Island of the Blue Dolphin Level V

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					                  Guided Reading Lesson Plan (Levels M-Z)
Title: Island of the Blue Dolphin      Level: V         ISBN: 0-440-43988-4         Publisher: Yearling
                                                                                    Chapters 1-2: pages 1-14

Before Reading: (5-7 min.)
   *Summarize plot (V)                                       *Discuss pictures (M)
   *Unfamiliar book language/character names (S)             *Draw upon students’ experiences (M)

Book Introduction: Long ago, on an island off the coast of California, a group of people enjoyed a great life of
living off the land and water. They enjoyed watching the dolphins swim and the otters play in the water. One
day, a strange group of sailors landed on the island. They came to hunt otters for their pelts. They asked the
village men for help and in return they would pay the village with some skins. When the hunting was done, the
strangers did not plan on paying the villagers. The villagers confronted the sailors. Fighting erupted and many
villagers were killed. The next time a boat came, it was a friendly crew who came to take the island villagers to
a new, safe place. Karana, a young girl, whose father had been killed in the earlier battle, boarded the boat only
to notice her brother left behind on the island. While the ship was heading out of the bay, she made the decision
to jump the boat and go back to her brother. Once on land, Karana and her brother lived, assuming the boat
would come back for them. It did not. Not for a long, long time. Karana endured more heartache after her
brother was killed by wild dogs. She lived alone on the island for many years. This is the story about her
survival and the great courage she showed.

Words/Text Layout:
      *New or important words: cormorant (2) Aleut (1) cove (4) league (9) spring (10) mesa (10)
      *Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
  connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Since we’re starting the book today, I would like for you to focus on how the author develops the characters.
Ask yourself: What am I learning about the characters and what conflict is developing between the two groups?

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
       *Discuss the story
              -clarify confusion, revisiting parts of the text that posed problems for readers
              -acknowledge partially correct responses, seeking to understand students’ perspectives
       *Connect discussion to the teaching point and/or a comprehension strategy (see above)

What did you learn about Karana’s family?
What did you learn about the Aleuts?
If you had to describe Ramo in three words, what would they be?
What tensions/conflicts did you feel as you read?
The author described the island, how have you visualized the island?

Assignment: Read chapters 1-2; pages 1-14
                  Guided Reading Lesson Plan (Levels M-Z)
Title: Island of the Blue Dolphin      Level: V         ISBN: 0-440-43988-4         Publisher: Yearling
                                                                                    Chapters 3-5: pages 15-29

Before Reading: (5-7 min.)
   *Summarize plot (V)                                       *Discuss pictures (M)
   *Unfamiliar book language/character names (S)             *Draw upon students’ experiences (M)

Before we begin the next chapters, let’s review what we learned from chapters 1 & 2.

Summary:
Chapter 3: The Aleuts are finishing their hunt and getting ready to leave.
Chapter 4: Karana’s father, the village chief, confronts the Aleuts and demands fair payment. Captain Orlov and
the chief have words. Fighting starts. Many villagers are killed. The Aleuts leave.
Chapter 5: Only 15/42 villagers are still alive after the attack. They had to take on new chores. They
encountered memories of the dead wherever they went. After making it through fall and winter, the new chief,
Kimki, decided to head out to the east to see if there was a better place for the villagers to live.

Words/Text Layout:
      *New or important words: kelp (15) ceased (21) barred (22) fateful (25) council (26) abalone (26)
      *Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
  connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
As you are reading, notice the characters actions. What can you infer about the characters from their actions?

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
       *Discuss the story
              -clarify confusion, revisiting parts of the text that posed problems for readers
              -acknowledge partially correct responses, seeking to understand students’ perspectives
       *Connect discussion to the teaching point and/or a comprehension strategy (see above)

What happened in this section? (retelling – sequencing)
What did you infer about Karana’s father by his actions?
What did you infer about Captain Orlov by his actions?
What tone has the author set in these chapters?
What are you still wondering about?



Assignment: Read chapters 3-5; pages 15-29
                   Guided Reading Lesson Plan (Levels M-Z)
Title: Island of the Blue Dolphin      Level: V          ISBN: 0-440-43988-4         Publisher: Yearling
                                                                                     Chapters 6-8: pages 30-48

Before Reading: (5-7 min.)
   *Summarize plot (V)                                        *Discuss pictures (M)
   *Unfamiliar book language/character names (S)              *Draw upon students’ experiences (M)

Before we begin the next chapters, let’s review what we learned from chapters 3-5.

Summary:
Chapter 6: The villagers are prepared to leave if the Aleuts return. A ship arrives, but it is not the Aleuts. White
men, who have been asked by Kimki, come to take the villagers to a new land.
Chapter 7: The villagers have a little time to gather things to take with them. A storm is brewing and they need
to hurry to the boats to take them to the big ship. Ramo wants to go back and get his spear. Karana tells him he
doesn’t have time. As they get on the boats, she asks where he is. She is told he is on the other boat. Once on
the big ship, she spies him still on the island. The ship heads out, not able to stay because of the storm. Without
thinking, Karana jumps off the boat and swims to shore to be with her brother.
Chapter 8: Karana and Ramo traveled back to their village. Wild dogs had scavenged through leftovers. Ramo
sets out the next morning. Karana wonders what he is up to. She looks for him. Finally she spies him lying still,
wild dogs nearby. She carries his dead body back to the village, stays awake all night to keep the wild dogs
away.

Words/Text Layout:
      *New or important words: shrouded (30) pondering (32) slunk (41) lair (42) rites (44)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Scott O’Dell does a good job of developing characters. As you read today, notice what characters are important
and what you learn about them. The author has a recurring theme in this book. After you have finished reading,
reflect on what theme you notice has already come up more than once.

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
       *Discuss the story
              -clarify confusion, revisiting parts of the text that posed problems for readers
              -acknowledge partially correct responses, seeking to understand students’ perspectives
       *Connect discussion to the teaching point and/or a comprehension strategy (see above)

What characters were important in these chapters? How do you know?
What theme do you see recurring already in this book? (overcoming problems) What problems have already
been overcome?
What new problems do you think Karana will encounter?
What character traits does Karana possess that will help her?

Assignment: Read chapters 6-8; pages 30-48
                  Guided Reading Lesson Plan (Levels M-Z)
Title: Island of the Blue Dolphin      Level: V         ISBN: 0-440-43988-4         Publisher: Yearling
                                                                                    Chapters 9-12: pages 49-79

Before Reading: (5-7 min.)
   *Summarize plot (V)                                       *Discuss pictures (M)
   *Unfamiliar book language/character names (S)             *Draw upon students’ experiences (M)

Before we begin the next chapters, let’s review what we learned from chapters 6-8.

Summary:
Chapter 9: Karana begins her life alone. She decides to make weapons especially to guard against the wild dogs,
even though it was forbidden for women to make weapons. Winter and spring pass.
Chapter 10: Karana leaves the island in a canoe. It has bad leaks. With much anguish, she returns to the island.
Chapter 11: Karana decides she will not attempt to leave any more. The island will be her home. She considers
different places on the island for a suitable home.
Chapter 12: Karana builds her home and a fence out of whale ribs to protect it. She makes tools and weapons.

Words/Text Layout:
      *New or important words: stunted (50) forbade (54) sinews (55)
      *Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
  connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
As you are reading, notice the decisions Karana makes. What you think of Karana’s decisions?


During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
       *Discuss the story
              -clarify confusion, revisiting parts of the text that posed problems for readers
              -acknowledge partially correct responses, seeking to understand students’ perspectives
       *Connect discussion to the teaching point and/or a comprehension strategy (see above)

What happened in this section? (retelling – sequencing)
What kinds of decisions did Karana have to make?
What made some decisions harder than others?
What decisions would you agree with?
What things did Karana do that you wouldn’t have done?
How has Karana changed from the beginning of the book?



Assignment: Read chapters 9-12; pages 49-79
                  Guided Reading Lesson Plan (Levels M-Z)
Title: Island of the Blue Dolphin      Level: V         ISBN: 0-440-43988-4         Publisher: Yearling
                                                                                    Chapters 13-16: pp. 80-104

Before Reading: (5-7 min.)
   *Summarize plot (V)                                       *Discuss pictures (M)
   *Unfamiliar book language/character names (S)             *Draw upon students’ experiences (M)

Before we begin the next chapters, let’s review what we learned from chapters 9-12.

Summary:
Chapter 13: Karana wanted a sea elephant tooth for a spearhead. She went to the cliffs where they lived hoping
to kill a bull with a bow & arrow. Two bulls fought. Karana tripped and hurt her leg. She left not knowing the
outcome of the fight.
Chapter 14: Karana’s leg was hurt and swollen. She stayed in her home for 5 days. Then she crawled to the
spring for fresh water. She saw the wild dogs and crawled into a nearby cave. She made the cave a second
home. She went back to the ledge where the sea elephants had fought and found the carcass of the big bull. She
got teeth for spearheads.
Chapter 15: Karana goes to the cave where the wild dogs live and coaxed them out with smoke. She shot an
arrow through the leader. When she went up to him she discovered he wasn’t dead. Without knowing why, she
took him home and nursed him back to health. She named him Rontu.
Chapter 16: Karana rebuilds a canoe to use to escape should the Aleuts return.

Words/Text Layout:
      *New or important words: bellowing (83) rival (83) lobe (87) ancestors (89) carcass (93)
      *Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
  connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Continue to focus on the characters in the story. Ask yourself: What am I learning about Karana through her
thoughts and actions?

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
       *Discuss the story
              -clarify confusion, revisiting parts of the text that posed problems for readers
              -acknowledge partially correct responses, seeking to understand students’ perspectives
       *Connect discussion to the teaching point and/or a comprehension strategy (see above)
What happened in this section? (retelling – sequencing)
What kinds of decisions did Karana have to make?
What decisions did she make that surprised you?
What connections did you make to Karana?


Assignment: Read chapters 13-16: pp. 80-104
                  Guided Reading Lesson Plan (Levels M-Z)
Title: Island of the Blue Dolphin      Level: V         ISBN: 0-440-43988-4         Publisher: Yearling
                                                                                    Chapters 17-20: pp. 105-132

Before Reading: (5-7 min.)
   *Summarize plot (V)                                       *Discuss pictures (M)
   *Unfamiliar book language/character names (S)             *Draw upon students’ experiences (M)

Before we begin the next chapters, let’s review what we learned from chapters 13-16.

Summary:
Chapter 17: While Karana was making new spears, Rontu left and didn’t return. Karana found him being
attacked by the wild dog pack. She didn’t interfere. Rontu came back to her.
Chapter 18: Spring came. Karana tamed two baby birds to be her pets. She worked on another yucca skirt.
Chapter 19: Karana tries to catch the devilfish.
Chapter 20: Karana canoed out to Tall Rock and collected cormorant pelts to make a skirt out of the feathers.
Aleuts return. Karana hides in a cave.

Words/Text Layout:
       *New or important words: barbed (105) stalked (109) faggot (115) cormorants (126) fashioned (128)
abalone (26)
       *Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
   connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers use comprehension strategies as they read. While you read, mark with sticky notes places that you used
visualization to help you comprehend.

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
       *Discuss the story
              -clarify confusion, revisiting parts of the text that posed problems for readers
              -acknowledge partially correct responses, seeking to understand students’ perspectives
       *Connect discussion to the teaching point and/or a comprehension strategy (see above)

What happened in this section? (retelling – sequencing)
Share sticky note spots. How did visualizing help you understand the story?
How is your visualization different from the other readers in your group?
How does discussing this strategy with others help you understand the text even better?



Assignment: Read chapters 17-20: pp. 105-132
                  Guided Reading Lesson Plan (Levels M-Z)
Title: Island of the Blue Dolphin      Level: V         ISBN: 0-440-43988-4         Publisher: Yearling
                                                                                    Chapters 21-24: pp. 133-156

Before Reading: (5-7 min.)
   *Summarize plot (V)                                       *Discuss pictures (M)
   *Unfamiliar book language/character names (S)             *Draw upon students’ experiences (M)

Before we begin the next chapters, let’s review what we learned from chapters 17-20.

Summary:
Chapter 21: Karana hid in the cave during the day, making the cormorant skirt, and watched the Aleuts and the
woman with them. She was discovered by the woman. The Aleutian woman talked with her. Karana decided to
move from the cave.
Chapter 22: Karana and Tutok become friends. The Aleuts leave. Karana is lonelier than ever.
Chapter 23: Karana nurses an otter back to health. She moves back to her old home.
Chapter 24: Karana finds the otter she nursed. She realizes how much she likes all the animals on the island and
sees them as her friends. She decides to never kill another animal.

Words/Text Layout:
      *New or important words: gesture (142) teetering (153) hobble (153)
      *Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
  connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers use comprehension strategies as they read. While you read, compile a list of all the ways in which
Karana interacts with animals on the island. (synthesizing)

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
       *Discuss the story
              -clarify confusion, revisiting parts of the text that posed problems for readers
              -acknowledge partially correct responses, seeking to understand students’ perspectives
       *Connect discussion to the teaching point and/or a comprehension strategy (see above)

What happened in this section? (retelling – sequencing)
Elaborate on your list of ways that Karana interacts with animals. Tell why you think she came to the
conclusion to never kills animals again.
What connections can you make with Karana?



Assignment: Read chapters 21-24: pp. 133-156
                  Guided Reading Lesson Plan (Levels M-Z)
Title: Island of the Blue Dolphin      Level: V         ISBN: 0-440-43988-4         Publisher: Yearling
                                                                                    Chapters 25-29: pp. 157-184

Before Reading: (5-7 min.)
   *Summarize plot (V)                                       *Discuss pictures (M)
   *Unfamiliar book language/character names (S)             *Draw upon students’ experiences (M)

Before we begin the next chapters, let’s review what we learned from chapters 21-24.

Summary:
Chapter 25: The Aleuts never return. Rontu dies. Karana stops marking time.
Chapter 26: Karana saw a wild dog she was sure was Rontu’s sone. She made snare to catch him. They didn’t
work. She did find a way to catch him. She named him Rontu-Aru, son of Rontu.
Chapter 27: A tidal wave hits the island (inferred). Then an earthquake hits.
Chapter 28: Karana made a new canoe out of odds and ends of the other ones. A ship came. Karana ran to put
on her otter cape and cormorant skirt. When she returned, the ship had left.
Chapter 29: Another ship came. Karana goes on it after 18 years on the island.
Author’s note: Information on the history – on which this story is based.

Words/Text Layout:
      *New or important words: toluache (162) xuchal (163)
      *Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
  connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers use comprehension strategies as they read. While you read, think about what qualities Karana
possessed to help her survive.

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
       *Discuss the story
              -clarify confusion, revisiting parts of the text that posed problems for readers
              -acknowledge partially correct responses, seeking to understand students’ perspectives
       *Connect discussion to the teaching point and/or a comprehension strategy (see above)

What happened in this section? (retelling – sequencing)
Explain how the decisions Karana made the whole time she was on the island helped her survive.
Does the theme of this book remind you of other books you’ve read?
Would you recommend this book to others? What are compelling selling points?
How have you changed after reading this book?



Assignment: Read chapters 25-29: pp. 157-184

				
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