The Fault in Our Stars Vocabulary Chapters 1-5

Chapter 1

Word Page DefinitionRejoinder

Imperial

Myriad

Denounce

Mantra

Hamartia

Chapters 2 and 3

Word Page DefinitionDoppelganger

Univalent

Benefits of building your vocabulary:

Give you the ability to say what you mean Helps you understand other people Helps you understand what you read Bolsters you ability to grasp ideas and think more logically Allows you to communicate effectively Boosts your powers of persuasion

Evangelical

Incessantly

Chapter 4

Word Page DefinitionNarcissistic

Cholera

Perpetuity

Reclusive

Requiem

Bereft

Chapter 5

Word Page DefinitionSedentary

Insipid

Ensnared

Bacchanalia

Revile

Insidious

Stoically

The Fault in Our Stars

Allusions Chapters 6-10

What is an Allusion?

When authors refer to other great works, people, and events, it’s not usually accidental.

An allusion can give a deeper meaning to a story by referring to another work which has a similar theme. It can also be a way for the author to further emphasize the main point, which he or she is trying to make with the story. By using allusions it may give the reader a better understanding of what the author is meaning to say if they can draw the similarities between the two different works and see how they relate to one another.

Allusion Page Explanation of Allusion Draw connections between the allusion and the text

The Tragedy of Julius Caesar

Pg. 111Chapter 7

A brief, usually indirect reference to a person, place, or event- real or fictional. According to their content, allusions may be historical, cultural, mythical, literary, political or private.

Sonnet 55 Pg. 112Chapter 7

Archibald Macleish

Pg. 112Chapter 7

Anne Frank Pg. 126Chapter 8

Henry David Thoreau, Walden, “Where I Lived and What I Lived For.”

Pg. 148Chapter 10

Battle of Thermopylae

Pg. 149Chapter 10

Allen Ginsberg & Howl

Pg. 152Chapter 10

T.S. Elliot Pg. 153Chapter 10

The Fault in Our StarsPoetry Analysis

Part I: Watch & discuss the following introduction to Emily Dickinson through Crash Course by John Green: https://www.youtube.com/watch?v=R4WwhOdk_Eg

Part II: Identify & discuss the following poetic elements in Emily

Dickinson’s “There’s a Certain Slant of Light”:

“There's a Certain Slant of Light”

There's a certain slant of light,

On winter afternoons,

That oppresses, like the weight

Of cathedral tunes.

Heavenly hurt it gives us;

We can find no scar,

But internal difference

Where the meanings are.

None may teach it anything,

Alliteration stanza symbol simile imagery

Conflict personification rhyme scheme

'Tis the seal, despair,-

An imperial affliction

Sent us of the air.

When it comes, the landscape listens,

Shadows hold their breath;

When it goes, 't is like the distance

On the look of death.

Part III: Select a stanza from Emily Dickinson’s “There’s a Certain Slant of Light” and generate a rough but detailed drawing of the stanza in the “Quick Picture” box below.

Part III: Answer the following questions about the detailed picture your generated. Use the given introductions to begin your responses. Include at least ten words after the lead phrase.

1. What is my picture about? This picture is about . . .

2. What is one important idea my picture shows? One important idea . . .

3. What are two details in my picture? Two details include . . .

4. What is one concept I want to emphasize? One idea/point I want to emphasize . . .

The Fault in Our StarsMaking Thematic Connections: Chapter 11

Thematic Statements:

The importance of “carpe diem” The power of friendship/companionship The loneliness one experiences usually caused by rejection or isolation

Passage: “One might marvel at the insanity of the situation: A mother sends her sixteen-year-old daughter alone with a seventeen-year-old boy into a foreign city famous for its permissiveness” (Green 159).

In 15 words, record a summary of the passage’s context (when, where, who, what)

In 25+ words, begin your response with “This is important” and record why you think the passage is important to one of the novel’s themes (why & how).

In 15+ words, begin your response with, “As a result,” and explain How the author uses characterization, symbolism, and/or conflict to develop the theme.

What Why important? As a result…

Directions: Analyze the following passage from the novel as it relates to one of the above themes. Provide the following elements in your response.

The Fault in Our Stars

Making Thematic Connections: Chapters 12 and 13

Thematic Statements:

The importance of “carpe diem” The power of friendship/companionship The loneliness one experiences usually caused by rejection or isolation

Passage:

Directions: Choose a passage from the novel that connects to one of the themes above.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In 15 words, record a summary of the passage’s context (when, where, who, what)

In 25+ words, begin your response with “This is important” and record why you think the passage is important to one of the novel’s themes (why & how).

In 15+ words, begin your response with, “As a result,” and explain How the author uses characterization, symbolism, and/or conflict to develop the theme.

What Why important? As a result…

The Fault in Our StarsFound Items: Chapters 15-20

Your Task:

For this task you will select a found item which connects to a specific theme with the text. Be vigilant in surveying the media regularly for relevant items. Ensure that both your sources and your collection are as wide-ranging and varied as possible. For each item, write a commentary explaining why you chose it and what connection it has to the text:

For this task you will write a one-page response with the following information:

State the theme Identify the found item; summarize the content briefly Explain the connection to the novel – characters, setting, events, theme,

symbolism, conflict, etc Offer a personal reaction / insight / reflection to the connection made (ex:

personal, peers, family, friends, society, media)

Potential theme topics:

Ambition Loyalty Power FateGuilt Self-esteem Man’s

inhumanity to man

Innocence to experience

Power and corruption

Speaking out/ courage

Transformation Compassion and redemption

Identity Protest Friendship FamilyRole of women/men

Coming of age Fear of failure Self-preservation

Will to survive

Quest for discovery

Weakness/fear Greed as downfall

RUBRIC REQUIRED

Theme topic + the author’s viewpoint = THEME

The Fault in Our Stars Vocabulary Chapters 13-19

Chapters 13-19

Word Page DefinitionTransfigured

Palliative

Impotent

Solace

Conspicuously

Eponymous

Quantum

Indomitable

Scrum

The Fault in Our StarsPoetry Analysis

Part I: Identify & discuss the following poetic elements in Robert Frost’s: “Nothing Can Stay”

“Nothing Gold Can Stay”

Nature's first green is gold

Her hardest hue to hold.

Her early leaf's a flower;

But only so an hour.

Then leaf subsides to leaf.

So Eden sank to grief,

So dawn goes down to day.

Nothing gold can stay.

Robert Frost

(1875–1963)

Alliteration Allusion symbol imagery

Conflict metaphor rhyme scheme

Part II: Select a stanza from Robert Frost’s “Nothing Gold Can Stay” and generate a rough but detailed drawing of the stanza in the “Quick Picture” box below.

Part III: Answer the following questions about the detailed picture your generated. Use the given introductions to begin your responses. Include at least ten words after the lead phrase.

1. What is my picture about? This picture is about . . .

2. What is one important idea my picture shows? One important idea . . .

3. What are two details in my picture? Two details include . . .

4. What is one concept I want to emphasize? One idea/point I want to emphasize . . .

The Fault in Our StarsOpinion Paragraphs

Opinion Paragraphs

Structure

Sentence # What you need to write…Sentence 1 Topic Sentence – Point

Sentence 2 Proof

Sentences 3 Explain

Sentence 4 Conclusion

Transition Words and Phrases

To show… Use words/phrases like…Your opinion…

Your proof…

Your explanation…

Conclusion

Sample Paragraph:

Use the words below to label the sample paragraph:

Explanation ProofConclusion TitleTopic Sentence

Christmas is the best holiday

Christmas is the best holiday of the year, beating out Halloween, March Break, and Easter. Christmas is the only holiday that you are able to exchange multiple presents with many friends, family, and even Santa Claus. With other holidays, like Halloween and Easter, you only receive candy, chocolate, and sweets. However, with Christmas, you can exchange clothes, accessories, and even electronics too, which are all more significant than food. As a result, it is clear that Christmas is the best holiday of the year.

Your turn:

Characters have no life outside the pages of a book.

It is unfair to let someone fall in love with you if you know that you are dying.

Education is wasted on the terminally ill. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________

The Fault in Our StarsOpinion Essay (OSSLT Prep)

Person Opinion Essay Assignment

The following statements relate to themes that have been exposed throughout the mythology unit. Read these statements and ask yourself whether you agree OR disagree with them. Beside each statement, record your response and then write a brief explanation. Although these responses are your own opinions, make sure that you use concrete examples from your own life to support them. You will not be using examples from the mythology unit for this task.

1. All men (and women) are created equally2. Women should act like women3. It’s okay to be different4. Nobody is all good or all bad5. Some words are so offensive that they should never be stated or written6. Under our justice system, all citizens are treated fairly in our courts of law7. The adage “Sticks and stones may break my bones, but words will never hurt me,” is true8. A hero is born, not made9. No one is above the law10. Education is the great equalizer11. When the law does not succeed in punishing criminals, citizens should do so12. Women are better parents than men13. Violence is sometimes necessary14. People do not take enough pride in their nation15. You should always support your family members

The Assignment:

Write a 2-page, double-spaced opinion essay on one of the topics above. Using examples from your own life and your own ideas prove your argument in a coherent 5-paragraph essay (intro, 3 body paragraphs, and a conclusion).

Rubric attached

Personal Opinion Essay Rubric

Knowledge

Demonstrate your understanding of the most important ideas and supporting details in the texts you reference.

Demonstrate inference skills with support from well-chosen stated and implied ideas from the texts your reference.

Demonstrates limited knowledge and understanding of the content and the key terms relevant to the topic.

Demonstrates some knowledge and understanding of the content the key terms relevant to the topic.

Demonstrates considerable knowledge and understanding of the content the key terms relevant to the topic.

Demonstrates thorough knowledge and understanding of the content the key terms relevant to the topic.

Thinking

Generate, expand, explore, and focus your ideas to meet the assigned purpose and audience for your task.

Research: locate and select information to effectively support the ideas you’re explaining.

Determine whether the ideas and information you’re gathered are accurate, interesting and effective in supporting your purpose.

Organize ideas to support the purpose for your text.

Uses critical / creative thinking processes with limited effectiveness.

Uses critical / creative thinking processes with some effectiveness.

Uses critical / creative thinking processes with considerable effectiveness.

Uses critical / creative thinking processes with a high degree of effectiveness.

Application

Make appropriate connections between the ideas in your text and other texts, experiences and insights to demonstrate your extended understanding of the topic you’re explaining.

Makes connections with limited effectiveness.

Makes connections with some effectiveness.

Makes connections with a considerable effectiveness.

Makes connections with a high degree of effectiveness.

Communication

Respond to the assignment with the required format, following the appropriate conventions for the task.

Use your knowledge of form and style to achieve your purpose for your intended audience, including use of appropriate:

voice; word choice; sentence craft and fluency.

Communicates to the intended audience with limited effectiveness.

Communicates to the intended audience with some effectiveness.

Communicates to the intended audience with considerable effectiveness.

Communicates to the intended audience with a high degree of effectiveness.

Use your knowledge of conventions to employ effective:

spelling grammar punctuation publishing

Uses conventions with a high degree of effectiveness.

Uses conventions with a high degree of effectiveness.

Uses conventions with a high degree of effectiveness.

Uses conventions with a high degree of effectiveness.

The Fault in Our StarsFound Poems

A Found Poem is a poem that is created by using an existing literary work and creating a new poem from it. While the words used in the poem are not your own, the combination that you, the poet, uses to express your vision is original. You can take words out, change punctuation or the form of the word for grammatical purposes. You cannot add words.

Here is an example of a found poem using text from Louis Sachar’s novel “Holes”.

Passage from Novel:

There was a change in the weather. For the worse. The air became unbearably humid. Stanley was drenched in sweat. Beads of moisture ran down the handle of his shovel. It was almost as if the temperature had gotten so hot that the air itself was sweating. A loud book of thunder echoed across the empty lake. A storm was way off to the west, beyond the mountains. Stanley could count more than thirty seconds between the flash of lightning and the clap of thunder. That was how far away the storm was. Sound travels a great distance across a barren wasteland (127).

Found Poem Example:

There was a change

For the worse.

The air became humid

Beads of moisture ran down

The air itself, sweating

Thunder echoed across the lake.

A storm beyond the mountains.

Thirty seconds

And the thunder.

Sound travels a great distance

Across a barren wasteland.

Your task is to select a passage from the text and write a found poem that directly or indirectly relates to one of the themes we have been discussing in class. Alternatively, you can use words from different pages and passages in the novel.

Be creative!

The Fault in Our Stars Anticipation GuideWrite True or False for each of the following statements in the BEFORE column before reading

John Green’s The Fault in Our Stars. There are no right answers to these statements. The intent of this exercise is to spark a discussion. After completing the novel, we will revisit our answers to see how our thoughts and feelings have changed.

Statement Before After

If something is not included in a novel, it is the duty of the author to keep it a secret.

Characters have no life outside the pages of a book.

It is unfair to let someone fall in love with you if you know that you are dying.

Education is wasted on the terminally ill.

Knowledge of an artist should not change your opinion of his/her work.