Donna+B

Ideas
**D-Quadrant Backward Planning **


 * 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 //__

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) > 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//
 * 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

__**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: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;"> 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.

__**<span style="font-family: Arial,sans-serif;">Unit Questions: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Open questions – subject specific //__

__**<span style="font-family: Arial,sans-serif;">Content/Guiding Questions: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Closed questions – fact finding //__

__**<span style="font-family: Arial,sans-serif;">How will you know they know it? **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Formative & Summative Assessment Strategies of content //__//and __skills__//

<span style="font-family: Arial,sans-serif;">Formative Assessments:

<span style="font-family: Arial,sans-serif;">Summative Assessments:


 * <span style="font-family: Arial,sans-serif;">Performance Assessment Task – G.R.A.S.P.S. __**


 * <span style="font-family: Arial,sans-serif;">Goal: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">The “hook” //<span style="font-family: Arial,sans-serif;">– //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Your task is… ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">an ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">engaging introduction that kids can connect with – the “real world” situation //


 * <span style="font-family: Arial,sans-serif;">The Role **<span style="font-family: Arial,sans-serif;"> - //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who does this kind of work or problem solving in the “real world?” //


 * <span style="font-family: Arial,sans-serif;">The Audience – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who will you present your product to (other than the teacher)? //


 * <span style="font-family: Arial,sans-serif;">The Situation – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">More details on the goal //

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.
 * <span style="font-family: Arial,sans-serif;">The product **<span style="font-family: Arial,sans-serif;"> – //<span style="font-family: Arial,sans-serif; font-size: 10pt;">What would you turn in to your boss? //


 * <span style="font-family: Arial,sans-serif;">Standards & Criteria for Success – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Rubric criteria – what is expected? Should align with learning goals //