MelodyStage1

=Stage 1 Identify Desired Results=
 * **Establish Goals:** **(G)** ||
 * **Common Core State Standards**
 * Content Area:** Reading
 * Grade Level:** Grade 9-10
 * Domain:** Literature
 * Standard:** Key Ideas and Details
 * Cluster:** RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


 * Standard:** Craft and Structure
 * Cluster:** RL.9-10.4**:** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone ||

//What understandings are desired?//
• words and phrases have many figurative and connotative meanings throughout a text. • the choice of words and phrases impact meaning and tone. ||
 * //Students will understand that:// **(U)** ||
 * • theme emerges and is shaped and refined by specific details in texts.

//What essential questions will be considered?//
• Why do people interpret the same words and phrases in different ways? • How does language impact the world around us? ||
 * **Essential Questions:** **(Q)** ||
 * • How is theme determined in a text?

//What key knowledge and skills will students acquire as a result of this unit?//
• Key factual information: book burning, Nazi laws, various Holocaust facts. • Characters: Book Thief || • describe various themes throughout texts. • evaluate various meanings of words and phrases throughout a text. • use figurative language correctly. • analyze specific details that refine and shape theme throughout texts. • consider the impact of their words on the world around them. • recognize the impact of their word choices (and the choices of others). ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • Literacy devices: theme, point of view, mood, tone, metaphor, simile, symbols, etc.


 * 2004 ASCD and Grant Wiggins and Jay McTighe**