Callofthe Wild1


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Callofthe Wild1

  1. 1. Functional Texts Informational Texts Survival The Call of the Wild by Jack London <ul><li>“ Expand your knowledge” map mileage key </li></ul><ul><li>Distance measurement – which way is north? </li></ul><ul><li>“ Legend” reading </li></ul><ul><li>Time order, timelines, chronological order </li></ul><ul><li>Of London’s life </li></ul><ul><li>Of historical events </li></ul><ul><li>List of survival items and skills </li></ul>Survivor TV show/NBC news clips of “survival stories” Short stories from literature book “ Von” P. 66-73 “ Battle by the Breadfruit Tree” P. 457-466 “ Survive the Savage Sea” P. 619-632 All informational narratives (nonfiction) Book: The Call of the Wild by Jack London (teaching aid book on The Call of the Wild) Film/movie “ The Call of the Wild ” – two versions Unit Title: Major Work: 1 Literary Texts
  2. 2. Survival skills, succeed – skills needed How to survive/adapt/adjust to live Alaska: geography, map reading, weather, history, climate Life during the Yukon Gold Rush Literature analysis What skills will you need to survive in life? How does the story tie into survival today? What traits are required for survival? What traits do you need to succeed in life? Life skills – that there are certain essential skills needed to survive in life. How to identify personal strength and weaknesses. Similarities/differences in behavior between animals and humans. Life during the Yukon Gold Rush and its significance (climate and history). How literature can entertain, yet teach a moral or principle. Identify and explain: Student’s personal weakness and strengths to survive? Jack London’s traits and view from book? What are the dominant and underlying themes in the book? Are there differences and or similarities between animals and human? (What makes each what they are – animal/human)? Behavior hierarchy (read page “Lead Dog”). Do animals plot to hurt each other like humans do? What would it take to survive now?What skills did the author give as survival skills? Identify Desired Results
  3. 3. Yukon Gold Rush Project – Booklet/pamphlet, or Web page, advertisement or newspaper, current event articles. Poster on geography, weather, history, biography, charts, graphs Read and identify parts of map, timeline Develop timeline for the plot of story Response journals (creative history journal) Plot Structure Essays – literal and interpretive Vocabulary quizzes/test Interpretive information Chapter comprehension quizzes/test Crossword puzzles/word search Essay question quizzes/test “Close” test Portfolio checks Personal presentation of Alaska and survival Drills/handouts Advertisement “Come to the Klondike” Notes and journal entries Parent aid/sign sheets (parent involvement sheets) Art/history search Take-home test and study questions (comprehension check) Six Trait Writing Response cards – reader response Other Evidence, e.g., Observations Work Samples, Dialogues Student Self-Assessment
  4. 4. How to identify, explain and understand map, locations, distance/legend reading. How to analyze literature. Identify, explain, examine and understand maps, locations, distance and legend reading. Understand and analyze literature. Short stories with similar themes Study maps History information/background/timelines Web sites and materials Biography – about author or other major character/person of time period Teacher-generated information and materials Use of graphic organizers and outlining Iditarod race - Web site Students will need to know: Students will be able to:
  5. 5. What are they learning in Geography/History? Maps, weather Time period/events Alaska Science Maps Alaska History time period/Yukon Gold Rush Environmental issues Weather Cross-Curricular Connections What are they learning in language arts?
  6. 6. Core Curriculum Personal experience with survival and Alaska Student projects Maps Pictures Literature – preview, view, review Movies/video Oral reading Presentations Notes/lectures Oral reading Discussions Presentation Questioning Text Maps Current events/newspaper Short stories Research Project Essay/questions Journal Notes Personal responses Worksheets Biography
  7. 7. Biography of Jack London Time line Outlining Information - deciding what is important Six Traits – Ideas and development Organization Sentence fluency Voice Voice Word choice Conventions An EXPOSITORY Writing Assignment With a Six Trait Component Prompt: Prewriting Activities Composing Activities Revision Activities
  8. 8. Presenting <ul><li>Discussion of presentation skills - model presenting with visual aids: </li></ul><ul><li>Eye contact </li></ul><ul><li>Clear speech </li></ul><ul><li>Volume </li></ul><ul><li>Consider audience when choosing vocabulary </li></ul><ul><li>Visuals, charts, pictures </li></ul><ul><li>Presentation of project: </li></ul><ul><li>Have students do a presentation about one aspect of the Iditarod or sled races </li></ul><ul><li>Grade students, give feedback, use student/peer feedback “Presentation Matrix” </li></ul>Strand:
  9. 9. <ul><li>Organization of project, paper, presentation, or essay </li></ul><ul><li>Inviting introduction </li></ul><ul><li>Logical sequencing </li></ul><ul><li>Thoughtful transitions </li></ul><ul><li>Pacing </li></ul><ul><li>Satisfying conclusion </li></ul><ul><li>Give a checklist/score sheet: </li></ul><ul><li>- Students in groups: trade papers and peer evaluate </li></ul><ul><li>- Read orally to hear problems </li></ul><ul><li>- Score using score sheet </li></ul>Detailed Revision of Activity Ideas, Organization, Voice, Word Choice, or Sentence Fluency (Choose One) Trait:
  10. 10. Text to movie – point by point in chronological order. Details in text that are not in video. Why change story in video/film? Paper – compare differences and similarities. (Chronology – short story to text). <ul><li>Discuss conventions of movies – visual and auditory aspects. </li></ul><ul><li>Music </li></ul><ul><li>Scenery </li></ul><ul><li>Sound </li></ul><ul><li>Color </li></ul><ul><li>(cut out parts of story to fit the format.) </li></ul>“ Arctic Wolves,” National Geographic - text to text Setup Contrast/compare to narrative/organizationally Conventions – important sentences, bold words, bullets, etc. Compare/Contrast =================================================================================== Reading Activity to Teach Text Structure Other Than Narrative Text Type: