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Unit Plan
 
 

Cat Running
 

Novel by 
 

Zilpha Keatley Snyder
(novel cover taken from www.amazon.com)

Unit Overview: Students will experience the maturation of Catherine Kinsey, a sixth grader, through the novel Cat Running. Historically, they will become knowledgeable of the Dust Bowl and the Great Depression, as well as the role of women during the time period.

Preface to unit: This unit is designed for lower ability students; therefore, the majority of the reading is done in class. These students need much guidance in experiencing successes early in the semester to build individual confidence levels necessary for future successes. These students enjoy lessons integrating technology much because they do not have access to computers at home. However, early in the semester, these students need guidance in locating useful information. For this unit, I have already located sites and pages on the Internet to offer historical information to help students better understand the text.  Initial guidance will enable these students to work independently as the semester progresses.  After introducing the text, more advanced students would be expected to complete reading assignments independently and could locate historical information for classroom projects and research.
 
Day 1
Day 4
Day 9
Day 1 continued
Day 5
Day 10
Novel Overview
Day 6
Day 11 
Day 2
Day 7
Days 12 & 13
Day 3
Day 8
Day 14
   
Day 15

 
Day 1: Introduce author to students via website and using LCD monitor for classroom viewing. *Provide hard copies for students who prefer to read from paper. 
http://www.zksnyder.com/Autobiography.html
Allow class time for browsing other elements of Snyder's web page.  Home page may be accessed at http://www.zksnyder.com/
 

(author photo taken from www.zksnyder.com)

 
Day 1 continued:Provide students with overview of novel.
Novel Overview: Zilpha Keatley Snyder’s novel Cat Running is set in a California town during the Depression.  The novel’s main foci are family relationships and prejudice.  The plot begins with younger daughter Cat, an excellent runner, refusing to run in the annual school Play Day because her father refuses to let her wear slacks.  Instead, she seeks another outlet as something to occupy her thoughts and time so she won’t have time to think about the big race.  She discovers a cave which becomes her secret refuge.  She discovers someone else knows her secret--a small Okie child.  She manages to overcome the stereotype her father and sister have given Okies and befriends Sammy Perkins.  This friendship enables her to learn much about her own family.  Through the novel, Cat transforms from a self-centered child to a caring and giving young lady.
Day 2: Read together chapters 1-5.  After reading, ask students to begin a character log in which they describe each of the characters who have been introduced.  Students will divide paper in three columns.

 

Character Name
Personality/Character Trait(s)
Specific text(s) to support trait(s)
1. Catherine Kinsey (Cat)
Athletic
Fastest runner in Brownwood school
2.
 
 
3.
 
 

**Students will add characters as they are introduced.

Day 3: Continue reading/discussing novel. Upon completion of reading of chapters 6-8, students will complete a FIT activity with a partner.  See following links for description of FIT activity and worksheet.

http://www3.wcu.edu/~mwarner/hodges/fitsheet.htm

http://www3.wcu.edu/~mwarner/hodges/fit.htm

Class will discuss and compile student responses.

Students will be given the option of creating an illustration of Cat's grotto as she decorates her special place.  Students may create a collage, a one-dimensional illustration, or a three-dimensional depiction.This will be due at the conclusion of chapter 18.

Day 4: Students will be asked to tell what they know about the Great Depression.  Once students have exhausted their responses, I will share with them pictures and information via the following web site and page.

http://www.history1900s.about.com/library/photos/blyindexdepression.htm

http://www.californiahistory.net/depres_frame_mainmenu.htm

Using the stereotyped definition of Okies on page 37 as a springboard, teacher will clarify this misconception.  *Pictures of "Okies" are included in previous site.

Day 5: Class reading/discussion of chapters 9-13.  Complete FIT sheet with a partner.

Day 6: Class reading/discussion of chapters 14-18.  Complete FIT sheet individually.
 

Class discussion will focus on the Dust Bowl.  Information about the Dust Bowl is available at
http://memory.loc.gov/ammem/afctshtml/tshome.html
http://www.californiahistory.net/depres_frame_hard.htm

 
 

Day 7: Class reading/discussion of chapters 19-22.  FIT sheet/ individually.
 

Day 8: Class reading/discussion of chapters 23-24.  FIT sheet/ individually.
Day 9: Class reading/discussion of chapters 25-27.  FIT sheet/ individually.
Day 10: Oral reading/discussion of chapter 28. Culminating activity: Students will respond to the ending, addressing how each of the following has changed through the course of the novel.  Students will refer to the character log each has been keeping and will expand on this in paragraph format to discuss how each character has grown as a person through the events.  Students will address what (or who) specifically they feel is responsible for the change.
Day 11: Begin "I am" activity for chosen character.
Cat Running

Choose one character in the novel about whom to write an "I am" poem .  Complete the phrases below by filling in the appropriate words about each of the characters.  You must find phrases within the text of your novel to support your analysis.  Write the phrases to the right of the lines of the poem in the same order.  Put the page number for each phrase.  Be prepared to share your poem with the class.
 
 

I am








I am (two special characteristics the character has)

I wonder (something the character is actually curious about)

I hear (what real or imaginary sound?)

I see (what real or imaginary sight?)

I want (what actual desire?)
 
 

I pretend (something the character pretends to do or be)

I feel (a feeling about something real or imaginary)

I touch (something real or imaginary)

I cry (when what happens or might happen)

I am (repeat the first line of the poem again)
 
 

I understand (something the character knows to be true)

I say (something the character believes to be true)

I dream(something the character dreams about)

I try (something the character tried to do)

I hope (something the character hopes for)

I am (repeat the first line of the poem)
 
 

Optional:Illustrate the character as you picture him/her.*Illustration must be grounded in text.
 

Days 12&13:View Of Mice and Men.

Prior to viewing, students will be given background on Steinbeck's setting and portrayal of the migrant population.  At the conclusion of the movie, students will discuss and explain the similarities and differences between the two texts, emphasizing the migrant setting and treatment of the migrant population, the impoverished era, and the role of women.

Day 14: Sharing of "I am" poems.Review for test.

Day 15: Test on novel and movie.

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