n o v e l p l a n n i n g s h e e t- anne arundel county public schools（n o v e l p l a n n i n g s h e e t -安妮·阿伦德尔县公立学校）.docVIP

Language Arts Novel Unit Novel Title: Treasure Island Author: Robert Louis Stevenson Marking Period: Unit Length: Prerequisite(s): Enduring Understanding(s): Curricular Connections: Essential/Key Questions: Evidence of Learning: Instructional Resources: Technology Indicator(s): Read Aloud/Journal Topic Teacher Directed Reading Teacher Directed Writing Word Development Technology Selection Chapters- _1-3___ Outcome: Students will make predictions while listening to the teacher read aloud. Outcome: Students will identify elements of plot and characterization and analyze how the qualities of the central characters determine resolution of the conflict. Outcome: Summarize the events of the text. Outcome: Use contextual information and word analysis cues. Outcome: Use Inspiration to create a graphic organizer. Procedure: Students will make predictions about the novel by previewing the cover. The teacher will read pages 1-2 aloud and model making and revising predictions about the character. Emphasis should be placed on physical characteristics and the interpretations made by Jim on page 2. Journal: Do you predict that the seaman will be a “good guy” or a “bad guy”? Procedure: Before: Discuss the meaning of “first impressions.” With a partner, discuss a time when your first impression was not correct. The teacher will do shared reading for Chapter 1 modeling marking passages that show characterization with post-it notes. Purpose for Reading: How does the Brown Old Seaman change the lives of those who live in or visit the inn? During: Students will read chapters 2 and 3 independently or with a partner marking passages that show characterization with post-it notes. After: Revisit purpose for reading. With a partner, list