India


 * India **

India's Religions: media type="custom" key="21941864" media type="custom" key="21941870" align="center"

Caste System media type="custom" key="22290752" India Word List: India Word List Pictures:


 * India Book Report Essay Directions **
 * India Book Report Visual Rubric **
 * Title
 * Author
 * Number of Pages
 * 1 LONG paragraph summary (6-8 sentences)
 * Representation of the 5 Themes of Geography
 * 1 evaluation paragraph
 * Neatness
 * Creativity
 * Organization
 * Color
 * **OPTIONAL ADDITIONS** (video, similar books, words you didn't know, fun facts, etc.)

Unit Targets: Students will read at least one novel that is set in India. Students will create 2 word wall illustrations that show words from their text. (1 each week) Students will identify where their story is set on classroom India map. Students will develop their understanding of Indian culture. Students will share their reading experience with their class through a prepared book report speech.

Class time in language arts and social studies will be used as reading time. Additional reading at home may be necessary.

A few short assignments will be given to accompany reading and help students to better understand their individual text.


 * Calendar of book report presentations. (To be completed during language arts class)**
 * Book Report Requirements:** **Give a summary of the book and an evaluation**.
 * Highlight a part of the book you really liked.
 * Share an image that was described in the book.
 * Explain a connection you made with the text.
 * Show where your book took place. (primary setting)
 * Create an original piece to accompany your book report. Possibilities could include: art, digital art, technology, food, a project.
 * Students should have a rehearsed speech that they give to the class. 2 to 5 minutes long. Notecard use or technology is permitted.

Other possible topics: Tell about the characters. Explain important themes or concepts to the book. Discuss holidays that were celebrated. Tell of a family tree of characters. Tell of similarities or diffrerences to American culture. List Indian items that you learned about. Talk about Indian weather.

__To finish the unit, a special celebration is possible if you complete the tasks. We will immerse ourselves in Indian culture with Indian music and food if there is enough student interest in a potluck during lunch and enrichment on Friday March 4th.__

__What if you read too quickly? Don't stop at one! Read another book after you complete your book report. Be sure to sign up for the early book report slots.__ _


 * Language Arts standards covered in this unit:**
 * Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
 * Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
 * By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
 * Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 * Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

‍Social Studies standards covered in this unit:

 * E.4.4 Describe the ways in which ethnic cultures influence the daily lives of people
 * E.4.6 Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture
 * E.4.13 Investigate and explain similarities and differences in ways that cultures meet human needs
 * E.4.15 Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disasters
 * E.8.7 Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to conflict in a society
 * E 8.11Explain how beliefs and practices, such as ownership of property or status at birth, may lead to conflict among people of different regions or cultures and give examples of such conflicts that have and have not been resolved

__** Book List: **__ __** Conch Bearer **__

__In a dingy shack in the less-than-desirable Indian neighborhood he calls home, twelve-year-old Anand is entrusted with a conch shell that possesses mystical powers. His task is to return the shell to its rightful home many hundreds of miles away. Accompanying him are Nisha, a headstrong but resourceful child of the streets, and a mysterious man of indeterminate age and surprising resources named Abadhyatta. His quest will take him farther from home than he's ever been and will teach him more than he ever imagined -- and it will force him to make a poignant decision that will change him forever.__

__ **Homeless Bird** __

__//Leaving Home...forever.// Like many girls her age in India, thirteen-year-old Koly is getting married. When she discovers that the husband her parents have chosen for her is sickly boy with wicked parents, Koly wishes she could flee. According to tradition, though, she has no choice. On her wedding day, Koly's fate is sealed.__ __In the wake of her marriage, however, Koly's life takes an unexpected turn, and she finds herself alone in a strange city of white-sari-clad windows. Her only choice seems to be to shed her name and her future and join the hopeless hordes who chant for food.__ __Even then, cast out in a current of time-worn tradition, this rare young woman sets out to forge her own exceptional future. And a life, like a beautiful tapestry, comes together for Koly-- one stitch at a time.__

__ **The Iron Ring** __

__When Tamar, the young king of Sundari, loses a dice game, he loses everything--his kingdom, its riches, and even the right to call his life his own. His bondage is symbolized by the iron ring that appears mysteriously on his finger. To Tamar, born to the warrior caste, honor is everything. So he sets out on a journey to make good on his debt--and even to give up his life if necessary. And that journey leads him into a world of magic, where animals can talk, the foolish are surprisingly wise, and danger awaits...__

__ **The Jungle Book** __

__The Jungle Book is a collection of fables by noted 19th century author, Rudyard Kipling. Drawing upon his own childhood in India, the tales collected in this whimsical volume concern the life of a young boy raised by wolves and his jungle companions, as well as other stories of animals which embody human virtues and vices. Kipling s characters, including the boy Mowgli, the bear Baloo, the nefarious tiger Shere Khan, and the valiant mongoose Rikki-Tikki-Tavi, have inspired many adaptations, and continue to enchant new generations in these original stories.__

__ **Keeping Corner** __

__Pretty as a peacock, twelve-year-old Leela had been spoiled all her life. She doesn't care for school and barely marks the growing unrest between the British colonists and her own countrymen. Why should she? Her future has been planned since her engagement at two and marriage at nine.__

__Leela's whole life changes, though, when her husband dies. She's now expected to behave like a proper widow: shaving her head and trading her jewel-toned saris for rough, earth-colored ones. Leela is considered unlucky now, and will have to stay confined to her house for a year—keep corner—in preparation for a life of mourning for a boy she barely knew.__

__When her schoolteacher hears of her fate, she offers Leela lessons at home. For the first time, despite her confinement, Leela opens her eyes to the changing world around her. India is suffering from a severe drought, and farmers are unable to pay taxes to the British. She learns about a new leader of the people, a man named Gandhi, who starts a political movement and practices //satyagraha—//non-violent protest against the colonists as well as the caste system. The quiet strength of//satyagraha// may liberate her country. Could she use the same path to liberate herself?__

__ **Looking for Bapu** __

__Anu's beloved grandfather Bapu moved from India to Anu's home in the Pacific Northwest when Anu was small, and Anu is devastated when Bapu dies. But when he is visited by Bapu's ghost, he knows that there must be a way to bring him back to life -- he's just not sure how. Anu enlists his friends Izzy and Unger to help him. From shaving his head to making up fortunes in the hope of becoming more holy, Anu tries everything. He even journeys to the island of the Mystery Museum. Perhaps there, Karnak the Magician will be able to help?__

__ **Shiva's Fire** __

__From her childhood, Parvati is known in her village for the extraordinary events that seem to spring from her dancing feet, and which set her and her family apart. One day a great guru, a master of Indian classical dance, comes to see Parvati. He invites her to study with him, and she commits herself to a rigorous program of dance, study, and devotion. Then she meets a gentle-eyed boy who turns her life upside down, and she learns that destiny can be an elusive thing.__

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