
Literature helps us learn about life.

Literary elements differ across genres.

The use of different reading strategies affect our comprehension.

Writing is both a thinking and communication process.

Language choices strengthen persuasive writing.

The ability to generate ideas related to a topic and to create an organizing structure

Familiarity with Inspiration software and use of the Internet
Designated Group
Accelerated x On
Above Below

The ability to identify the elements of setting, plot, and character

The ability to analyze how the qualities of the central character determine resolution of the conflict
Art - The student will demonstrate the ability to organize knowledge and ideas for expression in the production of art - design a mural of the island
Tech Ed -students create and improve upon designs and constructive decisions- design a lean-to for shelter
Science - Some sonic changes are due to rapid processes - volcanic eruptions - create a
Volcano
Social Studies - Students will be able to compare physical geography and cultural geography.
FACS - Nutrition - Polynesian Luau (culminating activity )

What can we learn by reading and reflecting upon how the character, Mafatu deals with struggles as he faces conflicts in society and nature?

What are the characteristics of adventure/survival stories evident in the novel?

How does using the persuasive writing technique of appeal to character engage readers and listeners?
Upon graduation, SWBAT use computers and related technologies:

As tools to increase productivity, promote creativity, and encourage collaboration.

Solve problems and make decisions
Formative Assessments :

Anticipation Guide

Self-selected reading conference logs

Unit 3 assessment

Journals

Reflection
Summative Assessments:

Unit 4 Limited Writing Task
(changing or extending a survival story)

Persuasive speech
Links to other Literature
Prentice Hall

The Last Cover, pg. 370-372
(plot structure)

Mother to Son pg. 578
(Characterization)
"Read Aloud" selections
Courageous Comebacks"
Guide to Reading & Writing Across the Curriculum
Scope Reading Anthology: Level One
Daybook of Critical Reading &
Writing
"Ain't I A Woman" (persuasion)
Write Source 2000
Name of novel: CALL IT COURAGE Created by: Cindy Washington NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools

Read Aloud/Journal Topic
Outcome:
RA : Students will make and modify predictions while listening to their teacher read aloud.
Teacher Directed Writing Teacher Directed Reading
Outcome:
Students will evaluate the influences of setting on the themes of literary texts.
Outcome
Students will identify research questions to investigate.
Word Development
Outcome:
Students will identify figurative meaning of phrases in literary text.
Technology
Outcome:
Students will conduct a research investigation using
Internet
Procedure:
Read Aloud : Mattern, Jeanne
&James. Courageous
Comebacks: Athletes who
Defied the Odds
Pg. 5-7

The teacher models making and revising predictions before, during and after reading

Students will chart using organizer, What I
Think and “What
Really Happened”
TR 1.

Journal TR2 –What does this quotation reveal about surviving?
Write an entry to explain how this quotation applies to
Lance Armstrong.
Activate prior knowledge related to setting
- time, place, mood
Using a familiar tale such as Red Riding
Hood, explore ways that setting could influence other elements in a novel
Purpose for reading : Locate clues to identify time and place.
VOCABULARY: barrier reef, coral, current, open ocean
During:
Teacher will model locating and recording clues related to setting TR 3 by reading chapter 1, pg 2, paragraph 2 - pg. 5 end of paragraph.
With a partner, students will follow the same procedure as they read the remaining portion of the selection.
After:
Return to purpose for reading. Discuss ideas.
Teacher will model developing interpretation about how setting impacts on the issues and themes developed in this selection. TR 3
Procedure:
Revision: Ready, Set, Revise Connie
Prevette pg.75 - Change the Setting
Editing: Ready, Set, Edit Connie
Prevette pg. 132 - Capitalization
The teacher will model unlocking the prompt TR4
The teacher model identifying well chosen details versus overly general details by using materials such as
“Separating Facts from Opinions” pages
526 - 527 Language Network - 7
McDougal Littell pages 526-527 or Write
Source 2000, pages 115-122.
The teacher will model identifying research questions such as
What exciting attractions can you visit in
New York City?
Or
What constitutes a vegetarian diet?
(Based on Language Network - 7
McDougal Littell pages 526-527)
In groups, students will review a persuasive writing model such as “Cheer on Thomas” page 455-456 Language
Network - 7 McDougal Littell or Write
Source 2000 - persuasive essay p. 116-
117. They will identify the well-chosen details and possible research questions.
Share ideas with the whole class
Students will independently identify questions for research related to prompt
TR4
Procedure:

Teacher will reference Write
Source 2000 for personification, pg.140.

Skim chapter for words that seem to give the "sea" human characteristics.
Name of novel: CALL IT COURAGE Created by: Cindy Washington NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
The teacher will model the procedure for conducting online research to answer questions related to the persuasive writing task
Consider using sites such as http://www.nationalgeogr
aphic.com/world/9811/m edicine/intro.html
or http://scienceeducation.nih.gov/snapsh ots.nsf/story?openform& sod~xenotransplantssod
( http://www.marcopoloeducation.org/ is a good search engine)
The teacher will model recording sources and well-chosen details of a
Connie Prevette research grid.
Using teacher approved websites, students will individually conduct research to answer their questions

Read Aloud/Journal Topic
Outcome:
Students will be able to identify the relationship between Gail Dever’s life and a quote from Frederick
Douglas.
Procedure:
Read Aloud: Courageous
Comebacks : GAIL
DEVERS: Mattern, Jeanne
& James. Pages 10-15
The teacher reads the quotation from Frederick
Douglas TR 5
The teacher models thinking about the relationship between the quote and the story of Gail Devers while reading.
Journal: Students respond to prompt TR5
Share ideas
Teacher Directed Reading
Outcome: Students will identify elements of plot and characterization and analyze how the qualities of the central characters determine resolution of the conflict.
Procedure:
BEFORE:
Activate prior knowledge: Students and teacher discuss how our personal character traits help us in resolving conflicts. Discuss arguments with friends.
The teacher models how the traits of a character determine the resolution of a conflict using TR6
VOCABLARY : tumult, bonito, plateau
Purpose for reading :
Find evidence that Mafatu struggles with how others feel about him and show how this impacts major decisions.
DURING: Working with a partner, students use TR6 to make notes related to character and one conflict on row two of the table. while reading.
AFTER:
Return to purpose for reading. Discuss ideas.
Students share ideas recorded on TR6.
Students and teacher discuss how a change in the character’s traits could change the resolution - use the Hansel and Gretel model. Students independently complete the third row of the table on TR6 by changing Mafatu’s trait and the resulting resolution.
Teacher Directed Writing
Outcome:
Students will effectively use a prewriting strategy to generate and organize ideas.
Procedure:
Revision: Ready, Set, Revise Connie
Prevette pg. 21 Sensing vs Judging
Editing: Ready, Set, Edit Connie
Prevette Pg. 127
The teacher and students review writing prompt TR 4
The teacher models organizing ideas from Internet research using either
Connie Prevette’s persuasive organizer or Inspiration.
Students follow the teacher model when organizing ideas from their internet research.
Word Development
Outcome:
Students will identify shades of meaning for related words.
Procedure:
The teacher will model identifying words that represent shades of meaning for “big.”
Big, huge, gigantic, mammoth
Student groups follow the teacher’s model when identifying words that represent shades of meaning for beautiful and strange.
1.
Beautiful
2.
Strange
Name of novel: CALL IT COURAGE Created by: Cindy Washington NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
Technology
Outcome:
Students will conduct a research investigation using
Internet resources.
Using teacher approved websites, students will individually continue to conduct research to answer their questions related to

Read Aloud/Journal
Topic
Outcome:
Students will identify the author’s viewpoint
Procedure:
Material:
Daybook of
Critical Reading
& Writing - 7
Richard Carlson,
“Don’t Sweat the
Small Stuff”
The teacher models thinking about the author’s viewpoint while reading
Journal -
Students express their personal point of view.
TR 7
Teacher Directed Reading
Students will identify the universal theme expressed in
Call It Courage and provide evidence to support their ideas.
Teacher Directed Writing
Outcome: Students will support key ideas with cited information when writing a first draft of a persuasive letter.
Procedure:
Before:
Activate Prior Knowledge:
Working in groups, students review the previously read selections to identify the following text support:
1.
A place in the text where
Mafatu says something related to his struggle for survival.
2.
A place in the text where
Mafatu does something related to his struggle for survival
Discuss text support located by groups.
The teacher models using what the character does and says to support a universal theme statement such as:
“That which does not kill us makes us stronger.”
The teacher and students discuss other possible theme statements for Call It
Courage.
Purpose for reading: Identify places in the text where Mafatu says or does something related to survival.
During reading: Students independently read Chapter 4 and use post it notes to mark places in the text that relate to the purpose for reading.
After reading: Students share marked text with their group. Individual students write a brief constructed response to the question posed on
TR 10
Procedure:
Revision: Ready, Set, Revise Connie
Prevette
Active vs Passive" pg. 12
Editing: Ready, Set, Edit Connie Prevette
Paragraphs, pg. 168
The teacher the writing prompt and students will review the writing prompt TR4
The teacher will model using ideas from the organizer to construct a first draft that meet the requirements of the persuasive rubric
TR8
Students will follow the teacher’s model when writing their first draft
During future sessions, students will revise and edit their final drafts. They will work with a partner using the revision model -
TR 9 and persuasive rubric - TR8.
Word Development Technology
Procedure:
Teacher will model improving the following sentence by replacing imprecise nouns with precise nouns and passive verbs with active verbs.
Working with partners, students follow the teacher’s model when revising the following sentence .
Outcome: Students will
Use technology to publish final draft of their persuasive letter.
Procedure:
Students publish the final draft of their persuasive letter using
Microsoft Word.
Name of novel: CALL IT COURAGE Created by: Cindy Washington NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools

Exposition
Rising Action
Climax
Falling Action
Resolution
Summary
CALL IT COURAGE is set on the islands of the South Pacific many years ago. The story tells about the adventures of a young boy named Mafatu. Mafatu means Stout Heart, a strong name for a brave Polynesian boy. He is the son of the chief of the island, Hikeuru. Much is expected of him, as the Polynesians worshipped courage. However, he suffers from a great problem. He is afraid of the sea. When he was very small, a hurricane swept him and his mother out to sea as they fished for food. The mother died from this ordeal. The old people of the village blame his fear on the ghost spirit. The girls laugh at him. The boys fail to include him in any of their games or activities. He must stay home when all the male population go on seafaring adventures. His chore is making nets and spears, which is deemed woman’s work.
Mafatu feels that he is a coward. Overhearing a conversation of his peers regarding him as such, he feels that he can no longer endure the islanders’ jeers and taunts. He sets out to sea in a stolen canoe, and heads for the terrifying world of water and wind, with his only two true companions, Kivi, a lame bird and a nondescript, scrawny yellow dog, Uri.
Not long after Mafatu leaves Hikueru, a storm at sea nearly capsizes his canoe. The mast of his small canoe is torn away. Only the unreasonable terror he feels keeps his arms taut to the steering paddle. Suddenly a vast wave lifts the canoe. All of his belongings are destroyed. He is naked, defenseless and without food or weapon. After two days of drifting, Mafatu arrives at a strange island. He later discovers that the dreaded eaters-of-men come to this island to make their terrible human sacrifices.
Mafatu uses the skills he has learned while doing” woman’s work” to construct a parau (cloth from a mulberry tree) for clothing, a knife from a whale’s bone that has washed upon the shore. He builds a lean-to, which provides
Shelter. It is hear that Mafatu sets several plans to locate and construct the things he need in order to “survive”. We sense that he is beginning to feel some confidence and “courage”.
Mafatu draws upon his newly found courage, kills a shark, a wild boar, and an octopus. When he senses it is time to leave the strange island, Mafatu builds an outrigger canoe. He narrowly escapes six war canoes, each sheltering ten figures. They were armed with iron wood war clubs- clubs studded with shark’s teeth or barbed with the stingray’s spike. With the knowledge that his canoe was much lighter and that the tide was on the ebb, his canoe sped like a zephyr across the lagoon and toward home. Triumphantly Mafatu survives and is given a hero’s welcome from his family and peers.
Name of novel: CALL IT COURAGE Created by: Cindy Washington NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools