The Wild Robot

The Wild Robot

1. Who is Roz's first friend on the island? a. a father squirrel b. a mean fox c. a mother opossum d. a baby hedgehog 2. What emotions does Roz feel when she is taken in by her new "mother?" a. upset, scared b. nervous, happy c. mad, spiteful d. confused, unsure 3. What kind of insect inspires Roz to camouflage herself in the wilderness? a. a leaf bug b. a firefly c. a roach d. a spider

1. Who is the main character introduced in the first two chapters? How did this character land on the island? (literal) 2. How do the animals on the island react to Roz at first? Does their opinion of her change over time and how so? (literal/interpretive) 3. If you were Roz, what would you do differently on this journey to make your new life better? (applied/evaluative)

Close-Ended

Open-Ended

Comprehension Questions

Activity goal: This activity builds on what students learned from the first book to strengthen their creativity abilites and predictng skills. Students must be able to comprehend what was read in The Wild Robot to develop an additional story line using the same characters from the story. Activity description: Taking what students know about the first book, have students add on to the story, predicting what they think the second book could be about. Have them write 1 paragraph, along with an illustration to start the second book. Students should use characters from the first book and write 4-5 sentences to introduce their take of the second book.

Activity goal: This activity can be done anytime after the story dives into a good description of the setting. This activity explores the story setting and teaches students to do research, as well as back up their research with sources and the book. Activity description: While this is a fictional book, the book never specifically names a setting. We can gather that the setting is an island covered in a forest with animals, but nothing more. Over time, have students take notes about the setting. What does it look like? What kind of animals are there? What is the geography like? etc. Have students work in pairs to research different islands around the world that fit the description of the setting from the book. Have students create a poster about what real island they think the story could take place on, and back up their ideas with quotes from the book. Have them print off pictures to use, and list details about the island's geography, animals, and weather. Give them the freedom to be creative and use the details from the book to find a real-life island!

Activity goal: Probe students to collaborate, thinking deeply and making inferecnes about what this book could be about. Activity steps: 1. Post several different photos from the book around the room. Include the book cover and images from a few different chapters. 2. Put students in groups of 3, and have them walk around the room, observing each image for 30-45 seconds. Have them take notes about what they notice in the images on paper. 3. After students have viewed all the images, give them 3-4 minutes to discuss with their group about what they think the story might be about. 4. Have each group share their idea during a class wide discussion and write each group's idea on an achor chart. 5. Discuss these ideas and have them explain why and how they came up with this idea.

Post-Reading

Reading

Pre-Reading

Comprehension Activites

see rubric

similarities

Challenge 2

Challenge 1

Prompt students to compare and contrast two of Roz's challenges: one where she was scared and alone, versus one where she was brave and overcame her fears. Include details like how the challenge arose, how she handled it, what went well, what went badly, the outcomes, who helped her, her emotions, etc. Have students use a venn diagram to brain storm before drafitng their essays. Teachers can assign students to write however many paragraphs are appropriate for the grade level. Personally, I would have students write 4-5 paragraphs.

Writing Activity

hollow: having a hole or empty space inside of something -- adjective camouflage: hiding or disguising an object or person by blending in with surroundings -- noun procession: when a group of people move forward in an orderly way, typically part of a ceremony -- noun accent: a particular way of pronouncing a language -- noun former: something in the past, used to be but is not anymore -- adjective function: the way a particular person or thing works and operates -- noun Students will have a vocabulary journal they will use to keep track of voacbulary words as they appear throughout the book. There will be a Frayer model on each page where students will first use context to guess the word's meaning, write a definition in their own words, write synonyms, and use it in a sentence. These 4 tasks will be split into each section of the frayer model.

Vocabulary from the Wild Robot

Synopsis written by the publisher: "Can a robot survive in the wilderness? When robot Roz opens her eyes for the first time, she discovers that she is alone on a remote, wild island. She has no idea how she got there or what her purpose is--but she knows she needs to survive. After battling a fierce storm and escaping a vicious bear attack, she realizes that her only hope for survival is to adapt to her surroundings and learn from the island's unwelcoming animal inhabitants. As Roz slowly befriends the animals, the island starts to feel like home--until, one day, the robot's mysterious past comes back to haunt her." Some of the key themes of this book include: family, community, friendship, nature and technology, and perserverance.

Synopsis + more

Brown, P. (2016) The Wild Robot. Brown Books for Young Readers. targeted ages: 8-10 years old, grades 3-6 (I would use this in 3rd or 4th grade) Lexile: 740L genre: fiction sub-genre: science fiction book-length: 288 pages format: chapter book

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