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Unit Concept or Theme: Adventure

Grade level: 11

Length of unit: 4 weeks

Stage 1 Desired Results

Meaning

Enduring Understandings/Generalizations:

Adventures force people to overcome obstacles. Overcoming obstacles can lead to discovery. Language and word choice varies depending on the type of story

being told.

Language can be key in an audience perceives a message.

Essential Questions:

Why do people go on adventures? What qualifies as an adventure? Can people go an adventure without some type of discovery?

Knowledge & Skills Acquisition

Learning Goals: (e.g., Iowa/Common core standards.)

CCSS.ELA-Literacy.RL.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well asinferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RL.11-12.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotativemeanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that isparticularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

CCSS.ELA-Literacy.RI.11-12.7Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,quantitatively) as well as in words in order to address a question or solve a problem.

CCSS.ELA-Literacy.RL.11-12.5Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of whereto begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its

aesthetic impact.CCSS.ELA-Literacy.W.11-12.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosendetails, and well-structured event sequences.

CCSS.ELA-Literacy.L.11-12.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when

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considering a word or phrase important to comprehension or expression.CCSS.ELA-Literacy.L.11-12.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,

writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whenconsidering a word or phrase important to comprehension or expression.

Students will know

Vocabularyo Adventure, journey, discovery, King Solomon,

Cyclops, Odyssey, Ithaca, Pallas Athena, Zeus,Poseidon, Apollo, Hermes, Ares, Calypso, nymph,

Aiolo, Laistrygon, Olympus, Helios

Literary Structureso Compare and contrasto Academic languageo Figurative languageo Dynamic languageo Roots and suffixes

Students will be able to

Students will be able to decipher difficult academic language in textusing tools demonstrated by the teacher.

Students will be able to identify the reasons that people choose togo on adventures.

Students will be able to incorporate the theme adventure to theirown written work.

Students will be able to apply their knowledge of adventure to theirown personal stories.

Students will be able to analyze language to advance theirknowledge of key scenes in The Odysseyby Homer in a formalessay.

Students will be able to compare and contrast qualities of adventurein the stories The Gooniesand King Solomons Mines.

Students will write their own personal adventure narrative.Resources/Materials:Novel:

o King Solomons Mines by H. Rider HaggardShort Stories:

o Shooting An Elephant by George OrwellPoems

o The Odysseyby Homer (Book IX and X)o The Road Not Takenby Robert Frost

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Resources/Materials:

Novel:

o King Solomons Mines by H. Rider HaggardShort Stories:

o Shooting An Elephant by George OrwellPoems

o The Odysseyby Homer (Book IX and X)o The Road Not Takenby Robert Frost

Videos:o TED Talk: Bill Stone: Im going to the moon. Who is with me?o The Goonies

Stage 2 Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion);

Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play,

Simulation, labs, dramatization)

Pre-assessment:

I will use a formal pre-assessment before reading The Odyssey.I am going to do a vocabulary acquisition checklist. I will give them a listof vocabulary that will be a part of the reading for The Odyssey. Students will highlight in yellow what words they know the definitionto. Students will highlight in pink what words sound familiar but they are unsure of the definition. Students will circle words that are

completely unfamiliar to them.

What will you do if a student(s) has demonstrated mastery of the knowledge or skills you plan to teach?

Formative Assessment:

Brainstorming activity for adventure Multisyllabic vocabulary activity Ms. Barrys class and the Quest for Word Knowledge Greek and Latin roots Quote search from The Odyssey

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