Unit Plan: The Call of the Wild Year Theme What makes us human? Unit Question: What does it take to survive?
Learning Goals (CCSS standards) Key Ideas and Details: •
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. o Support ideas in class discussion AND in final project/character map
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RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text o Using survival as a main theme, students will compare with their lives
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RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). o Complete plot diagram for chapter
Craft and Structure: •
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. o Vocabulary activities
Integration of Knowledge and Ideas:
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RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium o Compare book with film adaptation of The Call of the Wild
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RL.7.9. 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. o Compare The Call of the Wild with the Klondike Gold Rush and discuss how historical background shaped the novel.
Range of Reading and Level of Text Complexity:
• RL.7.10. Read and comprehend literature, including stories, dramas, and poems with scaffolding as needed at the high end of the range. o Use novel, short story, poem, and film clips to teach theme of survival. Unit Assessment(s): S = Summative, F=Formative, I=Informal • F:Character map depiction Buck’s evolution throughout the novel with details from the text • I: Thought questions and notes in Reading Response Spirals that track participation throughout discussions • I: Exit cards describing their reaction to what they have read • F: Based on themes from the novel, peom, and articles, students will write a one-page narrative reflection about how they would survive in an unfamiliar situation. • S: Students will prepare a project analyzing one character from The Call of the Wild and present their work to the class. This project is one of their choosing from the following options: an interview, newspaper article, a letter, movie poster with rationale, mini-sequel, or visual model. Rationale: The Call of the Wild is a text worthy of study because of its literary and modern appeal. This story is one that matches the theme of survival directly, while also providing dynamic, relatable characters that learn to overcome challenges. As students work on their novel project, they will be able to explore the character development Buck and the other characters undergo, resulting in their successes at surviving the Yukon wilderness. With this final assessment, and many smaller assessments throughout the unit, students will build an expansive bank of knowledge regarding close reading of a text, character, plot, setting, and vocabulary, as well as crucial themes that directly apply to their lives. In studying this novel, they will be better equipped to handle the challenges of family, school, puberty, and their peers. Not only will this unit allow them to grow academically, it will aid them as they work to find their place in society.
DAILY PLAN Daily Objective and CCSS Day
Starter
Texts, Literacies, and Discourses
Agenda / Activities / Strategies
Daily Assessment / Framework
Home Work
Students will be able to… •
1
Use background information from the Klondike Gold Rush and time period of the late 1800s to better understand the context of TCotW
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2
Prepare to begin reading The Call of the Wild by making predictions in the story and exploring literary terms.
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3
Explore the theme of survival by making notes on the most valued character traits from the film The Call of the Wild
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4
Categorize the characters from TCotW in terms of survivor skills by continuing the movie.
8 minutes silent reading and Reading Response Strategies promt.
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The poem “Wandering Aeneas” by Yeats, Powerpoint on Gold Rush/dog sled teams
Copies of TCotW
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The film The Call of the Wild
The film The Call of the Wild
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Powerpoint on historical/cultural information about Gold Rush and life in the Yukon Begin KWL about unit Group think aloud about poem
Pair/share predictions based on novel cover and back. Use “Making Predictions Guide” Class discussion: anthropomorphism
Individual note taking/ graphic organizers used to organize thoughts and ideas from movie.
Continue notes from previous day If time permits, organize notes into character chart, beginning with characters displaying the strongest survival skills
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Annotated poem from each group Notes from powerpoint in class spirals
N/A
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“Making Predictions Guide”
Short free write about life as their favorite animal or pet
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Notes in spiral
N/A
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Notes in spiral
Finish organizing notes into character scale
Daily Objective and CCSS Day
Starter
Texts, Literacies, and Discourses
Agenda / Activities / Strategies
Daily Assessment / Framework
Home Work
Students will be able to…
5
Use their knowledge of the characters from TCotW to begin research in a multigenre project from the novel.
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6
Create reading fluency for the beginning of the novel by completing a group vocabulary project
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Begin exploring the theme of survival in the novel by mapping Buck’s geographical and emotional journey as he leaves his home in CA.
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Further their character study of Buck as they continue reading the novel together.
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The film, The Call of the Wild Final assessment handout sheets and rubric Copies of TCotW Vocabulary sheets for each group Overhead projections
Copies of TCotW Short discussion on Buck’s character at beginning of story Copies of TCotW Reading Response Spirals
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Finish movie Short discussion about highlights/themes from film Introduce character project, due in 3 weeks
Introduce vocabulary for first two chapters of novel Group vocabulary project Word wall Discussion on colloquial phrases and jargon used by London
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Teacher read aloud Ch 1. Begin class map from California to the Yukon
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Book on tape read aloud finish Ch.1 Thought questions in RSS about character development Begin character map of Buck
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Collect spirals with notes from powerpoint and movie
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Completed vocabulary sheets by each group Written statement of which project they have chosen for final assessment
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Exit card about favorite part from beginning of novel
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Work in spirals
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Select which project students would like to accomplish
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Work on novel project
Daily Objective and CCSS Day
Starter
Texts, Literacies, and Discourses
Agenda / Activities / Strategies
Daily Assessment / Framework
Students will be able to…
9
10
Use re-reading strategies to find textual evidence that support ideas. Approach second third of novel by developing fluency in language through vocabulary study
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11
Complete tableaux scenes from the novel using details from the text.
Copies of TCotW
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Silent read Ch. 2, re-read as necessary Complete a venn diagram contrasting the film with the book using direct quotes from the novel. At least 4 differences
Copies of TCotW Second vocabulary activity
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Vocabulary activity Continue word wall
Copies of TCotW
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Read aloud for 15 minutes together Ch. 3 4 groups per class, given scenes from the last chapter they have read Groups must perform still tableaus for the class
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12
Complete a plot diagram based on details from chapter 5 of the novel.
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Make predictions of how the novel will end and showcase their ideas in a reader’s theatre experience.
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Complete a final vocabulary activity as they prepare to conclude the novel.
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Individual venn diagrams
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Vocabulary project due
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Exit card describing where students are on their final assessment and questions they have so far
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Rough draft on final project
Copies of TCotW Overhead of plot diagram
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Book on tape read aloud Ch.4 Group discussion on plot structure Class will complete plot diagram on board using details from the chapter
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Copies of TCotW
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Teacher read aloud Ch.5 In groups of 4, students will discuss their predictions on how the novel will end, and will act out short scenes for the class
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Notes in spiral describing one detail from each group scene.
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Copies of TCotW Vocabulary sheets for groups
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Continue word wall Group vocab work Class discussion
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Completed vocabulary sheets
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Home Work
Daily Objective and CCSS Day
Starter
Texts, Literacies, and Discourses
Agenda / Activities / Strategies
Daily Assessment / Framework
Students will be able to… •
14
Participate in a class discussion about morality and survival as they near the end of the novel.
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15
Complete their character map of Buck as they finish the novel in a read-a-thon setting.
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16
Explore the major themes and ideas of TCotW in a 4 corners class discussion.
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View how different texts approach the theme of survival by exploring this theme in other texts.
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18
Debate real life examples of survival situations by viewing online articles.
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Copies of TCotW
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Teacher read aloud Ch. 6 Silent discussion on board Topics of morality as a luxury, what would you sacrifice to live?
Copies of TCotW
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Silent read-a-thon Ch.7 Individual work on character sheet for Buck Thought questions in RSS
Copies of TCotW
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Trailer for The Hunger Games Short story, “The Most Dangerous Game”
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“How to Survive Almost Anything” article Aaron Ralston article
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Must contribute 3 ideas to board
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Character map and RSS spirals
4 corners activity Class discussion
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Notes from discussion
Watch HG trailer and discuss what Katniss and Peeta do to survive. Do they choose the same things as Buck? Read “The Most Dangerous Game” silently and complete thought questions in RSS
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Notes in spirals
Read articles as a class Jigsaw discussion on how real life examples mirror those found in text
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Notes from day
Home Work
Daily Objective and CCSS Day
Starter
Texts, Literacies, and Discourses
Agenda / Activities / Strategies
Daily Assessment / Framework
Home Work
Students will be able to… •
19
Make personal connections about survival by creating a narrative one-page reflection about what they would do to survive an unfamiliar situation.
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20
Showcase what they have learned about how characters from TCotW survived (or not!) by presenting their project to the class.
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21
Complete their KWL chart by working together in pairs, then groups
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Copies of TCotW Copies of “Wandering Aeneas”
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Final thoughts class discussion Re-read “Wandering Aeneas” together to see how unit has changed their interpretation of the poem. Using the poem, articles, and novel from this unit, students will work individually on an in-class response about what they personally would do to survive.
Projects from each student
Projects from each student
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Individual student presentations
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Finish presentations In remaining time, complete KWL charts as a group, including as many details as possible
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In-class response
Novel projects due tomorrow
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In spirals, at least 5 notes of interesting things learned from presentations
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Turn in KWLs.
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