unit plan - george westinghouse college...

Teacher: KavanaghFirst and Last Name

Erin Kavanagh

Course World LiteratureSubject Area EnglishGrade Level Tenth

Unit CalendarUnit Title Civilizations Dates (school calendar weeks)

September 7 – October 8 (23 Days)(No school on 9/24)

UNIT PLAN – WEEK ONEMajor Topics All topics correspond to topics in WH

Topic 1: Written Expression of Early Civilizations: Egypt, Shang China, Mesopotamia

Topic 2: Major Belief Systems and Creation Myths, Epics and Folklore from India, China, Egypt, Mesopotamia, Meso and South America

Topic 3: Classical Civilizations of Greece and Rome

Textbooks/Novels/ Reading Materials:

Topic 1: “A Single Story” by Chimamanda Adili Samples of cuneiform Samples of hieroglyhics Sumerian

◦ Epic of Gilgamesh Egyptian – love poetry

◦ Your Love, Dear Man, Is as Lovely to Me◦ I Think I'll Go Home and Lie Very Still◦ The Voice of the Swallow

Topic 2: Creation Myths and Stories

◦ Hebrew: Genesis 1 – 3: The Creation and the Fall

Folklore excerpts from Hesse's Siddhartha

Topic 3: Ancient Greece

◦ Sophocles ▪ Oedipus the King▪ Homer's The Odyssey▪ excerpts from The Illiad▪ Shakespeare's Julius Caesar

Essential Questions:

What is “civilization”? Who is “civilized”?

Who determines the label? http://joannagoddard.blogspot.com/ Whoever writes history, controls history. What impact does this have for future generations? Whose

story gets told? Why does it get told? How does that shape our current understandings of the past?

Unit Content Questions:

Why do we write? What are the advantages of the written word over the spoken word? Compare the spoken word to the written word. Compare the written word to the digital word.

Illinois State Standards

1.A.4a: Expand knowledge of word origins and derivations and use idioms, analogies, metaphors and similes to extend vocabulary development.

1.B.4a: Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources.

1.C.4a: Use questions and predictions to guide reading.

2.A.4b: Explain relationships between and among literary elements including character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece.

2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials.

1.A.4b. Compare the meaning of words and phrases and use analogies to explain the relationships among them.

3.A.4 Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.

3.B.4c: Evaluate written work for its effectiveness and make recommendations for its improvement.

4.A.4b Apply listening skills in practical settings (e.g., classroom note-taking, giving and receiving directions, evaluating persuasive messages).

4.B.4b Use group discussion skills to assume leadership and participant roles within an assigned project or to reach a group goal.

CRS: Prep Comma Splices 13 – 15: (Weeks 1 - 3) Writer does not use any unnecessary commas that create basic sense problems such as between a verb and direct object.

Comma Splices 16 – 19: (Weeks 4 - 6) Writer does not use any unnecessary commas between modifier and modified elements.

Meanings of Words 13 – 15 : Understand the implication of a familiar word or phrase and of simple descriptive language

◦ Benchmark: ▪ Examine specific language in a text and propose plausible interpretations based in part on their own viewpoints and

experiences.

Expressing Judgments 13 – 15:Writer takes a position in response to the prompt

Writer does not offer a context but does show some understanding of the issue addressed in the prompt Writer briefly acknowledges a counterargument

Main Ideas and Author's Approach 13 – 15: Recognize a clear intent of an author or narrator in uncomplicated literary narratives

◦ Benchmark:▪ Work with peers to create logical statements about the main idea or purpose of simple paragraphs

Using Language 5 – 6 Writer uses some sentence variety, uses appropriate word choice: a basic control over use of generic 2nd perosn (YOU). A few or

no grammatical errors.

PREP

WEEK ONE

SWBAT SWBAT SWBAT SWBAT SWBAT

Daily Planner

Activity Activity Activity Activity Activity

CRS: GENERAL Comma Splices 16 - 19: Writer does not use any unnecessary commas between modifier and modified elements

Comma Usage 20 – 23 Writer correctly uses commas, especially in instances of simple parenthetical phrases (nonessentials) Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction

Meanings of Words 16 – 19 Use context to understand basic figurative language

◦ Benchmark: ▪ Clarify the meanings of words or descriptive phrases by searching for clues in the text (e.g., sentence structure,

context, prefixes/ suffixes, spelling patterns)

Expressing Judgments 16 – 19: Writer takes a position in response to the prompt Writer does not offer a context but does show some understanding of the issue addressed in the prompt Writer briefly acknowledges a counterargument

Main Ideas and Author's Approach 16 – 19 Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives

◦ Benchmark:▪ Analyze techniques used by the author of a text to conceal his or her point of view

Using Language 5 – 6

▪ Writer uses some sentence variety, uses appropriate word choice: a basic control over use of generic 2nd perosn (YOU). A few or no grammatical errors.

GENERAL

WEEK ONEDaily Planner



CRS: HONORS Comma Usage 20 – 23 Writer correctly uses commas, especially in instances of simple parenthetical phrases (nonessentials) Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction

Comma Usage 24 – 27 Writer uses no unnecessary commas

Meanings of Words 20 – 23 Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in

uncomplicated passages. ◦ Benchmark:

▪ Investigate the meanings of words and their possible effect(s) on the perceptions and behavior of people▪ Research words and phrases from different sources, identifying their shades of meaning from various contexts or

situations

Expressing Judgments 20 – 23: Writer takes a position in response to the prompt Writer offers some context: shows some recognition of the issue by providing some implications or complications Writer provides some response to the counterargument

Main Ideas and Author's Approach: 20 – 23 Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated

passages◦ Benchmark:

▪ Determine how an inference might change based on the inclusion of additional information▪ Synthesize information from challenging texts to clarify understanding of important concepts and ideas

Using Language 7 – 8: Writer uses some sentence variety, appropriate word choice with very limited, if any, 2nd person (YOU): grammatical errors are

minimal and do not impede understanding.

HONORS

WEEK ONEDaily Planner

SWBAT

No School – Labor Day

SWBAT

Apply listening skills in practical settings (e.g., classroom note-taking, giving and receiving directions, evaluating persuasive messages).

SWBAT


SWBAT


SWBAT

Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages

Activity

No School – Labor Day

Activity

BR: Index Card Info. And Learning Style Survey (5)

Housekeeping and HW (10):

-Course Materials Needed: “The Odyssey” by the end of the 2nd week.

-“This I Believe” writing assignment distributed as homework. Due on Friday.

-Distribution of the syllabus.

Introductions to the course, to the instructor, to the students (7)

-Who am I?

-What is this course?

Icebreaker: Who are you? Your favorite band/ music artist and your biggest pet peeve. (10)

Explanation of expectations, rules and procedures. (7)

Activity

Housekeeping and HW:

Collecting signed syllabus.

Distribution of Reading Diagnostic testing materials.

HW: “This I Believe” writing assignment distributed as homework. Due on Friday.

Activity:

Housekeeping and HW:

Collecting signed syllabus.

Distribution of Writing Diagnostic testing materials. 30 minutes.

HW: “This I Believe” writing assignment distributed as homework. Due on Friday. Any questions about this assignment?

Complete the the K-W sections of the K-W-L-H. Report out. (5)

Looking at hieroglyphics on the overhead and Sumerian Cuneiform

Is written language important? Why? How is different from the spoken word? From the texted word? How is written language powerful?

What does a written language contribute to a civilization? How

Activity

Students will meet in the auditorium.

Housekeeping: Collect the “This I Believe” essays on the way in. Students will pick up a hole-punched 5 week unit packet at the door. Insert into binder for unit 1.

Collecting Signed Syllabus.

HW: Read the “The Nature of Civilization: 3500 to 1500 BCE” and “Common Characteristidcs of the River People” pages 9 9 and 10 of the reading packet for Monday. Complete a set of Cornell notes with summary.

Presentation to the Group:

-Welcome to the first forum

-Purpose of this presentation

-Pointing out the assignment in the packet. For World students it’s

does it do that? page 6. For American, __.

Film Excerpt:

“The Danger of The Single Story” (18:26 in length)

Post-Viewing: Complete the assignment that follows on pages 7 – 8 for World.

Turn and share with a partner. Whole group report-out. If no one says anything: What was Adichi’s message to us?

How might we apply this message in our academic lives? In our lives outside school? How might this change the way you view your textbooks? Questions, comments, reactions to the clip.

Parting challenge: After watching Adichi's presentation, consider what implications her message has for the content of history books, your understanding of culture and history. What is Adichi challenging us to do with her perspective?

Exit Pass is to submit the forum work on the way out. Staple and write your name on it prior to submission.

Accommodations for Special Education Pacing will be modified to meet student needs on IEP Amount of work required will be modified to meet student needs on IEP Extended time on task will be given to meet student needs on IEP Think/Pair/Share opportunities presented at least once per class Writing to Learn A variety of multiple intelligences will be accessed throughout the week Scaffolded Instruction

Assessment PlanFormative Assessment (Student progress towards objectives assessed through work tasks during instruction)

Summative (Student mastery of objectives assessed after instruction)

Learning Interest Survey Pages 7 and 8 of the reading packet for the forum.

Reading Diagnostic (Prepared by Mrs. Hailey)Writing Diagnostic (Prepared by Mrs. Hailey)

Interdisciplinary Connections

Overview of early and river valley civilizations

Written language development as one of the markers for a civilization

Examination of cuneiform and hieroglyphics

Teacher: Kavanagh

UNIT PLAN – WEEK TWOPREP

WEEK TWODaily Planner



GENERAL




HONORS


SWBAT

Writer correctly uses commas, especially in instances of simple parenthetical phrases (nonessentials)

Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages.

Synthesize information from challenging texts to clarify understanding of important concepts and ideas.


SWBAT

Use context to determine the appropriate meaning of some figurative and non-figurative words, phrases, and statements in uncomplicated passages

Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages.

Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives.

SWBAT

Testing Day. Whole School.

SWBAT


Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages.


SWBAT


Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages

Activity

BR: Commas (5)

Housekeeping & Review of HW (7)

Housekeeping: Binder Check and Organizing the binders: Units 1 – 8; Grammar, English Skills: Macro Transitions. Syllabus in front.

HW: Read “Hammurabi’s Code” (See page 10 of packet) Tuesday. Complete the assignment that follows on page 12. .

BIG PICTURE: END OF THE UNIT ASSESSMENT. Review Essay Assignment and Rubric for Civilizations unit. See student packet for details pages 2 – 3 and rubric.

Activity

BR: Context Clues: hospitality

Housekeeping & Review of HW

Housekeeping: Checking in of “Hammurabi’s Code.” See page 10 of packet.

HW: Reading “The Babylonian Creation Myth” and answer the questions that follow. See pages 12 – 15. This assignment is due on Thursday.

Main Ideas and Author’s Purpose Direct Instruction on overview. See page 1a of WREN materials packet. You’re doing this for homework tonight, as you did for homework last night. Tomorrow you will take a diagnostic assessment required by the school. I will give you flat points you’re your efforts. It’s an easy A. On Thursday, we’ll look at how this applicable to the ACT, although you might see the relation on the test that you take tomorrow. On Friday, you will see how it’s applicable to writing with MEL-Con. See page 1 of Wren materials packet.

Review of Cornell Notes. Refer to Cornell notes sheet distributed during back to school PD.

Silent reading of “ The Babylonian Creation Myth.”

Partner up: A major goal of this myth is to ____. I know this because _______.

The main theme of the first paragraph is _______. I know this because ______.

Activity: Whole School testing

Activity

BR: Context Clues for the word “Distracters.” Distracters are answer choices that intellectually distract you from the correct answer. What is a distracter? What word helped you to figure that out? Can a person be a distracter? How? What do you do with that person when you’re really trying to accomplish something? This is the same skill that you will need to apply when you are reading.

Housekeeping: Check in the “Babylonian Creation Myth” assignment. See pages 12 – 15 in reading packet.

HW: Practice with Distracters. Complete page 1b of Wren materials. Write a brief paragraph (2- 3 sentences) explaining your reason for selected that answer anywhere on the page.

Teacher addresses the four types of distracters. See page 1C and 1D of Wren packet. Review of Main Idea definition.

Discussion of main ideas uncovered in Hammurabi’s Code, The Common Characteristics of the River Valley People, The Nature of Civilization and “The Danger of the Single Story.”

The main argument the author makes about _____ is ______.

The primary purpose of the author in ____ is to _____.

What forces seem to influence these early civilizations? What evidence can you

Activity

BR: Commas


Housekeeping:: Review of page 1a of WREN packet.

Check-in of pages 1b. Give answers. Discuss responses.

Turn to pages 18 -19 in WREN packet to discuss application of main ideas to writing. Next week you will write a DBQ for World History. You can apply these skills in that course. I ask that you bring your DBQ assignment with you so that I can help you work on this assignment. Starting on Tuesday.

Homework: Complete pages 2 and 3 of the Wren packet on distracters. Answer all questions. Due on Monday.

Turn to pages 18 -19 in WREN packet to discuss application of main ideas to writing. Next week you will write a DBQ for World History. You can apply these skills in that course. I ask that you bring your DBQ assignment with you so that I can help you work on this assignment.

Teacher reviews rule on commas.

Teacher elicits whole group help on commas. Refer to page 4 with rule: use commas to set off simple parenthetical phrases.

Practice with 2 additional sentences: Sarah, the student with the wavy hair, left the room without saying a word. I do this one.

Class helps me with the next one: Jesus the lawyer defending me in this case attended Harvard Law School.

offer? This is a skill that you will be applying in your World History class next week with the DBQ. I will try to assist you with this assignment, so please bring your DBQ to class with you next week.

In-Class silent reading of pages 15 and 16 of reading packet: “Mircea Eliade” From Primitives to Zen” excerpt from Gilgamesh chapter titled “In Search of Immortality.

Record the main idea on your page. Share with a partner. Reach consensus. Report out with 2 – 3 individuals.

Accommodations for Special Education Pacing will be modified to meet student needs on IEP Amount of work required will be modified to meet student needs on IEP Extended time on task will be given to meet student needs on IEP Think/Pair/Share opportunities presented at least once per class Writing to Learn A variety of multiple intelligences will be accessed throughout the week Writing to Learn Scaffolded Instruction



Cornell Notes summary Completion of Wren booklet pages 2 and 3 Cornell Notes Answers to questions on main ideas Bell ringers on commas Bell ringers on context clues Completed exercises on readings. See reading packet. Completed exercises on main ideas.

None this week.


1. Early civilizations2. Creation myths3. Social Codes / Mores4. Main Ideas and Author’s Purpose5. Preparing for the DBQ given in World History

Teacher: Kavanagh

UNIT PLAN – WEEK THREEPREP

WEEK THREEDaily Planner

SWBAT SWBAT SWBAT SWBAT Activity


GENERAL




HONORS


BRING YOUR AP WORLD DBQ MATERIALS WITH YOU ON TUES. - THURS.

QUIZ ON CONTEXT CLUES AND COMMAS on FRIDAY!

SWBAT


Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages)

SWBAT



Take a position on the issue and offer a broad context for the discussion.

SWBAT





SWBAT


Writer does not use any unnecessary commas, especially between verbs and direct objects or before a conjunction



SWBAT



Take a position in response to the prompt.

Offer some context.

Show some recognition of the issue by providing some implications or complications.


Activity

BR: Commas. SEE WREN materials.

Housekeeping & Review of HW: Read “A Chinese Creation and Flood Myth from the Miao People.” See page 19 of reading packet. CompletDBQ for AP World History. Instruction on AWE (Author's Words Exactly) and how to cite sources in M

e the assignment on page 21. This will become the springboard for discussion tomorrow.

Teacher shares the rule on commas.

Teacher models rule on commas.

Review what we've read thus far of the Epic of Gilgamesh.

Activity

BR: Context Clues: “ingenuity”

Housekeeping & Review of HW.

Homework: Read the first 15 pages of “the Odyssey.” Take Cornell notes on your reading and write a summary of the events.

Distribution of text: “The Odyssesy:”

Pre-reading exercise: Survey the book and predict what it is about from the survey. Record predictions in packet.

On loose-leaf, we've read several pieces that refer to the forces that influence civilization. What are they? Identify the piece and explain how a force is present in that piece. Write a

Activity

Bell Ringer: Commas. SEE WREN MATERIALS.

Housekeeping & Review of HW:

Collect the Cornell Notes from pages 1 – 15 of “The Odyssey.” Read the next 15 pages of “The Odyssey.”Prepare a movement that captures the main ideas of those pages.

Text: “The Odyssey” excerpt: “Odysseus and the Cyclops. Small group reading of “Odyssesus and the Cyclops”

Questions to follow: What value is represented here?

What did Odysseus tell the Cyclops his name was? What weapon did Odysseus make?

What did Odyssesus

Activity

BR: Context Clues: “intuition”


Housekeeping:

All students will turn to a partner and share their movement. Three to five volunteers will be asked to demonstrate them for the class. Students will demonstrate their movements prepared for today on pages 15 – 30 of “The Odyssey.”

Homework: Read the next 15 pages of “The Odyssey.” Prepare a SOAPSTone for this section. Students will need to create their own SOAPStone chart.

After the movement, they will explain why they chose that movement.

Activity

BR: Commas as review.

Quiz on Context Clues and Commas

Housekeeping & Review of HW: Collect the SOAPSTone from pages 32 – 47.

Writing Prompt: Role: Advice Columnist

Audience: Readers of your column, “Classy Cases” in “The Civilized Times”

Format: a MEL-Con paragraph on whether or not Odysseus was unjust when hurting Cyclops.

Text: “The Odyssey” for reference. Use the AWE notes as review. Must use at least one comma in a nonessential part of a sentence.

If time allows, share the MEL-Con paragraphs with

Introduction to the Pre-AP SOAPSTone reading strategy. Use template to guide review.

Complete reading of the Epic and the use of the SOAPSTone strategy as partners.

Report out.

DBQ for AP World History. Instruction on AWE (Author's Words Exactly) and how to cite sources in M

three to five sentence paragraph. In “The Odyssey we see several forces that influence civilization through the character of Odysseus. He makes some very brave decisions and some that verge on cruelty. Most of the major actions of the epic focus on 8 values that the Greeks used to shape their civilization: athleticism, hospitality, ingenuity, intuition, justice, loyalty, respect and teamwork.

We will model with an excerpt from “The Odyssey” to give you an idea of what the text is about as well as review main idea: a skill you will need in your AP DBQ.

This type of questioning is similar to the DBQ that you are working on in AP World History. Today we are going to review a strategy for citing your sources: AWE (Author's Words Exactly) so you can refer to the readings and support your main ideas and ultimately your thesis statement.

Small group reading of Excerpt A: Penelope Weaving

Post-reading: Answer the questions for discussion. How long did Penelope delay marrying one of her suitors?

How long was Penelope able to trick her suitors?

Who told the suitors that Penelope unraveled her weaving at night?

What did Pen's suitors force her to do after they discovered her

and his men do with the weapon?

Why didn't the other cyclopes help their neighbor?

Writing Workshop for remainder of period: Assistance with DBQ. Analyzing the AWE. Adhering to the DBQ outline.

Text: Excerpt C from “The Odyssey” “Odysseus and Circe”. Small group exercise. Read the background and the passage. Answer the questions that follow. Be ready to report out: Why didn't Eurylochus enter Circe's home? What did Circe do to Odysseus' men?

How did Odysseus learn about what happened to his men?

How was Odysseus protected from Circe's spell?What Greek values did you observe in this passage? Explain your proposal.

Assistance on DBQ for AP World History: Writing Workshop continued.

a partner.

trick?




Completed question set for Penelope Completed question set for Odysseus and Cyclopes Completed question set for Odysseus and Circe Completed bell ringers on commas Completed bell ringers on context clues

MEL-Con paragraph on Odysseus and the Cyclops Completed DBQ for AP World History Quiz on comma usage and nonessentials and

context clues

Interdisciplinary Connections Classical Civilizations: Greece Main Ideas and Author's Purpose Expressing Judgments DBQ for AP World: Writing Workshops on AWE and linking thoughts to text support. Connections to MEL-Con reviewed

in week 2.

Teacher: Kavanagh

UNIT PLAN – WEEK FOURPREP

WEEK FOURDaily Planner



GENERAL




HONORS


SWBAT




SWBAT


Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay.



SWBAT




SWBAT


Use the word or phrase most appropriate in terms of the content of the sentence and tone of the essay.



SWBAT

NO CLASSES. PD DAY.

Activity

BR: Commas splices. See WREN materials.

Housekeeping & Review of HW: Collect the Cornell notes from pages 37 – 45.

Homework: Read pages 46 – 76. Students are to identify what Greek value is at work here and write a MEL-Con paragraph explaining how. Due on Wednesday.

Teacher reviews rule on comma splices. See WREN materials.

Teacher directs individuals to attempt application of the comma rule.

Teacher directs students to partner and compare notes.

Teacher shares the correct answer.

Text: “The Odyssey.” “Odysseus and Elpenor in the Underworld. Small group activity.

Questions to follow. What Greek value is at work here? Evidence?

Why did Odysseus go to the Underworld?

Who was Elpenor?

What did Elpenor beg Odysseus to do?

What did Elpenor threaten to do Odysseus ignored his plea?

Activity

BR: Context Clues “siren” in 2 contexts. 1 as a trap. 1 as a warning.


Read pages 46 – 76. Students are to identify what Greek value is at work here and write a MEL-Con paragraph explaining how. Due on Wednesday.

Direct Instruction on Word Choice. See WREN materials. Thinking skills exercise.

Text: “The Odyssey:” Odysseus and the Sirens.

Small Group activity. With a small group read the excerpt and answer the questions that follow. What Greek value do you see at work here? What evidence can you provide?

Activity

BR: Comma splices. See WREN materials.


Collect the MEL-Con paragraph.

Homework: read pages 77 – 92. Write a set of Cornell notes.

Teacher reviews rule on comma splices. See WREN materials.

Teacher elicits whole group help on commas.

Text: “The Odyssey:” Odysseus and the Swineherd”. Small Group activity. With a small group read the excerpt and answer the questions that follow. What Greek value do you see at work here? What evidence can you provide?

Activity

BR: Context Clues: “finesse”


Homework: Read pages 93- 138. Draw a picture of 2 Gree values illustrated in these pages. Explain how the values were illustrated by citing evidence from the text in AWE and then explaining your reasoning.

Review of on Word Choice. See WREN materials. Student application to ACT style questions.

Text: “The Odyssey:” Odysseus and the Archery Contest.” Small Group activity. With a small group read the excerpt and answer the questions that follow. What Greek value do you see at work here? What evidence can you provide?

Activity

NO CLASSES. PD DAY.

Accommodations for Special Education

Pacing will be modified to meet student needs on IEP Amount of work required will be modified to meet student needs on IEP Extended time on task will be given to meet student needs on IEP Think/Pair/Share opportunities presented at least once per class Writing to Learn A variety of multiple intelligences will be accessed throughout the week



Main Idea exercises with “The Odyssey” Context clue exercises Word Choice exercises Word Choice ACT application Comma Splices exercises (How to correct/avoid)

MEL-Con paragraph on Monday


Classical Civilizations: Greece Expressing Judgments Main Idea and Author's Purpose

UNIT PLAN – WEEK FIVEMajor Topics

PREP

WEEK FIVEDaily Planner



GENERAL




HONORS


SWBAT


Take a position in response to the prompt.

Ofer some context: shows some recognition of the issue by providing some implications or complications.


SWBAT


SWBAT



SWBAT



SWBAT



Activity

BR: Comma Splices

Activity

BR: Context Clues

Activity

BR: Comma Splices

Activity

BR: Context Clues

Activity

Quiz on comma usage and context clues

Housekeeping and Homework: Hardcopy Draft 1 of “The Odyssey” DBQ is due on Friday. Typing in lab on Thursday.

Collect the illustrations and the explanations from the reading through page 138 of “The Odyssey.”

Working on the final paper: Workshop. Return to the assessment and rubric in the packet. Students are to produce a completed outline by the end of the period. Students may use the 3 MEL-Con assignments leading up to this essay for their body paragraphs. They must use at least one referent to their World History class in their intro., conclusion or body paragraphs.

They must reference an outside source other than “The Odyssey.” Another reading from the packet, the forum, etc.


Word Choice Direct Instruction and application. See WREN materials in English section.

Review of ACTS writing strategy:

Attention grabber, counterargument, thesis and suppoting ideas.

Writing Workshop: Writing the introduction.


Grammar: Comma Splices: ACT application

Word Choice Direct Instruction and application. See WREN materials in English section.

Review of STACS writing strategy:

Writing Workshop:

Summary of argument, thesis restated, attention grabber, closing statement.


Typing “The Odyssey” DBQ in the lab.

You must run through at least 2 revisions in Criterion.

Complete the L-H fof the K-W-L-H for early and classical civilizations

How to peer review: tutor as listener/observer/

Does not have to be an expert on grammar.

Peer review of 1st draft with a partner.

Students are assessed on listening participation.

Completion of reflection form.

Completion of peer review form.




Grammar and Comma Usage Quiz K-W-L-H completed Reflection on writing process Peer Review of final assessment

Unit essay: What are the forces that influence civilzation? Assessed by the rubric attached.

Interdisciplinary Connections Classical Civilizations: Greece Main Ideas and Author's Purpose DBQ

TeacherFirst and Last NameCourseSubject AreaGrade Level

Unit CalendarUnit TitleDates (school calendar weeks)

UNIT PLAN – WEEK SIXMajor Topics


CRS: Prep

PREP

WEEK SIXDaily Planner



CRS: GENERAL

GENERAL




CRS: HONORS

HONORS










UNIT PLAN – WEEK SEVENMajor Topics


CRS: Prep

PREP

WEEK SEVENDaily Planner



CRS: GENERAL

GENERAL




CRS: HONORS

HONORS










UNIT PLAN – WEEK EIGHTMajor Topics


CRS: Prep

PREP

WEEK EIGHTDaily Planner



CRS: GENERAL

GENERAL




CRS: HONORS

HONORS








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