J.R.R. Tolkien & Writing The Hobbitnicolelalonde.weebly.com/uploads/6/0/4/0/60401203/the_hobbit_unit… · Prep Presentation & videos III. Essay outline handouts IV. Prep duo tangs

Name: __________________________

J.R.R. Tolkien & Writing The Hobbit Movie Questions

1. Tolkien created The Lord of the Rings and The Hobbit because he wanted to create a

_____________________ for England.

2. The one ring can make someone _____________________, but it will also

_____________________ them.

3. Gollum is based on an _____________________ from an Icelandic saga who killed his

father and turned into a _____________________.

4. Hobbits are little people with furry feat who are only about __________ ft. tall.

5. Frodo and Bilbo can both be described as a ____________________ heroes.

6. Tolkien first wrote the first line in The Hobbit on a __________ ___________.

7. Orcs are fascinated with machines and making clever things. They are also a critique of

_____________________.

8. Gandalf is based off the Norse god _____________________, who is known as the

_____________________ wanderer.

Expository Essay: Allusions in LOTR & The Hobbit

Materials + Step upI. Print lesson planII. Prep Presentation & videosIII. Essay outline handoutsIV. Prep duo tangs (get desk by the door)V. Highlight key points in lesson planVI. Hook Template

Start of class (10 minutes)VII.Write Agenda on the boardVIII.Greet students at the door: hats off, grab duo-

tang, take a seat, work on Hobbit questionsIX. AttendanceX. Re-seat according to seating plan

Introduction to Expository Essays: Today we will be looking at topic sentences and how to organize an expository essay. You will then get started on writing an expository essay about some of the allusions Tolkien made in The Hobbit

XI. Pre-Assessment: (20 minutes) [Start Presentation + pass out handout + put in duo-tang] A. What is an expository essay? B. What is an Allusion? C. 5 Steps to writing an expository essay D. Step 1: Prewriting: Brainstorm -> create a thesis -> organize info/fill-in an outline

1. Tolkien incorporated many Allusions/references to other works in the Hobbit 2. Small Group Discussion: (10 minutes - set timer)

a) [Explain what students will do] b) [work quietly in partners]

3. Whole class discussion: (5 minutes) a) Beowulf: Magical swords (Giant sword/Sting); Golden dragon/Smaug, Steals

cup = dire consequences/attacks a village; Grendel is described as an "Orcneas"/Orcs or goblins

b) The Bible: (1) Infernal Hell: Mordor/Mount Doom vs. Hell

(a) Described as fire and brimstone and eternal torment; Mordor a black wasteland - burning plain, dry dessert

(b) Mordor derived from Old English name "morðor" = "mortal sin" or "Murder" (2) The Temptation of Jesus & Frodo

(a) Jesus fasts for 40 days&nights. Satan appears and tries to tempt him (b) Must resist the temptation of the ring: which will grant untold power, to

escape, and leave friends behind - originally resists it but the temptation grows and he succumbs

(3) Jesus's death and Resurrection: (a) Gandalf dies to save, comes back stronger and purer than ever before. (b) Jesus dies on the crucifix and is resurrected 3 days later

c) Norse Mythology: (1) Setting: Norse mythology the earth is made up of Asgard (gods), Midgard,

and Hell (underworld of the dead)

(a) Midgard translates to Middle Earth - Earth in the middle surrounded by the sky and Hell, surrounded by the ocean

(b) Populated by people, dwarves, and elves (2) The One Ring/Evil ring - shows the danger of greed

(a) Corrupts: malevolent makes people do evil things, an addiction (b) Volsunga Saga (Icelandic): A kind posses a golden ring that gives him

wealth and riches, but his son desires it/is tempted, kills him, flees into a cave, and the evil ring turns into a serpent

(3) The prince vs. Smeagol/Gollum: kills his friend Deagol and transforms into a monster

(4) Dwarves use Norse Inscriptions/Rune Stones; on the map in The Hobbit - mark objects of significance (e.g. swords, burial sites, riddles)

(5) Odin and Gandalf: Gandalf is based on Odin, who is nicknamed the grey wanderer

Procedure: (5 minutes) XII.How to write a thesis statement

A. Definition + Watch video B. Demo:

1. Q: What animal makes a great pet? [open it up to the class] a) Turn into a statement b) Make a claim c) Support w/ 3 points

C. Individual work + Whole Class discussion 1. Q: So if the question is "what allusions to other works did Tolkien make when writing

The Hobbit?", how can we... a) Turn into a statement b) Make a claim c) Support w/ 3 points - use mind map to identify three major arguments/points d) [Have students try it on their own] e) [Go row by row - ask them what they can up with] + [correct them & write

them on the board, identifying the points]

XIII.Intro Paragraph: (10 minutes) A. Hook: [open presentation at Introductory Paragraph]

1. Watch video 2. Demo:

a) Q: What might be a good hook for "Dogs make great pets" (1) E.g. They say dogs are a man's best friend... This is an understatement

3. Open presentation at Introductory Paragraph + Review 4. Draw a graph of different hooks on the board + Transition + Thesis statement 5. Hand out Hook Template worksheet 6. As you go, ask students if they can come up with any more examples, write these

on the board a) Allusions make the story more relatable:

(1) Inverted pyramid: In any good fantasy novel, the impossible becomes possible.

(2) Fact or statistic: Unlike other genres, fantasy novels are not bound by natural laws or realism.

(3) Anecdote or personal experience: (a) Personally, I enjoy curling up and with a good book and getting lost in the

magical world hidden within its pages. (b)When LOTR was first published, British readers were so invested in the

story that once they finished it, they went around London scribbling, “Frodo Lives!” on any surface they could find.

(4) Rhetorical question: Who does not enjoy curling up with a good book and getting lost in the magical world hidden within its page?

(5) Bold Pronouncement: Tolkien was a master storyteller, who could weave tales that immediately captured the imaginations of many readers. (a) Transition: However, in order for the reader to be able to suspend their

disbelief, it must have some connection to our personal experiences. (b) Thesis: In the Hobbit and LOTR, Tolkien makes many allusions to familiar

tales and mythologies - such as Beowulf, Norse mythology, and the Bible - which readers can easily identify and connect to. Since the reader is able to relate to the story, the magical world of Middle Earth becomes much more believable.

7. [Flip over handout - brainstorm as a class to come up with more hooks] +[write these down]

8. Possible suggestions a) Allusions make add richness/complexity to the story: Brainstorm together

(1) Inverted pyramid: It is hard to imagine how anyone could come up with a universe as complex and detailed as Tolkien’s Middle Earth.

(2) Fact or statistic:

(a) It took at least 4.5 Billion years for our Earth to form. Tolkien created all of Middle Earth in only 12 years.

(3) Anecdote or personal experience: (a) While marking exams, Tolkien scrawled on one student’s paper, “In a hole

there lived a hobbit”. I doubt even he could imagine the rich/complex world that would spring from such a simple sentence.

(b) One of the reasons why Tolkien was inspired to write The LOTR and The Hobbit was because he wanted to create a mythology for England.

(c) Tolkien’s imagination and creativity was so great that one students once stated that, “He could turn a lecture room into a mead hall.”

(4) Rhetorical question: Is there any mythological universe more complex and detailed than Tolkien’s Middle Earth?

(5) Bold Pronouncement: Middle Earth is the most complex/detailed universe any fantasy author has ever imagined. (a) Transition: Obviously, creating your own world is no easy task. Tolkien

needed to draw inspiration for somewhere. (b)Thesis: As a result, in the Hobbit and LOTR, Tolkien made many allusions

to Beowulf, Norse Mythology, which added greater depth/complexity to the world he created.

b) Q:Does anyone have a different thesis [try to work it out as a class - come up with one for each] (1) Inverted pyramid: (2) Fact or statistic: (3) Anecdote or personal experience (4) Rhetorical question: (5) Bold Pronouncement:

(a) Transition: (b)Thesis: In the Hobbit and LOTR, Tolkien made many allusions to Beowulf,

Norse Mythology, and the Bible in order to create a more complex world. - Cont. Essay in learning commons: Pull aside students who need more help - At the end of class :

o Print w/e they got & hand-in o Emil Dakota whoever is not finished

B. 3 Supporting details - subtopics from mind map 1. Demo: Q: How will we introduce each argument in in the introduction?

a) Example: Firstly, dogs are loyal to a fault = can count on them to have your back; love to play = keep you healthy and happy; So cute

2. [Brainstorm possible Hooks for the Hobbit] Body Paragraphs (5 minutes)

C. Transfer Subtopics/3 key arguments in introduction to the start of each body paragraph D. Use examples from mind map for supporting evidence E. Demo: Dogs are loyal to a fault. [Get student input/open it up to the class]

1. Firstly, Humans can always depend on them to keep them safe, this is why they are the animal of choice for safeguarding our homes. Who ever heard of a guard iguana?

2. Additionally, they care about their owners' wellbeing above their own. For instance.... 3. [See if students can come up with another]

F. [Go through as a class composing one of the body paragraphs for The Hobbit]

XIV.Concluding Paragraph: (5 minutes) A. Wrap it up: Clearly dogs make an ideal pet B. Summarize essay: Review main points C. Restate thesis D. Why is this important?/What is the significance?

XV.Next class: A. Write out essay B. Move on to the next step of writing essays: Revising -> Editing -> Publishing

There’s more than meets the eye, never judge a book by its cover, Once upon a time, In a hole in the ground there lived a Hobbit. The story starts off simply enough, but it’s clear that if you keep on digging, there so much more than meets the eye like Bilbo - there’s more to him then meets the eye The Hobbit was written by J.R.R. Tolkien was published September 21, 1937 enriches the reader in its epic storyline - introduces the reader to an incredibly immersive fantasy novel LOTR - written 17 years later - it’s a prelude to the LOTR Middle earth. A land filled with enchanting surprises and magical wonders. https://bid4papers.com/blog/hook-for-essay/

https://bid4papers.com/blog/hook-for-essay/

Editing & Revising Lesson plan

Materials:

- Book computers

- Checklist handout (Talk to Ms. Chanin about possible checklists)

Pre-class to-do list:

- Write agenda on the board:

- Meet students at the door with their duo-tangs & sponge activity: “A Helping Hand”

Puzzle activity

- Hats off, food away, take a seat

- Attendance

- Morning announcements

- Let them know how we will be packing up

Procedure:

1. Go through editing and revising on the presentation

2. Go through checklist with students

3. Assign partners to work with

End of Class:

- Go row-by-row: (quietest row)

o Put rows back in order & take a seat

o One person from each row collect the duo-tangs

o One person from each row collect the novels

o Count the books - make sure it’s the same as when we started

- Don't get to leave unless they hand in their book & duo-tang

- Let Dakota know if any kids aren't done

Peer Assessment: Essay Checklist Goal: Proofread a partner’s essay to identify problems/issues and find solutions Directions:

1. Read your partner’s paper aloud to yourself and fill out the checklist 2. Circle or underline any areas where you think there may be an issue 3. Take turns discussing your partner’s essay and how they can improve it. 4. Begin revising your essay. 5. Once done, read it aloud 2 times. Make sure it is error free. 6. Edit any grammatical or spelling errors and hand it in.

Hand back the essay and worksheet to your partner. Proofread your own paper aloud two times, then hand it in! Good work!

Introduction

Did they state their thesis?

Have they effectively introduced their

reader to the topic?

Does their thesis answer the research

question?

Does their hook capture the reader’s

attention? (i.e. is it engaging?)

Did they indent the beginning of this

paragraph?

Body

Is the topic sentence of each paragraph clearly and

effectively stated?

Are the main ideas clearly discussed?

Are their points backed up with evidence/examples?

Does their evidence support their argument?

Does it follow the proper body paragraph structure?

Did they use transitional statements?

Any awkward sentences?

Conclusion

Did they summarize their argument?

Did they restate their thesis?

Did they make larger connection (i.e.

explain the significance of their

argument)

Does the conclusion flow from the body

paragraphs?

Style/Editing

Is their language formal? (e.g. no slang or

contractions)

Are sentences concise and free from unnecessary

words and content?

Do the sentences flow properly? (e.g. no backwards

sentences and ideas connect to one another)

Is the essay free of grammatical and spelling errors?

Did they use a variety of sentence types (e.g.

compound, complex, compoud-complex sentences?)

There are no sentence fragments.

Used a variety of sentence starters (i.e. didn't start

many sentences exactly the same way each time)

Essay Checklist & Rubric Introduction 1/__________ My essay has an interesting title 2/__________ My introduction introduces the topic of my essay 2/__________ I used one of the types of introductions to make the beginning of my essay more appealing to the reader. Introduction type________________________________________

Body Paragraph # 1 2/__________ I included both a topic and concluding sentence 3/__________ I have included at least 3 total details 3/__________ I included support for each detail: explanation (why) or comment for each 3/__________ I have included at least 3 points of evidence for each detail and support 2/__________ I have included at least 2 “good” transitions (circle)

Body Paragraph # 2 2/__________ I included both a topic and concluding sentence 3/__________ I have included at least 3 total details 3/__________ I included support for each detail: explanation (why) or comment for each 3/__________ I have included at least 3 points of evidence for each detail and support 2/ __________I have included at least 2 “good” transitions (circle)

Body Paragraph # 3 2/__________ I included both topic and concluding sentences 3/__________ I have included at least 3 total details 3/__________ I included support for each detail: explanation (why) or comment for each 3/__________ I have included at least 3 points of evidence for each detail and support 2/__________ I have included at least 2 “good” transitions (circle)

Conclusion 3/__________ I summed up my main points in different words 1/__________ I ended with a clincher/memorable statement (draw a wavy line under)

Mechanics 5/__________ I indented each new paragraph 1/__________ My writing was neat (or typed) 4/__________I checked for correct spelling, punctuation, grammar and capitalization (-1 point every 3 miss spelled words, punctuation, grammar & capitalization errors)

Total________/59

Comments:

Chapter One: An Unexpected Party 1) List 5 characteristics that describe a hobbit. Use this information to draw what you think a

hobbit looks like. (6 points)

a. ______________________________

b. ______________________________

c. ______________________________

d. ______________________________

e. ______________________________

2) What does Gandalf do with the spike on his staff just before leaving Bilbo’s home? (1 point) _________________________________________________________________________

3) What indication is there that Thorin is the leader of the dwarves? (1 point) _________________________________________________________________________

4) Explain why Bilbo lets out a horrible shriek and begins to shake like jelly. (2 points) __________________________________________________________________________________________________________________________________________________

5) What does Gandalf threaten to do if the assembled dwarves refuse to accept his choice of Bilbo Baggins as the fourteenth man for their expedition? (2 points) __________________________________________________________________________________________________________________________________________________

6) According to Thorin, what happened to his family’s wealth? (1 point) _________________________________________________________________________

7) What internal conflict is Bilbo dealing with that represents the two sides of his family tree? (2 points)________________________________________________________________________

8) Go back to where the dwarves first arrived at Bilbo’s home. Choose a dwarf who you will pretend to be, when you are writing your Travel Journal. Draw any details the author provides that describe the dwarf’s physical appearance (e.g. clothes, weight, or colour of his beard),

and what instrument he plays (if any). (4 points)

Dwarf’s Name: _________________________________________

The Hobbit Chapter One: Vocabulary

Across 2. Outrageous 4. A sitting room 6. To run with quick steps, scurry 8. A circular window in a ship or plane 11. Stubbornly 12. A poison from a flower or beautiful woman 13. A reward or payment for services rendered 14. To go and bring back, to gather 16. Showing prudence or circumspection 17. Small sticks, firewood

Down 1. Miserable, full of sorrow, very unfortunate in condition or circumstances 3. A person who takes part in a plot or conspiracy 5. Great respect or worship 7. The practice of magic or communication with the dead 9. Silly or ridiculous 10. Bewildered, confused, perplexed 15. A low metal guard over a fireplace

ABSURD AUDACIOUS BELLADONA

CONSPIRATOR DISCREET FENDER

FETCH FLUMMOXED

KINDLING NECROMANCER OBSTINATELY

PARLOUR

PORTHOLE REMUNERATION

REVERENCE SCUTTLING WRETCHED

Answers: 1) Hobbits are: Fat, curly hair, woolly hair on their feet, thick-soled/no shoes, short (4ft & smaller

than a Dwarf), no beards, no magic except to move quietly, long clever brown fingers, good-natured faces, laugh deep fruity laughs, live in holes in the ground that are like houses

2) Gandalf scratches a queer sign on the hobbit’s front door with the spike of his staff 3) Gandalf tells everyone to let Thorin speak and he indicates he is clearly the leader because he

outlines the plans for the group and they acquiesce to him 4) Bilbo has had unexpected quests, so he is flummoxed anyway, and when the dwarves say they plan

to include him in their adventure from which he may never return, he loses his composure completely.

5) Gandalf threatens the dwarves that if they don’t accept Bilbo, that their number would then remain at thirteen, which is unlucky, and they are worried they would experience bad luck on their adventure, or they could go back to digging coal.

6) All the wealth of the dwarves was stolen by the dragon Smaug, who killed all the dwarves and kept all the wealth for himself as the dragon’s heard treasure.

7) The Baggin’s side of Bilbo’s nature loves comfort and is respectable. The Took side craves adventure and wants to see the world.

8) Character appearances: a. Dwalin has a blue beard, golden

belt, and dark green hood. Plays the viol

b. Balin is old, has a white beard, and a scarlet hood. He plays the viol

c. Fili and Kili has a blue hood, silver belt, yellow beard. They carry tools and play the fiddle

d. Dori has a puple hood; flute e. Nori has a puple hood; flute

f. Ori has a grey hood; flute g. Oin has a brown hood h. Gloin has a white hood i. Bifur yellow; clarinets j. Bofur yellow; clarinets k. Bombur pale green. Fat; drum l. Thorin sky-blue hood with a long

silver tassel; long-winded; plays a harp

Vocabulary: PORTHOLE A circular window in a ship or plane BELLADONA A poison from a flower or beautiful woman ABSURD Silly or ridiculous DISCREET showing prudence or circumspection SCUTTLING to run with quick steps, scurry FLUMMOXED Bewildered, confused, perplexed WRETCHED miserable, full of sorrow, very unfortunate in condition or circumstances PARLOUR A sitting room KINDLING Small sticks, firewood FETCH To go and bring back, to gather FENDER a low metal guard over a fireplace AUDACIOUS outrageous CONSPIRATOR a person who takes part in a plot or conspiracy REMUNERATION a reward or payment for services rendered OBSTINATELY stubbornly REVERENCE great respect or worship NECROMANCER the practice of magic or communication with the dead

Today Gandalf summoned my kinsmen and me to the Shire, where our goal was to…

_______________________________________________________________________

_______________________________________________________________________

First,____________________________________________

________________________________________________

________________________________________________

Then, ___________________________________________

________________________________________________

________________________________________________

______________________________________________

Finally, _________________________________________

________________________________________________

________________________________________________

________________________________________________

I feel that, _______________________________________

________________________________________________

______________________________________________

My thoughts about this Bilbo Baggins character are that_____________________________

_______________________________________________________________________

_______________________________________________________________________

Travel Log 1. Describe what happened in the chapter from the perspective of your dwarf (6 points) 2. Draw a visual relating to the description in each box. (2 points) 3. Use at least 3 words from your Chapter 1 Vocabulary worksheet. (3 points)

Chapter One Lesson Plan

Materials/Set-up:- Chapter 1 vocabulary

- Chapter 1 Questions & Character

sketch handout

- How to draw a Dwarf handout

- Pencil crayons + markers

- Chapter Summary: Journal Log

- Map handout

- Travel Logs (Duo-tangs)

- The Hobbit books

- Presentation

- Prezi presentation

- “A Helping Hand” Puzzle Activity (pg

30)

Introduction:


- Write agenda on the board: DON’T FORGET TO TELL THEM ABOUT THE FIRE DRILL

PROCEDURES

- Meet students at the door with their duo-tangs and sponge activity: “A Helping Hand”

Puzzle activity


- Attendance

- Morning announcements (if applicable)

- Let them know how we will be packing up

Procedure:Part 1: (90mins)

- Go over the questions on the Ch 1 worksheet

- Read Ch 1 Aloud (50 mins)

- Fill in Chapter 1 questions & Vocabulary worksheets

- Character Sketch: Assign each student a dwarf.

o [Give them the “How to Draw a Dwarf Handout]

o [put out pencil crayons]

- Pull aside students who require extra help and go to the back table

Part 2: Whole Class Discussion: Chapter Summary [hand out maps to students]

- Open up Prezi into editing feature & hand out maps to students

- Ask guiding questions for 4 main events that happened in Chapter 1

1. Bilbo meets Gandalf, who invites him to come on an adventure. Bilbo refuses,

but asks Gandalf to tea. Gandalf scratches a sign on Bilbo’s door

2. The next day (Wednesday) 13 dwarves arrive unexpectedly before Gandalf, and

demand to be fed.

3. Bilbo learns that the Dwarves lost their wealth and home to the dragon Smaug

and are planning to steal it back. Bilbo is to be their burglar

4. Bilbo faces an internal conflict between the Tookish and Baggins parts of

himself. Unsure if he will actually go on an adventure, he eventually goes to

bed.

- Students will make a mark the Shire on their maps

- Choose an image to summarize the chapter

- Go over character descriptions

- [leave summary on the board]

Part 3: Journal Entry: [handout journal entry outline]

- Go over handout and what they are to do: Use the summary we just did to write

about what happened in the first chapter

- Students will fill out a summary outline from the perspective of one the dwarf

they’ve been assigned (they may work in pairs)

- They will fill in the journal entry outline. Must use at least 3 words from their

vocabulary sheet.

- [Pull aside students who require extra help and go to the back table]

Conclusion:



o One person from each row collect the duo-tangs; One person collect the novels




Chapter Two: Roast Mutton1) What evidence is there that Bilbo Baggins hasn’t just been dreaming about a party? (2 points)

__________________________________________________________________________________________________________________________________________________

2) What indication is there in the note left by Thorin and the dwarves that the adventure or quest may prove to be perilous for Bilbo? (2 points) __________________________________________________________________________________________________________________________________________________

3) Who do the dwarves notice has gone missing? (1 point) _________________________________________________________________________

4) Describe what Bilbo sees as he approaches the red light. (2 points) __________________________________________________________________________________________________________________________________________________

5) Explain the humour in the expression, “I…cook better than I cook.” (2 points) __________________________________________________________________________________________________________________________________________________

6) Explain what happens to the dwarves as they come to Bilbo’s aid (1 point) _________________________________________________________________________

7) How does Gandalf trick Bert, Tom, and William? What happens to them? (2 points) __________________________________________________________________________________________________________________________________________________

8) What did Gandalf and Thorin each take from the cave? (1 point) _________________________________________________________________________

9) Draw a picture of the scene where Bert, William, and Tom are arguing over how to cook the dwarves. Draw the dwarves, Bilbo, Gandalf, the Trolls, and how you imagine the setting. (5 points)

The Hobbit Chapter Two: Vocabulary

Across 3. To become agitated or confused 8. A sheath for a sword 11. A supply of food or a place where food is kept 12. A supply or stock of something provided 13. To bite or chew persistently 15. To pay all or part of the cost of something 16. A procession of persons on horseback 17. To encase or put in a covering 18. Flesh of sheep

Down 1. Personal articles or belongings 2. Chanting of words that have magical power 4. Odd, strange, or bizarre appearance 5. A shelf above the fireplace 6. To regard with respect or admiration 7. To put under a debt of gratitude 9. Make full or complete again; to replace 10. To swoop down or bend the body over 14. A slow, easy walk or gate

AMBLED CAVALCADE DEFRAYED ESTEEMED FLUSTER GNAWED

INCANTATIONS LARDER

MANTELPIECE MUTTON OBLIGED

OUTLANDISH

PARAPHERNALIA PROVISIONS

REPLENISHING SCABBARDS

SHEATH STOOPED

Answers: 1) Bilbo knew it was not a dream because there was a fearful mess in the kitchen. Nearly

every pot and pan he possessed seemed to have been used. 2) Bilbo knows the adventure may be dangerous because Thorin’s note states that funeral

expenses will be defrayed by them or his representatives, if the occasion arises and the matter is not otherwise arranged for (his death and burial).

3) Gandlaf has gone missing 4) “Out of the dark mass of the trees they could now see a light shining, a reddish

comfortable-looking light, as it might be a fire or torches twinkling.” 5) Bilbo refers to the fact that he is a good cook, and much better than himself being

cooked by the trolls for dinner. 6) They are all captured and put in bags by the trolls to be cooked for dinner. 7) Gandalf disguises his voice as the trolls’ to keep them bickering until dawn. 8) Both Gandalf and Thorin took swords with beautiful jewelled scabbards.

Vocabulary: OUTLANDISH: Odd, strange, or bizarre appearance FLUSTER: To become agitated or confused MANTELPIECE: A shelf above the fireplace DEFRAYED: To pay all or part of the cost of something ESTEEMED: To regard with respect or admiration PARAPHERNALIA: Personal articles or belongings AMBLED: A slow, easy walk or gate OBLIGED: To put under a debt of gratitude CAVALCADE: A procession of persons on horseback MUTTON: Flesh of sheep GNAWED: To bite or chew persistently STOOPED: To swoop down or bend the body over SCABBARDS: A sheath for a sword SHEATH: To encase or put in a covering LARDER: A supply of food or a place where food is kept PROVISIONS: A supply or stock of something provided INCANTATIONS: Chanting of words that have magical power REPLENISHING: Make full or complete again; to replace

Friendly Letter The year is 1937, and The Hobbit has just been published. You are one of the trolls in the story

(Will, Bert, or Tom Huggins), and have just finished reading it. However, you were not happy with the way Tolkien portrayed you and your kind. You’ve decided to write to him to share your

concerns. After some research, you found out that he lives at 22 Northmoor Road in North Oxford, England.

Your letter must have the following: ▪ 3 paragraphs which includes an introduction, a body paragraph, and a conclusion. ▪ Each paragraph should contain at least 3 sentences (it can be more than 3 if necessary). ▪ Follow the correct format for a friendly letter (see checklist for more information)

You will be assessed on the writing traits of ideas/content, organization, and conventions so pay particular attention to those three traits when writing.

1 Bagshot Row. Hobbiton, The Shire

July 5, 2942 of the Third Age Dear Mr. Bilbo Baggins,

I am writing to tell you that, while I am pleased that you have returned safely from your adventure, I am not at all happy with having to give back Bag Eng. After all, you neglected it for about a year. Really, you should be thankful that I was ready to step up and take over. Otherwise, the home your father built would have fallen into disrepair.

Honestly, what would poor Bungo say if he knew what his only son has been up to? He must be rolling in his grave! You were once so respectable! Alas, I do not think I shall be stopping by for tea anytime in the near future.

I hope that you’re happy now with all your newfound wealth and that it brings you some comfort after all the ruckus you’ve made. Should you ever decide to go galavanting across the countryside again, please let me or someone else know. That way we can avoid such awkward surprises in the future!

Sincerely,

Lobelia Sackville-Baggins

Lobelia Sackville-Baggins

P.S. If you are wondering where your silverware went, I don’t have it! L.S.B

Friendly Letter Template

Street Address: _____________________

Town/City, Country_____________________

Date (Month Day, Year)_____________________

Greeting:_____________________, [Space]

Paragraph 1 (Intro):____________________________________________________

_______________________________________________________________________

_______________________________________________________________________

[Space]

Paragraph 2:_________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

[Space]

Paragraph 3:_________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Complimentary Close: _____________________

[Space]

Signature

[Space]

Signature Line: _____________________

[Space]

P.S. ______________________________________________________ initials

Friendly Letter Checklist

1. The Heading:

My heading is on the right hand side of the page

I listed the Address Line-by-line with the last line being the date

I skipped a line after the heading

I indented the heading to the middle of the page.

2. The Greeting:

I started with an informal greeting (e.g. Dear Uncle Kim, Dear Mr. Wilkins)

I put a comma at the end of the greeting

3. The Body: (the main text)

I put a space between the greeting and the first paragraph

I indented the beginning of all of my paragraphs

I wrote from the perspective of one of the trolls in The Hobbit by J.R.R. Tolkien

Paragraph 1/Intro: I included pleasantries and introduced the topic

Paragraph 2: I told Tolkien the troll’s opinion about his portrayal of trolls in his books

Paragraph 3: I offered suggestions for how Tolkien might portray trolls in future

writings and added closing remarks

I used colloquialisms throughout my letter

I put a space between the end of my message and the close

4. The complimentary close:

I included a complimentary Close that is only a few words long (e.g. Sincerely, Yours

truly, Your biggest fan, Love)

My complimentary close ends in a comma

My complimentary close is indented to the same column as the heading.

5. The signature line:

I Skipped 1-3 spaces (2 is usual) for the signature line

For my signature, I used my troll’s name

I put a handwritten signature between the troll’s name and the complimentary close

The troll’s signature is written in blue or black ink

6. Postscript:

I skipped a line after the signature to begin a postscript (P.S.)

I put my initials at the end of the postscript

Rubric for Friendly Letter

6 Traits of Writing (Ideas/Content, Organization, and Conventions)

Ideas/Content ▪ Letter addresses Troll’s concern ▪ Paragraph one: pleasantries and details about summer vacation ▪ Paragraph two: discuss current school year and classes (likes/dislikes about this year!) ▪ Paragraph three: discuss expectations for this year and closing remarks ▪ Ideas are focused and clear

Organization ▪ Letter follows correct friendly letter format (heading, greeting, body, closing,

signature) ▪ Paragraphs are indented ▪ Clear transitions between sentences and paragraphs

Conventions ▪ Spelling and punctuation is correct ▪ Capitalization has been used correctly ▪ Correct grammar and usage/Correct usage of colloquialisms ▪ Looks clean, edited, and polished

Troll Colloquialisms 1. Identify and circle the colloquialisms in the pieces of dialogue below:

a)“Mutton yesterday, mutton today, and blimey, it if don’t look like mutton again

tomorrer,” said one of the trolls.

b)“What the ‘ell William was a-thinking’ of to bring us into these parts at all,

beats me - and the drink runnin’ short, what’s more…” he said…

c)“Shut yer mouth! he said…” Yer can’t expect good folk to stop here for ever

just to be et by you and Bert”

d) “P’raps there are more like him round about…Here you, are there any more of

your sort a-sneakin’ in these here woods, yer a nassty little rabbit…”

2. List the colloquialisms below:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3.Read through the troll scene in the novel to see if you can find any more. List them in

the space above.

Chapter Two Lesson Plan

Materials/Set-up:- Chapter 2 Questions & Character

sketch handout

- How to Draw a Troll handout

- Chapter 2 vocabulary

- Chapter Summary: A Troll’s Friendly

Letter


- The Hobbit books

- Presentation


- “Sack Search” Word Search Activity

(pg 20)

- “Troll Dialogue: Colloquialisms”

handout

- Friendly Letter Handout

Introduction:


- Write agenda on the board: DON’T FORGET TO TELL THEM ABOUT THE FIRE DRILL

PROCEDURES

- Meet students at the door with their duo-tangs and sponge activity: “Sack Search”

Activity


- Attendance


- Assign Reading Buddies


- Go over questions for Ch 2 questions

- Read Ch 2 in Reading Buddies (50 mins)

- Fill in Chapter 2 questions & Vocabulary worksheets in partners

- Scene Sketch: Bert, William, and Tom


Part 2: Whole Class Discussion: Chapter Summary [hand out maps to students]



1. Bilbo wakes up late, the dwarves are gone, Gandalf kicks him out the door

2. While traveling Gandalf disappears. The company tries and fails to light a fire.

3. The Dwarves send Bilbo to inspect a fire in the distance, but 3 trolls capture

him.

4. The trolls set a trap so they can capture and cook the dwarves.

5. Gandalf tricks the trolls into arguing all night. They turn to stone when the sun

comes up

- Students will make a mark the Trollshaws on their maps

o Choose an image to summarize the chapter

o Go over character descriptions


Part 3: Colloquialisms [handout Troll Colloquialisms Handout]

- Review: Q: Does anyone remember what a colloquialism is?

o Come from the Latin work meaning conversation

o Records speech patterns in writing

o A colloquialism is a local or regional dialect or expression

- Intro:

o Tolkien gave the trolls Bert, Will, and Tom Cockney accents (a form of British

dialect).

▪ The Hobbit Troll scene: https://www.youtube.com/watch?

v=X_cy4fricLU

o Show an example of their speech and identify the colloquialisms :

▪ “Mutton yesterday, mutton today, and blimey, it if don’t look like mutton

again tomorrer,” said one of the trolls.

▪ “What the ‘ell William was a-thinking’ of to bring us into these parts at

all, beats me - and the drink runnin’ short, what’s more…” he said…

o Note: that when a letter is dropped you need to use an apostrophe to indicate

a dropped letter - much like with contractions (can’t, don’t, it’s, hasn’t,

wouldn’t, etc.)

- Elbow partners:

o Go over the Troll Dialogue handout with a parter and highlight any

colloquialisms that you see.

https://www.youtube.com/watch?v=X_cy4fricLU

https://www.youtube.com/watch?v=X_cy4fricLU

o List them in the space provided at the bottom of the page (will need as a

reference for latter)

o If they have time, they can scan through the text to see if they can find any

more.

- Whole Class discussion:

o Identify and list on the board all the colloquialisms (and their meaning) that

the trolls use.

o Students can come up and circle the colloquialisms

o Jot down any that they missed.

Part 4: Friendly Letter

- Overview:

o Tolkien depicts trolls as large humanoids of great strength and poor intellect.

o While in Norse mythology, the troll was a magical creature with special skills

o Meanwhile, Tolkien portrays them as evil and stupid, with crude habits - though

still intelligent enough to communicate with a known language

- Introduce Activity:

o Today you will pretend that you are one of the trolls.

o You will write a letter to J.R.R. Tolkien.

o You will tell him your opinion about how trolls are portrayed while using

colloquial language.

o Q: What might they want to say to Tolkien?

- Writing a Friendly Letter: [show example/template on presentation + handout

template]

o Friendly Letters (a.k.a. Personal Letters) have 5 parts

1. The Heading:

▪ Address: Line-by-line w/ the last line being the date

▪ Skip a line after the heading

▪ The heading is indented to the middle of the page.

2. The Greeting:

▪ Unlike business letters, the greeting ends with a comma. In

business letters it’s a semicolon

▪ The greeting may be formal (e.g. beginning with “Dear” + the

person’s name or relationship)

▪ or it may be informal if appropriate

▪ Formal: Dear Uncle Jim, Dear Mr. Wilkins,

▪ Informal: Hi Joe, Greetings!

▪ occasionally a very personal greeting may end with an

exclamation point for emphasis

3. The Body: (the main text)

▪ Includes the message you want to write

▪ The beginning of the paragraph is indented. If not, skip a space

between paragraphs. Skip a line before the greeting and before the

close.

4. The complimentary close:

▪ This short expression is always a few words on a single line.

▪ It ends in a comma.

▪ It should be indented to the same column as the heading.

▪ Skip 1-3 spaces (2 is usual) for the signature line

5. The signature line:

▪ Type or print your name.

▪ The handwritten signature goes above this line and below the close

▪ The signature line should be written in blue or black ink

▪ If the letter is quite informal, you may omit the signature line as

long as you sigh the letter

6. Postscript:

▪ If your letter contains a postscript, begin with with P.S. and end it

with your initials.

▪ Skip a line after the signature to begin a postscript

- Directions:

o Students will then write their rough draft letter on the template

o They will include 3 words from their vocabulary sheet.


Conclusion:








Chapter Three: A Short Rest1) What physical difficulties did the group encounter on the way to Rivendell? (5 points)

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) What do they come to learn about the swords that Gandalf and Thorin took from the troll’s cave? (5 points) _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) Explain moon letters. (4 points) _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) What is Durin’s Day and who is Durin? (2 points)___________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) Draw a picture of Elrond based on the description of him in the book, and list four characteristics below. (5 points)

List four characteristics:

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

The Hobbit Chapter Three: Vocabulary

Across 2. A defensive wall 3. The headgear of a horse 4. Serious, somber 6. Carefully guarded 8. Leftovers 10. To cut off or split apart 11. Commanding respect because of great age 13. Shrewd or sly 14. Habitat, shelter

Down 1. Horribly repugnant 2. To quiver or tremble; to pulsate 5. Crossing the river at the shallow part 7. Deep narrow gorge with steep sides 9. Smelly, stinking 10. One quarter moon 11. Annoyed; irritated 12. Foolishness

BRIDLE BANNOCKS

CLEAVE CRESCENT CUNNING DWELLING

FOLLY FORDED

GRUESOME HOARD

PALPITATING PARAPET

RAVINE REMNANTS SOLEMN REEKING

VENERABLE VEXED

Answers: 1) They encountered a lack of food (the horses had more than they did). They had to cross

rivers with slippery and state banks, they had to climb steep and crumbling slopes. There were dark ravines they could neither jump or climb, and bogs were a pony might have disappeared into which they had to be careful of. They also encountered bad weather and the going to slow because they had to find white stones covered with moss that was their path to Elrond and Rivendell.

2) They learned that the trolls didn't make the swords, that they were very old swords of the High Elves of the west, Elrond’s kin. They were made and Gondolin for the Goblin Wars, that Thorin’s sword was called Orcrist the Goblincleaver, and that Gandalf's sword was called Glamdring the Foe-hammer that the king of Gondolin once wore.

3) Moon letters are rune letters written in silver pen that you cannot see when you look straight at them. They can only be seen when the moon shines behind them, and that the moon must be the same shape and season of the day when they were written.

4) Darren was the father of the fathers of the eldest race of dwarves, the Longbeards, and Thorin’s first ancestor. Durin’s Day was the first day of the dwarves’ New Year, which is also the first day of the last moon of autumn on the threshold of winter. It is when the last moon of autumn and the sun are in the sky together.

5) Elrond was the master of the house and the chief of the elves. He was Gandalf's friend. He is described as noble and as fair in face as an elf Lord, as strong as a worrier, as wise as a lizard, as venerable as a king of dwarves, and as kind as summer.

Vocabulary: FORDED Crossing the river at the shallow part SOLEMN Serious, somber DWELLING Habitat, shelter RAVINE Deep narrow gorge with steep sides REEKING Smelly, stinking BANNOCKS Flat cake made of oatmeal or barley FOLLY Foolishness PARAPET A defensive wall BRIDLE The headgear of a horse PALPITATING To quiver or tremble; to pulsate GRUESOME Horribly repugnant VENERABLE Commanding respect because of great age HOARD Carefully guarded REMNANTS Leftovers CLEAVE To cut off or split apart VEXED Annoyed; irritated CUNNING Shrewd or sly CRESCENT One quarter moon

Today we arrived in Rivendell where Gandalf’s friend Elrond lives. We were greeted by…

_______________________________________________________________________

First,____________________________________________

________________________________________________

________________________________________________

Then, ___________________________________________

________________________________________________

________________________________________________

______________________________________________

Finally, _________________________________________

________________________________________________

________________________________________________

________________________________________________

I wonder if we will make it to the mountain by Durin’s Day. I feel

that ____________________________________________

______________________________________________

Tomorrow, we set out to cross the Misty Mountains. My predictions for the future are that we

will…. ___________________________________________________________________

_______________________________________________________________________


Chapter Three Lesson Plan


sketch handout

- “How to draw an elf” handout


- Chapter Summary: Chapter 3 Travel

Log


- The Hobbit books

- Presentation


Part 1: (90mins)

- Go over the questions on the Ch 2 worksheet

- Read Ch 3 Aloud (50 mins)

- Fill in Chapter 3 questions & Vocabulary worksheets

- Character Sketch: Draw a picture of Elrond based off of the description of him in the

book.

o [Give them the “How to Draw an elf” Handout]

o [put out pencil crayons]


Part 2: Whole Class Discussion: Chapter Summary



- Students will make a mark Rivendel on their maps

- Choose an image to summarize the chapter

- Go over character descriptions








vocabulary sheet.


Conclusion:







Chapter Four: Over Hill & Under Hill1) Explain how the dwarves and the hobbit were able to find their way up the treacherous mountain

(2 points) __________________________________________________________________________________________________________________________________________________

2) Describe what the stone-giants were doing. (4 points) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) What indication is there that the cave might not be safe? (3 points) __________________________________________________________________________________________________________________________________________________

4) Summarize Bilbo’s dream that evening. (1 point) __________________________________________________________________________________________________________________________________________________

5) Why was it fortunate that Bilbo had accompanied the dwarves into the cave? (1 points) _________________________________________________________________________

6) Why were the Great Goblin and many of his soldiers so upset when they saw Thorin’s sword? (2 points) __________________________________________________________________________________________________________________________________________________

7) What happened to Bilbo at the end of the chapter? (4 points) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

8) Draw a picture of the cave where the dwarves slept as they were attacked by the goblins (4 points)

The Hobbit Chapter Four: Vocabulary

Down 1. Stuttering, talking quickly, nervously 2. Receiving or treating guests warmly or generously 3. A feeling of ill will or resentment 5. To break off into separate fractions 7. A dry substance that catches fire; a flammable material 8. A hard stone used for striking a fire 9. A loud, unrestrained burst of laughter 11. To search thoroughly 13. To wet thoroughly, to soak 16. To be overrun by something unwanted or troublesome

Across 4. Off of the correct or known path 6. A plan or a scheme 10. A short run or race, to move quickly 12. Cleverly inventive or resourceful 14. A large group, mass, or crowd 15. To trick into believing, a hoax, a ruse

ASTRAY DECEPTIONS

DEVICES DRENCHED

FLINT GRUDGE

GUFFAWING HOSPITABLE

HORDES SPLINTERS

TINDER INFESTED

INGENIOUS JAMMERING RUMMAGED SCURRYING

Answers: 1) The dwarves and the hobbit were able to find their way over the treacherous mountain

with the advice of Elrond and the knowledge up and memory of Gandalf. 2) The Stone Giants were rolling rocks at one another for a game, and catching them, and

tossing them down into the darkness where they smashed among the trees far below, or splintered into little bits with a bang.

3) The book mentions that the dangerous part about the cave is that you don't know how far they go back, or where a passage behind may lead to, or what is waiting for you inside. Gandalf would not let them light a fire.

4) Bilbo dreamed that a crack in the wall at the back of the cave got bigger and bigger, and open wider and wider.

5) Bilbo was able to give warning, which allowed Gandalf to escape and then eventually help them to escape as well.

6) The sword Thorin held had killed hundreds of goblins and it's time, when the fair elves of Gondolin hunted them in the hills or did battle before their walls. It is called Orcrist cop, Goblin-cleaver, but the goblins call it simply Biter.

7) Bilbo, on Dori’s back, was grabbed from behind and rolled off his shoulders into the blackness, where he bumped his head on hard rock, and remembered nothing more.

Vocabulary: DECEPTIONS To trick into believing, a hoax, a ruse INFESTED To be overrun by something unwanted or troublesome ASTRAY Off of the correct or known path SPLINTERS To break off into separate fractions GUFFAWING A loud, unrestrained burst of laughter DRENCHED To wet thoroughly, to soak TINDER A dry substance that catches fire; a flammable material FLINT A hard stone used for striking a fire JAMMERING Stuttering, talking quickly, nervously RUMMAGED To search thoroughly INGENIOUS Cleverly inventive or resourceful DEVICES A plan or a scheme GRUDGE A feeling of ill will or resentment HOSPITABLE Receiving or treating guests warmly or generously HORDES A large group, mass, or crowd SCURRYING A short run or race, to move quickly

Of all things to happen, we were captured by goblins! But let me start at the beginning. We just

left Rivendell, and overall we felt…

_______________________________________________________________________

But then ,_______________________________________

________________________________________________

________________________________________________

After that, we…____________________________________

________________________________________________

________________________________________________

______________________________________________

Fortunately, ____________________________________

________________________________________________

________________________________________________

________________________________________________

Unfortunately, we were attacked and lost Bilbo. I think maybe

he…_____________________________________________

______________________________________________

Now, we are trying to escape these blasted tunnels! I predict that______________________

_______________________________________________________________________

_______________________________________________________________________


Chapter Four Lesson Plan


sketch handout

- How to Draw a Goblin handout


- Chapter Summary: Journal Entry


- The Hobbit books

- Presentation


Introduction:


- Write agenda on the board

- Meet students at the door with their duo-tangs and sponge activity


- Attendance





- Read Ch 4 in Reading Buddies (50 mins)


- Scene Sketch: Draw the Scene where the dwarves are attacked by goblins in the cave





- Students will make a mark the a spot on the Misty Mountains on their maps










vocabulary sheet.


Conclusion:

- Go row-by-row: (quietest row) o Put rows back in order & take a seat





Chapter Five: Riddles in the Dark1) Why was Bilbo so frightened when he gained consciousness? (2 points)

_________________________________________________________________________

2) What does Bilbo find as he crawls blindly along the floor of the tunnel? (1 point) _________________________________________________________________________

3) Why was Bilbo comforted by his dagger or small sward? (3 points) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) Who is Gollum and where does he live? (3 points) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) Explain the basic rules of the riddle game. (4 points) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

6) Why did Bilbo not kill Gollum when he clearly had the advantage? What great epiphany does Bilbo have about Gollum? (3 points) __________________________________________________________________________________________________________________________________________________

7) Explain how Gollum unexpectedly aids the hobbit in his escape. (2 points) __________________________________________________________________________________________________________________________________________________

8) Why are the goblins reluctant to pursue Bilbo one he is outside? (3 points) __________________________________________________________________________________________________________________________________________________

9)Draw how you imaging Gollum to look based off of the description in the book. (4 points)

List three characteristics:

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

The Hobbit Chapter Five: Vocabulary

Across 6. To strike or hit hard. 7. The ancient past. 9. Underground, below the surface. 12. Loss of hope. 14. To come to a decision. 16. To feel about with your hands. 17. Dizzy or lighthearted.

Down 1. A small portion of food. 2. Keen perception. 3. To choke or suffocate. 4. To move about stealthily. 5. A faint light or twinkle. 8. To pack in tightly. 9. Move smoothly and quietly with gliding steps. 10. Partly open. 11. Knee-length trousers. 13. To spread out or expand. 15. To walk or move in a slow manner.

AJAR ANTIQUITY BREECHES DESPAIR GIDDY

GLIMMER

GROPED MORSEL

PROWLING RESOLVE SLINKING SMOTE

SPLAYED SUBTERRANEAN

THROTTLED WADE

WEDGED WITS

Answers:1) Bilbo could hear nothing, see nothing, and he could feel nothing except the stone on the

floor. His head was swimming and he could find nothing at all, no sign of goblins, no sign of dwarves. He was far from certain even of the direction they had been going in when he had his fall

2) He found a tiny ring of cold metal lying on the floor of the tunnel 3) Bilbo was comforted by his dagger because it shown pale and dim before his eyes, which

meant it was an elvish blade and indicated whether goblins were close by or not. He thought it was rather splendid to be wearing a blade made in Gondolin for the goblin-wars of which so many songs had sung; and he also had noticed that such weapons made a great impression on goblins that came upon them suddenly.

4) Gollum lived deep down by the dark water on a slimy island of rock in the middle of an underground lake. Gollum is a small slimy creature. It is not clear where he came from or what he is.

5) A riddle game is a competition where your opponent asks you riddles and you must give the correct answer within a certain time period. Then you do the same. If you cannot answer, then you lose and forfeit the game. If Bilbo loses, he loses his life. If Gollum loses, he has to show Bilbo the way out.

6) … 7) Gollum feels if Bilbo knows the way in, he must know the way out. Gollum then goes to the

back door and Bilbo is able to follow him up to the exit. 8) They didn't follow him outside because the sun came out from behind a cloud and Sean

bright on the outside of the door. Goblins don't like the sun; it makes their legs wobble and their heads giddy, and they could not find Bilbo while he was wearing the ring.

Vocabulary: GROPED To feel about with your hands. BREECHES Knee-length trousers. GLIMMER A faint light or twinkle. SUBTERRANEAN Underground, below the surface. WADE To walk or move in a slow manner. SLINKING Move smoothly and quietly with gliding steps. THROTTLED To choke or suffocate. PROWLING To move about stealthily. WITS Keen perception. MORSEL A small portion of food. ANTIQUITY The ancient past. SPLAYED To spread out or expand. RESOLVE To come to a decision. DESPAIR Loss of hope. SMOTE To strike or hit hard. AJAR Partly open. WEDGED To pack in tightly. GIDDY Dizzy or lighthearted.

Chapter Five Comic Strip For this assignment you will be drawing a comic strip of chapter five from The Hobbit. The requirements for your comic strip are as follows:

1. Choose the main event from the chapter and create a comic strip that explains/describes the event from start to finish.

2. Use detailed drawings and speech bubbles to tell the story of the event. 3. Include enough dialogue so someone who has not read the book will understand the

general idea and will want to continue reading. 4. Stick people are not acceptable unless you can prove to me otherwise! Please talk to

me if you think you are severely “artistically challenged.” 5. Colouring is optional, but colour adds to the overall appeal of your comic strip, which

is part of the grade (hint, hint!) 6. Your comic strip must include 4 panels.

Worth 24 points. See rubric below.

4 3 2 1

Creativity Each frame effectively communicates main ideas & events (i.e. it is clear what is happening in each frame). Ideas and events transition easily between frames.

It is mostly clear what is happening in each frame. Ideas and events transition somewhat easily from frame to frame.

It is sometimes unclear what is happening in each frame. There Ideas and events transition in a disjointed manner between frames.

It is completely unclear what is happening in each frame. There Ideas and events do not transition well between frames.

Characters and Dialogue

The main characters are clearly identified, and their actions and dialogue are well-matched to each other.

The main characters are clearly identified, and their actions and dialogue match most of the time.

The main characters are identified but not well developed and their actions and dialogue are too general.

It is hard to tell who the main characters are.

Landscape and Props

Landscape and props are directly related to the purpose of the comic and enhance understanding of the scene.

Landscape and props are directly related to the purpose of the comic and mostly enhance understanding of the scene.

Landscape and props are generally related to purpose of the comic and somewhat understanding of the scene.

Landscape and props seem randomly chosen OR distract the reader. It does not enhance understanding of the scene.

Number of Items

The comic uses at least 4 panels.



The comic has uses than 1 panels.

Spelling, Punctuation, and Grammar

There are no spelling, punctuation, or grammar errors.

There are 1-3 spelling, punctuation, or grammar errors.

There are 4-5 spelling, punctuation, and grammar errors.

There are more than 5 spelling, punctuation, and grammar errors.

Time and Effort

Class time was used wisely. Much time and effort went into the planning and design of the comic.

Class time was used wisely, however the student could have put in more time and effort into the planning.

Class time was used wisely, however the student could have put more time and effort into the design.

Class time was not used wisely.

Riddles in the Dark

Chapter Five Lesson Plan


sketch handout


- Character sketch: Draw Gollum

- Chapter Summary: Chapter Five

Comic Strip


- The Hobbit books

- Presentation


- Comic Strip examples on smart board

or show images form the graphic

novel (print outs)

Introduction:


- Write agenda on the board

- Meet students at the door with their duo-tangs and sponge activity


- Attendance





- Read Ch 5 aloud (50 mins)


- Scene Sketch: Draw how you imagine Gollum based on the description in the book.





- Students will make a mark the a spot on the Misty Mountains on their maps




Part 3: Chapter 5 Comic Strip [handout Comic strip Handout + leave the prezi summary

on the board for them to refer to]

- Introduce activity:

o Explain to students they will be designing their own comic strips.

o These will summarize the events of the chapter

o Show them the template that they will use.

- Instructions for creating the comic strips

o Show examples on smart board of different comic strips or give them printouts

of scenes from the graphic novel

o Analyze/Identify how the comic-strip creator combined text, quotes, and

images to tell a story/event or convey a message.

▪ Have students identify the characters, setting, plot in each one

▪ point out any captions that appear and explain that these are often used

to provide a brief narration or give additional information

▪ Have students identify speech and though bubbles in the examples and

explain how these devises are used: a speech bubble contains characters’

spoken words, while thought bubbles express an unspoken thought. There

are also bubbles that can show a sound - like what you see in superhero

comic books

▪ Show examples of different kinds of speech boxes, thought bubbles,

boxes for exclamations and otomatopia

o Sum this up by telling students that, due to limited space, comic strips focus on

the main fade and the most important elements of the topic, event, or

message to be communicated.

▪ Show how events are sequenced in a comic strip (left-right; up-down) vs.

anime (right-left; up-down)

- Activity:

o Tell students that they are going to use the events of the chapter to create a 4

frame comic strip.

▪ They can set up each frame and add captions, dialogue, and character

thoughts to construct the comic strip and recap the chapter.

▪ Make sure not to overcrowd the frame with speech bubbles and captions.

Keep text to a minimum. Be selective.

▪ They can only use a maximum of 2 speech/thought bubbles or captions in

each frame. These must only be a maximum of 3 lines each.

o They have to select a sequence of 4 events which tell the story and fit in the

spaces provided.

▪ They will refer to the prezi summary to identify the scenes they need to

include

o Make sure to sequence your images, speech/thought bubbles, in a way that

helps events transition smoothly from frame to frame.

o [students can then get started; they may work in pairs/small groups]

o [Pull aside students who require extra help and go to the back table]

- Assessment: Students will be graded on their content, clarity of ideas, and correct

spelling, punctuation, and grammar.

Conclusion:








Documents

J.R.R. Tolkien & Writing The Hobbitnicolelalonde.weebly.com/uploads/6/0/4/0/60401203/the_hobbit_unit… · Prep Presentation & videos III. Essay outline handouts IV. Prep duo tangs