T HE H OBBIT

Unit Plans Why The Hobbit?

The Hobbit is a childrens literature classic. The story is filled in imaginative events that unfold in the historically fictitious world of middle earth. Students are enthralled by Tolkiens character development, as well as the adventures. Tolkien is a writing genius, and one author that uses a plethora of techniques. Tolkien developed an entirely new, and functional, language throughout his authorship of The Hobbit and The Lord of the Rings Trilogy. During this unit study, students will practice and hone a variety of content area knowledge, appropriate to 6th grade. The unit will last for the duration of an entire month, and also incorporate Bundle 4 Language Arts requirements. The main purpose of the thematic unit is to engage students in a new way and to enliven a piece of literature, because the final day of the unit study happens to be the day on which the major motion picture is released in theatres. I am a huge supporter of children reading the novel before seeing a movie! The complete novel will be read throughout this month-span because students should experience relating literature into other content areas. The extravagance of classroom transformation will be to inspire and motivate students to create their own contribution of creative projects related to the novel, as well as to grapple at making the setting come to life! The Hobbit is also on the recommended reading list for 6th grade according to Bundle 4.

Why a Thematic Unit?

A thematic unit is a method of organizing instructional time and materials around a topic, which lends itself naturally to the integration of curriculum content areas. Our thematic unit will integrate The Hobbit throughout content areas, as well as appealing to the affective learning of students by way of creating an environment that is representative of Tolkiens classic novel. This particular thematic unit will use a balanced literacy approach to expose students to text. As opposed to isolated reading, writing, and language lessons, The Hobbit as a thematic unit offers a firm foundation to extend discrete skills in reading, writing, and language. For example, rather than teaching literary symbolism as it applies to an arbitrary piece of literature, students will examine symbolism as a part of the whole text, and thus enrich understanding. Literacy development is a natural process that should be considered as a whole process, rather than bits and pieces of discrete skills. Childrens use of language helps develop their relationship with self, print, and the world in which they live. More exposure to that world allows students more understanding through language; exposure to the self through reflectionboth affective and cognitive learningcan increase a childs awareness of how he or she should interact with the world. All these experiences can be applied to text, and also can be facilitated through the exposure to text. For the duration of The Hobbit thematic unit, students will interact and engage with learning in a personal way. Students will apply elements of literature across content areas in order to explore literature as it relates to the world around them. Literacy development is enhanced through shared experiences. Students learn independently, but learning can be refined through shared experiences with content area knowledge, affective learning, and through dialoguing with others for a different perspective.

T HE H OBBIT
By J.R.R. Tolkien Reading Schedule
DATE November 9, 2012 November 12, 2012 November 13, 2012 November 14, 2012 November 15, 2012 November 16, 2012 November 19, 2012 November 20, 2012 November 21, 2012 November 22, 2012 November 23, 2012 November 26, 2012 November 27, 2012 November 28, 2012 November 29, 2012 November 30, 2012 December 3, 2012 December 4, 2012 December 5, 2012 December 6, 2012 December 7, 2012 December 10, 2012 December 11, 2012 December 12, 2012 December 13, 2012 December 14, 2012 READING / PAGES Chapter 1- 1 to 8 Chapter 1- 8 to 17 Chapter 1- 17 to 27 Chapter 2- 28 to 35 Chapter 2- 35 to 44 Chapter 3- 45 to 54 Chapter 4- 55 to 62 Chapter 4- 63 to 72 Chapter 5- 72 to 81 THANKSGIVING BREAK THANKSGIVING DAY Chapter 5- 81 to 93 Chapter 6- 94 to 103 Chapter 6- 104 to 113 Chapter 7- 113 to123 Chapter 7- 123 to 133 Chapter 7- 133 to 144 Chapter 8- 144 to 153 Chapter 8- 153 to 162 Chapter 8- 162 to 172 Chapter 9- 172 to 184 Chapter 9- 184 to 192 Chapter 10- 192 to 202 Chapter 11- 202 to 211 Chapter 12- 212 to 221 Chapter 12- 222 to 230 Chapter 12- 230 to 239 Chapter 13- 239 to 249 Chapter 14- 249 to 256 Chapter 15- 257 to 267 Chapter 16- 268 to 278 Chapter 17- 278 to 287 Chapter 18- 288 to 296 Chapter 19- 297 to 305

Integration of The Hobbit

Content Area
Math

Indicator
MA.6.7.4 2000 MA.6.3.7 2000 MA.6.6.6 2000

Bundle 4
Ratio Proportions

Connection to Learning
Use a coordinate plane to create a map of The Shire. Use linear equations to go on a math-map scavenger hunt to different locations (events) in The Hobbit Using mental math strategies to solve word problems based on The Hobbit Practice ratio and proportions dealing with specific examples in the text of The Hobbit J.R.R. Tolkien biography expository writing Writing riddles to hint at a specific idea (figurative language) Studying proverbs in The Hobbit (figurative language) Writing response to Changes Story pass writing response Conventions of writing: Syntax, Style, and Diction in The Hobbit Practice writing style and realistic fiction writing skills by creating a classroom Middle Earth Gazette Last questions raised at the end of The Hobbit Write a letter to the publishers of The Hobbit Literary interview of a character Create a travel brochure relevant to The Hobbit using specific and implicit references to The Hobbit.

Writing

EL.6.4.2 2006 EL.6.5.2 2006 EL.6.5.3 2006 EL.6.5.8 2006

Write a literary response

Reading

EL.6.1.1 2006 EL.6.1.2 2006 EL.6.2.7 2006 EL.6.2.8 2006 EL.6.3.1 2006 EL.6.3.2 2006 EL.6.3.3 2006 EL.6.3.4 2006 EL.6.3.5 2006 EL.6.3.6 2006 EL.6.3.7 2006 EL.6.3.9 2006

Cite textual evidence Analyze parts to the whole Compare different texts Identify types of fiction

Health

Social Studies

SS.6.1.9 2007 SS.6.1.8 2007

Black Death Medieval Times

Science

Energy

Language

Identifying past/present perfect verbs Verb agreement Future perfect verbs

Listen to a read loud of The Hobbit Reading response journals Standard form report: use story elements and cite evidence to address: plot summary, character analysis, setting description, theme explanation, and a personal evaluation of the story. Compare the fantasy character of The Hobbit to the origins of such fantastical creatures. Use research to support. Vocabulary Concentration game Vocabulary Crossword Create an illustrated dictionary of vocabulary Character analysis based on The Hobbit Studying proverbs in The Hobbit Cite textual evidence to explain prejudices in The Hobbit Identify the type of fiction writing, and connect to another piece of literature Analyzing symbolism in the text of The Hobbit Writing comparison: Edgar Allan Poes The Raven and compare Poes raven to Roac. Examine the use of song in The Hobbit as a part to the whole text. The Hobbit: When scientists disagree about the evidence. Examining debatable non-fiction text. Physical Education: Sports History. Choose a sport and create a brief history. Map-making skills using Medieval imagery Studying Armor based on the middle ages Examining fossils. The Hobbit: When scientists disagree about the evidence Conventions of writing: Syntax, Style, and Diction in The Hobbit

Indicators by Content Area

Reading EL.6.1.1 2006 Decoding and Word Recognition: Read aloud grade-level-appropriate poems and literary and informational texts fluently and accurately and with appropriate timing, changes in voice, and expression. EL.6.1.2 2006 Vocabulary and Concept Development: Identify and interpret figurative language (including similes, comparisons that use like or as, and metaphors, implied comparisons) and words with multiple meanings. EL.6.2.7 2006 Make reasonable statements and conclusions about a text, supporting them with evidence from the text. EL.6.2.8 2006 Identify how an author's choice of words, examples, and reasons are used to persuade the reader of something. EL.6.3.1 2006 Structural Features of Literature: Identify different types (genres) of fiction and describe the major characteristics of each form. Example: Describe the common characteristics of different types of fiction, such as folklore, mystery, science fiction, adventure, fantasy, or biography, and provide examples of each type from books read by students in the class. Use a graphic organizer to show comparisons. EL.6.3.2 2006 Analysis of Grade-Level-Appropriate Literary Text: Analyze the effect of the qualities of the character on the plot and the resolution of the conflict. EL.6.3.3 2006 Analyze the influence of the setting on the problem and its resolution. EL.6.3.4 2006 Define how tone or meaning are conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, alliteration (repetition of sounds, such as wild and woolly or threatening throngs), and rhyme. EL.6.3.5 2006 Identify the speaker and recognize the difference between first-person (the narrator tells the story from the "I" perspective) and third-person (the narrator tells the story from an outside perspective) narration. EL.6.3.6 2006 Identify and analyze features of themes conveyed through characters, actions, and images. EL.6.3.7 2006 Explain the effects of common literary devices, such as symbolism, imagery, or metaphor, in a variety of fictional and nonfictional texts. Symbolism: the use of an object to represent something else; for example, a dove might symbolize peace. Imagery: the use of language to create vivid pictures in the reader's mind. Metaphor: an implied comparison in which a word or phrase is used in place of another. EL.6.3.9 2006 Identify the main problem or conflict of the plot and explain how it is resolved.

Writing EL.6.4.2 2006 Choose the form of writing that best suits the intended purpose. EL.6.5.2 2006 Write descriptions, explanations, comparison and contrast papers, and problem and solution essays that: state the thesis (position on the topic) or purpose. explain the situation. organize the composition clearly. offer evidence to support arguments and conclusions. EL.6.5.3 2006 Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia) and documents sources independently by using a consistent format for citations. demonstrates that information that has been gathered has been summarized. demonstrates that sources have been evaluated for accuracy, bias, and credibility. organizes information by categorizing and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited). EL.6.5.4 2006 Write responses to literature that: develop an interpretation that shows careful reading, understanding, and insight. organize the interpretation around several clear ideas. support statements with evidence from the text. EL.6.5.8 2006 Write summaries that contain the main ideas of the reading selection and the most significant details. Math MA.6.7.4 2000 Apply strategies and results from simpler problems to solve more complex problems. MA.6.3.7 2000 Identify and graph ordered pairs in the four quadrants of the coordinate plane. MA.6.6.6 2000 Understand and represent probabilities as ratios, measures of relative frequency, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable. Social Studies SS.6.1.8 2007 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe. Example: Ideas: the importance of the individual, scientific inquiry based on observation and experimentation, interest in Greek and Roman thought, and new approaches in the fine arts and literature; People: Leonardo da Vinci, Michelangelo, Nicholas Copernicus, William Shakespeare and Galileo Galilei SS.6.1.9 2007 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Analyze the interconnections of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the Scientific Revolution, voyages of discovery and imperial conquest.