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					                           RABUN COUNTY SCHOOL SYSTEM
                            UNIT LESSON PLANNING FORM
SUBJECT: 10th Grade English                                  TIMELINE: 3 Weeks
TOPIC: Short Stories; Non Fiction; Romance                   GRADE: 10
PERFORMANCE STANDARDS & ELEMENTS:
Standard     Elements
ELA10RL1     The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of
             view, figurative language, symbolism, plot events) and main ideas in a variety of texts
             representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial,
             biography], and drama) and using this evidence as the basis for interpretation.
             The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and
             provides evidence from the text to support understanding
             The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of
             nonfiction and/or informational materials and provides evidence from the text to support understanding
             The student identifies and analyzes elements of poetry and provides evidence from the text to support
             understanding
ELA10RL2     The student identifies, analyzes, and applies knowledge of theme in literary works and provides
             evidence from the works to support understanding.
ELA10RL3     The student deepens understanding of literary works by relating them to contemporary context
             or historical background, as well as to works from other time periods.
ELA10RL4     The student employs a variety of writing genres to demonstrate a comprehensive grasp of
             significant ideas in sophisticated literary works. The student composes essays, narratives, poems,
             or technical documents.
ELA10RL5     The student understands and acquires new vocabulary and uses it correctly in reading and
             writing.
ELA10RC2     The student participates in discussions related to curricular learning in all subject areas
ELA10W1      The student produces writing that establishes an appropriate organizational structure, sets a
             context and engages the reader, maintains a coherent focus throughout, and signals closure
ELA10W4      The student practices both timed and process writing and, when applicable, uses the writing
             process to develop, revise, and evaluate writing.
ELA10C1      The student demonstrates understanding and control of the rules of the English language,
             realizing that usage involves the appropriate application of conventions and grammar in both
             written and spoken formats.
ELA10W3      The student uses research and technology to support writing.
ELA10W2      The student demonstrates competence in a variety of genres.



ESSENTIAL QUESTION/S:

Related      Essential Questions
Standard
ELA10RL1     A. How does a reader use textual evidence to interpret text in a short story or novel?
                1. How does a student use textual evidence to analyze elements in fiction such as language
                   and style, character development, point of view, irony, and structures?
                2. How does a student use textual evidence to recognize and analyze patterns of language
                   use such as imagery or symbolism?
             B. How does a student use textual evidence to identify and relate elements in fiction to theme
                and underlying meaning?
             C. How does a student identify and respond and support to differences in type and subject
                matter in poetry?
                1. How does the student identify, respond to, and analyze the effects of diction, syntax,
                   sound, form, figurative language, and structure of poems as they relate to meaning? sound:
                   alliteration, end rhyme, internal rhyme, consonance, assonance
                       form: lyric poem, narrative poem, fixed free form poems
                       figurative language: personification, imagery, metaphor, simile, synecdoche, hyperbole,
                       symbolism
                    2. How does a student analyze and evaluate the appropriateness of diction and imagery such
                       as controlling images, figurative language, understatement, irony, and paradox?
ELA10RL2         A. How does the student demonstrate through textual support that the theme of a selection
                     represents a universal view or comment on life or society?
                 B. How does the student apply knowledge of the concept that a text can contain more than one
                     theme?
                 C. How does the student analyze, compare and provide textual support from a text that
                     expresses a universal theme?
                 D. How does a student compare and contrast the presentation of a theme or topic across genres
                     and explain how the selection of genre affects the delivery of universal ideas about life and
                     society?
ELA10RL3         How does the student analyze the influence of mythical, classical, and canonical literature on
                 contemporary literature and film?
ELA10RL4         A. How does the student demonstrate awareness of an author’s use of stylistic devices for
                     specific effects?
                 B. How does the student explain important ideas and viewpoints through accurate and detailed
                     references or allusions to the text and other works?
ELA10RL5         How does the student use general and specialized dictionaries, thesauruses, or related references
                 as used to increase learning?
ELA10RC2         A. How does the message/theme of this work relate to the subject area?
                 B. How does the author’s purpose reveal the merit of the work?
                 C. How do the features of the text work to advance the theme?
ELA10W1          A. How does a student use traditional structures (chronological order, cause and effect,
                     similarity and difference, and posing and answering a question) and support statement and
                     claims?
                 B. How does a student establish a clear, distinctive, and coherent thesis while maintaining a
                     relevant point of view?
                 C. How does a student select and maintain a focus?
                 D. How does a student bring closure to his/her writing?
ELA10W4          In a timed writing format, how can a student resourcefully plan and draft?
ELA10C2          1. How does the student demonstrate a developing understanding that different forms of writing
                     require different formats?
                 2. How does the student select the appropriate manuscript format applicable to specific writing
                     situations?
                 3. How does the student demonstrate a developing understanding of appropriate formats?
ELA10W3          1. Research
                    a. How does a student formulate research questions, locate evidence,
                        and use this evidence to develop main ideas?
                    b. How does a student incorporate information from multiple sources and properly integrate
                       documentation?
                 2. Technology - How does a student utilize technology to design and publish documents?
ELA10W2          1. How does a student produce narrative writing?
                 2. How does a student produce persuasive writing?



KEY QUESTIONS:

  1.   What qualities and accomplishments make a hero? Fame, Good or Noble Deeds, Bravery etc…
  2.   Does Arthur deserve to be king? Is he heroic? Is Lancelot heroic?
  3.   Should we try to live by code of chivalry in today’s society? Would it help or not?
HOOK – ACTIVATING STRATEGIES (Activating Prior Knowledge, Key Vocabulary, Unit Map):
Content Terminology: anything that applies to fiction
 Romance- an imaginative story concerned with noble heroes, chivalric codes of honor, passionate love, daring
 deeds, and supernatural events – originally written in a Romance language
 Legend- story handed down from the past, especially one that is popularly believed to be based on historical events
 Chivalry- courtesy; refers to the medieval institution of knighthood, and especially the ideals that were associated
 with it, or have become associated with it through literature. It was often also associated with ideals of knightly
 virtues, honor and of courtly love.
 Chivalric Code- set of customs and rituals connected with Medieval knighthood, stressing loyalty to God and king,
 fidelity to lady-loves, ready aid to victims of injustice, and opposition to monsters, giants, and tyrants. Mallory's
 Morte d'Arthur and Tennyson's Idylls of the King are examples by English writers.
 Courtly Love- a part of Medieval literary tradition in which members of the nobility engage in love affairs
 according to specific rules of behavior.
 Style- a particular way in which a piece of literature is written
 Cultural Hero- represents the values of a culture, such as King Arthur

Contextual Vocabulary (Teachers will add this based on selections/assignments):

ACQUISITION LESSONS - BEST TEACHING STRATEGIES - RESOURCES
(Daily Guided Practice driven by State Standards):

Suggested Works
“The Man in the Water”
from Le Morte d’Arthur
     “The Crowning of Arthur”
      “Sir Launcelot du Lake”
from The Mists of Avalon
from The Acts of King Arthur and his Noble Knights
“The Once and Future Merlin”
“The Knight”

Supplemental Resources:
Rules for Code of Chivalry and Courtly Love http://www.astro.umd.edu/~marshall/chivalry.html
Movies – Merlin, Mists of Avalon, Camelot, Excalibur, Monte Python and the Holy Grail
Alfred, Lord Tennyson’s Idylls of the King or T. H. White’s The Once and Future King

GRAPHIC ORGANIZER:
Supplied by Classroom Teacher

SUMMARIZING STRATEGIES (Ticket out the Door, Oral Discussion, Note- Taking & Review, Art
Analysis, Graphic Organizer):
   Ticket out the door
   Oral discussion
   Note taking and review
   Art analysis
   Graphic organizer
EXTENDING THINKING ACTIVITIES (Writing, Thinking Skills – Compare / Contrast, Classify,
Categorize, Cause / Effect, Fact / Opinion, etc.):
   Use essay topics and rubrics to assess students’ understanding of unit as whole.
   Observe students as they work individually to monitor thinking processes and understanding

CULMINATING ACTIVITY (Project, Product):
Day One                Day Two               Day Three              Day Four               Day Five
-Introduction to       -Introduce the        -Read and discuss      -Read and discuss      -Quiz over sections of Le
theme of “Heroes”      legend of King        “The Crowning of       “Launcelot du          Morte d’Arthur
-Have students         Arthur and            Arthur”                Lake”                  -Read from Mists of
define their idea of   Romance               - Have students        -Assign essay          Avalon
a hero.                -Discuss Thomas       illustrate a scene     topic- write an        -Partners discuss Uther as
-Read and discuss      Malory                from the story for     editorial that         he appears in both stories.
“The Man in the                              homework               persuades fellow       Similarities and
Water”                                                              students that          differences.
                                                                    society would
                                                                    either improve or
                                                                    worsen if people
                                                                    tried to live up to
                                                                    chivalric ideals.
Day Six                Day Seven             Day Eight              Day Nine               Day Ten
 -Read from The        -Read “The Once       -Test over unit        -Complete essay        -Vocabulary Quiz
Acts of King           and Future Merlin”    Have students          on chivalry in class   -Assign large Performance
Arthur and his         Show clips from       work on essay on                              task – Project – 3-D
Noble Knights          Merlin                chivalry.                                     collage of illustrations
-Discuss how           - Review for Test                                                   representing courtly love,
Steinbeck’s style                                                                          round table, medieval
differs from                                                                               castle, etc…
Malory’s.                                                                                  Put students into groups to
                                                                                           complete this assignment.
                                                                                           Students should have
                                                                                           access to computers to
                                                                                           research the above themes
                                                                                           of this period. They
                                                                                           should be able to show
                                                                                           adequate research through
                                                                                           their presentation and
                                                                                           project.
Day Eleven             Day Twelve            Day Thirteen           Day Fourteen           Day Fifteen
-- Conduct             -- Conduct            -- Conduct             -- Present projects    -- Debrief Unit
Research               Research              Research
ASSESSMENT/S:
Assessment                                                                                           Type of
                                                                                                     Assessment
Use essay topics and rubrics to assess students’ understanding of unit as whole.                     Constructed
Use graphic organizers to facilitate students’ initial reading of the drama according to different   Response
criteria
Use oral questioning techniques to assess students’ literal understanding of characteristics of      Informal & Self-
the text.                                                                                            Assessment
Observe students as they work individually to monitor thinking processes and understanding
Use reciprocal teaching to monitor critical thinking and deep understanding
Use brief quizzes to assess literal understanding of content terminology                             Selected
Use brief quizzes to assess comprehension.                                                           Response
Use comprehensive assessments to assess comprehension
Use personal journals to reflect on/speculate about the themes found in the unit.                    Performance
Use media and traditional resources to create illustrations of the text or themes.                   Task
After analyzing character motivation, responsibility, and action in the stories or poems,
students will use role playing techniques. Students are to reflect on their performance and write
a reflective essay to determine success of role playing. If resources are available, the role
playing could be reviewed on videotape to assist in providing details for reflection.
Use knowledge of themes to create a 3-D visual project.
5/23/05

				
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