Professional Documents
Culture Documents
1
Table of Contents:
Course Overview Page 3
Pacing Chart Page 4
Unit #1 Introduction to Mythology Overview At-a-Glance Page 5
Unit #1 Targeted Instructional Planning to Address Central Unit Standards Page 8
Unit #2 Greek/Roman Mythology Overview At-a-Glance Page 9
Unit #2 Targeted Instructional Planning to Address Central Unit Standards Page 13
Unit #3 African Mythology Overview At-a-Glance Page 16
Unit #3 Targeted Instructional Planning to Address Central Unit Standards Page 20
Unit #4 North and South American Myths and Folklore Overview At-a-Glance Page 23
Unit #4 Targeted Instructional Planning to Address Central Unit Standards Page 27
Unit #5 European Myths and Folklore Overview At-a-Glance Page 30
Unit #5 Targeted Instructional Planning to Address Central Unit Standards Page 34
Unit #6 World Legends Overview At-a-Glance Page 37
Unit #6 Targeted Instructional Planning to Address Central Unit Standards Page 41
2
Course Overview
In this course, students will study areas that have been adopted and implemented the NJSLS standards as the cornerstone of the
curriculum. Areas of study within the English department are designed to be rigorous, college preparatory courses in which students
will be exposed to a variety of literature, literary non-fiction, writing techniques, presentation styles, and communication skills.
The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so
teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real
world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students
fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to
ensure that students will be prepared for college and career opportunities following high school graduation.
Primary Resource(s) Textbook
Title: Heroes, Gods and Monsters of the Greek Myths
Author: Evslin, Bernard
Publisher: Dell Laurel-Leaf Copyright: 2005
Supplemental/Other
Title: Hamilton, Edith Mythology Publisher: Warner Books Copyright: 1969
3
Pacing Chart
Unit # & Title Pacing
(must equal 165 days for full-year or
83 days for
half-year course)
Unit 1: Introduction to Mythology 3 days
4
Unit 1 Overview At-a-Glance
Unit #1 – Introduction to Mythology
Unit Description:
In this unit, students will discover that the purposes of myths are to explain the unexplainable, to amuse, to unite, and to educate.
Whether passed down orally or retold in a literary format, myths follow identifiable patterns and contain common motifs.
Essential Skills:
Students will be able to identify the structure and purpose of selected myths and explain the similarities between myths from
different geographic locations
Students will be able to form theories about myths from discussions
Students will be able to matrix cultural data from myths
Students will be able to present findings through a variety of ways: maps, matrixes, oral presentations, murals, books
Students will be able to create an original creation myth that is reflective of a particular culture and is consistent with its
environment
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on Supporting Unit Standards- This unit will also include activities
learning goals aligned with the following standards: aligned with the following standards:
NJSLS.R.1 W.9-10.1 SL.9-10.1
W.9-10.2 SL.9-10.2
W.9-10.4 SL.9-10.3
W.9-10.5 SL.9-10.4
W.9-10.6 SL.9-10.5
W.9-10.7 SL.9-10.6
W.9-10.8 L.6.1.12.D.14.e
W.9-10.9 L.9-10.1, 2, 3, 4, 5
W.9-10.10
5
Unit Details
Modifications for Special Education Students, English Integration of 21st century skills through NJSLS 9 and Career
Language Learners, Students at Risk of Failure, and Gifted Education:
Students- Modify instructional approach and/or assignments Lessons, where appropriate, incorporate multiple perspectives
and evaluations as needed based on student’s individual needs, to infuse cultural and global awareness.
ability level, disabilities or 504/IEPs including but not limited Lessons integrate a focus on civic literacy so that student can
to: better understand the rights and obligations of citizenship.
Extended time Students explore areas that support environmental literacy,
Enrichment activities including society’s impact on the environment and what can be
Native language prompts done to support environmental solutions.
Alternate reading and writing assignments as per reading Lessons, activities, and assessments require creativity and
level (grade level appropriate) innovation on the part of the students. They are required to
Preferential seating create projects and products as examples of mastery in each
Rosetta Stone Program unit.
Additional graphic organizers and outlines for crafting Communication and collaboration is crucial for student success
writing assignments as learners. Throughout this curriculum, students must be able
Audio versions of texts to communicate deep understanding through open ended
Independent Study responses (both orally and in writing). In addition, students are
Modify approaches, assignments, and evaluations as needed to often required to work collaboratively with their peers, which
challenge gifted students: promotes the ability to succeed in the area of social cooperative
Increased integration of higher order thinking processes, work, increases communication skills, and promotes leadership
creative and critical thinking activities, problem-solving, and responsibility.
and open-ended tasks Students must be information literate, i.e. they must be able to
Self-regulated group interaction find and use information effectively, in order to succeed in
Advanced pacing levels class as learning activities require independent research of
Greater opportunities for freedom of choice and relevant information outside of the provided textbook and/or
independent study that encourage independent and intrinsic resources.
In order to succeed in this course, students must be able to use
technology as a tool in order to research, organize, evaluate,
and communicate information.
6
Assessments- including benchmarks, formative, summative, Suggested Interdisciplinary Activities for this Unit
and alternative assessments:
Student and teacher generated rubrics History/Social Studies Make artifacts to accompany myths.
Adapted NJSLS-based rubrics Include statues and drawings of gods, various kinds of altars built
Anecdotal evaluation of online technological to honor them, or tools or utensils that might have been used to
communication worship them.
Graphic Organizer Science/Health: Have students study one type of natural disaster
and have them connect the scientific explanation to an ancient
Journal entries
myth addressing the same kind of disaster.
Exit ticket
World Languages: Utilize the meaning of Greek and Latin Roots,
Projects affixes, and prefixes to better understand difficult vocabulary.
Long/Short Research projects Arts: View artist representation of the subject matter
(photographs, painting, sculpture, film) and compare with the
stories with short answer responses.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library Resources Integration of the Technology Standard
Helpful websites 8.1.12.B.2
Timeless Myths: Classical Mythology at 8.1.8.C.1
www.timelessmyths.com
Film
Myths, Folktales, and Fairytales at
http://teacher.scholastic.com/writewit/ Audio
Mythology Web Quests at YouTube
http://www.k12.hi.us/~konawahs/webquests_on_mythology.htm Various websites
Prezi Presentation
Publishing software (i.e. Microsoft office suite) to
enhance instruction and student achievement
7
Unit #1 Targeted Instructional Planning to Address Central Unit Standards:
Central Unit Standard and Suggested Instructional Suggested Student Output Formative Assessments
Student Learning Objective Activities (Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R.1 Introduce purpose of Annotate text to find Graphic organizer to
Students will be able to read mythology and definitions, critical classify myths according
closely to determine what the geographical location of information to purpose (benchmark)
text says explicitly and to classic myths Answer text-dependent Class discussions to
make logical inferences and Read and analyze several questions and explore the message of the
relevant connections from it; Greek myths and comprehension questions myths and make personal
cite specific textual evidence informational texts Respond to essential unit connections
when writing or speaking to Provide graphic organizer questions using classroom Cultural matrixes
support conclusions drawn for use with analyzing text blog and/or pseudo Project: Using knowledge
from the text. Open-ended question(s) Facebook pages of and references to
which require students to Literature analysis and classical mythology,
cite evidence of parts of a review utilizing textual students will create an
myth evidence original creation myth on a
Class discussion/ Open-ended response(s) mural which reflects
question(s) for related Drafted essay(s) geographic considerations
informational texts Participation in class
discussion(s) using
evidence from the text
8
Unit 2 Overview At-a-Glance
Unit #2– Greek and Roman Mythology
Unit Description:
In this unit, students will discover the vast stories of Greek and Roman mythology and trace their usage into modern language and
culture. In addition, they consider how certain traits of Greek and Roman Mythology are relevant in modern literature.
Essential Skills:
Students will understand how the classical Greek pantheon of gods reflects the overall outlook of its culture
Students will understand how classical mythology provides models for individuality and accountability in society
Students will understand the interactions explored in myths between the classical Gods and Goddesses themselves and the
mortals they rule over reflect specific and universal cultural concerns
Students will connect mythology to real social and ethical concerns throughout time
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on Supporting Unit Standards- This unit will also include activities
learning goals aligned with the following standards: aligned with the following standards:
NJSLSA.R.1 W.9-10.1 SL.9-10.1
NJSLSA.R.2 W.9-10.2 SL.9-10.2
NJSLSA.R.3 W.9-10.4 SL.9-10.3
NJSLSA.W.2 W.9-10.5 SL.9-10.4
NJSLSA.W.3 W.9-10.6 SL.9-10.5
NJSLSA.W.8 W.9-10.7 SL.9-10.6
W.9-10.8 L.6.1.12.D.14.e
W.9-10.9 L.9-10.1, 2, 3, 4, 5
W.9-10.10
9
Unit Details
Modifications for Special Education Students, English Integration of 21st century skills through NJSLS 9 and Career
Language Learners, Students at Risk of Failure, and Gifted Education:
Students- Modify instructional approach and/or assignments Lessons, where appropriate, incorporate multiple
and evaluations as needed based on student’s individual needs, perspectives to infuse cultural and global awareness.
ability level, disabilities or 504/IEPs including but not limited Lessons integrate a focus on civic literacy so that student
to: can better understand the rights and obligations of
Extended time citizenship.
Enrichment activities Students explore areas that support environmental literacy,
Native language prompts including society’s impact on the environment and what
Alternate reading and writing assignments as per reading can be done to support environmental solutions.
level (grade level appropriate) Lessons, activities, and assessments require creativity and
Preferential seating innovation on the part of the students. They are required to
Rosetta Stone Program create projects and products as examples of mastery in each
Additional graphic organizers and outlines for crafting unit.
writing assignments Communication and collaboration is crucial for student
Audio versions of texts success as learners. Throughout this curriculum, students
Independent Study must be able to communicate deep understanding through
Modify approaches, assignments, and evaluations as needed to open ended responses (both orally and in writing). In
challenge gifted students: addition, students are often required to work collaboratively
Increased integration of higher order thinking processes, with their peers, which promotes the ability to succeed in
creative and critical thinking activities, problem-solving, the area of social cooperative work, increases
and open-ended tasks communication skills, and promotes leadership and
Self-regulated group interaction responsibility.
Advanced pacing levels Students must be information literate, i.e. they must be able
Greater opportunities for freedom of choice and to find and use information effectively, in order to succeed
independent study that encourage independent and intrinsic in class as learning activities require independent research
of relevant information outside of the provided textbook
and/or resources.
Learning and assessment activities support the push to
make students media literate, as they are often required to
10
analyze, evaluate, and create messages in a wide variety of
media modes, genres, and formats.
In order to succeed in this course, students must be able to
use technology as a tool in order to research, organize,
evaluate, and communicate information.
Activities in the curriculum help develop life and career
skills in all students by promoting flexibility and
adaptability, requiring initiative and self-direction in the
learning process, supporting social and cross-cultural skills
in both content and teamwork efforts, and measuring
productivity and accountability through independent and
group assignment completion.
Assessments- including benchmarks, formative, summative, Suggested Interdisciplinary Activities for this Unit
and alternative assessments:
Student and teacher generated rubrics Math – Roman Numeral study
Adapted NJSLS-based rubrics Science – Astronomy study and looking at the stars named from
Anecdotal evaluation of online technological mythology
communication History/Social Studies – Geography of the area of Ancient Greece
Graphic Organizer and Rome. Look at historical context of the civilizations
Science/Health: Research issues that affected life and times in
Journal entries
Ancient Greece.
Exit ticket
World Languages: Utilize the meaning of Greek and Latin Roots,
Projects affixes, and prefixes to better understand difficult vocabulary.
Long/Short Research projects Arts: View artist representation of the subject matter
(photographs, painting, sculpture, film) and compare with the
stories with short answer responses.
Career Education: Discuss the function of each Greek God or
Goddess and what their role was in Ancient Greek society.
Technical Subjects: Create a media presentation on a myth
researched in class.
11
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Integration of the Technology Standard
Media/School Library Resources 8.1.12.B.2
Various media center resources 8.1.8.C.1
Various Greek Myths, including,
Film
but not limited to:
Creation Audio
Ages of Man YouTube
Flood Cycle Various websites
Eros and Pysche o Encyclopedia Mythica at www.pantheon.org
King Midas o Myth Web at www.mythweb.com
Persephone o Mythology: A Virtual Field Trip – Project Venture Lesson Plan available at
Echo and Narcissus http://www.kyrene.org/schools/brisas/sunda/mythology/mythology_field_trip.p
Achilles df
Perseus o Greek Mythology Web Quest at
Orpheus http://home.swbell.net/bobj1/webquestgreek.html
Theseus o Mythology Teacher at http://www.mythologyteacher.com/The-Hero%27s-
Journey.php
Jason
Media center
Icarus
Arachne Smart technology
Pygmalion PowerPoint
Pandora Prezi Presentation
Atalanta Publishing software (i.e. Microsoft office suite) to enhance instruction and student
Romulus and Remus achievement
(Roman)
Myths & Folklore
12
Unit #2 Targeted Instructional Planning to Address Central Unit Standards:
Central Unit Standard and Suggested Instructional Suggested Student Output Formative Assessments
Student Learning Objective Activities (Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R.1 Introduce hierarchy of Annotate text to look for Student and teacher
Students will be able to read Greek Gods and evidence of a Hero in a generated rubrics
closely to determine what the geographical location of Myth Answer text- Adapted NJSLS rubrics
text says explicitly and to Greek dependent questions and Questioning
make logical inferences and Read and analyze several comprehension questions Discussions
relevant connections from it; Greek myths and Respond to essential unit Exit/Admit Slips
cite specific textual evidence informational texts questions using classroom Learning/Response Logs
when writing or speaking to Provide graphic organizer blog and/or pseudo Peer/Self Assessments
support conclusions drawn for use with analyzing text Facebook pages Presentations
from the text. Open-ended question(s) Literature analysis and Visual Representations
which require students to review utilizing textual
Tests and Quizzes
cite evidence of parts of a evidence
Think-Pair-Share
myth Open-ended response(s)
Class discussion/ Drafted essay(s)
question(s) Participation in class
discussion(s) using
evidence from the text
NJSLSA.R2 Review method for Main Idea / Detail graphic Student and teacher
Students will be able to determining the theme of organizer generated rubrics
determine the central ideas or literature (theme map, Write a short response Adapted NJSLS rubrics
themes of a text and analyze using guiding questions) explaining the theme / Questioning
their development; summarize Read and analyze central idea with textual Discussions
the key supporting details and literature for theme / evidence Exit/Admit Slips
ideas. central idea (novel, Greek Summarize a main point in Learning/Response Logs
mythology) the myth focusing on Peer/Self Assessments
Teach graphic organizers hero’s journey – strengths Presentations
to determine central idea and weaknesses Visual Representations
and details (table)
13
Open-ended question(s) Respond to essential unit Tests and Quizzes
which ask students to questions using classroom Think-Pair-Share
identify and explain the blog and/or pseudo
theme /central idea of the Facebook pages or twitter
selection poster
NJSLSA.R.3 Discuss the use of hero in Annotate myth to Student and teacher
Students will be able to a myth in Ancient Greek determine why the Ancient generated rubrics
analyze how and why society Greeks and Romans may Adapted NJSLS rubrics
individuals, events, and ideas o What was the purpose have written this myth and Questioning
develop and interact over the in society? what purpose it may have Discussions
course of a text. o How is this shown served in their lives. Exit/Admit Slips
through events in the Use characterization sheet Learning/Response Logs
story? to track a main character Peer/Self Assessments
o Track characterization of the myths Presentations
of the hero’s journey Watch movie and follow a Visual Representations
and how it changes the hero through their journey,
Tests and Quizzes
hero i.e. Perseus in Clash of the
Think-Pair-Share
Titans
NJSLSA.W2. Summarize each myth Write informatively while Student and teacher
Write informative/ making sure to convey conveying complex ideas generated rubrics
explanatory texts to examine importance in explaining accurately with a Adapted NJSLS based
and convey complex ideas and Use the writing process concluding statement that rubrics
information clearly and Teach proper structure for supports the information Questioning
accurately through the essay including thesis, presented Discussions
effective selection, logical points of Write an open-ended Exit/Admit Slips
organization, and analysis of development with response which analyzes Learning/Response Logs
content. how 2 different texts
supporting points for each Peer/Self Assessments
POD, and logical develop the theme, citing Visual Representations
conclusion specific evidence from
Tests and Quizzes
each text collaborative
discussions
14
NJSLSA.W.3. Read myths as models for Create a Fakebook page Student and teacher
Write narratives to develop writing based on Greek or Roman generated rubrics
real or imagined experiences Use the writing process Gods Adapted NJSLS based
or events using effective Demonstrate how to use Create Posters of the rubrics
technique, well-chosen details, dialogue effectively in Underworld to synthesize Questioning
and well-structured event stories information in myths Discussions
sequences. Draft, revise and edit an Exit/Admit Slips
original story with the key Learning/Response Logs
elements exposition, Peer/Self Assessments
conflict, rising action, Visual Representations
climax, falling action, Tests and Quizzes
resolution
Use dialogue, description
and figurative language to
contribute to the plot and
character development of a
story
NJSLSA.W.8. Demonstrate proper usage Research myths, Student and teacher
Gather relevant information of parenthetical citations – geographical locations, generated rubrics
from multiple authoritative Discuss valid and invalid and background Adapted NJSLS based
print and digital sources, using online sources information for myth rubrics
advanced searches effectively; PowerPoint and specific regions. Questioning
assess the usefulness of each SmartBoard lessons for write project proposal Discussions
source in answering the steps in the process of Create source cards Exit/Admit Slips
research question; integrate research projects/papers Create note cards for facts Learning/Response Logs
information into the text Provide direct instruction used in project Peer/Self Assessments
selectively to maintain the
on the use of MLA Complete Works Cited Visual Representations
flow of ideas, avoiding standards/formatting page Tests and Quizzes
plagiarism and following a Demonstrate use of online
standard format for citation search materials including
(MLA or APA Style databases and navigating
Manuals). websites for relevant
information
15
Unit 3 Overview At-a-Glance
Unit #3– African Mythology
Unit Description:
In this unit, students will discover the vast stories of African mythology and trace their usage into modern language and culture. In
addition, they consider how certain traits of African Mythology are relevant in modern literature.
Essential Skills:
Students will understand classical mythology provides models for individuality and accountability in society.
Students will understand the interactions explored in myths between Gods and Goddesses themselves and the mortals they rule
over reflect specific and universal cultural concerns.
Students will connect mythology to the real social and ethical concerns throughout time.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on Supporting Unit Standards- This unit will also include activities
learning goals aligned with the following standards: aligned with the following standards:
NJSLSA.R.1 W.9-10.1 SL.9-10.1
NJSLSA.R.2 W.9-10.2 SL.9-10.2
NJSLSA.R.3 W.9-10.4 SL.9-10.3
NJSLSA.W.2 W.9-10.5 SL.9-10.4
NJSLSA.W.3 W.9-10.6 SL.9-10.5
NJSLSA.W.8 W.9-10.7 SL.9-10.6
W.9-10.9 L.6.1.12.D.14.e
W.9-10.10 L.9-10.1, 2, 3, 4, 5
16
Unit Details
Modifications for Special Education Students, English Integration of 21st century skills through NJSLS 9 and Career
Language Learners, Students at Risk of Failure, and Gifted Education:
Students- Modify instructional approach and/or assignments Lessons, where appropriate, incorporate multiple perspectives
and evaluations as needed based on student’s individual needs, to infuse cultural and global awareness.
ability level, disabilities or 504/IEPs including but not limited Lessons integrate a focus on civic literacy so that student can
to: better understand the rights and obligations of citizenship.
Extended time Students explore areas that support environmental literacy,
Enrichment activities including society’s impact on the environment and what can be
Native language prompts done to support environmental solutions.
Alternate reading and writing assignments as per reading Lessons, activities, and assessments require creativity and
level (grade level appropriate) innovation on the part of the students. They are required to
Preferential seating create projects and products as examples of mastery in each
Rosetta Stone Program unit.
Additional graphic organizers and outlines for crafting Communication and collaboration is crucial for student success
writing assignments as learners. Throughout this curriculum, students must be able
Audio versions of texts to communicate deep understanding through open ended
Independent Study responses (both orally and in writing). In addition, students are
Modify approaches, assignments, and evaluations as needed to often required to work collaboratively with their peers, which
challenge gifted students: promotes the ability to succeed in the area of social cooperative
Increased integration of higher order thinking processes, work, increases communication skills, and promotes leadership
creative and critical thinking activities, problem-solving, and responsibility.
and open-ended tasks Students must be information literate, i.e. they must be able to
Self-regulated group interaction find and use information effectively, in order to succeed in
Advanced pacing levels class as learning activities require independent research of
Greater opportunities for freedom of choice and relevant information outside of the provided textbook and/or
independent study that encourage independent and intrinsic resources.
Learning and assessment activities support the push to make
students media literate, as they are often required to analyze,
evaluate, and create messages in a wide variety of media
modes, genres, and formats.
17
In order to succeed in this course, students must be able to use
technology as a tool in order to research, organize, evaluate,
and communicate information.
Activities in the curriculum help develop life and career skills
in all students by promoting flexibility and adaptability,
requiring initiative and self-direction in the learning process,
supporting social and cross-cultural skills in both content and
teamwork efforts, and measuring productivity and
accountability through independent and group assignment
completion.
Assessments- including benchmarks, formative, summative, Suggested Interdisciplinary Activities for this Unit
and alternative assessments:
Student and teacher generated rubrics Math –Explore populations and number of people throughout
Adapted NJSLS-based rubrics African countries.
Anecdotal evaluation of online technological Science – Find the scientific facts behind the stories and the
communication aspects of nature that are depicted.
Graphic Organizer History/Social Studies – Trace the wars and land acquisition that
shaped cultures. Explore how the historical events impacted the
Journal entries
stories of different peoples.
Exit ticket
World Languages – Read myths and folklore from the countries
Projects that speak different languages.
Long/Short Research projects
18
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library Integration of the Technology Standard
Resources 8.1.12.B.2
Various media center resources 8.1.8.C.1
Various African myths, including, but not limited to:
Film
Motikatika
Jackal and Spring Audio
Adventures of a Jackal YouTube
Adventures of Jackal's Eldest Son Various websites
Adventures of Younger Son of Jackal Media center
Hassebu Smart technology
The Heart of a Monkey PowerPoint
The Heart of a Monkey: The Washerman's Donkey
Prezi Presentation
Makoma
The Creation (Isis and Osiris) Publishing software (i.e. Microsoft office suite) to enhance
The Story of Re instruction and student achievement
Hathor, Blood, and Beer
The Great Queen Hatshepsut
The Book of Thoth
Myths & Folklore
Myth Web at www.mythweb.com
The Mythology Un-textbook at
http://mythfolklore.blogspot.com/2014/06/myth-folklore-
unit-african-stories-from.html
19
Unit #3 Targeted Instructional Planning to Address Central Unit Standards:
Central Unit Standard and Suggested Instructional Suggested Student Output Formative Assessments
Student Learning Objective Activities (Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R.1 Introduce gods/goddesses Annotate text to look for Student and teacher
Students will be able to read and geographical location what is important to generated rubrics
closely to determine what the of Africa African society of the time Adapted NJSLS rubrics
text says explicitly and to Read and analyze several Respond to essential unit Questioning
make logical inferences and African myths and questions using classroom Discussions
relevant connections from it; informational texts various activities including Exit/Admit Slips
cite specific textual evidence Provide graphic organizer creating movie posters and Learning/Response Logs
when writing or speaking to Taxedos
for use with analyzing text Peer/Self Assessments
support conclusions drawn Open-ended question(s) Literature analysis and Presentations
from the text. which require students to review utilizing textual Visual Representations
cite evidence of parts of a evidence
Tests and Quizzes
myth Open-ended response(s) Think-Pair-Share
Class discussion/ Drafted essay(s)
question(s) Participation in class
discussion(s) using
evidence from the text
NJSLSA.R2 Review method for Main Idea / Detail graphic Student and teacher
Students will be able to determining the theme of organizer generated rubrics
determine the central ideas or literature (theme map, Write a short response Adapted NJSLS rubrics
themes of a text and analyze using guiding questions) explaining the theme / Questioning
their development; summarize Read and analyze central idea with textual Discussions
the key supporting details and literature for theme / evidence Exit/Admit Slips
ideas. central idea (novel, Greek Summarize a main point in Learning/Response Logs
mythology) the myth focusing on Peer/Self Assessments
Teach graphic organizers hero’s journey – strengths Presentations
to determine central idea and weaknesses Visual Representations
and details (table) Respond to essential unit Tests and Quizzes
questions using classroom
20
Open-ended question(s) blog and/or pseudo Think-Pair-Share
which ask students to Facebook pages or twitter
identify and explain the poster
theme /central idea of the
selection
NJSLSA.R.3 Discuss the use of animals Annotate myth to Student and teacher
Students will be able to in African society determine why the ancient generated rubrics
analyze how and why o What was the purpose African people may have Adapted NJSLS rubrics
individuals, events, and ideas in society? created each myth and Questioning
develop and interact over the o How is this shown what purpose it may have Discussions
course of a text. through events in the served in their lives. Exit/Admit Slips
story? Use characterization sheet Learning/Response Logs
o Track characterization to track a main character Peer/Self Assessments
of the hero’s journey of the myths Presentations
and how it changes the Watch movie and follow a Visual Representations
hero hero through their journey
Tests and Quizzes
Think-Pair-Share
NJSLSA.W2. Write an informational Write informatively while Student and teacher
Write informative/ essay explaining the conveying complex ideas generated rubrics
explanatory texts to examine importance of what was accurately with a Adapted NJSLS based
and convey complex ideas and learned about the African concluding statement that rubrics
information clearly and culture in each myth supports the information Questioning
accurately through the Use the writing process presented Discussions
effective selection, each proper structure for Write an open-ended Exit/Admit Slips
organization, and analysis of essay including thesis, response which analyzes Learning/Response Logs
content. how 2 different texts
logical points of Peer/Self Assessments
development with develop the theme, citing Visual Representations
supporting points for each specific evidence from
Tests and Quizzes
POD, and logical each text collaborative
conclusion discussions
21
NJSLSA.W.3. Read myths as models for Create a newspaper based Student and teacher
Write narratives to develop writing on African myths read in generated rubrics
real or imagined experiences Use the writing process class Adapted NJSLS based
or events using effective Demonstrate how to use Create movie posters rubrics
technique, well-chosen details, dialogue effectively in advertising selected myth Questioning
and well-structured event stories Draft, revise and edit an Discussions
sequences. original story with the key Exit/Admit Slips
elements exposition, Learning/Response Logs
conflict, rising action, Peer/Self Assessments
climax, falling action, Visual Representations
resolution Tests and Quizzes
Use dialogue, description
and figurative language to
contribute to the plot and
character development of a
story
NJSLSA.W.8 Demonstrate proper usage Research myths, Student and teacher
Gather relevant information of parenthetical citations – geographical locations, generated rubrics
from multiple authoritative Discuss valid and invalid and background Adapted NJSLS based
print and digital sources, using online sources information for myth rubrics
advanced searches effectively; PowerPoint and specific regions. Questioning
assess the usefulness of each SmartBoard lessons for Research myths from Discussions
source in answering the steps in the process of different locations in Exit/Admit Slips
research question; integrate research projects/papers Africa and how each is Learning/Response Logs
information into the text Provide direct instruction influenced by its people Peer/Self Assessments
selectively to maintain the on the use of MLA Create source cards Visual Representations
flow of ideas, avoiding standards/formatting Create note cards for facts Tests and Quizzes
plagiarism and following a Demonstrate use of online used in project
standard format for citation search materials including Complete Works Cited
(MLA or APA Style databases and navigating page
Manuals). websites for relevant
information
22
Unit 4 Overview At-a-Glance
Unit # 4 North and South American Myths
Unit Description:
Through research, reading, and conversations, students will explore American Folklore, including modern urban legends in American
culture.
Essential Skills:
Students will be able to discuss the importance of oral tradition to Native-American cultures
Students will be able to identify themes present in many Native-American myths and folktales
Students will be able to summarize the influence that Native-American myths have had on American literature
Students will be able to outline the creation stories of various American tribes
23
Unit Details
Modifications for Special Education Students, English Integration of 21st century skills through NJSLS 9 and Career
Language Learners, Students at Risk of Failure, and Gifted Education:
Students- Modify instructional approach and/or assignments Lessons, where appropriate, incorporate multiple perspectives
and evaluations as needed based on student’s individual needs, to infuse cultural and global awareness.
ability level, disabilities or 504/IEPs including but not limited Lessons integrate a focus on civic literacy so that student can
to: better understand the rights and obligations of citizenship.
Extended time Students explore areas that support environmental literacy,
Enrichment activities including society’s impact on the environment and what can be
Native language prompts done to support environmental solutions.
Alternate reading and writing assignments as per reading Lessons, activities, and assessments require creativity and
level (grade level appropriate) innovation on the part of the students. They are required to
Preferential seating create projects and products as examples of mastery in each
Rosetta Stone Program unit.
Additional graphic organizers and outlines for crafting Communication and collaboration is crucial for student success
writing assignments as learners. Throughout this curriculum, students must be able
Audio versions of texts to communicate deep understanding through open ended
Independent Study responses (both orally and in writing). In addition, students are
Modify approaches, assignments, and evaluations as needed to often required to work collaboratively with their peers, which
challenge gifted students: promotes the ability to succeed in the area of social cooperative
Increased integration of higher order thinking processes, work, increases communication skills, and promotes leadership
creative and critical thinking activities, problem-solving, and responsibility.
and open-ended tasks Students must be information literate, i.e. they must be able to
Self-regulated group interaction find and use information effectively, in order to succeed in
Advanced pacing levels class as learning activities require independent research of
Greater opportunities for freedom of choice and relevant information outside of the provided textbook and/or
independent study that encourage independent and intrinsic resources.
Learning and assessment activities support the push to make
students media literate, as they are often required to analyze,
evaluate, and create messages in a wide variety of media
modes, genres, and formats.
24
In order to succeed in this course, students must be able to use
technology as a tool in order to research, organize, evaluate,
and communicate information.
Activities in the curriculum help develop life and career skills
in all students by promoting flexibility and adaptability,
requiring initiative and self-direction in the learning process,
supporting social and cross-cultural skills in both content and
teamwork efforts, and measuring productivity and
accountability through independent and group assignment
completion.
Assessments- including benchmarks, formative, summative, Suggested Interdisciplinary Activities for this Unit
and alternative assessments:
Student and teacher generated rubrics Math – Look at demographics and population numbers for
Adapted NJSLS-based rubrics advertising projects.
Anecdotal evaluation of online technological Science – Find scientific facts of American folklore and make
communication connection as to why the story may have been created.
Graphic Organizer History/Social Studies –Discover historical facts and see what
parts of American folklore are historically factual and which are
Journal entries
fictional.
Exit ticket
World Languages – Use words with foreign roots in the
Projects advertising project and trace their etymology.
Long/Short Research projects
25
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library Resources Integration of the Technology
Various media center resources Standard
Various American Myths, including, but not limited to: 8.1.12.B.2
The Jealous Uncle 8.1.8.C.1
Blue jay and His Companions
Film
Dug-From-Ground
The Attack on the Giant Elk and the Great Eagle Audio
Lodge-Boy and Thrown-Away YouTube
The Son-in-Law Tests Various websites
The Jealous Father Media center
Dirty-Boy Smart technology
Myths & Folklore PowerPoint
Native American Untextbook at
Prezi Presentation
http://mythfolklore.blogspot.com/search/label/Unit%3A%20Native%20Am.%20Heroes
And Publishing software (i.e.
http://mythfolklore.blogspot.com/search/label/Unit%3A%20Native%20Am.%20Marriage Microsoft office suite) to
enhance instruction and
student achievement
26
Unit #4 Targeted Instructional Planning to Address Central Unit Standards:
Central Unit Standard and Suggested Instructional Suggested Student Output Formative Assessments
Student Learning Objective Activities (Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R.1 Introduce hierarchy of Annotate text to look for Student and teacher
Students will be able to read goddesses/ gods and evidence of a morals and generated rubrics
closely to determine what the geographical location of values of the Native Adapted NJSLS rubrics
text says explicitly and to North and South America Americans dependent Questioning
make logical inferences and Read and analyze several questions and Discussions
relevant connections from it; American myths and comprehension questions Exit/Admit Slips
cite specific textual evidence informational texts Respond to essential unit Learning/Response Logs
when writing or speaking to Provide graphic organizer questions using classroom Peer/Self Assessments
support conclusions drawn for use with analyzing text blog and/or pseudo Presentations
from the text Open-ended question(s) Facebook pages
Visual Representations
which require students to Literature analysis and
Tests and Quizzes
cite evidence of parts of a review utilizing textual
Think-Pair-Share
myth evidence
Class discussion/ Open-ended response(s)
question(s) Drafted essay(s)
Participation in class
discussion(s) using
evidence from the text
NJSLSA.R2 Review method for Main Idea / Detail graphic Student and teacher
Students will be able to determining the theme of organizer generated rubrics
determine the central ideas or literature (theme map, Write a short response Adapted NJSLS rubrics
themes of a text and analyze using guiding questions) explaining the theme / Questioning
their development; summarize Read and analyze central idea with textual Discussions
the key supporting details and literature for theme / evidence Exit/Admit Slips
ideas. central idea (novel Native Summarize a main point in Learning/Response Logs
American mythology) the myth focusing on Peer/Self Assessments
hero’s journey – strengths Presentations
and weaknesses Visual Representations
27
Teach graphic organizers Respond to essential unit Tests and Quizzes
to determine central idea questions using classroom Think-Pair-Share
and details (table) blog and/or pseudo
Open-ended question(s) Facebook pages or twitter
which ask students to poster
identify and explain the
theme /central idea of the
selection
NJSLSA.R.3 Discuss the use of various Annotate myth to Student and teacher
Students will be able to character types in determine why the Native generated rubrics
analyze how and why American mythology Americans may have Adapted NJSLS rubrics
individuals, events, and ideas o What was the purpose in written this myth and what Questioning
develop and interact over the society? purpose it may have Discussions
course of a text. o How is this shown served in their lives. Exit/Admit Slips
through events in the Use characterization sheet Learning/Response Logs
story? to track a main character Peer/Self Assessments
o Track characterization of of the myths Presentations
the hero’s journey and Watch movie and follow a Visual Representations
how it changes the hero hero through their journey
Tests and Quizzes
Think-Pair-Share
NJSLSA.W2. Write informational pieces Write informatively while Student and teacher
Write informative/ explaining the importance conveying complex ideas generated rubrics
explanatory texts to examine of what was learned about Write an open-ended Adapted NJSLS based
and convey complex ideas and the Native American response which analyzes rubrics
information clearly and culture how 2 different texts Questioning
accurately through the Teach proper structure for develop the theme, citing Discussions
effective selection, essay including thesis, specific evidence from Exit/Admit Slips
organization, and analysis of logical points of each text collaborative Learning/Response Logs
content. development with discussions Peer/Self Assessments
supporting points for each Visual Representations
POD, and logical
Tests and Quizzes
conclusion
28
NJSLSA.W.3. Read myths as models for Create a Venn diagram Student and teacher
Write narratives to develop writing examining three creation generated rubrics
real or imagined experiences Use the writing process myths Adapted NJSLS based
or events using effective Demonstrate how to use Create charts and graphs rubrics
technique, well-chosen details, dialogue effectively in elaborating on myths read Questioning
and well-structured event stories in class Discussions
sequences. Draft, revise and edit an Exit/Admit Slips
original story with the key Learning/Response Logs
elements exposition, Peer/Self Assessments
conflict, rising action, Visual Representations
climax, falling action, Tests and Quizzes
resolution
Use dialogue, description
and figurative language to
contribute to the plot and
character development of a
story
NJSLSA.W.8. Demonstrate proper usage Research myths, Student and teacher
Gather relevant information of parenthetical citations – geographical locations, generated rubrics
from multiple authoritative Discuss valid and invalid and background Adapted NJSLS based
print and digital sources, using online sources information for myth rubrics
advanced searches effectively; PowerPoint and specific regions. Questioning
assess the usefulness of each SmartBoard lessons for write project proposal Discussions
source in answering the steps in the process of Create source cards Exit/Admit Slips
research question; integrate research projects/papers Create note cards for facts Learning/Response Logs
information into the text Provide direct instruction used in project Peer/Self Assessments
selectively to maintain the
on the use of MLA Complete Works Cited Visual Representations
flow of ideas, avoiding standards/formatting page Tests and Quizzes
plagiarism and following a Demonstrate use of online
standard format for citation search materials including
(MLA or APA Style databases and navigating
Manuals). websites for relevant
information
29
Unit 5 Overview At-a-Glance
Unit #5– European Myths and Folklore
Unit Description:
In this unit, students will discover the vast stories of European mythology and trace their usage into modern language and culture. In
addition, they consider how certain traits of European Mythology are relevant in modern literature.
Essential Skills:
Students will understand how classical European Mythology reflects the overall outlook of its culture.
Students will understand classical mythology provides models for individuality and accountability in society.
Students will understand the interactions explored in myths between the classical Gods and Goddesses themselves and the
mortals they rule over reflect specific and universal cultural concerns.
Students will connect mythology to real social and ethical concerns throughout time.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on Supporting Unit Standards- This unit will also include activities
learning goals aligned with the following standards: aligned with the following standards:
NJSLSA.R.1 W.9-10.1 SL.9-10.1
NJSLSA.R.2 W.9-10.2 SL.9-10.2
NJSLSA.R.3 W.9-10.4 SL.9-10.3
NJSLSA.W.2 W.9-10.5 SL.9-10.4
NJSLSA.W.3 W.9-10.6 SL.9-10.5
NJSLSA.W.8 W.9-10.7 SL.9-10.6
W.9-10.8 L.6.1.12.D.14.e
W.9-10.9 L.9-10.1, 2, 3, 4, 5
W.9-10.10
30
Unit Details
Modifications for Special Education Students, English Integration of 21st century skills through NJSLS 9 and Career
Language Learners, Students at Risk of Failure, and Gifted Education:
Students- Modify instructional approach and/or assignments Lessons, where appropriate, incorporate multiple perspectives
and evaluations as needed based on student’s individual needs, to infuse cultural and global awareness.
ability level, disabilities or 504/IEPs including but not limited Lessons integrate a focus on civic literacy so that student can
to: better understand the rights and obligations of citizenship.
Extended time Students explore areas that support environmental literacy,
Enrichment activities including society’s impact on the environment and what can be
Native language prompts done to support environmental solutions.
Alternate reading and writing assignments as per reading Lessons, activities, and assessments require creativity and
level (grade level appropriate) innovation on the part of the students. They are required to
Preferential seating create projects and products as examples of mastery in each
Rosetta Stone Program unit.
Additional graphic organizers and outlines for crafting Communication and collaboration is crucial for student success
writing assignments as learners. Throughout this curriculum, students must be able
Audio versions of texts to communicate deep understanding through open ended
Independent Study responses (both orally and in writing). In addition, students are
Modify approaches, assignments, and evaluations as needed to often required to work collaboratively with their peers, which
challenge gifted students: promotes the ability to succeed in the area of social cooperative
Increased integration of higher order thinking processes, work, increases communication skills, and promotes leadership
creative and critical thinking activities, problem-solving, and responsibility.
and open-ended tasks Students must be information literate, i.e. they must be able to
Self-regulated group interaction find and use information effectively, in order to succeed in
Advanced pacing levels class as learning activities require independent research of
Greater opportunities for freedom of choice and relevant information outside of the provided textbook and/or
independent study that encourage independent and intrinsic resources.
Learning and assessment activities support the push to make
students media literate, as they are often required to analyze,
evaluate, and create messages in a wide variety of media
modes, genres, and formats.
31
In order to succeed in this course, students must be able to use
technology as a tool in order to research, organize, evaluate,
and communicate information.
Activities in the curriculum help develop life and career skills
in all students by promoting flexibility and adaptability,
requiring initiative and self-direction in the learning process,
supporting social and cross-cultural skills in both content and
teamwork efforts, and measuring productivity and
accountability through independent and group assignment
completion.
Assessments- including benchmarks, formative, summative, Suggested Interdisciplinary Activities for this Unit
and alternative assessments:
Student and teacher generated rubrics Math – Explore world data, population and popularity statistics.
Adapted NJSLS-based rubrics Science –Research scientific discoveries from around the world
Anecdotal evaluation of online technological that explain the stories depicted in the myths.
communication History/Social Studies – Trace world events and interpret their
Graphic Organizer impact on the myths and folklores of the countries of origin.
World Languages – Explore the evolution of language through
Journal entries
the mythology of the world.
Exit ticket
Projects
Long/Short Research projects
32
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library Integration of the Technology Standard
Resources 8.1.12.B.2
Various media center resources 8.1.8.C.1
Various Norse Myths, including, but not limited to: Film
Sigurd, The Dragon Slayer Audio
The Nine Worlds
YouTube
The Creation of the World
The First War Various websites
The Walls of Asgard Media center
The Journeys of Odin Smart technology
The Binding of Fenrir PowerPoint
The Treasures of the Gods Prezi Presentation
Thor’s Headache Publishing software (i.e. Microsoft office suite) to enhance
Thor in Utgard
instruction and student achievement
The Curse of the Ring
The Death of Balder
Ragnarok
Ages of the World (Ireland and Scotland)
Dagda the Good (Ireland and Scotland)
The Four Branches of the Mabinogi (Wales)
The Fenian Cycle (Ireland)
The Ulster Cycle (Ireland)
Beowulf (England and Scandinavia)
King Arthur (England and France)
Myths & Folklore
33
Unit #5 Targeted Instructional Planning to Address Central Unit Standards:
Central Unit Standard and Suggested Instructional Suggested Student Output Formative Assessments
Student Learning Objective Activities (Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R.1 Introduce hierarchy of the Annotate texts to gain Student and teacher
Students will be able to read European Gods and knowledge of Northern generated rubrics
closely to determine what the Goddesses and Europe and The Vikings Adapted NJSLS rubrics
text says explicitly and to geographical location of Answer text-dependent Questioning
make logical inferences and Northern Europe questions and Discussions
relevant connections from it; Read and analyze several comprehension questions Exit/Admit Slips
cite specific textual evidence European myths and Respond to essential unit Learning/Response Logs
when writing or speaking to informational texts questions using classroom Peer/Self Assessments
support conclusions drawn Provide graphic organizer blog and/or pseudo Presentations
from the text for use with analyzing text Facebook pages Visual Representations
Open-ended question(s) Literature analysis and Tests and Quizzes
which require students to review utilizing textual
Think-Pair-Share
cite evidence of parts of a evidence
myth Open-ended response(s)
Class discussion/ Drafted essay(s)
question(s) Participation in class
discussion(s) using
evidence from the text
NJSLSA.R2 Review method for Main Idea / Detail graphic Student and teacher
Students will be able to determining the theme of organizer generated rubrics
determine the central ideas or literature (theme map, Write a short response Adapted NJSLS rubrics
themes of a text and analyze using guiding questions) explaining the theme / Questioning
their development; summarize Read and analyze central idea with textual Discussions
the key supporting details and literature for theme / evidence Exit/Admit Slips
ideas. central idea Summarize a main point in Learning/Response Logs
Teach graphic organizers the myth focusing on Peer/Self Assessments
to determine central idea hero’s journey – strengths Presentations
and details (table) and weaknesses
34
Open-ended question(s) Respond to essential unit Visual Representations
which ask students to questions using classroom Tests and Quizzes
identify and explain the blog and/or pseudo Think-Pair-Share
theme /central idea of the Facebook pages or twitter
selection poster
NJSLSA.R.3 Discuss the use of gods Annotate myth to Student and teacher
Students will be able to and goddesses in Ancient determine why authors generated rubrics
analyze how and why Northern Europe society may have written this Adapted NJSLS rubrics
individuals, events, and ideas o What was the purpose in myth and what purpose it Questioning
develop and interact over the society? may have served in their Discussions
course of a text. o How is this shown lives. Exit/Admit Slips
through events in the
story?
Use characterization sheet Learning/Response Logs
to track a main character Peer/Self Assessments
o Track characterization of
the hero’s journey and of the myths Presentations
how it changes the hero Watch movie and follow a Visual Representations
hero through their journey
Tests and Quizzes
Think-Pair-Share
NJSLSA.W2. Write informational pieces Write informatively while Student and teacher
Write informative/ explaining the importance conveying complex ideas generated rubrics
explanatory texts to examine of what was learned about Write an open-ended Adapted NJSLS based
and convey complex ideas and the European culture response which analyzes rubrics
information clearly and Teach proper structure for how 2 different texts Questioning
accurately through the essay including thesis, develop the theme, citing Discussions
effective selection, logical points of specific evidence from Exit/Admit Slips
organization, and analysis of development with each text collaborative Learning/Response Logs
content. supporting points for each discussions Peer/Self Assessments
POD, and logical Visual Representations
conclusion
Tests and Quizzes
NJSLSA.W.3. Read myths as models for Write a myth using the Student and teacher
Write narratives to develop writing morals and values generated rubrics
real or imagined experiences Use the writing process important to the Europeans Adapted NJSLS based
or events using effective rubrics
35
technique, well-chosen details, Demonstrate how to use Draft, revise and edit an Questioning
and well-structured event dialogue effectively in original story with the key Discussions
sequences. stories elements exposition, Exit/Admit Slips
conflict, rising action, Learning/Response Logs
climax, falling action, Peer/Self Assessments
resolution Visual Representations
Use dialogue, description Tests and Quizzes
and figurative language to
contribute to the plot and
character development of a
story
NJSLSA.W.8. Demonstrate proper usage Research myths, Student and teacher
Gather relevant information of parenthetical citations – geographical locations, generated rubrics
from multiple authoritative Discuss valid and invalid and background Adapted NJSLS based
print and digital sources, using online sources information for myth rubrics
advanced searches effectively; PowerPoint and specific regions. Questioning
assess the usefulness of each SmartBoard lessons for Write project proposal Discussions
source in answering the steps in the process of Create source cards Exit/Admit Slips
research question; integrate research projects/papers Create note cards for facts Learning/Response Logs
information into the text Provide direct instruction used in project Peer/Self Assessments
selectively to maintain the
on the use of MLA Complete Works Cited Visual Representations
flow of ideas, avoiding standards/formatting
plagiarism and following a
page Tests and Quizzes
Demonstrate use of online
standard format for citation search materials including
(MLA or APA Style databases and navigating
Manuals). websites for relevant
information
36
Unit 6 Overview At-a-Glance
Unit #6– Urban Legends
Unit Description:
In this unit, students will research and explore local, state, country and world legends to determine fact from fiction.
Essential Skills:
Students will critically read and evaluate a variety of nonfiction and informational texts.
Students will support critical analysis by answering specific questions on the text using textual evidence.
Students will create original interactive multimedia researched products.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on Supporting Unit Standards- This unit will also include activities
learning goals aligned with the following standards: aligned with the following standards:
NJSLSA.R.1 W.9-10.1 SL.9-10.1
NJSLSA.R.2 W.9-10.2 SL.9-10.2
NJSLSA.R.3 W.9-10.4 SL.9-10.3
NJSLSA.W.2 W.9-10.5 SL.9-10.4
NJSLSA.W.3 W.9-10.6 SL.9-10.5
NJSLSA.W.8 W.9-10.7 SL.9-10.6
W.9-10.8 L.6.1.12.D.14.e
W.9-10.9 L.9-10.1, 2, 3, 4, 5
W.9-10.10
37
Unit Details
Modifications for Special Education Students, English Integration of 21st century skills through NJSLS 9 and Career
Language Learners, Students at Risk of Failure, and Gifted Education:
Students- Modify instructional approach and/or assignments Lessons, where appropriate, incorporate multiple perspectives
and evaluations as needed based on student’s individual needs, to infuse cultural and global awareness.
ability level, disabilities or 504/IEPs including but not limited Lessons integrate a focus on civic literacy so that student can
to: better understand the rights and obligations of citizenship.
Extended time Students explore areas that support environmental literacy,
Enrichment activities including society’s impact on the environment and what can be
Native language prompts done to support environmental solutions.
Alternate reading and writing assignments as per reading Lessons, activities, and assessments require creativity and
level (grade level appropriate) innovation on the part of the students. They are required to
Preferential seating create projects and products as examples of mastery in each
Rosetta Stone Program unit.
Additional graphic organizers and outlines for crafting Communication and collaboration is crucial for student success
writing assignments as learners. Throughout this curriculum, students must be able
Audio versions of texts to communicate deep understanding through open ended
Independent Study responses (both orally and in writing). In addition, students are
Modify approaches, assignments, and evaluations as needed to often required to work collaboratively with their peers, which
challenge gifted students: promotes the ability to succeed in the area of social cooperative
Increased integration of higher order thinking processes, work, increases communication skills, and promotes leadership
creative and critical thinking activities, problem-solving, and responsibility.
and open-ended tasks Students must be information literate, i.e. they must be able to
Self-regulated group interaction find and use information effectively, in order to succeed in
Advanced pacing levels class as learning activities require independent research of
Greater opportunities for freedom of choice and relevant information outside of the provided textbook and/or
independent study that encourage independent and intrinsic resources.
Learning and assessment activities support the push to make
students media literate, as they are often required to analyze,
evaluate, and create messages in a wide variety of media
modes, genres, and formats.
38
In order to succeed in this course, students must be able to use
technology as a tool in order to research, organize, evaluate,
and communicate information.
Activities in the curriculum help develop life and career skills
in all students by promoting flexibility and adaptability,
requiring initiative and self-direction in the learning process,
supporting social and cross-cultural skills in both content and
teamwork efforts, and measuring productivity and
accountability through independent and group assignment
completion.
Assessments- including benchmarks, formative, summative, Suggested Interdisciplinary Activities for this Unit
and alternative assessments:
Student and teacher generated rubrics Math – Look at demographics and population numbers for
Adapted NJSLS-based rubrics advertising projects.
Anecdotal evaluation of online technological Science – Find scientific facts of urban legends and make
communication connection as to why the story may have been created.
Graphic Organizer History/Social Studies –Discover historical facts and see what
parts of folklore are historically factual and which are fictional.
Journal entries
World Languages – Use words with foreign roots in the
Exit ticket
advertising project and trace their etymology.
Projects
Long/Short Research projects
39
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library Integration of the Technology Standard
Resources 8.1.12.B.2
Various media center resources 8.1.8.C.1
Various Legends, including, but not limited to: Film
Humpty Dumpty and the Fall of Colchester Audio
A Saint's Revenge - Edmund of the East Angles YouTube
The Black Dogs of Bungay Various websites
The Headless Ghosts of Blickling Hall o https://www.smore.com/ek9jt-module-four-urban-
A Mummy's Tale legends-folklore
A Witch in a Bottle o http://urbanlegends.about.com/.
o http://myths.e2bn.org/teachers/#general
Testing the Witch-finder General
Media center
The Split Grey Goose Feather
Smart technology
The Little Blue Man
PowerPoint
The Devil's Favorite Game
Prezi Presentation
Matilda's Bracelet
Beowulf Publishing software (i.e. Microsoft office suite) to enhance
King Arthur instruction and student achievement
Myths & Folklore
40
Unit #6 Targeted Instructional Planning to Address Central Unit Standards:
Central Unit Standard and Suggested Instructional Suggested Student Output Formative Assessments
Student Learning Objective Activities (Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R.1 Introduce hierarchy of the Annotate texts to gain Student and teacher
Students will be able to read gods and goddesses in knowledge local and generated rubrics
closely to determine what the world legends, connected international legends Adapted NJSLS rubrics
text says explicitly and to to their geographical Answer text-dependent Questioning
make logical inferences and location questions and Discussions
relevant connections from it; Read and analyze several comprehension questions Exit/Admit Slips
cite specific textual evidence Greek myths and Respond to essential unit Learning/Response Logs
when writing or speaking to informational texts questions using classroom Peer/Self Assessments
support conclusions drawn Provide graphic organizer blog and/or pseudo Presentations
from the text. for use with analyzing text Facebook pages Visual Representations
Open-ended question(s) Literature analysis and Tests and Quizzes
which require students to review utilizing textual
Think-Pair-Share
cite evidence of parts of a evidence
myth Open-ended response(s)
Class discussion/ Drafted essay(s)
question(s) Participation in class
discussion(s) using
evidence from the text
NJSLSA.R2 Review method for Main Idea / Detail graphic Student and teacher
Students will be able to determining the theme of organizer generated rubrics
determine the central ideas or literature (theme map, Write a short response Adapted NJSLS rubrics
themes of a text and analyze using guiding questions) explaining the theme / Questioning
their development; summarize Read and analyze central idea with textual Discussions
the key supporting details and literature for theme / evidence Exit/Admit Slips
ideas. central idea Summarize a main point in Learning/Response Logs
Teach graphic organizers the myth focusing on Peer/Self Assessments
to determine central idea hero’s journey – strengths Presentations
and details (table) and weaknesses
41
Open-ended question(s) Respond to essential unit Visual Representations
which ask students to questions using classroom Tests and Quizzes
identify and explain the blog and/or pseudo Think-Pair-Share
theme /central idea of the Facebook pages or twitter
selection poster
NJSLSA.R.3 Discuss the use of gods Annotate legends to Student and teacher
Students will be able to and goddesses in society determine which are true generated rubrics
analyze how and why o What was the purpose in and which are false Adapted NJSLS rubrics
individuals, events, and ideas society? Use characterization sheet Questioning
o How is this shown
develop and interact over the to track a main character Discussions
course of a text. through events in the
story?
of the myths Exit/Admit Slips
o Track characterization of Learning/Response Logs
the hero’s journey and Peer/Self Assessments
how it changes the hero Presentations
Visual Representations
Tests and Quizzes
Think-Pair-Share
NJSLSA.W2. Write informational pieces Write informatively while Student and teacher
Write informative/ explaining the importance conveying complex ideas generated rubrics
explanatory texts to examine of what was learned about Write an open-ended Adapted NJSLS based
and convey complex ideas and culture from legend response which analyzes rubrics
information clearly and Teach proper structure for how 2 different texts Questioning
accurately through the essay including thesis, develop the theme, citing Discussions
effective selection, logical points of specific evidence from Exit/Admit Slips
organization, and analysis of development with each text collaborative Learning/Response Logs
content. supporting points for each discussions Peer/Self Assessments
POD, and logical Visual Representations
conclusion
Tests and Quizzes
NJSLSA.W.3. Read myths as models for Write a narrative creating Student and teacher
Write narratives to develop writing on an original Urban generated rubrics
real or imagined experiences Use the writing process Legend Adapted NJSLS based
or events using effective rubrics
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technique, well-chosen details, Demonstrate how to use Draft, revise and edit an Questioning
and well-structured event dialogue effectively in original story with the key Discussions
sequences. stories elements exposition, Exit/Admit Slips
conflict, rising action, Learning/Response Logs
climax, falling action, Peer/Self Assessments
resolution Visual Representations
Use dialogue, description Tests and Quizzes
and figurative language to
contribute to the plot and
character development of a
story
NJSLSA.W.8. Demonstrate proper usage Research Urban Legends Student and teacher
Gather relevant information of parenthetical citations – from around the world to generated rubrics
from multiple authoritative Discuss valid and invalid create original projects Adapted NJSLS based
print and digital sources, using online sources Create source cards rubrics
advanced searches effectively; PowerPoint and Create note cards for facts Questioning
assess the usefulness of each SmartBoard lessons for used in project Discussions
source in answering the steps in the process of Complete Works Cited Exit/Admit Slips
research question; integrate research projects/papers page Learning/Response Logs
information into the text Provide direct instruction Peer/Self Assessments
selectively to maintain the on the use of MLA Visual Representations
flow of ideas, avoiding standards/formatting
plagiarism and following a Tests and Quizzes
Demonstrate use of online
standard format for citation search materials including
(MLA or APA Style databases and navigating
Manuals). websites for relevant
information
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