DURHAM PUBLIC SCHOOLS 2013-2014
ELA UNIT 3 PLAN FOR GRADE 7 ENGLISH LANGUAGE ARTS
Unit Overview
Quarter: 3
Unit Title:
Instructional Time:
Depth of Knowledge:
Survival in the Wild
9 Weeks
Level 3, Strategic Thinking
Concept:
Ingenuity, Survival
Unit Summary:
This unit introduces students to the genre of survival-in-the-wild stories, both fictional and factual. Students will read, view, listen to, and watch many different types of
wilderness experiences in order to draw conclusions and discover truths about what is required to survive in extreme circumstances. They will compare and contrast different
versions of similar stories to make judgments about the impact of structure on meaning. Students will conduct research, create and support arguments, and write their own
survival narratives. Students will also discuss how word choice has an impact on the effectiveness of writing. Ultimately, the students will decide whether studying this genre
could teach readers important life skills.
North Carolina Information and Technology Essential Standards: (These are integrated within the Common Core Standards by threading them within your lessons)
7.TT 1.1 Use appropriate technology tools and other resources to access information.
7.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio
files).
7.RP.1 Implement an independent research process activity that is student selected.
7.SE.1.1 Apply ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources.
Common Core State Standards: (Become familiar with these standards & learn them so you can deliver instruction that meets the expectations of the Common Core
Standards which is how students are assessed)
Standard
Long-term Learning Target
RL.7.6
Analyze how an author develops and contrasts the points of view of different
characters or narrators in a text.
I can determine points of view (perspective) of different characters.
I can compare and contrast the points of view of different characters
I can analyze the way the author develops the point of view of different characters.
I will track what characters say, do, and think.
I will observe viewpoints of characters.
I will compare and contrast the view points of characters using a Venn diagram and
other graphic organizers.
RI.7.6
Determine an author’s point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
I can identify and analyze the point of view of an informational text.
I can identify and analyze the purpose of an informational text.
I can understand and explain how the point of view/purpose of an author is
distinguished from that of others.
I will use my knowledge of tone to determine the author's purpose.
I will read a variety of informational texts and identify how the author establishes a
unique point of view.
I will compare and contrast different points of view about similar topics.
RI.7.8
Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.
W.7.8
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard
format for citation.
W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a
fictional portrayal of a time, place, or character and a historical account of the
same period as a means of understanding how authors of fiction use or alter
history”).
Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the
argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims”).
SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats
(e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or
issue under study.
SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation.
I understand how claims and/or arguments are supported by evidence from the text.
I can trace the specific claims of an argument.
I can evaluate whether or not evidence is relevant to the claims made in a text.
I will cite evidence that supports the author's position.
I will sort and analyze the evidence to decide if it supports the author’s claim.
I can gather relevant information from digital sources.
I can gather relevant information from multiple print sources.
I can assess the credibility of each source
I can assess the accuracy of each source
I can quote/paraphrase data without plagiarizing
I can create a bibliography using a standard format for citation
I will use two to three sources to accumulate data.
I will compare the data to determine validity.
I will incorporate the data into my own writing using the proper citation format.
I can draw evidence from a literary/informational text
I can analyze information & I can support your analysis
I can synthesize information and reflect
I can compare & contrast fictional portrayal of time place, or character and historical
account of the same period
I can trace the argument and specific claims in a text
I can evaluate the argument and specific claims in the text.
I will create a valid opinion, using evidence collected from literary or informational
texts.
I can identify and analyze main ideas in diverse media and formats
I can identify and analyze supporting details and ideas in diverse media and formats
I can explain how ideas, information, or data clarify a topic, text or issue under study
I will use dialogue or written reflection to demonstrate I understand a topic.
I can plan and deliver a presentation that is
o focused
o coherent (delivered in a logical sequence)
o contains pertinent facts, descriptions, examples
I can understand the difference between a claim and a finding
I understand that an argument
o makes and supports a claim
o acknowledges counterarguments
o creates cohesion by using transitional words
or phrases
o has a strong concluding statement
I can peak with an adequate volume and clear pronunciation
I can make appropriate eye contact
SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.
SL.7.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
L.7.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy.
I will emphasize significant points.
I will present descriptions, facts, details, and examples in a focused manner.
I will present with appropriate eye contact, adequate volume and clear
pronunciation.
I will integrate technology and other resources to strengthen my presentations and
organize my information.
I can select appropriate multimedia components that add meaning to the
presentation
I know what elements are needed to create visual displays
I can add photos, video, audio, animation, and text to emphasize the important
points of my presentation.
I can add photos, video, audio, animation, and text to clarify the important points of
the presentation.
I can use of digital and video cameras, PowerPoint, LCD projectors, and other
presentation programs
I can identify the audience and purpose
I can distinguish the difference between informal and formal English
I can vary sentence patterns in my writing for style
I can understand and adapt my delivery to appeal to my audience
I can enunciate and speak at appropriate volume and pace
I can use the conventions of language to improve expression and understanding.
I will consider my audience, purpose, and tone when considering language use.
I can recognize and use a variety of sentence patterns
I can identify and use appropriate language to address an audience
I can express ideas precisely and concisely
I will choose language that expresses ideas precisely and concisely.
I will recognize and eliminate wordiness and redundancy.
L.7.5a, b
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in
context.
b. Use the relationship between particular words (e.g., synonym /antonym,
analogy) to better understand each of the words.
I can interpret figurative language
I can interpret literary, biblical and mythological allusions
I will interpret figures of speech in context.
I will interpret literary, biblical, and mythological allusions in context.
I will use word relationships (synonyms, antonyms, analogy) to better understand
each of the words.
I can use synonyms and antonyms to clarify meanings of words.
I can use analogies to clarify meanings of words.
I can identify the explicit/direct meaning of a word (denotation)
I can identify the secondary meaning of a word (connotation)
L.7.6
Acquire and use accurately grade-appropriate general academic and domain-specific
I can identify, understand, and use general academic terms
I can identify, understand, and use domain-specific terms
words and phrases; gather vocabulary knowledge when considering a word or phrase
I can add new words to my vocabulary as I read and encounter them.
important to comprehension or expression.
Unit Essential Questions: (These are broad questions that help teachers and students understand why and how we are exploring the concept. You post these and they can
change as you maneuver through the quarter.)
 What similarities and differences exist among characters who survive in the wild?
 What role does setting play in the development of characters and plot?
 How does having ingenuity help a person survive in the wild?
 How does the point of view of an author impact the evidence he or she presents?
 What impact does reading fictional and factual accounts of survival have on readers?
 How do authors incorporate facts into fictional accounts?
 How do authors use literary techniques including flashback, foreshadowing, and point of view to engage the reader?
 Why are the words and phrases the author chooses important to the quality of a selection?
 How do I select the best possible evidence to support my point of view?
 What is the best way to present information to obtain maximum audience understanding?
Unit Enduring Understandings: (This is where students make personal connections to the wonderful world of literature, writing, art, speaking, visualizations, computing…)
 Literature can teach truths that can be applied to multiple situations.
 Thinking flexibly and “outside the box” can be very helpful in difficult situations.
 Good authors use literary techniques and interesting language to engage readers.
 Writers and speakers know how and when to use formal English.
 Writers support their writing with facts and evidence.
 Authors who consider their audience are often more effective in reaching that audience.
Tier 3 Vocab
flashback
connotations (associations)
omniscient
academic vocabulary
sentence structure
theme
word choice
context
foreshadowing
point of view
author
counterargument
Formal English
Purpose
sentence variety
setting
bibliography
characterization
denotations (definitions)
main ideas
quotation marks
source
domain-specific
narrative
reasoning
speaker in text
citation
figurative language
narrator
sentence patterns
supporting details
claim
Tier 2 Vocab
concise
evaluate
paraphrase
reflect/reflection
summary
analyze
credibility
evidence
pertinent
relevant (pertinent)
argument
demonstrate
focused
plagiarism
research
support
survival
cause/effect
develop
formats
precise
salient
trace
clarify
digital media
interpret
presentation
selection
coherent
digital source
media
pronunciation
sound (sensible)
compare/contrast
components
distinguish
nuances
quantitatively
subjective
comprehension
diverse
objective
quote
sufficient
enunciate
orally
redundant
summarize
Trans-disciplinary Connections: This is where we can connect our literature selections to science, social studies, math and any subject matter. It is a good idea to familiarize
yourself with the concept units the other subjects are teaching so you can collaborate with your teammates and/or connect your lessons to that of which the students are
learning in their other classes.
7.H.1.1 Social Studies Construct charts, graphs, and historical narratives to explain particular events or issues over time. Create a timeline or other graph to track the events in a
story or novel.
Evidence of Learning (Formative Assessment):






Pre Assessment of unit standards
Journal Responses
Graphic Organizers
Use of text organization: Story Map, Author’s Key Ideas
Difficult Vocabulary: Concept and Semantic Maps
Connecting Prior Knowledge: K-W-L Charts, Respond and Write it Down and
Connections Charts
 Exit Slips (example: turning the objective into a question)
 Writing Samples (from rough draft to final writing)
 Written essays
 Rubrics
 Presentations
Unpacked Document
Summative Assessment:



Final responses to essential questions.
End of Course Assessments
State Mandated Assessments
http://ccss.tcoe.org/content/public/doc/tcoe_ela_Templates_07.pdf
Week
1-2
Focus
Pursuing the
Unknown
CCSS RL.7.4,
RL.7.5, W.7.10,
SL.7.1, SL.7.6,
L.7.1a, L.7.6
Learning Activities
 Select a poem such as “The Song of Wandering Aengus” (William Butler Yeats) (Exemplar text) Discuss how this is an example of characters
pursuing the unknown. Examine the figurative language for meaning and connotation. Have students write ideas down in journal or on an
online document. You will revisit this poem at the end of the unit to see if thoughts and ideas have changed. Discuss the genre of poetry and
how the structure contributes to its meaning. Have Introduce the focus of the unit. ( RL.7.4, RL.7.5, SL..7.1)
 Share one or more of the short, true survival stories listed in the suggested works. Discuss qualities that the people in the story used in order to
survive. Have students respond in writing. Share writing with the class and talk about word choice and eliminating wordiness. Practice with
other writing samples. Practice this skill in warm ups and exit tickets ( L.7.1a, W.7.10)
 Introduce novel(s) to class. (See Suggested Works.) You may decide to do one class novel or to do literature circles with 2 or more novels of
varying text complexities to needs of your students. The activities listed here will be for two novels: Hatchet and Call of the Wild but may be
adapted to other novels. More novel activities are available in the unit plans listed in the resources. You will not be able to devote each day to a
full study of the novels, so it is important to select novels that students can read independently with scaffolding.
 Novel activities: As students read their novel, they should take notes in a journal on how the characters are affected by their environment.
(Remember—characters that survive in the wild can be animals, too!) Be sure to note page numbers with relevant information that can cited
the text during class discussion. On-going journal ideas include: Which character are you studying? What is a typical day like for this character?
What challenges did this character face? How did this character overcome these challenges? How is setting important to the story? What
impact does it have on the characters? What important themes are developing in the novel? For the Call of the Wild: What is the "call of the
wild”? How does it affect (Buck’s) behavior throughout the novel? Take notes in your journal about the roles of John Thornton and Judge Miller.
Who, from the novel’s point of view, is the better master? For Hatchet: How is the hatchet used to help Brian survive new situations? Record
useful facts about surviving in dangerous situations found in the story. Notice the use of flashback in Hatchet and how the past comes into
Brian’s present through his daydreams, night dreams, and flashbacks. How does Gary Paulsen incorporate the past into the present? (RL.7.4,
W.7.10 )
 Begin continuing discussion and instruction on what Formal. Use students writing and other samples to demonstrate when it is important to
use Formal English and when it is desirable to use more informal language or dialect. (SL.7.6)
 Examine word choice and meaning as well as figurative language used in the novels. Discuss how foreshadowing and flashback is used to enrich
writing and further the plot. Have students write the definitions or give examples of foreshadowing and flashback as an exit ticket. (RL.7.4)
2-3
Discovering
facts behind
fiction (CCSS
RL.7.2, RL.7.3,
RI.7.5, RI.7.8,
W.7.1, W.7.4,
W.7.7, W.7.8,
SL.7.1, SL..7.4,
L.7.2a, L.7.4b,
L.7.4c )
This week we examine related informational texts.
 Read several accounts of real survival stories. (Online resources are listed below.) Contrast and compare the characters in the accounts.
Examine how the stories are organized. ( RI.7.5, SL.7.1 )
 Study survival guides such at the US Army Survival Guide. (Online version http://tinyurl.com/survivalguide4.) Have students select what they believe to
be the 5 most important skills to surviving in the wild. Support opinion with evidence from the text and examples from the novels when
possible. Introduce the term argument if needed. Write a brief argumentative essay on the skills. Discuss essay with classmates. Evaluate
reasoning. As a class, identify the 10 most important survival skills. (SL.7.1, W.7.1)
 Have students read online critiques of the novel they are reading. Examine the opinions in the critiques and evaluate whether the author
supported their opinions. Have students critique other works and support their opinions with facts from the text. Sample for Hatchet.
http://tinyurl.com/critiquesample ( W.7.1, W.7.4, W.7.7)
 Call of the Wild- Complete the lesson plan called http://tinyurl.com/naturefaker ( W.7.1, W.7.4, W.7.7)
 Hatchet Read chapters from Guts and discuss how Gary Paulsen’s life influenced his writing. (SL.7.1)
 Hatchet Using the website http://tinyurl.com/survivewithhatchet, have students evaluate Brian’s performance and explain their reasoning on a class
blog. (SL.7.1)
 Have students research a topic related to survival. It could be an author study, a skill related to survival, or reporting on a true survival story. (
W.7.8) OR
 After discussing the ethics of proper documentation of sources as a class, students write a research essay or other research project about on
one of the topics listed above. Establish a rubric to explain the expectations. Use Common Core Standards Appendix C as a reference on writing.
Have students edit writing for the grammar conventions studied so far this year. You may decide to have students use multimedia elements,
such as a digital slide presentation prior to presenting research to the class. This can continue through week 3, but should end before week 4.
(W.7.7, RI.7.5, RI.7.8, SL.7.4, L.7.2a,b)
 Examine published and student writing for comma errors especially in separating coordinating adjectives. (L7.2a)
 In reading, examine texts for Greek and Latin roots as clues for discovering meaning. Use a dictionary or other resources to determine precise
meanings of words.(L7.4b,c)
 At the end of the week, have students answer the essential question with support from the text: How do authors incorporate facts into
fictional accounts? (W7.9, W.710)
 Continue reading and discussing novels. Trace the development of the theme through the story. Discuss characterization in the stories. In
journals, continue noting how the setting is shaping the character and plot in the story. (RL. 7.3, RL.7.2)
3-4
Looking at
things
differently
(CCSS RL.7.2,
RL.7.6, RL.7.7,
W.7.10, SL.7.1,
SL.7.4, L.7.1c,
L.7.4a, L.7.6 )
 The works by Géricault and Homer are considered to be classic images of man’s survival at sea. Study the works separately, beginning with the
Géricault. Note the many ways in which the artist emphasized the high drama of the situation (e.g., the dramatic surf and sky, billowing sail,
imposing wave). Observe that half of the men are reaching toward a barely visible ship on the horizon, while the rest slip slowly into the surf.
Then turn to the Homer and identify similarities with the Géricault (e.g., the coming boat). Which work do you think documents a real event?
Listen to the story of the Medusa shipwreck. (Available on a podcast here: http://tinyurl.com/medusawreck . Story of Medusa at 22:45-27:54). Discuss
the survival skills the men on the boat used. Write journal or blog entries on whether this (cannibalism) was the right survival choice. Have
students create at least 10 possible “Tweets” from the passengers on the boat over the course of the voyage. (SL.7.2, SL.7.4, SL.7.5, W.7.3)
 Read “Seventy Six days lost at Sea” http://tinyurl.com/76days Discuss: What survival skills does Steven Callahan use to survive his days at sea? Watch
episode 36 of the television series “I Shouldn’t Be Alive” about Steven Callahan. Discuss how the versions of the stories are similar and
different. Use graphic organizers to track the discussion. (RL.7.2, RL.7.7)
 Compare the book The Call of the Wild or Hatchet (see below) to the film versions. Cite specific similarities and differences between the
versions in a journal or graphic organizer. Analyze the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus
and angles in a film). (RL.7.7)
 As a class, read the short story (or an excerpt) “To Build a Fire” by Jack London. http://www.jacklondons.net/buildafire.html .Identify the
points of view in the story. Contrast and compare the points of view on the situation they faced. Cite evidence from the story.
Present findings to the class. (Extension- compare this experience with the chapters 8 and 9 where Brian builds a fire in Hatchet.)(
RL.7.6, W.7.10, SL.7.1, SL.7.4)
 Examine student writing for phrases and clauses, recognizing and correcting misplaced and dangling modifiers. (L.7.1c)
As a class, continue adding to the Vocabulary Word Wall bulletin board where, throughout the year, you will add and sort words as you learn
them in each unit of study. (L.7.4, L.7.6)
5-6
7-8
Telling my own
story (CCSS
W.7.3, W.7.4,
W.7.5, W.7.10,
SL 7.1,SL.7.6,
L.7.1b, L.7.3,
L.7.5)
This week students will create a narrative writing piece. Class novel discussions, based on journal questions and previous assignments should continue.
 Evaluating the
 Complete reading the class novels. Discuss the questions assigned in journal writing. Trace the development of theme through the story.
Discuss how the setting influenced the development of characters and plot. Have students cite evidence from the story to support their
positions. (RL.7.1, RL. 7.2, RL.7.3, SL.7.1, SL.7.3, SL.7.4 )
 Compare and contrast characters from the various novels read. Generalize about the types of character qualities that enable a person (or
animal) to survive in the wild. After class discussion, create a two- or three-circle Venn diagram or summarize your thoughts in your journal or
on the classroom blog to see how similar and different your thoughts are from those of your classmates. (SL.7.1, RL.7.3)
 Based on the novels read and discussed in class, write an informative/explanatory essay in response to the essential question: What similarities
journey (CCSS
RL.7.1, W.7.9,
W.7.10, SL.7.1,
SL.7.3, SL.7.4,
SL.7.5, SL.7.6,
L7.1b, L.7.2 )
 Look carefully at the paintings by Church, Bierstadt, and Cole. Each of these artists came from a common school of art called the Hudson River
School. However, what differences can you see in their paintings? How did each artist choose to depict the wild? What aspects did each choose
to highlight, and what did they choose to forgo in their depictions? Generate ideas that could be used to create a survival in the wilderness
story. Like the artists, decide what aspects to highlight, and what to leave out. (SL.7.1, SL.7.3, SL.7.4)
 Continue discussion and instruction on the characteristics of Formal English. Use students writing and other samples to demonstrate Formal
English. Practice editing skills. (SL.7.6)
Write a survival-in-the-wilderness story, incorporating words, techniques, and styles from the novels read and discussed in class. Include at least
one example of foreshadowing or flashback in the story. Also, use the factual information from informational works studied. Work with peers to
strengthen writing in order to publish it either in print or on the class web page. Edit your writing for the grammar conventions studied so far this
year before uploading it as a blog, podcast, movie, or other multimedia format of choice. (W.7.3, W.7.4, W.7.5; L.7.1, L.7.2a,b, L.7.3a, L.7.5).
and differences exist among characters who survive in the wild? Cite at least three specific details from texts read. After your teacher reviews
your first draft, work with a partner to strengthen your writing and edit it for the grammar conventions studied so far this year before final
publication. Upload your essay to the classroom blog and consider posting your thoughts on a class wiki about survival in the wilderness.
(W.7.9a,b, RI.7.8, RL.7.1, L.7.1,L.7.2a,b)
 As a class, discuss whether reading survival stories and informational texts can help readers in other situations. Discussion points could include
the whether the strengths the characters developed in the stories could help in situations other than wilderness survival. (SL. 7.1, SL 7.3)
 Re-read the first poem read in this unit, "The Song of Wandering Aengus.” After this unit of study, describe how your understanding of this
poem has changed. What new insights have been gained? Add these to the original reflection of the poem. Memorize and/or recite the poem
aloud while emphasizing different words. Record them using a video camera in order to see and hear the different phrasing. How does
changing emphasis change the meaning of the sentences? Follow the performances with a class discussion about how this poem relates to the
theme of this unit (survival in the wild). (RL.7.5, SL.7.6)
Week 9
Cumulative
Assessment
and Corrective
Instruction
http://dps68ela.wikispaces.com/Corrective+Instruction+Resources
Standards-Based Resources: If you need additional learning experiences, these are some question stems and stand-alone strategies and resources that may help.
RL.7.6
Question Stems
RI.7.6
RI.7.8
W.7.8
Which words from the text show that it is written in____________________ person?
The selection is told from the point of view of_________________________________.
What perspective or point of view does each character have?
How/why does ________’s point of view differ from that of another character?
Which sentence from the text best shows that the narrator’s point of view is subjective/objective?
How does the author’s word choice help to develop the narrator’s or speaker’s point of view?
What is the author’s point or view or purpose?
How does the author’s word choice help develop the point of view/purpose?
How does the author distinguish their position from that of others?
What is the argument in the text?
Identify the claims used to support the argument.
Are these claims valid/invalid, and if so, why?
Is there sufficient evidence to support the claims?
Is the argument well developed and supported? Explain your answer.
How do you know that the source is credible?
How do you know that data is accurate?
What standard format did you use when citing sources for your bibliography?
How do you site a digital source?
How is a digital source cited differently than a printed source?
Summarize the information found in these data.
What can you conclude from the data?
W.7.9
SL.7.2
SL.7.4
SL.7.5
SL.7.6
L.7.3
L.7.5
How does the author portray the character? Give examples.
How does this portrayal compare to the historical accounts of the character?
What evidence do you have to support your answer?
How does the author alter the time and place of events to support his argument?
What evidence do you have to support the author’s argument/claim that___________________________?
Is there relevant and sufficient evidence to support the claim? If so, what?
What is the main idea of _________?
Did you evaluate how those ideas are presented in the different media? Is the message the same?
How does using visual media/formats help clarify the ideas within a topic of study?
Which format or media made the topic easier for you to understand?
What were some of the supporting details presented?
Why would presenting ideas and information in a quantitative format make it easier to understand?
Did you analyze the information presented for credibility?
How will you plan your presentation?
On what evidence will you base your argument?
Have you considered the counterarguments that might be made?
Is your argument presented logically with sufficient and pertinent details/facts/examples?
Was your conclusion strong? Is there something you can add to make it stronger?
Can the listener follow your argument? Is there cohesion from beginning to end?
Don’t forget the rules for a good presentation.
How does the use of ______ enhance your presentation? The message?
What digital media could you use to present your data clearly?
Do the components help clarify the presentation?
What is the message or information you want to convey to your audience?
How would including media help the presentation?
Does the media help underscore your important points?
How did you decide which images you would include?
Did you strategically place your media components and your visual displays to enhance understanding of your presentation topic?
What is the purpose of your speech and who is your intended audience?
Are you trying to persuade or convince your audience?
Will you need formal or informal English? Why?
Are you delivering a formal presentation? How will this affect your choice of words?
Are there places where you can substitute precise engaging language to keep the listeners interested?
How will your word choice impact your listeners?
How will you emphasize the important points?
What sentence patterns are present/absent in this piece (essay/presentation/passage)?
Does the piece address the needs/interests of the audience?
How can you more precisely express this idea?
Are any of the words or sentences used redundant? What words can be removed without affecting the message?
What is meant by the figurative expression________?
What type of figurative language is used?
L.7.6
Does the expression allude to or casually mention a character or incident in another literary text? What is the connection?
Although very similar in meaning, how do the words slightly differ in meaning?
What is the relationship between these words?
What is the explicit/direct meaning of the word?
Does the word hold a secondary meaning that differs from the dictionary definition? Is emotion associated with the meaning?
What is the meaning for the term __________?
How would you use the academic word________ in a sentence?
Can you give an example of how the word ________ is used in different subject areas?
The word _______ is specific to what subject/domain?
Why is it important to understand the meaning of the domain-specific word ________ when studying this subject?
What strategies do you use for identifying, understanding, and using high-utility academic words?
Supportive Unit Resources
Scaffolding Option 1:
Intervention
Instructional
Activities
Fire
Why is fire important to survival in the
wilderness? Discuss ways to make fire. Read the
poem “Flint” by Christina Rossi. (See below.)
Discuss how flint could be more valuable than
diamonds. Read or re-read the end of chapter 8
and chapter 9 in Hatchet. Have students gather
evidence from the story to show whether Brian
burning the $20 bill was the right choice in his
situation. Students write about how the incident
in the story is similar to the poem.
Scaffolding Option 2:
Maintenance
New Endings
What impact would a different ending have on a
selected survival novel? Rewrite the ending
making significant changes. Share the new ending
with at least 2 classmates. Ask them to write a
paragraph comparing how they felt after they
read the original book and how they read after
they read the new ending. (W.7.3, W.7.10)
Scaffolding Option 3:
Extension
To Condense or not to Condense
Is it important to read the original ("full”) version
of a novel? Read the graphic novel version of The
Call of the Wild by Jack London and then write a
convincing argument for reading the original
version, citing similarities and differences
between the versions read. You may talk through
your ideas with a partner prior to writing your first
draft.
MacGyver and Ingenuity
Place students in groups. Each group should
watch a different clip from the CBS TV show
McGuyver. Each group should summarize the
situation, the problem and the way McGuyver
solves the problem. Bring groups back together to
share what they found. In a class discussion,
analyze how McGuyver’s ingenuity comes into
play in different situations. How can this be
applied to surviving in the wild?
Have the kids McGuyver a situation, just like in
this episode of Mythbusters.
http://www.youtube.com/watch?v=Ym65fYMu5G
s
Technology Integration
Multimedia
Activities:
Lights, Action, Camera
Man Vs. Middle School
Ulysses
With a small group of students, write a
script based on a chapter or section
from your novel. Practice the script and
then digitally record your play. Load it
on a class website and share it with the
class.
View episodes of survival television
shows such as “Man vs. Wild” either in
class or at home. How is the man in the
story similar to or different from
characters studied in novels or
informational texts in this unit? How does
the format contribute to its meaning or
message? Write a script and create a
brief video about survival in the wilds of
middle school.
Read an online summary of The Odyssey.
http://www.pantheon.org/articles/o/odysseus.html
Take notes or make a spreadsheet about the different places that Odysseus
traveled during his 10 years in the wilderness. Next
go to http://www.mythweb.com/odyssey/book09s.html
Click on the “Short Version”. Read chapters 9-11 and compare add to your notes
from the first website.
Next, find a version of The Simpson episode 1314 “Tales from the Public” (Here
is one place to watch it online: http://www.wtso.net/movie/62The_Simpsons_1314_Tales_from_the_Public_.html Add to your notes.
Create a podcast describing how each version helped you understand the
Odyssey better.
For further insights, read the poem “Ulysses,” by Alfred, Lord Tennyson. (Ulysses
is the Roman name for Odysseus). When would this poem take place in
comparison to the other versions that you read. What insights does the poem
give you?
http://www.eecs.harvard.edu/~keith/poems/Ulysses.html
Suggested Works and Additional Resources
Poetry
“The Song of Wandering Aengus” (William
Butler Yeats) (Exemplar)
“Desert Places” by Robert Frost
“Flint” by Christina Rossi
Novels
Hatchet Lexile 1020 (Gary Paulsen)
Other Paulsen books such at Brian’s
Winter 1140 , Woodsong 1090L, Dogsong
930
The Call of the Wild 1120 L(Jack London)
The Call of the Wild (Puffin Graphics,
Jack London) (graphic novel)
Black Hearts in Battersea Lexile 900(Joan
Aiken)
Call it Courage Lexile 830(Armstrong
Sperry)
Far North Lexile 820 (Will Hobbs)
Hatchet Lexile 1020 (Gary Paulsen)
Other Paulsen books such at Brian’s
Winter 1140 , Woodsong 1090L, Dogsong
930
Incident at Hawk’s Hill Lexile 1200 (Allan
W. Eckert)
Other Will Hobbs survival tales, such as
Beardance 890L
The Higher Power of Lucky 1010L (Susan
Patron)
Touching Spirit Bear 670L(Ben Mikaelsen)
The Contest 670L (Korman, Gordon)
Night of the Howling Dog 530 L (Salisbury,
Graham)
My Side of the Mountain 810 (George,
Jean)
Short Stories
“To Build a Fire” Jack London (available
online)
“Three Skeleton Key” George G. Toudouze
Informational Texts
Biographies
Guts 1230L (Gary Paulsen)
Jack London: A Biography 1040L (Daniel
Dyer)
Will Hobbs (My Favorite Writer Series)
(Megan Lappi)
Internet resources:
Lesson plans:
Call of the Wild
http://tinyurl.com/naturefaker
http://tinyurl.com/callwildplans (includes downloadable print and audio
versions of the book)
http://tinyurl.com/callofthewildplans
http://www.jacklondons.net/buildafire.html
Nonfiction
Alive Piers Paul Read (1160 L- mature
themes)
Into the Ice: The Story of Arctic Exploration
(Lynn Curlee)
Into the Wild John Krakaure (1270 L)
Into Thin Air John Krakaure (1320 L)
SAS Survival Handbook, Revised Edition:
For Any Climate, in Any Situation (John
"Lofty" Wiseman)
Hatchet
http://tinyurl.com/hatchetplans
http://tinyurl.com/hatchetplans2
critique sample: http://tinyurl.com/critiquesample
Survival Stories:
http://wildernesssurvivalstories.com/
http://tinyurl.com/kidsworldstories
(paragraph long stories, written in middle school language—uses the word “pee”
in one story. These would be good for warm ups.)
http://tinyurl.com/moresurvivalstories very short survival stories, not a lot of
details, but factual
http://tinyurl.com/moresurvivalstories1 be sure to watch the video at the
end. Leads well into a discussion comparing characteristics of people who
survive in the wilderness
http://tinyurl.com/moresurvivalstories2 about a 16 year old boy
Art, Music and Media
Art
Albert Bierstadt, The Rocky Mountains,
Lander’s Peak (1864)
Frederic Edwin Church, The Heart of the
Andes (1859)
Théodore Géricault, The Raft of the
Medusa (1818-1819)
Thomas Cole, View from Mount Holyoke,
Northampton, Massachusetts, after a
Thunderstorm - The Oxbow (1836)
Winslow Homer, The Gulf Stream (1899)
Film
Mark Griffiths, dir., A Cry in the Wild
(based on Hatchet) (1990)
Peter Svatek, dir., The Call of the Wild: Dog
of the Yukon (1997)
Richard Gabai, dir., Call of the Wild (2009)
Online Survival Guides/ Resources
http://tinyurl.com/survivalguide4 US Army
http://tinyurl.com/survivewithhatchet Guideline about surviving in the
wilderness with just a hatchet. Discussion: How well did Brian do?
Online audio
http://www.neabigread.org/books/callofthewild/teachersguide02_schedule.php
http://us.penguingroup.com/static/pdf/teachersguides/callwild.pdf
Interview with Gary Paulsen
(Holt Textbook)
“The Last Dinosaur” Jim Murphy (Holt
Textbook)
Flint
~Christina Rossetti
An emerald is as green as grass,
A ruby red as blood;
A sapphire shines as blue as heaven;
A flint lies in the mud.
A diamond is a brilliant stone,
To catch the world's desire;
An opal holds a fiery spark;
But a flint holds fire.