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Grade: Middle
Subject: Literature
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This lesson is an innovative way for students to review after reading Armstrong's novel, Sounder. This unit includes the literary scavenger hunt for students to complete. Teachers do not have to have the students compete with each other for a prize. Teachers should be able to supply clues to the students in order to provide assistance and any needed accomodations. My students enjoyed this activity and found it useful in studying for their end of unit exam.Subject: ____Language Arts________ Date: _____Spring 2008___________
Teacher: ____Mari Noorai_________ Topic: ___Review Lesson on Sounder
Standards:
8-1.3: Interpret devices of figurative language (including extended metaphor, oxymoron, and paradox).
8-1.4: Analyze a given literary text to determine its theme.
8-1.5: Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.
8-1.6: Create responses to literary texts through a variety through a variety of methods such as written work, oral presentations, media productions, and the visual and performing arts/
8-1.7: Carry out independent reading for extended periods of time to derive pleasure.
8-3.3: Interpret the meaning of idioms and euphemisms encountered in texts.
8-3.4: Interpret the connotations of words to understand the meaning of a given text.
Performance Objective: (Learning and behavior)
Students will be reviewing Armstrong's novel Sounder at the end of the unit on the novel. Students will use this scavenger hunt to help them review for their unit test. Students will use their notes to help them reread through the novel in order to answer the questions. Students will work independently. Students will stay on-task because they are competing with each other to complete the scavenger hunt first in order to receive the prize.Activity Description of Activity and Setting Materials and Time
I. Focus and Review (establish prior knowledge) 12-15 min
Students will share their final thoughts on the novel that they recorded in their journal. Students will also discuss why they decorated the cover of their journal to reflect what they considered significant from the novel. Students will turn in their journal to be graded.
Materials: Copies of the Hunting Through Sounder handout, prize for fastest student, copies of the novel, and pencils.
II. Statement (inform) of Objectives
Students will recall their final thoughts on the novel. Students will analyze the novel to discuss how they decorated the cover of their journals. Students will apply their knowledge of Sounder to the scavenger hunt worksheet. Students will evaluate the novel with their knowledge of literary devices and other Language Arts skills. Students will review the novel in order to aid them in studying for the end of unit test.
III. Teacher Input (Present: Tasks, Information, Guidance) 2-3 min
The teacher will distribute copies of the scavenger hunt worksheet. The teacher will have the students infer about the significance of this activity since this novel is about a boy and his hunting dog. The teacher will discuss the rules of this activity. The teacher will remind the students that this is an independent activity and that they can use their notes and novel to answer each question. The teacher will remind the students that they can only ask her for assistance and clues as needed.
IV. Guided Practice (Elicit Performance) 3-5 min
Students will read through the scavenger hunt and ask any questions. Students will also review their notes to help them prepare to begin this literary activity worksheet.
Assessment and Feedback
Students will be informally assessed on how they stay on-task, working through the scavenger hunt. Students will be formally assessed on how they complete the literary scavenger hunt. The teacher will grade this activity as a quiz since the students will be using this as a review for their upcoming exam. Students will also be formally assessed on their journal which will count as another quiz grade in the unit.
V. Independent Practice, Seatwork/homework (Retain and Transfer) 25-30 min
Students will carry out the literary scavenger hunt. The teacher will monitor and assist students as needed. The teacher will give additional assistance to students who require it.
VI. Closure (Plan for Maintenance) 1-2 min
Students will be reminded that they will be having their end of unit test in two class sessions from today. Students will need to come up with any final questions on Sounder to bring to the next class meeting. Students will share final thoughts. The teacher will distribute the prize to the winner and collect all the scavenger hunt worksheets.
Name ___________________
Date _____________Hunting through Sounder
Instructions: Your task is to take a hunting trip through Armstrong's Sounder. You can follow the clues provided to find all the items on this literary scavenger hunt. The first to complete this task will receive a special prize because he or she is an excellent tracker, like good ole Sounder.
1.You will begin your mission in chapter one.
a)How do we know that Sounder, at least to the boy, is a royal dog?
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b)Where did the father get Sounder from?
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c)What is the metaphor about Sounder and his special bark?
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d)What word, which gets repeated three times, is an example of onomatopoeia?
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2.Following the scent of your prize, move to chapter two.
a)What is the simile does the narrator use to describe the Sheriff's handcuffs?
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b)Explain the phrase that the boy misunderstands.
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c)What is the allusion made in reference to Sounder?
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d)What does the father warn the boy about exploding?
____________________________________________________________________________________________________3.Now that you have reached chapter three, speed up but stay quiet, Sounder, you have a ways to go.
a)Before the boy could finish something, he was looking for Sounder. What did he not finish? ____________________________________________________________________________________________________
b)The mother's life is one of routine. What is done every Monday?
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c)What is an example of visual imagery to describe where the boy imagines Sounder's body might be? __________________________________________________4.Chapter four is very important, so follow the hints closely.
a)What is the "speck" that the boy watches grow?
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b)According to the mother, what must the boy learn to do?
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c)What is the metaphor used to describe the red-faced man?
____________________________________________________________________________________________________5.You are over half way there, but have you reached the climax? No, so keep going in chapter five.
a)What does the boy not meet on his way home?
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b)Watching the "red glow" makes the boy imagine what?
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c)What is the oxymoron or two opposite words paired together to describe Sounder?
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d)Where does the mother get most of her information about the prison camps?
____________________________________________________________________________________________________6.The end is near because you have now come to chapter six.
a)Who else besides the boy is lost in "lonely dreaming"?
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b)What do the wagons that pass the boy look like?
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c)What is the simile that creates after listening to the wind blow?
__________________________________________________7.Here is chapter seven and also the climax of our novel.
a)True or False: The mother wants the boy to continue looking for his father. _____
b)Explain the scarecrow simile, not metaphor.
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c)How can the boy tell a school from a cabin?
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d)What does the boy have in common with Montaigne?
____________________________________________________________________________________________________8.Now that we have reached the falling actions, finish the race with chapter eight.
a)Who does the mother imagine the boy has met on his last journey?
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b)When does Sounder finally bark?
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* By the way, you should bark too because you finished tracking your prey.
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