Grade 10-1 Long Range Plans

Chinook High School

Sabrina Kyle
 Unit Plans Unit Description GLO’s and Essential Resources Summative Assessments
SLO’s Questions
The big idea of this unit is the concept 1.1.1 b -How can language -Carl Jung’s Archetypal - Character Analysis
Unit #1: of archetypes, and how archetypes used 1.2.1 b Psychology, Literature, and Assignment: Throughout the
and stories transfer
in literature can teach us about the Ultimate Meaning David J. course of this unit, students
Archetypes commonality of human experiences..
2.1.1 a universal human
(September 4- 2.1.1 d experiences across Leigh (Excerpts) have been analyzing various
This unit will explore how archetypes
24) 2.1.2. a space and time -The Archetypes and the different archetypes that have
are used to guide stories and convey
universal human experiences across Collective Unconscious by been used in literature
15 days 2.1.2. b
different periods and cultures. The unit -How do I see myself Carl Jung (Excerpts) throughout space and time. For
2.1.2. d -Yeh Shen: A Cinderella their final assessment in this
will be guided by the overarching within global and
inquiry question, “How can language
2.2.2 e Story from China as retold unit, students will be asked to
historical contexts?
and stories transfer universal human 4.1.3 a by Ai-Ling Louie create a Character Analysis on
experiences across space and time?” In 4.1.4.c -What qualities make - "Aschenputtel" by Jakob a character of their choice in
order to develop an understanding of 5.1.3 a. and Wilhelm Grimm the form of a Wanted Poster.
a good story?
archetype, a number of works such as -Cinderella by C Perrault This assignment will be
myths legends, and stories will be -The Four Ages by Rolfe broken up into two parts, the
employed throughout this unit. We will -What are
archetypes? Are they Humphries Wanted Poster (a drawn or
initially be brainstorming a number of
examples that have been internalized universal? -The Beginning of Things pasted picture of the character)
from previous examples throughout by W.H.D. Rouse which includes the character’s
their lives by establishing what the -Are archetypes -Pandora by W.T Jewkes name, the film/book/ story
students already know about heroes, essential to -It is Better to Die Forever which they are from.
villains, and journeys. The ultimate understanding both By Chewing Blackbones - The second part is a written
goal of this final assessment is to literature and the Athene and Arachne- W.T. component underneath that
encourage students to use a variety of Jewkes describes how the character
world around us?
skills to illustrate understanding of the Demeter and Persephone fits the chosen archetype.
archetypes and to analyze what these by W.T. Jewkes - Details provided should
similarities say about the common
human experience.
-Songs of Innocence and support your choice, and go
Experience by William beyond the basic. The
Blake (The Lamb and character analysis should
The Tyger) explain the character archetype
thoroughly so that if the reader
does not know the story they
can still understand how the
character is an example of the
archetype.
 We will be using various texts 1.1.2.b -What is your -The Hero with a Thousand -Personal Response to Text/Context:
throughout this unit to explore the 1.2.1 a personal definition Faces- Joseph Campbell At the beginning of this unit, students
Unit #2: Heroes concept of heroism and the Heroes 2.1.2 c of a hero? (Excerpts) will be asked to write down their own
Journey Journey in literature. The unit will 2.1.2 g -How are heroes -The Power of Myth- personal definition of a hero (What is
(September 25- be guided by the overarching 2.1.3. b made? Joseph Campbell hero? What makes a hero? What
inquiry question, “What makes a -The Writer's Journey: qualities define heroism? Who are
October 18) 2.2.1. b -Do the attributes
good hero?” Building off of our Mythic Structure for heroes in your life?). Throughout the
17 days understanding of archetypes 2.3.1.a of a hero remain Writers- Christopher course of the unit, students will be
established in our previous unit, 2.3.1.b the same over Vogler studying Joseph Campbell’s stages of
this section of the course will focus 2.3.2.d time? -Where I Find my Heros by the Heroes Journey, and will be
more on the archetypal context of 2.3.3b -What are the key Oliver Stone from McCall’s looking at various instances of heroes
heroism presented by Joseph 4.1.1 c stages in the Magazine, November 1992 in literature. At the end of the unit, I
Campbell. In his 1949 book, The 4.1.3. b Heroes Journey? - Heroes With Solid Feet will have students rewrite their
Hero with a Thousand Faces, 4.1.3g -What purpose do By Kirk Douglas definition of a hero. The students will
Campbell outlines the monomyth, 4.2.3.e heroes serve in a April 23, 2001 (Opinion then compare and contrast their
or archetypal journey, that all of community or Article Piece) definitions from the first and last day
these stories follow. This unit culture? -The Psychology of of the unit. They will then reflect on
attempts to lay the groundwork to Heroism: Are Heroes Born their learning throughout the unit, and
-How can one’s
give the students a more or Made? how their definitions changed from the
comprehensive knowledge of an current context— By Kendra Cherry first to last day. What changed, and
important literary style that they historical, cultural, -What Makes a Hero by why? Did you add onto your first
will—and have already— social, and Matthew Winkler (TED Ed statement? Or did it change
encountered often during the course philosophical— Talk) completely? What made it change?
of their English literature studies- determine whether -Gladiator (2000) Film -Oral/ Visual/
The Heroes Journey. The idea of or not an -Hercules and the Hydra Multimedia presentation:
the hero is a theme in all media- individual’s actions (Painting) Story Board Assignment: Students will
books, music, art, and film. are perceived as -Thesis and the Minotaur deconstruct a text to show how it
American author Joseph Campbell heroic? -The Cyclops from the follows Campbell’s archetypal Hero’s
is best known for his work with the -What is my Odyssey Journey (choice of representation
myths of the world and how they method- Storyboard or digital version
understanding of
connect us. His basic argument is of Storyboard That)
that all heroes in virtually all heroism, and how
cultures share a predictable and does it fit with
recognizable pattern. In this unit, examples from
we will be using a variety of literature and
different mediums such as film, archetypes?
 literature, and pictures to explore
his concept of the journey of the
hero.

Students will be studying the play 1.2.3.a -What is true love, -Romeo and Juliet by -Students will be creating Character
“Romeo and Juilet” by William 1.2.3.b how is it related to William Shakespeare Charts and adding to them throughout
Shakespeare. Throughout the unit, we passion, and is one -Romeo and Juliet the unit. This will be an ongoing way
Unit #3: Romeo will be using a paper copy of the play,
2.1.1.b
and Juliet 2.1.2.d more noble than the Audiobook (YouTube) to keep track of different characters,
and audiobook version, and the movie
other? -Romeo and Juliet Movie their traits, and their relationship to
in order to further explore the work and 2.1.4.a
its related themes. Romeo and Juliet is -What is love? (1996) others.
2.1.4.b
undoubtedly the most famous love -What is the star -Critical/ Analytical Response to Text
(October 21- 2.3.3.a crossed lovers and Context Writing Assignment.
story of all time, featuring two ‘star
November 14) crossed lovers’ whose brief but intense
3.2.3a archetype? (Essay based on context of the story
affair ends in tragedy. It is one of 3.2.3b -Love vs Hate using textual evidence)
Shakespeare’s most popular plays, and 4.1.1.a -Tweet Assignment- Write Facebook
both Romeo and Juliet have become 4.1.1.b “status updates” or Twitter “tweets”
archetypal young lovers. The Tragedy 4.1.1.d for one of the characters throughout
of Romeo and Juliet was written and the scenes.
published by William Shakespeare in
4.1.3.c
the 1500s. The play tells the story of 4.1.3.d
forbidden love and is the first example 4.2.1.d
of archetypal star-crossed lovers. 4.2.2.e
Romeo and Juliet is considered to be 4.2.4.f
one of the greatest love stories of all
time.
Students will be participating in a Literature 2.1.1c  Do the attributes -The Cellist of Sarajevo -Students will be working in Literature
Circle focused unit, in which they will be (Novel) Circle groups for the entirety of the unit. --
Unit #4: given the opportunity to choose a book 2.1.2.c of a hero remain
the same over -Animal Farm In these groups, students will divide their
Literature from a hand-picked selection that resonates 2.1.2.d novel into four sections.
Circles with them. In literature circles, small 2.3.1.b time? -Speak
-Four due dates will be set throughout the
(November 15-
groups of students gather together to
2.3.1.c  How is our -The Whale Rider
unit, in which students will complete a
discuss a piece of literature in depth. The -To Kill a Mockingbird
December 20) 5.1.1a understanding of series of discussion questions pertaining to
discussion is guided by students' response
to what they have read. You may hear talk culture and the novel.
24 days 5.1.1.b
about events and characters in the book, the society -These discussion questions will be used to
author's craft, or personal experiences 5.1.1.c constructed participate in a Socratic Seminar Style
related to the story. Literature circles 5.1.1.d through and by discussion.
provide a way for students to engage in 5.1.2.c -The discussion questions sheets are
critical thinking and reflection as they read,
language?
5.2.1.a expected to be handed in following the
discuss, and respond to books.
Socratic Seminar.
Collaboration is at the heart of this 5.2.1.b  How are -Students will additionally complete four
approach. Students reshape and add onto short assignments per quarter. A sheet will
their understanding as they construct 5.2.2.a archetypes
be provided to students listing a number of
meaning with other readers. Finally, 5.2.2.b important to
short assignments that they will be able to
literature circles guide students to deeper 5.2.2.c creating good choose from and complete throughout the
understanding of what they read through literature?
structured discussion and extended written 5.2.2.d unit.
and artistic response.
 How are
enduring
questions and
conflicts that
writers (and their
cultures)
grappled with
hundreds of
years ago and are
still relevant
today?
 What are the
characteristics or
elements that
cause a piece of
literature to
endure?