UNIT PLAN

Title: Worst-Case Scenario Survival Unit Plan Class Description: 10th Grade English Document Number: UP-8000.001 Page 1 of 42 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. Be able to research topics to answer questions; also, they will be able to use research in writing both nonfiction and fiction effectively.

B.

2.0 STANDARDS Students will: A. B. (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. (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, order events 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. F. (RI.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. (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 and refined 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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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.) (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. (W.10.8) 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. (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.)

J.

K.

L.

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. B. The Worst-Case Scenario Survival Guide: Travel Edition by Joshua Piven and David Borgeniecht 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. B. The Man Eaters of Tsavo by Colonel Henry Patterson 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. 4.0 WRITING Students will complete the following writing assignments: A. B. Process Essay (LP-4000.002; Worst-Case Scenario Survival Guide: High School) Descriptive Essay (LP-4000.007; Vocabulary Essay 1) The Worst Journey in the World by Apsley Cherry Garrard

C. Short Story (LP-4000.008; Vocabulary Essay 2) D. Poem (LP-4000.005; Poetic Survival) E. F. Research Paper (GR-3003.001; Worst-Case Scenario Research) 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. B. Punctuation for bulleted lists 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. B. PowerPoint Presentation Equipment/flash drive 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 Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday LP Number LP-4000.001 LP-4000.002 LP-4000.002 LP-4000.002 LP-4000.003 LP-4000.004 LP-4000.003 LP-4000.005 LP-4000.005 LP-4000.004 LP-4000.006 LP-4000.007 LP-4000.007 LP-4000.007 LP-4000.004 LP-4000.008 LP-4000.008 LP-4000.008 LP-4000.006 LP-4000.004 LP-4000.004 Appendix J Title "Choosing Books for Book Clubs" "Worst-Case Scenario Nonfiction" "Worst-Case Scenario Nonfiction" "Worst-Case Scenario Nonfiction" "Source Day" (Columbus Day: No School) "Book Clubs" (Start Novels) "Source Day" "Survival Poetry" "Survival Poetry" "Book Clubs" "Workshop Day" "Surviving with Jack London" "Surviving with Jack London" "Surviving with Jack London" "Book Clubs" "Turning Fact Into Fiction" "Turning Fact Into Fiction" "Turning Fact Into Fiction" "Workshop Day" "Book Clubs" "Book Clubs" "Research Presentations" Assignments Due

WEEK 1

Abstract Due

WEEK 2

Survival Guide Due Introduction Due Flora/Fauna Due 100 Novel Pgs Due Critiques Due (2) History Due Vocab. Essay 1 Due 200 Novel Pgs Due Free Topic Due Vocab. Essay 2 Due Critiques Due (2) All Novel Pgs Due Final Papers Due

W5

WEEK 4

WEEK 3

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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. B. Contributions to Brainstorming Lists Class Discussions

C. Interview Questions D. Small Group Collaboration E. F. Research Answers to Research Questions

G. Multimedia Presentations (Content, Delivery, Appropriate Use Of Media) H. Question-and-Answer Sessions I. J. K. Simulations/Skill Application and Demonstration Peer Critiques And Workshop Essays

LESSON PLAN
Document: "[Insert Document Name]" Class Description: "[Insert Class Title]" Document Number: "[Insert Number]" Page 6 of 42 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 .............................................................. 7 Appendix 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. B. Watch a PowerPoint presentation about the book choices 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. F. Read the front and back covers of the books 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 formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 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.

NOTE:

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

4.2

5.0 TEACHING STRATEGIES 5.1 5.2 5.3 PowerPoint Presentation Small Group Discussions Individual Reading

6.0 LESSON SEQUENCE 6.1 Warm Up/Class Opening Activity [1] [2] Introduce the unit. Show a clip of A Cry in the Wild or Lost or read a dramatic short story of wilderness survival. Engage the students in the idea that this month will be spent surviving worst-case scenario adventures.

Instructor

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 6.2.1 Direct Instruction Set the room up into five sections (one for each novel). Have copies of each of the novels set out on their respective stations. [1] Prepare a PowerPoint slide show that briefly introduces each novel. Be sure to go over: A. B. The location of the novel (and mention that the research project will revolve around this) The reading-level difficulty

Instructor

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 [1] [2] Spend 5 minutes at each station looking over the books. Decide on your first, second, and third choice. When skimming the books, be sure to look at: A. B. The Table of Contents (Bolded Chapter Names) The front and back cover (DO judge a book by its cover!)

Students

C. Pictures within the text D. Maps E. F. Instructor [3] First couple lines of the story A random section somewhere in the middle of the book

Choose students in a random order (e.g., drawing out of a hat) to choose their books. If you see that an ESL student is getting stuck with one of the harder novels to read, you can ask one of better readers to switch so that the ESL student can have a better opportunity to learn and the native English speaker is challenged.

6.4

Conclusion and Homework Assignments [1] [2] Go home and pre-read the book. Read a few pages at random to see if you like the style it is written in. IF you really hate your book, THEN talk to the teacher about it. The point of reading is to get invested and involved in a story; if this book is not an ideal book for you, one of your classmates is probably willing to switch. Abstracts for your research paper are due on Wednesday: You have until the end of the day on Tuesday to switch books with a peer and finalize your topic.

Students

[3]

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Appendix B, LP 4000.002, Worst-Case Scenario Nonfiction

1.0 CONTENT OJBECTIVES Students will: A. B. Given techniques for reading nonfiction, read expository articles. 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. 2.0 LANGUAGE OJBECTIVES Students will: A. Given techniques for reading nonfiction writing quickly and accurately, read essay selections from The Worst-Case Scenario Survival Handbook: Travel by Joshua Piven and David Borgeniecht in timed sessions. Discuss as a class what makes the chapters reliable/unreliable.

B.

C. Discuss as a class the sources that the author cites. D. Using The Worst-Case Scenario Survival Handbook: Travel as a model, create a class book of expository (how-to) essays that explain how to survive high school. E. Generate topics for their own expository essays.

3.0 NEVADA STANDARDS 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 under investigation. 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.

B.

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 Students will need to have an understanding of the following terms. 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. Citation. A quoted source for information. 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. Graphic. A table, chart, picture, or other non-text item contained in an article. 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. Scenario. Situation. Unreliable source. Information from an unreliable source is just that: unreliable. It is adulterated by opinions, falsehoods, and misinformation. It can often be hard to distinguish between reliable and unreliable sources.

4.2 4.3

4.4 4.5

4.6 4.7

5.0 TEACHING STRATEGIES 5.1 5.2 5.3 5.4 Timed Reading Direct Instruction Class Discussion Story Telling

6.0 LESSON SEQUENCE 6.1 Warm Up/Class Opening Activity (Day 1) [1] Turn on How to Survive an Alien Abduction by HowCast.

Teacher

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http://www.youtube.com/watch?v=3Gf6fueM37Q [2] Ask students what tools the video gave to explain how to survive. Make sure that the following items end up on the final list: A. B. A list of required items A list of optional items

C. An illustration of all scenarios D. Step-by-step instructions 6.2 Set up [1] [2] Set up the room so that there are six tables or centers. Place chapter copies of The Worst-Case Scenario Survival Handbook: TRAVEL on each station face down (one chapter per station, but enough copies of each chapter so that every student can read independently). Instruct students not to look at the chapter packets.

Teacher

[3] 6.3

Direct Instruction [1] [2] Inform the students that this is a life and death matter: at the end of the class, they will be given a test on how to survive. Each packet holds vital clues on how to survive everything from how to stop a runaway car with no breaks to how to survive falling over a waterfall. Instruct the students that they will have limited time to go over all of the information, and then they will have to survive. To get vital information from the text in a short amount of time, point out that students need to look for: A. B. Numbered Steps and Bulleted Lists Unusual Formatting (bold, colored, italicized, large, underlined)

Teacher

[3] [4]

C. Pictures and Captions 6.4 Activity

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Teacher

[1] [2]

Begin the activity by blowing a whistle or saying go. Set a timer for 1 minute and 30 seconds. Begin reading the chapters that are stacked at your station. Look for the things listed on the board, and be prepared to add to the list. Try to memorize as much of this as you can: your life may depend on this someday. When the timer goes off, ask the students to stop reading and put the packets face-down on the desk. Ask the students to expand on the list with things they noticed/things they would look for when quickly reading texts. Ask students to move to the next group and begin the activity again. 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.

Students

[3] [4] [5]

Teacher

[6] [7] [8]

NOTE:

[9]

For the remaining class time, shift gears and ask students what they thought 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 the amount of sources and the reliability of the sources.

6.5

Assessment/Using the Knowledge (Day 2) The teacher should save this activity for the next day. Showing a short clip of Lost or A Cry in the Wild should get students in the mood to talk about survival and jog their memories. [1] Come prepared to tell a choose-your-own-adventure story. Create a scenario 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 lost in the Nevada Desert). Make it fun. Seat the students on the floor for story time, and when you get to certain points in the story, ask for student input (e.g., How would you find water in the desert?). When students answer the questions, ask them where that appeared in the text, if anyone else remembered seeing that section and if they could answer questions about it.

NOTE:

Teacher

[2]

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[3] [4] [5]

Pass the book and/or chapter copies among the audience and ask them to read verbatim the sections that support their conclusions. Assess whether or not students are supporting opinions with the text and if they are accurately interpreting the text. IF students are drawing from sources other than the Worst-Case Scenario book (e.g., my dad is a police officer, and he says), THEN talk about reliability. IF students are not drawing from other sources, THEN ask them about a scenario that isnt in the book, then ask students where they are getting their information to respond.

[6]

6.6 6.6.1

Medium-Length Assignment (Day 3) 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). [1] Discuss chapter titles/sections that will be included in the book (e.g., a section on People Skills might include How to evade a bully and How to talk to a crush. Decide on a topic that you can explain. This should be an expository piece of writing, meaning that you explain how to do something. There should be no opinions, just facts. Consult three sources (one book, one website, one interview) to make your paper credible. We will talk about how to find sources tomorrow in class; tonight just think of a topic that fits into one of the sections we came up with. You will not have to cite sources within the text for this project; you will have to create a bibliography that tells me where you found the information. Your Worst-Case Scenario guide must include: A. B. A bulleted list or numbered steps (using parallel structure) Bold, italic, colored, or underlined text that draws attention to important words or phrases

As A Class

Students

[2]

[3]

[4]

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 with experts (volunteers) about the subjects youve chosen. I will also have some books out, and we will go over how to cite sources and how to find the right book. In preparation for your upcoming research project, Friday (week 1) will be a source day, where you can conduct research for this project or for your research project, and I will be there to answer your questions and help you to find the best sources.

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Appendix C, LP 4000.003, Source Day

1.0 CONTENT OJBECTIVES Students will: A. B. Spend a day in the library finding sources by looking through the books, magazines, and internet sources which are available. 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. 2.0 LANGUAGE OJBECTIVES Students will: A. B. Pre-read sources to determine if they are applicable and reliable to their research. 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. 3.0 NEVADA STANDARDS 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. (W.10.8) 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.

B.

C. (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.

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D. (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. 4.0 KEY VOCABULARY Students will need to have an understanding of the following terms. 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. Plagiarism. The practice of taking someone elses work or ideas and passing them off as ones 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.

4.2

5.0 TEACHING STRATEGIES 5.1 5.2 5.3 Individual work Conducting Research One-on-one help

6.0 LESSON SEQUENCE 6.1 6.1.1 Warm Up/Class Opening Activity 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. [1] [2] Ask students to write down the question or questions that they hope to answer during their trip to the library (e.g., What plants grow in Bolivia?) Ask students to write down three places where they think they can find this information (e.g., Encyclopedias, books about Bolivia, books about the rainforest). Ask students to write down a short plan of action for when they get to the library (e.g., go to the computer and look up books about plants, go straight to the encyclopedia section).

Teacher

[3]

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[4]

Remind students that they must write down the author, publishing date and company, place of publication, title, and page numbers used for their works cited page. IF your school allows it, THEN you might suggest that students make a copy of the copyright page (or take a picture of it on their phones).

6.2

Activity [1] [2] Look for information about your topic of choice. When you find information, take note of the source and then take notes on what you found. Check out the book if you are allowed to. Aide students in finding reliable, helpful sources. Aide them in understanding the librarys organization system and pointing them in the right direction. Make sure all students are writing down bibliography information and make sure that they are all actually working. To encourage this, require that students turn in their notes with the final draft of their research paper.

Students

Teacher

[3]

[4]

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Appendix D, LP 4000.004, Book Club

1.0 CONTENT OJBECTIVES Students will: A. B. 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. 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.

2.0 LANGUAGE OJBECTIVES Students will: A. B. Break into book clubs to discuss the books that they have chosen to read for this unit. Read or listen to their books in groups (either circle reading or listening to a book on tape)

3.0 NEVADA STANDARDS Students will: A. B. (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. (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 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. E. (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.) 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 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.

NOTE:

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. 5.0 TEACHING STRATEGIES 5.1 5.2 5.3 5.4 Small group discussions Reading aloud/listening to books on tape Worksheets/Discussion Outlines Teacher interactions with small groups

6.0 LESSON SEQUENCE 6.1 Warm Up/Class Opening Activity [1] [2] Break into your book groups Read/Listen to the assigned pages for your book, which will be written on the board when you walk in (e.g., read the first chapter aloud, going around 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 6.2.1 Activity 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. 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. 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. Part 1 [1] Determine the themes of the text you have read, and discuss its development over the course of the text, including how it emerged and was shaped and refined by specific details Provide an objective summary of the text For the first book club, discuss what you think is going to happen in this book. What will the central ideas be? Based on your previewing the book in class, what do you think the overall tone of the book will be?

6.2.2

6.2.3

6.2.4

Students

[2] [3]

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. Part 2 [4] Discuss a pre-assigned topic for your group. The topic may be written on the board, or it may be given to you in the form of a worksheet for your group to fill out. These questions will pertain to one of the following: A. Discussing the structure of the text and that structures effect on tone and suspense

6.2.5

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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 [5] Discuss your feelings about the book in relation to: A. B. Characters: what do you think of them? Would you act differently in the same situation? 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?

Students

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

1.0 CONTENT OJBECTIVES 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). 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.

B.

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. 2.0 LANGUAGE OJBECTIVES Students will: A. B. Read Arroyo: Flash Flood as a class 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

3.0 NEVADA STANDARDS 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 and refined by specific details; provide an objective summary of the text. (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.

B.

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C. (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 b and d.) D. (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 subsection d.) 4.0 KEY VOCABULARY Students will need to have an understanding of the following terms. 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. Meter. The rhythm of a piece of poetry, determined by the number and length of feet in a line. Prose. Written or spoken language in its ordinary form, without metrical structure. Suspense. A quality in a work of fiction that arouses uncertainty about what may happen. Stanza. A group of lines forming in the basic recurring metrical unit in a poem; a verse. Arroyo. A steep-sided gully cut by running water in a desert region without much vegitation.

4.2

4.3 4.4 4.5 4.6

5.0 TEACHING STRATEGIES 5.1 5.2 5.3 5.4 PowerPoint Partnered work Student-Teacher Conferences Individual Work

6.0 LESSON SEQUENCE 6.1 Warm Up/Class Opening Activity [6] Create a PowerPoint Presentation from the information from the website http://survival.outdoorlife.com/photos/gallery/survival/2011/05/survival-

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blog-survivalist-survival-tips?photo=16#node-1001345526 (The 25 Most Incredible Survival Stories) [7] Pass out a copy of the outline view to the class so that they can refer to the information during the activity.

6.2

Direct Instruction [1] [2] Put a copy of Arroyo: Flash Flood on the board. Lead the class in annotating the poem. Be sure to discuss: A. B. Word choice Form mirroring function

Instructor

C. Fiction/nonfiction elements D. Research integration (what would the author have to know to write this poem?) 6.3 Activity [1] [2] [3] Write a survival poem (or song) about one of the Worst-Case Survival Scenarios from the Warm Up. Feel free to discuss the poems with your peers, but keep the volume low. When your poem is complete, write an artists statement that explains what you are trying to do. You can annotate your own poem, or you can write a paragraph about what you did, why you chose the words and forms you did, and what survival knowledge youve used from the texts youve been reading in class. When the artist statement is complete, exchange a clean copy of your poem with a partner. Annotate their poem and write a paragraph stating how it was effective. Talk about your results: did your partner notice something in your poem that you did not? How did the survival story change when it went from being a synopsis for a website to being a poem? Did it become more dramatic? More vague? To keep students on task, hand out a worksheet to fill out about

Students

Day 2

[4] [4.1] [4.2]

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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 to discuss their research projects. Highlight issues that they are having, paying special attention to research-based problems. Are they citing sources correctly? Are they finding the sources they need? Conferences with individual students should be short and direct. Spending just 5 minutes with each student will give you time to hold 20 conferences over 2 days. Either the conferences can be shorter, or they can spill over into another lesson/day. Or you can meet with only the students who are having trouble.

[6]

6.4

Assessment [1] [2] Turn in your poems (or songs), your artist statements, and your completed worksheets at the end of the second class period. Pick a few of the poems that stand out and share them with the class as a warm-up for another day. Discuss as a class why these poems are so effective. Anyone who did a song is welcome to sing it to the class. If anyone volunteers to do so, discuss as a class how the tune of the song affected the tone, suspense, or message.

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Appendix F, LP 4000.006, Workshop Day

1.0 CONTENT OJBECTIVES 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. 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).

B.

C. Look for and fix errors in MLA formatting in papers. 2.0 LANGUAGE OJBECTIVES Students will: A. B. Read peers drafts of sections of research papers. 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

3.0 NEVADA STANDARDS 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.) (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.)

B.

C. (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.

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D. (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. 4.0 KEY VOCABULARY Students will need to have an understanding of the following terms. 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. 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. 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.

4.2

4.3

5.0 TEACHING STRATEGIES 5.1 5.2 Small groups Silent listening

6.0 LESSON SEQUENCE 6.1 6.1.1 Warm Up/Class Opening Activity 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. Direct Instruction Prior to the Workshop Day [1] [2] [3] Instruct students to turn in two copies of the text theyve written. Instruct students to get into groups of three. These groups MAY NOT consist of people within the same book clubs. Exchange papers between the three students.

6.2 6.2.1

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[4]

For homework prior to the workshop, read your peers papers and write critiques. 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. F. Summary Positives

G. Opportunities for Improvement 6.3 Activity [1] [2] Writer [3] Break into your workshop groups of 3 people. Choose a student to be the first writer; the other two students will be critics. Stay silent and listen while the two critics talk about your work. Interrupt ONLY if they are talking about something thats totally off track (a typo that makes them think that your essay on plants is actually on planets, for example). Summarize the piece. Did both of you understand it? Did both of you think it was about the same thing? Did both of you think that the author had the same tone and purpose? Discuss the positives of the piece. What did you like about it? Was the writing engaging? Was the piece on topic? Discuss the opportunities for improvement. What did you find confusing while you were reading? Did the author get off topic anywhere? Were there any sections that werent grabbing your attention? Always thank your peers for their input: even if you didnt find it extremely valuable, they still put time and effort into reading your paper and trying to come up with ways for you to improve it. Discuss where you agreed and/or disagreed with the critique. Repeat steps 36, but critique the critics work (i.e., one critic becomes writer 2 and the other critic becomes writer 3; repeat this process for writers 2 and 3).

Students

Critics

[4]

[5] [6]

Writer

[7]

[8] Students [9]

6.4

Assessment [1] Turn in copies of critiques to the teacher, who will read them over to see if 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 not you took the advice of your peers and incorporated some of the workshop feedback.

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Appendix G, LP-4000.007, Surviving with Jack London

1.0 CONTENT OJBECTIVES 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. 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.

B.

2.0 LANGUAGE OJBECTIVES Students will: A. B. Read (popcorn style) Jack Londons Short Story To Build a Fire (The Century Magazine version) 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

3.0 NEVADA STANDARDS Students will: A. (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.. (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.)

B.

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C. (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.) D. (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. 4.0 KEY VOCABULARY Students will need to have an understanding of the following terms. 4.1 Yukon. A river that rises in Yukon Territory in northwestern Canada through central Alaska to the Bering Sea. 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.

4.2

5.0 TEACHING STRATEGIES 5.1 5.2 5.3 5.4 5.5 Small groups Silent, timed writing Class discussion Compare and contrast Reading aloud

6.0 LESSON SEQUENCE 6.1 Day 1 Day 2 Day 3 Warm Up/Class Opening Activity [1] [2] [3] [4] Show the students a little bit about Jack London; his biography can be found at http://www.jacklondons.net/shortbio.html Read the Youths Companion version of the story to the class Ask students to write for five minutes about an imagined life-or-death situation. Ask for a few volunteers to share what they came up with.

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[5]

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

6.2 6.2.1

Direct Instruction Day 1 [1] [2] Read To Build a Fire popcorn style As students are reading, insert The 8 into the story. Pause the reading every so often and ask students to predict what will happen or ask a student how he/she pictures one of the characters or the setting. Pause to define some of the larger words in the text. Do not tell the students that the story is fictional yet. At the end of the story, discuss what makes the class suspect that the story is fictional. Discuss what makes the story effective and what (if anything) the students would change about the story given their knowledge of nonfiction survival accounts. For example, we are given the POV of the dog and the story is written in the 3rd person.

Students Teacher

[3] [4] [5]

6.3 6.3.1

Direct Instruction Day 2 [1] Break students into small groups and have them compare and contrast the two stories with regards to the following topics: A. B. Was the same amount of detail put into both stories? Did the structure of the two stories differ?

Instructor

C. Was the point of view the same in both stories? D. Which story would you say was more realistic? E. [2] Which story sounded more like nonfiction?

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

[3]

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plotlines come together artistically). 6.4 Activity [1] [2] [3] Hand out excerpts of fiction stories that lack research (the forest in Twilight, the meadows of Dragon Lance, the alien worlds of Halo) In groups, discuss ways to make the fiction stories more effective and believable by adding in wilderness survival knowledge. At the end of class, bring the class back together and have each of the groups share their favorite suggestion.

Instructor Students Instructor

6.5

Homework [1] [2] [3] Write a fictional survival story that incorporates the vocabulary words of this week. You may continue the story you started in your warm up. Stories do not have a set length, but you need to incorporate 15 of the vocabulary words that the book clubs came up with. Make your stories realistic and believable by incorporating showing details and survival skills that you have been learning about all unit.

Students

6.6 6.6.1 6.6.2

Assessment Day 3 Hand out the assessment, which will cover key areas from this lesson as well as important concepts from the unit. [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 the flame grew stronger, he increased the size of the twigs with which he fed it. He squatted in the snow, pulling the twigs out from their entanglement in the brush and feeding directly to the flame. He knew there must be no failure. When it is seventy-five below zero, a man must not fail in his first attempt to build a fire that is, if his feet are wet. If his feet are dry, and he fails, he can run along the trail for half a mile and restore his circulation. But the circulation of wet and freezing feet cannot be restored by running when it is seventy-five below. No matter 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 to work 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, he restored their circulation sufficiently for them to be of use to him. With his hunting-knife he slashed the straps from his pack, unrolled his blanket, and got out 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 b. Asking questions c. Reading d. Learning new things e. 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 about used 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. Answers ad are acceptable, so long as the student gives an accurate explanation of their answers

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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 information. 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

1.0 CONTENT OJBECTIVES 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. Present their final projects to the class.

B.

2.0 LANGUAGE OJBECTIVES Students will: A. B. Write a piece of fiction or literary nonfiction that combines imagination, research, and real-world events. Listen to peer survival presentations.

C. Present projects to the class. 3.0 NEVADA STANDARDS Students will: A. (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.) (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.

B.

4.0 TEACHING STRATEGIES 4.1 4.2 4.3 Small groups Individual work 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. [1] [2] [2.1] Hand out packets of the Worst-case Scenario Survival Guide: Travel (used previously in LP-4000.002). Instruct students that they have two days in class to write. What they write can be either fiction or based on a true story (one of the survival scenarios from the PowerPoint in LP-4000.005, Survival Poetry They can write a short story, a play, a song, or a storyboard for a movie (with captions). These projects are counting as a vocabulary essay; so include 15 vocabulary words from the list in the assignment. Start writingeither as a group or as an individual Control the classroomdont let things start getting out of control; make sure that students arent getting too rowdy. Walk around the classroom and offer feedback on the projects and make sure that everyone is working.

Instructor

[2.2] [2.3] Students Instructor [3] [4]

5.2

Review/Assessment [1] Ask for volunteers to present their projects: sing the songs, act out parts of the plays, review the storyboards and read the stories. Grade on completion and effort as well as final projects and vocabulary word inclusion.

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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. 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.

1.2

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. 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.

2.2

D. Into Thin Air: A Personal Account of the Mt. Everest Disaster by Jon Krakaur E. Bundle up to read this intense story about surviving in the ice and snow.

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. After you have finished your research papers, you will present (as a group) the setting for your book to the rest of the class.

2.4

3.0 TIMELINE ITEM Book Choice Abstract (60 words) Introduction (1 page) History (2 pages) Flora/Fauna (2 pages) Free topic (1 page) This section will just give a broad overview of the area. Discuss where it is on the globe, the climate and weather of the area, and a general description of what the area is like. This section will address the history of your topic. Discuss who discovered the region, if there were native inhabitants, when colonies were formed, first exploratory teams, etc. This section will address the plant and animal life in the region you are researching. Discuss the types of plants and animals that live there and any interesting. All of the areas even the arctic tundrahave plant and animal life. Choose something that interests you about the area and write about it. You can write more on one of the topics youve already covered, or you can choose something else (e.g., someone researching the arctic might look into arctic exploration ships) Write a short (60 words) conclusion about what youve learned, summing up what you found out about the region. Also, print out everything, make any changes weve talked about, and turned in a polished, final draft. See Unit Plan DESCRIPTION Chose which book club you would like to be a part of. There is a maximum of 8 people per book. Write a short (around 60 words) summary of what you are going to be researching. DUE DATE See Unit Plan See Unit Plan

See Unit Plan

See Unit Plan

See Unit Plan

Conclusion and Final Draft

See Unit Plan

UNIT PLAN
Title: Worst-Case Scenario Unit Plan
th

Document Number:

UP-8000.001 Page 42 of 42

Class: 10 Grade English

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. 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.

3.2