English Language Arts Genre Units

English Language ArtsGrade Level Content Expectations (GLCE)

Genre Units

' Macomb Intermediate School District44001 Garfield Road

Clinton Township, MI 48038Phone (586) 228-3300

FAX (586) 286-2809

Grade SixUnit #1

Macomb Collaborative: Thematic Units to Teach Michigan’s ELA GLCE Grade 6 Lesson Plans

Unit #1

MC6 #1 Teaching Plan 2 © Macomb Intermediate School District 2006

Macomb Intermediate School District

44001Garfield Road Clinton Township, MI 48038-1100

586.228.3300 www.misd.net

Included on this CD are English Language Arts Grade Level Content Expectations Units Grades 5-8 from the Macomb Intermediate School District Collaborative. These units are designed to:

• Interest students • Involve all the language arts • Improve instruction • Implement Grade Level Content Expectations (GLCEs) • Increase test scores

These instructional units were created by:

Barbara Reed Nelson and Dr. Elaine Weber

and the teachers in the Macomb Collaborative:

Dave Figurski 5th Warren Consolidated Schools Debbie Parrish 5th Fraser Public Schools Jackie Rybinski 5th Warren Consolidated Schools Cathy Walle 5th Independent Consultant Linda Clinton 6th East Detroit Public Schools Lynn Mair 6th Chippewa Valley Schools Pam Tobiczyk 6th Chippewa Valley Schools Rose Harrison 6th Chippewa Valley Schools

Kathy Clor 7th Chippewa Valley Schools Kristine Griffor 7th Richmond Community Schools Carrie Murphy 7th South Lake Schools Jennifer O'Brien 7th DeWitt Public Schools Suzanne Vigna 7th Lake Shore Public Schools Rachelle Bierod 8th Van Dyke Public Schools Jonathan Healy 8th Van Dyke Public Schools

A special thank you to Dr. Gayle Green for her support of this project.


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MISSION Macomb Intermediate School District:

Service, Support and Leadership

VISION We are the Macomb Intermediate School District. We provide quality service to special education and general education students, instructional and technical support to school staff, and cutting-edge educational leadership in Macomb County. We are committed to all the students of Macomb County. To serve them well, we are resolute in involving parents, school personnel, and the community at large, including business, government, and civic organizations as active partners in planning, delivering and evaluating our services. We work directly with individuals with disabilities who reside in Macomb County School Districts. We serve students of all ages, from newborns to adults, meeting their unique learning needs and supporting their families all along the way. Within the twenty-one local districts and public charter schools, we focus our efforts on building capacity with school staff. Through quality training and instructional support, we increase their knowledge, skills and abilities, so all students receive a rigorous and effective educational experience. We promote all aspects of the educational process through our development and support of technology. We provide training in the use of essential technology tools that enhance curricular, instructional and administrative services in our schools and, as a result, opportunities are expanded for all. We work collaboratively with colleges and universities and are leaders in state and national programs. We anticipate needs and opportunities, all with the single purpose of identifying, developing and implementing programs and practices that, through education, improve the quality of life in Macomb County.


Board of Education

John A. Bozymowski, President Max D. McCullough, Vice President

Charles C. Milonas, D.D.S., Treasurer Theresa J. Genest, Secretary

Edward V. Farley, Trustee Michael R. DeVault, Superintendent

It is the policy of the MISD that no person, on the basis of race, creed, color, religion, national origin or ancestry, age, sex, height, weight, marital status, or disability shall be discriminated against, excluded from participation in, denied the benefits of, or otherwise subjected to discrimination in any program or activity for which it is responsible.


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44001Garfield Road Clinton Township, MI 48038-1100

586.228.3300 www.misd.net

These English Language Arts instructional units were created by:

Barbara Reed Nelson and Dr. Elaine Weber and

the teachers in the Macomb Collaborative:

Linda Clinton 6th East Detroit Public Schools Lynn Mair 6th Chippewa Valley Schools

Pam Tobiczyk 6th Chippewa Valley Schools Rose Harrison 6th Chippewa Valley Schools


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Introduction The lesson plans that follow for Unit #1 are designed to be a framework for discussing the book and will help teachers model for students how to think about, discuss, and write effective answers to constructed response or open-ended literature questions. Students will also be taught strategies that will improve their word study abilities, fluency, reading comprehension, and writing skills. By using these comprehension strategies, models, and discussion questions, teachers will be teaching to the Michigan English Language Arts Standards, the Grade Level Expectations (June, 2004) and helping students prepare for success on the ELA MEAP tests (mandated by No Child Left Behind legislation). The coding in the left hand column on each page makes reference to the June 2004 version of the ELA 6th Grade Level Content Expectations (GLCE’s) on which the MEAP tests are based. The “C” indicates “CORE” meaning a MEAP-assessable GLCE. The best reason to use these methods, models, and materials is that doing so will facilitate students’ delving more deeply into text. It will make text more interesting and challenging to students, as well as, improve their skills and strategies. As teachers we often assume that if students have read or listened carefully to a story or book they would be able to write effective and complete answers to questions. This is not the case. Students need to be explicitly taught to answer response to literature (open-ended, constructed response) questions. Nancy C. Boyles in her book, Teaching Written Response to Text (Maupin, 2001) points out that students need explicit instruction. Her definition goes like this: “Explicit instruction:

• begins with setting the stage for learning, • followed by a clear explanation of what to do (telling), • followed by modeling of the process (To: showing), • followed by multiple opportunities for practice (With: guiding) • until independence is attained.” (By: independence)

The answer format in her book has been adapted to provide the model in this unit of Focus Question, Answer Plan, and Possible Answer for teachers and students to use. The questions, modeled answers, and formats (not worksheets) can be used to set up discussion about and learning from the selections toward a deeper understanding of the issues and content of the selections and of text and author’s craft. If students are guided through these selections, they will be more ready to think about, have the discussions and write answers to similar questions on other novels, videos and articles. The following selections are included in this unit: “To Build a Fire,” Jack London, 1902 (1908, optional) (adventure) (T/S) Jason’s Gold, Will Hobbs, 1999, Harper (adventure) (S) “The Cremation of Sam McGee,” Robert Service, (poetry) (S)


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Atuk, Mischa Damjan, 1964, North-South Books (folktale) (T) (Extension activity) T = One copy is need for teacher read aloud. S = Provide a copy for each student. Students also need to be explicitly taught comprehension strategies. Therefore, the lessons for these selections also make use of Strategies That Work from the book of the same name by Stephanie Harvey and Anne Goudvis (2000). These strategies were compiled in a ground-breaking article in 1992 by David Pearson, Laura Roehler, Jan Dole, and Gerry Duffy – “Developing Expertise in Reading Comprehension: What Should Be Taught and How It Should Be Taught.” This article points out that teachers should show and model what proficient readers do and teach students how to use these strategies explicitly in literature-rich learning communities where peers and teachers discuss and collaborate. The list of strategies include: making connections asking questions determining importance inferring synthesizing visualizing repairing comprehension The seven word study GLCEs in sixth grade call for students to be able to decode words, recognize high-frequency words automatically, and—most importantly—determine and understand meanings of words in context. In order to do this, students must be explicitly taught strategies that they can apply to words they encounter in their reading. As with anything we want students to master, this is done by scaffolding instruction through modeling, allowing ample opportunity for guided practice, and encouraging students to apply the strategies in their own reading.

“Vocabulary knowledge is related to and affects comprehension. The relationship between word knowledge and comprehension is unequivocal” (Davis, 1944, 1968, as cited in Allen, 1999). Allen also cites a 1995 report by Baker, Simmons and Kameenui, noting that “students with poor vocabularies…need strong and systematic educational support to become successful independent word learners.” The word study lessons in this unit are ideas gleaned from two books that are excellent resources for teachers in any content area who are looking to infuse their classrooms with meaningful vocabulary and word study instruction:

• Allen, Janet. 1999. Words, Words, Words: Teaching Vocabulary in Grades 4-12. York, ME: Stenhouse.

• Blachowicz, Camille, and Fisher, Peter J. 2002. Teaching Vocabulary in All Classrooms. Upper Saddle River, NJ: Merrill Prentice Hall.


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A critical literacy skill developed through the lessons in each genre unit, is fluent oral reading. Many activities are included which help teachers and students become increasingly more proficient in oral reading for an audience. The inclusion of the reader’s theater, choral reading and paired reading are intentional; it is expected that time will be spent practicing and perfecting oral reading skills. Students need opportunities to read text like the author intended it to be read. They should be taught to pay close attention to punctuation, dialogue, sentence rhythm, etc. so they can read with proper intonation, pace, and emphasis. Students should also hear oral reading only when it has been practiced and reflects the author’s message. For all of these reasons, teachers and students should practice reading any text before reading to an audience. Cold reads for either students or teachers are not appropriate. These plans were written by a group of grade level educators who all know that as teachers we take lesson plans like these and add our own special touches to make them better, and better suited to our students. The reading selections and writing assignments were chosen by grade level educators for their appeal to students’ interest. (R.AT.06.01; W.AT.06.01). The times given are suggestions, as is everything else in these lesson plans.

Permission is granted only to teachers in the district purchasing these documents to reproduce pages from this teaching plan and appendix for classroom use.


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Day 1

Writing (60 minutes)

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Introduce this unit by telling students that together you will be talking, reading and writing about a character in an adventure novel who takes on the challenge of trying to find gold and his brothers during the Alaska Gold Rush. You’ll also listen to a very famous short story by Jack London about survival during the Gold Rush. Brainstorm how students or someone they know might have faced a challenge. Use the ideas in the following prompt to aid in the discussion: (See Appendix #1).

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DIRECTIONS: What we do when we face difficult problems in life or when we face things we’re afraid of; this is called facing a challenge. Challenges might include: overcoming fear of lightning storms, heights, etc., preparing to win a competition, making an important but difficult decision, or going on a dangerous adventure. Write about the theme: facing a challenge Do one of the following:

Write about a time, when you successfully faced something you were afraid to do.

OR Tell about a time, when you successfully used your brains, determination,

and/or physical ability to accomplish an important goal. OR

Discuss what a person can learn from facing a challenge. OR

Describe how a person you admire has faced a challenge. OR

Write about the theme in your own way. You may use examples from real life, from what you read or watch, or from your imagination. Your writing will be read by interested adults. Use the paper provided for notes, freewriting, outlining, clustering, or writing your rough draft. If you need to make a correction, cross out the error and write the correction above or next to it.


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You should give careful thought to revision (rethinking ideas) and proofreading (correcting spelling, capitalization, and punctuation). Use the checklist (See Appendix #3.) and rubric (See Appendix #4.) to help improve your writing. (Optional: You may use a dictionary, thesaurus, spelling book and/or grammar book.)


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Reading (25 minutes)

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Remind students that when we write we go through steps known as the writing process: Brainstorming

Brainstorming is thinking and talking about the topic or theme of the writing and relating it to your own personal life. Brainstorming is asking questions like: “What challenges have I faced in my life? Which one could I write about? What interesting details can I choose to tell about a challenge I have faced? How should I organize my writing (outline, list, graphic organizer, etc)?

Drafting Drafting is getting ideas down on paper, and trying to organize those ideas. Drafting is asking questions like: “How will I start my writing to get my reader to want to read it? What details, examples, anecdotes, and/or explanations should I write to show my reader about the challenge I have faced? How shall I end my writing?”

Revising The real work of writing begins when the writer makes sure that the writing has everything it should have, that it will appeal to the reader (audience) and tell or prove what it is supposed to do (accomplish the purpose). Revising is asking questions like: “Will my reader (audience) know what my point (purpose) is? Is my point or central idea clear and connected to the theme or topic? Have I given important and relevant details, examples, and/or anecdotes to support my point? Is my writing well organized with a beginning that makes my audience want to read on, a middle that makes and supports my point, and an end that satisfies my audience? Have I used interesting words and a variety of sentence lengths and types to engage my reader?”

Proofreading and Editing

Proofreading is making sure that the audience can read and understand the words and the point. Proofreading and editing involves asking questions like: “Have I checked and corrected my spelling, punctuation, and capitalization to help my audience understand what I have written? Have I read my work to a friend or myself to make sure it sounds good? Have I looked my writing over to make sure that it’s neat and it invites my audience to read it?”


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Publishing Publishing is putting writing in its final form for an audience. Publishing involves asking: “Is my final copy just the way I want my audience to see it?”

As you guide students through each step of the writing process, remind them of the steps and the questions to ask. If time permits in this session and students have had enough brainstorming time, have students begin their drafts. Go over the writing prompt emphasizing the introduction and emphasizing that after brainstorming, students should choose one part of the prompt to write to. Encourage students to make notes on the prompt page and circle or underline the part of the prompt they have chosen. Students will continue drafting during writing time.


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Have students continue drafting their “facing a challenge” papers. Encourage students to work on creating interesting leads and endings. Circulate and encourage students as they draft.


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Day 2


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Give students the opportunity to peer-edit their “facing a challenge” papers with a partner. Set this activity up by briefly modeling with a student a procedure for peer-editing: Each partner will read aloud his/her draft to the other who will listen carefully thinking of the following questions (See Appendix #2):

Is the central idea or point of the writing clear? Is the central idea or point supported by important and relevant details,

examples, and/or anecdotes? Does the writing begin with an interesting and engaging lead, continue with a

middle that supports and develops the point, and an end that summarizes the point?

Is the writing interesting with engaging words and different sentence lengths and types?

What do I, as the listener, think is good about the writing? Do I have questions and/or suggestions for the writer?

Have the student read aloud his/her draft, then model posing the above questions and answering them with the student. Then tell students that the other student would read his/her writing aloud and the process will repeat. Give students the opportunity to peer-edit in partners for the remainder of the time. Tell them they will have more time in the next session.


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Students who have successfully finished peer-editing, should make revision changes to drafts and edit and proofread. Have students use the checklist: “Review of Writing: Publishing Final Copy” on the next page. During this session students should make a final copy and proofread again using the “Review of Writing” Checklist (See Appendix #3.) and the rubric. (See Appendix #4.)


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Day 3


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Introduce the rest of the unit by saying something like, “You have just written about how you or someone you know has faced a challenge. You’ll now be listening to an adventure short story by Jack London about a man who faced a life-or-death challenge. Later, we will read together an adventure novel, Jason’s Gold by Will Hobbs about fifteen year old Jason Hawthorn who takes on the challenge of finding gold and his brothers during the Alaska Gold Rush.” Before reading aloud “To Build a Fire,” give students some background on the Alaska Gold Rush. First ask what they already know, discuss and record their contributions. Then share some or all of the following information. For more information go to www.google.com or www.askjeeves.com and search for “Alaska Gold Rush History” or go to www.nps.gov and type Alaska gold rush in the search box at the bottom of the page (accessed October 12, 2004). A rich resource with photographs and other information is http://seattletimes.nwsource.com/klondike/ (accessed October 12, 2004). This website is the account of a Seattle Times reporter who attempts to retrace the path of the Stampeders. This information has been condensed from those resources. California Gold Rush of 1849 encouraged people to begin looking for

gold along the Yukon River in Canada in the 1880’s. Discovery of Gold in the Klondike: Robert Henderson of Nova Scotia

casually mentioned where he had been prospecting for gold to George Washington Carmack in August of 1896. Carmack and his family prospected along the tributaries of the Yukon River. They found “gold shining like cheese in a sandwich.” Carmack staked three claims and then boasted about his find. He should (by the “miner’s code”) have told Robert Henderson. When Henderson returned, all of the land had been claimed.

When two ships loaded with gold arrived in Seattle in 1897, everyone

wanted to go to Alaska to find gold and get rich. Because of what was called the “Panic of ’93,” many Americans were experiencing financial hard times. Getting rich fast on gold seemed like a great idea.

But they didn’t know how difficult getting rich this way would be. First,

they had to travel (most by boat) from Seattle, Washington to Skagway, Alaska (see a map) then from Skagway over hundreds of miles of difficult and dangerous terrain. They needed between $250 to $500 per person for supplies. Of the approximately 100,000 people who set off for the


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Klondike, about 40,000 made it to Dawson City. Of those only about half probably looked for gold. About 4,000 are thought to have found gold but only about 200 struck it rich.

Note: Our suggestion is that you read aloud the 1902 version of Jack London’s “To Build A Fire” and use the 1908 version later, as time permits. The reasons for this are: 1) it was written for young adults; 2) it is considerably shorter and will take between 15 and 20 minutes to read aloud; and 3) the 1902 version shows how harsh the conditions were, and it is a good example of an adventure story! The 1908 version is more graphic and ends with the death of the protagonist. We suggest that the 1908 version could be used later. We feel students would enjoy the challenge of reading it to see how Jack London changed the story. It would afford a good opportunity for a comparative essay. Both versions of “To Build a Fire” are available for downloading at http://sunsite.berkeley.edu/London/Writing/uncollected/tobuildafire.html (accessed on October 12, 2004) (or See Appendix #5a-e.) Read “To Build A Fire” aloud. As time permits, give students copies and let them reread and discuss the story in partners.

Speaking/ Listening

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Discussion of “To Build A Fire”: Give students the opportunity to discuss their reactions to the story. What did they like? Ask them to think about “adventure” (encountering of danger; a daring, hazardous undertaking; a risk). Ask them how this story fits into the “adventure” category. Introduce the genre of adventure story by using the information below and/or the hand-out/overhead, (See Appendix #6a.) Also introduce students to the Adventure Student Bookmark. (See Appendix #6b.) Model the use of the bookmark with this selection, and tell students that they should refer to and fill in the bookmark as they encounter other examples of this genre.

Genre: Adventure Adventure stories like other narratives have the same elements: characters in settings with problems, attempts to solve problems or events, resolution and lessons or themes. Adventure story is a form of realistic fiction and has many of the same features. Adventure stories can be based on historical fact and therefore, also fall into the category of historical fiction. Some features of adventure stories make them different from other narratives. The dictionary defines adventure as the encountering of danger; a daring, hazardous undertaking; and risk.


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Adventure Definition:

• A narrative that features the unknown, uncharted, or unexpected, with elements of danger, excitement and risk (from Harris, et al. The Literacy Dictionary, IRA, 1995)

Purpose:

• To entertain • To involve the reader in the exciting adventures of fictional characters

Form and Features:

• Opens with the background information needed to understand the story and introduces characters in a setting, conflict, problem or goal.

• The middle of an adventure story (realistic fiction) develops the plot

including the story’s events, the characters’ reactions to these events, and the roadblocks the characters encounter. The plot builds to a climax (the point at which the conflict reaches its greatest height and the crisis or turning point occurs).

• The adventure story ends with a resolution to the conflict or problem or a

conclusion. • Plot: the sequence of events usually set in motion by a problem that

begins the action or causes the conflict (from Cornett, C. Integrating Literature and the Arts Through the Curriculum, Simon and Schuster, 1999.)

• Conflict, the tension that exists between the forces in the character’s life, is

important in adventure stories and can be in four forms:

- Person – against – self - Person – against – person - Person – against – nature - Person – against – society • Adventure stories are realistic fiction; so, the characters must seem like

real people, the actions of the characters must seem real and the setting must also be realistic.


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• Adventure stories can also have features of historical fiction: - setting is a specific time and place in history, - real events are mixed with fictional events, and - historical characters are mixed with fictional characters • Sensory details are used for impact.

• Description and dialogue are often used as elements and features of an

adventure story. Discuss with students how “To Build A Fire” matches the characteristics of an adventure story. You might include: • Readers learn right away that there is one character, Tom Vincent, that he’s

near the Yukon River and that the weather is very cold (setting). His goal is to get to the camp where his friends are prospecting and hunting moose.

• The main character does encounter danger and take risks. (Have students give

examples.) • The story includes the unexpected and danger. (Have students give

examples). • The story is entertaining and draws the reader into the character’s dangerous

adventure. (Refer to examples). • The conflict is mainly “person-against-nature.” (Discuss this.) But it’s also

“person-against-self” (Discuss that in his overconfidence, he becomes his own worst enemy.)

• The story is realistic fiction – the reader can believe the character and his

actions in such a setting. (Discuss how students might have acted in a similar situation – facing a challenge.)

• The story is also historical fiction: − Setting – Alaska during the Gold Rush − Tom Vincent was not a real person but there were many prospectors like him.

• Vivid description and sensory details abound: − “bleak January day”


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− “formed a miniature glacier on his chin” − “no warning of the lurking danger”

• Dialogue is internal. Note: This lesson could also be presented as a Think Aloud using the above. (See Appendix #7 for an explanation of Think Aloud.)


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Day 4


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Model how someone might go through the story using strategies from Strategies That Work by Stephanie Harvey and Ann Goudvis.

You might say something like: “As we go through the unit, we will be learning and using the strategies good readers use. Probably you use many of these strategies, sometimes even without thinking about it, but we will pay attention and talk about them often. These strategies include:

• asking questions • visualizing • determining importance • synthesizing • inferring • making connections

I will explain each of these strategies and show how I would use the strategies as I read or listen to “To Build a Fire” by Jack London:

• Asking questions means stopping while reading to ask questions like, ‘What will happen next?’ or ‘Why did that character do that?’ I might ask, ‘He knew it was cold, why didn’t he prepare better for the cold, or go with a friend or not go at all?’ I think by what he said about the nose-straps (‘feminine contraptions’) that he’s acting foolishly.

• Visualizing means to make pictures in your mind about what’s going on in

the story so you can understand the story better. As I was reading, I was seeing in my mind the unbroken surface of the snow then an ice-skim over 6 inches of water then another ice-skim over another 6 inches of water. Then I could understand how much of his feet he got wet.

• Determining importance is asking what is most important in a story as

opposed to the details. I might ask myself, ‘What are the three most important events in the story?’ I would reply,

− ‘The main character set off on a very cold day to meet his friends at

their camp.’ − ‘He got his feet wet.’ − ‘After a few failures, he was finally able to start a fire.’


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• Synthesizing means combining new ideas from what I have read with what I already know to learn something that will help me understand a story or my own life better. I might say to myself after reading and thinking about the story and other people I know, that the author was trying to show the reader that the main character was just too sure of himself and what he could do.

• Inferring means ‘reading between the lines’ or filling in ideas and meaning

that the author leaves out. It is using what you know to figure out what the author does not come right out and tell you. I would say to myself, ‘The author starts out with advice given to everyone who travels in the Klondike to never travel alone. Then he tells readers about how cold it is. Then he shows us (inference) that the main character is too confident when he thinks that nose-straps are feminine contraptions. He’s too sure of himself and what he can do.’

• Making connections means putting things together from what I know,

other stories I have read and/or what I have experienced and know about the world, to help me understand what I read better. I asked myself, ‘Has there been a time in my life when I have been too sure of myself?’ I would reply that once in November I thought that I would be warm enough at the Grand Canyon in shorts. I was wrong. This is not on the same scale as the overconfidence of the man in the story, but it will make me rethink dressing for the conditions in the future.’

• Repairing comprehension means to use strategies to make sense when comprehension is interrupted. You might say something like the following: ‘As good/expert readers read, they monitor their comprehension; they repair their comprehension when it breaks down. Being aware of this monitoring/repairing and knowing and using strategies, helps readers to better understand and remember what they read. Expert readers use some or all of the following strategies when reading is not making sense:

• slow down—adjust reading rate, • stop and think—make connections to own knowledge and experience,

to related text(s) and/or to the larger world, • reread—try to find the thread of meaning, • continue reading—look for cues and/or use context clues, • retell or summarize—think through or briefly write what has been

discovered so far in reading, • reflect in writing—make comments about what reader feels about what

he/she has learned so far, • visualize—see in one’s mind what is happening or described in the


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text, • ask questions of the author—then predict answers and read to confirm, • use text patterns or text resources, and/or • consult another student or the teacher.’”

You may wish to model the use of repairing comprehension strategies. Let students know that you will continue to remind them to use all of these strategies as they read and listen.


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Using your choice of procedure from the next several pages, have students retell “To Build a Fire.” Remind them briefly that a retelling should include:

• Basic story elements of character in a setting, problem (conflict), events, resolution and ending along with theme or lesson learned,

• Logical order or organization, and • Your own words and maybe words from the selection to show you

understand the story.

See Appendix #8 and #9 for retelling procedures and rubric.


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Day 5


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Introduce Jason’s Gold by Will Hobbs by having students read the blurb on the back cover with you. You might say something like, “Blurbs or promotional descriptions on back covers of books can be useful to readers; they may:

• hint about the plot (Gold has been discovered in Alaska and Jason is on his way there.)

• give indications about the setting (Alaska, “difficult journey”), characters (Jason, his dog, Jack London—the author of “To Build a Fire”)

• may include reviews or recommendations such as ALA (American Library Association) Best Book and reviews from The Horn Book, a magazine about books, and

• may refer the reader to other books by the same author. (See the front cover.)

From this blurb we learn the who, where and what of the novel.” (See parenthesis above for details.) Before reading aloud the first three chapters, remind students that in the beginning of a narrative or story, the author usually introduces the main characters (who), the setting (where and when), and hints at the problem or goal (what). Also, since this is an adventure, the author will begin to build suspense by suggesting danger and only giving a few details so that the reader will want to read on to find more. Ask students to try to identify these elements of the story, character, setting, and problem or goal, as well as, features of an adventure—conflict, danger, the unknown, vivid description, and dialogue as you read the first two chapters to them. Read aloud, stopping to point out elements of the story and features of adventure:

• Characters: Jason (p.1), his brothers, Abraham and Ethan (p.2), Mrs. Beal, owner of rooming house (p.2)

• Setting: New York (p.1) but Jason wants to go back to Seattle and then to the Klondike (p.5)

• Problem/Goal: To follow his father’s dream of “becoming his own boss.” (p.5) or living “on his own hook” (p.5)

• Conflict: Jason is in New York and the gold is in Alaska.


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• Danger and unknown: What kinds of danger will Jason face along the way? What will happen to him? How will he get the money he needs to get to the goldfields?

• Vivid Description: (p.3) “Jason closed his eyes. He could picture this just as surely as if he were there, smell the salt water and hear the screaming of the gulls…”

• Dialogue: In Chapter 1, Jason is having a kind of internal dialogue with the newspaper article.

• Sensory Imagery and Details (to be covered on Day 9) After reading aloud the first three chapters, ask students for their reactions. Discuss and record as appropriate. Then ask them what plot information has been revealed so far in these chapters. Use the story element information above in any appropriate way to aid in the discussion.


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Writing

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Using the information gained from reading and from the discussion in Day 5 Reading session, model for students (Do a Think Aloud, See Appendix #7.) in answer to Focus Question #1 using the Answer Plan and the Possible Answer. (See Appendix #10a.) Focus Question #1 Considering all that has happened in the first three chapters and Jason’s decision to use his inheritance to look for gold in Alaska, how must Jason feel as he reads his brother’s letter? Answer Plan: What to do? 1. Write a sentence restating the question and beginning to answer it. 2. Write several sentences detailing Jason’s feelings and giving reasons for them. 3. Use a quote or two from the book to show how Jason is feeling. 4. Conclude with a prediction as to what Jason will do next. Possible Answer (1) Jason must be having a mixture of feelings as he reads his brother’s letter. (2) When Jason found out that his brothers, Abe and Ethan, had already gone off to Alaska, he “…didn’t know what to think.” As he read the letter from Abe, he wondered why Abe would be asking his permission for anything. As Jason read on he must have begun to suspect that they had taken the money that he, Jason, had inherited along with their money. (3) When he finished reading the letter, all Jason could wonder was “What in the world am I going to do now?” (4) I think Jason may try to catch up with his brothers. After doing this as a Think Aloud (See Appendix #7.), discuss the plan and the answer, encouraging students to tell what they might add or change. You may wish to introduce students to the Focus Question Scoring Rubric (See Appendix #10b.) and share with them the traits of this possible answer that makes it a 3 point.


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Day 6


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Have students read Chapters 4 and 5 paying special attention to a new character, Kid Barker. What are the differences between Jason and Kid Barker? Which one does the author portray in a positive way and which one does he portray in a negative way? Tell students that authors create the characters and plan what they will say, do, and be like. Jason begins to build an opinion of Kid Barker. What is Jason’s opinion of Kid Barker? Word Study Suggestion Make transparencies of “Context Sentences for Use with PAVE Procedure” as well as the “PAVE Map”. (See Appendix #11a-d.) Place the sentences on the overhead, and ask students to watch for these sentences as they read. (If you are only doing the ** words, indicate those sentences to students.) You may also suggest to students that they look for 1 or 2 words that may be new, interesting, or confusing, and mark with a highlighter or sticky note. Use the transparencies and overhead projector to model for students the PAVE procedure with the word adventure, according to the directions in the appendix. If necessary, repeat with another word. Encourage students to refer back to the book and read a few sentences before and after the word to see if they can glean any additional context clues. Be sure to model using the dictionary to find the correct definition for the context. Suggested options: • Whole-class, doing only the ** words (students need 3 “PAVE Map” pages)

gradually releasing responsibility to students to come up with their own sentences and associations/symbols

• Small group, doing only the ** words (students need 3 “PAVE Map” pages) • Small group, giving each group 3-4 different words (students need 2 “PAVE

Map” pages) from the list, with groups reporting out to the whole class (or create a class “dictionary” using the PAVE maps)

• Allow students the opportunity to practice PAVE on their own words if you have asked them to look for some unfamiliar words

Monitor group discussions to determine student understanding of task, especially in choosing the correct dictionary definitions.


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Writing

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Have students work in partners using the Answer Plan to answer Focus Question #2. (See Appendix #12.) See Appendix #10b for the Focus Question Scoring Rubric. Focus Question #2 What is Jason’s opinion of Kid Barker by the end of Chapter 5? Is this opinion fair or unfair? Answer Plan: What to do 1. Write a sentence that restates and begins to answer the question. 2. Write several sentences supporting your answer giving specific details. Use a

quote if possible. 3. Conclude with a sentence giving your opinion. Possible Answer: (1) Jason thinks that Kid Barker is a cheater and a thief. (2) I think Jason’s opinion is correct because Kid Barker is in on a scheme where one person “talks people up” to find out if they have money and where they keep it. Then another person steals the money. Kid asks Jason to join the scheme. Jason refuses saying that his father “…taught me a few things about honor.” (3) I agree with Jason’s opinion, and I think he did the honorable thing to turn down the job. Have students check their joint answers with the Possible Answer. Have a brief discussion of answers and differences.


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Day 7


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Have students read Chapters 6 and 7 paying special attention to Jason’s meeting with Jack London. They should also pay attention to what Jason is trying to learn so he knows which way will be faster to find his brothers.


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Have students work in partners using the Answer Plan to answer Focus Question #3. (See Appendix #13) See Appendix #10b for the Focus Question Scoring Rubric. Focus Question #3 Jack London seemed very interested in hearing Jason’s story. What do you think might have interested Jack London about Jason? Answer Plan: What to do 1. Write a sentence that restates and begins to answer the question. 2. Write several sentences citing details about Jason’s life from earlier chapters that might have interested Jack London. Include a quote or two, if possible. 3. Conclude with a sentence about how Jack London helped Jason. Possible Answer (1) Jack London later becomes a writer; so, maybe he was storing up stories to use later and Jason’s was an interesting story. (2) Jack London seems to be interested in Jason. When Jason says, “I’m on my own hook.” meaning he was on his own; Jack replied, “A man after my own heart, but I wouldn’t like my chances solo on this trip.” Jack London heard all of Jason’s story from New York up to the time they met. He’d probably have been interested in Jason’s “riding the rails” and the characters he had met. From his comments, one could tell that Jack London was interested in Jason’s following his brothers to the gold fields. Jack London would also have been interested in the incident with Kid Barker. (3) For his story, Jack London gave Jason breakfast, and later, he let Jason travel with his friends in their canoe.


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Day 8


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Word Study Suggestion (See Appendix #14a-b for the description and procedure to follow in using Vocab-o-gram.) Write the following words/phrases on the board or on chart paper. Make an overhead transparency of the Vocab-o-gram chart.

burly husky retreatingChilkoot Pass meal ticket stampedersDead Horse Trail panniers struggling in the muckfog rancid wrangle

Guide students through the process of completing the Vocab-o-gram chart on the overhead. This may be done as a whole class, or begun as a whole class, with students working in pairs or small groups to complete their own individual or group chart. If completing the chart as a whole class, have students individually write a response to “What question(s) do you have?” as this sets their purpose for reading. Have students read Chapters 8 and 9 using their Vocab-o-grams as they read to verify and/or revise predictions. As time permits, have a discussion of the most important events of these two chapters. Tell students that summarizing is giving the substance or general idea of a piece of text briefly – condensing it. Tell them that summarizing involves determining importance or pulling out the most important events, in this case. If necessary steer the discussion toward the three most important events: • Job – How did Jason make money and get food? • Dog – What lead up to Jason’s getting a dog? • Steak – What happened when Jason used some of his money to buy food?


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Writing

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In pairs or small groups, have students revise and refine their Vocab-o-grams using a different color pencil or pen. Complete the discussion suggested in the Reading Session for Day 8. On the basis of the discussion have students work in partners using the Answer Plan (See Appendix #15.) and Vocab-o-gram (See Appendix #14a-b.) to answer Focus Question #4. See Appendix #10b for the Focus Question Scoring Rubric. Focus Question #4 Use your Vocab-o-gram to summarize the important events in Chapters 8 and 9. Include three events. Answer Plan: What to do 1. Write one sentence summarizing the important events of Chapters 8 and 9.

(e.g. In Chapters 8 and 9, Jason gets a job, a dog, and he gets sick.) 2. Write several sentences giving specific details about each of the three

important events. 3. Conclude with a sentence predicting what might happen next. Possible Answer (1) In Chapters 8 and 9, Jason gets a job and a dog, and he gets sick. (2) Because Jason had had horse-packing experience in Wyoming, he came up with the idea of hiring himself out to stampeders who had had no experience with horses. He made a deal with two stampeders that he would take care of the horses for food and $10.00 per day paid daily. Later, after watching what seemed to be a crazy man drown one dog, Jason stepped in to save another dog. Jason ended up with the dog. With the money he had earned, Jason decided to buy a real meal, but the steak must have been rancid. Jason became so ill, he passed out. (3) A man with a beard and a girl are apparently going to help him. Have students check their combined answers with the Possible Answer. Have a brief discussion, as time permits. Have students share and compare their Vocab-o-grams. Have a brief discussion, as time permits.


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Day 9


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Remind students that one of the characteristics of adventure stories is sensory imagery. Will Hobbs, the author, has made good use similes and metaphors. If necessary, remind students that similes compare two unlike things with the use of the words “like” or “as” while metaphors compare two unlike things without the words “like” or “as.” Refer back to excellent examples of both similes and metaphors in Chapters 1, 2, and 3. Have students read Chapters 10 and 11 to find out what happens next.

Writing/Speaking (20 minutes)

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Use similes and metaphors from Chapters 1, 2, and 3 to model and review with students. (See Appendix #16.) Have students work briefly with partners to identify the similes and metaphors in Chapters 10 and 11. Give students page numbers (below in bold), to assist them in locating similes and metaphors. Have them discuss what is being compared and what the author’s message might be. Have a whole-group discussion of the similes and metaphors: Simile: “…an honest man is like a grasshopper in a yard full of chicken.” p.

69 (an honest man to grasshopper meaning the honest man would not last long)

Simile: “The man’s every breath sounded like a death wheeze.” p. 78 (breath

to a death wheeze meaning every breath seemed like his last) Metaphor: “arrow-straight gully…” p. 78 (gully and an arrow meaning the gully

was as straight as an arrow) Simile: “…thick as cheese in a sandwich” p. 79 (gold to cheese meaning there

was lots of gold) Simile: “The tents around the inlet far below were thick, like a flock of

seagulls.” p. 80 (tents to a flock of seagulls meaning there were lots of tents all grouped together)

Metaphor: “…Lake Bennett, a bright turquoise jewel” p. 81 (the lake to a

turquoise meaning the lake was the color of turquoise and looked like a jewel)


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Day 10


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Explain to students that in adventure stories the main character or protagonist is faced with many challenges or obstacles that he/she must overcome. Remind them further that adventure stories involve challenges that can include conflicts (Refer to “Genre: Adventure”, See Appendix #6a-b.) (Parenthesis include notes for later discussion.)

• person – against – self (Jason is questioning whether he should just give up.)

• person – against – person (earlier – Jason against Kid Barker and his friends)

• person – against – nature (Jason does not have the supplies nor the boat to help him get to Dawson City in these harsh conditions with winter coming.)

• person – against – society (Jason has not gotten much help from people.)

Have students read Chapters 12 and 13 to find out how Jason faces conflicts and is able to overcome challenges. After students have finished reading, discuss with them how Jason met his challenges. Use parenthetical notes from Day 10 Reading as necessary.


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On the basis of reading and discussions have students answer Focus Question #5 (See Appendix #17) with partners using the Answer Plan. See Appendix #10b for the Focus Question Scoring Rubric. Focus Question #5 At the end of Chapter 11, Jason is discouraged and ready to give up and return to Seattle. He doesn’t have supplies or passage on a boat. What happens in Chapters 12 and 13 to change Jason’s mind? Answer Plan: What to do 1. Restate the question telling why Jason is discouraged. 2. Write a few sentences giving specific details on how Jason met his first challenge. 3. Write a few sentences giving specific details on how Jason met his second challenge. 4. Conclude with a sentence and included a quote showing how Jason felt about King.


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Possible Answer (1) Jason was discouraged enough to decide to go back to Seattle because he didn’t have the supplies he needed, and he didn’t have a boat. (2) He met his first challenge when Jack London offered Jason most of the supplies belonging to Captain Shephard, who had turned back. Jason offered to pay, but Jack said, “It would give me pleasure to give it to you, Jason.” (3) Jason met his next challenge when he earned a boat for saving a man. The man tried to shoot the rapids and failed. The man had hired Jason to pull him out of the river if the boat capsized. Jason traded the money the man had given him for the empty canoe. (4) Jason had another advantage – he had King. He said to King, “I’m counting on you partner.” Have students check their combined answers with the Possible Answer. Discuss their answers in whole group.


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Day 11


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Say something like, “A good strategy to use to better understand Chapters 14 and 15 is visualization. Remember that visualization means to create pictures in your mind to help you better understand what is going on in the text. We used visualization when we discussed “To Build a Fire.” As you read Chapters 14 and 15, create pictures in your mind and use all of your senses (sight, hearing, smell) to help relate to the text, characters, events and/or ideas. After students have had 15-20 minutes to read Chapters 14 and 15, discuss what they visualized in Chapter 14 using the following if necessary: page 106 – the northern lights – “…a ghostly dancing curtain of yellows and greens appeared from horizon to horizon, shimmering and changing shape from moment to moment. page 107 – birds and trees – “…vees of noisy geese…” etc. pages 107-8 – Jason’s reaction to the heat – “…he had to peel off his wool shirt…” etc.


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Remembering the discussion of visualization in Day 11 Reading, have students answer Focus Question #6 (See Appendix #18.) with partners or on their own using the Answer Plan. See Appendix #10b for the Focus Question Scoring Rubric. Focus Question #6 Describe what you see as you read Chapter 15 to discover the challenges presented by the box canyons and how Jack London shot through the canyons and whirlpools. Answer Plan: What to do

1. Restate the question. 2. Describe the challenges of the canyons, rapids and whirlpools (p. 110, etc.) 3. Describe how Jack London met the challenge of shooting the rapids. (p.

114) 4. Conclude by telling why Jack London and his crew wanted to shoot the

rapids. Use a quote, if possible. (p. 113) Possible Answer (1) The author, Will Hobbs, describes the canyons and the rapids so well in Chapter 15, that the reader can see and hear and even feel what it was like. (2)


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First, the author describes a “…violent chute of foaming waves” and “…a monstrous whirlpool” so well that I can see, hear, and even feel it. (3) In Jack London’s boat, one man at the bow dug into the water with a paddle, two other men, side by side worked with oars, and Jack London steered from the stern. At one time, the boat was only six feet from the canyon walls, but they were able to steer and row through, the rapids and whirlpool. It was so vivid that it reminded me of a quick roller coaster ride that you had to move and steer. (4) Jack London was right though; he saved time. He said, “Two minutes saves us two days, maybe three.” Have students check their answers with the Possible Answer. Discuss their answers in whole group.


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Day 12


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Tell students that In Chapters 16 and 17, Jason faces more challenges. Tell them to read to discover other challenges that Jason had to face. After students have had 15-20 minutes to read the chapters, briefly discuss Jason’s encounter with the moose.


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Have students answer Focus Question #7 (See Appendix #19.) individually, with or without the Answer Plan. See Appendix #10b for the Focus Question Scoring Rubric. Focus Question #7 Describe Jason’s moose encounter and its results. Answer Plan: What to do

1. Introduce the description. 2. Write several sentences describing the moose encounter. 3. Write several sentences giving details of what happened after the moose

encounter. 4. Conclude with a statement about who Jason blames for being stuck in the

cabin. Possible Answer (1) Jason continued to encounter challenges along his way. (2) Jason stopped to collect rose hips to make into tea to prevent scurvy as Jamie had told him. Then he saw blood in the snow and followed it to find a dead, or almost dead moose. He made the mistake of laying his gun down to go investigate the moose. The moose was alive and almost killed Jason and King. (3) The man who had been tracking the moose came along just in time to kill the moose and save Jason and King. The man, Robert Henderson, took Jason to a cabin and took care of him. Robert Henderson was heading away from Dawson City, and that meant that Jason was probably stuck in the cabin for the winter because of his injuries. (4) Jason blamed himself for being caught off guard without his gun in the moose encounter. It was his own fault that he would have to wait until Spring to go to Dawson City. Go over students’ answers in whole group using the Possible Answer if appropriate.


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Day 13


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Have students read Chapters 18 and 19. Ask them to notice how the author uses dialogue in these chapters to develop the plot. Take some time at the end of this Reading session and, if necessary at the beginning of the Writing session to discuss how the author, Will Hobbs, uses dialogue in Chapter 18 to develop the plot. Explain that dialogue in a novel is written-down conversation and that authors often use it to develop plot, tell readers about characters, give background information, etc. Discuss how in Chapter 18, the author introduces a new character and a plot event through dialogue. The reader witnesses four men carry a boy into the cabin uninvited. They proceed to amputate the boy’s leg because of gangrene. Then they leave the boy, Charlie, with Jason. Talk to the students about what is learned about the men, (They are desperate enough to leave Charlie behind, probably to die, and they threaten to kill Jason.) and about Jason (He wouldn’t even consider putting Charlie out in the cold.) Read over and discuss the dialogue together.


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If necessary finish discussion begun in Day 13 Reading Session. Have students answer Focus Question #8. (See Appendix #20.) individually, with or without the Answer Plan. See Appendix #10b for the Focus Question Scoring Rubric. Focus Question #8 How does the author use the dialogue in Chapter 19 between Jason and Charlie to develop the plot? What do we as readers learn? Answer Plan: What to do

1. Restate the question. 2. Write several sentences about what we learn about Charlie and his family

from the dialogue. 3. Write several sentences about what Jason learns about Dawson City. 4. Conclude by explaining how Jason answered Charlie’s question about

food. Possible Answer (1) In Chapter 19, the author, Will Hobbs, used dialogue to give the reader information and to develop the plot. (2) When Charlie finally came out of his delirium, after six days, the dialogue tells us that Charlie wants to catch up with his uncle. He has momentarily forgotten about his foot. We learn that Charlie, his uncle, and the others were returning to Skagway and then home to Chicago


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S.DS.06.01

after an unsuccessful try to find gold. (3) Later on, we learn from the conversation, that three or four thousand people have been in Dawson City for more than a year. Food and supplies are in short supply as people wait for supply boats to arrive. People were in a panic—afraid they’d die of starvation, and many were trying to get back to Skagway. (4) At the end of the conversation, Charlie asks again if he can stay and then he asks about the food supply. Jason does not want to upset Charlie even more, so he lies and says, “We’re okay if we pace ourselves.” Have students share their answer using the Possible Answer as appropriate.


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Day 14


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Have students read Chapters 20 and 21, again paying attention to how the author is using dialogue to develop the plot and reveal more about the characters. After students have had 15-20 minutes to read the two chapters, have a discussion about dialogue and foreshadowing in the chapters. You may have to continue this discussion at the beginning of Day 14 Writing: First, ask students how Jason is feeling about Charlie at the beginning of Chapter 20. (Frustrated because Charlie just sits around playing cards; he won’t even try to use the crutches.) Again, the author is using dialogue to develop that plot and characters. Ask students what they learned in this dialogue. (Charlie maintains that Jason won’t take any help. Jason tells him to go ahead and help. Even though Jason doubts that Charlie could split wood, Jason has the good sense to say to Charlie what Jason’s father had said to him, “I’m sure you can do whatever you set your mind to.” (p. 155) Then, you might say something like, “Later in this chapter, we again learn more through dialogue about Robert Henderson and George Washington Carmack. This is also an example of foreshadowing. Foreshadowing is a technique authors use to keep readers interested by giving hints as to what might happen later. A foreshadowing should leave a question in the reader’s mind about the significance of the hint. For example, foreshadowing is used on page 129 when Henderson says contemptuously, “Ain’t my cabin. I wouldn’t have set foot in here if you hadn’t needed a place to get out of the weather.” The reader has may wonder why Henderson has this attitude. Then later Henderson asks if Jason has heard of him (Henderson). When Jason replies that he has not, Henderson says, ‘No, no…I’m a ghost. I’ve become a ghost.’ (p.131). Again the reader may wonder why Henderson calls himself a ghost.”


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Continue with discussion from Day 14 Reading, if necessary. Then have students answer Focus Question #9 (See Appendix #21.) individually with or without the Answer Plan as you deem appropriate. See Appendix #10b for the Focus Question Scoring Rubric.

Focus Question #9 What does the dialogue in Chapter 20 between Jason and Charlie reveal about the connection between Robert Henderson and George Washington Carmack?

Answer Plan: What to do 1. Restate the question and begin the answer. 2. Write several sentences telling what information is revealed about Robert

Henderson and George Washington Carmack. 3. Conclude with a quote from page 161 showing what Jason has learned


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about Henderson’s comment about being a “ghost.” Possible Answer (1) In their conversation, when Jason wondered why “Henderson was awful prickly on the subject of this cabin,” Charlie explained the connection between Robert Henderson and George Washington Carmack. Henderson and Carmack were once partners; however Henderson didn’t approve of Carmack’s Indian companions. (2) Henderson had told Carmack where to look for gold, but that Carmack couldn’t take his Indian companions with him. Carmack was upset by this comment, and took his Indian friends with him anyway. They hit the first big gold strike, and staked their claims. They should have told Henderson, but they did not; so, Henderson missed out on what should have been his gold strike. (3) After Jason had heard Charlie’s story, he said, “No wonder he called himself a ghost. After all those years, he was so close.” Jason now understood that Henderson felt cheated out of the big gold discovery. Have students share their answers. Use the Possible Answer, as appropriate. Also refer the students back to something Henderson had said on page 131, “The Golden Rule is the code of the Yukon Order of Pioneers, or at least it used to be. ‘Do unto others as you would be done by.’” Ask students what this says about fairness (another theme that runs through this book) and how it relates to Henderson and Carmack.


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Day 15

Word Study, Listening, and

Speaking (25 minutes)

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Word Study Suggestions To introduce this word study, use the following think aloud. Tell the students something like this: (See Appendix #7) “As I read Chapter 18, I realize that winter has already set in. I know this because on page 136, I read • ‘Midday the mercury was registering twenty-five degrees below zero.’ • ‘On the last day of October, according to the nicks he was carving on the

cabin wall…’ ” “Then I think about what I know about winter. • On the calendar, winter is from mid-December until mid-March. • In Michigan, we don’t often get days where temperatures are below zero. • I also know that Seattle, where Jason is from, generally has rather mild

winters, so this must really be an experience for him.” “The author also helps his readers understand how cold it really is on page 136 by telling us that • Jason had ‘…never known what cold was before, not really. Here in the North

it seemed an element all its own, a pervasive and lethal liquid pouring down out of the sky.”

“Yet, we also learn that by sometime in December, Jason adapts, and we understand that it’s all a matter of perspective when Jason thinks on page 169: • ‘It had warmed up to twenty below or even ten…’ • In Michigan, we would probably not have school if the temperature was that

cold, but Jason thinks it’s a warm-up!” (You may want to engage students in a brief conversation about their experiences with cold, to help them make personal connections.) (This portion of the lesson is inspired by Janet Allen’s description of “Linear Arrays” on pp 52-53 of Words, Words, Words. See the appendix/attachment “Modeling for Linear Array” Appendix #22 a-c for an explanation of the process, as well as the student sheets.) Make an overhead transparency of the sheet “Vocabulary Linear Array: Words Meaning, or Related to, Cold” and have copies available for students. For the cold words from Jason’s Gold, have students work in groups of 4 to put


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the words in order from “least cold” to “most cold.” As a whole group, you may wish to decide on the first one or two words to get the talking started. As students work, circulate among the groups, listening to the dialogue for evidence of understanding of the subtle differences in words. You may wish to have groups paste their final arrays on large construction paper, and post in the room. Have students view other groups’ responses, notice differences and similarities and discuss their thinking. Save these for future reference in writing assignments. Conclude this portion of the lesson by telling students “Authors want to help their readers understand their characters’ experiences. One of the ways they do this is by choosing their words very carefully. We saw how Will Hobbs used many different words to describe Jason’s experiences, as well as his feelings about them. In our groups, we had discussions about what these different words mean to us, and we used Jason’s experiences as well as our own to talk about the subtle differences in meaning that words can have.”

Writing

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Suggested writing activities: Have students write similes and/or metaphors related to cold Students may write about a time they were cold, using words from the array. Groups may construct a written response defending their organization of the

words (why is bitter colder than ice) This would also be a good opportunity to refer to a thesaurus to add to the

“cold” word list; model for students how to look up various words and look for the synonyms and antonyms

If students keep a Writer’s Notebook, have them copy these words into their books, and add to them as they find interesting words in their readings; encourage students to begin similarly organized lists of words for reference in their writing.


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Day 16


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Have students read Chapters 22 and 23. Discuss the growing friendship between Jason and Charlie (they even knock-knock jokes, p.175) and discuss how Jason loses his friend, King (during the fight with the bears, Chapter 23).


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Have students answer Focus Question #10 (See Appendix #23.) individually. Before they begin, model for students how to set up an Answer Plan for themselves. (Use the Answer Plan provided as you wish.) See Appendix #10b for the Focus Question Scoring Rubric. Focus Question #10 Jason’s next challenge is not having enough food. He decides to go after the bear Henderson had previously mentioned. What is the result of this decision? Answer Plan – for teacher modeling 1. Restate the question. 2. Write sentences giving specific details about the encounter with the bears. 3. Conclude with a quote telling how King died. Possible Answer (1) There was not enough food; so, in desperation, Jason decided to go after the bear that Henderson had mentioned. (2) Jason and King set off and finally found what could be the bear’s den. They tried to make the bear leave the den. When it finally did, it knocked Jason’s gun into the den and out of reach. There were three bears, all of whom attacked Jason and King. Jason managed to disable one bear and kill another, but King was mortally injured. Jason lay close to King as he was dying. (3) The author tells the reader how King died, “The dog knew how to die, pouring love through his eyes into Jason’s. The great husky’s amber eyes glazed over, and then he was gone.” (p. 185) Have students share their answers. Use the Possible Answer as appropriate. You might use it, or your own version, as a Think Aloud. (See Appendix #7.)


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Day 17


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Have students read Chapters 24 and 25 to find out what happens when Jason finally gets to Dawson City. When students have finished reading, have a brief discussion about what awaits Jason on his arrival in Dawson City.


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Have students answer Focus Question #11 (See Appendix #25.) individually. Tell them to build a list of all the people with whom Jason reunites before they write their answer. (See Appendix # 24 for model chart.) If you feel it is appropriate give the students the page numbers suggested in the outlined Answer Plan. Use the parenthetical information for later as they check their answers and you discuss them together. See Appendix #10b for the Focus Question Scoring Rubric.

Focus Question #11 Jason has been looking for gold, but when he finally gets close to Dawson City, he discovers something better than gold. What does he discover? Answer Plan (Model)

1. Restate the question. 2. Write about the people with whom Jason reunites and what he discovers

about what he really wants in life: pp. 189-90 (“the relative value of gold”/his brothers) p. 193 (Hawthorne Brothers Sawmill/his brothers) pp. 202-203 (the old-timer from the railroad car and the “elephant”) pp. 203-204 (Jamie) pp. 205-207 (Jack London)

3. End with what you think Jason’s own conclusion about life and its challenges might be.

Possible Answer (1) Jason has been looking for gold all this time because gold was his goal. As he reaches Dawson City and reunites with friends and acquaintances, he begins to change his goal. (2) As he arrives in Dawson City, Jason realizes that his brothers and Charlie are more important to him than gold. He sees the sign for the sawmill and knows it must be his brothers’. On the street he meets the old timer he saw on the train and tells him he has seen the elephant, meaning he knows what is most important. Jason also sees Jamie and Jack London and thinks about how important they have been to him. (3) Jason begins to realize that sometimes in life you face and overcome challenges only to find out that your goal (gold) is not what you really want. Have students share their answers. Use the Possible Answer as appropriate.


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Day 18


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Have students read Chapters 26 and 27 and the Author’s Note to find out how the author tied all of the strings of this adventure novel together.

As time permits begin the discussion outlined in Day 17 Writing session.

Listening and Speaking

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Instead of writing, this session will be a Listening and Speaking or discussion session. Discuss with students how the author ties it all together at the end: (Later, discuss the information from the “Author’s Note.”)

pp. 205-207 It looks like Jack London is going to be a writer. p. 210 Soapy Smith had been shot. pp. 211-213 Jason finally got to see and spend time with Jamie. (Spend time

discussing what Jason meant by, “I didn’t even know what I was looking for until I found it.” p. 213)

p. 216 The novel ends with Jason thinking, “He’d come so far, and he’d made it.”

Next recap and discuss all of the challenges Jason has faced: - getting back to Seattle from New York, - his brothers’ leaving, before he returned, with his inheritance, - stowing away on a ship, - meeting Jack London and learning about the challenging journey ahead, - saving a dog’s life – King, - eating bad meat and being nursed back to health by Jamie and her father, - finding out his brothers have left on a boat and deciding to turn back, - starting out again with supplies from Jack London and getting a boat, - surviving the moose attack, - meeting Charlie Maguire, - not having enough food, - losing King in the bear attack, and - finally, getting to Dawson City. Summarize the points in the Author’s Note:

• background on the Gold Rush – pp. 217-218 • real and fictional characters – pp. 218-220 • research and fiction – p. 220 • more background on the gold rush – p. 221

End with a brief discussion of the similarities between “To Build a Fire” and Jason’s Gold.


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Days 19 and 20


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Use both the Reading and Writing sessions of these two days for students to think about, draft, revise and share their answers to the following Response to Literature question. The question (See Appendix #26), checklist (See Appendix #26) and state rubric (See Appendix #27) are also included on separate sheets in the Appendix for your convenience. Focus Question #12 Tom Vincent in “To Build a Fire” and Jason Hawthorn in Jason’s Gold faced challenges with bravery and both learned important life lessons. Use specific details and examples from the selections to prove this statement. Be sure to show how the characters are alike. Use the following rubric and checklist as you write and review your response: CHECKLIST FOR REVISION: _____ Do I take a position and clearly answer the question I was asked? _____ Do I support my answer with examples and details from both of the selections? _____ Do I show how the characters are alike? _____ Is my writing organized and complete? Save a portion of Day 20 for student sharing of their answers. Use the following notes if they are helpful: “To Build a Fire” Jason’s Gold Challenges: • the many attempts, failed • refer to list of challenges in Day and finally, successful to 17 Writing start a fire


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Lessons: • Don’t try to do dangerous • The “gold” you are looking for things on your own. may turn out to be family and good friends. • Don’t be too sure of • If you put your mind to it, you yourself can overcome challenges and reach your goal (s).


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Day 21


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Extension 1 Have students analyze Primary Resources in order to identify persuasive and propaganda techniques in written and spoken form. (See Appendix 28a).

This Extension Activity allows students to view and respond to Primary Source materials. You may want to inform students that: “Whereas secondary sources are accounts of the past created by people who were not actually present for the event, primary sources are actual records written by individuals who experienced the event themselves. These two resources were written by people who were directly involved in he Alaska Gold Rush and have been preserved over time by the Alaska State Library.”

Using Appendix 28b, students read the advertisement. Have students look for wording from the selection that is trying to persuade the reader to do something, and propaganda techniques that are trying to “sell” the product. Discuss: 1) What product is being sold? (snow and ice creepers); 2) Why would this product be advertised? (people could use it on their

journey to Alaska); 3) How could this product help the buyer? (wearing the shoe grips will

ensure that the wearer doesn’t slip) 4) What techniques are being used (headline and illustration to grab

attention; statements including “The Best Thing Out”/ “Don’t go without them/To be had at any Hardware Store”/”Smallest, lightest, most durable of all”/”You won’t slip” to persuade the consumer)

5) Was this advertisement effective? (personal response) 6) Describe one of the most effective advertisements you can remember.

Using Appendix 28d, read the Klondike advertisement out loud to students being sure to “sell” the product to the audience through your voice and gestures/posture. 1) As students listen, have them focus on persuasive or misleading

statements that they may hear; being sure, also, to take notes on key points and ask clarifying questions, if needed.

2) As a class, students generate ideas on how this selection could be considered false and/or misleading. (The ad leads the reader to believe that he will be rich if he invests in the company – and he won’t even have to leave his home. The company “guarantees investors their share of the profits” – but there may not be any profits. The plan is “unique” so they’ll be the first to do it.)

3) Individually, students respond to the question: How credible do you believe this advertisement to be? Would you invest in this company?


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Extension 2 Gather more information about the Klondike Gold Rush of 1898. Going to the internet and/or using a search engine like Google or Ask Jeeves will bring up a wealth of information. One particularly good source is go to http://www.nps.gov and type Alaska gold rush in the search box at the bottom of the page (accessed October 12, 2004). A rich resource with photographs and other information is http://seattletimes.nwsource.com/klondike/ (accessed October 12, 2004). This website is the account of a Seattle Times reporter who attempts to retrace the path of the Stampeders. Students will recognize places from Jason’s Gold, and be able to see vintage photographs of some locations, such as Chilkoot Pass. Extension 3 Investigate panning for gold by visiting the following site: http://www.alaskaoutdoorsjournal.com (accessed October 12, 2004). Click on the activities link on the left side of the page (or See Appendix #29a-b.) Extension 4 To further steep students in gold rush lore and to develop fluency, you might choose to have students perform The Cremation of Sam McGee by Robert Service as a choral reading (See Appendix #30a-b.). Extension 5 To focus on the theme of “quest” from Jason’s Gold and review the genre, folktales, the teacher could read aloud Atuk by Mischa Damjan. Like Jason’s Gold, Atuk tells of a quest, but also like Jason’s Gold, what Atuk discovers is that what he thought he wanted did not satisfy him. Jason found something better than the gold he thought he wanted. He discovered that love of family and friends is more precious than gold. Although Atuk wanted to avenge the death of his dog by killing the wolf, he was not happy after slaying the wolf. A fox and a flower show him that friendship is better than revenge.

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