Grades 6-12 ELA CCGPS Unit 1 Plan 2013-2014 · Web viewStudents will read a selection from Edith Hamilton’s Mythology: “How the World and Mankind Were Created.” As they read,

9th grade ELA CCGPS Unit 1 Plan 2014-20151st Nine Weeks

Grade Level 9thDuration 9 weeks (40 days)Theme “Trials and Triumphs: The Hero’s Journey”Reading Focus LiteraryWriting Focus Argumentative Curriculum Map Indicate the number expectation (1, 7, 3-5, etc.) according to the grade level curriculum map provided by

the GADOE. 1 Extended Text(s) 7 Thematically connected short texts (mix of literary and informational) 4-6 Analysis Writing in Focus Genre (ELACCGPS W 1 or 2) 1-2 Narrative Writing (ELACCGPS W 3)

Instruction on the following standards/skills is expected recursively in every unit throughout the school year.

Research Connections (ELACCGPS W 7-9) Routine Writing (ELACCGPS W 10) Language

o Conventions (ELACCGPS L 1-3)o Vocabulary (ELACCGPS L 4-6)

Speaking and Listening (ELACCGPS SL 1-6) Reading Foundational Skills: Grades K-5 (ELACCGPS RF 1-4)

READING FOCUS: LiteraryUse your grade-level curriculum map to determine the reading and writing focuses of your unit as well as the number and

type of assessments needed.

Grade Band Lexile “Stretch” BandK-1 N/A2-3 420L – 820L4-5 740L – 1010L6-8 925L – 1185L9-10 1050L – 1335L11-CCR 1185L – 1385L

EXTENDED / ANCHOR TEXT(S) (Include all information for each title)Title: The Odyssey. A Greek hero prevails through physical challenges and temptations in order to get home. Author: HomerGenre: Epic PoetryLexile: 1150LISBN: 0-13-062454-3 Thematically Connected SHORT LITERARY TEXTS (Include text type and lexile level for each)1. Mythology by Edith Hamilton (Short Myths) – 1040L2. “Through the Tunnel” by Doris Lessing (Short Story) – 740L3. “To Helen” by Edgar Allen Poe (Poem)- NP4. “Helen” by Hilda Doolittle (Poem)- NPThematically Connected SHORT INFORMATIONAL TEXTS (Include text type and lexile level for each)1. “A Practical Guide to Joseph Campbell’s The Hero With a Thousand Faces” by Christopher Vogler.

Effingham County SchoolsELA Unit Writing Team / 2013-2014All Rights Reserved Page 1

http://www.thewritersjourney.com/hero’s_journey.htm - 1100L

Supplemental Materials, Resources and/or Internet Links:1. Citing Textual Evidence Lesson- http://commoncore.scholastic.com/sites/default/files/ACT-090213-CommonCore.pdf2. The Odyssey- made for television movie with Armand Asante (1997)3. You Tube Video - “The Hero’s Journey” http://www.youtube.com/watch?v=KGV1BvnyvGo&feature=related4. You Tube Video – “The Truth of Troy” http://www.youtube.com/watch?v=02EK9ZtZYPo5. Finding Nemo- Disney DVD


https://mail.effingham.k12.ga.us/owa/redir.aspx?C=olA2Te7FGEaD8uG9Kp773fTZiDJKDtBIlkopZ0dWO586FiH9nx0YAVS49h8mdkaJJpA2CPV0jOQ.&URL=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D02EK9ZtZYPo

http://www.youtube.com/watch?v=KGV1BvnyvGo&feature=related

https://mail.effingham.k12.ga.us/owa/redir.aspx?C=_WNBRy3HjEG6o3DHcoHQ7hw1gNm1HdFISSSR8WCdHA8gVvcp9mdFJ2C-2Tx7F6jjAf2rB_AxNA0.&URL=http%3A%2F%2Fcommoncore.scholastic.com%2Fsites%2Fdefault%2Ffiles%2FACT-090213-CommonCore.pdf

http://www.thewritersjourney.com/hero's_journey.htm

WRITING FOCUS: ArgumentativeUse your grade-level curriculum map to determine the reading and writing focuses of your unit as well as the number and

type of assessments needed.ASSESSMENT TASKS / WRITING PROMPTS (Writing prompts will serve as the common unit assessments for this unit. All unit assessments will align with the focus standards indicated that have been explicitly taught.)

Informative/Explanatory writing should be based solidly in text evidence and focus on why literary and rhetorical choices are made by the author and how those choices are intended to affect or impact the reader.

Argumentative writing must advance a specific claim or claim(s) and provide strong and logical support for claims based solidly in text.

Indicate Writing Type for Each Prompt: (Argumentative or Informative/Explanatory)List writing assessment prompts in the order they will appear in the instruction for the unit.

1. Informational/Explanatory Full Essay: Joseph Campbell’s idea of the Hero’s Journey is the foundation of many of our modern hero tales. In a well-developed essay, argue how the selected movie represents the idea of the Hero’s Journey. You should be sure to (a) briefly define Campbell’s idea of the Hero’s Journey and (b) discuss in detail the elements of the Hero’s Journey that are present in the movie. Be sure to refer directly to Joseph Campbell’s stages of the Hero’s Journey. Use quotations and citations appropriately.

2. Greek Mythology Multimedia Project: The goal of this project is for students to organize information learned from research into a multimedia presentation.

o Students will create a multimedia presentation over an assigned aspect of Greek culture and compare it to that same aspect of our culture today (i.e. education, clothing, fun and entertainment, food, everyday life, the role of men in society and the home, the role of women in society and the home, religion, hospitality, theater, etc.)

o Students must also research and provide information about the god/goddess who was responsible for their assigned aspect of Greek culture.

o Students must demonstrate the correct use of a comma within their presentation o Students will include a slide with a written rationale for the medium they chose to present their project.o Students must include a correctly formatted MLA Works Cited page at the end of the presentation. o Students must print a handout copy of the multimedia presentation for assessment.o Students will present the project to the class.

3. Argumentative Paragraph Response: Like most epic heroes, Odysseus displays both positive and negative characteristics. Write a well-developed essay about Odysseus’ character, arguing whether or not he is an admirable hero. You must take a stand on this; you may not attempt to argue that he is both (even if you feel that he is.) After you make a clear statement about his character, identify one of Odysseus’ character traits to support your argument and fully develop each trait with specific details from the text. Students must include 2-5 Greek/Latin vocabulary words in their essay and one use of a semi-colon and a colon.

NARRATIVE WRITING ELACCGPSW3

1. Write your own letter to or about Helen. You may choose to write your letter as if you are Paris or Menelaus, writing a letter about love or regret. You may choose to write your letter in the voice of a Greek woman whose husband had to go off to fight in Helen’s war. Perhaps you would rather write as the ghost of a young child killed in the fire that burned Troy to the ground. You may use one of these ideas, or come up with one of your own. Your completed letter should contain examples of figurative language (imagery, personification, metaphor, simile, etc.) as well as character development, a strong voice, and a coherent idea.

ROUTINE WRITING (Notes, summaries, process journals, and short responses across all genres)ELACCGPSW10


1. Notes2. Journals3. Short Responses4. Guided Reading Questions

RESEARCH CONNECTION(S) ELACCGPSW7-9

1. Hero2. Mythology3. Archetypes4. Ancient Greece5. Greek gods/goddesses


UNIT FOCUS STANDARDSWhile all standards should be taught recursively throughout each unit, the standards listed below indicate focus standards for this unit that are explicitly taught and can be used for benchmark, formative, summative and/or common unit assessments.

READINGLITERARY

ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature

READINGINFORMATIONAL

N/A

WRITING

ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


LANGUAGE

ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.b. Use a colon to introduce a list or quotation.

ELACC9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SPEAKING AND LISTENING

ELACC9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


Module 1PLANS FOR ASSESSMENT 1

Integrating reading selections from the unit into a writing taskPROMPT:

Informational/Explanatory Full Essay: Joseph Campbell’s idea of the Hero’s Journey is the foundation of many of our modern hero tales. In a well-developed essay, argue how the selected movie represents the idea of the Hero’s Journey. You should be sure to (a) briefly define Campbell’s idea of the Hero’s Journey and (b) discuss in detail the elements of the Hero’s Journey that are present in the movie. Be sure to refer directly to Joseph Campbell’s stages of the Hero’s Journey. Use quotations and citations appropriately.

SKILL BUILDING TASKS: Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately

addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team. Tasks lead students through reading and research to complete the writing prompt indicated. Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies

and ideas that address each standard.M1 TASK # 1

Suggested Time Frame 3 daysTASK / FOCUS SKILL Discuss and define different archetypes as they appear in classical and modern literature and

movies.ESSENTIAL QUESTION What is an archetype?

STANDARDS: (Standards in bold print indicate focus standards for unit.)

READINGELACC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme

WRITINGN/A

LANGUAGEN/A

SPEAKING AND

LISTENING

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Instructional Sequence for Task:

Introduce the term “archetype” and give examples of each. Seat students in groupings of three or four and provide each group with a large piece of chart paper and marker. Give each group a list of 3 - 4 of these archetypal characters: (Note: this is not a comprehensive list, and you may have

others you wish to use instead.) hero, scapegoat, wise counselor/mentor, supernatural guide, companions, villain/evil figure, the damsel in distress, the temptress, the soul mate, the good mother, the hero in disguise. Note: Your groups


will all have different archetypes. There may be some overlap, but you need to be certain that all archetypes are assigned.

Ask students to list anything they know (definitions, connotations, connections to literature, images/drawings, etc.) about each archetype on their list. They may use a dictionary to help guide them to the right connections, but discourage the use of any other resources.

Now, ask groups to come up with a Disney movie that depicts each of their archetypes. On their poster paper, students need to describe the characters in their movie that best represent the archetypes on their list.

Each group will share their prior knowledge with the class, and they will leave their “poster” hanging for the duration of the lesson. Students will be able to see connections between various movies and relatable archetypes (as long as each group selected a different movie.)

Archetype QuizM1 TASK #2

Suggested Time Frame 2 daysTASK / FOCUS SKILL Identify and discuss the steps of the Hero’s Journey based on the ideas of Joseph Campbell; review

the use of the semicolon.ESSENTIAL QUESTION What is a Hero’s Journey?


READINGN/A

WRITING

ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.


b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

LANGUAGE


a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

SPEAKING AND

LISTENING

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively


d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented



Watch YouTube video on The Hero’s Journey: http://www.youtube.com/watch?v=KGV1BvnyvGo&feature=related Notes on the Hero’s Journey: From “A Practical Guide to Joseph Campbell’s The Hero With A Thousand Faces,”

(Christopher Vogler). Refer to this resource if necessary in order to further identify the steps of the hero’s journey below: http://www.thewritersjourney.com/hero's_journey.htm.

The Hero's Journey Outline

The Hero’s Journey is a pattern of narrative identified by the American scholar Joseph Campbell that appears in drama, storytelling, myth, religious ritual, and psychological development. It describes the typical adventure of the archetype known as The Hero, the person who goes out and achieves great deeds on behalf of the group, tribe, or civilization.

Its stages are:

1. THE ORDINARY WORLD. The hero, uneasy, uncomfortable or unaware, is introduced sympathetically so the audience can identify with the situation or dilemma. The hero is shown against a background of environment, heredity, and personal history. Some kind of polarity in the hero’s life is pulling in different directions and causing stress.

2. THE CALL TO ADVENTURE. Something shakes up the situation, either from external pressures or from something rising up from deep within, so the hero must face the beginnings of change.

3. REFUSAL OF THE CALL. The hero feels the fear of the unknown and tries to turn away from the adventure, however briefly. Alternately, another character may express the uncertainty and danger ahead.

4. MEETING WITH THE MENTOR. The hero comes across a seasoned traveler of the worlds who gives him or her training, equipment, or advice that will help on the journey. Or the hero reaches within to a source of courage and wisdom.

5. CROSSING THE THRESHOLD. At the end of Act One, the hero commits to leaving the Ordinary World and entering a new region or condition with unfamiliar rules and values.

6. TESTS, ALLIES AND ENEMIES. The hero is tested and sorts out allegiances in the Special World.

7. APPROACH. The hero and newfound allies prepare for the major challenge in the Special world.

8. THE ORDEAL. Near the middle of the story, the hero enters a central space in the Special World and confronts death or faces his or her greatest fear. Out of the moment of death comes a new life.

9. THE REWARD. The hero takes possession of the treasure won by facing death. There may be celebration, but there is also danger of losing the treasure again.

10. THE ROAD BACK. About three-fourths of the way through the story, the hero is driven to complete the adventure, leaving the Special World to be sure the treasure is brought home. Often a chase scene signals the urgency and danger of the mission.

11. THE RESURRECTION. At the climax, the hero is severely tested once more on the threshold of home. He or she is purified by a last sacrifice, another moment of death and rebirth, but on a higher and more complete level. By the hero’s action, the polarities that were in conflict at the beginning are finally resolved.

12. RETURN WITH THE ELIXIR. The hero returns home or continues the journey, bearing some element of the treasure


http://www.thewritersjourney.com/hero's_journey.htm

http://www.youtube.com/watch?v=KGV1BvnyvGo&feature=related

that has the power to transform the world as the hero has been transformed.

Copy the notes above and project them in your room so that it is easy for students to see. Have students take notes in three column format. The third column will remain empty until students complete

the next part of today’s lesson. Direct instruction on the uses of a semi-colon. Divide students into small groups of 3 or 4. Each group is assigned the task of selecting a movie or book which

follows the guidelines of the Hero’s Journey. Groups will show that they can apply what they learned in their notes by filling in the third column with the steps of the Hero’s Journey relating to their selected book or movie.

Share results as a class. Discuss rules for writing a narrative. Homework: Describe a time when you used perseverance to overcome a challenge or to achieve a desired goal.

Remember to use specificity in your writing. You must attempt to properly use a semi-colon in this journal entry. Proofread for spelling, grammar, and punctuation errors.

M1 TASK # 3Suggested Time Frame 2 daysTASK / FOCUS SKILL Read and analyze a work of fiction for evidence of obstacles a hero might face on his journey, write

an objective summary. ESSENTIAL QUESTION What obstacles will a hero face on his or her journey?


READING

ELACC9-10RI1-RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


ELACC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)

ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

WRITING

ELACC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LANGUAGE ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and


spelling when writing.c. Spell correctlyd. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.


a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SPEAKING AND

LISTENING

N/A

Instructional Sequence for Task: Read “Through the Tunnel,” (Doris Lessing.) http://search-ebooks.eu/t/through-the-tunnel-doris-lessing Initially, have students annotate the text for vocabulary and tone. Encourage students to complete this activity on

their own, but it may be wise to help students get started by providing some guidance through examples. Explicitly discuss the actions and the dialogue that are used to create suspense (e.g. the protagonist counting while the

boys are under the water). The teacher will model how to write an objective summary with students. Students will be able to use this summary to

help them identify the steps of the Hero’s Journey. Now, encourage students to go back to the text of “Through the Tunnel”, and analyze it for evidence of the stages of

the Hero’s Journey. Share this evidence with the class. The teacher will provide direct instruction on how to cite textual evidence.

http://commoncore.scholastic.com/sites/default/files/ACT-090213-CommonCore.pdf Teacher will explicitly teach how to integrate textual evidence with quote sandwich. Journal (Complete for homework, if necessary): Discuss how Lessing creates suspense in “Through the Tunnel.”

Explain your answer using one piece of textual evidence. Proofread for spelling, grammar, and punctuation errors. Quiz over “Through the Tunnel”

M1 TASK # 4Suggested Time Frame 3 daysTASK / FOCUS SKILL View a film to identify and apply elements of the Hero’s JourneyESSENTIAL QUESTION How can we find evidence of the Hero’s Journey in a film?


READINGN/A

WRITING

ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

LANGUAGE

N/A

SPEAKING AND

LISTENING

N/A


https://mail.effingham.k12.ga.us/owa/redir.aspx?C=_WNBRy3HjEG6o3DHcoHQ7hw1gNm1HdFISSSR8WCdHA8gVvcp9mdFJ2C-2Tx7F6jjAf2rB_AxNA0.&URL=http%3A%2F%2Fcommoncore.scholastic.com%2Fsites%2Fdefault%2Ffiles%2FACT-090213-CommonCore.pdf

http://search-ebooks.eu/t/through-the-tunnel-doris-lessing

Instructional Sequence for Task: Students will watch Finding Nemo (or other movie based on teacher discretion) and identify the following prior to

writing their culminating essay.

Title of movie Name of hero List of qualities this hero possesses Character traits that are NOT heroic (Every classical hero has a Tragic Flaw – that one characteristic that leads

to the hero or those he loves into dangerous, often deadly situations.) Identify the character(s) or elements in opposition of the hero. Who serves as the hero’s supernatural guide or mentor? Describe this character. Could the hero be successful without the aid of his mentor? Using your class notes as a guide, map the 10 steps of the Hero’s Journey as they play out in your movie.

Quiz over the movie M1 TASK # 5

Suggested Time Frame 2 daysTASK / FOCUS SKILL In-class essay: Culminating assessmentESSENTIAL QUESTION How can we present evidence of Joseph Campbell’s Hero’s Journey through formal, argumentative

writing?STANDARDS: (Standards in bold print indicate focus standards for unit.)

READINGELACC9-10RI1-RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

WRITING

ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a.Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c.Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the

relationships among complex ideas and concepts. d.Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of

the discipline in which they are writing. f.Provide a concluding statement or section that follows from and supports the information or explanation

presented (e.g., articulating implications or the significance of the topic).


LANGUAGE

N/A

SPEAKING AND

LISTENING

N/A


Instructional Sequence for Task:Informational/Explanatory Full Essay: Joseph Campbell’s idea of the Hero’s Journey is the foundation of many of our modern hero tales. In a well-developed essay, argue how the selected movie represents the idea of the Hero’s Journey. You should be sure to (a) briefly define Campbell’s idea of the Hero’s Journey and (b) discuss in detail the elements of the Hero’s Journey that are present in the movie. Be sure to refer directly to Joseph Campbell’s stages of the Hero’s Journey. Use quotations and citations appropriately.

Instruction: Using their notes, the writing prompt, and the class-reviewed rubric, students will draft an in-class essay. While the focus is on the development of ideas and organization, students need to be aware of the conventions of spelling, capitalization, good sentence structure, and punctuation as they write. Students will execute all steps of the writing process.

Hero/Archetype Test



Integrating reading selections from the unit into a writing task

PROMPTS:

Greek Mythology Multimedia Project: The goal of this project is for students to organize information learned from research into a multimedia presentation.

o Students will create a multimedia presentation over an assigned character from Greek mythology. o Students will include a written rationale for the medium they chose.o Each student must create a minimum of ten slides with five pictures. o Students must cite at least two credible sources on an MLA Works Cited page to appear at the end of the

presentation. o Students must demonstrate the correct use of a commao Students must print a handout copy of the multimedia presentation for assessment.o Students will present the project to the class.

Narrative: Write your own letter to or about Helen. You may choose to write your letter as if you are Paris or Menelaus, writing a letter about love or regret. You may choose to write your letter in the voice of a Greek woman whose husband had to go off to fight in Helen’s war. Perhaps you would rather write as the ghost of a young child killed in the fire that burned Troy to the ground. You may use one of these ideas, or come up with one of your own. Your completed letter should contain examples of figurative language (imagery, personification, metaphor, simile, etc.) as well as character development, a strong voice, and a coherent idea. You must include the correct use of a semi-colon and a colon.


addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team. Tasks lead students through reading and research to complete the writing prompt indicated.

Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies and ideas that address each standard.

M2 TASK # 6 Honor’s OnlySuggested Time Frame 1 day (Ongoing for 4-5 weeks)TASK / FOCUS SKILL Introduce and prepare for student created video projectsESSENTIAL QUESTION Who is your hero?


READINGN/A

WRITING

ELACC9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


LANGUAGE

N/A

SPEAKING AND

LISTENING


a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.


Instructional Sequence for Task:Instruction:

Introduce project guidelines and answer any questions students may have. Either assign students to groups or allow them to select their own groups. Give each group 15 minutes to consider who

they would like to interview, and to begin drafting a list of interview questions. Give students the remainder of class to interview each other (they will stay in their groups) using their interview

questions. The idea is to help students determine the quality of their questions by practicing on each other prior to participating in the actual interview. Any questions that do not encourage lengthy, informative responses should be thrown out and replaced.

A Documentary of Heroism

The Questions: What qualities do all heroes possess? Is it possible for an “average” person to be a hero? Why or why not? When you were my age, who were your heroes and why? What fictional heroes were your favorites and why? How did your personal heroes act for the common good? How has your definition of “hero” changed over time? Who are your heroes now? Do you consider yourself to be a hero?

The Product: You and your group will interview an adult (likely someone from the school or community) whom you all respect. Your goal is to determine who his or her heroes are, and what qualities he or she feels heroic people possess. Your completed project will be in video format (iMovie or MovieMaker), and must include:

a title and a central message about heroes your scripted, recorded audio commentary at least 6 different images with effective transitions (video footage of the person talking, still shots of the


person, images or objects related to the person’s story, pictures of objects that relate to the person’s interview, pictures of heroes listed, etc.)

at least 2 sounds other than your commentary (a song that reflects heroism, a song the person you interviewed loves, a clip of him/her speaking, a favorite quotation relating to heroism, etc.)

The Process: You have approximately 5 weeks to complete the project. You will have some limited class time to work, but not enough to finish the project. Plan your time wisely and make arrangements with me if you need help, or if you need to stay after school to work on your project. Each step of the process, with the exception of the optional steps in 4 and 5, and the finished product in step 6, have a written component. Written pieces must be typed in MLA format, and will not be returned to students. Be certain to make an extra copy of everything for your group records.

Step 1: Think about what it means to be a hero. Choose an adult you respect and admire, and ask that person if you can interview him/her about heroism and heroes. Set up an appointment for the interview. Submit a typed sheet of paper with your name, the name of the person you are interviewing, and the confirmed date of your interview by ___________. (worth 10 daily points)

Step 2: Write a 10-question interview. Include questions that will help you determine who this person’s heroes are, and what qualities they feel heroes possess. You may include some of my questions from above, but you must also write some of your own. Through your questions, try to get the person to share lots of details. (due ____________ – worth 20 daily points)

Step 3: Interview the person, asking your interview questions and other questions that arise while you two are talking. The person you interview will probably feel shy about sharing, so be prepared to ask lots of follow-up questions for details. The more information you get now, the easier the final project will be. Record the interview through audio or video; also take notes during the interview. Submit your recording and notes to your teacher. (due _________ – worth 30 daily points)

Step 4: Decide on a central message about heroism that you want to share in your project. Write a 150-word overview for your project and submit it to your teacher for approval. You will ultimately record this message for inclusion in your video project. It should define HERO to you, draw upon literature we have read in class, and introduce the main ideas you drew from your interview. (due _________ – worth 20 daily points)

Step 4.1: Call or meet with the person again to get more information. (This step is optional, but may be necessary to make your video a superior rather than merely acceptable product.)

Step 5: Write a script for your project, including the images, sounds, and words that will be included in your final product. (due ________– worth 50 daily points)

Step 5.1: Call or meet with the person again to get more information. (Again, this step is optional.)

Step 6: Present your project as a creative, well-planned, 3-5 minute video presentation. (due ________ – worth 100 project points)

Qualities of Good Group Work:

All students must contribute to the completed product. Peers are usually pretty honest if someone they rely upon is not carrying his or her load. In one of your earliest meetings, define each group member’s role (Be specific! Who is going to lead? Who is going to be the group contact with the person you interview? Who will keep track of materials? ) and then hold each other accountable as you work on the project together. Please note that all students must help write, record, and edit the finished product. Notify your teacher immediately if a problem develops and someone is not or cannot fulfill his or her responsibilities!


M2 TASK #7Suggested Time Frame 1 dayTASK / FOCUS SKILL Assess prior knowledge of Greek mythology and determine the definition of a myth. ESSENTIAL QUESTION What is a myth?


READING

ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.


WRITING

ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

LANGUAGE


a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SPEAKING AND

LISTENING

N/A


Have students move into groups of 4. Give each group a K-W-L chart and have them complete the K-W portions in their group. What do they know and what do they want to know about Greek mythology?

Using their K-W-L charts as a guide, ask students to brainstorm the definition of a myth. Help them work through the elements of the myth to come up with a good class-created definition. Write a final definition on the board.

Student Notes: Define Polytheism Students will read a selection from Edith Hamilton’s Mythology: “How the World and Mankind Were Created.” As

they read, students will keep a list of words they do not recognize. Using a three column format, students will list the word, write the sentence from the text which contains the word, and then write their own definition of the word based on the context in which it is used in the sentence.

Students will participate in a discussion about the point of view or culture presented in the story. Complete the K-W-L chart. Students will list 5 things they learned about Mythology today including point of view and

cultural perspective.


M2 TASK # 8Suggested Time Frame 1 dayTASK / FOCUS SKILL Discuss and practice strategies for reading and analyzing myths and incorporating textual

evidence. ESSENTIAL QUESTION What is a myth?


READING


ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature


WRITING

N/A

LANGUAGE

N/A

SPEAKING AND

LISTENING



d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

ELACC9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)


Read a short myth to the class. I selected “Daedalus,” from Edith Hamilton’s Mythology. Briefly discuss the myth. Who is the hero? Who is the villain? Is there a lesson that can be learned from this story? If

so, what is it? Ask students to identify any myths they can recall. Be prepared to explain the difference between myth, legend, folk

tale, and fairy tale, if necessary. While all represent the folklore of a culture, they are unique. Full-Class Discussion: Explain to students that myths were part of a culture’s Oral Tradition – stories passed from

group to group for the purpose of entertainment and enlightenment. For a time, the Oral Tradition was necessary for the growth, development, and maintenance of a culture, as few people could read. Does traditional storytelling, capturing some aspect of culture or society and passed from person to person orally, still have a place in our society? Why or why not?

“Daedalus” Textual Evidence Practice: Students will complete a graphic organizer in which they recall how to cite textual evidence from a story. The graphic organizer contains five questions about the myth, and students must include one piece of textual evidence in each response. The teacher will model how to complete the first question


using textual evidence. Students will complete the remaining questions independently. Explicitly discuss the analysis of the point of view or cultural experience present in “Daedalus”(e.g. what is the

message? How does this experience reflect that specific culture)

M2 TASK # 9Suggested Time Frame 2 daysTASK / FOCUS SKILL Practice creating citations for several different types of sources. ESSENTIAL QUESTION How do you write a Works Cited page according to MLA guidelines?


READINGELACC9-10RI1-RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

WRITING


LANGUAGE

ELACC9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

SPEAKING AND

LISTENING

N/A


Rapid pre-assessment: Give students a rapid pre-assessment to determine prior knowledge of MLA. The teacher will modify lesson plans based on what the students know or need to know.

Direct instruction on MLA with a PowerPoint. Direct instruction on commas. Prepare each station with different types of sources. For example, possible stations could be on-line encyclopedia

entries, books, on-line journal articles, websites, CDs, DVDs, etc. Each station will contain 1 source type and a laptop or iPad to help students look up MLA citation rules.

Direct students to use the Purdue OWL MLA Writing Lab at http://owl.english.purdue.edu/owl/resource/747/01/ to properly format their Works Cited.

Students will be broken into teams of 3-4, and their task is to create citations for each of the sources as they rotate from station to station.

Have each student write their citation on the board. Discuss each citation as a class. Is the citation correct? If not, what needs to be done to correct any errors? MLA Quiz

M2 TASK # 10Suggested Time Frame 4 daysTASK / FOCUS SKILL Create visually interesting multimedia projects on knowledge of the gods and goddesses. ESSENTIAL QUESTION How can knowledge of Greek mythology improve understanding of character motivation in ancient

texts? STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work


http://owl.english.purdue.edu/owl/resource/747/01/

of literature from outside the United States, drawing on a wide reading of world literature


WRITING

ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of

the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation

presented (e.g., articulating implications or the significance of the topic).

ELACC9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

LANGUAGE

N/A

SPEAKING AND

LISTENING

ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.



Discuss the importance of point of view and cultural experiences before beginning the research. Remind students to address this in the presentation.

Media Center: Research assigned God/Goddess to create a PowerPoint presentation.

Greek Mythology Multimedia Project: The goal of this project is for students to organize information learned from research


into a multimedia presentation. o Students will create a multimedia presentation over an assigned aspect of Greek culture and compare it to that

same aspect of our culture today (i.e. education, clothing, fun and entertainment, food, everyday life, the role of men in society and the home, the role of women in society and the home, religion, hospitality, theater, etc.)

o Students must also research and provide information about the god/goddess who was responsible for their assigned aspect of Greek culture.

o Students must demonstrate the correct use of a comma within their presentation o Students will include a slide with a written rationale for the medium they chose to present their project.o Students must include a correctly formatted MLA Works Cited page at the end of the presentation. o Students must print a handout copy of the multimedia presentation for assessment.

Students will present their project to the class and will take notes in a two-column format over the presentations M2 TASK # 11

Suggested Time Frame 2 daysTASK / FOCUS SKILL Read and analyze two different poems based on the same topic. ESSENTIAL QUESTION How does tone impact an audience’s perception of character?


READING

ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

ELACC9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).


WRITING

ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

LANGUAGE

N/A

SPEAKING AND

LISTENING


c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusionsd. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.


Poetry notes (figurative language)


The following two poems are about Helen of Troy. Renowned in the ancient world for her beauty, Helen was the wife of Menelaus, a Greek king. She was carried off to Troy by the Trojan prince, Paris, and her abduction was the immediate cause of the Trojan War.

Review the concepts of speaker, diction, imagery, form, and tone. Read the two poems carefully. Annotate for elements such as speaker, diction, imagery, form, and tone. Use first poem to model annotations for students. Students will read and annotate the second poem in pairs. Students will analyze Poe’s treatment of Helen.

To Helen

Helen, thy beauty is to meLike those Nicéan barks of yore,That gently o’er a perfumed sea,The weary, way-worn wanderer boreTo his own native shore.

On desperate seas long wont to roam,Thy hyacinth hair, thy classic face,Thy Naiad* airs have brought me homeTo the glory that was Greece,And the grandeur that was Rome.

Lo! In yon brilliant window-nicheHow statue-like I see thee stand,The agate lamp within thy hand!Ah, Psyche**, from the regions whichAre Holy Land.

--Edgar Allan Poe

*The Naiads of Greek mythology are water nymphs that live in lakes, springs, and fountains.**Psyche is the personification of the human soul who married Cupid, the god of love.

Helen

All Greece hatesthe still eyes in the white face,the luster as of oliveswhere she stands,and the white hands.

All Greece revilesthe wan face when she smiles,hating it deeper stillwhen it grows wan and white,remembering past enchantmentsand past ills.

Greece sees, unmoved,God’s daughter, born of love,the beauty of cool feetand slenderest knees,Effingham County SchoolsELA Unit Writing Team / 2013-2014All Rights Reserved Page 22

could love indeed the maidonly if she were laid,white ash amid funereal cypresses.

--Hilda Doolittle

Whole Class: Describe the differences apparent in the poems. They are about the same subject, but the mood, language, imagery, and character development are drastically different. Jot down a list of differences on the board. Additionally, ask students to use evidence from the poems to try to determine who might be the speaker of each poem.

M2 TASK # 12Suggested Time Frame 2 daysTASK / FOCUS SKILL Write a narrative in the form of a friendly letter ESSENTIAL QUESTION How can an author use the parts of a narrative to create an effective story?


READINGN/A

WRITING


a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

LANGUAGE

ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

SPEAKING AND

LISTENING

N/A


Narrative: Write your own story or poem to or about Helen. You may choose to write as if you are Paris or Menelaus,


writing about love or regret. You may choose to write in the voice of a Greek woman whose husband had to go off to fight in Helen’s war. Perhaps you would rather write as the ghost of a young child killed in the fire that burned Troy to the ground. You may use one of these ideas, or come up with one of your own. Your completed story or poem should contain examples of figurative language (imagery, personification, metaphor, simile, etc.) as well as character development, a strong voice, and a coherent idea. You must include the correct use of a semi-colon and a colon.



Integrating reading selections from the unit into a writing taskPROMPT:

Argumentative Paragraph Response: Like most epic heroes, Odysseus displays both positive and negative characteristics. Write a well-developed essay about Odysseus’ character, arguing whether or not he is an admirable hero. You must take a stand on this; you may not attempt to argue that he is both (even if you feel that he is.) After you make a clear statement about his character, identify one of Odysseus’ character traits to support your argument and fully develop each trait with specific details from the text. Students must include 2-5 Greek/Latin vocabulary words in their essay and one use of a semi-colon and a colon.


addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team. Tasks lead students through reading and research to complete the writing prompt indicated.

Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies and ideas that address each standard.

M3 TASK # 13Suggested Time Frame 3 daysTASK / FOCUS SKILL Define and discuss the elements of an epicESSENTIAL QUESTION What is an epic?


READING


WRITING

ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

LANGUAGE

ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

SPEAKING AND

LISTENING

N/A


Introduce Greek/Latin roots. Students will focus on ten vocabulary words throughout this module. At the end of the


module, students will be able to incorporate two-five of the vocabulary words in their Odyssey essay. 1. Malicious2. Exacerbate3. Amicable4. Irrational5. Invincible6. Motive7. Enamored8. Inquisitive9. Fidelity10. Benevolent

Read Homer Introduction p. 978 Epic Introduction Notes/Homeric simile Anticipation Guide (Homework/Class work)

The OdysseyAnticipation GuideDirections: Rate the following statements on a scale from 1-6. Keep these ratings in mind as you read the Odyssey and consider whether Homer and various characters in this poem feel the same way you do. 1----------2----------3----------4----------5----------6 disagree agree strongly strongly

1. There's no place like home.2. Half the fun of going someplace is in getting there.3. Revenge is sweet.4. Winning isn't everything; it's how you play the game that counts.5. Hell hath no fury like a woman scorned.6. All's fair in love and war.7. A man's home is his castle.8. The ends justify the means.9. Saving face is important to me.10. What goes around comes around.11. Good people usually get the reward they deserve.12. Life is hard.13. Real men don't show their sensitive side.14. Absence makes the heart grow fonder.15. A friend in need is a friend indeed.16. Most people who give gifts, want something in return.17. You should be willing to die for your country.18. If mothers and wives were in charge, there would be no war.19. You should express your anger.20. I'd rather be a living coward than a dead hero.21. Only the good die young.22. You shouldn't indulge freeloaders.23. Sometimes, a little deceit is necessary.24. There's a lot of truth in many superstitions.25. You should take care of yourself and your family first, and then worry about the rest of the world.

M3 TASK # 14Suggested Time Frame 3 daysTASK / FOCUS SKILL Read and discuss epic poetry through cold read practice and whole class instruction, practice


incorporating textual evidence, and writing an objective summary. ESSENTIAL QUESTION What makes Odysseus an epic hero?


READING

ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


ELACC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.



WRITING

N/A

LANGUAGE


b. Use a colon to introduce a list or quotation.

ELACC9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SPEAKING AND

LISTENING



Read p. 981-999 (Sailing from Troy to Cyclops) Direct instruction on theme. The teacher will give students a list of common themes to focus on while reading The Odyssey. Students will be asked

to refer this list throughout the study of The Odyssey. Students will read “The Lotus Eaters” as a cold read assignment individually. The students will then be given multiple

choice questions and short answer questions that require the use of textual evidence (In dropbox). Discussion: Is there a lesson to be learned from the story of the Lotus Eaters? Can we connect that story to modern

day or “the real world?” What is the lesson? Do you think Odysseus acted like a hero in the scene with the Lotus Eaters? Why or why not?

Homework: In order to prepare for a class discussion of “The Cyclops”, students will read a shortened version of “The Cyclops” as a cold read assignment for homework. The students will be given multiple choice questions and short answer questions that require the use of textual evidence (In dropbox). The next day, the students will read the version out of the textbook with the teacher. They will compare/contrast that version to the cold read version in a class


discussion. Ticket to Leave: Students will write a ½ page objective summary of either “The Cyclops” or “The Lotus Eaters.” At the

bottom of the summary, students will include a ½ page analysis over Homer’s creation of tension in “The Cyclops.” Direct instruction on the uses of a colon. Explain Greek hospitality. Model how to incorporate textual evidence to support a point. Give the students the journal prompt below. Have

students find one quote that discusses if Polyphemus broke the laws of hospitality or not. Show students how to make a “quote sandwich” with their journal. Teacher will provide a PowerPoint with notes on quote sandwiches.

o Journal- How does Polyphemus break the laws of hospitality valued by his culture? Is he justified in his anger and his actions? Explain your answer using textual evidence. Be sure to use at least two examples of the correct use of a colon. Students must include the use of the first five vocabulary words in their journals (Malicious, Exacerbate, Amicable, Irrational, Invincible).

Answer guided reading questions while reading. Quiz 1

M3 TASK # 15Suggested Time Frame 2 daysTASK / FOCUS SKILL Read and discuss epic poetry and write an objective summaryESSENTIAL QUESTION What are Odysseus’ tragic flaws?


READING





WRITING

N/A

LANGUAGE

N/A

SPEAKING AND

LISTENING



Notes on Tragic Flaw Discussion- Every hero has what is known as a Tragic Flaw- that quality which, if unchecked, will lead to the hero’s

death or destruction, or to the death or destruction of those around him. What do you think Odysseus’s Tragic Flaw is?


How have you seen this flaw manifest itself, especially in the story of “The Cyclops?” Discussion- Odysseus’s tragic flaw of intense pride leads to an intense curse from Polyphemus, who calls out to request

help from his father, Poseidon. This curse also serves to foreshadow some of the struggles Odysseus faces later. Read p. 999-1017 (Land of the Dead to Cattle of the Sun God) Students will read “Land of the Dead” as a cold read assignment individually. The students will then be given multiple

choice questions and short answer questions that require the use of textual evidence (In dropbox). The questions include reflection on cultural experiences and point of view.

Students will write an objective summary of the text. Whole Class: These two scenes truly underscore Odysseus as a hero with a tragic flaw. Ask students to identify specific

evidence from each story that shows Odysseus to be a hero trying to get his men home safely. How does his tragic flaw impact each story? Are there other influences at play that affect the outcomes?

Answer guided reading questions while reading. Quiz 2

M3 TASK # 16Suggested Time Frame 2 daysTASK / FOCUS SKILL Read and discuss epic poetryESSENTIAL QUESTION Where is Odysseus in his hero’s journey?


READING




WRITING

N/A

LANGUAGE


SPEAKING AND

LISTENING



Review Hero’s Journey Notes Irony Notes

o What is irony?o Have you ever known something that others in your group had yet to find out? o How did it feel to have that knowledge? o How does this relate to Odysseus’s situation in “Father and Son.”


o What is ironic about this scene? Read p. 1021- 1031 (Twenty years gone to The Suitors) Word Web: Teacher will divide the class into five groups. Each group will receive a different vocabulary word (Motive,

Enamored, Inquisitive, Fidelity, Benevolent). As they read “The Suitors,” students will find textual evidence that relates to their vocabulary word.

Discuss The Hero’s Journey as it applies to Odysseus and how his cultural experience is reflected in the work. Answer guided reading questions while reading. Quiz 3

M3 TASK # 17Suggested Time Frame 2 daysTASK / FOCUS SKILL Read and discuss epic poetry, practice citing textual evidence, analyze the development of a

characterESSENTIAL QUESTION How does Homer treat the theme of revenge?


READING



WRITING

N/A

LANGUAGE

N/A

SPEAKING AND

LISTENING



Read p. 1031-1046 (Penelope to The Ending) Discussion: How is the character of Penelope developed in this scene?

Why did Penelope set up the “test of the bow?” How is this an epic moment? Compare Penelope to the other female characters in The Odyssey. What female archetypes are represented in the stories we have read? (List the female characters, describe

each character, and identify the archetype each character represents. Discuss the role of women in Greek society and how their culture views them.)

Analyze the reading selection for examples of the archetype of the Hero. Briefly share as a class. Discuss The Hero’s Journey Answer guided reading questions while reading. Incorporating Textual Evidence Activity: Students will be divided into 5 groups for this activity. They will be given a

graphic organizer with small passages from The Odyssey. The students will be asked questions about each passage, and their response must include a quote from the passage as textual evidence to support their answers. The teacher will then ask each group to present their findings from one of the questions using the class document camera. Students


will take notes and add to their own graphic organizer. Quiz 4

M3 TASK # 18Suggested Time Frame 3 daysTASK / FOCUS SKILL Culminating AssessmentESSENTIAL QUESTION How do we use textual evidence to support our assessment of Odysseus’ character?


READING

ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

WRITING

ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.


ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a.Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

LANGUAGE


SPEAKING AND

LISTENING

N/A



Theme Analysis Brainstorm for assessment: Students will find textual evidence to support two of the main themes portrayed throughout The Odyssey.

o The power of cunning over strength (positive characteristic) o The pitfalls of temptation (negative characteristic).

Show students a model essay and have them highlight the thesis statement, transitions, counterclaim, conclusion, etc. Model how to complete the brainstorm (including how to write a thesis statement, provide instruction on counterclaim, and how to use transition words in the essay).

Instructions for assessment

Argumentative Paragraph Response: Like most epic heroes, Odysseus displays both positive and negative characteristics. Write a well-developed essay about Odysseus’ character, arguing whether or not he is an admirable hero. You must take a stand on this; you may not attempt to argue that he is both (even if you feel that he is.) After you make a clear statement about his character, identify one of Odysseus’ character traits to support your argument and fully develop each trait with specific details from the text. Students must include 2-5 Greek/Latin vocabulary words in their essay and one use of a semi-colon and a colon.

Differentiation: Support classes will use two vocabulary words, CP classes will use three vocabulary words, and Honors classes will use five vocabulary words.

Complete all stages of the writing process. Take the Unit Test over The Odyssey (will include a cold read passage that includes questions about cultural

experiences and point of view). View the film The Odyssey Students will choose a scene and analyze the film representation vs. the text in a thinking map.


Documents

Grades 6-12 ELA CCGPS Unit 1 Plan 2013-2014 · Web viewStudents will read a selection from Edith Hamilton’s Mythology: “How the World and Mankind Were Created.” As they read,