PROJECT OVERVIEW Page 1 s5

E X P E R I E N C E O V E R V I E W Name of Project: It’s a Greek Life: A Duration: wee 8 weeks Subject/Course: GTSymposium English I, II, III Teacher(s): Joyce Grade Level: 9, 10, 11 Other Subject Areas: Social Studies, Marketing Wascom Unit Goal for Student: After spending most of the semester studying Greek literature and philosophy, The goal for the unit is for students to research the Greek culture and its Summary of the issue, effect on western civilization and the importance of the literature they have studied and to understand modes of persuasion and the importance of planning challenge, investigation, and team work as they “go to market,” marketing their version of “The Greek Life” to invited guests, using several methods. Each class will then “compete” scenario, or problem: for the sale of their version, with feedback from a marketing expert. Enduring Students will understand the impact of Greek culture on our own. Understanding(s) Students will understand the role of persuasion in marketing. Students will understand the importance of planning and teamwork. Audience and purpose impact a writer’s style and presentation decisions. Essential Question(s) Why is it important to study ancient literature and philosophy? How are people persuaded? What can we learn from Greek culture? How does knowing your audience and purpose contribute to effective writing? How does marketing a product affect presentation? Curriculum Standards Bundle (Stage 1) Content and Process ELA (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary Standards (TEKS) to be contexts and provide evidence from the text to support their understanding. Students are expected to: taught and assessed: (A) analyze how the genre of texts with similar themes shapes meaning; (B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and Highlight those (C) relate the figurative language of a literary work to its historical and cultural setting. targeted for depth. (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; (B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. (B) write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience. (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and (B) formulate a plan for engaging in research on a complex, multi-faceted topic. (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.

Region 10 ESC A D A P T E D F R O M B U C K I N S T I T U T E F O R E D U C A T I O N (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

Authentic Learning Provide authentic context that reflects the way the knowledge will be used in real-life Elements to be integrated: Check all that are targeted in this unit.

Authentic Learning Provide authentic x Provide multiple roles x Promote articulation Elements to be activities and perspectives integrated: Provide access to expert x Support collaborative x Provide coaching and Check all that are performances and the construction of scaffolding targeted in this unit. Creativitymodeling ofand processes Innovation x Promoteknowledge reflection x Provide for authentic 21st Century (NETS 1) assessment of learning Skills/NETS to be taught within the tasks 21stand assessed Century : Communication and x Information, Media, or Skills/NETS to be taught Collaboration (NETS 2) ICT Literacy (NETS 3) and assessed:

A S S E S S M Critical Thinking/Problem x Life and Career Skills ( S T A G E Solving (NETS 4) E N T x Digital Citizenship, x 2 ) Technology Operations and page 2 Concepts (NETS 5and 6)

Entry Event Students receive a letter, inviting them to participate in a Greek symposium. The letter describing the elements of the symposium, giving the date, time, guests, and roles they will play. The specifics will be discussed that day with the assignment.

Assessments Formative Final product or performance tasks required. A general description of expectations.

Assessments Each class will create displays, including multimedia, live performance of literature, and promotions, relating to Greek culture, literature, and (During Learning) philosophy, in a market setting one evening. They will invite guests, and they will be judged by a team of English and social studies teachers, as well as a marketing teacher and a marketing executive. A written proposal, along with several planning documents will be assessed.

Region 10 ESC A D A P T E D F R O M B U C K I N S T I T U T E F O R E D U C A T I O N Embedded in learning experiences to gauge student progress toward a deep understanding of the Enduring Understanding Reading tests over literature, including epics, plays, and writings of philosophers Proposals for panels, Greek terms projects, philosophy markets Meeting minutes Research notes Plans Check points at several points must be included. This is a big project with many parts, and the work must be divided over time.

Materials: Student provided materials for classwork, philosophy projects, and drama productions, costumes, food, if this aspect is done.

Resources Needed Resources: Several spaces in the building, permission for building use

Copies of the literature, computers

Reflection Methods

L E A R N I N G Students read The Iliad, The Odyssey, A Greek tragedy, writings of Greek philosophers, and Joseph Campbell’s E X P E R I E N Students engage in several discussions and formal and informal writing assignments over the literature. C E S ( S T A G The electronic Greek terms projects will be shown in class, and the class will evaluate all and choose two projects for editing and public display. E 3 ) The class has final say as to whether a project is ready for performance. Although a team of fewer than 10 students actually participate in the panel discussion, the entire class helps develop the talking points and questions. The class decides the direction of the discussion. Students have a chance to experience each other’s performances before the event in a “dress rehearsal.” They will gallery walk the philosophy “market” before the guests arrive. Reflection is built into each stage in journaling. Written reflections from the students the days after the symposium, including the following questions: What went well and why? What needed improvement and how? If we do this again, what would you change? What was your biggest challenge? What did you do to overcome that challenge? Students will be asked to specifically reflect on their team and its work, and their own work.

Region 10 ESC A D A P T E D F R O M B U C K I N S T I T U T E F O R E D U C A T I O N