From OpenContent Curriculum
BSSD Standards Addressed
- 6.12 Restates and summarizes main idea and supporting details by paraphrasing and using graphic organizers
- 7.05 Organizes relevant information in outline form when summarizing main ideas and supporting details
- 8.04 Discerns between relevant and irrelevant information that supports a theme/main idea or plot
- 8.09 Locates information from text and summarizes ideas in sequence (ie. outline form)
Focus: Outlining/Summarizing and organizing relevant and irrelevant information
- 6.09 Reads appropriate text and demonstrates comprehension - through oral and written response - using strategies such as clarifying, questioning, visualizing (mind-movie) and making connections
- 7.04 Reads appropriate text and demonstrates comprehension - through oral and written response - using strategies such as inferring/drawing conclusions, making connections, visualizing (mind-movie), questioning and clarifying
- 7.11 Identifies how texts reflect historical and cultural influences
- 8.03 Demonstrates comprehension of various appropriate texts -through oral and written response - using all reading strategies
- 8.08 Uses textual evidence to identify and analyze an author's purpose
Focus: Understanding the cultural and historical influences of the Iditarod, and the impact it had on Alaska as a whole; comprehending text as a resource and understanding its role as a way to communicate and document
- 6.04 Lists and documents sources using a consistent format (MLA or APA)
- 7.08 Researches, writes and organizes one research paper (at least 4 pages long) using a consistent format (MLA or APA)
- 8.05 Researches, writes, and organizes one 10-page formal research paper using a consistent citing format (MLA or APA)
- 8.06 Determines appropriateness (credibility or validity) of information sources for a research topic
Focus: Researching and reporting
- 6.02 Writes to a variety of audiences
- 7.03 Uses writing to enhance learning in all content areas
Focus: Writing for different styles and audiences
One Full 8-9 Week Quarter
The Cruelest Miles by Gay & Laney Salibury
- Example Newspaper
- Iditarod 1912 Paper
- ReadWriteThink Lesson Plan
- Reading Comprehension Resources:
Other Optional Readings:
Murder on the Iditarod Trail by Sue Henry
Winterdance: The Fine Madness of Running the Iditarod by Gary Paulsen
Race Across Alaska by Libby Riddles and Tim Jones
The Race to Nome by Kenneth A. Ungermann
Students will design and create a newspaper dedicated to the Iditarod. It will include reports on the history of the race, including the sport and use of dog sledding, the origin of the race, the cultural context, and the impact it has on Alaska.
Newspaper Article Sections
World: Who knows about the Iditarod throughout the world, and why are they interested in it? Interviews with people from other countries who are in town visiting would be a great resource and are highly recommended.
Nation: Dispel common myths held by people from other parts of the country about both the Iditarod and Alaska in general.
State: Discuss the logistics of putting the Iditarod together. This would include trail maintenance, putting up markers, the trailblazer, the start and end of the race, and who takes care of all these things. What kind of work and funding goes on behind the scenes of the actual race?
Local: What happens in Unalakleet during and as a result of the Iditarod? How does it impact the village?
Sports: Report on the race and the status of the racers and their dogs.
Business: What are the costs of joining and running the race? How does one prepare not only mentally and physically, but also fiscally for this endeavor?
History: What does the Iditarod represent? Talk about the serum run to Nome in 1925.
Life: Discuss the cultural context/importance of dog sledding in Alaska.
Block 3 Article Assignment
- World: Joanne
- Nation: Christian
- State: Max & Eunice
- Local: Becky
- Sports: Keoni
- Business: Marie & Jodi
- History: Courtney
- Life: John & Tami
Block 2 Article Assignment
- World: Raymond
- Nation: Roland
- State: Cameron
- Local: Chad
- Sports: Jason
- Business: RaShawn & Kiatcha
- History: Axel
- Life: Jonathan & Malorie
Block 1 Article Assignment
- World: Deion
- Nation: Langford
- State: Preston
- Local: Chara
- Business: Pete
- History: Arnie
- Life: Jalen
- Sports: Edward
Begin by looking at all of the current Iditarod racers. Students will probably be familiar with who is running, and may already have favorites. Begin by asking what they know about the origins of the race, who was involved, etc.
Look at original newspaper clippings from the time. Begin talking about both the history of the Iditarod, the significance of the race today, and why people still run it. Also discuss the difference between a non-fiction story and a news article.
Introduce the book and the objectives.
Learning to Write a News Article
1. Students will learn the purpose for the format of a newspaper article and will be able to model this format using a story of their own. The following portions are from the ReadWriteThink Lesson Plan site.
- Discuss the format of a news article. Read a short article from a newspaper, and discuss the way that it was written.
- From the ReadWriteThink Lesson Plan site, download the newspaper Inverted Pyramid Format. Discuss how this format was used in the article that you read.
- From the same site, download the Newspaper Story Format. Have students practice outlining a simple news story. Some ideas include:
- Jack and Jill (We did this one as a class for an example.)
- Humpty Dumpty
- Little Bo Peep
- The Boy Who Cried Wolf
- Little Red Riding Hood
- Little Miss Muffet
- The Three Pigs
- The Muffin Man
- The Gingerbread Man
- Three Blind Mice
- Hickery Dickery Dock
- Write a story in front of them as a model.
- Assign independent practice
2. Explain the final outcome of the unit: A newspaper which covers the Iditarod in every facet.
Independent Reading/Writing Practice
3. Introduce the book, The Cruelest Miles.
- Use the following pre-reading chart: File:CruelestMilesPre-Read.doc
4. As students read the book, they will each be assigned a chapter to outline and summarize.
- To prepare students for this, outline with them either the prologue or the first chapter of the book. Write with them as they go from outline format to newspaper article to model the procedure. Use this worksheet as a guide: File:SummaryOutlineFormat.doc
- Assign each student a chapter. There are 12 chapters and an epilogue. If you have more students than chapters, assign two students to work on the same chapter separately. This assignment will supplement class discussions of the book.
- Students must hand in both the outline of the chapter and the summary to receive full credit.
Guided Reading Questions:
For Chapter 4, students drew a picture that had to include 5 details from the text, which they had to explain, and they also had to use color. This is practice for the L7 EOL.
For Chapter 7, students are required to begin asking their own questions about the text. To explain the art of questioning, as per their standards (6.09 and 7.04 more specifically), I use Bloom's Taxonomy as an outline.
- Knowledge asks questions about the facts and events of the text. At this level you are summarizing the events of a text.
- Comprehension is a translation or interpretation of the text. At this level, you are predicting what will happen if the current situation continues.
- Application asks students to apply the given situations to real life
- Analysis is the point where students look at each part of the story and interpret the significance of it in the whole picture. It also asks you to identify main ideas and themes.
- Synthesis is where all of the parts come together to form a pattern. It asks us to form solutions to current problems.
- Evaluation judges not only the quality of the text, but the fallacies, consistencies, inconsistencies, and logic of the solution offered in the text.
Instruction for the Newspaper
5. As the Iditarod draws closer, begin preparing your students to create a final newspaper product. This would include the following:
- Assigning articles; if you have more than 9 students, more than one student can write an article about Local, National, or World news relating to the Iditarod.
- Designing format for the paper
- Making a rubric as a class (See Evaluation)
Have the class design a rubric together to allow them to take ownership of their work and evaluation. Some non-negotiables might include:
- Proficient on the 6-traits rubric
- Answers the 5 W's
- Organized in a believable newspaper fashion
Use this website to help you and your class create your rubric:
Students will be evaluated on their ability to summarize in outline form, their accuracy in their newspaper articles, and by the 6-traits rubric. Reading and writing standards will both be assessed through their articles.
The students of Frank A. Degnan High School in Unalakleet, AK have created a first-class newspaper that, during the 2009 Iditarod, was published for the public to read, able to be enjoyed by visitors from around the globe.
This lesson was designed at the Iditarod Working Weekend, November 8-9, 2008.