Stone Fox Unit

Targeted State Frameworks/Content Standards/Benchmarks:

Reading

2.02 Interact with the text before, during, and after reading, listening, or viewing.

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the conflict and resolution, etc.

2.05 Draw conclusions, make generalizations, and gather support by referencing the text.

2.06 Summarize main idea from written or spoken texts using succinct language.
2.08 Listen actively by facing the speaker, making eye contact, asking questions to clarify the message and gain additional information and ideas.
3.02 Identify and discuss similarities and differences in events and characters within and across selections and support them by referencing the text.
4.02 Use oral and written language to present information in a sequenced, logical manner, discuss, etc.
4.03 Share written and oral products in a variety of ways.
4.04 Use planning strategies (with assistance) to generate topics and to organize ideas.
4.10 Explore technology as a tool to create a written product.
5.01 Use correct capitalization.
5.04 Compose two or more paragraphs with topic sentences, supporting details, appropriate, logical sequence and sufficient elaboration.
5.06 Proofread own writing for spelling and correct most misspellings independently with reference to resources.
5.07 Edit (with assistance) to use conventions of written language and format.
Science
1.01Determine that quantities and qualities of nutrients, light, and water in the environment affect plant growth.
1.02Observe how environmental conditions can determine how well plants grow and survive in a particular environment.
1.04 Determine that new plants can be generated from seeds, tubers, bulbs, and cuttings.
2.01 Differentiate the properties of soil such as color, texture, and capacity to retain water.
2.02 Analyze the ability of soil to support the growth of many plants, including those in our food supply.
2.03 Identify various types of soil: sand, clay, and humus.
Social Studies
1.1Identify attributes of good citizenship
1.2Cite skills of good citizenship
2.1 Distinguish similarities and differences among children at different times and in different places.
2.2 Analyze similarities and differences among families in different times and different places.
2.3 Assess similarities and differences among communities in different times and in different places.

Student Objectives/Learning Outcomes:

Compare and contrast characters in a story.

Recognize the elements of fiction.

Identify problems and solutions.

Present information in a sequence, logical manner

Make a PowerPoint presentation about potatoes.

Create a web page about dog sledding.

Complete the “Front Page News template” (the students will name their newspaper, create a headline. Then they will write a summary, a side story, a classified ad and an advertisement).

Procedures:

Before the students begin the novel, they will discuss the genre of the novel. The teacher will introduce the elements of fiction.

As the students progress through the novel, the teacher will lead the following discussions:

·Problems that are faced and how the problems are, or could be solved.

·Compare similarities and differences between the main characters,

·What the characters learn as the story progresses.

·Predict story outcomes.

·Instances of good citizenship
·Compare families, children and the community in the novel with today’s families, children and communities.

The teacher will teach a lesson about writing summaries. The students will write chapter summaries and a summary in “Front Page News”.(The children may draw a picture and scan it to illustrate the summary or side story.)

The teacher will demonstrate how to create a PowerPoint presentation. The students will work with a partner to create a 4 slide presentation about potatoes.

The teacher will lead a discussion about plant mediums and how to plant a potato. Then the students will work with their group to choose a plant medium and plant a potato. Over a period of time the students will observe the plant growing and compare them to other students’ plants. The students will discuss which plant medium worked best to grow potatoes.

The teacher will demonstrate how to create a “simple” web page.The students will do research on the web and use the information to create a web page about dog sledding.The students will view the sled game to learn about sledding.

http://www.pbs.org/wnet/nature/sleddogs/multimedia/sleddogs-game.html

Approximate Time Needed:

As long as needed to read the novel and complete all the tasks.

Prerequisite Skills:

Prior experience with word processing skills will make the creation of the PowerPoint presentation and the webpage easier.

Materials and Resources Required For Unit

Printed Materials:		A copy of the Stone Fox novel for each child.
Supplies:		Paper, pencil, crayons for rough draft creations.
Internet Resources:		http://www.urbanext.uiuc.edu/veggies/potato1.htmlhttp://www.urbanext.uiuc.edu/veggies/potato1.html http://www.teachervision.com/lesson-plans/lesson-7.html http://www.gardenofpraise.com/lesson.htm http://www.dole5aday.com/ReferenceCenter/R_Home.jsp http://www.ida.net/users/potatoexpo/ http://www.eduplace.com/tview/pages/s/Stone_Fox_John_Reynolds_Gardiner.html http://alfy.lycos.com/arcade/YoungKids/MrPotatohead/index.asp http://www.nancypolette.com/LitGuidesText/stonefox.htm http://www.pbs.org/wnet/nature/sleddogs/game.html http://www.urbanext.uiuc.edu/veggies/potato1.html http://www.pbs.org/wnet/nature/sleddogs/making.html http://www.pbs.org/wnet/nature/sleddogs/sledding.html http://www.pbs.org/wnet/nature/sleddogs/multimedia/sleddogs-game.html
Others:
Accommodations for Differentiated Instruction
	Resource Student:	Extended time and individual assistance by assistant, teacher, or parent volunteer.
	Non-Native English Speaker:	Assistance of interpreter (school personnel or parent). Modified assignments, (in native language when possible).
	Gifted Student:	Create more than one PowerPoint presentation, research a particular type of potato and determine which one would be best for eating, planting, etc., .
Student Assessment:		Observation of input to class discussions. PowerPoint presentation. Webpage design. Front Page News Summaries written. Comprehension tests taken in class.
Key Word Search:		Story genre, elements of fiction, PowerPoint presentations, slides, graphics, sounds, navigation buttons, Web Page design, links, rows, columns, summaries, problems, solutions, compare, contrast.

Unit Author
First and Last Name:	Sheila Lundy
School District:	Iredell-Statesville
School Name:	Sharon Elementary
SchoolCity, State:	Statesville, NC28625

Unit Overview
Unit Plan Title:		Stone Fox
Curriculum-Framing Questions
	Essential Question	When people encounter problems, does it cause them to change in a negative or positive manner?
	Unit Questions	What were the problems encountered in the story? How did the characters change? How did the problems encountered by the characters affect the community? What did the characters learn?
Unit Summary:
The students will complete various activities as they read the novel Stone Fox.

Subject Area(s): Click box(es) of the subject(s) that your Unit targets
Business Education Engineering Home Economics Language Arts Music School to Career Social Studies	Drama Foreign Language Industrial Technology Math Physical Education Science Technology	Other: Other: Other:
Grade Level:Click box(es) of the grade level(s) that your Unit targets
K-2 6-8 ESL Gifted and Talented	3-5 9-12 Resource Other:

Camera Computer(s) Digital Camera DVD Player Internet Connection	Laser Disk Printer Projection System Scanner Television	VCR Video Camera Video Conferencing Equip. Other:

Technology – Software: (Click boxes of all software needed.)
Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM	Image Processing Internet Web Browser Multimedia	Web Page Development Word Processing Other:

Stone Fox Unit Plan

Technology – Hardware: (Click boxes of all equipment needed)