~ Jason's Gold ~
"Gold!" Jason shouted at the top of his lungs. "Read all about it! Gold discovered in Alaska!"
Within hours of hearing the thrilling news, fifteen-year-old Jason Hawthorn jumps a train for Seattle, stow away on a ship bound for the goldfields, and joins thousands of fellow prospectors attempting the difficult journey to the Klondike. The Dead Horse Trail, the infamous Chilkott Pass, and a five-hundred-mile trip by canoe down the Yukon River lie ahead. With help from a young writer named Jack London, Jason and his dog face moose, bears, and the terrors of a subartic winter in this bone-chilling survival story.
Close and Critical Writing (CCR)
When you are responding to a
Close and Critical writing piece (CCR)
follow these questions and hints.
Close and Critical writing piece (CCR)
follow these questions and hints.
- What does the text say? (Briefly summarize text at the literal level.)
- How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?)
- What does the text mean? (What message/theme/concept is the author trying to get across?)
- So what? (What does the message/theme/concept mean in your life and/or in the lives of others? Why is it worth sharing/telling? What significance does it have to your life and/or to the lives of others?)
Disposition, Theme and Essential and Unit Focus Questions
Grade 6 Disposition: Exploration and Discovery
Theme: Looking for one thing can lead to finding another.
Grade 6 Essential Questions:
· How do I discover new knowledge?
· What are the avenues for learning?
· How do I find what I want to know?
· How do I manage all that I am learning?
Unit 6.1 Focus Question:
· How can unexpected turns in life’s journey lead to new discoveries?
Grade 6 Disposition: Exploration and Discovery
Theme: Looking for one thing can lead to finding another.
Grade 6 Essential Questions:
· How do I discover new knowledge?
· What are the avenues for learning?
· How do I find what I want to know?
· How do I manage all that I am learning?
Unit 6.1 Focus Question:
· How can unexpected turns in life’s journey lead to new discoveries?
Pre-Reading Assessment
Please read this excerpt from Chapter 1 of Jason's Gold.
Then answer the questions that follow.
Chapter Excerpt (Click Here)
Then answer the questions that follow.
Chapter Excerpt (Click Here)
Lesson # 1 - Quick Write:
Serendipity:
Think about a time when you were looking for one thing and instead found something different. It might have been a simple thing like finding money when you were looking for keys under the couch cushions or something more important like finding a good friend when you were only expecting to have fun playing a game.
Think about a time when you were looking for one thing and instead found something different. It might have been a simple thing like finding money when you were looking for keys under the couch cushions or something more important like finding a good friend when you were only expecting to have fun playing a game.
Lesson # 2 - Quick Write:
How can unexpected turns in life’s journey lead to new discoveries?
How can unexpected turns in life’s journey lead to new discoveries?
Post-It Notes (CCR)
Important Vocabulary
Significant - having or likely to have influence or effect: important Adhesive - a substance that unites or bonds surfaces together Revolutionary - markedly new Elusive - hard to comprehend or define Temporary - lasting for a limited time Insight - the power or act of seeing into a situation Contemporary - modern; current Innovation - a new idea, method or device |
Lesson # 4
Klondike Fever
Quick Write - complete BEFORE watching the video
What do you already know about the "Klondike Fever"?
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Watch this video AFTER completing the quick write (above) for more information and some background knowledge?
CLICK HERE for You Tube Link
CLICK HERE for You Tube Link
I-Search Research
|
Click Here for I-Search Organizer
Suggested I-Search Topics; Yukon Territory Klondike Skagway Dyea Dawson City Stampeders Chilkoot Pass White Pass/Dead Horse Trail Prospector Jack London Royal Mounted Police George Washington Carmack Robert Henderson Soapy Smith |
Quick Write: I-Search Topic
What do you ALREADY KNOW about your chosen I-Search topic?
Research Phases
Phase 1: Discuss, Experience, Background Knowledge
Formulate Research Questions on Topic
Phase 2: I-Search Plan
Phase 3: Gather Information & Select Method of Presentation
Poster, Multimedia Presentation, Brochure...
Phase 4: Draft, Revise, Edit, Publish I-Search Report
Oral Presentation to Exhibit Knowledge
Formulate Research Questions on Topic
Phase 2: I-Search Plan
Phase 3: Gather Information & Select Method of Presentation
Poster, Multimedia Presentation, Brochure...
Phase 4: Draft, Revise, Edit, Publish I-Search Report
Oral Presentation to Exhibit Knowledge
Genre: Adventure Story
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. The 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.
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:
- Person – against – society.
- real events are mixed with fictional events, and
- historical characters are mixed with fictional characters.
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:
- The adventure story opens with the background information needed to understand the story and introduces characters in a setting and a 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.
- The plot is 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 – 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.
- Adventure stories can also have features of historical fiction:
- 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.
Lesson # 5 - Mini Lesson
Using ITALICS and UNDERLINING
Grammar Podcast - Titles
Quotation Marks vs. Italics vs. Underline
Click HERE for Podcast
Discussion Point:
Discuss the use of underlining and italics for specific purposes.
Use Chapters 1-2 of Jason's Gold.
Skim through the text noting examples of italicized words and the purpose for italicizing.
Lesson # 6 - Chapters 1-2
Focus for Listening: Chapter 1-2
Identify the Elements of the Story:
* Character, Setting, & Problem/Goal,
as well as the Features of an Adventure
* Conflict, Danger, Unknown, Vivid Description, & Dialogue
Identify the Elements of the Story:
* Character, Setting, & Problem/Goal,
as well as the Features of an Adventure
* Conflict, Danger, Unknown, Vivid Description, & Dialogue
Focus Question # 1
After reading Chapters 1-2
What features of the genre are evident in the first two chapters?
Answer Plan: What to do
1. Write a sentence restating the question and beginning to answer it.
2. Identify several adventure features present in the assigned reading.
3. Use specific details or quotes from the chapters when appropriate.
After reading Chapters 1-2
What features of the genre are evident in the first two chapters?
Answer Plan: What to do
1. Write a sentence restating the question and beginning to answer it.
2. Identify several adventure features present in the assigned reading.
3. Use specific details or quotes from the chapters when appropriate.
Lesson #7 - Chapter 3 - Chapter 3 CCR
Click Here for Organizer
When you are responding to a
Close and Critical writing piece (CCR)
follow these questions and hints.
When you are responding to a
Close and Critical writing piece (CCR)
follow these questions and hints.
- What does the text say? (Briefly summarize text at the literal level.)
- How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?)
- What does the text mean? (What message/theme/concept is the author trying to get across?)
- So what? (What does the message/theme/concept mean in your life and/or in the lives of others? Why is it worth sharing/telling? What significance does it have to your life and/or to the lives of others?)
Lesson # 8 - Chapters 4-5
PAVE Word Study
Word Study: PAVE Procedure
PAVE stands for Prediction, Association, Verification, and Evaluation. It encourages students to cross-check a word’s meaning with the context in which it appears.
Students use a chart (see attached) to complete the steps:
· Write the sentence or context in which the word appears
· Write the word again—to focus attention on the word—and predict a meaning
· Write a sentence that demonstrates their understanding of the word
· Check the word’s meaning in a dictionary and write down the definition
· Evaluate the sentence from the third step and write a better (or additional) sentence, reflecting deeper understanding
· Draw an image to aid memory of the word meaning by creating an associative link
Vocabulary to Use from Jason's Gold
PAVE stands for Prediction, Association, Verification, and Evaluation. It encourages students to cross-check a word’s meaning with the context in which it appears.
Students use a chart (see attached) to complete the steps:
· Write the sentence or context in which the word appears
· Write the word again—to focus attention on the word—and predict a meaning
· Write a sentence that demonstrates their understanding of the word
· Check the word’s meaning in a dictionary and write down the definition
· Evaluate the sentence from the third step and write a better (or additional) sentence, reflecting deeper understanding
· Draw an image to aid memory of the word meaning by creating an associative link
Vocabulary to Use from Jason's Gold
Focus Question # 2
Do you believe Jason made an honorable decision not to cheat the fellow stampeders? Do you think this will have a positive or negative effect on his journey? Why? or Why not?
Answer Plan: What to do
1. Write a sentence that restates the question and provides your opinion.
2. Provide support for your opinion, using examples from the book.
3. Conclude with a statement indicating whether this decision will have a positive or a negative effect.
Do you believe Jason made an honorable decision not to cheat the fellow stampeders? Do you think this will have a positive or negative effect on his journey? Why? or Why not?
Answer Plan: What to do
1. Write a sentence that restates the question and provides your opinion.
2. Provide support for your opinion, using examples from the book.
3. Conclude with a statement indicating whether this decision will have a positive or a negative effect.
Lesson # 9 - Chapters 6-7
Cause and Consequence for an Effect
Focus for Reading: - Chapters 6-7
Using the Graphic Organizer provided, make note of the Cause and Effect of a key event.
Click Here for Organizer
Using the Graphic Organizer provided, make note of the Cause and Effect of a key event.
Click Here for Organizer
Lesson # 9 - Mini Lesson
Singular / Plural Pronouns
Lesson # 10 - Chapters 8-9
Focus for Reading:
As you read the next 2 chapters (Chapters 8-9), keep in mind the challenges Jason encounters along the Dead Horse Trail.
As you read the next 2 chapters (Chapters 8-9), keep in mind the challenges Jason encounters along the Dead Horse Trail.
Focus Question # 3
Using the vocabulary words from Chapters 8 and 9 describe the challenges of the Dead Horse Trail.
Vocabulary Includes: (page number)
Deplorable (51), Humanity (51), Frantic (52), Optimism (53), Muck (53), Quagmire (53), Chaos (56), Burly (57), Menacing (58), Mechanically (58), Rancid (60), Swindlers (61), Bustling (62), Panniers (63), Delirium (66)
Answer Plan: What to do
1. Write a sentence that restates the question and begins to answer it.
2. Describe several challenges of the Dead Horse Trail. Be sure to provide specific details regarding the challenges faced.
3. Conclude with a sentence predicting what might happen next.
Using the vocabulary words from Chapters 8 and 9 describe the challenges of the Dead Horse Trail.
Vocabulary Includes: (page number)
Deplorable (51), Humanity (51), Frantic (52), Optimism (53), Muck (53), Quagmire (53), Chaos (56), Burly (57), Menacing (58), Mechanically (58), Rancid (60), Swindlers (61), Bustling (62), Panniers (63), Delirium (66)
Answer Plan: What to do
1. Write a sentence that restates the question and begins to answer it.
2. Describe several challenges of the Dead Horse Trail. Be sure to provide specific details regarding the challenges faced.
3. Conclude with a sentence predicting what might happen next.
Lesson # 11 - Chapters 10-11
Figurative Language
Similes and Metaphors
What is a Simile?
Compare two unlike things with the words "like" or "as"
What is a Metaphor?
Compare two unlike things without the words "like" or "as"
Compare two unlike things with the words "like" or "as"
What is a Metaphor?
Compare two unlike things without the words "like" or "as"
Figurative Language : Similes or Metaphors
Have a whole-group discussion of the similes and metaphors:
“...an honest man is like a grasshopper in a yard full of chicken.” p. 69
“The man’s every breath sounded like a death wheeze.” p. 78
“arrow-straight gully...” p. 78
“...thick as cheese in a sandwich” p. 79
“The tents around the inlet far below were thick, like a flock of seagulls.” p. 80
“...Lake Bennett, a bright turquoise jewel” p. 81
Have a whole-group discussion of the similes and metaphors:
“...an honest man is like a grasshopper in a yard full of chicken.” p. 69
“The man’s every breath sounded like a death wheeze.” p. 78
“arrow-straight gully...” p. 78
“...thick as cheese in a sandwich” p. 79
“The tents around the inlet far below were thick, like a flock of seagulls.” p. 80
“...Lake Bennett, a bright turquoise jewel” p. 81
CCR Chapter 11 Excerpt
Lesson # 12 - Chapters 12-13
In an adventure story the main character or protagonist is faced with many CHALLENGES or obstacles that he/she must overcome. Often these challenges can include conflicts.
Focus Question # 4
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 meets his second challenge.
4. Conclude with a sentence with a quote showing how Jason feels about King.
- Person vs. Person
- Person vs. Self
- Person vs. Nature
- Person vs. Society
Focus Question # 4
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 meets his second challenge.
4. Conclude with a sentence with a quote showing how Jason feels about King.
An appositive is a noun next to another noun or pronoun that "takes its place" or, technically, defines it.
For instance, in the sentence, "My dog Fido caught the bone," Fido is the appositive for dog.
In the same way, in the sentence, "My teacher, Mrs. Loveridge, made us read six chapters last night," Mrs. Loveridge is the appositive for teacher.
For instance, in the sentence, "My dog Fido caught the bone," Fido is the appositive for dog.
In the same way, in the sentence, "My teacher, Mrs. Loveridge, made us read six chapters last night," Mrs. Loveridge is the appositive for teacher.
Lesson 13 - Chapters 14-15
Visualization
Visualization:
To create pictures in your mind to help you better understand what is going on in the text.
As you read Chapters 14-15, 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.
Group DISCUSS & Sketch Image with Caption to describe your visualization
To create pictures in your mind to help you better understand what is going on in the text.
As you read Chapters 14-15, 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.
Group DISCUSS & Sketch Image with Caption to describe your visualization
Lesson 14 - Chapters 16-17
Focus Question # 5
Describe Jason’s moose encounter and its results.
Answer Plan: What to do
1. Restate the question to introduce the answer.
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 whom Jason blames for being stuck in the cabin.
Describe Jason’s moose encounter and its results.
Answer Plan: What to do
1. Restate the question to introduce the answer.
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 whom Jason blames for being stuck in the cabin.
Lesson # 15 - Chapter 18-19
Readers Theatre - Chapter 19
Focus Question # 6
Based on Chapters 18 and 19, focusing on the dialogue between Jason and Charlie in Chapter 19, what can you infer about the challenges to come?
Answer Plan: What to do
1. Restate the question, providing a general inference about the challenges ahead.
2. Write several sentences about what you can infer about the future for Jason and Charlie.
3. Conclude using a quote to explain why you feel their future is headed in this direction.
Based on Chapters 18 and 19, focusing on the dialogue between Jason and Charlie in Chapter 19, what can you infer about the challenges to come?
Answer Plan: What to do
1. Restate the question, providing a general inference about the challenges ahead.
2. Write several sentences about what you can infer about the future for Jason and Charlie.
3. Conclude using a quote to explain why you feel their future is headed in this direction.
Lesson #16 - Chapters 20-21
Focus for Reading:
Think about the sequence of events leading to the discovery of gold in the Klondike. What role did Henderson and Carmack play in this discovery?
Think about the sequence of events leading to the discovery of gold in the Klondike. What role did Henderson and Carmack play in this discovery?
Lesson #17 - Chapters 22-23
Focus for Reading:
At the end of Part II of Jason's Gold reflect on all of the challenges Jason has had to face on his journey.
At the end of Part II of Jason's Gold reflect on all of the challenges Jason has had to face on his journey.
Jason's Challenges
Questions for Discussion
Click Here for Question and Response Document
Lesson # 18 - Chapters 24-25
Focus Question # 7
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? (hint: build a list of people with whom Jason reunites before you write your answer)
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.
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? (hint: build a list of people with whom Jason reunites before you write your answer)
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.
Lesson #19 - Chapters 26-27 & Author's Note
& Discussion
Mini Lesson:
Introductory Phrases
Lesson #20
Cause and Effect Writing
Narrative Writing
Narrative Writing
We have explored the theme “Looking for one think can lead to finding another.” as we read Jason’s Gold and “Post-it Notes,” and through writing and discussion. We talked about the theme “Looking for one thing can lead to finding another.” as serendipity or making fortunate discoveries when searching for something else.
Write a story about……
· a time when you or someone you know made a fortunate discovery while looking for something else.
· someone you have read about or watched a movie or video about who made a fortunate discovery while looking for something else.
· Write a story with the theme “Looking for one thing can lead to finding another.”
Use the following rubric and checklist as you write and review your story:
CHECKLIST FOR REVISION:
Checklist for Revision:
Checklist for Editing:
Checklist for Proofreading:
Reread your writing. You should cross out or erase any errors you make. You will have as much time as you need.
Peer Editing Questions
Narrative Writing RUBRIC - Click Here
We have explored the theme “Looking for one think can lead to finding another.” as we read Jason’s Gold and “Post-it Notes,” and through writing and discussion. We talked about the theme “Looking for one thing can lead to finding another.” as serendipity or making fortunate discoveries when searching for something else.
Write a story about……
· a time when you or someone you know made a fortunate discovery while looking for something else.
· someone you have read about or watched a movie or video about who made a fortunate discovery while looking for something else.
· Write a story with the theme “Looking for one thing can lead to finding another.”
Use the following rubric and checklist as you write and review your story:
CHECKLIST FOR REVISION:
Checklist for Revision:
- Do I have a clear central idea that connects to the topic?
- Do I stay focused on my central idea?
- Do I support my central ideas with important and relevant details/examples?
- Do I need to take out details/examples that DO NOT support my central idea?
- Is my writing organized and complete, with a clear beginning, middle, and end?
- Do I use a variety of interesting words, phrases, and/or sentences?
Checklist for Editing:
- Have I checked and corrected my spelling to help readers understand my writing?
- Have I checked and corrected my punctuation and capitalization to help readers understand my writing?
Checklist for Proofreading:
- Is everything in my final copy just the way I want it?
Reread your writing. You should cross out or erase any errors you make. You will have as much time as you need.
Peer Editing Questions
- Is the central idea or point of the writing clear?
- Is the central idea or point supported by important and relevant details and 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 conclude with an end that summarizes the point?
- Is the writing interesting with engaging words (including powerful verbs) 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?
Narrative Writing RUBRIC - Click Here