilla” 12. the girls are ten years old and under 13. She didn’t expect

© 11. a name that sounds like “Zilla” 12. the girls are ten years old and under 13. She didn’t expectCecile’s house to be so large and nice. Delphine thought Cecile would be living in poverty because© Cecile’s house to be so large and nice. Delphine thought Cecile would be living in poverty becausewhen Delphine was younger Big Ma told her Cecile lived on the street. 14. She says, “I didn’t send© when Delphine was younger Big Ma told her Cecile lived on the street. 14. She says, “I didn’t sendfor you. Didn’t want you in the first place. Should have gone to Mexico to get rid of you…” © for you. Didn’t want you in the first place. Should have gone to Mexico to get rid of you…”

Novel Students will play the Vocabulary Card Game.

Novel Students will play the Vocabulary Card Game.

Cassius Clay Clouds–Green Stucco House:

Novel Cassius Clay Clouds–Green Stucco House: 1. Fern’s doll 2. to visit their mother 3. She is upset

Novel 1. Fern’s doll 2. to visit their mother 3. She is upset

because she thinks Cecile should visit the girls instead. 4. when Fern was a newborn baby, Vonetta

Novel

because she thinks Cecile should visit the girls instead. 4. when Fern was a newborn baby, Vonettawas a toddler, and Delphine was nearly five years old 5. Answers will vary. Big Ma is old-fashioned.

Novel

was a toddler, and Delphine was nearly five years old 5. Answers will vary. Big Ma is old-fashioned.She doesn’t trust the younger generation and feels more comfortable with the well-dressed woman.

Novel

She doesn’t trust the younger generation and feels more comfortable with the well-dressed woman.6. Delphine is 11, Vonetta is 9, and Fern is 7. 7. to see the Golden Gate Bridge 8. that Cecile is their

Novel

6. Delphine is 11, Vonetta is 9, and Fern is 7. 7. to see the Golden Gate Bridge 8. that Cecile is theirmother only because she gave birth to them 9. Delphine tells the woman they aren’t allowed to takeNove

l mother only because she gave birth to them 9. Delphine tells the woman they aren’t allowed to takemoney from strangers; Answers will vary. Delphine might have been offended or too proud to acceptNove

l money from strangers; Answers will vary. Delphine might have been offended or too proud to acceptmoney from others. 10. Cecile doesn’t greet them but instead walks ahead of them at a fast pace.Nove

l money from others. 10. Cecile doesn’t greet them but instead walks ahead of them at a fast pace.11. a name that sounds like “Zilla” 12. the girls are ten years old and under 13. She didn’t expectNove

l

11. a name that sounds like “Zilla” 12. the girls are ten years old and under 13. She didn’t expect

Units, reluctantly; amiss—wrong, incorrect; defiant—rebellious, resistant; prospect—chance, hope;

Units, reluctantly; amiss—wrong, incorrect; defiant—rebellious, resistant; prospect—chance, hope;

accountable—responsible, liable; knack—talent, ability; tempted—enticed, attracted; hovered—stood

Units, accountable—responsible, liable; knack—talent, ability; tempted—enticed, attracted; hovered—stood

Answers will vary. Examples: 1. dancer, carpenter 2. Rallies are usually informational

Units,

Answers will vary. Examples: 1. dancer, carpenter 2. Rallies are usually informationaland exciting. 3. Teachers have authority, so children are taught to be respectful toward them. 4. yes

Units,

and exciting. 3. Teachers have authority, so children are taught to be respectful toward them. 4. yes5. a chair, a stool, a carnival ride 6. receiving an “A” on a test Units

, 5. a chair, a stool, a carnival ride 6. receiving an “A” on a test B.Units

, B. Sentences will vary.Units

, Sentences will vary.

Students will play the Vocabulary Card Game.Units,

Students will play the Vocabulary Card Game.

Inc.Answers will vary. Examples: Word—baffled; Character—the Gaither sisters; Explanation—

Inc.Answers will vary. Examples: Word—baffled; Character—the Gaither sisters; Explanation—

by Cecile’s way of life in Oakland; Word—mammal; Character—

Inc.by Cecile’s way of life in Oakland; Word—mammal; Character—Delphine; Explanation—Delphine believes she was named after a dolphin, “a big fishy

Inc.Delphine; Explanation—Delphine believes she was named after a dolphin, “a big fishy mammal

Inc.mammal”

Inc.” mammal” mammal

Inc.mammal” mammal

Word maps will vary. Word definitions: indulgence—allowance, pleasure; begrudgingly—Inc.Word maps will vary. Word definitions: indulgence—allowance, pleasure; begrudgingly—

reluctantly; amiss—wrong, incorrect; defiant—rebellious, resistant; prospect—chance, hope;Inc.reluctantly; amiss—wrong, incorrect; defiant—rebellious, resistant; prospect—chance, hope;accountable—responsible, liable; knack—talent, ability; tempted—enticed, attracted; hovered—stoodInc.accountable—responsible, liable; knack—talent, ability; tempted—enticed, attracted; hovered—stood

35© Novel Units, Inc.

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Activity #16: News stories will vary.

Activity #17: Examples: Chart 1—the girls and Cecile: 1. The girls meet Cecile at the airport. 2. Cecileforbids Fern from entering the kitchen for a drink of water. 3. Cecile allows Delphine to cook in thekitchen. 4. Cecile gives the girls a used radio. 5. Cecile is arrested. 6. Cecile compliments the girls onthe recitation of her poem; Chart 2—the girls and the People’s Center: 1. The girls encounter Kelvin,who ridicules Fern for carrying her doll, when they first go to the Center for breakfast. 2. The girlslearn about Hirohito’s father being arrested for his involvement with the Black Panthers. 3. Delphinedeclares they won’t attend the rally for Bobby Hutton because it’s too dangerous. 4. Fern “seessomething” on the way to San Francisco. 5. Delphine boycotts Safeway because the owner is a “nosayer.” 6. The girls perform at the rally, where Fern exposes Kelvin as a police informant.

Quiz #1: A. 1. d 2. c 3. g 4. h 5. f 6. b 7. a 8. e B. 9. F 10. F 11. T 12. F 13. F 14. T 15. F 16. T

Quiz #2: A. 1. the People’s Center, which is sponsored by the Black Panthers 2. Kelvin teases herbecause she is carrying around her doll Miss Patty Cake, which is white. 3. Hirohito 4. Nzila is Cecile’spoet name. 5. She goes to a library and looks up her name in the dictionary. 6. colors it with a blackmarker 7. count and stack the Black Panther weekly newspapers 8. cook dinner B. Answers will vary.Refer to the scoring rubric on page 36 of this guide.

Quiz #3: A. 1. prison 2. television 3. Bobby Hutton 4. dangerous 5. oldest 6. Cecile 7. stool8. printing machine 9. Hirohito 10. flower 11. steal 12. Black Panthers B. Answers will vary. Refer tothe scoring rubric on page 36 of this guide.

Quiz #4: A. 1. c (p. 169) 2. h (p. 181) 3. f (p. 189) 4. b (p. 211) 5. e (p. 212) 6. d (p. 203) 7. g(p. 178) 8. a (p. 206) B. Answers will vary. Refer to the scoring rubric on page 36 of this guide.

Novel Test: A. 1. b 2. a 3. d 4. d 5. b 6. c 7. a 8. a 9. c 10. a 11. a 12. c 13. b 14. d 15. d B. 16. Delphine (p. 210) 17. Cecile (p. 77) 18. Hirohito (p. 35) 19. Big Ma (p. 165) 20. Fern (p. 65)21. Kelvin (p. 64) 22. Vonetta (p. 130) 23. Sister Mukumbu (p. 71) C.–D. Responses will vary. Refer tothe scoring rubric on page 36 of this guide.


SAMPLE poet name. 5. She goes to a library and looks up her name in the dictionary. 6. colors it with a black

SAMPLE poet name. 5. She goes to a library and looks up her name in the dictionary. 6. colors it with a blackmarker 7. count and stack the Black Panther weekly newspapers 8. cook dinner

SAMPLE marker 7. count and stack the Black Panther weekly newspapers 8. cook dinner

1. prison 2. television 3. Bobby Hutton 4. dangerous 5. oldest 6. Cecile 7. stool

SAMPLE 1. prison 2. television 3. Bobby Hutton 4. dangerous 5. oldest 6. Cecile 7. stool

8. printing machine 9. Hirohito 10. flower 11. steal 12. Black Panthers

SAMPLE 8. printing machine 9. Hirohito 10. flower 11. steal 12. Black Panthers

1. c (p. 169) 2. h (p. 181) 3. f (p. 189) 4. b (p. 211) 5. e (p. 212) 6. d (p. 203) 7. g

SAMPLE 1. c (p. 169) 2. h (p. 181) 3. f (p. 189) 4. b (p. 211) 5. e (p. 212) 6. d (p. 203) 7. g

Answers will vary. Refer to the scoring rubric on page 36 of this guide.

SAMPLE Answers will vary. Refer to the scoring rubric on page 36 of this guide.

1. b 2. a 3. d 4. d 5. b 6. c 7. a 8. a 9. c 10. a 11. a 12. c 13. b 14. d 15. d

SAMPLE 1. b 2. a 3. d 4. d 5. b 6. c 7. a 8. a 9. c 10. a 11. a 12. c 13. b 14. d 15. d

16. Delphine (p. 210) 17. Cecile (p. 77) 18. Hirohito (p. 35) 19. Big Ma (p. 165) 20. Fern (p. 65)

SAMPLE

16. Delphine (p. 210) 17. Cecile (p. 77) 18. Hirohito (p. 35) 19. Big Ma (p. 165) 20. Fern (p. 65)21. Kelvin (p. 64) 22. Vonetta (p. 130) 23. Sister Mukumbu (p. 71)

SAMPLE

21. Kelvin (p. 64) 22. Vonetta (p. 130) 23. Sister Mukumbu (p. 71) the scoring rubric on page 36 of this guide.

SAMPLE

the scoring rubric on page 36 of this guide.

© Nove

l Units

, 1. prison 2. television 3. Bobby Hutton 4. dangerous 5. oldest 6. Cecile 7. stool

Units, 1. prison 2. television 3. Bobby Hutton 4. dangerous 5. oldest 6. Cecile 7. stool

8. printing machine 9. Hirohito 10. flower 11. steal 12. Black Panthers

Units, 8. printing machine 9. Hirohito 10. flower 11. steal 12. Black Panthers B.

Units, B. Answers will vary. Refer to

Units, Answers will vary. Refer to

1. c (p. 169) 2. h (p. 181) 3. f (p. 189) 4. b (p. 211) 5. e (p. 212) 6. d (p. 203) 7. g

Units,

1. c (p. 169) 2. h (p. 181) 3. f (p. 189) 4. b (p. 211) 5. e (p. 212) 6. d (p. 203) 7. gAnswers will vary. Refer to the scoring rubric on page 36 of this guide.

Units,

Answers will vary. Refer to the scoring rubric on page 36 of this guide.

1. b 2. a 3. d 4. d 5. b 6. c 7. a 8. a 9. c 10. a 11. a 12. c 13. b 14. d 15. d

Units,

1. b 2. a 3. d 4. d 5. b 6. c 7. a 8. a 9. c 10. a 11. a 12. c 13. b 14. d 15. d 16. Delphine (p. 210) 17. Cecile (p. 77) 18. Hirohito (p. 35) 19. Big Ma (p. 165) 20. Fern (p. 65)

Units,

16. Delphine (p. 210) 17. Cecile (p. 77) 18. Hirohito (p. 35) 19. Big Ma (p. 165) 20. Fern (p. 65)21. Kelvin (p. 64) 22. Vonetta (p. 130) 23. Sister Mukumbu (p. 71) Units

, 21. Kelvin (p. 64) 22. Vonetta (p. 130) 23. Sister Mukumbu (p. 71)

Inc.9. F 10. F 11. T 12. F 13. F 14. T 15. F 16. T

Inc.9. F 10. F 11. T 12. F 13. F 14. T 15. F 16. T

1. the People’s Center, which is sponsored by the Black Panthers 2. Kelvin teases her

Inc.1. the People’s Center, which is sponsored by the Black Panthers 2. Kelvin teases her

because she is carrying around her doll Miss Patty Cake, which is white. 3. Hirohito 4. Nzila is Cecile’s

Inc.because she is carrying around her doll Miss Patty Cake, which is white. 3. Hirohito 4. Nzila is Cecile’spoet name. 5. She goes to a library and looks up her name in the dictionary. 6. colors it with a black

Inc.poet name. 5. She goes to a library and looks up her name in the dictionary. 6. colors it with a blackmarker 7. count and stack the Black Panther weekly newspapers 8. cook dinner Inc.marker 7. count and stack the Black Panther weekly newspapers 8. cook dinner B. Inc.B. Answers will vary.Inc.Answers will vary.

1. prison 2. television 3. Bobby Hutton 4. dangerous 5. oldest 6. Cecile 7. stoolInc.1. prison 2. television 3. Bobby Hutton 4. dangerous 5. oldest 6. Cecile 7. stool

Answers will vary. Refer toInc.Answers will vary. Refer to


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Linking Novel Units® Student Packets to National and State Reading Assessments

During the past several years, an increasing number of students have faced some form ofstate-mandated competency testing in reading. Many states now administer state-developedassessments to measure the skills and knowledge emphasized in their particular readingcurriculum. This Novel Units® guide includes open-ended comprehension questions thatcorrelate with state-mandated reading assessments. The rubric below provides importantinformation for evaluating responses to open-ended comprehension questions. Teachers mayalso use scoring rubrics provided for their own state’s competency test.

3-Exemplary Thorough, complete ideas/informationClear organization throughoutLogical reasoning/conclusionsThorough understanding of reading taskAccurate, complete response

Many relevant ideas/pieces of informationClear organization throughout most of responseMinor problems in logical reasoning/conclusionsGeneral understanding of reading taskGenerally accurate and complete response

Minimally relevant ideas/informationObvious gaps in organizationObvious problems in logical reasoning/conclusionsMinimal understanding of reading taskInaccuracies/incomplete response

Irrelevant ideas/informationNo coherent organizationMajor problems in logical reasoning/conclusionsLittle or no understanding of reading taskGenerally inaccurate/incomplete response

2-Sufficient

1-Partially Sufficient

0-Insufficient

Scoring Rubric for Open-Ended Items


SAMPLE

SAMPLE

SAMPLE Thorough, complete ideas/information

SAMPLE Thorough, complete ideas/informationClear organization throughout

SAMPLE Clear organization throughoutLogical reasoning/conclusions

SAMPLE Logical reasoning/conclusionsThorough understanding of reading task

SAMPLE Thorough understanding of reading taskAccurate, complete response

SAMPLE Accurate, complete response

Many relevant ideas/pieces of information

SAMPLE

Many relevant ideas/pieces of informationClear organization throughout most of response

SAMPLE

Clear organization throughout most of responseMinor problems in logical reasoning/conclusionsSAMPLE

Minor problems in logical reasoning/conclusionsSAMPLE

SAMPLE Scoring Rubric for Open-Ended Items

SAMPLE Scoring Rubric for Open-Ended Items

© © 0-Insufficient© 0-Insufficient

Novel

Novel Minor problems in logical reasoning/conclusions

Novel Minor problems in logical reasoning/conclusions

General understanding of reading task

Novel General understanding of reading task

Generally accurate and complete response

Novel Generally accurate and complete response

Minimally relevant ideas/information

Novel

Minimally relevant ideas/informationObvious gaps in organization

Novel

Obvious gaps in organizationObvious problems in logical reasoning/conclusionsNove

l Obvious problems in logical reasoning/conclusionsNove

l 1-Partially Sufficient

Novel

1-Partially Sufficient

Units,

Units, Thorough, complete ideas/information

Units, Thorough, complete ideas/information

Clear organization throughout

Units, Clear organization throughout

Logical reasoning/conclusions

Units, Logical reasoning/conclusions

Thorough understanding of reading task

Units,

Thorough understanding of reading taskAccurate, complete response

Units,

Accurate, complete response

Many relevant ideas/pieces of informationUnits,

Many relevant ideas/pieces of informationClear organization throughout most of responseUnits

, Clear organization throughout most of responseMinor problems in logical reasoning/conclusionsUnits

,

Minor problems in logical reasoning/conclusionsGeneral understanding of reading taskUnits

,

General understanding of reading task

Inc.Inc.Inc.Inc.Inc.

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