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The Last Book in the Universe

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Debra Matthews

on 29 November 2012

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Transcript of The Last Book in the Universe

Rodman Philbrick The Last Book in the Universe Standards &
Esssential Question Listen to or read lyrics from Phil Collins’ song, “Just Another Day in Paradise,” and discuss the words in relation to the essential question. Entry Slip: Respond to the essential question--Can a perfect society exist? Inquiry Read chapters 3-5.
Add to your journal. Reading Assignment What is it?
Mark Twain said: “Courage is resistance to fear, mastery of fear – not absence of fear.”
Write about why you would agree or disagree with this quote.
Read “My Hand or My Life – the Hand Had to Go.” (Ralston)
How does this relate to the theme of courage?
Read chapters 6-7.
What decision has Spaz made at this point? Where do you think he has found the courage to make this decision? Courage Read “The World Is a Beautiful Place”
Discuss connections between perceptions and reality.
Inferences:
Why does the gang leader focus on Spaz?
Why does Ryter tell Spaz about others with epilepsy?
Research
Locate information about the following and explain their importance in the book:
1. Grand mal seizure
2. Don Quixote
3. Julius Caesar
4. Napoleon Bonaparte
5. Leonardo da Vinci
6. Vincent van Gogh
7. Agatha Christie
8. Lewis Carroll
9. Tennyson
10. Harriet Tubman
11. Joan of Arc
12. Paganini
13. Poe Chapters 8-9 Dr, Janet Allen. Can There Be a Perfect Society. www.janetallen.org
http://www.lyricsfreak.com/p/phil+collins/another+day+in+paradise_20108035.html
http://www.youtube.com/watch?v=YiUQE5bJKFU
http://www.smh.com.au/articles/2004/10/22/1098316864966.html
http://eyewitnesstohistory.com/sfeq.htm
http://quotations.about.com/cs/poemlyrics/a/Stopping_ByWood.htm
http://www.tnellen.com/cybereng/harrison.html
http://www.youtube.com/watch?v=PivWY9wn5ps&feature=player_detailpage Resources SC Standards
8-1.1 Compare/contrast ideas within and across literary texts to make inferences.
8-1.2 Explain the effect of point of view on a given literary text.
8-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, and paradox).
8-1.4 Analyze a given literary text to determine its theme.
8-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.
8-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).
8-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).
8-2.1 Compare/contrast central ideas within and across informational texts.
8-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.
8-2.4 Create responses to informational texts through a variety of methods
8-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.
8-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.
8-3.4 Interpret the connotations of words to understand the meaning of a given text
8-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.
8-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.
8-6.7 Use a variety of print and electronic reference materials. CCSS
Reading Literature
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.
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.
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.
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.
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.
Reading Information
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.
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language
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.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Can
a
Perfect
Society
Exist? Essential Question • In your small group, research the topic below that was assigned to the group.
Eden
seizure
genetically improved Read chapters 1-2.
Keep a journal using the following form. Reading Assignment Create this journal page your own on notebook paper. Exit Slip: At this point, why might Billy be so adamant about keeping Spaz from the Proov girl? Fill out the Hero's Journey form. The Hero's Journey Historical Reference Read the article about the San Francisco earthquake. http://eyewitnesstohistory.com/sfeq.htm Read the short version of The Odyssey.
http://www.mythweb.com/odyssey
Compare Spaz's journey to that of Odysseus. Read Frost's poem "Stopping by the Woods".
http://quotations.about.com/cs/poemlyrics/a/Stopping_ByWood.htm
Why does the author allude to this poem? Allusion Research the Furies.
What other literature includes them?
Why are they alluded to in the story?
How are they part of the Hero's Journey? Chapters 16-18 Read and continue adding to your journal. Chapters 13-15 Read chapters 10-12. Reading Assignment How do the latches try to create their version of a perfect society?
Are they successful?
Why or why not? Create a graphic organizer to compare and contrast the different latches. Analyze rthe relationships between and among the latch bosses.
How do they relate to your world?
Create a map of the various latches in Spaz's world. Geopolitical Connections Inference
This is the second time we see that the latch bosses "know" Spaz and will not harm him. Why do you think this is?
Allusion
Where else do you usually see the phrase "Happily ever after" used?
Comprehension
If Ryter, Spaz, and Bean have never seen sky, grass, and streams, what kinds of responses would you expect them to have to their surroundings in Eden?
Research
Define and determine the treatment options for a coma and leukemia. Chapters 19-24 Chapters 25-33 Read “Harrison Bergeron” (Vonnegut).
http://www.tnellen.com/cybereng/harrison.html
Discuss the ways society can attempt to make us all the same.
Inference
What made everyone turn on Ryter?
Why do you think Spaz was spared?
Comprehension
“All animals are easier to exterminate than humans.”
Do you believe this?
Explain.
Connections
Listen to Michael Jackson’s “Man in the Mirror.”
http://www.youtube.com/watch?v=PivWY9wn5ps
Discuss how each of the main characters would connect to the message of this song.
Research
What is anarchy?
What causes it?
Could it happen at the end of the book? Characters:
Spaz
Bully Bangers
Ryter
Billy Bizmo
Little Face


Terms to Know:
mope
mind-probes
trendies
shooters
voicewriter
latch
Places:
Urb
Eastie
Pipe
Eden
Edge proov
boxers
choxbar
bustdown
cut my red
splash me
curb people genetically improved
gummy
cancellation
stackbox
Big Shake Chapters 1-2
Full transcript