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My Side of the Mountain
Age 9-11: Concept 2 - Diversity and Interdependence: Unit 3

Sam runs away from home in search of independence and solitude. During his seclusion in the forest, he meets many animal friends and learns to live off of the natural resources available. He soon comes to realize, however, that all humans need the love and companionship of other people.

Study root words, prefixes, and suffixes related to nature. Develop your own idea for a survival story and learn to write a newspaper article.

This unit can be used independently, but it is also designed to be used concurrently with the Science / Social Studies unit Biomes.

Prerequisites

  • Able to read and comprehend novels at a late 5th or 6th grade reading level
  • Able to write multiple paragraphs on a topic
  • Usually used by children in fourth or fifth grade

Table of Contents

  • Lesson 1: Preparing for the Adventure
  • Lesson 2: Learning to Survive
  • Lesson 3: Making a Home
  • Lesson 4: A Baby Falcon
  • Lesson 5: A Stranger
  • Lesson 6: Autumn
  • Lesson 7: Newspaper Reporter (2 Days)
  • Final Project: Think-Tac-Toe

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases. (Language Arts)
  • Create multiple-paragraph compositions. (Language Arts)
  • Identify and interpret elements of nonfiction by referencing the text to find the main ideas. (Language Arts)
  • Identify key words and discover their meanings and relationships through a variety of strategies. (Language Arts)
  • Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension. (Language Arts)
  • Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words. (Language Arts)
  • Make oral and written presentations using visual aids with an awareness of purpose and audience. (Language Arts)
  • Present information on graphic organizers. (Language Arts)
  • Quote or paraphrase information sources. (Language Arts)
  • Read and interpret multiple-step instructions. (Language Arts)
  • Recognize how the author's perspective or point of view affects the text. (Language Arts)
  • Respond to fiction by identifying and examining characters' motives. (Language Arts)
  • Select a focus, organizational structure, and point of view based upon purpose, audience, and format requirements. (Language Arts)
  • Summarize major plot points from fiction and nonfiction. (Language Arts)
  • Support judgments through references to both the text and prior knowledge. (Language Arts)
  • Understand and analyze story plot, setting, and problem resolution. (Language Arts)
  • Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials. (Language Arts)
  • Use appropriate strategies when reading for different purposes. (Language Arts)
  • Use facts and details to support main ideas. (Language Arts)
  • Use oral and written language to discuss ideas. (Language Arts)
  • Use technology as a tool to gather information. (Language Arts)
  • Write to express, discover, record, develop, and reflect on ideas. (Language Arts)
  • Write to inform such as to explain, describe, report, and narrate. (Language Arts)
  • Observe, examine, and record data about ecosystems including living and nonliving things that interact. (Science)
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