Title: Reading Fiction - Twilight

Description: Grades 7-9

Time Required:
Public:
Grade Level

Pre K K 1 2 3 4 5 6 7 8 9 10 11 12 AP

Established Goals
What relevant goals (content standards) will this unit address?
SOL 8.5 :

The student will read and analyze a variety of narrative and poetic forms.
a) Explain the use of symbols and figurative language.
b) Describe inferred main ideas or themes, using evidence from the text as support.
c) Describe how authors use characters, conflict, point of view, and tone to create meaning.
d) Compare and contrast the use of the poetic elements of word choice, dialogue, form, rhyme, rhythm,
and voice.
e) Compare and contrast authors’ styles.

Understandings
What are the big ideas? What specific understandings about them are desired?
Students will understand that novelists often provide insights about human experience through fic tional
means.
Writers use a variety of techniques to engage readers.
Students will understand the importance of foreshadowing as a literary technique used by authors.
Students will be able to compare and contrast traits of genre specific literature.

Essential Questions
What provocative questions will foster inquiry, understandings, and transfer of learning?
How does a character's actions give insight to his or her personality?
How does the author's use of relationships impact conflict and plot development?
How does history and historical evens help shape humanity?
What does it mean to be human vs what does it mean to be a monster? –How can we define humanity?
Knowledge and Skills
What key knowledge will students acquire as a result of this unit? What should they eventually be
able to do as a result of such knowledge and skill?
Students will know....

The plot, characters, and conflict of Twilight.

Historical events effect characters.
The impact of history on literature
The ability of literature to explore themes and conflicts present in everyday life.

Students will be able to....

Describe how the relationship between Edward and Bella develops.

Identify the plot, characters, and conflicts from the novel.
Apply and interpret reading strategies.
Explain how what a person does, says, and thinks reveals characterization.
Describe how a character changes in a story, and what causes those changes.
 Assessment Evidence
What evidence will be collected to determine whether or not the understandings have been
developed, the knowledge and skill attained, and the state standards met? [Anchor the work in
performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, etc.]
Performance Tasks
Through what authentic performance tasks will students demonstrate the desired understandings?
By what criteria will performances of understanding be judged?
Twilight Project Menu (See attachment).

Other Evidence
Through what other evidence (quizzes, tests, observations, writing assignments, homework)
will students demonstrate achievement of the desired results? How will students reflect upon
and self-assess their learning?
Response Journal (see attachment).
Reading Fiction Vocabulary Test (See attachment)
Reading Comprehension Quizzes
Learning Plan
Learning Activities
What learning experiences and instruction will enable students to achieve the desired results?
Comprehension Packet (See attachment).
Hook - Students will create lists of mythological creatures and their characteristics. The class will have
a discussion concerning the similarities between these “creatures” and their similarities to the average
human. The teacher may also want to give a pre-assessment concerning the elements of gothic literature.
Read/ Discuss Novel
Plot Diagram graphic organizer (See attachment)
Judge a Book by its Cover (See attachment).
Twilight Soundtrack (See attachment)
Twilight Tonight Talk Show – (See attachment)
Reading Fiction / Comparing Two Stories (See attachment) – This may be done in correspondence
with Dr. Jekyll and Mr. Hyde or Romeo and Juliet. One of these works should be read by the students
in correspondence with Twilight or shortly after.
Who Am I? Characterization (See attachment).
Characterization by the Numbers (See attachment).
Literature Circles (See attachment).
Other ideas:
*Students could create a Twilight inspired yearbook- Students design the yearbook using publisher,
which will contain pictures and write-ups of school events both featured in the book and alluded to.
The yearbook could have student profiles where the students would explore Meyer’s use of characterization.
*Research Paper- students can pick a major event that occurred during Edward’s natural lifetime and write a paper
exploring and explaining the event, as well as how it might have contributed to the beliefs and ways in which Edward acts.
*Students can create commercials that would tie into the novel – example Anti-Vampire spray…etc.
Name__________________________________
Twilight Project

Directions: Pick assignments from the chart below to complete by

_____________________. Your project must equal at least 50 points. You may do
more for extra credit. These will be graded, please turn in quality work. You may work
in groups for the video taped projects only. There will be no class time to complete
these assignments. All work should be colorful, neat, and completed at home. Make
sure you check with an adult before using household items.

Research popular myths Create a board game List 3 suspenseful events or

about vampires. Make a surrounding the events in scenes from the story.
poster that outlines these the novel Twilight. Be sure Which characters were
myths in detail. Please to include events from the involved in each one? Why
provide references. book. is each one suspenseful?
25 points You should write two
15 points paragraphs for each scene.

15 points
Create a three dimensional Make a collage of stories Research: Write a 5
model of a particular scene that follow the gothic paragraph Paper about
from the novel. tradition OR stories Forks, Washington. Include
mentioned in the novel (i.e information such as: How
Pride and Prejudice.) This far is it from Suffolk? What
collage should contain both is the population? What are
written and visual some of the city’s tourist
50 points summaries of these stories. attractions? You must
include a paragraph that
discusses why this place
(setting) is crucial to the plot
of Twilight
25 points
30 points
Create a timeline of at least Design a new front and Create a puppet or doll of a
7 key events that happened back cover for Twilight. character from Twilight.
in Twilight. Include a brief overview of Use items that you find in
the book that will “sell’ it to your home.
10 points readers.
15 points 25 points
Make a movie poster Create an Acrostic poem Make a character collage.
advertising the release of using the book title: Cut words and pictures from
the new movie Twilight. Be Twilight. This should be magazines and newspapers
sure to include a brief information about what that will describe a
overview of the story, the happened in the story, not character from the novel.
names of key characters your personal opinions. Be sure to include the
and the actors who will play Each line must contain at character’s name.
them. Also include an least four words.
illustration of an important
scene from the story. May 10 points 25 points
not copy the actual movie
poster. Should not be
completed on regular paper
but rather poster board
size.
20 points
Act out a three minute Write a three paragraph Are you happy with the
scene from Twilight and paper discussing how the ending? Rewrite a new
have it video taped for the story would be different if it ending to the story. It should
class to see. was told from Edward’s be a minimum of three
perspective. paragraphs.

50 points
15 points 15 points
 Reader Response Journal

Due Date: __________________________________________

Directions: (One quote and response per page- Four pages total)

1. Choose one passage from either the short story or the chapter you are
reading.

2. Copy the lines out of the book, place them in quotation marks, and
cite the page number for the passage.

3. Respond to the passage in your own words, using one of the reader
response roles listed below.

4. Your response is to be a minimum of 1 page.

Reader Response Roles: Use one of the following reader’s response

roles to reflect to the passage you selected.

• Straight Talker: Speak directly to a character and "give your two

cents' worth". If you could stop the action at a particular point,
what would you say?
• Judge: Evaluate an action or a decision by a character or characters.
Do you feel a wise or a poor decision has been made? Why? What
decision would you prefer to have been made? Why?
• Memory Keeper: Perhaps you remember a similar experience from
your own life, about a time when you kept something secret and
because of that secret, events began "to snowball." Describe that
experience; explain how it relates to the story.
• Artist: What visual images come to mind as you read the story?
Draw those images. Write also what your visual image means or
represents in the story.
• Palm Reader: What has occurred that you consider foreshadowing?
What do you believe will occur in the future? Why?
 Your Number’s Up
Characterization Exercise

Numerologists use numbers to predict a person’s character and future. One method is show
below. Select (3) characters from the novel. Determine their numbers. On the line after
your character’s name, note whether you agree or disagree with the number analysis for
that character. If you disagree, what number analysis do you think is more appropriate?
You must support your findings; either agree or disagree with proof from the story.

Step One:
Each of these letters is given a number value

1 2 3 4 5 6 7 8 9
A B C D E F G H I
J K L M N O P Q R
S T U V W X Y Z

Step Two:
Total the value of the numbers in the person/character’s name. Then Add the resulting
digits until a single digit is reached.

EXAMPLE:
P E T E R P A N
7 5 2 5 9 7 1 5

7 + 5 + 2 + 5 + 9 + 7 + 1 + 5 = 41. Now read to get a single digit 4 + 1 = 5

Step Three:
Compare the number for the character, with the analysis for the number to see if this
describes the personality of the person/character.

1. set in one’s ways, stubborn, not always cooperative, difficulty seeing another point of
view
2. sweet, pleasant, tries to get along with everyone, tries to help others get along
3. active, sometimes careless and reckless in nature, tends to not take things seriously
4. hard worker with little time for play. Sticks to the task at hand, serious in nature.
5. restless, wanderer, likes change, doesn’t like to stick to a routine.
6. kindly, likes other people, helpful in times of trouble, doesn’t like a lot of change in life.
7. serious, intelligent, studious, kind of like a geek.
8. strong, tough, sensible, down to earth, business like.
9. brilliant, visionary, idealistic…very intelligent, can thing about the future and make plans
for it.
 Step FOUR- Character Analysis

Character # 1
Character Name Number Agree?
_________________________ ______ _____

Four Facts from the story to support your opinion (include page number)

1. pg ________ ______________________________________________________

2. pg _______ ______________________________________________________

3. pg _______ ______________________________________________________

4. pg _______ ______________________________________________________

Character # 2
Character Name Number Agree?
_____________________________ ______ _____

Four Facts from the story to support your opinion (include page number)

1. pg _______ ______________________________________________________

2. pg _______ ______________________________________________________

3. pg _______ ______________________________________________________

4. pg _______ ______________________________________________________

Character # 3
Character Name Number Agree?
_____________________________ ______ _____

Four Facts from the story to support your opinion (include page number)

1. pg _______ ______________________________________________________

2. pg _______ ______________________________________________________

3. pg _______ ______________________________________________________

4. pg _______ ______________________________________________________
 Write or draw the information for the boxes.
Literary Story # 1 Story # 2
Term Title: _________________________ Title:____________________
Author:________________________ Author:______________________

Setting

Point of

View

Tone

Mood

Plot
(exposition,
rising action,
climax, falling
action,
resolution)

Conflict

(Explain

internal or

external)

Figurative
Language
Name: _______________________________Date: _____________

Vocabulary Test
SOL 8.5

Directions: Match the vocabulary word (to the left) with its definition (to the right)
and write the letter of the definition on the line (in the middle).
a. the time and place where the action
1. novel occurs in a literary work.
b. the author’s use of clues to hint at
what might happen later in the story.
Writer’s use this to build their reader’s
2. short story expectations and to create suspense.
c. writing or speech that is not meant to
3. biography be taken literally.
d. a short nonfiction work about a
4. essay particular subject.
e. a person or animal that takes part in
5. speech the action of a literary work.
6. setting f. the key point of a story.
7. characters g. talk given to an audience.
h. words or phrases that appeal to one
or more of the five senses; writers use
images to describe how their subjects
8. foreshadowing look, sound, feel, taste, and smell.
i. a character that changes or grows
9. irony during the course of the work.
j. conflict takes place within the mind of
a character; the character struggles to
make a decision, take an action, or
10. flashback overcome a feeling.
11. symbols k. the sequence of events in a story.
l. the central message, concern, or
purpose in a literary work and can be
expressed as a generalization, or a
general statement about human beings
12. figurative language or about life.
m. a form of nonfiction in which a writer
13. main idea tells the life story of another person.
n. a character struggles against some
outside force, such as another person or
14. theme some force in nature.
15. imagery o. a character that does not change.
p. the general name given to literary
techniques that involve surprising,
16. static character interesting, or amusing contradictions.
17. dynamic character q. building of the conflict.
r. an extended work of fiction that often
has a complicated plot, many major
and minor characters, a unifying
18. conflict theme, and several settings.
s. a scene within a story that interrupts
the sequence of events to relate events
19. external conflict that occurred in the past.
t. struggle between opposing forces. It is
one of the most important elements of
stories, novels, and plays because it
causes the action. There are two kinds –
20. internal conflict external and internal.
u. a brief work of fiction like a novel,
presenting a sequence of events, or
21. plot plot.
v. the turning point or high point in the
action of the plot; the moment of
greatest tension when the outcome of
22. initiating event the plot hangs in balance.
23. rising action w. end of the central conflict (solution).
24. climax x. introduces the central conflict.
y. a person, place, or thing that in
addition to its literal meaning, has other
25. falling action layers of meaning.
z. told by a character who uses the first
26. resolution person pronoun, I.
aa. the perspective or vantage point
27. tone from which a story is told.
bb. the narrator uses third-person
pronouns such as he and she to refer to
28. voice the characters.
cc. the outcome of the conflict in a
29. mood plot can be either good or bad.
dd. the writer’s attitude toward his or
her audience and subject; such as
formal/informal, serious/playful, or
30. point of view bitter/ironic.
ee. the narrator uses third-person
pronouns such as he and she and
knows and tells about what each
31. first person character feels and thinks.
ff. the atmosphere or feeling created
by a literary work or passage, often
created at the beginning of a work
which is sustained throughout.
32. third person limited Sometimes, the mood can change
 dramatically.
gg. The distinctive qualities of a writer’s
style including: diction, attitude,
33. third person omniscient sentence style, and ideas.
 Characterization
Who Am I?

Grade Level: Grade Eight

Goals:

~To help students analyze characterization and its importance in novels

Objectives:

~To encourage students to explore the identities of the characters

~To have students create reference posters for the characters

~To encourage group communication through the creation of character posters

~To develop students' public speaking skills through short group presentations
of the character posters

Materials:

INSTRUCTORS:

~Posterboard (10 pieces)

~Markers

~Scissors

~Glue

~Construction paper

~Tape

~Misc. supplies
STUDENTS:

~Copy of Short Story

Essential Questions: Who are you? What makes you unique? What factors
influence who you are?

Activities:

1. Have students break into groups of three. Assign each group one of the
characters from the story/novel.

2. Explain assignment to students: Using the materials provided, create a poster

of your group's assigned character. Each poster must include (1) character's
name, (2) physical characteristics, (3) personality traits, (4) relationships to
other characters, and (5) any other relevant information.

3. Pass out materials for creating a poster.

4. Ask students to present their posters to the class. Each group will discuss
what aspects of the character they included.

5. Encourage students to discuss the similarities and differences between the

characters and the factors that influence these characters' identities.

6. Relate the discussion of the characters to the identities of the students.

7. Ask students to display the posters throughout the room in order for them to
be used as character references throughout the novel.

8. Inform the groups that as they learn more about the characters they will be
responsible for adding this new information to their group posters each day at
the beginning of class.
 Don’t Judge a Book by its Cover

Anticipation activity

Directions: Answer the following questions using the novel, A Long Way
from Home. Be prepared to discuss your answers with the class.

1) Looking at the cover art only, what do you think this book is about?

2) The title of this book is Twilight. What do you think that means?

3) Read the summary on the back of the book (or inside cover), what
type of story (genre) do you think this book is (romance, drama,
adventure) and why?

4) Based on this first look, do you think you will like this book? Why or why
not?
 Student Name: ______________________________________ Date: _______________

Excellent Good Average Needs

Improvement
Information Lots of good Good information Adequate Information gained
from Research information gained from information gained from research is not
gained from research, but it’s from research complete and/or there is
research not a great deal and/or they may not not much.
be too much

Taking the Student dresses Student dresses Student dresses up Student may not dress
Part of the up and look out- up and acts the but may be missing up and/or may not act
standing as they part of the a part of the the part of the
Character are acting the part character most of costume and acts character, but they do
of their character the time. the part of the participate and answer
of choice. character most of questions.
the time.
Voice Student is loud Student is loud Student is loud Student may speak in a
enough to hear enough to hear enough to hear and monotone and/or too
and is very most of the time may lack softly. Expression is
interesting to and is interesting expression in probably lacking in
listen to. to listen to. Good his/her voice some his/her voice.
Excellent expression in of the time.
expression in voice.
voice.
Notes Notes are Notes are Notes may be Student may or may not
complete and complete and lacking some have notes, but those
neat. basically neat. information and that do are inadequate.
basically neat.

Time Limit Student adheres Student may be Student may be Student is way off on
to time slightly under slightly over time his/her time.
requirement. time requirement. requirement.
Directions:
Students will be placed into groups of four. Each group will select a host, the other
participants will be guests. The teacher will pass out to each group a slip of paper
detailing one of the conflicts present in the story (i.e James’ desire to kill Bella). The
students must then write down a script where the host talks with the characters involved
to try and solve the problem.
 Literature Circle Role Sheet
Role Role Specific assignments to record and
share
Discussion director- guide the Develop some questions, such as:
discussion and ensure that everyone How did you feel about______?
contributes What did you dislike about_______?
Name: What if _______?
Make a prediction about ________.
Create five questions!
Passage Master- Select key passages Page # _____ Paragraph # _____
you think are exciting, fun, or strange to Reason for picking___________________
read aloud or share. Explain why you
selected each passage. Page #______ Paragraph # _____
Name: Reason for picking ___________________
Pick at least two passages!
Connector-connect the text to experiences Ask these questions:
in and out of school, to other texts, and to
yourself Are the characters like people you know?
Is the book like other stories you’ve read?
ALL DO TOGETHER Are there things you might do based on the
story?
Answer as a group.
Illustrator- draw a picture, diagram, or Illustrate a major theme or event.
sketch to help your group visualize what
you read.

Name:
Summarizer- Prepare a succinct summary Summary statement:
of the text, and list the key points Key points:
1.
2.
ALL DO TOGETHER 3.
4.
5.
Include at least 5 key
events
Character captain- discuss one character Tell what the character says, does, thinks,
with the group and what others say about him or her.
Tell how the character changes as a result
Name: of the events of the plot.
Give your own interpretation of him/her.
Study Guide Questions

Chapters 1-4

1) Why does Bella decide to move to Forks? How is Forks different from Phoenix?
2) Describe Bella’s relationship with her father at the start of the novel.
3) Compare and contrast Bella’s perception of herself to how others treat her on her
first day of school.
4) What is the back-story of the Cullen and Hale family?
5) How does Edward react when Bella sits next to him in Biology?
6) What must happen before Bella is brave enough to go to Biology once Edward
has returned to school?
7) What does Bella notice is different about Edward after his return?
8) What disaster does Edward prevent? Why is this unbelievable?
9) How does Edward treat Bella after the confrontation in the hospital?
10) Where does Edward offer to take Bella?

Chapters 5-8
1) What does Bella ask Edward to warn her about during lunch?
2) What theories does Bella offer Edward for his unexplainable actions?
3) Why does Bella end up in the nurse’s office?
4) What happened to Edward’s real parents? How does he describe his adopted
family?
5) Who is Jacob Black? What legend does he tell Bella?
6) What does Bella’s research reveal about the myths of vampires?
7) Describe how Edward once again saves Bella. What does she talk to him about to
keep him calm during the car ride?
8) What special talent does Edward possess?
9) How did Edward find Bella?
10) How do Edward’s actions both confirm and refute what Bella read about
vampires?

Chapters 9-14
1) What excuse does Edward give for not being able to read Bella’s mind?
2) How does Edward react when Bella tells him “It doesn’t matter.”
3) What popular characteristics of vampires does Edward dismiss as myths?
4) Describe and explain the reasoning behind Edward’s hunting habits.
5) How does Edward travel through the forest?
6) How did Edward become a vampire? What time period did he live in? What was
he dying from?
7) What sort of things does Edward hear Bella say in her sleep?

Chapters 15-20
1) Why is Bella afraid to meet Edward’s family?
2) How is Bella’s perception of the Cullen’s house proved wrong once she visits
there?
3) Why is Rosalie jealous of Bella?
4) Compare and contrast the description of Carlisle’s father to how Edward
describes Carlisle.
5) How did Edward rebel against his parents?
6) What goes wrong at the baseball game?
7) Why does Edward believe James will not stop hunting Bella?
8) Briefly describe the Cullen’s plan to protect Bella.
9) What does Alice have a vision of in the hotel room?

Chapters 21-24
1) How does James get Bella to ditch Alice and Jasper?
2) What does Bella write in her letter to Edward?
3) How is James connected to Alice’s story?
4) How does Edward save Bella’s life once she it bitten?
5) Why does Edward insist on keeping Bella human?
6) Who shows up to check on Bella at prom?
7) What do you think will happen in the next book?
Name:

Directions: Pick five songs to represent the themes, conflicts, characters, and overall plot
of the Twilight novel. As the producer, you should pick songs that truly encompass the
mood of the work of literature. You will need to justify each song you choose. You will
also be asked to market your Twilight soundtrack.

Part 1

Song 1 Title:

Sample of lyrics from song:

How does this song connect to the novel? (Does it represent a certain scene, character, or
theme? Answer should be at least one paragraph long).
Song 2 Title:

Sample of lyrics from song:

How does this song connect to the novel? (Does it represent a certain scene, character, or
theme? Answer should be at least one paragraph long).

Song 3 Title:

Sample of lyrics from song:

How does this song connect to the novel? (Does it represent a certain scene, character, or
theme? Answer should be at least one paragraph long).
Song 4 Title:

Sample of lyrics from song:

How does this song connect to the novel? (Does it represent a certain scene, character, or
theme? Answer should be at least one paragraph long).

Song 5 Title:

Sample of lyrics from song:

How does this song connect to the novel? (Does it represent a certain scene, character, or
theme? Answer should be at least one paragraph long).

Part 2:

Draw or create on the computer an album cover for your Twilight soundtrack. Your
album cover should be a visual representation of the overall theme of the novel as well as
your soundtrack.