WHAT IT TAKES TO SURVIVEWRITING TO SOURCES: THE ARGUMENTTHE BIG QUESTION: SHOULD PEOPLE IN LIFE-OR-DEATH SITUATIONS BE HELD ACCOUNTABLE FOR THEIR ACTIONS?

WHAT DOES IT TAKE TO SURVIVE?

Strategy Action PlanListen actively • Eliminate distractions. For example, leave the drama outside

the classroom and put your cell phone away.• Keep your eyes on the speaker.• Example?

Clarify by asking questions.

• If you are confused, other people probably are too. Ask a question to help your whole class.

• If you see that you are questing, ask a question instead. • I usually explain the directions twice. If you don’t get them, then

ask a HOUSE member. Third time is a charm.• Example?

Strategy Action PlanMonitor understanding

• Notice what information you all ready know and be ready to build on it.

• Ask for help if you are struggling.• Example?

Interact and share ideas.

• Share your ideas and answer questions, even if you are unsure.• Build on the ideas of others by adding details or making a

connection.

WORKING IN YOUR HOUSE PRACTICE ACTIVITY

Take a position: Would you rather be stranded at the top of a mountain, on a deserted island, or in the middle of the ocean?

List your rules: Decide on the rules that you will follow as you work together. For example:

Everyone should participate in group discussions.People should not interrupt.

Apply the rules: Share what you know about survival.

The name of your HOUSE is your group name.Create a communication plan: Decide how you will communicate with each other: Google, email, etc. .

READING STRATEGIES

First Read

NOTICE who the story is about, what happens,

where and when it happens, and why those

involved react as they do.

ANNOTATE by marking vocabulary and key

passages you want to revisit

RESPOND by askingquestions and by writing a brief summary of the

selection.

CONNECT ideas within the selection to what you already know and what you have already read.

PERFORMANCE TASK: SPEAKING & LISTENINGPRESENTING AN ARGUMENT

• These six stories feature people who exhibit different types of strength as they face life-or-death situations.

• After reading The Value of a Sherpa Life, your HOUSE will create a multi-media presentation about strength and survival to answer the question:• Should people in life-or-death situations be held accountable for their actions?

• Begin with page 101 for the basic outline to present your argument. Use your notes collected from each story for support.

• Collaborate and communicate with your HOUSE with each part of the project.

STORIES ASSIGNED:

• The Cost of Survival by Theo Tucker

• The Moral Logic of Survivor Guilt by Nancy Sherman

• The Voyage of the James Caird from The Endurance by Caroline Alexander

• From Life of Pi by Yann Martel

• The Value of a Sherpa Life by Grayson Schaffer

• The Most Dangerous Game by Richard Connell

• A Sound of Thunder by Ray Bradbury

SURVIVAL

• The quest for survival is powerful. It is primitive. What determines who lives and who dies?

THE COST OF SURVIVAL BY THEO TUCKER

• Read the story on your own and pay close attention to how the author presents his argument.

• Follow the directions on page 6 by answering questions on your own notebook paper.

• Complete the vocabulary word network on page 7.

• Complete the summary on page 8.

• We will complete the Launch Activity in class.

• Complete QuickWrite (page 9) after the Launch Activity.

WHAT DOES IT TAKE TO SURVIVE?SMALL-GROUP LEARNING STRATEGIES

• Survival is not always straight forward.

• What is required for survival in one situation may be a detriment in another.

• You will continue to work in your HOUSES to continue your exploration of the concept of survival.

Strategy Action PlanPrepare • Complete your assignments so that you are

prepared for group work.• Organize your thinking so you can contribute

to your HOUSE discussions.• Example?

Participate fully • Make eye contact to signal that you are listening and taking in what is said.

• Use text evidence when making a point.• Example?

Strategy Action Plan

Support others • Build off ideas from others in your group.• Invite others who have tot yet spoken to do

so.• Example?

Clarify • Paraphrase the ideas of others to ensure that your understanding is correct.

• Ask follow-up questions.• Example?

THE MORAL LOGIC OF SURVIVOR GUILT BY NANCY SHERMAN

• Close read: Read the story on your own and make notes, highlight passages and answering questions in the margins. For example, on page 38, is an example of how to close read the text.

• Complete pages 39-41. After completing page 40, in your HOUSE, find & discuss the vocabulary words in the story.

• Work with your HOUSE to come up with a vocabulary strategy that you learned in 8th grade to help you remember words.

• Work together with your HOUSE on page 42.

SPEAKING & LISTENING: PEP TALK

• Read the instructions for the assignment – the pep talk. • With your HOUSE, decide what service organization your pep talk will be geared towards.

• With your HOUSE organize your talk:• One person will do the introduction.

• One person will do the conclusion.

• Remaining HOUSE members will work on the body.

• Decide on a format on how your pep talk will be presented (straight talk, PPT, PREZI, iMovie, music video, etc..)

• The other HOUSES will receive a copy of the evaluation guide to grade your presentation.

THE VOYAGE OF THE JAMES CAIRD FROM THE ENDURANCE BY CAROLINE ALEXANDER

• The BIG question: Can six men sail a small boat into a fierce, icy seas to find help for their stranded Antarctic expedition?

• Review vocabulary on page 58. Then apply the First Read strategy to the excerpt as you read The Voyage of the James Caird, pages 59 – 70.

• Complete page 70 on your own after you read.

• With your House, review and discuss page 70 – 72. Take notes on your own paper.

THE ENDURANCE AND THE JAMES CAIRD IN IMAGES

• BEFORE CLASS:• Review page 74 over Media Vocabulary.

• On pages 75 – 78, apply the First Review strategy (graph on page 74) in the notes section of the photos.

• Complete the comprehension check on page 78 – question #’s 1-3.

• DURING CLASS:

• In your HOUSE, discuss your answers on page 78.

• Discuss and complete page 79 as a house.

HOUSE ACTIVITY: NO NEWS IS GOOD NEWS

• In your HOUSE, create a front newspaper page that includes the following: • A newspaper editorial that favorably describes Shackleton’s leadership, the crew, and

their will to survive. Reinforce the reasoning that Shackleton’s leadership was responsible for their survival.

• Top lead story (will include a claim, series of events, evidence, and vivid language to support your reasoning) and photograph. You can research and find new photos of the trips of the Endurance and the James Caird to support your writing.• Include quotes from crew members that describe the hardships endured by the crew while trying

to survive. Support the claim that the conditions put their lives at risk.

FROM LIFE OF PI BY YANN MARTEL

• The BIG question: Can a young man survive a harrowing shipwreck followed by months in a lifeboat with a surprising traveling companion?

PRE-READING LIFE OF PI

• Look at the concept vocabulary on page 82. There are three words to apply an ‘inside’ word to determine the meaning of the word. Create three boxes and apply this strategy with these three words.

• On the following slide is the First Read strategy. Apply this strategy as you read pages 83 – 90, the excerpt from Life of Pi. Take notes in your margins of the story as you read. Finish page 91 before you come to class.

First Read

NOTICE who the story is about, what happens,

where and when it happens, and why those

involved react as they do.

ANNOTATE by marking vocabulary and key

passages you want to revisit

RESPOND by askingquestions and by writing a brief summary of the

selection.

CONNECT ideas within the selection to what you already know and what you have already read.

LIFE OF PI

• In your HOUSE, discuss page 91. Then move on to page 92. Be prepared with your HOUSE to post #4 and be ready for discussion.

• After posting #4 and discussion, one member from each HOUSE will create a new group. Complete page 93 (complex characters) together. Once each new group has completed this portion, move back to your own HOUSE and share/discuss with your HOUSE members what you have learned.

• Each HOUSE will be assigned a topic on page 95. By working together, write an argument that includes a claim, counterclaim, project plan, and evidence. Complete the chart on the bottom of the page and then write your paragraphs. These will be shared with the class.

THE VALUE OF SHERPA LIFE BY GRAYSON SCHAFFERWhat are the risks to the Sherpas who guide climbers up the tallest mountain in the world?

• Read The Value of Sherpa Life pages 97 – 99 and complete the comprehensive check on page 99 before coming back to class.

• Then in class, collaborate with your HOUSE and discuss page 99. Then, complete #’s 1-3 on page 100 with your HOUSE.

• On page 103, is a digital presentation assignment. Work together with your HOUSE to come up with a project plan as described as well as finding visuals and supporting documentation. Begin documenting your sources on the graph on page 103 and then transition to a works cited page.

REVIEW:

Performance Task: Speaking & ListeningPresenting an argument

PERFORMANCE TASK: SPEAKING & LISTENINGPRESENTING AN ARGUMENT

• These six stories feature people who exhibit different types of strength as they face life-or-death situations.

• After reading The Value of a Sherpa Life, your HOUSE will create a multi-media presentation about strength and survival to answer the question:• Should people in life-or-death situations be held accountable for their actions?

• Begin with page 101 for the basic outline to present your argument. Use your notes collected from each story for support.

• Collaborate and communicate with your HOUSE with each part of the project.

REVIEW EVIDENCE FOR ARGUMENT

• Before working with your HOUSE, review page 125 and complete the page before coming to class.

• As a HOUSE, discuss page 126. The pre-writing will be writing out to organize your thoughts and your notes. Look at page 127 to make sure you have all of the components of an argument in your notes by reviewing the evaluation rubric.

• The final project will be a digital presentation to the class. Follow page 128 for the guidelines as well as reviewing the evaluation rubric before your HOUSE presents to the class.