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“A World of Literacy: Lights Out in The City of Ember”Robin CollinsLesson Plan No 2: The Instructions from the Builders (cont.)4 Page 5 How old were the studentswhen they were assigned ajob? What did they do aftertheir assignment was given?Compare this type of finishingschool to our graduation that wehave. Use a Venn diagram toshow compare and contrast.5 Page 6 After reading up to thispoint, can you make an inferenceabout who our main characterswill be in the story?6 Page 8 How were the childrenassigned their jobs?7 Page 9 Describe what kind ofwork a “supply depot clerk” does.8 Page 12 Why was a Pipeworkslaborer’s job so bad?9 Why was Doon so upset?10 Why did Doon want to trade jobswith Lina?(Questions come from Teacher’sGuide)Art – Lina dreams of a world full of colorand wonders what it might looklike. She uses drawing as a way toexpress her dreams about farawaycities and unknown regions. Shesays that pictures can capture anidea or a place in ways languagecannot. Ask students to sketch aplace they have often dreamedabout, like Lina does, and carefullyselect colors that reflect the moodand tone of the dream. Request thatstudents accompany their artworkwith a one-page explanatory essay.Science–The novel hinges on electricity,a waning light source in The City ofEmber. Using the internet resourcesin this guide, have students researchthe fundamentals of electricity. Howdoes it work? Who discovered it?What are the key scientific principlesbehind it? As an extension, studentscan explore the Watt’s on Your MindWeb site egate.htmlto learn about wastingelectricity.Choose 1 or 2 Activities from thisList:n ACCOMMODATIONSStudents who struggle with readingthe novel can be paired with a strongreader so that they can buddy read.n EVALUATION/ASSESSMENTInformal Assessment:comprehension questions listedaboveCreative Writing: Write threeparagraphs in which you describethe Builders’ instructions to thecitizens of Ember.Character Analysis: Begin theCharacter attribute Web for Linaon pg. 26 of Teacher’s Guide.Continue this activity as you readthrough the novel.Prediction: Begin the PredictionChart on pg. 25 of the Teacher’sguide. This activity will continueas you read the novel.2014 - 2015 IDEA CATALOG OF EXCELLENCEHHH

“A World of Literacy: Lights Out in The City of Ember”Robin CollinsLesson Plan No 3: A Moment of Fearn SUBJECTS COVEREDn MATERIALSn DIRECTIONS The City of Ember Novel (one perstudent)Essential Question: How can achallenge bring out our best? Teacher’s GuideDAY(s) 1 or 2n GRADES Composition Notebook JournalVocabulary Activity:Fourth - Sixth Drawing Paper (not newsprint, theywill be making a guide book and amap)Cross Word Puzzle: Students willeach select 10 words from theirvocabulary list. They will use theform that will be provided to createa Crossword Puzzle with the wordseach has chosen. See Teacher’sGuide to get the lists of vocabularywords to choose from and to get theform from page 24.Reading, Vocabulary, Geography, ARTn OBJECTIVESStudents will Re ad c h apte r s 3 - 4 w it hshoulder partner and answerthe comprehension questionswith at least 85% accuracy complete a guide book thatdescribes and explains basicgeographic landforms to Ember’scitizens, including landmarks.n STANDARDSL A FS.4. L . 3.4 Use c ontex t (e.g.,definitions, examples, orrestatements in text) as a clue tothe meaning of a word or phrase.CCSS.4.L.4.5.A Explain the meaningsof simple similes and metaphors(e.g. as pretty as a picture) in contextSS.4.G.1.4 Interpret political andphysical maps using map elements(title, compass rose, )n VOCABULARY anticipation clamor throng chasm complicated puzzled plodding absolute gauges infectedChapters 3 & 4 of “The City of Ember”Teacher will use the Teacher’sGuide to give an overview of these twochapters. Students will read the bookindependently during center time whileteacher works in small groups. They willuse the following questions to answer asthey read the material:1 Do you think it is safe to work inthe Pipeworks? What particularsafety issues would concern youif you had to work there?2 How do students learn directionsin Ember? Why don’t the cardinaldirections (e.g., north, south,east & west) relate to anythingoutside of Ember (e.g., the Northor South Pole)?3 In what condition is Ember andits infrastructure? Give examplesto support your answer.4 Explain how Doon has honed hismechanical ability.5 Describe Granny’s state whenLina returned home.6 D e s c r i b e C l a r y. D r a w a nillustration.7 How would you react if you werealone in the Unknown Regions?2014 - 2015 IDEA CATALOG OF EXCELLENCE

“A World of Literacy: Lights Out in The City of Ember”Robin CollinsLesson Plan No 3: A Moment of Fear (cont.)8 Why do you think there are noflashlights, fire, or matches inEmber?9 Why do you think that the Buildersdid not equip Ember’s citizenswith knowledge of how electricityand or the generator worked? Doyou think they intended to passon this knowledge? Why or whynot?Activities: (Choose at least t woactivities)1 Ar t: Draw a map of thePipeworks based on the author’sdescriptions in Chapter 3.2 Geography: Most Embercitizens do not understand theconcept of a river. Create a guidethat describes and explains basicgeographic landforms to Ember’scitizens. Include landforms thatwould most likely exist in andaround Ember.n ACCOMMODATIONSn SUGGESTIONSStudents who struggle with readingthe novel can be paired with a strongreader so that they can buddy read.The remainder of the book will bedone independently or in pairs duringCenter time each day. Use Teacher’sGuide for comprehension questionsand activities.n EVALUATION/ASSESSMENTInformal Assessment:Students will be assessed on theaccuracy of the comprehensionquestions listed above and on thecompletion of the 2 activities of theirchoice.Formal Assessment:When the students finish the bookthey will take the AR Test (9 pts).Pineapple Delight:Use Twinkies, crushed or chunkpineapple, cool whip, milk & vanillainstant pudding, paper plates orbowls, plastic spoons. Place Twinkieon bottom of dish, spoon on pudding,then the pineapple, and top with coolwhip. Students get to help makethe pudding mixture. Use this withchapter that talks about Grannyhaving it as a young girl.ht tp:// w w w.youtube.c om /watch?v M3NcETsMDLg YouTubeAudio of The City of Ember3 Figurative Language: Begin theMetaphors and Similes activityon page 27 of the teacher’sguide. Continue it as you readthe novel.4 Cause/Effect: Begin the Cause/Effect chart on page 28 of theteacher’s guide. Add to it as youread the novel each day.2014 - 2015 IDEA CATALOG OF EXCELLENCEHHH

“A World of Literacy: Lights Out in The City of Ember”Robin CollinsLesson Plans Materials BudgetMaterials BudgetSUPPLIERhttp://www.bmionline.com/books/ITEM # AND DESCRIPTIONCOSTQUANTITYTOTAL COSTClass Set of “The City of Ember”, Extra books arecity-of-ember---class-set e512.aspx 237.241 class set237.24included for replacements, Class Bundle E5165 *The City of Ember Movie Q21579.9919.99Wal-MartComposition Notebooks for Journals1.502537.50Pocket Folders.502512.50Novel Units **Teacher Guide for ‘‘The City of Ember’’ by Jean DuPrau14.95114.95PublixIngredients for Pineapple Treat (enough for entire class)30.00items needed30.00Staples (or Network Manager)Ink for Printer to make copies as needed58.00158.00Cost of some items is general because you may findthem on sale, or at cheaper rates, or items such as thepineapple delight funds can be put towards somethingelse in the program that you prefer.* No Shipping if you use UPS Ground** P.O. Box 97, Bulverde, TX 78163-0097Subtotal 400.18Robin CollinsTeacherTax if applicableShipping if applicableJesse Keen ElementarySchool2014 - 2015 IDEA CATALOG OF EXCELLENCETOTALBUDGETAMOUNT 400.18

“A World of Literacy: Lights Out in The City of Ember”Robin CollinsRubricStudent NameBeginningDevelopingAccomplishedDescriptionof identifiableperformancecharacteristicsreflecting abeginning level ofperformance.Descriptionof velopmentand movementtoward mastery ofperformance.Descriptionof stery ofperformance.Descriptionof identifiableperformancecharacteristicsreflecting thehighest level ofperformance.Descriptionof identifiableperformancecharacteristicsreflecting abeginning levelof performance.Descriptionof velopmentand movementtoward mastery ofperformance.Descriptionof stery ofperformance.Descriptionof identifiableperformancecharacteristicsreflecting thehighest level ofperformance.Scored 60%or lesson theAR AssessmentScored higherthan 60% butless than 85%on theAR AssessmentScored 85%or greateron theAR AssessmentScored 100%on theAR Assessment1Contentof EachActivityAppearanceof EachActivityStudents areable to answerAR questionswith 85%accuracy232014 - 2015 IDEA CATALOG OF EXCELLENCEExemplary4

“A World of Literacy: Lights Out in The City of Ember”Additional InformationCity of EmberBy Jeanne DuPrauStory Map2014 - 2015 IDEA CATALOG OF EXCELLENCERobin Collins

“A World of Literacy: Lights Out in The City of Ember”Additional InformationCity of Ember Story MapFirst Theme2014 - 2015 IDEA CATALOG OF EXCELLENCERobin Collins

“A World of Literacy: Lights Out in The City of Ember”Robin CollinsAdditional InformationCity of Ember Story MapSettingPoint of View2014 - 2015 IDEA CATALOG OF EXCELLENCE

“A World of Literacy: Lights Out in The City of Ember”Additional InformationCity of Ember Story MapCharacters2014 - 2015 IDEA CATALOG OF EXCELLENCERobin Collins

“A World of Literacy: Lights Out in The City of Ember”Additional InformationCity of Ember Story MapConflict2014 - 2015 IDEA CATALOG OF EXCELLENCERobin Collins

“A World of Literacy: Lights Out in The City of Ember”Additional InformationCity of Ember Story Map2014 - 2015 IDEA CATALOG OF EXCELLENCERobin Collins

“A World of Literacy: Lights Out in The City of Ember”Additional InformationCity of Ember Story MapSecond Theme2014 - 2015 IDEA CATALOG OF EXCELLENCERobin Collins

“A World of Literacy: Lights Out in The City of Ember”Additional InformationCity of Ember Bulletin Board Ideashttp://bookunitsteacher.com/reading ember/board.htmThe City of Ember BulletinBoardI teach with a wonderful team of teachers.One of them came up with the fantasticidea. The bulletin board was relatively emptywhen we began reading The City of Ember.As the book progressed, so did the board.2014 - 2015 IDEA CATALOG OF EXCELLENCERobin Collins

“A World of Literacy: Lights Out in The City of Ember”Additional InformationCity of Ember Bulletin Board Ideashttp://bookunitsteacher.com/reading ember/board.htm2014 - 2015 IDEA CATALOG OF EXCELLENCERobin Collins

“A World of Literacy: Lights Out in The City of Ember”Additional InformationCity of Ember Bulletin Board Ideashttp://bookunitsteacher.com/reading ember/board.htm2014 - 2015 IDEA CATALOG OF EXCELLENCERobin Collins

“A World of Literacy: Lights Out in The City of Ember”Robin CollinsAdditional InformationAdditional Resource Information Obtained from the Internethttp://www.youtube.com/watch?v M3NcETsMDLg YouTube Audio of The City of EmberThe City of Ember by Jeanne DuPrauABOUT THIS BOOKThe City of Ember is the only light in the dark world. BeyondEmber, the darkness goes on forever in all directions. Whenthe children of the city of Ember finish school, they begin workat 12 years of age. . . . Lina Mayfleet desperately wants to bea messenger. Messengers spend their days outside, runningfrom one corner of the city to the other. Instead, she drawsthe dreaded job of Pipeworks laborer, which means she’llbe stuck in tunnels deep underground. Doon Harrow drawsmessenger—and asks to trade with Lina! Doon wants to beunderground. That’s where the generator is, and Doon hasideas about how to fix it. For as long as anyone can remember,the great lights of Ember have kept the endless darkness thatsurrounds the city at bay. But now the lights are starting toflicker. When Lina finds fragments of an ancient parchment,she and Doon put the pieces together to discover a messagethat seems to be directions out of the city.FOR DISCUSSION1. Doon and Lina like very different things. Doon wants towork in the Pipeworks; Lina yearns to be a messenger.Doon likes to study how things work. Lina likes to runand explore. But their friendship grows because theyare ultimately searching for the same thing. How do theycomplement one another and help one another developthrough the novel?2. Earth today has many environmental and social issues.What sort of problems could have led to the building ofthe City of Ember?3. Clary tells Lina, “Everyone has some darkness inside.” (p.168) Light and color both play very key roles in the novel.In what ways, other than the failing street lamps, are colorand light important?4. The possibility of never-ending darkness changes many ofLina’s friends and many of the townspeople. She discoversthat her friend Lizzie has begun to accept things fromLooper, who is stealing things from the storerooms. Whydoes Lina turn down the gifts that Lizzie offers her? Doyou think that she was right to do so?5. The city of Ember was built when people were worried thatthe human race might not survive. Do you think this wasa good plan?6. The mayor is the most corrupt character in the novel. Hesquelches the thirst for knowledge and limits freedom, yetthe majority of the townspeople just accept his behavior.Why do you think they act this way? What other actionsmight they have taken?7. People react in various ways when they feel threatened.How do the people of Ember react to danger? Have youseen people reacting to danger in these ways? How arePoppy’s actions important to the plot?8. At the end of the novel, Lina, Doon, and Poppy havediscovered a sunlit earth. What do you think will becomeof them in the sequel? Do you think that there are otherpeople on the surface?Jeanne DuPrau, The City of Ember Lesson plans and activities- See more at: h.aCttR2gp.dpufThe City of Ember is the only light in the dark world. BeyondEmber, the darkness goes on forever in all directions. Whenthe children of the city of Ember finish school, they begin workat 12 years of age. . . . Lina Mayfleet desperately wants to bea messenger. Messengers spend their days outside, runningfrom one corner of the city to the other. Instead, she drawsthe dreaded job of Pipeworks laborer, which means she’llbe stuck in tunnels deep underground. Doon Harrow drawsmessenger—and asks to trade with Lina! Doon wants to beunderground. That’s where the generator is, and Doon hasideas about how to fix it. For as long as anyone can remember,the great lights of Ember have kept the endless darkness thatsurrounds the city at bay. But now the lights are starting toflicker. When Lina finds fragments of an ancient parchment,she and Doon put the pieces together to discover a messagethat seems to be directions out of the city.Discussion Questions:1. Doon and Lina like very different things. Doon wants towork in the Pipeworks; Lina yearns to be a messenger.Doon likes to study how things work. Lina likes to runand explore. But their friendship grows because theyare ultimately searching for the same thing. How do theycomplement one another and help one another developthrough the novel?2. Earth today has many environmental and social issues.What sort of problems could have led to the building ofthe City of Ember?3. Clary tells Lina, “Everyone has some darkness inside.” (p.168) Light and color both play very key roles in the novel.In what ways, other than the failing street lamps, are colorand light important?2014 - 2015 IDEA CATALOG OF EXCELLENCE

“A World of Literacy: Lights Out in The City of Ember”Robin CollinsAdditional InformationAdditional Resource Information Obtained from the Internet (cont.)4. The possibility of never-ending darkness changes many ofLina’s friends and many of the townspeople. She discoversthat her friend Lizzie has begun to accept things fromLooper, who is stealing things from the storerooms. Whydoes Lina turn down the gifts that Lizzie offers her? Doyou think that she was right to do so?5. The city of Ember was built when people were worried thatthe human race might not survive. Do you think this wasa good plan?6. The mayor is the most corrupt character in the novel. Hesquelches the thirst for knowledge and limits freedom, yetthe majority of the townspeople just accept his behavior.Why do you think they act this way? What other actionsmight they have taken?7. People react in various ways when they feel threatened.How do the people of Ember react to danger? Have youseen people reacting to danger in these ways? How arePoppy’s actions important to the plot?8. At the end of the novel, Lina, Doon, and Poppy havediscovered a sunlit earth. What do you think will becomeof them in the sequel? Do you think that there are otherpeople on the surface?ABOUT THIS BOOK The City of Ember In theunderground city of Ember, young Lina and Doon strugglewith clues in order to reveal both the history of their cityand a way to save the population before their source oflight dwindles away to nothing. Jeanne DuPrau presentsa colorless society with a bleak future in The City of Ember.The citizens of Ember live underground where they facedaily blackouts, food shortages, and corrupt politicians. Withthe source of light waning, two young citizens take it uponthemselves to unlock the secret to Ember’s mysterious past.Lina Mayfleet and Doon Harrow navigate this post-apocalypticworld in an attempt to decode a cryptic message that maysave them all. The People of Sparks Followed by fellowEmberites, Lina and Doon emerge from the undergroundcity and are taken in by the first town they encounter–but the additional population puts a strain on the town’sresources, inciting conflict. Having escaped from theunderground world of Ember, Lina Mayfleet and Doon Harrowemerge into the post-disaster village of Sparks. The worldof Sparks stands in stark contrast to life in Ember. Sparksglitters with its brilliant light, radiant color, and seeminglyabundant resources. As the strain of adding new membersto its community begins to take its toll, the people of Sparksresort to survival instincts in an effort to conserve resources.Conflicts emerge as leaders bicker and friendships beginto wane. It takes the courage and leadership of the novel’syoung characters to unify the village as they attempt to createa harmonious world.ABOUT THIS AUTHOR About the Author “What couldbe more interesting than thinking of mysterious happenings,finding the answers to intriguing questions, and making up newworlds?” – Jeanne DuPrau Jeanne DuPrau writes for severalhours each day and finds inspiration in a quote from ThomasMann that says, “A writer is someone for whom writing is harderthan it is for other people.” This quote guides. DuPrau’s writing,which she often finds to be a challenging task. DuPrau knewshe wanted to be a writer at a young age and has tried relatedcareers in teaching, technical writing, and editing. She haswritten three novels, six b

“ A World of Literacy: Lights Out in The City of Ember” n PROGRAM OVERVIEW A World of Literacy: Lights Out in “The City of Ember” is a program that is full of cross curricular activities. I decided to incorporate activities into a literacy program based on the nov