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リーディングアカデミー：オオカミ、ツンドラ、そして科学者
この 2 週間、4 レッスンの夏期読書クラスでは、学生はファーリー・モワットの「ネバー・クライ・ウルフ」を読んで話し合います。科学者、原住民、地理学者、著者、オオカミなど、さまざまな視点からモワットの物語を読んで理解しましょう。
この文章は自動翻訳されています
このクラスで学べること
英語レベル - B2+
米国の学年 8 - 11
Intermediate レベル向け
Teacher-Created カリキュラムに準拠
In this class, students will have the opportunity to imagine, speculate, predict, and plan as they read the story of Farley Mowat's adventure on the tundra in Never Cry Wolf. Students will read several chapters before each of the four classes. Each class will begin with a look at some aspects of the story like its location, the indigenous populations found in and around these remote locations, the habits of wolves, multiple perspectives that shape the story, and the scientific approach to the...
4 lessons//2 Weeks
Week 1Lesson 1Chapters 1-6 The Journey BeginsWelcome and introductions. Habits of Good Readers. What is inquiry and what are you curious about? Reading Prep Background on the book and author. Vocabulary geography, bush, perspective, Eskimo, esker Explore what is remote and how do we measure it? Questions about the reading? Discussion: chapters 1-5 Guiding Questions Summary: Tyler’s journey to the Keewatin Barren Lands and setting up camp. Read chapter 6 together.Lesson 2Chapters 7-12 Investigation and Observation on the TundraWelcome Back Reading Prep Vocabulary location, region, place, sense of place, subarctic, Arctic Using maps, orientation, Arctic region of northern Canada. Where and what is the tundra? What characteristics define the tundra? Describe the place where Mowat has set up his base camp for investigating the wolf population. Questions about the reading? Discussion chapters 7-11 Guiding Questions Summary: Mowat’s introduction to the wolf family and his observations. Read chapter 12 togetherWeek 2Lesson 3Chapters 13-19 Native Ways and Multiple PerspectivesWelcome Back Reading Prep Vocabulary native, indigenous, Inuit, Inupiat How is Mowat’s perspective of the wolves changing? How do you think Mike and his family would describe Mowat? What is the native perspective of the wolves? Explore maps. Who are the indigenous people in Mowat’s story? Questions about the reading? Discussion chapters 13-18 Guiding Questions Summary: Mowat’s interactions with Mike and his family Read chapter 19 togetherLesson 4Chapters 20-24 Plants, Animals, and the ScientistWelcome Back Reading Prep Vocabulary taiga, scat Is Mowat a scientist, a storyteller, an author, adventurer, advocate, activist, …? What was the “Supersize Me’ experiment? Describe Mowat’s scientific investigation into why the caribou population was declining? Questions about the reading? Discussion chapters 20-23 Guiding Questions Summary: Mowat completes his assignment by investigating the hunting practices of the wolves and further observations of the tundra. Read chapter 24 together
- Students will develop a love or enjoyment of reading.
- Students will expand their vocabulary.
- Students will develop a better understanding of scientific explorations, indigenous populations, the tundra environment and wolf populations.
I am a licensed teacher in Virginia and Alaska. I have taught secondary social studies for 20 years. I taught AP human geography for 8 years and have worked as a reader for the College Board scoring AP exams for 20 years. I lived in rural Alaska for 5 years working as a teacher. In Alaska, I was responsible for all subjects in both middle school and high school for 3 years. As an educator, I utilize reading, literacy, investigation, imagination, and speculation and other powerful critical thinking skills to support content. I have written curriculum content for districts in both Virginia and Alaska and worked on state level educational committees. I have worked as a content expert for the U.S. Census Bureau and Virginia Geographic Alliance. I have presented professional development for teachers at the national, state, and local level of education. I have traveled as an educator to the Maritime Provinces of Canada, Brazil, and Ecuador. I have also traveled to Puerto Rico, Mexico City, and Finland.
授業以外に週あたり 1 - 2 時間の学習が期待されます
習熟度評価
頻度: 含まれるフィードバック: 含まれる詳細:グレーディング
頻度: 1-2 throughout the class詳細: I include informal observational evaluations looking for understanding, engagement, inquiry, and connections to other learning or situations.
Students need access to the book Never Cry Wolf by Farley Mowat.
One chapter discusses the wolf mating practices which is part of the overall observation of the habits of the wolf. The author references female wolves as bitches. There are a a couple of references to the main character drinking wolf juice, beer and anti-freeze.
I will use various maps or personal landscape photographs as prompt for discussion. International Wolf Center https://wolf.org/original-articles/never-cry-wolf/ Project Remote https://www.projectremote.com/about-us/ The New York Times, Never Cry Wolf, An Arctic Tale https://www.nytimes.com/1983/10/14/movies/never-cry-wolf-arctic-tale.html Alaska Natives.com https://www.alaskan-natives.com/2166/eskimo-inuit-inupiaq-terms-thing/
参加しました November, 2021
教師の専門知識と資格
バージニア 教員免許 社会科・歴史で
修士号 University of Oregonから
Greetings, I am an educator and advocate for literacy and geographic education. I've been teaching in Alaska for the past five years and before this adventure I taught high school social studies in Virginia public schools and at Tidewater...
レビュー
グループクラス
￥100
毎週または￥100 4 クラス分週に2回、 2 週間
75 分
オンラインライブ授業
年齢: 13-18
クラス人数： 2 人-10 人
