Intel® Teach Program
Essentials Course
The Cay Unit Plan
Unit AuthorFirst and Last Name / Gavin Zastrow
School District / Stone Bank School District
School Name / Stone Bank School District
School City, State / Oconomowoc, WI 53066
Unit Overview
Unit Title
Where the Red Fern Grows
Unit Summary
Students will create a project that highlights a direct comparison between the life of the main character (Billy) and their own. Students will learn how to create, edit and publish podcasts. Through this process, students will connect the themes, characters, and other literary elements highlighted in WTRFG to their own life. While completing the podcast assignment, the student will learn about a character's voice and how to display that voice to their audience. Students will have the opportunity to assess other student's work as well as self assess their own project and compare those assessments with that of the teacher. This work will encompass a variety of learning styles and materials (“new age” and “old school") to accomplish the goal of meeting the criteria for a sixth grade reading student. Upon completion of this unit, students will take the lessons they learned and apply them to a lesson where they record part of their oral book report for publication.
Subject Area
English Language Arts - Standard A - Performance Standards Grade 8
By the end of grade eight, students will:
A.8.1 Use effective reading strategies to achieve their purposes in reading.
Use knowledge of the visual features of texts, such as headings and bold face print, and structures of texts, such as chronology and cause-and-effect, as aids to comprehension
Establish purposeful reading and writing habits by using texts to find information, gain understanding of diverse viewpoints, make decisions, and enjoy the experience of reading
Select, summarize, paraphrase, analyze, and evaluate, orally and in writing, passages of texts chosen for specific purposes
A.8.2 Read, interpret, and critically analyze literature.
Identify the defining features and structure of literary texts, such as voice, voice inflection, representation of character, and point of view
Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the overall impact of literature
Draw on a broad base of knowledge about the genres of literature, such as the structure and conventions of essays, epics, fables, myths, plays, poems, short stories, and novels, when interpreting the meaning of a literary work
-1.
Develop criteria to evaluate literary merit and explain critical opinions about a text, either informally in conversation or formally in a well-organized speech or essay
A.8.3 Read and discuss literary and nonliterary texts in order to understand human experience.
Provide interpretive responses, orally and in writing, to literary and nonliterary texts representing the diversity of American cultural heritage and cultures of the world
Identify common historical, social, and cultural themes and issues in literary works and selected passages
-1.
Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading, interpreting, and reflecting on contemporary texts
Evaluate the themes and main ideas of a work considering its audience and purpose
Grade Level
6th Grade Reading
Approximate Time Needed
8 weeks for unit (3 weeks for podcast assignment)
Unit Foundation
Targeted Content Standards and Benchmarks
1) Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
d. Contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. Plan and manage activities to develop a solution or complete a project.
5. Digital Citizenship
Students understand human, cultural, and societal issues related technology and practice legal and ethical behavior. Students:
a. Advocate and practice safe, legal, and responsible use of information and technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. Demonstrate personal responsibility for lifelong learning.
Student Objectives/Learning Outcomes
Students will be able to:
· Identify school acceptable use policy and proper online practices
· Create a pod cast analyzing and interpreting similarities between the life of the main character (Billy) and the student’s own life.
Curriculum-Framing Questions
Essential Question
Unit Questions
Content Questions / Essential Question: How do people’s ideas evolve over time? Why is it important for people to read and interact with specifics themes and beliefs represented in novels?
Unit questions: How does your life and experiences compare with those of Billy’s?
What are the specific themes of the book Where the Red Fern Grows?
Who are the main Characters?
How is your life experience similar and different to his?
Content Questions: Where the Red Fern Grows - Chapter Questions
Chapter One:
1. What is the purpose and main idea of this chapter?
2. What point of view is used in Rawl’s selection?
3. Describe the setting.
4. Make a prediction based on the flashback in paragraph 4 on page 2.
5. On page 5, paragraph 3, make a prediction concerning his explained feelings.
6. On page 6, paragraph 4, what may those cups represent?
Chapter Two:
1. Why does Billy (the narrator) experience anxiety? Is this a reliable feeling for
a teenager? Explain.
2. Find a direct comparison on page 8, another one on page 9, and a third
comparison on page 11.
3. You can infer from this chapter that the family is poor. Give supporting
details to verify this.
4. Cite two similes from pages 10-13. Interpret each one.
5. On page 15, paragraph 1, draw a conclusion based on the last sentence in the
paragraph. What is the narrator trying to tell you?
6. Bill has many boyish tendencies. Cite one and explain why it shows a lack
of maturity.
Chapter Three:
1. On page 18, the narrator refers to a magazine which will change his life.
Predict how this magazine will change his life.
2. Chapter three mainly deals with a universal truth concerning independence.
State what this is and support it with specific facts from this chapter.
3. How did Grandpa react to Billy’s savings? Why?
4. Give two possibilities for the reason why Billy brought candy home for
his sisters.
5. What is your opinion of Billy (so far)?
Chapter Four:
1. On page 27, paragraph 1, why couldn’t Billy tell his father what he had
had done?
2. Describe Billy’s journey. What does this show you about his character?
3. How does Billy react to the town? In turn, how do they stereotype him?
Is this realistic?
4. Find a simile or metaphor and explain it.
5. Reread page 30, paragraph 4. Interpret the storekeeper’s comment.
Chapter Five:
1. Make an inference explaining the second to the last paragraph on page 37.
2. On page 39, how do you know that the townspeople are reacting to their
prejudices rather than actual facts about the newcomer?
3. Cite the comic relief on page 40. How is this similar to an element that appears
in a tall tale?
4. Why does the Marshall react differently?
5. Make a prediction about the dogs’ success at corn hunting. Support your
response.
6. How was Billy resourceful in this chapter?
Chapter Six:
1. On page 47, interpret the idiomatic phrase that ends this page.
(definition of idiomatic: natural, colloquial)
2. Why does Billy’s home seem pretty nice once he returns? What universal
truth are we dealing with here?
3 Give two reasons why Billy returned with gifts for his family.
4. Make a prediction based on the information on page 52. What do
his parents value and why?
Content Questions / Chapter Seven
1. This chapter deals with the teaching of an element associated with maturity.
What is it and how is it taught?
3. How does Grandpa show a sense of fairness when dealing with nature?
4. The tall tale element surfaces once again. Cite an example.
Chapter Eight:
1. How do Billy, his parents, and his dogs prepare for and feel about the
first hunt?
2. The philosophy toward learning surfaces once again. How is this applied in
this chapter?
3. On page 77, Rawls uses comic relief. How is this shown?
4. On page 81, both father and son each express one of their values. Cite
each one.
5. The early teens are transitional years: one day a person will act mature, the
next day he/she will act childish. Give an example of each from this chapter.
Chapter Nine:
1. Grandpa expresses one of his values in this chapter. What is it?
2. What does the chopping of this tree do to develop Billy’s character?
3. As both dogs try to get the raccoon, how does each one apply its strength
to achieve success?
4. Give an example of the closeness between Old Dan and Little Ann? How
can this be an advantage? A disadvantage?
5. What are Billy’s mixed emotions concerning the tree?
Chapter Ten:
1. Explain the element of literary style that Rawls uses on page 99.
2. Make a prediction concerning the use of the money Billy earns.
3. Make an inference concerning Grandpa’s action of cramming a bar of soap
in Billy’s pocket on page 101. Make a prediction concerning Grandpa’s
actions in paragraph #1.
4. Describe the dogs’ personalities.
5. Summarize the incident of the muskrat den.
6. Summarize the comic rescue in Cyclone Timber country.
Chapter Eleven:
1. Make a prediction based on the statement, “Sometimes the tricks can be fatal.”
(page 114)
2. How does Billy display his resourcefulness in this chapter?
3. What is the name of the river?
Chapter Twelve:
1. Interpret the figurative language on page 126, paragraph #14.
2. Describe Rainie. Why does he act the way he does?
3. Summarize the hunt for the ghost raccoon.
4. Billy is quite close to his Grandpa and his two dogs. Support this statement.
5. Describe the Pritchard family.
Chapter Thirteen:
1. How does Billy show a true respect for nature?
2. Interpret the final statement on page 147, paragraph #7.
3. On page 148, how does the weather act as a symbol?
4. How is Billy affected by Rubin’s death? What is the rationale behind
these feelings?
6. How do Rubin’s parents react to his death?
Chapter Fourteen:
1. On page 155, Billy sees Grandpa in a “weakened” state. Why? What
“snaps” him out of it?
2. On page 158, the author focuses on one of Billy’s personality traits?
What is it?
3. On page 161, what does Billy do to show that he’s feeling good?
4. Since Billy’s mom is expecting another baby, what is done before the
hunt?
5. The author continually focuses on nature. Cite two examples from this
chapter.
Content Questions / Chapter Fifteen:
1. The dogs’ closeness is displayed once again. Explain it and make a
prediction concerning this characteristic.
2. How do these people treat superstition?
3. Billy feels a certain sensitivity around other people. Explain.
4. What are the rules of the hunt?
Chapter Sixteen: (Set 1)
1. What was Billy feeling when the judge told him that a lot of good hunters
were tricked by a good old raccoon? Why?
2. On page 185, Billy and Grandpa hear a roar. Where did it come from?
Explain.
3. Do you think that the hunt is fair? Why?
4. Why do you think that Grandpa is so excited about the hunt and the
dogs?
5. How many times in the first tournament round did Little Ann bark treed?
6. Who was nervous in the beginning of the chapter? Why?
7. What is the relationship between Billy and his dad?
8. What is the significance of the last paragraph in Chapter 16?
Chapter Sixteen: (Set 2)
1. What happens on the fourth night of the hunt? How does Grandpa react
during the hunt?
2. Cite two raccoon tricks.
3. Give another example of the closeness between Billy and his dogs.
Chapter Seventeen:
1. What change occurs in the weather?
2. What concerns do the hunters express?
3. What happens to Grandpa in the storm?
4. What surprise is found in the old box elder snag? What happens?
Chapter Eighteen:
1. What does Mr. Benson say about Billy’s hound?
2. How does Billy react?
3. How did the dogs survive?
4. How is the hunt concluded?
5. How does Billy’s family react when the hunters return?
6. Make a prediction concerning the conversation Billy overhears between his
parents on page 221.