UP 1301.002 SurvivalUnit

7/29/2019 UP 1301.002 SurvivalUnit

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UNIT PLAN

Title: Worst-Case Scenario Survival Unit Plan Document Number:UP-8000.001

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Class Description: 10th Grade English Teacher:LaBuda

Duration:4.5 Weeks

1.0 UNIT LEARNING TARGETS AND OBJECTIVES

Students will:

A. Write a cumulative research project that cites strong and through textual evidence to

support claims, is organized clearly and accurately, and uses a formal and academic

tone that is both informative and engaging.

B. Be able to research topics to answer questions; also, they will be able to use

research in writing both nonfiction and fiction effectively.

2.0 STANDARDS

Students will:

A. (RL.10.1) Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text.

B. (RL.10.2) Determine a theme or central idea of a text and analyze in detail its

development over the course of the text, including how it emerges and is shaped and

refined by specific details; provide an objective summary of the text.

C. (RL.10.5) Analyze how an authors choices concerning how to structure a text, orderevents within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)

create such effects as mystery, tension, or surprise.

D. (RL.10.6) Analyze a particular point of view or cultural experience reflected in a work

of literature from outside the United States, drawing on a wide reading of world

literature.

E. (RI.10.1) Cite strong and thorough textual evidence to support analysis of what the


F. (RI.10.2) Determine a theme or central idea of a text and analyze in detail its

development over the course of the text, including how it emerges and is shaped andrefined by specific details; provide an objective summary of the text.

G. (RI.10.4) Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings; analyze the cumulative

impact of specific word choices on meaning and tone.


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UNIT PLAN

Title: Worst-Case Scenario Unit Plan Document Number: UP-8000.001

Class: 10th Grade English Page2of42

H. (W.10.2) Write informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection,

organization, and analysis of content. (Includes subsections af.)

I. (W.10.1) Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.

(Includes subsections ae.)

J. (W.10.7) Conduct short as well as more sustained research projects to answer a

question (including a self-generated question) or solve a problem; narrow or broaden

the inquiry when appropriate; synthesize multiple sources on the subject,

demonstrating understanding of the subject under investigation.

K. (W.10.8) Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the usefulness of each sourcein answering the research question; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism, and following a standard format for

citation.

L. (SL.10.1) Initiate and participate effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grade 910 topics,

texts, and issues, building on others ideas and expressing their own clearly and

persuasively. (Includes subsections ad.)

M. (SL.10.4) Present information, findings, and supporting evidence clearly, concisely,

and logically such that listeners can follow the line of reasoning and the organization,

development, substance, and style are appropriate to purpose, audience, and task.

N. (SL.10.2) Integrate multiple sources of information presented in diverse media or

formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of

each source.

O. (L.10.3.a) Write and edit work so that it conforms to the guidelines in a style manual

(e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the discipline

and writing type.

3.0 LITERATURE

Students will read the following literature:

A. The Worst-Case Scenario Survival Guide: Travel Edition by Joshua Piven and David

Borgeniecht

B. Arroyo: Flash Flood by John Unterecker

C. To Build a Fire by Jack London


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D. One of five novels about survival

A. The Man Eaters of Tsavo by Colonel Henry PattersonB. Into Thin Air: A Personal Account of the Mt. Everest Disaster by Jon Krakaur

C. Jungle: A Harrowing True Story of Survival by Yossi Ghinsberg

D. Skeletons on the Zahara by Dean King

E. The Worst Journey in the World by Apsley Cherry Garrard

4.0 WRITING

Students will complete the following writing assignments:

A. Process Essay (LP-4000.002; Worst-Case Scenario Survival Guide: High School)

B. Descriptive Essay (LP-4000.007; Vocabulary Essay 1)

C. Short Story (LP-4000.008; Vocabulary Essay 2)

D. Poem (LP-4000.005; Poetic Survival)

E. Research Paper (GR-3003.001; Worst-Case Scenario Research)

F. Workshop Critiques (LP-4000.006; Workshop Critiques)

5.0 GRAMMAR AND SPELLING

An assortment of grammar and spelling errors will be addressed as they arise in the class.However, during this unit, the following topics will be specifically addressed through warm-ups

or class discussions:

A. Punctuation for bulleted lists

B. Capitalization in headers and titles

C. Punctuation for in-text citations

D. Lead-in statements for in-text citations

E. Punctuation for MLA source citations

6.0 VOCABULARY

Vocabulary specific for each section is given in the lesson plans (included in the appendix). The

vocabulary for learning will come from the literature: Book Clubs are responsible for coming up

with 5 unfamiliar terms each time they meet. These terms are then compiled into a vocabulary

list, which students use in a short essay. Students only need to use 15 terms on the final lists (it


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would be hard to fit 35 new words into one essay), and they would be worked into the tests and

warm ups for the unit. However, since they are not created, vocabulary lists are omitted.

7.0 MATERIALS

In addition to access to the literature listed in section 3.0, teaching this unit plan will require the

following materials:

A. PowerPoint Presentation Equipment/flash drive

B. Access to the school library

C. Assorted discussion topic outlines to keep students on track

D. Markers, pencils, paper, props for plays

8.0 UNIT TIMELINE.

Date LP Number Title Assignments Due

WEEK1

Monday LP-4000.001 "Choosing Books for Book Clubs"

Tuesday LP-4000.002 "Worst-Case Scenario Nonfiction"

Wednesday LP-4000.002 "Worst-Case Scenario Nonfiction" Abstract Due

Thursday LP-4000.002 "Worst-Case Scenario Nonfiction"

Friday LP-4000.003 "Source Day"

WEEK

2Monday (Columbus Day: No School)

Tuesday LP-4000.004 "Book Clubs" (Start Novels) Survival Guide Due

Wednesday LP-4000.003 "Source Day" Introduction Due

Thursday LP-4000.005 "Survival Poetry"

Friday LP-4000.005 "Survival Poetry" Flora/Fauna Due

WEEK3

Monday LP-4000.004 "Book Clubs" 100 Novel Pgs Due

Tuesday LP-4000.006 "Workshop Day" Critiques Due (2)

Wednesday LP-4000.007 "Surviving with Jack London" History Due

Thursday LP-4000.007 "Surviving with Jack London"

Friday LP-4000.007 "Surviving with Jack London" Vocab. Essay 1 Due

WEEK4

Monday LP-4000.004 "Book Clubs" 200 Novel Pgs Due

Tuesday LP-4000.008 "Turning Fact Into Fiction" Free Topic Due

Wednesday LP-4000.008 "Turning Fact Into Fiction"

Thursday LP-4000.008 "Turning Fact Into Fiction" Vocab. Essay 2 Due

Friday LP-4000.006 "Workshop Day" Critiques Due (2)

W5

Monday LP-4000.004 "Book Clubs" All Novel Pgs Due

Tuesday LP-4000.004 "Book Clubs" Final Papers Due

Wednesday Appendix J "Research Presentations"


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NOTE 1: This timeline should is more of a guide rather than a strict ruling (much like the code

of the pirates). Teachers should give themselves a week of unscheduled time

between units. IF the unit takes longer than the scheduled time to complete, THEN

the space between units can focus on bringing the topic to a close. IF the unit keeps

to the schedule or runs short, THEN the instructor should be prepared to fill the extra

time with a meaningful mini-unit.

NOTE 2: Lesson plans are included in the appendix, and they are listed in order of document

number.

9.0 FORMATIVE ASSESSMENTS

During the unit, the following teaching strategies and assignments will informally assess the

students engagement levels and learning progress:

A. Contributions to Brainstorming

Lists

B. Class Discussions

C. Interview Questions

D. Small Group Collaboration

E. Research

F. Answers to Research Questions

G. Multimedia Presentations

(Content, Delivery, Appropriate

Use Of Media)

H. Question-and-Answer Sessions

I. Simulations/Skill Application and

Demonstration

J. Peer Critiques And Workshop

K. Essays


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Document: "[Insert Document Name]" Document Number:"[Insert Number]"

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Class Description: "[Insert Class Title]" Teacher:"[Insert Teacher Name]"

Date:"[Insert Date Taught]"

10.0 SUMMATIVE ASSESSMENTS

During the unit and at the end of the unit, the following items with formally assess the students

engagement levels and learning progress:

A. Research Paper. The research paper will test the ability of the students to cite

sources accurately, write academically, and to .

11.0 APPENDIX

Appendix A, LP 4000.001, Unit Introduction .............................................................. 7Appendix B, LP 4000.002, Worst-Case Scenario Nonfiction ....................................10

Appendix C, LP 4000.003, Source Day ......................................................................16

Appendix D, LP 4000.004, Book Club ........................................................................19

Appendix E, LP 4000.005, Survival Poetry ................................................................23

Appendix F, LP 4000.006, Workshop Day .................................................................27

Appendix G, LP-4000.007, Surviving with Jack London ..........................................31

Appendix H, Test 1 .........................................................................................................35

Appendix I, LP-4000.008, Turning Fact into Fiction..................................................38

Appendix J, Research Project .......................................................................................40


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Appendix A, LP 4000.001, Unit Introduction

1.0 CONTENT OJBECTIVES

Students will:

A. Pre-read all five book choices for this unit by looking at bolded chapter headings,

viewing the graphics within the books, reading the synopsis on the front and back

covers, reading a random sample of text from the story, and sharing ideas about the

books with their peers.

2.0 LANGUAGE OJBECTIVES

Students will:

A. Watch a PowerPoint presentation about the book choices

B. Read random sections of each book

C. Read the table of contents of each book

D. Look at pictures and maps in the books

E. Read the front and back covers of the books

F. Talk to their peers about the books

G. Choose a book for book club

3.0 NEVADA STANDARDS

Students will:

A. (SL.10.2) Integrate multiple sources of information presented in diverse media or


each source.

NOTE: Kind of a stretch, but there are no standards that really emphasize pre-reading and

deciding on a book choice. Nevertheless, students will watch the PowerPoint, read

the back covers, look at pictures, and read random sections of the book; they will

then synthesis this information, evaluating the credibility and accuracy of each item,

to choose a book for the unit.

4.0 KEY VOCABULARY

Students will need to have an understanding of the following terms.


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4.1 Pre-read. Quickly look over a text, reading bolded text, the synopsis, looking at graphics,

reading random selections from within a text to get the gist of what the text is about.

4.2 Graphics. Pictures, diagrams, maps, and other non-text items contained in a reading.

5.0 TEACHING STRATEGIES

5.1 PowerPoint Presentation

5.2 Small Group Discussions

5.3 Individual Reading

6.0 LESSON SEQUENCE

6.1 Warm Up/Class Opening Activity

Instructor [1] Introduce the unit. Show a clip of A Cry in the Wild or Lost or read adramatic short story of wilderness survival.

[2] Engage the students in the idea that this month will be spent survivingworst-case scenario adventures.

CAUTION: Tell students in no uncertain terms that they should not try out any

of the wilderness survival tips they learn from the stories. Even if

surviving on a bag of Trail Mix and melted snow 13 months sounds

like fun, its best not to try it out. Dont try this at home, kids.

6.2 Direct Instruction

6.2.1 Set the room up into five sections (one for each novel). Have copies of each of the

novels set out on their respective stations.

Instructor [1] Prepare a PowerPoint slide show that briefly introduces each novel. Besure to go over:

A. The location of the novel (and mention that the research project

will revolve around this)

B. The reading-level difficulty

C. The amount of pages

NOTE: ALL PAGES are due five weeks from now. All of the books are

gripping, but the longest book is 340 pages, which might be more


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than some students can handle.

6.3 Activity

Students [1] Spend 5 minutes at each station looking over the books. Decide on yourfirst, second, and third choice.

[2] When skimming the books, be sure to look at:

A. The Table of Contents (Bolded Chapter Names)

B. The front and back cover (DO judge a book by its cover!)

C. Pictures within the text

D. Maps

E. First couple lines of the story

F. A random section somewhere in the middle of the book

Instructor [3] Choose students in a random order (e.g., drawing out of a hat) tochoose their books. If you see that an ESL student is getting stuck withone of the harder novels to read, you can ask one of better readers toswitch so that the ESL student can have a better opportunity to learnand the native English speaker is challenged.

6.4 Conclusion and Homework Assignments

Students [1] Go home and pre-read the book. Read a few pages at random to see ifyou like the style it is written in.

[2] IF you really hate your book, THEN talk to the teacher about it. Thepoint of reading is to get invested and involved in a story; if this book isnot an ideal book for you, one of your classmates is probably willing toswitch.

[3] Abstracts for your research paper are due on Wednesday: You haveuntil the end of the day on Tuesday to switch books with a peer and

finalize your topic.


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Appendix B, LP 4000.002, Worst-Case Scenario Nonfiction


Students will:

A. Given techniques for reading nonfiction, read expository articles.

B. Refer to the text and to memory to apply information from the reading to hypothetical

scenarios.

C. Using the given nonfiction text as a model, create nonfiction expository essays in

which students organize ideas, concepts, and information by paying special attention

to formatting, graphics, parallel structure, and reliable sources.


Students will:

A. Given techniques for reading nonfiction writing quickly and accurately, read essay

selections from The Worst-Case Scenario Survival Handbook: Travelby Joshua

Piven and David Borgeniecht in timed sessions.

B. Discuss as a class what makes the chapters reliable/unreliable.

C. Discuss as a class the sources that the author cites.

D. Using The Worst-Case Scenario Survival Handbook: Travel as a model, create aclass book of expository (how-to) essays that explain how to survive high school.

E. Generate topics for their own expository essays.


Students will:

A. Conduct (or in this case, introduce) short, as well as more sustained research

projects to answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate, synthesize multiple

sources on the subject, demonstrating understanding of the subject underinvestigation.

B. Introduce a topic; organize complex ideas, concepts and information to make

important connections and distinctions; include formatting (e.g., headings), graphics

(e.g., figures, tables), and multimedia when useful to aiding comprehension.

C. Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking: (a) use parallel structure and (b) use various types of


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phrases (nouns, verb, adjectival, adverbial, participial, prepositional, absolute) and

clauses (independent, dependent; noun, relative, adverbial) to convey specific

meaning and add variety and interest to writing or presentations.

4.0 KEY VOCABULARY


4.1 Bibliography. Also known as a Work Cited page depending on which format (e.g., MLA,

APA, Chicago) used in a paper; it basically refers to an organized section at the end of a

document that shows where information came from.

4.2 Citation. A quoted source for information.

4.3 Formatting. The size, shape, and presentation of text. Types of formatting include

normal, bullets, headings, paragraphing, and words that are bold, underlined, italicized,

or capitalized.

4.4 Graphic. A table, chart, picture, or other non-text item contained in an article.

4.5 Reliable source. A trustworthy place to find true, objective facts. Reliable sources stick

to the facts, come from experts in the field, and can be verified.

4.6 Scenario. Situation.

4.7 Unreliable source. Information from an unreliable source is just that: unreliable. It isadulterated by opinions, falsehoods, and misinformation. It can often be hard to

distinguish between reliable and unreliable sources.


5.1 Timed Reading


5.3 Class Discussion

5.4 Story Telling

6.0 LESSON SEQUENCE

6.1 Warm Up/Class Opening Activity (Day 1)

Teacher [1] Turn on How to Survive an Alien Abduction by HowCast.


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http://www.youtube.com/watch?v=3Gf6fueM37Q

[2] Ask students what tools the video gave to explain how to survive. Makesure that the following items end up on the final list:

A. A list of required items

B. A list of optional items

C. An illustration of all scenarios

D. Step-by-step instructions

6.2 Set up

Teacher [1] Set up the room so that there are six tables or centers.

[2] Place chapter copies of The Worst-Case Scenario Survival Handbook:TRAVEL on each station face down (one chapter per station, butenough copies of each chapter so that every student can readindependently).

[3] Instruct students not to look at the chapter packets.


Teacher [1] Inform the students that this is a life and death matter: at the end of theclass, they will be given a test on how to survive.

[2] Each packet holds vital clues on how to survive everything from how tostop a runaway car with no breaks to how to survive falling over awaterfall.

[3] Instruct the students that they will have limited time to go over all of theinformation, and then they will have to survive.

[4] To get vital information from the text in a short amount of time, point outthat students need to look for:

A. Numbered Steps and Bulleted Lists

B. Unusual Formatting (bold, colored, italicized, large, underlined)

C. Pictures and Captions

6.4 Activity
http://www.youtube.com/watch?v=3Gf6fueM37Qhttp://www.youtube.com/watch?v=3Gf6fueM37Qhttp://www.youtube.com/watch?v=3Gf6fueM37Q


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Teacher [1] Begin the activity by blowing a whistle or saying go.

[2] Set a timer for 1 minute and 30 seconds.

Students [3] Begin reading the chapters that are stacked at your station.

[4] Look for the things listed on the board, and be prepared to add to thelist.

[5] Try to memorize as much of this as you can: your life may depend onthis someday.

Teacher [6] When the timer goes off, ask the students to stop reading and put thepackets face-down on the desk.

[7] Ask the students to expand on the list with things they noticed/thingsthey would look for when quickly reading texts.

[8] Ask students to move to the next group and begin the activity again.

NOTE: With each rotation, students should be given more and more time

with the text, until (at the last station) students are given enough

time to read the entire chapter.

[9] For the remaining class time, shift gears and ask students what theythought of the text. Did it seem reliable? Why or why not? Would you

take this advice? As a class, look at the bibliography and talk about theamount of sources and the reliability of the sources.

6.5 Assessment/Using the Knowledge (Day 2)

NOTE: The teacher should save this activity for the next day. Showing a short clip ofLostor

A Cry in the Wildshould get students in the mood to talk about survival and jog their

memories.

Teacher [1] Come prepared to tell a choose-your-own-adventure story. Create ascenario which will draw from situations mentioned in all of the chapters

(e.g., the class is on a field trip when the bus crashes and they are lostin the Nevada Desert). Make it fun.

[2] Seat the students on the floor for story time, and when you get tocertain points in the story, ask for student input (e.g., How would youfind water in the desert?). When students answer the questions, askthem where that appeared in the text, if anyone else rememberedseeing that section and if they could answer questions about it.


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6.6 Medium-Length Assignment (Day 3)

6.6.1 Create your own Worst-Case Scenario Survival Handbook: High School Edition. Spend

Day 3 of this lesson going over how to create a bibliography, cite sources, and to

conduct interviews with experts (volunteers).

[3] Pass the book and/or chapter copies among the audience and ask themto read verbatim the sections that support their conclusions.

[4] Assess whether or not students are supporting opinions with the textand if they are accurately interpreting the text.

[5] IF students are drawing from sources other than the Worst-CaseScenario book (e.g., my dad is a police officer, and he says), THENtalk about reliability.

[6] IF students are not drawing from other sources, THEN ask them abouta scenario that isnt in the book, then ask students where they aregetting their information to respond.

As A Class [1] Discuss chapter titles/sections that will be included in the book (e.g., asection on People Skills might include How to evade a bully andHow to talk to a crush.

Students [2] Decide on a topic that you can explain. This should be an expository

piece of writing, meaning that you explain how to do something. Thereshould be no opinions, just facts.

[3] Consult three sources (one book, one website, one interview) to makeyour paper credible. We will talk about how to find sources tomorrow inclass; tonight just think of a topic that fits into one of the sections wecame up with. You will not have to cite sources within the text for thisproject; you will have to create a bibliography that tells me where youfound the information.

[4] Your Worst-Case Scenario guide must include:

A. A bulleted list or numbered steps (using parallel structure)

B. Bold, italic, colored, or underlined text that draws attention to

important words or phrases

C. A helpful illustration with a caption that explains something hard to

understand in the text

D. At least two subheadings underneath your main title


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[5] Tomorrow (Thursday, Week 1) will be spent conducting interviews withexperts (volunteers) about the subjects youve chosen. I will also have

some books out, and we will go over how to cite sources and how tofind the right book. In preparation for your upcoming research project,Friday (week 1) will be a source day, where you can conduct researchfor this project or for your research project, and I will be there to answeryour questions and help you to find the best sources.


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Appendix C, LP 4000.003, Source Day


Students will:

A. Spend a day in the library finding sources by looking through the books, magazines,

and internet sources which are available.

B. Assess the usefulness and reliability of the sources available to them.

C. Go into the library looking for sources that will answer a specific question.


Students will:

A. Pre-read sources to determine if they are applicable and reliable to their research.

B. Read material to answer questions (including self-generated questions in the case of

the Worst-Case Scenario questions) in conducting both short- and long-term

research.

C. Write down copyright material and notes to avoid plagiarism. These notes will then

be transferred into MLA format.

D. Read and view multiple sources of information presented in the books, internet

sources, magazines, encyclopedias, and video resources that the library has to offer.


Students will:

A. (W.10.7) Conduct short as well as more sustained research projects to answer a

question (including a self-generated question) or solve a problem; narrow or broaden

the inquiry when appropriate; synthesize multiple sources on the subject,

demonstrating understanding of the subject under investigation.

B. (W.10.8) Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the usefulness of each sourcein answering the research question; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism, and following a standard format for

citation.

C. (SL.10.2) Integrate multiple sources of information presented in diverse media or


each source.


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D. (L.10.3.a) Write and edit work so that it conforms to the guidelines in a style manual


and writing type.

4.0 KEY VOCABULARY


4.1 Copyright. The exclusive legal right, given to the creator, to print, publish, perform, film

or record literary, artistic, or musical material, and to authorize others to do the same.

This information is NEEDED when conducting research: otherwise you are stealing

someones ideas.

4.2 Plagiarism.The practice of taking someone elses work or ideas and passing them off asones own. This word is derived from the word Plagars or pirates who used to kidnap

children; by plagiarizing, you are stealing someone elses brain child.


5.1 Individual work

5.2 Conducting Research

5.3 One-on-one help

6.0 LESSON SEQUENCE


6.1.1 Warm ups for different Source Days can vary, but the focus should always be on

narrowing the research and specifying the questions that the students hope to answer.

They can also focus on reliable vs. unreliable sources: Wikipedia should be mentioned

in at least one of the source days before the final reports are due.

Teacher [1] Ask students to write down the question or questions that they hope toanswer during their trip to the library (e.g., What plants grow in Bolivia?)

[2] Ask students to write down three places where they think they can findthis information (e.g., Encyclopedias, books about Bolivia, books aboutthe rainforest).

[3] Ask students to write down a short plan of action for when they get tothe library (e.g., go to the computer and look up books about plants, gostraight to the encyclopedia section).


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[4] Remind students that they must write down the author, publishing dateand company, place of publication, title, and page numbers used for

their works cited page. IF your school allows it, THEN you mightsuggest that students make a copy of the copyright page (or take apicture of it on their phones).

6.2 Activity

Students [1] Look for information about your topic of choice.

[2] When you find information, take note of the source and then take noteson what you found. Check out the book if you are allowed to.

Teacher [3] Aide students in finding reliable, helpful sources. Aide them inunderstanding the librarys organization system and pointing them in theright direction.

[4] Make sure all students are writing down bibliography information andmake sure that they are all actually working. To encourage this, requirethat students turn in their notes with the final draft of their researchpaper.


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Appendix D, LP 4000.004, Book Club


Students will:

A. Use evidence from the text to support their opinions and analysis of what the text

says explicitly and what they can infer from the text.

B. Analyze by group discussion how the authors choice of structuring events affects the

tone and suspense of the novel.

C. Determine the themes and central ideas of the text as a group, sharing ideas and

connecting new concepts they have come across while reading independently.

D. Come to class prepared for discussions, work with peers to present alternative views

of the text, and posing and responding to questions within their book clubs about the

text.

NOTE: Not all content objectives will be met each time a book club is held (for instance, the

first day of starting novels will not give the students the opportunity to cite from the

text, because they havent read it yet). However, over the course of the novel, all

objectives will be met during book club activities.


Students will:

A. Break into book clubs to discuss the books that they have chosen to read for this

unit.

B. Read or listen to their books in groups (either circle reading or listening to a book on

tape)


Students will:

A. (RL.10.1) Cite strong and thorough textual evidence to support analysis of what the


B. (RL.10.5) Analyze how an authors choices concerning how to structure a text, order

events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)

create such effects as mystery, tension, or surprise.


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C. (RL.10.6) Analyze a particular point of view or cultural experience reflected in a work

of literature from outside the United States, drawing on a wide reading of world

literature.

D. (RI.10.2) Determine a theme or central idea of a text and analyze in detail its



E. (SL.10.1) Initiate and participate effectively in a range of collaborative discussions




NOTE: Not all Common Core State Standards will be met each time a book club is held (for

instance, the first day of starting novels will not give the students the opportunity tocite from the text, because they havent read it yet). However, over the course of the

novel, all objectives will be met during book club activities.

4.0 KEY VOCABULARY

The book club activity is not associated with any key vocabulary words. However, each book

club is responsible for coming up with 5 vocabulary words for the weekly vocabulary list. These

are words that students come across (either during independent reading or during book club)

that they do not recognize. These words are then compiled into a list and handed out the

following day; the students then use at least 15 of these words in a weekly vocabulary essay.


5.1 Small group discussions

5.2 Reading aloud/listening to books on tape

5.3 Worksheets/Discussion Outlines

5.4 Teacher interactions with small groups

6.0 LESSON SEQUENCE


Students [1] Break into your book groups

[2] Read/Listen to the assigned pages for your book, which will be writtenon the board when you walk in (e.g., read the first chapter aloud, goingaround the group or Listen to track 10 of the book on tape before


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starting your discussion of last weeks reading)

6.2 Activity

6.2.1 The instructor should keep a timer and alert students when to switch topics. Projecting

questions onto the board or handing out worksheets with questions on them will help

students engage in a discussion and stay on-topic.

6.2.2 The instructor should spend the activity time walking around the room making sure that

students are engaged, on topic, and acting appropriately with their peers.

6.2.3 The instructor should require students to support their opinions and answers with

evidence from the text. This will probably happen automatically if group members start

to say, I dont remember that or ask for evidence. Encourage group members to push

their peers to support their answers with the text. If the instructor does not see this

happening naturally, he/she should be sure to ask for textual evidence while he/she

walks around the classroom discussing the books with the students.

6.2.4 Part 1

Students [1] Determine the themes of the text you have read, and discuss itsdevelopment over the course of the text, including how it emerged andwas shaped and refined by specific details

[2] Provide an objective summary of the text

[3] For the first book club, discuss what you think is going to happen in thisbook. What will the central ideas be? Based on your previewing thebook in class, what do you think the overall tone of the book will be?

NOTE: The Start Novel day of book club will end here, most likely, due to time. On the first

day, the Warm Up can easily take up to 30 minutes. It is important that students get

involved with that first jump and that all of the students understand what is going on

in the novels.

6.2.5 Part 2

Students [4] Discuss a pre-assigned topic for your group. The topic may be writtenon the board, or it may be given to you in the form of a worksheet foryour group to fill out. These questions will pertain to one of thefollowing:

A. Discussing the structure of the text and that structures effect on

tone and suspense


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B. Analyzing a particular point of view or cultural experience reflected

the book

C. Discussing the authors word choice and identifying tone and

themes within the book.

6.2.6 Part 3

Students [5] Discuss your feelings about the book in relation to:

A. Characters: what do you think of them? Would you act differently in

the same situation?

B. Plot: Does everyone in your group have a clear idea of what is

going on? Do you like how its set up, or are the flashbacks

confusing or making the story too suspenseful?

C. Anything: What can you share with your group that will broaden

their understanding of the novel? Is there something you disagree

with? Did you notice something in the text that is interesting?


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Appendix E, LP 4000.005, Survival Poetry


Students will:

A. Determine the theme/central idea of a poem based on a true survival story and

summarize the events of the text objectively. Students will then reverse this process

and write a poem based on a true survival story, effectively shifting from one medium

(synopsis, nonfiction) to another (poetry).

B. Write a poem based on a true survival story, creating an artistic interpretation of an

actual event using effective technique, well-chosen details, and well-structured

sequences, and precise words, phrases, and sensory language to create a vivid

picture of the experience.

C. Work in pairs to respond thoughtfully to different perspectives and to improve poems

and to make new connections based on evidence and reasoning provided by their

partners.


Students will:

A. Read Arroyo: Flash Flood as a class

B. Annotate Arroyo: Flash Flood as a class

C. Read information about survival stories

D. Write a poem about a survival story

E. Read and annotate a peers survival poem


Students will:

A. (RI.10.2) Determine a theme or central idea of a text and analyze in detail its

development over the course of the text, including how it emerges and is shaped andrefined by specific details; provide an objective summary of the text.

B. (RL.10.2) Determine a theme or central idea of a text and analyze in detail its




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C. (W.10.1) Write narratives to develop real or imagined experiences or events using


(Includes subsections b and d.)

D. (SL.10.1) Initiate and participate effectively in a range of collaborative discussions



persuasively. (Includes subsection d.)

4.0 KEY VOCABULARY


4.1 Poem. A piece of writing that partakes the nature of both speech and song and is nearly

always rhythmical, usually metaphorical, and often exhibits such formal elements as

meter, rhyme, and stanzaic structure.

4.2 Meter. The rhythm of a piece of poetry, determined by the number and length of feet in a

line.

4.3 Prose. Written or spoken language in its ordinary form, without metrical structure.

4.4 Suspense. A quality in a work of fiction that arouses uncertainty about what may happen.

4.5 Stanza. A group of lines forming in the basic recurring metrical unit in a poem; a verse.

4.6 Arroyo. A steep-sided gully cut by running water in a desert region without much

vegitation.


5.1 PowerPoint

5.2 Partnered work

5.3 Student-Teacher Conferences

5.4 Individual Work

6.0 LESSON SEQUENCE


Instructor [6] Create a PowerPoint Presentation from the information from the websitehttp://survival.outdoorlife.com/photos/gallery/survival/2011/05/survival-
http://survival.outdoorlife.com/photos/gallery/survival/2011/05/survival-blog-survivalist-survival-tips?photo=16#node-1001345526http://survival.outdoorlife.com/photos/gallery/survival/2011/05/survival-blog-survivalist-survival-tips?photo=16#node-1001345526


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blog-survivalist-survival-tips?photo=16#node-1001345526 (The 25 MostIncredible Survival Stories)

[7] Pass out a copy of the outline view to the class so that they can refer tothe information during the activity.


Instructor [1] Put a copy of Arroyo: Flash Flood on the board.

[2] Lead the class in annotating the poem. Be sure to discuss:

A. Word choice

B. Form mirroring function

C. Fiction/nonfiction elements

D. Research integration (what would the author have to know to write

this poem?)

6.3 Activity

Students [1] Write a survival poem (or song) about one of the Worst-Case SurvivalScenarios from the Warm Up.

[2] Feel free to discuss the poems with your peers, but keep the volumelow.

[3] When your poem is complete, write an artists statement that explainswhat you are trying to do. You can annotate your own poem, or you canwrite a paragraph about what you did, why you chose the words andforms you did, and what survival knowledge youve used from the textsyouve been reading in class.

Day 2 [4] When the artist statement is complete, exchange a clean copy of yourpoem with a partner.

[4.1] Annotate their poem and write a paragraph stating how it waseffective.

[4.2] Talk about your results: did your partner notice something in yourpoem that you did not? How did the survival story change when itwent from being a synopsis for a website to being a poem? Did itbecome more dramatic? More vague?

NOTE: To keep students on task, hand out a worksheet to fill out about
http://survival.outdoorlife.com/photos/gallery/survival/2011/05/survival-blog-survivalist-survival-tips?photo=16#node-1001345526http://survival.outdoorlife.com/photos/gallery/survival/2011/05/survival-blog-survivalist-survival-tips?photo=16#node-1001345526http://survival.outdoorlife.com/photos/gallery/survival/2011/05/survival-blog-survivalist-survival-tips?photo=16#node-1001345526


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the changes their story underwent and the characteristics of the

new poem.

Instructor [5] While the class is working, conference with individual students todiscuss their research projects. Highlight issues that they are having,paying special attention to research-based problems. Are they citingsources correctly? Are they finding the sources they need?

[6] Conferences with individual students should be short and direct.Spending just 5 minutes with each student will give you time to hold 20conferences over 2 days. Either the conferences can be shorter, or theycan spill over into another lesson/day. Or you can meet with only thestudents who are having trouble.

6.4 Assessment

Students [1] Turn in your poems (or songs), your artist statements, and yourcompleted worksheets at the end of the second class period.

Instructor [2] Pick a few of the poems that stand out and share them with the class asa warm-up for another day. Discuss as a class why these poems are soeffective.

[3] Anyone who did a song is welcome to sing it to the class. If anyonevolunteers to do so, discuss as a class how the tune of the songaffected the tone, suspense, or message.


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Appendix F, LP 4000.006, Workshop Day


Students will:

A. Critique their peers papers, conveying the information clearly through careful

analysis. Critiques will be organized clearly and logically, starting from summary and

progressing into an analysis of the positive and negative attributes of the paper.

B. Collaborate effectively by following the rules of the workshop roles (i.e., writers

cannot talk or interrupt while the critics are talking, critics must allow the writer a

rebuttal/discussion after they have finished their critique).

C. Look for and fix errors in MLA formatting in papers.


Students will:

A. Read peers drafts of sections of research papers.

B. Write critiques that summarize and analyze these sections.

C. Listen to critiques of their papers

D. Discuss the papers of their peers

E. Listen to the writers rebuttal/post-critique discussion


Students will:

A. (W.10.2) Write informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection,

organization, and analysis of content. (Includes subsections af.)

B. (SL.10.1) Initiate and participate effectively in a range of collaborative discussions




C. (SL.10.4) Present information, findings, and supporting evidence clearly, concisely,




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and writing type.

4.0 KEY VOCABULARY


4.1 Summary. Reviewing the main points of the paper. A summary is important in a critique

because sometimes the author thinks he/she said one thing, but the reader is getting

something else.

4.2 Positive. Good things about a piece of writing. Good things and ONLY good things.

Anything with a but at the end of the statement does not count.

4.3 Opportunities for Improvement. Tell the author where he/she can improve the paper.

Simply saying it was boring will not help the author to fix the paper. Be specific in this

section.


5.1 Small groups

5.2 Silent listening

6.0 LESSON SEQUENCE


6.1.1 There is no set warm up for the workshop activity. Warm Ups can consist of writing

prompts, putting together whole-class projects, showcasing exceptional student writing,

talking about book club novels, or any random warm up that gets the creative juices

flowing.


6.2.1 Prior to the Workshop Day

Instructor [1] Instruct students to turn in two copies of the text theyve written.

[2] Instruct students to get into groups of three. These groups MAY NOTconsist of people within the same book clubs.

[3] Exchange papers between the three students.


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Students [4] For homework prior to the workshop, read your peers papers and writecritiques. Critiques only need to be a page long, and they need to have

roughly 1/3 of the page devoted to each of the following topics:

E. Summary

F. Positives

G. Opportunities for Improvement

6.3 Activity

Students [1] Break into your workshop groups of 3 people.

[2] Choose a student to be the first writer; the other two students will becritics.

Writer [3] Stay silent and listen while the two critics talk about your work. InterruptONLY if they are talking about something thats totally off track (a typothat makes them think that your essay on plants is actually on planets,for example).

Critics [4] Summarize the piece. Did both of you understand it? Did both of youthink it was about the same thing? Did both of you think that the authorhad the same tone and purpose?

[5] Discuss the positives of the piece. What did you like about it? Was the

writing engaging? Was the piece on topic?

[6] Discuss the opportunities for improvement. What did you find confusingwhile you were reading? Did the author get off topic anywhere? Werethere any sections that werent grabbing your attention?

Writer [7] Always thank your peers for their input: even if you didnt find itextremely valuable, they still put time and effort into reading your paperand trying to come up with ways for you to improve it.

[8] Discuss where you agreed and/or disagreed with the critique.

Students [9] Repeat steps 36, but critique the critics work (i.e., one critic becomeswriter 2 and the other critic becomes writer 3; repeat this process forwriters 2 and 3).

6.4 Assessment

Students [1] Turn in copies of critiques to the teacher, who will read them over to seeif you following the directions, writing appropriately, and offering helpful


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suggestions.

[2] In your final draft of your paper, you will be graded on whether or notyou took the advice of your peers and incorporated some of theworkshop feedback.


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Appendix G, LP-4000.007, Surviving with Jack London


Students will:

A. Read two versions of the same fiction survival story: one in which the main character

lives, and the other where he dies. This will begin a discussion on how fiction survival

stories and nonfiction survival stories can differ and what the role of research in each

is. By the end of the lesson, students should understand that research is important

for all types of writing, both fiction and nonfiction, and that it is important for authors

to know facts so that their stories can be as realistic and engaging as possible.

B. Write their own stories using the survival knowledge and research they have learned

thus far in the unit. Paying careful attention to structure and details, students should

be able to write a fictional story in MLA format that incorporates their research into a

gripping tale of life or death.


Students will:

A. Read (popcorn style) Jack Londons Short Story To Build a Fire (The Century

Magazine version)

B. Determine the theme or central idea of the text through class discussion. C. Listen to the teacher read Jack Londons short story To Build a Fire (The Youths

Companion version)

D. Discuss how the fiction survival story can differ from the nonfiction survival story

E. Write narratives to develop imagined survival stories


Students will:

A. (RL.10.2) Determine a theme or central idea of a text and analyze in detail its


refined by specific details; provide an objective summary of the text..

B. (W.10.1) Write narratives to develop real or imagined experiences or events using




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C. (SL.10.1) Initiate and participate effectively in a range of collaborative discussions






and writing type.

4.0 KEY VOCABULARY


4.1 Yukon. A river that rises in Yukon Territory in northwestern Canada through central

Alaska to the Bering Sea.

4.2 Klondike. A tributary of the Yukon River; it shares its name with the surrounding region,

which became famous when gold was found nearby in Bonanza Creek in 1896.


5.1 Small groups

5.2 Silent, timed writing

5.3 Class discussion

5.4 Compare and contrast

5.5 Reading aloud

6.0 LESSON SEQUENCE


Day 1 [1] Show the students a little bit about Jack London; his biography can befound athttp://www.jacklondons.net/shortbio.html

Day 2 [2] Read the Youths Companion version of the story to the class

Day 3 [3] Ask students to write for five minutes about an imagined life-or-deathsituation.

[4] Ask for a few volunteers to share what they came up with.
http://www.jacklondons.net/shortbio.htmlhttp://www.jacklondons.net/shortbio.htmlhttp://www.jacklondons.net/shortbio.htmlhttp://www.jacklondons.net/shortbio.html


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[5] As a class, discuss what (if any) research from the class or from theresearch project supports this


6.2.1 Day 1

Students [1] Read To Build a Fire popcorn style

Teacher [2] As students are reading, insert The 8 into the story. Pause the readingevery so often and ask students to predict what will happen or ask astudent how he/she pictures one of the characters or the setting. Pauseto define some of the larger words in the text.

[3] Do not tell the students that the story is fictional yet.

[4] At the end of the story, discuss what makes the class suspect that thestory is fictional.

[5] Discuss what makes the story effective and what (if anything) thestudents would change about the story given their knowledge ofnonfiction survival accounts. For example, we are given the POV of thedog and the story is written in the 3rd person.


6.3.1 Day 2

Instructor [1] Break students into small groups and have them compare and contrastthe two stories with regards to the following topics:

A. Was the same amount of detail put into both stories?

B. Did the structure of the two stories differ?

C. Was the point of view the same in both stories?

D. Which story would you say was more realistic?

E. Which story sounded more like nonfiction?

[2] When students have finished discussing this topic, come together as aclass and come up with a list of what needs to go into fiction stories tomake them sound realistic and believable.

[3] Also discuss the pros and cons of writing fiction and nonfiction (e.g.,nonfiction has to stay true to facts while a fiction story can make the


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plotlines come together artistically).

6.4 Activity

Instructor [1] Hand out excerpts of fiction stories that lack research (the forest inTwilight, the meadows ofDragon Lance, the alien worlds ofHalo)

Students [2] In groups, discuss ways to make the fiction stories more effective andbelievable by adding in wilderness survival knowledge.

Instructor [3] At the end of class, bring the class back together and have each of thegroups share their favorite suggestion.

6.5 Homework

Students [1] Write a fictional survival story that incorporates the vocabulary words ofthis week. You may continue the story you started in your warm up.

[2] Stories do not have a set length, but you need to incorporate 15 of thevocabulary words that the book clubs came up with.

[3] Make your stories realistic and believable by incorporating showingdetails and survival skills that you have been learning about all unit.

6.6 Assessment

6.6.1 Day 3

6.6.2 Hand out the assessment, which will cover key areas from this lesson as well as

important concepts from the unit.

Students [1] Take Test 1


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Appendix H, Test 1

1. Underline any evidence of research/personal experience in the following lines.

a. He worked slowly and carefully, keenly aware of his danger. Gradually, as theflame grew stronger, he increased the size of the twigs with which he fed it. Hesquatted in the snow, pulling the twigs out from their entanglement in the brushand feeding directly to the flame. He knew there must be no failure. When it isseventy-five below zero, a man must not fail in his first attempt to build a firethat is, if his feet are wet. If his feet are dry, and he fails, he can run along thetrail for half a mile and restore his circulation. But the circulation of wet andfreezing feet cannot be restored by running when it is seventy-five below. Nomatter how fast he runs, the wet feet will freeze the harder.

Why did you underline that?

_London shows that he researched/knew how to restore circulation to dry feet

and that he researched/knew that wet feet could not be restored._____________

__This is a hard fact, and not something that is just part of the narrative.

________________________________________________________________

b. An anxious five minutes followed, but the fire gained steadily. Then he set towork to save himself. Heroic measures were necessary, such was his extremity,and he took them. Alternately rubbing his hands with snow and thrusting them

into the flames, and now and again beating them against the hard trees, herestored their circulation sufficiently for them to be of use to him. With hishunting-knife he slashed the straps from his pack, unrolled his blanket, and gotout dry socks and footgear.

Why did you underline that?

This is a step-by-step how-to guide for restoring circulation, showing evidence of

research or personal experience in this area. These facts are integrated with the

fiction to make the story more realistic. ________________________________

________________________________________________________________


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2. What is the best definition of research? Explain your answer.

a. Answering questions Answers ad are acceptable, so long as the studentgives an accurate explanation of their answers

b. Asking questions

c. Reading

d. Learning new thingse. Boring

3. What is suspense when referring to literature?

a. A sense of mystery and awe

b. A sense of fear and horror

c. A sense of excitement and uncertainty

d. A sense of hope and despair

e. A sense of doom and death

4. Which statement below would MOST support the thesis statement The author writes aboutused extensive research to create a realistic work of fiction?

a. The details in the story were accurate

b. The author included a list of over 32 referenced works

c. The author thanked a library in the Acknowledgements section

d. The author created dynamic characters

e. The author included a list of over 32 suggested novels for further reading

5. Which of the following is the correct way to punctuate an in-text citation in MLA format?

a. Mary had a little lamb (Goose, 2001)

b. Mary had a little lamb (Goose, 117)

c. It was clear that Mary had a little lamb (Goose, 2001) with white fleece.

d. It was clear that Mary had a little lamb (Goose, 117) with white fleece.

e. Mother Goose made it clear that Mary had a little lamb (117) with white fleece.


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6. True or False: Plagiarism can only be done when using direct quotes.

7. True or False: Plagiarism is the stealing of ideas and passing them off as your own.

8. True or False: To avoid plagiarism, it is best to avoid summarizing sources.

Essay. Read the following bulleted list.

Jessie gets lost after a plane crash

Builds a fire;

The shelter is made from leaves and branches; and a tarp that was in the backpack

Waits for rescue and sees a bunny and a skunk

First rewrite the list on your paper using proper bulleting format.

Second write a short storyonly about a page or soabout Jessies survival. You dont have

to cover all of the bullet points, but you do have to integrate some of the knowledge youve

learned. When you put in a piece of researchsomething you learned from one of the books

youve read in this unitcite it by putting the authors name in parenthesis after the informa tion.

No need to worry about direct quotations, youll just be integrating knowledge into a fictional

work.


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Appendix I, LP-4000.008, Turning Fact into Fiction


Students will:

A. Employ the medium of drama, short story, song, or storyboard to develop a real or

imagined event using effective technique, well-chosen details, and a well-structured

sequence of events.

B. Present their final projects to the class.


Students will:

A. Write a piece of fiction or literary nonfiction that combines imagination, research, and

real-world events.

B. Listen to peer survival presentations.

C. Present projects to the class.


Students will:

A. (W.10.1) Write narratives to develop real or imagined experiences or events using



B. (SL.10.4) Present information, findings, and supporting evidence clearly, concisely,




4.1 Small groups

4.2 Individual work

4.3 One-on-one advice

5.0 LESSON SEQUENCE

5.1 Activity (Day1 and Day 2)


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5.1.1 Students are given a light week in class so that they can focus on their research

papers.

Instructor [1] Hand out packets of the Worst-case Scenario Survival Guide: Travel(used previously in LP-4000.002).

[2] Instruct students that they have two days in class to write.

[2.1] What they write can be either fiction or based on a true story (one ofthe survival scenarios from the PowerPoint in LP-4000.005, SurvivalPoetry

[2.2] They can write a short story, a play, a song, or a storyboard for amovie (with captions).

[2.3] These projects are counting as a vocabulary essay; so include 15vocabulary words from the list in the assignment.

Students [3] Start writingeither as a group or as an individual

Instructor [4] Control the classroomdont let things start getting out of control; makesure that students arent getting too rowdy. Walk around the classroomand offer feedback on the projects and make sure that everyone isworking.

5.2 Review/Assessment

Instructor [1] Ask for volunteers to present their projects: sing the songs, act out partsof the plays, review the storyboards and read the stories. Grade oncompletion and effort as well as final projects and vocabulary wordinclusion.


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Appendix J, Research Project

1.0 COMMON CORE STANDARDS

1.1 Writing Standard (Grade Ten) 2a2f. Write informative/explanatory texts to examine

and convey complex ideas, concepts, and information clearly and accurately through the

effective selection, organization, and analysis of content.

1.2 Writing Standard (Grade Ten) 8. Gather relevant information from multiple authoritative

print and digital sources, using advanced searches effectively; assess the usefulness of

each source in answering the research question; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism and following a standard

format for citation.

2.0 PROJECT OVERVIEW

2.1 For this project, you will have to research the setting of the upcoming books that our book

clubs (58 students each) will be reading. We will be reading about surviving worst-case

scenarios in far-off places. Researching the setting beforehand will make you a

knowledgeable reader who can make informed decisions about the novel, make better

predictions about what will happen next, and make the stories easier to understand and

get into.

2.2 Youll have the choice of reading and researching one of the following books:

C. The Man Eaters of Tsavo by Colonel Henry Patterson

You might need to sleep with a nightlight after reading this frightening tale from

the African veldt.

D. Into Thin Air: A Personal Account of the Mt. Everest Disaster by Jon Krakaur

Bundle up to read this intense story about surviving in the ice and snow.

E. Jungle: A Harrowing True Story of Survival by Yossi Ghinsberg

Take a trip to the Amazon jungle; buy some bug spray.

F. Skeletons on the Zahara by Dean King

Read with a glass of water; this story of desert survival will make you appreciate

it more!

G. The Worst Journey in the World by Apsley Cherry Garrard

Get chills reading the account of the lone survivor of a doomed arctic journey.


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NOTE: I havent read all of these books (so I dont know if theyre raunchy or too hard to

read), but I am continuing under the assumption that there are age-appropriate

survival books that take place in the same settings.

2.3 Obviously, depending on the book you choose, the things you will be researching will

differ. Someone researching the Amazon rainforest will have a very different paper from

someone researching the Arctic, but all of the research papers will have the same

sections. Section 3.0 goes into detail on the sections and how they apply to each book.

2.4 After you have finished your research papers, you will present (as a group) the setting for

your book to the rest of the class.

3.0 TIMELINE

ITEM DESCRIPTION DUE DATE

Book Choice Chose which book club you would like to be a part of. Thereis a maximum of 8 people per book.

See Unit Plan

Abstract

(60 words)

Write a short (around 60 words) summary of what you aregoing to be researching.

See Unit Plan

Introduction

(1 page)

This section will just give a broad overview of the area.Discuss where it is on the globe, the climate and weather ofthe area, and a general description of what the area is like.

See Unit Plan

History

(2 pages)

This section will address the history of your topic. Discusswho discovered the region, if there were native inhabitants,when colonies were formed, first exploratory teams, etc.

See Unit Plan

Flora/Fauna

(2 pages)

This section will address the plant and animal life in theregion you are researching. Discuss the types of plants andanimals that live there and any interesting. All of the areaseven the arctic tundrahave plant and animal life.

See Unit Plan

Free topic

(1 page)

Choose something that interests you about the area andwrite about it. You can write more on one of the topics youvealready covered, or you can choose something else

(e.g., someone researching the arctic might look into arcticexploration ships)

See Unit Plan

Conclusionand FinalDraft

Write a short (60 words) conclusion about what youvelearned, summing up what you found out about the region.

Also, print out everything, make any changes weve talkedabout, and turned in a polished, final draft.

See Unit Plan


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NOTE 1: Every section you turn in MUST include a Works Cited page. When you turn in your

final draft, you must combine them all into one Works Cited page for the whole

research report.

NOTE 2: During the course of this assignment, you must use 3 books, 2 online sources,

1 interview (you will have an opportunity to conduct an interview in class) and

1 hard-cover encyclopedia. We will talk more about finding sources in class.

NOTE 3: Stay away from Wikipedia. It is NOT a reliable source. We will talk more about

finding reliable sources in class, but citing Wikipedia will take 5 points from your final

grade.

3.1 As the due dates for these specific sections approach, we will discuss them in detail and

look at a few examples. If you have any questions, please ask them.

3.2 We will discuss how to do a Works Cited page and how and where to find appropriate

sources. If you are having trouble finding information, tell me early! Do not wait until the

last minute to let me know that you are having trouble.

UP 1301.002 SurvivalUnit

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