10/28
In this lesson, students read the beginning of Chapter 3 (page 43-53) of The Call of the Wild and analyze how incidents between Spitz and Buck provoke a character change in Buck. Students also analyze the author’s use of figurative language and what it reveals about the nature and brutality of the wild.
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Can students analyze how incidents between Spitz and Buck provide a character change in Buck?
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Can students analyze the author’s use of figurative language and what it reveals about the nature of the wild?
10/29
In this lesson, students finish reading Chapter 3 of The Call of the Wild and analyze how the author’s use of sensory details and description slows down the action and creates a mood in the text. Students also use sensory details and description in writing to share Buck’s perspective upon killing Spitz.
Lesson Look fors:
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Can students explain how the author’s use of sensory detail and description slows down the action and creates a mood of suspense?
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Can students use sensory details and description in writing to reflect Buck’s perspective upon killing Spitz?
10/30
In this lesson, students read “What My Sled Dogs Taught Me About Planning for the Unknown,” by Blair Braverman and analyze how the author uses an analogy to develop the central idea of the text. Students also identify a shared theme that is developed across Chapters 1-3 of The Call of the Wild and “What My Sled Dogs Taught Me About Planning for the Unknown.”
Lesson Look fors:
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Can students identify the author’s central idea in “What My Sled Dogs Taught Me About Planning for the Unknown,” and how she develops this idea through an analogy?
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Can students connect across texts to identify a shared theme between Chapters 1-3 of The Call of the Wild and “What My Sled Dogs Taught Me About Planning for the Unknown?”
10/31
In this lesson, students read the beginning of Chapter 4 of The Call of the Wild and analyze how the incident of Spitz’ death reveals new aspects of Buck’s character. Students also analyze London’s use of symbolism and explain how Buck’s dream conveys a central idea of the text.
Lesson Look Fors:
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Can students analyze how Buck’s character continues to develop and change as a result of Spitz’ death?
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Can students analyze London’s use of symbolism of the man by the fire and how it conveys a central idea of the text?
11/4
In this lesson, students finish reading Chapter 4 of The Call of the Wild and analyze London’s word choice and tone to describe Dave’s suffering and death. Students also explain how the incident with Dave reflects a central idea of the text.
Lesson Look Fors
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Can students identify words and phrases that show Dave’s suffering and longing to continue in the trace?
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Can students analyze London’s done and explain how this develops a central idea about the wild?
11/5 & 11-6
Section Diagnostic
In this lesson, students write a narrative journal entry from Buck’s point of view that uses dialogue, word choice, sensory details, and figurative language to describe his reaction to and reflections on Dave’s death. They will also answer multiple choice questions pertaining to the events in chapters 3-4. This is the section diagnostic.
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Can students explain Buck’s reaction to and reflections upon Dave’s death using what they know about his developing character?
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Can students use dialogue, word choice, sensory details, and figurative language to convey Buck’s perspective on Dave’s death?
11/6
Section Diagnostic
In this lesson, students write a narrative journal entry from Buck’s point of view that uses dialogue, word choice, sensory details, and figurative language to describe his reaction to and reflections on Dave’s death. They will also answer multiple choice questions pertaining to the events in chapters 3-4. This is the section diagnostic.
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Can students explain Buck’s reaction to and reflections upon Dave’s death using what they know about his developing character?
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Can students use dialogue, word choice, sensory details, and figurative language to convey Buck’s perspective on Dave’s death?