The Fault in Our Stars
Vocabulary Chapters 1-5
Benefits of building your vocabulary:






Give you the ability to say what you mean
Helps you understand other people
Helps you understand what you read
Bolsters you ability to grasp ideas and think more logically
Allows you to communicate effectively
Boosts your powers of persuasion
Chapter 1
Word
Rejoinder
Page
Definition
Imperial
Myriad
Denounce
Mantra
Hamartia
Chapters 2 and 3
Word
Page
Doppelganger
Univalent
Evangelical
Definition
Incessantly
Chapter 4
Word
Narcissistic
Page
Definition
Page
Definition
Cholera
Perpetuity
Reclusive
Requiem
Bereft
Chapter 5
Word
Sedentary
Insipid
Ensnared
Bacchanalia
Revile
Insidious
Stoically
The Fault in Our Stars
Allusions Chapters 6-10
What is an Allusion?
A brief, usually indirect reference to a person, place, or event- real or fictional.
According to their content, allusions may be historical, cultural, mythical, literary,
political or private.
When authors refer to other great works, people, and events, it’s not usually
accidental.
An allusion can give a deeper meaning to a story by referring to another work which
has a similar theme. It can also be a way for the author to further emphasize the
main point, which he or she is trying to make with the story. By using allusions it
may give the reader a better understanding of what the author is meaning to say if
they can draw the similarities between the two different works and see how they
relate to one another.
Allusion
Page
The Tragedy of
Julius Caesar
Pg. 111
Chapter 7
Sonnet 55
Pg. 112
Chapter 7
Explanation of Allusion
Draw connections between the
allusion and the text
Archibald
Macleish
Pg. 112
Chapter 7
Anne Frank
Pg. 126
Chapter 8
Henry David
Thoreau,
Walden,
“Where I Lived
and What I
Lived For.”
Pg. 148
Chapter 10
Battle of
Thermopylae
Pg. 149
Chapter 10
Allen Ginsberg
& Howl
Pg. 152
Chapter 10
T.S. Elliot
Pg. 153
Chapter 10
The Fault in Our Stars
Poetry Analysis
Part I: Watch & discuss the following introduction to Emily Dickinson through Crash
Course by John Green: https://www.youtube.com/watch?v=R4WwhOdk_Eg
Part II: Identify & discuss the following poetic elements in Emily Dickinson’s
Alliteration
stanza
symbol
simile
Conflict personification rhyme scheme
“There’s a Certain Slant of Light”:
“There's a Certain Slant of Light”
There's a certain slant of light,
On winter afternoons,
That oppresses, like the weight
Of cathedral tunes.
Heavenly hurt it gives us;
We can find no scar,
But internal difference
Where the meanings are.
None may teach it anything,
'Tis the seal, despair,-
An imperial affliction
Sent us of the air.
When it comes, the landscape listens,
Shadows hold their breath;
When it goes, 't is like the distance
imagery
On the look of death.
Part III: Select a stanza from Emily Dickinson’s “There’s a Certain Slant of Light” and
generate a rough but detailed drawing of the stanza in the “Quick Picture” box
below.
Part III: Answer the following questions about the detailed picture your generated.
Use the given introductions to begin your responses. Include at least ten words after
the lead phrase.
1. What is my picture about? This picture is about . . .
2. What is one important idea my picture shows? One important idea . . .
3. What are two details in my picture? Two details include . . .
4. What is one concept I want to emphasize? One idea/point I want to
emphasize . . .
The Fault in Our Stars
Making Thematic Connections: Chapter 11
Thematic Statements:
 The importance of “carpe diem”
 The power of friendship/companionship
 The loneliness one experiences usually caused by rejection or isolation
Directions: Analyze the following passage from the novel as it relates to one
of the above themes. Provide the following elements in your response.
Passage: “One might marvel at the insanity of the situation: A mother sends her
sixteen-year-old daughter alone with a seventeen-year-old boy into a foreign city
famous for its permissiveness” (Green 159).
In 15 words, record a
summary of the passage’s
context (when, where, who,
what)
What
In 25+ words, begin your
response with “This is
important” and record why
you think the passage is
important to one of the novel’s
themes (why & how).
Why important?
In 15+ words, begin your
response with, “As a result,”
and explain How the author
uses characterization,
symbolism, and/or conflict to
develop the theme.
As a result…
The Fault in Our Stars
Making Thematic Connections: Chapters 12 and 13
Thematic Statements:
 The importance of “carpe diem”
 The power of friendship/companionship
 The loneliness one experiences usually caused by rejection or isolation
Directions: Choose a passage from the novel that connects to one of the
themes above.
Passage:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
In 15 words, record a
summary of the passage’s
context (when, where, who,
what)
What
In 25+ words, begin your
response with “This is
important” and record why
you think the passage is
important to one of the novel’s
themes (why & how).
Why important?
In 15+ words, begin your
response with, “As a result,”
and explain How the author
uses characterization,
symbolism, and/or conflict to
develop the theme.
As a result…
The Fault in Our Stars
Found Items: Chapters 15-20
Your Task:
For this task you will select a found item which connects to a specific theme with
the text. Be vigilant in surveying the media regularly for relevant items. Ensure that
both your sources and your collection are as wide-ranging and varied as possible.
For each item, write a commentary explaining why you chose it and what
connection it has to the text:
For this task you will write a one-page response with the following information:




State the theme
Identify the found item; summarize the content briefly
Explain the connection to the novel – characters, setting, events, theme,
symbolism, conflict, etc
Offer a personal reaction / insight / reflection to the connection made (ex:
personal, peers, family, friends, society, media)
Potential theme topics:
Ambition
Guilt
Loyalty
Self-esteem
Power and
corruption
Identity
Role of
women/me
n
Will to
survive
Speaking out/
courage
Protest
Coming of age
Quest for
discovery
Power
Man’s
inhumanity to
man
Transformation
Fate
Innocence to
experience
Friendship
Fear of failure
Compassion and
redemption
Family
Self-preservation
Weakness/fear
Greed as downfall
Theme topic + the author’s viewpoint = THEME
RUBRIC REQUIRED
The Fault in Our Stars
Vocabulary Chapters 13-19
Chapters 13-19
Word
Transfigured
Palliative
Impotent
Solace
Conspicuously
Eponymous
Quantum
Indomitable
Scrum
Page
Definition
The Fault in Our Stars
Poetry Analysis
Part I: Identify & discuss the following poetic elements in Robert Frost’s: “Nothing
Can Stay”
Alliteration
Allusion
Conflict
“Nothing Gold Can Stay”
Nature's first green is gold
Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.
Robert Frost
(1875–1963)
metaphor
symbol
imagery
rhyme scheme
Part II: Select a stanza from Robert Frost’s “Nothing Gold Can Stay” and generate a
rough but detailed drawing of the stanza in the “Quick Picture” box below.
Part III: Answer the following questions about the detailed picture your generated.
Use the given introductions to begin your responses. Include at least ten words after
the lead phrase.
1. What is my picture about? This picture is about . . .
2. What is one important idea my picture shows? One important idea . . .
3. What are two details in my picture? Two details include . . .
4. What is one concept I want to emphasize? One idea/point I want to
emphasize . . .
The Fault in Our Stars
Opinion Paragraphs
Opinion Paragraphs
Structure
Sentence #
Sentence 1
What you need to write…
Topic Sentence – Point




Sentence 2
Proof

Sentences 3
Explain

Sentence 4
Conclusion


Transition Words and Phrases
To show…
Your opinion…
Your proof…
Your explanation…
Use words/phrases like…
Conclusion
Sample Paragraph:
Use the words below to label the sample paragraph:
Explanation
Conclusion
Topic Sentence
Proof
Title
Christmas is the best holiday
Christmas is the best holiday of the year, beating out Halloween, March Break, and
Easter. Christmas is the only holiday that you are able to exchange multiple presents
with many friends, family, and even Santa Claus. With other holidays, like Halloween and
Easter, you only receive candy, chocolate, and sweets. However, with Christmas, you can
exchange clothes, accessories, and even electronics too, which are all more significant
than food. As a result, it is clear that Christmas is the best holiday of the year.
Your turn:
Characters have no life outside the pages of a book.
It is unfair to let someone fall in love with you if you know that you are dying.
Education is wasted on the terminally ill.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________
The Fault in Our Stars
Opinion Essay (OSSLT Prep)
Person Opinion Essay Assignment
The following statements relate to themes that have been exposed throughout the mythology unit.
Read these statements and ask yourself whether you agree OR disagree with them. Beside each
statement, record your response and then write a brief explanation. Although these responses are
your own opinions, make sure that you use concrete examples from your own life to support them.
You will not be using examples from the mythology unit for this task.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
All men (and women) are created equally
Women should act like women
It’s okay to be different
Nobody is all good or all bad
Some words are so offensive that they should never be stated or written
Under our justice system, all citizens are treated fairly in our courts of law
The adage “Sticks and stones may break my bones, but words will never hurt me,” is true
A hero is born, not made
No one is above the law
Education is the great equalizer
When the law does not succeed in punishing criminals, citizens should do so
Women are better parents than men
Violence is sometimes necessary
People do not take enough pride in their nation
You should always support your family members
The Assignment:
Write a 2-page, double-spaced opinion essay on one of the topics above. Using examples from your
own life and your own ideas prove your argument in a coherent 5-paragraph essay (intro, 3 body
paragraphs, and a conclusion).
Rubric attached
Personal Opinion Essay Rubric
Knowledge
Demonstrate your understanding of
the most important ideas and
supporting details in the texts you
reference.
Demonstrate inference skills with
support from well-chosen stated
and implied ideas from the texts
your reference.
Demonstrates
limited knowledge
and understanding
of the content and
the key terms
relevant to the topic.
Demonstrates some
knowledge and
understanding of the
content the key
terms relevant to the
topic.
Demonstrates
considerable
knowledge and
understanding of the
content the key
terms relevant to the
topic.
Demonstrates
thorough knowledge
and understanding
of the content the
key terms relevant
to the topic.
Uses critical / creative
thinking processes
with limited
effectiveness.
Uses critical / creative
thinking processes
with some
effectiveness.
Uses critical / creative
thinking processes
with considerable
effectiveness.
Uses critical / creative
thinking processes
with a high degree of
effectiveness.
Makes connections
with limited
effectiveness.
Makes connections
with some
effectiveness.
Makes connections
with a considerable
effectiveness.
Makes connections
with a high degree of
effectiveness.
Communicates to the
intended audience
with limited
effectiveness.
Communicates to the
intended audience
with some
effectiveness.
Communicates to the
intended audience
with considerable
effectiveness.
Communicates to the
intended audience
with a high degree of
effectiveness.
Uses conventions
with a high degree of
effectiveness.
Uses conventions
with a high degree of
effectiveness.
Uses conventions
with a high degree of
effectiveness.
Uses conventions
with a high degree of
effectiveness.
Thinking
Generate, expand, explore, and
focus your ideas to meet the
assigned purpose and audience for
your task.
Research: locate and select
information to effectively support
the ideas you’re explaining.
Determine whether the ideas and
information you’re gathered are
accurate, interesting and effective
in supporting your purpose.
Organize ideas to support the
purpose for your text.
Application
Make appropriate connections
between the ideas in your text and
other texts, experiences and insights
to demonstrate your extended
understanding of the topic you’re
explaining.
Communication
Respond to the assignment with the
required format, following the
appropriate conventions for the
task.
Use your knowledge of form and
style to achieve your purpose for
your intended audience, including
use of appropriate:



voice;
word choice;
sentence craft and fluency.
Use your knowledge of
conventions to employ effective:




spelling
grammar
punctuation
publishing
The Fault in Our Stars
Found Poems
A Found Poem is a poem that is created by using an existing literary work and creating a new poem
from it. While the words used in the poem are not your own, the combination that you, the poet, uses to
express your vision is original. You can take words out, change punctuation or the form of the word for
grammatical purposes. You cannot add words.
Here is an example of a found poem using text from Louis Sachar’s novel “Holes”.
Passage from Novel:
There was a change in the weather. For the worse. The air became unbearably humid. Stanley was
drenched in sweat. Beads of moisture ran down the handle of his shovel. It was almost as if the
temperature had gotten so hot that the air itself was sweating. A loud book of thunder echoed across the
empty lake. A storm was way off to the west, beyond the mountains. Stanley could count more than
thirty seconds between the flash of lightning and the clap of thunder. That was how far away the storm
was. Sound travels a great distance across a barren wasteland (127).
Found Poem Example:
There was a change
For the worse.
The air became humid
Beads of moisture ran down
The air itself, sweating
Thunder echoed across the lake.
A storm beyond the mountains.
Thirty seconds
And the thunder.
Sound travels a great distance
Across a barren wasteland.
Your task is to select a passage from the text and write a found poem that directly or indirectly relates
to one of the themes we have been discussing in class. Alternatively, you can use words from different
pages and passages in the novel.
Be creative!
The Fault in Our Stars Anticipation Guide
Write True or False for each of the following statements in the BEFORE column before reading
John Green’s The Fault in Our Stars. There are no right answers to these statements. The intent of this
exercise is to spark a discussion. After completing the novel, we will revisit our answers to see how our
thoughts and feelings have changed.
Statement
If something is not included in a novel, it is the duty of the author to keep
it a secret.
Characters have no life outside the pages of a book.
It is unfair to let someone fall in love with you if you know that you are
dying.
Education is wasted on the terminally ill.
Knowledge of an artist should not change your opinion of his/her work.
Before
After