unit plan - george westinghouse college...
TRANSCRIPT
Teacher: KavanaghFirst and Last Name
Erin Kavanagh
Course World LiteratureSubject Area EnglishGrade Level Tenth
Unit CalendarUnit Title Civilizations Dates (school calendar weeks)
September 7 – October 8 (23 Days)(No school on 9/24)
UNIT PLAN – WEEK ONEMajor Topics All topics correspond to topics in WH
Topic 1: Written Expression of Early Civilizations: Egypt, Shang China, Mesopotamia
Topic 2: Major Belief Systems and Creation Myths, Epics and Folklore from India, China, Egypt, Mesopotamia, Meso and South America
Topic 3: Classical Civilizations of Greece and Rome
Textbooks/Novels/ Reading Materials:
Topic 1: “A Single Story” by Chimamanda Adili Samples of cuneiform Samples of hieroglyhics Sumerian
◦ Epic of Gilgamesh Egyptian – love poetry
◦ Your Love, Dear Man, Is as Lovely to Me◦ I Think I'll Go Home and Lie Very Still◦ The Voice of the Swallow
Topic 2: Creation Myths and Stories
◦ Hebrew: Genesis 1 – 3: The Creation and the Fall
Folklore excerpts from Hesse's Siddhartha
Topic 3: Ancient Greece
◦ Sophocles ▪ Oedipus the King▪ Homer's The Odyssey▪ excerpts from The Illiad▪ Shakespeare's Julius Caesar
Essential Questions:
What is “civilization”? Who is “civilized”?
Who determines the label? http://joannagoddard.blogspot.com/ Whoever writes history, controls history. What impact does this have for future generations? Whose
story gets told? Why does it get told? How does that shape our current understandings of the past?
Unit Content Questions:
Why do we write? What are the advantages of the written word over the spoken word? Compare the spoken word to the written word. Compare the written word to the digital word.
Illinois State Standards
1.A.4a: Expand knowledge of word origins and derivations and use idioms, analogies, metaphors and similes to extend vocabulary development.
1.B.4a: Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources.
1.C.4a: Use questions and predictions to guide reading.
2.A.4b: Explain relationships between and among literary elements including character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece.
2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials.
1.A.4b. Compare the meaning of words and phrases and use analogies to explain the relationships among them.
3.A.4 Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.
3.B.4c: Evaluate written work for its effectiveness and make recommendations for its improvement.
4.A.4b Apply listening skills in practical settings (e.g., classroom note-taking, giving and receiving directions, evaluating persuasive messages).
4.B.4b Use group discussion skills to assume leadership and participant roles within an assigned project or to reach a group goal.
CRS: Prep Comma Splices 13 – 15: (Weeks 1 - 3) Writer does not use any unnecessary commas that create basic sense problems such as between a verb and direct object.
Comma Splices 16 – 19: (Weeks 4 - 6) Writer does not use any unnecessary commas between modifier and modified elements.
Meanings of Words 13 – 15 : Understand the implication of a familiar word or phrase and of simple descriptive language
◦ Benchmark: ▪ Examine specific language in a text and propose plausible interpretations based in part on their own viewpoints and
experiences.
Expressing Judgments 13 – 15:Writer takes a position in response to the prompt
Writer does not offer a context but does show some understanding of the issue addressed in the prompt Writer briefly acknowledges a counterargument
Main Ideas and Author's Approach 13 – 15: Recognize a clear intent of an author or narrator in uncomplicated literary narratives
◦ Benchmark:▪ Work with peers to create logical statements about the main idea or purpose of simple paragraphs
Using Language 5 – 6 Writer uses some sentence variety, uses appropriate word choice: a basic control over use of generic 2nd perosn (YOU). A few or
no grammatical errors.
PREP
WEEK ONE
SWBAT SWBAT SWBAT SWBAT SWBAT
Daily Planner
Activity Activity Activity Activity Activity
CRS: GENERAL Comma Splices 16 - 19: Writer does not use any unnecessary commas between modifier and modified elements
Comma Usage 20 – 23 Writer correctly uses commas, especially in instances of simple parenthetical phrases (nonessentials) Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction
Meanings of Words 16 – 19 Use context to understand basic figurative language
◦ Benchmark: ▪ Clarify the meanings of words or descriptive phrases by searching for clues in the text (e.g., sentence structure,
context, prefixes/ suffixes, spelling patterns)
Expressing Judgments 16 – 19: Writer takes a position in response to the prompt Writer does not offer a context but does show some understanding of the issue addressed in the prompt Writer briefly acknowledges a counterargument
Main Ideas and Author's Approach 16 – 19 Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives
◦ Benchmark:▪ Analyze techniques used by the author of a text to conceal his or her point of view
Using Language 5 – 6
▪ Writer uses some sentence variety, uses appropriate word choice: a basic control over use of generic 2nd perosn (YOU). A few or no grammatical errors.
GENERAL
WEEK ONEDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
CRS: HONORS Comma Usage 20 – 23 Writer correctly uses commas, especially in instances of simple parenthetical phrases (nonessentials) Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction
Comma Usage 24 – 27 Writer uses no unnecessary commas
Meanings of Words 20 – 23 Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in
uncomplicated passages. ◦ Benchmark:
▪ Investigate the meanings of words and their possible effect(s) on the perceptions and behavior of people▪ Research words and phrases from different sources, identifying their shades of meaning from various contexts or
situations
Expressing Judgments 20 – 23: Writer takes a position in response to the prompt Writer offers some context: shows some recognition of the issue by providing some implications or complications Writer provides some response to the counterargument
Main Ideas and Author's Approach: 20 – 23 Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated
passages◦ Benchmark:
▪ Determine how an inference might change based on the inclusion of additional information▪ Synthesize information from challenging texts to clarify understanding of important concepts and ideas
Using Language 7 – 8: Writer uses some sentence variety, appropriate word choice with very limited, if any, 2nd person (YOU): grammatical errors are
minimal and do not impede understanding.
HONORS
WEEK ONEDaily Planner
SWBAT
No School – Labor Day
SWBAT
Apply listening skills in practical settings (e.g., classroom note-taking, giving and receiving directions, evaluating persuasive messages).
SWBAT
Apply listening skills in practical settings (e.g., classroom note-taking, giving and receiving directions, evaluating persuasive messages).
SWBAT
Apply listening skills in practical settings (e.g., classroom note-taking, giving and receiving directions, evaluating persuasive messages).
SWBAT
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages
Activity
No School – Labor Day
Activity
BR: Index Card Info. And Learning Style Survey (5)
Housekeeping and HW (10):
-Course Materials Needed: “The Odyssey” by the end of the 2nd week.
-“This I Believe” writing assignment distributed as homework. Due on Friday.
-Distribution of the syllabus.
Introductions to the course, to the instructor, to the students (7)
-Who am I?
-What is this course?
Icebreaker: Who are you? Your favorite band/ music artist and your biggest pet peeve. (10)
Explanation of expectations, rules and procedures. (7)
Activity
Housekeeping and HW:
Collecting signed syllabus.
Distribution of Reading Diagnostic testing materials.
HW: “This I Believe” writing assignment distributed as homework. Due on Friday.
Activity:
Housekeeping and HW:
Collecting signed syllabus.
Distribution of Writing Diagnostic testing materials. 30 minutes.
HW: “This I Believe” writing assignment distributed as homework. Due on Friday. Any questions about this assignment?
Complete the the K-W sections of the K-W-L-H. Report out. (5)
Looking at hieroglyphics on the overhead and Sumerian Cuneiform
Is written language important? Why? How is different from the spoken word? From the texted word? How is written language powerful?
What does a written language contribute to a civilization? How
Activity
Students will meet in the auditorium.
Housekeeping: Collect the “This I Believe” essays on the way in. Students will pick up a hole-punched 5 week unit packet at the door. Insert into binder for unit 1.
Collecting Signed Syllabus.
HW: Read the “The Nature of Civilization: 3500 to 1500 BCE” and “Common Characteristidcs of the River People” pages 9 9 and 10 of the reading packet for Monday. Complete a set of Cornell notes with summary.
Presentation to the Group:
-Welcome to the first forum
-Purpose of this presentation
-Pointing out the assignment in the packet. For World students it’s
does it do that? page 6. For American, __.
Film Excerpt:
“The Danger of The Single Story” (18:26 in length)
Post-Viewing: Complete the assignment that follows on pages 7 – 8 for World.
Turn and share with a partner. Whole group report-out. If no one says anything: What was Adichi’s message to us?
How might we apply this message in our academic lives? In our lives outside school? How might this change the way you view your textbooks? Questions, comments, reactions to the clip.
Parting challenge: After watching Adichi's presentation, consider what implications her message has for the content of history books, your understanding of culture and history. What is Adichi challenging us to do with her perspective?
Exit Pass is to submit the forum work on the way out. Staple and write your name on it prior to submission.
Accommodations for Special Education Pacing will be modified to meet student needs on IEP Amount of work required will be modified to meet student needs on IEP Extended time on task will be given to meet student needs on IEP Think/Pair/Share opportunities presented at least once per class Writing to Learn A variety of multiple intelligences will be accessed throughout the week Scaffolded Instruction
Assessment PlanFormative Assessment (Student progress towards objectives assessed through work tasks during instruction)
Summative (Student mastery of objectives assessed after instruction)
Learning Interest Survey Pages 7 and 8 of the reading packet for the forum.
Reading Diagnostic (Prepared by Mrs. Hailey)Writing Diagnostic (Prepared by Mrs. Hailey)
Interdisciplinary Connections
Overview of early and river valley civilizations
Written language development as one of the markers for a civilization
Examination of cuneiform and hieroglyphics
Teacher: Kavanagh
UNIT PLAN – WEEK TWOPREP
WEEK TWODaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
GENERAL
WEEK TWODaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
HONORS
WEEK TWODaily Planner
SWBAT
Writer correctly uses commas, especially in instances of simple parenthetical phrases (nonessentials)
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.
Synthesize information from challenging texts to clarify understanding of important concepts and ideas.
Apply listening skills in practical settings (e.g., classroom note-taking, giving and receiving directions, evaluating persuasive messages).
SWBAT
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages.
Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives.
SWBAT
Testing Day. Whole School.
SWBAT
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages.
Synthesize information from challenging texts to clarify understanding of important concepts and ideas.
SWBAT
Writer correctly uses commas, especially in instances of simple parenthetical phrases (nonessentials)
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages
Activity
BR: Commas (5)
Housekeeping & Review of HW (7)
Housekeeping: Binder Check and Organizing the binders: Units 1 – 8; Grammar, English Skills: Macro Transitions. Syllabus in front.
HW: Read “Hammurabi’s Code” (See page 10 of packet) Tuesday. Complete the assignment that follows on page 12. .
BIG PICTURE: END OF THE UNIT ASSESSMENT. Review Essay Assignment and Rubric for Civilizations unit. See student packet for details pages 2 – 3 and rubric.
Activity
BR: Context Clues: hospitality
Housekeeping & Review of HW
Housekeeping: Checking in of “Hammurabi’s Code.” See page 10 of packet.
HW: Reading “The Babylonian Creation Myth” and answer the questions that follow. See pages 12 – 15. This assignment is due on Thursday.
Main Ideas and Author’s Purpose Direct Instruction on overview. See page 1a of WREN materials packet. You’re doing this for homework tonight, as you did for homework last night. Tomorrow you will take a diagnostic assessment required by the school. I will give you flat points you’re your efforts. It’s an easy A. On Thursday, we’ll look at how this applicable to the ACT, although you might see the relation on the test that you take tomorrow. On Friday, you will see how it’s applicable to writing with MEL-Con. See page 1 of Wren materials packet.
Review of Cornell Notes. Refer to Cornell notes sheet distributed during back to school PD.
Silent reading of “ The Babylonian Creation Myth.”
Partner up: A major goal of this myth is to ____. I know this because _______.
The main theme of the first paragraph is _______. I know this because ______.
Activity: Whole School testing
Activity
BR: Context Clues for the word “Distracters.” Distracters are answer choices that intellectually distract you from the correct answer. What is a distracter? What word helped you to figure that out? Can a person be a distracter? How? What do you do with that person when you’re really trying to accomplish something? This is the same skill that you will need to apply when you are reading.
Housekeeping: Check in the “Babylonian Creation Myth” assignment. See pages 12 – 15 in reading packet.
HW: Practice with Distracters. Complete page 1b of Wren materials. Write a brief paragraph (2- 3 sentences) explaining your reason for selected that answer anywhere on the page.
Teacher addresses the four types of distracters. See page 1C and 1D of Wren packet. Review of Main Idea definition.
Discussion of main ideas uncovered in Hammurabi’s Code, The Common Characteristics of the River Valley People, The Nature of Civilization and “The Danger of the Single Story.”
The main argument the author makes about _____ is ______.
The primary purpose of the author in ____ is to _____.
What forces seem to influence these early civilizations? What evidence can you
Activity
BR: Commas
Housekeeping & Review of HW
Housekeeping:: Review of page 1a of WREN packet.
Check-in of pages 1b. Give answers. Discuss responses.
Turn to pages 18 -19 in WREN packet to discuss application of main ideas to writing. Next week you will write a DBQ for World History. You can apply these skills in that course. I ask that you bring your DBQ assignment with you so that I can help you work on this assignment. Starting on Tuesday.
Homework: Complete pages 2 and 3 of the Wren packet on distracters. Answer all questions. Due on Monday.
Turn to pages 18 -19 in WREN packet to discuss application of main ideas to writing. Next week you will write a DBQ for World History. You can apply these skills in that course. I ask that you bring your DBQ assignment with you so that I can help you work on this assignment.
Teacher reviews rule on commas.
Teacher elicits whole group help on commas. Refer to page 4 with rule: use commas to set off simple parenthetical phrases.
Practice with 2 additional sentences: Sarah, the student with the wavy hair, left the room without saying a word. I do this one.
Class helps me with the next one: Jesus the lawyer defending me in this case attended Harvard Law School.
offer? This is a skill that you will be applying in your World History class next week with the DBQ. I will try to assist you with this assignment, so please bring your DBQ to class with you next week.
In-Class silent reading of pages 15 and 16 of reading packet: “Mircea Eliade” From Primitives to Zen” excerpt from Gilgamesh chapter titled “In Search of Immortality.
Record the main idea on your page. Share with a partner. Reach consensus. Report out with 2 – 3 individuals.
Accommodations for Special Education Pacing will be modified to meet student needs on IEP Amount of work required will be modified to meet student needs on IEP Extended time on task will be given to meet student needs on IEP Think/Pair/Share opportunities presented at least once per class Writing to Learn A variety of multiple intelligences will be accessed throughout the week Writing to Learn Scaffolded Instruction
Assessment PlanFormative Assessment (Student progress towards objectives assessed through work tasks during instruction)
Summative (Student mastery of objectives assessed after instruction)
Cornell Notes summary Completion of Wren booklet pages 2 and 3 Cornell Notes Answers to questions on main ideas Bell ringers on commas Bell ringers on context clues Completed exercises on readings. See reading packet. Completed exercises on main ideas.
None this week.
Interdisciplinary Connections
1. Early civilizations2. Creation myths3. Social Codes / Mores4. Main Ideas and Author’s Purpose5. Preparing for the DBQ given in World History
Teacher: Kavanagh
UNIT PLAN – WEEK THREEPREP
WEEK THREEDaily Planner
SWBAT SWBAT SWBAT SWBAT Activity
Activity Activity Activity Activity Activity
GENERAL
WEEK THREEDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
HONORS
WEEK THREEDaily Planner
BRING YOUR AP WORLD DBQ MATERIALS WITH YOU ON TUES. - THURS.
QUIZ ON CONTEXT CLUES AND COMMAS on FRIDAY!
SWBAT
Writer correctly uses commas, especially in instances of simple parenthetical phrases (nonessentials)
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages)
SWBAT
Writer correctly uses commas, especially in instances of simple parenthetical phrases (nonessentials)
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages)
Take a position on the issue and offer a broad context for the discussion.
SWBAT
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.
Writer correctly uses commas, especially in instances of simple parenthetical phrases (nonessentials)
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages)
Take a position on the issue and offer a broad context for the discussion.
SWBAT
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.
Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages)
Take a position on the issue and offer a broad context for the discussion.
SWBAT
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.
Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction
Take a position in response to the prompt.
Offer some context.
Show some recognition of the issue by providing some implications or complications.
Take a position on the issue and offer a broad context for the discussion.
Activity
BR: Commas. SEE WREN materials.
Housekeeping & Review of HW: Read “A Chinese Creation and Flood Myth from the Miao People.” See page 19 of reading packet. CompletDBQ for AP World History. Instruction on AWE (Author's Words Exactly) and how to cite sources in M
e the assignment on page 21. This will become the springboard for discussion tomorrow.
Teacher shares the rule on commas.
Teacher models rule on commas.
Review what we've read thus far of the Epic of Gilgamesh.
Activity
BR: Context Clues: “ingenuity”
Housekeeping & Review of HW.
Homework: Read the first 15 pages of “the Odyssey.” Take Cornell notes on your reading and write a summary of the events.
Distribution of text: “The Odyssesy:”
Pre-reading exercise: Survey the book and predict what it is about from the survey. Record predictions in packet.
On loose-leaf, we've read several pieces that refer to the forces that influence civilization. What are they? Identify the piece and explain how a force is present in that piece. Write a
Activity
Bell Ringer: Commas. SEE WREN MATERIALS.
Housekeeping & Review of HW:
Collect the Cornell Notes from pages 1 – 15 of “The Odyssey.” Read the next 15 pages of “The Odyssey.”Prepare a movement that captures the main ideas of those pages.
Text: “The Odyssey” excerpt: “Odysseus and the Cyclops. Small group reading of “Odyssesus and the Cyclops”
Questions to follow: What value is represented here?
What did Odysseus tell the Cyclops his name was? What weapon did Odysseus make?
What did Odyssesus
Activity
BR: Context Clues: “intuition”
Housekeeping & Review of HW
Housekeeping:
All students will turn to a partner and share their movement. Three to five volunteers will be asked to demonstrate them for the class. Students will demonstrate their movements prepared for today on pages 15 – 30 of “The Odyssey.”
Homework: Read the next 15 pages of “The Odyssey.” Prepare a SOAPSTone for this section. Students will need to create their own SOAPStone chart.
After the movement, they will explain why they chose that movement.
Activity
BR: Commas as review.
Quiz on Context Clues and Commas
Housekeeping & Review of HW: Collect the SOAPSTone from pages 32 – 47.
Writing Prompt: Role: Advice Columnist
Audience: Readers of your column, “Classy Cases” in “The Civilized Times”
Format: a MEL-Con paragraph on whether or not Odysseus was unjust when hurting Cyclops.
Text: “The Odyssey” for reference. Use the AWE notes as review. Must use at least one comma in a nonessential part of a sentence.
If time allows, share the MEL-Con paragraphs with
Introduction to the Pre-AP SOAPSTone reading strategy. Use template to guide review.
Complete reading of the Epic and the use of the SOAPSTone strategy as partners.
Report out.
DBQ for AP World History. Instruction on AWE (Author's Words Exactly) and how to cite sources in M
three to five sentence paragraph. In “The Odyssey we see several forces that influence civilization through the character of Odysseus. He makes some very brave decisions and some that verge on cruelty. Most of the major actions of the epic focus on 8 values that the Greeks used to shape their civilization: athleticism, hospitality, ingenuity, intuition, justice, loyalty, respect and teamwork.
We will model with an excerpt from “The Odyssey” to give you an idea of what the text is about as well as review main idea: a skill you will need in your AP DBQ.
This type of questioning is similar to the DBQ that you are working on in AP World History. Today we are going to review a strategy for citing your sources: AWE (Author's Words Exactly) so you can refer to the readings and support your main ideas and ultimately your thesis statement.
Small group reading of Excerpt A: Penelope Weaving
Post-reading: Answer the questions for discussion. How long did Penelope delay marrying one of her suitors?
How long was Penelope able to trick her suitors?
Who told the suitors that Penelope unraveled her weaving at night?
What did Pen's suitors force her to do after they discovered her
and his men do with the weapon?
Why didn't the other cyclopes help their neighbor?
Writing Workshop for remainder of period: Assistance with DBQ. Analyzing the AWE. Adhering to the DBQ outline.
Text: Excerpt C from “The Odyssey” “Odysseus and Circe”. Small group exercise. Read the background and the passage. Answer the questions that follow. Be ready to report out: Why didn't Eurylochus enter Circe's home? What did Circe do to Odysseus' men?
How did Odysseus learn about what happened to his men?
How was Odysseus protected from Circe's spell?What Greek values did you observe in this passage? Explain your proposal.
Assistance on DBQ for AP World History: Writing Workshop continued.
a partner.
trick?
Accommodations for Special Education Pacing will be modified to meet student needs on IEP Amount of work required will be modified to meet student needs on IEP Extended time on task will be given to meet student needs on IEP Think/Pair/Share opportunities presented at least once per class Writing to Learn A variety of multiple intelligences will be accessed throughout the week Writing to Learn Scaffolded Instruction
Assessment PlanFormative Assessment (Student progress towards objectives assessed through work tasks during instruction)
Summative (Student mastery of objectives assessed after instruction)
Completed question set for Penelope Completed question set for Odysseus and Cyclopes Completed question set for Odysseus and Circe Completed bell ringers on commas Completed bell ringers on context clues
MEL-Con paragraph on Odysseus and the Cyclops Completed DBQ for AP World History Quiz on comma usage and nonessentials and
context clues
Interdisciplinary Connections Classical Civilizations: Greece Main Ideas and Author's Purpose Expressing Judgments DBQ for AP World: Writing Workshops on AWE and linking thoughts to text support. Connections to MEL-Con reviewed
in week 2.
Teacher: Kavanagh
UNIT PLAN – WEEK FOURPREP
WEEK FOURDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
GENERAL
WEEK FOURDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
HONORS
WEEK FOURDaily Planner
SWBAT
Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages)
Take a position on the issue and offer a broad context for the discussion.
SWBAT
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.
Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay.
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages)
Take a position on the issue and offer a broad context for the discussion.
SWBAT
Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages)
Take a position on the issue and offer a broad context for the discussion.
SWBAT
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.
Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay.
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages)
Take a position on the issue and offer a broad context for the discussion.
SWBAT
NO CLASSES. PD DAY.
Activity
BR: Commas splices. See WREN materials.
Housekeeping & Review of HW: Collect the Cornell notes from pages 37 – 45.
Homework: Read pages 46 – 76. Students are to identify what Greek value is at work here and write a MEL-Con paragraph explaining how. Due on Wednesday.
Teacher reviews rule on comma splices. See WREN materials.
Teacher directs individuals to attempt application of the comma rule.
Teacher directs students to partner and compare notes.
Teacher shares the correct answer.
Text: “The Odyssey.” “Odysseus and Elpenor in the Underworld. Small group activity.
Questions to follow. What Greek value is at work here? Evidence?
Why did Odysseus go to the Underworld?
Who was Elpenor?
What did Elpenor beg Odysseus to do?
What did Elpenor threaten to do Odysseus ignored his plea?
Activity
BR: Context Clues “siren” in 2 contexts. 1 as a trap. 1 as a warning.
Housekeeping & Review of HW
Read pages 46 – 76. Students are to identify what Greek value is at work here and write a MEL-Con paragraph explaining how. Due on Wednesday.
Direct Instruction on Word Choice. See WREN materials. Thinking skills exercise.
Text: “The Odyssey:” Odysseus and the Sirens.
Small Group activity. With a small group read the excerpt and answer the questions that follow. What Greek value do you see at work here? What evidence can you provide?
Activity
BR: Comma splices. See WREN materials.
Housekeeping & Review of HW
Collect the MEL-Con paragraph.
Homework: read pages 77 – 92. Write a set of Cornell notes.
Teacher reviews rule on comma splices. See WREN materials.
Teacher elicits whole group help on commas.
Text: “The Odyssey:” Odysseus and the Swineherd”. Small Group activity. With a small group read the excerpt and answer the questions that follow. What Greek value do you see at work here? What evidence can you provide?
Activity
BR: Context Clues: “finesse”
Housekeeping & Review of HW
Homework: Read pages 93- 138. Draw a picture of 2 Gree values illustrated in these pages. Explain how the values were illustrated by citing evidence from the text in AWE and then explaining your reasoning.
Review of on Word Choice. See WREN materials. Student application to ACT style questions.
Text: “The Odyssey:” Odysseus and the Archery Contest.” Small Group activity. With a small group read the excerpt and answer the questions that follow. What Greek value do you see at work here? What evidence can you provide?
Activity
NO CLASSES. PD DAY.
Accommodations for Special Education
Pacing will be modified to meet student needs on IEP Amount of work required will be modified to meet student needs on IEP Extended time on task will be given to meet student needs on IEP Think/Pair/Share opportunities presented at least once per class Writing to Learn A variety of multiple intelligences will be accessed throughout the week
Assessment PlanFormative Assessment (Student progress towards objectives assessed through work tasks during instruction)
Summative (Student mastery of objectives assessed after instruction)
Main Idea exercises with “The Odyssey” Context clue exercises Word Choice exercises Word Choice ACT application Comma Splices exercises (How to correct/avoid)
MEL-Con paragraph on Monday
Interdisciplinary Connections
Classical Civilizations: Greece Expressing Judgments Main Idea and Author's Purpose
UNIT PLAN – WEEK FIVEMajor Topics
PREP
WEEK FIVEDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
GENERAL
WEEK FIVEDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
HONORS
WEEK FIVEDaily Planner
SWBAT
Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction
Take a position in response to the prompt.
Ofer some context: shows some recognition of the issue by providing some implications or complications.
Synthesize information from challenging texts to clarify understanding of important concepts and ideas.
SWBAT
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.
SWBAT
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.
Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction
SWBAT
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.
Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction
SWBAT
Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.
Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction
Activity
BR: Comma Splices
Activity
BR: Context Clues
Activity
BR: Comma Splices
Activity
BR: Context Clues
Activity
Quiz on comma usage and context clues
Housekeeping and Homework: Hardcopy Draft 1 of “The Odyssey” DBQ is due on Friday. Typing in lab on Thursday.
Collect the illustrations and the explanations from the reading through page 138 of “The Odyssey.”
Working on the final paper: Workshop. Return to the assessment and rubric in the packet. Students are to produce a completed outline by the end of the period. Students may use the 3 MEL-Con assignments leading up to this essay for their body paragraphs. They must use at least one referent to their World History class in their intro., conclusion or body paragraphs.
They must reference an outside source other than “The Odyssey.” Another reading from the packet, the forum, etc.
Housekeeping and Homework: Hardcopy Draft 1 of “The Odyssey” DBQ is due on Friday. Typing in lab on Thursday.
Word Choice Direct Instruction and application. See WREN materials in English section.
Review of ACTS writing strategy:
Attention grabber, counterargument, thesis and suppoting ideas.
Writing Workshop: Writing the introduction.
Housekeeping and Homework: Hardcopy Draft 1 of “The Odyssey” DBQ is due on Friday. Typing in lab on Thursday.
Grammar: Comma Splices: ACT application
Word Choice Direct Instruction and application. See WREN materials in English section.
Review of STACS writing strategy:
Writing Workshop:
Summary of argument, thesis restated, attention grabber, closing statement.
Housekeeping and Homework: Hardcopy Draft 1 of “The Odyssey” DBQ is due on Friday. Typing in lab on Thursday.
Typing “The Odyssey” DBQ in the lab.
You must run through at least 2 revisions in Criterion.
Complete the L-H fof the K-W-L-H for early and classical civilizations
How to peer review: tutor as listener/observer/
Does not have to be an expert on grammar.
Peer review of 1st draft with a partner.
Students are assessed on listening participation.
Completion of reflection form.
Completion of peer review form.
Accommodations for Special Education Pacing will be modified to meet student needs on IEP Amount of work required will be modified to meet student needs on IEP Extended time on task will be given to meet student needs on IEP Think/Pair/Share opportunities presented at least once per class Writing to Learn A variety of multiple intelligences will be accessed throughout the week Writing to Learn Scaffolded Instruction
Assessment PlanFormative Assessment (Student progress towards objectives assessed through work tasks during instruction)
Summative (Student mastery of objectives assessed after instruction)
Grammar and Comma Usage Quiz K-W-L-H completed Reflection on writing process Peer Review of final assessment
Unit essay: What are the forces that influence civilzation? Assessed by the rubric attached.
Interdisciplinary Connections Classical Civilizations: Greece Main Ideas and Author's Purpose DBQ
TeacherFirst and Last NameCourseSubject AreaGrade Level
Unit CalendarUnit TitleDates (school calendar weeks)
UNIT PLAN – WEEK SIXMajor Topics
Illinois State Standards
CRS: Prep
PREP
WEEK SIXDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
CRS: GENERAL
GENERAL
WEEK SIXDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
CRS: HONORS
HONORS
WEEK SIXDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
Accommodations for Special Education
Assessment PlanFormative Assessment (Student progress towards objectives assessed through work tasks during instruction)
Summative (Student mastery of objectives assessed after instruction)
Interdisciplinary Connections
TeacherFirst and Last NameCourseSubject AreaGrade Level
Unit CalendarUnit TitleDates (school calendar weeks)
UNIT PLAN – WEEK SEVENMajor Topics
Illinois State Standards
CRS: Prep
PREP
WEEK SEVENDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
CRS: GENERAL
GENERAL
WEEK SEVENDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
CRS: HONORS
HONORS
WEEK SEVENDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
Accommodations for Special Education
Assessment PlanFormative Assessment (Student progress towards objectives assessed through work tasks during instruction)
Summative (Student mastery of objectives assessed after instruction)
Interdisciplinary Connections
TeacherFirst and Last NameCourseSubject AreaGrade Level
Unit CalendarUnit TitleDates (school calendar weeks)
UNIT PLAN – WEEK EIGHTMajor Topics
Illinois State Standards
CRS: Prep
PREP
WEEK EIGHTDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
CRS: GENERAL
GENERAL
WEEK EIGHTDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
CRS: HONORS
HONORS
WEEK EIGHTDaily Planner
SWBAT SWBAT SWBAT SWBAT SWBAT
Activity Activity Activity Activity Activity
Accommodations for Special Education
Assessment PlanFormative Assessment (Student progress towards objectives assessed through work tasks during instruction)
Summative (Student mastery of objectives assessed after instruction)
Interdisciplinary Connections