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Mike Eppinger

TCH626 UbD Unit Plan

Shiloh Literature Unit Grade 4

Mike Eppinger – Marian University12/5/2011

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Shiloh Literature Unit

This unit is to be taught in grade 4

Lexile 890L

5.7 Grade Level

Guided Reading R

Ages 8-10

Themes: Courage, moral values, honor, fairness, and justice

Compiled in UbD format by: Mike Eppinger – Marian University 2011

Special Thoughts on differentiating instruction:

Extended time for task

Special location

Answers recorded by scribe or tape recorder

Passage and questions read

Materials Needed:

Book - Shiloh by: Phillis Naylor

Movie – Shiloh (1996) Warner Brothers

Reader Journal

Computer/Web access

Corresponding activity sheets

Unit Statement:

This unit is bias free based on the open interpretive nature of the student’s studies and

evaluations. The corresponding activities make no mention to any bias or inferences to bias.

Integration of Language Arts:

This unit will delve into comprehension, analysis, application and synthesis of the literary piece

Shiloh and the correspondence to the human condition.

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Stage 1- Identify Desired ResultsThe students will know… Students will be able to…

A4.1 - Use effective reading strategies to achieve their purposes in reading.

Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying their knowledge of letter-sound relationships, and analyzing word structures

Infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases and structures

Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding unfamiliar words and text

Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficulty

Read aloud with age-appropriate fluency, accuracy, and expression

Discern how written texts and accompanying illustrations connect to convey meaning

Identify and use organizational features of texts, such as headings, paragraphs, and format, to improve understanding

Identify a purpose for reading, such as gaining information, learning about a viewpoint, and appreciating literature

Demonstrate reading strategies and skills while reading the book Shiloh.

Be able to use the reading strategies to convey meaning and comprehension of the subject matter.

Utilize reading strategies to formulate hypothesis and conjecture to the text.

A4.2 - Read, interpret, and critically analyze literature.

Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning

Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from the United States and cultures

Actively make connections and inferences about themselves to the characters in the book.

Discriminate their personal point of view about a piece of literature

Develop their personal point-of-view in relation to…

that of the narrator That of the characters.

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worldwide, to understand plots, make predictions, and relate reading to prior knowledge and experience

Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences

Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience

That of the author

A.4.3 Read and discuss literary and nonliterary texts in order to understand human experience.

Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts when reflecting upon life's experiences

Identify and summarize main ideas and key points from literature, informational texts, and other print and nonprint sources

Distinguish fiction from nonfiction, realistic fiction from fantasy, biography from autobiography, and poetry from prose

Select a variety of materials to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experience

Discuss personal experiences as they relate to the text.

Identify the main themes throughout the book and relate theme to the human condition.

RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Utilizing details to reinforce opinions and explanations in comprehension and writing.

Utilize character analysis to broaden comprehension and comparisons in reading and writing.

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Strengthen understanding of vocabulary

Strengthen comprehension

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W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Demonstrate understanding of how to write POV and opinion essays.

o Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

Demonstrate organizational skills in writing effective essays.

W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Use a variety of transitional words and phrases to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.

o

Utilize analysis and application to write effective essays.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

o

Demonstrate organizational and thematic skills in writing effective essays.

W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Utilize technology and research to strengthen topical learning.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

o Apply grade 4 Reading standards to literature (e.g., “Describe in depth a

Demonstrate comprehension of story elements to authenticate reading and writing.

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character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

o Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Demonstrate repeatedly the importance of writing as a skill to be continually developed.

Goals of unit:

Students will be able to connect the story of Shiloh with themselves, the human condition and morality to comprehend social responsibilities and deal with ethical constructs while making decisions. (overarching)

Students will also be able to demonstrate effective comprehension and writing skills while connecting the material to text, self and world. (specific)

Essential questions dealt with in unit

How should animals be treated? What do animals need to survive? What kind of qualities does a courageous and honest person have? What are the different parts of a book? How can student write an opinion based essay? How can student draw comparisons to his/her own life and morality? What is the background information on the author Phyllis Reynolds Naylor? What does it mean to be in another person’s shoes? How can a student write a comparative essay?

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Stage 2- Determine Acceptable EvidenceActivity 1 – In activity one the students are assessed via an oral modality within the class discussions. The form of assessment is that of personal communication.

Activity 2 – In activity 2 the students are utilizing the visual and oral modalities while utilizing the web for research. The assessment type on this activity is that of personal communication as they discuss and relate information gathered from the web the teacher observes.

Activity 3 – In activity 3 the students will be utilizing the visual modality as they read the book Shiloh as well as the visual modality as they break into groups and perform group reading. The teacher will base assessment off of the observation and questioning of children about the treading.

Activity 4 – In activity 4 the students will be utilizing the visual and oral modalities as they read visually and discuss and share insights to the class orally. The form of assessment is that of essay and personal commination where they provide journaling and discussion. The teacher will assess and observe both facets of the student’s work.

Activity 5 – In activity 5 the students will be utilizing oral, visual, an aural modalities while utilizing the web. The assessment will be that of performance assessment (spelling bee, vocab concentration, hangman, 20 clues, and web crossword) and personal communication with the class discussion aspect of all activities. The teacher will assess both observed responses as well as the tangible outcomes form activities.

Activity 6 – In activity 6 the students will use the oral and tactile modality. The form of assessment will be that of performance and personal communication as the teacher will base learning off of class discussion and montage piece.

Activity 7 – In activity 7 the students will use visual and oral modalities as well as utilizing the web for information. The form of assessment will be that of personal communication where teacher observes discussion of topic.

Activity 8 – In activity 8 the students will use oral, visual modality while utilizing the web. The forms of assessment will be that of personal communication and performance where teacher observes discussion and the completed project.

Activity 9 – Students will use oral, visual modality while utilizing the web. The forms of assessment will be that of personal communication, essay and performance where teacher observes discussion and the completed project.

Activity 10 - Students will use oral, visual modality. The forms of assessment will be that of personal communication and essay with the teacher observing discussion and essay.

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Activity 11 – Students will use oral modality. The form of assessment is personal communication where the teacher observes class discussion.

Activity 12 – Students will use visual modality by reading book. The assessment is that of an essay.

Activity 13 – Students will use tactile modality by creating book jacket. The assessment will be performance.

Activity 14 – Students will use the visual and aural modality while watching and reading Shiloh. The assessment will be that of essay.

Activity 15 – Students will use the kinesthetic modality while performing a skit based portrayal of the story. The assessment will be that of performance.

Activity 16 – Students will produce an opinionated essay. The assessment will be based on that essay.

Stage 3-Plan Learning ExperiencesActivity 1 – Introduction

Shiloh by Phyllis Reynolds Naylor, is a story about a boy who finds a dog.

Objective: Students will predict, compare and infer understanding of a literary piece.

Backwards design was utilized in this module by determining the skills students need to gain comprehension of literature and applying an activity to meet the standards requirements.

Students will brainstorm a list of other dog and animal stories. The class will discuss what the stories have in common and how they differ. Then, students will predict what the story might be about after studying the cover illustration. Assessment is teacher observation and class discussion. Student will be able to effectively compare prior knowledge with Shiloh. Time frame for this activity is one period. This activity is based on the 4th grade literary standard of A.4.2.

Activity 2 –Literature background

Objective: Students will research and gain knowledge of author and accolades while utilizing the internet.

Backwards design was utilized in this module by determining the skills students need to gain comprehension and research of literature and applying an activity to meet the standards requirements.

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Students will discuss other books written by Phyllis Reynolds Naylor, read and discuss her bio, and discuss the Newbery Medal. Students will also find the copyright date and publisher of Shiloh. Students may choose to look up information on the author over the inter-net, using the following web sites www.barnesnoble.com, www.scholastic.com and www.borders.com . Assessment is teacher observation and class discussion. Students will be able to discuss key information gathered from the Internet. Time frame for this activity is one period. This activity is based on the 4th grade literary standards of A.4.2., W.4.7.

Activity 3 –Class Reading of Shiloh

Objective: Students will gain understanding by various means while reading the book Shiloh.


Throughout this unit students, along with the teacher, will read the book Shiloh. A chapter will be read each day. Students will demonstrate their reading by maintaining productive reading habits within the classroom. Assessment is teacher observation. Time frame for this activity is one period for each chapter. Group reading will be included in the activity from time to time. This activity is based on the 4th grade literary standards of A.4.1,A.4.2., A.4.3, RL.4.3, RL.4.4.

Activity 4 –Journaling

Objective: Students will demonstrate gained knowledge by utilizing comprehension skills.


After completing a chapter, students will be expected to answer at least 3 journal questions about what they read that period. These questions will be homework. Students will be asked to share their answers the next class period. Assessment is teacher observation, class discussion and student accountability (daily checklists of completed daily journal questions). This activity is based on the 4th grade literary standards of A.4.1,A.4.2., A.4.3, RL.4.3, RL.4.4.W.4.1, W.4.4, W.4.10.

Activity 5 –Vocabulary

Objective: Students will gain comprehension of story by learning vocabulary through various activities.


http://www.borders.com/

http://www.scholastic.com/

http://www.barnesnoble.com/

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Students will learn and retain the vocabulary in Shiloh by defining the vocabulary and participating in activities. These activities will consist of:

a. Vocabulary Bee- students will be asked to spell and correctly define the vocabulary words.

b. Vocabulary Concentration- students will work in a group of 2-5 students. Each group will make two sets of cards that are the same size and color. On one set of cards, students will write the vocabulary word. On the other set of cards, students will write the definitions. A player will pick two cards. The object is to match the vocabulary word with its definition.

c. Hangman- students will work with a partner using the definition as a clue.d. 20 Clues- a student will select a vocabulary word and give the class clues

about the word. Students will take turns guessing what the word is until someone gets it correct.

e. www.puzzlemaker.com- students can work on the computer inserting their vocabulary words into crossword puzzles by accessing this web site. This could be done either in the classroom our during computer lab time.

The vocabulary activities will occur throughout this unit as review. Assessment is teacher observation and class discussion.

This activity is based on the 4th grade literary standard of A.4.4

Activity 6 –Montage Connections

Objective: Students will demonstrate their connections to the story (text to self) through creating a montage of personal pictures.

Backwards design was utilized in this module by determining the skills students need to gain understand the value of family through text to self while applying an activity to meet the standards requirements.

After reading chapters 1-3 in Shiloh, students will make a montage. A montage is a picture made up of many other pictures. The montage should reflect the students’ family and community. While students work on this project, they will be asked to compare their family and community to the main characters’ family and community. Students will be asked to share their montage with the class. Assessment is teacher observation, class discussion and will be collected. Time frame for this activity is three class periods. This activity is based on the 4th grade literary standards of A.4.2., A.4.3.

Activity 7 –Social Consciousness and Pet Care

Objective: Students will gain social and moral responsibility while utilizing the internet and comparison to story.

http://www.puzzlemaker.com-

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Backwards design was utilized in this module by determining the skills students need to gain understand the moral implications of responsibility while applying an activity to meet the standards requirements. This activity also deals with social studies.

Students will also learn the proper treatment of companion animals through this activity. Students will work in a group of 3 or 4 students. They will be given cards with pictures displaying situations involving animals. These situations display both good and bad ways to treat animals. Each group will mix up the cards face down. Then, a student will pick a card and agree or disagree with the situation. After students have worked in their groups, the class will come together to discuss their correct responses. The class will also visit web sites over the inter-net during computer lab time to investigate pet care and the mistreatment of animals. Students will demonstrate critical thinking and ability to discuss moral based conflicts. Assessment is teacher observation and class discussion. Time frame for this activity is two class periods. This activity is based on the 4th grade literary standard of W.4.7. This also touches on the social studies area.

Activity 8 –Researching Favorite Animal

Objective: Students will gain understanding of the book through research and analysis of the story.

Backwards design was utilized in this module by determining the skills students need to gain comprehension and research of literature and applying an activity to meet the standards requirements.

After reading chapters 4-7 in Shiloh, students will describe an animal that they love. Students will be asked to use detailed descriptions of the animal. They will also draw a picture of what the animal looks like. Students will be expected to research their animal over the inter-net during computer lab time. They will use this information while writing their descriptions of their animal. Assessment is teacher observation, class discussion and will be collected. Time frame for this activity is one class period. This activity is based on the 4th grade literary standards of W.4.3, W.4.4, W.4.7.

Activity 9 –Animal Needs

Objective: Students will gain understanding of the responsibilities of the protagonist in Shiloh.

Backwards design was utilized in this module by determining the skills students need to gain understand the moral implications of responsibility while applying an activity to meet the standards requirements.

Students will gain a better understanding of what animals need to survive through observing animals outside. For homework, students will observe animals outside at their home. They will draw four animals from smallest to largest, and then describe what they need to survive and

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explain why. After turning in this homework assignment students will discuss why air and water are important to animals. Assessment is teacher observation, class discussion and student accountability. Classroom discussion should be brief. This activity is based on the 4th grade literary standard of W.4.7.

Activity 10 –Courageousness and Honesty

Objective: Students will discuss and write about the qualities of a courageous and honest person.

Backwards design was utilized in this module by determining the skills students need to gain understand the moral implications of responsibility and writing skills while applying an activity to meet the standards requirements. This activity also deals with social studies.

After reading chapters 8-11 in Shiloh, students will be asked to describe the qualities of a courageous and honest person. Students, along with the teacher, will also discuss whether the main character (Marty) has been honest. The teacher will model the correct way to write an opinion/point of view essay explaining whether the main character has been honest. Students will participate by sharing their thoughts and ideas and writing a brief essay on Marty’s honesty. Assessment is teacher observation and class discussion and essay. Time frame for this activity is one class period. This activity is based on the 4th grade literary standards of A.4.1,A.4.2., A.4.3, RL.4.1, RL.4.3.W.4.1, W.4.4, W.4.9.

Activity 11 –The Incredible Growing Lie

Objective: Students will give evidence of the vice of lies through discussion.

Backwards design was utilized in this module by determining the skills students need to gain understand the moral implications of truthfulness and writing skills while applying an activity to meet the standards requirements. This activity also deals with social studies.

After reading chapters 12-15 in Shiloh, students will write at least one lie that the main character (Marty) has told to the following people, his mom, and his dad, Dara Lynn, Judd Travers, David Howard, Mrs. Howard and Mr. Wallace. Then, students will give two examples from the story showing how lies grow. Students will share their answers with the class. Assessment is teacher observation and class discussion. Time frame for this activity is one class period. This activity is based on the 4th grade literary standards of A.4.1,A.4.2., A.4.3, RL.4.1, RL.4.3.

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Activity 12 –Point of View Essay

Objective: Students will demonstrate the ability to construct moral opinions based on literary constructs.

Backwards design was utilized in this module by determining the skills students need to gain understand morality and writing skills while applying an activity to meet the standards requirements. This activity also deals with social studies.

Students will write an opinion/point of view essay. They will explain whether they believe Marty (the main character) stole Shiloh from Judd Travers. Assessment is short informal written essay with discussion with class and teacher… Time frame for this activity is one class period. This activity is based on the 4th grade literary standards of A.4.1,A.4.2., A.4.3, RL.4.1, RL.4.3.W.4.1, W.4.4, W.4.9.

Activity 13 –Publisher Designer

Objective: Students will analyze and apply knowledge to a creative book jacket.

Backwards design was utilized in this module by determining the skills students need for comprehension and create a hands-on activity that also satisfies literature standards.

After reading Shiloh, students will be asked to design a dust jacket. The dust jacket must include the title, author, images and/or characters on the cover. It must also include a summary on the inside flap. Students will be asked to present their dust jackets to the class. Assessment is teacher observation, class discussion and will be collected. Time frame for this activity is two class periods. This activity is based on the 4th grade literary standard of RL.4.3.

Activity 14 –Movie vs. Book

Objective: Students will compare and contrast various forms (book vs. movie) of a story and write an essay of opinion.

Backwards design was utilized in this module by determining the skills students need for comparison of story constructs and comprehension which also satisfies literature standards.

Students will watch the movie Shiloh. Then, students will write a compare and contrast essay using the writing process. They will be comparing and contrasting Shiloh the movie and Shiloh the chapter book. Assessment will be graded by a rubric. Time frame for this activity is three class periods. This activity is based on the 4th grade literary standards of A.4.1,A.4.2., A.4.3, RL.4.1, RL.4.3.W.4.1, W.4.4, W.4.9.

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Movie vs. Book Rubric

Task Component

4 Points Each 3 Points Each 2 Points Each 1 Point Each

Opening Creatively begins with an

interesting opening that thoroughly

identifies the movie and the book are being

compared

Begins with an opening that accurately

identifies the movie and the book are being

compared

Begins with an opening that does

not clearly identify the movie and the

book are being compared

Does not have an opening sentence.

Organize Organizes all information in a pattern that has

been taught

Organizes some information in a pattern that has

been taught

Attempts to organize information in a pattern that has

been taught

Not organized in a pattern that has been

taught

Support Gives well-developed &

logical support for movie and

book being compared

Gives logical support for movie and book being

compared

Gives some logical support for movie and book being

compared

Gives very little support for the

movie and book that are being compared

Conclusion Gives a clear, strong and

creative closing

Gives an appropriate

closing

Gives a closing that does not make sense

Does not give a closing

Mechanics and

Grammar

All sentences are complete using capital, spelling and punctuation.

Sentences are complete. Contain errors in capitals,

spelling and punctuation.

Most sentences are complete but contain

errors in capitals, spelling and punctuation.

Few if any sentences are complete with

many errors in capitals, spelling and

punctuation.

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Activity 15 –Character Acting

Objective: Students will synthesize understanding of the book through group skits.

Backwards design was utilized in this module by determining the skills students need for comprehension and through a creative synthesis that also satisfies literature standards.

Students will be placed in groups and perform a short skit about two characters and their interactions from the book Shiloh. Students will be prompted to evaluate, infer and analyze the interaction between the two characters and synthesize their own creative skit. Teacher will observe for assessment. Time frame is 2 class periods. This activity is based on the 4th grade literary standards of AA.4.2., A.4.3.

Activity 16 –Final Review of Shiloh

Objective: Students will analyze and apply opinion to the book based on qualified knowledge.

Backwards design was utilized in this module by determining the skills students need to write an essay based on opinion and to satisfy literature standards.

Students will write an opinion/point of view essay. The question posed by the teacher is- What did you think of the book Shiloh? BE HONEST!!! Did you or did you not like the book and why? In this essay, students will explain their opinion about the book Shiloh. They will be expected to give facts and details to support their opinion. Students will be assessed by a rubric (see attached). Time frame is two class periods. This activity is based on the 4th grade literary standards of A.4.1,A.4.2., A.4.3, RL.4.1, RL.4.3.W.4.1, W.4.4, W.4.9.

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Task Component 4 Points Each 3 Points Each 2 Points Each 1 Point Each

Opening

States opinion clearly and completely.

Clearly states an opinion

States an opinion but it is

not clear

States no opinion

Organizes

Organizes all support in a

pattern

Organizes some support in a

pattern

Attempts to organize

support in a pattern

Not organized in a pattern

Support

Gives well-developed &

logical support statements for

opinion

4 support statements

Gives logical support

statements for opinion


Gives some logical support statements for

opinion


Gives very little support or most support does not

make sense

1-0 support statements

Conclusion

Gives a clear, strong and

creative closing

Gives an appropriate

closing

Gives a closing that does not make sense

Does not give a closing

Mechanics

And

Grammar

All sentences are complete using capital, spelling and punctuation.

Sentences are complete.

Contain errors in capitals,


Most sentences are complete but contain

errors in capitals,


Few if any sentences are complete with many

errors in capitals, spelling and punctuation.

Final Rubric

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Journal Questions and Vocabulary

Chapter 1

What would you do if a dog followed you home?

Why do you think the dog is so scared?

Marty does something to get the dog to finally come to him, what is it?

If you knew an animal was being abused, how would you help it?

Chapter 2

List the four reasons Marty does not like Judd Travers?

Would you have gotten mad if you saw Mr. Travers kick Shiloh? Why or why not?

What do you think is going to happen to Shiloh, next? Explain your answer.

Chapter 3

Why did Marty want to raise money?

What did Marty do with his father?

How did Marty feel when he saw Judd? How would you have felt?

VOCABULARY-CHAPTERS 1-3

-scold -buckshot

-groundhog -slink

-grovel -cringe

-thrust -veterinary

-sickle -skillet

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Chapter 4

Where does the extra money Marty’s parents have, go to? Why?

What promise does Marty make to Shiloh?

What does Marty make for Shiloh? How does he make it?

Chapter 5

What were the 3 problems Marty faced concerning Shiloh?

Was it right for Marty to lie to Judd Travers about Shiloh? Explain.

If you were a Sheriff, what would you do to Judd Travers (or anyone) if you saw him /her beating Shiloh? Explain your answer.

Chapter 6

Do you believe that one lie leads to another? Why or why not? Think of a situation you may have been in once and write about it.

Chapter 7

Marty has not told his best friend David about Shiloh. Would you tell your best friend? Why or why not?

Who followed Marty down the hill?

What do you think is going to happen next?


-plank -nuzzle

-frankfurter -clink

-commence -gulp

-bold -wad

-remedy -swirl

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Chapter 8

What did Marty get scared about at the beginning?

Why were people giving food to Marty’s father?

What is going to happen next?

Chapter 9

How would you feel if a secret you have been holding in for a long time suddenly came out?

What would you do if you were Marty- run away or suffer the consequences?

What do you think is going to happen next?

Chapter 10

How did Marty’s father finally find out about Shiloh?

What did Doc Murphy have to do to Shiloh?

Marty’s father told him to “Open his eyes!” What did he mean by that?


-swirl -trousers

-pester -warble

-antibiotics -chops

-carrier -yelp

-stump

Chapter 11-12

Opinion/Point of View

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Chapter 13

What does Marty ask David to do?

Where does Marty go? Why does he go there?

When Marty gets to where he is going, what does he hear and see?

Chapter 14

How does Marty finally get Judd Travers to give him Shiloh?

Would you tell on Judd (about shooting the deer) even if it meant you may lose Shiloh?

What would you do if you saw someone shooting a deer out of season?

Chapter 15

Does Marty tell his parents the whole truth about how he got Judd to let him keep Shiloh? What does he tell them?

How does Marty’s family feel about Shiloh becoming a member of the family?

What are some of the things Judd makes Marty do? Would you go through all of that to keep a dog? Why or why not?

What makes Judd call Marty names?

Why do you think Judd and Marty end up getting along at the end?

What does Judd give to Marty at the end of the book?


-turpentine -mournful

-snitch -warden

-spite -lame

-dab -quavery

-regulation -omission

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Monday Tuesday Wednesday Thursday FridayActivity 1 – Introduction (15 min.)

Activity 2 –Literature background (30 min)

Activity 3 –Class Reading of Shiloh (25 min)

Activity 4 –JournalingCh. 1 (HW)

20 min for other literature study



20 min for other literature study


Activity 4 –JournalingCh. 3(HW)

Activity 5 -Vocabulary Bee Ch.1 -3 (20 min)



Activity 6 – Montage Connections (30 min.)



Activity 6 – Montage Connections (30 min.)



Activity 6 –Montage Connections

(30 min.)



Activity 7 – Social Consciousness and Pet care (30 min)

Activity 5 – Vocabulary Concentration Ch. 4-7 (15 min)

Activity 7 – Social Consciousness and Pet care (30 min)



Activity 8 – Research Favorite Animal



Activity 9 – Animal Needs(Introduction to assignment 15 min.)(HW)



Activity 10 – Courageousness and Honesty (35 min.)



Activity 11 –The Incredible Growing Lie (35 min)



Activity 5 – Vocabulary Hangman (20 min)



Activity 12 –Point of View Essay (35 min.)



Activity 13 – Publisher Designer (25 min)

Activity 14 – Movie vs. Book Intro (5 min)


Activity 4 – Journaling Ch. 15 (HW)

Activity 14 – Movie vs. Book (movie) (35 min)


Activity 15 –Character Acting(10 min. Intro and grouping)


Activity 15 –Character Acting(15min.)

Activity 5 –Vocabulary 20 clues/puzzle maker (35 min)

Activity 16 – Final Review Intro (10 min)

Activity 16 –Final Review (45 min.)

Activity 16 –Final Review (45 min.)

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Resources

http://www.scholastic.com/browse/book.jsp?id=260

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=4&sqi=2&ved=0CDgQFjAD&url=http%3A%2F%2Fwww.connected-learning.org%2FProducts%2Fafortelu2.doc&ei=BELYTsOiDq-02AWznPjiDg&usg=AFQjCNGlDE0mO4z5PYqfpALwJ-psiASMEw&sig2=RMVnRHRgZMIcIhBvcIKm1w

http://www.scholastic.com/browse/book.jsp?id=260

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