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Camp Limestone Lesson Plans Introduction These academic materials were created by Paul J. Kijinski, the author of Camp Limestone and a professional educator in Ohio. This document is available as a free download from the publisher’s website: www.jscbooks.com. For an electronic copy of the final test and answer key, please write to the author: email@example.com. In order to maintain the integrity of the test and key, the author will send them only to e-mail addresses on school servers. Standards-Based Foundation These materials have been designed to meet the academic content standards and grade-level indicators identified at the end of this document. For more information, see the State of Ohio’s English Language Arts Curriculum for seventh grade. http://www.ode.state.oh.us/academic_content_standards/pdf/ENGLISH.pdf On a more universal level, these materials support “The Standards for the English Language Arts” as adopted by The National Council of Teachers of English and the International Reading Association. See http://www.ncte.org/about/over/standards/110846.htm Materials Copies of Camp Limestone, student journals, and final test Time Frame The time frame for completing these activities may vary greatly. If students have already finished reading the book before the first class session (e.g., as a summer reading requirement), then one to two weeks should be appropriate. Otherwise, allow approximately four weeks. Procedure The following pages provide chapter-by-chapter discussion points. While the bulk of these items may be addressed through class discussion, you will also find it appropriate to use them for formative and summative assessments: Journal prompts Homework assignments Quizzes You can easily manipulate this document to suit your students’ needs by downloading it from the website identified in the “Introduction” section, above. Camp Limestone Lesson Plans Page 2 Chapter One Discussion Points 1. Before you began reading this book, what did you predict the story would be about, based on the title and the cover illustration? 2. Reread the opening paragraph of Chapter One. Is this a first-person narrative or third-person narrative? How do you know? 3. In general, do you prefer reading first-person or third-person narratives? What are the strengths and drawbacks of each type of narrative? 4. Somebody provide a summary of Chapter One only. 5. Explain why adults make it a point to find “positive male role models” for Jake. 6. You can’t have a story without conflict; conflict drives every successful plot. What are some of the conflicts and potential conflicts we find in Chapter One? 7. At the end of Chapter One, Jake says, “I’ve got to tell you that one hour with Grandpa Nick is no picnic, let alone one entire school year.” a. What does the idiomatic expression “is no picnic” mean? b. Why do you suppose people ever use idiomatic expressions? Can you think of some that spice up your language on a regular basis? 8. What is your impression of Jake after the first chapter? Be specific: Which of his characteristics, if any, do you find appealing? Which of his characteristics, if any, do you find offensive? 9. Reread, on p. 6, the two options that Jake is given: Military Academy or Grandpa Nick’s house. If you were given a similar choice, which option would you choose? Defend your answer. 10. Jake’s teacher, Mr. Baker, loves word definitions. In Chapter One, we find definitions for dilemma and olfactory. Use a dictionary to find the Greek and Latin origins of these two words: a. Dilemma is from Greek: di- (two) + lēmma (propositions). b. Olfactory is from Latin: olēre (to smell) + facere (to do). Note: Depending on time availability, this dictionary activity could be extended with additional words. Discuss “etymology” and how every word has a history. Related item: Ralph Waldo Emerson once said, “Language is fossil poetry.” What do you think he meant by this? Camp Limestone Lesson Plans Page 3 Chapter Two Discussion Points 1. What do we learn about Grandpa Nick in Chapter Two? 2. Reread the second paragraph on p. 7, “I’ll give you an example . . .“ a. Do you have older adults in your life who have said the same thing to you about online activities? b. Why might they feel that way? 3. Besides the technology gap, why is it sometimes difficult for people from different generations to fully appreciate and understand one another? 4. Who was Jake Lambert, and why is Jake Tanski, the narrator of our story, named after him? How does the narrator feel about his name? 5. Describe Jake’s relationship with his Grandma Sally. 6. On p. 10, we learn about Jake’s drinking episodes. If Jake is such an intelligent kid, based on his IQ, why do you suppose he went along with the older boys and drank? 7. Is it typical these days for a thirteen-year-old to feel pressured into drinking, smoking, or using drugs? What are some strategies for making good choices? 8. Jake asks at the bottom of p. 10, “Have you ever caught yourself in the act of being a total jerk, but you failed to stop yourself for whatever reason?” Well, have you? Share examples and analyze why people sometimes act against their better judgment. Chapter Three Discussion Points 1. Is Rogers City, Michigan, a real place or one made up by the author? What are some of the resources you could use to find out the answer to this question? a. Assign a student to use Yahoo! or a similar search engine to locate information about Rogers City. b. If time allows, have students work in small groups to find key information about Rogers City: location, population, economy, etc. c. Students can also search “Michigan Limestone's Calcite Plant” to find information about the Rogers City quarry, the largest open-pit limestone quarry in the world. 2. Reread from the middle of p. 13 (“Grandpa came down . . .”) to end of the first paragraph on p. 14. a. Describe and evaluate Jake’s behavior. b. What evidence do we have that Jake considers Grandpa Nick to be an adversary? Camp Limestone Lesson Plans Page 4 3. In the middle of p. 14, Jake says, “Talk about the textbook American family!” Who is he talking about, and what does he mean by this expression? 4. In the penultimate (hey—there’s a great vocab word!) paragraph on p. 15, Jake says, “Maybe there was some potential here after all.” What does he mean by that? Chapter Four Discussion Points 1. Why do the townspeople call Grandpa Nick “Chief”? 2. Why do you think Grandpa Nick requires Jake to run in the morning? What benefits, beside improved physical fitness, could running provide? 3. Appoint two actors and a narrator to act out the following scene: Middle of p. 18 (“When we got back to Grandpa’s house . . . “) to the top of p. 21. Afterwards: a. Evaluate the two characters’ words and actions. For example, do you think Jake was justified in saying sarcastic things like, “Wow, good insight”? Do you think Grandpa was justified in yanking Jake from his chair and pushing him into the house? b. Explain what puts “a bitter lump” in Jake’s throat. Can you relate to what Jake is feeling? Be specific about something from your own life that gives you a similar feeling. 4. Grandpa stresses the importance of maintaining the health of mind, body, and soul. List two things you can do to promote the health of your mind, two things to promote the health of your body, and two things to promote the health of your soul. Discuss. 5. On pp. 21-22, Grandpa shares with Jake how he feels about the role of the military and the role of people like MLK and Gandhi. Restate Grandpa’s position on this topic and explain why Jake begins to see Grandpa as “a pretty complex guy” (p. 22). Chapter Five Discussion Points 1. Explain Grandpa’s method of “systematic troubleshooting” (p. 24). How could you adopt this method for dealing with life’s challenges? 2. Explain the significance of Grandma Sally’s glasses (pp. 25-26). Are they symbolic of something? If so, what? (If time allows, lead a discussion of the use of symbolism in literature and in the visual arts.) 3. Retell Jake’s fateful test drive of the minibike (pp. 27-31). 4. Does Jake have a sense of humor? Provide at least one example of something that has made you laugh in Chapters One through Five. Camp Limestone Lesson Plans Page 5 5. What impression do you have of the Harris kids—Jazmyne and Aaron—at the end Chapter Five? Use evidence from the story. 6. Use a graphic organizer, such as a Venn diagram, to compare and contrast any two characters in this story. Be sure to include both external and internal characteristics. Chapter Six Discussion Points 1. Jake says of Mrs. Harris, “I liked it that she didn’t judge me or pump me for more information the way some parents would have done” (p. 33). a. What sort of questions might some parents have asked Jake? b. Do you have an example of feeling uncomfortable around adults who seem to be getting nosy? 2. Explain the situation of the Harris family: Where are they originally from, and why are they now living in Rogers City? 3. Jazmyne whispers to Jake, “I’m not sure I’ll ever get a real date around this place. You know what I’m saying? People aren’t that cool with it” (p. 34). a. What is the “it” Jazmyne is referring to? b. Describe and evaluate race relations within your school and within your community. 4. Why, according to Jake, does Tom Krispinski have “five strikes” against him (p. 35)? 5. Reread the final two paragraphs of Chapter Six. What potential for conflict is brewing here? Chapter Seven Discussion Points 1. What is Jazmyne’s plan for the big dance on Saturday night? What role is Jake supposed to play? 2. Explain how the plan backfires. In other words, what goes wrong during the dance? 3. Jake winds up getting drunk with Rusty Sanders and his friends. a. Why did Jake allow this to happen? b. Pretend you are Jake and provide an excuse for why you got drunk at the dance. c. Now pretend you are Grandpa Nick and respond to Jake’s excuse. Camp Limestone Lesson Plans Page 6 4. Reread the final paragraph of Chapter Seven. “All I wanted was to be clean,” Jake says. a. Is it possible that this statement has a double meaning? If so, what is the literal meaning, and what is the figurative meaning? b. Follow up with a reinforcing discussion of literal vs. figurative expressions. c. This is also a good place to reinforce the difference between denotation (what a word or expression literally means) and connotation (the figurative or symbolic value that people attach to a word or expression). Chapter Eight Discussion Points 1. What is Jake’s punishment for having gotten drunk? Do you think his punishment is fair? 2. Grandpa talks Jake into tutoring Tyler Garrett. a. What is Tyler’s family situation? b. In what ways is Tyler similar to Jake? c. How might spending time with Tyler be beneficial to both Jake and Tyler? 3. Summarize and evaluate Jake’s conversation with Aaron the day after the drinking episode (pp. 49-50). 4. Jake says of Jazmyne, “It was nice to just sit with a girl and feel comfortable enough to not have to talk” (p. 51). a. What does Jake mean, exactly? b. Do you have this kind of relationship with anyone? c. Is it possible to “communicate” with someone by just being together? Your response to this question must clearly indicate how you define “communicate.” 5. Explain why Jazmyne is fortunate to have a person like Aunt Kristen in her life (pp. 52-53). Chapter Nine Discussion Points 1. Why might Jake hold Grandma Sally’s glasses to his forehead before the first day of school (p. 55)? 2. What is Mrs. Fletcher like? Is Jake justified in considering her “an opponent” (p. 57)? 3. Provide the details of Jake’s linguistic duel with Mrs. Fletcher. (Have someone define “linguistic” based on the context of Chapter Nine.) Camp Limestone Lesson Plans Page 7 4. What evidence do we have that Mr. Gazdag, the assistant principal, is a reasonable man (pp. 58-60)? 5. Evaluate the conflict between Jake and Larry (pp. 61-62): a. Pretend you are Jake’s lawyer. What would you say to defend your client’s actions? b. Pretend you are Larry’s lawyer. What would you say to defend your client’s actions? Chapter Ten Discussion Points 1. On the way up to Mackinac Island, Jazmyne’s father has a small battle with the kids over what makes for good music (pp. 66-67). a. How does your taste in music compare with your parents’ taste? b. How about your grandparents’ taste? c. Why do you think each new generation likes to claim a style of music of its own? 2. Jake eventually faces the “like you” versus the “like you like you” situation regarding Jazmyne (p. 69). a. Up until this point in the story, what evidence do we have that Jake and Jazmyne would make a nice couple? b. Are there still challenges in society that an interracial couple must face? Why do you think people would care one way or the other? 3. Reread the lone paragraph on p. 71. a. What was your prediction when you first read about a terrible day for Americans “lurking just around the corner”? b. What clues did you find earlier in the story that led to your prediction? (Examples: The story begins in August, 2001, and Aunt Kristen works in one of the Twin Towers in NYC.) Chapter Eleven Discussion Points 1. Reread the first paragraph on p. 72. a. Are you a better person because of some person in your life? Write a letter to that person, describing how he/she plays that role for you. b. Jake refers to “the pile of family history that builds up over the years and can weigh you down.” Interpret this metaphor. c. Review the difference between metaphors and similes, and discuss why we use them in the first place. Camp Limestone Lesson Plans Page 8 2. Jake’s journey in this story is a movement toward greater self-control. Example: “I can’t tell you how many times during that week I actually kept my mouth shut while my brain was feeding me all sorts of wickedly funny things to share with the class” (p. 72). a. Discuss how self-control is evidence of maturity. b. What are your strategies for maintaining self-control? 3. Summarize the 9/11 sequence on pp. 73-78. 4. What are your personal memories of 9/11? Chapter Twelve Discussion Points 1. Why does Grandpa Nick have Jake go back to school the day after the terrorist attacks? 2. Why does the word “remains” get stuck in Jake’s brain (p. 80)? 3. Reread p. 81. a. Pretend you are a psychologist: Analyze the thoughts and feelings that Jake expresses here. b. Pretend you are one of Jake’s best friends: Give him some advice that would guide him in the right direction and ease his mind somewhat. 4. Thoughts that produce anxiety in us during the day are often played out in our dreams. Dreams may also include symbols that require interpretation. a. Explain how Jake’s first dream mixes elements of fantasy and reality regarding the 9/11 attacks (p. 82). b. Interpret the symbols that appear in Jake’s second dream (pp. 82- 84). Examples: A hallway that seems to be stretched out by unknown forces; Kristen’s office being the fifth one on the left; Kristen in a white choir robe; the Statue of Liberty holding a kite; and the “crazy zigzags” of the kite’s flight. 5. While on the fishing trip, Grandpa says to Jake, “You lost a father, but I lost a son. Did you ever think of it that way” (p. 88)? a. Explain why this question hits Jake so hard. b. Write down a definition for the word “empathy.” Use a dictionary, if needed. c. Why is showing empathy so important to anyone who wants to be a good friend and decent human being? d. How have you demonstrated empathy within the past week or two? Camp Limestone Lesson Plans Page 9 6. What were the last words that four-year-old Jake said to his father (p.89)? a. What insight into Jake’s behavior/personality does this new information give us? b. Evaluate Grandpa’s response to the information. Was it cruel of him to laugh the way he did? c. If you ever say something you later regret, what is the best way to deal with that situation? 7. Grandpa quotes a Psalm: “This is the day that the Lord has made, so let us rejoice and be glad in it” (p.90). a. Why does Grandpa share this quote with Jake? b. Look up the term carpe diem in the dictionary. Determine what the carpe diem philosophy has in common with Grandpa’s philosophy, and how they may be different. Note: “Carpe diem” is a Latin expression that literally means “Seize the day.” The carpe diem philosophy encourages us to seize the pleasures of the moment without regard for the future. Grandpa tries to find goodness in the moment by being the best person he can be; however, he still cares about what lies ahead. 8. Interpret Jake’s words at the end of Chapter Twelve: “On one of my dad’s old trophies a little golden runner is in full stride holding a baton. I felt like that baton had just been passed to me” (p. 90). Chapter Thirteen Discussion Points 1. The squee-squaw sound of Grandpa’s porch swing has recurred several times in the story. Explain how this is an example of onomatopoeia. Use the dictionary to look up this word, if needed. 2. Interpret this quote: “I can no more imagine a dead soul than I can imagine a frozen fire” (p. 93). 3. How do you feel about the depth of Jake and Jazmyne’s relationship? Do you think “it’s stupid for two teenagers to say they love each other” (p. 93)? Camp Limestone Lesson Plans Page 10 Chapter Fourteen Discussion Points 1. Reread the first paragraph of Chapter Fourteen. Evaluate Mrs. Fletcher’s advice about writing. 2. Does this chapter achieve Jake’s goal of “tying up the loose ends” of the story? 3. Why is it ironic that Mrs. Garrett thanks Jake for being “such a positive male role model” to Tyler (p. 97)? (Review what irony is and provide additional examples.) 4. Reread the last paragraph on p. 97 and the first paragraph on p. 98. Is the advice that Grandpa and the Harrises offer important and appropriate? 5. Reread the final two paragraphs of the book. a. How do you think the United States is perceived by the rest of the world? Include positive and negative perceptions. b. Jake returns to the tandem bike analogy at the end, stating that he refuses to “coast through life.” What does this mean? Does this statement offer evidence that Jake has changed during the course of the story? Final Test The final test emulates a standardized achievement test. See the “Introduction” section of this document to learn how to receive an electronic copy of the test and key. Camp Limestone Lesson Plans Page 11 Academic Content Standards The following academic content standards and grade-level indicators are addressed in these Camp Limestone lesson materials. The standards and indicators are derived from the State of Ohio’s English Language Arts Curriculum for seventh grade. Standard: Acquisition of Vocabulary 1. Define the meaning of unknown words through context clues and the author’s use of comparison, contrast, definition, restatement and example. 2. Apply knowledge of connotation and denotation to determine the meaning of words. 3. Infer word meanings through the identification of analogies and other word relationships, including synonyms and antonyms. 4. Interpret metaphors and similes to understand new uses of words and phrases in text. 5. Recognize and use words from other languages that have been adopted into the English language. 6. Use knowledge of Greek, Latin and Anglo-Saxon roots and affixes to understand vocabulary. 7. N/A 8. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. Standard: Reading Process – Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. 2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text. 3. Make critical comparisons across text, noting author’s style as well as literal and implied content of text. 4. Summarize the information in texts, using key ideas, supporting details and referencing gaps or contradictions. 5. Select, create and use graphic organizers to interpret textual information. 6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Camp Limestone Lesson Plans Page 12 7. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. 8. N/A 9. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). Standard: Reading Applications – Literary Text 1. Explain interactions and conflicts (e.g., character vs. self, nature or society) between main and minor characters in literary text and how the interactions affect the plot. 2. Analyze the features of the setting and their importance in a text. 3. Identify the main and minor events of the plot, and explain how each incident gives rise to the next. 4. Identify and compare subjective and objective points of view and how they affect the overall body of a work. 5. N/A 6. N/A 7. Interpret how mood or meaning is conveyed through word choice, figurative language and syntax. Standard: Writing Applications 1. N/A 2. Write responses to novels, stories, poems and plays that provide an interpretation, a critique or a reflection and support judgments with specific references to the text. 3. N/A 4. N/A 5. Write persuasive essays that establish a clear position and include relevant information to support ideas. 6. Produce informal writings (e.g., journals, notes and poems) for various purposes.
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