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Incarceron

Unit Plan

©2012

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http://www.englishunitplans.com/�

Week 1

• Lying for a Living

• Vocab • The Princess

Parameter • Read Ch. 1-2

• Read Ch. 3-4 • Definition dash • Royal biographer

• Ch. 5-6 • Royal

Biographer • Camera!

• Vocab Quiz • Ch. 7-8 • Royal bio

• Quiz #1 • Setting

Discussion

Week 2

• Ch. 9-10 • In this Corner! • The Mighty

Array

• Vocabulary • Character Catch

up • Ch. 11-12 • Sapient’sAstro

• Read Ch. 13-14 • Journal • The Key • Symbolism • Writing prompt

• Ch. 15-16 • Media Clip • Saphique’s

Way

• Quiz #2

Week 3

• Read Ch. 19-20 • Vocabulary • Hidden Words • What is Real?

• Ch. 21-22 • Coin Toss • Royal Biographer • Puzzle

• Ch. 22-23 • The Freedom

of the Moon

• Ch. 24-25 • Freedom

Writer • Did I really?

• Quiz #3

Week 4

• Ch. 28-29 • Character

Counts • Studio B • Vocabulary

• Ch. 30-31 • Adopt a Word • The Mirror • Short Resp. Essay

• Plot Point Pyramid

• Ch. 32-33 • A Confession • Vocab Round

Up

• Quiz #4

Week 5

• Ch. 34 • Script o Rama • Quizlet Cove • Vocabulary

• Ch. 35 • Center Stage

• The Great Race • Writing

Exercise

• Review • Final Test

Incarceron

[INCARCERON] Table of Contents

Incarceron/ Catherine Fisher

Lesson #1 …………………………………………………..…….1

Lying for a Living………………………………………….………1

Vocabulary (set one)………………..…………………………1

Ch. 1-2…(discussion questions)……………………….…..1

The Princess Parameter………………………………..……..2

Lesson #2……………………………………………………..…..3

Definition Dash………..….…………………………………….3

The Royal Biographer…………………………………..……..3

Ch. 3-4………………………………………………………………3

Lesson #3………………………………………………..……….4

Ch. 5-6……………………………………………………..……….4

The Royal Biographer……………………………..…………..4

Camera! Lights! Action!........................................5

Lesson #4…………………………………………….…………..6

Vocabulary Quiz............................................…...50

Chapters 7-8…………………………………………………..…..6

The Royal Biographer ……………………………..………..7

Lesson #5……………………………………………….…….….8

Quiz #1………………………………………………………………51

Setting…………………………………………….…………..……..8

Lesson #6……………………………………………..……..…..9

Ch. 9-10………….…………………………………..………………9

And in this Corner!.....…………………………..…….……..9

The Mighty Array……………………………………..…….…..9

Lesson #7………………………………………..…….….……10

Vocabulary…………………………………………….….……10

Character Catch up…………………………….…………….10


Ch. 11-12……………………………………………………….10

The Sapient’sAstrolabe(puzzle)………….…………...43

Lesson #8……………………………………………………….12

Ch. 13-14……………………………………………………….12

Journal…………………………………………………………..12

The Key…………………………………………………………….47

Symbolism Media Clip…………………………….………..12

Writing Prompt…………………………………….…….…….13

Lesson #9………………………………………………….……14

Chapters 15-16…………………………………………….…..14

Media Clip:Theme………………………………….……..….14

Saphique’s Way (puzzle)…………………………...……..14

Lesson #10………………………………………………..……15

Quiz #2………………………………………………………..…52

Lesson #11………………………………………………….….16

Ch. 19-20………………………………………………………..…16

Vocabulary………………………………………………..………16

Hidden words…………………………………………..……….17

What is Real……………………………………………………..17

Lesson #12……………………………………………………..18

Chapters 21-22…………………………………………………18

Coin Toss…………………………………………………..………18

Royal Biographer………………………………………….…..18

Incarceron (puzzle)………………..…………………….……18

Lesson #13……………………………………………………..19

Chapters 22-23………………………………………….……..19

The Freedom of the Moon………………………………..48

Lesson #14……………………………………………………..20


Ch. 24-25………………………………………………………..20

Freedom Writer………………………………………………..20

Did I Really?........................................................20

Lesson #15…………………………………………………..…22

Quiz #3……………………………………………………..………53

Lesson #16………………………………………………….….23

Ch. 28-29………………………………………………………….23

Character Counts…………………………………………..….23

Studio B………………………………………………………..….24

Vocabulary……………………………………………………….24

Lesson #17……………………………………………….…….25

Ch. 30-31…………………………………………………….……25

Adopt a Word…………………………………………….…….49

The Mirror…………………………………………………….….45

Short Response Essay………………………………..……..25

Lesson #18………………………………………….…….……26

Plot Point Pyramid……………………………..……….…...26

Lesson #19……………………………………….……….……27

Ch. 32-33……………………………………………….…….…..27

A Confession………………………………………….……..….27

Vocab Round-Up………………………….…………………..27

Lesson #20……………………………………………………..28

Quiz#4………………………………………………………………54

Lesson #21………………………………………………….….29

Ch. 34…………………………………………………………….…29

Script-o-Rama…………………………………………………..29

Quizlet Cove………………………………………………..……29

Vocabulary………………………………………………..….….29


Lesson #22……………………………………………………..31

Ch. 35……………………………………………………………....31

Center Stage……………………………………………………..31

Lesson #23……………………………………………………..32

The Great Race…………………………………….……………32

Writing Exercise: The Perfect World………………….32

Lesson #24……………………………………………………..33

Review for Test………………………………………………...33

Lesson #25…………………………………………….……....39

Final Test……………………………………………………..…55

INCARCERON Lesson Plans

1

Incarceron Lesson #1 Incarceron Objective: Pre-reading introduction Evaluation: Completed List ************************************************************************** Lying for a Living: Fiction Directions: Start a discussion about fiction writing and the title Incarceron. What do the students think the word mean? Break it down and discuss. Then divide the students into groups of four and have them make a list of the things that they believe the word Incarceron means. ************************************************************************** Make a vocabulary list and define as a group Vocabulary Set One (s1) 1. immense-big 2. plunder- things you take after a battle 3. encumbered- anything that makes doing something difficult 4. hostage- kidnapping someone in order to make a gain later, ransome 5. non-era- not of this time 6. Half-sewn- not finished 7. illuminated- light up 8. carriage- a cart you ride in 9. Lord- a title for someone powerful 10. Warden- the person that runs a prison ************************************************************************ Read Ch. 1-2 Questions for Discussion: 1. Where was Finn to begin the story? Finn was chained in and near a road or someplace where trucks could run over him if his timing wasn’t perfect. 2. Who chained Finn up? Keiro 3. How did Maestra know that Finn wasn’t Civicry? The tattoo of a crowned bird. 4. Who was Claudia waiting for? Her father. 5. Who was Claudia’s father? John Arlex, Warden of Incarceron. 6. Why had the Warden and Lord Evian come to visit Claudia? To tell her that her marriage had been moved up.


2

The Princess Parameter Objective: to think about royalty and what it really means Evaluation: To write descriptive sentences about a true royal princess. Materials Needed: A picture of the newest member to the royal family: Kate Middleton. Directions: Place the picture on the board. (This works even better if the picture can be projected onto a white board). Then have students suggest words that describe the person that they are seeing. Do not introduce her, or explain who she is. Some may know who she is, others may not. Ask students not to divulge who she is until after the exercise is over. After you have a list of a dozen or so descriptive words, reveal who she is. Do the words match her royal status? What ‘makes’ a princess, a princess? Is it birth? Is it attitude? Explain that the main character in the book that they are about to read finds herself in a life that she doesn’t like. She’s royalty, but does not want to be. She’s about to be married to someone that she can’t stand. What would YOU do? *************************************************************************


3

Lesson #2 Objective: Recognition of vocabulary words/definitions Evaluation: Completed set of vocabulary properly used in sentences created by each student. Definition Dash Materials needed: Printed out definitions on poster board strips, white board. Directions: Write the vocabulary words on the board in random places. Then place tape on the back of the poste board definition strips, and place randomly on the board. Have students break into teams, then have a timed race to see which team can match the definitions to the words faster than the rest of their team mates. ************************************************************************* Royal Biographer Materials Needed: Composition notebooks Students will be told about biographers and that they often write the stories of famous people. They are going to be the royal biographers for Claudia/Finn. In essence, the students will be starting to keep a journal, as if they are documenting the life of these two characters. The journals should answer these questions:

1. Where was Claudia/ Finn at the beginning of these chapters?

2. What did Claudia/ Finn do in these chapters?

3. What new characters were introduced to Claudia/ Finn in these chapters?

4. Where did Claudia end up at the end of these Chapters?

Example

At the beginning of chapters one and two Finn was chained to the ground in a tunnel waiting for the Civicry. Finn was the bait in an attempt to ambush this other group and he took someone hostage. Other character in these chapters were the Maestra and Keiro. By the end of the chapter Finn was back in the Scum’s den with his friend Keiro and his hostage.

Now have the students write the first journal entry for Claudia.

Homework: Read chapter 2-3 pages 28-54 and write journal entries for these two chapters.


4

Lesson #3

Read Chapters 4-5

Questions for Discussion

1. Who is Lord Evian?

A man from the court that accompanied the Warden to his house.

2. How does Claudia think her father views her?

As a tool. Something to be used to gain power and money. She does not think he loves her.

3. What is the matter with Jared’s health?

He has a bad heart, or some sort of condition that is fatal. He is slowly dying.

4. What did Jared’s friends at the court find that supports Claudia’s theory about Giles?

A half burned note that seems to show that the Queen had Giles, her half son, murdered.

5. In the prison, what are ‘the eyes’?

Cameras that watch and monitor the prisoners.

6. Who is the Maestra?

Someone that Finn tells his ‘birth’ story to. She is sympathetic and listens to him.

7. What do we learn about Finn?

That he was not born in Incarceron, that he just ‘woke up’ one day. She gives him additional information.

******************************************************************************

Royal Biographer

create additional entries for Claudia/Finn using the questions from above.

******************************************************************************


5

Camera, Lights, Action!

Discuss that in today’s media there are a lot of movies being made out of books. Name a few. Then, have students scour magazines for people that they would cast in the various roles for Incarceron, if it should be made into a movie. Why did they choose the pictures that they chose?

Next, place the winning pictures on the board along with descriptive characteristics (as they know them and can find them in their journals) for each character. Add to them as the reading progresses.

****************************************************************************


6

Lesson #4

Vocabulary Quiz

**See appendix for printable version

Fill in the blank

1. ________-big 2. ________- things you take after a battle 3. ________- anything that makes doing something difficult 4. ________- kidnapping someone in order to make a gain later, ransome 5. ________- not of this time 6. ________- not finished 7. ________- light up 8. ________- a cart you ride in 9. ________- a title for someone powerful 10 _______- the person that runs a prison ****************************************************************************** Chapter 7-8 pages 79-108. Questions for discussion 1. What do you think Finn’s ‘visions’ really are? Memories 2. What are the ‘fits’ that Finn has? He has black-outs where he seems to know things about the outside world. Really, they are memories from when he was really on the outside. 3. What does everyone inside of Incarceron want to do? Get to the outside. 4. What is a oathbrother? Why is it important to have one? An oathbrother is someone who watches your back. You take care of each other. Without someone to help you out, you will be an easy target for others. 5. What is Ket? A drug 6. What does Finn promise the Maestra? That he will protect her, that nothing will happen to her. 7. What happens to the Maestra? Jormanric double-crosses Finn and kills the Maestra. 8. What did the Maestra have on her? A crystal key 9. What did Claudia find in her father’s study? A crystal key 10. Who is Jared? Claudia’s teacher/tutor 11. Who is the only person who knows the location of Incarceron?


7

The warden 12. What do you think about a prison that is filled, then sealed forever? ****************************************************************************** Royal Biographer Create journal entries for these chapters for Finn and Claudia.


8

Lesson #5 **See appendix for printable version

Quiz #1 1. Why did Flynn take the Maestra hostage? Because she knew what the eagle tattoo on his wrist meant, and she may have known about his past. 2. What was the big news that the Warden came to tell Claudia? That the date of her marriage had been moved up to just two days away. 3. What did Finn suggest Jormanric do with the Maestra? Offer her back to her people for ransom. 4. Who was Jared? What was his job? Jared was a Sapient and his job was to tutor Claudia. 5. What did Claudia think had happened to Giles? She thought that the Queen had murdered him. 6. What did the Maestra tell Finn about the tattoo? That it was the mark of kings. 7. What was Claudia and Jared’s plan? To break into the Warden’s den. 8. Why did Gildas listen to Finn’s stories? Because Gildas believed Finn was a seer. 9. What happened when Finn’s people tried to exchange the Maestra for the ransom? Jormanric double crossed everyone and the bridge was cut and the Maestra fell into the large crack in the Earth and died. 10. What did Claudia find in the Warden’s den? A glass key. ***************************************************************************** Setting Objective: reinforcing the term Evaluation: correct identification of setting for the book. Think of the world outside of Incarceron, then think of inside Incarceron. Draw a VENN diagram and compare the two. What is setting? How can setting become as important a part as a character?


9

Lesson #6 And in this Corner!! Dynamic characters versus Static characters Directions: Place the two terms on the board. Explain what they mean. Then ask the students to look in their journals and decide which characters are static, and which are dynamic. Ask for predictions. Do they think that any of the static characters will become dynamic? ***************************************************************************** Read chapter 9-10 Questions for Discussion 1. Who is Gildas? An old Sapient (wise man/tutor) that was placed in Incarceron to help run things. Now he just looks for a way back to the outside. 2. What does Finn think he sees on the small disk on the key? A girl’s face 3. What does Claudia find out about Lord Evian? That he is not what he seems and that he is part of a group meant to overthrow the Queen, called the Steel Wolf. They want to open Incarceron. 4. Who ambushes Finn, Gildas, and Keiro in the middle of the night? Jormanric. The Mighty Array Materials Needed: Vocabulary words (s2) Vocabulary arrays **see appendix for printable Directions: Reproduce as many of the arrays as needed. Then separate the words from the definitions, and place the pieces into an envelope. Make as many as are needed for 4-5 groups to use (one array per group) Students are placed into small groups. The groups race to see who can complete matching the word to the definition before the others. Vocabulary Set Two (s2) 1. seer- A person that can see the future 2. incredulous- not believing 3. seizure- an uncontrollable body spasm, usually last for a short period 4. dismayed- a look of horror 5. lumbered- to walk slowly 6. deliberately- on purpose 7. leprous- looking like a leper 8. labyrinth- a maze


10

Homework: Read chapters 11-12….make entries into Royal Biographer journal.


11

Lesson #7 Read Chapter 11-12 Questions for Discussion: 1. What have Jared and Claudia figured out about the key? It not only opens the door from Incarceron, but it is also a communicating device. 2. What do we learn about Incarceron’s construction? That it was created with the good intention of making it a paradise where prisoners could serve out their time in comfort, but be sealed away from the general population. Everything was to be controlled. 3. Can life be controlled? Should it be? Why or why not? What happens if there’s no control? *************************************************************************** Character Catch Up Directions: using the characters placed on the white board, add more characteristics. This time add in one more ‘tier’ to the discussion: Motive, or driving force. What does each character want? Why can’t they get it? Explain that this type of conflict is what drives a book forward. The Sapient’s Astrolabe Puzzle ** see appendix for printable ******************************************************************************


12

Lesson #8 Read Chapters 13-14 Questions for Discussion: 1. What does Lord Evian tell Claudia about Giles’ death? That it seemed to be real, except that there was one man, Bartlett (who had taken care of the Prince since birth), only laughed when he viewed the body. It was if he KNEW it was not his beloved prince. 2. Who is Attia? Attia is a girl that they found and rescued. She has joined their group. 3. What happens to trash, moldy food, and leftovers in Incarceron? The Prison takes it away. 4. The sheep that they catch and kill has a artificial leg. What does that mean? The prison is running out of organic material. 5. What does Caspar accuse Claudia of? Being in love with Jared. 6. Who do Claudia and Jared attempt to find? Bartlett 7. What do they find when they reach his place? Bartlett is dead. But, they find the old man’s journal where he talks about the plot against Giles. ***************************************************************************** Royal Biographer: Journal entries. The Key In the story, the Key becomes a connection between the two worlds of the outside and Incarceron. Using this blank key diagram….draw the designs and details that would make the key look important. **see appendix for reproducible graphic Media Clip: Symbolism View Media Clip about symbols: Discoveryed.com http://player.discoveryeducation.com/index.cfm?guidAssetId=35A09174-B87D-4DAC-9CBE-2008B3A7990A&blnFromSearch=1&productcode=US “Identifying Everyday Symbols: A Brainstorming Activity” 1. What other ‘symbols’ might exist in the story, Incarceron? A. The key: represents a bridge between two worlds, and later on, is the ‘key’ to unlocking the truth about Incarceron. 2. Incarceron: paradise lost.

http://player.discoveryeducation.com/index.cfm?guidAssetId=35A09174-B87D-4DAC-9CBE-2008B3A7990A&blnFromSearch=1&productcode=US�

http://player.discoveryeducation.com/index.cfm?guidAssetId=35A09174-B87D-4DAC-9CBE-2008B3A7990A&blnFromSearch=1&productcode=US�


13

3. Outside World: Hypocrisy of the ‘real’ world. Frozen in time….nothing evolves, changes or moves. Writing Prompt: http://tools.discoveryeducation.com/writingPrompt/viewWritingPrompt.cfm?guidAssetId=238B0EDA-DC9E-4417-84A6-3B9C3D204D44&blnFromSearch=1&productcode=US&strEditCopy=Copy Or write the following prompt on the board for students to see: The Statue of Liberty stands on Liberty Island in New York Harbor. The people of France gave it to our country in a gesture of friendship in 1886. Its true name is Liberty Enlightening the World. The Statue of Liberty symbolizes freedom in our country and throughout the world. It is one of our country’s most familiar symbols. Think about how you feel when you look at this statue. What does it mean to you? Is it a good symbol for our country? Write an essay explaining what the Statue of Liberty means to you and whether you think it is a good symbol for our country.

http://tools.discoveryeducation.com/writingPrompt/viewWritingPrompt.cfm?guidAssetId=238B0EDA-DC9E-4417-84A6-3B9C3D204D44&blnFromSearch=1&productcode=US&strEditCopy=Copy�




14

Lesson #9 Read Chapters 15-16 Questions for Discussion:

1. Why does Attia call herself Finn’s servant? She feels gratitude for his rescuing her from Jormanic.

2. What were the people walking on that made them seem so tall? Stilts

3. What does Claudia find out from reading Bartlett’s journal? That the boy that was buried was NOT the prince, but an imposter. And, he also states that there is only one place Giles could have been sent: Incarceron.

4. What are Finn and Claudia finally able to do with the keys? See one another as they talk.

5. What is Protocol? Adhering to a fixed point in history, with all further technology or advancements forbidden.

Media clip: THEME Have students watch the following clip, explaining THEME. www.discoveryed.com http://player.discoveryeducation.com/index.cfm?guidAssetId=99A7667E-64C6-4E37-A5AD-D5CEE534A78D&blnFromSearch=1&productcode=US “Discovering Language Arts: Intermediate: Fiction” For discussion: What is the overall THEME of Incarceron? A: If you could have a perfect world, would you truly be happy? Happiness comes from the random twists and turns, evolution, forward movement of time in a person’s life. Freeze-framing a moment and living in that moment forever, is not living. Saphique’s Way **see appendix for puzzle Homework: Read Chapters 17-18

http://player.discoveryeducation.com/index.cfm?guidAssetId=99A7667E-64C6-4E37-A5AD-D5CEE534A78D&blnFromSearch=1&productcode=US�

http://player.discoveryeducation.com/index.cfm?guidAssetId=99A7667E-64C6-4E37-A5AD-D5CEE534A78D&blnFromSearch=1&productcode=US�


15

Lesson # 10 Quiz #2 **See appendix for printable version

1. What were Finn and his friends planning to do? Use the key to try and escape from Incarceron 2. What did Lord Evian tell Claudia about? A plot to kill the Queen 3. What happened to mess up Finn’s plan? Jormanric tried to stop them and Keiro had to fight him in order for them to try and escape. 4. What happened when Finn and his friends got to the top of the ladder? They found a door and tried to open it with the crystal key. Vocabulary Quiz 1. ________-A person that can see the future 2. ________- not believing 3. ________- an uncontrollable body spasm, usually last for a short period 4. ________- a look of horror 5. ________- to walk slowly 6. ________- on purpose 7. ________- looking like a leper 8. ________- a maze


16

Lesson #11 Read Chapters 19-20 Questions for Discussion: 1. What does Keiro mean when he asks Claudia who is really the prisoner? He means that from what he knows of her life, Claudia is just as much a prisoner as they are in the underneath world. 2. What does Claudia tell Keiro she will give them in return for rescuing Finn? Maps and directions for getting out of Incarceron. 3. What creature do Finn and Gildas meet in the Cave? A black, dragon-like creature that is interested in Finn because he is unlike any of the other prisoners. 4. What does the dragon tell Finn about people and their suffering? That people are inherently bad,; that they torment each other, and that no system can stop the evilness in mankind. 5. Why did Finn give the dragon a ‘skull’ ring? Because it supposedly holds life force. It is tribute for the dragon who is demanding a life sacrifice for the knowledge it has. Vocabulary Set 3 (s3) 1. contempt: be disgusted by something or someone 2. sludge: byproduct of production; mud or runoff 3. scorched: burned 4. onslaught: to be attacked 5. ululating: a wailing sound 6. manacles: handcuffs 7. lintel: a mantel, such as appears over a fireplace 8. variables: unknown characteristics 9. murmur: whisper quietly under one’s breath 10. expelled: to force out 11. debris: garbage 12. clotted: to plug up 13.defiant: rebellious 14. luminescence: to glow 15. abruptness: to cut short


17

Hidden Words Materials needed: Each vocab word placed on a piece of paper, then placed randomly around the room, on the floor, on the wastecan, on the board, on the door, wherever will afford a good view of the word. Stop watch. Sticky notes Directions: Divide classroom into teams. Tell them that the words are hanging around the room, but the definitions are not. Instruct students to use sticky notes for this game. The game proceeds as follows: Team one goes first. The teacher calls out the definition, students write it on the sticky note, then as a group, they must find the word that corresponds to the definition and stick the definition (via their sticky notes) onto the word. While students are doing this, teacher times their progress. The stopwatch ceases counting time when the last person has placed their sticky note on the word. Play progresses to Team Two, who will have a different word, but will be racing, time wise, against Team One. Proceed through all of the words. What is Real? Materials needed: Large printer paper------11x16, crayons, markers, other craft accessories. Directions: Place the letters R E A L on the white board. Ask the question: what is real. Using the letters in the word ‘real’ have students write down what real means to them. Example: RealizingEarningAtoning Loving. The have them decorate their design. They can also make a sentence out of the REAL letters: Recognizing Everyone Always Lives ******************************************************************************


18

Lesson #12 Read Chapters 21-22 Questions for Discussion 1. Hold old is Queen Sia? No one knows. They only know that she’s as old as the Warden, or older. 2. What does the Queen tell Claudia privately the day she arrives? That Caspar is an idiot and that she fully intends for Claudia to rule the kingdom as she, Queen Sia, has. 3. What is the skull ring symbolic of? Trapped lives. 4. How did Finn and Gildas escape the creature’s cave? Keiro and Attia showed up with a flamethrower. 5. When Claudia follows her father down to the cellar at the palace, what does she see? A door to Incarceron. Coin Toss Materials needed: poker chips, large coins, poster board gameboard Directions: On the poster board section off the poster board into 9 squares. Assign a number into each square. Divide students into groups. A chosen player from each group comes forward to take their turn tossing a coin onto one of the squares. Depending on which square their coin lands, they are asked a vocabulary, story, or element of fiction question. Tailor the questions and vocab as needed for the level of the groups. ***************************************************************************** Royal Biographer Journal entries for any of the other characters, in addition to Claudia and Finn. Puzzle: Incarceron **see appendix for puzzle ******************************************************************************


19

Lesson #13 Read Chapters 22-23 Questions for Discussion: 1. Who is Blaize? An old sapient who rescues them. He flies a ship and collects specimens. 2. The theme is reinforced by what images? The animals and specimens in the cages. It suggests that they are just like that. 3. What does Blaize tell them that rocks their world? That there IS no outside. 4. What do the stars represent? Truth, reality, and freedom. 5. What does Finn do that proves Blaize wrong? Speaks directly to Claudia who reassures him that there IS an outside. She also tells him that she’s found the gate to Incarceron. 6. What question does Jared ask Gildas that shocks Gildas? He asks who Saphique is. 7. What does Claudia finally tell Finn about Giles? That she thinks Finn IS the lost Giles. 8. What can we infer from Attia’s defense of Finn? That she is falling in love with Finn. 9. What does Claudia determine to do now that she knows where the gate is? Go through the gate and bring Giles and his friends back through. 10. Why is Evian thrilled with the discovery of Giles? The Steel Wolves now have a figurehead for their rebellion…the true heir. The Freedom of the Moon Materials needed: A copy of Robert Frost’s Poem: The Freedom of the Moon. **see appendix for a copy. Directions: Discuss the theme of freedom. What words or images come to mind when thinking about freedom? Write these on the board. Now read Robert Frost’s poem and have students look for the theme of ‘freedom’ in the poem. Give them a clue: the moon is symbolic of freedom.


20

I've tried the new moon tilted in the air Above a hazy tree-and-farmhouse cluster As you might try a jewel in your hair. I've tried it fine with little breadth of luster, Alone, or in one ornament combining With one first-water start almost shining. I put it shining anywhere I please. By walking slowly on some evening later, I've pulled it from a crate of crooked trees, And brought it over glossy water, greater, And dropped it in, and seen the image wallow, The color run, all sorts of wonder follow. Analysis: Tell the students that the theme of freedom is one of the oldest themes used by authors in their stories. Just because Incarceron is a new book, doesn’t mean that many of its elements are centuries old. In this poem, Frost shows how freedom is enjoyed as an individual, then as a group, then what happens when freedom is taken and given to whole countries, and how amazing it is to see true freedom come to people who have never know it.


21

Lesson #14 Chapter 24-25 Questions for Discussion: 1. Attia looks through some books on Blaize’s ship and discovers what? Claudia’s name is not listed in the Incarceron list of inmates. 2. What do Claudia and Jared find when they enter the gates of Incarceron? They find that they are in a replica of her father’s study. But they are experiencing a spatial shift which they find curious. 3. What does Gildas mean when he says: This is a place where dust gathers and doubt enters the heart. He says that this place has no answers for them and will only serve to make them depressed to the point where they won’t have the will power to move forward. 4. What happens to Attia when she bites into an apple? It begins to poison her. Freedom Writer Writing Prompt Think about what freedom truly means. Then write to explain why freedom is something worth fighting and dying for. Did I Really? Directions: Place a list of the vocabulary words on the board. Purposely have some of the words misspelled. Instruct students to copy them down on a piece of paper (don’t tell them you’ve misspelled words). Inevitably someone will point out that they are misspelled. “Did I Reallllly?” you answer. Have them see what others you’ve misspelled. Have them spell them correctly. Give a prize to the person who can not only spell the misspelled words, but also define them. ****************************************************************************** Homework: Chapters 26-27


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Lesson #15 Quiz #3 (see appendix for printable version) KEY 1. contempt _D___ A. to be attacked

2. sludge __J__ B. to force out

3. scorched _K___ C. garbage

4. onslaught __A__ D. be disgusted by something or someone

5. ululating __O__ E. to cut short

6. manacles _N___ F. to glow

7. lintel __H__ G. unknown characteristics

8. variables __G__ H. a mantel, such as appears over a fireplace

9. murmur _I___ I. whisper quietly under one’s breath

10. expelled _B___ J. by-product of production; mud or runoff

11. debris __C__ K. burned

12. clotted __M__ L. rebellious

13.defiant _L___ M. to plug up

14. luminescence __F__ N. handcuffs

15. abruptness ___E_ O. a wailing sound


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Lesson #16 Read Chapters 28-29 Questions for Discussion 1. What happens to the ship? Blaize deserts them and the ship flies into the Wall at the End of the World. 2.What does Claudia see in the disk that Jared shows her? Miniaturized worlds. 3. What does this indicate to both Claudia and Jared? That Incarceron is not underneath the world in some underground place. Incarceron is a miniaturized world. 4. What does Claudia find out about her father? That he’s one of the Steel Wolves. 5. This story talks about lack of freedom, of imprisonment. What types of imprisonment are there? You can be locked up physically, but you can be locked up inside yourself as well. 6. What does Attia tell Claudia? That the Warden is not her real father. 7. Where did Claudia really come from? She was taken from Incarceron when she was a week old and raised by the Warden. 8. Why does this give everyone in Incarceron great hope? It means that there IS a way out. 9. What does Claudia make up her mind to do? Go into Incarceron. ***************************************************************************** Character Counts Directions: Place names of the characters into a box or hat. Have students draw out a piece of paper with a character’s name on it. There may be some duplicates, if necessary. (Include even the antagonists). Tell the class that they are to use the name that the drew and create a journal entry from that character’s point of view. What do they think about the events that are unfolding? Do they think that life has treated them fairly? What would they do differently if they could?


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Studio B Finished Journal entries from above exercise. Share them with the class. Those who are listening as their classmate reads, MUST write down two things that they liked about what their classmate read aloud. Vocabulary Set 4 (s4) Cloister- a small courtyard Sheen-brightness Ushered-to be escorted Haggard-tired to the point of exhaustion Plummeted-to fall Stern-back part of a ship Nettles-stinging weed Anomaly-oddity Distorted-twisted, deformed Resplendent-dressed especially well Breeches-Men’s pants that fasten above the knee Gleamed-shined Chattered-to talk incessantly Hubbub-lots of noise Betrothed-to become engaged


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Lesson #17 Read Chapters 30-31 Questions for Discussion 1.What does the Queen tell the Warden about Claudia? That he chose his ‘replacement’ poorly and that there would never BE a wedding after Claudia’s disappearance. 2. Who stabs the Queen? Lord Evian. 3. “I do this for freedom, in a world that offers none,” says Lord Evian. What did he mean? Where there is no possibility for forward progress there is no freedom, only imprisonment. 4. What does Incarceron tell Claudia about the key? It does not want her to use it as it interferes with its systems. It says it will help her to find her friends. 5. What question does Claudia ask that makes the prison laugh? She asks what he wants in return for helping her find her friends. 6. What does Incarceron ask Claudia about the outside? He asks what it is like and how he might escape from himself. Adopt-a-Word Have students choose one of the new vocabulary words, then place into the graphic organizer #1 (see appendix). Have them decorate the page when they are finished. Display them on a ‘word wall’. The Mirror **see appendix for the puzzle Short response writing exercise. Both the prison and Lord Evian talk about freedom and escape. How might a person escape themselves? Write a paragraph describing how someone could be both imprisoned and experience escape.


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Lesson #18 Plot Point Pyramid

Climax

Rising Action Falling Action Resolution Inciting Incident Using the above diagram, place a similar diagram on the board. Have students suggest the most recent film that they watched. Analyze it based on this model. Have students break up into groups and analyze a movie, game plot, book plot, or television show. Each story, whether it is on television, in a book, or on film follows this formatting. It is the analysis that screenwriters, storyboard artists, even gamers use to create a plotline that readers, viewers, players will enjoy. Next, as a class, take the plot of Incarceron and see how much of the plot can be placed into the diagram.


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Lesson #19 Read Chapter 32-33 Questions for Discussion:

1. What does Finn find out about Keiro? That he’s cell-born and part of him is mechanical. His fingernail is metal.

2. Why is it bad that Keiro isn’t all human? Because the hybridized things in Incarceron are considered inferior.

3. What does Jared tell the Warden about Claudia? That she was upset when she found out she was not his daughter, because she loves him anyway.

4. What does the Warden say to Jared’s remark? He doesn’t believe that Claudia loves him.

5. What do we learn about the Warden’s knowledge about Giles’ abduction? He agreed to go along with it because the Queen knew the secret about Claudia.

6. Where is Incarceron? The silver cube hanging from the Warden’s wrist.

***************************************************************************** A Confession Directions: make a journal entry, but this time pretend that you were one of the few people who were in on the plot to assassinate Prince Giles. All these years you have hid the truth and now you want to get it off your mind by writing it down in your journal. ***************************************************************************** Vocab Round-Up Materials Needed: Each vocabulary word written on a sentence strip. Directions: Hand a word card to each student. Tell them to flip the card over and take a guess as to the meaning/definition of the word. Go around the room pronouncing the word for the students, then ask for their definition. If it is not correct, give the corrected definition for them to write down. Proceed through all of the words. Next, put on some music (sounddogs.com) and instruct the students to place their words face up on their desks. They are going to be moving around the room collecting all of the vocabulary words by writing them down in their notebooks. They are NOT to move the cards from the desk, but they can flip them over to get the definitions. The first person to have all of the words and definitions will win some reward. Students must move around the room finding and collecting words. They have until the music is finished playing to collect as many as they can. Go back over the words, one more time


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Lesson #20 Quiz #4 **see Appendix for printable quiz KEY Cloister _O___ A. to become engaged Sheen__N__ B. lots of noise Ushered_M___ C. to talk incessantly Haggard__L__ D. shined Plummeted_K___ E. Men’s pants that fasten above the knee Stern__J__ F. dressed especially well Nettles_I___ G. twisted, deformed Anomaly__H__ H. oddity Distorted__G__ I. stinging weed Resplendent__F__ J. back part of a ship Breeches_E___ K. to fall Gleamed__D__ L. tired to the point of exhaustion Chattered_C___ M. to be escorted Hubbub__B__ N. brightness Betrothed__A__ O. a small courtyard


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Lesson #21 Read Chapters 34 Questions for Discussion:

1. What does Attia mean when she suggests that Claudia might be taking Finn out of one prison into another? That he may be imprisoned up there, or that the outside world may hold no more freedom for him than before.

2. Who is Blaize, really? The Warden in disguise.

3. What does the Warden tell them about getting out? That only the keys transport people. IN other words, two keys, only two people can leave.

4. Why can’t Keiro leave Incarceron? He is part machine.

5. What trick did the Warden play on Incarceron? He used the ancient language of the Sapienti to trick Incarceron into thinking that Saphique had returned.

*************************************************************************** Script-o-Rama Divide students into groups and have then go through the book to select a scene from the book. Then have the students create a short reenactment of that scene. It might help to place the following jobs on the board so that each person in the group has a task to complete. Writer(s) Set design Sound effects Actors Take the class period for them to create the script. Sound effects can be found on Sounddogs.com, or audiolicense.net *************************************************************************** Quizlet Cove Go to Quizlet.com and enter the vocabulary words for the week. Then, either take the students to the computer lab and have them play the games (even take the quiz), or play as teams against one another for time. *************************************************************************** Vocab Set 5 (s5) Portal- a doorway Quakes-to shake uncontrollably Relentless-never giving up


30

Hindered-to slow down, temporarily prevent Reeling-shocked, stunned Components-elements, parts of a whole Cascaded-to fall in large amounts Wistful-longing Vain-pointless Riven-to tear apart


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Lesson #22 Center Stage Have students present their scenes that they worked on the day before. Give ample practice and prep time before presentations. ****************************************************************************** Read Chapter 35 Questions for Discussion:

1. What revelation does the Warden make to Claudia? That he came to love her as his true daughter.

2. Does Claudia believe him? No.

3. Who created the keys? The original Steel Wolf: Lord Calliston

4. What does the Warden do when the Queen and Caspar enter the room? Turns an old forgotten screen on that broadcasts to the guests at the wedding feast. He then introduces Finn as the lost prince, returned.

5. Where does the Warden go after making the announcement? Inside Incarceron.

6. What did the Warden give to Jared? The watch chain with the silver cube….Incarceron.

************************************************************************


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Lesson #23 The Great Race Directions: This requires a great deal of space as the students will be racing one another. Have students line up in two rows (evenly divided into teams). Each student will have sticky notes and something to write with. The teacher gives out the vocabulary word, then the students have to consult with their group to write down the appropriate definition, write it on the sticky note, then run it to a fixed point (post, pole, point on the board) where they will place the note. The teacher checks the definitions, and the one that reaches the fixed point first, and has the correct definition wins a point for their team. ************************************************************************ Writing Exercise: The Perfect World Think about the story in book one, of Incarceron (book two is called Saphique). They attempted to create a ‘perfect’ world, and failed. Why do you think they failed? What is it in human nature that does not allow for a controlled, orchestrated world? Think about your answers, then write an essay to explain if you believe that a perfect world is possible, and why.


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Lesson #24 Review for the Mother of All Tests 1. Where was Finn to begin the story? Finn was chained in and near a road or someplace where trucks could run over him if his timing wasn’t perfect. 2. Who chained Finn up? Keiro 3. How did Maestra know that Finn wasn’t Civicry? The tattoo of a crowned bird. 3. What is the matter with Jared’s health?

He has a bad heart, or some sort of condition that is fatal. He is slowly dying.

4. What did Jared’s friends at the court find that supports Claudia’s theory about Giles?

A half burned note that seems to show that the Queen had Giles, her half son, murdered.

5. In the prison, what are ‘the eyes’?

Cameras that watch and monitor the prisoners.

6. Who is the Maestra?

Someone that Finn tells his ‘birth’ story to. She is sympathetic and listens to him.


That he was not born in Incarceron, that he just ‘woke up’ one day. She gives him additional information.

Fill in the blank

1. ________-big 2. ________- things you take after a battle 3. ________- anything that makes doing something difficult 4. ________- kidnapping someone in order to make a gain later, ransome 5. ________- not of this time 6. ________- not finished 7. ________- light up 8. ________- a cart you ride in 9. ________- a title for someone powerful

10 ______- the person that runs a prison 8. What is aoathbrother? Why is it important to have one?


34

An oathbrother is someone who watches your back. You take care of each other. Without someone to help you out, you will be an easy target for others. 9.Why did Flynn take the Maestra hostage? Because she knew what the eagle tattoo on his wrist meant, and she may have known about his past. 10. Why did Gildas listen to Finn’s stories? Because Gildas believed Finn was a seer. 11.What does Claudia find out about Lord Evian? That he is not what he seems and that he is part of a group meant to overthrow the Queen, called the Steel Wolf. They want to open Incarceron. 12.What have Jared and Claudia figured out about the key? It not only opens the door from Incarceron, but it is also a communicating device. 13. What do we learn about Incarceron’s construction? That it was created with the good intention of making it a paradise where prisoners could serve out their time in comfort, but be sealed away from the general population. Everything was to be controlled. 14. Can life be controlled? Should it be? Why or why not? What happens if there’s no control? 15. What does Lord Evian tell Claudia about Giles’ death? That it seemed to be real, except that there was one man, Bartlett (who had taken care of the Prince since birth), only laughed when he viewed the body. It was if he KNEW it was not his beloved prince. 16. What do they find when they reach his place? Bartlett is dead. But, they find the old man’s journal where he talks about the plot against Giles. 17. What does Claudia find out from reading Bartlett’s journal? That the boy that was buried was NOT the prince, but an imposter. And, he also states that there is only one place Giles could have been sent: Incarceron. 18. For discussion: What is the overall THEME of Incarceron? A: If you could have a perfect world, would you truly be happy? Happiness comes from the random twists and turns, evolution, forward movement of time in a person’s life. Freeze-framing a moment and living in that moment forever, is not living. 19. What happened to mess up Finn’s plan? Jormanric tried to stop them and Keiro had to fight him in order for them to try and escape. 20. What happened when Finn and his friends got to the top of the ladder? They found a door and tried to open it with the crystal key. 21. What does Keiro mean when he asks Claudia who is really the prisoner? He means that from what he knows of her life, Claudia is just as much a prisoner as they are in the underneath world. 22. What creature do Finn and Gildas meet in the Cave? A black, dragon-like creature that is interested in Finn because he is unlike any of the other prisoners. 23. What does the dragon tell Finn about people and their suffering?


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That people are inherently bad,; that they torment each other, and that no system can stop the evilness in mankind. 24. What does the Queen tell Claudia privately the day she arrives? That Caspar is an idiot and that she fully intends for Claudia to rule the kingdom as she, Queen Sia, has. 25. What is the skull ring symbolic of? Trapped lives. 26. How did Finn and Gildas escape the creature’s cave? Keiro and Attia showed up with a flamethrower. 27. When Claudia follows her father down to the cellar at the palace, what does she see? A door to Incarceron. 28. Who is Blaize? An old sapient who rescues them. He flies a ship and collects specimens. 29. The theme is reinforced by what images? The animals and specimens in the cages. It suggests that they are just like that. 30. What does Blaize tell them that rocks their world? That there IS no outside. 31. What do the stars represent? Truth, reality, and freedom. 32. What does Finn do that proves Blaize wrong? Speaks directly to Claudia who reassures him that there IS an outside. She also tells him that she’s found the gate to Incarceron. 33. What does Claudia determine to do now that she knows where the gate is? Go through the gate and bring Giles and his friends back through. 34. Why is Evian thrilled with the discovery of Giles? The Steel Wolves now have a figurehead for their rebellion…the true heir. 35.Attia looks through some books on Blaize’s ship and discovers what? Claudia’s name is not listed in the Incarceron list of inmates. 36.What does Gildas mean when he says: This is a place where dust gathers and doubt enters the heart. He says that this place has no answers for them and will only serve to make them depressed to the point where they won’t have the will power to move forward. 37. What happens to Attia when she bites into an apple? It begins to poison her. 1. contempt_D___ A. to be attacked

2. sludge__J__ B. to force out


36

3. scorched _K___ C. garbage

4. onslaught __A__ D. be disgusted by something or someone

5. ululating __O__ E. to cut short

6. manacles _N___ F. to glow

7. lintel __H__ G. unknown characteristics

8. variables __G__ H. a mantel, such as appears over a fireplace

9. murmur _I___ I. whisper quietly under one’s breath

10. expelled _B___ J. by-product of production; mud or runoff

11. debris __C__ K. burned

12. clotted __M__ L. rebellious

13.defiant _L___ M. to plug up

14. luminescence __F__ N. handcuffs

15. abruptness ___E_ O. a wailing sound

38.What does Claudia see in the disk that Jared shows her? Miniaturized worlds. 39. What does this indicate to both Claudia and Jared? That Incarceron is not underneath the world in some underground place. Incarceron is a miniaturized world. 40. This story talks about lack of freedom, of imprisonment. What types of imprisonment are there? You can be locked up physically, but you can be locked up inside yourself as well. 41. What does Attia tell Claudia? That the Warden is not her real father. 42. Where did Claudia really come from? She was taken from Incarceron when she was a week old and raised by the Warden. 43. Why does this give everyone in Incarceron great hope? It means that there IS a way out.


37

44. What does the Queen tell the Warden about Claudia? That he chose his ‘replacement’ poorly and that there would never BE a wedding after Claudia’s disappearance.

45. Who stabs the Queen? Lord Evian. 46. “I do this for freedom, in a world that offers none,” says Lord Evian. What did he mean? Where there is no possibility for forward progress there is no freedom, only imprisonment Both the prison and Lord Evian talk about freedom and escape. How might a person escape themselves? Write a paragraph describing how someone could be both imprisoned and experience escape. 47.What does Finn find out about Keiro? That he’s cell-born and part of him is mechanical. His fingernail is metal. 48.Where is Incarceron? The silver cube hanging from the Warden’s wrist. Cloister _O___ A. to become engaged Sheen__N__ B. lots of noise Ushered_M___ C. to talk incessantly Haggard__L__ D. shined Plummeted_K___ E. Men’s pants that fasten above the knee Stern__J__ F. dressed especially well Nettles_I___ G. twisted, deformed Anomaly__H__ H. oddity Distorted__G__ I. stinging weed Resplendent__F__ J. back part of a ship Breeches_E___ K. to fall Gleamed__D__ L. tired to the point of exhaustion Chattered_C___ M. to be escorted Hubbub__B__ N. brightness Betrothed__A__ O. a small courtyard 49.What does Attia mean when she suggests that Claudia might be taking Finn out of one prison into another? That he may be imprisoned up there, or that the outside world may hold no more freedom for him than before. 50.Who is Blaize, really? The Warden in disguise. 51.What trick did the Warden play on Incarceron? He used the ancient language of the Sapienti to trick Incarceron into thinking that Saphique had returned Portal- a doorway Quakes-to shake uncontrollably Relentless-never giving up


38

Hindered-to slow down, temporarily prevent Reeling-shocked, stunned Components-elements, parts of a whole Cascaded-to fall in large amounts Wistful-longing Vain-pointless Riven-to tear apart 52.What revelation does the Warden make to Claudia? That he came to love her as his true daughter. 53.What does the Warden do when the Queen and Caspar enter the room? Turns an old forgotten screen on that broadcasts to the guests at the wedding feast. He then introduces Finn as the lost prince, returned. 54.Where does the Warden go after making the announcement? Inside Incarceron. 55.What did the Warden give to Jared? The watch chain with the silver cube….Incarceron.


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Lesson #25 Final Test: KEY **See appendix for printable version

Using the space provided, write a short response to the following questions

1. What is the overall THEME of Incarceron? If you could have a perfect world, would you truly be happy? Happiness comes from the random twists and turns, evolution, forward movement of time in a person’s life. Freeze-framing a moment and living in that moment forever, is not living.

2. How is this THEME reinforced and presented throughout the story? Give at least one example. Back up your answer with an example from the story. The animals and specimens in the cages. It suggests that they are just like that.

3. There is a lot of symbolism in the story. List at least three symbols and what they represent. 1.____star=Freedom_______________________________________________ 2._____key=bridge between worlds_______________________________________ 3._____protocol= a prison/controlled environment______________________________

4. What does Gildas mean when he says: This is a place where dust gathers and doubt enters the heart.”? He says that this place has no answers for them and will only serve to make them depressed to the point where they won’t have the will power to move forward.

5. This story talks about lack of freedom, of imprisonment. What types of imprisonment are

there? You can be locked up physically, but you can be locked up inside yourself as well. In the next section, match the appropriate letter to its corresponding word. 1. Contempt_D__ A. To be attacked 2. Onslaught _A__ B. A courtyard 3. Ululating _E__ C. To glow 4. Lintel_F__ D. To be disgusted 5. Luminescence_C__ E. A wail 6. Cloister__B_ F. A mantel 7. Haggard_J__ G. To tear apart 8. Anomaly_I__ H. to fall in great amounts 9. Portal__K_ I. Odd 10. Hindered_L__ J. Weary 11. Cascaded _H__ K. A gateway 12. Riven_G__ L. to detain, slow down


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Answer the following questions to the best of your ability.

1. Where was Finn to begin the story? Finn was chained in and near a road or someplace where trucks could run over him if his timing wasn’t perfect.

2. What do we learn about Finn? That he was not born in Incarceron, that he just ‘woke up’ one day. She gives him additional information.

3. Who is Claudia?

She is the daughter of the Warden of Incarceron.

4. What do Claudia and Jared find out about the key? It is a communication device.

5. What do we learn about Incarceron’s construction? That it was created with the good intention of making it a paradise where prisoners could serve out their time in comfort, but be sealed away from the general population. Everything was to be controlled.

6. What does Lord Evian tell Claudia about Giles’ death? That is was murder planned by the Queen.

7. What does Claudia find out from reading Bartlett’s journal? That Giles was abducted and sent to live in Incarceron.

8. When Claudia follows her father down to the cellar at the palace, what does she see? The gateway to Incarceron

9. What does Claudia see in the disk that Jared shows her, and what does this indicate about Incarceron? Miniaturized worlds, leading her to believe that Incarceron is also miniaturized.

10. Where did Claudia really come from? She was adopted out of Incarceron by the Warden, to take the place of his real daughter who died.

11. Where is Incarceron? It is a miniaturized prison that hangs on the Warden’s watch chain.

12. What does the Warden do when the Queen and Caspar enter the room? Broadcasts to the wedding guests that the Queen and he have found the long lost Prince Giles.

13. Where does the Warden go after making the announcement?


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Into Incarceron.

14. What did the Warden give to Jared? The watch chain with Incarceron on it.


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Appendix

Incarceron

Across 3. to be attacked 8. a mantel, such as appears over a fireplace 9. be disgusted by something or someone 11. rebellious 12. burned 14. garbage 15. unknown characteristics Down 1. to cut short 2. handcuffs 4. to glow 5. a wailing sound 6. byproduct of production; mud or runoff 7. to plug up 10. to force out 13. whisper quietly under one’s breath


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Name_________________________date_____________

The Sapient’s Astrolabe

Across 1. not believing 5. to walk slowly 6. A person that can see the future 7. a maze Down 2. a look of horror 3. on purpose 4. an uncontrollable body spasm, usually last for a short period 5. looking like a leper


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Name_______________________Date_____________________

Saphique's Way

S Q P F T Y H H Z C R H S G B E L S Y D T J P J M T D S Z B I N U M L F Y E R N I V E Y X Z F A M P E P D I S M A Y E D U S J A B P T R E L L U T O U R U E K M E Y A E U H A Y O U E O J K C B R P R Q P U W Q X D L F T A H R E C E K J K B P U U D L F O N E D T B C U Q Y J D A J U R L W M P E I M Q L R E E S W B H U G U U G L G B G R K L C S E T I Z O H V E M H C O V G W L W P Z Y T T K D J N Z B S B H C R D N I O Y P S I A C X V V K X C G N Y K K

DELIBERATELY DISMAYED INCREDULOUS LABYRINTH LEPROUS LUMBERED SEER SEIZURE


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Name_____________________________Date______________

TheMirror

T G T H E R E I S S E N O E S C H N C A P E E M Y C C H I L D O G I R E L N G G N J E M U A F N U T B D E M G E T G C B C B M T A A G B X G C X D V B G E R I E L L E T P S F U G F W L R U F M S U Q W E T L T D I A S R P C P N L W N L S I K V Z G C E T F T O U I Y L H D K W H M O O N NN L M B B E T H V C S I R B E D B U R T F D L E T N I L C N S K L T Y N J T N A I F E D H O S O O T X P S E L C A N A M E L T I W A R R U M R U M G E C D Z K Q Q V

ABRUPTNESS CLOTTED CONTEMPT DEBRIS DEFIANT EXPELLED LINTEL LUMINESCENCE MANACLES MURMUR ONSLAUGHT SCORCHED SLUDGE ULULATING VARIABLES __ __ __ __ __ __ __ __ __ __


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Vocabulary Array Seer

A person who sees the future

Incredulous

Not believing

Seizure

Uncontrollable body spasm

Dismayed

A look of horror, shock

Lumbered

To walk slowly

Deliberately

On purpose

Leprous

Looking like a leper

Labyrinth

A maze


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Use this key to get an idea of how to create your own Incarceron Key. Then, on a separate piece of paper construct your own key.


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The Freedom of the Moon: Robert Frost

I've tried the new moon tilted in the air Above a hazy tree-and-farmhouse cluster As you might try a jewel in your hair. I've tried it fine with little breadth of luster, Alone, or in one ornament combining With one first-water start almost shining. I put it shining anywhere I please. By walking slowly on some evening later, I've pulled it from a crate of crooked trees, And brought it over glossy water, greater, And dropped it in, and seen the image wallow, The color run, all sorts of wonder follow.


49

Adopt-A-Word Name_____________________Date__________________ Choose a vocabulary word that you like, then do the following to it: Picture that represents the word

Use in a sentence

Synonym

definition

Vocabulary word

Decorate the word

Antonym

What part of speech is it (adj., verb, noun)

Write it in a circle

Now YOU try


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Quizzes

Vocabulary Quiz 1 Name_____________________Date________________ Fill in the blank

1. __________________-big

2. __________________- things you take after a battle

3. __________________- anything that makes doing something difficult

4. __________________- kidnapping someone in order to make a gain later, ransom

5. __________________- not of this time

6. __________________- not finished

7. __________________- light up

8. __________________- a cart you ride in

9. __________________- a title for someone powerful

10 _________________- the person that runs a prison


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Quiz #1 Name_____________________Date________________ 1. Why did Flynn take the Maestra hostage?

2. What was the big news that the Warden came to tell Claudia?

3. What did Finn suggest Jormanric do with the Maestra?

4. Who was Jared? What was his job?

5. What did Claudia think had happened to Giles?

6. What did the Maestra tell Finn about the tattoo?

7. What was Claudia and Jared’s plan?

8. Why did Gildas listen to Finn’s stories?

9. What happened when Finn’s people tried to exchange the Maestra for the ransom?

10. What did Claudia find in the Warden’s den?


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Quiz #2 Name____________________________Date______________ 1. What were Finn and his friends planning to do?

2. What did Lord Evian tell Claudia about?

3. What happened to mess up Finn’s plan?

4. What happened when Finn and his friends got to the top of the ladder?

Vocabulary Quiz 1. __________________-A person that can see the future

2. __________________- not believing

3. __________________- an uncontrollable body spasm, usually last for a short period

4. __________________- a look of horror

5. __________________- to walk slowly

6. __________________- on purpose

7. __________________- looking like a leper

8. __________________- a maze


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Quiz #3 Name______________________________________________date_____________ Match the following words to their definitions 1. contempt ____ to be attacked

2. sludge ____ to force out

3. scorched ____ garbage

4. onslaught ____ be disgusted by something or someone

5. ululating ____ to cut short

6. manacles ____ to glow

7. lintel ____ unknown characteristics

8. variables ____ a mantel, such as appears over a fireplace

9. murmur ____ whisper quietly under one’s breath

10. expelled ____ by-product of production; mud or runoff

11. debris ____ burned

12. clotted ____ rebellious

13.defiant ____ to plug up

14. luminescence ____ handcuffs

15. abruptness ____ a wailing sound


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Quiz #4 Name______________________Date_____________ Cloister ___ A. to become engaged

Sheen___ B. lots of noise

Ushered____ C. to talk incessantly

Haggard____ D. shined

Plummeted____ E. Men’s pants that fasten above the knee

Stern____ F. dressed especially well

Nettles____ G. twisted, deformed

Anomaly____ H. oddity

Distorted____ I. stinging weed

Resplendent____ J. back part of a ship

Breeches____ K. to fall

Gleamed____ L. tired to the point of exhaustion

Chattered____ M. to be escorted

Hubbub____ N. brightness

Betrothed____ O. a small courtyard


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Final Exam Name_________________________ Date_______________________ Using the space provided, write a short response to the following questions 1. What is the overall THEME of Incarceron?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. How is this THEME reinforced and presented throughout the story? Give at least one example. Back up your answer with an example from the story. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. There is a lot of symbolism in the story. List at least three symbols and what they represent. 1.______________________________________________________________________

2.______________________________________________________________________

3.______________________________________________________________________

4. What does Gildas mean when he says: This is a place where dust gathers and doubt enters the heart.”? ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


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5. This story talks about lack of freedom, of imprisonment. What types of imprisonment are there? ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

In the next section, match the appropriate letter to its corresponding word. 1. Contempt___ A. To be attacked

2. Onslaught___ B. A courtyard

3. Ululating___ C. To glow

4. Lintel ___ D. To be disgusted

5. Luminescence ___ E. A wail

6. Cloister___ F. A mantel

7. Haggard___ G. To tear apart

8. Anomaly___ H. to fall in great amounts

9. Portal___ I. Odd

10. Hindered___ J. Weary

11. Cascaded___ K. A gateway

12. Riven ___ L. to detain, slow down


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Answer the following questions to the best of your ability. 1. Where was Finn to begin the story?


3. Who is Claudia?

4. What do Claudia and Jared find out about the key?

5. What do we learn about Incarceron’s construction?

6. What does Lord Evian tell Claudia about Giles’ death?

7. What does Claudia find out from reading Bartlett’s journal?

8. When Claudia follows her father down to the cellar at the palace, what does she

see?

9. What does Claudia see in the disk that Jared shows her, and what does this

indicate about Incarceron?

10. Where did Claudia really come from?


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11. Where is Incarceron?

12. What does the Warden do when the Queen and Caspar enter the room?

13. Where does the Warden go after making the announcement?

14. What did the Warden give to Jared?

Read Ch. 1-2 Name:

1. Where was Finn to begin the story?

2. Who had chained Finn up?

3. How did Maestra know that Finn wasn’t Civicry?

4. Who was Claudia waiting for?

5. Who was Claudia’s father?

6. Why had the Warden and Lord Evian come to visit Claudia?

Vocabulary Quiz Name:

Fill in the blank

1. ________-big

2. ________- things you take after a battle

3. ________- anything that makes doing something difficult

4. ________- kidnapping someone in order to make a gain later,

ransom

5. ________- not of this time

6. ________- not finished

7. ________- light up

8. ________- a cart you ride in

9. ________- a title for someone powerful

10 _______- the person that runs a prison

Quiz #1 Name: 1. Why did Flynn take the Maestra hostage? 2. What was the big news that the Warden came to tell Claudia? 3. What did Finn suggest Jormanric do with the Maestra? 4. Who was Jared? What was his job? 5. What did Claudia think had happened to Giles? 6. What did the Maestra tell Finn about the tattoo? 7. What was Claudia and Jared’s plan? 8. Why did Gildas listen to Finn’s stories? 9. What happened when Finn’s people tried to exchange the Maestra for the ransom?

10. What did Claudia find in the Warden’s den?

Quiz #2 Name: 1. What were Finn and his friends planning to do? 2. What did Lord Evian tell Claudia about? 3. What happened to mess up Finn’s plan? 4. What happened when Fin and his friends got to the top of the ladder?

Vocabulary Quiz Name:

1. ________-A person that can see the future

2. ________- not believing

3. ________- an uncontrollable body spasm, usually last for a

short period

4. ________- a look of horror

5. ________- to walk slowly

6. ________- on purpose

7. ________- looking like a leper

8. ________- a maze

Final Test Name: 1. List three parts of the story that you found exciting, briefly explain why? 2. Pick one part of the story you found confusing, briefly explain why? 3. Was Finn Giles? Why or why not? (details) 4. Why did the Warden go back into the prison? Why? 5. Why was Incarceron created?

6. Do you think it is possible to create a perfect world? Why or why not?

Name:

Vocabulary #1 E Z Z F E X X R N E E K G F E I G U A W J E T N S I I V G D A C A H N D Q C D N X L V O N U J P I N L U X M E A L E D Z J T T U R M D Y C M W U Q U I G I L Q B R I V K M A M D T W K P D A E U A O D I R I B S D Q A R X X V M C N O D N Q K K Z E H O S T A G E O E A J W N D N W E S F L A H M N T I Q K I O Z L E N U D F E P E T N A D D J Q A T F J J B M D R L J G A A Q W A P P J W N S O A M D V O Z W K X U C R F R V J D J T P Q Q F Z K S D D T Q M M CARRIAGE ENCUMBARED HALFSEWN HOSTAGE ILLUMINATED IMMENSE LORD NONERA PLUNDER WARDEN

Name

Vocabulary #2

R W I B T K D S C H G L P D H C V I N D H E E W G H A L E X T G T Q C I M E R V E B P A G Z M X F Z R J O F X N Y R L T Q N R U H S E J Y D M R K W G P A R M M C J D F H C I K G U D E Y A M S I D U T Z N F S C S E L E W R I A G L F T X U G A O R R Z R Z E Z K O H Y O K I L E E T K E S U C H U E R G D E L I B E R A T I N G S P K S J D G X M I Y V L G W E E F B I G Z Z C U S S U B W E L Q D D C Y I M J L P G H N M O N P E A Y C S Q T E B W K J K N DELIBERATING DISMAYED INCREDULOUS LABYRINTH LEPROUS LUMBERED SEER SEIZURES

Common Core State Standards Alignment Grid

Grades 8-10

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grade 8

Reading: Literature and Informational Text

Key Ideas and Details

RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craft and Structure

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Integration of Knowledge and Ideas RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful

to or departs from the text or script, evaluating the choices made by the director or actors.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Range of Reading and Level of Text Complexity

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Writing

Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Text Types and Purposes (continued) W.8.3. Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

Production and Distribution of Writing

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

Speaking and Listening

Comprehension and Collaboration

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standards Alignment Grid: Grades 9-10

Reading: Literature and Informational Text

Key Ideas and Details

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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