Galla,+Jessica-920


 * __Jessica Galla__**
 * __Ninth grade English/Reading__**
 * __TITLE OF UNIT:__**
 * // Mythology: The adventure of a hero. //**

Five weeks
 * __TIMELINE:__**

// GSE/ Performance Standard: 1.5 **Initial understand of literary texts** // // GSE: R-8-4 Identifying or describing character, setting, conflict, resolution or plot // // GSE R-8-4.5 Identifying literary devices, imagery, metaphors, personification, hyperbole // // GSE/ Performance Standard: 1.7 **Initial understanding of informational texts** // // GSE R-8-7.3 Organizing information to show understanding or relationships among facts, ideas and events // // GSE/Performance Standard:1.4 **Vocabulary strategies and breadth of vocabulary** // // GSE R-8-2.1: Using strategies to unlock meaning // // GSE R-8-3.2: Selecting appropriate words or explaining the use of words in context // // GSE/Performance Standard: 1.8 **Analysis and interpretation of informational texts/ citing evidence** // // 1.8.3 Uses comprehension strategies (flexibly and as needed) before, during and after reading literary and information text (including: prior knowledge, making connections, predicting, making inferences, determining importance, asking questions, visualizing) // // GSE/Performance Standard: 2.2 **Writing in Response to Literary or Informational Text** // // 2.2.2 Connecting what has been read to prior knowledge, other texts, or the broader world of ideas be referring to and explaining relevant ideas or themes //
 * __STANDARDS:__**

// The Adventures of Ulysses // by Bernard Evslin, an adapted version of Homer’s //Odyssey//, enables the struggling ninth grade reader to experience Homer’s epic poem and Greek Mythology.
 * __CONNECTION TO CURRICULUM:__**

Students will use the seven proficient reading habits to improve comprehension skills as they analyze Evslin’s //Adventures of Ulysses//.The students will focus on characteristics of a hero.
 * __ISSUE AND/OR ESSENTIAL QUESTIONS:__**


 * Sequence of Tasks/Best Practices **

Ø __ Task 1. Anticipation Guide __ This activity is designed to enhance comprehension by encouraging students to make predictions about themes in the text.Students will independently complete the Anticipation Guide and then class will discuss statements relating to heroism.The purpose of the guide is to provide a connection to prior knowledge, engage students to the topic and encourage them to explore their own thoughts and opinions.The students will write a brief free write on their thoughts about what they think we will be reading about. Ø __ Task 2. Mythology project: __ To introduce the students to mythology the students will read and annotate a myth with a partner (If a student has an issue working with someone else they may work alone). **The students will conduct a search to see how much information they can find about the characters in their myth.****The students will use different search engines to see which one has the most information.** Ø The students will annotate the myth and be graded using the **active reading rubric and annotation guidelines**. The students will then complete a power point with theirpartner about the myth they were reading. The students will need: o What are they the god of? o Who are they related to? o Do they have any special powers? o What are they known for? o A symbol to represent character. o A Visual o Characters in the myth. o How they affect the story. o Plot of myth. (a summary) o Lesson learned o Visual o Make some sort of connection to god and myth. · Text to text · Text to world · Text to self o Important vocabulary word o Define and connect to characters/plot of myth After all power points are complete the students will present them to the class.The class will write down all important information from the power point. The students will be graded using the **visual product rubric**. **The students presenting will explain the vocabulary words and their connection to the myth. Any words the students don’t know they are to look up using www.wordcentral.com.** Ø __ Task 3. Vocabulary: __ The class will use the vocabulary words from their powerpoint presentation and vocabulary words the teachers felt were important to the journey of a hero.We will discuss these words and see how they connect to the myth that the students read. After discussion the class will rate each word on the Vocabulary Continuum.One side of the continuum would be qualities a hero needs and the opposite side would be qualities that a hero does not need. Ø __ Task 4: __ The class would connect the vocabulary words on the Vocabulary Continuum to the superheroes we read about in class. The class would be broken up into groups, each with a different superhero.The class would then decide if they really were heroes using our Vocabulary Continuum. Ø **__ Task 5. Background knowledge __**** : Trojan War ** Ø ** We will go to the computer lab and discuss the handout on [|www.radcab.com]**** .We will discuss what makes an appropriate website to use for our research using the checklist I made in this class.We will discuss web evaluation. ** Ø o Read informational text.Read Prologue. o Complete cause and effect chart o Make a timeline sequencing the events of Trojan War o Ø __ Task 6. Read Aloud/Think Aloud __ :Student creates a **Journal** to record reflections and metacognitive strategies used while reading. Student identifies which proficient reading habit was utilized during reading.(See attacted) **At the end of each chapter the students will respond to a question on the class blog for a grade. The students will be graded using the active reading rubric.** Ø __ Task 7. Post-it Note Integration __ : Student uses Post-it notes to makes connections while reading.After reading is completed students post reflections/thoughts on group chart.The chart lists seven proficient reading habits.Group charts habits that are used most often.The active reading rubric will be used to grade the project. Ø __ Task 8. __ The class will watch certain parts of the Odyssey on dvd. The class will make a list of the similarities and differences to what we are reading in class.**The class will record their similarities and differences on the class blog. The students will also have the opportunity to comment on other student responses.** Ø __ Task 9**.** __** After reading //The Sirens// the students will make their own Siren song. What would lure teenagers to your island?The students need to make one chorus and two verses.First we would brainstorm what teenagers desire.(keeping it G and PG)The students could go online and use a search engine to find information. The students could also AskJeeves. After the students finish their Siren song the students will podcast it on our site for a school-wide contest. ** Ø __ Task 10 __ : Story Mapping: **//Where in the World did Ulysses Go//**? Students view and listen to video segment “Where in the world did Odysseus go?”Students trace Ulysses’ journey from Troy to Ithaca on map and complete Activity Sheet. (See attached) **The students will go on Google maps and find the present day islands.**
 * Before **** Reading **** Activities **
 * During Reading Activities: **
 * After **** Reading **** Activities **

__ Illustrated Time Line __ Students will create an Illustrated Time Line of their journey in life. What struggles did they go through and how they did they overcome the struggles. Are they a hero? Or do they have a hero in their life? The timeline will include their feelings/emotions of 5-7 issues or problems they have encountered in life.What they did and why? The project should include a picture to represent the event and what events led up to that problem.The project also has to include how the events affected them and why they made their final decisions. Did they have any regrets?
 * __ Assessment: __**

This unit was designed for my ninth grade English/Reading class. It is a double period class with two teachers. The class has fourteen students in it. The students are able to receive a great deal of help if needed from the teachers. The students are provided with graphic organizers and model examples when needed. The students are also encouraged to stay after school or before school for extra help.We also have the audio version of the text to listen to during class and the students have the opportunity to take it home to read and listen to.Additional text are also sent home therefore their parents will have a chance to read along with them at home.Handouts are available. Please let me know if you would like them.

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