SREB
Standards-based Unit
High School to College and Career Transitions
Senior English Redesigned:
A 12th-grade English
Transitional Course
Southern
Regional
Education
Board
592 Tenth Street, N.W.
Atlanta, GA 30318
(404) 875-9211
www.sreb.org
Survival 101
Unit Plan
Unit Plan Overview
Unit Title: Survival 101
Course Name: Senior English Redesigned
Grade Level(s): 12
Unit Overview
This unit will focus on survival stories both fiction and non fiction. Students will learn the creative problem
solving process and use it to produce a technical document and prepare and present a multi-media oral
presentation.
Timeframe: 12 90-minute classes
Essential Questions: (Open-ended style which promote in-depth investigation)
1. In what ways do survival experiences change people?
2. What are effective ways to cope with such experiences and other challenging situations?
3. What do people learn about themselves when they have to struggle to survive?
4. How can we help 9th graders survive the high school experience?
SREB Readiness Indicators
1. Develop vocabulary appropriate to reading, writing, and speaking proficiency.
4. Make inferences and predictions. (Problem Solving Process)
10. Use research skills to locate, gather, evaluate and organize information for different purposes.
11. Use appropriate organization, language, voice, delivery style, and visual aids to match the audience and
purpose of oral presentations.
State/Local Standards: Mississippi
1. The student will develop and apply expansive knowledge of words and word meanings to communicate.
b. The student will compare and contrast author’s uses of word choice and diction as stylistic devices.
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of
difficulty.
b. The student will...research a topic, integrating multiple sources to synthesize information.
c. The student will interpret textual evidence of details, organization, and language to predict, draw
conclusions or determine author’s purpose.
3. The students will produce, analyze, or evaluate effective communication.
a. The student will compose functional documents.
b. The student will compose...documented texts.
4. The student will use standard English grammar, mechanics and sentence structure to communicate.
a. The student will analyze the appropriate use of advanced grammar in composing or editing passages to
enhance style. (i.e., verbs, pronouns)
b. The student will analyze the appropriate use of advances mechanics in composing or editing passages
to enhance style. (i.e. quotes, colons)
c. The student will analyze the use of advanced sentence structure in or editing passages to enhance
style. (i.e. Parallel structure)
Acknowledgment(s): Elizabeth Bailey
Survival 101– Overview
1
Unit Plan Overview
Literacy Strategies
_X_ Admit/Exit slips
_X_ Graphic organizer
_X_ Know/Want to
Know/Learn Chart
(KWL)
_X_ Open-response
questions
_X_ Two-column/Cornell
notes
___ Re-telling
_X_ Reflection
_X_ Jigsaw reading
_X_ Peer Review
_X_ Peer Editing
___ Anticipation Guide
___ RAFT
(Role/Audience/
Format/ Topic)
___ Summarization
(GIST)
(Generating
Interactions Between
Schemata and Text)
_X_ Paired Reading
_X_ Other
Habits of Success
1. _X_ Create Relationships
Teamwork/responsibility/effective communication
2. ___ Study, Manage Time, Organize
Organization/time management/study skills
3. ___ Improve Reading/Writing Skills
Use reading and writing to learn strategies
4. ___ Improve Mathematics Skills
Estimate/compute/solve/synthesize
5. ___ Set Goals/Plan
Set goals/plan/monitor progress
6. _X_ Access Resources
Research/analyze/utilize
Assessments: Pre, Daily/Weekly and Post
Daily/Weekly: (Included on daily activities plans)
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
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

Responses to reading (Attachment 5)
Steps of the CPS process/practice on Documentation Guide (Attachment 35)
Quiz on language conventions/editing (Attachments 12, 13)
Quiz on Day 3 (Question in “Evaluate”)
Socratic Seminar (Attachment 25)
Portfolio Checklist (Attachment 30)
Post-assessment consists of two parts:
1. Content-based (traditional paper and pencil test):
a. Literary Analysis Paragraph (Attachments 26, 27, 28)
b. Reading Comprehension Test (Attachment 31b)
2. Performance - or product-based:
a. group problem solving (Attachment 34, 35, 36)
b. a survival manual (Attachment 37)
c. multi-media oral presentation (Attachment 38)
Survival 101– Overview
2
Daily Activities Plan
Unit Title: Survival 101
Day 1 of 12
SREB’s Readiness Indicator(s) for Daily Activities
1. Develop vocabulary appropriate to reading, writing and speaking proficiency.
4. Make inferences and predictions. (Problem Solving Process)
State/District Standard(s) for Daily Activities: Mississippi
1. The student will develop and apply expansive knowledge of words and word meanings to
communicate.
b. The student will compare and contrast author’s uses of word choice and diction as stylistic devices.
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
b. The student will...research a topic, integrating multiple sources to synthesize information.
c. The student will interpret textual evidence of details, organization, and language to predict, draw
conclusions or determine author’s purpose.
Anticipated Times*
(90-minute Block Schedule)
8 minutes
Sequence of Instruction
Get Started
Put Essential Questions from p.3 on chart paper and
post for the duration of the unit. Read the questions
aloud.
Activities Checklist
 Build Vocabulary
Use the ABC2 (Attachment 1 for instructions and
Attachment 2 template) to explore the concept of
Survival.
Tell students that they are about to watch and read
stories of survival.
2 minutes
Engage
 Display object/
Imagine that you are on a school trip and the plane
picture
crashes. Luckily, you survive and as you look around,
you discover that the only other survivors are fellow
students. No adults are present. What would you
do? We are going to read a novel by William Golding
entitled Lord of the Flies that is based on this
premise. (Show the book.) Before we begin the
book, let’s explore a similar premise in another
storytelling medium.
30 minutes
Explore
Give students background on the classic series “The
Twilight Zone” and its creator Rod Serling found at
the following website:
 Media presentation
http://www.scifi.com/cableintheclassroom/twilightzon
e/tz.1025.html
A copy of the show may be ordered:
http://www.imdb.com/title/tt0734575/
Discuss before viewing:
 Is it always best to follow the rules?
Survival 101– Day 1
3
Daily Activities Plan
 If you think rules are inappropriate, what can you
do?
 How do you feel when those who are in charge
won’t listen to your ideas?
 What are your alternatives when this happens?
 How does what you can do differ from what you
should do?
5 minutes
Explain
To assist students during viewing, distribute
Attachment 3 and assign students to one of the 4
groups.
 Active note-taking
strategy
5 minutes
Practice in Teams/Groups/Buddy-pairs
Discuss the charts with members of the groups and
then share.
 Group discussion
30 minutes
Practice Together
Now we are ready to begin the book. Read aloud
from chapter 1 (as long as time allows).
 Make predictions
Stop every 3 or 4 pages and ask the students to
predict what they think will happen next. Ask them to
test the prediction as you continue to read aloud.
(Attachment 4)
5 minutes
Practice Alone
Assign independent reading and written responses.
(Attachments 5 and 6)
 Reading responses
5 minutes
Closing Activities
 Exit slip
Exit Slip:
What questions do you have about the book, the TV
show or the concept of Survival?
As Needed
Enrichment/Extension/Re-teaching/
Accommodation(s)
Assign a reading partner to students who struggle
with reading alone.
 Reading
For enrichment, suggest that students begin to do
some research on true life survival stories.
Resources/Instructional Materials Needed
 Classroom set of Lord of the Flies (Page numbers in
this plan refer to the Perigee edition
ISBN 0-399-50148-7.
 Video of Twilight Zone “I Shot an Arrow Into the
Air”
 Attachments 1, 2, 3, 4, 5, 6
Notes
Survival 101– Day 1
4
Daily Activities Plan
Unit Title: Survival 101
Day 2 of 12
SREB’s Readiness Indicator(s) for Daily Activities
1. Develop vocabulary appropriate to reading, writing and speaking proficiency.
4. Make inferences and predictions. (Problem Solving Process)
State/District Standard(s) for Daily Activities: Mississippi
1. The student will develop and apply expansive knowledge of words and word meanings to
communicate.
b. The student will compare and contrast author’s uses of word choice and diction as stylistic devices.
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
b. The student will...research a topic, integrating multiple sources to synthesize information.
c. The student will interpret textual evidence of details, organization, and language to predict, draw
conclusions or determine author’s purpose.
3. The student will produce, analyze, or evaluate effective communication.
b. The student will compose . . . documented texts.
4. The student will use standard English grammar, mechanics and sentence structure to
communicate.
a. The student will analyze the appropriate use of advanced grammar in composing or editing passages
to enhance style. (i.e., verbs, pronouns)
b. The student will analyze the appropriate use of advances mechanics in composing or editing passages
to enhance style. (i.e. quotes, colons)
c. The student will analyze the use of advanced sentence structure in composing or editing passages to
enhance style. (i.e. Parallel structure)
Anticipated Times*
(90-minute Block Schedule)
10 minutes
Sequence of Instruction
Get Started
Analyze the quotes on Attachment 7. Discuss the
underlined words and phrases and the underlined
punctuation. Add unfamiliar words to the Word
Wall.(Attachment 8)
Activities Checklist
 Grammar editing
exercise
 Vocabulary
The following URL is a good overview of the colon:
http://leo.stcloudstate.edu/punct/colon.html
5 minutes
Engage
Show a short clip from “Survivor” which can be found
at www.cbs.com/primetime/survivor9
 Display object/
picture
Briefly discuss connections between this reality show
and chapters 1-3 in LOF.
5 minutes
Explore
List on chart paper the themes in the book that
students have identified.
 Brainstorm
[Some suggestions are as follows:
 The flaws in society can be traced to the flaws in
human beings.
 A society can be judged by the way it treats its
Survival 101– Day 2
5
Daily Activities Plan
most vulnerable citizens.
 Without the structure of society, individuals will
revert to primitive behavior.
 All human beings have some inherent evil in their
nature.]
15 minutes
Explain
Make transparencies of Attachments 6 and 9. Think
aloud for the students as you demonstrate how to
analyze the passage and use the Triple Column Note
template. [Attachment 10 provides an example.]
 Demonstrate graphic
organizers
10 minutes
Practice Together
Make a transparency of Attachment 11 and ask for
student volunteers to analyze the passage, adding
information to the Triple Column Notes [TCN]
transparency. (Attachment 6)
 Collaborative writing
10 minutes
Practice in Teams/Groups/Buddy-pairs
Assign students to a group of 3 or 4. Their task is to
add additional information regarding themes,
evidence, and explanation to the TCN template
 Practice active
reading strategies
10 minutes
Practice Alone
Begin reading independently on the assignment for
Day 2; (Attachment 5).
 Writing
15 minutes
Evaluate Understanding (Daily/Weekly/
Post-Assessment)
Quiz (Attachments 12 and 13)
 Quiz/test
5 minutes
Closing Activities
 Exit slip
Exit Slip:
Predict something you believe will happen to one of
the characters or to the whole group next.
As Needed
Enrichment/Extension/Re-teaching/
Accommodation(s)
Resources/Instructional Materials Needed
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Survival 101– Day 2
Attachments 6, 7, 8, 9, 10, 11, 12, 13
Transparencies
Overhead Projector
Markers
Chart paper
6
Daily Activities Plan
Unit Title: Survival 101
Day 3 of 12
SREB’s Readiness Indicator(s) for Daily Activities
1. Develop vocabulary appropriate to reading, writing and speaking proficiency.
2. Make inferences and predictions.
State/District Standard(s) for Daily Activities: Mississippi
1. The student will develop and apply expansive knowledge of words and word meanings to
communicate.
b. The student will compare and contrast author’s uses of word choice and diction as stylistic devices.
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
c. The student will interpret textual evidence of details, organization, and language to predict, draw
conclusions or determine author’s purpose.
4. The student will use standard English grammar, mechanics and sentence structure to
communicate.
a. The student will analyze the appropriate use of advanced grammar in composing or editing passages
to enhance style. (i.e., verbs, pronouns)
b. The student will analyze the appropriate use of advances mechanics in composing or editing passages
to enhance style. (i.e. quotes, colons)
c. The student will analyze the use of advanced sentence structure in composing or editing passages to
enhance style. (i.e. Parallel structure)
Anticipated Times*
(90-minute Block Schedule)
Sequence of Instruction
Activities Checklist
5 minutes
Get Started
 Grammar review
Make a transparency of Attachment 14. Instruct the
students to do one or more of the following:
 Underline the verbs
 Locate unfamiliar words and add them to the Word
Wall
 Lead brief discussion on Golding’s choice of active
verbs, his use of past tense, past perfect tense, and
subjunctive mood [“he dare not throw”].
 Guide students in using context clues and phonemic
analysis to deduce the meanings of unfamiliar
words.
5 minutes
Engage
 Active reading
Pair-Share their charts and responses to the assigned
strategy
reading. (Attachment 15)
Instruct students to decide in their pairs on the one
most pressing problem that the boys face at the end
of the reading.
10 minutes
Survival 101– Day 3
Explore
Ask each pair of students to report, and list the
problems they identify on chart paper or on a
transparency.
 Create lists
7
Daily Activities Plan
15 minutes
Explain
 Explain process
Ask:
How would you solve the problems in such a
situation? Let’s consider a process for solving
problems.
Introduce the creative problem solving process. See
the URL below for a mini-lesson on the background
and steps of the Osborn-Parnes Problem Solving
Method (Attachment 16a)
Make handouts of the four-step (condensed) process
presented by Win Wenger at URL
http://www.winwenger.com/gravel.htm
Additional information can be found at the following
site:
http://www.eddept.wa.edu.au/gifttal/provision/
provparn.htm
Review the Rules of Brainstorming (Attachment 16b).
Model this by brainstorming “What can I do this
weekend?” Say your ideas out loud and write them
on slips of paper (e.g. party, clean house, visit Paris,
study, shop, sew a new dress, read, visit museum,
bathe the dog, grade papers, plant garden)
10 minutes
Practice Together
 Solving problems
After explaining the 4 (or 6) steps, review the sample
problem presented in “Gravel Gulch” found at the Win
Winger URL above.
Use the jigsaw method (Attachment 17). Divide the
class into 4 groups and assign each group one of the
steps as described in the handout. The task of each
group is to read, ask questions, clarify
understanding, and then present that step to the
class.
As students are working, visit each group to answer
questions and to ask questions as a way to push their
thinking and to guide students as needed.
20 minutes
Practice in Teams/Groups/Buddy-pairs
Assign students to 4 person Problem Solving Teams.
(Give these groups careful thought because they will
be working together for the remainder of this unit.
Include a leader, a strong writer, and a technology
guru in each group if possible)
 Solve similar
problems
Distribute the Project Packet made up of attachments
34, 35, 36, 37, 38.
Read together the Situation described in Attachment
34. Ask questions to spark their thinking: Do you
remember what it was like to be a 9th grader? Are
there some things you know now that you wish you
had known then?
Give each team a stack of slips of paper 4.25 x 2.75.
(Cut these from 8.5 x 11 sheets of paper using a
paper cutter.)
Survival 101– Day 3
8
Daily Activities Plan
Set a 2-3 minute time limit. Say “Begin.” Teams
should be brainstorming: saying problems out loud,
writing them on slips, putting slips in piles.
At the end of time, say, “Stop.” Instruct them to
count their ideas and ask how many they came up
with.
Teams will place each idea in a category. (See
suggested categories on Attachment 16b.) Give them
3-5 more minutes to categorize and brainstorm more
ideas in categories they had not thought of earlier.
Call time; count.
Have them collect all ideas slips and place them in an
envelope with the team name on the outside. Collect
these for tomorrow.
15 minutes
Evaluate Understanding (Daily/Weekly/
Post-Assessment)
 Quiz/test
Quiz:
Name and describe the steps of the problem solving
process. (See attachments above for key.)
5 minutes
Closing Activities
 Exit slip
Exit slip:
What are your questions about the creative problem
solving process? What step do you need more help
with?
As Needed
Enrichment/Extension/Re-teaching/
Accommodation(s)
Resources/Instructional Materials Needed




Attachments 14, 15, 16a, 16b, 17
Transparency of attachment 14
Overhead projector
Classroom set of “Gravel Gulch: 4 steps to problem
solving” handouts
http://www.winwenger.com/gravel.htm




Survival 101– Day 3
Packets of attachments 34, 35, 36, 37, 38
Chart paper
Slips of paper for brainstorming
Timer
9
Daily Activities Plan
Unit Title: Survival 101
Day 4 of 12
SREB’s Readiness Indicator(s) for Daily Activities
1. Develop vocabulary appropriate to reading, writing and speaking proficiency.
State/District Standard(s) for Daily Activities: Mississippi
1. The student will develop and apply expansive knowledge of words and word meanings to
communicate.
b. The student will compare and contrast author’s uses of word choice and diction as stylistic devices.
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
c. The student will interpret textual evidence of details, organization, and language to predict, draw
conclusions or determine author’s purpose.
3. The student will produce, analyze, or evaluate effective communication.
b. The student will compose...documented texts.
4. The student will use standard English grammar, mechanics and sentence structure to
communicate.
a. The student will analyze the appropriate use of advanced grammar in composing or editing passages
to enhance style. (i.e., verbs, pronouns)
b. The student will analyze the appropriate use of advances mechanics in composing or editing passages
to enhance style. (i.e. quotes, colons)
c. The student will analyze the use of advanced sentence structure in composing or editing passages to
enhance style. (i.e. Parallel structure)
Anticipated Times*
(90-minute Block Schedule)
5 minutes
Sequence of Instruction
Get Started
Use Attachment 18 as a transparency or give each
student a copy. Instruct the students to do some or
all of the following:
 Write one question concerning Golding’s
punctuation, grammar, usage. Provide an example
from the passage that is the source of the question.
Turn in the cards.
 Identify unfamiliar words to add to the Word Wall.
 Pick out your favorite sentence. Write it on a
notecard with an explanation for your choice.
Activities Checklist
 Grammar review
 Vocabulary
Draw out one anonymous card and explain. Include
student ideas in the explanation as much as possible.
Note words students add to the wall. Comment as
necessary. Let student volunteers share their favorite
sentences and explain their choices.
10 minutes
Survival 101– Day 4
Engage
Ask students to create a drawing of the scene or an
element in the scene (e.g. Simon, the Pig’s head on a
stick, the flies) described in the passage Attachment
18 and found on pp. 137-138 in LOF. Assure them
that stick figures are fine; the art is not the issue.
Encourage them to use their imaginations and their
senses to see the scene. Share the drawings.
 Display object/
picture
10
Daily Activities Plan
10 minutes
Explore
Lead discussion on the meaning of this scene. Some
possible questions are as follows:
 What do you think is really happening?
 Why does Golding have Simon encounter the Lord
of the Flies in this way?
 What are the symbols in this passage?
 What mood does Golding create with his choice of
words and images?
 What does this passage reveal about the way this
survival experience has changed the boys?
 Discussion
25 minutes
Practice in Teams/Groups/Buddy-pairs
Return to problem-solving teams and distribute the
envelopes. Instruct teams to look back through their
problem ideas. Discuss these and decide on 5 which
are most important to success in high school.
Rank these by importance to the group.
Write these on chart paper with team name and post
in the room.
 Solve problems
Remind students to fill in log sheet and project
documentation guide (Attachment 35).
5 minutes
Evaluate Understanding (Daily/Weekly/
Post-Assessment)
Observe teams as they work to assess how well they
are using the cps. Adjust teaching to help correct
problems.
 Writing sample
Closing Activities
Distribute the reflection sheets (Attachment 23).
After students complete these, take them up and
attach them to the quiz.
 Student reflection
activity
Resources/Instructional Materials Needed
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

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
Survival 101– Day 4
Attachments 18, 23
Attachment 35, which was already distributed
Transparencies
Overhead projector
Markers
Chart paper
11
Daily Activities Plan
Unit Title: Survival 101
Day 5 of 12
SREB’s Readiness Indicator(s) for Daily Activities
10. Use research skills to locate, gather, evaluate and organize information for different purposes.
11. Use appropriate organization, language, voice, delivery style, and visual aids to match the audience and
purpose of oral presentations.
State/District Standard(s) for Daily Activities: Mississippi
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
c. The student will interpret textual evidence of details, organization, and language to predict, draw
conclusions or determine author’s purpose.
3. The student will produce, analyze, or evaluate effective communication.
a. The student will compose functional documents.
b. The student will compose...documented texts.
4. The student will use standard English grammar, mechanics and sentence structure to
communicate.
a. The student will analyze the appropriate use of advanced grammar in composing or editing passages
to enhance style. (i.e., verbs, pronouns)
b. The student will analyze the appropriate use of advances mechanics in composing or editing passages
to enhance style. (i.e. quotes, colons)
c. The student will analyze the use of advanced sentence structure in composing or editing passages to
enhance style. (i.e. Parallel structure)
Anticipated Times*
(90-minute Block Schedule)
5 minutes
Sequence of Instruction
Activities Checklist
Get Started
 Admit slip
Use examples of quotes used in student writing to
 Grammar editing
support analysis from Attachment 28. Use these
exercise
examples without punctuation and ask students to
punctuate the sentences and then discuss the purpose
of introducing quotes, etc.
Admit Slip:
Was the ending of the book happy or sad? Why do
you think so?
5 minutes
Engage
Take up the cards and share some of the students’
ideas.
10 minutes
Explore
 Brainstorm
Comment on the fact that there is no “right” answer
to the question. Consider with students the criteria of
a good answer:
 Based on the text
 Logically supported by text
 Clear
 What makes a good question?
 Based on the text
 Can be logically supported by the text
 Has many possible, good answers.
 Causes people to think deeply about the text
Survival 101– Day 5
 Connect to prior
experiences
12
Daily Activities Plan
 Requires inferences, analysis, synthesis, evaluation
Use chart paper to list students’ questions.
10 minutes
Explain the Socratic Seminar (Attachments 24 and
25)
 Lecture with guided
notes
Emphasize that this seminar will be a dialogue, not a
debate.
10 minutes
Practice in Teams/Groups/Buddy-pairs
In small groups of 3 or 4, students will evaluate their
questions by the criteria developed earlier.
 Peer review/edit
Questions that are appropriate for the discussion will
be written on index cards with page references.
30 minutes
Practice Together
 Socratic Seminar
Conduct the Socratic Seminar. (You may want to
divide the class into 2 groups. One group will sit in an
inner circle and the other group will sit in an outer
circle. The inner circle will be the first to conduct the
Socratic Seminar. The students in the outer circle will
listen for interesting points and to provide feedback
on the quality of the dialogue. After 12-15 minutes of
discussion, let the outer circle share their
observations. Then have students switch roles and
continue the seminar.)
10 minutes
Practice Alone
Write a paragraph based on Essential Question 1.
Attachments 26, 27, 28
 Draft writing
0 minutes
Evaluate Understanding (Daily/Weekly/
Post-Assessment)
Rubric for Socratic Seminar (Attachment 25)
 Discussion
10 minutes
Closing Activities
Reflection (Attachment 29a)
 Student reflection
activity
Collect all TCNs and journal responses. Place these
and the reflections from Days 4 and 5 in the students’
portfolios. Use the checklist (Attachment 30) to
evaluate the portfolio.
As Needed
Enrichment/Extension/Re-teaching/
Accommodation(s)
A mini-lesson on using quotes to support explanation
may be needed.
 Mini-lesson
Use attachments 27 and 28.
Provide writing conferences for students as needed.
Resources/Instructional Materials Needed




Survival 101– Day 5
Attachments 24, 25, 26, 27, 28, 29, 30
Index cards
Chart paper
markers
13
Daily Activities Plan
Unit Title: Survival 101
Day 6 of 12
SREB’s Readiness Indicator(s) for Daily Activities
1. Develop vocabulary appropriate to reading, writing and speaking proficiency.
4. Make inferences and predictions. (Problem Solving Process)
10. Use research skills to locate, gather, evaluate and organize information for different purposes.
11. Use appropriate organization, language, voice, delivery style, and visual aids to match the audience and
purpose of oral presentations.
State/District Standard(s) for Daily Activities: Mississippi
1. The student will develop and apply expansive knowledge of words and word meanings to
communicate.
b. The student will compare and contrast author’s uses of word choice and diction as stylistic devices.
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
b. The student will...research a topic, integrating multiple sources to synthesize information.
c. The student will interpret textual evidence of details, organization, and language to predict, draw
conclusions or determine author’s purpose.
3. The student will produce, analyze, or evaluate effective communication.
a. The student will compose functional documents.
b. The student will compose...documented texts.
4. The student will use standard English grammar, mechanics and sentence structure to
communicate.
a. The student will analyze the appropriate use of advanced grammar in composing or editing passages
to enhance style. (i.e., verbs, pronouns)
b. The student will analyze the appropriate use of advances mechanics in composing or editing passages
to enhance style. (i.e. quotes, colons)
c. The student will analyze the use of advanced sentence structure in composing or editing passages to
enhance style. (i.e. Parallel structure)
Anticipated Times*
Sequence of Instruction
(90-minute Block Schedule)
Activities Checklist
3 minutes
Get Started
Ask students to read through their paragraphs and to
write on an index card the topic sentence and one
other sentence in which they have introduced a
quote. Take these up to use in the next days of the
unit. Take up the literary analysis paragraphs.
(See “Evaluate” below.)
 Admit slip
 Collect homework
5 minutes
Engage
Read aloud “Frozen Alive” by Kim Feltes, pp. 107-108
in Read-Aloud Anthology by Janet Allen and Patrick
Daley. [ISBN 0-439-04759-5]
 Read aloud
15 minutes
Explore
 Brainstorm
Conduct whole group discussion:
 Have you heard of other true stories of survival
against all odds like this one? (Let students share
briefly.)
Survival 101– Day 6
14
Daily Activities Plan
 What do you think makes it possible for people to
survive in such situations? (List students’ ideas on
chart paper.)
5 minutes
Explain
Introduce the excerpt from Miracle in the Andes:
72 Days on the Mountain and My Long Trek Home by
Nando Parrado which appeared in the May 2006 issue
of Outside magazine. Search by the name of the
article (“The Long Way Home” by Nando Parrado) at
http://outside.com.
 Interactive discussion
We have just completed a fictional work about
survival; now we are going to read a true story of
survival.
15 minutes

Practice Together
Read aloud from the excerpt stopping at the
paragraph that begins, “Never had I felt so terribly
alone” and ends “I promise you I will not die here!”
 Reading response
Ask students to respond to the story so far:
 How is their situation similar to and different from
the boys in Golding’s book?
 What kinds of problem solving do you think they will
have to do?
 Predict what you think will happen next.
 Assign the rest of the article for homework.
30 minutes
Practice in Teams/Groups/Buddy-pairs
Return to CPS Teams.
 Solve similar
problems
The first order of business is to verify that teams are
working on separate problems to solve. Let a
representative from each team present the 5 most
important problems identified. If each team has a
different number 1, each may use that choice. If not,
lead them in a negotiation so that each team will have
a different “chapter” in the manual.
When the focus problems are chosen/assigned, teams
will continue working on the project.
10 minutes
Practice Alone
Read the rest of the article for homework.
 Read
0 minutes
Evaluate Understanding (Daily/Weekly/
Post-Assessment)
Literary Analysis paragraphs collected at the
beginning of the class. Use rubric. Read and provide
feedback on ways to improve. Return paragraphs
before the end of the unit and allow the students to
revise them based on your suggestions. All
paragraphs must be revised and returned by Day 10
for a final grade.
 Writing sample
5 minutes
Closing Activities
Ask if there are any questions about the problem
solving process, the paragraphs they have written, or
the reading assignment for tomorrow. Answer
questions.
 Answer questions
Survival 101– Day 6
15
Daily Activities Plan
As Needed
Enrichment/Extension/Re-teaching/
Accommodation(s)
You may suggest the books Alive! about the plane
crash in the Andes by Piers Paul Read and Between a
Rock and a Hard Place by Aaron Ralston about his
experience of survival in the Utah wilderness.
 Reading
Resources/Instructional Materials Needed
 Attachments for the group project and the literary
analysis rubric given out on previous days
 Chart paper
Survival 101– Day 6
16
Daily Activities Plan
Unit Title: Survival 101
Day 7 of 12
SREB’s Readiness Indicator(s) for Daily Activities
1. Develop vocabulary appropriate to reading, writing, and speaking proficiency.
4. Make inferences and predictions. (Problem Solving Process)
10. Use research skills to locate, gather, evaluate and organize information for different purposes.
11. Use appropriate organization, language, voice, delivery style, and visual aids to match the audience and
purpose of oral presentations.
State/District Standard(s) for Daily Activities: Mississippi
1. The student will develop and apply expansive knowledge of words and word meanings to
communicate.
b. The student will compare and contrast author’s uses of word choice and diction as stylistic devices.
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
b. The student will...research a topic, integrating multiple sources to synthesize information.
c. The student will interpret textual evidence of details, organization, and language to predict, draw
conclusions or determine author’s purpose.
3. The student will produce, analyze, or evaluate effective communication.
a. The student will compose functional documents.
b. The student will compose...documented texts.
4. The student will use standard English grammar, mechanics and sentence structure to
communicate.
a. The student will analyze the appropriate use of advanced grammar in composing or editing passages
to enhance style. (i.e., verbs, pronouns)
b. The student will analyze the appropriate use of advances mechanics in composing or editing passages
to enhance style. (i.e. quotes, colons)
c. The student will analyze the use of advanced sentence structure in composing or editing passages to
enhance style. (i.e. Parallel structure)
Anticipated Times*
(90-minute Block Schedule)
Sequence of Instruction
Activities Checklist
5 minutes
Get Started
 Grammar editing
Select 2 or 3 sentences from those students wrote on
exercise
index cards on day 6 or other sentences from their
writing. Put these on a transparency or on the board
for students to revise and edit. Let several students
share their revised and edited sentences by writing on
the board or on a transparency. Discuss.
5 minutes
Engage
Draw a large Venn Diagram
 Complete graphic
organizer
http://www.sdcoe.k12.ca.us/score/actbank/tvenn.htm
on the board or on a transparency. Ask students to
refer to their journals and call out similarities and
differences between the LOF boys and the Rugby
team boys. [This activity can also be done in small
groups.]
Survival 101– Day 7
17
Daily Activities Plan
Ask:
Which story of survival after a plane crash is more
chilling? Why?
20 minutes
Explore
Read the quote on Attachment 31a.
 Debate
Ask students to write their reactions to this solution to
the problem of surviving on the mountain.
Conduct a “Four Corners” debate on the resolution:
The Uruguayan Rugby Squad was right to cannibalize
the dead in order to survive.
For directions for this style of debate, see Literacy
Across the Curriculum, p. 152.
Debrief at the end by having students respond out
loud or in writing to the following questions:
 Have your views changed? How? Why?
 What statement was made in the debate that was
most important to your views now? Why?
 How did this experience change these men?
15 minutes
Explain
 Interactive discussion
Say:
These men lost in the Andes had to work together to
find solutions to their life and death problems. Even if
you don’t agree with their choices, you must admire
their teamwork and ingenuity in the worst of
conditions.
Now it’s your turn to work with your team to come up
with some solutions for 9th graders who may be lost in
high school.
Let’s practice coming up with solutions. Let’s consider
the problem of transportation. Most 9th graders are
still too young to have a driver’s license but they are
anxious to be independent. Turn the problem into a
question that will provide a springboard for solution
finding: How might 9th graders travel from place to
place before they have a driver’s license? Let’s
brainstorm. (Review the rules of brainstorming if
necessary.)
10 minutes

Practice Together
 Brainstorm
Brainstorm together. Write their ideas on chart paper
or a transparency. Accept all ideas. Look over the
solutions. Which ones seem to have merit? Mark
those.
5 minutes
Practice Alone
Complete log sheet and documentation guide.
 Document work
20 minutes
Evaluate Understanding (Daily/Weekly/
Post-Assessment)
Reading Test (Attachment 31b)
 Test
5 minutes
Closing Activities
Take up the test.
Ask students if they have any questions.
Survival 101– Day 7
18
Daily Activities Plan
As Needed
Enrichment/Extension/Re-teaching/
Accommodation(s)
Resources/Instructional Materials Needed
 Attachments 29b, 31a, 31b
 Slips of paper for brainstorming
Survival 101– Day 7
19
Daily Activities Plan
Unit Title: Survival 101
Day 8 of 12
SREB’s Readiness Indicator(s) for Daily Activities
4. Make inferences and predictions. (Problem Solving Process)
10. Use research skills to locate, gather, evaluate and organize information for different purposes.
State/District Standard(s) for Daily Activities: Mississippi
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
b. The student will...research a topic, integrating multiple sources to synthesize information.
3. The student will produce, analyze, or evaluate effective communication.
a. The student will compose functional documents.
b. The student will compose...documented texts.
4. The student will use standard English grammar, mechanics and sentence structure to
communicate.
a. The student will analyze the appropriate use of advanced grammar in composing or editing passages
to enhance style. (i.e., verbs, pronouns)
b. The student will analyze the appropriate use of advances mechanics in composing or editing passages
to enhance style. (i.e. quotes, colons)
c. The student will analyze the use of advanced sentence structure in composing or editing passages to
enhance style. (i.e. Parallel structure)
Anticipated Times*
Sequence of Instruction
(90-minute Block Schedule)
Activities Checklist
5 minutes
Get Started
Select 2 or 3 sentences from those students wrote on
index cards on day 6 or other sentences from their
writing. Put these on a transparency or on the board
for students to revise and edit. Let several students
share their revised & edited sentences by writing on
the board or on a transparency. Discuss.
 Grammar editing
exercise
3 minutes
Engage
Ask students to take one minute to answer the
following question and then share:
 Answer question
Would it be helpful to have a handbook, manual, or
list of instructions to help you survive in difficult
situations? Why or why not?
Share
15 minutes
Explore
Write “Instruction Handbook” on the Word Wall. Use
the ABC2 (Attachment 1) to clarify the concept.
 Brainstorm
Distribute copies of FM 21-76 SURVIVAL, which is the
Army Survival Handbook. (Available from
Amazon.com or from your JROTC.)
Look together at the table of contents.
Read Chapter 1, Introduction, aloud.
Survival 101– Day 8
20
Daily Activities Plan
20 minutes
Explain
 Interactive discussion
Ask students what features they notice about this
handbook that make it easy to understand and follow.
- Notice the style of writing including vocabulary and
sentence structure.
- Notice the format including use of bold type,
sub-headings, spacing, acronym, use of charts
and illustrations.
Make a transparency of Attachment 32 which is an
excerpt from “Teaching Technical Communication,
http://www.indiana.edu/~reading/ieo/digests/d58.html
 Teach mini-lesson on using criteria to evaluate ideas
and actions. (Attachment 19)
 Explain that although they most probably wouldn’t
need to go through this process to select a favorite
CD, when they are working with a group a people to
reach consensus on which are the desired qualities
of a product or the best solution to a problem, they
need a process like this one.
 If your students need more practice, use
Attachments 20, 21, 22
20 minutes
Practice Together
Now your task is to decide how you will judge good
solutions. Write at least 3 criteria. For example, in
relation to the transportation issue, we may use the
following criteria:
 Which mode of transportation will be the safest?
 Which mode of transportation will be most reliable?
 Which mode of transportation will be most
affordable for the 9th grader?
 Brainstorm
Can you think of others?
After you have the criteria, you will be ready to apply
the criteria to your most promising solutions in order
to select the best one.
10 minutes
Practice in Teams/Groups/Buddy-pairs
Distribute together.
 Solve similar
problems
Students will move into their 4 person teams. Return
their solutions. Observe the groups and prompt as
necessary as they write criteria and evaluate the
solutions. They should end with solutions ranked in
order of effectiveness based on their criteria.
5 minutes
Practice Alone
Complete Project Log and Documentation Guide
 Document work
5 minutes
Closing Activities
Distribute the article “How to Make It in College, Now
That You are Here.” Assign sections and explain
assignment. (Attachments 39 and 40)
 Assign/explain
homework
Preview the article, noting that it is a “survival
manual” for college, much like the survival manual
they will create for the 9th graders. As they read,
they should notice how the author has used scenarios,
described problems, listed solutions.
Survival 101– Day 8
21
Daily Activities Plan
As Needed
Enrichment/Extension/Re-teaching/
Accommodation(s)
Offer writing conferences to students who are
struggling with the revision and editing of the literary
analysis paragraph.
 Individual
assignment
Resources/Instructional Materials Needed
Attachments 1, 19, 20, 21, 32, 39, 40
Overhead Projector
Transparencies
Survival Field Manuals (classroom set if possible,
but enough for pairs or teams will also work)
 Chart paper
 Markers




Survival 101– Day 8
22
Daily Activities Plan
Unit Title: Survival 101
Day 9 of 12
SREB’s Readiness Indicator(s) for Daily Activities
4. Make inferences and predictions. (Problem Solving Process)
10. Use research skills to locate, gather, evaluate and organize information for different purposes.
State/District Standard(s) for Daily Activities: Mississippi
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
b. The student will...research a topic, integrating multiple sources to synthesize information.
c. The student will interpret textual evidence of details, organization, and language to predict, draw
conclusions or determine author’s purpose.
3. The student will produce, analyze, or evaluate effective communication.
a. The student will compose functional documents.
b. The student will compose...documented texts.
Anticipated Times*
(90-minute Block Schedule)
Sequence of Instruction
Activities Checklist
5 minutes
Get Started
Put samples of student writing from the LOF
paragraphs on a transparency for editing.
 Grammar editing
exercise
5 minutes
Engage
 Read aloud
Read Aloud “Autobiography in Five Short Chapters”
(Attachment 41) by Portia Nelson found in the Read
Aloud Anthology by Janet Allen and Patrick Daley, p.
109. Share the following introduction with your
students: “When one of the editors...first heard this
poem that you are about to hear, it was being recited
by an eighth-grade girl who had struggled throughout
most of her years in school. But in seventh grade she
began to work really hard. And because of her hard
work, she made better grades. When she read this
poem aloud, she introduced it by saying, “This poem
reminds me of my life.” As you listen to this poem,
what do you think she meant?”
How might this poem just as easily be about a 9th
grader or a freshman in college?
20 minutes
Explore
Students will move into their teams and share with
each other their Topic/Main Idea Summaries.
 Jigsaw
Regroup students so that new groups have one
student from each of the project teams. Each student
will tell the others in this sharing group what the
section he/she read was about.
15 minutes
Survival 101– Day 9
Explain
 Interactive discussion
Lead students in developing a list of 5-10 qualities of
an effective technical handbook. (Attachments 33,
34, 37) Some to include are as follows:
 Convey information and ideas logically and correctly
23
Daily Activities Plan
 Provide detailed descriptions of procedures
 Use language that is easy for the intended user to
understand
 Include scenarios, definitions, and examples to aid
comprehension
 Include illustrations
 Break instructions into parts which are easy to
access when needed so that document does not
have to be read from beginning to end to find
needed help.
 Labels parts clearly
Use the students’ suggestions to complete the rubric
in Attachment 37.
Refer again to the SURVIVAL Field Manual as well as
the article for examples.

20 minutes
You can find many other examples of technical
writing/manuals online.
Practice Together
Work together to evaluate the College article using
the rubric they created for their own technical
documents.
 Evaluate writing
Use this as an opportunity to illustrate elements of
the technical document that should be included in
their manuals.
10 minutes
Practice in Teams/Groups/Buddy-pairs
 Solve similar
Students will return to their project teams. Their task
problems
today is to make assignments for writing the solutions
for their chapter of the Surviving High School Manual.
Visit each group and ask questions about their
assignments and progress. Assist as needed with the
problem solving process.
10 minutes
Practice Alone
Fill in log and documentation sheet (Attachment 35)
 Document work
5 minutes
Closing Activities
 Exit slip
Exit Slip:
Describe your project responsibilities. What help do
you need?
Remind students that the polished, revised paragraph
on LOF is due on Day 10.
As Needed
Enrichment/Extension/Re-teaching/
Accommodation(s)
Offer to let teams meet in your classroom before or
after school to work on the project.
 Extended time
Resources/Instructional Materials Needed
 Attachment 33, 34, 35, 37
 Chart paper
 Markers
Survival 101– Day 9
24
Daily Activities Plan
Unit Title: Survival 101
Day 10 of 12
SREB’s Readiness Indicator(s) for Daily Activities
1. Develop vocabulary appropriate to reading, writing, and speaking proficiency.
4. Make inferences and predictions. (Problem Solving Process)
10. Use research skills to locate, gather, evaluate and organize information for different purposes.
11. Use appropriate organization, language, voice, delivery style, and visual aids to match the audience and
purpose of oral presentations.
State/District Standard(s) for Daily Activities: Mississippi
1. The student will develop and apply expansive knowledge of words and word meanings to
communicate.
b. The student will compare and contrast author’s uses of word choice and diction as stylistic devices.
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
b. The student will...research a topic, integrating multiple sources to synthesize information.
c. The student will interpret textual evidence of details, organization, and language to predict, draw
conclusions or determine author’s purpose.
3. The student will produce, analyze, or evaluate effective communication.
a. The student will compose functional documents.
b. The student will compose...documented texts.
4. The student will use standard English grammar, mechanics and sentence structure to
communicate.
a. The student will analyze the appropriate use of advanced grammar in composing or editing passages
to enhance style. (i.e., verbs, pronouns)
b. The student will analyze the appropriate use of advances mechanics in composing or editing passages
to enhance style. (i.e. quotes, colons)
c. The student will analyze the use of advanced sentence structure in composing or editing passages to
enhance style. (i.e. Parallel structure)
Anticipated Times*
Sequence of Instruction
(90-minute Block Schedule)
3 minutes
Get Started
Activities Checklist
 Admit slip
Admit slip:
Describe how you have improved your literary
analysis paragraph through revision and editing?
What part of the paragraph needs further
improvement?
Attach this slip to the paragraph and turn it in to the
teacher.
10 minutes
Engage
Show 5 minute clip from Apollo 13 about problem
solving to save the astronauts in space.
 Media presentation
Let students share their reactions to this problem
solving situation.
10 minutes
Survival 101– Day 10
Explore
Make a transparency of the KWWL chart
(Attachment 44)
 Brainstorm
25
Daily Activities Plan
Clarify the purpose of each section.
Ask:
Where can you find information you need to write
your chapters in the manual? Brainstorm and list on
chart paper:




45 minutes
Counselor
Principal
Teachers
School web site
 District web site
 School District office
 Superintendent
Practice in Teams/Groups/Buddy-pairs
Move into Project Teams. Students should use the
KWWL charts to pre-write and plan research.
 Research information
Visit each team to assist/prompt as needed.
Facilitate research during class if possible.
10 minutes
Practice Alone
Complete log and documentation guide.
(Attachment 35)
 Document work
Carried out during team
work
Evaluate Understanding (Daily/Weekly/
Post-Assessment)
Observation and interviews with teams
(Attachment 42)
 Other
10 minutes
Closing Activities
 Student reflection
activity
Reflection:
Place the poem “Testing New Waters” on the
overhead. Read it aloud. Ask the students to write a
personal reflection about how they are testing new
waters and what it feels like for them. Can they
identify with the narrator of the poem? Why or why
not.
As Needed
Enrichment/Extension/Re-teaching/
Accommodation(s)
Offer to meet with teams or individuals who need
extra help. Some students may need extra guidance
accessing the needed resources.
 Individual
assignment
Resources/Instructional Materials Needed
Make arrangements for students to use the computer
lab on Day 11.
 Attachments 42, 43, 44
 Overhead
 Transparency
Survival 101– Day 10
 Chart paper
 Markers
26
Daily Activities Plan
Unit Title: Survival 101
Day 11 of 12
SREB’s Readiness Indicator(s) for Daily Activities
10. Use research skills to locate, gather, evaluate and organize information for different purposes.
State/District Standard(s) for Daily Activities: Mississippi
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
b. The student will...research a topic, integrating multiple sources to synthesize information.
3. The student will produce, analyze, or evaluate effective communication.
a. The student will compose functional documents.
b. The student will compose...documented texts.
4. The student will use standard English grammar, mechanics and sentence structure to
communicate.
a. The student will analyze the appropriate use of advanced grammar in composing or editing passages
to enhance style. (i.e., verbs, pronouns)
b. The student will analyze the appropriate use of advances mechanics in composing or editing passages
to enhance style. (i.e. quotes, colons)
c. The student will analyze the use of advanced sentence structure in composing or editing passages to
enhance style. (i.e. Parallel structure)
Anticipated Times*
Sequence of Instruction
(90-minute Block Schedule)
3 minutes
Get Started
Activities Checklist
 Admit slip
Admit slip:
What questions do you have before you begin writing
your section of the manual?
3 minutes
Engage
Share some of the interesting comments from the
closing reflections on Day 10.
 Share writing
10 minutes
Explain
Present tips on creating an effective power point
presentation found at URL
 Lecture with notes
http://people.csp.edu/saylor/effective_powerpoint.htm
50 minutes
Practice in Teams/Groups/Buddy-pairs
Move immediately into project teams. Allow students
to go to computer lab as needed. Observe and
interview teams using Attachment 42 to record
observations.
 Solve problems
20 minutes
Practice Alone
Plan, draft paragraph.
 Draft writing
0 minutes
Evaluate Understanding (Daily/Weekly/
Post-Assessment)
Observation
 Observation
4 minutes
Closing Activities
 Exit slip
Exit Slip:
What have you learned about technical writing from
this experience?
Survival 101– Day 11
27
Daily Activities Plan
As Needed
Enrichment/Extension/Re-teaching/
Accommodation(s)
Groups should arrange to work together out of class
to complete PowerPoint and other parts of the project
that cannot be completed in class.
Resources/Instructional Materials Needed
 Attachment 42
 Computer lab (Reserve computer lab for Day 10.)
Survival 101– Day 11
28
Daily Activities Plan
Unit Title: Survival 101
Day 12 of 12
SREB’s Readiness Indicator(s) for Daily Activities
1. Develop vocabulary appropriate to reading, writing, and speaking proficiency.
4. Make inferences and predictions. (Problem Solving Process)
10. Use research skills to locate, gather, evaluate and organize information for different purposes.
11. Use appropriate organization, language, voice, delivery style, and visual aids to match the audience and
purpose of oral presentations.
State/District Standard(s) for Daily Activities: Mississippi
1. The student will develop and apply expansive knowledge of words and word meanings to
communicate.
b. The student will compare and contrast author’s uses of word choice and diction as stylistic devices.
2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing
levels of difficulty.
b. The student will...research a topic, integrating multiple sources to synthesize information.
c. The student will interpret textual evidence of details, organization, and language to predict, draw
conclusions or determine author’s purpose.
3. The student will produce, analyze, or evaluate effective communication.
a. The student will compose functional documents.
b. The student will compose...documented texts.
4. The student will use standard English grammar, mechanics and sentence structure to
communicate.
a. The student will analyze the appropriate use of advanced grammar in composing or editing passages
to enhance style. (i.e., verbs, pronouns)
b. The student will analyze the appropriate use of advances mechanics in composing or editing passages
to enhance style. (i.e. quotes, colons)
c. The student will analyze the use of advanced sentence structure in composing or editing passages to
enhance style. (i.e. Parallel structure)
Anticipated Times*
(90-minute Block Schedule)
60 minutes
Sequence of Instruction
Practice in Teams/Groups/Buddy-pairs
(Remind students that they are a team. No one is
through until all are through.)
Activities Checklist
 Revise writing
Teams will revise and edit their paragraphs. Use the
Revision Guide, p. 134 and the Editing Guide, p.135 in
Literacy Across the Curriculum. They should go to the
computer lab to type and print.
Complete PowerPoint and script for presentation if this
was not completed outside of class.
25 minutes
Survival 101– Day 12
Evaluate Understanding (Daily/Weekly/
 Presentation
Post-Assessment)
 Writing sample
Take up chapters for the manual to be evaluated by
rubric created by the class. (One suggestion for
assembling the manual is to have one member of an
editorial team chosen from each group. These
students with the teacher will assemble the chapters
into a manual and reproduce it to have a copy for each
student in the class and each student in the 9th grade
class to which it will be presented.)
29
Daily Activities Plan
Call on each group to make their presentations for the
class as a practice. (Use the rubric to give them
feedback. Do not give them the final grade on this
project until they present for the Ninth Grade class.)
Instruct students to do refer to the rubric for
presentation. They should complete these self
evaluation and group evaluation after the presentation
for the 9th grade class.
5 minutes
Closing Activities
Announce to the class the date of the “real”
presentations.
 Student reflection
activity
Reflection on the unit (Attachment 45)
As Needed
Enrichment/Extension/Re-teaching/
Accommodation(s)
Some groups may need extra help with the
presentation before the live performance.
 Individual assignment
Resources/Instructional Materials Needed




Survival 101– Day 12
Attachment 45
Projector
Computer
Screen for Power Point presentation practice
30
Attachment 1
Understanding A Concept
ABC
2
Survival
A
C
B
Analyze:
Brainstorm:
Compare:
[Take the word apart:
prefix, root, and suffix.]
[Draw on previous
knowledge to list all the
kinds of survival they can
think of in 1 or 2 minutes.]
Think of things that survival
is like? Create similes.
What are the characteristics
of a survival experience?
Apply:
Bridge:
Contrast:
[Consider meaning of the
prefix, root, and suffix.
What do these parts
suggest about the meaning
of the word or the
implications of the
concept?]
[Make connections: What
personal experience have
you had with survival
situations or events? Allow
students to work on this
individually and then
share.]
What is survival NOT like?
What are its opposites?
What characteristics would
not be included in a survival
experience?
Survival 101– Attachment 1
1-A
Attachment 2
Understanding A Concept
ABC
2
Concept Word
A
C
B
Analyze:
Brainstorm:
Compare:
Apply:
Bridge:
Contrast:
Survival 101– Attachment 2
2-A
Attachment 3
While viewing the video of “I Shot an Arrow into the Air,” listen for one of the following, making notes in the
appropriate box.
GROUP 1
Donlin’s good qualities
Donlin’s bad qualities
Donlin’s good choices
Donlin’s bad choices
Describe Donlin’s reaction to Corey
Other Notes
After viewing: What is your personal response to this show?
Survival 101– Attachment 3
3-A
Attachment 3
While viewing the video of “I Shot an Arrow into the Air,” listen for one of the following, making notes in the
appropriate box.
GROUP 2
Pierson’s good qualities
Pierson’s bad qualities
Pierson’s good choices
Pierson’s bad choices
Describe Pierson’s reaction to Corey
Other Notes
After viewing: What is your personal response to this show?
Survival 101– Attachment 3
4-A
Attachment 3
While viewing the video of “I Shot an Arrow into the Air,” listen for one of the following, making notes in the
appropriate box.
GROUP 3
Corey’s good qualities
Corey’s bad qualities
Corey’s good choices
Corey’s bad choices
Describe Corey’s actions to overpower Donlin
and Pierson.
Other Notes
After viewing: What is your personal response to this show?
Survival 101– Attachment 3
5-A
Attachment 3
While viewing the video of “I Shot An Arrow into the Air,” listen for one of the following, making notes in the
appropriate box.
GROUP 4
Note the symbolism in the story (e.g., cross in the
sand). What are the symbols?
What do the symbols represent?
After viewing: What is your personal response to this show?
Survival 101– Attachment 3
6-A
Attachment 4
My Prediction
Survival 101– Attachment 4
What Really Happened
7-A
Attachment 5
Lord of the Flies: Reading Assignments and Responses to Reading
Day 1: - Read chapters 1, 2, 3.
- Write a brief summary (100 words or less) of themes introduced in these chapters and the
problems the boys are facing.
Day 2: - Read chapters 4, 5, 6.
- Use the Triple Column Note Chart. Write the themes and abstract ideas, in the left hand column.
In the middle column note the concrete symbols, characterization and setting details that relate to
the specific theme. Include page numbers. In the third column explain why or how the quoted
evidence supports the theme. [Just to say that a symbol, image, or character supports a theme is
not enough; you must make a logical case.]
- Journal in response to the following questions: What new problems are the boys facing? Why?
What would you recommend that they do differently? What should they do now? Predict what
you think will happen next?
Day 3: - Read chapters 7, 8, 9.
- Continue your Triple Column Note Chart.
- Journal in response to the following questions: How are the boys changing? What are the most
critical factors that are causing the boys to change? Evaluate your predictions. Predict what you
think will happen at the end of the book.
Day 4: - Read chapters 10, 11, 12.
- Continue your Triple Column Note Chart.
- Journal in response to the following questions: Evaluate your predictions about the ending. Is the
end of the book happy or sad? Defend your position.
- Prepare to participate in a Socratic Seminar by writing open-ended questions. You may find ideas
in your responses to the reading assignments, but you are not limited to these.
Day 5: - Write a literary analysis paragraph. (Attachments 26, 27, 28)
Day 6: - Read “Miracle in the Andes.”
- Journal in response to the following questions:
 Evaluate your predictions about what would happen in this story.
 Create a chart to compare and contrast the young men from Uruguay with the boys in LOF.
 What is your view of the boys’ solution to the problem of starving?
 What do you think Nando Parrado learned about himself from this survival experience?
Day 7: Revise the literary analysis paragraph.
Day 8: Read assigned section of “How to Make It in College . . .” (Attachments 39 and 40)
Day 9: Complete final revision and editing of the literary analysis paragraph.
Day 10: Group Project Assignment
Day 11: Power Point Presentation
Day 12: Turn in sections of manual for printing; continue to polish presentation for real audience.
Survival 101– Attachment 5
8-A
Attachment 6
Triple Column Notes on Lord of the Flies
Abstract Ideas (Themes)
Survival 101– Attachment 6
Concrete Evidence/Support
from the Text with page
numbers
Explanation of evidence
(Why/How does this passage
support the theme?)
9-A
Attachment 7
“For the moment the boys were a closed circuit of sympathy with Piggy outside: he went very pink, bowed his
head and cleaned his glasses again.” (21)
“It [the island] was roughly boat-shaped: humped near this end with behind them the jumbled descent to the
shore.” (29)
“Eyes shining, mouths open, triumphant, they savored they right of domination. They were lifted up: were
friends.” (29)
“They knew very well why he [Jack] hadn’t: because of the enormity of the knife descending and cutting into
living flesh; because of the unbearable blood.” (31)
Survival 101– Attachment 7
10-A
Attachment 8
Word Walls
Word walls are sheets of paper on which students and the teacher write interesting, confusing and important
words from what they are reading. The words are then posted in a prominent place in the classroom.
Students refer to the words on the word wall for writing activities, comprehension assistance and for wordstudy activities.
The steps in developing a word wall are
1. Provide students with an article or excerpt that has key information and vocabulary for a unit being
studied.
2. Students preview the article to identify up to five words that they do not know, think are very
important to the content or that others may not know. Each word is written on a separate sheet of
paper or large card.
3. With a partner, students use the context in which the words occur and write their own definitions on
the sheets with the words.
4. In larger groups or as a whole group, all definitions for a single word are discussed. The group agrees
on a common definition based on the context in which the word is used.
5. The “accepted” definition is posted on the word wall for all students.
There are many ways to vary the process of developing a word wall.
 Include the pronunciation for difficult or foreign words.
 Write a new sentence in which the word is used correctly.
 Identify the part of speech
 Post all definitions until all the passage is read and then have students vote on the best definition.
 Allow students to write some definitions that sound reasonable but are not accurate as a way of
assessing understanding.
 Let the teacher pre-select the terms.
 At the end of the unit, select words that may be applicable to the next unit or are the most important
concepts and move those words to a permanent word wall.
Survival 101– Attachment 8
11-A
Attachment 9
Passage 1
“ ‘Meetings. Don’t we love meetings? Every day. Twice a day. We talk.’ He got on one elbow. ‘I bet if I
blew the conch this minute, they’d come running. Then we’d be, you know, very solemn, and someone would
say we ought to build a jet, or a submarine, or a TV set. When the meeting was over they’d work for five
minutes, then wander off or go hunting.’” (51)
Survival 101– Attachment 9
12-A
Attachment 10
Triple Column Notes on Lord of the Flies
Abstract Ideas (Themes)
Concrete Evidence/ Support
from the Text with page
numbers
Explanation of evidence
(Why/How does this passage
support the theme?)
Without the structure of society,
individuals will revert to primitive
behavior.
“ ‘When the meeting was over
they’d work for five minutes, then
wander off or go hunting.’” (51)
Even though the boys have been
on the island only 2 days, they are
already relaxing their disciplined
behavior. Without rules or adults
to enforce rules, responsible
behavior is showing the first signs
of disappearing.
Survival 101– Attachment 10
13-A
Attachment 11
Passage 2
“They faced each other on the bright beach, astonished at the rub of feeling. Ralph looked away first,
pretending interest in a group of littluns on the sand. From beyond the platform came the shouting of the
hunters in the swimming pool. On the end of the platform, Piggy was lying flat, looking down into the brilliant
water.
“ ‘People don’t help much.’ “
“He wanted to explain how people were never quite what you thought they were.
“ ‘Simon. He helps.’ He pointed at the shelters.” (54)
Survival 101– Attachment 11
14-A
Attachment 12
Quiz on Chapters 1-3
Name____________________________________________________ Date__________________________
Directions: Correct the mechanics and re-write each of the statements in standard written English. Then,
sequence the sentences into the correct order by placing a “1” next to the sentence that corresponds with the
event that happened first, “2” beside the event that happened second, etc.
_____ Piggie demonstrate how to blow the conch shelle.
_____ A large scar be made in the un-touched jungle of the Island.
_____ The little boy wit the birth-mark goes missing.
_____ Them boys use Piggys specticles to lite the fire.
_____ Jack is disappointed that he musn’t kill the pig but he said hed do it next time.
_____ A war begins rageing in the World beyond the Island.
_____ Ralph calls an assembley and states there is no adults.
_____ The boys’ argue bout weather hunting or tending to the fire are most important.
_____ Simon helps the young children pick fruit he hides in the creapers.
_____ Jack is trackin a pig cause he be wanting to kill it, for food.
Survival 101– Attachment 12
15-A
Attachment 13
KEY
1. A war begins to rage in the world beyond the island.
2. A large scar is made in the untouched jungle of the island.
3. Piggy demonstrates how to blow the conch shell.
4. Jack is disappointed that he couldn’t kill the pig, but he said that he would next time.
5. Ralph calls an assembly and states that there are no adults.
6. The boys use Piggy’s spectacles to ignite the fire.
7. The little boy with the birthmark is missing.
8. Jack is tracking a pig because he wants to kill it for food.
9. The boys argue about whether hunting or tending to the fire more important.
10. Simon helps the young children pick fruit; he hides in the creepers.
Survival 101– Attachment 13
16-A
Attachment 14
The subsoil beneath the palm trees was a raised beach, and generations of palms had worked loose in this
the stones that had lain on the sands of another shore. Roger stooped, picked up a stone, aimed, and threw it
at Henry—threw it to miss. The stone, that token of preposterous time, bounced five yards to Henry’s right
and fell in the water. Roger gathered a handful of stones and began to throw them. Yet there was a space
around Henry, perhaps six yards in diameter, into which he dare not throw. Here, invisible yet strong, was
the taboo of the old life. Round the squatting child was the protection of parents and school and policemen
and the law. Roger’s arm was conditioned by a civilization that knew nothing of him and was in ruins.
Survival 101– Attachment 14
17-A
Attachment 15
Directions for Pair-Share:
 Assign each student a partner.
 Student pairs sit facing each other, knee-to-knee if possible.
 One student is designated as the first speaker and the other student as the first listener.
 The first student speaks for 1 minute on the topic. [In this case the response to LOF, chapters 4, 5, 6.]
 The listener then has one minute to ask questions like the following:
- I don’t understand what you mean by____________
- Explain why you said____________
- Clarify_____________
- Elaborate______________________
 Then the students switch roles and follow the same procedure.
 After the second exchange is completed, the students have one minute to decide on one insight or question
from their responses to the reading they will share with the class. [For this lesson, the students will decide
on the most pressing problem facing the boys.]
Survival 101– Attachment 15
18-A
Attachment 16a
The process flows logically through the six steps of:
1. Objective (Mess) Finding - identifying the goal, challenge and future direction.
2. Fact Finding - collecting data about the problem, observing the problem as objectively as possible.
3. Problem Solving - examining the various parts of the problem to isolate the major part, stating the problem in an
open-ended way.
4. Idea Finding - generating as many ideas as possible regarding the problem, brainstorming.
5. Solution Finding - choosing the solution that would be most appropriate, developing and selecting criteria to
evaluate the alternative solutions.
6. Acceptance Finding - creating a plan of action.
Survival 101– Attachment 16a
19-A
Attachment 16b
Rules of Brainstorming
 Say ideas out loud so all team members can hear.
 Write the idea in an abbreviated form as you say it.
 Each person writes his/her ideas on a small slip of paper and places it in pile with the other ideas. (If one
person does all the writing in the brainstorming phase of the process, that person is left out of the thinking.
You need all the brains working on this creative step.)
 Withhold judgment (Commenting on ideas shuts down the creative juices. Don’t make any comments,
negative or positive; just write the ideas down as fast as they come.)
 Aim for fluency (Try to collect as many ideas as possible in a few minutes of brainstorming.)
 Piggyback off of the ideas of your team members. (The advantage of a team is that you can build on each
others’ ideas. Add details, make changes, etc.)
 Expand your ideas by thinking in different categories. (When you seem stuck, think of a completely
different category: education, business, transportation, religion, art, physical health, psychological health,
economics, recreation, relationships, safety, government/politics, basic needs, etc.)
Survival 101– Attachment 16b
20-A
Attachment 17
Jigsaw Directions
One Version
1. Arrange all students in groups of 3-4. Have students count off. Each student who is a 1, for instance,
gets the article numbered 1. All students in the group have a different article.
2. Ask students to identify a facilitator, recorder and reporter. If there are more students, additional roles
such as timekeeper or materials clerk may be assigned.
3. Explain to the group that the articles are all related in some way. Students will be looking for key ideas
as they read. Underlining, highlighting, margin notes may all be helpful because they will be looking back
for support for their ideas.
4. All students engage in silent reading of their article.
5. Groups collaborate to find similarities in their articles and produce some form of visual representation
such as sentence strips, graphic organizers, or pictographs.
6. Each group will report briefly to the entire class on what they have learned. Although there will be
similarities in each report, it is important that each group reports because that provides multiple
reinforcements of the content.
7. Reach class consensus of the important ideas in the articles.
8. Students should do an extension writing from this reading. It may be a journal entry, a RAMPS
assignment, a summary, a letter to the author, etc.
Another Version
1. Students all count off 1-4 to create small groups. Explain that each group will be reading the same
article.
2. All the 1's join the same group, etc. Students should select a facilitator, reporter, recorder or other roles
as explained above.
3. Students silently read the article.
4. Students in each group collaborate to agree on the key ideas of the article. They then devise a plan to
return to a heterogeneous group to share their learning. They should create a visual, an acronym, a list
of key ideas or some other way to ensure that everyone can remember the key points.
5. Students move to a group that has one person from each of the expert groups. They share what they
have learned. The new group then looks for connections among all the reports.
6. Each group will report briefly to the entire class on what they have learned. Although there will be
similarities in each report, it is important that each group reports because that provides multiple
reinforcements of the content.
7. Reach class consensus of the important ideas in the articles.
8. Students should do an extension writing from this reading. It may be a journal entry, a RAMPS
assignment, a summary, a letter to the author, etc.
Survival 101– Attachment 17
21-A
Attachment 18
“Simon looked up, feeling the weight of his wet hair, and gazed at the sky. Up there, for once, were
clouds, great bulging towers that sprouted away over the island, grey and cream and copper-colored. The
clouds were sitting on the land; they squeezed, produced moment by moment this close, tormenting heat.
Even the butterflies deserted the open space where the obscene thing grinned and dripped.... There were no
shadows under the trees but everywhere a pearly stillness, so that what was real seemed illusive and without
definition. The pile of guts was a black blob of flies that buzzed like a saw. After a while these flies found
Simon. Gorged, they alighted by his runnels of sweat and drank. They tickled under his nostrils and played
leapfrog on his thighs. They were black and iridescent green and without number; and in front of Simon, the
Lord of the Flies hung on his stick and grinned. At last Simon gave up and looked back; saw the white teeth
and dim eyes, the blood—and his gaze was held by that ancient, inescapable recognition...”
Survival 101– Attachment 18
22-A
Attachment 19
How Do We Evaluate Actions and Ideas?
People have thousands of excellent ideas and do wonderful deeds everyday; however, when we are trying to
solve a specific problem, we must be able to decide which ideas and actions will be most effective in helping
us solve the problem. Some ideas and actions may actually make the problem worse or be totally irrelevant
and waste our time and energy. Below are some steps teams and individuals can take to evaluate their ideas
and actions in order to choose wisely:
Imagine that you have received an Amazon.com gift certificate worth $10.00. You want a new CD, but you
can only choose one. If there are several that you really want, which one will you choose?
1. Establish criteria. Criteria are the “measuring sticks” we use to determine which ideas or actions will
have the desired effects.
Example: When you go to buy a CD with a limited amount of cash in your pocket, you have some criteria:
 Which one is by my favorite singer?
 Which one can I afford?
 Which one has songs I want to own?
Suggest some other criteria you may use.
2. Consider the best possibilities from the many choices you have. If you have 50 good ideas to solve
a problem, try to narrow that group to the 5-10 best. Otherwise, you may be so overwhelmed that you
will not be able to make a decision.
Example: In the music store, zero in on the section of your favorite music and your favorite artists. Pick
one or two CD’s from each of your favorite artists. Now you are ready to decide.
3. Apply the criteria to each choice. Now you need a method to have one idea or action rise to the top of
the group; therefore, at this point, it will help to use the superlative form of the key adjective in each
criteria:
 Which one is my most favorite singer?
 Which one is most affordable for me?
 Which one has the most songs I want to own?
How many “most favorite” singers do you have? One, of course! The superlative form of the adjective
forces us to pick the one that is best.
Be careful here. Be sure your criteria describe desirable traits. Otherwise, you’ll get what you don’t want!
4. Add up the results of all the criteria. It is likely that one idea or action will not be the best choice
according to each criterion, so what do you do? If you are working with a group, one approach is to rank
the choices by each criterion. For example, if you are looking at 5 CD’s, the one that is by your most
favorite artist will be a 5. Then consider the remaining 4; the one that is your most favorite of those gets
a 4, and on down the line until each possibility is assigned a ranking. If you use this process for each
criterion, you can add up the results. The solution with the highest number should be your best choice,
based on the criteria you have established. The scale for ranking is always based on the number of choices
being considered. The highest ranking is the total number of choices.
Survival 101– Attachment 19
23-A
Attachment 20
For the sake of example, imagine that you have narrowed your choices to the following:
“Monkey Business” by Black Eyed Peas - $9.76
“The Trinity” by Sean Paul - $11.96
“In My Words” by Ne-Yo - $7.96
“Live at Stubbs” by Maticychu - $9.76
“Curtain Call” by Eminem - $11.98
To help with this step, use the chart below.
Criteria: (The number of criteria is strictly related to the important characteristics of the best
choice in the given situation.)
1. Which CD is by my most favorite singer?
2. Which CD is most affordable for my pocketbook?
3. Which CD includes the most songs I want to own?
4._____________________________________________________________________________
5._____________________________________________________________________________
Idea or Action being
evaluated
Criterion
1
Criterion
2
Criterion
3
5
3.5
5
13.5
3
2
1
6
2
5
4
11
1
3.5
2
6.5
4
1
3
8
“Monkey Business”
“The Trinity”
“In My Own Words”
“Live at Stubbs”
“Curtain Call”
Criterion
4
Criterion
5
Total for
each idea
Based on my criteria, “Monkey Business” is my best choice.
Survival 101– Attachment 20
24-A
Attachment 21
1.
PSP Grand Theft Auto: Liberty City
StoriesGrand Theft Auto Liberty City
Stories for Sony PSP
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Survival 101– Attachment 21
$19.95
Used & new from $15.99
25-A
Attachment 22
Criteria:
1. _____________________________________________________________________________________
2. _____________________________________________________________________________________
3. _____________________________________________________________________________________
4. _____________________________________________________________________________________
5. _____________________________________________________________________________________
Idea or Action being
evaluated
Criterion
1
Survival 101– Attachment 22
Criterion
2
Criterion
3
Criterion
4
Criterion
5
Total for
each idea
26-A
Attachment 23
Day 4: Reflection on the Problem Solving Process
What do you think is the most valuable aspect of the brainstorming process and why?
What is the most frustrating part of the process and why?
When would the creative problem solving process be most beneficial and why?
Survival 101– Attachment 23
27-A
Attachment 24
Socratic Seminars
What does Socratic mean?
Socratic comes from the name Socrates. Socrates (ca. 470-399 B.C.) was a Classical Greek philosopher who
developed a Theory of Knowledge.
What was Socrates' Theory of Knowledge?
Socrates was convinced that the surest way to attain reliable knowledge was through the practice of
disciplined conversation. He called this method dialectic.
What does dialectic mean?
di-a-lec-tic (noun) means the art or practice of examining opinions or ideas logically, often by the method of
question and answer, so as to determine their validity.
How did Socrates use the dialectic?
He would begin with a discussion of the obvious aspects of any problem. Socrates believed that through the
process of dialogue, where all parties to the conversation were forced to clarify their ideas, the final outcome
of the conversation would be a clear statement of what was meant. The technique appears simple but it is
intensely rigorous. Socrates would feign ignorance about a subject and try to draw out from the other person
his fullest possible knowledge about it. His assumption was that by progressively correcting incomplete or
inaccurate notions, one could coax the truth out of anyone. The basis for this assumption was an individual's
capacity for recognizing lurking contradictions. If the human mind was incapable of knowing something,
Socrates wanted to demonstrate that, too. Some dialogues, therefore, end inconclusively.
What is a Socratic Seminar?
A Socratic Seminar is a method to try to understand information by creating a dialectic in class in regard to a
specific text. In a Socratic Seminar, participants seek deeper understanding of complex ideas in the text
through rigorously thoughtful dialogue, rather than by memorizing bits of information.
The Text: Socratic Seminar texts are chosen for their richness in ideas, issues, and values and their ability to
stimulate extended, thoughtful dialogue. A seminar text can be drawn from readings in literature, history,
science, math, health, and philosophy or from works of art or music. A good text raises important questions in
the participants' minds, questions for which there are no right or wrong answers. At the end of a successful
Socratic Seminar participants often leave with more questions than they brought with them.
The Question: A Socratic Seminar opens with a question either posed by the leader or solicited from
participants as they acquire more experience in seminars. An opening question has no right answer instead it
reflects a genuine curiosity on the part of the questioner. A good opening question leads participants back to
the text as they speculate, evaluate, define, and clarify the issues involved. Responses to the opening
question generate new questions from the leader and participants, leading to new responses. In this way, the
line of inquiry in a Socratic Seminar evolves on the spot rather than being pre-determined by the leader.
The Leader: In a Socratic Seminar, the leader plays a dual role as leader and participant. The seminar leader
consciously demonstrates habits of mind that lead to a thoughtful exploration of the ideas in the text by
keeping the discussion focused on the text, asking follow-up questions, helping participants clarify their
positions when arguments become confused, and involving reluctant participants while restraining their more
vocal peers.
As a seminar participant, the leader actively engages in the group's exploration of the text. To do this
effectively, the leader must know the text well enough to anticipate varied interpretations and recognize
important possibilities in each. The leader must also be patient enough to allow participants' understandings
to evolve and be willing to help participants explore non-traditional insights and unexpected interpretations.
Assuming this dual role of leader and participant is easier if the opening question is one which truly interests
the leader as well as the participants.
Survival 101– Attachment 24
28-A
Attachment 24
The Participants: In a Socratic Seminar, participants carry the burden of responsibility for the quality of the
seminar. Good seminars occur when participants study the text closely in advance, listen actively, share their
ideas and questions in response to the ideas and questions of others, and search for evidence in the text to
support their ideas. Eventually, when participants realize that the leader is not looking for right answers but is
encouraging them to think aloud and to exchange ideas openly, they discover the excitement of exploring
important issues through shared inquiry. This excitement creates willing participants, eager to examine ideas
in a rigorous, thoughtful manner.
Guidelines for Participants in a Socratic Seminar
1. Refer to the text when needed during the discussion. A seminar is not a test of memory. You are not
"learning a subject"; your goal is to understand the ideas, issues, and values reflected in the text.
2. It's OK to "pass" when asked to contribute.
3. Do not participate if you are not prepared. A seminar should not be a bull session.
4. Do not stay confused; ask for clarification.
5. Stick to the point currently under discussion; make notes about ideas you want to come back to.
6. Don't raise hands; take turns speaking.
7. Listen carefully.
8. Speak up so that all can hear you.
9. Talk to each other, not just to the leader or teacher.
10. Discuss ideas rather than each other's opinions.
11. You are responsible for the seminar, even if you don't know it or admit it.
Expectations of Participants in a Socratic Seminar
Did the Participants...
Speak loudly and clearly?
Cite reasons and evidence for their statements?
Use the text to find support?
Listen to others respectfully?
Stick with the subject?
Talk to each other, not just to the leader?
Paraphrase accurately?
Avoid inappropriate language (slang, technical terms, sloppy diction, etc.)?
Ask for help to clear up confusion?
Support each other?
Avoid hostile exchanges?
Question others in a civil manner?
Seem prepared?
What is the difference between dialogue and debate?
 Dialogue is collaborative: multiple sides work toward shared understanding.
Debate is oppositional: two opposing sides try to prove each other wrong.
 In dialogue, one listens to understand, to make meaning, and to find common ground.
In debate, one listens to find flaws, to spot differences, and to counter arguments.
 Dialogue enlarges and possibly changes a participant's point of view.
Debate defends assumptions as truth.
Survival 101– Attachment 24
29-A
Attachment 24
 Dialogue creates an open-minded attitude: an openness to being wrong and to change.
Debate creates a close-minded attitude, a determination to be right.
 In dialogue, one submits one's best thinking, expecting that other people's reflections will help improve
it rather than threaten it.
In debate, one submits one's best thinking and defends it against challenge to show that it is right.
 Dialogue calls for temporarily suspending one's beliefs.
Debate calls for investing wholeheartedly in one's beliefs.
 In dialogue, one searches for strengths in all positions.
In debate, one searches for weaknesses in the other position.
 Dialogue respects all the other participants and seeks not to alienate or offend.
Debate rebuts contrary positions and may belittle or deprecate other participants.
 Dialogue assumes that many people have pieces of answers and that cooperation can lead to a greater
understanding.
Debate assumes a single right answer that somebody already has.
 Dialogue remains open-ended.
 Debate demands a conclusion.
Dialogue is characterized by:
 suspending judgment
 examining our own work without defensiveness
 exposing our reasoning and looking for limits to it
 communicating our underlying assumptions
 exploring viewpoints more broadly and deeply
 being open to disconfirming data
 approaching someone who sees a problem differently not as an adversary, but as a colleague in common
pursuit of better solution.
Sample questions that demonstrate constructive participation in Socratic Seminars.
1. Here is my view and how I arrived at it. How does it sound to you?
2. Do you see gaps in my reasoning?
3. Do you have different data?
4. Do you have different conclusions?
5. How did you arrive at your view?
6. Are you taking into account something different from what I have considered?
________________________________________________________________________________________
Information for this site came from the following sources:
Jeannie Murphy. "Professional Development: Socratic Seminars." Regions 8 and 11 Professional Development
Consortia, Los Angeles County Office of Education 6 Dec.2000
<http://www.lacoe.edu/pdc/professional/socratic.html>
Stumpf, Samuel Enoch. Socrates to Sartre: A History of Philosophy, 6th ed. McGraw-Hill, 1999.
http://www.mcps.k12.md.us/schools/wjhs/depts/socialst/ams/Skills/SocraticSeminar/SocraticSeminarIntro.html
Survival 101– Attachment 24
30-A
Attachment 25
Socratic Seminar Grading Rubric
Uses text - Examples/evidence from book and articles. Use them during the Socratic Seminar. Refer to them
for evidence. Evidence and examples are essential to your grade and are a habit of mind you should have. Use
the texts for your evidence.
Number of Comments - How often did you speak? Did you interrupt people? Don't talk to the teacher, talk
to the class. You will lose points if you are talking while others are trying to score points.
Use habits of mind - Repeat the question in the answer, give evidence, state connections to other topics,
state the significance of what you are saying, "what if," and state the other side. Be obvious in the use.
Quality of Comments - A quality comment offers a new idea, not yet expressed, or the comment takes a
new approach to previously stated ideas and the comment applies the habits of mind.
A. Number of comments
No comments.
0 points
1 comment
5 points
2 comments
8 points
3 comments
12 points
4 + comments.
15 points
B. Quality of comments
Does not
comment
0 points
Repeats others’
comments
5 points
Original ideas
expressed
10 points
Original, deep comments, new
ideas, reasons
15 points
,,,,,,,,,,,,,..........
C. Text Reference
No reference to texts
0 points
2 references to text
8 points
3 references to text
12 points
4 + references to text
15 points
D. Clearly demonstrates "Habits of Mind."
No habits of mind
demonstrated
0 points
2 habits
demonstrated
8 points
3 habits
demonstrated
12 points
4 + habits
demonstrated
15 points
E. Connection to the book and articles
No connection
0 points
2 references connections
10 points
3 connections
15 points
4 + connections
20 points
A___+B___+C___+D___+E = Total _______/80
Survival 101– Attachment 25
31-A
Attachment 26
Name____________________________________________________ Date__________________________
Directions: Write one paragraph in response to the prompt.
Purpose: State your view and support it with evidence from the text.
Audience: The teacher
Prompt: Consider the essential question, “In what ways do intense life or death experiences change people?”
in relation to The Lord of the Flies. In your view, which character was changed most and how was he
changed? What evidence in the book shows the change?
Parameters:
 Topic Sentence (Include the title of the book, the author, the name of the character who changed, and the
nature of the change, e.g. In Lord of the Flies by William Golding [character’s name] __________________
changes from being [descriptor of character trait at the beginning of the book] ______________________
to being [descriptor of character at the end of the book] ________________________________________.
 At least 3 [or more] quotes from the book that show how your selected character changed.
- The first quote (or more) should show what the character was like when he arrived on the island.
- The second and third quotes (or more) should show a change that progresses
- Introduce the quotes with words of your own, e.g. When Jack and Ralph first meet, Jack introduces
himself as “chapter chorister and head boy. I can sing C sharp” (22). Other effective introductory tags
are as follows: The narrator tells that “_______________” (p#). “When (short explanation about what
is happening in the story), Ralph says, “[quote],” (p#). According to the narrator, “[quote]” (p#).
 Explanation of the quotes (What do the quotes tell you about this person and about how this intense
experience has affected him? This explanation reveals your thinking about the book and the character.
Use your own words and explain your reasons for thinking what you do. It may be obvious to you, but the
point of the paper is to make it obvious to the teacher.)
 A concluding sentence (What does this character reveal about the effects of intense life and death
situations on human beings? He is just one case, so don’t say “all people.” However, using him as an
example will allow you to draw a conclusion about “some” people. Was there something about this
character that made him change as he did? What? (Be sure you have shown that in the quotes and
explanation.)
 1-2 pages, typed, double-spaced
Survival 101– Attachment 26
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Attachment 27
HINTS ON WRITING A LITERARY ANALYSIS PARAGRAPH
 Begin the paragraph with a topic sentence that includes the title of the work and your answer to the
question. [For example: “In Lord of the Flies by William Golding, the author’s hopeless view of
unredeemed man is revealed most vividly through the characterizations of Roger.”
 Refer to the work by title and author in the topic sentence. Refer to the author by last name
thereafter.
 Write in PRESENT TENSE (literary present) when discussing action in the book. Use past tense when
discussing action in time that really happened in the past. [For example: Golding wrote Lord of the
Flies after experiencing the horrible savagery of World War II. The story reveals these horrors
through the actions of seemingly innocent boys stranded on an island after a plane crash.]
 Use 2-3 quotes from the book to illustrate each main point. [SEX-EX – Make a statement, give an
example to support and illustrate, explain the connection between example and statement, give
another example and explain it. Tie all together and always connect everything you say to your
thesis.]
 Introduce the quote so that it makes sense both logically and grammatically, [for example: "Even
Ralph is pulled down into evil as he participates in a hunt for a pig and decides "that hunting ... [is]
good after all" (113)-]
 Use parenthetical citations after each quotation. [See the example above.]
 Follow quotes with explanation. [For example: This admission by Ralph, who has stood for order and
civility, reveals that even he has an inner evil which can emerge in the right circumstances.]
 Use transition words and phrases to guide the reader [Transitions can be words or phrases picked up
from the preceding paragraph as well as transitional words like moreover, nevertheless, in addition.1
 Conclude the paragraph with explanation of how what you have written develops the topic. Don't
just say that it does; explain how. [For example: Ralph shows his weakness for seemingly innocent
violence when he joins in the second pig hunt. Ultimately, his dark side is clearly revealed when he
gets caught up in the mob violence that results in Simon's death. Placing Ralph in these situations
where his resolve to be civilized and logical is compromised, Golding reveals his dim view that even
the most upstanding members of society are corruptible when limits are removed and temptation is
introduced.]
 AVOID PLOT SUMMARY.
Survival 101– Attachment 27
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Attachment 28
Paragraph Rubric
Criteria
Topic
Sentence
Exemplary
4
Basic
2
Inadequate
1
No Response
0
The topic
sentence is a
clear, correctly
written sentence
that mostly
answers the
question.
The topic
sentence is a
sentence that
somewhat
answers the
question.
There is no topic
sentence or the
topic sentence is
unrelated to the
question.
There is no
thesis.
Organization The paragraph
& coherence progresses
logically from
point to point.
Every sentence
develops the
topic in a
meaningful,
logical way.
Appropriate
transitions are
used to guide the
reader.
The paragraph
progresses in a
logical order, and
almost every
sentence
develops the
topic. Some
transitions are
used.
The paragraph
has some order,
but irrelevant
material that
distracts from the
topic may be
included. Few of
amy transitions
ma be used or
transitions may
be misleading.
The paragraph is
confusing or
illogical. No
transitions may
be used or the
transitions may
be used
incorrectly or
illogically. The
reader cannot
follow the
thinking of the
writer.
There is no
attempt to make
the essay
organized or
coherent.
Development At least 3
of ideas
appropriate
specific examples
are identified and
clearly and
logically
explained.
2 or 3 mostly
appropriate
examples are
identified and
logically
explained.
1 or 2 examples
are identified, but
little explanation
is provided.
1 or 2 examples
may be listed,
but explanation is
illogical or mostly
unclear.
No attempt is
made to develop
ideas in the
essay.
Voice & style The paragraph is
written in
appropriate
language for the
audience
(teacher.) Words
are used
correctly and
sentences are
fluent and varied.
The paragraph is
mostly
appropriate for
the audience.
Most words are
used correctly
and sentences
are clear.
The paragraph
may use
inappropriate
words (too formal
or too informal),
or there may be
some words used
incorrectly which
change or cloud
the meaning.
Sentences may
be stiff or
unclear.
The writer may
show little regard
for audience or
purpose.
Sentences may
be choppy or
confusing. Many
words may be
used incorrectly.
The writer shows
no effort to
adjust voice and
style for audience
& purpose.
Language
Conventions
& MLA Style
The paragraph is
mostly edited and
has some minor
errors but no
distracting errors
in grammar,
mechanics, or
usage.
The paragraph
shows little
evidence of
editing and has
1-5 distracting
errors.
The essay is
unedited and has
more than 5
distracting errors.
The essay has so
many errors of all
kinds that the
reader is not able
to understand it
at all.
Editing
Topic sentence is
stated as a well
constructed,
clear, and
interesting
sentence that
answers the
question.
Proficient
3
The paragraph is
carefully edited
and has no
distracting errors
in grammar,
mechanics or
usage.
Survival 101– Attachment 28
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Attachment 29
Day 5: Reflection
Name__________________________________________________Date____________________
What was the most important insight you gained from reading Lord of the Flies? (You may refer to
the essential questions or to the themes of the book for ideas.) Why?
Describe one observation about the value of dialogue based on the Socratic Seminar.
Describe your participation in the Socratic Seminar.
Survival 101– Attachment 29
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Attachment 30
Survival 101: Portfolio Checklist
Name____________________________________________________ Date__________________________
Day
Assignment
1
Summary of themes
2
Response to reading; TCN chart
3
Response to reading; TCN chart
4
Response to reading; TCN chart
4
Reflection (Attachment 23)
5
Reflection (Attachment 29)
6
Literary Analysis Paragraph rough
draft
6
Response to reading
8
Summary of reading
10
Polished Literary Analysis
paragraph
10
Reflection from Closing Activities
11
Rough Draft of Technical
Paragraph
12
Log
12
Documentation Guide
12
Technical Paragraph, revised,
edited
Survival 101– Attachment 30
Met specifications
of assignment
Points Awarded
Comments
36-A
Attachment 31a
“Finally, I slipped the flesh into my mouth. It had no taste. I chewed, once or twice, then forced myself to
swallow. I felt no guilt. I understood the magnitude of the taboo we had just broken, but if I felt any strong
emotion, it was resentment that fate had forced us to choose between this horror and the horror of certain
death.
“That night, for the first time since we’d crashed, I felt a small flicker of hope. There were no illusions now.
We all knew our fight for survival would be uglier and more harrowing than we had imagined, but we had
made a declaration to the mountain that we would not surrender. In a small, sad way, I had taken my first
step back toward my father.”
Survival 101– Attachment 31a
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Attachment 31b
Reading Test
Name____________________________________________________ Date__________________________
RESPONSIBILITY
M. Scott Peck
1. We cannot solve life's problems except by solving them. This statement may seem idiotically selfevident 0 , yet it is seemingly beyond the comprehension of much of the human race. This is because
we must accept responsibility for a problem before we can solve it. We cannot solve a problem by
saying "It's not my problem." We cannot solve a problem by hoping that someone else will solve it for
us. I can solve a problem only when I say, This is my problem and it's up to me to solve it." But
many, so many, seek to avoid the pain of their problems by saying to themselves: "This problem was
caused by other people, or by social circumstances beyond my control, and therefore it is up to other
people or society to solve this problem for me. It is not really my personal problem."
2. The extent to which people will go psychologically to avoid assuming responsibility for personal
problems, while always sad, is sometimes almost ludicrous0. A career sergeant in the army, stationed in
Okinawa and in serious trouble because of his excessive drinking, was referred for psychiatric evaluation
and, if possible, assistance. He denied that he was an alcoholic, or even that his use of alcohol was a
personal problem, saying, "There's nothing else to do in the evenings in Okinawa except drink."
3. "Do you like to read?" I asked.
4. "Oh yes, I like to read, sure."
5. "Then why don't you read in the evening instead of drinking?"
6. "It's too noisy to read in the barracks."
7. "Well, then, why don't you go to the library?"
8. "The library is too far away."
9. "Is the library farther away than the bar you go to?"
10. "Well, I'm not much of a reader. That's not where my interests lie."
11. "Do you like to fish?" I then inquired.
12. "Sure, I love to fish."
13. "Why not go fishing instead of drinking?"
14. "Because I have to work all day long."
15. "Can't you go fishing at night?"
16. "No, there isn't any night fishing in Okinawa."
Survival 101– Attachment 31b
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Attachment 31b
17. "But there is," I said. "I know several organizations that fish at night here. Would you like me to put
you in touch with them?"
18. "Well, I really don't like to fish."
19. "What I hear you saying," I clarified0, "is that there are other things to do in Okinawa except drink,
but the thing you like to do most in Okinawa is drink."
20. "Yeah, I guess so."
21. "But your drinking is getting you in trouble, so you're faced with a real problem, aren't you?"
22. "This damn island would drive anyone to drink."
23. I kept trying for a while, but the sergeant was not the least bit interested in seeing his drinking as a
personal problem which he could solve either with or without help, and I regretfully told his
commander that he was not amenable to assistance. His drinking continued, and he was separated
from the service in mid-career.
24. a young wife, also in Okinawa, cut her wrist lightly with a razor blade and was brought to the
emergency room, where I saw her. I asked her why she had done this to herself.
25. "To kill myself, of course."
26. "Why do you want to kill yourself?"
27. "Because I can't stand it on this dumb island. You have to send me back to the States. I'm going to
kill myself if I have to stay here any longer."
28. "What is it about living on Okinawa that's so painful for you?" I asked.
29. She began to cry in a whining0 sort of way. "I don't have any friends here, and I'm alone all the time."
30. "That's too bad. How come you haven't been able to make any friends?"
31. "Because I have to live in a stupid Okinawan housing area, and none of my neighbors speak English."
32. "Why don't you drive over to the American housing area or to the wives' club during the day so you
can make some friends?"
33. "Because my husband has to drive the car to work."
34. "Can't you drive him to work, since you're alone and bored all day?" I asked.
35. "No. It's a stick-shift car, and I don't know how to drive a stick-shift car, only an automatic."
36. "Why don't you learn how to drive a stick-shift car?"
37. She glared0 at me. "On these roads? You must be crazy."
Survival 101– Attachment 31b
39-A
Attachment 31b
1. The word inquired in “Do you like to fish?” (Paragraph 11) means
a. joked.
b. stuttered.
c. thought.
d. asked.
2. The word amenable in “but the sergeant was not the least bit interested in seeing his drinking as a
personal problem which he could solve either with or without help, and I regretfully told his commander
that he was not amenable to assistance” (paragraph 23) means
a. opposed.
b. lost.
c. agreeable.
d. asked.
3. Which sentence best expresses the central point of the selection?
a. People often blame others for their own problems.
b. Americans in Okinawa had many problems.
c. A young army wife who refused to help make her life on Okinawa better wanted someone else to
solve her problem.
d. Before a problem can be solved, a person must take responsibility for it, which many refuse to do.
4. Which sentence best expresses the main idea of paragraphs 2-23?
a. The sergeant said that the only thing there was to do in Okinawa was to drink.
b. People will go to ridiculous extremes to avoid taking responsibility for their own problems.
c. The sergeant’s drinking problem had gotten him in serious trouble with the army.
d. The sergeant was referred to the author for psychiatric evaluation.
5. According to the author, many people see their problems as being
a. beyond their control.
b. easy to solve.
c. caused by drinking.
d. caused by loneliness.
6. Think back over “The Miracle in the Andes” by Nando Parrado. What did the author learn about himself as
he struggled to survive? Answer the question in complete sentences. State one thing you believe Parrado
learned about himself, provide a quote from the article to support your belief, and explain why the quote
supports your view. You may use your copy of the article.
Survival 101– Attachment 31b
40-A
Attachment 31b
Key to Reading Quiz
1. The word inquired in “Do you like to fish?” (Paragraph 11) means
a. joked.
b. stuttered.
c. thought.
d. asked.
2. The word amenable in “but the sergeant was not the least bit interested in seeing his drinking as a
personal problem which he could solve either with or without help, and I regretfully told his commander
that he was not amenable to assistance” (paragraph 23) means
a. opposed.
b. lost.
c. agreeable.
d. asked.
3. Which sentence best expresses the central point of the selection?
a. People often blame others for their own problems.
b. Americans in Okinawa had many problems.
c. A young army wife who refused to help make her life on Okinawa better wanted someone else to
solve her problem.
d. Before a problem can be solved, a person must take responsibility for it, which many refuse to do.
4. Which sentence best expresses the main idea of paragraphs 2-23?
a. The sergeant said that the only thing there was to do in Okinawa was to drink.
b. People will go to ridiculous extremes to avoid taking responsibility for their own problems.
c. The sergeant’s drinking problem had gotten him in serious trouble with the army.
d. The sergeant was referred to the author for psychiatric evaluation.
5. According to the author, many people see their problems as being
a. beyond their control.
b. easy to solve.
c. caused by drinking.
d. caused by loneliness.
6. Rubric
_____ One lesson learned by Parrado is clearly described (Some lessons are as follows: he was
willing to do whatever it took to survive; he believed the opposite of death was love; the love
of his family and particularly his father was a strong motivation for him to survive. There may
be many others.)
_____ An appropriate quote is provided.
_____ The quote is logically introduced.
_____ The quote is clearly & logically explained.
_____ The sentences have no errors that distract from understanding.
Survival 101– Attachment 31b
41-A
Attachment 32
WHAT CHARACTERISTICS DISTINGUISH TECHNICAL COMMUNICATION?
Three characteristics distinguish technical communication from the more traditional composition courses in
college curricula. Technical communication
 is situation oriented and often directed to very specific audiences
 has a strong visual component
 has ties to other fields, including psychology and computer science
Survival 101– Attachment 32
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Attachment 33
WHAT ISSUES CONCERN TEACHERS OF TECHNICAL COMMUNICATION?
Real-World Application
Chief among the issues of concern to teachers of technical communication is the importance of real-world
application and practice. Sometimes these real-world experiences must be simulated experiences, or "cases,"
such as those devised by Gifford (1983) or Smith (1990). Another technique is to adapt real-world situations,
as Morrow (1988) does with cases in operations management. Faculty may also try to get technical
documents from industry (Mancuso, 1984), for samples to work with or examples to illustrate writing
principles.
In addition, degree programs must establish and maintain ties with industry so that curricula meet industry
needs and expectations and graduates are prepared for careers in the field. Internships that allow students in
such programs to work in industry may be particularly valuable (Bosley, 1988, and Norsworthy, 1988).
Process Versus Product
Another issue revolves around the process/product debate that came out of research concerning composition
instruction. Is it better to teach various "forms" used in technical communication; or is it better to teach a
process of analyzing and composing, which leads to forms appropriate for the communication situation?
Bishop (1987) describes a process-oriented course with an emphasis on peer interaction. Roundy (1985)
argues for the efficacy of combined methods. In tracing the history of technical communication textbooks,
Souther (1990) notes that for the most part, a compromise has been reached with texts he calls "hybrids."
These books combine process and product approaches. They include models but take students through typical
writing processes. They may also note rhetorical strategies and include sections that emphasize language
usage and style.
Oral and Visual Components
A third issue for teachers of technical communication is the importance of oral and visual components.
Desjardins (1987) points out that in business and industry, those responsible for producing technical
documents often have to present them orally and need preparation to do so.
With the increasing accessibility of desktop publishing, the technical communicator's role is expanding to
include graphics, document design, layout, and the publication process. Gadomski (1988) discusses what can
happen when a technical writer takes on the role of graphic designer. He also offers some resources for the
writer in that new role.
The Importance of Computers
With the increasing use of computers, technical communicators will certainly be called on to use word
processing and possibly desktop publishing. As Farkas (1988) points out, computers can alter, for the better,
composing and editing techniques.
In addition to perhaps altering their composing, writers may be called on to write for a new medium. For
online documentation or computer-based training materials, the "page" is not the printed one but a computer
terminal screen.
Those who write computer manuals, argues Oram (1988) need an understanding of computer systems, both
to understand the product and to know what to include in the manual.
Survival 101– Attachment 33
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Attachment 34
Survival 101: Team Problem Solving and Technical Writing Project
Situation:
As seniors you are experts on surviving high school. Ninth graders, however, are struggling to make it. They
need your help! With your team, use the creative problem solving process to identify the problems that ninth
graders will most likely face sometime in the next four years. Choose one problem that your group agrees is
most important, or at least very important. Brainstorm solutions to that problem. Use criteria to evaluate the
solutions and choose the best solutions or advice based on the criteria.
Product:
Produce one section of a High School Survival Manual. Combine your section with sections produced by other
teams.
Presentation:
Present the Handbook to ninth graders in an oral presentation.
Procedures:
 Use the problem solving process and document your work (See next page)
 Divide the responsibilities for your assigned section so that each person will complete one sub-heading
in full paragraph.
 Each student will keep a log of each day’s work, team and individual.
 Research as needed to gather information.
 Keep in mind that your audience is ninth graders.
 Use the writing process to plan, draft, revise, and edit your paragraphs until they are as nearly perfect
as possible.
 In your team, edit and approve each paragraph. (Use the Rubric for Technical Manual)
 Type the polished paragraphs in the class approved format.
 Submit to the class and teacher for approval.
 Prepare a 3-5 minute Power Point presentation for the ninth grade class to help them understand your
team’s section of the Survival Manual.
 Practice
 Present
 Evaluate (self, group, class)
 Turn in your log sheet and documentation of problem solving.
Survival 101– Attachment 34
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Attachment 35
Name____________________________________________________ Date__________________________
Creative Problem Solving Project Documentation Form
Step 1: Brainstorm together for several minutes and list the problems below:
Survival 101– Attachment 35
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Attachment 35
Step 2: What is the most important problem or challenge ninth graders will face in high school?
Survival 101– Attachment 35
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Attachment 35
Step 3: What are your proposed solutions for this problem or challenge?
Survival 101– Attachment 35
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Attachment 35
Step 4: What are 3-5 criteria that describe an effective solution to this problem?
Criteria:
1. _____________________________________________________________________________________
2. _____________________________________________________________________________________
3. _____________________________________________________________________________________
4. _____________________________________________________________________________________
5. _____________________________________________________________________________________
Idea or Action being
evaluated
Criterion
1
Survival 101– Attachment 35
Criterion
2
Criterion
3
Criterion
4
Criterion
5
Total for
each idea
48-A
Attachment 35
Step 5: Which solution will your team develop in the Surviving High School Manual?
Survival 101– Attachment 35
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Attachment 35
Step 6: Write the names of the sub-headings you will use in your chapter and the name of the person who will
write that section paragraph:
Subheading
Title
Name of Student Author
Step 7: What additional information do you need, where will you find it, and who will gather it? (You may also
use the KWWL chart for this purpose.)
Information Needed
Where we will find it
Person who will find it
Step 8: Carefully revise and edit the paragraphs. Place a check mark beside each step you complete.
Sign below when you have completed this step.
_____ I have read the paragraphs submitted by me and my teammates.
_____ I have contributed to revision.
_____ I have contributed to editing.
_____ I have carefully edited and revised my own paragraph.
_____ I have typed my paragraph.
_____ I approve each paragraph from my team.
Signed___________________________________________________
Survival 101– Attachment 35
Date__________________________
50-A
Attachment 35
Step 9: Assign responsibilities to prepare a brief, 3-5 minutes, PowerPoint for the presentation to the
ninth-grade class.
 Decide together what to include in the Power Point,
 Who will create the slides?
 Who will write the script?
 Who will stand and deliver?
 Who will operate the projector?
Step 10: Practice outside of class as needed and in class on Day 12.
Step 11: Present to a ninth grade class on _______________.
Step 12: Turn in your log sheet, this documentation of work, and your evaluation of your team and yourself.
Survival 101– Attachment 35
51-A
Attachment 35
Individual Log Sheet
Date
Team’s Work
Survival 101– Attachment 35
My Tasks
Results
Questions or
Problems
52-A
Attachment 36
Rubric for Individual Participation
Name____________________________________________________ Date__________________________
Evaluate yourself, assigning a 3 for excellent, 2 for good, 1 for poor, and 0 for no participation.
Categories
Excellent:
You get a promotion
and a raise!
Good:
I’ll keep my eye on
you; you have
potential!
Poor:
I’m not going to fire
you this time, but
don’t let this happen
again!
No Participation:
You’re fired!
Participation in
problem solving
Helpful participation
in each step
Helpful participation Some participation
in most steps
None or disrupted
the process
Research
Carried out assigned
research promptly
with thoroughness
and careful
documentation.
Carried out research Completed some
promptly and
research.
carefully.
Did not carry out
assigned research.
Writing Process
Contributed to the
revision and editing
of each paragraph.
Contributed to the
revision and editing
of some of the
paragraphs.
Revised and edited
your own paragraph
only.
Did not participate in
revision or editing.
Manual
Completed and
turned in on time a
polished, typed
paragraph in the
proper format
Completed and
turned in on time a
typed paragraph.
Turned in a typed
paragraph
Did not turn in a
completed, typed
paragraph.
PowerPoint
Creative, full
participation in
planning the PP.
Strong participation
in planning the PP
Some participation in No participation or
planning PP
disrupted the work
of others
Presentation
Perfectly carried out
responsibility in the
presentation
Carried out
responsibility in the
presentation with
few mistakes.
Helped in some way
with the
presentation.
Did not participate or
help with the
presentation.
Your Score
Survival 101– Attachment 36
53-A
Attachment 37
Rubric for Technical Paragraph Template
Category
Advanced
Survival 101– Attachment 37
Proficient
Basic
Poor
54-A
Attachment 37
Example Rubric for Technical Paragraph
Category
Advanced
Proficient
Basic
Poor
Conveys information
and ideas
Information and
ideas are conveyed
logically and
correctly
throughout the
paragraph
Information and
ideas are conveyed
logically and
correctly in most of
the paragraph
Information and
ideas are conveyed
logically and
correctly in some of
the paragraph
Information and
ideas are conveyed
logically and
correctly in little of
the paragraph
Description of
solutions/procedures
Descriptions of the
solutions and/or
procedures are
clear and
adequately detailed
throughout the
paragraph.
Descriptions of the
solutions and/or
procedures are
mostly clear and
adequately
detailed.
Descriptions of the
solutions and/or
procedures are
somewhat clear and
adequately
detailed.
Descriptions of the
solutions and/or
procedures are
mostly unclear and
inadequately
detailed.
Language
Language is
appropriate for the
9th grade audience
throughout the
paragraph.
Language is
appropriate for the
9th grade audience
in most of the
paragraph.
Language is
appropriate for the
9th grade audience
in some of the
paragraph.
Language is mostly
inappropriate for
the 9th grade
audience.
Aids for
comprehension
Includes ample
well-constructed
and appropriate
aids to
comprehension
(scenarios,
definitions,
examples,
illustrations)
Includes some aids
to comprehension
(scenarios,
definitions,
examples,
illustrations) which
are wellconstructed and
appropriate.
Includes a few aids
to comprehension
(scenarios,
definitions,
examples,
illustrations).
Includes at least
one aid but it may
be inappropriate or
poorly constructed.
Organization
Information is
labeled with
appropriate
headings and
broken down into
parts that are easy
to follow and fit
together logically
throughout..
Information is
labeled with
appropriate
headings and
broken down into
parts that are easy
to follow and fit
together logically in
most of the
paragraph
Information is
labeled with
appropriate
headings and
broken down into
parts that are easy
to follow and fit
together logically in
some of the
paragraph.
Information may
not be labeled or
labels may be
confusing and
illogical.
Formatting
Document is
creatively and
appropriately
formatted
throughout with
bullets, numbers,
bold type, etc. to
complement the
organization.
Document is
appropriately
formatted with
bullets, numbers,
bold type, etc..
Document is
formatted
somewhat with
bullets, numbers,
bold type, etc.
Document has few
or no formatting
features to aid the
reader or the
features used may
be inappropriate.
Survival 101– Attachment 37
55-A
Attachment 38
Presentation Rubric
Name____________________________________________________ Date__________________________
Criteria
Outstanding
Evidence of
Mastery: 4
Strong
Evidence of
Mastery: 3
Adequate
Evidence of
Mastery: 2
Minimal
Evidence of
Mastery: 1
Appropriateness
for Audience
Vocabulary,
examples,
issues were
completely
relevant and
appropriate for
9th graders
Vocabulary,
examples, and
issues were
mostly relevant
and appropriate
for 9th graders
Vocabulary,
examples, and
issues were
somewhat
relevant and
appropriate for
9th graders
Vocabulary,
No response
examples, and
issues were
mostly
irrelevant and
inappropriate for
9th graders
Power Point
PP was clear,
creative,
informative
PP was clear
and informative
PP was clear or
informative
There was a PP,
but it was
unclear or
uninformative
No response
Oral Presentation
Presenter
maintained eye
contact, could
be easily heard
and understood,
& held the
interest of the
audience
throughout the
presentation.
Presenter
maintained eye
contact, could
be easily heard
and understood,
& held the
interest of the
audience
through most of
the
presentation.
Presenter
maintained eye
contact, could
be easily heard
and understood,
& held the
interest of the
audience
through some of
the
presentation.
Presenter did
not speak so
that the
audience could
hear &
understand
most of the
time.
No response
Group
Participation
Full,
enthusiastic
participation of
the group was
evident.
Full participation Most of the
of the group
group
was evident.
participated.
Only 1 person
participated.
No participation
Individual
Participation
Full,
enthusiastic,
participation
and evidence of
leadership role
Full,
enthusiastic
participation
Minimal
participation
No participation
Full
participation
Not evident
0
Score for Group___________________________
Score for Individual________________________
Self Evaluation Score_______________________
Survival 101– Attachment 38
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Attachment 39
HOW TO MAKE IT IN COLLEGE, NOW THAT YOU'RE HERE
Brian O'Keeney
Today is your first day on campus. You were a high school senior three months ago. Or maybe you've been
at home with your children for the last ten years. Or maybe you work full-time and you're coming to school to
start the process that leads to a better job. Whatever your background is, you're probably not too concerned
today with staying in college. After all, you just got over the hurdle (and the paperwork) of applying to this
place and organizing your life so that you could attend. And today, you're confused and tired. Everything is a
hassle, from finding the classrooms to standing in line at the bookstore. But read my advice anyway. And if
you don't read it today, save this article. You might want to look at it a little further down the road.
By the way, if this isn't your first day, don't skip this article. Maybe YOU haven't been doing as well in your
studies as you'd hoped. Or perhaps you've had problems juggling your work schedule, your class schedule, and
your social life. If so, read on. You're about to get the inside story on making it in college. Based on my own
experience as a final-year student, and on dozens of interviews with successful students, I've worked out the
no-fail system for coping with college. These are the inside tips every student needs to do well in school. I've
put myself in your place, and I'm going to answer the questions that will cross (or have already crossed) your
mind during your stay here.
What's the Secret to Getting Good Grades?
It all comes down to getting those grades, doesn't it? After all, you came here for some reason, and you're
going to need passing grades to get the credits or degree you want. Many of us never did much studying in
high school; most of the learning we did took place in the classroom. College, however, is a lot different.
You're really on your own when it comes to passing courses. In fact, sometimes you'll feel as if nobody cares if
you make it or not. Therefore, you've got to figure out a study system that gets results. Sooner or later, you'll
be alone with those books. After that, you'll be sitting in a classroom with an exam sheet on your desk.
Whether you stare at that exam with a queasy0 stomach, or whip through it fairly confidently, depends on your
study techniques. Most of the successful students I talked to agreed that the following eight study tips deliver
solid results:
1. Set up a study place. Those students you see "studying" in the cafeteria or game room aren't learning
much. You just can't learn when you're distracted0 by people and noise. Even the library can be a bad
place to study if you constantly find yourself watching the clouds outside or the students walking
through the stacks. It takes guts to sit, alone, in a quiet place in order to study. But you have to do it.
Find a room at home or a spot in the library that's relatively quiet—and boring. When you sit there, you
won't have much to do except study.
2. Get into a study frame of mind. When you sit down, do it with the attitude that you're really going to
get this studying done. You're not going to doodle on your notebook or make a list for the supermarket.
Decide that you're going to study and learn now, so that you can move on to more interesting things as
soon as possible.
3. Give yourself rewards. If you sweat out a block of study time, and do a good job on it, treat yourself.
You deserve it. You can "psych" yourself up for studying by promising to reward yourself afterwards. A
present for yourself can be anything from a favorite TV show to a relaxing bath to a dish of doublechocolate ice cream.
4. Skim the textbook first. Lots of students sit down with an assignment like "read chapter five, pages
125-150" and do just that. They turn to page 125 and start to read. After a while, they find that they
have no idea what they just read. For the last ten minutes, they've been thinking about their five-yearold or what they're going to eat for dinner. Eventually, they plod0 through all the pages but don't
remember much afterwards. In order to prevent this problem, skim the textbook chapter first. This
means: look at the title, the subtitles, the headings, the pictures, the first and last paragraphs. Try to
find out what the person who wrote the book had in mind when he or she organized the chapter. What
was important enough to set off as a title or in bold type? After skimming, you should be able to explain
to yourself what the main points of the chapter are. Unless you're the kind of person who would step
into an empty elevator shaft without looking first, you'll soon discover the value of skimming.
Survival 101– Attachment 39
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Attachment 39
5. Take notes on what you're studying. This sounds like a hassle, but it works. Go back over the material
after you've read it, and jot down key words and phrases in the margins. When you review the chapter
for a test, you'll have handy little things like "definition of rationalization" or "example of regression" in
the margins. If the material is especially tough, organize a separate sheet of notes. Write down
definitions, examples, lists, and main ideas. The idea is to have a single sheet that boils the entire
chapter down to a digestible lump.
6. Review after you've read and taken notes. Some people swear that talking to yourself works. Tell
yourself about the most important points in the chapter. Once you've said them out loud, they seem to
stick better in your mind. If you can't talk to yourself about the material after reading it, that's a sure
sign you don't really know it.
7. Give up. This may sound contradictory, but give up when you've had enough. You should try to make it
through at least an hour, though. Ten minutes here and there are useless. When your head starts to
pound and your eyes develop spidery red lines, quit. Rest for a bit with a short nap and go back later.
Take the college skills course if you need it. Don't hesitate or feel embarrassed about enrolling in a
study skills course. Many students say they wouldn't have made it without one.
How Can I Keep Up with All My Responsibilities Without Going Crazy?
You've got a class schedule. You're supposed to study. You've got 13 a family. You've got a husband, wife,
boyfriend, child. You've got a job. How are you possibly going to cover all the bases in your life and maintain
your sanity? This is one of the toughest problems students face. Even if they start the semester with the best
of intentions, they eventually find themselves tearing their hair out trying to do everything they're supposed to
do. Believe it or not, though, it is possible to meet all your responsibilities. And you don't have to turn into a
hermit0 or give up your loved ones to do it.
The secret here is to organize your time. But don't just sit around 14 half the semester planning to get
everything together soon. Before you know it, you'll be confronted with midterms, papers, family, and work all
at once. Don't let yourself reach that breaking point. Instead, try these three tactics:
1. Prepare a monthly calendar: Get one of those calendars with big blocks around the dates. Give yourself
an overview of the whole term by marking down the due dates for papers and projects. Circle test and
exam days. This way those days don't sneak up on you unexpectedly.
2. Make up a study schedule: Sit down during the first few days of this semester and make up a sheet
listing the days and hours of the week. Fill in your work and class hours first. Then try to block out
some study hours. It's better to study a little every day than to create a huge once-or-twice-a-week
marathon session. Schedule study hours for your hardest classes for the times when you feel most
energetic. For example, I battled my tax law textbook in the mornings; when I looked at it after 7:00
P.M. I may as well have been reading Chinese. The usual proportion, by the way, is one hour of study
time for every class hour. In case you're one of those people who get carried away, remember to
leave blocks of free time, too. You won't be any good to yourself or anyone else if you don't relax and
pack in the studying once in a while.
3. Use "to-do" lists: This is the secret that single-handedly got me through college. Once a week (or every
day if you want to), write a list of what you have to do. Write down everything from "write English
paper" to "buy cold cuts for lunches." The best thing about a "to-do" list is that it seems to tame all
those stray "I have to" thoughts that nag at your mind. After you finish something on the list, cross it
off. Don't be compulsive about finishing everything; you're not Superman or Wonder Woman. Get the
important things done first. The secondary things you don't finish can simply be moved to your next
"to-do" list.
Survival 101– Attachment 39
58-A
Attachment 39
What Can I Do If Personal Problems Get in the Way of My Studies?
One student, Roger, told me this story:
Everything was going okay for me until the middle of the spring semester. I went through a terrible time
when I broke up with my girlfriend and started seeing her best friend. I was trying to deal with my exgirlfriend's hurt and anger, my new girlfriend's guilt, and my own worries and anxieties at the same time. In
addition to this, my mother was sick and on a medication that made her really irritable. I hated to go home
because the atmosphere was so uncomfortable. Soon, I started missing classes because I couldn't deal with
the academic pressures as well as my own personal problems. It seemed easier to hang around my girlfriend's
apartment than to face all my problems at home and at school.
Another student, Marian, told me:
I'd been married for eight years and the relationship wasn't going too well. I saw the handwriting on the
wall, and I decided to prepare for the future. I enrolled in college because I knew I'd need a decent job to
support myself. Well, my husband had a fit because I was going to school. We were arguing a lot anyway, and
he made it almost impossible for me to study at home. I think he was angry and almost jealous because I was
drawing away from him. It got so bad that I thought about quitting college for a while. I wasn't getting any
support at home and it was just too hard to go on.
Personal troubles like these are overwhelming0 when you're 21 going through them. School seems like the
least important thing in your life. The two students above are perfect examples of this. But if you think about
it, quitting or failing school would be the worst thing for these two students. Roger's problems, at least with his
girlfriends, would simmer down eventually, and then he'd regret having left school
Marian had to finish college if she wanted to be able to live independently. Sometimes, you've just got to
hang tough.
But what do you do while you're trying to live through a lousy 22 time? First of all, do something difficult.
Ask yourself, honestly, if you're exaggerating small problems as an excuse to avoid classes and studying. It
takes strength to admit this, but there's no sense in kidding yourself. If your problems are serious, and real,
try to make some human contacts at school. Lots of students hide inside a miserable shell made of their own
troubles and feel isolated and lonely. Believe me, there are plenty of students with problems. Not everyone is
getting A's and having a fabulous social and home life at the same time. As you go through the term, you'll
pick up some vibrations about the students in your classes. Perhaps someone strikes you as a compatible 0
person. Why not speak to that person after class? Share a cup of coffee in the cafeteria or walk to the parking
lot together. You're not looking for a best friend or the love of your life. You just want to build a little network
of support for yourself. Sharing your difficulties, questions, and complaints with a friendly person on campus
can make a world of difference in how you feel.
Finally, if your problems are overwhelming, get some 23 professional help. Why do you think colleges spend
countless dollars on counseling departments and campus psychiatric services? More than ever, students all
over the country are taking advantage of the help offered by support groups and therapy sessions. There's no
shame attached to asking for help, either. In fact, almost 40 percent of college students (according to one
survey) will use counseling services during their time in school. Just walk into a student center or counseling
office and ask for an appointment. You wouldn't think twice about asking a dentist to help you get rid of your
toothache. Counselors are paid—and want—to help you with your problems.
Why Do Some People Make It and Some People Drop Out?
Anyone who spends at least one semester in college notices that 24 some students give up on their classes.
The person who sits behind you in accounting, for example, begins to miss a lot of class meetings and
eventually vanishes. Or another student comes to class without the assignment, doodles in his notebook during
the lecture, and leaves during the break. What's the difference between students like this and the ones who
succeed in school? My survey may be non-scientific, but everyone I asked said the same thing: attitude. A
positive attitude is the key to everything else—good study habits, smart time scheduling, and coping with
personal difficulties.
Survival 101– Attachment 39
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Attachment 40
What does "a positive attitude" mean? Well, for one thing, it 25 means not acting like a zombie. It means
not only showing up for your classes, but also doing something while you're there. Really listen. Take notes.
Ask a question if you want to. Don't just walk into a class, put your mind in neutral, and drift away to nevernever land.
Having a positive attitude goes deeper than this, though. It means 26 being mature about college as an
institution. Too many students approach college classes like six-year-olds who expect first grade to be as much
fun as Sesame Street. First grade, as we all know, isn't as much fun as Sesame Street. And college classes can
sometimes be downright dull and boring. If you let a boring class discourage you so much that you want to
leave school, you'll lose in the long run. Look at your priorities. You want a degree, or a certificate, or a career.
If you have to, you can make it through a less-than-interesting class in order to achieve what you want. Get
whatever you can out of every class. But if you simply can't stand a certain class, be determined to fulfill its
requirements and be done with it once and for all.
After the initial high of starting school, you have to settle in for 27 the long haul. If you follow the advice
here, you'll be prepared to face the academic crunch. You'll also live through the semester without giving up
your family, your job, or Monday Night Football. Finally, going to college can be an exciting time. As you learn
things, the world truly becomes a more interesting place.
Survival 101– Attachment 40
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Attachment 40
Author
Title
Topic
Topic
___________________________________by________________________________________
is about ______________________________________________________________________
_____________________________________________________________________________
Main Idea
The main idea of this article is that
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Describe how the author used any of the elements below:
Scenarios
Problems
Solutions
Formatting
Other features that made the article easy to read
What features might he have added to make the article more user-friendly?
Survival 101– Attachment 40
61-A
Attachment 41
Autobiography in Five Short Chapters
By Portia Nelson
CHAPTER 1
CHAPTER 3
I walk down the street.
There is a deep hole in the sidewalk.
I fall in.
I am lost... I am helpless.
It isn’t my fault.
It takes forever to find a way out.
I walk down the same street.
There is a deep hole in the sidewalk.
I see it is there.
I still fall in...it’s a habit...but,
My eyes are open.
I know where I am.
It is my fault.
I get out immediately.
CHAPTER 2
I walk down the same street.
There is a deep hole in the sidewalk.
I pretend I don’t see it.
I fall in again.
I can’t believe I am in this same place.
But, it isn’t my fault.
It still takes a long time to get out.
CHAPTER 4
I walk down the same street.
There is a deep hole in the sidewalk.
I walk around it.
CHAPTER 5
I walk down another street.
Survival 101– Attachment 41
62-A
Attachment 42
Team Name_______________________________________________ Date__________________________
Observe and make notes on the following:
Engagement of team members in the problem solving process:
Evidence of progress:
Problems encountered:
Help needed:
Other comments:
Survival 101– Attachment 42
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Attachment 43
Testing New Waters
By Sara Holbrook
Safely standing
On the bank of what-I-know,
Unfamiliar water passing
In a rush.
If I jumped in,
would I float?
Or Sink,
Final as a flush?
I could paddle like a dog
And still wind up downstream.
What if I couldn’t touch the bottom?
What if no one heard me scream?
I’m shackled to this doubtful bank
With maybes swirling in my ears.
It’s hard to judge the depth
Of an unknown stream of fears.
Fresh water gurgles by,
Leaving me to wring my hands and look.
I could stand on what-I-know for life.
or I could test one foot.
Survival 101– Attachment 43
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Attachment 44
KWWL Chart
The solution I am working on is______________________________________________________________.
K
W
W
L
[What do you already
know about this topic?]
[What do you need to
know to write your section
of the manual?]
[Where can you find this
information?]
[What have you learned
from your sources of
information?]
Survival 101– Attachment 44
65-A
Attachment 45
Reflection on “Survival 101” Unit
1. What is the most important thing you learned in this unit?
2. What did you learn about yourself?
3. What did you learn about survival experiences?
4. What did you learn about working with a team to solve difficult problems?
5. What did you learn about technical writing?
Survival 101– Attachment 45
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