Understanding by Design Unit

Understanding By Design
(Wiggins & McTighe)
Unit Where the Red Fern Grows by Wilson Rawls
Unit Title: Where the Red Fern Grows (Rawls)
Grade Level(s): Grade 6
Subject/Topic Area: Reading and Language Arts

Key Words: theme, connection, relationship, setting, characterization, plot, understanding
Designed By: Laura Dieleman
Time Frame: 2 Weeks (10 Lessons)
Brief Summary of Unit:

This unit consists of a novel study based on the book Where the Red Fern Grows by Wilson Rawls.
Through classroom discussion, journal responses, a promotional poster performance task, and final
assessments, students will demonstrate their factual understandings of the novel as well as their ability
to develop connections to real-life situations. Theme will be a major focus of this unit as students will
be prompted to explore various themes, points of view, and interpretations of the text. New vocabulary
will be presented as part of the student objectives. A unit outline is provided, explaining each days
overview of the unit. As well, four full lesson plans are provided to prompt users of this unit to produce
six other lessons which cohere with the rest of the unit. This unit could definitely be extended for a time
period longer than two weeks. Performance task additions such as literature circles and writing
alternate endings to the novel are recommended.
Stage 1 Desired Results

Established Goals:
This unit based on the novel Where the Red Fern Grows will address and extend the ability of
students to:
Demonstrate understanding of increasingly complex texts by summarizing and explaining

important ideas and citing relevant supporting details (Ontario Curriculum Expectations:
Language, Grade 6: Reading, 1.4, p. 111).
Develop interpretations about texts using stated and implied ideas to support their
interpretations (Ontario Curriculum Expectations: Language, Grade 6: Reading, 1.5, p. 111).
Extend understanding of texts by connecting, comparing, and contrasting the ideas in them to
their own knowledge, experience, and insights, to other familiar texts, and to the world around
them (Ontario Curriculum Expectations: Language, Grade 6: Reading, 1.6, p. 112
Identify their point of view and other possible points of view; determine, when appropriate, if
their own view is balanced and supported by the evidence; and adjust their thinking and
expression if appropriate (Ontario Curriculum Expectations: Language, Grade 6: Writing, 2.5,
p. 115).
Produce a variety of media texts for specific purposes and audiences, using appropriate forms,
conventions, and techniques (Ontario Curriculum Expectations: Language, Grade 6: Media
Literacy, 3.4, p. 119).
Demonstrate an understanding of composition, using selected principles of design to create
narrative art works or art works on a theme or topic (Ontario Curriculum Expectations: The
Arts, Grade 6: Visual Arts, D 1.2, p. 129).
Use elements of design in art works to communicate ideas, messages, and understandings
(Ontario Curriculum Expectations: The Arts, Grade 6: Visual Arts, D 1.3, p. 129).
Desired Understandings
Essential Questions:
Students will understand that
What are the themes of Where the Red Fern
There is a meaning of theme as well

Grows? Are there any which you could apply to
as various categories of theme.
your life? (Example: When is a time in your life
you needed help? Text-to-self connections)
How characters develop friendships
How would you best summarize the text of the

and the significance of those
friendships.
novel Where the Red Fern Grows?
Persistence, along with
What strategies can you use to help you find the

determination is a central theme in
meaning of the word?
the novel, which can be transferred
What is a flashback and how is a flashback used

to ones personal experience in
in the novel Where the Red Fern Grows?
obtaining what they want
How does the big idea of persistence in the novel
A good reader applies strategies as

apply to your life?
they read in order to determine
How can you read and identify key information

meanings of words, as well as
throughout a text?
construct meaning from the text.
Student objectives (outcomes):

Students will know
Key vocabulary words: Dormant, squalling, festered, riffle, limbered, belligerent, foliage,
predicament, jugular, taut, wallowing, wavered, squabble
Key story elements of Where the Red Fern Grows such as: setting, characters, plot, and theme.
How to read and analyze text appropriate for a grade six level
What a flashback is and why authors use this literary element within a story.
Students will be able to
Determine the themes of a story and how the characters respond to the challenges they face.
Determine the relationship between Billy and Little Ann and Old Dan.
Read and comprehend the text independently and proficiently.
Make sense of words within the text.
Interact with each other during group discussions about the text of Where the Red Fern Grows.
Ask and answer questions to build on conversations in a group discussion.
Review ideas and draw inferences and conclusions from group discussions.
Stage 2 Assessment Evidence

Evaluative Criteria
Accurate according to the text
Well crafted
Strong presentation
Good detail
Focus on main theme
Strong connections and inferences
Ability to compare/contrast
Ability to write from a characters

point of view
Students will show their learning by

Performance Task:
Promotional Poster: Where the Red Fern Grows is going
to be made into a new movie. Students have been
assigned to create the promotional poster for this new
movie. Along with the design of the poster, students will
need to include the title and author of the book, a listing
of the main characters and contemporary actors who will
play them, and a paragraph that describes the themes of
the novel. Students will present their movie promotional
posters to the class and show how their posters display a
general theme of the novel.
Other Evidence:
Students will reflect on Where the Red Fern
Grows by writing three journals in total. Students
will have to compare/contrast characters in
Where the Red Fern Grows, make sense of
general themes from the novel, and relate to main
characters (including one response from a
characters point of view).
Understandings of general facts of
the novel
Ability to make meanings of new
vocabulary
Students will show their knowledge by taking a

quiz on factual questions half way through the
novel, as well as completing a final test at the
completion of the unit.
Through classroom discussion, students will
analyze themes, exhibit understandings, and
make meaning of new vocabulary.
In general, students will be self-assessing their
amount of effort put forth and contribution to
class discussions. A self-assessment rubric will be
provided and filled out at the completion of the
unit.
The promotional poster performance task will demonstrate the ability of students to analyze the
general theme of the text (Reading, 1.4) and will extend their understanding of the text by connecting it
to the world around them (Reading, 1.6). Using graphic design tools on the computer or by hand,
students will design a promotional poster, connecting visual art and media to this language arts unit
(Media Literacy, 3.4; Visual Arts D1.2 & D1.3). Other Evidence such as classroom discussions,
journal responses, a unit quiz and test will display students ability to develop interpretations about
texts (Reading, 1.5), identify points of view (Writing, 2.5), and extend understanding by connecting,
contrasting, and comparing ideas (Reading, 1.6). If this unit was extended for more than two weeks,
literature circles would be a wonderful addition to the unit, further extending the various objectives in
stage 1.
Stage 3 Learning Plan

(Part A)
Summary of Key Learning Events and Instruction
Lesson 1 (Lesson Plan Provided)
- Pre-assess: Use K-W-L to assess students prior knowledge and identify further studentidentified learning goals for the unit
- Introduce novel by having a guest speaker come in and speak about his/her hunting dog and
how it was trained
- Pre-reading activities: Answering discussion questions as a class (text predictions and
inferences) as well as in a think-pair-share format
- Class instruction for unit as a whole as well as package of worksheets; chapters I & II of the
novel are assigned to be read for next class next class more specific tasks and questions will
be addressed
Lesson 2
- Pre-asses: Students are numbered off into groups and are instructed to develop, as a group, a
summary of chapters I & II and draw a prediction of what they think will happen in the novel. A
member from each group then shares with class their groups summary and predictions.
- The class will listen to chapters III-V on the audio disk of Where the Red Fern Grows together
(equipping students, tailoring for individual traits, and organizing things) Differentiated
Learning
- Class instruction for independent assignment: reading chapters VI & VII for next class
- For acquisition as well as understanding, specific vocabulary words from chapters I-V will be
reviewed
- For clarity purposes, assignments in package of worksheets will be reviewed scoring rubrics
will be reviewed for final performance task, journal responses, self-assessments, and class
participation
- Opening question: text-to-self connection (preparing students for transfer)
- Learning Event: lesson on characterization & application to every-day life (summary of
chapters I-VII of novel)
- Class instruction to fill out graphic organizer, which later is completed together as a class for
the purpose of acquisition as well as understanding (teacher provides graphic organizer and
prompts students)
- Independent Activity: working on a point-of-view journal response
- Chapters VIII-X are assigned to be read independently for next class to save time
- Conclusion and re-assessment: adding to the K-W-L chart
Lesson 4
- Hook/Pre-assessment: Who has heard of the word theme before, and how could you describe
theme?
- Begin by reviewing chapters I-X of the novel, specifically themes, by splitting class into groups
to identify any main themes this provides students with opportunities to rethink big ideas of
the novel
- Organizational Element: remind students of content quiz next class (chapters I-X)
- Time for reflection: the rest of the class will be spent writing; students will complete journal #2
about what they believe a theme really is, and what major themes could consist in this novel.
This is quite open-ended, and students are encouraged to connect any themes from the novel to
themes in their lives
Lesson 5
- Content quiz is given (see quiz attached) for the purpose of assessing students factual
knowledge of the novel so far
- Students are encouraged to keep reading the novel (chapters XI - XIV) independently if they
complete the quiz before class time is finished
- Opening Question: Making predictions of what will happen in the raccoon hunting competition
- Learning Event: The use of Venn diagrams to compare/contrast Old Dan & Little Ann; thinkpair-share technique is used to promote independent thinking and class discussion (teacher
provides Venn Diagram and prompts students)
- Organizational Element: review requirements for final performance task (promotional poster)
with a question time
- Class instruction for independent assignment: text-to-self connection for journal response, as
well as silent reading of chapters XV to XVII
- Conclusion & Re-assessment: adding to the K-W-L chart
Lesson 7
- Hook: A brief competition between students answering specific questions from the novel
- For the purpose of differentiated learning, chapters XVIII-XX are listened to, as a class, on the
audio disk
- For acquisition as well as understanding, specific vocabulary words from chapters X-XX will
be reviewed
- Clarity/Organizational Purposes & Conclusion: explanation of what will happen in the next
three days of the unit: discussion groups, promotional poster work period, and unit test

-Hook: General question about what individual students thought about the ending of the book
-Class instruction for jigsaw technique class is expected to turn to discussion questions and discuss
with similar group members before teaching and leading discussions in new groups
-Review and reminder of independent work which needs to be completed
Lesson 9
-Pre-assess: any questions about themes of the novel or ideas for promotional poster
-Review & acquisition: quick review of the K-W-L chart
-computer lab is booked for a class period to use graphic programs OR students can create their posters
by hand (differentiated learning)
Lesson 10
-Unit test and all assignments are handed in for the purpose of assessment (rubrics attached)
-students are required to fill out and hand in their self-assessment page as well
Learning Plan
(Part B)
Student Activities
Lesson Title
Main Goal of Lesson
*1. Where the

Red Fern
Grows: An
Introduction
(Detailed
Lesson Plan is
Provided)
Introductory Lesson:
Introduction of novel
and author as well as a
minimal introduction to
assignments; goal is to
draw inferences about
the novel before
starting to read it and
provide a general
introduction of what is
expected.
This lesson is a
continued introduction
of the novel where
students will learn in a
new way: by listening
to the audio version of
the novel
-Main goal of this
lesson is to engage
students in the novel
and to begin a routine
of reading and thinking
about the deep and big
questions/themes of the
novel
Pre-reading activities with

class to stimulate interest
and enhance
comprehension thinkpair-share activity; hook
will consist of a surprise
visit from a hunting dog
and its owner with a brief
introduction of the jobs of
hunting dogs.
-K-W-L chart
-students, in groups, will
summarize chapters I & II
and draw predictions
-group sharing and
discussion
-chapters III-V are
listened to as a class on
the audio disk
-review of important
vocabulary from chapters
I-V
-explanation and review
of rubrics in package of
worksheets and general
explanation of
assignments
Students will be assessed by

the teacher in their
contribution to class
discussions, but will also be
instructed to self-assess
throughout the unit and fill
out a rubric at the completion
of the unit beginning next
class.
*3. Billy
Colman: An
Analysis
(Detailed
Lesson Plan is
Provided)
-Main goal of the

lesson is to analyze the
main character of the
novel, and write a
point-of-view reflection
of him after analyzing
his personality using a
graphic organizer
-types of characters and
characterization is a
main theme of this
lesson
-opening question with

class discussion
-active participation in
lesson about
characterization
-fill out graphic organizer
and then work on it
together as a class
-work independently on
journal response
-adding to the K-W-L
chart
Assessment will once again

be based on amount of class
participation and effort put
forth
-the graphic organizers and
journal responses will be
handed in at the end of unit
with package of worksheets
and all assignments; they
will be assessed as an
indication for amount of
students effort
Lesson Title
Main Goal of Lesson
Student Activities
2. Where the
Red Fern
Grows: A
Continued
Introduction
Form of Assessment
The teacher must assess the

ability of groups to
summarize and make
predictions about the first
two chapters of the novel
-Standards for assessment
and rubrics will be explained
in detail during this lesson
-Students will continue to be
assessed by their contribution
to class discussions
Form of Assessment
4. Theme in
Where the Red
Fern Grows
-Main goal of this

lesson is to identify the
meaning of theme
and discover what types
of themes are prevalent
in the novel so far
-discussion of the word

theme; class is divided
into groups to discuss
themes throughout the
novel (chapters I-X)
-journal reflection #2
(independent work)
students must write about
theme and how it
applies to the novel so far
-students will be assessed on

their understanding of the
lesson in their journal
responses they will be
assessed on understanding of
theme and application to
the novel
-class participation in groups
will continue to be evaluated
5. Mid-Novel
Assessment
-The goal of this lesson

is to assess how well
students are
understanding the novel
in general; students will
be tested with a short
quiz
-complete quiz (short

answer, multiple choice,
true & false)
-continue to read chapters
XI -XIV for next class
-quiz attached will be given

to assess students general
knowledge of the novel; big
questions and themes will
not be assessed in this quiz
*6. Old Dan &

Little Ann:
Similar, but
Different
(Detailed
Lesson Plan is
Provided)

is to use Venn diagrams
to compare and contrast
two main characters
(dogs): Old Dan &
Little Ann. This lesson
will also address any
questions students may
have about the final
performance task
-the journal response
will help students make
text-to-self connections
-opening question with

class discussion
-active participation in
lesson about Venn
Diagrams
-think-pair-share time
using Venn Diagrams in
package of worksheets
-work independently on
journal response
-add to the K-W-L chart
-as the teacher is circling the

classroom, watch for class
participation and effort put
forth during think-pair-share
activity
-assess the ability of students
in opening question to make
predictions about the novel
-Venn diagrams and journal
response will be assessed at
the completion of the unit,
handed in with package of
information
7. Reflecting &
Predicting

is to complete the
reading of the novel, in
order to prepare for
next class discussion
on main themes and big
ideas
-the acquisition and
understanding of new
vocabulary in the
second half of the novel
is a learning goal
-brief competition
between students as an
opening activity
answering factual
questions about the novel
so far (also prepares them
for unit test)
-listening to chapters
XVIII-XX of the audio
disk to complete the
reading of the novel
-review of important/new
vocabulary terms as a
class
-the brief opening

competition will give the
teacher an idea of how well
students know facts about the
novel
-assess students class
participation and attentive
listening to the novel
-assessment of individual
students understandings of
vocabulary during class
*8. Where the

Red Fern
Grows:
Themes &
Questions
(Detailed
Lesson Plan is
Provided)
-Goal of this lesson is

to use a jigsaw
technique to discuss big
ideas and themes which
prevail in this novel as
a class
-students will teach
each other and lead
discussions
-students will be assessed, as

the teacher observes groups,
how they are participating
within their groups
-class participation and roles
of leadership within groups
will be assessed
9. Promotional
Poster Time!
-Main goal of this

lesson is to provide
students with a work
period opportunity to
start their final
promotional poster
performance task
-brief general opening

question about what
individual students think
about the opening of the
book
-jigsaw technique lets
students discuss important
themes & ideas, then
teach other students and
lead discussions
-review and reminder of
work which needs to be
completed
-students have an
opportunity to work on
their promotional posters,
as well as to ask questions
about themes from the
novel
-review of K-W-L chart
-no assessment, other than

students work habits, will
take place during this work
period this period is for the
students to catch up on
assignments rather than
assessing them
10. Where the

Red Fern
Grows: A Unit
Test
-Main goal of this

lesson is to assess what
students have learned
throughout the unit as a
whole through a unit
test
-All assignments
including journal
responses, selfassessments,
promotional poster
work, etc. are due
-Students will complete

the unit test and have all
their assignments
complete and ready to
hand in for assessment
-a large amount of the

assessment for this unit will
conclude this lesson; the unit
test and package of
worksheets, including the
promotional poster will all
play a large role in
determining students final
unit mark
Where the Red Fern Grows (Rawls): Reading/Language Arts Unit

Lesson #1: Where the Red Fern Grows: An Introduction
Date: October 1, 2015
Grade: 6
Duration: 60 Minutes (This introductory lesson will be longer because of the guest speaker)
1. Hook; brief introduction to novel
2. Guest speaker brings in a hunting dog and speaks
3. Housekeeping distribute novels and package of worksheets
4. Brief class discussion with pre-reading activities
5. Class instruction for reading
6. Conclusion
The general focus of this lesson will be an introduction to the novel. Since it is an introduction, a guest
speaker with a hunting dog will be brought in to give a short introduction to how hunting dogs operate.
Since theme is a major concept introduced in this unit (see essential questions & desired
understandings), inferences about main themes of the novel will be drawn during pre-reading
activities.
Curriculum Connections
Ontario Curriculum Expectations
Students will:
Through a class discussion and pre-reading activity to stimulate interest and enhance comprehension,
students will be developing general interpretations about the text before reading the novel.
Learning Goals
The student will identify personal inferences about the text before starting to read the novel
The student will discover the role of hunting dogs and analyze how that may connect to a theme
of the novel
Evidence of Learning/Understanding
Evidence of learning/understanding will take place in classroom discussion of what a theme is, as well
as pre-reading activities. Since this is an introductory lesson, no assessment will take place of learning
occurring, other than participation in class discussions and the ability to develop interpretations about
the text before reading the novel. Students will be instructed to self-assess throughout the unit. Rubrics
are attached for the self-assessment of students, as well as a rubric for the teacher to fill out based on
the amount of classroom participation of each student. The teacher will observe who is participating in
class discussion throughout the unit as a whole and should be making notes about the observations of
students. When the general outline and expectations of the unit are provided, students will be made
aware of their requirement to participate as part of their mark.
Materials and Resources

Students will be provided with a package of worksheets during this introductory lesson, all of which
are attached. There must be enough packages of worksheets photocopied for the class. Ideas used for
worksheets provided are cited in a reference list at the end of this unit. Enough copies of the novel must
ready to be used by each student in the class. *Prepare Powerpoint slides for discussion question
time and think-pair-share time*
- A Guide for Using Where the Red Fern Grows in the Classroom by John and Patty Carratello
(2001, Teacher Created Materials, Inc.) is a wonderful resource to use, providing extra materials
to hand out in students packets of worksheets.
- Barbara Lindes Unit Plan of Where the Red Fern Grows (http://mskellypace.wikispaces.com/file/view/where_red_fern_grows
%202.pdf/503838304/where_red_fern_grows%202.pdf) is full of study guide questions which
can be used by the teacher and students in discussion groups
The Learning Plan
Introduction to Lesson
Hook K-W-L chart written on board; asking students what they already know and want to know
about country life, dogs, and hunting. This chart will stay up as the unit unfolds, as acquired facts and
big ideas are recorded on the chart under the Learning section. There is a brief introduction to the
novel, as well as an announcement of a surprise guest coming in.
The Procedure
1. Hook (K-W-L chart) and introduction to novel introduction will consist of a short summary of the
book and the authors life (10 Minutes); surprise announcement of guest speaker
2. Guest speaker with hunting dog comes in and speaks about how to train hunting dogs and the jobs
which they fulfill (15 Minutes)
3. Thank you to the guest speaker; as he is leaving there is a time of distribution of novels and
worksheets (5 Minutes) Announce that the package of worksheets will be explained in more detail at
the end of this class.
4. Pre-reading activities:
- Discussion questions (attached) which can be chosen from; some of the questions will be asked
directly to the class and the reflective ones (at the bottom of attached sheet) will be reflected on using
the think-pair-share technique. Individuals will quietly reflect on and think of answers to the personal
reflection questions. They will then share their opinions with partners, and a class discussion will
develop where groups can raise their hands and share with the class. *Questions will be on the
Powerpoint* (15 Minutes)
5. Class instruction for reading: This unit will be one which consists of quite a bit of independent
reading. You will be given some free time in class throughout the day to read assigned chapters, so
dont expect too much reading to be completed at home, IF you use your time wisely in class. Feel free
to look through the package of worksheets which were distributed. We will be focusing a lot on major
themes throughout this unit, which we will discuss next class, as well as the use of some new
vocabulary. Next class I will explain the rubrics which are attached, as well as journal responses and a
final project which are expected.
(Reason for leaving this till next class is so that students will not be too overwhelmed with all this new
information).
For next class, you are expected to read chapters I & II of Where the Red Fern Grows (write this down
on board). Any Questions? (10 Minutes)
6. Conclusion
Students are reminded of the K-W-L chart which they contributed to at the beginning of class. They
are questioned about what they learned from the guest speaker and are reminded to read the first two
chapters of the novel for next class (5 Minutes).
Independent Practice or Activity
Simply for the first lesson, students are asked to independently read the first two chapters of the novel
for next class. However, more independent work will be coming in the future.
Differentiated Learning/Accommodations
During the class as a whole, the teacher will be observing which students work well in class
discussions, and which students prefer to work independently. She will be observing whether the thinkpair-share technique works well and if students seem interested in the hunting dog theme as a whole.
Further techniques of teaching for lessons in the future will be based on these observations.
Students who have a difficulty in reading could be encouraged to listen to the audio version of Where
the Red Fern Grows privately.
Educators Reflection
Questions to consider:
Did students seem interested in the guest speaker and what he/she had to say about hunting
dogs?
Did the classroom discussion form of teaching work well? What about the think-pair-share
technique? Did students stay on task?
What adjustments should I make the next time I teach this lesson?
Are there any learning outcomes that have emerged in this lesson that I did not expect?
Pre-Reading Activity
Where the Red Fern Grows
Before the Book

Before your class begins reading Where the Red Fern Grows, here are some possible pre-reading
discussion questions to stimulate interest and enhance comprehension.
Predict what the story might be about just by hearing the title.
Predict what the story might be about just by looking at the cover illustration.
Find out if students have heard of Wilson Rawls, and if they know anything about his personal
life or his writing.
Answer these questions:

o Are you interested in:
Stories that take place in a very rural country setting?
Stories which involve a special friendship between a young person and his two
dogs?
Stories about winning, in spite of great odds?
Stories about the devotion of two animals to their master and each other?
o Would you ever:
Save nickels, dimes, and quarters for two years to buy two puppies?
Be able to walk barefooted for forty miles?
Endure the teasing and beatings of other children your age?
Trap, kill, and skin animals?
Enter a contest that you had little chance to win?
o Have you ever been saved by an animal?
Describe your experience in detail.
Self-Assessment Rubric
Name_________________________
Unit: Where the Red Fern Grows (Rawls)

Grade: 6
Please circle, to the best of your ability, the various places you believe you best fit in this rubric
throughout this language arts/reading unit.
Level 4
Level 3
Level 2
Level 1
Very Good
Good
Satisfactory
Needs
Improvement
Work Habits
Class time was used Class time was
Class time was
Class time was
wisely; I kept up
generally used
sometimes used
rarely used wisely;
with my assigned
wisely; most of the wisely; I
I didnt often keep
readings and stayed
time I kept up with sometimes kept up up with readings or
on task all the time.
readings and stayed with readings and
stay on task. I
My assignments
on task. My
stayed on task. My didnt hand in my
were organized and
assignments were
assignments were
assignments or
handed in when due. organized and
kind of organized.
handed them in
handed in.
very late.
Contribution to I often contributed to Most of the time I
Once and a while,
I never contributed
Class
class discussions and contributed to class but not often I
to class discussions
Discussions
shared ideas. I
discussions and
would contribute to or discussed the
worked well with
shared ideas. I
class discussions or novel with other
people around me
usually discussed
conversations
students around
during discussions.
with people around around me about
me.
me.
the novel.
Journal
My journal
My journal
My journal
I rushed through
Responses
responses were
responses were
responses were
my journal
thorough and
completed
completed, but I
responses or didnt
thoughtful,
generally well, and didnt put much
complete them.
connecting themes
I put a moderate
thought into them. I
from the novel to my amount of effort
did end up handing
life. The four journal into them. The
them in, though.
responses were very journal responses
complete.
were complete.
Promotional
Poster
Lots of effort was

put into the
promotional poster
and I displayed a
main theme of the
book in the poster.
The poster is
organized and
creative.
Class Participation Evaluation

Grade: 6
Effort was put into

the promotional
poster and I tried to
display a theme of
the novel in it. The
poster is generally
organized and
creative.
Some effort was

put into the
promotional poster,
but I didnt really
display a theme
from the novel. The
poster isnt too
organized or
creative.
The promotional
poster was either
not finished or
finished in an
unorganized,
uncreative way. No
theme of the novel
is displayed.
Key Vocabulary Terms

Grade: 6
*Be sure to review these key vocabulary terms, some of which we will be addressing in class. You may
be tested on vocabulary from the novel at the conclusion of this unit, but only words which we talked
about as a class.*
SECTION 1
SECTION 2
Chapters I-V
Chapters VI-IX
Allotted
Aromatic
Canebrakes
Dormant
Drastic
Festered
Quavering
Squalling
Bulldogged
Gouge
Jarred
Limbered
Querying
Wiley
Winced
SECTION 3
SECTIONS 4 & 5
Chapters X-XIII
Chapters XIV-XX
Belligerent
Clambered
Leering
Predicament
Riffle
Berserk
Dabbing
Entrails
Foliage
Jugular
Salve
Sidled
Taut
Wallowing
Leeward
Lithe
Squabble
Sinews
Wavered
Promotional Poster
Category
Excellent
4 pts
Title,
Title and author are easy
Author,
to read. Used creative
and
lettering to write the title
Characters and author. A list of all of
the main characters is
present with
contemporary actors who
will play those
characters. All words are
spelled correctly.
Creativity
Poster is colorful and

attractive. There isnt any
white on the poster
showing. Contains a
scene or theme from the
novel as the background.
Name_________________________
Good
3 pts
All letters are easy
to read. Didnt use
creative lettering
to write the title.
A list of some
characters is
present with the
contemporary
actors who will
play them. Some
words are
misspelled.
Poster is colorful;
some of the white
from the poster
board is showing.
The scene isnt
the background of
Fair
2 pts
The title and
author are not
easy to read.
Didnt use
creative lettering
to write the title.
Only some of the
characters from
the book are
listed and there
isnt a list of
contemporary
actors to play
them. Many
words are
misspelled.
A lot of white
from the poster
board is
showing. The
scene is very
small and not
Poor
1 pt
The title and author
isnt clear and it is
sloppy. Didnt use
creative lettering and
there are several
misspelled words.
There isnt a list of
characters or
contemporary actors to
play them.
Most of the poster is

white and it doesnt
contain a scene from
the book.
Illustration Illustration represents a

main scene from the
book and makes the
poster interesting and
gives the viewer an idea
of what the book is
about.
Paragraph Paragraph is well written
on the
and describes the themes
themes
of the novel. Student
includes key details from
the novel to support the
themes. It is written
neatly and doesnt
contain any spelling
errors.
the poster.
easy to read.
Illustration is
present but the
scene is unclear
and doesnt give
the viewer an idea
of what the book
is about
Paragraph
describes the
themes of the
novel but uses few
details from the
story for support.
Writing is neat but
contains some
misspellings.
Illustration
doesnt match
the book and
makes the
viewer unclear
on what the book
is about.
Paragraph does
not identify the
themes of the
novel and does
not include key
details to support
the theme.
Writing is messy
and contains
several spelling
errors.
Illustration is not
included.
The paragraph does

not identify the themes
of the novel, or details
to support the themes.
The paragraph is very
brief and contains
many spelling and
grammatical errors.
The writing is messy.

Lesson #3: Billy Colman: An Analysis
Grade: 6
Duration: 40 Minutes
1. Hook
2. Lesson: Characterization (Direct vs. Indirect)
3. Graphic Organizer: Billy Colmans Personality
4. Assignment: Journal Response & Further Reading
5. Conclusion
This lesson will consist of an analysis of chapters I-VII of Where the Red Fern Grows, specifically
focusing on the character of Billy Colman. Students will be writing their first journal response during
class from an observers point-of-view. They will be connecting Billys character to their own lives,
making text-to-self connections. New vocabulary terms will be addressed as well.
Students will:
p. 115).
Through a class discussion and analysis of chapters I-VII, students will analyze the character of Billy
Colman, connect ideas to the world around them, and identify their point of view and other possible
points of view in their journal responses.
Learning Goals
The student will discover what indirect characterization means, and how Rawls applies that
concept to the character of Billy Colman
The student will use a graphic organizer individually to discover what the novel says so far
about Billy Colmans personality
The student will attempt to write from an observers point-of-view and complete journal response
#1
Evidence of learning/understanding will take place in classroom discussion after individual analysis of
Billy Colmans character in a graphic page attached. All journal responses will be read and marked at
the completion of the unit, but evidence of learning and understanding will take place in the journal
responses. Students are required to use facts about Billy Colman from the novel and attempt to show
how Billy is different than other children in the town. Students will continue to self-assess their amount
of effort put forth in class discussions, keeping up with readings, and journal responses. The teacher
must continue to observe the participation of individual students.
Students will be asked to refer to their package of worksheets during this third lesson, specifically to
the graphic chart of Billy Colmans personality, which is attached. Since students will be completing
their first journal response during this class, they will be asked to attach all their journal responses (on
lined pieces of paper) to their package of completed assignments handed in with their unit test.
*Powerpoint must be prepared with the journal response question on it, as well as a copy of the
graphic page for Billys personality*
-
The Glencoe Literature Librarys Study Guide for Where the Red Fern Grows
(http://teacherpages.hallco.org/webpages/rcothran/files/where_the_red_fern_grows.pdf) is
where the graphic organizer idea for Billys personality came from, as well as the writing
assignment. This resource consists of plenty of active reading activities for students to
complete while reading through the novel.
The Learning Plan

Hook A general question for the class to discuss: Now that you have read the first seven chapters of
the novel, were you surprised that Billy put so much time and energy into saving money for the two
dogs? Why or why not? Have YOU ever put that much time and energy into saving money for
something?
The Procedure
1. Hook Question and class discussion (5 Minutes)
2. Lesson on characterization
- Explain the different types of characterization
- Direct Characterization: when the author tells the reader something about the character
- Indirect Characterization: when the author uses words to show the reader something about the
character (as Rawls does with Billy)
- Give students time to suggest works of literature or characters where they have seen this take
place (10 Minutes)
3. Graphic organizer: Billy Colmans personality
- Students are asked to turn to their page with the graphic organizer of Billy Colmans
personality
- The same page should show up on the Powerpoint; students are given 5 minutes to work
through it independently, and the rest will be completed as a class (15 Minutes)
4. Assignment: journal response and further reading
Journal Response #1 Assignment:
Suppose that you have just witnessed Billy Colman coming to town to pick up his dogs. Write to a
friend in a nearby town and describe what you saw. Begin with a sentence that summarizes the
impression you want to give your friend about this stranger. Then, include a physical description of
Billy as well as an explanation of how he was treated by the townspeople. In your letter show how he
is different from the other children in town. (Reminder: Journal Responses are about a page long)
*Chapters VIII to X assigned to be read for next class* (Assure students that they will have time to
finish their journal responses and readings during any free time they have throughout the day between
subjects). (7 Minutes)
5. Conclusion:
-time for any extra questions from class
-students are reminded what they have learned in class today about characterization, and asked if they
think they should be adding anything to the K-W-L chart up in the classroom
(3 Minutes)

During this third lesson, students will independently begin to fill out a graphic organizer about
characterization before working through it together as a class. Furthermore, students will be assigned a
personal journal response and two chapters of reading to complete independently. If students do not
use this class time or any extra time wisely, these assignments will be homework assignments.
Students will display their understanding of this lesson through their graphic organizers which the
teacher will observe by walking around the classroom. If certain students do not understand the
concept, the teacher will take time to explain it in a different way, maybe by describing a modern day
example of a character. If this lesson doesnt seem challenging enough for certain students, the teacher
should challenge them further by encouraging them to analyze what TYPE of character they think Billy
is (eg. Round, static, flat, dynamic etc.)
Did students seem to quickly understand the lesson on characterization?
Should more time be given for journal responses next time I teach this lesson? What could I
have cut out and moved to a different lesson?
What went well?
Active Reading
Name_________________
Where the Red Fern Grows Chapters I-VII

Writers develop the personality of their characters through methods of characterization. When using
indirect characterization, a writer reveals the characters personality by showing what the character
does and says by showing what others think and say about the character. Use the graphic below to note
what you learn about Billy Colmans personality in this section.
What he does
What he looks like

Others reactions
Billy Colman
What he says
Content Quiz
What he thinks & feels
Name_________________________
Where the Red Fern Grows Chapters I X

1. Why wont Billys parents buy him the dog he wants? ______________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. List the ways in which Billy earns money for his dogs. _____________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Why does Billy choose the names Old Dan and Little Ann for his dogs? ________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. What are the reasons Billys parents have for wanting to move to town? ________________________
____________________________________________________________________________________
____________________________________________________________________________________
5. What finally causes the big sycamore to fall? _____________________________________________

____________________________________________________________________________________
6. How do Old Dan and Little Ann feel about coon hunting? ___________________________________
____________________________________________________________________________________
Define OR use these terms in a sentence:

7. Dormant __________________________________________________________________________
____________________________________________________________________________________
8. Quavering _________________________________________________________________________
____________________________________________________________________________________
9. Squalling _________________________________________________________________________
___________________________________________________________________________________
10. Winced __________________________________________________________________________

____________________________________________________________________________________
11. True or False: The story is introduced in the present time in Chapter I. From Chapter II on the story
is told as a first person flashback.
A. True
B. False
12. What is the setting of the novel?
A. It is set in the Sycamore Swamp in southern Tennessee.
B. It is set in the Ozark mountains in northeastern Oklahoma.
C. It is set on the Talequah River Bottoms in southwestern Illinois.
D. It is set on a Cherokee reservation in Kentucky

Lesson #6: Old Dan & Little Ann: Similar, but Different
Grade: 6
1. Hook
2. Venn Diagram: Compare & Contrast
3. Promotional Poster Expectations & Questions
4. Assignment: Journal Response & Further Reading
5. Conclusion
This lesson will consist of an analysis of chapters VIII-XIV of Where the Red Fern Grows, specifically
focusing on the comparing and contrasting of the two dogs, Old Dan & Little Ann. Students will be
writing their third journal response during class about their feelings of Grandpa accepting the
Pritchards bet. They will be making text-to-self connections. The final performance task, the
promotional poster, will be addressed in more detail during this lesson.
Students will:
p. 115).
Through a class discussion and analysis of chapters VIII-XIV, students will compare and contrast Old
Dan & Little Ann, identify their point of view and other possible points of view in their journal
responses, and spend time brainstorming ideas for the promotional poster.
Learning Goals
The student will review what a Venn diagram is and how it can be used to compare/contrast
characters
The student will use a Venn diagram individually to compare and contrast Old Dan & Little Ann
The student will develop interpretations about the text and connect it to their own reflection of
Grandpas bet with the Pritchards.
Evidence of learning/understanding will take place in classroom discussion after individual analysis of
Billy Colmans character in a Venn Diagram attached. All journal responses will be read and marked at
the completion of the unit, but evidence of learning and understanding will take place in the journal
responses. Students are required to reflect on how they feel about Grandpa accepting the Pritchards
bet. Students will continue to self-assess their amount of effort put forth in class discussions, keeping
up with readings, and journal responses. The teacher must continue to observe the participation of
individual students.
Students will be asked to refer to their package of worksheets during this sixth lesson, specifically to
the Venn Diagram comparing Old Dan & Little Ann, which is attached. Since students will be
completing their first journal response during this class, they will be asked to attach all their journal
responses (on lined pieces of paper) to their package of completed assignments handed in with their
unit test.
*Powerpoint must be prepared with the journal response question on it, as well as a copy of the
Venn Diagram for Old Dan & Little Ann*
-
The Glencoe Literature Librarys Study Guide for Where the Red Fern Grows
(http://teacherpages.hallco.org/webpages/rcothran/files/where_the_red_fern_grows.pdf) is
where the Venn Diagram comparing Old Dan & Little Ann came from, as well as the writing
assignment. This resource consists of plenty of active reading activities for students to
complete while reading through the novel.
The Learning Plan
Hook A general question for the class to discuss: Now that you have read chapters 8-14 of the
novel, how would YOU predict Billy, Old Dan, and Little Ann will do in the racoon hunting
competition? What is your opinion of the novel so far?
The Procedure
2. Venn Diagram: Compare & Contrast
- Review of what Venn diagrams are
- 5 minutes of silent, independent work where students try fill out their Venn diagrams
- Think-pair-share technique: share your diagram with a person beside you and add to it; be
prepared to share with class (5 minutes)
- Venn Diagram is put on Powerpoint; together as a class work through different ways of
comparing & contrasting Old Dan & Little Ann (10 minutes) (Total: 15 Minutes)
3. Review of expectations and questions about the promotional poster (10 minutes)
- ask students to turn to rubric
- Answer any questions that may arise
4. Assignment: journal response and further silent reading this free time can consist of writing
journal responses, silent reading, or brainstorming ideas for the promotional poster (7 Minutes)
Journal Response #3 Assignment: (show on Powerpoint)
How do you feel about Grandpa accepting the Pritchards bet? Explain the reasons for your feelings.
(Reminder: Journal Responses are about a page long)
*Chapters XV to XVII (15 to 17) assigned to be read for next class* (Assure students that they will
have time to finish their journal responses and readings during any free time they have throughout the
day between subjects)
5. Conclusion:
-time for any extra questions from class
-students are reminded what they have learned in class today about Venn Diagrams (comparing &
contrasting), and asked if they think they should be adding anything to the K-W-L chart up in the
classroom
(3 Minutes)
During this sixth lesson, students will independently begin to fill out a Venn Diagram about Old Dan &
Little Ann before pairing up and sharing their diagrams with the class. Students will be assigned a
personal journal response and three chapters of reading to complete independently. If students do not
use this class time or any extra time wisely, these assignments will be homework assignments.
Students will display their understanding of this lesson through their completion of Venn diagrams
which the teacher will observe by walking around the classroom. If certain students do not understand
the concept, the teacher will take time to explain it in a different way. By using a think-pair-share
technique, if student dont understand the Venn diagram concept or cant find answers, pairing up with
another student should help. The teacher will continue to walk around the classroom to help keep
students on task.
How quickly did students complete their Venn diagrams?
Did the think-pair-share technique work well?
What went well?
Active Reading
Name_________________________
Where the Red Fern Grows Chapters 8-14

Old Dan and Little Ann make a great team, even though they are very different dogs. As you read the
second part of the novel, fill in the Venn diagram with words and phrases that show how the dogs are
similar and how they are different.
Old Dan

Lesson #8: Where the Red Fern Grows: Themes and Questions
Grade: 6
1. Hook
2. Jigsaw groups discussion questions
3. Conclusion
This lesson will consist of an analysis of the novel Where the Red Fern Grows as a whole. Students
will be given a letter (A to D) and will use a jigsaw strategy to answer discussion questions. These
questions will be thematic in nature and will draw a strong conclusion to the novel as a whole.
Students will be expected to record/recall answers for testing purposes during the unit test.
Students will:
As a conclusion to the novel, students will be demonstrating understandings, developing
interpretations, and connecting themes from the novel.
Learning Goals
The student will develop interpretations of the novel and identify main themes
The student will connect main themes to their lives and personal experiences through answering
discussion questions
The student will work with other students in discussion groups.
Evidence of learning/understanding will take place in classroom discussion through a jigsaw technique.
As assigned students answer certain parts of the list of discussion questions, and share their answers
with others, evidence of learning and understanding will take place. The teacher will observe the
different groups and their evidence of learning/understanding.

Students will be asked to refer to their package of worksheets during this eighth lesson, specifically to
the list of discussion questions which will be used for the jigsaw technique.
*Powerpoint must be prepared with discussion questions on the screen*
-
www.teachwithmovies.org/guides/where-the-red-fern-grows.html is an excellent resource with

discussion questions on the movie which could be transferred to the novel
Sparknotes could be used for various discussion questions as well
The Learning Plan

Hook A general question for the class to discuss: What was your opinion on the novel as a whole?
What did you think of the ending
The Procedure
2. Explanation of jigsaw technique and which groups complete which questions; explain to class that
groups A-D will have different discussion questions, and then teach their new groups (group member
A, B, C, and D) about the discussion questions they covered
- Groups with same letters meet for 15 minutes, then groups are switched up for 15 minutes
(Total: 30 Minutes)
3. Conclusion/Housekeeping & Reminders
- Next lesson will consist of a work period for students to work on their promotional posters
- Reminder: Everything is due the day of the unit test, remember to hand in your selfassessments as well. Discussion questions covered in class today could appear on the unit test!
- Any Questions about anything we covered today?

During this eighth lesson, students will not spend too much time working independently. Most of this
lesson consists of group work/discussion. However, students are reminded that they have independent
assignment work following this class to complete (promotional poster, finish journal responses,
complete self-assessments)
Students will display their understanding of this lesson through their ability to teach answers and lead
group discussions on assigned discussion questions. If certain students are unable to develop answers,
there is hope that other group members will prompt them. The teacher will be walking around the
classroom as well, prompting and helping engage group discussions.
How were students able to work in groups?
Did students seem to really engage with the discussion questions?
What went well?
Possible Discussion Questions

(The questions can be split up for various groups to the teachers discretion)
1. Billy clearly loves his dogs. He is growing up at a time and in a place where walking the dog or
playing catch with it would be superfluous and wasteful. The concept of "pet" does not seem to apply in
this story; a more appropriate term might be "partner." In what sense are Billy, Dan and Ann partners?
Have you ever had an animal that was more than just a pet?
2. Billy's family is supportive, forgiving and loving. His parents allow him considerably more
independence than parents would be willing to allow their children today. What accounts for this
change?
3. When Dan and Ann tree the ghost coon, Billy climbs up, comes face to face with the animal, and
decides not to kill it. He had killed many raccoons before and will again. What could be the reason he
lets this raccoon live?
4. The setting of this book was in a poor community almost a hundred years ago. Billy Coleman killed
hundreds of raccoons. His actions left many raccoons without their mates and many baby raccoons
without one or both of their parents. However, we don't consider Billy to be a bloodthirsty killer. Why is
that?
5. What helps Billy move beyond the grief over the loss of his dogs?
6. Would you risk your life to save an animal? Would it depend on whether or not that animal was your
pet?
7. What makes Old Dan and Little Ann different from most hounds?
8. What does the red fern symbolize?
9. In what ways does Billy show determination?
10. What did you think of the ending of the novel? Is there anything you wish you could change?
Final Test
Name_________________________

Grade: 6
Part A: Matching/Identify
____1. Billy
_____ 2. Mama
_____ 3. Papa
_____ 4. Grandpa
_____ 5. Little Ann
_____ 6. Old Dan
_____ 7. Mountain lion
_____ 8. Coons
_____ 9. Red fern
_____ 10. Rubin
A. prayed for a way to move to town

B. was afflicted with puppy love
C. smart, but gun-shy
D. sent away for the dogs
E. died while hunting the ghost coon
F. animal Billy and the dogs hunted
G. gave his son three steel straps
H. caused the death of two dogs
I. strong and aggressive
J. subject of an Indian legend
Part B: Short Answer

1. Describe what Billy did to get his dogs. Include the things he did to earn the money, and the trip he
took to pick them up.
2. How did Mama, Papa, and Grandpa feel about Billys hunting?
3. Describe one of Old Dans or Little Anns predicaments and how they got out of it.
4. What did Billy discover the day the family left the Ozarks? What was the significance of that
discovery?
5. In what ways does Billy show determination?
6. Explain one major theme of the novel, and how that applies to your own life.
Vocabulary Testing
Define the following terms OR use them in a sentence.
1. Allotted___________________________________________________________________________
____________________________________________________________________________________
2. Gouge____________________________________________________________________________
___________________________________________________________________________________
3. Predicament_______________________________________________________________________
___________________________________________________________________________________
4. Salve_____________________________________________________________________________
___________________________________________________________________________________
5. Wallowing________________________________________________________________________
___________________________________________________________________________________
6. Foliage____________________________________________________________________________
____________________________________________________________________________________
7. Draw a Venn diagram comparing & contrasting Old Dan and Little Ann below:
Understanding By Design Unit: Laura Dieleman

Resources
(other than class text by Wiggins & McTighe)
Glencoe Literature Library: Study Guide for Where the Red Fern Grows
http://teacherpages.hallco.org/webpages/rcothran/files/where_the_red_fern_grows.pdf
Reed, Natalie Where the Red Fern Grows: A Novel Study(2012):
http://www.novelstudies.org/downloads/Where_The_Red_Fern_Grows_Novel_Study_Preview.pdf
Linde, Barbara Where the Red Fern Grows: A Unit Plan (1996):
http://mskellypace.wikispaces.com/file/view/where_red_fern_grows
%202.pdf/503838304/where_red_fern_grows%202.pdf
http://www.teachwithmovies.org/guides/where-the-red-fern-grows.html
laurenhagler.yolasite.com/resources/LaurenHagler_UbDUnit

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Understanding By Design

(Wiggins & McTighe)

Unit Where the Red Fern Grows by Wilson Rawls

Unit Title: Where the Red Fern Grows (Rawls)

Grade Level(s): Grade 6

Subject/Topic Area: Reading and Language Arts

Time Frame: 2 Weeks (10 Lessons)

Brief Summary of Unit:

Stage 1 Desired Results

Demonstrate understanding of increasingly complex texts by summarizing and explaining

What are the themes of Where the Red Fern

There is a meaning of theme as well

How characters develop friendships

How would you best summarize the text of the

Persistence, along with

What strategies can you use to help you find the

What is a flashback and how is a flashback used

How does the big idea of persistence in the novel

A good reader applies strategies as

How can you read and identify key information

Student objectives (outcomes):

Stage 2 Assessment Evidence

Accurate according to the text

Focus on main theme

Strong connections and inferences

Ability to write from a characters

Students will show their learning by

Understandings of general facts of

Students will show their knowledge by taking a

Stage 3 Learning Plan

Lesson 8 (Lesson Plan Provided)

Main Goal of Lesson

*1. Where the

Pre-reading activities with

Students will be assessed by

-Main goal of the

-opening question with

Assessment will once again

Main Goal of Lesson

The teacher must assess the

-Main goal of this

-discussion of the word

-students will be assessed on

-The goal of this lesson

-complete quiz (short

-quiz attached will be given

*6. Old Dan &

-The goal of this lesson

-opening question with

-as the teacher is circling the

-The goal of this lesson

-the brief opening

*8. Where the

-Goal of this lesson is

-students will be assessed, as

-Main goal of this

-brief general opening

-no assessment, other than

10. Where the

-Main goal of this

-Students will complete

-a large amount of the