A Guide for Using Where the Red Fern Grows

[Pages:48]A Guide for Using

Where the Red Fern

Grows

in the Classroom Based on the novel written by Wilson Rawls

This guide written by John and Patty Carratello Illustrated by Cheryl Buhler

Teacher Created Resources, Inc. 6421 Industry Way Westminster, CA 92683 ISBN 13: 978-1-55734-400-7 ?1991 Teacher Created Resources, Inc. Reprinted, 2007 Made in U.S.A.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Sample Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Before the Book (Pre-reading Activities) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Book Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Vocabulary Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Vocabulary Activity Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

SECTION 1 (Chapters I through V) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Quiz Time! Hands-On Project--Working For It! Cooperative Learning Activity--Drama on the Street Curriculum Connections--Math Into Your Life--Reading Response Journals

SECTION 2 (Chapters VI through IX) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Quiz Time! Hands-On Project--Time to Train! Cooperative Learning Activity--Let's Find Out Together! Curriculum Connections--Science Into Your Life--Another World

SECTION 3 (Chapters X through XIII) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Quiz Time! Hands-On Project--Paw Prints Cooperative Learning Activity--Track Down! Curriculum Connections--Map Making Into Your Life--Conflict Resolution

SECTION 4 (Chapters XIV through XVIII) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Quiz Time! Hands-On Project--Whoop-Meter! Cooperative Learning Activity--Sharing the Responsibility Curriculum Connections--Art Into Your Life--A Gift of Age

SECTION 5 (Chapters XIX through XX) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Quiz Time! Hands-On Project--Dog Care Cooperative Learning Activity--Special Scenes Curriculum Connections--Social Studies Into Your Life--The Flashback

After the Book (Post-reading Activities) Any Questions? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Book Report Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Research Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Culminating Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Unit Test Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Bibliography of Related Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

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Introduction

A good book can touch our lives like a good friend. Within its pages are words and characters that caninspire us to achieve our highest ideals. We can turn to it for companionship, recreation, comfort, and guidance. It also gives us a cherished story to hold in our hearts forever.

In Literature Units, great care has been taken to select books that are sure to become good friends!

Teachers who use this unit will find the following features to supplement their own valuable ideas.

? Sample Lesson Plans ? Pre-reading Activities ? A Biographical Sketch and Picture of the Author ? A Book Summary ? Vocabulary Lists and Suggested Vocabulary Activities ? Chapters grouped for study, with each section including:

? quizzes ? hands-on projects ? cooperative learning activities ? cross-curriculum connections ? extensions into the reader's own life ? Post-reading Activities ? Book Report Ideas ? Research Ideas ? A Culminating Activity ? Three Different Options for Unit Tests ? Bibliography ? Answer Key

We are confident that this unit will be a valuable addition to your planning, and hope that as you use our ideas, your students will increase the circle of "friends" that they can have in books!

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Where the Red Fern Grows

Sample Lesson Plan

Each of the lessons suggested below can take from one to several days to complete.

LESSON 1 ? Introduce and complete some or all of the prereading activities found on page 5. ? Read "About the Author" with your students. (page 6) ? Read the book summary with your students. (page 7) ? Introduce the vocabulary list for SECTION 1. (page 8) Ask students to find all possible definitions for these words.

LESSON 2 ? Read Chapters I through V. As you read, place the vocabulary words in the context of the story and discuss their meanings. ? Play a vocabulary game. (page 9) ? Ask students to design a plan for working for something they want, and implement the plan! (page 11) ? Work in groups to dramatize the street scene in Tahlequah. A number of variations are possible. (page 12) ? Discuss the book in terms of math. (page 13) ? Begin "Reading Response Journals." (page 14) ? Administer the SECTION 1 quiz. (page 10) ? Introduce the vocabulary list for SECTION 2. (page 8) Ask students to find all possible definitions.

LESSON 3 ? Read Chapters VI through IX. Place the vocabulary words in context and discuss their meanings. ? Play a vocabulary game. (page 9) ? Learn how to train dogs and teach one command. (page 16) ? Research specific things mentioned in the book. (page 17) ? Discuss the book in terms of science. (page 18) ? Discuss the world from another point of view. (page 19) ? Administer SECTION 2 quiz. (page 15) ? Introduce the vocabulary list for SECTION 3. (page 8) Ask students to find all possible definitions.

LESSON 4 ? Read Chapters X through XIII. Place the vocabulary words in context and discuss their meanings. ? Play a vocabulary game. (page 9) ? Make raccoon paws. (page 21) ? Practice making and tracking raccoon prints. (page 22)

LESSON 4 (cont.) ? Discuss the book in terms of mapmaking. (page 23) ? Learn about and apply the techniques of conflict resolution. (page 24) ? Administer SECTION 3 quiz. (page 20) ? Introduce the vocabulary list for SECTION 4. (page 8) Ask students to find all possible meanings.

LESSON 5 ? Read Chapters X1V through XVIII. Place the vocabulary words in context and discuss their meanings. ? Play a vocabulary game. (page 9) ? Have a whooping contest! (page 26) ? Work together to determine how responsibility is shared. (page 27) ? Discuss the book in terms of beauty; do art activity (page 28) ? Interview an older person. (page 29) ? Administer SECTION 4 quiz. (page 25) ? Introduce the vocabulary list for SECTION 5. (page 8) Ask students to find all possible meanings.

LESSON 6 ? Read Chapters XIX and XX. Place the vocabulary words in context and discuss their meanings. ? Play a vocabulary game. (page 9) ? Learn about and practice dog care. (page 31) ? Identify and dramatize special scenes in the story. (page 32) ? Discuss the book in terms of social studies. (page 33) ? Discuss and apply the flashback technique. (page 34) ? Administer SECTION 5 quiz. (page30)

LESSON 7 ? Discuss any questions your students may have about the story. (page 35) ? Assign book report and research projects. (pages 36 and 37) ? Begin work on a culminating activity. (pages 38,39,40, and 41)

LESSON 8 ? Administer Unit Tests: 1, 2, and/or 3. (pages 42, 43, and 44) ? Discuss the test answers and possibilities. ? Discuss the students' enjoyment of the book. ? Provide a list of related reading for your students. (page 45)

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Pre-reading Activities

Where the Red Fern Grows

Before the Book

Before you begin reading Where the Red Fern Grows with your students, do some pre-reading activities to stimulate interest and enhance comprehension. Here are some activities that might work well in your class.

1. Predict what the story might be about just by hearing the title. 2. Predict what the story might be about just by looking at the cover illustration. 3. Find out if students have heard of Wilson Rawls, and if they know anything about

his personal life or his writing. 4. Answer these questions:

? Are you interested in: ? stories that take place in a very rural country setting? - stories which involve a special friendship between a young person and his two dogs? - stories about winning, in spite of great odds? - stories about the devotion of two animals to their master and each other?

? Would you ever: - save nickels, dimes, and quarters for two years to buy two puppies? - be able to walk barefooted for forty miles? - endure the teasing and beatings of other children your age? - trap, kill, and skin animals? - enter a contest that you had little chance to win?

? Have you ever been saved by an animal? Describe your experience in detail.

5. Work in groups or as a class to create your own dog storybook.

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