UNIT PLAN. Subject Area: English IV Unit #: 1 Unit Name: Anglo-Saxon Unit. Big Idea/Theme: Anglo-Saxons contributed to modern culture.

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1 Subject Area: English IV Unit #: 1 Unit Name: Anglo-Saxon Unit UNIT PLAN Big Idea/Theme: Anglo-Saxons contributed to modern culture. Culminating Assessment: Write a letter of recommendation for Beowulf to Hrothgar Write a resume for Beowulf to send to Hrothgar Research the Anglo-Saxon period and present information Re-write one of the battles in Beowulf for the point of view of another character Create videos to demonstrate comprehension of the Great Epic Unit Understanding(s) Students will understand that Anglo-Saxon culture is the foundation for the development of the modern English language. The Anglo-Saxon civilization contributes to the idea of the modern-day hero. Anglo-Saxon culture began the practice of transcribing oral literature. Anglo-Saxon culture is the foundation of Christianity. Unit Essential Question(s): How did Anglo-Saxon culture contribute to the development of the English language? How did Anglo-Saxon culture contribute to the idea of the modern-day hero? How did Anglo-Saxon culture begin the practice of transcribing oral literature? In what ways was Anglo-Saxon culture the foundation of Christianity? Students will know / Students will be able to Compare/contrast ideas within and across literary texts to make inferences. Evaluate the impact of point of view on literary texts. Evaluate devices of figurative language. Evaluate the relationship among character, plot, and theme in a terary text. Analyze the effect of the author s craft on the meaning of literary texts. Create responses to literary texts through a variety of method such as written works, oral presentations, media productions, and the visual and performing arts. Produce clear and concise career-oriented/ technical writings such as memos, business letters, resumes, technical reports, and information analyses. Create narratives such as personal essays, memoirs, and narrative poems that use descriptive language to enhance voice and tone. Create descriptions for use in other modes of written works such as narratives 1

2 and expository pieces. Create written works and oral and visual presentations that are designed for a specific audience and purpose. Use a variety of print and electronic reference materials. South Carolina Academic Standards: E4-1.1 Compare/contrast ideas within and across literary tests to make inferences. E4-1.2 Evaluate the impact of point of view on literary texts. E4-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E4-1.4 Evaluate the relationship among character, plot, conflict, and theme in a given literary text. E4-1.5 Analyze the effect of the author s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts. E4-1.6 Create responses to literary texts through a variety of methods, (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). E4-1.7 Evaluate an author s use of genre to convey theme. E4-1.8 Read independently for extended periods of time for pleasure. E4-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words. E4-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.) E4-3.3 Explain how British history and culture have influenced the use and development of the English language. E4-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E4-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E4-4.3 Create multiple-paragraph compositions that have an introduction and conclusion, include a coherent thesis, and use support (for example, definitions and descriptions). E4-4.4 Use grammatical conventions of written Standard American English to clarify and enhance meaning including Subject-verb agreement Pronoun-antecedent agreement Agreement of nouns and their modifiers, Verb formation, Pronoun case, Formation of comparative or superlative adjectives and adverbs, and Idiomatic usage. (See Instructional Appendix: Composite Writing Matrix.) E4-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) E4-4.6 Edit for the correct mechanics and usage of written Standard American English including Internal and end of sentence punctuation, 2

3 Commas to indicate appositives, Word placement to avoid ambiguity, Appropriate coordination and subordination, Relationship between and among clauses, Placement of modifiers, and Shifts in construction. (See Instructional Appendix: Composite Writing Matrix.) E4-5.1 Create clear and concise career oriented and technical writings (for example, memos, business letters, resumes, technical reports, and information analyses). E4-5.2 Create narratives (for example, personal essays, memoirs, and narrative poems) that use descriptive language to enhance voice and tone. E4-5.3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice. E4-6.1 Clarify and refine a research topic. E4-6.4 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered form a variety of research sources. E4-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E4-6.7 Use a variety of print and electronic reference materials. Interim Assessment (formative) Classwork/Homework Quizzes Group observation Journals Vocabulary assignments Essays Thinking maps Graphic organizers K-W-L Charts Admit/Exit Slips Key Criteria (to meet the standard/rubric) State writing rubric Letter of Recommendation rubric (see attached) 3

4 Vocabulary: Kennings Flytings Scopes Scribes Caesura Synecdoche Epic Anglo-Saxon Old English Allegory 4

5 Letter-Writing: Letter of Recommendation CATEGORY Sentences & Paragraphs Grammar & spelling (conventions) Sentences and paragraphs are complete, wellconstructed and of varied structure. Writer makes 1-2 grammar or spelling. All sentences are complete and wellconstructed (no fragments, no runons). Paragraphing is generally done well. Writer makes 3-4 grammar and/or spelling. Most sentences are complete and wellconstructed. Paragraphing needs some work. Writer makes 5-6 grammar and/or spelling Many sentence fragments or run-on sentences OR paragraphing needs lots of work. Writer makes more than 7 grammar and/or spelling. Capitalization and Punctuation Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes more than 4 Format Complies with all the requirements for a business letter. Complies with five of the requirements for a business letter. Complies with four of the requirements for a business letter. Complies with three or less of the requirements for a business letter. Ideas Neatness Length expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. The letter is 10 or more sentences. expressed in a pretty clear manner, but the organization could have been better. Letter is neatly handwritten, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. The letter is 8-9 sentences. somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. The letter is 5-7 sentences. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. The letter is less than 5 sentences. 5

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