English Language Arts Draft Grade 9 English Curriculum ... English Language Arts ... figurative and

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  • English Language Arts – Draft Grade 9 English Curriculum Units

    Based on 2011 MA English Language Arts Curriculum Framework

    8/26/14

    Unit: The Classic Tradition Duration: 5 weeks

    Essential Questions:

    1. How has mythology affected culture and society?

    2. In what ways are themes and motifs found in classical literature still relevant in today’s literature?

    3. What are the characteristics of a hero?

    4. How is point of view and theme conveyed across cultures?

    Enduring Understandings:

    1. Mythology has influenced the moral and social codes of society.

    2. Themes and motifs are seen through literary allusions and modern day adaptations.

    3. A hero is memorable, lives by a code and demonstrates bravery.

    4. Similar themes are conveyed across cultures and are reflected in literature from around the world.

    Performance Task:

    Write an essay comparing hero motifs of modern real-life heroes (the pilot who navigated his plane into the Hudson River) to classic/ancient

    heroes.

  • English Language Arts – Draft Grade 9 English Curriculum Units

    Based on 2011 MA English Language Arts Curriculum Framework

    8/26/14

    Objectives and Learning Outcomes

    Students will...

    Identify the central theme of a myth.

    Discuss how the language and lesson of a myth applies to modern day American culture.

    Compare and contrast the themes and literary elements of ancient myths and modern myths across cultures.

    Analyze similar points of view and cultural experiences from world literature.

    Vocabulary Standards Instructional Activities Formative Assessments

    narcissism

    archetype

    heroic couplet

    allusion

    epic simile

    epithet

    hero/heroine

    oral tradition

    thesis statement

    Reading Literature: RL 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 2. Determine a central idea of a text and

    analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word

    choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States,

    Routine Writing Open responses and summaries of myths that are studied (Blooms: Understanding and

    Applying)

    Analytical Writing (4-6)

    Comparing hero motifs of modern fictional heroes such as Spiderman, Superman, Batman to ancient heroes and then looking at news articles on real heroes such as the pilot

    who navigated his plane into the Hudson River saving all the lives on the plane. (Blooms: Analyzing)

    Compare and contrast how the authors of The Odyssey and O Brother Where Art Thou depict similar themes and similar characters.

    Write an open response comparing a Greek

    myth with a myth from another culture

    (i.e .Norse myth).

    Select a one minute passage from The Odyssey and recite it. Include an introduction that states what the excerpt is, who wrote it, and what the theme or motif is conveyed. Use the modern form of the words that

    originated from Greek words and names to write a modern- day script using plot-line and characters of one scene in The Iliad to bring the language alive.

  • English Language Arts – Draft Grade 9 English Curriculum Units

    Based on 2011 MA English Language Arts Curriculum Framework

    8/26/14

    drawing on a wide reading of world

    literature. RL 7. Analyze the representation of a subject

    or a key scene in two different artistic

    mediums, including what is emphasized or

    absent in each treatment (e.g., Auden’s

    “Musée des Beaux Arts” and Breughel’s

    Landscape with the Fall of Icarus).

    MA 8.A.Relate a work of fiction, poetry, or drama to the seminal ideas of its time.

    RL 9. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL 10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

    Reading Information:

    RI 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. RI 10. By the end of grade 9, read and

    comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

    Writing:

    W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

    (Blooms: Analyzing)

    Write an informative/explanatory essay in which you compare the theme of heroism is treated in the Odyssey with classical

    archetypes as described in excerpts from Joseph Campbell’s The Hero with a Thousand Faces.

    Is Odysseus courageous? Write an argument answering the question using a strong claim/thesis and valid reasoning and sufficient evidence. (Blooms: Evaluating)

    Research (1) Mini research project with correct note taking, citation and slide show presentation on historical information on one assigned hero or god of Ancient Greece/Rome.

    (Blooms: Analyzing)

    Connections through web quest search and slide presentation of modern day businesses that choose Ancient representations (Mercury cars, Midas mufflers, Nike shoes) and discovering what exactly is the connection between the business and ancient reference.

    (Blooms: Analyzing)

    Research words and names that originate from Greek roots such as “Arachne” for species of spiders and “Narcissus” for narcissism, and “Tantalus” for tantalize, etc. (Blooms: Understanding)

    Develop an advertisement for a modern business based on a classical character and

    design a logo and a slogan that represents their service.

    (Blooms: Creating)

  • English Language Arts – Draft Grade 9 English Curriculum Units

    Based on 2011 MA English Language Arts Curriculum Framework

    8/26/14

    W1d. Establish and maintain a formal style

    and objective tone while attending to the norms and conventions of the discipline in which they are writing. W1e. Provide a concluding statement or section that follows from and supports the argument presented. W2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and

    accurately through the effective selection, organization, and analysis of content. W2b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. W2c. Use appropriate and varied transitions

    to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W2d. Use precise language and domain- specific vocabulary to manage the complexity of the topic. W2e. Establish and maintain a formal style and objective tone while attending to the

    norms and conventions of the discipline in which they are writing. W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W3a. Engage and orient the reader by setting out a problem, situation, or observation,

    establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W3b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W3c. Use a variety of techniques to sequence

    events so that they build on one another to create a coherent whole. W3d. Use precise words and phrases, telling

    Narrative (1-2) Write a poem or prose narrative about a journey about you or someone that you know has taken, using epic similes, epithets, and allusions and point of view. (Blooms: Applying)

    Other Class presentation on a regional myth from another culture including historical and

    geographical context and summary. (Blooms: Understanding)

    Creating a poster to illustrate the numerous epithets created in reference to characters in The Iliad. This leads to greater understanding of the use of epithets in character development. (Blooms: Understanding)

  • English Language Arts – Draft Grade 9 English Curriculum Units

    Based on 2011 M