This is a reading/writing assignment that goes along with the book Voyage of the Frog, by Gary Paulsen (AR level 6.0, worth 5 points). This is about a teenaged boy who goes on his first solo voyage on his recently-deceased uncle's boat to process his grief and spread his uncle's ashes. It is mature in parts (some mild language- I just give my students a heads up ahead of time). One of his uncle's diary entries is very mature as well, and I also white-out a few words on page 83. It's a great story though, by one of the best!
This is one of eight books from my Survival Book Club unit. This product includes an overview (from my whole book club unit), a structured packet, and an unstructured packet. You can assign this project to an individual student, a group of students, or even a whole class of students. Each day, students are assigned 10-15 pages of reading. While reading, they are expected to: 1) determine the meaning of assigned vocabulary words using context clues, 2) stop and jot reactions, emotions, connections to story, 3) answer comprehension questions, 4) summarize and make a prediction.
There are also pages in the back you can use if you choose to give a deeper-level focus question each day (ex: what are examples and non-examples of character bravery? what recurring details do you notice throughout the book? how does the character rely on previous knowledge/experiences to survive?) These are listed in the overview page.
There is also a page in the back where students can write down their own survival questions they have as they read (ex: how do you know if berries are poisonous? how do you make a trap? how do you get fresh water while stranded at sea?) They can research these questions as they progress through the book and/or once they are done with the book. You can decide if you want to turn the survival research into a presentation.
The "unstructured" papers I included are meant for groups with assigned reading roles/jobs that are rotated each day throughout the book. They are doing the same reading skills, but have more responsibility (like finding their own vocabulary words and asking their own comprehension questions-- thick and thin). Use them however you want, it's sort of an extra.