lessons9and10_duksta

**Common Core Standards:** **CC.1.2.8.D** Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or  viewpoints
 * Lesson 9:**

**CC.1.2.8.F** Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone **.** **E08.B‐C.2.1.3**

**Purpose:** 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? 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? **Objectives:** 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. 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. 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.

**Lesson outline:**

BELL RINGER: UNDECIDED

1) Students in the 2 groups whose date it was to ask the class self-made questions will do that. a. (question /response session)  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.” a. What do you think was his purpose for saying this? Do you agree or disagree? Why? a. Students will first write down their thoughts, and then we will share them with the class. b. We will look into the question of, “How does this quote relate to the story?” i. How does the survival of humans differ from the survival of animals within the story? ii. Do the rabbits in the story ever kill each other for the ‘fun of it’? What about people?

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. a. Students will fill this out.  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.

HOMEWORK: Students will continue working on their Survival Guide assignment.

**Lesson 10:** **Common Core Standards:** **1.)** **CC.1.2.8.A** Determine a central idea of a  text and analyze its  development over the course  of the text, including its  relationship to supporting  ideas; provide an objective  summary of the text.

CC.1.2.8.C Analyze how a text makes connections among and distinctions between individuals, ideas, or events. E08.B‐K.1.1.3

**Purpose:** 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?" **Objectives:** 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. 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. 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.

**Lesson Outline:** 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. The students will then take a walk around the room and observe what their classmates think. 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?" b.)How does this relate to the big question of our unit? (7 minutes) 2.)"Headbandz"/ Review Game 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. **Students may not ask questions such as "what does their name begin with?"..ONLY the ones on the paper.** 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)

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. The summative assessment/survival guide will be due 2 days from now.  **^^^^ i have to iron out when i revise this unit where exactly i will assign this.**