DClatch

=**Catch the Fever! **= 

Introduction
August 1793. Fourteen-year-old Mattie Cook is ambitious, adventurous, and sick to death of listening to her mother. Mattie has plans of her own. She wants to turn the Cook Coffeehouse into the finest business in Philadelphia, the capital of the new United States. But the waterfront is abuzz with reports of disease. "Fever" spreads from the docks and creeps toward Mattie's home, threatening everything she holds dear. As the cemeteries fill with fever victims, fear turns to panic, and thousands flee the city. Then tragedy strikes the coffeehouse, and Mattie is trapped in a living nightmare. Suddenly, her struggle to build a better life must give way to something even more important, the fight to stay alive.

Learning Objectives
The students will explore how historical events influence society, and the literature of a society. Students will be able to identify literary elements and literary techniques such as characterization, use of narration, and use of dialogue. They will also be able to describe how literary elements, such as theme, character, setting, plot, tone, conflict are used in literature to create meaning. In addition the students will be able to identify definitive features of literary forms, in this particular unit historical fiction. The students will also be able to respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts. In doing so the students will also be able to **i**dentify and explain themes that have been explored in literature from different societies and eras. Moreover students will be able to relate literary works and their characters, settings and plots to current and historical events, people and perspectives. The activities will also encourage students to use 21st Century Skills by articulating thoughts and ideas clearly and effectively through speaking and writing. The students will also demonstrate their ability to work effectively within their group by exercising flexibility and willingness to be helpful in making necessary compromises to accomplish common goals. Students will also assume shared responsibility for collaborative work. Through the corner tasks the students will m onitor their own understanding and learning needs. They will be going beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise. They will be demonstrating initiative to advance skill levels towards a professional level by defining, prioritizing and completing tasks without direct oversight, and by utilizing time efficiently and managing workload. Most importantly the students will have demonstrated skills that make a commitment to learning as a lifelong process.

Content
The Novel Series Study Plan involves the movement of students in groups to a new corner of activities each week. Each member chooses a different task from the selection at each skill corner and works collaboratively to complete each task.

When exploring the **// Vocabulary Corner //** one student in each group chooses from the following tasks to explore each of the new vocabulary words from the list on the board:
**The //Writing Corner // has four tasks for each student from the group to choose from:**
 * Word Web Weaver – Student will define, give a synonym, create a sentence, and a way to remember each word. Student can use the [|mini-book template].
 * Puzzle Maker – Student will create a crossword puzzle for each word. Student can use the [|crossword puzzle template].
 * Scavenger Hunter – Student will use the first letter of each word, definition, and the page number to locate the word using context clues.
 * The Artist – Student will illustrate the vocabulary words as a visual clue to assist with learning the new vocabulary words. Students can also use [|dog pile] image search
 * In the //Discussion Corner // one student in each group chooses from the following tasks to explore the discussion questions on the board:**
 * The Questioner – Student will create five open-ended questions for discussion.
 * Character Profiler – Student will characterize the main character from the text using examples from the book. Student can use the [|character] graphic organizer.
 * Elements of Fiction Finder – Student will identify and discuss theme, setting, conflict, climax, falling action, and characterization (all [|elements of fiction]).
 * Passage Picker –Student will three select key passages, record their location, and discuss the passages as well as their reason for selecting them.
 * Dear Abby Columnist – Student writes to Dear Abby (or Ann Landers, advice columnist) to get advice and cope with the problem that the main character faces, then gathers advice ideas from other group members and presents all possible solutions. Students can use the [|newspaper] PowerPoint template to also report the news of the day from 1793.
 * Keeper of the Events – Student provides entries on a calendar, or creates a timeline of the five most important events. Student can use MSWord [|timeline] template.
 * Pointer of Views – Student write the story from another character’s point-of-view.
 * Alternate Ending Reviser – Student writes a new ending to the story that is plausible.
 * The // Community Partner Corner // has four tasks for each member to choose from that enhancing the novel:**
 * Theatrical play/Screenplay Director – Student will produce a stage production with main characters and key dialogue. Other group members participate.
 * Radio Program Producer – Student will produce a radio talk show that interviews the main characters. Other group members participate. Student can also create a [|Podcast].
 * Storyboard Designer – Student will chart and retell the elements of the plot using a storyboard. Other group members assist with design and presentation. Student can also create a [|brochure] using MSWord.
 * Diorama Curator - Student will display a model of the key scene(s) in diorama form. Other students contribute ideas for set design and materials. Student can also use [|Sketch-up] by Google

Product
Here is a sample of one of the 16 tasks, a time line of events that occurs in the story. It is not complete so as not to give away the ending of the story, however it serves as an example of one of the student tasks: Here is also the formative assessment rubric that would be used with this story time line:

Additional Resources
__Fever 1793__ Presentation PowerPoint: Management-Preparation Checklist: Intel Teach Program Essentials Course: Brainstorming Chart: Know-Wonder-Learn Chart: Checklist of Completed Work: Project Directions for Students: Progress Chart: Questionnaire: Readers Response: Progress Checklist:

[|ISTE Stardards for Technology] Rubric for Final Project Presentations: Implementation Plan: Publication-Explanation of NSSP (Novel Series Study Plan): Unit Plan by D. Clatch for __Fever 1793__:

Credits
 Many thanks to our facilitator Diana Gonzales for guidance and her consummate knowledge of Internet applications. In addition I want to thank Intel for this opportunity to spread my wings and finally get a chance to use Wikis and blogs to integrate curriculum and technology using 21st century skills.

Authors
This Wiki was created by a CPS teacher in response to an Intel project. Please address any questions or comments to the Discussion page, or feel free to contact me at mrsclatch@sbcglobal.net Thank you for reading my Wiki!