“Hatchet” By Gary Paulsen
Survival Guide Project You will be going to visit a friend in the Canadian wilderness. The only way to get to your friend is by plane. Since you have read Hatchet, you know that there is a slight chance that you could be involved in a plane crash. You will need to plan ahead in-case this happens. You will need to take with you a waterproof backpack containing no more than 10 essential items for survival and cannot weigh more than 10 lbs. One of the items in your backpack must be a survival manual that you create. Assume that you will not be able to retrieve your suitcases and you will only have the clothes on your back, the backpack, and survival manual. Research the following links to find out what you should wear, put in your backpack, and include in your manual. Check out the Survival Guide Project link to see specifications needed in your manual. Also look at the scoring guide to see how you will be graded. Links to Help You Develop Your Survival Manual http://www.princeton.edu/~oa/safety/hypocold.shtml http://www.bcadventure.com/adventure/wilderness/survival/basic.htm http://www.equipped.com/kidequip.htm http://www.bcadventure.com/adventure/wilderness/survival/food.htm http://www.adventuresportsonline.com/kids.htm http://www.adventuresportsonline.com/fire.htm http://www.adventuresportsonline.com/survival.htm Your team will use Google Presentations to create a Survival Manual based on following topics. Your manual must include a cover page and a table of contents. You must also include a “Citations,” page. Any additional websites used must be cited. ****DO NOT copy and paste from these sites. You must put the information you find into YOUR OWN WORDS. **** You may bullet point your information, paragraphs are not necessary. Survival Guide Project Creating the Manual Create a manual that will assist you if something should happen and you are stranded in the wilderness. Keep the information simple and precise. The manual will need a table of contents including the following information:
**** Hint: Divide up the responsibilities on your team. You will need the following: Task Manager – Make sure everyone is on task and that you are getting things done in time! Researchers – Internet wizards who are can find information quickly and accurately. Project Designers – Google Presentations are a lot like Powerpoint slides. Someone will need to make sure the slides are designed well and include relevant images and even video clips! Essential Question: How does an author determine an organizational pattern for a piece of text? Big Idea: Different organizational patterns are created for various purposes. TEKS: 6.2, 6.7, 6.9, 6.10, 6.12B, Fig 19 D, E Vocabulary- text structure, chronological, compare and contrast, cause and effect, problem and solution, organization, pattern
Sentence Stems:
This article is mostly about______. What is the main idea of this information? What was the effect of ________? You can tell that _____ causes _____ because ______. What happened when _______? What are the four most important facts in this information? Summarize the four most important facts in this article. What is the first step in the directions for making______? What do you do according to this recipe right before/after ______? When making ____, what is the last step to follow? Complete this task by following these steps: _______ Which is the most complete summary of this information? Summarize the three most important facts in the order the facts were presented in the text. These five strategies teach them how to figure out why authors really write. (https://www.weareteachers.com/going-beyond-pie-5-ways-to-teach-students-how-to-find-the-authors-purpose/)
1. Start With Why “Why did the author write this piece?” is the core question asked to identify author’s purpose. To help students expand their understanding of “why,” post various types of nonfiction (an advertisement, opinion article, news article, etc.) around your classroom and have students quickly identify a purpose for each. Or keep a running Author’s Purpose board with a list of the various reasons that authors write. 2. Talk About Structure Authors use different structures—sequence, problem and solution, compare and contrast—for different purposes. For example, one author may use sequence to explain an event, while another author uses compare and contrast to put that event into perspective. 3. Get to the Heart Often when authors write, they’re trying to get readers to feel a certain way. Perhaps the author of an article about whale conservation wants readers to feel sad about the plight of whales. Or the author of a letter may want to make the recipient feel better about a situation. After students read a text, stop and ask: How do you feel? And how did the author get you to feel this way? 4. Connect It to Students’ Own Writing It doesn’t have to be said that writing and reading go hand in hand. Expand students’ awareness of why people write by having them write for different purposes. When students are charged to write about a topic that they think everyone should know about, to explain a procedure or to share a personal memory, they’ll become more aware of how authors approach writing. 5. Observe How Purpose Changes Within a Text Author’s purpose is often studied through the text as a whole, but authors have different reasons for writing within texts as well. For example, an author may include a funny anecdote to draw the reader in. Then, they may launch into a list of facts that make the reader feel frustrated about the situation. And finally, they may conclude with an appeal. Take a short article and break it apart, identifying the different purposes so that students see how author’s purpose changes as they read. Plus … 3 Ways to Teach Kids How to Identify Bias Right now, your students may take every reading at face value, but as they develop as readers (and consumers of information), they need to learn how to evaluate bias. 1. Mind the Gap When authors are writing to convince their readers of something, they’re choosing evidence that best makes their case. Have students read for an eye towards what information isn’t there. For example, if an author is writing in support of keeping horse-drawn buggies in New York legal, he or she may include examples of the benefit (tourism) and leave out the drawbacks (horses holding up traffic). 2. Review the Experts Have students pull out the names and titles of the people cited in an article. What can students learn from who was included? And how credible is each expert? 3. Seek Out Stats Pull out statistics, images, facts, graphics and other numbers to paint another picture of how the author is thinking. Based on the information, what does the author want readers to remember? What was included? What wasn’t included? These stations will help you review and practice the TEKS we have been working on this week.
http://interactivesites.weebly.com/poetry.html http://www.learningfarm.com/web/practicePassThrough.cfm?TopicID=2515 http://www.learningfarm.com/web/practicePassThrough.cfm?TopicID=1128 http://www.learningfarm.com/web/practicePassThrough.cfm?TopicID=1089 Define unit vocabulary: Create word maps for each of these words- due Thursday.
conflict, shrewdest, ordeals, dejectedly, hospitality Imagery
Language that appeals to the readers' sense of sight, hearing, touch, smell, and taste. Metaphor Direct comparison of unlike things (NOT using "like" or "as") Personification A comparison that gives human qualities to an object, animal, or idea. Rhyme The repetition of the same sounds at the ends of words Rhythm The pattern of stressed and unstressed syllables Simile Compares two unlike things using like or as Tone/Mood The general attitude or feeling a poem give the reader Theme The message or lesson that the poet is trying to communicate with the reader. The deeper, hidden, secret meaning. Alliteration The repetition of consonant sounds at the beginnings of words. Hyperbole Exaggerated statements or claims that are not meant to be taken literally Onomatopoeia The use of words that imitate sounds or noises Idiom a common or overused expression that is not meant to be taken literally (Ex: "I'm all ears") figurative language words or expressions whose meaning is different than the literal meaning stanza A group of lines in a poem; a verse; like a paragraph in a book repetition Repetition of a sound, syllable, word, phrase, line, stanza narrative poem The poems tells a story Beginning/Middle/End lyrical poem Poem that has a consistent rhyme and rhythm free verse poem Poem that does not use consistent rhythm, rhyme, or any other musical pattern poetry a genre that is written in stanzas and lines Close Reading of Poetry Learning Targets • Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • Determine a theme or central idea of a text and how it is conveyed. • Determine the meaning of words and phrases as they are used in a text. • Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text. • Explain how an author develops the point of view of the speaker in a text. • Read and comprehend literature, including poems, in the grades 6–8 text complexity band proficiently • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Close Reading for Meaning To read closely means to look beyond the basic information conveyed by a text. As readers, we should also consider the author’s point of view and purpose for writing the text, as well as the author’s tone and the theme. Examining word choices and other details of the text help us to better understand the author’s intended meaning. Poets use a variety of literary techniques to convey tone, which expresses the author’s attitude about the subject of the poem. Often a poem will have a variety of subjects, and the tone of the poem may shift, or change, as it explores them. Other shifts may occur when there is a change in the speaker, setting, or structure of a poem. Recognizing these shifts can help a reader to understand the poem’s message, or theme. In this workshop, you will read three different texts and practice close reading using strategies that will help you make meaning of the text. Your teacher will guide you through the first activity. In Activity 2, you will work in a collaborative group to read and respond to the text. For the third activity, you will work independently to apply close reading strategies to determine meaning in a new text. Look carefully at the painting of President George Washington above. It was completed by American artist Gilbert Stuart in 1796. It is known as the Lansdowne portrait, because it was commissioned as a gift to William Petty Fitzmaurice, the first Marquis of Lansdowne. Fitzmaurice supported American Independence. He appreciated George Washington’s role in the Revolutionary War and admired him as the first American President.
Complete the following activities in your Reader's Response Journal. First Reading: What do you see? As you look at the painting, what catches your eye? What details do you notice? How would you describe the elements in this painting to someone who couldn’t see it? To answer this question, keep your responses only on what you can see in the painting. Second Reading: What does it mean? Now that you have examined the portrait carefully, what inferences can you make? How do you interpret what you see? In other words, what claims might you make about the artist’s depiction of the subject (George Washington) that go beyond what is explicitly shown in the image? Third Reading: How do you know? Explain the connection between the details you notice and your interpretation of these details. How might you use the details in the painting to support the inferences you have made? Writing Prompt: Now that you have carefully examined this painting and identified many of its features, make a connection between this painting and Lindsay’s poem. Be sure to • Write a topic sentence that connects the two texts. • Include textual details and explain how they support your connection. • Write a conclusion that follows from your explanation. Theodor Geisel (Dr. Seuss)1904–1991 Theodor Seuss Geisel, better known under his pseudonym "Dr. Seuss," was "probably the best-loved and certainly the best-selling children's book writer of all time," wrote Robert Wilson of the New York Times Book Review. Geisel entertained several generations of young readers with his zany nonsense books. Speaking to Herbert Kupferberg of Parade, Geisel once claimed: "Old men on crutches tell me, 'I've been brought up on your books.'" His "rhythmic verse rivals Lewis Carroll's," stated Stefan Kanfer in Time, "and his freestyle drawing recalls the loony sketches of Edward Lear." Because of his work in publishing books for young readers and for the many innovative children's classics he wrote himself, during the second half of the twentieth century Geisel "had a tremendous impact on children's reading habits and the way reading is taught and approached in the school system," declared Miles Corwin of the Los Angeles Times. Geisel had originally intended to become a professor of English, but soon "became frustrated when he was shunted into a particularly insignificant field of research," reported Myra Kibler in the Dictionary of Literary Biography. After leaving graduate school in 1926, Geisel worked for a number of years as a freelance magazine cartoonist, selling cartoons and humorous prose pieces to the major humor magazines of the 1920s and 1930s. Many of these works are collected in The Tough Coughs As He Ploughs the Dough. One of Geisel's cartoons—about "Flit," a spray-can pesticide—attracted the attention of the Standard Oil Company, manufacturers of the product. In 1928 they hired Geisel to draw their magazine advertising art and, for the next fifteen years, he created grotesque, enormous insects to illustrate the famous slogan "Quick, Henry! The Flit!" He also created monsters for the motor oil division of Standard Oil, including the Moto-Raspus, the Moto-Munchus, and the Karbo-Nockus, that, said Kibler, are precursors of his later fantastic creatures. It was quite by chance that Geisel began writing for children. Returning from Europe by boat in 1936, he amused himself by putting together a nonsense poem to the rhythm of the ship's engine. Later he drew pictures to illustrate the rhyme and in 1937 published the result as And to Think That I Saw It on Mulberry Street, his first children's book. Set in Geisel's home town of Springfield, Massachusetts, And to Think That I Saw It on Mulberry Street is the story of a boy whose imagination transforms a simple horse-drawn wagon into a marvelous and exotic parade of strange creatures and vehicles. Many critics regard it as Geisel's best work. And to Think That I Saw It on Mulberry Street, along with The 500 Hats of Bartholomew Cubbins, Horton Hatches the Egg, and McElligot's Pool, introduces many of the elements for which Geisel became famous. Mulberry Street features rollicking anapestic tetrameter verse that complements the author's boisterous illustrations. Jonathan Cott, writing in Pipers at the Gates of Dawn: The Wisdom of Children's Literature, declared that "the unflagging momentum, feeling of breathlessness, and swiftness of pace, all together [act] as the motor for Dr. Seuss's pullulating image machine." Whimsical fantasy characterizes The 500 Hats of Bartholomew Cubbins, while Horton Hatches the Egg introduces an element of morality and McElligot's Pool marks the first appearance of the fantasy animal characters for which Geisel became famous. The outbreak of World War II forced Geisel to give up writing for children temporarily and to devote his talents to the war effort. Working with the Information and Education Division of the U.S. Army, he made documentary films for American soldiers. One of these army films--Hitler Lives—won an Academy Award, a feat Geisel repeated with his documentary about the Japanese war effort, Design for Death, and the UPA cartoon Gerald McBoing-Boing, about a little boy who can only speak in sound effects. The screenplay for the film The 5,000 Fingers of Dr. T, which Geisel wrote with Allen Scott, achieved cult status during the 1960s among music students on college campuses. Later, Geisel adapted several of his books into animated television specials, the most famous of which-- How the Grinch Stole Christmas—has become a holiday favorite. The success of his early books confirmed Geisel as an important new children's writer. However, it was The Cat in the Hat that solidified his reputation and revolutionized the world of children's book publishing. By using a limited number of different words, all simple enough for very young children to read, and through its wildly iconoclastic plot—when two children are alone at home on a rainy day, the Cat in the Hat arrives to entertain them, wrecking their house in the process--The Cat in the Hat provided an attractive alternative to the simplistic "Dick and Jane" primers then in use in American schools, and critics applauded its appearance. Helen Adams Masten in the Saturday Review marveled at the way Geisel, using "only 223 different words, . . . has created a story in rhyme which presents an impelling incentive to read." The enthusiastic reception of The Cat in the Hat led Geisel to found Beginner Books, a publishing company specializing in easy-to-read books for children. In 1960 Random House acquired the company and made Geisel president of the Beginner Books division. Geisel and Beginner Books created many modern classics for children, from Green Eggs and Ham, about the need to try new experiences, and Fox in Socks, a series of increasingly boisterous tongue-twisters, to The Lorax, about environmental preservation, and The Butter Battle Book, a fable based on the nuclear arms race. In 1986, at the age of eighty-two, Geisel produced his most uncharacteristic book, You're Only Old Once, a work geared for the "obsolete children" of the world. The story follows an elderly gentleman's examination at "The Golden Age Clinic on Century Square," where he has gone for "Spleen Readjustment and Muffler Repair." The gentleman, who is never named, is subjected to a number of seemingly pointless tests by merciless physicians and grim nurses, ranging from a diet machine that rejects any appealing foods to an enormous eye chart that asks, "Have you any idea how much these tests are costing you?" Finally, the patient is dismissed, the doctors telling him: "You're in pretty good shape / For the shape that you're in!" In its cheerful conclusion You're Only Old Once is typically Geisel. "The other ending is unacceptable," the author confided to New York Times Book Review contributor David W. Dunlap. In other ways, however, the book is very different in that it is much more autobiographical than any of his other stories. Robin Marantz Henig, writing in the Washington Post Book World, called You're Only Old Once "lighthearted, silly, but with an undertone of complaint. Being old is sometimes tough, isn't it . . . Seuss seems to be saying." Los Angeles Times Book Review contributor Jack Smith declared that in the book Geisel "reveals himself as human and old, and full of aches and pains and alarming symptoms, and frightened of the world of geriatric medicine, with its endless tests, overzealous doctors, intimidating nurses, Rube Goldberg machines and demoralizing paperwork." Nonetheless, Henig concluded, "We should all be lucky enough to get old the way this man, and Dr. Seuss himself, has gotten old." In 2004, Random House began a yearlong celebration in honor of the one hundredth anniversary of Geisel's birth. Having sold more books for Random House than any other author, Geisel was also depicted on a stamp issued by the U.S. Postal Service. The celebration included one hundred days of events in memory of Geisel held in forty cities throughout the United States. Events included live theatrical performances, readings of his works, costume character appearances, and interactive workshops. "The celebration encompasses his life as a whole and not just him as a children's book illustrator," Random House executive Judith Haut told Joy Bean in Publishers Weekly. "He revolutionized how children learned to read, and so we knew the celebration had to equal the passion people have for his books." https://www.poetryfoundation.org/poems-and-poets/poets/detail/theodor-geisel complete a tpcastt for too many davesToo Many Daves Theodor Geisel Did I ever tell you that Mrs. McCave Had twenty-three sons and she named them all Dave? Well, she did. And that wasn't a smart thing to do. You see, when she wants one and calls out, "Yoo-Hoo! Come into the house, Dave!" she doesn't get one. All twenty-three Daves of hers come on the run! This makes things quite difficult at the McCaves' As you can imagine, with so many Daves. And often she wishes that, when they were born, She had named one of them Bodkin Van Horn And one of them Hoos-Foos. And one of them Snimm. And one of them Hot-Shot. And one Sunny Jim. And one of them Shadrack. And one of them Blinkey. And one of them Stuffy. And one of them Stinkey. Another one Putt-Putt. Another one Moon Face. Another one Marvin O'Gravel Balloon Face. And one of them Ziggy. And one Soggy Muff. One Buffalo Bill. And one Biffalo Buff. And one of them Sneepy. And one Weepy Weed. And one Paris Garters. And one Harris Tweed. And one of them Sir Michael Carmichael Zutt And one of them Oliver Boliver Butt And one of them Zanzibar Buck-Buck McFate ... But she didn't do it. And now it's too late. Activities for Read across americaAbraham Lincoln
by Vachel Lindsay (In Springfield, Illinois) It is portentous, and a thing of state That here at midnight, in our little town A mourning figure walks, and will not rest, Near the old court-house pacing up and down. Or by his homestead, or in shadowed yards He lingers where his children used to play, Or through the market, on the well-worn stones He stalks until the dawn-stars burn away. A bronzed, lank man! His suit of ancient black, A famous high top-hat and plain worn shawl Make him the quaint great figure that men love, The prairie-lawyer, master of us all. He cannot sleep upon his hillside now. He is among us:—as in times before! And we who toss and lie awake for long Breathe deep, and start, to see him pass the door. His head is bowed. He thinks on men and kings. Yea, when the sick world cries, how can he sleep? Too many peasants fight, they know not why, Too many homesteads in black terror weep. The sins of all the war-lords burn his heart. He sees the dreadnaughts scouring every main. He carries on his shawl-wrapped shoulders now The bitterness, the folly and the pain. portentous: giving a sign or warning that something is going to happen thing of state: a matter of state; something of national concern or importance homestead: a house and the farmland it is on prairie-lawyer: an attorney who has completed little or no formal legal training and has become a member of a state bar through apprenticeship and study; partly through its association with Lincoln, the image of a prairie-lawyer is one of a protector of the common man dreadnaughts: (or dreadnoughts) early 20th century battleships He cannot rest until a spirit-dawn Shall come;—the shining hope of Europe free; The league of sober folk, the Workers’ Earth, Bringing long peace to Cornland, Alp and Sea. It breaks his heart that kings must murder still, That all his hours of travail here for men Seem yet in vain. And who will bring white peace That he may sleep upon his hill again? Abraham Lincoln Poem You will read the text in this activity at least three times, focusing on a different purpose for each reading. First Reading: First Impressions Read the following poem silently. Your focus for this first reading is on understanding the meaning of the poem. As you read, practice diffusing the words you may not know by replacing unfamiliar words with the definitions or synonyms for the words that appear to the right. Using this strategy will help your understanding. Second Reading: Vocabulary in Context Now that you have read the poem silently, listen and follow along as your teacher reads the poem aloud. As you read along with your teacher, circle words and/ or phrases (other than the underlined words) that you do not know or that you feel are important to the meaning of the poem. Diffuse these words/phrases for comprehension. Check Your Understanding 1. Pair with another student and use context clues and reference resources to determine the meaning of any new words you need to define. Choose six words from those that have been underlined, bolded, and/or that you have circled, and paraphrase the definition to show your understanding. 2. Choose two or three of the words you have examined that you think are important to your understanding of the poem. Use the words to summarize the central ideas in the poem and show how these words contribute to your understanding of the poem. Third Reading: Text-Dependent Questioning Now read the poem again, this time reading to respond to the Key Ideas and Details interpretive questions. Write your responses to each question and highlight or underline the textual evidence that supports your answer. During class discussion, you may also want to annotate the poem to record new or different meanings of the text. Check Your Understanding Now that you have read closely and worked to understand challenging portions of this poem, choose a line that you think is critical to understanding what the poem is about and why the author wrote it. Explain in your own words what the line means and why it is important to your understanding of the poem. Synthesizing Your Understanding Now that you have read the poem three times and studied its vocabulary and sentences, synthesize your understanding by responding to the following questions about shift, attitude, and theme as a way of bringing all your knowledge together. 1. Shift: It is rare that a poem begins and ends with the same emotion or idea. When reading poetry, watch for the following markers that may indicate a shift: • key transitional words, such as but, yet, or however • punctuation that indicates a change, such as dashes, periods, colons, or ellipses • stanza divisions • differences in line and/or stanza length • changes in the subject, emotion, or setting of the poem What shift(s) can you identify in this poem? Record each line number at which you believe a shift occurs, and describe the kind of shift that is occurring. Key Ideas and Details What is the meaning of the question at the end of the poem? Who is asking it, and how do you know? 2. Attitude: An author’s attitude in a piece of literature is expressed through its tone. The tone conveys the emotion that a speaker or writer wants to communicate about a subject. It is common for works of literature, including poetry, to involve more than one attitude and/or tone. What attitudes can you identify in this poem? What evidence helps you identify these attitudes? 3. Theme: A theme in any work of literature can be described as an idea, message, or perspective on the topic that the speaker or writer wants to communicate to the audience. What possible themes can you identify in this poem? What evidence helps you identify these themes? Writing Prompt: Based on your current understanding of the poem, explain how Lindsay conveys a theme about Abraham Lincoln. Be sure to • Identify a theme in the poem. • Provide textual evidence to support your analysis. • Include commentary explaining how the details in the poem support a theme. Essential Question: How does the way you respond to difficult situations help make you who you are?
Big Idea: “Why fit in when you were born to be different” - Dr. Seuss Complete Vocabulary Word Maps for the following words: Stanza, graphic elements, rhyme scheme, figurative language, personification, metaphors, similes, hyperboles, imagery Colleen Driggs defines theme as "The message conveyed by a text that applies to multiple other texts.” Examples of theme include: Fairness Respect Fighting is never the answer Hope and Love Hard work Honesty Trust Teamwork Treat others as you want you are to be treated. Link to the Padlet and tell us what you think the theme of Freak the Mighty was. https://padlet.com/pcapulong/4c671ie943cz |
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