In what ways does our need to feel a sense of belonging conflict with our individuality?
DAY 1–3 - PLAN 1
DAY 4–6 - PLAN 2
DAY 7–8 - SEED 1
DAY 9–15 - SEED 2
DAY 16–20 - SEED 3
DAY 21–22 - SEED 4
DAY 23–29 - PLAN 4
CCSS Standards for this Unit
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This unit is designed so that students may explore the concept of belonging and its effect upon, and possible conflicts with, an individual's sense of self. This topic is a predominant concern of a sixth grader just embarking upon his or her middle school journey. While the journey towards individuation is a universal one, the desire to feel accepted by a small group or community is quintessentially human. At times, it is difficult to remain true to oneself and, at the same time, to belong. Belonging is essentially a literary unit that features short stories, poetry, a dramatic selection, and works of literary nonfiction. Students will increase their understanding of literary elements, engage in close reading, write in narrative and explanatory modes, conduct a short research project, engage in language instruction, and develop speaking and listening skills. They will also make connections between the unit's essential question and the thematic issues raised by analyses of the literature studied. The teacher will address elements of UDL and ELL as appropriate.
"The Circuit," by Francisco Jimenez
"The Scribe," by Kristin Hunter
"It Seems I Test People," by James Berry
"Shadow river," by Emily Pauline Johnson (also known as Tekahionwake)
Words on a Page, by Keith Leckie
"Chinatown," from The Lost Garden, a memoir by Laurence Yep
Print and online sources pertaining to Native American culture and history
IMPORTANT NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See "Sources for Accessible Media" for suggestions at http://marylandlearninglinks.org/.