GERDD
Redwall
by Brian Jacques (Jakes)
Name: ___________________________________
For this novel study, we are all reading the same book. Use this chart to keep track of the
assignments that are due each week. Please remember that organization of your
assignments inside the “Redwall” folder is a big part of this unit. You are responsible for
keeping track of all your work during the unit and making sure you’ve put your best effort
into each and every assignment. I will check your weekly assignments and give comments
and suggestions, however a final grade is not given until all of the work is complete and
turned in at the end of the unit.
By the end of this novel you will be able to:
●
I can determine the meaning of words and phrases including figurative language
content area words and literary terms.
●
I can write literacy responses that following writing conventions, use correct
grammar, punctuation, capitalization, etc. When appropriate, I will use quotes from
text to support my ideas.
● I can identify how various characters respond to the challenges they face.
●
I can use my Google account to plan, organize, and complete my work.
.
Read
Week 1
Chapters
1-12
Assignment
In the Google folder for “Week One”:
1. The protagonist in most novels features the main
character or “good guy”. The protagonist of Redwall
is a fearless mouse by the name of Matthias, who
experiences many incredible adventures as the story
unfolds. Think back on some of your favorite
characters from past novels you have read. What do
you think makes for an especially interesting
protagonist? ( 10 points)
2. Foreshadowing is a literary device in which the
author provides a hint as to possible future events.
There is an example of foreshadowing near the end
Due Date
March 28
of Chapter One when the Abbot says to Matthias,
”The day of the warrior is gone, my son. We live in
peaceful time…” If this is indeed an example of
foreshadowing, what might the author be trying to
warn the reader about?( 10 points)
3. Complete the Vocabulary activity for Week 1
(15 points)
Week 2
Chapters
13-20
In the “Week Two” folder:
April 11th
1. Edmund burke once wrote, “He that struggles with us
strengthens our nerves and sharpens our skill. Our
antagonist is our helper.” In the first few chapters
we met the novel’s main antagonist – Cluny the
Scourge. What do you think Edmund Burke meant by
this quote – and do you agree with him? Why or why
not?(15 points)
2. A cliffhanger is a literary device which features a
main character left in a dangerous or difficult
position at the end of a chapter. We find a good
example of this at the end of Chapter Nine. Why do
you think the author ended the chapter in this way?
( 10 points)
3. Literary Term Activity with Mrs. Hall in class. (no
grade)
Week 3
Book 2:
The
Quest:
Chapters
1-9
In the Google folder for “Week Three”:
April 18th
1. Describe the event which made it so difficult for
Martin’s sword to be retrieved from its resting place.
( 10 points)
2.
Vocabulary activity for Week 3: Frayer Model
(15 points)
3. This week we meet another character (Sela the fox),
who is almost as deceitful as Cluny the Scourge. How
would you respond to the quote by Tolstoy “Anything
is better than lies and deceit!” – Leo Tolstoy, Anna
Karenina. Do you agree with him about the
seriousness of lies and deceit? Defend your answer.
(15 points)
Week 4
Chapters
10-17
In the “Week Four” folder:
1. Imagine Matthias decided to take a few minutes
April 25th
following the events described in these chapters to
write a letter to a friend who had moved away from
the Abbey a few weeks before. Matthias’s
adventures might seem almost too wild to be believed
by his friend, but the letter might also serve as some
very exciting reading. Use your imagination to put
yourself in Matthias’s place and then create such a
letter letting your friend know something of the
experiences described in one (or more) of the
chapters thus far in the novel, and your feelings.
Your letter should be at least a half-page in length
and follow the proper format of a friendly letter.
(20 points)
2. In the coming chapters Matthias once again must rely
on his courage to see him through
tremendous dangers. John Wayne’s idea
of what courage is all about is recorded
in the following: Courage is being scared
to death... and saddling up anyway. (John
Wayne) How would you describe
courage? (10 points)
3. Review the Frayer Model work
done by your classmates. Pick three word - not your
own - and write quality sentences that truly
demonstrate the meaning of the word. (15 points)
YES: (awesome) My grandfather is awesome since he can
play “Bohemian Rhapsody” on his electric guitar.
NO: (awesome). I asked my friend to borrow a cup of
awesome today.
Week 5
Chapters
18-23
In the “Week Five” folder:
1. The Story Pyramid.
The story pyramid gives the creator an opportunity
to summarize points in a story using only a certain
number of words. By limiting your options in this way,
it will give you the opportunity to stretch your
thinking because of the small number of words
required at each level of the pyramid. It is also a
great opportunity to gather the most important
information when writing a summary.
Write a story pyramid following these instructions.
May 2nd
Line 1: One word, stating the name of the main character
Line 2: Two words, describing the main character
Line 3: Three words, describing the setting
Line 4: Four words, stating the problem faced in
these chapters
Line 5: Five words, describing one event from these
chapters
Line 6: Six words, describing a second event from
these chapters
Line 7: Seven words, describing a third event from
these chapters
Line 8: Eight words, describing the antagonist of
these chapters. (15 points)
Week 6
Book
Three:
The
Warrior
2. Go to the “Lit Prompts” folder and select a prompt
from the “Personal Reaction” list. Write a detailed
response to the prompt of your choosing. (15 points)
In the “ Week Six” folder:
May 9th
1. Cluny is quite the military leader and has tried a
number of different strategies in his effort to
capture the Abbey: a battering ram, siege tower, and
tunnel, to name just three. Brainstorm with one or
two colleagues and see if you can come up with other
ideas which Cluny might try to take over Redwall.
(You may wish to do some research on the strategies
armies used to capture castles back in medieval
days.) (20 points)
2. Write a brief synopsis of Asmodeus’ final battle.
Please be sure to include all of the important points.
(10 points)
3. The climax of a story usually occurs at the most
exciting or important point of the plot. Where do you
think the climax of Redwall occurs? (10 points)
Extension Activity/Presentation – you must choose one activity that will be
due the week of May 16th. I will assign you a presentation date. This is the
final grade for the unit and will be worth 50 points.
●
Research a famous abbey such as Westminister Abbey, Battle Abbey, Fountains
Abbey, Whitby Abbey, Wall of Glastonbury Abbey, or Buckfast Abbey. Your
investigation should uncover at least three fascinating facts about the abbey and
its people. Create a product to share all you’ve learned.
●
Design a Brochure: Redwall Abbey is certainly a beautiful, fascinating place. In
more peaceful times it would probably serve as a splendid attraction for tourists
looking for a charming, peaceful setting in which to relax for a few days.
Using resources from the library or on the Internet your task is to design a
brochure advertising the many wonderful features of this intriguing place – one
that will help draw many visitors for a stay of a few days - or even longer. You may
wish to examine different samples of brochures before beginning your project. The
front cover should feature a title and colored picture of what you imagine the
Abbey to look like. The inside of the brochure should feature at least four
fascinating facts about Redwall Abbey that will entice people to stop by for a visit.
(You may use your imagination in compiling these facts if you wish – i.e. the cost of
a stay, meals, etc.)
●
Collector’s Cards - Sports Cards have been a very popular collector’s item for a
number of years. A Willie Mays 1952 Topps rookie card is worth $3,000.00 today.
We have already met a wide array of fascinating characters from the animal
kingdom in this novel: the mouse, rat, squirrel, sparrow, badger, hare, weasel, vole,
otter, ferret, viper, hedgehog, grayling, and others.
Wouldn’t it be great if a series of collectors cards were issued celebrating these
interesting creatures?
Design a set of 5 cards for the creatures of your choice (you may choose ones that
are not on the list if approved by your teacher). The front of the card should
feature a colored picture of the creature, and the back should include at least
three interesting facts about it.
OR – See Mrs. Hall to approve your original idea.
You will need to research and write a well written paper and a multi-media
presentation about one of the above ideas. Include a bibliography. I would like to see
at least 3 resources. You will be scored according to the presentation rubric I will
provide. Presentations should be about 5 minutes in length.
You will get to present your choice of activity the week of May 16th to the rest of the
group. I will give you time in class to work on this, but please understand that you will
also need to work on your own time also.
Standards covered by this Unit:
Content Area - Reading, Writing, Communicating
Standard 2.1.b. Use Key Ideas and Details to:
i. Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text. (CCSS: RL.5.1)
ii. Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text. (CCSS: RL.5.2)
iii. Compare and contrast two or more character’s points of view, settings, or events in a story
or drama, drawing on specific details in the text (e.g., how characters interact). (CCSS:
RL.5.3)
Standard 2.2.b. Use Craft and Structure to:
i. Determine the meaning of general academic and domain-specific words and phrases in
a text relevant to a grade 5 topic or subject area. (CCSS: RI.5.4)
Standard 2.2.c. Use the integration of knowledge and ideas to:
ii. Explain how an author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which point(s). (CCSS: RI.5.8)
Standard 3.2.a. Write opinion pieces on topics or texts, supporting a point of view with
reasons and information. (CCSS: W.5.1)
i. Include cause and effect, opinions, and other opposing viewpoints in persuasive
writing
ii. Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer’s purpose. (CCSS:
W.5.1a)
iii. Provide logically ordered reasons that are supported by facts and details. (CCSS:
W.5.1b)
iv. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically). (CCSS: W.5.1c)
v. Provide a concluding statement or section related to the opinion presented.
(CCSS: W.5.1d)
21st Century Skills
●
Students show responsibility by completing assignments containing all
requirements on or before the deadline
●
Students will access and share information from a common digital location i.e.
“Redwall” folder in Google Drive.