Name: Karla-Renaé Harris Supervisor: Ronette Burnett

Name: Karla-Renaé Harris Supervisor: Ronette Burnett Subject/Grade: Connections - English School Year: 6th grade Date: October 18, 2012, Day 1 Title of Unit: Determination & Perseverance

Lesson Title: Survival – Guts

Grade Level/Subject Area: 6th grade Connections - English

Student Profile: Number of Students: 25 Number of Students with Special Needs: none Duration: 65 minutes Objective: Purpose of the lesson Students will use context clues from the foreward and Chapter 1 in the novel Guts to identify how the author developed a plot. Students will also cite information or examples while reading to support answers, research an idea from the reading on the internet and create a presentation on one idea discussed in the reading. Standards: ELACC6RL6: Explain how an author develops the point of view of https :// www.georgiastandards.or the narrator or g/Pages/Default.aspx speaker in a text. ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ELACC6W3c: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. ELACC6RL10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC6L4a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. Essential Questions: What do I know about survival skills?

Anticipatory Set: “Do Now”  Students enter and their folders are handed to them Name: Karla-Renaé Harris Supervisor: Ronette Burnett Subject/Grade: Connections - English School Year: 6th grade Date: October 18, 2012, Day 1 Title of Unit: Determination & Perseverance

 Student Spotlight activity Prior Knowledge: What will Students will have started reading Hatchet in their English classrooms students need to know in order to so they can make comparisons with what is happening in the memoir be successful? Guts. Modeling: How will students Instructions are located at every resource center with handouts know what is expected? Check for Understanding: What Students will have to complete worksheets at several stations, techniques will be used to monitor complete the writing they are supposed to do, and record reading learning? times at the fluency station. Each resource center has an assignment that is to be completed to show students know what they are doing.

Guided Practice: What activities At the resource centers involving research on the computers, students will will be done to provide students take what they have learned and create a power point presentation which with an opportunity to practice will be presented to the class at a later date. At the fluency station, what they are learning? students will partake in an advertisement of the book and film themselves. Independent Practice: How will As we are reading, students will have to answer questions and learning be reinforced? partake in the class discussions. Homework? Exit ticket? Closing: How will the lesson end? Students will discuss with the teacher what they learned that was new to Refer back to essential questions. them and discuss if their efforts to survive were correct or lackadaisical. Detailed Sequence of Activities:  Go over each resource center with the students Number/list the lesson procedures.  Allow only 4 students to each resource center at a time  Instruct students to wait to start the assignment at their station until you give them permission  Instruct students to read the instructions at their center  Make sure all students have the necessary materials and something in which to write  The students can begin and you need to walk around the room to monitor them (students at the research centers will need the most assistance)  At the fluency station, make sure students practice the advertisement before giving them the video recorder (let them practice in front of you one time to show they are ready) and make sure they have recorded their reading times and words per minute that they read  At the art station, make sure the students write a detailed caption/sentence of their picture(s)  Make sure the vocabulary and survival station are completing the word search and taking the survival test Accommodations/ Not as of yet Modifications: Refer to student profile. Name: Karla-Renaé Harris Supervisor: Ronette Burnett Subject/Grade: Connections - English School Year: 6th grade Date: October 18, 2012, Day 1 Title of Unit: Determination & Perseverance

Materials: What materials are  Drawing paper needed for the lesson? Include any  Pencil helpful URL’s.  Crayons, markers, colored pencils  6 buckets with instructions  Papers labeled for Resource Centers: Vocabulary, Fluency Station, Research Station 1, Research Station 2, Art, & Survival Station (make sure standards are visible on the papers) Technology Connection: What www.randomhouse.com/teachers/guides/pdf/guts.pdf kind of technology are your incorporating into the lesson? http://artofmanliness.com/2010/03/11/10-wilderness-survival-lessons- from-hatchet/