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Humanities

Mythology Curriculum Map Grades 6-8 Elective

The following maps outline the Common Core Standards for Mythology Elective Grades 6, 7, 8 determined by the State Standards initiative. Below is a list of assessment tools that are recommended for tracking student progress in these areas. In addition, resources that can be used in conjunction with instruction of these standards are provided but not limited to the list below.

Assessments:

1. Summative and Formative Assessments 2. Mythology Terms/Vocabulary Test 3. Persuasive Essays Debating Decisions Made by Characters 4. Explanatory Essays Outlining “Flaws” in Characters 5. Compare/Contrast Essay Critiquing Film Adaptation of a Myth Versus the Written

Version 6. Maintenance of Writing Portfolio/Writing Conferences 7. Mythology Character Choice PowerPoint Presentation 8. Mythology Culture Choice PowerPoint Presentation 9. Mythology in Contemporary Advertising Poster 10. Mythology Dramatization Written Script and Performance

Resources:

1. World Myths and Folk Tales (anthology) 2. World Myths and Folk Tales Study Guide 3. Edith Hamilton’s Mythology 4. Study Guide and Teacher Guide for Edith Hamilton’s Mythology 5. Various Resources, Assessments, and Handouts Created by Ms. Bayeux (attached) 6. Study/Class Notes 7. Mythology Terms/Vocabulary Flash Cards 8. Writing Portfolio

Websites:

1. www.greekmythology.com 2. http://www.factmonster.com/ipka/A0777436.html 3. http://www.windows2universe.org/mythology/mythology.html 4. www.mythweb.com 5. http://www.ancient.eu/mythology/ 6. http://www.pantheon.org/areas/mythology/ 7. http://www.history.com/topics/ancient-history/greek-mythology 8. http://www.theoi.com 9. http://www.egyptianmyths.net 10. http://www.read-legends-and-myths.com/creation-myths.html

References: http://www.corestandards.org/ELA-Literacy/

Mythology Curriculum Charts Grades 6-8 Elective

Unit One Essential Questions:

1. What are the 25 terms we associate with “mythology”? 2. What are some similarities and differences between myths, folk tales, tall tales, fables, and legends?

Content: Definitions, Selected Literary Terms, and Selected Narrative Elements Standards: L.6/7/8.4a,b,c Vocabulary: myth, folk tale, tall tale, fable, legend, hyperbole, metaphor, simile, personification, irony, paradox, symbol, motif, moral, theme, conflict, point-of-view, flaw, hubris, culture, region, archetype, hero, heroine, dilemma Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

2. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or

Preliminary review of vocabulary by having students share which terms they are familiar with

Jigsaw or cooperative learning to define terms as a group

Utilize dictionaries or online resources to define terms, including part of speech

Construct a list of vocabulary with accompanying definitions and POS together as a whole group

Model how terms are used in sentences

Create flashcards

A simile compares two objects using the words “like” or “as.” The origins of the word “myth” come from the Green word, “mythos.” Folk and fairy tales, unlike myths, are not sacred stories; they are not part of a culture’s religious beliefs. Folk and fairy tale heroes tend to be ordinary people with no special powers; mythological heroes often possess special powers.

Language/History: Determine the origins of selected vocabulary terms. Art: Create an illustration expressing the meaning of one or more vocabulary term.


its part of speech. Students will create assessment questions, rubrics, and discuss scoring

Review Game Assessment


Unit Two Essential Questions:

1. What are some major themes in mythology? 2. What are some vehicles for sharing mythology? 3. Where can we find mythology?

Content: Introduction to Themes and Methods for Sharing Mythology/Ways Mythology Can Be Expressed Standards: SL.6/7/8.1a,b,c,d Vocabulary: theme, art (what are some different types of art, i.e. sculpture, painting, watercolor, photography, graphic art, loom, beading, etc.) Skills Instructional Procedures Explanations and Examples

Interdisciplinary Connections

1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

2. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

3. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Students will maintain a Mythology portfolio and keep all writing and projects in this portfolio for writing conferences and review

Students will work in cooperative learning groups and self-regulate the behavior of the group at all times

Think/Pair/Share Activity in which students first list any common themes in literature or life in their notebooks; then pair up with a partner to share; conclude with whole group sharing

Generate a list of

Some themes in mythology include: superhuman deeds, love, unrequited love, hate, heroism, jealousy, tragedy, war, triumph, and nature. Mythology can be expressed orally, through writing, or various forms of art, and other types of expression. Mythology can be found in art, symbols, sculpture, paintings, movements, dance, music, various genres of literature, and advertising.

Art: Show the painting “Icarus” by Matisse. Media: Ask students to find examples of mythology in advertising, or music; or show students such examples.


4. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

common themes with guidance from teacher

Think/Pair/Share Activity in which students first freewrite about any experiences they have had with learning mythology and/or examples of mythology they have noticed in the real world, i.e. The Goddess on the Starbucks cups, and Venus Shaving products

Students will create rubrics and provide input for assessments


Unit Three Essential Questions: 1. How do different cultures use myths to tell how people and the world were created, how the four seasons begin and end, and how and why living things die? 2. How was the universe and Earth created? 3. How did humans and creatures acquire their unique characteristics? 4. Why do humans and creatures commit evil acts? Content: Chapter 1 in World Myths and Folk Tales, “Beginnings and Endings” Standards: RL.6/7/8.CCRA.R2,3; W.6/7/8.1a-e Vocabulary: plot, flaw, persuasion, motif, symbol Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Students will work in Jigsaw/cooperative learning groups and self-regulate their group behavior

Review and discussion of Essential Questions

Create a K/W/L Chart Read “The Earth on

Turtle’s Back” Create Plot Diagram Read “The Creation of

Man” Create T-Chart outlining

actions of Prometheus and Epimetheus

Define “flaw” Consider who is more

deeply flawed (Epi or

Our word for “cereal” comes from the Latin word “cerealis,” which means grain. In Roman mythology, Demeter was known as “Ceres,” goddess of the harvest. Epimetheus and Prometheus were given important tasks by Zeus. Zeus punishes people for having the gift of fire, which was given to them by Prometheus. Different cultures believe in different creation stories. Different cultures have their

Language/History: Determine the Latin meanings of “Epi,” “Pro,” and “Cerealis.” Science: Research plans and animals in the myths. Art: Choose a character from a myth to illustrate.


Pro), construct persuasive essays to express this opinion

Read “Sun Mother Wakes the World”

Read “Demeter” He/Said, She/Said

Activity: Choose a scene from “Demeter” and write dialogue to dramatize in front of class

Students will create assessments, a writing matrix, and study guides

Use websites provided to show excerpts of film versions of myths

Review Game Chapter Assessment

own “motifs” and “symbols” that help define their origins and beliefs.


Unit Four Essential Questions:

1. What are the characteristics of gods and heroes? 2. What characteristics are shared among heroes? 3. Why do stories about heroes fascinate us? 4. What are the similarities and differences between the characteristics of mythic heroes and folk and fairytale heroes?

Content: Chapter 2 in World Myths and Folk Tales, “The Deeds of Gods and Heroes” Standards: RL.6/7/8.CCRA.R3,4,6; RL.6.6 Vocabulary: hero, characteristic, region, origin Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

2. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

3. Explain how an author develops the point of view of the narrator or speaker in a text.

Students will work in cooperative learning groups; students will self-regulate their behaviors in groups

Create a list of real-life heroes and superheroes

Identify their special traits or powers; compare/contrast to heroes in this chapter

Read “Bellerophon”; summarize how his “hero” abilities enabled him to behave in this story

Read “Glooscap Fights the Water Monster;” consider his heroic deed

Read “Rama and the

Heroes tend to share certain characteristics despite their region of origin. Different heroes use different methods to win their battles. Mythological heroes have special powers; whereas folk tale heroes tend to be mortals with no magical powers.

Physical Education Have students research or reenact the Mayan ballgame. Science: “Glooscap Fights the Water Monster” discusses natural phenomena. Have students research reefs, whirlpools, and volcanoes. Art: Have students choose a hero or creature to illustrate in battle. Geography: Use the internet to find out key tourist attractions in India; then write a story about Rama visiting


Monkey Host;” consider the similarities and differences between this Hindu hero and another hero using a T-Chart

Consider/Analyze the POV of each hero

Students will generate essays questions, and create assessments and rubrics

Use websites provided to show excerpts of film versions of myths


these places.


Unit Five Essential Questions:

1. What is a “quest-tale” ? 2. Who goes on a “quest” and why? 3. What are the ingredients to a “monomyth”? 4. What is a dilemma? 5. What is hubris? How does hubris affect people?

Content: Chapter 3 in World Myths and Folk Tales, “Perils Along the Way” Standards: RL.6/7/8.CCRA.R4; RL.6/7/8.RL.5,7 Vocabulary: monomyth, dilemma, quest-tale, hubris Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings.

2. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

3. Integrate and evaluate content presented in diverse media and formats, including visually and

Students will work in cooperative learning groups and self-regulate the group’s behavior

Students will participate in formulating discussion questions and create rubrics for assessment

Define ingredients for a “heroic quest tale” or “quest-tale”

Identify contemporary films that are quest-tales, i.e. Indiana Jones, Star Wars

Read “Theseus and the Minotaur”

According to James Joyce and American mythologist Joseph Campbell, there is a “monomyth” or “the one story” pattern that many cultures follow. “Hubris” is a Greek word used to describe extreme pride. Theseus is affected by his hubris. Many movies and films made today are “quest-tales.” Many heroes are faced with

Literacy: What are some other stories that present the protagonist with a dilemma? History/Art: Research the island of Crete and create a travel brochure persuading tourists to visit. Art: Show the painting, “Icarus” by Henri Matisse.


quantitatively, as well as in words.

Consider characteristics of Theseus; how does “hubris” affect him and others?

Read “The Spirit Wife” Compare and contrast

the reasons why Theseus and the young man in “The Spirit Wife” went on their quests. Who was more successful?

What are some dilemmas faced by protagonists in this chapter?

Make a list of heroic women and list the characteristics that make each woman heroic

Read “Isis the Queen” Evaluate whether or not

Isis is heroic Use websites provided

to show excerpts of film versions of myths


dilemmas during their “quests.”


Unit 6 Essential Question(s):

1. What is jealousy? What makes people feel jealous? What are some actions people take when overcome by this “green eyed monster” ?

2. What is envy? What can happen to a person who is envied? 3. Why is metamorphosis often a consequence for a character’s behavior?

Content: Chapter 4 in World Myths and Folk Tales, “Transformations” Standards: RL.6/7/8. 2,3,4; W.6/7/8.2a-f Vocabulary: jealousy, envy, metamorphosis, Zephyr, decree, tatami, Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

2. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

3. Interpret words and phrases as they are

Students will work cooperatively in groups and self-regulate behavior

Students will help design assessments and rubrics for open-ended responses

Create a web outlining “jealousy”

Create a web outlining “envy”

Read “Cupid and Psyche” and evaluate how envy and jealousy drive the drama in this myth

Read “Pallas Athene and Arachne” and

Many myths involve metamorphosis as a consequence for a character’s actions. We can make many connections between mythology and science. Jealousy can cause characters to behave in ways they otherwise would not. It can be dangerous to be envied by others. Hubris can lead to inevitable downfall.

Science: Can you think of other common creatures that can change their appearance in some way? Science: Research the lifecycle of a caterpillar and illustrate its various stages up to butterfly. Social Studies: Research ancient Chinese and Japanese cultures to make connections to the stories, “The Frog Who Became an Emperor” and “The Snow Woman.” Social Studies:


used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

evaluate how hubris affects Arachne and Athena

How does Arachne’s hubris lead to her downfall?

Read “The Butterfly” and analyze how this Taoist anecdote explores the constant transformation in our world

Read “The Snow Woman” and consider why the mother abandons her children; compare and contrast this mother’s behavior to Demeter

Write an explanatory essay explaining how different mothers have behaved in this chapter

Use websites provided to show film excerpts of myths


Research the importance of Oracles in ancient Greek culture. Music: Do any of the myths in this chapter remind you of a favorite song? Write a song telling the tale of a character from this chapter.


Unit 7 Essential Questions:

1. Who is Paul Bunyan and why is he so famous? 2. How do fables include animals that behave like humans? 3. What is the purpose of a fable?

Content: Chapter 5 in World Myths and Folk Tales, “Foolishness and Trickery” Standards: RL.6/7/8. 6,9,10 Vocabulary: tall tales, hyperbole, fables, trickster tales Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

2. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

3. By the end of the year, read and comprehend literature, including

Students will work in groups and self-regulate behaviors

Students will design assessments and rubrics

Have students list any hyperboles they know

List movies that have exaggerations; discuss with group

Read “Paul Bunyan’s Cornstalk”

Read “The Fox and the Crow” and “The Wolf in Sheep’s Clothing” and analyze the lessons taught by the animals; how do these animals

A hyperbole is an exaggeration of the truth. Tall tales usually contain hyperbole. Fables include animal characters that are similar in behavior and character traits of humans. Fables tell a story to teach a lesson about good behavior.

Language: The word “fable” comes from the Latin “fabula,” which means “a telling.” Art: Draw an illustration of any of the scenes in this chapter. Drama: Choose one myth and rewrite the ending to teach a different lesson; perform for the class.


stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

use disguise and trickery to deceive?

Use websites provided to show film excerpts of myths


Grade6‐8

PagetoStageCurriculumMap

August2015

ThefollowingmapsoutlinestheNewJerseyCurriculumContentStandardsandtheCom‐monCoreStandardsforPoetryasdeterminedbytheStateStandardsinitiative.Belowisalistofassessmenttoolsthatarerecommendedfortrackingstudentprogressintheseareas.Inaddition,resourcesthatcanbeusedinconjunctionwithinstructionofthesestandardsareprovidedbutnotlimitedtothelistbelow.

Assessment:

Formalassessment

Summativeassessment

Project‐basedassessment

Groupandcooperativework

Teacherobservation‐Formal/Informal

Homeworkreview

Self‐assessments

Open‐endedproblems

Journalentries

WritingPortfolio

EndoftheYearAssessment

Reader’sTheater

Resources:

IThink:Reading&Writing,Drama&SpeechActivityBookHoltMcDougalLiteratureSeries(grades6‐8th)

Posters

Charts

YouTubeVideoClips

Websites:

http://www.fcps.edu/LutherJacksonMS/library/techtips/brochures/theaterTerms.pdf

http://www.readwritethink.org/files/resources/30683_definitions.pdf

http://www.timelessteacherstuff.com

http://www.teachwithmovies.org/literature‐subject‐list.htm

References:http://njcore.org/standards/statestand/14239;http://www.corestand‐ards.org

PoetsandTheirWorks:ScopeandSequence

Unit Standards Pacing

Unit1

LiteraturetoPlay

RL.6‐8.1.2.3.4.5.,RI.6‐8.1.2.3.4.5.6.7.9,W.6‐8.1a‐e.4.5.6.9a,b.,SL.6‐8.1a‐c.2

1stMarkingPeriod

UnitAssessment 2days

Unit2

Literature/PlaytoFilm

RL.6‐8.5.6.7, W.6‐8.1a‐e.4.5.6.9a,b.,SL.6‐8.1a‐c.2

2ndMarkingPeriod

UnitAssessment 2 days

Grade6‐8PoetsandTheirWorksCurriculumMap

July2015

ThefollowingmapsoutlinestheNewJerseyCurriculumContentStandardsandtheCommonCoreStandardsforPoetryasdeterminedbytheStateStandardsinitiative.Belowisalistofassessmenttoolsthatarerecommendedfortrackingstudentprogressintheseareas.Inaddition,resourcesthatcanbeusedinconjunctionwithinstructionofthesestandardsareprovidedbutnotlimitedtothelistbelow.

Assessment:FormalassessmentSummativeassessmentProject‐basedassessmentGroupandcooperativeworkTeacherobservationHomeworkreviewSelf‐assessmentsOpen‐endedproblemsJournalentriesWritingPortfolioPoetryQuestEndoftheYearAssessmentResources:ReadingPoetryInTheMiddleGrades101GreatAmericanPoems:TheAmericanPoetryandLiteracyProjectTheEverythingWritingPoetryBookHoltMcDougalLiteratureSeries(grades6‐8th)PoetryUnit:CommonCoreandPARCCPrepThroughPoetryPostersChartsYouTubeVideoClipsWebsites:www.Poets.orgwww.Poetryfoundation.orgwww.examiner.com/article/the‐complete‐10‐week‐poetry‐for‐kids‐courseschools.nyc.gov/documents/teachandlearn/poems_to_play_with_in_class‐final.pdfwww.poetrysoup.comwww.biography.comReferences:http://njcore.org/standards/statestand/14239;http://www.corestandards.org

PoetsandTheirWorks:ScopeandSequence

Unit Standards Pacing

Unit1

TheLandscapeofPoetry

Rl.7.4.,RL.7.5.,RL.8.10.,L.6.5.a‐c.,L.7.5.a‐c.,L.8.7.5.,RL.6.4,W.6.1.,W7.1.,W8.1.,SL.6.1.,SL.7.1.,SL.8.1.,SL.6.4.,SL.7.4.,SL.8.4.,SL.6.5.,SL.7.5.,SL.8.5.,W.6.6.,W.7.6.,W.8.6.,W.6.7.,W.6.8.,W.7.8.,W.8.8.

18days


Unit2

ReadingPoetrywithaCriticalEye

RL.6.7.,Rl.6.4.,RL.6.9.,Rl.6.10.,L.6.5.a‐c.,L.7.5.a‐c,.L.8.5.a‐c.,Rl.7.7.,Rl.8.10.,RI.7.4.,RI.8.4.,RL.8.4.,Rl.7.2.,RI.7.2.Rl.8.2.,RI.8.2.,SL.6.4.,SL.6.6.,SL.7.6.,SL.8.6.,

21days

UnitAssessment 1day

Unit3

WritingPoetry

R.7.9.,Rl.8.9.,RL.6.10,Rl.7.10.,Rl.8.10.,W.6.9.,W.6.9.,W.7.9.,W.8.9.,W.6.1.,W.7.1.,W.8.1.,W.6.6.,W.7.6.,W.8.6.,W.6.7.,W.7.7.,W.8.7.,

20days


Poets and Their Works: Units 1‐3 EssentialQuestion(s):Whatispoetry?Whyandhowarethetools(literarydevices)usedinpoetry?Howislanguageusedtothepoet’s

benefitoradvantage?Content:PoetsandTheirWorks–TheLandscapeofPoetry(Unit1)Standards:Rl.7.4.,RL.7.5.,RL.8.10.,L.6.5.a‐c.,L.7.5.a‐c.,L.8.7.5.,RL.6.4,W.6.1.,W7.1.,W8.1.,SL.6.1.,SL.7.1.,SL.8.1.,SL.6.4.,SL.7.4.,SL.8.4.,SL.6.5.,SL.7.5.,SL.8.5.,W.6.6.,W.7.6.,W.8.6.,W.6.7.,W.6.8.,W.7.8.,W.8.8..Vocabulary:Allusion,alliteration,simile,metaphor,irony,personification,flashback,linebreak,rhyme,rhythm,meter,iambicpentameter,freeverse,haiku,villanelle,sestina,quatrain,verse,stanza,lyric,allegory,tone,mood,structure,wordchoice,hyperbole,POV,style,couplet,ballad,repetition,apostrophe,antithesis,Ballade,beatpoets,consonance,canto,sensorydetails,ode,elegy,rant,narrative,epitaph,enjambment,figureofspeech,foundpoem,HarlemRenaissance,Hymn,Italiansonnet,lament,limerick,metonymy,motif,tanka,tercet,Trancendentalism,octave,onomatopoeia,oxymoron,palindrome,parody,paradox,prose,pun,Romanticism,slam,sonnet,Shakespeare,spokenword,syllableSkills InstructionalProcedures ExplanationsandExamples InterdisciplinaryConnections

1. Defineandapplyterms,devices,andformsassociatedwithpoetsandpoetry.

2. Citeexamplesofdevices,formsandtermsandexplainhowthepoetisincorporatingsaidterminologytoavarietyofpoems.

3. Determinethemeaningofwordsandphrasesastheyareusedinatextincludingfigurative,

Studentcenteredchallengeswillbemodeledandpracticedonadailybasis.

Studentswillcreateassessmentsandstudyguidestobuildaschemaforthevarietyofdevices,forms,andliterarytermsassociatedwithpoetry.

Metaphor‐‐acomparisonthatismadedirectly(forexample,JohnKeats’s“Beautyistruth,truthbeauty”from“OdeonaGrecianUrn”)

CreateanexplanationofhowtruthisbeingusedbyKeats.

Studentswillinvestigatevariouspoetrywebsites,blogsandonlineforums.

Music:Lyrics,rhyme,rhythm,andtheirconnectiontoavarietyofmusicalgenres.Createsongsusingpoeticinfluences.History:Followthehistoryoftechniquesanddevicesandhowfamouspoetsinthepastusedpoetryasapolitical,civic,andexpressivemedium.Art:Likeartistsovertheyearspoetstakeandevolveparticulardisciplinesintotheirown.

Poets and Their Works: Units 1‐3

connotative,andtechnicalmeanings;analyzehowanauthorusesandrefinesthemeaningofakeytermortermsoverthecourseofatext.

4. Criticalthinkingandproblemsolving,informationliteracy


EssentialQuestion(s):Whatimpactdoesthereadingofpoetryhaveonthewritingofpoetry?Howdoesreadingpoetryimpactthereadingandanalysisofothergenres?Howandwhyarepoets’stylessimilarandcontrasting?Content:PoetsandTheirWorks–ReadingPoetrywithaCriticalEye(Unit2)Standards:RL.6.7.,Rl.6.4.,RL.6.9.,Rl.6.10.,L.6.5.a‐c.,L.7.5.a‐c,.L.8.5.a‐c.,Rl.7.7.,Rl.8.10.,RI.7.4.,RI.8.4.,RL.8.4.,Rl.7.2.,RI.7.2.Rl.8.2.,RI.8.2.,SL.6.4.,SL.6.6.,SL.7.6.,SL.8.6.,Vocabulary:theme,tone,scene,story,hyperbole,rhyme,assonance,alliteration,sound,voice,character,simile,personification,metaphor,stanza,plot,structure,linebreaks,mood,patterns,repetition,wordchoice,details,image(Referthefirstunitfortheothervocabularywordsormovements).

Skills InstructionalProcedures ExplanationsandExamples InterdisciplinaryConnections

1.Citingstrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.2.Determinethemeoracentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbythespecificdetails;provideanobjectivesummaryofthe

Instructionalwillbeprimarilystudentcenteredbased;groupingofstudentswillbeinvariedandsimilargradelevels.

Useawiderangeofdifferentmediaformatsthatprovideinformationtoaddressaquestionorsolveaproblem.

Theteacherandstudentsintheclasswillworkonjigsaw

LiteraryAnalysis:Studentswillreadavarietyofpoemsbynumerouspoetsinordertodevelopawiderangeofknowledgeaboutthepoetrygenre.

Studentswillmaintainapoetryportfolioinwhichtheykeeptheirfavoritepoemsandpoemsofavarietyofpoetsandgenresofpoetry.Discoverywillbeinclass,usingonlineoutlets,andtexts.

Analysiswillbe

LanguageArtsLiteracy:Definingvocabularytermsandanalyzingtheminthelargersocialcontext.Analyzingtextsandtheircomplexity,especiallyregardingmultiplemeaningsandwordchoice.History:Researchregardingpoet’sandtheirERAofpoetrywillbecompliedandpresentedingroupformats(i.e.theHarlemRenaissancemovementanditsimpactonpoetryandU.S.Society).


text.3.Analyzehowanauthor’schoicesconcerninghowtostructureatext,ordereventswithinit,andmanipulatetimecreatesucheffectsasmystery,tension,orsurprise4.AnalyzeaparticularpointofvieworculturalexperiencereflectedinapoemfromtheUnitedStatesandoutsideoftheU.S.drawingawiderangeofworldliterature.

groupingsasanevaluationtool/approach.

Studentswillcreatetheirownrubricsandassessmentsforevaluatingthevariousevidenceresearchedinpoems.

completedindiscussion,thinkpairsharing,writing,andconferenceswithteacherandstudents.

ArtComparingartmovementstopoetrymovements,theultimateformsofexpression.

ExampleQuestionsHowdoesone’scultureimpacthisorherwriting?WhyisitimportanttoanalyzepoemsfromdifferentPOVs;howcanwecomparethisideawithofgenresofliterature?


EssentialQuestion(s):Whatdogoodpoetsdotomaketheirpoetryappreciatedbyanaudience?Howcanonereviseapoem?Whatdoestheprocessofwritingpoetryentail?Whenshouldapoetuseaparticulartypeoffigurativelanguage?Howdoesapoetstructureapoeminawaythatservestheintendedmessageorideaorpiece?Content:PoetsandTheirWorks:WritingPoetry (Unit3)Standards:R.7.9.,Rl.8.9.,RL.6.10,Rl.7.10.,Rl.8.10.,W.6.9.,W.6.9.,W.7.9.,W.8.9.,W.6.1.,W.7.1.,W.8.1.,W.6.6.,W.7.6.,W.8.6.,W.6.7.,W.7.7.,W.8.7.,Vocabulary:poetryportfolio,publishing,variedformsofstyles,formsandexpression.

Skills InstructionalProcedures ExplanationsandExamples InterdisciplinaryConnections

1.Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,wellchosendetails,andwellstructuredeventsequences.2.Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.3.Developandstrengthenwritingasneededbyplanning,revising,editing,

‐‐Instructionwillbeprimarilystudentcenteredbased;groupingofstudentswillbeinvariedandsimilargradelevels.‐‐Brainstorming/DraftingStudentsshouldunderstandwherepoemscomefrombyexploringtheirownlifeexperiencesandtheexperiencesofothersaroundtheworld.Studentswillgenerate“Inspirationallists”.‐‐Studentswillconstantlybe

‐‐ studentswillcreateawritingportfolioofvariousformsofwriting.Thisportfoliowilleventuallybeeditedandcreatedintoapersonalbookofindividualpoetry.‐‐Studentswillcreateapoetryloungewheretheyinvitefamily,friendsandthecommunityasaudiencememebers.‐‐Studentswillsubmitoriginalpoemstocontestsandliterarymagazines.

Music:Exploringvariousformsofpoetrybygeographicregion,musicalcomposition,orsubjectmatter.ComputerElective:Studentsmayuseintergradedtechnologybyusingimovietocreateananimatedpoemwithrecordedaudioandstillimagesoranimatedvideocomponent.MediaLiteracyStudentsmayexploretheways


rewriting,ortypinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.4.Usetechnology,includingtheinternet,toproduce,publish,andupdateindividualorsharedwritingproductsinresponsetoongoingfeedback,includingnewargumentsorinformation.

exploringavarietyofformsandstylesthattheyhavelearnedaboutthroughtheirfavoritepoets(i.e.sonnet,haiku,villanelleetc.)

poemscanbewrittenandsharedviasocialmediaoutlets.

Humanities - erboe. · PDF fileHumanities . Mythology Curriculum Map ... The origins of the...

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