UplanFinalDraft_duksta

 **Rationale:**

  Richard Adams's, "Watership Down" is rich in story telling. It is rich in ways that captivate the reader and emerge them in the world that Adams makes us re-examine, even if we are a part of it every single day of our lives. Told through the perspective of anamorphosized rabbits who embark on a journey to build a promising future for themselves and the future of their species, "Watership Down" provokes thinking in a way that no other novel can. It promotes thinking about life and death, survival, and the importance of valuing each other's strengths in order to work towards a common goal.

  Students will see how as Hazel and his friends journey on to a more stable home, each individual's importance becomes more and more recognized. This is one of the best mechanisms that these rabbits use to survive. Although the perils and danger they must face were brutally hard to get through, their success stems from their ability to work together. It is a way that they adapt to the world around them. Students will learn just that as they read the novel--- **‍** that any living thing must be willing to adapt to changes, dangers, and circumstances in order to survive. Though this tale is told through the perspective of animals, it brilliantly demonstrates the universal understanding that every living thing on this earth must be able to think on their feet, use cunning and have faith in their abilities in order to survive the drastic changes that life throws at us. I will incorporate Aesop's Animal Fables into the unit to illustrate this. **‍**

  The fact that this tale is told through the perspective of rabbits lends itself to some very valuable learning elements. The rabbits have their own language called "lapine". It is done extremely well, and it helps to reiterate the point that these rabbits live their day to day lives just as we live ours---through language, communication, routines, and systems. Because the rabbits have their own fork lore, thoughts on the after life, an organized local government, and universal language, **‍** students will not feel that they are reading a kids story about cute, fluffy rabbits. They will simply feel that they are reading about a group of fellow living things that have more in common with them than they would think. This way, they can find the material relatable, and not childish. (A book about rabbits can be very deceiving) **‍**

 **‍** With that being said, there are many violent scenes within the novel. However, it is not senseless or mindless violence. The violence is to demonstrate the intuitive desire to survive. This is how the animal world works, and the readers very quickly realizes that animals don't hurt each other for a cheap thrill like people to. It always has a purpose and although it may seem ugly and bleak at times, it is for the better good of the species. Each day is a trial of survival for these rabbits, and when there are violent scenes...it is to demonstrate their inability to give up their lives (especially since their goal is to build a safer future for others). **‍**

  The purpose of this unit will be to explore how Adams sets these characters up to survive or not to survive...and what factors go into that.

 ** Big Question: **

 **‍**<span style="font-family: arial,helvetica,sans-serif;"> In fiction, are there certain 'types' of characters that are designed to survive obstacles? **‍**  > >  <span style="font-family: arial,helvetica,sans-serif;"> In order to develop an understanding as to how the group as a whole succeeds, students will examine what goes into the survival of each character.
 * <span style="font-family: arial,helvetica,sans-serif;"> Are there 'weak' and 'strong' characters in this novel ?
 * <span style="font-family: arial,helvetica,sans-serif;"> What type of character or person do we perceive as strong?
 * <span style="font-family: arial,helvetica,sans-serif;"> What designates a 'strong' or 'weak' character in terms of survival? What traits qualify someone to be strong or weak in a novel and in our society ?
 * <span style="font-family: arial,helvetica,sans-serif;"> How do the characters' differences aid in helping them to work together as a whole?
 * <span style="font-family: arial,helvetica,sans-serif;"> Why does Adams include so much detail and description in his language throughout the novel?
 * <span style="font-family: arial,helvetica,sans-serif;"> ex. describing the landscape of the downs, the structure of the burrows, the weather, foreign objects ?
 * <span style="font-family: arial,helvetica,sans-serif;"> What does the environment one is in have to do with their survival growing up?

<span style="font-family: arial,helvetica,sans-serif;"> Standards that relate to my big question:


 * <span style="font-family: arial,helvetica,sans-serif;"> CC.1.3.11-12.A:  ** <span style="font-family: arial,helvetica,sans-serif;"> Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.

<span style="font-family: arial,helvetica,sans-serif;"> ^^the themes of survival, life and death, and group work are all different but connect and build off of each other. Students need to understand the connections between in order to answer the big question.


 * <span style="font-family: arial,helvetica,sans-serif;"> CC.1.3.11-12.D:  ** <span style="font-family: arial,helvetica,sans-serif;"> Evaluate how an author’s point of view or purpose shapes the content and style of a text.

<span style="font-family: arial,helvetica,sans-serif;"> Understanding why Adams chooses to 1) make the story about rabbits 2) make it through their point of view begs a lot of questions (especially on the theme of survival, since it is so different from how humans survive)

<span style="font-family: Times New Roman,serif;"> **Summative Assessment** <span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> I would like the summative assessment for this unit to be something creative, but something that definitely incorporates the theme of the unit : characters and their ability to survive a novel

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> I had the idea for a “Survival for Dummies” guide.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> Students would be asked to create a 'survival' manual written by ONE character from the story. The character they choose will be writing it for future generations of rabbits, with the goal of helping them continue to build and maintain a strong, positive legacy of rabbits in their new warren.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> As students know from reading the novel, each rabbit had its own persona, own quirks, own strengths and its own contributions to the group's survival as a whole. With that being said, each rabbit most likely has its own viewpoints on what is important to know about surviving obstacles, challenges, and difficult situations. Each character is distinct and there are reasons why the author intended them to survive even after all of the dangerous circumstances and dire challenges faced. This assessment will help the student explore these ideas while thinking about what was so special about THAT rabbit. **‍**<span style="font-family: arial,helvetica,sans-serif;"> They'll be able to theorize, in the process of creating this manual, why THIS rabbit did survive and what helped them to do so. **‍**

<span style="font-family: Times New Roman,serif;"> **<span style="font-family: arial,helvetica,sans-serif;"> OBJECTIVE: **

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> In order to demonstrate the student's understanding of the theme of survival, they will choose one rabbit and use that character's point of view to create a 'survival manual' to the future generations of rabbits, which will highlight that rabbit's indiviudal strengths, characteristics and traits that are made apparent throughout the story.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> So, here's the Scoop:

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> Students would take on the perspective of a character of their choice.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> Students would make a manual/brochure/booklet with a table of contents indicating different sections with page numbers.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> The student can go about making this manual any way they want to (aside from the choices that are in BOLD. ..those are required)., The others are suggestions :)

<span style="font-family: Times New Roman,serif;"> **<span style="font-family: arial,helvetica,sans-serif;"> -An intro, background info. about the rabbit of their choice **

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> -A reference to a folklore tale about their hero, Elerairah( one that is within the novel or made up) paired with insight from the rabbit itself on the subject of survival

<span style="font-family: Times New Roman,serif;"> **<span style="font-family: arial,helvetica,sans-serif;"> -3 Specific situations mentioned in the novel and how the rabbit saw the situation, what they believe helped them conquer the obstacle and what they learned from it. **

<span style="font-family: Times New Roman,serif;"> **‍****<span style="font-family: arial,helvetica,sans-serif;"> - **<span style="font-family: arial,helvetica,sans-serif;"> A role model they look up to

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> -A list of aphorisms (short, wise sayings) **‍**

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> -

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> *The manual does not have to be a certain page length. However, there must be at least 7 sections of it to represent diversity and the student's ability to use a variety of means of communications.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> This manual can be in any format, and can even be produced on a media source (prezi, powerpoint, etc.)

<span style="font-family: Times New Roman,serif;"> **‍**<span style="font-family: arial,helvetica,sans-serif;"> There will be 3 peer workshops throughout class time when this assignment is due.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> Advice to students:

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> Be creative!

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> Throw in some Lapine (rabbit language) that you've seen used throughout the novel to make it authentic.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> Explore your possibilities regarding colors, pictures, fonts, etc. **‍**

<span style="font-family: Times New Roman,serif;"> <span style="font-family: arial,helvetica,sans-serif;"> Make it visually intriguing :)       <span style="font-family: arial,helvetica,sans-serif;"> **Formatting should look professional. All words should line up to the same margin, There should be an appropriate amount of spacing so that not everything is jumbled together (1.5 – double spacing),**

<span style="font-family: Times New Roman,serif;"> **<span style="font-family: Cambria,serif;">**Uplan Reflection** **

<span style="font-family: Times New Roman,serif;"> <span style="font-family: Cambria,serif;">All in all, I truly believe that my UPLAN addresses the four components that we have highlighted in class: Scaffolding, Diversity, Alignment, and Relevance. I also believe that the conventions that I use within my unit plan are consistent and do justice in conveying the goal I want to achieve, although I did find this challenging at times. There was so much that I wanted to do with this unit, but I wanted it to remain in the same ‘color scheme’ as it had been. What I mean by that is I mostly did a pretty good job at keeping my instruction manageable, but for the activities that I got REALLY excited about, I felt that it was tempting to talk in a way that might go over the students’ heads. I was tempted to go into such detail with my words that it would probably have been painful to look at to someone who doesn’t love this book as much as I do. This challenged me to break down my activities and ideas into manageable tasks and segments. It was hard to draw the line between my knowledge as a college student and the way in which I should articulate that knowledge to high school students. It wasn’t always easy. However, I think that once I got in the swing of things and got better at keeping my **<span style="font-family: Cambria,serif;">ultimate goal in mind, **<span style="font-family: Cambria,serif;">I began getting better at evaluating myself and the way I was going about my instruction. This realitzation arrived when reading my feedback. (One of the ideas I was going to touch on in my lesson was how culture and folklore are intertwined. Dr. Sherry pointed out that breaking that idea I down into more scaffolded segments would be beneficial. This was great advice. Now, when discussing topics that I personally get REALLY excited about, I keep in mind questions like, “Is this building off student’s prior knowledge and experiences from the last lesson?” “I’m not throwing too much at them, am I?” “Are my lesson topics going at a pace that is appropriate?”

<span style="font-family: Times New Roman,serif;"> <span style="font-family: Cambria,serif;">I also found that creating a purpose at the start of each lesson REALLY helped me. In my purpose, I would explain why I was teaching this lesson, how it built off of the information from the previous lesson, and what I wanted students to gain from this lesson. It was very much like a rationale for the unit as a whole, but one that was used for each lesson. It helped me to stay on track, exercise alignment and be sure to diversify the topics I would be discussing.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: Cambria,serif;">In terms of differentiating my instruction, I took some feedback from Dr. Sherry into consideration. The first few lessons don’t touch upon technology much at all. However, in later lessons (the second half of my unit plan) I incorporated technology by using dipity, a virtual timeline creation program. I also included a lesson in which students must move around (They chose a corner of the classroom that they feel best represents the survival of a character), be sure to give students the opportunity to reflect on their own lives, and work in groups to achieve a common goal. This engages students of multiple intelligences to be active in the learning process. I believe this is very important in thinking about differentiated instruction. The more diverse the activities, the more likely it is that all students are getting an equal chance at displaying their talents, resulting in an increase in motivation.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: Cambria,serif;">One thing that I found very valuable in my feedback was avoiding questions that I would already have a predetermined answer to. Students are in our classroom to learn, to discover their own knowledge and potential, and to truly LEARN. One sign of actually learning to me is when I apply things without thinking about it, and realizing after. I want students to get to that point. I want them to have fed their brain a lot of valuable knowledge, but not think of it as something that is trying and full of struggle. For this reason, I want to be sure that my instruction and assessments are targeted to fostering student’s discovery---not ‘quizzing’ them.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: Cambria,serif;">Overall, creating my unit plan was a very rewarding experience. I plan to use it someday, and take all that I learned and apply it.

<span style="font-family: Times New Roman,serif;"> **Lesson 1:**Introduction to the unit called, “Do or Die: Are Some Characters Designed to Pass This Test?”

<span style="font-family: Times New Roman,serif;"> **Lesson purpose:** <span style="font-family: Times New Roman,serif;"> This lesson will be the introductory lesson to the unit. Students will start thinking about what it takes to survive as a fictional character. What does the author expect of them ? What do its audiences expect of them ? And what goes into their fate as a character? (personality, setting, physical attributes, decisions they make, flaws, etc.)

<span style="font-family: Times New Roman,serif;"> **Lesson objectives:**

<span style="font-family: Times New Roman,serif;"> 1.In order to be prepared to discuss the topics that will be featured in this unit, students will respond to a questionnaire featuring topics regarding what they think which components go into the survival of fictional characters, given the fact that some of these answers will be shared with a small group.

<span style="font-family: Times New Roman,serif;"> 2.In order to be prepared to apply what they already know about the survival of fictional characters, students will (in a small group) sort provided strips of words with traits into three piles (good, bad, or both) in 3 minutes.

<span style="font-family: Times New Roman,serif;"> 3.After reading a small collection of Aesop's animal fables, students will choose one and explain why a character does or does not have good survival skills and will assess whether or not their explanation lines up with the traits that they have chosen as good or bad in the previous activity ^^

<span style="font-family: Times New Roman,serif;"> **Common Core Standards:** <span style="font-family: Times New Roman,serif;"> Create a smooth progression of   <span style="font-family: Times New Roman,serif;"> experiences or events using a    <span style="font-family: Times New Roman,serif;"> variety of techniques to sequence <span style="font-family: Times New Roman,serif;"> events so that they build on one <span style="font-family: Times New Roman,serif;"> another to create a coherent <span style="font-family: Times New Roman,serif;"> whole; provide a conclusion that <span style="font-family: Times New Roman,serif;"> follows from and reflects on what <span style="font-family: Times New Roman,serif;"> is experienced, observed, or   <span style="font-family: Times New Roman,serif;"> resolved over the course of the <span style="font-family: Times New Roman,serif;"> narrative. <span style="font-family: Times New Roman,serif;"> CC.1.5.9–10.A   <span style="font-family: Times New Roman,serif;"> Initiate and participate effectively <span style="font-family: Times New Roman,serif;"> in a range of collaborative <span style="font-family: Times New Roman,serif;"> discussions on grade‐level topics, <span style="font-family: Times New Roman,serif;"> texts, and issues, building on   <span style="font-family: Times New Roman,serif;"> others’ ideas and expressing their <span style="font-family: Times New Roman,serif;"> own clearly and persuasively. <span style="font-family: Times New Roman,serif;"> **Lesson outline:**

<span style="font-family: Times New Roman,serif;"> **Intro**: I will start the class off by playing a collection of clips from movies **(one from a superhero movie and one from a Disney movie)** in which survival is demonstrated by characters. (__this will serve as an attention grabber.__) I will then explain the meaning behind the title of our unit, “Do or Die: Which characters Designed to Pass This Test?” <span style="font-family: Times New Roman,serif;"> -We will be reading, “Watership Down” by Richard Adams <span style="font-family: Times New Roman,serif;"> -told through the perspective of rabbits to demonstrate human qualities in a completely different manner than we are used to. <span style="font-family: Times New Roman,serif;"> **I will explain that Richard Adams, the writer of the novel, actually wrote this novel based off of bedtime stories that he would tell his children when they were younger. The characters, who are rabbits, are actually based off of people that Adams met in war.** <span style="font-family: Times New Roman,serif;"> **Given this information, I will ask students why they think that an author would choose to represent characters through animals instead of people. I will tell them to keep their answers in mind throughout this lesson.** <span style="font-family: Times New Roman,serif;"> **(small discussion)** <span style="font-family: Times New Roman,serif;"> **Introduce topic that:** <span style="font-family: Times New Roman,serif;"> -survival is key throughout this novel. <span style="font-family: Times New Roman,serif;"> -Our unit will revolve around the question of, “Are certain characters set up to survive in a piece of fiction? If so, what traits (physical or non physical) play a role in this? How does the author portray that throughout their work?” (write on board) <span style="font-family: Times New Roman,serif;"> 1. Students will fill out a questionnaire provided to them, which will contain questions regarding characters in fictional works, characters they think appear to be capable of surviving, and how the theme of survival relates to every day life. Students will discuss their answers in a small group. <span style="font-family: Times New Roman,serif;"> 2. This will segue into a discussion as a class. I will write key points in our discussion up on the board so that students can see the common traits between themselves and peers on their perceptions on survival of fictional characters. <span style="font-family: Times New Roman,serif;"> 3. Next, students will be put into groups of 4. Each group will be given a bag of words. These words will be traits that a character may have (physical or non physical). Each group will have 3 minutes to sort the words into three groups : “Beneficial to survival,” “Detrimental to Survival”, or “Doesn't Have an Effect on Survival”. <span style="font-family: Times New Roman,serif;"> 4. Next, each group will receive two Aesop Animal Fables. The students will discuss why each character did or didn't have very good traits for survival. <span style="font-family: Times New Roman,serif;"> 5. After this activity, in their groups...students will take a few minutes to compare their explanation for why that character is fit to survive with what traits they said were good or bad in the previous activity (word strips). **Students will be able to distinguish whether or not they were consistent in what traits they deemed “good” or “bad” for survival.** <span style="font-family: Times New Roman,serif;"> 6. We will bring this back to a large class discussion. Students will be able to see that some groups will have been accurate in their assumptions and others will have been off. <span style="font-family: Times New Roman,serif;"> 7. We will discuss why this can be. <span style="font-family: Times New Roman,serif;"> Closure: Comparing Aesop fable characters to other fictional characters....what are the differences in the way that they survive. How is a fox's survival in the Aesop fable different than how Iron Man survives? Or how Harry Potter survives ? <span style="font-family: Times New Roman,serif;"> Homework: Choose one animal character. (either from the novel, from a movie or other piece of literature that has animals as the main characters). Create a scenario that this character will either : excel at, or fail at with an explanation listing at least 5 traits of that character to back up their claim. Read pages 1-25 in, “Watership Down” by Richard Adams (pick a copy up on the way out of the room) <span style="font-family: Times New Roman,serif;"> **Lesson 2 :** <span style="font-family: Times New Roman,serif;"> **Purpose:** This lesson will serve to reiterate the fact that EVERY character created will be great in some situations, but struggle in others. There is rarely ever a character that stands alone as either a strong or weak character. The strongest perceived of characters fail sometimes, just as the 'under dog' succeeds when no one is expecting she or he to. Students will partcipate in an activity that emphasizes these ideas. Because each student was to chose an ANIMAL character, students will continue to undergo investigation of the ways in which an author gives human traits to animals. Through the ending activity, will see that the traits that they see in animal characters can also parallel with those that can be found in human characteristics. <span style="font-family: Times New Roman,serif;"> **Standards:** <span style="font-family: Times New Roman,serif;"> **CC.1.5.9–10.D** <span style="font-family: Times New Roman,serif;"> Present information, findings, and <span style="font-family: Times New Roman,serif;"> supporting evidence clearly, <span style="font-family: Times New Roman,serif;"> concisely, and logically such that <span style="font-family: Times New Roman,serif;"> listeners can follow the line of   <span style="font-family: Times New Roman,serif;"> reasoning; ensure that the <span style="font-family: Times New Roman,serif;"> presentation is appropriate to   <span style="font-family: Times New Roman,serif;"> purpose, audience, and task. <span style="font-family: Times New Roman,serif;"> CC.1.2.9–10.C   <span style="font-family: Times New Roman,serif;"> Apply appropriate strategies to    <span style="font-family: Times New Roman,serif;"> analyze, interpret, and evaluate <span style="font-family: Times New Roman,serif;"> how an author unfolds an analysis <span style="font-family: Times New Roman,serif;"> or series of ideas or events, <span style="font-family: Times New Roman,serif;"> including the order in which the <span style="font-family: Times New Roman,serif;"> points are made, how they are <span style="font-family: Times New Roman,serif;"> introduced and developed, and <span style="font-family: Times New Roman,serif;"> the connections that are drawn <span style="font-family: Times New Roman,serif;"> between them. <span style="font-family: Times New Roman,serif;"> L.N.1.1.3 <span style="font-family: Times New Roman,serif;"> L.N.1.3.3 <span style="font-family: Times New Roman,serif;"> L.N.2.3.3 <span style="font-family: Times New Roman,serif;"> L.N.2.3.5 <span style="font-family: Times New Roman,serif;"> L.N.2.4.1 <span style="font-family: Times New Roman,serif;"> L.N.2.4.3 <span style="font-family: Times New Roman,serif;"> Determine an author’s particular <span style="font-family: Times New Roman,serif;"> point of view and analyze how <span style="font-family: Times New Roman,serif;"> rhetoric advances the point of   <span style="font-family: Times New Roman,serif;"> view. <span style="font-family: Times New Roman,serif;"> L.N.2.3.6 <span style="font-family: Times New Roman,serif;"> **Objectives:** <span style="font-family: Times New Roman,serif;"> 1. In order to see the diversity of qualities between animal characters, students will read a peer's homework assignment and will be responsible for pulling out traits (both positive and negative) that that character seemed to possess. <span style="font-family: Times New Roman,serif;"> 2. In order to put into perspective that some characters will have a completely different outcome for the same situation a different character was in, students will put their character into the setting of one that a peer chose for **their** character and assess whether or not the outcome was the same as it was for the character that was originally put into that situation. <span style="font-family: Times New Roman,serif;"> 3. In order to grasp an understanding of how a scenery and setting influences the tactics characters use to survive, students will write about a time that was difficult for them to get through, depicting vivid details about time, place, and setting in addition to how they got through this difficult time.

<span style="font-family: Times New Roman,serif;"> **Lesson outline:**

<span style="font-family: Times New Roman,serif;"> 1.Students will share what they have written for their homework assignment within groups of 2. They will 'switch' papers. Each student must identify qualities that the character their peer chose seems to possess while keeping in mind the question of, “Which ones are positive and which ones are negative?” <span style="font-family: Times New Roman,serif;"> 2.Students will then take the situation their partner's character was in and put their character in it instead. They will then discuss if THAT character would excell or fail at that circumstance. *Students will write down their answers, and what they found out about through this activity while keeping in mind the question of, “ How can it be that some characters are worst off when others are best off ?” <span style="font-family: Times New Roman,serif;"> 3.Students will get together with the group that they worked with in the previous lesson. Each group will be given a set of questions about the section of the novel that they were assigned to read regarding specific traits of specifc characters. Students will have about 15-20 minutes to complete the questions. When time is up, each group will go to the front of the room to 'teach' the class what they have learned. (Each person takes one question). <span style="font-family: Times New Roman,serif;"> a. students listening to their peers are encouraged to take notes during this activity. <span style="font-family: Times New Roman,serif;"> 4.To close the lesson, each student will write a journal entry about a time that they had to get through a tough situation. They must include : details about the **setting** at the time, the people around them, and how in specific they dealt with the situation. They must conclude the journal with if they thought how they approached the situation was helpful, and if it helped them to 'survive'

<span style="font-family: Times New Roman,serif;"> **Homework :** Read pages 25-65 of “Watership Down” ; <span style="font-family: Times New Roman,serif;"> **students will be given groups at the end of class. The first group will be responsible for each providing ONE question to ask the class for the next lesson based on the reading assignment. <span style="font-family: Times New Roman,serif;"> Also: ****Students will choose a **human** character from a movie, show, or novel that demonstrates some of the prominent traits in the character that they had chosen to write about for the previous homework assignment. Students will write one blog entry for this character. The blog will be decorated however the student thinks is most appropriate, and will contain: 1) a song that this character feels helps to describe their life, 2) pictures (appropriate-no nudity or vulgar language) that this character would find meaningful and 3) a written blog entry (5-15 sentences...no strict limit) that can be about any given topic..but it must mention 3 of the traits that this character and the previous assignment's character have in common). Students should think about providing examples of how these traits either pose struggles or happiness for this specific character in their lives, and capture some of those moments. **This will be due 2 class periods from now.** <span style="font-family: Times New Roman,serif;"> **Lesson 3**: <span style="font-family: Times New Roman,serif;"> **Purpose**: The purpose of lesson 3 will be to focus in on what STUDENTS are noticing about the characters within the story. How are they different? How does each of them represent the author's ability to illustrate characterization, and how is this important to the theme of our unit-survival ? Aside from the purpose, some of the components of this lesson will be: for students to work with others to exercise the ability to use conventions as instructed (i.e. the format of the poem), and will allow students to see what THEY are getting out of the book so far is very important. (as stated in the first sentence). Instead of posing questions to them created by me, they will get to get a taste of what other students are seeing as important in the novel...important enough to asking questions on those things! Students who are posing questions will be accountable for **critically** reading, as opposed to reading to 'get it done'. This will help to engage all who are invovled in the book. Students may get something out of the reading that I may never have thought of! <span style="font-family: Times New Roman,serif;"> **Standards:** <span style="font-family: Times New Roman,serif;"> Analyze how complex characters <span style="font-family: Times New Roman,serif;"> develop over the course of a text, <span style="font-family: Times New Roman,serif;"> interact with other characters, and <span style="font-family: Times New Roman,serif;"> advance the plot or develop the <span style="font-family: Times New Roman,serif;"> theme. <span style="font-family: Times New Roman,serif;"> L.F.1.1.3 <span style="font-family: Times New Roman,serif;"> L.F.2.3.1 <span style="font-family: Times New Roman,serif;"> L.F.2.3.4 <span style="font-family: Times New Roman,serif;"> Analyze how an author’s choices <span style="font-family: Times New Roman,serif;"> concerning how to structure a   <span style="font-family: Times New Roman,serif;"> text, order events within it, and <span style="font-family: Times New Roman,serif;"> manipulate time create an effect. <span style="font-family: Times New Roman,serif;"> L.F.1.1.3 <span style="font-family: Times New Roman,serif;"> L.F.2.3.2 <span style="font-family: Times New Roman,serif;"> L.F.2.3.3 <span style="font-family: Times New Roman,serif;"> CC.1.4.9–10.S   <span style="font-family: Times New Roman,serif;"> Draw evidence from literary or    <span style="font-family: Times New Roman,serif;"> informational texts to support <span style="font-family: Times New Roman,serif;"> analysis, reflection, and research, <span style="font-family: Times New Roman,serif;"> applying grade‐level reading <span style="font-family: Times New Roman,serif;"> standards for literature and <span style="font-family: Times New Roman,serif;"> literary nonfiction <span style="font-family: Times New Roman,serif;"> **Objectives:** <span style="font-family: Times New Roman,serif;"> In order to further investigate why the story’s plot is heavily dependent on the character’s that are in it, students will develop a working understanding of **characterization** and apply it to the novel. <span style="font-family: Times New Roman,serif;"> In order to exercise both the ability to write in the genre of poetry and the ability to apply characterization for a specific character, students will work in a group to compose a 4 stanza poem about what they know about a particular character so far. <span style="font-family: Times New Roman,serif;"> In order to take part in the learning process of discovering traits of each character, students will take notes on what traits each character possesses as they listen to their peers share the poems they have created for each character. <span style="font-family: Times New Roman,serif;"> 1. Class will begin with a journal entry. Students will write about a time that they had to make a big transition by free will. Questions to be answered will be: Although you knew it would be difficult and uncomfortable, why did you do it ? Did it better you in the end? What helped you to adjust? <span style="font-family: Times New Roman,serif;"> 2. I will present the class with some definitions for the word '**characterization**'. I will explain to them how important it is that this is done well throughout the novel. <span style="font-family: Times New Roman,serif;"> 3. Students will be broken into groups and each group will be given a character. The group will then collaboratively compose a 4 stanza poem in the form of abab cdcd efef ghgh (which will be gone over right before assignment is given). This poem will depict what the group knows about the character so far. <span style="font-family: Times New Roman,serif;"> 1. Each group will present their poem to the class. <span style="font-family: Times New Roman,serif;"> 3. Again, this assignment was a reminder that each character is different, and we will continue to see this character succeed, struggle and grow. Students should write down traits that they see occuring for each character that each group's poem presents. <span style="font-family: Times New Roman,serif;"> 4. I will open the class time to the opportunity for any questions to be answered about any of the characters so far. <span style="font-family: Times New Roman,serif;"> 5. Next, the group who has created questions will stand at the front of the room and take turns asking students what they have prepared. Students should take notes while this is occuring. I will then open the class to a discussion on ONE topic in specifc that came up during the question/answer session. I will ask students how they think this topic relates to the importance of our theme of survival. <span style="font-family: Times New Roman,serif;"> 1. Brief discussion. <span style="font-family: Times New Roman,serif;"> **Homework :** Read pages 65-90. ; next group prepares questions to be asked to class at the end of next lesson. Homework assignment from Lesson 2 will be due next class. <span style="font-family: Times New Roman,serif;"> Lesson 4: <span style="font-family: Times New Roman,serif;"> **Purpose:** Lesson 4’s purpose will be to focus in on how a leader should act when leading a particular group of people, but specifically…how that leader should be shaped BY its followers. A leader can be in control, have a strong personality and be driven…but if that person’s solutions and actions are not shaped at all by those who they are helping, the group as a whole can not accomplish what it needs to accomplish. Students will think about the role that they play in a group to accomplish a common goal, and how Hazel is doing as a leader. There are some paths Hazel takes that we may question. Why is that? What do we expect out of Hazel (knowing characteristics of the other rabbits---from the previous lesson) in order to help them build a stronger future? <span style="font-family: Times New Roman,serif;"> **Objectives:** <span style="font-family: Times New Roman,serif;"> In order to begin thinking about how each member in a group may affect the group dynamic as a whole, students will provide anecdotes of what type of role they usually play in a group that is setting out to accomplish a goal while providing a character from the story that is most similar to them in this aspect. <span style="font-family: Times New Roman,serif;"> In order to apply what students have learned about Hazel’s leadership so far, a discussion will be implemented regarding what traits he possesses and students will express whether or not they believe those traits are beneficial to the group of rabbits as a whole.

<span style="font-family: Times New Roman,serif;"> In order to continue thinking about our unit’s theme of survival, students will participate in a discussion that will be stemmed off of a topic that came up in the student question group and will be able to articulate how it is relevant to our unit’s theme. <span style="font-family: Times New Roman,serif;"> **Standards:** <span style="font-family: Times New Roman,serif;"> CC.1.3.9–10.F   <span style="font-family: Times New Roman,serif;"> Analyze how words and phrases <span style="font-family: Times New Roman,serif;"> shape meaning and tone in texts. <span style="font-family: Times New Roman,serif;"> L.F.2.3.5 <span style="font-family: Times New Roman,serif;"> L.F.2.5.1 <span style="font-family: Times New Roman,serif;"> CC.1.3.9–10.B   <span style="font-family: Times New Roman,serif;"> Cite strong and thorough textual <span style="font-family: Times New Roman,serif;"> evidence to support analysis of   <span style="font-family: Times New Roman,serif;"> what the text says explicitly, as    <span style="font-family: Times New Roman,serif;"> well as inferences and conclusions <span style="font-family: Times New Roman,serif;"> based on an author’s explicit <span style="font-family: Times New Roman,serif;"> assumptions and beliefs about a   <span style="font-family: Times New Roman,serif;"> subject. <span style="font-family: Times New Roman,serif;"> L.F.1.1.1 <span style="font-family: Times New Roman,serif;"> L.F.1.3.1 <span style="font-family: Times New Roman,serif;"> L.F.2.1.2 <span style="font-family: Times New Roman,serif;"> **Lesson Outline:** <span style="font-family: Times New Roman,serif;"> **Bell ringer:** Students will respond to the journal prompt of, “In a group that is working to accomplish a goal, what role do you think you take on the most? What character, if any, shares these similarities with you? <span style="font-family: Times New Roman,serif;"> 1.Share responses to bell ringer, if students choose. <span style="font-family: Times New Roman,serif;"> 2.I will summarize their thoughts on the board to the following questions as I facilitate a discussion based on the following questions: <span style="font-family: Times New Roman,serif;"> 1. In the rabbits' current situation...what type of leader do they need in order to survive and reach their goal? <span style="font-family: Times New Roman,serif;"> 2. What types of traits does Hazel possess as a leader? Is he helping the group to survive? What can he possibly improve on ? <span style="font-family: Times New Roman,serif;"> 3. If there are common themes, I will ask the class why they think this might be. Why is ___ a good trait for a leader to have, particularly in this story? Why do the rabbits need a leader liket his? <span style="font-family: Times New Roman,serif;"> 4. The students who have questions ready will pose them to the class. Again, I will choose one topic that came up and open it up to discussion. Again: How is this important to the novel and ultimately the theme of survival? <span style="font-family: Times New Roman,serif;"> 5. Students will be given the assignment sheet for their Summative Assessment. I will spend the remainder of the class explaining it and answering any questions. I will show students models that may get them to start thinking about the format that they may choose to put their 'suviva' guide' in. (ex. Pokemon cards, movie character profiles, etc.) <span style="font-family: Times New Roman,serif;"> Homework: Read pages 75-100; <span style="font-family: Times New Roman,serif;"> Fill out chart of the differences between Hazel's warren and Cowslip's Warren (the way its hierarchy organized, eating system, general 'vibes' that each warren gives off, and most importantly...ways in which their folktales are different.) <span style="font-family: Times New Roman,serif;"> (Chart will be provided) <span style="font-family: Times New Roman,serif;"> Lesson 5: <span style="font-family: Times New Roman,serif;"> **Purpose:** <span style="font-family: Times New Roman,serif;"> This lesson will focus heavily on how folklore affects the culture of the rabbits within the story. Cowslip makes it a point to assert how Dandelion’s folklore is irrelevant to the warren in which he lives. Why is this? The two warrens are completely different in their lifestyle, and so is their folklore. What does this say about the traits the warrens expect out of their members? What type of rabbit will help the type of society each has grow stronger? Students will think about these things along with being introduced to the term ‘aphorism’. This term will be applied to the folklore of the two warrens. They will think about what overall message (or ‘catch phrase’) each warren would think highly of to motivate THEIR rabbits. Students will be tempted to look at Hazel’s warren favorably, but this lesson will be a motivation to look at both objectively to simply understand how the values of each are different. We all have different values. We may personally believe that ours are more favorable to us, but since we live in a diverse world…we must try our best to look at others’ values objectively. Multiple values can exist and be different at the same time. <span style="font-family: Times New Roman,serif;"> **Objectives:** <span style="font-family: Times New Roman,serif;"> In order to understand how folklore is an indicator of values to a culture, students will respond to a journal prompt that requires students to provide ways in which the folktales of Cowslip’s Warren are different from the ones Dandelion tells for Hazel’s warren. <span style="font-family: Times New Roman,serif;"> In order to apply the prior knowledge students used to answer the journal prompt, students will read a sample folklore and analyze it in terms of what message it conveys about the survival of others, and how this message about survival is similar or different to those that Dandelion tells. <span style="font-family: Times New Roman,serif;"> In order to further understand how folklore can affect a culture, students will be introduced to the term ‘aphorism’ and will create a poster of an aphorism that can be found in one folktale mentioned in the novel, and will apply this to their own lives by typing a one page paper of an aphorism that they find has helped them survive or get through a rough time. <span style="font-family: Times New Roman,serif;"> **Standards:** <span style="font-family: Times New Roman,serif;"> CC.1.2.9–10.H   <span style="font-family: Times New Roman,serif;"> Delineate and evaluate the <span style="font-family: Times New Roman,serif;"> argument and specific claims in a   <span style="font-family: Times New Roman,serif;"> text, assessing the validity of    <span style="font-family: Times New Roman,serif;"> reasoning and relevance of    <span style="font-family: Times New Roman,serif;"> evidence. <span style="font-family: Times New Roman,serif;"> L.N.2.5.4 <span style="font-family: Times New Roman,serif;"> L.N.2.5.5 <span style="font-family: Times New Roman,serif;"> L.N.2.5.6

<span style="font-family: Times New Roman,serif;"> CC.1.3.9–10.G   <span style="font-family: Times New Roman,serif;"> Analyze the representation of a    <span style="font-family: Times New Roman,serif;"> subject or a key scene in two <span style="font-family: Times New Roman,serif;"> different artistic mediums, <span style="font-family: Times New Roman,serif;"> including what is emphasized or   <span style="font-family: Times New Roman,serif;"> absent in each treatment. <span style="font-family: Times New Roman,serif;"> L.F.2.2.1 <span style="font-family: Times New Roman,serif;"> L.F.2.2.3 <span style="font-family: Times New Roman,serif;"> L.F.2.2 *** <span style="font-family: Times New Roman,serif;"> 1.Journal/Class discussion based off question of, “The folktales that Cowslip's Warren shares are obviously much different than Hazel's warren. How are they different? What traits do they insinuate a rabbit should have to be strong and survive? What do the differences in the folklore between the warrens say about each warren? How are their cultures and beliefs different from one another? <span style="font-family: Times New Roman,serif;"> 2.Pass out hand out of an example of folklore. (read aloud; (popcorn reading)   <span style="font-family: Times New Roman,serif;"> 3.Discuss as a class how it is similar or different than the kind of folktales Dandelion tells to the group. (ex. What traits does this folklore piece say that a person may need to survive? What are the main characters like? What is the moral of the piece? <span style="font-family: Times New Roman,serif;"> 4.Introduce to class what an “aphorism” is. (short, wise saying) <span style="font-family: Times New Roman,serif;"> 5 Explain to class that a lot of times, folk tales will contain an important, valuable message that can be summarized in an **aphorism. Homework assignment will then be discussed.** <span style="font-family: Times New Roman,serif;"> 6.Student group who prepared questions will pose them; same routine as previously ^^^ (in lessons 2-4)

<span style="font-family: Times New Roman,serif;"> **For homework,**students will make a poster of an aphorism that can be taken from one of Dandelion's folk tales that he shares with the warren. This will also contain an explanation of how it can be applied to the rabbits---how it can motivate them to survive and persevere in reaching their goal. Students will also type a 1 page, informal paper about an aphorism that they particularly find inspiring and how it may have helped them or will help them grow as a person in their own lives. Students will have the rest of class to brainstorm/work on this assignment. It will be due in 2 class periods. <span style="font-family: Times New Roman,serif;"> Groups who were assigned on the section of assigned reading from previous class will be implemented next class period. Students should each prepare a question for the class from their group's designated section within pages 75-100.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**Lesson 6:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">Common Core Standards:

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**CC.1.3.8.C**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Analyze how particular lines of**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**dialogue or incidents in a story**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**or drama propel the action,**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**reveal aspects of a character,**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**or provoke a decision.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**E08.A** ‐<span style="font-family: Arial,sans-serif;">**K.1.1.3**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**CC.1.3.8.B**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Cite the textual evidence that**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**most strongly supports an**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**analysis of what the text says**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**explicitly, as well as inferences,**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**conclusions, and/or**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**generalizations drawn from**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**the text.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**E08.A** ‐<span style="font-family: Arial,sans-serif;">**K.1.1.1**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**CC.1.4.8.U**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Use technology, including the**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Internet, to produce and**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**publish writing and present**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**the relationships between**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**information and ideas**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**efficiently as well as to interact**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**and collaborate with others.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**Purpose:** <span style="font-family: Times New Roman,serif;">**In the last couple of lessons, we begin diving into folklore and what that says about a culture. For instance, what do the tales of Elerairah say about survival? What traits do these rabbits value? Is this a reflection of what they wish they were more like? Is it ideal or unrealistic to be this way? Students will think about this in comparison of what rabbits in Cowslip’s warren value. What do THEY think a rabbit ought to be like in order to survive?**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**Do we ever see movies, shows or hear songs that suggest (perhaps wrongly) that a certain person is going to make it in the world? How does this affect each one of us and what does this say about our culture as a whole? What types of things do we value in a person and are they all fair? Have you ever done something that proved these notions wrong? (ex. The saying that ‘confidence is key’ may not always be correct…sometimes those who are at first unsure will end up learning more than a person who thinks they’ve got it all figured out.)**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**Objectives:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**1.) In order to relate their own lives to the story, students will be able to provide an example of when they were introduced to a message from the media or through peers about how people with a certain ‘trait’ are more likely to ‘make it’ in the world than those who don’t have it.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**2.) In order to apply what they think is important in a person to survive to the story, students will discuss ways in which the rabbits from both warrens either demonstrate or don’t demonstrate traits they may idealize based off of their folklore and if it seems to help them or not.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**3.) In order to apply the idea that the individual experience is what really helps us develop our strong traits regardless of what the media tells us, students will be given a character and will give examples of how this character developed and became stronger throughout the story using dipity. (I know a group in class used this..but I really loved it! :x )**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**4.) In order to apply the purpose of objective number 3 to their own lives, students will make a second timeline revolving around themselves depicting a series of experiences that helped them grow in an important way. (this should prove a ‘notion’ that the media tells us about ‘strong people’ wrong)**    <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**Materials Needed: laptops for each student, projector + computer to show students how to use dipity, charts from previous homework assignment**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**Lesson Outline:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**1) Students will be shown a clip from a tv show that presents a notion about successful people.. (** <span style="font-family: Arial,sans-serif;">NOT SURE OF THE SPECIFIC CLIP YET)

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**2) I will explain to the class that sometimes society has notions about what a person should be like to ‘make it’ in the world. I will ask students to provide examples aloud that they can think of. (ex.: cockiness, confidence, etc.)**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**3) I will explain that these notions we have as a society does, in part, reflect our culture.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**4) I will then explain that the folklore of the rabbits in the novel has a lot to say about their ideals, and what they think rabbits should be like.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**5) I will put students into groups of 5, and those groups will take about 10 minutes to discuss a particular folktale told by either hazel or cowslip’s warren. They will come up with a list of at least 5 traits that this tale is suggesting rabbits should have to survive. **students can use their charts detailing features about the warrens in the story to reference (homework from 2 lessons ago)**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**6) Each group will share their traits that their chosen folktale suggests rabbits should have. During the sharing, students will answer whether they think that the traits that are portrayed are realistic for the rabbits to live up to or not.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**7) I will then explain that although the rabbits may model some of these traits, it is likely that they will not model all of them. Like us humans, these rabbits have faults and are imperfect. (This connects us to the characters of the story.)**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**8) I will then explain that our experiences, just like the rabbits’ and how we react to them (if it’s in a positive way) are what really help us become strong and more able to ‘make it’ in the world; to survive.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**9) Students will be introduced to dipity. Once they have grasped how to use it, I will assign pairs of students a particular character. (more than one group will have same character). The students will then create a timeline (in chronological order) events/specific times when that rabbit demonstrated another step towards growing and becoming more fit to ‘survive’. Students will reflect on whether or not this is reflective of any of the traits insinuated in the folklore groups had discussed earlier.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**10) After completing that timeline, if time allows, students will create one for themselves. They will use it to chronologically depict situations/times/events where it brought them one step closer to becoming a strong person.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Accommodations: Students who may have a harder time understanding technology can work with a partner of their choice, someone who is confident in their ability to use dipity.**

<span style="font-family: Arial,sans-serif;">**Assessment: All groups should have a list of 5 traits during group activity. All students should at least have their dipity set up by the end of the period. Students should participate in class discussion.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**Lesson 7:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**Common Core Standards:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**CC.1.3.8.F**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Analyze the influence of the**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**words and phrases in a text**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**including figurative and**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**connotative meanings and how**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**they shape meaning and tone.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**E08.A** ‐<span style="font-family: Arial,sans-serif;">**C.2.1.3**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**E08.A** ‐<span style="font-family: Arial,sans-serif;">**V.4.1.1**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**E08.A** ‐<span style="font-family: Arial,sans-serif;">**V.4.1.2**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**CC.1.2.8.J**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Acquire and use accurately**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**grade** ‐<span style="font-family: Arial,sans-serif;">**appropriate general**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**academic and domain** ‐<span style="font-family: Arial,sans-serif;">**specific**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**words and phrases; gather**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**vocabulary knowledge when**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**considering a word or phrase**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**important to comprehension**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**or expression.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**E08.B** ‐<span style="font-family: Arial,sans-serif;">**V.4.1.1**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**E08.B** ‐<span style="font-family: Arial,sans-serif;">**V.4.1.2**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Objectives:

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**In order to further analyze how diverse each character is, students will use technology to work with peers and exchange ideas about the character that they chose.** <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**In order to acquire a deeper understanding of the diversity of characters’ backgrounds in the story, students will investigate how diversity provides traits that are linked to survival.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Purpose: <span style="font-family: Arial,sans-serif;">**This lesson’s purpose will serve to scaffold from the previous lesson’s use of notions/idealizations about what it takes to ‘make it’ in the world. It will set students up to develop an eye for catching, in the novel, when characters demonstrate a strong will to survive based on their reactions and behaviors with particular events or situations. Again..EXPERIENCE is what helps us develop into strong people. Overall, that is the ultimate factor. Again..this begs the BIG QUESTION OF…. “Are particular characters set up to survive? Is there really a ‘type’? If so, how exactly would we answer what goes into forming that ‘type’?**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**What do the hutch rabbits lack that Hazel’s warren does not? Why are they so different? And why is Kaere so different from the rabbits? What can we ultimately hold responsible for how Hazel’s group, the hutch rabbits, and Kaere need to survive? Why do they have different ‘tools’ than each other?** <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Materials** <span style="font-family: Arial,sans-serif;">: computer, projector, laptops for each student

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">Lesson outline:

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">1) To begin class, students will share their dipity projects with groups who have the same character. Each character’s students will discuss to the class what was the same and different within their timelines for that character and how one pair of students with that character may have perceived that character as having different traits than the other pair of students with that character. Why can this be? (Humans and characters in a story) are very complex.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">2) I will ask a few student volunteers to share their own timelines as well (if they are finished).

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">3) I will bring up the point that we all have different experiences, and that is why we all have different traits about us that we admire in each other.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">4) I will assign students into larger groups than usual. (about 6 student/group).

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">5) I will assign each group a character. This time, each character will represent a very different discourse. (ex. One from hazel’s group of rabbits, one from the hutch rabbits, Keare, one from Cowslip’s warren, and one from the Sandleford Warren). The group will come up with a list of traits for each character with an overall explanation as to how this character may have developed these traits. How was their upbringing different? Why does this character require different ‘tools’ to survive than others in the story? How are their experiences different?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">6) Finally, the assigned <span style="font-family: Times New Roman,serif;">group will present their questions from the text.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**HOMEWORK ASSIGNMENT: Continue reading; create a 2 page synopsis of the ‘rules’ or ‘advice to survive’ in a warren of their choice.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**The two page synopsis should answer the following questions:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">-If a rabbit were to join this warren, what would they have to be willing to do?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">-What is really important about fitting in this warren? How would an outsider be detected?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">-What are some ‘rules’ associated with this warren?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">-What behavior is not acceptable and why?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">-How does this warren ensure that it runs the way that it aims to be ran?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">-What may be the consequences for a rabbit who disobeys these ‘rules’?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">-What may be this warren’s ‘moto’? <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**Assessment:** <span style="font-family: Times New Roman,serif;">Students’ dipity projects should illustrate an understanding of that character’s development with specific references to the novel. During group work, students should all be participating. (a possible solution to this can be assigning each a role.) <span style="font-family: Times New Roman,serif;"> **Accomodations: While assigning ‘roles’ in the group ^^ I can think about what each student’s particular strengths are. (ex. If a student likes to draw or write, they can be the one to record the information.)** <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Tahoma,sans-serif;">**Lesson 8**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Common Core Standards:

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">CC.1.2.8.J

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Acquire and use accurately

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">grade ‐<span style="font-family: Arial,sans-serif;">appropriate general

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">academic and domain ‐<span style="font-family: Arial,sans-serif;">specific

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">words and phrases; gather

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">vocabulary knowledge when

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">considering a word or phrase

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">important to comprehension

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">or expression.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.B ‐<span style="font-family: Arial,sans-serif;">V.4.1.1

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.B ‐<span style="font-family: Arial,sans-serif;">V.4.1.2

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">CC.1.4.8.F

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Demonstrate a grade ‐

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">appropriate command of the

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">conventions of standard

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">English grammar, usage,

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">capitalization, punctuation,

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">and spelling.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.1.1

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.1.2

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.1.3

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.1.4

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.1.5

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.1.6

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.1.7

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.1.8

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.1.9

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.1.10

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.1.11

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.2.1

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.2.2

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.2.3

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.2.4

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.D.1.2.5

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Tahoma,sans-serif;">**Purpose:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Tahoma,sans-serif;">The purpose of this lesson will be to get students to start thinking about the entire setting as a whole in “Watership Down”. Every character’s strengths and weaknesses are heavily influenced by the environment that they grew up in. The whole setting contains many different environments and references to other animals, who also have their own means of surviving…often differing very much so from one another. The world that we live in is just like this. We all have come from different backgrounds and experiences. One of these is our language. How is our language/lexicon (word choices and sentence structure) different from one another? In the story, Hazel attempts to save a mole and the group befriends a seagull (keare)..Neither of who speak the same language as them (lapine) yet, they share the same home—nature, the outdoors. Although their language and backgrounds are different, how are they the same? In this lesson, I will introduce a grammar lesson through a descriptive point of view. (code switching). I will present a few dialects that are structured differently but are saying the same thing.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Tahoma,sans-serif;">Lesson Objectives:

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Tahoma,sans-serif;">In order to develop a sense of linguistic awareness, students will be introduced to 3 different dialects and will be able to detect the major  <span style="font-family: Tahoma,sans-serif;">**structural**   <span style="font-family: Tahoma,sans-serif;">differences within those sentences.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Tahoma,sans-serif;">In order to apply this knowledge about linguistic awareness, student will (in groups) be given excerpts written in a specific dialect and will work together to come up with a list of ways it is different or similar to the dialect that they speak.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Tahoma,sans-serif;">In order to apply linguistic variation to the novel, students will be asked to find a list of 7 specific examples from the book where they were introduced to a new word or form of lexicon and explain how each is important to understanding those who use it. (ex. What does it say about their culture? Their beliefs? Their means of living?)

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Tahoma,sans-serif;">In order to make a connection between linguistic variation, students will be asked to write a mini ‘dictionary’ of words that they use among peers or family with an explanation as to why these words are important to them. <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Materials: computer, projector, youtube video, poster board,** <span style="font-family: Arial,sans-serif;">**markers**

<span style="font-family: Tahoma,sans-serif;">Lesson Outline:

<span style="font-family: Tahoma,sans-serif;">1.) <span style="font-family: Calibri,Arial,Helvetica,sans-serif;">   <span style="font-family: Tahoma,sans-serif;">Students will watch the “13 English Accents” video, depicting a man who has the ability to rapidly change dialects within the same topic.  @http://www.youtube.com/watch?v=aP7thce5mPk

<span style="font-family: Tahoma,sans-serif;"> 2.)  <span style="font-family: Calibri,Arial,Helvetica,sans-serif;">   <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> I will ask students, “How can this possibly relate to our novel?”

<span style="font-family: Tahoma,sans-serif;"> 3.)  <span style="font-family: Calibri,Arial,Helvetica,sans-serif;">   <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> I will then explain how since last lesson we discussed how a person’s experiences can give them different traits, our language/dialect/word choices also tell a lot about us and the world we are a part of.

<span style="font-family: Tahoma,sans-serif;"> a.  <span style="font-family: Calibri,Arial,Helvetica,sans-serif;">   <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> Example: “Twerk” and “selfie” have been added to the OED. This is because these two words occur very often in our culture. What do they say about our culture? (students will respond in a group discussion)

<span style="font-family: Tahoma,sans-serif;"> 4.)  <span style="font-family: Calibri,Arial,Helvetica,sans-serif;">   <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> I will then explain that there are a lot of different characters in the story.(Hazel’s warren, the sandleford warren, cowslip’s warren, keare, the mole that hazel saves, etc.) Each character comes from a different background. They have different needs, means of surviving, and beliefs. How does language tie in with this?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> 5.) For example: Keare speaks broken lapine, and tends to speak in shorter phrases. Why do you think he [a seagull] may not need as many words in order to survive and to interact among others? How are his needs different than the rabbits, for example?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> a. It is because he has fewer needs. The rabbits survive by moving on their feet, having to avoid enemies along the way, their only defense to bite, scratch or run. Keare can fly away, sees everything from above, whereas the rabbits can only see so far away. Keare also originates from the sea, so he does not need many words to describe things on land.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> 6.) I will briefly introduce Vernecular African English, a Southern Dialect, and a Pigeon language to students.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> a.) I will put one sentence of each on the board. As a class, we will discuss structurally how they are different. I will explain to the class that although their structures are different, we are still able to retrieve meaning from each sentence.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> b.)Grammatically, how is each different from ‘standard’ English?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> c.) Students will name what differences they observe. They are simply observing, and not attaching judgments to the structures of these sentences.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> d.) The one that may stick out the most will probably stick out is the Pidgin language. I will explain that the words and phrases are short because some pidgin languages barter with other countries. The language must be able to be understood by many languages so that they are able to communicate with everyone that they buy and sell products from. (Again…just like keare’s words are choppy/broken…this language’s words are the same way. They are short on PURPOSE. It is not that its people are less intelligent by any means.)

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> 7.) Students will be put into groups of 6, each of which will be given a specific dialect. The students will collectively make a list of ways in which this dialect differs from each of the students’ [in that group] dialect. (10 minutes)

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> 8.) Students will be asked to cite 5 examples from the text in which a word is used that is not familiar to us, but is important to the user of that word. Students will write a brief explanation (1-2 sentences) about how that word reflects the culture of the character who uses it. (ex. What it represents about their beliefs, their ideals, and what’s important to them.)

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> 9.) if time allows students will begin their take home assignment. This assignment will be to make a mini dictionary for people who were born in the 50+ years ago, who may not be familiar with some of that student’s lexicon. (Within conversations with their peers, on social media sites, etc.) with an explanation as to why this word has value in the world of the student. This assignment will be due in 2 class periods, and should contain at least 10 terms. It may be done as a powerpoint, prezi, poster, booklet or any other format the student can think of.   <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**Accomodations** <span style="font-family: Times New Roman,serif;">: While discussing the particular dialects I have chosen to go over, I will play audio clips of them. <span style="font-family: Times New Roman,serif;"> For visual learners, I will ask some students to come to the board and draw arrows, circles, etc. when appropriate to demonstrate similarities and differences in structure between the dialects. <span style="font-family: Times New Roman,serif;"> Homework can be done a variety of ways. <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> (powerpoint, prezi, poster, booklet or any other format the student can think of.) <span style="font-family: Times New Roman,serif;"> Assessment: Students will be actively discussing in their groups, how ___dialect is different. EACH student should be participating in this. Specific examples from text of unknown words should be cited. <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Lesson 9:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Common Core Standards:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**CC.1.2.8.D**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Determine an author’s point of

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">view or purpose in a text and

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">analyze how the author

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">acknowledges and responds to

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">conflicting evidence or

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">viewpoints

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**CC.1.2.8.F**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Analyze the influence of the

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">words and phrases in a text

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">including figurative,

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">connotative, and technical

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">meanings, and how they shape

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">meaning and tone <span style="font-family: Arial,sans-serif;">**.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**E08.B** ‐<span style="font-family: Arial,sans-serif;">**C.2.1.3**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Purpose:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">In this lesson, it will be discussed how man is portrayed in the story. In the previous lesson, we discussed how different types of living things inhabit the same environment, yet have different backgrounds. One of these is language. How does man’s language differ from the rabbits in the story?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">What does this say about man, and so what does this say about us? Why is it important to include humans in the story? How is their means of survival different than the rabbits?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Objectives:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">In order to demonstrate critical thinking about why human beings are portrayed the way they are in the novel, students will respond to a journal prompt regarding how human beings see themselves on earth with a clear explanation as to why they agree or disagree with the prompt's quote.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">In order to demonstrate an understanding of the main themes within the assigned section of the novel, students will respond to their peers' questions with a verbal explanation for each.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">In order for students to see the majors differences between man and animal in terms of how they survive, students will fill in a venn diagram representing these differences.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Lesson outline:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">1) Students in the 2 groups whose date it was to ask the class self-made questions will do that.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">a. (question /response session)

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">2.) Students will respond to a journal prompt of a quote by Mark Oliver Everett that says, “As Stanley Kubrick once pointed out, the discovery of more intelligent life somewhere other than Earth would be catastrophic to man, simply because we would no longer be able to think of ourselves as the centre of the universe. I guess I'm slowly becoming one of those crusty old cranks that thinks animals are better than people.”

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">a. What do you think was his purpose for saying this? Do you agree or disagree? Why?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">a. Students will first write down their thoughts, and then we will share them with the class.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">b. We will look into the question of, “How does this quote relate to the story?”

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">i. How does the survival of humans differ from the survival of animals within the story?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">ii. Do the rabbits in the story ever kill each other for the ‘fun of it’? What about people?

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">3.) Next, i will make a ven diagram on the board. One side will be titled "resources humans need to survive", while the other will be "resources rabbits need to survive". In the middle will be what they both need.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">a. Students will fill this out.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">4.) A second venn diagram will be made. This venn diagram will illustrate the differences and similarities between why humans kill others and why the rabbits kill others. There should be correlations between why rabbits kill others and what rabbits need to survive, but not between what humans need to survive and why humans kill others.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">HOMEWORK: Students will continue working on their Survival Guide assignment.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Materials: copies of group questions for each student in class, journals,

<span style="font-family: Arial,sans-serif;">Assessment; Students should be taking notes during group Q/A, participation during discussions <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Accomodations: Not sure for this lesson L

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Lesson 10:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Common Core Standards:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**1.)**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**CC.1.2.8.A** <span style="font-family: Arial,sans-serif;">Determine a central idea of a

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">text and analyze its

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">development over the course

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">of the text, including its

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">relationship to supporting

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">ideas; provide an objective

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">summary of the text.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">CC.1.2.8.C

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Analyze how a text makes

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">connections among and

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">distinctions between

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">individuals, ideas, or events.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">E08.B ‐<span style="font-family: Arial,sans-serif;">K.1.1.3

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Purpose:** <span style="font-family: Arial,sans-serif;">Lesson 10 will wrap up the unit. This lesson will aim to summarize, generally, the diversity of the characters in the novel. Students will re examine the question of "Are characters set up to survive a work of fiction? What goes into this? How complicated is this question and why?"

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Objectives:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">In order to analyze their final impressions on each character as a whole, students will represent exactly which factors they think went in to the survival of each character in the novel.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">In order to demonstrate their knowledge about each character, students will take part in a game that tests their ability to identify a character based off of characteristics.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">In order to apply what they've learned about survival in a fictional novel, students will write a statement to future children/grandchildren of theirs, depicting what they've learned about survival from the novel.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">**Lesson Outline:**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">1.) At the beginning of class, I will have each corner of the room represent one of the four : experiences, biological set up, social factors (modeling what they see others do), and 'other'. Students must write on a mini post it note the name of a rabbit whom they think has survived through this factor. (if they choose 'other', they must also include what exactly they mean (ex. folklore, motivation, positivity, etc.) The same rabbit's name can be present at more than one corner.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">The students will then take a walk around the room and observe what their classmates think.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">a.) The class will then sit down, and will discuss responses to the topic of, "What strikes you about what your classmates responded with ?" "Did the rabbits survive as individuals or as a whole?"

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">b.)How does this relate to the big question of our unit? (7 minutes)

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">2.)"Headbandz"/ Review Game

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">This activity will be a play on the 80s boardgame, Headbandz, in which each player has a the name of a particular person, place or thing attached to the headband on their head. Their partner has to answer the person's questions in an attempt to get clues to guess what they may be. (students must ask questions about how their character reacted to particular events, what they contributed to the group, and their role in the group. these questions will be provided on a slip of paper. <span style="font-family: Arial,sans-serif;">**Students may not ask questions such as "what does their name begin with?"..ONLY the ones on the paper.**

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">Desks will be moved into pairs and will be arranged in a circle around the classroom. Each student will recieve a 'headband' with the name of a major character from the novel already on the front of the head band, with a bag full of other characters. Once the student guesses their character, they must move to desk to the right of them and replace their formal character with a new one. Once they are out of characters, they win. The first three students to finish will be rewarded a prize (the prize will be a soft copy of a book that relates to the novel)

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">3.) Finally, students will be asked, in class, to write a short paragraph in their journal depicting to their future son/daughter/grandchildren what they have learned about survival and what they want them to know about 'making it' in the world. (just as the rabbits in this novel have set up a more sturdy future for generations to come....how would the student do the same thing through advice to their own children?). This exerpt should be based around what the students learned from the novel about surviving, working with others, and should inlude a statement about what they think it takes to survive.

<span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,sans-serif;">The summative assessment/survival guide will be due 2 days from now. <span style="font-family: Times New Roman,serif;"> Accomodations: stuck on this one, too. <span style="font-family: Calibri,Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">**Assessment:** <span style="font-family: Times New Roman,serif;">participation in activity. Everyone must post at least 5 answers during opening activity. (each character can be used multiple times and will be counted multiple times) <span style="font-family: Times New Roman,serif;"> I will also collect journals. Their journal responses should reflect insight gained from the novel and should address our unit question.

<span style="font-family: Times New Roman,serif;"> **Materials needed:**

<span style="font-family: Times New Roman,serif;"> Post it notes, premade ‘headbands’, bags of characters for each student