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The Witch of Blackbird Pond
Age 9-11: Concept 3 - Discovery and Survival: Unit 1

Under tragic circumstances, Kit is forced to move from Barbados to live with relatives in the new American colonies. When she arrives, she very quickly learns how different her life will be. She is not accepted because she is different, and she does not understand the lifestyle of her Puritan family.

Become a more effective writer as you explore narrative writing and learn to avoid common mistakes like run-on and fragment sentences.

This unit can be used independently, but it is also designed to be used concurrently with the Colonization and Revolution unit.

Prerequisites

  • Able to read and comprehend novels at a late 5th or 6th grade reading level
  • Able to write multiple paragraphs on a topic
  • Usually used by children in fourth or fifth grade

Table of Contents

  • Lesson 1: Barbados to Connecticut
  • Lesson 2: The Woods
  • Lesson 3: Meeting House
  • Lesson 4: William
  • Lesson 5: The Meadow
  • Lesson 6: The Widow
  • Lesson 7: A Bird
  • Lesson 8: New England in the Fall
  • Lesson 9: Halloween in the Colonies
  • Lesson 10: A Witch Hunt
  • Lesson 11: The Trial
  • Final Project: Narrative Essay (3 Days)

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Analyze characters and their conflicts. (Language Arts)
  • Combine short or incomplete sentences with conjunctions. (Language Arts)
  • Compare and contrast information on a topic after reading several passages. (Language Arts)
  • Create multiple-paragraph compositions that conclude with a paragraph that summarizes the points. (Language Arts)
  • Create multiple-paragraph compositions that establish and support a central idea with a topic sentence in the first paragraph. (Language Arts)
  • Create multiple-paragraph compositions that include supporting paragraphs with simple facts, details, and explanations. (Language Arts)
  • Create multiple-paragraph compositions that provide an introductory paragraph. (Language Arts)
  • Create multiple-paragraph compositions that use correct indention. (Language Arts)
  • Create multiple-paragraph compositions that use traditional structures for conveying information. (Language Arts)
  • Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works. (Language Arts)
  • Draw conclusions or generalizations and support them with textual evidence and experience. (Language Arts)
  • Draw facts from a source of information. (Language Arts)
  • Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. (Language Arts)
  • Edit writing to ensure appropriate word choice. (Language Arts)
  • Evaluate how well his/her own writing achieves its purposes. (Language Arts)
  • Exhibit an identifiable voice in personal narratives and stories. (Language Arts)
  • Expand vocabulary through reading. (Language Arts)
  • Follow multiple-step instructions. (Language Arts)
  • Increase reading and writing vocabulary through word study. (Language Arts)
  • Make inferences, draw conclusions, make generalizations, and support by referencing the text. (Language Arts)
  • Provide a context to enable the reader to imagine the world of the event or experience. (Language Arts)
  • Provide insight into why the selected event or experience is memorable. (Language Arts)
  • Recognize sentence fragments. (Language Arts)
  • Relate ideas, observations, or recollections of an event or experience. (Language Arts)
  • Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements. (Language Arts)
  • Select a focus, organizational structure, and point of view based upon purpose, audience, length, and format requirements. (Language Arts)
  • Support judgments about the text using references to the text and prior knowledge. (Language Arts)
  • Understand the major ideas and supporting evidence in text. (Language Arts)
  • Use a variety of types of sentences, such as compound and complex. (Language Arts)
  • Use adjectives and adverbs appropriately to make writing vivid or precise. (Language Arts)
  • Use commas and quotation marks correctly when writing direct quotations. (Language Arts)
  • Use concrete sensory details in writing. (Language Arts)
  • Use descriptive phrases to elaborate upon written ideas. (Language Arts)
  • Use oral and written language to present information in a clear, concise manner. (Language Arts)
  • Use technology as a tool to gather information. (Language Arts)
  • Verify the accuracy of the author's writing by referencing resources. (Language Arts)
  • Write to entertain. (Language Arts)
  • Write to reflect. (Language Arts)
  • Describe the religious aspects of the earliest colonies. (Social Studies)
  • Examine government conflicts in the colonies before the Revolutionary War. (Social Studies)
  • Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system. (Social Studies)
  • Understand the influence of location and physical setting on the founding of the original 13 colonies. (Social Studies)
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