The Spiderwick Chronicles

Literature Unit The Spiderwick Chronicles by Tony Diterlizzi and Holly Black Goals/Objectives The students will be able to: Read and engage in conversation about what they have read. Identify poetic phrases in the book. Create couplets. Use deductive reasoning to better process what they are reading. Identify and use the table of contents to refer back to specific places in the text. Themes Growth: How emotional growth is portrayed by multiple characters. Anger: How anger can cripple. We see a character that physically mutates when angry. We see another character who displays misdirected anger. Redirection: How can negative energy and bad habits be shifted to create a more positive situation? Family: How can family be more than the people we are related to? How can we adjust our family after divorce? Understanding: How can we empathize and gain insight to better appreciate a character. Innocence: Recognize that playing the role of the “naughty kid” to get attention has serious repercussions. You may get stuck with that label and get blamed when you are innocent. This theme is abundant and can also be seen with regard to the fairy creatures that need to be protected.

Background Knowledge To better comprehend the book the students will need to understand the difference between living in a big city and a small town. They will need to see how those differences will impact the feelings of the characters in moving from New York to Florida. They need to understand the stress of moving away from friends, family and familiarity, and how that may cause hostility. It is also important that they understand that being in trouble makes you a prime suspect when anything bad happens. It is also helpful for the class to have an understanding of what divorce does to families. If they have a framework for what divorce is and how different people deal with it they can better process the feelings of the characters. Understanding how the subtraction of a family member has s deep impact on the remaining members of the family is crucial for the basis of the families’ tension.

2 The class will also need to put aside any misinformation they may have gained from watching the movie. The movie is a summary of books 1-5 and is not done in any great detail. The book has far more information and they need to have a desire to read the text even if they have watched the movie. To help then recognize this I would ask the students to take a pretest. I would use a series of questions that I want the class to look for in their reading. The answers would not be found in the movie and would help the students understand that even if they saw the movie there is information to be gained from reading the book.

Vocabulary 1. chronicles 2. identical 3. veterinarian 4. victorian 5. crevices 6. grudgingly 7. couplet 8. victrola 9. fencing 10. luminous 11. soliloquy 12. garish 13. dim 14. grudge 15. gimmick 16. crouch 17. tattered 18. wick 19. dumbwaiter 20. compendium 21. makeshift 22. expression 23. gaping 24. compartment 25. ragged 26. ruthless 27. nib Strategies for Teaching the Words Read, and Identify, words contextually: The students will each be given a copy of the word wizard sheet, on which there are 25 words. They will need to decide in their group if they are going to divide the words and hold each

3 person accountable for those words or take turns per chapter. They will then be expected to read the word within its context and make associations.

Discuss them in your group: After identifying the 5 words that the student will be addressing, they will be responsible for introducing those words to the other members of their group. They are not allowed to copy down the dictionary definitions. The words must be their own.

PowerPoint vocab pictures: Within their groups the students will create illustrations for the vocab words. Due to the fact that the illustrations can be hand drawn, cut from magazines, found on the internet or drawn on a computer this lesson allows for differentiation. Once found they will be uploaded, scanned or otherwise added to a PowerPoint which the whole class will view. The class will interpret the cumulative PowerPoint that has 5 words and 5 pictures per page. They will decipher each page and identify the matches. This can be a competitive exercise done in their groups, individually, or in partners. Otherwise it can be a teacher directed whole class lesson.

Dramatizing: In pairs the students will be asked to act out one word. The students can use the sentence from the book to create a quick skit or they can create one of their own. Depending on the complexity and role of the skit this lesson lends itself to differentiation in that students are able to choose their word and how they present it.

Different Comprehension Strategies 1. Think and Wonder about Images- As an introduction to the text the teacher will bring in a series of pictures describing various items in the book. The students will be asked to infer and question based on the images. Working either independently or with a partner the students will choose one image at a time and discuss/think about what it means to them. They will then use their ideas to journal about the image. Due to the nature of choice this lesson is differentiated.

2. Study skills- the students will be introduced to the table of contents and advised on how to use the information in it to; a. Refer back to particular passages. b. Create a framework and make predictions about the text . c. Make quick inferences based on chapter titles and picture titles.

3. Modeling- The teacher will read the first chapter with great inflection, articulation and attention to detail. The teacher will stop when a word is puzzling, use it in its sentence, look for cues and then define. The teacher will make connections to characters and situations that

4 parallel the students and the classroom. The teacher will talk about visualizing what is being read. At the end of the passage the whole class will discuss and summarize the passage. After listening to the teacher read and summarizing the students will pair up and choose a passage to read aloud expressively. They will be asked to use the same skills the teacher did, highlighting any vocab words and using good inflection. They will practice the passage and then present it orally to the class. This lesson lends itself to differentiation because the students may choose their own passage to present.

4. Reflection- the students will be given a series of journaling prompts (see discussion/journal prompt questions) which they are asked use in their daily journal. The students will choose a journal prompt from the list provided and write for a period of time each day. The teacher will collect the journals periodically to see that the students are using their time wisely and answering the questions well. (See Reflection Rubric) This activity lends itself to differentiation because the students are able to choose their own prompt and are graded holistically based on what they have produced.

5. Self-assessment- The students will complete an assessment checklist each day (See the Self- Directed Book Talk Checklist). They will monitor their progress as well as identify questions and predictions based on the assigned reading. They will also use self-assessment to evaluate their poetry and summery projects (See Self-assessment Rubric).

6. Deductive Reasoning- To better understand the idea of “reading between the lines” the students will assess several situations in which information is presented but steps need to be taken in order to fully grasp the material (See Deductive reasoning Worksheet, provided by promo.simonandschuster.com /Spiderwick/). As an extension to the worksheet the students would be asked to create their own conclusions using deductive reasoning based on what they learned.

7. Self-efficacy/Learning Modalities/ Metacognition- The students will select their own journal questions as well as their job in the group. The idea is that the students will be able to; Identify what they like to do Identify what they have a talent for Take their academic success in their own hands Discussion/Journal Prompt Questions Knowledge 1. Why did the Grace family move? 2. What kind of house did the Grace family move into? 3. Name and describe the two sides of the character that lives in the dumb waiter. Comprehension 1. How does Jared Grace cope with his parents’ divorce? 2. How does Simon Grace cope with his parents’ divorce? 3. Explain how Jared is like a Boggart. Application

5 1. Use couplets to describe Spiderwick Manner. 2. Predict/solve the mystery of the mice? 3. Why is Jared blamed for all the strange happenings?

Analysis 1. Compare and contrast Simon and Jared. 2. Breakdown the events that transpired in the kitchen. 3. How is a Boggart different from a Brownie? Synthesis 1. How is anger debilitating to more than one character? 2. How does the relationship between Jared and Thimbletack change throughout the book? 3. If you were Jared how would you live with a brownie? Evaluative 1. If you were Jared Grace how would you have dealt with being blamed for all the strange goings-on? 2. If you were Jared’s mom how would you react to the kitchen incident and how would you punish him? 3. What would the classroom look like if we had a Boggart? 4. How is Jared’s “trap” different than a traditional “trap”? 5. How have the characters grown?

Writing Activities 1. Connections- The students will read the speech of a character who only talks in couplets. The teacher will define couplets as poetic passages the end in rhymes. The teacher will then read the Shell Silverstone poem, Peggy Ann McKay. To better understand this and connect with it they will create couplets. As a class we will choose a topic and make a splash of rhyming words pairs on the board. From those pairs, and any others they come up with, the students will be asked to write poetry in their journals. This activity lends itself to differentiation because the students are able to create a final product based on what they are capable of accomplishing in the time provided.

2. Word Wizard- The students will receive a list of all the vocab words from the text. In their groups they need to come up with their own definitions of at least 5 words on their word wizard sheet. The definitions cannot be copied from the dictionary.

3. Journal Prompts- The students will be choosing a journal question to write about each day. They will be assessing this writing in their self-directed book talk sheet. The entry

6 needs to draw on information they have gained from the reading. They can use a journal prompt from the list of discussion/journal question.

4. Sharing- The students will use their journal prompts as well as their questions and predictions to have a conversation within their group about the book. They will be evaluating the conversation on their book talk sheets.

5. Couplets- The students will be introduced to couplets in the text to supplement this we will look at the poetry of Shell Silverstein and Dr. Seuss. As a class we will choose a topic and make a list of rhyming words on the board. From there they will be asked to create a poem using rhyming couplets.

6. Field guide- The students will put together a field guide of all of their work throughout the book. They will compare the fictional field-guide to a non-fiction field guide on a t- chart. They will create Thimbletack’s new house. The group will be assigned jobs and they must decide who is doing what job. This project lends itself to differentiation because the students are asked to choose their job or role within the group. They are able to showcase their talents based on the job they have chosen.

7. Letter- The students will be writing a letter to a person they left in New York. They must highlight details from the text to support the things they write. They need to display the feelings of a character as well as draw some conclusions themselves. They will have the option to write a formal or informal letter. Depending on what they choose to write they will have to use a style fitting that type of letter. They will be going through the writing process with this letter. They will create a prewrite of their ideas, a rough draft to be peer edited, a draft to be teacher edited and then typing a final draft. This activity can be differentiated to be all done on a computer. To lessen any anxiety the peer edit may be adjusted into a one-on-one teacher conference and edit. Also the nature of this writing activity creates for variety in that not every student will write a formal letter, and some students will be able to rely on personal interpretations of one characters personality to write the letter.

Poetry 1. Identify rhyming words in Thimbletack’s speech. Identify beat and rhythm in his speech by reading passages out loud. 2. Create short poems using couplets.

3 Couplets

Shell Silverstone’s’ Peggy Ann McKay

7 "I cannot go to school today," Said little Peggy Ann McKay. "I have the measles and the mumps, A gash, a rash and purple bumps. My mouth is wet, my throat is dry, I'm going blind in my right eye. My tonsils are as big as rocks, I've counted sixteen chicken pox And there's one more--that's seventeen, And don't you think my face looks green? My leg is cut--my eyes are blue-- It might be instamatic flu. I cough and sneeze and gasp and choke, I'm sure that my left leg is broke-- My hip hurts when I move my chin, My belly button's caving in, My back is wrenched, my ankle's sprained, My 'pendix pains each time it rains. My nose is cold, my toes are numb. I have a sliver in my thumb. My neck is stiff, my voice is weak, I hardly whisper when I speak. My tongue is filling up my mouth, I think my hair is falling out. My elbow's bent, my spine ain't straight, My temperature is one-o-eight. My brain is shrunk, I cannot hear, There is a hole inside my ear. I have a hangnail, and my heart is--what? What's that? What's that you say? You say today is. . .Saturday? G'bye, I'm going out to play!"

(http://www.poets.org/viewmedia.php/prmMID/16480)

Dr. Seuss’s Horton Hears a Who On the fifteenth of May, in the jungle of Nool, In the heat of the day, in the cool of the pool, He was splashing…enjoying the jungle’s great joys… When Horton the elephant heard a small noise.

So Horton stopped splashing. He looked towards the sound. “That’s funny,” thought Horton. “There’s no one around.” Then he heard it again! Just a very faint yelp As if some tiny person were calling for help. “I’ll help you,” said Horton. “But who are you? Where?” He looked and he looked. He could see nothing there But a small speck of dust blowing past though the air.

“I say!” murmured Horton. “I’ve never heard tell Of a small speck of dust that is able to yell. So you know what I think?…Why, I think that there must Be someone on top of that small speck of dust! Some sort of a creature of very small size, too small to be seen by an elephant’s eyes… (Snip-it from http://dr-seusspoems.blogspot.com/2010/04/horton-hears-who-dr-seuss.html)

The Turkey Gives Thanks Thanksgiving is my favorite feast. The table's set, the napkins creased. We always have a great big crowd With uncles, aunts and children loud.

The grownups shoo us to our chairs

8 With pushing hands and parent stares. We wait to eat -- but this part's quirky. Our main dish is never, ever turkey!

Our grandpa will not eat this bird. On this he gave his solemn word. Years ago when he was young, He vowed it not to pass his tongue.

As a boy, he lived beside The rolling Polish countryside. The turkeys (this is so unkind) Would chase and bite his small behind.

So even though it's quite the norm, He shuns the bird in every form. I understand how grandpa feels And how it's changed his life-long meals.

But me, I'd rather take attack. Once a year, I'd bite them back! by Denise Rodgers (http://www.funny-poems-for-free.com/thanksgiving-poems.html)

Differentiation The book is a 4.1 on the scholastic book wizard and would ideally be used for a 4th grade class. It is only about 100 pages and has several full page illustrations. There is little background knowledge for the students because it takes place in the present with regular children in a “normal” family dynamic. Below 4.0 Ideally this book is targeted to be about 20 minutes of reading per chapter. If the student reads slower or is easily distracted each day’s reading can be assisted by one of several audio books. The student still needs to follow along in his or her book while listening to the CD but they are able to stay on target. They will be provided additional in class help as well. During work time they will be the group that receives the most support. They also would be present for any and all in class reading, pending there are no absences. In the event one of the struggling students is absent they would be able to take home an audio book.

Everyone This unit was written with the idea that students learn best when they are able to construct their own meaning. That being said I have provided every opportunity for the students to choose their own projects. They are able to decide what works well for them and how they want to use those skills. They are also going to be self-assessing in an attempt to identify their areas of strength and room for improvement. I would assess their personally graded rubric and conference with them based on any discrepancies between what I found and what they found. From there any adjustments for their learning style can be taken into account. If they are feeling overwhelmed with the amount of reading or writing we can address that on an individual basis. I have also highlighted in red specific areas that lend themselves to variation and differentiation throughout the unit.

9 Items to be Used as Assessment Activities 1. Self-assessment checklist- in an attempt to identify their areas of strength and room for improvement I would assess their personally graded rubric and conference with them based on any discrepancies between what I found and what they found. From there any adjustments for their learning style can be taken into account. 2. Characterization worksheet- the students must pick a character and write the character’s name in the center of the page. Choose adjectives that describe him/her on the blank lines. Use vivid adjectives to describe the character. Feel free to quote specific passages from the book. If they cannot find enough detail about the character you choose, pick a new character.

3. Poem with Self-assessment rubric- the students will write a poem based on the splash we did on the board from there the student will evaluate their poetry. The student and teacher will then conference about the poem and rubric.

4. T or F deductive reasoning sheet- the students will use deductive reasoning as directed on the worksheet and hand it in. They will also be assessed on the passage they created based on the worksheet.

5. Group Field-guide- the students will collaboratively create an artifact which represents the work they have completed and resembles the field guide in the text. They will self- assess the artifact using the self-assessment rubric and the teacher will assess for completion of all parts. If there are missing parts the teacher will work with the group to create those parts.

6. Letters- the students will be assessed using the six traits on their letters. They will also be assessed on whether they completed the writing steps. They will need to hand in a pre-write, edited draft and a final to get full credit.

Other books

1. Pirates of the Purple Dawn by Tony Abbott, 2. Fablehaven by Brandon Mull 3. Charlie Bone and the Shadow by Jenny Nimmo 4. See You later, Gladiator by Jon Scieszka 5. Da Wild, Da Crazy, Da Vinci by Jon Scieszka 6. In the Shadow of Goll by Tony Abbot 7. Dark Fire by Chris D’Lacey

10 8. Rise of the Evening Star by Brandon Mull 9. Maze of the Beast by Emily Rodda 10. Mister Monday by Garth Nix

Student Self-Evaluation Rubric

1 3 5 Use of Time I did not use time I used time wisely I used time wisely wisely. for the most part. the entire time. Staying on Topic I went off of topic a I stayed on topic for I stayed on topic lot. the most part but during the whole went off a few project. times. Satisfaction I am not satisfied I am somewhat I am very satisfied with my poem. satisfied but could with my poem. have done better.

(Poetry evaluation)

Self-Directed Book Talk Checklist M T W H F

1. I read what was assigned? 2. I understood and made connections with what I read? 3. I added to my journal?

11 I drew a picture? I choose a worksheet? 4. I talked about my reading? 5. I stayed on task 6. List two questions/predictions… 1.

7. List 2 comments… 1.

Word wizard Names______Your Job is to…  Read, and Identify, words contextually.  Find 5 words from the list when you are Word Wizard  Be able to explan them and have written definitions for you group.

12  Discuss them in your group chronicles identical veterinarian victorian crevices grudgingly compendium cuplet victrola dumbwaiter fencing garish dim grudge gimmick crouch tattered wick compendium makeshift expression gaping compartment ragged ruthless

Example: luminous: p. 83- radiating or reflecting light; shining; bright. Ms. Frank soliloquy: p. 83- the act of talking to oneself dramaticly. Ms. Framk

Name______

Directions: Compare and contrast a Simon and Jared

Simon Twins Jared

13 Likes animal 9 years Not an animal fan Reads a lot From NYC Got in trouble at school Wants to be a vet Not happy Has a black eye Has 2 pet mice about parents’ divorce Would have been expelled Wants a pet squirrel Doesn’t get along with his Scared of the dumb Waiter Don’t like the new house sister Gets beat up by Thimble tack Not afraid of the

dumbwaiter Fences with sister

Name______Story Map The Spiderwick Chronicles; Book 1, The Field Guide The Beginning

Mallory, Jared, and Simon move to a Victorian “shack” from NYC because of their parents’ divorce.

The Middle After hearing strange noises in the walls, the children break a gaping whole into the wall where they find a nest. The nest couldn’t be from a regular animal because there is a string of cockroaches on the wall and several of their personal items.

The End

14 The children realize that the nest is in an old dumb waiter and select Jared to get in in it. At the top of the dumb waiter is a secret room with no other entrance. Inside the room, Jared finds a hidden book.

Name______Characterization Worksheet Write the character’s name in the center of the page. Choose adjectives that describe him/her on the blank lines. Use vivid adjectives to describe the character. Feel free to quote specific passages from the book. If you cannot find enough detail about the character you choose, pick a new character.

ACTIONS (Indirect characterization)

DIRECT CHARACTERIZATION

(Adjectives the author uses to describe the character)

DIALOGUE (Indirect characterization)

THIS CHARACTER’S PHYSICAL APPEARANCE (Indirect characterization) THIS CHARACTER’S PRIVATE THOUGHTS (Indirect characterization)

15 Student Self-Evaluation Rubric

1 3 5 Use of Time I did not use time I used time wisely I used time wisely wisely. for the most part. the entire time. Staying on Topic I went off of topic a I stayed on topic for I stayed on topic lot. the most part but during the whole went off a few project. times. Satisfaction I am not satisfied I am somewhat I am very satisfied with my project. satisfied but could with my project. have done better.

(Field Guide Project Evaluation)

Name______Field Guide Directions- Each member of the group is assigned a task. The job is to be completed on a separate piece of paper. It should be completed with high quality and using the knowledge you gained from the reading.

16 1. The Organizer- Character growth chart. (Compare a character from the beginning of the book and the end of the book)

2. The Reader- Compare Care and Feeding Sprites to non-fiction.

3. The Detailer-Draw Thumbletacks house

4. The Punisher- If you were mom what would your punishment be for Jared?

Reflection Rubric 1 2 3 4 The student is Use of time No writing was The student is focused on The Student is provided. making an writing the writing the effort to use entire time but entire time his or her time. is not yet able they are asked to write the to. entire time.

Satisfaction A one word No answer is Questions are Questions are answer is provided but answered answered in given. the entry is incorrectly but depth and well well written there is depth. written.

Conventions No puntuation, Many errors Few errors The student is and exist with exist with using good capitolization puntuation, puntuation, puntuation, are used. and and and capitolization. capitolization. capitolization.