Curriculum / ELA / 5th Grade / Unit 6: Adapting to Survive: Short Stories and Poems / Lesson 2

Adapting to Survive: Short Stories and Poems

Lesson 2

ELA

Unit 6

5th Grade

Lesson 2 of 18

Lesson Overview

Objective

Describe what makes the tundra a unique habitat, why the author includes so much description about the tundra, and how it contributes to the overall structure of the story.

Readings and Materials

Book: Julie of the Wolves by Jean Craighead George (pp. 5-25) pp. 5–14

Lesson Notes

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Article: “Canine Communication”

Lesson Notes

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Lesson Map

Lesson

Explain what steps can be taken to prepare for a wilderness emergency.

Materials

“Help Me Make It...”

Standards

RL.5.2

Lesson

Describe what makes the tundra a unique habitat, why the author includes so much description about the tundra, and how it contributes to the overall structure of the story.

Materials

Julie of the Wolves pp. 5–14
“Canine Communication”

Standards

RL.5.3RL.5.5

Lesson

Compare and contrast Miyax’s actions with those of the wolves and analyze how Miyax was able to integrate herself into the pack.

Materials

Julie of the Wolves pp. 15–25

Standards

RL.5.3RL.5.5

Lesson

Discussion & Writing

Write a summary of the excerpt from Julie of the Wolves that includes the theme of the excerpt.

Materials

Julie of the Wolves pp. 5–25

Standards

RL.5.2RL.5.3RL.5.5W.5.1W.5.9

Lesson

Identify and explain the speaker’s perspective on choices in life by analyzing how the speaker in a poem reflects upon a topic.

Compare and contrast the perspective on choices of the speaker in the poem with Miyax from Julie of the Wolves.

Materials

“The Road Not Taken”

Standards

RL.5.2RL.5.5RL.5.9

Lesson

Describe bonobos.

Materials

Bonobos Fact Sheet

Standards

RL.5.3

progress
monitoring

Lesson

Explain how the events on pp. 80–81 contribute to the overall structure of the story.

Materials

Endangered pp. 76–83

Standards

RL.5.3RL.5.5RL.5.6

Lesson

Analyze how each interaction between Anastasia and Sophie contributes to the overall structure of the story.

Materials

Endangered — pp. 90-95 (stop at "You're on your own, kid") and pp. 98-103 (stop at "And I was losing")

Standards

RL.5.5

progress
monitoring

Lesson

Discussion & Writing

Summarize the excerpt from Endangered by identifying a theme and explaining how the characters in the story respond to the main challenges.

Compare and contrast the excerpts from Julie of the Wolves and Endangered by analyzing the way they both approach the theme and topic of survival.

Materials

Endangered — Close read pp. 76–83, 90–95, 98–103

Standards

RL.5.2RL.5.9

Lesson

Describe Brian’s current predicament and how he responds.

Materials

Hatchet pp. 13–28

Standards

RL.5.2RL.5.3

Lesson

Analyze how Brian’s “figuring out food” contributes to the structure of the story.

Materials

Hatchet pp. 113–120

Standards

RL.5.2RL.5.5

Lesson

Analyze how the author builds suspense and how it contributes to the structure of the story.

Materials

Hatchet pp. 161–170

Standards

RL.5.2RL.5.5

Lesson

Writing

Summarize the excerpt from Hatchet.

Materials

Hatchet

Standards

RL.5.2

progress
monitoring

Lesson

Identify and explain the speaker’s perspective on choices in life.

Compare and contrast the perspectives on choices of the speaker in the poem and Brian.

Materials

“If You Can’t Go Over or Under, Go Around”

Standards

RL.5.2RL.5.5RL.5.9

Lesson

Discussion

Compare and contrast the excerpts from Hatchet, Julie of the Wolves or Endangered by analyzing the way they both approach the theme and topic of survival.

Materials