Author Feature-C. C. Hunter



Spirit of Texas Reading Program-High School

Featured Author

C. C. Hunter 

C. C. Hunter

Born at Midnight

New York Times and USA Today Best-Selling author C.C. Hunter grew up in Alabama, where she caught lightning bugs, ran barefoot, and regularly rescued potential princes, in the form of Alabama bullfrogs, from her brothers. Today, she's still fascinated with lightning bugs, mostly wears shoes, but has turned her focus to rescuing mammals. She now lives in Texas with her four rescued cats, one dog, and a prince of a husband, who for the record, is so not a frog. When she's not writing, she's reading, spending time with her family, or is shooting things-with a camera, not a gun. Check out her website.

C.C. Hunter is a pseudonym. Her real name is Christie Craig and she also writes humorous romantic suspense romance novels for Grand Central. You can visit Craig at her website.

 


 

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Book Trailers

Born at Midnight

Taken at Dusk

Whispers at Moonrise



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Academic Programs

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Additional Documents

Activity One: Serial Killers

Introduction:

Rogue vampires are not the only ones to go on murdering sprees. Students will research famous serial killers throughout history and create a PowerPoint to share their information.

List of Supplies:

  • Books and Encyclopedias on Serial Killers
  • Web sites on serial killers & specific serial killers
  • Computer Lab
  • optional- list of serial killers for students to choose from

‍‍‍‍‍‍‍‍Program Description:

Students will work either individually or in groups to research a specific serial killer then create a PowerPoint or Prezi presentation to share with the class. Students must use at least three sources, one of which must be a book or journal article.

Information that must be included in the powerpoint/Prezi:

  • Minimum of 10 slides
  • Picture of serial killer
  • 3 additional pictures/video clip
  • Answers to these questions:
    • What was their childhood like?
    • Were there any precursors- were there any factors in the killer's childhood that influenced their transition into a serial killer?
    • What was their adult life like?
    • Did they finish high school/college?
    • Did they marry? Have children? Were they loners?
    • Were they ever diagnosed with a mental disorder? If so, did they receive treatment?
    • What was the nature of their crimes?
    • What was the time span for their crimes?‍‍‍‍‍‍‍‍
    • How many victims?
    • What was their behavior like when they were caught?‍‍‍‍‍‍
    • Were they found capable to withstand trial?
    • What were they charged with and sentenced to?
    • Are they still alive? Or did they die differently than their sentence?
  • Bibliography

TEKS:

  • 130.293 7
  • 130.292 c1 A,C
  • 110.31 b 20,21,22,23
  • 110.32 b 20,21,22,23
  • 110.33 b 20,21,22,23
  • 110.34 b 20,21,22,23

Activity Two: My Story: An Autobiography

Introduction:

Kylie must learn about her past to discover who she is. In this project, students will research their past to create an autobiography.

Supplies:

Program Description:

Students will research and write about their past. Different sections will include narratives, photos, poems and mini-research projects.

Everyone's project must contain

  • Cover Page that visually represents you i.e. collage, drawing, photos
  • Table of Contents showing the title for each section of the autobiography and page number, also include photos and other extras in your table of contents
  • Extras: drawings, art work, photos, poetry, stories etc.

Part One of Autobiography - Students should complete each of the assignments in this section.

  • The Day I Was Born -Complete a mini-research project on the day you were born/adopted. What significant events happened that day? (300-400 words)
  • My Quest- What obstacles and challenges have you experienced? What knowledge have you gained from those experiences? (300-400 words)
  • Hidden Self Poem- Everyone projects a certain idea of who they are to others while hiding part of their true selves behind a mask. Only you know your innermost self. In the first two stanzas of your poem, express how others see you. In the last two stanzas of your poem, talk about the parts that you keep hidden behind your public mask. (30+lines)
  • The Best and The Worst - Retell the best and the worst experience you have had. (200-300 words each)
  • Show and Tell - Choose one object in your possession that in some way reveals something about you. Write about this object and its relevance. (300-400 words)
  • That's My Beat - What is your personal theme song? Copy down the lyrics (if it has lyrics), give the title, artist and then explain why this piece of music is your theme song. (300-400 words)

Part Two of Autobiography - Students should complete three of the following assignments:

  • Once Upon A Time . . . Write a fictionalized account of how your parents met. This means that you take the REAL story and change the names and places to protect the innocent. (300-500 words)
  • Interview your oldest surviving relative. What changes has he or she seen in your family during his/her lifetime? What does he/she know about your cultural heritage? What is his/her advice for kids of this generation? (300-500 words)
  • Family Trunk — Most families have storage places where old mementos are gathered. Explore your storage area, an old trunk or grandparents' memory boxes or basements, and see what stories unfold when you discover and ask about certain objects. Choose two objects of particular interest and discuss what it is and why it's significant in two paragraphs. (300-500 words)
  • Customs — Every culture has important customs — for some it is Sweet Sixteen, for others it is Christmas, still others may celebrate Ramadan. Choose a custom and/or a holiday that is important in your culture and write two pages describing all the elements of this custom or holiday. (300-500)
  • What's cookin'? Choose a favorite family recipe and prepare it. Copy down the recipe and write a detailed description of your attempts to recreate this family masterpiece in the kitchen. *You can offer extra credit to students who want to bring a sample for the class to try.*
  • I am most like my ... — Choose a family member you have inherited the most qualities from. Explain who you are most like and why you‍‍‍‍‍‍ think that is. ‍‍‍‍‍‍

Part Three of Autobiography - The Unknown

  • ‍‍Dear Younger Me ‍‍- Imagine we have found a way to send back mail to our younger selves. Write a letter giving information or advice to yourself at an earlier age — what do you wish you had known then that you know now? (250-300 words)
  • Jumping Forward - Write a future journal entry describing a momentous occasion which has just occurred in your (future) life and reflect on this event. Contemplate how you got to this future station in your life, what are your regrets, and what are your successes? (250-300 words)
  • Pay it Forward - Write a 2 page essay describing one value (not a material possession, but a concept or idea – such as ambition, or honesty) you would like to pass along to your own children and explain how you would pass along that value. (250-300 words)
  • I Have A Dream — In a 30+ line poem (that does not rhyme) or a 2 page essay, describe the dream you have for your future.

‍‍‍‍‍‍Part Four of Autobiography - Reflection and Evaluation‍‍‍‍‍‍

  • Reflection - Write a two page letter addressed to your teacher. Write about the process of creating your autobiographical portfolio. What did you learn about yourself as a writer? What was difficult? What was easy? What did you like the most? What grade do you think this portfolio deserves and why?

TEKS:

  • 110.31 b 13,14,15,16,17,18,19,20,21,22,23
  • 110.32 b 13,14,15,16,17,18,19,20,21,22,23
  • 110.33 b 13,14,15,16,17,18,19,20,21,22,23
  • 110.34 b 13,14,15,16,17,18,19,20,21,22,23
  • 110.46 b 2
  • 110.51 b 5
  • 110.52 b 1,2,3,4

‍‍‍‍‍‍‍‍‍‍‍‍‍‍Activity Three:‍‍‍‍‍‍‍‍‍‍‍‍‍‍ Paranormal Don't Ask Don't Tell ‍Debate ‍

Introduction:

There are paranormals that believe their identities should be known to the world. Other paranormals believe hiding their powers from the world is the best course. Students will debate whether paranormals should come out or not.

List of Supplies:

Program Description:

This debate is designed as a partner activity so that each person will argue one side of the debate. In order to present a sound argument, both sides of the debate must be researched. Debates will be presented in front of the class either in person or videotaped.

  • Your first step is to choose a debate side. -  Your debate must address the issue of whether it is in the best interest for society for paranormals to be hidden or out. This guide modified from http://olc.spsd.sk.ca/DE/PD/Instr/strats/debates/QandA.pdf will help you prepare for the debate and may answer some of the questions you have.
  • What are we trying to do? -Your task is to prepare to argue and support a position. You will do the necessary research to support your ideas, prepare to both ask and answer questions and practice your presentation so that it's well polished.
  • How do we win? -Your goal is not necessarily to win, but to prepare to defend your side as best you are able. You will be marked on the quality of your evidence, your ability to defeat your opponent's arguments, adherence to rules and the confidence of your presentation. You will need to present a more coherent and forceful set of arguments in a polished manner to prevail over your opponent.
  • What is the format? -You must follow a strict set of guidelines that tell you when you may speak.
    • 1. Affirmative (3 minutes): The affirmative speaker presents his/her opinion. He/She defines the situation, presents proposed alternatives, and explains why her/his position is correct.
    • 2. Negative (3 minutes): Then negative speaker presents his/her position. He/She explains why his/her position is correct. Then he/she raises questions about the affirmative position.
    • 3. Affirmative (3 minutes): The affirmative speaker summarizes the arguments on both sides noting where the positions conflict. The speaker will try to demonstrate the superiority of his/her reasoning. The speaker also has the task of answering any questions raised by the negative speaker. It's important to address any particularly difficult questions. The answers should leave the audience satisfied.
    • 4. Negative (3 minutes): The negative speaker restates the negative position. He/She will address important questions raised. The main task however is to attack the affirmative opinion. The goal of the speaker is to demonstrate that the affirmative opinion is wrong.
    • 5. Rebuttal – Affirmative (1 minute): The affirmative speaker has 1 minute to refute the negative speaker's opinion.
    • 6. Rebuttal – Affirmative (1 minute): The negative speaker has 1 minute to refute the affirmative speaker's opinion.
  • How do we prepare? -Once you choose your side in the debate, it is your task to research the topic. You will gather evidence that will be used to support your position. Using this evidence as an aid, prepare a set of persuasive arguments designed to sway the judges to your side. Use the best of what you have found and house it in effective, confident delivery.  Practice makes perfect. It is the combination of solid evidence and polished delivery that leads to success. It is also critical to consider what the opposition will say. Think through all the possible arguments your opponents will make. Success in a debate hinges on the ability to show that the opposing team's reasoning is weaker that yours
  • Points of Note
    • Take care with the amount of time you have. Practice beforehand. Use note cards to record important notes. 
    • Appearance may be evaluated. Dress properly.
    • Complete each speaking opportunity with a brief summary. 
    • Listen carefully to the opponent. He/She may make a significant point you had not thought of during your preparation. You will want to address them in your rebuttal. A strong point left unchallenged makes your side appear all the weaker. 
    • Back up your statements/assertions. Anybody can have an opinion but rationale wins the debate. 
    • Take notes during the debate.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍TEKS:‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍

  • 110.60 a 1,2,3,4
  • 110.60 b 1,2,3,4,5,6,7,8,9,10

 

 

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Active Programs

Download printable copy of program

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Activity 1: Bloody Sweet Drinks

Introduction:

Everyone at Shadow Falls Camp has to encounter new things from each species group at the conclusion of camp. When the vampires present their unique abilities everyone is required to drink blood.

List of Supplies:

  • Flour- 2 T per group
  • Corn syrup- 1 T per group
  • Tablespoon measurered
  • Red & green food coloring
  • Warm water 100ml
  • Clear plastic cups

Program Description:

Patrons will make oxygenated and non-oxygenated blood to drink! The recipe is from the Horrible Science Handbook's "Famously Foul Experiments" by Nick Arnold.

Mix flour with the warm water and stir until the flour has dissolved; water should be a milky white color from the flour. Add the corn syrup to the water/flour mix and stir well. Add 1 Tablespoon of red food coloring and stir until materials and food coloring are well mixed. This is the oxygenated blood. For non-oxygenated blood, pour half the oxygenated blood into a glass and add a drop of green food coloring. ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Stir well.‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍

Activity 2: Life's A Masquerade

Introduction:

Teens will explore different character species of Hunter's novels with a masquerade party.

List of Supplies:

  • Masks (inexpensive at party store)
  • Room decorations
  • Beverages
  • Snacks
  • Music
  • 5 Prizes (for contests)

Program Description:

Advertise this program well in advance so that teens can prepare costumes. Teens should come dressed as a character or species portrayed in the Shadow Falls Novels. Masks are required for entry, so have some cheap masks ready for teens to wear. Costume contest categories include: Best Shape Shifter, Best Werewolf, Best Vampire, Best Fey & Best Witch. Get the music going and let teens let their hair down for a bit before the contest starts. If you really want to up the ‍‍‍‍‍ante have trivia questions that teens can answer to win more prizes.

‍‍‍‍‍‍‍‍‍‍‍Activity 3: You Are What You Wear
‍‍‍‍‍‍‍‍‍‍‍
Introduction:

Teens will create jewelry based on one of the supernatural species portrayed in the Shadow Falls novels.

List of Supplies:

  • Beading Wire
  • Beading Thread
  • Beading Needle
  • Shallow bowls (for beads)
  • Clasps
  • Polymer Clay
  • Wax paper/plastic to cover tables
  • Toaster Oven/Oven
  • Toothpicks
  • Glass Pan & Hot Pad
  • Needle Nose Pliers/Jewelry Pliers
  • Beads (various)
  • Feathers
  • "Teeth" (made from Polymer clay)

Program Description:

Start by making the polymer clay "teeth". To make "teeth" place a small amount of clay in your hand and begin rolling it between your palms. The clay starts out as very hard but will become more malleable the more it is handled. Once the clay is soft, roll back into a ball and place on the table. Use the tips of your finger to gently roll the ball back and forth until it becomes cylindrical in shape. Then use one finger to keep rolling one edge of the cylinder until you have the basic tooth shape. Pick up tooth and carefully make a hole through the top using a toothpick. (Use gentle pressure or you will lose the shape of the tooth.) Place ready-to-bake tooth on glass pan. Bake according to the instructions on the polymer clay package. While the teeth are baking have teens begin choosing beads/feather etc. for their jewelry and laying out how they want their necklaces or bracelets to look. Once the teeth are out of the oven and fully cooled string the jewelry.

 

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Passive Programs

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Additional Documents

Activity One: ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍What Are You?‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍

Introduction:

Kylie doesn't know what supernatural species she is and feels very isolated because of this mystery. Many teens also struggle with identity and coming to terms with who they are. This passive program allows teens to identify with different social "species".

List of Supplies:

  • Bulletin Board
  • Construction paper cut outs- squares or a shape
  • Construction paper labels for each "species": Jock, Brain, Gamer, Goth, Emo, Cowboy/Cowgirl, Scene Stealer, Juggalos, Geektastic, Nerd Herd etc. (Take a look around your area and make sure to include each "species".)

Program Description:

Patrons will be able to write their first name, or pseudonym, on a construction paper cut out. They will then tack it up on the bulletin board under the "species" with which they most identify. ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Alternately,‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ and have teens identify with a mythical "species" portrayed in the Shadowfalls Novels.

Activity Two: What Are You? The Supernatural Version

Introduction:

Kylie doesn't know what supernatural species she is and feels very isolated because of this mystery. Many teens also struggle with identity and coming to terms with who they are. This passive program allows teens to identify with different supernatural species. If you attended Shadowfalls Camp what species which species would you represent?

Supplies:

Program Description:

Patrons will read the different personality descriptors for each supernatural type, Shape Shifter, Werewolf, Witch, Fae and Vampire. They will then place a sticker in the column on the display wall under the supernatural species they fit in with.

Activity Three: Fae vs. Fang‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍

Introduction:

Teens will use buttons to vote for their favorite "team".

Supplies:

Program Description:

Allow teens to vote for either Derek (Fae) or Lucas (Werewolf) from the Shadowfalls Novels. They just need to read the poster pick their team and ask for that button at the Reference Desk!

Samples;

Poster

Fae vs. Fang Poster

Buttons

Fae vs. Fang Buttons

 

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Created on Nov 14, 2012 | Last updated July 15, 2015