1. Questions adapted from: Lanesville Community Schools Resources http://www.lanesville.k12.in.us/lcsyellowpages/BKRptRResponseForms /RRQuestions.pdf http://www.lanesville.k12.in.us/LCSYellowpages/lit.htm

2. RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 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 highend of the range. 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. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience‟s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 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.9-10.10 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.

3. Directions After students read a story or novel the following task cards can be used in groups for discussion or for written responses. Blue Task Cards- Discussion or short response Green Task Cards- Involved writing that could be completed in a group or individually.

4. What were your feelings after reading the opening chapter of the story? Did this story make you laugh? Cry? Cringe? Smile? Cheer? Explain What connections are there between this story and your life? Explain Who should or shouldn’t read this story? Why?

5. What are the best parts of the book? Why? What are the worst parts of the book? Why? Do you like the ending of the book? Why or why not? Do you think there is more to tell in this story? What do you think might happen next?

6. What came to you as a surprise in the story? Why? What parts of the story seemed most believable or unbelievable? Why? Do you think the title fits this story? Why or why not? What was the author saying about life and living through this story?

7. Which character would you like to be in this story? Why? What would you and your favorite character talk about in your conversation? Begin the conversation. In what ways are you like the characters in this story? Explain Do any of the characters remind you of friends, family members, or classmates? Explain.

8. Has this story helped you in any way? Explain. How have you changed after reading this story? Explain. What do you know now that you didn’t know before? What questions in this story would you like answered?

9. What are some words you don’t know or questions you have? What does the writer’s purpose seem to be? My favorite character is…because… If I was the author, I’d change….

10. I believe the author wanted the reader to…. Something unrealistic or too coincidental in the story is…. This story is controversial because…. In the sequel to this story, the following should happen…

11. If this book could be compared to a car, what model would it be and why? Choose a character of the book, and decide what would be two appropriate birthday present for that character and explain why. If I could step into the book, the first thing I would do is… If the book were set 50 years in the future or the past, how would the conflict change?

12. Write a poem A. From a character’s viewpoint B. About the setting C. About a character D. About the theme of the book How would the story be different if it was told: A. From a different B. From a narrator C. In a different time period Write a eulogy ( a speech honoring someone after death) for one of the characters. Create a slogan for the book and explain why you chose this…

13. Writing a commercial script for this story. If this book would become a movie, choose 5 main scenes and why you chose them. Create and explain a math formula that would summarize your plot. Turn a scene of narrative into a play script?

14. Write a feasible solution for a problem a character has that is different from anything suggested in the story? Create a theme song with lyrics for the story. Write the body of a letter to the author of your story. Create a cluster showing the interrelationships of the characters.