CP Becker, Brandon
Unit Cover Page
Unit Title: Where the Red Fern Grows
Grade Level(s): 8
Subject/Topic Area(s): English / Language Arts: Reading Comprehension
Key Words: Theme, Evidence, Characters and Conflict
Designed by: Brandon Becker
Time Frame:
School District: RSU #9
School:
Brief Summary of Unit
How does an author grab a reader's attention? What qualities peak a reader's interest? How can these qualities
build up prominent literary elements within a piece? How does evidence support our claims?
This unit will look at how a reader comprehends what they're reading, and what connections we can make within
the text, that can build on key literary elements. Understanding how characters’ work through conflicts and how
those conflicts build into themes, which provide evidence for better understanding, are necessary life skills.
Reading comprehension is not a simple glancing over the text, but the recognizing of a bigger picture, one that
may apply to the reader's own hardships.
Standards:
Maine Learning Results
Content Area: English
Domain: Reading Standards
for Literature
Clusters: Key Ideas and Details
1) Cite textual evidence that most strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the
text
2) 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.
• they should determine a theme or central idea from the text.
• cite textual evidence to support an analysis of the text.
• analyze how the relationships of characters further the plot.
• How does the reader find a theme or central idea from the text?
• Why must a reader find evidence in the text to support their ideas?
• Why must the reader understand how the relationships of characters further the plot?
• Definitions: theme, text, supporting evidence, plot, central
ideas,
analyze, recognize, interpret, cite
• describe a theme or central idea of the text.
• Important Aspects of Reading: analyzing a text, searching
for deeper meaning,
finding supporting evidence, understanding key
relationships/conflicts
between characters, furthering a plot
• document evidence from the text to support an analysis.
•Types of Conflict: Human vs. Self, Human vs. Nature,
Human vs. Human, Human vs. Supernatural
• propose how relationships of characters further the plot.
• analyze a theme or central idea from the text.
• consider how the relationships of characters further the plot.
• recognize textual evidence to support an analysis of the text.
Goal: Your task is to win Scholastic's reviewer contest by convincing readers to read Where the Red Fern Grows
Role: You are a reviewer.
Audience: Scholastic's executives.
Situation: Scholastic is looking for reviews of literary works for their contest.
Product/Presentation: An iBook, using key literary elements to convince readers to read the text
Standards:
Presentation Rubric: Comprehension (25%), Preparedness (25%), Speaks Clearly (15%), Posture & Eye Contact (15%),
Enthusiasm (15%), Listens to other Presentations (5%)
Product Rubric: Content (25%), Layout (25%), Attractiveness (20%), Mechanics (15%), Requirements (5%), Citations
(10%)
ComicLife: Students will piece together events within Where the Red Fern Grows to present a
theme / central idea.
Google sites: Students will form an essay that documents textual evidence to support an analysis.
(possibly with a video element)
Online diagram: Students will describe how actions / conflicts develop character relationships.
iBook: Students will create an iBook to show different types of conflict.
iMovie: Students will perform a skit to show how characters work out certain conflicts.
Online crossword: Students will build a crossword to strengthen understanding of difficult
terminology. (w/ images)
Pre-Assessment: Students will create a KWL chart to assess where they are in the learning
process before starting the unit.
Checking for Understanding: One Minute Essay, Exit Ticket, Journal Entry, One Word
Summary, Quick Write, Reader's Theater
Timely Feedback: Self, Peer, Teacher
CCSS (Reading Standards for Literature)
1. Cite textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
2. 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.
U1, U2
Textual Evidence
Theme
You are a promising, professional reviewer looking to influence all readers in a positive
way. Scholastic has just opened up a contest for professional reviewers to publish an
appropriate, interactive review on their website. If you win the contest, you will receive a
full-time position in Scholastic's new reader's review, online branch--Reviewers Without
Borders and an all-expense-paid trip to the destination of your choice! Using a program
called iBook, your task is to create an accurate, professional representation of Where the
Red Fern Grows to convince potential readers to want to read. Your iBook must be
creative, content-driven, and have multiple slides with: images, conflict descriptions, and
thematic analysis. Remember, you must be enthusiastic in your presentation and act
professional for these executives to hire you full-time!
Book Review Presentation (oral)
iBook
By what criteria will student products/performances be evaluated?
Product Criteria:
Presentation Criteria:
Content (25%)
Layout (25%)
Comprehension (25%)
Preparedness (25%)
Attractiveness (20%)
Mechanics (15%)
Speaks Clearly (15%)
Posture & Eye Contact (15%)
Requirements (5%)
Citations (10%)
Enthusiasm (15%)
Listens to other Presentations (5%)
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that there can be many themes and central ideas within the text (Where), Understanding these literary
devices will allow students to delve deeper into any type of reading and pull out larger ideas quickly and effectively. (Why), 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.(What)
(H) 1.2 Pass a ball around with literary elements on it, students must try to define element their right hand is one when they catch it.
(E) 1.3 Students will know literary devices such as: theme, text, supporting evidence, plot, central ideas, conflicts (see content notes)
(Equip) Students will participate in a Think-pair-share activity to develop understanding of literary elements. Then, students will use the
Step-by-Step Chart to discover what processes they use to find and interpret literary devices. (Explore) Students will use Comiclife to show
how literary elements develop central ideas within Where the Red Fern Grows. Students will also create an iBook to display how literary
devices impact or build a larger theme or central idea from Where the Red Fern Grows. (Experience)
(R) 1.4 Think-pair-share can be used during instruction to get student's thoughts flowing and provoke opinions on Where the Red Fern
Grows. After students take the time to share their thoughts and opinions on the text, a Quick Write will be used during the lesson to allow
students to ask the instructor questions, an Exit Ticket will be used at the end of the lesson to have students organize their own ideas and
present thoughts in an informal manner. (Rethink) Students will self-assess their own comic/iBook on a rubric. Then, switch
comics/iBooks within small groups and assess their peer's. (Rethink/Revise) Finally, the instructor will assess, based on the same rubric, by
taking both feedback from the student and their peer. (Revise/Refine)
(E-2) 1.5 Formative Assessment: Pre-Assessment: Student knowledge of literary devices (plot, theme, evidence, etc.) will be checked by
using a Step-by-Step Chart. Checking for Understanding: Quick write / Exit Ticket, Think-pair-share Timely Feedback: Self, Peer,
Teacher
(T) 1.6 Tailors
Verbal: Parts of the book with be read aloud, allowing for better understanding on behalf of the verbal learner to comprehend content.
Logic: Students will have some writing activities, allowing them to delve deeper into the meanings of literary devices and their applications
in the real world.
Visual: Students will have the opportunity to watch videos about connection between content and real-world application.
Musical: Students will watch a video, before starting the novel, about elements of a good story.
Kinesthetic: Students will be allowed to move around during any group activity and projects will always have an option to perform and be
active.
Intrapersonal: Students will be able to use quick writes and exit tickets to reflect on some of their learning as they progress.
Interpersonal: Students will be able to gather in discussion groups to talk share ideas and build thoughts in a think-pair-share activity.
Naturalist: Students we be able to write about the aspects of nature within the novel and compare them to their own experiences.
(O) .7 Students will be able to analyze and describe a theme or central idea from the text (Explanation and
Perspective) Product: ComicLife and iBook, Number of Days: 4, 5 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students will understand that citing textual evidence from the text provides strong support for an overall
analysis. (Where) Understanding how important citing is will convince students to cite all of their work, which is important in any
class or argument they will have in their life. (Why)
Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the
text. (What)
(H) 2.2 Activity asking students to describe something in one word (experience, person, thought, activity, etc.)
(E) 2.3 Students will know literary devices such as: theme, text, supporting evidence, plot, central ideas, conflicts (see content
notes) (Equip) Students will create a KWL Chart to see where they stand on strategies for pulling information from the text. Then
students will participate in a Think-pair-write activity to actually pull larger themes out of the piece. Then, students will use the
same KWL Chart to report what strategies they used and what they learned from the activity. (Explore) Students will use Google
Sites to create an interactive essay that analyzes Where the Red Fern Grows with supporting examples of textual evidence.
Students will also create and plan out an online crossword (crosswordhobbyist.com or similar website) to display evidence of their
comprehension of Where the Red Fern Grows. (Experience)
(R) 2.4 A Think-pair-write activity will be used to help students build productive writing skills and show students the benefits of
group work. Also, students will participate in a One Word Summary / Journal Entry activity to recognize the importance and power
of individual words. (Rethink) Students will self-assess their own essay or crossword on a rubric. Then, switch their own essay or
crossword within small groups and assess their peer's (Rethink/Revise) Finally, the instructor will assess, based on the same
rubric, by taking both feedback from the student and their peer.
(Revise/Refine).
(E-2) 2.5 Formative Assessment: Student knowledge of utilizing textual evidence to support an analysis will be checked by using
a KWL Chart
Checking for Understanding: One Word Summary / Journal Entry, Think-pair-write and Timely Feedback: Peer, Teacher
(T) 2.6 Tailors
Verbal: Parts of the book with be read aloud, allowing for better understanding on behalf of the verbal learner to comprehend
content.
Logic: Students will have some writing activities, allowing them to delve deeper into the usage of supporting evidence and its
application in the real world.
Visual: Interactive projects allow for video / imagery elements, allowing students to visualize connections between content and
creativity.
Musical: Musical / auditory elements can be added to interactive projects, allowing students to connect content with sound.
Kinesthetic: Peer group activities allow for movement and discussion of textual evidence.
Intrapersonal: Students will be able to write in a Journal Entry and reflect on their own thoughts of the content progression.
Interpersonal: Students will be able to gather in discussion groups to talk share ideas and build thoughts in a think-pair-write
activity.
Naturalist: Students we be able to write about the aspects of nature within the novel and compare them to their own experiences.
(O) 2.7 Students will be able to cite textual evidence from the text that provides strong support for an overall
analysis (Interpretation and Self-Knowledge) Product: Crossword and Essay Number of Days: 3, 4 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that analyzing character relationships is important, because these relationships help further the
plot. (Where) Understanding why character relationships further the plot is essential because humans are constantly changing
and without development we wouldn't be able to adapt, just like characters. (Why) 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. (What)
(H) 3.2 Elements of good story video
(E) 3.3 Students will know literary devices such as: theme, text, supporting evidence, plot, central ideas, conflicts (see content
notes) (Equip) Students will create Word Web to organize importance of events within the text. Then students will participate
in a Give One, Get One activity to gather information from all possible sources and see where their peers stand. (Explore)
Students will create an interactive diagram using any chart designer they prefer, to analyze how character relationships further
the plot of Where the Red Fern Grows. (Experience)
(R) 3.4 A Give One, Get One activity will be used to help students consider other opinions of their peers and help facilitate
their own growth by adding to their chart. Also, students will create a One Minute Essay to clarify their ideas of character
development and how it pertains to plot growth. (Rethink) Students will self-assess their own finished
diagram. (Rethink/Revise) Finally, the instructor will assess based on the same rubric, while taking some feedback from the
student's own review. (Revise/Refine).
(E-2) 3.5 Formative Assessment: Student knowledge of character relationship impact will be checked by using a Word
Web Checking for Understanding: One Minute Essay and Give One, Get One and Timely Feedback: Self, Teacher
(T) 3.6 Tailors
Verbal: Parts of the book with be read aloud, allowing for better understanding on behalf of the verbal learner to comprehend
content. Group and class discussions will also be implemented to enhance the verbal learners experience.
Logic: Students will have some writing activities, allowing them to delve deeper into character analysis, how their relationships
can impact plot, and application of such analysis in the real world.
Visual: Interactive diagram will allow students to be creative and build connections with creativity and content comprehension.
Musical: Auditory elements can be added to interactive projects, allowing students to connect content with sound.
Kinesthetic: Movement in group activities such as Give One, Get One, allowing students to get out of their seats and learn.
Intrapersonal: Students can reflect on their Give One, Get One activity, allowing students to understand their own perspective.
Interpersonal: Students will be able to gather in discussion groups to talk share ideas and build thoughts in a Give One, Get
One activity.
Naturalist: Students we be able to write about the aspects of nature within the novel and compare them to their own
experiences.
(O) 3.7 Students will be able to analyze how character relationships are important, because they help further the
plot. (Application) Product: Electronic Diagram Number of Days: 2, 3 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that analyzing character relationships is important, because these relationships help further
the plot and are wrought with conflict and struggles. (Where) Conflicts and hardships are necessary for growth, this is true in
more textual context and real-world application. Without the struggle, there can't be a rise. (Why) 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. (What)
(H) 4.2 Go around the room and share an opinion of a character of your choice
(E) 4.3 Students will know literary devices such as: theme, text, supporting evidence, plot, central ideas, conflicts (see content
notes) (Equip) Students will create a Fact and Opinion Chart to develop their own thoughts and beliefs toward the story and its
characters. Then students will participate in a Pair Discussion activity to analyze these facts versus their own
opinions. (Explore) Students will group up and create a Movie or Skit using iMovie (or equivalent), to empathize with the
characters, their relationships, and their struggles. (Experience)
(R) 4.4 A Pair Discussion activity will be used to, not only help students compare their charts, but to consider their peer’s own
opinions on the same topic. Also, students will participate in a Reader's Theater to be able to empathize with character's:
relationships, conflicts, and struggles. (Rethink) Students will self-assess their own skit or movie. (Rethink/Revise) Finally,
the instructor will assess based on the same rubric, while taking some feedback from the student's own review.
(Revise/Refine).
(E-2) 4.5 Formative Assessment: Student knowledge of character relationships, conflict, and hardships, will be checked by
using Fact and Opinion Chart Checking for Understanding: Reader's Theater and Pair Discussion Timely Feedback: Self,
Teacher
(T) 4.6 Tailors
Verbal: Class discussion on opinions of characters. More group and class discussions will also be implemented, to enhance the
verbal learners experience.
Logic: Students will have some writing activities, allowing them to delve deeper into character analysis, how their
relationships, hardships, and conflicts can impact plot, and application of such analysis in the real world.
Visual: Interactive movie / skit will allow students to be creative and build connections with creativity and content
comprehension.
Musical: Auditory elements should be added to skits or videos to improve learning comprehension for musical learners.
Kinesthetic: Reader's Theater allows students to move and take an active role in their own learning. Being a part of the skit
allows them to empathize with characters hardships.
Intrapersonal: Students can consider writing down their own thoughts and opinions after group discussion to help them
develop a better understanding of content.
Interpersonal: A great amount of group discussion and active participation in skits allows for interpersonal learners to be
content with the content.
Naturalist: Students we be able to write about, and act out, the aspects of nature within the novel and compare them to their
own experiences.
(O) 4.7 Students will be able to analyze how character relationships are important, because these relationships not only further
the plot, but are subject to conflict and hardships. (Empathy) Product: Movie or skit Number of Days: 2, 3 (Organize)
Lesson 3:
3.1 Character Relations
3.2 Elements of a Good Story video
3.3 Word Web and Give One, Get One
3.4 One Minute Essay
3.5 Self, Teacher
3.7 Application
2, 3 Days
Presentation
Work Session
Lesson 2:
2.1 Citing Textual Evidence
2.2 One Word Descriptor
2.3 KWL Chart and Think-pair-write
2.4 One Word Summary and Journal
Entry
2.5 Peer, Teacher
2.7 Interpretation and SelfKnowledge
3, 4 Days
Presentation
Lesson 4:
4.1 Character Conflict
4.2 Opinion of Character of choice
4.3 Fact and Opinion Chart and Pair
Discussion
4.4 Reader’s Theater
4.5 Self, Teacher
4.7 Empathy
2, 3 Days
Lesson 1:
1.1 Analysis of Theme
1.2 Literary Element Ball
1.3 Step-by-Step Chart and
Think-pair-share
1.4 Quick Write & Exit Ticket
1.5 Self, Peer, Teacher
1.7 Explanation and Perspective
4, 5 days
Work Session