Hill_More+Unit+Work

General Unit Objectives

 * __Cognitive:__**

1. SWBAT understand the concept of a theme.
 * 1.1 Comprehend the theme 'Circle of Life' and what it means to have eternal life.

2. SWBAT analyze how a theme is portrayed in different contexts.
 * 2.1 apply the meaning of a theme to the meaning of a poem.
 * 2.2 analyze how a theme is portrayed within a song/lyrics

3. SWBAT identify literary elements and terms within a text.
 * 3.1 identify imagery within a text.
 * 3.2 identify metaphors and similes within a text.

4. SWBAT analyze the differences and similarities between film and text.

5. SWBAT make connections among a variety of materials.
 * 5.1 apply a poem's meaning to a novel.
 * 5.2 compare and contrast how a common theme occurs in different works.

6. Develop critical thinking skills when reading a novel.( I think this is a great objective to have!)
 * 6.1 Predict what will happen in a novel. - THis has soo much possibility- I can only imagine the creative answers you will get.
 * 6.2 Explore feelings of characters


 * __Affective:__**

7. SWBAT effectively collaborate in small groups.
 * 7.1 Fulfill specific roles within a group
 * 7.2 Brainstorm and collaborate as a group
 * 7.3 Evaluate work of self and others in a group

8. SWBAT develop community in the classroom. this is great as well, though you may have to model to students how to respect one another.
 * 8.1 Share thoughts and individual opinions with peers in an effective and respectful manner.
 * 8.2 Respond to ideas and questions of others in the class
 * 8.3 Listen to peers' responses

9. SWBAT follow direction and instruction.
 * 9.1 Listen attentively and stay on task.


 * __Performance:__**

10. SWBAT compose original writing.
 * 10.1 Write in journals in response to a novel.

11. SWBAT use writing to communicate their thoughts as well as interpretations. I think you could also add a writing to learn objective here too since you kids will do a lot of writing that will reinforce their learning.

12. SWBAT put on a performance in front of their peers.
 * 11.1 create a skit in small groups from a scene in //Tuck Everlasting// and perform it in front of the class.

13. SWBAT illustrate certain literary elements found within a novel. Excellent Obj. I think the kids will respond well to this.


 * __6th grade Social Studies North Carolina SCOS Goals:__**

Competency Goal 7: The learner will assess connections between historical events and contemporary issues. Competency Goal 13 The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, South America, and Europe.

__**6th grade Language Arts North Carolina SCOS Goals and Objectives:**__


 * Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.**
 * 1.02** Explore expressive materials that are read, heard, and/or viewed by:
 * determining the effect of literary devices and/or strategies on the reader/viewer/listener.
 * making connections between works, self and related topics.
 * comparing and/or contrasting information.
 * drawing inferences and/or conclusions.
 * determining the main idea and/or significance of events.
 * generating a learning log or journal.
 * creating an artistic interpretation that connects self to the work.
 * 1.03** Interact appropriately in group settings by:
 * listening attentively.
 * showing empathy.
 * contributing relevant comments connecting personal experiences to content.
 * monitoring own understanding of the discussion and seeking clarification as needed.
 * 1.04** Reflect on learning experiences by:
 * describing personal learning growth and changes in perspective.
 * identifying changes in self throughout the learning process.
 * interpreting how personal circumstances and background shape interaction with text.


 * Goal 2: The learner will explore and analyze information from a variety of sources.**
 * 2.01** Explore informational materials that are read, heard, and/or viewed by:
 * monitoring comprehension for understanding of what is read, heard and/or viewed.
 * restating and summarizing information.
 * making connections between works, self and related topics/information.
 * comparing and/or contrasting information.
 * drawing inferences and/or conclusions.
 * generating questions.


 * Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.**
 * 5.01** Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
 * reading literature and other materials selected by the teacher.
 * discussing literature in teacher-student conferences and small group discussions.
 * taking an active role in whole class seminars.
 * discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
 * interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
 * recognizing underlying messages in order to identify theme(s) within and across works.
 * extending understanding by creating products for different purposes, different audiences and within various contexts.
 * exploring relationships between and among characters, ideas, concepts and/or experiences.
 * 5.02** Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
 * reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).
 * exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.

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