Jackie s Wild Seattle

1. Jackie�s Wild Seattle Will Hobbs

3. Will Hobbs Will Hobbs is the award-winning author of fifteen novels for young readers. Jackie�s Wild Seattle grew out of Will�s visits to a wildlife rescue center north of Seattle. After writing many novels with wilderness settings, Will wanted to write about wildlife trying to survive in cites and suburbs, as more and more of their habitat disappears. He was inspired by the �circle of healing� he saw flowing back and forth between the injured animals and dedicated people who work to rehabilitate them for release back into the world we share.

6. Jeff� of Uncle Neal The wildlife center in your story is called JACKIE'S WILD SEATTLE. Tell us a little about the place you visited in real life, when you were writing this story. It's called Sarvey Wildlife Center, and is outside of Arlington, Washington, northeast of Seattle. I visited there on two occasions and got to know Kaye Baxter, the founder and director, a number of the volunteers who work at the center, and lots of wildlife from baby skunks to a bald eagle named Freedom. (See photo of me with eagle on my arm.) It was Freedom who inspired Liberty, the eagle in my novel. The man who drove the rescue ambulance at that time, known affectionately as "Crazy Bob" Jones, gave me a lot of ideas for this story. I hope readers will visit Sarvey's website, www.SarveyWildlife.org, for more about Sarvey's mission and photos of volunteers and wildlife. You can learn more about the background of my characters in the Author's Note at the end of the book. 

7. Sarvey Video by Crazy Bob Watch the video by Crazy Bob In your group discuss what you think is the purpose this video was made. As an individual what can you do to help?

8. Inferring What inferences did you make about the book Jackie�s Wild Seattle by Will Hobbs? Share with your table group your inferences. As a group make a list of four inferences that your group made about the novel. Each group will share one of their inferences with the class. Listen carefully so you won�t repeat an inference.

9. Gathering Data through the Senses This HOM is often used by storytellers to help give us clues about the story. Obviously a reader or someone watching a film cannot, touch, smell, taste, or hear(readers) physically but that the story references these senses to not only give us clues about what is going to happen in the future but also to make the story deeper and more interesting.

10. Making Inferences You will need a piece of paper. You will be watching three film clips. Write the title of the film clip. Write down at least two concrete details from the film clip. Make your inference and share the concrete detail that helped you infer. You will do this for each of the three film clips.

11. 1st SlideBend it Like Beckham A. Why do you think the soccer ball is the first image you see? B. How might �culture� play an important role in the film and why? C. What is another �sense� other than sight that the filmmaker uses to help make the story deeper?

12. 2nd SlideRear Window Who will be the main character, and how do you know this? What role will the setting play in this film?

13. 3rd SlideiRobot A. There are frequent close-ups of faces. Why do you think the filmmaker did that? B. Give two examples of other �senses� that the filmmaker uses to help give you clues about what may happen in the movie and make the story stronger and more interesting.

14. Quick Write Assessment LT#3 Based on information in chapter one, what inference can you make about Uncle Neal? Provide one detail from the chapter to support your inference.

15. Example: Based on information from chapter one the inference that can be made is ________________ _______________________________________________ _______________________________________________ On page_____ it states�_____________________ ______________________________________________� This supports my inference because_________ ______________________________________________

16. Vocabulary JWS Turn to page 3 in JWS Read the last paragraph. What do you think the word �tension� means?

17. Vocabulary JWS Strategy for remember new words We write a verbal definition in our own words. We attach a visual image to the word by drawing a picture We attach emotion to the word by making a personal connection (Applying Past Knowledge to a New Situation.

18. Vocabulary JWS Write your first and last name on your Vocabulary Dictionary. Teacher: Mrs. Gholston Grade 7

19. Learning New Vocabulary Make a personal connection to the word: _____________reminds me of_________ Or An example of______________is_________ Or ____________is the opposite of__________

20. Learning New Vocabulary Write the word Define the word (use context clues and a dictionary to verify the meaning) Attach a visual image to the word Picture Mind Map Symbol

22. Vocabulary List #1JWS Chapter 1 Tension- page 3 Gamey- page 4 Vigilance- page 6 Chapter 2 Inevitable � page 7 Adirondacks- page 9 Refugee- page 10

23. Setting With your table group discuss books that the setting was critical to the unfolding story. Example: A Day�s Wait Lion, the Witch, and the Wardrobe Make a list to share with the class and explain how setting was critical to at least one of the books.

25. Setting Includes Time Season Place Weather conditions

26. Setting- JWS Chapters 1-4 Each table group will create a collage of all the different settings in Jackie�s Wild Seattle. You will need: Colored pencils Markers Glue Sticks Each collage should include words that help describe the setting using the five senses (sight, touch, smell, hear, taste)

27. Settings in Jackie�s Wild Seattle Seattle Area: Puget Sound West Seattle Redmond Bellevue Jackie�s Wildlife Center (Sarvey�s Wildlife Center) Western Pakistan and Afghanistan Lower Manhattan/New York

29. Quick Write LT #10Assessment (notebook paper) How might reading Jackie�s Wild Seattle be useful to someone who plans to visit the Seattle area? Include two details from the text in your answer. Page # where you found the two details. Answer how the book will help Detail from the book page # and explain Detail

30. Critical Thinking Questions for JWS First and Last name upper right hand margin Period # Date Jackie introduced Cody to a little beaver that had been orphaned when some homeowners didn�t like it that beavers moved into their stream and started taking down their trees. What did Jackie mean when she told Shannon and Cody, �So much ignorance, so much education left to be done.� Write a paragraph explaining what Jackie meant.

31. Critical Thinking Questions for JWS Write an inference why Uncle Neal treated Tyler the way he did when he saw that Tyler had arrived early to the wildlife center. Support your inference with three details form the text. You must include the page numbers where you found the supporting details.

32. Vocabulary List Chapter 4 Migrated Page 25 Raptor Page 25

33. Vocabulary List #2 Chapter 13 Metabolism Page 91 Chapter 14 Distraught Page 100 Steroids Page 100 Raucous Page 103 Ominous Page 103

34. Vocabulary Chapter 15 Euthanize Page 108 Emphatically Page 111 Chapter 16 Rappelling Page 116 Putrid Page 117 Adrenaline Page 120

35. Vocabulary Test In your group check definitions to see that definitions are similar.

36. Response Journals �In what ways can we demonstrate complex thinking when we write about our reading?� share our reflections and ideas about the story, we can give reasons for what we think, we can accurately tell what is happening in the story, we can compare and contrast or make predictions, we can ask questions,

37. Reading Response JournalScoring Criteria 4 In addition to accurately reflecting an understanding of the information, the writer makes inferences, predictions, comparisons, and/or evaluations, and supports ideas with evidence. The writer demonstrates fluency, elaboration, and/or inquisitiveness, providing insight into the meaning of the text. 3 Information is accurately summarized in a clear and concise manner. The writer shares one or more personal reflections and gives evidence (examples) to support those interpretations. In addition to summarizing, the writer applies at least one thinking skill with evidence. 2 The information is summarized in a general way or the writer retells rather than summarizing. The writer may share a general personal response, but without elaboration or evidence. 1 The writer provides little or no summary and/or states generalized undeveloped opinions. 

38. Generic Journal Prompts � I think� I�m bothered by� I wonder� I believe� I want� I liked or disliked� I�m feeling about the character(s)� I wished that� I have questions about� I�m reminded of� I noticed that� I�m puzzled by�

39. Directions for Writing Reading Responses To earn a 4 on your response you must have the following: Must be written in paragraph format At least once use one or two of the following; inference, predict, compare and/or evaluate, and supports ideas with evidence. You must demonstrate fluency, sentence structure elaboration Inquisitiveness Provide insight into the meaning of the text

40. Quick Write Assessment � � Is the following statement a reasonable conclusion that readers may draw from Chapter 11 in Jackie�s Wild Seattle by Will Hobbs? � To Uncle Neal the safety of the red tail hawk was more important than his own safety. � Provide two details from the story to support your answer. Copy the prompt Don�t forget to explain how each detail supports your answer and the page # where you find the detail. Don�t forget to bullet your answers. ���

41. Quick Write Assessment � How did Shannon finding out that Uncle Neal has cancer influence Shannon�s growth or development as a character in Jackie�s Wild Seattle? Include three details from the story in your answer.

42. Internal and External Conflict Conflict is the problem of the story or the clash between opposing forces. Stories have both conflicts

43. Internal Conflict Definition: A struggle that takes place in a character's mind is called internal conflict.

44. Internal Conflict

45. Example of Internal Conflict

46. Internal ConflictSubcategory

47. External Conflict

48. Man vs. Man

49. Man vs. Nature

50. Man vs. Society

51. Classifying Types of Conflicts

52. Conflict The problem or obstacles the characters must face so we can observe their personalities develop, unfold, or fall apart Are the conflicts in the story internal? (Self doubt, quilt, jealous, etc.) Are the conflicts in the story external? (Society, nature, fate, failing health, etc.) How do the conflicts faced by the character(s) grow in complexity as the plot unfolds? What impact do the conflicts faced by character(s) have on the character�s personality, outlook on life, and/or physical and emotional changes. What do the conflicts the character faces tell us about ourselves and/or their culture? For example, what theme(s) is developed through the conflicts? In what ways are you and the character alike and/or different?

53. Internal and External Conflict Examples Conflict: The problem in the story Internal Conflict: Occurs within the person �Should I watch TV or do my homework?� External Conflict: Occurs between a person and something or someone else. �My mother wants me to do chores, but I want to visit my friend.� �I�m trapped in a cage with a lion!�

54. Name:_______________________ Period___Date___ Exit Slip-Conflict List and explain everything that you have learned about conflict (be specific). __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

55. Identifying Theme

56. Identifying Theme What is the definition of theme?

57. Identifying Theme Four ways in which an author can express themes are as follows: 1. Themes are expressed and emphasized by the way the author makes us feel.. By sharing feelings of the main character you also share the ideas that go through his mind. 2. Themes are presented in thoughts and conversations. Authors put words in their character�s mouths only for good reasons. One of these is to develop a story�s themes. The things a person says are much on their mind. Look for thoughts that are repeated throughout the story. 3. Themes are suggested through the characters. The main character usually illustrates the most important theme of the story. A good way to get at this theme is to ask yourself the question, what does the main character learn in the course of the story? 4. The actions or events in the story are used to suggest theme. People naturally express ideas and feelings through their actions. One thing authors think about is what an action will "say". In other words, how will the action express an idea or theme?

60. What is the Themes Jackie�s Wild Seattle What is the book mostly about? What is the author�s message?

61. What is the Themes Jackie�s Wild Seattle Possible Themes for Jackie�s Wild Seattle: Face your fears The healing power of nature Forgiveness Life should be valued The importance of giving to others Don�t give up Preserving and protecting our environment Interdependence: We are all connected and need each other

62. Email Letter to Shannon and Cody�s Parents Email letter to Shannon and Cody�s parents � Directions: You are either Shannon or Cody and you need to send an email (or snail mail letter) to your parents in Pakistan, telling them about your stay with Uncle Neal in Seattle (based on the story as far as you have read). You will be writing two paragraphs. Number the lines on your notebook paper starting with 1. Each paragraph must be at least 25 text lines long. � �

63. Paragraph number one requirements:(6 Points) Describe 3 different events (in detail from the story) that have happened to you since you met Uncle Neal at Seatac Airport and why these are important to you (Do not say�My opinion is). Include at least one example of empathy in your paragraph.

64. Paragraph number two requirements:(6 points) Paragraph number two requirements: (6 points) Describe what Uncle Neal is like. This should include his appearance and actions. You must include at least 3 direct characterizations (specific examples that the author directly tells you) about him and 2 indirect characterizations (hints that the author gives you that tell you about his personality) about his personality or appearance. Include what these examples tell us about Uncle Neal�s personality in a summary statement. �

65. Format and writing conventions:(4 points) Format and writing conventions: (4 points) This should be in correct letter format (not text or instant messaging format). You must start with: Letter format Dear Mom and Dad, Love, Shannon (or Cody) Indent for each paragraph Correct spelling Correct writing conventions � Overall effort and quality of product (4 points) � You may type this but it is not required. If not typed, it must be very neat and readable. �(20 points Total)

66. Jackie�s Wild SeattleEmail to Shannon and Cody�s ParentsGrading Criteria Points Earned/Points Possible / 6 Paragraph One: � Three events (one an example of empathy) � Why important / 6 Paragraph Two: � Three direct characterizations � Two indirect characterizations � Summary statements / 4 Format and � Letter format Conventions � Indent each paragraph � Correct spelling � Correct writing conventions / 4 Overall Effort and Quality of Project / 20 Total �

67. Format for Paragraph Paragraph Format for Email Lead-in TS. C.D. = Detail from the text E.S. = Elaborate on the detail from the text. E.S. = Elaborate on the detail from the text. C.D. = Detail from the text E.S. = Elaborate on the detail from the text. E.S. = Elaborate on the detail from the text. C.D. = Detail from the text E.S. = Elaborate on the detail from the text. E.S. = Elaborate on the detail from the text. C.S. = Closing Sentence

68. Example and directions Name:_____________________________ Date_____ Period #_ � Dear Mom and Dad, I�m so excited to tell you about some of wonderful things Cody, Uncle Neal, and I have experienced these last few weeks. When you are writing your email make sure you follow the format for a paragraph. You should have three events and elaboration for paragraph one. Remember to select one of the events to include empathy and explain how it shows empathy. Example: Tyler is such a sad kid; he has an awful dad that is always angry. I try hard to imagine how he must feel going home every night from Jackie�s Wildlife Center and listening to his dad scream. I am listening to what Tyler tells me and trying to make sure that I support him and make him feel better about life. It is important to have voice in your email. Uncle Neal has changed so much you probably wouldn�t recognize him. He has totally changed his lifestyle. He once rescued people off the top of Mount Rainer and now he rescues hurt wildlife. Remember you must have three direct characterizations and two indirect characterizations. Don�t forget to have a summary statement in your paragraph. You must have your email in a letter format and indent each paragraph. Correct spelling and correct writing conventions are very important. Use spell check when you have finish typing your email and make corrections. � Love, Shannon

69. Cause and Effect What do you know about the Thinking Skill, Cause and Effect?

70. �Kazan Today�A Recipe for Success�

71. Group Activity: Cause and Effect Students in groups of three or four. Brainstorm possible events in Jackie�s Wild Seattle that have causes and effects. Record your ideas in your Reading Journals. Share events with class.

72. Endangered Washington Animals Poster � � You will be creating an informational poster on a specific Washington State animal that is endangered. Your purpose is to help educate others about this animal and its current status. � Requirements: Choose an endangered animal from the www.Pacificbio.org (go to endangered information network). It can be a mammal, bird, reptile/amphibian, fish or butterfly. Using the Pacific Bio website, research your animal. Remember, you are NOT copy and pasting this information. You must take notes that will be turned in with your poster. No plagiarism will be allowed! You must include: Animal description Threats Status An unusual fact about your animal (this may or may not be taken from the website)

73. After researching, you will create the informational poster. It should be colorful and descriptive. The poster MUST include the following: � Researched information (name of animal, description, threats, status, unusual fact about animal). A list of five descriptive words that explain your animal. Two pictures of your animal. Answers to the following two questions: Do you think your animal will come off the endangered species list? Why or why not? What would you recommend our state should do to protect endangered animals? Be as specific as you can be! � In addition, you will be graded on quality of the product, writing conventions, neatness, and creativity.

74. Target: Reading GLE 2.1.7 Summarize with evidence from reading � Directions: Remember to include the title of your novel and the author in your T.S. also important key words from the prompt. Answer with complete sentences and include enough information from the text so that anyone reading your response will understand your answer. Take your time and answer the prompt completely. � � In your own words, write a summary of chapter 15. Include three main events from the story in your summary. � � � � � � � � � � �

75. Directions: Remember to include the title of your novel and the author in your T.S. also important key words from the prompt. Answer with complete sentences and include enough information from the text so that anyone reading your response will understand your answer. Take your time and answer the prompt completely. � � Target: Reading GLE 2.4.1, 2.4.6 Evaluate Reasoning and ideas related to the text � � Identify an important action for one of your characters. Why does the character do the action? Include two details from the story in your answer. �

76. Directions: Remember to include the title of your novel and the author in your T.S. also important key words from the prompt. Answer with complete sentences and include enough information from the text so that anyone reading your response will understand your answer. Take your time and answer the prompt completely. � � The selection shows how a person like Tyler can change. Provide two details from the story the support this idea.� � � � � � � � � � �

77. Plot Structure When you are thinking about plot think about how an artist paints a picture. The artist decides what the subject of the painting will be. The artist draws the picture The artist slowly adds colors to the painting How is painting a picture similar to an author creating and writing a story?

78. Plot The author carefully sequences events for the purpose of �painting a story� that will capture the reader�s interest. This sequence of events is called the plot. The plot has some kind of problem and a solution near the end.

79. �Plot Map�

80. As you watch �The Plot Thickens� �Les Miserables� notice the sequence of events through out the story. 1. Give each student a copy of the Story Events for �The Plot Thickens, Les Miserables� 2. Each table group will create a story board by cutting apart the events on the worksheet. 3. Glue each event onto the paper in the order they happened. Illustrate the events

81. Entry SlipOn a piece of notebook paper do the following : Define analysis, describe the steps in analyzing a character, and draw a graphic organizer to use to analyze a character.

82. Analysis �Breaking into parts to determine meaning.� What are some real life examples of someone that might use the thinking skill, Analysis? A doctor analyzes what is wrong with a sick patient A mechanic analyzes an engine to see why it won�t work and how to fix it. A coach analyzes how players on a team can work together to score A scientist analyzes the world in order to figure out how things work and to solve problems

83. Analysis Sherlock Holmes President of the United States Bill Gates How do these people use analysis for their jobs?