I. Curricular Framework

Concept:

Separation

Essential Question:

Why does the notion of separation imply change?

Bridge:

Concept Metaphors

Content:

Where the Red Fern Grows

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To connect student's to the experiences of separation in their own lives and the changes that separation brings.

Activity: Teacher conducts guided imagery. Students imagine their best friend is moving away: 3000 miles away. They may never see each other again. They recall memories of their times together. How do their lives change with their friend now gone? Students are encouraged to add images of their own to the teacher's guided experience.

Assessment: Involvement of students in the experience and their contributions to it.

2. Attend: Attending to the Connection

Objective: To analyze the experience of separation.

Activity: Students write a reflective paragraph expressing their feelings when separation occurs. They are encouraged to share their paragraphs with the class in discussion. Teacher extends discussion of separation to elicit other examples from students' lives: divorce, death of a loved one (even a pet), moving from elementary school to middle school, examples from current events. Teacher introduces the book, Where the Red Fern Grows, and the theme of separation which runs throughout the story. Focus is on the bond that forms in relationships.

Assessment: Quality of discussion and relevance of student contributions.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To clarify and deepen the concepts which run through the story.

Activity: In cooperative learning groups, students create verbal and pictorial metaphors: "Separation is..." "Loyalty is..." "Trust is..." Each group member contributes individually; the group creates a chart to include all contributions for display to the rest of the class.

Assessment: Teacher observation of group social skills; depth and quality of metaphors.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To analyze the book for theme; to cite examples of separation and how Billy deals with the death of Old Dan.

Activity: Students read Where the Red Fern Grows. Review the details of the bond between Billy and his dogs. Elicit from students examples of separation in other stories. Small group discussion: Does character influence how different individuals accept/process feelings brought about by separation? Students list Billy's thoughts and actions when Old Dan dies.

Assessment: Small group contributions to large group. Teacher checking for student understanding of novel.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To further explore the aspect of separation as a form of change.

Activity:
1. Whole group lists adjustments people make when separation (change) occurs.
2. In cooperative learning groups, students create a "T" chart: on right side cite changes Billy made to accept the dogs into his life; on the left side changes when they died. Share "T" charts with whole class.
3. Students discuss how adjustments help them cope and continue with healthy lives when change/separation occurs. Share with whole group.
4. Students will each write a letter to Billy concerning the death of his dogs, and another letter from Billy to them.

Assessment: Quality of "T" charts and letters to/from Billy; contribution to whole group.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Refocus on aspects of separation.

Activity:
1. Students will identify one person to interview for personal experiences with separation. They must identify their subject; make an appointment; prepare appropriate questions, including a focus on coping strategies and necessary adjustments.
2. Students will write a personal separation story of their own giving examples from their own lives of how the betrayal of loyalty and trust is a form of separation. A final paper will be prepared comparing their own experiences with those of their interviewee.
Students will choose one project to be done alone or with a team:
1. Select a scene from the novel dealing with separation that would be appropriate for dramatic presentation. Prepare dialogue and practice for sharing with the class.
2. Role play separation and the changes it causes. Portray adjustments which lead to a level of comfort.
3. Create an illustration or collage of separations, adjustment, comfort. 4. Write a paper reacting to T.S. Eliot's statement, "To make an end is to make a beginning."

Assessment: Quality of reflective writing. Quality of project plans.

7. Refine: Refining the Extension

Objective: To extend what has been learned.

Activity: Working alone and in peer groups, students will critique, edit and refine first drafts of projects. Teacher will provide guidance as final drafts are created.

Assessment: On-task behavior of students; quality of project plans and revisions.

8. Perform: Creative Manifestation of Material Learned

Objective: To share what has been learned. To further express feelings.

Activity: Students share final projects with rest of class.

Assessment: Quality of student efforts, written and/or oral presentations.

Assessment, Phase Five,Performance, Creative Use of Material Learned: