English Unit Plan

Transcription

English Unit Plan

Teacher:
Course: English II
Unit Name:
Trials and Triumphs: The Hero’s Journey
1. K-U-D Organizer
Which standards are the students learning in this unit?
Standards :
ELACC9-10RI1: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are
made, how they are introduced, and the connections that are drawn between them.
ELACC9-10RI2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
ELACC9-10RI7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well
as in words.
ELACC9-10RI10: Read and comprehend complex literary and informational texts independently and proficiently
ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
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
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.
ELACC9-10RL2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
ELACC9-10RL3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
ELACC9-10RL4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
ELACC9-10RL6: Analyze a particular point of view or cultural experience.
ELACC9-10RL7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well
as in words.
ELACC9-10RL9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
ELACC9-10SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly and persuasively.
ELACC9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning
or exaggerated or distorted evidence.
ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow
the line of reasoning and the organization, appropriate to purpose, audience, and task.
ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.
By the end of this unit, students will be able to:
KNOW:
1) Hero
2) Journey
3) Archetype
4) Mythology
5) Character Motivation
UNDERSTAND:
1) What qualities people have
valued in heroes throughout
history.
2) The steps of the Hero’s
Journey
3) What an archetype is
4) The difference between a
myth, legend, folk tale, and
fairy tale.
5) The relationship between
character motivation and
DO:
1) Define hero both
historically and modern
day.
2) Trace the hero’s journey
both in fiction and nonfiction works.
3) Discuss and define
archetypes as they appear in
classical and modern
literature and movies.
4) Read and analyze Myths
behavior.
and mythic characters
5) Analyze a work of literature
for character motivation and
how it affects the outcome
of the story and/or history.
2. Assessment: Culminating Activity (attach rubric)
1. End of Unit Assessment
2. Essay: In “The Judgement of Paris”, Paris awarded the golden apple, signifying the highest standards of
beauty to Aphrodite. What was his motivation? Given the three choices by the goddesses: Power; honor and
respect; or the love of the most beautiful woman in the world , which would you select? Explain your answer.
Use evidence from the text to support your opinion about Paris, and to justify your own motivations.
3. Student Learning Map
Key Learning: Students will learn that different cultures value different qualities and, therefore, the ideal of a
hero is different depending upon with culture you ask. However, the hero’s journey can be traced through each
culture, as well as in fiction and non-fiction works and media.
Unit Essential Question: : What makes a hero and what steps does a hero encounter on his journey?
Concept:
Concept:
Concept:
Hero’s Journey
Departure Phase
Hero’s Journey
Initiation Phase
Archetype
Lesson EQs:
Lesson EQs:
Lesson EQs:




What is a Hero?
What is a Journey
What is the Hero’s Journey?
Can we find examples of
the Hero’s Journey in nonfiction text?
Vocabulary:
Hero
Journey
The Call to Adventure
Refusal of the Call
Meeting with Mentor
Crossing the Threshold

What obstacles will a hero
face on his journey?
Vocabulary:
Tests, Allies, and Enemies
Approach
The Ordeal
The Reward
The Road Back

What is an archetype and
how are they used in
literature and film?
Vocabulary:
Archetype
Concept:
Concept:
Mythology
Character Motivation & Behavior
Lesson EQs:
Lesson EQs:



What is mythology and
what culture is it associated
with the most?
What are the characteristics
of a myth?
What are the characteristics
of a mythic character?
Vocabulary:
Myth
Legend
Folk Tale
Fairytale
Polytheism

Concept:
Lesson EQs:
What is the relationship
between character
motivation and behavior?
Vocabulary
motivation
Vocabulary:
4. Launch Activity (provide a brief description/summary)
Students will brainstorm a list of Heroes and work in groups to come up with a working definition of a
hero.
Teacher will show introductory video on Joseph Cambell’s “The Hero’s Journey”
Standards :
ELACC9-10RI2: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
ELACC9-10RI7: Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.
ELACC9-10RI10: Read and comprehend complex literary and informational texts independently
and proficiently
ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
ELACC9-10SL1: Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own clearly
and persuasively.
Lesson Learning Target: Define the Hero’s Journey; Identify stages of the Hero’s Journey in
a non-fiction text.
What do students need to learn to achieve the Learning Target?


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
Activating Strategy (first day): Brainstorm a list of heroes and a definition for hero as a
class
Key vocabulary to preview: hero, journey
Teaching Strategies (include graphic organizers used): Flow Chart GO
Instruction: (recall you can have more than 3 APs) Teacher will lead discussion and
PowerPoint presentation on The Hero’s Journey. Students will take notes from PowerPoint
presentation.
Assessment Prompt: Students will complete
Instruction: (recall you can have more than 3 APs) Students will read “The Race to the
South Pole: The Man Who Took the Prize”. Teacher will review the stages of Departure (The
Call to Adventure, Refusal of the Call, Meeting with the Mentor, Crossing the Threshold).
Assessment Prompt: Students will work in pairs to complete The Hero’s Journey Departure
Questions.
Lesson Summarizing Strategies: (Teacher/Student Led)
Daily Distributed Summarizing Strategies are expected (Student led):
Ticket out the door: Address the learning targets on a note card.
Teacher: Hayes, Lamon, Pittman
Course: English II
Unit Name:
Standards :
ELACC9-10RL3: Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
ELACC9-10RL4: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
ELACC9-10RL9: Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
ELACC9-10W9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Lesson Learning Target: Explain the stages of the Hero’s Journey; Identify the stages of the
Hero’s Journey in a fictional text
 The initiation phase of the journey includes: Tests, Allies, and Enemies; Approach; The Ordeal;
The Reward; The Road Back)
Activating Strategy (first day):
Key vocabulary to preview: Obstacle, initiation
Teaching Strategies (include graphic organizers used): Flow Chart GO
Instruction: (recall you can have more than 3 APs) Teacher will lead discussion/review
on the initiation phase of the journey. Students will read and annotate “Through the Tunnel”
(Doris Lessing)
Assessment Prompt: Students will complete GO mapping the elements of the initiation
phase found in “Through the Tunnel”
Ticket out the door: Address the learning targets on a note card.
Teacher: Hayes, Lamon, Pittman
Course: English II
Unit Name:
Standards :
ELACC9-10RI1: Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced, and the
connections that are drawn between them.
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.
Lesson Learning Target: Define archetype; Identify and describe examples of archetypes

A basic character type that represents the original pattern or model of which all things
of the same type are considered universal
Key vocabulary to preview: archetype
Teaching Strategies (include graphic organizers used): Frayer Model
Instruction: (recall you can have more than 3 APs) Teacher will briefly discuss
archetype.
Assessment Prompt: Students will work in groups to create an archetype poster. Each
group will be given 2-3 archetypes from literature. They will write the definition of an
archetype; anything they know about each archetype (definitions, connotations, connections to
literature, images/drawing, etc.) **activity subject to change
List of Archetypes to choose from: hero, scapegoat, villain, damsel in distress, temptress, soul
mate, good mother, hero in disguise, the chosen one, dumb muscle, the fool, prince charming,
wicked stepmother, Anti Hero, wise man, social outcast, trickster, friendly animal, Good guy
who doesn’t always follow the rules (loveable rogue), victim, underdog,
Students will present their posters
Teacher:
Unit Name:
Standards :
Course: English II
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.
ELACC9-10SL1: 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.
ELACC9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, appropriate to purpose,
audience, and task.
Lesson Learning Target: Define mythology; Explain how the creation myth is similar to
creation stories in our culture; assess humans’ desire for a story of origin; discuss the
commonalities of origin stories

A set of stories, traditions, or beliefs associated with a particular group. (Greek
Mythology)
 A myth is a traditional story that is rooted in a particular culture, is basically religious,
and usually serves to explain a belief, a ritual, or a mysterious natural phenomenon.
 A folk tale is any belief or story passed on traditionally, especially one considered to be
false or based on superstition
 A legend is a nonhistorical or unverifiable story handed down by tradition from earlier
times and popularly accepted as historical
 A fairytale is a story for children involving fantastic forces and beings where improbable
events lead to a happy ending.
Activating Strategy (first day): KWL Chart
Key vocabulary to preview: mythology, polytheism
Teaching Strategies (include graphic organizers used): Frayer Model
Instruction: (recall you can have more than 3 APs) Teacher will read a short myth to
the class (your choice). Discuss the myth. Who is the hero? Who is the villan? Is there a lesson
that can be learned? Explain the difference between a myth, legend, folk tale, and fairy tale.
Assessment Prompt: Students will work use the Frayer Model GO to take notes.
Instruction: (recall you can have more than 3 APs) Instruct students to fill out KWL
Chart on Greek Mythology (Know-Want to know). Discuss polytheism. Show powerpoint on
Greek gods/goddesses.
Assessment Prompt: Students will read selection from Edith Hamilton’s Mythology “How
the world was created” (Greek mythology) and complete the KWL Chart.
Students will write 5 things they learned about Greek Mythology today.
Teacher:
Name:
Course: English II
Unit
Standards :
audience, and task.
Lesson Learning Target: Describe the characteristics of myths; Describe the characteristics
of mythological characters; explain how knowledge of Greek mythology lends itself to
understanding character motivation in ancient texts
Characteristics of a Myth usually include the following:
1. Usually explain a belief, ritual, or mysterious natural phenomenon
2. Almost always have a religious basis
3. Many teach moral lessons, explain history, and express the deepest fears and hopes of the
human race.
4. They describe rivalry among the gods and the consequences of disobedience to higher powers.
Characteristics of mythic characters usually include the following:
1. Characters have notable characteristics or traits
2. Some are horrible animals and monsters with terrifying strength
3. Deities often play with the characters by testing them.
Key vocabulary to preview:
Teaching Strategies (include graphic organizers used):
Instruction: (recall you can have more than 3 APs) Discuss the characteristics of a
myth and characteristics of mythic characters. Instruct students to read Edith Hamilton’s “The
Judgment of Paris”
Assessment Prompt: Students will take notes.
Assessment Prompt: Students will read Edith Hamilton’s “The Judgment of Paris” and
annotate.
Write three questions that you have about Greek mythology.
Teacher:
Unit Name:
Course: English II
Standards :
audience, and task.
Lesson Learning Target: Explain how a character’s motivation influences his/her behavior
1. Paris’ motivation for making the choice that he made
2. Understanding of their own motivations
Key vocabulary to preview:
Teaching Strategies (include graphic organizers used):
Instruction: (recall you can have more than 3 APs) Class discussion of Ticket out the
door from yesterday. Discuss with the class The Trojan War. Explain why it started and who
was involved. Show students the youtube video
http://www.youtube.com/watch?v=dkTXVFRBUpc
Assessment Prompt: Discuss the video and how it relates to “The judgment of Paris” and
the Trojan War
Assessment Prompt: ESSAY: In “The Judgment of Paris”, Paris awards the golden apple,
signifying the highest standards of beauty, to Aphrodite. What was his motivation? Given the
three choices by the goddesses: power, honor and respect, or the love of the most beautiful
woman in the world, which would you select? Explain your answer. Use evidence from the text
to support your opinion about Paris, and to justify your own motivations.

English Unit Plan

Transcription

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