S1+Cole+Sara

=Stage 1 Identify Desired Results= A2: Literary Texts Grade 9-Diploma: //Wicked// Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions. d. Evaluate the theme or themes whether explicitly stated or implied in a literary text. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: English Language Arts- A. Reading

//What understandings are desired?//
•there are multiple interwoven themes and conflicts found in: //Wicked//. •the text can be used to support assertions concerning: themes, conflicts, and symbols, found in the novel. ||
 * //Students will understand that:// **(U)** ||
 * •there are different symbols and characterizations that are key to the themes of the novel.

//What essential questions will be considered?//
•Why does Maguire tell a classic tale from this angle? What are key concepts he addresses through this retelling? •How can the text be used to support assertions concerning the meaning of the novel? ||
 * **Essential Questions:** **(Q)** ||
 * •How does Maguire illustrate key themes and conflicts and how does this present a classic tale from a new angle?

//What key knowledge and skills will students acquire as a result of this unit?//
stream of consciousness, theme, motif. •critical details: How to analyze and recognize important textual details. •important events and people: Key characters, events, and conflicts present in the novel. || •explain how the author uses writing style, symbolism, and literary devices to convey thematic meaning. •(b) evaluate the theme or themes, whether explicitly stated or implied in a literary text. •use text to support assertions •analyze symbols present in the novel. •consider recurring themes and conflicts. •recognize important textual nuances and details needed to support assertions. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •vocabulary: tone, symbolism, metaphor, point of view,

2004 ASCD and Grant Wiggins and Jay McTighe