Ideas





D-Quadrant Backward Planning
Readings.jpg

Lesson Title
"Call of the Wild"
6th grade reading project

What is it you Want Students to Know and Be Able to Do? – Content Standards

Content Area: Reading, Writing and Communicating

Grade Level Expectations: Sixth Grade

Standard: 1. Oral Expression and Listening


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. (CCSS: SL.6.1)
  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.6.1a)
  • Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. (CCSS: SL.6.1b)
  • Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (CCSS: SL.6.1c)
  • Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (CCSS: SL.6.1d)
  1. A. Concept Objectives
    1. Students understand a variety of materials. (Colorado State Standard One)
    2. Students will read literature to understand people, places, events, and vocabulary
    both familiar and unfamiliar. (Colorado State Standard Six)
    B. Content
    1. Call of the Wild
    2. Information on ethical treatment of animals

21st Century Skills (ISTE NETS) What will you assess, specifically?
  1. Students identify information needs, seek out reliable resources to meet those needs, and then analyze, synthesize, evaluate, and communicate the resulting knowledge.
  2. Create projects that apply to authentic real world contexts.

Transfer: Students will be able to independently use their knowledge, understandings, and skills acquired to _
3.1.5 Connect learning to community issues.
4.1.1 Read, view and listen for personal growth

Essential Question Big, broad open question not subject specific

Essential Question(s):

  • What is the difference between training, control and abuse of animals? Who is responsible for placing value on animals?
  • Are people aware of their short term and long term influences?
  • What influences improved the way animals are treated today? What made it worse?
  • Do people who act selfishly only cause destruction to self and others? Do people who think of others always edify humans and animals?
  • If people were aware how their actions would someday influence the outcome of a situation, would they make the same choices?
  • When presenting information, what key elements must the presenter have to connect with and teach to an audience? How can an audience help or hinder the presenter?
  • How has this book impacted the way you will treat animals? and other people?
  • How do people use and abuse power? Name a situation in which you abused power.





Enduring Understanding: What do you hope students to remember 10 years from now?
Students will have a lasting understanding of animal abuse and animal training.
Students will apply their knowledge and information to their own ethical treatment of animals.
Students will become advocates for organizations that provide humane treatment of animals.


Unit Questions: Open questions – subject specific



Content/Guiding Questions: Closed questions – fact finding




How will you know they know it? Formative & Summative Assessment Strategies of content and skills


Formative Assessments:



Summative Assessments:


Performance Assessment Task – G.R.A.S.P.S.__


Goal: The “hook”Your task is…anengaging introduction that kids can connect with – the “real world” situation




The Role - Who does this kind of work or problem solving in the “real world?”


The Audience – Who will you present your product to (other than the teacher)?


The Situation – More details on the goal






The productWhat would you turn in to your boss?
Students will summarize the plot in "Call of the Wild" by Jack London noting the treatment of the animals under the various conditions.
Students will create a Prezi that highlights the chapters in the book demonstrating incidents of fair and unfair animal treatment.




Standards & Criteria for Success – Rubric criteria – what is expected? Should align with learning goals