You are on page 1of 14

WHERE THE RED FERN

GROWS
By: Kimberly Wiedemer and Catheey Eggert

INTRO
Since we already read the book Where the Red Fern Grows I
thought it would be fun to time travel back to the Great Depression
and put yourself in Billys shoes during this time. Were going back
to 1930s on a farm in Arkansas.
What would you do?
How would you handle living?
What would it be like living during that era?
How different would it be from now?

TASK
Students will be in groups of 3 and each student will have two
jobs.
Students will learn what it is like to live in 1930s.
Students will compare and contrast money from then and now.
Students will find two dogs and then become a lawyer to persuade
their parents to get the dogs.
Students will write a summary of the book and draw a picture .
Students will learn about the different animals that lived in the
Ozark Mountains
Students will become illustrators and create a picture that they
feel best summarizes the book.

PROCESS: THE DOGS


Finding your dogs:
Using the website Petfinder enter 62226 into the window where it
says location, and click type and put dog and leave the rest of the
spaces blank and click search. Next look at the dogs listed and find
two dogs that you are interested in and write down what breeds they
are and how much they cost. Please explain why you picked those
two dogs.

Link: http://www.petfinder.com

PROCESS: LAWYER
You will become a lawyer and need to persuade your
parents to let you get the dogs you have always wanted.
Also, why you are responsible enough to get them.
You will need to include:
How you will pay for the dogs?
How you will train the dogs?
How you will take care of the dogs?

PROCESS: THEN AND NOW


What you will do?
You will need to compare prices of
some everyday items today to their
cost during the Great Depression.
You will need to compare:
The average price of a 2 to 3
bedroom home
Cost of work pants
Work boots
Car
Income of a famer

Links
http://www.thepeoplehistory.com/2013.h
tml#cost_of_living
http://www.thepeoplehistory.com/70yea
rsofpricechange.html
http://www.thepeoplehistory.com/1930s
.html
http://www.thepeoplehistory.com/30sfo
od.html
http://www.paper-dragon.com/1939/pri
ceguide.html
http://www.livinghistoryfarm.org/farm

PROCESS: OZARK MOUNTAINS


Learn more about the animals
of the Ozark Mountains.
Choose will choose one animal
from the list. Research facts
about your animal.
Find out:
What the animals habitat will
look like?
What the animal eats?
One or two facts you find
interesting about the animal.

Ozark Animals
Mountain Lion
Black Bear
Bobcat
Skunk
Rabbit
Raccoon
Badger
Ground Hog
Beaver

Link: http://www.ozarkcritters.net/

PROCESS: BILLY
Write a summary of Where the Red Fern Grows.
Please type it out. More than 1 paragraph long.

PROCESS: ILLUSTRATOR
Now its time to make a book cover for your
summary. Draw any scene from the book you
thought was important.

CONGRATULATIONS!!!
You have survived living during the
Great Depression and raising your
dogs. I hope you are proud of your
accomplishments, and how well you
took care of your dogs!

LESSON EXTENSION
Compare and Contrast the book to the movie
Fake Interview someone from the Great Depression Era
Writing assignment about the book focusing on interpretation,
critical analysis and personal assignments
Using your favorite quote from the book explain in a paragraph
why you like the quote so much and then draw a picture to go with
the quote.
Make an interview another student having a student be a
character from the book then present it to the class.

FURTHER STUDY
Watch movie
Breckenridge, Kit. "Modern Classics." School Library Journal (April,
1988): 42-43.
All about Hunting Dogs
Oklahoma

EVALUATION
CATEGORY
Organization

Quality of Information

Mechanics

Diagrams &
Illustrations

Sources

4
Information is very
organized with wellconstructed
paragraphs and
subheadings.
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
No grammatical,
spelling or punctuation
errors.
Diagrams and
illustrations are neat,
accurate and add to
the reader's
understanding of the
topic.
All sources
(information and
graphics) are

3
Information is
organized with wellconstructed
paragraphs.

2
Information is
organized, but
paragraphs are not
well-constructed.

1
The information
appears to be
disorganized. 8)

Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.

Information clearly
relates to the main
topic. No details and/or
examples are given.

Information has little or


nothing to do with the
main topic.

Almost no
grammatical, spelling
or punctuation errors
Diagrams and
illustrations are
accurate and add to
the reader's
understanding of the
topic.
All sources
(information and
graphics) are

A few grammatical
spelling, or
punctuation errors.
Diagrams and
illustrations are neat
and accurate and
sometimes add to the
reader's understanding
of the topic.
All sources
(information and
graphics) are

Many grammatical,
spelling, or
punctuation errors.
Diagrams and
illustrations are not
accurate OR do not
add to the reader's
understanding of the
topic.
Some sources are not
accurately
documented.

COMMON CORE STANDARDS


CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure
of a text and contributes to the development of the theme, setting, or plot.
CCSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of
that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-LITERACY.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking