Introduction This unit was created for 6th grade Language Arts students at Walker Charter Academy, a part of National Heritage Academies, in Walker, Michigan. This unit centers on the novella The Pearl by John Steinbeck. During this three week unit, students will focus on using various comprehension strategies before, during, and after reading. Students will also work on identifying themes, symbols, and conflicts in the story. A variety of instructional and assessment strategies will be used during this unit. Students will participate in journaling, class discussions, partner work, and individual work. During the unit, students will take two comprehension quizzes. Each quiz consists of ten questions that will assess students’ comprehension of what has been read. As a summative assessment, students will outline and write a four paragraph essay about two themes in the novella. In each lesson, accommodations are made for students. Additional work is available for students who struggle during the lesson as well as extensions for those who finish early or are especially interested in the topic. Each level of Bloom’s Taxonomy is represented throughout the unit along with accommodations for each learning style.

National Heritage Academy Standards This unit aligns with National Heritage Academy Standards for reading and writing. National Heritage Academies, along with other districts in the nation, are currently making the transition to Common Core standards. For the purposes of this unit in March, 2013, lessons will follow the standards set forth by National Heritage Academies.

1. Apply comprehension strategies before, during, and after reading: Reflect on what has been learned after reading and formulate ideas, opinions, and personal

responses to text. 2. Analyze central ideas and recurring themes within and across texts (e.g. bravery, loyalty,

friendship). 3. Participate and contribute in discussions (e.g. whole-class seminars, literature circles, work

groups, panel discussions, mock trials): Assume different roles (e.g. active listener, discussion leader, facilitator) Take notes Volunteer opinions for consideration by the group

4. Apply prewriting strategies to plan and organize writing (e.g. discussion, outlining, graphic organizers, writing models, rubrics, background research).

5. Write expository/persuasive compositions: State a clear purpose and present information that reflects knowledge about the topic Support ideas with facts, examples, definitions, and analogies Present an introduction; group related ideas into paragraphs with a topic sentence and

supporting sentences 6. Evaluate information presented in diverse media formats.

Unit Goals TLW know how to use comprehension strategies before, during, and after reading. TLW understand the themes presented in The Pearl. TLW be familiar with organizing and drafting expository text.

Unit Objectives TLW apply a pre-reading comprehension strategy by answering three journal questions. TLW use the dialogue journal strategy to summarize chapter one. TLW document imagery in The Pearl by illustrating at least four key events from chapters one and two. TLW identify two settings in The Pearl by creating a two-tab book. TLW compare and contrast the actual city of La Paz with the fictional city of La Paz in The Pearl by participating in the game Truth or Bazinga. TLW construct a visual representation of at least one character in The Pearl by creating a character sketch in a small group. TLW identify at least five symbols and their meanings in The Pearl by completing the brainstorm web. TLW select at least two events in The Pearl and indentify the effect of these events on the plot by completing the cause and effect chart. TLW respond to questions about The Pearl through the eyes of the main character, Kino, by completing the investigative reporter form. TLW use the double entry diary strategy to explain at least four passages from The Pearl. TLW create a conflict mobile that contains at least one example from The Pearl of each of the four types of literary conflicts. TLW apply a pre-writing strategy by completing the theme essay outline. TLW write a four paragraph essay on two themes in The Pearl. TLW evaluate similarities and differences between the book version and the movie version of The Pearl.

Technology The integration of technology is key in this unit. In the introductory lesson, students will watch a video clip from USA Today about winning the lottery. Students will also watch a book trailer for The Pearl to get them excited about the novella and give them a sneak peak of what to expect. These clips can be found on the USA Today website or sites like youtube and teachertube. Specific links to these videos can be found within each lesson as well as in the bibliography. Students will also have the opportunity to listen to each chapter of The Pearl. The audio recording will be listened to ask a class through the classroom speakers. Students participating in special education will have a Kindle available to them with the audio version of the book to listen to daily. These resources are essential in this unit.

Hands-On Learning The comprehension strategies that students will participate in during this unit range from writing activities to hands-on learning activities. Students will create foldables, sketches, and construct a mobile. Not only will these hands-on experiences be engaging for students, they will also create a product that can be displayed around the room as a visual representation of their learning.

Subject Integration This unit focuses on the Language Arts content area with reading and writing as the main focus. Lesson four will integrate the Social Studies content area by focusing on the geography of the setting in The Pearl. This unit also integrates Art by having students create visual representations of their learning. Extension activities may integrate Science but serve as enrichment.

Affective Domain During this unit, students will be encouraged to engage in classroom discussion about the reading and the comprehension strategies implemented. At the beginning of the unit, a strong emphasis will be placed on expectations during discussions. This includes respecting the opinions of others and how to create a positive learning environment for all students. Students will play a key role in developing and carrying out these expectations.

Classroom Set-Up

The classroom set-up will be crucial for discussion during this unit. During independent work, students will remain at their desks which are arranged in 5 rows. During independent reading, students may choose to read around the room. However, this is a privilege. If students repeatedly show that they cannot behave outside of their seats they will be asked to read at their desks. During a read aloud or audio recording of the book, the desks will be pushed to the side of the room and a circle will be formed on the floor. This will also be done during discussion to engage students. There are many visuals that will be displayed around the room during the unit. On the front bulletin board, each comprehension strategy that we are working with will be displayed. Under each strategy, examples of exceptional student work will be displayed as well. Around the door of the classroom, sentence starters will be hung up for students to use while completing exit cards. This will allow students independence and choice when filling out an exit card. Lastly, literary terms will play a large role in this unit. Posters with literary terms and their definitions will be hung up around the room for student reference. Please see page for examples of these visuals.

Assessments This unit consists of a wide range of formative assessment strategies. There will be two comprehension quizzes given after Lesson 5 and again after Lesson 10. These quizzes will guide instruction for future lessons based on the needs of students. As a final assessment, students will write a four paragraph essay about two themes in The Pearl. Leading up to this assessment, students will participating in outlining, drafting, and peer editing.

Extensions

During this unit, there will inevitably be students who finish early, excel in the content area, or simply want more practice. Each lesson contains at least one extension activity, listed under “Accommodations” for students to complete as enrichment. Also, at the end of the unit, there is a collection of enrichment activities that extend lessons, integrate content areas, and provide students with an engaging activity that can be completed without teacher assistance. During unit instruction, there will be a binder in the front of the classroom with these enrichment activities. Students will be free to access these activities once they have shown the teacher their completed lesson.

Examples of Classroom Visuals

These conflict posters will be used during Lesson 10. They will be displayed on the front board for students to reference while completing their assignment. These posters were found using the Scholastic website.

Lesson 1: Introduction to The Pearl and Chapter 1 Content Area: Language Arts

*This lesson is an introductory lesson to the unit. Students will be introduced to themes they will encounter in the novella. This lesson will grab students’ interest in the unit by presenting the novella in an engaging way. 1. Standard

National Heritage Academies Apply comprehension strategies before, during, and after reading.

2. Objective TLW apply a pre-reading comprehension strategy by answering three journal questions. *I can use a pre-reading strategy.

3. Anticipatory Set

All of the students will have their names entered in the WCA lottery. TTW draw 3 or 4 winners to receive a small prize.

4. Input Ask the student who won the lottery how their day is now going to be different. Ask students who did not win the lottery how it feels to see that their classmates have won. TLW complete the 3 lottery journals on the hand out. TLW will view the Today Show clip “The Double Edge Sword of Winning the Lottery”. TLW participate in a class discussion about their responses on the hand out and their feelings

about the video clip. TTW relate the discussion to what students will encounter while reading The Pearl. TLW watch The Pearl book trailer and TTW read aloud Chapter 1. Thinking Levels Comprehension: Describe what it would be like to win the lottery. Analysis: Compare the positives and negatives of winning the lottery.

Learning Styles Linguistic: Students will express their ideas through writing and discussion. Logical: Students will logically reason through lottery problems. Accommodations Remediation: Students who struggle to understand how this concept relates to the novel will meet in small groups to discuss how the journals relate. Extensions: Students who excel can create their own short story about someone who won the lottery and what impact it had on their life. Differentiated Instruction Students will participate in independent journaling, class discussion, as well as watch a short video clip. This variety of instructional strategies will cater to multiple learning styles and keep the lesson engaging. Students will also listen to a read aloud of Chapter 1. Materials

Copy of The Pearl for each student Cold call sticks for lottery Small lottery prizes Journal prompts Internet/projector for video clip Curse of Winning the Lottery: http://www.today.com/video/today/49991801#49991801 (watch

clip until 2:35) The Pearl book trailer: http://www.youtube.com/watch?v=hJ83SwDj85k

5. Modeling

TTW show the students the journals on the board and read through it with the students.

6. Checking for Understanding This will be done by students participating in class discussions throughout the lesson.

7. Guided Practice The class will discuss the first journal prompt together as well as listen to a read aloud of Chapter 1 and participate in a guided discussion throughout the chapter.

8. Independent Practice TLW complete the journal prompts.

9. Closure TTW will lead the class in a discussion of how the journal prompts relate to Chapter 1.

10. Assessment How do you know that the objective was accomplished?

Students will complete the journal prompts and turn them in after completing. I will know that the objective has been reached once students begin reading the novel and implement these comprehension strategies.

Ask yourself what do my students know, understand and are able to do? Students will know what happens when they win the lottery, they will understand how the lottery affects people’s lives, and they will be able to apply this knowledge to reading the novel.

11. Reflection:

I found that it was necessary to read the first chapter aloud to students because there is a lot of difficult vocabulary and it can be hard to adjust to John Steinbeck’s writing style. We formed a circle on the floor and students were able to lay down while we read as long as they continued to participate in discussion. This worked very well. The lottery journaling topics also worked well. Students enjoyed answering them. However, I found that this would have been more beneficial if I had referenced back to the journals later on in the unit.

Lesson 2: Dialogue Journals Content Area: Language Arts

1. Standard

National Heritage Academies Apply comprehension strategies before, during, and after reading.

2. Objective TLW use the dialogue journal strategy to summarize chapter 1. *I can complete the dialogue journal for chapter 1.

3. Anticipatory Set The class will summarize the events of Chapter 1.

4. Input TTW introduce the students to the dialogue journal strategy. A dialogue journal is a written

conversation between two students. Students will be writing about that they have read in The Pearl. Topics may include questions you have about the story, observations, likes and dislikes, discussions about the characters

TSW work in partners to complete the dialogue journal. Thinking Levels Knowledge: Can you retell what happened in chapter 1? Comprehension: Can you locate key parts of chapter 1? Learning Styles Linguistic: Students will express their ideas through writing and class discussion. Interpersonal: Students will work in partners to complete the dialogue journal. Accommodations Remediation: Students may discuss in small groups the events that happened in chapter 1. Extension: Students who finish early may make a list of questions they would ask their partner about chapter 1. Differentiated Instruction Students will work in pairs to complete the dialogue journal. This will encourage corporative learning and scaffold instruction. Materials Copy of The Pearl for each student Dialogue journal for each student

5. Modeling

TTW complete an example of the dialogue journal for students to see.

6. Checking for Understanding TTW circulate the room to monitor student progress during partner work.

7. Guided Practice

TLW participate in a class discussion before completing their dialogue journal.

8. Independent Practice TLW not work independently during this activity, but will work with a partner.

9. Closure TLW share their journals with the class. The class will also summarize chapter 1.

10. Assessment How do you know that the objective was accomplished?

The objective has been accomplished when students can complete the dialogue journal strategy with a partner.

Ask yourself what do my students know, understand and are able to do? Students will know the events of Chapter 1, understand how to use the dialogue journal strategy, and be able to complete a dialogue journal with a partner.

11. Reflection

This activity received mixed responses from my students. Some really enjoyed working with a partner while others thought it was “boring” to work with a partner or their partner read “too slow”. However, I would still do this lesson again and encourage students to work cooperatively with each other. I could see myself using a mini-version of this activity at the beginning of class to have students review what they read the day before with a partner.

Lesson 3: Chapter 2 and Imagery Content Area: Language Arts

1. Standard

National Heritage Academies Apply comprehension strategies before, during, and after reading.

2. Objective TLW document imagery in The Pearl by illustrating at least 4 key events in chapters 1 and 2.

*I can illustrate key events in The Pearl.

3. Anticipatory Set TTW ask students to write down their definition of imagery.

4. Input

Anticipatory Set TTW ask for volunteers to share their definition of imagery. They may share verbally or write

their definition on the board depending on the class and time. The class will use the definitions to come up with a class definition of imagery. TTW guide the

class to the definition: The use of vivid language to create a mental picture. TTW ask students if they have seen any examples of imagery in chapter 1. After hearing ideas from 2-3 students, TTW present students with the Imagery Activity. After reading chapter 2, students will look back in the text for examples of imagery for at least 4 of

the following: Kino & his family, the doctor’s house, Coyotito and the scorpion, the oyster bed, and Kino’s home.

TLW read chapter 2 independently. TLW illustrate 4 of the images above and include a short quote from the text that describes the

image. TLW share their work in the class by displaying it around the room. Thinking Levels Knowledge: TLW define imagery. Comprehension: TLW locate examples of imagery within the text. Application: TLW illustrate their mental image of events in the text. Evaluation: TLW select the most important image from the first 2 chapters. Learning Styles Visual: Students will illustrate key images from the text. Linguistic: Students will write about the key images they have selected. Intrapersonal: Students will work independently to complete this assignment. Accommodations Remediation: Students who struggle with this assignment will be given teacher selected passages from the text that illustrate imagery for the student to select from. This will eliminate students struggling to search through the text for the images. Extensions: Students who complete the assignment early may choose the most important image to them and create it on a larger piece of paper to be displayed around the room. Differentiated Instruction

In this lesson, students will use both writing and illustration. This will give students the opportunity to display their thinking in multiple ways. Materials Copy of The Pearl for each student Finding Imagery hand out Colored pencils/markers

5. Modeling

TTW show the students a passage in the text that uses imagery and talk with students about the visual picture it paints for the teacher.

6. Checking for Understanding

Before having students read independently, TTW ask students to explain the tasks that they are responsible for during the lesson and how they are going to accomplish these. While students are working independently, TTW circulate the room to make sure students are following along and completing the assignment.

7. Guided Practice

TTW read a passage to students that uses imagery and ask the students to describe the mental picture that is painted in their heads.

8. Independent Practice

TLW read chapter 2 illustrate 4 key images from the text.

9. Closure At the end of the lesson, TTW ask students what the most important image was to them and why.

10. Assessment How do you know that the objective was accomplished?

Students will turn in their imagery worksheet that was completed in class. Ask yourself what do my students know, understand and are able to do?

Students will know the definition of imagery, they will understand how the author uses imagery to create a mental picture, and they will be able to draw the mental picture they have during certain parts of the story.

11. Reflection

Some students struggled to relate the image they had in their head to the direct quote on the page that gave them that image. However, many students drew excellent representations of what they were imagining in their heads and just needed a bit of guidance to find the right quote to describe what they were imagining.

Lesson 4: Chapter 3 part 1 and Setting Content Area: Language Arts, Social Studies

1. Standard

National Heritage Academies Apply comprehension strategies before, during, and after reading.

2. Objective

TLW identify 2 settings in The Pearl by creating a 2 tab book. *I can identify 2 settings in The Pearl. TLW compare and contrast the actual city of La Paz with the fictional city of La Paz in The Pearl by participating in the game Truth or Bazinga. *I can compare and contrast a real city with a fictional city.

3. Anticipatory Set

As an introduction to the setting of the story, the class will participate in a short game of Truth or Bazinga (true or false). The class will be presented with “facts” about the city of La Paz and they will decide if it is true or false (bazinga). The class will then compare and contrast the actual city of La Paz and the fictional city in The Pearl.

4. Input

Anticipatory Set After comparing the two cities, TLW focus on the city in The Pearl. TTW ask students to identify what they think are the main settings in the text. TTW guide students to discuss 2 settings: Kino’s home and the gulf. TLW listen to an audio recording of part of chapter 3 (pgs. 20-30). After reading, TLW create a 2 tab book detailing the two settings discussed: Kino’s home and the

gulf. To make the book, fold one piece of paper in half. Cut the top half to the crease to make two flaps. On one flap write “Kino’s Home” and on the other flap write “The Gulf”. Under each flap, TLW sketch a picture of what each setting looks like. They will also write 4 sentences detailing why the setting is important to the story.

TLW complete an exit card writing something they learned or something they were surprised by. Thinking Levels Knowledge: TLW will define setting. Comprehension: TLW describe the setting in The Pearl. Application: TLW write why the setting is important to the story. Analysis: TLW compare and contrast the city of La Paz and the city in the story. Evaluation: TLW judge which setting is the most important to the story. Learning Styles Linguistic: TLW write about each setting. Visual: TLW illustrate each setting. Logical: TLW reason which answer is best during Truth or Bazinga. Accommodations Remediation: Students who struggle to identify the setting will be directed to pages that detail the setting and show the effect it has on the story. Extensions: TLW compare and contrast how the story would be the same and different if the setting took place elsewhere.

Differentiated Instruction This lesson integrates social studies which will allow students to make connections between the content areas. This lesson also addresses multiple levels of thinking, including evaluation. Students will be given the opportunity to create a visual representation of the setting as well as a written representation which caters to multiple learning styles. Materials Copy of The Pearl for each student Blank piece of paper for each student Scissors and markers Truth or Bazinga cards Facts about La Paz

5. Modeling

TTW show the students how to make the 2 tab book as well as show an example of a completed 2 tab book.

6. Checking for Understanding

TLW give visual cues during the Truth or Bazinga game by holding up a sign that says “truth” or a sign that says “bazinga”. This will allow the teacher to do a quick visual check of students’ understanding.

7. Guided Practice TLW participate in a class discussion about the two main settings in The Pearl and how these are important to the story.

8. Independent Practice

TLW complete the 2 tab book independently. They will illustrate the setting as well as write a 4 sentence explanation of why the setting is important.

9. Closure

TLW complete an exit card by writing something they learned during the lesson or something that surprised them.

10. Assessment How do you know that the objectives were accomplished?

The objective has been met when students participate in the Truth or Bazinga game and the discussion about the two cities. Students’ completion of the two tab book, including their explanation of why the setting is important to the story, will show that the objective has been met.

Ask yourself what do my students know, understand and are able to do? Students will know what setting is, understand why it is important to the story, and will explain in their own words how the setting affects the story.

11. Reflection

This lesson was the least liked of all of my students. We did not have time to play truth or bazinga (which I think could have changed their minds). I would do this lesson again, but I would not limit students to picking from 2 settings. I would allow them to brainstorm some “smaller” settings in the story and choose those if they would like.

Lesson 5: Chapter 3 part 2 and Character Representations Content Area: Language Arts

1. Standard

National Heritage Academies Apply comprehension strategies before, during, and after reading.

2. Objective

TLW construct a visual representation of at least one character in The Pearl by creating a character sketch in a small group.

*I can create a character sketch.

3. Anticipatory Set As a class, the students will make a list of all of the characters so far in the story. Then, they will narrow the list down to the 4 or 5 most important characters.

4. Input

Anticipatory Set TLW listen to an audio recording of chapter 3 part 2 (pgs 30-40). After listening to the chapter, TTW introduce the character sketch. The character sketch is a visual

representation of a character. Each group will be assigned a character from the story and receive a large piece of white paper. On the top of the paper, the will write the name of the character. In the middle of the paper, they will draw a picture of the character. Around the edges of the paper they will write words that describe the character, pictures that represent the character, and anything else they think represents the character.

TTW show the students a completed character sketch of a character from another story they have read or a character sketch of a commonly known person.

TTW separate the students into group of 4. Depending on the class, TTW allow the students to choose their groups or have groups pre-selected. One strategy for placing students into groups is allowing them to choose a partner. TTW then choose two pairs to place in a group of 4.

Each group will be assigned a character. TLW then work in their group to create the character sketch.

Thinking Levels Knowledge: List the characters in The Pearl. Comprehension: Describe the qualities and traits of each character. Application: Sketch a representation of the character using pictures and symbols. Analysis: Compare the physical and emotional traits of the character. Synthesis: Create a visual representation of the most important qualities of the character. Evaluation: Select the most important trait of the character. What makes this more important than the others? Learning Styles Visual: Students will use pictures to represent the character. Auditory: Students will listen to an audio recording of the chapter. Logical: Students will use reasoning to determine which trait is the most important to the character. Interpersonal: Students will work in small groups. Accommodations

Remediation: Students who struggle to select the most important quality of the character will be directed to teacher selected passages that highlight the most important quality. Extensions: Students who finish their character representation early may select another character in the story to create a visual representation of. They may also choose to write a poem or other creative way of representing their character. Differentiated Instruction During this lesson, students will listen to an audio recording of chapter 3. This will allow students to practice their listening skills and assist students who learn better by hearing the story read aloud. Students will also work in small groups so they can build and learn off of each other. Materials Copy of The Pearl for each student Large pieces of white paper Markers/colored pencils Character Sketch brainstorming outline

5. Modeling

TTW show students how to complete a character representation. 6. Checking for Understanding

TTW circulate the room during group work to field student questions and make sure students are on task and completing the assignment correctly.

7. Guided Practice

This is intertwined with modeling. While the teacher is showing students how to complete a character representation, the class will work together to create a character sketch of a character from another story or a commonly known figure.

8. Independent Practice

In this lesson, TLW work in small groups. However, independent practice is used in multiple lessons throughout this unit.

9. Closure Each group will present their character sketch OR students will participate in a picture walk around the room to see each character sketch.

10. Assessment

How do you know that the objective was accomplished? The objective has been met by students’ completion of the character sketch.

Ask yourself what do my students know, understand and are able to do? Students will know the main characters in the story, students will understand the different traits they have, and students will be able to select which trait is the most important.

11. Reflection

This was my students’ favorite activity! They loved brainstorming traits about their character and then drawing them on a poster. I would absolutely do this activity again. It was a great way to encourage corporative learning while working in the content area. However, this lesson required more than one class period.

Lesson 6: Chapter 4 part 1 and Symbolism Content Area: Language Arts

1. Standard

National Heritage Academies Analyze central ideas and recurring themes within and across texts.

2. Objective TLW identify at least 5 symbols and their meanings in The Pearl by completing the brainstorm web.

*I can identify symbols in The Pearl.

3. Anticipatory Set TTW show the students commonly known symbols and ask students to describe what they represent. Examples: Dove = peace, Flower blooming = life, Rose = love

4. Input

Anticipatory Set TTW explain to students that symbols can be found in all types of literature. TTW introduce the

brainstorming web with the following symbols included: scorpion, canoe, village, doctor, Juana, and pearl. TTW note that these everyday objects can represent something larger in the story.

After students read Chapter 4 (pgs. 41-53), they will complete the brainstorm web. They will be given the above symbols and must fill in what each symbol represents.

After completing the brainstorm web, TLW complete an exit card to end the lesson. Thinking Levels Knowledge: TLW define symbol as it appears in literature. Comprehension: TLW locate symbols in The Pearl. Application: TLW interpret what each symbol means to the overall plot of the story. Analysis: TLW compare the actual object to the object’s symbolic meaning in the story. Evaluation: TLW select the most important symbol in The Pearl and determine why it is the most important. Learning Styles Linguistic: TLW use writing to convey ideas. Logical: TLW complete a brainstorm web using reasoning. Intrapersonal: TLW work independently to complete the brainstorm web. Accommodations Remediation: Students who struggled to find all of the symbols in the text will be directed to focus on 1 or 2 symbols in depth. By gaining a better understanding of 1 or 2 symbols they will be able to use this knowledge to identify the other symbols in the text. Extensions: Students who finish early and have easily identified each symbol can begin to brainstorm how each symbol relates to the overall theme of the story. Differentiated Instruction By working with a brainstorm web, students will be able to use a “stream of consciousness” strategy where they simply try to get their ideas out on paper. In doing this, students will be encouraged to give any answer they can think of even if it may not be correct. This will hopefully motivate students who do not typically give responses frequently.

Materials Copy of The Pearl for each student “Common Symbols” to show on doc cam Brainstorm web for each student

5. Modeling

TTW introduce the brainstorm web and show students how to use it. TTW complete an example by using the common symbols from the anticipatory set and making a web with their meanings.

6. Checking for Understanding TTW circulate the room during independent practice. After the lesson, an exit card will be used to assess students’ learning.

7. Guided Practice TLW participate in completing the brainstorm web of common symbols with the teacher during modeling.

8. Independent Practice

During and after reading, TLW complete the brainstorm web for symbols in The Pearl.

9. Closure At the end of the lesson, TLW complete an exit card answering one of the following stems:

I learned… I was surprised… I’m beginning to wonder… I’m getting clearer about… I rediscovered… I am feeling…

10. Assessment

How do you know that the objective was accomplished? I will know that the objective was accomplished when students complete the brainstorm web identifying 5 symbols in The Pearl. The understanding of these symbols will be necessary in subsequent lessons and the summative assessment.

Ask yourself what do my students know, understand and are able to do? My students will know what a symbol is, understand how they are used in literature, and be able to indentify 5 symbols in The Pearl.

11. Reflection This lesson has a great anticipatory set. Students enjoyed identifying common symbols in their lives and they even brainstormed some of their own! Students used the graphic organizer well and were able to work on their own after modeling.

Lesson 7: Chapter 4 part 2 and Cause and Effect Content Area: Language Arts

1. Standard

National Heritage Academies Apply comprehension strategies before, during, and after reading.

2. Objective

TLW identify at least 2 events in The Pearl and the effect of these events on the plot by completing the cause and effect chart.

*I can identify cause and effect in The Pearl.

3. Anticipatory Set TLW do a “think, pair, share” with the person sitting next to them to answer the prompt: What is something you have done that had an effect on someone else? Was this effective positive or negative? If you would have done something differently how might it have changed the outcome?

4. Input

Anticipatory Set After sharing with a partner, TTW ask for volunteers to share with the class. This will lead

students to an understanding of cause and effect – that every action has a consequence (positive or negative).

TTW ask for students to give examples of events that have happened in The Pearl but NOT to give an example of the effect it had on the characters or plot. TTW make a list of these events on the board.

TTW introduce students to the cause and effect chart. On one side of the chart, TLW write the event or “cause” and the page number it can be found on. On the other side of the chart, TLW write the effect this event had on the plot or the characters.

After the students read part 2 of chapter 4 (pages 53-58) they will complete the cause and effect chart. TLW choose at least 2 of the events brainstormed during discussion OR choose an event that was not mentioned.

When the student is finished, they may choose one of their cause and effects to write on an exit card.

Thinking Levels Knowledge: TLW define cause. TLW define effect. Comprehension: TLW explain how a cause produces an effect. Application: TLW demonstrate the effect of an event in the story by writing. Analysis: TLW can differentiate between the cause and the effect. Learning Styles Linguistic: TLW use writing to express their understanding of cause and effect. Interpersonal: TLW work with a partner. Logical: TLW use reasoning to determine an effect when discussing cause and effect. Intrapersonal: TLW work independently to complete the cause and effect chart. Accommodations

Remediation: Students will be given a cause with a list of possible effects from The Pearl. They will use reasoning and what they have read in the story to help them determine which effect is correct. This will also aid in students’ comprehension of the text. Extension: Students may choose one cause and effect and change the outcome. How might this change the story if the outcome is different? Differentiated Instruction This lesson uses a combination of partner work, full class practice, as well as independent practice. This is essential in scaffolding instruction during this lesson. Students will use their reasoning skills to determine the effects of events in the story and document their findings by writing. Materials Copy of The Pearl for each student Cause and Effect chart White board or large paper for class brainstorming

5. Modeling

TTW use the examples given during the anticipatory set as a way to model cause and effect to students. This will use real world examples from students and create a connection from personal experiences as well as build classroom community.

6. Checking for Understanding

TTW propose a situation to students and give 3 or 4 outcomes of the situation. One will clearly be the best choice as the most likely outcome. Students will give a silent signal to select their answer providing the teacher with a visual cue of students’ understanding.

7. Guided Practice

TLW work as a class to brainstorm events from The Pearl (causes). These causes will be used during their independent practice.

8. Independent Practice

TLW complete the cause and effect chart using two examples from the guided practice brainstorming, or by choosing their own examples.

9. Closure

TLW complete an exit card with one example of cause and effect from their chart. 10. Assessment

How do you know that the objective was accomplished? I will know that the objective was accomplished when students complete the cause and effect chart by correctly identifying two causes and two effects.

Ask yourself what do my students know, understand and are able to do? My students will know what cause and effect are, they will understand how cause and effect influence the story, and they will be able to identify two examples of cause and effect from The Pearl.

11. Reflection

This lesson not only taught cause and effect, but also reinforced some key elements of plot. It was a very quick lesson but could have been explore more in depth if students were required to identify more than 2 causes and effects.

Lesson 8: Chapter 5 and Investigative Reporter Content Area: Language Arts

1. Standard

National Heritage Academies Apply comprehension strategies before, during, and after reading.

2. Objective TLW respond to questions about The Pearl through the eyes of the main character, Kino, by completing the investigative reporter form.

*I can answer questions about The Pearl.

3. Anticipatory Set TTW explain to students that during this lesson they are going to be reporters for Time Magazine. Each student will receive a clip board for note taking on their “investigation”.

4. Input

Anticipatory Set Once students have their clip board, they will be introduced to their task as an investigative

reporter. Students will be given a list of questions that a reporter from a magazine needs to ask the main character, Kino, about his experience finding the pearl of the world. TLW respond in writing to the reporter’s questions through the eyes and experiences of Kino.

TTW give students the reporter form that they will use for this assignment. Students will need to read chapter 5 before beginning this task.

Once the teacher has explained the directions for the activity, TLW independently read or listen to an audio version of chapter 5 of The Pearl. TLW use the new information from chapter 5 to help them answer the investigative reporter questions.

TLW complete the reporter questions by answering each question with at least 1 complete sentence.

Once students have finished, the class will come together to share their responses to the questions. Students’ answers may vary and this will open discussion as to why some students may have thought differently about the questions than others.

Thinking Levels Knowledge: Who brought “The Song of Evil” to Kino? Comprehension: Describe how Kino felt when he found the pearl. Application: TLW interpret how Kino felt during various parts of the story. Learning Styles Linguistic: TLW write through the eyes of the main character. Auditory: TLW may listen to a recording of the chapter. Logical: TLW use reasoning skills to understand how Kino felt during various events in the story. Intrapersonal: TLW read the chapter independently. Accommodations Remediation: If students are struggling to answer the questions through the eyes of Kino, they will be directed to passages in the test that highlight Kino’s emotions or insights. Doing this will guide students to look in the appropriate locations for answers and not struggle to locate it on their own.

Extensions: Students who finish early or who are especially interested in the assignment can use the information the gathered from their report and create a news article that uses this information. Differentiated Instruction During reading, students will have the choice to read independently or to listen to an audio recording of the chapter. Students will also have the opportunity to work around the room during independent work in an area that best suits their learning needs. This assignment will challenge students’ linguistic and logical learning styles and encourage them to think about the story through a new lens. Materials Copy of The Pearl for each student Student clip boards Investigative Reporter form

5. Modeling

TTW present students with a copy of the investigative reporter form. TTW explain the direction and the expectations for completing the activity. Then, as a class, students will work with the teacher to complete the first question on the assignment.

6. Checking for Understanding

TTW circulate the room during independent work to monitor student progress.

7. Guided Practice Guided practice for this lesson will be conducted during modeling. TLW work as a class with the teacher to complete the first question on the assignment.

8. Independent Practice

TLW work independently to complete the investigative reporter form through the eyes of Kino. 9. Closure

When students have completed the assignment, the class will come together to share some of the responses to the various questions. Students may respond differently and this will open up discussion for why students responded differently to the questions and what made them do so.

10. Assessment

How do you know that the objective was accomplished? I will know that the objective was accomplished when students successfully complete the investigative reporter form. This comprehension strategy will have been successful when students are able to complete the comprehension quizzes and the final assessment with accuracy.

Ask yourself what do my students know, understand and are able to do? My students with know how to use the investigative reporter strategy, they will understand how to answer questions through the eyes of a character, and they will be able to use this comprehension strategy to aid them on assessments.

11. Reflection

Students absolutely loved this activity. We had time to get to the extension activity where students wrote a news article about the information they gathered in their investigative reporter worksheet. Many students told me this was their favorite activity and it was an excellent way to integrate writing into the unit.

Lesson 9: Chapter 6 part 1 and Double Entry Diary Content Area: Language Arts

1. Standard

National Heritage Academies Apply comprehension strategies before, during, and after reading.

2. Objective TLW use the double entry diary strategy to explain at least 4 passages from The Pearl. *I can use the double entry diary strategy.

3. Anticipatory Set Present students with the following quote from the introduction to The Pearl: “And, as with all retold tales that are in people’s hearts, there are only good and bad things and black and white things and good and evil things and no in-between anywhere.” Students will use the Think-Pair-Share strategy to discuss this quote with a partner.

4. Input

Anticipatory Set After participating in the Think-Pair-Share strategy, TTW ask for volunteers to share what they

and their partners discussed about the quote. TTW ask students, “Why is it important to focus on the quotes and passages that stand out to us?”

TLW respond and TTW guide the discussion toward how doing this allows us to comprehend the story.

TTW present the students with the double entry diary strategy. Students will be given a table. Directions are as follows: On the left side of the table below, choose 4 passages from what we have read so far in The Pearl that stand out to you. Write down the passage, including the page number where you found it. One the right side of the table, write at least 4 sentences explaining the quote. You may choose to write about:

What you think the quote means How it makes you feel If you agree or disagree with the quote

As a class, students will complete a double entry diary on the board using the quote discussed during the Think-Pair-Share

TLW independently read chapter 6 part 1 (pages 68-80). After reading, TLW complete the double entry diary per instructions on the handout. When students are finished, they will share with the class the most important quote they found.

TTW keep track of if students choose any of the same passages, and, if they do, what this tells us about the importance of said passages.

Thinking Levels Knowledge: State short passages from The Pearl. Comprehension: TLW locate important passages in The Pearl and paraphrase their meanings. Application: TLW interpret the passage and write what it means to them. Analysis: As a class, students will compare and contrast the quotes they determined to be the most important. Evaluation: TLW select a passage and support its importance. Learning Styles

Linguistic: TLW express their ideas in writing. Interpersonal: TLW have the opportunity to work with a partner during the Think-Pair-Share strategy. Intrapersonal: TLW work independently to read the chapter and complete the double entry diary. Logical: TLW use reasoning to determine importance of selected passages. Kinesthetic: TLW will be asked to use silent signals such as thumbs up/thumbs down. Accommodations Remediation: Students who have difficulty explaining why a passage is important will be encouraged to focus on one type of response rather than choose from many. Students may be asked to explain how this passage enhances the story as a way to determine importance. Extension: Students will be asked to go through the text and select passages that they think are not important. This means selecting passages that they think do not add to the plot and are “fluff”. Students will then explain why they think it isn’t important to the story and what may have been the author’s purpose for using said passages. Differentiated Instruction TLW use a variety of strategies during this lesson. They will have the opportunity to work with a partner as well as work individually. During this lesson, students will be able to select from a list of prompts giving them authority in the lesson. Students will also be given the opportunity to use small movements to show their understanding (such as thumbs up/thumbs down). Materials: Copy of The Pearl for each student Double Entry Diaries Think-Pair-Share Strategy (method)

5. Modeling

TTW show students how to use the double entry diary strategy by filling one out with the help of the class for the passage discussed during the anticipatory set.

6. Checking for Understanding TTW ask students to verbalize directions and instructions for the assignment to assess if they understand what is expected of them. TTW may also use silent signals such as thumbs up/thumbs down or raise your hand if you agree.

7. Guided Practice

Guided practice will be done in connection with modeling. Students will be asked to work as a class to create a double entry diary for the passage discussed during the anticipatory set.

8. Independent Practice

TLW read the chapter independently as well as complete the double entry diary on their own.

9. Closure TLW share his or her selection of the most important passage. TTW note if any students have the same passage. If students did select the same passage, the class will decide what this means as far as importance to the story.

10. Assessment

How do you know that the objective was accomplished?

I will know that the objective was accomplished when students can select passages from the text and determine their importance to the story. Selection of these passages will aid in their comprehension of the text and guide them on assessments.

Ask yourself what do my students know, understand and are able to do? My students will know that some passages in the story are more important than others, they will understand why some passages have more importance, and they will be able to select these passages and explain their importance to the story.

11. Reflection

Many students found this lesson boring. I think they thought the worksheet was tedious and therefore did not enjoy it. I think this could easily be adapted into a foldable type activity and even a technology based activity and students would have been more engaged.

Lesson 10: Chapter 6 part 2 and Conflict Mobile Content Area: Language Arts

1. Standard

National Heritage Academies Apply comprehension strategies before, during, and after reading.

2. Objective TLW create a Conflict Mobile that contains one example from The Pearl of each of the 4 types of conflicts. *I can give examples of conflict in The Pearl.

3. Anticipatory Set

TTW ask students to recall the 4 types of literacy conflicts they have learned. Students should come up with (1) Character vs. Self (2) Character vs. Character (3) Character vs. nature and (4) Character vs. Society.

4. Input Anticipatory Set TTW make note of these types of conflict on the board. TLW finish reading The Pearl (pages 80-90). Students may choose to listen to an audio recording.

TTW tell students to pay close attention to the resolution of conflicts in the end of the story. Once students have completed reading, TTW introduce them to the Conflict Mobile. Students will

create a foldable with 1 example of each type of conflict from The Pearl. TLW begin by completing a brainstorming worksheet for each type of conflict. Once students have completed their worksheet, they will bring it to the teacher for a quick check

and the okay to move on to creating the mobile. To create the mobile, students will cut out a large shape and write CONFLICT on it in a creative

way. Students will then receive 4 pieces of paper. On the top of the paper, they will write the type of conflict. On the rest of the paper, the will write an example of the conflict from the text. Once students have completed this, they will use a hole-punch to create a hole in the top of the paper. They will also punch a hole on the bottom of the CONFLICT shape they created. TLW then use string to attach each small piece of paper to the larger paper.

Once completed, TLW share their conflict mobiles in small groups.

Thinking Levels Knowledge: List the 4 types of conflict. Comprehension: Explain each type of conflict in your own words. Application: Give an example of each conflict from The Pearl. Synthesis: Construct a mobile to display the 4 types of conflicts in The Pearl. Learning Styles Linguistic: TLW express their ideas using words. Visual: TLW create a visual representation of conflict. Auditory: TLW listen to an audio recording of the story. Kinesthetic: TLW use manipulatives to create a mobile. Interpersonal: TLW present their mobile to a small group. Intrapersonal: TLW work independently to complete the mobile.

Accommodations Remediation: Students who struggled to find examples of conflict in The Pearl will be directed to passages selected by the teacher that give examples of the types of conflict. Extension: Students may select which conflict they think was the “driving force” of the story and explain why. Differentiated Instruction In this lesson, students will be able to use multiple learning styles and intelligences. Students will have the opportunity to work in small groups as well as independently. Students will create a visual representation of conflict and use manipulatives to do so. Materials Copy of The Pearl for each student Conflict Brainstorming form Construction paper Makers/Colored Pencils Scissors, Hole Punches String

5. Modeling

TTW show students how to complete the brainstorming form and assemble the mobile.

6. Checking for Understanding TLW present their brainstorming form to the teacher once completed for a quick check of their responses. If students did not complete the correct types of conflicts, they will be asked to try again.

7. Guided Practice

In this lesson, guided practice is intertwined with modeling.

8. Independent Practice TLW complete the brainstorming form and construct the mobile independently.

9. Closure TLW present their pinwheel to a small group of classmates and discuss the various conflicts they selected.

10. Assessment How do you know that the objective was accomplished?

I will know that the objective was accomplished when students successfully complete the mobile with 4 examples of conflict from The Pearl.

Ask yourself what do my students know, understand and are able to do? My students will know that some passages in the story are more important than others, they will understand why some passages have more importance, and they will be able to select these passages and explain their importance to the story.

11. Reflection

This was an excellent review of the 4 types of conflict. It required students to think about main plot points in the story and think critically about them.

Lesson 11: Denouement and Theme Essay Content Area: Language Arts

*This lesson includes the final assessment for the unit.

1. Standard

National Heritage Academies Analyze central ideas and recurring themes within and across texts. Apply prewriting strategies to plan and organize.

2. Objective TLW complete the Theme Essay outline. *I can complete the Theme Essay outline.

3. Anticipatory Set Since the students have finished reading The Pearl, have the students complete a short journal. In at least 4 sentences, they should describe the final outcome of the story (denouement) and write if they found the end satisfying. Why or why not?

4. Input Anticipatory Set Once students complete the journal, have them “vote with their feet”. Designate one side of the

room for those who were satisfied with the ending and those who were not. Have students go to the side of them room they agree with. TTW choose a few volunteers from each side to share why they were or were not satisfied.

Once students have returned to their seats, TTW introduce the final assessment for The Pearl. TLW write a theme essay about Greed and Prejudice in the story.

TLW complete the brainstorming outline for their essay. They may use the book and any activities we have done in class to help guide their ideas.

Once students have completed their outline, they will show it to the teacher for a quick check. Then, they may begin to write their essay. Students will have time in class on Day 1 to write their outline and rough draft. On day 2, students will peer edit and revise their draft. The final copy will be due in the beginning of class the next day.

Thinking Levels Knowledge: TLW define theme. Comprehension: TLW describe how different themes appear in the story. Application: TLW write how the theme affects the story. Analysis: TLW differentiate between two themes in The Pearl. Synthesis: TLW develop a four paragraph essay about two themes in The Pearl. Learning Styles Linguistic: TLW express their ideas using words. Logical: TLW use an outline format to generate ideas. Interpersonal: TLW participate in peer editing. Intrapersonal: TLW draft and write their final essay independently. Accommodations

Remediation: Aside from peer editing, students will also be able to conference with the teacher during class. Extensions: Students can add to their essay by brainstorming other themes that are present in The Pearl besides greed and prejudice. Differentiated Instruction Students will have time to work on multiple editing strategies during class. They will participate in peer editing and can also edit and conference with the teacher if necessary. Students will spend time brainstorming for their essay using an outline format and will then use this format to write their essay. Materials Copy of The Pearl for each student Essay outline

5. Modeling

TTW explain to students how to fill out the essay outline.

6. Checking for Understanding TLW turn in their essay outline before beginning their rough draft. In doing this, the teacher will be able to check for accuracy and give the student feedback for their rough draft. Students will also be able to conference with the teacher once they have written their rough draft.

7. Guided Practice As a class, students will fill out key points in their outline with the teacher. The teacher will make sure they write the themes in the correct place on the outline, but students will come up with supporting details for the themes on their own.

8. Independent Practice TLW complete the essay outline independently. After getting their outline checked by the teacher, they will begin to write their rough draft. After peer editing, they will complete the final copy of their essay independently.

9. Closure TLW share their final essays in small groups.

10. Assessment

How do you know that the objective was accomplished? I will know that the objective was accomplished when students successfully outline, draft, and finalize their theme essay. This assignment will serve as a summative assessment for the unit.

Ask yourself what do my students know, understand and are able to do? Students will know how to use an outline to organize their writing, they will understand why it is important to organize their ideas before writing, and they will be able to outline, draft, and finalize a copy of their theme essay.

11. Reflection

This lesson and assessment gave me information about how well students comprehended what they read in the novel. Many students met or exceeded expectations; however some students did not perform at the level expected in sixth grade. This lets me know what areas of comprehension need remediation before beginning our next novel unit.

Lesson 12: Movie vs. Book Comparison Content Area: Language Arts

*This is the final lesson in the unit. It is an opportunity for students to use what they have learned while reading The Pearl. Identifying similarities and differences will allow students to use what they know and bring closure to the unit. 1. Standard

National Heritage Academies Evaluate information presented in diverse media formats.

2. Objective TLW evaluate similarities and differences between the book version and the movie version of The Pearl. *I can evaluate similarities and differences in the book and movie version of The Pearl.

3. Anticipatory Set

TLW work in a small group to come up with the 5 most important events from The Pearl. TLW write down these events.

4. Input Anticipatory Set TTW explain to students that they are going to be watching the movie version of The Pearl. There

are going to be many differences between the book and the movie and students will need to pay attention to these.

While students are watching the movie, they will follow along using the handout. Students will write down the 5 most important events in the book, and, while watching the movie, they will document the similarities and differences between the book and the movie. They will also answer questions about what surprised them about the movie, what they were confused about, and what was clear to them.

After watching the movie, TLW share some of their observations with the class.

Thinking Levels Knowledge: TLW list the 5 most important events in The Pearl. Comprehension: TLW paraphrase the main events in The Pearl. Analysis: TLW compare and contrast the movie version of The Pearl and the book. Learning Styles Linguistic: Students will write their responses. Visual: Students will watch a movie. Auditory: Students will watch a movie. Interpersonal: Students will share their ideas with a small group. Accommodations Remediation: Students who struggle to find the similarities and differences will be placed in groups with students who understand the assignment to scaffold instruction. Extension: Students may choose to represent the similarities and differences in a way that is appropriate for them. This could include writing a short paper, drawing a picture, or creating another type of visual.

Differentiated Instruction This lesson implements technology by having students watch a movie. This will hopefully engage students in the closure of the lesson. Students will also be able to work in groups to guide their learning. Materials The Pearl movie Movie vs. Book handout

5. Modeling

TTW introduce students to the Movie vs. Book handout and explain how to use it per the directions on the hand out.

6. Checking for Understanding TTW pause the movie at appropriate times to discuss events with the class.

7. Guided Practice As a class, students and the teacher will come up with the 5 most important parts of the story.

8. Independent Practice During the movie, TLW work independently to complete the handout.

9. Closure In a small group, TLW share their responses to the movie.

10. Assessment How do you know that the objective was accomplished?

I will know that the objective was accomplished when students compare and contrast the events in the movie version and the book version of The Pearl.

Ask yourself what do my students know, understand and are able to do? Students will know the events that happened in The Pearl, understand that there can be differences in various media formats, and are able to identify these differences.

11. Reflection

Although it takes 2 class periods to watch the movie, it is definitely worth it to compare differences in various forms of media. The book and movie version are very different from each other and students caught onto this right away. It was good for students to be able to compare and contrast between these different forms of the story and discuss if they liked the differences or not.