CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

Myths and Legends

Revision Date: July 2018

Submitted by: Frances T. Magee-Stout

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

Unit 2: Greek/ Roman Mythology 16 days

Unit 3: African Mythology 16 days

Unit 4: North and South American Mythology 16 days

Unit 5: European Mythology 16 days

Unit 6: World Legends 16 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
Student Learning Objective
NJSLSA.R.1
Students will be able to read
closely to determine what the
text says explicitly and to
make logical inferences and
relevant connections from it;
cite specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
Suggested Instructional
Activities
 Introduce purpose of
mythology and
geographical location of
classic myths
 Read and analyze several
Greek myths and
informational texts
 Provide graphic organizer
for use with analyzing text
 Open-ended question(s)
which require students to
cite evidence of parts of a
myth
 Class discussion/
question(s) for related
informational texts
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
 Annotate text to find  Graphic organizer to
definitions, critical classify myths according
information to purpose (benchmark)
 Answer text-dependent  Class discussions to
questions and explore the message of the
comprehension questions myths and make personal
 Respond to essential unit connections
questions using classroom  Cultural matrixes
blog and/or pseudo  Project: Using knowledge
Facebook pages of and references to
 Literature analysis and classical mythology,
review utilizing textual students will create an
evidence original creation myth on a
 Open-ended response(s) mural which reflects
 Drafted essay(s) geographic considerations
 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
Student Learning Objective
NJSLSA.R.1
Students will be able to read
closely to determine what the
text says explicitly and to
make logical inferences and
relevant connections from it;
cite specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
NJSLSA.R2
Students will be able to
determine the central ideas or
themes of a text and analyze
their development; summarize
the key supporting details and
ideas.
Suggested Instructional
Activities
 Introduce hierarchy of
Greek Gods and
geographical location of
Greek
 Read and analyze several
Greek myths and
informational texts
 Provide graphic organizer
for use with analyzing text
 Open-ended question(s)
which require students to
cite evidence of parts of a
myth
 Class discussion/
question(s)
 Review method for
determining the theme of
literature (theme map,
using guiding questions)
 Read and analyze
literature for theme /
central idea (novel, Greek
mythology)
 Teach graphic organizers
to determine central idea
and details (table)
13
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
 Annotate text to look for  Student and teacher
evidence of a Hero in a generated rubrics
Myth Answer text-  Adapted NJSLS rubrics
dependent questions and  Questioning
comprehension questions  Discussions
 Respond to essential unit  Exit/Admit Slips
questions using classroom  Learning/Response Logs
blog and/or pseudo  Peer/Self Assessments
Facebook pages  Presentations
 Literature analysis and  Visual Representations
review utilizing textual
 Tests and Quizzes
evidence
 Think-Pair-Share
 Open-ended response(s)
 Drafted essay(s)
 Participation in class
discussion(s) using
evidence from the text
 Main Idea / Detail graphic  Student and teacher
organizer generated rubrics
 Write a short response  Adapted NJSLS rubrics
explaining the theme /  Questioning
central idea with textual  Discussions
evidence  Exit/Admit Slips
 Summarize a main point in  Learning/Response Logs
the myth focusing on  Peer/Self Assessments
hero’s journey – strengths  Presentations
and weaknesses  Visual Representations

NJSLSA.R.3
Students will be able to
analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
NJSLSA.W2.
Write informative/
explanatory texts to examine
and convey complex ideas and
information clearly and
accurately through the
effective selection,
organization, and analysis of
content.
 Open-ended question(s)
which ask students to
identify and explain the
theme /central idea of the
selection
 Discuss the use of hero in
a myth in Ancient Greek
society
o What was the purpose
in society?
o How is this shown
through events in the
story?
o Track characterization
of the hero’s journey
and how it changes the
hero
 Summarize each myth
making sure to convey
importance in explaining
 Use the writing process
 Teach proper structure for
essay including thesis,
logical points of
development with
supporting points for each
POD, and logical
conclusion
14
 Respond to essential unit
questions using classroom
blog and/or pseudo
Facebook pages or twitter
poster
 Annotate myth to
determine why the Ancient
Greeks and Romans may
have written this myth and
what purpose it may have
served in their lives.
 Use characterization sheet
to track a main character
of the myths
 Watch movie and follow a
hero through their journey,
i.e. Perseus in Clash of the
Titans
 Write informatively while
conveying complex ideas
accurately with a
concluding statement that
supports the information
presented
 Write an open-ended
response which analyzes
how 2 different texts
develop the theme, citing
specific evidence from
each text collaborative
discussions
 Tests and Quizzes
 Think-Pair-Share
 Student and teacher
generated rubrics
 Adapted NJSLS rubrics
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Presentations
 Visual Representations
 Tests and Quizzes
 Think-Pair-Share
 Student and teacher
generated rubrics
 Adapted NJSLS based
rubrics
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
NJSLSA.W.3.
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chosen details,
and well-structured event
sequences.
NJSLSA.W.8.
Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the usefulness of each
source in answering the
research question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for citation
(MLA or APA Style
Manuals).
 Read myths as models for
writing
 Use the writing process
 Demonstrate how to use
dialogue effectively in
stories
 Demonstrate proper usage
of parenthetical citations –
 Discuss valid and invalid
online sources
 PowerPoint and
SmartBoard lessons for
steps in the process of
research projects/papers
 Provide direct instruction
on the use of MLA
standards/formatting
 Demonstrate use of online
search materials including
databases and navigating
websites for relevant
information
15
 Create a Fakebook page
based on Greek or Roman
Gods
 Create Posters of the
Underworld to synthesize
information in myths
 Draft, revise and edit an
original story with the key
elements exposition,
conflict, rising action,
climax, falling action,
resolution
 Use dialogue, description
and figurative language to
contribute to the plot and
character development of a
story
 Research myths,
geographical locations,
and background
information for myth
specific regions.
 write project proposal
 Create source cards
 Create note cards for facts
used in project

Complete Works Cited
page
 Student and teacher
generated rubrics
 Adapted NJSLS based
rubrics
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
 Student and teacher
generated rubrics
 Adapted NJSLS based
rubrics
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
 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
Student Learning Objective
NJSLSA.R.1
Students will be able to read
closely to determine what the
text says explicitly and to
make logical inferences and
relevant connections from it;
cite specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
NJSLSA.R2
Students will be able to
determine the central ideas or
themes of a text and analyze
their development; summarize
the key supporting details and
ideas.
Suggested Instructional
Activities
 Introduce gods/goddesses
and geographical location
of Africa
 Read and analyze several
African myths and
informational texts
 Provide graphic organizer
for use with analyzing text
 Open-ended question(s)
which require students to
cite evidence of parts of a
myth
 Class discussion/
question(s)
 Review method for
determining the theme of
literature (theme map,
using guiding questions)
 Read and analyze
literature for theme /
central idea (novel, Greek
mythology)
 Teach graphic organizers
to determine central idea
and details (table)
20
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
 Annotate text to look for  Student and teacher
what is important to generated rubrics
African society of the time  Adapted NJSLS rubrics
 Respond to essential unit  Questioning
questions using classroom  Discussions
various activities including  Exit/Admit Slips
creating movie posters and  Learning/Response Logs
Taxedos
 Peer/Self Assessments
 Literature analysis and  Presentations
review utilizing textual  Visual Representations
evidence
 Tests and Quizzes
 Open-ended response(s)  Think-Pair-Share
 Drafted essay(s)
 Participation in class
discussion(s) using
evidence from the text
 Main Idea / Detail graphic  Student and teacher
organizer generated rubrics
 Write a short response  Adapted NJSLS rubrics
explaining the theme /  Questioning
central idea with textual  Discussions
evidence  Exit/Admit Slips
 Summarize a main point in  Learning/Response Logs
the myth focusing on  Peer/Self Assessments
hero’s journey – strengths  Presentations
and weaknesses  Visual Representations
 Respond to essential unit  Tests and Quizzes
questions using classroom

NJSLSA.R.3
Students will be able to
analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
NJSLSA.W2.
Write informative/
explanatory texts to examine
and convey complex ideas and
information clearly and
accurately through the
effective selection,
organization, and analysis of
content.
 Open-ended question(s)
which ask students to
identify and explain the
theme /central idea of the
selection
 Discuss the use of animals
in African society
o What was the purpose
in society?
o How is this shown
through events in the
story?
o Track characterization
of the hero’s journey
and how it changes the
hero
 Write an informational
essay explaining the
importance of what was
learned about the African
culture in each myth
 Use the writing process
 each proper structure for
essay including thesis,
logical points of
development with
supporting points for each
POD, and logical
conclusion
21
blog and/or pseudo  Think-Pair-Share
Facebook pages or twitter
poster
 Annotate myth to  Student and teacher
determine why the ancient generated rubrics
African people may have  Adapted NJSLS rubrics
created each myth and  Questioning
what purpose it may have  Discussions
served in their lives.  Exit/Admit Slips
 Use characterization sheet  Learning/Response Logs
to track a main character  Peer/Self Assessments
of the myths  Presentations
 Watch movie and follow a  Visual Representations
hero through their journey
 Tests and Quizzes
 Think-Pair-Share
 Write informatively while  Student and teacher
conveying complex ideas generated rubrics
accurately with a  Adapted NJSLS based
concluding statement that rubrics
supports the information  Questioning
presented  Discussions
 Write an open-ended  Exit/Admit Slips
response which analyzes  Learning/Response Logs
how 2 different texts
 Peer/Self Assessments
develop the theme, citing  Visual Representations
specific evidence from
 Tests and Quizzes
each text collaborative
discussions
NJSLSA.W.3.
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chosen details,
and well-structured event
sequences.
NJSLSA.W.8
Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the usefulness of each
source in answering the
research question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for citation
(MLA or APA Style
Manuals).
 Read myths as models for
writing
 Use the writing process
 Demonstrate how to use
dialogue effectively in
stories
 Demonstrate proper usage
of parenthetical citations –
 Discuss valid and invalid
online sources
 PowerPoint and
SmartBoard lessons for
steps in the process of
research projects/papers
 Provide direct instruction
on the use of MLA
standards/formatting
 Demonstrate use of online
search materials including
databases and navigating
websites for relevant
information
22
 Create a newspaper based
on African myths read in
class
 Create movie posters
advertising selected myth
 Draft, revise and edit an
original story with the key
elements exposition,
conflict, rising action,
climax, falling action,
resolution
 Use dialogue, description
and figurative language to
contribute to the plot and
character development of a
story
 Research myths,
geographical locations,
and background
information for myth
specific regions.
 Research myths from
different locations in
Africa and how each is
influenced by its people
 Create source cards
 Create note cards for facts
used in project
 Complete Works Cited
page
 Student and teacher
generated rubrics
 Adapted NJSLS based
rubrics
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
 Student and teacher
generated rubrics
 Adapted NJSLS based
rubrics
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
 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

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.W2 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

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
Student Learning Objective
NJSLSA.R.1
Students will be able to read
closely to determine what the
text says explicitly and to
make logical inferences and
relevant connections from it;
cite specific textual evidence
when writing or speaking to
support conclusions drawn
from the text
NJSLSA.R2
Students will be able to
determine the central ideas or
themes of a text and analyze
their development; summarize
the key supporting details and
ideas.
Suggested Instructional
Activities
 Introduce hierarchy of
goddesses/ gods and
geographical location of
North and South America
 Read and analyze several
American myths and
informational texts
 Provide graphic organizer
for use with analyzing text
 Open-ended question(s)
which require students to
cite evidence of parts of a
myth
 Class discussion/
question(s)
 Review method for
determining the theme of
literature (theme map,
using guiding questions)
 Read and analyze
literature for theme /
central idea (novel Native
American mythology)
27
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
 Annotate text to look for  Student and teacher
evidence of a morals and generated rubrics
values of the Native  Adapted NJSLS rubrics
Americans dependent  Questioning
questions and  Discussions
comprehension questions  Exit/Admit Slips
 Respond to essential unit  Learning/Response Logs
questions using classroom  Peer/Self Assessments
blog and/or pseudo  Presentations
Facebook pages
 Visual Representations
 Literature analysis and
 Tests and Quizzes
review utilizing textual
 Think-Pair-Share
evidence
 Open-ended response(s)
 Drafted essay(s)
 Participation in class
discussion(s) using
evidence from the text
 Main Idea / Detail graphic  Student and teacher
organizer generated rubrics
 Write a short response  Adapted NJSLS rubrics
explaining the theme /  Questioning
central idea with textual  Discussions
evidence  Exit/Admit Slips
 Summarize a main point in  Learning/Response Logs
the myth focusing on  Peer/Self Assessments
hero’s journey – strengths  Presentations
and weaknesses  Visual Representations

NJSLSA.R.3
Students will be able to
analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
NJSLSA.W2.
Write informative/
explanatory texts to examine
and convey complex ideas and
information clearly and
accurately through the
effective selection,
organization, and analysis of
content.
 Teach graphic organizers
to determine central idea
and details (table)
 Open-ended question(s)
which ask students to
identify and explain the
theme /central idea of the
selection
 Discuss the use of various
character types in
American mythology
o What was the purpose in
society?
o How is this shown
through events in the
story?
o Track characterization of
the hero’s journey and
how it changes the hero
 Write informational pieces
explaining the importance
of what was learned about
the Native American
culture
 Teach proper structure for
essay including thesis,
logical points of
development with
supporting points for each
POD, and logical
conclusion
28
 Respond to essential unit  Tests and Quizzes
questions using classroom  Think-Pair-Share
blog and/or pseudo
Facebook pages or twitter
poster
 Annotate myth to  Student and teacher
determine why the Native generated rubrics
Americans may have  Adapted NJSLS rubrics
written this myth and what  Questioning
purpose it may have  Discussions
served in their lives.  Exit/Admit Slips
 Use characterization sheet  Learning/Response Logs
to track a main character  Peer/Self Assessments
of the myths  Presentations
 Watch movie and follow a  Visual Representations
hero through their journey
 Tests and Quizzes
 Think-Pair-Share
 Write informatively while  Student and teacher
conveying complex ideas generated rubrics
Write an open-ended  Adapted NJSLS based
response which analyzes rubrics
how 2 different texts  Questioning
develop the theme, citing  Discussions
specific evidence from  Exit/Admit Slips
each text collaborative  Learning/Response Logs
discussions  Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
NJSLSA.W.3.
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chosen details,
and well-structured event
sequences.
NJSLSA.W.8.
Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the usefulness of each
source in answering the
research question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for citation
(MLA or APA Style
Manuals).
 Read myths as models for
writing
 Use the writing process
 Demonstrate how to use
dialogue effectively in
stories
 Demonstrate proper usage
of parenthetical citations –
 Discuss valid and invalid
online sources
 PowerPoint and
SmartBoard lessons for
steps in the process of
research projects/papers
 Provide direct instruction
on the use of MLA
standards/formatting
 Demonstrate use of online
search materials including
databases and navigating
websites for relevant
information
29
 Create a Venn diagram
examining three creation
myths
 Create charts and graphs
elaborating on myths read
in class
 Draft, revise and edit an
original story with the key
elements exposition,
conflict, rising action,
climax, falling action,
resolution
 Use dialogue, description
and figurative language to
contribute to the plot and
character development of a
story
 Research myths,
geographical locations,
and background
information for myth
specific regions.
 write project proposal
 Create source cards
 Create note cards for facts
used in project

Complete Works Cited
page
 Student and teacher
generated rubrics
 Adapted NJSLS based
rubrics
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
 Student and teacher
generated rubrics
 Adapted NJSLS based
rubrics
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
 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
Student Learning Objective
NJSLSA.R.1
Students will be able to read
closely to determine what the
text says explicitly and to
make logical inferences and
relevant connections from it;
cite specific textual evidence
when writing or speaking to
support conclusions drawn
from the text
NJSLSA.R2
Students will be able to
determine the central ideas or
themes of a text and analyze
their development; summarize
the key supporting details and
ideas.
Suggested Instructional
Activities
 Introduce hierarchy of the
European Gods and
Goddesses and
geographical location of
Northern Europe
 Read and analyze several
European myths and
informational texts
 Provide graphic organizer
for use with analyzing text
 Open-ended question(s)
which require students to
cite evidence of parts of a
myth
 Class discussion/
question(s)
 Review method for
determining the theme of
literature (theme map,
using guiding questions)
 Read and analyze
literature for theme /
central idea
 Teach graphic organizers
to determine central idea
and details (table)
34
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
 Annotate texts to gain  Student and teacher
knowledge of Northern generated rubrics
Europe and The Vikings  Adapted NJSLS rubrics
 Answer text-dependent  Questioning
questions and  Discussions
comprehension questions  Exit/Admit Slips
 Respond to essential unit  Learning/Response Logs
questions using classroom  Peer/Self Assessments
blog and/or pseudo  Presentations
Facebook pages  Visual Representations
 Literature analysis and  Tests and Quizzes
review utilizing textual
 Think-Pair-Share
evidence
 Open-ended response(s)
 Drafted essay(s)
 Participation in class
discussion(s) using
evidence from the text
 Main Idea / Detail graphic  Student and teacher
organizer generated rubrics
 Write a short response  Adapted NJSLS rubrics
explaining the theme /  Questioning
central idea with textual  Discussions
evidence  Exit/Admit Slips
 Summarize a main point in  Learning/Response Logs
the myth focusing on  Peer/Self Assessments
hero’s journey – strengths  Presentations
and weaknesses

NJSLSA.R.3
Students will be able to
analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
NJSLSA.W2.
Write informative/
explanatory texts to examine
and convey complex ideas and
information clearly and
accurately through the
effective selection,
organization, and analysis of
content.
NJSLSA.W.3.
Write narratives to develop
real or imagined experiences
or events using effective
 Open-ended question(s)
which ask students to
identify and explain the
theme /central idea of the
selection
 Discuss the use of gods
and goddesses in Ancient
Northern Europe society
o What was the purpose in
society?
o How is this shown
through events in the
story?
o Track characterization of
the hero’s journey and
how it changes the hero
 Write informational pieces
explaining the importance
of what was learned about
the European culture
 Teach proper structure for
essay including thesis,
logical points of
development with
supporting points for each
POD, and logical
conclusion
 Read myths as models for
writing
 Use the writing process
35
 Respond to essential unit  Visual Representations
questions using classroom  Tests and Quizzes
blog and/or pseudo  Think-Pair-Share
Facebook pages or twitter
poster
 Annotate myth to  Student and teacher
determine why authors generated rubrics
may have written this  Adapted NJSLS rubrics
myth and what purpose it  Questioning
may have served in their  Discussions
lives.  Exit/Admit Slips

Use characterization sheet  Learning/Response Logs
to track a main character  Peer/Self Assessments
of the myths  Presentations
 Watch movie and follow a  Visual Representations
hero through their journey
 Tests and Quizzes
 Think-Pair-Share
 Write informatively while  Student and teacher
conveying complex ideas generated rubrics
 Write an open-ended  Adapted NJSLS based
response which analyzes rubrics
how 2 different texts  Questioning
develop the theme, citing  Discussions
specific evidence from  Exit/Admit Slips
each text collaborative  Learning/Response Logs
discussions  Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
 Write a myth using the  Student and teacher
morals and values generated rubrics
important to the Europeans  Adapted NJSLS based
rubrics
technique, well-chosen details, 
and well-structured event
sequences.
NJSLSA.W.8.
Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the usefulness of each
source in answering the
research question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for citation
(MLA or APA Style
Manuals).
Demonstrate how to use
dialogue effectively in
stories
 Demonstrate proper usage
of parenthetical citations –
 Discuss valid and invalid
online sources
 PowerPoint and
SmartBoard lessons for
steps in the process of
research projects/papers
 Provide direct instruction
on the use of MLA
standards/formatting
 Demonstrate use of online
search materials including
databases and navigating
websites for relevant
information
36
 Draft, revise and edit an
original story with the key
elements exposition,
conflict, rising action,
climax, falling action,
resolution
 Use dialogue, description
and figurative language to
contribute to the plot and
character development of a
story
 Research myths,
geographical locations,
and background
information for myth
specific regions.
 Write project proposal
 Create source cards
 Create note cards for facts
used in project

Complete Works Cited
page
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
 Student and teacher
generated rubrics
 Adapted NJSLS based
rubrics
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
 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
Student Learning Objective
NJSLSA.R.1
Students will be able to read
closely to determine what the
text says explicitly and to
make logical inferences and
relevant connections from it;
cite specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
NJSLSA.R2
Students will be able to
determine the central ideas or
themes of a text and analyze
their development; summarize
the key supporting details and
ideas.
Suggested Instructional
Activities
 Introduce hierarchy of the
gods and goddesses in
world legends, connected
to their geographical
location
 Read and analyze several
Greek myths and
informational texts
 Provide graphic organizer
for use with analyzing text
 Open-ended question(s)
which require students to
cite evidence of parts of a
myth
 Class discussion/
question(s)
 Review method for
determining the theme of
literature (theme map,
using guiding questions)
 Read and analyze
literature for theme /
central idea
 Teach graphic organizers
to determine central idea
and details (table)
41
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
 Annotate texts to gain  Student and teacher
knowledge local and generated rubrics
international legends  Adapted NJSLS rubrics
 Answer text-dependent  Questioning
questions and  Discussions
comprehension questions  Exit/Admit Slips
 Respond to essential unit  Learning/Response Logs
questions using classroom  Peer/Self Assessments
blog and/or pseudo  Presentations
Facebook pages  Visual Representations
 Literature analysis and  Tests and Quizzes
review utilizing textual
 Think-Pair-Share
evidence
 Open-ended response(s)
 Drafted essay(s)
 Participation in class
discussion(s) using
evidence from the text
 Main Idea / Detail graphic  Student and teacher
organizer generated rubrics
 Write a short response  Adapted NJSLS rubrics
explaining the theme /  Questioning
central idea with textual  Discussions
evidence  Exit/Admit Slips
 Summarize a main point in  Learning/Response Logs
the myth focusing on  Peer/Self Assessments
hero’s journey – strengths  Presentations
and weaknesses

NJSLSA.R.3
Students will be able to
analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
NJSLSA.W2.
Write informative/
explanatory texts to examine
and convey complex ideas and
information clearly and
accurately through the
effective selection,
organization, and analysis of
content.
NJSLSA.W.3.
Write narratives to develop
real or imagined experiences
or events using effective
 Open-ended question(s)
which ask students to
identify and explain the
theme /central idea of the
selection
 Discuss the use of gods
and goddesses in society
o What was the purpose in
society?
o How is this shown
through events in the
story?
o Track characterization of
the hero’s journey and
how it changes the hero
 Write informational pieces
explaining the importance
of what was learned about
culture from legend
 Teach proper structure for
essay including thesis,
logical points of
development with
supporting points for each
POD, and logical
conclusion
 Read myths as models for
writing
 Use the writing process
42
 Respond to essential unit  Visual Representations
questions using classroom  Tests and Quizzes
blog and/or pseudo  Think-Pair-Share
Facebook pages or twitter
poster
 Annotate legends to  Student and teacher
determine which are true generated rubrics
and which are false  Adapted NJSLS rubrics
 Use characterization sheet  Questioning
to track a main character  Discussions
of the myths  Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Presentations
 Visual Representations
 Tests and Quizzes
 Think-Pair-Share
 Write informatively while  Student and teacher
conveying complex ideas generated rubrics
 Write an open-ended  Adapted NJSLS based
response which analyzes rubrics
how 2 different texts  Questioning
develop the theme, citing  Discussions
specific evidence from  Exit/Admit Slips
each text collaborative  Learning/Response Logs
discussions  Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
 Write a narrative creating  Student and teacher
on an original Urban generated rubrics
Legend  Adapted NJSLS based
rubrics
technique, well-chosen details, 
and well-structured event
sequences.
NJSLSA.W.8.
Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the usefulness of each
source in answering the
research question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for citation
(MLA or APA Style
Manuals).
Demonstrate how to use
dialogue effectively in
stories
 Demonstrate proper usage
of parenthetical citations –
 Discuss valid and invalid
online sources
 PowerPoint and
SmartBoard lessons for
steps in the process of
research projects/papers
 Provide direct instruction
on the use of MLA
standards/formatting
 Demonstrate use of online
search materials including
databases and navigating
websites for relevant
information
43
 Draft, revise and edit an
original story with the key
elements exposition,
conflict, rising action,
climax, falling action,
resolution
 Use dialogue, description
and figurative language to
contribute to the plot and
character development of a
story
 Research Urban Legends
from around the world to
create original projects
 Create source cards
 Create note cards for facts
used in project
 Complete Works Cited
page
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Visual Representations
 Tests and Quizzes
 Student and teacher
generated rubrics
 Adapted NJSLS based
rubrics
 Questioning
 Discussions
 Exit/Admit Slips
 Learning/Response Logs
 Peer/Self Assessments
 Visual Representations
 Tests and Quizzes