A Literature Circle Unit
On
A Series of Unfortunate Events:
The Miserable Mill
And
The Austere Academy
Author: Lemony Snicket
Grade 4
By Candice Lanham
This series of books focuses on three orphans, the Baudelaire children, and the unfortunate events that affect their life. These books chronicle their continuous run-ins with Count Olaf, who wants to gain control of the Baudelaire children’s tremendous fortune.
Competency Goal 1 / The learner will apply enabling strategies and skills to read and write.1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.
1.03 Increase reading and writing vocabulary through:
· wide reading.
· word study.
· word reference materials.
· content area study.
· writing process elements.
· writing as a tool.
· debate.
· discussions.
· seminars.
· examining the author’s craft.
1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, on-line reference tools) to identify and comprehend unknown words.
1.05 Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:
· increase fluency.
· build background knowledge.
· expand and refine vocabulary.
Competency Goal 2 / The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question).
2.02 Interact with the text before, during, and after reading, listening, and viewing by:
· making predictions.
· formulating questions.
· supporting answers from textual information, previous experience, and/or other sources.
· drawing on personal, literary, and cultural understandings.
· seeking additional information.
2.03 Read a variety of texts, such as:
· fiction (tall tales, myths).
· nonfiction (books of true experience, newspaper and magazine articles, schedules).
· poetry (narrative, lyric, and cinquains).
· drama (plays and skits).
2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the:
· plot development.
· author’s choice of words.
· effectiveness of figurative language (e.g., personification, flashback).
2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).
2.06 Analyze choice of reading materials congruent with purposes (e.g., reading for information, reading to extend content area learning, reading for pleasure, entertainment).
2.07 Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics.
2.08 Explain and evaluate relationships that are:
· causal.
· hierarchical.
· temporal.
· problem-solution.
2.09 Listen actively and critically by:
· asking questions.
· delving deeper into the topic.
· elaborating on the information and ideas presented.
· evaluating information and ideas.
· making inferences and drawing conclusions.
· making judgments.
2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience.
Competency Goal 3 / The learner will make connections through the use of oral language, written language, and media and technology.3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
· analyzing word choice and content.
· examining reasons for a character’s actions, taking into account the situation and basic motivation of the character.
· creating and presenting a product that effectively demonstrates a personal response to a selection or experience.
· examining alternative perspectives.
3.02 Make connections between texts by recognizing similarities and differences based on a common lesson, theme, or message.
3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s).
3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
Competency Goal 4 / The learner will apply strategies and skills to create oral, written, and visual texts.4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose.
4.02 Use oral and written language to:
· formulate hypotheses.
· evaluate information and ideas.
· present and support arguments.
· influence the thinking of others.
4.03 Make oral and written presentations to inform or persuade selecting vocabulary for impact.
4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content.
4.08 Focus revision on target elements by:
· improving word choice.
· rearranging text for clarity.
· creating simple and/or complex sentences for clarity or impact.
· developing a lead, characters, or mood.
4.09 Produce work that follows the conventions of particular genres (e.g., clarification, essay, feature story, business letter).
4.10 Use technology as a tool to enhance and/or publish a product.
Competency Goal 5 / The learner will apply grammar and language conventions to communicate effectively.5.01 Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences).
5.02 Demonstrate understanding in speaking and writing by using:
· troublesome verbs.
· nominative, objective, and possessive pronouns.
5.03 Elaborate information and ideas in speaking and writing by using:
· prepositional phrases.
· transitions.
· coordinating and/or subordinating conjunctions.
5.04 Determine the impact of word choice on written and spoken language.
5.05 Spell most commonly used words accurately using a multi-strategy approach to the learning of new spellings.
5.06 Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors.
5.07 Edit final product for grammar, language conventions, and format.
5.08 Create readable documents through legible handwriting and word processing.
A Series of Unfortunate Events: The Miserable Mill
Section 1 Pages 1-43
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Character Sketcher - Your job is to identify a character’s actions and explain or prove these traits, identify the character’s goal, identify the problem and solution in the reading, and complete a sketch or illustration of the following. You may choose from the following characters: Violet, Klaus, Mr. Poe, or Phil.
Character – Mr. Poe
1. trait – sickly p. 5 par. 1
Mr. Poe was very sickly because he was always coughing and was never able to complete a conversation without having to cough into his handkerchief.
2. trait – precise p. 9 par. 4
Mr. Poe took extreme care and precision in describing Count Olaf and his associates to Sir so that he would not be able to kidnap the children.
3. trait – inattentive p. 8 par. 2-3
Mr. Poe was very inattentive to the children and their needs because he did not even take the time to get off the train and take them to their new home. He just rushed back to his life without any concern for the children.
Character’s Goal – Mr. Poe wants to place the children in an appropriate home where they will be looked after, and he wants the least amount of burden placed on him as possible.
Character’s Problem – Mr. Poe needs to keep the children protected from Count Olaf so he is hoping that this new home will be safe enough for the children, but he does not yet know.
Possible Solution or Problem – Mr. Poe could be attentive to the children and their concerns and talk to them on a regular basis to make sure that everything is going as it should.
Sketch:
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Passage Picker – Pick four passages that exhibit the following:
1 Descriptive
1 Foreshadowing
1 Informative
1 Surprising
Descriptive – p. 11 par. 1
“Paltryville is …be: “Leave.”
This passage is descriptive because it explains in great detail the surroundings of their new town and all that it encompasses.
Based on the description of the town, what do you think that Violet and Klaus thought of their new home?
I think that they were probably scared and hesitant because they did not know what to think of anything. They were probably very ready to see where they were going to live so that they could get a better idea of how they life was going to be.
The author probably included this passage in the story so that the readers would have some sympathy for the children and also so that we, the readers, would have an idea as to what kind of town the children would be living in.
Foreshadowing – p. 13-14 par. 3-4
“Varni,” Sunny… Count Olaf.”
This passage is foreshadowing because it gives the hint that Count Olaf may appear in the children’s future when they see the building in the shape of an eye.
How do you think the children felt when they saw the eye-shaped building?
Based on this passage the children were probably very frightened and uneasy about moving to this town to begin with, and then when they saw the eye-shaped building they were probably even more scared because they felt the building was a sign of Count Olaf.
The author included this passage to let the readers know that the children were going to be seeing Count Olaf in some shape or form in their future. This passage was written to foreshadow that once again the children were not going to have a great new home because of Count Olaf.
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Informative – p. 5-6 par. 1
“What a … remotely helpful.”
This passage is very informative because it tells of the children’s past and of their troubles with Count Olaf.
Do you think that the children are finally going to be safe from Count Olaf in Paltryville?
I think the children are very hopeful that they will be safe, but they are beginning to feel that Count Olaf will find them no matter where they are.
The author included this passage because there is vital information in it that readers must know before reading the rest of the book. One must know why the children are orphans and in search of a safe new home, or they will not understand the significance of Count Olaf.
Surprising – p. 17 par. 1
“Enclosed you … and diligent.”
This passage is surprising because one would not expect children to work at a lumber mill. However, that is exactly what the Baudelaire children found out that they were to be doing.
How do you think the Baudelaire children felt when they read the note left to them?
The children were probably very shocked and confused. They were probably hoping that it was just all a big mistake that would be cleared up soon. They didn’t even want to think that the note was true.
The author included this passage as another reminder that the Baudelaire children were not going to have an easy time in their new home. This passage just helped reinforce the earlier passage that the children were going to have a difficult time in their future.
Word Wizard – Your job is to complete the role sheet for four of the following words.
Mischief - p. 2 par. 1
Grimy- p. 3 par. 1
Edible – p. 4 par. 1
Acquire – p. 11 par. 1
Assiduous – p. 17 par. 1
Optimist – p. 26 par. 3
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Mischief
· “And if you like mischief, a grand old time, or trophies, you would know which book to read, and you could throw the rest of them away.”
· Noun
· I think the word means to be sneaky or to cause trouble.
· Mischief – a troublesome or annoying act; prank, playful, vexing trick
· This word adds meaning to the plot because it is describing an opening scene in the book.
Edible
· “Klaus liked to read more than anything, and he tried to remember what he had learned about Paltryville mosses and whether any of them were edible.”
· Adjective
· I think that edible means something you can eat.
· Edible – anything fit to be eaten; food.
· This word is used by Klaus when he is trying to find out if something Sunny is biting is safe to eat.
Acquire
· “If you are ever planning a vacation, you may find it useful to acquire a guidebook.”
· Verb
· I think that acquire means to get or gain something.
· Acquire – to get or gain by one's own efforts or actions.
· This word is used in the passage that describes the town of Paltryville.
Optimist
· “The children could tell, from Phil’s statement about everything and everybody having a good side, that he was an optimist.”
· Noun
· I think an optimist is used to describe someone who always looks on the bright side of things.
· Optimist – the tendency to take the most cheerful or hopeful view of matters or to expect the best outcome.
· This word is used to describe Phil, an employee of Sir, the children’s guardian.
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Discussion Director – Your job is to ask six questions, the answers to your questions, and the page and paragraph number of where the answer is found if possible. Ask good thinking questions! Ask the following:
1 Thinking Question on your own
1 Cause/Effect
2 Prediction
1 Problem/Solution
1 MCEOG
Q: What do you think the children were thinking as they traveled to their fourth new home in only a short matter of time? P. 3 Par. 2
A: I think the children were probably very frightened and scared to be moving to another new place. They were also thinking the Count Olaf was going to find them again, so they were very hesitant to embrace their new home without any worries.
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Q: Do you think it is just a coincidence that there is a building in Paltryville that is in the shape of an eye or do you predict that Count Olaf is behind it?
A: I think that it would be too much of a coincidence for there to be a building in the shape of an eye. I feel he has followed the children to Paltryville and he is planning his next attack.
Q: Why are the children having to work and live at the lumber mill? P.5-6 Par. 1
A: Their parents died in a horrible fire, so as a result their parent’s executor is having to find them a new home. All of their past guardians have been horrible and they keep having to move because Count Olaf keeps finding out where they are.