The Pearl: Is More Ever Enough?

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The Pearl: Is More Ever Enough?

Description:

Is more ever enough? Poverty, greed, living for the future instead of in the moment-these are the timeless foibles of human nature that middle school students understand better after reading and rewriting John Steinbeck novella "The Pearl".

Education Levels:

6, 7, 8, 9

Subject:

Literature

Resource Type:

Unit of instruction

Fee Status:

Free

Online provider:

Intel

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Keywords:

Poverty, Pearl diving, Fiction, Steinbeck, John, Greed, Novellas, Parables, Literary symbolism

Mediator:

Middle school teachers, Elementary school teachers

Publisher:

Intel

Is Part Of:

http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/GradeIndex/

Language:

English

Subjects/Topics

P21 Subject:

Language Arts, English

Learning Outcomes:

Conforms To

English Content Standards 2001-2002 (2001)

Reading: Comprehend a variety of printed materials.

Common Curriculum Goal:
Demonstrate inferential comprehension of a variety of printed materials.

Content Standard:
Demonstrate inferential comprehension of a variety of printed materials.

Examine relationships, images, patterns, or symbols to draw conclusions about their meanings in printed material.

infer an author's unstated meaning by drawing conclusions based on facts, events, images, patterns, or symbols in the text

Conforms To

English Content Standards 2001-2002 (2001)

Reading: Comprehend a variety of printed materials.

Common Curriculum Goal:
Demonstrate evaluative comprehension of a variety of printed materials.

Content Standard:
Demonstrate evaluative comprehension of a variety of printed materials.

Analyze and evaluate whether an argument, action, or policy is validated by the evidence in a selection.

draw conclusions about the author's motivation or purpose for writing a passage or story based on evidence in the selection

Conforms To

English Content Standards 2001-2002 (2001)

Reading: Comprehend a variety of printed materials.

Common Curriculum Goal:
Connect reading selections to other texts, experiences, issues, and events. Read for enjoyment and information.

Content Standard:
Draw connections and explain relationships between reading selections and other texts, experiences, issues, and events.

Extend and deepen comprehension by relating text to other texts, experiences, issues, and events.

Conforms To

English Content Standards 2001-2002 (2001)

Writing: Use writing as a tool to learn, reflect, and communicate for a variety of audiences and purposes.

Common Curriculum Goal:
Use a variety of modes (e.g., narrative, imaginative, expository, persuasive) in appropriate context.

Content Standard:
Use a variety of modes and written forms to express ideas.

Write in a variety of modes (e.g., narrative, imaginative, expository, persuasive) and forms (e.g., essays, stories, letters or business communications, research papers, technical reports) appropriate to audience and purpose

Conforms To

English Content Standards 2001-2002 (2001)

Writing: Use writing as a tool to learn, reflect, and communicate for a variety of audiences and purposes.

Common Curriculum Goal:
Communicate knowledge of the topic, including relevant examples, facts, anecdotes, and details appropriate to topic, audience, and purpose.

Content Standard:
Communicate knowledge of the topic, including relevant examples, facts, anecdotes, and details.

Convey clear, focused main ideas supported by accurate and relevant details in ways appropriate to topic, audience, and purpose.

Conforms To

English Content Standards 2001-2002 (2001)

Reading: Comprehend a variety of printed materials.

Common Curriculum Goal:
Demonstrate inferential comprehension of a variety of printed materials.

Content Standard:
Demonstrate inferential comprehension of a variety of printed materials.

Examine relationships, images, patterns, or symbols to draw conclusions about their meanings in printed material.

examine implicit relationships such as cause and effect, sequence-time relationships, comparisons, classifications, and generalizations

Conforms To

English Content Standards 2001-2002 (2001)

Reading: Comprehend a variety of printed materials.

Common Curriculum Goal:
Demonstrate inferential comprehension of a variety of printed materials.

Content Standard:
Demonstrate inferential comprehension of a variety of printed materials.

Identify cause and effect relationships and make simple predictions.

identify unstated reasons for actions or beliefs based on explicitly stated information in the passage

Conforms To

English Content Standards 2001-2002 (2001)

Writing: Use writing as a tool to learn, reflect, and communicate for a variety of audiences and purposes.

Common Curriculum Goal:
Structure information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs.

Content Standard:
Structure information in clear sequence, making connections and transitions among ideas, paragraphs, and sentences.

Structure writing in a sequence by developing a beginning, middle, and end and by making transitions among ideas and paragraphs.

Conforms To

English Content Standards 2001-2002 (2001)

Reading: Comprehend a variety of printed materials.

Common Curriculum Goal:
Demonstrate evaluative comprehension of a variety of printed materials.

Content Standard:
Demonstrate evaluative comprehension of a variety of printed materials.

Analyze and evaluate whether a conclusion is validated by the evidence in a selection.

This data provided by the Achievement Standards Network

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The Pearl: Is More Ever Enough?

The Pearl: Is More Ever Enough?

Subjects/Topics

Learning Outcomes:

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