Survival Novel Unit

Created Feb. 6, 2024 by Tirzah Zipperer

Survival Novel Unit

Unit Title:

Survival Novel Unit

Abstract:

This unit is designed around providing student choice. There will be 5 novels for students to choose from: Between Shades of Gray by Ruta Sepetys, Refugee by Alan Gratz, Zeros by Scott Westerfeld, The Martian by Andy Weir, and Lord of the Flies by William Golding. Each novel focuses on the central theme of survival. Students will read and meet weekly for 8 weeks. Each week the novel groups will be given specific discussion questions and tasks that are aligned with Wisconsin ELA standards and Wisconsin Standards for Environmental Literacy & Sustainability.

Grade Level:

Grade(s) written for

Lesson author(s):

Tirzah Zipperer (tzipp@csdmail.com)

7th-10th grade

Instructional Materials Needed (if applicable):

Novels: a specific number of copies will be determined by class size/student interest

Between Shades of Gray by Ruta Sepetys, 338 pages, Lexile Level: HL490L

Refugee by Alan Gratz, 317 pages, Lexile Level: 800L

Zeros by Scott Westerfeld, 546 pages, Lexile Level: 660L

The Martian by Andy Weir, 369 pages, Lexile Level: 680L (High School Appropriate)

Lord of the Flies by William Golding, 182 pages, Lexile Level: 770L (High School Appropriate)

Applications for iPad/cell phone:

ChatterPix by Duck Duck Moose

Siftr

Flipgrid app for students/website account for teacher

Wisconsin Standards for English Language Arts Addressed (ELA Full Document or Literacy in All Subject Areas Full Document):

Grades 6-8 will determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Grades 6-8 will identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Grades 6-8 will determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Grades 9-10 will determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Grades 9-10 will cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences are drawn from the text.

Grades 9-10 will determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Wisconsin Standards for Environmental Literacy and Sustainability Standards Addressed (Full Document or searchable spreadsheet):

C1.B: Sense of Place: Identify the relationship between parts of natural and cultural systems in connecting communities into regional systems (e.g., watershed areas, political jurisdictions, ethnic communities). Understand the relationships between the environment and geography of a locality and its history, culture, and economy. Gather data from primary sources to identify local needs and compare to perceived local, regional, or global needs. Investigate alternatives to meeting one’s needs for food, water, and shelter.

Evidence of Need:

State current status of student performance based on evidence

Evidence of Success:

Evidence will be demonstrated by student participation (Assessment). Students will be able to answer all or most of the weekly focus questions. They will be able to expand and go into detail with their responses. They will share highlights from weekly discussions in a flipgrid video which will be shared with the lead teacher. Students will also show success by completing 2 Siftr assignments and a Chatterpix assignment that demonstrates their understanding of the novel they are reading by connecting it with the community in which they live. Students will also demonstrate success by participating in the final share out with all book groups.

Inquiry Experience 1

Setting and Estimated Time: Classroom 1 class period (approximately 40 minutes)

Learning Target:

I can select an appropriate book for myself to read. I can read most words on the first few pages. I understand what I am reading. I enjoy or have an interest in the selected novel.

Formative Assessment:

Evidence will be based on students selecting the correct novel level for their ability level (determined by Star Test data or other student ability level data. Evidence will also be collected at the conclusion of the week 2 discussion (students completed the reading, students participated in discussion with their book group, and the student received 3 or 4's on the Book Group Participation/Discussion Assessment.

Procedure:

Week 1: “Planning Week”

1. Present 5 novel choices for students (provide brief summary/description):

Between Shades of Gray by Ruta Sepetys, 338 pages, Lexile Level: HL490L

Refugee by Alan Gratz, 317 pages, Lexile Level: 800

Zeros by Scott Westerfeld, 546 pages, Lexile Level: 660L

The Martian by Andy Weir, 369 pages, Lexile Level: 680L: HS Level only

Lord of the Flies by William Golding, 182 pages, Lexile Level: 770L: HS Level only

2. Have students write top 2 novel choices on a notecard: Teacher then can place students into 5 book groups and request the novels from the library or order online from Amazon. (Teacher then places students into groups)

3. The 5 individual groups meet to determine how much they need to read prior to their 1st official meeting next week. An example being Between Shades of Gray 338 pages divided by 7 (total 8-week unit) = approximately 48 pages a week, 16 pages a day for 3 days.

Homework: Once novels are distributed, students read assigned pages for the first official book group meeting discussion which will take place the next week.

Inquiry Experience 2

Setting and Estimated Time: Classroom 1 class period (approximately 40 minutes)

Learning Target:

Formative Assessment:

Evidence will be collected at the conclusion of the discussion (students completed the reading, students participated in discussion with their book group, students helped produce the assigned flipgrid video and the student received 3 or 4's on the Book Group Participation/Discussion Assessment.

Procedure:

Week 2: “Cocoa and Conversation”

*Students get into book groups.

*Students get themselves a cup of hot chocolate:)

*Student’s select a leader for their discussion. The leader will share the focus questions with the group. Focus questions will change each week.

Focus questions: Theme, characters, setting

What did the author want you to think about

What idea from the book stays with you?

How do the decisions and actions of characters reveal their personality?

How does the author create the setting/atmosphere?

How does a specific chapter or scene fit into the overall development of the setting? List/share specific examples from the text.

Next: Each group will need to submit a flipgrid. *Teachers will need to set this up in advance, free website/app

Here is a tutorial video to help you get familiar with Flipgrid, you will use the app, not the website (teachers can use the website). https://www.youtube.com/watch?v=6tfoCgQuqcw

Your Flipgrid video should include your big takeaways from the assigned reading and discussion. Please include who was the group's leader, what is the next reading goal, was there anyone who was not ready to participate today and who is the next leader.

Participation/Discussion Assessment: Then complete student participation assessment (see below for form and then turn into teacher *Try to assess a different person each time we do this form.

Homework: Read assigned pages

_____________________________________________________________________________________

Book Group Participation/Discussion Assessment

*Circle the number that best matches the individual you are assessing in today’s book group

Student being assessed:_____________________________________

Participates in Group Discussions

1 Does not participate

2 Fair participation (asks and answers a few questions)

3 Good participation (asks good questions and answers questions)

4 Great participation (asks and answers great questions)

Shows Understanding of the Story

1 No understanding of the story (uses no ideas from the book)

2 Fair understanding of the story (uses one idea from the book)

3 Good understanding of the story (uses 2-3 ideas from the book)

4 Great understanding of the story (uses 4+ ideas from the book)

Assessment completed by:___________________________________

Inquiry Experience 3

Setting and Estimated Time: Classroom 1 class period (approximately 40 minutes)

Learning Target:

Formative Assessment:

Evidence will be collected at the conclusion of the discussion (students completed the assigned reading, students participated in discussion with their book group, students helped produce the assigned flipgrid video and the student received 3 or 4's on the Book Group Participation/Discussion Assessment. The student was able to complete and successfully upload an appropriate picture on the Siftr app in the correct location.

Procedure:

Week 3: “Cocoa and Conversation”

Students get into book groups.

Students get themselves a cup of hot chocolate:)

The leader will share the focus questions with the group. Focus questions will change each week.

Focus Questions:

Identify five vocabulary words that helped create impact or show voice

What is something new you learned about one of the characters?

How are you seeing the survival theme in your book?

Has the main conflict been revealed?

What predictions do you have about what will happen next?

Group Flipgrid Video: Your Flipgrid video should include your big takeaways from the assigned reading and discussion. Please include who was the group's leader, what is the next reading goal, and was there anyone who was not ready to participate today.

Participation/Discussion Assessment: Then complete student participation assessment (see Inquiry Experience 2 for form and then turn into teacher *Try to assess a different person each time we do this form.

Homework: Read assigned pages and post a picture(s) to Siftr: I would like you to take a picture(s) of animals/animal evidence of surviving in our extremely cold winter weather.

*Your photos should not include close-ups or pictures of people faces.

Here is a video tutorial to teach you how to use Siftr: https://www.youtube.com/watch?v=_uzGxOcnb4E

____________________________________________________________________________________________________

Inquiry Experience 4

Setting and Estimated Time: Classroom 1 class period (approximately 40 minutes)

Learning Target:

I can read and understand the assigned pages in my book. I can answer all or most of the focus questions being asked by today's group leader. I can be a helpful team member and collectively film and submit our flipgrid video to the teacher. I will fairly and honestly assess one of my fellow group members. I will share my Siftr photo and share how it connects with the novel I am reading.

Formative Assessment:

Evidence will be collected at the conclusion of the discussion (students completed the assigned reading, students participated in discussion with their book group, students helped produce the assigned flipgrid video and the student received 3 or 4's on the Book Group Participation/Discussion Assessment. The student was able to post and share an appropriate picture on the Siftr app with the rest of the group.

Procedure:

Week 4: “Donuts and Discussions”

*Students get into book groups.

*Students get themselves a donut:)

*Student’s select a new leader for their discussion. The leader will share the focus questions with the group. Focus questions will change each week.

Focus Questions:

What do you want to share?

Where does the story take place?

When does the story take place?

What could you see, feel, hear, smell, as you read?

How much time passes in the story?

Tell me about a major event that occurred or a challenge that one of the characters faced. How did the character respond to this event or challenge?

Homework: Read assigned pages and create a Chatter PIX (from iPad app)

Your Chatter PIX should be a photo that ties into your book somehow. Your recording should explain how the photo connects/relates to your book. You will share these next week. Plus complete participation assessment and turn into the teacher.

_____________________________________________________________________________________________________

Inquiry Experience 5

Setting and Estimated Time: Classroom 1 class period (approximately 40 minutes)

Learning Target:

I can read and understand the assigned pages in my book. I can answer all or most of the focus questions being asked by today's group leader. I can be a helpful team member and collectively film and submit our flipgrid video to the teacher. I will fairly and honestly assess one of my fellow group members. I will share my Chatterpix photo and share how it connects/relates with the novel I am reading.

Formative Assessment:

Evidence will be collected at the conclusion of the discussion (students completed the assigned reading, students participated in discussion with their book group, students helped produce the assigned flipgrid video and the student received 3 or 4's on the Book Group Participation/Discussion Assessment. The student was able to record and share an appropriate picture on the Chatterpix app with the rest of the group.

Procedure:

Week 5: “Donuts and Discussion”

** First Share Chatter PIX with the entire class

*Students should get into groups.

*Students get themselves a donut:)

*Student’s select a new leader for their discussion. The leader will share the focus questions with the group. Focus questions will change each week.

Focus Questions:

What are you learning about the way each character feels about each other?

Could the order of the events be changed? Could some be omitted or added? If so why and with what consequences?

What clues has the author provided about the ending?

What could have happened differently in the pages you just read?

What lesson does the story have that resembles life?

Homework: Read assigned pages and Post a picture(s) to Siftr: I would like you to connect the survival novel you are reading to your community. Gather data (through pictures) to identify local community needs and compare them (in your written caption) to perceived local, regional, or global needs. *Your photos should not include close-ups or pictures of people faces.

____________________________________________________________________________________________________

Inquiry Experience 6

Setting and Estimated Time: Classroom 1 class period (approximately 40 minutes)

Learning Target:

I can read and understand the assigned pages in my book. I can answer all or most of the focus questions being asked by today's group leader. I can be a helpful team member and collectively film and submit our flipgrid video to the teacher. I will fairly and honestly assess one of my fellow group members. I will post a second photo on the Siftr app. This picture will clearly be connected to my community and the novel. I will clearly identify local community needs and compare them in the caption to perceived local, regional, or global needs.

Formative Assessment:

Evidence will be collected at the conclusion of the discussion (students completed the assigned reading, students participated in discussion with their book group, students helped produce the assigned flipgrid video and the student received 3 or 4's on the Book Group Participation/Discussion Assessment. The student was able to post and share an appropriate picture on the Siftr app with the rest of the group that clearly connected a sense of place standard.

Procedure:

Week 6: Cookie Conversations

*Students get into book groups.

*Students get themselves a cookie

*Student’s select a new leader for their discussion. The leader will share the focus questions with the group. Focus questions will change each week.

Focus Questions:

What text (words) were used to describe the main action in the book?

What has happened so far in this story?

What do you think will happen next? Why?

How would you have felt if that happened to you?

How are you like/different than one of the characters?

As you’ve been reading, what pictures have been in your mind?

Tell me the most important things you read today in order of how they happened.

Homework: Read assigned pages

____________________________________________________________________________________________________

Inquiry Experience 7

Setting and Estimated Time: Classroom 1 class period (approximately 40 minutes)

Learning Target:

Formative Assessment:

Procedure:

Week 7: Cookie Conversation

1. Students get into book groups.

2. Students get themselves a cookie.

3. Student’s select a new leader for their discussion. The leader will share the focus questions with the group. Focus questions will change each week.

Focus Questions:

If this story had a sequel, what do you think it would be about?

What is the main message of this book? What does the author want you to think about? What was the big idea?

Retell the most important events in the story from the beginning, middle and end.

What were the most important events in this story?

What did like best/least about this book?

How did this book relate to our survival theme? (Use specific examples from the book)

Homework: Finish the book and be ready to share out next week.

____________________________________________________________________________________________________

Inquiry Experience 8

Setting and Estimated Time: Classroom 1 class period (approximately 40 minutes)

Learning Target:

I can read and understand the final assigned pages in my book. I can share final thoughts and the overall theme in the novel with the entire class. I will complete the final reflection/assessment that is posted on Google Forms and submit it to my classroom teacher.

Formative Assessment:

Evidence will be collected at the conclusion of the final novel shareout. Each student should share their likes/dislikes, and how the book connected to survival. Students complete the assigned final reflection/assessment on Google Forms.

Procedure:

Week 8:

*Final book shareout: all 5 book groups discuss similarities/differences, likes/dislikes, and their book connection to the survival theme.

*Look at both Siftr assignments: share and discuss photos and where taken

*Lastly, complete one final assessment: Create on Google Forms and share the link with your students

*Return all novels to the teacher

Double check your plan for evidence of high quality instructional ELA materials as outlined by EdReports.org: