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Digital Unit Plan Template

Unit Title: Modernizing the Epic of Gilgamesh Name: Adriana Chavez

Content Area: English Language Arts Grade Level: 9-10
CA Content Standard(s)/Common Core Standard(s):
 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
 Analyze a particular point of view or culture experience reflected in a work of literature from outside the United States, drawing on a wide reading of world
 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to
link to other information and to display information flexibly and dynamically.

Big Ideas/Unit Goals:

Big Ideas:
 All stories, whether new or old, remain relevant!
 Stories teach us life lessons about ourselves and about how we should treat others regardless of any human differences.
 Students will recognize the characteristic of an epic hero and their plot.
 Students will value texts that represent cultures that are different from themselves.
 Students will self-reflect on their own characteristics as they explore the components of complex individuals.
 Students will determine a theme and defend their thinking.

Unit Summary:
Together we will be time traveling back many thousands of years into Ancient Mesopatima as we investigate the oldest surviving text known to man called the Epic
of Gilgamesh. Before we begin our investigation, we will explore some of Ancient Mesopotamia’s history and learn about its civilization's cultural values. Following,
we will get to dissect the complex construction of our mysterious epic hero, Gilgamesh, and consider what causes this character to act so strange. For instance: May it
be the cultural values of the people of his time that influence his actions? Furthermore, we will also take a close look at Gilgamesh’s story plot, the heroic plot cycle,
and evaluate some possible central themes our mysterious author may be trying to teach us through the actions within this epic. At the end of this unit, you will get to
write your own digital epic narrative under the scope of a 21st- century student.
Assessment Plan:
Entry-Level: Formative: Summative:
Anticipatory survey Quick-Write Padlet Blog Post & Rubric
Socrative Question Quizlet Flashcards Digital Narrative & Rubric
Class Discussions Two-Column Notes
Character Portrait
K-W-L Chart
Storyboard Organizer

Lesson 1 (Teacher Lecture) Exploring Ancient Mesopotamia & the Ancient King
Student Learning Acceptable Evidence Lesson Activities: This lesson will serve as an introduction to Ancient Mesopotamia's historical and
Objective: (Assessments): cultural background. Along with this, students will begin thinking about their values as 21st-century
Students can identify people.
Students will demonstrate similarities and differences
an understanding of Ancient between their 21st-century (E) Gilgamesh Anticipatory Survey: First, this survey will allow students to invoke and build prior
Mesopotamia’s historical lives and that of the ancient knowledge of essential concepts they will be exploring in the story. This will orient students into
and mythological beliefs Mesopotamians. excitement upon reading the Epic of Gilgamesh and promote an engagement with the text. This survey
that are reflected in the Epic is given at the beginning of class and take only two minutes for completion. Once all students have
of Gilgamesh and completed this survey, the class will appraise and discuss the results together. This short class
individually compare their discussion should lead to lesson one’s presentation.
21st-century perspectives to
the text’s cultural
PowerPoint Teacher Presentation: Following the survey, the teacher will share a presentation that
provides students with a background on the history and cultural values of the Ancient Mesopotamians.
Students will observe and learn through pictures, video, sounds, and interactive questions. Along with
information about Ancient Mesopotamia, this presentation also introduces essential literary elements
of an Epic, such as the characteristics of an epic poem and the epic hero. It is important to note; the
beginning of this presentation will invite students to use their digital devices and answer a Socrative
question. This Socrative question will ask students to consider what types of powers influence people
in their society/community, so they begin thinking their own lives and how it may relate to the text.
Guided Notes: As students listen to lesson one’s lecture, they will be required to record and organize
critical information from the lecture. This will allow students to use these notes as study materials,
create flashcards for this unit, and use these notes as references for later projects within this unit.

(F)Quick Write: Students will follow the presentation with a five-minute quick-write comparing their
lives to that of the ancient Mesopotamian people. Indeed, this quick- write will prove to the teacher
that students have grasped enough background knowledge of the epic before engaging with the story.
Along with the quick-write exhibiting student knowledge, the quick-write will aid students in making
their new information more relevant by connecting the material with their own lives.

(F) Quizlet Flashcards: Proceeding the quick-write, students will construct their own Quizlet
flashcards on the literary elements they learned in lesson one. Students need to begin and to
understand their key elements before reading the text. Students will begin flashcards at the end of the
class but must complete these at home. The teacher will check for completion of the flashcards during
the following class period. The teacher will also use this as a method monitoring the learning process
and provide a pop quiz if several students do not finish this assignment.

Lesson 2 (Webercise/ iPad Lesson) The Portrait of a Complex Hero

Student Learning Acceptable Evidence: Lesson Activities: This lesson will nurture knowledge to the elements of a complex character and
Objective: Students can identify their significance in a story. Along with gaining awareness about complex characters, students will
Students will analyze complex characters within comprehend these character's relevancy within their story and begin to identify with these characters.
the development of a stories and appraise their
significance within stories. (F) Class Discussion & Two-Colum notes:
complex character First, teacher and students will discuss the elements that construct complex characters. The teacher
within the story's plot will use critical thinking questions to guide students in comprehension. Students will be required to
and recognize how a take notes of this discussion on two column notes. This will allow students to write down the critical
complex character thinking questions the teacher questions and later use these as markers to identify the necessary
advances action within information they will need to use to complete their character portrait assignment. Lastly, these notes
will allow the teacher to determine students’ understanding of the information. The teacher will
a story’s plot. secretly look at each student's notes and make sure to help students who are still confused on the topic
before they begin their character portrait.
(F)Pic Collage Character Portrait: In this project, students will explore characteristics of complex
character through creating a profile of a central character- Gilgamesh or Enkidu. Students will
individually find three quotes from tablets 1-5 of the story and explain how these moments
demonstrate their character's driving qualities. Along with this, students will conduct a safe image
search (Google or Clip Art) to retrieve pictures that represent their character qualities. Also, students
will need to use the Emotional color wheel to find colors that enhance their thoughts about their
character’s attributes. Lastly, students must write a summary describing the significance of their
characters roles, actions, and outlooks. This summary should inspire students reflecting on their own
emotions and desires as they write about their character. Most importantly, this summary allows the
teacher to continue to check for student understanding of complex characters.

Character Portrait Rubric/Checklist: This rubric enables students to self-assess their work as they
complete their portrait. The teacher will also use this rubric to assess each student's portrait. The
rubric requires students to follow all directions stated in the description of the assignment.

(F) Guiding Worksheet: In addition to creating a character portrait, the students must complete its
accompanying guiding worksheet. The purpose of the guiding worksheet is to assist students in
successfully understanding the concept of a complex character. Moreover, this guiding worksheet will
also service English language learners and other level learners to practice their writing and
formulating their logic about their character's nature. Students must complete all sections of this
worksheet for full points. Most importantly, this worksheet to help them create their Padlet Blog.

(S)Padlet Blog: Students will show mastery of the concept of complex characters by writing a blog on
teacher's Padlet board. Students will summarize the significance of their initial complex character,
Gilgamesh or Enkidu, by describing their role, desires, fears, and secrets in the epic. Along with this,
students will be required to declare a challenge on their blog, whether their character's personality will
change or remain stable by the end of tablet ten. Students must defend their argument by explaining a
character from a movie or TV show they find similar to their initial character and foretells their
characters ending. More specifically, will use their new characters as evidence by presenting two
specific moments from their new characters plot that demonstrates they similar in complexity. Then,
students must explain their new characters ending and state why it is necessary for both to end this
way. Each student will begin writing their blog on either Google documents, Microsoft Word, or
Pages on their iPad. Moreover, the students will begin their blog at the end of class but will complete
it at home. Students will be required to show the teacher what they have achieved before leaving class
so the teacher may assist any confused students. Students will complete their assignment and post by
the end of the night. Students will not be required to reply to other students post but will be expected
to read some of their peer's post.
Padlet Rubric: This rubric enables students to self-assess their work as they complete this project.
The teacher will also use this rubric to assess each student's blog post. The rubric requires students to
meet a two-paragraph length, have an initial character summary (Gilgamesh/Enkidu), have an
argument with supporting evidence from a new character, and have great grammar conventions.

Lesson 3 (Graphic Organizer) Theme

Students will organize the Acceptable Evidence: Lesson Activities: This lesson will allow students to work collaboratively and dissect important
epic hero’s journey and Students can manipulate and themes they see within the plot of the Epic of Gilgamesh. Students will begin this lesson watching
interpret the development of defend a theme within their Mathew Winkler’s four-minute video (TED-Ed) called “What makes a Hero? “. This video discusses
a theme. narrative using the hero's and describes Joseph Campbell’s Hero’s journey plot and how individuals can learn central
journey framework. ideas/lessons within this framework. This video will guide them through this whole lesson.

(F)K-W-L Chart & Class Discussion

Students will begin this chart as they are watching Mathew Winkler’s four-minute video (TED-Ed)
called “What makes a Hero? Specifically, students will record ideas they learned from the video under
“what I already know” and begin writing any questions they want to ask during a lecture on theme
under “what I want to know.” The teacher will give a short lecture on the topic of themes to help them
discern themes in the next assignment. This lecture will also be interactive and will invite students to
brainstorm possible themes/central ideas/lessons they believe are within the Epic of Gilgamesh.
Students will be required to write these examples and information under “what I have learned “for
their next assignment. The teacher will be secretly checking for student understanding with the
interactive questions and reviewing their section of “what we learned.” This will enable the teacher to
determine whether the next lesson will need adjustments and/or if the teacher needs to add another
lecture on the concept of theme

(F)Story Board Graphic Organizer: Students will re-watch the Ted-Ed video to refresh their
memory and label each element of the hero’s journey on a storyboard organizer. Then, together they
will be exploring sections #1-9 of the hero's journey using the Epic of Gilgamesh. Students will
discuss possible central ideas in each section of the plot and illustrate the discovered central idea into
each box of the storyboard graphic organizer. Students will need a quote/or dialogue from their
character to helps Ms. Chavez and others visualize the moment being displayed. Besides this, students
write a 3-4 sentence rationale of their modeled central idea/ lesson. Students should use the central
ideas/lessons listed in their K-W-L charts. Lastly, students must write an objective summary of one of
their discovered central ideas/lessons within 4-5 sentences.

Storyboard Rubric/Peer Review Rubric

This rubric enables students to self-assess their work as they complete this project. The teacher will
also use this rubric to assess their storyboard and objective summary. The rubric requires students to
meet a 4-5 sentence length, have supporting moments from the plot, have images/quotes, and show
they have paid attention to the video with correct labels. Students will also be required to turn in a
peer evaluation to show they worked collaboratively; not one person do all the work

(F) Digital Narrative Students will collaboratively construct a digital narrative that focuses on a
specific theme/ central idea found in the Epic of Gilgamesh. Students will modernize their story
through the scope of the 21st-century student and be required to use a similar plot framework to the
epic. This will allow students to focus on their character's action and make sure their theme is easily
identifiable. Pairs will only begin brainstorming their ideas on google slides and be required to add
their teacher to their online document. This assessment will take longer than a class period, thus
students will be required to work on their digital narratives at home and be given multiple class
periods to complete it.

Digital Narrative Rubric: Students will be handed a rubric so they may self-assess as they construct
their digital narratives. The rubric will ask students to have at least nine slides to each of the steps of
the hero’s journey, good grammar, and an easily identifiable theme.

Unit Resources:
Digital Unit Plan Website:

Entry Assessment:
-Survey Monkey:
-Ms. Chavez’s Example:

Summative Assessments
- Padlet Blog Post:
- Rubric:

Lesson One: Teacher Lecture

- Lecture:
- Akkadian read:
- Emily McGuff’s Introduction to Mesopotamia:
- Gilgamesh Rap:
- Content & Images:

Lesson Two: Webercise/iPad Lesson
- Clip Art:
- The Emotions Color Wheel:
- Pic Collage:

Lesson Three: Graphic Organizer

- What makes a Hero? By Mathew Winkler:
- Rubric Maker:
- Padlet Blog -
More Content Information:

Useful Websites:
Online Version of the Epic of Gilgamesh