Music/Speaking: Research songs from different genres written about the environment, including Phillip Hoose''s "The Delaware Bay Blues". Divide the class into groups. Each group analyzes its song''s lyrics and techniques and prepares for and holds a class debate to argue which song is most effective in sending its message about the environment. R.1, R.4, R9, W.1, W.7, SL.
1, SL.4, L.1, L.3, L.5 Writing: Read the Smithsonian Magazine article "Return of the Sandpiper" by Abigail Tucker (Oct. 2009) and the New York Times article "Casualties of Toronto''s Urban Skies" by Ian Austen (Oct. 2012). Watch videos from People for the ethical Treatment of Animals (PETA).
Research how various media influence their audience. Compare and contrast these techniques with those used in MOONBIRD. Using supporting evidence, write a persuasive essay arguing which techniques are the most effective and why. R.1, R.2, R.4, R.5, R.
6, R.7, R.9, R.10, W.1, W.4, W.5, W.7, SL.
2, SL.3, L.1, L.2, L.5 Multimedia: Research public service announcements, videos, films, podcasts, and other media whose message it is to protect the environment. Analyze how they create their message. Divide the class into groups. Each group chooses an environmental issue and creates a multimedia presentation using similar techniques/strategies.
The class debates and votes on the most affecting and effective message and shares with appropriate local officials to try to make change in environmental policies. R.3, R.4, R.6, R.7, R.8, R.9, W.
1, W.6, W.7, W.10, SL.1, SL.2, SL.3, SL.4, SL.
5, SL.6, L.1, L.3, L.5, L.6 Art/Photography: Teacher creates Gallery Walk in the classroom. Hang conservation photographs around the room with poster paper below each. Include photographs from MOONBIRD.
Students walk around the room in groups, discuss what methods the photographer uses to move his/her audience and to convey his/her message, and jot notes onto the poster paper. After 3 minutes, the groups continue on to the next photograph and repeat. As a whole class, discuss what messages are conveyed through the photographs, and how they are most effectively communicated. R.7, SL.1, SL.6, L.1 Writing: How does Hoose make his readers care so much about B95 and the red rufas? Analyze the choices Hoose makes in his nonfiction book to open up our hearts.
Find "bird-loving pen pals" at http://www.fws.gov/sssp and explain in your letter to them 3 ways Hoose most affected you with his writing and his choices. Be sure to use specific examples. (Consider personification of B95, structure of the book, inspirational quotations opening each chapter, profiles of researchers so we get to know them as real people, photography, addressing of opposing views, connection of nature to human needs, stories about how young people can get involved, etc.) Ask your pen pals what they liked about Hoose''s book and look forward to them writing back! R.1, R.2, R.
3, R.4, R.5, R.6, W.2, W.4, W.5, W.9, W.
10, L.1, L.2, L.3, L.5 Science/Social Advocacy: Set up a banding expedition.in your own classroom! Research the steps, tools and latest inventions used to create a successful expedition. Classroom groups may include the scientists who measure and weigh the birds, the cannon net team, volunteers who help band and transport birds, etc. Record your "findings".
Volunteer for a real banding expedition and as a class write an op-ed piece to your school or town''s newspaper highlighting knowledge learned and persuading your peers to get involved. R.10, W.1, W.2, W.4, W.5, W.7, W.
10, SL.1, SL.6, L.1, L.2, L.6 Art/History/Science: Create an informational packet on the red rufas'' migratory circuit. Divide the class into groups. Each group researches a different stop along the circuit and creates a visual representation that informs the reader about that location''s geography, climate, environmental policies, history, local industries, pollution levels, etc.
and how these all play a part in the success of the red rufas. Also include information about your local birds! Look out your window: how are they different from each other and from the red rufas? What are their behaviors? Each group presents to the rest of the class. Combine each group''s work to create an informational packet. Mail the packet to another school to help them learn more about the red rufas'' remarkable journey and your local winged friends. R.1, R.10, W.2, W.
7, W.9, SL.1, SL.4, SL.6, L.1, L.6 History/Writing: What does success look like? Choose an historical figure that you view as "successful". In an essay, explain your definition of "success" and compare and contrast B95''s qualities that led to his success with those of this person''s from history.
Use significant supporting evidence to make your argument. R.1, R.2, R.3, R.10, W.1, W.2, W.
4, W.5, W.7, W.8, W.9, W.10, L.1, L.2.