Disposition: Transformation Big Idea: How do the heroes of literature reflect the values of the time?

Transcription

1 Disposition: Transformation Big Idea: How do the heroes of literature reflect the values of the time? 11 th Grade Anchor Text: Beowulf (S) Possible Linking Texts: - Life in 999 Possible Media Resources: -Chronicles of Narnia -Beowulf Possible Teacher Resources: Beowulf Language Lesson: NPR Talk of the Nation: Audio Resources: Beowulf Resources: Vocabulary: Content (specific to ELA): kenning, caesura Academic (across the curriculum): Prior Knowledge (What do students need to know before beginning the unit?): -Epic Hero -Epic Poem -Alliteration 1

2 Learning Targets (What learning is going to be assessed?): Formative Assessments: (How will learning targets be assessed?) 1. Magazine Format (see Rolling Stone 1. Read and respond to existing article with interview sample) rubric 2.3.1; 2.3.2; 2.3.3; Interview Techniques 2. Write a practice interview 1.1.4; 1.3.1; 1.3.5; 2.2.1; 2.3.3; 3.1.9; 3.2.1; Inference Skills 3. Inference response questions; notes; modeling 2.1.2; Demonstrate understanding of poem and 4. Thinking map or character map; drama characters 2.1.2; 2.1.6; 2.3.3; Creativity and insight 5. With modeling; drama; art 2.3.3; 3.1.9; 6. Grammar/Mechanics appropriate for magazine interview Write a practice interview 4.1.1; 4.1.4; Mid-Marking Period Common Formative Assessment (How will I know which students need additional help to be successful on the Capstone Assessment?) Characterize Beowulf (Part1) by creating 2 thinking maps (see attached rubric) HSCE assessed: 2.1.2; 3.1.4; 3.1.9; 3.2.1; 3.2.5; Common/Capstone Assessment: (tie mastery HSCE to this assessment) BIG IDEA: How do the heroes of literature reflect the values of the time? Rolling Stone Interview (see handout/rubric) HSCE assessed: 4.1.4; 1.1.4; 4.1.1; 1.3.1; 1.3.5; 2.2.1; 2.1.2; 2.1.6; 2.3.1; 2.3.3; 3.1.9; 3.2.1; 3.2.5; 3.3.2; Possible Teaching Strategies: Modeling, scaffolding, exit tickets, ticket out the door, think-pair-share, summarizing, class discussion, thinking maps, quickwrites, KWL, etc. Possible Classroom Activities: Henzi Anglo-Saxon Time Period; choice of format and create an advertisement Garcia act out fight scenes in Beowulf (makes them love the story; use noodles & cut in half also sword noodles) Garcia Life in 999 in text book (before the story); includes history Boyce write a letter imagining they were in 999 Henzi Chronicles of Narnia (movie) Lion, Witch, & Wardrobe tie with transformation; James Thinking Map to tie Narnia & Beowulf together Boyce Alliteration, caesura, kenning Garcia song/jingle for characteristic of an epic hero Boyce Rolling Stone Interview (culminating) interview major character & ask about how they thought they were portrayed in storytelling Boyce Movie w/ Angelina Jolie Boyce timed writings 3 prompts that connect to Beowulf (ACT prep) James draw Grendel and color; vote on best one Garcia 2

3 Strand Power notes text book Boyce reading packet that accompanies the reading (vocab, paraphrasing) Beowulf Test focuses on epic, vocabulary, foreshadowing, close reading of a tale followed by questions, poetic terms, MASTERY High School Content Expectations for Grade 11 Writing: Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes. Friendly: Use sentence structures and vocabulary effectively for different purposes Control standard English structures in a variety of contexts (e.g., formal speaking, academic prose, business, and public writing). Friendly: Master the use of English language in a variety of formats. Persuasive & Personal Writing: Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre. Friendly: Compose drafts for a specific purpose while considering the elements of the selected form or genre Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect). Friendly: Compose written, spoken, and/or multimedia pieces that serve more than one purpose and use a variety of formats From the outset, identify and assess audience expectations and needs; consider the rhetorical effects of style, form, and content based on that assessment; and adapt communication strategies appropriately and effectively. Friendly: Know the expectations and needs of your audience and adjust your writing accordingly Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, 3

4 and multiple points of view). Friendly: Recognize literary and persuasive strategies to further understanding. Analysis & Synthesis: Make supported inferences and draw conclusions based on informational print and multimedia features (e.g., prefaces, appendices, marginal notes, illustrations, bibliographies, author s pages, footnotes, diagrams, tables, charts, maps, timelines, graphs, and other visual and special effects) and explain how authors and speakers use them to infer the organization of text and enhance understanding, convey meaning, and inspire or mislead audiences. Friendly: Make supported inferences and draw conclusions based on the features of the text Recognize the defining characteristics of informational texts, speeches, and multimedia presentations (e.g., documentaries and research presentations) and elements of expository texts (e.g., thesis, supporting ideas, and statistical evidence); critically examine the argumentation and conclusions of multiple informational texts. Friendly: Recognize and critically examine the defining characteristics of multiple informational formats. Close and Critical Reading: (M) Read, listen to, and view diverse texts for multiple purposes such as learning complex procedures, making work-place decisions, or pursuing in-depth studies. Friendly: Read, listen to, and view diverse texts for multiple purposes (S) Critically read and interpret instructions for a variety of tasks (e.g. completing assignments, using software, writing college and job applications). Friendly: Critically read and interpret instructions for a variety of tasks (H, M) Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect human experience. Friendly: Analyze how literature reflects human experience (H) Recognize a variety of literary genres and forms (e.g., poetry, drama, novels, short stories, autobiographies, biographies, multi-genre texts, satire, parody, allegory) and demonstrate an understanding of the way in which genre and form influence meaning. Friendly: Recognize and demonstrate the ways genre influences meaning (H) Respond to literature in a variety of ways (e.g., dramatic interpretation, reader s theatre, literature circles, illustration, writing in a character s voice, engaging in social action, writing an analytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time. 4

5 Friendly: Respond to literature by providing examples and making connections to their own lives and the world BRITISH (H) Read and analyze classic and contemporary works of literature (American, British, world) representing a variety of genres and traditions and consider their significance in their own time period as well as how they may be relevant to contemporary society. Friendly: Read and analyze a variety of British literature and connect them to today s world Read, view, and/or listen independently to a variety of fiction, nonfiction, and multimedia genres based on student interest and curiosity. Friendly: Read, view, and/or listen independently to a variety of fiction, nonfiction, and multimedia genres based on student interest. ACT College Readiness Standards: DIRECTIONS: AGAIN, eliminate the ACT CRS that are not applicable. English ACT College Readiness Standards (20-23 range): Topic Development in Terms of Purpose & Focus (TOD) 401. Identify the central idea or main topic of a straightforward piece of writing 402. Determine relevancy when presented with a variety of sentence-level details Organization, Unity, and Coherence (OUC) 402. Decide the most logical place to add a sentence in an essay 403. Add a sentence that introduces a simple paragraph Word Choice in Terms of Style, Tone, Clarity, and Economy (WCH) 401. Delete redundant material when information is repeated in different parts of speech (alarmingly startled ) 402. Use the word of phrase most consistent with the style and tone of a fairly straightforward essay 403. Determine the clearest and most logical conjunction to link clauses Sentence Structure and Foundation (SST) 401. Recognize and correct marked disturbances of sentence flow and structure (participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers) Conventions of Usage (COU) 402. Ensure that a verb agrees with its subject when there is some text between the two Conventions of Punctuation (COV) 401. Use commas to set off simple parenthetical phrases 402. Delete unnecessary commas when an incorrect reading of the sentence suggest a pause that should be punctuated (between verb and direct object clause) 5

6 Reading ACT College Readiness Standards (9 th =13-15; 10 th =16-19; 11 th =20-23; 12 th =24-27) Main Idea and Author s Approach (MID) 401. Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives 402. Understand the overall approach taken by an author or narrator (point of view, kinds of evidence used) in uncomplicated passages. Supporting Details (SUP) 401. Locate important details in uncomplicated passages 402. Make simple inferences about how details are used in passages. Sequential, Comparative, and Cause-Effect Relationships (REL) 401. Order simple sequences of events in uncomplicated literary narratives 402. Identify clear relationships between people, ideas, and so on in uncomplicated passages 403. Identify clear cause-effect relationships in uncomplicated passages. Meanings of Words (MOW) 401. Use context to determine the appropriate meaning of some figuration and non figurative words, phrases, and statements in uncomplicated passages Generalizations and Conclusions (GEN) 401. Draw generalizations and conclusions about people, ideas, and so on in uncomplicated passages Draw simple generalization and conclusions using details that support the main points of more challenging passages. Writing ACT College Readiness Standards (9 th grade=7-8; 10 th grade=9-10; 11 th grade 11-12) Expressing Judgments Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a critical context for discussion Show understanding of the complexity of the issue in the prompt by o Examining different perspectives, and/or o Evaluating implications or complications of the issue, and/or o Posing and fully discussing counterarguments to the writer s position Focusing on the Topic Maintain a clear focus on discussion of the specific topic and issue in the prompt throughout the essay Present a critical thesis that clearly establishes the focus on the writer s position on the issue Developing a Position Develop several ideas fully, using specific and relevant reasons, details, and examples Show effective movement between general and specific ideas and examples 6

7 Organizing Ideas Provide unity and coherence throughout the essay, often with a logical progression of ideas. Use relevant transitional words, phrases, and sentences to convey logical relationships between ideas Present a well-developed introduction and conclusion Using Language Show effective use of language to clearly communicate ideas by o correctly employing most conventions of standard English grammar, usage, and mechanics, with just a few, if any, errors o using precise and varied vocabulary o using a variety of kinds of sentence structures to vary pace and to support meaning. National Core Standards: 7