LEARN NC

K–12 teaching and learning · from the UNC School of Education

Literature Lamps: The Weirdo

Literature is tied to an integrated curriculum for student success. Emphasis is on reading and communication.

A lesson plan for grade 8 English Language Arts and Social Studies

By Wendy Sirias

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Related topics

Legal

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Learning outcomes

Students will:

  • read The Weirdo by Theodore Taylor prior to this lesson.
  • gain a better understanding of bears’ rights and hunters’ rights.
  • research the issue, and take a stand for or against hunting bears in North Carolina.
  • use three references in their project, including one electronic reference. They must keep documentation of their reference materials to prepare a bibliography.
  • complete a computer generated project using a variety of technology tools for research, production, and demonstration.
  • prepare a bibliography.
  • computer generated sign showing support or protest on this issue.

Teacher planning

Time required for lesson

8 hours

Materials/resources

The Weirdo by Theodore Taylor

Technology resources

Internet and/or electronic access, word processing software.

Pre-activities

Have students make predictions while examining the first few pages of the book.

  • When did this story take place?
  • Where does the story take place?
  • How would you feel if you were called a weirdo?
  • The cover has the words “enter if you dare”. How does this make you feel?
  • Predictions about upcoming events are encouraged throughout the reading.

Activities

Research bears and hunters’ rights in the United States, focusing on the state of North Carolina. You can gather information on bears, their habitats, and if they are endangered. Also, look into hunters, their history, and rationale.

Use at least three references in your study. Include at least one electronic reference. Record all the bibliographical information about your reference materials including title, author, publisher, date, and page numbers.

Directions:

  1. Everyone will finish reading The Weirdo so they can begin their research on bears and hunters’ rights.
  2. Write a report using at least three references, one of which must be an electronic source.
  3. Include a bibliography with your report.
  4. Use the spell-check feature to check your computer report.
  5. Use one of the computer software programs for your sign.

Required products:

  • A word-processed report taking a stance pro or con hunting bears in North Carolina.
  • An original, computer-generated sign reflecting your stance on hunting bears.
  • A bibliography with information accurately recorded.
  • Work checked using spell check.
  • File named and saved for computer generated report and sign.

Optional activities might include:

  • A debate on the issues of hunters versus bears rights.
  • A map or picture showing the bears location or habitat.
  • Creating a different ending to the story.

Assessment

Students will share their final products with the class. Report reflects thorough research, is well written, and has good organization. Report is error free, since spell check is required.
The references in the bibliography are complete.

Supplemental information

None.

Related websites

N/A

Comments

None.

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 8

  • Goal 9: The learner will explore examples of and opportunities for active citizenship, past and present, at the local and state levels.
    • Objective 9.01: Describe contemporary political, economic, and social issues at the state and local levels and evaluate their impact on the community.

Computer Technology Skills (2005)

Grade 8

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.16: Use multimedia terms/concepts correctly to describe and explain projects/products. Strand - Multimedia/Presentation
    • Objective 1.17: Recognize, discuss, and establish ethical guidelines for use of personal and copyrighted media (e.g., images, music, video, content, language) in multimedia projects and presentations as a class/group. Strand - Multimedia/Presentation
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.06: Select and justify use of appropriate collaborative tools to survey, collect, share, and communicate information in content areas. Strand - Telecommunications/Internet
  • Goal 3: Select and use a variety of technology tools to collect, analyze, and present information. Strand - Societal/Ethical Issues
    • Objective 3.07: Plan, design, and develop a multimedia product using data (e.g., graphs, charts, database reports) to present content information. Strand - Multimedia/Presentation

English Language Arts (2004)

Grade 8

  • Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
    • Objective 1.03: Interact in group activities and/or seminars in which the student:
      • shares personal reactions to questions raised.
      • gives reasons and cites examples from text in support of expressed opinions.
      • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • recognizing the characteristics of informational materials.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences.
      • generating questions.
      • extending ideas.
    • Objective 2.02: Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by:
      • determining purpose, audience, and context.
      • understnaing the focus.
      • recognizing and/or choosing a relevant topic.
      • recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience.
      • evaluating information for extraneous detail, inconsistencies, relevant facts, and organization.
      • researching and organizing information to achieve purpose.
      • using notes and/or memory aids to structure information.
      • supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources.
      • noting and/or citing sources used.
      • recognizing the use of and/or employing graphics such as charts, diagrams,and graphs to enhance the communication of information.