2nd
City of Ember
Quarter – 8th Grade
Day One
Frontloading for Ember
Time Frame:
55 minutes
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to
determine word meaning.
I can make a prediction.
Content Objective(s) Practiced:
I can determine the meaning of an unfamiliar word by using context
clues in a sentence.
Language Objective(s):
Students will write Cornell Notes on word parts.
Students will read and write the anticipation guide for City of
Ember and speak about it with shoulder partners.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations:
 Students will complete bell work,
Teacher Input (20%)/Student Active Participation (45%):
*Students will be
 Give Context Clues Benchmark test I
memorizing
 Cornell Notes: Students should be familiar with the
different word
structure of Cornell Notes at this point in the school year.
parts throughout
Today’s terms are:
the entire unit. We
Prefix: a letter or group of letters attached to the beginning
will also review
of a word that changes its meaning.
word parts they
Suffix: a letter or group of letters attached to the end of a
should have
word that changes its meaning
learned in 6th and
Root words: parts of a word that carry its meaning, often
7th grade in the
derived from other languages
bellwork. Students
For the summary section, ask students to reflect on the bell
will need 27 total
work questions regarding word parts. How did knowing
notecards to create
those word parts help them determine meaning?
the flashcards they
 Word Part Flashcards: Direct students to page 1 in their
will use to study
student books. Review the format and purpose of the
word parts.
flashcards. Have students complete a flashcard for the root
word “agri”. Direct them to the word parts list on pages 2-4
for assistance
 Connecting Prior Experiences activity: Begin by
darkening your class as much as possible. Ask students to
sit in the dark for 60 seconds and consider how they feel.
Direct students to page 3 in their student books to complete
the written reflection; give them about 2 minutes to write
their responses. Discuss responses together as a class—you
can ask for volunteers to share or use a Kagan strategy to
select particular students. Share your own feelings about the
dark and your own previous experiences with losing
electricity.


Predictions: Review the definition of a prediction. Ask
students this question: How can we find out information
about a new book? Give them wait time and then ask them
to share their answers with a shoulder partner. Shoulder
partners are responsible for reporting their partners’
answers. Scribe (or ask for a student volunteer) different
responses on the board. As you discuss the possibilities, use
the book itself to point out different parts: front and back
cover, reviews, publishing info. Also point out the titled
chapter page, the map of Ember and the section of the
sequel included in the back section of the novel.
Ember Scavenger Hunt: (student book pg 8) Arrange
students in shoulder partner pairs. Have each pair divide
into even and odd. The “even” person should answer the
even numbered questions on the scavenger hunt and the
“odd” person answers the odd numbered questions. (Make
sure students know they should take turns answering the
chapter questions—it isn’t all “odds” job because it is #7!)
Give student pairs time to complete their questions and
share their answers with their partners. If time permits, have
the class share out answers together, having each partner
share one of their partner’s answers.
Identifying Student Success (15%):
 The last ten minutes of class, students will complete an exit
slip on the day’s learning. They will complete the Outcome
Sentences and will hand these to you as they walk out the
door.
 Benchmark #23: Context Clues I
Bellwork: Day One--Ember
1. Word Parts: The prefix “mid” means in the middle. How does understanding the
meaning of this prefix help you determine the meaning of the word “mid-sentence”?
2. Word Parts: The prefix “mal” means bad. How does understanding the meaning of
this prefix help you determine the meaning of the word “malformed?
3. Predictions: What do you look at first when you are choosing a book? How do you
decide if it is a book you want to read or not? Two Sentence Minimum
In the Dark:
Think about how it felt to sit in your classroom in the dark. What did you feel? Think of
a time when you have been in a building and lost electricity. What happened? Why did
the lights go off? How long did it take until the power came back? How did you feel?
What did you do? 5 sentence minimum.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Exit Slip: Your ticket out the door. Complete one of the following sentences on a piece
of paper. You will give these to me on your way out the door.
Outcome Sentences
Today I learned…
Today I discovered…
Today I was surprised…
Name ______________________
Hour ______________________
Benchmark #23.
I can determine the meaning of an unfamiliar word by using
context clues.
Form A
1. Although the militia played an essential role in the Patriots’ forces, the
Americans also needed a regular army—well trained soldiers who could fight
anywhere in the colonies. The Congress established the Continental Army
but depended on the states to recruit, or enlist, soldiers.
Recruit means:
A. volunteer
B. select
C. satisfy
D. enlist
2. The nature of the British army in America also helped the Patriots. The
British relied on mercenaries—hired soldiers—to fight.
In this sentence the word mercenaries means:
A. enlisted soldiers
B. enrolled soldiers
C. hired soldiers
D. employed soldiers
3. Not surprisingly, many men deserted, or left without permission, the
Continental Army while it was camped at Valley Forge. Some officers
resigned. The army seemed to be falling apart.
In these sentences the word deserted means:
A. left without permission
B. left gradually
C. left with permission
D. left by force
4. To pay for the war, the Congress and the states printed hundreds of millions
of dollars worth of paper money. These bills quickly lost their value
however, because the amount of bills in circulation grew faster than the
supply of gold and silver backing them. This led to inflation, so it took more
and more money to buy the same amount of goods.
Inflation means:
A. rise in the price of paper money
B. rise in the price of goods
C. rise in the price of banks
D. rise in the price of candy
Name ______________________
Hour ______________________
Benchmark #23.
I can determine the meaning of an unfamiliar word by using
context clues.
Form B
1. In May the Continental Congress asked the states to organize their
governments, and each moved quickly to adopt a state constitution, or plan
of government. By the end of 1776, eight states had drafted constitutions.
In these sentences the word constitution means:
A. government plan
B. government taxes
C. government spending
D. government congress
2. For Americans, establishing separate state governments was a much easier
task than creating a single national government. They agreed that their
nation should be a republic, a government in which citizens rule through
elected representatives. They could not agree, however on the organization
and powers of their new republic.
Republic means:
A. citizens elected by the union
B. citizens elected by congress
C. citizens elected by votes
D. citizens elected as representatives
3. On April 30, 1789, Washington took the oath of office as the first president of
the United States. John Adams became vice president. This inauguration
ceremony took place at Federal Hall on the island of Manhattan.
Inauguration means:
A. ceremony when the president takes the oath of office
B. ceremony when the president takes the oath of the legislature
C. ceremony when the president takes the oath of the constitution
D. ceremony when the president takes the oath of the nation
4. President Hamilton thought the development of manufacturing industries
would make America stronger. He proposed a tariff, a tax on imports, to
encourage people to buy American products.
A tariff is:
A. taxing people
B. taxing money
C. taxing exports
D. taxing imports
Form A
1.d
2. c
3.a
4. d
Form B
1.a
2.d
3.a
4.d
FLASHCARDS FOR WORD PART REVIEW
Directions: For each of the 8th grade word parts you will be making a flashcard to help
you memorize the meaning.
 On the front of your card, write the word part in large print, leaving enough room
for a drawing or symbol to help you memorize the meaning.
On the back of your card, list the following information: definition, example
words, directions for the kinesthetic action that your teacher will give you to help
you remember this word part.
Your card should look like this:
FRONT:
AGRI
BACK:
FIELD
picture or symbol, for this word part
you might draw a picture of a farm, a
field, a baseball field, whatever will
help you remember the meaning.
example words: agriculture, agrarian
Kinesthetic clue: digging motion
with your arms
8th Grade
Root Words
agri- : fields, land, wild, savage
agriculture – farming, or working the land
agrigenetics - research in breeding plants of the land
agrichemistry - chemicals used in agriculture, or working the fields
aud- : hear
audible – able to be heard
audience - the act of hearing, or attending to, words or sounds
audit – an official examination and verification of accounts and records; a hearing
audiovisual - of, pertaining to, involving, or directed at both hearing and sight
audition - a trial hearing given to a singer, actor, or other performer
bene- : good, well
benefit – to gain or receive good results from something
benign – favorable; having a good effect; not harmful
benevolent – kind; good-hearted
beneficiary – a person who receives something good from someone else
benefactor – a good person who offers help or donates money
circum- : around
circumvent - to manage to get around a situation
circumnavigate – to navigate or go around something
circumference – the distance around a circle or the widest part of a round object
circumlocution - a roundabout way of speaking or expressing oneself
circumscribe - to draw a line around; to form the boundary of
circumspect – watchful; looking around at all probable consequences; cautious
corp- : body
corporate - formed into a body or association, united in one group
corporeal – having to do with the physical body; bodily
corpse – a dead body
corpuscle - a small independent body; especially, a cell in blood or lymph
corps - a group of persons associated or acting together as one body
dict- say, speak, tell
dictator – a person who tells people what to do without giving them choices
predict – to say what will happen before it occurs
verdict – the decision a jury makes in a trial; the decision said by the jury
contradict – to speak against; to say the opposite
indictment – formal words spoken that charge a person with a crime
dur- : hard, harsh, lasting
durability - capable of lasting for a long time
duress – compulsion by threat or force; forcible, harsh restraint
endure - To carry on through, despite hardships
equ-/equi- : uniform, equal
equilateral - having all the sides equal; as, an equilateral triangle
equidistant - being at an equal distance from the same point or thing
equipotential - having the same, or equal, potential, or capability
hydro- water
hydroplane – moving on top of water
hydrometer – an instrument to measure the specific gravity of water
hydroelectric - the conversion of water power into electric power
hydrogen - a colorless, odorless, flammable gas that combines chemically with
oxygen to form water
hydrospace - the regions beneath the ocean's surface
luna- : moon
lunar – of, involving, caused by, or affecting the moon
lunatic – crazy; insane once thought to be was supposed to have recurring periods
dependent on the changes of the moon
mal- : bad, badly, wrong, ill
malnutrition – bad eating habits that result in poor health
malignant – very bad or harmful; likely to cause death
malodorous – stinky, having a bad smell
malfunction – to function imperfectly or badly; fail to operate normally
malevolent – wishing evil or bad will for others; mean
nav- : relating to the sea, ships or travelers
navigate - to steer or direct a ship or airplane
navigator – a person who is trained to plan the course of and drive a ship or plane
navy – a fleet of ships; all the warships of a nation
circumnavigate – to travel around the earth on water or in the air
navigable - capable of being traveled; deep enough and wide enough for vessels
to pass through; as, a navigable river.
ped : foot
pedal – a lever that is moved with one’s foot
impediment – something that stands in one’s way; an obstacle
pedestrian – a person who walks across the street on foot
pedometer – a device to measure the steps taken on foot (walking)
centipede – a creature with 100 feet
psych- : soul, mind
psychology - science that deals with the mind, or mental processes, and behavior
psychiatric - the branch of medicine that deals with the diagnosis, treatment, and
prevention of disorders of the mind
psychic - of or pertaining to the human soul or influenced by the human mind
psychoanalysis – a method of treating mind disorders by discussion of the
patient's thoughts and feelings
sci : know
conscious – to know what one is doing or intending to do; having a purpose in
one's actions
conscience - inward knowledge; the sense of right and wrong
omniscient - all-knowing; having infinite knowledge
science - knowledge acquired by study; mastery of any area of learning
subconscious - imperfectly or not wholly conscious or knowing
sent-/sens- : feel, think
sentiment – an idea, opinion, or attitude based on feeling
dissent - to differ in belief, feelings, or opinion about something
sentient - capable of feeling; conscious
sensitive - responsive to or feeling something very easily; very tender
sol/soli – one, alone, only OR sun
isolate - to make someone or something alone
sole - of which there is only one
soliloquy - the action of speaking while alone
solitary – done alone without the company of other people.
solstice - either of the times when the sun is farthest from the equator
solar - relating to or derived from the sun or utilizing the energies of the sun
spec - see, look
circumspect - watchful; cautious; looking around before acting
expect - to look forward to, plan on, look for, anticipate
spectacle - anything presented to see or show especially something big
spectacles – something used to see; eyeglasses
prospect - outlook or view of the future or in a particular direction
inspect – to look at carefully
uni- : one
uniform – to have one standard or rule for something
unitard – a one piece outfit often worn by wrestlers
unison – to work as one
unit – one group
unicellular – having only one cell
Prefixes
ab- : from , away, away from
abrupt – to break away or end suddenly
abolish - to do away with completely; to completely destroy
abdicate - to renounce; to reject; to resign; to break away from
abduct - to take away, or carry off improperly, whether by force or fraud
abhor - to shrink away from in fear, disgust, or hatred; to detest; to hate
abnormal – away from or not normal, not average, irregular
im- : not, in, into
imposter - someone who is not the person they are pretending to be
impasse – a predicament affording no obvious escape
impotent - not potent : lacking in power, strength, or vigor
import - to bring into a country from another country
impossible – not possible
in- : not, in, into
inaction – not in motion, idle
inability – not having the ability to do something
insane – not sane; not of sound mind; crazy
incredible – not believable
inappropriate – not appropriate
inter- : between, among
interactive – an exchange of activity or information between people
intermission – the break between parts of a play, opera or concert
interrupt – to break into a conversation between people
interject – to throw a remark into a conversation between two or more people
interstate – between the states
-ee : a person who
payee – a person to whom a payment is to be made
refugee – a person who flees for refuge or safety
nominee – a person who has been suggested for a position,
employee – a person who works for someone else
referee – a person who decides a matter when the parties to it are in conflict; an
umpire or judge
-ette/-et : small, little
kitchenette – a small kitchen
dinette – a small version of a dining room set
statuette – a small three-dimensional work of art; a small statue
coquette - a little flirt
-ian/-ion a person who
centenarian – a person who is at least 100 years old
librarian – a person who works in a library
historian - a person who knows history
companion – a person who keeps you company
veterinarian – a person who is a doctor of animal science
-ive : the quality of; tending to
native – the quality of being the place or environment in which a person was born
sedative - tending to calm or soothe
restive – tending to be restless, stubborn, disobedient, obstinate
pensive – tending to be preoccupied with one's thinking and thoughts; brooding
festive – the quality of being fun, joyous and merry
City of Ember Scavenger Hunt
Cover:
1. What is an ember? ___________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What sort of creatures could live in a “City of Ember”? _____________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What do you think the light bulb symbolizes? ____________________________
___________________________________________________________________
___________________________________________________________________
4. What do you think will be the problem in the city of Ember?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Back Cover:
5. How many main characters are there? Why do you think there is this number?
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. What do we know about the main characters based on the back cover?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Table of Contents:
7. Write one question for each chapter, based on the title.
Chapter 1: _________________________________________________________
____________________________________________________________________
Chapter 2: _________________________________________________________
____________________________________________________________________
Chapter 3: _________________________________________________________
____________________________________________________________________
Chapter 4: _________________________________________________________
____________________________________________________________________
Chapter 5: _________________________________________________________
____________________________________________________________________
Chapter 6: _________________________________________________________
____________________________________________________________________
Chapter 7: _________________________________________________________
____________________________________________________________________
Chapter 8:__________________________________________________________
____________________________________________________________________
Chapter 9: _________________________________________________________
____________________________________________________________________
Chapter 10: ________________________________________________________
____________________________________________________________________
Chapter 11:_________________________________________________________
____________________________________________________________________
Chapter 12: ________________________________________________________
____________________________________________________________________
Chapter 13: ________________________________________________________
____________________________________________________________________
Chapter 14: ________________________________________________________
____________________________________________________________________
Chapter 15: ________________________________________________________
____________________________________________________________________
Chapter 16: ________________________________________________________
____________________________________________________________________
Chapter 17: ________________________________________________________
____________________________________________________________________
Chapter 18: ________________________________________________________
____________________________________________________________________
Chapter 19: ________________________________________________________
____________________________________________________________________
Chapter 20: ________________________________________________________
____________________________________________________________________
2nd
City of Ember
Quarter – 8th Grade
Day Two
“Instructions” pages 1-3
Time Frame:
55 minutes
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to
determine word meaning.
I can make a prediction.
WALLS THAT
TEACH:
agri=field
I can identify main idea in a text.
Language Objective(s):
Students will read and write about the main idea in the
“Instructions” of the novel.
Students will talk about main ideas with a group in completing the
text rendering activity.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations:
 Students are to complete the bellwork.
Teacher Input (20%)/Student Active Participation (45%):
*You may encounter
Context Clues Assessment II
some reluctance to
 Word Part Flashcards/Kinestheic Motions: Direct
complete the
students to the page 1 in their student book. Review the
kinestheic activities
format and purpose of the flashcards. Have students
on the part of some
complete a flashcard for the root word “aud”. Have
students, but keep
students take out their agri flashcard from yesterday and
trying!
instruct them they are going to learn the kinesthetic
motion that will help them remember agri today. Have
* During the text
students stand and show them the motion: using both
rendering protocol,
hands as though holding a shovel and digging, while
give students some
repeating aloud “agri means field”. Advise students they
time limits for each
will learn and practice a new kinesthetic movement for
step and make sure
their word parts every day.
that groups are on
 Text Rendering Activity: Divide students into small
track. You will need
groups of four or five. Review the directions for the text
to photocopy the
rendering activity on page 12 of the student book. After
group recording
the group completes the text rendering activity, have the
sheet for each group.
reporters share their notes. Create a class-wide text
rendering by writing down sentences, phrases and words
from each group, noting which ones are repeated. As a
class, discuss how this information can help us make
predictions as a reader and how it can help us determine
the main idea of this section.

Written Reflection: Direct students to page 11 in their
student books. Have students complete the written
reflection independently. If time permits, have them share
with a shoulder partner and then share with the class.
Identifying Student Success (15%):
Student will complete the exit slip and turn in to you before
leaving.
Benchmark #23: Context Clues II
Bellwork: Day Two—City of Ember
1. Word Parts: The prefix “post” means after. How does understanding the meaning of
this prefix help you determine the meaning of the word “postgame”?
2. Word Parts: The prefix “uni” means one. How does understanding the meaning of this
prefix help you determine the meaning of the word “uniform?
3. Main Idea: The preface of the book is titled “Instructions.” What kind of instructions
do you think people of Ember might need? Why? Two Sentence Minimum
Written Reflection:
Why do you think the builders of Ember wanted the information in the box to remain a
secret? What are some possible reasons to withhold the information? Describe a time
when you have withheld information from someone else. What were your reasons?
What was the outcome?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Exit Slip: Your ticket out the door. Complete one of the following sentences on a piece
of paper. You will give these to me on your way out the door.
Outcome Sentences
Today I learned…
Today I discovered…
Today I was surprised…
Text Rendering Protocol:
Purpose: To work together to develop meaning, clarify, and expand our thinking about
the story.
Roles:
Group leader: to guide through the steps and make sure everyone has a chance to
participate.
Recorder: to write down what the group says for sentences, phrases, words shared.
Reporter: to share the group’s responses with the whole class
Timer: to make sure that the group is following the time limits for each part of the
process.
Reading:
Each person takes a few moments to read the three pages and write down what they think
is the most important word, phrase, and sentence in their student book.
Steps:
1. First Round: Each person shares a sentence from “Instructions” that he/she thinks
is important. The writer records the sentence on the group hand-out.
2. Second Round: Each person shares a phrase that he/she thinks is important. The
writer writes down the phrase on the group hand-out.
3. Third Round: Each person shares the word that he/she thinks is important. The
writer writes down the word on the group hand-out.
4. The group then reads the new “text” out loud—beginning with the words, then
moving on to the phrases, and then on to the sentences.
5. The small group discusses what they heard and any new ideas they have about the
text.
6. Each group member completes a self-reflection on what they learned.
7. The class discusses what they learned from the text rendering process.
Text Rendering Activity: “Instructions”
1. What do you think is the most important sentence in this chapter?
________________________________________________________________________
________________________________________________________________________
2. What do you think is the most important phrase in this chapter?
________________________________________________________________________
3. What do you think is the most important word in this chapter?
________________________________________________________________________
Self-Reflection:
What do you think this story is about? By sharing information with your group, what
new information did you learn?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Group Response Page for Text Rendering: “The Instructions”
1. What are the most important sentences in this chapter?
a. __________________________________________________________________
__________________________________________________________________
b. __________________________________________________________________
_________________________________________________________________
c. _________________________________________________________________
__________________________________________________________________
d.__________________________________________________________________
__________________________________________________________________
2. What do you think is the most important phrase in this chapter?
a. __________________________________________________________________
b. __________________________________________________________________
c. __________________________________________________________________
d. __________________________________________________________________
3. What do you think is the most important word in this chapter?
a. __________________
b. __________________
c. __________________
d. __________________
Name ______________________
Hour ______________________
Benchmark #23.
I can determine the meaning of an unfamiliar word by using
context clues.
Form D
An Extraordinary Man
Read each pair of sentences. Circle the context clues that help you to understand the
underlined word. Then write a new sentence using the underlined word.
1. Paul’s report was filed with erroneous details. There was not one accurate fact in
the whole paper.
________________________________________________________________
________________________________________________________________
2. The teacher clarified the instructions for us. After she explained the sentences in
her own words, it was much easier to understand what we were expected to do.
________________________________________________________________
________________________________________________________________
3. The coach had a bad reputation for his opprobrious nature. He was often heard
hurling insults at the referees.
________________________________________________________________
________________________________________________________________
4. The simulations of Artic scenes in the museum were extremely realistic. You
almost felt as if you were standing at the North Pole.
______________________________________________________________
______________________________________________________________
Name ______________________
Hour ______________________
Benchmark #23.
I can determine the meaning of an unfamiliar word by using
context clues.
Form E
Directions: Read the sentences. Circle the word or phrase that helps you determine the
meaning of the underlined word. Then write a new sentence using the underlined word.
Your sentence needs to demonstrate your understanding of the word. For example,
instead of writing, “I was exonerated,” you might write “I was exonerated, so the
accusation was removed from my record.”
1. Wendy was the most unruffled person I knew. She seemed never to be upset or
nervous about any situation.
2. On her travels, Keiko had found herself in many different situations, but here was
a scenario she had never encountered.
3. The mice scampered across the attic floor incessantly, causing everyone to
complain that the continual noise kept them up all night.
4. Zachary swam frantically toward the finish line. All the other swimmers seemed
to be swimming calmly along, almost as if they were not in a real race.
5. The coach yelled belligerently at the umpire about the call. The player, on the
other hand, politely and quietly left the playing field.
City of Ember
2nd Quarter – 8th Grade
Day Three
Chapter One pages 4-16
Time Frame:
55 minutes
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to
determine word meaning.
WALL THAT
TEACH:
MAJOR and
MINOR
CHARACTERS
I can describe the different aspects of major and minor characters
in a piece of text.
aud=hear
I can organize my expository writing in a logical order.
I can use word choice that enhances my expository writing.
Language Objective(s):
Students will write Cornell notes on aspects of major and minor
characters.
Teacher Notes/
Accommodations:
For the job
activity, feel free to
customize the jobs
and roles to fit your
classroom. You
may need to have
more than one
person for some
jobs. Just make sure
there is only one
mayor!
Students will write a note to a friend describing the job they drew
for the City of Ember.
Activating and Assessing Prior Knowledge (20%):
Students will complete bell work.
Teacher Input (20%)/Student Active Participation (45%):
 Word Part Flashcards/Kinesthetic Motions: Have
students complete a flashcard for the root word “bene”.
Have students take out their aud flashcard from yesterday
and write down the kinesthetic movement for this root.
Have students stand and show them the motion: cupping
one hand next to the ear, while repeating aloud “aud
means hear”. Practice also the movement for agri, learned
yesterday and direct them to the walls that teach where the
first two roots should be listed.
 Teacher will give notes over major and minor characters.
Students should write them using the Cornell system.
Direct students to review their notes on characters from
Monster if available.
 Begin reading the novel on page 4. Stop periodically to
discuss the aspects of the main characters as they are
introduced. Remind students to be adding details about
the characters to their Cornell notes as you read.


Drawing for Jobs: Have students review the job
descriptions on page 18 in their student books. Give them
a minute to select the job they want and then answer the
first question on page 19. Have each student draw one job
and answer questions 2 & 3 on page 19.
Portfolio: Direct students to page 15 in the student book
that reviews the portfolio requirements to complete the
writing benchmarks for this unit. Read together and
answer questions as needed. Have students review the six
trait rubrics on pages 16-17.
 Writing Activity: RAFT: Introduce the RAFT chart on
page 19. Students are to write as though they lived in the
city of Ember and have just completed Assignment Day.
Students use the RAFT chart to help them write a note to a
friend about the job they have been assigned.
Home Learning: If students do not finish writing their drafts,
they should complete them at home and turn them in the next day.
Identifying Student Success (15%):
Exit slips
Bellwork: Day Three—City of Ember
1. Word Parts: The prefix “auto” means self. How does understanding the meaning of
this prefix help you determine the meaning of the word “autobiography”?
2. Word Parts: The prefix “super” means over or above. How does understanding the
meaning of this root help you determine the meaning of the word “supersize”?
3. Character: How do you think it would feel to have your career assigned to you without
any choice in the matter? Two Sentence Minimum
Portfolio:
There are two writing benchmarks covered in the City of Ember unit:


I can organize my expository writing in a logical order.
I can use word choice that enhances my expository writing.
To pass these benchmarks, you will be creating a portfolio of all the assignments you
write this quarter. At the end of the quarter, you will select your two favorite pieces and
re-write them, focusing on the traits of organization and word choice. Your teacher will
use the rubrics included on the following page to assess your writing to determine if you
will pass these two benchmarks.
Exit Slip: Your ticket out the door. Complete one of the following sentences on a piece
of paper. You will give these to me on your way out the door.
Outcome Sentences
Today I learned…
Today I discovered…
Today I was surprised…
ORGANIZATION
5
The organization enhances and showcases the central idea or
theme. The order, structure, or presentation of information is
compelling and moves the reader through the text.
A. An inviting introduction draws the reader in; a satisfying conclusion leaves the
reader with a senseof closure and resolution.
B. Thoughtful transitions clearly show how ideas connect.
C. Details seem to fit where they're placed; sequencing is logical and effective.
D. Pacing is well controlled; the writer knows when to slow down and elaborate, and
when to pick upthe pace and move on.
E. The title, if desired, is original and captures the central theme of the piece.
F. The choice of structure matches the purpose and audience, with effective paragraph
breaks.
3The organizational structure is strong enough to move the reader
through the text without too much confusion.
A. The paper has a recognizable introduction and conclusion. The introduction may
not create a strong sense of anticipation; the conclusion may not tie-up all loose ends.
B. Transitions sometimes work; at other times, connections between ideas are unclear.
C. Sequencing shows some logic, but not under control enough that it consistently
supports thedevelopment of ideas. The structure may be predictable and taking attention
away from the content.
D. Pacing is fairly well controlled, though the writer sometimes lunges ahead too
quickly or spends too much time on details that do not matter.
E. A title (if desired) is present, although it may be uninspired or an obvious
restatement of the prompt or topic.
F. The organization sometimes supports the main point or story line, with an attempt
at paragraphing.
1 The writing lacks a clear sense of direction. Ideas, details, or events
seem strung together in a loose or random fashion; there is no
identifiable internal structure. The writing reflects more than one of
these problems:
A. There is no real lead to set-up what follows, no real conclusion to wrap things up.
B. Connections between ideas are confusing or absent.
C. Sequencing is random and needs lots of work.
D. Pacing feels awkward; the writer slows to a crawl when the reader wants to move on,
and vice versa.
E. No title is present (if requested) or, if present, does not reflect the content.
F. Problems with organization make it hard for the reader to understand the main
point or story line, with little or no attempt at paragraph breaks.
WORD CHOICE
5 Words convey the intended message in a precise, interesting, and
natural way. The words are powerful and engaging.
A. Words are specific and accurate. It is easy to understand just what the writer means.
B. Striking words and phrases often catch the reader's eye and linger in the reader's mind.
C. Language and phrasing are natural, effective, and appropriate for the audience.
D. Lively verbs add energy while specific nouns and modifiers add depth.
E. Choices in language enhance the meaning and clarify understanding.
F. Precision is obvious. The writer has taken care to put just the right word or phrase in
just the rightspot.
3The language is functional, even if it lacks much energy. It is easy to
figure out the writer's meaning on a general level.
A. Words are adequate and correct in a general sense, and they support the meaning by
not getting in the way.
B. Familiar words and phrases communicate but rarely capture the reader's
imagination.
C. Attempts at colorful language show a willingness to stretch and grow but sometimes
reach beyond the audience (thesaurus overload!).
D. Despite a few successes, the writing is marked by passive verbs, everyday nouns,
and mundane modifiers.
E. The words and phrases are functional with only one or two fine moments.
F. The words may be refined in a couple of places, but the language looks more like the
first thing that popped into the writer’s mind.
1 The writer demonstrates a limited vocabulary or has not searched for
words to convey specific meaning.
A. Words are so nonspecific and distracting that only a very limited meaning comes
through.
B. Problems with language leave the reader wondering. Many of the words just don’t
work in this piece.
C. Audience has not been considered. Language is used incorrectly making the message
secondary to the misfires with the words.
D. Limited vocabulary and/or misused parts of speech seriously impair understanding.
E. Words and phrases are so unimaginative and lifeless that they detract from the
meaning.
F. Jargon or clichés distract or mislead. Redundancy may distract the reader.
THE JOBS OF EMBER

Messenger: Gives and receives messages and information. A courier. Acts as
a telephone or a mailperson, communicating oral messages.

Pipeworker: Works below the city near and around the river. Makes sure that
drains are clear and the river is flowing normally, prevents flooding.

Gardner:
Grows and protects the plants of the city. Grows vegetables and
other plant food sources.

Supply Depot Clerk: Maintains the rations and distributes all necessary
consumable and non-consumable goods.

Shopkeeper: Sells, trades and barters consumable and non-consumable
merchandise with the public.

Trash Sifter: Recycles the trash by salvaging items that can be reused.

Mold Scraper: Cleans the city of any mold and/or mildew that may be
accumulating due to dampness.

Building Repair Assistant: Works under the direction of the Mayor to maintain
the city’s buildings.

Timekeeper: Sets and maintains the time on the city’s clock tower. Maintains
the clock by providing regular maintance.

Doctor’s Assistant: Supervises the physical health of the people.

Teacher:
of twelve.

Mayor’s Guard:
Keeps the mayor safe from any harm.

Street Sweeper:
Sweeps and cleans the streets of the city.

Beekeeper:
Maintains the city’s bees and beehives.

Librarian:
Catalogs and secures the city’s collections of books.

Electrician: Maintains and services the city’s generator. Protects the city’s
only source of electrical energy.

Mayor:
Runs the city government, acts as the city leader. Has unparalleled
access to the city’s supplies.
Provides all the schooling for the citizens of Ember up to the age
Written Reflection—Jobs of Ember
1. What job do you want? __________________________________________
2. What job did you draw? _________________________________________
3. What skills do you have that will help you do this job well?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Writing Assignment #1: RAFT
Write a note to a friend using the following information. Your note should be at least 3
paragraphs long. Pay special attention to organization and word choice in writing.
Role of the Writer
(Who are you?)
Audience for the
Writer
(To whom are you
writing?)
Format of the
Writing
(What form will
you use in your
writing?)
A classmate of Lina You are writing to a Your writing
and Doon, a student friend in the city of format will be a
in the City of
Ember.
note.
Ember who has just
drawn their job on
assignment day.
Topic
(What are you
writing about?)
Tell about the job
you got and how
you feel about it.
(Use evidence from
the story.)
2nd
City of Ember
Quarter – 8th Grade
Day Four
Chapter Two pages 17-26
Time Frame:
55 minutes
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning
WALLS THAT
TEACH:
I can organize my expository writing in a logical order.
bene=good
I can use word choice that enhances my expository writing.
I can describe the different aspects of major and minor characters in a piece of
text.
Language Objective(s):
Students will read from the novel.
Students will write response to questions.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “circum”. Have students take out their “bene”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
root. Have students stand and show them the motion: placing one hand
may chose to read
over the heart and smiling, while repeating aloud “bene means good”.
with the whole
Practice also the movement for the previous roots and direct them to the
class, in pairs, etc.
walls that teach where the previous roots should be listed.
 Cornell Notes: Advise students they will be adding to their Cornell Notes
about the main characters as they read today, specifically Lina Mayfleet.
Begin reading pages 17-26.
 Writing Workshop: After students have finished reading the first section
of Chapter Two, direct them to writing question on page 20 of their
student books. Give students the remainder of the 55 minutes to answer
this question and complete their RAFT writing assignments from
yesterday. Advise students they will be turning in both rough drafts to you
as exit slips today.
Identifying Student Success (15%):
Rough drafts of writing assignments 1 & 2.
Bellwork: Day Four of Ember
1. Word Parts: The prefix “fore” means before. How does understanding the meaning of
this prefix help you determine the meaning of the word “foreshadowing”?
2. Word Parts: The prefix “multi” means many. How does understanding the meaning of
this prefix help you determine the meaning of the word “multitasking”?
3. Character: We’ve learned our two main characters in the book are Lina Mayfleet and
Doon Harrow. Write a sentence describing each character. Two Sentence Minimum
Writing Assignment #2—Faded Friendships:
“After a while, the memory of the light pole incident faded, but by then they had gotten
out of the habit of friendship. “ (p. 21)
1. Describe a relationship with a friend that has faded (even since 6th grade). Why
have you grown apart? Do you see yourselves ever being close again? Explain
your answer.
2. Both characters expressed a desire to talk to the other one after “Assignment
Day.” What do you think prevented them from resuming their friendship?
Exit Slip: Your ticket out the door. Today your exit slip will be the rough drafts of
writing assignments 1 &2.
2nd
City of Ember
Quarter – 8th Grade
Day Five
Chapter Two pages 27-39
Time Frame:
55 minutes
WALLS THAT
TEACH:
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can describe the different aspects of major and minor characters in a piece of
text.
circum=around
Language Objective(s):
Students will read from the novel.
Students will write graphic organizer over main character.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “corp”. Have students take out their “circum”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
root. Have students stand and show them the motion: making a wide
may chose to read
circle with their index finger, while repeating aloud “circum means
with the whole
around”. Practice also the movement for the previous roots and direct them
class, in pairs, etc.
to the walls that teach where the previous roots should be listed.
 Character Graphic Organizers: Direct students to the character graphic
 It is your
organizer on page 22 of their student books. As they are reading, students
decision how you
should be adding their observations about Lina’s character and what she
want to organize
observes about the city of Ember in the chapter. Advise students that this
the writing
information will be used on their first set of benchmark assessments over
assignments for
character for the novel. Begin reading pages 27-39. To check for
the portfolio.
understanding on the benchmark of character, please review information
You may wish to
on the graphic organizer. You may want to have students work with a
keep all the drafts
shoulder partner and then have partners report out to the class.
until the end of
 Writing Activity: After students have finished reading the second section
the unit, or give
of Chapter Two and completed their graphic organizers, direct them to
them to the
writing question on page 21 of their student books. Have students
students to keep.
complete activity and then share responses with a shoulder partner.
You do not need
to read and
Identifying Student Success (15%):
comment on each Exit Slips. Remind students that tomorrow they will have their first assessment
draft.
over characters.
Bellwork: Day Five of Ember
1. Word Parts: The prefix “sub” means below. How does understanding the meaning of
this prefix help you determine the meaning of the word “substandard”?
2. Word Parts: The prefix “semi” means half. How does understanding the meaning of
this root help you determine the meaning of the word “semicircle”?
3. Character: The title of Chapter Two is “A Message to the Mayor.” What kind of
message do you think the mayor might be getting? Who might be sending him a
message? Two Sentence Minimum
Writing Activity: A Strange and Interesting Place
In just a few hours, Lina discovered all kinds of strange and interesting things.” (p. 30)
What kinds of strange, interesting things did Lina discover? Using bullets in your
writing, list some examples from the text and create some examples using your
imagination.
Strange, Interesting Things Lina Discovers
From the text (created by the author)
From your imagination
Exit Slip: Your ticket out the door. Write a three-sentence description of the character of
Lina Mayfleet.
CHARACTER ANALYSIS OF LINA MAYFLEET
City of Ember
Quarter – 8th Grade
Day Six
Chapter Three pages 40-53
2nd
Time Frame:
55 minutes
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
WALLS THAT
TEACH:
I can organize my expository writing in a logical order.
corp=body
I can use word choice that enhances my expository writing.
Content Objective(s) Tested:
I can describe the different aspects of major and minor characters in a piece of
text.
Language Objective(s):
Students will read from the novel.
Students will write graphic organizer over main character.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “dict”. Have students take out their “corp”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
root. Have students stand and show them the motion: pointing their index
may chose to read
finger to their head and then moving it down the length of their body,
with the whole
while repeating aloud “corp means body”. Practice also the movement for
class, in pairs, etc.
the previous roots and direct them to the walls that teach where the
previous roots should be listed.
 Character Assessment I
 Character Graphic Organizers: Direct students to the character graphic
organizer on page 24 of their student books. As they are reading, students
should be adding their observations about Doon’s character and what he
observes about the city of Ember in the chapter. Begin reading pages 4053. To check for understanding on the benchmark of character, please
review information on the graphic organizer. You may want to have
students work with a shoulder partner and then have partners report out to
the class.
 Writing Assignment #3: After students have finished reading, direct them
to writing question on page 23 of their student books. Advise them this
activity will be a part of their writing portfolio.
Identifying Student Success (15%):
Benchmark Assessment #24—Character
Exit Slips
Bellwork: Day Six of Ember
1. Word Parts: The prefix “a” means on or in. How does understanding the meaning of
this prefix help you determine the meaning of the word “abed
2. Word Parts: The prefix “be” means about to. How does understanding the meaning of
this prefix help you determine the meaning of the word “bespeak”?
3. Predictions: The title of Chapter Three is “Under Ember.” Which of our main
characters might be going “under” Ember? Why? Two Sentence Minimum
Writing Assignment #3: Unintended Consequences
“The thought made him suddenly furious. He sat up, grabbed a shoe heel out of
the bucket at his feet, and hurled it with all his might.
‘. . . Oh, I hit you, father. I’m sorry.’” (p. 50)
Think of a time when you have lost your temper and had unfortunate consequences.
Organize your response in a logical order and focus on using strong word choice.
Exit Slip: Your ticket out of class. The rough draft of writing assignment #3.
Name:______________________________________________________
Benchmark #24: I can describe the different aspects of major and
minor characters in a piece of text.
Form A
Directions: Using the information from your character graphic organizer,
page 22 in your student book, write a two-paragraph description of the
character of Lina Mayfleet. Describe what we know about how she looks.
Describe what she says and does in relation to other characters in the novel
and how other characters perceive her.
Name:______________________________________________________
Benchmark #24: I can describe the different aspects of major and
minor characters in a piece of text.
Form B
Directions: Circle the letter that corresponds with the correct answer.
1. A major character
A. plays an insignificant role in assisting the main character to resolve the
story’s conflict.
B. rarely speaks or acts in the story.
C. is less important than a minor character.
D. dominates a story as the dialogue and events focus on this character.
2. A minor character
A. plays a main role in the development and resolution of a conflict.
B. has less presence within a story than the main character.
C. often speaks or acts in the story.
D. dominates a story as the dialogue and events focus on this character.
3. Which of the following characters are major characters in The City of Ember?
A. Doon and Lina
B. Lizzie and Lina
C. Doon and Poppy
D. Granny and Captain Fleery
4. Which of the following characters are minor characters in The City of Ember?
A. Doon and Lina
B. Lizzie and Lina
C. Doon and Poppy
D. Granny and Captain Fleery
KEY Assessment Form B
1. D
2. B
3. A
4. D
CHARACTER ANALYSIS OF DOON HARROW
2nd
City of Ember
Quarter – 8th Grade
Day Seven
Chapter Four pages 54-69
Time Frame:
55 minutes
WALLS THAT
TEACH:
dict=speak
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I explain the author’s purpose for using sequence as a text structure.
Content Objective(s) Tested:
I can describe the different aspects of major and minor characters in a piece of
text.
Language Objective(s):
Students will read from the novel.
Students will write and talk about a casual chain graphic organizer over the
sequence of events in the chapter.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the bell work.
Teacher Input (20%)/Student Active Participation (45%):
 Today students
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
should read in
flashcard for the root word “dur”. Have students take out their “dict”
groups of three or
flashcard from yesterday and write down the kinesthetic movement for this
four to complete
root. Have students stand and show them the motion: pointing their index
the casual chain
finger to their mouth, while repeating aloud “dict means speak”. Practice
graphic organizer
also the movement for the previous roots and direct them to the walls that
and check it
teach where the previous roots should be listed.
together.
 Character Assessment II
 Casual Chain Graphic Organizer: Direct students to the casual chain
graphic organizer on page 26 of their student books. Discuss with students
the idea of sequence (things happening in order) and the format of the
graphic organizer. It may be helpful to read the first two pages together
and complete the first elements of the graphic organizer so that students
are clear on the concept of “reaction”. After demonstrating, divide
students in groups and have them read the remainder of the chapter,
stopping to complete the graphic organizer as needed.
Identifying Student Success (15%):
Benchmark Assessment—Character--#24
Exit Slips
Bellwork: Day Seven of Ember
1. Word Parts: The prefix “up” means upper or above. How does understanding the
meaning of this prefix help you determine the meaning of the word “upstairs”?
2. Word Parts: The prefix “im” means not. How does understanding the meaning of this
prefix help you determine the meaning of the word “impatient”?
3. Predictions: The title of Chapter Four is “Something Lost, Nothing Found.” What
might be lost and never found in Ember? Two Sentence Minimum
Exit Slip:
Your ticket out the door today is to write down two of the most important things you
learned from today’s lesson.
Name:______________________________________________________
Benchmark #24: I can describe the different aspects of major and
minor characters in a piece of text.
Form C
Directions: Circle the letter that corresponds with the correct answer.
1. Doon Harrow wanted the job of _______ in the City of Ember.
A. Messenger
B. Trash Sifter
C. Electrician
D. Mayor’s Guard
2. Doon traded jobs with Lina in order to be …..
A. Closer to the generator
B. Above ground all day
C. Stay close to the mayor
D. Know all the gossip in Ember
3. Doon and Lina stopped being friends in school because
A. Doon ignored Lina for the popular kids.
B. Doon dropped out of school because he was behind.
C. Doon was angry at Lina for laughing at him when he tried to climb the
light pole.
D. Lina wasn’t interested in being Doon’s friend anymore.
4. Which of the following words best describe Doon’s character?
A. Loud and outgoing
B. Serious and easily angered
C. Silly and a prankster
D. Mean and cruel
KEY Form C
1. C
2. A
3. C
4. B
Name:______________________________________________________
Benchmark #24: I can describe the different aspects of major and
minor characters in a piece of text.
Form D
Directions: Using the information from your character graphic organizer,
page 24 in your student book, write a two-paragraph description of the
character of Doon Harrow. Describe what we know about how he looks.
Describe what he says and does in relation to other characters in the novel
and how other characters perceive him.
Causal Chain Activity (Teacher Copy)
Setting
Time: Evening
Next Day
Place: Lina’s Apartment
Greenhouse
Event 1:
Granny is tearing up
couch
Reaction:
Lina is upset
Event 2:
Poppy is lost
Event 4:
Lina has Mrs. Murdo
watch Poppy and
Granny
Reaction:
Lina feels better
Event 5:
Lina delivers
message to
Clary
Reaction:
Clary glad to
see Lina
Event 6:
Clary and Lina share
problems
Event 7:
Sadge comes in from
unknown region
Reaction:
Clary tries to calm
him/Lina has
questions
Event 8:
Sadge is taken
away by guards
Reaction:
Life
contemplation/
sadness between
Clary and Lina
Event 9:
Clary gives Lina bean and
pot with soil
Reaction:
Clary is uncomfortable;
Lina leaves—she wants to
comfort Clary but does not
Reaction:
Lina is scared
Event 3:
Granny is restuffing
couch
Reaction:
Lina asks many
questions
Reaction:
Clary concerned she can’t
fill order / Lina feels
uncomfortable
Causal Chain Activity (Student Copy)
Setting:
Time: ____________________________________________________________
Place: ____________________________________________________________
Event 1:
Event 2:
Event 3:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Reaction:
Reaction:
Reaction:
____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Event 4:
Event 5:
Event 6:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Reaction:
Reaction:
Reaction:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Event 7:
Event 8:
Event 9:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Reaction:
Reaction:
Reaction:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
2nd
City of Ember
Quarter – 8th Grade
Day Eight
Chapter Five pages 70-83
Time Frame:
55 minutes
WALLS THAT
TEACH:
sequence=a text
structure that
organizes
information
chronologically
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
dur=hard, lasting
Language Objective(s):
Students will read from the novel.
I explain the author’s purpose for using sequence as a text structure.
I can organize my expository writing in a logical order.
I can use word choice that enhances my expository writing.
Students will write and talk about a sequence graphic organizer over the sequence
of events in the chapter.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the bell work.
Teacher Input (20%)/Student Active Participation (45%):
 Today students
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
should read in
flashcard for the root word “equ/equi”. Have students take out their “dur”
groups of three or
flashcard from yesterday and write down the kinesthetic movement for this
four to complete
root. Have students stand and show them the motion: rapping their hands
the sequence
on a desk-top, while repeating aloud “dur means hard”. Practice also the
graphic organizer
movement for the previous roots and direct them to the walls that teach
and check it
where the previous roots should be listed.
together.
 Sequence Graphic Organizer: Direct students to the sequence graphic
organizer on page 28 of their student books. Discuss with students the idea
of sequence (things happening in order) and the format of the graphic
organizer. It may be helpful to read the first two pages together and
complete the first elements of the graphic organizer. After demonstrating,
divide students in groups and have them read the remainder of the chapter,
stopping to complete the graphic organizer as needed.
 Writing Assignment #4: After students have finished reading, direct them
to writing question on page 27 of their student books. Advise them this
activity will be a part of their writing portfolio.
Identifying Student Success (15%):
Exit Slips
Bellwork: Day Eight of Ember
1. Word Parts: The root word “aero” means air. How does understanding the meaning of
this root help you determine the meaning of the word “aerospace”?
2. Word Parts: The root word “aqua” means water. How does understanding the meaning
of this root word help you determine the meaning of the word “aquatic”?
3. Sequence: Define the text structure sequence and give an example of a type of writing
that might use sequence. Two Sentence Minimum
Writing Assignment 4:
1. Create a list of the words or phrases that helped you create a picture in your mind
of the following episode.
2. Describe your emotional response (how did you feel) to this particular
description.
“All right, I’ll take one. No, wait.” It was like hunger, what she felt. It was the same as
when her hand sometimes seemed to reach out by itself to grab a piece of food. It was
too strong to resist. “I’ll take two,” she said, and a faint dazzly feeling came over her at
the thought of was she was doing. (p. 76)
Exit Slip:
Your ticket out the door today is to use the sequence text structure to describe the
procedure for eating lunch in the school cafeteria.
Sequence Graphic Organizer
Setting:
Time: ____________________________________________________________
Place: ____________________________________________________________
Event 1:
Event 2:
Event 3:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Event 4:
Event 5:
Event 6:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Event 7:
Event 8:
Event 9:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Sequence Graphic Organizer—Teacher Copy
Setting:
Time: ____________________________________________________________
Place: ____________________________________________________________
Event 1:
Ms. Murdo starts
taking care of Granny.
Event 2:
Lina goes shopping on
Thursday and hears
about the shortages.
Event 3:
Lina decides to go to
Night Street to get
colored pencils.
Event 4:
Lina passes Sadge
on a street corner
raving about the
Unknown Regions.
Event 5:
Lina arrives at Looper’s
store and sees the
colored pencils.
Event 6:
Lina struggles to
decide which colors to
buy, finally deciding on
blue and green.
Event 7:
While Lina is looking
at the pencils, Poppy
disappears.
Event 8:
While Lina is
searching for Poppy
a blackout happens.
Event 9:
Lina finally finds Poppy
with Doon.
2nd
City of Ember
Quarter – 8th Grade
Day Nine
Chapter Six pages 84-92
Time Frame:
55 minutes
WALLS THAT
TEACH:
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can identify and explain the propaganda techniques of statistics, glittering
generalities, bandwagon and testimonial.
equ/equ=equal
Content Objective(s) Assessed:
I can explain the author’s purpose for using sequence as a text structure.
Language Objective(s):
Students will read from the novel.
Students will read definitions of persuasive techniques and talk about examples
from the text.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “hydro”. Have students take out their
want to read the
“equ/equi” flashcard from yesterday and write down the kinesthetic
text today—you
movement for this root. Have students stand and show them the motion:
may chose to read
holding both hands out to the side, palm up like a balance scale, while
with the whole
repeating aloud “equ means equal”. Practice also the movement for the
class, in pairs, etc.
previous roots and direct them to the walls that teach where the previous
roots should be listed.
 Sequence Assessment I
 Read pages 84-88/Definitions of propaganda techniques: As a class,
read this section of the novel, up through the end of the mayor’s speech.
Stop on page 89 and direct students to page 29 in their student books, the
definitions of propaganda techniques. Have students brainstorm examples
of the different techniques.
 Comprehension Questions: Direct students to the comprehension
questions on page 30 of their student books. Have them answer the
questions independently and then discuss the answers together, again tying
it in to the study of propaganda techniques.
 Finish reading: Finish reading this chapter, pages 89-92.
Identifying Student Success (15%):
Benchmark Assessment I—Sequence #25
Exit Slips
Bellwork: Day Nine of Ember
1. Word Parts: The root word “biblio” means book. How does understanding the
meaning of this root help you determine the meaning of the word “bibliophile”?
2. Word Parts: The root word “bio” means life. How does understanding the meaning of
this root word help you determine the meaning of the word “biology”?
3. Propaganda: People use propaganda to try and convince other people to believe
something. What do you think the mayor of Ember wants the citizens to believe? Why?
Two Sentence Minimum
Propaganda Terms
# 1: Bandwagon
This technique tries to persuade everyone to join in and do the same thing.
Example: Everyone else has these jeans, so should you!
#2: Glittering Generalities
Words such as luxury, beautiful, paradise, and economical are used to evoke
positive feelings in the audience.
Example: These are the most wonderful and faboulous jeans ever!
#3. Statistics
Speaker uses numbers to try and persuade
Example: 90% of girls surveyed prefer our brand of jeans.
#4 Testimonial
Speaker uses someone famous or an “expert” to persuade
Example: Beyonce wears our jeans every day!
Exit Slip:
Your ticket out the door today is to use the text structure of sequence to describe your
morning routine.
Name:______________________________________________________
Benchmark #25: I can explain the author’s purpose for using sequence as a text
structure.
Form A
1. After piecing together the chewed up Instructions, Lina first informs Captain Fleery as
to what she discovered. Captain Fleery thinks the Instructions are a recipe or
someone’s homework assignment. Then Lina writes a letter to the mayor, but never
receives a response. Finally, Lina share the Instructions with Doon. Together they
explore the dark tunnel and locked door in the Pipeworks.
The author uses sequence in the above passage to
a. inform the reader that Lina agrees with Captain Fleery
b. explain how Lina and Doon decode the Instructions
c. persuade the reader to believe that all Ember adults take the ideas of children
seriously
d. demonstrate how Doon and Lina share a common interest in decoding the
Instructions
2. Upon jiggling the know on the locked door in the Pipeworks, Lina and Doon hear a
noise. This prompts them to make their way back down the tunnel. Then they flatten
themselves against the wall. After that, they hear another sound: the chink of a key
turning in a lock.
The author uses sequence in the above passage to
a. demonstrate how Lina and Doon can be sneaky
b. inform the reader that someone else has discovered and unlocked the secret
door
c. persuade te reader to believe that Lina and Doon are bad kids
d. explain the consequences of sneaking around in the pipeworks
3. After Granny becomes ill and before she dies, she has few brief conversations with
Lina. First, Lina asks Lina if they ever found what her grandfather had lost. In the
next conversation, Granny informs Lina she has dreamed about a baby. In the final
conversation, she instructs Lina to go to bed because she is all right. After the final
conversation as Lina stands up to return to her room, a wave of terrible loneliness
sweeps over her.
The author uses sequence in the above passage to
a. demonstrate how little Lina cares for Granny
b. show Granny’s concern for Ember
c. persuade the reader that Granny is crazy
d. inform the reader that Granny and Lina have little in common
4. Doon first displays his anger on assignment day when he yells at the mayor and the
mayor informs Doon that he will remember him. Doon hurling a shoe heel that ends
of hitting his father in the face demonstrates the second time that he displays anger.
Thirdly, Doon reveals his anger when he accidentally smashes the bug in the
pipeworks.
The author uses sequence in the above passage to
a. demonstrates how Doon’s anger leads to unintended consequences
b. persuade the reader to believe that Doon is always angry
c. prove that Doon cares little for people and insects
d. explain why Doon is angry
Name:______________________________________________________
Benchmark #25: I can explain the author’s purpose for using sequence as a
text structure.
Form B
1. In Chapter One, what happened before Doon threw his temper tantrum in
front of the mayor?
a. Lina drew the job of Pipeworks laborer
b. The mayor told Doon his behavior was disgraceful
c. Lina and Doon traded jobs
d. The mayor shook hands with the teacher
2. What is the correct order of events on Lina’s first day as messenger?
a. Lina took a message to the mayor from Looper, gets in trouble at
City Hall and then takes a message for Mr. Polster
b. Lina took a message from Mr. Polster, goes to see Clary at the
greenhouse and then takes a message to the mayor.
c. Lina listens to the instructions from Captain Fleery, takes a
message from Ms. Polster, takes a message from Looper to the
mayor at City Hall, where she gets in trouble.
d. Visits Clary at the greenhouse, talks to Lizzie at the Supply Depot
and buys colored pencils from Looper
3. What happened last on Doon’s first day at work?
a. He learns where the generator room is located
b. He looks in at the generator and sees how broken down it looks
c. He sees Lina on the roof of the Gathering Hall
d. Another worker tells Doon the generator is getting worse
4. What happened during the blackout?
a. Lina buys colored pencils
b. Doon accidentally hits his dad in the head with a shoe heel
c. Granny tears the couch apart
d. Poppy and Lina get separated in the dark
Answer Key
Form A
1. D
2. B
3. B
4. A
Form B
1. a
2. c
3. d
4. d
Comprehension Questions:
Directions: Underline the statements that show a type of propaganda. Label them with the
specific type of propaganda being used.
“People of Ember,” the mayor said again. He looked from side to side. The light
glinted off his bald head. “Our city has experienced some slight diffcushlaylie. Times like
this require gresh, peshu trush all.”
“What did he say?” people whispered urgently. “What did he say? I couldn’t hear
him.”
“Slight difficulties,” someone said. “Requires great patience from us all.”
“But I stand here today,” the mayor went on, “to reassure you. Difficult times will
pass. We are mayg effn effuff.”
“What?” came the sharp whisper. “What did he say?”
Those near the front passed word back. “Making every effort,” they said. “Every
effort.”
“Louder!” someone shouted. The mayor’s voice blared through the megaphone
louder but ever less clear. “Wursh poshuling!” he said. “Pank. Mushen pank. No rrrshen
pank.”
“We can’ hear you!” someone else yelled. Lina felt a stirring around her, a
muttering. Someone pushed against he back, forcing her forward.
“He said we mustn’t panic,” someone said. “He said panic is the worst possible
thing. No reason to panic, he said.” (p. 86)
1.
How could the mayor have used statistics to strengthen his argument?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2.
How could the mayor have used bandwagon?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3.
Underline and label the type of propaganda found in this passage.
“Not lie, at least,” Doon said. “If he really has a solution, he should have told us. He
shouldn’t pretend he has solutions when he doesn’t.” (p. 88)
4. What glittering generality could Dean have used to support his
argument against the mayor?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. Using the definitions provided, write your own original example of each of the 4 types of
propaganda techniques.
Bandwagon: ____________________________________________________________
________________________________________________________________________
Glittering Generalities:
________________________________________________
________________________________________________________________________
Testimonial: ____________________________________________________________
________________________________________________________________________
Statistics:
____________________________________________________________
________________________________________________________________________
City of Ember
2nd Quarter – 8th Grade
Day Ten
Chapter Seven pages 93-102
Time Frame:
55 minutes
WALLS THAT
TEACH:
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can identify and explain the propaganda techniques of statistics, glittering
generalities, bandwagon and testimonial.
hydro=water
Content Objective(s) Assessed:
I explain the author’s purpose for using sequence as a text structure.
Language Objective(s):
Students will read from the novel.
Students will read and talk about definitions of persuasive techniques.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “luna”. Have students take out their “hydro”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
root. Have students stand and show them the motion: miming drinking a
may chose to read
glass of water, while repeating aloud “hydro means water”. Practice also
with the whole
the movement for the previous roots and direct them to the walls that teach
class, in pairs, etc.
where the previous roots should be listed.
 Sequence Assessment II
 Read pages 93-102
 Cornell Notes: Propaganda terms
 Practice Identifying Persuasive Techniques: Students work with
shoulder partners to complete Propaganda Practice (pg 33 in workbook)
Identifying Student Success (15%):
Benchmark Assessment—Sequence #25
Exit Slips
Bellwork: Day Ten of Ember
1. Word Parts: The root word “chrono” means time. How does understanding the meaning of
this root help you determine the meaning of the word “chronology”?
2. Word Parts: The root word “geo” means earth. How does understanding the meaning of
this root word help you determine the meaning of the word “geology”?
3. Propaganda: Do you think the mayor’s arguments in Chapter 6 were very convincing?
Why or why not? Two Sentence Minimum
Propaganda Terms
# 1: Bandwagon
This technique tries to persuade everyone to join in and do the same thing.
Example: Everyone else has these jeans, so should you!
#2: Glittering Generalities
Words such as luxury, beautiful, paradise, and economical are used to evoke positive
feelings in the audience.
Example: These are the most wonderful and faboulous jeans ever!
#3. Statistics
Speaker uses numbers to try and persuade
Example: 90% of girls surveyed prefer our brand of jeans.
#4 Testimonial
Speaker uses someone famous or an “expert” to persuade
Example: Beyonce wears our jeans every day!
Exit Slip: Your ticket out the door. Complete the following sentences on a piece of paper.
You will give these to me on your way out the door.
12 Word Summary
In 12 words or less, summarize the most important aspects of today’s lesson.
Name:______________________________________________________
Benchmark #25: I can explain the author’s purpose for using sequence as a
text structure.
Form C
Directions: Using the information from your sequence graphic organizer, page
23 in your student book, write a two-paragraph description of the action in
Chapter 5, in sequential order.
Name:______________________________________________________
Benchmark #25: I can explain the author’s purpose for using sequence as a
text structure.
Form D
Directions: Using the information from your Casual Chain graphic organizer,
page 21 in your student book, write a two-paragraph description of the action in
Chapter 4, in sequential order.
Answer Keys for forms C/D—refer to teacher copy of graphic organizers in this
lesson plan to check their paragraphs.
Answer Key for Propaganda Practice:
1. Statistics
2. Bandwagon
3. testimonial
4. glittering generalities
5. glittering generalities
6. statistics
Propaganda Practice
Directions: Read the statements listed below. After reading the statement, decide if they are
an example of bandwagon, glittering generalities, statistics or testimonials. On the line below,
list the technique and the clues you used to determine this technique.
1. “Over 95% of dentists surveyed advised they recommend Trident to their patients who
chew gum.”
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Get into the jeans with the Glow! Up-to date Kids proudly wear that Glow Jeans
glow-stripe day and night!
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. 50 Cent drinks Vitamin Water after a long night at the club to replenish his system and
get him ready to go the next day.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. We’ve improved Tooth-Saver by making it more powerful. It is our most popular
toothbrush.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Glamour Girls make-up creates an amazing glow! You’ll look like you just came back
from a weekend at the spa.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. What’s your favorite after-school snack? Nine out of ten kids rush home to gobble up
the all-time, all-around winner, Sniggle Bars.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
City of Ember
2nd Quarter – 8th Grade
Day Eleven
Chapter Seven pages 103-112
Time Frame:
55 minutes
WALLS THAT
TEACH:
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can identify and explain the propaganda techniques of statistics, glittering
generalities, bandwagon and testimonial.
luna=moon
Language Objective(s):
Students will read from the novel.
Students will read and talk about definitions of persuasive techniques.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “nav”. Have students take out their “luna”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
root. Have students stand and show them the motion: making a circle in
may chose to read
the air with their index finger, while repeating aloud “luna means moon”.
with the whole
Practice also the movement for the previous roots and direct them to the
class, in pairs, etc.
walls that teach where the previous roots should be listed.
 Comprehension Question: Have students write the answer to the
comprehension question on page 34 of their student book. After writing
their answers, ask them to discuss with a shoulder partner and then share
answers with the entire class
 Read pages 103-112
 Decoding the Instructions: Direct students to page 35 in their student
books. Have students work with shoulder partners or with small groups to
try and decode the message. When groups are finished, work together as a
class to compile information for a decoding. Create a chart or write on the
board so that the class can return to the message as Lina and Doon decode
it to check their work.
Identifying Student Success (15%):
Exit Slips
Bellwork: Day Eleven of Ember
1. Word Parts: The root word “graph” means write. How does understanding the meaning of
this root help you determine the meaning of the word “graphic”?
2. Word Parts: The root word “migra” means to move. How does understanding the meaning
of this root word help you determine the meaning of the word “migrate”?
3. Propaganda: If you were trying to sell a product, what propaganda technique would you
use and why. Two Sentence Minimum
Comprehension Question
In the final paragraph on page 100, Lina reflects on how life has changed in Ember.
Contemplate (think about) how life has changed in Ember. What were living conditions like
before Lina was born and life in Ember during Lina’s life.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Exit Slip: Your ticket out the door. Complete the following sentences on a piece of paper.
You will give these to me on your way out the door.
12 Word Summary
In 12 words or less, summarize the most important aspects of today’s lesson.
Decoding the “Instructions”
Directions: Can you figure out what letters or words are missing from the “Instructions”?
See if you can figure out what the instructions are based on what you know and the clues that
are in the book.
As you gather information from future chapters, come back and fill in the missing
information. As you gather more information, it will also be a good way of checking for
accuracy.
Remember Doon’s father’s advice: “The main thing is to pay attention. Pay close
attention to everything, notice what no one else notices. Then you’ll know what no
one else knows, and that’s always useful.”
Instru
r Egres____
This offic
doc
in stric___________
Secure
period of
ears.
prepara
made for___________
inha
city.
As foll______________________________________
1. Exp______________________________________
riv
ip
2.
ston
ork.
marked with E by r__________
dge_______________________________________
3.
to
adde down iverb
nk_________
edge appr
eight______
low.
4.
acks to the_______
wa r,
find door of bo___________
ker. Ke
pan
hind small steel
the right
. Rem_________
ey, open do .
5.
oat,
nec
ont
stocked with_______
uip
ent. Bac_______________
s
eet.
6. Usi
opes, lowe__________________
ter. Head dow
av
7.
st
. Us
cks and assist over rap
pa______
.
approx. 3 hours. Disem____________
. Follow
pat .
City of Ember
2nd Quarter – 8th Grade
Day Twelve
Chapter Eight pages 113-120
Time Frame:
55 minutes
WALLS THAT
TEACH:
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can explain the author’s position in a piece of text.
nav=to sail
Language Objective(s):
Students will read from the novel.
Students will read and talk about author’s position in a text.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “ped”. Have students take out their “nav”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
root. Have students stand and show them the motion: making a circle in
may chose to read
the air with their index finger, while repeating aloud “luna means
with the whole
moon”. Practice also the movement for the previous roots and direct them
class, in pairs, etc.
to the walls that teach where the previous roots should be listed.
 Read pages 113-120
 Cornell Notes: Author’s position. Define the idea of an author’s position.
Have students answer the Comprehension Question about Lina’s letter to
the mayor and analyze her position. Once they have completed the
Cornell Notes, have students complete the second part of the
Comprehension Question to practice with author’s position.
Identifying Student Success (15%):
Exit Slips
Bellwork: Day Twelve of Ember
1. Word Parts: The root word “micro” means small. How does understanding the meaning of
this root help you determine the meaning of the word “microscope”?
2. Word Parts: The root word “mort” means to death. How does understanding the meaning
of this root word help you determine the meaning of the word “mortician”?
3. Author’s Position: When I ask “define the author’s purpose,” what do you think I mean?
What was the author’s purpose in writing the book City of Ember? Two Sentence Minimum
Comprehension Question
1. Look back at Lina’s letter to the mayor on page 108. Why did she write the mayor? What
is her position as an author?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Now imagine you are the mayor, writing a note back to Lina to convince her that nothing is
wrong and that the instructions are not important. What will you say? What will your position
be?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Exit Slip: Your ticket out the door. Complete one the following sentences on a piece of paper.
You will give these to me on your way out the door.
Complete ONE of the questions below.
1. What made learning easy for you today?
2. What made learning difficult for you today?
3. What do you still need to know before we move on?
City of Ember
2nd Quarter – 8th Grade
Day Thirteen
Chapter Nine pages 121-131
Time Frame:
55 minutes
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
WALLS THAT
TEACH:
I can explain the author’s position in a piece of text.
ped=foot
I can identify fact and opinion in a piece of text.
Language Objective(s):
Students will read from the novel.
Students will read and talk about author’s position in a text.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “psych”. Have students take out their “ped”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
root. Have students stand and show them the motion: lifting their foot and
may chose to read
pointing at it, while repeating aloud “ped means foot”. Practice also the
with the whole
movement for the previous roots and direct them to the walls that teach
class, in pairs, etc.
where the previous roots should be listed.
 Read pages 121-131
 Comprehension Questions: Have students answer comprehension
questions independently, then share their answers with a shoulder partner.
Finally, discuss the correct answers with the entire class, correcting any
misconceptions. (pg 39 in student books)
 Fact and Opinion: Follow the same procedure for this activity as the
comprehension questions. (pg 40 in student books)
Identifying Student Success (15%):
Exit Slips
Bellwork: Day Thirteen of Ember
1. Word Parts: The root word “dem” means ???. How does understanding the meaning of
this root help you determine the meaning of the word “???”?
2. Word Parts: The root word “hemi” means half. How does understanding the meaning of
this root word help you determine the meaning of the word “hemisphere”?
3. Fact and Opinion: Sometimes people want us to believe that their opinion is actually fact.
Can you give an example of this behavior in the novel so far? Two Sentence Minimum
Exit Slip: Your ticket out the door. Complete one the following sentences on a piece of paper.
You will give these to me on your way out the door.
Complete ONE of the questions below.
1. What made learning easy for you today?
2. What made learning difficult for you today?
3. What do you still need to know before we move on?
Chapter 9: Comprehension Questions
Directions: Complete the questions selecting the best answer.
1. What did Doon think of the document?
a. Doon thought the document was important.
b. Doon wasn’t interested in the document.
c. Doon thought Lina should just throw the document away.
2. Another title for Chapter 9 could be ______________.
a. The Wild River Ride
b. Linda and Doon Team Up to Solve the Mystery
c. The Fight with the Mystery Man
3. What question does Chapter 9 answer?
a. What is behind the locked door?
b. How big is the river?
c. Who was in the Pipeworks with Lina and Doon after work?
d. What does Doon like to draw?
4. At the end of Chapter 9 Doon and Lina can best be described as what?
a. exhausted
b. angry
c. puzzled
d. excited
5. Which statement is an example of a cause and effect relationship?
a. When they came up out of the Pipeworks, they stripped off their
boots and slickers and hurried out into Plummer Square, where
they flopped down on the bench and burst into furious talk.
b. And in a minute, they heard a thump and click-the door
closing, the lock turning-and footsteps once again, this time
quick.
c. Doon thought the room could be a storage room with some
special tools in it.
d. Because the instructions had the word Pipeworks, Doon and
Lina began their search in the Pipeworks.
6. Which of these statements from Chapter 9 states an opinion?
a. The river goes through the Pipeworks.
b. To Lina, this sounded far less interesting than an undiscovered
city, but she didn’t say so.
c. Doon led her up the path beside the water
d. Lina stopped at home the next day long enough to change out
of her messenger jacket.
Chapter 9: Determining Fact and Opinion
Some of the following sentences are statements of fact. Some are statements of opinion. In
the blank before each sentence, write the letter F if that sentence is a statement of fact. Write
O if that sentence is a statement of opinion.
_____ 1. Once you got good at using your wrenches and brushes and
tubes of glue, it wasn’t hard.
_____ 2. To keep from getting lost, he dropped a trail of things as he
walked—washers, bolts, pieces of wire, whatever he had in
his tool belt—and then he picked them up on his way back.
_____ 3. There were interesting things in the Pipeworks if you paid
attention.
_____ 4. His sudden motion made the creature fall off his arm to
the ground, and Doon felt a crunch beneath his foot.
_____ 5. The generator was hopeless.
_____ 6. The walls of both rooms were lined with shelves, and on
most of the shelves wee hundreds of packets of pages.
_____ 7. Sometimes you could find useful things just by choosing
randomly from the shelves.
_____ 8. To Lina, this sounded far less interesting than an
undiscovered city, but she didn’t say so.
_____ 9. There’s some sort of odd mechanism here.
_____ 10. Lina shivered.
_____ 11. It was cold down in the tunnel, a cold that she felt all the way
through, cold flesh, cold blood, cold bones.
_____ 12. Lina thought it would be grand to stand before all of Ember,
announcing their discovery.
Chapter 9: Comprehension Questions Answer Key
1. a
2. c
3. d
4. c
5. d
6. b
Chapter 9: Determining Fact and Opinion Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
O
F
O
F
O
F
O
O
O
F
O
O
City of Ember
2nd Quarter – 8th Grade
Day Fourteen
Chapter Ten pages 132-139
Time Frame:
55 minutes
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
WALLS THAT
TEACH:
I can explain the author’s position in a piece of text.
psych=mind
I can organize my expository writing in a logical order.
I can use word choice that enhances my expository writing.
Language Objective(s):
Students will read from the novel.
Students will write and talk about the difference between Ember and the city Lina
imagines.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “sci”. Have students take out their “psych”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
root. Have students stand and show them the motion: pointing at their
may chose to read
heads, while repeating aloud “psych means mind”. Practice also the
with the whole
movement for the previous roots and direct them to the walls that teach
class, in pairs, etc.
where the previous roots should be listed.
 Read pages 121-131
 Venn Diagram—Cities: Have students answer the comprehension
question on page 42 and then use this information to fill in the Venn
Diagram on the following page. Ask students to share their Venn
diagrams with a partner, writing down any additional information they
gain from the pair-share. Then have pairs share their ideas with the class,
creating a class Venn diagram showing all the information shared. Ask
students to answer the reflection question after the class discussion.
 Writing Assignment #5: Give students time to write their rough draft for
Writing Assignment #5. If they do not finish their drafts, they can take
them home to complete and hand in tomorrow.
Identifying Student Success (15%):
Exit Slips
Bellwork: Day Fourteen of Ember
1. Word Parts: The root word “mim” means ???. How does understanding the meaning of
this root help you determine the meaning of the word “???”?
2. Word Parts: The root word “phon” means ???. How does understanding the meaning of
this root word help you determine the meaning of the word “???”?
3. Compare and Contrast: How is the City of Ember different from our own world? How is it
similar? Two Sentence Minimum
Chapter 10—Comprehension Question:
What is the Lina’s imaginary city like? How is it different than Ember? How is it similar?
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Reflection Question: Why do you think the two cities are different?
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Writing Assignment #5:
Lina imagines a city that is better and different than the current
situation in Ember, a place she could escape to when her reality is too hard to deal with.
Whatkind of place would you want to escape to? Create your own imaginary city. Describe
what it looks like, sounds like, smells like. You can even include a picture if you’d like!
Exit Slip: Your ticket out the door. Rough draft of assignment #5
Venn Diagram: Compare and contrast how the author describes the city of Lina’ imagination
with the city of Ember in this chapter.
Ember
Lina’s City
City of Ember
2nd Quarter – 8th Grade
Day Fifteen
Chapter Eleven pages 140-154
Time Frame:
55 minutes
WALLS THAT
TEACH:
sci=to know
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can identify main idea in a piece of text.
Language Objective(s):
Students will read from the novel.
Students will write and talk about making text to self connections.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “sent/sens”. Have students take out their “sci”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
root. Have students stand and show them the motion: holding their palms
may chose to read
open as though reading a book, while repeating aloud “sci means to
with the whole
know”. Practice also the movement for the previous roots and direct them
class, in pairs, etc.
to the walls that teach where the previous roots should be listed.

Comprehension Questions—Review Chapter 10: Have students turn to
page 43 in their student books and complete the comprehension questions
independently. Review as a class to check for understanding. (Answer
key: 1.d, 2.b, 3.c, 4.a, 5.b)
 Read pages 140-154
 Text to Self Questions: Have students turn to page 44 in their student
books and complete the text-to-self questions. Once completed, have
students share their ideas with a shoulder partner. Shoulder partners will
then report out to the entire class during class discussion. If time permits,
you can organize a debate between the students who agree with Lizzie and
those who agree with Lina.
Identifying Student Success (15%):
Exit Slips
Bellwork: Day Fifteen of Ember
1. Word Parts: The root word “photo” means light. How does understanding the meaning of
this root help you determine the meaning of the word “photoactive”?
2. Word Parts: The root word “scrib/script” means to write. How does understanding the
meaning of this root word help you determine the meaning of the word “scribe”?
3. Text to Self: Have you ever had someone offer you a gift that you did not want? What did
you do? Two Sentence Minimum
Comprehension Questions—Review Chapter 10
Circle the letter of the best answer.
1. Below is a list of events. Select the letter that has the correct sequence of events for
Chapter 10.
1. Poppy and Lina drew pictures.
2. Granny woke up calling for Lina during the middle of the night.
3. Dr. Tower came to visit Granny
4. Lina found Granny very pale and very still with the life gone out of
her.
5. Granny became ill with fever.
a.
b.
c.
d.
1, 2, 5, 3, 4
2, 5, 3, 1, 4
1, 5, 2, 3, 4
5, 3, 1, 2, 4
2. The author uses sequence in this chapter to
a. explain the relationship between Lina and her grandmother.
b. explain how Lina handles her responsibilities with her family.
c. explain why the city of Ember is becoming desperate.
d. explain Mrs. Murdo’s character in the story.
3. Which statement from the story contains a cause-effect relationship?
a. Poppy was grasping the pencil in her fist and making a wild
scribble.
b. Lina knew the city from her dreams was bright.
c. Since paper had been so rare, Lina had to draw on can labels.
d. Lina colored the space above the buildings, her pencil moving
back and forth in short lines, until the entire sky was blue.
4. During the night Granny called Lina to come to her. Granny wanted
_______.
a. Lina to just be near to her
b. Lina to bring her some water
c. Lina to sing her a lullaby
d. Lina to tell her about the baby
5. She squeezed her grandmother’s shoulders gently, and as she stood
up a wave of terrible loneliness swept over her. The author used
foreshadowing for the purpose of letting the reader know that
a. Lina was still grieving over the loss of her parents.
b. Lina was about to lose her grandmother.
c. Lina was afraid that Ember was going to be forever dark.
d. Lina was tired of being responsible for taking care of her
grandmother and Poppy.
Chapter 11 Making Connections from Text to Self
1. What is the one food you would miss the most if you could never have it again? (p.
147)
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_____________________________________________________________________
2. Let’s say you are Lina, but instead of getting creamed corn and peaches, you received
a can of whatever you answered for question # 1. Would you feel bad that no one else
in Ember was enjoying it? Or, would you want to keep it all to yourself? Explain.
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3. This quote from the chapter explains how Lizzie feels:
“Lizzie nodded, smiling smugly. ‘Looper says it’s going to be gone soon anyway.’ Why
not live as well as we can right now?”
Lina says she doesn’t think this is fair.
Do you agree with Lizzie and Looper, or do you agree with Lina?
_____________________________________________________________________
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_____________________________________________________________________
Exit Slip: Your ticket out the door. Complete the following sentences on a piece of paper.
You will give these to me on your way out the door.
Outcome Sentences
I’m beginning to wonder…
I now realize…
I want to find out more about…
City of Ember
2nd Quarter – 8th Grade
Day Sixteen
Chapter Twelve pages 155-165
Time Frame:
55 minutes
WALLS THAT
TEACH:
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can infer and draw conclusions based on a text.
.
sent/sens=to feel
Language Objective(s):
Students will read from the novel.
Students will write and talk about making inferences and drawing conclusions
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “sol/soli”. Have students take out their
want to read the
“sent/sens” flashcard from yesterday and write down the kinesthetic
text today—you
movement for this root. Have students stand and show them the motion:
may chose to read
rubbing their hands up and down their arms, feeling their skin, while
with the whole
repeating aloud “sent/sens means to feel”. Practice also the movement for
class, in pairs, etc.
the previous roots and direct them to the walls that teach where the
But students
previous roots should be listed.
willneed to work
in groups of 4-5
 Read pages 155-165--Inference Questions: Have students turn to page
for the graffiti
46 in their student books and complete the questions independently.
activity.
 Graffiti Cooperative Learning Activity: Once they have answered the
questions, arrange students in groups of 4-5 and give them the chart paper
 You will need
and markers. Review the directions for this activity with the class.
a piece of chart
Groups members share answers to each of the 3 questions and then decide
paper for each
together on one answer for their group. The chart paper needs to be
group and
divided into 3 sections and the group writes their own answer for each
markers. Each
question on their paper. The chart paper is then posted and the groups do a
group member
gallery walk, looking at other groups answers. Each group needs to
should have the
comment on the other posters—what they agree or disagree with, what
same color
new ideas they have after reading the other groups’ posters. At the end of
marker.
the activity, have the groups come back together and read the notes on
their page and then share with the class.
Identifying Student Success (15%):
Exit Slips
Bellwork: Day Sixteen of Ember
1. Word Parts: The root word “tele” means distant or far. How does understanding the
Bellwork: Day Sixten of Ember
1. Word Parts: The root word “tele” means distant or far. How does the meaning of this root
help you determine the meaning of the word “telecast”?
2. Word Parts: The root word “test” means to ???. How does understanding the meaning of
this root word help you determine the meaning of the word “???”?
3. Prediction: The title of this chapter is “A Dreadful Discovery”. What kind of dreadful
discovery do you think Lina and Doon will make? Two Sentence Minimum
Inference Questions:
Directions: Complete the questions using what you know and information from the text.
1. What should be done with Looper?
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_____________________________________________________________________
2. What do you think the guards will do?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What do you think will happen to the Mayor?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Exit Slip: Your ticket out the door. You will give these to me on your way out the door.
12 Word Summary
In 12 words or less, summarize the most important aspects of today’s lesson.
City of Ember
2nd Quarter – 8th Grade
Day Seventeen
Chapter Thirteen pages 166-177
Time Frame:
55 minutes
WALLS THAT
TEACH:
sol/soli=one
spec=to see
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can organize my expository writing in a logical order.
I can use word choice that enhances my expository writing.
Language Objective(s):
Students will read from the novel.
Students will write in response to a prompt from the novel.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the root word “spec”. Have students take out their “sol/soli”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
root. Have students stand and show them the motion: holding up their
may chose to read
index finger, while repeating aloud “sol/soli means one”. Then teach
with the whole
students the motion for “spec”: making a circle with their index finger and
class, in pairs, etc.
thumb and holding the circle to their eyes, while repeating aloud: “spec
When playing
means to see” Practice also the movement for the previous roots and
root word
direct them to the walls that teach where the previous roots should be
BINGO, have
listed. This is the end of the roots for 8th grade. Spend time reviewing
students mark
each root and its movement to prepare students for further review later
their cards with
today.
small pieces of
 Root Word Bingo: Direct students to the blank BINGO card on page 48
paper or chips so
of their student books. Have students write one root word in each box.
you can play more
They will need to repeat some roots to complete the card. During the
than one round
game, you will call out the meaning and students will mark the root on the
on the same card.
cards. For the first few rounds, allow them to use their flashcards for help.
Remember to
For the final rounds, see if they can remember the meanings without the
have the students
clues.
fill in the missing
 Read pages 166-177
blanks in the
 Writing Assignment #6
Instructions.
Identifying Student Success (15%):
Rough draft writing assignment #6
Bellwork: Day Seventeen of Ember
1. Word Parts: The suffix “age” means the state of condition of. How does understanding the
meaning of this suffix help you determine the meaning of the word “blockage”?
2. Word Parts: The suffix “al” means the action or process of. How does understanding the
meaning of this suffix help you determine the meaning of the word “retrieval”?
3. Words in Context: The title of this chapter is “Deciphering the Message”. What do you
think the word “decipher” means? Why do they need to decipher the message? Two Sentence
Minimum
Writing Assignment #6:
“There is so much darkness in Ember, Lina. It’s not just outside, it’s inside us, too. Everyone
has some darkness inside. It’s like a hungry creature. It wants and wants and wants with a
terrible power. And the more you give it, the bigger and hungrier it gets.” (p. 168)
What do you think Clary means in this quote? What is the darkness inside the people of
Ember? Have you ever had an experience like Lina’s with the colored pencils—wanting
something that you can’t have? Describe that experience in detail and explain its relationship
to Clary’s idea about darkness.
Exit Slip: Your ticket out the door. Your rough draft of writing assignment #6.
B
I
N
Free
Space
G
O
City of Ember
2nd Quarter – 8th Grade
Day Eighteen
Chapter Fourteen pages 178-192
Time Frame:
55 minutes
WALLS THAT
TEACH:
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can explain how a character changes throughout a piece of text.
Language Objective(s):
Students will read from the novel.
Students will write and talk about how the main characters of the novel have
changed.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the prefix “ab”. Spend time reviewing each root and its
want to read the
movement. Remind students they should use their cards to review the root
text today—you
words for the assessment over this benchmark.
may chose to read
 Read pages 178-192
with the whole
 Character pictures and associations: Direct students to the picture
class, in pairs, etc.
activity on page 50-51 of their student books. Have students complete the
activity independently and then share their ideas with their shoulder
partner.
 Character Changes: Have students respond to the questions on the
characters independently and then share their ideas with their shoulder
partner again.
 Group Discussion: Pair shoulder partners into groups of four. Have them
share their answers to the above questions and then create a group poster
describing the changes in Lina and Doon. Post the groups work and have
the class do a gallery walk to view the pictures. Ask students to discuss
and comment on the ideas presented in the posters.
Identifying Student Success (15%):
Exit slips
Bellwork: Day Eighteen of Ember
1. Word Parts: The suffix “ize” means to cause to be or to become. How does understanding
the meaning of this suffix help you determine the meaning of the word “dramatize”?
2. Word Parts: The suffix “ous” means full of. How does understanding the meaning of this
suffix help you determine the meaning of the word “joyous”?
3. Character Change: How has Lina and Doon’s friendship changed throughout the novel?
Two Sentence Minimum
Exit Slip: You will give these to me on your way out the door.
12 Word Summary
In 12 words or less, summarize the most important aspects of today’s lesson.
Character Aspects
Lina and Doon each display many different and changing characteristics throughout the novel.
Look at each of the following pictures and first identify a character trait or two that the picture
conveys. Then write how either Lina or Doon, or both characters, display this trait in the
novel.
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Character Change:
1. Since the beginning of the novel to this point in the novel, we have seen Lina grow as
a character; using examples from the text describe how Lina has changed throughout
the text.
2. Doon has also begun to change as a character; he has begun to learn certain things
about himself and his personality. Using examples from the text describe some of the
things he has begun to learn and how he has begun to change.
City of Ember
2nd Quarter – 8th Grade
Day Nineteen
Chapter Fifteen pages 193-212
Time Frame:
55 minutes
WALLS THAT
TEACH:
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can explain how a character changes throughout a piece of text.
ab=away from
supply and
demand
Language Objective(s):
Students will read from the novel.
Students will write and talk about how the main characters of the novel have
changed.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the prefix “im/in”. Have students take out their “ab”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
prefix. Have students stand and show them the motion: holding their
may chose to read
palms open in front of them, pushing away, while repeating aloud “ab
with the whole
means away from”.
class, in pairs, etc.
 Read pages 193-212
 Reflection question on Doon’s character: Direct students to page 53 in
their student books. Have students answer question independently and
then share their answers with a shoulder partner. Shoulder partners then
share their partners answers with the class.
 Supply and Demand: Define “supply and demand”: 54-55 Pair students
in groups of 4-5. Students work together to answer the questions on
supply and demand. Groups then share answers with class during
discussion.
Identifying Student Success (15%):
Exit slips
Bellwork: Day Nineteen of Ember
1. Word Parts: The suffix “some” means to characterized by a specific quality. How does
understanding the meaning of this suffix help you determine the meaning of the word
“bothersome”?
2. Word Parts: The suffix “ant/ent” means performing or causing a specified action. How
does understanding the meaning of this suffix help you determine the meaning of the word
“acceptant”?
3. Prediction: The title of the chapter is “A Desperate Run.” Who do you think Lina and
Doon might be running from and why? Two Sentence Minimum
Reflection Question: How is Doon changing as he is finding out more about his
surroundings? (p. 201) (. . . his anger turning into power for his running feet.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Exit Slip: Your ticket out the door. Complete one the following sentences on a piece of paper.
You will give these to me on your way out the door.
Complete ONE of the questions below.
1. What made learning easy for you today?
2. What made learning difficult for you today?
3. What do you still need to know before we move on?
Supply and Demand
1. What were the intentions of the Builders in terms of resources and survival for the
people of Ember?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What caused the change between the Builders’ intentions and Ember’s current reality?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. How is the Mayor using his position to control the supply and demand of resources in
Ember?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. What are the main characters’ (Lina and Doon) responses to the decrease in the supply
and increase in demand?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Supply and Demand Answer Key
1. What were the intentions of the Builders in terms of resources and survival for the people
of Ember?
 Planned for 200-220 years
 Equality of distribution of supplies based on need
 Mayor was expected to oversee the fairness in distribution of supplies
 People served as a resource to each other based on their job assignment
“Ember will prosper if all citizens do their best!”
2. What caused the change between the Builders’ intentions and Ember’s current reality?
 Ember’s age is about 241 years old
 Signs:
Power outages / generator is getting old
Disappearance / depletion of supplies (medicine, certain foods,
paper
Products, washing machines and other appliances that don’t work)
Main source of food is coming from the green house
People are conserving their light bulbs and all other usable
materials
 Rise of greed demonstrated by the Mayor, Looper, and Lizzie
3. How is the Mayor using his position to control the supply and demand of resources in
Ember?
 His greed is keeping him from fair distribution of resources.
 He is using his power to keep people quiet.
 He uses his power to punish anyone who threatens his position.
4. What are the main characters’ (Lina and Doon) responses to the decrease in the supply
and increase in demand?
 Doon looks for ways to maintain the power supply.
 He seeks alternative solution—a way out of Ember.
 Lina focuses on possibility of a way out (alternative possibilities).
 Lina experiences and rejects the emotions she felt with her experience with greed.
City of Ember
2nd Quarter – 8th Grade
Day Twenty
Chapter Sixteen pgs 213-225
Time Frame:
55 minutes
WALLS THAT
TEACH:
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can determine the main idea of a text.
im/in=not
Language Objective(s):
Students will read from the novel.
Students will write and talk about the main idea of this chapter using the text
rendering protocol.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the prefix “inter”. Have students take out their “im/in”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
prefix. Have students stand and show them the motion: holding their arms
may chose to read
crossed over each other forming an X, while repeating aloud “im/in means
with the whole
not”.
class, in pairs, etc.
 Read pages 213-225
Make sure that
 Text Rendering Protocol: Use the same protocol as used for the
while reading,
Instructions. Forms are in student book on page 57-59.
students are

marking their
Identifying Student Success (15%):
word, phrase and
sentence for the
Exit Slips
text rendering
protocol.
Bellwork: Day Twenty of Ember
1. Word Parts: The suffix “ess” means female. How does understanding the meaning of this
suffix help you determine the meaning of the word “lioness”?
2. Word Parts: The suffix “ism” means action, process or practice. How does understanding
the meaning of this suffix help you determine the meaning of the word “terrorism”?
3. Comprehension Question: The title of the chapter is “The Singing”. What do you
remember about the singing and its importance to the City of Ember? Two Sentence
Minimum
Exit Slip: Your ticket out the door. Complete one the following sentences on a piece of paper.
You will give these to me on your way out the door.
Evidence Slips
Your ticket out the door today is to write down two of the most important things you learned
from today’s lesson.
Text Rendering Protocol:
Purpose: To work together to develop meaning, clarify, and expand our thinking about the
story.
Roles:
Group leader: to guide through the steps and make sure everyone has a chance to participate.
Recorder: to write down what the group says for sentences, phrases, words shared.
Reporter: to share the group’s responses with the whole class
Timer: to make sure that the group is following the time limits for each part of the process.
Reading:
Each person takes a few moments to go read the three pages and write down what they think
is the most important word, phrase, and sentence in their student book.
Steps:
1. First Round: Each person shares a sentence from “The Singing” that he/she thinks is
important. The writer records the sentence on the group hand-out.
2. Second Round: Each person shares a phrase that he/she thinks is important. The
writer writes down the phrase on the group hand-out.
3. Third Round: Each person shares the word that he/she thinks is important. The writer
writes down the word on the group hand-out.
4. The group then reads the new “text” out loud—beginning with the words, then moving
on to the phrases, and then on to the sentences.
5. The small group discusses what they heard and any new ideas they have about the
text.
6. Each group member completes a self-reflection on what they learned.
7. The class discusses what they learned from the text rendering process.
Text Rendering Activity: “The Singing”
1. What do you think is the most important sentence in this chapter?
________________________________________________________________________
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2. What do you think is the most important phrase in this chapter?
________________________________________________________________________
3. What do you think is the most important word in this chapter? ___________________
Self-Reflection:
What do you think this story is about? By sharing information with your group, what new
information did you learn?
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________________________________________________________________________
________________________________________________________________________
Group Response Page for Text Rendering: “The Singing”
1. What are the most important sentences in this chapter?
a. __________________________________________________________________
__________________________________________________________________
b. __________________________________________________________________
_________________________________________________________________
c. _________________________________________________________________
__________________________________________________________________
d.__________________________________________________________________
__________________________________________________________________
2. What do you think is the most important phrase in this chapter?
a. __________________________________________________________________
b. __________________________________________________________________
c. __________________________________________________________________
d. __________________________________________________________________
3. What do you think is the most important word in this chapter?
a. __________________
b. __________________
c. __________________
d. __________________
City of Ember
2nd Quarter – 8th Grade
Day Twenty-One
Chapter Seventeen pgs 226-237
Time Frame:
55 minutes
WALLS THAT
TEACH:
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can determine the main idea of a text.
inter=between or
among
Language Objective(s):
Students will read from the novel.
Students will write and talk about the main idea of this chapter creating
storyboards with a group.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the prefix “mal”. Have students take out their “inter”
want to read the
flashcard from yesterday and write down the kinesthetic movement for this
text today—you
prefix. Have students stand and show them the motion: holding their
may chose to read
hands out arms length apart, while repeating aloud “inter means between
with the whole
or among”.
class, in pairs, etc.
 Read pages 226-237
 Comprehension Questions: Have students answer the comprehension
questions on page 60 independently, then discuss answers with the class to
check for understanding.
 Storyboards: In small groups, students will work together to identify a
key main idea and three supporting details or identify four key sequential
events to illustrate on a story board. Provide each group with copies of
the storyboard sheet so that they can post their pictures on the wall.(a
sample sheet is on page 61 of the student book) Once all the groups are
done, have them post their storyboard pictures and have the class complete
a gallery walk to view the different group work.
Identifying Student Success (15%):
Exit Slips
Bellwork: Day Twenty-One of Ember
1. Word Parts: The suffix “ist” means a person who performs a certain action or studies a
certain subject. How does understanding the meaning of this suffix help you determine the
meaning of the word “biologist”?
2. Word Parts: The root word “agri” means farm and the suffix “ian” means relating to. How
does understanding the meaning of these word parts help you determine the meaning of the
word “agrarian”?
3. Word Parts: The root word “bene” means good and the suffix “al” means relating to. How
does understanding the meaning of these word parts help you determine the meaning of the
word “beneficial”?
Comprehension Questions:
1. The title of this chapter is “Away”. What is being gotten away
from? Ember? The Law? The Known?
__________________________________________________________________
__________________________________________________________________
2. Where does the river go?
__________________________________________________________________
__________________________________________________________________
3. Do you think Doon was right in hoping the message would get delivered? Explain.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Exit Slip: Your ticket out the door. Complete one the following sentences on a piece of paper.
You will give these to me on your way out the door.
Evidence Slips
Your ticket out the door today is to write down two of the most important things you learned
from today’s lesson.
Caption
City of Ember
2nd Quarter – 8th Grade
Day Twenty-Two
Chapter Eighteen pgs 238-249
Time Frame:
55 minutes
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
WALLS THAT
TEACH:
I can identify fact and opinion in a piece of text.
mal=bad
I can organize my expository writing in a logical order.
I can use word choice that enhances my expository writing.
Language Objective(s):
Students will read from the novel.
Students will write and talk about fact versus opinion.
Students will write a response to a prompt from the novel.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the prefix “uni”. Have students take out their “mal” flashcard
want to read the
from yesterday and write down the kinesthetic movement for this prefix.
text today—you
Have students stand and show them the motion: shaking their index finger
may chose to read
as though scolding someone, while repeating aloud “mal means bad”.
with the whole
 Read pages 238-249
class, in pairs, etc.
 Fact and Opinion Chart: Have students complete the fact and opinion
chart on page 63 independently and then share their answers with a
shoulder partner. Shoulder partners report out to the class their findings.
 Writing Assignment #7: Have students answer the two reflection
questions on page 62. Students then select one answer to write assignment
#7.
Identifying Student Success (15%):
Rough draft of writing assignment #7
Bellwork: Day Twenty-Two of Ember
1. Word Parts: The suffix “ist” means a person who performs a certain action or studies a
certain subject. The root word “psych” means mind. How does understanding the meaning of
these word parts help you determine the meaning of the word “psychologist”?
2. Word Parts: The root word “sens” means to feel and the prefix “multi” means many. How
does understanding the meaning of these word parts help you determine the meaning of the
word “multisensory”?
3. Fact vs. Opinion: Describe the difference between fact and opinion in your own words.
Two sentence minimum.
Reflection Questions: Directions: answer both questions on your own paper and then select
one of the two questions to complete writing assignment #7.
1. What image described in this chapter is the most vivid to you? Describe (using
complete sentences).
2. Pretend you are Lina, Doon, or Poppy. Write a brief journal entry about what you felt
while going down the river using complete sentences.
Exit Slip: Your ticket out the door. Rough draft of writing assignment #7.
Fact and Opinion
After reading Chapter 18, find two statements of fact and two statements of opinion. Record
them below.
Facts
Opinions
_________________
_________________
_________________
____________________
______________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
City of Ember
2nd Quarter – 8th Grade
Day Twenty-Three
Chapter Nineteen pgs 250-257
Time Frame:
55 minutes
WALLS THAT
TEACH:
uni=one
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can organize my expository writing in a logical order.
I can use word choice that enhances my expository writing.
Language Objective(s):
Students will read from the novel.
Students will write a response to a prompt from the novel.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the suffixes “ee” and “ette/et”. Have students take out their
want to read the
“uni” flashcard from yesterday and write down the kinesthetic movement
text today—you
for this prefix. Have students stand and show them the motion: holding up
may chose to read
their index finger, making a number one, while repeating aloud “uni means
with the whole
one”.
class, in pairs, etc.
 Read pages 250-257
 Observation Chart: Have students complete the observation chart on
page 65 independently and then share their answers with a shoulder
partner. Shoulder partners report out to the class their findings.
 Writing Assignment #8: Have students answer the reflection questions
on page 64.
Identifying Student Success (15%):
Rough draft of writing assignment #7
Bellwork: Day Twenty-Three of Ember
1. Setting: Describe the setting of the city of Ember. Two sentence minimum,
2. Conflict: Describe the conflict or problem in the novel. Two sentence minimum.
3. Rising Action:
Describe at least two events that were part of the rising action in the
novel. Two sentence minimum.
Writing Assignment #8:
Use your skills of prediction and your creativity to imagine what life will be like for Doon,
Lina and Poppy in the new world. Will they meet other people? What about food, shelter,
work? Will the new world solve all their problems or will it provide new ones? Explain in
detail.
Exit Slip: Your ticket out the door. Rough draft of writing assignment #8.
Observation Skills
Directions: Think about being outside at different times of the day. List the things you
observe about the environment.
Examples:
11 a.m. summer time
Bright sunny day
Cloudless
Birds singing
Dogs barking
Smells like sweat
7 p.m. winter time
hot
everything is green
traffic (cars / people)
heat waves coming up from the pavement
ice cream man coming ringing the bell
Your list of things you observe about the environment:
________________________________
________________________________
________________________________
_________________________________
________________________________
________________________________
________________________________
_________________________________
________________________________
________________________________
________________________________
_________________________________
________________________________
________________________________
________________________________
_________________________________
________________________________
________________________________
________________________________
_________________________________
________________________________
_________________________________
________________________________
________________________________
________________________________
_________________________________
________________________________
________________________________
________________________________
_________________________________
Lina and Doon’s observations of the World of Light
Directions: After reading Chapter 19, write down Lina and Doon’s observations of the
“World of Light”. Be sure to note which senses they are using in their observations.
Example:
“The strange, lovely smell to the air grew stronger.” Sense of smell
1. _________________________________________________________________
_________________________________________________________________
2. _________________________________________________________________
________________________________________________________________
3. _________________________________________________________________
_________________________________________________________________
4. _________________________________________________________________
_________________________________________________________________
5. _________________________________________________________________
_________________________________________________________________
6. _________________________________________________________________
_________________________________________________________________
7. _________________________________________________________________
_________________________________________________________________
8. _________________________________________________________________
_________________________________________________________________
9. _________________________________________________________________
_________________________________________________________________
City of Ember
2nd Quarter – 8th Grade
Day Twenty-Four
Chapter Twenty pgs 258-270
Time Frame:
55 minutes
WALLS THAT
TEACH:
ee=one that
receives the
action
ette=small
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
I can organize my expository writing in a logical order.
I can use word choice that enhances my expository writing.
Language Objective(s):
Students will read from the novel.
Students will write a response to a prompt from the novel.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
 It is your
 Word Part Flashcards/Kinesthetic Motions: Have students complete a
decision how you
flashcard for the suffixes “ian/ion” and “ive”. Have students take out their
want to read the
“ee” flashcard from yesterday and write down the kinesthetic movement
text today—you
for this prefix. Have students stand and show them the motion: holding
may chose to read
out their hands as though receiving something, while repeating aloud “ee
with the whole
means one who receives”. Have students complete the “ette” card as well.
class, in pairs, etc.
Action=using thumb and forefinger to indicate a small space, while
repeating aloud “ette means small”.
 Read pages 258-270
 Writing Assignment #9: Have students answer the reflection questions on
page 67
 Writing Assignment #10: Have students answer the reflection questions
on page 67
 Portfolios: Have students begin assembling their portfolios as they finish
the two writing assignments. Remind students that they will pick their
best two pieces to revise and turn in for the writing benchmarks.
Identifying Student Success (15%):
Rough drafts of writing assignment #9-10
Bellwork: Day Twenty-Four of Ember
1. Setting: Describe the setting of the city of Light. Two sentence minimum,
2. Resolution: Describe the resolution of the conflict or problem in the novel. Two sentence
minimum.
3. Theme: Describe the theme of the novel. Two sentence minimum.
Writing Assignment #9:
“But what if they don’t find them, what if they never come out again?”
“I think they will. People find a way through just about anything.” (p. 263)
This quote addresses the human spirit and our ability to endure and overcome obstacles in our
lives. Describe a situation you have overcome, or working to overcome, and how you deal
with it.
Writing Assignment #10:
Write about a problem we as a society are working on to overcome. What problems occur
that prevent this problem from being resolved? What solutions do you propose? Can we ever
overcome this problem?
Exit Slip: Your ticket out the door. Rough draft of writing assignments #9-10.
City of Ember
2nd Quarter – 8th Grade
Day Twenty-Five
Time Frame:
55 minutes
Content Objective(s) Practiced:
I can use my knowledge of root words, prefixes and suffixes to determine word
meaning.
WALLS THAT
TEACH:
Language Objective(s):
Students will write and speak while practicing prefixes, suffixes and root words.
Teacher Notes/
Activating and Assessing Prior Knowledge (20%):
Accommodations Students will complete the Bell work.
Teacher Input (20%)/Student Active Participation (45%):
.
 Word Part Flashcards: Have students work with a shoulder partner to
review their word parts using their flashcards. Remind students that there
will be an assessment on word parts tomorrow. Remind students that
turning in a complete set of flashcards will count as one test for the
benchmark.
 Writer’s Workshop: Allow students to use the rest of the class period to
select and polish their two pieces for the writing benchmarks. Remind
students to refer back to the six trait rubrics for assistance in making
selections and in revising pieces.
Identifying Student Success (15%):
Exit Slips
Bellwork: Day Twenty-Five of Ember
1. Critical Reading: What was the most interesting part of the novel? Why? Two sentence
minimum,
2. Critical Reading:
sentence minimum.
What questions do you still have about the city of Ember? Two
3.Prediction. The sequel is titled People of Sparks. What do you think will happen to Lina
and Doon in Sparks? Two sentence minimum.
Exit Slip: Your ticket out the door. Complete one the following sentences on a piece of paper.
You will give these to me on your way out the door.
Complete ONE of the questions below.
1. What made learning easy for you today?
2. What made learning difficult for you today?
3. What do you still need to know before we move on?
Name: _____________________________
Benchmark #26: I can use my
knowledge of root words, prefixes and
suffixes to determine word meaning.
Form A
1. Understanding the meaning of
the prefix mal helps you
understand the meaning of the
word malnourished to be:
a. Badly nourished
b. Not nourished
c. Between nourishment
d. The opposite of
nourishment
2. Understanding the meaning of
the suffix et helps you
understand the meaning of the
word baronet to be:
a. A bad baron
b. Not a baron
c. A small baron
d. A large baron
3. Understanding the meaning of
the root word luna helps you
understand the meaning of the
word lunar to be:
a. About the stars
b. About feelings
c. About the mind
d. About the moon
4. Understanding the meaning of
the root word psych helps you
understand the meaning of the
word psychology to be:
a. About the world
b. About feelings
c. About the mind
d. About the body
Name:______________________________
Benchmark #26: I can use my
knowledge of root words, prefixes and
suffixes to determine word meaning.
Form A
1. Understanding the meaning of
the prefix mal helps you
understand the meaning of the
word malnourished to be:
a. Badly nourished
b. Not nourished
c. Between nourishment
d. The opposite of
nourishment
2. Understanding the meaning of
the suffix et helps you
understand the meaning of the
word baronet to be:
a. A bad baron
b. Not a baron
c. A small baron
d. A large baron
3. Understanding the meaning of
the root word luna helps you
understand the meaning of the
word lunar to be:
a. About the stars
b. About feelings
c. About the mind
d. About the moon
4. Understanding the meaning of
the root word psych helps you
understand the meaning of the
word psychology to be:
a. About the world
b. About feelings
c. About the mind
d. About the body
Name:______________________________
Benchmark #26: I can use my
knowledge of root words, prefixes and
suffixes to determine word meaning.
Form B
1. Understanding the meaning of
the prefix ab helps you
understand the meaning of the
word abrupt to be:
a. To break towards
something
b. To break away from
something
c. To move with something
d. To break up
Name: ______________________________
Benchmark #26: I can use my
knowledge of root words, prefixes and
suffixes to determine word meaning.
Form B
1. Understanding the meaning of
the prefix ab helps you
understand the meaning of the
word abrupt to be:
a. To break towards
something
b. To break away from
something
c. To move with something
d. To break up
2. Understanding the meaning of
the suffix ee helps you
understand the meaning of the
word employee to be:
a. A person who works for
someone
b. A company where you
work
c. A job
d. A paycheck
2. Understanding the meaning of
the suffix ee helps you
understand the meaning of the
word employee to be:
a. A person who works for
someone
b. A company where you
work
c. A job
d. A paycheck
3. Understanding the meaning of
the root word bene helps you
understand the meaning of the
word benefit to be:
a. To gain something bad
b. To lose something bad
c. To lose something good
d. To gain something good
3. Understanding the meaning of
the root word bene helps you
understand the meaning of the
word benefit to be:
a. To gain something bad
b. To lose something bad
c. To lose something good
d. To gain something good
4. Understanding the meaning of
the root word sol helps you
understand the meaning of the
word solitary to be:
a. Done with friends
b. Done with family
c. Done alone
d. Done in a difficult
manner
4. Understanding the meaning of
the root word sol helps you
understand the meaning of the
word solitary to be:
a. Done with friends
b. Done with family
c. Done alone
d. Done in a difficult
manner
Name: ______________________________
Benchmark #26: I can use my
knowledge of root words, prefixes and
suffixes to determine word meaning.
Form C
1. Understanding the meaning of
the prefix inter helps you
understand the meaning of the
word interstate to be:
a. Between states
b. Across states
c. In one state only
d. All states
Name: ______________________________
Benchmark #26: I can use my
knowledge of root words, prefixes and
suffixes to determine word meaning.
Form C
1. Understanding the meaning of
the prefix inter helps you
understand the meaning of the
word interstate to be:
a. Between states
b. Across states
c. In one state only
d. All states
2. Understanding the meaning of
the suffix ive helps you
understand the meaning of the
word festive to be:
a. A person who is joyous
b. A place that is joyous
c. The quality of being
joyous
d. The state of being joyous
2. Understanding the meaning of
the suffix ive helps you
understand the meaning of the
word festive to be:
a. A person who is joyous
b. A place that is joyous
c. The quality of being
joyous
d. The state of being joyous
3. Understanding the meaning of
the root word spec helps you
understand the meaning of the
word inspect to be:
a. To lose something
b. To steer or direct
something
c. To feel something
d. To look at carefully
3. Understanding the meaning of
the root word spec helps you
understand the meaning of the
word inspect to be:
a. To lose something
b. To steer or direct
something
c. To feel something
d. To look at carefully
4. Understanding the meaning of
the root word aud helps you
understand the meaning of the
word audible to be:
a. Able to be seen
b. Unable to be seen
c. Unable to be heard
d. Able to be heard
4. Understanding the meaning of
the root word aud helps you
understand the meaning of the
word audible to be:
a. Able to be seen
b. Unable to be seen
c. Unable to be heard
d. Able to be heard
Answer Key
Form A
1.
2.
3.
4.
a
c
d
d
Form B
1.
2.
3.
4.
Form C
1. a
2. d
3. d
4. d
a
a
d
c