Subject: Unit IV Time Frame Need for Completion 4 Weeks



Subject: Unit IV Time Frame Need for Completion 4 Weeks

Grade Level: 3 Grading Period: 2nd. Nine Weeks

Unit Title: The Hero’s Journey | |

|Big Idea/Theme: The American Hero |

|Understandings: How media influences our ideas of the American Hero. |

|An awareness of where they are on the continuum of the hero’s journey |

|At the beginning of any journey there is risk. |

|Essential Questions: |

|What qualities of the American hero are still present from American Indian Society to present day society? |

|When is taking a risk the right thing to do verses the wrong thing to do? |

|How do you know when you are on the right path of your journey? |

|What role do you take in your own journey? Are you a follower? |

|What responsibility do you take for yourself and others for that journey? |

|Curriculum Goals/Objectives |

|Reflect and Respond Expressively |

|1.03: (using personal expression) Demonstrate the ability to read, listen, and view complex print and non print |

|2.02 Examine and explain how culture influences language |

|3.01 Use language persuasively |

|3.02 Select an issue or theme and take a stance |

|3.03 Use argumentation |

|4.02 Develop thematic connections |

|4.04 (using literature) Demonstrate the ability to read, listen, and view complex print and non print |

|5.01 Interpret the significance of literary movements |

|6.02 Demonstrate an understanding of the conventions of language |

|6.02 Discern and correct errors |

|Essential Skills/Vocabulary: Essential Skills: Essential Skills/Vocabulary: Literary Component: |

|read actively, critically, and independently |

|develop a purpose question |

|identify main idea |

|examine the author’s purpose |

|examine multiple perspectives |

|analyze, interpret, and evaluate literature |

|respond critically, personally, and creatively to literature, in writing as well as in discussion and presentation |

|understand the historical context/framework of literature |

|make connections among literature |

|Essential Skills/Vocabulary Writing Component: |

|The student should be able to |

|write clearly and effectively in a number of writing contexts (journaling, creative non-fiction) |

|organize thoughts for an effective piece (This I Believe) |

|write a clear, strong thesis indicative of an argument (This I Believe) |

|use appropriate evidence to support a thesis (This I Believe) |

|put evidence in context (in the case of literary criticism) (Higher order thinking questions) |

|write to discover his or her own voice (This I Believe; Philosophical Chairs) |

|Essential Skills/Vocabulary Grammar and Conventions: |

|revision |

|Voice and style, sentence variety, meaning-clarity, tone, standard usage vs. nonstandard |

|subject/verb agreement, phrases and clauses, |

|Assessment Task: Goals 2.01 and 2.02 Create a Magazine representing “the going on’s” of the 1920’s |

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|Authentic Assessment |

|Goals 2.01 and 2.02 Create a Magazine representing the historical perspective of a literary work |

|Paper/Pen |

|1.03; 2.03; 3.04; 4.04; 5.03 Academic exam questions, prompts, and problems |

|1.03; 2.03; 3.04; 4.04; 5.03 Quizzes (pre, ongoing, post) Open and closed |

|Journals (self reflection or assessment) |

|Goal 1.02: Reflection Logs |

|Goal 1.02 6.01: Interviewing and Conferences (Reflect, Assess, Re-direct) |

|Goal 1.02: Documented problem solving |

|Writing rubric |

|Goal: 1.02 Quick Writes |

|Goal: 1.03 Story starters |

|Goals:1.03; 2.03; 3.04; 4.04; 5.03 One Pagers |

|Goal 1.01 Memoirs |

|Goal 1.01 Autobiography |

|Introducing new ideas and concepts |

|Goals 1.03; 2.03; 3.04, 4.04; 5.03; Brain storming Strategies |

|Goals 1.03; 2.03; 3.04; 4.04; 5.03; 6.01 Vocabulary Builders |

|Goals 1.03; 2.03; 3.04; 4.04; 5.03 KWL |

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|Retention of ideas and concepts |

|Goals 1.03; 2.03; 3.04, 4.04; 5.03; Cornell Notes |

|Goals 1.03; 2.03; 3.04; 4.04; 5.03 Creating level 3 questions |

|Goals 1.03; 2.03; 3.04; 4.04; 5.03 Student development of essential questions |

|Exit |

|Goals 1.03; 2.03; 3.04; 4.04; 5.03 Applications Cards - Students write down at least one possible, real-world application for an important principle, generalization, theory, or procedure that |

|they just learned. This lets faculty know how well students understand the possible applications of what students have learned. (Exit Ticket) |

|Technology |

|Goals 1.03; 2.01,2.02, 2.03; 3.04, 4.04; 5.03 Voice Thread |

|Goals 1.03; 2.01, 2.02, 2.03; 3.04, 4.04; 5.03 Blogs |

|Goals 1.03; 2.01, 2.02, 2.03; 3.04, 4.04; 5.03 Surveys (cell phone) |

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|Materials Suggestions: |

|Sonny’s Blues |

|Transcendentalists |

|Civil Rights |

|Beat Poets |

|Multicultural “American” Writers (Tan and McCourt) |

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