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Statement: Our group is made up of 4 girls who come from different backgrounds and bring new ideas to the table. We will be open to new ideas and perspectives while discussing difficult topics. We will be respectful of each other’s opinions and feelings. We want to show importance in expressing our fears and feelings towards the book and surrounding topics and making them easier to discuss.
Grade: 5th

Time Frame: 6 weeks

Thematic Unit: Facing Your Fears
Essential Questions:
-When facing your fears are you afraid of the process or the result?

-How can fear be overcome and/or embraced?

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After reading this novel, students will see the overall theme of facing your fears. As our passion project we will have the students create a series of posters that will be displayed around the school’s walls. Students will have the option to select from any topic in relation to facing their fears. This can include over coming fear, showing courage, taking risks, and self- esteem. Each group or individual will present their poster to the class. These posters will spread positive reinforcement to other students on how they can overcome their fears.

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...Opening Spotify...

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TEKS:
§110.7. Grade 5
English Language Arts:

B.1.A: listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;
B.6. B generate questions about text before, during, and after reading to deepen understanding and gain information

B.6.(D) create mental images to deepen understanding;

B. 6. E make connections to personal experiences, ideas in other texts, and society;

B. 6. G evaluate details read to determine key ideas;

B.7. A describe personal connections to a variety of sources, including self-selected texts;

B. 7. B write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;

B.7.(C) use text evidence to support an appropriate response;

B. 7. E interact with sources in meaningful ways such as note taking, annotating, free writing, or illustrating;

B.8.(B) analyze the relationships of and conflicts among the characters;

B. 12. A compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft ;

§117.117 Art:

- B. 1. A: develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;

-B.2.A: integrate ideas drawn from life experiences to create original works of art;

Objectives:
1.) TSWBAT express their feelings by creating a one-pager about themselves.

2.) TSWBAT orally present their one-pager in groups of four.

3.) TSWBAT write and edit a 5 paragraph narrative story on conquering fears.

4.) TSWBAT connect life experiences while making collages using elements of art.
5.) By the end of this lesson students will be able to identify 2 different strategies they can use to overcome their fears.
6.) The students will be able to express a well written and organized paper about facing their fears.
7.) After reading Ghost, the learner will be able to analyze the character development of the main character with the use of a character map in a way that shows comprehension.
8.) Students will be able to look at the way the author creates a character with word choice and description.

9.) Students will be able to read and discuss a fiction novel.
10.) Students will be able to identify a range of personal feelings

11.) Students will be able to make personal connections to the text

12.) Students will be able to evaluate a text to determine the main idea

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https://my.visme.co/view/pvg3pwdo-ghost-timeline