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Hannah Ward Where the Red Fern Grows Chapters 1-7 Unit Plan

December 13, 2011 Reading/Writing, Dr. Leader-Janssen

Students and Setting for Unit:

This unit has been designed for two students in the Resource English class at City High School. The students are Blake and Sara. This unit will take place during their English class. Both Sara and Blake are doing well in the resource English class and need some extra preparation for their standardized tests and other exams. This unit has been designed to challenge them by giving each of them opportunities to work more independently on reading and homework. Both the students were in a resource English class but have been placed back into the general education classroom for English. This unit will hopefully help them transition into their new class and the instructional format in the classroom. The instruction will take place during their class time separate from the other students. This provides the independence they need but still gives them the support from teachers and paraprofessionals.

Sara is a 14 year old 9th grader with a specific learning disability in reading. She currently reads at a 7th grade level. She has no behavior problems and socializes well with her classmates. She performs very well in math and science but is challenged by the reading materials in social studies and her English classes. Her main challenge is in comprehension. She receives a resource study hall for one period a day and is in the freshman-level resource English class. Her social studies/history class is co-taught by a general education teacher and a special education teacher.

Blake is a 15 year old 10th grader with ADHD. He has had a few behavior problems in the past year but gets along with most of his peers and teachers. He reads at a 5th grade level and has difficulties with decoding, syntax and word retrieval. Blake is very vocal and can explain things or work through almost any problem if he is given a chance to talk himself through it or discuss it with another person. Most of his literacy instruction incorporates these skills, which is something his new English teacher is hoping to practice with him during the unit. He receives a resource study hall once a day.

This unit is part of a larger unit encompassing the whole novel. The first 7 chapters will be taught by Blake and Sara’s resource English teacher, the second section (chpts 8-15) will be designed and taught by both the general ed teacher and resource teacher, and the third section (chpts 16-20) will be designed and taught solely by the general ed teacher. This set up should help not only transition the students but their new teacher as well. It will give her some insight into the learning styles and needs while still receiving assistance from the student’s special educator. After the students have completed the unit they will continue to receive special education services in English as needed-either during study hall or in class when possible.

Day 1: Pre-Reading Activities for Where the Red Fern Grows

Objectives: Students will explore background knowledge necessary for insightful and thorough reading of the novel Where the Red Fern Grows by Wilson Rawls. They will complete a background worksheet with 90% accuracy to show this knowledge.

Standards:

• Multiple Literacies: Students will research, synthesize, and communicate information in a variety of media and formats (textual, visual, and digital).

• Reading: Students will build literary, general academic, and content specific grade level vocabulary. Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression.

Instruction: Guided Practice:

• Have students read a short summary about the author, Wilson Rawls (see handout). Instructor will lead a discussion of what they think the story might be about. Have students look at the cover, and think about new info about the author. How might his life experiences show up in the story? Introduce the hunting theme. Ask students if they hunt or what their opinion is on hunting-is hunting justified?

Independent Practice:

• Have students do some internet research on the area the story takes place. Google Ozarks, western Arkansas, etc.

o Suggest they look at maps, pictures of towns or locations. Where are the Ozarks compared to your town or state?

• Give each student a sheet with statistics to look for, such as landforms, rivers, cities or famous places, population, jobs/employment etc. (see handout)

• Both students collaborate to complete Venn Diagram comparing the area in the novel to their own childhood’s.

o Offer suggestions such as thinking of their parent’s or family’s jobs, the type of land they live on or the towns they live in, etc.

Individualized Instruction:

Since Blake is challenged by decoding, I would review the vocabulary words that will be covered in class tomorrow with him individually and provide the list so he could review them. Sara could continue work on the venn diagram and worksheet.

Materials: computer/internet access, handout (next page), student copies of the novel.

About the Author: Woodrow Wilson Rawls, author of: Where the Red Fern Grows

• Born: 1913, Died: 1984

• Lived: on small farms in Scraper and Tahlequah, Oklahoma, other places in the US and North

America.

• The author read this book: The Call of the Wild, by Jack London. He read this out loud to his dog.

At age 10, Rawls decided to write his own boy and his dog story, but didn’t have paper

orpencils, so he planned his ideas in the dirt roads around his out by writing with sticks. He

would describe the sounds of the birds and animals he heard and the places he explored.

During the Great Depression in the 1930’s Rawls worked in Mexico, South America and

on five of the major dam projects in the United States. He also worked in Alaska, at shipyards

on the west coast and in lumberyards in British Columbia, Canada.

He did not think his writings were worth reading and eventually destroyed everything he

had written. Rawls later rewrote one manuscript as Where the Red Fern Grows, which was

published in 1961. His second book, Summer of the Monkeys, was published in 1976.

Do Some Investigating: What is the setting of the story like? Do a Google search of the

Ozarks, western Arkansas and Eastern Oklahoma. Show me what you find out:

What is the land like? (rivers, mountains, plains, crops grown):

Cities or other important places:

Population:

What do people do (jobs, activities, culture)?

Day 2: Vocabulary and Beginning Reading

Objectives: Students will complete the vocabulary handout with 100% accuracy

Students will begin reading the first section of the book in class. Active participation and reading is necessary for comprehension- Correct responses to group discussion questions will be monitored.

Standards:



• Students will write for a variety of purposes and audiences in multiple genres.

Instruction:

• Guided Practice: Introduce vocabulary words, explain their relevance to the story and provide meaning and explanations. Model using the word in sentence. (see worksheet)

• Students should practice using the words in a sentence. o Model the first word: “The teacher began to allot the homework once she knew where

the students were in the story.” Have Sara and Blake take turns saying and using the words in sentences.

• Hand out guided reading questions, read each one together and answer any questions students have. The guided reading worksheet will be used for all of chapters 1-7.

• Begin novel. Students could follow along while you read, take turns reading etc. Whatever feels best for each of the students.

o Provide opportunities to review and ask questions, prompt them to fill out guided reading worksheet and give time to fill in the answers.

• Each time a vocabulary word is encountered in the text, instruct the students to point it out and then discuss what it means and how it is used in the sentence. If needed, they could write the sentence or page number on their vocabulary worksheet for later review.

• Students finish reading through the end of Chapter 2 on their own if not finished in class.

Individualized instruction:

Students will complete the answers to the guided reading questions on their own as they encounter the different elements in the story. Sara could be guided through questions by reviewing each one and explaining what she should think of while answering while Blake reviews the vocabulary independently. Each student will have targeted homework to answer based on their needs. Sara will receive comprehension questions based on the chapters in the book, while Blake will be instructed in subject/verb agreement and pronouns. Both of these assignments targets their specific needs.

Vocabulary: Please write your own meaning of the word, and give an example or synonym to remind you of the word’s meaning.

Allot v. to parcel out

------------------------------------------------------------------------------------------------------------------------------------------ Cur n. an inferior or undesirable dog; mongrel Fester v. to cause increasing poisoning or irritation Grit n. unconquerable spirit Mull v. to think over at length Muster v. to assemble; to gather Wily adj. full of cunning

Guided Reading questions, Ch. 1-7 of Where the Red Fern Grows (For Blake)

Personal Response 1. Were you surprised that Billy put so much time and energy into saving money for the

two dogs? Why or why not?

Analyzing Literature, Recall and Interpret

2. Why couldn’t Billy have a dog?

3. Why do Grandpa and Billy keep the secret of the dogs from Billy’s father? What does this say about them?

4. Why, in Billy’s opinion, do the names carved in the tree seem perfect for his pups?

5. How do the curiosity and stubbornness typical of raccoons enable Billy to trap one?

Evaluate and Connect 6. Why is Grandpa so surprised when Billy brings in his fifty dollars?

7. Once Billy catches the raccoon to be used for training, his father wants him to be sure that all the nails are pulled from the other traps and that he catches raccoons only with his dogs. Why is Mr. Colman concerned? Do you agree or disagree with what he is trying to teach Billy? Explain.

Literature and Writing 8. Writing a Letter. Suppose that you have just witnessed Billy Colman coming to town to pick up

his dogs. Write to a friend in a nearby town and describe what you saw. Begin with a sentence that summarizes the impression you want to give your friend about this stranger. Then, include a physical description of Billy as well as an explanation of how he was treated by the townspeople. In your letter show how he is different from the other children in town.

Dear _____________________, From your friend, ___________________________________

Guided Reading Questions for Sara Chapters 1&2 Questions 1. How did the man break up the dog fight? a) He yelled and scolded the dogs. b) He started swinging his coat. c) He threw rocks into the middle of the fight. 2. Why did the man feel the need to take care of the hurt dog? a) Seeing the dog brought back memories of a dog the man had as a young boy. b) The man worked for the city, and it was his duty to care for the dog. c) The man had a kind heart and hated to see any animal bested by others. 3. What is the setting of this book? a) The story takes place in the Catskills on the Delaware River in New York. b) The story takes place in the Blue Ridge Mountains in western North Carolina. c) The story takes place in the Ozark Mountains on the Illinois River in northeastern Okalahoma. 4. Billy’s family could not afford the type of dog Billy wants, True or False? a) True b) False 5. “Although the hound had no way of knowing it, he had stirred memories, and what priceless treasures they were. Memories of my boyhood days, an old K. C. Baking Powder can, and two little red hounds.”

This passage implies ____________. a) Billy will save enough money to buy the coon hounds he longs to own. b) The man Billy will keep the hound he rescues from the dog fight. c) Billy finds treasures that makes him rich enough to buy some coon dogs. d) Billy will help his mother bake biscuits with some baking powder.

6. Billy could not catch a/an _________________ in the traps Papa got for him. a) raccoon b) rabbit c) opossum 7. What is the main conflict in Chapter 2? a) Billy is always catching the cat in his trap. b) Billy wants coon dogs, but his family is too poor to buy them for him.

8. Were you surprised that Billy put so much time and energy into saving money for the two dogs? Why or why not?

Chapter 3 Questions for Sara 1. Which event changed Billy's life? a) finding a knife stuck in the bark of a sycamore tree b) going camping with his grandpa c) finding a sportsman's magazine 2. How much would the 2 dogs cost together? 3. Grandpa was ________________ when Billy showed him all the money he had saved. a) amazed and teary eyed b) angry, and said it was a foolish c) sad because he knew the dogs would cost more after two years 4. A good title for Chapter 3 would be: a) The Candy b) A Trip to Grandpa's Store c) Time to Buy the Pups 5. Which statement from Chapter 3 is an opinion? a) Grandpa stared at me over his glasses, and then back at the money. b) Taking his eyes from me, he glanced back at the money. c) It was too much for my grandfather. d) He turned and walked away. 6. Write 2 descriptive sentences showing what Billy might have felt or thought when he knew he would get his dogs. Include at least 2 adjectives and 1 verb in each sentence.

Chapter 4&5 Questions for Sara 1. How far did Billy have to walk to reach Tahlequah? a) 20 miles b) 32 miles c) 15 miles 2. _____________ guided Billy to the town of Tahlequah. a) The Frisco Railroad and the Illinois River b) The Dripping Springs Road c) The old buffalo trail 3. Billy bought a pair of overalls for Papa, cloth for Mama, and _____________ for his sisters. a) hair ribbons b) a rag doll c) a sack of candy 4. How did Billy get the pups home? 5. How did the townspeople treat Billy? a) They laughed at him. b) They were amazed by him owning such fine hound dogs. c) They were frightened of him because of his dirty appearance. 6. Billy spent the night _____________. a) on the sandy banks of the river b) under a large oak tree c) in a cave 7. The main idea of this reading selection is: a) Billy's scary night in the woods between his house and Tahlequah b) Billy's confrontation with the gang of bullies in Tahlequah c) Billy's trip to Tahlequah to get his pups 8. Based on the story, it is likely that in the future ________________. a) Billy's pa will buy a mule b) Billy will return to Tahlequah each year to visit the marshal c) Billy will save all the candy for himself d) Billy will train his two coon hounds to hunt

Chapter 6 Questions for Sara

1. Why, in Billy’s opinion, do the names carved in the tree seem perfect for his pups?

2. True or False: Billy made dog collars for his pups. True False 3. A good title for Chapter 6 could be _________________ . a) Gifts b) Wise Pups c) The Homecoming d) A Surprise for Grandpa 4. Which statement about Chapter 6 contains a cause-effect relationship? a) Billy named his two hounds Little Ann and Old Dan. b) Because Billy bought material, Mama will make new dresses. c) Billy told his family about his trip to town. d) Mama and Papa hoped to move to town one day. 5. Once Billy catches the raccoon to be used for training, his father wants him to be sure that all the nails are pulled from the other traps and that he catches raccoons only with his dogs. Why is Mr. Colman concerned? Do you agree or disagree with what he is trying to teach Billy? Explain.

6. How do the curiosity and stubbornness typical of raccoons enable Billy to trap one?

Literature and Writing Writing a Letter. Suppose that you have just witnessed Billy Colman coming to town to pick up

his dogs. Write to a friend in a nearby town and describe what you saw. Begin with a sentence that summarizes the impression you want to give your friend about this stranger. Then, include a physical description of Billy as well as an explanation of how he was treated by the townspeople. In your letter show how he is different from the other children in town. Dear _____________________, From your friend, ___________________________________

Mini Subject-Verb Agreement and Pronoun Lesson for Blake.

The purpose of this lesson is to teach Blake the rules for subjects and verbs working together in a sentence. Subjects and verbs must agree. A verb that ends in a single -s, -es, or -ies is used with a singular noun or with the pronoun subject - he, she, or it. This will increase Blake’s understanding of the rules of syntax and grammar to use in his writing.

NOTE: Here are the rules for writing singular verbs.

• Add s for most verbs. • An es is added to verbs that end with ss, ch, sh, x, or z so that they can be used with singular

nouns or with the pronouns he, she or it. Examples: guess » guesses crunch » crunches brush » brushes

• When a verb ends with a consonant and y, the y is changed to i and es is added so that the verb can be used with a singular noun or with the pronouns he, she or it. Examples: fly » flies cry » cries study » studies

Do not change the –y when the base form ends in a vowel +y. Add –s play » plays enjoy » enjoys

Examples:

raccoon jumps The raccoon jumps into the sycamore tree.

hound searches The hound in the middle of the pack searches for the mountain lion.

river winds The peaceful river winds through the valley.

trail twists The rough trail over the mountain twists all the way to Tahlequah.

Mama fixes Mama fixes breakfast each morning.

Blake will write each of these sentences and underline the subject and circle the verb. This will be turned in for review.

Day 3, Continue Reading. Standards:



Instruction:

• Guided Instruction: Review vocabulary words. Have students volunteer their sentences written yesterday and analyze meaning and use in the book.

o How did the author use this word? Reread sentences from text. Create new sentences to practice using each of the words.

• Review reading from yesterday. Ask students what Billy Coleman spent two years saving for, and if there is anything they’ve worked on for two years.

o What other things might they consider working two full years to achieve or acquire? o What was one animal, plant or something else from nature they remember vividly?

• Continue reading. If students mainly listened to instructor read the day before, ask if they would like to try reading aloud. Again, provide help and review sections of the book as they read.

o Connect to earlier passages or questions they had. • Have students continue to fill out answers to questions independently as they read. Provide

opportunities to fill in answers and answer student questions o Review any answered together at the end of the period.

• After reading, have students fill out the character analysis sheet about Billy Coleman, which they will turn in to be graded. Hand this back out the next class so they can continue to add to it.


Work one on one with Sara to go over comprehension questions answered yesterday. Work through each one that correlates with today’s reading. Discuss strategies to increase comprehension and understanding. Can she read through the questions prior to reading the material, or go in sections to find the answers? What words in a question show us what we should look for in an answer? (Where=a location, Who=look for a person, What=an object etc.)

Give Blake a copy of Sara’s comprehension questions to study for quiz, finish the subject-verb agreement lesson if needed.

Materials: Character Analysis sheet, comprehension and guided reading questions, notebook paper.

Character Analysis

REVIEW QUESTIONS FOR QUIZ & COMPREHENSION ASSESSMENT Chapters 1&2 Questions 1. How did the man break up the dog fight? a) He yelled and scolded the dogs. b) He started swinging his coat. c) He threw rocks into the middle of the fight. d) He shook a stick at the dogs. 2. Why did the man feel the need to take care of the hurt dog? a) Seeing the dog brought back memories of a dog the man had as a young boy. b) The man worked for the city, and it was his duty to care for the dog. c) The man had a kind heart and hated to see any animal bested by others. 3. What is the setting of this book? a) The story takes place in the Rocky Mountains of Colorado. b) The story takes place in the Catskills on the Delaware River in New York. c) The story takes place in the Blue Ridge Mountains in western North Carolina. d) The story takes place in the Ozark Mountains on the Illinois River in northeastern Okalahoma. 4. Billy’s family could not afford the type of dog Billy wants, True or False? a) True b) False 5. “Although the hound had no way of knowing it, he had stirred memories, and what priceless treasures they were. Memories of my boyhood days, an old K. C. Baking Powder can, and two little red hounds.” This passage implies ____________. a) Billy will save enough money to buy the coon hounds he longs to own. b) The man Billy will keep the hound he rescues from the dog fight. c) Billy finds treasures that makes him rich enough to buy some coon dogs. d) Billy will help his mother bake biscuits with some baking powder. 6. Billy could not catch a/an _________________ in the traps Papa got for him. a) raccoon b) rabbit c) opossum d) skunk 7. What is the main conflict in Chapter 2? a) Billy has to work too hard on the farm to have time to do the things he wants to do. b) Billy is having trouble catching the rats in the barn. c) Billy is always catching the cat in his trap. d) Billy wants coon dogs, but his family is too poor to buy them for him.

Chapter 3 Questions 1. Which event changed Billy's life? a) finding a knife stuck in the bark of a sycamore tree b) going camping with his grandpa c) finding a sportsman's magazine d) going fishing at Shannon Ford 3. The two dogs would cost _____________ . a) $100.00 b) $25.00 c) $50.00 d) $75.00 5. Grandpa was ________________ when Billy showed him all the money he had saved. a) amazed and teary eyed b) angry, and said it was a fool thing to do c) sad because he knew the dogs would cost more after two years 9. A good title for Chapter 3 would be: a) The Candy b) A Trip to Grandpa's Store c) Time to Buy the Pups d) Grandpa's Unusual Day 11. Which statement from Chapter 3 is an opinion? a) Grandpa stared at me over his glasses, and then back at the money. b) Taking his eyes from me, he glanced back at the money. c) It was too much for my grandfather. d) He turned and walked away.

Chapter 4&5 Questions 3. How far did Billy have to walk to reach Tahlequah? a) 20 miles b) 32 miles c) 15 miles d) 7 miles 4. _____________ guided Billy to the town of Tahlequah. a) The Frisco Railroad and the Illinois River b) The Dripping Springs Road c) The old buffalo trail d) The hiking trail through the national forest 5. Billy bought a pair of overalls for Papa, cloth for Mama, and _____________ for his sisters. a) a small gold bell b) hair ribbons c) a rag doll d) a sack of candy 7. How did Billy get the pups home? a) He carried them in the shipping crate. b) He carried them in the gunny sack. c) The pups followed Billy. 8. How did the townspeople treat Billy? a) They laughed at him. b) They were amazed by him owning such fine hound dogs. c) They were frightened of him because of his dirty appearance. d) They thought he would hurt them. 12. Billy spent the night _____________. a) on the sandy banks of the river b) under a large oak tree c) in a cave d) at home 15. The main idea of this reading selection is: a) Billy's scary night in the woods between his house and Tahlequah b) Billy's confrontation with the gang of bullies in Tahlequah c) Billy's trip to Tahlequah to get his pups d) Billy saves his money to buy two coon hounds

16. Based on the story, it is likely that in the future ________________. a) Billy's pa will buy a mule b) Billy will return to Tahlequah each year to visit the marshal c) Billy will save all the candy for himself d) Billy will train his two coon hounds to hunt Chapter 6 Questions 1. How did Billy decide on names for the two pups? a) He saw the names carved on the sycamore tree. b) He saw the names in a sportsman's magazine. c) He remembered the names from a song he learned. d) His grandpa suggested the names. 6. Billy made ___________ for his pups. a) booties b) sleeping mats c) feeding bowls d) dog collars 8. A good title for Chapter 6 could be _________________ . a) Gifts b) Wise Pups c) The Homecoming d) A Surprise for Grandpa 11. Which statement about Chapter 6 contains a cause-effect relationship? a) Billy named his two hounds Little Ann and Old Dan. b) Because Billy bought material, Mama will make new dresses. c) Billy told his family about his trip to town. d) Mama and Papa hoped to move to town one day.

Day 4: Finish Reading through chapter 7 Objectives: In this class period students will complete their assigned reading and demonstrate their comprehension of the material in a short review session to prepare them for tomorrow’s quiz. Standards:



Instruction:

• Review the previous readings. Include important plot points, people and places. Ask students to summarize what they’ve read so far. Ask questions regarding information not covered in discussion, review other material as needed.

• Continue Reading through the end of chapter 7 of the book. Provide review and questioning, prompt guided reading responses and give suggestions to answers.

• Review for quiz over chapters 1-7. o Use comprehension questions such as the ones on Sara’s worksheet to review


Review similies with Blake while Sara can finish her comprehension questions up through chapter 7.

Writers often use similes to describe things in new ways. In a simile, two unlike things are compared using the words like or as. Similes aren’t meant to be taken literally. They are a kind of figurative language, used for imaginative, descriptive effect. This could help Blake as he decodes words and puts sentences together. Give several examples, and point out the use of this in the text.

Billy walked like a determined soldier on the way to get his dogs. Grandpa thought Billy had as much grit as John Wayne.

Materials: Comprehension and guided reading questions and key for review.

Day 5-Quiz and Activity

Standards:



• Students will write for a variety of purposes and audiences in multiple genres.

Objectives:

Students will demonstrate their knowledge of the novel through chapters 1-7 for assessment and instructional information for the teacher.

Instruction:

• Review any questions students have before beginning quiz. • Administer quiz (see attached page). • After quiz, conduct a short and fun wrap up activity for this portion of the unit:

Dog Training activity:

• Ask the students if they have a dog or dogs and if they are trained. What kind of things do you know dogs do when trained? Give examples such as: Sit, Stay, walking on a leash.

• Watch video: http://www.youtube.com/watch?v=DaG-y2tFBFE&feature=related o What expectations for change can an owner have? What can she or he expect to

happen? o What preparations should the owner make? What props or aids will he or she need? o What steps should be taken? In what order? o What tips can you offer about communicating with a dog during training? o What important warnings and reminders will help both the animal and owner?

• Have students fill out questions collaboratively, and turn in worksheet for review. Discuss their

answers and prompt them to explain any new insights or connections they have to the book.

Materials: Quizzes to handout, internet/youtube.com access, dog training activity

http://www.youtube.com/watch?v=DaG-y2tFBFE&feature=related�

NAME:

Put yourself in Billy’s shoes. Design a practical and realistic approach to training a dog commands like sit, stay or being able to walk on a leash. Consider these questions:

• What can an owner expect to happen during training?

• What preparations or things should the owner make?

• What steps should be taken? In what order?

• What tips can you offer about communicating with a dog during training?

• What important warnings and reminders will help both the animal and owner?

NAME: Quiz-Where the Red Fern Grows C. 1-7

1. Why could Billy NOT have a dog? (1pt) a) The type of dog Billy wanted costs a lot of money. b) Billy's parents did not want a dog. c) Billy's sister had an allergy to dogs. d) Billy's family could not afford to feed a dog.

2. What animal could Billy NOT catch in his traps? (1pt) a) Raccoon b) Skunk

3. Match the vocabulary words with their correct meaning: (3 pts)

a. Muster Full of Cunning b. Fester To cause increased poisioning or irritation c. Wily To assemble; to gather

4. True or False? Billy spent the night under a large tree. (1pt)

True False 5. Match the vocabulary words with their correct meaning: (4 pts)

a. Mull Unconquerable spirit b. Cur To think over at length c. Allot Inferior or undesirable dog; mongrel d. Grit To parcel out

6. Thinking of your character analysis sheet you completed about Billy

Coleman. Based on your responses, how are you alike? How are you different? (5pts)

students and setting for unit - wikispaces · hannah ward where the red fern grows chapters 1 -7...

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