Into

the Wild/Expository- Map/tweets day

Teacher: Katie Freeman
Unit:Into the Wild/Expository

Class and Level Honors 9

Time: 90 min

Standard(s):RL 9/10-3, 7 IT 9/10-1, W9/10-6
Objective(s): High cognitive demand for diverse learners
Cognitive Level
SWBAT: Create a map using the Into the Wild novel and decide which places were DOK 3
the most important to the main character.



SWBAT: Describe a place and its importance in a clear and very concise way (140 DOK 2
characters).
Assessing the learning: how will mastery be evaluated at the end of the learning?


Key Vocabulary: terms, definitions, how they will be presented and practiced
Term
Definition
Tweet
140 characters including hashtags
Legend
Area of the map that tells what symbols mean on the map








Strategy(ies) for teaching new vocabulary:Students will know what tweets are and compose one using
padlet, we will go over what a legend is while giving map instruction


Building Background: Connections to past learning and experience, anticipatory set
Connected to Into the Wild reading

Input of new content: include Checking for understanding (formative assessment)
Processing the information (meaning-making): student discourse and other strategies,
opportunities for metacognition, 5Es (engage, explore, explain, elaborate, extend), guided
&/or independent practice; differentiation for diverse student populations
Content (summary)
Instructional strategy
time
Meaning Making
Metacognition
*Anticipatory set: 1. Open fast discussion question-
*students will choose one place they
15 min
Have you ever been somewhere that had an
think was important to Alex on his

influence on you? How did it influence you?
journey and compose a 140 character
2.Students will find a link on Google Classroom to a
tweet detailing where he is and why

padlet called Tweets by @Alexsupertramp and will he has chosen this place to tweet.

compose their own using only 140 characters. Tweets Students should not say the name of

will show up on the padlet and will be viewed by the the place, but describe it and we will

whole class
guess as a class where they are.




*In groups of two, students will create a map of
*Within the map, students must also
45-60

Alexs travels including every place he went, a clear,

choose 4 places they found to be most min
easy to follow step by step of his trip, a legend if any influential or important to Alexs

symbols were used.
journey and include an illustration and

a quote at these places.




*IF TIME: Students will share their maps with the
*Students will share maps and discuss
class, telling why they chose their 4 places and the
reasoning behind what they chose
15 min
quotes they picked. (Students can use the rest of
time to finish maps if need be)


Closure: Exit Ticket: What place do you think had the most influence or impact on Alex and why?