TE 804: Unit Plan Assignment

As Smagorinsky notes in Teaching English by Design, a conceptual unit dedicates a period of timeroughly four to six weeks of fifty-minute classes
to sustained attention to a related set of ideas (p. 111). This assignment asks you to construct a conceptual unit that you will implement during your lead
teach.The unit must cover at least two weeks of instructional time, and consider the guiding principles of inquiry and backwards design we have and will
be continuing to discuss. In the unit, you must integrate reading, writing, and talk as you move toward an overarching goal(s).

The following unit plan format will ask you to provide an overview of your unit, including your major thematic and skills-based goals for student learning.
It will also ask you to create a daily calendar for the unit, as well as complete 3 full lesson plans for individual days of your choosing (one should be an
introductory lesson).

Course: Title
Unit Dates: Non-Instructional Days
Unit Length:
Unit Length (Instructional Days):

Unit Overview: This unit has several guiding questions that will be addressed
throughout the unit to see Greek myths from different angles. After reading one
myth students may discuss the morals, values and beliefs of Greek society
expressed in the story, in another discussion they may discuss how the myths
were written to explain the natural world as they knew it. How can these skits be
best dramatized, and how does it affect our understanding of the myth and Greek
culture when we act them out? As students apply drama techniques to think
engage more deeply in the myths, they will study a different literary element each
week: Plot Structure, Characterization, Theme and Dialogue. Students will study
these elements alongside their in-class readings to grow in understanding of the
building blocks of a good story. Students will gain various Greek and Roman
vocabulary words. By the end of the unit they will have chosen one myth in
particular to research or create of their own, write a script out of it, expound on
how several literary elements are at work, and then act it out for the final
presentation.
Summative Assessment(s) (List them here.)
Youtube-slideshow presentation An explanation of how the theme,
setting, characterization, and plot structure is at work in the myth.
Demonstrates comprehension of the content of the myth in focus.
Students successfully meet the criteria of a tableaux-storyboard,
with props, body gestures, facial expressions, scene descriptions
and creativity.
Formative Assessments
Students demonstrate understanding of each myth and literary
element as it is read through their own written responses to it and
ability to discuss it and translate it into drama in class. Creative
writing prompts to write myths (or add upon pre-existing Greek
ones) in the lense of a certain Literary element as well.
Vocabulary Word Quiz + Quia
Reading Response Journal Log
Class Participation Points with Drama lessons
Anticipation Guide Question ideas written on large paper on wall
Enduring Understandings:
I have a lifelong enjoyment for reading broadly into new genres, such as reading
dozens of myths from the Greeks.
Everything written has a purpose behind it from the author.
Point driven reading, or reading to get to the embedded theme, is a way to reach
richer and more meaningful understandings from texts.
Greek and Roman myths have timeless themes that show up throughout
literature and are still relevant in our lives today.
What makes a story is a good character, and what makes a good character are
good qualities.
Important Content-based Vocabulary Technology/Instructional Materials
Greek and Latin root words; students study one Computers, large white paper.
fourth of the root words each week and do creative
lessons to understand them. For example, each
student group will be given a slip of paper with a
greek/latin root word on it, then they try to define it
together, then theyre given the real definition, draw
a picture of it and they share it with the class.
Students keep a page where they write all of their
Greek/Latin root words with definitions, three to four
words that contain that root and pictures.
Resources: Mythology books, Elements of Literature textbook,
Computers, Adobe Spark, Camera, Materials and Props for Final project,
dry erase boards and markers.
Inquiry Question(s): What timeless themes are at work in Greek
mythology that we can still relate to today? What makes a great
story? How can a myth be best dramatized into a real life skit?
What morals, life lessons and values can we learn from each
myth? How do Greek myths explain natural events? (more on
anticipation guide)
Foundational Routines/Procedures: Values and
expectations for successful drama-lessons in the
classroom (trust, acceptance, community, risk-taking,
no laughing, snaps, only encouraging
comments/constructive feedback). Norms for being a
good audience. Expectations for participating in
partner and group-work assignments.
Get whole class to leave class and re-start (re-enter
and get to work). Showing a video on youtube or other
sources (after planning in advance) to allow multi-
modal learning to increase engagement. Brain Break
activities. Think alouds during readings to increase
engagement. Dramatize ideas of characters instead of
write.
Rigor & Intervention Strategies (ie.
accommodations/modifications, reading comprehension
strategies)
Notes will be provided for students with learning disabilities.
Voice expectations to students. Get whole class to leave class and
 re-start (re-enter and get to work). Showing a video on youtube
(after planning in advance) to allow muti-modal learning to increase
engagement. Brain Break. Think alouds during readings to
increase engagement. Dramatize ideas of characters instead of
write.

Standards Unwrapped Skills

List the common core or other standards you
use in your classroom. If you do not use Procedural Skills
standards in your classroom, choose the Break down the standards to
appropriate common core standards for your identify what students need to be
unit. able to do to meet the standard.
Here you should consider
prerequisite skills.
Final Project Standards Identify the plot structure of a myth
CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or imagined experiences or story
events using effective technique, relevant descriptive details, and Write a short myth with a theme
well-structured event sequences. based on their understanding of
plot framework
CCSS.ELA-Literacy.W.7.3.b
Use narrative techniques, such as dialogue, pacing, and Write well-developed and strong
description, to develop experiences, events, and/or characters. dialogues that propel characters
and have excellent grammar rules
Conceptual Understandings
Break down the standards to identify what
students need to know to meet the standard (ie.
definition of theme).
Definition of components of plot (exposition, rising
action, ect.)
Definition of theme
Conceptual understanding of how a fable works:
character flaw->mistake->consequences=lesson
learned.
Grammar rules for dialogue
Methods for great dialogue-writing

Adobe Character Analysis Standards Create a profile of a mythological

CCSS.ELA-Literacy.W.7.6 Effectively searching for specific information on an
Use technology, including the Internet, to produce and publish character
writing and link to and cite sources as well as to interact and Write descriptive details of Internet browser
collaborate with others, including linking to and citing sources. Characters identity and properly Building a creative Character Profile through
CCSS.ELA-Literacy.W.7.8
using adjectives knowing how to use Adobe Spark
Gather relevant information from multiple print and digital
Gather relevant facts, pictures, Skimming articles
sources, using search terms effectively; assess the credibility and
Ability to evaluate and synthesize research to fit
accuracy of each source; and quote or paraphrase the data and videos and quotes from the
conclusions of others while avoiding plagiarism and following a aim of creating a character analysis
standard format for citation.
internet to create a great
representation of a Greek
character
For analyzing myths in class How to close read
 CCSS.ELA-Literacy.RL.7.1 Talk to the text of a myth, think How to make inferences
Cite several pieces of textual evidence to support analysis of
critically about text and make How to present claims based on textual evidence
what the text says explicitly as well as inferences drawn from the
text. inferences from the text Components of plot
Present a claim about how a Critical thinking ability while reading or watching a
For Theme lessons and Retelling myths
literary element is working in a text myth
CCSS.ELA-Literacy.RL.7.2
Compare and contrast
Determine a theme or central idea of a text and analyze its based on textual evidence. (ie.
development over the course of the text; provide an objective developing a theme from a quote)
summary of the text.
Retell a myth, and discern its main
For Plot Structure Lessons events and plot-components
CCSS.ELA-Literacy.RL.7.5 Interpret the meaning of a myth
Analyze how a drama's or poem's form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning
based on its plot structure
Make inferences about the change
For Discussion when Creating Skits out of Myths and Compare in meaning of a text based on a
and Contrast of Literary vs. Theatrical Versions
difference in mode (skit vs. written
CCSS.ELA-Literacy.RL.7.7
Compare and contrast a written story, drama, or poem to its text
audio, filmed, staged, or multimedia version, analyzing the effects
of techniques unique to each medium (e.g., lighting, sound, color,
or camera focus and angles in a film).

For Reading Myths in class and Reading Response Journals Read Proficiently various Greek Understand the Genre of mythology
CCSS.ELA-Literacy.RL.7.10
myths for understanding Close reading and watching for meaning
By the end of the year, read and comprehend literature, including
stories, dramas, and poems, in the grades 6-8 text complexity Analyze Skits of myths for
band proficiently, with scaffolding as needed at the high end of successful stage performance
the range.

For Partner and Group Assignments Discuss the meaning of a text and Expectations of effective groups work and drama
CCSS.ELA-Literacy.SL.7.1
Engage effectively in a range of collaborative discussions (one- Collaborate effectively for specific presentations
on-one, in groups, and teacher-led) with diverse partners on learning purposes understand directions of any given assignment
grade 7 topics, texts, and issues, building on others' ideas and Maintain habits and norms for Understand and demonstrate the expectations for
expressing their own clearly.
collegial discussions and group work and drama presentations
Important for Keeping Students on Track respectful participation and viewing Due dates
CCSS.ELA-Literacy.SL.7.1.b Inference
of drama performances
Follow rules for collegial discussions, track progress toward What makes a great drama performance?
Turn in assignments on time
specific goals and deadlines, and define individual roles as Improvisation
needed. Convey a specific meaning in a
 mythological text through drama
When Giving Drama Presentations
Give drama presentations
CCSS.ELA-Literacy.SL.7.4
Present claims and findings, emphasizing salient points in a following theatrical conventions
focused, coherent manner with pertinent descriptions, facts, (volume, eye contact, clear
details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
pronunciation)
Demonstrate their understanding
Visual Displays of acting/posing to demonstrate the meaning of and interpretation of a text through
a Myth
CCSS.ELA-Literacy.SL.7.5
the visual display of nonverbal
Include multimedia components and visual displays in behavior
presentations to clarify claims and findings and emphasize salient
points.

Common Core Supporting Standards

Here you can list any supporting standards you will draw on in the unit. These standards will not be the focus of the assessments or
lessons in your unit but may be important to the overall unit.

Aims Calendar
Here you should list daily objectives for the unit. You should block out non-instructional days. You may also want to list focus
texts or activities for these days. The overarching theme for the week should be the focus for the week or how the daily
objectives move you toward your overarching goals.
Monday Tuesday Wednesday Thursday Friday
Date: Date: Date: Date: Date:

Overarching theme for week: Plot structure

Actual Plan Placed on Agenda:

Monday:
Seating Chart in the Beginning
In the Drive make a new folder: Greece and Rome. Inside the Eastern Studies folder. Share the folder with everyone at their table.
Launch Mythology unit
Brainstore prior knowledge of Mythology
Wordle
Launch Mythology unit with pg 646 to 647. Have them make a copy.
Anticipation Guide

Tuesday:
Origin of the Seasons (listen audio) + model how to do a reading journal
Put up anticipation guide. Think pair share a written response on white board any of the anticipation guide questions.
Review plot structure definitions. Why is the plot structure of a story important? Whats the point of knowing it?
Plot review video: https://www.youtube.com/watch?v=WH5jlkK4aUI
**have sequence of events of Origin of Seasons ahead of time. Label plot elements on board with the students.

Wednesday:
Reading journal response 5 minutes.
Listen to Origin of the Seasons again with books. Review Origin of Seasons sequence of events.
Introduce Drama into the unit, Why do drama with reading myths? Show Drama: Norms of Class and review norms.
Drama warm ups: 3 words to describe yourself, choose one and act it out with your name one at a time. Ball toss game, + animals.
Assign 10 minutes to prepare a tableaux (narrate what tableaux is--a frozen shot of characters to tell a story--
https://www.youtube.com/watch?v=VRPBx86GcTA) and assign a scene to each character to act out. Present to class; use microphone to
voice thoughts!

Thursday:
5 minutes for reading response journal.
Greek and latin roots.

Original Lesson Plan Layout for Week:

Introduce Reading Response Journal Assignment and the extra credit available for reading Greek Myth stories.

Monday: Introduce Unit and Show anticipation guide for students, have them make a copy and then number from 1-10 questions they
want to discuss the most. Define components of plot structure and its significance. Read Origin of the Seasons from textbooks together
as a class. Think-Pair Share first questions that were most salient from the anticipation guide of guiding questions and discuss. Then
think pair share with whiteboards the main plot points of the story. As a class, create a timeline of major plot points on a google doc.
Students make a copy of it and label each of the components of plot structure and turn in. Do a name warm up for drama.

Tuesday/Wednesday: First layout the norms and expectations for drama activities (will take off oral communication and participation
points, and students will be told this, if off task). Do a drama warm up where students think of three positive qualities about themselves,
chooise one and act out their quality with a gesture as they share their name. Do ball animal sound activity for more practice/ball toss.
(other ideas: pass ball, animal-sounds). Read Origin of seasons again as a class to review (or timeline). Assign different parts of the
timeline to different groups of students 3-4. Instruct and model Tableaux (tableaux tuesday), and have jigsaw different scenes for students
to share their parts of the myth. Teacher gives mic to individual students to hear what theyre thinking in first person. Think Pair Share the
following question: based on where your scene was situated in the plot (exposition, climax, resolution, ect.) how might that affect the
tone/mood of the characters in your scene? Finish by introducing greek and latin roots (pg 651 in textbook) by reading pg 650, discussing
and writing down the first 5 words on 651. Have students record, define and write 3 examples of each root on a running google doc
entitled Greek and Latin Root Words.

Thursday/Friday: Read The Greek Creation Myth, do a retelling in think pair share. Show the Greek creation myth animation on youtube
and have students answer the following guiding question: how does acting out the myth affect its meaning, as opposed to just reading it?
What impact does seeing the myth in animation have on the readers? Have students rewrite the whole story into 6 separate scenes
(major plot points) on a google doc and turn it in: exposition, conflict, rising action, climax, falling action, and resolution. Then have
students in groups of 6 do a freeze frame of each of the scenes (one student represents each plot point scenes) to make up the entire
creation myth, share with class. Students are assessed based on their participation in the tableaux and their ability to ascribe main events
to a plot component.

Friday: Review latin/greek words; add a picture to them. Read another greek myth (Orpheus the Great) if time, use a graphic organizer
with the plot components in it and have students label. Discuss anticipation guide.

Orpheus the Great

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

Define mythology Discuss deeper Analyze the plot sequence of Define through words and
and its purposes questions about how a narrative and identify the picture a fourth of their (Time reserved for Social
Greek myths interpret plot components for the main greek/latin vocabulary Studies)
Read a narrative nature, portray human events of a story. words and present it.
and make nature and the nature of
inferences using Greek Gods. Present an interpretation of Discuss how plot structure
textual evidence for the meaning of a scene from affects the meaning of the
reading response Listen to and a myth through drama. text
journals comprehend complex
literature
Monday: Tuesday Wednesday Thursday Friday
Date: 1/30/2017 Date: 1/31/2017 Date: 2/1/2017 Date: 2/2/2017 Date: 2/3/2017

Overarching theme for week: Characterization

Actual Plan Placed on Agenda:

Monday/Tuesday:

Reading Response Journal.

Characterization is defined and discussed as to its importance in a text (as well as static and dynamic characters)/ Discuss question, what
impact does it have on a play of movie to have a well defined/developed character or a poorly developed/defined character? What
happens in a play/movie when a person knows how their character acts/feels/thinks?

Define inference and how to make them,

Students share what they know about Heracles.

Read aloud from storynory Labors or Heracles pt 1. Teacher models making inferences of character of heracles, then does it with the
students, stopping at times throughout the myth to make inferences about his character, writing them on the google doc.

Students make a copy of Hercules Packet. Read aloud of Labours of Heracles pt 2. Students write 10 inferences of their own of the
character, repeat the story two to three times as needed, students are silently typing.

Wednesday:

Launch questions: what comes to mind when you think of hero? What are your favorite heros/leaders in life, books, movies, media, ect.
And what are they like? (write on dry erase boards and share). Here is a famous hero to the greeks..

Role on Wall: Students are given a large piece of paper, (or another option adobe spark?) to draw the body of a character and write down
and draw everything they know about Heracles characeter (where is he from, what does he look like/wear, what is his personality, what he
feels/thinks, what are his strengths/weaknesses, what is his destiny, ect.).

Thursday:

Students look to the inferences they made yesterday to answer Essential Questions on page 2 of packet, with their shoulder partners
(Think pair share). Class discussion over what makes a great hero to the greeks, according to Hercules and other myths. Wednesday:
Reading Response Journal

Friday/Monday:

Students are introduced to their scene assigned from the Labours of Heracles. They are to read their section first, then brainstorm what
Heracles was thinking, feeling, and what he was doing at that time.

Do page 3 of Hercules packet. Assign scenes and have students summarize a scene. Teacher models summary by showing summary
paragraph of conclusion part of Labours or Heracles pt. 2:
Create Freeze Frames in groups (and demonstrate to students what a freeze frame is: scene is acted out and narrated, but during two
points of importance the characters freeze--teacher interviews--and then continues the scene). Students have to apply and explain the
three character qualities of heracles/other characters in their freeze frame.

Monday: Present freeze frames and take pictures.

Greek and Latin Root words.

Original Lesson Plan Layout for Week:

Monday/Tuesday: Characterization is defined and discussed as to its importance in a text (as well as static and dynamic characters). The
class the reads The Flight of Icarus and as a class and stops periodically to characterize both Daedalus and Icarus, writing down notable
information about who they are, how they are defined and developed. Discuss questions from anticipation guide. Students then freeze
frame the scene in Flight of Icarus where its time for them to jump and fly to freedom, but a tragedy happens. Teacher asks students to
speak what their thinking at two frozen frames. Lastly, students are to enter into the shoes of either Icarus or Daedalus to write in role.
From Icarus perspective, the students write to Daedelus from Hades, telling him his feelings about the experience, why he flew too high,
his regrets, his thoughts and messages to any of his friends or family in greece. The letter from Daedalus point of view will tell Icarus what
he thought about the experience, his feelings, regrets and any words he wants to share with Icarus.
Tuesday: Students write down the next 5 words from their Latin/greek word list, define, give examples and draw/paste words for it.
Students can review all the words at the start of class on Quia.

Wednesday/Thursday/Friday: Watch characterization in drama video. Read the story of Hercules from Daulaires Book of Greek Myths
(pg 132) as a class. Teacher passess out copy of this, and models talking to text in the first couple pages, noting places where hercules
character is defined and developed. Write down everything you discover about your character on a google doc graphic organizer (where
hes from, appearance, personality, virtues, flaws, his destiny, misc.) [or use Role on the Wall, drawing his shape, labeling his name on a
big piece of paper and writing down all his information on it in groups of 4-5). Student groups of three to 4 then choose a scene from
Hercules story where they think his character is best portrayed, they act out the scene in a performance with talking and acting. After the
performance they are to announce 3 particular attributes of Hercules to show describe his character. Those attributes should have shaped
the performance in the scene.

Characterization in Drama
https://www.youtube.com/watch?v=YOGw90mAF48
Friday: Review Latin/greek words. If time read aloud another greek myth (or let them read their own from the internet) and let students
choose their favorite character from it and characterize them on a google doc: post picture, description, attributes, where theyre from
things about them.

Discuss how characterization is important in writing a good story/myth, and in particular how its important to characterize well from a
theatre performance or play. What impact does it make on a play when the actors know their characters inside and out, and act
accordingly? How does it affect the performance?

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

Define through Make Inferences of a Identify key details from a Include multimedia Use narrative techniques,
words and picture a myth based on textual text to understand and components and visual such as dialogue, pacing,
fourth of their evidence analyze a character in a displays in presentations to and description, to develop
greek/latin narrative clarify claims and findings experiences, events, and/or
vocabulary words Analyze the and emphasize salient characters.
and present it. development of a Summarize a scene from a points.
character narrative

Monday Tuesday Wednesday Thursday Friday

Date: 2/6/2017 Date:2/7/2017 Date: 2/8/2017 Date: 2/9/2017 Date: 2/10/2017

Overarching theme for week: Theme

Actual Week Plan:

Monday/Tuesday:

Day 1:

Pre-reading: what do you think this text will be about, from looking at the title, pictures, first sentences, and the first and last paragraphs?

Read The flight of Icarus from online text, teacher reads out loud. Guiding question: what are the major events and details of the myth that
point to its deeper meaning, or moral lesson that the author wants to convey?

http://www.primarytexts.co.uk/free_resources/Myths17-21.pdf

Make a copy of Flight of Icarus Notebook

Write down the main events and key details of the story in a list to show its plot flow and understand the myth (individual work). This
conceptual understanding of the story is the framework, the dots that will be connected, to constructing a theme sentence. Refer back to
text.

Day 2:

Read the Flight of Icarus from pg 675 from textbook.

Guiding question: What are the central ideas or topics present in this text?
What is the theme of the text, or the moral lesson that the text conveys for people in our real life contexts?

Pre-discussion question: what are the similarities and differences between the the online text and this one?

With your group, on the dry erase board, write down a list of topic words that are central ideas in the myth (flying, death, invention, ect.)?
What is the myth about?

Each student picks one of those words and write a comment about it, a theme sentence.

Example: Its better to be safe and follow the guidance given by our elders and authorities, than to be sorry by not following wise counsel
and suffering the consequences of our foolish choices. Daedalus didnt follow the wise counsel of his father for a safe flight, but he did
what he wanted instead, flew too close to the sun, and he plummeted to his death. Taking wise counsel from respected leaders leads to a
successful life.

Day 3:

Author and Character Hotseat Panel:

Brainstorm questions you would ask the author, Daedalus, and Icarus, write them down on a collective google doc. (10 minutes)
You might ask the author what his purpose of the myth was, what was he thinking when he wrote it, why did he have so many bad things
happen to Daedalus.

Split class in half:

Assign from your table one student to be the Question Asker from the google doc, one to be the Author, one to be Daedalus, and one to be
Icarus.

Outline Panel Norms:

-the student in the hotseat is that person from the myth, act in their shoes.
-One person speaking at a time
-audience etiquette
-Only Question askers are asking
-all tables must ask questions
-the many authors/icarus/or Daedalus take turns answering questions respectfully, it goes down the line, unless someone else wants to
answer out of turn they can.
-7-10 minutes per person on the hotseat, then the next person (daedalus or Icarus) comes up.

Have all the Authors come up to sit in a panel first. The rest of the class will ask questions from their tables (Question Asker).

Day 4:
 (Exit slip?) write a letter that captures the theme of the Flight of Icarus and engages with the author or characters in the story.

Either
(A) a letter to the author voicing your comments, questions and thoughts about the meaning of the story
(B) from Icarus (from the underworld) to Daedalus, reflecting on what happened in the myth. You might voice your regrets, the lesson you
learned, what it was like flying, why you did it, what message needs to be relayed to those alive (brothers, sisters, friends) so they might
not make the same mistakes, ect.)

Original Lesson Plan Layout for Week:

First students write down the next five words on their greek/latin root word list google doc.

Define Theme and discuss its importance in a text. Read King Midas. Have students (first highlight three, then) select one sentence from
the story that they think lends itself best to the moral or theme of the story, and have them write the theme accordingly. Then students
share with the class the quote and moral/theme they came up with and discuss one of the questions on the anticipation guide: how do
myths teach morals or themes to greeks? the class can discuss any themes to prior myths they had read this semester. Students then
are to write an advice letter to a television audience, from the perspective of King Midas, who had been invited onto doctor Phil, to the
world of TV viewers. Students should consider R.A.F.T: (1) their Role, King Midas; (2) their Audience, a person who needs advice about
happiness, like a person who thinks too much about money and jewelry and doesn't feel content, (3) the Form is an advice letter, (4) the
Topic is about happiness based on a particular myth. After students quietly and individually write their Dr. Phil Advice letter, students are to
reenact a doctor Phil televised session in with their shoulder partner and/or in front of the class, in which Dr. Phil (the teacher) has a guest
speaker asking King Midas (one student volunteer at a time) what advice he has for the world. (teacher then shares a list of morals of this
text).

Wednesday/Thursday: Read the Journey to the Underworld, the story of Orpheus and Eurydice. (Helios and Phaeton also work great for
this myth--Read if time, or replace). Have students note the human foible, or character flaw, as well the negative consequences it
creates, as they are reading. Have students answer the questions: what could the main character have done to be more happy? Let this
be the guiding question for which students write the moral of this myth (in a sentence). Students are to also choose one quote that best
represents the theme and why they think so. In groups of three or four students then do a tableaux to represent the moral or theme of the
story and then share it with the class.

Friday: the class comes up with a particular human foible (vice) that they dont like or agitates them. Answer the question what kinds of
problems are caused by the human foible? What are the consequences of the foible? once they have the substance of their myth, lead a
discussion on which greek God, or what kind of animal best symbolize this foible. Then talk about how the foible will change an initial
situation, and lead to particular consequences. Finally students can be helped to see how a moral must reflect the trajectory of the story.
Students can work in groups of three (or alone) to compose this myth. Theyll want to choose characters (including a Greek God or a
made up god, humans, animals, ect.) and a setting (in the mountains, in a city, ect.). Once they have written in, students are to create a
skit out of it and act it out for the class.

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

Define through Determine a theme or Identify key details from a Include multimedia Use narrative techniques,
words and picture a central idea of a text and text to understand and components and visual such as dialogue, pacing,
fourth of their analyze its development analyze a character in a displays in presentations to and description, to develop
greek/latin over the course of the narrative clarify claims and findings experiences, events, and/or
vocabulary words text and emphasize salient characters.
and present it. Summarize a scene from a points.
provide an objective narrative
summary of the text. Determine a theme or
central idea of a text and
analyze its development
over the course of the text

Monday Tuesday Wednesday Thursday Friday

Date: Date: Date: Date: 8 Date:

Dialogue: (fresh takes)

Original Lesson Plan Layout for Week:

Monday:

Cover last 5 greek/latin root words

Class discusses the importance of dialogue (why is it important) and answers the question, what are marks of great dialogue, and what
impact does it have on the text? Students then write down the most recent and/or interesting conversation they can remember on their
white boards (split in half for shoulder partners). Then have students use a different color to make observations about their dialogue and
what makes it great and not so great, then share their ideas with the class. [The teacher then puts up two examples--such as King Midas--
of great dialogue from other examples if time]. Class critiques each example.

Students read The Story of Cupid and Psyche. Have students in groups of two find the place where dialogue is best used to propel the
story, reveal a characters essence or captivate the audience. When they share their ideas, note the things that work and things that
dont work considering having good dialogue in a story and discuss. Talk about tone as well, for dramatizing a story, how that needs to
be taken into account to convey certain purposes/feelings to the audience.

Tuesday:
As a class list the main events (plot) of the story. Assign different events to different groups: jigsaw the entire text. Have each group fill in
dialogue anywhere dialogue needs to be--to write a script for that scene (on google docs) that develops the dialogue among characters to
strengthen the story and voice their thoughts. Lastly, have each group act out their scene with its dialogue.

Wednesday:

Put an example text on the board with dialogue in it, The Golden Apples, (pg 52 favorite Greek myths). Ask students to write down all the
grammar rules they could find and think of concerning using dialogue in writing, then create a working list of rules for writing with Dialogue.
Have students go back to the myths they had written the previous week, and modify two scenes to have enhanced dialogue that marks
great dialogue as well has follows proper grammar and mechanics.

Students watch the myth The Golden Apples (or the Story of Cupid and Psyche) as a myth acted out (or animated) and note the
differences between that text and the written text. How does the meaning change in the story based on different in modality? What do
you notice about the dialogue? Also discuss questions on Anticipation guide if time.

Thursday: Begin to discuss final project with class to get them thinking, Review vocab words.

Friday: do a kahoot on all 20 greek/latin root words.

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

 Define through Use narrative Identify key details from a Include multimedia Use narrative techniques,
words and picture a techniques, such as text to understand and components and visual such as dialogue, pacing,
fourth of their dialogue, pacing, and analyze a character in a displays in presentations to and description, to develop
greek/latin description, to develop narrative clarify claims and findings experiences, events, and/or
vocabulary words experiences, events, and emphasize salient characters.
and present it. and/or characters. Summarize a scene from a points.
narrative
Determine a theme or
central idea of a text and
analyze its development
over the course of the text

Lesson Plan 1
Instructor Mr. Mulier, Mr. Bales, Mrs. Taylor
Dates 1/30/2017-1/31/2017
Essential ?s How can a scene from a myth be best dramatized?
What do the Gods in this myth demonstrate about human nature, with our vices and
virtues?
How did Greeks use Greek Gods in this story to explain nature?
Lesson Students will be able to Analyze the plot sequence of a myth and place scenes in their
Objective(s) proper plot components.
Students will be able to express the tone and mood of a scene and characters within a
certain plot component through a theatrical presentation (tableaux)
Standards CCSS.ELA-Literacy.RL.7.5
Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

CCSS.ELA-Literacy.RL.7.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.

For Partner and Group Assignments

CCSS.ELA-Literacy.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others' ideas and expressing their own clearly.

Visual Displays of acting/posing to demonstrate the meaning of a Myth

CCSS.ELA-Literacy.SL.7.5
 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-Literacy.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Resources/Materi Chrome Computer, Elements of Literature Textbooks

als Needed

Time Learning Task Methods or Procedures

Day 1
10 Comprehend Narrative Remind students how to listen actively to a story
min Play audio recording of Origin of the Seasons (pg. 654)
4 min Analyze a text and make Read aloud a scene from the story and answer two questions from the
inferences based on anticipation guide as a model for the students.
textual evidence
20 Analyze a text and make Think Pair Share Essential Questions
min inferences based on
textual evidence Put up two essential questions from anticipation guide, instruct students to
answer them in their own words quietly for 5 minutes. Share with a
partner for 5 minutes, then with the class for 5 minutes.

What do the Gods in this myth demonstrate about human nature, with our
vices and virtues?
How did Greeks use Greek Gods in this story to explain nature?
6 min Review plot structure Discuss with class why plot structure is important to understanding a text.
definitions
Watch a video that defines plot structure definitions for students
(https://www.youtube.com/watch?v=WH5jlkK4aUI)
25 Retell main events myth Students popcorn read aloud of main events of narrative from Origin of
min for comprehension Seasons Plot Sequence slide show to review
Analyze plot Sequence of a
narrative In groups of 4 Students are instructed to analyze the myth and decide
where each main event falls in the plot structure.

Share out with class and discuss the plot structure upon completion about
17 minutes in.
Day 2
7 min Introduce Drama Introduce the importance of drama to the class, why teacher is excited
Establish Rules of Drama in about it and the benefits of doing drama with learning myths.
class
Review and discuss the Norms of doing Drama in the class. Vote on
attention Grabber.

5 min Name Game Drama Warm Students stand in circle and choose 3 positive words to describe
Up themselves, choose one and act it out one at a time.

If time do a second warm up of sign pass silently. (each student has a

sign and they pass and receive the it, and someone goes in the middle
and has to guess who it is).
35mi Show example and Show video of Tableaux example and explain what it does
n describe tableaux https://www.youtube.com/watch?v=VRPBx86GcTA

Create a tableaux in
groups of 4 of a scene
from myth to act out the
scene according to its tone
or mood of the scene and
characters from its place in
the story
Jigsaw main events from the story and have students review their scene
from Textbook and create a tableaux of the event together, expressing the
tone and mood of the characters within that scene
Present to class. Teacher puts fake microphone in front of frozen actors for
them to describe their feelings/thoughts as an actor.

Formative Teacher assess for participation for all students and gives points accordingly.
Assessment Do students demonstrate understanding of the text? Do students show effort to act? Do
students demonstrate understanding of the tone/mood of characters in scene?
Behavior is monitored to follow drama norms; verbal narration of behavior, verbal warnings
given promplty and time outs.
What will you do I will show the tableaux with 3 volunteer students, show them how to construct a tableaux
if students do scene as the director.
not understand?
I will model how to think about each main event as a possible part of each plot component. I
will share my onw plot structure
(https://docs.google.com/presentation/d/1rBjwYnnxEbCFKFYNsNm-
 hqbaoYfCdzvn7mzNxbGQzgM/edit#slide=id.g1c3da868e4_0_47) and my reasoning as to
the decisions I made, and how its open to interpretation based on evidence.
Extended Continue reading myths.
Learning/
Homework

Lesson Plan 2
Instructor Mr. Mulier
Dates 2/6/17-2/10/17
Essential ?s 1. According to the myths of Heracles, how do the Greeks seem to view what
makes a great hero?
2. What heroes can you think of in our culture? (books, movies, comic books,
news). How are they similar or different to Heracles?
3. What impact is made upon the audience of a movie or play when the
Characters are well developed and richly defined?

Lesson Students can make inferences about a text to understand the development of a character
Objective(s) over a narrative.

Students can analyze a character in a narrative and determine how that character affects
the meaning of the story.

Students comprehend key details about characters by embodying them in the context of
scenes within the text.

Students can summarize main events within a plot and translate it into a theatrical
enactment

Students think more deeply and broadly on how Greeks define heroism in their culture
through discussing the Labours of Heracles.

Students can collaborate effectively to accomplish literary tasks and present their
informations to their classmates.
Standards CCSS.ELA-Literacy.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-Literacy.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.

CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.

CCSS.ELA-Literacy.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and

Resources/Materi Chrome Books, large sheets of paper, markers, props for freeze frame, phone for pictures.
als Needed

Time Learning Task Methods or Procedures

Day 1
8 min Define Characterization Create working definition as a class
and understand its Think Pair share over question what impact is made upon an audience
importance in enacting a when a great character is in the movie, the actor is very good at
story expressing precisely the thoughts, feelings, and worldview of their
character?
3 min Define inference and how Research definition on dictionary.com, ahve students record definition.
to make them Teacher models how to make an inference and gives a simple formula:
textual evidence + thinking about its meaning = inference
15 Comprehend Labours of Play audio recording from Storynory.com
min Heracles pt 1 Stop at different points to model inferencing (3 times)through think aloud
and writing down inferences about Hercules on a google doc
Practice making inferences Do the same thing as the step above but this time include the class ideas
about character (we do) to record character analysis of heracles.
30 Comprehend Labours of Make a copy of Hercules Packet
min Heracles pt 2 Play audio recording two times from Storynory.com
Instruct students to follow along and write inferences as they go into the
Make inferences to first page of their packets. Teacher should model how to cite their
conduct a character inference.
analysis of Heracles from Finish for homework
Greek myth
Day 2
5 min Frontload essential Launch question is placed up front for students to think pair share with dry
question erase boards: Launch questions: what words come to mind when you think
Make connections with real of hero? What are your favorite heros/leaders in life, books, movies,
life media, ect. And what are they like?
25 Conduct character analysis Role on wall:
min using textual facts Students are given a large piece of paper, (or another option adobe spark?) to draw the body
of a character and write down and draw everything they know about Heracles character
(where is he from, what does he look like/wear, what is his personality, what he feels/thinks,
what are his strengths/weaknesses, what is his destiny, ect.).
20 Make inferences of the Think Pair Share answers on Page 2 of Heracles Packet
min Greek beliefs about what Students fill out questions answering how the Greeks see Heracles as
makes up a hero by being heroic, referring back to their texts and Role on Wall
Heracles Labours Class Discussion
Day 3
8 min Brainstorm from Heracles Teacher assigns a scene to each table
Point Of View to gain Student read their labour from their chromebooks quietly
empathetic insight into Brainstorm and write down the thoughts and feelings that were going
character and scene through the characters (mostly Heracles) head during the scene.
Brainstorm his senses, what he saw, felt on his skin, what he did, ect.
25 Summarize the scene Students complete pg 3 of worksheet
min given in own words
Teacher models (Year with Omphale Part) summarizing from text, choosing
3 to 5 attributes from story through textual facts, and how they would
create the freeze frame based on those attributes.
20 Create Freeze frame of Students act out the scene and freeze the scene into a tableaux on two
mins scene using brainstorm occasions.
and page 3 from text The three to five attributes should be visible on the tableaux, and students
will have to narrate the scene and then tell what the attributes of the
 characters were, and how it affected the decisions they made to enact it.
Day 4
10 Prep time Students are given extra time to finish loose ends from prior days and
min prepare their freeze frame to be the best possible work.
30 Present Freeze Frames Students present their freeze frame tableaux
min One student must narrate, needs to be acting with two freeze moments,
teacher can use microphone to ask how the characters feel/think/reason
within that scene. Students must share the three attributes about their
character depicted in their freeze frame.
e
Formative Progress is monitored, extra time is given if needed. Scaffolds are given as needed.
Assessment Students formatively assessed based on their display of knowledge of the content by
completing the Hercules Packet and having a freeze frame that reflects the myth; their
participation is graded; their ability to cooperate effectively with students to produce good
work is lastly graded for asll students on a clipboard.

What will you do Re-demonstrate the instructions and model it for them through more examples. Pull up
if students do more resources online, such as freeze frame video on youtube
not understand?
Extended Read additional greek myths of Heroes beside Hercules that lend insight into what the
Learning/ greeks truly believed it meant to be heroic, an exemplary leader for the people to look up to
Homework in their society.

Lesson Plan 3: Final Tableaux Storyboard

Instructor Mr. Mulier, Mrs. Taylor, Mr. Bales
Dates February 27 - March 3rd
Essential ?s How can a written myth be best dramatized to convey its essential meaning?
Expound upon one timeless theme, that is relevant to us today as it was to the ancient
Greeks, that appears in your particular myth of choice.
Lesson Students engage more deeply in their thinking of Greek mythology by creating their own
Objective(s) interpretation of a written byth through re-enacting it in the form of a tableaux-picture book.
Students will display their understanding of the elements of literature by interpreting the
plot structure, central theme, and an analysis of a core character of a myth of their choice.
Students will demonstrate content knowledge of their myth. Students will display creativity
and technological competence by using multiple modes of communication (pictures, text,
 sound, video) to create a technologized video of their tableaux storyboard.
Standards When Giving Drama Presentations
CCSS.ELA-Literacy.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear pronunciation.

For analyzing myths in class

CCSS.ELA-Literacy.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.

CCSS.ELA-Literacy.W.7.6
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, inclu

For Theme lessons and Retelling myths

CCSS.ELA-Literacy.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

CCSS.ELA-Literacy.SL.7.1.bf
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-Literacy.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.

CCSS.ELA-Literacy.W.7.3.b
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Resources/Materi Computers, Google Docs, Pens, Notepad, Props, Copies of Myth being used
als Needed

Time Learning Task Methods or Procedures

Day 1 Read Myth Form into groups of four
Collaborate effectively
20 Choose a greek myth with partners and read it together.
min Read and comprehend
literature

50 Analyze Literary Decide who will be responsible to analyze each literary element
min Elements
Discuss as a group briefly how each of the literary elements is at work in
the myth (choose a character to analyze, discuss what the theme is, ect.)
Delegate responsibilities
Analyze literary elements at Make a copy of Final Myth Literary Analysis and share with group.
work in myth (plot
structure, characterization, Each partner writes a written response of how their literary element is at
theme, dialogue) work in the myth (refer to Analyzing the Literary Elements Worksheet)

Day 2 Creating Tableaux
Enactments
60
min Identify Key details and
Summarize narrative
events
Create tableaux of main-
scenes in Myth
Making claims of text
through enactment, using
supporting textual evidence
Collaboration
Analyzing the details, plot
and meaning of Narrative
Choose a scribe and collaborate to summarize the myth into 5 to 10 main
plot plot points (1 to 3 sentences each)
Select a team leader to direct creation of tableaux.
Brainstorm collectively to re-create the myth by making several tableaux
for each of the main events.
Brainstorm needed props/costumes to create a setting descriptive of the
myth.
Refer back text to inform choices.
*may also refer to Literary Analysis to integrate elements of
Characterization, plot structure, setting and theme (on board in front of
class) into the myth to inform a terrific living statue representation of
each scene.
 text Photograph each of the created tableaux scenes (may need help from
teacher or other students)
Photographical competence

Day 3 Create Digital Upload pictures and summary captions onto Microsoft Movie Maker
90 Storyboard
min Create a digital slideshow presentation of the Mythic-tableaux storyboard
Demonstrate competence that creatively integrates multiple modes (music, text, video, effects, ect.)
with technology
Make sure to include names, bibliography and captions on correct scenes
Create Multi-modal (in correct plot order)
presentation
Download to youtube and submit to Echo under Greece and Rome Folder:
Final Myth Tableaux-Storybook
Practice drama to interpret
mythology
Day 4 Practice StoryBoard Groups spend time practicing the mythic tableaux presentation to be
60 tableaux presented to the school on March 10th.
min
Oral and visual Embodied living statues must be memorized and summaries can be
presentation competence memorized or read aloud.

Students write and submit on Echo the following individual reflection:

Individual reflection Reflect upon your experience embodying this myth. What did you learn
about the deeper meaning of myth and its characters as a result of acting
it out in tableaux?

Day 5 Presentation Present living or youtube version of Tableaux to class, and on March 10th,
to the school.

Formative Teacher listens and engages in progress of students. Find out what they dont understand
Assessment and instruct the needs of the whole class accordingly.

Each students turn in Literary Analysis and finished version of Tableaux Storyboard from
Youtube link. Teacher gages participation of students and grades accordingly.
 Assess skit through a rubric of following criteria as they are presenting: technological
efficacy, visual appeal and multi-modality, written communication, content knowledge,
content knowledge and plot structure, enacting and characterization, setting (possibly
presentation effectiveness and theme).

What will you do Pull class together to teach needed scaffolds/tools for a successful literary analysis and
if students do tableaux creations through giving ideas, support, constructive feedback and participating to
not understand? help them out . Answer questions for students; refer students back to their earlier literary
analysis for directions on how to do analyze their myth.

Students will need support in operating Microsoft movie maker to construct a video and
slideshow presentation of their myth, as well help on how to post on youtube. Students will
need cameras and help uploading pictures if they dont have their own or the experience.
Extended
Learning/
Homework

Rubric (project is 20% of course grade)

Exceeds (4.0) Meets (3.5) Approaches (3.0) Not Evident 0.0-2.5

Overview and Overview and Overarching goals
Overarching section demonstrate nuanced and
Goals complex expectations for students
learning and understanding. Student
inquiry drives the instructional plan.
Overview and Overarching goals
section lays out clear goals and
expectations for student learning.
The goals and expectations ask
students to engage in inquiry.
Overview and Overarching Goals for the unit are not clear or
goals section lays out do not ask students to undertake
somewhat clear goals and inquiry.
expectations for student
learning. The goals and
expectations ask students to
undertake some inquiry.

Summative Your Unit Assessment(s) clearly Your Unit Assessment(s) mostly Your Unit Assessment(s) Your Unit Assessment(s) does not
and Formative aligns with the unit objectives. The helps you determine if students somewhat helps you help you determine if students
Assessments purpose of the assessment connects have demonstrated how the unit determine if students have have demonstrated how the unit
to students lives. objective(s) has been met. demonstrated how the unit objective(s) has been met.
 objective(s) has been met.

Standards Standards are clearly tied to unit
overarching goals. Unpacking of
standards shows clear understanding
on the part of the teacher of what
specific standards ask of students.
Standards are clearly tied to unit
overarching goals. Unpacking of
standards shows some
understanding on the part of the
teacher of what specific standards
ask of students.
Standards are tied to unit Standards are not clearly tied to
overarching goals. unit overarching goals. Unpacking
Unpacking of standards of standards does not show
shows some understanding understanding on the part of the
on the part of the teacher of teacher of what specific standards
what specific standards ask of ask of students.
students.

Calendar and Calendar and daily lesson plans Calendar and daily lesson plans Calendar and daily lesson Calendar and daily lesson plans do
Daily Lesson show how activities and formative show how activities and formative plans show some evidence not show how activities and
Plans assessments string together assessments string together how activities and formative formative assessments string
cohesively to scaffold students cohesively to scaffold students assessments string together together cohesively to scaffold
toward overarching goals of the unit. toward overarching goals of the cohesively to scaffold students toward overarching goals
Daily lesson plans are thoughtfully unit. students toward overarching of the unit.
constructed to scaffold students goals of the unit.
toward formative and summative
assessments.

What Works Your presentation of something that Your presentation of something

Presentation worked from your unit plan shows that worked from your unit plan
careful thought and preparation. does not show careful thought and
preparation.