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The Standards listed below are applicable to grades 9-10 and address a
cross-curricular project for Language Arts and Biology applying
literacy strategies to assist readers through the reading and research
processes.
A Wind in the Door
is easy reading and appealing to all ages because of its universal
themes and timeless character lessons. The age of your students
will, of course, determine the focus of discussions and the type of
project you have them complete at the end. You
will need to search out a state standard to for your specific grade
level if other than 9-10. Rubistar
can be used
to develop your assessment tool.
Materials & Resources Needed:
To implement this lesson one should
have
Resource links
are provided to use as you guide your students through the process
to complete this WebQuest.
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California
Content Standards
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English Language
Arts
1.0 Word Analysis,
Fluency, and Systematic Vocabulary Development
Students apply their
knowledge of word origins to determine the meaning of new
words encountered in reading materials and use those words
accurately.
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Science
Cell Biology
1. The fundamental life processes of plants and animals depend on a
variety of chemical reactions that occur in specialized areas of the
organism's cells. As a basis for understanding this concept:
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3.0 Literary
Response and Analysis
Students read and
respond to historically or culturally significant works of
literature that reflect and enhance their studies of history
and social science. They conduct in-depth analyses of
recurrent patterns and themes.
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| c. |
Students
know how
prokaryotic cells, eukaryotic cells (including those from plants
and animals), and viruses differ in complexity and general
structure. |
| g. |
Students
know the role
of the mitochondria in making stored chemical-bond energy
available to cells by completing the breakdown of glucose to
carbon dioxide. |
| i.* |
Students
know how chemiosmotic
gradients in the mitochondria and chloroplast store energy for
ATP production. |
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Narrative
Analysis
| 3.3 |
Analyze
interactions between main and subordinate characters in
a literary text (e.g., internal and external conflicts,
motivations, relationships, influences) and explain the
way those interactions affect the plot |
| 3.4 |
Determine
characters' traits by what the characters say about
themselves in narration, dialogue, dramatic monologue,
and soliloquy. |
| 3.5 |
Compare
works that express a universal theme and provide
evidence to support the ideas expressed in each work. |
| 3.6 |
Analyze
and trace an author's development of time and sequence,
including the use of complex literary devices (e.g.,
foreshadowing, flashbacks). |
| 3.7 |
Recognize
and understand the significance of various literary
devices, including figurative language, imagery,
allegory, and symbolism, and explain their appeal. |
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