Tara's+Thematic+Unit+Wiki

**10/21/10 Step 1**

 * Possible Content Focuses:**
 * Poetry
 * Argumentative Writing
 * //Tuck Everlasting//*

I am not sure about themes for poetry or argumentative writing yet, but I have come up with some possible themes for //Tuck Everlasting//:
 * Possible Themes:**
 * Circle of Life*
 * Change/Metamorphosis
 * The Prospect of Eternal Life

**10/28/10 Step 2**
After speaking further with my CT, I am going to do my unit on the young adult novel //Tuck Everlasting//. My theme is going to be the circle of life. I think this theme ties in nicely with the novel. Within this theme, we could discuss change as well as the prospect of eternal life, which are the other two themes I initially listed. I like how you are using all of your original themes in your BIGGER theme.

__**Brainstormed List**__

SWBAT understand the theme "circle of life" and analyze how it is portrayed in different contexts (novels, songs, poetry, etc). Cool use of mulit-genre here. SWBAT work collaboratively in groups. SWBAT particpate in class discussion. SWBAT analyze the differences and similarities between film and text (the novel //Tuck Everlasting// and the movie). Dr. Pope would be proud! SWBAT use writing to communicate their thoughts as well as interpretations. SWBAT write to lean or reinforce learning. SWBAT define and identify the literary elements present in Tuck Everlasting.
 * General Objectives**


 * Materials**
 * Class set of //Tuck Everlasting//
 * Tuck Everlasting (the movie)
 * Flip Cameras
 * Excerpt from //The Outsiders//
 * "The Circle of Life" song lyrics and recording
 * "Wheel of the World" by Carrie Underwood song lyrics and recording
 * The Lion King (movie)
 * Costumes
 * Poster board/markers/colored pencils/crayons
 * Copies of "Nothing Gold Can Stay" by Robert Frost


 * Ideas for Activities/Freewrites/Discussion**
 * Question to freewrite about: Which character would you take out to dinner and why? Students could then get in small groups and perform skits based on this question. We did this activity in Dr. Pope's class and I loved it! To incorporate technology, we could film the skits using flip video cameras.
 * Students could discuss the theme of immortality. They could make arguments on whether Winnie should have drank the magic water. The class could vote on what they would do in her situation. Instead of a discussion, students could write in journals about having access to the water and what they would do. They could also write about how they would feel if they were immortal and the advantages and disadvantages associated with it. It also might be interesting to ask who, if not themselves, they would have given the water too.
 * Students could act out scenes from the novel by wearing costumes and drawing out the settings on poster boards. Love Love this!!!
 * Students could write an alternate ending to the novel and draw their own book cover.** :) **
 * Students could compare the novel to the movie and come up with a list of similarities and differences. They could also discuss whether they liked the movie or book better and why.
 * Students could make a missing/wanted poster of a character from the book
 * Students could study symbolism and imagery, along with other literary elements:
 * "The first week of August hangs at the very top of summer, the top of the live-long year, like the highest seat of a Ferris wheel when it pauses in the its turning. The weeks that come before are only a climb from balmy spring, and those that follow a drop to the chill of autumn, but the first week of August is motionless, and hot" (p. 3).
 * "The wood was a t the center, the hub of the wheel. All wheels must have a hub. A ferris wheel has one, as the sun is the hub of the wheeling calendar. Fixed points they are, and best left undisturbed, for without them, nothing holds together. But sometimes people find this out too late" (p.4).
 * Students could compare the theme of Circle of Life in //Tuck Everlasting// to what it means in the Lion King.
 * Students could discuss what would happen if the man in the yellow suit were to sell the magic water. How would this affect the life cycle? What would the consequences be? I think this is an excellent time for a commentary on social issues. Is it fair that the yellow suited man would exploit the kidnapping to get what he wanted? Is it fair that he was going to abuse the forest this way? What are the implications of the water being taken and sold? The students could create posters either selling the water or banning the purchase of the water (this is assuming that you want to look at this for a longer period of time)
 * Students could analyze the poem "Nothing Gold Can Stay" by Robert Frost and connect it to //Tuck Everlasting-// how they both address the circle of life
 * Students could discuss how the above poem is used in //The Outsiders// and what it means to "Stay Gold."
 * Where does Carrie Underwood's song fit in with your activities?

"Circle of Life" from the Lion King "Wheel of the World" by Carrie Underwood
 * Songs**

The Lion King when the Circle of Life song is played Tuck Everlasting
 * Film**

//The Outsiders-// excerpt where poem by Robert frost is located - page 77
 * Novels**

"Nothing Gold Can Stay" by Robert Frost
 * Poetry**

TARA- Your activities are wonderful and very engaging. I think they also take into account the different learning abilities and learning styles of different students (which is very important). You have picked some really good goals for this study. Bringing in different contexts is excellent- I loved how you brought in the Lion King, Carrie Underwood, The Outsiders, and Frost's poem. This should appeal to a variety of students. I didn't know your grade level but I assume it is 7th grade because of the Outsiders. They may read it in the sixth... I'm not sure.there seems to be a lot of discussion, group work, and writing involved in this unit- way to go! I definitely think that's a plus :)

I really look forward to seeing all of this fleshed out because I know it's going to be great.

Morgan