Students grapple with how a person develops values, identities, and beliefs, and explore what it means to stand up for what you believe in, while reading and discussing the novel Shiloh.
In this unit, students begin to grapple with the overarching question of how a person develops values, identities, and beliefs while reading the novel Shiloh. Marty, the main character in Shiloh, sees someone mistreating a dog and thinks it’s his right and responsibility to step in to save the dog, even if the dog doesn’t belong to him. His action raises a question for readers about when an individual should step in to take a stand against what he/she believes to be an injustice. His action also causes readers to consider how different people, depending on their values, identities and beliefs, may have different opinions on what constitutes an injustice. Students will be challenged to take a stand on both of these ideas, based on the experiences and opinions of the different characters in Shiloh. Students will also be exposed to the idea of courage, and what it means to show courage, especially in situations where you are standing up for what you believe in. It is our hope that this unit will inspire students to grapple with these questions at a deeper level and understand the power of showing courage to fight for the things they believe in, no matter what obstacles they may face.
Shiloh was chosen as the text for this unit not only because of the powerful themes, but because of the way in which Phyllis Reynolds Naylor artfully develops the setting, characters and plot. In this unit, students will be challenged to think deeply about how the details an author includes help a reader better understand a character’s thoughts and actions. The setting of Shiloh in rural West Virginia in the 1970s allows students to deeply analyze how an author develops setting, and how the setting of a text influences the characters. Finally, students will begin to notice how the point of view of a story influences the way a story is told.
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Book: Shiloh by Phyllis Reynolds Naylor (Atheneum Books for Young Readers, 2000) — 890L
See Text Selection Rationale
These assessments accompany this unit to help gauge student understanding of key unit content and skills. Additional progress monitoring suggestions are included throughout the unit.
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dialect
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Shiloh — Back of the book
RL.4.3
Build background on Shiloh by debating and analyzing the questions posed on the back of the book.
Shiloh — Ch. 1
RL.4.3
Explain how Marty knew Shiloh was hurting.
Shiloh — Ch. 2
RL.4.3
Describe why Marty was feeling so upset by using specific details to describe a character, setting or event in detail.
Shiloh — Ch. 3
RL.4.3
Explain the significance of the quotation at the end of chapter 3 and what it shows about Marty.
Discussion
Shiloh — Ch. 1-3
RL.4.3
SL.4.1
SL.4.1.a
SL.4.1.b
SL.4.1.c
Describe where Shiloh takes place and compare and contrast Friendly, West Virginia, with where you live by using specific details from the text to describe setting in depth.
Shiloh — Ch. 4
RL.4.3
Describe what promises Marty makes to Shiloh and if they are a good idea or bad idea.
Discussion
Shiloh — Ch. 1-4
RL.4.3
SL.4.1
SL.4.1.a
SL.4.1.b
SL.4.1.c
Describe Marty by using specific details to describe a character, setting, or event in detail.
Writing
Shiloh — Ch. 4
L.4.1.e
L.4.1.f
L.4.3.a
Writers make their sentences better and more informative by adding more details.
Shiloh — Ch. 5
RL.4.3
Explain the significance of the statement “Judd is sure studying me hard. So is Dad.”
Discussion & Writing
Shiloh
RL.4.3
RL.4.6
W.4.1
W.4.1.a
W.4.1.b
W.4.1.d
Describe why Phyllis Reynolds Naylor wrote Shiloh in first-person point of view.
Shiloh — Ch. 6
RL.4.3
Analyze how Marty shows courage in his interactions with Judd Travers.
Shiloh — Ch. 7
RL.4.3
Describe how Marty is changing.
Shiloh — Ch. 8
RL.4.3
Explain why Marty is feeling “as happy right then as you can get in your whole life” and what happens right afterwards to change the way he is feeling.
Discussion & Writing
Shiloh — Ch. 5-8
RL.4.3
W.4.1
W.4.1.a
W.4.1.b
SL.4.1
L.4.3.c
Describe Marty.
Shiloh — Ch. 9
RL.4.3
Explain what the statement at the end of chapter 9 shows about Marty and why he feels that way.
Shiloh — Ch. 10
RL.4.3
Analyze why Marty thinks that he still has time and whether this is the right decision.
Discussion
Shiloh
RL.4.3
SL.4.1
SL.4.1.a
SL.4.1.b
SL.4.1.c
SL.4.2
Defend if Marty should be taking a stand against what he believes is an injustice and if he is doing it the most effective way.
Shiloh — Ch. 11
RL.4.3
Describe how Marty’s family feels about Shiloh, and why their feelings changed.
Shiloh — Ch. 12
RL.4.3
Describe the interaction between Judd Travers and Marty’s family.
Shiloh — Ch. 13
RL.4.3
Predict what Marty and Judd will do next.
Shiloh — Ch. 14
RL.4.3
SL.4.1.a
SL.4.1.b
SL.4.1.c
Explain what bargain Marty makes with Judd, and evaluate whether it is a good deal.
Shiloh — Ch. 15
RL.4.3
Defend in what ways Marty opened his eyes.
2 days
Discussion & Writing
Shiloh — Ch. 9-15
RL.4.3
W.4.1
W.4.1.a
W.4.1.b
W.4.1.d
SL.4.1
Describe Marty by using specific details to describe character, setting, or event in detail.
Discussion & Writing
Shiloh
W.4.1
W.4.1.a
W.4.1.b
W.4.1.d
SL.4.1
SL.4.1.a
SL.4.1.b
SL.4.1.c
SL.4.2
L.4.3.c
Analyze and debate if Marty made the right decision and how his values influenced his decision making by stating a claim and supporting the claim with details from the text and unit.
Assessment
5 days
Narrative Writing
Shiloh
W.4.3
W.4.3.a
W.4.3.b
W.4.3.c
L.4.1.e
L.4.2.d
Write the next chapter of Shiloh by writing a first-person narrative with a clear narrative sequence.
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