Sequence / Skills / Resources / Assessment / Instructional
Strategies /
1. Myth analysis
This module includes attachments. / Students will be able to:
analyze what the cultural values are in myths from around the world.
practice citing textual evidence to support their inferences.
(9-10.RL.6, RL.1) / Extended/Short Text:
Myths and their Meaning, Max Herzberg
Electronic Resources and Alternative Media:
http://mythicjourneys.org/bigmyth/2_eng_myths.htm / Formative Assessments: Annotations FF
Explain in own words what a lesson of the story is
Explain in own words what the myth shows about the culture it is from
Analyze purpose of myths and heroes / Annotation strategies: Key words; connections- T-T, T-S, T-W; questions; unknown words
KWL
Storyboard
Cornell notes for reading
Archetypal characters and stories in history and today
Discussion
Text evidence collection: 3 reads
2. Myth creation
This module includes attachments. / Students will be able to:
use a storyboard technique to write a narrative developing a myth using previously identified elements of myths.
(9-10.W.3, L.1, L.2) / Extended/Short Texts:
Zeus and Io
Theseus and the Minotaur
Myths and their Meaning, Max Herzberg / Formative Assessments:
Create own myth using myth elements / Identify myth elements
Storyboard
3. The Plot’s Afoot
This module includes attachments. / Students will be able to: explain why an author would choose to use in media res to structure a story. (9-10.RL.5) / Extended/Short Text:
The Odyssey (invocation and beginning) / Formative Assessment:
Explain why the author may have chosen to begin the story in the middle of the events, instead of telling it chronologically. / Review literary element: Plot
In media res notes
Identify well-known stories using in media res- discuss effect
Read and discuss
Odyssey’s beginning
4. Hero’s journey
This module includes attachments. / Students will be able to:
identify character traits and explain what in the story develops the character.
distinguish between static and complex characters.
explain the literary elements.
(9-10.RL.3) / Extended/Short Texts:
The Odyssey (selections)
Pinocchio
"A Practical Guide to Joseph Cambell’s The Hero with a Thousand Faces" by Christopher Vogler / Formative Assessments: Identify character traits, explain what develops the character
Explain how the character’s motivations advance the plot / Review literary elements: plot, point of view, setting, theme, characterization
Character traits
5. Purposeful time manipulation
This module includes attachments. / Students will be able to: use textual evidence to support inferences about author’s structural choices.
(9-10.RL.5) / Extended/Short Texts:
The Odyssey (selections)
Pinocchio
"A Practical Guide to Joseph Cambell’s The Hero with a Thousand Faces" by Christopher Vogler
Absolutely True Diary of a Part Time Indian by Sherman Alexie / Formative Assessment:
Paragraph practice: literary analysis FF / Paragraph structure
Using evidence in writing to support assertions: 3 writes
6. Author’s purpose and advances
This module includes attachments. / Student will be able to: identify an author’s purpose in an informational text and explain what supports or develops that purpose.
(9-10.RI.6) / Extended/Short Text:
‘Redskins’ is bad business, New York Times, by Michelle Lewis and Manish Tripathy
Electronic Resources and Alterative Media:
“Homer sweet home... Archaeologists find ‘Odysseus’s island palace,’” Daily Mail (website) / Formative Assessment: Purpose identified and at least 3 examples of support identified, explain how those examples support purpose FF / Marking the text strategy
3 column graphic organizer for writing
7. Character development
This module includes attachments. / Students will be able to: analyze how complex characters develop.
cite textual evidence to support inferences.
(9-10.RL.3, RL.1) / Extended/Short Texts:
Absolutely True Diary of a Part Time Indian by Sherman Alexie
The Seven Ages of Man by William Shakespeare
Fifteen by William Stafford / Formative Assessment:
Paragraph explaining how the protagonist changes. / Discuss catharsis of the character
Character traits
I-chart or AREA paragraph planning
8. Analyze analysis / Student will be able to: analyze how an author develops an analysis.
(9-10.RI.3) / Extended/Short Text:
On Being 17, Bright–and Unable to Read by David Raymond / Formative Assessment:
Annotations / Students make text to self and text to text connections
Marking the text
9. Discussions / Student will be able to participate in a class discussion using evidence from the text to support ideas.
(9-10.SL.1) / Extended/Short Text:
Absolutely True Diary of a Part Time Indian by Sherman Alexie / Formative Assessment:
Discussion participation / Socratic seminar: Does racism affect education today?
10. Characters connect to plot and theme / Students will be able to: analyze how complex characters advance the plot or develop the theme and explain in writing.
(9-10.RL.3,RL.1,W.5) / Extended/Short Texts:
Absolutely True Diary of a Part Time Indian by Sherman Alexie
The Seven Ages of Man by William Shakespeare
Fifteen by William Stafford
Life without Go-Go Boots by Barbara Kingsolver
The Most Dangerous Game by Richard Connell / Summative Assessment: Literary analysis / Literary analysis
Character map
Plot map
Theme chart
I-chart or AREA
11. Revising with a rubric / Students will be able to:
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (9-10.W.5) / Electronic Resources and Alternative Media:
https://owl.english.purdue.edu/ / Summative Assessment:
Rubric used correctly
At least 20% changes made to original draft / Revisions using rubric- students grade their own work using given rubric
One-on-one conferences
Students make changes to improve essay
ELA, Office of Curriculum Development ©
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.
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