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Survival/Abel's Island/Segment 1 of Novel Unit, 8 activities

This is the first segment of a literature study on the book "Abel's Island" by William Steig. This unit is centered around the concept of survival. The instruction involves the student in analysis of all that is involved in what we simply term "survival". It prepares students for situations in their real worlds that are symbolized by events in the novel as well as hopefully increasing their understanding and ability to analyze these situations, break them down and make logical decisions supported by evidence and higher level thinking skills.

This unit is especially appropriate for gifted students, using different models (Bloom, Bruner, Kohlberg) in the lesson formats. It contains intense analysis of passages from the novel and questioning strategies that pull the students into a higher realm of thinking and reasoning.

This first lesson is a combination of an introduction to natural disasters (which is the first major conflict in the book), the start of a diary and analysis of a passage.

A lesson plan for grade 5 English Language Arts

By Courtney Pickett

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Learning outcomes

Overall generalization to be developed in this novel study is:

Survival is dependent upon the ability to adapt to surrounding environmental conditions.

The generalization to be developed in this lesson is:
The quest for survival involves conflicts and frustrations which must be overcome to avoid failure.
Students will:

  • define conflict and frustration and give personal examples.
  • read, listen and interpret data by collecting information in a “web” and discussing. They will expand and enrich their original interpretations through the activities with high order thinking and then compare their “new interpretation” at the end.
  • use resources (including internet) in cooperative group settings for research and support of ideas and thus document their findings.
  • design and create Abel’s sailboat using creative and original materials based on the criteria specified in the passage to be analyzed.
  • create an original “survival guide” listing all the means that one can use in survival situations to deal with physical as well as emotional trauma, based on discussions and activities.

Teacher planning

Time required for lesson

8 Hours

Materials/resources

  • History texts of any kind for research on natural disasters
  • Other books of your choosing about natural disasters
  • National Geographic Vol.194, No.1, July 1998: Article on page 2: Natural Hazards
  • Dictionaries
  • Encyclopedias
  • Materials to create “survival guides” such as:Paper, cameras, word processor programs, coloringimplements, paints, as well as other materials youand students may want to use in a more creative mode.

Technology resources

Internet
Grolier’s Encyclopedia CD Software (optional…to further investigate natural disasters)
LCD Panel (optional if teacher is familiar with using it and wants to conduct some of the activites with it.)

Pre-activities

Day 1 (possibly extending into day 2)

Discuss with students what they think a natural disaster is. Make a list on chart or on the board. Define frustration and conflict. Briefly discuss why these terms are connected to disasters? Break into cooperative groups and have each group explore designated websites on the internet and research disasters from other available resources of your choosing. Students will then brainstorm FRUSTRATIONS and CONFLICTS occurring during natural disasters. Come together as a whole group and discuss. At your option list these on chart paper or collect and prepare a handout for students.

Activities

Day 3:

Activity 1:

Introduce the novel “Abel’s Island” telling students that they will be reading about a disaster that occurs to Abel which changes his way of life. Have students prepare a journal to respond to each chapter according to the frustrations and conflicts apparent in the “disaster” as well as any other personal feelings and response they would like to add.
Assignment: Read Chapters 1 and 2

Note: this book is rich in vocabulary and no extensive vocabulary activities are included in these activities. It is your choice as to how to implement the encounter of new vocabulary. I strongly suggest that you have this prepared and know the content of the book well before beginning this unit.

Activity 2: Briefly discuss the first two chapters.

Key points: What was the main disaster? (Students may disagree on the main disaster. Take all responses with support of WHY.) What are supplementary disasters? Why? How are these disasters affecting the animals? What type of characters are Abel and his wife from what has been revealed so far?
Activity 3:
Tell students that they will continue reading to find out how Abel manipulates his surroundings in order to resolve the conflicts he encounters.
Assignment: Read chapters 3 and 4. Respond in journals.

Day 4 and 5:

Activity 4: “Analysis of Passage” (Use Attachment, “Analysis rtf”.)

  1. Students will read the passage on page 20, 3rd paragraph, “Abel ambled back.…” up to page 24, the end of the first paragraph “Wringing his clothes.…” Instructor will then read it aloud. Students should silently write a few sentences in their journals as to what they feel the overall passage is mainly about. Students will then form into cooperative groups again to interpret the passage using the “Interpretation Web” (Attachment)

    Option: Students can web as a whole group with instructor collecting information on a chart.

  2. Students will discuss their webs by groups, identifying components with justification. Focusing questions:

    KNOWLEDGE BASED:

    • What is this passage about?
    • What feelings are evoked in the reader?
    • What feelings are displayed by the character?
    • What makes you say this?
    • What evidence is there?
    • What are the key words? What does (x) mean?

    COMPREHENSION BASED:

    • How does (x) relate to the passage?
    • …continue questioning on the components of the web having students justify their answers. Ask for elaboration and use a lot of “whys” and “how”.

    APPLICATION BASED:

    • What similar experiences have you had to this passage?
    • What historical events do you know of where decisions had to be made about survival?
    • What decisions were made?
    • What things get in the way of survival? (What conflicts)
    • How are these conflicts dealt with or how CAN they be dealt with?

Day 6:

Activity 5: Further Analysis

  1. Students will write their interpretations of what FRUSTRATION means, what PERSISTENCE means and what SURVIVAL means. Discussion:

    ANALYSIS BASED QUESTIONS

    • What is frustration?
    • Why is Abel frustrated?
    • What occurs as a case of this frustration?
    • What is done to overcome it?
    • Give an example of Abel’s persistence?
    • What consequences does he face if he is NOT persistent?
    • How would Abel interpret survival? How do YOU interpret survival?
    • Why is Abel pleased with his ingenuity?
    • What do you find ingenious in Abel?

    *Note: You can have these questions on chart paper on display before the students when you ask them to respond in their journals at the beginning of the activity. Students could also do this in groups.

Activity 6: SYNTHESIS (Assignment)

Students will create a “Survival Guide” in a creative way involving all of the components discussed above…especially from the Analysis web. Focusing questions:

  • What things get in the way of survival?
  • In what ways can we deal with these things?
  • What possible solutions are there to get rid of the “hindrances” to survival?

*Suggest to the students that before beginning the survival guides, brainstorm list of hindrances and their solutions in survival.

Activity 7:
Here students will evaluate the quality of their thinking of the passage now as compared to their first encounter of it. This is done in a discussion mode, first in small groups with a facilitator taking notes for 10-15 minutes and then culminating into a whole group where the major discussion takes place. The instructor is the facilitator here. Focus Questions:

  • What has happened to your interpretation of this passage from your first reading to now?
  • In what ways has it changed?
  • In what ways has it NOT changed?
  • Eaborate on this statement: “Survival can be difficult.”
  • What was the biggest difficulty in this passage? Why?
  • How did Abel adapt?
  • How does survival relate to adaptation?
  • What sort of adaptation is necessary, especially in Abel’s case?
  • Why must frustrations be overcome? What would happen if they weren’t?
  • How do emotions conflict with the ability to make decisions? …with the ability to make decisions about survival? How can these be overcome?

Assignment: After discussion has ended, hand out attachment,”Generalizationrtf” and ask students to respond thoughtfully in writing to the two generalizations. (Assess according to rubric in Assessment Section.)

Activity 8: (Optional)
This is primarily an extension activity. Students can do this as an outside project using any creative materials they would like or possibly work with partners. *Students will design and create Abel’s sailboat using creative and original materials based on the criteria specified in the passage that was analyzed.

Assessment

Written Assessments:

  1. Completion of Interpretation webs. Criteria: Each component on the web should include at least 5 examples with elaboration. Neatness counts.
  2. Take notes on student discussions. Keep cards with student names so you can call on them at random to get maximum participation.
  3. Rubric for completed “Survival Guides”
    • Neatly organized, either word processed or hand written.
    • At least 3 pictures are included (photos, copies, or hand-drawn).
    • At least 6 examples of overcoming conflict.
    • References are made to Abel’s situation at least 3 times.
    • Creativity

      • Each letter is worth 20 points…teacher discretion used for adaptable scores that don’t meet full criteria.

    • Quality Journal Responses are assessed.
    • Final written interpretation of passage is assessed through a written explanation supporting these two generalizations separately: “The quest for survival involves conflicts and frustrations which must be overcome to avoid failure,” and “Emotions can conflict with endeavors to survive.”
    • Rubric for Written Response to Generalizations
      • Topic sentences are apparent as well as conclusion.
      • At least three examples are given from the novel to support each generalization.
      • Sentences are clear and elaborate.
      • Rough draft is written on given worksheet.
      • Evidence of revision and editing are shown, and a final copy is complete, either handwritten or word processed.

      Each letter is worth 20 points. Individual teacher discretion should be used to adapt to students who do not meet full criteria.

    • No rubric is provided for assessment of Activity 8. Please devise your own assessment for that activity.

Supplemental information

Attachments:

Related websites

“I Survived the Titanic”
http://www.nationalgeographic.com/media/world/9607/titanic.html

“Experiencing a Flood”
http://www.nationalgeographic.com/media/world/9806/flood/flood.html

“Trapped in a Blizzard”
http://www.nationalgeographic.com/media/world/9712/blizzard/index.html

“Wildfire”
http://www.nationalgeographic.com/media/world/9708/wildfire/index.html

“Surviving a Tornado”
http://www.nationalgeographic.com/media/world/9704/tornado/index.html

“Killer Wave! Tsunama”
http://www.nationalgeographic.com/media/world/9610/kwave/index.html

Comments

This is a unit that can be appropriate for grades 4-6 or maybe even 7. I have designed it to teach to AG students. It can be modified in any way. Abel’s Island is a most enjoyable book that relates well to the human condition.

*Note: Always be careful not to have predetermined answers to your questions. Take all responses and THANK all of those responses. Encourage open ended thinking and elaboration. Remember to allow “wait time” between your questions and be aware when one area/discussion is “used up” and students have had enough. Good luck!

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 5

  • Goal 1: The learner will apply enabling strategies and skills to read and write.
    • Objective 1.03: Increase reading and writing vocabulary through:
      • wide reading.
      • word study.
      • word reference materials.
      • content area study.
      • writing process elements.
      • writing as a tool.
      • debate.
      • discussions.
      • seminars.
      • examining the author's craft.
  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.01: Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, question).
    • Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:
      • making predictions.
      • formulating questions.
      • supporting answers from textual information, previous experience, and/or other sources.
      • drawing on personal, literary, and cultural understandings.
      • seeking additional information.
      • making connections with previous experiences, information, and ideas.
    • Objective 2.03: Read a variety of texts, such as:
      • fiction (tall tales, myths).
      • nonfiction (books of true experience, newspaper and magazine articles, schedules).
      • poetry (narrative, lyric, and cinquains).
      • drama (plays and skits).
    • Objective 2.05: Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).
    • Objective 2.09: Listen actively and critically by:
      • asking questions.
      • delving deeper into the topic.
      • elaborating on the information and ideas presented.
      • evaluating information and ideas.
      • making inferences and drawing conclusions.
      • making judgments.
  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • analyzing word choice and content.
      • examining reasons for a character's actions, taking into account the situation and basic motivation of the character.
      • creating and presenting a product that effectively demonstrates a personal response to a selection or experience.
      • examining alternative perspectives.
      • evaluating the differences among genres.
      • examining relationships among characters.
      • making and evaluating inferences and conclusions about characters, events and themes.
    • Objective 3.05: Integrate main idea and supporting details from multiple sources to expand understanding of texts.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.02: Use oral and written language to:
      • formulate hypotheses.
      • evaluate information and ideas.
      • present and support arguments.
      • influence the thinking of others.