Getting to the Core English Language Arts Grade 9 Unit of Study Introduction to Mythology Final Revision: June 4, 2014 TEACHER EDITION ELA Grade 9 Intro to Mythology Unit Overview UNIT OVERVIEW ELA Grade 9 Introduction to Mythology This unit introduces students to mythology from around the world, focusing closely on the patterns that all myths share. By learning to recognize these patterns, students will make connections between age-old stories and the world they live in to reveal universal truths. Students will apply new learning by completing a project that includes creating or researching a myth as well as argumentative writing. Big Idea: Patterns allow us to make sense of our world. Essential Questions: 1. What are the criteria of a myth? 2. What patterns exist in myths? 3. What patterns do myths use to explain our world? 4. How do myths reflect cultural beliefs and values? Unit Timeline Day 1 Day 2 Day 3 Day 4 Day 5 Lesson 1: Lesson 1: Lesson 1: Close Lesson 2: Video Lesson 2: Anticipatory Guide; PowerPoint on reading of “Arachne clip with text- Continued Jigsaw - background reading patterns; close the Spinner;” pre- dependent re-presenting the and video with text- reading of “How the assessment: questions; close text; group dependent questions Crocodile Got Its Argumentative reading and Jigsaw discussion Skin” Writing Task #1 – of “The Beginning 1 paragraph of Things” Day 6 Day 7 Day 8 Day 9 Day 10 Lesson 2: Lesson 3: Building Lesson 3: First Lesson 3: Second Lesson 3: Complete Argumentative background reading of “The reading in groups Cyclops Comic Writing Task #2 – activities and Cyclops” using using Section Strip; Gallery Walk 1 paragraph PowerPoint Collaborative Analysis Chart; Annotation Chart begin Cyclops Comic Strip Day 11 Day 12 Day 13 Day 14 Day 15 Lesson 3: Lesson 3: Finish Lesson 4: Introduce Lesson 4: Students Lesson 4: Projects Argumentative Argumentative final assessment: work on project due; optional Writing Task #3 – Writing Task #3 “Patterns Allow Us presentations 3 paragraphs to Make Sense of Our World” Project TABLE OF CONTENTS Contents Pages Unit Planner 1-5 Lesson 1: What are the criteria of a myth? What patterns exist in myths? 6-15 Resource 1.1 Anticipatory Guide: Thinking about My World 16 Resource 1.2 Myths and Mythology 17 Resource 1.3 Three Criteria of a Myth (optional visual piece) 18 Resource 1.4 Transcript for TED Talks Video + Essential Questions 19-20 Resource 1.5 Patterns in Mythology Matrix 21 Resource 1.6 Evidence of Patterns Matrix 22 Resource 1.7 “How the Crocodile Got Its Skin” text 23 Resource 1.8 “Arachne the Spinner” text 24-26 Resource 1.9 Pre-assessment: Writing an Argument 27 Lesson 2: What patterns do myths use to explain our world? 28-33 Resource 2.1 Warm-up: Responding to Video Clip 34 Resource 2.2 A Summary of How the World Was Made (optional) 35-36 Resource 2.3A-E “The Beginning of Things” Parts 1- 5 37-41 Resource 2.4 Collaborative Annotation Chart – “Beginning” Part I 42 Resource 2.5 Collaborative Annotation Chart – “Beginning” Part_ 43 Resource 2.6 Myth Comparison Matrix: “The Beginning of Things” 44 Resource 2.7 Writing an Argument #2 45-46 Resource 2.8 Model Paragraph (Writing Outline) 47 Lesson 3: How do myths reflect cultural beliefs and values? 48-55 Resource 3.1 Cyclops Painting & Quick-Draw 56-57 Resource 3.2 PowerPoint Notes: Introduction to Epic/Myth/Cyclops 58-61 Resource 3.3 Collaborative Annotation Chart – “The Cyclops” 62 Resource 3.4 Section Analysis Chart 63-70 Resource 3.5A-B Cyclops Comic Strip Planning Sheet & Model 71-74 Resource 3.6 Cyclops Comic Strip Gallery Walk: Focused Questions 75-76 Resource 3.7 Evidence of Cultural Beliefs, Values & Patterns Matrix 77 Resource 3.8 Argumentative Writing Task #3 78-79 Resource 3.9 Teacher Resource List 80 Lesson 4: Performance Task Project 81-84 Resource 4.1 “Patterns” Project Instructions 85 Resource 4.2 “Patterns” Project Rubric 86 Resource 4.3 “Patterns” Project Example 87 Appendix of Strategies Used in the Unit 88-98 Santa Ana Unified School District Common Core Unit Planner-Literacy Unit Title: Introduction to Mythology Grade Level/Course: ELA Grade 9 Time Frame: 10-15 days Patterns allow us to make sense of our world. Big Idea: What are the criteria of a myth? What patterns exist in myths? Essential Questions: What patterns do myths use to explain our world? How do myths reflect cultural beliefs and values? Instructional Activities: Activities/Tasks Lesson 2, Duration: 2-3 Days Lesson 1, Duration: 3 Days Complex Texts: Video Segment: Devdutt Pattanaik’s “East vs. West – the myths Complex Texts: Video segment: “Hindu Beginning of the World Story;” Jigsaw that mystify;” “How the Crocodile Got Its Skin” myth; “Arachne the Spinner” myth Readings: The Beginning of Things by Abbie Farwell Brown Pre-reading Video Read 1-2 Myths Read 1-3 Video Read 1-2 Myths Read 1-2 Read 3 Anticipation Guide; Video/Transcript Unencumbered read; Text-dependent Collaborative Annotation Re-presenting Text; Writing Prompt Pre- Text-Dependent collaborative annotation; Questions; Discussion Chart; Jigsaw Reading; Writing an Myth Comparison Argumentative assessment (at end) Questions Evidence of Patterns Matrix Matrix Paragraph Lesson 3, Duration: 3-6 Days Lesson 4, Duration: 2-3 Days Complex Text: Homer (translated by Robert Fitzgerald). “The Cyclops” from Summative Assessment Performance Task: Patterns Allow Us to “The Odyssey, Book 9,” Holt pages 660-670 Make Sense of Our World Project Read 1 Read 2-3 Read 3 Pre-Write Writing Project Audio recording as Section Analysis Evidence Matrix; Select myth or write Write 3 Create (and present, if needed; Collaborative Chart; Cyclops Comic Argumentative original “myth” Argumentative time) Poster Annotation Chart Strip & Gallery Walk Writing Task Paragraphs SAUSD Common Core Unit 1 Learning and Innovation: Critical Thinking & Problem Solving Communication & Collaboration Creativity & Innovation 21st Century Skills: Information, Media and Technology: Information Literacy Media Literacy Information, Communications & Technology Literacy Tier II: Tier III: criteria, pattern, culture, values, elements, rituals, rational, myth, mythology, archetype, logos, mythos, symbols, epic, in media-res, Essential rationality, illogical, objective, subjective, superstition, resolution, claim/counter-claim, Cyclops, plot Academic splendid, folly, spinner, weaver, loom, tapestry, mortal, admire, transformed, creation, symbolize, conflict, accounts, Language: legend, odyssey, hero, voyage, adversary, restitution, ewes, dismember, stoke, ravage, ninny, evidence, elaboration, sequence What pre-assessment will be given? How will pre-assessment guide instruction? During Lesson 1, students will be assigned an argumentative paragraph in which Using the rubric, teachers will assess how well students cite evidence, make a they must include evidence from the text and elaborate on explaining how that claim, and elaborate on responses. Based on this information, teachers may re-teach evidence supports their central claim. certain areas the whole class needs to revisit, provide a model for students in need, target individual students and work one-on-one with them, etc. End of Unit Performance Task: “Patterns Allow Us to Make Sense of Our World” Project (writing piece and poster) What assessment(s) will be utilized for this unit? (include the types of both formative Common Core Learning Standards Taught and Assessed (include assessments (F) that will be used throughout What does the one or more standards for one or more of the areas below. Please the unit to inform your instruction and the assessment tell us? write out the complete text for the standard(s) you include.) summative assessments (S) that will demonstrate student mastery of the standards.) Bundled Reading Literature Standard(s): Formative written paragraphs at the end of each -These assessments RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the reading (F) reveal students’ text says explicitly as well as inferences drawn from the text. Answering and discussing text-dependent comprehension of RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its questions (F) readings. They also development over the course of the text, including how it emerges and is shaped and Random calling of students during class allow teachers to refined by specific details; provide an objective summary of the text. discussions (F) differentiate for RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a Collaborative Annotation Charts (F) individual students or work of literature from outside the United States, drawing on a wide reading of Section Analysis Chart (F) the whole class as world literature. Cyclops Comic Strip (F) necessary. -The summative piece Final Project (S) should clearly reflect SAUSD Common Core Unit 2 student learning and growth throughout the unit. Bundled Reading Informational Text Standard(s): Circle Map (F) -These assessments RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the Text-dependent questions (F) reveal students’ text says explicitly as well as inferences drawn from the text. Final Project (S) comprehension of readings and videos. They also allow teachers to differentiate for individual students or the whole class as necessary. -The summative piece should clearly reflect student learning and growth throughout the unit. Bundled Writing Standard(s): Paragraphs at the end of each reading, focusing -The multiple written W.9-10.1 Write arguments to support claims in an analysis of substantive topics or on claim and textual evidence (F) paragraphs will show texts, using valid reasoning and relevant and sufficient evidence. Final Project (S) students’ progression/ a. Introduce precise claim(s), distinguish the claim(s) from alternate or mastery of writing opposing claims, and create an organization that establishes clear standards. relationships among claim(s), counterclaims, reasons, and evidence.