Jennifer Wagoner
RE 5730 – Novel Unit
Goodnight Mr. Tom
Written by: Michelle Magorian
Integrated Novel Unit
Explanation: Goodnight Mr. Tom by Michelle Magorian is a heartfelt novel that touches every
emotion. It is set in the English countryside during World War II. Willie Beech is evacuated
from London and sent to live with Mr. Tom. Willie is meek and small; he had been perpetually
abused by his mother. Mr. Tom is a large, gruff man who lost both his infant child and wife.
This book is a story about these two lonely people finding each other and learning to live
together. They form a very strong father-son bond. When Willie is sent back to London, Mr.
Tom goes looking for him because weeks have gone by with no word from Willie. There are
many other wonderful characters in this novel that bring charm, humor, and a pinch of sadness to
our hearts.
I chose this novel because it is an historical fiction piece that ties in nicely with the sixth grade
social studies curriculum. It is also a good coming of age story for students in my school. It
teaches trust, and overcoming adversity.
Language Arts Curriculum for Sixth Grade:
Goal 1: The learner will use language to express individual perspectives drawn from personal or
related experience.
Goal 2: The learner will explore and analyze information from a variety of sources.
Goal 4: The learner will use critical thinking skills and create criteria to evaluate print and nonprint materials.
Goal 5: The learner will respond to various literary genres using interpretive and evaluative
processes.
Goal 6: The learner will apply conventions of grammar and language usage.
Social Studies Curriculum for Sixth Grade:
4.03: Examine key ethical ideas and values deriving from religious, artistic, political, economic,
and educational traditions, as well as their diffusion over time, and assess their influence on the
development of selected societies and regions in South America and Europe.
Goal 6: The learner will recognize the relationship between economic activity and the quality of
life in South America and Europe
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RE 5730 – Novel Unit
Goal 7: The learner will assess connections between historical events and contemporary issues.
Goal 11: The learner will recognize the common characteristics of different cultures in South
America and Europe.
NCSCOS
GNMT Activity
ELA Goal 1
Life Connection, Reflection
ELA Goal 2
Story Elements, Author’s Style
ELA Goal 4
Read Like a Writer, Think Critically
ELA Goal 5
Reader’s Theater, Comic Creator
Social Studies Goal 7
Building Background, Abecedarium
Essential Question: Even though this is an historical fiction novel set in a different country
during a completely different time in history, what connections can I make to my life and current
time?
Supporting Text:
Lowry, Lois. Number the Stars. New York, NY: Bantam Doubleday Dell Books for Young
Readers, 1990. Print.
In 1943, during the German occupation of Denmark, ten-year-old Annemarie learns how to be
brave and courageous when she helps shelter her Jewish friend from the Nazis.
670L
Innocenti, Roberto. Rose Blanche. Mankato, MN: Creative Education, 1985. Print.
During World War II, a young German girl's curiosity leads her to discover something far more
terrible than the day-to-day hardships and privations that she and her neighbors have
experienced.
430L
Breuer, William B. Undercover Tales of World War II . New York, NY: J. Wiley, 1999. Print.
Chronicles seventy covert operations and insidious plots that took place during World War II and
discusses how they affected the outcome of the war.
Children’s Identity Card from World War II
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RE 5730 – Novel Unit
Hughes, Shirley. The Lion and the Unicorn. New York, NY: DK, 1999. Print.
Lenny, a Jewish boy living in London during the Blitz in World War II, must adjust to many
changes and find the true meaning of courage when he is evacuated to a large mansion in the
English countryside.
640L
Adams, Simon. Eyewitness: World War II. New York, NY: DK, 2004. Print.
Text and photos present the key events, battles, weapons, uniforms, and cultural phenomena,
such as propaganda, of the Axis and Allies during the Second World War.
Reading grade level 7.7
Bawden, Nina. Carrie's War. Philadelphia, PA: Lippincott, 1973. Print.
Carrie and her younger brother spend World War II as evacuees in a small Welsh village where
Carrie, upset by a family feud, commits an act that haunts her for thirty years.
Reading grade level 6.9
Always Remember Me: How One Family Survived World War II, Marisabina Russo
Remember WW II : kids who survived tell their stories, [edited] by Dorinda Makana¯onalani
Nicholson
Nicholson, D. M. S. (2005). Remember World War II: Kids who survived tell their stories.
Washington, D.C.: National Geographic.
World War II . Perf. United States; Army Service Forces; Special Service Division. Payless
Entertainment, Web. 29 Nov. 2010.
A collection of documentary films produced during or shortly after World War II. The majority of
the collection was produced by the War Department and used to strenghten support for
America's involvement in the War.
Crompton, M., Giedroyc, C., Armstrong, A., McEwan, G., Quirke, P., Sharp, L., et al. (2006).
Carrie's war. [Boston]: WGBH Boston Video.
Annotation: At the start of World War II, 14-year-old Carrie and her younger brother Nick are
separated from their mother and evacuated from war-torn London to a rural village in Wales,
where they now live with a puritanical shopkeeper and his spinster sister.
Goodnight Mr. Tom – Video
http://www.ibiblio.org/pha/index.html General information about World War II
Jennifer Wagoner
RE 5730 – Novel Unit
Internet Workshop:
Mr. Martin's World War II Internet Scavenger Hunt
Retrieved from http://www.brocktonpublicschools.com/page.cfm?p=1330
1. The Providence Sunday Journal
_____________________ What was the date of this edition of The Providence Sunday Journal?
2. War Letters
_____________________ Paul Spangler was a doctor treating the wounded at Pearl Harbor. In
his letter, he writes that he gave the "helpless" cases a drug to kill the pain until they died. What
was the name of that pain killer?
3. The Day after Pearl Harbor
_____________________ Locate the picture of President Roosevelt taken on December 8, 1941.
What document is he signing?
4. The History Place
_____________________ According to the timeline, on what date did Germany declare war on
the United States?
5. Four Freedoms
Scroll down to the four posters. What were the "Four Freedoms" which FDR claimed all people
should enjoy?
a. ______________________________________
b. ______________________________________
c. ______________________________________
d. ______________________________________
_____________________________ What is the name of the artist who created the "Four
Freedoms" posters? (Click to enlarge.) (Click to see more posters listed at the bottom.)
6. Americans Remember Pearl Harbor
______________________ In her brief remembrance of the Pearl Harbor attack, Heli Swyter
recalls that she didn't see her soldier husband for how long after he left on duty?
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RE 5730 – Novel Unit
7. It's a Woman's War Too!
______________________ What was the nickname given to the "strong, competent woman
dressed in overalls and bandana" - a symbol of patriotic womanhood?
8. What did you do in the war Grandma?
___________________________________________________ According to the glossary, what
was a World War II blackout?
9. Doodlebugs
______________________ The poet writes that the "doodlebugs" (early German rockets) arrived
over England at what time each day?
10. War in the Pacific
_________________________________________ What was unusual about the Sullivan
brothers' deaths?
11. Science Pitches In
_______________________ You may have seen these strange-looking amphibious trucks
barreling down Boston's streets. What were the initials used to identify these World War II
vehicles?
12. P-40
_______________________ How many Japanese planes did the pilot of this P-40 Warhawk
shoot down? ( Hint: count the number of "rising sun" flags painted on the side of the fuselage.)
13. Gen. Patton
_______________________ Ironically, the war-loving General Patton did not die in combat.
How was he killed?
14. A Catalog of Political Cartoons by Dr. Seuss
_______________________ What are most of these Dr. Seuss cartoons urging Americans to do?
(Click on several cartoons to enlarge.)
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RE 5730 – Novel Unit
15. Picturing the Century
____________________________ (Photo #1) What is the name of the ship shown exploding at
Pearl Harbor? (Click to enlarge each photo.)
____________________________ (Photo #2) These pilots were all assigned to which aircraft
carrier? (Notice how young most pilots were.)
____________________________ (Photo #3) What is the date of the landing shown here?
(Hints: Normandy coast, Operation Overlord.)
____________________________ (Photo #4) What type of burial is taking place in this
photograph?
____________________________ (Last photo) What are all these signs saying on August 15,
1945?
16. United We Win
_______________________ What was the name of the African-American sailor who won the
Navy Cross for heroism at Pearl Harbor?
17. Dwight D. Eisenhower
_______________________ During which years did General Eisenhower later serve as President
of the United States?
18. Shot Down Over France
_______________________ a. After parachuting safely to the ground in occupied France,
Yeager was helped by what organization?
_______________________ b. What type of plane was Yeager flying when he was shot down?
(See picture.)
19. War Letters
______________________ Sidney Diamond was killed a week after writing this note to his girl
at home. How old was he when he died?
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RE 5730 – Novel Unit
20. WW II In Europe
What are the last names of the three leaders pictured here at the Yalta Conference?
a. ________________________________________
b. ________________________________________
c. ________________________________________
21. The Providence Journal
_______________________ According to the newspaper, what medical condition caused FDR's
death?
22. "Children of Hiroshima"
_______________________ In Masatada Asaeda's eyewitness story about the bombing of
Hiroshima, what phrase does she use to describe the scene of misery in the Buddhist temple that
day?
23. The War is Over
______________/_________________________________ In the top photo, Col. Paul Tibbets
waves from the cockpit of his B-29. What was the plane's name and what was the mission given
to Col. Tibbets?
24. Exhibition-Search Art
Look at all of these examples of Holocaust art. Write down the title of the choice which you
think is the most powerful. ______________________________________________
25. Anne Frank
_______________________What was the name given to the hiding place where Anne and her
family lived for two years during the Nazi occupation of the Netherlands?
26. WW II in Europe
______________________ About how many people died each day from starvation and brutality
at the Buchenwald concentration camp?
Jennifer Wagoner
RE 5730 – Novel Unit
27. Statistics of World War II
______________________a. Total number of U.S.S.R. deaths in World War II (include
both civilian & military).
______________________b. Were more German soldiers or civilians killed in World
War II?
______________________c. What percentage of Poland's population died in World War
II?
______________________d. How many Americans died in World War II?
______________________e. What was the total number of people (soldiers & civilians)
killed in World War II?
Jennifer Wagoner
RE 5730 – Novel Unit
Section 1, Chapters 1-6
BUILDING BACKGROUND
Use this page to take notes on information you learn about the setting and the author of this
book.
The author is _________________________. She lives in ________________________. This
was her __________ children’s novel. She likes to write novels on the subject of
___________________________________.
She was born in ________ in _______________________________. She began writing stories
when she was ______ years old. She studied to be an ______________________ in London.
While studying, she began to write ________________. She has written _______ books dating
from _________ to _________. She wrote Good Night, Mr. Tom in _______.
The story takes place in the ___________________________________ in the year ________ in
a town called _________________________. Mr. Tom takes care of the __________________.
William must go live with Mr. Tom because ________________________
_______________________________________________________.
This story takes place during ________________________. This war was fought between
____________________ and ____________________. It began in ________ and ended in
________. Some of the key terms for this era are:
Blackouts: ______________________________________________
Anderson: ______________________________________________
Chamberlain: ____________________________________________
Gas Masks: _____________________________________________
London Blitz: ____________________________________________
Evacuees: _______________________________________________
Jennifer Wagoner
RE 5730 – Novel Unit
Abecedarium
Together you can create an Alphabet Book of World War II. Create a page for the book by
writing about the word or words you have selected. Be sure to explain each word as it relates to
World War II. Design each page with a large capital letter and an illustration. Use a vertical
format for your page. We will make copies of each page for each person in our class. Be ready
to talk about your page on _____________________.
Anti-Semitism
Bomb Shelter
Winston Churchill
Air Raids
Blackouts
Concentration Camps
Allies/Axis
Battle of Britain
Neville Chamberlain
Fascism
Ghetto
Holocaust/Shoah
Fuhrer
Germany
Hitler
Evacuees
Dig for Victory
Genocide
Incendiary Bombs
Jews/Jewry
Kristallnacht
Invasion of Normandy
Luftwaffe
League of Nations
London Blitz
Mein Kampf
Nazi Party
Billeting Officers
Propaganda
Gas Masks
Nuremburg
Military Officers
Prejudice
Progroms
Queen Elizabeth
Reich
SS
Rationing
Shelters
Roma
Swastika
Underground
V-Weapons
Wanssee Conference
United Nations
V-Weapons
W.V.S.
Warsaw Uprising
Hitler Youth
Zyklon-B
Trains (Cattle Cars)
Xenophobe
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RE 5730 – Novel Unit
Here are some web sites that may be helpful:
www.holnet.org.uk
http://members.aol.com/TeacherNet/WWII.html
http://www.ushmm.org
http://encarta.msn.com/enclopedia_761563737/World_War_II.html
Meet the Characters
As we read, we will discover information about the characters in this novel. In the spaces below,
tell what you find out about the characters and something that the character said that impressed
you.
o William Beech
o Thomas Oakley
o Zacharias Wrench
o Mrs. Beech
o Mrs. Hartridge
o Mrs. Fletcher
o Ivor/Roe Padfield
o Lucy Padfield
o Charlie Ruddles
o Vicar Peters
o Miss Emilia Thorne
o Sammy
Jennifer Wagoner
RE 5730 – Novel Unit
Tableau
Select a scene from this section of the book to present as a tableau. A tableau is the re-creation
of a scene. The characters are posed, sometimes with props, to show what happened. Facial
expressions and body positions reveal the feelings of those in the scene. A commentator
explains what is being shown after the audience tries to guess the scene.
List the page number and provide a short description of the scene. List the characters you will
need. Explain why you chose the scene.
Section 2, Chapters 7-9
Background and Review 2
As we review what we have already read, please take notes here. You may also take notes of
any new background information.
o Review Notes:
o Child Abuse
o Mental Illness:
o World War II (European Theater):
Life Connection
It was evident in chapter 9 that Willie was touched deeply by the birthday celebration. Write
about an experience that deeply affected you. Remember to in write complete sentences using
paragraph form, correct spelling and grammar.
Reflection
After reading the first nine chapters, please think about Good Night, Mr. Tom. What did you
learn or understand by reading this section? How does this section relate to your life? Please
respond in the space below.
Jennifer Wagoner
RE 5730 – Novel Unit
Section 3, Chapters 10-13
Words of Wisdom
Advice is given to someone to help him or her make decisions. Someone might advise you
concerning jobs or volunteer opportunities available in your area. Your parents may advise you
about your choice of friends. What words of wisdom are you encountering in chapters 7-12 of
our novel?
Page number
86
90
91
91
92
Advice from
Mr. Tom
Advice to
The advice
Willie
“Can’t expect to be good
first time. Takes
practice.”
Willie, Zach, George,
Ginnie, Carrie
“Best not to go to your
patch. Be nothin’ left.”
Zach and Willie
“Come with me, “ he said,
“I’ll find you a good
spot.”
Mrs. Padfield
George
George
Mrs. Beech
Zach and Willie
Willie
“See them red berries?”
“If you eats any of them
you’ll die. Them’s
poisonous. Don’t eat
nothin’ till you’ve shown
me.”
“Mum had said that if he
made himself invisible
people would like him and
he wanted that very
much.”
Jennifer Wagoner
RE 5730 – Novel Unit
I Poem
After reading chapters 10-13, please select one character, object, time period, or setting to write
about. Use an “I” poem to collect your insights into the character you chose. “I” poems are
written as if a character or historical figure had composed them. All or most of the lines begin
with the word “I.” The poems are unrhymed. You may use the form below for your “I” poem,
or you may write your “I” poem using a form that you create.
I am _______________________________________________
I wonder ____________________________________________
I hear ______________________________________________
I see _______________________________________________
I cry _______________________________________________
I pretend ____________________________________________
I feel _______________________________________________
I touch ______________________________________________
I worry ______________________________________________
I am ________________________________________________
I understand __________________________________________
I say ________________________________________________
I dream ______________________________________________
I want _______________________________________________
I am _________________________________________________
Jennifer Wagoner
RE 5730 – Novel Unit
Story Quilt
After reading chapters 10-13, please select what you consider to be the most important sentence
and write it in the space below. Note the page number. Then, explain why you think the
sentence is so important. In class, you will write your sentence on a “quilt” piece and explain
your choice.
Section 4, Chapters 14-17
Sketch to Stretch
Select a scene or section from this part of the book and draw a picture that presents your
interpretation of it. Do not draw an illustration, or a picture of what is described in the text;
rather, draw something that symbolizes or represents the feeling, emotion, or meaning related to
a scene. Be ready to show your drawing and explain it to us.
Read Like a Writer
Read from the last paragraph on page 210 to the end of the chapter. As you read, write down
words you like or phrases that grab your attention. Whatever you notice about the writing, make
a mark. This exercise is to give you practice in the craft of reading like a writer.
Think Critically
This year we have been asking some “big idea” questions that relate to what we are reading. In
your group, come up with four “big idea” questions to share with the rest of the class.
Remember these questions cannot be answered with a yes or no, and they cannot be answered
with a single sentence. There is no wrong or right answer as long as you can use text to support
your answer.
Jennifer Wagoner
RE 5730 – Novel Unit
Section 5, Chapters 18-23
Reader’s Theater
Reader’s Theater is a dramatization of a particular scene. The actors read the lines from the book
just as they are written but adding action to them. Choose a scene from this section to act out.
You may need to elicit the help of a classmate or two to help you with your scene.
Describe the scene you have chosen to act out. What is it about? Why did you choose this
scene? Will you need others to help you?
Comic Creator
After reading chapter 20, create a digital image of Spooky Cott. You may use
www.toondoo.com, or www.goanimate.com.
Poem for Two Voices
At the end of the book Mr. Tom and Willie finally become father and son. Create a poem for
two voices describing the journey to this important milestone. Remember that poets choose their
words very carefully and one word can convey multiple meanings and feelings. Choose your
words carefully.
On Going and Culminating Activities:
Research
Choose one of the topics below to research and report back to the class. You may use the
internet, encyclopedias, library books, cook books, personal interviews, or any other resource
that you may need. Check with your teacher or the media specialist for help in looking for
internet sites.
1. How can blackberries be used to provide nourishment? Include at least two recipes in your
research.
2. What are idioms? Why do we use them? What are some examples? Research the origin of at
least two idioms.
3. What was school like when your grandparents were in sixth grade? What subjects did they
study? Did they change classes? What was the typical schedule like? What did they do for
lunch? How much did things like books or lunch cost? What did they wear to school?
Jennifer Wagoner
RE 5730 – Novel Unit
4. Why do we celebrate birthdays? Where did the tradition of cake and ice cream and gifts
come from?
5. Who was William Shakespeare? What did he do? Why is he famous? What kind of person
was he?
6. Where did the tap dance originate? Who were some famous tap dancers?
What is tap dancing? What equipment does one need to do it?
Web Pages for GNMT Research
Blackberries:
www.driscolls.com/blackberries/nutrition
www.thefruitpages.com/chartblackberries.
www.raspberryblackberry.com
www.great-workout.com/nutrition/fruit/blackberry-nutrition-facts.
www.texascooking.com/features/texasblackberries.
www.justberryrecipes.com
Birthdays:
www.birthdaycelebrations.net/traditions.
www.abcog.org/birthday
www.birthdayexpress.com/bexpress/planning/birthdaycelebrations.
Idioms:
http://towerofenglish.com/idiomsbykids.
www.idiomsite.com
www.factmonster.com/ipka/A0769301.
William Shakespeare:
http://en.wikipedia.org/wiki/william_shakespeare
Jennifer Wagoner
RE 5730 – Novel Unit
www.online-literature.com/shakespeare
http://shakespeare-online.com/biography
Tap Dance:
http://en.wikipedia.org/wiki/tap_dance
www.theatredance.com/tap/
www.britannica.com/eb/article-242809/tap_dance.
Jennifer Wagoner
RE 5730 – Novel Unit
Final Assessment:
Name: ___________________________________ Date: _____________________
Language Test – Goodnight, Mr. Tom
Goals: 1.01, 2.01, 4.02, 5.01, 6.01
Essential Question: What are the characteristics of a novel?
I. Multiple Choice. Write the letter of the best answer choice on the line.
_____ 1. Good Night, Mr. Tom was written by
a. William Beech
b. Thomas Oakley
c. Michelle Magorian
d. Gary Paulsen
_____ 2. The main setting for this story is
a. The English countryside
b. London, England
c. Germany
d. Church and graveyard
_____ 3. The main character in this novel is
a. Sammy
b. Zach
c. George
d. William
_____ 4. The genre of this novel is
a. Folk tale
b. Fantasy
c. Historical Fiction
d. Drama
_____ 5. Zach can be described as
a. nonchalant
b. excited
c. dejected
d. apprehensive
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RE 5730 – Novel Unit
_____ 6. Blackouts are
a. black cloth over the windows to keep the light in
b. a black eye when someone hits you
c. When the light bulbs burn out
d. When everyone is supposed to wear black clothes
_____ 7. Which of the following pairs of words are synonyms?
a. wireless: radio
b. blackouts: Anderson
c. Dobbs: cow
d. Bicycle: car
_____ 8. Mr. Tom was amazed when William
a. cooked
b. laughed
c. read
d. cleaned
_____ 9. Will : Drawing :: Zack : _________
a. painting
b. singing
c. acting
d. being quiet
_____ 10. Spooky Cott caused what mood in the kids?
a. bewildered
b. daft
c. ominous
d. apprehensive
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RE 5730 – Novel Unit
“He watched him poke the fire and then he didn’t hear any more. He knew that Tom was
speaking to him, but he couldn’t take his eyes off the poker. It sent the hot coke tumbling in all
directions. He saw Tom’s brown, wrinkled hand lift it out of the fire. The tip was red, almost
white in places.”
_____ 11. According to the above selection, William thought
a. Tom was going to burn the house down
b. Tom was going to hit him with the poker
c. Tom was going to build up the fire
d. Tom was going to drop the poker on the rug
_____ 12. “Hot coke” in the above selection means
a. coca cola
b. coal
c. ashes
d. fire wood
_____ 13. Which rule for apostrophes is used in the word “couldn’t?”
a. It shows possession.
b. It is a contraction.
_____ 14. Why is there a comma used in the second sentence?
a. It is used to separate a compound sentence.
b. It is used to separate items in a series.
c. It is used to show direct address.
d. It is used to show a parenthetical expression.
_____ 15. Why is the apostrophe used in the fourth sentence?
a. It is used to show possession.
b. It is a contraction
Jennifer Wagoner
RE 5730 – Novel Unit
Immigrants All!
“What would it take for you to pack up just a few of your most cherished possessions and move
permanently to another country---war, famine, or persecution due to your religion, race, or
political beliefs? Or would you move simply for the chance to make a lot more money than you
now have? Throughout history, people have come immigrants for these and other reasons. But
no matter what the cause, the decision to leave home is never easy. Close friends and family
may be left behind, perhaps never to be seen again. You cannot be sure whether your new
country will welcome or shun you. Will you find work and a decent home? Will you learn the
language and customs of your new land easily? These are just some of the trials facing
immigrants---people who move into another country.”
Kids Discover Magazine, 1999.
_____ 16. According to the above selection, why do immigrants leave their homes?
a. war
b. oppression
c. to be with family
d. to celebrate holidays
_____ 17. What reason did William in GNMT leave his home?
a. war
b. oppression
c. to be with family
d. to celebrate holidays
_____ 18. Which word would best fit in the graphic organizer on the next page?
a. money
b. family
c. immigrants
d. customs
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RE 5730 – Novel Unit
famine
persecution
immigration
?
money
_____ 19. The above graphic organizer shows
a. effects of immigration
b. causes of immigration
_____ 20. The above selection is most similar to our novel because
a. William must leave his home due to the war
b. William left his close friends and family behind
c. William packed up his cherished possessions
d. William had to learn a new language
II. Answer the following questions in complete sentences on your own paper.
21. How does William change from the beginning of the story until now?
22. How is Zach different from William?
23. Explain the importance of William in Mr. Tom’s life. How has Will affected Tom’s life?
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RE 5730 – Novel Unit
24. Why do you think William began talking more to his friends when they met in his room?
25. How do you feel about this novel? Why?
26. What are the characteristics of a novel? How do those characteristics help the author
know how to write a story?
Essay Rubric
4
Topic is clear. Maintains focus. Organized well. Logical progression. Support
and elaboration given. Specific, developed details. Skillful use of precise
vocabulary. Complete sentences.
3
Topic is generally clear. Minor lapses in focus. Organized well. Mostly logical
progression. Good support and elaboration. Some specific details. Reasonable use
of precise vocabulary. Mostly complete sentences.
2
Topic is vague. Major lapses in focus. Limited organization. Limited logical
progression. Some support and elaboration. Few specific details. Minimal use of
precise vocabulary. Some complete sentences.
1
Topic is unclear. Fails to establish focus. Little to no logical progression. Random
ideas and events. Confusing support and elaboration. Consists of sparse details.
Lacks use of precise vocabulary. Few complete sentences.
Jennifer Wagoner
RE 5730 – Novel Unit
Good Night, Mr. Tom
Writing Project
What: You will write a story using the characters and setting of Good Night, Mr. Tom.
How: Your story will be the sequel to the novel read in class. You will complete a graphic
organizer for your story, write a rough draft, have at least one other person edit your work, and
write a final copy. Your paper will be graded according to the rubric.
Why: This activity will help you to develop creative thinking and proper writing skills.
When: This project is due __________________________.
This is a project grade.
Rubric:
Paragraph Development
20
_____
Spelling
20
_____
Grammar
20
_____
Consistent Theme
20
_____
Conflict Developed
10
_____
Conflict Resolved
10
_____
Total
_____
Jennifer Wagoner
RE 5730 – Novel Unit
Good Night, Mr. Tom
Essential Question: Are all eight story elements present in a novel?
Story Elements
Characters
Setting
Plot
Theme
Mood
Climax
Conflict
Resolution
Examples – including page number
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RE 5730 – Novel Unit
Good Night, Mr. Tom
What are some of the techniques the author uses to create meaning?
Author’s Style
Examples – including page number
Dialect
Foreshadow
Flashback
Analogy
Beginning Sentence
Figurative Language
Punctuation
Special Words
Point of View
Culminating Activity
Key Concept: Understanding real life issues
Objectives: Be able to investigate and create a product that depicts one of the real life issues
discussed in the text; be able to understand the cause/effect relationship of a major social topic
developed in our novel
1. Choose one of the social themes in our text (i.e. child abuse, mental illness, death and
grieving; loneliness, adoption, etc.) and investigate the cause/effect relationship in our society
today.
2. Draft, plan, and research the topic of your choice.
3. Create a visual to present your findings to the class.
4. Write a paper to accompany your visual. Include your personal opinions on the topic.
5. Present your paper and visual to the class in a formal presentation format.
Jennifer Wagoner
RE 5730 – Novel Unit
6. Be able to explain the how and what you learned.
7. You will be graded according to a rubric.
ELL students will be able to research over several weeks allowing time to understand the
content. The students can use their own learning styles. The research will probably be
done in English and require continued use of peer tutors and a bilingual dictionary.
Rubric:
100
Work shows significant effort beyond assignment required.
93
Work shows through completion of all assignments required.
86
Work shows one or two minor areas of incompleteness or minimal
effort overall.
78
Work shows one or two major areas of incompleteness.
70
Work shows more than one or two areas of major incompleteness.
Major Areas of Completeness:
Thorough investigation, Correct spelling, Correct grammar, Neatness, Able to convey ideas,
Visual, Written paper, Class presentation.
Jennifer Wagoner
RE 5730 – Novel Unit
Good Night, Mr. Tom
Packet One Rubric
Name: __________________________________
Assignment
Possible Points
Internet Workshop
10
Building Background 1
10
Abecedarium
10
Meet the Characters
10
Tableau
10
Background and Review 2
10
Life Connection
10
Reflection
10
Words of Wisdom
10
I Poem
10
Total
100
Points Received
Jennifer Wagoner
RE 5730 – Novel Unit
Good Night, Mr. Tom
Packet Two Rubric
Assignment
Possible Points
Story Quilt
10
Sketch to Stretch
10
Read Like a Writer
10
Think Critically
10
Reader’s Theater
10
Comic Creator
10
Poem for Two Voices
10
Research
10
Story Elements
10
Author’s Style
10
Total
100
Points Received