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Unit Standards, Objectives, and Essential Questions

"A Tree Grows In Brooklyn"

Emily Marie

on 28 November 2012

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Transcript of Unit Standards, Objectives, and Essential Questions

"A Tree Grows in Brooklyn"
by Betty Smith Unit Standards
• Reading for Literature 7 - Compare and contrast a written story, drama, or poem to
its audio, filmed, staged, or multimedia version, analyzing the effects of techniques
unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a

• Reading for Literature 8A - Interpret a literary work by analyzing how the author uses
literary elements (e.g., mood, tone, point of view, personification, symbolism).

• Reading for Literature 1 - Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.

• Reading for Literature 6 - Analyze how an author develops and contrasts the points of
view of different characters or narrators in a text.

• Writing 3A - Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.

• Literature for Reading 3 - Analyze the interactions between individuals, events, and
ideas in a text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events). Unit Objectives 1. Given a copy of ATGIB, lessons on historical context, literary devices, themes, and symbols, SWBAT demonstrate understanding of the concepts and themes of the novels through successful completion of discussions, worksheets, venn diagrams, writing, performance, and visual art.

2. Given the students have read the text and participated in class activities, SWBAT draw their own final conclusions about the novel through expository writing,
performance, or visual artwork at 90% accuracy. Essential Questions • Are struggle and hardship essential to a good story?

• Is family important?

• Are friends and family different?

• What is the hardest part about growing up?

• Do the hardships of growing up change from generation to generation?

•What is more valuable: pragmatism or optimism?
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