Hill_Step+4

**//A) Add 2-3 NC General Course of Study Competency Goals for English and SS.//**
Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience. Goal 2: The learner will explore and analyze information from a variety of sources. Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
 * Sixth Grade Language Arts Competency Goals to be added:**

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.
 * Sixth Grade Social Studies Competency Goals to be added:**

//**B) Unit Map/Narrative Overview** **(15 days)**//
Exit Slip: Students must write down their initial opinion on eternal life and why they would or would not drink the water.
 * Day 1 (Monday):** I will start off by incorporating my theme at the beginning of class. Students will come in to the song "Circle of Life" playing by Elton John. I will ask students what they think the 'circle of life' means. Students will be given a few minutes to get their thoughts down on paper. Then, we will discuss what everyone has come up with as a class. After the discussion I will pull out a 2 liter bottle full of water and place it on the front desk. The bottle will have glitter and/or sequins in it to make it look "magic" and interesting. A label will be placed on the front of the bottle that says "CAUTION: MAGIC WATER." I will tell students that I was given this magic water from a close friend. I will explain that the water is magic because it offers eternal life. I will ask students if they know what the word "eternal" means. We will discuss the meaning. Next, I will tell them that if one chooses to drink the magic water, they will live forever and become immortal. I will then have students discuss with a neighbor if they would drink the magic water and why or why not. I will then ask for volunteers to report to the whole class what their decision would be. I will then introduce //Tuck Everlasting// by reading the back cover of the book and showing them the trailer to the movie. I will tell them that we will later revisit the question about drinking the magic water once we get to a certain point in the book to see if their opinions have changed. I will also tell them to be thinking about how drinking the water could potentially affect the circle of life. I will then distribute copies of the book to the class. I will also introduce reading response journals and tell students that they will need to respond to a part of the reading or as the reading as a whole every night for homework in their journals and that it will be collected at the end of the unit. I will start reading the book aloud and will continue to do so until the end of class. Students will need to read through chapter 3 for homework and students will be told that they need to respond to what they have read so far in their reading response journals. They will be told to pay special attention to the quotes in the prologue: "The first week in 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 its turning." and "The wood was at 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 will be asked to reflect on these quotes in their journals.


 * Day 2 (Tuesday):** I will start off class by putting students in groups to discuss what they wrote in their reading response journals. Students will try to explain to one another what they think the quotes mean in the prologue. Students will also be discussing what they read for homework. Next, we will debrief as a class and we will discuss what happened in the chapters they read for homework. I will also ask for volunteers to tell me their thoughts on the ferris wheel quotes in the prologue. I will then introduce the concept of a metaphor. I will also explain how the ferris wheel is acting as a symbol. Thus, symbolism will be introduced as well. I will let students know that they will be trying to figure out the meaning of this symbol after they have completed reading the book. In order for students to better understand metaphors, I will then introduce the metaphor poem. Students will be given directions to create their own metaphor poems and examples will be given. We will then have a writing workshop where students will begin drafting their poems. Students will need to finish and illustrate their poems for homework. Students will also need to read chapters 4-6 for homework and record their reading responses in their journal.


 * Day 3 (Wednesday):** Students will turn in their completed metaphor poems. I will have made my own metaphor poem which I will share with the class. I will see if any volunteers wish to share their poems with the class. I will be sure to put the completed poems up on the walls. We will then discuss chapters 4-6. I will introduce the concept of foreshadowing and ask them what their reaction was to the man in the yellow suit who appeared in chapter 4. I will ask them if they had any instinctive feelings about him or what would happen later in the novel. We will also discuss the "kidnapping" of Winnie by the Tucks and the encounter in the woods with Jesse and Winnie. I will then show them a clip in the movie of the encounter in the woods and when Mae takes Winnie. I will then pass out a chart in which students can compare/contrast the book to the movie. We will discuss similarities and differences between the two and I will record information on the overhead as they follow along and write on their own handouts. If time allows, we will read chapter 7 aloud in class- either I will read aloud or it will play on a recording. Students will read chapters 8 and 9 for homework and write in their reading response journal.


 * Day 4 (Thursday):** Students will get in groups to discuss their responses to chapters 8 and 9. We will then debrief as a class and share our thoughts about the chapters. I will then introduce similes by giving the definition. I will point out some similes in the chapters that were read for homework: "But everything was motionless, dry as biscuit, on the brink of burning, hoarding final reservoirs of sap, trying to hold out till the rain returned, and Queen Anne's lace lay dusty on the surface of the meadows like foam on a painted sea" (p. 47). I will ask students if they happened to find another example of foreshadowing in chapter 8. I will then explain how the man in the yellow suit comes up again on page 45 and how it is an example of foreshadowing. I will then introduce a new assignment. Students must find a simile within chapters 1-8 that they wish to illustrate. I will let students get started on it and work for the rest of the class period. If they finish early, they can begin reading chapters 10-11, which is their homework, along with writing in their response journals.

Reader Response Check: Students will turn in their journals to be checked. They will be returned on Monday with comments.
 * Day 5 (Friday):** I will introduce imagery and demonstrate how powerful it is in chapter 10. I will read aloud the description of the Tuck's house in chapter 10. I will tell students to close their eyes to see if they can imagine it in their heads. Students will then be told to represent a passage that contains imagery in chapter 10. They will be allowed to draw it, paint it, construct it, mold it, etc. If they have other ideas, they can run them by me. Students will be given time to brainstorm how they are going to create their projects on a bubble map. Their projects will be due on Monday and they must include the accompanying passage.


 * Day 6 (Monday):** Reader response journals will be returned. Students will place their completed projects on their desks and we will go around the room to look at everyone’s. Next, we will read chapter 12 in class. I will again point out imagery and metaphors as a reminder as we read. EX: Metaphor on page 60: “The sun was dropping fast now, a soft red sliding egg yolk, and already to the east there was a darkening to purple.” After reading the chapter, we will begin to revisit our theme: the circle of life. In chapter 12, Tuck discusses the wheel of life with Winnie and how he wishes that he could be put back on the wheel again instead of being immortal. We will discuss what we think of Tuck’s advice to Winnie as a class. I will ask students if they agree with what he is saying. Then, to further students’ discussion and understanding of the circle of life, I will play a video clip and a song for students. First, I will play the beginning clip from the lion king movie where the song, ‘Circle of Life’ plays (http://www.youtube.com/watch?v=vX07j9SDFcc). I will ask students how the circle of life is being portrayed in the clip. I will write notes on the overhead as students copy them down in their reading journals for chapter 12. Next, I will play Carrie Underwood’s song “Wheel of the World.” Lyrics will be passed out to students and they will be instructed to follow along while the song plays. We will discuss the song and do the same note taking process. At the end, we will connect both the clip and song to //Tuck Everlasting.// Students will read chapters 13-16 for homework and write in their reader response journals.


 * Day 7 (Tuesday):** There will be a freewrite prompt on the board as students come into class: What do you think about Jesse Tuck’s invitation to Winnie to drink the water? What would you say back to him if you were Winnie? We will then discuss the prompt as well as other events that happened in chapters 13-16. Students will then take a short multiple choice quiz on chapters 13-16 so I can see who is reading and understanding the material. We will read chapter 17 aloud. I will ask for volunteers to take turns reading. Students will read chapters 18-19 for homework and write in their reader response journals.

1. What would happen if the man in the yellow suit were to sell the magic water? 2. How would this affect the life cycle? 3. What would the consequences be? 4. How did the man in the yellow suit scheme to get what he wanted? Is what he did fair? Why or why not? 5. Was it right of Mae to hit the man in the yellow suit? Why or why not? Students will read chapters 20-21 for homework and write in their reading response journal. They will be asked to write about this specifically: What would happen if Mae Tuck was sent to the gallows? What would happen if people found out that she couldn’t die?
 * Day 8 (Wednesday):** We will discuss the happenings of chapters 18 and 19 and then students will be given instructions for an activity: socratic seminar. I will give students the questions at the beginning of class and give them 5 minutes or so to get their thoughts down on paper. Then, we will get into a circle. The outer circle will observe and listen to the inner circle. They will be given a guided handout to take notes. The inner circle will have a conversation about what happened in the chapter with guided questions. The groups will be selected ahead of time and the inner and outer circle will switch. Everyone will be required to make a comment about their opinion. The questions to be discussed are:


 * Day 9 (Thursday):** Students will take a brief short answer quiz on chapters 20-21. The quizzes will be handed in. We will then discuss students’ responses to their journal prompt for homework as a class. We will then do a follow up activity to the Socratic seminar. Students will be asked to create posters either selling the water or banning the purchase of the water. Their advertisements will need to be convincing and creative. Students will be able to work on them for the rest of the class period. They will need to finish them for homework as well as read chapters 22-23 and write in their reading response journals.


 * Day 10 (Friday):** We will then discuss chapters 22 and 23. I will ask students to think about their predictions of what will happen next in the novel. Will Winnie drink the water that Jesse gave her? What do you think she will do to help save Mae? Will she be successful? We will then do a think-pair-share. After students think about the questions, they will pair up with a neighbor and discuss their thoughts. I will then tell students that they will be preparing a short skit with a group. I will bring in costumes and props. Students will be given posters/materials to make the setting, etc. Students will be assigned groups ahead of time and they will be able to pick any scene so far in the novel to act out. They will be given 25 minutes to plan their skit. Then, groups will perform skits in front of the class. Any groups that don’t have time to perform today will be able to do so on Monday. The skits will be filmed with a flip camera to put on the class website. Students will finish the rest of the book for homework –chapters 24-25, and the epilogue, as well as write in their reading response journals.

Exit Slip: Did your position on drinking the magic water and therefore having eternal life change from the very beginning of the unit? Why or why not?
 * Day 11 (Monday):** Any groups that did not get to perform their skit will get to do so today. We will discuss how the novel ended. I will introduce a poem by Robert Frost called “Nothing Gold Can Stay.” We will read the poem out loud together and discuss its meaning and how it connects to the circle of life. We will have a discussion on immortality. I will ask students who thinks Winnie should have drunk the magic water. Students will vote yes or no. We will then make a pro/con chart where we will list pros and cons of drinking the magic water/having eternal life. After the chart is filled out, we will have a re-vote to see if minds have been changed. I will then ask if they would have drunk the magic water if they were in Winnie’s position- has their position changed from the first day of the unit? I will also introduce the final assignment associated with the novel. Students will be asked to pick one of the following choices: write an alternate ending to the novel, create their own book cover, or create a wanted/missing poster of a character in the novel. The assignment will be due on Friday.


 * Day 12 (Tuesday):** I will give a minilesson of the time period of the novel (1880-1950) and how the forest changed over time. We will also discuss what life was like for families in the United States in the 1880's (family life, work, customs) at that time and relate that information back to the characters in the novel. We will then compare this to what life was like for people in North Carolina as well as either South America or Europe during this time frame (since students are learning about these countries in their social studies class at this time). We will also discuss how the forest changed over time: first it was a lush forest surrounded with trees and plants and at the end, it was cleared out and the spring was gone. Businesses emerged and numerous streets were there instead. From this, I will introduce the concept of deforestation. Next, we will switch gears and revisit the symbol of the ferris wheel in the prologue and discuss it's meaning and how it relates to the circle of life. We will go over characters, themes, symbolism, imagery, metaphors, etc. For homework, students will be asked to compose a short writing assignment to turn in: Which character would you take out to dinner and why?


 * Day 13 (Wednesday):** Workshop day- Students will get to work on final projects in class, as well as make sure their reading response journals are ready to be turned in on Friday. If students are finished with both items, they are to have a book to read.


 * Day 14 (Thursday):** Movie day- watch Tuck Everlasting the movie. Students will have a worksheet where they will need to note similarities/differences of the novel to the movie.

Exit slip: What was your favorite part of this unit and why?
 * Day 15 (Friday):** Movie day- finish watching the Tuck Everlasting movie. Discuss similarities/differences. Students will turn in their worksheets comparing/contrasting the book to the movie as well as their final projects and reader response journals.

//C) Draft a lesson plan for the opening of your unit (Day 1)//
Teacher: **Miss Hill** Unit and/or Lesson Title: **The Circle of Life/Would you want to live forever?** Context: **My plan is situated within the context of the novel, //Tuck Everlasting// and the theme "The Circle of Life."** Objectives: Materials/Technology Required: Time: **60 minutes** Instructional Procedures/Steps: Evaluation:** The exit slip will serve as the evaluation for this lesson. I will be able to assess students' knowledge of eternal life by reading their responses and reasoning behind drinking the magic water--or not drinking it.
 * SWBAT:**
 * Think critically and form their own opinions.
 * Share their opinions and thoughts with peers.
 * Comprehend the theme Circle of Life and what it means to have eternal life.
 * Song- Circle of Life by Elton John
 * Music Player
 * Journals
 * 2 liter bottle of "magic water"
 * //Tuck Everlasting// novels- class set
 * Tuck Everlasting movie trailer
 * Computer with internet access
 * Intro- Students will come in to the song "Circle of Life" (by Elton John) playing in the background. When the song ends, I will ask students what they think "the circle of life" means. Students will write down their thoughts in journals. We will then discuss what everyone has come up with as a class. I will make students aware that the circle of life is going to be our theme for this unit.
 * Hook- I will then pull out a 2 liter bottle full of water with sequins/glitter in it. The bottle will also have a label that reads, "CAUTION: MAGIC WATER." I will place the water on top of the front desks so students can see it. I will tell students that I was given this water from a close friend. I will explain that the water is magic because it offers internal life. I will ask students if they know what "eternal" means. We will discuss the definition as a class. I will then explain that if one chooses to drink the magic water, they will live forever and become immortal. I will have students discuss with a neighbor if they would drink the magic water and why or why not. I will then ask for volunteers to report to the class what their decisions would be.
 * I will then introduce the novel, Tuck Everlasting by reading the back cover of the book and showing them the trailer to the movie. I will tell them that we will later revisit the question about drinking the magic water once we get to a certain point in the book to see if their opinions change. I will also tell students to be thinking about how drinking the water could potentially affect the circle of life. I will distribute copies of books to the class.
 * Next, I will introduce reading response journals and tell students that they will need to respond to the reading every night for homework in their journals.
 * I will started reading the book aloud and will continue to do so until the end of class.
 * Closing- Students will need to read through chapter 3 for homework. Students will be told that they need to write their response to what they have read so far in their reading response journals. They will be told to pay special attention to the quotes in the prologue: "The first week in 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 its turning." and "The wood was at 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 will also be told to reflect on these quotes in their journals.
 * Exit Slip- Students must write down their initial opinion on eternal life and why they would or would not drink the water.

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