Grade: 7
Unit: 3
Essential Question
What similarities and differences
exist among characters that
survive in the wilderness?
Title: Survival in the Wild
Key Content: The student will…
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Read and discuss novels and biographies about characters, real and
fictional, that survived in the wild.
Analyze the development of characters and themes over the course
of texts about survival.
Discuss how authors’ use of literary techniques in narration, such as
flashback or point of view, engages the reader.
Write a variety of responses to literature and informational text.
Unit Focus
In survival stories, students compare and contrast
character experiences across novels, as well as the
points of view in narration, and are encouraged to
research the authors behind the stories, many of whom
are wilderness survivors themselves. Students analyze
the development of the theme of survival across various
texts, evaluate nonfiction text structures, and present
claims on these findings coherently to their classmates.
Vocabulary and Terms to Emphasize
…
abridged versions
anthropomorphism
flashbacks
foreshadowing
point of view narration
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Code
RL.7.2
RI.7.5
W.7.1
SL.7.4
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Dates of Instruction: _______________________
L.7.5
W.7.11
Write an argument about the importance of reading original
versions of stories, such as The Call of the Wild, by Jack London, in
order to better appreciate abridged versions.
Conduct research on authors who write about survival in the wild
and present findings to the class.
Compare and contrast The Call of the Wild in written form to the
film version.
Write a “survival in the wild” story.
Standard
Concept
Determine a theme/central idea of a text and analyze its development throughout text; include
relationship to the characters/setting/plot; provide an objective of the text.
Analyze in detail the structure of a paragraph, including the role of particular sentences in developing a
key concept.
Theme
Write arguments to support claims with clear reasons and relevant evidence by introducing claim and
acknowledging opposing claims, organizing the reasons evidence logically; support claims with logical
reasoning, evidence, using accurate/credible sources; use words/phrases/clauses to create cohesion
and clarify the relationship between claims/counterclaims/reasons/evidence; write formally, and provide
a conclusion that follows from the argument presented.
Present findings, emphasizing main points in a focused, coherent manner, with relevant evidence, valid
reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
Understand figurative language, word relationships, and nuances in word meanings by interpreting
figures of speech (e.g., verbal irony, puns), using the relationship between particular words, and
distinguishing among the connotations (associations) of words with similar denotations (definitions)
(e.g., bullheaded, willful, firm, resolute, persistent).
Argument
Writing
Create a presentation/art work/ poetry/stories/play/etc., in response to a literary work with a
commentary that identifies connections and changes from the original. Make well-supported, personal,
cultural, textual, and thematic connections across genres.*
Response to
Literature
*Indicates standard specific to NY only.
Paragraph
Structure
Presentation
Skills
Figurative
Language
Grade: 7
Unit: 3
Title: Survival in the Wild
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
…
Strategies
1.
GRAPHIC ORGANIZER: While reading one of the novels about survival in the wild, complete a character map, including how the characters
are affected by their environment. (Remember, characters that survive in the wild may be people or may be animals!) Be sure to note page
numbers with relevant information, so to be able to go back and cite the text during class discussion.
Graphic Organizer: Character Map
2.
PREREADING: Create a map describing picturing a modern day wilderness. Brainstorm a list of what might be needed to survive.
Brainstorm
3.
CLASS DISCUSSION: Compare and contrast characters from the various novels read. Can generalizations be made about the types of
character qualities that enable a person (or animal) to survive in the wild?
4.
LITERATURE RESPONSE: “Anthropomorphism” is defined as giving human characteristics to an animal or non-living thing (i.e., winds, rain, or
the sun depicted as creatures with human motivations.) The term is derived from the combination of the Greek anthropos, meaning “human,” and
morph, meaning “shape” or “form.” Have students find examples of anthropomorphism in stories read and record them in their journals.
5.
LITERATURE RESPONSE: While reading The Call of the Wild, have students take notes in their journals about the roles of John Thornton and
Judge Miller. Who, from the novel’s point of view, is the better master? During a follow up group discussion, ask students to defend their
answers, citing specific information from the text.
6.
LITERATURE RESPONSE: Teach the concept of the “flashback” in literature using a story such as Hatchet, notice how the past comes into
Brian’s present through his daydreams, night dreams, and flashbacks. Have students write a journal response to the question: “How does Gary
Paulsen, the author, incorporate the past into the present?”
7.
LITERATURE RESPONSE/WRITING AN ARGUMENT: Ask students why is it important to read the original (“full”) version of a novel in order to
appreciate the abridged (shorter) versions? Read the graphic novel version of a story, such as The Call of the Wild, then write a convincing
argument for reading the original version, citing similarities and differences between the versions read.
8.
WORD STUDY: [Continuing activity from the first three units.] Have students choose some words learned in this unit and add these to their
vocabulary note cards. Include idioms, figures of speech, synonyms, and antonyms.
Journal
Journal/Discussion
Journal
Vocabulary Word Cards
Grade: 7
Unit: 3
Title: Survival in the Wild
Dates of Instruction: _______________________
Cross-curricular Connections
Resources
Religion/ Values: As a Catholic, how are we asked to depend on God in difficult times? Give an example of an
experience that showed our dependence on God for support and guidance.
Click here for the text of “The Call of the Wild”:
http://london.sonoma.edu/Writings/CallOfTheWild/
Social Studies: Content Concept: Westward Expansion and recognizing and developing survival skills.
Guiding Question: Describe the challenges faced by early Americans during the Westward Expansion. Relate
westward expansion to survival in the wild.
Guidelines for Catechesis page 5, Catholic Bible
Science: Explore the interdependence of life that exists within a biome.
Click on the link, then →click on episode 3, “Westward” (for westward
expansion):
http://www.history.com/shows/america-the-story-of-us
Explore biomes here: www.sciencenetlinks.com/lessons/cycle-of-life-1food-chain/
Assessing Student Understanding
 Direct students to write their own “survival in the wilderness” story, incorporating words,
techniques, and styles from the novels read and discussed in class.
 Have students answer the essential question based on the novels read and discussed in
class: “What similarities and differences exist among characters that survive in the
wilderness?” They should cite specific details from texts read.
 Students should write a research essay about Jack London, Gary Paulsen, Will Hobbs,
or another author of their choice who writes about survival in the wilderness and present
their findings to the class in a coherent presentation with added multi-media elements.
Teacher Notes/Reflections
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