Unit Concept or Theme: Miss Peregrines Home for Peculiar Children Novel Study

Grade level: 9th

Length of unit: 2weeks
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:
Readers must draw conclusions from the text to infer its
meaning or theme.
Different readers may infer different themes in a text.
Characters differences
Identity is made up of different aspects
Authors craft contributes to theme

Essential Questions:
How do readers determine theme in a text?
Does every story have a theme?
How is identity depicted?
What makes up a character or persons
identity?
Does a persons identity change?
How does a persons identity change?

Knowledge & Skills Acquisition

Learning Goals: (e.g., Iowa/Common Core Standards.)
RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
RI.9-10.2. Determine a central idea of a text and analyze 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.
RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how
they are introduced and developed, and the connections that are drawn between them.
IA.1. Employ the full range of research-based comprehension strategies, including making connections, determining importance,
questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.
IA.2. Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.
RI.9-10.10. Read and comprehend literary nonfiction in the grades 910 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage
of technologys capacity to link to other information and to display information flexibly and dynamically.
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.

Students will know

Key Literary Concepts:

o Summary
o Paraphrase
o Citations
o Direct Quotations
o Theme
o Inferencing
o Imagery
o Main idea
o Elements of a story
The difference between theme and main idea.
How readers identify theme in a text.
Common themes in literature.

Students will be able to

Identify how an author portrays identity

Reflect on the concept of identity in literature
Explain the difference between a theme and
main idea.
Explain what a theme is and how it is depicted
in a text
Identify themes in texts citing textual
evidence to support their analysis.
Analyze the development of a theme over the
course of the text.
Make connections between history and what
is occurring in the text.
Create a presentation using theme from the
novel

Other Key Concepts:

o Imagery in conveying identity

Use paraphrasing and summary to support

their ideas.
Use indirect and direction quotations to
support their ideas.

The vocabulary words necessary to comprehend the

texts in this unit.
Resources/Materials:
Literature:
Honigsfeld, A. & Dove, M. (2013). Common Core for the No-So-common learner,
grades 6-12: English language arts strategies. Thousand Oaks, CA: Corwin.
Riggs, Ransom. (2013). Miss peregrines home for peculiar children. Philadelphia: Quick
Books.
Media
BBC News- history of Wales and WWII
o Background Information:
o Swansea Blitz:

http://www.bbc.co.uk/wales/history/sites/themes/periods/ww2_swansea_blitz.sht
ml
o When the War broke Out:
http://www.bbc.co.uk/wales/history/sites/themes/periods/ww2-when-war-brokeout.shtml
o Daily Life:
http://www.bbc.co.uk/wales/history/sites/themes/periods/ww2_daily_life.shtml
o Welsh Identity
http://www.bbc.co.uk/wales/history/sites/themes/periods/ww2_welsh_identity.sht
ml
o Evacuation of Wales
http://www.bbc.co.uk/wales/history/sites/themes/periods/ww2_evacuees.shtml
Popplet
Befunky.com

Bulletin Board Character Wall- need pictures of characters and descriptions

Picture Analysis Sheet
Notebooks

Stage 2 Evidence of Learning (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview,
oral exam, discussion); Written Response (short constructed response questions, entrance/exit
slips, essays); Performance Assessment (role-play, Simulation, labs, dramatization)
Pre-assessment:
Introductory Articles of WWII: Quick Write- What would life be like for a child during WWII. Write a daily life
journal entry.
Formative Assessment:
Exit Slip: Have you even had a split in your life? Connection to text
Imagery Activity: Pull out 4 best examples of imagery. Create own drawing based on imagery.
Memoir Activity: After close reading sum up identity changes in 6 word memoir. Following discussion of
identity.
Character Tracking sheet
Picture analysis sheet
Exit Slip: Five elements of a novel
Popplet character web
Create your own peculiarity: Focus on identity
Summative Assessment:

Theme Scrapbook: Students will use their knowledge of the book and of theme to create a scrapbook using
pictures similar to that found in the novel. They will make the pictures using befunky.com and they will depict
theme through their pictures.