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 are White Lilacs 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 Power of and “The Love” “Separate But Not Equal.” Pass out and worksheet. Explain to students that a them is developed “Theme Purpose” 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.
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.
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