MAKE UP OPTION #1

Here are a few options and links for you, IF  you are chomping at the bit to make up low score or missing second quarter vocabulary assignments during the next few days:

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below is a link to the text of
MARK TWAIN'S 
THE PRINCE AND THE PAUPER
 https://americanliterature.com/author/mark-twain/book/the-prince-and-the-pauper/summary

OR, possibly even better, because it's a King Arthur story,
MARK TWAIN'S time-traveling adventure tale
A CONNECTICUT YANKEE IN KING ARTHUR'S COURT
https://americanliterature.com/author/mark-twain/book/a-connecticut-yankee-in-king-arthurs-court/summary
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These are not a classics illustrated versions, but they ARE classic stories and fairly accessible to most readers.

Vocabulary from this book will count for both the Young Adult Middle Ages Book and for the Classics Illustrated Book.  IT IS NOT EXPECTED THAT STUDENTS WILL FINISH THE WHOLE STORY, although the tales are relatively short and students may wish to.  They're good stories!

You could also download a digital version if you have a tablet of some sort.
This would allow you to tap on a word and its definition should appear.
Very likely, you could also check out or download an audio version if you wanted to.

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make up VOCABULARY - instructions
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* There were six different vocabulary assignments, of 20 words each.

Include the following:

___   (a) The WORD (powerful, vivid, colorful, era-specific words)

               Proper noun names of people or of specific places don't count.


 ___  (b) the PART OF SPEECH (noun, verb, adjective, adverb, etc.) of the word as used in
               sentence; place in parenthesese

___   (c) the DEFINITION of the word; the more detailed or thoughtful, the better your
               understanding of the word and the more points earned; you might have to look at several
               different definitions on several different sites to learn more about the word;

___   (d) the full SENTENCE IN WHICH THE WORD APPEARED in the story; underline and/or
               capitalize or box the word so that it stands out.  Include "quotation marks."
               Because it is a digital version, include which chapter it is from (in parenthese)

___  (e)  A sentence or two COMMENTING ON WHAT IS HAPPENING IN THE STORY 
              where the word appears; put the word into context.  Explain what is happening.
              Work on 2-3 brief, but detailed sentences. Who is doing what, where, why, how, when?

EXAMPLE:

1.     MERE.  (adj)  Small, not having much impact for such a small size or lack of importance; pure
        and simple; nothing more or less; nothing more than what is specified; it is what it is.

        "Mere acquaintances hugged and kissed each other and cried." (ch. 1)
        On the same day there was a poor child born in London and a child of a very rich Tudor family.
        No one really cared about the poor child, but apparently all kinds of people were happy about
        the birth of the child of the rich family.  Some people even took a holiday.


HOW MUCH IS THE WORK WORTH?
The above example would be worth 3 points towards a vocabulary assignment, particularly
since the description of the story is long and detailed AND the definition is long and detailed.
Each vocabulary assignment called for 20 words.

Just the word and a short, not very detailed definition = 1/3 a point.

The word, definition and sentence = 2/3 a point

The word, definition, sentence in which word appears, and at least one sentence discussing what is happening in the story = 1 point

This assignment of make up work is both a vocabulary-building activity, but a show of reading comprehension ( a reading log).