Introduction Literature
Curcles Lesson Plan - Language Arts Rate,
Time and Distance Lesson Plan - Math Culminating
Assessment Annotated
Bibliography
Introduction
Literature
Curcles Lesson Plan - Language Arts
Rate,
Time and Distance Lesson Plan - Math
Culminating
Assessment
Annotated
Bibliography
How do you ensure that the needs of individual students are met in a inclusive classroom? How do you challenge your students without losing some to confusion and others to boredom? Frequently, these questions are being asked as schools are moving to a more heterogeneous classroom setting.
As educators, we feel that using novel based units can enhance the learning experience of our students. Woodsong is a beautifully written novel for young adults. It explores many aspects of life as well as a detailed adventure of dog sled racing. We chose the topic of dog sled racing because the book creates a high interest level in students. The book also becomes a background in which to teach important concepts within each of the disciplines. For example:
science- survival of the fittest and adaptations
math- usage of rate/time/distance and temperature equations
social science- Inuit culture and hunting debates
language arts- book discussions and projects
We feel that these topics need to be addressed at the middle school level to enhance the learning development of our children.
Explanation of Integration
Research suggests that middle schools school students need:
Competence and achievement
Self-exploration and definition
Social interaction with peers and adults
Physical activity
Meaningful participation in school and community
Diversity
Opportunities to explore concepts and values
Our lessons, as part of this novel based unit, address each of these needs.
As cooperating teachers, we have decided that we are going to work together to meet the need of competence and achievement. We want all of our students to feel that they are able to succeed in our classrooms. To achieve this goal, we have selected a book that is of the appropriate reading and high interest level for our students. Some may find the level too elementary and some may find it a bit difficult, but all should enjoy the content and feel successful upon the completion of it.
In addressing the need of self-exploration and definition, the students will participate in a literature circle where they will explore their views of the novel. Also, they will be asked to debate the appropriateness of hunting in social science. These lessons will allow students a chance for intrapersonal inspection.
It is important to allow middle school students time for social interaction with peers as well as adults. It is also important to allow for physical activity. We have incorporated both of these needs into our lessons by playing educational games. In science class, students will play "muskox maneuvers" which gives students time to be active, socialize, as well as learn about a survival technique used in arctic regions.
We try to incorporate a sense of meaningfulness into our unit plan by having all disciplines participate in it. We feel that students will more fully understand the concepts surrounding dog sled racing when they are immersed in the subject for a good portion of the day. We want students to make connections between the subject areas on their own- by having an integrated unit plan, we are preparing students to do this.
We are addressing the need of diversity at the end of our unit with an assessment lesson. Students will choose from a list of projects to be completed by the end of our sled dog unit. There are ten projects listed including one that allows for student suggestions. These projects also allow the student to find ownership in his/her own learning.
Finally, we give students opportunities to explore concepts and values by having time for in-class discussions. More specifically, the social science and language arts teachers lead discussions and debates. These are classic techniques to allow students to find out who they are and what they think without outside pressures.
Description of Classroom
This unit is designed for seventh grade group of approximately one hundred students. The school practices full inclusion and has a block set-up. There are ten learning disabled, five cognitively disabled, and three emotionally disturbed students. The school is located in a smaller, progressive town in central Wisconsin. The majority of the students come from blue collar families.
The four classrooms are in close proximity with two on the right side of the hall and the other two directly across on the left side. The science and math rooms are next to each other on the right and the social science and language arts rooms are next to each other on the left. The walls between the rooms are able to open so that larger discussions or projects are a possibility.
Rationale:
This lesson is included to develop social interaction with peers, to discuss the novel, and to explore concepts and generate ideas from the novel.
Objective:
Students will...
1. Review important ideas from the novel and other lessons as discussed in class.
2. Recall knowledge from the book and discuss it in groups.
3. Use communication and group skills to have a successful discussion.
4. Analyze what they have learned and use this knowledge to have an effective literature circle.
5. Will be assigned a job within their group and will be expected to come to the discussion prepared.
Materials:
¥ WOODSONG novel
¥ tape recorders/ blank tapes
¥ job sheets
¥ room set up for groups to meet in circles
Procedure:
Anticipatory Set: Talk about large group discussion with the class. Explain how we listen and contribute to the discussion. Tell class we are going to do this in small groups with jobs. Discuss with class the importance of a job (example: class messenger, board washer, etc.). What are some important things you need to do to be successful at a job?
Teacher Role: Teacher will discuss all five different jobs that students may have for the discussion (each student will have only one job). Model how to be successful at each job as follows in student role.
Student Role: Students will be completing their job sheets (see attached) and coming to class ready to discuss the novel. The different jobs are:
Literary Luminary- your job is to locate a few special sections of the text that your group would like to hear read aloud.
Connector- your job is to find connections between the book and the outside world.
Word Wizard- your job is to be on the look-out for important words in the reading.
Discussion Director- your job is to develop a list of questions that your group may want to discuss.
Illustrator- your job is to draw some kind of picture related to the reading.
**SEE ATTACHED FOR A MORE DETAILED DESCRIPTION OF JOBS
Closure: The lesson will be concluded by a large group discussion of the conclusion found by the small groups. How could discussion have gone better? What could we do differently next time? Tell class we will try these again so that students will have the opportunity to try a different job.
Considerations/ Assessment/ Extension: Teacher will need to carefully observe each group as they are meeting- especially looking for negative comments, lulls in discussion, behavior, etc. Students will be taped in each group so that the teacher can listen to all groups for assessment. Students will be assessed on the quality of their job sheets (see attached) and their discussion. Students could write a short summary of their discussion for an extension activity.
Rationale:
Our world centers around the concept of time. It is vital for our young people to be able to take advantage of this tool and use it to develop their time management skills. This lesson will help students understand how they can benefit from using their time wisely.
Objective:
Students will be able to calculate distance, time and rate by having two of the three mentioned variables given to them.
Materials:
- Map
- Pencil w/eraser
-Paper
-Calculator(optional)
Procedure:
Anticipatory Set - Give the students some real life situations where they will be able to use this skill ( i.e. traveling, college, work...). Ask the students if they can think of any other areas.
Teacher Role - After the students are given a copy of the map, students will work together to place cites on the map. A demonstration will be given and then the students will have to answer questions on their own. The students will be put back into their groups and given the opportunity to create their own questions. The students will then work in their groups to brainstorm.
Student Role - Students will answer questions on their own and in groups.
Closure - The lesson will be concluded by a review on rate, time, distance, and the areas that the students new found knowledge can be used.
Considerations - All students have access to the same materials. Student groups should have a fun learning environment where each individual has the chance to contribute. Students who finish early will be given advanced problems.
Assessment:
Evaluated by questions during the block and homework assignments of the same format.
Extension:
Students will be challenged to use their skills in everyday life. If the students go on vacation they should ask their parents how far they are going and how fast they are traveling so they can tell their parents approximately when they will reach their destination. They can take everyday tasks they do at home and calculate how long it will take them by how fast they work and how much they have to do.
Rationale:
To asses the students knowledge of the material covered in this unit. This process was chosen to develop the following categories: social interaction, diversity, competence, achievement, opportunities to explore concepts and generate ideas.
Objective:
Students will...
1. Recall knowledge from the unit and apply it to their projects.
2. Research information as it pertains to their projects.
3. Use communication and group skills while constructing their projects.
4. Analyze what they have learned and use this knowledge along with new knowledge to creatively construct their projects.
Materials:
¥ Handout to students (see attached)
¥ Research materials (see annotated bibliography for list as well as outside sources)
¥ Paper, scissors, glue, tape, paint, markers, colored pencils, blank tapes, hangers, poster board, addresses, miscellaneous items for projects
Procedure:
Teacher Role: Teacher will show students past projects, then pass out student handout (attached). We will go through this as a class (ideas as well as grading procedure). After, group rules will be discussed: Why are rule important? What are some of our group rules? As projects get underway, instructor will meet with each group on the first day to plan the project. The rest of the week, the instructor will work with the groups on their various projects.
Student Role: Students will be involved in cooperative, hands-on group projects (see handout for possibilities) and will present these projects on Friday.
Closure: Students will present their projects to the class for a formal closure. At the end of the presentations, the teacher will ask for feedback from the students: What did you learn from the unit? Likes/Dislikes? Etc.?
Considerations/ Assessment/ Extension: Materials must be made readily available. The teacher may want to assign groups. For students who finish early, have alternate ideas ready (examples: extra credit or start another smaller project). Teacher will need to observe groups closely and suggest ideas for the group if needed. Grading will be done on the project and presentation (see handout for details).
Alone or in groups of 3-4 you will choose one of the following projects...
¥ Do a short research paper on one of the plants or animals mentioned in the book, such as choke berries or timber wolves.
¥ Write a ballad about the Iditarod sled dog race. Make sure to include the Alaska landscape and the nature that surrounds the Iditarod.
¥ Make a mobile showing some of the plants and animals from WOODSONG
¥ Make a collage on a large piece of poster board depicting events and feelings from WOODSONG.
¥ Write a scene that might have happened but didn't. Act it out or read it to us!
¥ Act out a scene from the book and see if the class can figure out what scene it is.
¥ Write an essay in which you support or refute the idea that we have been "gulled" by Disney movies and cartoons into a false idea of nature.
¥ Make up a small booklet of math problems based on WOODSONG. For example, if Paulsen's dogs cover an average of 15 miles per day and another team averages 17 miles per day, how far apart will the two teams be in 4 days?
¥ Suggest a project to your teachers. We would love to hear your creative ideas!
¥ Extra Credit or Individual Project
Write an ABC poem about the story
Write a letter to Gary Paulsen, author of WOODSONG, and tell him what you have learned.
HAVE FUN - MUSH! MUSH!
You will be graded on the following...
5 pts. = Group Work (cooperation, communication skills as talked about in Advisory) We want active involvement of all!!
5 pts. = Discussed project with teachers during planning/work time
5 pts. = Creativity
5 pts. = Neatness
5 pts. = Showing us what you have learned in this unit through your project
Brandon, R. (1990). Adaptation and Environment. Princeton, NJ: Princeton University Press.
Reference book to used by the instructor for background information about how different animals adapt to different environments. Students may use for additional information.
Chance, N.A. (1966). The Eskimo of North Alaska. Holt, Rinehart, and Winston.
A useful book which contains specifics about Eskimo childhood, youth and courtship, marriage, family and kin, religion and health, etc. Students usually find this very interesting. Can be used as background information for the instructor when comparing and contrasting cultures.
The Chinese Parrot (China) and Sedna (Eskimo). (1991). Encyclopedia Britannica Educational Corporation.
Stories, myths, and fairy tales grow out of the unique cultures in which they are told, but certain elements cross over cultural boundaries and relate stories told in very distant parts of the world to each other. These stories are similar to Beauty and the Beast in that they both relate stories of human beings encountering non-human creatures who seek their love. Can be used to spark discussion in social science discussion of culture.
Dalrynple, B. (1982). Survival in the Outdoors. New York: E.P. Dutton.
Non-fiction book that gives information about orientation, where emergencies may occur, maps, compasses, travel, water, food, fire, shelter, weather, and signaling for help. Can be used as a source for information with the culminating assessment.
Dickinson, A. (1964). Charles Darwin and Natural Selection. New York: Watts.
The author simplifies and explains Darwin's theory of evolution. In particular his point on the survival of the fittest. Can be used as teacher reference or as a source for more information.
Fienup-Riordan, A. (1990). Eskimo Essays. Rutgers University Press.
This book extends the understanding of Eskimos in general and Yup'ik Eskimos in particular. Eskimo concepts of society, history, and personhood are stressed. Can be used for further understanding of both student and teacher.
Goodwin, G., & et al. (1961-65). The Illustrated Encyclopedia of Animal Life. New York: Greystone Press.
A large reference book dedicated to how animals live. Good pictures and diversity. Can be used as a source of information throughout the unit.
INUIT. (1993). Steck-Vaughn Company. Alexander, Bryan and Cherry.
An excellent source for Inuit culture. Contains vivid illustrations.
IRONWILL. (1995). Walt Disney Productions.
Tells of the adventures of "Iron Will" as he participates in a sled dog race. Shown to students at the end of the unit to help visual learners see the joys and hardships of a sled dog race.
King, P., & Coccola, R. (1986). The Incredible Eskimo. Life Among the Barren Land Eskimo. Hancock House Publishers, Inc.
The arduous life of an Eskimo. How an Eskimo survives in the polar and arctic regions of Alaska. Can be used as a source of information for both instructor and student.
Larson/ Hostetler. (1989). Precalculus. D.C. Health and Company.
Textbook that is used for reference for algebra and precalculus.
London, J. (1903). White Fang. New York: Bantam Books, Inc.
Life story of a dog that is part wolf and the different people who tried to own him. Can be used as another book students may be interested in if they liked Woodsong.
Nelson, R.K. (1969). Hunters of the Northern Ice. University of Chicago Press.
The Eskimo survives by successfully whale and seal hunting. This book gets into specifics with Eskimo hunting tactics and strategies. Can be used for reference by both teacher and student.
Osborn, K. (1990). The Peoples of the Arctic. New York: Chelsea House Publishers.
Helps us to see the life of the Inuit, arctic landscape, traditional hunting culture of the north, spirit and family life of the people of the arctic. This book will be used as a source for reference with the students final projects.
Paulsen, G. (1990). Woodsong. New York: Puffin Books.
Gary Paulsen tells of his adventures in the Alaskan wilderness and his experience in the Iditarod sled dog race. The students will read this novel as part of the language arts curriculum. It is used for the basis of this unit.
Shields, M. (1984). Sled Dog Trails. Anchorage, Alaska: Alaska Northwest Publishing Company.
A detailed publication of the dog sled trails in Alaska. Includes many maps. Can be used as a supplement to the math lesson of tracking the Iditarod.
Sigman, M. (1992). Wildlife for the Future: Alaska Wildlife Curriculum. Anchorage, Alaska: Alaska Department of Fish and Game.
An account of the different forms of wildlife found in Alaska as well as how Alaska is going to protect them. Students may want to examine other species of animals found within the Iditarod.
Stewart, J. (1991). Calculus. Pacific Grove, CA: Brooks/Cole Publishing Company.
Textbook used for reference to formulas and to explain different problem solving techniques. Can be used for teacher background.
Wolf Packs. (1996). Discovery Channel.
Documentary of wolf packs and how they live, interact, and survive together. Can be used in science to show how wolves survive.
Video: Home-made by Mrs. Ray. (1995).
Tells of the experience of and how he raises dogs to race sleds. Shows the students the hard work and joys of raising sled dogs so they can better understand the race.
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